HEAD’S REPORT July 2015
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STAFF CHANGES
From September we have a new Deputy Headteacher, Miss Orr, who is an experienced Deputy. Mrs Noble will
continue as Foundation Stage Leader and become Assistant Headteacher.
Miss Pickin has resigned to go travelling. Miss Masey has resigned, we hope she soon regains full health. Mr Inskip
is moving to gain experience in a primary school. Three teachers have been appointed.
Miss Harrison is getting married in the holiday and will work under her married name, Mrs Davies.
In September the Teacher Team will be:
Miss Tyte
Headteacher
Miss Orr
Deputy Headteacher, KS1 Leader, Assessment Leader, KS1 Curriculum Lead
Mrs Noble
Assistant Headteacher, FS Leader, SENCo
Miss Harrison/Mrs Davies
Year 2 Leader
Miss Lloyd
Year 2
Mrs Whitelock
Year 2
Miss Price
Year 1 Leader
Miss Kersey
Year 1
Miss Roche
Yr1/FS
Mrs Noble & Miss Morton
FS
Miss Crane
FS
Mrs Edwards
Part-time support teacher
Mrs Hayhurst
Part-time support teacher
 2 internal HLTA appointments have been made – Mrs Foxwell and Mrs Payne
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ATTENDANCE
School Key Stage 1 2014/15 attendance (reported nationally) 96.4%, 0.6% better than last year
National Primary 2014/15 attendance 95.6%
3.1% of school absence in 2014/15 due to illness nb Chicken Pox in January/February 2015
School is monitoring with EWO re attendance of 25 children who cause concern, 20 of these children will still be in
Chester Park Infant School in 2015/16 some have had Penalty Notices issued. Also monitoring EAL and
Disadvantaged group absence as it is lower than the rest of the school, particularly in the Winter months and
impacts on continuity of learning.
MOBILITY
Our cohorts are stable although we lost able children from current Yr2 over the course of 3 years of infant education.
EXTERNAL REVIEWS
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HMI VISIT 2nd June 2015
Leadership:’… prompt action has been taken to address inconsistencies’.
‘The detailed school improvement plan is aligned to the areas for development identified at the inspection and is
clearly linked to improving pupils’ achievement. The success of the plan can be measured accurately because there
are key indicators to monitor the journey of improvement. Governors are very proud of the school and have been
heavily involved in the development of the improvement plan’.
Quality of Teaching: ‘ … teachers are very focused on improvement …’. HMI 2nd June 2015
Curriculum: ‘ … a rich curriculum and this is being used broad to further develop challenging learning opportunities
for all pupils. A broad range of topics are used to develop pupils’ understanding and make sure they can apply the
knowledge that they gain’.
Behaviour for Learning: ‘Pupils really enjoy their lessons and persevere with new learning. They are well focused
during sessions and really enthusiastic about what they are doing’.
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CORE VISIT 24th June 2015
Quality of Leadership and Management of the school; ‘The headteacher, ably supported by senior leaders and
governors, has taken swift and decisive steps to address the issues raised in the recent inspection. The staff team
has been galvanised into effective action. The dedication of leaders to secure the best possible education for the
children of Chester Park Infant School is unwavering.
Leaders have wasted no time in forging links with other effective schools in order to garner new ideas and research
best practice. They are determined to ensure that exemplary practice is the norm and that the school will be ready
for re-inspection by spring 2016. The well-focused post-Ofsted action plan has precise milestones and timescales for
improvement. Leaders will evaluate the impact to date at the end of this term and adjust strategies accordingly. Selfevaluation systems have been tightened to assess the precise impact of new strategies. This has enabled leaders to
make accurate judgements that are supported well by the evidence.
As a consequence of the review of governance following the inspection, governors now check the work of the school
for themselves more rigorously. Stronger liaison with the core subject leaders is enabling them to gain greater
insight into the school’s effectiveness. They have been very supportive of leaders and staff during this difficult
period. They have played a key role in maintaining morale, whilst not losing sight of the need to drive forward the
pace of improvement’.
