Cockwood Primary
School
Headteacher’s Report
To Governors
Spring Term 2014
Headteacher’s Report
Spring Term 2014
Cockwood Primary School
Headteacher’s Report to Governors
Spring Term 2014
This report is summary of the work and development which has taken place over the
past term.
1. Staffing and organisation
We have had some changes to staffing this term. Mrs Mewse left the school at
Christmas and the majority of the teaching in Class 2 in the first part of the Spring
Term was shared by myself and Miss Bobker. Since half term, my original teaching
timetable has resumed and Miss Bobker has fully taken responsibility for Class 2
pupils. Mrs Holly Hilliard has been released from class on a Friday morning as she
has become our new Special Needs Coordinator. Mrs Rose has increased her hours
as a teaching assistant to support pupils in Class 2 in light of the fact that Mrs
Heale is not returning to Cockwood after her period of maternity leave.
1a Pupil Numbers and attendance
We currently have 85 pupils on roll in the school. We have put a number of
measures in place to improve attendance and we exceeded our target of 96%
attendance this year in the Autumn Term, with an overall figure of 96.3% achieved.
I closely monitor attendance at school, looking particularly where attendance falls
below 93% and offer support and advice, to encourage full attendance. All parents
are asked to attend a meeting if they are requesting a leave of absence and regular
attendance news is featured in school newsletters. We recognise the best attending
class each term, and also give positive recognition for pupils who are always
punctual.
2a. Staff development
Through our staff meeting programme, we have focused on key areas of school
improvement. As a staff team we are continuing to develop personal and
professional curiosity by challenging our own practice as teachers to improve. All
teaching staff are completing reflection journals and feeding their thoughts back
into staff meetings. Alongside this, all staff have set their own personal short term
targets, which are shared amongst the staff group, and are videoing lessons to aid
the reflection and improvement process.
We have had a packed programme of additional training for teachers and TA’s. All
staff have received training on Thrive and we are already seeing an impact for
pupils in school. A number of courses have been attended linked to ICT (to include
E-Safety) and the use of i-pads in school. Pupils across the school have been
engaging in ICT based activities, such as the blog on World Book Day where the
task was to write a section for a graphic novel with other schools across the world.
Cockwood children sent in the winning entry. In addition to these opportunities, the
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Spring Term 2014
external training has focused on raising achievement in maths at Key Stage 1 and 2,
improving the outcomes for pupils in writing, and looking at RE provision.
There has been a day’s training for myself and a governor (Joy Taylor) where the
focus was developing good practice and moving to outstanding.
We have begun to look at the new curriculum and maths is our focus area to begin
with. A member of staff has attended a 2 day course linked to improving standards
and focusing on the requirements of the new curriculum, led by NRICH advisors for
maths.
One member of the teaching team is working alongside an outstanding teacher at
Exminster Primary School to develop their own practice with more able pupils in
maths.
All staff have attended the DLP subject action group meetings and are helping to
shape the provision and opportunities across the local learning community.
2b. Appraisal and Monitoring
In September Mr Bob Foale (Local Leader of Education) carried out a joint learning
walk across the school. In November he joined Mrs Amanda Somerwill
(Headteacher) and spent two days completing a strict monitoring process, where
lessons, planning and marking were analysed.
The findings of that review were positive with the school being graded good with
some outstanding features. This has been built upon and this term Mr Bob Foale, in
a consultant capacity has observed all teachers and provided feedback.
Almost all lessons have been judged as good or outstanding, and it was clear that
the professional development and monitoring carried out this year has had an
impact on learning.
Neil Chislett (Link advisor) will be working with me next term and we will carry out a
further learning walk to monitor standards and continue to develop the provision we
offer the children at Cockwood. Neil has visited the school this term and we have
worked together to analyse performance so far and update sections of the School
Evaluation document.
2c. Appraisal Meetings
All interim appraisal meetings have taken place this term and these were in line with
both the Appraisal and Pay Policy. Bob Foale led the interim appraisal meetings.
