Expect More

Principal focuses for the performance of Leadership Team members during 2018-19 will be to:

  • use innovative and creative responses to manage the significant financial challenges facing schools in 2018-19, and beyond
  • maintain the very highest pupil performance standards across the school, with pupils continuing to achieve at advanced standards, well above the national average, in the end of Key Stage 1 and end of Key Stage 2 tests (May 2018 and going forward)
  • develop whole school strategic understanding of all staff in relation to external validation. Ensure that the school meets all the criteria to be deemed an outstanding school on every measure: overall effectiveness; the quality of teaching, learning and assessment; safeguarding; personal development, behaviour and welfare; outcomes for pupils; early years provision
  • Further develop and extend leadership capacity within the organisation
  • continue to raise the standard of pedagogy across the school through ‘cutting edge’ continuing professional development; the ‘showcasing’ of successful practice; the sharing of current research on teaching and learning; lesson analysis study (using filmed sequences) and a comprehensive peer observation programme
  • implement all Key Stage Review recommendations from the four recent reviews that have taken place since November 2017
  • Further develop teaching knowledge and skills in relation to science; the teaching of design and technology; the teaching of geography and the teaching of computing
  • Implement the requirements of the General Data Protection Regulations (GDPR), ensuring they become fully established and followed by all staff members.

The staff appraisal cycle for the 2018-19 academic year will take place during September and October 2018. Once the first meetings within the cycle have been held, and staff targets agreed, an appraisal statement will be published here.

Appraisal Statement – Autumn Term 2107

All members of the Leadership Team are fully committed to meeting the objectives outlined above. They are involved in delivering a  multi-layered, intensive continuing professional development programme designed to enable our five new teachers to make rapid professional progress. All classteachers have set individual pupil targets for performance in reading, writing, grammar, punctuation and spelling, mathematics and science. Teachers will continue to complete termly assessments of pupils’ attainment in these all of these subjects. These will be thoroughly analysed by the Headteacher at the end of the Autumn Term and at the end of the Spring Term, with each classteacher receiving a comprehensive analysis of pupil standards, pupil progress and whether or not pupils are on track to meet the targets set by the classteacher at the start of the academic year. Particular attention is paid to how well disadvantaged pupils are performing. The allocation of additional support is informed by these ‘data grabs’.  Subject leaders, those with management responsibilities, and others with leadership responsibilities, established additional targets related to the ongoing development of the school. These targets are closely aligned to the current School Improvement Plan (2017-18) and reveal a relentless, ongoing drive for the continuous improvement of our school.

Appraisal Statement – Autumn Term 2106

The first meetings of the 2016-17 appraisal process were completed shortly before the first half of the Autumn Term 2016. The task of conducting these meetings was distributed amongst members of the school’s leadership team. A clear, specific brief was given to team members to ensure that this professional development process is a robust one and that its implementation results in tangible, positive impacts on pupils’ learning.

The Headteacher conducted the appraisal of all members of the Leadership Team. During their meetings with team leaders all teaching staff agreed ambitious pupil performance targets. Teachers were expected to set aspirational targets for all pupils, no matter what their current level of attainment is. The targets established for all pupils eligible for a free school meal were discussed in detail. Additional support, through a funding stream called the Pupil Premium, is available for anyone from this group of pupils who is currently performing below the national expectation for their age. In addition, all teachers set clear and specific targets designed to secure further improvements in their teaching. So, for example, one teacher set herself a target of creating more supportive learning scaffolds for lower attaining pupils; whilst another was keen to enhance the quality of her teaching of advanced reading comprehension skills, with a focus on using ‘pre-teaching’ techniques to prepare pupils to mange more challenging texts. Subject leaders, those with management responsibilities, and others with leadership responsibilities, established additional targets related to the ongoing development of the school. These targets are closely aligned to the current School Improvement Plan (2016-17) and reveal a relentless, ongoing drive for the continuous improvement of our school.

During the Spring Term a second meeting took place to review the progress that had been made towards meeting appraisal objectives. Towards the end of the academic year, in the Summer Term, a joint evaluation by team leaders and those appraised occurred. At this meeting teachers were asked to provide evidence to demonstrate that they had met the targets set in the Autumn Term. Pupil performance data, including a value added measure (using the average point scores in our new assessment system) is assessed annually by the Headteacher. The impact classteachers have had on pupils’ progress is evaluated and this forms an agenda item for the following year’s Autumn meeting. The Headteacher and Deputy Headteacher know precisely how much value a teacher has added year-on-year.

Principal focuses for the performance of Leadership Team members during 2016-17 will be to:

  • maintain the highest pupil performance standards across the school
  • continue to raise the standard of pedagogy through continuing professional development, ‘showcasing’ of successful practice, lesson analysis study and peer observation
  • induct and enable colleagues who are new to the school
  • embed our new school assessment system (introduced in September 2015) following the abandonment of the levels system
  • raise the profile of design technology at the school
  • implement Key Stage Review recommendations from past reviews and those that have been scheduled for 2015-16
  • introduce the mastery approach to teaching mathematics from the early Years up to Year 3
  • offer outstanding opportunities in science following the school being awarded Science Quality Mark Gold in June 2016.

Appraisal statement 2014-15

This academic year, following the introduction of the new primary curriculum in September 2014, we will be making some significant adjustments to the way we assess children. We will be launching a new, more precise way of assessing pupils’ ability. So, for example, teachers will report more specifically to parents, at parent consultation meetings, stating what a child can do, what the child needs to do next and how parents can support this improvement process.Whilst there are no failing teachers at the school, everyone is expected to show a firm commitment to the principle of continuous improvement. This is reflected in the pedagogic development targets that have been established. A principal focus for all teachers during 2015-16 will be to ask the kind of questions that will assist pupils to develop deep, secure understanding of central ideas; key concepts; key bodies of knowledge and fundamental skills. In addition, all teachers will strive to ‘make thinking visible’. In our view it is important for teachers to nurture thinking in the daily lives of learners and to make it ‘seen’ – noticing it, highlighting it and commenting upon it – so that pupils can recognise it.

Support staff are also involved in an appraisal process that consists of an autumn meeting and a summer meeting. In the former annual targets are set. In the latter performance in the previous year is evaluated and reflected upon. The requests support staff make regarding their current professional needs inform the weekly continuing professional development programme they attend. So, for example, teaching assistants and learning support assistants have expressed an interest in learning more about how to write and use social stories. They have also requested more input on using i-pad apps to support the learning of lower attaining pupils.

Mechanisms to continually improve the quality of teaching across the school feature in the targets of all experienced teachers. So, for example, in 2015-16 the school’s Leader of Learning will be working closely with the new Year 5 teacher. Two other experienced teacher will help to train two new staff members who have a long-term placement at Barnes through the schools direct initial teacher training route. A third staff member will offer very close support to a colleague with planning throughout the year. One teacher will provide a series of professional development sessions to her colleagues on how to develop the teaching of science, so we are successful in our application for the Primary Science Quality Mark gold award.

All teachers set performance targets for every pupil in reading, writing, mathematics, science and computing. The Headteacher sees and comments on the targets set by every classteacher. Targets are recorded in an electronic class tracker. Towards the end of each term classteachers assess the progress pupils have made towards reaching these targets. At this time they record their current level of attainment (the broad level and the position within this level) on their class tracker. Teacher assessments are analysed in detail by the Headteacher who provides a comprehensive evaluation of progress and a commentary on how well pupils are doing in relation to the performance targets established by teachers in the initial appraisal meeting.