Overall Effectiveness: ‘The school’s own data for 2015, confirmed by external moderation, show that the rising
trend in attainment has been sustained. In the early years, 55% of children reached a good level of development
which is likely to be much closer to the national average than has been the case in previous years.
In Year 2, the proportion of pupils who attained the expected level for their age (L2B+) in each subject has risen as
have the proportions who exceed the expected level. The indications are that attainment will be above average in
reading and mathematics and at least in line with the average in writing. The number of pupils who attained Level 3
has also risen in each subject. These improvements have addressed the perceived underachievement for the mostable pupils as stated in the inspection report.
The continuing upward profile of achievement demonstrates the school’s success in raising standards to good levels
and shows that leaders have the capacity to sustain and made further improvements. This is indicative of a good
school’.
DISADVANTAGED REVIEW 26th June 2015 – awaiting feedback
Nb the school also requested an EAL review post-Ofsted
GOVERNOR CONFERENCING 23rd June 2015
 ‘We were really impressed with one year 1 child who we had previously seen at the beginning of year 1 who didn’t
speak and was very nervous, now talk and explain what he had written about and what his steps to success are and
also with another child whose writing had evidently been progressing very well and was clear in her objective in
achieving joined up writing.
 It was very clear that the process of self-evaluation is working well with the Children, they were clear on what they
had achieved and what they needed to work on. There was also clear evidence of contemporaneous marking and
feedback by the teacher their comments were unobtrusive-the children had learned a lot by reading their work
through and had evidently made a lot of the corrections themselves’.
LEADERSHIP AND MANAGEMENT
 The Headteacher has undertaken PM Review with all teachers.
 The Deputy Head has undertaken Performance management reviews with LSAs and HLTA.
 The Headteacher’s Performance Review took place on 24th June.
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QUALITY OF TEACHING
 Term 4: 2 teachers receiving support were observed by SLT and judged ‘good’ in Term 4 and 5. Support will continue
into term 1 2015/16 to consolidate the developments.
 Head and Maths Leader carried out a Maths ‘short observations’ cycle focused on challenge to More Able.
Judgements in this area were ‘good’ overall. Feedback to individual teachers has been fed into Personal
Improvement Plans which are discussed at weekly meetings with a senior or experienced colleague.
ACHIEVEMENT
CURRENT YEAR 2: 2012/15 cohort – unvalidated data
As predicted and acknowledged by Ofsted this cohort has attained more highly than last year.
68 children = 1.47% each
29 boys of whom 48% are summer- born
17 Disadvantaged = 5.8% each, 25% of cohort
21 EAL = 4.8% each, 31% of cohort, 20%EAL are also diagnosed SEN by medical professionals or Ed Psych
9 SEN = 13% of cohort 6 are boys, 4 are EAL inc. male twins who are EAL
26 Summer-born = 37% cohort
PHONICS: Every Year 2 child who did not pass the Year 1 screening passed in Year2.
