Governors’ Annual Report to Parents...Monitoring Commentary Evaluative Commentary ( Governors)...

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Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo

Governors’ Annual Report to Parents

2016-17

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Contents

3 Letter from Chair of Governors

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Reflections from the Headteacher

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Danescourt Primary School Governing Body

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Vision and Values

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Summary of progress on School Priorities 2016-17

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School Priorities 2017-18

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Additional Learning Needs

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Improvements to the Physical Environment

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End of Key Stage Results 2017

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Attendance Summary

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End of Year Financial Summary

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Letter from the Chair of Governors

Dear Parent/ Carer, I am pleased to let you know that the 2017 Governors’ Report to Parents is now available on the school website, www.danescourtprm.cardiff.sch.uk , please follow the link on the home page. If you would like a paper copy of the report, one can be collected from the School Office. The report contains information that will be of interest to you including:

The school’s end of Key Stage Teacher Assessments for 2016-17

A summary of progress towards the school’s priorities for the last academic year

The governing body’s approved priorities for 2017-18

School achievements during the last academic year

A review of completed and planned work on the school premises.

We are not planning on having an Annual General Meeting with parents this year. I would remind you that parents may request a meeting if they would like one (see guidance). http://www.governorswales.org.uk/faqs/2013/10/21/there-requirement-hold-annual-meeting-parents/ ). If you have any questions about the content of the report, please drop a letter to the school office or contact me via the school email system: [email protected] I would however like to invite you to a Coffee Morning with the governors which will give you the chance to meet with us informally on Thursday 7th December from 9-10am in ‘Roots’. On behalf of the governors, I would like to thank you for your continued support of the school.

Yours faithfully Dr. Dirk G Wilson Chair of Governors

http://www.danescourtprm.cardiff.sch.uk/

http://www.governorswales.org.uk/faqs/2013/10/21/there-requirement-hold-annual-meeting-parents/

http://www.governorswales.org.uk/faqs/2013/10/21/there-requirement-hold-annual-meeting-parents/

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Reflections from the Headteacher

Dear Parent/Carer, Since our last report, the school has received its Report from Estyn. This is a very significant event in the life of any school as it provides a unique opportunity for the standards, teaching and learning and leadership of the school to be evaluated independently. The governing body and staff were very pleased with many of the report’s findings including the high standards of literacy and numeracy, Welsh and ICT observed as well as their commendation of our thinking skills programme. We were pleased that their assessment of teaching standards was good and their comment that ‘the school is a very happy and caring environment and staff provide a high level of emotional support for all pupils.’ The report also made some recommendations for improvement which we have been very quick to address as a school and you will see these reflected in the current school improvement priorities. We have undergone extensive training as a whole staff to equip us to provide more opportunities for pupils to access learning to reinforce the skills taught through practical learning experiences. This has included a complete review of long term planning, classroom layout and the storage and availability of resources to enhance pupil independence. 2017 saw us once again achieve ‘Green Status’ as a school (the highest category) under the Welsh Government’s Categorisation Scheme and we hope to maintain this going forward into 2018. This judgment is based both on the standards achieved by pupils and the capacity of our leadership team to achieve school improvement. At the same time we have continued to prepare for the challenges that the new Donaldson Curriculum will bring next year with staff already working in the themed areas suggested by the Donaldson Report, pupils engaging in cross curricular Rainbow Time and Missions to engender independence and all staff continuing to undergo training to deliver the exciting new digital competency framework. This has been enhanced by our investment in new digital screens for every teaching area and a complete set of laptops to

allow for the teaching of the DCF curriculum in situ in the classroom. This year as a school we were delighted to host a ‘Growth Mindset’ conference addressed by Will Ord and attended by our own staff and delegates from twenty other schools. This has had a huge impact on the language of learning we use with our pupils. It is not uncommon now to hear a pupil say ‘I can’t do it yet!’ rather than ‘I can’t do it!’ Partnership working has included working alongside eleven other schools in improvement projects. Last year, the school was involved in a project to improve staff confidence in the teaching of the Digital Competency framework with positive impact being seen. It is not just in academic areas that we have enjoyed success as a school. Music and Drama continue to thrive and last year saw very successful productions from each year group in school. We held a magnificent Last Night of The Proms evening celebrating the musical achievements of our school in July and our Year 6 dance team and drama club gave a magnificent performance of ‘When I Grow Up’ at the Muni Arts Centre in June. Pupils from Danescourt excelled at sport last year individually and collectively participating in many county championships. We continue to be extremely grateful for the partnerships we enjoy with you as parents. Not least through your support of PTA events which last year alone has enabled the PTA to provide, amongst other things, fifteen new iPads to enhance our pupils’ learning. Above all we continue to strive for our non-negotiable aim as a school. ‘Danescourt Primary is a happy school where everyone is valued and inspired to give of their best.’

Judith M. Davies Headteacher

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Danescourt Primary School Governing Body 2017-18

Parent Dirk Wilson (Chair)

20 Pace Close

Danescourt

CF5 2QZ

Oct 20

Mrs. Lisa Lewis ( Vice Chair) Oct 20

Mr. Mark Vaughan Oct 20

Dr. Sissie Wong Oct 20

Mr. Steve Rummels Oct 20

Community Mr. Brian Stark Jan 21

Mrs. Rowena Criddle Sept 20

Mrs. Pauline Parry Nov 20

Mrs. Nisreen Mansour June 21

Local Authority Mrs. Marie John Nov 18

Mr. Leon Goddard Sept 21

Vacancy

Vacancy

Headteacher Mrs. Judith Davies N/A

Teacher Mrs. Ronnie Ford Sept 20

Miss. Elisabeth Hawkes Sept 20

Support Staff Mrs. Juliet johnson Sept 20

Clerk to Governors Mr. Iestyn Roberts

c/o Local Financial Management of

Schools

County Hall

Atlantic Wharf

Cardiff

CF10 4UR

N/A

Observers Miss. Kate Haynes- Deputy

Headteacher

Miss. Claire Lawton – Senior Teacher

N/A

N/A

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Nurturing, Growing, Thriving Meithrin, Tyfu, Llwyddo

Danescourt Primary School aspires to be;

A pioneer in education with high aspirations

At the heart of our community working in partnership to provide a welcoming , motivating learning experience for all

A provider of a vibrant, relevant curriculum where everyone is challenged and inspired to shine

Our aims for pupils as learners are that they;

Develop a strong sense of who they are, whilst respecting individuality, and are proud to be part of a school in Wales.

