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Organisation Improvement Framework
Commercial in Confidence
WINCHAM COMMUNITY PRIMARY SCHOOL
John Spitz INVESTORS IN PEOPLE ASSESSOR
On behalf of Investors in People North West Ltd.
LAST DAY ON SITE 01/02/10
Contents Page Introduction Outcome Objectives Findings Against the Framework Objective 1 Objective 2 Objective 3 Linkage to the New Choices Topic Map Evidence Assessed Matrix Continuous Improvement/Action Plan Conclusion 2 2 3 5 5 6 7 9 10 11 12 1 .
Recognition as an Investor in People is subject to reviews against the Investors in People Standard every three years. Therefore. truly serving the village and surrounding area. Post Recognition Review . the School catered for 252 pupils aged 3 to 11. At present. The School grounds have been pleasantly landscaped providing areas for outdoor work. The School also has a ‘golden mile’ path trail around the school grounds. the Assessor was satisfied beyond any doubt that Wincham Community Primary School continues to meet the requirements of the Investors in People Standard. providing a sound education through a caring family philosophy. Many of the parents and grandparents of the present pupils attended the school and look upon it with pride and high esteem. administrator who retired in July 2009) that are regularly used by the children. The School has excellent outdoor sporting facilities including a large playing field and hard court areas. The children are of mixed ability including some with exceptional abilities. On behalf of Investors in People North West. The School first achieved the IIP award in February 2004 and was now opting for its second review. Wincham Community Primary School will be required to be assessed no later than 1st February 2013 although it is entirely possible to be reviewed prior to this date.Outcome Having carried out the assessment process in accordance with the guidelines provided for assessors by Investors In People UK. the Assessor would like to congratulate Wincham Community Primary School on this achievement. an adventure playground and a private ‘hydeaway’ area (named after Mrs Hyde.Introduction The school is known as a Community Primary School. Assessor: John Spitz Date: 01/02/10 2 .
Management team strong. as the children attended between 9 and 11 different secondary schools including some from the private sector such as the Grange and Cransley School as well as the state schools such as Hartford. achievements made in results and in the qualitative areas of improved confidence. with dedicated. The School had developed good links with the secondary schools in the area. The School had also achieved the Active Mark for PE . Executive Summary Key strengths: Friendly and ‘family feel’ atmosphere. It was clear that the Head and leadership team had a clear sense of direction and high expectations for the School’s future development. Good rapport and morale in the School. knowledge and experience who worked well as a team and were proud of the improvements. Parents exercised choice. and their role. with a good mix of complementary skills. achievement and behaviour of the pupils.Objectives for the Assessment Establish whether the Wincham Community Primary School meets all of the evidence requirements of the Investors in People Framework. Work placements for teaching students and classroom assistants. where children make good progress because of high-quality teaching and a stimulating play-based environment. Wincham Community Primary School had reflected on this but had decided for the assessor to focus only on the standard evidence requirements at this assessment. Holmes Chapel and Knutsford High School. was working for the benefit and needs of all pupils. On the subject areas of Investors in People evidence requirements of ‘the wider framework’.culture of sharing information and planning. 3 . Identify good practice and make recommendations for future development. Notable strengths in the School were the Early Years Foundation Stage. Teamwork and relationships were very strong . committed and hard working staff. A well-balanced set of staff with a good mix of skills. The School demonstrated that staff were committed to providing the best level of relevant education and care for the pupils and never lost sight of the need that the major priority.Rewarding Commitment in 2008. The School had met the criteria of Chester West and Chester LEA Healthy School’s Programme and had been awarded Healthy Schools Status (2006-2009). and pupils’ good safeguarding procedures which contributed effectively to pupils feeling safe and pupils’ good understanding of what makes for healthy lifestyles.
