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ACHIEVEMENT OF PUPILS Progress towards targets Year 2 Targets 2013-14

2c+ 2b+ 2a+ 3c+ Jan 2014 on target for 2b+

Jan 2014 on target for 3c+

Reading 58/ 97% 53/ 88% 44/ 73% 22/ 36% 87% 36%

Writing 52/ 87% 51/ 85% 44/ 73% 14/ 23% 85% 23%

Maths 55/ 92% 51/ 85% 44/ 73% 15/ 25% 92% 22%

AEN Pupils

Jan 2014 on target for 2b+

Reading 38%

Writing 50%

Maths 63%

Pupil Progress Pupils

Jan 2014 on target for 2b+

Reading 67%

Writing 56%

Maths 78%

Year 2- making good progress towards the end of year target. Interventions for L3 pupils in maths will happen during term 5 to help boost progress towards achieving the target. Year 6 Targets 2013-14

Targets June 2014 Progress towards targets Jan 2014

4+ 5+ 4+ 5+

School FFT (D)

School FFT (D)

School School

Reading 93% 94% 60% 58% 93% 66%

Writing 90% 91% 38% 38% 90% 43%

Maths 90% 91% 50% 50% 90% 50%

Science 94% 95% 50% 49% 94% 49%

Reading, Writing + Maths

85% 85% 33% 34% 88% 42%

2 Levels of progress in Reading

91% 93% On progress to meet 2 levels+

98% On progress to meet 16+

88%

2 Levels of progress in Writing

93% 96% On progress to meet 2 levels+

97% On progress to meet 16+

77%

2 Levels of progress in Maths

93% 94% On progress to meet 2 levels+

92% On progress to meet 16+

85%

GGRREEAATT CCHHAARRTT PPRRIIMMAARRYY SSCCHHOOOOLL

HEAD TEACHER’S REPORT TO THE GOVERNORS – TERMS 3 & 4 March 2014

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AEN

Progress towards targets Jan 2014

4+ 5+

School School

Reading 73%

Writing 18%

Maths 36%

Science

R, W + M

27%

Pupil Premium

Progress towards targets Jan 2014

4+ 5+

School School

Reading 100% 67%

Writing 92% 25%

Maths 92% 33%

Science

R, W + M

92% 33%

Progress towards achieving end of year targets in Y6 is looking promising. Level 5 targets will most likely be exceeded. In terms of progress, all pupils are targeted to achieve 2 levels of progress from KS1 with an increasing number targeted to achieve 16- 18+ points. Progress in reading is still higher than writing and maths. Recommended Action for the Governing Body to minute

Governors to become familiar with the school targets and to question attainment and progress particularly for different pupil groups such as Pupil Premium

In Year Progress Sept 2013- February 2014 By February the expectation for KS1:

3+ points progress By February the expectation for KS2:

2+ points Summary Reading:

All years groups have achieved expected points progress except Y3. Pupil progress pupils have achieved expected points progress in all year groups. AEN pupils have also progressed well in reading and are only slightly below in Y3 and Y6.

Writing:

All years groups have achieved expected points progress except Y3. Pupil progress pupils have achieved expected points progress in all year groups except in Y2 & 4. AEN pupils have also progressed well in writing and are only slightly below in Y1 and Y4.

Maths:

Y1, 5 & 6 have achieved expected points progress. Y2, 3 & 4 have not but only slightly below. Pupil progress pupils have achieved expected points progress in all year groups except Y2 & 5 but again only slightly below. AEN pupils did not achieve expected points progress in Y3, 4 & 5. They will need to make accelerated progress.

Pupils not making expected progress have been identified and provision is being made to accelerate progress from now until the end of term 6