Are active learners who understand how they learn best, know how to improve and apply their skills to new situations and are rooted in

positive attitudes that will shape them for life

Be numerate and literate with a thirst for learning

Show a curiosity and concern for the environment and recognise their responsibilities as global citizens

Show resilience, independent thinking skills and creativity and the confidence and ability to articulate and reason

Have a growing ability to respond to a changing world and are equipped for the challenges of a technological age

Our school ethos is one that

Promotes mutual respect, tolerance, empathy and teamwork

Models high standards and sets high expectations of learning, teaching and behaviour

Values each individual child, nurturing development and growth

Creates a safe and caring environment where everyone is included and has the opportunity to blossom

Our non-negotiable aspiration as a school is that: Danescourt Primary is a happy school where everyone is valued and inspired to give of their best.

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PROGRESS REPORT ON LAST YEAR’S SCHOOL PRIORITIES 2016-17

Priority 1: Standards of Teaching and Learning

Source: Lesson Observations, SER, Peer Enquiry

Target: To further improve standards of Teaching and Learning through the rigorous self- assessment of their own teaching by teachers, leadership and of their own learning by learners ensuring high levels of challenge for all.

Success Criteria : Regular self- evaluation of teaching will have improved % of teaching at ‘good’ and ‘excellent’ to between 80-90%

Audit of teaching Continua to be used and analysed in Oct, Feb and May to establish progress

Planned observations of lessons complete across phases inform school self- review process of the standard of Teaching and Learning.

Scheduled observations of Language/ Literacy, Maths/Numeracy, Digital Competency, Science, Geography, RE and Art by learning leaders and co-ordinators.

Evaluative Summary of findings recorded on the Subject Self- Evaluation in preparation for feeding into main school Self Evaluation Report.

Curriculum Teams will be reviewed and given hands on training in school self- evaluation activities;

Teaching Staff will be confident listening to learners, and scrutinising work and STP planning to make accurate evaluation of standards.

Language/ Literacy, Maths/Numeracy, Digital Competency, Science, Geography, RE and Art will all be reviewed and self-evaluation to include lesson observation, scrutiny of planning and books, listening to learners and environmental audit.

Role of governing body in the evaluation of progress towards School Priorities will be consolidated.

Governors will be assigned to a school priority from the Autumn Term and receive updates from Priority Lead on progress termly.

Each priority will be subject to an evaluative learning walk at the beginning of June to verify progress and provide an evaluative commentary. Pupils contribution to learning process has become more evaluative

Role of Learning Forum has further enhanced to feed into the school self- evaluation process.

Pupils have self-assessed their own learning and identified areas for improvement.

Pupils have trialled the Learner’s Continua and are confident in knowing their next steps in learning.

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Strategically Planned Tasks:

Teaching Continua Tracker

Review of standards of Teaching and Learning in designated subject areas

Learning Forum to develop their role further in the evaluating of learning

Deepening of GB involvement in the evaluation of Teaching and Learning

Monitoring Commentary Evaluative Commentary ( Governors)

Regular self- evaluation of teaching will have improved % of teaching at ‘good’ and ‘excellent’ to between 80-90% Observations throughout the year show that 90% of teaching is good or excellent. This is confirmed by Teacher self-assessment using Teaching continua which has shown commensurate improvements under targeted strands for Performance Management. This judgements were validated by Estyn in Nov 16. Planned observations of lessons complete across phases inform school self- review process of the standard of Teaching and Learning Observations completed in numeracy, literacy Autumn term not completed due to review of literacy by Estyn. Curriculum Teams will be reviewed and given hands on training in school self- evaluation activities; Team members involved in the monitoring of aspects working along the lead and gaining experience in all aspects of self-evaluation. Role of governing body in the evaluation of progress towards School Priorities will be consolidated. Governors assigned to teams in the Autumn team and received regular updates throughout the year from the Priority Lead. Evaluative Learning walks carried out in summer Term to confirm school evaluation. Pupils contribution to learning process has become more evaluative Pupils to self- assessment judged to be good by Estyn Nov 16. Pupils trialled the Learning continua for pupils but judged it to be too complex in current form- new continua in line with Donaldson to be implemented next academic year.

Sissie Wong – Parent Governor -Evaluation Commentary

Governors were assigned to a school priority in the Autumn Term, and have had regular updates from the Priority Lead on the progression of the various priorities throughout the terms. The evaluative learning walks began today, and I was given a walk through Priority 1, Standards of Teaching and Learning.

The teaching Continua adopted by the school seems to be a very good method to evaluate the standards of teaching for both self and peer assessments, and results of the audits completed through the school terms have shown levels of teaching standards to achieve 80-90%.

All scheduled lesson observations were completed, apart from RE, for the self-review process of the standard of Teaching and Learning.

Curriculum Teams are reviewed and are all given hands on training in school self-evaluation activities. This seems an excellent way to keep the standards of teaching high, as well as to continue to find ways to improve the standards of teaching, as each teacher is positioned in a particular curriculum team according to their strengths and skill set. The Teaching Assistants are also included in providing feedback from lessons, voicing any opinions for improving the teaching and learning.

From observing one of the Year 5 classes undertaking a maths lesson, the children all seemed to be very engaged and focused with what was being taught by the teacher. The use of the digital whiteboard and with the children all sat together at the front each with their own board to write their calculations, seemed a very good way for the teacher to see how each child was doing. At the beginning of the lesson, the children are shown a learning objective, and at the end of the group time together at the front,

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the children were asked how challenging they felt the topic was, so the teacher could gage how the children felt in a particular topic. This seems to be a great way for children to be able to evaluate themselves, as well as for the teacher to know how the children thought they did. During the group time, there was also some time where the children could work in pairs with their support partner to help each other calculate some of the maths problems. This is also very good for the children, as they are able to increase their own understanding in a maths problem when they try to explain in their own words about a calculation, and it can help build their confidence and interest in maths.

Pupils are all encouraged to provide feedback, which is a great way to improve the standards of teaching and learning, as the pupils themselves guide the direction of teaching. One way of ways where pupils have contributed to the learning process this academic year, is through the Learning Forum, where selected pupils from each year group have been able to meet, and provided opinions and ideas about different learning areas, and ways to improve the learning. For the next academic year, it has been proposed that the Learning Forum will not just be a small group of selected pupils from each year group, but every pupil within the school. This is excellent as it ensures all pupils will be heard, especially the quiet pupils who are a little too shy to voice opinions in public.

Overall, the Standards of Teaching and Learning seem excellent, and it is great that the school is always looking for ways to improve the standards, and listen to not only the staff but to their pupils for the direction of teaching and learning. This is reflected by the very recent results of the National tests, where the results of the school are above the National standards for both Foundation Phase and Key Stage 2.

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Priority 2 : Writing and Oracy Source: Core Data Analysis, End of In Year and End of Key Stage Teacher Assessment

Target: To improve standards in Writing and Oracy, by increasing accuracy in Grammar and Organisation.

