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

Tel: 0191 2008723

[email protected]

Governing Body’s Annual Statement 2018-19

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

· Holding the senior leadership team to account to improve the quality of teaching, learning and assessment. Specifically:

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

· Continuing, through, teacher learner communities (TLCs), teaching assistant learning communities (TALCs), teacher research groups (TRGs) and effective monitoring to give teaching and support staff more opportunities to work together, share, observe and develop 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:

· Rolling out the “Thrive Intervention” to support vulnerable pupils and improve outcomes/wellbeing– prioritising LAC or previously LAC, pupil premium or those with complex needs.

· Developing teaching assistant learning communities (TALCs) linked to Thrive and role of support staff.

· Self evaluating SEND against the Inclusion Quality Mark (IQM) and the effectiveness of support plans in order to more successfully meet the needs of individual pupils and the extent to which behaviour is consistently well managed

· Monitoring the adaptation of successful approaches used to enable all pupil groups to achieve well in maths, writing and reading. Specifically, raising further, the attainment and rates of progress, particularly in maths, writing and phonics, especially for boys (English), girls (maths) and other vulnerable pupils, through:

· Participation in the National Centre for Excellence in the Teaching of Mathematics (NCETM) Maths Hubs “Teaching for Mastery Work Group” in order to develop mastery (Y1-4) and “Big Ideas in Mathematics” (EY) in order to increase progress and attainment in maths and target teaching, learning and assessment.

· Developing knowledge and use of the NCETM/Maths Hub 7 Mastery Domains and 5 Big Ideas for teaching for mastery to improve teaching, learning and assessment in Mathematics.

· Developing “Talk for Writing” to improve and address weaknesses in attainment (such as spelling).

· Ensuring Phonics teaching consolidates opportunities for pupils to practise phonics regularly as measured by sustaining the high proportion of pupils that meet the expected standard at the end of Y1 and Y2.

· Discrete vocabulary teaching in reading to narrow gaps in attainment.

· Development of literal reading, inference and deduction.

· Developing “Sustained, Shared Thinking” to complement and enhance provision (ABC) and outcomes in EYFS.

· Carefully evaluate initiatives such as Reading Recovery (y1-2), Numbers Count (y2), Fun with Phonics (y3), the Nuffield Early Language Intervention (NELI) (Reception) and Over and Over (Nursery).

· Continuing to align assessment, tracking and intervention in light of ongoing flux in assessment and reporting arrangements. Specifically, Early Years Foundation Stage (EYFS) baseline and outcomes, 2014 National Curriculum, accountability at the end of Key Stage 1, introduction of Y4 Multiplication Check and effective, accurate, manageable 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). Specifically, undertaking on-going review of key areas such as: Pupil Premium, PE and Sport Premium, Bold Beginnings, re-arranging classes at end of Key Stage 1, Safeguarding, GDPR,  Workload and Budget in line with emerging/changing national (e.g. KCSIE, planned changes to OFSTED) and school circumstances (e.g. reducing pupil premium and overall budget).

· Further developing and supporting “teacher-led 30 hour provision,” as well as in response to staffing turnover in “Out of School Club.”

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 2018-19. The spring School Development Partner stated: “Overall, the quality of teaching, learning and assessment over time is outstanding, leading to pupil outcomes that are also outstanding overall. Leaders are promoting effective practice across the school. The development of Teacher Learning Communities (TLCs) has motivated and enthused teaching staff to deliver a high quality education for all pupils. This approach is now being rolled out into Teaching Assistant Learning Communities (TALCs).”

· TLC staff meetings and peer observations have successfully enabled teachers to work together, share, discuss, evaluate, observe and develop best practice. The 5 key elements of Formative Assessment are embedded, continue to have a high profile and have been developed, refined and have improved teaching, learning and assessment over time. TLCs have supported staff to develop and adapt the use of formative assessment across both core and foundation subjects.

