Leadership Report to Local Governing Body...2019/11/09 · Leadership Report to Local Governing Body (LGB) Page | 1 Autumn Term 2019 1. LEADERSHIP & MANAGEMENT – Accountable Lead:

Leadership Report to Local Governing Body

Autumn Term 2019 4.00pm Tuesday 26th November 2019

Leadership Report to Local Governing Body (LGB)

P a g e | 1 Autumn Term 2019

1. LEADERSHIP & MANAGEMENT – Accountable Lead: Anne Redmond I am pleased to report that we have had an extremely positive start to the new academic year 2019/20. The children have settled well into their class groups and are benefitting from the newly developed resources that we have been researching and putting in place across school. We are even more confident of the impact of the newly implemented approaches, as teachers are meeting with the SLT on a termly base in their Accountability Forum, where they have the opportunity to share the successes of every child within their class and be further supported if this is required. This term has also seen the evaluation of each teacher’s appraisal objectives and the talented staff are working at a very high level. This year we hope to help them in being able to clearly articulate the intent, implementation and impact of all the teaching and learning on which they lead – ensuring that Kingfisher’s quality of education continues on its ever improving journey. This new language of Ofsted will be shared with you at the beginning of the Governing Body meeting as the new Inspection Framework came into play in September 2019. Our School Improvement Partner, Moira Thompson, met with our Education Lead Governor and Trustee, Jacqui Wennington and Eileen Arthur and members of the strategic team to look at school self-evaluation in relation to the new Ofsted framework and update progress with the Collaborative Improvement Model. Moira’s report is attached and the SEF an agenda item. This is aligned to the School Improvement Plan and teacher appraisal objectives. Moira’s final comment: “This is exemplary practice”. We have also had our Peer Review – looking at the impact of the action research projects throughout school (report attached). The Reviewers were incredibly impressed with how every strand of Kingfisher links together, saying “The Leadership Framework allows a consistency of systems and processes which are completely embedded into the culture of the school and enable the action research projects to be a robust process and to continue to enhance the skills and development of the professional learning community at Kingfisher School”. This was an extremely positive review and re-enforced the significant investment in the professional learning from the school and Trust and the collaborative supportive ethos that runs through every element of Kingfisher. As recommended by Ofsted in June 2019, the next steps for our school is that Leaders and those responsible for governance should ensure that: they share their expertise and teaching-and-learning research findings with other schools. This term we have received funding from the Opportunity Area to lead a project (in partnership with Harmony Trust) to improve the quality of provision for SEND pupils, with professional development days, in school activity and support from Specialist Leaders of Education who will act as mentors throughout the programme. This programme is being launched this term and we hope to be able to develop a model that can be built upon across Oldham. We have also been developed the Teaching School offer and have attached the latest brochure for your information. We continue to support other schools in and beyond Oldham and will be able to crystalise this work even further as the Trust grows, developing practice in a range of schools. This work is already underway as Kingfisher and Medlock work collaboratively to develop Policy and practice for the Trust and schools within the Trust. This work has begun with cross-school teams looking at Behaviour, Safeguarding and IT Infrastructure. We are delighted that Seddons are now on site and the new developments of the hydro pool project; 2 year old provision developments and classroom refurbishments have begun. Due to costs, the new garage, car park extension and attenuation tank (to drain the car park) have had to be removed from the project. We hope the works will be completed by July 2020. The Leadership Team across school continues to develop and grow in confidence and skills and I am extremely proud of how they are ensuring Kingfisher continues to thrive and develop.



Local Governing Body - Day-to-day running of the Academy • Chair (also Trustee – Jeremy Sutcliffe) • Head of School (Sue Caine) • Two Parents (Andy Tushingham and Nazia Kamali) • One Member of Staff (Vikki Boyd) • Three Co-opted (Jacqui Wennington, Janet Wray and Amin Chowdhury) Leadership Accountability Framework Local Governing Body Responsibilities • Vision, Ethos and Accountability

~ Ensuring the Trust’s Vision and Ethos underpins the work of the Academy ~ Implementing policies and plans agreed by the Trust Board

• Standards ~ Scrutinising Educational Excellence, including monitoring Academy data ~ Holding Academy SLT to account for children’s learning and wellbeing ~ Setting aspirational targets for pupil performance and regularly reviewing progress ~ Oversight of the quality of Teaching & Learning with knowledge of strengths and areas for

development ~ Overseeing the distribution and effectiveness of various budget premiums (eg Pupil Premium)

Ofsted: • Overall Effectiveness: the quality & standards of education • Effectiveness of Leadership and Management • Quality of Teaching, Learning and Assessment (including SEND, Maths and Literacy) • Personal Development, Behaviour and Welfare (including Safeguarding & LAC) • Outcomes for Pupils – quality & standards of education (based on an evaluation of the pupils’ learning and

progress relative to their starting points at particular ages and any assessment measures the school holds - not take account of their attainment compared with that of all other pupils)

• Effectiveness of the Early Years Provision – quality and standards 1. Leadership & Management AR & SC (Governor Responsibilities in italics)

2. Educational Excellence SP/JC Jacqui Wennington/Jeremy Sutcliffe

3. Operational Management SC

• Quality of Teaching, Learning and Assessment ~ Appraisal/Performance Management AR/SC ~ Professional Development /Pedagogy JC ~ Cognition and Learning SP ~ Assessment for Learning SP ~ Communication and Interaction SP (TU) ~ Educational Visits SP (CS) ~ Learning Environment NF

• Outcomes for Pupils ~ Pupil Progress SC (SP/JC) ~ Pupil Premium SC (CW) ~ PE & Sports Premium SC (JC)

• EYFS EH

Personal Development, Behaviour & Welfare Jeremy Sutcliffe / Janet Wray

~ Safeguarding SC ~ LAC SC ~ Health SC ~ Wellbeing (Social and Emotional) SC ~ Sensory and Physical SC (NF) ~ School Values & Vision (including

SMSC/British Values) SC ~ Admissions/Transitions SC ~ Pupil Attendance SC

Organisation (whole school) ~ Staff Deployment, Duties and

Responsibilities (see separate document) SC ~ Staff Wellbeing SC ~ Staff Attendance SC

Community Partnerships Jeremy Sutcliffe ~ Engagement SC (LR) ~ Website NF

Operational Support Andy Tushingham ~ Facilities MU ~ Health & Safety MU ~ Infrastructure MU



