Page 1

TRANSFORMATION PLAN ‘Success Achieved Together’

2010 – 2013 Year 3: 2012/2013

1


CONTENTS PAGE PRINCIPAL’S INTRODUCTION ................................................................................................. 3 VISION FOR THE SCHOOL ..................................................................................................... 5 STRATEGIC TARGETS ............................................................................................................. 5 OFSTED – KEY PRIORITIES ....................................................................................................... 5 SCHOOL CONTEXT ............................................................................................................... 6 EVALUATION: ATTAINMENT .............................................................................................. 8 Summary Judgment: GOOD ................................................................................................ 8 Attainment at KS2 .............................................................................................................. 8 Attainment at KS1 ............................................................................................................ 11 GAPS ANALYSIS – KS2 .................................................................................................... 13 EVALUATION: QUALITY OF TEACHING ................................................................................. 17 Summary Judgement: GOOD ............................................................................................. 17 EVALUATION: BEHAVIOUR .................................................................................................. 28 Summary Judgement: OUTSTANDING ................................................................................ 28 EVALUATION: LEADERSHIP AND MANAGEMENT .................................................................. 35 Summary Judgement: OUTSTANDING ................................................................................ 35 EVALUATION: TRANSFORMATION PLAN 2011 2012 ................................................................... 40 CHALLENGE .................................................................................................................... 40 CLOSING THE GAPS / QA ............................................................................................... 43 PARENTAL ENGAGEMENT ............................................................................................... 50 PRIMARY REVIEW – MAIN RECOMMENDATIONS .................................................................. 58

2


PRINCIPAL’S INTRODUCTION

There is much to celebrate this year. Staff, students and parents should be congratulated for their part in what has been an exciting year, which has led to the school’s best ever set of KS2 SAT results and fantastic improvements to the fabric and teaching facilities of the school. The KS2 results met the Ofsted target of 80% level 4 and 40% level 5 which was an ambitious target that required considerable work from Mr Smith, their class teacher and the support of Mrs Jackson. The earlier report from an educational consultant and these results, alongside the other improvements at the school, lead Mrs Jackson and myself to conclude that the school would be considered as at least Good by Ofsted and Outstanding in a number of areas. In the last academic year the school’s physical appearance has changed almost beyond recognition; work has been completed on the roofing and electricals, the refurbishment of every classroom and the hall, the installation of new IT systems and in the last break, a new reception area. These have brought significant improvements to the environment the children and staff work in every day and I believe have contributed to our continued success this year. My thanks to the federation site team led by Si Mellors and our federation manager, Natalie Ray, who were instrumental in this work. The children have benefited from the addition of a new interactive teaching screen to each room and the availability of iPads for them to use during lessons. This year will see the introduction of instrumental music tuition at the school and an even wider range of clubs during lunches and at the end of the day. The physical environment is a critical aspect of any school, working in a comfortable environment helps people to do their best. However schools are ultimately about people and in this respect we have also seen improvement. The school’s strong financial position and increasing popularity has led to the employment of three new teachers and a return to six classes, all of which are much smaller than the average class size you might expect in a state school. The competition for these new posts was significant, with over 40 applicants for each post. We were therefore in a very strong position to recruit very talented teachers who are able to offer specialist sport, drama, music and languages teaching this year. This year will also see specialist teachers in art, design, music and English teachers from the College working alongside their primary school colleagues.

3


We started the route to federation between Catmose College and Primary nearly three years ago and we now know that both schools have benefited from this relationship. Mrs Jackson’s expertise in early years education has helped support Catmose Nursery to offer amongst the best EYFS provision locally. The College has also begun the process of modifying its key stage three curriculum to support the transition of students from primary to secondary, a direct result of our working together. The employment of a teacher at the Primary who is qualified to teach dance was only possible because of the federation, as she will also deliver GCSE dance to College students allowing us to share costs between the two schools. It was therefore a natural step for the governors of Catmose Primary and Catmose College to agree to the creation of a single academy trust, Catmose Federation, to oversee the work of both schools and ensure the Federation is best placed to ensure the continued success of both schools whilst preserving their own ethos and vision. The single greatest test of the Federation is when the children from Catmose Primary join us at the College; it was particularly noticeable how relaxed and ready the year 6 children were for the move to the College. This was to such an extent that staff at the College thought they were year 7 on their induction day and asked them to help the children from the other primary schools! We are not complacent however and our ultimate goal is to secure an outstanding provision that is recognised locally and nationally as the best possible provision for primary education. This plan is a critical part of our development process which will help us to achieve this objective.

Stuart Williams Principal

4


VISION FOR THE SCHOOL

The school exists to ensure that its pupils are happy and successful. We are a friendly childcentred environment where the partnership with families is essential for ensuring all make outstanding progress. All pupils leave us ready for secondary school having followed a curriculum that is Individual, Innovative and Inspiring.

STRATEGIC TARGETS

The School has identified the following as targets over the next three years. • Catmose Primary is the primary school of choice for Oakham as measured by the number of pupils on roll at the school (155 for September 2013). • The school’s budget balances. • An embedded whole-school curriculum that is individual, inspiring and innovative. • 80% of lessons are rated good or better or during the annual school review. • 80% of students enjoy their lessons. • Pupil’s attendance is 96% or higher. • The attainment of pupils is at least National average (80% level 4, 40% level 5). • The progress students make is outstanding for all Key Stages. • Ofsted in their next inspection rate the School as Good or better. • Federation Leadership is judged as Outstanding.

OFSTED – KEY PRIORITIES

The School was inspected in February of 2011 and the following was identified as key to future improvement: •

Raise attainment in English and Mathematics at the end of Year 6 so that eight out of ten pupils reach the expected level, and four out of ten pupils reach the higher level, by 2012.

Accelerate the progress that the pupils make by: • ensuring that teaching is at least good throughout the school; • planning tasks that are always matched well to the needs of all groups; • providing consistently good support for pupils with special educational needs and/or disabilities; • generating a brisk pace of learning in all lessons; • keeping pupils fully informed about how well they are achieving and what they need to learn next; • Broaden the pupils’ knowledge and understanding of the cultures and faiths represented in the United Kingdom.

5


SCHOOL CONTEXT Information from Raiseonline 2011: 200920102011

20th 40th 60th 80th percentile percentile percentilepercentile

Number on roll School

122 123 127

National 238 241 245

5

127

201

246

358

1,052

45.9

48.0

49.9

52.0

100.0

% girls School

50.8 48.0 50.4

National 48.9 48.9 49.0 0.0

% of pupils known to be eligible for free school meals (FSM) School

7.4 13.8 11.8

National 17.0 18.5 19.2 0.0

5.3

9.9

17.3

30.4

90.1

7.0

13.3

33.3

100.0

% of pupils from minority ethnic groups School

4.5

4.9

4.6

National 24.5 25.7 26.7 0.0

3.6

% of pupils first language not / believed not to be English School

2.7

2.0

2.8

National 15.3 16.1 16.8 0.0

0.5

2.2

5.6

18.3

100.0

8.7

11.6

15.7

60.9

% of pupils supported at school action School

-

-

9.4

National

-

-

11.3 0.0

5.9

% of pupils supported by school action plus or with a statement of SEN School

-

-

11.8

National

-

-

8.0

0.0

4.2

6.1

8.3

11.7

50.6

National 84.4 84.6 85.0 32.6

78.2

83.8

87.8

91.7

100.0

0.09

0.14

0.21

0.33

0.79

% stability School

80.0 77.5 80.6

School deprivation indicator School

0.10 0.10 0.12

National 0.24 0.24 0.23 0.01

6


Catmose Primary is a below average size school catering for students of a broad but below average ability range with a higher than average proportion of students with SEN. The school takes an intake which is of a broad social mix from mainly the NW of Oakham (70%).

The ability profile of the school is below the national average and comparisons against national attainment levels would be expected to reflect this.

7


EVALUATION: ATTAINMENT Summary Judgement: GOOD The majority of children at the School make the expected levels of progress between KS1 and KS2.

Attainment at KS2 KS2 Catmose Primary vs National (2012) DCC! ;C! >C! =C! GC! )C! 'C!

