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Welcome and Agenda. Shirley Ward Chair of Governors Roselands Primary School Ofsted Parent Meeting – 23 rd February 2012. Agenda. Welcome and introductions Shirley Ward - Chair of Governors

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welcome and agenda
Welcome and Agenda

Shirley Ward

Chair of Governors

Roselands Primary School

Ofsted Parent Meeting – 23rd February 2012

agenda
Agenda

Welcome and introductions Shirley Ward -

Chair of Governors

Background Marc Boucherat –

Head of Achievement, Primary

Summary of Inspection Jane Carson

Headteacher

Governors’ response Shirley Ward -

Chair of Governors

Key Issues and LEA support Geraldine Louch Hertfordshire Improvement Partner

Opportunity for questions Marc Boucherat -

Head of Achievement, Primary

background
Background

Marc Boucherat

Head of Achievement, Primary

Hertfordshire

background1
Background

A challenging overall outcome and a serious message for the school and community

This meeting as the next step in a positive and shared response and a rapid exit

The LA role in supporting and working with the school, its experience and expertise

An unusual position, a new framework with a different emphasis

Some challenging circumstances for the school to manage

A lot of very positive aspects recognised.

3

background2
Background

BUT… a significant decline in attainment and progress in core subjects at KS2 over a three year period and an identified need for a very robust leadership response

Before the inspection and since, the Headteacher, governors and senior leaders have been working closely with the Local Authority to address improvements

The team identified that improvements had started but they were critical of the pace and rigour of actions given the pace of the decline in achievement. They will want to see rapid impact and improvement

Many initiatives are already underway, or have already been started or enhanced.

4

background3
Background

During the last year the school has commissioned increased LA support including;

Advice and guidance on assessment

Support on setting up the new EYFS provision

Teaching and learning support in literacy

As well as undertaking its own training and development on marking and feedback, calculation and SEN.

Since the inspection the school has already;

Reviewed and changed its development plan and some key leadership roles

Focussed more strongly on applying more rigorous judgements to monitoring, evaluation and observation

Established maths focus group for targeted pupils

Reorganised staff meetings and training to address inspection issues.

5

summary of inspection visit
Summary of Inspection Visit

Jane Carson

Headteacher

the inspection
The Inspection

The Ofsted team came into the school for two days on 12th and 13th February, 2012, to make their first inspection under the new framework

Inspectors spoke with governors, staff, and children

Inspectors analysed questionnaires completed by all key stage 2 pupils, all staff and the majority of our parents and carers

the inspection1
The Inspection

Inspectors observed lessons or parts of lessons taught by different teachers and support staff

Some pupils workbooks and additional paperwork were scrutinised

The team also reviewed the actions being taken, how well teachers use assessment to plan teaching, the extent to which leaders and managers evaluate performance and take action to improve provision and the school’s strategies to improve attendance.

the report
The Report
  • We are disappointed with the outcome of the inspection but as you would expect we are determined to rapidly and professionally address the issues it raises.
  • However, as you read the report, you will have seen the inspectors found many strengths and good qualities within the school.
what the school does well
What the school does well

The school provides pupils with a calm, well-ordered and harmonious environment.

Pupils are very positive that they feel safe in school, which is a view echoed by their parents and carers

The governing body is rigorous in ensuring that safeguarding policies are fully implemented

The pupils’ behaviour around the school is often exemplary

what the school does well1
What the school does well

Bullying and other forms of harassment are very rare because of the school’s focus on dealing swiftly and sensitively with any incidents that do occur

School leaders are strongly committed to promoting equality of opportunity

Music and art make a major contribution to school life

Assemblies are used well to foster the pupils’ spiritual development and to encourage them to aspire to greater heights

what the school does well2
What the school does well

In the Early Years pupils basic skills in literacy and numeracy are now developing at a good pace because teaching is sharply focused on their individual needs.

