HEAD’S REPORT TO GOVERNORS
Clapham Manor Primary School
& Children’s Centre
SUMMER 2014
Art Exhibition
CONTENTS
Introduction
1.
Children / Parents / Carers / Community
2.
Structure / Premises / Health & Safety
3.
Personnel Matters
4.
INSET
5.
Financial Position
6.
Extended Services & Children’s Centre
7.
Diary Items
8.
Holiday Dates 2014 – 2015
9.
SEF
10.
Individual Governor Monitoring Report
11.
Lambeth Safeguarding Children’s Board – Partner Agency
e-safety Audit Checklist
HEADTEACHER'S REPORT TO THE GOVERNING BODY OF CLAPHAM
MANOR PRIMARY SCHOOL & CHILDREN’S CENTRE FOR THE SPRING
TERM 2014
Introduction
Summer term 2014 at Clapham Manor has had a strong focus the arts and sport.
This year’s summer music concert organised by Karen Parker (music teacher with responsibility for the
arts), was a fantastic celebration of the children’s progress and dedication to music. 160 parents were
entertained by over 80 children, showcasing their talents by performing in the two school choirs, jazz
band, orchestra and in several group arrangements. During the buffet reception, parents communicated
their enjoyment and reported that they could see a distinct improvement in children’s ability from the
previous year.
An uplifting performance from the choir
In June, Suzanne Wood (art club teacher) and Karen Parker organised an art gallery to display the
creative work children had carried out during the term. Also exhibited were the submissions for the
annual ‘Take one picture’ competition, these were in a variety of mediums and in 1,2 and 3D formats.
This was an opportunity for children to share their excellent work with parents, friends and staff as the
whole school visited the exhibition.
Take One Picture Competition
Saint Michael Triumphant over the
Devil, 1468
by Bartolome Bermejo
The 2013-14 Physical Education and Sports Grant focused on pupil behaviour, health and wellbeing. As
part of this programme a PE teacher has been working with the children, playing a variety of sports and
running an afterschool basket ball session. To embed this positive impact and extend children’s
enjoyment, an additional PE teacher has been coaching children every morning during the summer term,
supporting staff by working with groups of children during break times.
Clapham Manor has experienced a variety of sporting success this term; the football team continued
their winning streak of four games in a row by beating Lyndhurst Primary 5 – 1. A team competed in the
Quad Kids event, taking first place and Clapham Manor won the first annual collaborative
This year’s Mini Olympics event was a huge success, children enjoyed obstacle courses, football and
running and egg and spoon races.
As part of the programme to energise and enrich break times for the children, a new football table has
been sought; this means all children have access to this feature now. Ms Grace has worked with staff to
zone the playground into targeted activity areas, this is supported by the development of resource
stocked trollies designed to capture and retain children’s interest. Last year’s Olympics sparked the
children’s interest in table tennis, to promote this fun form of exercise; the existing table was upgraded
by the purchase of three new all-weather tables, two permanently fixed in each playground and a
portable one.
New Food Laboratory
Building work on the food laboratory is nearing completion, the room will then have to be deep cleaned
and outfitted with resources and equipment needed, ready for use in September. The room will consist
of eight cooking work stations; these are set out against the walls, leaving room for tables and chairs in
the middle. Work outfitting the larder area (previous SENCo office) is underway, the dishwasher and
washing machine will be relocated to this area, along with dry and chilled goods.
Lambeth Food Flagship Programme – hosted at Clapham Manor
In July 2013 the Government published ‘The School Food Plan’, its focus is on improving children’s
academic performance through improved eating habits, studies have shown well-nourished children fare
better at school. It is intended to instil a love of, growing, cooking and eating good food through a
multifaceted curriculum. This leads from the provision of high quality, nutritious and exciting food at
school, served in a positive and inviting environment.
Lambeth Local Authority have made a bid for the role of the Inner London Food Flagship Borough,
following the initial bid and interview the borough hosted a day long visit by representatives of Greater
London Authority and Government. Clapham Manor was invited to host the final stage of this visit,
providing a venue for local organisations to display their excellent work for the community. Following a
question and answer session visitors were given a tour to look at how healthy eating can be delivered
successfully in a school. The tour of the Olympic playground growing beds, nature garden and
afterschool club was completed by a visit to the new food laboratory where visitors were able to see the
type of environment the new curriculum would be taught in.
Lambeth Food Flagship Programme
Hosted at Clapham Manor
Tour of the New Food Laboratory
Children are growing beans for a workshop with Chef Sylvain
The Friends of Clapham Manor
The Friends of Clapham Manor organised a very successful Easter Fair, they continue to support the
school using the money raised to fund class trips and they have also agreed to make a donation to the
cost of the Food Laboratory.
Children sharing their art work
1.
CHILDREN / PARENTS /CARERS/ COMMUNITY
a)
The school roll is currently 453 as at week ending 19th June 2014.
Year
6M
Teacher
Ms Mumby
5G
Ms Goodhew
4B
3B
Roll
29
Year
6H
Teacher
Mr Harrison
30
5W
Ms Welch
30
Ms Bond
Ms Beaver
31*
30
4P
3F
Mr Pittard
Ms Freeman
27
30
2Z
Ms Zad
30
2R
Ms Ross
30
1T
Ms Teigh
30
1M
Ms McCallum
30
RH
Ms Hollamby
30
RT
Ms Tennant/Gillespie
30
Nursery
Roll
30
Full time
15
P/T am
11
P/T pm
10
Totals
453
Children’s
Centre
Ms Macpherson
b) Mobility of pupils (Leavers Spring term 2014 and Arrivals Summer term 2014)
Year
6M
5G
4B
3B
2Z
1T
RH
Leavers
0
0
0
0
1
0
0
Reasons for pupil leaving:
 Moved out of borough
 Emigration
 Moved to independent school
c) Attendance, Summer term 2013:
Arrivals
0
0
0
1
0
0
0
Nursery
Year
6H
5W
4P
3F
2R
1M
RT
Full time
P/T am
P/T pm
Totals
2
2
1
97.4 %
Our attendance for the current academic year is 96.4 %.
Note: One session = half a day
One whole day absent represents two recorded absences
Leavers
0
0
3
0
0
0
0
0
0
1
3
Arrivals
0
0
0
0
0
0
0
0
0
1
2
40
Attendance (Summer term 2014)
Grou
p
1M
1T
2R
2Z
3F
3B
4B
4S
5G
5W
6H
6M
Totals
Authorised
Absences (%)
1.3
2.4
3.5
3.1
0.6
3.0
3.8
2.0
2.6
1.9
4.1
3.4
2.7
Presents (%)
98.7
97.2
96.0
94.7
99.2
96.6
95.2
93.3
96.5
97.9
93.8
94.5
96.1
Unauthorised
Absences (%)
0.0
0.4
0.5
2.0
0.2
0.3
1.0
4.4
0.4
0.2
1.1
1.3
1.0
% Attend
98.7
97.2
96.0
94.8
99.2
96.6
95.2
93.4
97.1
98.0
94.8
95.2
96.4
An unauthorised absence is:
 A pupil who is absent with an unacceptable reason or
 An absence which has not been satisfactorily explained / or has not been explained
 An unauthorised holiday.
Authorised absences: mostly illness and some authorised holidays.
Unauthorised absences: either unauthorised holidays or no reason given for absence.
Excluded pupils (fixed term) for last term (Spring 2014): Fixed term exclusion: 2 (1-4 days), 4 (5 +)
d) Lunches taken on 12th March 2014
Class
RH
RT
1M
1T
2R
2Z
3B
3F
4B
4P
5G
5W
6H
6M
Nursery &
Children’s
Centre
TOTALS
FSM
5
10
8
10
12
8
5
2
7
7
7
7
9
7
9
School
meal
Total
school
meals
27
25
28
29
26
26
23
25
15
19
29
29
26
24
31
22
15
20
19
14
18
18
23
18
12
22
22
17
17
22
113
279
392
Number of children having home lunch
0
Percentage of children having school lunch
90.7%
Sandwiches
2
3
2
2
2
6
5
4
6
1
3
4
-
40
e) Secondary Transfer Data 2013 / 2014
The table below shows the percentage breakdown of secondary places allocated and the percentage of
parents that were supported with their application by the Learning Mentors.
1st
Choice
58%
2nd
Choice
7%
3rd
Choice
5%
4th
Choice
5%
5th
Choice
7%
6th
Choice
3%
Allocated Not
Parents
by LEA
allocated supported
3%
3%
31%
The table below shows the percentage of our year 6 leavers who will be going to Lambeth Academy and
those going to any other borough outside Lambeth.
Lambeth Academy
24%
Any other borough
38%
Mini Olympics Egg and Spoon Race
2.
STRUCTURE / PREMISES / HEALTH & SAFETY
Resource Meeting – Wednesday 25th June 2014
Premises & Health & Safety Report
New Building:
There is no news from the local authority regarding replacement of the windows.
Original Building:
Shaun Child project manager from Potter Raper and Tom Weal project manager from United House met
