New Governors Information Pack Woodgrange Infant School Sebert Road Forest Gate London E7 0NJ Tel: 020 8534 2120 info@woodgrange.newham.sch.uk
In this document you will find information about the School, the Governing Body and useful links and contacts
CONTENTS 3
WELCOME FROM THE CHAIR
4
ABOUT THE SCHOOL
4 Our School Vision Statement School Development The Pupils Our Partners Policies 5 The Curriculum and Learning 6 End of Key Stage Assessment 7 Progress Review Feb 2014-15 11 Progress Annual Overview 2013-4 16 Phonics Screening Pupil Premium Religious Education 17 Our School Staff 2014-15 19 Home School Agreement 20 School Development Plan 26 Self-Evaluation Statement April 2015 35 Ofsted Report 2011 ABOUT THE GOVERNING BODY 36 37 38 41 42 43 45 56 57 58
Instrument of Government List of Governors Governors Profiles Training Record Visits to Schools Link Governors Visits form Governors’ Remits Code of Conduct Curriculum Committee Terms of Reference Finance Committee Terms of Reference
60
USEFUL CONTACTS AND LINKS
62 GLOSSARY
Images: Courtesy of Woodgrange Infant School / Rivington Street Studios
2
WELCOME FROM THE CHAIR Our Governing Body is a friendly and committed team of individuals, made up of 4 parent, 5 co-opted, 1 staff, 1 authority governor and the Head Teacher. There are also 2 Associate governors. We have widely differing backgrounds and skills but share the aim of working closely with the Head Teacher and senior staff to raise levels of achievement and enjoyment for the children of the school. The full Governing Body meets four times a year. We also have two committees to discuss the Curriculum and Finance of the school and many Link Governors who engage with specific areas such as Literacy, Numeracy, Special Educational Needs and so on, Governors are expected to visit the school at least once a year and to meet more often with relevant staff if they are a Link Governor to ensure they are fully informed and involved in their role as “critical friend� to the school. There is a wealth of training available to help you in this very rewarding role. Thank you and welcome to the team!
Rachel Tripp, Chair of Governors
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ABOUT THE SCHOOL Our School Vision Statement • Learning is exciting and challenging • Children are happy, safe and feel valued and listened to • Everyone is kind, friendly and respectful to each other • We provide a stimulating and caring environment where children thrive both as individuals and active members of the school and wider community • Everyone strives to do their best and we celebrate our achievements
School Development Every school wants to do the very best for the children. To help focus our efforts on the important issues we devise a development plan. To devise this plan we use information about our children’s and staff’s learning needs, parental opinions and any recent local or national initiatives. We consult with staff, governors, parents and our neighbourhood schools. Our school is all about helping the children to achieve the best they can. In 2014/15 we will be focusing on: A. B. C. D.
Moving towards consistently good or outstanding provision Expanding the EYFS Maintaining standards during an extensive building project Moving towards outstanding leadership
A full copy of the Development Plan (SDP) is included in this pack. The Governing Body regularly monitors its progress and evaluates its impact.
Policies Our policies cover such issues as how we teach subjects, manage the school and keep children safe. Copies of our school policies are available on request from the school office or on our website.
The Pupils Woodgrange School caters for children aged between 3-7 years living in the local catchment area. Children join Reception classes in the September before their fifth birthday. The majority of our children automatically transfer to Godwin Junior School in the September following their 7th birthday. We have 300 full time places and 60 part-time nursery places. 4
Our intake is very culturally and ethnically diverse. More than 30 languages are spoken in the school. The hours are as follows: Key Stage 1 and Reception Nursery
9.00am - 12.00 noon, 1.10pm - 3.30pm 9.00am - 12.00 noon OR 12.30pm - 3.30pm
In Key Stage 1, the hours spent on teaching during a normal school week, are 21 hours l5 minutes. This excludes daily collective worship, registration, lunch and other breaks
The Curriculum And Learning Children are taught in class sizes of 30 which are organised according to age. There are 3 or 4 classes in each year group, all now named after British trees (there will be 4 in all year groups by September 2016. Children will work as a whole class for some activities or in groups or as individuals for other activities. Children with special educational needs are included in all activities with extra support or with adaptations made to accommodate their special need.
Early Years Foundation Stage (EYFS) (Nursery and Reception) • The children are organised into classes of 30. • In Reception children have some taught sessions in their “home classes” (maths and phonics) but during ‘Free-flow’ time children from Nursery and Reception are able to use the whole space- both indoor and outdoor to follow their own interests and develop their own learning, supported and facilitated by the adults. The adults observe, play and interact with the children to challenge them and extend their thinking and learning. • The range of activities that is available is regularly changed in response to what the adults have observed the children do. • Much of the learning is based around stories. Children in the Foundation Stage (Nursery and Reception) follow the Early Years Foundation Stage Curriculum.: • • •
Personal, Social and Emotional Development Communication, (speaking, listening and understanding) Physical Development
And 4 specific areas • • • •
Understanding of the World Literacy Mathematics Expressive Arts and Design
Key Stage 1 (years 1 & 2) • Children in Key Stage 1 follow the National Curriculum • Children have daily Maths and English and Phonics lessons 5
• PE is taught twice a week • Music and Religious Education are taught once a week • Other subjects such as Art, Science, History and Geography are delivered through topics such as Pirates, In the Jungle, Superheroes, London Bridge • ICT is taught across the curriculum with a discrete ICT lesson weekly
End of Key Stage Assessment The Education system is divided into Key Stages. At the end of each Key Stage your child will be assessed as to their level of achievement in the National Curriculum. This assessment is done through a combination of nationally distributed tests and the class teacher’s assessment, which is based on a careful analysis of the work the child has done at school. Parents are informed of their child’s level of attainment as part of their final report in Year 2. The expected level for a child to achieve at the end of Key Stage 1 is level 2. For reading, writing and mathematics, level 2 is further divided into sub levels 2c, 2b and 2a. In this case the nationally expected level is 2b (2c is below and 2a above). However, all children do progress at different rates and often the level achieved may differ from subject to subject. The table below shows the levels achieved by Year 2 children in the summer of 2014.
End of Key Stage 1 2014 Reading
Results 2014
Writing
Results 2014 Maths
Results 2014
Level 2+
98%
Level 2+
94%
Level 2+
94%
Level 2B+
93%
Level 2B+
89%
Level 2B+
82%
Level 3+
33%
Level 3+
14%
Level 3+
27%
These results are based on school data. This data is reported to the Department for Education (DfE) and is used by OFSTED in their inspections but is not published in league tables or other public forms. Further information appears on OFSTED’s data dashboard.
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Woodgrange Infant School Progress report 2014-Feb15 EY- Reception 2014-15 Reading YR % of children
On entry
Mid-year
Above the level typical for their age (Exceeding) Within the level typical for 9 their age (Expected) Below that typical for their 17 age (Emerging) 73 Significantly below that typical for their age Writing YR % of children
End of Year (EYFSP)
45 20 28
On entry
Mid-year
Above the level typical for their age (Exceeding) Within the level typical for 14 their age (Expected) Below that typical for their 85 age (Emerging) 67.5 Significantly below that typical for their age
End of Year (EYFSP)
50 43 25
Numbers YR % of children On entry
Mid-year
Above the level typical for their age (Exceeding) Within the level typical for their age (Expected) Below that typical for their age (Emerging) Significantly below that typical for their age
1
1
10
56
18
19
68
21.5 7
End of Year (EYFSP)
KS1 Reading Y1
Exceeding year group objectives 5 Meeting year group objectives 4 Working well within year group objectives 3 Working within year group objectives 2 Working just within year group objectives 1 Working towards year group objectives
October 2014 (numbers)
Feb 2015 (numbers)
Jun 2015
7
4
Target 85% 77 children
5
27
20
30
41
18
24
3
Y2
October 2014 (numbers)
Feb 2015 (numbers)
3 2a 2b 2c 1a 1b 1c Working towards NC Average point score
0
17
13
12
18
19
20
23
19
17
13
2
7
0
0
0
12.8
15.0
Jun 2015
National 2014 16.5 8
Writing Y1
October 2014 (numbers)
Exceeding year group objectives 5 Meeting year group objectives 4 Working well within year group objectives 3 Working within year group objectives 2 Working just within year group objectives 1 Working towards year group objectives
Feb 2015 (numbers)
Jun 2015
7
Target 85% 77 children
27
12
33
51
18
27
4
Y2
October 2014 (numbers)
Feb 2015 (numbers)
3 2a 2b 2c 1a 1b 1c Working towards NC Average point score
0
0
0
6
1
22
30
34
22
14
23
9
13
4
0
0
10.2
12.6
Jun 2015
National 2014 15.1 9
Maths Y1
October 2014 (numbers)
Exceeding year group objectives 5 Meeting year group objectives 4 Working well within year group objectives 3 Working within year group objectives 2 Working just within year group objectives 1 Working towards year group objectives Y2
3 2a 2b 2c 1a 1b 1c Working towards NC Average point score
