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Head Teacher’s Report to the

Governors Autumn 2014

Contents Introduction 3 School Roll 3 School Dinners 5 Staffing 7

Staffing for 2014-2015 7 Staffing Changes 8 Leaders 8 Staffing Absences: Sickness 10 Staffing Absences: Dependency 11 Staffing Absences: Medical Appointments 11 Staffing Absences: Unpaid Leave / Bereavement / Special Leave 11

Pupil Progress and Achievements 12 Summary of EYFS Results 2014 12 Summary of KS1 Results 2014 12 Summary of KS2 Results 2014 13

Whole School Attendance 14 Attendance for Summer 2 Term 2014 14 Attendance for Autumn 1 Term 2014 15

Extended School by Stella Linares 15 Breakfast Club 15 After School Clubs 16 Parent Support Workshops 16

Extended School by Jake Taylor 16 Melcombe University 16 Winter and Summer Fair 16

Incidents of Discrimination 17 Exclusions from school 17 Internal Exclusions 17 School Development Plan 2014-2015 18 New Curriculum by Natasha Myrtil 18 Community Links by Wayne Leeming and Jenny Cox 19 Attendance by Carol Campbell 19 Teaching and Learning 20

Teaching & Learning by Alison Bridges 20 Continued Professional Development by Wayne Leeming 21 Middle Leader Programme by Fiona Tyler 22 Pupil Premium by Roz Hemingway 22 Early Years Foundation Stage by Wendy Dormer 23 Values Education by Carol Campbell 23

SEN by Jenny Cox 24 Student Voice 24 Healthy Schools (Main School) by Wayne Leeming 26 Healthy Schools (EYFS) by Samina Kabir 26 Forest School by Rhiannon Everson 27

Melcombe Children’s Centre by Wendy Dormer 27 Safeguarding by Jenny Cox 28 School Strengths & Areas to Develop 29 What’s new? 30

Winter Fair 30

Melcombe Primary School. Head Teachers Report to the Governors. Autumn 2014 Pg �2

Introduction

The purpose of this report is to inform governors of: General information about the school, including information about school roll, organisation of classes and staffing in the school. Pupil progress and achievements. Update on the School’s Development Plan and the quality of the provision within the school. Current and future events happening at the school. Information about premises and finance are fed back to governors through the minutes of those meetings. All governors should receive the school’s weekly letter, which keeps governors updated on the weekly events within the school.

School Roll

School Roll for school year 2011/2012


AUTUMN 2011

SPRING2012

SUMMER2012

Number of pupils in the main school

301 317 301

Full-time Nursery Pupils 40 40 40

Part-time Nursery Pupils 17 15 17

Total Roll 358 372 370

AUTUMN 2012

SPRING 2013

SUMMER2013


317 300 293







AUTUMN2013

SPRING2014

SUMMER2014


315 333 345




AUTUMN 2014

SPRING 2015

SUMMER2015


356

Full-time Nursery Pupils 39

Part-time Nursery Pupils 4

Total Roll 399


Melcombe School Roll

The main school is now 84.5% full with 356 children enrolled and 64 places remaining spread across the classes.

School Dinners

Dinners for school year 2011/2012



AUTUMN 2011

SPRING2012

SUMMER2012

Number of pupils paying for school dinners

88 111 111

Number of pupils on free school dinners

139 159 157

Number of pupils on packed lunch 121 91 91

School dinner debt £1450 no info available

no info available

AUTUMN 2012

SPRING 2013

SUMMER2013


85 111 106


181 159 124


School dinner debt no info available

no info available

no info available



AUTUMN2013

SPRING2014

SUMMER2014


121 159 156


106 93 96


Eating at home 10

School dinner debtSchool dinner credit

£272.70(cr £2346.61)

£196.90(cr £2417.96)

£247.15£2444.41


Packed Lunch School Dinners

Staffing

Staffing for 2014-2015

There are a number of changes which are highlighted in blue.

AUTUMN2014

SPRING2015

SUMMER2015


102

Number of pupils on free school dinners made up of:Years Nursery, 4-6Year 1&2 (should be free)Years 1&2 (should be paying)

212

56 30126

Number of pupils on packed lunch 80

Eating at home 4

School dinner debtSchool dinner credit

£127.80£1770.75

Nursery Ms Wendy Dormer Ms Samina Kabir

Reception Ms Liberty Allen Ms Jemma Elson

Year 1 Ms Julie Frost Ms Rhiannon Everson

Year 2 Ms Stella Linares Ms Gemma Ririe

Year 3 Ms Kulsoom Saghir Ms Kate McKerrow

Year 4 Ms Robyn Pearce Mr Sam Cracknell

Year 5 Ms Fiona Tyler Mr Jake Taylor

Year 6 Ms Amber Roberts Mr Martin Stevenson


Staffing Changes

The following changes in staffing have taken place since the last report: Ms Mary Evans has resigned from her roles at the school due to continued ill health. Ms Kasia Chouhan returned to the school after a year in Madrid in the role of PPA cover. Mr Sam Cracknell has been appointed as the Year 3 class teacher from October 2014 and Mr Chima Okafor has become the PPA cover. Ms Natasha Myrtil and Ms Alison Bridges will be returning from their maternity leave in January 2015 and will be covering PPA. Ms Barbara Armah, who has been covering Ms Wendy Dormer in Nursery, will be leaving at the end of the year and will be replaced by Ms Kris Baron who currently covers PPA at the school. Mr Chima Okafor will be leaving at the end of this half term. Mr Rhys Paisley was appointed as a SSA to work with a child in the Reception class. Ms Karis Griffiths has been appointed to work with a child in the Reception class. Ms Evelyn Rattery was appointed to work with a child in the Reception class. Fiona Macnaughton-Jones has left the Children's Centre and Carole Cook has been appointed to replace her.