Kingfisher Special School Priorities 2019/20 Leadership & Management Strategy – Accountable Lead: A Redmond School Objectives: • The school’s vision, intent and values are clearly linked to British Values and the school

community reflect these in the everyday life of the organisation • Leadership teams and roles are developed with clear accountability and are distributed

strategically throughout the school ensuring capacity is developed appropriately • Share expertise and teaching-and-learning research findings with other schools (link to

SwS Teaching School)

Quality of Education – Accountable Leads: S Pass & J Cryer School Objectives: • Curriculum Intent - a framework for teaching and learning expectations sets out the

educational aims for each individual Flightpath • Curriculum Implementation - curriculum approaches are innovative and evidence-based

(from PRTs) and the curriculum offer is creative, relevant and engaging, ensuring that the frameworks are skilfully translated into practice

• Curriculum Impact – pupils are well prepared for the next stage of their learning journey and this is evidenced through progress that builds on prior knowledge and skills

Behaviour & Attendance Strategy – Accountable Lead: S Caine School Objectives: • Opportunities are further developed to take into account for the views and feelings of

each child • Families understand the importance of good attendance and there are support

mechanisms in place to enable this to happen

Personal Development Strategy – Accountable Leads: S Caine; S Pass; J Cryer School Objectives: • Safeguarding remains effective as a result of high quality training

• A PSHE curriculum is in place which reflects the needs of all children • Staff have a clear understanding of the importance of wellbeing in children, families and

themselves and are aware of how to access relevant support

EYFS Strategy – Accountable Lead: A Redmond School Objective: • A seamless offer is developed that incorporates the planned 2 year old provision

Staff Development 2019/20

Development Theme Lead Staff Covering Core Staff Development

S Caine - Personal Development, Behaviour & Welfare

All (unless specified)

Personal Development: Total Communication Principles (annually); Signalong update (half termly) Behaviour: Team Teach certification (biennially); Team Teach principles (annually) Welfare: Safeguarding & Prevent (biennially) Health – admin of meds (annually); asthma update (annually) Moving & Care: Safe moving & handling (annually); empathic responses (annually); Specific staff identified to be signed off - postural management; feeding; epilepsy; oxygen

Continuing Professional Learning (CPL)

J Cryer - Pedagogy

Relevant to Role

Understanding how Children Learn Developing practice through Action Research

Teaching & Learning S Pass - Educational Excellence

Class-based Staff

Collaborative creative planning for learning; evaluating learning; moderation; curriculum development

Leadership Learning A Redmond All (unless specified)

Working to the mission; vision & values of the Trust Developing practice through reflection, coaching, reading and action research



2. EDUCATIONAL EXCELLENCE – Accountable Lead: Suzanne Pass/Jenni Cryer

Quality of Teaching, Learning and Assessment

Appraisal/Performance Management Accountable Lead: Anne Redmond / Sue Caine The Summer term saw the pilot of the Accountability Forums being launched when Appraisal updates, observations, pupil progress and scrutiny and monitoring of planning and PLPs were all carried out in a half day with Sue Caine, Suzanne Pass, Jenni Cryer and Nicola Found all being involved. The Appraisal process for this academic year is also being covered within these forums, ensuring that all teachers have their new objectives by December 2019.

A total of 20 learning sessions were observed in the Summer Term as well as 2 NQTs being observed in each half term (the third NQT is now on maternity leave). This was the first time that observations had been done as part of the Accountability Forum and it proved to be a positive experience for both teachers and SLT. Observing in pairs but feeding back to all of SLT has meant that we are all aware of what is going on in classes and what things are being worked on as well as allowing us to link appraisal objectives with practice observed. Observations were very successful and feedback time enabled teachers to reflect on their classroom leadership and discuss next steps. It also enabled SLT to recommend any links to other teachers who may be able to provide support to each other.

Many strengths were observed within the sessions across school which included: • High expectations of staff which ensures that children progress with their learning • Staff supported children effectively to promote their engagement and learning • Child led learning gives confidence to the children to access independently • Multi-sensory approach using motivating resources leads to high levels of engagement • Children were motivated and engaged in learning and know routine and show very good progress • Calm and smooth transitions – this is embedded and predictable

Some areas to further develop for some staff were: • Further develop use of IT – possible support from computing TAs re variety of apps • To continue to develop communication skills through use of Sign 4 Writing • To further develop the definition of what Early Maths is at FP2 • To ensure all children are able to access their learning i.e. pencil grips, sloped board etc. • To support the further development of the PSHE curriculum across school • Further develop use of outdoor space to enhance learning opportunities • To develop sensory regulation within the classroom for individual children

Teachers reflections on their improvements over time included: • Confidence to try a new approach and to plan group activities • Adaptation of the environment to help manage children’s sensory needs • Recording sheets have been changed to enable TAs to effectively record learning • Continued consistency of approaches and expectations ensures that the children can access all learning

sessions • Developed use of starter activity particularly in Early Maths to engage children in learning through own

activity / resources

The trial has proved to be very successful with teachers commenting that they felt valued and supported throughout the process. SLT members are now much more confident in knowing what is going on in classes across the school and are aware of the progress children are making. The process has already started again this term.

Governing Body Questions / Comments



Professional Development/Pedagogy Accountable Lead: Jenni Cryer In Summer 2, staff development sessions focused on completing the cycle for the action research projects, reviewing the teacher peer coaching model, the final appraisals for support staff (using BlueSky) and transition preparations for the new academic year. We also delivered the final Communication Counts session (part of the process to achieve ELKLAN Communication Friendly Setting status). In Autumn 1, sessions were delivered on action research, support staff appraisal, planning, curriculum development and core training (e.g. Team Teach). Collaborative planning sessions continue to be provided each half term to support the further development of staff creativity in delivering the new curriculum, to share ideas and gain some inspiration for exciting learning sessions.

Having trialled using BlueSky for support staff appraisal over the past year, their feedback showed that they had become familiar with the online appraisal system and that most evidence was collected this way. They were keen to move away from paper base systems. The implementation has been successful on the whole and we will be looking to expand our use of the system in 19-20 so that we move towards an online system (from a paper based system) and to include teacher appraisals. One of the reasons for not using BlueSky exclusively is that the paper based system for teacher appraisals works very well and we didn’t want to lose important content when transferring to a less bespoke system. However, having consulted with BlueSky at the end of the summer term, it would appear that we can make the system more bespoke to our needs. The initial planning meeting for support staff has been held and differentiated and personalised appraisal objectives were set. Teacher appraisal reviews are being carried out through the Accountability Forums and there is an expectation that teachers will use BlueSky to gather evidence of working towards their outcomes and to also evidence that they are meeting the Teacher Standards. Support staff reported that the success of using BlueSky, was in part due to being given allocated time to work on evidencing their appraisal objectives and this has been built into the Meeting/Development Schedule for 19-20.