with Ben Dickey (Governor for Health & Safety), Russell and Eileen to discuss the repair of the existing
windows in the old building. The works is planned to take place over the summer holiday and will most
likely run into the autumn term (worst case scenario until November).
United House are the unofficial contractors for the works (they are still waiting on a purchase order being
raised by Lambeth). They would like to start putting up scaffolding before the summer holiday, this is
only possible in the Reception playground during the last week of term as the children can use this time
as a transition period to get used to the infant playground or possibly visit the children’s centre. The plan
is to take the scaffolding down as the work progressed, this would mean that the Reception playground
would be finished for the new children to start in September. The scaffolding will continue to be put up
around the junior playground, with storage behind allocated in the corner of the junior playground. The
children attending the holiday club will be able to use the Olympic playground and top half of the junior
playground safely. The works to the hall can be carried when the holiday club is closed. Window repair
in the infant playground can be started during the holiday.
A quote for the flat roof on the original building has been obtained, £8,450, however this relies on using
the scaffolding from the window replacement. United house have a roofing company they have used
before and would be happy to work with them whilst repairing our windows as they know their standards
of health and safety etc. We have requested a quote.
Health & Safety
The Statutory Health and Safety audit scheduled for 23rd June was cancelled by Patrick Howell, this will
be rescheduled. Ben Dickey has agreed to be involved in consultation regarding windows as health and
safety govenor.
Works to be carried out – Summer 2014
Due to the disruption of the window works only minimal, in house repairs and maintenance are planned
 Delayed from half term – painting of top hall turner staircase & hall outside
 Depending on roof repair – repainting / repair to Deputy’s room and new SENCo room top floor.
 Small decoration & repair works to hall, hallways, doors & walls.
3D Art Work
3.
PERSONNEL MATTERS – Staffing
a)
Current School Staff 2013 / 2014
Headteacher:
Brian Hazell
Deputy Headteacher:
Jo Clarke
Assistant Headteachers
Amanda Grace, Inclusion Paul Jobson, Excellence & Enjoyment
Class Teachers:
Tammy Hollamby
Lucy Goodhew
Amy McCallum
Iona Mumby
David Pittard
Jen Teigh
Clare Welch
Robert Harrison
Sara Zad
Helly Freeman
Jennifer Ross
Carmel Spanswick Nell Bond
Sarah Tennant (0.6)
(Julia Tregaskis
Mat Leave)
Sally Gillespie (0.6)
Float Teachers
Ama Ellis-Baidoo
SEN Manager
(Kate Lingard 0.5
Mat Leave)
Lorna Burns (0.8)
Music Teacher:
Karen Parker
P/T Teachers
Sarah Tennant
Karen Daniells
Sally Beaver
(Kate Lingard 0.1
Kim Harrison
Sally Gillespie
Mat Leave)
Lorna Burns (0.2)
Language Teachers:
Laura Davies
Student Teachers
Naomi Smith
Learning Mentors
Michelle How
Simon Allen
Early year’s Educator – R
P/T Instrumental Teachers:
Sylwia Gajda
Josephine Pulman
Helen Duke
Gill Schubert
Juliet Inch
Chris Huning
Michael Bresnahan
SEN Music therapy
Ian Grundy
Premises Man.
Russell Hasleden
Site Officer:
Baba Sumaila
School Business Manager: Eileen Grant
School Admin. Officer
Margarita Williams
Clerical Officers:
Margaret Kennard
Emma Anderson
Finance Officer
Candice Savio
Support Staff:
Eileen O’Neill
Mandy Reddey
Carol Duncan
Carol Cameron
Alison Hyman
Chanel Nelson
Sue Hayes
Karen Stevenson Marcus Ekeh
Hayley Ives
Joy Preddie
Diana Alexandre
Tracy Messenger
Judi Kenney
Zlata Camdzic
Lisa Kelly
Sonia Winifred
Ieesha Tulloch
Monika Grivnova
(Mat Leave)
Centre & Ext. Services Man. Jane Christofi
Children Centre Teacher
Fatemeh Mozaffari
Childcare Manager
Diane Macpherson (Acting) (Basia Watroba on maternity leave)
Childcare Deputy Manager Louise Amos
Clerical Officer –Centre
Kahra Horsford-Osborne
Vanessa Harry
Alizaa Sheikh
Outreach Worker
Nadine Bennett
Tracy Green
Roe Wells
Yvonne
Humphreys
Early Year’s Educators &
Laura Nixon
Beverley Alakija
TAs – Nursery & Centre
Karen Reidy
(Helen Wibberley Mat Leave)
Stay and Play worker
Candy Place
One O’Clock Club
Responsive Crèche
Jeya Veluppillai
Charmaine Bennett
N & CC Support staff
Senior Midday Supervisor:
Eileen O’Neill
Midday Supervisors:
Sue Hayes
Tracy Messenger
Judi Kenney
Hayley Ives
Joy Preddie
Diana Alexandre
Extended Services –
Breakfast &
After school Care
Collaborative Staff
Alison Hyman
Carol Duncan
Alison Hyman
Mandy Reddey
Lisa Kelly
Mandy Reddey
Eileen O’Neill
Una Halsted
Natalie Powers
Anna Campbell
Judi Kenney
Carolyn Boyd
Robert Dyer
Emily Rothon
Hung San
b)
Current Responsibility Points
Name
Responsibility [TLR]
Simon Allen
Learning Mentor – Attendance/ Pupil
Support
Russell Hasleden
Premises Manager
Sally Beaver
Education Induction Mentor
Fatemeh Mozaffari –
CC Teacher
Chinjani
Jane Christofi [SMT]
Strategic Partnership Manager
Jo Clarke (SLT)
Deputy Head Teacher
Robert Dyer
Amanda Grace (P/T SLT)
Karen Daniells (P/T)
Ama Ellis Baidoo
Kate Lingard [P/T]
Eileen Grant (SMT)
Laura Davies
Lucy Goodhew
Karen Parker
Kim Harrison [MM]
Rob Harrison(SMT)
Carmel Spanswick
Brian Hazell (SLT)
Tammy Hollamby
Michelle How
Paul Jobson (SLT)
Alison Hyman
Margaret Kennard
Amy McCallum
Iona Mumby [MM]
Eileen O’Neill
David Pittard
Mandy Reddey
Jennifer Ross
Jen Teigh
Julia Tregaskis [ SMT]
Kahra Horsford-Osbourne
Barbara Watroba [Basia]
Margarita Williams
Sara Zad [MM]
Extended Partnership Services Manager
Assistant Head teacher – Inclusion
Float
SEN Co
School Business Manager
EMAG Teacher
Music Teacher
Whole School Focus Objective
KS2 Leader
Nursery Teacher
Head Teacher
Early Years Leader
Learning Mentor – Parent/Carer
Liaison/Pupil Support
Assistant Head teacher – Excellence
and Enjoyment
Breakfast Club Manager
Personnel Administrator
Curriculum Area
Science
Whole School Co-ord. &
English
Supporting D&T
PE Consultant
RE
PSHCE
Supporting RE, English
D&T, English
The Arts
Science
ICT
Environmental Education
PSHCE
D&T
Mathematics*
Senior Midday Meal Supervisor
Humanities
After School Club Manager
Gifted & Talented Manager
Early Years/KS1 Leader (Mat Leave)
Clerical – Children’s Centre
Child Care Centre Manager (Mat Leave)
School Administrative Officer
English*, Key Stage 1 Leader
SLT – Senior Leadership Group * TLR for curriculum area
ICT Coordinator
PE
RE
MM – Middle Management Team
c)
Staff Sickness Monitoring – Spring Term 2014
Teachers
Number of employees: 30
Absence Categories
Nil absence
1–5
6 – 10
11 – 20
21 – 30
31 +
Maternity
TOTAL
Number of Employees
21
9
0
0
0
0
2
32
Support Staff - Number of employees: 49
Absence Categories
Number of Employees
Nil absence
21
1–5
22
6 – 10
1
11 – 20
0
21 – 30
4
31 +
1
Maternity
4
TOTAL
53
d)
Number of days
0
12
0
0
0
0
88
100
Number of days
53
10
0
95
37
215
410
New Teaching Staff
I am pleased to announce that we have recruited 8 new teaching staff for September, leaving
only 1 vacancy to fill (Key Stage 2 Leader). We have had a higher than usual turnover of staff
this year due to various factors, including the need for maternity and sabbatical leave cover.
Teachers have also moved to the private sector and moved outside London to teach as well as
leaving the profession completely.
New Staff – Support
Dawn Langley, teaching assistant and midday supervisor started at the beginning of this term.
Rebecca Daly-Owens, part time receptionist and clerical officer at the children’s centre also
started this term. Rebecca Higgins, previously a bank staff member, has taken a fixed term
contract to cover Karen Reidy’s maternity leave.
Ella Minja, previously with a supply agency, has been recruited as a teaching assistant at the
children’s centre.
Silvana Avelino dos Santos, Charmain Bennett, Jeya Veluppillai, Vincent Woodcock, Carla
Martins, Shirley Miller and Syeda Begum have all been employed as bank staff at the children’s
centre.
e)
Maternity Leave
Diana Alexandre returned from maternity leave in May, however, Basia Watroba, Helen
Wibberley, Julia Tregaskis, Sylwia Gajda and Kate Lingard are all still currently on maternity
leave. Ieesha Tulloch and Karen Reidy started their maternity leave in June 2014. Jen Teigh will
begin her maternity leave in August 2014.
f)
Staff Leaving
Stephanie Williams has left to go travelling in South America; she is currently working on a
project in the Amazon jungle. Justine Sears left to work in a school nearer to her home.
4. INSET
Continuing Professional Development Meetings
Summer Term 2014
23.4.2014
30.4.2014
7.5.2014
14.5.2014
21.5.2014
4.6.2014
11.6.2014
13.6.2014
18.6.2014
25.6.2014
2.7.2014
9/10.7.2014
16.7.2014
21.7.2013


