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Darrick Wood Infant and Nursery School Headteacher’s Report to the Governing Board
Spring 2020
Darrick Wood Infant and Nursery School is committed to safeguarding and promoting the welfare of
children and young people and expects all staff and volunteers to share this commitment.
Headteacher’s Report to the Governing Board Spring 2020
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Contents
Page No.
Headteacher’s Overview
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School Information
3
Organisation/Staffing – February, 2020
4
School Development Plan
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Safeguarding
5
EAL
6
English
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Maths
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Science
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RE
12
History
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Computing
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PE
16
PSHE
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P4C/Growth Mindset/British Values
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DT
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Art
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Display/Environment
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Charities
24
SEND
24
Exclusions
26
Premises
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Diary Dates 2019-2020
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School Term Dates 2019-2020
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Appendices
A. Safeguarding Memo B. PE C. Absence and Exclusion Report D. Pupil Premium Grid E. Growing the Top Timetable F. Developing Leaders G. School Development Plan
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Headteacher’s Overview
It has been a positive and enjoyable start to the Spring Term. We have already had a number of visits and visitors to school to enhance the curriculum for the children. This has included, police officers, the fire brigade (including fire truck), guide dog for the blind associations, Warburtons Bread team and a special ‘Holi’ assembly. The teaching staff have been working hard on the review and development of the revised curriculum, in line with Ofsted and DfE requirements. We are well ahead with our progress on this and staff have attended training, forums, and conferences to find out more about new developments and initiative in the curriculum. Mr Broughton attended an Ofsted course on ‘deep dives’ into subject areas and found this extremely informative in terms of how the development and implementation of the curriculum is being inspected. Following a joint SLT meeting with Darrick Wood Junior School we have arranged for our subject leaders across the school schools to meet and review curriculum areas together. This will allow us the opportunity to focus on the development and progression and of skills, knowledge and understanding from KS1 into KS2. It is important for both schools to understand the learning journey of both key stages. We were delighted with the outcome of the Investors in People, in particular the scores for Darrrick Wood. Moving forward, we aim to look at the lower scoring areas for development and will do this through the Academic Board meetings. It is important to consider how best to reward staff within the confines of budget deficits. We have begun our new Challenge Partners programme ‘Growing the Top’ which is a new programme. It involves trios of outstanding schools working together, nationally, in order to review, evaluate and reform outstanding practice. The trios learn from each other and in turn feedback to the schools that they are supporting. Schools are invited to take part based on their Ofsted outcome and consecutive outstanding Challenge Partners reviews. The Headteacher and Assistant Head are involved in the programme which involves three face to face days in London and then a visit to each of the trio’s schools. We are partnered with a school in Cheam, Surrey and a school in Eavesham, Worcester. Darrick Wood hosted the first of the trio days and it was an extremely powerful and insightful day with positive professional dialogue around education, in order to move things forward. Our SLT2 team were part of the day and presented to the group about their role on Leadership of an outstanding school. I have attached the plan of the day which details our systemic excellence and our systemic challenges. Once we have finished the programme we will be able to feedback on the impact of it. I am looking forward to working with the new Governing Board and to develop a partnership within which we can celebrate the successes of the school and look towards developing and improving education and provision even further in school. As previously mentioned, if any governors would like to attend any of the listed events or diary dates then please do let me know to book you in.
School Information
Roll At Monday 24th February, 2020 - children on roll - Year 2 - 91, Year 1 - 90 , Reception - 93 Nursery – 66 - Total
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Attendance – see appendices for overview grid From 5th September, 2019 to 24th February, 2020 95.12% including Nursery and Reception Authorised Absences = 2455 = 4.23% Unauthorised Absences = 384 = 0.66% 96.12% excluding Nursery and Reception Authorised Absence = 1221 = 3.40% Unauthorised Absence = 175 = 0.49%
Organisation/Staffing – February, 2020
Year
Class Class Teacher Males Females Total
Nursery Robin AM Mrs Lucy Boorman/Ms Lucy
Kippin
19 15 34
Nursery Robin PM Mrs Lucy Boorman/Ms Lucy
Kippin
17 15 32
Total
36 30 66
Recep-tion
Badger Miss Charlotte Moroney
15 16 31
Recep-tion
Mole Miss Kelly Wand/Miss Sarah
Batley
13 17 30
Recep-tion
Hedgehog Ms Gillian Gordon
17 15 32
Total
45 48 93
Year
Class Class Teacher Males Females Total
Year 1 Fox Ms Lottie Basile/Mrs Eileen
Bartley
17 13 30
Year 1 Squirrel
Mrs Ying Sun 15 15 30
Year 1 Woodpecker Mrs Emma Dimbleby/
Mrs Ann Trivass
16 14 30
Total
48 42 90
Year 2 Bat Miss Sophie Harrison-Baker
16 14 30
Year 2 Owl
Miss Isabella Samuells
15 16 31
Year 2 Rabbit Miss Rae Bryan 14 16 30
Total
45 46 91
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School Development Plan
The SDP has been reviewed and highlighted and is attached for information.
Safeguarding
Safeguarding procedures continue to be monitored by the DSL and DDSL to ensure they are compliant and that staff are following policies and procedures.
Safeguarding and child protection forms part of the agenda for SLT meetings every week. Staff are informed about safeguarding and child protection cases on a need to know basis. A recent memo from the Trust has clarified the position with regard to information sharing (see appendix) The Headteacher continues to be the DSL and made one referral to the MASH team in the Spring term which is being assessed. Another child has been placed onto the child protection register under the category of neglect, following a police report to Children’s Social care. The Headteacher attends the child protection conferences and the follow up core group meetings, during which the Child protection plans are reviewed. We continue to have two cases at CHIN level with social workers and the school family worker involved. CAF’s are being used more frequently across Bromley and the school are being advised to instigate these where there are families causing concern or there are a range of agencies involved. The Headteacher met with Andrea Bennett from the CAF Team in Bromley to review the children currently on a CAF in school (January 2020). There are an increasing number of families being referred for early help and parenting support through BCP (Bromley Children’s Project). This agency supports families who are experiencing difficulties with children’s behaviour, boundaries etc. at home. We are also seeing an increase in the number of children exhibiting anxieties and poor mental health. Our family worker provides a therapy programme called ‘talking and drawing’ and our play therapist works with the most vulnerable children once a week. We currently have space for three children with the play therapist. Staff continue to use the green safeguarding referral sheets which are completed and then discussed verbally with the DSL, if there are concerns about a child. The DSL will discuss with the other DDSL‘s and SLT to agree on further action and next steps. At the time of report writing there are currently: 2 children on CP plans 2 children on a CHIN plan 6 children on a CAF 11 vulnerable children being monitored We have recently had some new safeguarding software installed called ‘Safeguard’. This is cloud based system which enable us to record and track all safeguarding and child protection cases. The Safeguarding Leads have had training and this will now be disseminated to the staff. The software has high levels of security.
