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Leadership Report to Local Governing Body

Summer Term 2019 4.00pm Tuesday 2nd July 2019

Leadership Report to Local Governing Body (LGB)

P a g e | 1 Spring Term 2018

1. LEADERSHIP & MANAGEMENT – Accountable Lead: Anne Redmond As mentioned in last term’s report, we are developing roles and Accountability Structures to ensure the continuation of the highest quality of provision for the children, as Kingfisher Learning Trust continues on its journey towards Growth. This is especially pertinent as Halcyon Way is starting to move with the access road being resolved to the site to the rear of Kingfisher. In addition, the Trust has successfully become the sponsor of Medlock Valley Primary School. The Strategic Team has been developing plans for September in terms of leadership roles and the sharing of responsibilities, both strategic and operational. The main piece of work has been the development of the Scrutiny, Challenge and Support Model which has been finalised and incorporated into a Collaborative Improvement Model (agenda item). This incorporates a graduated support model for teachers which highlights how we ensure that teachers are prepared for their roles and supported to grow and develop through professional learning opportunities. It also demonstrates how specialist staff ensure a measured approach to ensure that all roles are being fulfilled and help in ensuring that teachers can focus on their key purpose without excessive workload (Reference: Ways to Reduce Workload in your School(s); Tips and case studies from school leaders, teachers and sector experts, July 2018, updated March 2019; DfE). This is clearly outlined in the school’s Leadership Accountability Framework which shows how the leadership and management of the school is distributed and how each member of staff plays their part in the smooth running of the organisation. The Accountability Forums are being piloted this term and are being received extremely positively by teachers to date. Within the Collaborative Improvement Model, there are clear protocols and expectations for the Forums, which ensures a collaborative and open process for assessing performance and in supporting improvement for all. The Forums encourage professional dialogue, reducing the workload of the reviewer and allowing teachers to take ownership of their personal and professional development. Teachers are enabled to collaborate on activities and prepare for the review meetings. It is planned to take this model forward into the next academic year. We have been informed that the new hydro pool project; 2 year old provision developments; classroom refurbishments and car park extension will begin in September 2019, with Seddons being appointed as contractor.

On Tuesday 11th June. Ofsted visited school and undertook a Section 8 Inspection. This is a one day inspection to determine whether the school continues to provide an outstanding standard of education and whether safeguarding is effective. The lead inspector also has to suggest next steps for the school to work on before the next short inspection. The inspectors started the short inspection from the assumption that the school remains outstanding; they then tested this over the course of the day through their inspection activities and ongoing debate and discussion with: Leaders, Staff; Parents; Children; Governors; Trustees; the School Improvement Partner and the Local Authority. We have received a report (attached) which is in the form of a letter, setting out the inspection findings that will be published on the Ofsted website. The letter includes: the date of the inspection; a brief summary of any significant changes to the context of the school; a summary of the type of evidence gathered during the inspection and the context of the school; the judgement that safeguarding is effective; the judgement that the school is still providing an outstanding quality of education and an identified next step the school should take.

The inspectors said it was a pleasure to spend time in our school and their evidence concluded that they were happy that the school continues to be outstanding. We know that we continue to keep moving forward, always looking at what we can do better to ensure the most effective engaging learning opportunities for the children and it is pleasing to have had our judgement validated. The Kingfisher team continue to excel in what they do and I am proud to have the privilege of leading such an amazing team.


P a g e | 2 Summer Term 2019

Kingfisher Special School Local Governing Body (LGB) Local Governing Body - Day-to-day running of the Academy

• Chair (also Trustee – Jeremy Sutcliffe) • Head of School (Sue Caine) • Two Parents (Andy Tushingham and Nazia Kamali) • One Member of Staff (Vikki Boyd) • Three Co-opted (Jacqui Wennington, Janet Wray and Amin Chowdhury) Leadership Accountability Framework Local Governing Body Responsibilities • Vision, Ethos and Accountability

~ Ensuring the Trust’s Vision and Ethos underpins the work of the Academy ~ Implementing policies and plans agreed by the Trust Board

• Standards ~ Scrutinising Educational Excellence, including monitoring Academy data ~ Holding Academy SLT to account for children’s learning and wellbeing ~ Setting aspirational targets for pupil performance and regularly reviewing progress ~ Oversight of the quality of Teaching & Learning with knowledge of strengths and areas for

development ~ Overseeing the distribution and effectiveness of various budget premiums (eg Pupil Premium)

Ofsted: • Overall Effectiveness: the quality & standards of education • Effectiveness of Leadership and Management • Quality of Teaching, Learning and Assessment (including SEND, Maths and Literacy) • Personal Development, Behaviour and Welfare (including Safeguarding & LAC) • Outcomes for Pupils – quality & standards of education (based on an evaluation of the pupils’ learning and

progress relative to their starting points at particular ages and any assessment measures the school holds - not take account of their attainment compared with that of all other pupils)

• Effectiveness of the Early Years Provision – quality and standards 1. Leadership & Management AR & SC (Governor Responsibilities in italics)

2. Educational Excellence SP/JC Jacqui Wennington/Jeremy Sutcliffe

3. Operational Management SC

• Quality of Teaching, Learning and Assessment ~ Appraisal/Performance Management AR/SC ~ Professional Development /Pedagogy JC ~ Cognition and Learning SP ~ Assessment for Learning SP ~ Communication and Interaction SP (TU) ~ Educational Visits SP (CS) ~ Learning Environment NF

• Outcomes for Pupils ~ Pupil Progress SC (SP/JC) ~ Pupil Premium SC (CW) ~ PE & Sports Premium SC (JC)

• EYFS EH

Personal Development, Behaviour & Welfare Jeremy Sutcliffe / Janet Wray (Safeguarding)

~ Safeguarding SC ~ LAC SC ~ Health SC ~ Wellbeing (Social and Emotional) SC ~ Sensory and Physical SC (NF) ~ School Values & Vision (including

SMSC/British Values) SC ~ Admissions/Transitions SC ~ Pupil Attendance SC

Organisation (whole school) ~ Staff Deployment, Duties and

Responsibilities (see separate document) SC ~ Staff Wellbeing SC ~ Staff Attendance SC

Community Partnerships Governor tba ~ Engagement SC (LR) ~ Website NF

Operational Support Governor tba ~ Facilities MU ~ Health & Safety MU ~ Infrastructure MU



