Information

School Context

School Context

 

  • Lark Hall is large primary school on the Clapham/Stockwell border

  • The success of the school is based on creating a culture around the idea of freedom and responsibility, within a framework. The staff are self-disciplined people who go to extreme lengths to fulfill their responsibilities to ensure all children achieve their potential

  • The school consists of the main school and a Centre for Autism Resource Base

  • Appraisals are carried out through the monitoring of Key Performance Indicators


MAIN SCHOOL:


  • Three teachers across each Year Group, together with an Intervention Co-ordinator, who are highly skilled, typically of graduate calibre, support staff, together with a small number of TA’s

  • The School Development Team consists of a Reception Year Group Leader, together with three Phase Leaders covering Year 1 & 2, Year 3 & 4 and Year 5 & 6,  Literacy Leaders and a Maths Leader, as well as Future Thinking Leaders

  • The Senior Leadership Team, consists of Head, Deputy, three Assistant Heads and SENCo

  • The main school operates a cross-curricular thematic approach to teaching and learning


CENTRE FOR AUTISM:


  • The Centre for Autism consists of 30 children within 4 classes

  • All children Autism all have statements or EHC plans for autism, which states they all have access to specialist ASD provision

  • All of the children are achieving well below age-expected levels due to the difficulties they experience as a result of their autism

  • The children access the curriculum through the SCERTS curriculum and the Equals schemes of work

  • There are 5 specialist Autistic Outreach Teachers, all of whom work with children and teachers across Lambeth schools
 

KEY INDICATORS

Age Range

2 - 11 main school and 4 - 11 in Centre for Autism

Number of children on roll

400 in main school and 30 in Centre for Autism

Form

Two classes per year group main school

Stability

Significantly < National Average

% Free School Meal

Significantly > National Average

% Minority Ethnic Group and with EAL

Significantly > National Average

SIGNIFICANT GROUPS

Gender

Girls and Boys are split evenly

Black African

Significantly > National Average

Portuguese

Significantly > National Average

White British

Significantly < National Average

Black Somalian

Significantly > National Average

Black Caribbean

Significantly > National Average

SEN (Statement/EHC and SEN Support)

Significantly > National Average

Statements/EHC Plans

Significantly > National Average

SEN Support

= National Average

% Largest SEN Group

Communication and Interaction

 

What We Do Well

What we do well

 

Below is a summary of what ‘we do well’ at Lark Hall


(This list is by no means exhaustive, merely providing a snapshot of the evidence of successful practice)


Outcomes for Children and Learners


This section is based on information covering the last four academic years (2012 - 2016)


For Key Stage 1 SAT’s and Key Stage 2 SAT’s the ARE (age related expectations) was significantly higher for 2016 than in previous years and no comparison with previous years is possible


Descriptor


Evidence

EYFS


The percentage of children achieving a Good Level of Development (GLD) has been comparatively high to the national average; for 2016 the GLD was slightly higher than national


Local Authority Moderation 2015

Teacher/Leadership Moderation

The percentage of PP children compared to non-PP children achieving GLD has seen the gap close; for 2016 PP children performed the same as non-pp children

The percentage of Boys compared to Girls achieving GLD has been very similar; for 2016 boys performed higher than girls

Phonics Screening Check

The percentage of children passing the Phonics screening check has been comparatively high to the national average; for 2016 the screening check was slightly lower than national


Phonics Screening

The percentage of PP children compared to non-PP children passing the Phonics screening check has seen the gap close; for 2016 PP and non-PP performed broadly the same

The percentage of Boys compared to Girls passing the Phonics screening check has been very similar; for 2016 boys and girls performed broadly the same

Key Stage 1


The percentage of children achieving age related expected (ARE) levels for Reading, Writing and Maths has been comparatively high to the national average; for 2016 the ARE for Reading was higher than national, Writing was the same and Maths was slightly lower than national


Local Authority Moderation 2014

Teacher/Leadership Moderation

KS1 SAT’s

The percentage of children achieving higher than expected levels for Reading, Writing and Maths has been comparatively high to the national average; for 2016 the higher than expected levels for Reading, Writing and Maths were all above the national average

The percentage of PP children compared to non-PP children achieving age-expected levels for Reading, Writing and Maths has seen the gap close; for 2016 non-pp children performed higher than pp children

The percentage of Boys compared to Girls achieving age-expected levels for Reading, Writing and Maths has been very similar; for 2016 girls performed higher than boys

Key Stage 2


The percentage of children achieving age-expected levels for Reading, Writing and Maths has been comparatively high to the national average; for 2016 ARE for Reading was slightly higher than national, Writing was the same as national and Maths was lower than national.




