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‘Creating, inspiring and achieving’. The Governors ADMISSIONS (meets annually or when required) FINANCE & STAFFING (meets at a min. 3 times per yr)

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Presentation on theme: "‘Creating, inspiring and achieving’. The Governors ADMISSIONS (meets annually or when required) FINANCE & STAFFING (meets at a min. 3 times per yr)"— Presentation transcript:

1 ‘Creating, inspiring and achieving’


3 The Governors ADMISSIONS (meets annually or when required) FINANCE & STAFFING (meets at a min. 3 times per yr) DEVELOPMENT COMMITTEE (Meets at a min. 3 times per yr) FOUNDATION GOVERNORS (meets at least annually or when required) Chair to be agreed Zoe Benyon Victoria Fishburn Joanna Leach Jon Chishick (Chair) Diana Harrison Joanna Leach Ian Walker Diana Harrison (Chair) Sarah Drew Joanna Leach Julia Sheppard Sue Smith Harriet Harley Mrs Victoria Fishburn (Chair) All PCC Governors Ex-officio Governor Diocesan Foundation Governor SubjectGovernorLink Member of StaffSubjectGovernorLink member of staff Development Governor Julia SheppardJulia KiddScience/SportsIan WalkerJon Kilbane/Joanna Leach Behaviour and Safeguarding Hattie HarleyJoanna Leach Pupil Progress and Learning Diana HarrisonJoanna Leach Health & SafetyIan WalkerJulia KiddREAnne Templeman Joanna Leach/Hilary Latimer/Julia Sheppard SENNeville McBainJulia Sheppard The Arts/Early Years Sue SmithHilary Latimer/Sarah Drew NumeracyJon Chishick Jamie Coulson/Hilary Latimer MFLNeville McBainJ Leach/Jacquie Kingston LiteracyJulia SheppardSarah Drew SPECIAL SUBJECT INTEREST GOVERNORS The role of the governing body in school self-evaluation is to take a strategic view of how the school is doing, where we want it to go and to ensure accountability from school staff and leadership. It is our responsibility to ensure that we receive regular reports from the leadership team, to ensure that core policies and procedures are in place to support our school and to act as a critical friend.

4 Funding Formula changes and the implications In real terms, schools have seen their income decreasing year on year since about 2005. Gradually previously funded grants have been withdrawn, school budgets have received little or no % increases in income to counter balance rising costs (e.g. energy has doubled in costs), For a small school like us this has been quite a challenge. As the major part of our income comes through pupil numbers in schools, we are somewhat limited. The Finance committee uses a 4-year projection budget to inform future needs of the school. Two years ago we had to take steps to address a future forecast deficit of £50,000 after all income and expenditure had been taken into account. We had to look at our main areas of expenditure, the most significant of which is of course staffing. It was clearly apparent that in the long term the high level of staffing in the school was unsustainable. To put this into some form of context, if we average out the income the school has had over the past three years purely in relation to the number of pupils in school, this amounts to £260,000. If we then compare this to the corresponding 3-yr average amount of expenditure purely on salaries, national insurance and pensions alone, this amounts to £371,000.

5 So, how do we manage to make up the difference? To date local authorities have been able to fund schools using 50 elements, but this is all changing. From April 2013 central government has introduced a new funding formula for local authorities to use, which has reduced the number of elements from 50 down to 10, eight of which are relevant to West Berkshire and out of these 8, only two will provide any significant amounts of funding for Englefield – pupil numbers and the annual grant (which will mop up some of the little elements that used to exist). What does this mean for us? Well, for the next year it will not make a significant amount of difference – the challenge will be for future years because those two main elements under which our school will receive the bulk of its funding will remain static and do not increase in monetary terms even though inflation does. Our projections show that we will still find ourselves in a forecast deficit situation but not as significant as previously; because of staff changes and through prudent monitoring of expenditure we have been able to carry forward an amount which will help balance our budget in the short term. Whilst we acknowledge that changing the structure of the school from 4.5 classes to 4, and reducing our full time equivalent teaching team from 5.9 to 5.1 was not popular with parents, we do feel that the change has led to a staffing level that is sustainable and one that can deliver the aims of the school.