· Inclusion: Thrive provision has been established by Lead Practioners. Thrive has been provided to some of the most vulnerable pupils. Space and timetables have been developed. Lead practioners have supported teaching and support staff to incorporate Thrive techniques to support vulnerable pupils. 8 pupils have benefits from Thrive work with the Lead Practioner. Thrive principles have been introduced, explained and developed across the whole staff by Lead Practioners particularly teaching and support staff through ongoing staff meetings, Teacher Learning Communities (TLCs) (teaching staff) and Teaching Assistant Learning Communities (TALCs). Information has been provided to parents of pupils in receipt of Thrive but also through more open information sessions e.g. at parents’ evenings.

· SEND “to do list”, support pack and planned support e.g. drop ins and staff meetings were provided to teaching staff. Handover SEND review meetings were held in July (existing and new teaching staff, SENCo and parents/carers attended). New Performance Indicators for Value Added Target Setting (PIVATS) were used to provide measurable, small steps of progress for pupils with EHCPs.

· Detailed SEND support plans are now standardised. “Cause for Concern” and “Behaviour Maps” were developed in addition to SEND plans to offer graduated, consistent approach.

· Inclusion Quality Mark Framework standards obtained but comprehensive evaluation and external evaluation not complete. SEND report to governors, staff and parental views sought through questionnaires.

· Mathematics- The school has participated in the National Centre for Excellence in the Teaching of Mathematics (NCETM) Maths Hubs “Teaching for Mastery Work Group” in order to develop mastery (Y1-4) and big ideas in mathematics (EY). The school has rolled out a significantly different approach to teaching maths. Most significant, the approach to differentiation has changed. The school has removed streamed ability groups in Y4. Across Y1-4, almost all pupils access the same task, often sitting in carefully considered mixed ability pairings. Challenge and deeper thinking tasks are set for any pupils based on their competence at the initial task so there is no ceiling to the learning for almost all pupils. “Stem sentences” and “have a go maths” are also features of the new approach to teaching and learning in maths. The school has incorporated existing formative assessment techniques into maths teaching such as pairing, talk partners, randomisation, questions that make pupils reason and think hard. Pupil attitudes to maths have noticeably improved; during pupil discussions about learning, pupils have often said how much they enjoy maths. Maths attainment and progress has improved (but not significantly) for cohorts.The proportion attaining secure +/greater depth has risen modestly over time for cohorts and year groups and continues to rise significantly as a cohort moves through the school. The school participated in the “Y4 Multiplication Check” pilot.

· English- There has been an intensive, ongoing assessment and review of grouping and teaching of phonics. Phonics screen results were exceptionally high in Y1 (98%) and by the end of Y2 (97% combining Y1 and re-test Y2 pupils). Y1 results are the highest in the Local Authority.

· Phonics, Reading and Writing results are strong and proportions at thresholds e.g. expected/secure and exceeding/greater depth/secure + grows overall over time as a cohort moves through the school.

· The school staff successfully built on previous involvement in North Tyneside Primary Writing Partnership: Talk for Writing. The sequence, based on the principle of imitating, innovating and inventing texts with guided and shared writing continues to be 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 continues to be enhanced through the use of resources such as exercise books with line guides as well as a delaying the introduction of cursive writing in Early Years until ready. 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.

· Early Years- Big Ideas in Maths and Sustained, Shared Thinking were successful EY development areas. Both dovetailed well with each other as well as existing methods (ABC/engaging continuous provision principles).  Both initiatives are significant development priorities with potential so further work will be completed in 19-20.  Maths attainment in EY in Number “at least expected” was 81% (19% attained exceeding). This is lower than 2018 and only in-line with National Average. EYFS provision has been evaluated and aligned with Bold Beginnings document.

· Interventions:  A range of interventions were introduced, adapted or continued. Numbers Count Intervention was offered to 11 pupils. All 11 pupils narrowed the gap between their maths and actual age. Most made rapid gains in their maths age. 6 pupils made between 17-22 months progress. Reading Recovery was offered to 6 pupils. All of the pupils made progress in the book level they were able to access; progress in reading age though this was quite varied. The “Fun with Phonics” intervention used with 5 pupils in Y3 and 1 in Y4. Every child made accelerated progress as shown by their standardised score in the Helen Arkell Spelling Test (HAST-2) (a single word spelling test); every child scored 90+ in this score (100 being ARE). One child progressed from a 78 to 104. Over and Over and NELI interventions were delivered. Over and Over stalled in first term but was reintroduced in summer. Nuffield Early Language Intervention (NELI) was delivered to 16 pupils – conversion to GLD was not as good as in first year due to a number of factors (some staffing turbulence) but chiefly due to the more accurate targeting of the intervention at those at greatest risk of not achieving a GLD. In addition, school has also provided 122 Tuition, Boosting Reading Potential intervention, Dyslexia programmes as well highly personalised programmes for pupils with EHCPs.

· A flexible 30 hour provision was successful with approx. 50% of Nursery pupils taking advantage of this provision.

· 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 questioned 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 Mastery Maths, Talk for Writing, Phonics, Sustained, Shared Thinking, Numbers Count, Reading Recovery and Thrive

· A detailed, week-by-week monitoring timetable was updated and followed; this included a range of evidence sources and linked explicitly to the OFSTED evaluation schedule. Phase Leaders, Deputy Headteacher (DHT) and Headteacher completed joint book scrutinies to aid understanding of phase as well as subject matters arising which were then followed up at subsequent reviews. Phase Leaders and the Deputy Head worked closely with Y1 staff to review expectation in the transition year between EYFS and Key Stage 1 National Curriculum.

· A range of consultation took place including pupil, staff and parents/carers on a range of issues across the year. Process of rearranging the classes was progressed and a review sought by the Local Authority.

· The Governing Body scrutinised detailed summaries of monitoring activities. This showed that coverage by the SLT was extensive. Over the course of the 2018-19 academic year, 90% 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 (599 monitoring activities). 97% of pupils in R-Y4 and 99% of pupils Y1-4 were monitored. 26% of all pupils were monitored more than once.

· Coordination and support was provided to new/recently appointed staff including Deputy Head, 30 hour offer teacher, NQT in Y1, PE Apprentice and OSC manager.

Structure of the Governing Body and Committees

The Chair of the Governing Body is Jill Bates 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: September 19.

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 – refer to notes below

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

 

 

 

 

 

5

2

S

Jill Bates

Co-opted

A

10/03/2015

09/03/2023

 

 

 

 

 

6

6

C, S

Rachael Blackburn

Co-opted

A

10/03/2015

09/03/2023

 

 

 

 

 

6

5

C

Sarah Bolam

Parent

E

11/11/2015

10/11/2019

 

 

 

 

 

6

4

F

Adam Clemerson

Parent

E

15/10/2018

14/10/2022

 

 

 

 

 

5

4

C?

Stephen Easton

Headteacher

Ex-Officio

01/01/2000

 

 

 

 

 

 

6

6

C, S, F, PHS

Shayne Elsworth

Parent

E

06/10/2016

05/10/2020

 

 

 

ASCL Labour Party

 

6

3

F

Alex Fowler

Parent

E

30/01/2018

29/01/2022

 

 

 

 

 

6

5

PHS

Helen Hearn

Local Authority

A

09/02/2016

08/02/2020

 

 

 

 

 

6

6

S, F

Ruth LeSueur

Co-opted

A

10/03/2015

09/03/2023

09/07/2019

 

 

 

 

6

6

C, F

Philip Meikle

Parent

E

23/01/2019

22/01/2023

 

 

 

 

 

4

4

C

Mohammed Shoiab Miah

Co-opted

A

20/03/2018

19/03/2022

09/07/2019

 

 

 

 

6

1

 

James Morton

Parent

E

01/07/2014

30/06/2022

10/07/2019

 

 

 

 

6

4

C

Jennifer Palmer

Co-opted

A

10/03/2015

09/03/2023

09/07/2019

 

 

 

 

6

6

C, S

Holly Scott

Parent

E

11/11/2014

10/11/2018

 

 

 

 

 

1

1

C, S

Ruth Sutcliffe

Co-opted

A

10/03/2015

09/03/2023

 

 

 

Member of chartered Institute of Highways and Transportation

 

6

5

PHS

Ben Willcox

Co-opted

A

05/07/2016

04/07/2020

 

 

 

 

 

6

6

F

 

Sally Williams

Staff

E

03/11/2016

02/11/2022

 

 

 

 

 

6

6

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

 

Jill Nicholson

Observer

 

 

10/03/2019

09/03/23

 

 

 

 

 

6

6