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Willington Primary and Nursery School

Chapel Street, Willington, Crook DL15 0EQ

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Home / Archives for Uncategorized

Key Stage Two Results 2017

4th December 2017 By juliewalker

Results in 2017 were particularly strong in maths with progress levels that put our school in the top 12% of schools nationally!

Progress in writing was also impressive with our school finishing in the 31st centile (top 31% of all schools).

Reading progress was broadly in line with national average and this is an area we will continue to work to improve in 2017-18.

Reading

 % Achieving Expected Standard% Achieving a 'High Score'Average 'Scaled Score' Progress Score
School6717102-0.4 (average for all schools)
National Average71251040

Writing

 % Achieving Expected Standard% Achieving a 'High Score' Progress Score
School71171.3 (top 30% of schools)
National Average 76180

Mathematics

 % Achieving Expected Standard% Achieving a 'High Score'Average 'Scaled Score'Progress Score
School88291053.2 (top 12% of schools)
National Average75231040

English, Grammar and Punctuation Test

 % Achieving Expected Standard% Achieving a 'High Score'Average 'Scaled Score'
School7538106
National Average 7731106

Percentage of Children Reaching the Expected Standards in Reading, Writing and Mathematics Combined

The table shows we were 6% above national average which shows good progress based on the starting points of this cohort.

 Expected StandardHigh Score / Greater Depth
School674
National Average619

Filed Under: Uncategorized

Key Stage One Results 2017/2018

4th December 2017 By juliewalker

Our results were broadly average across the board but this represents good progress based on the starting point of these pupils in Early Learning Foundation Stage (EYFS).

Reading

 % Achieving Expected Standard% Achieving a Greater Depth
School7214
National Average (2016)7425

Writing

 % Achieving Expected Standard% Achieving a 'High Score'
School627
National Average (2016)6513

Mathematics

 % Achieving Expected Standard % Achieving a 'High Score'
School7214
National Average (2016)7318

Filed Under: Uncategorized

Year 1 Phonics 2017

4th December 2017 By juliewalker

Outcomes for phonics remain strong and in line with national average.

 % Achieving Expected Standard
201720162015
School807971
National Average 818177

Filed Under: Uncategorized

Early Years Foundation Stage 2018/9

4th December 2017 By juliewalker

The percentage of pupils achieving a good level of development (GLD) was 65%. Whilst this was just below national average of 72% there were still some very positive outcomes: –

  • 27% of pupils exceeded national expectations for reading compared to 19% nationally
  • 27% of pupils exceeded national expectations for writing compared to only 11% nationally.
  % Achieving Good Level of Development (GLD)
2018/192017/182016/172015/16
School65676053
National Average72716966

Filed Under: Uncategorized

Year 3 Learning Journey and News – Autumn Term

10th November 2017 By juliewalker

Sculpture Week – Rainforest Animals

In our topic lessons we have been exploring about which animals live in the Amazon Rainforest. We sketched a variety of different animals, practicing our sketching techniques. Once we had decided on our chosen animal we would like to make we sketched a larger more detail version. We used clay and molded it into the animal shape using a variety of techniques.  We finished by painting them and I’m sure you will agree they look like the real thing!

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Year 3 Were Mummified!

Children in year 3 visited the Oriental Museum in Durham on 14th December. They travelled back in time to the land of the Pharaohs to experience what life was like thousands of years ago. Children studied the significance of mummies and mummification and were amazed when they came face to face with a 3,000 year old mummy. The class particularly enjoyed mummifying Eden and sending him to the afterlife! (Don’t worry Eden was not harmed in this activity). The class independently explored the galleries, handled collections and came to their own conclusions of life and death in Ancient Egypt.

