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HEADTEACHER’S REPORT TO GOVERNORS
SUMMER 2023
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School Context |
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YR GP |
Number currently on roll |
Number of Girls |
Number of Boys |
% SEND |
% Pupil Premium |
Attendance |
|
F2 |
19 |
5 |
14 |
26% |
15.7% |
96% |
|
1 |
25 |
16 |
9 |
12% |
12% |
96.45% |
|
2 |
30 |
14 |
16 |
20% |
26.6% |
94% |
|
3 |
30 |
19 |
11 |
37% |
10% |
95.23% |
|
4 |
30 |
14 |
16 |
30% |
16.6% |
95.71% |
|
5 |
29 |
13 |
16 |
17% |
6.8% |
95.46% |
|
6 |
30 |
17 |
13 |
47% |
16.6% |
94.67% |
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Total |
193 |
98 |
95 |
|
|
|
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Average |
27.5 (KS1 27.5) |
14 |
13.5 |
27% (Inc EHCP) 25% (SEND Support – no EHCP) 3% EHCP (Whole school) |
14.9% |
95.31% |
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National (2023) |
KS1 Class Size – 26.7% |
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13% (SEND Support – no EHCP) 4.3% EHCP (All schools) |
23.8% |
93.2% |
Summary of Outcomes for Pupils
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EYFS GLD |
89% |
Y1 PHONICS |
80% |
Y2 PHONICS |
80% |
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KS1 |
KS2 |
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|
ARE+ |
GDS |
ARE+ |
GDS |
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READING |
67% |
27% |
60% |
20% |
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WRITING |
63% |
13% |
73% |
17% |
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SPaG |
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60% |
30% |
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MATHS |
73% |
20% |
43% |
13% |
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SCIENCE |
90% |
- |
87% |
- |
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R, W, M Combined |
63% |
- |
37% |
- |
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COHORT ASSESSMENT DATA – CURRENT Y6 2023 |
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EYFS 2017 GLD 76% (Actual 67% - Mobility from EYFS to Y6 -3+/+3-) |
KS1 2019 (Actual) |
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|
ARE+ |
GDS |
|
|
READING |
70% |
30% |
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WRITING |
60% |
20% |
|
MATHS |
67% |
17% |
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SCIENCE |
83% |
- |
-1-
Y4 Multiplications Check.
There is no pass mark, fail, nor expected standard threshold. It is intended that schools use their own judgement as to any actions needed after the results.
The check was out of 25. 28* out of the 30 children completed the check. Two children are working well below the age-related expectations. The average score for the group was 15*, with 29% achieving 20 or above. This is lower than previous years and down to children not regularly practicing at home and not accessing the TT Rock Stars on a regular basis. Individual data will be used to determine which children need additional support with basic number skills in upper key stage 2. However, this could prove to be a barrier to further progress in UKS2 and will be highlighted as a priority in Y5. A review of procedures in LKS2 will also be carried out to determine how we can improve this area of math’s going through school.
- Quality of Education
KEY PRIORITY TWO: To improve achievement in English: Reading & Writing – end of KS attainment & progress
- The introduction of Little Wandle and Pathways to Write have been hugely successful. It has not been without its challenges but staff have worked incredibly hard to implement both programmes and begin to embed them across the school.
- Under the leadership of Mrs. Harding, Little Wandle is very closely monitored and the rates of progress has been significant.
- Progress in Writing at end of KS1 from KS1, has been driven by the structure and interest level in Pathways 2 Write: children have responded really well to the text and purpose for writing.
- Pathways 2 Read will be introduced in the Autumn term, with the anticipation that it will also solidify progress in reading.
KEY PRIORITY THREE: To improve achievement in Math’s – end of KS attainment & progress.
- Whole school have closely followed the White Rose scheme of work this year. This has mostly been successful and children have responded well, enjoyed their learning and good progress has been made. However, some challenges still remain which need further development.
- There has been some flexibility around when children moved onto the next stage, but it has largely been adhered to. Because of this, some staff have found it difficult to fit everything in and this will need much closer monitoring next year.
- Reading and comprehension are still a barrier for some children moving onto multi-step problems, as it can be difficult to recognise the steps needed to be done in order to be successful.
- Basic number skills and in particular, multiplication remains a barrier for some year groups. (Current Y4)
KEY PRIORITY FOUR: To continue development of teaching & learning in the wider curriculum.
