Head Teacher's Reports to Governors

 

 

 Headteacher's Report to Governors July 2016 

Context of the School

 

  • The current NOR is 78:  45 boys (58%) 33 Girls (42%)
  • In year movement: 2 boys  and 1 girl have arrived
  • 3 % eligible for FSM 2/78
  • 13% in receipt of Pupil Premium 10/78 (hugely below the national of 27%) but a slight increase on Nov 15.
  • 14% SEND (11/78 children)   (Well below national figures of 16%) We currently have no children with an EHCP (replacement of the Statement of Special Educational Needs)
  • The school is in the most deprived 40% as indicated by the indices of multiple deprivations.

 

(* Please note these % are still out of 76 as we do not yet have data for the  2 new children)

Ethnicity

60/78 =  Cornish

77%

15/78 White Other

19%

1/78 other white background

1%

 1/78 Refused to say

1%

1/78 Gypsy/ Romany

1%

 

Overall Absence in %

2013

2014

2015

2016

4.9 (sch)

4.8 (national)

4.3 (sch)

4%

4.2 Authorised

0.6%

Un- authorised

95.2%

4%

 3.7

Authorised

0.7%

Un- authorised

95.6 % attendance

4%

 

 

  • We are currently under PAN in all year groups – but with 31 children in Owls Class.

 

Robins Class (25)

Mrs Tamblin FT +   37 hours and 40 mins TA support (reduction of  4hours and 20 mins)

EYFS: 11 -  5 boys/ 6 girls

Y1: 14 – 7 boys/ 7 girls 

Owls  Class (31)

Mrs Richards  + 13 hours and 40 min (reduction of 1 hour and 20 mins)

7 Y 2 (3 boys, 4 girls)

12 Y 3 (7 boys, 5 girls)

12 Y4 (9 boys,  3 girls)

Kingfishers Class (22)

Mrs Wood  - 0.6 / Mrs Sanderson 0.4   +  12 hours  

8 Y5 (4 boys, 4 girls)

14 Y6 (10 boys, 4 girls)

Intervention

16 hrs to include FFT/BRP/Learning mentor

PPA

6 hrs  45 mins  PPA

 

 

 

 

 

 

 

Significant Changes/Challenges Since the last Head Teacher’s Report

 

  • Plans are drawn-up for the adaptation to the Cloakroom Area, with quotes being drawn-up by 3 companies, proposed date to start work  Monday 25th July 2016
  • Lunchtime supervisor employed.
  • 1 Member of staff on long term sick leave
  • Mrs Nisbet has reduced her hours to 4 days and Mrs Meek has been employed as school secretary on a Friday.
  • We are currently unsure of the exact number of pupils arriving in September, as we have had a number of people visit school but their applications have not yet been processed by CC. Our NOR could range between75 – 84. Contingency plans are in place if we receive the higher number of children in terms of a Y4 teacher to be employed to teach mornings only.

 

Quality of Teaching, Learning and Assessment

 

EYFS:

Current Cohort

On entry data shows that this cohort of children has come into school slightly below Cornwall Averages:

Average Total Score (Cornwall figure in brackets): 227.5 (251.3) with the areas of concern being: Summer Birthdays  - ALL of whom are boys, with most significant dips in writing and number recognition.

 

Reported data

% of  children  who achieved ARB (age-related baseline)   in CL: 67% 

% of  children  who achieved ARB  in Physical Development: 85%

% of  children  who achieved ARB  in PSED: 91%

% of  children  who achieved ARB  in  Literacy: 73%

% of  children  who achieved ARB  in Maths: 64% 

% of  children  who achieved ARB  in UW: 88%

% of  children  who achieved ARB  in EAD: 100%

 

Predicted GLD: 64%  (National 66.3%)

  • Please note we were moderated in May and teacher assessments were agreed.

 

Phonics Screening Test  (PST):

 

Year 1 Current Cohort

 79% Passed this check  (2 boys and 1 girl will retake next year) Last Year: 75%  National: 77%

 

Year 2 Current Cohort

2 retakes: 1 passed  National average 64%

 

 

 

 

 

 

KS1 Attainment:

Children achieving level 2 + / from 2016 @ NARE

 

Year

Reading

Writing

Maths

SPaG

 

Sch

Nat

Sch

Nat

Sch

Nat

 

 

2012

83%

87%

75%

83%

92%

91%

 

 

2013

88%

89%

75%

85%

88%

91%

 

 

2014

85%

88%

85%

85%

100%

91%

 

 

2015

100%

90%

89%

88%

100%

93%

 

 

2016

 (National Age-Related Expectation) NARE

71%  5/7  (without new child)

5/6 83%

 

71%  5/7  (without new child)

5/6 83%

 

86% 6/7

(without new child) 100%

 

57%  4/7

 

 

 

Children achieving level 3 + / from 2016 @ 70%

Year

Reading

Writing

Maths

SPaG

 

Sch

Nat

Sch

Nat

Sch

Nat

Sch

Nat

2012

25%

27%

8%

14%

25%

22%

 

 

2013

25%

29%

13%

15%

13%

23%

 

 

2014

23%

29%

0%

15%

23%

23%

 

 

2015

44%

32%

0%

18%

33%

26%

 

 

2016

70% or more

3/7 43%

(With new child)

3/6 50%

 

0%

 

4/7 57% (With new child)

4/6 67%

 

3/7 43%

 

 

KS2 Attainment:

Children achieving level 4 + / from 2016 @ NARE

 

Year

Reading

Writing

Maths

 

 

Sch

Nat

Sch

Nat

Sch

Nat

Sch

Nat

2012

100%

87%

80%

81%

70%

84%

 

 

2013

50%

86%

50%

83%

50%

85%

 

 

2014

67%

89%

67%

85%

56%

86%

 

 

2015

82%

89%

88%

87%

76%

80%

 

 

2016

@  (National Age-Related Expectation) NARE

71% 10/14 (without new child)

69%

66%

71% 10/14

(without new child)