28. Business [BH]
29. Pupil Progress Meetings - SMT
30. Most Able/Differentiation [JR]
SATs Week 12th May – 16th May 2014
31. Marking /Assessment Workshop
32. Closing The Gaps ¾ Assessment Review
33.
34. SMT Summer Pupil Progress Meetings
Whole day CPD Summative Assessment Day
35.
36. Teacher Staff Meeting
37. SEN [LB]
38. No meeting Parent / Carer Conferences
39. Summer Term Pupil Progress & Class Report [JC]
CPD Day Performance Management & Whole School Self Evaluation Review [JC]
*whole day PDM
++++ support staff welcome
Take On Picture – Mask of the Devil
3B
2Z
6H

RH

4S
1T
St Rm
2R
3F
T Hall
5. FINANCIAL POSITION- RESOURCES DATA DASHBOARD – PROVISIONAL BUDGET 2014-15
1 OVERVIEW:
Actual Surplus Balance B/F from previous year
£257,719.30 – (9% of last year’s income )
Projected Surplus this year £150,407.07 (5%)
Initial Outlook – Fair, Focus – Sustainability
Signpost – Significant staff movement and Maternity
cover issues for Main budget expenditure plans –
Therefore staffing budget includes contingencies for
various scenarios covered by incorporating Main
Budget Surplus balance brought forward £51,035.59
and the Extended Schools Surplus of £14,929.31
Projected Surplus Balance 2014-15
Main Budget
£0
Extended Services
£3,292.05
Daycare
£12,563.40
Children’s Centre
£134,684.62
Total
£150,540.07
4TOP RISKS (HR & FINANCE):
2 BUDGET SUMMARY 2014-15
Budget Share Income for 2014-15 £2,335,778.83
Newly Delegated Items are:
(LA Maternity Provision £7,683.42 and NNDR School rates
£50,525)
Early Years Funding £124,985.77
(A 5% reduction of £6,498 due to a drop in pupil nos in the Oct 13
Census)
Pupil Premium £234,000
(An increase of £61,560- Unit value per child increased from £900
to £1300 plus additional children added)
Contingences included in 2014-15 Budget
(£51k & £15Kto offset maternity cost £90,000)
Projected Surplus at Year End 2014-15
£150,407 – 5% of Budget
Budget Projection 2014-15 – Balanced Budget
3 CAPITAL PROJECTS:
Roof repair –
Essential repairs to roof are to be carried out during
the works to the original building windows – taking
advantage of the scaffolding and project management
expertise.
5 BUDGET 14-15 v ACTUAL 13-14
6 SDP Development Priorities – targeted funding:
Consultant employed to support SLT, teaching &
support staff 2013-14
Actual 13-14
Potential
problems
Experienced staff
leave
Old Building
requires repair
Import
ance
High
Actions
Retention package
included in pay policy
Repair programme
incorporated into new
budget (due to financial
constraints – minimal
investment planned this
year)
7 TOP ISSUES (HR & FINANCE):
Import Actions
Potential
ance
problems
Office manager
retiring
Med
High
Analysis office needs &
dev succession plan &
training
Head reducing
hours to 4 days
per wk
High
Succession planning &
support via PA &
consultant
High maternity 4+
staff 2014/15
High
Money set aside for
maternity cover
Budget 14-15
Movement
Total Income
3,932,972
3,881,596
-1%
Total Employees
1,821,954
1,774,495
-3%
Pupil Premium
155,594
234,000
+50%
SEN
216,888
326,740
+50%
Repairs & Maintenance
126,051
51,908
-59%
Professional Support
47,413
55,486
+17%
Educational Resources
184,396
119,715
-35%
Expenditure
4,054,575
4,082,716
+1%
Overspend supported by £257,719.30 carry forward 13/14
8 KEY INFORMATION BUDGET 2014-15:
• Staffing Budgets – Estimates include all incremental staff
movement and 1% Pay Awards for both Teaching and
Support (Employee costs as a % of funding = 80% –
Optimum % range = 75-85%)
• Teaching Staff Costs include maternity cover contingency
of aprrox £90k. .
•
Non Staffing Budgets – include 3% inflationary rise or as
per advised contract prices
Food Laboratory –
Room to be equipped with 8 cooking work stations,
white goods etc, and remodelled.
Differentiation Closing Gaps – investment in targeted
support for stuck learners 2013-14
Technology & outdoor Enhanced Learning – large
investment in new technology to ensure 21st Century
learning embedded throughout school 2013-14
Food laboratory to meet new government initiative and
school priorities re healthy eating 2014-15
9 SDP Potential Development Priorities:
(Where are we going document)
Grafton Square – development building into usable
space
State of the art food laboratory room
6. EXTENDED SERVICES & CHILDREN’S CENTRE
After School Clubs Summer 2014 Timetable
CLUB
Football team
spaces
Monday
D.Beldon
Homework
Wednesday
Thursday
Friday
Year 2
Year 5
Year 4
Years 5 & 6
S.Allen
Eco Club
Tuesday
10
KS2
12
Year 6
Year 3
Year 1
Football
(Y1&Y2)
Art
Multi-activity
sports (3&4)
Gymnastics
15
per tutor
KS1
12
KS2
15
Years 3 and
4
KS1
16
Jazz Band
KS2
Lambeth Music Service
(£32-00)
Finishes 5pm
Yoga
P.Sayers
(£32.00)
Choir
10
Years 1-6
(priority to
past users)
Year 6
Ms. Parker
Basketball
16
Chinese
12
Year 5 & 6
Yr 6
Harpist’s group performance
Children’s Centre Services Report Summer Nov 2013 – March 2014
Children Centre Services Report April 2014-June 2014
Centre’s overview
The Spinney
o
Attendance for the stay and play remains high.
o
A monitoring review meeting was held in May which went well and as such the funding
was released. By next quarter we need to have completed a parent satisfaction survey.
o
The Fathers group has restarted and we are actively trying to re-promote it (we now have
a male bank staff worker that is going to support)
o
We introduced a fee paying family exercise session which is starting to take off; any profit
will go towards overheads of the site.
o
New staff team started on 1st May. Habiba Alibey is the Community Services Coordinator
and Jane Keaveney is the Deputy Nursery Coordinator. Habiba is an experienced teacher
who we how to utilise to develop links with neighbouring schools as well as oversee all the
teaching and learning at the site. Jane was previously a child-minder for over 10 years
who was rated Outstanding by OFSTED. Together they are making a strong team who
have big plans for ensuring the success of this project.
o
We had hoped to open the Little Hazels nursery at The Spinney on 2nd June but
unfortunately this was delayed due to the OFSTED process. We now have a date for the
OFSTED visit of the 24th June. We aim to be open as soon as we are able. In order to try
and be ready to get going as soon as we can we invited all those from our waiting list that
were eligible to come along to a regular morning stay and play to help settle them in and
test out the setting. We have about 10 children ready to start the setting before the
summer. The rest have shown preference in starting in September. We received £24,000
funding from Lambeth to block purchase places for 16 children which will help support
with the staffing costs during this period with a view to opening as soon as possible. This
has greatly improved our chances of sustainability in the first year.
o
Habiba has managed to get quite a lot of the health and safety issues and outstanding
works completed. A review meeting was held with the LA as there are still issues we need
to clarify around handover of utilities and who is responsible for what. The new gate which
allows vehicle access from Windmill Road has now been installed.
o
In order to prepare for the site to become a registered nursery we have completely
reviewed the health and safety at the site to improve the safeguarding of children. The
cost of this is in the region of £9-10,000. I have contacted Lambeth to see if they can
support us in making these improvements. The cost covers secure door entry, cctv and
improved fencing. We have agreed to go ahead with the works and hope the funding
follows.
o
We are currently awaiting a quote to improve the signage outdoor play equipment
including the introduction of a bespoke mud kitchen.
Clapham Manor Children Centre
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o
In response to a safeguarding concern raised by a parent in the nursery we are looking to
improve the cctv coverage in the centre. The quote includes upgrading the system to
allow for more cameras (which will then be re-used at The Spinney), installing cameras to
the external walls, in the ICT, ALR , crèche and dining room. All cameras will be upgraded
to night vision capability. This is expected to cost approximately £5,000
o
We are intending to improve the wooden gate areas separating the big garden from the
small community stay and play areas. This has been quoted in the region of £1,000
o
In addition to this we are planning to revitalise the outside community stay and play
garden and £5,000 has been budgeted for this work. We intend to purchase a new play
house, sand-pit, improve water play and create a new reading corner and baby area.
Heathbrook Park one o’clock club
o
The refurbishment of this site is going to be in the region of £60,000. Lambeth have
approved to cover 50% of the cost. We are currently waiting for Wandsworth to agree
their 50%. In addition to this we are negotiating a nil rent charge. This has been requested
due to fact that the funding received will mainly only cover staff costs and utilities. This
has initially been agreed. We are still hoping that the works will take place in the summer
break although if we don’t get a decision soon this may prove impossible.
o
We have also had a quote for the installation of cctv and door entry of approx £3,500 to
improve safeguarding once the nursery is open.
Heathbrook Children Centre
o
In addition to improving the one o’clock club we intend to use some of the £30,000 capital
money we had been awarded to develop the outside play area in the centre. Part of this
includes connecting the centre garden to the nursery garden. This would involve the
removal of 2 sheds, improving fencing and creating improved storage as well as moving
the large wooden play house to improve access. This is currently under discussion with
the school. We had a quote for the works and it looks as though it should cost approx.
£8,500.
o
Once these works have been completed we intend to revitalise the centres outdoor play
area and creating a sensory exploration garden including mud pie kitchen, water tunnels,
as well as developing the wooden hut into a multipurpose sensory play, quiet area that
could be utilised by the school nursery and children centre. We estimate this work to cost
in the region of £5,000.
Other updates
o
Bulgarian visitors – a group of 15 neo natal paediatricians, nurses and health
professionals visited both centres as part of their fact finding visit to find out how children
with disabilities are supported within the community. This was a very successful visit
which will hopefully enable them to review their provision.
Jane Christofi
Strategic Partnership Manager
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Collaborative Update – March 2014
Annual Conference
The Collaborative annual conference/away day takes place Thursday 26th June 2014, it will be attended
by all our Head Teachers, Deputy Heads, some Assistant Head Teachers and Children’s Centre
Managers. The conference is an opportunity to share successes, identify impact and to agree our
programme for the next year. We will look at our joint projects, including our two SHINE Saturday
Schools (primary and secondary), our shared Specialist Literacy Teacher and our shared Dramatherapy
Service. We will also review our shared ‘task forces’, which focus on areas of shared school
improvement, particularly raising standards in Physical Education, Early Years Education, Guided
Reading in Year 1 and supporting our schools to rise to the challenge of the new national curriculum.
Colleagues carried out joint moderation early in the Spring, which they are keen to repeat annually.
New in 2014-15
In 2014-15 we will be sharing a new Modern Foreign Languages Teacher (teaching French & Spanish)
and a new shared PE resource. We will also be sharing a part time Speech & Language Therapist, who
will be employed by Clapham Manor on a salaried basis. We will be starting a large transitions
programme, for non-EU mum’s, to support ESOL and family learning programme, funded form £75,000
we have won from the Mayor’s Fund, which several Clapham Manor parents have already signed up to.
Our Dramatherapy Service we be delivering more one to one therapy (which we have secured funding
for), alongside our existing group therapy. We will also be trialling family and systemic psychotherapy, by
popular demand from inclusion leaders.
New Funding 2014-15
In 2013-14 we applied for more than £500,000 of funding for new joint activities, including funding to
continue our Primary SHINE. We will hear the outcome of most of these applications in August, but have
already heard that we were successful in our bid for £10,000 for a programme of food technology for
Clapham Manor. One of our biggest bids was a mammoth £280,000 bid to the European Union for
maths professional development for teachers, in partnership with schools in Helsinki and Linkoping. If
successful, Maths Subject Leaders and other Teachers will regularly travel to partner schools carrying
out ‘lesson studies’ to improve and perfect how they teach maths through cross curricular learning, with
a particular Clapham Manor focus on food technology. Clapham Manor will host colleagues from partner
countries. In the second and third years of the bid we would host pupils from these countries and we
would look at taking our SHINE pupils to Helsinki. This was a particularly ambitious and complex 65
page bid, which only has a 1/50 chance of success.
We held our first annual Collaborative sports day on 23rd June 2014, which was incredibly well organised
by PE Subject Leaders, led by Matt Parker at Macaulay CofE. The event was won by Clapham Manor
pupils, very closely followed by Macaulay CofE. The shield will be engraved and will be on-display
outside Mr Hazell’s office.
Robert Dyer
Partnership Manager
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Collaborative Conference – 2014
Quality Over Quantity
DRAFT - Summary of Activities and Impact in 2013-14
Jane Christofi –
Children’s Centres & 1 O’clock Clubs
The Children’s Centre programme has expanded considerably over the last year, with the merger of our two
centres and taking over of the two 1 o’clock club sites, in Heathbrook Park and on Clapham Common. Both of
these new sites have been re-developed and will both have 2 year old nurseries and family services within them.
Our Children’s Centres are two of the only centres graded as outstanding under the new Ofsted framework.
Robert Dyer –
Dramatherapy Project
The service has continued to serve 120 children per year, including pupils with autism and social &
communication difficulties. Since recruiting more specialist psychotherapists and creating a pool of staff with a
broader range of specialisms we have seen an increased impact on empathy, social skills and reduced problem
behaviour. We measuring this impact using the SSIS assessment toolkit with a sample group of children and young
people. Because of popular demand from schools we are also in the process of recruiting a Family & Systemic
psychotherapist to run family therapy from September, on a trial basis.
Paul Jobson –
NQT Induction