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Reading

Y1 Y2 Y3 Y4 Y5 Y6

All 4.1 3 1.8 2 2.5 2.3

AEN 3.1 3.5 1.9 2 2.3 1.9

PP 3.6 3.3 2.1 2.2 2.3 2.1

Toke 3.5 2.9 1.8 1.8 2.8 2.5

Griffin 4.6 3.1 1.8 2.1 2.2 2.1

Goldwell 4.3

Writing Y1 Y2 Y3 Y4 Y5 Y6

All 3.9 3.1 1.9 2 2.3 2.9

AEN 2.9 3.4 2.2 1.8 2.3 3.4

PP 3.6 2.8 2.4 1.9 2.7 3

Toke 3.5 2.9 1.8 2 2.1 2

Griffin 4.7 3.1 2 2.1 2.7 3.9

Goldwell 3.5

Maths Y1 Y2 Y3 Y4 Y5 Y6

All 3.5 2.7 1.9 1.8 2.3 2.6

AEN 3.4 3.1 1.8 1.8 1.6 2.5

PP 3.5 2.9 2 2.1 1.9 2.5

Toke 3.2 Set 2 2.8 Set 2 1.8 Set 2 2.4 Set 1 2.4 Set 2 2.5

Griffin 4.5 Set 1 2.5 Set 1 1.9 Set 3 2.3 Set 4 1.8 Set 1 2.6

Goldwell 4.1

EYFS- Feb 2014 Pupils are on track to meet June 2014 ELG targets for reading, writing and number. Targets have been exceeded for ELG +. Progress in reading and writing has been good. Majority of pupils are now at 40-60months developing and secure. Girls achievement is higher than boys at 40-60months dev/secure. There is a gap between PP pupils and non PP pupils especially in reading. Teachers will need to track these pupils. AEN pupils are the largest underachieving group.

Tracking the progress of Pupil Premium Pupils School accountability for the pupil premium The pupil premium funding is paid directly to schools as they are best placed to assess what additional provision their pupils need in order to focus on closing the achievement gap between those eligible for Pupil Premium funding and those who are not. Ofsted inspections will report on how school’s use of the funding affects the attainment of our disadvantaged pupils. Governors need to be aware of how this funding is spent and the impact it has made. The funding is not primarily ring fenced for these groups but the progress of these pupils must be tracked closely to ensure we close the achievement gap.

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Ofsted holds schools to account through performance tables, which include data on:

• the attainment of the pupils who attract the funding • the progress made by these pupils • the gap in attainment between disadvantaged pupils and their peers All schools are expected to add to their website, details about how much funding they receive, how this funding is being spent and the outcomes for pupils. We have an easy to access Pupil Premium page on our school website which clearly states how much funding we have had in recent years and currently. We also state how this money is being spent in order to ensure Pupil Premium children are making progress. How much has been allocated to Great Chart Primary School 2011-12: £26,207 2012-13: £51,507 2013-14: £75,758 How has the allocation been used? The range of provision includes:

Targeted small group and individual tuition e.g. daily speech and language support run by a HLTA, phonic groups and Numeracy groups run by TAs

Educational Psychology Services

Additional teaching and learning opportunities provided through trained TAs

Positive Play / Pastoral support

Extra resources for specific groups of children e.g. high interest reading books for reluctant readers / dyslexia friendly books.

Assessment software

1:1 Teaching Assistant support with a focus on encouraging independent learning as well as supporting social and emotional aspects of learning

Family Liaison Officer/Assistant Inclusion Manager providing appropriate support for children and their families Catch-up /Booster programmes for those identified as not having appropriate levels of attainment in Literacy and/or Numeracy

Time invested by teachers in the range and quality of feedback to pupils on their performance

Encouraging parental engagement through creating a welcoming environment for parents (Community Room, refreshments) and listening to parents views

Funding of some outside enrichment activities

Staff Training – Makaton, Clever Hands/Fizzy, Bereavement, ASD, CAF, Speech and Language, Maths, Numicon, Dyscalculia, Behaviour Management, Dyslexia.

ICT – e.g. Dynamo Profiler and Dynamo Maths software, Clicker 6 and Assessment Software Pupil premium 2014 to 2015 In the 2014 to 2015 financial year schools will receive £1300 (currently £900) per primary pupil who is currently eligible for free school meals (FSM) or has been eligible for FSM in the past 6 years (FSM ‘Ever 6’). The government are introducing a higher rate of £1900 for looked-after children. They are also extending the eligibility criteria to include those pupils who have been in care for one day or more, as compared with the six months in care currently required. For the first time, schools will also receive £1900 for eligible pupils who have been registered on the school census as having been adopted from care or leaving care under a special guardianship or residence order. The service premium will continue to be extended so that in 2014 to 2015, any pupil in reception to year 11 who has been flagged as a service child since 2011 will continue to receive the premium (‘Ever 4’ measure). The service child premium will be paid to schools at the rate of £300 per pupil.