77%

74%

71% 10/14

(without new child)

%77%

70%

64%

(without new child)

62%

 

72%

 

 

 

 

 

 

 

Children achieving level 5 + /  attaining 70% or more

 

Year

Reading

Writing

Maths

SPAG

 

Sch

Nat

Sch

Nat

Sch

Nat

 

 

2012

60%

48%

40%

28%

40%

39%

 

 

2013

50%

49%

25%

30%

50%

41%

 

 

2014

33%

50%

33%

33%

33%

42%

 

 

2015

47%

48%

29%

36%

29%

41%

 

 

2016

 Higher attainers 70% +

14% 2/14  (without new child) 15%

 

21% 3/14  (without new child)

23%

 

 

50% (without new child)

56%

41%

6/14 43%

(Without our new child)

6/13 46%

 

 

  • Reading/Writing/Maths Combined 50% (without new child) 54% / National 53%

 

  • Average Scale Score : Reading: 110  (without new child) 103 / National 103
  • Average Scale Score: Maths: 102 (without new child) 103 / National 103
  • Average Scale Score: SPaG: 102 (without new child) 102 / National 104

 

We standardised all areas of our teaching and learning. As a reminder for governors:

 

  • English is taught through: Talk for Writing
  • Phonics is taught through: Letters and Sounds
  • Maths: Planning taken from Hamilton with extensions available from NRICH. Rising Stars Assessments are being used as formative and summative assessments.
  • 99 Club: In place for timetables teaching/challenge
  • BRP: (Better Reading Partners) and FFT (Fischer Family Trust) reading interventions in place
  • FCTC: (from Counting to Calculating) in place for maths intervention, alongside Same-day ‘Mop-up’ Maths.  From September this will be available across all years. 
  • PA (Phonological Awareness): in place for teaching early phonics.

 

Standards in Teaching

We use a triangulation model to assess standards of teaching i.e.: lesson observations, book and planning scrutiny and pupil conferencing. This is a cyclic programme of assessment and feedback. The current picture is that 67% of teaching in school is good (with elements of outstanding practise)

 

  • OFSTED 19/20-1/16 : Good Teaching and Learning in all areas.

 

  • Improvements to Learning Objectives are in their initial stages – to ensure that children are clear about their learning intentions for that lesson.  

OFSTED ACTION:  To embed the changes to learning objectives using the : To use, To know, To understand model  (on-going)

 

 

 

  • A focus on growth mind-set and resilience in our learning is developing. Children are encouraged by all staff to think about what they don’t yet know and challenge themselves to achieve these goals. Children are supported to do this through PSHCE, assemblies and sharing of ‘the best mistakes’ alongside celebrations of developing a growth mind-set within the classrooms.
  • OFSTED ACTION: Ensure pupils are encouraged to take responsibility for themselves, checking and correcting their own work and helping to support peers.

 

 

Pupil conferencing by teachers and governors shows that the vast majority of children feel well supported in school – on a small number of occasions children felt as though they had not been sufficiently challenged in lessons – HT has spoken with CT and support has been put into place through training and heightening of expectations.

 

Half termly pupil progress meetings take place to review and update intervention allocation and re-focus  teachers on those children not making the right levels of progress and/or attainment.

 

Assessment: The new assessment packages are in place. Teachers use MAPPIX to record formative assessments (fortnightly in Maths and 3 weekly in English) -these results are then compiled and recorded on Jason Hurr’s tracking system. We also use Rising Stars Summative Assessments to ensure that our heightened expectations of pupils’ learning is correctly placed.

 

All TAs have had training in specialist intervention – with interventions tracked half termly – and children moved quickly onto the next focus, or are so successful that they are removed from interventions altogether.

 

PPA cover in all classes is covered by TAs; Robins and Owls on a Friday pm, and Kingfishers on a Wednesday pm.

 

 

 

Personal Development, Behaviour and Welfare

 

Behaviour logs show that, this year to date there has been:

1 incident of discriminatory behaviour

11x incidents of poor behaviour

2 serious incident (pupil) Please refer to Log book for further details.

1 serious incident  (Adult in school)  Please refer to accident book in the office

There has been 1 case of bullying this year which was investigated by the HT and resolved to parental satisfaction.

There have been no fixed term exclusions this year.

Governors report through Governors’ Week feedback, well behaved and eager learners who are enthusiastic about school and enjoy their learning.

A strong PSHE curriculum (which encompasses SRE and resilience) ensures that children are able to make and retain friendships and most children manage social situations well.

 

 

 

 

Effectiveness of Leadership and Management

 

The leaders’ and governors’ vision and ambition for the school are evident through our CARE moto by explicitly  exemplifying what this means in school every day through our grow mind-set work, displays and assemblies.

 

High expectations and a culture of can-do is explicit here at Halwin – agreed non-negotiables are in place and staff are held accountable to them. Staff appraisal is rigorous with a cyclic evaluation programme for teaching and learning. Where high quality teaching is evident this good practise is shared and where less than good teaching is evident support is put into place quickly.

 

A rolling curriculum is in place to ensure that skills are introduced and built upon within mixed year group classes.

 

British values are celebrated throughout the school, with displays and learning opportunities evident  - including visitors into school from a variety of cultures and religious beliefs, and opportunities taken to visit a place of religious worship.

 

There is a strong SEF in place which is reviewed termly with teaching staff and twice yearly with non-teaching staff. Staff are beginning to take ownership of the SEF and SDP – especially in the reviewing of targets .

Action: Staff to have greater input into creating the SDP and SEF (Staff training: Sept 16)

CPD is thorough and linked to the SDP. Staff have all completed safeguarding and PREVENT training

 

All full-time staff have areas of responsibility:

 

  • Mrs Tamblin as EYFS lead and SENCO
  • Mrs Richards as Literacy and PE Co-ordinator, alongside working with the HT to oversee PSHCE  
  • Mrs Lawndon – EYFS Professional, leads continuous provision and EYFS interventions.
  • Mrs Trathen/Mrs Rossiter/Miss Bickerton lead FFT/BRP/FCTC interventions
  • Mrs Nisbet runs the school office
  • Mrs Bullock runs interventions and Learning Mentor Sessions.
  • Action: Mrs Wood to be given an area of responsibility – Sept 16
  • Action: Mrs Meek to take responsibility for the school website.

