The Nitty-Gritty: School Performance & Policy

essentials1Here, you'll find the following information:

  • Headteacher's Newsletters

  • Performance Data

  • Pupil Premium Spend Breakdown

  • Special Education Needs (SEND)

  • Sports Premium Funding & Impact

  • Key Policies

  • Reports

If you're an Ofsted inspector ('The warmest of welcomes to you!') or if you're just someone who likes to get either the bigger picture or finer detail of how the school is performing then this will be your 'go-to' page. Here, we aim to tell you more about how we operate and how we compare to the standards set for primary schools.



Headteacher's Newsletters

*Latest* Issue July 2017
Issue May 2017
Issue April 2017
Issue December 2016

Issue September 2016
Issue July 2016
Issue June 2016
Issue May 2016
Issue April 2016
Issue February 2016
Issue January 2016
Issue December 2015
Issue September 2015
Issue July (again!) 2015
Issue July 2015
Issue May 2015
Issue April 2015
Issue February 2015
Issue December 2014
Issue October 2014
Issue September 2014

Issue July 2014

Issue June 2014

Issue May 2014

Issue April 2014

Issue March 2014

Issue February 2014

Issue December 2013

Issue October 2013

Issue September 2013
Issue July 2013
Issue June 2013
Issue April 2013


Performance Data

BC 110 of 122Primary schools publish end of key stage pupil performance data annually. Ours can be find on these sites:

Some background info then...

Standards in Key Stage 1 and 2 are compared to the national expectation of children reaching a 2b by the end of Year 2 and a Level 4 (4b) by the end of Year 6. As a result, children reaching Level 3 in Year 2 or a Level 5 in Year 6 are deemed to be achieving above these national expectations.

A progress measure expectation for primary schools is that children make at least 2 levels of progress from the end of Key Stage 1 to the end of Key Stage 2. As a result, children making more than 2 levels of progress are deemed to be achieving above these national expectations.

The tables below show the percentage of our Year 2 and Year 6 cohorts meeting these expectations over the past 3 academic years.

Key Stage 1 Standards of Attainment 2012-2016:

The Year 1 Phonics Check:

y1phonics2016

As a comparison, the National Average for schools, in 2015, for Level 2b+ achievement in Reading, Writing, Maths was 82%, 72% and 82%. We achieved:

KS1Att2015L2

As a comparison, the National Average for schools, in 2015, for Level 3 achievement in Reading, Writing, Maths was 32%, 18% and 26%. We achieved:

KS1Att2015L3

In 2016, assessment against the new National Curriculum came into effect. Levels are replaced with new, more challenging 'standards' for pupils to achieve:

ks1att2016

 

Key Stage 2 Standards of Attainment 2012-2016:

As a comparison, the National Average for schools, in 2015, for Level 4+ achievement in Reading, Writing, Maths and All 3 subjects was 89%, 87%, 87% and 80%. We achieved:

KS2Att2015L4

As a comparison, the National Average for schools, in 2014, for Level 5+ achievement in Reading, Writing, Maths and All 3 subjects was 48%, 36%, 41% and 24%. We achieved:

KS2Att2015L5

In 2016, assessment against the new National Curriculum came into effect. Levels are replaced with new, more challenging 'standards' for pupils to achieve:

ks2att2016

2017 04 11 08.40.41 am

Each pupil's test score (Reading and Maths) is able to be converted into a 'Scaled Score', where the Expected Standard is 100: 

2017 04 11 08.44.08 am

 

Key Stage 2 Progress 2012-15:

As a comparison, the National Average for schools, in 2015, for 2+ Levels progress in Reading, Writing and Maths was 91%, 94% and 90%. We achieved:

KS220152L

As a comparison, the National Average for schools, in 2015, for 3 Levels progress in Reading, Writing and Maths was 33%, 36% and 34%. We achieved:

KS220153L

 In 2016, assessment against the new National Curriculum came into effect. A new progress measure is introduced:

ks2reprog2016 ks2wriprog2016

ks2maprog2016

The significance of these measures are explained in this Department for Education leaflet for Parents.

 




Pupil Premium Spend Breakdown

BC 58 of 122Free School Meals have been available to eligible households for some time. In addition to this financial support, the government awards schools specific funding aimed at narrowing the achievement gap between these pupils (as well as Looked After Children and Service family children) and their peers. Each school spends this money in a way that will best address this issue for their pupils. We're no different. Here's how we spent our funding to improve the attainment of our vulnerable pupils:

Funding Rationale

Allocation:

2014-15: £22,632 for 18 pupils

2015-16: £33,204 for 23 pupils 

2016-17: £30,241 for 20 pupils

Since 2013, the school has spent its pupil premium money in the following ways:

  • 1-to-1 Tuition (subject needs specific)
  • 1-to-1 Tuition (social-emotional needs specific)
  • Group play/art therapy/counselling sessions
  • Finer and Shared Tracking/Analysis of Pupil Premium Pupils
  • Professional Development for Teaching Staff on Effective Feedback & Challenge
  • Wraparound Care
  • Additional learning resources to support development of conceptual understanding in Maths

Rationale (2013- Present):

A 3-year investment was originally made in an improved online pupil progress tracking system. This system ensured all teachers had open access to children's data and detailed analyses as to how they were performing over time. This was of particular use when comparing the performance of pupil premium children to that of their peers.

School pupil progress tracking systems were used to prioritise subjects for 1-to-1 tuition. By doing so, we have tried to raise each child's achievement to be in line with or above that of their peers in core subjects of English and/or Maths.

