Protecting Data

On 25th May 2018 the General Data Protection Regulation (GDPR) replaced the Data Protection Act 1998. dataprotect

The GDPR requires schools to identify the lawful basis for storing personal data and audit information we already hold.  It also introduces new individual rights relating to personal data, such as the right to erasure or the right to rectification. 

Due to this it is important that we keep comprehensive and up to date records on our students and their contact, medical and consent information.  This is particularly essential in times of an emergency or where a school wide message requires your attention. Please assist us by notifying us of any changes to the data we hold.  We ask you to make changes annually through a data checking exercise.

Listed below are all policies and procedures which directly relate to GDPR.  Just click on the item you require to see for more information.

Data Protection Policy

Data Breach Policy

Privacy Notice - Parents

Privacy Notice - Pupils

Privacy Notice - School Workforce

Privacy Notice - Recruitment

Relevent policies on the Documents page are:

E Safety Policy

Complaints Policy

Freedom of Information

Information Management Policy

If you require any further information please contact the Data Protection Officer's Secretary, Mrs Emma Dean on 01226 382288.  The Data Protection officer is the Executive Headteacher, Mr Metcalfe.

Equality (beyond the Equality Duty)

At St Margaret's we make every effort to ensure that barriers to treating children and adults in our commuity differently are removed.

Equality Objectives:

- By July 2020, to improve persistent absence of those with FSM eligibility to in line with national data.

- By July 2020, to improve girls performance in maths in order to reduce the performance gap at KS1 between boys and girls to national data gap for maths.

- By July 2020, to increase the performance of boys at EYFS increases to that of girls in reading and writing

- By July 2020, to increase the performance of pupils with SEN without EHCP in KS2 so that they perform in line with all pupils

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How have there objectives been chosen?

These objectives have been chosen as a result of external data reports from the government.

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A short description of what is going to be done to achieve each objective.

We will:

- monitor carefully the performance of groups

- monitor attendance for groups fortnightly

- monitor and evaluate the quality of provision for groups of pupils

- report performance of groups at least termly to the Governing Board

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What is the diversity of our school population?

Our school population in 2016 is parentally declared as: White British (94.6%), White any other background - 2.4%, Any other ethnic group - 1.1%, Asian or Asian British any other Asian background - 0.8%, Black or Black British Caribbean - 0.3%, Mixed any other mixed background - 0.3%, Mixed White & Asian - 0.3%, Mixed White & Black African - 0.3%.

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How are we performing in relation to the three aims of the equality duty?

• Eliminate unlawful discrimination, harassment and victimisation.

We consider we do well against this aim.  Our Christian Ethos and Aims support this work as well as our approach to pastoral support.  A dedicated team support this alongside specialist staff who have implemented a new Kidsafe Programme since Sept 2015.

• Advance equality of opportunity.

We encourage participation in sport for those with disability through Ability Games and through engagement in residentials and other activities.

• Foster good relations.

We have a Parents Forum, offer Meet the Teacher sessions, have an open door approach and also have a senior leader on the playground gate most days.

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The Equality Act brought in changes in to what schools should and must do.

The Act covers all aspects of school life to do with how a school treats pupils and prospective pupils, parents and carers, employees, and members of the community. Everything a school does must be fair, non-discriminatory and not put individuals or groups of people at a disadvantage. In particular, a school must not discriminate, harass or victimise a pupil or potential pupil in relation to:

• Admissions.

• The way it provides education for pupils.

• How it provides pupils access to any benefit, facility or service.

• Excluding a pupil or subjecting them to any other detriment.

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What actions and behaviours are unlawful under the Act?

The Act defines a number of types of unlawful behaviour, including:

• Direct discrimination.

• Indirect discrimination.

• Failing to make reasonable adjustments for disabled pupils or staff.

• Discrimination arising from disability.

• Harassment related to a protected characteristic.

• Victimisation of someone because they have made, or helped with, a complaint about discrimination.

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The Act uses the term “protected characteristics” to refer to aspects of a person’s identity. Treating a person less favourably because they have one or more of these characteristics would be unlawful. The protected characteristics are:

• Age.

• Disability.

• Gender reassignment.

• Marriage and civil partnership.

• Pregnancy and maternity.

• Race.

• Religion or belief.

• Sex.

• Sexual orientation.

