Aspire, Believe, Achieve: Together in ChristAspire, Believe, Achieve: Together in Christ THE ROSARY CATHOLIC PRIMARY SCHOOL Spring Term: 2016 HEADTEACHER’S REPORT TO THE GOVERNING

Aspire, Believe, Achieve: Together in Christ

THE ROSARY CATHOLIC PRIMARY SCHOOL Spring Term: 2016

HEADTEACHER’S REPORT TO THE GOVERNING BODY

Tressa Paczek

RE and the Catholic Life of the School

The Catholic Life of The School (including SMSC: Link with all aspects of the curriculum and teaching and learning – social skills, moral choices, beliefs and values and cultural development and tolerance)

1. Achievement and Outcomes

Achievement and Outcomes

Attendance

2. Provision and Teaching

The Curriculum

School Links

3. Inclusion

SEN

EAL

4. Behaviour and Safety of Pupils

Safeguarding

Welfare

Time out

Bullying

Racist Incidents

5. Leadership and Management

SEF

SIP

Pay and Appraisal

Admissions and on-roll data

Staffing

Debt Report

6. Appendices Reviewed SIP MATS and Federations: Guidance Paper ASCL

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RE and the Catholic Life of the School

The Catholic Life of The School (including SMSC: Link with all aspects of the curriculum and teaching and learning – social skills, moral choices, beliefs and values and cultural development and tolerance.

Amanda Crowley from the diocese led RE INSET, which was followed by planning time in groups. The SLT had agreed a list of activities that the children should be exposed to throughout the year.

Whole School - Year of Mercy Assembly Whole School door of Mercy – each department Compassion Tree – in each class (each child can add an act of mercy that they have seen another do or have done themselves) End of half term – Certificates in assembly for acts of Mercy

Appoint Apostles of Mercy – 8 children from KS2 – Job description

Pilgrimage to Westminster door of Mercy – Y5 and Y6 Pilgrimage to M&M’s door of Mercy – Y3, Y4 and KS1.

Reconciliation dates – Y4 – Y6 Holy Table Children to learn the Year of Mercy prayer (shortened version) and Hail Holy Queen

Re-start the intentions basket in assembly Each class to choose a work of Mercy Each class to choose a Saint to focus on – whole school display

Each Year group to plan a retreat

Fr Mark ended the day with a mass. The school would like to make links with the Parish and Parents throughout this Jubilee. Mr Kenton informed the school that Heston Parish had already started to put in place some events; A parish talk on the topic of refugees A Penetential Mass on 22.03.16 A pilgrimage to Michael and Martins – Saturday 25th June A Parish picnic

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A Church retreat before the 18th October St Lawrence’s, St Mary’s Iselworth and Our Lady and St John have met as a Triad and completed a visit. All that took part found it very useful. Discussion was centred on: Quality of school self-evaluation Pupil achievement – through discussion with the pupils Quality of teaching: Marking and Feedback Quality of leadership and management The Rosary will pair with St Mary’s Chiswick and set a date to meet.

Jubilee of the School

A first meeting was held and the committee will focus on: 1. An initial coffee morning to invite past pupils, families etc to share memories – DATE TO BE CONFIRMED

2. PTA event Friday 17th June

Wednesday 27th April – 2nd coffee morning 3. Peter to investigate archived newspapers

4. An exhibition around the school will be put up – children will also contribute.

5. Press etc will be invited

6. Time capsule will be put together and buried.

7. A tree to be planted and each child to plant a bulb

8. Whole school photo to be taken

9. Invitations will be made through the Parishes and individuals will be made.

10. The children will mark the day by studying aspects of 1960’s life and education.

11. Diane will liase with Father regarding the organist and preparation of the church etc.

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1 Achievement & Outcomes

Attainment; Quality of Learning & Progress inc SEN; Achievement and the extent to which pupils enjoy learning; the extent to which pupils contribute to the school and wider community; attendance.

Achievement and Outcomes

EYFS Data Baseline Data for Nursery All Pupils from On Entry to Nursery 2015-16

Area of learning

Aspect of learning

Below typical Just below typical

Typical and above Total typical and just below < 22-36 middle Top end 22-36 30-50+

Com and lang

Listening attention

no % no % no %

6% 4% 90% 94%

Underst 63% 8% 29% 37%

Speaking 67% 10% 23% 33%

Phy dev Moving Handling

6% 12% 83% 95%

Health and self-care

2% 6% 92% 98%

PSED Self-confid and self awareness

6% 13% 81% 94%

Managing feelings/ behaviour

13% 17% 69% 86%

Making relations

13% 8% 79% 87%

Literacy

Reading 13% 38% 48% 86%

Writing 8% 29% 63% 92%

Maths Numbers 8% 40% 52% 92%

SSM 6% 44% 50% 94%

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Underst the world

People and com

6% 37% 58% 95%

The world 2% 37% 62% 99%

Technology 2% 23% 75% 98%

Exp arts and design

Exploring media/ materials

0% 81% 19% 100%

Being imaginative

2% 79% 19% 98%

Evaluation: The attainment on entry for children in Nursery is of typical attainment in all areas apart from Speaking and Understanding. In these areas it is significantly below expected attainment. Overall the attainment on entry is typical.