Feb 2015 (numbers)
Jun 2015
5
Target 85% 77 children
22
11
41
67
19
22
2
October 2014 (numbers)
Feb 2015 (numbers)
Jun 2015
14 7
22
35
33
26
16
14
3
5
0
0
0
11.2
13.3 National 2014 16.8 10 1
Woodgrange Infant School Progress report 2013-2014 EYFS- Reception 2013-14 EYFSP outcomes 2013
Woodgrange
2014
55% 85% 75% 60% 56% 93% 92% 39%
C&L PD PSE Literacy Maths UW EA&D GLD
90% 96% 95% 85% 97% 94% 95% 59.5%
Reading YR Exceeding ELGS 40-60 months Expected 40-60 months emerging 40-60 months 30-50 months
Writing YR Exceeding ELGS 40-60 months Expected 40-60 months emerging 40-60 months 30-50 months
Pre 30-50 months (SEN)
Numbers of children
On entry
Mid-year
EYFSP 36
Secure
2
45
Growing
41
7
Developing
1
37
0
Secure
7
4
0
Growing
25
1
0
Numbers of children
On entry
Mid-year
EYFSP 21
Secure
1
48
Growing
5
23
17
Developing
16
49
0
Secure
18
11
0
Growing
33
1
0
Developing
17 1
11
0 1
1
KS1 Phonics 87% of Year 1 pupils met the required standard (National 74%)
Reading89 holly
w 1 2c 2b 2a 3
hazel
willow
%
2014 % ABOVE (National)
2013% ABOVE
0
1
0
0
1.1
1
1
0
2
2.2
0
1
3
4
4.4
98 (90)
96
10
4
8
22
24.7
91 (81)
90
8
10
13
31
34.8
66
11
11
6
28
31.4
31 (31)
Y1 October Feb 2014 1Jun (Y2 2013 (numbers) 2014 2015) (numbers) 3 2a 2b 2c 1a 1b 1c W Average point score
Total
13 11
11
15
20
8
21
23
18
17
14
16
10
8
47
15
2
5.8
11.3
12.1
Y2
3 2a 2b 2c 1a 1b 1c w Average Point Score
12
October Feb 2014 2013 (numbers) (numbers)
30
Jun 2014
6
29
13
24
31
25
24
22
25
19
4
15
8
2
5
4
7
2
1 (SEN)
1
1
10.7
14.6
17.5
Tracking groups READING Group
Autumn assessment point 11.1 12.2 13.4 12.8 12.4
Boys (41) Girls (47) EAL (63) FSM (22) NON FSM (66) SEN SA & SA+ (12) White British (12) Any other mixed background (6) Pakistani (10) Bangladeshi (28) 13.5 Black African (4) Summer born (32) 12.0 All pupils 13.4
Spring assessment point 14.1 15.9 15.5 14.4 15.1 9.5 18 16.7
Summer Assessment Progress National outcomes point 2014 OUTCOMES for end of year (2013) 17.1 6.0 15.7 17.8 5.6 16.8 16.8 3.4 15.6 16.4 3.6 14.8 17.8 3.4 16.8 14.5 12.5 18.5 16.4 19.7 16.5
17.4 15.2 15.3 14.2 15.4
17.0 17.2 18 16.6 17.5
3.5 4.6 4.1
15.5 15.9 16.1 15.5 16.3
Writing 89
holly
hazel
willow
Total
%
W 1 2c 2b 2a 3
0 0 1 12 12 5
1 3 1 11 9 4
0 2 3 11 11 3
1 5 5 34 32 12
1.2 5.6 5.6 38 36 13.5
Y1 (Y2 2015) 3 2a 2b 2c 1a 1b 1c Working towards NC Average point score
October 2013 Feb 2014 (numbers) (numbers)
June 2014
10 30 21 28
8 26 23 23 10
2 31 21 22 12 2
8.1
9.6
11.3
Y2
2013 % ABOVE
93 (86) 88 (70) 49 13 (16)
95 80 14
October 2013 Feb 2014 (numbers) (numbers) 3 4 15 15 31 31 18 17 14 14 4 4 1 1 (SEN) 1
3 2a 2b 2c 1a 1b 1c Working towards NC Average 8.9 point score 13
2014 % ABOVE (National)
14.0
June 2014 12 32 34 5 5
1
16.1
Tracking groups WRITING Group
Autumn assessment point
Spring assessment point
Summer Assessment point 2014 OUTCOMES
Progress over year
National outcomes for end of year (2013)
Boys (41) Girls (47) EAL (63) FSM (22) NON FSM (66) SEN SA & SA+ (12) White British (12) Any other mixed background (6) Pakistani (10) Bangladeshi (28) Black African (4) Summer born (32) All pupils
10.8
13.6
15.2
4.4
14.2
12.7
15
16.9
4.2
15.7
12.1
13
15.5
3.4
14.5
11.7
13.3
14.7
3.0
13.5
12.0
13.3
16.5
4.5
15.5
11.3
14.0
11.3
15.5
16.8
15.0
15.7
18.3
15.2
14.3
15.8
14.4
13.6
15.9
15
16.5
11.4
13.1
15.8
4.4
14.2
12
13.8
16.6
4.6
14.9
11.6
4.3
14.8 14.9
Maths 89
holly
hazel
willow
Total
%
W 1 2c 2b 2a 3
0
1
0
1
12
1
1
3
5
56
3
2
6
11
12
93 (92)
94
5
6
7
18
20
81 (80)
88
12
10
9
31
35
62
9
10
5
24
27
27 (24)
14
2014 % 2013 % ABOVE ABOVE (National)
28
Y1 (Y2 2015)
3 2a 2b 2c 1a 1b 1c Working towards NC Average point score
October Feb 2014 Jun 2014 Y2 2013 (num(numbers) bers)
7 0
7
35
23
39
28
23
26
15
19
18
5
23
0
0
7.3
9.7
11.7
3 2a 2b 2c 1a 1b 1c Working towards NC Average point score
October Feb 2014 Jun 2014 2013 (num(numbers bers) 7
24
10
21
31
20
27
17
25
18
11
22
9
5
8
3
2
0
1 (SEN)
1
1
11.1
14.8
16.8
Tracking groups MATHS Group
Autumn assessment point
Spring assessment point
Summer Assessment point 2014 OUTCOMES
Progress over year
National outcomes for end of year (2013)
Boys (41) Girls (47) EAL (63) FSM (22) NON FSM (66) SEN SA & SA+ (12) White British (12) Any other mixed background (6) Pakistani (10) Bangladeshi (28)
12.2
14.9
16.3
4.1
16.0
12.6
14.2
17.2
4.6
16.1
13.1
13.8
16.1
3.0
15.6
11.8
13.8
15.2
3.4
14.8
12.2
14.8
17.3
5.1
16.5
11.1
13.3
13.0
16.5
18.0
16.2
12.4
18.3
16.2
14.4
16.0
15.3
14.8
16.5
12.1
15
4.4
15.7
Black African (4) Summer born (32) - 15 boys All pupils
15.6
16.5
15.6
10.7
13.2
15.8
5.1
15.3
12.6
14.3
16.8
4.2
16.1
Phonics Screening All pupils now take a national phonics screening test at the end of Y1. Of the 89 pupils who took the test in Y1 in 2014 87% of them achieved the required standard. Those who did not achieve the required standard retake the test at the end of Y2.
Pupil Premium Additional funding is allocated to the school for disadvantaged pupils- pupils who qualify for free school meals, or those in care. Currently this is worth £1,300/ £1,900 per pupil respectively and we have between 40-50 children pupils who qualify (the number fluctuates). This funding must be targeted to narrow the gap in achievement between these pupils and others who do not qualify. Each year we evaluate the impact of our use of Pupil Premium Funding and publish this on the school website.
Religious Education Children and staff of the school come from a variety of religious and non-religious backgrounds. We are sensitive to the different customs children follow. We support a child’s individual beliefs and also to encourage a sense of sharing. In this way we hope to develop a sense of tolerance and understanding for all of our children. We follow the locally agreed syllabus which covers the main religions of the world. Children are able to visit different places of worship and learn about each other’s’ traditions and beliefs, helping us to maintain a diverse and harmonious community.
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Our School Staff 2014-15
Teachers Sarah Söyler – Headteacher (Standards; Health & Safety; Child protection) Monica Secretan – Deputy Head (Literacy; CPD; Maths) Sheila George – Assistant Head (EYFS curriculum) Cheryl Osborne – Inclusion manager Alexa Edmonds – Maths (maternity leave) Jo Zakiewicz – Nursery Becky Dokmanovic Ermin Pursue Nahida Aktar (covering Alexa) Magda Ogilwy – Art & Design Technology Heidi Rider – Music Carrianne Williams Jacquie Tatar – PSHE Angie Reilly – Computing from September Niranjeni Naidoo Beverley Lee – Reading teacher Sylvia Mitchell – part time teacher (Wednesdays/ Friday- PPA)
Support Staff: Classroom Teaching Assistants Nursery Deep Kaur Josie Deakin Lily Patel (part time) 17
Reception Shama Saeed Nauman Ghazanfar Juliana De Souza Tahera Begum
Year 1: Clare Rouse Ibtissem Amiour Javi xxxxxxx?
Year 2: Helen Hamani Fatiha El-Zanaty Jay Raichura
Inclusion team: Miranda Vincent (HLTA) Shanta Patel Nisha Begum Dee Trotman Bushra Patel (pm) ) Carol Lawrence Safia Maroof Netilia Pacquette Hilary Cannon (Mon/ Tue/ Thu/Fri) Moira Hutton (HLTA); Lucie Victorin
Additional teachers/ tutors: Glenn Stavers – dance coach (Tues)
Admin Team: Zaini Shamsuddin – Finance Manager; Dhavinder Dhingra – School Business manager Sanjida Aktar – Admin Assistant Toufik Hamani – Site supervisor
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Home School Agreement Agreement for pupils
Agreement for parents/ carers
Agreement for school
I will do my best to:
I will do my best to:
The staff will do their best to:
• • • •
Make sure my child is ready for learning:
• • • • •
Follow the school rules Look after my school Be kind to other children Show respect to adults and other children Be active in my learning Always try my hardest Never give up Ask for help if I need it Tell an adult if I have a problem
• Be welcoming and friendly • Make time to listen to you and your child • Keep your child safe and • In school, on time happy • Had enough sleep (the NHS recommends 10-12 hours) • Provide exciting learning for • Eaten breakfast your child that follows their • Started the day as calmly as interests and meets their developmental needs possible • Help my child to do things for • Challenge your child to do their best themselves- e.g. dress/ eat • Keep you informed about Work in partnership with school your child’s progress and how you might help them reach their learning targets • Talk to my child about what they are learning in school and • Share your child’s successes • Provide activities for you to help them with homework do at home (home learning) activities • Contact you straight away if • Read with my child for 10 there is a problem with your minutes every day • Read school letters child’s learning or behaviour • Attend Parents’ evenings • Be consistent in the application of school policies but be • Let school know of any probflexible where appropriate lems affecting our family or my children • Let school know if I am worried about anything • Avoid absences in term time
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Woodgrange Infant School School Development plan 2014-2015 Securing Visible Progress Main priorities
A: Moving towards consistently good or outstanding provision
B: Expanding the EYFS
C: Maintaining standards during an extensive building project
D: Moving towards outstanding leadership
KEY For following documents HT
Headteacher
MS
Monica Secretan (DHT & ___________)
SG
Sheila George (EYFS)
AE
Alexa Edmonds (maths)
SL
Subject leader
ML
Middle leaders (subject leaders with TLR)
GB
Governing Body
SLT
Senior leadership team
PD Sessions Weekly staff training sessions CPD
Continuing professional development (training/ coaching etc)
PD
Professional development
AFL
Assessment for learning (marking/ feedback/ identifying next steps/ peer marking
and assessment/ self-marking and assessment)
SC
Success criteria
EAL
English as an additional language
SPaG
Spelling, punctuation & grammar
SEND
Special educational needs and disabilities
HAPs
Higher achieving pupils
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1. Securing consistency in our provision A What difference will we make?