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Tracking the progress of AEN pupils Impact on special educational provision The government is making changes to the SEN system. The changes, currently set out in the Children and Families Bill, will not start to happen until September 2014 and, even then, they will be phased in over a period of time. School and local authority SEN responsibilities and the SEN code of Practice remain the same until then and the school funding changes do not change them. School responsibilities for special educational provision Schools must ‘use their best endeavours’ (do their best) for children with SEN and they must ‘have regard to’ the SEN Code of Practice (this means they must follow it unless they can show that something else would work better). In addition, Ofsted will check on how well children with SEN are learning and how much progress they are making. The new school funding system and SEN from Sept 2014 Funding is agreed locally and is given to schools under three main headings: Element 1: an amount of money for each pupil in the school Schools get most of their funding based on the total number of pupils in the school. Every pupil in a school attracts an amount of money. In 2013, all primary schools were getting at least £2,000 for each pupil. This is the core budget for each school and it is used to make general provision for all pupils in the school including pupils with SEN. Element 2: the school’s notional SEN budget Every school receives an additional amount of money to help make special educational provision to meet children’s SEN. This is called the ‘notional SEN budget’. The amount in this budget is based on a formula which is agreed between schools and the local authority. The formula usually gives more money to schools that have more children on free school meals and more children who are not doing as well as others in English and Maths. This provides a good guide to how many children with SEN a school is likely to have. The government has recommended that schools should use this notional SEN budget to pay for up to £6,000 worth of special educational provision to meet a child’s SEN. Most children with SEN need special educational provision that comes to less than £6,000. Reminder: special educational provision is anything that is ‘additional to or different from’ the provision that is made for all children. Provision which is for all children is funded from the core budget. Element 2 is called the notional SEN budget because no-one tells schools exactly how they should spend their money. When funding is delegated to schools, they can spend it in the way they think is best. However, schools have a duty to identify, assess and make special educational provision for all children with SEN; and the local authority has a duty to set out what schools are expected to provide from their delegated budget. Element 3: top-up funding If the school can show that a pupil with SEN needs more than £6,000 worth of special educational provision, it can ask the local authority to provide top- up funding to meet the cost of that provision. Where the local authority agrees, the cost is provided from funding held by the local authority in their high needs block. Element 3 is provided by the local authority for an individual pupil who has a high level of needs and schools are expected to use this funding to make provision for that individual pupil. What do governors need to know?

Whether pupils with SEN are making good progress in comparison with other groups in the

school?

The new code of practice covers the age range from 0 – 25 and is very clear about the

expectations from education, health and social care to ensure that every individual has their

needs met across all services.

Embedded within the new code is the key message for schools that every teacher is a teacher of

every pupil. This has wide implications for schools as they will need to offer high quality

professional development and training to ensure that their workforce has the knowledge, skills

and expertise to deliver personalised teaching for all pupils.

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The code of practice will come into force on 1 September 2014 and from that day onwards all

professionals engaged in supporting young people with SEN will have to have regard to the

document. Some elements will be a statutory requirement (must) and some will be best practice

(should).

There will be changes to the broad areas of SEN, the removal of behaviour, social and emotional

category and replacing it with social, mental and emotional health. This puts much greater

emphasis on the underlying needs of young people and removes the emphasis on behaviour.

Teachers and a school’s wider workforce will need support in understanding this new category

and training on how to identify and support young people identified within this category of need.

Mrs High will ensure governors are updated on new developments to SEN. Kent are currently

undertaking pilot schemes. Each LA will be expected to provide a Local Offer for parents.

Individual Schools will also be expected to state what they can offer in terms of SEN on their

school website for September 2014.

Recommended Action for the Governing Body to minute

Governors to take note of the progress being made by pupil premium groups and AEN pupils compared to the rest of the pupils

Governors to be aware of the new code of practice QUALITY OF TEACHING & LEARNING Analysis of Lesson Observations Oct 2013- Feb 2014 - Term 3 Lesson Grading

Outstanding – 55% Good – 35% Requires Improvement – 10%

Outstanding or Good – 90%

Any member of staff who was judged as ‘requires improvement’ received support from the Assistant

Headteachers, observed other teachers and was revisited within a 2 week period.