Kingfisher Special School Priorities 2018/19

Leadership & Management Strategy – Accountable Lead: A Redmond School Objectives: • The school has a clear representation of its vision, mission and values, supporting the

school community in reflecting these in the everyday life of the organisation • Leadership accountability is distributed strategically throughout the school and roles,

leadership skills and capacity developed appropriately • Support Staff are supported and developed through a new Appraisal process, designed

to ensure that all staff have the skills and support they need to carry out their role effectively and improve their professional practice

Quality of Teaching, Learning & Assessment Strategy – Accountable Leads: S Pass & J Cryer School Objectives: • Teaching – all staff take responsibility for their own continuing professional learning

through reflective practice to ensure teaching is creative, innovative and evidence based in providing children with optimum learning opportunities

• Learning - the curriculum design is fluid, engaging and reflects the changing needs of the children

• Assessment – highly skilled staff are able to recognise, record meaningfully and celebrate children’s learning and systems are developed to demonstrate this effectively

Personal Development, Behaviour & Welfare Strategy – Accountable Lead: S Caine School Objectives: • The Pastoral Team roles are clearly defined, developed and shared enabling children,

families and staff to access support when needed • Staff understand the importance of mental wellbeing in children and themselves and a

graduated response is in place to signpost and access support • Staff have a clear understanding of the wide range of approaches to support every

child’s personal development, behaviour and welfare, enabling their access to learning

Pupil Outcomes Strategy – Accountable Leads: S Caine; S Pass; J Cryer School Objectives: Finding the best way of identifying what good progress looks like for each child related to

their individual learning profile through: • Incorporating the newly published pre-key stage standards as KPIs in Solar • Moderation and standardisation systems supporting judgements • Reporting pupil progress meaningfully and effectively in terms of both breadth and

depth • Effective transition within school ensuring minimal impact on learning progress

EYFS Strategy – Accountable Lead: A Redmond School Objective: Develop a seamless offer that will incorporate the planned 2 year old provision



Staff Development 2018/19

Development Theme:

Lead

Staff Covering

Core Staff Development

S Caine - Personal Development, Behaviour & Welfare

All (unless specified)

Personal Development: Total Communication Principles (annually); Signalong update (half termly) Behaviour: Team Teach certification (biennially); Team Teach principles (annually) Welfare: Safeguarding; Prevent (biennially) Health – admin of meds (annually); asthma update (annually) Moving & Care: Safe moving & handling (annually); empathic responses (annually); Specific staff identified to be signed off - postural management; feeding; epilepsy; oxygen

Continuing Professional Learning (CPL)

J Cryer - Pedagogy

Relevant to Role

Understanding how Children Learn Developing practice through Action Research

Teaching & Learning

S Pass - Educational Excellence

Class-based Staff

Collaborative creative planning for learning; evaluating learning; moderation; curriculum development

Leadership Learning

A Redmond All (unless specified)

Working to the mission; vision & values of the Trust Developing practice through reflection, coaching, reading and action research



2. EDUCATIONAL EXCELLENCE – Accountable Lead: Suzanne Pass/Jenni Cryer

Quality of Teaching, Learning and Assessment

Appraisal/Performance Management Accountable Lead: Anne Redmond / Sue Caine A total of 18 lessons were observed in the Spring Term as well as the 3 NQTs being observed in each half term. Once again, no major issues were identified in any of the sessions that were observed by SLT and Lead Practitioners. Following the observations, face to face self-evaluation meetings were led by the teachers to share their reflection on the session. Nic Found has continued to work with and support some teachers to enhance their practice and to ensure that all children’s learning needs are being met.

Many strengths were observed within the sessions across school which included: • Teacher and TAs were skilled in recognising incidental learning and making adjustments to meet need • Use of Intensive Interaction and time given for children to respond maximised children’s learning • Inclusion of play skills within an exploratory Science session • Use of signing as part of ELKLAN ‘chat’ challenge • Well organised and calm environment which support each child’s Getting Ready for Learning • Use of ICT to support learning and class routine • Depth of knowledge of early learning and how to move the learning forward • Opportunities to develop communication skills evident throughout

Some areas to further develop for some staff were: • To further develop communication skills through use of Sign 4 writing • Further develop appropriately challenging targets for children across the range • Use of IRIS to reinforce CPL for staff to self-evaluate, for example use of language and questioning • Further supporting TAs to understand anxiety responses – de-escalation • TAs to record effectively – think of ideas to help support TAs confidence in writing on the recording

sheets • Using peer coaching to further develop system for recording learning to support TAs, e.g. develop key /

boxes on recording sheet • To incorporate use of ICT into session to motivate children and model movements

Teachers reflections on their improvements over time included: • Recording systems used effectively at the conclusion of session and learning highlighted throughout is

effectively and efficiently recorded • Resources more effectively utilised – children are engaged immediately through exploration • Use of ICT to engage children in motivating T&L • Team are discussing next steps for learning and how to implement using recording sheets • Transitions are well managed and scaffolded and children now transition well • Clear progress made by children and evident in session – children involved in self-assessment of learning • Planning and recording systems in place better enable staff to understand children’s learning

This term we have trialled the implementation of Accountability Forums for all teachers. This gives each teacher a half day to have an Appraisal update review, lesson observation, feedback, pupil progress meeting and planning and PLPs scrutinised. The Forum is attended by the Head of School, both Assistant Heads and the Principal Lead Practitioner. Feedback from these sessions has been very positive and it has enabled us all to have a really clear overview of the Teaching and Learning that is taking place in every class. We feel it has been a successful trial and will continue it in the new academic year. Governing Body Questions / Comments



Professional Development/Pedagogy Accountable Lead: Jenni Cryer In Spring/Summer 1, staff development sessions have been focused on sharing approaches developed to support early English and Maths and delivering the Communication Counts sessions as part of the process to achieve ELKLAN Communication Friendly Setting status.

Development sessions continue to be of high quality, with facilitators supported by the Assistant Heads and Principal Lead Practitioner and given allocated leadership time to develop and prepare training.

All 6 days of the ‘New Teacher Development Programme’ have been delivered by the Lead Practitioners and Assistant Heads. Evaluations and feedback have been extremely positive, with all participants rating the relevance, content and presentation as excellent. Each teacher is also asked to reflect on what they will do differently as a result of the session to facilitate improvements in practice. One teacher commented, “Communication and engagement training has been invaluable in day to day practice. All training has been fantastic and useful.”

The 3 NQTs have successfully completed their second term of NQT Induction. They continue to be supported by experienced teachers and are observed each half term. Once a term, the observation is a joint observation with a member of SLT. The Principal Lead Practitioner has been providing support to further develop practice as needed. One NQT is now on maternity leave, the two remaining NQTs are on track to successfully complete their NQT Induction year, with a final assessment report due in July.

