WELCOME! ARCHBISHOP HUTTON’S

SCHOOL FORUM

AGENDA •LIGHT REFRESHMENTS & WELCOME

•UPDATE AND SUMMARIES FROM PREVIOUS MEETINGS (parent needed to make summary of this meeting)

•CURRENT TOPICS REQUESTED: HOMEWORK & STAFFING

• DATES AND MAIN TOPICS FOR FUTURE MEETINGS

SCHOOL FORUM What have we achieved to date?

We have together set up an organised process for parents and the school to communicate by:

•hosting open meetings with agenda items set by parents and the school

•having a parent-to-parent email communication for reminders and summaries of the forum meetings

•inviting governors, staff and other speakers if they have expertise, experience or an agenda item of an interest to them

FORUMS TO DATE

•Reporting progress of pupils to parents•Homework generally, homework books and supporting families•Creative curriculum (Wednesdays and Fridays)•Notice board, newsletters and website

Today revisit the above briefly and discussion/report about staffing

PUPIL PROGRESS

Parent: How can I be sure that my child is making progress?

What should I be told and when?

(Handout available – school action for September 2011)

HOMEWORKCurrent Policy (handout available)

Read and discussions in tables – feedback and possible changes / improvements

What can be improved and written into the policy from a parents’ perspective?

Is the following an option?1) Fortnightly homework as now – for individual children in each class. Children MUST read and complete the maths. They are allowed to choose other tasks from the sheet if interested.

2) Reading homework daily for all classes with one maths activity per week (in the form of a game for KS1 and practise activity for KS2)

3) Reading only and an optional family game/task for all the family to do together.

Children in Year 5 & 6 are the only year groups to have homework on top of reading?

Consultation with parents as part of pupils’ reports?

Welly Wednesday and Friendship Friday within the curriculum….

Why do the children need to do it?

90% of teaching should provide 5 – 11 year olds with a sensory experience

Teaching has got to create an emotional response

and it is only by ‘doing’ that they will understand

It’s all about the three R’sOLD AND NEW

READING READY TO LEARN

WRITING RESILIENT

ARITHMETIC RESPONSIBLE

National Foundation for Educational Research -

2007Looked at 11,500 primary schools involved with gardening and children who were given more time to work and play outdoors

We are a primary school that gives unconditional time to friendships and relationships

From the research - What do the children gain?(handout available)

Wednesday and Friday afternoons aim to include:

• Scientific knowledge and understanding• Enhanced literacy and numeracy – using wider

and natural vocabulary• Awareness of the seasons, food and health• Confidence, resilience and self-esteem• Physical skills – gross and fine motor• Sense of responsibility to self and others• Positive behaviour• Emotional well-being

TYPICAL PLAN FOR FRIENDSHIP FRIDAYweek ending Friday 13th May 2001, 1.15pm – 2.30pm

Room 1

Room 2 Room 3 Room 4 Room 5 Room 6 Hall

Mrs Mead Mrs Gaydon

Mrs Bowker

Miss Ashworth

Mrs Stocks

Miss Northway

Miss Burford

D&T – constructs

Maths – shape and space problem solving

Geog and maths skills - Orienteering

Science – changing materials

PSHEPhilosophy and discussion

Physical development

Music- Singing

Class 6 YR, 1 &2 YR, 1 & 2 YR, 1 & 2 Class 5 Class 4 Year 3

9.00am – 10.30am Literacy extended work / some classes PE10.45am – 12.00 Numeracy1.00pm Register and send pupils to friendship groups1.15pm – 2.25pm friendship lesson2.30pm Worship/Assembly 2.50pm Pupils gather belongings and organise to go home

When do they do it ?Who plans and leads it?

Welly Wednesday1.30pm – 2.40pm mainly outdoors / hall / classrooms(2011- 2012 Reception, Year 1 & Year2)Planned and led by: Mrs MeadDelivered by: Mrs Mead, support staff and volunteers

Friendship Friday 1.15pm – 2.20pm in and outdoors for all classesOrganisation: Mrs Gaydon Planned and delivered by school staff and volunteers

STAFFING CONSIDERATIONS•Number of children throughout the school determines the budget received (hence the phrase, ‘it’s about bums on seats’)•Number and age of the children determines the class structure (in a village primary small intakes and full intakes; law at KS1)•Experienced staff cost more than newly qualified staff; have to use the budget received to afford the staff (and this can be why some schools go over budget – you want experienced staff, can you afford them to stay? But you can’t ask them to go.

OTHER CONSIDERATIONS•How long has the teacher been in any one class? Are they still interested and interesting?•Personal professional development and development of the school; expertise matched to cohort needs•Likelihood of retirement, promotion, maternity, illness etc..•Type of contract – permanent, temporary, part time and/or combined; job share •Personalities of teacher & pupils taught

The class teacher is off – what happens and why?

•The class is covered by the Headteacher or •the class is taught by a supply teacher

A supply teacher is a qualified teacher and comes from an agency, or is someone we know who is available to work part time and at short notice. The school can say if they dis/approve of a supply teacher and they must work within the schools policies and rules.

My child’s teacher is being covered by a supply teacher – what

happens?

•Whatever the illness the teacher is expected to e-mail, send or leave a message about lessons and assessments for the supply teacher to follow•For one day’s unexpected illness the supply teacher can be asked to teach age-appropriate material of their own•Maternity or long-term illness – you should expect the supply teacher to teach in the same way as the class teacher. They will have received long-term plans, policies for school and be expected to work with parents•We always try to use one teacher but this is not always possible