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SCR The Singe Central Register continues to be updated regularly by Mrs Keeble (Business Support Manager). This is checked and signed off on a monthly basis by the Headteacher and then presented to the CEO or COO for signing at Academic Board Meetings termly.
Mrs Andrea Rampton Designated Safeguarding Lead
EAL
Current Contextual Profile 2019 – 2020 Nur, Rec, Y1, Y2 - All Pupils (332 pupils) 36 different languages spoken. Autumn 2/Spring 1 2019
• To look at data to identify EAL children with class teachers
• To reassess EAL children against the codes and criteria used in the census with class teachers
• Look at data of EAL children on SIMS and then to assess how EAL is recorded on the new
system, Scholarpack to check that data has been copied across properly
• To look at data on Scholarpack and fill in any missing relevant information
• To discuss with teachers who would benefit receiving EAL support – Penny is to set up an EAL
support group for children with very limited English (using the Hounslow Primary EAL Speaking
and Listening Pack)
• To hold European Day of Languages Assembly
Spring 2
All data is now on Scholarpack, meetings with all class teachers have taken place and an EAL Support
group is timetabled every week.
Year Group
Boys Girls EAL
Nur 36 30 23
Rec 44 49 28
Y1 48 44 25
Y2 45 45 33
All 175 165 109
% 49% 51% 32%
Total on roll 336
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Actions for Spring 2/Summer 1
• To organize activities to enhance the status of bi-lingual children and to broaden horizons of
stories in another language (during Family Week - Book Day)
• During Family Learning, the children will answer the register by saying hello in another
language
• During Family Week, children will bring in books written in a different language
• Children will create a display which reflects the languages being spoken in that class
• To celebrate World Day Cultural Diversity – celebrated on 21st May
• International Week activities to take place this week w/b 18th May
Mrs Eileen Bartley EAL Coordinator
English
Standards
• 90% target for children to pass the phonics screen test in June- Y1 assessments completed- 20 children identified at risk- interventions have been put in place to ensure target is met
• 90% target for Y2 children to meet expected standard in Writing and Reading
• 85% of children of KS1 children are currently on track to meet expected standard
• 45% target for Y2 children to reach Greater Depth standard in Reading and Writing - currently on track 34%
• 90 % Target to reach expected standard in Reading and Writing in YR
Curriculum development/CPD impact To date the following has been achieved:
• New CLPE texts purchased to develop literacy across the new curriculum
• Drama workshops booked to enhance speaking and listening skills
• Sponsored read planned for Summer term to enable new Usborne non- fiction books to be purchased
• Author Visit- encouraged children to think about how stories are written and illustrated and ask questions to Grant Koper about how he became an author- 35 children ordered copies to be signed
• Book Trust- Pyjamarama” day booked- a charity event to ensure that every child has a chance to have a bedtime story
• “Teach your monster how to read” has been installed on all iPads - effective app for children struggling to read
• Literacy lead has attended forums at Warren Road teaching school- disseminated info re “deep dives” for Reading
• Y1 and Y2 leaders have attended GDS in writing course- feedback to SLT to ensure GDS planning for writing is effective
• Y2 NQTS have attended “new to Y2 writing course”- now have a better understanding of the Y2 writing expectations and standards
• Cross trust moderation- Y2 have moderated writing with the Y2 team at Davidson to ensure
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Consistency of standards, planning and expectations
• In School writing moderation- expected standards within Y1 and Y2 agreed
• EYFS moderation planned for Spring 2 Areas for development:
• To ensure there is explicit teaching of “reading” evident through the key stages
• To agree a clear policy on teaching handwriting through the key stages
• To develop a competition for Bug Club reading to ensure that every child reads their allocated books
• To encourage more classes to use the garden and the library lodge for “outdoor” reading in the summer
Mrs Penny Stephenson Literacy Subject Leader
Maths
Standards
• Standards in Maths continue to be tracked and monitored to ensure children are making expected rates of progress.
• Predicted outcomes for the end of the year have been discussed during PPRs with Year group leaders and targets set for the end of the year are 90% Expected and 30% Greater Depth.
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• Standards monitored in Autumn 1, Autumn 2 and Spring 1 by IS and YS, it consisted of lesson
observations, book scrutiny and Maths learning environment
• Spring 1 most recent lesson explorations showed standards are strong in all year groups but areas for development are consistency of coverage within the lesson (Y1), use of concrete manipulatives to be accessible for all and updating the Maths wall (YR) and ensuring talk partners are used to develop mathematical thinking and application of vocabulary and making real life connections to Mathematical concepts (Y2).
Curriculum development
• All year groups are now using White Rose as the starting point of their Maths lessons
• All year groups are now using ‘sticky challenges’ to ensure consistency
• Vision and intent statement for Maths has been written
• Action plan has been rag rated and reviewed for this academic year
• Progression of skills for Maths has been written
• A dedicated time in the day for arithmetic is being trialed in Spring 2 Key Stage 1 for 10 minutes to develop fluency of number and place value
• From spring 2, KS1 to trial “start and go” as a prior learning assessment for learning task at the beginning of a lesson. The aim is to revisit previous learning and to identify children who have gaps in their knowledge so they can be provided with appropriate support. The “Finishing line” will be used as a plenary to summarize learning, self-assess and address any misconceptions.
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• KS1 are doing end of block assessments and end of term assessment and these are identifying children who have the potential to be Greater Depth as well as those who are not meeting the expected standard.
• Autumn 1- Year 1 had Toy workshop which linked to the Maths learning of measuring length and height.
• Autumn 2- YS attend Maths forum: the focus was on the new Ofsted inspection framework and information about deep dive in Maths. Information has been shared with IS and SLT.
• Autumn 2 – Year 2 had a MoneySense workshop from Natwest bank to apply their understanding of money in the wider world
• Autumn 2 – IS spoke to MR and BB for internal review to practice a Deep Dive into Maths. Feedback was given to share and promote how we enrich our Maths curriculum further through cultural capital
• Spring 1 – Year 2 had a visit from Warburtons where they focused on measuring and making a sandwich, use of fractions was discussed when cutting the sandwiches and understanding of equal parts
• Spring 1 - IS attended Croydon Maths moderation for Year 2 and the feedback was extremely positive. The moderator was particularly impressed with the range of evidence and quality of the work.
• Spring 1 – Maths staff meeting focused on Year 1 and Year 2 moderation of evidence. Strong, positive feedback about coverage and quality of work.
