Here - Lowther Primary School

Lowther School Family
Annual School Review
2011-2012
2012

Headship Team Overview
Mark Tuffney , Alison Colenso and Carol Webster
We are delighted to present the Lowther School Family’s annual self evaluation
of the effectiveness of the our school. We have asked teachers to focus
their reports on assessment, surveys, opinions, feedback and key data
as well as providing a narrative of life in their classroom.
We want the evaluation to be exactly that — an evaluation of the success of
the year and to provide us with the information to pinpoint
key areas for school improvement for academic year
2012/2013 and beyond.
A love of school
Children at Lowther love
coming to school and love
learning. This underpins
everyday school life. We
must stress the impact that
adults that work in the school have on this. The way
they model positivity and happiness helps to create a
special atmosphere in the school. Every day the children
amaze us with their energy, their enthusiasm, their
willingness to go that extra mile and their love of being
at school inspires us all daily.
Leading Lowther
Leadership of Lowther comes from the way that everybody
works together at the school. We try to lead
Lowther with a unified shared passion and vision. This
year we have re-evaluated the formal structures we
have in place to deliver a true distributive leadership
model. This will mean that the traditional key stage
leaders role are replaced by the following strategic
roles in each phase of the school
Teaching and learning
Curriculum
Assessment and Data
Community partnership and enrichment
Q. How good are we at helping you with learning
Very Good Good OK
Poor
59% 27% 13%
1%
Q. How happy do you feel at Lowther
Yes mega Yes very Yes quite A bit
70% 15% 6% 7%
Very
Poor
0%
No
2%
Administration
This will be an important part of school improvement for
2012/2013. The aim is that more people have a say in
the way the school is led and that there is increased
cross phase partnerships for greater continuity across
the school.
Our Focus on Teaching and Learning
The key drive for the school as we move forward must be to deliver the very highest quality teaching and learning.
We have supported teachers this year through a range of professional development opportunities, mentoring
and observations.
For the academic year 2011-2012 we have seen
2 Outstanding lessons
24 Good lessons
11 Satisfactory lessons
Teaching across the school is good. We need to push teaching on so that over 80% of lessons are good or better
(it is was 70% this year) . This should be THE key priority for the school in 2012/2013.
Teachers have worked hard to develop their practice and we have a number of professional development opportunities
planned for next year including sharing practice, courses, Inset and staff training.
Teachers and support staff all share the passion and enthusiasm for working at Lowther. Their commitment is
fantastic and makes such a difference to the day to day life at Lowther.

Academic Results 2011-2012
We strive for very high academic performance coupled with an enthusiasm for school and for learning. Results at
EYFS, KS1 and KS2 should once more reflect children’s positive attitude to learning.
EFYS data — The Foundation Stage
The learning in the Foundation Stage has continued to be active, exciting and busy. The children in the Nursery
have made good progress throughout the year. Their progress has been tracked using the borough tracking
spread sheet which we have adapted to show progress within each age band by introducing categories of emerging,
consolidating and secure. This has shown that some are working within the 40– 60 months age band but
most children are working within the expected developmental level (30-50 months) having started the year within
a range of developmental stages. At this stage children’s age plays a particularly large part in their attainment.
Most of the reception children are working within the Early Learning Goals in all curriculum areas and some children
are working above the expected levels in most areas of the curriculum. Many of the children have made considerable
progress after starting at a developmental stage below their chronological age. Considering nearly half
of the current reception children are summer born this is a very good achievement. Profile results in all areas were
comparable with the national average and in some areas higher.
In reception we have accessed training in phonics teaching through the SLL project and as a result all feel confident
that our phonics teaching is robust and the children are working at the expected level of the Primary National
Strategy scheme ‘Letters and Sounds’. End of year data in the Early Years Foundation Stage Profile shows that
97% of the children are working within the Early Learning goals for Linking Sounds and Letters and 90% achieving
6+ points. This should impact upon reading and writing levels in KS1 in the future.
National Average Lowther 2010 Lowther 2011
DA 6+ pts 91% 89% 85%
DA 8+pts 49% 49% 52%
LSL 6+pts 79% 80.9% 90%
LSL 8+pts 34% 42.5% 43%
W 6+ pts 67% 57.4% 62%
W8+ pts 24% 19% 20%
This indicates that the phonics teaching is now having more of an effect on both the writing and Linking Sounds
and Letters achievements. However, the large number of summer born boys within both classes also affects the
writing achievements and this links with the development of fine motor control within this year group.
Focuses for next year: Physical development linked to fine motor control – effective pencil grip. To investigate
further: gender and age differences in writing through gap analysis of results.
However, next year the EYFS curriculum is changing and a ‘best fit’ model leading to ‘working towards, expected
and exceeding’ will replace the points score system.
The recent external moderation of the early years foundation stage profile in the reception classes validated our
judgements, noting that the evidence is robust and praised the wide range of methods used to collect information
- teacher knowledge, written notes, photos, videos, children’s work, parents information and information from
other adults. They noted that the ‘teachers and teaching assistants know the children well in both classes and
are able to tell the stories behind their judgments both with confidence and accuracy’. The foundation stage environment
was commended by the moderators as one which would support the children’s learning.
Indeed earlier in the year Tina Bruce described it as ‘a breath of fresh air!’ – praise indeed.