6$-783#!9+,7$+:!

FC!

?$@8/$A!B<CDDE!

<C! DC! C!

! "#$%! *+,-! *+,-! ./0! ./0! 1$-2 1$-2 45,! 45,! "#$%! &)(! &'(! &)(! &'(! &)(! 3!&'(! 3!&)(! &'(! &)(! &'(!

6$-783#!9+,7$+:! ;)!

'<!

='!

'<!

>'!

'<!

>'!

'<!

>'!

'=!

?$@8/$A!B<CDDE!

'<!

=)!

<C!

>D!

<;!

>C!

F)!

>)!

F)!

>'!

The Schoolâ&#x20AC;&#x2122;s performance at level 4+ is consistently higher than the national average which given that their ability at KS1 is generally below the national average, suggests that students make good progress. Writing and Science, however, is 1% below which is a key priority for the school. The performance of the most able (level 5+) is above national average in Writing, English, Maths and Science and is in line within Reading. This has been a key priority for the school, to ensure the most able students achieve level 5. The next key priority is to maintain the level 5+ achievement and set targets for level 6 in all core subjects. Analysis of the Schoolâ&#x20AC;&#x2122;s APS compared with national data also shows favourable and improving performance of children. Over the past five years performance has improved year on year and is now likely to be slightly above the national average, a further indication of good performance given the starting point at KS1.

8


Current APS scores, taken from the school tracking system, are: Maths 2012 Reading 2012 Writing 2012 Science 2012

28.3 28.4 26.8 28.2

The performance of children in English over the last five years has shown steady improvement, particularly of the most able students (level 5+), reaching the target set by Ofsted during the last inspection. A key to improving performance in English further, is in writing at level 4+ which is at present a slight limiting factor on these outcomes. However, English overall at level 4+ has continued to improve.

9


The performance of children in maths over the last five years shows an overall improvement at level 5+. The 4+ trend shows a slight decline but remains in line with national expectations and the target set by Ofsted. The school identified level 5+ as a key target which has improved. 26% achieved level 5+ in 2011 whereas 42% achieved it in 2012. The slight decline in 4+ will be a key target for 2013 alongside sustaining 5+ performance and targeting students at 6+.

10


Science results have stayed stable over the last five years with an increase in level 5+ achievement in 2012. A slight dip in attainment at level 4+ has been identified and will be a focus for KS2. The 3 children who did not achieve level 4+ in Science were one statemented child and two SA+ children who made good progress and gained level 3.

Attainment at KS1 KS1 Latest Outcomes 2012 ;C! >C! =C! GC! &#H#A!<(!

)C!

&#H#A!<I(!

'C!

&#H#A!F!

FC! <C! DC! C! "#$%,/0!

*+,@/0!

1$-23!

45,#/5#!

Reading shows three years of sustained improvement for levels 2b+ and level 3+. Comparison of Level 2+, 2b+ and Level 3+ Reading 2011 to 2012. DCC! ;C! >C! =C! GC!

&#H#A!<(!

)C!

&#H#A!<I(!

'C!

&#H#A!F(!

FC! <C! DC! C! "#$%,/0!<CDD!

"#$%,/0!<CD<!

The same is also true of writing although the performance at 2b+ needs to be monitored to ensure sustained improvement. 11


Comparison of Level 2+, 2b+ and Level 3+ Writing 2011 to 2012. ;C! >C! =C! GC! )C!

&#H#A!<(!

'C!

&#H#A!<I(!

FC!

&#H#A!F(!

<C! DC! C! *+,@/0!<CDD!

*+,@/0!<CD<!

Mathematics also showed an improvement especially at level 3+. Comparison of Level 2+, 2b+ and Level 3+ Mathematics 2011 to 2012. DCC! ;C! >C! =C! GC!

&#H#A!<(!

)C!

&#H#A!<I(!

'C!

&#H#A!F(!

FC! <C! DC! C! 1$-23!<CDD!

12

1$-23!<CD<!


GAPS ANALYSIS â&#x20AC;&#x201C; KS2 Gender

Girls outperform Boys significantly in all subjects by approximately 1 level on average. This is partially due to the higher number of male children with SEN. Although this reflects a national pattern of underperformance, it is a significant area for improvement for the school and will be a focus for the next twelve months.

Season of Birth

Although the data indicates an issue with spring-born children, there was only one child born in this season. The majority of children were in fact summer-born and their performance demonstrates the schoolâ&#x20AC;&#x2122;s strength in supporting them.

13


Ethnicity

There was only one child who was WOTH, achieving a level 5.

First Language There were no children with a first language other than English in this cohort.

SEN

Children with SEN, particularly those with statements, do less well at the School compared with the rest of their cohort. However, the progress these children make is in line with national expectations with at least 80% of these children making at least two levels of progress between KS1 and KS2.

14


G&T

Students who are particularly able do very well at the School, gaining the highest SAT level of 5 for English, Mathematics and Science.

FSM

A particular strength of the School is its community spirit and the way in which children from a range of social backgrounds work together successfully; this is reflected in their outcomes at KS2.

15


Late Comers to Catmose Primary

The Schoolâ&#x20AC;&#x2122;s increasing popularity has led to significant numbers of children joining the school outside of reception class. It is pleasing to see the support put in place is effective and that they achieve on a similar basis to those who joined at reception.

Attendance

There is a simple message to parents with this data, attend school each day and your child will do better than if they have significant time off. Children with good and outstanding attendance do significantly better than those who are absent for any significant length of time.

16


EVALUATION: QUALITY OF TEACHING Summary Judgement: GOOD High Expectations, Challenge Tasks & Stretch all Pupils: Regular staff meetings (see staff meeting plan 2011/12) looking at â&#x20AC;&#x2DC;teaching from the topâ&#x20AC;&#x2122; ensure that all children are set challenges within each learning session. KJ attended a Gifted and Talented conference and is part of a local network looking at ensuring that all children have challenge within lessons and that these high expectations are set for all. Staff have focused upon ensuring that sessions are not limited by teaching from the middle ability; differentiated upwards and below but taught from the very top ability and differentiated down. The children are aware of these high expectations and that teachers wish all children to do well as shown in the pupil survey. 65% of children strongly agree and 35% agree that their teachers want them to do well. This is extremely positive feedback as 100% of children feel supported by their teachers.

Planning and APP folders are collected and reviewed on a termly basis to ensure that teacher expectations and challenge within planning are sufficiently high to extend previous knowledge, skills and understanding of all pupils across the half term. Where development is needed, targets are set for staff and training/mentorship offered support. Targets are then reviewed in the next planning and APP meeting the following term. Regular Pupil Progress Meetings are held with teachers in which sample children are discussed in detail; what learning opportunities are set, which targets have been set, intervention strategies and progress made. This enables the SLT to see the development of all groups of children and also offer intervention if needed to improve progress further. The Pupil Progress meetings monitor progress and improvement. The School Council decided upon a fifth target for the Transformation Plan, asking for a Challenger Table in each class to ensure that children have the opportunity to work towards

17


the next level. Intervention maps for all classes show targeted planning, booster and challenger groups for each class, designed to promote accelerated progress for all groups of children. The school has worked hard to ensure that parents are aware of the next steps within their childâ&#x20AC;&#x2122;s learning and are aware of the high expectations for each child. Three reports are issued to parents each year, detailing progress achieved and attitude to learning for all subject areas. A report on what has been covered and targets to work towards is also given. Parents have responded positively to this new report format and structure and feel is gives them the information needed on a more regular basis to support learning at home. The parent survey reflected this positive response. 100% of parents feel well informed which is reflective of the stakeholder focus in this yearâ&#x20AC;&#x2122;s Transformation Plan.

18


Only 1 parent responded that they felt that their child needed to make greater progress. The School have worked hard to ensure that all children make expected progress and this is shared with parents through reports. This is an improvement on the 2010 2011 Parent Survey data which reflects the efforts made to communicate with parents.

