SELF EVALUATION LEADERSHIP AND MANAGEMENT

Size: px
Start display at page:

Download "SELF EVALUATION LEADERSHIP AND MANAGEMENT"

Transcription

1 Last update: May 2015 Next update: Summer 2016 SELF EVALUATION LEADERSHIP AND MANAGEMENT School Judgement Overall Judgement x Leadership and Management x Engagement with parents x Curriculum x Partnerships x Managing Safeguarding Arrangements x Key Conclusions: Leadership at all levels is effective with a clear, shared focus on raising standards for all children across a broad, creative curriculum. The headteacher is a very good, strong leader who has fostered distributed leadership and shared ownership of our vision, strategic development priorities, monitoring and evaluation. Governors take their accountability role seriously. They are actively involved in the school and are not afraid to ask questions and make tough decisions. A programme of formal school visits, specific monitoring activities and questions raised at meetings, indicates that governor monitoring is embedded in the life of the school e.g standards analysis, curriculum review, safe recruitment, financial planning, recruitment decisions. Curriculum opportunities are outstanding because of a strong commitment to continuous review and improvement of teaching and learning. A highly skilled staff are reflective and open to new developments. Through distributive leadership, staff have ownership of pupils learning and progress, curriculum provision and their own learning. Outstanding curriculum opportunities enable children to understand their place in the world - now, in the past and their impact on the future. Parents, pupils and visitors recognise the friendly nature of the school. Resources are good and decisions on deployment are made to maximise learning for all. CPD is closely linked to the needs of the school (School Improvement Plan) and the need to develop staff for the future. The school has an eye to the future when considering personal and curriculum resources. The school is well aware of constraints in its physical resources and works hard to ensure these do not become barriers to learning. As a result pupil outcomes are at least good and a significant proportion of teaching is at least good. Langwathby School is a 'listening and responsive school'. Pupils input their ideas into the leadership of the school and see that their opinions and ideas impact on school development, especially thorough the work of the school council. We are very good at canvassing the views of parents and carers, and keeping them informed about what is happening in school, through a variety of formal and informal methods. Parents/carers are very supportive of the school as evidenced by their willingness to help on trips or in the classroom, attendance at events, involvement in the maintenance of the school building, fundraising efforts of FOLS 1

2 (PTA) etc. Pupils recognise that many of their curriculum opportunities are due to the support of FOLS. Pupils, parents and other stakeholders views feed into school review and improvement planning, often confirming the school s view point of strengths, e.g quality of provision, high standards in art and creativity, pupil attitudes to learning and behaviour, caring ethos and caring attitude of staff. Parents also comment positively about their child's progress highlighting confidence, enjoyment, support and care for their children, academic progress, quality of teaching, relationships with teachers. These views are also expressed in private thank you cards/letters/gifts to individuals. A significant number of links support our provision, enhance curriculum opportunities and develop pupils, parents and staff. Active, first hand learning is a key feature of our outstanding curriculum provision and partnerships play a significant role in this. Parents and pupils recognize the added value that partnerships bring to teaching and learning, especially the role of FOLS in providing funding. The school takes its safeguarding responsibilities seriously whilst seeking to maintain a good balance between pupil safety and a welcoming ethos reflecting the needs of a village community. Multi-agency links and collaborative working are very strong. Provision and practice has moved to outstanding by increasing staff, parent and pupil understanding of e- safety issues. The school runs smoothly. Langwathby School has the potential to go from strength to strength. It is a buzzing school and at all levels people want to improve opportunities and learning for the children. We know what we need to do and how we are going to achieve it. Evidence Base Direct observation: Lesson Observations (1); School Environment (2) Testimony: Governor Feedback (3); Parent Feedback (4); Pupil Feedback (23) Data/Evidence: LA Monitoring (5); Performance Management Data & Reports (6) Accreditation Reports (7); Pupil Attainment Data & Analysis (8); SEN Paperwork (9); Audit Reports (10); Governors Monitoring Reports (11); PE Participation Data (24) Documents: Curriculum Documents (12); Curriculum Planning (13); Governing Body Reports & Minutes (14); Staff Meeting Minutes (15), School Improvement Plan (16); Co-ordinator Action Plans & Monitoring (17); Other Action Plans (18); Accreditation Evidence & Action Plans (19); Photographs/Log Book/Newsletters (20) FOLS Minutes (21); Policy Review Timetable (22) To become outstanding we need to: 1. Enhance leadership role of staff through involvement in strategic leadership 2. Enhance middle leaders capacity to improve following recent staff changes 3. Through peer coaching and sharing best practice, move teaching and outcomes towards outstanding 2

