Being involved in the education of your children. Everyone in the Firs Community empowers pupils to make a positive future contribution by prioritising teaching and learning.

What can we focus on that would make the biggest single difference? New National Curriculum Old National Curriculum Children cant access a normal curriculum we need a bespoke model that creates a ladder to scaffold them What can we focus on that would make the biggest single difference?

It is no use saying ‘we are doing our best’ It is no use saying ‘we are doing our best’. We have got to succeed in doing what is necessary – providing your children with the best possible education. We believe that every child deserves an Outstanding education. Outstanding is something that we must deliver every day during every lesson. Outstanding education is the key to true community regeneration. (the bigger picture) Outstanding is a point in a journey, the journey itself is focused around each young person.

School Improvement Model

What the children told us 88% enjoyed learning in school  77% sometimes find work too easy  19% disagreed that teachers explanations were clear and easy to follow 30% disagreed that teachers encouraged them to talk in class 31% disagreed that they knew what lessons they were going to have each day  18% disagreed that teachers praised them when they did well 9% disagreed that they knew who to ask for help 23% disagreed that they got help when they needed it 7% disagreed that there is a friendly atmosphere in class 51% worry about getting things wrong  24% disagreed that they like phonics, maths 16%, writing 29%, reading 26%

Adopt Whole School Thinking (Emphasis On Consistency and Belonging Being)

Prioritise Professional Learning and Staff Development.

Develop Supportive Policies /Procedure (Promoting Consistency)

Implement Targeted Programmes and Interventions

Implement Targeted Responses and Identify Specialist Pathways

Connect Appropriately With Approaches To Behaviour Management

Progress since October.

Progress since October. Finances directed towards teaching, learning and progress. Teaching and learning performance supported by 2 Assistant Head Teachers. Implemented a new school improvement framework - consistent approach to improve school performance. Restructured the staffing team/dynamics of the staffing structure - best people in the best places. Developed an extended leadership team to drive school improvement. Introduced a new model regarding the teaching of Mathematics - to ensure a consistent approach across the school.  Timetable is broad and balanced with a relentless focus on core subjects and rapid progress.  Communication with parents – weekly and parent forums (termly)  Closer working relationships with other primary schools - 7 schools involved in the cluster group to share practice. Created and embedded English and Mathematics staff teams to drive standards in Teaching and Learning.  Created close working relationships with Lea Forest (OFSTED good school) to share practice and observe good provision. All teachers would have visited the school by end of Jan.  Appointed a Mathematics and Assessment coordinator. Focusing on, and developing, a consistent approach to teaching Reading and English (Spring 2). Employed 3 HLTA staff members to further support interventions in Mathematics and English. 

Headline Data and Information

Year 6 Assessment Autumn

Age Related Expectation Key Stage 1 Subject (target)  Age Related Expectation At Greater Depth Dec 2017 Dec 2016 End of year 2016/17 Reading (77%) 30% 28% 71% 3% 2% 12% Writing (72%) 72% (tracking) 64% 76% 0% Maths (70%) 24% 9% 73% 10% Dec 2017 Dec 2016 End of year 2016/17 National 2016/17 Year 1 Phonics - Percentage Meeting The Expected Standard 21% 15% 86.6% 81.0% Year 2 Phonics - Percentage Of Re-takes Meeting The Required Standard 60% 44% 88.3% 92.0% Phonics

19/01/2018 2016/17 2015/16 Attendance 96.3% 96.2% 95.1% Target for Attendance (National Expectation) 96.1% Persistent Absence Percentage 11.1% 13.1% 17.2% Target for Persistent Absence (National expectation) 8.2% Behaviour Cards (total amount) Red – 24 Amber -42 Yellow - 76 Red – 36 Amber -49 Yellow - 81 Red – 44 Amber -74 Yellow - 102

Where do we go next… Prioritising Teaching and Learning. Continue to embed the school improvement framework. Close attainment gaps to national expectations. Further celebrate diversity and use external speakers. Continue to ensure attendance and behaviour is good or better. Staff, pupil and parent questionnaires – by the end of the school year. Parent meetings – each term. Parental surveys – Summer term. Creation of a new community group – Spring term. Finalising Keys after input from children and governors.

Outstanding – more than just an OFSTED judgement. Any questions please.

Adopt Whole School Thinking (Emphasis On Consistency and Belonging Being)

Firs 5 keys to Emotional Wellbeing Emotional Resilience Planning for success Knowledge of Life and its Rules Respecting Difference People Skills