Lesson Observations

Lesson Observations and Learning Walks have been taken by SLT, with the schoolâ&#x20AC;&#x2122;s SIP and by subject leaders to ensure quality assurance. As part of the Lesson Observations and Learning Walks, Pupil Voice and feedback plays a key role in providing evidence of the impact of teaching and progress made â&#x20AC;&#x201C; what do the pupils feel they have achieved in the session? The following success criteria for Curriculum 2011 2012 were set: Planning / APP reviews show good or better planning and provision across all subjects and 80% of lessons are good or better. From Lesson Observations the data shows: Achievement Teaching Assessment Behaviour Overall

19

Outstanding 7 8 7 11 8

Good 13 11 13 8 11

Improvement Needed 3 2 3 2 2

Inadequate 0 1 0 1 1

% Good or Better 87% 83% 87% 83% 83%


Lesson Observations 2011 2012. DCCJ! ;CJ! >CJ! =CJ! GCJ! )CJ!

K/$%#LM$-#!

'CJ!

K7N+8H#7#/-!?##%#%!

FCJ!

O88%!

<CJ!

PM-3-$/%,/0!

DCJ! CJ!

Where lessons showed ‘Improvement needed’ or ‘Inadequate’, a programme of mentoring and team teaching was put into place. This then improved teaching in lessons to ‘Good’. This is an improvement from 2010 2011 and reflects the focus upon improving teaching and learning in this Transformation Plan cycle. During that academic year, lesson observations showed a need to focus upon Outstanding teaching and the need to set a clear target for good or better. The Transformation Plan directed staff CPD and tracking and was monitored by the SLT. This has resulted in the improvements in lesson observations for 2011/2012 with 83% of lessons graded overall as good or better.

Comparison of lesson observations – 2010 2011 to 2011 2012 DCCJ! ;CJ! >CJ! =CJ! GCJ! )CJ! 'CJ! FCJ! <CJ! DCJ! CJ!

K/$%#LM$-#! K7N+8H#7#/-! ?##%#%! O88%! PM-3-$/%,/0!

The good teaching has been recognised by parents; 100% of parents agree that the teaching is good or better at Catmose Primary.

20


Enthuse and Engage, Deepen Knowledge & Teach Skills: A creative curriculum has been reviewed and embedded across EYFS, KS1 and KS2; the 3I Curriculum. This stands for Individual, Innovative and Inspiring. The aim is to allow children to make links between subjects. This engages the children as they are enabled to follow a topic at their own high expectation level and pace; making it a child centred, individualised curriculum. Progress is monitored against the National Curriculum skills. Elements of Philosophy for Children have been included in the curriculum to enable children to reflect on their progress and learning journeys. Learning conferences and self-assessment also play a vital role in enabling children to be aware of their next steps in learning and what they want to learn.

21


The pupil survey shows the impact of this approach. 29% of children strongly agreed whilst 52% agreed that the 3I Curriculum enabled them to follow their own project and answer their own questions. However, 13% disagreed and 6% strongly disagreed. Analysis of the survey showed the 3I curriculum to be more successful in the EYFS and KS1 than KS2. The feedback from upper KS2 teaching staff and pupils is a desire to focus on a subject based afternoon timetable. Therefore a more traditional afternoon timetable will be followed by Year Six for 2012/2013 to also aid transition to secondary.

22


Pupils prefer the 3I curriculum and feel it is making a positive impact on their learning. 40% of children strongly agreed and 50% agreed that the 3I curriculum has made their afternoon learning more enjoyable and therefore they learn more. Only 10% disagreed. 16 children feel that the 3I does not make their afternoon more enjoyable and 17 children responded that they felt the themes were not interesting. On analysis of the survey results, these responses were given by upper KS2 pupils. Year Six pupils will follow a more subject based afternoon timetable this year. Staff feel that the 3I curriculum has made a positive impact on teaching and learning and progress which the data shows below. 50% of staff felt that ICT and the introduction of technologies at the school was inadequate during 2011 2012. This has been improved upon greatly by the new ICT Manager since the staff survey was complete. Each classroom has an Interactive Whiteboard, the installation of 25 iPads has been completed, a new audio and projection system installed and a new server. The ICT Manager for the Federation has a very clear plan of the next steps for technology at the school which can be seen in the Catmose College Transformation Plan.

23


Parents feel that homework set, progress reports and teacher parent interviews allow them to support learning at home. 100% of parents agree that the school supports them to work with their child in their learning journey. This reflects the work carried out to improve communication between home and school. Examples of this are the new-look fortnightly newsletter, new-look website and introduction of a Facebook page.

24


Assess / Feedback / Plan: AfL plays a vital role in all teaching sessions, enabling children to reflect on their learning, consider targets and comment on progress made. This has been a focus for learning walks. Children are aware of their targets and are able to say if they have achieved them. Staff meeting reviews of targets and how they are shared with pupils, created a clear differentiated strategy for EYFS & KS1 and KS2. Learning conferences take place in classes to allow children to set their targets with teachers enabling them ownership of these. This self review and target setting enables teachers to reflect on progress made and plan for the next half term. Pupils are aware of what progress they have made and where they need to improve as the survey data shows. In all subjects, apart from Mathematics, over 80% of children feel that they are doing really well or ok in their learning. In RE and PSHE just 80% feel that they are doing really well or satisfactory. Staff feel that they have discussed strategies to support and scaffold confidence.

However we need to improve to meet the 80% target. Although this has improved through the 2011 2012 Transformation Plan, this will continue to be a focus as most subject responses are in the 70% region with RE under 60%.

25


Teach Reading, Writing, Communication and Mathematics: Planning reviews and timetables ensure that children are given discrete sessions to develop skills in reading, writing, communication and mathematics. The national frameworks are followed to ensure good breadth of study and are taught from the top level for each year group to ensure high expectations and challenge. The impact from this teaching is evaluated termly in Pupil Progress meetings in which a sample of children are looked at in detail. The school introduced the Ruth Miskin Read Write Inc across all years. This has now been developed into an individual approach based on the needs of our different cohorts. The school has recently taken part in a CLLD project across the county and has performed above the LA average. Staff attended a Pie Corbett two days INSET and aspects of this learning style have been introduced to develop writing skills. As well as teaching the core skills of writing, a more creative approach to developing and leading up to a piece of writing have been embedded this year. The ‘Big Write’ session is used to make writing a special event and raise the expectations for writing, using a communication focus tool ‘Talk 4 Writing’ Guided reading is used in all classes to discretely teach reading skills and always uses texts at least one band level higher than independent reading levels to expose children to new reading elements. Literacy overall has improved within the school with 84% achieving Level 4+ compared to 81% nationally and 42% achieving Level 5+ compared to 29% nationally by the end of KS2. Mathematics is taught from the National Framework, following the top level for each year group. Mental maths is taught following a whole school calculation policy which ensures that strategies are embedded and developed from year group to year group. Mathematics has

26


also improved at the school, with 84% achieving level 4+ compared to 80% nationally and 42% achieving level 5+ compared to 38% nationally by the end of KS2.

Evidence: • • • • • •

27

Pupil progress meeting minutes. Learning walks. Lesson observations. Staff survey. Pupil survey. Parent survey.


EVALUATION: BEHAVIOUR Summary Judgement: OUTSTANDING Conduct & Bullying: The children have created their own ‘Get ready to Learn’ reminder to help them be ready for each learning session. Assemblies focus upon what learning needs to ‘look like’ to ensure that the learner can do their very best. The children have agreed upon these reminders and are asked to reflect on them in daily sessions. Pupils who have a PSP (Pastoral Support Plan) have these targets on a small card to keep with them at all times to recall the expectations for learning. Behaviour is tackled through positive methods. Rewards are varied from whole school house teams, class teams, teaching groups and individual. The children have a ‘Checklist for Success’ which has been developed with the school council – the children are aware of what individual warnings mean and how they can work back towards the starting behaviour expectation. The Federation Behaviour Policy ensures that both the school and college work towards the same high expectations. It sets clear expectations for pupils, staff, governors and parents. It also explains the process clearly for children who do not respond to the positive strategies. A system chronicles persistent negative behaviour, allowing for analysis of trends and identification of solutions. The behaviour policy also clearly states the school’s approach to bullying. Bullying has not been an issue during 2011/12 and continues to reflect the school’s Ofsted grade for ‘pupils feel safe’ of Outstanding. The school holds an annual ‘Anti-bullying Week’ focus in November, working with The Diana Trust. This is in line with the school’s PSE curriculum, following the SEAL (Social and Emotional Aspects of Learning. The school has won an award from The Diana Trust for the work carried out in school such as a playground buddy system, lunchtime helpers, librarians, road safety officers and school councillors.