3 How well do leaders and managers demonstrate ambition for pupils? How well are they bringing about improvements in their achievement? How effective are school improvement plans for promoting pupils progress and achievement? 1. Leadership of the head is very good, being clear and purposeful, with a focus on improving standards for all. Target setting is ambitious, robust and seeks to improve outcomes for all children. Overall attainment and progress at the end of key stage 2, attainment at level 5 in maths and attainment at level 4 in year 4 are improving. School improvement strategies are focused on raising attainment, progress in phonics and writing and developing more able learners by providing more opportunities to access the demands of the curriculum at level 6. (Evidence: 5, 6, 7, 8, 9, 12, 14, 16) 2. Whole school improvement initiatives focusing on pupil reflection and self assessment have raised pupil aspirations and ambition. Children describe themselves as being made to think and learning about themselves as learners. (Evidence: 17, 23) 3. Internal and external evaluations judge school to be effective. Attainment and progress is at least good throughout the school. Standards in reading are very high. (Evidence: 5, 7, 8) 4. LA monitoring recognises the clear vision, shared ethos and team approach impacting on curriculum quality and creativity; a strong belief that everyone, pupils and adults, are in school to learn (see: context) and the steady rise in standards in core subjects. It is reflected in our outstanding curriculum that equally values high standards in core subjects and less measureable areas art, creativity, attitudes to learning. Our vision and ethos also encourages everyone to be involved in continual development that is underpinned by CPD. (Evidence: 1, 3, 4, 5, 6, 7, 8,13, 14, 16, 20, 21) 5. School Improvement Planning is seen as ambitious, comprehensive, linked to self evaluation and well focused with clear intentions and goals. Distributive leadership is promoting an ethos of continuous improvement as the school continues to build its capacity to improve. As a result standards are improving e.g phonics, attainment of more able, promoting Reading for Pleasure. (Evidence: 5, 14, 16, 17) How well does governance contribute school improvement? 1. Governors are proactive in their support of the school; as a result they are well informed, have a good strategic view enabling them to act as critical friends (e.g involvement in Building Project Management Aut 09, promoting our school as a church school Aut12/Spr 13, staffing reductions Spr 13, staffing issues Spr 14) (Evidence: 1, 2, 3, 4, 11, 14, 16, 17) 2. Positive relationships between staff and governors foster a team approach and distributed leadership (Evidence: 3, 11, 14) 3. Governors take financial decisions based on clear information about alternatives and future impact. Budget surpluses are at an acceptable level and accounted for. Decisions are currently being taken to ensure the school does not go into deficit due to falling rolls. School Improvement and CPD planning is clearly linked to financial planning (Evidence: 14, 16, 17) 3

4 4. Operational procedures are well established and effective ensuring that Governing Body time and skills are efficiently used to fulfill accountability role (Evidence: 10, 14, 18, 19) 5. Governors are proactive about their own professional development (Evidence: 6) 6. Rural isolation is an issue that the school is constantly aware of and seeking to minimalise; the spread of governors throughout the catchment area, helps ensure stakeholder views are representative (Evidence: 14) How well are leaders and managers improving teaching and learning? How well do leaders and managers support and develop staff? How robust is performance management in improving teaching and learning? 1. Leadership of subject leaders is good with leadership distributed, and at all levels focusing on evaluation, raising attainment and promoting outstanding curriculum opportunities. For example: 2014 Monitoring visit recognizes the role of subject leaders and senior leaders in monitoring activities 2015 Early Years Award, 2013 Global Award applications were led by subject leaders; (Evidence: 1, 5, 7, 8, 14, 15, 16, 17, 19, 20) 2. Following a local authority review, during 2012/13 subject leaders took the lead in moving the quality of teaching from good to consistently good and outstanding through observations, peer support and coaching. This work continues to be developed. (Evidence: 1, 16) 3. Processes to monitor and improve pupil performance are embedded in the school, are closely linked to School Improvement Targets and CPD and impact on overall standards, e.g raising standards in phonics, promoting reading for pleasure, raising standards in writing, developments in ICT, developments in Assessment (Evidence: 6, 7, 8, 12, 14, 16, 17, 19) 4. Evaluation of teaching and learning is pro-active and focused on improving classroom practice. Teaching and Learning is kept under constant review to ensure our outstanding curriculum is maintained, opportunities continue to meet the needs of our children and the quality of provision/teaching is high. (Evidence: 6, 7, 13, 14, 15, 16, 17, 19, 22) 5. CPD is linked to school improvement, performance management, raising attainment and developing staff as individuals. Recent evidence of CPD impacting on provision and practice was seen in School Councils, Assessing Pupils Progress/Assessment for Learning, Increasing Opportunities for Learning in ICT, Raising Attainment in Writing, and Global Awareness where the focus was on staff sharing practice both internally and in partnership with other local schools. In autumn 2014 staff said their teaching practice had improved as a result of CPD (3/7 literacy, 2/7 numeracy, 2/7 science, 1/7 PE, 1/7 RE, 1/7 MfL, 1/7 EYFS). Staff are highly confident when teaching most curriculum areas. (Evidence: 5, 6, 7, 16, 17) 4

5 6. Involvement of a member of staff in the Leading From the Middle Programme enhanced teaching and learning in Science as well as leadership skills. The staff member is now actively applying for senior management positions and has supported the induction of an NQT. Opportunities for staff to act up has enhanced leadership skills and improved outcomes for children (e.g EYFS). 7. Senior staff have been appointed as Local Authority moderators for KS1 and KS2 SATs in 2014 and It is expected that this will impact on individuals skills that can be fed back to the staff as a whole. 8. Although there have been recent staff changes, the focus on professional development, coordinator monitoring and performance management has ensured that the quality of teaching remains good and is becoming consistently good or better. Performance management in autumn 2014 and autumn 2013 demonstrated that staff are highly skilled in most areas of the teachers standards and able to mentor others in many areas. Teaching assistants are highly skilled. How well are resources deployed to promote improvement in teaching and learning and support and develop staff? Accommodation and Resources 1. Physical resources are sufficient for all areas of the curriculum with the exception of PE, where issues raised by Ofsted (2001) have yet to be addressed. Building constraints are not seen as barriers to high quality provision, but as opportunities for more children to participate and contribute. (Evidence: 2, 10, 18) 2. High quality, interactive display is a feature of all classrooms and the school as a whole; promoting children s self esteem, understanding of the learning process and supporting the school s view that creativity is important. This ethos is reflected in our entrance area. 3. Physical space is effectively organised to support the school s philosophy of developing independent learning. This is particularly evident in Early Years and Key Stage 1. Enhancing the library as an area for independent study by increasing availability of books, ICT resources and lunchtime staffing is raising the status of the area as an effective learning resource. (Evidence: 2, 7, 19) 4. Curriculum resources are good, well used and enhance pupil learning. (Evidence: 1, 2, 6, 8, 14, 23) a. Through excellent support from FOLS (PTA), we are able to fund artists in residence and other opportunities that enthuse children, provide a high quality curriculum and support our philosophy of active, hands on learning and ensure classroom equipment is up-to-date. b. Co-ordinator monitoring and professional development informs resource purchases to further raise attainment/achievement (e.g phonics, handwriting, reading) 5. Management audit (Feb 08, Sept 11) considers deployment of resources as achieving satisfactory value for money (Evidence: 10) 5

