How well are our children doing?
We welcomed Mrs Woodcock to present some aspects of work in Early Years. The school assesses children's abilities during the first six weeks they are in YR. A baseline assessment enables us to measure the progress because we know where the children are and compare it to where they progress to. In their first two weeks in September children spend a half day settling in with half the class. In this time the teachers really get to understand where the children are at and what needs to be worked on. Some of the skills assessed are concentration, self-confidence, health and self care, as well as reading, writing and mathematical ability. Compared to the 11,000 schools currently using the same assessment we can see that we have more children coming in where you expect them to be. But more importantly children's needs are quickly assessed so that appropriate learning can be implemented.
The RAISE online reports are now available. This is the OFSTED Data held about each school which they use during an inspection and to remotely risk assess how the school is performing. It is data based on achievement at the end of year 2. It continues to shows that our school's achievement has been excellent and is significantly above national achievement in all areas.
What’s happening in the curriculum?
Mrs Woodcock introduced us to an online learning journal called 'Tapestry.' In the past the school has made learning journal books which parent's will have seen at parent's evenings. This documents the activities that do not involve bookwork. The plan is that a printout will be available for the end of school report. Using the program saves money in printing and staff time and the documents so far look wonderful!
A recent inset day staff received advice from therapy specialists giving them more understanding of how best to help children with aspects like development of fine and gross motor skills.
How are we, as a Governing Body supporting our school?
The governors look closely at the results to check that achievement is good. We compare achievements between girls and boys, children from different backgrounds and with extra needs to be sure that there are no gaps. We support the introduction of tools like tapestry which mean that teachers are able to spend more contact time with the children and document evidence of children's lovely work and progress.
Written by Heather Mballa