GOVERNORS’ANNUAL REPORT 2016 - · PDF file1 T Introduction Schools are no longer required to produce a Governors’ Annual Report. At Molescroft however we believe the contents are

MOLESCROFT PRIMARY SCHOOL

GOVERNORS’ANNUAL REPORT 2016

Molescroft Primary School Governors’ Annual Report to Parents

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Schools are no longer required to produce a Governors’ Annual Report. At Molescroft however we believe the contents are an important part of our openness with parents/ carers and have therefore decided to continue to publish. The School Website also contains valuable

information, and the Blog gives a day to day reflection of life in the school. The Blog can be accessed through the School Website at www.molescroftprimary.net

Essential Information

Contact Information Molescroft Primary School St Leonard’s Road Molescroft Beverley East Riding of Yorkshire HU17 7HF Telephone: 01482 861762

Fax: 01482 871236

Email: [email protected] Website: www.molescroftprimary.net

Governing Body Membership

Role Governor Office Ends Special Links

Parent Governors

Mr. A. Adamson 11/10/2016 PSCE, Drugs Awareness, KS2 STEM, Sex & Relationships Education

Mr. R. West 11/10/2016 Primary Languages, Pupil Council Link, Health & Safety Chair, International Dimension, Educational Visits, Frequently Absent Pupils

Mrs. A. Lazenby 02/04/2018 Geography KS1 STEM Mrs. K. Ratcliffe 04/03/2016 KS1 Literacy, Behaviour for Learning Mrs. K. Towse 02/04/2018 E.A.L. History, PE, Emotionally Vulnerable,

Vulnerable Phonics L.A. Governor Mr. A. R. Knight

Chair 16/07/2017 Chair, Child Protection, KS2 Literacy,

Educational Visits, Finance & Personnel Chair, Child Protection, D.I.E.D.R.E. Link, Looked After Children, Young Carers, Medical Needs

Community Governors

Mrs. N. Bailey 07/11/2018 SEN, 2c Achievers, Training Link Governor, Eco Governor, Reluctant Readers

Dr. P. Beckley 10/07/2018 Computing, RE, Early Years, Ethnic Minorities Mrs. V. Scarborough

14/11/2017 Gifted & Talented, Teaching School Link, Pupil Premium Champion

Mrs. M. Blencoe Vice Chair

15/02/2018 Visual Arts, Numeracy

Head Teacher Mr. M.A. Loncaster Head Teacher, Worship Staff Representatives

Mrs. L. Hemphill 23/10/2017 Music & Performing Arts Mr. M. Britton 07/05/2017 Staff Link

The clerk to the governing body is the representative of the Head of Legal and Democratic Services. Non-confidential minutes and papers of governors’

meetings are available to all members of the public. Please contact the school office

The Chair of Governors can be contacted by telephone. (01482) 868937

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Admissions Policy

The school's current admission arrangements adhere to the published criteria of the East Riding of Yorkshire. There are 420 places in the school.

Children are normally admitted in the September prior to their fifth birthday. For those born in September admission is the month of their fifth birthday. All applications for places will be granted up to the admission limit set for each year group.

n The East Riding of Yorkshire LA manages the arrangements and fair and correct application of the criteria for admission for all year groups. The same authority will manage the Appeals Process.

For further information, telephone (01482) 887700 and request 'School Admissions’ The Council and school are able to confirm addresses, which are within the Catchment Area. NOTE NOT THE ENTIRE PARISH OF MOLESCROFT IS INCLUDED IN THIS SCHOOL’S CATCHMENT AREA. Unfortunately, due to increasing demand, living in the catchment area does not guarantee a place in the school.

IT IS ESSENTIAL THAT PARENTS SEEK UP TO DATE CLARIFICATION ON THE ADMISSIONS POLICY FROM THE EAST RIDING OF YORKSHIRE LA. THE COUNCIL POLICY GOVERNS ALL ADMISSIONS TO THIS SCHOOL. IT IS PUBLISHED ON THE EAST RIDING OF YORKSHIRE WEBSITE.

The admission limit is 60.

*Please note Admission Policies are subject to alteration due to new legislation, legal precedent & Council Policy changes.

Friends of Molescroft School Association

“Friends of Molescroft School Association” has been well supported and has had a most successful year. The range of events and the effort and time put into them not only provided the school with a significant boost to the quality of the educational provision but also was a major contributor to the social life of the community.

Events organised by the Friends Association include:

n Summer Fun Day

n KS1 & KS2 Discos

n Social Nights

n Moles in the Park Family Night 40th Birthday Party

n Christmas Fayre

n Easter Egg Raffle

n Token Collections

n Second Hand Uniform Sales

n Bags to School Recycling Campaign

n Christmas Card Designs

The Friends have agreed to support the Fair Trade Policy of the school and only sell/provide Fair Trade tea and coffee:

The Friends have been saving up over the past year and have nearly £11000 ready to invest in Molescroft Primary School for the benefit of the children. This follows an investment in 2015 of over £17000 installing a fully fitted kitchen for the pupils to use. The current target is to provide an Intervention centre at the school.

Staff and pupils alike are hugely grateful to everyone for their support of the Friends, enabling the purchase of significant resources.

No trustee was paid any remuneration or expenses during the year.

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Molescroft Matters

We aim to sustain and continue to develop a community based on positive attitudes, a promotion of excellence and a celebration of achievement. A valued environment in

which “everybody cares, everybody learns, and everybody matters”.

Governors’ Expenses Although it is now possible for governors to claim expenses, once again no claim has been charged to the school.

Report from the Chair of Governors

Framing Learning in the Classroom Until September 2014, children’s progress was assessed using national curriculum levels. The government has now removed ‘level descriptors’ from the National Curriculum and schools are expected to establish their own assessment systems to suit their children and parents. The Department for Education felt levels were too vague and complicated for parents and not very good at helping them understand their child’s progress. Under the changes, from 2016 the government expects 85% of pupils to reach a ‘good level of attainment’ in updated Key Stage 2 SATs (as opposed to the current 65% – a massive increase). This has presented many schools with considerable problems in framing new assessment procedures that were not hopelessly unwieldy.

This is where the Teaching School, “Riding Forward”, for which Molescroft Primary School provides the driving force, and which forms an integral part of our curriculum and staff development, has come up with a remarkable system of assessment which is flexible, not

burdensome to teachers, intuitively providing reliable and detailed analyses of children’s learning. It is called “Framing Learning in the Classroom”, or FLiC as a handy acronym. It is a beautifully crafted piece of software which provides assessments made during a lesson, during marking or following formal assessments; it uploads automatically from any location. It is complete package, which literally flows from the flick of a teacher’s finger to create reports to parents and for coordinators, middle leaders, senior managers, LA, Ofsted and beyond.

There has been great interest, locally and nationally, even Ibiza, in this adaptable educational tool, and “Riding Forward” has now marketed this software, and it is selling well. FLiC is already proving its worth within our School, where these assessments are now innate to every teacher’s classroom practice.

Tony Knight

Chair of Governors

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The Work of Governors

Governors’ roles and responsibilities The Governing Body has a general overall responsibility for the effective management of the school, acting within the framework set by national legislation and with due consideration to the policies of the Local Education Authority. The governors must meet regularly, at least the mandatory once a term. In effect, they meet more often in order to carry out their duties effectively. In addition to the meetings of the full body the governors also work in smaller committees.

Committees All these committees are required to keep abreast of current developments and the implications of new legislation. They study and evaluate documents and policies emanating from both central and local government authorities. Committees must report to the full Governing Body, although those with delegated powers are able to make certain decisions in their own right. All committee meetings are minuted and the minutes circulated to all governors.

