Provost Williams C of E Primary School

Value, nurture, protect and challenge.

Sodens Avenue, Ryton-On-Dunsmore, Warwickshire CV8 3FF

02476 302166

admin3212@welearn365.com

Key Issues for Action from last OFSTED

Key Issues From the Last Inspection

When a school is inspected by OFSTED there is always a section of the report that says what they feel the school needs to do to improve. We have reworded those key issues put them into 3 priorities;       

  • Increase the amount of outstanding teaching by sharing good practice more widely and give more opportunities for subject leaders to make a greater impact on achievement

 

Regular release time for subject leaders has been a regular feature of the timetable

In MATHS we have discussed the teaching of reasoning so that the children are able to explain reasons and patterns behind their answers and fluency as this will improve mental  skills and enable children to apply those skills to mathematical problems

We regularly check the work that children do in their books and give feedback to staff so that staff can use feedback to develop their teaching. We are pleased that there is clear differentiation (showing that high ability, medium and lower ability children are having work matched to their ability. There was also a great deal of evidence of children working at greater depth(the maths leader has led training on this in the Spring and many reasoning activities were evident. It was also seen that Numicon as a resource is having a very  impact

For the rest of this school year we are trialling new medium term plans to help the staff in ensuring their lessons are progressive and that the children have opportunities for apply skills at a greater depth. We also analyse assessments termly so that we can ensure that our plans match the needs of the children

In ENGLISH we feel the recent introduction of Read, Write Inc has had a significant impact on the children’s learning

In KS2 reading the standards are not as high, this may be linked to the new assessment criteria that set a standard too high for children to gain expected achievement. However reading, especially in KS2, is a major focus.

In the Autumn term the following made a significant impact on the children’s learning;

  • The new spelling scheme, addition teacher resources and training to help staff with planning and assessing the children’s work with greater accuracy
  • The recently introduced Read, Write inc into KS1 And EYFS
  • The Roald Dahl day to promote reading

 During the Spring term we will;

  • Attend Local Authority training on Reading Expectations
  • Meet with an English advisor
  • Investigate introducing a scheme called Accelerated Reader
  • Provide training for staff to be more confident in assessing not just reading all aspects of English
  • Visit other schools to moderate our judgements and also observe their reading strategies
  • Look at providing a wider and more diverse range of reading resources

Reading Buddies

The reading buddies scheme has now been extended to include readers and mentors from Y4 and 5.  KS2 now delivers an hour of reading, comprehension and grammar to twenty-six children each week, Nearly half are children with additional needs. A further twenty-six children hear the younger readers as mentors enabling us provide leadership and responsibility opportunities to our children.

In SCIENCE our monitoring in the Spring term indicates that there is good progression from YR to YR and there is good differentiation within each year group.  There is evidence that topics are being to other text, eg stories and characters to put learning in context.

We need to focus on children beginning to formulate their own investigations and looking for opportunities to use open ended questions

There has been a considerable amount of work been done of using the local and wider community as a learning resource.

 

  • Create more opportunities to prepare children for life in Modern Britain

The children are given lots of opportunities for their voices to be heard. The importance of democracy is evident in pupil and parent questionnaire, voting for the School Council representatives, the annual May King and Queen and in Y5 the children have the opportunity to learn about democracy further when they study Ancient Greek democracy

Pupils are taught from an early age the rules of the school. There are our class rules,  and the school Code of Conduct . We also have a sporting pledge .Pupils are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Respect time allows children the opportunity to consider the consequences of their actions. We have regular visits and have developed excellent relationships with local authority figures  such as the Police, Police community support officers and Fire Service help reinforce this message.

Alongside rules and laws, we promote the right to respectfully express views and beliefs, this can be discussing issue in an assembly and in the class, for example when discussing issues from stories. Choice is promoted, for example, about;

* What homework challenge or activity they would like to do

* Participation in extra-curricular activities, 

* Who they work with lessons, and 

* How they would like to record their work.

Our pupils are encouraged to know, understand their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety, SEAL lessons and child protection assemblies.  

Self-respect and respect for others and appreciating and understanding differences is very important. ‘Talk Partners’ develop our children’s capacity to actively listen to the ideas and opinions of others. Children develop their understanding of fair play through our PE curriculum and to display good sportsmanship when representing the school. 

We actively promote diversity through our celebrations and displays of different faiths and cultures. Religious Education lessons and PSHE lessons reinforce messages of understanding and respect for others.  Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths.

 

  • Give more opportunities for Traveller children to continue their learning
  1. Packs of learning material have been developed and are ready for when the need arrives