Success Criteria :

Percentage of pupils achieving Outcome 6 in LLC increased to between 50-55 %

Percentage of boys achieving Outcome 6 in LLC increased to between35-45%

Percentage of pupils achieving Level 5 in Writing increased to between 50-60%

Percentage of boys achieving Level 5 in Writing increased to between 45 -55%

Percentage of pupils achieving Level 5 in Oracy increased to between 50-60%

Strategically Planned Tasks/ Skills:

To improve standards of writing for MAT learners. (See also Priority 4)

To work collaboratively with partner schools to bring about improvement in boys motivation for and standards in writing

To improve levels of spoken and written grammar across the school.

Monitoring

Evaluation

How? Who? When? How? Who? When?

In-year target setting, book looks, feedback marking.

Literacy Leader 3,6,9 months Report to GB, Evaluative learning walk, in-year and end of KS2 writing TA.

GB/ Challenge Adviser June 2017

Monitoring Commentary Standards of MAT Learners: NACE membership has been accessed and the MAT leader has attended a conference and fed back to staff: INSET about how to identify More Able pupils took place in November and pupils have been identified in each class as a result. We are now monitoring those pupils within the tracking system. Another Twilight INSET using Teaching Continua (thus linking in with whole school professional development targets) took place in February led by the MAT Coordinator, where staff reviewed strategies used in class to enhance and enrich learning for MAT pupils. Resources from the NACE website supported in helping teachers to look again at groupings and partnerships in class and how best they might plan activities to utilise these to enhance the MAT experience. Another Twilight INSET session is to take place in the autumn term to look further at enhancing independence of learners. Use of ICT for publishing writing continues to be a high priority: slots on the IT suite timetable have been highlighted as ‘publishing time’ and the availability of new apps on i-Pads has allowed teachers and pupils to think more creatively

Evaluation Commentary Mrs. L. Lewis and Mr. B. Stark attended the Learning Walk in July; they met with a group of pupils from Y1-Y6 and had opportunities to listen to learners and ask questions about their work. They gave the following commentary: Updated RAG analysis showed satisfactory progress with some exceptional achievements (a small percentage of pupils achieving Level 6 at KS2) and a few disappointments that are being addressed with new initiatives. Engagement with other schools (School Improvement Group 5) has had limited benefit to DPS. Further integration with ICT is recognised and is dependent on the new ICT provision. There is clear evidence of the need to invest in ICT at the school. Work shown by the children verbally and through their workbooks was outstanding. Written work was rich in content and highly descriptive and original. They were fluent and proud of what they had achieved, the

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about how published work might be presented. More focus on the range of skills for layout and organization of work using ICT is needed and more consistency needed across the school in taking full advantage of the IT suite for the additional publishing sessions. (see results of ICT DCF work scrutiny – Priority 6) Partnership working for Boys Writing: The SIG5 workshops have taken place; visits to partner schools to share good practice in FP and KS2 has had less impact on standards that we anticipated. The last visit has just taken place and resources have been shared. Due to the priorities of the SIG schools, there has been no opportunity for a course about how to develop writing behaviours in boys but this is something that we are still passionate about and will consider developing in the next school year. Challenging targets for boys’ writing have been set by SLT and agreed within teams through in-year target setting. The data collected shows that there is a real upward trend in standards in boys’ writing overall (see INCERTs data comparisons). However, the end of Key Stage 2 teacher assessments show that writing remains to be the weakest strand, particularly with boys, although the gap between writing and reading is closing. Further analysis shows that the link with handwriting and how boys feel about the writing process is significant and so detecting issues early on is vital. Groups of boys have been targeted for handwriting support in upper Key Stage 2; this has been a far more individualized process than a group one. The careful use of the HLTA in English lessons has been instrumental in achieving such targeted support. ‘Handwriting Motorway’ has been utilized to assist learning but this now needs to used more effectively at the earlier stages of writing, before poor writing habits are formed. The Pen Passport continues to have a huge impact on boys’ handwriting; successes are celebrated every day from Y2 upwards. Few boys have yet to achieve their pen in Year 6. Next steps: to build a programme to develop penmanship skills ‘post-pen’! Some year groups have focused on developing the image of male role models; for example, in Years 5 and 6, pupils have been looking at ‘Author of the Month’ and have celebrated Roald Dahl Day and Shakespeare Week, as well as having opportunities to discuss their favourite male authors. Based on this, pupils have reorganised class libraries and decided upon which authors they would like to focus on. Groups of boys across the school have chosen favourite authors and series of books on which to spend the book fair commission. Workshops to engage male role models have not taken place this year due to

recognition of their progress, their improving handwriting and standards of presentation. It was noted that there were copious notes of encouragement and guidance in all the books seen. In summary, the Learning Walk was very informative and uplifting and confirms the expectations of governors.

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time constraints. This will remain a target for the next school year. The Write Here, Write Now board has been updated each half term and at least 50% of the writing displayed is celebrating boys’ writing. Contexts for Learning have been re-mapped in medium term planning and revised with boys in mind. Purposeful opportunities for writing are planned specifically to engage boys. Book Looks planned as part of the PPA cycle have been helpful in aiding teaching teams to monitor and analyse planning opportunities. The Estyn Inspection confirmed that standards of writing were consistent across English and through contextual learning. In the summer term another major reorganization of contexts took place with the SLT and Cath Delve, FP specialist. Robust discussions took place about how we are engaging pupils, and especially those harder to engage boys, and making our contexts as purposeful and exciting as possible. Members of the SLT (spanning the whole school) met with teaching teams to evaluate the current contexts, after teachers had already had the opportunity to consult the pupils. All of this information was then brought to the SLT meeting and the Long Term Planning was updated and refreshed. Teams will meet again before the end of the summer term to finalise and ‘flesh-out’ the Medium Term Plans in readiness for September. Spoken and Written Grammar: ‘The Writer’s Journey’ has been integral in embedding oracy as part of the writing process. INSET discussions about expectations of grammar and a revision of the pillars of writing has placed grammar structures back at the heart of English lessons. Grammar is never taught as a separate entity but holistically so that pupils may see its connections with the spoken, then the written word. OUP resources will be rolled out to other year groups in September, having been trialed by the Literacy Lead. An INSET session linked with Thinking Skills (Priority 5) took place in March: ‘Asking Good Questions’. Questionnaires were provided for teachers to complete after filming their own practice to build a baseline of questioning skills used across the school. Further INSETs will aim to develop and improve practice. This will ensure that the resources made are of the highest quality and will support, improve learning and teaching opportunities P4C sessions are in evidence across the whole school, where good language structures are modelled. i-Pads are used by pupils to film their own performance in oracy tasks and to assess their own learning and that of their peers. This has also enabled teachers to access a bank of examples to support assessment linked to

