great chart primary school head …...great chart primary school head teacher’s report to the...

GREAT CHART PRIMARY SCHOOL HEAD TEACHER’S REPORT TO THE GOVERNORS – TERMS 3 & 4 Autumn 2019

(Copy of the Strategic Plan can be found on the Google Drive under ‘School Strategic Plan’. Governors are asked to update this document) For abbreviations please refer to the guidance document on the Google Drive

1.Effectiveness of Leadership & Management

1.1 Develop the partnership with the Wyvern School

1.2 Senior leaders to increase the impact that Middle Leaders have on improving the quality of Teaching and Learning

1.3 Ensure that the Governing Body is robust in monitoring the school strategic plan and is able to evidence their impact on school improvement

Monitoring 1.1 How is the priority progressing, are we on schedule with planned actions? What more do we need to do?

Spring Term

SLT meeting 2- School Business Leaders were involved to discuss responsibilities for each school. This agreement is within the MoU. Meeting with Towers IT consultancy has taken place to make them aware of the satellite provision. IT Leaders will also meet to discuss hardware and software. Staff shadowing has continued to ensure links are made and an increased understanding exists between both schools. Plans for transitional activities developing.


Spring Term

1x additional member of staff has started the next round of NPQML, with a focus on developing spelling approaches in Y3 & 4. Middle managers are being developed to take on increasing responsibility: 2 new additional temporary posts have been created:

● Y3 & 4 phase leader/ KS2 Curriculum Leader ● Y5 & 6 phase leader/ KS2 English Leader


Spring Term

The Chair and Vice Chair met to discuss how governor visits were helping to evaluate the plan and how these evaluations would be communicated at governor meetings. Key visits have taken place but there are some that are overdue. This will be addressed during Terms 4 and 5. It was felt so far that visits were more focussed towards the plan. Some governors still need support with this. Learning & Development agendas focus on the Strategic priorities, as does the HT’s report to the FGB.

LA judgements- Improvement Advisor visit (IA)- Ruth Swailes 28th March 2019- Monitoring visit- wider curriculum- further update in the Summer Term School Self Evaluation The school self evaluation document has been reviewed and updated- Google drive (SEF)

● Effectiveness of leadership & management- (1) ● Quality of teaching & learning and assessment- (1) ● Personal development, behaviour & welfare- (1) ● Outcomes for children & learners- (1) ● Effectiveness of Early Years Provision- (1)

Parental Engagement ‘Books and Biscuits’ took place in EYFS to encourage parents to read with their children. It was very well received and there are now plans to roll out more opportunities such as this within KS1. A Mother’s Day activity will take place in KS1 and ‘Maths and munchies’. Year 2 will hold ‘Books and Biscuits’ sessions. Attendance at parent teacher consultations has been positive- 95% attendance Staffing

We have appointed Mrs Connolly and Mrs Badenhorst as Teaching Assistants on temporary contracts, replacing the staff who left. Mrs Connolly was appointed as 1:1 TA to support a child in Year 2 with an EHCP. Mrs Badenhorst is supporting in Year 5. We have also appointed Miss Laming and Mrs Parish as casual relief midday supervisors. Miss Laming’s contract will be changed to permanent at the end of March to replace a member of staff who is leaving. We are currently advertising a post for Breakfast Club Worker to start at the end of March to replace a member of staff who is leaving. Unfortunately we have had long term absences in the school this year and so we have had to make quite a few changes and use supply cover. In Y6 Mrs Warman and Miss Maybourne have increased the number of days they teach. Miss Phillips, our regular supply teacher, is also teaching on a Friday in Y6. Mrs Carter will be teaching on a Friday in Y6 after Easter. To cover management responsibilities we have created some temporary TLR (Teaching and Learning Responsibility) posts:

● Y3 & 4 Phase Leader/ KS2 Curriculum Leader- Mrs Barker ● Y5 & 6 Phase Leader/ KS2 English Leader- Mrs Holmes

We are looking forward to seeing how these posts evolve over the next few terms. Recent Staff Professional Development October 2018 -March 2019

Training and development has continued throughout this period in staff meetings and through other courses.

