Governing Body Impact Statement

Governoring Body Impact Statement 20162017

 

Governing Body Impact Statement                                                     Academic Year 2016 -2017

 

 

The Governor Body’s contributions to the school newsletters and the Chair’s Blog give a snapshot throughout the year of what we are doing to fulfil our roles as governors of the school.

 

In this report we proved a summary of what we did in the last year and how it impacted on the school and its pupils.

 

 

OUR ROLE

 

The Governing Body’s role is a strategic one and its main functions are to:

 

  • Set the aims and objectives of the school
  • Set the policies to support and help achieve those aims
  • Set the targets to meet the school’s objectives
  • Monitor and evaluate the progress that is being made towards achieving these aims
  • Support and challenge the headteacher and other school leaders in relation to the progress towards and attainment of these objectives
  • Manage the school resources so as to support the achievement of the school’s aims and objectives,
  • Ensure that the school is a safe place to work and study.

Our Visions and Values

Cherrywood is an inclusive school. Our primary objective as a school and a governing body is for all children to be given every opportunity to achieve and succeed. We are focussed on removing barriers to learning and giving all children opportunities to develop their interests and skills (whether they be academic, sporting, artistic, or otherwise), expand their horizons, and become good citizens. We structure our curriculum and focus our resources on underpinning this overarching objective.

 

Our School Vision and Values – at an Inset day in September 2015 all those involved in caring for and teaching your children – including the governors met to discuss our vision for the school and the values and ethos we wanted for the school and pupils. We agreed:

 

Cherrywood: a school where every child blossoms in a safe, nurturing, and caring environment, and everyone respects each other, feels happy, secure and valued; where teaching is inspired, learning is fun and children grow to be confident, responsible and successful individuals.

 

School Values

 

  • Ambition
  • Curiosity
  • Integrity
  • Resilience
  • Respect
  • Team Work Strategy
  • We work actively with families to equip children with the knowledge, skills, and values they need to lead happy and rewarding lives.
  • We instil a love of learning through quality teaching, by nurturing and developing individual strengths and talents of children, and giving them the widest possible opportunities to learn through practical and real-life experiences.
  • We encourage our pupils to think for themselves, to make their own decisions and to understand that they have a role to play, not only in the school, but in the wider world.   Everyone in the Cherrywood school community, including Governors, is expected to demonstrate these values and Governors see them in operation whenever they are in school: whether it is the simple politeness of holding a door open, the way in which children work together in looking after the courtyard garden and the school guinea pigs, or the work done by the older pupils in demonstrating to younger pupils what these values mean, and the way in which adults and children interact in the school. The Values are also examined through assemblies and Pupil Voice. Governors have supported the purchase of graphics displaying the school values and trophies which are awarded to children who best demonstrate these values. We celebrate these achievements in the school newsletter. Putting Governing Body responsibilities into practiceAt Cherrywood this means that in the last year Governors have participated in:
  •  
  • Appointment of two Teaching and Learning Responsibilities (TLRs) post-holders – these teachers join the Senior Leadership team with particular whole school responsibilities for further developing and strengthening teaching and learning in the core subjects of English and Maths. We are particularly pleased that these positions were filled from within our existing teaching staff as this demonstrates both the opportunities for personal development that the school provides and the strength of the senior leadership in growing the middle leaders within school. These individuals’ responsibilities will be tied closely to school improvement priorities (including the continuing development of good and outstanding teaching to support the rapid improvement of pupil outcomes).;