Leaders


There are a number of changes which are highlighted in blue.

POSITION NAME

Deputy Head Teacher Carol Campbell

Curriculum Natasha Myrtil

Pastoral Carol Campbell

Assessment Wayne Leeming

Teaching & Learning Alison Bridges

Children’s Centre Wendy Dormer

Extended School Stella Linares Jake Taylor

Early Years Foundation Stage Wendy Dormer

Lower Phase Julie Frost

Upper Phase Natasha Myrtil

Inclusion Jenny Cox

Middle Leaders Fiona Tyler

EAL & Pupil Premium Ros Hemingway

Literacy Carol Campbell

Literacy - Reading, Spelling and Phonics Julie Frost

MFL Stella Linares

Numeracy Gemma Ririe

Science Kate Mckerrow

ICT Florence Bance

Humanities (Geography) Humanities (History)

Amber Roberts Martin Stevenson

Art Robyn Pearce

Music Jemma Elson

RE Liberty Allen

PE Jake Taylor

D&T Vacant


Ms Kate Mckerrow has taken on the role of Science Leader. There is currently a vacancy for D&T

Staffing Absences: Sickness

Forest School Rhiannon Everson

Steps Reading Scheme Carol Campbell

Blocks Mental Maths Scheme Kulsoom Saghir

Fairtrade Gwen Cummins

Eco Warriors Jenny Cox

International Ambassadors Wayne Leeming

Enterprisers Robyn Pearce

Rights Respectors Carol Campbell

JRSO Kim Murray

Mediators Jacqueline Parram

School Council Wayne Leeming

POSITION NAME

Sep 12

Oct 12

Nov 12

Dec 12

Jan 13

Feb 13

Mar 13

Apr 13

May 13

Jun 13

Jul 13

Aug 13

22 40 11 20 40 31 62 22 14 11 7 22

Sep 13

Oct 13

Nov 13

Dec 13

Jan 14

Feb 14

Mar 14

Apr 14

May 14

Jun 14

Jul 14

Aug 14

67 88 95 55 54 55 79.5 47 63 53 22 0

Sep 14

Oct 14

Nov 14

Dec 15

Jan 15

Feb 15

Mar 15

Apr 15

May 15

Jun 15

Jul 15

Aug 15

33 60


Sickness

Staffing Absences: Dependency

Staffing Absences: Medical Appointments

Staffing Absences: Unpaid Leave / Bereavement / Special Leave

Sep 12

Oct 12

Nov 12

Dec 12

Jan 13

Feb 13

Mar 13

Apr 13

May 13

Jun 13

Jul 13

Aug 13

8 14 7 4 9 9 3 3 8 6 7 0

Sep 13

Oct 13

Nov 13

Dec 13

Jan 14

Feb 14

Mar 14

Apr 14

May 14

Jun 14

Jul 14

Aug 14

3 4 6 0 4 3 7.5 1 5 2 3 0

Sep 14

Oct 14

Nov 14

Dec 15

Jan 15

Feb 15

Mar 15

Apr 15

May 15

Jun 15

Jul 15

Aug 15

2 4

Sep 12

Oct 12

Nov 12

Dec 12

Jan 13

Feb 13

Mar 13

Apr 13

May 13

Jun 13

Jul 13

Aug 13

0 2 0 0 1 0 0 0 0 0 0 0

Sep 13

Oct 13

Nov 13

Dec 13

Jan 14

Feb 14

Mar 14

Apr 14

May 14

Jun 14

Jul 14

Aug 14

0 0 3 0 1.5 4 2 2 2 2 0 0

Sep 14

Oct 14

Nov 14

Dec 15

Jan 15

Feb 15

Mar 15

Apr 15

May 15

Jun 15

Jul 15

Aug 15

0.5 1.5

Sep 12

Oct 12

Nov 12

Dec 12

Jan 13

Feb 13

Mar 13

Apr 13

May 13

Jun 13

Jul 13

Aug 13

3 2 0 23 6 5 3 17 1 16 4 0

Sep 13

Oct 13

Nov 13

Dec 13

Jan 14

Feb 14

Mar 14

Apr 14

May 14

Jun 14

Jul 14

Aug 14

11 4 10 5 2 0 3 15 5 6 1 0

Sep 14

Oct 14

Nov 14

Dec 15

Jan 15

Feb 15

Mar 15

Apr 15

May 15

Jun 15

Jul 15

Aug 15

0 0


Pupil Progress and Achievements

Summary of EYFS Results 2014

Summary of KS1 Results 2014

Communication & Languag

e

Physical Develop

mentPSED Literacy Mathema

ticsUnderstanding the

world

Expressive Arts & Design

Emerging 11.3 9.4 7.5 30.2 22.6 1.9 7.5 Actual 2014

20.0 21.0 19.0 39.0 40.0 24.0 28.0 Actual 2013

Achieving 77.4 77.4 86.8 67.9 67.9 94.3 84.9 Actual 2014

65.0 70.0 71.0 47.0 50.0 66.0 62.0 Actual 2013

Exceeding 11.3 13.2 5.7 1.9 9.4 3.8 5.7 Actual 2014

15.0 12.0 10.0 15.0 10.0 10.0 11.0 Actual 2013

S&L Read Writ Num Sci

2 and above 87.3 80.0 81.8 89.1 89.1 Predicted 2014

87.3 89.1 89.1 94.5 87.3 Actual 2014

78.6 85.7 82.1 85.7 82.1 Actual 2013

2b and above 67.3 74.5 61.8 69.1 72.7 Predicted

2014

72.7 76.4 65.5 81.8 74.5 Actual 2014

67.9 67.9 64.3 60.7 60.7 Actual 2013

3 and above 18.2 23.6 14.5 21.8 18.2 Predicted 2014

18.2 20.0 12.7 34.5 16.4 Actual 2014

21.4 28.6 17.9 25.0 17.9 Actual 2013


Summary of KS2 Results 2014

S&L Read SPAG Writ Num Sci

4 and above 90.0 92.0 86.0 88.0 92.0 88.0 Predicted

2014

100.0 88.0 100.0 Counting 2014

92.0 100.0 84.0 90.0 100.0 88.0 Actual 2014

84.8 93.9 81.8 84.8 90.9 84.8 Actual 2013


2014

26.0 48.0 46.0 Counting 2014

30.0 48.0 46.0 36.0 46.0 30.0 Actual 2014

27.3 51.5 48.5 36.4 57.6 60.6 Actual 2013


2014

4.0 4.0 9.0 Counting 2014

0.0 0.0 4.0 6.0 4.0 0.0 Actual 2014

0.0 0.0 0.0 0.0 3.0 0.0 Actual 2013


Whole School Attendance

Attendance for Summer 2 Term 2014

Group Presents AEA Authorised Absences

Unauthorised Absences Possible % Attend

REC A 94.9 0.1 5.0 0.0 100.0 95.0