The protected characteristics of age and marriage and civil partnership apply to schools as employers, but not in relation to their provision for pupils.

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St Margaret's has taken the decision, in prioritising the way we manage equality, to retain an Equality Policy and Plans specifically for gender, disability and race.

The Equality Policy and Plan, including Accessibility Plan, can be downloaded here: EQUALITY POLICY & PLANS

An article that explains the requirement of the Equality Act can be found here: Equality Act Guidance

Visiting St Margaret's

If you are planning on visiting St Margaret's then please read the following information which derives from and is in step with our policies on Child Protection, Initial Teacher Education and Heath & Safety for the benefit of pupils, staff and visitors at this school. Our ultimate aim is to provide a safe and secure learning environment for all pupils and staff. This school values the contributions made by visitors, which enhance the learning environment and simultaneously recognises the need for procedures which safeguard all members of the school community. St Margaret's seeks to encourage contributions from the wider community to enrich the curriculum, worship, assembly etc. In addition we strive to provide opportunities for those considering a career in education to develop in a progressive school.

Ahead of Proposed Visit

  • The Head of School must be made aware of any potential visit by an outside agency or individual.
  • Following confirmation that the visit may take place, visitors should sign in at reception on arrival and wait there until they are met by the staff member responsible for the visit.
  • Visitors are advised to park on the Staff and Visitors car park.

DBS Clearance

Any visitor whose purpose requires them to be left unsupervised in the presence of children must have DBS clearance. This should be verified prior to the date of their visit and requires notification with Mrs McGuiness, the Enquiries and Admissions Secretary at the earliest possible convenience.  You will be asked and MUST show your Enhanced DBS Clearance Certificate prior to working unsupervised, and even if this is provided you may still be accompanied for the duration of your visit.

Disabled Access

If you have a disability you are requested to make this know to our admin staff so that any potential barriers you may encounter are reduced wherever possible.  You may choose to notify staff when making an initial enquiry to visit.  We have disabled parking available.  Some exit buttons within the school have been raised in height to prevent child use, to exit the building we respectlfully request you ask staff for assistance if necessary. Should you have any queries please raise this initially with the Enquiries Secretary.

Fire Alarm

Visitors must report to Administrative staff on the playground in the event of an emergency evacuation.

During the Visit

  • Visitors must sign in at reception and wear a badge so that it is clearly visible.
  • Visitors here for informal observation should not attend morning briefing.
  • Visitors without DBS clearance will remain with a member of staff at all times.
  • Visitors should return their badge on departure
  • Visitors must ensure that they adhere to the following dress code:

Dress Code

Dress is dependent upon the purpose of the visit. Visitors who are in school in a professional capacity, for example Police, Armed Forces, may clearly wear clothes/uniform associated with their profession. Any visitor whose purpose is to observe/teach classes should dress according to the school's expectations.  Ask if you are not sure.

Footwear should be the traditional office shoe. Trainers/Pumps are not acceptable, except for those involved in teaching Dance or PE.

Any person either without a badge or unrecognised may be challenged by staff and politely asked as to the purpose of their presence on site.

Inspection

OFSTED LATEST SECTION 8 (2018) Ofsted Good GP Colour

The school is very pleased to be awarded the judgement of GOOD in all four areas by a team of three inspectors in September 2013.

  • Good in Teaching and Learning
  • Good in Pupil Achievement
  • Good in Behaviour and Safety
  • Good in Leadership and Management

The school was further inspected in February 2018 and this reported that the school continues to be Good.

The Report Letter from February 2018 is shown below:

adobe-pdf-logo OFSTED REPORT FEBRUARY 2018

The link to our OFSTED page can be found here:

OFSTED page for St Margaret's CE Primary School

SIAMS SECTION 48 (DECEMBER 2016) SIAMs white 690x400 e1506619449482

This inspection is undertaken under the remit from the National Society for church schools.

The school is pleased that it achieved the following:

  • OUTSTANDING for distinctiveness and effectiveness as a Church of England school
  • OUTSTANDING for meeting the needs of all learners through its distinctive Christian character
  • OUTSTANDING for the impact of collective worship on the school community
  • OUTSTANDING for the effectiveness of the religious education
  • OUTSTANDING for the effectiveness of the leadership and management of the school as a church school

 

British Values

bvThe governors have visited the school and discussed with our Worship & Values Team how they see British Values in action in our school.