 

S2S Funding:

School 2 School funding has continued this term with funding for teachers to visit other schools to see best practise – this funding will be carried over into Sept/ Oct to allow NW and SR to visit other schools.

 

 Cooperative Trust  Head Teacher Improvement Programme

Louise Jones (Landewednack) has completed a SEAS (Self  Evaluation and Support) visit – which was very positive and highlighted some areas for us to consider in September.

 

 

 

 

 

 

Support from the cooperative: 

Parc Eglos (teaching School) will fund 2x teachers to complete a coaching course next year including 3x teachers to have dedicated coaching time. The children will also be working with HCC to complete peer to peer coaching.  We have also approached Brett re help with funding an Action Research Project re: raising attainment in writing.

 

Academy Status

The formal consultation process has begun, the HT has met with staff and parents, the staff, parents and wider community have been invited to formal consultation briefings and been invited to ask questions. The Working Party has received feedback regarding the governance structure in individual schools and a draft set of Articles of Association and Scheme of Delegation should be ready by the 19th July.

 

 

 

Overall Effectiveness including the promotion of pupils’ spiritual, moral, social and cultural development

 

SMSC is embedded through our behaviour policy and through R Time and PSHE lessons. We have up-dated our PSHE curriculum and SRE curriculum to better meet the needs of our children.

We have used assemblies to discuss British values and what it is to be British and live in Britain.  All teaching staff have planned for the inclusion of British Values within all curriculum areas.  Next year we will explore the opportunities that living in Britain can offer us, in our Aspirations Week.

 

 We celebrate children’s achievements in weekly celebration assembly, we reward

  • House Point Achievement,
  • Golden Tickets for great behaviour at lunchtimes,
  • Karate Reading Band
  • Handwriting Heroes  

And celebrate Happy Birthdays.

 

   On the few occasions of poor behaviour – staff use a consistent approach, utilising the R-Time Rules. The role of our prefects has been developed and they enjoy their responsibilities and duties – and these in turn, ready them for secondary school.

 

Working with our community we have:

 

  • Hosted a 90th birthday celebration for the Queen
  • The FOH have successfully purchased a Nao Robot and peer teaching has taken place 
  • The FOH have erected the polytunnel and the children have worked with members of the community to plant vegetables.
  • During Sports Week and Well-Being Week, the children have worked with a number of members of the community to build skills and have new experiences.

 

 

 

 

 

The children have also had the following opportunities:

  • Robins Class have visited Trebah
  • Y5/6 residential to Bristol
  • Y3/4 Sleep over @ school.  (15.7.16)
  • KS2 5wks Elemental Water sports sessions
  • Well-being week  - see timetable
  • Sports week – see timetable

 

 

Family Learning sessions in SPAG and IT have been held here at school to promote learning together  and support our parents in helping their children. We have also offered E-safety input and a second governors’ coffee and catch up morning was held.

 

 Headteacher's Report To Governors April 2016 

Context of the School

 

  • The current NOR is 78:  45 boys (58%) 33 Girls (42%)
  • In year movement: 2 boys  and 1 girl have arrived
  • 3 % eligible for FSM 2/78
  • 13% in receipt of Pupil Premium 10/78 (hugely below the national of 27%) but a slight increase on Nov 15.
  • 14% SEND (11/78 children)   (Well below national figures of 16%) We currently have no children with an EHCP (replacement of the Statement of Special Educational Needs)
  • The school is in the most deprived 40% as indicated by the indices of multiple deprivations.

 

(* Please note these % are still out of 76 as we do not yet have data for the  2 new children)

Ethnicity

60/78 =  Cornish

77%

15/78 White Other

19%

1/78 other white background

1%

 1/78 Refused to say

1%

1/78 Gypsy/ Romany

1%

 

Overall Absence in %

2013

2014

2015

2016

4.9 (sch)

4.8 (national)

4.3 (sch)

4%

4.2 Authorised

0.6%

Un- authorised

95.2%

4%

 3.7

Authorised

0.7%

Un- authorised

95.6 % attendance

4%

 

 

  • We are currently under PAN in all year groups – but with 31 children in Owls Class.

 

Robins Class (25)

Mrs Tamblin FT +   37 hours and 40 mins TA support (reduction of  4hours and 20 mins)

EYFS: 11 -  5 boys/ 6 girls

Y1: 14 – 7 boys/ 7 girls 

Owls  Class (31)

Mrs Richards  + 13 hours and 40 min (reduction of 1 hour and 20 mins)

7 Y 2 (3 boys, 4 girls)

12 Y 3 (7 boys, 5 girls)

12 Y4 (9 boys,  3 girls)

Kingfishers Class (22)

Mrs Wood  - 0.6 / Mrs Sanderson 0.4   +  12 hours  

8 Y5 (4 boys, 4 girls)

14 Y6 (10 boys, 4 girls)

Intervention

16 hrs to include FFT/BRP/Learning mentor

PPA

6 hrs  45 mins  PPA

 

 

 

 

 

 

 

Significant Changes/Challenges Since the last Head Teacher’s Report

 

  • Plans are drawn-up for the adaptation to the Cloakroom Area, with quotes being drawn-up by 3 companies, proposed date to start work  Monday 25th July 2016
  • Lunchtime supervisor employed.
  • 1 Member of staff on long term sick leave
  • Mrs Nisbet has reduced her hours to 4 days and Mrs Meek has been employed as school secretary on a Friday.
  • We are currently unsure of the exact number of pupils arriving in September, as we have had a number of people visit school but their applications have not yet been processed by CC. Our NOR could range between75 – 84. Contingency plans are in place if we receive the higher number of children in terms of a Y4 teacher to be employed to teach mornings only.