REC E 91.8 0.0 8.0 0.2 100.0 91.8

1F 94.2 1.4 3.3 1.1 100.0 95.6

Y1D 92.4 1.3 6.0 0.2 100.0 93.7

Y2L 96.2 0.0 3.4 0.5 100.0 96.2

Y2R 93.6 0.0 5.8 0.6 100.0 93.6

Y3H 93.9 0.1 4.1 1.8 100.0 94.1

Y3L 94.4 0.3 3.5 1.8 100.0 94.7

Y4T 90.3 3.9 5.6 0.1 100.0 94.3

Y4A 89.7 4.0 4.1 2.3 100.0 93.6

Y5E 91.9 3.1 4.2 0.8 100.0 95.0

Y5R 92.8 2.9 3.4 0.9 100.0 95.7

Y6M 78.8 17.7 2.8 0.7 100.0 96.5

Y6R 77.4 15.7 4.9 2.0 100.0 93.1

Y6S 75.0 0.0 25.0 0.0 100.0 75.0

Totals 90.8 3.7 4.6 0.9 100.0 94.5


Attendance for Autumn 1 Term 2014

Extended School by Stella Linares

The extended services program this term consists of 4 main strands: Breakfast Club, After School Clubs, Parent Support Workshops and Melcombe University. Extended day also includes the organisation, set up and running of the winter and summer fairs. There will also be various fundraising activities to improve the schools playground throughout the year organised in collaboration with the school’s Parent Reps.

Breakfast Club

Breakfast clubs runs from 8.00am – 8.50am every weekday morning before the school day begins. Children pay £3 per day and are served a choice of cereal or toast with a drink. The children then engage in a range of social activities together. Children in the club range from Year 1 to Year 6. They do not attend every day, but are registered to come on identified days. There are currently 21 children on the list. From September 2014, the Children's Centre began providing Breakfast Club for children in Nursery and Reception, which has freed up more spaces for Children from Year 1 up. There are 3 members of staff who supervise Breakfast Club at a ratio of 1 adult to every 10 children.

Group Presents AEA Authorised Absences

Unauthorised Absences Possible % Attend

REC A 98.7 0.0 1.3 0.1 100.0 98.7

REC E 97.0 0.0 3.0 0.0 100.0 97.0

Y1F 97.9 0.0 1.9 0.2 100.0 97.9

Y1E 96.0 0.0 3.2 0.8 100.0 96.0

Y2L 97.3 0.0 2.2 0.4 100.0 97.3

Y2R 96.6 0.0 3.0 0.4 100.0 96.6

Y3S 94.5 2.6 2.7 0.2 100.0 97.2

Y3M 94.5 2.6 2.6 0.3 100.0 97.1

Y4P 94.0 1.4 3.7 0.9 100.0 95.4

Y4O 96.3 1.3 2.0 0.4 100.0 97.6

Y5J 96.1 1.3 2.4 0.2 100.0 97.4

Y5T 94.6 2.5 2.1 0.8 100.0 97.2

Y6R 87.9 8.6 2.9 0.6 100.0 96.5

Y6S 94.7 2.2 2.4 0.8 100.0 96.8

Totals 95.5 1.6 2.5 0.4 100.0 97.1


After School Clubs

After school clubs run from 3.15pm – 4.15pm everyday after school. Support staff and one outside agency have previously run these. From January 2014, support staff will run all classroom-based clubs at a ratio of 1 adult to every 15 children. Elite Sports Agency will run all sports coaching clubs at a ratio of 1 adult to every 20 children. Reflect Productions will continue to run Drama and Martial Arts at a ratio of 1 adult to every 16 children. Zumba will now be run by a parent in the school who is a professionally trained instructor and has kindly chosen to donate all of the money to the improvement of the school playground.

In the Autumn Term there were 25 different clubs that offered spaces to children from Reception to Year 6. Due to the school increasing in size and ever-growing demand for wrap around care, the school will now offer 31 clubs. Children signed up at the start of a term and paid £12.50 for 5 weeks or £25 for 10 weeks. Children will now sign up one half term prior to clubs beginning and from January 2014, parents will be asked to pay in full to secure their children’s places. This is to ensure all children take up their spaces and avoid other children missing out.

The skills to be covered in the clubs are identified in advance. These skills are assessed at the start of the term and then again at the end of the term in order to track progress. Children also complete an evaluation form at the end of the 10 weeks to say what they have learnt, what they have enjoyed and how they can apply those skills in other areas. We have also entered into football matches with the Melcombe Football Team for both boys and girls.

Parent Support Workshops

Over the course of this academic year we will provide Steps and Blocks Workshops for parents of children in Reception to Year 5. These will be held to support parents in helping their children at home to develop reading and mental math’s skills. We will also be running a transition workshop for parents of children in Reception, specifically focusing on the phonics used in Year One, in preparation for the phonics testing that the children will undertake at the end of Year One.

