catmose primary transformation plan 2013-2016 (year 1: 2013/2014)
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CONTENTS PAGE
PRINCIPAL’S INTRODUCTION ................................................................................................... VISION FOR THE SCHOOL ........................................................................................................ STRATEGIC TARGETS ................................................................................................................ OFSTED – KEY PRIORITIES.......................................................................................................... SCHOOL CONTEXT ..................................................................................................................
EVALUATION: ATTAINMENT ................................................................................................. Summary Judgement: REQUIRES IMPROVEMENT ..................................................................... Attainment at KS2 ................................................................................................................. Attainment at KS1 ................................................................................................................. GAPS ANALYSIS – KS2 .........................................................................................................
EVALUATION: QUALITY OF TEACHING ...................................................................................... Summary Judgement: GOOD .................................................................................................
EVALUATION: BEHAVIOUR ....................................................................................................... Summary Judgement: GOOD .................................................................................................
EVALUATION: LEADERSHIP AND MANAGEMENT ....................................................................... Summary Judgement: GOOD .................................................................................................
EVALUATION: TRANSFORMATION PLAN 2011 2012 ........................................................................ CHALLENGE ........................................................................................................................ CLOSING THE GAPS / QA ................................................................................................... PARENTAL ENGAGEMENT ....................................................................................................
PRIMARY REVIEW – MAIN RECOMMENDATIONS .......................................................................
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VISION FOR THE SCHOOL The School exists to ensure that its pupils are happy and successful. We are a friendly child-centred environment where the partnership with families is essential for ensuring all make outstanding progress. All pupils leave us ready for secondary school having followed a curriculum that is Individual, Innovative and Inspiring.
Strategic Targets The School has identified the following as targets over the next three years:
Catmose Primary is the primary school of choice for Oakham, as measured by the number of pupils on roll at the school (190 for September 2014).
The school’s budget balances. An embedded whole-school curriculum that is individual, inspiring and innovative. 80% of lessons are rated good or better during the annual school review. 80% of students enjoy their lessons. Pupil’s attendance is 96% or higher. The attainment of pupils is at least national average (80% level 4, 40% level 5, 20%
level 6). The progress students make is outstanding for all Key Stages. Ofsted in their next inspection rate the School as good or better. Federation Leadership is judged as Outstanding.
Ofsted – Key Priorities The School was inspected in February 2013 and the following was identified as key to future improvement: Increase the proportion of outstanding teaching by:
Ensuring lessons always proceed at a brisk and lively pace. Providing more opportunities for pupils to learn independently. Ensuring pupils always know their next steps for learning when their work is marked.
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School Context Information from RAISEonline 2012: Catmose Primary is a below average sized school, with an improving number on roll, catering for students of a broad but below average ability range with a higher than average proportion of students with special educational needs (SEN). The School takes an intake which is of a broad social mix from mainly the north west of Oakham (66%). The ability profile of the School is below the national average and comparisons against national attainment levels would be expected to reflect this.
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EVALUATION: ATTAINMENT
Summary Judgement: REQUIRES IMPROVEMENT The majority of children at the School make the expected levels of progress between KS1 and KS2.
Attainment at KS2 The 2013 results for Key Stage 2 were subject to an investigation by the STA following allegations of maladministration. After both an external and internal investigation, it was found that there had been maladministration within the Mental Maths paper. This has caused the results for the KS2 Maths to be omitted from national results figures. However the Senior Leadership Team (SLT) at the School have moderated and verified the teacher assessments in order to provide KS2 results. This allows us to measure the progress made within the School. Stringent steps have also been taken to ensure that this does not occur in the future, with a KS2 SATs administration plan having been put in place. KS2 Catmose Primary vs National
The School’s performance at level 4+ is just below the national average which, given that their ability at KS1 (and on entry) is on average broadly below the national average, suggests that students make good progress. Level 5+ scores are below average and this will be a key priority for the School. Level 6+ scores need improvement. It important to note that this particular cohort had an above average SEN percentage.
ReadL4+
ReadL5+
ReadL6+
Writ
L4+
Writ
L5+
Writ
L6+
EngL4+
EngL5+
EngL6+
MathsL4+
MathsL5+
MathsL6+
SciL4+
SciL5+
SciL6+
Catmose Primary 86 17 7 80 17 7 83 17 7 80 33 3 83 33 0
National (2012) 86 37 0 83 37 0 85 37 0 84 39 0 89 43 0
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Catmose Primary
National (2012)
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The performance of children in English over the past five years has shown improvement. This has dipped slightly in 2013 with a heavy SEN cohort but has stayed broadly in line with previous attainment. The performance of children in Mathematics shows a slight decline but is still in line with national expectations. Level 5+ scores also dipped in 2013 but again are in line with national expectations.
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Science results have stayed stable over the last five years. However Level 6+ Science will be the focus for our next academic year.
Attainment at KS1 KS1 Latest Outcomes 2013
Previous declines in reading have been reversed and now show continuous improvement. Comparison of level 2, 2b+ and level 3+ reading 2012 to 2013.
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Reading Writing Maths Science
Level 2+
Level 2b+
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Reading 2012 Reading 2013
Level 2+
Level 2b+
Level 3+
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The same is also true of writing with an increase in Level 3 writers. Comparison of level 2, 2b+ and level 3+ writing 2012 to 2013.
We see a similar improvement in Mathematics. Comparison of level 2, 2b+ and level 3+ Mathematics 2012 to 2013.
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Writing 2012 Writing 2013
Level 2 +
Level 2b+
Level 3+
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Maths 2012 Maths 2013
Level 2+
Level 2b+
Level 3+
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GAPS ANALYSIS – KS2
Gender
Girls outperform Boys significantly in all subjects by around 1 level on average. Although this reflects a national pattern of underperformance, it is a significant area for improvement for the School and will be a key focus.
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Season of Birth
Although the data indicates an issue with children born in spring, this reflected only 4 children. The good attainment of the summer born, which is a national vulnerable group, reflects the focus within School on ensuring all children make good progress.
Ethnicity /First Language There were no children other than WBRI or with a first language other than English in this cohort.
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Special Educational Needs (SEN)
Children with SEN particularly those with statements do less well at the School, this is partly due to the nature of their additional needs.
