Marine Park First School
Park Road
Whitley Bay
United Kingdom, NE26 1LT

Tel: 0191 2008723

[email protected]

Governing Body’s Annual Statement 2017-18

The Issues faced and addressed by the Governing Body over the last year were:

· Holding the senior leadership team to account to deliver outstanding teaching, learning and assessment. Specifically:

· Embedding formative assessment as a tool to improve the quality of teaching, learning and assessment.

· Developing the use of teacher learning communities (TLCs) as the professional development model to empower teachers to work together, share, discuss, evaluate and observe best practice.

· Scrutinising the evidence that the learning, behaviour and personal development of groups of pupils, particularly those with a disability, those who have special educational needs (SEN), those for whom the pupil premium provides support, and the most able is consistently good or better. To maximise learning and support for SEN pupils by:

· Developing the consistent use of detailed SEN Support Plans (with support from the Local Authority Lead SENCo)

· Training all staff in “attachment” theory delivered by  the Headteacher of the Virtual School for Looked After Children (LAC)

·  “Thrive” practioner training (ten days) for two members of staff (provided by the Educational Psychology Service)

· Outreach support from “Silverdale” to improve outcomes and training to meet the needs of pupils demonstrating challenging behaviour.

· Monitoring the adaptation of successful approaches used to enable all pupil groups to achieve well in reading, writing and maths including the development of more targeted, additional support for those pupils who struggle. Specifically, raising further, the attainment and rates of progress, particularly in writing and phonics, especially for boys and other vulnerable pupils, through:

· Talk for Writing (as part of the Primary Writing Project)

· Evaluated and improved phonics teaching in Reception, Year 1 and 2 (with input from the Local Authority Early Years and School Improvement Service)

· A trial of Talk for Reasoning in Mathematics (with input from the Local Authority Early Years and School Improvement Service)

· Carefully evaluated initiatives such as Reading Recovery, Numbers Count, First Class @ Writing, Boosting Reading Potential (BRP), the Nuffield Early Language Intervention (NELI) in EYFS.

· Continuing to align assessment, tracking and intervention in light of ongoing flux in assessment and reporting arrangements. Specifically, Early Years Foundation Stage (EYFS) outcomes, 2014 National Curriculum, accountability at the end of Key Stage 1 and assessment in Foundation Subjects.

· Adapting school monitoring arrangement to accurately evaluate and secure further improvements and also take into account the feedback of key stakeholders (pupils, parents/carers, staff).

· Introducing the 30 hour offer for eligible 3 year old pupils.

· Recruitment of a new Deputy Headteacher; handover to new staff in new roles (SENCo, Numbers Count Teacher, 30 hour teacher, PE Apprentice)

The impact of the Governing Body on the school was:

· The school and Local Authority School Development Partner evaluated that the “Overall Effectiveness of the School” and “Quality of teaching, learning and assessment” remained outstanding in 2017-18. The spring School Development Partner stated, “Overall, the quality of teaching, learning and assessment over time is outstanding. Peer planning, teacher learning communities (TLC) and observations have also contributed to the high quality of teaching.”

· The 5 key elements of Formative Assessment are embedded, continue to have a high profile have been developed, refined and have improved teaching, learning and assessment over time.

· TLC staff meetings and peer observations have successfully enabled teachers to work together, share, discuss, evaluate, observe and develop best practice. A three year cycle of TLC staff training, meetings and peer observations has taken place.

· EYFS have continued to develop the use of objective led planning and effective assessment to inform the development of highly engaging continuous provision. They have incorporated Talk for Reasoning into short teaching sequences with opportunities for follow-up when pupils access continuous provision.

·  A range of interventions were introduced, adapted or continued. Each was evaluated. Nuffield Early Language Intervention (NELI) enabled low attaining pupils to progress and 78% of the 9 pupils that participated achieved a Good Level of Development (GLD); the intervention was particularly successful with EAL pupils. A flexible 30 hour provision was successful. Numbers Count (new teacher) delivered good progress as did Reading Recovery. 122 Tuition, Boosting Reading Potential (BRP), First Class @ Number and Writing, Dyslexia programmes and highly personalised programmes for pupils with EHCP or CAMHS diagnosis secured gains in most cases though there was some variation in success.

· The Governing Body scrutinised detailed overviews of pupil attendance, performance and monitoring together with progress toward identified priorities.  Information provided by the Headteacher included school, Department for Education and Local Authority data and School Development Partner reports.  The Governing Body reviewed data and question the Headteacher accordingly.