Extended School by Jake Taylor

Melcombe University

Every Friday afternoon, Reception to Year 2 and Year 3 to Year 6 meet in the hall and children are split into workshops that they have signed up to at the start of the term. There are currently 22 workshops running and these are led by teachers or support staff. The sessions are planned in advance and the skills that are covered are identified. These skills are assessed at the start of the term and then again at the end of the term in order to track progress. Students then have the opportunity to select a new club at the start of a new term.

Winter and Summer Fair

There is a very small group of parents loosely involved in the setting up of the Winter Wonderland this year. Stella, the parents representatives and I have predominantly


organised it. We have placed the organisation with the parent representatives to give them more ownership. We have recently sent letter out to businesses and shops within the community for donations. The Winter Wonderland takes place on Thursday 18th December from 3:30-5pm.

In regards to the summer fair, we are looking at making the fair to be bigger and better than before. We are also using the money from last years Fair to purchase the necessary equipment (such popcorn makers and a candy floss machine) so that we have our own set of resources rather than borrowing from other local schools. The fair will be held on Friday 11th June from 3:30-6pm

Incidents of Discrimination

Exclusions from school

Internal Exclusions

DURATION NUMBER

Autumn Term 2013 2 x racist incidents (same child)

Spring Term 2014 4 x racist incidents

Summer Term 2014 3 x racist incidents2 x homophobic incidents (same child)

Autumn Term 2014 1 x racist incident

DURATION NUMBER

Autumn Term 2013 1 x 2-day fixed term exclusion

Spring Term 2014 0

Summer Term 2014 1 x 2-day fixed term exclusion

Autumn Term 2014 0

DURATION NUMBER

Autumn Term 2013 2 x 1 day internal exclusion (same child)

Spring Term 2014 1 x 1-day internal exclusion

Summer Term 2014 4 x 1.5-day internal exclusions

Autumn 2014 3 x 1 day internal exclusions


School Development Plan 2014-2015

Our Aim: To motivate, challenge and inspire the children, so that they are actively involved in their learning, see the value and purpose of their learning and have a strong sense of belief, that they can and will be successful learners. We want success for all!

Our Vision: The school is currently regarded by Ofsted as being outstanding. Numbers are rising but as yet we are not oversubscribed. We are regarded favourably by parents and the immediate community.

In three years time our vision is to be an oversubscribed 2-form entry school with wrap around care from 8am – 5:00pm with a highly qualified, stable staff providing first class opportunities for all pupils to meet their potential.

To help achieve this vision we will: • Provide a happy, safe and secure environment in which every child is valued as an

individual and can succeed. • Build a community based on the home/school agreement in which all are involved in

fostering attitudes to care, tolerance and understanding. • Help all children to build on their previous experience and acquire further skills and

knowledge which they will need for their future learning and life. • Provide equal opportunities for each child to develop independence and

responsibility for themselves, other people and the environment within the school and the local and wider community.

• Make the most of every opportunity, both in and out of school, and develop an ‘I can do’ attitude and love of learning.

New Curriculum by Natasha Myrtil

Natasha Myrtil has been on Maternity Leave this term and there have been no new developments since her last report with the new curriculum. The new curriculum was implemented at the start of this year and will be evaluated and discussed in the Spring term.

School Development Priorities

Extended Day - To establish and then maintain a series of breakfast clubs and after-school clubs to ensure that the school can be considered to be a 8.30am to 5pm school.

Workforce - To ensure that the school's workforce remains efficient and cost effective.

SPAG - To raise the profile of Spelling, Punctuation and Grammar at the school and ensure our results are in-line with other subjects.

Technology - To ensure that the school is equipped with efficient and working technology for both teaching and learning.


Community Links by Wayne Leeming and Jenny Cox

The school has recently lined with a local private school called Bute House Preparatory School for Girls who have been looking for a local link for “quite a while”. The school had a set of 30 laptops which were 3-years old and in very good condition which they asked if we’d be interested in taking over. As our laptops are now very old, our ICT technician checked them out and agreed that we would be better off with their computers.

Our links with ancestory.co.uk continue, with them having made a large donation of food for our Summer Fair and plans for them to do the same for our Winter Fair. Staff from the company have come to help and support the main school’s Breakfast Club.

Links have been made with some new businesses in Fulham Palace Road including the hairdresser and Waitrose, who donated prizes and food for our recent school disco.

CAA has once again offered to buy presents for our vulnerable children.

Sadly we will be saying goodbye to our reading volunteers from Harper Collins as they are being relocated. We have had a long and fruitful history with them and I am sure their input will be missed.

Attendance by Carol Campbell

Good attendance at Melcombe has continued throughout the Autumn Term, with an average of 96.6% of children attending school regularly. Weekly attendance results have shown attendance to be at 97% or above on 7 occasions. The lowest attendance recorded this term was during the first week back (93.5%).

Documentation has been handed in to verify reasons for non-attendance during the first week back, which ranged from children remaining abroad on holiday; illness, trouble with flights home and for some, the assumption that all schools have the same starting and finishing term dates. All families of late returners have been followed up and are being closely monitored.

This term, I have met four families who have agreed to be put onto Individual Attendance Action Plans, which sets targets for parents in the organisation of their child’s Attendance and Punctuality. A follow up meeting for all those targeted will take place early in Spring term. There have been two referrals to the School Nurse for children who are unwell, to support families in ensuring that their children come in when they are well.

To ensure the support of parents and carers of children whose attendance is poor, the Attendance team (Carol and Phoebe), Senco (Jenny Cox) and School Nurse (Emma Shotter) met with Mike Saunders (Family Services LBHF) to discuss 27 families who are already referred, or who are about to be referred to Family Services.

