1. PARENTS IN PARTNERSHIP WEDNESDAY 8 TH JULY 2015

2. AGENDA 1.CREATIVITY UPDATE (FROM PREVIOUS MEETING) 2.FOUNDATION STAGE PROFILE RESULTS, Y1 / 2 PHONICS RESULTS, KS1 RESULTS AND KS2 RESULTS (provisional) 3.SCHOOL IMPROVEMENT PLAN PRIORITIES 2015- 2016

3. CREATIVITY UPDATE… 1.Forms part of the S.I.P (School Improvement Plan) for 2015-2016 2.Creative Fridays introduced from September 2015 (5 parents involved). Activities to include Chess, Art, Singing, Journalism and Lego animation 3.Termly staff training on creativity in core subjects 4.Continuation and development of special weeks 5.Developed use of IPC 6.New Science scheme to be used – cross-curricular and key aim of being both practical and creative 7.Parents have completed skills audit

4. FOUNDATION STAGE PROFILE RESULTS PROVISIONAL

7. Data Summary  Results in each area of learning well above National figures (using last yrs National until this yrs released).  93.3% of children achieving or exceeding the ELGs  3 children not achieving a GLD (for each ELG it is 2 children that are emerging in each area of learning, but not the same 2 children for each ELG).  Writing has the lowest percentage (26.6) of children exceeding the ELG compared to other AOL, however that is also reflected in national figures and Moseley is 14.6% above national figures!  More Girls than Boys achieving a GLD- this is national. Looking at current cohort 2 boys are SEND.  Higher percentage of girls exceeding ELGs in the prime areas of learning and Literacy, particularly with writing 1 boy exceeded the ELG compared to 7 girls.  Higher percentage of boys exceeding the ELG for number (2 children) Further Actions/Areas for development  Summer Term in reception boys booster writing groups for more able boys. Monitor provision of writing across the setting,  Writing tasks linked to boys interests- provide outside writing activities.  Boys booster writing group in Yr 1 boys for more able boys  Monitor provision of Phonics- ensuring balance of reading and writing in each session. Consider phonic groups with NC to support.  Interventions planned for those children not achieving ELGs and continuing to use the FS curriculum with these children. Interventions to be planned by class teachers in liaison with SF/NC  PD- fine/gross motor skill intervention groups to improve boys physical development

8. ELG AOL Early Learning Goals Area of Learning GLD Good level of development- Children have to achieve (2) or Exceed (3) 12 ELGs (Prime areas of learning + Literacy and Maths) Prime areas of learning C&L, PSED &PD Specific areas of learning Literacy, Maths, UTW, EXP PSED SC &SA MF&B MR Personal, Social and Emotional Development Self- confidence and Self- Awareness Managing Feelings and Behaviour Making Relationships PD M&H H&SC Physical Development Moving and Handling Health and Self- Care C&L LA U S Communication and Language Listening and Attention Understanding Speaking Literacy R W Literacy Reading writing Maths N SS&M Maths Number Shape, Space and Measure UTW PC TW T Understanding of the World People and Communities The World Technology EAD EUMM BI Expressive Arts and Design Exploring and using Media and materials Being Imaginative

9. YEAR 1 AND 2 PHONICS RESULTS 2015 PROVISIONAL

10. 20142015 PASS:FAIL:PASS:FAIL: YEAR 1: 87138713 Y1 PHONICS TESTING/Y2 RE-SIT PHONICS TESTING: In June, the 30 Year 1 children all sat their phonics screening test. The test consists of 40 ‘alien’ words for the children to phonetically decode. The children were required to gain a minimum of 32 out of 40 to pass. The Y2 children who did not meet the required standard for the phonics test when they were in Y1 had to re-sit it. In 2014, 4 children did not meet that standard. Out of those 4, 1 reached the required standard this year, 3 did not. From 2016, these children will have to re- sit the test again in 2016 when they are in Y3.

11. KS1 RESULTS PROVISIONAL

12. Mrs Perry has undertaken the statutory assessments with Year Two. Children are judged by the teacher as performing at Level 2 or 3 and are given a task/test at this level to confirm the judgement. All pupils in Year Two undertook all tests. A summary of results is as follows: WLevel 1Level 2Level 2CLevel 2BLevel 2ALevel 3 YEAR COMPARISON 20142015201420152014201520142015201420152014201520142015 Speaking and Listening00001330 8770 Reading0000 71030336357 Writing0030 3723203740 Mathematics0000 7740475347 Science00306753 3047 100% of children gained 2B+ in all areas this year.

13. KS2 RESULTS PROVISIONAL

14. 2015ReadingWritingSPaGMathsScience Level 67%39%32%46%7% Level 582%36%50%29%68% Level 411%25%18%21%25% Level 30% 4%0% Level 5+89%75%82%75% Level 4+100% 96%100%

15. Reading 2012201320142015 Level 60%11%4%7% Level 584%68%65%82% Level 412%21%23%11% Level 34%0%4%0% Dis4% Level 5+85%79%69%89% Level 4+96%100%92%100% Writing 2012201320142015 Level 60%32%15%39% Level 558%46%50%36% Level 438%18%23%25% Level 34% 8%0% Dis4% Level 5+58%79%65%75% Level 4+96% 88%100% SPaG 2012201320142015 Level 6 25%15%32% Level 5 64%65%50% Level 4 4%8%18% Level 3 7%8%0% Dis4% Level 5+ 89%81%82% Level 4+ 93%88%100%

16. Maths 2012201320142015 Level 631%36%38%46% Level 538%43%38%29% Level 427%14%12%21% Level 34%7%8%4% Dis4% Level 5+69%79%77%75% Level 4+96%93%88%96%

17. SCHOOL IMPROVEMENT PLAN PRIORITIES 2015-2016

18. Achievement Quality of Teaching Quality of Teaching Leadership & Management Behaviour and Safety Year 2 15/16 To ensure all identifiable key groups including FSM, SEND, Girls and Boys, all ability groups and ethnicity are making at least expected progress through use of the new implemented assessment system and impact of interventions is being rigorously monitored. To become familiar with the new end of key stage assessments and year group assessments and analyse data to inform future action plans. To continue to develop child responsibility throughout the school through prefects, peer support, Play Leaders, School Council and Anti- Bullying Council to ensure that pupil engagement of safeguarding. To re-launch Golden Time to provide timetabled cross-curricular, cross phase creative enrichment opportunities. To monitor the new marking policy and procedures and measure impact upon pupil progress and attainment. To develop the system for monitoring teaching and learning. To develop staff, pupil and parent well-being. BEP (TBA) To engage all members of the school community in through the School Improvement Framework. To ensure SEN pupils are supported at all times in the day and training is given to staff re. SEN pupils. To open a second before and after school club facility and monitor usage. To investigate development of school security including electronic gates and CCTV systems.

26. ACTIVITY… 7 GROUPS SUGGESTIONS ON HOW SCHOOL CAN SUPPORT STAFF, PUPIL AND PARENT WELL BEING….

27. NEXT PARENTS IN PARTNERSHIP MEETING: WEDNESDAY 9 TH SEPTEMBER 2015 7PM-8PM AGENDA: School Improvement Framework – all key stakeholders sharing ideas on how we can move the school forward New Assessment procedures and reporting arrangements

28. THANKYOU FOR ATTENDING