- A revised whole school curriculum is ready to roll out in September. Staff have worked on this together during most staff meetings; it has given staff more understanding of prior and subsequent learning. Staff are really excited by the changes and are looking forward to teaching the new curriculum next year.
- Close monitoring will need to take place over the year to access the new curriculums effectiveness and make any necessary adaptations.
- Behaviour & Attitudes
Behaviour and attitude, across school, continues to be excellent. Children are keen to do well and proud of their learning and progress. We do have a small number of children who display challenging behaviours at times. All these children have additional needs and the behavior is attributed to SEND. This isn’t an excuse and a range of support and external services are available to support these children. The priority is to help individual children self-regulate whilst not disrupt learning for other children. Strategies and procedures are closely monitored and adapted quickly if proving not to be successful. Significant improvements have been made, although as individual needs are ever changing this can be a fluid situation.
Attendance is overall quite good; most of the absences can be explained by medical appointments, unagreed holidays, illness.
-2-
Whilst Persistent Absence is at 10% - well below national (23.1%), we have a number of families who are not responding to interventions and support from school and the LA.
We have 20 children with attendance below 90%. One left in January 2023, one has successfully come to the end of a period of a reduced timetable, one remains on a reduced timetable and is currently a non-attender. These will be closely monitored throughout next academic year, to improve attendance by the end of 2024.
- Personal Development
KEY PRIORITY ONE: To ensure mental health & well-being and the importance of being active remain high profile.
This has been particularly successful. Maintaining the longer breaks and providing a range of resources and equipment over the week has led to fewer relationship issues, fewer accidents and happier children.
The introduction of Tree Houses has also given the children the opportunity to learning more about aspects of their own Personal Development. They love being awarded Tree Tokens and can always talk about an aspect of Personal Development that they have been successful with. This will continue next year as it is becoming successfully embedded into regular PE/ Sports lessons by the coaches.
- Early Years
EYFS remains strong. The team have done an amazing job with our current F2. There are only 19 children but the progress they have made is excellent. The EYFS team have worked effectively with colleagues to link the EYFS curriculum to our new whole school curriculum. F2 is included within the curriculum mapping for each subject, so KS1 colleagues are clear about prior learning and what they need to reinforce and embed from EYFS.
- Effectiveness of Leadership and Management
- Subject Leadership is strong. The review and rebuild of the new curriculum has been very ably led by subject leaders. It has given them increased autonomy and greater understanding of what needs to be achieved at each key stage. The team have worked brilliantly together and supported each other to ensure it is ready to rollout in September.
- SLT have successfully balanced the budget and ridden the storm of the low year groups exceptionally well. However, this will still need close monitoring as the low numbers run through school.
- Staffing has been carefully planned to best support the budget, whilst ensuring children’s needs are being met. This remains challenging as recruitment is proving problematic.
- A strong SEND team in place for September 2023: Natalie and Nickie, have already started working together on plans moving forward. Julie Roberts will join the team in a supporting role.
- From September 2023, the Safeguarding team will include Natalie Coe and Lucy Harding as Deputy DSL’s. This is to strengthen the availability of a DSL in school and residentials at all times and to consider sustainability over time.
Summary of the 3 main strengths of our school.
- Subject Leadership across all subject with a strong team ethic.
- A broad and balanced curriculum: a particularly strength is in the range and quality of music offered.
- A whole team approach: caring and nurturing and particularly understanding of SEND needs.
Summary of the 3 main weaknesses of our school.
- Maintaining balanced budget with low numbers running through for the next six years.
- Managing IT hardware and software in light of constant new developments in technology.
- Current staffing – uncertainty over maternity leave and TA appointments.
-3-
- Overall effectiveness
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SELF EVALUATION SUMMARY 2023 |
OVERALL EFFECTIVENESS |
Moving towards Outstanding |
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STRAND |
JUDGEMENTS |
Key Points for Action |
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THE QUALITY OF EDUCATION |
GOOD |
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BEHAVIOUR AND ATTITUDES |
GOOD |
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PERSONAL DEVELOPMENT |
OUTSTANDING |
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LEADERSHIP & MANAGEMENT |
GOOD |
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EARLY YEARS |
GOOD |
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SAFEGUARDING |
EFFECTIVE |
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OVERALL JUDGEMENT |
GOOD |
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Diane Smales July 2023
School Performance Tables – please click here