6 Staffing 1. Teaching staff expertise/interests cover all curriculum areas and age groups. Our recruitment policy ensures that this is maintained when staff change. Staff expertise and enthusiasm is a key factor behind the school s strength in Art. (Evidence: 6, 7, 14, 16) 2. Teaching Assistants are trained/experienced in a range of special educational needs and deployed accordingly ensuring children with SEND make at least good progress. (Evidence: 6, 8, 9) 3. Effective links with SEN support services in the LA enable staff to develop their skills, thus enabling pupils to make effective progress. (Evidence: 9, Case Studies) How appropriate is the curriculum in helping all pupils to achieve well? How well does the school ensure equality of opportunity? 1. Providing outstanding broad, rich relevant curriculum opportunities that engage and excite all learners is a key priority. We encourage the children to be active learners with a thirst for learning and knowledge. Children speak enthusiastically about curriculum experiences. In 2014 parents noted the positive impact of the reading challenges on their children s attitudes. They were also positive about the creative aspects of the curriculum. (Evidence: 1, 17, 19, 23) 2. We endeavour to provide similar life opportunities for all pupils, regardless of their background, and FOLS actively supports us in achieving this aim. Curriculum opportunities are inclusive and provide for a variety of learning styles and approaches. Children enjoy learning because having fun and creativity is considered to be a high priority. As a result they demonstrate positive attitudes to school and learning. This is evident in performance indicators (e.g attendance) and formal evaluations of practice, including lesson observations. (Evidence: 1, 4, 5, 13, 14, 17, 19, 20, 24) Pupil comments 2014: I have enjoyed having so many opportunities throughout my time her. I enjoy the work because my teachers make it fun. 3. All children are encouraged to reach their full potential and have access to equality of opportunity (Evidence: 1, 9, 11, 13, 16, 17, 19, 20, 24) a. Expectations for all pupils are high; academically, socially and emotionally. All success is valued and celebrated; personal and academic. External monitoring recognises how both these aspects are equally valued. All children have an opportunity to flourish at Langwathby regardless of their academic ability (Leading Aspect Award) b. Effective processes ensure children with special needs, including those with disabilities, are well integrated into school and make at least good progress. We continue to look for ways to remove barriers to learning (e.g AfL, increased use of ICT, CPD) c. Opportunities to represent the school in sport are made available to as many children as possible. Since Autumn 2012, more children in the school have had the opportunity to take 6

7 part in a competitive event. Between September 13 and July 14 70% of pupils attended at least 1 competition and 50% attended a lunchtime or after school sporting activity. In June 2014 parents commented positively about the increase in sporting opportunities in their feedback. d. Our annual Art Mart celebrates the work of all children from Nursery to year 6. e. Enrichment opportunities take place during the school day to ensure rural transport issues are not a barrier to participation 4. Secure strategies, including access to quality specialist advice, are in place to support vulnerable children and as a result: a. The majority of children with special needs make good progress b. Mobile and Pupil Premium pupils are supported to enable them to make expected progress and/or catch up with their peers c. Attainment of boys and girls by the end of year 6 is better than the national average, despite the gender gap on entry to nursery and reception. How well does the curriculum help the pupils prepare for life in modern democratic Britain and a global society? See SEF: SMSC Cultural Development 1. Although pupils interact with visitors of a variety of backgrounds, we are currently looking at ways for our pupils to interact with others of their own age from different ethnic backgrounds and challenge the single story stereotyping of different areas of the world. Children involved in global week activities reported that they enjoyed the activities and liked the chance to think about different issues (e.g basic needs, needs v wants). These developments have been supported by staff CPD. (Case Study: Global Week) 2. Pupils have been enabled to learn about the cultures of others and challenge the single story stereotyping of different areas of the world through curriculum developments and growing school links with Germany. Curriculum developments have been supported by staff CPD. The impact of these developments has been recognized by an International Schools Award, Foundation Level and we are working to progress towards the next level. (Evidence: 15, 19, 20; Case Study Global Week) 3. Skills based teaching developing independence, resilience, collaborative and team-working skills alongside good literacy and numeracy skills ensure pupils are well prepared for their future lives. 4. Both Class and School Councils have a strong voice and facilitate change. Children are developing the skills of participation and responsible action, their impact has been seen in fundraising efforts and playground developments "The self esteem and confidence of pupils is high because they have an opportunity to express themselves without criticism." (Leading Aspect Award, Art) How well does the school promote the confidence and engagement of parents and carers? 7

