Warblington School – Staffing and Professional Development Committee - Minutes of meeting on 6th February 2017

MINUTES OF THE MEETING OF THE STAFFING AND PROFESSIONAL DEVELOPMENT COMMITTEE HELD ON MONDAY 6th FEBRUARY 2017

AT 8.30AM AT WARBLINGTON SCHOOL

Present:Dr C McMurray Community Governor and Chair

Cdr I CrabtreeCommunity Governor and Vice-Chair

Mr P FreedCo-opted Governor

Mrs K GunnCommunity Governor

Mrs J VincentHeadteacher

Apologies:Mr N BennettCo-opted Governor

In attendance:Mr S AldridgeAssistant Headteacher *

Miss C ChambersActing Staff Governor

Mrs J LoweAssistant Headteacher *

Mr M TurnerLocum LA Clerk

Mrs J WoodAssistant Headteacher *

1.Welcome and apologies

2.Declaration of Pecuniary Interests

The governors were reminded to declare any pecuniary or other interests and none were declared.

3.Minutes of previous meetings

The governors agreed that the minutes of the meeting on 15th November 2016 were a true and accurate record. The minutes were signed by Dr McMurray.

4.Action Report

There were no actions from the last meeting.

5.Leadership Report

Mrs Vincent led governors through her report:

  • Staffing.

Following any member of staff giving notice we take this opportunity to review our requirements before advertising any new position.

By 2019 the impact of NFF (National Funding Formula) changes will be a reduction in excess of £100,000 to our annual income. With staff costs representing the highest budget allocation it is in evitable this will have to bear an element of this significant reduction.

There have been two resignations amongst our admin staff; some aspects of these roles are being reallocated meaning there will be one replacement.

  • CPL (Continual Professional Development).

This work is constant and ongoing, each staff group has workshops run and shared by staff.

The Teaching and Learning Assessment Policy has been re-written, linked to reviewed forms used by staff for lesson observations and book scrutinies.

COMMENT (Mrs Chambers): There has been much sharing amongst staff, reflecting on how to make the forms work well. As part of this process staff have bought into the changes.

The next step in this process is to look at the homework processes.

COMMENT (Mrs Vincent): Comments from colleagues having recent Ofsted inspections indicate that while they will observe elements of classroom lessons, their focus is more on pupil work and therefore book scrutinies.

In terms of review, 86% of observations have been good or better. Plans and support are in place for all staff not working to this good or better expectation, some of which is necessarily more intense.

MFL and science remain vital to overall pupil and school achievements, but currently these are tracking only to grade 3. These areas of the curriculum require and receive additional attention and support for senior staff, governors are welcome to observe this area of staff development.

COMMENT: Only one individual lesson was been graded as inadequate, the next review shows that teaching by that member of staff has improved to RI, so we are seeing impact and progress from our support, but there is still room and need for further improvement.

Our Autumn Term NQTs are all developing well. Another NQT joined us in January so needs and receives appropriate initial help and guidance.

  • School networking / collaborative working

We arranged a shared cluster inset time, with good representation from our feeder schools. Feedback shows that this was successful, and an expressed desire to arrange future similar events.

QUESTION: How many feeder schools were represented?

ANSWER (Mrs Lowe): seven schools were represented.

QUESTION: What is the typical science learning within KS1/2?

ANSWER (Mrs Lowe): It is an important factor that most KS1/2 schools do not have specific science classrooms, while their primary objectives, as defined by their SATs tests, are maths and English. There was an inference that there is limited use of outdoor opportunities locally. All this combines to indicate varied gaps in pupil learning when they start KS3.

COMMENT: Another scheme we have hosted has been a maths challenge for more able KS2 pupils. 14 schools joined this successful event.

COMMENT (Mr Aldridge): Subsequent student voice meetings have shown how much students in Year10 enjoyed the opportunity to share their knowledge with those still in KS2 truly wanting to expand their own learning.

QUESTION: How are the “golden lessons” working?

ANSWER (Mrs Lowe): I have not attended one as yet but I know form others that they are being used and lead to conversations outside lessons.

COMMENT: Staff are naturally nervous about others watching/observing. However experience is showing they can be great fun for everyone.

QUESTION: How are the visits form the IT ambassador form the University of Portsmouth received?

ANSWER (Mrs Lowe): Very well. Every Monday morning they meet with students and integrate well. The ambassador is female and she is therefore inspiring many of our female students.

COMMENT: I note the local Scientist Society use school premises. This could provide an ideal opportunity for students and staff to hear from internationally renowned speakers.

Following this comment it was suggested people booking the school should also have that information included on the school website, with appropriate links for greater detail of their work. It was agreed this should be reviewed by relevant staff.

  • Subjects (MFL & Science).

Mr Aldridge updated on his MFL review, undertaken due to the perceived low levels of student attainment and accepted by staff. All observations showed lessons are calm, with only one pupil behaviour issue (this was quickly and properly resolved), the majority of students committed and compliant. In terms of rating, all lessons were good or better; occasionally pupil questioning could have been stronger and with better use of PLCs (Personal Learning Checklists).

Other aspects for consideration include the need to maintain a challenge for more able learners; students are more understanding of the need to study MFL, for example they express awareness that speaking a second language is not only a valuable life skill but can also help when looking for employment in the future.

QUESTION: Do you think the Brexit vote had any impact on students studying MFL?

ANSWER (Mr Aldridge): I don’t think that is in their thoughts.

QUESTION: What is the level of MFL within our feeder schools?