• Spring 1- YS attended a Maths course on making connections through the use of effective context in Early Years and KS1, which was run by Steph King. Following on from the training, YS and IS planned Story Maths day in conjunction with World Book Day. Each year group will choose a high quality story Maths book and plan their lessons from the story.
• Spring 2 – EYFS moderation for a whole school staff meeting to share baseline and find evidence
• Spring 2 – World Maths Day (Wednesday 4th March) is being celebrated with cross curricular links to P4C for The Number Strike. All classes will choose a book to use their Maths as a starting point for. The aim is to use high quality story to inspire Maths learning in a fun way.
• The Communal Maths board will be updated with Story book Maths and Pupil Voice from The Number Strike P4C
• Spring 2 – Year 2 have introduced targeted Maths interventions for both WTS/EXS children and GDS children in preparation for End of Year assessments
• Spring 2 – IS attended Maths Subject Leader Forum. Focus was on progression of skills, new guidance specifically focusing on EYFS and KS1. Next focus will be talking to teachers about their Maths planning and lessons and looking at real life context across the curriculum and in Maths lessons. Suggestion of box on planning for real links as well as integrating Maths throughout the day. Through teacher voice, we can assess how Maths is integrated. Discrete teaching of fluency for KS1 multiplication and division facts to support the Year 4 multiplication check. Information will be shared via email with all staff.
Impact
• To ensure standards across the school continue to be high and that the Maths curriculum is engaging, broad, varied and progressive.
• At least 90% of children will meet the expected standard in each Year group.
• Children will have a love of Mathematics and make real life connections to their learning and are able to apply their knowledge and skills fluently.
Mrs Ying Sun and Miss Isabella Samuels
Maths Subject Leaders
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Science
Standards
• EYFS Reception as at December 2019: 30–50 Below 3.3%, 30–50 Beginning 1.1%, 30-50 Within 2.2%, 30-50 Secure 12.9%, 40-60 Beginning 74.2% and 40 – 60 Within 6.5% (Expected at December is 40-60 Beginning).
• EYFS Nursery as at December 2019: 22-36 Below 6.6%, 22-36 Within 6.7%, 30-50 Beginning 82.2% and 30-50 Within 4.4%
• (Expected at December is 30-50 Beginning)
• Year 1 data as at December 2019: 40-60 Secure 10.9%, 1B 89.1%
• Year 2 data as at February 2020: 2B 15.4%, 2W 84.6%
Curriculum Development
• October 2019 – Staff Engagement Twilight – SMG Academy (Science Museum) led staff in “Hook, Inform, Enable, Extend” inset to help create engaging and inspiring activities for science.
• October 2019 – Introduction to Primary Science Quality Mark for Science Lead.
• November 2019 – Primary Science Subject Leader Network – Pickhurst Junior – sharing of good practice and links to key websites.
• November 2019 – Science Lead led staff inset to develop science principles for DWINS as per PSQM.
• November 2019 – Second PSQM meeting for Science Lead and inset on “Enquiry Types in Primary Science”.
• November 2019 – Year 2 had a visit from the Space and Astrology Road Show as part of their cross curricular literacy focus. The Year 2 children visited an inflatable astrodome and learned about famous astronauts, space day and night and stars.
• November 2019 – Science Monitoring – Year 2 observations and book looks. Learning walk in Year 1 and Reception.
• December 2019 – interviewed by Challenge partners re leading Science.
• January 2020 – Teachers collaborated to set a vision for Science as per PSQM. CPD led by Science lead on “Science Investigation and Enquiry Based Learning.
• January 2020 – STEM Learning Ambassador Visit to Year 1 and Year 2 – workshops on weather and floods.
• March 2020 - School Council have organised an animal handling experience for all classes.
• Classes continue to contribute to the Darrick Wood Almanac.
• Reception have signed up to “Grow your own potatoes”.
Impact
• Staff inset from Science Museum helped staff to set up activities that will help the children to develop the confidence and the skills to explore and talk about science in their everyday lives using easily obtainable materials.
• Primary Science Quality Mark helps the science lead to evaluate, strengthen and celebrate the science provision at DWINS.
• Staff have developed a clear vision for science and principles which gives them ownership and understanding of what it is we are trying to achieve. The vision and principles will be displayed on the school website and will be part of the science display in every classroom and will be shared with the children.
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• Staff Inset on “Science Investigation and Enquiry Based Learning” made staff clear of the 5 primary enquiry types. Pictures for each enquiry type were given to display and teachers encouraged to make direct links to them to help children to understand the enquiry type being used during lessons. Teachers received examples of “big questions” to stimulate depth of enquiry as well as receiving challenging sentence stems to encourage greater depth questioning.
Miss Gillian Gordon
Science Subject Leader
RE
Standards To ensure that standards in RE and Assembly remain high across the school during the forthcoming academic year, all staff including those new to the school were sent our RE syllabus and The Bromley Agreed Syllabus which has the necessary detail for planning RE lessons. Assemblies for this year, ie Year B were put on the server and have been planned in detail, taking into account special days, weeks, celebrations and festivals in the school calendar. During the Challenge Partner Review on 3rd December 2019, I was one of several curriculum leads that had an interview about their subject and prepared a written response to questions regarding intent, implementation and impact. The RE Subject Leader Folder is up to date and shows evidence of learning, coverage and examples of children’s work and the impact of enrichment, such as visitors, trips and celebrations. Curriculum Development Assembly
• Assemblies, such as Attendance Award Assemblies, Class Assemblies, special visitor assemblies or the recent assembly for Outstanding Work on 11th February 2020 have been slotted in as and when they are required.
• Our Harvest Assembly took place on Friday 18th October 2019 with a guest speaker from Bromley Food Plus. Many generous donations were made to the food bank which was repeated when a Christmas appeal went out for items. The school council also made contributions of selection boxes.
• On Wednesday, 18th December 2019, Reception, Year 1 and Year 2 visited St Paul’s Church for a special Christmas service and carol concert. The service was taken by Reverend Mark Lavender. Six year two children gave a confident reading of the Nativity story and others participated in role play of the Nativity with The Open The Book Team. Each year group sang a favourite song from their Christmas plays as well as some traditional carols.
• Mrs Rampton also organised a special Christingle Service Assembly on Thursday 19th December 2019. The children made Christingles. Volunteers and other helpers were also thanked for their contributions to the school.
• The Open The Book team at St Paul’s Church in Crofton continue to give some excellent assemblies on Wednesdays through drama.
• On 28th January 2020, Mrs Sun took our special Chinese assembly. Mrs Sun told us about Chinese traditions and culture and with the help of several children who wore a wonderful flowing lion head piece, retold the Chinese New Year story of the legend of Nian.