28


100% of parents feel that unacceptable behaviour is dealt with well by all staff members whilst positive behaviour is praised and supported.

The children are clear what constitutes as good behaviour and know when this has been recognised. 98% of children agree that they know the expectations for behaviour and that they are praised when they work hard to achieve these expectations.

29


Students are very clear about expectations and behave well.

Students feel supported and are able to identify where to get help should they need it.

30


Lesson observations show the improvement in behaviour.

Behaviour Comparison 2010 2011 to 2011 2012 DCCJ! ;CJ! >CJ! =CJ! GCJ!

K/$%#LM$-#!

)CJ!

K7N+8H#7#/-!?##%#%! O88%!

'CJ!

PM-3-$/%,/0!

FCJ! <CJ! DCJ! CJ! Q#2$H,8M+!<CDC!<CDD!

31

Q#2$H,8M+!<CDD!<CD<!


Attendance and Punctuality: The Ofsted inspection in February 2011 graded this area as good, however current attendance data shows this to be outstanding. The attendance and punctuality monitoring is overseen by a Federation VP (VS) who meets weekly with the LA EWO to discuss and focus on vulnerable pupils. A new Federation Attendance Policy ensures that the same high expectations are upheld at both the school and college.

Attendance data 2011 2012 Authorised Group Absences Ash 7.7 Beech 4.0 Oak 3.3 Silver Birch 4.4 Willow 3.7 Totals 4.0

Unauthorised Absences 0.0 0.5 0.0 0.4 0.3 0.3

% Attendance 92 96 97 95 96 96

Punctuality data 2011 2012 Group Late Ash 0.1 Beech 0.2 Oak 0.5 S Birch 1.2 Willow 0.2 Totals 0.5 Exclusions have only been taken as a last resort. Following the initial exclusions there has not been a repeated exclusion for any pupil.

Exclusion Data 2011 2012 Name Register Group 1 pupil Ash 2 pupils Silver Birch

Sessions 4 4

Reason Physical Aggression Persistent Disruptive Behaviour

Attitudes and Respect: A house system has been embedded within the school, allowing the children to feel a part of a whole school team in which they work hard in a variety of competitions. We have introduced a Values Education Policy which is used to create assembly themes for each half term. Each class selects a theme for each term at the beginning of the school year and this is then used as the focus in whole school assemblies. Examples of values are; patience, sympathy, endurance, friendship and kindness.

32


Children are encouraged to look after their surroundings by acting a gardeners for the Oakham in Bloom project, which the school supports annually and by acting as playground buddies, taking care of play resources. We follow the LA scheme for Sex and Relationships, Alcohol and Tobacco awareness education and ensure that pupils are able to assess and manage risks appropriately in later life. The children feel supported in this learning; 96% know the physical and emotional dangers of harmful substances. The school nurse has since made visits to offer â&#x20AC;&#x2DC;drop inâ&#x20AC;&#x2122; 1.1 question sessions in order to provide children with the extra support if they need it.

Pupils take part in many off-site visits and clubs in which they are expected to assess and manage risk appropriately to keep themselves safe. For example Bikeability, Road Safety, fire safety, first aid training for upper KS2, cyber safety and residential trips. The children value the extracurricular activities provided in school and their suggestions for further clubs are noted by the teaching staff and offered in the following term. For example, following the pupil survey results a cooking club was introduced.

33


Evidence: • • • • • • • •

34

Ofsted Report Feb 2011. Behaviour Policy. Attendance Policy. ‘Get Ready to Learn’ policy. ‘Check List for Success’ policy. Assembly power points and core values display. School council minutes. Pupil survey.


EVALUATION: LEADERSHIP AND MANAGEMENT Summary Judgement: OUTSTANDING Ambition for Pupils, Improving Achievement and Teaching: As a Federation SLT we have set challenging targets for pupil achievement and progress. Termly Pupil Progress Meetings monitor and work towards these targets. A focus upon â&#x20AC;&#x2DC;teaching from the topâ&#x20AC;&#x2122; has improved the pitch and challenge of lesson planning and APP file audits have ensured that quality planning is in place and where improvements need to be made, this feedback has been given. All but one parent felt that the school is led well by the SLT. This very positive response is reflective of the work carried out within the school to ensure that communication with parents and carers has improved.

Support and Develop Staff Regular 1 to 1 meetings with staff to look at pupil progress, feedback from planning and APP file audits, feedback from learning walks and help to plan and prepare for assessments ensures that all staff are supported in the assess/feedback/plan cycle. One member of staff who was graded as borderline satisfactory/inadequate had weekly mentoring sessions with the VP to work towards improving performance. This teacher has now shown great improvement and has successfully passed her NQT year. All members of staff, teachers and teaching assistants have performance management targets and are regularly observed as well as taking part in weekly learning walks. This monitoring builds a picture of the provision and progress throughout the school which can be reviewed in

35


the EYFS & KS1 and KS2 Reviews. A Quality Assurance file tracks the performance of each teacher. This monitoring will continue in 2012/13.

Curriculum The school follows the National Curriculum Framework for Literacy and Numeracy using the strategy units of work. The National Curriculum is also followed for the other core and foundation subjects through the 3I Curriculum. A focus on ‘Teaching from the Top’ level for each year group has been implemented this year, ensuring all children can reach the highest levels. The positive impact of this teaching can be seen in the attainment data. The EYFS curriculum is followed and assessed against that for the reception and provision for this year group was graded as ‘Good’ by the February Ofsted inspection, an improvement from ‘Satisfactory’ in the last report. The EYFS team has reviewed planning and assessment procedures ready to implement the new EYFS in September 2012. Both the Prime and Specific areas of learning will be followed in the Reception classroom.

Governance & Partnerships with Other Schools and Agencies The school governors took a very brave step in approaching Catmose College in a bid to federate at the end of 2010. After consultation the soft federation began during 2010/11. This has now been developed into an academy federation in May 2012 which means that both the school and college benefit from the federation whilst retaining separate governing bodies. This is overseen by an academy trust of the Federation. There are joint committees which meet regularly, for example Resources and Finance. At the end of the second year of federation, governor response is very positive. They can see the great benefits that federation has provided, for example a balanced budget; which previously had been a deficit. This has enabled the Vice Principal to be a non-teaching Vice Principal, allowing for greater management capacity and for a sixth class. From an on-roll of 123 before federation, we now have 151 on-roll for September 2012. The school has been involved in many LA projects, joining with other primary schools, for example we recently took part in a Rutland Water Festival, the local Music Hub bid, and Jubilee events. We are also building links with a school in Kenya sending our old uniforms to them to provide much needed school clothing and have supported the a wide variety of charities including LOROS, Sports Relief, Save the Children and Children in Need.

Confidence of and Engagement with Parents A survey undertaken by the school in 2011 2012 asked for greater communication. This has been responded to with a fortnightly new look newsletter, school website and Facebook page. There are also plans to use Parent Mail which will allow all letters to be sent via email to parents. Parents now view communication as much improved. All forms of communication scored above the target of 80%, agreeing only letters home, reports and the website being seen as areas for improvement. Reports have been redesigned to give parents a clear indication of what their child needs to do to improve within the core subjects. The website is now updated every fortnight with the new newsletter items.

36


Big changes have happened within the school; federation, name change and uniform change and whilst a small number of parents have found this challenging, the open door policy has made the SLT approachable and issues have been discussed. The majority of parents are happy with the changes and are fully supportive as the Ofsted and recent survey show. All parents stated that they would recommend Catmose Primary to another parent, 75% strongly agreed and 25% agreed.