Curriculum and Quality Assurance This committee meets to debate curriculum developments in the school. All governors are linked with Curriculum Coordinators who make recommendations and offer explanations to the members of this committee. Link Governors make their own presentations and have written the Curriculum reports in this document. Strategies demand much time and commitment by both staff and governors but all are confident of their benefits. On an annual basis the governors and staff join together at a Standards Evening. This is in order to evaluate the progress made (over the previous twelve months) in meeting the targets agreed in the School Improvement Plan. Following this discussion, the new Improvement Plan for the year is created also acknowledging the school’s agreed three year rolling Actions Plan.

Health and Safety & Premises This committee is responsible for the premises and the maintenance requirements, including ensuring that all Health and Safety and Safeguarding regulations are observed. This involves careful monitoring and regular site inspections.

Finance and Personnel This committee is responsible for overseeing the school’s budget and deciding where expenditure would be most effective. In addition, the committee is concerned with any aspect of management that involves people – be they pupils, staff or volunteer helpers. This includes appointments and disciplinary matters. The School Budget and School Fund Account are available to view, on request from the School Office. Specific governor roles include:

n School Improvement Link

n Pupil Premium Champion

n Teaching School Governor

n Special Needs Governor

n Vulnerable Groups Governors

n Gifted and Talented Governor

n Health and Safety Governor

n Training Link Governor

n Child Protection Governor

n Worship Governor

n Green / Eco Governor

n Health and Welfare Governor

n Curriculum Link Governors

n Grants Governors

The non-confidential minutes of Governors’ Meetings, including committees, are available in the school office for parent/carers to read.

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Staffing February 2016Mr. M. Loncaster - Head Teacher Mrs. J. Hakner - Assistant HT, KS1 Coordinator & SEND Coordinator Mrs. A. Tonks - Assistant HT, Manager of Riding Forward TSA & KS2 Coordinator Mr. M. Britton - Assistant HT, Designated Safeguarding Lead (Child Protection Coordinator), Champion for Disadvantaged Children, Y6 Mrs. V. Tippett - Y6 (0.95) Senior Leader & Y6 Coordinator Mr. R. Atkinson - FY Senior Leader & FY Coordinator Mrs. H. Ripley - Y5 (0.4) Mrs. B. Nicholls - Y5 (0.6) Mr. B. Rowsell - Y5 Mrs. S. Lazenby - Y4 (0.8) Mr. T. Lilley AST - Y4 (0.2) Miss K. Fullam - Y4 Mr. S. Morton - Y4 Mr. M. Wood - Y3 Miss S. Power - Y3 Mrs. K. Fenn - Y3 Mrs. S. Grainger - Y2 (0.8) Mrs. R. Martin - Y2 (0.2) and One to One Tuition Mr. J. Williams - Y2 Mrs. E. Johns - Y1 Mrs. S. Hulse - Y1 (0.5) Mrs. S. Henderson-Tucker - Y1 (0.5) Primary Languages (0.2) Mrs. B. Crofts - FY (0.6) Mrs. A. Hairsine - FY (0.4) Mrs. P. Walker - Music (0.4) Mrs. S. Charlton - PE (0.3) Interventions (0.7) Mrs. L. Coward - TA Mrs. H. Wilks HLTA - TA Miss J. Hobson - TA Mrs. J. Robinson QT - TA Mrs. L. Hubbard - TA & Afternoon Tea Club Mrs. F. Penn - TA Mrs. K. Ferguson HLTA - TA & Afternoon Tea Club Mrs. K. Costello HLTA - TA Mrs. D. Hearfield QT - TA Mr. P. Carron - TA Mrs. S. Cording - TA & Afternoon Tea Club Mrs. J. Finch HLTA - TA Mrs. H. Fisher - TA Mrs. R. Koder QT - TA Mrs. A. Richardson HLTA - TA Mrs. J. Blake HLTA - TA Mrs. M. Stocker - TA Mrs. H. Smith - TA Mrs. C. Willey HLTA - TA Mrs. C. Dixon - TA & Afternoon Tea Club Mrs. D. Lakin - TA Mrs. L. Bulless - TA (Dance Teacher) Mrs. K. Whincup - TA & Breakfast Club Mrs. L. Hemphill - TA

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Mrs. N. Smith - TA Miss V. Webster - TA Mrs. D. Goff - TA Mrs. H. Morrill - TA Miss K. Monaghan - TA Mrs. D. Kilford - TA Mrs. J. Clark - TA Mrs. K. Carlisle-Smith - TA Mrs. J. Iversen - TA

School Support Staff Mrs. C. Heap - School Business Manager Mrs. D. Trowsdale - Administrative Officer and PA Mrs. J. Wilson - Administrative Assistant Mrs. J. Lines - Teaching School Alliance Admin Officer Mrs. D. Poultney - Curriculum Secretary Mrs. K. Strang - Curriculum Secretary Mrs. E. Jones - First Aid

Kitchen, Lunchtime and Breakfast Club Mrs. L. Hunsley - Cook in Charge Mrs. D. Lakin - Assistant Cook & Breakfast Club Mrs. L. Long - Assistant Cook & Afternoon Tea Club Mrs. J. Robinson - Senior Midday Supervisor & Breakfast Club Mrs. P. Tattersall - Asst. Midday Supervisor & Breakfast Club Mrs. T. Calam - Asst. Midday Supervisor Mrs. J. Leason - Asst. Midday Supervisor Mrs. S. Bassett - Asst. Midday Supervisor Mrs. M. Kitchen - Asst. Midday Supervisor & Kitchen Assistant Mrs. H. Morrill - Asst. Midday Supervisor Mrs. S. Gresswell - Kitchen Assistant Mrs. G. Murphy - Kitchen Assistant Mrs. H. Eddon - Asst. Midday Supervisor Mrs. G. Hunsley - Asst. Midday Supervisor Mrs. N. Roberts - Asst. Midday Supervisor Miss R. Cracknell - Asst. Midday Supervisor Mrs. D. Kilford - Asst. Midday Supervisor Mrs. J. Sadler - Asst. Midday Supervisor

Caretaking Mr. D. Platten - Caretaker Mr. M. Thorpe - Cleaner Mrs. L. Williamson - Cleaner Mrs. R. Hardman - Cleaner Mr. B. Goodfellow - Cleaner

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KEY AREAS FOR DEVELOPMENT IN 2016What are we focusing on this year? Our Improvement Plan runs for a Calendar Year. n Premier League (Top priority)

SECURING LEARNING • Minimum 85% in R W & M in every year group incl. Non SEN Pupil Premium

Children and securing appropriate Pupil Progress Measures • Developing and sharing classroom strategies and Interventions.

ENGLISH • Punctuation & Spelling across the school. • TA Staff – GPS competency. • Stretch of Guided Reading Books

ASSESSMENT • Reviewing objectives in FliC in History & Music & for Reports in general. • Regular moderation between staff and regular Pupil Progress meetings & focus

on non secure pupils mindful of Pupil Premium &L2Cs at Y2 HIGH ACHIEVING PUPILS

• Continuing the reorganisation of lessons generally to enable high ability pupils to quickly move straight to Enhancing Level (note Maths) ensuring appropriate Pupil Progress measures.

• G&T coordinator having access to Staff Meetings to consider high ability pupils and high ability cohorts in relation to their progress.

PHONICS in Y1 • To secure above National in 2016 in Y1 & to challenging the girls

YEAR 6 • Target the cohort for extra support / teacher for Pupil Premium, off target and Prior

2C children to ensure appropriate Pupil Progress Measures.

n Championship (Next Priority) COACHING MODEL

• To further develop coordinator influence TEACHING SCHOOL

• ERSIP engagement: Supporting schools “get to good” or “outstanding” • Refurbishment of Parish Room into a dual purpose parish and training facility.