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Gifted and Talented
Students who are particularly able do very well at the School, generally all gaining level 5+ for English, Mathematics and Science.
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Free School Meals (FSM)
A particular strength of the School is its community spirit and the way in which children from a range of social backgrounds work closely together. The way in which the Pupil Premium is deployed also ensures that children from lower social economic do well.
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Latecomers to Catmose Primary
The School’s increasing popularity has led to significant numbers of children joining outside of Reception class. It is pleasing to see that the support we put in place is effective and that they achieve on a similar basis to those who joined at Reception.
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Attendance
There is a simple message to parents with this data, attend school each day and your child will do better.
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GAPS ANALYSIS – KS1
Gender
Girls outperform Boys in all subjects. Although this reflects a national pattern of underperformance, it is a significant area for improvement for the School and will be a key focus. It is interesting to note that boys outperform girls in Science slightly.
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Season of Birth
The good attainment of the summer born, which is a national vulnerable group, reflects the focus within School on ensuring all children make good progress.
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Ethnicity /First Language
It is pleasing to see that the intervention in place for our EAL children ensures that they make good progress.
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SEN
Children with SEN particularly those with statements do less well at the School, this is partly due to the nature of their additional needs. However, the reading and phonics intervention strategies in place in KS1 should be celebrated.
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Gifted and Talented
Students who are particularly able do very well at the School, generally all gaining level 2+ for English, Mathematics and Science.
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Free School Meals
A particular strength of the School is its community spirit and the way in which children from a range of social backgrounds work closely together. The way in which the Pupil Premium is deployed also ensures that children from lower social economic do well.
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Latecomers to Catmose Primary
The School’s increasing popularity has led to significant numbers of children joining outside of Reception class. It is pleasing to see that the support we put in place is effective and that they achieve on a similar basis to those who joined at Reception.
EVALUATION: QUALITY OF TEACHING
Summary Judgement: GOOD
High Expectations, Challenging Tasks & Stretch all Pupils: The recent Ofsted inspection confirmed teaching as Good and sometimes Outstanding. ‘Teaching has improved from satisfactory at the time of the previous inspection to good, as a result of good management of teachers’ performance and rigorous lesson observations by the Executive Principal and Vice Principal. Inspection evidence confirms the School’s judgement that teaching is at least good and sometimes outstanding.’ This Ofsted judgement was supported by Lesson Observations and Learning Walks taken by SLT, the school’s SIP and by subject leaders to ensure quality assurance.
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0%10%20%30%40%50%60%70%80%90%100%
Inadequate
ImprovementNeededGood
Lesson Overview (2012-13)
88% of lessons were graded as Good or better. As shown by the data, 22% of all lessons were deemed Outstanding. Assessment was particularly interesting with the highest percentage both Outstanding and needing improvement. Comparison of lesson observations
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Achievement Teaching Assessment Behaviour Overall
Inadequate
Improvement Needed
Good
Outstanding
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Teaching, Achievement and Behaviour in lessons has improved, however Assessment needs to be focused further upon for 2013/2014 – this will be done through staff training and a continued focus upon questioning and assessment for learning. The good teaching has been recognised by parents; 93% of parents agree that the teaching is good or better at Catmose Primary.
Staff have high expectations for students and 97% of children feel supported by their teachers.
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The School has worked hard to ensure that parents are aware of the next steps within their child’s learning and are aware of the high expectations for each child. Three reports are issued to parents each year, detailing progress achieved and attitude to learning for all subject areas. The parent survey reflected this positive response, although we acknowledge that there is still some room for developing this area further.
Parents feel that homework set, progress reports and teacher parent interviews allow them to support learning at home. 91% of parents agree that the School supports them to work with their child in their learning journey. This reflects the work carried out to improve communication between home and School. Examples of this are the fortnightly newsletter, new-look website, Vice Principal blog and Facebook page. The Educational Consultant reported upon homework stating ‘All pupils undertake homework on a weekly basis. Approaches teachers use to feedback on pupil outcomes varies. It is particularly effective when opportunities are provided for pupils to share their research with others and use this information quickly in follow-up work. In one class they have a Wow Board – pupils’ ideas that have impressed their peers and displayed for celebration’. May 2013 Ofsted reflected on the good use of Teaching Assistants and Pupil Premium to support all learners making good progress. ‘Teaching Assistants provide good support for learning for disabled pupils and those who have special educational needs (SEN) as well as pupils who speak English as an additional language. They break learning tasks down into smaller steps and demonstrate the meaning of technical words with well-chosen resources to clarify any misunderstandings. Skilful Teaching Assistants use individual or small group support for those who benefit from Pupil Premium to accelerate pupils’ progress in reading, writing and mathematics.’ Ofsted 2013
Enthuse and Engage, Deepen Knowledge & Teach Skills: A creative curriculum has been reviewed and embedded across EYFS, KS1 and KS2; the 3I Curriculum. This stands for Individual, Innovative and Inspiring. The aim is to allow children to make links between subjects. This engages the children as they are enabled to follow a topic at their own high expectation level and pace; making it a child centred, individualised curriculum. Progress is monitored against the National Curriculum skills. Elements of Philosophy for Children have been included in the curriculum to enable children to reflect on their progress and learning journeys. Learning conferences and self-assessment also play a vital role in enabling children to be aware of their next steps in learning and what they want to learn.
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The pupil survey shows the impact of this approach. 37% of children strongly agreed whilst 50% agreed that the 3I Curriculum enabled them to follow their own project and answer their own questions. However, 13% disagreed or strongly disagreed. Analysis of the survey showed the 3I curriculum to be more successful in the EYFS and KS1 than KS2. The feedback from upper KS2 teaching staff and pupils is a desire to focus on a subject based afternoon timetable. This approach would also aid transition to secondary and will be embedded during 2013 / 2014.
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Pupils prefer the 3I curriculum and feel it is making a positive impact on their learning. 38% of children strongly agreed and 50% agreed that the 3I curriculum has made their afternoon learning more enjoyable and therefore they learn more. Only 12% disagreed. 17 children feel that the 3I does not make their afternoon more enjoyable and 19 children responded that they felt the themes were not interesting. On analysis of the survey results, these responses were given by upper KS2 pupils. Year Six pupils now follow a more subject based afternoon timetable.