The Action Research Programme was reviewed at the end of summer and a new booklet has been produced for classes/Level 4/HLTAs to use throughout the year with a greater emphasis on collecting evidence of impact and regular reviews. The booklet also details the rationale for the action research programme and theory behind it. Classes had time during a staff development session in Autumn 1 to plan the focus for their action research projects for this academic year and an overview of foci has been produced so that classes with similar foci can be signposted to each other and also to enable us to analyse which projects will feed into planned curriculum developments. Action research was also the focus for the GM Peer review again this year and senior leaders from other special schools visited Kingfisher on the 15th October and reported back on their findings (see report). All classes can access IRIS on the class iPads and there is a clear expectation in the action research booklet that IRIS will be used to record a baseline assessment prior to intervention and to collect evidence of impact. We have met with representatives from the Manchester Metropolitan University to discuss possible ways of working together to further develop research.

2 NQTs successfully completed their Induction year in the Summer and one NQT is currently on maternity leave. This year we have been joined by one of our Primary with SEND/Inclusion trainee teachers as an NQT. As there is only 1 new teacher this year, we have adapted the ‘New Teacher Development Programme’ to provide a bespoke package of support at this crucial point in a teacher’s career.

The Teacher Peer Coaching Model was reviewed in the summer term. A session was held with the teachers to capture the teachers’ feelings about the programme and evaluate its effectiveness using the online evaluation tool, Mentimeter. The results are below:



Teachers were also asked to complete an individual reflection. In response to teacher feedback, we have adapted the model for this year to create triads (rather than pairs). This will enable coaches to receive feedback on their coaching skills and hopefully minimise any disruption to the programme in the event of long term staff absence. As use of IRIS is built into the peer coaching cycle as well, we expect its use to continue to increase. Some teachers are now beginning to use reflections during facilitated sessions to demonstrate effective approaches in action (staff development sessions and CPL delivered through the Teaching School).

Teaching School

Leadership & Management The administration of the Teaching School continues to be carried out by a member of the school office team, including invoicing. In preparation for the cessation of core funding after 19/20, a business case and detailing costing is being written. The Assistant Head for Pedagogy continues to lead the Teaching School and Carrie Ball, who has extensive experience of managing, planning and delivering CPL, is leading the development of the CPL offer (attached). This work is being carried out one day a week and we are currently looking at an additional day to ensure that the offer can have maximum impact.

Initial Teacher Training (ITT) The Teaching School Lead is continuing to fulfil the role of Partnership Programme Lead (PPL) for the SEND/Inclusion route (through Hawthorns Special School/Everyone Learning TSA). Although only three trainees have followed the route this year, another four trainees have requested a placement in a special setting. Quality First Teaching Days (QFT) are being co-facilitated at Lime Tree Academy. In addition to two ‘SEND in a Special School Experience’ days, a further five SEND specific Quality First Teaching (QFT) days are planned for the Autumn/Spring terms. In order to increase capacity, provide CPL opportunities and release capacity for the Teaching School Lead, Lead Practitioners and teachers across the school are planned to deliver the sessions.



The SITE (Special Initial Teacher Education) research project to look at specialist ITT provision and how well it prepares trainees for a teaching career has finished and the results were presented at the National Special Teaching School Network meeting on the 9th October.

Continuing Professional Leadership and Development (CPLD) To ensure CPLD sessions continue to be of high quality, bespoke Kingfisher facilitation training has been developed for internal facilitators. So far, eight members of staff have been trained. In addition to support from the Assistant Heads and Principal Lead Practitioner, facilitators have dedicated time out of class to develop and prepare training which is included in the costing of programmes to ensure financial viability.

We continue to develop and improve the process for planning, delivering and managing CPLD. Our offer is expanding. So far this year we have delivered ‘Developing Reading and Language Skills’, ‘Introduction to Autism’, and ‘Move and Mark’. All programmes have been well attended and provided a financial surplus.

We continue to work in partnership with Dr Paul Simmons to deliver Leadership Coaching Skills courses. Parts 1, 2 & 3 are planned throughout the year.

This year we have been commissioned to deliver the New Heads Induction programme once more. We are trialling using OneDrive as an online resource area for participants.

School To School Support At the end of summer, we were notified that our application to the Opportunity Area (in partnership with Harmony Trust) to deliver a programme of support for approximately 20 mainstream schools was successful. We have started to work collaboratively with Harmony Trust to plan delivery of professional development programmes for SEND leaders, teachers and TAs, which includes school to school support. In preparation for the start of the programme, five Kingfisher teachers have been trained as SEND reviewers.


Cognition and Learning Accountable Lead: Suzanne Pass The Curriculum Intent, Implementation and Impact plans are detailed in the SIP.

The Curriculum Development plan has been developed to reflect the identified priorities in English, Maths, PSHE and the Oldham Pledge alongside taking into account specific class based research priorities and subject lead developments. Work with staff so far this term has focused on further developing staff knowledge and understanding of Cognition and Learning at Flightpath 1, and English and Maths approaches at Flightpaths 2 and 3. The new Flightpath 2 Maths approach of Build, Sort, Manipulate, Play is now in place and will be monitored over the coming year.

Flightpath 3 is focussed on the development of clear, coherent and cumulative long term planning across subject areas to ensure children at this stage of their learning have access to a well-planned and sequential offer in all areas. Although started last academic year, this is a significant piece of work which will take some time to complete. Staff are involved in the development to ensure increased knowledge and understanding of the progression of learning between the Flightpaths and the need for knowledge and skills acquisition to be sequential. The new Ofsted Inspection Framework has been referenced and our curriculum development work is mirrored in the new curriculum guidelines from Ofsted.

Seesaw has been introduced across school from September to replace Home/School books and to improve communication with parents in journaling their child’s activities and linking these where appropriate to the Pledge. On the whole this has been very successful and monitoring shows significant engagement by parents and staff feedback is also good. FSLOs have supported families to engage with the app.

The Curriculum Approaches Map has continued to be developed this term and is beginning to demonstrate real clarity in summary of the curriculum offer through approaches, resources and environments on offer to the children. Guidance documents supporting each of the approaches listed, continue to be developed and shared with staff through the planned meeting schedule.