ANSWER (Mrs Vincent): That depends on the school and their staff. It is not common for teachers in KS1/2 to come with a higher level language qualification making it difficult for those staff. I understand some schools therefore use supply or other outside staff to teach MFL.

COMMENT: Student voice regarding MFL is very good – this is a sign of increased student confidence.

Summarising the review it was noted that there are some very strong aspects, with teaching and learning improved. There is now an increased momentum and desire to work with school leaders to develop and extend pupils.

The review of science revealed similar issues with a need to improve student outcomes and therefore work with those more able. This is an accepted leadership issue; there should be increased differentiation for these students – for example increased opportunity for extension tasks.

It was confirmed art and technology are the main areas of the curriculum for review this week.

6.School Improvement Plan

Cdr Crabtree confirmed the aspects of SIP as linked to governors are being updated in line with the new template. Responsibilities for this committee were considered within Section 2 - Continue to use coaching and growth mindset as the tools to develop outstanding teaching and learning;

  1. To develop outstanding teaching in all curriculum areas linked to make expected progress and reduce low level behaviour.

Develop outstanding lessons. It was agreed that this was well covered in the earlier discussions and remains an on-going desire.

Develop lead coaches. Mrs Wood confirmed new forms are being finalised to help support relevant staff. It is hoped these can then be extended to being directed more towards individual pupils.

KS3 pupil knowledge gaps. This work is being lead by Mr Whiffen.

Teaching and learning team. This was also well discussed earlier in the meeting.

COMMENT: Much of this work will provide excellent evidence for staff within their own performance management/annual reviews.

  1. Ensuring that accurate assessment and feedback are at the heart of teachers planning and that students are always aware of how to progress.

It was noted that PLCs remain vital to this process as they lead to clearer identification of individual student knowledge gaps.

  1. Continue to use coaching and growth mindset as the tools to develop outstanding teaching and learning; Leadership and Management

There is growing evidence to support the growth of our middle leaders, with appropriate support to help them develop into more senior roles and responsibilities.

It was noted that performance management has been removed from the SIP as it more rightly sits as a regular function of school leaders, supported by governors.

7.Inclusion/seclusion/exclusion

Mr Aldridge led governors through the circulated data, explaining all data is shared with year group leaders. Case studies are undertaken every Term to look at a random sample of students and review circumstances and issues.

QUESTION: Looking at the data are there students within several different cohort groupings?

ANSWER (Mr Aldridge): We have created Venn diagrams to demonstrate this crossover/combinations.

QUESTION: The data indicates one Year7 student has received eight seclusions and three inclusions. Is this typical behaviour?

ANSWER (Mr Aldridge): Although this example is more extreme, some students do receive a number of seclusions and/or inclusions. Where this is observed we review their behaviour and consider external factors that could impact on their behaviour. This case is a prime example of external issues being brought into the school and we always work with students and their families to minimise any impact on their learning. Equally we need to ensure that the education of other students is not impacted by inappropriate behaviour.

QUESTION: Do your records provide any feedback about the background events – for example I’m looking at the number of more able pupils, are they perhaps insufficiently challenged in some lessons?

ANSWER (Mr Aldridge): I would need to check the specific details to be certain, but I think these cases were not classroom based.

COMMENT (Mrs Vincent): The number of pupils with SEN receiving some form of exclusion is high a review of their specific needs may be appropriate.

QUESTION: Do you have data at greater detail – for example within individual classes?

ANSWER (Mr Aldridge): We have not gone to that level at this stage, but will obviously keep this under review.

QUESTION: How does this data compare to previous years?

ANSWER (Mr Aldridge): This format is completely different and in greater detail than previously undertaken, making comparisons difficult.

Following this consideration it was requested that this helpful format should be used in future reports. Furthermore it was agreed this item should be a standard item for this Committee.

COMMENT (Mr Aldridge): Another challenge is for senior staff to follow this data over time – for example monitoring individual students within these summaries so that incidents resulting in their receiving any form of inclusion are reduced or ideally removed.

Mrs Wood left the meeting at 9:40 am

8.Policies

Mrs Vincent advised that the only major change to the policies presented had been made to the Complaints Policy and this was to bring it into full accord with the MOPP (Manual of Personnel Practice). With this comfort the following five policies were approved:

  • Anti-bullying,
  • Behaviour,
  • Accessibility,
  • Sickness and absence (including discretionary absence), and
  • Complaints.

QUESTION: Do you have any breakdown of complaints received?

ANSWER (Mrs Vincent): As per the Policy there are different levels of complaint, the vast majority are simply resolved, with a few going to stage 2. I will arrange for a review and report this detail to the next meeting.

It was observed that the Complaints Policy also covers other areas impacting the school and while any changes are agreed in line with delegated authority, it is best practice for the changes to be ratified by FGB to ensure all governors are aware of the update. Cdr Crabtree agreed to ensure this was therefore placed on the next FGB agenda.

9.Next meeting matters

  1. Agenda items. As agreed above the following items should be brought to the next meeting:
  • Inclusion data (this should become a regular agenda item),
  • Complaints review
  • SIP
  1. Dates

Given the good attendance at this meeting consideration was given to changing the usual meeting start time. However it was noted this would require adjustment to staff-pupil meetings/lessons so it was agreed to note this comment and review for next year.

The next meeting was therefore confirmed as 12th June 2017 at 5:15 pm.

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Signed ………………………………………………………………..Date …………………………………….

Chair of Staffing and Professional Development Committee