GOVERNORS’ REPORT TO PARENTS | 2019-2020

The School Governing Body

CONSTITUTION: UTS Cambridge (“the UTS Trust”) is a company limited by guarantee and an exempt charity. The charitable company’s memorandum and articles of association (submitted to Companies House on the 5th June 2013) are the primary governing documents of the Trust. All Trustees of UTS Cambridge are also School Governors and directors of the charitable company for the purposes of company law. These terms are used interchangeably throughout the Annual Report and Financial Statements. The charitable company is known as UTS Cambridge t/a University of Cambridge Primary School. This the Governors’ Annual Report to parents 2019-2020.

The Governors

Mrs Amy Weatherup (Governance expert; Chair of Education Committee; Safeguarding Link governor) Ms Claire Vane (Director Integrated Resources: expertise in HR; Chair of HR Committee) Dr Ian McEwan (expertise in Finance and school governance) Professor Susan Robertson (Head of Faculty of Education: school leadership, ITE; Global Sociologist) Professor Graham Virgo (Pro-Vice-Chancellor: expertise in governance, University education, law and administration; Chair of Research Committee) Dr Kirsty Allen (Senior Administrator at the University; expertise in governance, administration, PREVENT agenda, standards; Chair of Governors) Dr James Biddulph (Headteacher; Accounting Officer) Mr Adam Kerr (Co-opted governor; Entrepreneurial and start up expertise) Mrs Penny Coltman (Senior Lecturer: expertise in school governance, Early Years’ education, ITE) Mr Laurence Weeks (Senior Law Partner: expertise in conflict management, law; co-opted governor; Chair of Finance Buildings & Resources Committee; Chief Finance Officer) Mrs Bullen-Smith (Staff Governor) Mr Iain Hood (Parent Governor; SEND and disability education) Mrs Samantha O’Byrne (Parent Governor; HR expertise) Dr Martin Vinnell (Health and Safety expert; Compliance; University Director)

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The School Leadership Team

Dr James Biddulph (Headteacher) Mrs Aimee Durning (Senior Learning Coach) Mr James Hayward (Assistant Headteacher) Mr Luke Rolls (Assistant Headteacher) Mr Ashley Smith (Assistant Headteacher) Mrs Amy White (Office Manager)

From the Chair of Governors

Dear Parents/Carers, None of us expected how this academic year would have evolved. The phrase ‘unprecedented times’ has been used throughout the year since the global Covid-19 Pandemic disrupted our normal way of life. We had hoped to celebrate our first Year 6 SATs results, which were predicted to be above the National average in all areas and most importantly to wish our oldest children the best as they move onto their secondary schools. It was not to be. The disruption to school life has been profound and incredibly difficult. Our governors have continued to support and challenge the executive leadership of the school, testing their plans and ideas to ensure the best would be provided, in these most complex unprecedented times. However, in reflecting on the vision and purpose of our school – ‘to release the imagination and celebrate the art of the possible’ – we have seen not only silver linings, but also greater sparks of hope and positivity. Dr Biddulph and his team have demonstrated excellent leadership in a time of uncertainty, conflicting messages and countless demands; teachers and learning coaches have embraced new ways of working to provide online learning, which, when comparing with other providers shows a flexibility, willingness to learn new technologies and a creativity and collaborative spirit; the admin team have ensured communications are timely and that the school continues to function, even without children there each day. They have worked as an incredible team. We are proud also that the school did not close but was open for keyworkers. The parent survey conducted in June showed that 91% of parents rated the school communication as excellent or good and 75% of parents said their children were engaged or highly engaged. None of this diminishes the very real pressure our parent community has been under and we have noted the sense of loss of community that the isolated lockdown has created. We do not yet know what September 2020 will be like. This time has given opportunity to reflect on the development plan and key priorities which Dr Biddulph will share with you in due course. Our community will return and in partnership, I am sure we will return stronger, more resilient to find ways through for every child. With best wishes, Dr Kirsty Allen | Chair of Governors

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From the Finance Resources & Building Committee

