Post-Ofsted Parents’ Meeting What have we achieved so far?

Effectiveness of Leadership and Management ● The Action Plan for Rogate Primary School now shows clear and ambitious time scales which the SLT review in their meetings ● Links with a supporting school, outside the locality, have been made in order for our teaching staff to observe other examples of Good and Outstanding practice. This school have committed to supporting the school over the remainder of this academic year and through the journey to Good. ● Monitoring of staff has become more rigorous-all teaching staff have been observed and have received practice improvement targets which they are currently working on ● Pupil progress meetings for each teacher have been set for the end of next week. These did not take place last term as the triangulation was not complete and because I wanted to have input from an outside advisor before leading the meetings

Effectiveness of Leadership and Management Continued The way we plan as a school has been scrutinised during staff meetings and we have planned the current topic with high expectations and the desire to increase the pupils exposure to cultural and social diversity. Moderation meetings for EYFS have happened and moderation of KS1 and KS2 assessments are planned with the locality cluster. We now have preliminary report on the Pupil Premium Spend for the previous academic years and we are about to have a report completed by an external advisor. The school Single Central Record is now up to date and complete and is being reviewed and signed off on a monthly basis by myself and Rita Roach, our safe-guarding governor. Mrs Garwood, the school SENCO has now joined the Governing Body in order to ensure that Governors are given a clear picture of the provision given to children who require it and the impact that this provision is having.

Quality of Teaching, Learning and Assessment ● Baseline assessments for all core modules have been introduced. This ensures that teachers are fully aware of the gaps in the knowledge of their pupils before they begin to teach. This is leading to much tighter pitching and more measurable progress for our pupils. ● Intervention groups have continued and are proving highly effective. (Mrs G) ● Additionally, we have also used some locality funding to hire an additional teacher to work in the 5/6 class for the weeks running up to SATs. This has led to the year 6 pupils having the opportunity to work at a greater pace and higher level with greater levels of attention in order to prepare them for SATs and has also given the year 5 children the opportunity to work on some of the more challenging objectives in preparation for Year 6. ● The current assessment system is being reviewed and a new, more robust assessment system is being trialled by the staff.

Quality of Teaching, Learning and Assessment continued ● Weekly TA meetings are facilitated by the SENCO to ensure that support staff feel well-informed about coming events, modules and units. This has increased the impact they are able to have on the pupils within lessons and interventions. ● The teaching timetable has changed so that pupils now study maths and literacy every day whereas before they were being taught literacy for 2 whole mornings a week and maths for three whole mornings a week. This has led to a dramatic increase in pace and a vast improvement in motivation amongst the pupils. ● Opportunities for writing across the curriculum have been clearly identified on the school literacy overview. The teachers will be ensuring a written final outcome in at least one wider curriculum subject in order to develop further the pupils’ writing skills. ● The marking policy has been reviewed and teachers are now expected to comment on the quality of writing in wider curriculum subjects. They are also expected to give feedback designed to encourage higher level thinking in the pupils and to make them aware of their targets.

Personal Development, Behaviour and Welfare ● Growth Mindset Inset training has been given to staff and the ‘Rogate Skills for Success’ have been communicated with children over the course of the last half term. ● Teachers have focussed their praise and rewards on skills such as Resilience and Resourcefulness rather than attainment and this is having a positive impact on the pupils learning behaviours. ● Class Dojo has been introduced and children are motivated to achieve Dojo points which are given for working on the Rogate Skills for Success.

Early Years Provision ● A new tracking system has been put in place for EYFS children which allows us to see progress made over the different terms. This will be replaced soon, with an online system, however, the tracking currently in place is now fit for purpose. ● EYFS staff are going to visit other ‘Good’ and ‘Outstanding’ EYFS departments over this half term in order to improve practice and the use of space. ● The SLT will analyse the pupil data from Reception with the data from other classes in order to gain a clear whole school picture. ● The new EYFS teacher is going to attend training on the use of outdoor space for Early Learning Goals this term, although I will be working closely with her until she attends this training in order to ensure that the outside space is set up and being used appropriately.

Additional Steps to Improvement ● The School Environment is undergoing a revamp-there will soon be canvases in the entrance hall and a more up to date ‘Who’s who?’ We are also looking for volunteers who feel that they might be able to help with some of the bigger tasks such as re-painting the Reception fence. The teachers have all stripped down their classes over the holiday in order to make the spaces more child friendly and accessible. ● We are improving our links with the local community-we are going to be working with the Rogate Village Fete Committee and have stalls at their fete which the children will run and they in turn plan to attend our summer production. We have also relinked with Rogate and Terwick News and we plan to have an article in the next issue. ● PPA is now being taught by one member of staff across the school-Mrs Barwick. She will teach all pupils PSHE and French as her specialism is languages. ● Mrs Field is taking on the role of Learning Mentor from this term and will be working with Mrs Garwood to ensure that all children who would benefit from LM intervention have an allotted time slot.