Headteacher’s Report to Governors · • JC - maternity leave covering LJ - Year 2 in October 2014 • DW - Permanent contract awarded - Year 5 teacher April onwards. • FH returning

Headteacher’s Report to Governors Spring Term 2015

Charles Dickens Primary School

Year 3/4 Caribbean Carnival


The leadership and management of the school

Big Schools Bird Watch

Spring Term Report

Leadership

School numbers and basic characteristics

Number on roll FS1 FS2 Y1 Y2 Y3 Y4 Y5 Y6

42 60 59 61 45 45 44 43

Basic characteristics of the school – as of Nov 2014Characteristic National School trends over time

Number on roll 263 399 increasing

% free school meal eligibility 26.6% 23.80% decreasing significantly

% pupils from minority ethnic groups 29.7 56.64% decreasing

% pupils with first language not English 18.8% 41.1% stable

Deprivation indicator 0.24 0.35 stable

% pupils SA+ and Statements (SA) 8.9% 2.25% decreasing

4

Strategy -‐ Autumn Term Cost Impact Judgement

Next Steps

A menu of targeted interventions - small group and individual focusing on reading, writing and maths for PPG pupils at all levels - yr 1 - y 6

£42,293.48 High - all pupils involved made expected or better progress against targets

Additional teacher to lead interventions in Year 3, 4 and 5 - focus on Lower attaining pupilsAdditional adult in Year 1 to provide group support (x3 days) to raise standards

Minimising the impact of emotional and behavioural barriers to learning

£11,942 High - no exclusions for supported children Attendance improved for supported families

Increase links with summerhouse PRU

Extending more able pupils £13,994.80 High - all pupils on track to reach targets

Maintain and Monitor

Narrowing the gap between PPG and Non PPG in Early Years

£5761.46 medium - PPG pupils made expected or better progress but gap still eists. progress

Continue to support the strategic use of additional TAs to support both the full time and part time children in nursery. • Continue to run

Spring Term ReportLeadershipPupil Premium actual expenditure and impact -

Autumn 2015

Spring Term Report

LeadershipPupil Premium planned expenditure - Spring 2015

Total amount allocated for 2014/5: expected £214,000

Strategy – Spring Term Activities -‐ £66,903.34 Increasing learning time and

individualising support

Amount slightly less than Autumn as shorter term

• 1 to 1 reading by 3 specially trained teaching assistant using the reading recovery approach. • A larger number of booster classes in Year 2 and Year 6

• Booster Phonics, Reading and Maths sessions Y1 before school

• 2 HLTAs in both year 2 and year 6 - additional booster sessions for high achieving pupils

• extra class in year 5/6 to allow for pupils to be taught in single year groups. £34,329.19

Minimising the impact of emotional and behavioural barriers to

learning

Amount almost doubled from autumn term in response to pupils’ behaviour

• A pastoral team provided mentoring and counselling.

• family liaison officer supported the most vulnerable pupils both in class, at play times and through direct support for their families

• an educational psychologist provides weekly group sessions for pupils according to need and support for families

• additional TA Year 3 and Yr 1 - supporting pupils with challenging behaviour Total £19,829.74

Narrowing the gap between PPG and Non PPG in Early Years

( stable spend)

• Additional TA in nursery and reception – increase ratios and support teachers - increased small

group work Total: £5,872.18

Extending more able pupils - increasing targeted provision for PPG pupils identified as more able ( New Area)

2 x HLTAs in Year 2 and Year 6 to target more able children both in core subject lessons and additional groups

Year 4 – after school GT maths groups home learning support to extend more able pupils

Total: £6,872.2

Spring Term Report

LeadershipCurriculum update

Reading : embedding successful approach to teaching phonics in EYFS and KS1 and leadership focus on introduction and monitoring effective use of teacher feedback and marking for guided reading books. Introduction of Level 6 expectations into guided reading in Year 6. Increasing use of volunteers across the school

Writing: introduction of new primary curriculum for grammar, punctuation and spelling. Leadership focus on further improving progression in writing in KS1 and Lower KS2 with planning support on teaching sequence and embedding new grammar and punctuation requirements.