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Filed Under: Uncategorized

School Vacancies

17th October 2017 By juliewalker

Caretaker Vacancy – Part-time

Job title * Caretaker
Grade * 2 10-13
Salary Range * FTE £15,613- £16,491 pro rata

Actual for 15 hours £6,329.60 – £6,685.54

Contract Type * Permanent
Start date * 11.12.2017
Hours per week / Working pattern * 15 hours per week to be worked Thursday and Friday Part Time
Term time only? * NO
Is a DBS Check required? * YES
Essential Qualifications *  

No essential qualifications are required for this role but general practical skills and maintenance skills are necessary.

Closing date (should be at least 7 days) * Monday 30th October 2017
Interview date Tuesday 7th November 2017
Contact for application packs * Julie Walker School Business Manager – willington@durhamlearing.net or 01388 746414 option 1
Contact for information about the post * Julie Walker School Business Manager – willington@durhamlearing.net or 01388 746414 option 1

Willington Primary School are seeking to appoint an enthusiastic, conscientious and self-motivated person to join our busy premises team.  They will provide a key role, along with our current caretaker in maintaining our school site, to ensure a welcoming and safe environment for the whole school community.
Duties will include:
– Lock and unlock the school and carry out security checks on the building
– Carry out and record statutory checks and help maintain Health and Safety records
– Maintenance of property and grounds to a high standard including liaising with contractors and supervising cleaning staff
– Monitor site stock and order supplies
– Undertake the range of handyperson duties (i.e. those not requiring a qualified craftsperson)
– Willingness to attend training courses including Health and Safety
– Be prepared to be flexible, on occasions to cover absence, stay beyond designated finishing time etc
Previous experience not necessary as training will be provided. The successful candidate will be required to act as a key holder and respond to occasional security call outs.

Visits to the school are welcome. Please contact Julie Walker, School Business Manager on 01388 746414 option 1 to arrange.

 

Filed Under: Uncategorized

Christmas Dates for Your Diaries!

13th October 2017 By juliewalker

This year our school Christmas shows for Early Years and Key Stage 1 will be: –

Nursery and ReceptionTuesday 12th December at 9:30am
Wednesday 13th December at 1:30pm
Year 1 and Year 2Tuesday 12th December at 1:30pm
Wednesday 13th December at 9:30am

The whole school Christmas lunch will be Wednesday 13th December.

Filed Under: News, Uncategorized

School Hours

12th October 2017 By juliewalker

Nursery AM8:45am to 11:45am
Nursery PM12:20pm to 3:20pm
Nursery Full Day9:00am to 3:00pm
Reception Class9:00am to 3:00pm
Lunchtime 11:45am to 12:45pm
Year 1 and 29:00am to 3:05pm
Break time 10:30am to 10:45am
Lunchtime 12:00pm to 12:45pm
Year 3,4,5 and 69:00am to 3:10pm
Break time 10:30am to 10:45am
Lunchtime 12:15pm to 1:00pm

Registration and lessons begin at 9:00am.  To enable a prompt start each day younger children will be met by their class teacher between 8:55 and 9:00am on the upper playground. Key Stage 2 children should enter school via the lower playground entrance when the bell sounds at 9:00am and their teacher  will be waiting in the classroom with some early morning learning for the children to start immediately.  Older children can be left in the playground from 8:50am, but not earlier please, as they are not supervised until that time.  The doors to the school will be closed promptly at 9:00am.

If you arrive late to school please go directly to the school office where your child’s mark and reason for lateness will be recorded.

We are always pleased to see parents/carers if there is a problem but would request that children are not accompanied into the building when they arrive. Please visit our school office where Mrs Garbutt and Mrs Exton will be happy to help.

At the end of the day children in Nursery and reception class can be collected directly from the nursery entrance. Year 1 and 2 classes will be brought  to the upper playground for collection by their class teacher. Year 3 to 6 classes will leave via the key stage 2 entrance on the lower playground. Children should be picked up promptly. Any children not collected on time will be taken to the school office.