8 1. Parents/carers informal communication systems are well established and promote a shared understanding of children s learning and open communication. 2. Formal parent/carers communication systems effectively promote well being and progress 3. Curriculum workshops help parents understand what their children are learning and how they can support. This is being extended by providing parents with useful curriculum links on the website. 4. Formal whole school consultation processes support school improvement e.g open meeting with governors and parents annually, specific questionnaires, feedback opportunities. Overall these strategies generate a limited response (10-15%) so consideration needs to be given as to how to make this method more effective 5. We are a school that listens. Over the last 3 years parents/stakeholder views have impacted on: a. Enhancing formal parent feedback including the timing of parents evenings and style of written reports. In June 2014 parents commented positively about these changes especially the way in which reports helped them understand strengths and areas for development. b. Developing e-communication and a website c. Increased sporting opportunities d. The provision of a nursery lunch club 6. Areas for Development: We are aware that the nature of the catchment area and the busing of children to school can make some parents/carers feel isolated. We are constantly looking at ways of resolving this issue especially as a way of promoting community cohesion amongst the parent body. How well does the school work in partnership with other schools and external agencies to improve further? 1. Links with local artists and other professionals enhance curriculum opportunities and raise standards of attainment and enhance children s cultural awareness (Evidence: 13, 14, 19, 20, 24) a. The quality of art in the school is phenomenal and the role of visiting artists was recognized through a Leading Aspect Award. Our annual Art Mart is a huge community celebration of the children s and local talent. (See: Leading Aspect Award Case Study) b. Visiting health professionals, mountain rescue, firefighters etc enhance curriculum provision especially for PSHE 2. The Friends of Langwathby School (FOLS) is actively supported by staff and governors and ensures that funds are available to enhance curriculum opportunities. Approximately is raised annually for the benefit of the children. Parental support enhances learning for children (e.g classroom support, accompanying visits) and ensures the school environment is well maintained. (Evidence: 13, 14, 20, 21) 8

9 3. Involvement in the School Sports Partnership has provided greater access to in-school and out of school sport for pupils and supported the professional development of staff to raise confidence and the quality of PE teaching (Evidence: 14, 20, 24) 4. Links with the local church enhances the quality of RE teaching through access to 'hands on learning' (e.g Christening Ceremonies, Church Visits, Christmas and Easter Journey), supports the provision of collective worship and provides emotional support for both pupils and staff (Evidence: 12, 14, 20) 5. Links with specialist teachers support staff and pupils in all areas of special needs and enable children to make at least good progress. case studies: Ronan (Literacy), William, Charlie (speech), Matthew M (complex), Jamie (LACES), Family A (Social Care) (Evidence: 9, Case Studies) 6. Links with other local schools, including secondary schools allow staff to share good practice and promote pupil progress, academically, socially and emotionally. (Evidence: 14, 15, 20) a. We are a school which is recognized locally for the quality of provision and attainment in Art and Early Years. We actively share our practice in these areas. b. Through a joint school council (SCONE), children have opportunities to be involved in collaborative projects with other schools. Such experiences build confidence, self esteem, communication and social skills. c. Children in Y5&6 have access to specialist teaching and facilities (e.g Gifted and Talented Maths, Science) which raise attainment d. Current involvement in a local cluster is raising staff skills in moderating pupils work and sharing good practice in assessment 7. ITT students and teaching assistants on placements are welcomed- it allows an experienced staff to engage in professional dialogue and avoid going stale. It also promotes our learning culture to the pupils - they see adults engaged in learning. How effectively are pupils safeguarded? Evidence Base Direct observation: Educational Visit Observations (1); Lesson observations (2); Playtime Environment (3); Testimony: Parent Feedback (4) Data/Evidence: Accident Monitoring (5); Concerns raised by parents, governors, staff, LA etc (6); Lessons learnt (7) Documents: Safeguarding Evidence File (8); Single Central Record (9); Policies and Procedures (10); Risk Assessments (11); Welfare Records (12); Safe Recruitment Procedures/Action Plan (13); Health & Safety Audit Reports & Action Plans (14); Governors Health & Safety Reports/Minutes (15); CPD Records/Reports (16); Long/Medium Term Planning (17) Curriculum Policies/Guidelines (18); Pupil Case Studies (19) Katie F (Bullying) 9

10 Family T, Family S 1. Appropriate checks are in place for all staff and visiting teachers. (Evidence: 9, 13) 2. Policies and procedures promote the school as pro-active about pupil (and adult) welfare. Pupils are safety conscious and will reinforce messages to each other. (Evidence: 1, 3, 6, 7, 8, 9, 10, 12, 15, 16, 17, 18, 19) a. Educational Visits are a strong feature of curriculum provision. Safety issues are taken seriously. b. Good communication systems ensure all staff are aware of medical needs affecting children. Links with the school nurse ensure staff are trained to deal with emergencies. c. Strong links with key agencies support children who are looked after, those with a child protection plan and those who are experiencing difficulties with school. Good communication systems within school ensure all staff are aware of relevant information. d. Attendance is high. 3. Up to date training is in place for all areas of safety and safeguarding issues (e.g first aid, food hygiene, e-safety, child protection, educational visits, safe recruitment) and is distributed across a range of staff. This ensures that all recommendations from Safeguarding Children, LA audits and governor monitoring are followed. (Evidence: 1, 8, 9, 12, 15, 16) 4. We are a listening school. Opportunities are taken to review practice in response to incidents or parental concerns (e.g climbing frame accident, school closure) and make recommendations for the future. (Evidence: 5, 6, 7, 14) 5. Parents and pupils agree that bullying issues are dealt with sensitively and promptly. (Evidence: 3, 6, 8, 10, 19) a. Our current goal is for children, rather than parents, to raise issues about bullying; we have yet to achieve this as issues are generally raised by parents. b. A minority of parents and children raise concerns about bullying/behaviour, although this is not substantiated by external observations How good is the capacity for sustaining its improvement? How well is the school improving? 1. LA recognises the headteacher, staff and governors have a good capacity to bring about improvement through self evaluation, school improvement planning, challenging targets and the school's desire to identify good practice elsewhere and benefit from it. (Evidence: 5, 6, 11, 16) 2. As a school we are actively involved in School Improvement initiatives both externally through the LA (e.g. Assessing Pupils Progress, Inclusion Mark, School Sports Initiative, International Schools Award) and through in school development. (Evidence: 6, 16) 3. Our ethos is to develop a learning culture and take risks. Subject leaders are willing to lead whole school development and cascade knowledge gained from external courses. We have a 10