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Religious Education
• On 29th October 2019, Reception, Year 1 and 2 classes participated in Diwali/Indian dance workshops through Education Group. I was very impressed with the facilitator who took the sessions and children had a very enjoyable and worthwhile experience.
• I have now been to several RE Network meetings (not in school time) taken by Stacey Burman who is the RE consultant for Bromley. We have worked on several aspects of curriculum knowledge and progression in the subject in respect of the new Bromley RE Syllabus which is expected to be launched this year.
• Year 1 and Year 2 classes entered the artwork competition for the 2020-21 RE Calendar for the borough which was on the theme of special religious clothing. I planned the lesson, the activities and provided resources so that each class could use this in their first week back in Spring 1.
• Our Year 1 classes visited St Paul’s Church in Crofton on 28th January 2020 as part of our unit of work on Christianity and The Church. The children did three activities, a question and answer session with Reverend Bimbi, a hunt for artefacts and objects; and a colouring in of the beautiful stained-glass window in the church.
• I did a pupil voice audit with two children from each class in Year 1 and Year 2 on 13th February 2020. Children were selected at random and their responses to questions asking what they have learnt in certain units of work was pleasing. Also, the impact of special work, such as the smartboard of stories that I sent out to the whole school for Interfaith week has helped to increase awareness of different faiths, such as Sikhism which is not taught as part of our syllabus.
Areas of strength/development
• St Paul’s Church at Crofton have enquired whether a choir group can sing at their lunch club for the elderly. This may be possible as an afterschool club with Ms Batley and Mrs Udo is expected to begin in Spring 2 and may be able to work towards this for the Summer term.
• From last year’s staff questionnaire, it was suggested that it would be interesting if we could invite other faith guest speakers. On 26th February 2020, Nabhinandan Das will take an assembly with regard to the forthcoming Holi Festival.
• I planned the unit of work for Year 1 for Christmas and also a lesson for Year 2 as the Christmas topic is rarely planned in depth or taught progressively as it should be.
• I would like to repeat the Object Handling Sessions but for other religions, however this would require some money spent on building up resources for Buddhism and Sikhism. The sessions last summer were very successful and the feedback from staff and children was fantastic. In fact this has encouraged Ms Samuels to hold her own object handling session for Year 2s during the unit on Islam this term.
Impact
• Standards in RE across the school continue to be high.
• Staff have the resources and knowledge to teach good RE and deliver a broad range of assemblies.
Mrs Ann Trivass RE Subject Leader
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History
Standards
• Standards in both the teaching and learning of History remain high as lessons are based upon topics that the children show curiosity towards. The learning process and final outcomes demonstrate the progression of historical knowledge.
• Teacher’s planning of the children’s historical skills and concepts continues to be cross curricular.
Curriculum development and monitoring from Autumn 2019
• RAG rated History action plan for 2018/2019 to identify priorities for the 2019/2020 action plan.
• 2019/2020 History action plan completed and submitted to SLT.
• Collection of samples of work, developing the use of Seesaw App.
• A timeline to display key historical events given to Year 1 and 2 so topics being studied can be placed in context visually.
• Update of curriculum vision and intent statement for History. Areas of strength/development:
• Our six characteristics of learning are embedded in planning.
• The children in Year 1 have enjoyed learning about Louis Braille which was enhanced by a visit from a guide dog and a member from the visually impaired unit – thus making use of resources in our local community.
• Year 2 have enjoyed studying explorers Roald Amundsen, Buzz Aldrin, Amelia Earhart and Mary Anning and creating timelines fact files and thoroughly loved the hot seating activities!
Actions for Spring 2 and summer term
• Creation of History knowledge organisers – aiming to ensure consistency of approach questioning and use of technical vocabulary across the school.
• Celebrate International Women’s day with lessons and activities to learn about inspirational women in History.
• Completion of pupil voice interviews.
• Lesson dips in Year 1 and Year 2.
• Book History Off the page enrichment days to link with current topics in Year 1 and 2.
• Attendance at joint subject leader meeting with DWJS to share ideas for raising subject profile, good practice and gain an insight into skills, knowledge and content taught at KS2. (Summer 2)
Impact
• To ensure standards across the school remain high and children are given opportunities to develop their historical knowledge and skills in a variety of ways to engage them.
• Potential links to be made for joint learning with the Junior school.
Mrs Emma Dimbleby History Subject Leader
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Computing
Standards
• 100% of Reception children met the expected ELG in Technology (93% LA)
• 64% met the exceeding ELG (20% LA)
• 100% of Nursery children met the ELG for Technology
• 93% of KS1 pupils achieved the expected standard in Computing at the end of year 2
• 94% of KS1 pupils are on track to achieve the expected standard in Computing by the end of
year 2
Curriculum development
To date the following has been achieved:
• New Curriculum plans and resources have been introduced for the Switched-on computing.
• Knowledge Organisers are being created to ensure that we are teaching the skills Knowledge
and understanding in line with the national curriculum.
• IPads are being used by the children in Reception classes to enhance learning. Children have
been
developing digital art and design skills during the Autumn term and are now learning to use
code to programme.
• QR codes are being used in lessons to support learning and research.
• We have purchased a set of Lego robotics kits from the funds raised as a result of the
computing club.
Areas of strength:
• Coding curriculum is set up and children are using Code.org to complete on line curriculum
units of work.
• Seesaw App is being used to display examples of children’s work at the expected level for each
year group. The Seesaw App is also being used by subject leaders to evidence children’s work
within their subject areas.
• IPads and laptops are being used throughout the school to enhance learning across the
curriculum.
• New apps are being used to support literacy and numeracy learning.
• Progression of skills and knowledge has been mapped across all year groups.
Areas for development:
• Continue to ensure all staff collect evidence of learning in computing lessons.
• Ensure the assessment and progression document for computing is being used to assess
children’s learning accurately.
• Deliver staff training for new coding units of work.
• Maintain the percentage of children achieving exceeding measure by the end of Reception.
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• Ensure a clear progression of skills in digital literacy and information technology across the
school.
• Promote computing Curriculum information on the school website.
• Continue to develop the use of knowledge organisers for all staff to use.
Mr Ben Broughton
Computing Subject Leader
PE
See attached appendix. Mr Ben Broughton PE Subject Leader
PSHE
Standards
• Standards remain high in PSHE. Learning behaviours are always commented on as strong. The
new Characters of Learning promote the key characteristics delivered through PSHE.
• Year 2 are recording in their books using SCARF resources. Year 1 focused their PSHE around
their topic but following monitoring are back to using the SCARF lessons and recording
purposefully. Reception have started to use SCARF lessons this half term and will continue to
ensure the progression of skills.