Assess / Feedback / Plan: AfL plays a vital role in all teaching sessions, enabling children to reflect on their learning, consider targets and comment on progress made. This has been a focus for learning walks.
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Children are aware of their targets and are able to say if they have achieved them. Learning conferences will take place in classes to allow children to set their targets with teachers, enabling them ownership of these. This self-review and target setting will enable teachers to reflect on progress made and plan for the next half term. Pupils are aware of what progress they have made and where they need to improve as the survey data shows. In all subjects over 80% of children feel that they are doing really well or ok in their learning. During 2012 / 2013, children felt less confident in progress made in Mathematics, however this has improved with pupils feeling more confident within this subject than Literacy. In Science, 81% feel that they are doing really well or satisfactory. Staff feel that they have discussed strategies to support and scaffold confidence in Science and will embed the subject focused session for Science outside of the 3I Curriculum structure.
Although this has improved through the 2011-2012 Transformation Plan, with over 80% of children knowing their targets within Mathematics and Literacy, we still need to focus upon targets within Science. 68% of children knew their Science target.
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Teach Reading, Writing, Communication and Mathematics: Planning reviews and timetables ensure that children are given discrete sessions to develop skills in reading, writing, communication and mathematics. The national frameworks are followed to ensure good breadth of study and are taught from the top level for each year group to ensure high expectations and challenge. The impact from this teaching is evaluated termly in Pupil Progress meetings in which a sample of children are looked at in detail. The School introduced the Ruth Miskin Read Write Inc across all years. This has now been developed into an individual approach, based on the needs of our different cohorts. As well as teaching the core skills of writing, a more creative approach to developing and leading up to a piece of writing have been embedded this year. The ‘Big Write’ session is used to make writing a special event and raise the expectations for writing, using a communication focus tool ‘Talk 4 Writing’. Guided reading is used in all classes to discretely teach reading skills and always uses texts at least one band level higher than independent reading levels to expose children to new reading elements. Mathematics is taught from the national framework, following the top level for each year group. Mental maths is taught following a whole school calculation policy which ensures that strategies are embedded and developed from year group to year group. Pupils feel that they are making good progress in core subjects with 91% of pupils believing they are making good progress in Mathematics and 89% of pupils believing they are making good progress in Literacy. Ofsted reported the teaching of Literacy and Mathematics as good.
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‘The teaching of communication, literacy and numeracy is good throughout the School, with a strong focus on promoting the skills of reading, writing and mathematics across a range of subjects. The teaching of phonics and its use for reading and spelling is good and clearly evident from the good progress pupils are making in these areas from their starting points’ Ofsted 2013
Evidence:
Pupil progress meeting minutes. Learning walks. Lesson observations. Staff survey. Pupil survey. Parent survey. Ofsted 2013.
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EVALUATION: BEHAVIOUR AND SAFETY
Summary Judgement: GOOD
Conduct The behaviour of pupils at Catmose Primary is at least Good and often Outstanding. This was highlighted in the recent Ofsted inspection. ‘Pupils’ behaviour in lessons and around the School is good. They stay safe at all times, taking care to walk quietly between classrooms and in the dining hall, and to use equipment, including computers safely. They are polite and courteous to others and maintain good relationships with their classmates and staff. Pupils respond well to the effective management of their behaviour so that instances of minor disruption in lessons are rare.’ Ofsted 2013 Lesson observations show an overall improvement in behaviour. No lessons observed had inadequate behaviour and the percentage of improvement needed has fallen by 5%. Behaviour Comparison 2011-12 to 2012 2013
Again the Ofsted report highlighted the close link between positive behaviour and attainment ‘In lessons pupils showed good attitudes to learning. They listened carefully to their teachers, tried hard and followed instructions. Their good attitudes, good behaviour and good attendance and punctuality have a strong impact on their learning and enable them to make good progress’. (Ofsted 2013)
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Behaviour 2011 2012 Behaviour 2012 2013
Inadequate
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Outstanding
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Managing Behaviour Behaviour is tackled through positive methods. Rewards are varied from whole school house teams, class teams, teaching groups and individual. The children have a ‘Checklist for Success’ which has been developed with the School Council – the children are aware of what individual warnings mean and how they can work back towards the starting behaviour expectation. Assemblies focus upon ethos and values to support learning. Where required, additional support is given to those pupils who need it to ensure their behaviour is appropriate. One key strategy used is through the use of a Pastoral Support Plan which identifies clear personalised strategies for students. In order to analyse behavioural pattern and manage any emerging issues, the School will be using sleuth (Behavioural Management Tool) from September 2013. Exclusions have only been taken as a last resort. Following the initial exclusions there has not been a repeated exclusion for any pupil. CHECK FIXED TERM EXCLUSIONS Exclusion Data 2012 2013 Name Register Group Sessions Reason EP Cedar 10 Physical Aggression / Assault
Behaviour Outside of Lessons The recent Educational Consultant report, which focused upon playtime behaviour, noted ‘All children demonstrated clear developments in their personal and social skills during these free choice times. May 2013 Suggestions were made to ensure further improvements to behaviour outside of lessons. These included improving the quality and purpose of playground markings and working with the pupils in deciding how to make the free choice times more stimulating and, supportive of the wider learning curriculum.
Bullying The recent Ofsted report stated: ‘Pupils say they feel safe in School and can go to anyone if they need help. They say that bullying is rare and any such incidents are dealt with effectively. Pupils have a good understanding of the various types of bullying. Good systems are in place to record incidents. The School holds an annual ‘Anti-bullying Week’ focus in November, working with The Diana Trust. This is in line with the School’s PSE curriculum, following the SEAL (Social and Emotional Aspects of Learning. The School has won an award from The Diana Trust for the work carried out in school such as a play-leaders, lunchtime helpers, librarians, road safety officers and school councillors.
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Incidents of bullying are rare and the pupil and parent survey shows that if they do occur they are dealt with swiftly.
Safeguarding All staff at the Primary are annually trained in safeguarding. A member of the SLT is trained as a safeguarding officer and the Federation operates a central record of CRB checks. The pupil survey shows that pupils feel supported and are able to identify where to get help should they need it.
