Introduction by Chair of Governors The views of the Local Authority - - PowerPoint PPT Presentation

 Introduction by Chair of Governors  The views of the Local Authority  Presentation and responses to questions by the

Headteacher

 Time to ask questions to individuals

 Alison Sutton, Chair of Governors  Chris James, Senior Adviser, West Sussex  Colin Matthews, National Maths

Partnership

 Peter Woodman, Headteacher at The

Weald

 Rachel Chambers, Vice Chair of

Governors

 Standards at KS2 below expected for 3 years   Teaching ‘over time’ is inadequate  Behaviour cannot be higher than grade 3  Leadership and Management cannot be higher

than Grade 3

 Ofsted framework changed

September 2013 and January 2014 ‘The Domino Effect’

 Serious Weaknesses: The school has the

‘capacity’ (leadership) to improve the school

 Special Measures: The school does not have

‘capacity’ to improve

Level 2b+

Reading Writing Maths 2011

78% (75%) 59% (65%) 78% (78%)

2012

84% (77%) 63% (68%) 84% (79%)

2013

94% (80%) 75% (71%) 87% (81%) Level 3 2011 39% (26%) 9% (15%) 27% (20%) 2012 9% (26%) 8% (15%) 10% (21%) 2013 25% (27%) 13% (16%) 20% (23%)

County Averages in yellow which are higher than the national averages

Level 4+

Reading Writing Maths

2011

78% (85%) 55% (75%) 66% (81%)

2012

80% (86%) 77% (81%) 77% (84%)

2013

85% (85%) 83% (83%) 72% (84%) Level 5+ 2011 37% (43%) 7% (20%) 21% (35%) 2012 43% (48%) 25% (28%) 27% (39%) 2013 42% (44%) 26% (30%) 19% (41%)

County Averages in yellow which are higher than the national averages

KS1: Reading 94% L2b+ 30% L3+ Writing 86% L2b+ 16% L3+ Maths 87% L2b+ 22% L3+ KS2: Reading 90% L4+ 57% L5+ Writing 82% L4+ 26% L5+ Maths 88% L4+ 31% L5+ 11% L6 Improvement in all areas

Achievement:

 Leaders have secured significant improvement in teaching  Pupils in Year 3 to 6 are making more rapid progress  Good teaching and effective support in Reception  Actions to tackle weak teaching in maths are driving better

progress

 Achievement of disabled pupils and those with SEN are

improving

 Pupils are making better progress at KS2  Pupils supported by additional funding are making better

progress

 Year 1 pupils achieve above the national in the phonics test

Quality of Teaching:

 New procedures ensure that evaluations of pupils’

knowledge and skills are accurate

 The quality of teaching has continued to improve –

inspectors saw the impact in both lessons and the quality of work

 School has implemented consistent systems for

checking and improving pupils’ progress

 Most work is carefully marked  Children in Reception benefit from good teaching  Teaching of reading has improved

Behaviour:

 Pupils’ conduct around the school is good. Poor behaviour is

rare.

 Pupils are courteous and treat each other with respect  Exclusions are rare  Pupils are consistently proud of their school  Parents and carers have mostly positive views about

behaviour 89%

 The school’s work to keep pupils safe and secure is good  Pupils feel safe and are confident adults will resolve any

difficulties

 Bullying is rare – children say incidents are tackled rigorously  Attendance is above average

Leadership and Management

 Progress had been made recently to resolve the fact that the leadership

team has been under strength

 Recently appointed leaders are having a significant impact on raising

achievement

 Weak teaching has now been largely eliminated  School leaders are rigorous in selecting new staff  Impact of these actions is reflected in improvements evident in Y3 to Y6  The curriculum is focused in securing improvements in literacy and

numeracy

 Monitoring and evaluation of teaching and learning are thorough  Senior leaders track the progress of groups and individuals thoroughly  School leaders monitor the impact of additional funding closely  Provision to promote pupils’ moral and social development are good  Links with parents and carers are good.

 Interventions and support to rapidly improve

progress in Year 6 in place all year

 New handwriting and presentation policy  Rigorous use of tests in maths and reading to ensure

accurate assessments

 Intervention teaching in maths and reading  Staff committed to improvement  Targets for every child  A new teaching and learning policy  Working with The Weald and local schools  Working with National Maths Partnership

 Appoint to vacancies in leadership team  Revised leadership responsibilities  Even more rigorous monitoring of teaching  Link with a Teaching School to further improve

the quality of teaching

 Implement systems to more closely monitor

behaviour

 Preparation for new curriculum and assessment  Further rapid improvement in pupil progress

 Visits from HMI inspector: first one in

next month

 Regular visits from Local Authority:

School Improvement Partner

 Regular updates on these to parents  Ofsted inspection in next 12 – 18 months

to achieve a judgement of ‘Good’

 This is a better school than three years ago  We do not underestimate the task ahead but

we are clear about the improvements we have made and what we will achieve in the next year

 All members of the school community are

committed to this aim

 Our target is to achieve a judgement of ‘good’

at the next inspection

 We will inform parents at each stage