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TRANSFORMATION PLAN ‘Success Achieved Together’

2010 – 2013

Year 2: 2011/2012

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CONTENTS PAGE PRINCIPAL’S INTRODUCTION ..................................................................................................................... 3VISION FOR THE SCHOOL ............................................................................................................................ 5STRATEGIC TARGETS ................................................................................................................................... 5OFSTED – KEY PRIORITIES ........................................................................................................................... 5SCHOOL CONTEXT ........................................................................................................................................ 6EVALUATION: ATTAINMENT ...................................................................................................................... 7

Summary Judgment: GOOD .......................................................................................................................... 7GAPS ANALYSIS – KS2 ............................................................................................................................... 16

EVALUATION: QUALITY OF TEACHING ................................................................................................. 21Summary Judgement: Good ......................................................................................................................... 21

EVALUATION: BEHAVIOUR....................................................................................................................... 28Summary Judgement: Good ......................................................................................................................... 28

EVALUATION: LEADERSHIP AND MANAGEMENT ............................................................................... 32Summary Judgement: GOOD ...................................................................................................................... 32

EVALUATION: TRANSFORMATION PLAN 2010 2011 ..................................................................................... 36Leadership Structure. ................................................................................................................................... 36Teaching and Learning ................................................................................................................................ 37Stakeholder Engagement ............................................................................................................................. 39Federation Service ....................................................................................................................................... 39Policies ........................................................................................................................................................ 40Quality Assurance ........................................................................................................................................ 40

YEAR 2 PRIORITIES: 2011-12 ....................................................................................................................... 41CHALLENGE (KJ / Key Stage Teams) ........................................................................................................ 45CURRICULUM (KJ / Key Stage Teams) ..................................................................................................... 46CLOSING THE GAPS / QA (KJ) ................................................................................................................. 47PARENTAL ENGAGEMENT (KJ) ............................................................................................................... 49

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PRINCIPAL’S INTRODUCTION This has been an incredibly busy and productive year for the School. A transformation plan has been developed and shared with stakeholders, as a result of an Ofsted inspection (which showed improvement in 13 categories) an annexe to this plan has also been created which responds to the issues raised. This is closely monitored by the Principal and senior leadership team which has expanded to include Kelly Jackson a Vice Principal at Catmose Primary. The two governing bodies work more closely together, particularly in respect to a joint resources sub-committee whilst retaining separate full bodies who are responsible for each school. We have also broadened the CP governing body by the addition of Peter Green (retired principal of VCC), Margaret Baker (CC finance) and Richard Seal (ex CC governor). The staff and governors at both schools have worked exceptionally hard to secure rapid improvement as a result of the Federation. Kelly Jackson has ably led the staff of Southfield in developing teaching and learning. We now have our 3I curriculum, a house system and setting arrangements to ensure the needs of all students are met. Jude Macdonald has led on improvements in the way in which we support students with individual needs and leads the school on a Wednesday morning. We have already begun to see the impact of these initiatives with excellent Key Stage 2 results already reaching close to the targets set by OfSted for twelve months’ time. The recent Ofsted inspection proved the quality of the staff at the School and the potential of the Federation to secure improvement. We secured thirteen improved grades over the previous inspection, including crucially an outstanding grade for the way in which the school ensure all children feel safe here. The work of the staff in the Reception class, Cheryl Skervin, Claire White and Kelly Jackson was crucial during the inspection, demonstrating so effectively how the School was capable of sustained improvement. It has been particularly pleasing to see Catmose Primary students coming up to the College to use our new facilities, this term has seen them using our sports and ICT facilities for example. We will expand this aspect of our work further next year with the College deploying to the Primary School specialist Arts and Sports teachers. We have increased the number of teachers; this expansion in teaching staff is was as a result of the improved financial position and the decision to restructure the staff which unfortunately did result in some redundancies. Underlying any successful organisation however is a well-managed budget. The School’s financial position is now secure; it has improved from a five figure deficit to a small surplus, this will have a positive impact on every aspect of the school’s work over the next twelve months. The summer holiday has seen a significant investment in the fabric of the School’s building, improving the roof, electrical infrastructure and importantly the classroom environment. This has included decorating a number of classrooms, building an outside canopy for Key Stage 1 and enhancing the ICT facilities across the School. This work was project managed by our Federation Manger, Natalie Ross, saving considerable consultancy costs and ensuring that the investment we made has had most impact for the School.

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A key reason for the Federation between the two schools was to bring improvements and cost savings to the range of support services we need. We are now working very closely together on site management, catering, financial management, IT and library services to ensure they provide a high quality service and excellent value for both schools. This gives the Primary School access to a range of expert staff and resources which would normally only be possible through expensive consultancy services. You may have already seen our new Catmose Federation mini-bus and van which will be used by both schools in the partnership. I believe a key measure of the success of the School is how popular it is with parents and in that respect we have been very successful. We have our largest intake into the reception class for some time but more significant has been the number of parents who have moved their children to us over the course of the year. We have changed the name to Catmose Primary and introduced a compulsory uniform to reflect this. The site has been rebranded and there has been a considerable improvement in the marketing material. This year we are focusing our efforts on ensuring all students make excellent progress, whilst ensuring that the partnership between our two schools continues to bring benefits to both organisations.

Stuart Williams Principal

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VISION FOR THE SCHOOL The school exists to ensure that its pupils are happy and successful. We are a friendly child-centred environment where the partnership with families is essential for ensuring all make outstanding progress. All pupils leave us ready for secondary school having followed a curriculum that is Individual, Innovative and Inspiring.

STRATEGIC TARGETS The School has identified the following as targets over the next three years:

Southfield is the primary school of choice for Oakham as measured by the number of pupils in reception class.

The school’s budget balances. An embedded whole-school curriculum that is individual, inspiring and innovative. 80% of lessons are rated good or better or during the annual school review. 80% of students enjoy their lessons. Pupil’s attendance is 96% or higher. The attainment of pupils is at least National average. The progress students make is outstanding for all Key Stages. Ofsted in their next inspection rate the School as Good or better. Federation Leadership is judged as Outstanding.

OFSTED – KEY PRIORITIES The School was inspected in February of 2011 and the following was identified as key to future improvement: Raise attainment in English and mathematics at the end of Year 6 so that eight out of 10

pupils reach the expected level, and four out of 10 pupils reach the higher level, by 2012. Accelerate the progress that the pupils make by:

ensuring that teaching is at least good throughout the school planning tasks that are always matched well to the needs of all groups providing consistently good support for pupils with special educational needs and/or

disabilities generating a brisk pace of learning in all lessons keeping pupils fully informed about how well they are achieving and what they need

to learn next.

