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Headteachers Report Mar 16

Castlewood Primary School

Headteacher’s Report  March   2016

 

Characteristics of our school

Yr R

30

Yr 1

24

Yr 2

30

Yr 3

28

Yr 4

30

Yr 5

28

Yr 6

28

Total

198

SEN 2% of all pupils Spring Census

Autumn 2015

Spring 2016

Summer 2016

I P

4

4

EHIC Plan

0

0

Ethnic Codes Spring term Census 5% pupils

Languages

Autumn 2015

Spring 2016

Summer 2016

Bangladeshi

Bengali

1

2

Indian

Punjabi

1

1

W&B Caribbean

English

1

1

OMB

Other mixed

background

English

1

2

Any other Asian

English

1

White and Asian

English

1

Any other white background

Swedish

1

Any other white background

English

1

There were no discrimination or harassment based on ‘protected characteristics’ (disability, gender reassignment, race, religion or belief, sex, sexual orientation, age, pregnancy and maternity), racial incidents or formal complaints of bullying.

Attendance

(Target 96.6% 2015-2016 is similar to last year).

SEN pupils:2% of all pupils   (4 pupils)

Ethnic minority:5% of all pupils(10 pupils)

Pupil Premium Ever 6:9.5% of all pupils (19 pupils)

Autumn 2015

Spring 2016

Summer 2016

Whole School

97%

97%

More 90% attendance

93.5%

95.5%

More 95% attendance

85%

83%

SEN more 90%

75% (1 pupil sustained injury outside school)

50% (2 pupils less than 90%- illness)

SEN more 95%

75%

50%

Ethnic min more 90%

100%

90%

Ethnic min more 95%

100%

70%

FSM more 90%

(Forever 6 )

100%

95%

FSM more 95%

(Forever 6)

88%

85%

Any pupil below 90% attendance this term has triggered a discussion with parents. They have been given a copy of their child’s attendance indicating the number of absences and disrupted weeks. 

Priorities in the School Improvement Plan: 2015-2016

100% of pupils to be accurately tracked

 85%+ pupils in each cohort to meet end of year expectations in Read/Write/Maths

100% pupils KS2 meet end Yr expectations that achieved 2B+ in KS1, 

100% pupils that met GLD EYFS meet end Yr expectations KS1.

Greater engagement with community to improve standards

Quality of Teaching and Learning and Assessment

This term some joint observations were carried out by Head and KS1 leader and the focus was writing. (Dave Bird, Head from Shelley Primary also jointly observed some lessons at Castlewood as well as joint observations at Shelley). All judgements were agreed at both schools.

Inadequate

Requires Improvement

Good

Good with outstanding

Outstanding

Autumn 2015

100%

66%

44%

Spring 2016

100%

60%

40%

Summer 2016

Castlewood continues to use our internal tracking system that we devised to support assessment. Summary data is transferred to 0 track half termly as agreed with the Locality schools. The government has since introduced an end of KS1 and KS2 interim assessment framework for the end of each key stage.

Yr 2 and Yr 6 teachers are therefore now using several assessment systems to support teacher assessment which has added additional pressure this year in all schools.

Enrichment opportunities have been promoted through a range of trips or visitors this term.

Yr 3/4  Trip to Portsmouth historic dockyard , visit from RNLI

Yr 5/6  Visitor to talk about the Arctic

Yr 6    Junior Citizenship course

Clubs available this term include: homework, netball, football, cookery, karate, gymnastics, film, art, choir, tag rugby, code, cross country.

Personal development, behaviour and welfare

A number of pupils in Year five have completed a Peer Mentoring scheme with West Sussex and have been awarded certificates for the completion of their training. These pupils will start working as peer mentors at lunchtimes in the Summer term.

The Behaviour support team have come in to school this term to observe one pupil in KS2 as part of an Early Help plan. The school has secured some short term additional funding for additional TA support for one pupil in KS1. 

Safeguarding

Two pupils are currently supported through Core meetings and Child Protection Conferences. One pupil is no longer on a Child In Need plan. The Head and Deputy have completed their refresher training for Designated member of staff this term. 

The effectiveness of Early Years Provision

The EYFS teacher has attended all the Locality focus meetings this year where work has been moderated and the EYFS teachers share good practice. All parents have been invited to school to a dance performance by EYFS and pupils have had the opportunity to share their work with their parents. 

The effectiveness of Leadership and Management

Embed ambition and drive improvement

Locality Heads are meeting to discuss the Teaching School Alliance and implications for our schools over the next few months. The Leadership team continue to focus on supporting staff to reflect on the way they teach, supporting them to continue to inspire pupils in the way they work and sharing good practice. 