Maths – introduction of new primary curriculum, delivering outreach work ( linked to subject knowledge) for other southwark schools ( thus improving practice at CDPS), early teaching of Level 6 in Year 6 both in class and in booster groups. development of middle leaders as effective leaders of mathematics in KS2. Introduction of streaming pilot into year 3/4.

Science: implementation of the new curriculum for including increased focus on science in the environment, applying literacy skills in science and the new curriculum focus on changing seasons. Science week ( Maths and Engineering) in week beginning 9th March.

Creative Arts: employment of dancer in residence (contemporary) and projects with following partners: Shakespeare’s globe winter concert , Shakespeare Schools Festival, Pete Latanka plus visits to Unicorn Theatre, National Gallery, drumming workshops, and Year 3/4 Caribbean Carnival. Year 1/2 Winter show.

Spring Term Report

LeadershipEvents and educational visits this term

Spring Term Art Show

Art Club, Year 3/4 work and family

workshops

Silent Movie Premiere

Yrs5/6 presenting their silent films -

produced, directed and edited by the

pupils

Unicef Day for Change

Raised £700 for Unicef - making and

selling, football competition.

Year 3/4 Caribbean

Project - show Story of Floella

Benjamin - original songs, score and

dance

Key Stage 1 Winter show

Recipe for Christmas - songs and dance

Trips to Houses of Parliament

School Council visited - focus on democracy

Class Trips Yr - Tate, Yr 1/2 Tower

Bridge, Yr 3/4 museum of London

Rambert Dance Project and

teacher Delene working with

all year 5/6 developing dance skills

Maurice Fulcher Cricket

School reached finals of Maurice Fulcher

cricket cup , played at the Oval.

Art Club - visit to White Cube

Gallery. Art Club - increased

focus on seeing exhibitions

Tag Rugby Runners up (2nd

Place) in Southwark wide competition.

Spring Term Report

LeadershipParents and carers

Parental involvement – • Home learning survey (over 50 replies) –

majority very positive but keen to focus on reinforcing skills and more traditional approach

• Annual Parent Survey November overwhelmingly positive.

• Parents evening – 2nd, 3rd and 4th March • Information Session - Emma Gleadhill’s

workshops on adolescence and raising children with safe healthy relationships

• Secondary Transfer Meetings - • individual meetings • Architect newsletters • Weekly newsletters • Art show and workshops - January SRE - information sessions

PTA – • Frost Fair • Unicef Day for Change • Red Nose Day Disco

Developments • Changes to homework – new home

learning policy in response to survey • SRE - whole school teaching of SRE

programme • Secondary transfer focus on Year 5 • Verbal and non verbal reasoning tuition • 2nd workshop on adolescence • 2nd information session on internet

safety booked.

9

Spring Term Report

LeadershipStaffing update

Staff leaving • JM– Reception teacher – maternity leave - March 2015 • LJ - Year 2 teacher - maternity leave February 2015• KR - Year 3/4 - career change April 2015.• JG - ill health retirement and relocation.

New/Returning staff • JC - maternity leave covering LJ - Year 2 in October 2014• DW - Permanent contract awarded - Year 5 teacher April onwards. • FH returning from maternity leave February 2015 - to replace JM ( 4 days/week) • AW - increase working days to 3 from 2 days. • AC - remained as emergency cover and intervention teacher. • JG and MM - new administrators covering JG’s role. • ST - new TA ( fixed term contract) supporting pupil with challenging behaviour

Changing roles • FF completed accreditation to become a HLTA in KS1 ( encouraged to apply for

school direct teacher training)• 4 Nursery Nurses completed Early Years Educator qualification • 2 x School Direct students completing qualifications early summer term.

Spring Term Report

LeadershipStaff development

INSET • Moderation of reading, writing and maths across phases and school • Assessment of English and Maths • Unicef Rights Respecting School award • Using drama in writing • Grammar in writing • Marking in writing

Courses attended • Stage 3 of Ofsted inspection training -‐ HT • NQT Southwark Training -‐ all 4 NQTS • SRE training -‐ Mr Vanson • KS2/KS1 PE -‐ Mr Windle , Ms Carver • EYFS conference -‐ EYFS teachers • French Teaching -‐ Lucille Faist • Planing

Other ( termly frequency) • CDPS training and support – NQT+1/2 KS2 maths course; Coaching and Development Feedback; • LA network meetings for EYFS, EAL. , PSHCE, Maths, English E.g. HT support from LA / other schools; support/training delivered by school staff; teaching school developments etc.)