The meetings have ensured that staff are meeting the Teacher Standards and are
collecting evidence to show how they are achieving these. Targets are closely linked
to school improvement priorities and pupils are expected to make good and
outstanding progress.
Appraisal meetings for TA’s will take place next term.
2d. Initial Teacher Training
We welcomed two students from Plymouth University this term. Jenny Lacey joined
Class 2 for a period of six weeks and Lewis Harben has been working with Class 1
this term.
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3a Pupil Progress
I have provided the members of the Teaching and Learning Committee a range of
data to analyse. This has included internal termly data for all groups of pupils,
RAISEonline data and FFT (Fischer Family Trust) data which both give a detailed
analysis of attainment at Key Stage 1 and 2, and progress between Key Stage 1 and
2.
Overall, attainment at Key Stage 1 is below national expectations, but progress of
the Year 2 cohort was very good last year. We saw a significant increase in
attainment in 2012 but this dipped in 2013.
In 2013, the attainment at the end of Key Stage 2 was above national expectations
and results in grammar, spelling and punctuation, reading and mathematics placed
the school in the highest quintile on the data dashboard.
Progress from Key Stage 1 to the end of Key Stage 2 was significantly above
national expectations and the school was placed in the highest quintile in reading,
writing and maths.
School Pupil Tracker is a tool used by the school to monitor progress of each year
group. We are also using this tool to track groups of pupils and to focus on both
underperforming groups and individual pupils.
3b. School Improvement Plan (2013-2014)
This is a summary of progress made towards achieving the targets.
Priority 1: To raise the achievement in writing for pupils in Key Stage 1 and 2
(particularly boys) and to narrow the gap with national expectations in reading,
writing and maths for pupils in Year 3
We are continuing to embed the Read Write Inc strategy in Key Stage 1 as we have
seen huge improvements in standards since adopting this method of delivering
phonics. There has been a focus from all staff on standards and ensuring
expectations are consistently high. Progress for the Autumn Term demonstrated at
least expected progress in Reading, Writing and Maths for pupils in Year’s 1, 2 and
3, and in many cases the progress exceeded national expectations. The progress of
boys exceeded that of girls in all areas in Year’s 1, 2 and 3 for the Autumn Term.
Priority 2: Quality of Teaching Improves
We have had regular discussions in staff meetings about how to ensure teaching is
always of a high standard and that all children are learning and making progress. As
a staff we are developing ourselves as practitioners, setting our own targets for
improvement and observing ourselves deliver lessons so we can continue to build the
best provision for our pupils. We have spent significant periods of time working with
other headteachers and our local authority adviser to ensure we are making the
correct judgements and moving our school forward. The percentage of lessons
judged to be outstanding has increased from last year and a significant proportion
of these were in Key Stage 1 classes.
We are becoming more familiar with the requirements of the new curriculum and
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will be using the non-pupil day in June to finalise the provision for September. We
are working as a staff group to build the Maths curriculum, and Mrs Murtha will be
working alongside Mr Harben, who is strong in ICT to plan the new Computing
Curriculum for Sept.
Staff are busy developing our Virtual Learning Platform. Pupils in Classes 1 and 2
are also using ManghaHigh – a maths website, where they can compete against other
pupils in different schools around the world. We have a Mangha High results board
in the corridor tracking pupils who are winning lots of medals.
Through analysis of data, we have highlighted that we need to increase the rate of
progress in maths, particularly in Year’s 5 and 6, and ensure that a greater
percentage of pupils are achieving the highest grades in Year’s 2 and 6.
We are also working hard to improve the outcomes in writing across the school and
building our use of ICT to ensure we are continuing to be more innovative.
Priority 3: For behaviour in the school to move from good to be judged
outstanding
We are continuing to use our updated behaviour policy consistently across the
school. The role of school playleaders is having a positive impact on behaviour at
break and lunchtimes. Pupils award each other certificates and stickers for good
behaviour and our house system continues to be successful. We have increased the
adult support across the lunch period to ensure we are well staffed and all MTA’s
will attend an updated playleader training session through our partnership with St
Luke’s Sports Partnership.