In key stage 2 we permit children to walk home alone, with written permission from parents or carers. All other children will only be permitted to leave school with an adult known to the teacher. If you arrange for someone different to collect your child please inform the class teacher or ring the school office.

Filed Under: Uncategorized

Sports Premium Funding 2017 – 2018

5th October 2017 By juliewalker

It is expected that schools will see an improvement against the following 5 key indicators:

  • The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles.
  • The profile of PE and sport being raised across the school as a tool for a 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. 

For the academic year 2017 – 2018, Willington Primary School will receive an estimated £17,640 in Sport Premium funding.  It will be used in the following ways:

Specific Objectives
What we want to do
Strategies
What we are going to do to achieve objectives
Signs of success/impact
When we have achieved our objective(s) we should see ....
Linked to key indicator number
Increase profile of PE throughout the school.Sports apprentice now qualified as a level 3 TA with specialism in sport.Assessment of PE shows that all objectives are being covered.
- Assessment shows that more able and talented pupils are suitably challenged in PE sessions.
- Pupil voice tells us that children enjoy PE and are gaining an understanding of a healthy lifestyle.
1,2
Improve participation for underrepresented groups. Gather participation pattern information and devise strategies to target underrepresented groups. Sports apprentice to look at non-mainstream sports/activities that may appeal to these groups. Increased participation levels among identified groups. 1,4
Children to gain a greater experience and understanding of competition gameplay and rules.Monitor participation so that a greater range of KS2 children to attend various competitions throughout the year. PE sessions to fit in to the festival calendar as much as possible. More children involved in competitive sport. Try to increase participation with a broader range of children attending. 1,2,5
All children learn and improve their skills through consistently high quality PE lessons across the whole curriculum. Second year sports apprentice employed in school 4 days a week to support PE sessions. Subject leader has the opportunity to observe PE lessons throughout the year alongside PE advisor. Children are active in PE lessons and they are confident in what they are learning. They feel that they are learning and gaining new skills. Teachers are more confident delivering PE. Improved levels of progress within schemes of learning and through key stages. 1,2,3,4
Children in EYFS to develop their agility, balance and coordination, and core stability. Sports apprentice and EYFS staff to deliver 'TOTS' programme to improve basic movement, memory, sequencing etc. Children in EYFS have better coordination, better listening and sitting skills and better stability. 1,4
Enhance provision in terms of access to equipment at break / lunchtimes.Use pupil voice to develop play equipment/activities on offer at break/lunch times.Reduction in incidents of inappropriate behaviour as pupils engage in a range of activities. 1,4
Develop pupil leadership, to enable upper KS2 to lead L1 (within school) events - consider accrediting through 'Sports Leaders UK'. Sports leader training for year 5/6 pupils. Sports apprentice to mentor and support sports leaders. Increased confidence and engagement in sport and learning to win and lose well in a competitive context.
Learning through defeat how to improve future performances.
Improve confidence to participate in front of audience with peers.
1,4,5
Children are confident and safe in water. Year 4 will receive swimming lessons in one week blocks throughout the autumn and spring term. Children are confident in water and can swim at least 25 meters. Children who cannot swim 25 meters will be given extra swimming time. 1,4
Children understand more about healthy eating and how to prepare their own food.- All KS2 children to be educated on how to lead a healthy and active lifestyle.
KS2 children to learn how to prepare a variety of recipes.
-After school clubs on Tuesdays and Thursdays will focus on a healthy lifestyle through circuit training followed by making smoothies from different fruits each week.
Children can explain what they should be eating as part of a healthy diet and are able to prepare simple meals or snacks for themselves. Children will have an awareness of the effect of exercise on the body as well as the concept of 'fitness'. 1
Summary of proposed expenditure for 2017/2018
Activity / StrategyCost
Package of support from Local Authority - PE advisor visits, festival programme, Continuous Professional Development. £2,660
Promotion of sports apprentice to TA with sports specialism £5,000
Sports leader training £800
Swimming SLA£2,695
New equipment for sports leaders and through pupil voice findings.£1,000
Table tennis equipment (match funding)£600
Transport to festivals and cover for staff£2,000
Total estimated spend £14,755

Filed Under: Uncategorized

Pupil Premium 2017/2018

5th October 2017 By juliewalker

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).