11 culture of self evaluation. We believe 'we can make a difference'. (Evidence: 6, 14, 17) 4. Staff and governors are proactive about professional development (Evidence: 2) 5. Teachers are constantly looking at new ways to bring the curriculum to life for the children (Evidence: 13, 20, 21) 6. Issues raised in the previous inspection are being addressed. 11

Greenleaf Primary School Inspection report

Greenleaf Primary School Inspection report Greenleaf Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 03054 Waltham Forest 308204 78 November 2007 Andrew Matthews This

More information

St Teresa's Catholic Primary School

St Teresa's Catholic Primary School St Teresa's Catholic Primary School Inspection report Unique Reference Number 0032 Local Authority Wokingham Inspection number 337424 Inspection dates 4 5 May 200 Reporting inspector Jacqueline Marshall

More information

Senior Leadership Team and Class Teacher Job Description & Person Specification

Senior Leadership Team and Class Teacher Job Description & Person Specification Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership

More information

Pakeman Pupil Premium Grant Expenditure: Report: 2013/14

Pakeman Pupil Premium Grant Expenditure: Report: 2013/14 Pakeman Pupil Premium Grant Expenditure: Report: 2013/14 Context of School Pakeman Primary School is a one and a half form entry school in Islington. We have a Nursery and provide extended provision from

More information

Halfway Houses Primary School

Halfway Houses Primary School School report Halfway Houses Primary School Southdown Road, Sheerness, Kent, ME12 3BE Inspection dates 30 April 1 May 2013 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires

More information

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2. JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION This job description

More information

Da Vinci Community School

Da Vinci Community School School report Da Vinci Community School St Andrew's View, Breadsall, Derby, DE21 4ET Inspection dates 5 6 November 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:

More information

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013 St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages

More information

Skegness Grammar School

Skegness Grammar School School report Skegness Grammar School Vernon Road, Skegness, PE25 2QS Inspection dates 13 14 May 2014 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

INVESTORS IN PEOPLE REVIEW REPORT

INVESTORS IN PEOPLE REVIEW REPORT INVESTORS IN PEOPLE REVIEW REPORT Lower Farm Primary School Page: 1 of 13 CONTENTS Key Information 3 Assessor Decision 3 Milestone Dates 3 Introduction 4 Assessment Objectives 4 Feedback Against the Assessment

More information

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted

More information

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and equal

More information

Ireland Wood Primary School

Ireland Wood Primary School School report Ireland Wood Primary School Raynel Gardens, Leeds, West Yorkshire, LS16 6BW Inspection dates 4 5 July 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement

More information

Damers First School Teaching & Learning Policy

Damers First School Teaching & Learning Policy Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL

More information

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011 A report on Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer

More information

Reffley Community School

Reffley Community School School report Reffley Community School Reffley Lane, King's Lynn, PE30 3SF Inspection dates 3 4 July 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection: Good 2 Achievement

More information

High Halden Church of England Primary School. Early Years Policy

High Halden Church of England Primary School. Early Years Policy Early Years Policy As a Church of England School, we nurture the Christian faith in our pupils as well as teaching them knowledge and understanding of other religions. All stakeholders of Value: Equality

More information

Brooklands Primary School School Development Plan

Brooklands Primary School School Development Plan Brooklands Primary School School Development Plan April 2015 July 2016 (Summer Term 2015 completed, 2015-16 actions to be completed after completion of new headteacher s first term) 1 Contents School Mission

More information

Health and wellbeing Principles and practice

Health and wellbeing Principles and practice Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational

More information

Improving schools. A guide to recent Ofsted reports to support school improvement

Improving schools. A guide to recent Ofsted reports to support school improvement A guide to recent Ofsted reports to support school improvement Foreword by Her Majesty s Chief Inspector Contents Foreword 3 Introduction 5 Getting to good 6 Moving English forward 8 Mathematics: made

More information

The Sholing Technology College

The Sholing Technology College The Sholing Technology College Inspection report Unique Reference Number 116451 Local Authority Southampton Inspection number 37960 Inspection dates 05 06 October 011 Reporting inspector Christopher Russell

More information

St George's Catholic Primary School

St George's Catholic Primary School School report St George's Catholic Primary School Woodcock Road, Warminster, BA12 9EZ Inspection dates 26 27 February 2015 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:

More information

Abbey College Cambridge

Abbey College Cambridge S c h o o l r e p o r t Abbey College Cambridge 17 Station Road, Cambridge, CB1 2JB Inspection dates 28 30 January 2014 Overall effectiveness 1 Pupils achievement 1 Pupils behaviour and personal development

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B.