We run several KUWK (Keeping Up With the Kids) courses for parents which are well attended and have a thriving PTA â&#x20AC;&#x2122;Catmose Primary Friendsâ&#x20AC;&#x2122; who has raised a huge amount of money for the school through a variety of fundraising events.

37


We hold a community assembly every Friday morning which is very well attended by parents and carers. Pupils’ work and attitudes are celebrated in this assembly and ensures that parents feel part of their child’s school life. Lunches, class assemblies, productions, EYFS workshops, parents’ evenings and open evenings also enable parents to take part in their child’s school life.

Safeguarding The recent Ofsted inspection rated safeguarding as ‘Good’. All staff are trained annually in safeguarding issues. An electronic record is updated to ensure that all SLT are aware of developments for focus children. This electronic record is secure and can only be accessed by SLT.

Equality of Opportunity Pupil progress meetings, in which children from vulnerable groups are focused upon, ensure that provision meets needs. Thorough safeguarding and attendance monitoring ensures that vulnerable children are not missed and the correct provision is provided by the school and other agencies. The SLT, when first federated, noted a need to improve SEN provision and this has been addressed and improved upon. All IEPs are regularly updated and shared with parents. KJ as lead for SEN within the Primary holds any Statement Reviews. These are all up to date. PSPs (pastoral support plans) are regularly updated in consultation with parents and pupils. All PSP and IEP records are kept on a secure electronic log to ensure that the most up to date information is immediately accessible by the relevant staff only. The school works with many members of the community. An example of this is the YISP programme working with Year Four, the school nurse working with vulnerable children, Visions working with TAF children, the Mablethorpe Holiday charity supporting vulnerable families and the elderly invited into school for a harvest tea.

Improvements, Capacity and Self-Evaluation

The federation SLT meets weekly to look at how to move the school forward. Performance Management also ensures that the school has ambitious targets to reach in order to sustain improvement in performance. These targets are rigorously monitored and evaluated. The recent Ofsted inspection rated the capacity to improve as good which in itself is an improvement since the last inspection. This was rated at Outstanding in a further LA inspection in 2012. The school stands in a rare position that it is led by a 6 strong SLT: Principal, four Vice Principals and a Federation Manager. For a small rural school this is an excellent opportunity to take the school forward and the 2012/13 Transformation Plan reflects this. Due to this federation, the school has also been able to increase the class number from 4 classes in 2010 to 5 in 2011 to 6 for 2012.

38


Number on roll. 2009 / 10 2010 / 11beginning 2010 / 11 end Target for 2011 / 12 Projected for 2012/13

123 129 141 150 151

2010 / 2011 2011 / 2012 2012 / 2013

4 classes 5 classes 6 classes

Classes

Evidence: • • •

39

Learning walk notes. Performance Management minutes. Staff meeting minutes.


EVALUATION: Transformation Plan 2011 2012 CHALLENGE

SUCCESS CRITERIA • •

Learning Walks show ‘teaching from the top’ and aspirational targets set for all MA, G & T Pupils. 80% of MA, G&T met their aspirational targets in cores subjects.

CONCLUSIONS • Staff training ensured that all staff are aware of the impact of teaching from the middle and have used the higher level learning objectives from the National Curriculum for each year group. For example Ash Class has taught from the EYFS, Level 1 and Level 2 National Curriculum learning objectives. • Lesson observations and learning walks highlight provision made for the MA, G & T pupils. Lesson planning has shown detailed provision made for these children and medium term plans detail challenger groups in place in each class. • Targets have been monitored in Literacy, Numeracy and Science for all MA, G & T children • The school council set the target of a Challenger Table with challenger activities in each classroom. It provides an added challenge for all children if they wish to complete. • Booster groups in KS2 have focused on children achieving their level 5 target at the end of Year Six. • Children are aware of their targets and what they need to achieve in order to reach the higher level. Pupil Progress Meeting data shows:

40


Ash

Beech

Oak

Silver Birch

Willow

41

More Able

G&T

Maths fsp 3 - 8 Reading fsp 2 - 9 Writing fsp 4 - 9 Science fsp 2 – 7

Maths fsp 5 – 1b Reading fsp 6 – 1a Writing fsp 6 – 1a Science fsp 4 – 1b

Reception age expectation fsp 6

Year One age expectation 1b

Maths 2c – 2a Reading 2c – 2b Writing 1a – 2c Science 1a – 2b

Maths fsp 8 – 2a Reading fsp 9 – 2a Writing fsp 9 – 2b Science fsp 8 - 1b

Year Two age expectation 2b

Year One age expectation 1b

Maths 2c – 3c Reading 2c – 3c Writing 2c – 2a Science 2c – 2a

Maths 3c – 3a Reading 3c – 3a Writing 3c – 3a Science 3c – 3a

Year Three age expectation 2a / 3c Maths 2a – 3b Reading 3b – 3a Writing 2b – 3a Science 3c – 3b

Year Two age expectation 2b

Year Four age expectation 3c / 3b

Year Four age expectation 3c / 3b

Maths 3a – 4b Reading 4b – 5c Writing 4c – 5c Science 3a – 4b

Maths 4b – 5c Reading 4b – 5c Writing 4c – 5c Science 4b – 5c

Year Six age expectation 4c / 4b

Year Six age expectation 4c / 4b

Maths 3a – 4b Reading 4c – 4b Writing 3b – 3a Science 3a – 4b


CURRICULUM

SUCCESS CRITERIA • •

Planning / APP reviews show good or better planning and provision across all subjects. 80% of lessons are good or better.

CONCLUSIONS • • •

Planning and APP file reviews have been completed each term to ensure planning is in place which teaches from the top level for each class. Detailed plans show clear differentiation and cross curricular links. APP files show that vulnerable groups (SEN, LA, A, MA, G&T, FSM, LAC and SBB) are tightly monitored and next steps are highlighted to focus planning for the following term. From lesson observations the data shows:

Achievement Teaching Assessment Behaviour Overall

42

Outstanding 7 8 7 11 8

Good 13 11 13 8 11

Improvement Needed 3 2 3 2 2

Inadequate 0 1 0 1 1

% Good or Better 87% 83% 87% 83% 83%


DCCJ! ;CJ! >CJ! =CJ! GCJ! )CJ!

K/$%#LM$-#!

'CJ!

K7N+8H#7#/-!?##%#%!

FCJ!

O88%!

<CJ!

PM-3-$/%,/0!

DCJ! CJ!

Where lessons showed ‘Improvement needed’ or ‘Inadequate’, a programme of mentoring and team teaching was put into place. This then improved observations, raising the level in lessons to ‘Good’.

CLOSING THE GAPS / QA

43


SUCCESS CRITERIA

EYFS Target: 80% of children will make at least 4 FSP point progress from their on-entry starting points. Target reached in Maths, Reading and Writing. Only Science did not meet 80% target. KS1 data target: 80% children will make at least 3 sub level progress each year. Targets reached in Year One, however Year Two data did not reach targets. KS2 data target: 80% children will make at least 1.5 sub level progress each year. At the end of KS2, 40% children attain a level 5 and 80% attain a level 4.