Broaden the pupils’ knowledge and understanding of the cultures and faiths represented in the United Kingdom.

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SCHOOL CONTEXT Information from Raiseonline 2010:

Catmose primary is a below average size school catering for students of a broad but below average ability range with a higher than average proportion of students with SEN. The school takes an intake which is of a broad social mix from mainly the NW of Oakham (70%).

The ability profile of the school is below the national average and comparisons against national attainment levels would be expected to reflect this.

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EVALUATION: ATTAINMENT Summary Judgment: GOOD The majority of children at the School make the expected levels of progress between KS1 and KS2.

Attainment at KS2

The School’s performance at level 4+ is consistently higher than the national average which given that their ability at KS1 (and on entry) is on average below the national average suggests that students make good progress. The maths result of level 4+ is also above that achieved by the Rutland LA as a whole; the English is very close to it and in the top half of schools in the authority. The performance of the most able (level 5+) is above national average in English but slightly lower than this in maths and science. This is a key priority for the school, to ensure the most able students achieve level 5. Analysis of the School’s APS in compared with national data also shows favourable and improving performance of children. Over the past five years performance has improved year on year and is now likely to be slightly above the national average, a further indication of good performance given the starting point at KS1. This is favourable comparison is also true for English and mathematics separately.

L4+ L5+ L4+ L5+ L4+ L5+ L4+ L5+ L4+ L5+ L4+ L5+

Reading Writing English Maths Science* English& Maths

Catmose Primary 81.8 45.5 86.4 22.7 86.4 31.8 86.4 27.3 86.4 31.8 81.8 18.2National 84 42 75 20 81 29 80 35 85 35 74 21

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KS2 Catmose Primary vs National (2011)

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The performance of children in English over the last five years has shown steady improvement, particularly of the most able students (level 5+). A key to improving performance in English further is the performance of boys in reading which is at present is the limiting factor on these outcomes.

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The performance of children in maths over the last five years shows an overall improvement at level 4+ and very little change at level 5+. The school has identified level 5+ as a key target and will monitor the performance at level 4+ to ensure that improvement continues.

Science results have stayed stable over the last five years and show good outcomes in comparison with national performance.

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Attainment at KS1

Previous declines in reading have been reversed and now show three years of sustained improvement.

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Reading Writing Maths

KS1 Latest Outcomes

All Boys Girls

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The same is also true of writing although the performance of the most able students needs to be monitored and support given when necessary to ensure sustained improvement.

We also see a similar pattern of improvement in maths.

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Literacy and Numeracy Mathematics

Foundation & Key Stage 1 Levels FSP2 FSP3 FSP4 FSP5 FSP6 FSP7 FSP8 FSP9 W 1c 1b 1a 2c 2b 2a 3c

Reception (19) 5.3% 5.3% 42.1% 36.8% 10.5%

Year 1 (23) 26.1% 30.4% 39.1% 4.3%

Year 2 (17) 5.9% 23.5% 23.5% 29.4% 5.9%

Reception: 89.4% children have met age expectation target (FSP 6+) Year One: 100% children have met age expectation target (1b +) Year Two: 58.8% children have met age expectation target (2b +) 82.3% children have met age expectation target

(Level 2 – compared to Level 4 in Year Six) Reading

Foundation & Key Stage 1 Levels FSP3 FSP4 FSP5 FSP6 FSP7 FSP8 FSP9 W 1c 1b 1a 2c 2b 2a 3c

Reception (19) 5.3% 31.6% 21.1% 26.3% 10.5% 5.3%

Year 1 (23) 13.0% 26.1% 30.4% 30.4%

Year 2 (17) 11.8% 23.5% 23.5% 11.8% 17.6%

Reception: 63.2% children have met age expectation target (FSP 6+) Year One: 86.9% children have met age expectation target (1b +) Year Two: 52.9% children have met age expectation target (2b +) 76.4% children have met age expectation target

(Level 2 – compared to Level 4 in Year Six) Writing

Foundation & Key Stage 1 Levels FSP2 FSP3 FSP4 FSP5 FSP6 FSP7 FSP8 FSP9 W 1c 1b 1a 2c 2b 2a 3c

Reception (19) 10.5% 5.3% 21.1% 42.1% 10.5% 10.5%

Year 1 (23) 26.1% 26.1% 26.1% 17.4% 4.3%

Year 2 (17) 5.9% 11.8% 23.5% 35.3% 11.8%

Reception: 63.1% children have met age expectation target (FSP 6+) Year One: 73.9% children have met age expectation target (1b +) Year Two: 47.1% children have met age expectation target (2b +) 70.6% children have met age expectation target

(Level 2 – compared to Level 4 in Year Six)

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Science Foundation & Key Stage 1 Levels

FSP2 FSP3 FSP4 FSP5 FSP6 FSP7 FSP8 FSP9 W 1c 1b 1a 2c 2b 2a 3c

Reception (19) 5.3% 5.3% 5.3% 5.3% 78.9%

Year 1 (23) 39.1% 43.5% 13.0% 4.3%

Year 2 (17) 11.8% 11.8% 29.4% 29.4%

Reception: 89.5% children have met age expectation target (FSP 6+) Year One: 100% children have met age expectation target (1b +) Year Two: 29.4% children have met age expectation target (2b +) 70.6% children have met age expectation target

(Level 2 – compared to Level 4 in Year Six) Mathematics.

Key Stage 2 Levels 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b

Year 3 (17) 5.9% 11.8% 29.4% 35.3% 5.9% 5.9% 5.9%

Year 4 (20) 5.0% 5.0% 5.0% 35.0% 20.0% 10.0% 20.0%

Year 5 (18) 5.6% 16.7% 5.6% 27.8% 16.7% 16.7% 5.6%

Year 6 (23) 4.3% 4.3% 4.3% 8.7% 26.1% 21.7% 17.4% 8.7%

Year Three: 53% children have met age expectation target (2a / 3c+) Year Four: 30.0% children have met age expectation target (3c / 3b+) Year Five: 66.8% children have met age expectation target (3a / 4c+) Year Six: 82.6% children have met age expectation target (4c / 4b+) Reading.

