Donningtonwood.files.wordpress.com



Governor’s Report to Parents 2021As the Governing body of Donnington Wood CE Junior School, we work hard to ensure that the children’s safety, welfare and learning are at the forefront of all our decision-making. Each year the Governing body has a ‘Governor Action Plan’ linked to the priorities in the School Development Plan (SDP) to ensure that our work is strategically targeted at school improvement. As Governors, our role is to support and challenge the decisions made about your child’s education. We monitor school improvement through: regular visits into school to meet with school leaders, scrutinising documentation, checking school appraisal systems, observing children’s attitude to learning, and seeking the views of parents, staff and children through meetings and questionnaires. We also attend relevant training both in school and training organised by the Local Authority. We feel that our ‘TEAM’ ethos, underpinned by the school’s Christian character, is the key to the successful learning for all our children. This academic year, governors have received training in a range of areas including:Safeguarding/Child protection The use of ExclusionsSEND (special needs) MathsThe four main roles for Governors1) Ensure that all the statutory duties of the school are in place As Governors, we regularly check that all statutory policies and procedures are in place and on the school website so that they are accessible to parents/carers, external agencies and other stakeholders.We work diligently to ensure that all statutory duties are fulfilled. This year we have supported the Vision being further embedded into the school curriculum and the RSE curriculum. 2) Setting the vision for the school and strategic development The SDP is agreed with staff and governors and sets out the areas for development for the year ahead. The plan is in place to improve outcomes for all children. We use a range of data and feedback from monitoring to check that this is happening and to know the school’s strengths and identify areas for development. Due to Covid, the school has had to adapt quickly, and there is no formal data for two years. We have being looking at other data, from reading ages to Pupil Voice surveys. Covid ImpactDelivered and provided over 1000 food parcels100% pupils have access to online learning. Opened successfully to key workers and vulnerable pupils. Online learning is main method of learning. Contact with parents through phone or SeeSaw increased engagement. Attendance in September was high, above national. In 2020/21 the Governors focussed on supporting the school with the following targets:Priority 1: The delivered Curriculum meets the needs of our pupils and raises attainment and increases progress to be in line with national expectations. The curriculum will allow every pupil to succeed in line with the vision. It tackles the impact of the coronavirus shutdown. It teaches and explores our core values of Hope, Friendship and perseverance. (Expanded on in pupils attitudes and behaviour).These elements are built into the recovery curriculum. We will refine our curriculum offer from lessons learnt over the last year.ImpactRecovery curriculum was delivered successfully and allowed all pupils to be taught against their baselines. Governors have carried out a number of virtual meeting with staff. With a focus on maths and reading. They also increased the budget to allow for online learning through seesaw, tablets and accelerated reading. They worked with the Assistant head to monitor the use of Online learning. During Covid lockdowns the school employed these effective systems to ensure 95% of pupils learnt online, with the result receiving pack or being in school. Due to restrictions, some elements of the curriculum have been adapted, but then delivered through Science and DT weeks. Phonic provision has been a highlight of this year, following investment last year. The Governors are determined that every child can read, and through purchasing Read Write Inc Programme, pupils are on track to read. Most junior schools would not need to provide this, but we realised it was essential and acted accordingly. Priority 2: To further develop pupils Behaviour, attitudes and own development to make the most of school and life. To develop the level of challenge received by the most vulnerable 20% so as to diminish the difference between school to national and allow pupils full access to the curriculum.To ensure all groups are included and supported to flourishEmpower pupils and adults to develop hope and perseverance, so that they are able to engage/explore the challenges of school and the wider world.ImpactThis was a big focus for the school as part of the recovery curriculum. A project was led to improve attainment and emotional well being. This had a dramatic effect on increasing attendance in school and reduces the loss of golden time. Governors have completed a range of online visits, such as seesaw looks and pupil voice activities to rigorously monitor the quality of provision for this group. Although sats were cancelled again this year, the governors could see that form baseline in attainment and wellbeing all pupils made progress, and had suitable challenges. Members of the staffing & finance committee have regularly reviewed pupil progress data and the action plans which were attached to them. The Headteacher has reported further data and information requests to the governors throughout the year, such as the impact of accelerated reader and timetables rockstar results. Through the staffing and finance committee the governors have enabled additional members of staff to be part of join the school and paid for additional training, part of this coming form the Covid Catch up funding. Judgement has also been confirmed by the Local authority through their own visits to school & their monitoring procedures. Priority 3: All pupils receive Quality first teaching from empowered and well trained staff. This leads to