TREGOLLS SCHOOL-AN ACADEMY
HEAD TEACHERS REPORT
December 15th 2014
AUT TERM PRIORITY 1
AUT TERM PRIORITY 2
AUT TERM PRIORITY 3
1.
Standards and outcomes in non-core subjects.
Higher levels of attainment in Mathematics by the end of KS 2.
Higher order questioning to promote challenge (Teaching and Feedback).
Contextual Data
Year
NOR
July 14
2014
183
Dec 14
2014
200
Pupil Mobility
Joiners
Leavers
Sept 13
30 (EYFS) +3
20 Year 6
Aut 14
Spr 15
Spr 15
Sum15
Sum15
English as an Additional Language
EAL
July 14-7.3%
Dec 14-7.7%
Free School Meals Eligibility
% of FSM
59% July 14
SEN Data
Dec 14-53.6%
2014 July
2014 Dec
Spr 15
Sum15
Statement
13 (7%)
14 (8%)
SEN support
25 (14%)
19 (10.5%)
On alert
N/A
41 (23%)
Record of Need
N/A
18.5%
Total % of school roll
57 (31%)
26 (15%)
Following the new code of practise for SEND, School Action Plus and School Action have now been removed.
Racist Incidents
2014 Sum
2014 Dec
2015
2015
0
1
Exclusions (fixed term)
2014 Sum
0
2014 Dec
1
2015 Spr
2015 Sum
Child Protection Procedure
Policy and practice review
Training undertaken by:
Numbers of children on child protection register.
Children in Need
Numbers of children referred to social services
Serious Safe Guarding Cases Opened
Comment
A review of process and practice has been carried out
by the SLT on Tuesday 2nd Dec. An excel document
has been created by Mr Middlemore to track all
referrals and ensure follow up actions have been
completed. My concern was that we were not being
forensic enough with following up action from a
referral.
All new staff have (2) have been through Tier 1 with
the DCPO. A planned INSET session is currently being
put together to deliver Tier 2 training for new members
of staff.
0
0
9
0
Safeguarding Statistics
July 14-December 14
Pupils on Safeguarding Register
Acute Level
Pupils on Child Protection Plan
Complex Level
Pupils with Child in Need Plan
Complex Level
Pupils subject of TAC
Complex level
Other
Vulnerable Level
Referrals to MARU
Number
52
3
% of school
29%
2%
0 (1 removed)
7
4%
5
3%
37
9 (4 Open cases)
20.5%
5%
Children protection update from the DCPO at Appendix 6
2.
Staffing
TOTAL DAYS STAFF ABSENCE:
(The school uses county guide lines for staff absence).
Staff Absence from- 12.03.14-10.06.14
•
Teaching - 3.31%
•
Non-teaching - 2.71%


Staff Absence from 01.09.14-14.11.14
Teaching -1.2%
Non-teaching-0.77%
EXTERNAL IN-SERVICE TRAINING:













Literacy for Language (All teaching staff).
Life coaching (All staff).
IRIS ‘Using video for teaching and learning’ (All teaching staff).
Classroom monitor assessment system- life after levels (All teaching staff).
1st Class @ number (LB, MR, NR).
Bike maintenance training (RO).
Maths Hub (LB).
Excellence in EYFS (CV).
Music Choral singing (SS).
Cycle Leader course (RO).
Developing strategies for challenging parents (All staff).
Science in the new national curriculum (All staff).
First Aid training TA staff.
Nb- Governor CPD is monitored separately with Vice Chair Sam Walker.
Next* Higher order question styles/types (Post Ofsted action) - All staff.
INTERNAL IN-SERVICE TRAINING

Appendix 1
The school follows the John West-Burnham Approach to school improvement (alternate meetings to be
based entirely on raising standards in teaching and learning)
Staffing




Mrs Grace’s appointment (Mrs Hatch) has settled into school life and is being supported by Andy
Watkins. Furthermore, Mr Watkins has taken on Mrs Grace’s English leader role.
Mrs Warner’s maternity position from January has been filled; following a rigorous interview, Mrs Jones
will be joining us from a school in Swansea.
Mrs Lewarne has taken long term sick leave following an operation on her foot. She has been replaced
by Mrs Gibson, an experienced teacher, capable of teaching across the school.
Mrs Stott’s contract expired at the end of the last academic year.
All new staff have settled in exceptionally well, have had a full induction and are being supported by senior
members of the teaching staff. All new appointments were appointed with at least one member of the
governing body being on the panel, and at least one member of the panel being safer recruitment trained.
Recruitment