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INCERTs. INCERTs Sanp to be revisited in September with the launch of the new iPads, as use of Snap has been limited due to poor connectivity. Interventions: WellComm has been a valuable tool in assessing baseline in receptive and expressive language and we are using it across the school as need arises, as well as assessing all Nursery children. Final assessments are currently being collected ready to submit to the pilot project. Language Links / Speech Links continue to be effective tools and build on the WellComm intervention. The intervention has now been completed and changes to Language Links recommend re-assessment of all children who have completed the intervention in September of the next academic year. Other Literacy interventions have taken place as planned. Assessment information will be available at the end of the academic year. Drama and role play areas are still to be fully developed across all areas of the school. Cath Delve, FP consultant, completed a learning walk to look at continuous and enhanced provision after the recent recommendations from the Estyn Inspection. She worked with KH to build a report and an action plan for development. Further sessions are booked with CD to develop and enhance environments (indoor and outdoor).

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Priority 3: Mathematics

Source: Data analysis of Data

Target: To improve standards in procedural mathematics.

Success Criteria:

Evidence of Increased opportunities in books and planning for children to use numeracy through context

The number of boys achieving Outcome 6 has risen to between 50 and 55%

The percentage of pupils achieving Outcome 6 has risen to between 55% and 60%

The percentage of pupils achieving Level 5 has risen to between 53 and 55%

The percentage of pupils achieving Level 4 and Outcome 5 has been at least maintained.

National percentage of pupils in Years 2-6 achieving a standardized score of 115+ on procedural numeracy test has risen to between 16 and 20%

Strategically Planned Tasks/Skills:

Place value: Improvement of pupil understanding

Training on the teaching of stepped word problems

Reinforcement of the homework platform

Reinforcement of Target Setting- bookmark system

Monitoring

Evaluation


Feedback from staff training, Task Force meetings, Learning

Forum and Observations

SLT 3,6, 9 months Report from SLT Systems Leader

GB Evaluative Team July 16

Monitoring Commentary Place value: Planning format embedded across the key phases. PV revisited on a cyclical basis as part of the process. However, from initial consultations with members of staff and initial analysis of LNF tests, this will remain a focus on SIP 17-18. Monitoring of planning will form main assessment tool. This will link into Early Years practices on how skills are developed alongside whole school push on multiplication. Manipulatives: Redistribution of arrow cards to and supported resources distributed to classes. Staff to draw upon other resources such as existing Dienes apparatus, Numicon, number lines to support pupil understanding of

Evaluation Commentary Evaluation Commentary: 12.07.17 Two governors attended the evaluative learning walk. (Rowena Criddle and Pauline Parry). An examination of the current success criteria took place. Outcome 6 boys has succeeded expectations with 78% achieving. Level 5 success was more variable with 38% achieving Target at 3% Level 6. This was put into context with the current cohort and Governors understood implications such as behaviour on levels.

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place value, validated by inspection. Question Cards: Successful launch on questioning completed and rolled out to all staff members. See PPT for evidence and overview of content. Inset to develop question cards alongside Literacy Lead will now take place in the Autumn Term. This will ensure that the resources made are of the highest quality and will support, improve learning and teaching opportunities. Display: All classrooms now support innovative mathematical displays. Positive feedback from recent inspection. Distribution of synonym posters achieved and displayed in prominent position in classroom as part of the MD. Teachers will need to refresh this with specific focus on multiplication at the start of the Autumn Term. Dictionaries distributed in KS2. Source appropriate version for FP or children to begin to create their own mathematical dictionaries as part of independent learning. Action Research Programme: Initial research completed with members of staff evaluating their teaching in problem solving area via video. See evaluation analysis. Evaluation of questionnaires will move to Autumn Term as this project will run over a 2 Year cycle and closely linked to questioning strand. This was to allow staff to answer questions without influence from questioning INSET. LTP/MTP: Completed in preparation for inspection. Utilized by teaching staff as part of the planning process. CfL will be revisited in Summer 16 to ensure further coverage of skills. Provide exemplar meaningful contexts for staff to use as a model. Revisit numeracy across the curriculum and what it entails during Autumn Term. From recent book scrutiny in March, better coverage exists as of to date. Where gaps exist, skills taught as part of the Summer Term process e.g. capacity. See book scrutiny evaluation. Autumn Term launch multiplication mastery as part of whole school assembly cycle (Led by mathematical co-coordinator) and from part of class display. Procedural mathematics: Stepped word problems. Book scrutiny carried out demonstrates an increase in opportunities to develop skills. Evidence: LNF results linked to analysis in Autumn 17. Recording of opportunities, especially with FP monitored as part of book scrutiny in 17-18 cycle. Action how to further develop skills as part of Enhanced Provision planning linked to pupil independence – Donaldson. Link also with recommendations

Level 4 and Outcome 5 targets have been maintained with one exception in FP. 2 children in KS2 awarded level 3 – specific mathematical and behavioural needs. A new pupil arrival at school. All targets are still in line or above the National target levels. MAT focus will remain as part of SC for new SIP. LNF comparative results yet to be published. The work carried out this year on standards in procedural mathematics has been very encouraging. Many targets have been achieved and all have been worked on, identifying areas that will need further attention. Encouraging use of time to embed planning cycle, ensuring cross-curricular elements are embedded. Thorough use of self-evaluation, identifies area of strength and improvement well. Valuable introduction of language posters has enabled staff and pupils to successfully develop skills in stepped word problems. Excellent use of display to support and enhance children’s learning experiences- both engaging and informative in format. Innovative use of INSET programme to join with other areas for improvement identified within the SIP. Successful sharing of good practice, identification of gaps through rigorous scrutiny of data –ensures that children are carefully monitored and tracked. Pinpoints gaps and strengths of areas of learning. Maths lead has clearly identified uptake issue in homework platform and has built in successful ways forward. Governor agreed that positive roads had been made in this area of learning and foundations set would build upon further understanding, starting at EY practices. Overall picture (planning and delivery) suggests that the approach i.e. cyclical in nature ensures that principles are revisited to secure pupil understanding. Evidence presented suggest that this is working well and thus improving standards. Excellent levels of research (well documented and progressive in nature) and effective analysis (book looks and video assessment) ensures that the way