Attainment and Progress for Reception All Pupils from On Entry to Reception to February 2016

READING Below At standard for 40-60 months developing

Above

ALL 48% 40% 12%

BOYS (34) 50% 41% 9%

GIRLS (26) 46% 28% 26%

EAL (36) 64% 31% 5%

SEN (1) 100% 0% 0%

FSM (5) 40% 40% 10%

WRITING Below At standard for 40-60 months developing

Above

ALL 45% 43% 12%

BOYS (34) 47% 44% 9%

GIRLS (26) 42% 42% 26%

EAL (36) 58% 36% 6%

SEN (1) 0% 100% 0%

FSM (5) 0% 80% 20%

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NUMBER Below At standard for 40-60 months developing

Above

ALL 40% 58% 2%

BOYS (34) 33% 64% 3%

GIRLS (26) 46% 46% 8%

EAL (36) 50% 50% 0%

SEN (1) 100% 0% 0%

FSM (5) 40% 60% 10%

At this period 1 jump is expected progress At this period 2 jumps is exceeding progress End of the year 3 jumps is expected progress End of the year 3+ jumps is exceeding progress

READING Falling Behind Typical 1 point Progress Better than Typical Progress 2 points

ALL 12% 50% 38%

BOYS (34) 9% 56% 35%

GIRLS (26) 15% 42% 43%

EAL (36) 14% 44% 42%

SEN (1) 0% 100% 0%

FSM (5) 0% 80% 20%

WRITING Falling Behind Typical 1 point Progress Better than Typical Progress 2 points

ALL 13% 48% 39%

BOYS (34) 15% 44% 41%

GIRLS (26) 12% 54% 34%

EAL (36) 14% 47% 39%

SEN (1) 0% 100% 0%

FSM (5) 0% 80% 20%

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NUMERACY Falling Behind Typical 1 point Progress Better than Typical Progress 2 points

ALL 13% 70% 17%

BOYS (34) 8% 72% 20%

GIRLS (26) 19% 44% 39%

EAL (36) 17% 64% 19%

SEN (1) 0% 100% 0%

FSM (5) 0% 100% 20%

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KS1 AND KS2 Attainment and Progress - February 2016 Year 1

Reading

Below 1 Beg

1 Beg 1 Beg+ 1 Dev 1 Dev+ Sec Exe

Overall 8% 13% 38% 34% 7% Boys 9% 19% 39% 27% 6% Girls 7% 12% 37% 37% 7% EAL 25% 13% 62% SEN 25% 12% 63% FSM 17% 17% 33% 17% 16%

Writing

Below 1 Beg


Overall 5% 25% 50% 13% 7% Boys 18% 21% 48% 6% 7% Girls 19% 52% 22% 7% EAL 25% 13% 62% SEN 40% 40% 20% FSM 17% 33% 33% 17%

Maths

Below 1 Beg


Overall 12% 13% 45% 23% 7% Boys 12% 21% 41% 20% 6% Girls 11% 11% 41% 26% 11% EAL 25% 12% 63% SEN 40% 40% 20% FSM 17% 32% 17% 17% 17%

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Year 2

Reading

Below 2 Beg


Overall 10% 9% 3% 13% 39% 26% Boys 15% 7% 0% 4% 48% 26% Girls 6% 13% 5% 21% 32% 23% EAL(9) 25% 38% 25% 0% 12% SEN(5) 20% 40% 40% FSM(4) 25% 50% 25%

Writing

Below 2 Beg


Overall 7% 12% 10% 31% 26% 14% Boys 11% 11% 7% 30% 30% 11%

Girls 3% 13% 16% 29% 23% 16% EAL(8) 38% 38% 12% 12% SEN(5) 20% 60% 20% FSM(4) 25% 25% 25% 25%

Maths

Below 2 Beg


Overall 5% 12% 9% 28% 24% 22% Boys 7% 7% 11% 20% 22% 33% Girls 3% 16% 13% 29% 26% 13% EAL(8) 38% 38% 24% SEN(5) 40% 20% 20% 20% FSM(4) 25% 25% 25% 25%

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Year 3

Reading

Below 3 Beg


Overall 14% 19% 25% 34% 8% Boys 15% 18% 26% 38% 3% Girls 12% 24% 24% 28% 12% EAL(13) 15% 8% 46% 31% SEN(8) 50% 25% 25% FSM(6) 17% 33% 33% 17%

Writing

Below 3 Beg


Overall 24% 20% 14% 40% 2% Boys 21% 21% 18% 37% 3% Girls 21% 27% 8% 44% EAL(13) 15% 15% 23% 47% SEN(8) 75% 25% FSM(6) 17% 33% 50%

Maths

Below 3 Beg


Overall 14% 25% 29% 25% 7% Boys 15% 15% 26% 35% 9% Girls 12% 40% 32% 12% 4% EAL(13) 15% 8% 27% 50% SEN(8) 63% 25% 12% FSM(6) 34% 33% 33%

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Year 4

Reading

Below 4 Beg


Overall 3% 20% 20% 31% 26% Boys 25% 25% 28% 22% Girls 7% 15% 15% 33% 30% EAL(6) 16% 50% 17% 17% SEN(9) 22% 33% 33% 12% FSM(6) 17% 17% 17% 32% 17%

Writing

Below 4 Beg


Overall 8% 25% 20% 29% 14% Boys 6% 34% 16% 25% 19% Girls 11% 15% 26% 33% 19% EAL(6) 33% 67% SEN(9) 44% 44% 12% FSM(6) 33% 33% 34%

