1. Bearbrook Combined School & Pre-school
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2. Bearbrook Combined School
Bearbrook is a growing two form school currently with 430 pupils.
30% of our children speak English as a second language.
40% of pupils are from a minority ethnic group.
78 children are in receipt of pupil premium.
14 statemented children and 30% SEN.
Women's refuge and homeless hostel within our catchment area.
November 2011 we took over a failing Pre-school.
We have a large staff of 65.
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3. nurture inspire achieve
Bearbrook People need challenges because they are necessary to enjoy success:
Bearbrook had been placed under the Local Authority Category ‘Causing Concern’.
Leadership and direction was a real issue.
Teaching and learning was a real issue – not enough good teaching and some inadequate teaching.
Data was not accurate.
Behaviour and attitudes towards learning was poor.
Foundation Stage was inadequate.
Governors were our ‘friends’ – not challenging enough.
Attainment and progress were a real issue!
Poor reputation within the community.
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Bearbrook 2013:
March 2012 – Ofsted recognised our Pre-school as being ‘Good’.
November 2012 – Ofsted recognised the school as being ‘Good’ in all areas.
Despite children entering the school below national expectations they are now leaving broadly in line with national expectations.
Teaching is now 93% good or better – all inadequate teaching has been eradicated.
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5. It has not always been a smooth ride!
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6. So what made the difference!?!?
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7. nurture inspire achieve
Key messages were getting lost and we were trying to spin too many plates:
As a school we went back to the RAP as a form of action planning.
Redesigned our SEF and reporting to Governors.
We were data rich so had to simplify data being shared with governors and staff e.g. RAP Data sheet, Photo-boards, Specific impact sheets and Venn diagrams.
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Year 2 – Spring 2013
Issue - writing
Actions
Impact
Progress & Attainment
FSM children are making slower progress in writing (1.2). Attainment is currently at 73.4% of the children at age related (1A)
At risk of not being age related
1B = Bryden, Ki, Eisa, Alfie, Jayden, Demi & Haris (all made progress in Autumn term)
Age related – no progress
1A = Poppy, Shanade, Imarn, Ibrahim, Hena, Cooper & Riley
Free school meals
Attainment
1B = 85%
1A = 73%
2C = 50%
2B = 33%
2A= 10%
All percentages have improved since September
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9. Leadership needed to be further developed and fit for purpose:
As a result we restructured, re-wrote job descriptions and trained all leaders.
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Expectations were not clear and systems were not rigorous in developing teaching and learning:
We put in place clear expectations (non-negotiables).
We devised a clear cycle of monitoring and evaluation of standards/teaching and learning including the introduction of impact sheets.
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11. Cycle of monitoring and evaluation of standards/ teaching and learning.
Weekly learning walks
Data
Assessment meetings
Review of teaching & learning
Performance Management
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12. Advice for dealing with Ofsted:
Plan and prepare – one folder of evidence.
Ensure your website is up to date with requirements and that key messages are clear.
Devise impact sheets for key areas from previous inspection.
Be pro-active and be confident – ask constantly ‘is there anything else you need?’
Profiles for key children.
Analysis of pupil premium.
Analysis of progress for children not part of the progress scores.
Progress matrix for key year groups.
All staff and governors need to be confident with key messages – start using the correct language in meetings.
Ensure performance management records and any actions clear, particularly linked to pay or capability.
Book scrutinies took place in the classroom.
Be prepared for three joint inspections.
Clear evidence of baseline and progress in Foundation Stage or from Year 3 for Junior Schools.
Clear evidence of progress from Foundation to Year 2.
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13. Every Child Matters: It’s all about life chances for our children!
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14. nurture inspire achieve
Marcus Faulkner
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