6 An annual benchmarking exercise is carried out to assess the school‘s performance against the priority goals and expectations of its key stakeholders: CHILDREN!, Parents, the school Community (HT, Teachers, Governors), Ofsted and SIAS. From this key School Improvement Objectives are identified and prioritised. The SDP should set out the Implementation Plan for delivering the school improvement objectives prioritised and include expected outcomes and targets for evaluation. Progress and achievement of the targets are then monitored regularly during the course of the year, at Governor meetings and in the Head Teacher’s termly report. The aim of any school must be to continually assess the quality of the education it provides to all its pupils to ensure that throughout their school career they make good progress in order that they are equipped with the skills they will need in life. Schools do this through a process known as self evaluation. How are the school’s priorities decided?

7 From Sept 2012 a new Ofsted framework has been introduced. It now has a sharp focus on pupil progress and attainment, specifically judging schools against key areas. As a result we have developed our own school self evaluation against these: 1.Achievement of Pupils 2.Teaching and Learning 3.Quality of Leadership and Management 4.Behaviour and Safety of Pupils As a church school Englefield is also subject to a statutory inspection on how we deliver our Christian ethos (Statutory Inspection of Anglican Schools – SIAS). Therefore our process of self evaluation also includes looking at: 5.The extent to which the school, through its distinctive Christian character, meets the needs of all its pupils 6.The extent to which the children receive additional opportunities to enrich their personal development OFSTED

8 The key areasThe School Development Plan priorities 2012/13 1. Achievement of Pupils 1. Embed assessment, target and tracking systems and apply these consistently across all year groups 2. Improve levels of attainment in order that 100% of our pupils will achieve expected or accelerated levels of progress in reading, writing and maths 3. To continue to monitor the progress of identified vulnerable groups e.g. implementing a new tracking system; intervention programs; G and T register 2. Teaching and Learning 4. To use data, assessment, techniques for differentiation and challenge to inform staff appraisal and training in order to achieve all lessons judged to be at least good if not outstanding 5. Quality of Teaching will be recognised by successful achievement of the Challenge Award 6.To look at homework across the school-what is its value? Do we need to change it? What can we do to further increase the quality and impact of homework across the school? e.g. myself, SIA, SLT monitoring and evaluating whether through observation, looking at books etc 3. The Quality of Leadership and Learning 7. For the relationship between the School, Parents and the Governing body and the local community to be strengthened, with each making a clear contribution to the improvement of learning outcomes 8. Looking at further enriching the creative curriculum with more focused visits and opportunities leading to improved learner engagement and higher levels of knowledge, understanding and skills. 9.The school’s arrangements for safeguarding pupils meet statutory requirements 10.Budget: Value for Money! e.g. The Science week; inviting parents in to work alongside the chd and see what they are doing; introduction of an Annual Gov Report 4. The Behaviour and Safety of the Pupils 11. The whole school environment will continue to provide a fully safe, welcoming and supportive context conducive to the welfare of each child and their individual learning needs. 12. Pupils’ attitudes to learning and the pupil voice e.g. Anti-bullying week; pupil interviews 5. The extent to which the school, through its distinctive Christian character, meets the needs of all its pupils 13. Our Christian foundation will continue to provide a distinctive quality to the teaching and learning in the school and to its underlying vision and values, with more attention given to formal monitoring and evaluation (particularly with the Foundation Govs) 14. To introduce and start to implement the new RE syllabus (2013/14) e.g. Parents Forum with Rev Ann; working with staff and govs to introduce the new RE curriculum 6. Additional opportunities to enrich their personal development 15. The personal development of children will be enriched by the school’s engagement with the wider community and access to musical, dramatic, sporting and extra-curricular activities. e.g more opportunities for challenge; visits to the Science museum etc.