We have also used 1-to-1 tuition and counselling/therapy to tackle specific social and emotional needs of some individuals so as to have a positive impact on their learning in school. Similarly, we have used wraparound care as a means to help promote a more relaxed home environment conducive for home learning and positive family relationships.

We like to read. So when we found the research that had been carried out (separately) by the Sutton Trust and John Hattie then we knew that our professional development for teachers would need to focus on how we could improve and promote the use of feedback techniques in class. This has had an impact both on written (developmental) feedback that children receive in their books, but also the ongoing feedback that they receive continually throughout lessons as to how well they are learning and what they need to do to improve. In maths, this has resulted in an intriguing 'no marking' approach that we have developed to ensure that pupils close their gaps more readily. 

Due to an inextricable link, we have also focussed staff professional development on how we can effectively challenge all of our pupils using differentiation techniques, and recognising the relationship between challenge and feedback. 

Staff professional development has led to further improvements in the quality of Teaching and this is of benefit to all pupils, not just those eligible for Pupil Premium.

Most recently, the school has invested in resources for learning that aid children's conceptual understanding in Maths. Maths apparatus that underpins fundamental concepts as well as books and resources that support teaching have been critical in allowing all pupils, particularly our most vulnerable, access maths in a meaningful way and enable understanding to grow.

Impact:

  1. Unsurprisingly, over recent years, the Quality of Teaching at Blue Coat has continued to improve with greater proportions of both 'Good' and 'Outstanding' teaching observed throughout the school over this period. 

  2. Over this time, our Pupil Premium children achieve favourably at the end of Key Stage 2 compared to their national peers who receive Pupil Premium... and when compared to those who do not. 

  3. Parents have reported improved family dynamics at home due to wraparound care at the end of the day.

  4. New (innovative) feedback systems have emerged in school, showing a demonstrable impact on pupils' learning. These have been shared with other schools looking to improve the practice within their schools (benefiting their pupil premium children).

  5. Improvements in how Key Stage 1 children express and share their understanding of key concepts in Maths (as shown by pictorial representations of concepts in books and assessments)

The school is now working hard to close the gap that exists for these children with their peers in school.
 




Special Education Needs (SEND)

Blue Coat School adopts a ‘whole school approach’ to special educational needs with all staff adhering to a model of good practice. The Governing Body, Headteacher, SEND Co-ordinator and all staff are all committed to achieving excellent outcomes for all our pupils with SEND.

We strive to identify any additional needs that children have as early as possible, tailoring provision to overcome individual’s barriers to learning, in order that they achieve to their potential.  Integration and inclusion of all children with special educational needs, whenever possible, and in all aspects of school life, is at the very heart of our policy. When necessary, the withdrawal of individual children and/or small groups for targeted support is also part of our normal practice. Parents will always be consulted with, and informed of, their child’s special educational needs, and we pride ourselves on building positive and productive relationships with parents, as well as a range of other professionals, working in partnership to maximise children’s learning, but also their personal, social and emotional development.

The effectiveness of our provision is continually monitored and evaluated, allowing us to build on successful approaches but also modify and adapt, where appropriate.

Over time, our SEND pupils make at least good progress from both their starting points and compared to their SEND peers nationally.

If you have any questions, or concerns please contact Elaine O’Shaughnessy -  our SEND Co-ordinator.


Sports Premium Funding & Impact

Every state primary school is allocated this funding so as to make additional and sustainable improvements to the quality of PE and Sport they offer.

This means that you should use the premium to:

 

  • develop or add to the PE and sport activities that the school already offers
  • make improvements now that will benefit pupils joining the school in future years

Funding is awarded based on the number of pupils taught in the school.

At Blue Coat, we have primarily invested this money in enhancing the quality of PE teaching, its leadership, and promoting sport through regular inter-school competitions and a wide offer of after-school clubs.

A report on this can be found for the previous academic year:

Sports Premium Funding Impact Report



Key Policies

Our school has a number of policies which form the basis of many of the decisions and processes we undertake. All policies have been ratified, reviewed and revised by the school's leadership and governors to ensure that they remain accurate and effective.

Safeguarding Policies

Child Protection & Safeguarding
Guidance for Safer Working Practice for Adults who work with Children
Behaviour and Governors' Statement of General Principles Related to Behaviour 
Anti-bullying
Equal Opportunities
Accessibility Plan 

Health & Safety
Special Education Needs and Disabilities (SEND)
SEND Information Report or 'Local Offer'
School's Early Offer
Children with Medical Needs
E-safety & Acceptable Use
First Aid
Positive Handling
Intimate Care
Medicines in School
Sex & Relationships Education
Drugs Education
Attendance
Data Protection
Whistleblowing

Other Key Policies & Documents

Admissions Arrangements and accompanying Church Reference Form
Play
Supervision
Complaints
Finance
Governor Allowances
Charging & Remissions
School Meals
Home-school Agreement
Freedom of Information Publication Scheme
School Uniform

   




Reports

Various external bodies produce reports on the school when evaluating its performance. Here are some of our latest:

Ofsted Survey Report (C&D Survey - 2010)

Ofsted Report (Reduced Tariff Inspection - 2009)

SIAMS Report (June 2014) and SIAMS Report (2009)  

School's Annual 'Parent View' Survey (Summer 2016) and Ofsted Parent View Results

Head's Tweet

from Mr Ryan

Farewell, Year 6 - you've been an amazing part of our school family. Have a great summer break, everyone!

Friday at 6:44pm