Starting point
What will we do? Who will do it?
Variable quality in adult interactions/ use of adult questioning
1a Lesson observations which focus on quality of adult interactions ; quality of interventions and quality of questioning 1b Feedback leads to improvement and targeted PD sessions
Monitoring
HT GB
What will it look like (by when?) By June 2015 all teaching is judged to be good because questioning and interactions/ interventions have impact on learning and progress
Some activities lack challenge for all ability levels
1c In planning new NC all plans will include challenge objectives (SL) 1d Specific subject related vocabulary will be planned for (SL) 1e Consistent application of marking and feedback policy leads to progress – regular book scrutinies by leadership (challenge question, now comments) (SLT)
By December 2014 planning & book scrutinies will show clear evidence of differentiation that challenges HAPs By April 2015 children will be using subject specific vocabulary By June 2015 all books will show marking policy consistently applied and progress evident
Some inconsistencies in expectations in topic sessions
1f New NC plans will explicitly include opportunities for application of basic skills and match to expectations for English and maths (SLs)
By July 15 basic skills applied to a high standard across the curriculum By January 2014 cross curricular work supports teacher assessment in speaking; reading writing
Some variations in assessments
Regular moderation establishes clear benchmarks to support and agree teacher judgements 1g Establish moderation at transition points
By June 2015 new assessment procedures (without levels) consistently applied and showing pupils in all classes making good rates of progress
High quality Speaking and listening planned across all subjects
Lack a systematic approach to planning for provision
1h Establish expectations using new NC as a starting point (CO) PD sessions explore what good practice looks like (CO) 1i Review planning for speaking across all subjects and agree strategies (CO) 1j Re-launch systems for recording and tracking progress (CO) 1k Monitor planning and provision over time (SLT)
By June 2015 Speaking and listening an integral part of every lesson evidenced in classroom observations
Improve the school environment
Variable quality of displays
1l Display training (Sept 2014) (SS) 1m Agreed standards/ policy as outcome of training 1n Regular monitoring of displays by MLs
By January 2015 the school reflects the new curriculum and celebrates learning in a vibrant, attractive way. All displays are of a high quality and demonstrate the agreed policy into practice.
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2. Securing consistently good provision in the EYFS A/ B What difference will we make?
Starting point
What will we do? Who will do it?
All children make rapid and sustained progress
Some variations in quality of teaching and learning and some variation in rates of progress
2a Clear roles for TAsHT indoors and out- induction (SS) GB 2b Review resources- redistribute/ get things out of Some variations in quality of learning environment and cupboards in preparation for additional class (SG) how it supports, extends 2c Sharper focus on core and engages learners texts to structure planning for learning (SL) 2d Invest in quality core texts (SL) 2e Improve planning for maths (SG & AE) 2f Identified whole class and focus sessions for number (SG) 2g Staff to explore enhancing maths in outdoor classroom (All) 2h New DHT to lead on introducing Singapore maths based model for teaching and learning (MS) Create clearly defined maths areas within each room with regularly rotated resources for children to select from 2i Staff training sessions for maths (MS)
By September 2014
3 Reception classes expand- 2j Prepare new classroom GB ing to 4 in September 2014 space- resources and furniture 2kRenew furniture throughNursery class moving in to out EYFS as rooms are new space April 2015 ready 2lReview distribution of curriculum across learning space 2m Establish new ways of working across 2 pairs of rooms
By September 2014 a new classroom will be ready to receive 30 new children Staff in post By January 2015 second new classroom will be ready and Elm class will move in, vacating their class for refurbishment for Nursery By April 2015 new Nursery classroom will be ready and children will move in Outdoor space will be undergoing refurbishment By April 2015 new paired structure effectively stimulating and supporting learning
Outdoor classroom due to be refurbished as part of expansion
By Summer 2015 outdoor area is all we hoped for and is enhancing our provision for learning across the curriculum Staff are able to set up engaging activities easily.
Visit other settings Be clear of aims of outdoor play- know what we want Work with developers to establish play space within given budget
22
Monitoring
HT GB
What will it look like (by when?)
All classes will have a consistently high standard of equipment and resources- easily accessible to the children to allow them to challenge themselves in self-directed play. Organisation will ensure ready access and easy to put away resources that will extend play, creativity & thinking. Each class will have the full curriculum on offer and although planned across the year group Teachers will vary the offer to meet the needs of the children in their care. Classroom will have clear areas of learning to support staff in extending learning across the curriculum.
3. Securing consistently good provision for SEND pupils A/B/ What difference will we make?
Starting point
What will we do? Who will do it?
All pupils, including those with SEND or those who are higher achieving have equal access to a stimulating curriculum that meets their needs and leads to good progress from relative starting points
Tracking systems developing 3a Enhance systems for recording and tracking progress for SEND pupils (Bsquared/ SCERTS etc) 3b reading interventions have clear systems for tracking that are regular shared with SLT (Bev Lee/ CO)
Monitoring
What will it look like (by when?)
HT
By December 2014 Data systems will be in place to support accurate tracking and measurement of progress for children receiving interventions By January 2015 class teachers will be more involved with the planning and assessment for SEND pupils Differentiation within lessons will be more effective for identified children and result in improved progress for identified groups By April 2014 skills matrix supports onward planning and budgeting for staff development Performance management impacting on progress for pupils
GB
Class teacher involvement with planning provision and tracking of progress of SEND pupils at low
3b Support class teachers to differentiate for specific needs- inclusion progress meetings. Further develop knowledge/ understanding of teachers (CO) 3c Monitor communication between teacher/ support staff and Senco (CO) 3d Further develop skills and expertise for staff deployed 1:1 (CO) Develop a skills matrix for key members of staff to support forward planning for PD (CO)
Excellent practice in 1 Reception class resulting in rapid progress
3e Disseminate good practice in promoting strategies such as Colourful semantics and Pie Corbett writing strategies (CO/ Jo- SP.L.T/ AR
SLT
By April 2014 all EYFS and Year 1 staff using colourful semantics to support writing (some elements in Y2 for needy pupils)
Regular disruption to planned support programme to cover absence
3f Introduce a cover person so Inclusion team are not redeployed to cover on a daily basis
Senco
By September 2014 staff structure has built in cover for TA absence
Children from YR joining Y1 for specific sessions not within own phase/ class
3g Enhance systems for supporting and challenging HAPs pupils- both within EYFS & KS1 - Guided reading across YR classes from earlier in year for HAPs
SLT
From September 2014 Haps in YR will have their needs met within their own phase
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By January 2015 all YR classes will have daily guided reading sessions that meet the learning needs of all pupils
4. Develop outstanding leadership and management of the school D What difference will we make?
Starting point
What will we do? Who will do it?
Monitoring
What will it look like (by when?)
All staff have a clear understanding of school policies and procedures
New deputy head starting sept 2014
4a Enhance induction procedures 4b Establish clear lines of communication- senior TAs and HLTAs take a lead on disseminating information within year group/ teams 4c TA representation on SLT 4d Monthly staff newsletter 4e Introduce briefings for staff (for things we all need to know) 4g Improve phone system as build completes 4g MLs supported to develop leadership skills through regular coaching sessions (SS/ MS) 4h MLs carry out joint lesson observations with SLT and give joint feedback that leads to improvements in teaching & learning 4i MLs monitor classroom provision for their subject (displays and resourcing) 4j MLs report to GB Spring Term 2015 and set out actions for 2015-16
SLT
By January 2014 a survey of staff does not highlight communication as the main issue
4k Further training for team leaders as part of SLT 4l Establish clear procedures for support staff appraisal
HT
New TAs starting sept 2014 Communication always a key issue with staff New middle leaders appointed from April 2014 No systematic way of communicating with support staff
Systems for managing staff performance will be consistently applied
Teachers managed well under new arrangements Support staff less so
Partnerships will enhance all aspects of school improvement
E7 cluster impacting on leadership and on aspects of CPD
4m Extend networking opportunities to different layers of leadership- DHTs/ subject leaders/ Inclusion A core group of parents are managers to disseminate well engaged with school good practice; share innovalife and know how to suptive ideas and develop new port their child’s learning ways of working 4n Regular SL networks to develop NC 4o Regular moderation 4pRegular cross school lesson observations at different levels of leadership 4q SLs model good practice 4r SLs contributing to the development and continual review of a broad and balanced curriculum 4s MLs contribute to the partnership with parents through learning bulletins; parent workshops; planning school activities 4t links with Clacton Partners re-established 4u broader partnerships beyond schools established to enrich curriculum e.g. local community
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By July 2015 MLs role in securing improvements are clear to all (including a potential OFSTED inspection) MLs have clear idea of next steps for their subject
By July 2015 Appraisal having a clear impact on performance of support staff and pupil outcomes By July 2015leaders having at least termly opportunities to meet with colleagues in E7 to work on joined up projects SLs & Mls making confident judgement about standards in their subject/ area of responsibility By January 2015 exchange visits made to Clacton By January 2015 local conservation groups booked to visit school By July 2015 local community invited to attend performances
5. The school benefits from a highly effective Governing Body D What difference will we make?
Starting point
What will we do? Who will do it?
Monitoring
What will it look like by 2015?
GB will know the school well and contribute to the school’s success.
We have a range of experience.