9 1. Achievement of Pupils  Enjoyment of learning is a strength of the school. Pupils engage well in lessons, contribute easily to discussions about teaching and learning.  Assessment is used to inform next steps in learning. Teacher assessment is accurate, with staff working together to moderate and ensure consistency of judgements. Assessment is ongoing, shared by all staff and used to inform planning. Termly assessments are used to inform next steps.  Target setting: shared at parents meetings. Assessment booklets, homework booklets and reading booklets have also been sent to parents to see what is to be achieved for each Year group and strategies to help them at home.  Pupils with SEN make good progress due to early identification of issues, appropriate programmes of support, dedicated staff and good liaison with parents.  There is a Gifted and Talented register but this is another clear target for the SDP.

10 Attainment and Achievement The tests taken at the end of each Keystage show the proportion of pupils reaching the expected levels in English and maths each year. FS2KS1KS2 2011/12 results (16 chd) show that chd achieved above local and national averages with 6+ indicators: PSE (social) 94% (last year 87%) CLL (reading and writing) 94% (last year 80%) PSRN (number)100% (last year 87%) PSE and CLL 86% (last year 80%) KUW (knowledge) 100% (last year 93%) PD (physical) 94% (last year 93%) CD (creative)94% (last year 93%) 2011/12 results(16 chd) show that the chd achieved above local and national averages (Including speaking and listening) 100% chd achieved L2+ in maths (same as last year) 93% chd achieved L2+ in writing & reading (same as last year) 38% achieved L3 in reading (60% last year) 12% achieved L3 in writing (27% chd last year) 12% achieved L3 in maths (27% last year) 2011/12 SATs results show good progress with 100% chd achieving 100% L4+ in reading and writing and 100% L4+ in maths. 2011/12 results (11 chd) show: 100% achieved L4+ in maths (last year 87%) 55% achieved L5 in maths (last year 40%) 100% achieved L4+ in reading (last year 93%) 64% achieved L5 in reading (last year 47%) 100% achieved L4+ in writing (last year 93%) 45% achieved L5 in writing (last year 40%) Our school was one of only 4 schools (out of 58!) to achieve 100% 2levels progress in Eng and Maths

11 2. Teaching and Learning  The quality of teaching and learning across the school is good in all lessons (July 2012) with some outstanding and this is evidenced by informal and formal observations, monitoring of children's work and close individual pupil tracking. Pupil attainment remains high throughout the school, but progression for all year groups is an area which is constantly monitored through Pupil progress meetings and regular monitoring and evaluating.  Support staff help promote children’s learning by operating a rigorous programme of individual reading, in class support for individuals and groups of children. They are very involved in assessment, the results of which are fed back to inform planning and ensure children move on to the next level of learning.  2011/12 has been the first year of the new class structure (4 classes, 2 at KS1 and 2 at KS2.) Up to that point there had been a third class at KS2 in the mornings but due to budget constraints this was financially unviable and the decision was made to return to the previous two class structure.

12 3. The Quality of Leadership and Learning  Review the Mission and values statement  The school provides a welcoming learning environment where parental involvement is fostered and appreciated. This term we have at least 15% of our parents/grandparents that come in on a regular basis and hear readers, join in class activities or run clubs, such as football, crochet and French.  Strong home school links ensure that any incident in a child’s life, however small can be relayed to the school and will be acted upon.  Parents Forum introduced in 2010-11 and this has proven to be a great success-it has resulted in the school producing a homework and assessment booklet for parents as a guide as to what is happening in school.  The appointment of a new Chair (Sept 2011) of Governors has led to a fresh look at standards and attainment in the school. This academic year we are introducing a new ‘Development Committee’ which focuses specifically on the SEF/SDP and attainment and progress across the school.  The school has an excellent School Business Manager who is recognised throughout the authority for her good practice.