Promoting British Values at St Margaret's

The DfE have recently reinforced the need "to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs."

The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At St Margaret's these values, alongside our Christian Values that underpin our Trust Deed, are reinforced regularly and in the following ways:

· Democracy:

Democracy is rife within the school. Pupils have the opportunity to have their voices heard through our Pupil Council and Pupil questionnaires.  The elections of House and Form Captains, as well as the winner of the year group Vision & Values Award each term are based solely nominations by children. Our school behaviour policy involves a strong sense of choice in actions and subsequent consequences of these choices.

· The Rule of Law:

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; Lifeguards etc. are regular parts of our curriculum & calendar and help reinforce this message.

· Individual Liberty:

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safety, through
of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular
clubs and opportunities, pupils are given the freedom to make choices.

· Mutual Respect:

Part of our school ethos and behaviour policy has revolved around the value of 'Respect', and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.

· Tolerance of those of Different Faiths and Beliefs:

As a Christian school we have a responsibility to promote a Christian ethos in a context of individual choice, respect and tolerance of other faiths and other beliefs.  This is achieved through enhancing pupils understanding of their
place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and
PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.

KS2 Results for 2019

Our End of KS2 Results are published below.

Children attend from deprivation areas that are within the lowest quintile (most deprived) nationally as published in IDSR. Children characteristically start from below the national expectation for their age, generally meet or exceed the phonics standard at end of Year 1 and make progress to meet and exceed national expectations by the end of KS2.

School results for 2019 from LA Report database:

Attainment

% of pupils in KS2 achieving expected standard in reading, writing and maths: 77% (Nat. 64.8%)

% of pupils in KS2 achieving high level of attainment in reading, writing and maths: 7% (Nat. 10.5%)
% of pupils in KS2 achieving expected or higher standard in reading: 78% (Nat. 73%)
% of pupils in KS2 achieving greater depth in reading: 18.3% (Nat. 26.9)
% of pupils in KS2 achieving expected or higher standard in grammar, puctuation and spelling: 77% (Nat. 78%)

% of pupils in KS2 achieving greater depth in grammar, puctuation and spelling: 26.2% 

% of pupils in KS2 achieving expected standard in writing: 87% (Nat. 78.5%)

% of pupils in KS2 achieving greater depth in writing: 16.7% (Nat. 20.2%)
% of pupils in KS2 achieving expected or higher standard in maths: 85% (Nat. 78.7%)
% of pupils in KS2 achieving greater depth in maths: 18% (Nat. 26.6)

Progress – (score above 0 is better than national expectation)

Reading Progress Score: +0.9 (Nat. 0)
Writing Progress Score: +2.4 (Nat. 0)
Maths Progress Score: +1.4 (Nat. 0)

Averaged Scaled Score:

Average scaled score in in reading – 104 (Nat. 104)
Average scaled score in grammar, punctuation and spelling – 104.4 (Nat. 106)
Average scaled score in maths – 105 (Nat. 105)

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School results for 2018 from DfE database:

Attainment

% of pupils in KS2 achieving expected standard in reading, writing and maths: 64 (Nat. 64%)
% of pupils in KS2 achieving expected or higher standard in reading: 75%
% of pupils in KS2 achieving greater depth in reading: 22%
% of pupils in KS2 achieving expected or higher standard in grammar, puctuation and spelling: 83%

% of pupils in KS2 achieving greater depth in grammar, puctuation and spelling: 23%

% of pupils in KS2 achieving expected standard in writing: 82%

% of pupils in KS2 achieving greater depth in writing: 12% 
% of pupils in KS2 achieving expected or higher standard in maths: 70%
% of pupils in KS2 achieving greater depth in maths: 12%

Progress – (score above 0 is better than national expectation)

Reading Progress Score: +1.8
Writing Progress Score: +1.6
Maths Progress Score: +0.6

Averaged Scaled Score:

Average scaled score in in reading – 105 (Nat. 104)
Average scaled score in grammar, punctuation and spelling – 104 (Nat. 106)
Average scaled score in maths – 105 (Nat. 105)

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The school's results for 2017 are as follows:

The school is not below the DFE floor standard.
The school is not categorised as coasting.
School results for 2017 from DFE database* prior to publishing are as follows (not yet validated):

Attainment

% of pupils in KS2 achieving expected standard in reading, writing and maths: 67.14 (Nat. 61%)
% of pupils in KS2 achieving expected or higher standard in reading: 72%
% of pupils in KS2 achieving greater depth in reading: 21%
% of pupils in KS2 achieving expected or higher standard in grammar, puctuation and spelling: 81%

% of pupils in KS2 achieving greater depth in grammar, puctuation and spelling: 28.36%

% of pupils in KS2 achieving expected standard in writing: 78%

% of pupils in KS2 achieving greater depth in writing: 13% 
% of pupils in KS2 achieving expected or higher standard in maths: 78%
% of pupils in KS2 achieving greater depth in maths: 23.88% (with re-mark outcome)

Progress – (score above 0 is better than national expectation)

Reading Progress Score: +2.5
Writing Progress Score: +1.7
Maths Progress Score: +3.0

Averaged Scaled Score:

Average scaled score in in reading – 103 (Nat. 104)
Average scaled score in grammar, punctuation and spelling – 106 (Nat. 106)
Average scaled score in maths – 104 (Nat. 104)

Special Educational Needs and Disability

sen-logo

At St Margaret's we strive to support all children to enable them to achieve at school.  In order to do this many steps are taken to support them through their learning journey.

We commit ourselves to the principle that all teachers are teachers of pupils with SEND.

Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.

This is where the Inclusion Team support.

The Inclusion Team consists of:

- Miss Emma Fleming - Assistant Headteacher (Inclusion): Special Educational Needs and Disability Co-ordinator

- Mrs Laura Alban- SEN Case Worker

- 5 Dedicated SEN Support Assistants and 12 additional learning support staff

We also have a Pastoral Care and Safeguarding Team

Miss Emma Fleming - Assistant Headteacher (Safeguarding Manager & Safeguarding Strategic Policy Lead)

Mrs Joanna Brown - Pastoral, Safeguarding and Families Manager

Mrs Susan Kirby - Early Help Co-ordinator

There are many SEN terms that are abbreviated which can lead to confusion (even for us!).

Below is a glossary of the most used SEN terms.

ADD   Attention Deficit Disorder
ADHD  Attention Deficit & Hyperactivity Disorder
ASD  Autistic Spectrum Disorder
BESD  Behavioural Emotional & Social Difficulties
CAF Common Assessment Framework
CAMHS Child & Adolescent Mental Health Service
COP Code of Practice
CP Child Protection
CSW Children's Support Worker
DCD Developmental Co-ordination Disorder
EAL English as an Additional Language
EP Educational Psychologist
FSM Free School Meals
HI Hearing Impairment
IEP Individual Education Plan
ISR In School Review
KS Key Stage
LAC Looked After Child
LA Local Authority
MLD Moderate Learning Difficulty
NC National Curriculum
OT Occupational Therapist
PSP Pastoral Support Programme
SaLT Speech & Language Therapy
SEN Special Educational Needs
SEND Special Educational Needs & Disability
SENCo Special Educational Needs Co-ordinator
SpLD Specific Learning Difficulty
VI Visual Impairment

Children and Families Act 2014

The Children and Families Act takes forward the Government's commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Act reforms the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Act extends the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.

It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:

  • replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan,
  • extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
  • improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a 'local offer' of support.

What is the Local Offer?

The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information sets out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child."

The local offer for Warrington can be found here: WARRINGTON LOCAL OFFER

The school's SEND Information Report can be found here: SIR SEPT 2019

The school has an Equality Policy that includes the school's Accessibility Plan: See Documents Page

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School Performance

The governing body meets half-termly to review the school's performance both at year group level and with specific groups of pupils.  This is usually undertaken by the Chair's Committee.

Our end of Key Stage 2 performance can be viewed on the DfE School Performance Website

Pupil Premium Funding

Please see the article on our website as to how we have used Pupil Premium Funding

PE and Sports Funding

Please see the article on our website as to how we have used PE and Sports Funding

PE & Sport Funding Statement

2019/2020 PE and Sport Funding

Miss L McGivern: PE & Sports Subject Leader 

Brief Context

The PE and Sports Grant funding is provided from central government, through local government, direct to schools. It is in addition to the school’s delegated budget and is targeted to support enhancements in physical education, sports, club opportunities and healthy lifestyles.

