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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.
Page 1: Lowther School Family Annual School
Page 5 and 6: Key Stage 2 A new year a new Year 6
Page 7 and 8: Attendance, Behaviour Targets, Clas
Page 9 and 10: Notable successes There have been m
Page 11: Making Lowther an exciting place to

Here - Lowther Primary School

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