Chester Park Infant School End of KS1: Comparison over time - APS
11-12
12-13
13-14
14-15
National
2014
Reading
15.9
16.1
16.4
17.4
16.5
Writing
14.3
14.5
14.3
15.7
15.1
Maths
15.7
15.1
15.7
17.1
16.2
 All KS1 data was externally moderated in June 2015
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NATIONAL STATISTICS 2014 compared with Chester Park Infant School Unvalidated Data 2015
(x% Chester Park Infant School is at or better than National 2014 result)
READING
2c+
2b+
WRITING
2a+
3
2c+
2b+
MATHEMATICS
2a+
3
2c+
2b+
2a+
3
All
90%
100%
81%
93%
57%
67%
31%
31%
86%
99%
70%
75%
39%
40%
16%
12%
92%
100%
80%
82%
53%
61%
24%
31%
Boys
87%
100%
77%
93%
52%
59%
26%
17%
82%
97%
62%
69%
31%
24%
11%
3%
91%
100%
78%
72%
53%
52%
26%
24%
Girls
93%
100%
85%
92%
63%
74%
35%
41%
91%
100%
77%
80%
48%
53%
21%
18%
93%
100%
82%
90%
53%
68%
22%
36%
EAL
87%
100%
76%
91%
50%
52%
24%
14%
83%
100%
66%
67%
35%
33%
14%
5%
90%
100%
76%
76%
48%
43%
21%
19%
Non EAL
91%
100%
82%
94%
59%
74%
32%
38%
87%
98%
71%
79%
40%
43%
17%
15%
93%
100%
81%
85%
54%
70%
25%
36%
Disadvantaged
82%
100%
69%
88%
42%
65%
17%
24%
77%
94%
55%
82%
24%
35%
8%
6%
86%
100%
68%
77%
37%
65%
13%
35%
Non Disadvantaged
92%
100%
85%
94%
63%
68%
35%
33%
89%
100%
75%
73%
45%
42%
19%
14%
94%
100%
84%
84%
59%
60%
28%
29%
Summer born
87%
100%
76%
88%
49%
58%
22%
16%
82%
96%
62%
60%
30%
25%
10%
8%
89%
100%
74%
72%
43%
50%
16%
12%
Chester Park Infant School End of KS1: Comparison over time %age attainment
L2+
L2b+
L2a+
L3
12-13
13-14
14-15
12-13
13-14
14-15
12-13
13-14
14-15
12-13
13-14
14-15
Reading
81%
93%
100%
64%
80%
93%
42%
48%
68%
18%
27%
31%
Writing
71%
86%
99%
53%
53%
75%
16%
29%
41%
10%
10%
12%
Maths
86%
91%
100%
63%
78%
82%
32%
44%
60%
10%
14%
31%
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CURRENT YEAR 1: 2013/16 cohort
PHONICS
 72% Year 1 passed the phonic screening (pass mark 32) the school range was 6 to 40, the school mean was 32.5, the median was 37.
Yr1 Phonics
(pass mark 32)
2013
2014
National ‘14
%age pupils attaining pass mark)
68%
72%
74%
2015 actual
Unvalidated
72%
Range 2015
Unvalidated
6-40
Mean 2015
Unvalidated
32.5
Median 2015
Unvalidated
37
2013/16 cohort: Current Year 1 end of year data
READING
Below
1c
1b
1a
2c
WRITING
2b
2a
3
1c
Below
1c
1b
1a
2c
MATHEMATICS
2b
2a
3
1c
Below
1c
1b
1a
2c
2b
2a
3
1c
All (72)
7%
14%
19%
26%
18%
11%
1%
3%
12%
11%
28%
33%
12%
3%
0%
0%
1%
10%
19%
25%
42%
1%
1%
0%
Boys (39)
8%
21%
18%
22%
21%
8%
0%
3%
21%
13%
21%
38%
5%
3%
0%
0%
3%
10%
21%
31%
31%
3%
3%
0%
Girls (33)
6%
6%
21%
27%
18%
15%
0%
6%
9%
3%
36%
27%
21%
3%
0%
0%
0%
9%
18%
18%
55%
0%
0%
0%
EAL (24)*
12%
12%
21%
21%
25%
4%
0%
4%
21%
3%
33%
29%
8%
4%
0%
0%
4%
12%
25%
8%
46%
