Statutory Information for Little Munden Primary School

Contact

Little Munden Primary School.  Church Lane, Dane End, Near Ware, Hertfordshire.  SG2 0NR.  Tel: 01920 438271  Fax: 01920 438055.  Email the admin teamEmail the Headteacher.

School’s ethos and values

Our Mission Statement

  • We are a partnership of school, church, home and community.
  • We aim to motivate all our children with opportunities to enjoy their learning, to be challenged, to reach their full potential and to become independent, within a caring and safe environment.
  • We value every individual and promote and celebrate their achievements within the Christian ethos of our school

Admission arrangements

Little Munden CofE Primary School is a Voluntary Controlled school and admission arrangements are managed by Herts County Council.

Please follow the link below for more information:

www.hertsdirect.org/admissions

Latest Ofsted Report

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School Performance Tables

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Reading schemes and phonics in Key Stage 1

Pupils read individually to an adult at least 3 times a week. Guided reading takes place 4 times a week. Pupils are encouraged to take personal choice books to read at other times throughout the week.

There is a mixture of Reading Schemes used in KS1. Books are banded according to ability.  Phonics are taught through the Letters and Sounds scheme.  Children are taught daily in ability groupings.

Priorities developed from Ofsted feedback (Feb 2014)

Objective
Item #1 Raise the profile of parental engagement in Maths, in order to positively impact on children’s learning.
Item #2 Raise the profile of parental engagement in reading and writing, in order to positively impact on children’s learning.
Item #3 Develop the outdoor school environment in order for it to be a valuable resource to enhance learning across the curriculum.
Item #4 Development of music across the school, both as a taught subject and an extra-curricular activity
Item #5 Development of Art as a discrete subject and as a means of developing children’s creativity across the curriculum

2016 End of Key Stage 2 Assesments

In 2016, 10 children were eligible to take the end of key stage 2 tests.

(National figures in brackets)

Pupils reaching the expected standard in reading = 67%* (66%)

Pupils reaching the expected standard in writing = 67%* (74%)

Pupils reaching the expected standard in mathematics = 78%* (70%)

Pupils reaching the expected standard in reading, writing and maths combined = 67%* (53%)

Pupils achieving a higher level** in reading = 20% (18.7)

Pupils achieving a higher level in writing = 30% (14.7)

Pupils achieving a higher level in mathematics = 30% (16.6)

Average progress in reading = -1.2 (0)

Average progress in writing = -0.3 (0)

Average progress in mathematics = -0.8 (0)

Average scaled score for reading = 103.1 (102.6)

Average scaled score for mathematics = 103.7 (103)

*One child was unable to sit the tests or be assessed by the class teacher; this data has been excluded from the achievement figures above.

** A higher level is 10 points or more above the expected standard.

2017 End of Key Stage 2 Assesments

In 2017, only 4 children were eligible to take the end of key stage 2 tests. Please note that each child is equivalent to 25%.

(National figures in brackets)

Pupils reaching the expected standard in reading = Teacher assessment (TA) 75%, test 50% (79%)

Pupils reaching the expected standard in writing = TA 50% (76%)

Pupils reaching the expected standard in mathematics = TA 50%, test 25% (77%)

Pupils reaching the expected standard in reading, writing and maths combined = TA 50%, test 25% (53%)

Pupils achieving a higher level** in reading = 0% (24%)

Pupils achieving a higher level in writing = 0% (18%)

Pupils achieving a higher level in mathematics = 0% (22%)

Average progress in reading = -3.8 (0)

Average progress in writing = -1.6 (0)

Average progress in mathematics = -3.1 (0)

Average scaled score for reading = 95.5 (104.0)

Average scaled score for mathematics = 96.8 (105.9)

School Curriculum Information

Please see below information for parents, based on the model letter from Herts for Learning about assessment in the new National Curriculum

As you may know, a new National Curriculum came into operation this September for children in Years 1, 3, 4 and 5.  It is a statutory requirement from the Department for Education that we teach these year groups according to the new curriculum. However children in Years 2 and 6 are still working to the previous National Curriculum. From next September, all Years 1-6 will be working to the new curriculum.

One of the features of the new National Curriculum is that it no longer uses a system of numbered ‘levels’ to describe children’s attainment. This is because it was felt by the DfE that the use of levels had at times been detrimental to children.  For example, talking to children about their attainment using numbered levels could contribute towards their developing a “fixed mindset” about their ability, whereas we want to foster in all our children a “growth mindset”, meaning that we believe that we can all improve our abilities with practice, effort and persistence.  We would also like to further enrich our pupils’ learning by developing a greater breadth of skills and knowledge, so that they are confident to apply their skills to different areas of the curriculum, rather than focus on moving to the ‘next level’.

Pupils will still be familiar with their ‘next steps’ learning targets as a way of ensuring maximum opportunity for progress but there will be no emphasis on what numerical level they are working at.