Teaching assistants have had opportunities to attend training with staff to ensure they have a thorough knowledge

of the topic, for example, the Language and Communication training that has been part of our actions on the

Strategic plan. This appears to have the most impact when all staff hear the same information. Further

development of the wider English curriculum has been undertaken including Spelling, Punctuation and Grammar

and exploring rich texts.

The curriculum has been another whole school focus with staff appointed to lead the curriculum in KS1 and 2. As

part of this Mrs Pang, Mrs Thomas and Mrs Barker have all attended training on developing the wider curriculum.

This has been filtered to other staff with the use of google documents to track what is happening. A portfolio of

evidence is now in place to support the curriculum development. As part of this there has been some training on

raising standards in Science. This training provided some new ideas that have been shared with staff to implement

within lessons.

Middle leaders have continued with their training programme during this period with areas to consider related to

development within school.

As we prepare for SATs the relevant staff have attended updates to ensure they are clear on the requirements for

the coming year. The arrangements have been shared through Key Stage meetings to ensure all staff are aware.

Physical Education and School Sport remains a priority and Mrs Thomas attended the Kent and Medway PE

conference. This provided links and resources that may enhance our provision and clear direction in reporting the

Sport Premium Spending.

The administration team continue regular training to ensure they are able to manage the office efficiently.

Finance, Building & Grounds Budget Statement, Minor and Major Works and Health and Safety Monitoring These were reported in the Resources Committee Minutes- 8th February 2019- Google drive Sports Funding This was reported in the Resources Committee Minutes- 8th February 2019- Google drive GDPR Update (Emma Letchford)- Report included in the documentation for this meeting The Wyvern School- 1.1 above Ofsted Proposals- update- consultation Ofsted are proposing to make judgements in the following areas:

● Quality of Education- replacing Outcomes plus Quality of Teaching & Learning and Assessment ● Personal Development

● Behaviour & Attitudes ● Schools’ Leadership & Management

Leading to a final judgement for Overall Effectiveness There will also be a focus on:

● Wider Curriculum ● Early Reading and phonics ● Vocab development ● SEND and exclusions of SEND pupils ● Increased focus on parental views

Section 8 (short expectations) will be over 2 days with a number of inspectors. The school will receive a call at 10am the day before the inspector and then at 12noon the lead inspector will arrive at the school to prepare for the inspection. The inspection will then commence the next day. Section 5 (full inspection) will continue for schools at risk BREXIT We have been asked to make preparations for BREXIT as there could be considerable disruption after the 29th March. . Staff and parents have been issued with FAQs documentation. The aim will be to keep the school open and run it as normal as possible. However, plans have been put into place if things become difficult. Included in the documentation for this meeting SEND/ Pupil Premium update Summary of Inclusion Profile - updated January 2019

Number of children / detail % of school

Pupil Premium 82 pupils ● 72 FSM / Ever 6 (50 actual FSM)

● 8 = LAC; 6 adopted,1 Special Guardianship

Order, 1 Residence Order

● 2 = Service Children

17%

Children being monitored 81 pupils ● 20/81 on monitoring are also PP (25%)

17%

SEN Support 38 pupils 8%

EHCP 5 pupils ( + 2 pending) 1%

Total SEN 43 pupils ● 14/43 (33% ) SEN are also PP

9%

How this looks in each year group:

Monitoring PP PP + SEN

SEN Support

EHCP Comment

EYFS 13 (22%) 6 (10%)

2 (3%) Highest no. of pupils monitored

Y1 9 (15%) 9 (15%) 1 3 (5%)

Y2 8 (13%) 7 (12%) 2 4 (7%) 3 (5%) High no. of SEN

Y3 10 (17%) 12 (20%) 1

4 (7%) High number of PP

Y4 10 (17%) 10 (17%)

2

5 (8%)

Y5 18 (20%) 17 (18%)