Review Subject Policies Review Health & Safety Policies Raising awareness of the options relating to Academisation Cross Curriculum Writing

• links with History and a World History Day n First Division (Next Priority) R E Resources Science Resources Music

• Access to resources and outdoor developments FY Central Courtyard: Complete development PE Sheds Renew Restraint and child protection training Computing

• Presentations training International School Award: Produce and submit Action Plan Please note: Priority refers to the amount of time, which will be required to complete the task

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Reports on the Curriculum from the Link Governors

English and Literacy KS1 Literacy Coordinator: Victoria Tippett Link Governor: Kathryn Ratcliffe Once again, Molescroft Primary School is producing above national performance at all levels, at the end of KS1 and increasing year on year. Attainment in reading, is now at its highest level in at least six years. Attainment in writing (which has been rising for five years) has made the biggest leap forward in any year. Clearly, the writing intervention support groups have had significant impact. Staff are never complacent however and have already been looking at ways of ensuring that the higher order literacy skills are to be developed in school. These are as follows;

• To introduce a whole school focus on punctuation to ensure that children are using punctuation consistently across the curriculum.

• To look at how the new spelling curriculum and spelling lists are being taught and implemented across the school.

• To ensure that teachers and teaching assistants receive the correct grammar training, so that they feel confident enough to teach it in the classroom and within support groups.

• To look at the quality and level of difficulty of guided reading books is consistent throughout the school and to buy new books where there are deemed to be gaps. This is particularly pertinent in Year 2, where more difficult books are needed to stretch the enhancing readers.

KS2 Literacy Coordinator: Victoria Tippett Link Governor: Tony Knight

This summer saw the last SATs tests to be measured in terms of the concept of level, and it gives me great pleasure to report that the standards achieved in Reading Writing, English Grammar, Punctuation and Spelling were excellent. Paradoxically, the greater the school’s achievements at Key Stage 1, the more difficult it becomes to achieve the required targets for value-added performance at Key Stage 2 as measured in levels, but our scores were good. The concept of level has been replaced by the requirement to ensure that all pupils are secure in precisely determined literacy objectives, and this is where the analysis of FLiC data is so useful. Again, this year has seen a focus on writing, with particular emphasis on writing across the curriculum, to ensure that it is not seen simply as a “subject”, but is embedded in all learning activities. All classes are well trained in developing VCOP – Vocabulary, Openers, Connectors and Punctuation, which you can see displayed in every classroom. The Year 6 focus may well change with the new SATs, as we do not yet know what are the moderating standards. This year there is a whole school focus on punctuation, with staff development for both teachers and teaching assistants to reinforce the new standards. In comprehending grammar, punctuation and spelling, dictation can often be a useful exercise. Spelling tests are also being used, and in the comprehension of guided reading, emphasis is being given to the processes of inference and deduction.

Maths Coordinator: Richard Atkinson Link Governor: Melissa Blencoe

Teaching staff continue to build on this success and the teaching of mathematics is rated as excellent throughout the school. Attainment in mathematics is good across all year groups, particularly in Year 2 and Year 6, and Molescroft are generally above the national sample in all areas. The focus for the coming year will be to continue to enable children to use and apply number in a range of contexts, revisiting calculation policy and method and teachers will work on embedding differentiating success criteria. Teaching staff are taking part in a research project (Numacon) and funding from the Teaching School Riding Forward has enabled staff to be trained in a new intervention called First Class@Number. These exciting new developments mean that the pupils of Molescroft will continue to benefit from excellent teaching of mathematics.

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KS2 Science Technology Engineering with Maths S.T.E.M. Coordinator: Bethan Nicholls & Carolyn Baker Link Governor: Ade Adamson

The quality of the provision of Science and Design and Technology throughout Key Stage 2 is high, with the vast proportion of children 'secure' in their learning. The children showing a particularly good level of understanding of Science. The introduction of the new curriculum in both subjects has gone smoothly. They are particularly encouraged to use and build models, with reference to a real world scientific principle, which shows real understanding of the subject. The development of the new 'kids kitchen' seems to have inspired some budding chefs and certainly increased their knowledge of working with food, whilst also allowing staff to have that extra space. Science Week and Professor Brainstorm shows the children that science can be fun and exciting. The children enjoy designing and building their projects, with appropriate guidance from staff, and are producing items of a very high standard.

Computing Coordinator: Matthew Britton Link Governor: Pat Beckley

The computing subject area continues to be fully embedded throughout the curriculum, incorporating relevant and new technologies appropriate for children’s use. Children are taught specific skills as well as experiencing the subject in other curriculum areas. Resources are wide ranging and appropriate, for example a digital blue microscope or PC laptop for every classroom. Another set of iPads have been purchased for Y6 children to use as an on-going resource, which enables them to use their computing knowledge and understanding as a tool to support their work, for example, when editing. Children are motivated to attempt such work and it encourages them in their learning as individuals, such as those who struggle with handwriting can make a draft using their iPad. The introduction of the new curriculum has led to further innovations of use, for example children create their own programmes, with game type Apps to enable children to practise their skills. Further work concerning IT has included The Flic Assessment Toolkit which demonstrates secure assessments of children’s work. This good practice has been taken on board by a number of other schools, following the Molescroft Primary School design and lead.

KS1 Science Technology Engineering with Maths S.T.E.M. Coordinator: Alice Hairsine & Bryony Crofts Link Governor: Alex Lazenby

The new curriculum has been very well received across Key Stage 1 and the children have made good progress. The staff reviewed the curriculum and most units remain unchanged from previous ones. One unit that was changed was the “Rosti” unit in Year 2. The making of the Rosti proved a little tricky and grated potato got everywhere. This has been changed to 'Healthy Soup', which fits in well with what already happens in Year 2. The puppet unit in Year 2 was very successful. The work the children produced and displayed was amazing. Both Y1 and Y2 keep their D&T work in a folder and their work across the subject is very well presented. The objectives are always clear and work is marked according to the school’s marking policy. The new FliC assessment system has been a great tool for assessing D&T. The science week was a success as always and the children loved Professor Brainstorm. An inspirational man who seems to do an awful lot with a random array of household equipment. The children’s enthusiasm was reflected in some bringing things in from home that they had made in response to the experience. The STEM plans included a section called 'Being a Scientist'. Everyone thoroughly enjoyed the flexibility of this unit - allowing more time to complete science activities and the creativity that this enabled. KS1 have responded particularly well to science outdoors. KS1 has seen a PE/Science combination on this year’s lesson study and this was a positive experience. The children were delighted in using PE to learn about forces and great fun was had. History Coordinator: Ben Rowsell Link Governor: Karen Towse

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The history curriculum for the school has been rewritten in accordance with the new National Curriculum objectives. History units have been distributed across the year groups to tie in with overarching themes. Medium term plans have been written for all topics across the year groups to ensure that history teaching and planning adheres to the national curriculum objectives. Teachers utilise links with other areas of the curriculum, particularly with literacy and art. A range of teaching styles are used to enhance learning, specifically techniques involving mixed group work such as ‘jigsawing’, drama techniques including debates and re-enactments and the inclusion of technology to enable activities such as independent research and investigation. There has also been focus in writing across the curriculum and across the school which has been very successful. Two new history trips in Year 3 (Roman) and Year 5 (Iron Age & Stone Age) have been introduced and both have been successful. The introduction of a ‘history day’ will either happen this school year or next which will include all years being involved. Teachers confidently approach the subject, and always aim to promote history in a chronological context. Children are encouraged to develop questioning skills based on different types of evidence and compare the past to the world we live in today.