The Peer Coaching Model is now on the second cycle for most teachers. We are continuing to use the online evaluation tool, Mentimeter, to capture the teachers’ feelings about the new programme as a way of evaluating its effectiveness. The results are shown below:

How do you feel about coaching a peer?

Excited Happy A bit anxious

Really anxious

Prior to session 1 17% 33% 50% 0% After Session 1 38% 62% 0% 0%

How confident do you feel about coaching a peer?

Very confident

Pretty Confident

A Bit Confident

Not Confident At All

At midterm review 21% 42% 38% 0%

At the midterm review, teachers were also asked to report how much they agreed with the following statement:

‘Peer coaching has enabled me to make a change to my teaching practice’ with 1 being ‘strongly disagree’ and 5 being ‘strongly agree’. 12 teachers responding giving an average score of 3.6/5. Teachers were then asked to give 3 words to sum up the benefits of the peer coaching model. 19 teachers responded and the word cloud below shows the results:



Class staff continue to have access to IRIS Connect at all times through the class iPads. A set of new ‘Iris’ iPads has been delivered, but as they are substantially larger than the previous set, we are currently researching new ‘clamps’ to ensure the iPads can be attached to the wall securely. As use of IRIS is built into the peer coaching cycle, and there is an expectation that staff use it to evidence impact of action research, it is beginning to be used more as can be seen below:

February 2019 March 2019 April 2019 May 2019

Logins 75 Logins 86 Logins 54 Logins 42

Reflections Accessed

131 Reflections Accessed



53

Reflections Created

21 Reflections Created



17

Shares Created 10 Shares Created 45 Shares Created 5 Shares Created

3

Collaborative planning sessions have continued to be provided each half term to support the further development of staff creativity in delivering the new curriculum, to share ideas and gain some inspiration for exciting learning sessions. New staff in particular have reported that they find the sessions very useful.

Teaching School The administration of the Teaching School is now being carried out by a member of the school office team, including invoicing. Following a review of the current Teaching School model by the DfE, it is likely that core funding will cease after 19/20. A new model of Teaching School Hubs (‘super’ teaching schools) is being tested from next year. Hubs will receive £200, 000 funding per year (for a 3 year trial period) for infrastructure and be expected to support 200-300 schools in 3 core areas – Teacher Recruitment & Retention; CPD and School to School Support (including the deployment and development of NLEs in their area). A variable amount will be paid to hubs for school improvement support (depending on the number of schools in their area eligible for DfE-funded school improvement support). The approach is being piloted in 9 areas and although Lancashire & West Yorkshire is one of the pilot areas, only teaching schools from The Wirral, Knowsley, Liverpool, St. Helens, Sefton, Warrington and Halton can apply. Given the uncertainty around future funding, we are putting together a business case to explore all the options to ensure the Teaching School is viable without core funding.

• Initial Teacher Training (ITT) The Teaching School Lead is continuing to fulfil the role of Partnership Programme Lead (PPL) for the SEND/Inclusion route (through Hawthorns Special School/EveryoneLearning TSA). Although only two trainees have followed the route this year, there are potentially 9 registered for next year. EveryoneLearning have requested that we continue to fulfil the PPL role next year. One of the trainees is completing her final ‘extended’ placement at Kingfisher and will be joining us as an NQT next year.

As part of the GMLP funded research project through the SITE (Special Initial Teacher Education) group to look at specialist ITT provision and how well it prepares trainees for a teaching career, we have conducted semi-structured interviews with two teachers and will be attending a meeting on the 18th June to analyse the data.

• Continuing Professional Leadership and Development (CPLD) We continue to develop and improve the process for planning, delivering and managing CPLD. We trialled using Eventbrite for booking courses but it was not particularly effective. The CPLD process has now been reviewed and simplified and a new form created for facilitators and admin (which clarifies roles and expectations). One of the teachers (with a background in business) is now working alongside the Assistant Heads to further develop the CPLD offer (including marketing and branding) to share excellent practice developed as part of the action research cycle and better reflect the expertise at Kingfisher.

The Leadership Coaching courses continue to be well attended. The ‘Introduction to Down Syndrome’ (based on the Down’s Syndrome Association training programmes) had 13 participants, was well received and made close to £1900 surplus. The programme is planned to run again in the Autumn term alongside new programmes on Total Communication, Autism Awareness and See & Learn, based on development sessions delivered to Kingfisher staff. An annual CPL programme has been drafted with termly updates planned detailing the dates available for individual programmes. Mailing lists are being created to ensure publicity is reaching a wide audience.



• School To School Support We continue to work with the LA to support identified schools as part of the Oldham Opportunity Area. Anne Redmond (NLE) continues to support and broker support for three local primary schools. Suzanne Pass (SLE) continues working with a school in Manchester. Following changes to NLE brokerage, Anne Redmond has been supporting a special secondary school in Tameside.

Governing Body Questions / Comments

Cognition and Learning Accountable Lead: Suzanne Pass Teaching, Learning and Assessment priorities are detailed within the SIP (page 7).

The curriculum and assessment model continues to be reviewed and developed. The Cycle of Learning document has been updated to reflect recent developments particularly in reflecting the changes to SQAs and the piloting of Accountability Forums. Further clarity has also been made in defining requirements for evidencing children’s learning within SOLAR. English and Maths have been the priority areas for the year and carousels of key developments in approaches and strategies have been shared with staff through staff meetings, twilights and an INSET day. Staff have received CPL opportunities in Number Sense, Early Maths, Build, Sort, Manipulate and Play, Maths resources, use of ICT in Maths, See and Learn, Sign for Writing, Reading and Language Programme, Move and Mark and Colourful Semantics.

Staff also had opportunities to support the further development of curriculum areas at Flightpath 3 through collaborative workshops. The Leadership Development model has been successful in enable key staff to mobilise others to contribute to key curriculum developments. Teams for Maths, English and the Oldham Pledge are established and have made significant contributions to whole staff training. Learning Outdoors (now known as Learning in Nature) has suffered a few setbacks due to staff absence but has been prioritised for the Summer Term to enable developments to be in place for September. A group of staff volunteers have cleared the old and broken walkway in the woods to enable further development of this area. A workshop within the recent INSET day gave staff opportunities to share their ideas for the improvement of the woods as a learning environment.