4

10 (11%) (1 pending) High number of pupils monitored

Y6 13 (14%) 21 (23%)

4 10 (11%) 2 (2%) + (1 parental request pending)

Highest number of PP and SEN

Attendance update Feb 2019

Attendance: Comparison table over the time

Groups 2017/18 Oct-18 Dec-18 Feb-19

Whole 97.04 98.6 97.71 97.37

FSM 94.53 96.96 96.06 95.92

Pupil Premium 94.95 97.7 96.8 96.63

LAC / Post LAC 98.55 100 99.35 99.48

SEN Support 95.54 98.09 97.59 97.36

EHCP NA 98.11 91.97 93.98

FSM attendance is one of the lowest of all pupil groups. There are 50 pupils who are currently FSM. Attendance for PP children is slightly higher as this includes “Ever 6” children as well as LAC / Post LAC and Service children. The other pupil group (of which there are only 5 children) where attendance is low are those with an EHCP. 2 of the 5 children with an EHCP have had chicken pox as well as sickness. One child started the school on a part time basis in the first week of joining the school. One child was ill but also has refused to come into school. As a SLT we have been working with Mrs Davies, Office Manager & Attendance Officer, to understand which families are having the greatest impact on attendance figures so that we can target these pupils and their families for greater support where needed. We will continue to run the morning Nurture Provision and lunchtime Chill Out Club. TA links with Wyvern School The majority of TAs have now visited Wyvern School to shadow the TA role in specialist provision; it has been noted how very different the settings are in terms of the complex needs of the pupils at Wyvern and therefore higher staff ratio. These visits took place in Term 2 and Term 3. Any remaining visits will take place during Term 4. There have been some visits from Wyvern staff to Great Chart, however, due to the greater needs of the children they support, it is difficult to release Wyvern staff to shadow at Great Chart.

Performance Management All support staff, including the Site Managers, have attended and received their annual review meetings to discuss completion of their targets. Job descriptions were updated and evidence of work towards targets were discussed. Targets for TAs include a pupil progress element and will focus writing achievement.

For teaching staff mid-year reviews take place during Term 4. Collaboration

● Staff continue to work on English/ Science/ EYFS developments with those from partnership schools. ● Staff are meeting as year groups in Quintets- we are partnered with Downsview, Godinton, East Stour and

have met for reading and writing moderations. ● Headteacher meets with Heads from the Central Ashford Town Schools hub (CATS) ● Headteacher and Deputy Headteacher are part of the Ashford Association of Headteachers ● Headteacher working with the Headteacher of The Lenham School during her NPQH course and continues

to support the Headteacher from Bethersden Primary School.

Community Breakfast club The roll for breakfast club now stands at: 50 on average per day After school club The roll for after school club now stands at: 25 on average per day Governors Governors are encouraged to attend as much training and development as possible either provided by the school or the LA. Governors to ensure they are kept up to date via the Governor monthly e-bulletin.

2. Quality of Teaching, Learning & Assessment

2.1 Ensure that all children have access to a whole school curriculum which challenges the most able whilst enabling pupils of all abilities to succeed and have positive learning outcomes

2.2 Further develop a cohesive approach to communication and language across the school with specific focus on the progress made by EAL, SEN and disadvantaged children

2.3 Improve children’s access to quality IT provision to aid independent learning


Spring Term

KS1 and KS2 Curriculum Leaders have been appointed to lead learning across the wider curriculum. They have attended ‘Developing the Wider Curriculum’ training day. Staff meetings have incorporated training from subject leaders ensuring the curriculum continues to develop. A mid year review of the curriculum has taken place with staff and pupils. Observations have taken place and demonstrate how rich and relevant the curriculum already is, engaging pupils and developing pupil expertise.


Spring Term

Communication and Language training given to all teaching staff by the English Leader to identify S&L opportunities across the curriculum. Purposeful ‘talk’ in lessons is being encouraged throughout the school and this is clearly evidenced in the observations which have taken place.


