Holy Trinity Catholic School Headteachers Report to Governors

Holy Trinity Catholic School Headteacher’s Report to Governors Autumn 2016

Staffing from September Reception Class – Miss Ella Nolan Mrs Lorraine Hickman, Mrs Mandy Smart Year 1 – Mrs Sam Butler-Mc. Lees Mrs Jo Mooney Year 2 – Mrs Nicola Jenkins Miss Katie Hickman Year 3 – Mrs Sarah Sauvagnargues Mrs Jessica Heppell Year 4 – Mrs Kyla Bates Mrs Emma Taylor, Mr Andrew Eustace Year 5 – Mrs Natalie Medler Mrs Janice Flashman Year 6 – Mrs Wendy Smart, Mrs Sarah Allcock Mrs Di Woolley, Mrs Irene Hills Parent Support/Asst SENCo – Mrs Andrea Cullen Office – Mrs Cathy Pickford, Mrs Maria Haverty Caretaker – Mr Mark Henderson In July we will be saying Good bye to Mrs Thomas from Foundation, who is retiring, Mrs Widdows Lunchtime Supervisor and Emily Hickman cleaner who is starting her maternity leave.

Number on FS 2 roll No of Catholics School Numbers Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 30 30 28 27 30 30 25 9 7 12 6 10 7 10 Basic characteristics of the school Characteristics National School Comparison Number on roll 269 200 below %free school meals 26 2. 0 low %pupils from minority ethnic groups 30. 7 13 Very low %EAL 19. 5 10. 5 Very low Deprivation indicator 0. 24 0. 10 low Average Scaled score in Year 6 in 2016 103. 3 107. 3 Above average Pupils with SEN support 13 12. 5 Average

Focus on Learning in the curriculum 28% Focus on social, emotional and behaviour 26% Focus on enrichment beyond the curriculum 15% Focus on early intervention: 31% Pupil Premium expenditure Total allocated for 2015 -2016 £ 19, 500 tion all group /individual support 3 days each week ditional teacher ½ day se of ICT equipment er one to one support ces: ding support scheme p of reading volunteer group/area ided reading scheme (models and images) al support for Residential Trip and curriculum enhancement days e Bursary ution Educational Psychologist uing Professional Development: ng Inclusive Strategies training £ 3, 870 £ 4, 200 £ 4, 950 £ 1, 500 £ 3, 000 £ 1, 050 £ 2, 500 £ 1, 370 £ 1, 00 £ 4470 £ 560 £ 2, 300 £ 900 £ 750 Desired Impact / Outcome Emotional and social well-being of targeted pupils. Increase in confidence and self esteem. To improve pupils’ achievement Actual spent To improve pupil achievement by accelerating progress To improve pupils’ achievement, motivate reluctant readers to Additional lap tops so each child has an individual laptop to w Improved results Pupil progress meetings 3 x annually Number of 1: 1 sessions 36 To improve pupils’ achievement, motivate reluctant readers to To help children develop a sense of number order and numbe Pupil and parental feedback Additional help was required Pupil Feedback Expertise and help to meet the needs of children More effective planning and teaching to meet the needs of all £ 600 £ 19, 500 £ 21470 T

Impact of Pupil Premium Funding Percentage of Pupils Meeting or Exceeding Age-related Expectation 2015 -2016 Reception Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 No. Pupils 1 0 0 4 6 3 3 Reading 100% 75% 100% 67% 100% Writing 100% 50% 100% 37% 100% Maths 100% 75% 83% 67% SPAG 100%

Pupil Premium expenditure Total allocated for 2016 -2017 £ 21, 200 Focus on Learning in the curriculum 29% Focus on social, emotional and behaviour 29% Focus on enrichment beyond the curriculum 17% Focus on early intervention: 25% Action Allocation PSA small group /individual support 3 days each week £ 8, 000 3 x Interventions Purchase of ICT equipment £ 6, 950 £ 8, 000 Teacher one to one support Resources: Whole school Spelling scheme £ 1, 050 £ 1200 Improved results Pupil progress meetings 5 x annually To improve pupils’ achievement. To help children develop a sense of number order and number pattern Financial support for Residential Trip, curriculum enhancement days , places in after school clubs, Breakfast club Theatre Bursary Music Tuition Contribution Educational Psychologist Continuing Professional Development: including Inclusive Strategies training Total Allocation of Pupil Premium money received £ 3, 000 Pupil and parental feedback £ 900 £ 870 £ 1, 500 £ 600 Pupil Feedback Increase in self esteem and confidence-pupil questionnaire. Expertise and help to meet the needs of children More effective planning and teaching to meet the needs of all children £ 32, 070 £ 21, 200 Desired Impact / Outcome Emotional and social well-being of targeted pupils. Increase in pupil confidence and self esteem. To improve pupils’ achievement To improve pupil achievement by accelerating progress To improve pupils’ achievement, motivate reluctant readers and writers

Holy Trinity Catholic School Sport Grant 2016 -2017 £ 8980 Action Cost Desired Impact Partnership with Chipping Norton Schools £ 2, 200 Adventure playground Total cost £ 15, 000 £ 5, 300 Running sport competitions, or increasing pupils’ participation in the School Games To ensure the longevity of our sports equipment Continuing Professional Development: £ 670 Providing cover to release primary teachers for professional development in PE and sport Provide free extra curricula clubs for all children £ 310 Providing places for pupils on after school sports clubs and holiday clubs Employment of a Hockey Coach £ 500 To skill up teachers'’ teaching of Hockey Total £ 8, 980

Just some of the events in this term Teddy Bears’ Picnic Harvest Festival Collections French Day at HT Forest School returns Wear pink for cancer research JLT and Year 6 attend the remembrance Day ceremony Year 6 trip to Steam Year 3 trip to Hill End Christmas Appeal

Staff Development Insets this term have focussed on: RE, Maths, Gifted and Talented, Science, SEND. Training undertaken in Summer • Training on FGM. • Induction for new staff • COSH • RE course for new teachers • Fire awareness course • NQT • EYFS moderation • Maths Conference • Inclusion Conference • First Aid • Designated Safeguard Training • Mentor Training

Progress of school development plan The Progress of Key Priorities within the School Development Plan- Leadership and Management Objection/Action On target Partially on target Off target notes Start of new school SEF √ To challenge the MAC board to exercise its strategic view √ To develop better leadership of learning and teaching √ Enhance the role of middle leaders √ 2 Ensure performance management is challenging and fair √ 3 Enhance the school environment reflecting children’s ideas. √ 4 1 1. Learning walks of 2 Directors of the MAC. 2. Middle leaders end of Year assessment. 3. PM observations completed and recommendations for performance management will go to pay committee. 4. New interactive boards purchased as well as 20 new lap tops.

Self Evaluation- Leadership and Management Descriptors Outstanding Leaders and governors are committed to setting high expectations √ Leaders and governors focus consistently on improving outcomes for all pupils √ Good √ Leadership promotes equality of opportunity and diversity. Pupils’ spiritual, moral, social and cultural development as well as British values are at the heart of the school √ Safeguarding is effective including protecting pupils from radicalisation and extremism √ There is effective deployment of Pupil Premium, SEND, Sports grant funding. √ Requires Improvement Inadequate Notes LB attend LGBT conference and feedback to staff LB and NJ attended safer recruitment training. LB attended CSE training and feedback to staff. All staff and governors complete Prevent training

Self-Evaluation- Leadership and Management Area Grade outstanding Leadership and Management Good Requires improvement Inadequate √ Strengths • Robust yet supportive performance management system- teaching and its impact on learning is evaluated formally each term. • Development of middle leaders • Pupils’ attainment and achievement- monitored termly to ensure high standards are sustained and improved on. • End of Key Stage returns were well above National Expectation. • The school’s development plan is focussed and identifies the school’s many strengths and provides a perceptive view of areas for further development. • Audits- This year’s annual H&S, and finance audits have been very good. • Staff well being survey was excellent • Governors’ Impact- Governors continue to closely monitor the school and challenge the Head • Strong engagement with families- through the newsletter, Open clinic by Headteacher, coffee mornings, parent questionnaires. Parents feel that their views are valued and used to improve the school further. • Pupil voice- New junior leadership team to meet regularly with Mrs Stansfield. • Links with the parish have improved due to new arrival of Father Tony Priorities for Improvement Additional opportunities for families to feed into the school improvement cycle Spelling Maths- quick recall on number facts Forest School New IT Resources for Classrooms

The Outcomes of pupils at the school

2016 -2017 Aim: • To analyse data on attainment and progress, which will enable governors, or those with a similar responsibility, to hold senior leaders to account.

Y 1 Phonics Screening Check Cohort % School % National 2015 All pupils 28 86 77 FSM 0 0 Non FSM 28 86 80 SEND 3 33 42 Non SEND 25 96 83 EAL 4 50 76 Non EAL 24 85 77 Male 18 83 73 Female 10 90 81 14 17 Unclassified % achieving 100% ANAYSIS: • School achieved well above national standards. • 86% of children passed the check in line with last year’s achievement of 88% Next Steps • To maintain this high pass rate

Attainment at KS 1 Subject School v National Working below Working at expected Reading school 12 88 Writing School 16 84 Maths school 12 88 Unfortunately, as of now there are no KS 1 National figure to compare with the school results.

Attainment at KS 2 Subject School v National Working below Working at expected Scaled score Reading School 4% 96% 109 National 34% 66% 103 30 6 No scaled score Teacher Assessment Difference Writing School 0% 100% National 26% 74% Difference Maths 26% School 15% 85% 106 National 30% 70% 103 15% 3 Difference SPa. G School 8% 93% 107 National 28% 72% 104 21% 3 Difference Significance

ANALYSIS OF KS 2 data • Attainment of 82% of children achieving expected level in Reading, Writing and Maths significantly above national figures. Which is 53%. Threshold for 2016 is 65%. • Scaled scores in all subjects significantly above national figures. • 96% Attainment in Reading and 93% Attainment in SPa. G are significantly above National Next Steps: Maintain current level of outcome for our pupils

Attainment of Groups at KS 2 Characteristics Maths Reading Writing School Scaled score National All Pupils 106 103 109 103 % Achieved expected 85% 96% 100% 93% Boys 105. 2 106. 6 100% 105 % Achieved expected 82% 91% 100% 82% Girls 106. 4 110. 8 100% 108 % Achieved expected 87% 100% Pupil Premium (3 pupils) 105. 3 110. 7 % Achieved expected 100% SEND (6 pupils) 102 104 % Achieved expected 67% 84% % Achieving Expected in R, W and M ANALYSIS: 82% 70% 100% School Scaled score SPAG National School Scaled score Nation al 107 104 108. 3 66% 100% 67% 102 100% 67% 53% KS 2 attainment for SEND and disadvantaged children has narrowed against National figures. In Reading and writing our SEND children outperformed National non-SEND data. Outcomes for all groups are better than national figures. Girls outperformed boys in all areas. Next Steps: Continue outstanding outcomes for pupils.

October data Average % of end of Year objectives Per Year October 2016 Reading Writing Autumn 15 16 50 19 15 6 30 Autumn 16 36 56 27 28 27 25 Autumn 15 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 14 35 22 8 14 23 20% being the expected in October Maths Autumn 16 23 33 24 21 22 26 Autumn 15 9 35 15 8 16 20 Autumn 16 22 34 22 16 17 21

% Of Children Achieving Expected Progress Autumn 2016 Year 1 Year 2 Year 3 Year 4 Year 5 Reading Writing Maths Below At+ Above Below 0 27 43 100 73 57 67 17 33 0 0 At 100 Above 100 Below 40 At 60 Above Below 29 20 0 100 50 40 60 19 83 At 80 Above 23 Below 33 At Below 67 28 56 44 0 53 47 40 36 At 72 Above 36 28 72 60 Above Year 6 100 77 26 74 0 17 0 63 37 7 64 4

Early Years

2015 -2016 Holy Trinity GLD 94% APS 38. 2 Local Authority (2015 figures) 66% Average point scores (APS) shown here are for the EYFS profile only and do not equate to National Curriculum levels. The maximum possible point score for an incredibly able child would be 51. An average child might be expected to score 34 points. A ‘good level of development’ (GLD) is deemed to be a child achieving EXPECTED in all prime areas plus Literacy and Mathematics. Our EYFS exit score and GLD compare well to the LA and National figures (2015).

Self Evaluation- Effectiveness of the Early Years Descriptors Outstanding Good Requires Improvement Inadequate Notes Highly successful drive to improve outcomes and maintain the highest levels of outcome √ Effective safeguarding √ Training- safe recruitment CSE Anti Bullying New fencing CCTV High engagement of parents √ Open clinic Leavers questionnaire Children are motivated and eager to join in √ Lesson observations and learning walks Children make consistently high rates of progress √ Assessment is accurate and based on high quality observations √ New assessment programme being trailed by EYFS and will be rolled out to parents in the new year

Personal development, behaviour and welfare

Attendance From 1 st September until 31 st October 2016 Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 % Attendan ce 98. 27 % of unauthori sed 0. 29 96. 62 1. 4 2. 46 97. 72 0. 1 0. 4 98. 61 0. 58 0. 12 97. 74 0. 2 1. 57 96. 72 0 1. 46 97. 72 0. 12 0. 92 late 0 Pupil Premium Attendance Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 0 100% 95. 65% 95. 45% 98. 97% Pupil Premium child in Year 4 has improved attendance from 30% to 82% after being closely monitored

Behaviour Number of permanent exclusions 0 Number of fixed term exclusions 0 Number of Level 3 incidents 4 Number of racists incidents 0 Number of Anti LGBT incidents 0

SEND at Holy Trinity We have 28 children who are on the SEND register, we offer support in a variety of ways: Support Number of children CAFs – Common Assessment Framework 4 active, 1 transferred to CNS, 1 closed, 1 in progress TACs- Team around the Child 15 TAFs- Team around the Family 5 CIN core groups 5 CP conference 3 SENSS- Special Educational Needs Support Services 8 EP-Educational Psychologist 6 Assessing Witney hub 3 PCAMHS/CAMHS 3 successful referrals Social care referrals None since September- CHICKS- respite care 5 Organised Family days out 13 Professional meeting/Case mapping 3 Riding for the disabled 1 Working with HSLW 16 - 12 weekly 5 when needed Speech and Language 3 Official Wave 2& 3 Interventions 45 children Working with a Quality First Teacher- 1: 1, small group 10 Gifted and Talented booster groups 25 Spurgeons 3 Number of children who have benefitted from financial support 14

The Progress of Key Priorities within the School Development Plan- Personal development, behaviour and welfare Objection/Action On target Revisit the school’s behavioural policy √ To continue to improve rates of attendance Partially on target Off target notes √ To develop a whole school approach to internet safety √ 1 To monitor and develop pupils’ attitude to learning √ 2 To improve the process of monitoring serious incidents √ 1. E-Safety workshops for parents and all Key Stage 1 and 2 children have taken place in this year. New e-safety posters put up in all classrooms and new e-safety policy has been implemented. 2. New junior leadership team in place to help with pupil voice. Pupil questionnaire.

Self-evaluation- On the Effectiveness of Personal Development, Behaviour and Welfare Descriptors Outstanding Pupils are confident, self assured leaners √ Pupils discussions and debates show respect for others’ ideas and points of view √ Good Requires Improvement Inadequate Notes Pupils value their education and attendance is good for all groups √ 1 Pupils’ impeccable conduct reflects the school’s strategies to promote high standards of behaviour √ 2 School works hard to prevent all forms of bullying √ Pupils can explain accurately how to keep themselves healthy √ Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and the wider community. √ Pupils feel safe √ 1. We have had a number of requests from parents asking for holidays during term time. These have all been declined and if taken it has been an unauthorised absence. 2. Pupils behaviour is very good but we always feel there is room for improvement.

Effectiveness of teaching, learning and assessment

Quality of teaching, learning and assessment Strengths • Rigourous monitoring by both SLT and Governors Early interventions are helping narrow the gap for less able pupils • Disadvantaged pupils are making good progress • SEND- Excellent use of other agencies to offer emotional support as well as academic Priorities for 2016 - 2017 • • • Maintain outstanding teaching Spelling Pupils to have a more active role in their learning Forest Schools New classroom resources Robust assessment of EYFS- which is shared with parents

Self evaluation on the quality of teaching, learning and assessment Descriptors Outstanding Teachers demonstrate deep knowledge and understanding of the subjects they teach. √ Teachers plan effective lessons maximising lesson time √ Good Teachers check pupils understanding √ Teachers’ feedback is in line with school policy and pupils know how to improve their work. √ Pupils are eager to improve their learning and capitalise on opportunities to use feedback √ Excellent cross curricular links √ Parents are provided with clear and timely information on how well their child is progressing √ Requires Improvement Inadequate notes

CPD Autumn Term • • • • • Safer Recruitment Training- LB & NJ CSE- LB FGM- AC Closing the Gap conference Apply for additional funding- Hosted by HT Channel EYFS Inspirational Day Generalist safeguarding- all staff RM Integris Briefing Raising the Bar training Managing Bullying Effectively Safeguarding supervision EPI Pen Training- All staff Partnership meetings- SENCo, English, Maths, ICT, Assessment, PE Mac Headteachers Meeting CBT- Cognitive Behavioural Therapy DES Confirmation Course RE Cluster meeting First Aid training- 13 members of staff OSTA course- New Era Working

Development of Catholic Life • • • Strengthens: Relationship with other MAC schools building the strategic view of the MAC Pupils continue to work with a spirit of communion. • Behaviour in school remains outstanding. Positive comments from children regarding restorative approach • Pastoral care remains strong with PSA working with over 23 children and families • Charity work is strong • Areas for development • Children need to understand the reason for fundraising • Children need to have a good understanding of our mission of the school and live it out

Overall Effectiveness Descriptors Outstanding The Quality of teaching, learning and assessment √ All other judgements are likely to be outstanding √ The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development enables pupils to thrive √ Safeguarding is effective √ Good Requires Improvement Inadequate