Geography and the International Dimension Coordinator: Jonathon Williams & Libby Johns Link Governor: Alex Lazenby

The new geography units have been well received this year. This has enabled the school to fully embrace the International Focus every February into the Geography work across the school. Pupils now focus on the chosen nation for a longer period and use the unit to meet key objectives. The use of visits to enhance the Geography Curriculum remains a strength in the school. The Residential Visit in Year 6 remains a major opportunity for the children to complete field studies including the study of a river, the use of OS maps and the completion of mapping exercises. This year has seen an after school club on orienteering. Teams of children were asked to find flags around the school using the co-ordinates they were given. They also had to read maps and find items. The knowledge of the children in this subject is impressive. The curriculum is used in such a way to turn the children into geographers. Instead of just learning about what the capital of a country is and other points, they are asked to think about questions that they would ask to learn about the area. Geography is also enhanced by the Enterprise Day and the school’s Fair Trade agenda. Children continue to develop an understanding of the economy. One of the main strengths of the subject is how it is developed cross curricular giving it a real context. The work of the Diversity, International, Eco, Disability, Race Equality group drives the development of the International Evenings and festivals and also ensures the opportunities for Citizenship are never missed.

Personal, Social, and Citizenship Education Coordinator: Sarah Grainger Link Governor: Ade Adamson

There are no major changes within the subject with the quality of provision remaining high at each stage of the school. It's part of an approach that permeates into all lessons and across all curricula. It allows the children to be individuals and apply their learning. Themed events such as Enterprise Day, Anti-bullying Week, Citizenship Fortnight and Health Week, all ensure that the children are confident, healthy and well rounded. The Pupil Council continue to meet every fortnight, allowing the children to influence and have their say on school matters. PSCE does not appear on the new 'FLiC' assessment tool, because it's not statutory, but the subject has been written in association with 'FLiC' which allows the coordinator and staff to see at a glance how the children are performing. Eco School

Coordinator: Suzie Hulse Green Governor: Nicola Bailey

The school has a strong commitment to environmental awareness and careful use of resources, using the Eco School Green Flag Award as the basis for developing the Green Agenda. In recent years, rather than routinely issuing paper correspondence, greater use has been made of the website and texting facilities to communicate with parents/carers. Pupils are encouraged to contribute ideas for saving energy and responsible recycling. The Green Team meets once each half-term to discuss initiatives and opportunities to maintain the focus on being an eco-friendly

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school. A total of seven Green Team leaders from year 6 liaise with younger pupils to share information and gather suggestions. In 2011 the School invested in solar panels; the children are very much aware of the energy savings generated by these. The Green Team also links with the Fair Trade initiative; members of the team set up a stall and sell Fair Trade produce every Friday afternoon. In 2014/15 Molescroft won Gold again in the Yorkshire in Bloom contest, with their winning entry ‘Tub Tales’. Not only was Molescroft awarded the Gold Rose, Michael Loncaster & teaching assistant Linda Hemphill were presented with the Community Champion Award. This was due recognition for Linda’s hard work co-ordinating the Green Team, along with running the Gardening and the Really Wild clubs. These take place in the school’s conservation area, a well-used resource that provides a stimulating kinaesthetic learning environment for the children. Fit Fridays is a further example of promoting personal health alongside environmental awareness. For four consecutive Fridays covering January and February pupils are encouraged to cycle, walk or scooter to school. In addition to PE lessons as part of the curriculum, a wide range of extra-curricular sporting activities is available. Furthermore, children are invited to take an interest in nature by entering seasonal photography competitions. There have been some stunning examples of simple yet effective scenes to represent the changing seasonal landscapes of English nature. Among Molescroft’s many accolades are the Eco-Schools award, Fair Trade Status, International Green Flag award and Healthy School award. These result from tremendous hard work and commitment to meet strict criteria. The School’s environmental policy can be viewed on the web site, along with the Fairtrade policy.

Defender of the Arts

Coordinator: Helen Ripley

Visual Arts Coordinator: Sophie Power Link Governor: Melissa Blencoe

As holders of the Arts Mark Gold award, staff at Molescroft are continually looking for ways to further enhance the teaching of visual art throughout the school. Helen Ripley and Penny Walker are all now trained in delivering a curriculum designed to enable children to achieve the Arts Award, which is a nationally recognised qualification that facilitates children in becoming leaders in the subject. The first level of the award – explore – is aimed at Key Stage one children, and the second level – discover – is aimed at those children in Key Stage two, and all the children who took part in this award last year passed. Helen Ripley will be continuing to work with children in gaining this award. This is an exciting development for Molescroft and if successful will become part of the pupils’ arts provision throughout the school in the new curriculum.

Performing Arts Coordinator: Penny Walker Link Governor: Linda Hemphill

Music is at the very heart of Molescroft School. It is not often you can walk through the school without hearing rhythmic or melodic snippets coming from one classroom or another! This is because the pupils at Molescroft School have access to a plethora of musical opportunities. Every pupil learns to read music (through playing the recorder) which enriches and focuses their learning in other areas of the curriculum. Many pupils take this further accessing the East Riding Music Services in the disciplines of brass, woodwind, string and percussion instruments, and every child that is the lucky recipient of these services has the weekly opportunity of playing together in the 80 plus pupil strong School Orchestra led by an outstanding music specialist, enabling all different ages and abilities to perform together and accompany the full school in Friday Assemblies or extensive concert pieces as seen at the wonderful Christmas Festival of Music in school. The Orchestra played a version of BBC Ten Pieces, which is an exciting new initiative for primary schools, led by BBC Learning, which focuses on classical music and creativity and the orchestra hope to respond to the work with their own composition.

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We now have the addition of 3 oboes! Composition is taught and experienced throughout the school: classes receiving lessons from the music specialist once a fortnight, followed up and developed by the classroom teacher. The availability of quality resources including instruments, electric and midi keyboards with iMacs and iPads provide skills essential to access the computer program Garage Band. This program allows pupils to compose music in layers, allowing access to a wide range of genres and styles and manipulate the sound of virtually any instrument themselves. The same program allows staff to arrange accompaniments for other musical groups, and Sibelius allows bespoke ‘arrangements’ for the orchestra meeting the needs of all the different abilities. Singing supports many aspects of the main curriculum and is evident several times in the school calendar; Christmas, International Evening and of course in the summer term when a West End musical reaches the School hall for a full week. Solos, duets and choruses are all part of vocal experienced in the Charity Fortnight, and very much appreciated by the Beverley Grange senior citizens. Staff with musical talents and interests spread throughout the school from Foundation to Year 6 and are happy to give up their time and share their knowledge and enthusiasm for their instrument in lunchtime clubs such as choir and guitar club to ensure quality experiences for children. Of course, many of the above are enabled by the technical ability of sound systems. Music reading skills are universally above expectations by the end of KS2 due to all children learning the recorder. Children show outstanding musical skills and take part in lessons with great enthusiasm. Their willingness to participate and perform in different situations is particularly evident during fundraising fortnight when children will readily busk in aid of charity.

