Governor Visit Record

St.Matthew’s CE (Aided) Primary School

Key School Priorities for 2017/18
Overarching Priorities for Development including any professional development needs:
These are taken from the RAP behaviour and welfare, and teaching and learning targets Spring Term 2017
  • Ensure all personal development, behaviour and welfare is outstanding.
Embed whole school behaviour reward system throughout the school.
Develop the voice of SEND pupils, through discussing and communicating issues and concerns relating to behaviour, Safety and SEND
Support parents in understanding ways to effectively support their children’s learning at home.
To offer a number of intervention shadowing sessions for parents to attend in order to gain greater understanding of the ways in which programmes are delivered to support SEND children’s learning and progress.
To establish Children’s Safeguarding Board within school.
To raise awareness of mental health and wellbeing issues and support strategies that can be used for both children and adults.
  • For 100% of teaching to be at least good by the end of Spring 2017
  • 40% of teaching is outstanding by the end of Spring 2017
In the light of the staffing changes Jan 2016 continue to maintain the quality of learning and teaching, so that it remains 100% good and better with 40% outstanding , securing consistently good and better progress
Ensure all pupils (including higher attaining pupils and disadvantaged higher attainers) make good or better progress in lessons
Ensure that there is a parity of high expectations across parallel classes.
Further improve continuity and progression in maths by ensuring that teachers’ subject knowledge is secure in all aspects of maths, especially in relation to reasoning and the selection of strategies to solve problems.
Ensure that pupils are being provided with far more opportunities to think and reason for themselves; using their taught knowledge, skills and understanding when solving problems e.g. independently selecting the strategies needed to solve mathematical problems and independently spelling words correctly.
Ensure all pupils are fully focused on the lesson’s differentiated success criteria throughout all parts of the lesson; challenging them to consistently check their progress towards achieving their set criteria.
Governor Champions highlight targets which are a focus of visit from above.
I have come to find out about:
Learning behaviour from Year 1 through to Year 6 / Date:
08.03.17 / Who with:
T Cartwright (Deputy Head teacher)
What did I find? /
  • Year 1 / 2 – children were sat on the carpet and moved sensibly to their tables. The learning behaviour was good, the children were fully engaged and on task. AL was able to recall the method modelled by the teacher during the introduction to the lesson (Arrays)
  • Year 2 – The teacher was marking books during the main part of the lesson this enabled misconceptions to be identified and the children’s learning to instantly be improved thus ensuring good progress. The learning behaviour was good children were very calm and on task.
  • Year 3 – The children were completing a going solo, this is completed at the end of a unit of work to clarify their understanding. The learning behaviour was good children were very calm and on task independently completing their assessments.
  • Year 3 / 4 – The children were engaged with the teacher on the carpet during the introduction to the lesson. Children were able to discuss the marking in their books and explain the assessment sheet and how it could be used to check what they could do (ES). Additional support has been given to EAL pupils and SEN to ensure that they can fully participate in the lesson. This provision does not affect the behaviour of the other children in the class.
  • Year 4 / 5 – The children were completing an Arithmetic test independently. They were all quiet and focused on the test.
  • Year 5 / 6- CB understood the task and could explain what he needed to do once he had finished. All children were engaged in the task and focused.
  • Year 6 – The children were very calm and working well. Resources were available to support children with additional needs.

What is going well? /
  • TAs were engaged with the children and offering support within all class bases visited. Resources were being used to support the learning of SEN children.
  • Intervention group with LB (Y3) to support children who were Below National Expectation at Year 2. This was a tailored session to ensure the pupils gained support and guidance in their learning.
  • Overall learning behaviour was excellent throughout the school.

What do we need to improve? /
  • Ensure that all children can fully articulate how to move their leaning on and have a good understanding of their current level of attainment. (Further Learning Walk required focusing on this)
  • Continue to ensure that learning behaviour is good/outstanding throughout the school.

What was the quality of my visit?
Outstanding / Good / Needs Improvement / Inadequate
What do I need to do to help improve this area? /
  • Ensure that all children can fully articulate how to move their leaning on and have a good understanding of their current level of attainment. (Further Learning Walk required focusing on this)
  • Carry out a book scrutiny with the DH to upskill my understanding of how to assess progress in the Foundation Subjects.

Governor ‘Champion’ for :______

Signed:______Date:______

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