• Reception PSE data shows good progress in the three main assessed areas
• I have updated the PSHE overview in Curriculum Documents to be in line with the PSHE
Association and SCARF resources for staff to access and use.
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• I have completed the Curriculum Intent for PSHE which underpins our ethos in the school.
Curriculum development
• We followed up and consulted parents for the upcoming statutory Relationships Curriculum
(Autumn 1 and 2) using an online survey. Feedback was very positive. I then held an open four
open discussion for parents to come and ask questions. Parents were very positive with our
move towards the statutory Relationships Curriculum as well as informing them of the use of
correct terminology for body parts as part of our safeguarding.
• Autumn 1 – every child had a session in the Life Bus led by Kate Watkins. She also provided a
CPD staff meeting to update new staff members (particularly NQTs) on how to use SCARF and
the progression of skills.
• In the Autumn term we received SILVER accreditation for our School Travel Plan which is a
huge achievement as we last received Bronze in 2013 and nothing since. This has showed
marked improvement in how children travel to school and promoting active lifestyles. Due to
this, we are now allowed to take part in SMART MOVERS which promotes sustainable travel
to school by rewarding those with a badge who actively travel. This has been very well
received with children and parents.
• Spring 1 - KS1 children completed a PSHE survey about their views towards PSHE. This
feedback was useful for myself and teachers about their delivery of PSHE as an important
subject. For example, some classes had children who were unfamiliar of what PSHE stands for
and also its importance for everyday life skills.
• Spring 1 - I observed in Year 1 across all three classes a lesson on the special people in their
life. The lesson was consistent and purposeful. The SCARF scheme was being used and
delivered effectively. Year 1 explained they were not using SCARF for their PSHE but after
discussion agreed for consistency and progression of skills that this is needed to ensure the
breadth and coverage of the PSHE skills.
• Spring 1 – I observed in Year Reception across two classes. The focus was on feelings. The
SCARF scheme was being used and delivered effectively. Teachers were skilled at questioning
and explaining the similar feelings and offering examples of when someone may feel that way.
Reception have started using SCARF for discrete PSHE lessons and will continue to deliver the
SCARF sessions.
• Spring 1 - Year Reception had many visits from People who Helps Us in the community which
links to their PSED
• Spring 1 - Year 2 children had a Warburtons visit to highlight the importance of healthy food
choices in February 2020. Children will make their own sandwiches and learn about food
waste too.
• Spring 2 – I will be observing Year 2 teach PSHE and monitoring books for evidence of SCARF.
• Classrooms are now displaying key vocabulary linking to their PSHE topic and feeling words to
draw attention to feelings throughout the day following on from suggestions from the PSHE
forum.
• Specific interventions focusing on children’s emotional wellbeing are being carried out across
all year groups. Reception have started interventions in Spring 1(Talking and Drawing,
Challenge the Gap, Social Skills)
• PSHE is still highlighted on the school newsletter and also in weekly newsletters.
Key events relating to PSHE have been put in the School diary. (Sports Relief Monday 9th March
– Friday 13th March, The Big Pedal – 22nd April, National Walking Month – 1st May, National
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Children’s Gardening Week – 25th May, National School Sport Week – 22nd – 26th June, RSE
Day – 25th June – Focus on Relationships) I will be working with the subject leaders in the
different areas – PS, BB, LB, CM
• In Spring 2 I will be having a meeting with the Junior School, Senior School, a traffic engineer
and Jo Ball from Bromley Travel Team to think of ways to improve the congestion outside of
school to support active travel and improve the air quality around school.
• I attended my CPD PSHE forum with Giles Platt giving updates on PSHE from the DfE (Autumn
1 and Spring 1). Following these meetings, I emailed out a summary to staff to highlight
important messages with links to helpful websites, resources and key dates to be made aware
of. (Most recent summary included vocabulary, upcoming Olympics, Relationships curriculum,
staff wellbeing, Junior Travel Ambassadors, Healthy Schools Award, Gardening)
• I am continuing to support and work with CM in regards to the other Values Subjects (P4C,
FBV and Growth Mindset) as they all link together closely when developing the children’s
emotional wellbeing.
Impact
• To ensure standards across the school continue to be high and the PSHE curriculum is
engaging, broad and varied.
• For all staff to be prepared for statutory Relationships Curriculum to begin in September 2020
• Specific whole school projects and days will raise the profile of the subject, while also being
embedded and show pupils a real purpose for the subject
Miss Isabella Samuels PSHE Subject Leader
P4C/Growth Mindset/British Values
Standards
• Baseline assessment in Reception has highlighted children who require opportunities to be
taught skills regarding their Personal, Social and Emotional (PSE) learning.
• Reception aged children that were highlighted, are being given opportunities to try and close
the gap in comparison with their peers.
• The Challenge Partners observed lessons during their visit and commented on the strength of
P4C and the children’s ability to articulate themselves.
• Children are being offered interventions that are helping to build their self-confidence.
Children are being given time to learn way in which they can try to reduce stress in social
situations, increase their wellbeing and improving their self-esteem.
• P.Stephenson will be undergoing training on children and staff mental health and wellbeing
and this will help venerable children identify their needs and learn to express them. This
should help children learn to communicate and approach situations with an open mind. This
will be useful in P4C sessions as their tolerance of listening to others and considering their
points of view will be improved.
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Curriculum Development - Autumn I - Spring I
• CM hosted a P4C introduction and refresher session for the staff at Darrick Wood Infants in
November.
• The whole school are given monthly P4C stimuli to explore in their classrooms.
• The Nursery use P4C to help teach the children to develop their Communication and Language
and Personal, Social and Emotional learning. The head of Nursery facilitates the sessions and
does so at an age appropriate level.
• P4C will be observed and monitored in all classes on either Monday 2nd or Monday 9th March
(B.B. will confirm which date with C.M.)
• A.R and I.S have approved a P4C questionnaire which will be issued at the end of February
and the responses will be carefully evaluated and shared with A.R. In turn, as a subject leader,
my practice will be considered and developed.
Ongoing Impact
• Values subjects are continuing to be embedded across the curriculum, flowing through each
lesson. This is apparent from lesson dips, pupil voice surveys and high standards of behaviour
and feedback from lessons.
• By achieving and excelling in P4C, children will be more likely to succeed in curriculum areas
for they have an awareness of the wider world. They have the skills to take on challenges with
resilience, they are inquisitive and enquiring to enable them to make progress and they have
high levels of PSE intelligence which is apparent through the ethos of the school.
Miss Charlotte Moroney
P4C Subject Leader
DT
Standards
• Creation of DT knowledge organisers will be a focus over the half next term to ensure consistency of approach, questioning and use of technical vocabulary across the school ensuring we continue to maintain our high standards.