We follow the LA scheme for Sex and Relationships, Alcohol and Tobacco awareness education and ensure that pupils are able to assess and manage risks appropriately in later life. The children feel supported in this learning; 92% know the physical and emotional dangers of harmful substances. The school nurse has since made visits to offer ‘drop in’ 1:1 question sessions in order to provide children with the extra support if they need it. The School works closely with Visions and other agencies to provide support for pupils when they and their families need it. 93% of pupils are safe and feel safe at School and can demonstrate how to keep themselves safe in different situations. Year 6 visited the Warning Zone in which they had to react to different scenarios in order to display good personal safety skills.
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Attendance and Punctuality: The Ofsted inspection in February 2013 graded this area as good, however current attendance data shows this to be outstanding. The attendance and punctuality monitoring is overseen by a Federation VP (JHR) who meets weekly with the LA EWO to discuss and focus on vulnerable pupils. A new Federation Attendance Policy ensures that the same high expectations are upheld at both the School and College. Attendance data 2012 2013
Group Authorised Absences
Unauthorised Absences
% Attendance
Ash 365 23 94.90 Beech 421 40 95.32 Cedar 263 6 96.15 Oak 393 18 95.99 Silver Birch 446 7 96.00 Willow 546 26 94.31 Totals 2434 120 95.45 Punctuality data 2012 2013
Group Late Ash 60 Beech 7 Cedar 25 Oak 61 S Birch 63 Willow 14 Totals 230
Attitudes and Respect: A house system has been embedded within the School, allowing the children to feel a part of a whole school team in which they work hard in a variety of competitions. We have introduced a Values Education Policy which is used to create assembly themes for each half term. Each class selects a theme for each term at the beginning of the school year and this is then used as the focus in whole school assemblies. Examples of values are; patience, sympathy, endurance, friendship and kindness.
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Children are encouraged to look after their surroundings by acting as gardeners for the Oakham in Bloom project, which the School supports annually and by acting as playground buddies, taking care of play resources.
Extra-Curricular Provision % of STUDENTS ACCESSING The children value the extracurricular activities provided in School and their suggestions for further clubs are noted by the teaching staff and offered in the following term. For example, following the pupil survey results a reading club was introduced.
In response to the question – which further clubs we could offer at the School, the children responded with the following suggestions.
Evidence:
Ofsted Report Feb 2013. Educational Consultant Report May 2013. Behaviour Policy. Attendance Policy.
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‘Get Ready to Learn’ policy. ‘Check List for Success’ policy. Assembly power points and core values display. School council minutes. Pupil survey.
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EVALUATION: LEADERSHIP AND MANAGEMENT
Summary Judgement: GOOD Improvements, Capacity and Self-Evaluation The Federation SLT meets weekly to look at how to move the School forward. Performance Management also ensures that the School has ambitious targets to reach in order to sustain improvement in performance. These targets are rigorously monitored and evaluated. The recent Ofsted inspection rated the capacity to improve as good. ‘The Executive Principal provides strong and purposeful leadership to drive the School forward. He is ably supported by the Vice Principal and Senior Managers within the Federation of the College and the School. Together they have developed good use of detailed data on pupils’ progress over time and the regular and rigorous monitoring of teaching and its impact on learning. This has led to an accurate view of the School’s strengths and to the development of well-chosen priorities for school improvement in the School’s ‘Transformation Plan’. Ofsted 2013 The school stands in a rare position that it is led by a 6 strong SLT: Principal, four Vice Principals and a Federation Manager. For a small rural school this is an excellent opportunity to take the School forward and the 2013/14 Transformation Plan reflects this. Due to this federation, the School has also been able to increase the class number from 4 classes in 2010 to 6 in 2013. Number on Roll
2009 / 10 123 2010 / 11 129 2011 / 12 141 2012 /13 152 Projected for 2013 / 2014
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Classes
2010 / 2011 4 classes 2011 / 2012 5 classes 2012 / 2013 6 classes 2013 / 2014 7 classes
Ambition for Pupils, Improving Achievement and Teaching: As a Federation SLT we have set challenging targets for pupil achievement and progress. Termly Pupil Progress meetings monitor and work towards these targets. A focus upon ‘teaching from the top’ has improved the pitch and challenge of lesson planning and APP file audits have ensured that quality planning is in place and where improvements need to be made, this feedback has been given.
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All pupils are supported to make the best progress possible though the use of pupil premium as Ofsted 2013 highlighted an example of this is uniform subsidence, music lessons, trip subsidence, wider directed intervention to improve progress and LAC PEP time. All this works to ensure that all children reach age expectations. ‘Funding for pupil premium is used flexibly to part-fund the salary of a family support worker which has made a significant impact on reducing unauthorised absence. It is also used to provide additional support for learning in literacy and numeracy, which has led to good promotion of equality of opportunity with the narrowing of any gaps in the achievement of different groups of pupils.’ Ofsted 2013 96% of parents feel that the School is led well by the SLT. This very positive response is reflective of the work carried out within the School to ensure that communication with parents and carers has improved.
Support and Develop Staff Regular 1 to 1 meetings with staff to look at pupil progress, feedback from planning and APP file audits, feedback from learning walks and help to plan and prepare for assessments ensures that all staff are supported in the assess/feedback/plan cycle. This is reflected in the staff survey data which shows that staff feel clear as to what is expected of them and that they had opportunities to develop and grow.
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This view was picked up by the recent OfSted report. ‘This information is used well to support the development of teachers’ performance by identifying clear objectives for each teacher to achieve, based on the national standards for teaching, and providing good guidance and training opportunities. This has led to good improvement in the quality of teaching and learning since the previous inspection.’ Ofsted 2013 All members of staff, teachers and teaching assistants have performance management targets and are regularly observed, as well as taking part in weekly learning walks. This monitoring builds a picture of the provision and progress throughout the School which can be reviewed in the EYFS & KS, KS2 Reviews and OfSted Report (Feb 2013). A Quality Assurance file tracks the performance of each teacher. This also celebrates the good work of staff and supports areas of development which the staff survey reflects.