Assessment for Learning Accountable Lead: Suzanne Pass Updates to the Autism Assessment Framework currently included within the Kingfisher Assessment Framework have been evaluated ready to be updated within SOLAR. Through Accountability Forums, the use of Key Performance Indicators, further developed last term, have helped to inform more accurate target setting for children for the coming year. In addition to numerical targets, a discussion and agreement as to the starting point for each child within a runway, either Emerging, Developing or Secure and then an agreement of good progress for the year again measured as Emerging, Developing or Secure within a runway, has helped to quantify progress targets. This development of the target setting process seems to work well for children at Flightpaths 2 and 3 but numerical targets remain more appropriate and accurate at Flightpath 1 where steps of progress are smaller. Moderation has continued to be led by UPR3 teachers and Lead Practitioners where the focus has been on standardisation of judgements within runways of the steps of progress – Emerging, Developing, Secure and Generalised. This has enabled further leadership development opportunities for middle leaders.


Communication and Interaction Accountable Lead: Suzanne Pass (Terri Unsworth) We are on track to achieve the Elklan Communication Friendly status which will reflect the quality of work the school does in promoting and supporting children’s communication needs. The Total Communication Guide has been completed as a summary document which will have numerous appendices attached, detailing specific approaches, such as PECS, Positive Looking which staff can refer to as appropriate. It is intended that this will make the relevant information more readily accessible to staff. The Communication Assistant continues to support children and staff effectively in implementing guidelines and resourcing needs. There has also been successful development and implementation of CPLD programmes delivered to staff and external colleagues in Total Communication.


Learning Environment Accountable Lead: Nic Found The Kingfisher Reception area now supports a beautiful ‘Welcome’ and ‘Kingfisher a place of learning’ signage. This freshens up and makes reception more welcoming and bespoke. It really helps to embed a professional learning place and helps to bring the space up to date. The space was also decorated over summer.

Red Hall has now been completed and is a much friendlier space for the children. This money was donated by Team Kingfisher. Red Hall now blends in with the rest of school and is no longer an area untouched! We are noticing more classes asking for a timetable slot so the space is being used for ‘learning’ not just as a dinner hall. The space is multipurpose and the screen allows teachers to use their laptops for music, film etc. The space has also been used for staff training and being able to use the blinds really helps to turn the space into a training area and a dark space for sensory learning. Everyone is very happy with Red Hall and we have showcased it on our Facebook page so friends and families could see the transformation, We did notice the walls around the dinner hatch were getting marked by the dinner trollies so the wall surrounding the area now has a Perspex cover on the wall to help with longevity and durability.

Team Kingfisher have also donated money to fund a trampoline which is stored and presently used in the main hall. Some staff have been trained in Rebound Therapy and sessions have started for various classes. Plans will be to celebrate this via our Facebook page.

All classes are now set up and are running smoothly. The planning and organisation before summer prepared a smooth classroom plan for Chris Reeves and the team to do changes and furniture moving over the holidays. The children came back in September to appropriate clear spaces which were set up organised and conducive to



learning. The only classroom presently which needs some development is the Blue Jays. The space is tired and needs some additional and appropriate storage units. The outside space needs some storage and a plastic ‘shed’ has been ordered and installed to help the staff organise the area appropriately as it is a well-used outdoor learning space. Due to the lack of additional storage in the space the class team have had to move some resources out into the shared play area of school which will be stored and labelled appropriately. Hopefully this will help clear the space and make it a more appropriate Red Team classroom.

Blue Jays and Goldfinches are having their plasma screens moved from a stand to wall mounted for accessibility and safety. The children will have a more appropriate computer in class. Prad Vaja and Chris Reeves will be doing this maintenance.


Educational Visits

There are now a number of staff who are trained to drive the school minibus. This means that it is easier to plan and access some local visits, keeping costs to a minimum and enabling more children to participate in a range of experiences.

Summer Term Accountable Lead: Suzanne Pass (Carol Shaw) Red Team

Classes Venue Learning Focus Chaffinches Foxdenton Park • Experiencing animals in real life situations, linked to the topic Fur, Skin and

Scales Doves & Peacocks & Ravens

Extreme Air • PE - 1K challenge • To participate in turn taking and communication facilitating activities • Gross motor development

Peacocks & Starlings

Randstadt Education Annual SEN Sports Day

• To develop team work skills • To participate in competitive sports • Links with PE, PSHE, SMSC

Peacocks(LS/SK/IR/MK)

Totally Vocals Event, Valley School, Whitehaven Road, Bramall, Stockport

• To take part in a musical performance (linked to Oldham Pledge)

Ravens McDonalds • English - links to using communication skills outside of school • Wellbeing - links to reward system in class

Puffins & Goldfinches

Extreme Air • Sensory and Physical - moving our bodies in different ways (jumping) • Wellbeing - new environments, developing trust, confidence, new

experiences, following adult instruction, develop confidence in a new environment, building on self-help skills

• Communication - Intensive Interaction, listening to and following adult instruction, taking turns and sharing the space with other children and adults, build on asking for help/'more/saying 'no more'

Starlings Chill Factore • Topic "On the Move" learning to move in different ways in different environments. Moving in different ways - sliding, sledging, etc

• Wellbeing - new environments, developing trust, confidence, new experiences

• Communication - seeking assistance, sharing activities Blue Jays McDonalds • To demonstrate awareness of a new environment, having been cued in

with a variety of activities • To make requests in a new environment • To follow simple instructions to stay safe and enjoy the experience

Blue Jays Foxdenton Park • To demonstrate awareness of a new environment, having been cued in with a variety of activities

• To follow prompts to find and name some familiar objects in the park • To follow simple instructions to stay safe and enjoy the experience



Peacocks Hollywood Bowl & McDonalds’; Ashton-under-Lyne

• To experience a competitive game of sport outside of school • To socialise with peers outside of the School setting

Ducks McDonalds • On the move, walking to a local restaurant • PSHE - Interacting with and being a part of the local community • Communication - Making choices, ordering food & interacting with staff of

McDonalds Yellow Team Some pupils from the Robins, Wrens & Skylarks

Mahdlo - Rebound Therapy & Multi Sports

• To experience a different learning environment other than school • To take part and show a response to being on a trampoline (rebound) • To take part in Multi Sport activities with peers

Blue Team Flamingos & Parrots

Lancaster Farm Park • To interact appropriately with peers • To handle animals gently • To experience seeing different farm animals linked to story theme for term

Kestrels Foxdenton Park • To look at local microhabitats (Geography) • To look at mini-beasts in their habitats (Science)