Schools also receive funding for children who have been looked after by the local authority continuously for more than six months, and children of service personnel.

The government requires all schools to report on the amount of funding received, how it will be allocated/spent and the effect of this expenditure on pupil attainment.

For the academic year 2017 – 2018, Willington Primary School will receive an estimated £148, 380 in Pupil Premium funding. In order to continue to raise standards and support vulnerable children it will be used in the following ways:

Attainment of ‘Disadvantaged Pupils’

Performance of Disadvantaged Pupils at end of EYFS
201720162015
% PP pupils achieving GLD583642
% PP pupils achieving expected in Reading674550
% pupils achieving expected in Writing583642
% PP pupils achieving expected in Maths675558
  • EYFS data shows the percentage of disadvantaged children reaching GLD has increased by 16% from 2015 to 2017.
Performance of Disadvantaged Pupils at Phonic Check
201720162015
% PP pupils achieving phonic standard Year 1626940
% PP pupils achieving phonic standard Year 2758383
  • The percentage of disadvantaged pupils reaching the required phonic standard has risen from 40% in 2015 to 62% in 2017.
  • Whilst the % of Y2 disadvantaged resit pupils dropped from 83 to 75 this was due to 1 child out of a small cohort of 4 not reaching the standard.
Performance of Disadvantaged Pupils at End of KS1
20172016
% PP pupils achieving expected standard and above in Reading 6240
% PP pupils achieving expected standard and above in Writing4640
% PP pupils achieving expected standard and above in Maths5450

For the 2017 Y2 cohort:

  • 62% reached expected standard in reading – an increase of 12% over the 50% achieving GLD at the end of EYFS.
  • 46% reached expected writing compared to 42% in reception – this is a focus area of 2017-18
  • 54% reached expected in maths. This is lower than the 58% at the end of EYFS due to a high attaining child moving from the area part way through year 2.
Performance of Disadvantaged Pupils at end of KS2
20172016
% PP pupils achieving expected standard and above in Reading 5347
% PP pupils achieving expected standard and above in Writing 5971
% PP pupils achieving expected standard and above in Maths8259
% PP pupils achieving expected standard and above in R,W and M5335
  • The attainment of disadvantaged pupils has risen in all subjects and in particular the percentage achieving expected standard in Reading, Writing and Maths combined has risen from 35% in 2016 to 53% in 2017.
KS1 - 2 Value Added for Disadvantaged Pupils
20172016
VA Reading-1.2-1.2
VA Writing0.20.5
VA Maths2.7-0.3
  • The value added figure for maths in 2017 is significantly above national for 2016.
  • Maths and writing VA have been above national for the last two years but reading, whilst not significantly below national, remains a priority area for 2017.
2017 Attainment
All Pupils
(School)
PP Children
(School)
Non-PP Children
(School)
All Pupils
(National Average)
PP Children
(National Average)
Non-PP Children
(National Average)
% at GLD
Reception
21 pupils
67%
12 pupils
58%
9 pupils
78%
70.7%54%72%
% at expected standard for Y1 phonics30 pupils
80%
13 pupils
62%
17 pupils
94%
81.2%78%83%
% achieving Exp+ in Reading KS1 29 pupils
72%
13 pupils
62%
16 pupils
81%
75.5%60%77%
% achieving Exp+ in Writing KS129 pupils
62%
13 pupils
46%
16 pupils
75%
68.2%50%68%
% achieving Exp+ in Maths KS129 pupils
72%
13 pupils
54%
16 pupils
88%
75.2%58%75%
% achieving R, W+M combined Exp KS224 pupils
67%
17 pupils
53%
7 pupils
100%
61%n/a67%
% achieving Reading Exp KS224 pupils
67%
17 pupils
53%
7 pupils
100%
71%59.8%76.7%
% achieving Writing Exp KS224 pupils
71%
17 pupils
59%
7 pupils
100%
76%66%81%
% achieving Maths Exp KS224 pupils
88%
17 pupils
82%
7 pupils
100%
75%63.3%80.1%