Literacy/ Numeracy Lessons Strengths Development Areas

Use of TA when TA was clear about lesson content, plan & expectation of pupils

Ensure all pupils know targets and next steps

Use of talk partners to move learning on Differentiate steps to success. Introduce an element of challenge for some pupils

Differentiation & Challenge More challenge for HA pupils

Class management and behaviour expectations. School and class rules being followed.

Ensure teacher modelling in all lessons

Use of higher order questioning / Teacher’s Questioning Skills which challenge pupils

Ensure all pupils are asked questions- not necessarily ones with their hands up

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Use of vocabulary to extend learning/ Vocab being used and applied by pupils

Use of the outside environment

Explicit links with prior & future learning Use of ICT to extend learning

Differentiation within main activity

Pace and rigour ensuring all pupils involved and focused

Clear structure and progression within each

Links to real life situations

SMSC- in terms of giving pupils choice and independence/ praise linked to LOB/ respect pupils show to one another and to staff

Steps to success- differentiated in some lessons observed. Clear LOB

Learning environment- all classrooms well organised, utilising displays to extend learning. Classrooms are organised to foster independence

Ranging of learning styles evident in lessons

Mini plenaries used to reinforce learning and to move learning forward

Pupils know and understand targets. Older pupils able to discuss levels and steps forward

Teacher modelling to demonstrate expectations and to move learning foward

Lessons Strengths applicable to Numeracy Development Areas

Differentiation To extend the use of the word ‘calculate’

Use of Mathematical language To ensure manipulatives are being used in each lesson

Use of Maths equipment Extension of more able

Links to prior learning Differentiation for lower ability

Pace & Challenge with extension activities

Challenging open questioning

Mini plenaries

Constant teacher assessment during lessons & changes to lesson ‘on the hoof’

Mini plenaries used

Prompt start & concise input to enable children to work independently

Strengths and areas for development were discussed with staff during a staff meeting- 29th January 2014. Book Monitoring- Term 2- Literacy Development:- to use agreed marking symbols, introduce the green pen, comment and edit work, Use of ICT, use less marksheets (1 class), Monitoring Term 3 Learning walks have taken place during Term 3. The focus has been:

The learning environment

Behaviour

SMSC

Targets and steps to success Strengths include:

Interactive and stimulating displays

Maths learning walls evident

Exciting book areas with a range of books for pupils

Surfaces used for interactive displays

Displays rich in language opportunities

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Pupils were able to talk about their targets and knew where to find them Book Monitoring- Numeracy and topic:

Development: Review homework to ensure links with lessons, more developmental points to be included

Monitoring planning- Numeracy weekly plans:

Development- use more annotations, dot an objective when covered but not achieved

Guided Reading monitoring:

Guided reading folders- Development- add overview of reading activities

Teaching Assistant Observations Following the recent observations of TAs carried out by the SLT, Inclusion Team and Literacy Leader it is clear there is much to celebrate. We have many very experienced and highly qualified TAs who provide high quality interventions. Below are the main strengths identified from the observations carried out: Strengths:

• Outstanding knowledge of phonics and terminology within the delivery of the session • Clear, established routines and high expectations. • Pace excellent, keeping children focused but able to make good progress and succeed. • Excellent behaviour management and high expectations. A very positive approach that pupils

respond well to. • Very good understanding of the needs of the pupils and adapts the language to support as

necessary. • Super range of questioning to assess understanding and provide support. • Recapping on and reinforcement of previous learning. • A calm and positive manner which encourages the children to participate; they are certainly

eager. • Sensitive to the needs and abilities of the pupils. • Use of positive praise; children were keen to succeed and their motivation levels were high. • Many, varied activities • Well prepared resources • LOB explained and clarified • Good subject knowledge leading to good explanations and ability to clear up misconceptions • SMSC evident- taking turns, celebrating success, children taking pride in their work • Good pre-emptive skills, sitting appropriate children close so additional support can be provided. • The children had opportunities to work in a variety of styles; kinaesthetic, visual and auditory.

Areas for Development As with all observations, we also look for areas of development to provide ongoing professional development for teaching assistants. There was no one common theme for development as a range of different interventions were observed. Below are examples of areas for improvement/ consideration:

• Encourage the pupils to attempt some of the questions completely independently or with a partner to assess whether they are able to complete a question accurately without adult prompting. Then through the sharing of answers any incorrections or misunderstandings can be dealt with.

• Where possible, add a mini-plenary to the last part of the intervention as a way to round up the intervention and share pupils’ work.