Our NQT programme continued for its second year, ensuring good value for money for our schools. All NQTs have
passed their induction year. In 2014-15 we want to see stronger use of joint assessment of NQTs and better
retention of class teachers. There may be value in letting NQTs see who fellow new teachers receive outside of
our Collaborative, which is a far inferior support package.
Marion Guertin –
Empowering Literacy Task Force
This Lesson Study group focused on improving Guided Reading in Year 1, which was a shared concern/priority.
Teachers explored pros and cons of listening to pupils reading individually and in a group. There was also learning
about the pedagogy of reading. The impact of the group was initially tracked by asking ‘are you confident about
planning’ and most recently by comparing pupil progress in reading, which has been substantial and
disproportionate, closing the gap especially for Ever Six pupils. The group of Year 1 teachers have stayed in touch
as an informal support network.
Marion Guertin –
Early Years Moderation
Joint moderation progressed from helping staff to begin to understand the new Early Years Foundation Stage
curriculum to fully embedding the new curriculum. Colleagues met on three occasions with a particular focus on
improving assessment of early learning goals 40-60 and borderline cases. Early years staff report that they are
much more confident with their assessments.
Jo Clarke –
Years 2 and 6 Moderation
Colleagues first moderated each other’s work within the Collaborative on two occasions, before attending Local
Authority moderation workshops later in the year. This process of moderation across the year supported much
more accurate sense of pupil progress. In 2014-15 we hope to start joint Year 6 moderation with Lambeth
Academy colleagues.
Robert Dyer –
SHINE Project (Primary)
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We have had incredibly good attendance of pupils from across our schools, taught by good or outstanding
teachers, each Saturday. Pupils start well below expected levels and make good progress, more that 80%
achieving Level 4 at Key Stage 2. Pupils who were not engaged in learning and who had social difficulties also
benefit massively from SHINE. Robert gave examples of these.
Jill Woodcock –
SHINE Project (Year 7)
Year 7 pupils, selected because of their low levels in a reading test on entry, make strong progress, initially
significantly improving progress in learning. Jill gave an example of a vulnerable pupil who previously attended
Clapham Manor, who attends SHINE each Saturday and who is very engaged.
Jill Woodcock –
Year 7 Curriculum Working Group
Colleagues shared their curriculums in Year 6 and Year 7, explaining what they teach and when. This has begun a
process of shared understanding, which is beginning to reshape the Year 7 curriculum. Colleagues have begun a
‘home group’, which will particularly support pupils who are vulnerable to transition. Lambeth Academy are also
starting a bi-lingual class, connected to a new intake from Wix Lane Bi-lingual School.
Matt Parker –
PE Task Force
The PE Subject Leaders began to work together because of our shared Specialist PE Teacher resource, Mr Omar
Ellis. All schools now have excellent and up-to-date systems for tracking pupil progress in sport, and most pupils
know their physical development level and personal objectives. Pupils were proud to represent their school at our
Collaborative sports day, which also helped several high achieving pupils understand that winning a race isn’t just
about being fast.
Robert Dyer –
Literacy Intervention (RR) Project
Over the last six year hundreds of children have benefitted from Reading Recovery. Currently it is only 12 children
each year, because of the reduced funding. The pupils we select are the lowest level readers in Year 1, often still
on P Levels, and often are falling further and further behind. After 15 weeks of one to one literacy support 80% of
these pupils are at age appropriate levels and many go on to overtake their peers.
Louise Robertson –
New Curriculum Working Group
Schools were initially very uncertain about how to move forward with the new national curriculum, particularly
given the changes in assessment. By working together we have all become more confident about what path to
take in reviewing and developing our own curriculums. After a period of focusing on our own individual
curriculums, from September we will be well places to come back together to find turn the assessment system we
use, derived from NC Levels and Sub-Levels.
Louise Robertson –
New Speech & Language Unit
Allen Edwards and other schools have spent many years lobbying the Local Authority for a new Speech &
Language Unit, to work alongside the only other existing unit, at Wyvil. Through the SEN Review process this has
now been confirmed. All schools in the Collaborative have made their own arrangements for Speech & Language
interventions and we hope to work together to make these as effective as possible.
Ben Roberts –
Whole School Joint INSET
All the staff from both Heathbrook and Clapham Manor visited each other’s schools early in the year, as part of
our September INSET. It was an incredible and practical learning experience to visit each other’s schools. This is
something our schools hope to do much more of in the future.
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DRAFT - Clarification of Structure of the Collaborative
Collaborative Governors’ Meeting
- To take place annually –for information and comments (not a decision making forum)
Partnership Board (Head Teachers’ breakfast meetings)
- All Head Teachers
- Governance of the Collaborative
- Oversee budget management and risk management
- Oversee HR of shared staff
- Scrutiny role – monitoring quality
- Need minute taker (Jan’s PA or Brian’s PA)
Strategic Team
- Matt, Ennelyn, Jo Clarke, Zee, Marion, others from Triangle Nursery.
- Half termly meeting
- Deputy Heads, Assistant Headteachers and other relevant senior leaders
- One or two representative per school at each meeting
- Consistent attendance of representatives
- Regular reporting back by representative to their Head Teachers
- Rotating chairperson role
- Need minute taker (Jan’s PA or Emma Anderson)
- Oversee delivery
- Ensure joint projects, sharing and task forces are efficient and effective
- Work closely with Partnership Manager and key Lead Convenors of Task Forces
Leadership Taster Session
-
Head Teachers agreed that they would like to explore the possibility of Jan running a senior
leaders or middle leaders’ course(s) within the Collaborative.
DRAFT - Planning for 2014/15
CPD Outcomes:
-
100% of NQTs pass their induction and are observed as ‘good’ or ‘outstanding’
100% retention of NQTs in 2014/15
100% of NQTs and new teachers report they feel fully confident with managing pupil behaviour
0 incidents of behaviour that escalate beyond the classroom in first month of Autumn Term
360° assessment of leadership competencies – with all leaders becoming more self-aware and
having a clear action plan for their own development
CPD Next Steps:
-
-
Improve the effectiveness of our NQT induction programme: Robert to gather NQT feedback and pass on
to Paul Jobson and for a colleague at Macaulay CofE to support Paul with the planning and organisation of
the induction programme from September
Organise ‘Voice & Presence’ training for new teachers with developing stronger authority early in their
new roles. To take place at Clapham Manor in August/September.
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-
Middle leadership and senior leadership courses (including residential) to be explore by Ben who will
liaise with Jan.
Maths Outcomes:
-
Increased EYFS Outcomes for Number, Space, Shape and Measure – (attainment data)
Increased attainment of Level 4 in Maths at Key Stage 2 – (attainment data)
Increased attainment of Level 5 and 6 – (attainment data)
Increased progress of pupils – (attainment data)
Closing of the attainment gap for EverSix Children – (attainment data)
Increased number of Collaborative Primary pupils go to Lambeth Academy – (intake data)
- Improved teacher Subject Knowledge (language, knowledge, expertise) – (SWOT analysis)
- Increase proportion of Maths Lessons observed as ‘good’ or ‘outstanding’
Maths Next Steps:
-
Joint Practice Development ‘lesson study’ programme – ‘Practical Maths’ to take place between
November 2014 and February 2015, to be led by Lisa Graham.
GCSE Papers, Level 6 Papers – ‘Using and Applying’ (?)
Moderation between Year 6 and 7 Maths
Maths Subject Leaders to meet early in September to agree what support their teachers need.
Stephanie White or Nikki Aduba (or maybe both), Maths Specialists to support teachers to raise the
quality of teaching of mathematics through coaching and mentoring, Robert to speak to both.
- Primary Teachers to attend CPD about the ‘Singapore Model’ organised by Lambeth Academy colleagues.
Other actions:
-
Primary schools to support and host Lambeth Academy student leaders. Robert to speak to Ennelyn and
the Strategic Team about ensuring this happens effectively.
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7. DIARY ITEMS
3rd
March 2014
School Council
Year 5 History – Ancient Greek
(Big Foot Theatre)
Animation Project
5th
Achievement & Curriculum Committee
6th
World Book Day
12th
Animation Project
13th
Maths Day
Friends Meeting
19th
26
th
Full Governors
Strike – Year 6 only
SHINE theatre trip – Years 4, 5 & 6
(Robert Dyer)
Resources Committee
April 2014
nd
2
30th
Achievement & Curriculum Committee
Pottery – Year 2
22nd
Polling Day – School Closed
Friends meeting
23
rd
22
nd
Easter Fair
23
Science Museum – Year 1
24th
Class photographs
rd
th
28
Pottery – Year 1
School Council
th
29
Science - Centre of the Cell – Year 5
May 2014
1st
th
8
14th
Wetlands Centre – Year 4
st
Art & Design Day
20
21
London Zoo – Year 6
Resources Committee
th
Friends meeting
Polling Day – School Closed
Cake sale
Full Governors
June 2014
3rd
th
Science Workshop – Years 1 & 2
16th
th
4
Whole school review
18
5th
Music Performance
19th
th
6
th
Governors morning visit
School Barbecue & Disco
20
th
Ragged School – Year 4
Quad Kids – Year 5 & 6
23
rd
Collaborative G&T Athletics competition
Parent/Carer forum
24th
Friends meeting
11th
School Council
Multi Skills competition – KS1
25
Oasis Garden – Year 5
26th
12
School Journey meeting
w/c
16th
Cycle training – Years 5 & 6
th
Oasis Gardens – Year 5
Infant Mini Olympics
Maths Day
27
th
Oasis Gardens – Year 5
30
th
Infant Assembly
Prospective parents and carers visit Clapham Manor every Monday morning at 9.20am
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EVENING MEETINGS & LETTINGS SUMMER 2014
Monday
Go Mammoth
Exercise
2 Hours
Upper Hall
On-going
Monday
Weight Watchers
Diet & exercise
Transformers
Exercise - Yoga
Popchoir
Singing
Transformers
Exercise
1.5 Hours
Lower Hall
On-going
1 Hour
Dance Studio
On-going
2 Hours
Lower Hall
2 Hours
Upper Hall
Wednesday
Governors
Wednesday
GO Mammoth
Exercise
Vera The Diva
Latin American
Transformers
Exercise - Yoga
Woodcraft Folk
Children’s activity
Transformers
Exercise - Yoga
Transformers
Exercise
Transformers
Exercise
Perform
Children’s drama
22.01.14
05.02.14
12.02.14
26.02.14
05.03.14
12.03.14
19.03.14
2 Hours
Achievement & Curriculum Committee
Resources Committee
Full Governors’ Meeting
Pupils, Parents & the Community Committee
Achievement & Curriculum Committee
Resources Committee
Full Governors’ Meeting
Upper Hall
On-going
2 Hours
Lower Hall
On-going
1 Hour
New Class
Dance Studio
On-going
2 Hours
Both Halls
Term Time
1 Hour
Dance Studio
On-going
2 Hours
Upper Hall
On-going
1 Hour
Upper Hall
On-going
2 Hours
Lower Hall
On-going
Monday
Tuesday
Tuesday
Wednesday
Wednesday
Thursday
Thursday
Friday
Saturday
Saturday
On-going
On-going
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8. HOLIDAY DATES
CLAPHAM MANOR PRIMARY SCHOOL
SCHOOL TERM AND HOLIDAY / INSET DATES FOR STANDARD SCHOOL YEAR 2014/15
Autumn
Thursday 28th August – Additional Staff Transition INSET Day
Term 1
Start Date:
39 Days + 1
Finish Date:
Tuesday 2 September 2014
(Monday 1 September 2014 - INSET)
Friday 24 October 2014
Start Date:
Monday 3 November 2014
34 Days + 1
Finish Date:
Friday 19 December 2014
(Friday 28 November 2014 – INSET)
Start Date:
29 Days + 1
Finish Date:
Tuesday 6 January 2015
(Monday 5 January 2015 - INSET)
Friday 13 February 2015
Start Date:
Monday 23 February 2015
25 Days
Finish Date:
Friday 27 March 2015
Term 2
Spring
Term 3
Term 4
Summer
Term 5
Start Date:
Monday 13 April 2015
Finish Date:
Friday 22 May 2015
May B/H
Monday 4 May 2015
Polling Day
Thursday 7 May 2015
Start Date:
Monday 1 June 2015
(Friday 12 June 2015 – INSET)
Friday 17 July 2015
(Monday 20 July 2015 – INSET)
29 Days
Term 6
Finish Date:
34 Days + 2
Total 190 Days + 5
Special or annual leave should not be taken on INSET days.
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9. SELF EVALUATION
URN: 208 2115
Head teacher: Mr B.J. Hazell
Summary of Our Self Evaluation:
Date: July 2014
Chair of Governors: Mr N Haselden
The context of the school
We aim to provide the highest standards of education, in an inclusive environment, through effective learning
and teaching for all, with a broad, balanced and personalised, relevant curriculum that includes all statutory
requirements. We value equity and inclusion and believe that in supporting all learners to become confident
individuals able to live safe, healthy and fulfilling lives they will become lifelong learners and responsible
citizens who make a positive contribution to society that deals effectively with economic, social and cultural
change.
We:
 Ensure that our school reflects and celebrates the diversity of the community and that everyone
develops respect for all.
 Recognise learners’ similarities and differences and provide creative learning opportunities that are
tailored to ensure all learners reach their full potential.
 Encourage and develop independent thinking, risk-taking and problem-solving skills, develop learners
confidence and positive self-identity and ensure that everybody show kindness and understanding
towards others.
 Ensure the efficient use of resources: human, physical and financial, in order to provide best value.
We will also provide a safe, caring, happy and stimulating atmosphere within an aesthetically pleasing
sustainable environment.
 Maintain a committed educational partnership between children, staff, parents/carers and Governors.
We will also further establish links with other educational providers, the wider community and our
Collaborative of schools.
 Provide inspirational leadership and efficient management, with effective communication at all levels.
We will empower our children to gain these skills for themselves.
 Continue to encourage team work amongst all the staff and stakeholders, promoting respect,
openness and honesty, where everyone has a voice.
 Maintain a committed educational partnership between children, staff, parents/carers and Governors.
We will also further establish links with other educational providers and the wider community,
including our collaboration of partner schools.
We:

