School Profile
The information provided was correct at the time of publishing. Please
be aware that details may have changed.
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Children's
Service Authority: |
926 |
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Age range: |
5-11 |
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Number of pupils: |
78 |
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Head teacher: |
Mrs Lesley Payne (Acting) |
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Chair of
governors: |
Mrs Mary Feakes |
What have been our successes
this year?
Enrichment of the School environment continued with four "Work
Party Days", the exterior of the School was landscaped, Snowdrop Cottage
erected for the younger children, the provision of an outdoor science area, and
marked hard play area for the Foundation Children. Hedging was planted on the western
boundary, and four indigenous trees on the Field. All made possible through the
goodwill of the Parents, Staff and Pupils and money won by the pupils in a
competition.
The School successfully completed their Travel Plan and some of the
pupils attended a presentation day at the Ecotech Centre at Swaffham. This
brought further monies into School which has provided two shelters for shade in
hot weather, and shelter in rain.
Years 3,4,5, & 6 were invited to Centre Parcs to entertain with
Christmas Carols, and enjoyed some of the facilities later.
A "Huff and Puff" initiative started the Play Shop, run by
School Council. At the cost of £1.00 per family per year, children can use
games and sports equipment during their lunch break to provide stimulation and
exercise.
A successful entertainment evening was held at the end of the Autumn
Term, with whole school participation in music and drama.
What are we trying to improve?
The School has had a difficult twelve months with the continuing long
term absence of our headteacher through illness, however, we were pleased to
welcome Mrs Payne into our School as the Acting Headteacher, who is working
with Staff, Governors and County to raise standards throughout the School.
Whilst SATs results have shown an improvement in Science, the number of
children obtaining a Level 5 at the end of Key Stage 2 is still below that
required, and an Action Plan has been formulated to support Staff and Governors
to improve Standards. Particular emphasis is being placed on the Teaching and
Learning and Leadership and Management to ensure that each child's progress
follows on an upward continuum throughout their time in School from Foundation
to Year 6. This is being monitored by the implementation of a more rigorous
tracking system.
A better system of communicating to both Parents and children their
current progress, and what is expected of them is under review.
How much progress do pupils
make between age 7 and 11?
The chart shows our school's value added (VA) score relative to that of
other primary schools. VA is a statistical means of assessing how effective a
school is, by measuring pupils' progress using their test and examination
results. The percentile rank shows the percentage of schools with a score equal
to or higher than ours.
Our school
The Overall contextual value added measure for the group relative to a
national mean of 100, for 2006
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Cohort |
CVA |
95% significance |
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9 |
99.3 |
1.1 |
As the Schools cohort for SATs tests at age 11 was below ten, these
figures are not published nationally, to preserve the anonymity of the
children.
How well do pupils achieve at
age 11?
This chart shows the Key Stage 2 results for 2005. It indicates the
percentage of pupils eligible for KS2 tests (usually 11 year olds) who achieved
or exceeded the expected level (level 4)
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Our school |
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Local schools (Local Authority) |
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All schools |
How have our results changed
over time?
Taking the pupils average point scores over five years
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2002 |
2003 |
2004 |
2005 |
2006 |
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Cohort |
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11 |
12 |
9 |
11 |
9 |
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English |
School |
28.1 |
29.0 |
29.0 |
27.0 |
27.7 |
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National |
27.0 |
26.8 |
26.9 |
26.8 |
27.4 |
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Maths |
School |
27.0 |
27.5 |
28.3 |
27.5 |
26.3 |
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National |
26.7 |
26.8 |
27.0 |
26.9 |
27.3 |
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Science |
School |
27.5 |
29.0 |
27.7 |
27.5 |
30.3 |
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National |
28.3 |
28.6 |
28.6 |
28.7 |
28.9 |
How are we making sure that
every child gets teaching to meet their individual needs?
We are putting robust assessment and tracking systems into place to
ensure that each child's progress is noted and action taken to address any
shortfalls in attainment. Children's targets are challenging, but realistic,
and we are currently investigating the best ways of sharing these targets with
our children in order that they are fully involved in this process.