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from School Inspection Report. Revisit learning environment e.g. the construction of number rich learning zones across all key phases and how they can support and extend pupils’ skillsets. See recent evaluation carried out by Cath Delve consultant. More Able Learners: From recent book scrutiny, opportunities do exist to support MA learners. However, this is not consistent throughout the school. Staff to utilize the NRICH, STEM and other resources to broaden MAT learner provision. LNF analysis in Autumn 17 to support findings. Consultation with staff members and SLT indicate the need to develop intervention in mathematics. Maths lead to investigate by attending local schools to establish viability of digital intervention. Existing interventions need updating so that value added is significant for groups of learners e.g. MAT, SEN, FSM groups. Link with SIP4. Homework: Professional discussions suggest that there is a poor uptake of pupil utilizing the current homework platform. Teachers to ensure homework is uploaded and monitored carefully as part of their weekly planning process. Whole School Assembly to relaunch platform, alongside reminder of completion of activities in My Space time or in T classroom. (Completed by end of Summer Term 17). Questionnaires to be distributed as above (date), evaluated and fed into 17-18 cycle. Target Setting: Feedback as part of SLT suggest that bookmarks need revisiting within Autumn Term. New format considered as part of the process. See book scrutiny evidence. Limited usage. Link to tables usage for next year (Based on professional discussion and staff scrutiny of data)-LNF. NB: Scrutiny of results such as LNF data etc will need to feed into final evaluation to establish if standards have improved.

forward is clear and identifies the focus for the next cycle. Thorough planning of target setting introduced in this cycle. However, ML has identified that this will be revisited as part of the target setting process in next cycle. Limited usage noted. MAT learners are being challenged in an effective way (scrutiny of work presented by Year 6 pupil). Where exemplary practice exists, this will need to be shared and developed across whole school. Self evaluation process –planning scrutiny to take place in new cycle to ensure MAT are appropriately catered for.

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Priority 4 :Raising Achievement of Vulnerable Pupils

Source: National Tests, INCERTS, teacher assessment, baseline and end of key stage data

Target: To improve the attainment of pupils vulnerable to underachievement

Success Criteria :

65-75% targeted pupils make better than expected progress and return to within average range of scores in literacy, speech and language and numeracy interventions ( baseline and final test)

90-100% of FSM pupils achieve estimated targets (end of year pupil progress review)

75%-85% of MAT pupils achieve aspirational outcomes and levels ( end of year pupil progress review)

90-100% of ME pupils to achieve estimated targets ( end of year pupil progress review)

90-100%of pupils with EAL to achieve estimated targets ( end of year pupil progress review)

Attendance of targeted pupils to improve by 5% ( SIMS attendance calculator)

Strategically Planned Tasks/Skills:

Literacy Interventions

targeted pupils to receive literacy interventions

Numeracy Interventions

Targeted pupils to receive numeracy interventions

To ensure Equal Opportunities in place for pupils in school.

To Establish Forest School within School

To gain investors in Family Status

To improve attendance of highlighted groups


Revisiting baselines Termly Report to GB

ALNco LLC and MD co-

ordinators 3,6,9 month intervals Comparison of scores

SLT Challenge Adviser GB

Evaluative Team 3,6,9 month intervals

Monitoring Interventions

WellComm has been a valuable tool in assessing baseline in

Evaluation – Mrs Parry, Mr Rummels 11.07.17

Excellent initiative showing measurable results, WellComm is worthwhile and is

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receptive and expressive language and we are using it across the school as need arises, as well as assessing all Nursery children. Final assessments are currently being collected ready to submit to the pilot project.

Language Links / Speech Links continue to be effective tools and build on the WellComm intervention. The intervention has now been completed and changes to Language Links recommend re assessment of all children who have completed the intervention in the September of the next academic year.

Other Literacy interventions have taken place as planned. Assessment information will be available at the end of the academic year.

Numeracy interventions have taken place as planned. Assessment information will be available at the end of the academic year.

Motorway Handwriting has been utilised to support small handwriting groups in Year 5 and 6 by the trained personal. . Children have been identified and homework packs have been allocated. Further implementation is required in the Early Years setting. Early identification and intervention is required to support possible referrals, to achieve this, training is required. Courses are being identified for Sept 2017. Plans are being made to visit good practice in other schools. FSM Group

FSM group has increased to 12% and children’s progress will be assessed against their targets before the end of the academic year. MAT Learners

Standards of MAT Learners (linked with Priority 2): NACE membership has been accessed and the MAT leader has attended a conference and fed back to staff: INSET about how to identify More Able pupils took place in November and pupils have been identified in each class as a result. We are now monitoring those pupils within the tracking system. Another Twilight INSET using Teaching Continua (and thus linking in with whole school professional development targets) took place in

supported by the Governors to enhance progress throughout LLC and PSD.

Language Links is effective and it is monitored, delivering excellent progress. The fun element of the groups was noted.

Final results available soon. Well focused interventions are taking place.

Supportive and encouraging to see progress – good practice. The importance of using such interventions in Early Years was discussed and the need and plans for further training.

Class teachers aware of this groups and all pupils progress closely monitored.

WellComm and Language Links can be used to help identify the MAT learners from an early age. All agreed that it is evident that MAT Learners are well monitored.

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February, where staff reviewed strategies used in class to enhance and enrich learning for MAT pupils. Resources from the NACE website supported in helping teachers to look again at groupings and partnerships in class and how best they might plan activities to utilise these to enhance the MAT experience. Another Twilight INSET session is to take place to look further at enhancing independence of learners. ME and EAL Pupils

Meeting held with our Closing the Gap Officer Ms Mary Lewis June 2017 to discuss targets and our current pupil needs.

Emotional Literacy

Elsa is delivered to meet pupil need. Regulars meeting are held with Elsa, Class Teachers and ALNCos.

The PASS survey was completed in October 2016 and will be revisited in the autumn term.

To Establish Forest School within School.

Pupils across the school are enjoying and benefitting from Forest School experiences. Pupils were initially identified following the PASS survey data, however Forest School experiences are now being rolled out across the school from Reception to Year 6.

Investors in Families

Family groups have taken place this year and feedback from parents who attended was positive. Plans are being made to implement a Mother and Toddler group.

IiF accreditation achieved March 2017.

Engagement with Dads and Grandads have not been implemented yet due to time restraints. This will remain as a priority for improvement.

The changing and growing diverse needs of the community were discussed. Governors expressed an interest in attending INSET sessions.

The role of the ELSA was discussed and plans to add to IBP as appropriate. The use of My Space as a safe / alternative place for children to attend at lunchtimes was discussed.

Becoming a well-established part of the school and encouraging to see it promoted throughout the school.

Excellent supportive structure in place.

This sounds like a brilliant concept that is delivering whole community results. Mrs. Parry expressed an interest in supporting the development of a future Baby and Toddler group.

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Attendance Interventions

Attendance continues to be closely monitored. Recent information informs that there has been a decline in attendance this year. This was analysed with the results showing that pupil illness (Chickenpox) and extended family holiday leave were the main factors.