Attendance sticker charts and half termly treats continue to provide a great incentive for children to come in on time every day, as does the fast-paced fun in the teaching and learning at Melcombe.


Teaching and Learning

Teaching & Learning by Alison Bridges

All teaching staff were observed in the Autumn 1 half term by either Wayne or Carol and of the 19 lessons observed, 84.2% were deemed to be either "good" or "outstanding". Plans were put in place to support a number of the newer teachers and those whose lessons had not been at the correct standard with Alison Bridges coaching and modelling lessons and then observing these teachers to ensure they were confident of using and teaching to the Teaching and Learning Model.

Literacy Books were monitored by the SLT at the end of the Autumn 1 half term with Carol Campbell noting the following:

Strengths Points for ActionWRITING CONTENT Most books sampled reflected the half term planning and writing targets. Clear evidence of writing skills linked to writing targets being taught and most often applied in sustained writing tasks. Effective use of language and sentence structure was evident in most books submitted. There was clear evidence of weekly, sustained writing across most year groups, and evidence of children making progress.

DIFFERENTIATION In the books where children progressed well, effective differentiation, through use of toolkits, checking of success criteria and/or targeted support and feedback, was evident. In most books there was evidence of differentiation.

ASSESSMENT Consistent marking and self-assessment was found in many books submitted, as well as positive comments along with Key Teaching Points. Peer assessment was also noted in some books. In books marked by support staff, there was evidence of clear expectations and standards of marking set by the class teacher. This shows where successful team collaboration is in place.

WRITING CONTENTBoth teaching and pupil output needs to always have clear links with children’s writing targets. Marking should directly relate to the Learning Objective and Success Criteria. Targets must be appropriate to the level at which the child is working and assessed at the end of a unit of work.In some books, the expectation of the amount written in weekly writing sessions needs to improve. Sufficient modeling and guided teaching needs to take place and children must use their plans (containing key words) to write their extended task over 1-2 sessions. Pupils must write a start and finish time for each session of writing, so that they (and you) can see progress in their writing stamina.Use evidence from children’s books and learning behaviour to ensure that you organise the appropriate method of scaffolding to enable them to succeed at their expected level - not too much or too little. If you are unsure, ask a colleague for advice.Cursive handwriting is being taught in Key Stage One and must be taught in Key Stage Two to maintain high standards of presentation, using existing resources.Any changes to units of work or planning must be discussed with your Phase Leader, and/or a member of SLT, to ensure that support may be given if needed.Expectations of good presentation were evident in some books sampled, however this is an area that needs to be improved.


Numeracy Books were monitored by the SLT under the guidance of Gemma Ririe in the Autumn 2 half term with the following being a summary of the monitoring:

Continued Professional Development by Wayne Leeming

This term began with a two-day Maths Makes Sense training for all staff. This was a refresher for some staff but new for a large part of the staff who had not been a part of the school when it was implemented.

Some support staff were also trained in the new One Page Profiles by Ms Jenny Cox.

Strengths Points for ActionOVERALL STANDARD AND PRESENTATION OF WORK In Key Stage One, the overall standard and presentation of books sampled was good and in some cases, better than good. Progress and standards are solid. In Key Stage Two, the overall standard and presentation of books submitted was good, although there were a few inconsistencies of expectations in presentation and substance of writing.

DIFFERENTIATIONCheck with your year group partner(s) that your expectations, outcomes and targets make sense.Moderate writing alongside your colleagues – verify if you are differentiating effectively, then you will have a firm basis for your decision.

ASSESSMENTTeachers’ marking comments in some books submitted were difficult to read. Comments by pupil and teacher need to be responded to by teacher and pupil.Supply teachers need to mark according to your instructions and any who do not mark in this way need to be reported to SLT, who will take it up with the agency.Self-assessment needs to continue to be built in to each lesson in accordance with the school’s policy. This has been proved to be crucial in moving children’s learning forward and is an extra point of contact in each child’s learning.

Strengths Points for ActionKey Stage 1 • Maths makes sense is being taught

throughout all classes and a wide range of skills are being taught.

• Key questions are answered. • Great presentation throughout. • Marking is thorough and comments are

targeted.

• Tops need to be extended more. • Use the maths make sense strategy-

‘what else do I know’ and ‘What if not’.• Make sure all children assess their work

and the teacher responds to it by ticking it.

• Some children could be working directly into their books rather than on a scaffold.

Key Stage 2 • Good overall following of Maths Makes Sense.

• Work is completed to a good standard.• Mostly good presentation.• Lots of skills are being taught.• Marking is thorough.

• All children need to say what they have learned, what they were good at and a KTP if needed.

• Extend tops with ‘what else do you know’ and ‘what it not’.

• Teachers need to pick up on sloppy presentation.

• Children should respond to teachers marking.


Fifteen members of staff attended courses outside of school which included courses on assessment, thinking skills, ASD training, diabetic training, SEN and EYFS.

Middle Leader Programme by Fiona Tyler

It has been a positive start to the new school year, as the new middle leaders have got know their subjects, written action plans for the year and familiarised themselves with their subject files.

Release for middle leaders has been increased this year, in order for them to implement the changes required for the introduction of the new curriculum, running audits of resources and ensuring lessons match mid term plans and curriculum maps. As Middle leaders Leader I have introduced a tracking system so that the leaders state what they have done during their release time so that I can give guidance and advice on what to do next or what needs to be covered.

Literacy and numeracy book looks have taken place to ensure the consistency of marking and assessment is still in place due to new staff in KS2. This has proved to be as positive as ever.