5a.Strengthen GB’s focus on teaching and learning Annual visits as a full GB with an agreed focus (from SDP) Link Governors to visit at least once a year and report back to full GB Link governors attend relevant workshops for parents
Termly reports Annual review of remits by GB
Focused link visits carried out Full GB visit day with agreed focus Reports received and discussed Evidenced in GB minutes and annual review of remits GB can demonstrate impact
5b. Strengthen relationships with parents and other stakeholders Link governors attend relevant workshops for parents Website updated to include a Governors detailing role, responsibilities and information about becoming a Governor Annual report to parents Prominent display for parents and pupils Provide better information to parents in advance of election- website- drop inleaflet specific to Woodgrange; opportunities to attend GB meetings as an observer Widen involvement in parent forum- both parents and governors
Feedback from prospective and new governors
New governors clear of role and responsibility upon taking up post
Individual Governors will have a good understanding of their role and will each play an effective part in the GB’s work.
We have several newly appointed Governors. We have identified some gaps in expertise in areas such as finance; premises and technology. We have good attendance at meetings and high levels of commitment. We do not currently have a high participation rate in training.
Parent forum well attended by governors and parents and outcomes informing school developments Parents clearer of GB’s strategic role and more interested in annual report
5c Develop GB’s sense of its role as a critical friend Improved induction for new Governors- visit- meetingwelcome pack- mentor. Regularly consider follow up and action points for Governors- who needs to do what? E.g. visits Regularly consider monitoring role for HT’s action points - who will ensure it happens? By when? Develop systems for recording impact Chair and HT review minutes and look for evidence
Minutes provide clear evidence of challenge and a focus on teaching and learning through Governor’s questions and follow up to matters arising.
5d Enhance individual Governors skills, knowledge and understanding Investigate possibilities for joint training with local schools Increase rate of face to face training Make use of online training
Training record of GB improves Discussions in meetings evidence Governor’s understanding of pertinent issues
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Clear evidence of monitoring on the part of full GB as well as committees.
Woodgrange Infant School Self-Evaluation Statement School type LA (NEWHAM) Maintained Address Sebert Road London E7 0NJ Telephone 020 8534 2120 Email info@woodgrange.newham.sch.uk Website www.woodgrange.newham.sch.uk DFE No. 316 2025 Ofsted URN 102722 Number on roll Nursery - Year 2: 300 and 30fte 4FE - Year R from Sept 2014 Headteacher Sarah Soyler LA Newham Last inspection date May 2011 Overall grading GOOD Context Forest gate is an ethnically and socio- economically diverse area. It is currently experiencing a period of change as many new families are moving in to the area from more central London areas due to the comparatively low house prices. This, together with the development of Crossrail is making Forest Gate a more desirable area for professional couples looking for larger accommodation to raise a family. Our school population is very diverse with no single majority group, although our proportion of white British children is far greater than other local schools. Our proportion of children entitled to FSM and EAL pupils are lower than the local average but still significant compared to National figures. Children join us with a wide range of pre-school experiences giving them widely varying starting points. Our school population ranges from numbers of children from language rich households to those who are new arrivals to the UK with little English (mostly from Eastern Europe). The majority of our EAL pupils are from established groups with fluent English spoken at home.
Pupil roll We are an oversubscribed school and families move in to the area in order to attend our school. Mobility remains extremely low. Transition Approximately 30% of children join us from Kay Rowe, a local Outstanding Nursery School while 60% transfer from our own Nursery. As we expand we anticipate an increasing number will come from alternative settings. The majority of children transfer onward to Godwin Junior school and we work very closely together. Transition arrangements for entry and departure are well established, involve parents and are reviewed and adapted annually Staff Staff turnover is low and there are a high number of teachers who have worked at Woodgrange for their entire career. However, we are entering a period of change as impending retirements, maternity leaves and school expansion coincide.
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Summary Evaluation The achievement of pupils is GOOD because:
The quality of teaching is GOOD because:
Behaviour and safety of pupils is OUTSTANDING because:
Leadership and management are GOOD because:
EYFSP outcomes are above national outcomes and have improved year on year.
Teaching is good with examples of outstanding practice leading to good achievement for the vast majority of pupils (monitoring/ tracking)
Children consistently display a positive attitude to learning. They love school and are enthusiastic learners (Class questionnaires)
Experienced School leadership Inclusion manager / EY leader are active in driving improvements in their area of responsibility. New (Sept 2014) Deputy well supported.
Outcomes in the Phonics screening check are well above national outcomes. Outcomes for pupils are consistently above national average in reading, writing and maths. Pupils make good or outstanding progress from their starting points (tracking) Strategically targeted interventions address identified needs and result in accelerated progress (Provision map/ tracking) Outcomes for SEND pupils show outstanding progress from individual starting points (Provision map/ tracking)
Children work and play together harmoniously.
Pupils actively engage in learning (monitoring) Teachers effectively plan for pupils’ next steps. Accurate and regular assessment and target setting inform teaching for progress (planning/ assessment records/ classroom environments) We continuously review marking and feedback procedures to ensure it has the maximum impact for our young pupils (books and minutes of CPD sessions) Rich, engaging and thorough curriculum (curriculum map/ planning)
Parents are involved early and relationships are positive.
Dynamic GB includes wide range of professional skills and experiences, deliberately and successfully recruited through reconstitution process. GB now offers even more challenge to school as well as support. Proactive chair leads on GB improvement plan integrated in SDP and holds GB performance reviews (minutes)
Children and parents report they feel safe and cared for in school (Parent and class questionnaires)
Pupil premium funding is used effectively to raise attainment for disadvantaged pupils. (Tracking)
All statutory responsibilities are in place.
New layer of middle leaders in place and being coached and supported into effective subject leadership (SDP)
There is little or no low level disruption. Where children require additional support with self- regulation it is well provided.
Highly effective teaching of reading across the school (monitoring/ tracking)
SDP clearly linked to priorities and firmly focused on making a difference and improving outcomes for all pupils (SDP)
Well planned support for children with SEN- targeted support and intervention leads to excellent progress (provision map)
CPD clearly linked to SDP priorities/ appraisal and school self evaluation (CPD records/ Appraisal/ SDP)
CPD delivered to address issues identified in peer review (June 2014) resulting in significant improvements (monitoring)
Any weaknesses in teaching rigorously addressed (Appraisal)
It is not outstanding It is not outstanding because: because:
It is not outstanding because:
There is further work to be done to address some gaps in achievement for disadvantaged pupils, particularly in maths.
Middles Leaders are not yet independently driving improvement in their subject
There is not yet enough consistently outstanding practice The impact of our Marking and feedback is not yet fully and consistently established.
We are in a period of transition due to maternity leave for key members of school leadership.
Overall effectiveness We judge our school to be GOOD because Achievement, Teaching and Leadership are GOOD, Behaviour is OUTSTANDING and SMSC development is OUTSTANDING at our school. 27
Achievement Achievement is GOOD because: Progress
We are not OUTSTANDING because:
•
There is more work to be done to address gaps for disadvantaged pupils – particularly in maths and writing. We are reviewing how we can maximise the impact of our Teaching Assistants
• •
From their relative starting points all children make marked progress, particularly in reading, and those entering our school at a level below or well below that typical for their age make accelerated progress. (tracking/ outcomes) Regular sharing of next steps ensures children and their parents are aware of how to improve Inclusion manager rigorously plans and monitors additional support
Reading •
•
A significant amount of time is dedicated to this key skill for young pupils; daily reading gym; phonics and a literacy lesson cover the full range of skills and strategies giving our pupils the fluency and confidence to tackle advanced texts. A reading teacher and TA as well as 2 regular volunteers provide support for the most vulnerable.
There is more work to be done in developing comprehension skills alongside decoding, particularly for EAL pupils.
Skills and Knowledge We have completed a thorough review of our curriculum and identified a progression in skills and knowledge for each subject and mapped this to our topic based curriculum model. This is being implemented through this academic year with plans adapted as the year progresses.
This is a work in progress and more work is to be done, particularly by middle leaders. We are looking at ways to further develop reading across the curriculum.
Disadvantaged Pupils Careful tracking of disadvantaged pupils ensures we are constantly aware of their progress relative to their peers. Pupil progress meetings focus on this group and are cross referenced to the Inclusion manager’s provision mapping. For our young children quality first teaching will have the most impact and this is our focus. Areas of need are prioritised and care taken not to overload children with multiple interventions.
There is more to be done about gaps in attainment fin maths- staff CPD has taken place (April 2015)
Groups Careful scrutiny of outcomes and monitoring of tracking data ensures any We are developing our methods to support children with multiple barriemerging gaps in performance are quickly identified. ers to learning- e.g. summer born, male, disadvantaged pupils! A focus on talk and language, particularly in the EY ensure SEND/ EAL children achieve well. Topics chosen to engage boys supports their onward progress and carefully targeted intervention programmes alongside in class support are in place to support disadvantaged pupils.
Curriculum Our Year 1 curriculum meets the requirements of the NC 2014 in an engaging, interesting way, covering the required skills and knowledge. Children are involved in planning and increasingly reviewing topics. During this transition year we are operating 3 different curriculums, stretching our newly appointed subject leaders to the extreme.
We have not yet achieved consistency in the way we enable children to demonstrate their understanding through application of skills and knowledge. Subject leaders are developing their skills but not yet proactively driving improvements in their subjects.
Attainment Attainment is consistently high but we are not complacent and carefully monitor each cohort to ensure every child makes the progress they deserve.
We experienced a slight dip in attainment in maths and higher level writing in 2014
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Teaching Teaching is GOOD because: Teaching Over Time
We are not OUTSTANDING because:
•
We have not yet achieved consistency.
•
Clear evidence of progress in children’s books- special books/ KS1 books/ tracking Accurate assessments identify next steps leading to progress for all pupils
Expectations •
Shared high expectations for all pupils across all subjects discussed and reviewed at our INSET day in Jan 2015 ensuring this is understood by all
We are reviewing how TAs can have more impact on pupil progress.
Checking Understanding • •
•
EYstaff are skilled at using observation to assess understanding and identify next steps resulting in effective teaching and significant progress. KS1 Teachers are skilled at checking understanding within lessons and through reviewing finished work to assess understanding and plan next steps ensuring targeted teaching resulting in good progress. With the introduction of the new curriculum we have been exploring how to accurately assess skills and knowledge through enabling children to apply these in different contexts and therefore demonstrate their understanding.