• Reinforce the LOB again at the end of the lesson and check understanding • Encourage peer assessment- mark each others work and correct • Provide a kinaesthetic activity for those pupils who struggle with attention and concentration. • Continue to develop questioning for the children to be able to self evaluate what they are doing.

More of the "Have a look at what you have done .... Is that quite right ....what needs to be different?" approach.

• Be extra vigilant in checking understanding for those pupils who are passive/ quiet in a group situation as their difficulties may not be so obvious.

• Reinforce the rules at the beginning of the intervention.

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• Make sure the children understand the language being used when explaining the learning objective.

Recommended Action for the Governing Body to minute

Governors to minute that the SLT are observing more Outstanding & Good lessons than Requiring Improvement ones. Systems and procedures are in place to re monitor and support teachers with lessons requiring improvement.

SMSC SMSC has been a focus for all our monitoring since September. Each year group now has a curriculum overview which highlights any SMSC happening throughout the year such as supporting charities etc. Community Cohesion To ensure the children of Great Chart Primary School learn about communities very different to their own we have joined a project which links us to a school in The Gambia, called Jamisa Lower Basic School. The children have been learning about the school and the country during whole school Assemblies. Y6 have focused on The Gambia during their topic work this term. We will hopefully have some fund raising events in the future. Level 6 Curriculum The Y6 teachers are working closely with Sue Murray from Highworth Grammar School, developing the L6 curriculum for reading and writing. The L6 maths curriculum is now in its 3rd year and is already embedded. Pupils who have been targeted to achieve L6 have already begun intervention groups. BEHAVIOUR & SAFETY Behaviour Recording The school has reviewed the way it records and monitors issues with behaviours. A new system of recording via KLZ is in place and is regularly monitored by the SLT. Reports can be produced for individual pupils causing concerns. These can be discussed with parents, staff and outside agencies. Patterns can be identified efficiently and effectively. This method is proving to be a success and really helps the SLT monitor behaviour throughout the school. Monitoring Pupil behaviour is regularly discussed at SLT and Key Stage meetings. SLT monitor behaviour records via KLZ and also via Golden Time records. Attendance Absence (School data Dec 2013) Attendance 97.4% 0.26% unauthorised absence EAL- 97.1% FSM- 95.3% LAC- 98.6% AEN (SA)- 96.3% AEN (SA+)- 97.2% AEN Statement- 98.7% Ethnicity (significant groups)

White British- 97.5%

Black African- 96.1%

White and any other ethnic group- 97.8%

White other- 99.2%

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Admissions Admissions and the Provision of School Places in Ashford The school intake number is now at 60 for Sept 2014 There have been 234 applications for 60 places at Great Chart for September 2014. Over 90 of these put Great Chart as first preference. The LA will allocate places for LAC children and siblings first, and then the remainder will be based on straight line distancing.

Open School Session for Potential Parents – Wednesday 11th December 2013 at 3.30-17.30 The school was open to potential parents and staff took parents and children on guided tours of the school. We had record numbers attend this event and again it was very successful. We also included the Head Boys and Head Girls on the tours giving a pupil perspective to parents. LEADERSHIP & MANAGEMENT Ofsted Staff are informed regarding feedback from recent inspections and the expectations needed to achieve a good and outstanding judgement. The HT and the KS2 Assistant HT recently attended a course “Are you OFSTED ready? Increased focus for the new framework will be :

The Learning Environment

How staff and pupils conduct themselves

The school uniform The school grab folder is up to date. The Chair and Vice Chair monitored the Governor’s Ofsted grab folder to ensure all relevant paperwork was filed. The main emphasis for governors will be to know:

The strengths and areas for development

Data and pupil tracking

How the school spends Pupil Premium and the impact of the funding

How the school spends the School’s sports grant and the impact of the funding School Self Evaluation/ SIP visit The school self evaluation document has been updated since Term 1 to reflect new attendance figures, pupil tracking and any new development in school. Updates of the summary and full SEF have been uploaded onto KLZ for Governors to access. In November 2013 Jenny Philips, a SIP commissioned by KCC, did a monitoring visit. She looked at the SEF and School Development Plan. She felt both documents were up to date and reflected impact. She also toured the school and was very impressed with the changes that have been made. One of our targets from the visit was to reflect on how we communicate with our hard to reach parents. Parent voice We have also been urging parents to visit the parent questionnaire on the Ofsted website- parent view- via newsletters, emails and sign posting at parent teacher consultations. We have also asked parents to complete questionnaires whilst waiting for consultations. The school now has a positive comments book for parents, governors, members of the community and visitors to make comments about the school. In our main reception there is also a display with positive comments from last term. Pupil Voice Pupil voice is extremely important throughout the school and is carried out via:

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Y6 pupil questionnaires

Subject conferencing

Whole school discussions about the vision

School Council Recommended Action for the Governing Body to minute

Monitor the outcomes from the Ofsted Parent View website- copies to Governors School Development Plan The School Development plan has been updated and linked to school finance. Subject and area action plans run alongside the main priorities. The School Development Plan has been reviewed- copies to Governors Recommended Action for the Governing Body to minute

To ensure Governors understand the school priorities within the School development plan and to monitor its position so far.

The School Vision With the new Ofsted Framework, inspectors will want to see evidence of the aims and ethos of the school being embedded throughout. All staff and pupils have been reminded about the following points: * SLT and staff being role models to pupils in how they dress, conduct themselves, speak to their peers and also to children- schools need to be aware of this and ensure they present a professional image in terms of how staff dress and how they conduct ourselves. Punctual start to lessons * Image of the school- the learning environment and the way it is organised- ensuring it is tidy, welcoming and stimulating * The way the pupils present themselves- looking smart, following the uniform policy. Their attitudes to each other and to learning. How they speak to each other and adults. Showing respect to their school and the people within it. * How pupils conduct themselves around the school and in class- consistency across the school following the behaviour policy- RESPECT Recommended Action for the Governing Body to minute

Governors to understand the vision and school aims Are we ready for September 2014? Governors need to be aware of a number of major changes for September 2014:

New National Curriculum

New subject- Computing

Assessment changes

SEND reforms- implementation of the SEND code of practice

Pay and conditions- first performance related progression outcomes

Pay and conditions- changes to teachers’ non pay conditions of service

Pay and conditions- Changes to leadership pay framework

School meals- requirement to provide FSMs to all Reception to Y2 pupils Recommended Action for the Governing Body to minute

Governors to be aware of these major changes and to ask the question, ‘Are we ready?’ Staffing Assistant Headteachers The Key Stage Managers are now called Assistant Headteachers which is now in line with many other schools. Other staff

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We have appointed the following members of staff to our team from December:

1 part time teacher to release in Y6 and Y1

3 memberss of staff to run the breakfast club (existing TAs)

(Mrs Page to line manage the breakfast club staff) Recent Staff Professional Development Nov 2013- March 2014 This period has been very busy with CPD as there are many changes afoot with the New Curriculum arriving. As always we try to ensure all staff have the relevant training that can impact on their own professional practise and the development of the school as a whole. The core subject leaders have been on training regarding the changes with the new curriculum and are feeding this back to staff through curriculum focus groups so changes can be implemented in planning ready for September 2014. They are also attending and often leading training sessions with the core subject leaders in the CATS collaborative (Central Ashford Town Schools) to share good practise and increase collaborative work between schools. Staff also attended the Early Years Conference to gather information on the key areas within EYFS. Training for the SLT has been thorough to ensure Headteacher and Deputy Headteacher have the necessary support and information for their new roles. Again, collaborative work in this area is of key importance and information is disseminated in SLT meetings weekly. Specific training on Underperformance and Safer Recruitment has been undertaken as these are key management tools. All staff have received training in assessment so they have thorough knowledge of the end of KS results and in year progress. This ensures staff in all year groups are able to identify areas for development and make provision within their classes. Staff in Year 2 and Year 6 have attended updates on the implementation of the SATs in preparation for the Summer term. Two teaching assistants have attended a 6 week training programme called, ‘Investment in Teaching Assistants’. The training has given them ideas to develop best practice and develop the use of questioning with pupils. They will be leading training with all staff to pass on ideas to try in school. With the advent of Sport Premium there have been increased CPD opportunities for PE and School Sport. The NQTs have attended training on delivering PE through Top Sport and Start to Move. The link teacher from The North has also provided training through demonstration lessons. Staff have also received updates on the use of Sport Premium in school and training on teaching Good and Outstanding PE lessons. Training for NQTs is regular each term to provide them with information and strategies to develop their professional practise. They are also going on the Big NQT Event as a chance to share their experiences and gather resources. With many changes ahead for AEN there has been training to provide information on the likely changes in school. However, the new strategy is still not ready so the inclusion team are doing their best to be prepared. With increasingly varied needs throughout the school staff have also attended training on Down Syndrome Awareness, Ensuring Progress for pupils with Statements and Dyscalculia. This training provides strategies and resources to use in school that can impact the learning of pupils with identified needs. Free School Meals for KS1 From September 2014, every child in Reception, Year 1 and Year 2 will be offered a free school lunch. This follows a recommendation in the School Food Plan, an independent review published in 2013, which aims to bring about a significant increase in the numbers of children eating good food in schools. Although an extremely beneficial initiative it will impact on the management of lunch times. The SLT will be reviewing current procedures during Terms 5 & 6 to ensure the smooth transition to a major increase in school dinner uptake. Areas to consider:

Capacity within our current kitchen and facilities

Increased queuing times

Staffing

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We are in a positive position compared to many school so the transition will hopefully will be very smooth. There will be capital grants for schools to expand facilities and although we may need extra equipment, we will probably not be eligible for this grant. The government are proposing to allocate schools a flat rate of £2.30 per meal taken. Free Schools Meals will not impact on the Pupil Premium money we receive for the school year 2014-15 as the allocation will be taken from the January 2014 census numbers. New National Curriculum From September 2014 the New National Curriculum will be introduced. Governors must ensure that they ask subject leaders and the SLT how this is being planned for.

Reviewing programmes of study

Reviewing topics and content

Reviewing planning

Evaluating resources

Staff training

SLT to review assessment and tracking Recommended Action for the Governing Body to minute

Attendance at the Governor training for the New National Curriculum Session Dates 4th June 7-9pm, Stone Pavillion, Dartford 16th June 7-9 pm, Kent Invicta Chamber of Commerce, Ashford 23 June 7-9pm, Holiday Inn, Wrotham Heath 7 July 7-9pm, The Community College Whitstable

Governors Governors are encouraged to attend as much training and development as possible either provided by the school or the LA. The KLZ Ofsted Grab Folder is kept up to date. The hard copy is also kept up to date. The new Handbook for Governors published in May this year provides a much sharper focus on the three core strategic functions of a governing body:

Ensuring clarity of vision, ethos and strategic direction

Holding the HT to account for the educational performance of the school and its pupils

Overseeing the financial performance of the school and making sure its money is well spent. Please refer to section 5 in this handbook: ‘The role of the governing body’ Governors should note that www.governornet.co.uk provides an excellent database of current information to governors. Governors’ e-learning (GEL) GEL is very easy to use and is a convenient way to accelerate training. Users can start and stop as they choose and at the end of the session they will know what percentage pass-rate they have achieved. GEL is free to schools which subscribe to the Governor Services package which our school does. To join, visit www.elc-gel.org/home to register. Once registered the application will be approved and then training can start. There are several training units including one on Safeguarding. Recommended Action for the Governing Body to minute

Throughout the year governors must develop an understanding of: Strengths and weaknesses of the school School priorities

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Data and pupil progress particularly of any vulnerable groups including Pupil Premium