Middle leaders have recently carried out observations on their subject areas in the phase that they are based in. In order to make these observations worthwhile, I have introduced a simple observation sheet where middle leaders write how the lesson follows the teaching and learning model, the lesson matches the requirements of the mid term plan and curriculum map as well as how differentiation takes place, whether it is by outcome, support or scaffolded task. Also, examples of children's work for that observation was collected so that middle leaders and myself have evidence of what was observed and where necessary ideas for moving forward. Further observations will take place in Spring 2 in opposite phase groups.

Since September Stella Linares MFL middle leader has been released every Monday so that she can teach Spanish to every class in each phase group. This has proved to be successful as the children are retaining what they have learnt, enjoying learning a new language and are able to show their learning through homework tasks set.

Pupil Premium by Roz Hemingway

Analysis of the achievements made by Pupil Premium children who were supported during the last academic year was good. Overall, 75% of supported children either reached, and in some cases excelled, their targets or at least made progress. This shows that support is not only beneficial for the child’s academic development but also crucial, as without support, progress and achievement would not be as high for these children.

Again, the autumn term began with identifying children who would benefit from support and allocation of staff to classes, taking into account each adult’s expertise. Support in some classes was reorganised at the start of autumn 2 according to need after careful analysis of the autumn terms results. So far this has been successful. In addition, I would like to hold regular meetings in the following terms with Pupil Premium staff to iron out any issues arising. This has not been done as yet due to settling the children into new classes.


From January 2015, all Pupil Premium support staff will track 3 children that they support over the year to ascertain how well they do, even if they no longer need support.

Very little of the Pupil Premium budget has been spent as I feel the staff would benefit from being involved in effective purchases, which could enhance teaching and learning. Therefore, I have organised an INSET for the first day of the spring term for staff to have a wide range of new materials and their uses demonstrated. These will not be from one company as it is a consultant who can advise on the pros and cons of each and which are most successful. Staff can then decide which would be most useful to purchase.

Finally, Pupil premium children are doing well in most years and are not becoming too over-reliant on support as it changes according to results at the end of each term.

Early Years Foundation Stage by Wendy Dormer

Currently in Early Years it’s all about the base...of the Christmas show! Both reception and Nursery are working very hard to ensure exciting festive performances. Amidst the behind the scenes panic children and staff are in a flurry of baubles, snow and reindeers rehearsing their stage debuts. Without a doubt it will be a year to remember!

Reception classes have experienced the usual transience with children leaving as a result of re housing and new children entering the class. Staff have coped incredibly well and have developed a learning environment that supports and extends all children’s abilities.January will see another intake of Nursery children leaving only a few part time places available in the afternoon sessions. If these are not filled by April they will be offered to siblings in the summer term.

We have also been inundated with requests to visit by other Early Years practitioners both in LBHF and other boroughs. These have been accommodated to share our approach to learning and show the strategies we have used to provide ‘outstanding’ Early Years education. Wendy has spoken at two conferences in the last term and proudly represents Melcombe as a school committed to first class education for all.

Values Education by Carol Campbell

Values workshops have taken place with teaching staff from all phases, to re-evaluate values taught and modelled throughout the school. It was a good opportunity for staff to discuss the values most important to them, such as respect and kindness, as well as reflecting upon how Values enable them to work together as a team at school. A scrapbook has been made to show the content of Values discussions undertaken amongst colleagues, which is on display in the staff room.

Children continue to benefit from twice weekly Values assemblies.

In addition, cross curricular links were made with Year Six taking part in Into University, which is an intensive week of learning and team work, including trips to the British Museum and HMS Belfast, which serves as an inspirational entry point into their World War II topic. The project also allows pupils to study the topic in-depth and culminates in a


presentation and a ‘graduation’ ceremony at the end of the week, allowing pupils to aspire to further education.

Black History Month was celebrated by Adisa the Poet visiting to perform his poetry to pupils. Remembrance had a high profile this year, as children commemorated the 100th anniversary of the outbreak of World War One, led ably by Amber Roberts (History Co-Ordinator) and Robyn Pearce (Art Co-Ordinator). 6R took part in the Tender Workshop, in which they explored Healthy Relationships through roleplay and collaborative work. The result was a presentation assembly to Year 4, 5 and 6 pupils.

The Power of One Anti-Bullying show was a powerful reminder to children of strategies to stop bullying.

Coming up in Week 7, Autumn 2: NSPCC/Childline are to work with pupils in Year Five and Six regarding staying safe and knowing how to get help if needed.

SEN by Jenny Cox

Currently we have 12 children with Statements of Special Educational Needs and another child will shortly be awarded a statement. There is a growing list of children with needs and we are lucky to be working with Dr Carmel Brady, an Educational Psychologist, who is new to Melcombe. As we have so many children with speech and language needs identified on their statements we have 2 Speech and Language therapists working here. They are Laura Robson, who works on a Tuesday and Hannah Jackson who is here on Thursday.

At this time new systems for SEN are being introduced in line with the new Code of Practice. As from September 2014 Statements of Special Educational Needs were replaced by Education Healthcare Plans. I have attended a course on Personalising Learning, which focussed on the first part of the new Education Healthcare Plans-One Page Profiles. I have held a training session for the SSA’s on this and they have made their own One Page Profiles, so that they know how to create one with their targeted child. I am attending the follow up courses in December.

Student Voice

Eco Warriors by Jenny Cox

The group discussed the successes of the previous Eco- Warriors and felt that they should be congratulated for good ideas and hard work. This year a big focus will be on the school grounds and how to make them more eco-friendly.

Gardening has a much higher profile in the school and the aim is for the Eco Warriors to be involved in composting and be more active in maintaining the garden areas. We hope to be involved in the Food Growing Schools London and to be watching our herbs and vegetables grow.

Enterprisers by Robyn Pearce

This term the Enterprises Committee have been involved with Pupil Profit, in starting up a Stationary Shop at the school.


Pupil Profit aims to offer children the opportunity to set up and operate their own businesses, and to provide schools with a supplier offering popular, affordable products which contribute to the children’s overall education.