Key Stage 2 Levels 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b

Year 3 (17) 5.9% 23.5% 17.6% 17.6% 17.6% 11.8% 5.9%

Year 4 (20) 5.0% 10.0% 5.0% 20.0% 5.0% 20.0% 10.0% 5.0% 20.0%

Year 5 (18) 5.6% 5.6% 16.7% 16.7% 22.2% 27.8%

Year 6 (23) 4.3% 4.3% 8.7% 17.4% 4.3% 13.0% 43.5%

Year Three: 70.5% children have met age expectation target (2a / 3c+) Year Four: 55.0% children have met age expectation target (3c / 3b+) Year Five: 66.7% children have met age expectation target (3a / 4c+) Year Six: 78.2% children have met age expectation target (4c / 4b+)

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Writing. Key Stage 2 Levels

1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b

Year 3 (17) 5.9% 29.4% 29.4% 17.6% 5.9% 5.9%

Year 4 (20) 5.0% 5.0% 40.0% 15.0% 5.0% 20.0% 10.0%

Year 5 (18) 5.6% 5.6% 16.7% 5.6% 5.6% 33.3% 22.2%

Year 6 (23) 8.7% 8.7% 30.4% 17.4% 4.3% 26.1%

Year Three: 29.4% children have met age expectation target (2a / 3c+) Year Four: 30.0% children have met age expectation target (3c / 3b+) Year Five: 55.5% children have met age expectation target (3a / 4c+) Year Six: 78.2% children have met age expectation target (4c / 4b+) Science.

Key Stage 2 Levels 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b

Year 3 (17) 11.8% 11.8% 17.6% 47.1% 5.9%

Year 4 (20) 5.0% 5.0% 15.0% 20.0% 30.0% 15.0% 10.0%

Year 5 (18) 5.6% 11.1% 5.6% 27.8% 22.2% 22.2%

Year 6 (23) 4.3% 8.7% 17.4% 21.7% 21.7% 26.1%

Year Three: 70.6% children have met age expectation target (2a / 3c+) Year Four: 55.0% children have met age expectation target (3c / 3b+) Year Five: 72.2% children have met age expectation target (3a / 4c+) Year Six: 86.9% children have met age expectation target (4c / 4b+)

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KS1 to KS2 Progress 2011

The charts illustrate how the good progress children at the Primary school make progress between KS1 and KS2, with all but 2 students in Maths making the expected levels of progress.

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GAPS ANALYSIS – KS2

Gender

Girls outperform Boys in all subjects by around 0.3 levels on average. This reflects a national pattern of underperformance and is an area the School continues to focus on.

Season of Birth

Those children born in the summer do significantly less well at the School than those who are born in the winter. The School will focus on identifying effective strategies to help support summer born children more effectively.

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Ethnicity

There are only a small number of children who have a different ethnic background to the majority WBRI and they perform well.

First Language

Children with a first language other than English also do well at the School, particularly in English.

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SEN

Children with SEN particularly those with statements do less well at the School, this is partly due to the nature of their additional needs however the School has made significant changes to the way in which we support this important group in order to reverse this performance and will monitor their progress to ensure they are successful.

G&T

Students who are particularly able do very well at the School, generally all gaining the highest SAT level of 5 for English, Mathematics and Science.

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FSM

A particular strength of the School is its community spirit and the way in which children from a range of social backgrounds work together successfully; this is reflected in their outcomes at KS2.

Late Comers to Catmose Primary

The School’s increasing popularity has led to significant numbers of children joining the school outside of reception class. It is pleasing to see the support we put in place is effective and that they achieve on a similar basis to those who joined at reception.

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Attendance

There is little pattern in this analysis, there was only one child with inadequate attendance and so the result here is not significant. The support given to those children whose attendance drops below 96% is effective in ensuring they achieve.

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EVALUATION: QUALITY OF TEACHING Summary Judgement: GOOD

High Expectations, Challenge Tasks & Stretch all Pupils: This year we have regular staff meetings (see staff meeting plan 2010/11) looking at ‘teaching from the top’ to ensure that all children are set challenges within each learning session. KJ attended a Gifted and Talented conference and is part of a local network looking at ensuring that all children have challenge within lessons and that these high expectations are set for all. Staff have focused upon ensuring that sessions are not limited by teaching from the middle ability; differentiated upwards and below but taught from the very top ability and differentiated down. This will be a continued focus for Learning Walks in 2011/12. Half Termly Pupil Progress Meetings are held with teachers in which sample children are discussed in detail; what learning opportunities are set, which targets have been set, intervention strategies and progress made. 6 children per class are focused upon: G&T, More Able, Average, Less Able, SEN and FSM. This enable the SLT to see closely the development of all groups of children and also offer mentoring if needed to further progress. These pupil progress meetings will continue 2011/12.

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Lesson Observations August 2010

After Following staff training and support These graphs demonstrate the significant improvement in teaching over the last twelve months following the support and training given to staff. It was a key imperative to ensure all teaching was at least satisfactory and much was good, this objective has been achieved. It is now imperative that at least 80% of lessons are good or better.

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Enthuse and Engage, Deepen Knowledge & Teach Skills: A creative curriculum has been introduced; the 3I Curriculum. This stands for Individual, Innovative and Inspiring. The aim through the creative curriculum is to allow children to make links between subjects within one learning topic focus. This engages the children as they are enabled to follow a topic at their own level and pace; making it a child centred, individualised curriculum. Children set their own curriculum by stating what they wish to find out. Progress is monitored against the National Curriculum skills rather than being content driven. Elements of P4C (Philosophy for Children) have been included in the curriculum to enable children to reflect on their progress and learning journeys. Learning conferences and self assessment also play a vital role in enabling children to be aware of their next steps in learning and what they want to learn. A pupil survey recently showed that the change from QCA units to this creative approach has improved the children’s attitude and enthusiasm to learn. They requested more art and PE which we have been able to provide through specialist teacher from our federated school Catmose College. Pupil Voice: Do you enjoy the 3I afternoons?

The 3I curriculum has re-engaged staff and students alike and ensures that a wider curriculum is enjoyed within a thematic framework across the week. The student perception is also supported by parents.