Local Authority Moderation 2016

Teacher/Leadership Moderation

KS2 SAT’s



The percentage of children achieving higher than expected levels for Reading, Writing and Maths has been comparatively high to the national average; for 2016 the higher than expected levels for Reading, Writing and Maths were all broadly in line with the national average

The percentage of PP children compared to non-PP children achieving age-expected levels for Reading, Writing and Maths has seen the gap close; for 2016 non-pp children performed higher than pp children

The percentage of Boys compared to Girls achieving age-expected levels for Reading, Writing and Maths is very similar; for 2016 girls performed higher than boys

The number of children achieving ARE in Reading, Writing and Maths combined has been comparatively high over the last three years; for 2016 this indicator was slightly lower than the national average

The expected progress and exceeding progress for Reading, Writing and Maths has been comparatively high; for 2016 this continued for Reading and Writing, but Maths was lower than the national average


Quality of Teaching, Learning and Assessment


Descriptor


Evidence

Career Professional Development is at the heart of the success of the teaching and learning



CPD programmes based on research of best practice in teaching

Teacher Appraisal

Support Staff Appraisal

Key Performance Indicator monitoring (KPI’s)

Pupil Voice

End of key stage assessment

Assessment through all year groups

Literacy Monitoring

Maths Monitoring

Teacher/Leadership Moderation

Teacher/Leadership Moderation

Inclusion Monitoring

The paradigm through which we view the effectiveness of teaching and learning is not what the teacher has taught the children but on what the children have learnt and understood

Teacher appraisal is carried out regularly through the monitoring of Key Performance Indicators, which are evaluated each year to ensure it addresses the needs of children and staff

Within the most recent Learning and Teaching monitoring, 100% teaching was evaluated as good or better.

LEAD coaching and mentoring working closely with all staff in order to improve the quality of teaching, learning and assessment?

Pupils across the school are able to articulate how well they have done and what they need to do to improve further.

All groups of pupils make accelerated progress from their starting points and reach the highest levels of which they are capable.

Effective questioning by teachers, particularly higher order questioning, is outstanding.

Teachers make the best use of additional staff to support pupils’ learning or ensure that they are productively deployed.

Assessment practice is consistent across the school, ensuring progress rates in individual classes and year groups are accelerated during lessons because a check on understanding includes all pupils’ needs based on their prior learning.

The impact of the Marking Policy has displayed evidence of strong practice - this is being reviewed, with a view to consult colleagues on a marking and feedback policy that links closely to the assessment system

Teachers ensure that pupils act on the advice they are given or check that pupils’ work has improved as a result.

A full time SALT teacher is a member of staff, working with children across the school from EYFS – Y6 working with approx. 50 children.

The SALT teacher delivers training and support across the school.

SEN support is provided through:

three teachers across each year group to provide bespoke provision

Phase 1 receive 1:1 Springboard support, 1:1 reading recovery support

Intervention Co-ordinators work with specific groups of children to deliver bespoke outcomes

- teaching assistants working alongside statemented/education health care plan children

Support staff, consisting mainly of Intervention Co-ordinators, who are highly skilled and typically of graduate calibre, provide bespoke support to a number of children, ensuring all significant groups achieve

A small number of Teaching Assistants provide additional support to the SEN team, working with a number of children in specific year groups


Personal Development, Behaviour and Welfare


Descriptor


Evidence

Within the SMSC curriculum, the Lark Hall Personal, Social and Character Development (PSCD) teaches 19 character traits; titled under ‘Self-Awareness’, ‘Social Awareness’ and ‘Morality’ ensuring children are taught key learning habits.