P.E. Coordinator: Martin Wood / Kate Fullam Link Governor: Karen Towse

The big news is Molescroft have finally achieved the GOLD sports mark! The school had got silver for the past two years and narrowly missed out on the gold last year There has been a variant of Tai Chi introduced to the Y6 near the Y4 area door with Mr Wood; The Chinese Aerobics continues for Y4/5 with Mrs Charlton overseeing. The standard Mole-ympics set up worked well; with the additional layers of tennis and table tennis going on at the same time; the closing ceremony of a gymnastics performance was a big hit. The use of microphone and additional “coning” helped in the smooth running of the events and the medals were looked forward to and greatly prized. The medals standards for the events were maintained by the PE team and seemed to work well; the opening and closing ceremonies were again well received. Tournaments - the festivals continue and the 3/4 & 5/6 enjoyed the Rugby and Football; the “half days only” timetable was implemented and in the Autumn the rugby was run on the same day for both the Y3/4 and Y5/6 tournaments due to poor weather forecasts- this worked very well in terms of setting out and booking refs and may become standard (TBC) The SOCMs were a big success in all the tournaments supplementing the staff and helping out. Volunteer refs are still something of an issue (there are too few). Quality provision has been maintained with the 3hrs allowance due to continued curriculum overhaul. PE Curriculum review has begun with M Wood and S Charlton redrafting all the curriculum design sheets for all areas of PE/Games provision. These planning documents, drawing from the old QCA, have become part of the Year Group planning packs for the new curriculum. Sarah Charlton was made joint PE coordinator along with her busy timetable of interventions and teaching. She has renewed and completed the curriculum design of all the dance/gymnastics for the rest of the year. Sarah has now completed her year and we welcome back Kate Fullam as joint coordinator after her sabbatical year. Bridlington Sports Partnership; now the School Sports Partnership; continues to offer its usual programme of events and festivals albeit with the addition of many new schools, which have returned to the fold from the old Grammar/High cluster. The New Beverley Cluster now includes all the schools, which used to transfer to Grammar/High this means there is more competition but on the downside the uptake of all the additional schools will mean that there will be fewer chances for B and C teams. Beverley Grammar have also re-joined the group and there are now going to be more events run at Grammar/High school- this may present an issue for our attendance due to the distances involved.

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The school continues to deliver a variety of activities to stretch the children; the climbing wall has been a big success, indoor volleyball and a smoothie bike were offered as part of the Health Week event, orienteering and team building continue as part of the PPA provision. Tigers Trust has also been engaged to provide some of our Clubs provision. The Clubs also have good uptake with the usual football, netball and basketball being popular. This year will also see the KS1 tournament with a handball competition taking place on the South Playground continuing after the success of last year. Organised by S Charlton and the KS1 staff this was very successful and enjoyed by all.

R.E. Coordinator: Michael Loncaster Link Governor: Pat Beckley

RE continues to be an integral part of the school curriculum. Children are able to access visits to places of worship, for example the Y1 visit to St Leonards Church. Learning is creative and structured to enable children to successfully learn about Christianity and another faith each year. Staff share expertise and collaborate to ensure children develop their knowledge in this area.

Early Years Coordinator: Richard Atkinson Link Governor: Pat Beckley

Recent works to the building and resourcing of the early years learning environment has continued to promote the facility as a dynamic space for young children to access. In the context of their learning, assessments identify that children in the early years achieve expectations in all areas. Each keyworker develops the learning of their group of children based on observations and micro-teaching for formative assessment. Parents take a full part in the Induction process for their child and participate in the Learning Journey, for example Parents are invited to share their child’s development and successes on the ‘wow wall’. The Baseline assessment showed that children were engaged with their learning and had curiosity, persistence and a sense of achievement. They were well-motivated and had their own ideas, made relevant links with their learning and could review what they had learnt. Plans to introduce Thinking Skills sessions to the children have been introduced.

Special Educational Needs & Vulnerable Groups Coordinator: Julie Hakner Link Governor: Nicola Bailey

The number of children receiving additional support has continued to increase each year since 2009. This reflects the close monitoring of all children and the early identification of intervention required to ensure potential is reached. Molescroft is a popular choice for parents/carers of children with SEND; the percentage of pupils with a statement of special educational needs or education, health and care plan (EHCP) is in the highest percentile compared with schools nationally. The new SEND code of practice, as part of the Children and Families Act 2014, was implemented in September 2014. Resulting developments included:

• a ‘local offer’ document detailing Molescroft’s SEND provision: this is available on the website;

• individual education plans (IEPs) were replaced by a support planning sheet with four specific targets;

• the categories ‘School Action Plus’ and ‘School Action’ were replaced with a single category of SEND – ‘SEND support children’;

• an extra layer was introduced: SEN expectation-boosting children (these are pupils requiring help with meeting year group expectations);

• as from 1 September 2014 no new statements of Special Educational Needs (SEN) were issued. Instead 0-25 (years) Education, Health and Care Plans (EHCP) plans were introduced.

As of October 2015 there were: • 10 children with old-style statements of SEN • 1 child with the new format EHCP • a further 16 children within the category ‘SEND support’;

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• 47 children categorised as ‘expectation boosting’: a category designed by Molescroft Primary School.

Of the ten old-style statements, five have now been transferred to the new EHCP format (as of December 2015). As a result of the new assessment tool introduced in 2014/15, ‘Framing Learning in Classrooms’ (FLiC), the process of identifying those children requiring intervention has become even more precise. The School’s Special Educational Needs and Disability Co-ordinator (SENDCo), Mrs Julie Hakner, performs an efficient and supportive role for the benefit of parents and carers, providing information of and links to appropriate provision as necessary. Mrs Hakner is ably supported by teacher Mrs. Sarah Charlton, teaching assistant Mrs. Julie Robinson with teaching assistant Mrs. Linda Coward who provides administrative support. The SEND provision map has facilitated this process and its impact is evaluated annually. Children on the register are extremely well supported by a qualified and caring team of staff. There is clear and plentiful evidence of differentiation, depending on individual needs, to promote development and inclusion. Various interventions are in place, typically for children not in receipt of a statement of SEND but identified as requiring support in key areas. One-to-one maths schemes have been provided over successive academic years. Mrs Sarah Charlton and Mrs Julie Robinson deliver a range of successful bespoke literacy intervention strategies; during academic year 2014/15 these were judged to have had a significant impact in boosting children to their year expectations. Furthermore, bespoke literacy support is provided in small groups of 9-15 pupils. These children are typically supported for eighteen hours over a period of six weeks, with their progress monitored and exit strategies written. Teaching assistants then continue this work, although all identified children remain within Mrs Charlton’s remit for the full academic year. Close links have been developed with St Anne’s Community Special School, Welton, Brough. There continues to be no concern regarding the attendance levels of SEND children, all of whom make progress in spite of their specific learning difficulties.

Gifted and Talented Coordinator: Sharron Lazenby Link Governor: Victoria Scarborough

Mrs Lazenby leads the Gifted and Talented activities for the school. There are many children on the register and many of those are on for numerous subjects. Activities during last year include maths clubs for years 5 & 3. A STEM club was also organised for design and technology and scientists, along with an art club for artists. More recently the artists have created a sculpture of the Molescroft Mole to mark the school’s 40th Birthday.

Modern Foreign Languages Coordinator: Samantha Henderson-Tucker Link Governor: Richard West

Once again I am able to report that languages at Molescroft Primary School are moving forward in the right direction. The children continue to be enthusiastic and receptive to learning new languages from Foundation through to Year 6. Now Christmas has passed Mrs Henderson-Tucker intends to focus upon Phonics teaching the actions and sounds for Spanish and French. The school has invested in resources to support such teaching and hopefully each class will have pictorial Spanish/French phonic cards on the display areas to help develop the children’s learning. The schools teaching is complimented by both Spanish and French clubs run by external supporters, these are proving popular and are working well. Those with children in Year 6 will be pleased to know that our pupils are leaving well equipped with very good linguistic ability preparing them for secondary school. Mrs Henderson-Tucker continues to liaise with the secondary schools ensuring that our objectives are in line with Y6 expectations. Overall the school is performing well in MFL that I again thank Mrs Henderson-Tucker for, her commitment and dedication make it happen.