4%
4%
0%
Non EAL (48)
4%
14%
19%
27%
17%
15%
0%
4%
8%
16%
25%
35%
15%
2%
0%
0%
0%
8%
16%
33%
40%
2%
0%
0%
Disadvantaged (11)
9%
27%
18%
18%
9%
18%
0%
0%
27%
9%
18%
27%
18%
0%
0%
0%
0%
27%
18%
18%
36%
0%
0%
0%
Non Disadvantaged (61)
7%
11%
20%
28%
20%
10%
2%
3%1
10%
11%
28%
33%
30%
3%
0%
0%
2%
7%
20%
26%
42%
2%
2%
0%
Summer born (26)
4%
23%
27%
19%
27%
0%
0%
0%
15%
19%
31%
27%
8%
0%
0%
0%
0%
12%
23%
27%
38%
0%
0%
0%
SEN (20)
20%
45%
20%
15%
0%
0%
0%
0%
45%
30%
25%
0%
0%
0%
0%
0%
5%
30%
50%
10%
5%
0%
0%
0%
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2013/16 cohort: Current Year 1 cumulative end of year data
All (100%)
1c+
93%
1b+
79%
READING
1a+ 2c+ 2b+
60% 34% 15%
2a+
4%
3
3%
1c+
88%
1b+
73%
WRITING
1a+
2c+
48%
15%
2b+
3%
2a+
0%
3
0%
1c+
99%
1b+
85%
MATHEMATICS
1a+
2c+
2b+
69% 44%
2%
2a+
1%
3
0%
Boys (54%, 2.6% each)
92%
71%
53%
31%
11%
3%
3%
79%
66%
46%
8%
3%
0%
0%
97%
87%
66%
37%
6%
3%
0%
Girls (46% , 3% each)
94%
88%
67%
46%
28%
6%
6%
91%
88%
52%
24%
3%
0%
0%
100%
91%
73%
55%
0%
0%
0%
EAL (33%, 4.2% each)
88%
76%
55%
33%
8%
4%
4%
79%
74%
41%
12%
4%
0%
0%
96%
87%
62%
54%
8%
4%
0%
Non EAL (67%, 2.1% each)
96%
82%
63%
36%
19%
4%
4%
92%
77%
52%
17%
2%
0%
0%
100%
92%
76%
42%
2%
0%
0%
Disadvantaged (15%, 9% each)
91%
64%
46%
27%
18%
0%
0%
73%
64%
46%
19%
0%
0%
0%
100%
73%
55%
36%
0%
0%
0%
Non Disadvantaged (85%, 1.6%
each)
93%
82%
62%
35%
15%
5%
3%
90%
79%
51%
33%
3%
0%
0%
98%
91%
71%
45%
4%
2%
0%
Summer born (36%, 28% each)
96%
73%
46%
27%
0%
0%
0%
85%
66%
35%
8%
0%
0%
0%
100%
88%
65%
38%
0%
0%
0%
SEN (28%, 5% each)
80%
35%
15%
0%
0%
0%
0%
55%
25%
0%
0%
0%
0%
0%
95%
65%
15%
5%
0%
0%
0%
2013/16 cohort end of Year 1 APS
All (72)
Boys (39)
Girls (33)
EAL (24)
Non EAL (48)
Disadvantaged (11)
Non Disadvantaged (61)
Summer born (26)
SEN (20)
Reading
10.5
9.9
11.4
10.3
10.7
9.9
10.6
9.3
7.6
Writing
9.5
8.2
10.2
8.2
10.2
9.0
9.6
8.8
7.1
Mathematics
11.1
10.5
11.4
10.4
11.2
10.3
11.2
10.8
8.6
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END OF FS DATA: 2014/17 cohort
EYFS
2013
2014
National2014
2015
target
2015 actual
unvalidated
%age pupils attaining a Good Level of Development
(GLD)
24%
43%
61%
55%
55%
 All FS data was externally moderated in May 2015
SUGGESTED SCHOOL IMPROVEMENT PRIORITIES for discussion
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Raising attainment of EAL pupils
Raising attainment in Writing
Embedding Assessment for Learning
Developing Middle Leaders
Parental involvement
 68% parents/carers came to the new FS information meeting.
 TBC % attended Open Evening where the new format end of year reports were discussed
 The FS team are visiting the 20 nursery providers – impact on teaching and budget.