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Curriculum The school follows the National Curriculum Framework for Literacy and Numeracy using the strategy units of work. The National Curriculum is also followed for the other core and foundation subjects through the 3I Curriculum. As the new curriculum is introduced, we will implement this within the curriculum plan and staff have already begun to make progress towards integrating this. A focus on ‘Teaching from the Top’ level for each year group has been implemented this year, ensuring all children can reach the highest levels. The positive impact of this teaching can be seen in the attainment data. The EYFS curriculum is followed and assessed against that for the reception; both the Prime and Specific areas of learning are followed. Ofsted noted this continuous development of the Curriculum and praised the 3I Curriculum. ‘Leaders have successfully developed a good curriculum known as ‘the 3i curriculum’ (individual, innovative and inspiring) which makes strong links between subjects and stimulate pupils’ enjoyment of learning through different topics each term. There is a strong emphasis on developing literacy and numeracy across different subjects such as history, geography, religious education and art within termly topics such as Heroes and Villains. The curriculum promotes pupils’ spiritual moral social and cultural development well. Pupils have good opportunities to learn Spanish, French and German and celebrate world religious festivals such as Purim. All pupils have good opportunities to use a variety of technology to consolidate their learning and research new learning.’ Ofsted 2013 The pupil survey shows that children like their core and foundation subjects with all subjects over 80% in a positive response. The next target is to raise this enjoyment to over 80% like and like their subjects very much. A celebration of the Federation is the popularity of the Catmose College taught sessions at the primary school.
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Governance & Partnerships with Other Schools and Agencies Catmose Primary is part of an academy federation between Catmose College, Catmose Primary and Catmose Nursery. This means both the School and College benefit from the federation whilst retaining separate governing bodies. This is overseen by an academy trust of the Federation. There are joint committees which meet regularly, for example Resources and Finance. At the end of the third year of federation, governor response is very positive. They can see the great benefits that federation has provided, for example a balanced budget; which previously had been a deficit. This has enabled the Vice Principal to be a non-teaching Vice Principal, allowing for greater management capacity and has enabled a seventh class. From an on-roll of 123 before federation, we now have 178 on-roll for September 2013. All governor meetings have an agenda which is supported by relevant documentation sent out in advance to allow informed discussion. This year governors have debated a wide range of topics, from the new pay policy to the possible expansion of the Federation. Training has been provided on exclusions and staff disciplinary procedures. The Federation Resources Committee ensures the effective and efficient management of financial resources, including the scrutiny of audit reports. Although not routinely involved in the day-to-day running of the primary, the governors have a good understanding of how the primary works. Their collective experience and skill set have been invaluable in ensuring that the School continues to develop and improve. Ofsted noted that ‘The governing body ensures that statutory requirements are met, particularly for safeguarding where procedures to protect the welfare of pupils are fully implemented. The members have an accurate view of the quality of teaching and are using data well to check the quality of the school’s work. They have effectively supported the Executive Principal in dealing with
45
underperformance in the past effectively and they ensure that good teachers are duly rewarded. Governors scrutinise expenditure including the use of pupil premium funding and are due to consider this in detail at their next meeting and well within the required timescale as laid down by the Academy Trust.’ Ofsted 2013 The School has been involved in many local projects, joining with other primary schools, for example we recently took part in a Dance Festival and the local Music Hub bid. We are also building links with a school in Kenya, sending our old uniforms to them to provide much needed school clothing and have supported a wide variety of charities including LOROS, Sports Relief, Save the Children and Children in Need.
Confidence of and Engagement with Parents Following previous survey responses in which parents asked for greater communication, the School improved the School website and Facebook page. 98% of parents use the School website and In Focus newsletter and 88% use the School’s Facebook page to keep up to date with developments within the School.
Parents now view communication as much improved. All forms of communication scored above the target of 80%. Reports give parents a clear indication of what their child needs to do to improve within the core subjects. The website is now updated every fortnight with the new newsletter items and a Vice Principal blog. All parents stated that they would recommend Catmose Primary to another parent, 98% strongly agreed and agreed. This was supported by the recent Ofsted report. ‘Good partnerships with parents and carers are reflected in the strong support for the School as seen in the Parent View returns.’ OfSted 2013
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We run several KUWK (Keeping Up With the Kids) courses for parents which are well attended and have a thriving PTA ’Catmose Primary Friends’ who have raised a huge amount of money for the School through a variety of fundraising events. We hold a community assembly every Friday morning which is very well attended by parents and carers. Pupils’ work and attitudes are celebrated in this assembly and ensures that parents feel part of their child’s school life. Lunches, class assemblies, productions, EYFS workshops, parents’ evenings and open evenings also enable parents to take part in their child’s school life.
Equality of Opportunity Pupil progress meetings, in which children from vulnerable groups are focused upon, ensure that provision meets needs. Thorough safeguarding and attendance monitoring ensures that vulnerable children are not missed and the correct provision is provided by the School and other agencies. The SLT, when first federated, noted a need to improve SEN provision and this has been addressed and improved upon. All IEPs are regularly updated and shared with parents. PSPs (pastoral support plans) are regularly updated in consultation with parents and pupils. All PSP and IEP records are kept on a secure electronic log to ensure that the most up to date information is immediately accessible by the relevant staff only. The School works with many members of the community. An example of this is the YISP programme working with Year Four, the school nurse working with vulnerable children, Visions working with TAF children, the Mablethorpe Holiday charity supporting vulnerable families and the elderly invited into school for a harvest tea.
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Evidence: Learning Walk Notes. Performance Management Minutes. Staff meeting minutes. Ofsted Report 2013. Educational Consultant Report May 2013.
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EVALUATION: Transformation Plan 2012/2013
Gifted and Talented
SUCCESS CRITERIA 80% achieve Level 4+ at the end of KS2. 40% achieve Level 5+ at the end of KS2. 20% achieve Level 6+ at the end of KS2. 20% achieve Level 3+ at the end of KS1. 20% achieve FSP8+ at the end of EYFS (3+ from 2013 changes) 155 pupils are on roll for 2013/2014.
CONCLUSIONS
Staff training ensured that all staff are aware of the impact of teaching from the middle and have continued to use the higher level learning objectives from the National Curriculum for each year group. For example Ash Class has taught from the EYFS, Level 1 and Level 2 National Curriculum learning objectives.
