1. EYFS and KS1 Parent Meeting November 2015

2. Markland Hill School Entry in Reception 2015 190 preferences
Criteria
Number
Statement
LAC 1
Vulnerable
Sibling link 14
Medical
Proximity 30
total
45 pupils

3. Pupils on Roll November 2015
Year Group
Girls
Boys
Total
Reception 26 19 45
Year One 23 22
Year Two 21 24
Year Three
Year Four 18 27
Year Five 28 46
Year Six
Totals
151
165
316

4. School Context 2015 School National Pupils on roll 311 269
2015
School
National
 Pupils on roll
311
269
Larger than National average
 % of Girls
47.6%
49.0%
Lower % of girls than national average
 FSM
10.3%
26.0%
Well below National – but variations in cohorts across the school
 % Ethnic Group
33.1%
30.7%
Broadly average but an increasing trend of ethnic groups across the school
 % first language not English
13.5%
19.5%
Below National average but 13 different first languages now noted across school
Pupils with SEN support
6.4%
13.0%
Well below national but significant variations across the cohorts
With Statement or EHC plan
0.6%
1.4%
 % of stability
89.1%
85.9%
Above national average
 School Deprivation Indicator
0.11%
0.24%
Very low deprivation indicator

5. Early Years Improving attainment over time Above National Average GLD
Analysis
Markland Hill 2013
National expectation
Markland Hill 2014
Markland Hill 2015
70% achieved a Good level of development in all areas of learning
52%
76% achieved a Good level of development in all areas of learning
60%
80% achieved a Good level of development in all areas of learning
Improving attainment over time
Above National Average GLD
Boys attain lower than Girls but still above national average

6. EYFS Ranked 13 out of 102 settings in Bolton
8 – 10% above national figure in all areas of learning
Strengths
Speaking and listening
Physical development
Personal, social and emotional development
Literacy
Maths
Expressive art
Area to further develop - Technology

7. This is an Outstanding School’
What Ofsted said.. October 2014
The Early Years is led and managed exceptionally well. The excellent work of the teachers and teaching assistants coupled with rich and varied learning experiences helps to ensure that children make outstanding progress.
P7 of the report – Early Years Provision

8. Year One – Phonics Assessment
Markland Hill 2013
National expectation
Markland Hill 2014
Markland Hill 2015
All pupils
84%
69%
75%
89%
Girls
94%
73%
86%
91%
100%
Boys
79%
65%
83%

9. What the Inspectors said about the teaching of Phonics
The teaching of phonics (linking letters and sounds) is outstanding, and has been so for the last three years.

10. Year Two SAT results Level 1 Level 2c Level 2b Level 2a Level 3
Level 1
Level 2c
Level 2b
Level 2a
Level 3
Subject
School
National
Reading
100%
98%
93%
90%
87%
82%
67%
59%
36%
32%
Writing
88%
84%
72%
53%
41%
33%
Sig +
18%
Mathematics
96%
89%
76% sig +
55%
26%

11. What Ofsted Said..
At the end of Key Stage 1 standards in reading, writing and maths have been well above average for the last two years. Unvalidated data for 2014 shows that these exceptionally high standards have been maintained.

12. What Ofsted Said…
Teachers have exceptionally high expectations of what pupils are capable of achieving and are highly skilled at setting them challenging activities. This was evident in a class where Year 1 and Year 2 pupils were engaged in a wide variety of tasks. All pupils, including those with special educational needs made outstanding progress with their reading, writing and spelling activities because they were set at just the right level and teachers made their expectations clear. The most able could read and understand their learning objective which was to ‘segment and blend words’, others happily read, while those who needed extra help with their reading were supported outstandingly by teaching assistants.

13. Class structure 45 children in each year group
Limit of 30 pupils in KS1 classes – statutory
Decision made on groupings and organisation is based on the professional judgement of the Head, supported by discussions with the Teaching team and Senior Leadership Team.
Take into account the attainment and progress of every child, their learning rate and favoured learning style.
Need for additional support to aid learning
Placement of teachers and teaching assistants in school to maximise the learning of every child in the school

14. What the School needs to Improve
Make sure that the very small minority of pupils whose achievement is not quite as good as it should be are continually supported to ensure that they quickly catch up to their peers.
HOW?
Identification of pupils, Quality first teaching, Differentiation of tasks, Teaching Assistant support, Booster Groups, high expectations, challenge, close tracking to check for impact.

15. Priorities for
To further increase the attainment and progress of non-SEN children who enter the year group as ‘Below’ or ‘Entering’ the age related expectation in Reading, Writing and Maths.
To further increase the attainment and progress of ‘More Able’ children who enter the year group as ‘Mastering’ the age related expectation in Reading, Writing and Maths.
To implement and measure the impact of the provision for the further development of pupil’s spiritual, moral, social and cultural development.
To develop a deeper understanding of a positive physical well – being.
To further develop Middle Leaders across the school. To further implement and embed the National Curriculum across the school. To ensure that the standards and expectations are being met through the development of accurate assessments and regular monitoring. To enable subject leaders to recognise the current stage of development and identify key priorities for further development across the school.

16. Further Priorities
Additional School Improvement Priorities for Curriculum Teams –
To devise a focussed assembly themed timetable for the year – linked to special festivals and cultural themes – hymns and songs to be linked
To ensure progression of Modern Languages across KS2. To introduce teaching of Spanish across KS2.
To introduce and embed new PE Schemes of Work across the whole school.
To ensure the new School Library is a valuable and indispensable tool for learning.
To maximise learning opportunities in all outside areas
To gain the Healthy School accreditation – to include a parent, children and staff team to ensure collaboration
To gain the silver ECo award
To introduce a Eco web page to school web-site
To introduce, market and advertise the two Holiday Clubs that will be arranged for academic year
To invest in CPD for all staff – linked to IPads
To develop I Pads as a teaching tool in every classroom
To target level 6 reading group
To further expand the extra – curricular sports provision for all year groups in school
To further develop the music curriculum across the school

17. Pupils Books High attaining children Clear progress High expectations
Next steps in learning
Marking codes
Feedback given and response recorded
Praise
Handwriting and presentation
Please look and share your comments.

18. Website and Twitter
Please check on web-site for information for example
Maths calculation policy
Snow
Pupil Premium
Meet the Teacher presentations
School calendar
Twitter
Photos
Trips
Visitors
Capturing learning in the school

19. Any questions