We have further work to do on quality questioning- planned for Summer Term 2015. We are strengthening pupil voice in the planning and review cycle
Basic skills • • •
Basic skills are effectively taught, practiced and consolidated across the curriculum leading to secure progress Subject leaders are reviewing planning to ensure skills progression is secure and resulting in pupil progress Schemes of work support the non-specialist teacher (PE/ Music)
We are looking more closely at incorporating Reading more effectively across the curriculum. We are working on defining a progression of skills for all subjects
Climate •
PD focused on conditions for learning and open mindset has raised This is a work in progress and is only being “trialed” in a couple of classes staff awareness of the impact this has on pupil progress. Groupings are more flexible in response to children’s achievement within lessons. This work continues with some teachers exploring the potential of mixed ability groupings for raising pupil achievement and accelerating progress for all ability levels.
Assessment •
Assessment without levels has been introduced in Year 1. We are trying out a home grown model of assessment that is proving to be much more focused on learning than the old level based system. We have moderated writing within and beyond school. Teachers are increasingly secure with this model and children are making good progress towards end of year expectations.
This is a work in progress that will be refined as the year progresses and as we apply it to Year 2 in 2015-16.
Teaching Strategies •
•
Teachers are trusted to apply the strategies they feel most suit their class, the subject or topic etc. This results in a climate of exploration and unleashes the potential for innovation. This means that variations in style are evident across the school whilst a secure understanding of the non-Negotiables is in place. In all classes time is maximised and sessions are well paced with a sensible balance between adult and child led activity. Teachers are becoming less welded to the old 3 part lesson format and are recently experimenting with break away and whole class starter/ challenge activities to start a lesson.
We are in the process of developing the confidence of staff to try new ideas and share them with colleagues as part of our school culture.
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Behaviour and Safety Behaviour and Safety is OUTSTANDING Further development because: Learning Behaviour Learning partners demonstrate how our young children can be supportive of each other and be aware of how to behave as learners. Children are increasingly using learning language and talking about how they learn. All classes have learning partners with clear success criteria for this partnership. This results in children modelling to each other and supporting each other and discussing ideas and learning and deepening their understanding of how to improve
Embed this language across all classes.
Attitudes To learning Children display positive attitudes to learning and have high levels of engagement in learning tasks. Learning was given as a response to the question “what is good about school?” in class questionnaires (2015)
Ethos A can do culture pervades the school and is shared by parents (Parent Surveys) Staff reviewed the school “Learning and growing together statement” in Jan 2015 and expanded this statement to ensure we are all aware of HOW this statement is achieved through everyday actions.
Behaviour Management Positive behaviour management strategies are consistently applied across school. Children are involved in the drafting of rules and expectations and their understanding of and sense of ownership is clearly demonstrated in their conduct around school.
Bullying Very rare incidences of bullying type behaviour are dealt with effectively and children do not suffer from this behaviour. High staff ratios in the playground and monitoring of behaviour logs ensure this remains the case. Assemblies and circle times have a strong emphasis on caring for each other and children demonstrate the impact of this on a daily basis.
Safety Children tell us they feel safe due to rules, adults and school fences.
Views Both children’s’ and parents’ views are regularly sought (Parent questionnaires March 2015) and acted upon. The GB has carried out an extensive review of the partnership with parents policy and our systems. A Parent forum is evolving to give a regular, routine voice for parents.
Attendance Above National at 97% (April 2015) due to rigorous efforts of School leadership and the office team to reinforce the message that attendance matters. We have worked with Governors and parents on the issue of extended absence in term time and have reduced this to a minimum.
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Early Years Provision The effectiveness of the early years provision is GOOD because: Progress
We are not OUTSTANDING because:
All children make at least good progress from their starting points.
Some more confident learners need more challenge and scope/ encouragement to challenge themselves..
Groups Home visits identify likely recipients of additional funding but because we are not always aware of who all our disadvantaged pupils are until part way through the year we target support at learning needs, ensuring all groups make good or better progress. Staff are given regular moderation and review sessions to monitor progress for individuals and use these to target support and focus sessions based on assessment information and the needs of groups.
Gaps between disadvantaged pupils and their peers are wider than we aspire
Curriculum and Environment Whilst undergoing an extensive expansion project there have been limitations to outdoor space but the end goal is in sight and is an integrated EY “wing” with a larger shared outdoor classroom. This outdoor space has undergone a complete transformation and now includes a second covered canopy area, a level, safe surface, a large sand area, new climbing equipment and spaces to deliver all areas of learning. Furniture has been refreshed to include open access shelving and storage to further allow children to self-select resources to support their own learning. The 2 rooms untouched by the build are to be refurbished in the summer holidays.
A thorough review of the organisation of learning across 4 Reception classes and a conjoined Nursery class is needed to maximize ALL children’s access to the broadest curriculum
Teaching & Learning Teachers and TAs make highly effective use of time to teach class, groups and individuals, ensuring all meet their next steps and make good or better progress over time. Provision changes as the year progresses to meet the developing needs of the children and ensure they are ready for the next stage in their education
Some elements of our continuous provision need refreshing more frequently to ensure challenge is maintained for all learners e.g. all staff need to be aware of learning intentions to ensure their interactions are correctly targeted. Improvements to planning are being introduced to address this issue.
Assessment Observation based assessment informs teaching and learning. Teachers build up portfolios of evidence over time and through these know the children really well, enabling them to target teaching very accurately.
All staff are not always fully aware of assessment criteria during continuous provision as well as adult led learning.
Behaviour A strong focus on PSED during induction and the first term established expectations around behaviour and relationships. Children respond well to this focus and behaviour demonstrates the impact of this work.
Safety Whilst encouraging children to take risks learners are well cared for within a stimulating but safe environment. All statutory requirements are met.
Parents and Carers Parents are vital to children’s learning and this is reflected in our strong partnership: home visits; induction meetings and visits and information packs support transition and contact is maintained through stay and learn sessions each day, weekly newsletters and home school books.
Our admission procedures in Sept 2014 was adversely affected by the build and parents did not receive the same standard of induction as we aspire to, leading a small number to be unhappy with the information they received from school. We have addressed this for Sept 2015.
Leadership and Management A very experienced (now part time) EY lead (AHT) has ensured continui- We are entering a transition phase regarding staff and leadership of EY. ty over the years and has ensured the building project has caused minimal disruption to learning. A succession plan is in place for September 2015 as roles change.
Interventions Due to identified needs in speech and language a speech and language therapist works in school one day per week. Alongside direct work with children she supports parents and has trained staff to deliver interventions and to adapt speech and language friendly approaches in their classrooms, thereby supporting all children.
There is further work to do to embed the use of colourful semantics in EY (to scaffold talk and writing) We are beginning to introduce principles from Singapore maths to support learning in maths for all children but as a strategy for those having difficulties with numbers and counting.
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Leadership and Management Leadership and Management are GOOD We are not OUTSTANDING because because: Expectation and Culture We are ambitious for all of our pupils and are constantly seeking to improve outcomes for all by setting high expectations. Subject leaders are developing in confidence and are more explicitly leading their subject and setting out their expectations. We work increasingly closely with a network of local schools to mutually support and challenge each other and learn from each other’s best practice.
Middle leaders are not yet ALL working at the required level. We are undergoing some changes within the leadership due to maternity leave, a change of deputy and possible impending retirements.
Self Evaluation An honest and thorough assessment of where we are identifies sharply focused action points in improvement plans that inform all of our work: CPD plans; appraisal targets etc
Impact on Learning Accurate monitoring of teaching and learning, and the appraisal system are used to drive improvement in teaching by identifying action points for teachers that have led to improvements in the quality of teaching and progress for pupils.
There are some residual inconsistencies in teaching that have yet to be eradicated.
Literacy Literacy is given priority, as we believe it is the key to wider learning for young pupils. We deliver our Literacy curriculum through a core book model so children are exposed to quality literature and a language rich environment.
We are currently working on blending the new NC requirements with our core book approach.
Curriculum and impact of SMSCD We are proud of our well planned topic based curriculum and have worked hard to balance the 3 curriculums we currently are delivering in our school. We believe it delivers a broad balanced offer that excites children and helps them develop a thirst for knowledge. SMSCD is threaded throughout our curriculum and the children demonstrate the impact every day in their behaviour and attitudes.
Impact of Actions Following a supported peer review in June 2014 concerted actions have been taken to address the issues identified. These include a focus on the clarity of learning intentions and the impact of our marking and feedback. We have successfully addressed the learning intentions issue in KS1. Pupil premium funding is effectively utilised to secure progress and improved outcomes for all.
We continue to modify our systems for marking and feedback to consistently achieve the desired impact on pupil progress.
Governance Out newly reconstituted GB shows ambition and commitment to our school. Full attendance at all meetings is usual and Governors come with questions to challenge and secure further improvements and secure best value for money. Committees discharge their responsibilities very seriously and fully scrutinise the work of the school.
Parents Parents are supportive of the school and many are actively involved. We are in the process of developing a Parent Forum to give parents a more formal voice and to ensure we hear a balanced view from all groups within the community.
Safeguarding Training is up to date and procedures are secure. We work closely with external agencies to secure the wellbeing and safety of all pupils.
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Impact on Achievement In EY regular time for staff to moderate judgments and collaboratively plan has supported a sustained improvement in outcomes for all pupils. A focus on the teaching of phonics led to an immediate rapid rise in outcomes in the Year 1 screening check between 2013 and 2014. The introduction of a core book approach rather than a purely phonics approach to Literacy had a clear impact on outcomes in reading and writing, particularly at the higher levels due to increased vocabulary and comprehension. Continuity in learning has been maintained by allowing teachers to jointly assess children’s writing and maths at the end of the year- including in to KS2 with our partner Junior school.
We are reviewing how we teach maths in order to address a recent dip in achievement.