Key Stage 1
Pleasing results were obtained by children in Year 2. This is the first time we have two forms of entry in Year 2.
Processes for gathering evidence and systems are excellent — feedback from an external moderation quoted
“Good teamwork, robust systems and procedures”
From the data we can see a key group of pupils is evolving — children who are achieving or expect to achieve a
secure 2b or 2a in Key Stage 1. These are children we should be looking to target support at with the view to
achieving Level 5 in Year 6. We recognised this could be a focus last year — this years data fully supports this.
Results of pupils are indicated below.
Year 2
National Avergae
at 2B+
Lowther
2011
2B+ 2a+ 3
Reading 85
92 86% 54% 32%
Writing 81
88 76% 44% 13%
Maths 89
100 93% 71% 26%
Science 89
92 93% 51% 0%
2012
The newly introduced “phonics screening” for Year 1 pupils provided us with a set of results that were not reflective
of either the children’s ability or the quality of teaching taking place in both Reception and Year 1. Results are
below both the national average and also are own expectations. We will investigate this further as part of the
school’s improvement plan for 2012-2013. However, what is clear is that we have to “play the game” which perhaps
we have not done with this.
KS1 Phonics
Screening
Results 2012
Percentage of
pupils over 32
marks
Borough Average
Number of pupils 61.5% 65.2% 70%
Target for
2012/2013
Year 1 pupils working hard
and enjoying a balanced
curriculum - Reception
teachers and Year 1 teachers
work closely together
to ensure a smooth transition
for children.
Play is such an important part of
school life - as displayed by a very
happy year 1 pupil
Year 1 pupil proudly displays their
“extra” homework

Key Stage 2
A new year a new Year 6 cohort. We are expecting this year’s class to slightly exceed our initial predictions. They
have needed a lot of support as a group to stay focused on learning. Some individual results will be excellent (and
well deserved) We still need to look at ways we can boost more children to work towards achieving Level 5.
Pleasingly 3 children took the new Level 6 paper in Maths and 2 took the English paper.
National
average
2010 2011 2012
(predicted)
(approx.)
English
L4
80%
95%
91%
87%
L5
(30%)
(32%)
(27%)
(17%)
Maths
L4
80%
86%
91%
96%
L5
(35%)
(36%)
(50%)
(43%)
English and Maths (combined)
L4
82%
89%
91%
83%
L5
(11%)
(21%)
(23%)
(13%)
Science
L4
92%
100%
100%
96%
L5
(43%)
(68%)
(77%)
(65%)
These results again show 2 key patterns. 1) A difference between English and Maths and 2) The number of pupils
achieving Level 5 in Maths and Science compared to English. This difference is especially noticeable when looking
at Level 5 in Writing and Maths (Reading 39%= L5 where as Writing only 13% = L5)
Managing Assessments
The way that assessments are organised are crucial for the children.
We must remember we are a primary school and strive to make any assessments a positive experience for children.
Year 6 tests should be like graduation (see pic below!) Year 1 and Year 2 assessments should just be a
“normal” part of school life. Already there are more plans to introduce further assessments in English at Key
Stage 2 - we must give pupils the best chance to do well without teaching to the test or placing pressure on children.
This also needs to be managed carefully with regard
parent expectations and any potential pressure placed
on children.
Our children achieve good results because they work
hard, like learning and are well taught and supported
by school and home.
Year 2 pupils studying
hard in Maths
Year 6 graduate “Lowther
style”
Year 2 pupils—happy, relaxed and enjoying school