The further development of guidelines for teachers in the teaching of both core and foundation subjects has continued and English, Maths, History, Geography and Design and Technology are almost complete for Flightpath 3. Clear documentation of the progression across the Runways in English and Maths is now in place and clarity in the process for teaching and evidencing of learning in the Foundation subjects is now agreed. Other subject areas will need to be addressed but the move to evidencing learning experiences in these subjects rather than assessing to small steps of progress will ensure learning is more relevant and recording of this more manageable. At Flightpath 3, children will work towards the End of Key Stage statements in each curriculum area. This continues to be an extensive piece of work but one which will result in a highly tailored, relevant and engaging curriculum offer at all three Flightpaths, which staff will feel supported and well informed in delivering. The Practitioner Research model is working well in supplementing and providing evidence for the work of the Curriculum Teams.

The introduction of Seesaw (an online reporting app) has been successfully piloted and it is intended to be extended to the whole school from September to possibly replace the home school books. The photographs of learning which have been shared have been linked to The Oldham Pledge as it was felt that the passports which were being used in mainstream schools to record experiences were not appropriate. Feedback from both staff and parents has been extremely positive. Every post to parents so far has been either viewed, liked or commented on. It has been particularly successful with parents who have English as an additional language who can receive meaningful information about their child without the need for language.

The long term aim for the Curriculum remains to have a Curriculum Approaches Map with clear and informative guidance documents underpinning each approach, enabling staff to refer to and reflect on appropriate approaches and strategies for individual children. This has been updated with the developments to date this year but will likely remain an ever changing and developing provision map as new research is included and developed. The approach, rationale and guidance for Positive Looking was shared through the English Twilight in March.




Assessment for Learning Accountable Lead: Suzanne Pass SOLAR has been further developed this term as part of the work in English and Maths. Statements of Learning have been further reviewed and amended, with Key Performance Indicators (KPIs) completed for Flightpaths 2 and 3 to ensure clarity of progression. SQAs have been replaced by Pupil Progress discussions as part of the Accountability Forums, which so far, have been very successful. Teachers have much more ownership of these meetings and it is a time when they can show individual achievements and progress. These professional dialogues are also serving to further develop the accuracy and robust nature of the annual target setting process. Moderation was led by UPR3 teachers and a Lead Practitioner in the Spring term and is also scheduled for the Summer term meeting to give opportunities for leadership development. A comprehensive system is being established to ensure the recording and evidencing of learning in SOLAR is moderated and standardised judgements are being made. Staff engaged in discussions to clarify and develop their teacher judgments within and across runways and also contributed to the clarification of expectations in recording and evidencing children’s work on SOLAR. The Planning and Assessment Guidance Document created in the Autumn term has been updated and shared with teachers which clearly identifies timeframes, expectations and deadlines of all the planning and assessment processes in order that there is greater clarity.


Communication and Interaction Accountable Lead: Suzanne Pass (Terri Unsworth) The work towards gaining the Elklan Communication Friendly status has continued through the year. Unfortunately due to staff absence only 3 of the original 4 members of staff completed training to deliver the programme but the facilitated sessions to whole staff have been very well received and the impact of this work can be seen in classes. Blank questioning techniques have made a particular impression and can be seen in planning for individuals. Positive Looking has been delivered to key staff groups but there is some work still to be finalised in making the necessary cross referencing to the Eye Gaze system to ensure recording in this area of Visual Skills development is effective and not unnecessarily repeated. The Positive Looking statements of learning are now included within SOLAR. The referral system for the Communication Assistant is established and the majority of children in school now have Communication Guidelines in place. The Communication Assistant is very effective in supporting class teams in implementing the guidelines issued by SaLT. SaLT have introduced a new referral system and the Communication Assistant has been key in managing these changes and expectations to ensure minimal disruption to referrals and advice coming into school. Re-referral dates are being highlighted more prominently within children’s Personalised Learning Plans to ensure key dates are not missed. The Lunchtime Guide has been completed ensuring children’s communication needs are addressed throughout the day and the Choose it Maker programme is successful in the classes for whom it is appropriate. The Communication placemats are also in place to ensure any feeding guidelines, allergies and intolerances are clearly displayed. Contribution to staff training in planning and delivering training in Early Interaction has also been successful as part of the Curriculum INSET day in May.


Learning Environment Accountable Lead: Nic Found Developments of classroom environments has continued in order that spaces meet the needs of the children. The Chaffinches classroom now has a large movement space divided from the ‘teaching area’. This has been a great success as the children are able to move between the spaces for different activities including helping them to regulate. A similar group of learners will be accessing the space next year. A low climbing frame and bench have been purchased to help children with their need to climb and a few additional sensory items to help with proprioception/vestibular activities.



We have had the new Vison and Values Tree boards designed which are now displayed in the Main Entrance, Red Entrance and Blue/Yellow Entrance. These link the Trust Intent, Vision and Values to the new School Vision and Values Tree. There will also be new boards in the Main and Red Hall. The new Physical hot board has replaced an old photo board placed at the doors for Jack’s Game playground which holds photos of the children exploring physical activities, the 1K a day information and this will be regularly updated. In the main entrance we now have a ‘what’s happening’ board for events and one will also be going in the Blue/Yellow Entrance. Red Entrance have A3 poster pockets to advertise upcoming Events.

The Main Reception is due to have some work done over the summer which will include some new welcome and Kingfisher school signage. This is in the initial stages of planning. The space will also be painted. We are also looking at refurbishing the Red Hall. The space has never been updated and is desperate for being modernised. This will include flooring, lighting, walls plastered and painted, blinds and new ICT equipment. We are currently looking into funding for this.

A quote for equipment for Rebound Therapy has also been received. Initially we planned on this equipment to go in Red Hall. However, on reflection we feel it will better meet children’s needs in Blue Hall. We are looking at using Team Kingfisher funds to invest in this.

The Blue/Yellow Entrance has had new flooring fitted and a change of furniture to re-fresh the space.

The Kingfisher Room has now been developed and is being used effectively as a hub of learning.

There will be some classroom changes for September 2019 based on the new class list. In the following few weeks planning for moves and requirements for new classes will be coordinated and planned for. This plan will then be followed by Chris Reeves over the summer in preparation for the children’s return to school after the summer break.