Lesson observations and learning walks highlight provision made for the MA, G & T pupils. Lesson planning has shown detailed provision made for these children and medium term plans detail challenger groups in place in each class.
Targets have been monitored in Literacy, Numeracy and Science for all MA, G & T children.
Booster groups in KS2 have focused on children achieving their level 5 target and level 6 target at the end of Year Six.
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Children are aware of their targets and what they need to achieve in order to reach the higher level. Pupil Progress Meeting data shows:
More Able G & T
Ash Reception
Reception age expectation fsp6 (3+ from 2013 changes)
Reception age expectation fsp6 (3+ from 2013 changes)
Beech Year One
Maths fsp9 – 2c Reading fsp9 – 2b Writing fsp8 – 1a Science fsp8 – 1a Year One age expectation 1b
Maths fsp8 – 2cReading fsp9 – 2b Writing fsp9 – 2c Science fsp7 – 1a Year One age expectation 1b
Cedar Year Two
Maths 2c – 3c Reading 2c – 3c Writing 1a – 2a Science 1a – 2a Year Two age expectation 2b
Maths 2c – 3cReading 2b – 3b Writing 2c – 3c Science 1a – 2a Year Two age expectation 2b
Oak Year Three & Four
Maths 3c – 3a Reading 3c- 3a Writing 2a – 3b Science 3c – 3b Year Three age expectation 2a/3c
Maths 3a – 4aReading 3a – 4a Writing 3a – 4a Science 3a – 4c Year Three age expectation 2a/3c
Silver Birch Year Four & Five
Maths 3a – 4c Reading 3a – 4b Writing 3c – 3a Science 3b – 3a Year Four age expectation 3b / 3a
Maths 3a – 4cReading 4c – 4a Writing 3a – 4c Science 3a – 4c Year Four age expectation 3b / 3a
Willow Year Six
Maths 3a – 4a Reading 4c – 5c Writing 3a – 5c Science 3a – 4b Year Six age expectation 4c / 4b
Maths 4b – 5bReading 4a – 5b Writing 4a – 5cb Science 4c – 5c Year Six age expectation 4c / 4b
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3I CURRICULUM / QA
SUCCESS CRITERIA
80% of 3I (foundation subjects) lessons are good or better. 85% of all lessons – core subject - are good or better. Particular focus: Pupil target knowledge.
CONCLUSIONS
Planning and APP file reviews have been completed each term to ensure planning is in place which teaches from the top level for each class.
Detailed plans show clear differentiation and cross curricular links. APP files show that vulnerable groups (SEN, LA, A, MA, G&T, FSM, LAC and SBB) are
tightly monitored and next steps are highlighted to focus planning for the following term.
Learning walks and the Pupil Survey show that pupils know their targets in core subjects but need to focus upon Science and 3I targets to achieve over 80%.
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From lesson observations the data shows:
From Core Subject and 3I lesson observations the data shows: Outstanding Good Improvement Needed Inadequate % Good or BetterAchievement 4 11 2 0 88% Teaching 4 11 2 0 88% Assessment 8 5 3 1 76% Behaviour 5 11 1 0 94% Overall 4 11 2 0 88%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Inadequate
Improvement Needed
Good
Outstanding
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LITERACY (KS1), BOYS’ ACHIEVEMENT / NUMERACY (KS2)
SUCCESS CRITERIA Literacy (KS1)
In the EYFS all children make 4 FSP point progress in Communication, Language and Literacy (all made 4 point progress within the new assessment criteria)
In KS1 all children make 3 sub level progress in Reading and Writing. Boys Achievement / Numeracy (KS2)
In KS2, boys achievement is in line with girls achievement in all subjects. 85% achieve Level 4+ in Maths at the end of KS2.
CONCLUSIONS EYFS DATA. Due to the changes in assessment within the EYFS we can quantify the progress made by attainment at the end of the reception year. Children are expected to achieve a score of 2+, if they are performing above age expectation they score 3+.
53 SPW/KJ CP TP 2013 2014
Reading. 90% achieved a score of 2+ 25% achieved a score of 3+ Writing. 65% achieved a score of 2+ 30% achieved a score of 3+ KS1 DATA. Reading – Year One. 92% of pupils made 3 sub level progress. 1 child made 2 sub level progress. 1 child made 1 sub level progress. Writing – Year One. 88% of pupils made 3 sub level progress. 3 children made 2 sub level progress. Reading – Year Two. 74% of children made 3 sub level progress. 11% of children made 2 sub level progress. 2 children made 1 sub level progress. Writing – Year Two. 63% of children made 3 sub level progress. 21% of children made 2 sub level progress. 3 children made 1 sub level progress. KS2 DATA. Boys achievement in line with girls.
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TRANSFORMATION PLAN 2013-2014 ONE YEAR OVERVIEW Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
NEXT STEPS IN LEARNING
In the EYFS 80% of children achieve 2+ and 20% achieve 3+ in Literacy, Mathematics and Science. In KS1 80% of children achieve Level 2+ and 20% achieve Level 3+ in Reading, Writing, Mathematics and Science. In KS2 80% of children achieve Level 4+, 40% Level 5+ and 20% achieve Level 6+ in Reading, Writing, Mathematics and Science.
Pupil Progress initial meetings to identify pupils’ representative for all vulnerable groups: SEN, LA, A, MA, G&T, LAC, FSM, SB. To continue each term. Targets set for each group of learners focused against progress target set. (KJ, Teams) Annual Reviews, IEPs and PSPs for SEN children (KJ, Teams)
Intervention mapping for each vulnerable group to track provision for all learners in each year group against progress targets met. (KJ, Teams) Moderation of Reading and Writing levels - tracking against progress target set (KS1) (Terms 2, 4, 6) Moderation of Mathematics levels - tracking against progress target set (KS2) (Terms 2, 4, 6) Reporting to
Targets reviewed for each group of learners focused against progress target set. (KJ, Teams)
Annual Reviews, IEPs and PSPs for SEN children (KJ, Teams)
Intervention mapping for each vulnerable group to track provision for all learners in each year group against progress targets met. (KJ, Teams) Reporting to parents - analysis of data. (SPW / JHa)
Targets reviewed for each group of learners focused against progress target set. (KJ, Teams)
Annual Reviews, IEPs and PSPs for SEN children (KJ, Teams)
Intervention mapping for each vulnerable group to track provision for all learners in each year group against progress targets met. (KJ, Teams) Reporting to parents - analysis of data.
