Date of Visit: 3rd July 2019
Governor: Helen Keedy
Staff Member: Vicky Topham
The meeting began with the opportunity to talk to 6 Year 3 PP pupils. They talked enthusiastically about the recent pop-up museum. Dorset County Museum visited HTP on 9th May with an inflatable museum which was erected in the school hall. This was a pilot outreach programme and delivered a two hour session to 28 Year 2 and Year 3 children in Session One and to 26 Year 4 and Year 5 children in Session Two.
Year 3 had recently visited Charmouth as part of their fossil topic activities, and the visit form the museum enabled the pupils to further embed their learning by examining sizeable fossil specimens. There were sorting exercises, and the pupils reported that the visit had inspired their writing on the subject of fossils.
The children went on to talk about other museums to visit over the holidays, and how they would like the pop-up museum to return. One pupil who had enjoyed the sorting exercise and the museum’s methods of categorising the exhibits was inspired to consider working in a museum when he left school.
The Year 3 cohort had been invited to the Primary Futures presentation and the What’s My Line assembly. They had enjoyed hearing about the range of jobs that the guests had.
The pupils went on to discuss the Mentor Scheme – referred to some as the Doubles. There was a real feeling of pride from the pupils as they described to whom they read, what questions they were asked, what other work was shared, and the interest that the mentors took in the pupils themselves, and their learning. The pupils discussed the current books they were reading and showed me their reading diaries marked with questions and observations. The rewards system and raffle draw was also clearly evident.
The pupils then returned to class and Mrs Topham showed me the sheets produced after a recent staff meeting which she led on the PP within the school. Common themes ran across the school with year groups separately reporting the strategies they used: priority marking and feedback, differentiated learning, quality first teaching, mentor scheme. There were more ideas generated in some year groups than others, but the staff session will have highlighted all the range of approaches possible for each year group to try.
Mrs Topham also shared the Pupil Voice results with me. There were different questions for the KS1 and KS2 pupils. The KS1 pupils reported reading at home, but the majority were not asked questions. They liked reading at school with adults but were more aware of the stickers they got than perhaps how the mentor system worked. KS2 – the questions were deeper and hence the answers more difficult to analyse. There was a range of responses to support at home with learning, and to mentoring in school – note: not all PP pupils have a mentor assigned to them. Overall, the pupils enjoyed the learning at school, knew how to get support to gain a better understanding and enjoyed being at school. The range of future careers included being a football manager, teacher and hairdresser.
Mrs Topham then ran through a powerpoint presentation of opportunities for PP pupils at HTP. These included: inflatable museum, sailing, PP basketball and additional reads. Data for the Year 3 classes was presented in bar chart format identifying the pupils in each cohort at Good level of development, at Age Related Expectation, Working Towards and the former -6ARE. Evidence was provided of individual pupils who had progressed as a consequence of the PP interventions.
The presentation included areas to improve in the PP pupils books; handwriting & presentation, amount of work produced, inconsistent spellings, examples of misconceptions. The things that were going well included progression with work, level of feedback, level of work and variety of challenge and presentation and progress shown.
Mrs Topham went on to discuss the raising of the profile and expectations and how in Year 3 the year group has been split to focus on phonics in one group and spelling in the other 2 groups. This is a regular timetabled activity. The PP pupils are given additional SPAG support. The No Nonsense Spelling Programme is used. The Accelerated Reader Programme was discussed, as were the other strategies of differentiated planning, common exception word and handwriting interventions and Maths No Problem.
PP Class Drop Ins have been conducted to ensure consistency of good practice by Miss Fordham. The Mentors have provided feedback as to how the scheme has worked.
Ideas for next year include: Buddy Club in which strong PP Year 4/Year 3 listen to less able Year 2 pupils read.
I was able to do a book look and saw clear evidence of progression within the books. I also saw Dive Deeper actions being given and worked towards by the pupils. The books were marked and well presented.
- Development of Mentor Scheme post survey – any changes
- Buddy Scheme introduced?
- Follow case studies from current Year 3 and track their progress into Year 4, sample taken from 2 pupils met on 3 July.