Annual Report 2017/18

As Chair of the governing body I would like to report what the governing body have done to make sure that Blakehill Primary School continually improves, provides a great place for children to learn and becomes an outstanding school.  It continues to be our focus for all our children to make the best progress they can.
 
Over the last academic year we have enabled projects within school, listed below, around improving the learning environment, safety and safeguarding:-
  • May 2017 – Timber Canopy for Reception Class
  • Sept 2017 – New Security Gate and path to Extra Club
  • October 2017 – New flooring in Key Stage 2
 
Special Educational Needs and Disabilities (SEND)
 
Children have special educational needs if they have a learning difficulty that calls for additional and different provision to be made for them. Children have a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age.
Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age.
Are under compulsory school age and fall within the definitions above or would do if special educational provision was not made for them. (2014 SEN Code of Practice)
 
The four broad ‘areas of need’ are defined as: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
 
Blakehill currently employs two SEND coordinator (SENDCO) who have the overall responsibility for the provision and outcomes for our SEND pupils in school. Both SENDCOs have completed the SENDCO Award. The SENDCOs work closely together whilst one oversees ks1 and foundation stage whilst the other oversees ks2 provision. Mrs Gould completed the SENCO award this year.

During the 2017/18 academic year the SEN register significantly increased. The register went from having 29 children on it at the start of the year to 47. This rise in number was after a review of the Bradford range guidance and how to identify SEN. This meant 11% of children in school were on the SEN register which is still below national average. 4 children were removed from the SEN register as they had made good progress with their speech and language development and no longer needed additional support.
 
We had 3 pupils with a Health and Care plan (EHC plan) or Statement. National Average for schools with pupils who have a EHC plan is 1.3%.
 
A further 3 requests for EHCPs were made which could see us with 6 EHCP. To support the children with complex needs we appointed an extra member of staff to work as a TA with a children with SEN. We have 5 full time and 1 part time SEN supports for 1.1 for high need children, however,  due to changes in funding this support is unsustainable and we have looked at other ways of supporting these children.
 
Due to the more complex needs and additional support that these children need we have looked at best practice in other schools and have put a proposal together to start a nurture group / Hub for SEN children.
 
We worked with a number of outside agencies including the school nurse, CAMHS, learning support services, Behaviour support, autism team, speech and language therapists.
 
We had staff training sessions to develop knowledge of autism – this was led by Andrew Whitehouse.
 
We also offered a parent learning workshop for children with social difficulties – this was well attended with 30 parents attending.
 
SENCOS attended networking meeting and shared best practice with other schools.
 
The main areas of need in 2017/18 were Social, emotional and mental health and Speech and language.
 
School purchased the online boxall profile which helps to assess children’s progress in social, emotional, and mental health development.
 
Two TAs have attended mental health champion training; these TAs are going to run a positive start session from September 2018.
 
The SEN budget was mainly spent on adult support and training.
 
IEP’s were written for all children on the SEN register and shared with parents. These were reviewed termly.
 
A sports coach was employed to work with some children lunchtimes .
 
Resources
Despite continued reducing budgets, all schools including Blakehill are under pressure to review budget carry forward and to make sure that the money is used to invest in current delivery of Teaching and Learning. The following table shows that overall funding, total expenditure and carry forward balance at the end of each financial year over the last 3 years.

We continue to have a strong leadership capability which allows for the development of skills, abilities and flexibility of all staff to meet the changing needs of our children. We have also continued to provide additional resources for support roles to optimise teacher’s time teaching. This strategy is helping us to improve the school environment.
 
Financial Year  Funding Received Total Expenditure Carry Forward Balance   Carry forward %
2016/17  £1,838,528    £1,838,445 £100,646                                5.91%
2017/18 £1,838,480 £1,859,369  £79,757                                  4.71%
2018/19*  £1,872,820 £1,871,969 £80,608                                  4.76%

*Estimated figures

 

Included in these figures is ‘Pupil Premium’ (PP) an additional amount which the government add to the main school funding to tackle inequality and the needs of disadvantaged pupils who need it most.

The PP is identifiable and each school receives a different amount from the local authority. One factor that is used to determine the amount of PP given to schools is the number of children receiving free school meals. Blakehill receives amongst the least amount in our locality of Bradford East 1. Total funding for PP in 17/18 is ££121,780 for a school with approximately 420 pupils. We spend our PP on providing after-school clubs, interventions, additional staff to support school activities and school uniform subsidies.

Primary School Sports Funding provided a grant of £15,503 which allows us to provide additional support throughout the school. We provide additional after-school clubs too for all years groups free of charge.
 
Pupil Attainment 2018

Our focus has previously been on writing and this has resulted in excellent achievement. We have shifted our focus on to reading and more recently maths.

Teaching of Phonics is well established in Early Years and Key Stage 1 and has made a massive difference in improving reading as shown in our better than average Phonics screening tests in Year 1.
 
You will see from the School Performance Data (link below) the percentage of children in Key Stage 2 that achieved great progress and it also highlights where we have had to develop a strategy to improve achievement in maths.

We have always maintained a strong process for monitoring that helps provide feedback and learning targets for children and parents.
 
School Performance data CLICK HERE
 
Governing Body

Our governing body comprises of ten governors from various backgrounds including parents, local business people and staff. I’m very proud that our governing body is a group of very committed and highly enthusiastic people who enjoy volunteering at Blakehill and supporting the school’s continuous improvement.

Our governing body has a constitution of 12 governors.  Thus we have two vacancies.  The future recruitment of school governors will focus on finding people with skills which help the governing body achieve their goals for Blakehill Primary school.

Our governing body are very active in school and spend time visiting, volunteering and helping where they can.

I know that our governing body are proud to be governors at Blakehill because it is a good school and our children receive high quality teaching and achieve their potential.

I’d like to thank our governing body, the management and staff for their continued support and commitment to Blakehill Primary School.
 
Philip Cavalier-Lumley
Chair of Governors
Blakehill Primary School