  • Appointment of a Curriculum Co-ordinator – this TLR 3 post-holder will have responsibility for coordinating the development of a rich and stimulating curriculum that develops pupils’ skills in all subjects, particularly in Science. Again, this appointment was made from within the existing staff. The development of a rich curriculum is a key school improvement priority, which was identified by Governors and the senior leaders pre-Ofsted but also reflects Ofsted recommendations. This post-holder will work across the school and with both the SLT and subject leaders in pursuing this objective;
  • Facilitating the SENCO training of the DHT and supporting her project investigating the impact of Attachment Disorder on child development and access to learning.
  • Participating in the development of the School Improvement Plan and monitoring its implementation and impact; (see: School Improvement – Highlights)
  • Led and participated in monitoring of SIP priorities. Governors participated in identifying and agreeing the school improvement priorities (see below) and then actively monitored these. Monitoring included learning walks, book scrutiny, pupil conferencing , meeting with subject/initiative leads (such as lead for targeted teaching), review and discussion of data (to see impact of initiatives such as the tailored target setting and assessment for SEND pupils), participation in SLT monitoring and observing their professional discussions of their findings (as a way of monitoring the effectiveness of leadership and management). On learning walks, for example, Governors were keen to observe the way in which the profile of reading was being raised within classrooms, whether it was through the use of wall displays celebrating reading success or providing pupils with visual support for their reading, access to books, or the focus of reading outside of literacy lessons. Governors also observed the development of the learning environment in Early Years (especially in relation to numbers – following observations from external advisers), and through pupil conferencing the impact of individual personalised pupil targets (not always academic) amongst the most vulnerable which came from the one-to-one teacher/pupil conferencing that was introduced this year. Book scrutiny (guided by school leaders/subject leaders) was focussed on seeing the impact of the initiatives on feedback, presentation, differentiation, and challenge.
  • Engaged with external advisers and reviewers, such as the school’s Leading Learning Partner (LLP) and advisors from the Hampshire Advisory and Inspection Service (HIAS) on their assessments of the progress the school was making in achieving its key priorities and the Ofsted improvement recommendations, with particular focus on the impact of these actions on achievement and attainment of groups, and improvement in the quality of teaching. And challenged the school leadership on the impact of interventions and next steps to achieve these objectives.
  • Managed the school budget to support the additional targeted professional development needed to meet the SIP objectives in relation to the quality of teaching, targeted teaching of identified pupils/groups of pupils who would benefit from specific support to accelerate progress and achievement, and to support the key priority in relation to reading. The impact of this spending was seen in the reports of the teacher leading the targeted teaching, in books and through conferencing with pupils.
  • Governors also continued their regular review of the rolling budget with the Business Manager, the annual audits of specific budgets and assets (such as Income from school trips, banking and pay roll) and the completion of annual Schools Financial Value System. Governors monitoring of the budget has allowed for savings in spending which has allowed for expenditure on essential training and resources. Governors Benchmarked spending against other similar schools to understand how effectively school resources were being used and investigated apparent anomalies to ascertain if better spending decisions could or should be made.