Toucans Post-box outside Sportsman's

• To broaden life experiences by posting their card to the Fire Service • To develop social skills in new and different environments • To develop our road safety awareness

Some pupils from Canaries, Kestrels, Ospreys & Pelicans

Totally Vocals Event, Valley School, Whitehaven Road, Bramall, Stockport

• To take part in a musical performance (linked to Oldham Pledge)

Chaffinches Foxdenton Park • On the Move topic - to explore the park and its different areas Toucans McDonalds • To broaden life experiences

• To develop social skills in new and different environments • To develop our road safety awareness

Visitors into School Various Blue – Dog • Understand the needs and requirements about looking after a dog

• Learning to read the dog – i.e. wagging tail – happy so safe, snarling – not happy so not safe

Based in Kestrels but for all classes to access

Living Eggs • To experience the hatching of eggs and watch chickens grow for a 10 day period

• To learn to handle and care for small creatures All Animal Takeover • To experience a range of different animals and creatures

• To learn how to handle and care for small creatures All Rockpool Experience • To experience a range of different creatures that live in a costal habitat

• To learn how to handle and care for small creatures Various Live Music Now • To access a professional musician and will be encouraged to make

responses to live music following the frame of Respond, Create and Interact

• To show develop their listening skills and communicate Various Sing and Sign - Oldham

Music Service • Weekly session for children identified with a particular interest in or

aptitude for singing • Social activity at lunch time with opportunities for community

performance Governing Body Questions / Comments

Languages/Culture Days Accountable Lead: Suzanne Pass The Summer term Languages Day on the 27th June, focussed on France. Billy and Andy returned to run sessions with the classes that did not access them on the previous Languages Day. Georgina Aasgard, a French Harpist who has previously worked with Live Music Now, ran sessions on French music and French language songs. Activity ideas were put together in French resource boxes to support classes to deliver an exciting and engaging day of activities. As always, children were engaged and motivated by the activities on offer and the additional creative



stimulus from visiting artists. Cath Croke, Michael Brewster and Lisa Garside provided activities to enrich the opportunities available for language and cultural learning. The Autumn Term Languages Day will follow a similar format.


Outcomes for Pupils

Pupil Progress Accountable Lead: Sue Caine (Suzanne Pass/Jenni Cryer) The Accountability Forums have begun this term and the Pupil Progress focus has been on target setting and agreeing challenging progress targets for the coming year. The process itself has evolved from purely numerical with the intention that predictions will be meaningful and accurate and less dependent on input of data into SOLAR which can vary between teachers making comparable judgements difficult. Where children have attended school this term baseline judgements have been made and targets set.

• The tables below show the percentage of pupil numbers and attainment levels over recent years, which clearly indicates the shift in complexity of need and the increasing numbers of children not yet ready to access subject specific learning

• The appropriateness of subject specific teaching is brought into question for many children, and we recognise the impact of other areas of need such as ASC on cognition and learning

Levels 2014/15 2015/16 2016/17 2017/18 2018/19 Pre Subject (Flightpaths 1 & 2)

50% (75) 56% (85) 51% (85) 53% (96) 78% (149)

Subject Specific (Flightpath 3)

50% (66) 44% (66) 49% (82) 47% (84) 22% (41)

Total Number of Pupils 141 151 167 180 190

Primary Need 2014/15 2015/16 2016/17 2017/18 2018/19 ASC 55% (77) 51% (77) 52% (86) 55% (99) 53% (101) PMLD 25% (36) 24% (36) 23% (38) 20% (36) 23% (43) SLD 20% (28) 25% (38) 25% (43) 25% (45) 24% (46)

Percentage of children making good progress relative to their starting point:

Whole School Cognition & Learning Across All 3 Flightpaths

No Progress 0% Some Progress 16% On Track 56% Exceeded 38%

Flightpath 1 Flightpath 2 Flightpath 3

Cognition & Learning

Early English

Early Maths Reading Writing Commun-

ication Number Shape Using & Applying

No Progress 2% 0% 0% 0% 0% 0% 0% 0% 0% Some Progress 6% 16% 17% 11% 23% 34% 7% 11% 20% On Track 44% 66% 63% 32% 56% 56% 61% 60% 69% Exceeded 48% 18% 20% 57% 21% 10% 33% 29% 11%

• In reviewing progress and outcomes for pupils there are no identified differences in performance between groups – gender, learning needs, pupil premium or ethnicity

• Those children making no progress (2) were due to non-attendance • Those children at Flightpath 1 making some progress (5) are due to low attendance between 17% and 44% and

1 child who moved Flightpaths impacting on expected progress targetted



• Those children at Flightpath 2 making some progress (12/13) are due to a number of reasons including over ambitious target setting, teacher confidence in effective use of the 4 point star system and children settling into school/transport issues impacting on readiness for learning

• At Flightpath 3 faster rates of progress can impact for example, the evidencing and recording of faster rates of progress enables 2 children to have the same starting point and the same end point but depending on the teachers method of recording can cause a significant difference in completed stars

• Those children at Flightpath 3 making some progress in Reading (5) and Writing (10) are due to the reason above

• Those children at Flightpath 3 making some progress in Communication (14) are due to the reason above and children with ASC particularly struggling to demonstrate progress within the English strand of communication as this is more heavily weighted to expressive communication, this particular group of children are better able to demonstrate progress within the generic strand of Communication and Interaction where the emphasis is on receptive and social communication

• Those children at Flightpath 3 making some progress in Number (3), Shape (5), Using & Applying (9) are due to the reason above


Pupil Premium Accountable Lead: Sue Caine (Charlotte Williams) Pupil Premium intervention records are currently being collated to support the analysis of Pupil Premium expenditure for the academic year 2018-19. When this has been completed and the impact has been evaluated, the report will be shared on the school website along with the intentions of expenditure for the coming academic year. Where appropriate, data analysis will also be included in this report.

The following are quotes from the Ofsted report in June 2019.

“Governors are very clear in their belief that the use of the funding is to widen pupils’ experiences so that disadvantaged pupils have access to the same life-enriching cultural events that other pupils may have. For example, pupils regularly visit art galleries, a donkey sanctuary, the beach, restaurants, local parks and The Bridgewater Hall. This rich variety of experiences develops their social, emotional, physical and communication skills as well as broadening their cultural experiences. Funding is also used to provide a rich variety of therapeutic support including play therapy, massage, yoga and physical interventions. This works to meet disadvantaged pupils’ emotional, sensory and physical needs so that they are less anxious, can regulate their emotions and are able to engage in learning. Through the well-thought-out and planned use of additional funding disadvantaged pupils are making the same outstanding progress as other pupils.