In these challenging times, with school funding a topic of national discussion and the considerable uncertainty over the national economy, the Finance Committee’s objective (and role) remains to ensure that our school leaders focus on how to use available funding effectively to support children as the school begins to reopen. As stated in previous reports to parents (2018-19), Cambridgeshire state school funding is among the lowest in the country and because we also have less income from other streams, for example lower pupil premium income, the pressure on school finances is considerable. We work with an external team of experts. Schools Choice provide the structural support helping the team in school in planning three year budgets and reporting successfully to the local authority, University and Department for Education. We do not receive any additional funding from the University and it is important to remember that the school is expected to be extraordinary in its status as the first and only primary University Training School, but working within the constraints of an ordinary Cambridge school budget. We are confident, following internal and external scrutiny, that funds are managed well and the financial health of the school is good. Whilst we have, through careful financial planning, maintained a surplus this year, we are mindful of the significant level of uncertainty that exists within the educational sector (and beyond). We will continue to follow a prudent approach whilst that uncertainty continues. Once things become clearer and we understand fully our financial commitments going forward then we shall review the surplus position as appropriate. It remains our primary goal that our funding is focused on the children’s educational experience. For the 2020-2021 school year it is proposed that new roles for the school’s team will be put in place which will enable the school leadership to expand the work they do and provide further depth in guidance and support. The robust (financial) scrutiny from the Finance Committee of the recommendations made by Dr Biddulph mean that these decisions are well considered and made in the best interests of the children. Despite an excellent start this year, the COVID-19 lockdown has prevented FOCUS from raising the same level of funds that the school has enjoyed in previous years. Remarkably however, even though the school was closed, the Green Shoots parent-led initiative continues to raise funds of about £1000 a month. What an achievement. The funds raised have been will make a real difference as the school begins its journey to normality. Thank you so so much to those parents (and others) who give their Time, Treasures and Talents to the school. It is much appreciated. Laurence Weeks | Chair of the Finance and Resources Committee

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From the HR Committee

The HR Sub-Committee has worked hard this year in supporting the School’s leadership team to review the staff structure within the school and implement initiatives to ensure best use of skills. Of particular note, the challenges of working differently because of the shutting of the school have been embraced by the whole team; this is because communication from leaders has been excellent and has given confidence to the team. With our expertise in other industries, members of the HR committee understand the huge demands on the leadership and wider team in moving the whole school activity online, as well as keeping the school open for keyworkers and vulnerable children.

As is the case with many organisations, we know that people leave because of those with whom they work, rather than as a result of the nature of their work. We will be sad to say goodbye to Miss Helen Tatler who is relocating to be nearer her family – she said that, “I have enjoyed every moment at UCPS and you have helped me to grow and develop as a teacher and as an individual, so for that I say thank you. I am happy to say that I am taking everything you have taught me to develop what we have built in our school into another educational setting and hopefully we can collaborate in the future.” We are pleased to note that we are fully staffed for 2020. We continue to test the culture of the school through external review and in speaking with the team, and also by gaining insight from parents by way of informal discussion and surveys. There is an enormous sense of team spirit and collaboration which has allowed Dr Biddulph and his team to provide online learning. During the lockdown, we must acknowledge that our team have also experienced either COVID19 themselves or someone close to them, and have also experienced grief for the loss of a loved one. They have also, as keyworkers, had to balance work and their own family commitments, including childcare and online examinations. To say it has been tough is an understatement. Now, it will be necessary to adjust expectations about what is possible, as we cautiously move to a more normal educational experience. Together with the support from the Finance Committee, we have been able to retain funds for professional development which is a key area so as to improve outcomes for children. We have further developed activities with the University and other partners through a Lesson Study approach to professional learning. This involves sharing practices, and learning from one another, as well as developing shared expectations. We acknowledged last year that significant percentage of parents wanted different forms of communication and we are pleased with the improvements made which are reflected in the positive response to parent survey about communication. Ms Claire Vane | Chair of HR Committee

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From the Education of Children Committee