Maths

Below 4 Beg


Overall 10% 10% 19% 44% 14% 1% 2%

Boys 6% 13% 25% 44% 12%

Girls 15% 7% 11% 48% 19% EAL(6) 33% 17% 17% 33% SEN(9) 33% 33% 34% FSM(6) 34% 33% 33%

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Year 5

Reading

Below 5 Beg


Overall 9% 16% 22% 36% 17% Boys 8% 22% 24% 35% 11% Girls 10% 5% 19% 38% 28% EAL(8) 75% 25% SEN(9) 56% 11% 11% 11% 11% FSM(10) 20% 10% 10% 50% 10%

Writing

Below 5 Beg


Overall 19% 19% 21% 29% 12% Boys 19% 24% 19% 27% 11% Girls 19% 10% 24% 33% 14% EAL(8) 37% 63% SEN(9) 56% 11% 11% 22% FSM(10) 30% 20% 40% 10%

Maths

Below 5 Beg


Overall 5% 19% 22% 45% 9% Boys 3% 19% 27% 37% 14% Girls 10% 19% 14% 52% 5% EAL(8) 50% 50% SEN(9) 33% 33% 22% 11% 11% FSM(10) 30% 20% 50%

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Year 6

Reading

Below 6 Beg


Overall 7% 18% 44% 21% 10% Boys 11% 26% 48% 15% Girls 3% 12% 41% 26% 18% EAL(7) 14% 57% 29% SEN(6) 50% 33% 17% FSM(8) 13% 63% 24%

Writing

Below 6 Beg


Overall 7% 25% 34% 34% Boys 11% 41% 30% 18% Girls 3% 12% 38% 47% EAL(7) 29% 42% 29% SEN(6) 33% 67% FSM(8) 25% 38% 37%

Maths

Below 6 Beg


Overall 10% 13% 41% 21% 15% Boys 15% 19% 48% 11% 7% Girls 6% 9% 35% 29% 21% EAL(7) 29% 14% 57% SEN(6) 50% 33% 17% FSM(8) 25% 38% 25% 12%

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Progress July 2015 – February 2016 At this period 1 ½ - 2 jumps is expected progress At this period 2+ jumps is exceeding progress End of the year 3 jumps is expected progress End of the year 3+ jumps is exceeding progress

YEAR 1 PROGRESS (60)

OVERALL

READING WRITING MATHS

BELOW 1 1 3

EXPECTED 38 47 37

EXCEEDING 21 12 20

BOYS


BELOW 1 1 2

EXPECTED 24 27 22

EXCEEDING 9 6 10

GIRLS


BELOW 1 0 0

EXPECTED 15 14 20

EXCEEDING 10 12 6

EAL (8)


BELOW 1 1 1

EXPECTED 6 6 6

EXCEEDING 1 1 1

SEN (5)


BELOW 0 0 1

EXPECTED 3 3 1

EXCEEDING 2 2 3

FSM (6)


BELOW 0 0 0

EXPECTED 4 5 4

EXCEEDING 2 1 2

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OVERALL


BELOW 8 7 7

EXPECTED 22 23 27

EXCEEDING 30 30 26

BOYS


BELOW 4 5 4

EXPECTED 6 12 10

EXCEEDING 19 12 15

GIRLS


BELOW 6 4 5

EXPECTED 5 12 16

EXCEEDING 20 15 10

EAL (9)


BELOW 1 1 3

EXPECTED 6 8 6

EXCEEDING 2 0 0

SEN (5)


BELOW 2 0 2

EXPECTED 2 4 2

EXCEEDING 1 1 1

FSM (4)


BELOW 0 0 0

EXPECTED 1 1 2

EXCEEDING 3 3 2

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OVERALL


BELOW 12 10 11

EXPECTED 47 44 47

EXCEEDING 0 5 1

BOYS


BELOW 4 3 2

EXPECTED 29 27 30

EXCEEDING 0 3 1

GIRLS


BELOW 6 4 10

EXPECTED 19 20 16

EXCEEDING 1 2 0

EAL(13)


BELOW 3 2 1

EXPECTED 8 10 10

EXCEEDING 2 1 2

SEN(8)


BELOW 4 5 1

EXPECTED 4 3 7

EXCEEDING 0 0 0

FSM(6)


BELOW 2 1 1

EXPECTED 4 5 5

EXCEEDING 0 0 0

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OVERALL


BELOW 1 4 5

EXPECTED 49 48 44

EXCEEDING 9 7 10

BOYS


BELOW 0 1 2

EXPECTED 26 25 24

EXCEEDING 5 5 5

GIRLS


BELOW 1 3 3

EXPECTED 23 24 20

EXCEEDING 4 1 5

EAL(6)


BELOW 1 1 0

EXPECTED 4 5 3

EXCEEDING 1 0 3

SEN(9)


BELOW 1 2 0

EXPECTED 8 6 5

EXCEEDING 0 1 4

FSM(6)


BELOW 0 1 0

EXPECTED 5 3 5

EXCEEDING 1 2 1

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OVERALL


BELOW 3 2 1

EXPECTED 55 49 57

EXCEEDING 0 7 0

BOYS


BELOW 2 1 1

EXPECTED 32 28 33

EXCEEDING 0 5 0

GIRLS


BELOW 1 0 0

EXPECTED 23 22 24

EXCEEDING 0 2 0

EAL(8)