Other We have been undergoing an expansion project for the past 18 months. We have strived to limit the physical disruption to pupils and parents throughout this period but it has taken a great deal of leadership time, coupled with a change of deputy, GB reconstitution and significant changes to the National Curriculum and SEN requirements, leading to a very challenging period for the leadership of this school. Despite all of this we have maintained standards and staff morale.
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Woodgrange Infant School Ofsted Report
Read more about our Ofsted report here >
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ABOUT THE GOVERNING BODY Instrument of Government 1.
The name of the school is Woodgrange Infant School
2.
The school is a community school
3.
The name of the governing body is “The governing body of Woodgrange Infant School “
4.
The governing body shall consist of:
a)
Four parent governors
b)
One authority governor
c)
One staff governor
d)
One headteacher
e)
Five co-opted governors
5.
Total number of governors is Twelve.
6.
This instrument of government comes into effect on 5th March 2015
7.
This instrument was made by order of Newham Local Education Authority on 13 February 2015
8.
A copy of the instrument must be supplied to every member of the governor body (and the head teacher if not a governor).
Made by James Thomas, Director of Commissioning (Children’s Services) on behalf of the Council of the London Borough of Newham
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List of governors Name
Type of governor
Role
Committee member
Rachel Tripp
Parent
Chair
Finance / Curriculum
Jennie Gilhespy
Parent
Vice chair Maths link
Curriculum
Kate Christie
Parent
Chair of Finance committee
Finance
Anne Asfaw
Parent
Chair of Curriculum Committee Inclusion Link
Curriculum
Harpreet Kaur
Co-opted
Early Years Link
Finance
Joanna Castro
Associate
English Link
Curriculum
Thom Sanders
Co-opted
Computing Link
Curriculum
Liz Westlund
Co-opted
Safeguarding/ CLA Link
Delia Palfreman
Co-opted
Training Link
Myanah Saunders
Associate
Induction
Joanne Zakiewicz
Staff
Rachel Williams
Co-opted
Vacant May 2015
Authority
RE link
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Finance
Governors’ Profiles Rachel Tripp I am the Chair, and a Parent Governor. I have three small girls, currently in year 1, nursery, and just one year old, so I have a significant personal interest in Woodgrange! I am enjoying learning more about the school ‘behind the scenes’, and also learning more about the education sector more broadly. I am not in paid employment at the moment, but previously worked in policy and strategy in local government, and am standing to be a local councillor in the local elections in 2014. In what little spare time I have, I am a blogger, part of a reading group, and love to crochet.
Jenny Gilhespy I am the Chair, and a Parent Governor. I have three small girls, currently in year 1, nursery, and just one year old, so I have a significant personal interest in Woodgrange! I am enjoying learning more about the school ‘behind the scenes’, and also learning more about the education sector more broadly. I am not in paid employment at the moment, but previously worked in policy and strategy in local government, and am standing to be a local councillor in the local elections in 2014. In what little spare time I have, I am a blogger,
Kate Christie I am a Parent Governor with one child in year 1. I also have another child who has gone through the school. I enjoying being a governor, seeing how the school works and helping the school get better and better. I am a teacher so can put my experience to good use. I enjoying baking and cycling, come rain or shine.
Anne Asfaw I’m proud to be a parent governor at Woodgrange, a school my children love. I am a Mum and part-time barrister. Previously, I worked in mental health and special needs. The musketeers’ motto, “All for one and one for all!” was my favourite as a child. That’s why I cherish the opportunity to be the inclusion link governor and I want you to hound me if we miss any opportunity to see EVERY child thrive. I’m also closely watching the progress of the 2013 reception starters as their cohort link.
Harpreet Kaur I have been a Community Governor and a member of the Finance Committee for about a year now at Woodgrange. Most of my professional experience has come from working in large organisations in the city so I am enjoying applying my skill set into the education sector. I have also volunteered to be Computer Link governor for the school and am looking forward to put this into action in 2014! My son is nearly one year old so not much free time at the moment but when I do get some time I enjoy meditating, yoga and being creative at home.
Joanna Castro I am the Chair, and a Parent Governor. I have three small girls, currently in year 1, nursery, and just one year old, so I have a significant personal interest in Woodgrange! I am enjoying learning more about the school ‘behind the scenes’, and also learning more about the education sector more broadly. I am not in paid employment at the moment, but previously worked in policy and strategy in local government, and am standing to be a local councillor in the local elections in 2014. In what little spare time I have, I am a blogger, part of a reading group, and love to crochet. 38
Thom Sanders I am the Chair, and a Parent Governor. I have three small girls, currently in year 1, nursery, and just one year old, so I have a significant personal interest in Woodgrange! I am enjoying learning more about the school ‘behind the scenes’, and also learning more about the education sector more broadly. I am not in paid employment at the moment, but previously worked in policy and strategy in local government, and am standing to be a local councillor in the local elections in 2014. In what little spare time I have, I am a blogger, part of a reading group, and love to crochet.
Liz Westlund I am the Chair, and a Parent Governor. I have three small girls, currently in year 1, nursery, and just one year old, so I have a significant personal interest in Woodgrange! I am enjoying learning more about the school ‘behind the scenes’, and also learning more about the education sector more broadly. I am not in paid employment at the moment, but previously worked in policy and strategy in local government, and am standing to be a local councillor in the local elections in 2014. In what little spare time I have, I am a blogger, part of a reading group, and love to crochet.
Delia Palfreman I joined the governing body as a co-opted governor in March 2015. I’m a member of the Finance Committee, the Training Link Governor for our governing body and the Cohort Link Governor for the current nursery. My professional background and experience is in the Banking sector and I’m looking forward to applying my knowledge and experience to the educational sector. I have lived in Forest Gate since 1997 and enjoy cycling and exploring the hidden areas of east London.
Myanah Saunders I was a Community Governor at Woodgrange for 7 years and am now an Associate Governor. I have lived in Forest Gate for over 40 years. Before I retired I worked in education in Newham and my children went to Woodgrange many years ago. I enjoy being part of the changes that happen in schools and working to help all our children get the best education we can provide. In my spare time I like gardening, listening to music and playing Candy Crush.
Joanne Zakiewicz I am a staff governor at Woodgrange. I have worked in Early Years at the school since September 2012. I am passionate about my role in helping make children’s first experience of school as welcoming, happy and motivating as possible and I feel privileged to be in this job. I have over 12 years’ experience of working in Nursery and Reception in Newham and in Tower Hamlets. I am local to Forest Gate myself with 2 children who have passed very happily through Kay Rowe Nursery, Woodgrange and Godwin Junior School. I don’t seem to find much time to relax but our family love caring for our many pets: 1 bearded dragon, 2 cats and 2 tortoises!
Rachel Williams I am the Chair, and a Parent Governor. I have three small girls, currently in year 1, nursery, and just one year old, so I have a significant personal interest in Woodgrange! I am enjoying learning more about the school ‘behind the scenes’, and also learning more about the education sector more broadly. I am not in paid employment at the moment, but previously worked in policy and strategy in local government, and am standing to be a local councillor in the local elections in 2014. In what little spare time I have, I am a blogger, part of a reading group, and love to crochet. 39
Vacant 2015 May I am the Chair, and a Parent Governor. I have three small girls, currently in year 1, nursery, and just one year old, so I have a significant personal interest in Woodgrange! I am enjoying learning more about the school ‘behind the scenes’, and also learning more about the education sector more broadly. I am not in paid employment at the moment, but previously worked in policy and strategy in local government, and am standing to be a local councillor in the local elections in 2014. In what little spare time I have, I am a blogger, part of a reading group, and love to crochet.
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Training Record Training undertaken by current Woodgrange governors Financial years 2013 to 2015* Myanah Saunders Chairs’ Workshop - Data Myanah Saunders Newham Governors’ Curriculum Convention 2013 Harpreet Kaur Introductory Course Myanah Saunders Training Link Governors Myanah Saunders Equality Duty Rachel Tripp Introductory Course Rachel Tripp Getting to grips with data Michelle Boucher Annual Governors Conference - Lister Myanah Saunders Annual Governors Conference - Lister Rachel Tripp Annual Governors Conference - Lister Myanah Saunders Promoting your school: Using new media Sarah Soyler Roles and Responsibilities - Woodgrange Myanah Saunders Roles and Responsibilities - Woodgrange Rachel Tripp Roles and Responsibilities - Woodgrange Kate Christie Roles and Responsibilities - Woodgrange Jennie Gilhespy Roles and Responsibilities - Woodgrange Myanah Saunders Training Link Governors Myanah Saunders Curriculum matters: Primary Curriculum Kate Christie Grievance and Discipline Rachel Tripp Data Surgeries Myanah Saunders Vulnerable Children Sarah Soyler Reconstitution of governing bodies - Briefing Jennie Gilhespy Introductory Course Rachel Tripp Reconstitution briefing Harpreet Kaur Financial Efficiency Rachel Tripp Managing Teacher Performance Jennie Gilhespy Getting to grips with data Myanah Saunders Newham Annual Governors’ Conference Jennie Gilhespy Newham Annual Governors’ Conference Kate Christie Pupil Premium Myanah Saunders Training Link Governors Michelle Boucher Inclusion Link Governors Anne Asfaw Introductory Course Delia Palfreman Challenge and Support Myanah Saunders Challenge and Support *On-line courses completed by governors are not shown
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11/05/2013 17/06/2013 29/06/2013 17/09/2013 26/09/2013 17/10/2013 23/10/2013 16/11/2013 16/11/2013 16/11/2013 26/11/2013 05/12/2013 05/12/2013 05/12/2013 05/12/2013 05/12/2013 14/01/2014 20/01/2014 07/05/2014 19/05/2014 03/06/2014 04/06/2014 05/07/2014 11/09/2014 15/09/2014 02/10/2014 13/10/2014 08/11/2014 08/11/2014 12/11/2014 14/01/2015 26/02/2015 06/03/2015 19/03/2015 19/03/2015
Governor’s visit to schools How to get the most from your visit Why should governors visit schools? • To get to know your school better • To learn more about a particular area such as: a) The curriculum b) The building c) The organisation d) Resources • To help you make better informed decisions at governing body meetings BE CLEAR ABOUT WHY YOU ARE VISITING. IF YOU ARE ALSO A PARENT OR WORK IN THE SCHOOL, KEEP YOUR ‘GOVERNOR’ VISITS ENTIRELY SEPARATE FROM OTHER ACTIVITIES IN THE SCHOOL Arranging your visit • You must make a prior appointment for a mutually convenient time with the headteacher. Drop in visits are not acceptable. • Tell the headteacher why you wish to visit and what you would like to see. • It may be possible for another governor to show you round. During the visit • Go to the school office first and ask for the person you have arranged to see. • Remember you are there to learn and observe, not to judge. • If you visit a lesson please wait to be given the opportunity by the teacher before asking questions of staff or pupils. • If you are looking at an issue such as the premises, it may also be helpful to talk to the site supervisor or the health and safety rep. with the head • To put people at their ease be positive about what you see. Thank staff for the opportunity to see them at work. • Make notes during your visit, this will help you to remember what points you want discuss with the head and to prepare a report for the governing body. • Respect staff privacy – only spend time in the staff room if you are invited. BE POSITIVE, OBSERVE AND LEARN, BE COURTEOUS At the end of the visit • Report back to the head, telling her/him about the positive things you have observed and learned. Raise any concerns you have. • Observe confidentiality. Do not discuss anything you see with anybody other than the head and, if appropriate, the governing body • Thank the head for arranging the visit. After the visit • Prepare a brief verbal or written report for the governing body. Show it to the head before it goes to governors. • Be prepared to add to your report orally but do not mention staff members by name. This guidance has been produced by governors and headteachers in the London Borough of Newham.