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. JOB DESCRIPTION ASSISTANT CURRICULUM LEADER FOR SCIENCE (TLR 2B) Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. Line of Responsibility The

More information

School Standards and Interventions Services and Charges to Schools, Academies and Settings

School Standards and Interventions Services and Charges to Schools, Academies and Settings Services and Charges to Schools, Academies and Settings Children s Services, Schools and Families Contents Contents Pg Message from Head of School Standards and Interventions 3 At a Glance 4 Support and

More information

Learning Support Assistant Oasis Academy John Williams

Learning Support Assistant Oasis Academy John Williams Learning Support Assistant Oasis Academy John Williams Welcome to Oasis Academy John Williams! It is an exciting time to be part of Oasis Academy John Williams; we moved into our brand new state of the

More information

Christ Church Charnock Richard CofE Primary School

Christ Church Charnock Richard CofE Primary School Christ Church Charnock Richard CofE Primary School Inspection report Unique Reference Number 119463 Local authority Lancashire Inspection number 358561 Inspection dates 09 10 September 2010 Reporting inspector

More information

ARK Oval Primary Academy

ARK Oval Primary Academy ARK Oval Primary Academy 98 Cherry Orchard Road, Croydon CR0 6BA Inspection dates 5 6 December 2012 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

Brantridge School. School Development Plan 2014-2015

Brantridge School. School Development Plan 2014-2015 Brantridge School School Development Plan 2014-2015 V2 1 Brantridge School s mission is to be: a school where every individual is valued highly and where everyone fulfils their ambition to live, learn

More information

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING Policy date: January 2013 Review date: November 2016 ASSESSMENT RECORDING AND REPORTING Assessment is about measuring achievement and attainment,

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018 Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to

More information

Avanti House School. Summary of key findings for parents and pupils. School report. Inspection dates 16 17 July 2014

Avanti House School. Summary of key findings for parents and pupils. School report. Inspection dates 16 17 July 2014 School report Avanti House School Common Road, Stanmore, Harrow, HA7 3JB Inspection dates 16 17 July 2014 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

JOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college.

JOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college. JOB DESCRIPTION Job Title: Reports to: Principal Board of Governors Main Purpose of the Job Leadership: Provide vision, leadership and direction for the college. Learning: Create and maintain a productive

More information

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Beryce Nixon, Headteacher and national leader of education, Hill Top Primary School, Doncaster, and Sue Turner,

More information

Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018)

Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018) Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018) 1 Bedford Borough English as an Additional Language (EAL) Strategy 2015-18 Vision In Bedford Borough we are ambitious for ALL

More information

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015 St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the

More information

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Teacher of Art Design Technology (temporary part-time (0.6) to cover maternity leave)

Teacher of Art Design Technology (temporary part-time (0.6) to cover maternity leave) Teacher of Art Design Technology (temporary part-time (0.6) to cover maternity leave) Table of Contents Letter from Sarah Baker, Headteacher 2 Letter from Nick Lawrence, Curriculum Team Leader of ADT 3

More information

Woodland Community Primary School

Woodland Community Primary School School report Woodland Community Primary School Heathgate, Birch Green, Skelmersdale, WN8 6QH Inspection dates 23 24 April 2013 Overall effectiveness Previous inspection: Outstanding 1 This inspection:

More information

Developing a strategic plan. Cloud 10. work in progress...

Developing a strategic plan. Cloud 10. work in progress... Developing a strategic plan Cloud 10 work in progress... What is our current position? Our school is a place where our children and young people feel included, valued, respected and safe. Our children,

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

Phoenix College. 40 Christchurch Road, Reading, RG2 7AY. Inspection dates 15 16 October 2014

Phoenix College. 40 Christchurch Road, Reading, RG2 7AY. Inspection dates 15 16 October 2014 Phoenix College 40 Christchurch Road, Reading, RG2 7AY Inspection dates 15 16 October 2014 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership and management Good 2 Behaviour

More information

Cheadle Primary School Computing and ICT Policy

Cheadle Primary School Computing and ICT Policy Introduction The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. computers, tablets, programmable robots, digital and

More information

Loughborough Primary School Inspection report

Loughborough Primary School Inspection report Loughborough Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 133584 Lambeth 316158 113 June 008 Sue Rogers This inspection

More information

Evidence for Teachers Standards - Guidance

Evidence for Teachers Standards - Guidance An example list of suitable evidence against the Teachers' Standards (2012) 1. Set high expectations which inspire, motivate and challenge pupils a) Establish a safe and stimulating environment for pupils,

More information

The Diocese of Hallam

The Diocese of Hallam The Diocese of Hallam SECTION 48 INSPECTION REPORT THE CATHOLIC LIFE OF THE SCHOOL AND RELIGIOUS EDUCATION ST BERNARD S CATHOLIC HIGH SCHOOL ROTHERHAM School URN 06963 Name of Chair of Governors Monsignor

More information

Assessment, Recording and Reporting Policy. Introduction

Assessment, Recording and Reporting Policy. Introduction Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

More information

Humanities Teacher Job Description

Humanities Teacher Job Description Humanities Teacher Job Description This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

Dartington Church of England Primary School Shinners Bridge, Dartington,, Totnes, Devon, TQ9 6JU

Dartington Church of England Primary School Shinners Bridge, Dartington,, Totnes, Devon, TQ9 6JU School report Dartington Church of England Primary School Shinners Bridge, Dartington,, Totnes, Devon, TQ9 6JU Inspection dates 24 25 April 2014 Overall effectiveness Previous inspection: Requires improvement

More information

Holy Family Catholic Primary School High Street, Langley, Berkshire, SL3 8NF

Holy Family Catholic Primary School High Street, Langley, Berkshire, SL3 8NF School report Holy Family Catholic Primary School High Street, Langley, Berkshire, SL3 8NF Inspection dates 12 13 November 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2