Schools have had the freedom to spend the PE and Sports grant, which is additional to the underlying schools budget, in a way that they think will best support achieving the objectives and the national criteria.

The criteria are:

  • develop or add to the PE and sport activities that your school already offers
  • build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years

and will be expected to deliver impact against the following 5 key indicators:

  • the engagement of all pupils in regular physical activity - the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school
  • the profile of PE and sport is raised across the school as a tool for whole-school improvement
  • increased confidence, knowledge and skills of all staff in teaching PE and sport
  • broader experience of a range of sports and activities offered to all pupils
  • increased participation in competitive sport

Overall Financing Purposes

The school sought to spend the money directly on key initiatives that would have a specific impact on the achievement of the PE, sport and healthy lifestyle objectives.

The school identified five strands in financing initiatives:

  • Provision of professional development to teaching staff to ensure that the legacy has long term gains
  • Provision of specialist support through coaching to improve the range and quality of PE and sport received by pupils
  • Increase the opportunity for all pupils to participate in lunchtime and after school healthy activity
  • Deliver effective competition both within school and between schools
  • Establish relationships with local and regional sports and healthy living organisations

 

Monitoring

During the year the school’s PE & Sport Subject Leader has been monitoring the impact of each of the strands to ensure their effectiveness.

Examples of this monitoring include reporting to the PE and Sports Curriculum team, updates from the sports coach, feedback from the school council and Sport’s Crew. The PE and Sports Subject Leader has written a report to the Governors and delivered staff meetings.

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Intentions for PE and Sport Grant spending 2019-20

Grant eligible spending:

  • develop or add to the PE and sport activities that your school already offers
  • build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years

THE DOCUMENT HERE IS THE COMPLETED TEMPLATE 'Evidencing the Impact of Primary PE Sport Premium' by the Association of Physical Education for 2019-20.

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Intentions for PE and Sport Grant spending 2018-19

Grant eligible spending:

  • develop or add to the PE and sport activities that your school already offers
  • build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years

THE DOCUMENT HERE IS THE COMPLETED TEMPLATE 'Evidencing the Impact of Primary PE Sport Premium' by the Association of Physical Education for 2018-19.

2019/20 Pupil Premium Funding Statement 

Updated Autumn 2019

The Pupil Premium is a grant provided from central government, through local government, direct to schools.  It is in addition to the school's delegated budget and is targeted to support those pupils who are most vulnerable to enable them to close the gap in achievement.   The Pupil Premium is allocated to local authorities and schools with pupils that are known to have been eligible for free school meals (FSM)or have been or currently are a Child in Care of the Local Authority.  Schools have had the freedom to spend the Premium, which is additional to the underlying schools budget, in a way they think will best to support the raising of attainment for the most vulnerable pupils.

Documents for download:

3 YEAR PUPIL PREMIUM STRATEGY DOCUMENT

EXTERNAL PUPIL PREMIUM REVIEW REPORT & PLAN 2015

PUPIL PREMIUM POLICY.

DFE PUPIL REMIUM GRANT CONDITIONS 2019/20

The Pupil Premium funding is in addition to the main school funding. Below are the details of funding allocated to St Margaret's since the grant was introduced:

Financial Year Total Allocation

2016/17

2017/18

2018/19

2019/20

£ 175,560

£188,860

£180,939

£188,640


A summary of the main barriers faced by eligible pupils:

These are outlined in the documents available from the links above.

How the allocation is to be spent to address those barriers and the reasons for that approach:

The school seeks to spend the money directly on key initiatives that will have a specific impact on the achievement of vulnerable pupils and as far as its powers allow, the school will use the additional funding to address any underlying inequalities between children eligible for Pupils Premium and others. The school identifies those pupils who need the most urgent of support to make the same favourable progress as non-vulnerable pupils nationally.  It evaluates the success of previous year initiatives and seeks to continue the most effective and introduce new approaches where necessary.