The Education committee is responsible for all aspects of the school that affect the children, from assessment to safeguarding, curriculum developments to home-school partnership. Our members include representatives from the University of Cambridge, a National Leader of Governance, parent governors, and a primary expert from the Faculty of Education. All members of the committee have prior experience of education. This has been an unusual year, but before lockdown the first two terms proceeded as normal, with the committee supporting and challenging the school as it worked with Year 6 children for the first time and started planning its Nursery curriculum. We planned the committee meetings so that over the course of the year we would meet with all the curriculum team leaders, as well as having Dr Biddulph, the Assistant Headteachers and Mrs Durning attend our meetings regularly. The school has moved to having “Curriculum teams” for each area, rather than individual subject leaders, and this has worked very well so far. The school’s curriculum has continued to develop and be improved based on the three key pillars of Oracy & Dialogue, Habits of Mind and Playful Enquiry. A particular focus was the new PSHCE curriculum (Personal, Social, Health and Citizenship Education) as well as the school’s approach to Relationships Education and Sex Education in light of changes to national requirements which come into effect next year. There has been significant work carried out this year on the school’s Behaviour Principles, which are based on the STEPS therapeutic methodology for behaviour management. This takes the approach of providing support to a child in crisis rather than trying to punish them for “bad behaviour”. Research evidence is that a therapeutic approach provides better long-term outcomes for the children who frequently find it difficult to cope in a busy school environment, by addressing the underlying causes of their behaviour rather than the behaviour itself. This does not mean a ‘soft touch’ or lowering of expectations about behaviour and indeed we have noted robust response from senior leaders, as needed, that is proportionate and appropriate for each child. Behaviour remains very strong in the school; your children are delightful. As children return to school after the long period of lockdown, this approach will help us to work with children constructively and supportively to ease them back into the realities of school life. Although external assessments did not take place this year, our internal assessments, which are externally reviewed, indicated that our Year 6 children would have done exceptionally well. 100% of children made good or better progress from their starting points in Year 2. The table below shows our children’s achievement compared with the National average. The darker blue shows the percentage of children above expectation for reading, writing and maths. We predicted and had evidence for a combined score of 73% achieving expectation compared with the National average of mid 60s.

6/29/2020 Year 6 Overview

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Data Analysis Dashboard

Year 6 Predicted | Summer 2020

Reading

Rea

ding

Bel

ow, R

eadi

ng A

t and

Rea

ding

Abo

ve

13.0

20.0

67.0

Reading Below Reading At Reading Above

Wri

ting

Bel

ow, W

ritin

g A

t and

Wri

ting

Abo

ve

20.0

50.0

30.0

Writing Below Writing At Writing Above

Mat

hs B

elow

, Mat

hs A

t and

Mat

hs A

bove

20.0

43.0

37.0

Maths Below Maths At Maths Above

Writing Mathematics

expected or above 87% expected or above 80% expected or above 80%

Combined Predicted R W M: 73%

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The success of Year 6 is not down to one person. It is a collective effort. We are grateful to every teacher, every learning coach and the senior leaders who have worked with Year 6 over the years. The cumulative effect of high quality teaching and challenging expectations from Dr Biddulph and his team have resulted in these impressive predicted outcomes. Safeguarding, as always, is a particular strength of the school, and this has continued during lockdown. Our Safeguarding governor, Amy Weatherup, meets at least once a term with Mr Rolls and Mr Smith to review the school’s safeguarding procedures. This year the records have been moved to a very effective online system called MyConcern, which was fortunately already in place before the school was closed. Staff have made regular “safe and well” calls to families while children have been at home, over 1700 so far. We have also looked at the school’s approaches to diversity and inclusion, focusing in particular on the school’s new dyslexia strategy, as well as a range of activities to support the development of reading and writing for all children. In many ways the Diversities Strategy was seeking to address matters of exclusion before the most recent campaigns for equality brought it again to attention. We have reviewed the effectiveness of the school’s use of Pupil Premium and Sports Premium funding, and next year will do the same for the newly-promised “catch-up” funding for schools. As we moved into the period of school closure, we have provided oversight to the school’s approach to online learning, which was implemented remarkably quickly, and to a very high standard. As a National Lead on Governance I have been able to compare offers in different schools. Every school has approached this differently, and the UCPS staff have worked incredibly hard to make content available for their classes, often working longer hours than usual. We have also provided oversight to the changes to the home-learning provision that have been necessary now that most of the staff are needed back in school to work with the small “bubbles” of Keyworker, Reception, Year 1 and Year 6 children. All governors make a formal visit to the school at least once or twice a year to review different aspects of the school’s approach and to observe school life in practice. These resumed in June (with appropriate social distancing) and so we have been able to see for ourselves the children’s joy at being back in the familiar school environment. We wanted to welcome all children back but restrictions in guidance made this impossible. We are now looking ahead to September and are working with Dr Biddulph on different scenarios for school return. Our preference is for all children to be able to return to school (at least part-time), but we will be required to follow the detailed guidelines from the DfE when these are published. We recognise that the priority as children return will be to re-integrate them into the routine of school life. Therefore, the school plans, at first, to focus on social and emotional development to give every child a firm foundation for their academic learning.

