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Governor visits summary Spring 15

Governors' visits Spring 2015: Summary

 

Links with the School Improvement Plan (SIP) 2014-2015

(How does the visit relate to a priority in the SIP? Which specific part is it linked to?)

Teaching and Learning increasingly moving from Good to Outstanding to achieve: 100% Good or better75% Good with Outstanding Features

Governors met with 6 class teachers: YR Y1 Y2 Y3 Y5 Y6and Special Needs was discussed with HT + an in-school visit took place.

 

KS team meetings were discussed in all meetings and were found to be in place across the school, in spite of some issues with time in YR and a feeling that 15 mins was too short in KS2. All agreed that these are of value to all staff in ensuring consistency of approach and coverage.

 

Deployment of TAs to work with small groups on interventions is effective, but flexibility across the teams has proved harder to achieve. The work of TAs is highly valued by all teachers, and all teachers are careful to rotate the TAs around the different ability groups, to support and to stretch as appropriate.

 

O track was found to be easy to use and useful for assessment during half termly updates. One teacher remarked that its visual nature is helpful.

 

Lesson plans were examined and explained in most meetings. These are important in keeping an eye on progress and skills building as well as curriculum coverage. TA roles clearly identified. Quality texts are central to topic planning in all year groups.

 

The author visit was unanimously agreed to have been a success and had led to increased enthusiasm for reading and writing in all age groups.

 

MR (governor with responsibility for Special needs) reported that the changes in the nomenclature for groups of children deemed to need intervention of various kinds had not impacted on the School's proven method of half termly reviews of the various groups and individuals and adjustment of strategies accordingly. The HT is finding that she is spending more time supporting those families whose children were previously designated SA+ (now School Support).

 

MR spent time with Y6 to observe a PP pupil during an English lesson. She reported that the PP pupil was indistinguishable.

Governor visits summary Summer 14

Summer Term 2014

Links with the School Improvement Plan (SIP) 2013-2014

(How does the visit relate to a priority in the SIP? Which specific part is it linked to?)

To further improve presentation in books. 'there are consistently high expectations of the standards of presentation in pupils’ books.'

5 classes were visited (R, Y1, Y2, Y5, Y6)

 

Governors saw examples of children's work in all classes and Staff explained how high standards of presentation are worked on as appropriate to the age group of the children. In KS1 the focus in handwriting is on correct letter formation and joining up is begun when this is in place. Staff use modelling and a range of differently printed stationery to help with neat presentation. Consistent use of rulers for underlining is expected. This last is continued in KS2, where pens are introduced when the handwriting is fully joined. In Upper KS2 children are allowed to develop their own style, providing it is of a consistent size, slope etc.. At this stage some work is drafted and then copied out for presentation in Topic books.

 

IH carried out a Health and Safety visit during which no problems were identified.

 

 

During the year both Staff and Governors found the new style of visit form to be useful in helping to focus visits on aspects of the SIP.

Governor visits summary Spring 14

Spring Term 2014

 

Links with the School Improvement Plan (SIP) 2013-2014

(How does the visit relate to a priority in the SIP? Which specific part is it linked to?)

To improve marking in all subjects.  'there is a consistent approach to the marking of pupils’ work, including comments and questions to guide pupils’ next steps and regular opportunities for pupils to respond'

 

5 classes (Y1, Y2. Y4, Y5, Y6) were visited

 

Governors in all classes were shown examples of the use of green for children's responses. Staff explained that the pupils were given time to respond to marking as appropriate for their age group/ability. The system is consistent and teachers all feel that it is beneficial since it helps children to judge their own progress and to know what their next steps should be.

 

MR held a meeting with JS and SP re SEN and with JS re monitoring of Pupil Premium funding.

SEN provision was found to be effective and flexible both in and out of the classroom.

PP funding is mostly used to buy in more support staff but also for discreet payments for outings. JS identified a continuing need for close engagement with parents.

Governor visits summary Autumn 13

Autumn term 2013

Links with the School Improvement Plan (SIP) 2013-2014

(How does the visit relate to a priority in the SIP? Which specific part is it linked to?)

To further improve achievement of able pupils.  'expectations of all pupils are consistently high and that work set is sufficiently challenging, especially for the most able'

 

4 classes (R, Y1, Y3, Y5) + PPA cover were visited.

Governors found that there is a consistent use of individual targets for pupils throughout the school and that assessment is used to tailor learning to each child's needs. Teachers plan effectively to present children with activities of sufficient challenge, with the most able being catered for by for example, 'extended input' and small group work. The use of 'I can' statements enables self assessment and dialogue between the teacher and pupil.

IH carried out a Health and safety visit, during which no issues were found to be of concern.

MR conducted a data review with JS which was generally very favourable. Areas to be monitored included the gap between the performance of FSM and non-FSM children in KS1 and progress in Maths in KS2.

 

AG met with VD (PE cordinator) to review PE and found this to be a well organised area of the curriculum.

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