News

DfE performance tables: learning

DfE performance tables are published today.  This year, they are more detailed than ever, covering everything from amount spent on resources to absence rates. 

Here’s an overview of learning in 2012-13 for Moortown Primary compared to other primary schools, based on 2013 Key Stage 2 results.

In the tables, there are many, potentially confusing, ways to compare schools and their 2013 results.  You can compare progress, percentage of pupils at expected level, how effective a school is in closing the attainment gap caused by poverty… You can compare test results against teacher assessment, how well children with low attainment perform compared to those with high attainment…

Here are some headline figures:

• proportion reaching Level 4 or more in reading, writing and maths combined is 93% – almost 20 percentage points higher than national (75%) or Leeds (74%) figures
• proportion reaching Level 4B (a mid Level 4, which the current government describes as a level indicating a pupil is ‘secondary ready’) or more in reading, writing and maths combined is 89% – significantly higher than national (63%) and 14th place amongst all 251 Leeds primaries
• proportions making expected progress is also very high: 100% in reading and maths, and 96% in writing – about 10 percentage points higher than for England as a whole, or Leeds overall
• the average level for our pupils was a 5C, which matches quite a few schools in Leeds, but only two schools had a higher level (5B)
• 32% of pupils attained a Level 5 in reading, writing and maths combined – easily putting us in the top 10% of Leeds schools for this measure

Well done to the 2012-13 Year 6 class, to Ms Hazell, Mrs Raseta and to all the previous teachers who have supported the class.

DfE performance tables: attendance

DfE performance tables are published today.  This year, they are more detailed than ever, covering everything from Key Stage 2 results to average teacher salary, from amount spent on resources to absence rates. 

Here’s an overview of absence rates for Moortown Primary compared to other primary schools. 

(Don’t get confused: we often talk about attendance rates – the higher, the better.  The performance tables refer to absence rates, so the converse is true – the lower, the better.)

The absence rate for Moortown Primary is 4.1%.  This compares well against the average across England’s primary state-funded schools (4.8%) and Leeds (4.7%).

I’ve gone through the table and noted the absence rates of 11 other primary schools in the area, chosen in a relatively random way other than schools which are nearby.  Moortown Primary comes about half-way up the list.  It’s great our absence rates are lower than national and Leeds averages.  What we need to keep working on is improving attendance against similar schools nearby…

• if the absence rate of Gledhow Primary and Alwoodley Primary is 4.0%, could our attendance improve by a small amount more to match their figures?
• if Talbot Primary’s absence is 3.6%, should our absence rate be lower than 4.1%?

The attendance tables also include figures to show persistent absenteeism – the percentage of pupils in a school who have particularly high absence.  For Moortown Primary, the figure is 2.8%.  This is much better than national (3.6%) and Leeds (3.5%) rates.  Last year, the 2.8% was made up six pupils.  To put this into context, we can account for four of these children – we know they had / have specific reasons:

• medical conditions where absences are backed up with full medical evidence and / or medical professionals being in frequent communication, or
• other very specific reasons, again, backed up at every stage of absence by communication and evidence from parents and other professionals.

Parents / carers of the other two children could not provide us with any reason for the absences.  Under stricter, clearer guidelines, parents / carers of these children would be fined – £60 per child, per parent.  So far this school year, we have passed on to the local authority two instances of extended and unauthorised term-time absence.

Free physical activity after-school clubs

You may have noticed on the latest menu of after-school clubs, for the Spring term, that our physical activity clubs are FREE!  This is one of the ways we are spending Government funding given to all schools for PE and school sport, encouraging children to take part in a range of physical activities.  In order to maximise the long term impact for our school, both pupils and staff, we are looking at the most sustainable ways to invest the funding.  Further details of some of the projects we are involved in will shortly be posted on the website.

In the meantime, if you have any feedback about our after-school clubs please speak to Mrs O’Malley.