 

  • Continuing the strong focus on safeguarding and protecting our pupils seen in the regular audits of the safeguarding systems in school, the review and updating of the school’s safeguarding and child protection policies by Governors to ensure compliance with latest legislation, the monitoring of training and the completion of the Annual Safeguarding Audit. The school was rated as Good for Safeguarding, Welfare, and Behaviour at the last Ofsted inspection.
  • The GB has continued to fund the appointment of a non-class based Inclusion Manager who is responsible for overseeing the provision for all disadvantaged and vulnerable children in the school. Governors with particular responsibilities for SEND, EAL, More Able and Disadvantaged pupils liaised with her over the year to review the impact of specialist interventions to support pupils which Governors have enabled through budget funding (such as Language Link which enables teachers to identify and then target support to particular areas of need in use and understanding of language. Evidence of clear benefits/improvements). Her relocation has enabled the GB and SLT to reconsider how the work she previously carried could be achieved within a tight budget whilst maintaining the valuable support to pupils. In addition to funding training for the DHT in her new role as SENCO, the GB have agreed to allocate some funds to allow the recruitment of a Family Support Worker, whose role it is to work closely with the Headteacher in her capacity as Designated Safeguarding Lead and Designated Teacher and our most vulnerable families. The post was filled in June 2017 and the post-holder is already having a significant impact on pupils and their families.
  • Monitoring of Spending of Pupil Premium funding – the school/governors have a Pupil Premium policy and spending plans which are intended to maximise use of this funding to support all disadvantaged and vulnerable children. We recognise that children may have barriers to learning and/or may not be able to access opportunities that others take for granted regardless of whether they are entitled to free school meals. We use the PP funding to support a variety of on-going and new initiatives ranging from providing access to breakfast club to all our disadvantaged pupils (the positive impact of getting children into school, fed, calm and engaged before the start of lessons is seen on a daily basis), providing places to disadvantaged children on school trips (this ensures that we maintain the inclusive ethos and impacts directly on children’s learning), one-to-one interventions, targeted teaching, to the Nurture Group which supports pupils with social and emotional barriers to learning, providing them with strategies to manage these barriers. We saw the impact of the trip funding following the PGL/outward bounds trip in year 6 with increased levels of teamwork and co-operation, resilience and confidence building (all School Values) amongst some of the most vulnerable. Their experiences were used in school to produce multi-media reports and activities (including extended writing) and presentations to parents. Governors are particularly pleased to have been able to continue to support the role of the Play Leader where there has been a clear impact on behaviour, and to have been able to fund the appointment of a Family Support Worker.
  • Oversight of and planning of Sports Funding: funding has been used both to support the provision of specialist sports providers, giving students the opportunity to participate in sports that they would not otherwise have been able to access due to cost (such as judo), as well as in providing additional equipment. These have been popular and have raised the profile of and participation in sport. The greatest impact has been through the funding of specialist training and support for teachers. This has resulted in greater confidence and knowledge in staff with the consequence that lessons are more purposeful, more pupils engage more actively (and enjoy their lessons) and greater skills are being taught. Governors have observed sessions, met with the PE lead and conferenced pupils to gauge effectiveness of this provision.
  • Carried out the HT performance management review, holding her to account for the progress made in attaining her personal targets (the key tasks) and the attainment of the school’s key priorities.
  • Reviewed the performance management of all staff carried out by the SLT and the pay recommendations to ensure that the system is rigorous, but fair and non-discriminatory, and that targets are closely related to school improvement priorities and that pay recommendations are dependent on meeting targets and outcomes for children;
  • Engaged with Stakeholders. Governors enjoy being in school and meeting parents, carers and pupils in both formal and informal settings and have used these opportunities to get feedback on school initiatives, performance and ask what “school users” would like to see. Governors undertook/initiated surveys with Parents and Carers, Pupils, and Staff on a range of topics including behaviour and welfare, access to the curriculum, parental understanding of the new curricula and assessment process, how well the school listens and responds to their concerns, visibility of school leaders, etc. Governors have acted on the feedback received (for example SLT have reviewed aspects of the assessment process to ensure that teachers were not overburdened with report writing, pupils were conferenced to understand their comments on behaviour, and additional opportunities have been provided for parents to engage with information on the curriculum and assessment). Feedback on these actions has been positive. Governors additionally collect pupil view through their monitoring visits and through attendance at the School Council.
  • Attendance at school events. Governors have participated in a wide variety of school events ranging from the school fairs, shows, exhibitions and assemblies, and school educational trips; as well as attending Inset days. Some governors also volunteer to support reading. Our involvement enables us to engage with all school stakeholders, including teachers, in an informal way and get feedback on/see evidence of impact of the initiatives we support. The support given to music and drama continues to be seen in the excellent school productions, the importance attached to e-safety was seen in the e-safety event run in March and the excellent science fair saw pupils able to articulate to their parents and other visitors what they had learned in science, as well as being able to explain this to younger pupils.
  • Development and Review of Policies: as well as the annual review of the safeguarding and child protection policies, and the Pay and Capability and Performance Management policies, governors have been responsible for developing and/or review policies ranging from Freedom of Information, Data Protection, Able Child, SEND, to the Equalities Policy and Objective. The latter is renewed every 4 years and the GB have agreed that the equality objective should be “to support and enhance the personal, social, cultural, and academic development of vulnerable pupils, reduce their barriers to learning, achievement, and attainment, and raise their aspirations, and increase the active involvement of parents / careers of vulnerable pupils in this process. The aim of this objective is to support and enhance the development of skills children will need both at secondary schools and in post school life, so that vulnerable pupils are able to compete on a more equal footing with their less disadvantaged peers”.