In planning the allocation of funds the following criteria have been considered:

  • The work being undertaken as part of a 3 year EEF project with the local authority
  • Research from The Sutton Trust-EEF Teaching and Learning Toolkit with strategies to improve learning
  • Children’s progress in their previous year group and setting
  • The target setting for pupils in Reading, Writing and Maths
  • Discussion with parents
  • Arrangements for children with special educational needs and for more able children
  • Additional support already provided by the school

New approaches during 2018-2019 have and will include:

  • Increase use of ualified teachers
  • Spring Holiday booster classes
  • Wide Awake Club (learning clubs before school in each Phase) 3 x week
  • FAST Parenting Programme for Year 1 parents
  • Manga High online learning for Year 5 & 6
  • Reading Pus Online Reading
  • 1:1 tuition

During the last five years the school has developed targeted support through additional teaching resources.  Over this period of time the school has reduced the role teaching-assistants play in supporting pupil premium pupils and has increased the role of qualified teachers.  This will continue as a main drive for 2019/20.

How impact will be measured:

All teachers are responsible for the attainment and progress of all children in their class. During the year, the impact of all initiatives is monitored by class teachers under the direction of the Assistant Headteacher, Mrs Meager. Mrs Meager reports approximately half-termly to the Governors Chairs Committee on the impact of pupil premium funding to ensure that it is being used most effectively

Examples of this monitoring include the identification of support within Closing the Gap Plans, feedback to the leadership team on impact of intervention, reporting to the governors, annual report of the ECaR programme and Phase Leader reviews of data.

Review of the strategy

The dates for the next review of the Pupil Premium strategy will be:

  • September 2020

Its impact on eligible and other pupils:

Early Years Foundation Stage:

As the children settled into school last autumn term we gave some additional support in class to several of the children to enable them to settle, foster positive relationships with parents and make good progress. During the year we introduced home visits by a member of the children’s support services, which supported links between school and home. The impact of the visits was enabling all EYFS PP families in school regular working alongside their child and engaging with staff. This had a positive impact on the progress children made.


 

Meet the Governors

The Govenors are a group of 'professional volunteers' who give up alot of time and effort to bring a range of skills to the strategic leadership of the school.

They meet as a full Governing Body once a term.  Through their internal organisation they also meet as committees.  The most frequent committees that meet are:

Chairs & Scrutiny Committee, Curriculum Committee, Staffing Committee, Ethos and Environment Committee , Finance Committee

The Chair of Governors is Mrs Ann Elphick and the Vice Chair is Mr David Chadwick.

If you wish to contact the Chair of Governors, all enquiries should be made through Mrs Heap, the Clerk to Committees c/o the school.

The Chairs of the various committees are:

- Mrs Ann Elphick (Chairs Committee)

- Mrs Elizabeth Shone JP (Admissions Committee)

- Mr Rob Gibson (Curriculum Committee)

- Mr David Chadwick (Staffing Committee)

- Mrs Ann Elphick (Ethos and Environment Committee)

- Mr Brian Furness (Finance Committee)

Governance

The Board of Governors has a membership of 14 committed professional volunteers (including those with a background in education, human resources and finance, church representation and parents).

The board is made up of governors with different skills, and has re-constituted to 14 members following a skills audit.

The Governing Body has corporate powers.  Individual governors have no powers on their own.

The Governing Body is appointed in accordance of the Instrument of Governance and must uphold the Trust Deed of the Foundation that underpins this Church School.

They meet as a full Board at least 3 times a year.  To be efficient, groups of governors meet as committees under Terms of Reference.  Four committees regularly meet termly.

To ensure that the full board is strategically and efficiently organised the chairs of each committee meet as a Chairs' Committee half-termly before the termly full board and the cycle of termly committee meetings.

The governors have a Governors Handbook that explains in detail the processes and procedures governors follow (available from the Documents section of this website.

Correspondence to the Chairman should be directed c/o the Clerk to Committees, School Office, St Margaret's CE Primary School, School Road, Orford, Warrington, WA2 9AD.

The school must publish up to date:

  • details of the structure and responsibilities of the governing body and its committees
  • information about each governor, including their:
    • full name, date of appointment, term of office, date they stepped down (where applicable) and who appointed them (in accordance with the governing body’s instrument of government)
    • business and financial interests
    • governance roles in other educational institutions
    • any material interests arising from relationships between governors or relationships between governors and school staff (including spouses, partners and close relatives)
    • attendance record at governing body and committee meetings over the last academic year

PECUNIARY BUSINESS INTERESTS

A list of pecuniary interests for governors is available here: Governor's Pecuniary Business Interests

 

GOVERNING BOARD COMMITTEE STRUCTURE & MEMBERSHIP

Schools should publish the membership of committees.  Here is the membership chart of our committees.