School finances Finance, Building & Grounds Budget Statement, Minor and Major Works and Health and Safety Monitoring These will be reported in the Resources Committee Minutes. Sports Funding The Sport Premium is now in school and being used to provide pupils with additional opportunities and high quality teaching and learning experiences. The action plan is in place to give an enhanced opportunity to improve life chances of pupils through provision in Physical Education, School Sport and Healthy Active Lifestyles. As a school we are very pleased to share some of the ways we have used the funding to enhance our provision in each area. PE – Staff have received training in school on the purpose of Sport Premium and are aware of the action plan and how as a school we would like to develop our provision. They have also received CPD on teaching and learning in Outstanding PE lessons. The NQTs have attended training in PE, Start to Move in KS1 and Top Sport in KS2 and have observed the link teacher from The North teaching demonstration lessons in Year 3 and 4. Mrs Thomas is also part of the CATS PE forum and has attended two meetings to share ideas, resources and expertise with local colleagues. Through the CATS group there will be development in curriculum planning, assessment and competition. Staff are also being encouraged to observe colleagues. School Sport – We have used some of our funding to subsidise and reintroduce a swimming programme with Year 3 pupils this term. This has been very popular with pupils and parents and has certainly enhanced our provision. Cycle training has been booked for the Easter holidays for Year 5 and 6 pupils and we will also be running destabilise classes for our younger pupils to help them become confident on two wheels. We are very pleased to be now offering Year 6 pupils a chance to play football in a competitive situation. With the Sport Premium we have hired a football coach who is coming weekly to provide training and match skills. Pupils are offered these sessions as a reward for following the school rules and good behaviour. At an early stage it is having a positive impact on the behaviour of the pupils playing football at lunch times and students are keen to earn their place. We intend to continue this incentive in term 4 and offer it to Year5 in Terms 5 and 6. Funding has also been used as subscription to the local PE association which will allow us to enter competitions throughout the year. Healthy Active Lifestyles - We have purchased 5-a-day tv which are 5 minute bursts of physical activity that can be used in class, at wet break times and as part of our breakfast club each morning. They are very popular with pupils and staff and are ensuring pupils are having extra bursts of physical activity throughout the day. The new KS2 fitness equipment has also been installed and is now in use at break times and during PE lessons. A pupil voice survey has also been conducted from Year 1 -6 to provide information on what the pupils would like to try so arrangements can be made to set up some taster sessions of new activities. Initial award: £6030 Current Expenditure: £3587

Pay Policy- Preparing for 2014 There will be more changes to Teachers’ Pay conditions anticipated for September 2014. This is expected to cover:

Leadership Pay

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All TLRs and other allowances

PPA time

Arrangements for covering absent colleagues

Salary protection The Headteacher and Business Administration Manager will be attending a course to receive up to date information regarding these issues Appraisal All support staff, including the Site Managers, have attended and received their annual review meetings to discuss completion of their targets. Job descriptions were updated and evidence of work towards targets were discussed. In previous years Mrs High and Mrs Golik have carried out Appraisal arrangements for Teaching Assistants but with the increased numbers the SLT and SMT also shared in this process. All TAs were observed prior to the review meeting. Targets for TAs include a pupil progress element and also a focus on the learning environment. For some teaching staff mid year reviews have taken place- more details to follow within the meeting During a Governor visit regarding pupil progress it was stressed the important link school makes between pupil progress and Appraisal. Recommended Action for the Governing Body to Minute

To understand the link between pupil progress and pay progression Collaboration

School is part of Mini Hub within the Partnership.

Staff continue to work on literacy/ numeracy/ science/ ICT and EYFS developments with those from partnership schools.

Headteacher meets with Heads from the Central Ashford Town Schools hub (CATS)

DHT meets with DHTs from the Central Ashford Town Schools hub (CATS)

Members of the SLT attended a leadership course run by Ann Morgan. She will also be coming into school to work on an initiative with them.

HT from Ashford Oaks is hoping to arrange a CATs Chairs meeting

Finance Officer & Business Administration Manager have set up meetings with other schools within CATs

Y6 teachers working closely with Sue Murray from Highworth Grammar School, developing the Level 6 curriculum

The collaboration is advised by Sue Parkin. An action plan and bid for funding has been submitted to KCC Community The Community Room This room is being developed with the help of a Lottery Grant totalling £7,045. This funding was used to purchase furniture and resources. The room will be used for community events and activities and used by the school especially the FLO. Breakfast Club Since January 2014 the Breakfast club has been open. We have 3 members of staff, line managed by Mrs Page. At present we have between 20 and 30 children using the club each day. This service is needed by parents and pupils and we are targeting Pupil Premium families and those who are late of have low attendance.

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OTHER Dates

Learning & Development Team

Friday 28th February 2014 at 8.30am

Friday 23rd May 2014 at 8.30am

Friday 17th October 2014 at 8.30am

Friday 13th February 2015 at 8.30am

Friday 22nd May 2015 at 8.30am

Resources Team

Friday 7th March 2014 at 8.30am

Friday 16th May 2014 at 8.30am

Friday 10th October 2014 at 8.30am

Friday 6th February 2015 at 8.30am

Friday 15th May 2015 at 8.30am

Full Governing Body Meeting

Wednesday 19th March 2014 at 4pm

Wednesday 18th June 2014 at 4pm

Wednesday 19th November 2014 at 4pm

Wednesday 11th March 2015 at 4pm

Wednesday 17th June 2015 at 4pm