Barriers to Future Attainment in-school

AMany children enter reception with low levels of speech, language and social development.
BPhonics check - 32% fewer PP children met phonic standard than non-PP children.
CReading attainment at KS1 was lower for PP than Non PP.
DWriting attainment at KS1 and KS2 was lower for PP than Non PP.
EMaths attainment at KS1 was lower for PP than Non PP.
FReading attainment at KS2 was lower for PP than Non PP.
GHigh percentage of PP children experiencing social and emotional barriers to learning.
HHigh levels of deprivation in the catchment limits children's opportunities to access experiences that enhance their vocabulary and creativity.
IPercentage of PP children recorded as persistent absentees is higher than Non PP.
JChildren do not have sufficient access to positive male role models.
KMany children do not get off to the best start to a day due to chaotic households and poor routines.

Desired Outcomes, Strategies and Rationale

Desired OutcomeStrategyRationale for Chosen StrategyCostImpact
AImprove levels of speech, language and social development in Reception class. Continue to narrow gap between proportions of PP and non PP children achieving GLD. Aim is for percentage of PP children achieving GLD to increase from 36% to 58%.Additional TA in class in order to release experienced TA to run small group interventions such as Speech and Language etc.EEF teaching and learning toolkit - review of evidence of impact of oral language interventions. Moderate impact based on extensive evidence (+5)£20,00056% of disadvantaged pupils reached GLD
BAim for 80%+ in year 1 Phonics. Aim to increase % of disadvantaged pupils achieving phonic standard from 62% in 2017 to 70% in 2018.Additional TA support available in order to create 2 additional phonic groups each morning in KS1. 1:1 additional support for pupils as necessary.EEF teaching and learning toolkit - review of evidence of impact of high quality additional adult feedback. High impact for very low cost based on moderate evidence (+8)£16,00083% of pupils met the phonic standard - 3% above target. 83% of our disadvantaged pupils reached the standard - exceeding our target by 10%!
CHigher + of PP children achieving Exp+ in KS1 ReadingAdditional TA in class during morning sessions in order for smaller RWInc. groups to run. Purchase of new home-readers for pupils in Rec and Y1 unable to access existing materials.EEF teaching and learning toolkit - review of evidence of impact of reading comprehension strategies: Moderate impact based on extensive evidence (+5)£12,000Percentage of PP children at expected rose from 62% to 69%.
DHigher % of PP children achieving Exp+ in KS1 and KS2 WritingParticipation in collaborative 'Primary Writing Project' with 6 other schools across authority.Research from schools where PWP is embedded shows that the achievement gap is closing due to the emphasis on quality feedback, collaboration and meta cognition. £6,000 (training costs and TA time for additional morning group).KS1 PP increased from 46% in 2017 to 54% in 2018. KS2 PP increased from 59% to 63%
EHigher % of PP children achieving Exp+ in KS1 mathsAdditional teacher to support in KS1 maths 5 sessions per week. This will increase the capacity to provide quality feedback to the pupils during the lesson - correcting and moving pupils learning on more rapidly. EEF teaching and learning toolkit - review of evidence of impact of high quality additional adult feedback. High impact for very low cost based moderate evidence (+8) £8,000The percentage of PP pupils remained the same as 2017 at 54%.
Staff absence affected progress rates initially. The provision to enable quality feedback enabled pupils to catch up in the final term.
FImproved attitudes and confidence to reading. Improved attainment in reading with an increased % of PP children achieving Exp+ in KS2 readingRenew Accelerated Reader Licence and purchase a greater range of books (non-fiction gap to be filled).Evidence from the EEF indicates that this is an effective catch up intervention for weaker readers. This also enables pupils to read for pleasure and develop links with parents.£2,300 Licence and £2,850 books. Percentage of PP pupils reaching expected increased from 62% in 2017 to 69% in 2018
GImproved emotional well-being and academic achievement for children experiencing social and emotional barriers to learning allowing them full access to the curriculum and improved achievement.

