Starbeck C.P. School
Parents/Carers Meeting
June 2017
Agenda for the meeting
• Welcome from Vice-Chair of Governors and
introductions
• Key findings of the inspection report
• Statutory guidance for schools in special measures
• Local Authority plan to support Starbeck
• Questions from Parents and Carers
• Summary
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The platform
• Tim Redshaw – Vice-Chair of Governors
• Garry de Castro Morland – Consultant Headteacher
• Andy Lancashire, Principal Adviser, Early Years &
Primary
• Matt Blyton, Lead Improvement Adviser
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Strengths of the school
• Children in the early years are provided with a good
foundation which establishes effective attitudes and skills
for future learning.
• Pupils conduct themselves well around the school.
Relationships are good.
• Teaching has very recently improved in some classes in
key stage 2. This has had a positive effect on pupils’
learning, especially in reading.
• Pupils’ skills in phonics are improving. This supports them
to read with accuracy.
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Key Findings of the inspection report
• Pupils do not make adequate progress across key
stages 1 and 2 in writing and mathematics. In 2016,
very few pupils in Year 6 left the school having
reached the standards expected for their age.
• Teaching over time has been, and remains,
inadequate. Teachers’ expectations of what pupils
can do are too low.
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Key findings of the inspection report
• Teachers do not take into account pupils’
developmental needs or starting points fully when
planning learning. Pupils, including the most able,
are not always given work at a level that matches
their ability.
• Time in lessons is not used effectively to promote
learning. Teachers do not move pupils on quickly
enough when they are ready to progress.
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Key findings of the inspection report
• The attendance of disadvantaged pupils is too low
and is not improving quickly enough.
• Leaders have not ensured that assessment systems
keep track of the progress made by the most able
pupils.
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Key findings of the inspection report
• School leaders, including middle leaders, lack clarity
about the strengths and weaknesses of the school
and fail to identify emerging issues quickly enough.
They have not improved pupils’ outcomes, including
disadvantaged pupils’ achievement, at a fast enough
rate.
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Key findings of the inspection report
• Information provided by the leadership team to
governors does not enable them to hold leaders to
account fully for the performance of the school.
• Some underachieving pupils have been inaccurately
identified as having special educational needs.
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What does the school need to do to
improve?
• Improve the quality of teaching to ensure that all
pupils, including the most able and disadvantaged
pupils, make strong progress from their various
starting points.
• Improve leadership and management.
• Improve the attendance of disadvantaged pupils so
that it is in line with other pupils nationally.
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Statutory Guidance
• School is eligible for intervention.
• Conversion to an academy with a strong sponsor
(DfE); the school will receive a directive academy
order from the Regional Schools Commissioner (RSC).
• RSC has the option to direct closure if the school is
not able to make sufficient improvements or is not
viable; they must consult Governors and Local
Authority.
• Local Authority Statement of Action.
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LA powers of intervention
• Power to suspend the delegated authority for
the governing body to manage a school’s
budget.
• Power to appoint additional governors.
• Power to appoint an Interim Executive Board
with RSC agreement (IEB).
• Proposals to closure (where there is no prospect
of sufficient improvement).
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LA Actions
• Sustained and enhanced LA Advisory support
arrangements.
• Strengthen leadership and teaching.
• Exploring all options around support.
• Conversations with DfE to identify an
academy sponsor that provides a local
solution.
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Questions – key themes
Effectiveness of Leadership and Management
• What are the short and long term plans for
leadership?
• Are Governors/LA/Staff committed and able to
turn the school around?
• Is information provided to governors more
accurate?
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Questions – key themes
Effectiveness of Leadership and Management
• How is the attendance of disadvantaged pupils
being addressed?
• What is being done to address the
misidentification of SEND pupils?
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Questions – key themes
Quality of teaching, learning and assessment
• What is being done to improve the quality of
teaching?
• What is being done to improve pupil progress
in writing and maths?
• What systems are in place for monitoring?
• How are more able pupils being supported?
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Questions – key themes
Personal development, behaviour and welfare
• Will the Behaviour policy be reviewed?
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Questions – key themes
Outcomes for pupils
• What will be in place for Y6 pupils in 17/18 to
ensure that they make good progress and are
ready for secondary school?
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Any more questions not covered by key themes
•
•
How will information about the report be shared and
explained to pupils and how are their concerns being
addressed?
How will parents be updated about the progress the school
is making?
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Summary
Next steps
o Strengthening of leadership, teaching and learning
o Statement of action in place
Then
o RSC proposals on academy sponsorship
o A regular forum for parents – to seek feedback on
improvement plans and progress
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