PSCD Weekly assemblies

Pupil Voice

PSCD Leader monitoring

United Nations Rights of a Child charter school programme

Key Performance Indicator monitoring (KPI’s)

Inclusion Monitoring

Low level of behavioural incidents

Parental attendance at Year Group meetings in September

Weekly monitoring of Home-School Learning Diaries

The ‘United Nations Rights of a Child’ initiative augments the development of children’s rights and responsibilities within a school and global community

The school has effective systems to develop pupil responsibilities and leadership. These roles of Young Leaders are embedded across the school. The roles include: Head Boy/Head Girl, Deputy Head Boy/Head Girl, School Council Members, PSCD Ambassadors, Digital Leaders, Green Team Members and Office Leaders.

Pupils are able to reflect on their personal, social and character development and are able to discuss and use a range of strategies to effectively manage frustrations and conflicts.

The children are also taught the values underpinning a modern, democratic and multi-cultural society such as Britain.

SMSC provision ensures pupils feel safe in school and they have a good understanding of what constitutes an unsafe situation and are able to articulate good strategies to keep themselves safe, including the use of computers and mobile phones.

Pupils are polite, get on well with each other and show kindness and respect to others regardless of age, race or disability.

Pupils’ behaviour is consistently good in and around school.

Independent learning, with high standards of behaviour for learning, is embedded across the school.

Pupils across the whole school play an active role in whole school charity events and have built a meaningful awareness of struggles that others are faced with.

Much improved parental engagement across the school is a key determinant in children’s success.

Home-School Diaries are firmly established as a highly effective method of communication between home and school, with 100% parent/carers attending Parent Mornings at the start of term.

The school has in place an agreed Behaviour and Discipline policy with clear guidelines for rewards and sanctions.

Breaks, including meal times are positive and good social occasions; in the playground there are extremely positive interactions observed between children and adults.

Incidents of behaviour, deemed as racist and homophobic are extremely rare and are dealt with appropriately.

The school works well to promote full attendance using appropriate means. A focus on group analysis of persistent absentees has ensured improvement this year on year


Effectiveness of Leadership and Management


Descriptor


Evidence

A Leadership programme focusing on enquiry and dialogue underpins rigorous questioning of all school’s practises

L.E.A.D. Coaching professional development

CPD programmes based on research of best practice in teaching

Teacher Appraisal

Support Staff Appraisal

(KPI’s)

Phase Leader Action Plans

Maths Leader Action Plan

Literacy Leader Action Plan

Curriculum Action Plans

Inclusion Monitoring

Pupil Voice

Staff Questionnaire Spring 2016

Governing Body Meetings

Reception Year Group Leader and Phase Leaders, covering Year 1 & 2, Year 3 & 4 and Year 5 & 6 in place to bring leadership to each phase of learning

The regular monitoring of all teaching staff’s Key Performance Indicators, aligned with teacher/support staff appraisal and high quality professional development, ensures good/outstanding teaching is embedded across the school

Literacy and Maths leaders, together with curriculum leaders provide curriculum monitoring to each subject area

SLT and SDT are involved every half term in supporting teachers with assessment moderation of pupil progression

A rigorous evaluation of school practice informs the School Development Plan and Middle Leader Action Plans

SLT provide the school with clear direction and leadership in addressing significant issues that arise through monitoring

All Action Plans have clear milestones and are reviewed on a half termly basis

Rigorous tracking of pupils’ progress ensures accelerated learning

Future leaders established to work on projects - incorporating teachers involvement - specifically outside the scope of the SLT

Middle Leaders are firmly established across the school, creating a vibrant and highly empowered Senior Development Team

Staff are positive about assuming opportunities to develop their leadership skills, and bespoke coaching and mentoring is in place to enable them to do this

The establishment of systematic, strategic and effective monitoring systems; including the use of Key Performance Indicators, scrutiny of pupil’s work and teachers’ planning is advanced and as a result the impact of effectiveness is of a high standard. These systems are evaluated each year to ensure they address the needs of children and staff

Governors are actively and rigorously involved in monitoring the School’s progress; Governors take part in monitoring activities to challenge and support the school

Governor's’ ability to manage the School’s financial resources is at an advanced stage and is very effective with deployment of staff and resources

Governor's’ ability in understanding school performance outcomes is highly developed

Sports funding arrangements have been developed over many years, with established procedures to assess the impact of PE provision

The quality of PE provision and extra-curricular sports activities within the School is outstanding

Pupil premium funding is used to help eligible pupils to take a full part in school life and receive, where appropriate, specific resources and adult time.  By the time these pupils leave the school they achieve the same standards as non-PP children and there isn’t a trend of underperformance across all year groups.

