Post-Ofsted Planning Presentation for Parents/Carers Ascot Heath CE Junior School Post-Ofsted Planning Presentation for Parents/Carers Monday 9th October 2017

What is the cycle of school improvement post-Ofsted? The Ofsted report states that ‘Leaders use information well from the school’s system for keeping track of pupils’ progress’ Each year: School leaders analyse SATs/year group data and identify areas which require improvement on a termly basis, setting termly targets for pupil outcomes and actions to scaffold improvements With the support of the Bracknell Forest Council Advisor on Standards and Performance, the Headteacher, senior leadership team and governors create and monitor a termly whole-school Raising Attainment Plan This term there is an additional focus on the quality of teaching in reading skills/comprehension, maths problem-solving and planning for all/SEND/more able learners Comments and questions raised by parents/carers on ParentView or via the annual questionnaire also inform the RAP. This term class teachers are reviewing the provision of offsite visits to enrich pupils’ learning

What is working well/good in teaching, learning and outcomes? The curriculum is broad, balanced and interesting. Overviews and plans ensure that there is appropriate coverage and progression Where teaching is strong, teachers ask pupils challenging questions and give pupils appropriate prompts to move their learning on. Teachers’ lively, enthusiastic delivery captures pupil’s interests and harnesses their thirst for learning By the end of Year 6, the proportion of pupils at the expected standard is well above the national average The many opportunities pupils have to write in a range of genres enables them to develop their writing well. As a result, pupils achieve well and make strong progress. Their punctuation, sentence construction and quality of writing improves well over time Leaders have taken steps to promote boys’ reading and to enable boys to achieve as well as girls

What requires improvement in teaching, learning and assessment? The quality of teaching needs to be consistently good in all lessons and in every area of the curriculum Pupils need to be challenged sufficiently to enable them to move on in their learning and to achieve as well as they can, especially the most able pupils In mathematics, pupils need more opportunities to solve problems, apply their knowledge and deepen their learning to accelerate their progress. The quality of presentation and accurate spelling needs to be consistent in pupils’ books KS1 – KS2 progress scores for all pupils are below the national in reading comprehension and mathematics KS1 – KS2 progress scores in 2017 for disadvantaged pupils are below the national in reading and mathematics The gap between SEND pupils’ attainment in reading and that of other non-SEND pupils is not closing/widening

What are the objectives for improving teaching and learning? 1. To develop consistently high quality teaching so that all pupils thrive and make good progress from their starting point 2. To ensure that the wider curriculum and offsite visits support all pupils to become effective independent learners 3. To engage the support of parents/carers and other partners to promote reading for pleasure and purpose What are the next steps? English Leader, Mrs Browne, has trained teaching and support staff on ‘No-Nonsense’ spelling scheme and reading skills/comprehension Revised spelling lists/word families taught systematically in lessons and applied/assessed in context; lists published on class pages List of Recommended Reads for Yrs 3/4 and 5/6 in class and on the website; monitor range through pupils’ Reading Records Provide planned opportunities for pupils to choose their challenge and develop parent/carer support for reading/number skills/problem solving

Utilise adapted White Rose planning in maths to develop fluency and application. Teachers to monitor pupils’ reasoning in books via recorded responses and photographs Lesson observations and learning walks to monitor level of challenge/pace and pupils’ independent learning/application in reading, maths and science Administration Officer and Link Governor to monitor the statutory content of the website and class pages for home learning content/links How will improvement be monitored and measured? Senior Leaders, Governors and Advisors will look at a range of evidence including: Pupils’ books and displays Lesson observations and learning walks Data on Pupil Tracker and PiRA/PUMA assessments Performance Management targets and teachers’ CPD portfolio Feedback on ParentView and comments at Parent/Carer Forum Minutes of Governor Meetings and monitoring visit reports