• Target Tracker Data at the end of Autumn 2 shows that 90.1% of Year 2 children are achieving expected standard.
Curriculum development and monitoring from Autumn 2019
• RAG rated DT action plan for 2018/2019 to identify priorities for the 2019/2020 action plan.
• 2019/2020 DT action plan completed and submitted to SLT.
• Collection of samples of work and DT in action in the classroom on Seesaw. QR code distributed to staff.
• Lesson dips in Year 2 to observe pupils at work and their learning behaviours. (Warburton’s food technology session)
• Completion of pupil voice interviews.
• Update of curriculum vision and intent.
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Areas of strength/development:
• Pupil voice interviews showed that children have a very positive attitude towards the subject. Comments included “It’s fun! You get to use your imagination, think of your own ideas and work as a group.”
• Subject leader to consider how to raise level of challenge for pupils as this was something that pupils raised during the pupil voice interviews.
• Children in Years 1 and 2 have enjoyed food technology sessions this term. Year 2 took part in a healthy sandwich making session run by Warburton’s Bakery and Year 1 made pumpkin seed cookies.
Actions for Spring 2 and summer term
• Development of knowledge organisers.
• Formation of a DT/ART working party to organise recycled fashion show as part of Environment Week.
• Attendance at joint subject leader meeting with DWJS to share ideas for raising subject profile, good practice and gain an insight into skills, knowledge and content taught at KS2. (Summer 2)
Impact
• To ensure standards across the school continue to be high and the DT curriculum engaging.
• Specific whole school projects will raise the profile of the subject and show pupils a real purpose for the subject.
Miss Kelly Wand
DT Subject Leader
Art
• Our first Arts Festival from our last academic year was extremely successful. The positive impact has been huge. We have received some amazing feedback from the children, parents and carers.
• The Take One Picture project the whole school took part in during the Arts festival was officially submitted to the National Gallery. In response, we received the incredibly exciting news that one of our pieces of artwork created by the Reception Team has been selected and shortlisted for the National Gallery Take One Picture Summer Exhibition. The shortlisted artwork is a large scale mix media painting named ‘The Urban Dockland’, which is currently on loan at the National Gallery. We are waiting for confirmation regarding final details of the exhibition from the gallery.
• We had two end of year Art exhibitions. The first was at Coolings Garden Centre and the second at Bromley Library. Both were very successful and extremely well received by our own community of school staff, children, parents, carers as well as general public who saw the exhibition. We have received great praise from Bromley Councilor Mr Fortune who opened our Art exhibition at Bromley Library.
• The final showcase of the Take One Picture display has been completed in the main hall. It consists of three large display spaces to showcase some excellent examples of the cross-curriculum work the children have done for the project. We also displayed some great artwork created by the parents and careers during family Art Fun Day session. We have also put artwork from the Art exhibitions around the school, which has received many praises from visitors.
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• We have raised £265 from the sale of some of the artwork, purchased by parents. The money will be used towards the Art Summer Exhibition 2020
• We officially took part in The International Big Draw Festival in October last year. The theme was “Drawn to Life: Creativity and Wellbeing”, which links closely to one of our school development priorities. During the festival, each class from Nursery to Year 2 have participated in a variety of drawing activities throughout the week. In the staff room, we have set up a drawing and mindfulness station where we provided a wide range of drawing, colouring resources for staff to use during break and lunch time. We also invited parents to come along to do some drawing and mindfulness sessions after school, where we provided a wide range of drawing activities for all ages. The feedback from children, staff, parents and carers has been incredibly positive.
• The drawing and colouring station from the Big Draw Festival has been particularly popular and has had a very positive impact on staff’s wellbeing. Therefore, a permanent drawing and coloring resources basket will be created and left in the staff room for people to access at any time.
• The Art subject leader has run an NQT Art training day. The training was very well received and feedback was very positive.
• We have officially registered for the Royal Academy of Art Young Artists Summer Show. Selected artwork from children age 5+ from our school will be submitted for the Art Show.
• We have been invited to participate the London Fourth Plinth School Awards. Year 1 and Year 2 are going to take part in the competition and selected designs will be submitted to the award.
• New Art club will be running from Spring 2 by the Art Subject Leader Mrs Sun. Miss Bryan will also be supporting running the art club as part of her NQT professional development program. Miss Bryan has specialized in Art during her teacher training and is very excited to be part of the team.
• Take One Picture CPD 2020 has been booked for 24th April and the Art Leader will attend.
Mrs Ying Sun
Art Subject Leader
Display/Learning Environment
• The Art policy has been reviewed and updated. The non-negotiables checklist has been finalised and shared with all staff. The checklist has been as used as guidance during the learning walk. Feedback has been given to staff against the display policy (please see attached).
• The content and focus of all display boards in the communal area have been finalised and confirmed and each has been allocated to member of staff or team to be in charge. Expectations of content and how regular it should be updated has been set and shared with staff. (Please see attached).
• Key stage 1 has developed a new communal display board to showcase teaching and learning in foundation subjects. It received very positive feedback when carrying out internal reviews.
• The Learning showcase in each classroom has continuingly been used very purposefully and positively. It has received lovely positive praise from the inspectors from the Challenge Partners’ review.
• The final showcase of Take One Picture display has completed in the main hall. It consists of three large display spaces to showcase some excellent examples of the cross-curriculum work the children have done for the project. We also displayed some great artwork created by the parents and careers during family Art Fun Day session. We have also put artwork from the art exhibitions around the school which has received many praises from visitors.
• The celebration of Success wall is in the process of being updated with new content from the new academic year. The Outstanding Work Award has been selected. 12 pieces of outstanding
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work will be displayed. Each class will donate one piece of artwork to be displayed in the Art section and new photographs of school events will also be displayed.
• The check in poster about feelings from the Chancery Trust will be displayed in each classroom.
• There are also some new display ideas in the planning stage: -Mental health and wellbeing display near the entrance of school;
-Explore ways to display 3D artwork around the school.
Classroom Display checklist
Non-negotiables
• English (Display CLPE power of reading key text, reflect current learning, key relevant
vocabulary, model example of work)
• Math (Number line/number track, hundred square, number bonds and other relevant
content, current key mathematic vocabulary, model example of work)
• Science (learning objective for each block, key vocabulary, photographs to show
investigation process, model sample of work)
• Phonics (current phase of sound, tricky words, key words)
• P4C (P4C rules, key questions and responses)
• Growth Mindset (examples to show children displaying Growth Mindset in their learning,
can use photos or captions.)