BELOW 0 0 0

EXPECTED 7 8 8

EXCEEDING 1 0 0

SEN(9)


BELOW 4 1 1

EXPECTED 5 4 8

EXCEEDING 0 4 0

FSM(10)


BELOW 2 1 0

EXPECTED 8 8 10

EXCEEDING 0 1 0

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OVERALL


BELOW 1 1 2

EXPECTED 29 32 36

EXCEEDING 32 29 24

BOYS


BELOW 1 2 1

EXPECTED 14 11 15

EXCEEDING 13 15 12

GIRLS


BELOW 0 0 0

EXPECTED 15 19 13

EXCEEDING 19 15 21

EAL(7)


BELOW 2 1 0

EXPECTED 0 1 4

EXCEEDING 5 5 3

SEN(6)


BELOW 0 0 0

EXPECTED 3 3 4

EXCEEDING 3 3 2

FSM(8)


BELOW 0 0 0

EXPECTED 4 3 5

EXCEEDING 4 5 3

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Attendance and Absence

ATTENDANCE 2014-2015

(up to & incl. 13/03/15)

2015-2016 (Up to & incl. 11/03/16)

WHOLE SCHOOL 96.26% 96.03%

ATTENDANCE 2014-2015 2015-16

FSM 40 chn 95.85%

42 chn 95.45%

ABSENCE 2014-2015 2015-16

AUTHORISED % of whole school

79.98% % of whole school

61.43%

UNAUTHORISED % of whole school

20.02% % of whole school

38.57%

ABSENCE 2014-2015 2015-16

AUTHORISED % of all attendances

2.99% % of all attendances

2.44%

UNAUTHORISED % of all attendances

0.75% % of all attendances

1.53%

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Key Attendance & Absence Stats Comparison

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Half-Yearly Comparison – PAs & 100% Attendees

Half Year Comparison 2014-2015

(up to & incl. 13/03/15) 2015-2016

(up to & incl. 11/03/16)

Pupils with 100% Attendance

95 92

Persistent Absentees * 43 55

(* PA = a child with attendance under 90% - 2014-15 has been adjusted for ease of comparison)

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Persistent absence is the term for when a pupil’s attendance falls below a specified threshold. Until last year the threshold was 15% absence but it was reduced by the DoE from 15% to 10% from the beginning of the 2015/16 academic year.

Persistent Absentees

The number of Persistent absentees at the Rosary (based on a threshold of 90%) between 03/09/15 and 11/03/16 is 55 (11.7% of the total roll) shared among the

year groups:

Year Number of Persistent

Absentees

Nursery 16

Reception 13

Year 1 7

Year 2 6

Year 3 3

Year 4 4

Year 5 4

Year 6 2

Total (All Years) 55

There are more PAs in the earlier school years and the number decreases as the pupils move through the school years.

Of the 55 persistent absentees, 24 (43.6%) were within 5 days of meeting the threshold – 34 (61.8%) were within 10 days of meeting the threshold and 49 (89.1%) were within 15 days of meeting the threshold.

Despite efforts in place to maintain or improve Attendance, there has been a drop in comparison to last year’s stats. Some reasons to explain the poorer attendance figures include: Illness – a greater incidence of chicken pox in EYFS and KS 1 A seasonal surge in viral and bacterial illness in Hounslow during Spring Term (this has been documented by London Borough of Hounslow). More consideration is placed on budget decisions, for example, the policy states pupils will lose their place if pupils under 5 take more than 10 days unauthorised absence – children have not been off-rolled as we would lose funding... Unauthorised Absences.

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We follow the Education Welfare Officer’s guidance and authorise non-attendance once we have written confirmation of the absence (acceptable evidence such as an appointment card or a letter signed by parent). This tighter approach has been implemented in the event the school is called upon to provide evidence.

2 Provision & Teaching Children continue to be exposed to a curriculum specifically designed for The Rosary Catholic Primary School, which fulfills all the requirements of the National Curriculum, yet has been designed in a creative cross-curricular manner using creative themes. Teachers plan themes in line with the interests of the pupils, and not necessarily for a duration of 6 weeks. 50%+ of The Rosary Curriculum has not been planned for so that teachers may teach topics of their own and pupils’ interest once the requirements of the National Curriculum have been fulfilled. CLASSROOM MONITOR. Staff have been using this system since September, further training has been booked for the Summer term to embed the initial training and resolve any problems that teachers may have. Training will be delivered in Year groups throughout the day to ensure a tailored approach to training. SLT will also receive training in order to interrogate data. PAfL: a programme of Pupil Accountability for Learning has been introduced and the LT continue to monitor this initiative through Pupil interviews and book scrutiny. Learning Walks continue to occur fortnightly – HT and DH. Learning walks include work scrutiny and discussion with pupils regarding their learning and accountability for progress. Triangulation: supplementary notes on Learning observations and work scrutiny (SCRUTINY MILESTONES) now accompany the triangulation process. This is a useful detailed supplementary for governors. Support Staff Pool: the system of intervention has changed in that teaching assistants are assigned to a class in the morning but join a pool in the afternoon. The afternoon sessions are made up of: QFS (Quality First Support) and Specific Intervention programmes (Nurture Group, Rapid Read, Draw and Talk Therapy). This is being monitored closely by the DHT and SENCO to measure impact. Big Write self assessment: all teachers use a colour coded pupil assessment system for pupils to identify next steps in their own writing. The Rosary Curriculum Topic Vocabulary sheets: all topics start with a vocabulary sheet whereby pupils measure their own progress regarding vocabulary/language acquisition. Provision Mapping: a new system of provision mapping is in place which closely monitors and tracks the effectiveness of intervention programmes. This is monitored by the SENCO and forms the basis of professional discussions with external agencies. Rapid Read: three support staff have been trained in the Rapid Read programme, the impact of which will be measured termly using the Provision map. Every Child a Speaker by the end of the autumn term, 2015: intensive language development using trained staff for all non English speaking pupil on nursery/reception entry.