Sport in The Curriculum The teaching staff are all fully qualified to teach Primary P.E. The school provides skills teaching for a full class (if required) for the following sports, which we teach at this school (from Y2 upwards):

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Tennis, Hockey, Rugby, Football, Rounders, Cricket, Netball/Basketball, Athletics, Handball and Seated Volleyball (Paralympic sport). Experts and specialist staff are regularly invited into school to work with the pupils and teachers. In the Foundation Stage and Year 1 the ‘Games’ programme is based upon the development of skills required for the sports listed above and for the development of individual control and manipulation. Children in Year 3 have a course of swimming lessons. All pupils cover an appropriate balance of Dance and Gymnastics with Outdoor Adventurous activities more common with older children. The school hosts and organises a wide variety of Sporting Tournaments for the pupils to demonstrate and use their sporting skills.

Extra Curricular Sport & P.E. A wide range of Extra Curricular sport is offered. The school offers ‘Routines’ and ’Urban’ Dance Classes. There are football clubs for all boys and girls in KS2. In addition, the school provides Table Tennis, Running, Cricket, Basketball and Netball clubs. Opportunities are also provided on a regular basis for children in Tennis, Gymnastics, Rugby, Badminton, Cricket, Zumba, Orienteering and Football coaching with Hull City FC. The school competes regularly in a range of inter school competitions including in Football, Rugby, Cricket, Netball, Athletics, Badminton, Tennis, Orienteering, Swimming and Cross Country. The aims of maximum participation, enjoyment and increasing personal commitment in sport are being achieved and remain as constant goals for raising standards.

Meeting Everyone’s Special Needs

Special Curricular Arrangements All children are provided for according to their own special educational needs. Some children may receive extra help as identified by their teachers. Extra attention or materials will be provided, as required. Children are organised in a variety of ways to suit the needs of the individual and to match these needs to the requirements of the curriculum, a Teaching Assistant may support some children. A social language group is particularly effective in supporting pupils with communication and social difficulties. In the same manner children who have exceptional talents and ability will be identified and supported. An annual programme of testing and assessment is designed to track pupils of all abilities to ensure that all needs are met and that targets can be set for pupils of all abilities. Parents/Carers are kept fully informed of any identification of Special Educational Needs and progress made.

Children and Families Act 2014 - Special Educational Needs The name of the governor designated to have oversight of this aspect of the school's work is Nicola Bailey who also has an overview of Vulnerable Groups.

The name of the member of staff having responsibility for the school's arrangements for identifying and meeting the special needs of pupils is Mrs. Hakner supported by Mrs. Charlton (Interventionist teacher). An Independent SEN Consultant Teacher and an LA Educational Psychologist also support the school.

The school receives £51 562 High Needs Top up & High Needs Targeted support Funding. The school receives no funding to support

Gifted and Talented provision. The school receives £32 380 to support Pupil Premium children. A breakdown of how this money is spent is on the website.

Pupils with Disabilities - Admission Arrangements If appropriate agencies recommend that a child with disabilities be admitted to Molescroft Primary School, the child will be admitted and given every opportunity to follow the normal curriculum (as far as is humanly possible) within the classroom area and given support as necessary to achieve this. Examples of special arrangements include adapted targets in the Athletics Programme, enlargement of text and visual images, adult support and special provision during Residential Visits to enable participation. Liaison would be maintained with other agencies and if necessary the assistance of voluntary organisations would be sought.

Steps Taken To Prevent Pupils With Disabilities Being Treated Less Favourably Than Other Pupils The "Good Behaviour and Anti-Bullying" Policies of the school provide a clear benchmark and approach to ensure that no pupil with a disability is treated less favourably by others. The policy is available on the school website. In addition, the school has an Inclusion Policy with targets. This is designed to ensure that every pupil has every need met. There is an ongoing Inclusion Audit including a review of all policies. Coupled with the Accessibility Plan there have been a number of initiatives around the site to improve the environment for disabled pupils. Much of this is linked to the provision of ramps with the 2005 extension and improved visual prompts

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where steps remain.

Current Access For Pupils With Disabilities Special features, which increase or assist access to the school for pupils with disabilities include:

n wheelchair access to all parts of the school,

n an indoor disabled toilet, Parents/carers should note however that there are some steps within the interior of the building and that rooms are on different levels.

Safeguarding

Medicines For short-term illnesses requiring a course of antibiotics we request that parents make arrangements for the administration of medicines. It is normally possible for a dose to be given three times a day avoiding the need for a dose during normal school hours. If necessary, we request a parent, or a person designated by the parent, attends the school at the appropriate times to administer the medicine. When there is a long-term requirement for medical support during school time, the school will support the child/family. In these circumstances medicines will be administered. This will be agreed in advance to ensure that needs are properly met. Where pupils are admitted to school with a medical condition, the issue of administration of medicine will be resolved prior to admission through a Medical Needs Meeting.

Child Protection The school policy continues to be implemented by all staff in line with guidelines and procedures recommended by the Education Authority. The Designated Safeguarding Lead is Mr. Britton. Mrs. Hakner is the Child Protection coordinator for Early Years.

First Aid Mrs. E. Jones is our official nominated First Aider. She is on duty from 10:30am to 2:45pm each day. However, she has the support of Mrs. Coward, Mrs. Costello, Mrs. Ferguson, Mrs. Blake, Mrs. H. Smith, Mrs. Hemphill, Mrs. Koder, Mrs. Lakin, Mrs. Hubbard, Mrs. Dixon, Mrs. Fisher, Mrs. Penn, Mrs. Richardson, Mrs. Whincup, Mrs. Goff and Ms. Hobson who are also qualified. Mrs. Jones is the official First Aider at lunchtime. Mrs. Jones, Mrs. Wilks, Miss Hobson, Mrs. Robinson, Mrs. Cording and Mrs. Willey also have Paediatric First Aid qualified status.

Health And Safety Health and Safety procedures in the school are regularly reviewed and discussed termly by the Governors. There is a comprehensive site survey every term. This includes a review of First Aid provision, and the school’s COSHH records. These cover all substances used in school, they have been reorganised for ease of access and to ensure they offer appropriate advice in an emergency. Our comprehensive Health and Safety Action Policies ensure all aspects of Health and Safety are water- tight. There is a regular review of the school’s Risk Assessments and Fire Safety Plan. Regular fire and evacuation drills are carried out.

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Background Information

Pupil Routes - July 2015 58% Longcroft School and Performing Arts College 20% Beverley High School 20% Beverley Grammar School 2% Other

Charging For Pupil Activities

No charges will be made for music lessons relating to the National Curriculum entitlement given by the school. This includes recorder lessons. The school facilitates the provision of Brass, Woodwind, Percussion and Stringed tuition through the Schools' Music Service. A charge is made for these lessons. No charge will be made for practical subjects such as Art, Craft, Design or Technology, though in exceptional circumstances a voluntary contribution may be sought. Voluntary contributions will be requested for the cost of Non-Residential Visits. Compulsory charges will be made for the board and lodging element of a Residential Visit. Voluntary contributions will be sought for the remainder of the cost.

Families in receipt of Income Support or Family Credit are entitled to full remissions (except mandatory areas)

Complaints And More Information We try very hard to meet our targets and to uphold the policies, aims and procedures described in the Prospectus. However, we recognise that on some occasions things do not go to plan and that Parents/ Carers may feel the need to question actions and possibly complain.

Initial contact should first be made with the school. Any general complaint that cannot initially be resolved by the class teacher will be passed to the Key Stage Assistant Head teacher.

If the problem is still unresolved, it will be passed to the Head Teacher.

Only if the Head Teacher is unable to resolve the complaint or the complainant

is unwilling to contact the Head Teacher should the complainant invoke more formal procedures by contacting the Chair of Governors. The Chair of Governors will investigate the matter and respond to the complainant.