PE & Sports Premium Accountable Lead: Sue Caine (Jenni Cryer) See attached report which is also available on our website (http://www.kingfisher.oldham.sch.uk/wp-content/uploads/2019/04/PE-and-Sports-Premium-Funding-2019-finished.pdf)

The Summer term’s report from Michael Brewster, the Manchester United Foundation Hub Officer based at Kingfisher has been shared with school and is part of the Governors supporting documents. Michael continues to have a real impact across school not only in supporting teachers with the teaching of PE but also working with parents, staff and children to support their wellbeing.




EYFS

EYFS Accountable Lead: Sue Caine (Emma Hamnett) There have been 28 new children who have started in the EY classes this academic year – 2 have started within this term. EY class sizes are now bigger than they have been before:

• Yellow Team (Wrens) – 5 new pupils (3 nursery) in a class of 14 children • Blue Team (Pelicans) – 9 new pupils (2 Y1) in a class of 10 children • Red Team (Penguins) – 14 new pupils (5 Y1) in a class of 14 children

The initial half term was quite a challenging one for some of these new children – most of them hadn’t been in a setting before and so were not used to the routines or even spending a day away from home. Staff have done a great job in supporting these children and they are all in a good routine now. Interim meetings with parents have been carried out and parents were very happy with their child’s placement and made some really positive comments. All were amazed at the amount of progress their child had made in such a short amount of time. Emma Hamnett (Lead Practitioner) has now gone off on her maternity leave and has given birth to a baby boy. Louisa Carter has moved from Yellow Team to Red Team in order to cover for Emma and to oversee the new 2 year old provision. Unfortunately Louisa is now absent so the Penguins’ Class is being led by Debbie Riley and Sarah Woods with the ongoing support of Nic Found and Sue Caine.




3. OPERATIONAL MANAGEMENT – Accountable Lead: Sue Caine

Personal Development, Behaviour and Welfare

Safeguarding Accountable Lead: Sue Caine (Designated Lead) CPOMS continues to be used effectively across school and ensure that members of SLT are aware of issues that are happening on a daily basis.

The safeguarding audit which was carried out in May has been shared with Janet Wray (Safeguarding Governor) and policy recommendations have been taken on board. Ofsted (June 2019) were satisfied with the way in which school manages safeguarding and there were no areas for concern. The Single Central Record continues to be regularly updated to include any new staff or supply staff.

The introduction of the signing in system “Entry Sign” has helped to embed the importance of safeguarding and ensures that safeguarding procedures are upheld.

In order to produce cohesive safeguarding documentation for the Trust, Sue Caine and Lynne Rogers will be working with the safeguarding leads from Medlock Valley to look at how policies can be streamlined into a main Trust Policy and individual Academy policies. The initial meeting is to take place this month.


CLA (Children Looked After) Accountable Lead: Sue Caine We now have 5 CLA in school – an additional child was stepped up from a Child Protection Plan to a Child Looked After over the summer period. Four of these children are Oldham based and 1 is Manchester based. There is a possibility of one of these children going into residential care soon but they would hopefully still be able to attend Kingfisher.

Termly Personalised Education Plans (PEPs) and 6 monthly CLA meetings are attended by Sue Caine and families and led by social care, to ensure that provision in the foster home and school is meeting need.


Health Accountable Lead: Sue Caine Members of SLT continue to meet with the different Health Care Teams in order to ensure the continuity of the joined up working that we have now established.

Sue Caine meets with the school nurses and Charlene Biggs (Health Care Support Assistant employed by Kingfisher), on a weekly basis. Information is shared at these meetings regarding any children’s health updates, safeguarding issues and planning for staff training. This system continues to work well and sharing information regarding safeguarding concerns has been invaluable.

Nasal flu vaccinations have taken place for the children this term. For the first time, we have been able to offer staff the flu vaccination but there has been a delay in this. We are hoping that they will be done by the end of November.

Julie Battle (Physio) meets regularly with Sue Caine. There are currently no significant updates from Physio.

Suzanne Pass continues to meet with Katy Latham (SaLT). There are currently no significant updates from SaLT.




Wellbeing (Social and Emotional) Accountable Lead: Sue Caine The Wellbeing Team has produced supporting documents for staff to refer to regarding wellbeing. These are ‘Supporting Children’s Emotional Health and Mental Wellbeing’, ‘Supporting Family Wellbeing at Kingfisher’ and ‘Supporting Staff Wellbeing at Kingfisher’. These documents support the Wellbeing Policy which will be shared with staff this term.

The emotional wellbeing of the children at Kingfisher continues to be a priority with the Pastoral Team supporting this for children and their families. Michael Brewster (Manchester United Foundation) continues to lead on the Kingfisher 1K a day which is a good start to the day when classes use Jack’s Playground to walk and count their steps. The Kingfisher to 5K has started again this term for parents and new friendships are being developed.


Sensory and Physical Accountable Lead: Sue Caine (Nic Found) Again this academic year the new children are arriving into school with more complex autism and sensory difficulties. More children are getting earlier diagnosis of Sensory Processing Difficulties (SPD) which is better as it allows for staff to quickly identify and help manage and regulate sensory issues. This does however mean that this term is a very busy term for Nic Found and Emma (OT) as there is a long list of children to see and assess further. We are starting to ‘build up’ a bank of equipment for example Zuma chairs, move and sit cushions and some sensory regulation toys and fiddlers which we can pass around children on a needs basis but some equipment such as chewellery is specific to children and needs replacing often due to wear and tear, loss etc. Sensory Processing is an extremely expensive need for most of the children and we know that once we have got this right, we see the children become regulated and happier and in turn seeing learning accelerated. It is however, impacting on the budget.


School Values and Vision Accountable Lead: Sue Caine

(including SMSC – Spiritual, Moral, Social & Cultural/British Values) Kingfisher continues to promote Spiritual, Moral, Social and Cultural Development (SMSC) throughout every child’s Kingfisher journey. Every area of the childrens day at school promotes some area of SMSC, be that playing with friends, sharing with others, exploring music and culture or meeting visitors from the community. Planning reflects these opportunities and children have time in the day to celebrate their achievements with their friends and the adults they work with.


Admissions/Transitions Accountable Lead: Sue Caine The transition of new pupils into Kingfisher was successful at the end of the Summer term ensuring that all children had the visits they needed and staff were able to meet parents and carers. There were 34 new pupils in September with 2 additional pupils coming on roll within the half term. 28 of these pupils are based in the EY classes (including some Y1 pupils) with the remaining new children ranging from Y2 to Y5, being placed within Red or Blue Team classes.




