Cranbrook Primary School Profile What have been our successes this year?
Over the past year there has been significant and rapid progress in many aspects of the school. This has been achieved through a rigorous approach and focus on improvement and by the appointment of key personnel. The school is continuing to grow and is now firmly established within the community. Parents tell us that they are very positive about the changes and improvements made. This year has seen many successes which are listed below • • • • • • • • • • • • • • • • • • •
Brand New ICT Suite. Improved results across the school in literacy and numeracy. Clearer systems and procedures leading to improved consistency. Improved communication between all stakeholders. Clear management structure. Introduction and use of an electronic system for tracking pupil progress. Developing a creative curriculum. The training and development of the role of middle leaders and other key members of staff. Improvements in the teaching of and use of ICT across the school. The stable and committed Governing body. The continued good behaviour and attitudes of pupils. Improved care, guidance and support of pupils. The work of the school council in leading change. Celebration of the cultural diversity within the school and the local community. The warm and exciting ethos. The establishment and opening of the ICT Suite, Cookery Room, and the Library. The development of the outdoor projects e.g. sensory garden and holiday projects. The attractive and inviting learning environment. Closer working with other settings towards school improvement.
The work of the PSA (parent support advisor) who has a key role in supporting vulnerable families.
What are we trying to improve?
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Raising standards in communication, literacy and numeracy. Attendance and punctuality of pupils. Continuing CPD for all staff. Consistency across the year groups and the school. Use of assessment data to inform planning. Closer working relationship with parents and the community.
How much progress do pupils make between 7 and 11?
During their time with us, pupils make very good progress, which is above Redbridge and National averages. However as many across the school are recent arrivals in the country and have not previously attended a British school or been taught the National curriculum, their attainment is below the national expectation. It must be noted that 50% of Year 6 pupils from the 2009-10 cohort were from overseas. 38% of the current Year 6 class are overseas arrivals. We expect our results to be very different and much more in line with national expectations, if not above, by the end of 2011-2012 as the school community has become more settled since January 2010 and the introduction of key new policies and practices.
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Pupils are expected to make two levels of progress (from the end of key stage 1 to the end of key stage 2). For the 50% of matched pupils in Year 6 in 2010, 94% achieved 2 levels of progress in Maths and 87% in English, which is above Redbridge and National averages. Aspirational targets are set to ensure we challenge pupils. Progress is improving and categorised as good. Pupils “not on roll” for whole of key stage 2 do not make as much progress.
! How well do pupils achieve at age 11? ! • • • •
There has been a significant increase in attainment and progress from the previous year. 75% of Year 6 pupils achieved Level 4+ in Maths and English as compared to 55% in 2010. There is an upward trend in Year 2 results also. Factors that affect and influence our results are that many of our pupils have not been in education for whole a key stage and are new arrivals to the country). Expected level at Year 6 is Level 4+. Predictions for current Year 6 is : Reading 78%, Maths 75% and writing 75%.
How have our results changed over time?
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Cranbrook is achieving above Redbridge and National figures for Foundation Stage assessment. There is a strong upward trend at each stage (Foundation Stage, Key Stage 1 and Key Stage 2) Good progress is made by pupils during their time with us. Progress for matched pupils (50%) is above Redbridge figures. Results are gradually improving but remain a key priority for the school.
How are we making sure that every child gets teaching to meet their individual needs?
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Year group teams plan together leading to greater consistency and shared teaching strategies through detailed and differentiated planning. Class audits of the needs of the pupils ensure that plans are adapted. Under performing pupils are provided with Individual Education Plans. Interventions are provided for those with identified needs. The provision of interventions is regularly reviewed and adjusted. Challenge is provided for gifted and talented pupils through challenge boxes in each classroom and a centralised challenge wall. A creative curriculum which is continually reviewed to allow children a wide range of opportunities to facilitate the development of all strengths. Learning support assistants are employed to provide 1:1 specialised support for identified pupils. Increased staffing to address identified needs e.g.. reading. Regular monitoring and reviewing of systems, progress and practices. Training for staff on benchmarking. Regular moderation meetings. Rigorous and careful tracking to monitor the progress of every child. Sharing of good practice within school. Providing high quality training and teaching by working with other schools to share expertise by monitoring, planning and teaching. Providing teachers with feedback on ways forward. Tracking pupil progress and identifying issues. Implementing action plans to address weak areas. Class teachers becoming well acquainted with the needs of the children through good transition meetings and information sharing. Working closely with parents.
How are we working with parents and the community?
We have a strong relationship with our parents and are strengthening our links with the local community as well as the international community. We are continuing to improve communication links and the education of pupils through: • • • • • • • • • •
Parent Support Advisor (PSA) to liaise with parents Provide support, behaviour management training and counselling PTA events – May Fair, Christmas pantomime, Regular parents evenings and informal open evenings to encourage parent attendance Regular assemblies All Year groups have a link to a community project Family quiz evening and other regular PTA events. All parents are invited to attend termly information sessions. The weekly newsletter and the school website provides up to date information on all aspects of the school. Transition meetings for different year groups provide key information i.e. Nursery to Reception and Year 5 to secondary transfer etc.
What have pupils told us about the school, and what have we done as a result? There is an active School Council which has expressed the following views: • They are proud of their school. • They enjoy promoting the school and welcoming visitors. • They feel safe within the school environment. • The behaviour management system is fair. • The pupils are aware that they live in a diverse community and enjoy that they are able to converse in other languages with their peers. • The teachers and staff are kind and helpful. • The buildings are beautiful and spacious. • They understand how to lead healthy lives.
! What we have done in response to pupil requests? ! •
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At the request of pupils “Tuesday Treats” has been introduced allowing both packed lunch pupils and school lunches to have a treat. Yr 5 & 6 pupils do not have to use trays at lunchtime. An increased use of stickers for rewarding pupils. Sponsored jog by pupils to raise money. Playground seating for pupils (“friendship” stop”). Installed mats at the entrance of all doors to prevent slippage to pupils.
How do we make sure that our pupils are healthy, safe and well-supported?
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Risk Assessments in place for all trips. Updated briefing for all visitors, students and supply teachers. Regular fire drills. Security of site frequently monitored and well maintained. Safeguarding, health and safety and behaviour policies continually reviewed. Increased number of staff who are trained in first aid. Rigorous first aid procedures. A structured behaviour management system with clear rewards and sanctions. Healthy and tasty school lunches. Promoting healthy packed lunches and snacks. Free fruit and milk provision for younger pupils. Water freely available in the classrooms and the dinner hall. Strong presence of the health worker. A curriculum that provides an emphasis on sport and physical activities. Equipment and apparatus that encourage active play during lunchtimes. Older pupils receiving swimming lessons. Secure bike storage area for pupils and staff. A learning mentor supporting identified pupils and available to all pupils should they wish to approach her. Lunchtime clubs provided by the learning mentor for those struggling with relationships. Close working relationships with parents, so that issues can be dealt with quickly.