We are currently recruiting for an office apprentice.
3.
Data Key Headlines Achievement Summary
Key Headlines Nursery
* 85 % of the 2013/14 cohort entered below age related expectations, with 15% being on track. Of the original
cohort, 100% of children made expected progress, 85% of children exited at age related expectations and 15%
exited above age related expectations. Base line assessments were externally moderated.
Key Headlines Reception
* 86% of the 2013/14 cohort entered below age related expectations, with 14% of the cohort being on track. 79%
of children made rapid progress and 21% made expected progress.
EYFS 2013
Good Level
APS
EYFS Exceeds
School
Nat
47%
52%
30.5%
32.8
national performance data.
EYFS 2014
School
69%
33.1
Nat
52%
32.8
Ofsted graded the EYFS as outstanding, singling out the EYFS in the report ‘Children make excellent progress in
Nursery and Reception in response to outstanding teaching’.
4.
Two Levels of Progress
It is expected that a child who enters KS 1 from the EYFS is to make a minimum of two levels of progress
(depending on the child’s entry point). From KS 1 to KS 2, it is expected that children will again make at least two
levels of progress. However, the entry point will determine the outcome.
For KS 2 classes to achieve two levels, the children should be achieving a minimum Average Point Score of 1.0
per term, and KS 1 classes, 2.0 points per term. However, we strive to achieve well over these projections linked directly to Performance Management.
Two and Three Levels Progress
*ARB children tracked on progression guidance for two levels.
Reading
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
Two
Level
78%
100%
86%
100%
100%
100%
83%
% Over
43%
95%
79%
70%
70%
39%
66%
Spr
Two Level
% Over
18-94%
10- 100%
14-93%
11-100%
10-100%
18-100%
18-94%
18-100%
72%
70%
71%
91%
90%
17%
83%
94%
End of Year Data
Two
Three
Levels
Levels
94%
30%
100%
100%
100%
86%
100%
73%
100%
100%
100%
95%
89%
68%
100%
100%
Writing
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Maths
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
Two
Level
89%
100%
93%
100%
100%
100%
89%
Aut
Two
Level
66%
90%
93%
100%
100%
100%
78%
% Over
28%
100%
79%
50%
50%
50%
50%
% Over
39%
70%
64%
40%
50%
72%
56%
Spr
Two Level
% Over
18-94%
10-100%
14-93%
11-100%
10-100%
18-100%
18-83%
18-100%
67%
80%
79%
82%
80%
72%
56%
94%
Spr
Two Level
% Over
18-94%
10-100%
14-93%
11-91%
10-100%
18-100%
18-100%
18-100%
72%
90%
29%
82%
100%
33%
67%
94%
End of Year Data
Two
Three
Levels
Levels
94%
45%
100%
90%
100%
93%
100%
82%
100%
89%
100%
95%
84%
53%
100%
94%
End of Year Data
Two
Three
Levels
Levels
83%
28%
100%
90%
100%
79%
100%
73%
100%
89%
100%
90%
95%
63%
100%
100%
Individual Year Groups Progress
Complete
2014
Year 4 -20
Year 5-24
Reading
Two Levels
100%
100%
% Over
85%
92%
Writing
Two Levels
100%
100%
% Over
85%
92%
Maths
Two Levels
100%
100%
% Over
80%
83%
All Classes Average Point Score Performance
APS Sum 14
Reading
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
2.2
1,8
1.7
2.4
1.2
0.8
1.9
7.0
Spr
3.2
1.6
1.8
1.8
2.2
1.6
2.1
3.6
Sum
1.0
1.4
1.7
1.3
2.4
1.9
1.9
2.4
Progress
6.4
4.8
5.2
5.5
5.8
4.3
5.9
6pts 2 Terms 13.0pts
Writing
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
2.7
2.8
2.0
2.3
2.0
1.0
1.9
6.6
Spr
2.0
0.8
0.8
1.9
2.0
2.4
1.3
2.7
Sum
1.8
0.2
2.8
1.7
2.0
1.4
1.7
1.9
Progress
6.5
3.8
5.6
5.9
6.0
4.9
4.9
4.6 2 Terms 11.3pts
Maths
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
2.0
2.2
2.0
1.5
1.0
1.4
1.9
6.7
Spr
3.2
2.6
0.8
2.0
2.7
1.2
2.2
3.7
Sum
1.4
0.4
1.6
1.4
1.3
1.7
1.5
1.4
Progress
6.6
5.2
4.4
4.9
5.0
4.3
5.6
5.1 2 Terms 11.9pts
5.
National Expectations Attainment
Due to low start points for EYFS, KS 1 and upper KS 2, the school is challenged with the below on-entry to
school data, to achieve the National Expectations for attainment. The data is indicating strongly that we are
closing the gap considerably against National Expectations, including high ability pupils, to be in line with national
children, even from a low start point. The current Year 2 cohort is the first cohort that is moving through the
school since becoming an Academy.
Attainment Analysis 13/14
Reading
Aut
Year 6 (2)
3a+ 68%
Year 5 Fowey
3b+ 90%
Year 5 Tamar (2)
3b+73%
Year 4 Tamar (1)
3c+ 73%
Year 4 Truro (2)
3c+ 70%
Year 3 (1)
2b+ 100%
Year 2 (1)
1a + 88%
Year 1 (2)
1c+ 94%
(P)-Level data is analysed separately.
4b+ 32%
4b+ 20%
4b+13%
3a+ 45%
3a+ 10%
3b+ 6%
2b+ 71%
1a+ 7%
Spr
18
10
15
11
10
19
19
18
4c+ 78%
3a+ 100%
3a+ 73%
3c+ 91%
3c+70%
2a+95%
2c+79%
1b+83%
5c+ 28%
4b+ 40%
4b+ 20%
3a+ 64%
3a+50%
3b+37%
2a+ 58%
2c+22%
End of Year
18 L4+ 94%
10 3A+ 100%
14 3A+ 93%
12 3B+ 75%
8
3B+ 75%
19 2A+ 100%
19 L2+95%
16 L1A+ 94%
Writing
Aut
Year 6 (2)
3a+ 68%
Year 5 Fowey
3b+ 100%
Year 5 Tamar (2)
3b+53%
Year 4 Tamar (1)
3c+ 73%
Year 4 Truro (2)
3c+ 30%
Year 3 (1)
2b+ 78%
Year 2* (1)
1a+ 82%
Year 1* (2)
1c+ 100%
(P)-Level data is analysed separately.
4b+ 26%
4b+ 20%