Bespoke online assessment system in place to ensure progression is evaluated daily

Safeguarding procedures meet all requirements.

Room For Improvement

Room For Improvement


Below is a summary of ‘How we can improve’ at Lark Hall (This list is by no means exhaustive, merely providing a snapshot of the evidence of the areas to improve)

 

Outcomes for Children and Learners

 

Descriptor

Actions

When

Who

Leadership Responsibility

 

 

To review the SAT’s and in-year performance in 2016 to ensure learning is geared toward all groups attaining higher standards

Reception Year Group Leader and Phase Leaders action planning to ensure all children receive aspirational targets.

Reception and Phase Leader Action Plans commencing in September 2016

Reception Leader

Phase Leaders

 

GN

 
 
 
 

Literacy and Maths Action Plans to ensure quality of learning in classrooms is progressive and reviewed against targets.

Maths and Literacy Action Plans commencing in September 2016

Literacy Leader

Maths Leader

 

 

 

 

 

To ensure that cross-curricular learning promotes the highest possible outcomes in Maths across the whole school

Focusing across all phases, with particular emphasis in Phases 2 and 3.

(See Reception Leader,  Phase Leaders, Maths Leader and Curriculum Leader Action Plans)

Ongoing from September 2016

Termly Pupil Progress Meetings

Termly Maths and KPI Monitoring

Reception Leader

Phase Leader

Maths Leader

Class Teachers

TF for EYFS and Phase 1

OW for Phase 2

JP for Phase 3

VB

 

 

Whole school number fact and place value work through incidental learning opportunities inside and outside of the classroom.

 

Ongoing from September 2016

Termly Maths and KPI Monitoring

Termly Pupil Progress Meetings

Phase Leaders

Maths Leader

Class Teachers

 

Commence the use of practise test papers to use as formative assessment tools in order to correlate with teacher assessments and for target setting.

Ongoing from December 2016

Phase Leaders

Class Teachers

 

 

Use Phase 2 tests to identify children who may underperform in test situations and correlate with teacher assessments.

Ongoing from December 2016

Phase 2 Leader

Maths Leader

 

 

 

To ensure that cross-curricular learning promotes the highest possible outcomes in Writing across the whole school

Whole school focus on use of learning environments (including Discovery Zone) to produce high quality writing.

(See Reception Leader, Phase Leader, Literacy Leader and Curriculum Leader Action Plans)

Ongoing from September 2016

Termly Literacy and KPI Monitoring

Termly Pupil Progress Meetings

Reception Leader

Phase Leaders

Literacy Leader

Class Teachers

TF for EYFS and Phase 1

OW for Phase 2

JP for Phase 3

 

Spelling and Grammar focused sessions within Literacy Skills sessions.

Ongoing from September 2016

Class Teachers

 
 

 

 

To ensure that cross-curricular learning promotes the highest possible outcomes in Reading across the whole school

Whole school focus on use of learning environments (including Discovery Zone) to promote high quality discussion about books and a love of reading.

(See Reception Leader, Phase Leader, Literacy Leader and Curriculum Leader Action Plans).

Ongoing from September 2016

Termly Literacy and KPI Monitoring

Termly Pupil Progress Meetings

Reception Leader

Phase Leaders

Literacy Leader

Class Teachers

Parents

TF/VB for EYFS and Phase 1

OW for Phase 2

JP/GN for Phase 3

 

Termly year group trips to Clapham Library and other stimulating resource environments.

Ongoing from September 2016

Class Teachers

JP

 

 

 

Consistently achieving higher than national, for the % of pupils achieving ARE in the EYFS, Phonics, KS1 and KS2

Reception Leader and Phase Leaders to set targets with teachers and support staff to ensure all groups to make accelerated progress.

 

Targets in place for all children by end of September 2016

 

Reception Leader

Phase Leader

Class Teachers

TF for EYFS and Lower School

OW for Phase 2

JP for Phase 3

 

Focus not on targets for end of year, but of continuous review of targets throughout the year.

Ongoing from September 2016

Class Teachers

Phase Leaders

VB/GN

 

CPD programme for 2016 – 2017 focused on immediate feedback to children and child-engaged assessment.