Staff training

INSET    : 11 March   Planning for Summer term

J Slocombe

WH Heads Locality meetings, Area Heads, John Yates Leadership, Assessment, Teaching Schools, Prevent training, Child Protection refresher training designated member of staff, Holistix training

L Brown

John Yates Leadership, Assessment- Lead moderator training, Child Protection refresher training designated member of staff

V Dedman

Mentor training- Chichester University

K Smith

Locality Science focus group, Yr 3/4 Locality moderation Maths

DMcMahon

Yr 3/4 Locality moderation Maths

Mrs Ansteee Brown

Training for supporting other schools develop their English curriculum

S Burchett

Global citizenship Locality focus group

G Allan

MA in Education, EYFS Locality meetings, Locality moderation writing

S Parkins

Locality SENCO meetings, Active listening

C Robertson

SCAS team- budget close down

J Jeffries

Locality Learning Mentor meeting

J Reeves

Locality Learning Mentor meeting

All TAs

Refresher course on Food Hygiene

Sports Premium

We have updated our website so that we are compliant. 

Sustainability

The review of the curriculum and continued professional development of staff will ensure that every child in the school receives a quality physical education programme. 

Links with Southwater Leisure Centre and other sporting professional bodies will be maintained.

The investment in equipment is sustainable as we have purchased good quality resources and they are stored in clean, dry conditions.

Areas for Development

Continue to be open to new areas of sport available locally by maintaining links with other professionals.

Try to attract those children not engaging in sport before or after school by seeking new opportunities.

Continue to review and update our curriculum so that it is rich and varied. 

Pupil Premium

We continue to monitor the performance of these pupils through half termly discussions about data and progresson any intervention programmes. Pupil premium pupils in Year 4 have the opportunity to join the Ambassador programme and represent our school and meet other pupils at THS. We are waiting for further details about the programme.

Quality of Outcomes for children and learners

SIP Report summary outcomes Nov 15 (analysis data 2014-2015 RAISEonline)

Outcomes at all levels, both historic and current, are well above average. There is strong evidence to suggest that outcomes would be judged ‘outstanding’ in an inspection.

·       In Early Years, the proportion of children reaching a ‘good level of development’ has been well above average for 3 years.

·       The proportion of children reaching the required level in the Yr 1 phonic screen has been well above average over recent years.

·       In KS1 and KS2, there is parity between the performance of subjects and attainment has been well above average for some years. Much of RAISE shows Sig+ for attainment.

·       Pupils make substantial and sustained progress - considering their starting points – throughout each year group and across the curriculum. The proportions making expected progress is high. In 2015, all children made at least expected progress in every subject. The proportion making more than expected progress is just below national expectations because attainment in KS1 is so high.

·       There are very few disadvantaged pupils, but they do as well as their non-disadvantaged peers in end of key stage assessments. (Current, early tracking information indicates that the very small numbers of PP pupils in lower KS2 may not all be on track to ‘meet’ expectations – this should be closely monitored as the year progresses.)

·       SEN pupils make good progress, even though they may not attain as highly.

·       The attainment of all groups is in line, or above, national averages.

Data for this academic year is reported every term to Quality and Standards committee. Due to the curriculum being far more challenging and the testing being changed in Year 2 and Year 6 it becomes much harder to accurately predict the outcome at the end of year 2 and year 6 as it is the first year they have taught this new curriculum and guidance from the DFE about assessment has been conflicting. Nationally it is likely that all data will be lower, as the expectations at the end of each key stage are much higher. 

Performance Management

Operation of the policy

There have been no appeals over the last year or allegations of discrimination regarding: race, sex, sexual orientation, disability, religion, age, part time contracts, trade union membership. Performance Management meetings will be completed for the Spring term. 

Effectiveness of procedures

Line managers for staff are: Head and Deputy. All meetings are recorded on the agreed formats in the policy and objectives agreed and set. Time is allocated during the school day to carry out these meetings. 

Teacher’s training and development needs

All staff have received detailed feedback regarding formal lesson observations this term. Strengths and areas for development are identified with each member of staff and any identified areas for improvement are monitored as a result and supported by mentoring and coaching. As far as possible we attend all Locality focus meetings: moderation, Global Citizenship, Science, EYFS, SEN and we have offered all staff opportunities for peer observations.

Training and development of support staff

There are weekly TA meetings, Locality Learning Mentor meetings and additional training depending on need and the opportunity of courses on offer.

Issues for Governors to consider

Continue to monitor provision of Hot Dinners Sept 2016 due to the renewal of the tendering process.

KS1, KS2 testing and EYFS baseline assessment, consider future implications in 2017?

Implications of the latest announcement all schools to be Academies by 2022?

Teaching School Alliance implications for our school?

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