13 4. The Behaviour and Safety of the Pupils  The school promotes a sense of security and a family atmosphere where all staff take responsibility for the safety and well being of all pupils.  Programmes are in place to teach children about safety at appropriate levels. Road Safety, Good Citizen, Personal Safety and Bikeability are some of the programmes in place.  Our first school rule is "Be safe". The latest parent questionnaire indicated that 90% of parents returning questionnaires thought that their children felt safe at school.  All safeguarding policies and procedures in place, records held in school office.  Ofsted graded the school 2 in 2010. The recommendation to erect a fence between the school field and the private drive which runs alongside the school was implemented in 2011.  The school sets high expectations of behaviour which are shared with and respected by the children. Visitors to the school comment positively on behaviour.  The school held an e-safety awareness day where all the chd took part in a workshop about internet safety and a parents meeting was held (though only 6 parents turned up)

14 5. The extent to which the school, through its distinctive Christian character, meets the needs of all its pupils  The SIAS report (Nov 2010) confirmed that Englefield is a “happy, welcoming school whose pupils thrive. It is a good community which worships and learns together in an atmosphere underpinned by consistent Christian values. The unity of purpose and care for the pupils shown by the head teacher, staff and governors underpins all the good work of the school.”  86% parents feel that there is a good church ethos in school (Parental questionnaire Summer 2012)  A focus for development is the implementation of the role of Foundation governors in formal, recorded monitoring.

15 6. The extent to which the children receive additional opportunities to enrich their personal development  An acknowledged and distinctive strength of the school is its close links with the Englefield Estate, neighbouring villages and wider schools community, and also the opportunities enjoyed by the children to participate in musical, dramatic, sporting and extra-curricular activities, all of which greatly enhance their personal development.  The pupils and their families support a range of charities, which include PACT, Launchpad, a homeless charity, Children in Need etc.  We are a member of Link Group C within the West Berks primary school structure.  We have achieved the Activemark award. In 2010 we got the third accreditation of the Basic Skills Quality Mark and in 2011 we were reaccredited with the Healthy Schools Award. In July 2012 we received the reaccreditation of Gold Artsmark  The children have access to a broad and balanced curriculum supported by a wide range of extracurricular clubs and activities.  Whole school trips and residentials.

16 The Challenge Award rigorous self-evaluation tool - 10 Elements representing quality provision - objective criteria & suggested evidence - provides benchmarks and shows you how to improve an external Award which recognises and celebrates quality provision CA schools are ambitious, open, rigorous in their self evaluation and have a “Learning Culture” It is about changing and developing practice and the central focus is challenge in the classroom for all It is about raising standards and ensuring pupils should progress as they should The focus on G & T in the classroom raises the bar for everyone CA schools value and act upon the pupil voice There is an important emphasis on tackling underachievement High expectations

17 The culture of challenge Teachers: High expectations of all pupils. “Can do” culture Relentless focus on improving Willing to learn – also from each other Skilful, motivating teaching which stretches and inspires Nothing less than the best Pupils: Willingness to learn/dispositions and skills of learning Belief that effort will lead to success It is “cool” to work hard and do well Aspire to be the best they can

18 The School Structure Class Structure Teaching StaffSupport Staff FS2/KS1 FS2/1: 15 FS2: 5 Y1 (20chd) Y2/1: 11 Y1; 13 Y2 (24 chd) Total = 44 KS2 Y3/4:15 Y3; 14 Y4 Y5/6:14 Y5; 16 Y6 Total = 60 Overall total = 103 FS2/1 - S Drew, Head of KS1/FS Y2/1 - J Coulson Y3/4 - H Latimer Senior teacher Y5/6 - J Kilbane French – J Kingston (0.1) FS2/1 LSA- Wendy Boyd (FT) Y2/1 LSA- Nick Vaughan-Fowler (FT) KS1 /2 LSA(am/pm)- Sarah Horohan (FT) Y3/4 HLTA/SEN (am/pm)- J Sheppard (4 days a week with other 0.2 study day for third year of teaching degree) Y5/6 LSA- Ellie Howard (4 days and one afternoon) Office-Katie Abbott (4 days a week) Office/SBM-Julia Kidd (4 days a week)

19 What can you do to help and support? Writing: any form of writing and sentence structure work Maths: any form of maths-giving the children real life experiences; their times tables etc Consolidating those targets/homework that is sent home Support us in continuing to have high expectations-uniform, manners, respect for each other, others in the school community Allowing the children independence e.g. getting themselves sorted for school, having a go at things first before being helped etc ‘Creating, inspiring and achieving’

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