silver or gold status by meeting additional evidence requirements across the framework.Suggested development areas and continuous improvement opportunities The following are only suggestions for Wincham Community Primary School to consider. perhaps. The assessor believes that the adoption of all or some of them will contribute to the improvement of systems. the School will need to look at other methods of formative assessment at key stage 2 and. it should consider entering the North of England Excellence Awards in 2010 or 2011. most importantly. The School has signed up to the Eco Schools Initiative and should be working towards achieving the bronze award by the end of 2010. At the next Investors in People review. It would be beneficial for the School to continue to review management and leadership training needs. This will involve input/contributions from all staff (Indicator 2. The assessor found that the School was focused on added value and had an extremely well-developed understanding of its pupils. Beyond the standard introduces three additional opportunities to celebrate further achievement. 4 and 5). Held annually. including courses. these prestigious ‘Organisation Oscars’ seek to recognise the effectiveness and maturity of applicants’ pursuit of excellence. neither are they written in any particular order of importance. 4 . 8. include further refining of tracking pupils’ performance through evidencing small steps of progress. (Indicator 10). possibly from next year. With the SATs test disappearing. 5. Wincham Community Primary School could consider moving beyond the 39 evidence requirements of the standard and choose additional evidence requirements that link to Wincham Community Primary School’s unique priorities and select the development areas the School wants to focus on (New Choices). processes and. Therefore. Wincham Community Primary School could achieve bronze. outcomes in the School. They are not meant to be prescriptive. 3. One of the categories recently introduced is for the school sector (Indicator 10). 10). 1. (for example ‘Leading for results’ or ‘Leadership Pathways’) and/or professional qualifications (indicator 3. 4. Therefore. 2. relevant training and support should be implemented during 2010/11 (indicator 2).
based on ‘We aim to help our children to strive for excellence within themselves. Most staff including the mid-day supervisors had been trained to level 1 in Child Protection and Safeguarding (based on the Safeguarding Child Concern Model). The Headteacher and Leadership team were continuing to develop a learning culture where School improvement. Each year a School Development Plan was produced (that also included an environment planner) based on a five year plan 2007 2012. One of the main aims of the School was ‘Further development of the ‘Child Protection’ Policy and Practice’. raising standards and staff development were a continuous process. From the discussions with staff it was clear that the Headteacher provided strong leadership and that the School was well-supported by the Governing body. This had enabled them to identify and act on any related issues.Implementation of ‘Child Protection’ training at level 1. adaptability and pride in their work’. to be self critical and to accept constructive criticism. as they felt they could discuss ideas and bring up any relevant matters with them. understanding and accountability. the school had also introduced an Enterprise week (developing pupils’ business ideas and skills) and a careers week (introducing aspirations for children) which was proving to be very successful. This was shown to be working and was appreciated by staff. It had measurable success criteria and key milestone dates against each objective and the chronological actions required stated in terms of resources/time etc. Staff described how they were encouraged to come up with ideas and contribute to formulating whole school aims and objectives. which were to be incorporated into the School Development Plan. It had recently developed a new core professional purpose which was that the five key outcomes of ‘Every Child Matters’ are at the heart of everything we do at Wincham Community Primary School’. The way forward could include the following tasks: 5 . The Head and Safeguarding Co-ordinator had been trained to level 2 in Child Protection and Safeguarding. For example. It was clear that writing the plan was a team effort and a process which promoted ownership. In 2009. Reports from the secondary schools the children attended showed that the pupils from Wincham Community Primary School were more confident. We want to develop within the children attitudes of perseverance. settling in well and performed particularly well. Hartford High School had identified 20 pupils to be part of a talented and gifted cohort of which five had attended Wincham Community Primary School. A couple of good quotes were ‘We have been given the training on safeguarding of the pupils but also know we would be supported through the process if issues arose’ and ‘The training has provided us with the knowledge and skills to identify any areas of concern and understand the protocols that need to be adhered to’. This was detailed and encompassed all areas within the School. The School had a clear philosophy detailed in the School prospectus and embedded within the ethos of the School. Staff described that both the Head and Deputy were very approachable with an ‘open door’ policy. This was one of the objectives in the OFSTED Action Plan and was also listed in the School brochure. They described the training as useful and informative.