The Enterprise children attended a day-long training day on the 24th November, in which focus was on how to set up, market and run a business. The children worked in teams and made decisions about stock, stock taking and other business operations such as the pricing and promoting of products. The children were assigned specific roles in which they have to continue to fulfill duties relating to the functions performed by those in the following departments: Director, Market Research, Stock-take and Supply, Finance and Marketing.

The Enterprise Team will be running this business mainly on their own, with the Directors overseeing the project. They will meet with the staff member involved twice a mid- term.

The launch day of their shop is on the 11th December. They will be running this business once every mid-term, or every two weeks - depending on their decision as a group.

Fairtraders by Gwen Cummins

Fairtrade Fortnight will happen in February 2015 and we have planned the following for this years event: a fairtrade poster competition and a return of our great Melcombe Fairtrade bake-off for our cake sale which was a great success. The Fairtraders would like Melcombe children, family and friends to collect for a food bank for the homeless as we agreed that no one should go hungry on low-income in 2015.

The classes will again be involved in a research project on an aspect of Fairtrade. Each class will be given a project to help them understand the meaning of Fairtrade and why its so important for us to be able to help low-paid third-world workers.

International Ambassadors by Wayne Leeming

The International Ambassadors hosted a teacher and a child from our link school in Ypres, Belgium, to mark the 100th anniversary of the First World War. The pair arrived on Friday 7th November and were met at the station by Mr Leeming and the head girl. On the Saturday we watched the Lord Mayor’s Parade in central London, had a look at the poppy field at the Tower of London, had a tour of the Tower of London and then watched the firework display on the Thames. On Sunday we attended the official opening of the Flanders Memorial Garden at the Wellington Barracks on The Mall. The weekend was a great success and we are now working on ways in which to keep the links between our school and perhaps even grow them.

Junior Road Safety Officers by Kim Murray

So far this term the Year 5s have had cycle training which consists of Bike It instructors coming in to train the children on how to ride safely on the roads. I have also registered the school for the Big Peddle competition which begins in March. The JRSO and I are also planning to arrange some competitions to encourage children to cycle and scooter to school.

Mediators by Jacqueline Parram


At the beginning of term, seventeen children were appointed to the role of Peer Mediator. The role consists of four Mediators being are on duty in the North and South playground during Lunch Break, on a daily basis. They work alongside staff members to ensure children interact in a positive manner and that both playgrounds run smoothly. The Mediators interact with their peers and if any issues arise they are always on hand to help.

Peer Mediators are valuable members of our school community and they are consistent in their role. Staff members feed back on their performance regularly and during our meetings we deal with any issues that my have arisen and they are dealt with immediately.

Prefects by Carol Campbell

Year Six pupils wrote letters to apply for both posts and were selected early in Autumn 1, by C Campbell, David (Head Boy) and Leanne (Head Girl). Meetings are held every two weeks to discuss the role, any problems, and celebrate the successes of the team. During Lunchtimes and Wet Play the Prefects and Mediators work together to assist lunchtime staff. There will be a Pizza lunch held for them before the end of Term.

Rights Respectors by Carol Campbell

Rights Respecting Officers started the year with a visit to the Houses of Parliament. After discussions, they decided to support the charity, Children in Need and promoted their ideas for fundraising throughout the school. As a result of their work, and with the help of their classmates and teachers, over £927 was raised for the charity. In Spring Term, the Rights Respecting team will be embarking upon a project with the Global Ambassadors, called the Team London Young Ambassador programme, funded by the Mayor of London, which aims to educate children to volunteer and make a difference to their local and wider community.

Healthy Schools (Main School) by Wayne Leeming

This term we met with Colin Day from Hammersmith & Fulham Healthy Schools and Ms Jan Goulstone (School Governor) to identify a project which would be used to enable us to be credited with the Silver Award by Healthy Schools. The project was agreed and is now being implemented across the school. The project will be evaluated at the end of the school year and if it has been successful enough, will help us achieve the Gold Award for Healthy Schools.

Healthy Schools (EYFS) by Samina Kabir

The Early Years (Reception, Nursery) and the Children’s Centre are currently working with the healthy schools partnership, which is a tri- borough scheme. Paperwork is underway to attain Bronze Award status specifically for the early years by the new year. Furthermore, I will be submitting paperwork for the Silver award by July 2015.

The school has registered with the ‘Potato Council’ and we will enter a competition in Spring 2015 to grow potatoes ourselves. The Children’s Centre and Nursery have recently taken part in ‘Oral Boost’, a tooth brushing awareness campaign. Currently, each week six Nursery children go to the Children’s Centre and take part in cooking healthy food in ‘Fatoom’s Kitchen’.


During Autumn 1 in Nursery, the topic was ‘Healthy Eating, Healthy Bodies, Healthy Me!’ where focused activities looked at the positive effect healthy food and drink, exercise and sleep had on our bodies.

Forest School by Rhiannon Everson

In the current academic year forest school has faced new opportunities and is reaching more children across the school.

Through Melcombe University KS1 children have had the opportunity to take part in a range of activities from, exploring the natural environment, working with natural materials and tool skills. Throughout the whole program the children have been working as a team to support and guide each other to complete a given task in the short amount of time. I have seen their confidence, self esteem and friendships grow through having to work together closely.

They have learnt about staying safe with tools and that if they follow the instructions and listen carefully there is not a reason why they can use tools such as glue guns and peelers unaided (The adult is always watching but children are in control, being talked through what to do).

Forest school with the Nursery has been able to start again and the new children have been fantastic when on site. It has been harder to start, as I do not know the children, but the parents and nursery staff have been fantastic at arranging the sessions so that nearly all the children have attended this term.