Pupil Attendance Accountable Lead: Sue Caine

Although the attendance of pupils at Kingfisher remains below that of similar schools, we continue to work with parents and the LA to ensure that children attend school when they are well. Sue Caine and Lynne Rogers have worked together to update the Attendance Policy which now includes a much more robust check on why children are absent and any prolonged absences are questioned. The use of CPOMS and the new register app has helped to log absent children much more efficiently and Lynne works alongside the Admin Team, to ensure that parents are contacted on the first day of absence if the school haven’t heard why their child has been absent. A reminder to parents about the procedure has been sent out.

Looking at the data below, Yellow Team children had the highest absenteeism. A number of these children were absent for lengthy periods of time due to hospitalisations and surgeries. One of the Wrens children was on an end of life plan but is now able to access school a half day a week which we are hoping to build on. There is a high percentage of unauthorised absences in the Robins – this is due to extended days being taken at Eid.

Specific classes in Blue Team have a low percentage rate due to the ill-health of some individual pupils.

Red Team classes continue to have the highest attendance percentages. We do have a child from the Goldfinches who has been in hospital since the start of the year due to a tumour. He is now accessing school 3 mornings a week.

Pupil Attendance – Summer 2019 (23.4.19 – 19.7.19) % Attendance % Authorised % Unauthorised

Yellow Team – Emergent Learners / Learning to Learn

Wrens 62.1 31.5 6.4 Robins 54.2 35.4 10.4 Skylarks 77.0 18.6 4.4 Swans 66.1 32.3 1.6 Herons 55.0 38.5 6.5

Blue Team - Learning to Learn / Independent

Learning

Pelicans 88.5 10.9 0.6 Chaffinches 89.5 9.9 0.6 Toucans 88.7 10.1 1.2 Flamingos 88.1 10.6 1.3 Canaries 89.9 9.6 0.5 Kestrels 85.9 13.4 0.7 Ospreys 79.9 19.8 0.3 Parrots 90.7 8.8 0.5

Red Team – ASD (Autistic Spectrum Disorder)

Penguins 82.9 16.2 0.9 Ducks 96.5 3.2 0.3 Puffins 85.9 10.0 4.1 Blue Jays 93.6 5.8 0.6 Doves 88.3 11.4 0.3 Peacocks 89.8 10.2 0.0 Ravens 94.2 5.4 0.4 Starlings 94.4 5.2 0.4 Goldfinches 76.9 20.5 2.6 Woodpeckers 92.3 6.7 1.0

Overall

Summer 2019 82.9 15.1 2.0 Spring 2019 84.8 13.5 1.7 Autumn 2018 86.2 13.7 0.1 Summer 2018 87.2 12.6 0.2 Spring 2018 82.8 17.0 0.2 Autumn 2017 85.0 14.7 0.3


Organisation (whole school)

Pupil Numbers Accountable Lead: Sue Caine We currently have 191 children on roll which includes 4 nursery children in Yellow Team. The LA continue to consult with us regarding other children and we currently have 18 children on the waiting list and have started a list for EY pupils for September 2020. A recent consultation for a child from a mainstream school was turned down



by Kingfisher due to the child being too cognitively able for us to meet need. Parents insisted on taking this to tribunal. Due to this the LA asked for an updated educational psychologist report which highlighted quite a lot of differences in cognitive levels than what was on his original EHC. As a school we felt that we will be unable to defend our original decision at the tribunal so have had to agree to a place for him. This has been quite a frustrating process as this child was not on the waiting list. We have had recent discussions with the LA about raising our numbers to 200 to enable children to attend who are currently on the waiting list. If agreed we would need to de-commission the art room and convert it into a classroom earlier than planned, as well as finding appropriate staff. We are confident that we can do this and are awaiting a decision from the LA around funding. However, with the recent decision for the December General Election, this has now had to have been delayed and so a decision won’t be taken until the new year.


Staff Deployment, Duties and Responsibilities Accountable Lead: Sue Caine Please refer to the separate document for a full overview of staffing details. There is an updated version of the document in the Governor Website portal and any changes referred to in this section of the Leadership Report.

Helen Godfrey – class teacher in the Blue Jays – left us at the end of the summer term to continue her career in America. Charlotte Harlow, on completing her ITT at Kingfisher has now begun her NQT year.

Lisa Collins has returned from her maternity leave, whilst Maria Hallett has now started hers and has had a baby girl. Emma Hamnett recently started her maternity leave and has had a baby boy.

Amy Saggerson’s temporary contract ended in August and she has now moved on from Kingfisher. We are continuing to employ Lizzie Chappell to cover a long term teacher absence.

Hannah Simpkin (NQT) continues to be on her maternity leave but will be returning to complete her final NQT term in the Spring term. Kim Maxwell continues to cover her post.

Donna Bowers and Ayesha Sarwar (Teaching Assistants) continue to enjoy their maternity leaves with cover being provided by regular supply staff.

Holly Parker (temporary Level 1 TA) has now been offered a permanent post.

Pam Dean (Level 1 TA) has left Kingfisher and is now working at a local primary school.

Helen Bonworth (office) will be returning from her maternity leave in December.

Iqra Ali (Midday Supervisor) left Kingfisher in the summer to get married and relocate.


Staff Wellbeing Accountable Lead: Sue Caine Wellbeing activities continue to be offered to staff, in particular mindfulness sessions and reiki by Teaching Assistant Helen Thomas. Sue Caine continues to monitor staff absences with the support of Adele Savage (LA HR personnel). Absence monitoring meetings are planned monthly and any issues with health are discussed. We continue to recommend that staff use the Employee Assistance Programme (EAP) when needed and also the Schools Advisory Service. These are both support mechanisms for staff and their families to access which cover a range of different services including financial advice and counselling. They are both confidential services. Governing Body Questions / Comments

Staff Attendance Accountable Lead: Sue Caine Summer Term showed an improvement in staff absences for support staff with figures being similar to the previous year’s Summer Term. There were 4 long-term teacher absences during the period, 2 who have returned to work and 1 whose contract ended in August.