Spring Term Report

Leadership

Appraisal – anonymised data – 2014 including leadership team

Number of staff on each pay scale

Pay Spine

NQTS4 (3) teachers

MPS5 (6) teachers(incl mat leave)

Threshold2 (2) teachers

UPS3 (2) teachers

Leadership - 5 ( 3) teachers(excl HT)

HLTA4 HTLAs

Staff Progression* n/a 1 2 2 ( 1 new to school)

2(3 new to

post) 4 (2)

Quality of Teaching** n/a 2 2 2 ( 1 new to post)

4 ( 1 non class based

2013/130 100%

No of Staff awarded additional responsibility points

1 2 2 n/a 2

* Number of staff making progress along relevant pay spine ** Percentage of such staff graded as good or outstanding for overall quality of teaching

Spring Term Report

LeadershipLearning environment

Building Project • Planning Achieved - January

2015• No work started on site to date.

Timeline of works which should happen prior to Sept 2015: • Asbestos survey • Demolishing School house • remodelling floor 1 and 2 • Enabling works in playground • Construction of new hall -‐ up to positioning of timber and steel structure

Spring Term Report

Leadership

Progress of school development plan - Leadership

The Progress of Key Priorities within School Development Plan - Leadership

Objective/Action On target Partially on target

Off target

Notes

Manage the physical and educational transition of the school from 1 ½ form to 2 form entry –

✓ See section on ‘building

Strengthen the depth and distribution of leadership through the development of new middle and senior leaders

✓ 1

Improve opportunities for parental involvement and engagement in pupils’ learning and the school’s development journey

✓ 2Embed performance related pay - performance management cycle for all staff ✓ 3

1. All T and L Lesson observations for En shared with all assistant heads and lead practitioner - AHTs analysing and taking responsibility for improving consistency of standards - rolling out the use of coaching and mentoring to support all teachers.

2. survey for home learning, newsletters and ongoing opportunities to feedback on building project, parent questionnaire, establishment of families and communities committee, provision of talks and information sessions for parents on safeguarding and emotional health, parents evening, parents’ forum has met

3. PM completed for all staff -‐ see sec2on on pay progression

Spring Term Report

Leadership

Self-Evaluation – Leadership and Management

Strengths • Robust yet supportive performance management system – teaching and its impact on learning is evaluated formally by the

SLT each term via lesson observations, 2 formal book looks, learning walks and pupil progress meetings. • Outstanding professional development and monitoring of students and NQTs by Senior Leadership Team (SLT) • Strong succession planning through development of middle leaders • EYFS is led excellently and consequently standards are continuing to rise in both YN and YR • Sharp and focused School Improvement Plan , identifying the many strengths at the school and providing a perceptive

view of areas for further improvement • Capacity to support other schools • Communication with parents is frequent and strong –– a weekly newsletter, school and class blogs, twitter and texting. • Governors – strong blend of skills and experience – in addition to statutory duties of support and challenge, work

strategically on several areas of school improvement including attendance and building development.

Priorities for Improvement• Develop middle and senior leaders to ensure sustained capacity of leadership • Manage the transition from 1 and a half to 2 form entry. • children and families committee

Area Grade

Outstanding Good Requires Improvement Inadequate

Leadership & Management ✓


The achievement of pupils at the school

Silent Film Project premiere -‐ year 5/6

AchievementEYFS Attainment Baseline (September) - average pupil achieves 40 - 60 months emerging ( 16 points. December: average pupil is 40 - 60 developing - 17 points)