More information

Transition to Longdendale

Transition to Longdendale Transition to Longdendale We endeavour to achieve and aspire to be successful Contents Introduction - Values Transition - What the students said Inclusive Provision Meet the Team Transition Leaders Primary

More information

Keir Hardie Primary School. Assessment and Marking Policy

Keir Hardie Primary School. Assessment and Marking Policy Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

JOB DESCRIPTION: Curriculum Support Officer (CSO)

JOB DESCRIPTION: Curriculum Support Officer (CSO) JOB DESCRIPTION: Curriculum Support Officer (CSO) Grade: Responsible to: Responsible for: Hours of work: ME6 ( 18,915-20,877 FTE) Deputy Headteacher s PA - Curriculum Supporting students and staff This

More information

Principal Job Description

Principal Job Description Anfield School Anfield International Kindergarten Anfield International Kindergarten & Nursery Principal Job Description RESPONSIBLE TO: The School Board INTRODUCTION: This job description is based on

More information

Inspection dates 19 21 March 2014. Effectiveness of leadership and management

Inspection dates 19 21 March 2014. Effectiveness of leadership and management Further Education and Skills inspection report Date published: 25 April 2014 Inspection Number: 429097 URN: 131959 Portland College Independent specialist college Inspection dates 19 21 March 2014 Overall

More information

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers,

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers, Balmedie Primary School and Nursery Class Aberdeenshire Council 23 August 2011 HM Inspectorate of Education (HMIE) inspects schools in order to let parents 1, children and the local community know whether

More information

JOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1

JOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1 JOB DESCRIPTION Job Title: Responsible to: Head of Learning and Standards Director of Faculty Salary grade: Management Scale 2 + 1 Hours per week: 21.6 hours per week Main Purpose of the Role 1. To manage

More information

Seedlings Montessori at Moorlands

Seedlings Montessori at Moorlands Seedlings Montessori at Moorlands Inspection report for early years provision Unique reference number 6028 Inspection date /03/200 Inspector Brian Evans Setting address Telephone number 023 8046 2555 Email

More information

Horton Church of England VA Primary School

Horton Church of England VA Primary School School report Horton Church of England VA Primary School Horton, Chipping Sodbury, South Gloucestershire, BS37 6QP Inspection dates 20 21 June 2013 Overall effectiveness Previous inspection: Outstanding

More information

Bower Grove School. Summary of key findings for parents and pupils. School report. Inspection dates 11 12 February 2014

Bower Grove School. Summary of key findings for parents and pupils. School report. Inspection dates 11 12 February 2014 School report Bower Grove School Fant Lane, Maidstone, Kent, ME16 8NL Inspection dates 11 12 February 2014 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils

More information

OAKMEAD COLLEGE OF TECHNOLOGY PROSPECTUS. Ambitious for all our Community. 2014 www.into-exchange.com

OAKMEAD COLLEGE OF TECHNOLOGY PROSPECTUS. Ambitious for all our Community. 2014 www.into-exchange.com OAKMEAD COLLEGE OF TECHNOLOGY PROSPECTUS Ambitious for all our Community Welcome to Oakmead College of Technology Dear Parents and Students I am delighted to give you this chance to find out more about

More information

Head of Business & Social Sciences Job Description. Leadership Spine L1 8

Head of Business & Social Sciences Job Description. Leadership Spine L1 8 Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions

More information

Methodist Voluntary Controlled Junior and Infant School; with Communication Resource

Methodist Voluntary Controlled Junior and Infant School; with Communication Resource School report Methodist Voluntary Controlled Junior and Infant School; with Communication Resource Field Lane, Thornes, Wakefield, West Yorkshire, WF2 7RU Inspection dates 9 10 July 2013 Overall effectiveness

More information

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

Headteacher Performance Review: Practical guidance and activities for governors and headteachers

Headteacher Performance Review: Practical guidance and activities for governors and headteachers Headteacher Performance Review: Practical guidance and activities for governors and headteachers 4. Reviewing the head's performance against last year's objectives The pre-review meetings with the external

More information

Earlsmead Primary School. Transition Policy

Earlsmead Primary School. Transition Policy 1 Earlsmead Primary School Transition Policy Defining the Terms In this policy, TRANSITION describes the movement that takes place from one familiar setting (including the home) to another. It is defined

More information

National Standards for Headteachers

National Standards for Headteachers Guidance Organisation & Management National Standards for Headteachers Staff Management Status: Information Date of issue: 10/2004 Ref: DfES/0083/2004 Contents Introduction 2 Shaping the Future 6 Leading

More information

Job Description and Person Specification Learning Support Assistant (Primary)

Job Description and Person Specification Learning Support Assistant (Primary) Job Description and Person Specification Learning Support Assistant (Primary) The Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Main Purpose: Key Functions: Specific

More information

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths St Ignatius College HOW WE SUPPORT CHILDREN/YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES What is the school s vision and mission statement? At St Ignatius College, we aim to find God in

More information

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7. Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified

More information

Maryland Primary School Gurney Road, London, E15 1SL

Maryland Primary School Gurney Road, London, E15 1SL Maryland Primary School Gurney Road, London, E15 1SL Inspection dates 4 5 July 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching

More information

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Nurtured Safe Active 2015-2016 Healthy Successful Learner Achieving Confident Individual Included Respected Responsibl e Responsibl e Citizen

More information

Adderley CofE Primary School

Adderley CofE Primary School School report Adderley CofE Primary School Adderley, Market Drayton, TF9 3TF Inspection dates 21 22 January 2014 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement

More information

Chamberlayne College for the Arts. Tickleford Drive, Weston, Southampton, SO19 9QP. SEN and Disability Local Offer