Celebrating Success
We run lots of incentives for the children and for classes, a summary of these are illustrated below.
Class
Number of
Golds
Willow 16
Oak 17
Beech 18
Pine 16
Maple 19
Elm 19
Year 3 16
Year 4 14
Year 5 16
Year 6 16
Here are the results to date. As you can
see, every class has achieved an impressive
number of gold certificates on the
weekly behaviour target—with Maple and
Elm classes jointly leading.
‘Class of the week’ has been won most
times by Elm and Pine classes.
Year 5 have had the best weekly attendance
- an amazing 9 times this year.
Inter-class competition has been healthy
with each class proudly displaying their
certificates outside their classroom. This
creates an impressive visual too.
Class of the
Number of
Class
Weekly best
Willow 4
Oak 3
Beech 4
Pine 8
Maple 6
Elm 8
Year 3 5
Year 4 5
Year 5 5
Year 6 4
Willow
Oak
Beech 2
Pine
Maple 4
Elm 3
Year 3 6
Year 4 3
Year 5 9
Year 6 5
93 children have been awarded the ‘Golden Standard’ this year. These children have all displayed
learning characteristics above and beyond what we expect. They represent ‘True Lowther’.
They receive badges, a certificates and their photograph outside the Headship room.

Attendance, Behaviour Targets, Class of the Week and The Golden Standard
Celebrating success, either as an individual or as a class,
is at the absolute forefront of everything we do. Each week
classes strive to earn bronze, silver or gold certificates for
their efforts in achieving the behaviour target. In addition to
the behaviour target, staff members can nominate classes
to be ‘Class of the Week’. Attendance is also monitored
and the class with the best attendance each week is
awarded a special ’Cool Cats’ certificate. However, the
crowning glory of certificates has to be the ‘Golden Standard’.
Children who reach this standard receive a special
certificate, badge and their photo on our ‘Golden Wall’.
The Lowther Family League
board where weekly awards are
The ‘Lowther Champions’ cup.
This is now awarded to the
‘Class of the Week’
Year 6 children
reading at lunch
for our ‘Read lots
of books’
behavior target.
Behaviour Targets
A different target is set each week for the children to help make the school an even better place. Below are
some of the targets set this year with the results on the right hand side.

Developing the vision for the school site
It is difficult to describe the rollercoaster that has been the school site this year. We have a first class building being
constructed by a committed and enthusiastic team. One that will stand out as a space that will engage and
inspire pupils. It will also provide wonderful opportunities for teachers to enrichment learning through ICT and
cooking as well as providing great space to take focus groups and children with additional needs. The ever growing
staff numbers will have a space that will be a pleasure to relax in. We’re so proud of the way that governors
and the school have worked side by side to first have the vision for the school site (a long time ago now!) and to
see it through. It is a great example of a shared and unified vision and of teamwork.
Other site developments
Dave and Sharon have worked tirelessly to support and manage
the school site. The grounds are impressive and are something the
whole community can feel proud of. We were delighted to improve
the Nursery and Reception classes outside space. Our aim is simple
— use our wonderful
school grounds and buildings
to maximise learning
opportunities for the children.
When the new building
is complete the vast
majority of the space on
the site will be the children’s.
New developments this academic year
Flexibility
Pupils, parents and staff have been so
adaptable and flexible to the temporary arrangements
in place this year. No library, no
canteen, no SEN base, no break out space,
no sports court = no problem .We think that
speaks volumes.
We are always looking to develop school life so that it is even better for our children.
We now have a school council. 8 representatives were elected
by their peers in January. So far they have set (and are
running) the school tuck shop, have introduced “different
sport Thursday” and have evaluated the school meal service
for 2012-2013. The children's enthusiasm and commitment
to this has been outstanding.
We want to develop music in the school. We have begun to
see this take shape with a recorder club and several musical
performances including a wonderful collaboration with
Colet Court, We intend to use one of the “spare” classrooms
next year as a music room to aid the development of this
curriculum area.
We have reviewed our systems for recording and interpreting data. To ensure greater consistency and
ease of tracking year on year we will use a new system (Integris) next year. This will allow teachers to
identify more easily targets groups and under performing pupils.

