Water Leys Primary School
Post Ofsted Parent Meeting
Tuesday 13th September 2016
Pupils are polite, well-mannered and
appreciative of their school. They are
considerate of each other. They told
inspectors that they were ‘encouraged
by their teachers to believe in
themselves. ‘Their confidence shines.’
The purpose of the meeting is to…
• Give an overview of some of the key actions we have
made and plan to make to improve the outcomes for
our children.
• An opportunity for parents to give feedback about the
inspection report- good or bad!
It is not…
• An opportunity for the HT to tell you how wonderful he
is and how bad Ofsted are!
• A replacement for the Jeremy Kyle show!
• Going to address every point made in the Ofsted
report.
Current Ofsted Grading
What does it mean?
Outstanding
Good
Requires Improvement
Inadequate
We will have be inspected again within 1 year to 18
months. A member of HMI will visit before the end of
term to review our plans for improvement.
A school requires improvement because ‘it is not yet
good.’
Effectiveness of Leadership and Management=RI
Quality of teaching, learning and assessment=RI
Personal development, behaviour and welfare=Good
Outcomes for pupils=RI
Early years provision=RI
Dave Brailsford, team Sky, former British Cycling
Performance Director.
‘Marginal Gains’
‘Small improvements in everything we do will
lead to a large improvement overall.’
Aim:
Make the school an even better one for children,
parents and staff.
Move the good to outstanding and the requires
improvement to at least good.
FS2
…the proportion of pupils achieving a good level of
development, although improving, has lagged below
national averages. In the main, the reason for this has been
the underperformance of boys, particularly in their
writing.
The provision for pupils has been totally re-energised by the
new early years leader. Children have a stimulating
environment in which to learn. The areas of learning are
clearly exemplified throughout and activities are carefully
planned to meet the interests of all.
FS Key Actions- before Ofsted
• Significant Resources invested (time and money) in
improving the Foundation Stage setting and the
outside area.
• Additional Targeted Teaching assistant support placed
in FS2.
• Speech and Language specialist TA/ Cover supervisor
TA (minimising need for supply teachers/ giving JG
release time as necessary)
• English as an Additional Language (EAL) Teaching
Assistant based moved to FS2.
• Scrapped last year’s (government backed) FS baseline
for one that gives us meaningful accurate information.
Boys writing at FS2/ FS2
Further Actions:
• Build on the good teaching that is in place.
• Continue to plan based on what we know about
the children and their interests, then teach and
assess.
• Continue systematic observations.
• Ensure all children (including the boys) access the
provision.
• Further embed the ‘Talk for Writing Approach’ to
develop a bank of stories that all children can
retell and write by the end of FS2.
A leader has been in post since April 2016. This
leader is a talented practitioner who has had much
impact within a short period of time. She is,
however, new to leadership and has not yet
received the early years leadership support and
training she requires.
• Continue to get support from Senior Leaders
within school.
• Learn from and with FS2 leaders through the
Teaching Schools network.
Rapid intervention…
The school’s actions to identify individual children’s needs and
then provide immediate support are not yet rigorous enough.
• Adopted new FS2 baseline which provides the information
we need to help next identify next steps in learning
• Continue moderation & support (half termly)
• External moderation & support ½ termly (6x yearly)
through teaching school alliance.
• Teachers have dedicated planning preparation and
assessment time with their year group colleague. This will
continue to be ‘sacred’
The pupils’ individual ‘learning journeys’ are meticulously
kept. The early years leader encourages parents to
contribute to these records of their child’s progress. ‘Wow’
comments are a particularly successful way of parents and
teachers celebrating the children’s success.
• Maintain all of the above!
• Improve by learning with teaching network.
• Share our ideas so other children in other schools
benefit.
Key Stage 1:
The senior leader in charge of key stage 1 is highly
effective. Pupils begin to catch up with their
learning within this key stage and make good
progress in Year 2. This leader is highly skilled and
has developed a good understanding of the most
current assessment practice. As a result teachers
are clear about what pupils are able to achieve and
where the learning gaps exist. She provides support
to other practitioners on behalf of the local
authority.
Key Actions KS1
• Miss Burrows continues in Year 1 (She has FS2, Y1 and Y2
experience, understands where children go, have come from
and where they need to get to by the end of Y1 so they are
ready for Y2.)
• Miss Donohoe employed for the full academic year (for
continuity) to cover Mrs Grayson’s maternity
• Continue to provide a high interest curriculum that meets the
needs of all pupils (whilst also being ‘boy friendly’ e.g.
Castles/Pirates.)
• Targeted TA support as appropriate e.g. EAL and speech and
language, intervention groups.
• Year 2, the same key staff as last year.