Educational Visits

Spring Term Accountable Lead: Suzanne Pass (Carol Shaw) Red Team

Classes Venue Learning Focus Ducks & Blue Jays Extreme Air • PE - 1K challenge

• To participate in turn taking and communication facilitating activities • Gross motor development

Ravens Foxdenton Park • English - links to story for Sign to Write • Story telling

Woodpeckers Bridgewater Hall • To experience live music in a professional setting • To learn how to act appropriately in public areas • To experience musical instruments

Starlings & some Woodpeckers

Extreme Air • Sensory and Physical - moving our bodies in different ways (jumping) • Wellbeing - new environments, developing trust, confidence, new

experiences • Communication - seeking assistance, sharing activities

Ravens Foxdenton Park • English - links to story for sign for writing • Art - links to painting pebbles for the park

Ravens Manchester United Training Ground - inclusive football event

• PE - football and physical skills

Ravens McDonalds • English - links to using communication skills outside of school • Wellbeing - links to reward system in class

Chaffinches Foxdenton Park • Experiencing animals in real life situations, linked to the topic Fur, Skin and Scales

Doves & Peacocks Extreme Air • PE - 1K challenge • To participate in turn taking and communication facilitating activities • Gross motor development



Yellow Team

Some Robins / Herons

Mahdlo - Rebound Therapy & Multi Sports

• To experience a different learning environment other than school • To take part and show a response to being on a trampoline (rebound) • To take part in Multi Sport activities with peers

Blue Team Kestrels/Ospreys Royton Pool • P.E. - learning to swim and becoming more confident in the water

• PHSE - being in the community • Learning to undress and dress yourself

Toucans Donkey Sanctuary • To broaden life experiences • To learn how to look after and care for animals • To support with the care associated with donkeys

Toucans Lidl • To broaden life experiences by shopping for their cookery ingredients • To develop social skills in new and different environments • To begin to use memory and develop their understanding of exchange

Flamingos Foxdenton Park • To experience the outside world including sounds, sights, weather sensations

• To experience having a picnic outdoors linked to Cookery topic for the term

• To experience playing games out in the park Flamingos & Parrots

Lancaster Farm Park • To interact appropriately with peers • To handle animals gently • To experience seeing different farm animals linked to story theme for term

Visitors into School Various Blue – dog • Understand the needs and requirements about looking after a dog

• Learning to read the dog – i.e. wagging tail – happy so safe, snarling – not happy so not safe

Based in Kestrels but for all classes to access

Living Eggs • To experience the hatching of eggs and watch chickens grow for a 10 day period

• To learn to handle and care for small creatures All Animal Takeover • To experience a range of different animals and creatures

• To learn how to handle and care for small creatures


Languages/Culture Days Accountable Lead: Suzanne Pass (Helen Godfrey) In the Spring Term our languages day focussed on Spain.

Our external visitors this term were Billy and Andy’s Music school. Several staff members had attended sessions run by Billy and Andy outside of school and were really impressed. Billy and Andy ran their sessions in Sid Jacobs; they wired some Spanish fruit up to a computer so that when it was touched it would play different Spanish sounds. They also brought some accessible adapted instruments along and played some interactive songs. Feedback from this session was really positive:

“The children really engaged with the 'Musical fruits' and enjoyed making the connection between touching the different fruits to make different sounds. They also enjoyed having a turn with the guitar and mandolin.”

“All went well thanks. Children really engaged. Loved Billy and Andy and their music.”

Michael Brewster (Manchester United Hub Officer) planned and set up a basketball activity that was accessed by some classes. This included some Spanish numbers that could be used for scoring to introduce some spoken Spanish Language.

Cath Croke provided a resource box of sensory Spanish themed resources. This was timetabled for some Flightpath 1 classes. Lisa Garside (Computing Assistant) created some differentiated ChooseitMaker3 activities to support Languages Day learning that were accessible for all classes.



Classes planned the rest of their days either individually or collaboratively with other classes and this was incredibly successful. Class teams ensured that activities were engaging and pitched appropriately to the learning styles and Flightpaths of their children. In order to support the class based activities, we also provided three resource boxes with some different Spanish resources including a flamenco dancer doll, fans, maracas and castanets, a talking Spanish toy and some switches with Spanish phrases recorded.

The Summer term Languages Day will be on the 27th June, focussing on France. Billy and Andy will return to run sessions with the classes that did not access them on the previous Languages Day. Georgina Aasgard, a French Harpist who has previously worked with Live Music Now, will run sessions on French music and French language songs. In anticipation of the day I have distributed some activity ideas and am putting together the French resource boxes. Cath Croke, Michael Brewster and Lisa Garside will continue to provide activities to enrich the opportunities available for language and cultural learning.


Outcomes for Pupils

Pupil Progress Accountable Lead: Sue Caine (Suzanne Pass/Jenni Cryer) To ensure each child’s outcomes are good relative to their individual starting points, steps of learning are identified, captured and recorded which then inform judgements around each child’s progress. Engagement scores are also recorded to further inform teachers’ planning and assessment.

The new Accountability Forums have been introduced during the summer term to replace, amongst other things, the Standardisation Quality Assurance (SQA). Discussion between members of the Senior Leadership Team and the class teacher to explain and justify children’s progress have been successful to date and have been key in further developing the accuracy of annual targets for individuals. Staff have been able to knowledgably discuss the progress the children in their class have made and demonstrate their evidencing of this progress within SOLAR. To date the progress seen for all children has been good, relative to their individual starting points. Where insufficient progress has been made, again to date, staff have had valid justification as to why this is the case; usually due to extended or frequent absence or illness. Further details regarding whole school annual progress will be reported to governors in the Autumn term.


Pupil Premium Accountable Lead: Sue Caine (Charlotte Williams) Pupil Premium intervention records are being monitored on a termly basis through Accountability Forums and also being monitored by Charlotte Williams so that information can be collated by the end of the year around the impact of specific interventions. These records are now much more specific and show clear evidence of the impact of expenditure. At the end of the academic year, we will be using data to report on interventions on academic progress in comparison to those children who are not in receipt of Pupil Premium to provide further evidence of the impact on learning.


PE & Sports Premium Accountable Lead: Sue Caine (Jenni Cryer) See attached report which is also available on our website (http://www.kingfisher.oldham.sch.uk/wp-content/uploads/2018/04/PE-and-Sports-Premium-Funding-2017-2018.pdf).

We are working towards maintaining the Healthy School Diamond award for 2019-2020. The initial audit has been completed and objectives set. We need to complete and submit our impact report to achieve the award. Elaine Curran is leading on this.

http://www.kingfisher.oldham.sch.uk/wp-content/uploads/2018/04/PE-and-Sports-Premium-Funding-2017-2018.pdf

http://www.kingfisher.oldham.sch.uk/wp-content/uploads/2018/04/PE-and-Sports-Premium-Funding-2017-2018.pdf



The Spring term’s report from Michael Brewster, the Manchester United Foundation Hub Officer based at Kingfisher has been shared with school and is part of the Governors supporting documents. Michael continues to have a real impact across school not only in supporting teachers with the teaching of PE but also working with parents, staff and children to support their wellbeing.