 

  • Training governors at Cherrywood not only support the training of teachers and other staff, but also participate in training themselves, to increase their skills. Amongst the training courses that Governors did last year were: Governor Induction, NCTL Disadvantaged Pupils Workshop, Governor Discipline Committee (handling disciplinary matters), Chair Development, Chairing Matters, Online Safety in Schools, Understanding Data in Primary Schools, Understanding Finance, Training for Development and Training Governors, and Special Schools Conference. Governors also participated in a whole group training in relation to the requirements of Ofsted and whole school staff training on Safeguarding. .
  • Recruitment of additional Governors. Late in the academic year2015/16 we were successful in recruiting 4 additional governors. Sadly, one governor had to leave due to ill-health but the 3 remaining new additions have brought real strengths to the GB including experience in business, engagement in the local community and past experience in both governance and teaching. They have shown real passion for and dedication to the school and supporting its journey of improvement. We look forward to successfully recruiting parent and staff governors to fill these important vacancies.
  • Engaged in Self-evaluation of both the GB’s own performance and that of the school. The latter was done through monitoring of progress towards School Improvement priorities as noted above, engaging with external advisers and assessors, as well as the regular review of data. Governors reviewed and interrogated data after each internal assessment milestone holding leaders to account for progress; in addition, Governors made use of the Raiseonline and the Ofsted Data Dashboard to monitor the school’s performance against other similar schools/schools nationally. Governors used this information to engage in strategic discussions with the SLT about barriers to learning and progress and the actions to be taken to improve outcomes. Governors monitored their performance through review of the Governor Development. Governors have noted good progress against or completion of much of the plan (such as recruitment and engagement with stakeholders, appointment and training of vice chair); however the loss of several Governors due to relocation and/or ill-health has impacted on governors’ ability to progress all areas of their plan. A further recruitment drive was undertaken during the year and will be renewed in Sept 2017. It is hoped that a proposed change in meeting times might impact on the ability to recruit staff governors at least.

 

 

School Improvement Priority Highlights

 

The main improvement priorities for this period were:

 

  • Key Issue 1: Raise achievement of all groups of pupils in reading
  • Key Issue 2: Improve the quality of teaching
  • Key Issue 3: Raise the achievement of groups – SEND, Higher Attainers, Disadvantaged
  • Key issue 4: Improve the effectiveness of leadership and management

 

The governors’ primary role is participating in identifying areas of improvement/setting the strategic objectives of the school and monitoring the impact of agreed actions. These key priorities (KP) were identified partly through SLT and teacher professional observation/judgement (for example review of the milestone assessment data had enabled the teaching professionals to identify common trends/areas of skills that needed to be improved which impacted on Reading overall – such as reading fluency and comprehension), and these were supported by the review of data outcomes (having previously performed well in Reading the 2016 SATS results showed a drop in Reading following the introduction of new tests); others were part of a continuing strategic plan to improve outcomes , such as continuing to improve the quality of teaching and raising challenge. Always at the heart of this process is ensuring that all pupils whatever their barriers to learning (disadvantage/SEND) and whatever their previous level of attainment, achieve.

 

As noted above Governors carried out their role in various ways, seeking to triangulate evidence to support their judgments. This included their own monitoring through learning walks, book scrutiny, pupil conferencing, reviewing planning and impact of English and Maths managers’ planning and training on other staff’s planning/teaching etc., receiving and interrogating reports from the HT and English and Maths Managers, receiving and interrogating reports from third parties such as the LLP and HIAS, and the review of data.

 

Governors produce reports on their monitoring and hold the school leaders to account for meeting their targets.

 

 

The school put the SIP into action. There is evidence of improvement in most if not all areas, for example the profile of reading in the school has increased and there is significantly more support for this amongst the wider parent body. Individualised targets have allowed pupils to see incremental progress – especially among the SEND cohorts where it is often impossible to show progress/attainment against the standard age appropriate criteria – and therefore have a sense of achievement. External advisers (LLP/HIAS) have supported the school’s assessment of the significant improvement in the quality of teaching across the school (although some issues of consistency meant that Ofsted were not willing to rate this as good overall).  The English team have impacted positively, and the relaunch of Phonics has resulted in good outcomes for pupils. Although improvements have been seen in outcomes for individual disadvantaged pupils and among some prior High Attainers, the gap remains and the school has not performed as well as the national average.