numeracy and science was a high priority and the outstanding use of modern technology by all staff enhanced and extended pupils’ learning in these and other subject areas. Stimulating and enthusiastic teaching engaged pupil’s interest so that they wanted to learn and staff gave the support that the pupils needed in order to overcome any difficulties and succeed. where the staff were encouraged to share their strengths and knowledge. At the beginning of this term.g. Planning and teaching of writing to raise attainment at key stage 2 e. the Headteacher organised training for staff on the ‘Big Write’ initiative that was now being fully implemented across key stages 1 and 2. The training accredited by Edge Hill University was very well received by the staff. it was clear that there was a strong team spirit. Teaching basic skills in literacy. Further training for the few members of staff who had not completed Child Protection and Safeguarding level 1. The curriculum at Wincham Community Primary School was relevant and focused on meeting the needs and interests of each pupil. This had been a positive initiative in bringing up the standard of achievements of the pupils as well as being a cost effective alternative. the School had organised booster classes for pupils. There were staff meetings every Monday afternoon and all staff were also involved in the INSET training days and described how they had received training on religious education. Wincham Community Primary School was the lead school in a cluster of eight local schools moving forward with this initiative. to team teach and this was shown to be effective. There were two main course objectives which was to advise on the implementation of a long-term strategy and to provide ‘quick fix’ strategies that truly work. Wincham Community Primary School was committed to the professional development of all its staff to ensure the continual improvement of the performance of its pupils. A couple of good quotes were ‘The Big Write skills reading and writing activities are good initiatives in encouraging children and fostering self belief in what they can achieve’ and ‘We are now using a more standard approach to identifying features of good writing and up-levelling writing’. in pairs or with the teaching staff). design and technology and dance as well as on aspects of literacy and numeracy. The School used less supply cover but utilised the Teaching Assistants. 6 . and as part of ‘Every child a writer Big Write initiative’. From the discussions. who described the course as excellent and professionally presented. it had proved to be effective in raising standards in writing. Already. The Teaching Assistants were shown to work well with the Teachers and were also involved in the planning of lessons. This resulted in less disruption in the classes as the pupils were used to working with the Teaching Assistants (continuity of the pupils knowing the staff). every child a writer. Continue to review and audit safeguarding arrangements in School to support SEF.( working alone. Analysis of the ‘outcomes’ resulting in working towards achieving Grade 1 ‘outstanding’ in the next OFSTED inspection report and aiming to maintain that standard.
Staff described how they were using the Criterion scale to. Agree challenging but realistic targets for each pupil by May of academic year (annual targets). staff were encouraged to complete relevant diplomas/qualifications for example: ICT training. training for languages and external courses and conferences. The Literacy Co-ordinator described how they were now setting short term targets for each pupil from the baseline. openers and punctuation. Health & Safety training. Decision Making. Mathematics. The School produced a School Strategic Development Plan that it reviewed every year with the staff. which in turn should impact on the pupils’ achievements and attainment. 43% achieved level 5 in mathematics compared with the national average of 33% and the current year 6 was on track to attain standards in English and mathematics which were well above average. The way forward for curriculum effectiveness of the ‘Big Write’ initiative could include the following tasks: Analyse termly data collected on the effectiveness of pupils’ development etc from the management resource available. in-house weekly training sessions. connectives. Gymnastics. Four times a year. For example. vocabulary. These included INSET training days (all staff encouraged to attend). Team Teach. Training courses were prioritised and linked to responsibility and individual performance management targets. This will also be helpful in assessment and monitoring the effectiveness of the ‘Big Write’ initiative. The weekly staff meeting often included training because the Head recognised that the investment in development ultimately leads to an improvement in the pupils’ learning and behaviour. This was evidenced with improved SATs results in 2009. PE. Each classroom also displayed work relating to the ‘Big Write’ initiative. In addition. Phonics. moderation on the ‘Big Write’. Identify common issues for classes. all the pupils to write a letter of a different genre in response to a letter from the Headteacher. set a baseline of each individual pupil’s writing skills (first assessment) and then set individual targets for each child. It was based on four generic targets which were to be taught namely. firstly. There were many examples of how staffs’ training and development needs were met in relation to improving the performance of pupils. PAT testing for the caretaker. The School clearly demonstrated that it was working towards being effective in supporting good progress for all pupils by tracking their progress and making good use of the information to support improvements in teaching and learning and to plan and evaluate additional intervention support. The School had also recognised the importance of research into teaching and learning and several staff had been involved in a number of action research projects that had informed planning and assessment procedures. The 7 . BUSINESS OBJECTIVE/PRIORITY Further development of Teacher Assessment system and tracking. Aggressive Behaviour etc.