EYFS DATA. Mathematics. All but 2 children, made at least 4 FSP point progress. 92% achieved progress target. 80% target met. Negative

Same

+1 Part

+2 Parts

+1 Level +1 Level +1 Level Greater than (3 fsp +1 Part +2 Parts +1 Level +2 points) (4 fsp points) (5 fsp points) Parts (greater than 5 fsp points)

0.00%

0.00%

0.00%

0.00%

8.00%

40.00%

20.00%

12.00%

Reading. All but 4 children made at least 4 FSP point progress. 84% achieved progress target. 80% target met. Negative

Same

+1 Part

+2 Parts

+1 Level

+1 Level +1 +1 Part +2 Parts

0.00%

0.00%

0.00%

0.00%

16.00%

32.00%

24.00%

Level Greater than +1 Level +2 Parts 12.00%

Writing. All but 2 children made at least 4 FSP point progress. 92% achieved progress target. 80% target met. Negative

Same

+1 Part

+2 Parts

+1 Level

+1 +1 Part

0.00%

0.00%

0.00%

0.00%

4.00%

44.00%

Level +1 +2 Parts

Level

32.00%

Science. All but 8 children made at least 4 FSP point progress. 68% achieved progress target. 80% Target not met. This will be a focus area in the EYFS for 2012 2013. All children made at least 3 FSP point progress within Science/Knowledge and Understanding of the World. Negative

Same

+1 Part

+2 Parts

+1 Level

+1 +1 Part

0.00%

0.00%

0.00%

0.00%

32.00%

40.00%

44

Level +1 +2 Parts 16.00%

Level


KS1 DATA. NB the target was based upon children making 3 sub level progress during the year, which is an aspirational target. Data reflects both 3 and 2 sub level progress. Mathematics – Year One. All but 2 children made at least 3 sub level progress. However, these 2 children achieved 2 sub level progress. 89% achieved progress target (3 sub levels) 80% target met. Negative

Same

+1 Part

+2 Parts

+1 Level

+1 +1 Part

0.00%

0.00%

0.00%

11.00%

89.00%

0.00%

Level +1 +2 Parts

Level

0.00%

Reading – Year One. All but 5 children made at least 3 sub level progress. However, these 5 children achieved 2 sub level progress. 74% achieved progress target (3 sub levels) 100% achieved progress target (2 sub levels) 80% target not met. Negative

Same

+1 Part

+2 Parts

+1 Level

+1 +1 Part

0.00%

0.00%

0.00%

26.00%

53.00%

16%

Level +1 +2 Parts

Level

5.%

Writing – Year One. All but 3 children made at least 3 sub level progress. However, these 3 children achieved 2 sub level progress. 84% achieved progress target (3 sub levels) 80% target met. Negative

Same

+1 Part

+2 Parts

+1 Level

+1 +1 Part

0.00%

0.00%

0.00%

16.00%

68.00%

16.00%

Level +1 +2 Parts

Level

0.00%

Science – Year One. All but 1 child made at least 3 sub level progress. However, this 1 child achieved 2 sub level progress. 94% achieved progress target (3 sub levels) 80% target met. Negative

Same

+1 Part

+2 Parts

+1 Level

+1 +1 Part

0.00%

0.00%

0.00%

5.00%

68.00%

26.00%

Level +1 +2 Parts

Level

0.00%

Mathematics – Year Two. During the SATs 7 children made at least 3 sub level progress. Of these that did not, 11 made 2 sub level progress. The 3 children who stayed at the same levels have IEPs and intervention groups in place and have evidence to show that they have made progress within the level they are at. 20% achieved progress target (3 sub levels) 64% achieved progress target (2 sub levels). 80% target not met.

45


Negative 0.00%

Same 16.00%

+1 Part 12.00%

+2 Parts 44.00%

+1 Level 20.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Reading â&#x20AC;&#x201C; Year Two. Ten children made at least 3 sub level progress. However, of the 15 who did not make 3 sub levels of progress, 10 made 2 sub level progress. The 2 children who stayed at the same levels have IEPs and intervention groups in place and have evidence to show that they have made progress within the level they are at. 32% achieved progress target (3 sub levels) 72% achieved progress targets (2 sub levels). 80% target not met. Negative 0.00%

Same 8.00%

+1 Part 12.00%

+2 Parts 40.00%

+1 Level 32.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Writing â&#x20AC;&#x201C; Year Two. Four children made at least 3 sub level progress, of those who did not make 3 sub levels of progress, 11 made 2 sub level progress. The 4 children who stayed at the same levels have IEPs and intervention groups in place and have evidence to show that they have made progress within the level they are at. 8% achieved progress target (3 sub levels) 52% achieved progress target (2 sub levels) 80% target not met. Negative 0.00%

Same 12.00%

+1 Part 28.00%

+2 Parts 44.00%

+1 Level 8.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Science â&#x20AC;&#x201C; Year Two. Four children made at least 3 sub level progress. However, of those who did not make 3 sub levels of progress, 11 made 2 sub level progress. The 2 children who stayed at the same levels have IEPs and intervention groups in place and have evidence to show that they have made progress within the level they are at. 32% achieved progress target (3 sub levels) 68% achieved progress target (2 sub levels). 80% target not met. Negative 0.00%

46

Same 8.00%

+1 Part 16.00%

+2 Parts 36.00%

+1 Level 32.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%


KS2 DATA. NB Any child who made 1 sub level progress this year will need to make 2 sub level progress next year to ensure age expectation progress. Mathematics – Year Three. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. Negative 0.00%

Same 0.00%

+1 Part 26.32%

+2 Parts 52.63%

+1 Level 0.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Reading – Year Three. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. 5% of children made 3 sub level progress which is above age expected progress. Negative 0.00%

Same 0.00%

+1 Part 47.37%

+2 Parts 26.32%

+1 Level 5.26%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Writing – Year Three. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. Negative 0.00%

Same 0.00%

+1 Part 52.63%

+2 Parts 26.32%

+1 Level 0.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Science – Year Three. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. Negative 0.00%

Same 0.00%

+1 Part 36.84%

+2 Parts 36.84%

+1 Level 0.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Mathematics – Year Four. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. 17% of children made 3 sub level progress which is above age expected progress. Negative 0.00%

Same 0.00%

+1 Part 33.33%

+2 Parts 38.89%

+1 Level 16.67%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Reading – Year Four. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. 22% of children made 3 sub level progress which is above age expected progress. Negative 0.00%

47

Same 0.00%

+1 Part 38.89%

+2 Parts 27.78%

+1 Level 5.56%

+1 Level +1 Part 16.67%

+1 Level +2 Parts 0.00%


Writing – Year Four. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. 50% of children made 3 sub level progress which is above age expected progress. Negative 0.00%

Same 0.00%

+1 Part 11.11%

+2 Parts

+1 Level

22.22%

50.00%

+1 Level +1 Part

+1 Level +2 Parts

0.00%

0.00%

Science – Year Four. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. 5% of children made 3 sub level progress which is above age expected progress. Negative 0.00%

Same 0.00%

+1 Part 5.56%

+2 Parts

+1 Level

72.22%

+1 Level +1 Part

+1 Level +2 Parts

5.56%

Mathematics – Year Five. All children but 1 made 1 or 2 sub level (average 1.5) progress. 96% achieved progress target. 80% target met. 25% of children made 3 sub level progress which is above age expected progress. 1 child did not make progress – this child has support in Maths and the family is supported via a CAF. This will be monitored during 2012 2013. Negative 0.00%

Same 4.17%

+1 Part 16.67%

+2 Parts

+1 Level

33.33%

25.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Reading – Year Five. All children but 1 made 1 or 2 sub level (average 1.5) progress. 96% achieved progress target. 80% target met. 1 child did not make progress – this child has support in Reading and a spelling. This will be monitored during 2012 2013. Negative 0.00%

Same 4.17%

+1 Part 25.00%

+2 Parts 50.00%

+1 Level 0.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%

Writing – Year Five. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. 29% of children made 3 sub level progress which is above age expected progress. Negative 0.00%

Same 0.00%

+1 Part 20.83%

+2 Parts 29.17%

+1 Level 25.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 4.17%

Science – Year Five. All children made 1 or 2 sub level (average 1.5) progress. 100% achieved progress target. 80% target met. Negative 0.00%

48

Same 0.00%

+1 Part 20.83%

+2 Parts 58.33%

+1 Level 0.00%

+1 Level +1 Part 0.00%

+1 Level +2 Parts 0.00%


Mathematics – Year Six. 16 children reached Level 4. Only 3 pupils did not reach Level 4 who are; one statemented child and two School Action Plus pupils. 84% children reached Level 4. Target 80% met. 42% children reached Level 5. Target 40% met. Reading – Year Six. 18 children reached Level 4. Only 1 pupil did not reach Level 4 who is a statemented child. 95% children reached Level 4. Target 80% met. 42% children reached Level 5. Target 40% met. Writing – Year Six. 14 children reached Level 4. Five pupils did not reach Level 4; one statemented child and four School Action Plus pupils. 74% children reached Level 4. Target 80% not met. 42% children reached Level 5. Target 40% met. English Combined – Year Six. 16 children reached Level 4. Only 3 pupils did not reach Level 4 who are; one statemented child and two School Action Plus pupils. 84% children reached Level 4. Target 80% met. 42% children reached Level 5. Target 40% met. Science – Year Six. 16 children reached Level 4. Only 3 pupils did not reach Level 4 who are; one statemented child and two School Action Plus pupils. 84% children reached Level 4. Target 80% met. 47% children reached Level 5. Target 40% met.