 

Quality of Teaching, Learning and Assessment

 

EYFS:

Current Cohort

On entry data shows that this cohort of children has come into school slightly below Cornwall Averages:

Average Total Score (Cornwall figure in brackets): 227.5 (251.3) with the areas of concern being: Summer Birthdays  - ALL of whom are boys, with most significant dips in writing and number recognition.

 

Predicted

% of  children  who achieved ARB (age-related baseline)   in CL: 67% 

% of  children  who achieved ARB  in Physical Development: 85%

% of  children  who achieved ARB  in PSED: 91%

% of  children  who achieved ARB  in  Literacy: 73%

% of  children  who achieved ARB  in Maths: 64% 

% of  children  who achieved ARB  in UW: 88%

% of  children  who achieved ARB  in EAD: 100%

 

Predicted GLD: 64%  (National 66.3%)

  • Please note we were moderated in May and teacher assessments were agreed.

 

Phonics Screening Test  (PST):

 

Year 1 Current Cohort

 79% Passed this check  (2 boys and 1 girl will retake next year) Last Year: 75%  National: 77%

 

Year 2 Current Cohort

2 retakes: 1 passed  National average 64%

 

 

 

 

 

 

KS1 Attainment:

Children achieving level 2 + / from 2016 @ NARE

 

Year

Reading

Writing

Maths

SPaG

 

Sch

Nat

Sch

Nat

Sch

Nat

 

 

2012

83%

87%

75%

83%

92%

91%

 

 

2013

88%

89%

75%

85%

88%

91%

 

 

2014

85%

88%

85%

85%

100%

91%

 

 

2015

100%

90%

89%

88%

100%

93%

 

 

2016

 (National Age-Related Expectation) NARE

71%  5/7  (without new child)

5/6 83%

 

71%  5/7  (without new child)

5/6 83%

 

86% 6/7

(without new child) 100%

 

57%  4/7

 

 

 

Children achieving level 3 + / from 2016 @ 70%

Year

Reading

Writing

Maths

SPaG

 

Sch

Nat

Sch

Nat

Sch

Nat

Sch

Nat

2012

25%

27%

8%

14%

25%

22%

 

 

2013

25%

29%

13%

15%

13%

23%

 

 

2014

23%

29%

0%

15%

23%

23%

 

 

2015

44%

32%

0%

18%

33%

26%

 

 

2016

70% or more

3/7 43%

(With new child)

3/6 50%

 

0%

 

4/7 57% (With new child)

4/6 67%

 

3/7 43%

 

 

KS2 Attainment:

Children achieving level 4 + / from 2016 @ NARE

 

Year

Reading

Writing

Maths

 

 

Sch

Nat

Sch

Nat

Sch

Nat

Sch

Nat

2012

100%

87%

80%

81%

70%

84%

 

 

2013

50%

86%

50%

83%

50%

85%

 

 

2014

67%

89%

67%

85%

56%

86%

 

 

2015

82%

89%

88%

87%

76%

80%

 

 

2016

@  (National Age-Related Expectation) NARE

71% 10/14 (without new child)

69%

66%

71% 10/14

(without new child)

77%

74%

71% 10/14

(without new child)

%77%

70%

64%

(without new child)

62%

 

72%

 

 

 

 

 

 

 

Children achieving level 5 + /  attaining 70% or more

 

Year

Reading

Writing

Maths

SPAG

 

Sch

Nat

Sch

Nat

Sch

Nat

 

 

2012

60%

48%

40%

28%

40%

39%

 

 

2013

50%

49%

25%

30%

50%

41%

 

 

2014

33%

50%

33%

33%

33%

42%

 

 

2015

47%

48%

29%

36%

29%

41%

 

 

2016

 Higher attainers 70% +

14% 2/14  (without new child) 15%

 

21% 3/14  (without new child)

23%

 

 

50% (without new child)

56%

41%

6/14 43%

(Without our new child)

6/13 46%

 

 

  • Reading/Writing/Maths Combined 50% (without new child) 54% / National 53%

 

  • Average Scale Score : Reading: 110  (without new child) 103 / National 103
  • Average Scale Score: Maths: 102 (without new child) 103 / National 103
  • Average Scale Score: SPaG: 102 (without new child) 102 / National 104

 

We standardised all areas of our teaching and learning. As a reminder for governors:

 

  • English is taught though: Talk for Writing
  • Phonics is taught through: Letters and Sounds
  • Maths: Planning taken from Hamilton with extensions available from NRICH. Rising Stars Assessments are being used as formative and summative assessments.
  • 99 Club: In place for timetables teaching/challenge
  • BRP: (Better reading partners) and FFT (Fischer family Trust) reading interventions in place
  • FCTC: (from Counting to Calculating) in place for maths intervention, alongside Same-day ‘Mop-up’ Maths.  (from September this will be available across all years. 
  • PA (phonological awareness): in place for teaching early phonics.

 

Standards in Teaching

We use a triangulation model to assess standards of teaching i.e.: lesson observations, book and planning scrutiny and pupil conferencing. This is a cyclic programme of assessment and feedback. The current picture is that 67% of teaching in school is good (with elements of outstanding practise)

 

  • OFSTED 19/20-1/16 : Good Teaching and Learning in all areas.

 

  • Improvements to Learning Objectives are in their initial stages – to ensure that children are clear about their learning intentions for that lesson.  

OFSTED ACTION:  To embed the changes to learning objectives using the : To use, To know, To understand model  (on-going)

 

 

 

  • A focus on growth mind-set and resilience in our learning is developing. Children are encouraged by all staff to think about what they don’t yet know and challenge themselves to achieve these goals. Children are supported to do this through PSHCE, assemblies and sharing of ‘the best mistakes’ alongside celebrations of developing a growth mind-set within the classrooms.
  • OFSTED ACTION: Ensure pupils are encouraged to take responsibility for themselves, checking and correcting their own work and helping to support peers.