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The WASP and HORNET speling programme: Has been introduced in KS1 and 2 and will be implemented in the Summer term. This came as a direct result of the Pupil Review meetings where spelling was identified as an area of need.

PE

Aspire club has started with 14 year 6 children who do not usually participate in PE. Completing sporting activities and working as a team with Tom. Chd also write targets per week which they then have to assess.

Year 6 netball team won two rounds of preliminary matches to go through to the Borough finals. Came third overall.

Sports blog up and running – updating parents on matches, results and sports clubs over the holidays. Went out in school newsletter to inform parents.

Football and Judo clubs taking place after school.

12 chd from year 5 working with Gemma from Sports Impact once a week on how to be a sports leader. Hoping to send them out at lunch either KS1 or Year 3 and 4 to run games.

Competitions being organized with Westbrook school – recently competed in a Tag Rugby match, next time Hockey.

Year 5 and 6 athletics team made it through to the Borough finals in February after winning their preliminary rounds.

Yr 6 girls took part in a football competition for the first time in December.

10 year 2 children took part in Brentford Sports Day with 43 other schools in the Borough. Chd won the “Fair Play” award.

New clubs beginning this term to include cricket and summer sports.

New sports board being set up in the hall to inform chd about events/fixtures etc. CLUBS

1 We offer Italian in Year 5 and 6 and Mandarin in Year 3 and 4. A lunchtime club is also offered. 2 We continue to offer our children violin and guitar lessons. 3 Clubs offered in school include Homework club, Judo, Athletics, Football and gardening club. 4 Year 1 to 6 continue to take part in sports skills delivered by kick London 5 School trips/visits and visitors are linked to curriculum topics in each Year – this term the children have visited;

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TRIPS – SPRING TERM 2016

DATE YR GROUP/CLASS

VENUE

6/1/16 YR 4 HIGHCLERE CASTLE

2/2/16 YR 1 V & A MUSEUM OF CHILDHOOD

2/2/16 5 & 6 ATHLETICS COMP WOOD LANE

9/2/16 Y2 PRIMARY SPORTS DAY

11/2/16 Y6 NETBALL COMPETITION

23/2/16 GIRAFFE LONDON TRANSPORT MUSEUM

25/2/16 Y5 BRITISH MUSEUM

25/2/16 Y1 LIVING RAINFOREST

26/2/16 PANDA LONDON TRANSPORT MUSEUM

2/3/16 REPS WESTMINSTER CATHEDRAL – YEAR OF MERCY

15/3/16 4B TESCO

16/3/16 4A TESCO

18/3/16 Y3 KIDZANIA

School Links

We remain a Focus school with a judgement of Good. This allows us to access advice from Brenda Spencer, EYFS advisor and

Jon Goulding, Primary advisor. In the Summer term the school will receive support and training linked to Leadership. Jon Goulding

will begin work with Governance and support middle leaders and the leadership team.

We continue to work with our existing link schools this year – Mbazi School and the Brick children in Kalkata. Heston Primary

School (EYFS), Our Lady and St John’s Catholic Primary (EYFS) St. Mary’s Catholic Primary School (KS1), St Anslem’s Catholic

Primary School (EYFS Maths and KS2 Maths), St Mark’s Catholic Secondary School (Music) and Gumley House (Level 6 English

and Maths).

This year we are working with Deanery school as a community of interest focusing on assessment in order to standardise

judgements across the school. As part of this we have begun a cycle of RE Peer Challenge days and a date has been set for

Business Managers to meet to discuss working collaboratively together. Val Blackwell has been secured to co-ordinate dates and

paperwork.

We continue to work with St Mary’s University (Trainee Teachers) and as part of our role as a Strategic Partnership School

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continue to support trainees and are building upon last years pilot of providing coaching and mentoring for NQT and developing teachers. The school recently supported the university during their subject Ofsted inspection. The school is continuing to work with Roehampton University (Trainee Teachers).

Inclusion

SEN Register: 49 children on register 3 children with a Statement ( 2 will be transferred to EHCPs this term). 1 child with a EHCP.

2 children will be put forward for Statutory assessment this term

1 child now has a EHCP and has been offered a place at a speech and language unit in Slough.

Outside Agency Support

2 children have been referred to ‘ The Bridge” due to significant concerns around behaviour. Both are currently supported in school by a Behaviour Specialist, who offers advice and strategies to staff and parents whilst also working with the children.

3 children in KS1 are currently in the process of being assessed by CAMHs for a possible diagnosis of ASD or ADHD.

2 other children now have an ASD diagnosis.

Speech and language has resumed after the previous therapist left the Borough before Christmas. Therapy continues to be based on need throughout the school.