Mrs Amy Weatherup | Chair of Education Committee

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From the Research Committee The Research Committee continues to provide a vital link between the University of Cambridge and the school. The Committee is chaired by Professor Graham Virgo, who is the Senior Pro-Vice-Chancellor (Education) in the University and a governor, and its membership includes Professor Susan Robertson, the head of the Faculty of Education, three other representatives from the Faculty of Education and Dr Biddulph.

We are proud that Dr Biddulph’s initiative to create a series of research-informed books, called Unlocking Research, will be published; the series currently has 4 books in process with eminent experts explaining how research has been used to inform practice.

Due to the lockdown, there has been reduced opportunity to develop the concept and logistical planning of the Centre of Research, but work will continue in the next academic year. The diagram in Figure 1 shows the trajectory of research into practice and how the school is developing thinking about education beyond our immediate influence.

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From the Headteacher In 1665, “social distancing” orders required students at Cambridge University to return to their family homes. The bubonic plague raged, killing 100,000 people and people were in lockdown. Isaac Newton, a 24-year-old student from Cambridge, was among those forced to leave campus and return indefinitely to his childhood home. Freed from the limits of the Cambridge curriculum Newton found that he had the breathing space to reflect on and develop his theories on optics, calculus, and the laws of motion and gravity. Many years later he described it as one of the most productive times in his life. It is unprecedented that schools in the 21st century would no longer, for a significant period, have the explicit duty to educate children. Since March, this became our new reality. The global pandemic has forced change in school. Such a dramatic shock to the system has left teachers learning new ways of working, parents reeling, trying to do their best, if they have the resources to do so and, in many cases, unable to do what schools require because of inequalities and being less economically well off. It remains to be seen how these changes will inform policy and how teachers and their work are valued and better understood. We are pleased that the vast majority of parents highly rated our communication and online provision, though we acknowledge that our approach did not work for all children and all parents. We are confident to ignore the press and social media which states that there will be a ‘lost generation’ because we are committed and will work hard, with your support, for all our children. Before closing down, the school was on the trajectory to have some of the highest SATs results in Year 6 compared with National Averages. Our Diversity strategy has been finalized and we had hoped to start implementing our bold vision for an inclusive education. Our People strategy, to support the professional development of our team, was beginning to show impact. The pause in our work is only a pause. There is much speculation about how to ‘catch-up’ lost learning: it is not as easy as having additional workshops or summer camps, though for many this may seem the most obvious thing to do. We are looking to evidence from unlocking strategies from, for example, the Hurricane Katrina disaster, to identify the most efficacious strategies. What countless research evidence shows is that the quality of education rests with the quality of the teacher and teaching. I am pleased to report that throughout this time our internal communications and focus on our team’s well-being has been highly regarded with the whole team keen to return to work.

Image: Charlie Mackesy - The Boy, the mole, the fox and the horse (kind permission)

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There is no doubt that school changed from this…

…to this…and that it has been a challenge for everyone.

I am proud with how our team has responded to the exceptional circumstances that we have found ourselves. I am especially proud of our Year 6 children many of whom have been with us on their primary school journey since we opened. To those parents in particular, thank you for trusting us and the vision of the school. We know that growing a large organization does, as we expected, cause occasional growing pains. We will look back at 2020, and then look forward with new vision and hope that this was our ‘gravity’ moment. We continue to reflect, unlearn and learn afresh what it means to educate children in a post-Covid19 world. Dr James Biddulph FCCT | Headteacher

Develop Habits of Mind Develop Oracy and Dialogue Engaging in Playful Enquiry

The School Governing BodyThe GovernorsThe School Leadership TeamFrom the Chair of GovernorsFrom the Finance Resources & Building CommitteeFrom the HR CommitteeFrom the Education of Children CommitteeFrom the Research CommitteeFrom the Headteacher