If the Chair of Governors cannot resolve the matter, the matter will be referred to the Governing Body Complaints Committee. The committee will try to complete the investigation within two weeks.

Ultimately complainants may contact 'OFSTED' - The Office for Standards in Education.

Documents Parents/Carers are welcome to see copies of all the relevant documents. Most are published on the school’s website. The school will also advise where it is possible to obtain copies or other documents and how to do so.

Smoking Policy It is illegal to smoke inside this school. It is East Riding policy that smoking is not permitted anywhere on the school site.

School Security The school site is now fully secure during pupil hours. This ensures that the only access point into school is through the front door. A remote release security device is attached to this door. Out of hours, the site is secured by a high fence, which makes it very difficult for all but the most determined trespasser. It is equally difficult for a trespasser to leave in a hurry should the Police be called to investigate!

Vandalism There were no acts of vandalism in 2015.

Assaults There have been no physical assaults on members of staff. There has been no theft from the school

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Our Standards

2015 KS1 Assessment ResultsThese tables show detailed results for Year 2 pupils (on the roll at the time of the last national curriculum assessments) achieving each level at the school at the end of Key Stage 1. Figures may not total 100%

because of rounding

‘W’ represents the pupils who are working towards a level 1, but have not yet achieved the standards needed for level 1.

W 1 2c 2b 2a 3 4 Pupils

Disapplied Pupils Absent

Speaking and Listening 0 0 5 95 0 0 0

Reading 0 2 3 18 33 43 0 0 0

Writing 2 0 7 32 40 20 0 0 0

Mathematics 0 2 5 15 45 33 0 0 0

Science 0 2 67 32 0 0 0

Table 1 – Teacher Assessment Percentage at each level

2014 KS1 National Comparisons This table shows detailed results for Year 2 pupils (on the roll at the time of the last national curriculum assessments) achieving each level in England at the end of Key Stage 1. Figures may not total

100% because of rounding.

‘W’ represents the pupils who are working towards a level 1, but have not yet achieved the standards needed for level

W 1 2c 2b 2a 3 or

above Pupils


Speaking and Listening 2 9 66 24 0 0

Reading 2 8 9 23 27 30 0 0

Writing 2 11 16 30 23 16 0 0

Mathematics 1 6 12 27 29 24 0 0

Science 2 8 68 22 0 0

Table 2 – Teacher Assessment Percentage at each level

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2015 KS2 Assessment ResultsThese tables show detailed results for Year 6 pupils (on the

roll at the time of the last national curriculum assessments)

achieving each level at the school and nationally (2013) at

the end of Key Stage 2. Figures may not total 100%

because of rounding. ‘W’ - represents pupils who are

working towards level 1, but have not yet achieved the

standards needed for level 1. T represents pupils working at

the level of assessment but unable to access the test.

TEACHER ASSESSMENT w 1 2 3 4 5 6 Pupils


English 0 0 2 2 48 43 5 0 0

Maths 0 0 2 5 35 45 13 0 0

Science 0 0 2 3 33 60 2 0 0

TEST RESULTS

Below TEST LEVEL

L3 L4 5 L6 T Pupils Absent

Grammar Punctuation & Spelling

0 13 20 62 3 0 2

Reading 2 3 42 52 2 0 0

Mathematics 2 8 43 42 5 0 0

TEACHER ASSESSMENT w 1 2 3 4 5 6 Pupils


English 1 1 2 9 47 39 2 0 0

Maths 1 0 2 9 44 36 8 0 0

Science 1 0 2 9 49 38 0 0 0

TEST RESULTS

Below TEST LEVEL

L3 L4 5 L6 T Pupils Absent

Grammar, Punctuation & Spelling

3 18 24 49 4 3 0

Reading 3 6 39 49 0 2 0

Mathematics 3 10 44 33 9 1 0

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KS2 Historic Targets

National Curriculum Targets The school is required to publish targets for Key Stage 2 pupils.

These targets are extremely demanding and represent considerable challenge for the pupils. They are calculated based on the expected level of achievement for each pupil plus an element of challenge.

These targets have been agreed with the East Riding of Yorkshire Education Authority.

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Subject Target Actual English Level 4 or above 91% 94% English Level 5 or above 46% 41% Maths Level 4 or above 96% 88% Maths Level 5 or above 46% 31% Science Level 4 or above 98% 94% Science Level 5 or above 80% 55%

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Subject Target Actual English 2 level progress 98% 77% Maths 2 level progress 100% 97% English & Maths

Level 4 or above 95% 87%

English & Maths


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English & Maths


Absence Target 4.0% 3.7%

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English 2 level progress 95% 93% Maths 2 level progress 95% 95% English & Maths


English & Maths


Absence Target 3.8% 2.9%

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English & Maths


Absence Target 3.5% 3.0% Persistent Absence Target 0.3% 1.1%

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Subject Target Actual

English 2 level progress 93% r97% w98%

Maths 2 level progress 93% 98% English & Maths


English & Maths



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Subject Target Actual Reading 2 level progress 94% 95% Writing 2 level progress 96% 100% Maths 2 level progress 96% 93% R W & M Level 4 or above 88% 87% R W & M Level 5 or above 40% 32%

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Live Targets

Number of pupils % GLD EYFS 60 85%

Number of pupils % Target Year 1 Phonics 62 92%

Key Stage 1 No. of pupils =

Working at expected standard Working above expected standard % %

Reading 95% 81% Writing 90% 55% Mathematics 95% 42% Science 95% 70%

Key Stage 2

2016 No. of pupils

=

% working at expected standard

% working above

expected standard

% making expected progress

% more than expected progress

% % % %

Reading 87% 76% 95% 35%

Writing 82% 45% 89% 39%

GPS 90% 45%

Mathematics 92% 69% 92% 39%

Science 92% 69% 100% 40%

RWM 80% 40%

Key Stage 2 2017

No. of pupils =

% working at expected standard

% working above

expected standard

% making expected progress

% more than expected progress

% % % %

Reading 97% 87% 97% 32%

Writing 98% 40% 98% 47%

GPS 98% 40%

Mathematics 97% 65% 97% 35%

Science 98% 65% 100% 40%

RWM 95% 39%

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Extra Curricular Societies And Activities A variety of activities take place both at lunchtimes and after school. These include:

n Year 5 & 6 and Year 3 & 4 Football

n Girls Football

n Year 5 & 6 Netball

n Year 6 Table Tennis

n Advanced, Intermediate and Beginners' Chess

n Runner Beings (running/stamina)

n Christian Club

n Stamps

n Choir

n Orchestra

n Recorder Groups

n Theatre Club

n French

n Spanish

n Guitar

n Urban Dance & Routines

n Tennis

n Gymnastics

n Football coaching (Hull City FC)

n Badminton

n Basketball

n Zumba / Street Dance

n Cricket

n iPad

n Code Club

n Sewing Machine

n Sewing/knitting/jewellery

n Art

n Orienteering

Peripatetic music teachers offer tuition to children on stringed, brass, percussion and woodwind instruments. From September 2015 the charge is £38 per term of ten lessons. Parents must agree to pay for a full academic year at a time.

Please note that:

All children learn to play the descant recorder in Years 3, 4, 5 and 6.

Volunteer Helpers The Governors and Staff are extremely grateful for the work of the volunteer helpers who so enhance the work of the school. The range of activities in which they are involved continues to grow and includes:

n Hearing children read

n Supporting groups with activities

n Making educational games, activities and materials

n School library

n P.E.

n Art

n Design Technology e.g. supervising a glue gun

n Computers

n Helping children with Special Educational Needs

n Leading Discussion Groups

n After school clubs

n Science experiments

n Intensive Reading Activities

n Intensive Maths Activities

n Talking about their work/employment

Anyone interested in becoming a volunteer helper on a regular or less frequent basis is asked to contact either Mrs. Hakner or any teacher directly.

