Bedgrove Junior School Ofsted Update and Actions March 13 th 2014

1. Bedgrove Junior School Ofsted Update and ActionsMarch 13th 2014 Kevin Burrell- School Improvement Manager, BLT Martyn Kitson: Monitoring Officer, BLTCaroline Wreglesworth: Interim Executive Headteacher Marc Ackland: Chair of IEB.

2. Aims of the evening • Marc Ackland – introductions /IEB aims • Caroline Wreglesworth– HMI report overview and post HMI visit 2 • Martyn Kitson – staffing • Q and A session

3. IEB IEB Membership: • Marc Ackland – Chair, Parent, Maths and Education Consultant • Maggi Bull – Vice-Chair of NGA • Helen Bush – Parent Champion, Governor (BIS), Policy Specialist • Kim Parfitt – Parent, Communications Professional • Karen Parks – Vice-Chair, Parent, Governor (BIS), Science Consultant • Alan Rosen – Headteacher of Aylesbury Grammar School • John Teckman – Governor (BIS) Leadership and Management Consultant

4. IEB role • Support and challenge leadership and management to enable improvement that enables the school to be judged as good or better • Comment on progress against agreed targets • Monitor and evaluate the impact of actions based on evidence such as data analysis and evaluation, work scrutiny, visits/observations, interviews and surveys

5. IEB actions underway • Recruitment of a new headteacher • Analysis of pupil progress data against National data and SOFA targets • Review of leadership and management roles and responsibilities • Review of the school’s budget and financial planning • Review of the school’s learning policy • Whole-school behaviour and safety observations • Monitoring and evaluation cycle for 2014/15

6. Key Issues • Underachievement of pupils • Improve the quality of teaching • Ensure phonics is taught systematically • Pupils’ understanding of racist behaviour • Improve the quality of leadership and management

7. HMI Visit 2: Spring 2014 Achievement of Pupils: Key issue 1‘pupils achievement is starting to improve’ • Progress in lessons – pupils more engaged and focused • Work in books – quality marking, presentation policy • Pupil’s writing – two extended writing sessions per half term in cross curricular subjects with application of skills • Reading – reading and comprehension skills taught with guided reading session planned • Tracking data – ‘Pupil Asset’ familiarisation with levels and analysing data to inform teaching • Underachievement – accurately and more quickly recognised • SEND pupils – TAs guided group work and focus on learning • More able pupils – steady progress as work is levelled

8. The Quality of Teaching: Key issue 2 and 3 ‘more teaching is good or better’ • Determined teachers – team work and peer support • Teacher expectations – in planning, teaching and marking • Marking – includes a ‘move on’ to which pupils respond • Positive impact of TAs – training e.g. guided group work, phonics, Year 5 guided reading • Teachers and TAs modelling – pupils know what to do • Teacher’s questioning – posed in planning to extend thinking with more opportunity for pupils to talk • Interim pupil progress checks – mini plenaries, addressing misconceptions • Subject knowledge – teachers able to show best practice

9. Behaviour and Safety: Key issue 4 ‘attendance is high, pupils’ behaviour is good’ • Behaviour is good –focus on attitudes/manners • Pupils motivated and enthusiastic – LJ topic approach, UJ challenge and more personalised learning • Pupils show a desire to learn – greater awareness of levels and end goals • Bullying is rare – incidences recorded, pastoral support role • No reported racist incidences – contact with parents • Assembly topics –regular reminders of anti racism • Golden Rules – compiled with the pupils and incentivised • Designated IEB members for B & S – IEB visit to inform behaviour principles and a policy review

10. The Quality of Leadership & Management: Key issue 5 ‘senior leaders are rapidly improving teaching’ • Monitoring of teaching – consultant head focus for 2 days • Timely teacher training – guided group work, modelling • Teachers visiting other schools – Year 5 St. Louis, AHTs Buckingham Primary, Bedgrove Infant • Teachers ‘requiring improvement’ – PIPs/coaching support • Pupil progress meetings – part of M & E weeks • Schools Action Plan – fit for purpose • English and SEN leads – positive impactdue to clarity of role • Parent communication – via letters, phone calls, website • Interim Executive Board (IEB) – now established • External support – for PPA, resources, training, consultations

11. HMI focus for improvement:+ school actions - • Pupils on track to make expected progress – low groups not on target for 2 levels progress identified and tracked • Year 5 and mathematics – a focus5th group in year 6 to remain 2014-15. Mathematics consultant to support curriculum coverage, planning, marking and ‘coach’ the mathematics lead to deliver bespoke maths staff training March 31st • Inconsistency in ethnic and pupil premium achievementcontinue to track and support with specific interventions with DHT responsibility for tracking pupil premium.‘Groups’ pupils learning highlighted in planning

12. Continued…….. • Inconsistent next steps in marking, especially in mathswork scrutiny will focus on maths. Target setting training led by CHT and Buckingham Primary AHT – Monday 17th March • Weaker teachers lack subject knowledge and levels of work are not well matched to pupils’ level of attainmentsupport from outstanding peers and subject leads to monitor and encourage joint planning • Less progress in leadership at other levels due to unclear roles and responsibilities e.g. maths and year group leadersmaths consultant and CHT to support AHT. Year group leaders with EHT/MO to ‘sharpen’ action plans and impact • Contracts for EHT, CHT, IEB chair not in placeIEB determined to prioritise need to secure contracts to enable the school to move forward with existing support structure

13. Staffing situation • Impact of special measures • Teacher supply • Situation for Easter • Situation for September

14. Questions and Answers