4b+13%
3a+ 36%
3a+ 0%
3b+ 0%
2b+ 41%
1a+ 7%
Spr
18
10
15
11
10
19
19
18
4c+ 72%
3a+ 80%
3a+ 33%
3c+ 82%
3c+60%
2a+74%
2c+74%
1b+83%
5c+17%
4b+30%
4b+ 20%
3a+ 45%
3a+50%
3b+21%
2a+ 26%
2c+6%
End of Year
18
L4+78%
10
3A+ 80%
14
3A+ 93%
12
3B+75%
8
3B+ 75%
19
2A+ 89%
19
L2+81%
16
L1A+ 81%
Maths
Aut
Year 6 (2)
3a+ 68%
Year 5 Fowey
3b+ 90%
Year 5 Tamar (2)
3b+ 87%
Year 4 Tamar (1)
3c+ 82%
Year 4 Truro (2)
3c+ 35%
Year 3 (1)
100%
Year 2* (1)
1a+ 95%
Year 1(2)
1c+ 100%
(P)-Level data is analysed separately.
4b+ 42%
4b + 20%
4b+ 7%
3a+18%
3a+ 10%
3b+ 11%
2b+ 47%
1a+ 0%
4c+ 83%
3a+ 90%
3a+ 53%
3c+ 91%
3c+70%
2a+95%
2c+84%
1b+89%
5c+33%
4b+ 40%
4b+ 7%
3a+ 73%
3a+50%
3b+21%
2a+ 53%
2c+28%
END 14
Year 5
Year 4
Reading
3A 96% 4B 58%
3B 75% 4C 52%
Writing
3A 88%
3B 75%
4B 38%
4C 38%
Spr
18
10
15
11
10
19
19
18
Maths
3A 88%
3B 75%
End of Year
18
L4+89%
10
3A+ 90%
14
3A+ 86%
12
3B+84%
8
3B+75%
19
2A+ 100%
19
L2+100%
16
L1A+ 88%
L5+39%
4B+ 70%
4B+ 50%
4C+50%
4C+ 63%
3B+ 74%
L3+53%
L2+ 75%
L5+34%
4B+ 40%
4B+ 36%
4C+42%
4C+ 38%
3B+ 47%
L3+26%
L2+25%
L5+ 33%
4B+ 50%
4B+ 36%
4C+42%
4C+38%
3B+63%
L3+58%
L2+ 38%
4B 42%
4C 38%
Pupil Premium Funding
Pupil premium (PP) is funding that is allocated to the school. It is to be used to support children who have
qualified for a free school meal within the last six years, service personnel children, or looked after children. The
government monitors closely the value for money that pupil premium children are receiving in terms of narrowing
the attainment gap within cohorts and against non-pp national children. As a school we currently have a rising pp
figure of 57% - this figure does not include the Pupil Premium+ children (Children who are looked after, 5). The
national figure for PP children is currently 26.2%.
School Performance
The school is 100% focussed on the strategic use of PP funding to raise standards and narrow the gap for
disadvantaged children. The PP cohorts of the school currently out-perform their peer groups in nearly all
subjects across all classes. It needs to be acknowledged for the coming academic year, that Year 5 currently
have two children who are on the PP register, who have severe and profound learning difficulties and their
education is delivered from the Area Resource Base.
PP Case Studies
Every child (87) has an individual provision map that identifies the intervention that they are receiving. The impact
of the provision is tracked through PP data sets. All data related to intervention and impact can be accessed via
the HT and the PP Governor. In addition to the provision maps, six children are being tracked through individual
case studies by the HT and can be accessed via the PP file. The use of funds is reported in depth to the
Business and Enterprise committee.
PP Two Levels
Two/Three Levels
Year 6
Year 5
Year 4
Year 3
Year 2
Year 1
On
100%
94%
100%
100%
85%
100%
READING
Above
25%
89%
90%
100%
82%
100%
On
88%
94%
100%
100%
85%
100%
WRITING
Above
50%
89%
90%
100%
46%
100%
On
88%
83%
100%
100%
92%
100%
MATHS
Above
13%
77%
70%
100%
85%
100%
>Year 6 data has been calculated from Raise On-Line and includes 2 ARB children (10%).
>Year 6 nat 2014 Reading 88%, Writing 90%, Maths 86%.
PP APS
Reading
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
2.2
1,8
1.7
2.4
1.2
0.8
1.9
7.0
Spr
3.2
1.6
1.8
1.8
2.2
1.6
2.1
3.6
Sum
1.0
1.4
1.7
1.3
2.4
1.9
1.9
2.4
Progress
6.4
4.8
5.2
5.5
5.8
4.3
5.9
6pts 2 Terms 13.0pts
Writing
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
2.7
2.8
2.0
2.3
2.0
1.0
1.9
6.6
Spr
2.0
0.8
0.8
1.9
2.0
2.4
1.3
2.7
Sum
1.8
0.2
2.8
1.7
2.0
1.4
1.7
1.9
Progress
6.5
3.8
5.6
5.9
6.0
4.9
4.9
4.6 2 Terms 11.3pts
Maths
Year 6
Year 5 Fowey
Year 5 Tamar
Year 4 Tamar
Year 4 Truro
Year 3
Year 2
Year 1
Aut
2.0
2.2
2.0
1.5
1.0
1.4
1.9
6.7
Spr
3.2
2.6
0.8
2.0
2.7
1.2
2.2
3.7
Sum
1.4
0.4
1.6
1.4
1.3
1.7
1.5
1.4
Progress
6.6
5.2
4.4
4.9
5.0
4.3
5.6
5.1 2 Terms 11.9pts
>The expected rates of progress are 3.3 pts minimum per KS 2 class and 5.0pts for Yr 2 and 4.0pts for Year 1
National PP comparisons 2014
2014
Y6
Y2
READING
PP 28.5
PP 18.3
Non
29.2
16.3
PP Nat
27.5
15.0
Non-Nat
29.7
17.0
WRITING
PP 27.8
PP 16.2
Non
25.5
14.5
PP Nat
26.3
13.7
Non-Nat
28.6
15.6
MATHS
PP 27.8
PP 18.7
Non
28.6
17.0
PP Nat
27.2
15.0
Non-Nat
29.8
16.7
>Includes 1 ARB child in Yr 2 (5% cohort) and 2 ARB children in Yr 6 (10% of cohort)
Progress Summary Spring 14
The gap between PP and national PP children has been closed and is now exceeding in all year groups,
significantly in Year 2. The gap at the end of Year 6 (including ARB) children for reading, is less than a term and
slightly more than a term when compared with a national non-PP figure. Writing at the end of Year 6 exceeded,
when compared to cohort and national PP, and was less than a term behind national non-PP. Maths at the end of
Year 6 exceeded national PP performance indicators and is less than a term behind their cohorts and two terms
behind national non-PP.
