Author: Mr Roundtree

Fab feedback #2!

On 07 December, we published some feedback from our School Improvement Advisor. Since then, he has been in school again to review how well we’re doing in relation to the recommendations set out in the recent HMI follow-up visit.

We’re pleased, once again, with the great feedback we’ve received…

…discussion with pupils at this visit demonstrated their improved confidence in being able to talk about learning… The differences between the previous visit and now evidenced a remarkable shift in pupil confidence and ability to talk about learning. On this occasion, pupils were clear about the impact of tighter success criteria on their learning. Likewise, they were far more confident in their ability to talk about their responses to marking… and how this embeds learning. The pupils were equally well-informed in their understanding of how teachers are providing them with a series of lessons on the same concept and how this builds a clear learning journey.

 

…the maths subject leader in attendance at the meeting demonstrated a high degree of comprehension and perception in regard to effective approaches to maths teaching. This expertise and clarity of understanding will stand the school… in good stead for improving pupil mathematical knowledge and understanding.

Fab feedback

In a time when many local authorities have stripped away the support they previously provided to school, Leeds continues to provide support to its schools. Our School Improvement Advisor visited recently and had this to say:

Through the observation of teaching and a comprehensive learning walk, it is the view of the SIA that Scholes no longer has the feel of a school requiring improvement… leaders have worked very hard to ensure pupils are cared for and are now achieving well. Previous weaknesses have been robustly challenged and the fruits of this work are beginning to be reflected in pupil outcomes… An observation of teaching suggests that without exception, teachers have good subject knowledge.

 

Terrific times tables

By the end of Year 4, children are expected to know their times tables and corresponding division facts up to 12 x 12, as stated in the National Curriculum. They should be able to recall a multiplication or division fact within about five seconds.

A couple of weeks ago, we checked this for children in Key Stage 2 – and got some really encouraging results.

Out of a total score of 25, children in Year 4 got an average of 19.0 out of 25 – that’s a really big jump from when we tested the same children in the summer term (when they were in Year 3), and, of course, there are still two more terms to keep on improving.

We’ve seen similarly encouraging results in Years 5 and 6. 90% of the Year 6 children scored over 20 out of 25, and their average score is 23.6.

In school, we explore times tables so children have a secure understanding of the concept of multiplication and division, and the various patterns and sequences related to each times table. There’s also regular practice in each class. We’ve also introduced regular tables to practise at home, followed by times table tests each Friday. Thank you for supporting your child with this.

If you’re confident your child knows their tables, don’t forget to help them know related facts. So, 3 x 8 = 24, which means…

  • 8 x 3 = 24
  • 24 ÷ 8 = 3
  • 24 ÷ 3 = 8
  • 30 x 8 = 240
  • 3 x 80 = 240
  • 30 x 80 = 2,400
  • 3 x 0.8 = 2.4
  • and so on!

Top tip! 7 x 8 = 56 is probably the hardest fact to know. Here’s a way that might help… Reverse the statement: 56 = 7 x 8. Can you see the sequence of the digits? 5, 6, 7, 8… 5 6 is 7 8s…

Follow-up visit from Ofsted

On Tuesday 07 November 2017, we were inspected, under section 8 of the Education Act 2005 (as amended). This was a monitoring inspection following the ‘Requires Improvement’ judgement earlier this year. The focus was around whether we are taking effective enough action to improve provision and outcomes.

Whilst monitoring inspections do not result in a new inspection report or new judgement, a follow-up letter is published.

We’re happy to tell you the inspector concluded that senior leaders and governors are taking effective action to tackle the areas requiring improvement … in order for the school to become a good school.

We’re even happier with some of the positive comments from the inspection letter:

You and your senior leaders are tackling the areas requiring improvement identified at the school’s last inspection with focus and resolve. Together with middle leaders and staff, you are a strong and increasingly cohesive and effective team.

 

Governors are making a stronger and more influential contribution to improving the quality of education at Scholes (Elmet) Primary School. They are working in a more organised and systematic way and are bringing a sense of energetic purpose to the way they support and challenge you and your colleagues.

 

I could see the impact of [monitoring and evaluating] on pupils’ learning and progress in the lessons I visited with you and your senior leaders and by looking at the work in pupils’ books. The pupils I spoke to said that they find the work they are set interesting and fun.

 

[The teaching and learning of Maths] is being purposefully and energetically led by a senior leader who is also a specialist leader of education in mathematics.

 

Your self-evaluation is detailed and comprehensive. The judgements you have made are supported by a good range of evaluative information. It gives a clear picture of the school’s effectiveness.

It is quite normal in such monitoring visits to agree some new recommendations. For us, they are:

  • secure rapid improvements in teaching so that all pupils make fast progress from their different starting points in reading and mathematics in key stage 2 – We’re very aware that outcomes need to improve at the end of the key stage, and have been taking lots of steps to address this; this includes recruiting an additional Maths teacher in the mornings meaning that Maths can be taught in single age classes (see News post, 19.10.17) and closely analysing how pupils have previously performed the the statutory tests – and taking appropriate action to address areas.
  • develop and implement an effective approach to identifying and tackling errors and misconceptions in pupils’ mathematical knowledge and understanding – This had already been identified as something we can improve in order to speed up pupil progress; the smaller Maths groups will help here, and the fact that teachers can have a sharper focus on a single age.
  • update the school improvement plan and pupil premium strategy so that they link more closely to the priorities and actions identified in the school’s self-evaluation – This is something which we suggested so that we can continue to plan for and monitor the much wider range of improvements that are going on, such as the new homework approach and the bnew ways we invite parents and carers into school (homework reviews, Watch us while we work, sessions, Join in Mondays).

If you have any questions, comments or concerns about the report, please contact Miss Hague, the Head of School.

Our typical week

At Scholes (Elmet) Primary, we’re always keen to hear your views, and we do act on feedback when we feel we can keep on getting better. Following the annual survey of parents / carers in the Summer Term, for example, we have doubled the length of sessions during the parents’ evenings – this is a direct result of what you told us.

More recently, parents were asked for feedback following our ‘Watch us while we work’ open morning. Those who came spoke with Miss Hague and were asked to fill in feedback forms. Parents said that they were impressed with the teaching and learning they had seen, and suggested that they would benefit from knowing more about the daily life of school so they could have conversations at home about the lessons that have take place on a particular day. We think that’s a great idea. Check out each teacher’s typical timetable for the week.

Please remember that there’s always lots going on in a primary school, so sometimes things change. This week is a themed week all about identity and community, plus there’s a production of Aladdin happening – the timetable will definitely not reflect this particular week!