Have pupils who show a genuine thirst for learning and a local community that is supportive and loyal.
Relationships between staff and learners are warm and mutually respectful.

Ensure pupils continue to consistently make expected progress across all year groups and exceed
expected progress in many.

Are the most oversubscribed two-form entry school in the LA. (326 applications for our 60 places in
2013/14)

Have achieved a wide range of awards including the Gold Arts Mark, Bronze Eco Award, Basic Skills
Quality Mark, Healthy School's Award, Active Mark and FMSiS. We are renewing the Advanced Healthy
Schools Award, and the Eco Green Flag.

Have an experienced Head Teacher, who has been in post for 30 years, a deputy for over 25 years
and stable Senior Leadership and Senior Management Teams. The Head Teacher is currently taking
phased retirement.

Have a lower ratio of pupils to qualified teachers [14.4], compared to national primary stated funded
schools, enabling consistency, and authoritative intervention and support

DfE comparison with like schools show we are 12th of 125 and there is no statistically better
performing school in our identified group within a 75 mile radius [2012]

Head teacher and school focus on induction of both new staff and pupils [the Head teacher meets
every new family] supports a highly cohesive, inclusive learning community
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Are part of a local Clapham and Lark Hall Collaborative of schools: Triangle Nursery, Allen Edwards,
Heathbrook, Lark Hall, Macaulay and Lambeth Academy. We support each other to deliver new services and
activities to pupils, parent/carers and the community, giving us greater opportunities for best value. This is
viewed as a model of best practice by the local authority as an important vehicle for school improvement and
won an Institute of Partnership Award from the Institute of Education in 2011. In October 2013 the services
provided by Heathbrook, and Larkhall Children’s Centres as part of our cluster were judged outstanding. The
centre management and advisory board is shared between Clapham Manor and Heathbrook centres.

Have a Children's Centre as part of the extended school provision and Lambeth Early Support
programme delivering the full core offer of services. OFSTED in March 2012 graded its provision
outstanding.

Have a full complement of experienced Governors. “The governing body of Clapham Manor Primary


School oversees the centre’s work…They consistently review and evaluate the impact of their work, so
that all outcomes are outstanding and provision is excellent…. Governance and accountability
arrangements are embedded and highly effective.” OFSTED 2012.
Extensive, well planned support structures for vulnerable children and their families.
A developing physical environment where the inside and outside supports safe learning i.e. forest
schools, sensory room, technology enhanced learning.