Increase academic resilience of pupils so that they are better equipped to 'bounce back' from events that impact on their lives - Children identified as 'highest need' make the same level of progress as those identified as 'low need' children.
Nurture group in place 3 afternoons per week run by two TA's - addressing attachment and other issues impacting on progress. TA time to deliver small group interventions including the 'Listening Matters' Programme.

Staff CPD to help identify levels of need within each class and the school as a whole. Variety of approaches will be used including social skills, groups, mentoring and self-esteem work.
Systems are now embedded in school and have a positive impact on pupil performance across all areas of school life. We have had no fixed term exclusions in 2017/18 academic year and feel this is due to the social and emotional support which we now provide.£20,000 Boxall profile outcomes show important gains in key areas of pupils' development that will enable them to play a more active role in school life and the curriculum.

There were no fixed term exclusions in the academic year 2017/18.
HAll children to access a range of educational visits and experiences to raise their aspirations and increase their imagination / creativity. Fully fund educational visits / experiences for pupils.£10,000Over 30 experiences / visits were facilitated - this is helping to increase their life experience, general knowledge, vocabulary and aspirations.
IThe % of FSM children recorded as a persistent absentee will reduce. Our aim for 2017-2018 is to continue to rigorously apply attendance procedures so that we can maintain attendance levels in line with national.PSA to work with Business Manager to monitor attendance of pupils causing concern weekly, conducting home visits when parents out of contact. PSA to undertake parenting and family work to improve attendance and engagement.This success of the system is evidenced by attendance rates in line with national for the last two years. (Attendance in 2016-17 increased to 96.5%.) PSA involvement enables a more supportive approach to parents in tackling poor attendance.£14,000The percentage of PP pupils recorded as persistant absentees reduced by 2.81% in 2017 to 1.8% in 2018.
JFewer incidents of aggression during lunchtimes. More effective delivery of high quality PE sessions with Mr Littlefair leading on sessions. Increased participation of children at level 3&4 on pyramid of need assessment.Lead PE sessions throughout the school. Provide a positive role model for pupils at break/lunch times. Support and mentor pupils with social/emotional issues through participation in team games. Work with PE co-ordinator to organise teams for sports festivals, ensuring Pupil Premium children are targated. Mr Littlefair joined as a sports apprentice and is very popular with pupils throughout the school. He has already had a positive impact on lunchtime behaviour through the facilitation of games and now runs clubs before and after school.£18,000Lunchtime behaviour is good and there is no longer a need for a detention system. School took part in 6 festivals in 2017/18 compared to 3 the previous year. In addition Mr Littlefair runs 2 fitness clubs for KS2 pupils involving 50 children.
KVulnerable children starting the day with a positive experience. More PP children attending after school clubs. PSA and staff to highlight children to be targeted to attend breakfast club to ensure they start the day positively, resulting in more progress academically. Target PP children to attend after school clubs.Breakfast clubs that offer pupils in primary schools a free and nutritious meal before school can boost their reading, writing and maths results by the equivalent of two months' progress over the course of a year, according to the results of a randomised controlled trial published by the EEF Nov' 16. £3,500Breakfast club now has between 35 and 50 children compared to averaging around 20 in 2016/17. The addition of a table tennis club before school has helped attendance and improved co-ordination / motor skills.

Filed Under: Uncategorized

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Chapel Street

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Crook

DL15 0EQ

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