49


PARENTAL ENGAGEMENT

SUCCESS CRITERIA • •

Number on roll is 150 by 2012. Parent Survey feedback is positive in all areas (at least 80% agree or strongly agree).

CONCLUSIONS •

Numbers on roll have increased year on year. For September 2012 there are 151 pupils on roll.

Year 2012

Primary Schools

R

1

2

3

4

5

6

Total

3114

Langham CofE Primary School

29

29

30

30

28

32

30

3115

Oakham CofE Primary School

38

42

48

45

34

49

44

3117

Whissendine Church of England Primary School

23

22

24

23

25

30

14

3429

English Martyrs Catholic Primary School

17

14

17

19

8

13

7

!"#$ %""$ &'&$ ()$

2316

Brooke Hill Primary School

40

39

41

41

42

42

42

287

2313

Catmose Primary

24

19

25

19

18

25

19

149

Total

171

165

185

177

155

191

156

! ! ! ! ! ! ! ! !

Year 2011

Primary Schools

Total R

1

2

3

4

5

6

!

3114

Langham CofE Primary School

29

31

29

29

32

32

32

214

3115

Oakham CofE Primary School

40

45

43

32

46

43

38

287

3117

Whissendine Church of England Primary School

21

22

25

24

26

12

24

154

3429

English Martyrs Catholic Primary School

15

19

21

9

16

8

7

95

2316

Brooke Hill Primary School

40

36

40

41

41

41

42

281

2313

Southfield Community Primary School

18

23

16

16

20

17

22

132

Total

163

176

174

151

181

153

165

! ! ! ! ! ! ! !

! 50

!


Year 2010

Primary Schools

Total R

1

2

3

4

5

6

!

3114

Langham CofE Primary School

30

29

27

26

30

32

28

202

3115

Oakham CofE Primary School

44

45

32

46

39

36

41

283

3117

Whissendine Church of England Primary School

21

22

22

25

12

23

24

149

3429

English Martyrs Catholic Primary School

18

18

8

16

11

6

14

91

2316

Brooke Hill Primary School

39

40

39

41

40

41

40

280

2313

Southfield Community Primary School

22

13

18

20

17

23

11

124

Total

174

167

146

174

149

161

158

!

$$

! ! ! ! ! ! ! !

â&#x20AC;˘

51

In all areas but one, feedback is positive and is at least 80% agree or strongly agree.


â&#x20AC;˘

â&#x20AC;˘

52

In response to the survey feedback regarding clubs with the primary, we shared the results of the Pupil Survey with the primary governors which showed a wide range of clubs which children attend. Newsletters shared the variety of clubs to ensure that all parents were aware of what is on offer. This newsletter appeared on the school website and Face Book page to reach a greater audience of stakeholders.


TRANSFORMATION PLAN 2012-13 ONE YEAR OVERVIEW G&T. 80% achieve Level 4+ at the end of KS2. 40% achieve Level 5+ at the end of KS2.

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

G&T lists for all classes completed.

Review of progress made by all G & T pupils in each class against target set (RS)

G&T lists for all classes updated (RS, Teams)

Review of progress made by all G & T pupils in each class against target set (RS)

G&T lists for all classes updated (RS, Teams)

Review of progress made by all G & T pupils in each class against target set (RS)

Intervention mapping for challenger groups for all classes completed.

20% achieve Level 6+ at the end of KS2.

Staff & TA training challenging the G & T (RS, Teams)

Intervention mapping for challenger groups for all classes updated (RS, Teams)

20% achieve Level 3+ at the end of KS1.

Work scrutiny in core subjects for G & T (Teams) Pupil focus group (SPW & VS)

Intervention mapping for challenger groups for all classes updated (RS, Teams)

20% achieve FSP 8+ at the end of the EYFS. 155 pupils are on roll for 2013/2014. LITERACY(KS1) In the EYFS all

53

Pupil Progress initial meetings to identify pupilsâ&#x20AC;&#x2122; representative

Intervention mapping for each vulnerable group to track

Targets reviewed for each group of

Intervention mapping for each vulnerable group

Targets reviewed for each group of

Intervention mapping for each vulnerable group


children make 4 FSP point progress in Literacy, Communication and Language.

for all vulnerable groups: SEN, LA, A, MA, G&T, LAC, FSM, SB. To continue each term.

provision for all learners in each year group against progress targets met (RS, Teams)

In KS1 all children make 3 sub level progress in Reading and Writing.

Targets set for each group of learners focused against progress target set.

Moderation of Reading and Writing levels - tracking against progress target set (KS1) (Terms 2, 4, 6)

BOYS ACHIEVEMENT / NUMERACY (KS2)

Annual Reviews for SEN children (Nov and Jan)

In KS2 boys achievement is in line with girls achievement in all subjects.

54

to track provision for all learners in each year group against progress targets met (RS, Teams)

learners focused against progress target set (RS, Teams)

Reporting to parents - analysis of data, comparison of boys and girls. (SPW/VS)

Moderation of Mathematics levels tracking against progress target set (KS2) (Terms 2, 4, 6)

to track provision for all learners in each year group against progress targets met (RS, Teams) Reporting to parents - analysis of data, comparison of boys and girls. (SPW/VS)

Reporting to parents analysis of data, comparison of boys and girls. (SPW/VS)

85% achieve Level 4+ in Maths at the end of KS2.

3I CURRICULUM. 80% of 3I (foundation subject) lessons are good or better.

learners focused against progress target set. (RS, Teams)

Phase meetings focus upon 3I curriculum planning for the year, looking at target set.

Team observations within 3I sessions (RS, Teams) Work scrutiny -

Marking and assessment / tracking within the 3I review (RS)

Team teaching within 3I sessions (RS, Teams) KS2 School

Marking and assessment / tracking within the 3I review (RS)

Phase meetings focus upon 3I curriculum review against target set (RS)


Particular focus: Pupil target knowledge

Marking and assessment / tracking within the 3I review.

Science(Teams) EYFS & KS1 School Review (VS / SPW /JMD)

Work scrutiny Geog /Hist (Teams)

EYFS & KS1 School Review lead (VS / SPW) Staff Survey (JH/RS)

KS2 staff to observe lessons at Catmose College (RS)

Open Daypresentation at 3.30 (SLT, Teams)

Parents’ Evening (Teams)

Reports to parents. (QA Teams, SPW / VS)

Progresso installed / training to teachers (JMC)

Review lead (VS / SPW)

Work scrutiny Art / D&T (Teams)

Work scrutiny ICT (Teams)

KS2 School Review lead (VS / SPW)

Parents’ Evening (Teams)

Parent Survey (JH/RS)

Pupil Survey (JH/RS)

Staff QA of 3I Curriculum scheme of work (Teams)

Work scrutiny RE (Teams)

3I Curriculum map in place for all year groups. QUALITY ASSURANCE. 85% of all lessons core subject - are good or better. Particular focus: Pupil target knowledge

Weekly Learning Walks: Literacy, Numeracy, Science, Lit and Numeracy within the 3I & SEN provision, marking, SEN, MA, G&T. PM for Teachers, TAs and LTAs. Meet the Teacher evening.

Staff QA of 3I Curriculum scheme of work (Teams) Budget Outcome 2011/2012 to Governors (NR)

55

Reports to parents. Using Progresso. (QA Teams, SPW / VS)

Reports to parents. (QA Teams, SPW / VS) Parent access to Progresso (JMC/VS)


SCHOOL COUNCIL TRANSFORMATION PLAN

2012 2013

CHALLENGE My work challenges me. CURRICULUM I enjoy my lessons and can say what I have learnt.

CLOSING THE GAPS 56

Term 1 I will try to work at the next level each term to see if I can achieve it. I will grade one Literacy and one Numeracy lesson a week to feedback to my teachers: â&#x2C6;&#x161;= I loved this lesson! / = this lesson was ok. X = I did not enjoy this lesson. I will know what my targets are.