We have developed our School Vision and we explore this both in and outside the
classroom.
Our behaviour and safety was judged as outstanding in our two day review in
November. A focused learning walk was carried out by governors this term. The
feedback on their monitoring of behaviour, safety and the spiritual, moral, social
and cultural provision was very positive.
Thrive is having a positive impact on behaviour. A parent meeting has taken place
and our two trained practitioners have allocated time every week where they work
with individual children.
Priority 4: For leadership of the school to move from good to be judged as
outstanding
All Governors have visited the school and taken part in focused visits, monitoring
the key areas of school improvement across the school. Visits have taken place on a
half termly basis, planning meetings have looked at priorities before the visit then
feedback is provided within Full Governing Body meetings. There is a clear half
termly plan for school leadership to monitor standards across the school.
Many Governors have attended additional training this year, and these outcomes are
fed back to all governors in meetings. We have appointed a number of new
governors to the group, including a new staff governor.
The Governing Body are taking steps to ensure they have a direct impact on moving
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the school forward, such as organising E-Safety training for staff, parents and
pupils or liaising with outside agencies and individuals to increase the space available
on site for pupils.
The structure of Governors’ meetings has improved with more evidence of a clear
focus on strategic development, with key questions highlighted, ensuring that
accountability is clear and standards are being monitored.
Juliet Phillips-Barry is responsible for monitoring the use of Pupil Premium and PE
funding.
Governors are providing contributions to the monthly school newsletter.
I am developing my skills through working closely with other experienced
headteachers and advisers to ensure quality whole school evaluation is taking place.
Priority 5: To provide a wide range of curricular and extra-curricular
opportunities for pupils
As a school we have prided ourselves on providing creative and inspiring
opportunities for our pupils. The School Council have led the school through a series
of Fair Trade activities, which involved attending a conference in Bristol. They are
busy organising a Fair Trade café and craft sale. We hope to achieve Fair Trade
status in the very near future, as we have submitted our application. Pupils have
engaged in many activities across the Learning Community this term (see Curriculum
Enrichment).
4. Curriculum Enrichment
Class 3 – Rocket Show from Explorer Dome, Trip to Clip n Climb for Year 1 pupils,
Class 3 Parent Assembly,
Class 2 – Victorian themed day, Holi festival day, Swimming, Visit from the Dog’s
Trust, Indian day of dancing, storytelling and art with a DAISI artist, @Bristol
trip, Digitial Leaders – taught Class 2 pupils how to use K-Nex, Forrest Schools
Class 1 – Macbeth film production and premiere, Swimming, Annual Rotary School
Quiz (Cockwood were the winners), World Book Day blog activity (Cockwood were
the winners), Visit from the Dog’s Trust, @Bristol trip, play in a day experience as
Eon-nators.
All classes have taken part in raising money for the British Heart Foundation and
Oxfam. They have all been visited by a banana grower from St Lucia during our
Fairtrade Fortnight activities.
Pupils dressed up as their favourite book character on World Book Day and enjoyed
a range of activities based around books.
Beyond the Classroom
Before Christmas – Hosanna Rock.
Singing at Sainsburys.
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Jack and the beanstalk pantomime for the school by an outside theatre company.
CAP (Child Assault Prevention) Assembly – this was a follow up to sessions led by the
team last year.
Clubs this term
Cookery club – this has been run by myself and Mrs Buttree. Pupils have been able to
make a range of savoury and sweet dishes to take home. We have a member of the ISS
Team (trained Chef) taking a masterclass this week.
Tag Rugby – this has been a successful club with the children working with Mr Phillips
and Mrs Frewin.
