Headteacher S Termly Report to the Governing Body

Gotham primary School
Headteacher’s termly report
to the governing body
Period covered: / Autumn term - September – December 2012
1 Numerical information
Pupil numbers - January 2013 update
§  We have 170 pupils in school.
FS2 / YEAR 1 / YEAR 2 / YEAR 3 / YEAR 4 / YEAR 5 / YEAR 6 / Total
Pupils / 22 / 28 / 26 / 22 / 23 / 21 / 28 / 172
Girls / 13 / 9 / 14 / 14 / 9 / 14 / 13 / 87
Boys / 9 / 19 / 12 / 8 / 14 / 7 / 15 / 85
FSM / 4 / 4 / 2 / 1 / 3 / 2 / 3 / 19
Ever FSM / 0 / 1 / 0 / 0 / 1 / 1 / 3 / 6
SEN - SA / 0 / 8 / 7 / 6 / 5 / 4 / 4 / 35
SEN – SA+ / 1 / 1 / 0 / 0 / 0 / 0 / 0 / 2
No of BME / 4 / 5 / 1 / 2 / 1 / 2 / 1 / 16
LAC / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0
EAL / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0
Notes
1.  FSM = Free School Meals. Ever FSM = children who have had FSM previously within the last 6 years, but who currently do not have them. The school will receive the pupil premium for these students
2.  LAC – Looked after children (fostered/adopted)
3.  EAL – English as an additional language
4.  SEN SA = School Action – needs accommodated within the provision of targeted intervention from school budget share ASN – Additional School Needs, and Pupil Premium. This is supplemented heavily from the mail school budget share. SEN SA+ = School Action Plus – external agencies are involved and additional
Pupil numbers projection
§  With 170 pupils in school this term we remain close to our full capacity of 175. ( calculated by multiplying our PAN (Pupil Admission Number) of 25 by 7 (the number of year-group cohorts – FS2 plus years 1-6). 25 x 7 = 175)
Summary of the priorites for improvement from the school improvement plan 2012-13
EYFSP
a.  To achieve more than 56.4% of children achieving ‘expected levels of development’ in the prime areas (Communication and listening, PSED and Physical development) plus Literacy
b.  To improve performance in Literacy (reading and writing) and numbers
c.  To narrow the % gap between the median FSP score and the bottom 20%
d.  To ensure that the FSM and BME children are making good progress.
Year 1
a.  To narrow the gap of performance between the FSM children and Non-FSM children in all areas. (2 boys)
b.  To accelerate progress for children scoring 5, 6, 7 in linking sounds to letters. (15 children)
c.  To accelerate the rate of progress of the lowest performing 20% - (4 children).
d.  To accelerate progress in numbers as labels for counting – in year 1 this would link into number. It’s number recognition, ordering etc.
e.  To narrow the gap between girls and boys in reading and writing. (the boys are below)
f.  To develop the disposition and attitudes of the group as a whole. It is difficult to achieve well if you are unable to achieve in this area. This is a top priority, but hard to measure.
Year 2
a.  To narrow the gap between FSM and non-FSM in reading (2.6 difference) and writing (3.5 difference).
b.  To narrow the gap between SEN and the whole cohort in reading (=5.1), writing (=4.2) and maths (=5.3).
Year 3
a.  To narrow the gap between FSM and non-FSM in reading (2.7) and writing (2.6).
b.  To narrow the gap between BME and the whole cohort in reading (4.2), writing (4.1) and maths (5.1).
c.  To narrow the gap between girls and boys writing (boys 2 points below)
Year 4
a.  To narrow the gap between SEN and the whole cohort in reading (4.9), writing (3.5) and maths (4.4).
b.  To narrow the gap between BME child and the whole cohort in reading (2.4) and maths (1.7). (1 boy)
Year 5
a.  To increase the rate of progress in girls mathematics. (2 in 2011/12)
b.  To increase the % of children in line for 2 levels of progress in English and Maths. This could be achieved through point A.
c.  To narrow the gap between FSM and non-FSM in maths.
d.  To narrow the gap between SEN and the whole class in maths (current gap is 6.7 and SEN only made 0.7 points progress in year 4)
Year 6
a.  To narrow the gap between girls and boys maths (69% of girls achieving level 4+, 93% of boys)
a.  Increase the rate of progress for 3 girls in reading.
b.  To increase the rate of progress for the FSM child (1 girl) in maths.
Pupil Progress – data from Autumn first half term 2012
Summary of results and progress for the period from July 2012 – October 2012
Notes
1.  (+/-) figure in brackets is the difference between our score and National Expectations.
2.  APS = Average Points Score.
3.  In a full school year we would be hoping for an average of 3 points progress, therefore we want about 1 point progress in a term.