• Termly Topic title and content to show cross-curricular link work
• E-Safety: E-safety poster
• British Value
• Code of Conduct
• Characters of learning poster
• Learning Showcase (each child must have own display space, work should be changed
regularly)
• Days of the week/ Months of the Year
• Visual Timetable (Wigit symbols)
• Weather behaviour chart (no above the rainbow allowed)
• Class charter /rules
• SeeSaw QR code (display discreetly and children should able to access to it when needed)
• Picture and word label for resources
• Label for each learning area. (EYFS)
• Wow form wall (EYFS)
• Self-registration (EYFS)
• Map of the world, map of United Kingdom
• Basic BSL signs (alphabet, numbers, colours, greetings, days of the week, months of the
year)
Displays in Communal Areas
What Where Who
Celebration of Success wall Year 1 corridor(left) YS
Well-being wall By fish tank BB/YS
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School Council board By the entrance to the hall VU
Year 1 foundation subjects communal board
Year 1 corridor/outside Squirrel class Year 1 team
Year 1 learning journey through photographs
Year 1 corridor/outside WP class Year 1 team
RE
Year 1 corridor/outside Fox class AT
P4C
Outside mole class CM
Whole school project Hall All staff
Whole school English board (CLPE)
First one in Rec/Year 2 corridor PS
Reception learning Journey through photographs
Second one in Rec/year 2 corridor Reception Team
BSL signs
Third one in Rec/Year 2 corridor Griffins
Whole School Maths Board Year 2 corridor (outside owl class) YS, IS
Year 2 learning through photographs
Year 2 corridor Year 2 Team
Year 2 foundation subjects communal board
Year 2 corridor (outside rabbit class) Year 2 Team
Nursery learning journey through photographs
Outside Nursery
Nursery Team
Nursery class board Outside Nursery Nursery Team
Intervention board Bubble Bev/Viv
Information board Bubble Bev/Viv
We love learning board Bubble Bev/Viv
BSL board Outside Hedgehog class Griffins
Growth mind-set board Opposite first aid CM
Mrs Ying Sun
Display/Environment Leader
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Charities
Charities 2019-2020
Date Charity Activity Amount raised
October 2019 Macmillan FODWIS coffee morning at new school year parent infor-mation sessions
£360
15 November 2019
Children In Need Wear something spotty £300
December Bromley Food Plus Donations of food, drinks and Christmas goods for local food bank
n/a
Total: £660
Kirsten Walters Charities Co-ordinator
SEND
SEND Register Update Spring 2020 Special Educational Needs and Disabilities
Year Group Statements/EHC Plans PRA SEN Support
Total
Nursery 0 7 7
Reception 3 (2 x HI, 1 x SLCN) 19 22
Year 1 2 (2 x HI) 15 17
Year 2 2 (2 x HI) 13 15
Whole school 7 54 61
2 EHCP’s have been applied for since the beginning of the academic year. One has been agreed for assessment and the second has been turned down by the Local Authority. The school dispute this as we are currently funding for a 1:1 teaching assistant for the child due to behavior concerns. Therefore, the school is not receiving any additional funding to cover the cost of the teaching assistant. The school currently have some complex children who are not receiving any additional funding despite request from the LA. This is, in turn impacting on the deficit in year budget. Below is a table of the complex SEND children we have and the cost to the school as they require intensive 1:1 support.
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NOTIONAL IN SCHOOL FUNDING (PART OF GAG)
LA INCOME (TOP UP FUNDING)
COST TO SCHOOL FOR SUPPORT
CHILD A NONE – Nursery child £3420 £9,758
CHILD B £6000 NONE £19,210
CHILD C £6000 £6000 £9,510
CHILD D £6000 NONE £21,850
Staff Involved in Inclusion across the school Teaching Assistants provide directed, focused intervention for pupils to reinforce specific concepts, skills and strategies Miss Clare Jeffery is currently undertaking the training to become the school’s ELSA Qualified practitioner (Emotional Literacy Support Assistants). This is a six day intensive course led by Educational Psychologists. The aim is to help children recognize, understand and manage emotions to increase success and to be able to plan and deliver small group support programmes. As we have a focus on mental health and wellbeing for school development and this is a key area for developing, this training is an exceptional opportunity to have a highly trained teaching assistant in school to support those children who are experiencing any kind of emotional and mental health wellbeing. Teachers support smaller, focused groups during class time through differentiated outcomes and planned experiences. The teaching staff will be reviewing differentiation and how opportunities are planned for all levels and groups of children at a staff meeting in March. Observations by SENCO to identify initial difficulties and advise on more specialist support prior to referral/ additional support requests Professional Specialists (Educational Psychologist, Inclusion Support Advisory Team, Occupational Therapist, Paediatrician, Speech and Language Therapist, Sensory Support Team (Hearing and Vision), Bromley Community Well Being Team, CAMHS, Bromley Children’s Project, Play Therapist, SEN Senior Advisory Teacher) Interventions All interventions are reviewed half termly through the PPR meetings and with a review by the Inclusion team. It is important to ensure that the interventions are still appropriate for the child and that they are making an impact on their progress. Pupil Premium We currently have 9 children on Early Years Pupil Premium, 16 on Pupil premium and 1 on Pupil Premium Plus. Please see the attached Pupil Premium expenditure grid which shows how we support and target children in receipt of this funding. Our half termly PPR (Pupil Progress Reviews) with teaching staff and year group leaders will always have a focus on this group of pupils in terms of the academic progress and attainment as well as their social and emotional wellbeing. The intervention groups for Closing the Gap are running well and parents are warmly encouraged to attend half termly celebration events such as tea parties or craft making sessions.
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The aim of the interventions for lots of these children is to develop confidence and emotional wellbeing so they can become independent learners and therefore, academically will be able to progress. There are a number of children with both PPG and SEND and therefore, attend different intervention and support through the school. We have provision maps in place which highlight which children are receiving the different interventions. These interventions are regularly reviewed to assess the impact they are having on children’s progress. It is important that children are not continually on an intervention and that they continue to have access to quality first teaching. All children in receipt of PPG funding have individual case study overviews. These show tracking of their progress both academically and socially/emotionally. They show the interventions that are in place as well as the review and impact of the interventions. Next steps are always planned for.
Mrs Andrea Rampton Headteacher/SENCO
Exclusions
There has been one fixed term exclusion in Spring 1. This was as a result of a member of staff being physically injured. The exclusion was for half a day.
Premises
This report covers the period from (07/06/2019) until (30/01/2020). 1. Accidents 3 accidents to staff reported 0 accidents to pupils reported 0 accidents to others reported
• 22/07/2019 TA slipped on mat in playground and hurt back/arm.
• 25/09/2019 Member of staff walked into door as it was closing. Hit eye/face Ice pack applied.
• 30/1/2020 member of staff hit head on metal gate when it rebounded off of their feet as they were closing it. Bump to forehead ice pack applied.