Gymnastics for Key Stage 1 pupils with Mr Phillips and Mrs Frewin
Uni-hoc with Mr Phillips
Football with Mr Harben and Mrs Frewin
Percussion with Miss Laaey
Knitting with Mrs Buttree and Mrs Hodge
Cross stitch with Mrs Stoneman and Mrs Phillips
Choir with Mrs Hilliard
Yr 6 Singing – Mrs Murtha
Table tennis – Mr Harben
Gardening Club is being run by two governors – Mr Curd and Mrs Taylor
5. PE Provision and Sport
As part of the School’s Partnership, key staff members have attended training sessions
this term with ideas to bring back to school. Pupils have taken part in a netball
tournament at St Luke’s.
A group of pupils from Class 1 took part in two football tournaments – one at the Red
Rock Centre and one as part of the Dawlish Learning Community at DCC. The team have
another match this week.
Our gifted and talented pupils have attended a range of activities. There have been a
number of days spent participating with other schools at St Luke’s.
A group of talented pupils took part in a term of gymnastics and dance at Westcliff
School. This term, a group of talented tag-rugby players spent a term attending
sessions after school at Gatehouse Primary School, as part of our provision from
Sporting World.
Next term, the opportunities will be centred on cricket or rounders.
Mr Russell Phillips, our sports coach, has delivered some top quality lessons across the
last two terms, in addition to taking some additional lunchtime and after school clubs.
6.Early Years Report
We have continued to follow the Early Years Foundation Stage curriculum that was
introduced in September 2012, and children are continuing to make good and sometimes
well above expected progress in their learning.

Children are becoming more confident in talking about their own learning. We
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
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have introduced a Learning Wall, which highlights the EYFS characteristics of
effective learning, which links really well with our new school vision, including,
collaboration, perseverance and learning as a journey. The children are
encouraged to use the vocabulary on this wall when reflecting on their own
learning, with both Foundation and Year 1 comments being recorded on learning
leaves.
The new ‘Learning Journey’ books which we introduced in September are a
valuable record of children’s progress and experiences, and the evidence in each
of the prime and specific areas of learning instantly highlight areas which the
children need further opportunities in and children who always ‘choose’ similar
activities. This can then readily inform planning for future focused activities for
these children.
The Read Write Inc programme continues to provide the children with the
‘essential tools’ for reading and writing. The majority of our Foundation children
enjoy these sessions and the structure that it follows, but we are also confident
in adapting the resources and delivery style to better suit our youngest and less
focused foundation children in order for them to access the programme at their
level.
In November 2013 LC and GW visited Dunsford Primary School to look at how
they run their mixed Foundation/Year 1 class, and to liaise with their
Foundation/Y1 teacher who has been graded as outstanding by Ofsted. Although
their setting provided the children with much greater space, including dedicated
outdoor space adjacent to the classroom, it was a valuable opportunity, and in
particular the samples of planning were very useful. Use of EYFS outcomes
sheets in planning, highlighting areas ‘not’ achieved is being adopted by GW,
along with a number of classroom strategies such as children having to select
from an activity identified by the teacher that they rarely choose prior to ‘free
choice’. This will enable us to ensure children develop their skills in all areas,
rather than just their preferred ones, and for us to collect evidence about how
they develop their skills in these areas.
Areas for development;
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Our desire to have informal open afternoons when parents can come in and work
alongside their child in Class 3 was unable to start last term, as we had an
unusually high number of children and parents who were struggling with
separation each morning. We have provided observation sheets for parents to
use at home, but with limited response. We will be looking to introduce open
afternoons now that the children are more settled after half term, and also to
encourage greater use of wow slips and home observations in creating a fuller
picture of each child’s learning over the coming term.
We are still conscious of the limited space our children have access to, and in
particular to making use of the outside areas without disturbing Class 1 and 2’s
learning. We continue to explore ways of addressing this positively, including the
possibility of a covered area on the lower playground where the current PE shed
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stands, which could be relocated to where the Foundation summer house is
currently. This is dependent of course on funding and viability, as it cannot have
a negative impact on the access to space for playing for all children in the
school.