Spring Term

Google surgery held to support staff with any aspects they needed further support with. All KS2 teachers regularly using Google classroom to set homework etc. Another bank of chromebooks bought and being used in Year 4. Some Computing lessons observed across the curriculum. Computing Lead looking at further ways to develop IT use across KS1.

Monitoring the Effectiveness of Teaching and Learning When forming judgements relating to teaching and learning, evidence needs to be triangulated before a final judgement can be made:

➢ Observations ➢ Feedback and marking ➢ Pupil Progress- focus on vulnerable groups

Observations Focus:

● Wider Curriculum- theme/ topic work ● Teacher subject knowledge ● Deepening learning and thinking for the HAPs ● Communication and language opportunities ● Independent learning ● Relationships between staff and pupils

Strengths: Values curriculum embedded throughout the school. Children using values vocabulary. Questioning being used to challenge pupils and stretch/ develop their understanding and thinking. Curriculum skills being developed Very good teacher subject knowledge ‘Mantle of the expert’ strategies being used Children are really enjoying their learning and are fully engaged Plenty of communication and language opportunities being explored Displays support learning Talk partners being used effectively to strengthen and develop thinking and to develop speaking and listening Behaviour for learning strong and engagement high Development Points: Increase the use of Mantle of the Expert strategies throughout the school Continue to develop outdoor learning opportunities Increase talk time for pupils TA Observations Term 3 Main Strengths:

● Excellent subject knowledge ● Good rapport with the children / relationships with the children ● Awareness of the needs within the group ● Misconceptions addressed immediately ● Good behaviour management ● Good use of voice to encourage as well as praise ● Questioning /asking open ended questions ● Talking / discussion between the children and with TA / Plenty of opportunities for speaking and listening ● Organisation and pace of the session ● Calm and purposeful atmosphere. ● Well resourced ● Skilful in using a range of strategies including use of visual prompts and Makaton ● Excellent use of language through colour ● All the pupils progressed well, in an atmosphere of purpose and challenge ● Use of mathematical language and encouraging children to use this. ● A high quality teaching session which prepared the pupils for their Maths ● lesson today.

Areas for Development:

● To have prepared questions for the children to focus the discussion (teacher to supply these). Encourage independent learning (e.g expand on one area such as brackets and let the children explore this further to deepen their knowledge).

● Consider strategies to ensure some children don’t monopolise the session / a voice for all- take care to

ensure the session is not dominated by the more confident few. ● Consider increasing the use of talk partners / more opportunities for talking ● Monitor length of session, ● Continue to share your speech and language expertise with both teachers and TAs and promote the use of

language through colour. Subject Leader Monitoring Activities Maths

Planning Some very strong planning. Some planning needs to be more specific as to what the children are learning rather than what book they are working from.

Problem solving needs to be more clearly identified. Maths Talk and vocabulary needs including.

Data Analysis Detailed analyses completed for Term 2 results. This included all the vulnerable groups. Areas of need identified.

English- KS1

Planning Planning reviewed and staff reminded about communication and language opportunities

Data Analysis To be completed end of term 4.

Book Scrutiny

Lesson Observation/ Learning Walk

Collaboration with other school

Georgia Hughes from St. Alphege visited for advice about the role of English Leader.

Other Organisation of author visit for World Book Day.

English- KS2 (Mrs Holmes has only been in post since Term 4)

Planning Planning has been monitored- particularly in Year 6 Clear evidence of more texts being explored / analysed with children as part of the writing process. Core texts more closely linked with the broader curriculum Evidence of ‘Mantle of the Expert’ type activities taking place

Data Analysis To be completed in Term 4 External moderation with other Ashford schools- reading focus

Book Scrutiny Year 6 book scrutiny has taken place and feedback given to Year 6 staff

Computing

Planning Look at planning across the school and look at opportunities for computing to be used in other subjects.

Data Analysis N/A

Book Scrutiny N/A


Booking dates in.


Google event in Birmingham planned to showcase Great Chart School.