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Link governors’ Visit to Woodgrange Infant School Name of person visiting Date Aim of Visit
What you did
If applicable, what does the available data tell us about how we are doing in this area? (How we compare to the national average, any changes over the past few years, any particular challenges, and strategies to overcome these)
Are there any areas of the School Development plan which relate to this area? If so, is the work on track?
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Things you saw you liked, found particularly interesting or positive
Anything you saw which caused you concern or you didn’t understand
(Remember to raise this with the Head at the end of your visit, and include any information from her)
What you will report back to the next governing body meeting: any final reflections or recommendations.
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Governing Body Remits For Individual Roles Woodgrange Governing Body Remits, Roles and Responsibilities These governor role descriptions for 2014 to 2015 were agreed by the governing body in December 2014
CONTENTS All governors Chair Vice Chair Governors Forum Representative Curriculum Link Governors (Literacy, Computing, RE, Foundation Stage) Inclusion Link Governor Looked After Children Link Governor Safeguarding Link Governor Training Link Governor Headteacher
This document sets out the expectations of the governing body as to how all governors and those holding specific positions will carry out their role. Individuals will be elected/appointed to these roles at the first meeting of the Autumn term. The governing body will review the effectiveness of these remits annually.
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All Governors At Woodgrange school we expect all governors: • To know the school by:
seeing the school at work and talking to some pupils at least once a year
knowing the school’s current strengths, areas of concern and targets for improvement
• To be committed and active by:
attending and contributing to a minimum of two meetings each term (including committees)
completing the LA induction course for new governors
completing at least one training /development session each school year either centrally or on-line
reading draft minutes and forwarding amendments to the Chair
informing the school in advance if they are unable to attend a meeting
This statement was agreed by: Name
Type of Governor
Signature
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Date
Chair At Woodgrange School we expect the Chair: • To manage and progress the work of the governing body by: drafting a rolling calendar / work plan to be used by the whole governing body and committees
ensuring up-to-date, clear remits for all work with clarity as to what is to be done, by whom, when and how this will be fed back to the full governing body.
checking that decisions of the governing body are enacted
jointly planning (with at least one other) each full governing body meeting
chairing full governing body meetings
setting and keeping high standards of working practices e.g. rarely accept tabled papers.
ensuring regular review of the governing body’s effectiveness
overseeing the welcome and induction of new governors
ensure the governing body fulfills its’ statutory duties, including the performance review of the headteacher.
• To co-ordinate communication to and from the governing body by:
sharing the workload with the vice chair where appropriate
routinely liaising with headteacher, vice chair, clerk, chairs of committees
liaising as appropriate with LA officers, HMI and being available during Ofsted inspections
promoting communication with parents and staff
The Chair for 2014-2015 is
Rachel Tripp
This role description was agreed by Signature Date
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Vice Chair At Woodgrange School we expect the Vice Chair: • To work closely with the Chair and the school by:
assisting the Chair with tasks as appropriate
being available to stand in for the Chair as necessary
being prepared to chair a committee
• To build a team of governors who all contribute to the work of the governing body by;
ensuring governors’ participation in and between meetings including the commitment of all governors to see the school at work and talk with some pupils at least once a year
The Vice Chair for 2014-2015 is
Jennie Gilhespy
This role description was agreed by Signature Date
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Governor’s Forum Representative At Woodgrange School we expect the Governors’ Forum Representative to: • Attend the meetings of the Governors’ Forum and the Newham Governors’ Forum Association (both meetings are held on the same evening at the beginning of each term). • Where appropriate to submit written questions on behalf of the governing body to the Governing Bodies Support Service for consideration at the meeting. • Be prepared to contribute to Governors’ Forum debates. • To circulate a brief termly written report to the governing body on matters arising at the Forum and Association which are relevant to the school
The named governor for Governor’s Forum for 2014-2015 is: This role description was agreed by Signature Date
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Curriculum / Areas Of Learning Link Governors (Literacy / Language Awareness, Computing, Religious Education, Foundation Stage) At Woodgrange School we expect all of the above link governors to: • meet with the relevant co-coordinator at least once a year to find out about
the school’s systems for planning work, supporting staff and monitoring progress
how the standards of achievement are changing over time
and discuss the visit with the headteacher
the allocation, use and adequacy of resources
• Visit/ talk to pupils about their experiences of the curriculum area • Promote and support the positive involvement of parents in the curriculum area • Attend training and other events relating to the particular curriculum area • Report to the governing body with recommendations, if appropriate, once a year For 2014-2015: Link Area Name Signature Date Literacy/Language Awareness Computing Religious Education Foundation stage
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Inclusion Link Governor At Woodgrange School we expect the Inclusion link governor to: Meet with the SENCO at least once a year to find out about
the numbers of pupils identified at each stage in the school
and discuss the visit with the headteacher
the expenditure on SEN provision the monitoring of pupils’ progress
• Talk with Learning Support Staff about their work • Observe/ talk to pupils about their experiences inside and outside the classroom (e.g. playtime) • Attend training and other events relating to Inclusion (e.g. Inclusion Link Governors’ Forum ) • Report to the governing body annually with recommendations, if appropriate
The named governor for Inclusion for 2014-2015 is: This role description was agreed by Signature Date
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Safeguarding Link Governor At Woodgrange School we expect the Safeguarding link governor to ensure that: • An appropriate child protection policy is in place and reviewed annually by the governing body • Data on the implementation of the child protection procedures is monitored at least annually by the governing body • Governors receive appropriate safeguarding and safer recruitment training
The named governor for Safeguarding for 2014-2015 is: This role description was agreed by Signature Date
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Looked After Children Link Governor At Woodgrange School we expect the Looked After Children link governor to: • Encourage the governing body to ensure that looked after children in the school are appropriately supported • Work with designated staff and ensure that the progress of looked after children is reported to the governing body • Contribute to reports to the governing body on looked after children • Attend training and other events relating to looked after children
The named governor for Looked After Children for 2014-2015 is: This role description was agreed by Signature Date
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Training Link Governor At Woodgrange School we expect the training link governor to: • Regularly update the Governors Profile • Have up-to-date information about training opportunities • Keep an up-to-date register of courses attended, by whom and when • Ensure feedback on training is presented to the full governing body meeting including reports in an agreed format • Consult and agree with the governing body on training required and to make the practical arrangements for school based training • Attend termly Training Link Governor meetings or talk termly with the LA Training Cocoordinator to identify training needs and discuss training issues
The named governor for Training for 2014-2015 is: This role description was agreed by Signature Date
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Headteacher At Woodgrange School we expect the Headteacher to: • Make explicit proposals about the educational character, mission and development of the school, including involving governors in:
the aims and values of the school- discussing, formulating, using
the improvement planning process – who, when, how
monitoring the implementation of the plan once agreed
• Play a key role in building of a strong, effective governing body team by: ensuring that new governors get to know the school quickly
meeting regularly with the chair and/or vice chair
establishing clear means of communication between all governors and the school
• Formulate policies for the routine conduct and operation of the school by ensuring a rolling programme of review • Provide the governing body with the information it needs to carry out its functions effectively and to understand how the school is doing by:
discussing and agreeing the information the governing body needs
ensuring all paperwork is sent to governors at least 7 days before meetings
amending/agreeing draft minutes
Our Headteacher is: This role description was agreed by Signature Date
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Code of Conduct for Woodgrange Governors General • Our principal concern as a governing body (GB) and as individual governors is the welfare of the school. • Our main focus is on school improvement and the raising of standards of pupil performance in the school. • We recognise our responsibility for determining, monitoring and reviewing the policies, plans and procedures within which the school operates. • We recognise that the headteacher is responsible for the implementation of policy and the day-to-day management of the school. • We understand that all governors are equal members of the GB. • We understand that we have no authority to act individually unless the GB has given us the delegated authority to do so and it is legally permissible. • We know that we must act fairly and without prejudice in all matters, including our responsibilities as a good employer. • We will encourage open government. • We will give careful consideration to the impact of our decisions on people, organisations and the school. Commitment • We recognise the need to commit time and energy to being an effective governor. • We will each involve ourselves in the work of the governing body by attending meetings, serving on committee(s) and accepting a fair share of responsibility. • We acknowledge our needs for development and training as governors. Relationships • We will work as a team. • We will develop effective working relationships with the Headteacher and staff, parents, the Local Authority and representatives of the community. Confidentiality • We will observe confidentiality as required. • We will exercise prudence and tact if contentious issues affecting the school arise outside the GB. • If an item is not confidential, the outcomes may be discussed with others but detail of individual views should not be shared. Conduct • We will encourage the open expression of views at meetings, but accept collective responsibility for decisions made by the governing body. • We will speak or act on behalf of the GB only when authorised to do so. • In making or responding to criticisms or complaints about the GB, we will follow the procedures established by the GB. • Our visits to school as governors will be within the protocol agreed by the governing body and staff. • We will always be mindful of our responsibility to maintain and develop the ethos and reputation of the school. Date adopted:
Date for review:
Courtesy of Dorset Governor Services Toolkit / dorsetforyou.com
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Governors Committees Curriculum And Parents Terms of Reference • To participate in the preparation and review of the School Development Plan and to make recommendations to the Governing Body • To monitor and evaluate the implementation of the curriculum development elements of the School Development Plan. • To monitor the implementation of the national curriculum with a view to ensuring that pupils receive full statutory entitlement. • To ensure that all pupils are given equality of access to the curriculum. • To monitor levels of achievement at the school and to recommend targets for attainment to the governing body. • To receive, discuss and accept final draft curriculum policy statements for all subject areas on behalf of the governing body. • To review and discuss the impact of curriculum policies on outcomes for children. • To monitor the teaching of religious education and to ensure that the arrangements for a daily act of collective worship are in place • To receive and consider complaints under the curriculum complaints procedure. • To hear appeals against the decision of the head teacher in relation to a temporary exception to the national curriculum • To review the school’s general statement on the principles of behaviour for adoption by the governing body. • To review changes to the school prospectus on behalf of the governing body. • To ensure compliance with School Information regulations for publishing information on the school website. • To develop strategies to increase parental involvement in the school. • To be responsible for developing links with the local community.