Gill Watts, EYFS Leader
7. Literacy
We are having a focus on writing across the school this year and to support the
children a range of initiatives have been put in place. They include:
 Word work is taking place regularly three times a week in four differentiated
groups across classes 1 and 2. Feedback from both pupils and parents is positive
about having a spelling list at the beginning of the half-term so everyone is clear
on the spelling rules and conventions that will be covered. Spelling dictionaries
are working well across Key Stage 2 and children are given the opportunities at
the start of lessons to write their corrected spelling mistakes for their own
future reference.
 Handwriting and presentation is a target for Class 1 and 2 this term. Class 1 are
all being encouraged to write cursively and to support this every child is having
handwriting practise every morning during registration for 15 minutes as well as
one guided session a week on a particular letter or join. Mrs Hilliard has begun
delivering the Pen Pals programme in Class 2 and the latest update of Pen Pals 2
has been purchased for these sessions. Pen Licences have also started to be
given out in Class 2 for those children consistently joining their letters and
producing writing of a high quality.
 In December Mrs Murtha carried out a writing survey across Class 1 and 2 to
gauge the attitude to writing across the school. A sample of 30 children were
picked at random 15 boys/15 girls. They were asked to complete a brief
questionnaire.
RESULTS
YES
NO
Do you like writing at
23
6
school?
One child didn’t circle either yes or no.
How do you like to present your work?
-7 said they like to write in a book or on paper
-23 said they prefer to use a laptop or powerpoint
Do you like writing linked to your termly topic?
-27 said yes
- 3 said sometimes
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What can school do to make your writing better?
This question elicited a range of answers it included: ‘more opportunities to write free
range’, ‘more chance to write extended stories’, ‘more handwriting practise’, ‘ write in
silence’, ‘ more chances to write every day’, ‘more writing targets’ and ‘more spelling
practise’.
Alison Murtha
8. ICT
Our aim is to make the use of ICT more innovative across the school. As a staff we
have decided to explore ICT across the curriculum to stimulate and motivate
enthusiasm for learning.
A range of learning opportunities have been started in the first instance in Clases 1 and
2 and our designated digital leaders under the guidance of Mr Harben and Mrs Murtha
will be rolling these out to Class 2 and 3 over the coming term.
Class 1 spent a week learning how to programme a fan to make it oscillate and turn.
They used programmable K’nex to make flow charts using an interface. The children
absolutely loved working in small groups to explore the possibilities. This also led to
using an on-line programming site called ‘Scratch’. By the end of the week every child in
Class 1 could independently control an animated character using the directional
instructions on this programme.
The virtual learning platform, dbprimary has been introduced to Class 1. Every child has
created their own page and blog and most children have contributed to the class blog
about Macbeth. Homework has been set on the site and the children explored the online paint facility.
Children have also been issued with log-ins for Mangahigh, the maths games website.
The children are currently steaming up the leaderboard and gaining lots of medals for
the school. Mangahigh has been incorporated into maths planning in Class 1 and used as
an independent differentiated task for children to consolidate their class learning.
Both dbprimary and Mangahigh will be rolled out to Class 2 before half term with the
intention of including Class 3 before Easter.
A ‘Mangahigh Club’ will be starting after half term run by the digital leaders for the
younger children so they can offer support and encouragement.
The purchase of i-pads has made an amazing difference in Class 1 and they are being
used every day in some capacity. A school i-tunes account has been opened and
appropriate apps are being purchased and downloaded to enhance and excite the
children’s learning.
9. Maths
Three members of staff have attended training this year to enhance the learning
opportunities they provide in maths. We have begun to start building our maths
curriculum for September and the training that Alison Murtha attended with NRICH is
proving invaluable as a starting point. We have a mental maths session timetabled for
Class 2 and the school has purchased a range of useful resources to improve the
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teaching of maths across the school. The use of Mangahigh has had an impact,
especially on boys’ attitudes to practising and enhancing their maths skills at home and
Alison Murtha has been developing her skills as a maths teacher by shadowing an
outstanding teacher at Exminster Primary School. He is due to visit Alison at Cockwood
this term and build on the professional development she has already received. To
further enhance our own skills as a staff, a number of teachers will be attending some
sessions led by a maths adviser, funded by the DLP, with a focus on meeting the needs
of all learners in the classroom, from the least to the most able.