EYFS

EYFS Accountable Lead: Sue Caine (Emma Hamnett) The children in the Early Years provision continue to make good progress and this is recorded in SOLAR each half term. The impact of the children’s individual sensory profiles and Speech and Language recommendations is now evident in the children’s learning and development and is evidenced in their PLP’s. Re-referrals continue to be made, to ensure that personalised communication and sensory profile strategies are in place for children where necessary.

The children take part in PALS sessions with the Toucans, and Flamingos using the SMILES (Socialise, Move, Interest, Look, Eat well and Slow down) scheme, and have shared their experience during whole school celebration Assemblies. Personalised Planning Meetings for children in the Early Years have taken place. The Early Years classes continue to develop their action research projects as class teams, including focusing on: Being in Nature – the Jungle, and the development of the sensory garden. The teachers in the Early Years have started the Peer to Peer Coaching Cycle, working with teachers from across the school to work on an area for development within their classroom or focusing on an aspect of their practice.

We have a high number of new Early Years pupils starting at Kingfisher in September. This includes 4 pupils in Yellow Team, 8 pupils in Blue Team and 14 in Red Team.




3. OPERATIONAL MANAGEMENT – Accountable Lead: Sue Caine

Personal Development, Behaviour and Welfare

Safeguarding Accountable Lead: Sue Caine (Designated Lead) CPOMS is well established across school with both class staff and office staff using it to not only record safeguarding issues, accidents and incidents but also to record any parental contact that they may have throughout the day. This means that we are aware of conversations that have been had and if we need to respond to anything. The parent/carer contact files are no longer in use in classes as it is all now electronically recorded.

The Admin Team are now using CPOMS a lot more effectively to record daily absences enabling Lynne Rogers, Pastoral Lead for Safeguarding and Attendance, to have a much clearer picture of daily absences and reasons. Lynne continues to work alongside the LA’s Attendance Team to challenge any high absenteeism.

Termly checks of the Single Central Record (SCR) continue to be carried out by Sue Caine and Janet Wray (Safeguarding Governor).

In May, a safeguarding audit of policies and processes within school was carried out by an independent company – KD Safeguarding. This was a very rigorous process which was carried out over a full day. The report and the recommendations will be discussed with Janet Wray (Safeguarding Governor) on her next visit on 8th July 2019. There are no major areas for concern.


CLA (Children Looked After) Accountable Lead: Sue Caine We continue to have a total of 4 CLA in school – three from Oldham and one from Manchester who is fostered by an Oldham family. This number may be reduced next term with the possibility of one of these children being moved out of the borough.

Termly PEP (Personalised Education Plans) meetings and CLA reviews are attended by Sue Caine as the Designated Lead alongside the class teacher. These meetings are also attended by social care, parents and foster parents. It is a time when progress is discussed alongside how happy the child is and what we can do to make the provision at home and school even better. They are positive meetings which identify any targeted support which may be needed.

We have recently found out that the Oldham CLAs do not receive any additional funding – Pupil Premium Plus – as it is felt that their needs are met within the funding which is allocated to them through their EHCP. If school feel that additional funding is needed then we are able to apply for it.


Health Accountable Lead: Sue Caine Members of SLT continue to meet with the different Health Care Teams in order to ensure the continuity of the joined up working that we have now established.

Sue Caine meets with the school nurses and Charlene Biggs (Health Care Support Assistant employed by Kingfisher), on a weekly basis. Information is shared at these meetings regarding any children’s health updates, safeguarding issues and planning for staff training. This system continues to work well and sharing information regarding safeguarding concerns has been invaluable.

Julie Battle (Physio) meets regularly with Sue Caine. There are currently no significant updates from Physio.

Suzanne Pass continues to meet with Katy Latham (SaLT). SaLT has introduced a new referral system to school, in line with all schools in the borough, which despite a few teething issues, has now been successfully implemented. The Communication Assistant has supported this transition to ensure children's referrals to SaLT have experienced minimal delay. SaLT continues to work effectively in liaison with school staff and have also supported the delivery of staff training in Colourful Semantics.




Wellbeing (Social and Emotional) Accountable Lead: Sue Caine The Wellbeing Team has produced supporting documents for staff to refer to regarding wellbeing. These are ‘Supporting Children’s Emotional Health and Mental Wellbeing’, ‘Supporting Family Wellbeing at Kingfisher’ and ‘Supporting Staff Wellbeing at Kingfisher’. These will be shared with staff this term and then can be implemented in the new academic year.

The emotional wellbeing of the children at Kingfisher continues to be a priority with the Pastoral Team supporting this for children and their families. Michael Brewster (Manchester United Foundation) continues to lead on the Kingfisher 1K a day which is a good start to the day when classes use Jack’s Playground to walk and count their steps.


Sensory and Physical Accountable Lead: Sue Caine (Nic Found) The list for children with a Sensory Processing Disorder (SPD) who need additional OT support continues to grow. The referral system has been slightly updated as Oldham’s Children’s OT department has changed its practice with how it liaises with families. In light of this we feel that some training needs to be put into place throughout the school year for families to attend an in-school training session around SPD with the private OT Emma Tod, supported by Nic Found. This will be coordinated with Lynne Rogers.

Across school, children are now accessing ways to help calm their sensory systems. More children are using ‘bear hug vests’ and ‘sensory tops’ to help give them some grounding and ‘squeeze’, helping with their proprioception. OT supports classes and Nic Found to find ways to help regulate children.

We are currently waiting for some additional parts for the Zuma chairs we have in school which will help to ‘stabilise’ the amount of ‘rock’ a child can access on the chairs. Future purchases of these chairs will include the stabilisers. Children who have the chairs continue to use them and they are providing great support.

As we prepare for new classes in readiness for September, children’s sensory needs will be planned for within new classrooms.


School Values and Vision Accountable Lead: Sue Caine

(including SMSC – Spiritual, Moral, Social & Cultural/British Values) Kingfisher continues to promote Spiritual, Moral, Social and Cultural Development (SMSC) throughout every child’s Kingfisher journey. Every area of the childrens’ day at school promotes some area of SMSC be that playing with friends, sharing with others, exploring music and culture or meeting visitors from the community. Planning reflects these opportunities and children have time in the day to celebrate their achievements with their friends and the adults they work with.