· Governors undertook visits to review the provision and impact of this for Special Educational Needs, pupil premium and other vulnerable groups.

· Governors observed initiatives such as Talk for Writing, Numbers Count, Reading Recovery, Nurture, First Class @ Number/Writing and Boosting Reading Potential.

· School staff successfully completed two year involvement in North Tyneside Primary Writing Partnership: Talk for Writing. This included 6 project team training days and three full training days. Staff were consulted at key points which has helped inform leaders to provide support and direction.

· The school fully followed the Talk for Writing sequence of teaching since January 2017. The sequence was initially based on the principle of imitating, innovating and inventing texts with guided and shared writing. This year it has been adapted and tailored to the attainment needs of the pupils as well as the development of more regular short bursts of writing and spelling work. The cursive handwriting scheme was enhanced through the purchase of resources such as exercise books with line guides as well as a delaying the introduction of cursive writing in Early Years until ready. Other initiatives such as First [email protected] Writing, writing and spelling opportunities (e.g. summer holiday diary, toe by toe) and competitions (spellathon, NT writing competition) have supplemented Talk for Writing. Attainment, particularly at higher steps/exceeding/greater depth is likely to much higher than national/target tracker comparators. There have been some gains in writing attainment/progress and the narrowing of gaps between groups. However, to date, attainment variation and gaps have remained in some cohorts/groups/year groups.

· Intensive, ongoing assessment, review of grouping and teaching of phonics in Y1 and Y2 resulted in a very high proportion of pupils Y1 passing phonics screen (95%) and also Y2 on retest (resulting in 94% by end of Y2).

· Handover to “new to post” Numbers Count Teacher (at start of 2017-18) and SENCo (at January 18) was effective. The school and new SENCo were supported by LA Lead SENCo to roll out and evaluate more detailed and consistent SEND Support Plans and Silverdale supported staff working with a vulnerable pupil as well as all staff through twilight sessions. The school has two, qualified “Thrive Practioners”; all staff received attachment training (1.5 days). New PE Apprentice proved successful and valuable.

· A detailed, week-by-week monitoring timetable was updated and followed; this included a range of evidence sources and links explicitly to the OFSTED evaluation schedule and any changes made to this document. This year, Phase Leaders and Deputy Headteacher (DHT) completed joint book scrutinies to aid understanding of phase as well as subject matters arising (e.g. profile of Philosophy for Children) which were then followed up at subsequent reviews. Phase leaders worked closely with Y1 staff to review expectation in the transition year between EYFS and National Curriculum. A second feedback format was introduced following consultation with teaching staff.

· A range of consultation took place including pupil, staff and parents/carers on a range of issues across the year. Rearrangement of the class was progressed following consultation with staff and deliberation by the governing body. Careful consideration and control of timeline/processes and needs/preference of pupils taken into account.

· The Governing Body scrutinised detailed summaries of monitoring activities. This showed that coverage by the SLT was extensive. Over the course of the 2017-18 academic year, 89% of all pupils were directly monitored (at least once) by the Headteacher/DHT/Phase Leader e.g. pupils discussions, the subject of a lesson observation, work scrutiny (598 monitoring activities). 96% of pupils in R-Y4 and 99% of pupils Y1-4 were monitored. 28% of all pupils were monitored more than once.

· A new Deputy Headteacher was recruited in the spring term 2018. The process was rigorous and the successful candidate has broad expertise in areas which match the needs of the school. Transitional work took place prior to the start date in September 2018.

 

Publication of Governor’s Details and Register of Interests

 

In the interests of transparency, all schools and academies should publish, including on their website, up to date details of the structure of the governing body and any committees, together with the names of their governors and their particular roles and responsibilities within that structure.  They should also publish relevant business and pecuniary interests.  This information must be published in a readily accessible form which means that the information should be on a webpage without the need to download or open a separate document. 

 

Schools and academies should also publish an annual statement setting out the key issues that have been faced and addressed by the governing body over the last year, including an assessment of the impact of the governing body on the school.

 

Structure of the Governing Body and Committees

 

The Chair of the Governing Body is Ben Willcox and the Vice Chair of the Governing Body is Helen Hearn.

The Governing Body’s structure and membership is outlined in the table below and within that structure it has the following committees:

 

 

 

 

 

 

Publication of Governor’s Details and Register of Interests

 

Text Box: Marine Park First School

Governorzone

Phase/Inclusion Leaders (teachers) attend full GB meetings on a rolling basis and some committees by invitation- they have no voting rights.

 

 

Annual Review is completed and reviewed by GB each September/October.