Other

Science

Planning KS1 plans checked. Use of vocabulary highlighted in plans and linked to topic.


Resources have been updated and ordered inc equipment for the meadow. Science Monitors have sorted cupboards and are making an inventory list of current resources

Other CATs meeting was arranged unable to attend due to staff illness.

3. Personal Development, Behaviour and Welfare

3.1 Support the emotional wellbeing of pupils and staff, meeting their social, mental health and emotional needs

3.2 Further engender positive values-based behaviour within the school

3.3 Raise the punctuality and attendance percentages for Pupil Premium children

3.4 Achieve whole school attendance Target of 97.5 (July 2019)


Spring Term

Nurture provision for vulnerable pupils is taking place on a Monday and Tuesday. This is targeting pupils who find the transition back to school after a weekend tricky. Well being days are taking place throughout the year and organised by the KS2 curriculum leader. Daily Mile being trialled in Y4 with some very successful results. This is now being rolled out to the rest of the school.


Spring Term

2 fixed term exclusions since September. No internal exclusions. Staff expertise in managing challenging behaviour has increased, although we have some very challenging behaviour especially in Y6. 2 pupils in Y6 are at risk of exclusion. During term 3, teachers asked the children about British Values. Children are very aware of the school values and also British Values. The KS2 Curriculum Leader has created a display in the hall, highlighting quotes from the children.


Spring Term

Pupil Premium attendance 96.6%/ Non Pupil Premium attendance 97.4% Regular attendance meetings taking place between parents, Mrs Davies (attendance officer) and Mrs Ostridge (FLO). Short term improvements seen. Punctuality still causing a problem but only due to our very high expectations. The majority of pupils are in school by 8:50am. Some pupils are now attending Nurture provision.


Spring Term

Attendance 97.4% Regular attendance meetings taking place between parents, Mrs Davies (attendance officer) and Mrs Ostridge (FLO). Short term improvements seen. Punctuality still causing a problem but only due to our very high expectations. The majority of pupils are in school by 8:50am. Some pupils are now attending Nurture provision.

Behaviour

Monitoring Pupil behaviour is regularly discussed at SLT and Key Stage meetings. The SLT monitors behaviour logs and will speak to pupils and parents with any concerns. 2 Fixed Term Exclusions and 1 reduced timetables since September (reduced timetable part of an reintegration plan after an exclusion) Race Equality Racial Incident Monitoring

● The school monitors racial incidents extremely well. 1 racial incident recorded since Term 1 2018

Bullying Incident Monitoring

● The school monitors all forms of bullying. 1 bullying allegation raised during term 2 2018

Attendance from Term 1 2018

Groups 2017/18 Oct-18 Dec-18 Feb-19

Whole 97.04 98.6 97.71 97.37

Unauthorised 0.7 0.3 0.46 0.47

Authorisied 2.25 1.15 1.83 2.16

PA 0.83 0 0.62 1.6

EAL 97.7 98.72 98.13 97.67

FSM 94.53 96.96 96.06 95.92

Pupil Premium 94.95 97.7 96.8 96.63

LAC 98.55 100 99.35 99.48

SEN Support 95.54 98.09 97.59 97.36

EHCP NA 98.11 91.97 93.98

Ethnicity

(significant

groups)

White British 96.95 98.83 97.51 97.4

Black African 98.05 99.19 99.13 98.1

White & any

other ethic grp 97.84 97.98 96.95 96.87

Safeguarding All staff have received updated Safeguarding training as part of the Induction procedures, inline with the new documentation:

● Keeping Children Safe in Education Sept 2018 ● Working to Safeguard Children July 2018

Safeguarding will continue to be a focus for any inspection. School will be reviewing the information given to visitors when they come to the school. It has also be recommended that staff have updated DBS checks every 3 to 5 years. This is something we will need to plan and budget for. The school is looking at software options to record all concerns. Governors to ensure they have read Keeping Children Safe in Education We currently have 5 DSLs on the staff due to the increasing number of vulnerable pupils, including 1 DSL in EYFS, to meet Statutory requirements. Admissions

Admissions and the Provision of School Places in Ashford The school intake number is at 60 for Sept 2019.

