Lea and Garsdon Primary School
Governing Body CurriculumSub - Committee
7th September 2015
Attendees - Kay Vousden, Ann Suter, TamsynLuggar, Amanda Fisk, Rebecca Rolfe.
Apologies – Claudine Hannigan
No / Issue discussed including:- Key questions asked
- Agreements
1 / Declaration of Business Interests
None
2 / Minutes of the last meeting and Matters Arising
KV has advised the parents of the decision to go with the cluster having agreed that the ‘Expected’ level has been reached when a child has shown good understanding of 45-70% or the year’s curriculum.
SIP has been rag-rated
TA's have a list of most able and SIP has been updated to reflect a consideration of the More Able
Music – A new strings teacher has been appointed
Year 2 will probably be taught recorder
3 / DATA REVIEW SUMMARY
Foundation Stage (2014-15 Cohort):
On entrythe % of pupils with a Good Level of Development (GLOD) was 20%
End of year the % of pupils with a Good Level of Development (GLOD) was 53%
The National Average for the previous year was 61% reaching GLOD at end of year.
KS1 Results:
All 2014-15 KS1 results were above the National level except level 3 reading, which is going to be a school focus.
Years 1, 3, 4 and 5:
Reading Attainment: Average across all year groups: 28% below, 74% expected +, 34% above
Concerns: Y5 To celebrate: Above expected in Y3 and Y4
Reading Progress: Average across all year groups: 42% below, 58% expected +, 30% above
Concerns: Y3 and Y4
To celebrate: Y1
Writing Attainment: Average across all year groups: 32% below, 68% expected +, 19% above
Concerns: Y1 and Y5
Writing Progress: Average across all year groups: 32% below, 64% expected +, 46% above
Concerns: Y4 below
To celebrate: Y1, Y3 and Y5, expected and above – our focus on writing has been successful to date!
Maths Attainment: Average across all year groups: 30% below, 70% expected +, 38% above
Concerns: Y5To celebrate: Y1, Y3 and Y4 above
Maths Progress: Average across all year groups: 32% below, 64% expected +, 46% above
Concerns: None
To celebrate: All year groups in expected + and above – excellent results for our focus on maths and four classes in KS2!
KS2 Results:
Attainment:SchoolNational
Level 4+ RWM combined 90%79%
Level 4B+RWM combined80%67%
Level 5+RWM combined 30%24%
Progress:
Reading 2 levels progress 100%
3 levels progress70%
Writing 2 levels progress 100%
3 levels progress40%
Maths2 levels progress 100%
3 levels progress50%
To celebrate: All!
COMMENTS / QUESTIONS ARISING
Currently there are 106 on roll. There are 12 in reception and 7 others have joined this year.
Note: Not too much emphasis will be placed on the progress over the last year as assessments are still being moderated and the attainment pass mark is still an unknown quantity.
TL asked why figures like 79% expected and above were rag-rated in red in the attainment data.
KV replied that we need to look towards 85% as this will be the new floor standard. It is going to be a challenge for all schools to reach 85% in reading, writing and maths combined. Also, although there are sample papers for the new KS2 tests, no pass mark has been given.
Are other schools as stringent in their expectations?
Our teachers do not give attainment points lightly, but we have to get the right reflection of our progress as a school. This matter has been discussed at staff appraisal meetings.
KV would like to compare us with some other schools in the area, looking at data in this detail. The committee were in favour of this, which could be a suitable replacement for the School Effectiveness Reviews
Are the baselines for measuring this year’s progress already in place?
Yes, they were all completed in July, apart from Y3, who were on a different curriculum last year. These are being finalised now.
The committee agreed that the maths data is looking positive – possibly because of the whole school focus.
Attainment in reading appears low. It is difficult to assess reading due to the subjective way in which assessment is done.
The committee noted that Y3 and Y4 reading progress is a concern.
KV commented that she had discussed this with their teacher, who said she was reluctant to award points to children until she was certain that they had mastered them thoroughly. KV is satisfied that the teaching is good and that the children’s books showprogress
Y1 Reading progress has been given as 100% - Why is this?
KV commented that 100% expected + is unusual but that LM is adamant that all the children are achieving the targets and they are the only year group to have been only taught the new curriculum i.e. there is no 'catching up' for them to do. However this will be reviewed and monitored.
RR said that she was satisfied that her child in this year group seemed to be at least as good at reading as his friends from other schools.
AS asked about the Hodder reading tests which are a part of the School Assessment Policy. KV replied that they have been done every year and used to compare with school data, but not published. AF said that the graph produced by the Hodder test is a good visual representation for both staff and parents and could usefully be shown to individual parents, eg at parents’ evenings. AS asked if the curriculum committee could be given data from standardised tests used by the school.
TL: Where there are concerns about progress, what changes have been put in place?
KV replied that teacher discussions have taken place re individuals and targeted support will be given as appropriate.
AS asked about underachievers who are not receiving SEN Support.
KV: We have a few children who fall just outside the criteria for SEN and struggle to make expected progress. We are constantly looking for ways to boost their achievement. For example, we have renewed our booking of the online maths programme for 4 children in Y6 for the whole year as this was successful last year.
The committee noted that the 2014-15 EYFS results showed more than the National average of children not achieving a Good Level of Development (GLOD).
KV replied that the progress of our 2014-15 cohort was difficult to measure because of movement within the year. Baselines may have been unrealistic in communication and language and PSED, as the scores in these areas were disappointing at end of year. The children made good progress in Literacy, Mathematics, Understanding of the World and Expressive Arts and Design. Also the cohort contains 5 children who potentially have SEN (one of whom is already receiving SEN support). The 2015-16 cohort should be easier to measure and we are looking very carefully at their baselines.
The committee discussed the possibility of holding children back to repeat a year when it would be beneficial.
This can be suggested to County and with parental pressure sometimes happens, although County usually resist. However, there are planned government changes that may make it a possibility for summer babies. / Discuss this possibility with other schools
Consider making more use of Hodder and other standardised test results
Check SIP for actions re under-achievers.
Liaise with RW on pupil premium grid / KV
KV
KV
AS
4 / The More Able
The more able children show similar trends to the rest of the school, with positive progress in Maths.
50% made expected or better progress in Reading, 50% didn't.
YR 3&4 children didn't make targets in a similar trend to the rest of the class.
This has been discussed with class teacher and will be monitored. / Y3 and Y4 more able to be monitored and put on SIP / KV
5 / SEN
Year 6 SEN did well in their SATS
Year 5 have a high number of SEN. The groups and individuals are receiving extra attention and help.
Children with SEN across the school appear to be making good progress and the statistics show a positive picture.
KV praised the work of RW. / AS to meet with RW on 22nd September and report to Full Govs. / AS
6 / Date of Next Meeting
To be arranged