Last review: October 18.

Committee

Abrv.

Name of Chair

Finance

F

Ben Willcox

Staffing

S

Helen Hearn

Curriculum and Communications

C

Ruth LeSueur

Premises/H&S/Pupil Discipline

PHS

Ruth Sutcliffe

Performance Management/Pay Review

PM

Ruth LeSueur, Jill Bates, Helen Hearn

GOVERNOR

CATEGORY

APPOINTED BY OR ELECTED

TERM OF OFFICE

DATE STEPPED DOWN

GOVERNANCE ROLE IN ANY OTHER EDUCATIONAL ESTABLISHMENT

ANY PERSONAL RELATIONSHIPS WITH STAFF MEMBERS IN THE SCHOOL OR WITHIN THE GOVERNANCE STRUCTURE

BUSINESS & PECUNIARY INTERESTS

INDIRECT INTERESTS

FULL GOVERNING BODY MEETINGS

ATTENDANCE AT COMMITTEE MEETINGS

 

 

 

START DATE

EXPIRY DATE

 

 

 

 

 

Potential meetings per year

Actual Attendance

 

Matt Baillie Smith

Parent

E

01/07/2015

30/06/2019

 

 

 

 

 

6

4

S

Jill Bates

Co-opted

A

10/03/2015

09/03/2019

 

 

 

 

 

6

6

C,S

Rachael Blackburn

Co-opted

A

10/03/2015

09/03/2019

 

 

 

 

 

6

6

C

Sarah Bolam

Parent

E

11/11/2015

10/11/2019

 

 

 

 

Current Employer – Community Banker / Barclays

6

4

F

Stephen Easton

Headteacher

Ex-Officio

01/01/2000

 

 

 

 

 

 

6

6

C, S, F, PHS

Shayne Elsworth

Parent

E

06/10/2016

05/10/2020

 

Assoc Member – Acorn Community Church Youth Leader

 

 

 

6

3

F

Alex Fowler

Parent

E

30/01/2018

29/01/2022

 

 

 

 

 

3

3

PHS

Helen Hearn

Local Authority

A

09/02/2016

08/02/2020

 

 

 

Current Employment– Commission al Officer EY NTC

 

6

6

S, F

Ruth LeSueur

Co-opted

A

10/03/2015

09/03/2019

 

 

 

 

 

6

5

C, F

Rob May

Parent

E

06/10/2016

04/06/2018

04/06/2018

 

 

 

 

5

2

 

Mohammed Shoiab Miah

Co-opted

A

20/03/2018

19/03/2022

 

 

 

 

 

3

1

 

Mark Moore

Parent

E

14/03/2016

21/10/2017

21/10/2017

 

 

 

 

1

0

PHS

James Morton

Parent

E

01/07/2014

30/06/2022

 

 

 

 

 

6

4

C

Jennifer Palmer

Co-opted

A

10/03/2015

09/03/2019

 

 

 

 

 

6

4

C,S

Holly Scott

Parent

E

11/11/2014

10/11/2018

 

 

 

Jamie Scott (husband) CEM / Assessment

Supply Teacher

 

6

5

C, S

Ruth Sutcliffe

Co-opted

A

10/03/2015

09/03/2019

 

 

 

 

 

6

4

PHS

Ben Willcox

Co-opted

A

05/07/2016

04/07/2020

 

 

 

 

Current Emp - J N Dunn Group LTD

6

6

F

Sally Williams

Staff

A

03/11/2016

02/11/2018

 

 

 

 

 

6

4

C, PHS

GOVERNOR

CATEGORY

 

 

 

COMMITTEE APPOINTED TO

VOTING RIGHTS ON THAT COMMITTEE

TERM OF OFFICE

DATE STEPPED DOWN

GOVERNANCE ROLE IN ANY OTHER EDUCATIONAL ESTABLISHMENT

ANY PERSONAL RELATIONSHIPS WITH STAFF MEMBERS IN THE SCHOOL OR WITHIN THE GOVERNANCE STRUCTURE

BUSINESS & PECUNIARY INTERESTS – refer to notes below

INDIRECT INTERESTS

FULL GOVERNING BODY MEETINGS

ATTENDANCE AT COMMITTEE MEETINGS, E.G. (F) 2 OF 6, (S) 3 OF 3

 

 

 

 

START DATE

EXPIRY DATE

 

 

 

 

 

Potential meetings per year

Actual Attendance

 

Kath Morris

Observer

Full GB

None

01/09/2014

31/8/18

20/7/18

 

 

 

 

6

5

-