Yes No

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Pupil Voice: In you 3I Curriculum afternoons sessions, would you say you have learnt:

Parent Voice: My child enjoys the 3I Creative Curriculum and workshop days

Assess / Feedback / Plan: AfL plays a vital role in all teaching sessions, enabling children to reflect on their learning, consider targets and comment on progress made. This has been a focus for learning walks this year. Children are aware of their targets and are able to say if they have achieved them. Learning conferences take place in classes to allow children to set their targets with teachers enabling them ownership of these. Group targets are set for reception children but individual targets are set within weekly and daily planning. This self review and target setting enables teachers to reflect on progress made and plan for the next half term. Half termly Pupil Progress meetings with staff enable the SLT to monitor the assess / feedback and plan cycle; discussing with staff core groups and their provision and progress. Planning files and APP files are monitored on a half term basis by KJ and feedback is given to individual staff. This will continue in 2010/11.

Lots of excitinginformation and skills

Some information andskills

No information andskills

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Pupil Voice: My child is making progress at this school

Teach Reading and Literacy: The school introduced the Ruth Miskin Read Write Inc across all year groups as a booster to all pupils’ core reading and writing skills, using phonics and comprehension skills. This has now been developed into an individual approach based on the needs of our different cohorts. Letters and Sounds games ensure that kinaesthetic learning opportunities are provided and Jolly Phonic rhymes and images ensure that visual and audio learners have a pictorial concept. The school has recently taken part in a CLLD project across the county and has performed above the LA average.

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Staff attended a Pie Corbett two days INSET at the beginning of 2010/11. Aspects of this learning style have been introduced to develop writing skills. As well as teaching the core skills of writing, a more creative approach to developing and leading up to a piece of writing have been introduce this year. The ‘Big Write’ session is used to make writing a special event and raise the expectations for writing. This has been monitored through learning walks and planning file monitoring. This will continue for 2011/12 as we are embedding these new approaches.

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Evidence: Pupil progress meeting minutes. Learning walks. Lesson Observations. EYFS and KS1 Review. KS2 Review. CLLD Project report 2011.

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EVALUATION: BEHAVIOUR Summary Judgement: OUTSTANDING

Conduct & Bullying: The children have created their own ‘Get ready to Learn’ reminder to help them be ready for each learning session. Assemblies focused upon what learning needs to ‘look like’ to ensure that the learner can do their very best. The children have agreed upon these reminders and are ask to reflect on them in daily sessions. Pupils who have a PSP (Pastoral Support Plan) have these targets on a small card to keep with them at all times to recall the expectations for learning. Behaviour is tackled through positive methods. Rewards are varied from whole school house teams, class teams, teaching groups and individual. The children were able to discuss the variety of rewards in the recent OfSted inspection and were clear what behaviour resulted in these rewards. The children have a ‘Checklist for Success’ which has been developed with the school council – the children are aware of what individual warnings mean and how they can work back towards the starting behaviour expectation. Parent Voice: The school expects my child to work hard and do his or her best

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Parent Voice: The school deals effectively with unacceptable behaviour.

There is a federation behaviour policy which ensures that both the school and college work towards the same high expectations. It sets clear expectations for pupils, staff, governors and parents. It also explains the process clearly for children who do not respond to the positive strategies; development of a PSP, regular parent meetings and daily reports. The behaviour policy also clearly states the school’s approach to bullying. Bullying has not been an issue during 2010/11 which was reflected in the schools OfSted grade for ‘pupils feel safe’ of Outstanding.

Attendance and Punctuality: The recent OfSted inspection in February 2011 graded this area as good. The attendance and punctuality monitoring is overseen by a federation VP (VS) who meets weekly with the LA EWO to discuss and focus on vulnerable pupils. A new federation attendance policy ensures that the same high expectations are upheld at both the school and college.

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Attitudes and Respect: A new house system has been introduced in the school, allowing the children to feel a part of a whole school team in which they work hard in a variety of competitions – this house system spans the federation: the colour house the children are in at the primary is the house they are in at the secondary. There has also been a joint prize for the house team winners across the primary and secondary. We have introduced a Values Education policy which is used to create assembly themes for each half term. The school council picks the themes at the beginning of each school year and this is then used as the focus in whole school assemblies. Mind maps, display images and drama sequences are examples of assembly activities used to explore these core values. Examples of values are; patience, sympathy, endurance, friendship, kindness. Parent Voice: The House System has given my child a sense of pride and belonging at school

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Views of Pupils and Parents: The recent OfSted report parents and pupil feedback was very positive. A recent pupil and parents survey taken by the school asked for more Art and PE teaching (pupil comments) which has now been provided via specialist teachers from the federated secondary school and greater communication (parent comments) which has been responded to with a fortnightly newsletter which has now been revamped due to the name change (September 2011) and a new school website. Evidence:

OfSted Report Feb 2011. Behaviour Policy. Attendance Policy. ‘Get Ready to Learn’ policy. ‘Check List for Success’ policy. Assembly power points and core values display.

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EVALUATION: LEADERSHIP AND MANAGEMENT Summary Judgement: OUTSTANDING

Ambition for Pupils, Improving Achievement and Teaching: As a federation SLT we have set targets for pupil achievement within the schools transformation plan 2010/11. These have been reviewed and will be set 2011/12. We are ambitious in our targets for pupil achievement and strive for the high expectation and progress. Half termly pupil progress meetings monitor and work towards these targets. A focus upon ‘teaching from the top’ has improved the pitch and challenge of lessons which learning walk notes and performance management observations show. There was an issue in KS2 regarding pitch and challenge which the SLT have tackled and is now improved (refer to KS2 Review) Planning and APP file audits per half term have ensured that quality planning is in place and where improvement need to be made this feedback has been given. KJ as CP VP has also worked in a mentoring capacity to help a borderline satisfactory / unsatisfactory teacher improve. Parent Voice: The school is led and managed effectively

Support and Develop Staff Each term KJ holds two 1.1 meetings with staff to look at pupil progress, feedback from planning and APP file audits, feedback from learning walks and help to plan and prepare for assessments. This ensures that all staff are supported in the assess/feedback/plan cycle. One member of staff was graded as borderline satisfactory / unsatisfactory and KJ held weekly mentoring sessions with this member of staff to work towards improving performance.

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All members of staff, teachers and teaching assistants have up to date performance management targets and lesson observations as well as taking part in weekly learning walks. This monitoring builds a picture of the provision and progress throughout the school which can be reviewed in the EYFS & Ks1 and KS2 Reviews. A Quality Assurance file has been created and is updated to track the performance of each teacher. This monitoring will continue in 2011/12.

Curriculum The school follows the National Curriculum Framework for Literacy and Numeracy using the strategy units of work. The National Curriculum is also followed for the other core and foundation subjects through the 3I Curriculum describe earlier. Pitch and challenge is monitored through the planning and APP monitoring, pupil progress meetings and learning walks. The EYFS curriculum is followed and assessed against for the reception class within the school and provision for this year group was graded as ‘Good’ by the recent February OfSted inspection. This was an improvement from ‘Satisfactory’ in the last report.

Governance & Partnerships with Other Schools and Agencies The school governors took a very brave step in approaching the local secondary school in a bid to federate at the end of 2010. This federation has been consulted and begun during 2010/11. The soft federation means that both the school and college benefit from the federation whilst retaining separate governing bodies. There are joint committee which meet each term, for example Resources and Finance. We are at the end of the first year of federation and governor response is very positive. The school governors can see the great benefits that federation has provided for example a balance budget; which previously had been a deficit. The school has been involved in many LA projects, joining with other primary schools, for example to recently take part in a Rutland Water Festival. We also are building links with a school in Kenya sending our old uniforms to another school to provide much needed school clothing.

Confidence of and Engagement with Parents Parental views in the recent OfSted inspection survey were positive and supportive of the school. A recent survey undertaken by the school asked for greater communication which has been responded to with a fortnightly new look newsletter and school website. Big changes have happened within the school; federation, name change and uniform change and whilst a small number of parents have found this change challenging, the open door policy has made the SLT approachable and issues have been discussed. The greater percentage of parents are happy with the changes and are fully supportive as the OfSted and recent survey show.

34 SPW/KJ CP TP 2011 2012

We run several KUWK (Keeping Up With the Kids) courses for parents which are well attended and have a thriving PTA ‘Friends of Catmose Primary’ who has raised a huge amount of money for the school through a variety of fundraising events. We hold a community assembly every Friday morning which is very well attended by parents and carers. Children’s work and attitudes are celebrated in this assembly and ensures that parents feel a part of their children school life. Lunches, class assemblies, productions and open day also enable parents to take part in their child’s school life. Parent Voice: The school takes account of my suggestions and concerns

Safeguarding KJ as VP at CP has updated her safeguarding officer training and all staff will be updated during the September 2011 INSET. The recent OfSted inspection rated safeguarding as ‘Good’. An electronic record is updated to ensure that all SLT are aware of developments for focus children. This electronic record is secure and can only be accessed by SLT.

Equality of Opportunity Pupil progress meetings in which children from vulnerable groups are focused upon ensure that provision meets needs. This works towards narrowing the gaps between vulnerable groups and their peers. Thorough safeguarding and attendance monitoring ensures that vulnerable children are not missed and the correct provision is provided by the school and other agencies. The SLT, when first federating, noted a need to improve SEN provision and this has been addressed and improved upon. The schools Community Cohesion involves working with many member of the community and inviting the community into the school. An example of this is the YISP programme working with Year Four, the school nurse working with vulnerable children and the elderly invited into school for a harvest tea.

Strongly Agree

Agree

Disagree

Strongly Disagree

35 SPW/KJ CP TP 2011 2012

Parent Voice: The school treats my child fairly and with respect.

Improvements, Capacity and Self-Evaluation The federation SLT meets weekly to look at the SLT Key Tasks to move the school forward. The SLT self monitors through the use of RAG colour coding these tasks and through the school reviews. Performance Management also ensures that the CP VP, KJ has ambitious targets to achieve in order to sustain improvement within performance and the school. The Transformation Plan sets clear targets to which the SLT are working towards and all the monitoring described earlier provides clear evidence towards these targets. Due to the federation and to an improvement in the EYFS from satisfactory to good, lead by the CP VP, the recent OfSted inspection rated the capacity to improve as good which in itself is an improvement since the last inspection. The school stands in a rare position that it is lead by a 5 strong SLT: Principal, three Vice Principals and a Federation Manager. For a small rural school this is an excellent opportunity to take the school forward and the 2011/12 Transformation Plan reflects this. Number on roll.

2009 / 10 1232010 / 11beginning 1292010 / 11 end 141Target for 2011 / 12 150

Evidence: Transformation plan 2010/11. Learning walk notes. Performance Management minutes. Staff meeting minutes. EYFS and KS1 Review KS2 Review.

Strongly Agree

Agree

Disagree

Strongly Disagree

36 SPW/KJ CP TP 2011 2012

EVALUATION: Transformation Plan 2010 2011 Leadership Structure.

Success Criteria Staff, students and parents can identify clearly defined roles for SLT.

Federation SLT roles shared with Staff, children and parents. Parents aware that VP based at CP is first point of call for day to day issues. Requests for greater communication responded to via fortnightly newsletters, open

meetings (uniform and name change) and letters direct from Principal.

Parents of both schools are confident that the federation is bringing about improvements to both schools.

Governor Meeting minutes show SLA details which benefit both schools. Letter direct to staff, children and parents from Principal detailing SLA and benefits

from this. Parent feedback from surveys show support for the federation but requests for greater

communication – acted upon with fortnightly newsletters and ‘federation update’ letters.

Federation governing body acts as a single entity – hard federation. The governing bodies of both schools, with reflection, decided to begin the federation

as a soft federation with the option to review after the first year (November 2011) with also the option to begin academy status conversion for the primary.

37 SPW/KJ CP TP 2011 2012

Teaching and Learning

The EYFS, KS1 and KS2 attainment data will show improvement from previous year. KS1 73% of children achieve 2b+ (across English and Maths) KS2 82% of children achieve 4+ in English. KS2 78% of children achieve 4+ in Maths. KS2 85% of children make 2 level progress in English. KS2 84% of children make 2 level progress in Maths.

38 SPW/KJ CP TP 2011 2012

80% of lessons are good or better. All lessons observed in the EYFS / KS1 were graded as good with outstanding

elements (lesson observation notes) One lesson in lower KS2 graded as failing. One lesson in upper KS2 graded as

satisfactory with good elements (lesson observation notes) Changes in staff in lower KS2 raised teaching to satisfactory with good elements

(lesson observation notes)

70% of children enjoy their lessons. Feedback from the Pupil Surveys show that children are happy and enjoy their lessons

(pupil survey) Feedback asked for more Art and Sport which is being provided next year by CC staff

for PPA cover (pupil survey) OfSted survey backed this view (OfSted report Feb 2011)

The new children programme will be created for KS1 and KS2. The 3I Curriculum has been created and taught across the school (termly planning

reviews) Feedback from parent and pupil surveys show new curriculum to be an improvement

(pupil and staff survey)

39 SPW/KJ CP TP 2011 2012

Stakeholder Engagement

At least 25 children enrol at the school for September 2011.