SMILES is now developed across school and is a good way for the children to socialising with different children whilst focusing on different themes. Achievements are shared on the class Vision and Values Trees and celebrated with the whole school during Friday assembly.


Admissions/Transitions Accountable Lead: Sue Caine Suzanne Pass has been leading on the transition of Year 6s to New Bridge which have started this term. Due to the high number of pupils moving on this year it has been quite a challenge to arrange these visits with issues around transport costs and availability of minibuses from New Bridge. However, children have enjoyed their visits and classes have shared information with staff at New Bridge around individual pupils.



Transitions for children starting at Kingfisher in September will start very soon. Class lists have now been finalised so class teachers will be contacting the schools of new pupils to arrange some visits to Kingfisher. We have a very high number of new starters in September – 34 – so again, arranging transition visits for them all will be a challenge as they are coming from a variety of different settings.

Early Years pupils have been given specific dates and times to visit with their parents.


Pupil Attendance Accountable Lead: Sue Caine

Although the attendance of pupils at Kingfisher remains below that of similar schools, we continue to work with parents and the LA to ensure that children attend school when they are well. Looking at the data below, Yellow Team children had the highest absenteeism. A number of these children were absent for lengthy periods of time due to hospitalisations and surgeries. One of the Wrens children was on an end of life plan but is now able to access school a half day a week which we are hoping to build on.

Specific classes in Blue Team have a low percentage rate due to the ill-health of some individual pupils.

Red Team classes continue to have the highest attendance percentages. We do have a child from the Goldfinches who has been in hospital since the start of the year due to a tumour. He is receiving palliative care.

Lynne Rogers has recently met with the Attendance Officer from the LA who felt that school were doing as much as they could in working with parents to raise awareness of why their child needs to attend school regularly.

Pupil Attendance – Spring 2019 (7.1.19 – 5.4.19) % Attendance % Authorised % Unauthorised

Yellow Team – Emergent Learners / Learning to Learn

Wrens 54.5 40.9 4.6 Robins 64.0 28.6 7.4 Skylarks 85.0 11.9 3.1 Swans 68.8 28.9 2.3 Herons 62.6 32.4 5.0

Blue Team - Learning to Learn / Independent

Learning

Pelicans 96.7 3.3 0.0 Chaffinches 91.1 7.6 1.3 Toucans 88.3 10.3 1.4 Flamingos 89.5 9.8 0.7 Canaries 86.4 12.9 0.7 Kestrels 94.5 5.4 0.1 Ospreys 84.4 15.4 0.2 Parrots 90.4 9.4 0.2

Red Team – ASD (Autistic Spectrum Disorder)

Penguins 87.3 12.0 0.7 Ducks 94.4 5.1 0.5 Puffins 87.5 9.8 2.7 Blue Jays 92.4 7.3 0.3 Doves 95.7 4.0 0.3 Peacocks 92.0 7.7 0.3 Ravens 95.1 4.7 0.2 Starlings 91.1 8.4 0.5 Goldfinches 79.6 15.3 5.1 Woodpeckers 86.6 12.4 1.0

Overall

Spring 2019 84.8 13.5 1.7 Autumn 2018 86.2 13.7 0.1 Summer 2018 87.2 12.6 0.2 Spring 2018 82.8 17.0 0.2 Autumn 2017 85.0 14.7 0.3 Summer 2017 83.8 15.9 0.3




Organisation (whole school)

Pupil Numbers Accountable Lead: Sue Caine We continue to have 191 children on roll. We have had one new pupil starting at Kingfisher this term – family were taking the LA to tribunal so we agreed that their placement could start before September. The child is doing 5 mornings a week and has settled very well. They will be full time in September.

Sadly, a Year 6 pupil passed away, at home, very suddenly towards the end of last term. This was a difficult time for staff and pupils. We have continued to keep in touch with parents and will be arranging a celebration event to mark the life of this child when parents feel they are ready.

We currently have a waiting list of 8 children.


Staff Deployment, Duties and Responsibilities Accountable Lead: Sue Caine Please refer to the separate document for a full overview of staffing details. There is an updated version of the document in the Governor Website portal and any changes referred to in this section of the Leadership Report. Hannah Simpkin who completed 2 successful terms of her NQT year, went on maternity leave at Easter. Lizzie Chappell – a teacher who has worked at New Bridge - has covered this maternity leave very effectively. Maria Hallett – class teacher in the Ospreys – will be going on maternity leave at the end of June and will be covered by Carrie Ball – class teacher in the Kestrels. Carrie has had an ITT student placed with her over the last 2 terms. Charlotte Harlow has had a very successful placement at Kingfisher and impressed us with her commitment to Kingfisher and the quality of her teaching. Following an interview, we have offered her a post in September to complete her NQT year at Kingfisher. Her placement with us ends at the same time as Maria’s maternity leave starts. Charlotte will cover the Kestrels class until the end of the academic year as an unqualified teacher, enabling Carrie to move to the Ospreys class. Donna Bowers (TA3) and Aysha Sarwar (TA1) have also started their maternity leaves this month – they are being covered by regular supply staff. Kimberley Maxwell has returned to Kingfisher following her return to the Oldham area. Kim is currently covering a long term teacher absence and will continue to be on the supply cover list in September. Cate Helm (TA1) has now left Kingfisher due to health issues.


Staff Wellbeing Accountable Lead: Sue Caine Before and after school wellbeing activities have continued this term with the fitness session proving the most popular one. There is a mindfulness session run on a Monday morning and some yoga sessions.

Sue Caine continues to monitor staff absences with the support of Adele Savage (LA HR personnel). Absence monitoring meetings are planned monthly and any issues with health are discussed. We continue to recommend that staff use the Employee Assistance Programme (EAP) when needed and also the Schools Advisory Service. These are both support mechanisms for staff and their families to access which cover a range of different services including financial advice and counselling. They are both confidential services.




