Headteacher’s Termly Report to Governors

School Name / Insert School Badge/Logo
Term / Date
SCHOOL CONTEXT
Report on significant
Changes in: / Termly
  • Pupil numbers:
  • Number of pupils on roll.
  • Special Educational Needs (Statements, school supports).
  • Pupil Premium numbers.
  • Other identified different groups.
  • Staffing (teaching and non-
teaching).
  • Contextual factors.

THE ACHIEVEMENT OF PUPILS AT THE SCHOOL
Learning and progress across
year groups of different groups of pupils currently on roll / Termly
  • The school’s records and text/exam outcomes showing pupils’ progress relative to their starting points by class, group & cohort stable groups, incl. Reading & Phonics results.
  • Numbers making no progress in last term of Year 1.

Pupils’ progress in the last three years / Annually
  • Proportions meeting and exceeding expected progress from different starting points.
  • Value-added measures for the school overall and for different groups of pupils and subjects, incl. stable groups.
  • Performance measures for the sixth form or Early Years Foundation Stage Profile data (if applicable).

Current data analysis and tracking of pupils’ attainment (RAISE and Data dashboard) / Termly
  • Trends by year groups.
  • AOE.
  • By different groups, incl. stable groups.
  • By subjects.
  • Target pupils.
  • Targets and current projections.

Pupil Premium / Termly
  • Funding received.
  • Actions to improve outcomes.
  • Impact on pupil achievement.
  • Actions to comply with website regulations.

HOW EFFECTIVE IS THE QUALITY OF TEACHING?
Report on how well teaching promotes learning, progress and enjoyment for all pupils / Termly
  • Outcomes of monitoring and evaluation e.g. curriculum audits/ reviews, moderation, learning walks, lesson observations, work scrutiny, pupil voice.
  • How well assessment is used to meet the needs of all pupils.
  • Homework and extra-curricular activities.
  • Changes in policy and practice (e.g. where linked to Ofsted, school plan, SEF, etc.).

How well does teaching promote Spiritual, Moral, Social and Cultural Development? / Annually or
Termly
  • Outcomes and impact of classroom practice & curriculum,assemblies activities, visitors etc.

How effective is support and intervention? / Termly
  • Specific interventions e.g. 1 to 1.
  • Special Educational Needs and Disabilities programmes.
  • Impact of support by TAs and other adults.
  • External agencies.

HOW EFFECTIVE IS THE BEHAVIOUR AND SAFETY OF PUPILS?
Pupils’ conduct, behaviour and safety in and around school / Termly
  • Monitoring/analysis of incidents (exclusions, bullying, cyber-bullying, racist incidents, accidents etc).
  • Pupils’ attitude to learning.
  • Questionnaires.
  • Updates and changes to policy and practice.

Attendance at school/lessons / Termly
  • Attendance figures including fixed/permanent exclusion stats.
  • Punctuality.
  • Pupils taken off roll.
  • Pupils educated off site.

HOW EFFECTIVE IS THE QUALITY OF LEADERSHIP AND MANAGEMENT?
Demonstrating highly ambitious vision and outcomes for the school / Termly
  • Progress/impact, updates and developments (e.g. linked to school plan and Self-Evaluation).
  • Improving teaching and learning.
  • Ensuring a broad and balanced curriculum that promotes British values.
  • Preparing pupils for next stages of learning/carers guidance/life in modern democratic Britain.
  • Health and Safety audits, training issues and concerns.

Appraisal, Teacher Standards and CPD / Annually
  • Inset days & staff meetings.
  • Training attended by teachers/ TAs.
  • Training impact as a result of performance management.
  • Development of middle leaders.
  • Succession planning.
  • Summary of the most recent appraisal of teachers & other employees linked to teacher standards.

Feedback on work with / Termly
  • LA and other external agencies.
  • Local and other partnerships.
  • External validation/moderation.

The school’s engagement with parents and carers / Termly
  • Information on pupil progress, behaviour, curriculum, home-learning etc.
  • Questionnaires/feedback/Parent View.
  • Meetings / focus groups parental complaints and outcomes of actions.
  • Website compliance.

The effectiveness of safeguarding procedures / Termly
  • Safeguarding.
  • Child protection.
  • Welfare.
  • Site security.
  • E safety.
  • Confirmation of named person/governor.
  • Policy development or new initiatives.
  • Confirmation that the Single Central Record is complete and up-to-date.

The effectiveness with which the school manages resources / Termly
  • Current budget situation and issues arising (including pupil premium).
  • Premises, learning equipment and resources,accommodation issues.
  • Staffing.
  • SDP.

HOW EFFECTIVE IS EYFS?
Achievement / Termly
  • How well children are achieving:
  • AOE.
  • Proportions making typical or better progress from starting point.
  • Proportion achieving GLD/predicted to achieve GLD.

Meeting the needs of children / Termly
  • How well provision meets needs of the range of children:
  • Attitudes.
  • Activities/experiences.
  • How well provision contributes to physical, emotional, health and safety and well-being, incl. SMSC.
  • Attitudes.
  • Attendance.
  • Behaviour and safety.

Leadership and Management / Termly
  • How well theprovision is led andmanaged. Effectiveness of:
  • Systems driving Improvement.
  • Safeguarding.

HOW EFFECTIVE IS SIXTH FORM?
Termly
  • Information on achievement and progress of whole cohorts and specific sub-groups, incl. the most able, those who are disabled, those with SEN, and those who are disadvantaged.
  • The progress of pupils who are re-sitting GCSE Maths and English.
  • The impact of interventions on student progress.

Termly
  • Support for appropriate course choices, retention and success rates, as well as destination and progression information.
  • The quality of teaching in the sixth from; feedback from review activity.
  • Feedback from any student voice activity.
  • The development of students’ personal, social and employability skills including the contribution of “non-qualification” activity.

IMPROVEMENTS SINCE THE LAST INSPECTION / MONITORING VISIT
Report on progress since the last inspection in relation to: / Termly
  • Key issues.
  • Other areas identified by reviews, audit & Ofsted?