The school’s focus is now to challenge PP children’s progress, to be broadly in line for 2014/15 with national nonPP, and in 2015/16 for PP children to exceed national non-PP children.
PP Attainment Spring 14
Reading
Year 6 (2)
Year 5 Fowey
Year 5 Tamar (2)
Year 4 Tamar (1)
Year 4 Truro (2)
Year 3 (1)
Year 2 (1)
Year 1 (2)
Sum
8
8
11
5
5
10
13
12
PP
L4+ 100%
3A+ 100%
3A+ 82%
3B+100%
3B+ 40%
2A+100%
L2+92%
1A+ 67%
L5+ 25%
4B+ 63%
4B+ 36%
3A+100%
3A+40%
3B+60%
L3 58%
2C+8%
Non-PP Cohort
L4+ 83%
L5+ 42%
3A+ 100%
4B+100%
3A+ 66%
4B+50%
3B+57%
3A+43%
3B+100%
3A+100%
2A+90%
3B+80%
L2+88%
L3 38%
1A+67%
2C+50%
Nat PP
L4+82%
L5+ 35%
Non PP-Nat
L4+ 92%
L5+ 56%
No national data available
L2+ 92%
L3+ 35%
ARB Data is included as published in Raise 2014
Writing
Year 6 (2)
Year 5 Fowey
Year 5 Tamar (2)
Year 4 Tamar (1)
Year 4 Truro (2)
Year 3 (1)
Year 2* (1)
Year 1* (2)
Sum
8
8
11
5
5
10
13
12
L4+ 63%
3A+ 75%
3A+ 82%
3B+100%
3B+ 40%
2A+90%
L2+92%
1A+50%
PP
L5+ 50%
4B+ 38%
4B+18%
3A+80%
3A+40%
3B+30%
L3 17%
2C+8%
L4+ 75%
3A+ 100%
3A+66%
3B+57%
3B+100%
2A+80%
L2+50%
1A+50%
Non-PP
L5+ 25%
4B+50%
4B+50%
3A+43%
3A+75%
3B+60%
L3 38%
2C+33%
L4+ 76%
Nat PP
L5+ 20%
No national data available
L4+ 89%
Non PP-Nat
L5+ 39%
L2+ 89%
L3+ 19%
ARB Data is included as published in Raise 2014
Maths
Year 6 (2)
Year 5 Fowey
Year 5 Tamar (2)
Year 4 Tamar (1)
Year 4 Truro (2)
Year 3 (1)
Year 2* (1)
Year 1(2)
Sum
8
8
11
5
5
10
13
12
PP
L4+ 88%
3A+ 88%
3A+ 73%
3B+100%
3C+ 40%
2A+100%
L2+100%
1A+ 67%
L5+ 25%
4B+ 38%
4B+18%
3A+80%
3A+ 40%
3B+50%
L3 57%
2C+17%
Non-PP
L4+ 75%
L5+ 33%
3A+100%
4B+50%
3A+66%
4B+50%
3B+71%
3A+57%
3B+100%
3A+75%
2A+90%
3B+70%
L2+88%
L3 57%
1A+50%
2C+50%
Nat PP
L4+ 78%
L5+ 28%
No national data available
Non PP-Nat
L4+ 90%
L5 +48%
L2+ 94%
L3+ 28%
ARB Data is included as published in Raise 2014
Attainment Summary PP
KS1 PP children outperformed children deemed not to be disadvantaged in reading, writing and maths. When
compared to national non-PP children, the children were equal to national data sets for reading and exceeded in
writing and mathematics. The government has not released data for national Pupil Premium performance for the
end of KS 1.
HA (High ability) PP children outperformed their cohort and national non-PP children in reading. For writing, HA
PP children were out performed by their cohort, but are broadly in line with national data sets for children deemed
not to be disadvantaged. Maths HA PP children are equal to their cohort, but outperformed national data sets for
children deemed not to be disadvantaged.
KS 2 PP children out performed all data sets for national and cohort indicators for reading. For writing, PP
children did not attain as well as their cohort, or the national markers for children deemed to be disadvantaged.
Mathematics PP children outperformed their cohort, and those deemed not to be disadvantaged significantly
outperformed national PP children, and broadly in line for national children deemed not to be disadvantaged.
HA PP children were outperformed in reading by other children deemed not to be disadvantaged in the cohort,
and nationally for PP children; alongside national children deemed not to be disadvantaged. In writing, HA PP
children outperformed all data sets for cohort and national. In mathematics, PP children were outperformed by
other children, but not significantly. Performance was broadly average for children who were deemed nationally
to be disadvantaged, but significantly fell short of national children deemed not to be disadvantaged.
Although challenging, the school’s focus is now to ensure high ability children’s attainment to be broadly in line
for HA PP 2014/15 with national non-PP; and 2015/16 for PP children to exceed national non-PP children.
The achievement of PP children is at least good.
AFA
Achievement for All is a programme that has been devised to challenge and support the school with children
deemed to be ‘slow’ moving or at risk of making slow progress. The children participating are being monitored
closely for the impact that it has in terms of value for money. Although the programme is based over two years,
the impact is clearly evident below.
YR
3
FSM
Y
Read
16
20
Prog
4
Write
13
19
Prog
6
Math
16
20
Prog
4
Att %
94.9
3
Y
16
19
3
12
18
6
16
20
4
92.0
3
Y
16
21
5
13
18
5
16
20
4
88.0
3
N
16
21
5
15
20
5
18
22
4
97.6
3
N
14
18
4
11
16
5
15
18
3
98.1
Avg
60%
15.6
19.8
4.2
12.8
18.2
5.4
16.2
20
3.8
94.12
YR
FSM
Read
Prog
Write
Prog
Math
5
N
20
25
5
18
23
5
19
5
N
8
11
3
8
15
7
14
5
Y
18
24
6
17
23
6
5
Y
18
23
5
17
23
6
5
Avg
N
40%
17
16.2
25
21.6
8
5.4
19
15.8
22
21.2
3
5.4
Prog
Att %
23
4
100
20
6
95.2
18
23
5
96.3
20
25
5
97.1
17
17.6
22
22.6
5
5
85.1
94.74
Summary
Achievement is at least good. This year we have started to assess, moderate and track children using no levels.
Although, for the remainder of the year, end of year levels will need to be reported for Year 2 and Year 6.
Sport Premium Funding