Chamberlayne College for the Arts. Tickleford Drive, Weston, Southampton, SO19 9QP. SEN and Disability Local Offer Chamberlayne College for the Arts Tickleford Drive, Weston, Southampton, SO19 9QP SEN and Disability Local Offer September 2014 Tel: 023 8044 7820 Web: www.chamberlayne.org School Ethos Statement At Chamberlayne

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

Ruislip Gardens Primary School

Ruislip Gardens Primary School Ruislip Gardens Primary School Inspection report Unique Reference Number 10416 Local Authority Hillingdon Inspection number 37670 Inspection dates 1 December 011 Reporting inspector Joanna Toulson This

More information

Ashton St. Peter s Church of England VA Lower School. Disability Equality Scheme and Accessibility plan 3 Year Period Covered May 2014 to 2017

Ashton St. Peter s Church of England VA Lower School. Disability Equality Scheme and Accessibility plan 3 Year Period Covered May 2014 to 2017 Ashton St. Peter s Church of England VA Lower School Disability Equality Scheme and Accessibility plan 3 Year Period Covered May 2014 to 2017 Introduction The SEN and Disability Act 2001 extended the Disability

More information

The Summer Reading Challenge evaluation results

The Summer Reading Challenge evaluation results The Summer Reading Challenge evaluation results Overview Organised by The Reading Agency and the UK public library network since 1999, the Summer Reading Challenge is the UK s biggest annual reading promotion

More information

KS2 CLASS TEACHER WITH MFL

KS2 CLASS TEACHER WITH MFL KS2 CLASS TEACHER WITH MFL FOR SEPTEMBER 2016 The History of Barnard Castle School Barnard Castle School has its roots in the medieval past and its eyes set firmly on the future of its children. The School

More information

Fleetwood High School

Fleetwood High School School report Fleetwood High School Broadway, Fleetwood, Lancashire, FY7 8HE Inspection dates 12 13 June 2014 Overall effectiveness Previous inspection: Inadequate 4 This inspection: Requires improvement

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

Good Practice Guidance for gathering on-entry data into the Reception year

Good Practice Guidance for gathering on-entry data into the Reception year Good Practice Guidance for gathering on-entry data into the Reception year Introduction The reception year in school forms part of a child s experience within the Early Years Foundation Stage (EYFS). The

More information

SPORTS PARTNERSHIP PE and Sport Premium Offer 2015 to 2016

SPORTS PARTNERSHIP PE and Sport Premium Offer 2015 to 2016 SPORTS PARTNERSHIP PE and Sport Premium Offer 2015 to 2016 Government - primary school sports funding The Chancellor of the Exchequer s autumn statement revealed that the sport premium will now be extended

More information

James Elliman Academy

James Elliman Academy School report James Elliman Academy Elliman Avenue, Slough, SL2 5BA Inspection dates 22 23 January 2015 Overall effectiveness Previous inspection: Not previously inspected as an academy This inspection:

More information

This inspection of the school was carried out under section 5 of the Education Act 2005.

This inspection of the school was carried out under section 5 of the Education Act 2005. Cedars Inspection report Unique reference number 131652 Local authority Staffordshire Inspection number 381384 Inspection dates 25 26 April 2012 Lead inspector Janet Thompson HMI This inspection of the

More information

Disability and Discrimination Policy and Scheme (Accessibility Plan)

Disability and Discrimination Policy and Scheme (Accessibility Plan) Disability and Discrimination Policy and Scheme (Accessibility Plan) DDA End of Policy review report to Finance Committee September 2013.pdf Introduction Sept 2013-July 2016 Duties under Part 5A of the

More information

MICKLEM PRIMARY SCHOOL MUSIC

MICKLEM PRIMARY SCHOOL MUSIC MICKLEM PRIMARY SCHOOL MUSIC Responsible Committee Curriculum Date Ratified April 2014 Next review April 2017 Signed on behalf of the Governing Body P Fuggle Print name Mr P Fuggle 1 INTRODUCTION Micklem

More information

New Christ Church C of E Primary School

New Christ Church C of E Primary School New Christ Church C of E Primary School Inspection report Unique Reference Number 13109 Local Authority Reading Borough Council Inspection number 34189 Inspection dates 4 5 March 010 Reporting inspector

More information

SEN Information Report. Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered:

SEN Information Report. Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: SEN Information Report Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: To have high expectations and celebrate achievements; To develop lifelong

More information

A Partnership approach

A Partnership approach Appropriate and effective teaching and learning A Partnership approach Open and honest communication Hello and welcome to St Matthew s Special Educational Needs zone. My name is Ms Devi and I am the SENCo.

More information

Darton College. Summary of key findings for parents and pupils. School report. Inspection dates 5 6 June 2013

Darton College. Summary of key findings for parents and pupils. School report. Inspection dates 5 6 June 2013 School report Darton College Ballfield Lane, Darton, Barnsley, South Yorkshire, S75 5EF Inspection dates 5 6 June 2013 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Good 2

More information

Friars Primary Foundation School

Friars Primary Foundation School Friars Primary Foundation School Webber Street, London, SE1 0RF Inspection dates 13 14 June 2013 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Requires improvement 3 Achievement

More information

Do you have what it takes?

Do you have what it takes? UTC Bolton takes a new and different approach to education. UTC Bolton is one of the first schools in the UK specialising in health sciences and engineering technologies for 14 to 19 year olds. The UTC

More information

Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated

Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012 April 2010 updated Contents Page Section 1 Introduction 3 Disability Discrimination Act Disability Equality Duty

More information