Staff Attendance Accountable Lead: Sue Caine Spring term 2019 was a difficult period for staff absences with extremely high levels of, in particular, long term absences. Within this a number for both teacher and support staff, were pregnancy related (3), a big impact was felt in the admin team with two long term absences and a member of the team on maternity leave. In addition there were long/medium term absences for all staff in the site and technical teams – something we have never experienced before. Overall there were a total of 15 staff who had a long term absence during the period. One of these has now had their contract terminated (with effect from August 2019) and the rest have come back into work at some stage. Currently two of the pregnancy related absentee staff are off again and it is likely that they will begin their maternity leave early. Summer Term

2017 Autumn Term

2017 Spring Term

2018 Summer Term

2018 Autumn Term

2018 Spring Term

2019 Teaching Staff 88.97% 86.5% 90.2% 91.9% 93.2% 89.66% Without l-t absence 97.23% 96% 91.6% 95.4% 94.5% 94.30% Support Staff 91.18% 89.89% 85.2% 88.3% 88.6% 82.34% Without l-t absence 94.50% 92.52% 90.4% 95.3% 95.3% 92.94% Governing Body Questions / Comments

Community Partnerships

Engagement Accountable Lead: Sue Caine (Lynne Rogers) Spring term again saw the Pastoral Team building links with parents and partner agencies.

Kingfisher to 5K continued this term with a group of six parents who attend weekly – although numbers aren’t high the group have forged a lovely bond and it gives them the opportunity to chat, share stories whilst out in the fresh air getting some exercise. There is a real shift in focus of conversation whilst off the school premises - the group seem more relaxed; there are some lovely relationships building and sharing struggles, but most importantly sharing triumphs. It really is great to watch – the group has even set up a WhatsApp group to stay in touch!

In February we ran a second playful parenting workshop, led by Sally Thornley, accredited Play Therapist and supported by Lynne, this has proven to be a popular workshop for parents and carers; we will look at how we can embed these workshops throughout the year to support parent/carers and children in building play opportunities and what these look like at different stages of development. Our last session focused on art - messy art to be more exact! We discussed the therapeutic values of painting and drawing, and how this made us feel. We encouraged parents to use different equipment i.e. sponges, straws, sticks and shared how we engage the children in creative art, how art can come in many forms, that there is no right or wrong way and should be personal and child or in this case adult led. Parents loved getting messy and choosing equipment to mark make, they got to take away their art work and make sensory paint bags to take away to use with their children later. This was a great success and we look forward to the next one.

Also in February 2019, we hosted our first Holistic, Aromatherapy and Massage workshop, led by Cath Croke (Moving and Handling Lead and Holistic Therapy Lead). This was a well-attended workshop with a real mix of parents and carers attending - it really showcased the diversity of the school community and it was great to share with families the holistic approaches we use with the children in school, to share techniques and skills to enable parents to work with their children at home - the work shop focused on:

• Aromatherapy basic safety & patch testing • Discovering what aromatherapy is • A chance to make your own cream / oil – take home cream you have made • Safe massage principles • Benefits of massage • Practical hand and arm massage



We have some really talented parents at Kingfisher who have a flair for mixing essential oils! A fantastic morning was had by all.

A pop up clothes shop visited Kingfisher in March curtsy of ‘’ Moo Boutique’’. Parents, carers and staff were invited to come and have a look and maybe try and buy. Moo boutique donated to Kingfisher 10% of all sales, Nic - Moo Boutique owner will also be hosting the popular fashion show later in the year. Nic said she had ‘’an amazing day and couldn't wait until November for the fashion show.’’

In March we welcomed Arjmund Zaheer back to Kingfisher – Arjmund is a Genetic Outreach Worker and coordinates the Oldham Genetics Outreach Project. The service aims to answer questions and provide further information, advice and support to families in and around Oldham who may be affected by genetic conditions or illness that run in the immediate or extended family. The sessions are always well received and are an annual fixture within our family support calendar – drawing interest from all community groups.

The –‘What is mindfulness and how can mindfulness help you?’ workshop was also held in March – again tapping into Cath Croke’s holistic therapy skills and training. We invited parents and carers in to join us in meditation, looking at how mindfulness can support the whole bodies wellbeing and how it can:

o improve your sleep quality o increase your ability to manage difficult situations o make wiser choices o reduce levels of anxiety o reduce levels of depression o reduce levels of stress

The session was a huge success, with families taking away new skills to share with the whole family.

In March we also hosted our first in a series of Support Market Place Events at Kingfisher. We invited in a range of services available within the borough that families are able to tap into / or just find a little bit more about - these included, Short breaks, Home School Transport, MAHDLO, Learning Disability Nurses, POINT and the Local Offer. The market place ran from 8.30am-9.45am; due to the changing landscape of our cohort we are now finding that more and more families are transporting their children to and from school – the market was well attended – families who don’t transport children to and from school also attended. The feedback from all involved was excellent – planning is underway for our next Support Market Place in June – which will be held at the end of the school day. We are always looking to meet the changing needs of our families - we are looking at the best catchment times and will keep you posted!


Team Kingfisher Accountable Lead: Sue Caine (Lynne Rogers) The NEST group (for parents) as on my last report had sadly not been as well attended as we had hoped. A further meeting was called in March in which we discussed with families forthcoming events and how as a group we could move the meetings forward and encourage more parents and carers to attend and what roles and responsibilities should be – changes to times where discussed, and sending text messages, using social media to promote it. A plan will be drawn up together to look at how we can make the meetings more appealing to families potentially looking at families themselves leading on this – I look forward to sharing plans with you on my next report!

Rachel and Stuart Clayton are again planning to host a family fun day at their new public house – plans are well underway and they are hoping the event is as fun packed and successful as last year – watch this space!




Website Accountable Lead: Nic Found The schools website continues to be updated with new and current learning, approaches and information. We have installed a ‘search’ button for easier access to information a viewer may want to get to quickly. This term Nic Found and Suzanne Pass will re-look over the curriculum section to make sure it is up to date and accurate.


Operational Support

Facilities Accountable Lead: Sue Caine We continually look to improve and develop the learning environments with Nic Found taking the lead on this, with support from Chris Reeves.

The roof in Red Hub has continued to leak and the small scale works that we were hoping would patch up haven’t worked. Therefore we have had to invest in a larger repair to a section of the roof, this was completed over half term and we can monitor its success. As previously reported, it is difficult to pinpoint the exact location of the leak from where the water ends up showing internally.


Health and Safety Accountable Lead: Sue Caine An unplanned fire drill was completed on 24th June 2019. The school was safely evacuated in 2 minutes and 50 seconds.


Infrastructure Accountable Lead: Sue Caine (Michael Unsworth) The server upgrade that we have desperately needed, was approved just before Easter and we managed to get the contractor (CHESS) to complete the works over Easter. This proved very successful with the works going to schedule and no issues when the old system was swapped over. We can report that very few people knew that the upgrade had happened – which is positive as it meant that systems were working well when staff and children came back to school following the Easter break.

This upgrade means that now the school should have a network that is sufficient and robust enough for at least the next 5 years, together with the capacity for further growth is required.


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