This national change – the removal of levels – means that, when we discuss your child’s attainment with you, either in meetings or written reports, we will no longer be reporting levels*, as these no longer have any relevance to the curriculum. Instead we will refer to your child’s current level of attainment using phrases such as:

  • working within the expected range of attainment for his/her age
  • working towards the expected range of attainment
  • working below the expected range of attainment
  • working beyond the expected range of attainment

We will also comment on whether your child has made good progress over the year, and give details of any specific areas of the curriculum where he/she has achieved well and any areas where further development or support is needed.

We trust that you will continue to find the information we provide about your child’s education useful and informative. Please do not hesitate to speak to us if you would like to know more details about how your child is progressing in school.

* Levels will be reported at the end of Year 2 and Year 6 this year only.  After that, levels will no longer be in use for any year group.

Data Protection Act 1998: How we use pupil information

We collect and hold personal information relating to our pupils and may also receive information about them from their previous school, local authority and/or the Department for Education (DfE). We use this personal data to:

  • support our pupils’ learning
  • monitor and report on their progress
  • provide appropriate pastoral care; and
  • assess the quality of our services

This information will include their contact details, national curriculum assessment results, attendance information, any exclusion information, where they go after they leave us and personal characteristics such as their ethnic group, any special educational needs they may have as well as relevant medical information.

We will not give information about our pupils to anyone without your consent unless the law and our policies allow us to do so. If you want to receive a copy of the information about your son/daughter that we hold, please contact the school office.

We are required, by law, to pass certain information about our pupils to our local authority (LA) and the Department for Education (DfE).

DfE may also share pupil level personal data that we supply to them, with third parties. This will only take place where legislation allows it to do so and it is in compliance with the Data Protection Act 1998.

Decisions on whether DfE releases this personal data to third parties are subject to a robust approval process and are based on a detailed assessment of who is requesting the data, the purpose for which it is required, the level and sensitivity of data requested and the arrangements in place to store and handle the data. To be granted access to pupil level data, requestors must comply with strict terms and conditions covering the confidentiality and handling of data, security arrangements and retention and use of the data.

For more information on how this sharing process works, please visit: https://www.gov.uk/guidance/national-pupil-database-apply-for-a-data-extract

For information on which third party organisations (and for which project) pupil level data has been provided to, please visit: https://www.gov.uk/government/publications/national-pupil-database-requests-received

If you need more information about how our local authority and/or DfE collect and use your information, please visit:

Quality SEND School Statement

Little Munden School statement on high quality provision and outcomes for children and young people with SEND

The special educational needs and disability (SEND) code of practice (2015) requires all local authorities to describe the special educational provision it expects to be available for children and young people who have SEND. This information describes the arrangements schools should have in place for Hertfordshire children and young people with SEND. For further information on any particular aspect, please click the links provided. (Throughout this document, numbers in brackets refer to the SEND Code of Practice 2015)

The SEND Code of Practice (2015) says we must:

  • Have regard to the principles underpinning the code of practice to ensure the views, wishes and feelings of the child or young person, and the child’s parents, are central to achieving the best possible educational and other outcomes. (1.1)
  • Use their best endeavours to make sure that a child with SEN gets the support they require.
  • Appoint a SENCO who must be a qualified teacher working at the school. If required, they must achieve the National Award for Special Educational Needs Co-ordination within three years of appointment. (This does not apply to 16 to 19 academies.)
  • Take steps to ensure that children with medical conditions get the support required to meet those needs. (5.11 and 6.11)
  • Publish and update at least annually the SEN information report. (6.79)
  • Publish their arrangements for admission for disabled children, the reasonable adjustments being made to prevent disabled children from being treated less favourably than others; the facilities provided to enable access to the school for disabled children and their accessibility plan showing how they plan to improve access over time.
  • Co-operate with the local authority in the education, health and care plan review process (6.56) and in reviewing the provision that is available locally (Chapter 3) and in developing the Local Offer.

Our Vision: 

‘All children and young people at Little Munden School with SEND have access to high quality local provision that meets their needs.’

Our Jointly Agreed Commitments:

 

  • every child and young person will have their needs identified and assessed.
  • every child and young person is entitled to high quality provision appropriate for her or his individual needs.
  • schools, early years settings, colleges, services, agencies and the LA have a shared accountability for ensuring children and young people achieve good outcomes.
  • there will be a continuum of provision matched to need, with as many children and young people as possible having their needs met in universal settings.
  • roles and accountabilities will be clear and focused on the needs of the child and young person.
  • information, funding and decision making will be transparent and without unnecessary bureaucracy.
  • resources will be used effectively and equitably.
  • there will be a focus on developing preventative and early intervention approaches.
  • children, young people and their parents participate fully in decisions about provision and services.
  • schools, early years settings and colleges will work collectively to share effective practice and make best use of resources.
  • the LA will facilitate capacity building so that local schools, early years settings and colleges are able to meet the needs of children and young people.
  • co-ordinated and integrated approaches will be developed and maintained with other agencies and voluntary organisations.