Closely monitored – work in progress. Key in monitoring trends in relation to how attendance affects progress.

Overall the Governors were very happy with the progress that pupils are making and that the needs of individual learners’ are met well. This is done from a number of different angles and developing constantly. The progress of children is closely monitored and the school is able to use lots of different resources to support learners. When they are unable to meet this need they are able to seek advice and further support.

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Priority 5: Thinking Skills

Source: Data, Non- Statutory Skills Framework, Curriculum 2014

Target: To develop questioning across the curriculum

Success Criteria:

75% of staff have achieved Level 1 accreditation in P4C

School will achieve advanced accreditation as a Thinking School from the University of Exeter.

Questionnaires show an improvement in the range and type of questioning used by teachers and learners. Thinking in Mathematics:

The number of boys achieving Outcome 6 has risen to between 50 and 55%

The percentage of pupils achieving Outcome 6 has risen to between 55% and 60%

The percentage of pupils achieving Level 5 has risen to between 53 and 55%

The percentage of pupils achieving Level 4 and Outcome 5 has been at least maintained.

National percentage of pupils in Years 2-6 achieving a standardized score of 115+ on test has risen to between 16 and 20%

Strategically Planned Tasks/Skills

Embedding of P4C

Develop the use of the Q matrix

Reintroduce the TASC wheel

Monitoring

Evaluation


Feedback from staff training, data analysis,

scrutiny cycle SLT, Think Tank 3,6, 9 months Report from SLT

Systems Leader GB Evaluative Team

July 16

Monitoring Commentary Embedding of P4C: Through relevant professional discussions as part of planning cycle, opportunities exist to carry out meaningful P4C sessions. See MTP planning. Think Tank to monitor within Summer 2 Term frequency. Display boards across the school, including focus boards in main hall support P4C. Monitored by cognitive lead. INSET cycle builds in opportunities for P4C. (See INSET programme and PPT). Frequency would support further development. Limited evidence on server of P4C opportunities. CL to remind staff to complete before the end of Summer Term. Important strand to achieving advanced

Evaluation Commentary: 11.07.17 Two governors attended the evaluative learning walk. (Marie John and Mark Vaughan). An examination of the current success criteria took place. Success Criteria point one achieved. Good uptake from staff members in Level 1 accreditation validation. Completed as part of INSET task. Advanced accreditation will move to the Autumn Term to allow for further evidence to be collated e.g. working with professional bodies. July 17 information sent off to be part of a book written about thinking from

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accreditation in upcoming 17-18 cycle. Training cycle 1 complete : Thinking Maps. Evidence collated and uploaded onto the system. CL produced a how to guide for beginners (evidence on T Drive). Feedback positive from recent staff interviews. (See Head teacher notes). Level 1 Accreditation completed and uptake good. Explore further training for Think Tank Members as champions and models for P4C practices. Q Matrix Grid: See SIP3 for evidence. Initial research completed with members of staff evaluating their teaching in problem solving area via video. See evaluation analysis. Evaluation of questionnaires will move to Autumn Term as this project will run over a 2 Year cycle and closely linked to questioning strand. This was to allow staff to answer questions without influence from questioning INSET. TASC Wheel: Whole school introductory INSET completed by Year 2 Think Tank Member Overview and explanation of research programme. TTM feedback on a regular basis about the progress. (See minutes). Regular visits to partner school to share good practice. Programme will finish in Summer Term and evaluated. Fed back and shared with wider community Summer 2. Build in opportunities Autumn 17 across whole school as a thinking strategy to support advanced accreditation. Growth Mindset: Very successful launch training day run by school as a conference venue. (See analysis of evaluations from schools in attendance). Successful launch day with pupils. Supported by athlete who embodies Growth Mindset. Children’s feedback was extremely positive. Evidence: Whole staff INSET and feedback. Challenges presented and feedback was creative (See photographic evidence, website and pupil books). Initial feedback from staff suggests that pupils are already using the language of Growth Mindset in daily lessons. CL developed a Growth Mindset Guide for Staff to follow. To be used as an effective training tool for new members of staff. Linked to advanced accreditation. Poster completed (Think Tank) and will be used to support GM attitudes. Display in each class in Autumn Term and further embedding of practices. Link to Learning Pit. Creation of GM stickers e.g. I am a Growth Mindset Go-getter! in Autumn Term.

UWTSD. Questionnaires to be distributed in Autumn Term as project will run over a two year cycle. Cognitive Lead has forged successful links with other schools and academic professionals in further development of questioning as a tool for successful learning. Outcome 6 boys has succeeded expectations with 78% achieving. Level 5 success was more variable with 38% achieving Target at 3% Level 6. This was put into context with the current cohort and Governors understood implications such as behaviour on levels. Level 4 and Outcome 5 targets have been maintained with one exception in FP. 2 children in KS2 awarded level 3 – specific mathematical and behavioural needs. A new pupil arrival at school. All targets are still in line or above the National target levels. MAT focus will remain as part of SC for new SIP. LNF comparative results yet to be published. Embedding of P4C: Evidenced in classroom activity and pupil dialogue. Boards are well prepared and demonstrate the principles in a fun way for the children. Clear evidence based resources demonstrate that P4C is embedded into planning and learning stages. This will remain a current focus and continue to embed further into children’s learning, ensuring breadth and depth. Q Matrix Grid: In depth evidence in the form of school presentations presented. Agreed that the cycle will continue to allow staff and children alike to develop their questioning techniques. This will run into the next cycle on the SIP. TASC Wheel: Valuable evidence of information sharing with other schools presented in portfolio format. Witnessed the TASC wheel in practice. Successfully embedded in Year 2. A very positive outcome for the children as it prepares them for life-long learning and serves them well throughout their lives.

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Think Tank have generated a Growth Mindset Mantra: Walls Don’t Grow. Trees Do! All staff to use this to support the language of fixed v growth. Continuation into Autumn Term. Learning Pit: This will form part of strategic tasks for Autumn Term and will launch alongside the embedding of Growth Mindset. This will ensure that the thinking strategy is developed and embedded as effectively as possible. Think Tank also sought clarification on the graphic used as the Learning Pit. This delayed the process of introduction (See TT minutes and email from creator- James Nottingham). See maths evaluation. Will need to analyse data for improvements in standards.

