• Presentation on the current position of the school –
overview of the last academic year
• HMI
• Priorities for this year
Quality of Teaching
IMPACT
 An increase of 34% in good lessons and no inadequate gradings.
 Increased understanding and dialogue amongst staff about key features of effective teaching and learning.
 Planning which is fit for purpose and consistent across Year Groups/ school enabling more effective monitoring by Learning
Teams.
 Understanding of the expectation regarding the quality of teaching and learning.
 SLT fully aware of the quality of teaching and learning – an increase from 37% to 71% of good lessons or above and a decrease
from 63% to 29% of lessons below good.
 Observations of lessons have clearly indentified those teachers that require improvement and strategies in place to raise the
quality of teaching and learning.
 Collaboration with other schools has impacted on the curriculum through increased creativity and engagement which meets the
needs of all learners.
 Assessment Policy in place.
 Format for displaying targets in classrooms agreed.
 Staff meeting on an effective learning environment held with understanding of what makes an effective learning environment.
 Learning Environment in Years 1-2 fit for purpose.
NEXT STEPS
 To continue the coaching plans for any teacher less than good.
 Curriculum Plans in place for all subjects for Sept ’13.
 Continued support from the Brook Alliance.
 Intervention programmes in place and impact measured.
 ASD training for all staff.
Achievement of Pupils – Attainment and Progress
IMPACT
 SLT have increased understanding of outstanding leadership and management through the work with Helena Evans:
 Effective meetings
 Clear strategic planning (working with Beaver Green Primary School)
 Clear understanding of assessing the quality of good/ outstanding teaching and learning
 Understanding of how to demonstrate progress in a lesson
 Leading change
 Leaders of Learning have an understanding of whole school issues within their subject area and have identified those children
requiring support.
 Leaders of Learning led staff training on areas of development within their subject. This has impacted in the classroom and most
teachers understand what good progress looks like within the lesson.
 Homework used to consolidate learning.
 Increased understanding of best practice through CPD opportunities and work with neighbouring schools.
 Target groups identified for interventions at pupil progress meetings. Intervention programmes in place from Sept 2013.
 Year 5 and 6 have history schemes of work which are fit for purpose.
 Progress against agreed milestones - see above.
NEXT STEPS
 Homework policy agreed by Governing Body.
 Phonics and PE subject knowledge to be addressed.
 Move to a tracking system which is fit for purpose – PipT online.
Quality of Leadership and Management
IMPACT
 Effective communication in place and a clear vision understood by staff and all stakeholders.
 Leaders of Learning have a clear understanding of their subject area driving improvement through the implementation of action
plans.
 Leaders of Learning for Literacy, Numeracy and Science have a secure understanding of performance of children within their
subject area.
 Timetables are fit for purpose and maximising the learning throughout the day.
 SLT confident that tracking is robust and rigorous.
 SLT fully aware of the quality of teaching and learning.
 CPD is impacting on whole school teaching and learning development.
 Appraisal objectives identified to support the SIP.
 Planned programme devised for maintenance and refurbishment.
 Job descriptions for Headteacher, Consultant HT, Centre Leader and SENCO to be distributed to staff.
NEXT STEPS
 Training for teaching staff on PpIt Online and B².
 Leaders of Learning for Creative to finalise subject(s) improvement plan for 2013/14.
 Full analysis of ‘Making Figures Speak’ once published in September 2013.
 Analysis of teacher assessment Vs SATS actual.
 Appraisals to be reviewed for current year and new targets set .
Effectiveness of Governance
IMPACT
 Regular meetings between CofG and HT have enabled a good working relationship to develop which supports
progress and monitoring against the SIP. CofG is able to provide appropriate challenge, where necessary, in a
timely manner.
 GB are fully informed in an open and honest environment which allows appropriate challenge, monitoring and
support to take place.
 Skills Audit shows a high level of competency within the GB with no immediate gaps in collective skill or
knowledge. Governors are deployed in an efficient way according to their personal strengths.
 Training has enabled all Governors to be clear and confident in their roles and responsibilities.
 Assignment to Learning Teams improves communication with staff and increases monitoring opportunities.
 Governor Action Plan provides a focussed approach to achieving the GovernorMark standards.
NEXT STEPS
 Ensure FGB meetings are centred on the SIP.
 HT report to be evaluated regarding effectiveness.
 Strategic plan to be finalised for 2013/14.
Results at KS1
Results at KS1
Results at KS1
Results at KS1
Results at KS2
Results at KS2
HMI Report
HMI Report
HMI Report
HMI Report
HMI Report
Learning Environments
Learning Environments
Learning Environments
Quality of Teaching and Learning
HMI Report
Ofsted Parent View
Ofsted Parent View
HMI Report
HMI Report
HMI Report
HMI Report
Priorities for 2013-14
•Interventions
•Numicon
•Pupil Premium
•Reading
•Phoenix Centre
Numicon
Numicon
Numicon
Numicon
Priorities for 2013-14
•Website/ KLZ
•Learning Environments
•Teaching Assistants
•Homework/ Clubs