You can find more information about the Governors, our areas of interest and responsibility in the Meet the Governor pages on the school website. If you have any questions about the role of the Governing Body or this report then please contact the Chair, Betty Read, via the school office

 

 

Appendix 1

Areas for improvement – Ragged*

The areas for improvement identified are:

Key Issue 1: Raise achievement of all groups of pupils in reading

 

  1. Improve the quality of teaching and the use of assessment to ensure that pupils’ skills in reading accuracy, fluency and comprehension are developed more quickly and securely. Training and targeted support to teachers has impact positively on teaching and learning. 83% of pupils in Early Years Foundation Stage (EYFS) achieved the Early Learning Goal for Reading (significant progress from their starting points) and in KS1 89% of pupils achieved the expected standard in Phonics, in both cases exceeding the target. Pockets of inconsistency remain, and we are disappointed that outcomes in KS2 Reading do not meet the targets set. We are already unpicking these outcomes to understand where we need to focus additional teaching and/or provide support for pupils or professional support and training for staff.
  2. Reinvigorate a ‘love of reading’ culture across the school community Good progress has been made on this objective. Special reading events have been held throughout the school to raise the profile of reading, both with parents and pupils. The “reading with your children” events have been particularly well-attend and feedback suggests that this were popular with parents (and pupils) and have resulted in more engagement and support from parents of reading.

Percentage of pupils working at ARE or beyond

EYFS – Cohort 2023 End of Term 1 (40-60m+) End of Term 2 (40-60m+) End of Term 3 (ELG)
Understanding 60% 71% 85% 80% 70% 77%
Reading 60% 57% 85% 83% 70% 83%

 

Percentage of pupils attaining expected standard in phonics screening

Cohort 2022 – Year 1 Phonics Screening Test 77% 89%
Cohort 2021 – Year 2 Phonics Screening Retest 100% 67%

Percentage of pupils working at ARE or beyond

  End of Phase 1
November
End of Phase 2 February End of Phase 3 May End of Year     July   End of Phase 1
November
End of Phase 2 February End of Phase 3 May End of Year     July
Year 1 – Cohort 2022 65% 62% 70% 70% 70% 65% 73% 70% Year 2 – Cohort 2021 65% 63% 68% 67% 70% 71% 70%71%
Year 3 – Cohort 2020 60% 52% 62% 52% 62% 62% 65% 69% Year 4 – Cohort 2019 65% 72% 70% 73% 75% 69% 78% 78%
Year 5 – Cohort 2018 65% 59% 68% 60% 70% 67% 73% 67% Year 6 – Cohort 2017 65% 64% 70% 64% 72% 56%SATs 72% 56%SATs

 

Key Issue 2: Improve the quality of teaching

  1. Ensure that all teaching is at least consistently good or better, Monitoring shows that staff are making good progress against personalized targets. Feedback from external advisers (including our School Improvement Partner and our Learning and Leadership Partner (LLP)) support the SLT judgment that the quality of teaching has overall significantly improved, with a substantial percentage of teaching rated as consistently good or better. Ofsted acknowledged this and noted that outstanding teaching had been seen, however not all teaching is yet consistently good.
  2. Build upon the improvements in practice in the teaching of Maths and Writing. Monitoring shows that:
  • New reading planning format used with cohesive units of work evident in pupil outcomes.
  • Planning shows flexible groupings and tasks designed in response to AfL (Assessment for Learning).
  • New tracking document for targeted teaching is used. The quality of questioning from LSAs is good.
  • Governors are able to better review the progress of pupils receiving targeted support.
  • Keep up sessions consolidate learning and prepare pupils for the next day. – more teachers making use of pre-teaching during these sessions
  1. Further improve professional development opportunities maximising the impact on colleagues and pupil progress.

    Staff attending Growing Middle Leaders project share expertise and report improvements following monitoring.

  1. Develop the monitoring of teaching and learning to ensure rapid impact on pupil progress Achieved objective of developing more rapid and sharper monitoring by SLT, although continuing to develop monitoring and reviewing impact to help achieve further rapid progress.