Spring Term Report

14 15 16 17

The world L&A

P & Com UW MR

H & SC MF&B

B Imag COMM & LANG

PSE PHY DEV

U SPK

A&D ALL

SC&SE Tech

M & H E & UM

NUM SSM

MATHS READ

LIT WRITE

0.71

0.73

0.77

0.80

0.80

0.80

0.82

0.82

0.83

0.85

0.85

0.86

0.88

0.88

0.90

0.91

0.91

0.95

0.95

0.96

0.98

0.99

1.02

1.09

1.16

15.8

16.2

15.8

15.9

16.1

16.3

16.1

16.1

16.1

16.1

16.3

16.2

16.0

16.2

16.1

16.1

16.0

16.2

16.3

16.1

16.1

16.1

15.8

15.9

15.9

Value-Added Progress over Reception by Subject Area Initial Baseline to Autumn 2

AchievementEYFS Attainment Baseline (end of September) - average pupil achieves 40 - 60 months emerging ( 16 points). December: average pupil is 40 - 60 developing - 17 points) . Average progress is 1 point.

Spring Term Report

16.1 15.7 16.4 16.1 16.1 15.7

16.3 16.1 16.2 16.1 16.3 16.0 16.4 15.5

16.3 15.7

16.4 16.3 15.8

0.9 0.9 0.9 1.1 0.9 0.9 0.9 0.9 0.9 0.9 0.9 1.1 1.0 0.8 0.9 0.9 0.9 0.9 0.8

0

3

6

9

12

15

18

ALL

BOYS

GIRLS

PUPIL

PREM

NON P PR

EM

SEN

NON SEN

EAL

NON EAL

ASIAN

BLACK AFR

MIXED

WHITE B

RI

WHITE O

TH

AUTUMN

SPRIN

G

SUMMER

Garger

y

Little

Dor

rit

3 TER

MS NURS

0 TER

MS NURS

RECEPTION - Autumn 2 Average attainment and Progress by Pupil Groups

Attainment Progress

18

AchievementEYFS Attainment

Strengths • Impact of nursery on long term attainment • No significant groups falling behind - N/B attainment of 1 boy ( assessed at 12 - 24 months) affecting

male average. • no significant gap in progress or attainment between boys or girls, ppg and non ppg children. • strongest outcomes are in physical development, personal and social development and expressive

arts• improvements in maths outcomes - both number and shape and space

Next Steps:

• Improving outcomes in writing (68% - 1 % increase from 2013)

• n/b spring ( cohort includes 18 pupils - 1 male pupil ( assessed at 12 - 24 months) has made no progress in any areas against EYFS development matters/

• Increase % pupils making good progress ( 2 jumps)

Spring Term Report

Spring Term 2015 Term Report

Achievement

1. Levels

Key Stage 6 Attainment - Yr 6 Autumn Data 2014

2.4 2.1 2.3 2.4

1.9 2.1

2.3

1.7 2.0

2.3

1.9 2.1

-1

0

1

2

3

4

YEAR 2 YEAR 6 ALL

Average progress since last Summer - Autumn

READING WRITING MATHS ALL

13.6

28.0

12.3

26.9

12.8

27.3

12.9

27.4

3

9

15

21

27

33

YEAR 2 YEAR 6

Average level (NC pts)

READING WRITING

gap between reading and writing -‐ closed considerably from summer

both Yr 2 and 6 above expectations in all subjects (27 for yr 6 and 11 for yr 2 )

progress of 2 points is expectation to achieve excellent progress


Achievement

1. Levels


Major attainment indicators ( 61 pupils in cohort) SEND pupils (6 pupils) – all with additional learning needs including a statement for global delay 14 pupils receive pupil premium funding - 5 pupils overlap with SEN pupils. Late arrivals - still behind slightly but catching up ( progress exceeds other groups)

12.9 13.2 12.5

11.0

13.6

6.9

13.6 13.1 12.7

12.2 12.8

11.4

13.1 12.8

14.5

10.9

13.1 13.1 13.6

12.4 12.4 13.3

2.3 2.4 2.3 1.8

2.5

1.1

2.5 2.4 2.3 2.5 2.4 2.0 2.2 2.3

3.0 3.1 2.3 2.1

2.6 2.4 2.4 2.2

-3

3

9

15

ALL

BOYS

GIRLS

PUPIL

PREM

NON P PR

EM

SEN

NON SEN

EAL

NON EAL

ASIAN

BLACK AFR

BLACK C

ARB

MIXED

WHIT

E BRI

WHIT

E OTH

LATE A

RRS

ALL THRO

UGH

AUTUMN

SPRIN

G

SUMMER

NICKLE

BY

OLIVER

YEAR 2 AVERAGE POINTS AND AVERAGE PROGRESS THIS YEAR ( Dec 2014) Expected attainment = 11 points (1A). Expected (outstanding) progress - 2 points