We are working hard to ensure that children with SEN are provided for
with well supported IEPs and that these are subject to frequent and regular
review. We are also working to develop a new Gifted & Talented policy that
will aid us in recognising children for aptitude in all areas across the
curriculum and enable us to foster their talents.
Our planning shows that work in class is differentiated to support
children with difficulties and to challenge the more able
Within our work using SEAL materials, children and adults are encouraged
to identify their preferred learning styles and teachers plan their lessons
with this range in mind
How are we working with
parents and the community?
Parents are kept informed weekly through a newsletter. Extra copies of
all correspondence are available within School. Parent Evenings are held
termly, for individual discussion with the Teachers, and our "Open
Door" policy enables parents to make mutually convenient appointments with
the Teacher or Headteacher to discuss concerns. Parents complete a
questionnaire annually of their perceptions of the School,
Parents are welcomed to assist in certain activities within School, not
only as a member or supporter of the PTA association (FROGs), but to help with
curriculum work, assisting with sport, craft work etc. In addition, to sharing
their particular expertise, eg. beekeeping and being an evacuee.
The Community perceives the School as one of its greatest assets.
What have pupils told us about
the school, and what have we done as a result?
We have a School Council with representatives from all classes YR - 6,
this meets regularly to discuss projects they wish the school to become
involved in and ways to improve the school for its pupils
Children fill in a questionnaire each year answering questions about the
way they feel about school, how they are treated and how they are taught.
Results are discussed by Governors and Staff and plans made to address any
problems voiced in this.
Circle Time is used to discuss issues about school and friendships and
each class has a system for children to communicate concerns to their teacher
via a 'Worry Box'.
How do we make sure our pupils
are healthy, safe and well-supported?
We are engaged in the Healthy Schools Project and our provision of
healthy school meals is a reflection of this. Children in Reception & KS1
are provided with free fruit each day. We encourage children to exercise with
the provision of activity equipment from our "Play Shop" at break
times. On two days a week we provide skipping activities before school and we
have a range of different PE related clubs throughout the year. Our Travel Plan
encourages children to walk or cycle to school and we have been recognised for
the improvements made in this. We provide "Steppers" training for
young pedestrians and Cycling Proficiency classes for our cyclists in order
that they can travel to school safely. Our Anti-Bullying policy is given a high
profile and we are in the process of reviewing our Behaviour Policy to ensure
that children are fully aware of their own responsibilities and the
consequences of both 'right choices' and 'wrong choices'.
Our Health and Safety policy is monitored rigorously and risk
assessments are the subject of regular review. We have a good relationship with
the Educational Support and Psychological services and actively seek to support
our children and our families in all their needs.
How do our absence rates
compare with other schools?
This chart shows the percentage of half days missed through authorised
and unauthorised absence by all pupils at the school. Information is given for
the school, for schools within the local authority and for all schools.
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Our school |
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Local schools (Local Authority) |
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All schools |
Attendance rates in School are above the National Average. Any family
whose child is absent from school without explanation is contacted to ascertain
the reason for the absence.
What activities and options
are available to pupils?
Our belief in a full and rounded education is shown in the range of
activities we offer our children. We have been recognised for our excellent
provision of P.E. All children in KS2 train regularly with a
What do our pupils do after
leaving this school?
Connections with the Cluster group of schools to which Garboldisham
belongs over the children's time in Primary Schools allows for some rapport
with prospective classmates at Secondary School to be established.
What have we done in response
to Ofsted?
Following the Ofsted report, the school devised, and has been
implementing, with input from County, a Post Ofsted Action plan. Many of the
concerns raised have been, or are in the process of being addressed. Whilst
English and Mathematics remain areas of focus, with english bordering on
national averages, and mathematics slightly below, it is expected that a more
vigorous tracking and assessment regime will indicate where emphasis must be
placed. Results from the input of a specialised Science co-ordinator have seen
these results exceed national average.
Much work has been done to improve the facilities of the School, the
leasing of a playing field which has been brought within the curtilage of the
School allows for a greater emphasis to be placed on the teaching and variety
of PE offered, and the removal of mobile classrooms from the hard surface area
provides additional play and PE space.
More Information
If you would like more information about school policies, including our
policies on special educational needs and disability, admissions, finance,
school food and our complaints procedure, please contact us:
By telephone: 01953 681327