 

 

Key Issue 3: Raise the achievement of groups – SEND, Higher Attainers and Disadvantaged

 

 

 

  1. Enhance the schools newly developed tracking system to allow the progress of groups and individuals to be reviewed easily and used to support pupil progress
  2. Improve the use of information of pupil progress to plan activities that are suitably challenging for all groups
  3. Ensure feedback provides precise guidance for pupils on how to improve their work to which they are able to respond promptly

Significant work has been accomplished on all objectives with positive impact on individual pupils within these groups, although not all end of year targets were met for these groups throughout the school. The School is already actioning plans to support rapid improvement in outcomes for these groups, including leading an innovative project on Attachment Disorder designed to understand its impact on learning. The School continues to build on its work for identifying and creating appropriate targets for SEND pupils and supporting their development.

 

SEND

 

  End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year July
Percentage of SEND pupils achieving personal targets 80% 80% 80% 80%
Reading 64% 66%    
Writing 68% 38%    
Maths 50% 45%    
Reading/Writing/Maths 39% 24%    
         
 

Percentage of SEND pupils closing the gap

5% 10% 15% 20%
R W M R W M R W M R W M
14% 14% 7% 34% 14% 21% 33% 13% 20% 40% 17% 23%
Percentage of SEND pupils working at ARE R W M R W M R W M R W M
14% 14% 21% 10% 10% 34% 13% 13% 33% 20% 10% 33%

 

Higher Attainers

 

  End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year July
Percentage of pupils working at greater depth 10% 15% 20% 25%
R W M R W M R W M R W M
Year 1 0 21 24 13 20 20 15 15 27 15 11 19
Year 2 10 7 10 10 7 3 14* 7* 11* 14* 7* 11*
Year 3 0 0 14 14 14 14 14 14 10 14 14 10
Year 4 40 36 24 42 19 23 42 19 22 44 19 22
Year 5 17 17 21 20 17 17 23 17 20 23 17 23
Year 6 15 12 20 16 12 28 12** 20** 8** 12** 20** 8**

* Data submitted informed by test results, ** KS2 SATs results

Pupil Premium

 

  End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year July
Percentage of PP pupils making accelerated progress 10% 20% 30% 35%
R W M R W M R W M R W M
Year 1 0 7% 21% 7% 7% 21% 18% 18% 18% 9% 9% 18%
Year 2 0 0 0 0 9% 9% 0 0 0 10% 0 0
Year 3 45% 9% 18% 45% 9% 27% 70% 20% 30% 80% 20% 60%
Year 4 0 20% 40% 30% 30% 30% 17% 50% 33% 50% 67% 67%
Year 5 15% 15% 31% 8% 8% 31% 33% 8% 25% 33% 8% 42%
Year 6 8% 15% 31% 15% 15% 31% 8% 15% 0 8% 15% 0

For pupils with matched data

 

 

Key issue 4: Improve the effectiveness of leadership and management

  1. Develop the new English Team to ensure school improvement priorities are a consistent focus for all year groups
  2. Increase the impact of subject managers on the quality of teaching and learning of their subject across the school
  3. Improve the quality of information provided to governors from subject managers allowing them to then hold the school to account more effectively

 

Although Ofsted rated Leadership and Management as Requiring Improvement in consequence of the remaining inconsistency in quality of teaching, the inspectors recognised that the school leadership knew the school well and had already identified the areas for development. Both the School Improvement Partner and the LLP, as well as external advisers from the Hampshire Inspection and Advisory Service (HIAS) have commented positively on the quality of leadership. The leadership have ensured that all the objectives noted above have been actioned and the impact of these is already producing positive outcomes. The English Team have had a significant impact, for example, in the quality of phonics teaching which has been seen in the Year 1 Phonics results. Science and Music managers have completed professional development plans for staff; in PE and Music the subject leads have been able to report on the positive impact of this training on staff and pupils. This impact has been observed by Governors. The reports of the English and Maths managers have enabled Governors to ask more challenging questions and have a deeper understanding of the areas of success/development. Work will continue to ensure that foundation subjects have clear plans to support colleagues in teaching these subjects and work is underway on a review of the curriculum for such subjects (for example science, geography).

 

*Red – target not achieved/Green target achieved or exceeded

Approved by Governing Body on:   Oct 2017