Attainment Progress


Achievement

1. Levels


Pupil Context ( 45 pupils in cohort) SEND pupils (12 pupils) – all with additional learning needs 1 looked after pupil 17 pupils receive pupil premium funding - 7 pupils overlap with SEND pupils. Late arrivals - 7 pupils ( 3 SEND pupils)

27.4 25.6

28.9

25.1

28.8

23.4

28.9

26.3

28.5 27.0

23.3 24.8

28.8 27.5 27.7 28.1

27.3

32.9

26.9

19.8

28.0 26.7

1.9 1.7 2.1 1.7 2.0 1.4 2.1 2.0 1.8 1.9 1.5 1.8 2.1 2.3 2.0 1.3 2.0 1.8 2.1 1.3 2.0 1.8

-3

3

9

15

21

27

33

39

ALL

BOYS

GIRLS

PUPIL

PREM

NON P PR

EM

SEN

NON SEN

EAL

NON EAL

ASIAN

BLACK AFR

BLACK C

ARB

MIXED

WHIT

E BRI

WHIT

E OTH

LATE A

RRS

ALL THRO

UGH

KS1 H

IGH

KS1 M

ED

KS1 LO

W

MICAW

BER

PEGGOTTY

YEAR 6 AVERAGE POINTS AND AVERAGE PROGRESS THIS YEAR - 4B ( national average at end of year = 27 points. Outstanding progress = 2 points per term

Attainment Progress


Achievement

1. Levels Assessment Context: ‘Expected’ represents our mapping of new expectations for pupils of new national curriculum. At this point in the year , pupils should be confident in half/ majority of year’s objectives and attaining a ‘developing’ stage against their year’s targets. Pitch of new national curriculum is significantly above previous expectations for KS2 so the focus is on closing the gap to ensure pupils meet end of KS2 expectations. Attainment results are naturally cautious at this stage as teachers acquiring confidence in assessing against each new objective.

83

53 49

44

70

40

20

33

74

58

31 33

0

20

40

60

80

100

YEAR 1 YEAR 3 YEAR 4 YEAR 5

% Working at or above expected

READING WRITING MATHS

Key Stage1 and 2 Age relative expectations using new criteria Autumn Data 2014


Achievement

1. Levels N/B: Pupils baselined throughout September and final baselines completed by beginning of October. Autumn term final data collated in first week of December. Both progress and attainment cautious at this stage as teachers acquiring confidence in assessing against each new objective.

Key Stage1 and 2 Progress of Year Groups - using new criteria Autumn Data 2014

58

80

62

44

57 60

71

53

45

96

78

56

0

20

40

60

80

100

YEAR 1 YEAR 3 YEAR 4 YEAR 5

% Making good or expected progress

READING WRITING MATHS

2424

Spring Term Report

Achievement

1. Levels

objective on target partially

on targetnot on target notes

Raise attainment of very able children in reading writing and

maths in upper KS2 – increase % of pupils achieving level 6 by at

least 10%.

X • Yr 5 /yr 6 split into single yr groups• Yr 6 focus in class on Yr 6 - HAP excellent progress in

maths • Booster groups - maths Yr 6

Accelerate the progress of SEND and FSM pupils in years 3 -6 - in particular, those pupils who were low attaining at the end of KS1.

XYrs 3/4/5/against

new ARE

• Ms Carver supporting LAs in Yr3• Mrs Taylor in class support AM and Booster groups PM• Employment of Mr Cole - focused on• yr 3/4/5 low attaining pupils. • Streaming pilot ( new Spring ) for Year 3/4 maths

Further improvement pupil attainment through the

introduction of age related outcomes ( using new national

curriculum expectations) in summative assessment and

embedding outstanding ‘close the gap’ marking.