Year 1st 2nd 3rd Total

2019 113 87 54 254

2018 99 78 59 236

2017 101 73 72 246

2016 100 101 69 270

The LA will allocate places for LAC children and siblings first, and then the remainder will be based on straight line distancing

Open School Session for Potential Parents

The school was open to potential parents for 2 evenings and staff took parents and children on guided tours of the school. We had record numbers attend this event and again it was very successful. We also included the Head Boys and Head Girls on the tours giving a pupil perspective to parents.

4. Outcomes for pupils

4.1 Ensure that all pupils meet their targeted outcomes

4.2 Raise the attainment and improve the progress of Pupil Premium children

4.3 Ensure that HAP children are challenged and meet their targeted outcomes


Spring Term

Extra teacher in Y6 has increased her hours to include 2 afternoons to run targeted interventions with Y6 pupils. TA observations demonstrate high quality interventions taking place across the school. Pupil Progress Meetings target pupils for interventions and personalised plans are put in place. Throughout the school, targets are being achieved in terms of progress and attainment. Y6 continues to be the concerning year group, especially in terms of progress. See Term 2 results As EHCPs are agreed for pupils, staff are aware of their legal responsibilities to ensure pupil’s individual needs are met using our best endeavours.


Spring Term

All KS2 Teacher formal observations have been carried out and evidence the changing approach to the wider curriculum. Majority of lessons included a Mantle of the Expert style approach and high levels of enjoyment and engagement were evident. Pupil feedback was positive. Attendance for PP is 96.8%; although this is 1% lower than all pupils (97.7%) it is an improvement on previous years. Nurture Provision has supported some of our most vulnerable pupils with school attendance. Inclusion visit carried out on 6th February 2019 by Inclusion Governor Steve Ive focused on the provision in Year 6 during Maths. Pupils shared that they found the smaller groups had less distractions, were calm, they felt more confident and that they liked opportunities for more feedback from the teacher which they believed was having a positive impact on their learning. Progress for PP at the end of Term 2 was positive in all year groups apart from writing in Y5 which is slightly lower than “all pupils”. Term 1 and 2 PPM meetings included book scrutiny where pupils were identified by staff as being a concern.


Spring Term

Extra teaching sessions continue for pupils in Y4-6 with a clear focus on HAP pupils but also PP HAP pupils. Y6 interventions are taking place with an emphasis on HAP pupils. Extra teacher in Y6 has increased her hours to ensure HAP pupils are being targeted in interventions. HAP pupils are regularly discussed at PPM. The HAP targets for Reading, Writing and Maths are being met.

Term 2 Attainment and Progress A full report relating to attainment and progress was discussed at the Learning & Development Committee Meeting- 15th February 2019- Google drive (Assessment)

Milestone/ PPM meetings Pupils causing concern have been identified. Intervention/ strategies were discussed and have been put in place. Discussions around HAP children were also discussed. Targets Targets have been set for all year groups according to their previous results- see Strategic Plan (Google Drive- Strategic Plan folder) No targets have been set below the following

● 87% of pupils to meet ARE (Age Related Expectations) ● 20% of pupils exceed ARE

Pupil Premium and SEN targets have also been set for each year group- see Strategic Plan (Google Drive- Strategic Plan folder)

5. Effectiveness of Early Year Provision

5.1 Further develop a cohesive approach to communication and language across the Foundation Stage with specific focus on the progress made by EAL, SEN and disadvantaged children

5.2 Raise the attainment of groups of pupils to ensure any gaps reduce such as between pupil premium and non pupil premium pupils, EAL and non EAL pupils, girls and boys.