2. Fire Drill: Completed Fire drill on 19th September 2019 and again in spring term on 23rd January 2020 both executed well, no issues. Next Fire Drill Planned: April 2020 summer term 3. Update on last H&S Audit Please see CET Portal for updated action plans 4. Update on Premises • Legionella Testing on 24th June 2019 and 06th Nov 2019 • Weekly Fire point tests completed to date • Monthly Emergency light test completed to date
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• Monthly Water Temperature tests completed to date • Daily Fire safety checks completed • Flushing of Little used outlets completed up to date • Weekly forest school inspection completed to date • Playground Equipment completed to date. • 11 emergency light that failed 3 hr test were replaced July 19 • Add supports for nursey gazebo to make safe July 19 • Embankment posts in back playground replaced. July 19 • Replacement floor surfaces to Owl, Hedgehog, fox, woodpecker classes and Nurture Room,
plus Yr1 corridor and Yr2 boys WC. Summer Holidays 2019 • Kitchen extract fan and LEV test. Summer Holidays 2019 • Kitchen Refurbishment. Summer Holidays 2019 • Replacement of Roof to Yr1 Block, main hall, kitchen. Summer Holidays 2019 • Decoration of Yr1 corridor wall. Summer Holidays 2019 • Fire Alarm System Maintenance completed. Summer Holidays 2019 • Installation of 20 LED lights in main hall. Oct Half term 2019 • Annual inspection of internal & external play equipment. Oct half term 2019 • Extension of carpet tiles in Owl Class. Oct Half term 2019 • Tap Replacement in disabled toilet. Oct 2019 • Repair/replacement of 3 light fittings in Nursery and Math’s Cupboard, Oct half term 2019 • Replace roof of Boiler room, and storage room • Mechanical Gate service 24/10/2019 • Asbestos Condition report completed Dec 2019 • Ladder inspection report. Dec 2019 • Crop Cherry Tree take up paving bricks, lay Sleepers and cover with wood chippings. Dec 2019 • Quarterly Descale of Taps, Dec 2019 • RCD 3 month Test up to date. Dec 2019 • Watercooler service. Dec 2019 • Erect Fence and gate by canopied area, Dec 2019 • Build Scoter park with fence for reception. Dec 2019 • Fire point Monitor installed. Dec 2019 • Review of Risk Assessments, Jan 2020 • Review of COSHH. Jan 2020 • Fitting of 3 metre wire mesh fence (2 panels) along reception pathway, Jan 2020 • Tree survey completed, Jan 2020 • Removal of faults from Fire panel and testing of Fire Shutters in kitchen Jan 2020 • Repair of access panel in staff room toilets Jan 2020 Upcoming Events • Installation of storm drain by pedestrian gate footpath Due. Feb 2020 • Gas test on cookers. Due Feb 2020 • Service of Kitchen Equipment. Due Feb 2020 • Legionella testing. Due Feb 2020 • New Blinds for Owl, Badger, and Nursery Due Feb 2020 • Removal of Asbestos from ceiling of PPA room. Due Feb 2020 • Completion of roof works, Due Feb 2020 • Tiling of Staff room toilet splash Back, Due Feb 2020 • Redecoration of the disabled/visitors’ toilet. Due 2020
Mr Simon Taylor Site Manager
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Andrea Rampton Headteacher Darrick Wood Infant School Lovibonds Avenue Orpington BR6 8ER
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DARRICK WOOD INFANT AND NURSERY
Diary Dates 2019-2020
Week
Spring Term
Date Event
1 Monday 6th January INSET DAY – School closed to children
Tuesday 7th January All Children back to school Nursery, Reception, Year 1 & Year 2
5 Wednesday 5th February 9.15am Parent information session Early Years Assessment for
Reception and Nursery
6
Thursday 13th February 3.30pm to 4.15pm - Parents drop in to look at children’s work in the classroom Reception, Year 1, and Year 2 only
Friday 14th February SCHOOL CLOSED to children – Parent consultation appointments Reception, Year 1 & Year 2 parents 9.00am–4.00pm [*]
H/T Monday 17th – Friday 21st February
SCHOOL CLOSED – HALF TERM
1 Monday 24th February Children back to school
2 Week beginning 2nd March Family Learning Week
Thursday 5th March World Book Day - Dress up as a book character
6 Friday 3rd April Last day of term
Monday 6th – Monday 20th April
SCHOOL CLOSED – EASTER HOLIDAYS
Summer Term
1 Tuesday 21st April Children back to school
Environment Week
3 Friday 8th May SCHOOL CLOSED – BANK HOLIDAY
4 Friday 15th May 10.00am – Country Dancing followed by family picnic. Nursery PM
children to attend in the morning.
5 Friday 22nd May Last day of term
H/T Monday 25th May – Friday 29th May
SCHOOL CLOSED – HALF TERM
1 Monday 1st June Children back in school
5 Week beginning 29th June Sports and Healthy Living Week including sponsored event
Wednesday 1st July 10.00am & 2.00pm Nursery Sports Day
6
Monday 6th July Reports to parents
New Class Lists and teacher information distributed to parents
10.00am & 2.00pm Nursery Reserve Sports Day
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Wednesday 8th July 9.15am–10.15am Change over session. Children to meet new teachers in school
Thursday 9th July 10.00am - Sports morning followed by family picnic
7
Monday 13th July 3.45 – 4.45pm: Informal drop in to look at children’s work and discuss reports with class teacher if required
Wednesday 15th July 2.00pm – Reserve Sports Afternoon
Thursday 16th July Year 2 Leavers’ Performance - 2.00pm – ADULTS ONLY
8
Monday 20th July LAST DAY OF TERM
Tuesday 21st July INSET Day – Teachers and TAs in school – directed time. Children not in school
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School Term Dates 2019-2020
Autumn Term 2019 Autumn 1 Monday 2nd and Tuesday 3rd September – INSET DAYS Wednesday 4th September – Friday 18th October Half Term – Monday 21st October – Friday 25th October Autumn 2 Monday 28th October – Thursday 19th December Christmas Holidays – Friday 20th December 2019 – Monday 6th January 2020 Spring 1 Monday 6th January 2020 – INSET Day Tuesday 7th January – Thursday 13th February Friday 14th February - Parent Consultation Day Half Term – Monday 17th February – Friday 21st February Spring 2 Monday 24th February – Friday 3rd April Easter Holidays – Monday 6th April – Monday 20th April Summer 1 Monday 20th April – INSET Day Tuesday 21st April – Friday 22nd May (Bank Holiday 4th May) Half Term – Monday 25th May – Friday 29th May Summer 2 Monday 1st June – Monday 20th July Tuesday 21st July – INSET Day