(SPW / JHa)
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parents - analysis of data. (SPW / JHa)
SCIENCE, 3I CURRICULUM & RE 80% of Science, 3I or RS (foundation subject) lessons are good or better. Particular focus: Pupil target knowledge
Phase meetings focus upon Science, 3I curriculum and RS planning for the year, looking at target set. 3I Curriculum map in place for all year groups. Science Curriculum map in place for all year groups. RS Curriculum map in place for all year groups.
Team observations within 3I sessions (KJ, Teams)
Work scrutiny – 3I (Teams)
Marking and assessment / tracking within the 3I review (KJ)
Team observations within Science sessions (KJ, Teams)
Work scrutiny – Science (Teams)
Marking and assessment / tracking within the Science review (KJ)
Team observations within RS sessions(KJ, Teams)
Work scrutiny – RS (Teams)
Marking and assessment / tracking within the RS review (KJ)
EYFS / KS1 Review. KS2 Review.
KS2 Review.
PARENTAL ENGAGEMENT 80% of parents would recommend the school to another parent.
Weekly Learning Walks: Literacy, Numeracy, Science, Lit and Numeracy within the 3I & SEN provision, marking, SEN, MA, G&T
Staff Survey (JHa/KJ) Reports to parents. (QA Teams, SPW
KS2 staff to observe lessons at Catmose College ready for Induction programme /continuation
Pupil Survey (JHa/KJ) Reports to parents. (QA Teams, SPW
Parents’ Evening (Teams) Staff QA of 3I Curriculum scheme of work (Teams)
Parent Survey (JHa/KJ) Reports to parents. (QA Teams, SPW /KJ)
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190 are on roll. QUALITY ASSURANCE (NEW CURRICULUM) 85% of Literacy and Mathematics lessons are good or better. The new curriculum is introduced as available.
(KJ, Teams) PM for Teachers, TAs and LTAs (KJ) Meet the Teacher evening (Teams)
Fortnightly newsletter / website update. (KJ)
Staff training in new Curriculum across federation following disaggregated training plan.
CMIS installed and used by all staff (KJ / JMc)
Staff training in Sleuth and continue to use Sleuth (KJ/Teams)
/KJ)
Staff send Sleuth report if over 7 incidents reported – to be sent each term (KJ/Teams)
Budget Outcome 2011/2012 to Governors (NR)
EYFS Open Day (KJ, EYFS Teams)
New House Point System introduced (KJ / MG)
(KJ, KS Teams)
Parents’ Evening (Teams)
/KJ)
EYFS Open Day (KJ, EYFS Teams)
Planning for Yr 6 Induction Programme at CC(KJ, KS2 Team)
New House Point System reviewed (KJ / MG)
EYFS Intake Induction (KJ, EYFS Teams) Yr 6 Induction Programme at CC (KJ, KS2 Team) New House Point System celebrated (KJ / MG)
BEYOND THE CLASSROOM
Teams to plan two visits each term
Two visits are made by each
Two visits are made by each
Two visits are made by each
Two visits are made by each
Two visits are made by each
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Each class has two educational visits per term. 80% of lunchtimes are observed as good or better.
(KJ, Teams)
Extra-Curricular Clubs detailed for T1 and T2 (at least one club per teacher) (KJ, Teams)
Lunchtime Student roles begin: Play leaders, librarians, lunch helpers, club leaders (KJ)
Sports Coach (KJ, DB)
class (KJ, Teams)
Observation of Sports Coach (KJ, DB)
Observation of lunchtime (KJ, DB)
class (KJ, Teams)
Extra-Curricular Clubs detailed for T3 and T4 (at least one club per teacher) (KJ, Teams)
Lunchtime Student roles review: Play leaders, librarians, lunch helpers, club leaders (KJ)
class (KJ, Teams)
Observation of lunchtime (KJ, DB)
class (KJ, Teams)
Extra-Curricular Clubs detailed for T5 and T6 (at least one club per teacher) (KJ, Teams)
Lunchtime Student roles review: Play leaders, librarians, lunch helpers, club leaders (KJ)
class (KJ, Teams)
Observation of lunchtime (KJ, DB)
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TRANSFORMATION PLAN 2013/14
1. Beyond the Classroom: Lunchtimes are observed as good or better My lunchtime is enjoyable and encourages me to do my best.
2. Curriculum: Lessons are good or better in Science and the 3I Curriculum. I learn a lot in my afternoon lessons.
3. Next Steps in Learning: All children make good progress. I achieve the very best I can.
4. Parental Engagement: Parents and Carers are happy with the school My family are happy with my school.
5. School Council Target: Each class will have at least one trip or visit per term to support our learning. My class has one trip a term to stimulate my learning.
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SCHOOL COUNCIL TRANSFORMATION PLAN 2013/14
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 BEYOND THE CLASROOM
My lunchtimes are enjoyable and encourages me to do my best.
I will try to take part in one lunchtime game a week with the sports coach.
I will try being a play leader at lunchtime.
I will try to take part in one lunchtime game a week with the sports coach.
I will try being a lunch leader at lunchtime.
I will try to take part in one lunchtime game a week with the sports coach.
I will try being a librarian at lunchtime.
CURRICULUM
I learn a lot in my afternoon lessons.
I will grade one afternoon 3I Curriculum lesson a week to feedback to my teachers: √= I loved this lesson! / = this lesson was ok. X = I did not enjoy this lesson. I will know what my
The school councillors in each class will check that the feedback codes are being used. I will know what my Science target
The school councillors in each class will check that the feedback codes are being used. I will know what my Science target is.
The school councillors in each class will check that the feedback codes are being used. I will know what my Science target is.
The school councillors in each class will check that the feedback codes are being used. I will know what my Science target is.
The school council will report to Mr Williams, the impact of the feedback codes. I will know what my Science target is.
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Science target is.
is.
NEXT STEPS IN LEARNING
I achieve the very best I can.