Statutory and year group targets are significantly challenging, above LA, FFT and DfE targets in all
core subjects.
Our Current Priorities
A.
The Achievement of Pupils - Learning to Read and Reading to Learn
Age appropriate reading and retrieval skills is enhancing more rapid progress across the curriculum
Outcomes 2014 Reading Results: 90% EYFS, 80% WA in year 1 Phonics, 80% 2b+ KS1, 60% L5+ KS2
B.
Quality of Teaching
Closing the Feedback Loop - Regular checking of pupil progress is embedded with everybody
marking, assessing and feeding back to pupils in line with policy and meeting agreed outcomes
Differentiation Closing Gaps - Gaps close for the most able, SEN and Ever6 by teachers being held
accountable for quality differentiation and interventions
Needs Driven Learning - Quality first learning and teaching is led by teachers and scaffolded through
effective deployment and monitoring of support staff. Outcomes: 100% of lessons consistently good
with at least 65% outstanding. 2014 Mathematics expected and exceeded % in all year groups from
targets set in autumn 2013 are raised, EYFS – 90%, KS2 - APS 29.5, expected at 93%, exceeding at
55%
C.
Quality of Leadership and Management - Technology & Outdoor Enhanced Learning [TOEL]
All staff take a strategic role in the development of new and emerging technologies and the use of the
outdoors to enhance and extend the learning experience of pupils. Outcomes: All teacher/threshold
standards met. Additional evidence for 3, 4 and 8 shows positive impact for pupils. Observation x3 shows
positive impact of outdoors and technology on achievement
D.
Behaviour and Safety of Children - E Safety at home and school
School experiences encourage the ability to use technology to support learning at school that develops an
awareness of safe use of technology at home. Outcomes: Pre and post survey data of both parent/carers and
pupils shows an improvement in the understanding of e safety risk
Pupils’ achievement
Suggested grade: Good (2)
Evidence that supports this judgement
Learning and Progress
Raise on Line 2013 shows that, the proportions of pupils making and exceeding expected rates of progress
are high compared to national measures in all subjects and from all starting points. This trend continued in
2013 with 96% of pupil making 2 levels progress in reading, 98% in writing and 96% in mathematics. 49%
of pupils made 3+ levels progress in reading, 49% in writing and 37% in mathematics.
Internal tracking shows the percentage of learners achieving at age related expectations increases from the
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start of school with an average increase of 6 points in both English and mathematics.
The schools internal tracking data shows that in writing 88% of all pupils eligible for pupil premium made 2+
levels progress and 50% of PP learners made 3 levels progress [from those with data available from KS1].
40% of pupil premium children who did not achieve a level 5 made three levels progress [from those with
data available from KS1].
There was one child identified as academically gifted in the Year 6 cohort. This child made 3 levels progress
in reading achieving a level 6. Of the most able children identified in English at KS 1 2009 (achieving level
3s), 40% were outwardly mobile and 100% of the remaining children reached level 5 making 2 levels
progress. In Maths 40% were outwardly mobile and the remaining children made to 2 and 1 sub-level
progress reaching 5B.
None of the children identified as most able at KS1 SATS in 2009 qualified for pupil premium. However by
the end of KS2, 8 of the 18 pupil premium children achieved a level 5 in English and 3 achieved a level 5 in
Maths therefore making up 30% of the more able achievers in English and 15% of the level 5 achievers in
Maths.
Within the SEN children, the average progress from KS1 to KS2 was 2.23 levels in Maths and 2.5 levels in
English. 50% of the SEN children were also eligible for pupil premium. In Maths SEN children who were also
eligible for pupil premium made an average of 2.1 levels progress compared to the non pupil premium eligible
SEN pupils who made an average of 2.3 levels progress. In English the SEN children also eligible for pupil
premium made an average of 2.5 levels compared to the SEN children who were non pupil premium eligible
who made 2.6 levels progress.
Attainment
Reception 2013-14 On Entry Data
PSED
% below
expected
% expected
% exceeding
PD
C&L
L
M
UW
EAD
MR
57%
SC&SA
63%
MFB
46%
M&H
33%
H&SC
40%
L&A
49%
U
40%
S
53%
R
58%
W
49%
N
46%
SSM
48%
P&C
48%
TW
60%
T
65%
M&M
44%
50%
30%
23%
40%
53%
48%
38%
48%
40%
37%
48%
52%
52%
52%
28%
32%
48%
43
13%
14%
14%
14%
12%
13%
12%
7%
5%
3%
2%
0%
0%
12%
3%
8%
Overall Exp &
exc
45%
64%
53%
47%
53%
7%
42%
53%
The cohort is strongest in PD with over 60% achieving age related expectation. The weakest areas are UW,
PSED and Literacy. The strands of Self-confidence and self-awareness (PSED) and Technology, The world
(UW) are the lowest at 60% or more below expected.
Pupils working at GLD measure on entry (40-60+ in Prime and Literacy and Numeracy): 11/60 or 18%
FSM pupils working at GLD measure on entry (40-60+ in Prime and Literacy and Numeracy):3/15 or 20%
EAL pupils working at GLD measure on entry (40-60+ in Prime and Literacy and Numeracy): 7/ 26 or 27%
(mainly stage3& 4)
Boys working at GLD measure on entry (40-60+ in Prime and Literacy and Numeracy):1/24 or 4%
Girls working at GLD measure on entry (40-60+ in Prime and Literacy and Numeracy):10/36 or 28%
Predictions
LA target: 53% GLD School target: 58% GLD - 35/60
Reception 2014 Spring Data
PSED
% below
expected
% expected
% exceeding
Overall Exp
& exc
PD
C&L
L
M
UW
EAD
MR
28%
SC&SA
20%
MFB
15%
M&H
15%
H&SC
9%
L&A
24%
U
24%
S
25%
R
25%
W
32%
N
27%
SSM
28%
P&C
12%
TW
23%
T
15%
M&M
20%
BI
22%
63%
8%
75%
5%
78%
10%
78%
7%
89%
2%
63%
13%
63%
13%
62%
13%
68%
7%
53%
5%
68%
5%
70%
2%
85%
3%
67%
10%
85%
0%
77%
3%
76%
2%
79%
88%
75%
66%
72%
83%
79%
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The spring data shows that the percentage of children working at expected or exceeding levels of
development has greatly improved since initial assessment; the strongest areas now being PD and UW. The
main areas to work in the summer term are Communication and Language, Literacy and Maths.
The percentage of children who are working at below expectation has significantly lowered for PP children
across all areas.
The current percentage of children who are on track to reach the GLD is 53% or 32/60.
2014 Results
EYSP
Reception 2014 Summer Data
PSED
% below
expected
% expected
% exceeding
Overall Exp
& exc
PD
C&L
L
M
UW
EAD
MR
18%
SC&SA
21%
MFB
21%
M&H
16%
H&SC
13%
L&A
25%
U
18%
S
21%
R
36%
W
38%
N
36%
SSM
41%
P&C
28%
TW
26%
T
21%
M&M
18%
BI
18%
82%
0%
76%
3%
74%
5%
79%
5%
86%
1%
72%
3%
72%
10%
76%
3%
59%
5%
59%
3%
59%
5%
56%
3%
71%
1%
64%
10%
79%
0%
79%
1%
79%
3%
80%
85%
78%
63%
61%
75%
81%

53% of children have reached the GLD which is the same as last year. 32/60.

Children did particularly well in the following areas: PSED, PD, EAD and UW.

This is broadly in line with national results and reflects outstanding progress across the EYFS from low
starting points.
2013 Results

EYFSP – 53% of learners showed a good level of development with average points of 2.26. The total
average points for the cohort was 34.1. This is broadly in line with national results and reflects
outstanding progress across the EYFS from low starting points. The overall percentage of the prime
learning goals rose to 80% on average with health and self-care the lowest at 86% [1.92] and managing
feelings and behaviour [2.17] and making relationships [2.2]at 97%

Phonics Screening Check – In 2013 75% of year 1 pupils reached the expected threshold, a rise of
14.5% from last year and significantly higher than the national result. Of the remaining 25%, 5 are
already identified as having additional needs, 4 were a mark or two from the threshold and the remaining
are being investigated by the inclusion team. 19 Year two pupils were also re tested. 63% of those
reached the expectation. Of the 7 remaining, over half of them are identified as having additional needs.
Year 2- At KS1 attainment as measured in average points scores has increased steadily over the last three
years. The attainment of boys has increased rapidly, reflecting the school’s focus on improving achievement
of that group. Results at all levels improved with the exception of writing at 2b+ which dipped 1%.
Proportions of pupils attaining level 2+ and level 3 have risen year on year in all subjects. There was
significant improvement in reading with 83% of pupils attaining level 2b+, an increase of 21% on the
previous year.
Boys APS KS1 2011-2013
Reading
Writing
Maths
2011
14.5
13.3
15.0
2012
15.2
14.2
15.2
2013
16.9
15.4
16.8
Year 6 – In KS2 in 2013 proportions of pupils attaining level 4+ and level 5+ are close to or above national
averages in all subjects with over half the pupils attaining level 5+ in reading
Pupil Groups
64% of children on the SEN register achieved the expected level in both Maths and English which is 21%
higher than national levels of 43% (figures released 23/10/13). Attainment by all ethnic groups …... Two
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levels progress was made by 96% Reading, 98% Writing and 96% Maths. Some pupils made exceptional
progress, including a child who made 4 levels progress in English Overall from Yr2 to Yr6. Pupils eligible for
Pupil Premium attainment was higher at L4+ in Reading. 50% of Pupil Premium learners made 3 levels
progress in both Reading and Writing. 44% of all pupils made 3 levels progress in reading with 35% in both
writing and mathematics. Eight pupils attempted the level 6 SAT and one pupil reached the level 6 standard
in reading. Seven pupils completed the Mathematics test and 3 reached that standard.
Pupil Premium
The school’s internal tracking data shows that gaps between the attainment of pupils eligible for pupil
premium and those not eligible are closing in most year groups and across most subjects. In 2013, there was
a gap of 1.1 in reading, 3.6 in maths and 2.1 in writing at the end of KS2. The school has detailed tracking
systems in place to show how well gaps are closing in relation to the proportions of pupils in each year group
working at age related expectations and above. The schools data shows that from Summer 2012 to Summer
2013, the gap between pupil premium pupils and those not eligible working at and above age related
expectations reduced significantly.
% gap between pupil premium pupils and those not eligible working at and above age related
expectations.
Summer 2012
Summer 2013
Reduction
Reading
27.7%
12.4%
15.3%
Writing
22.4%
18.5%
3.9%
Maths
22.4%
12.4%
8.7%
Nex
t Steps

EYFS Raise attainment in both SSM and writing strands

KS1: Raise girls and school action plus pupils’ attainment in writing; attainment of African pupils in
English & Maths