KEY STAGE 1 RESULTS
Aps Reading / Aps Writing / Aps Maths / Girls / Boys / PROGRESS SINCE
Summer 2 2012
Aps
R / Aps W / Aps M / Aps
R / Aps W / Aps M / r / W / m
Y1 / 6.1
(-3.9) / 6.9
(-3.1) / 6.8
(-3.2) / 7.4
(-2.6) / 8
(-2) / 6.5
(-3.5) / 5.4
(-4.6) / 6.3
(-3.7) / 7
(-3) / 1.2 / 0.6 / 0.4
Y2 / 13.1
(-1.9) / 13.4
(-1.6) / 13.3
(-1.7) / 14.8
(-0.2) / 14.5
(-0.5) / 13.6
(-1.4) / 11.2
(-3.8) / 12.1
(-2.9) / 12.9
-2.1) / 1.6 / 1.2 / 0.6
KEY STAGE 2 RESULTS
Aps Reading / Aps Writing / Aps Maths / Girls / Boys / Points progress since
Summer 2 2012
Aps
R / Aps W / Aps M / Aps
R / Aps W / Aps M / Reading Progress / Writing Progress / Maths Progress
Y3 / 15.3
(-2.7) / 15
(-3) / 15.9
(-2.1) / 15.8
(-2.2) / 15.7
(-2.3) / 15.5
(-2.5) / 14.6
(-3.4) / 13.9
(-4.1) / 16.4
(-1.6) / 0.8 / 0.6 / 0.7
Y4 / 18.6
(-1.4) / 18.1
(-1.9) / 17.9
(-2.1) / 18.8
(-1.2) / 17.3
(-2.7) / 16
(-4) / 18.4
(-1.6) / 18.6
(-1.4) / 19.1
(-0.9) / -2.8 / 0.1 / -0.8
Y5 / 25.2
(+1.2) / 22.5
(-1.5) / 21.6
(-3.4) / 25.1
(+1.1) / 22.9
(-1.1) / 20.1
(-3.9) / 25.3
(+1.3) / 21.9
(-3.1) / 24.4
(+0.4) / 2 / 0.5 / 0.1
Y6 / 26.7
(-0.3) / 22.5
(-4.5) / 24.5
(-2.5) / 26.2
(-0.8) / 22.4
(-4.6) / 22.9
(-4.1) / 27.1
(+0.1) / 22.7
(-4.3) / 25.8
(-1.2) / 0.6 / -2.5 / -0.47
KEY STAGE 2 END OF YEAR RESULTS
% on track for 2 levels progress at end of KS2 / % on track for 4+
Eng / Ma / Eng & Ma / Reading / Writing / English / Maths / English and maths
Y3 / 59 / 91 / 59 / 64 / 68 / 56 / 82 / 56
Y4 / 57 / 78 / 43 / 78 / 65 / 61 / 61 / 48
Y5 / 86 / 52 / 48 / 95 / 86 / 86 / 52 / 48
Y6 / 48 / 71 / 33 / 89 / 57 / 54 / 68 / 46
Year on year comparisons / 2012 / 2011 / 2010 / 2009 / 2008
Percentage achieving Level 4 or above in both English and mathematics at Y6 SATs / 80% / 78% / 71% / 71% / 65%
PROGRESS FOR VULNERABLE GROUPS FROM JULY 2012 TO OCOTBER 2012
Reading / SEN / BME / FSM / PP
Y1 / 0.9 / 2 / 1.5 / 1.5
Y2 / 0.7 / 2 / 2.7 / 3
Y3 / 1.4 / 1.7 / 1 / 1
Y4 / 1 / 0 / -1.3 / -0.5
Y5 / -1.3 / 0.3 / -0.3 / 0.8
Y6 / 2 / 1 / 2 / 1.7
Writing / SEN / BME / FSM / PP
Y1 / -0.2 / 0 / 0 / 0
Y2 / 2.7 / 0 / 1.3 / 1.3
Y3 / 1.3 / 1.3 / 1.5 / 1.5
Y4 / 0 / 0 / 0.7 / 0.5
Y5 / 0.7 / -1.3 / -0.7 / -0.5
Y6 / -2 / -6 / -3 / -2.9
Maths / SEN / BME / FSM / PP
Y1 / 0.8 / -1.6 / 1.5 / 1.5
Y2 / 0.8 / 2 / 1.3 / 1.3
Y3 / 2 / 2.7 / 0 / 0
Y4 / -0.5 / -2 / -1.3 / -0.8
Y5 / -2 / 0.7 / -0.7 / -0.5
Y6 / -1.3 / -2 / 0 / 0.6
Pupil premium
current or planned intervention including use of the pupil premium
§  ??% of children receiving pupil premium received interventions during the autumn term.
§  The menu of activities for the autumn term is shown below
§ 
PUPIL PREMIUM CHART
Attendance and punctuality – autumn term data
Oak / Beech / Chestnut / Willow / Cedar / Maple / Total
% attendance / ? / ? / ? / ? / ? / ? / ?
Authorised abs / ? / ? / ? / ? / ? / ? / ?
Unauthorised abs / ? / ? / ? / ? / ? / ? / ?