I will do my best in every lesson by listening, working hard and concentrating. I will help to create a help wall in class to help if you are stuck with work. I will aim to have my work on the WOW wall.
I will reflect on my term and how many WOW wall pieces I have had.
I will do my best in every lesson by listening, working hard and concentrating. I will aim to have my work on the WOW wall.
I will reflect on my term and how many WOW wall pieces I have had.
I will do my best in every lesson by listening, working hard and concentrating. I will aim to have my work on the WOW wall.
I will reflect on my term and how many WOW wall pieces I have had.
PARENTAL ENGAGEMENT
My family are happy with my school.
I will encourage my parents to come into school as much as possible i.e. STARs assembly, class
I will write down in my reading record what I have enjoyed each week.
I will help to make stories for the Makewaves station and the newsletter.
I will help to make hall displays / I will help to take class assemblies.
I will think of reports for our class information board.
I will welcome our new starters.
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2013 /14
assemblies.
SCHOOL COUNCIL TARGET My class has one trip a term to stimulate my learning.
I will show my best behaviour when on a school trip.
I will plan something I want to investigate on my next trip.
I will show my best behaviour when on a school trip.
I will help to plan a trip for my class with my class teacher.
I will show my best behaviour when on a school trip.
I will write a report about the best elements of my class trips and visits.
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PRIMARY REVIEW – MAIN RECOMMENDATIONS The key aspects identified though the recent review for the following year are:
G&T / Challenge Current Provision and Effectiveness Staff training ensured that all staff are aware of the impact of teaching from the middle and have continued to use the higher level learning objectives from the National Curriculum for each year group. For example Ash Class has taught from the EYFS, Level 1 and Level 2 National Curriculum learning objectives. Lesson observations and learning walks highlight provision made for the MA, G & T pupils. Lesson planning has shown detailed provision made for these children and medium term plans detail challenger groups in place in each class. Targets have been monitored in Literacy, Numeracy and Science for all MA, G & T children. Booster groups in KS2 have focused on children achieving their level 5 target and level 6 target at the end of Year Six.
EYFS DATA. Due to the changes in assessment within the EYFS we can quantify the progress made by attainment at the end of the reception year. Children are expected to achieve a score of 2+, if they are performing above age expectation they score 3+. Reading. 90% achieved a score of 2+ 25% achieved a score of 3+
Writing. 65% achieved a score of 2+ 30% achieved a score of 3+
KS1 DATA. Reading – Year One. 92% of pupils made 3 sub level progress. 1 child made 2 sub level progress. 1 child made 1 sub level progress.
Writing – Year One. 88% of pupils made 3 sub level progress. 3 children made 2 sub level progress.
Reading – Year Two. 74% of children made 3 sub level progress. 11% of children made 2 sub level progress. 2 children made 1 sub level progress.
Writing – Year Two. 63% of children made 3 sub level progress. 21% of children made 2 sub level progress. 3 children made 1 sub level progress.
KS2 DATA. Boys achievement in line with girls. Recommendations Attainment Target data to be set as:
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In the EYFS 80% of children achieve 2+ and 20% achieve 3+ in Literacy, Mathematics and Science. In KS1 80% of children achieve Level 2+ and 20% achieve Level 3+ in Reading, Writing, Mathematics and Science. In KS2 80% of children achieve Level 4+, 40% Level 5+ and 20% achieve Level 6+ in Reading, Writing, Mathematics and Science.
Curriculum / Literacy & Numeracy, 3I Curriculum Current Provision and Effectiveness Planning and APP file reviews have been completed each term to ensure planning is in place which teaches from the top level for each class. Detailed plans show clear differentiation and cross curricular links. APP files show that vulnerable groups (SEN, LA, A, MA, G&T, FSM, LAC and SBB) are tightly monitored and next steps are highlighted to focus planning for the following term. Learning walks and the Pupil Survey show that pupils know their targets in core subjects but need to focus upon Science and 3I targets to achieve over 80%. From Core Subject and 3I lesson observations the data shows:
Outstanding Good Improvement Needed Inadequate % Good or BetterAchievement 4 11 2 0 88% Teaching 4 11 2 0 88% Assessment 8 5 3 1 76% Behaviour 5 11 1 0 94% Overall 4 11 2 0 88%
Recommendations 80% of Science, 3I or RS (foundation subject) lessons are good or better. Particular focus: Pupil target knowledge. 85% of Literacy and Mathematics lessons are good or better. The new curriculum is introduced as available.
Quality Assurance Current Provision and Effectiveness Planning file and APP file reviews track the provision across all year groups. Parent, Pupil and Staff surveys are completed each year and reviewed as part of the Primary Review. Responses from these surveys have been analysed and are positive. Ofsted visited the School in February 2013 and rated the School as Good in all categories. The number on roll and number of classes within the School has increased year on year which reflects the stakeholder’s confidence within the School’s provision.
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Number on Roll.
2009 / 10 123 2010 / 11 129 2011 / 12 141 2012 /13 152 Projected for 2013 / 2014
172
Classes
2010 / 2011 4 classes 2011 / 2012 5 classes 2012 / 2013 6 classes 2013 / 2014 7 classes
Recommendations 80% of parents would recommend the school to another parent. 200 are on roll.
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Key Priorities for 2013/2014
NEXT STEPS IN LEARNING In the EYFS 80% of children achieve 2+ and 20% achieve 3+ in Literacy, Mathematics and Science. In KS1 80% of children achieve Level 2+ and 20% achieve Level 3+ in Reading, Writing, Mathematics and Science. In KS2 80% of children achieve Level 4+, 40% Level 5+ and 20% achieve Level 6+ in Reading, Writing, Mathematics and Science. SCIENCE, 3I CURRICULUM & RE 80% of Science, 3I or RS (foundation subject) lessons are good or better. Particular focus: Pupil target knowledge
PARENTAL ENGAGEMENT 80% of parents would recommend the school to another parent. 190 are on roll. QUALITY ASSURANCE (NEW CURRICULUM) 85% of Literacy and Mathematics lessons are good or better. The new curriculum is introduced as available. BEYOND THE CLASSROOM Each class has two educational visits per term. 80% of lunchtimes are observed as good or better.