Attendance matters

Our attendance data is looking great so far this year – thank you to all of you who are respecting new guidelines around avoiding term-time absence, which is having a big impact on our attendance and therefore on your child’s learning.  The table below lists attendance this year up until 22.11.13 (final column), which you can compare with the same period last year, and the overall figures for the whole school year.

Don’t forget that each row for last year and this year is a different group of children, so you might want to compare Year 1 last year (95.8% for this period) with Year 2 this year (97.7%) – a great improvement for the same children (and parents / carers) here!

Attendance data is something which Ofsted and other educational bodies look closely at.  For example, Fischer Family Trust reports on attendance by breaking down figures for different groups in school.  They report, for example:

• children who attain well at Moortown have better attendance figures than similar children nationally
• most ethnic groups (but not all) have better attendance than the same groups nationally
• boys and girls have the same attendance data at Moortown

Once again: thank you to all parents / carers who are trying hard to maintain good attendance for their child.

Fun fit

The Shuffles Fun Fit after-school club has been running this half-term including a different energetic activity every week.

There has been a mix of street dance, breakdance, multi-sports, short tennis, football coaching, relays & fun games with the main aim to keep the children active and to have fun.

We will continue to offer the club in the Spring and Summer terms and we intend to use some of our PE and school sports government funding to fully subsidise this and other physical activity after-school clubs. Look out for more details when the Spring after-school clubs information is sent out.

‘I like going to Shuffles fun fit club because we do a different fun thing every week.’

STOP!

Today is anti-bullying day, part of national anti-bullying week.  Several of our classes have taken part in anti-bullying dance workshops led by Melissa from Flex Dance Inc.  All the artists of the songs used in the whole school performances have been victims of bullying in their lives.  Well done to all the children involved who learned their routines in such a short time and produced very confident performances.

Last week at our latest School Council meeting, all school councillors agreed to keep our current definition of bullying:

Bullying is when you hurt someone, physically or emotionally, more than once and on purpose.

Alongside this definition we have used the following prompts for the children to remember:

• Several
• Times
• On
• Purpose

• Start
• Telling
• Other
• People

Advice about bullying is available on a number of websites.  These include Kidscape, Childline, anti-bullying alliance, BBC and ThinkUKnow.  Talk Time homework this week will give you chance to discuss this important topic with your child/children.

Our children tell us they would speak to an adult in school, family or friends if they were to experience bullying or if they saw bullying.

‘I feel safe because school would deal with bullying.’

‘I feel safe at school as there are always teachers there if you ever have any problems.’

‘I feel safe at school because everyone around me looks after me.’

Pupil health questionnaire 2013

If you do have any concerns about bullying, please speak to a member of staff.

Taking over

This Friday, it’s the Children’s Commissioner’s Takeover Day.  The day gives children and young people the chance to work with adults for the day and be involved in decision-making.  Children benefit from the opportunity to experience the world of work and make their voices heard, while adults and organisations gain a fresh perspective on what they do.  It’s hoped this will help break down barriers between generations and encourage children’s active involvement in their communities.

As part of Takeover Day, I’ll be having a meeting with a Governor, Mrs Greenhalgh, and Mrs O’Malley, the School Resources Manager, and joining us will be some Year 5 pupils – we’ll be reviewing the school finances, checking that our spending is on-track!  After that, some younger pupils will join me for a ‘learning walk’, one of the ways I use to monitor and evaluate the quality of teaching and learning in school.  Some pupils will take over the certificate assembly, too.  In each class, there will be takeover activities – pupils might lead a spelling test or teach the first part of a lesson, for example.

Around Leeds, lots of organisations invite pupils in to takeover in some way.  Lest week, four Year 6 pupils visited NHS Leeds North Clinical Commissioning Group.  Here are extracts from their thank you letters:

We came to Leafield House so we could learn new things and find out about the different jobs which people have. I especially enjoyed learning where the money is distributed to and how you deal with it. I never knew that North Leeds were responsible for £240 million!