Growth Mindset: Inspirational presentation attended by all staff. Sharing of practice with other schools duly noted. Impressive attendance and feedback from the conference demonstrates that the profile of the school is elevated. Growth Mindset activities and evidence observed provides children with the necessary skills to serve them well in life again. Level of challenge and the language associated with this Thinking Strategy observed and used naturally as part of their challenging learning. Fantastic to observe that this is becoming second nature to the children and a worthwhile in supporting their skills. Display evidence seen in diagrammatic posters in the classroom which are colourful and creative. Learning Pit: This is an on-going but valuable process. Agreed that Growth Mindset needed to launch and run before The Learning Pit was introduced. A great concept in the developmental stages which will teach children to realise that when learning is tricky i.e. that when they are challenged and thus learning, they are able to work their way out of the pit using resources and strategies. General feedback: The progress made by the children who are actually thinking about what they are doing, what they are doing it and what the benefits of doing it are clear to see. Evidence of amazing progress observed and to see children taking on strategies is inspiring. Positive feedback and strong guidance from the cognitive lead will ensure that the school will continue to succeed.

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Priority 6 : ICT Source: ESTYN Inspection Framework, 360o Assessment criteria, DCF and staff skills audit results.

Target:

To prepare teaching staff and pupils for the new curriculum and digital competency.

Success Criteria :

Teachers confidentially use the DCF to plan and deliver high quality ICT lessons across the curriculum.

All staff are equipped to support learners to develop and use their ICT skills for learning.

Pupils are able to apply their digital skills across the curriculum.

Lesson observations reveal that standards of teaching in ICT across the curriculum are at least good.

Staff skills audit responses re-analysed to establish an improvement in confidence levels:

- Uploading to Forest Nas Drive 70%– 80%

- Using iPad functions and apps

- Accessing and using J2e software through Hwb

Teachers are confident in delivering Computing Unlocked lessons.

Staff skills audit responses re-analysed to establish confidence levels.

Confidence levels:

- Data Handling 70% - 80%

- Multimedia 70% – 80%

- Our Digital World 70% – 80%

- Programming 70% – 80%

The profile of e safety is raised within the school.

During half termly e-safety weeks, teachers deliver high quality e-safety lessons.

The e-safety mark has been achieved by September 2018.

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Strategically Planned Tasks/ Skills

To embed the DCF across the curriculum.

Staff Training

To raise the profile of e-safety within the school

To raise the profile of e-safety within the school

Start process to achieve the e-safety mark

Increase parental involvement with e-safety

Monitoring Evaluation – June 2017 1) Teachers confidentially use the DCF to plan and deliver high quality ICT

lessons across the curriculum. Pupils are able to apply their digital skills across the curriculum.

To embed the DCF across the curriculum:

SLT have agreed a strategic vision for cross-curricular digital competence.

Staff haven been trained to implement the DCF.

A DCF portfolio has been created and children’s work is being added.

Monitoring of pupil folders took place on Thursday 23rd March.

SK looked at pupil folders focusing on ICT work related to the SOW and DCF.

Monitoring information to be shown during governors learning walk.

Lessons observations are to be done next academic year.

2) All staff are equipped to support learners to develop and use their ICT skills for learning.

3) Teachers are confident in delivering Computing Unlocked lessons. Staff Training To increase staff confidence levels when teaching Computing Unlocked.

A detailed staff training programme has been developed based on the results of the staff skills audit.

Training on uploading to the Forest Nas Drive has been delivered. A ‘How to..’ guide has also been created to support staff.

Training on iPad features and targeted apps such as Phot Speak, Kahoot and Book Creator has been delivered. ‘How to..’ guides on

Governor Walk – 12.07.17 Dr Dirk Wilson and Marie John

SK showed DW and MJ SIP evidence folder.

SK went through each point of the SIP showing evidence where applicable.

SK took DW and MJ to see a DCF lesson in Year 5/6 (Larch Class). Children used the app book creator to make a book about National Parks in Wales.

Two Year 4 pupils from Hazel Class showed DW and MJ work from their pupil folders – programming, data handling and multimedia.

Children used Scratch to block code, Excel to add totals, etc. Governor Monitoring Notes:

Computing Unlocked is being taught in all year groups.

Beginning to see pupil progress over time.

Examples of pupil’s work are being kept in pupil folders.

Saving of work has improved but will feed into next year’s SIP.

DCF portfolio has been created and examples have been kept. Governors saw examples of this and watched a vlog created by Year 1 and an iMovie created by Year 2.

SK has monitored pupil folders and has developed a monitoring form for DCF and Computing Unlocked work.

QR codes are being used in books to evidence digital work.

Staff confidence levels have increased as a result of training.

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these apps have also been created to support staff. These have been very well received.

Training has been delivered on the Programming strand of the SoW. This was delivered by SK, Richard Clement (e Learning Manager for Cardiff) and Sarah Dawson (e learning Development Officer for Cardiff). This training was provided for free in return for SK delivering twilight sessions to other schools.

Training has been delivered on the Multimedia strand of the SoW.

Feedback from staff has been very positive and they have found the training helpful and now feel more confident when teaching the Multimedia and Programming strands of the SoW.

Overall, confidence levels have improved.

Confidence levels are moving towards the confident and very confident categories and there are fewer people in the erally not confident and not confident categories.

80.1% of teachers are now very confident, confident or averagely confident at teaching the Data Handling strand of the SoW.

80% of teachers are now very confident, confident or averagely confident at teaching programming strand of the SoW.

73.3% of teachers are now very confident, confident or averagely confident at teaching Our Digital World. and Multimedia strands of SoW.

43% of staff are now very confident or confident at uploading from Book Creator compared to 10% of staff in July 2016. (Other data to be seen at Governors Learning Walk)

4) The profile of e safety is raised within the school. To raise the profile of e-safety within the school:

SK has delivered INSET to staff on the new digital literacy curriculum.

We now have half termly e safety weeks in both Foundation Phase and KS2.

All teachers have taught e safety lessons during the e safety week and SK has led a whole school assembly.

The school celebrated Safer Internet Day in February and this has helped to raise the profile of e safety in the school.

As part of e safety week in Spring 2 SK designed a questionnaire that was completed by all KS2 pupils. This has helped to identify teaching opportunities so the digital literacy curriculum and become reactive and linked more closely to the children’s needs.

‘How to..’ form have been created by SK and have been found to be very useful.

Next year, Google forms will be used to monitor staff confidence levels.

Staff have had training on Kahoot, Photo Speak, Book Creator and how to upload to the NAS Drive.

Confidence levels of TAs and Teachers will continue to be monitored separately.

Children are enjoying programming and using programs such as Scratch.

Raspberry Pie to be possibly used next year.

E-Safety weeks are taking place every half term.

Evidence of work was shown.

Parent E-Safety meetings have taken place.

An E-Safety TOR has been agreed by the E-Safety committee.

E-Safety policies have been approved by the Governing Body.

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Start process to achieve the e-safety mark:

The 360o Safe self-review tool has been completed and the school now has specific steps that need to be completed to achieve the 360o Safe Mark.