We have 22 enrolled for September 2011 with another two applications pending – this will mean a total of 24. Missing the target by 1 child (applications)

Federation Service

The school is able to set an in year break even budget for 2011 / 2012.

The budget deficit has been ‘clawed back’ and the budget ended at a break even 2010/2011 (school budget and resources committee minutes)

A budget with a small surplus has been set for 2011 /2012 (school budget and resources committee minutes)

40 SPW/KJ CP TP 2011 2012

Policies

All policies comply with statutory requirements, are in line with the School’s ethos and promote best practice.

All policies are now updated either as a federation or primary specific in line with statutory requirements (policy folder and online folder)

Quality Assurance

A clear analysis of the School’s strengths and weaknesses which will inform the strategic planning process (School Review)

Reviews have taken place and changes made via governors resources committee (governor minutes)

Restructure of TA’s taken place to enable a fifth teacher to be appointed (governor minutes)

Restructure of FM staff taken place in line with SLA (governor minutes)

41

SPW

/KJ

CP

TP 2

011

2012

YE

AR

2 PR

IORI

TIES

: 201

1-12

TERM

1

TERM

2

TERM

3

TERM

4

TERM

5

TERM

6

CH

ALL

ENG

E

(KJ /

KEY

ST

AG

E TE

AM

S) SU

CC

ESS:

Le

arni

ng W

alks

sh

ow ‘t

each

ing

from

th

e to

p’ a

nd

aspi

ratio

nal t

arge

ts se

t for

all

MA

, G &

T

Pupi

ls.

80%

of M

A, G

& T

m

et th

eir

aspi

ratio

nal t

arge

ts in

cor

e su

bjec

ts.

Lear

ning

Wal

ks,

Pupi

l Voi

ce &

Bo

ok S

crut

iny.

Fo

cus

& fe

edba

ck

shar

ed in

sta

ff m

eetin

g.

Targ

ets

set f

or a

ll M

A, G

& T

ch

ildre

n w

hich

are

ch

alle

ngin

g.

Upd

ated

MA

, G

& T

list

per

clas

s.

‘Tea

chin

g fro

m th

e To

p’ S

taff

Trai

ning

. H

ighl

ight

ing

aspi

ratio

nal l

evel

s fo

r eac

h cl

ass

- ‘a

imin

g hi

gh’.

Lear

ning

Wal

ks,

Pupi

l Voi

ce &

Bo

ok S

crut

iny.

Fo

cus

& fe

edba

ck

shar

ed in

sta

ff m

eetin

g.

Out

stand

ing

teac

hing

ob

serv

atio

n pl

anni

ng &

ob

serv

atio

n.

Raisi

ng

expe

ctat

ions

.

Lear

ning

Wal

ks,

Pupi

l Voi

ce &

Bo

ok S

crut

iny.

Fo

cus

& fe

edba

ck

shar

ed in

sta

ff m

eetin

g.

Targ

ets

revi

ewed

fo

r all

MA

, G &

T

child

ren

whi

ch a

re

chal

leng

ing.

U

pdat

ed M

A,

G &

T li

st pe

r cl

ass.

In

terv

entio

n M

appi

ng -

‘Cha

lleng

er

grou

ps’ f

or e

ach

clas

s.

Lear

ning

Wal

ks,

Pupi

l Voi

ce &

Bo

ok S

crut

iny.

Fo

cus

& fe

edba

ck

shar

ed in

sta

ff m

eetin

g.

Out

stand

ing

teac

hing

sh

owca

se -

team

te

achi

ng a

nd

obse

rvat

ions

in

Key

Stag

e te

ams.

Ra

ising

ex

pect

atio

ns.

Lear

ning

Wal

ks,

Pupi

l Voi

ce &

Bo

ok S

crut

iny.

Fo

cus

& fe

edba

ck

shar

ed in

sta

ff m

eetin

g.

Targ

ets

revi

ewed

fo

r all

MA

, G &

T

child

ren

whi

ch a

re

chal

leng

ing.

U

pdat

ed M

A,

G &

T li

st pe

r cl

ass.

Te

am p

lann

ing

in

Key

Stag

e te

ams

- su

ppor

ting

chal

leng

er /

bo

oste

r gro

ups.

Lear

ning

Wal

ks,

Pupi

l Voi

ce &

Bo

ok S

crut

iny.

Fo

cus

& fe

edba

ck

shar

ed in

sta

ff m

eetin

g.

Revi

ew p

rogr

ess

of M

A, G

& T

per

cl

ass

and

targ

ets

for n

ext y

ear -

Key

St

age

team

. M

A, G

& T

Re

view

and

feed

ba

ck to

gov

erno

rs

and

staff.

42

SPW

/KJ

CP

TP 2

011

2012

TERM

1

TERM

2

TERM

3

TERM

4

TERM

5

TERM

6

CU

RRIC

ULU

M

(KJ /

KEY

ST

AG

E TE

AM

S) SU

CC

ESS:

Pl

anni

ng /

APP

re

view

s sh

ow g

ood

or b

ette

r pla

nnin

g an

d pr

ovisi

on

acro

ss a

ll su

bjec

ts.

80%

of l

esso

ns

obse

rved

are

goo

d or

bet

ter.

Plan

ning

Fol

der

revi

ew &

fe

edba

ck -

term

ly.

Staf

f Sur

vey

- new

cu

rricu

lum

/

chan

ges.

Sh

arin

g O

utsta

ndin

g Pl

anni

ng -

agre

ed

form

ats

and

orga

nisa

tion.

C

urric

ulum

Pla

n -

term

ly s

ent t

o pa

rent

s.

Plan

ning

Fol

der

revi

ew &

fe

edba

ck -

term

ly.

‘Lear

ning

to L

earn

’ - s

kills

for

lear

ning

. C

urric

ulum

Pla

n -

term

ly s

ent t

o pa

rent

s.

Plan

ning

Fol

der

revi

ew &

fe

edba

ck -

term

ly.

Pupi

l Sur

vey

- new

cu

rricu

lum

/

chan

ges.

C

urric

ulum

Pla

n -

term

ly s

ent t

o pa

rent

s.

Plan

ning

Fol

der

revi

ew &

fe

edba

ck -

term

ly.

Brea

dth

of S

tudy

- en

surin

g co

re

skill

s ar

e co

vere

d.