Updated October 2013
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Finance Terms of Reference • Monitor and evaluate aspects of the School Development Plan delegated to the committee. • Monitor and agree changes to the aspects of the SEF delegated to the committee and to identify areas for development. • Establish a timetable and procedures for planning the budget • Develop a budget plan which ensures the implementation of school priorities (identified in the SDP) at the start of each financial year, for approval by the governing body • Monitor the school budget to ensure that expenditure remains in line with the budget plan • Approve virements between £10,000 and £20,000 • Ensure that the school’s financial regulations are implemented • Approve and review the school’s Letting Policy • Approve and review the school’s charging policy • Approve an asset management plan with clear indication of the priorities for development projects and the benefits that would be derived from them • Ensure school buildings and physical classroom environment are fit for purpose • Monitor and review the provision for site security. • Ensure health & safety arrangements are in place and that appropriate risk assessments are carried out and recorded • Ensure the school’s insurance arrangements are appropriate
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USEFUL CONTACTS AND LINKS Access key documents at:
www.fronter.com/newham/login
Username:
Governor-woo
Password:
Governor838
Newham Partnership Working – Governor Services Francis House, 760 Barking Road, London E13 9PJ Paul Baglee is the Group Manager, Governor Services. He is responsible for the development and the delivery of the service as well as being the lead officer on governors and the law. He also clerks a number of governing bodies and delivers training. Contact Tel:0208 249 6930 email Paul.Baglee@npw.so
Governor Education Dorothea Schulz is the Co-ordinator of Governor Education. She is responsible for planning the central training programme and arranging school based training. She also delivers training. Contact Tel:0208 249 6931 email Dorothea.Schulz@npw.so The Administrator, Jagjeet Sahota, provides administrative support, takes bookings and produces materials. Tel:020 8249 6936 Email: Jagjeet.Sahota@npw.so The termly NPW course programme can be found on Fronter (see above). A wide range of on-line courses for governors is available at Modern Governor and GEL. Details of how to register are at the end of every Governing Body Meeting Agenda • Much important information for Newham governors is at www.londonmle.net/newham/login username: newhamgovernor, password: newhamgovernor • The Department for Education (DfE) provides extensive information and guidance for governors, including The Governors’ Handbook. • Newham Parent Partnership Service, provides information and support for parents of pupils with special educational needs. Online courses are available at xxxxxxxxxxxx
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GLOSSARY *These are in addition to those in the glossary at the end of the DfE ‘Guide to the Law’ Abstain Academy
A member abstains when s/he decides not to vote An independent state school funded directly by the DfE
Adopt A motion or resolution has been passed or carried and a decision is made Agency teacher Teacher obtained from an agency to cover a vacancy or provide shortterm cover Agenda
The list of items of business for consideration at a meeting, shown in a suggested order of discussion
Ancillary Staff
Non-teaching staff e.g. laboratory assistants, site supervisors, clerks and nursery assistants
Any Other Business (AOB)
The heading in the agenda to indicate business which can be raised by anyone at the close of a meeting, without being formally listed on the agenda. Should only be used for items of extreme urgency. The chair should be informed before the meeting starts that a governor wishes to raise an item
AST Additional Skills Teacher Baseline Assessment
Assessment carried out when a pupil first enters a school
Capitation The sum of money set aside in the school budget for materials and equipment Carry To pass or adopt a motion or amendment Casting Vote A second vote which a chair has and can only use after a vote is tied and s/he has already voted once Chair The person elected to preside and control discussion at meetings Children’s Centre
Brings a range of support agencies together to support parents and carers. Is developed in line with the needs of the local community though must provide a set of core services
Clerk Officer responsible for recording meetings and advising on procedure Community Schools LA maintained schools where the LA is the employer, owns the land and buildings and sets the admission criteria Condoned A governor’s absence is agreed as acceptable by the governing body. In this case it does not count as part of the 6 months period which leads to disqualification 62
Continuous Assessment Co-coordinator Core Curriculum
Judging students on the basis of work done during a course rather than, or in addition to, a formal examination at the end Teacher, usually in a primary school, with responsibility for an area of the curriculum English, Maths and Science – these are studied by all pupils
CPD Continuing Professional Development for school staff DfE Department for Education Delegated budget Money provided to schools to meet annual staff and running costs Devolved capital funding
Funding allocated to schools specifically for large building or equipment projects
Directed time
Time when a teacher must be available to carry out duties under the direction of the head teacher – a maximum of 1265 hours in a school year
EAL English as an additional language EBD Emotional and behaviourial difficulties ECM Every child matters – the government’s overarching policy in relation to children and young people Education Otherwise Organisation offering support and help to parents wishing to educate their children out of school (the name is based on a phrase in the 1944 Education Act) EWO Education Welfare officer – a professional worker who deals primarily with attendance problems Ex Officio ‘By virtue of office’, i.e. appointed to a position by virtue of, and so long as holding, a particular office. Head teachers may choose to be ex officio governors Exclusion The temporary or permanent banning of a pupil from school Form of entry Number of classes that a school admits every year Foundation Stage Curriculum followed by children below statutory school age(between ages of 3 and 5) FSM Free school meals GCSE National subject based examinations usually taken in Year 11 by 15/16-year-olds Head of Department Teacher in a secondary school with responsibility for management of a subject area
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HLTA Higher level teaching assistant HMI Her Majesty’s Inspector ICT Information and Communication Technology Inclusive Education
The education of children with special educational needs alongside their peers in mainstream, rather than special, schools
Individual Education A curriculum plan drawn up for pupils identified as having special educational Plan (IEP) needs INSET days 5 days per year set aside for staff development when pupils do not attend LSA Learning support assistant Link Governor Governor asked by the governing body to take on responsibility for liaising with outside bodies or for a particular issue. In Newham each governing body has Training, Inclusive Education, Safeguarding, RE and Literacy Link Governors and a representative for Governors’ Forum. Local Authority (LA)
Part of the local government structure responsible for strategic aspects of the state education service in a particular geographical area
Mainstream Matters Arising (from minutes)
An ordinary, rather than a special, school, class, etc. Business referred to in the minutes of the previous meeting may be raised again so that progress may be reported, but not to amend or overturn them
Minutes Authoritative written record of a meeting which is agreed by governors (who were present) at the following meeting Mixed ability A teaching group in which children of all abilities are taught together Motion Proposal put forward for the governing body to adopt or reject. If adopted (carried) the motion becomes a resolution NAHT National Association of Head Teachers NASUWT National Curriculum
National Association of Schoolmasters and Union of Women Teachers Established in 1988 by central government to ensure that all pupils receive a broad and balanced education which is relevant to their needs
NGA National Governors’ Association 64
Non-teaching staff
Staff employed to provide services, such as classroom assistants, cleaners and administrative staff
NPQH National Professional Qualification for Head Teachers NQT Newly Qualified Teacher NUT National Union of Teachers NVQ National Vocational Qualification OfSTED Office for Standards in Education Pass To carry or adopt a motion Performance Management System of staff appraisal. The governing body and head teacher share responsibility Peripatetic teacher A person who teaches in a number of schools to give specialist instruction e.g. in music PFI Private Finance Initiative PGCE Post-Graduate Certificate of Education PLSU Pupil learning support unit – primary equivalent of PRU PPA Planning, Preparation and Assessment – 10% guaranteed non-contact time for teachers Propose To formally put forward a motion. Each motion must have both a proposer and a seconder PTR Pupil/Teacher ratio Pupil Referral Unit (PRU) Provision for those pupils experiencing difficulties in mainstream school. Aim is to reintegrate the pupil into their school QTS Qualified Teacher Status Quorum Minimum number of members needed at a meeting for decisions to be made RAISE Online web based system to disseminate school performance data to schools Reception Class Resolution
First class of an infant or primary school, taking children at (or before) the age of five Motion which has been carried
Second Support formally the proposer of a motion or amendment. No motion can be accepted if the proposer fails to find a seconder 65
Secondment Release of staff on a temporary basis for work elsewhere SEN Special educational needs SENCO SEN co-coordinator Setting Grouping pupils according to ability in a particular subject SFVS Schools Financial Value Standard SIMS Schools Information and Management System Sixth Form College
Separate school for 16-19 year olds, taking pupils from any school in an area
Special School Separate school for children with learning, physical, behaviourial or emotional difficulties Standard Number Number of pupils of the relevant age group a school can admit in any one- year group Statement of Special Educational Needs formal document drawn up by LA to describe the special educational needs of a child who needs more help than can be provided within the ordinary resources of a school TA Teaching assistant TLR Teaching and Learning Responsibilities Unanimous All members have voted in favour of a motion, with none against or abstaining Value Added
The progress schools help pupils make relative to their individual starting points
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