an increase in progress and attainment. empower pupils and adults to develop hope and perseverance, so that they are able to engage/explore the challenges of school and the wider world.ImpactCovid restrictions reduced the ability of staff to complete Peer teaching activities in other classes, but staff worked closely in team to develop their practices. A major focus for 2021 22 is to regain some consistency in teaching standards, in particularly around Oracy. Through online working, workload has been reduced, and things like accelerated reader mean staff are able to focus on helping pupils read. Priority 4: To extend our offer the wider community support we offer to better provide for our pupils. A lot of this area depends on what is physically allowed, if we cannot do it in person, we will do it through remote means.ImpactThis was an area that was not able to happen physically, but the school promoted and organised BEAM sessions for mental health and online family learning courses. The school has a plan for next year too to allow parents to engage and get the support they need.With SeeSaw online learning, every adult is able to access their child’s learning and this has had a dramatic effect in helping families support their child at home. The school is one of the only schools in the world able to do this. 3) Holding the headteacher to account to ensure that there is strong leadership School leadership continues to be strong. As Governors, we know what the school does well and we identify the next areas for development. We request data relating to children’s progress and will question the impact of any actions taken to challenge underperformance. We visit the school regularly to challenge and investigate issues and reports provided. The Chair of Governors has previously attended the Monitoring and Challenge meeting from the Local Authority and is satisfied that the school is well led and that the Head has clear plans to improve the school. The governors are satisfied with the actions and targets set by the school to improve outcomes in the 20/21 year and are proud of the way the school has supported its community. We have set targets for further improvement this year, and expect an increase in attainment and progress. The school’s finance committee regularly reviews how effectively finances are used to support the learning of all pupils in the school.The school has a monitoring cycle which is agreed each year to hold all staff to ernors meet with subject leaders to discuss new developments, carry out scrutiny of children’s books, check children’s progress data and observe children’s attitudes to learning in school.The school has robust appraisal systems for staff at all levels.Annually, a team of Governors meet with the head and Primary Advisor to set challenging annual targets for the head teacher and to check that rigorous targets are in place for staff. These targets are reviewed on an on-going basis. Curriculum leaders also provide reports for Governors or attend Governor’s meetings.We hope to increase our face to face role next year, spending time in school, gathering first-hand information from staff, pupils & parents. As Governors, we can confirm that feedback from both parents and pupils is overwhelmingly positive.We have recruited two LA governor, whose skill base will complement the effective practices of the governors in discharging their duties. We feel that the school is very well-led and managed. 4) Checking that financial resources are used to the best effect Governors regularly meet with the headteacher to monitor the school budget to ensure best value and that money is being well spent. The closing of accounts was agreed at the end of the financial year (20/21) and a new budget was set for the year ahead (21/22).Governors ensured that the budget reflected the priorities of the School Development Plan for the year ahead. Governors check the impact of specific funding on children’s achievements. The Pupil Premium Grant (a government grant to support children in receipt of Free School Meals, children in care and forces children), is funding designed to ensure that the attainment gap between children in receipt of the Grant and those not in receipt of the Grant is closed. The PPG is used effectively at our school & the rates of progress and attainment of PPG pupils allow this group to close the gap to the national average in line with our high expectations, however, there is an emerging trend around Disadvantaged reading which the school has been challenged to meet. This has been set as a challenge to the school; the school is investigating the support and challenge they offer disadvantaged pupils. More information about the Pupil Premium Grant can be seen on the school website. The School Sports grant (a government grant to improve sport provision), has enabled our specialist PE/Sports teacher to increase PE for all our pupils as part of the recovery curriculum. The school has further plans to increase the 5 key areas of impact next year. See Website for more details. Governors work with the Headteacher to check that the school premises are safe, kept in good repair and offer an exciting, vibrant learning environment. Governors meet to discuss how school funds can be used effectively to support pupils’ learning, spiritual growth and social development. Governors are resolute in their determination to ensure that this school is performing well and look forward to the new challenges that the coming year will bring.Finally we would like to publicly thank the teaching staff and senior leaders for there enormous support of the community. They have supplied countless meals.. food parcels. Donated to local food banks and carried out site visits to homes ensuring both children and parents are safe and supported.We hope that you have found this report helpful. If you would like any further information please do not hesitate to contact school.S. JonesChair of Governors ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download