 

 

Pupil conferencing by teachers and governors shows that the vast majority of children feel well supported in schools – on a small number of occasions children felt as though they had not been sufficiently challenged in lessons – HT has spoken with CT and support has been put into place through training and heightening of expectations.

 

Half termly pupil progress meetings take place to review and update intervention allocation and re-focus  teachers on those children not making the right levels of progress and/or attainment.

 

Assessment: The new assessment packages are in place. Teachers use MAPPIX to record formative assessments (fortnightly in Maths and 3 weekly in English) -these results are then complied and recorded on Jason Hurr’s tracking system. We also use Rising Stars Summative Assessments to ensure that our heightened expectations of pupils’ learning is correctly placed.

 

All TAs have had training in specialist intervention – with interventions tracked half termly – and children moved quickly onto the next focus, or are so successful that they are removed from interventions altogether.

 

PPA cover in all classes is covered by TAs; Robins and Owls on a Friday pm, and Kingfishers on a Wednesday pm.

 

 

 

Personal Development , Behaviour and Welfare

 

Behaviour logs show that, this year to date there has been:

1 incident of discriminatory behaviour

11x incidents of poor behaviour

2 serious incident (pupil) Please refer to Log book for further details.

1 serious incident  (Adult in school)  Please refer to accident book in the office

There has been 1 case of bullying this year which was investigated by the HT and resolved to parental satisfaction.

There have been no fixed term exclusions this year.

 

 

 

 

 

 

 

 

Effectiveness of Leadership and Management

 

The school has built on the C.A.R.E  moto, which was created last year – by explicitly  exemplifying what this means in school every day.

During the recent OFSTED inspection, leadership and management was judged to be good. With the inspector noting that funding was well-placed in targeting children who were in danger of falling behind, to ensure that they made good progress during interventions.

 

There is a strong SEF in place which is reviewed termly with teaching staff and twice yearly with non-teaching staff. Staff are beginning to take ownership of the SEF and SDP – especially in the reviewing of targets .

Action: Staff to have greater input into creating the SDP and SEF (Staff training: July 16)

CPD is thorough and linked to the SDP. Staff have all completed safeguarding and PREVENT training

 

All full-time staff have areas of responsibility:

 

  • Mrs Tamblin as EYFS lead and SENCO
  • Mrs Richards as Literacy and PE Co-ordinator, alongside working with the HT to oversee PSHCE  
  • Mrs Lawndon – EYFS Professional, leads continuous provision and EYFS interventions.
  • Mrs Trathen/Mrs Rossiter/Miss Bickerton lead FFT/BRP/FCTC interventions
  • Mrs Nisbet runs the school office
  • Action: Mrs Wood to be given an area of responsibility – Sept 16

 

S2S Funding:

School 2 School funding has continued this term, with training provision being costed to this – including whole school Grammar for Writing training, Thinking Bars training and release time for staff.

 

 Cooperative Trust  Head Teacher Improvement Programme

Richard Lawrence visited school in March to discuss data and how school needs to move forwards – an action plan has been established and the school are working towards these items.

 

Support from the cooperative: 

Richard Lawrence is our S2S support – together we have written the agreed s2s support plan and, with help from Parc Eglos (Teaching School), have focused on girls’ maths across the school. This was reviewed on 20/4/16  - and though we are now no longer in RI, this funding will continue for the rest of this academic year.

 

Academy Status

The formal consultation process has begun and the HT has met with staff , and a meeting for parents has been set  for 26/5/16 - with a view to gaining Academy Status on the 1/12/16 

 

 

Governors have now completed 3x Governor Weeks (since Sept 14) with a 4th scheduled for 20/6/2016  .The children are used to seeing Governors in school and talk with them about their learning. Governors are able to better hold the school to account because of the time spent here and the issues that have been raised via their pupil conferencing.

 

We have an Open Door Policy and I am available on the playground in the mornings to speak with parents and carers   and  have found that this less formal approach has allowed the parents to speak with me about their worries before they become large concerns.

 

Overall Effectiveness including the promotion of pupils’ spiritual, moral, social and  cultural development

 

SMSC is embedded through our behaviour policy and through R Time and PSHE lessons. We have up dated our PSHE  curriculum and SRE curriculum to better meet the needs of our children.

We have used assemblies to discuss British values and what it is to be British and live in Britain.  All teaching staff have planned for the inclusion of British Values within all curriculum areas. This term’s assembly focus is – Making a Difference – and focuses on  how we can make a difference to our local community.

 

 

 

 

 

 We celebrate children’s achievements in weekly celebration assembly – to which we invite all of our parents and extended families. During this time we reward House Point Achievement, Golden Tickets for great behaviour at lunchtimes, celebrate Karate Reading Band attainment, praise our Handwriting Heroes and share

Happy Birthdays.

 

Through assembly and collective worship, the children share values, opinions, rules, right, wrongs and accountability. We discuss the rules within a democratic society and reinforce this with voting for Student

Council representatives, who then serve their school through suggesting improvements and being a ‘voice’ for their year group.

 

Children’s behaviour on the playground and around school demonstrates that they are caring towards one another, these qualities are positively promoted throughout learning times and during times of weekly Golden Time.  On the few occasions of poor behaviour – staff use a consistent approach, utilising the R-Time Rules. The role of our prefects has been developed and they enjoy their responsibilities and duties – and these in turn, ready them for secondary school.

 

Working with our community, we have received help from RNAS Culdrose, in order to re-vamp our outside, Sensory Garden, alongside receiving a grant from the Community Chest and Wendron Parish Council – for a Community Polytunnel. We continue to be incredibly well supported by our FOH and wider community  - with a number of events taking place to raise money for our Nao Robot – which has now been ordered!