From:  Hertfordshire County Council,  Special Educational Needs and Disability Strategy , 2015-2018, Shaping the Future of SEND in Hertfordshire

  1. We will make high quality provision that meets the needs of children and young people with SEND through: 
  • High quality teaching that is differentiated and personalised. (6.37)
  • Fully including children and young people and their families in the life of the school.
  • Responding to the particular needs of children and young people with SEND in specific circumstances (10.0), including children looked after. 
  • Having a clear approach to identifying those who require SEN Support at the earliest point. (6.14)
  • Using a graduated approach, in the form of a four part cycle of assess, plan, do and review, through which decisions and actions are made, revisited, refined and revised. (6.44)
  • Removing barriers to learning and putting effective SEN provision in place. (6.44)
  • Evidencing the use of reasonable adjustments, ensuring access to the curriculum, written word and learning environment. (1.34)
  • Using provision mapping and management to maintain an overview of the programmes and interventions used with different groups of pupils, providing a basis for monitoring. (6.76 and 6.77)
  • Ensuring the SENCO, working with senior leaders and the governing body, determines the strategic development of SEN policy and provision. (6.87)
  • Evaluating the effectiveness of special educational provision, through normal school improvement systems. (4.32)
  • Strategically planning professional development to secure enhanced expertise for all staff working regularly with children and young people. (4.32)

 

1.We will improve short and long term outcomes for children and young people with SEND through:

  • Promoting high expectations and ensuring all children and young people achieve their best. (6.1)
  • Ensuring teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. (6.4)
  • Developing the effectiveness of the teaching and learning through the monitoring and evaluation approaches used in the school. (6.74)
  • Ensuring use of the graduated approach, fully engages with parents, children and young people and clearly evidences progress towards outcomes.
  • Supporting the emotional, mental and social development of children and young people, including providing extra support for listening to the views of children and young people and measures to prevent bullying. (4.32)
  • Thorough planning and preparation for the transitions between phases in education and preparation for adult life. (6.57)

2.We will communicate sensitively, appropriately and effectively with parents, children and young people with SEND, engendering trust, confidence, respect and constructive partnership working through:

 

  • Ensuring that children and young people and their parents have fully participated in discussions and have a sense of co-ownership of desired outcomes.
  • Keeping a record of the agreed outcomes, actions and support and sharing this with families and appropriate school staff. (6.71)
  • Informing parents when we are making special educational provision for their child. (6.43)
  • Arranging meetings with parents at least three times each year, allowing sufficient time to explore the parents’ views and to plan effectively. Meetings should, wherever possible, be aligned with the normal cycle of discussions with parents of all pupils. They will, however, be longer than most parent-teacher meetings. (6.69)

3.We will manage resources for SEN  through a transparent approach that is fair, meets the needs of children and young people with SEND and achieves best value for money through:

  • Deploying the school’s delegated budget and other resources to meet pupils’ needs effectively. (6.9)
  • Regularly reviewing how expertise and resources can be used to improve the quality of whole-school provision. (6.3)
  • Managing provision to contribute to school improvement by identifying particular patterns of need and potential areas of development for teaching staff. (6.77)
  • Ensuring a named member of the governing body or a sub-committee has specific oversight of the school’s arrangements for SEN and disability. (6.3)

4.Work proactively and collaboratively to improve SEND provision through: 

  • Participating in the development and delivery of local services through DSPL groups.
  • Working with health and social care, local authority support services and voluntary sector organisations. (6.79)
  • Agreeing actions that ensure successful transitions between schools, phases, year groups, lessons as appropriate. (6.42)
  • Cooperating with the local authority to respond to recommendations from all SEND strategy work-streams (2015-2018).
  • Cooperating with the local authority to review and develop the Local Offer through their SEN Information Report. 
  • Regular review, monitoring and evaluation, including the views, experiences and involvement of pupils, parents and others.

Equality Statement

As a school, we welcome our duties under the Equality Act 2010. The general duties are to:

 

  • eliminate discrimination
  • advance equality of opportunity
  • foster good relations

We understand the principal of the Act and the work needed to ensure that those with protected characteristics are not discriminated against and are given equality of opportunity.

A protected characteristic under the act covers the groups listed below:

  • age (for employees not for service provision)
  • disability
  • race
  • sex (including issues of transgender)
  • gender reassignment
  • maternity and pregnancy
  • religion and belief
  • sexual orientation
  • Marriage and Civil Partnership (for employees)

In order to meet our general duties, listed above, the law requires us to do some specific duties to demonstrate how we meet the general duties. These are to:

  • Publish equality information – to demonstrate compliance with the general duty across its functions (We will not publish any information that can specifically identify any child) 
  • Prepare and publish equality objectives

To do this we will collect data related to the protected characteristics above and analyse this data to determine our focus for our equality objectives. The data will be assessed across our core provisions as a school. This will include the following functions:

  • Admissions
  • Attendance
  • Attainment
  • Exclusions
  • Prejudice related incidents

Our objectives will detail how we will ensure equality is applied to the services listed above however where we find evidence that other functions have a significant impact on any particular group we will include work in this area.

We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.

We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

In fulfilling our legal obligations we will:

  • Recognise and respect diversity
  • Foster positive attitudes and relationships, and a shared sense of belonging
  • Observe good equalities practice, including staff recruitment, retention and development
  • Aim to reduce and remove existing inequalities and barriers
  • Consult and involve widely
  • Strive to ensure that society will benefit