What is good/working well in Behaviour and Welfare in school? The arrangements for safeguarding are effective Pupils enjoy school, feel safe and are confident that they can speak to a trusted adult in school if they have a concern. Pupils report that on the rare occasions that bullying happens, teachers resolve this quickly In many classes, teachers’ high expectations have established a very positive climate for learning What requires improvement in Behaviour and Welfare? All teachers and support staff need to have consistently high expectations of pupils’ behaviour in class and around the school School values of love, joy, hope, strength and service need to inform behaviour choices when pupils are directing their own learning in class or during playtime/recreation Behaviour in the lavatory needs to be consistently responsible Leaders at all levels need to monitor incidences of unkind, hurtful, disrespectful or aggressive behaviour in addition to records of homophobic, racist, transphobic or bullying behaviour

What are the objectives for improving behaviour and welfare? 1. To promote the highest standards of behaviour for learning and pupil welfare 2. To demonstrate consistent expectations of behaviour in every class and at playtime 3. To create evidence trails to show the impact of Gospel/British Values on children’s behaviour What are the next steps? All staff have agreed consistent standards of behaviour and ‘non-negotiables’ in class and at playtime; Deputy has disseminate these to parents/carers Head and Governors to revise and publish school policies for Behaviour, Anti-Bullying and Equality to reflect agreed expectations, rewards and consequences Additional training for lunchtime controllers and teaching assistants on behaviour management, recording and conflict resolution/restorative justice Monitor Lunchtime Behaviour Incident book for incidents/patterns of reported name-calling, hurting, teasing or disrespectful behaviour

Headteacher and teachers to plan ‘Let’s Build’ themed learning to develop interpersonal skills, communication, perseverance, positive behaviour and collaborative problem-solving School Council behaviour ‘champions’ to identify and reward (white counters) positive behaviour for learning in class, responsible use of the loos and respect at lunchtime Head and Governors to support staff wellbeing so that all members can teach and nurture pupils Illustrated British/Gospel Values and pupils’ prompts/questions ‘Strength is . . .’ displayed in shared areas and in each classroom How will improvement be monitored and measured? Lesson observations and learning walks Revised policies published on the website Data from Lunchtime Behaviour Incident book Feedback from pupils in behaviour questionnaires and comments at Parent/Carer Forum Minutes of Governor Meetings and monitoring visit reports

What change/impact will this plan have on my child in school? Your child’s learning, progress, behaviour and personal development will continue to be at the centre of planning and provision The school will continue to track the progress of all children regularly and to give feedback through marking Teaching and learning will continue to be monitored and evaluated rigorously to identify strengths and areas for improvement and Additional information about the curriculum/key objectives will be published on the class pages of the school’s website together with news, updates and photographs of collaborative learning Governors, staff and parents/carers are proud of our pupils’ learning and the wider opportunities at Ascot Heath CE Junior and we are committed to reflection/improvement so that we can provide families with consistently good education and pastoral care. If you have any concerns about your own child’s progress, wellbeing or personal development please make an appointment to speak to their class teacher via the school office.

What can parents/carers do to help? Parents/Carers at Ascot Heath CE Junior are aspirational and motivated in their support for learning and development. We want all of our children to make better than expected progress at the end of Key Stage 2 and in every year of junior school. You can help your child/children and the school to achieve by: Ensuring your child attends school every day and arrives in good time so that learning can begin promptly Reading with (and to) your child every day and discussing what you have read/learned together Talking to your child’s class teacher about ways you can support them to learn at home Promoting high standards of presentation in class and when completing homework tasks Taking part in the Open House and homework workshops that are offered to support/extend your child Ensuring your child understands the behaviour policy and the behaviour expected of them whilst at the school

What external support / challenge will the school receive What external support / challenge will the school receive? All Bracknell Forest schools have a School Standards and Effectiveness Partner whose job is to monitor all aspects of learning, teaching, behaviour and leadership. Together with the Diocesan Advisor she will monitor provision and school improvement. She will: Signpost resources and additional training available within the Local Authority/Diocese Monitor the Raising Attainment Plan and the quality of learning/teaching each half-term Review the targets and improvements that are communicated to the Governing Body How will the Governing Body keep parents/carers informed? The governors will provide regular updates on the plans, actions and progress being made in the school through their half-termly Governors’ Newsletter. Additionally parents/carers may wish to join the Parent/Carer Forum where questions about the curriculum, homework and behaviour/wellbeing are discussed. Minutes of all meetings will be published on the website.