 The children take part in a HUGE variety of trips and visits in order to make their learning ‘real’.  The high-lights to this forth-coming term being:

 

  •          Y5/6 residential to Bristol
  •          Y3/4 Sleep over @ school.
  •          KS2 5wks Elemental Water sports sessions
  •          Well-being week
  •          Sports week

 

 

Family Learning sessions  in SPAG and IT have been held here at school to promote learning together  and support our parents in helping their children. We have also offered E-safety input and a second  ‘Coffee and Catch-up’ morning for parents was well attended.

 

 Headteacher's Report To Governors  November 2015 

 

Context of the School

 

  • The current NOR is 76:  44 boys (58%) 33 Girls (42%)
  • Slight drop in numbers from July (due to the largest cohort in sch leaving this year)
  • In year movement: 1 boy  and 1 girls have arrived
  • 1 % eligible for FSM 1/76
  • 7 % in receipt of Pupil Premium 5/76 (hugely below the national of 27%)
  • 11% SEND (8/76 children)   (Well below national figures of 16%) We currently have no children with an EHCP (replacement of the Statement of Special Educational Needs)
  • The school is in the most deprived 40% as indicated by the indices of multiple deprivations.

 

 

Ethnicity

59/76 =  Cornish

78%

13/76 White Other

17%

1/76 other white background

1%

 1/76 Refused to say

1%

1/76 Gypsy/ Romany

1%

Unattainable 1/76

1%

 

Overall Absence in %

2012

2013

2014

2015

4.6  (sch)

4.4  (national)

4.9 (sch)

4.8 (national)

4.3 (sch)

 

 2.16

Authorised

1.15% Un- authorised

 

 

 

  • We are currently under PAN in all year groups – but with 30 children in Green Class.

 

Red Class (25)

Mrs Roadley  FT +   42hrs TA support

EYFS: 11 -  5 boys/ 6 girls

Y1: 14 – 7 boys/ 7 girls 

Green Class (31)

Mrs Richards  + 15 hrs TA support

6 Y 2 (3 boys, 3 girls)

12 Y 3 (7 boys, 5 girls)

12 Y4 (9 boys,  3 girls)

Blue Class (30)

Mrs Wood  - 0.6 / Mrs Sanderson 0.4   +  16 hrs + 15 mins  TA support

8 Y5 (4 boys, 4 girls)

13 Y6 (9 boys, 4 girls)

Intervention

23 hrs to include FFT/BRP/Learning mentor

ICT

30 – 50 mins per yr grp as age appropriate

PPA

6 hrs PPA

 

 

 

 

 

 

 

 

Significant Changes Since the last OFSTED Inspection:

 

  • Vicky Tamblin has begun maternity leave and long standing supply teacher covered this position until the end of term wherein Laura Roadley joined the team on a Maternity cover. (Laura is now also 5 months pregnant)
  • Nikki Wood has joined us, as a part time member of teaching staff – in Blue Class.  Nikki teaches  Mon-Wed.  I then teach Blue Class  Thurs – Fri.
  • Sue Jenkin has reduced her  TA hours from Sept to 2 days per week – and Lynne Laundon - Early Years Specialist, has been appointed in her place for 3 days per week (Slightly higher hours than previously budgeted for)
  • Strong SDP (up dated in July 15) in place and clear non-negotiables set by staff to improve attainment and progress.
  • £40,000.00 Belling Trust Grant has been successfully attained and new ICT equipment is being installed.
  • £12,000.00 new playground has been installed
  • £10,000.00 Lottery Grant has been granted – installation is nearly competed – awaiting the playground markings.
  • Action: Lunchtime supervisor to be employed.
  • Action:  Playground/field access to be completed
  • Action: Plastering of Purple Class to take place during Easter Holidays
  • Action: Plans to be draw-up for the adaptation to the Cloakroom Area.

 

Achievement: 

 

EYFS:

On entry data shows that this cohort of children has come into school slightly below Cornwall Averages:

Average Total Score (Cornwall figure in brackets): 227.5 (251.3)

 

 

2015 cohort:

10/14 = 71% at GLD   (of the children not attaining all 4x are boys (2x summer birthdays) with under achievement in Literacy)  LAST YEAR: 57%  Cornish average : 59% and national 52%

 

ü  Areas to celebrate:

ü  Listening and attention

ü  Understanding

ü  Self confidence

ü  Relationships in school

ü  Understanding people and communities

ü  Understanding the world

 

 

 

 

 

 

Areas of Concern:

  • Boys’ GLD: 50% @ GLD
  • Boys’ Literacy (Reading and Writing)
  • Boys’ Managing of feelings and behaviours
  • Boys’ Moving and Handling 

 

 

 

Phonics Screening Test  (PST):

 

In Y1 5/6 children passed this check = 83% (no children in Y1 are in receipt of PP 100% of summer birthday achieved this pass)  Last Year: 75%  National: 77%

Y2 retakes: 50%  passed  (1/2 children) National average 64%

 

 

ü  Area to celebrate: Phonics teaching in EYFS and Y1.

 

 

KS1 Attainment:

Children achieving level 2 +

 

Year

Reading

Writing

Maths

 

Sch

Nat

Sch

Nat

Sch

Nat

2012

83%

87%

75%

83%

92%

91%

2013

88%

89%

75%

85%

88%

91%

2014

85%

88%

85%

85%

100%

91%

2015

100%

90%

89%

88%

100%

93%

 

Children achieving level 3 +

Year

Reading

Writing

Maths

 

Sch

Nat

Sch

Nat

Sch

Nat

2012

25%

27%

8%

14%

25%

22%

2013

25%

29%

13%

15%

13%

23%

2014

23%

29%

0%

15%

23%

23%

2015

44%

32%

0%

18%

33%

26%

 

 

Please note that we were externally moderated by county this year and

NO changes were made to Sarah’s levelling

 

ü  Areas to celebrate

ü  Level 2 and 3 reading and maths

ü  Girls’ reading  and maths (level 3)

ü  An improving picture in Level 2 +  

 

  •   Area of concern
  •    Writing  Level 2B+ and 3  
  •   Reading Level 3
  •   Summer birthdays (3 boys IN ALL AREAS)