KS2: Raise Reading attainment to 60% L5+

KS2: Maths APS of 29.5 in Year 6, with 93% L4+ and 55% L5+
Achievement is not the grade below because reading results indicate the progress and attainment is higher
than the national average consistently for all sizeable groups of learners
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The quality of teaching
Suggested grade: Good (2)
 Teaching is good because it promotes good learning and achievement over time. Observations
show most lessons are judged to be good or better.
 Lessons demonstrate effective teaching strategies that successfully engage pupils in their
learning leading to good progress and outcomes over time.
 In the February 2014 whole school review, Teaching and learning went from being 65% good or
better to 73% good or better (under stringent criteria (the January 2014 Ofsted Framework). In
April 2014 92% of teaching overall is good or better with no unsatisfactory lessons.
 Less than good teaching has dropped from 35% to 27%. April 2014 less than good teaching has
dropped further to 8%
 Outstanding teaching rose from 38% to 50%April 2014 Outstanding teaching rose to 46%
 In total this year three teachers have been managed out of the school and one teacher moved
from inadequate to outstanding following a Supported Development Programme.
 Using information from the February 2014 whole school review a further two teachers will be
placed onto a Supported Development Programme as their teaching is not meeting the
“consistently good or better” standard.
 Replacement teachers brought in following the departure of other teachers (as part of a process)
are consistently judged as good or better.
 Teaching currently leads to:
o 65% making RAISE Online expected progress (2 Levels Progress over the KS)
o 14% making expected progress (3 Levels Progress over the two KS)
April 2014
 Survey results: 96% of parents/carers thought their child was taught well at the school. 98%
thought that we helped their child to develop skills in communication, reading, writing and
mathematics and 93% felt the school meets their child’s particular needs. [July 2013]

External moderation [Local Authority School Improvement Adviser] confirms judgements of
senior leaders and shows some consistently outstanding practice in some year groups.

Analysis of outcomes of Appraisal show that 85% of UPS are good to outstanding with all
successfully completing the last two PM cycles. Governors’ are actively engaged monitoring,
evaluating and reviewing the PM process and this robust support to leadership has led to the
Borough being challenged on the policy of automatic pay increments for teachers.

A new marking and feedback policy was introduced in December 2013 and Pupils now
understand how to improve their learning as a result of frequent, detailed and accurate feedback
from teachers following assessment.

Planning scrutiny shows planning to be consistently good across the school and work scrutiny by
different groups: team leaders, SLT, outside consultants, and Governors that standards and
challenge has improved.

The quality of teaching and other support provided for pupils with SEN and/or disabilities and
work scrutiny shows their learning improves and they are making good to outstanding progress by
the end of year 6 [data]

Termly whole school moderation activities have ensured rigour. Data is validated, accurate and
able to inform future provision and teachers held to account for rates of progress in their class.
[data]

Staff acknowledge the expertise of parents/carers and find ways to share this knowledge and
understanding of individuals learning at home, in order to overcome barriers such as lack of
confidence or poor basic skills and support them to take decisive action. This includes parent/carer
workshops and whole family learning projects as well as developing extended services provision
Areas for improvement:

Ensure that in-class assessments are used to identify higher attainers and that they are
subsequently given more challenging tasks [review/how]

Increase the opportunities for science.
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Behaviour and safety
Suggested grade: Good (2)
Evidence that supports this judgement

Behaviour in lessons and behaviour for learning is almost always good and often outstanding.
(WSR Feb 2014)

The behaviour policy of the school is followed and ensures learners have an understanding of
their rights and responsibilities and have an understanding of the consequences of their actions.
(Evidence: Lesson observations, WSR Feb 2014)

87% of parents feel that behaviour in lessons is good. (Evidence: Parent / Carer survey July
2013.)

SMSC is a key aspect of the school’s work in overcoming barriers to achievement our pupils face.
It is developed through a wide variety of artistic, cultural, sporting, dramatic, musical, mathematical,
scientific and technological events and visits, impacting on attendance and progress. (Evidence:
School calendar pupil voice surveys.)

98% of parents and carers feel their children are safe at school, an increase of 4% from 2012
and are confident that any inappropriate behaviour is dealt with immediately, fairly and firmly. 90%
feel the school deals with bullying effectively. (Evidence: Behaviour file, Racist Incident Log, parent /
carer survey)

Reasonable adjustments are made to support the inclusion of pupils with behavioural, social or
emotional difficulties. Therefore their progress and attainment is closing on their peers. (Evidence:
Pastoral support programmes, EP referrals, records of achievement, one permanent exclusion in ten
years, data)

Learners from different backgrounds are observed working effectively in all classes together.
Teachers explicitly plan for all children to work with many different groups over the year. (Evidence:
Lesson observation.)

The wide range of extended services on offer for both learners and their families, e.g. parenting
classes, supports engagement and involvement in school life have a positive impact on behaviour.

Learning mentors work with pupils with behaviour difficulties, setting targets and conferencing as
necessary, enabling learners to engage more effectively in the classroom. (Evidence: Learning
mentor survey, Ofsted data dashboard, Feb data)

We recognise the role of parents/carers as prime educators and family learning activities have
helped us effectively engage them. (Evidence: Raise online, parent carer conference data analysis,
parent / carer survey)

All staff have level one child protection training and key staff including senior leaders, learning
mentors and some TAs have received positive handling training. Children are confident enough to
willingly and regularly share their concerns with adults at school and these concerns are effectively
actioned. This may result in close and sustained partnership with TAC, social care and other
pastoral outside agencies. (evidence Learning Mentor Caseload)

In the last three years the number of persistent absentees have halved each year. [Feb data]
Regular monitoring by Learning Mentors to identify persistent absentees involving the Educational
Welfare Officer‘ and In-touch’ database set up and used to text late and absent families on the first
day of absence in order to take swift and appropriate action. Evidence shows attendance has
increased and is now at 95.7%
Why behaviour and safety are not the grade above because:

Behaviour at playtimes and transitions is not always impeccable.

SMSC, as shown by the February 2014 WSR, is not always embedded within lessons.
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Leadership and management
Suggested grade: Good (2)

SLT’s understanding of the school’s strengths is very good and is moving towards outstanding.
We identified the need to standardise our whole school performance data collection and to make it
more cohesive. As a result of introducing robust and reliable termly whole school reviews, on top of
weekly SLT monitoring, evaluation and review practices, we are accurate in pinpointing the details
that need to be developed further to secure outstanding outcomes for pupils over time.

Targets for remaining above National figures for attainment in 2014 are:
Reading: at least 5% and stretching for 10% (2012 figures = 12% above National;
2013 figures = 10% above National)
o
Writing: at least 7% and stretching for 15% (2012 figures = 16% above National;
2013 figures = 11% above National)
o
English[SPAG]: at least 10% and stretching for 15% (2013 figures = 6% above
National)
o
Mathematics: at least 6% and stretching for 12% (2012 figures = 9% above
National; 2013 figures = 4% above National)
o










Middle leaders have begun to be developed through restructuring their roles and focussed CPD.
They have been supported to produce a range of innovative and highly effective measures to support
teachers in ensuring pupils make equally outstanding progress across the rest of the curriculum as
they do in English and mathematics. Middle leaders have undergone training in lesson observations
so that in the next whole school review they can further influence the quality of teaching by using
their expertise to conduct lesson observations and give detailed feedback within their areas.
The drive and ambition of the head teacher, deputy and the senior leadership team have inspired
a culture of commitment, enthusiasm and risk taking by the whole school community. This has led to
the highest achievement of learners, a stable, long-serving staff, supportive parent/carers and a
proactive governing body.
The key focus is to further improve teaching and learning including the management of pupils’
behaviour enabling pupils to reach their full potential by using the results of monitoring from the
WSR (Feb 2014).
The school invests heavily in ongoing CPD for all staff and this impacts upon the learning of the
children by raising attainment through well thought-out and engaging cross curricular topics and
teaching.
High standards for quality and performance are set and supported through clear target setting
and monitoring structures. This is supported well by the Governing body.
Governors play a key role in ensuring leaders perform to the very highest standards by actively
auditing core subject areas, attending update training held by accredited external trainers, reviewing
performance management and making well informed decisions about underperformance, auditing
financial decisions and controls. They also engage with staff and the community and recruit expertise
into their ranks where need is identified. Safeguarding is high on the governors’ agenda and they
insist and monitor that all statutory requirements are rigorously met.
Along with the challenge provided by the governing body we evaluate the school’s strengths and
weaknesses, for example by carrying out week long whole school reviews encompassing reviews of
teaching and learning, quality of marking, auditing data collection and planning, and use the findings
to successfully promote improvement on a regular and rigorous basis.
Inclusion is central to the school's vision and a senior leader is responsible for ensuring that this
at the heart of all decisions. This results in no underperforming groups by the end of Key Stage 2.
Overall attendance is now above average and above average for all sizeable groups of learners
compared with latest available national figures. There is regular analysis of data to identify
persistent absentees and unauthorised absence. It has resulted in targeted support for identified
families.
Extensive links with the Clapham and Larkhall Collaborative of seven schools including a nursery
and secondary make a significant difference to quality teaching and learning. Strategies include peer
mentoring, between school moderation, reading recovery and a bespoke NQT induction programme.
The Collaborative delivers a Shine Saturday School supporting children who are below national
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
expectations.
The Local Authority is in agreement with the school’s self-evaluation, has a very positive
relationship with school leaders and provides light touch support when the school requests it.
Next Steps

Improve the school and develop its capacity for sustaining improvement by developing leadership
capacity and high professional standards among all staff

Engage with parents and carers in supporting pupils’ achievement, behaviour and safety and their
spiritual, moral, social and cultural development

Ensure that all pupils are safe, with a focus on e safety
Current Staff Analysis – CPD undertaken Audit, Analysis and Target Setting calendar Staff questionnaires
January, Termly tracking of children on SEN register, Inclusion plans Performance Management Policy
RAISE-online school data Parent/Carer information, individual letters, handouts at parent/carer
conferences.]
Why leadership and management are not the grade below

Robust self-evaluation under the new scheme (Termly WSR and weekly SLT MER) has not had a
full year in which to embed and show results above Good.
The Effectiveness of Additional Provision: Registered Early Years
Suggested grade: Outstanding (1)
Children Centre
OFSTED in March 2012 said “Early Years Foundation Stage data from local schools in the area indicate
that children make excellent progress from their starting points in developing the skills that will help
them in the future. The centre has taken very effective action to reduce the achievement gap between
the lowest achieving 20% in the Early Years” Inspection report for Clapham Manor Children’s Centre
Most pupils made good progress from their given start points, especially those from disadvantaged
backgrounds on the 2 year old pilot. Consideration must be given to those who are part time as their
progress is slower than their full time counterparts.
On entry assessment 2013

Nursery:

Reception:
Overall effectiveness, including the promotion of the pupils’ spiritual, moral, social and
cultural development
Suggested grade: Good (2)

Pupils achieve exceptionally well. They make excellent progress from low starting points to
reach standards in reading, writing and mathematics that are significantly above average by the
end of Year 6.