5.3 Support the emotional wellbeing of pupils and staff, meeting their social, mental health and emotional needs

5.4 Further develop Transition arrangements for nursery to EYFS and EYFS to Y1


Spring Term

The Speech Link Assessment programme used at the beginning of the school year identified pupils who needed extra support either through the Speech and Language Therapist or through targeted interventions with experienced HLTAs. For all pupils communication and language has been a focus and has been developed in the following ways:

● Role play and increased drama opportunities both inside and outside ● Talk partner activities ● Opportunities for peer to peer talk during child initiated activities ● Role modelling from adults

EYFS staff have also introduced ‘Books and Biscuits’ where parents were invited to come and read with their child and talk about the stories. This has been a great success, resulting in positive parental engagement.


Spring Term

Since starting school, children have been added to the Inclusion Profile due to needing additional support, above the Quality First Teaching evident in EYFS. These children have provision plans and receive support and take part in daily interventions. EYFS staff have also identified pupils who need monitoring as they too receive additional support through interventions such as key words, phonics, fine motor skills. Pupil Premium pupils are being targeted to ensure the gap closes between them and non pupil premium pupils. For some vulnerable pupils who have unsettled home lives EYFS have a volunteer who works with the children, hearing them read and playing games with them.

Monitoring 5.3 How is the priority progressing, are we on schedule with planned actions? What more so we need to do?

Spring Term

EYFS monitor the emotional well being of pupils through assessing the ‘characteristics of effective learning’ looking at engagement, attitudes to learning, involvement and enjoyment. Through this system they are able to identify pupils who may be struggling and offer support, either from someone in the team or through the Family Liaison Officer. They also introducing the formula with staff: Unique Child + Positive relationships + Enabling environment= Learning and Development


Spring Term

Plans for Nursery to EYFS:

● New Parents tours ● Plan to increase play sessions for pupils during term 6 ● Plan to increase nursery visits ● Additional play sessions for pupils identified as causing a concern by the nurseries ● Meeting to parents ● Consultations to continue

Plans for EYFS to Yr1:

● Transition to year 1 meeting with parents

● Transition meetings with Y1 staff ● Class swaps ● Transition booklets ● Additional support for pupils who may find the transition difficult ● Come and play sessions

Term 2 Attainment and Progress A full report relating to attainment and progress was discussed at the Learning & Development Committee Meeting- 15th February 2019- Google drive Monitoring

Planning All planning changed to incorporate C of EL, Mantle of the expert, Language through Colour Planning added to cloud

Data Analysis Assessments carried out on all children on - Phonics, keywords and Number

Book Scrutiny


Couple of observations carried to observe SEN children


Assessments carried out on :- ● phonics ● Keywords ● Number

Data formulated, new intervention groups set up

Other CATS Meeting at Downs View, we discussed the following topics and shared practice. New date set ● How do we teach spoken Language and comprehension ● Are there opportunities to - Listen and respond, speak clearly, maintain attention ● teaching writing in EYFS ● Phonics

Staff from Wyvern visited and stayed and observed in EYFS ● Nursery Collaboration in Term 5 to set up

1. Meeting with New Parents , showing EYFS area, talking with parents on our EYFS Open evenings. 2. After visiting other schools and looking to get parents more involved I set up Books and Biscuits over two

sessions 3. Attended Early Excellence training and went through the New EYFS Profile Strands. 4. Attended Visual Awareness Course to help VI child in the class 5. Tapestry now accessible to parents-very positive 6. Level 3 student in x2 days a week 7. EYFS staff Meeting. Discussed -

● Moderation ● Tapestry and Observations ● Groupings and Shared spaces ● Communication and Language from CATs

Profile of pupils in EYFS- March 2019 SEND and monitoring- 2/ 3% Pupil Premium- 6/ 10% EAL- 8/13%

Governors’ Meeting Dates 2018/2019

Wednesday 1st May 2019- Strategic Planning Day

Learning & Development Team

Friday 24th May at 8.30am

Resources Team

Friday 17th May at 8.30am

Full Governing Body Meeting

Wednesday 19th June at 4pm

great chart primary school head …...great chart primary school head teacher’s report to the...

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