The first thing that we did was have a ‘Grand Tour’ of the building. I’ve learned a lot of things about the NHS like there are 55 people in Leafield House and the UK has £600,000,000 to spend. I have learned lots and lots more as well… When we were in the meeting, I was really nervous because there were so many adults! We discussed the best ways to help those who need help from the NHS.

All the members of staff were very kind and helpful. Thank you very much for my visit. It was a real privilege to spend the day with all of you.

We visited the NHS because we are interested in health, medication and people’s needs.

I found the information you provided us (about the different jobs) particularly useful as I am having thoughts about being a doctor as my career when I’m older.

I learnt that it is hard work being an employee at the NHS building (especially when it comes to managing money) and you have to be qualified for the job. I also learnt all about the executive chief (Nigel Gray) and how he came to the job of managing!

I don’t think you could have done anything different as everyone was very friendly, smart and sometimes you tried to make us giggle – and it worked!

To summarise, our visit was great and fun! Again my deepest thanks to you and everyone in the NHS – thank you!

Thank you very much for the remarkable time we had at NHS. I really appreciated it! We came to learn new things and improve our knowledge about the different jobs people have and where the money from the government is distributed (I think I have achieved that with the help of you guys)!

My favourite thing that we did was Dragons Den because we got to intimidate people and think of different business ideas. Thankfully, we got a tour of the whole building and got to ask as many questions as we liked. After that, we looked at the posters and put down as many ideas as we could about how to make children be heard. You and your team have helped me when speaking out to people I don’t know more confidently.

I also learnt about how you can project your voice in the Boardroom. To be honest I can’t think of anything you could have improved… It was brilliant!

Thank you very much for inviting us to the NHS. I really appreciate it.  The reason we came to the NHS was so we could learn lots of new things.

I loved going round all the rooms and finding out about all the different jobs people have. I loved learning about how the money is shared into lots of different NHS services and I think my favourite bit was Dragons Den because I love making decision. I also enjoyed working with adults about characters with problems. I don’t think you could have done anything better it was all perfect.

Thank you very much for all your kindness. All the staff  were really nice and welcomed us very well. Thank them for that too.

Roundhay Juniors Park Run

Roundhay Juniors Park Run – Weekly Free 2km Timed Run for Juniors

http://www.parkrun.org.uk/roundhay-juniors/

It is only for juniors – if you’re not a junior, how about trying one of the weekly Saturday parkrun events?

What is Roundhay Juniors parkrun?

It is a 2km run for juniors only (4-14 year olds). If you are not a junior please try one of our weekly Saturday parkrun events instead.

When is it?

It is run every Sunday at 9:00am.

Where is it?

It’s run in Roundhay Park, Leeds. See Course page for more details.

http://www.parkrun.org.uk/roundhay-juniors/course/

What does it cost to join in?

Nothing – it’s free! Please register before your first run http://www.parkrun.org.uk/register/. Only ever register with parkrun once. Don’t forget to bring a printed copy of your barcode (request a reminder).

How fast do I have to be?

We all run for our own enjoyment. Please come along and join in whatever your pace! We’re friendly! Every week we grab a post parkrun coffee in a local café – please come and join us!

Governance, September 2012 - September 2013

Our Chair of Governors, Janice Rush, writes:

The Department for Education say that “the governing body has general responsibility for the conduct of the school with a view to promoting high standards of educational achievement”.

At Moortown we believe the best way of doing this is to work both in committees (small groups of governors) and to have some individual governors who look at specific areas in more detail. Governors meet regularly with school staff and external experts to monitor standards and to ensure that the school is meeting all its statutory responsibilities. We also ensure that Moortown Primary is doing the best it can to grow and improve and continues to be a “happy and healthy place to learn”.

More detail on school governance can be found on the DfE website.

The governing body of Moortown is made up of 15 people drawn from the staff, parents, local community and local authority.