Appendix 2 Sport Premium.
As you know, we received over £8,500 for Sport Premium funding, and by the end of the academic year 2013-14
the school had spent £33,000 on raising standards for PE. This was commented on by Ofsted in our recent
report:
‘The school also uses ‘cutting edge’ technology such as computers, digital photography and an all-weather pitch
to advance teaching and skills even further’.
This year we have secured funding from Sport England to install a second 3G pitch to enable all children in the
school to actively participate at lunch and break times. This term, the school is investing in boxercise in KS2, as I
feel that this fits with our keeping healthy curriculum, and a specialist coach for children from the Area Resource
Base and EYFS. We will also be continuing with Judo to enrich the curriculum.
So far this year the school has competed in various events, the Year 5/6 football team have lost two fixtures,
losing to Blackwater and Chacewater, but beat Cusgarne. The year 3/4 team finished 4 th out of 8 in a mini-league
competition.
Children have also competed in a badminton tournament hosted at Penair and a tri-golf tournament held at Truro
golf club. KS1 children entered a multi-skills tournament at Penair and the Girls football team play next week.
A new section on the website has been added for PE and sport, under the ‘Children’ tab. Mrs Hatch has taken
over PE and sport from Mr Watkins whilst he leads on English.
School Development Plan Impact of Intervention
Key Issue 1: Raise standards and outcomes in non-core subjects (Post Ofsted action plan)