NEW GOVERNMENT INITIATIVE – The Prevent Strategy.
Briefing Paper (Appendix 1) to be discussed in detail with Fabian Fick, Governor with responsibility for
safeguarding.
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Appendix 1
THE PREVENT STRATEGY – BRIEFING PAPER
to be discussed in detail with Fabian Fick, Governor with responsibility for safeguarding
Settings must understand and have an approach to meet the:
National Strategy
Protect against terror attacks
Prepare where an attack cannot be prevented to mitigate against its circumstances
Pursue to stop terrorist attacks
Prevent aims to reduce the number of people supporting violent attacks, – this is not just contemporary this is
educating about our values.
DO SOMETHING BUT MAKE SURE IT’S PROPORTIONATE
Objectives of Strategy Ideological - respond to the ideological challenge of terrorism and the threat from those who promote it.
Individual - prevent people from being drawn into terrorism; ensure they are given appropriate advice and support.
Institutional - work with sectors and institutions where there are risks of radicalisation which we need to discuss.
Definitions
Radicalisation – the process by which a person comes to support terrorism and forms of extremism leading to
terrorism.
Extremism – vocal or active opposition to fundamental British Values, including democracy, the rule of law,
individual liberty and mutual respect and tolerance of difficult faiths and beliefs, calls for death of members of the
armed forces.
Channel Project - a multi-agency intervention programme.
How can extremism present in schools?
 Individual staff members seeking to influence children
 How do staff present ideas? Are they balanced?
 Pupil led activity
 ‘Community’ pressure
 Institutional extremism – the setting influencing young people
Behaviours observed in Peter Clarke’s report
 Irregularities in employment and practice
 Bullying and intimidation of the Headteacher and staff
 Inappropriately imposing own beliefs in non-faith schools
 Introduction of extreme socially conservative practices
 Unequal treatment of girls including segregation
 Being dismissive of other faiths/cultures
 Changes to the curriculum
What does good practice look like?
 Leadership and governance
 Training
 Engagement with external partners
 Policies and practices
 Curriculum – formal and informal
 Referral pathways
 DfE guidance on SMSC
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Prevent Duty 2015
 Do leaders know about possible risks? – what are the pressures? E.g. FGM, Views on World conflicts
 Do leaders assess risks?
 Do leaders create a climate and ethos where principles, values are clearly shared and expectations of
behaviours are high?
 Do leaders actively combat discrimination and harassment, as required by the Equality Act 2010? – Is this
consistently modelled in the behaviour of all staff?
 Do leaders work with appropriate partners?
 Do leaders take a proportionate approach based on good knowledge of local and online risk?
 Do leaders put in place appropriate plans to keep children and young people safe?
 Do leaders monitor concerns and keep clear records?
 Do leaders evaluate the impact of their work?
Training
 Are all staff appropriately trained and updated to fully understand their responsibilities?
 Is safeguarding a regular agenda item and through 1:1 discussions between SLT/Staff?
 Are there clearly signposted sources of support for staff who need further training, support or information?
Engagement
 Bristol LA Prevent Co-ordinator – Peter Anderson
 Do leaders engage with local agencies, including the Prevent strategy and engage with the local Prevent
action plan?
 Is the safeguarding policy up to date? Is it compliant? Shared and approved with all staff?
 Does the school keep a careful record of visitors and make clear their responsibilities to promote safety?
 Is the policy dated and the review date published?
 Does it make explicit reference to types of safeguarding concern, including radicalisation?
Curriculum
 Broad/balanced, SMSC
 Promote British Values of democracy, rule of law, individual liberty, mutual respect and tolerance for those
of different beliefs and faiths
 Is the school’s formal teaching lived out in its policies and through its informal curriculum? Does the school
actively deal with prejudice-based bullying? Do pupils feel valued as individuals? Are after school activities
inclusive?
 Does the school teach pupils about personal safety (not just e-safety)?
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