Teaching is consistently good and often outstanding. Pupils are motivated in lessons because
tasks and explanations are well matched to their needs.

The school has fully addressed all areas for improvement identified in the previous inspection
report which was to raise standards at the end of KS1

Senior leaders, supported by a skilled governing body, continually monitor and check the
quality of teaching to ensure pupils continue to achieve to a high standard.

The head teacher and senior leaders have a clear understanding of what the school needs
to do to improve further. Systems for monitoring and evaluation provide accurate and detailed
information to support and sustain improvement.

Provision for pupils’ spiritual, moral, social and cultural development is good and the highly
inclusive ethos of the school is a real strength.

Teachers are well supported to improve their practice because leaders at all levels invest a lot
of time and effort into providing CPD including for those teachers who are either at risk of
D:\106755177.Doc20


underperforming or who slip into underperformance.
Middle leaders ensure pupils make equally good progress in subjects other than English and
mathematics.
Pupils feel safe at school, are punctual and attend regularly. Pupils, parents, carers and staff
are highly positive about all the school has to offer.
To move to Outstanding we need to:
 Make targets more specific and clearly linked to levels of attainment, especially in
mathematics and science, with clear time frames for their achievement. This includes
moving to the discrete teaching of science with some specific CPD for identified teachers.
 Ensure that teachers’ planning takes account of the needs of all pupils, especially those of
higher prior attainment.
 Ensure achievement by the end of KS2 continues to be well above National figures.
 Ensure 100% of parents and carers feel that their child is safe at school
 Ensure the learners continue to successfully apply their well-developed basic skills for a broad
range of purposes and are well equipped with wider skills and personal qualities. They have a
good understanding of the next steps they need to take, and intend to take, to succeed in the
future. (Basic Skills Quality Mark Award 2012)
Wood wind group performance
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10. INDIVIDUAL GOVERNOR MONITORING REPORTS
Please refer to Governors’ handbook for guidance
Please note:
You are visiting as a governor of the Clapham Manor Primary School and not as an Inspector. The
purpose of your visit is to observe, not to give advice to staff.
Governor’s Name:
Key Stage visiting: Iona Mumby
Barbara Williams
Date of visit: 26:06:2014
Class: various (Y2, Y3, Y6)
Length of visit: 11-12:30
Purpose of visit
Maths Activity Day
Curriculum /Health & Safety / School Aims /
Resources / Finance / School Community /
Other
What are you looking for and what do you feel you have learnt about the school on this visit.
What do you feel that you can report back to the head to assist with strategic planning?
The purpose of the visit was to observe some of the activities on Maths Activity Day. I joined the
morning after break, when the pupils were working on an extended investigation. The topic was the
World Cup. The activities I observed were well-planned and structured, with clear aims and
instructions. Y6 pupils were able to explain the activity which had begun the day. They were
enthusiastic about having worked with reception children and had particularly enjoyed teaching
reception pupils, with one pupil commenting: “I liked teaching the reception pupils. We helped them to
understand but having to explain it also helps you to understand things.” The pupils, in all classes
visited, were working in a variety of combinations (group, pair, individual) and the overwhelming
majority were engaged and using the time appropriately. Where pupils needed to be refocused, the
style of doing this, across the year groups, was consistent and consistently positive, e.g. the use of the
tambourine to attract the whole class, praising those doing the right thing, giving instructions about
exactly what to do rather than telling pupils to stop doing something.
Pupils engaged in mathematical activities involving analysis, statistics, use of money, cumulative
costs, functions and operations, and devising questions, as well as having to co-operate in groups and
pairs to arrive at agreed questions and conclusions. Y2 pupils had been allowed to choose from a
range of activities, which were differentiated in complexity. The teacher reported that they had chosen
appropriately and had needed little adult guidance to choose activities at an appropriate level of
challenge for their ability.
The pupils I spoke to in were enthusiastic about the day. They particularly enjoyed being able to
spend longer time on activities, as they felt this enabled them to explore interesting ideas more deeply.
Pupils also enjoyed being able to work in pairs and groups for extended time periods, as well as being
able to “take time to think about what I’m doing.” Pupils believed that the day helped them to make
progress and to understand practical ways of using Maths.
Pupils were very confident in their learning and in responding to questions about their learning, and in
questioning me, from “What exactly is a governor?” to “Who gave you permission to be in the school?”
Did you give feedback to headteacher – HT off site, brief discussion with Assistant Head
Please note:
Reports must be general in nature. Completed form should be passed to headteacher and then to
Chair of appropriate committee (for information) and Clerk to the Governing Body.
Signed …Barbara Williams…………………………………………………..….
Governor
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11. Lambeth Safeguarding Children’s Board – Partner Agency e-safety Audit Checklist
Lambeth Safeguarding Children’s
Board
Partner Agency e-safety Audit
Checklist
Name of organisation: Clapham Manor Primary School
Name and position of person completing this audit: Robert Harrison (ICT Coordinator)
Date of audit: 18 June 2014
D:\106755177.Doc23
Does your Organisation …
In
place
1. Have a designated e-safety lead?
X
ICT Coordinator x 2
2. Have a designated child protection
lead?
Yes
Amanda Grace (Assistant Head)
3. Have appropriate and robust
Acceptable Use of Internet policies for
professionals and service users?
X
In place
4. Have an embedded e-safety
X
strategy & policy for professionals and
service users which clearly highlights
the potential risks young people can
face?
5. Regularly audit and update its esafety protocols and review regularly
and after any e-safety incidents?
6. Include e-safety as part of any
audit / inspection evidence where
appropriate, making sure e-safety is
included in your service planning for
children and young people?
7. Have clear procedures in place to
minimise and manage e-safety
incidents?
X
8. Log and record e-safety incidents,
resulting outcomes and follow up
actions?
X
Monitor trends in e-safety incidents?
9. Does your organisation promote
and raise awareness around esafety?
X
Yes
Not in
place
Evidence
Acceptable Use of Internet Policy
Acceptable Use Poster in all classes
X
Annual review needed
LGfL provides filtering, which is
administered alongside First Line
technical support
Acceptable Use of Internet Policy
Log kept by ICT support. Any
unacceptable use of the internet is
reported to the head teacher / ICT
Coordinator
E-Safety Staff Training January 2014
Annual focus for pupils during Safer
Use of Internet Week – ongoing
awareness and education
To children & young people?
To parents / carers & foster carers?
10. Does your organisation
incorporate e-safety into the
curriculum / service delivery
programme for young people (where
appropriate)?
Working
towards
Yes
Workshops provided support for
parents/carer in Spring 2014 (PJ)
Through Switched on ICT scheme of
work units and annual Safer Use of
Internet Week activities. Throughout the
year.
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Do all your service users…
In
place
1. Have access to information and
advice about safe and responsible
online behaviour and potential risks?
2. Learn about e-safety in a range of
situations appropriate to their age and
learning ability?
X
3. Get the opportunity to share their
views about staying safe online?
X
4. Know how and who to report any
concerns they may have?
X
Do all your professionals
working with children and
young people…
In
place
1. Understand e-safety issues and
risks and adopt safer working
practices?
2. Receive regular training and
updates?
X
3. Know how to report and manage
issues or concerns?
4. Know how to keep data safe and
secure?
5. Know how to protect and conduct
themselves safely online?
6. Give children and young people the
opportunity to participate in
discussion about technology?
X
Do all your parents/carers &
foster carers …
In
place
Working Not in
towards place
Evidence
X
Need to include policy info is included
in welcome pack
Staff use CEOP age appropriate
resources
Safer Use of Technology Week
resources
E-Safety Pupil survey Feb 2012
Needs to be completed on an annual
basis
Acceptable Use of Internet Policy refers
to this.
INSET (Jan 2014) also covered CEOP
Report Abuse button
Working Not in
towards place
Evidence
Acceptable use of Internet Policy on
school website
Provided to new staff in September 2014
School Development Priority for 20132014
Needs to continue
Acceptable use of Internet Policy
X
X
First Line Support manage secure back
up of data
Clear guidance in policy
X
X
Working Not in
towards place
Evidence
1. Understand e-safety issues and
how to manage and minimise risk?
X
2. Understand their roles and
responsibilities in keeping young
people safe online?
3. Know how and where to access esafety online resources?
X
There is a future need to involve
parents/carer. Needs to be part of the
Class Meetings in Sept 2014
Parent E-Safety Survey 2014? (PJ)
4. Understand how to respond to and
report e-safety issues?
X
X
Advice given in newsletter and
Acceptable Use of Internet Policy on
website
Some class blogs have links to CEOP
parent resources
As above
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ACTION PLAN
Priority 1
Priority 2
Priority 3
Priority 4
Action to be taken
By when
Review of Current Policies annually –
1.
Acceptable Use of Internet Policy
2.
ICT Policy
Ensure all class blogs, and maybe the school
website, have links to CEOP resources for
parents/carers
All staff to read Acceptable Use of Internet
Policy at the start of the academic year
Parent Awareness of the issues needs to be
continued – Class Teachers to include a
section in their year group meetings at start
of academic year
August 2014
Person
responsible
RH
Dec 2014
RH / New ICT
Coordinator
Sept 2014
BH/JC
Sept 2014
JC/Staff
Priority 5
Priority 6
Priority 7
Priority 8
Priority 9
Priority 10
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