The Borough Spld teacher continues to work with 3 children in KS2. There are a further two on the waiting list.

I child is receiving play therapy once a week to support a sibling bereavement.

Nikki Deane ( Specialist Practitioner) continues to work with 1 child in KS2, with a statement of SEN.

Staff training:

Last term there was TA training on Rapid read and Hornet spelling (both are specific interventions recommended by the Borough).

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This term 2 further TA Insets have been organized:

1: Looking at Receptive and Expressive language 2. Looking at Working Memory Both Insets will look at interpreting Outside Agency reports.

These Insets are part of a rolling programme of TA Professional Development.

2 Further Staff Insets have been organized on Managing children with ASD. This is due to the increasing ASD needs of the children within our setting.

The Provision Map continues to evolve. TA’s are now in an Intervention pool in the afternoons. Teachers are now evaluating the effectiveness of these Interventions as part of the “ Assess , Plan Do Review” cycle. The effectiveness of these Interventions are also used as evidence when applying for a Statutory Assessment.

EAL

Summary and Context The EAL report relates directly to the EAL action plan 14-15. Action point 2 The year so far has been both a rewarding and successful one as far as our being able to take a lead on the second phase of pilot into practise. Its core aim being to equip then facilitate class teachers to use high impact language strategies in a cross curricular way. To this end the significant milestones have been focused upon. SEPTEMBER 14 EAL led am session on language profiles and the use of language functions in lesson planning to whole school staff.

Impact and outcomes A, an agreed timeline of action, training and sharing for the year .B Whole school successfully undertook doing language profile displays with class. All displays were photographed and made available for staff to use in their autumn curriculum meetings. C Staff selected curriculum areas for trialling language function planning. Nov 14 EAL led inset LANGUAGE FUNCTIONS SHARING OF PLANNING and recap of what is a LF? Why is it important? SHARING OF PRACTISE, IMPACT AND OUTCOMES Class teachers shared practise, recap of importance of lf, information gathering from feedback.

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EAL FOCUS SLT NOV 14 Feedback to slt from inset of salient points and issues that need addressing and redirecting. Outcome – curriculum mapping not yet in place so EAL ACTION to be redirected towards a more needs and practise based strategy. The needs and practise based strategy means EAL SUPPORT has looked different for each year group KS1 have had a series of EAL facilitated planning sessions, Y4 have received workshop style training , and topic based resource support. Y5 have had the opportunity to observe an EAL TEACHING GROUP and discussed strategy and practise.Y6 have received work shop training on lesson sequence and scaffolds. INSET Feb 15 EAL led training facilitating the dialogue and reflecting on classroom practise. Outcomes Quality feedback and dialogue about both planning and delivery of lessons. Raised profiles of staff who shared in the context of a whole staff. Evaluations gathered for future training needs and feedback to SLT. EAL Cluster Group- Rosary initiated support group for 3 in borough schools to meet term for mutual support and sharing of good practise. This term met on site Spring 15. OUTCOMES Sharing of practise, organisation of departments, extended an invitation to Hounslow School to come and observe an EAL FOCUS SLT meeting. CPD PROGRAMME for NN AND TAs In collaboration with Senco have planned 3 Training sessions for NN and TA. Session 1Delivered Feb 5th Focus SEN and new resources.

As part of the Pupil Premium Grant, all pupil premium children are offered free trips.

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Safeguarding and Behaviour & Safety of Pupils

The extent to which pupils feel safe; behaviour; effectiveness of Care, Guidance and Support

All Governors are DBS checked, this highlights our commitment to Safeguarding. Safeguarding

All staff are aware of school child protection policy and procedures AND statutory guidance ‘Safeguarding children in education’. Part 1. (15 pages) Link:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447596/KCSIE_Part_1_July_2015.pdf

All staff have received child protection training this term. The Safeguarding Policy has been agreed by the HT and Child Protection Governor. Dfe advice is that extremism and radicalization is broadly a safeguarding issue where children maybe at risk of neglect or harm. Therefore, staff are now aware of this and it has now been included in the policy and the reviewed E-Learning Policy.

The Designated Teacher for Child Protection is currently the Head Teacher, with the SENCO as deputy.

The Designated Governor for Child Protection is Diane Richards.

DATA:

Number of children currently subject to a Child Protection Plan: 2 Number of children considered to be a ‘Child In Need’ :

(This is the level below a Child Protection plan –there will be ongoing social worker

involvement and in some cases, regular professional meetings).

0

Looked After Children (previously known as ‘children in care’): 0 Children looked after by Kinship Carers – family members – some of whom will have

ongoing Social Care involvement: 1

Number of case conferences/core groups/child in need /TAC =- Team Around a Child’

meetings attended by school staff: 4

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447596/KCSIE_Part_1_July_2015.pdf

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Single Central Record of Recruitment and Vetting checks: All up to date. All staff have completed an online child protection refresher course. As they complete the course a certificate is granted which will now go into their staff file.

Welfare

Staff continue to attend First Aid training on a rolling programme. Welfare will now be situated within the Infant department with a designated Welfare/Clerical assistant. All staff have welfare as part of their job descriptions, but serious cases will be dealt with by the Welfare assistant. The new system is being closely monitored and is working well.

Time Out

As part of the behavior policy staff operate a sanctions and time out procedures, alongside reflection sheets. This is logged in the class behavior book and monitored in order to track the effectiveness of this strategy. Parents are informed regarding persistent poor behavior. A break down of poor behavior logged by the staff is as follows.