 

 

 

 

KS2 Attainment:

Children achieving level 4 +

 

Year

Reading

Writing

Maths

 

Sch

Nat

Sch

Nat

Sch

Nat

2012

100%

87%

80%

81%

70%

84%

2013

50%

86%

50%

83%

50%

85%

2014

67%

89%

67%

85%

56%

86%

2015

82%

89%

88%

87%

76%

80%

 

Children achieving level 5 +

 

Year

Reading

Writing

Maths

 

Sch

Nat

Sch

Nat

Sch

Nat

2012

60%

48%

40%

28%

40%

39%

2013

50%

49%

25%

30%

50%

41%

2014

33%

50%

33%

33%

33%

42%

2015

47%

48%

29%

36%

29%

41%

 

Progress from Ks1 – KS2

*Expected  progress is 2  levels.

Year

Reading

Writing

Maths

 

Sch

Nat

Sch

Nat

Sch

Nat

2014

56%

91%

89%

93%

56%

89%

2015

82%

91%

94%

94%

76%

90%

 

Better than expected progress (3 levels)

Year

Reading

Writing

Maths

 

Sch

Nat

Sch

Nat

Sch

Nat

2014

11%

35%

0%

33%

11%

35%

2015

41%

33%

29%

36%

24%

34%

 

 

 

 

 

 

 

 

 

 

 

Quality of Teaching and  Learning

There have been significant changes put into place over the last 14 months, that have begun to impact upon teaching and learning; historically Halwin has used a variety of different strategies to improve learning, however on occasions these have not been embedded into daily practise and have been changed or lost,  and the data supports these findings.

This year therefore we have adopted/re-adopted a number of strategies:

 

English is taught though: Talk for Writing

Phonics is taught through: Read, Write Inc

Maths: Planning taken from Hamilton with extensions available from NRICH and the Rising Stars Assessments are being used  as formative and summative assessments.

99 Club: In place for timetables teaching/challenge

BRP: (Better reading partners) and FFT (Fischer family Trust) reading interventions in place

FCTC: (from Counting to Calculating) in place for maths intervention

PA (phonological awareness): in place for teaching early phonics.

 

 

These strategies are non-negotiable and have been embedded throughout the last year.

Trackable improvements have been made through the use of interventions with all children making accelerated progress (some making up to 2yrs 2 month progress in 4 months!) – and children now being removed from the intervention process.

 

Lesson Observations

 

Date

Observer/s

Outcome

8/10/14

VS

100% RI

24/11/14

VS and BD

50% good  50% RI

26/03/15

VS and CG

67% Good  33% RI

6/5/15

VS and RM

67% Good 33% RI

17/6/15

VS

67% Good 33% Inadequate

28/9/15

VS

100% Good

3/11/15

VS

(2 lessons observed)

100% Good

 

Improvements can be seen in pupils’ engagement, and higher expectations from the teaching and support staff are also observable. Where RI/ Inadequate teaching has been observed teachers have been held to account – 1 teacher has resigned from post.

 

 

 

 

 

 

 

 

Independent learning strategies, clarification of learning taking place, pace and higher expectations, alongside a robust behaviour management and rewards system are all having a positive impact upon raising standards in progress and attainment.

 

Pupil conferencing by teachers and governors shows that most children feel well supported in schools – on a small number of occasions children felt as though they had not been sufficiently challenged in lessons – HT has spoken with CT and support has been put into place through training and heightening of expectations.

 

Half termly pupil progress meetings take place to review and update intervention allocation and re-focus  teachers on those children not making the right levels of progress and/or attainment.

 

Assessment: The new assessment packages are in place. Teachers use MAPPIX to record formative assessments (fortnightly in Maths and 3 weekly in English) -these results are then complied and recorded on Jason Hurr’s tracking system. This half term, we are also using Rising Stars Summative Assessments to ensure that our heightened expectations of pupils’ learning is correctly placed.

 

All TAs have had training in specialist intervention – with interventions tracked half termly – and children moved quickly onto the next focus, or removed from interventions.

 

Mrs Hamilton is now teaching French to KS2 to fulfil the NC MFL. requirements.

 

PPA cover in Green Class and Red Class is covered by TAs and includes 20 minutes golden time – on a ‘Carousel of activities’ and a 20 minute Celebration Assembly. 

 

Teachers’ Appraisals took place in October and support staff appraisals will take place in December – training plans are in place to support development needs.

 

S2S Funding:

School 2 School funding has been applied for and successfully granted. This will enable us to utilise this funding to complete the attached action plan – which directly correlates to our SDP (School Development Plan)

 

Behaviour and Safety

 

Lesson observations, informal monitoring, student council feedback, Wow and Now comments, informal feedback from parents, shows that we are moving in a very positive direction .

Parents’ and children’s  questionnaires Show that:

 

100% of parents felt that there was good or very good provision in:

  •          Developing children’s positive relationships;
  •          Children feeling safe at school;
  •          Standards of behaviour, including how the school deals with bullying, harassment or racism;
  •          Children’s enjoyment of school including feeling welcomed and meeting children’s individual needs;
  •          Developing children’s skills in communication, reading, writing and maths;
  •          Methods of communication and feedback;
  •          Working with our local communities;
  •          Sharing views with leaders and governors and how well school responds to concerns;
  •          Liasing with Pre-School and Secondary Transfer.

 

 

  •          100% of children felt safe at school
  •          100% of pupils knew what our vision statement was
  •          100% of pupils knew  how to be independent learners
  •          100% of pupils felt proud of our school.

 

 

 

Behaviour logs show that, this year, there have been no incidents of discriminatory behaviour , 4x incidents of poor behaviour  and 1 serious incident.  Please refer to Log book for further details.

 

Health and Safety visits have taken place and areas for attention have been identified and measures taken to make these items safe.  The Health and Safety Action Plan is in place and all actions on it have been completed. We have a H+S audit taking place in January.