Head described that effective tracking systems and ambitious target setting were both critical if pupils were to achieve the educational outcomes of which they are capable. Staff had also been trained on the necessary legal requirements when involving and reporting to parents. together with that of cohorts and specific groups. Staff had also undertaken relevant training which looked at the different learning strategies that needed to be adopted to provide different learning methods suitable for individual pupils’ needs. learning improvements through making individual small steps. which could help to progress staff further in meeting core professional standards. The ‘way forward’ could be: Ensure the activities set in lessons consistently match the individual learning needs of all pupils and especially those with special education needs and/or disabilities. Develop knowledge and skills in using ICT ‘Learning Platforms’. The improvement in planning and assessment was in making learning objectives measurable. This had been successful and hence improved the performance of the pupils. There had also been a lot of training on APP (Assessing Pupil’s Progress). Objectives were now being set for the children and thus making learning improvements measurable. The Headteacher described how lesson observations were carried out during the Spring term. One theme that came through from the discussions was that there was a clear support ladder at the School. Individual pupil’s progress was tracked. The focused training was reflected in that there was a low turnover of new staff and morale was high amongst staff. 8 . Ensure that teaching programmes are effective and precise and that timely intervention and revision programmes are adjusted in the light of the progress that the pupils were making. the School was also working with an external ‘School Improvement Partner’ to help them develop their skills and help with ensuring there would be a positive impact from the continuous training they had been involved in. using a range of performance measures including a combination of periodic teacher assessments (such as those obtained using Assessing Pupils’ Progress (APP) and test results). by implementing focused teaching techniques. One member of staff described the autism/aspergers training that had resulted in her helping pupils. for example. Further opportunities to work closely with other schools. In addition. Ensure that teachers/teaching assistants actively involve pupils in establishing and reviewing their progress towards their targets.
efficient and effective A diverse.Management Leadership & People Learning & Effectiveness Management Management Development Strategy Strategy Strategy The Standard . taking account of external good practice Everyone is encouraged to develop leadership capabilities Managers are role models of leadership. People involved in Resources for There is equality manage and manage and the planning learning and of opportunity for develop people develop their development are development people Rep.) are consulted effective when developing The impact will managers plans be evaluated should be doing Business Strategy Recognition & Reward Involvement & Empower Ownership and responsibility are encouraged People are Involved in decisionmaking Learning & Development Performance Measurement Continuous Improvement People believe they make a difference People believe their contribution is valued People’s learning and development needs are met Investment in learning can be quantified Impact can be demonstrated Evaluation results in improvements to people strategies and management Your Choice .Top Managers should make sure (and their people should confirm) that: Organisation has Learning priorities People are Managers are Managers are vision/purpose are clear and encouraged to clear about the effective and strategy and plan linked to the plan contribute ideas capabilities can describe they need to lead. how they lead. talented workforce is created A work-life balance strategy meets the needs of its people Constructive feedback is valued The structure makes the most of people’s talents Leadership and management capabilities for now and the future are defined Managers are helped to acquire these capabilities Leadership and management strategy link to business strategy. teamwork and knowledge sharing Coaching is part of the culture People are helped to develop their careers There is a culture of openness and trust Reward and recognition strategies link to business strategy and are externally benchmarked Representative groups are consulted (where appropriate) What motivates people is understood Success is Celebrated Benefits strategy goes beyond legal requirements Colleagues’ achievements are recognised Effective consultation and involvement is part of culture People are supported and trusted to make decisions Knowledge and information are shared People committed