Successful practices in reading have been recognised – including focused phonics teaching and inspiring visits by authors

Marking of written work in English has improved and pupils are much clearer about how well they are doing and how to improve their work

Successful attention is paid to promoting the pupils’ social and moral development.

the report1
The Report

Under the new framework, the inspection team identified a significant need for us to raise attainment, particularly in mathematics, and that we need to accelerate pupils’ progress in lessons so that it is consistently good.

As a result of the combination of a dip in recent SAT results and the other three main inspection judgments the overall judgment for the school is inadequate. The inspectors have highlighted areas that need to improve.

the report2
The Report

To ensure that we make the necessary progress against the areas identified HMI will visit on a termly basis to give advice and support

We would like to reassure all our families that our whole school team is fully committed to the action identified in the report, which will enable us to make these improvements rapidly

We have evidence indicating that this is already happening in all areas and that children are now making expected progress

Our intention is that all our children will make accelerated progress

governors response
Governors’ Response

Shirley Ward

Chair of Governors

governors response1
Governors Response

Governors recognise the significance of the outcome for our school

We fully acknowledge the paramount importance of a systematic approach for monitoring the achievements of pupils

We are fully committed to addressing the actions identified in the report and will become more rigorously involved in the systematic evaluation of the schools performance

Governors remain committed to supporting our school and recognise the ethos in providing a safe environment and ensuring an attitude of respect for all

governors
Governors
  • Governors are working closely with school leaders and the LA and we have already begun work on a focused plan of actions to secure the necessary improvements
  • Governors are supportive of the school and have a strong determination that improvements will be made quickly
  • Governors are also determined to ensure that we work with stakeholders and keep parents/carers fully informed about the school’s progress
  • We will continue our regular visits with a priority focus taken from the revised action plan to enable effective monitoring and evaluation, raising our level of challenge
key issues and la support
Key issues and LA support

Geraldine Louch

Hertfordshire Improvement Partner

improvement 1
Improvement 1

Increase the proportion of good and better teaching, in order to accelerate progress, by:

developing the staff’s expertise in teaching mathematics

developing teachers’ questioning skills

consistently challenging the more able pupils so that they achieve to the best of their ability

ensuring that support staff are deployed to maximise learning throughout each lesson

ensuring marking provides more effective feedback on the steps pupils need to take to meet their targets.

improvement 2
Improvement 2

Develop the curriculum so that pupils improve their basic skills by:

introducing a coherent plan to link learning between subjects more closely

providing more interesting and engaging contexts for pupils to write in different subjects

giving pupils more opportunities to work independently

planning for pupils to solve problems and undertake investigations in mathematics and to develop their numeracy skills through topics and themes.

improvement 3
Improvement 3

Extend the capacity of the school’s leaders to drive improvement by:

sharpening the accuracy of self-evaluation

ensuring that planning to tackle key priorities is based on challenging targets for improving the pupils’ achievement

providing structured training in order to develop teachers’ skills and expertise

developing the role played by the governing body in holding the school to account.

what happens next
What happens next ?

The school plan will be amended by the school, in conjunction with the Governors and the Local Authority (LA) to address the issues raised by the Ofsted report

The LA will submit a statement of action to Ofsted, which will outline how it intends to support the school

Action starts straight away in fact it has already started

la support and monitoring
LA support and monitoring

A programme will be devised involving:

Additional training for all staff

Regular support from the school effectiveness adviser dedicated to helping remove the school from ‘Special Measures’

In addition the Local Authority (LA) creates an Action Group which meets half termly to co-ordinate the additional support the school receives and monitors the school’s progress

Visits by LA subject advisers and consultants

Leadership support

questions
Questions

Marc Boucherat

Head of Achievement, Primary

Hertfordshire

24

monitoring progress
Monitoring progress

For schools in ‘Special Measures’

monitoring includes

the way forward
The Way Forward

Staff, governors and Local Authority (LA) are committed to improving standards and to sustaining the best possible education for all the children

Experienced District School Effectiveness Adviser to visit the school regularly

We are already taking action to respond to the issues.