The school has implemented a new e-safety policy, password policy, data protection policy, AUP. These have been shared with staff. The policies and AUP are reviewed regularly to ensure they are up to date with new technology and software in the school.

An e safety terms of reference has been drafted and the first e safety committee meeting has taken place. The terms of reference was agreed and signed by all members. Meetings will take place termly and other staff will be invited to attend in September.

SK has attended a number of Governors meetings this year. Brief E-Safety information has been given to the governing body during these meetings. SK will deliver more in depth e-safety information to governors next academic year.

Increase parental involvement with e-safety:

Parent e safety meetings have taken place this year and were very positively received.

The meetings were well attended and parents received lots of advice and asked a variety of questions. A large amount of support materials were available for parents such as Top E-Safety Tips’ leaflets for different gaming and mobile devices.

The e safety section of the school website has been developed. There is now a section for parents and children. The Tech Gang have researched ‘Tech Gang Approved’ e safety games and websites and these where then added to the website. The parent’s section of the website has information about how to set up parental controls for many different internet providers. I also has lots of links to ‘Top E-Safety Tips’ leaflets for different gaming and mobile devices.

Membership to the Childnet Digital Leaders programme has been costed and Tech Gang will be starting this in September. They will deliver e-safety activities to the rest of the school when they start the Childnet Digital Leaders programme.

Tech Gang have produced many different e-safety posters and these have been displayed in the ICT suite.

E-Safety information has been given to parents via Vodaphone’s ‘Digital Parenting Magazine’. The first issue will be given to parents

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during the e-safety week in Summer 2. A new issue will be given to parents every term. This will be in place of an e-safety newsletter.

A letter relating to ‘Roadblox’ has been sent to parents regarding e-safety issues with the website.

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School Improvement Targets 2017-18

Priority 1 To improve pupil independence, pupil voice in learning and provision for enhanced and continuous provision.

Priority 2 To further improve accuracy in Writing and Oracy.

Priority 3 To further improve standards of procedural Mathematics.

Priority 4 To improve the attainment of pupils vulnerable to underachievement and to improve pupil attendance.

Priority 5 To achieve advance Thinking School Status.

Priority 6 To continue to train and equip staff for the delivery of the Digital Competency Framework and to improve standards of Scientific Enquiry skills.

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Additional Learning Needs Even before pupils join us in Nursery or Reception, we work with other professionals including the school nurse, health visitors, previous settings and home to ensure that pupils who have additional learning needs are able to access the best provision we can provide at Danescourt Primary School. We track the progress of all pupils across the school as a Senior Leadership Team and Class Teachers to identify any pupils who we feel may not be achieving what they might be capable of. We do this by looking carefully at their National Literacy and Numeracy scores (which are published in July for Years 2-6) and teacher assessment and observations as well as a number of other focused assessments which look at particular aspects of literacy and numeracy (e.g. spelling, reading, number, speaking and listening). We also use INCERTS which is a pupil tracking system which class teachers are constantly updating to improve the very best picture of pupils’ progress. We then provide additional support to those pupils who need it in many forms. All of our support staff have different areas of expertise and have had comprehensive training to enable them to support pupils with additional learning needs. During 2016-17 we ran a number of reading and writing interventions in school; SAIL, STARs, Rapid Readers and Rainbow Readers. For pupils who require additional support with their understanding of spoken language and or speech, we provide WellComm, Language Links and Speech Links groups. For pupils experiencing difficulties with handwriting we implement The Motorway Highway program which in some cases is supported by advice from the Occupational Therapist Service. We continue to work closely with the Speech and Language Therapist linked to the school, to run appointments for pupils requiring Speech and Language Therapy. We were also able to offer play therapy to a small number of pupils. We have built on our ability to measure the emotional wellbeing of our pupils with a whole school assessment called PASS which enables us to adjust the emphasis of our ‘You Can Do It’ program to meet the individual needs of pupils. We received training on equalities as a whole staff and on providing a culturally rich environment for pupils who have English as an additional language. The role of the Additional Learning Needs Co-ordinator in school is shared between Mrs. Deek and Mrs Ford. This year Mrs Deek is responsible for pupils in Nursery and Years 1, 3 and 6 whilst Mrs. Ford is responsible for Reception and Years 2, 4 and 5. If you have any concerns about the progress of your child, please feel free to leave a message for us at school and we will get back to you as soon as we can.

Mrs. R. Ford and Mrs. J. Deek ALNCOs

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Improvements to the Physical Environment of the school 2016-17

Improvement

Progress

Development of a Forest School Site Opened Nov 16

Construction of Forest School/ Outdoor Learning Shelter

Sept 17

Installation of LED Lighting throughout the school Completed Mar 17

Installation of Digital Screens in every teaching area

Sept 17

Interior Redecoration Ongoing programme

Refurbishment of The Treehouse ( formerly The Learners’ Lounge)

August 2017

Refurbishment of The Forest ( former Computer Suite)

August 2017

Renewal of Nursery heating system

Oct 16

Installation of draft proof poly curtaining in the Foundation Phase

Jan 2017

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Attendance Summary 2016-17

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Danescourt Primary School

Financial Report to Parents 2016/17

£ £

Budget Actual

Details 2016/17 2016/17

Employee Related Expenses

Teaching Staff 731,474 731,745

Support Staff 390,701 422,294

Other Staff Costs (inc Mutual Supply Fund) 61,328 84,293

Premises Related Expenses

Repairs and Maintenance 19,189 32,279

Energy Costs 17,000 14,699

Water Charges 4,700 4,703

Cleaning Contract 43,946 48,650

Supplies & Services Expenses

Furniture 0 0

Teaching Materials & Library Books 23,000 48,000

Games & School Activities 7,000 6,619

School Meals to Duty Staff/Breakfast Club Provisions 3,500 3,944

Charges for Music Services 12,000 7,650

Office Expenses 35,332 27,552

Travel & Subsistance Expenses 0 48

Governors Expenses 990 998

School Meals 7,650 7,650

Service Units 47,220 45,562

Gross Expenditure 1,405,030 1,486,686

Income

School Income -10,850 -41,286

LEA Income -153,549 -189,607

Gross Income -164,399 -230,893

Unallocated -24,837

Balance Carried Forward -39,999

Net Expenditure Controllable By School 1,215,794 1,215,794

Rates 32,940 32,940

TOTAL NET EXPENDITURE 1,248,734 1,248,734

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Balances held as at 31.3.2016

Uninvested Balance -39,999

Invested Balance 0

Total Balances held as at 31st March 2016 -39,999

Governors’ Annual Report to Parents...Monitoring Commentary Evaluative Commentary ( Governors)...

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