X • 3 book scrutinies demonstrate all good and much outstanding feedback to pupils - training given February to all staff on quality next steps

• All pupils baselined and autumn term assessment against End of Yr objectives

• Year 3/4 reassessed in March prior to streaming piot.

The Progress of Key Priorities within School Development Plan – Achievement

Spring Term Report

Self-Evaluation - Achievement

Area Grade

Outstanding Good RI Inadequate

Levels of attainment ✓

Historic progress ✓ ( 3 year trend in all subjects KS1 and KS2)

n/b reading in 2013

Progress of current pupils ✓

Overall judgement ✓

Achievement

Priority Areas: • Raise standards in reading -‐ focusing on progress from KS1 to KS2 ( focus on grammar, punctuation and

spelling in writing. • Accelerate the progress of SEND, and FSM pupils to within 10% of of Non SEND and Non FSM in writing


The behaviour and safety of pupils at the school

Key Stage 1 Winter Show

Spring Term Report

Behaviour

Exclusions this term – Fixed term and permanent

Exclusions (from 4th September to date)Data All pupils Pupil Premium

pupilsNumber of fixed term exclusions 1 1

Average number of days of fixed-term exclusions 3 3

Number of pupils given fixed term exclusions 1 1Number of permanent exclusions 0 0

Spring Term Report

Behaviour

Racist and bullying – incidents this term

Racist and bullying incidents (from 1Data All pupils Pupil Premium

pupilsRacist incidents 0 0

Bullying incidents 0 0

• Red Forms and tracking behaviour: 7 red forms issued (6th January - 3rd March) and 28 amber (low level disruptive behaviour in structured time) - all forms tracked electronically and analysed half termly.

• All pupils with 5 or more red forms met with family liaison officer and HT to reissue home school agreement . • No pupils with more than 5 red forms this term.

Evaluation:drop in recorded incidents since autumn term• Majority of forms ( yellow and red) relate to low level disruption by boys ( year 3 -6) in structured time - talking in

lines/ talking in classroom.

Spring term 2015

BehaviourAttendance – data this term

Attendance from 1

DateAll pupils PPG 2013/14

Overall percentage absence3.92% 3.8% auth 0.12% ua

2.23% 3.87%

pupils with less than 90%7.4% - 22 pupils 10 pupils 5.9% 14 pupils

pupils with less than 85%1.68% - 1 pupils 1 pupils 1.4% - 4 pupils

pupils with less than 80%2.02% 6 pupils 3 pupils 0.7% - 2 pupils

• Absence figures have gone up -‐ reasons are trips abroad for special circumstances, ill health, long term health problems, social care issues.

• EWO has been into school several times and met with relevant families -‐ all pupils below 80% are referred to EWO if no improvement in attendance over 2 terms.

• Causes – trips abroad due to family bereavements abroad and travel for special circumstances , ongoing ill health ( 2 pupils) and short term ill health, operation or social care issues. EWO has full caseload from school.

• School has had register inspection by local authority.

Spring Term Report

Behaviour

Progress of school development plan – behaviour & safety

The Progress of Key Priorities within School Development Plan – Behaviour & Safety


Off target Notes

Continue to ensure school is compliant with all safeguarding and safety procedures/standards.

✓

Continue to ensure that behaviours for learning are outstanding despite increase in numbers

✓ ✓ (❨Yr 3/4)❩

improving picture,

particularly in Years 3/4

Spring Term Report

Behaviour

Self-evaluation – overview

Area GradeOutstanding Good RI Inadequate

Exclusions ✓

Behaviour ✓

Attendance ✓

Safety ✓

Overall judgement ✓


The quality of teaching at the school Spring Term Art Exhibition

Spring Term Report

Quality of teaching – Lesson observations

Teaching

Analysis of lesson maths observations

Where learning was good or better the following strengths were particularly evident:

Next Steps:

• Excellent Maths subject knowledge - particularly of number ( yr 5/6 and EYFS ) and shape (Yr2)• Cross curricular links - lessons were taught in context of topic learning . Examples included Year 5/6 learning about Russia’s currency and calculation of discounts and Year R using The Gingerbread man to teach ‘sharing’ as a precursor to division• Behaviour for learning – children were engaged, alert and pro-active in generating and completing tasks – both collaboratively and alone.• Marking and feedback – children received frequent, strategic feedback both verbally and through adults marking in the lesson.• Use of additional adults – the teaching assistant or early years educator had a strategic planned role and added value to a group through guided group work.