I will do my best in every lesson by listening, working

Term 2 I will take note of my report and what I need to do to improve. I will discuss this with my parents. The school councillors in each class will check that the feedback codes are being used.

Term 3 I will try work at the next level each term to see if I can achieve it.

Term 5 I will try work at the next level each term to see if I can achieve it.

Term 6 I will try the work from the next class ready for my next learning year.

The school councillors in each class will check that the feedback codes are being used.

Term 4 I will take note of my report and what I need to do to improve. I will discuss this with my parents. The school councillors in each class will check that the feedback codes are being used.

The school councillors in each class will check that the feedback codes are being used.

The school council will report to Mr Williams, the impact of the feedback codes.

I will know what my targets are.

I will know what my targets are.

I will know what my targets are.

I will know what my targets are.

I will reflect on my term and how many WOW

I will do my best in every lesson by listening, working

I will reflect on my term and how many WOW wall

I will do my best in every lesson by listening, working

I will know what my targets are.

I will reflect on my term and how many WOW wall


I achieve the very best I can.

hard and concentrating.

wall pieces I have had.

I will help to create a help wall in class to help if you are stuck with work.

PARENTAL ENGAGEMENT My family are happy with my school. SCHOOL COUNCIL TARGET My lessons take me outside and ask me to use our iPads, laptops and computers.

57

I will aim to have my work on the WOW wall. I will encourage my parents to come into school as much as possible i.e. STARs assembly, class assemblies. I will make sure my behaviour is correct to ensure that good use is made of my outdoor learning and iPad learning.

hard and concentrating.

pieces I have had.

I will aim to have my work on the WOW wall.

hard and concentrating.

pieces I have had.

I will aim to have my work on the WOW wall.

I will write down in my reading record what I have enjoyed each week.

I will help to make stories for the Radiowaves station and the newsletter.

I will help to make hall displays / I will help to take class assemblies.

I will think of reports for our class information board.

I will welcome our new starters.

I will record in my reading diary when I have used the iPads and the outdoor learning environment.

The school council will check with classes if the iPads are being used and if learning outdoor is happening. This will be feedback to teachers.

I will record in my reading diary when I have used the iPads and the outdoor learning environment.

The school council will check with classes if the iPads are being used and if learning outdoor is happening. This will be feedback to teachers.

The school council will report to Mr Williams the use of iPads and outdoor learning environment.


PRIMARY REVIEW – MAIN RECOMMENDATIONS The key aspects identified though the recent review for the following year are:

Challenge

Current Provision and Effectiveness

Staff training ensured that all staff are aware of the impact of teaching from the middle and have used the higher level learning objectives from the National Curriculum for each year group. In KS2 the level 5+ target was reached (40%) and is above national averages. The next key priority is to target level 6+ at KS2, level 3+ at KS1 and FSP8+ in the EYFS.

Recommendations •

• •

Attainment Targets to be set for KS2 for level 5+ and level 6+ in all core subjects. 40% achieve level 5+ at the end of KS2. 25% achieve level 6+ at the end of KS2. Attainment Target to be set for KS1 for level 3+ in all core subjects. 25% achieve level 3+ at the end of KS1. Attainment Target to be set for EYFS for FSP 8+ in all core subjects. 25% achieve FSP 8+ at the end of the EYFS.

Curriculum

Current Provision and Effectiveness

Planning and APP file reviews have been completed. Detailed plans show clear differentiation and cross curricular links. APP files show that vulnerable groups (SEN, LA, A, MA, G&T, FSM, LAC and SBB) are tightly monitored and next steps are highlighted to focus planning for the following term. Lesson observations show that 83% of lessons are good or better, meeting the target set at 80%. The development of the 3I Curriculum to cover the foundation subjects has been introduced to ensure that all children have access to higher levels and the timetable has been amended to allow greater time to focus upon this. The next priority is to ensure that the same standard of target setting, assessment and structure within lessons is of the same quality as in the 3I curriculum sessions as in Literacy and Numeracy. When looking at Reading achievement at both KS1and KS2 and Writing achievement at KS2, the school needs to set Literacy achievement as a key priority.

Recommendations •

• • •

58

Progress target set for all KS2 pupils. Boys’ achievement to be in line with girls’ achievement within Numeracy. 85% achieve level 4+ in Numeracy by the end of KS2. Progress target set for all KS1 pupils. All children make 3 sub level progress in Reading and Writing. Progress target set for all EYFS pupils. All children to make 4 FSP points in Literacy, Communication and Language. Target set for 80% of 3I Curriculum lessons to be observed as good or better. Target set for 85% of core subject lessons to be observed as good or better.


Closing the Gaps

Current Provision and Effectiveness

The school set an EYFS Target: 80% of children will make at least 4 FSP point progress from their on-entry starting points. This target was reached in Maths, Reading and Writing. Only Science did not meet 80% target. The school set a KS1 data target: 80% children will make at least 3 sub level progress each year. Targets reached in Year One; however Year Two did not reach targets. This year group and KS1 achievement will be a key priority for the school next year. The school set a KS2 data target: 80% children will make at least 1.5 sub level progress each year. This target was reached. During the latest Ofsted inspection, the school was set the challenging target that by the end of KS2, 40% of children attain a level 5 and 80% attain a level 4. This target was reached. The next key priority is to target Level 6+ at KS2 and Level 3+ at KS1.

Recommendations •

• • •

• •

59

Attainment Targets to be set for KS2 for level 5+ and level 6+ in all core subjects. 40% achieve level 5+ at the end of KS2. 25% achieve level 6+ at the end of KS2. Attainment Target to be set for KS1 for level 3+ in all core subjects. 25% achieve level 3+ at the end of KS1. Attainment Target to be set for EYFS for FSP 8+ in all core subjects. 25% achieve FSP 8+ at the end of the EYFS. Progress target set for all KS2 pupils. Boys’ achievement to be in line with girls’ achievement within Numeracy. 85% achieve level 4+ in Numeracy by the end of KS2. Progress target set for all KS1 pupils. All children make 3 sub level progress in Reading and Writing. Progress target set for all EYFS pupils. All children to make 4 FSP points in Literacy, Communication and Language.


Parental Engagement

Current Provision and Effectiveness

Numbers on roll have increased year on year. The target was set that number on roll is 150 by 2012. The School set the target that the Parent Survey feedback is positive in all areas. The only negative feedback was in response to a question regarding clubs within the school. Newsletters shared the variety of clubs to ensure that all parents were aware of what is on offer. This newsletter appeared on the school website and Face Book page to reach a greater audience of stakeholders. Continuing to develop communication with parents and carers as part of the Quality Assurance cycle will be a key priority for the school next year.

Recommendations • • •

Quality Assurance cycle embedded within school practice continues. School Review shows consistency in planning, teaching and assessment. Provision target of 85% of all lessons - core subjects and 80% of 3I Curriculum (foundation subjects) - are good or better. 155 pupils are on roll for 2013/2014.

Key Priorities for 2012 2013 • •

• •

60

More Able, Gifted and Talented: Level 5+ and Level 6+ targets will be set for KS2. Level 3+ targets will be set for KS1. FSP 8+ targets will be set for EYFS. KS1 – Literacy / KS2 – Numeracy and closing the gap between boys and girls in Numeracy: a target for Reading and Writing in KS1 in order to challenge all learners – SEN, LA, A, MA, G&T, LAC, FSM and SBB – will be set. A target for Numeracy and closing the gap between boys and girls in Mathematics in KS2 in order to challenge all learners – SEN, LA, A, MA, G&T, LAC, FSM and SBB – will be set. 3I Curriculum: a target focusing upon lesson structure, target setting, marking and feedback will be set for all foundation subject lessons. Quality Assurance: a target to ensure that the Quality Assurance cycle continues to ensure that all lessons are good or better and that stakeholder engagement shows that the school continues to move forward.

transformation plan 2010 - 2013 Yr 3  

transformation plan

Read more
Read more
Similar to
Popular now
Just for you