Class Low level persistent poor behaviour Action Swearing Action Nursery 0

Reception 0

Year 1 3 Parents involved in line with policy. Specialist support for 2 children.

Year 2 2 Parents involved in line with policy. Specialist support for 1 child.

Year 3 2 Parents involved in line with policy.

Year 4 4 (1 child) Parents involved in line with policy. Specialist support for 1 child.

1 Recorded and spoken to parents

Year 5 6 Parents involved in line with policy. Specialist support for 4 children.

4 (3 children involved) Recorded and spoken to parents

Year 6 3 (1 child) Parents informed in line with policy

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Total 20 5

Bullying There is a bullying log in both school offices and this continues to be regular agenda item at staff meetings in terms of pupil concerns. 0 incidents have been recorded this term. However, some children have registered a concern about bullying within the school and have used the word ’bullying” The Summer term will be devoted to raising children’s understanding of the definition of Bullying. Racist Incidents

Racism Log held in office reveals 1 incidents so far this term, which has been recorded and dealt with in house.

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Leadership & Management

Embedding Ambition and Driving Improvement; L&M of Teaching & Learning; effectiveness of Governing Body; effectiveness of Engagement with Parents/Carers; effectiveness of Partnerships to Promote Learning; Promotion of Equal Opportunities and Tackling of Discrimination; Safeguarding; Promotion of Community Cohesion; Deployment of Resources

Summary of observations – 7 December 2015. (Learning walk and discussion with pupils, with their English and maths books; years 2 to 6)

1. There has been a marked improvement in the impact of marking and feedback. 2. There was a strong consistency in the regularity and quality of teachers’ marking in the books seen. Teachers are writing less but with

more purpose. Their comments are more precise and provide more guidance on how pupils can improve their work. 3. There was evidence of pupils responding to marking and improving work further. Pupils appreciate such opportunities and older pupils

explained how whole pieces of work can be revisited and improved. However, on occasions, pupils’ responses to initial marking are not always followed up by the teacher.

4. Learning criteria are meaningful to pupils and used well; across the year groups. Pupils appreciate the opportunity for self and peer marking. This varies in its regularity and it is very evident that pupils want to take as much responsibility as they can for their learning.

5. The learning walk evidenced very positive attitudes to learning. Especially at Key Stage 1, boys and girls showed an equal enthusiasm for writing. A number of pupils in Year 1 were writing quite extensively in relation to their age.

6. Many classrooms have physical restrictions that limit the use of interactive learning walls. Many displays of keywords to support learning are very high; some the equivalent of four times a pupil’s height. Use of portable display boards may be a help so that, for example, pupils could walk to it to check their ideas against teacher’s scaffolding or their own post-it notes.

7. Where pupils regularly used learning walls, it was evident that they would not confidently leave their seats to check a wall without the permission of the teacher. Especially in light of the aims of the new national curriculum, there are opportunities to embrace where teachers can enable pupils to manage their own learning more.

8. The restricted outdoor environment at foundation stage limits the range of activities for pupils’ physical development. It is also recognised that there are limited resources for developing children’s technology skills. This is impacting on the proportion of children having a good level of development across all areas. The proportion of pupils with a good level of development in literacy and numerous skills is securely above the national average. However, at the time of the visit (a day of poor weather) there were some limitations for linking opportunities for writing and number development to other outdoor activities; as can be seen in environments of the highest standard.

9. Overall, nothing was seen that would suggest that the dips in the last two RAISEonline reports are indicative of any obvious limitations in day-to-day learning within the school. The key challenge for senior leaders is to ensure that lessons and tasks are well focused on securing pupils’ skills and understanding; based on pupil’s prior learning. Also, to enable teachers to work more openly - when appropriate - so that pupils can take on greater responsibility.

David Howley (DH Education)

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Self Evaluation

‘The school currently judges itself as good. This is supported by the authority based upon the evidence provided at the last Focus School Meeting (03.03.16) The school’s middle leadership team has undergone a radical restructure following the last Peer Challenge Visit; the current team has shown great strength and commitment in rapidly responding to the issues identified in the last report. They have embraced the support offered by the Local Authority and the progress made has been strongly evident from the discussion and data presented today.

The school has reviewed the the SEF and priorities for the school this year continue to be:

To ensure that all leaders share a vision of high expectations and ambition

To ensure that all children make at least expected and better progress within the age related expectations.

To ensure that all pupils are challenged

To ensure that all teaching is at least good or better.

To ensure that children take responsibility for their learning

To smarten the impact of interventions

To instill a consistent approach to behaviour

To reduce unauthorised attendance

To ensure that middle leaders impact on pupil learning

To ensure that the GB oversee and hold the school to account regarding the strategic vision of the school School Improvement Plan The SIP has been reviewed and a copy has been attached.

Pay and Appraisal Procedures

All members of staff have been taken through the Performance management cycle and new targets have been set for performance related pay in line with the new Pay policy. Targets reflect SIP priorities. Review meetings have now been scheduled.

Observations, book scrutiny and data linked to performance are a regular event that take place each half term.