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Intervention
Literacy and Language training for all staff, to develop strategies for cross curricular writing.
Higher order questioning and marking twilight session.
Monitoring of standards day being lead by the HT.
Moderation of writing standards-increased accountability.
Termly forensic monitoring days allocated to the non-core subject leaders.
Key Issue 2: Higher levels of attainment in Mathematics by the end of KS 2 (Post Ofsted action plan)
Intervention

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
Early indications are that we will achieve attainment levels that are broadly in line with national
standards (another increase).
Action plan has been formulated for early identification of children who have the potential to achieve a
higher level of attainment.
Intervention and a restructure of the timetable for children who have the potential to attain the higher
levels:
>Pre-school sessions x 4 with Mr Watkins.
>After school club targeting girls, with Miss Bellamy.
>One session a week with a Secondary specialist.
>One session a week with Mr Middlemore.
>After February half-term, three sessions a week with Mrs Gibson.
Staff involved are deemed to be the best Maths practitioners within the school.
Children monitored closely, including progress over time.
Key Issue 3: Higher order questioning to promote challenge (Post Ofsted Action Plan)
Intervention

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Twilight session has taken place for staff development.
Focus on higher order questions during teaching and learning monitoring.
Marking to ensure that children are being challenged on higher order questions.
Spring 2015 strategic plan
PRIORITY 1
Progress in mathematics at the end of KS2 to be broadly in line with national standards.
PRIORITY 2
Writing at the end of KS 1 to be at least in line with national attainment against national curriculum 2000.
PRIORITY 3
HA Mathematics chn at the end of KS 2, to be in line with national attainment against national curriculum 2000.
Summer 2015 strategic plan
PRIORITY 1
Close the progress gap on PP children with national non-PP children to be within 0.5 aps.
PRIORITY 2
Writing by the end of KS 2 for PP children is at least in line with national PP (76% L4+ 2014).
PRIORITY 3
HA Maths (L5+) by the end of KS 2 for PP children are within 10% of national non-PP children.
6.