Ongoing from September 2016

Class Teachers

VB

 

 

 

Ensure all groups of students, in each year group, close under-performance gaps with regard their attainment and progression

Embed the three Teacher model within each year group ensuring no child is left behind.

Ongoing basis

Class Teachers

TF for EYFS and Lower School

OW for Phase 2

JP for Phase 3

 

Facilitated by Phase Leaders, support staff to work throughout Phase to ensure targeted support based on Pupil Progress Meetings.

 

Ongoing basis

Intervention Coordinators

Teaching Assistants

Phase Leaders

 

KPI Monitoring, Maths and Literacy monitoring and Pupil Progress Meetings ensure each individual child is evaluated for their progress each term

Termly Pupil Progress Meetings

Termly Literacy and Maths and KPI Monitoring

Reception Leader

Phase Leader

Maths Leader

Literacy Leader

 

Focus on the learning habits children need to develop in order to augment their academic and social progress

PSCD Leader and Phase leaders working collaboratively to develop this aspect learning into the curriculum

Ongoing from September 2016

PSCD Leader

Phase Leaders

GN

 

 

Work toward embedding peer assessment and child-engaged assessment

CPD programme for 2016 – 2017 focused on immediate feedback to children and child-engaged assessment

(Building on the research of Doug Lemov, Ron Berger and Shirley Clarke and their studies around Learning Targets and child-engaged assessment and assessment for learning)

CPD programme re-formatted whereby CPD sessions are organised on a fortnightly basis, lasting two hours – starting September 5th 2016

Class Teachers

Support Staff

TF

JP

 

Successful if!

 

% achieving a Good Level of Development (GLD); including PP children and non-PP children; Boys and Girls; all Significant Groups is 75%

% passing the Phonics screening test; including PP children and non-PP children; Boys and Girls; all Significant Groups is 80%

% passing the separate KS1 Reading, Writing and Maths tests; including PP children and non-PP children; Boys and Girls; all Significant Groups is 80%

% passing the KS1 Reading, Writing and Maths; including PP children and non-PP children; Boys and Girls; all Significant Groups is 70%

% passing the KS2 separate Reading, Writing and Maths tests; including PP children and non-PP children; Boys and Girls; all Significant Groups is 80%

% passing the KS2 Reading, Writing and Maths; including PP children and non-PP children; Boys and Girls; all Significant Groups is 60%

November 2016 Moderation Meetings establish targets and tracking focus on all groups – with aim of identifying those children under-achieving to date

KPI Monitoring, Maths and Literacy monitoring and Pupil Progress Meetings ensure each individual child is evaluated for their progress each term

Significant group analysis by year group carried out during first moderation meetings (November 2016) and targets for end of academic year 2016 – 2017 reviewed at this point; then each teacher moderation meeting (November, January, February, April & July 2017) review data

In September 2016, support programmes put in place for all under-performing children (based on 2015 - 2016 data) and reviewed after November 2016 moderation meetings

SLT, Phase Leaders, teachers and support staff set up class charters for all learners w/c September 12th 2016 and pupil voice monitoring to show children are using them effectively to support learning

Peer assessment and child-engaged assessment initiated September 2016

 

 

Quality of Teaching, Learning and Assessment

 

Descriptor

Actions

When

Who

Senior Leadership Responsibility

 

 

 

CPD staff development focusing on:

the cross-curriculum;

progression from Nursery to Year 6;

child-engaged assessment

 

CPD programme for 2016 –2017 focusing on cross curriculum; progression through the year groups and child-engaged assessment - see CPD Plan

(Build on research from Thematic-based curriculum by Ken Robinson; Shirley Clarke’s ‘Outstanding Formative Assessment’ and Doug Lemov’s ‘Teach like a Champion’)

Fortnightly CPD programmes – starting September 5th 2016

Class-based research between each fortnight

Phase 3 Leader

Class Teachers

VB

 

 
 

Sustain the high standards of teaching and deepen the knowledge of research-based pedagogy

Teachers self-evaluating their Key Performance Indicators – demonstrating leading through enquiry and dialogue

Twice each term – starting September 2016

 

Class Teachers

OW

 

Teachers and Senior Leadership Team devise areas for development

Each end of term formative reviews

Class Teachers

 