All regular volunteers are fully inducted as are members of staff and have a DBS clearance to work with children.

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OFSTED Confirmation

In Summer 2011 Ofsted informed parents that Molescroft Primary School remained an outstanding school, maintaining standards and provision. Consequently, there was no need for an inspection this year.

Key Issues The Inspectors found that there were no major aspects of the work of the school identified for improvement as a result of the inspection. The school was judged to be outstanding in every aspect of its work. As a result, there is no requirement for a separate Post Ofsted Action Plan.

From The 2008 Report Molescroft Primary is an outstanding school that provides excellent value for money. It has a deservedly high reputation and a very strong profile within the locality through involvement in community events and its informative website. Parents have exceptionally positive views and contribute much to school life through the Parents’ Association. In questionnaires they praise the ‘fantastic, broad, exciting and challenging education’. They say their children are very happy at school and grow into ‘well rounded individuals’. Excellent links with other schools and agencies bring substantial benefits to pupils’ learning, especially in arts, drama and physical education.

Standards are significantly above average by Year 6. From their broadly average starting points on entry to school, pupils’ achievement is outstanding. By the time pupils enter Year 1, many of the older children in the year group have exceeded typical expectations. The development of most of the summer born children, who have just one term in the Reception class, is in line with expectations. Very good measures ensure that these younger children have the support they need to quickly close the gap.

Pupils make excellent progress through Key Stages 1 and 2. By the end of Year 2 standards in reading, writing and mathematics are above average with a

high proportion of pupils exceeding the standards expected nationally for the age group. During Key Stage 2 the excellent attainment is maintained. Standards in English, Mathematics and Science by Year 6 are significantly above average and have been so consistently over the last few years. This is in spite of a small dip in progress in 2007, which was due, in part, to an unusually high proportion of pupils who joined the school part way through the juniors. Many of this group had experienced some difficulty in their previous education and, although they made very good progress once settled, they had lost valuable learning time. Some pupils also narrowly missed their expected target in mathematics. The current Year 6 pupils have benefited from an improved curriculum and better guidance in this subject and are working securely towards their challenging targets. Work of a high quality is seen across the curriculum and especially so in art, music and information and communication technology. The excellent support for pupils who have learning or emotional difficulties is recognised through the Gold Inclusion Award. They progress exceptionally well and have very good self esteem. Boys and girls learn equally well because teachers plan lessons to cater for different interests.

Pupils’ learning is outstanding because they are extremely well taught. Individual progress is assessed on a very regular basis. The information is used exceptionally well to ensure that lessons promote a fast pace to learning and include exacting challenges for the more able. Where pupils’ progress is not meeting the teachers’ very high expectations, special booster programmes are introduced. This is an important factor underpinning the excellent progress. The quality of advice given in marking is helpful and teachers provide very useful individual guidance to help pupils improve their work. This helps to boost progress and allows pupils to take responsibility for their learning. The school actively encourages and involves parents in their

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children’s education so they are able to help at home.

The curriculum is outstanding. A host of nationally recognised awards testify to the excellent balance between creative, physical and academic work. Pupils have extensive opportunities to apply their literacy and numeracy skills and to become highly competent in computer work. There is excellent enhancement for learning through visits, expert visitors to school and themed events, such as the recent Chinese week. Pupils take very good advantage of an extensive range of lunchtime and after-school clubs. These provide excellent opportunities for exercise, competitive sport and for the development of individual talents and interests.

Pupils’ personal development and well being, including their spiritual, moral, social and cultural development, are outstanding. An excellent programme of personal, health, social and citizenship education supports them very well. In addition, highly valued rewards, such as an entry in the ‘gold book’, promote thoughtful actions and kind deeds. Pupils have rich and varied opportunities to learn about cultures and faiths through links with schools around the world, for example, in Uganda. In addition, pupils develop an excellent understanding of environmental issues through the work of their ‘green team’. Attendance is well above average. Pupils thoroughly enjoy coming to school and their behaviour is exemplary. Older ones demonstrate very good self-discipline and a strong work ethic.

The standard of care is excellent. Attention to health and safety issues is meticulous; measures for safeguarding

pupils meet all requirements. Pupils say they feel totally safe and free from bullying. Their understanding of healthy living is excellent; many add salad to their lunchtime meal and all enjoy exercise and sport. All age groups contribute to the smooth running of the school through their elected class council members. For example, the school rules were developed after full consultation with pupils, and are well respected. In addition, enterprise opportunities and high standards mean that pupils are exceptionally well equipped for life beyond primary school.

The head teacher’s leadership is excellent. He is held in great esteem by pupils, staff, governors and parents and promotes very strong teamwork among the talented and hardworking staff. The inviting learning environment, good quality resources, highly efficient administration and excellent maintenance reflect the shared vision of excellence. There is no complacency in this outstanding school. Constant and rigorous monitoring of the school’s performance by the highly effective senior and subject managers ensures early identification of potential problems. Improvement planning provides a clear agenda for action so the school is constantly moving forwards. The good range of strengths in the previous inspection report has been successfully maintained and standards have risen. The school’s capacity to maintain its outstanding record of success is excellent. Governance is excellent. Governors’ expertise and active and critical leadership and management ensure pupils’ interests are paramount. All statutory requirements are met.

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Attendance and Holidays

Attendance for the year to July 2015 was 97.4%

Unauthorised absences are rare as parents/carers always inform the school either by letter, phone or in person of the reason why

their child was absent. We are grateful for the support of parents/carers in this matter and also for keeping the time pupils are absent for holidays to a minimum. The unauthorised absence rate was 0.3%.

Please note the dates above do not necessarily correspond with those of neighbouring schools

Absences

Parents/carers are required to inform the school office of the reason for absence as soon as possible. This may be in person or by telephone. Failure to do so will result in an unauthorised absence being recorded. In the interest of pupil security, absence should be reported to the school office by telephone or in person. (email is not accepted) before school commences each day.

Holidays in term time Head Teachers can no longer sanction holidays in term time. Taking holiday absence will lead to an unauthorised absence.

Fines are imposed by the Local Authority for unauthorised absence. Fines are issued per child, per parent, per accumulated week of absence. The school does not receive any money.

Autumn Term 2016

School opens Wednesday 7th September 2016 School closes for half-term Friday 21st October 2016 School opens Monday 31st October 2016 School closes for Christmas Friday 16th December 2016

Spring Term 2017

School opens Wednesday 4th January 2017 School closes for half-term Friday 17th February 2017 School opens Monday 27th February 2017 School closes for Easter Friday 7th April 2017

Summer Term 2017

School opens Monday 24th April 2017 School closed for Bank Holiday Monday 1st May 2017 School closes for half-term Friday 26th May 2017 School opens Monday 5th June 2017 School closes for Summer Holiday Friday 21st July 2017

Autumn Term 2017

School opens Wednesday 6th September 2017 School closes for half-term Friday 27th October 2017 School opens Monday 6th November 2017 School closes for Christmas Friday 22nd December 2017

Spring Term 2018

School opens Tuesday 9th January 2018 School closes for half-term Friday 9th February 2018 School opens Monday 19th February 2018 School closes for Easter Friday 23rd March 2018

Summer Term 2018

School opens Tuesday 10th April 2018 School closed for Bank Holiday Monday 7th May 2018

School closes for half-term Friday 25th May 2018 School opens Monday 4th June 2018 School closes for Summer Holiday Friday 20th July 2018

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