Formal Partnerships Just to keep Governors appraised of the Governments desire to encourage all schools to form formal partnerships or Academies in the future. Coincidently, there was an announcement in Wednesday’s budget by George Osborne that it is going to take place by 2022. The following article from the Guardian seems to explain this. Every English school to become an academy, ministers to announce | Education | The Guardian www.theguardian.com

http://www.theguardian.com/

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St Lawrence’s have had a working party since last Summer looking at academisation, which I have made Governors aware of. The school has resolved to go forward and therefore are seeking partners in this. With this in mind St Lawrence’s Chair, Ade Marques, has been tasked by our GB to write to all Deanery Chairs to see if there are any expressions of interest. Clearly now it would seem that we must consider grouping together formally before we are forced into academy status by the Government. At the Catholic Heads conference, The head of Catholic education within the Diocese agreed to talk to both HT's and Chairs. Attached is a guidance paper produced by the ASCL for your information.

Overall Performance summary Summer 2015 – Spring 2016 (Jan):

Classroom Performance

Book Scrutiny Data

Summer 2015

Autumn 2015

Spring 2016

Summer 2015

Autumn 2015

Spring 2016

Summer 2015

Autumn 2015

Spring 2016

Outstanding 4/21 19% 4/19 21% 3/20 15%

2/12 No data

Good 12/21 57%

12/19 63% 14/20 70%

39% 83% 6/12 87% 7/8

Requires Improvement 5/21 24%

3/19 16% 3/20 15%

61% 17% 4/12 13% 1/8 *

Inadequate 0 0% 0 0% 0/20

*This is due to the children in Y3 not being exposed to the new curriculum, as the Government advised that the children in last Years Y2 cohort should still be taught and tested on the old curriculum.

Budget

The budget is regularly monitored and updated. We are a little over half way through the financial year allocation. Current balances stand at:

Balance for: Budget Allocation Actual Spent % Spent

Salaries/Supply £1588518 £1462239.41 92.1%

Premises £110194 £77346.26 70.2%

Curriculum £126530 £77950.17 63.2%

Other Supplies and Services £168594 £131675.55 78.1%

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Admissions and On Roll Data

To

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Bo

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L

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(Sp

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Nur 52 21 31 44 2 73 0 0 0 91.02

Rec 59 25 34 54 2 47 6 1 0 93.7

Year 1 60 24 36 59 5 42 9 1 1 95.44

Year 2 59 29 30 51 4 48 5 2 5 96.73

Year 3 60 26 34 57 7 41 11 1 4 96.95

Year 4 60 28 32 59 7 40 11 2 3 96.87

Year 5 59 22 37 56 9 43 15 2 3 96.72

Year 6 62 34 28 48 5 44 11 0 1 97.06

Number 471 209 262 428 41 378 68 9 17

% 100.00 44.37 55.63 90.87 8.70 80.25 14.44 1.91 3.61 95.99

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Secondary Transfer

The Year 6 children have now received their secondary school offers. Three families are unhappy with the school offered so are now in the process of appealing for a place at the school of their choice. One child has not been made an offer and the school is assisting the family with an application to the authority.

I will have a more accurate report in the summer term.

Staffing

One resignation has been accepted this term from Mrs Harness, who will be retiring, this post will be filled internally by the PPA teacher due to budget restrictions and the PPA cover will be given through Sports impact, MFL and HLTA’s . Further staffing savings have been identified and Mrs Puri and Mrs Keshwala’s contracts will not be extended. Miss Faquir has now returned to work and Mrs Biziuk and Mrs McConigley are on maternity leave. Mrs Fletcher is currently on sick leave.

Current staffing:

Class Staff

Nursery Mrs Deane

Mrs Robinson, Mrs Ogrodnik

Dolphin Class Miss Larkin

Mrs Wilmer, Mrs Mulvin

Penguin Class Mrs Sewell

Mrs P Aggarwal/Mrs Vara

Koala Class Mrs Fletcher (Long Term Sick)

Mrs O’Rourke

Tiger Class Miss Faquir

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Mrs Lawrence

Panda Class Mrs Smith

Mrs Fallon

Giraffe Class Mr McMullan

Mrs Chughtai

3B Mrs McConigley (Maternity Leave)

Miss Allum 3A

4A Miss Dodd/Mrs Chapman

Mr Menezes 4B

5A Miss Neilan

Miss Thornton 5B

6A Miss Greisati

Miss Powell Mrs Hackman 6B

MA Mrs Chapman M

SEN Mrs Magee (SENco)

EAL Mrs Beeden/Mrs Wozniak

MFL Ms Barilo

Mrs Dhillon Mrs Fallon

Mrs Nolan

Mrs Newman Mrs J Aggarwal Mrs Houlas

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Debt Report

We have 13 people owing more than 10 – total £191.

Staff Absence

Staff Absence Sum of total

OTH - Other paid authorised absence, e.g. compassionate leave 55 SIC - Sickness 241.5 UNP - Unpaid, authorised absence 12

Grand Total 366

Row Labels Sum of no of days

OTH - Other paid authorised absence, e.g. compassionate leave 16 SIC - Sickness 45 UNP - Unpaid, authorised absence 3

Grand Total 64

The staff should be congratulated on their dedication, hard work and commitment to the school for the benefit of our children and families.

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Documents

Aspire, Believe, Achieve: Together in ChristAspire, Believe, Achieve: Together in Christ THE ROSARY CATHOLIC PRIMARY SCHOOL Spring Term: 2016 HEADTEACHER’S REPORT TO THE GOVERNING