to success There is culture of continuous improvement People can challenge the way things work There is a sense of ownership and pride in working for the organisation Learning and development resources are used effectively Learning is an everyday activity Innovative and flexible approaches to learning and development are used People are given the opportunity to achieve their full potential All learning is valued/celebrated and is an everyday activity Mentoring is used Personal development is supported The contribution of people strategies is measured and evaluated Impact on key performance indicators can be described Performance improves as a result Career prospects Improve Flexible and effective approaches to measuring return on investment are used ROI in people is reported to stakeholders Self review and information from external review are used Effective feedback methods are used to understand people's views on how they are managed Internal and external benchmarking are used People’s views on how they are managed improves People believe it’s a great place to work 9 .groups (where made available and support People know what app.Top Managers should make sure (and their people should confirm) that: Clear core values relate to vision and strategy Key performance indicators are used to improve performance Social responsibility is taken into account in the strategy People and stakeholders are involved in strategy development The learning and development strategy builds capability Plans take account of learning styles People help make decisions about their own learning Learning and development is innovative and flexible There is a culture of continuous learning The recruitment process is fair.
The Evidence Requirements assessed were as follows: The Standard – Evidence Requirements ER 1 2 3 4 5 6 7 Key: 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 X Evidence Requirement Met Further Evidence Required D Development Opportunity Evidence Requirement Not Assessed 1 2 3 4 5 6 7 8 9 10 10 .
Curriculum training related to the school initiative ‘Dyslexia’ for the Teaching Assistants.Spring 2011 Use the new choices diagnostic Questionnaire in 12 month time run by the assessor Yes Yes Yes 11 . To be run by the SENCO Co-ordinator 20010/11 Workshops and courses relating to management/curriculum Advanced Skills -Mathematics. Dyslexia Specialist Teacher and Accredited Mentor for Design and Technology’ courses Analyse of the impact of management/curriculum training Staff to be made aware of the new OFSTED framework (Focus Education) Local leaders in education Initiative Establish progress in the organisation against the Investors in People Framework Establish progress in the organisation against the IiP New Choices Framework Data collected on a regular basis and shared with leaders and staff Yes Yes Further training for the team/curriculum leaders Yes Continue to incorporate into the Monday afternoon staff meeting/training programme Yes (LLE) residential training Yes Assessor to set up meeting date to take the school forward .CONTINUOUS IMPROVEMENT/ACTION PLAN Objective/Priority/Issues Suggested Development Activity Client Action Assessor Support IiP Centre Support Goals to enhance the skills of As discussed at the feedback meeting: staff and help make a positive impact on pupil’s performance Ongoing learning and development needs.
The assessor found that there was no shortage of desire for helpfulness and cooperativeworking amongst the staff at Wincham Community Primary School. The School has worked hard in formalising. structured policies and procedures that facilitated a ‘continuous learning environment’. The Head and Deputy Head were fully committed towards the development of themselves and others thereby ensuring the School’s vision for learning was part of their pupils’ daily experience.Conclusion Wincham Community Primary School should be congratulated. The Leadership team was committed to continuous improvement in the School and there was a culture of moving towards involvement and empowering of staff that was proving to be very successful. the Headteacher and a colleague (Geography Co-ordinator) were visiting Njoro Primary School in Kenya for 12 days as part of the British Council’s Global School Partnership. geared for the challenges ahead. This was regarded as paramount for success and the School has been progressive with its plans for the future. Name: John Spitz Investors in People Assessor: Date: 01/02/10 Contact Details: 07973 461333 12 . once again. and putting in place. Wincham Community Primary School is an innovative and forward thinking school that demonstrated that it fully embraced new initiatives and ideas. During their absence. For example. the school management structure was such that the School will be run effectively and efficiently during their absence. on achieving IIP status.
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