Governor Committees Membership Chart

GOVERNING BOARD ATTENDANCE

Schools should publish the attendance record of each governor at full governing body and committee meetings over the last academic year.  Here is the attendance for our governing board for the last academic year.

Governor Attendance Table

GOVERNING BOARD MEMBERSHIP & INTERESTS

Name Category Appointing Body Appt Date / Term of Office Positions Held Business and financial interests / Background
Ann Elphick Foundation Governor Diocese (PCC)

23/01/2018 - 24/01/2022 

Chair of Board & Chair of Ethos & Environment

HEI Lecturer (Chester University)
David Chadwick Foundation Governor Diocese (PCC) 21/02/2017 - 22/02/2021 Vice Chair of Board, Chair of Staffing Ex-Senior HR Manager for NHS
Elizabeth Shone Foundation Governor Diocese (PCC)

11/05/2017 - 12/05/2021

 Chair of Admissions Magistrate (North Cheshire Bench)
Rob Gibson Co-opted Governor Governing Body  03/10/2017- 04/10/2021 Chair of Curriculum DHT of Gorse Covert Primary Academy
Brian Furness Foundation Governor Diocese (PCC)  29/08/2016-30/08/2020  Chair of Finance Project Management Civil Engineering
Gloria Warburton Foundation Governor Diocese (PCC) 29/08/2016-30/08/2020   Ex-teacher
Vacancy Foundation Governor Diocese (PCC)      
Vacancy Foundation Governor Ex-officio (Diocese)      
Mark Asher Parent Governor Elected by parents    

Parent of pupils

Claire Williams Parent Governor Elected by parents  08/06/2017 - 07/06/2021   Parent of pupils
Joanne Hewson LA Governor LA Appointed  03/10/2018 - 04/10/2022   Principal of a Primary Academy
Carsten Kressell Associate Member (NLG) Governing Body Reviewed Annually each Academic Year Attendance at Committees advisory, no voting rights.

Chair of St Barnabas CE Primary School, Warrington. Director of Kressel Regeneration Ltd

Hayley Johnson Staff Governor  Elected by staff   28/09/2017 - 29/09/2021   Teacher at school
Chris Metcalfe Headteacher Ex-officio  N/A Executive Headteacher Director of Innov8ed Foundation Ltd, Trustee of St Michael's Academy, OFSTED Inspector, Exec Head Cinnamon Brow CEPS
Matthew Boyle Observer Governing Body Reviewed Annually each Academic Year Head of School  
Nicola Heap Observer Governing Body

 Reviewed Annually each Academic Year

Clerk to Committees  
NO LONGER IN OFFICE
Full name Category Appointing Body Date of Appt Term of Office Date stepped down
Rev Daniel Howard Foundation Governor Ex-officio (Diocese)    

19/01/2020 (Commissioned to another parish) 

Nicola Howell Parent Governor Elected by parents   4 years  16/07/2019 (Term of Office ended)
Catherine Preece Foundation Governor Diocese (PCC)      31/08/2021 (Husband Archdeacon commissioned to another diocese)
Clare Howarth-Platt Co-opted Governor Governing Body 21/10/2019   Moved out of area
Gary Hughes Foundation Governor Diocese (PCC)  31/08/2017   Ordination Training
James Koltan Foundation Governor Diocese (PCC) 21/06/2018   Family reasons
Mark Eccleston Local Authority Governor LA Education Committee 12/05/2018   Y6 Pupil left school
Caroline Tress  Parent Governor Elected by parents 11/06/2017   Office ended
Juliette Legge Foundation Governor Diocese (PCC) 19/07/2015   Office ended
John Ansell Foundation Governor Diocese (PCC) 10/09/2016   Office ended
Rev Canon Stephen Boyd Foundation Governor Ex-officio (Diocese)     Moved parishes

Anna Mawby

Governor Diocese (PCC)  Foundation 21/01/2021   Resigned due to work commitments
Milton Wimpenny LA Governor LA Appointed 25/01/2021   Resigned due to other commitments

 

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