 

Sharing best practice of Lark Hall teaching staff with evidential research-based practises

Embed the use of IRIS (visual recording of Lark Hall teachers’ best practise) as a key tool for staff development through self and peer reflection, enabling it as a starting point for coaching conversations

September 2016 – July 2017

 

Class Teachers

 

OW

TF

JP

 

Continue to use research by Doug Lemov and Ron Berger, amongst others, to drive best practice

CPD commences w/c September 5th  2016

Phase 3 Leader

Class Teachers

 

 

 

 

Children’s portfolio of work to be evidenced through work folders

Children’s work to be evidenced in work folders, whereby on-going work and assessed work will be collated to provide triangulation (together with pupil progress meetings and KPI monitoring) for assessment to measure progression

September 2016 and throughout year

Class Teachers

Support Staff

OW

TF

JP

 

Reception Leader, Phase Leaders, Teachers and support staff, when setting learning targets/learning goals, identifying key determinant for evidencing children’s progress

September 2016 and throughout year

Reception Leader

Phase Leaders

Class Teachers

Support Staff

 

 

 

 

 

 

Embed the assessment website to ensure staff constantly evaluate the progression in children’s learning

Class Teachers record and capture immediate assessment of children’s work

September 2016 and throughout year

Class Teachers

Support Staff

OW

TF

JP

 

Moderation completed throughout term as part of KPI monitoring; alleviating the amount of moderation required for the termly moderation meetings

September 2016 and throughout year

Class Teachers

 

Pupil progress meetings to focus on evidential work contained within the website – ensuring all work is captured and progression sustained

 

Termly Pupil Progress Meetings

 

Reception Leader

Phase Leader

Class Teachers

 

Successful if!

 

%age of Teachers achieving ‘good’ standards of teaching is 100%

%age of Teachers achieving ‘higher’ standards of teaching is 65%

CPD analysis carried out end of autumn term 1 2016; evaluation also carried out during annual staff questionnaire

Self-evaluation as part of Teacher appraisal KPI’s initiated September 2016 - all teachers to be self-evaluating by January 2017

IRIS video analysis re-commence September 2016 with all teacher using it by December 2016

Portfolio of work evidence commence w/c September 12th 2016

Website assessment analysis during November moderation meetings - reviewing on it’s effectiveness during September and October

 

 

 

Personal Development, Behaviour and Welfare

Descriptor

Actions

When

Who

Senior Leadership Responsibility

 

Building on the PSCD curriculum, to ensure the key learning habits of children are embedded across all phases

PSCD Action Plan to build on the character traits and incorporate successful learning habits for successful learners into the curriculum

Start September 2016 and throughout year

PSCD Leader

 

GN

PSCD Leader monitoring and Pupil Voice to evidence the traits of successful learning habits

Termly PSCD and KPI Monitoring

PSCD Leader

Phase Leaders

 

 

Embed the character developments of the United Nations Rights of a Child Charter

Build on the initiative started in 2015 – 2016 and continue to ensure the UN charter is a focus in each year group

Re-commence September 2016 and throughout year

PSCD Leader

 

 

GN

Young Leaders structure to build in role for all of Year 6 children – to build on their social skills and other PSCD targets

Re-commence September 2016 and throughout year

PSCD Leader

Class Teachers

Class Charters playing a central role in the behaviour for learning system in each class

Re-commence September 2016 and throughout year

Class Teachers

To embed the lunchtime developments and ensuring children develop their social skills - with a focus Playground Monitors established to monitor on ‘sporting behaviour’ during playtimes and extra-curricular clubs

New lunchtime schedule to facilitate development of children’s social skills

September 2016

School Support Workers (Lunchtime duties)

Intervention Coordinators

GN

CH

Character skills and learning habits established across the lunchtime schedule

 

September 2016

School Support Workers (Lunchtime duties)

Intervention Coordinators

 

 

 

 

 

 

 

Continue to develop parental engagement with the school.

Embed the role of Key Worker in each year group and track/evaluate it’s effectiveness on a termly basis

Autumn 2016

Phase Leaders

GN

VB

 

Parent Meetings held to highlight home-school agreements

September 2016

Reception Leader

Phase Leaders

Class Teachers

Increased focus on encouraging parental involvement in the learning that takes place during the first hour of each school day.