SEND
See report (Appendix 3).
7.

Finance
See full AGM report
8.

Health and Safety/Premise
See report (Appendix 4).

English and Mathematics report
See report (Appendix 5a/b).
9.
10. Safeguarding

See report (Appendix 6).
11.

Fire Drill
A drill was carried out on Thursday 27th November (Walk through for new starters) 3m 26s.
Ofsted Progress to Section 5
Attendance (Behaviour and Safety)

Sum 14: 10.06.14-4.37%

Overall to date attendance-3.7%

FSM attendance to date-4.4%
Behaviour and Safety
Recorded Behavior Incidents
Sum 14
Aut 14
0
1
Behaviour and safety is outstanding.
Leadership and Management





The school has continued with its relentless drive to increase standards and recognises now that the focus has to be
moved to the achievement of high ability pupils by the end of KS 2. High ability children are significantly above
national standards by the end of KS 1 for all three subjects.
Children have been identified, and the curriculum has been tailored to meet the needs of the children, especially
mathematics.
Strategic action plans have been developed with a forensic approach to ensure that the school has addressed all
areas of development. The school is going to continue with the strategies employed prior to the last section 5.
The school development plan is in place and underpins all subject action plans, raising attainment plan and the
termly time lines.
A monitoring schedule is in place and is being followed with rigour.
Leadership is not yet outstanding because not enough children attain the higher levels of achievement.
Teaching and Learning



Standards have been maintained since the end of July.
Performance management lesson observations to date- 29% require improvement (new teacher), 14%
good, 57% outstanding (71% good or outstanding)
A current support programme is in place to ensure that all teaching and learning is at least good, with at
least 50% outstanding.
Teaching is not yet outstanding because the complete school is not yet at least good with 50% outstanding.
Children’s Success (Spiritual, Moral, Social and Cultural)
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Children sport competitionsYr5/6 Football league.
Yr 3/4 Football competition.
Badminton tournament.
Multi-skills festival.
Girls football team.
Basketball competition.
Feet Beat competition.
Gymnastics competition.
10 Year 6 children represented the school at the cathedral for a Remembrance Service.
Whole school attendance at memorial service for Remembrance Day.
Whole school Harvest festival for parents with food being donated to St.Petrocs.
Dyslexia AFA visit by Henry Winkler ‘AKA-Fonz’.
Raising aspiration assembliesMr Lines- solicitor.
St.Petrocs.
Community support officers.
Baptist church.
Matthew Stevens- Sea food assembly.
Martin Holmes assembly.
Truro city carnival award winners- best walking entry.
Children raised £150 for cancer- ‘Wear it pink day’.
Truro City in Bloom award winners.
Year 6 visited Bodmin Jail and courtrooms.
Year 5 visit to the fire station.
Dads writing support session.
Dance group with Year 6.
Truro City of Lights.
Islam learning session.
School choir singing at ‘Sunley Orford House’.
Christmas productions.
Children in need day- £145 raised.
Christmas choir service at school.
.
END OF REPORT