• Modelled and guided tasks which linked to clear success criteria such as Year N teachers modelling using ‘magic beans’ to embed ‘subitizing’ and 1 to 1 correspondance of numbers.

• Differentiation – All children to be provided with an appropriately differentiated task/ learning intention in Year 3/4 - new streaming pilot with help with this.

• Modelling of tasks – All tasks to be clearly modelled –

• Ensure that pitch of lessons is not too high in Year 1 - adaption of year 1/2 lessons using new national curriculum framework

Spring Term Report

Quality of teaching – Learning seen in books Teaching

Analysis of book looks

Where learning was good or better the following strengths were particularly evident:

Next Steps:

• All work is marked in line with the school policy. Pupils have been given next steps, the success criteria have been highlighted when met and praise comments have been given to celebrate learning.

• Boys and girls doing equally well, as are minority ethnic groups and FSM /Non FSM pupils -‐ as seen in progress made since December in books .Progress over time is at least good for the middle ability children• SEN children with 1:1 support have been very well supported with lots of evidence of TA marking and assessing learning which has led to accelerated progress for many of these pupils.

• There is a rich range of tasks, which are cross-‐curricular and engaging for the children, especially in English. There are lots of opportunities for practical work in maths and the maths tasks are both engaging and pitched appropriately including fractions of numbers.

• Next steps has been given and children are complejng these. (Strategic next steps relate to either the success criteria or to a clear gap in the children’s knowledge / skills set.) -‐ the impact on pupils’ learning is at least good and oken excellent

• Presentajon in the books is generally excellent (although somejmes this is pupil dependent). In maths, there is greater frequency of the strategic use of pictures (personalised to the children involved) and showing each pupil’s learning.

• Tasks have been clearly differenjated -‐ there is evidence of excellent support for SEN children. Fun and engaging acjvijes have been planned to support these children.

• Spelling requirements of key vocabulary have been addressed in maths

Next steps Spring Term 2015:

Support with planning will continue to be given to KS1 and will also be given to LKS2.

• Phonics planning to be further refined to ensure that higher ability children are extended.•

• Teachers to check pupils’ responses to marking to ensure that they are completed, accurate and correct if necessary.

• TAs to be supported in marking their guided group.

• Lower KS2 - streaming pilot into 4 bands ( Spring 2) and support with planning.

Spring Term Report

Quality of teaching – Lesson observations

1 lesson = 7%

Teaching

7%

53%

40%

outstanding good ri inadequate

Spring Term Report

Progress of school development plan – Teaching

Teaching

The Progress of Key Priorities within School Development Plan - Teaching


Off target Notes

Introduction of new Charles Dickens Curriculum - adapting our successful and unique curriculum to ensure all 2014 objectives are achieved (link to assessment objective)

✓ curriculum due to published on website at Easter

Embedding improvements in standards in reading and phonics across the school through i) embedding guided reading practice using new age related objectives ii) maintaining and improved teaching and learning of phonics. Iii) further developing early interventions for phonics and reading.

✓

Improve teaching and learning of grammar, punctuation, spelling and handwriting through 1) implementation of new handwriting policy ii) embedding contextualized teaching of GPS iii) improve opportunities for home learning in GPS

✓ handwriting focus spring term

Ensure Teaching and Learning judgement remains outstanding ✓ New teachers now

securing good .

Spring Term Report

Self-Evaluation – Overview

Area GradeOutstanding Good Requires

improvementInadequate

Overall Effectiveness ✓

Achievement ✓

Teaching ✓

Behaviour & Safety ✓

Leadership & Management ✓

Documents

Headteacher’s Report to Governors · • JC - maternity leave covering LJ - Year 2 in October 2014 • DW - Permanent contract awarded - Year 5 teacher April onwards. • FH returning