Notable successes
There have been many successes this year, some that have stood out are:
Handwriting — this has been an area of focus, with daily handwriting sessions going on across the school and a
new display area to showcase children’s work. This alongside spelling will be an area of focus in 2012/13.
Behaviour targets — Alison has refreshed and invigorated the weekly behaviour targets with challenges that are
child centred and focused on improving school life for all. The results for the year show the positive effect they
have had on the school community.
Provision for more able pupils — the work of Kathy Moore-Stanley has been fundamental to driving this. We
have had children entering into Maths challenges, Level 6 study support and more. As our intake changes we
would like Millie and Kathy to continue to drive these changes.
Enrichment opportunities — with an average of 8 trips per class, numerous visitors and speakers, events galore
the enrichment that takes place at Lowther underpins the school ethos of happy, enthusiastic learners. This will
continue as we expand.
New staff meeting format and staff CPD — our old Monday staff meeting time was handed over to being focused
on staff professional development this year. The staff meeting is now in a much shorter, slicker slot on a
Friday morning. The benefit of this has been a greater opportunity to deliver quality CPD for staff. This will continue
next year.
Managing growth to 2 form-entry — we are pleased with how we are gradually adapting practice and evolving
with the increasing number of pupils at Lowther. The way this change is managed has been smooth and will continue
to be a priority as the school has 4 more years of expansion left.
Staffing and Leadership
Developing a new team — our new team are exactly that—a team. We have
been delighted with the way everyone (parents, pupils and staff) have gelled and
settled into being a new school family. Teachers have been totally committed
and enthusiastic. To support our sense of team we have introduced regular staff
social events this year.
Targets in Key stage 1 — Hong King Phooey targets were introduced to KS1
this year. Teachers have supported this well (especially in Year1 ) where learners
have delighted in telling us they've smashed a target.
We have been delighted with the way the new team have gelled. There is a great sense
of camaraderie amongst the team. Governors support last year in helping recruit and
select so many new staff was instrumental to this. Kathy Jenkins, Sally Taylor, Emily
Blaxland, Sarah Tennant, Emily Treble, Alison Colenso, Paul Nelson, Jim Pritchard and
Kathy Moore-Stanley have all added something extra to Lowther and have become key
parts of the team. Our staff are varied in personality and skill — and this is something we
need to tap into more. Our new leadership structure for 2012/13 should support this. Alison,
Carol and Wendy form an experienced, supportive and highly skilled leadership
team who will continue to develop and nurture future leaders.
The wider team
We now have nearly 50 staff. The shared enthusiasm, skill and commitment is outstanding.
The understanding and belief in the Lowther School Family is evident every single
day.
Our team going forward will be settled for next year with no-one moving on. We have 2
NQTs starting as Alison moves out of the classroom and our expansion continues. This
should create some stability, but also allow us to really move our staff focus on as the team are settled in their
roles.
Focus for the future
We need to raise expectations for all teachers so that classroom practice is consistently good or better. Each of
our staff have the skill and passion to be excellent teachers. We must look at strategies that allow our very best
teachers to share their skills and expertise with the wider team.