Mr David Roundtree (headteacher)

• Attended: Governing Body 67%, Resources Committee 100%: Pupil Support Committee 100%: Teaching, Learning & Curriculum Committee 100%

Mr Paul Wilks (elected staff governor)

Sits on the Resources Committee

• Attended: Governing Body 67%, Resources Committee 67%

Mrs Gillian Sherriff (elected staff governor)

• Attended: Governing Body 50%

Mrs Janice Rush (elected parent governor)

Chair of Governing Body; sits on Teaching, Learning & Curriculum, Resources; Pupil Support; and Pay Committees; has responsibility for Extended Services and Positive Contribution

Chair of the Governing Body for the local cluster of schools (NE/XT); member of Leeds Schools Forum and Leeds Education Challenge Board

• Attended: Governing Body 100%, Resources Committee 100%, Pupil Support Committee 100%, Teaching, Learning & Curriculum Committee 100%

Mrs Melanie Deyes (elected parent governor)

Chairs the Pupil Support Committee; has responsibility for child protection and attends regular monitoring visits for child protection; sits on the Pay Committee

• Attended: Governing Body 67%, Pupil Support Committee 67%

Mr Mark Russell (elected parent governor)

Chairs the Resources Committee and has responsibility for health and safety, conducting termly monitoring visits; attends monthly finance monitoring meetings

• Attended: Governing Body 83%, Resources Committee 67%

Mrs Jackie Sykes (elected parent governor)

Sits on the Pupil Support Committee with responsibility for Health; conducts regular monitoring visits

• Attended: Governing Body 100%, Pupil Support Committee 100%

Mrs Rachel Gibbins (elected parent governor from November 2012)

Sits on the Resources Committee

• Attended: Governing Body 80%, Resources Committee 100%

Cllr Rebecca Charlwood (appointed local authority governor)

• Attended: Governing Body 33%

Cllr Mark Harris (appointed local authority governor until April 2013)

• Attended: Governing Body 0%

Mrs Liz Bassant (appointed local authority governor)

Sits on the Teaching, Learning & Curriculum and Pay Committees; has responsibility for Literacy and Spiritual, Moral, Social & Cultural development; conducts termly monitoring visits and learning walks

• Attended: Governing Body 50%, Teaching, Learning & Curriculum Committee 100%

Mrs Becky Lawrence (co-opted community governor)

Vice-chair of governing body; chairs the Teaching, Learning & Curriculum Committee; attends meetings with the School Improvement Advisor and has specialist knowledge of school data; has link governor for School Council and attends their meetings; sits on the Pay Committee

• Attended: Governing Body 83%: Teaching, Learning & Curriculum Committee 100%

Mrs Cath Howley (co-opted community governor)

Sits on the Pupil Support and Teaching, Learning & Curriculum Committees with responsibility for inclusion; conducts termly monitoring visits and learning walks

• Attended: Governing Body 67%, Pupil Support Committee 0%, Teaching, Learning & Curriculum Committee 67%

Mrs Penny Siller (co-opted community governor)

Sits on the Teaching, Learning & Curriculum Committee with responsibility for maths; conducts termly monitoring visits and learning walks

• Attended: Governing Body 83%, Teaching, Learning & Curriculum Committee 100%

Mr Paul Houghton (co-opted community governor)

Sits on the Resources committee

• Attended: Governing Body 83%, Resources Committee 67%

During the year various governors attended school events such as assemblies, concerts, themed weeks. Governors have also attended training courses in topics such as handling complaints, restorative practice, Ofsted inspections, performance management, governor induction.

New SEAL theme - Getting on

The SEAL theme Getting On covers four main aspects:

• developing the social skills of friendship
• working well together in a group
• managing anger
• resolving conflict

Group work takes place across all lessons and even at lunchtime and playtimes. Some questions for children to consider are:

• Did everyone take turns?
• Did everyone listen to what other people thought?
• Did each person have chance to tell the group what they thought?
• If people had different ideas could the group reach a compromise?

The key areas of learning throughout this theme are empathy, managing feelings and social skills.

Within this theme is Antibullying Week, 18 November – 22 November.