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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.

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