ICT developments
Children have had even better ICT opportunities this year. We have worked alongside RPA to allow the children
to design websites, make movies as well as trying Photoshop skills like colour popping. These are all showcased
on the schools website. This has also continued to improve — with new sections this year
including an art gallery, blogs for Key Stage 2, homework support sections and a video gallery.
Steve Oldfield has worked wonders on this. Our core ICT provision is far better now
that Sarfie Ghamloush’s technical support has meant far greater reliability of ICT equipment
this year. We have extended the hours he supports the school with as our new ICT suite will
have an additional 30 computers as well as the 4 new classrooms.
ICT is a life skill for pupils and has very high pupil enjoyment. We look forward to seeing even better provision for
pupils next year.
The Whole school is growing…
Our school roll now exceeds 250 pupils (plus a further 52 in the Nursery.) This will rise to 400 pupils by 2015. It is
good that pupil numbers are meeting the Borough’s forecast and that there is demand for a 2 form entry primary
school in North Barnes. Our challenge is to not lose the unique intimate atmosphere that makes Lowther special.
Our intake remains fairly stable now with 19% Free School Meals, 33% English as an additional language, 45%
White British and our social demographic stabilising over the last 3 years. We must continue to monitor these factors
closely to ensure our provision meets the needs of our whole school community.
Motivated learners — at home and school
We are extremely proud of how self-motivated the children
are to learn new things. This extends to home too. We have
children taking their learning experiences from school and
experimenting at home (and also vice versa) This is something
we would all like to see continue to flourish. Developing
ways home and school can work together to raise standards
and expectations are important. Successful examples of this
during 2011/12 have been
Maths day, homework challenges, Year 1 portrait gallery,
homework support on the website, target meetings as well as
newsletters and regular communication.
A day at Lowther…..
No two days at Lowther are the same —
but there are key strands that run
through the school — strengths which
we must build on in the future. All members
of the school family understand
these values and model them every day.
Learning in
interesting
ways
Promotion of
health and
well-being
(including
happiness
and emotional
growth)
Enthusiastic learners Children proud of their school Celebration of success

Making Lowther an exciting place to learn
Lowther IS an exciting place to come to school. We have provided numerous events, activities and enrichment and
learning opportunities during the course of this year. Some of those are illustrated below.
Takeover Day Lowther’s Got Talent The Nativity Grounds Afternoon
The challenge now is how we balance the wonderful curriculum enrichment
with a focus on improving classroom practice.
We believe the two to be intrinsically linked — as pupils fully involved
in school life, feeling happy and enthusiastic make the best learners.
The onus is now on teachers to deliver consistently excellent lessons
alongside all the all other wonderful things they do to make Lowther
Survey results indicate we are good at enrichment.
Q How good are we at giving you exciting opportunities to learn in different ways
Community Day
Very Good Good OK Poor
Improving every year
78%
14%
7%
1%
Review of this report, class performance,
feedback and other data sources indicates
the following should form the backbone of the school improvement plan for 2012-2013
Very
Poor
0%
80% of teaching to be good or better
Focused support on the academic performance of children achieving 2b/2a at the end of Key Stage 1
Enrichment opportunities for our most able learners (L2 at Y1,L3 at Y2, L4 at Y4)
Consolidation of change (and management of this)
Establishment of new strategic leadership roles
Closing of the gap between pupil attainment in English and Maths
Increasing the number of pupils achieving Level 5 in English at the end of Year 6
Improving standards in spelling, handwriting, grammar and punctuation through developing a strategic plan
Review of phonics teaching from Nursery to Year 3
These will be fed directly into the school improvement plan as we try to focus on having a clear strategic plan for
developing life at Lowther for our school community.
Happy learners = successful learners
So what next for The Lowther Family Apply the formula
above, sprinkle with enthusiastic and skilled
teachers and a supportive team. Add in positive and
pro-active parents and astute governorship and
we’re heading down the right path. The changes
keep coming thick and fast and Lowther keeps moving
forward. That’s what we all want—a school that
creates the very best opportunities for our children.