We are hoping to keep it running throughout the school year and continue to develop the good practice and opportunities we have been able to provide so far. At forest school I aim to help children develop confidence and self esteem and learn to manage risk. It is vital that we teach children that they can tackle any obstacle with persistence, experience and support. Through regular visits and adults they have a trusting relationship with these areas will grow and develop and the child will be able to independently assess the risk of an obstacle and tackle it unsupported.

As we move into this new year I am looking at ways to use more natural resources in the school environment and where possible get the children out and immersed in the natural world around them. One example of this is getting year one to visit Fulham palace as part of the science curriculum for seasons of change. They will also be taking part in gardening every other week with John. Through these experiences they will be able to experience the changes first hand.

I am looking forward to a fantastic year ahead for forest school.

Melcombe Children’s Centre by Wendy Dormer

This term has seen sustainable growth throughout all areas of the Children’s Centre with data now showing 89% of our reach area children registered. Family support cases have continued to grow and referrals are now predominately coming in from Health Visitors and Children’s Services. Attendance and contact has been maintained at 61% and target group attendance at 79%.


It was with great sadness that we had to farewell our Deputy Centre Leader, Fiona Macnaughton Jones, who has moved on to work in a Specialist Speech and Language school in Wimbledon. Our newly appointed deputy will begin in January and is coming to us from the LBHF Early Years advisory service where she has years of experience working with Early Years settings in Hammersmith. We are delighted that Carole Cook has accepted the position and look forward to developing our centre with the skills she will bring.

One of our current big projects is the development of perinatal mental health services across the borough. We are working in partnership with the Queen Charlotte’s team and partners including the Hammersmith NHS Clinical Commissioning Group, to develop a service, which will be rolled out across the borough in July 2015. The aims are to provide a service for families where there is moderate to severe mental health both post pre and post natally. We are working in ‘coproduction’ with service users and are incredibly proud to be part of this initiative. The support we will be able to give to families who may experience difficulties ranging from bipolar to post natal depression will significantly impact on children’s life chances.

This last term has also seen the local authority commitment to children’s centres with the administration announcing further funding after our contract expires in March 2015. We are currently working on our vision for the future and are incredibly lucky to be in a local authority who recognises the value of our services.

Safeguarding by Jenny Cox

Elements of safeguarding have also changed as of October 2014 the Tri-borough launched an initiative called Focus on Practice. The key objectives of this initiative are:• a 20% reduction in numbers of Looked After Children and those subject to Child

Protection plans;• a significant reduction in re-referrals;• improvement in morale, job satisfaction and therefore retention of social workers in the

profession.

At present we have 3 children on CP plans and 4 on CIN plans. A boy who attends Melcombe for 1 day a week, as part of his reintegration into mainstream, is classified as LAC, but he is not on our roll. We continue to have a high number of vulnerable pupils who require support for their emotional and social needs. The work with these children is often initiated by the Learning Mentor and continued in class by the teachers and assistants.


School Strengths & Areas to DevelopStrengths of the School

1 The Teaching & Learning ModelThis is the systematic way in which all lessons are taught at Melcombe. This model ensures all children are able to access the learning, understand the value of what they are learning and know what they need to do to be successful.

2 Literacy Planning and ToolkitsThese are the systematic, differentiated and progressive planning for Literacy and the teaching aids which are used to support the teaching of Literacy from Nursery through to Year 6.

3 Behaviour Management in classThis is the system used across the school to deal with minor behaviour issues within the class during teaching time.

4 KS2 ResultsThese are the end of school results by the Year 6s and include Speaking & Listening, Reading, Writing, Mathematics and Science. They are measured against targets set by the school, previous years’ results and nationally.

5 Trips and First Hand ExperiencesThe staff take the children out on various trips and invite guests in to the school to initiate learning and create excitement around the topic.

6 Progress of children across the schoolTracking the results of the children across the school, particularly at the end of EYFS, KS1 and KS2, and comparing them to the aspirational targets set at the beginning of each year indicates that most children make good progress.

7 MonitoringThis is the system whereby the senior leaders observe staff teaching and staff observe each other and rate the standards they have observed.

8 Middle LeadersAll teaching staff who are not senior leaders and who lead a subject are considered to be Middle Leaders.

9 Pastoral CareThis is the amount of effort put in by the staff of the school to the children’s welfare to ensure the children are safe both at school and home, and able to learn.

10 8 to 5 CareThis is the chance for children to be at school from 8am to 5pm by providing structured opportunities both before and after the normal school day.


What’s new?

Winter Fair

For the first time the Parent Class Reps are organising a Winter Fair on Thursday 18 December.

Areas of Concern

1 Behaviour Systems These are the systems which kick in when a child’s behaviour warrants further action than discussed in Behaviour Management in Class such as Reflection and Exclusion.

2 Assessing Maths The school follows the Maths Makes Sense approach to Numeracy but assesses using the QCA and other assessment packages.

3 Staff Retention This is the school’s ability or inability to retain staff who have been trained in the Melcombe ways and who move to other schools for various reasons.

4 Punctuality of Children Although attendance and punctuality have always been a problem, and the school has spent the last two years successfully tackling attendance, punctuality remains a problem

5 Technology Issues These are the problems the staff have with the photocopier, printers, computers and laptops.

6 School Dinners The dinners children receive at lunch time from the school.

7 Communal Areas Areas inside the school building such as outside the Admin Office and outside the Melcombe Shop on the Ground Floor, and these areas on the two floors above.

8 Playgrounds The North and South Playgrounds.

9 Reading Scheme This is the consistent and progressive scheme for reading in the school.


Head Teacher’s Report to the Governorsmelcombeprimary.weebly.com/uploads/2/6/1/4/2614504/... ·...

Documents

Transcript of Head Teacher’s Report to the Governorsmelcombeprimary.weebly.com/uploads/2/6/1/4/2614504/... ·...