There were 13 support staff who had a long term absence during the period. 9 of these are now back in work, 3 were pregnancy related and they have now started their maternity leave and one has now had their contract terminated. Autumn Term

2017 Spring Term

2018 Summer Term

2018 Autumn Term

2018 Spring Term

2019 Summer Term

2019 Teaching Staff 86.5% 90.2% 91.9% 93.2% 89.66% 85.25% Without l-t absence 96% 91.6% 95.4% 94.5% 94.30% 93.97% Support Staff 89.89% 85.2% 88.3% 88.6% 82.34% 88.57% Without l-t absence 92.52% 90.4% 95.3% 95.3% 92.94% 95.11% Governing Body Questions / Comments

Community Partnerships

Engagement Accountable Lead: Sue Caine (Lynne Rogers) The summer term is one of our busiest times of year.

Over the term we hosted :

o Kingfisher to 5k o Parental visit to New Bridge school o Eid celebration o Support Market Place o Mindfulness o Welcoming new families o Inclusive families days

As reported last term Kingfisher to 5K was not as successful as we had hoped, and although we had a small number of regular attendees – this term sadly the numbers fell further, this was due to illness, changes to family circumstances and commitments, this by no means signifies an end to Kingfisher to 5K, and we have already started it again this term.

May was again time for our annual Yr6 parental visit to New Bridge. This has been a calendar event for the last 3 years, accompanying parents to visit their children’s next school- giving parents and carers an opportunity to meet with other year 6 parents, look around their child’s new school, meet the teaching staff, and ask questions. This is a really popular event having the support of other parents and supported by familiar faces can be really empowering for some families.

In June we celebrated Eid within school and opened the Family Room to our parents and carers. The event is always well received, and is an opportunity for all faiths to come together with one commonality - excellent food! Food really does speak any language and is a real conversation starter - our Asian families love to showcase their culinary skills and share them within school. This was a great event and encapsulated our current cohort, we spent the morning infused by delicious smells and stories of recipes passed through generations – we even had a visit from an OFSTED inspector, who popped in to share a samosa.

In June we also hosted our second Support Market Place of the year, the services in attendance where:

o Short breaks o Transport o MAHDLO o LD Nurses o POINT o Intrahealth o Oldham Genetics Outreach

The event was held at the end of the school day as opposed to the start of the day - we looked to gain information regards to the most effective and well attended of both events - as noted last term the past couple of years we have seen a higher percentage of parents transporting their children to and from school - this is currently at 28%. The end of the school day is an ideal opportunity to engage with these families and find out what they want to see



happening in and around school, this was the main reason why we chose to hold events at either end of the school day. Most parents who came to collect their children did pop in and have a look what was on offer - interestingly we didn’t see additional families visiting as we had with the morning session – this was knowledge we can take forward for our next event.

The Mindfulness and Meditation parental workshop is a popular event with families, the morning lasts for 1 hour and is led by Cath Croke and supported by the Pastoral Team. We have learnt that ‘’doing sessions’’ tend to be sessions that are better attended –coupled with the fact that language really is no barrier to this type of session as it’s more about physical movements, gestures and music rather than the spoken word. Taking time for yourself just to sit and reflect is important and giving parents and carers this time to just ‘be’ is really important.

Welcoming new families and children has to be the best part the Pastoral Team’s year! This really is such a valuable element of our role, we can gain such an insight into what support families may need. Again, we had a large number of new families and planning began in June – and the first home visit was scheduled at the end of June with the last taking us right to the end of July. Meeting families enables us to support them with administration, signposting to support services and build relationships. This can be a daunting time for new families so making those early links is vital, through the support of our bilingual colleagues we are able to afford the same level of support to all our families.

The Inclusive Family Day marks the end of the school year – this sees us open up our fabulous spaces to children and their families, within the summer holidays. Sadly this year we could only run one day, this was due to staff shortages, causing an inability to staff the event safely. This will be something myself and Sue Caine will give consideration to when planning for next year. However we did not let this dampen our spirits and threw ourselves into making the one day really special, and it did not disappoint - we drafted in as many people as we could, anyone who sat still long enough was utilised!

The weather was not on our side this year, it was torrential rain! Despite this 28 families arrived, we had a fabulous day, which included dancing in the hall, obstacle course, human skittles, boccia, and loads more – we were lucky enough to have a visit from Fred the Red who handed out certificates at the end of the day. The event is always well received and well attended, we have the most awesome spaces in and around school to see families and children use these spaces together is amazing. It’s a great opportunity to further strengthen our relationships with families and a chance for families to meet with other families, or to simply just get out of the house– we have found that this is something families can find very difficult - accessing local amenities can be extremely challenging and stressful –we can offer familiar surroundings and staff who know the children.


Team Kingfisher Accountable Lead: Sue Caine (Lynne Rogers) The Nest group attendees have dwindled over the last couple of meetings, only one parent attended our last meeting. This is really disappointing for us and we need to take a close look why parental engagement has fallen. Parents appear happy to support the 3 key events within school i.e. Easter, Christmas and Halloween, they are happy to wrap and donate gift, yet are not keen to get involved in the planning stages. There appears to have been a sharp decline in interest since ‘The Big Splash’ this really gave a focus to fund raising. We need to take a close look at how and what needs to change to encourage parental participation, the group is in principle a good idea, yet in practice really hasn’t worked. We are working on an action plan to gain some insight into parental expectations and what they would like to see from the group. Actions:

o Parental focus group o Parental questionnaires o Encouraging EAL parents to participate – using links made through FSLO o Linking with other school – what do they do? o What are the barriers? o Media coverage – how do we communicate?

We will report any findings next term.




Website Accountable Lead: Nic Found This continues to be developed and updated. A system is in place with Luke who informs key staff to look at their area and update regular making sure the site is current and reflects Kingfisher.


Operational Support

Facilities Accountable Lead: Sue Caine We continually look to improve and develop the learning environments with Nic Found taking the lead on this, with support from Chris Reeves.

The leaking roof in yellow/blue entrance is being repaired this week, this is due to gutters needing repairing/replacing. There is currently still a leak near the Robins classroom/corridor near the pool which is being investigated.


Health and Safety Accountable Lead: Sue Caine An unplanned fire drill was completed on 10th October 2019. The school was safely evacuated in 2 minutes and 40 seconds. This highlighted problems which we were partly aware of with the Net2 system and these have now been resolved.


Infrastructure Accountable Lead: Sue Caine (Michael Unsworth) There have been some issues with Sophos which is having an impact on the use of Seesaw and SIMs register application. Prad is liaising with Chess regarding this and Sophos have a firmware update due in November which we are hoping will resolve the issues.


Documents

Leadership Report to Local Governing Body...2019/11/09 · Leadership Report to Local Governing Body (LGB) Page | 1 Autumn Term 2019 1. LEADERSHIP & MANAGEMENT – Accountable Lead: