Spinney Hill Primary School
Spinney Hill Primary School Governor Visit Record
Name of Governor: Bharat Solanki Date of Visit: 16 September 2014 Purpose of visit (previously agreed by the governing body and arranged with the Headteacher) Familiarisation with school organization in EYFS. Brief visit to classrooms with Assistant Headteacher. Introduced to teachers and children so they know who the governor supporting their year group is. Talk to EYFS leader about EYFS pupils’ progress
Links with the School Improvement Plan (How does the visit relate to a priority in the School Improvement plan /OfSted priority? Check what the strengths and weaknesses are in EYFS and the actions taken to bring about improvement and their impact.
Observations and Comments (what did you see? What did you learn? Is there anything you would like more information on?) Different languages spoken –a mixture of English and other languages Organisation encourages children of different cultures to mix together and share their learning In F1, new children were being settled in (a few were crying) – there may be a need for more staff while this is happening as teachers are taken up dealing with individual children In F2, you could see children are more organized into groups / slightly less movement around the room and they were grasping the activities. Writing was much further on than in F1. Children were using letter shapes in their writing.
Standards in F1 and F2
Pupils in F1 attain well in most areas although have not attained well in Number and could do better in Speaking and Reading
Pupils in F2 attain well in most areas but could do better in Number and Writing
Girls out-perform Boys in Number and Writing across EYFS
Progress in F1 and F2
Children make good progress across EYFS although F1 progress has been difficult to record
Any issues arising for the governing body? (e.g. allocation of resources, communications, policies etc)
EYFS staff are reviewing their teaching of Number this year in both F1 and F2. In F2, 63% girls expected or exceeding v 53% boys expected or exceeding. F1 Girls writing = 57% 40 – 60 months; F1 Boys writing = 32% 40 – 60 months. F1 Girls Number = 23%; F1 Boys Number = 18% 40 – 60 months
Look at engaging boys in Number & Writing activities outside (F2 Writing: Girls 76% v Boys 57%) & using PE coaches to teach number. Teachers need to be actively teaching number and writing outside as well as in the classroom
Progress: Moderate Baseline assessments internally using data from previous settings but not relying simply on the data from other settings to make accurate baseline assessment.
Teachers talk to teachers from other schools in the city about standards but the school should seek to moderate with schools in the county to see how we compare and to get a broader picture as the LA is not a high-performing authority, therefore being in the top 10 schools in Leicester might give a false picture of how we compare with schools further out.
Action following report back to governing body Record any action agreed by the governing body with regard to this visit
Name of Governor: Bharat Solanki Date of Visit: 16 September 2014 Purpose of visit (previously agreed by the governing body and arranged with the Headteacher) Familiarisation with school organization in EYFS. Brief visit to classrooms with Assistant Headteacher. Introduced to teachers and children so they know who the governor supporting their year group is. Talk to EYFS leader about EYFS pupils’ progress
Links with the School Improvement Plan (How does the visit relate to a priority in the School Improvement plan /OfSted priority? Check what the strengths and weaknesses are in EYFS and the actions taken to bring about improvement and their impact.
Observations and Comments (what did you see? What did you learn? Is there anything you would like more information on?) Different languages spoken –a mixture of English and other languages Organisation encourages children of different cultures to mix together and share their learning In F1, new children were being settled in (a few were crying) – there may be a need for more staff while this is happening as teachers are taken up dealing with individual children In F2, you could see children are more organized into groups / slightly less movement around the room and they were grasping the activities. Writing was much further on than in F1. Children were using letter shapes in their writing.
Standards in F1 and F2
Pupils in F1 attain well in most areas although have not attained well in Number and could do better in Speaking and Reading
Pupils in F2 attain well in most areas but could do better in Number and Writing
Girls out-perform Boys in Number and Writing across EYFS
Progress in F1 and F2
Children make good progress across EYFS although F1 progress has been difficult to record
Any issues arising for the governing body? (e.g. allocation of resources, communications, policies etc)
EYFS staff are reviewing their teaching of Number this year in both F1 and F2. In F2, 63% girls expected or exceeding v 53% boys expected or exceeding. F1 Girls writing = 57% 40 – 60 months; F1 Boys writing = 32% 40 – 60 months. F1 Girls Number = 23%; F1 Boys Number = 18% 40 – 60 months
Look at engaging boys in Number & Writing activities outside (F2 Writing: Girls 76% v Boys 57%) & using PE coaches to teach number. Teachers need to be actively teaching number and writing outside as well as in the classroom
Progress: Moderate Baseline assessments internally using data from previous settings but not relying simply on the data from other settings to make accurate baseline assessment.
Teachers talk to teachers from other schools in the city about standards but the school should seek to moderate with schools in the county to see how we compare and to get a broader picture as the LA is not a high-performing authority, therefore being in the top 10 schools in Leicester might give a false picture of how we compare with schools further out.
Action following report back to governing body Record any action agreed by the governing body with regard to this visit