Lates %
1920 days
No of pupils / ? / ? / ? / ? / ? / ? / ?
FSM % attendance / ? / ? / ? / ? / ? / ? / ?
SEN % attendance / ? / ? / ? / ? / ? / ? / ?
COMMENTARY on attendance
§ 
§ 
ATTENDANCE COMPARISON TO NATIONAL data
???? – 2011 (the most recent available comparison)
Behaviour – Autumn term data
Racial Incidents
§  During the autumn term there were 2 incidents where children have made inappropriate comments about skin colour. These were reported to both sets of parents, the LA and to the Chair of Govs.
Exclusions
·  There were 0 exclusions in Autumn Term.
bEHAVIOUR SANCTION COMMENTARY - Time Outs
§  We have one all-encompassing rule “Respect”. This applies to all aspects of school life and can extend into the home and community to. We teach children that respect begins with self-respect and extends to all other people and to property too. On a larger scale we teach children to respect animals and the environment too.
§  When children do not comply with our code of conduct there are consequences. Children are given a verbal warning and then a written warning (their name on the board) before they miss some playtime. This will depend on the severity of the behaviour and can be either 5, 10 or 15 minutes of ‘Time Out’. During this time the children complete a sheet to say what they have done and who they need to apologise to. I send a text home to tell parents that a playtime has been missed, so parents can encourage/insist on better behaviour. The text used to be generic but now I tell parents what their child has done.
§  These sheets allow me to monitor the kinds of behaviour which is leading children to forfeit their playtime, and also to check for emerging behaviour patterns with particular children.
Time Out data for autum 2012
§  There were 71 school days in the term (excluding INSET days) = 142 playtimes
§  67 playtimes were missed for the following reasons;
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Disruption
to lesson / Refusal to work/
cooperate / Physical
abuse / Unfriendly unsporting
Inappropriate / Verbal abuse to another pupil / Verbal abuse to an adult / Damage to school property / Damage to
pupil property / AWOL / Out of bounds / Lunchtime
15 / 4 / 12 / 21 / 1 / 2 / 4 / - / - / - / 8
A more detailed explanation of the behaviour code is given on the next page.
Code / Behaviour / Examples of what this might be…
1.  / Disruption
to lesson / ·  verbal- whispering, talking, giggling
·  physical - throwing, inappropriate use of equipment/furniture, pulling faces, fidgeting,
2.  / Refusal to work
/co-operate / ·  refuses to attempt to complete the work of the lesson,
·  ignores instructions of teacher / TA/ midday supervisor
3.  / Unfriendly/ Unsporting/
Inappropriate behaviour / ·  ganging up, chasing,
·  refusal to play fairly when asked
·  spitting - either at person or property
·  inappropriate, unkind or rude play
4.  / Physical abuse – / ·  such as - hitting, kicking, scratching, hair-pulling, pinching, biting, pushing over, tripping up,
·  using strangle-hold, head- butting
5.  / Verbal abuse – to another pupil / ·  name-calling, swearing, shouting in face or ear. taunting
·  threatening
6.  / Verbal abuse
to an adult / ·  answering back, shouting, swearing, threatening, mimicking,
·  rude/personal/inappropriate comments
7.  / Damage to property – school / ·  rips / throws books,
·  wilful damage to equipment furniture, building or grounds – including the pond, plants, fences
·  and walls,
8.  / Damage to property another pupil’s / ·  any item of clothing – either coat, uniform or PE kit
·  damage to books – scribbles or tears,
·  stealing from tray, bag or coat pockets
·  hiding someone’s personal property.
9.  / AWOL / ·  spends time out of classroom without permission, e.g. goes to the toilet then delays return
10.  / Out of bounds / ·  goes into areas known to be out-of-bounds in school or grounds – eg adults locker, other
·  person’s tray or bag, under the bushes, into the car-park, into the pond area.
§  26 children missed a playtime in autumn term. (see chart below) This is 15.2% of our children.
§  There was only one girl who missed a playtime in the autumn term– from Cedar class.
Number of missed playtimes /142 / Number of children / Total % of school
Oak / Beech / Chestnut / Willow / Cedar / Maple
1 / 1 / 2 / 2 / 2 / 2 / 2 / 11 = 6.5%
2 - 4 / 3 / 1 / 2 / 3 / 2 / 11 = 6.5%
5+ / 4 / 4 = 2.4%
26= 15.3%
§  As you can see from the chart above there is a small group of boys (all in in Y 6) who are our worst ‘offenders.’ However, even the 8 missed playtimes represents an improvement in behaviour for that boy.
§  All four of the year 6 boys have had behaviour issues in the past and missed significant numbers of playtimes. Even though they missed more playtimes than other children their behaviour has improved.
§  A further examination of the Time Outs sheets completed by these four boys shows that none of the Time Outs were given by Miss Thaw their teacher, but were issued by the other staff.
§  This indicates, then, that our work with these boys will be on extending the respect they show to their class teacher to other adults in school so that their behaviour is more consistent.