• Led from the front by Mrs Goodwin
• Maintain high standards
Key Stage 2
Pupils’ achievement in writing and mathematics is
erratic, particularly at Key Stage 2.
Pupils’ achievement is too variable, particularly in
key stage 2. In some classes pupils do not develop
the writing skills they need in order to prepare
them for the next stage in their education. In others
they do not develop their mathematical skills well
enough.
KS2/ Assessment/erratic progress
• Refined/tweaked/improved the school assessment system
to take into account new end of Y2 expectations.
• Repeating this process for Y6 (and therefore the rest of KS2)
in light of July 2016 changes by the DFE.
• Worked as a whole staff to make our assessment system
more precise.-This will support ‘smoother’ progress…
WARNING! Pupil Progress will never be completely smooth!
Otherwise it is just being made up! Learning is a messy
process!
• Continue to develop teaching and learning and assessment
so that all teachers are consistently good/ outstanding.
More able and disadvantaged pupil progress
In some classes, pupils do not make the progress they should
in writing. In some classes the most able pupils and
disadvantaged pupils achieve less well than their peers.
• Continue to work to narrow the achievement gap (where it
exists) between all groups of pupils.
• Roll out best practice from Achievement for all pilot (Y4/5)
across all year groups.
• Continue focussed pupil progress meetings.
• Ensure that actions agreed are followed up and evaluated for
impact in all classes, for all groups and all individuals.
• Impact of the above is evaluated. If it isn’t working change it
quickly.
• MW joining HT network at teaching school to learn from
others and share what we do well!
Teaching/ Leadership/More able
• All teachers received mastery in mathematics training in
the summer term to support challenging more able pupils.
• Share what works well with more able pupils at Water Leys
with whole staff.
• Keep revisiting standards for the end of FS, Y2 and Y6
throughout the year at staff meetings, training days and key
stage meetings.
• Moderation of work to focus on standards.
• All extension/ challenge work located in one place (books)
e.g. mastery in maths/ greater depth puzzles.
• Continue Big Write Books to evidence progress in Writing.
• Continue to teach reading through regular guided reading
with quality fiction and non-fiction.
• Reviewed how we differentiate work(provide work matched to the
‘ability’ of different children.
• Learning intentions and success criteria have been revisited with
staff to get further consistency
• All classes have grouped children into initial ability groups and
provided senior leaders with copies
• Teachers expected to plan for a minimum of 3 broad ‘levels’ of
challenge
• For independent work, children are directed to ‘their’ level of
challenge
if they are finding it too hard they move back
if they can quickly do it they are directed to move up
during
the lesson.
• This will be our lesson observation and monitoring and evaluation
focus to ensure it is happening consistently and can be clearly
evidenced in all books!
End of KS2/ Y5
• We have budgeted for, and have employed
an experienced Y6 teacher and qualified
SATs marker for 2 ½ days a week to support
targeted teaching in Y6.
• KS2 leader, experienced KS2 teacher and
Assistant Head teacher are teaching Y6
SATs practice data- Our current year 6 achieved the
following at the end of last year, whilst still Year 5s.
Reading:
More than a third (37%) of children (23/62) met the end of year 6 standard at
the end of year 5- a year early!
Maths:
A quarter (25.1%) of children met the standard in maths (16/62) a year early!
• The results compared favourably with children nationally.
• (who are one year older)
• Therefore, our current Year 6 children are on track to meet or exceed
national expectations this academic year.
• We used the results to compare with Year 6 nationally (remember these
children were still only Year 5.)
• We analysed the results question by question and are planning to meet
needs of all pupils and groups.
These children will continue to be challenged so
that they exceed national expectations!
There is still a lot of hard work to do.
How did our ex-pupils compare with
nearby or similar schools?
Last year’s Year 6 pupils who attended Wigston
Academy were the first year to take the new SATs.
Our ex-pupils, did well when compared with 6 good
or outstanding Wigston schools and a 7th ‘other
category.’
Water Leys pupils ranked; 4th out of 7 in Reading
and Maths, 3rd out of 7 in Arithmetic and Grammar
Punctuation and Spelling.
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The two outstanding schools held position 1 & 2.
KS2 National Data
National Picture:
53% Nationally achieved the expected standard at the end of Y6
for Reading, Writing and Maths combined.
Individual ‘subject’ percentages:
Reading: 66%
Writing: 74%
Grammar Punctuation & Spelling: 66%
Maths: 70%
Leadership & Management
 Ensure all of the above happens.
 Ensure progress is clear for all children from
their starting points
 FS2 children achieve at least in line with those
children nationally.
 Ensure Y2 do the same.
 Ensure Y6 do the same.
 Narrow the gap between boys and girls.
 Do not lose sight of what we know is
important!
 Work together to improve the school.