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Presentation to parents at DKH June 2014

Presentation to parents at DKH June 2014. Galiema Amien - Cloete. A little about me. South African trained (qualified in 1992) Worked in Southwark since 2002 At Rotherhithe Primary School (RPS) since 06/07 Led RPS from Notice to Improve to Good with outstanding features in under two years

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Presentation to parents at DKH June 2014

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  1. Presentation to parents at DKH June 2014 Galiema Amien - Cloete

  2. A little about me • South African trained (qualified in 1992) • Worked in Southwark since 2002 • At Rotherhithe Primary School (RPS) since 06/07 • Led RPS from Notice to Improve to Good with outstanding features in under two years • Committed to high quality provision for all children regardless of their background and ability achievement for all • My masters degree and passion is around Inclusion for all • Before starting at DKH I have supported 10 other schools in some way

  3. Why did the Governing Body consider a federation? • Dip in data at KS1 & KS2 last year • Value Added needs attention • Disadvantaged pupils and low attainers are less successful at DKH • Expected progress in all three core subjects are below floor targets Reading 79%, Writing 79% and Maths 85% (last year’s data) • Children achieving Level 4 at KS2 has dipped and is currently at 65% (Local authority 77% and National 75%) – last year’s data • Ofsted key improvements (2011) has not yet been fully met as not all minority groups are consistently progressing well • Teaching and Learning not consistently effective • Leadership currently does not demonstrate capacity for sustained improvement Based on the above the school cannot be graded as good currently. The above was inherited and since January the Governors and the LT have been working hard to respond and improve the above areas. How will the federation support the improvements? • We have staff at RPS that can support CPD and improvements at DKH • My experience in leading a school from Notice to Improve to Good with outstanding features

  4. Ofsted has changed since 2011 • There are 4 main headings: Achievement, Teaching and Learning, Leadership and Management & Behaviour and Safety followed by an Overall Effectiveness grade – limiting judgements. There is now a greater focus on: • The progress all pupils make compare to National Data • Continued focus on achievement • The progress all groups of pupils make especially minority groups and vulnerable pupils • Teaching and learning to be good or better • Focus on SMSC • Behaviour for learning and safeguarding • Consistent systems and processes that lead to effective outcomes NB! A good education is not all about tests and data. However, data is a very good indicator of how well children are doing AND further indicates where the gaps are. A good education is also about each child reaching his/her full potential. Providing a broad and balanced curriculum that would excite them and give them the best possible start to the next stage of their educational journey. I believe we can do both. DO NOTE: That the effectiveness of the school is very much based on the Ofsted criteria as mentioned above

  5. Progress thus far • Working very closely with Mr Cooper on improving key aspects of the school: • Teaching and Learning – Literacy Consultant / teachers from RPS / staffing • Data - Deputy from RPS working with staff from DKH • Strengthening pupil voice – School Councils working together (They’ve asked for challenge, punctuality, more colourful environment, better quality food) etc • Improving the Safeguarding procedures in the school – Safeguarding Officer from RPS leading and supporting DKH staff in establishing tighter processes and procedures • Strengthening Leadership in the school – DHT, Lit Co, Maths Co • Environment – Landscape and premises teams working together • Catering – Met with Area manager and set expectations • Cleaning – Met with area manager and set expectations

  6. Positives • Children are eager to learn and want to contribute to improving their school. • Leadership is improving rapidly. • Data for writing at KS2 has improved from 70% to at least 82% this year (externally moderated). • Writing units to support children’s progress in this area • Internal data reveals that there are improvements in most areas – need more consistency + time to consolidate • Drama to support EAL, reluctant writers and More Able pupils have started in year 1 and 2 today. • The staffing for next year has been organised. • Parents have been positive and think highly of the school.

  7. Thank You, Galiema Amien-Cloete

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