Cur

ricul

um P

lan

- te

rmly

sen

t to

pare

nts.

Plan

ning

Fol

der

revi

ew &

fe

edba

ck -

term

ly.

Use

of A

PP to

rack

pr

oces

s /

info

rm

plan

ning

‘gap

s’.

Cur

ricul

um P

lan

- te

rmly

sen

t to

pare

nts.

Plan

ning

Fol

der

revi

ew &

fe

edba

ck -

term

ly.

Revi

ew a

nd

adap

tion

for n

ext

year

. C

urric

ulum

Pla

n -

term

ly s

ent t

o pa

rent

s.

43

SPW

/KJ

CP

TP 2

011

2012

TERM

1

TERM

2

TERM

3

TERM

4

TERM

5

TERM

6

CLO

SIN

G T

HE

GA

PS

QA

(KJ)

SUC

CES

S:

EYFS

dat

a ta

rget

: 80

% c

hild

ren

will

m

ake

at le

ast 4

FSP

po

int p

rogr

ess

from

th

eir o

n-en

try

starti

ng p

oint

s.

KS1

data

targ

et:

80%

chi

ldre

n w

ill

mak

e at

leas

t 3 s

ub

leve

l pro

gres

s ea

ch

year

. KS

2 da

ta ta

rget

: 80

% c

hild

ren

will

m

ake

at le

ast 1

.5

sub

leve

l pro

gres

s ea

ch y

ear.

At t

he e

nd o

f KS2

, 40

% c

hild

ren

atta

in

a le

vel 5

and

80%

at

tain

a le

vel 4

.

Pupi

l Pro

gres

s M

eetin

gs -

term

ly.

Iden

tifyi

ng fo

cus

child

for e

ach

focu

s gr

oups

(7) -

SEN

LA

A

MA

G&

T

FSM

LAC

Ta

rget

s se

t for

the

end

of y

ear -

from

KS

1 SA

Ts a

nd

Teac

her

Ass

essm

ents.

A

PP a

nd ta

rget

se

tting

revi

ew -

term

ly.

Key

Stag

e Tw

o Re

view

and

fe

edba

ck to

go

vern

ors

and

staff.

Pu

pil P

rogr

ess

Mee

tings

- te

rmly

. Lo

ok a

t Pup

il Tr

acke

r Dat

a.

APP

and

targ

et

setti

ng re

view

- te

rmly

.

Pupi

l Pro

gres

s M

eetin

gs -

term

ly.

APP

and

targ

et

setti

ng re

view

- te

rmly

.

SEN

Rev

iew

and

fe

edba

ck to

go

vern

ors

and

staff.

Pu

pil P

rogr

ess

Mee

tings

- te

rmly

. Lo

ok a

t Pup

il Tr

acke

r Dat

a.

APP

and

targ

et

setti

ng re

view

- te

rmly

.

Pupi

l Pro

gres

s M

eetin

gs -

term

ly.

APP

and

targ

et

setti

ng re

view

- te

rmly

.

Key

Stag

e O

ne /

Ea

rly Y

ears

Fo

unda

tion

Stag

e Re

view

and

fe

edba

ck to

go

vern

ors

and

staff.

Pu

pil P

rogr

ess

Mee

tings

- te

rmly

. Lo

ok a

t Pup

il Tr

acke

r Dat

a.

APP

and

targ

et

setti

ng re

view

- te

rmly

.

44

SPW

/KJ

CP

TP 2

011

2012

TERM

1

TERM

2

TERM

3

TERM

4

TERM

5

TERM

6

PARE

NTA

L EN

GA

GEM

ENT

(KJ)

SUC

CES

S:

Num

ber o

n ro

ll is

150

by 2

012.

Pa

rent

Sur

vey

feed

back

is p

ositi

ve

in a

ll ar

eas

(at l

east

80%

agr

ee o

r str

ongl

y ag

ree)

.

New

web

site

laun

ched

. N

ew n

ewsle

tter

laun

ched

. N

ew U

nifo

rm /

na

me

chan

ge .

bran

ding

. ‘M

eet t

he T

each

er’

pare

nts

even

ing.

Fortn

ight

ly

new

slette

r. Te

rmly

Rep

ort

(RA

G) t

o pa

rent

s.

Ope

n Ev

enin

g (n

ew in

take

) Pa

rent

al S

urve

y.

Fortn

ight

ly

new

slette

r. Pa

rent

s Ev

enin

g (1

.1) m

eetin

gs.

New

Rad

io

Wav

es w

ebsit

e se

t up.

Fortn

ight

ly

new

slette

r. Te

rmly

Rep

ort

(RA

G) t

o pa

rent

s.

Fortn

ight

ly

new

slette

r. Pa

rent

s Ev

enin

g (1

.1) m

eetin

gs.

Fortn

ight

ly

new

slette

r. Te

rmly

Rep

ort /

En

d of

Yea

r Re

port

(RA

G) t

o pa

rent

s.

45 SPW/KJ CP TP 2011 2012

CHALLENGE (KJ / Key Stage Teams) Learning Walks show ‘teaching from the top’ and aspirating targets set for all MA, G & T Pupils. 80% of MA, G & T met their aspirating targets in core subjects. CURRENT PROVISION AND EFFECTIVENESS This year we have held several staff meetings (see staff meeting plan 2010/11) looking at ‘teaching from the top’ to ensure that all children are set challenges within each learning session. KJ attended a Gifted and Talented conference and is part of a local network looking at ensuring that all children have challenge within lessons and that these high expectations are set for all. Staff have focused upon ensuring that sessions are not limited by teaching from the middle ability; differentiated upwards and below but taught from the very top ability and differentiated down. This will be a continued focus for Learning Walks in 2011/12. Half Termly Pupil Progress Meetings are held with teachers in which sample children are discussed in detail; what learning opportunities are set, which targets have been set, intervention strategies and progress made. 6 children per class are focused upon: G&T, More Able, Average, Less Able, SEN and FSM. This enable the SLT to see closely the development of all groups of children and also offer mentoring if needed to further progress. These pupil progress meetings will continue 2011/12. ISSUES TO BE ADDRESSED

Pitch in lessons: teaching continues to be pitched from the highest level within each class groups for example, Year 5 and Year 6 mixed class pitched towards Level 5 and 4a.

Staff Training: KJ continues to attended G&T network and disseminates training to all staff.

Monitoring: KJ continues to meet with staff to discuss provision, impact and progress of representative children.

46 SPW/KJ CP TP 2011 2012

CURRICULUM (KJ / Key Stage Teams) Planning / APP reviews show good or better planning and provision across all subjects. 80% of lessons observed are good or better. CURRENT PROVISION AND EFFECTIVENESS A creative curriculum has been introduced; the 3I Curriculum. This stands for Individual, Innovative and Inspiring. The aim through the creative curriculum is to allow children to make links between subjects within one learning topic focus. This engages the children as they are enabled to follow a topic at their own level and pace; making it a child centred, individualised curriculum. Children set their own curriculum by stating what they wish to find out. Progress is monitored against the National Curriculum skills rather than being content driven. Elements of P4C (Philosophy for Children) have been included in the curriculum to enable children to reflect on their progress and learning journeys. Learning conferences and self assessment also play a vital role in enabling children to be aware of their next steps in learning and what they want to learn. A pupil survey recently showed that the change from QCA units to this creative approach has improved the children’s attitude and enthusiasm to learn. They requested more art and PE which we have been able to provide through specialist teacher from our federated school Catmose College. The school follows the National Curriculum Framework for Literacy and Numeracy using the strategy units of work. The National Curriculum is also followed for the other core and foundation subjects through the 3I Curriculum describe earlier. Pitch and challenge is monitored through the planning and APP monitoring, pupil progress meetings and learning walks. The EYFS curriculum is followed and assessed against for the reception class within the school and provision for this year group was graded as ‘Good’ by the recent February OfSted inspection. This was an improvement from ‘Satisfactory’ in the last report. ISSUES TO BE ADDRESSED

Foundation Subjects: the 3I Curriculum continues in place across both the EYFS & KS1 and KS2. Key Stage teams meet weekly to develop curriculum planning and assess skills taught and retained. KJ to monitor with planning file audit.

Setting: Continues across KS2 for Literacy and Numeracy and in Phonics for EYFS and KS1. KJ to monitor with learning walks.

47 SPW/KJ CP TP 2011 2012

CLOSING THE GAPS / QA (KJ) EYFS data target: 80% children will make at least 4 FSP point progress from their on-entry starting points. KS1 data target: 80% children will make at least 3 sub level progress each year. KS2 data target: 80% children will make at least 1.5 sub level progress each year. At the end of KS2, 40% children attain a level 5 and 80% attain a level 4. CURRENT PROVISION AND EFFECTIVENESS This is also referred to within Curriculum and Challenge. As a federation SLT we have set targets for pupil achievement within the schools transformation plan 2010/11. These have been reviewed and will be set 2011/12. We are ambitious in our targets for pupil achievement and strive for the high expectation and progress. Half termly pupil progress meetings monitor and work towards these targets. A focus upon ‘teaching from the top’ has improved the pitch and challenge of lessons which learning walk notes and performance management observations show. There was an issue in KS2 regarding pitch and challenge which the SLT have tackled and is now improved (refer to KS2 Review) Planning and APP file audits per half term have ensured that quality planning is in place and where improvement need to be made this feedback has been given. KJ as CP VP has also worked in a mentoring capacity to help a borderline satisfactory / unsatisfactory teacher improve. The children have created their own ‘Get ready to Learn’ reminder to help them be ready for each learning session. Assemblies focused upon what learning needs to ‘look like’ to ensure that the learner can do their very best. The children have agreed upon these reminders and are ask to reflect on them in daily sessions. Pupils who have a PSP (Pastoral Support Plan) have these targets on a small card to keep with them at all times to recall the expectations for learning. Behaviour is tackled through positive methods. Rewards are varied from whole school house teams, class teams, teaching groups and individual. The children were able to discuss the variety of rewards in the recent OfSted inspection and were clear what behaviour resulted in these rewards. The children have a ‘Checklist for Success’ which has been developed with the school council – the children are aware of what individual warnings mean and how they can work back towards the starting behaviour expectation. A new house system has been introduced in the school, allowing the children to feel a part of a whole school team in which they work hard in a variety of competitions – this house system spans the federation: the colour house the children are in at the primary is the house they are in at the secondary. There has also been a joint prize for the house team winners across the primary and secondary. We have introduced a Values Education policy which is used to create assembly themes for each half term. The school council picks the themes at the beginning of each school year and this is then used as the focus in whole school assemblies. Mind maps, display images and drama sequences are examples of assembly activities used to explore these core values. Examples of values are; patience, sympathy, endurance, friendship, kindness.

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ISSUES TO BE ADDRESSED

Behaviour: continue to use Federation policy, setting clear rewards and sanctions. PSP meetings with pupils and parents who need that support with KJ. IEPs reviewed 3 times a year b class teachers and KJ. SEN and Additional Support lists reviewed termly by KJ. Values Education: assembly focus continues on themes chosen by school council.

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PARENTAL ENGAGEMENT (KJ) Number on roll is 150 by 2012. Parent Survey feedback is positive in all CURRENT PROVISION AND EFFECTIVENESS The recent OfSted report parents and pupil feedback was very positive. A recent pupil and parents survey taken by the school asked for more Art and PE teaching (pupil comments) which has now been provided via specialist teachers from the federated secondary school and greater communication (parent comments) which has been responded to with a fortnightly newsletter which has now been revamped due to the name change (September 2011) and a new school website. Parental views in the recent OfSted inspection survey were positive and supportive of the school. A recent survey undertaken by the school asked for greater communication which has been responded to with a fortnightly new look newsletter and school website. Big changes have happened within the school; federation, name change and uniform change and whilst a small number of parents have found this change challenging, the open door policy has made the SLT approachable and issues have been discussed. The greater percentage of parents are happy with the changes and are fully supportive as the OfSted and recent survey show. We run several KUWK (Keeping Up With the Kids) courses for parents which are well attended and have a thriving PTA ‘Friends of Catmose Primary’ who has raised a huge amount of money for the school through a variety of fundraising events. We hold a community assembly every Friday morning which is very well attended by parents and carers. Children’s work and attitudes are celebrated in this assembly and ensures that parents feel a part of their children school life. Lunches, class assemblies, productions and open day also enable parents to take part in their child’s school life. ISSUES TO BE ADDRESSED

Pupil and Parent Survey to be taken within year. New look newsletter to be published fortnightly. New Website updated with current news and events. Open Day for new intake 2012. Stay and Play Days held each term in EYFS. Termly progress reports sent to parents. Parents evening held 3 times a year.