We have timetabled a maths week in the Summer Term, culminating in a joint maths
session for pupils in Year’s 4 and 5 across the Dawlish Learning Partnership.
10.Dawlish Learning Partnership
I now sit on the Executive Group for the Dawlish Learning Partnership and work closely
with other lead headteachers in this area. We have a detailed action plan, aiming to
meet the needs of all children in this partnership. Subject action groups have worked
together to build experiences and provision to enhance their particular areas and these
have included schools joining the Somerset Literacy Network for example, which
provides support and ideas for raising standards in Literacy. The groups include Early
Years, ICT, Maths, Literacy, Special Needs, Gifted and Talented, Music and PE.
We have procured goods and services through our membership of the DLP at a reduced
rate, such as maths subscriptions and sports provision, which has a direct impact on the
learning opportunities for our pupils.
11. SEN
Mrs Holly Hilliard has been appointed as our new Special Needs Coordinator and she
has spent significant periods of time observing pupils, talking to staff and outside
professionals. She met with Mr Bob Foale who oversaw the role on a short term basis
when Mrs Mewse left the school and Mrs Taylor (Lead Governor for SEN) in a
transition meeting where key action points were discussed for the immediate future.
Mrs Hilliard is also meeting with Mrs Mewse to ensure she utilises the skills of an
experienced SENco as she is new to the role. As a staff, Individual Education Plans
have been reviewed and new pupil targets set prior to Parent Consultations this term,
and all pupils receiving Pupil Premium have an IEP, in order to measure the impact of
spending on pupil progress.
Thrive is up and running and all staff are more familiar with how Thrive impacts on
pupils. Pupils are benefiting from targeted one-to-one activities.
Fun Fit has been introduced for pupils who benefit from additional activities which
enhance and develop gross motor skills. These sessions are running twice a week before
school with Mrs Morris and Mrs Hannaford.
12. Gifted and Talented
All teaching staff attended a workshop led by staff at Dawlish Community College. The
focus for the session was to improve the provision in lessons for the most able – but
this in turn improving the provision for all pupils.
The pupils themselves have benefitted from a range of activities.
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Yr 5 Challenge Event – a group of pupils in this year group have attended a series of
sessions in ICT, Maths, DT and Science over the last term. The children are taking part
in a competition against other schools in the Learning Community and so far Cockwood
pupils have won the science challenge and come second and third in two other
challenges.
Level 6 maths sessions – a group of Year 6 pupils have attended Level 6 maths
sessions at Westcliff School for a period of ten weeks.
Gifted and Talented Sport – See fixtures and opportunities above
13a. Safeguarding children
CAP (Child Assault Prevention) attended the school at the beginning of term and led an
assembly based on the workshops they provided last year.
13b. E-Safety
This term the children have received e-safety workshops led by Simon Snell, a retired
detective inspector. The training was age appropriate and enhanced previous sessions
already provided last year. Parents and staff were invited to attend an information
session led by Simon and the response was very positive. We are currently reviewing
our E-Safety policy and looking at how to enhance our website with key E-Safety
priorities in mind.
14. Working with parents
We have provided a number of parent sessions since September, to include Phonics,
Thrive and E-Safety. We hope to continue to build on our positive links with parents
through the PFA and our Parent Forum group.
This term we have a new Chair and we welcome all of the hard work that has been done
by Beck Tallamy and her team. They have raised substantial funds to support the school
and their particular focus of late has been to provide subsidies for school trips and
events, and to also support the ICT provision by purchasing i-pads. Recently Beck and
the PFA helped to secure a link with Sainsburys in Dawlish and secured funds from
them to pay for a further two i-pads.
15. Premises
This year we have improved the quality of the outside woodwork by having it sanded
and repainted. We have also significantly improved the learning environment on the
Class 2 mezzanine by adding a wall, door and built in storage cupboards. This has now
become an incredibly useful space for supporting pupils on a one-to-one basis or in a
small group.
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Spring Term 2014