 

There have been no cases of reported bullying this year.

 

 

Leadership and Management

  • Clear and defined Vision Statement in place – written by all stakeholders.  Re-branding of school including updating uniform, signage and repairs to school.
  • Governor training has taken place to ensure governors know their roles within school.
  • Governors’ Week allowed Governors to meet with and conference the children, see books and talk to subject leaders.
  • Rolling programme of repairs and painting  in place and backlog maintenance grant in place to repair and replace guttering. (date TBC)
  • Robust SDP in place, reviewed regularly with staff and updated and added to on a ‘needs- driven’ basis.
  • Robust SEF in place which highlights areas for continued improvement
  • School 2 School grant successfully gained – S2S action plan in place.
  • New Associate Governor appointed – with specialist knowledge of Maths
  • Staff and Governors took part in PREVENT training
  • All staff complete Wave 2 Safeguarding training

 

Cooperative Trust  Head Teacher Improvement Programme

Richard Lawrence visited school in October to discuss data and how school needs to move forwards – an action plan has been established and the school are working towards these items.

 

 

 

 

Support from the cooperative: 

Richard Lawrence is our S2S support – together we have written the agreed s2s support plan and, with help from Parc Eglos (Teaching School), have focused on girls’ maths  across the school.

 

Academy Status

After Loveday and I attended a meeting in Stoke on Trent  (at a cooperative Academy MAT), the governors have agreed to continue to investigate the possibilities of Halwin joining a MAT with the other Southerly Point Cooperative Schools.

 

 

All staff have areas of responsibility:

 

  • Mrs Tamblin has commenced her maternity leave and Mrs Roadley is now in place as EYFS lead.

 

  • Mr Powley – SEND Co from Parc Eglos is helping support SEND through school until Mrs Tambin returns

 

  • Mrs Richards continues inthe role of Literacy Coordinator, she has completed pupil conferencing and book scrutinies alongside speaking with me about the position that English is currently in at school. Mrs Richards has been instrumental in gaining a consistent teaching approach to English using Talk for Writing and ensuring that Word Choices and Working Walls are consistent in content.

 

  • Mrs Richards is also PE coordinator and has been instrumental in 81% of our children taking part in extra-curricular sport last year and providing a fantastic sporting curriculum for our children.

 

  • Mrs Hamilton continues to be our ICT technician and teaches ICT to all of our children in the ICT suite. She has been the hub of the ICT updating, which happened  last year, with the Belling Charitable Trust Grant that we have received.

 

  • Mrs Lawndon and Mrs Jenkin – EYFS TAS who lead continuous provision and EYFS interventions.

 

  • Mrs Trathen/Mrs Rossiter/Miss Bickerton lead FFT/BRP/FCTC interventions

 

  • Mrs Nisbet runs the school office

 

Governors have now completed 3x Governor Weeks (since Sept 14) .The children are used to seeing Governors in school and talk with them about their learning. Governors are able to better hold the school to account because of the time spent here and the issues that have been raised via their pupil conferencing.

 

We have an Open Door Policy and I am available on the playground in the mornings to speak with parents and carers   and  have found that this less formal approach has allowed the parents to speak with me about their worries before they become large concerns.

 

 

 

 

Finance Committee have managed the budget well – including contingency funding for building works and we have a carry forward budget of £97, 248.00  (including capital funding)  Though this should be read with caution – as last year we were funded for 85 pupils (+13 xPP). This year, our funding will be for 75 pupils (+6xPP)  which gives us a predicted £35,000.00 shortfall in funding.  We are also awaiting the plans for the cloakroom update  - which will be £20,000.00 +

 

 

 

Overall Effectiveness including the promotion of pupils’ spiritual, moral, social and  cultural development

 

SMSC is embedded through our behaviour policy and through R Time and PSHE lessons. We have up dated our PSHE  curriculum and SRE curriculum to better meet the needs of our children.

We have used assemblies to discuss British values and what it is to be British and live in Britain.  All teaching staff have planned for the inclusion of British Values within all curriculum areas.

 

 We celebrate children’s achievements in weekly celebration assembly – to which we invite all of our parents and extended families. During this time we reward House Point Achievement, Golden Tickets for great behaviour at lunchtimes, celebrate Karate Reading Band attainment, praise our Handwriting Heroes and share

Happy Birthdays. In direct response from parental feedback the HT was tasked with updating the house points system  - this has been done to better effect.

 

Through assembly and collective worship, the children share values, opinions, rules, right, wrongs and accountability. We discuss the rules within a democratic society and reinforce this with voting for Student

Council representatives, who then serve their school through suggesting improvements and being a ‘voice’ for their year group.

 

Children’s behaviour on the playground and around school demonstrates that they are caring towards one another,  these qualities are positively  promoted throughout learning times and during times of weekly celebration when the children can choose with whom they wish to spend their Golden Time

 

Working with our community, we have received help from RNAS Culdrose, in order to re-vamp our outside, Sensory Garden. We continue to be incredibly well supported by our FOH and wider community  - with a number of events taking place to raise money for our Nao Robot

 

Areas to celebrate:

 

o   Already this year the children have been on:

o   5 visits whole class visits, 11 sporting fixtures, had 3 visitors in school and attended 4 maths interventions (through the cooperative)

o   Aspirations week saw an additional 2x visits and with over 20 volunteers speaking to our children about the skills that they would need when they were older.

o   Pupil questionnaires show that our children like coming to school, feel safe and know the values of our school.

o   Behaviour for learning and peer support have been observed as a strength of our school.

Areas for us to develop:

o   Exposing our children to a variety of cultures and beliefs – Cornwall Multi-faith group are working with us next term.

 

 

 

 

 

Family Learning sessions are being offered to parents in January – with  SPaG and IT focus. We have held a ‘Coffee and Catch-up’ morning for parents in late September, which was well attended. And Red Class led a Community Breakfast, followed by an Open Classroom morning – which received positive feedback from parents.