Autumn 2016

Class Teachers

Lark Hall Parent Committee

Parent Liaison Teacher

Lark Hall Parent Committee to extend to ensure parents from each class are represented, bringing the total of parents to 15

Autumn 2016

Lark Hall Parent Committee

Parent Liaison Teacher

VB

Governors consult with and report to parents regarding school-wide issues

January 2017

School Governors Committee

 

 

 

 

Continue to improve the levels of attendance to 97+%, by ensuring a focus on persistent absentees

Education Welfare Officer (EWO) to work closely with the school to ensure persistent absentees families are challenged on a formal basis – this will augment the informal support provided by the school

Start end of September 2016 and throughout year

EWO

Attendance Administrator

SLT

VB

Celebration of 100% attendance and improved attendance embedded in the weekly Celebration Assembly and in the school newsletter

Start end of September 2016 and throughout year

SLT

Successful if!

Assembly schedule for PSCD starting w/c September 12th 2016

PSCD Learning Habits established and evidenced through monitoring as part of KPI’s from September 2016

Young Leaders established w/c September 12th 2016

Lunchtime schedule expectations established w/c September 5th 2016

Start of year Parent Meetings held w/c September 5th 2016

Attendance monitoring initiated w/c September 12th 2016

The whole-school attendance; and each Year Group attendance  is 97% by end of 16-17

 

Effectiveness of Leadership and Management

Descriptor

Actions

When

Who

Senior Leadership Responsibility

 

 

Embed the focus on enquiry and dialogue as the focus of school improvement – from Governors and throughout the school

Continue to work with L.E.A.D. coaching consultants – incorporating leading through dialogue and enquiry

 

Autumn 2016

L.E.A.D. consultant

SLT

Class Teachers

Support Staff

GN

VB

Embed the use of IRIS (video recording of Lark Hall teachers’ best practice) as a key tool for to stimulate development through dialogue

Re-commence September 2016 and throughout year

Class Teachers

 

 

 

Continue to focus on coaching as the primary model in staff development

Teachers demonstrating leading through enquiry and dialogue through self-evaluation of their Key Performance Indicators –

 

Termly KPI Monitoring

 

SLT

Phase Leaders

Class Teachers

VB

Senior Leadership Team and Teachers collaborating on the area for teacher development after each KPI stage

Termly KPI Monitoring

 

SLT

Phase Leaders

Class Teachers

 

 

 

Continue to grow the leadership capacity of all staff within the school

School Development Team – consisting of 17 members – working collaboratively and devolve decision-making to ensure all staff implement whole-school priorities

Meetings each three weeks, commencing September 2016

SDT

VB

Future Leaders established to work on projects – incorporating teachers involvement – specifically outside the scope of SLT

Commence October 2016

Future Leaders

Expectations of curriculum roles embedded in order to provide opportunities for class teachers and support staff to gain leadership  experience and skills - with the support of middle leaders

Commence Autumn term 1

Curriculum Leaders

SLT

 

 

 

To continue the development of the strategic overview provided by the Governing Body

Governors working on priorities and key questions each term (linked to areas in this document) to ensure enquiry and dialogue questions school systems

Autumn 2016 and throughout year

Governing Body

SLT

GN

 

Governors working with L.E.A.D. coaching techniques to incorporate leading through enquiry and dialogue

Autumn 2016 and throughout year

Governing Body

SLT

 

 

To incorporate a Sustainability Plan into the medium term strategy for sustainable school governance

Three year strategic overview to determine position of school in 2020 – involving staffing, budget and school governance structure

November 2016

Governors

SLT

GN

SLT and Governors facilitate Sustainability Plan during Governor Away Day in autumn 2016

November 2016

Governors

SLT

Successful if!

Self-evaluation as part of Teacher appraisal KPI’s initiated September 2016 - all teachers to be self-evaluating by January 2017

IRIS video analysis re-commence September 2016 with all teacher using it by December 2016

L.E.A.D. consulting starting autumn 2016

Future Leaders projects starting September 2016 and reviewed January 2017

Governors key questioning/leading through dialogue initiative starting September 2016

Sustainability Plan formulation taking place at Governor Away Day November 2016

 

Timings of the Day

Timings of the Day and Assemblies

Main School


The school gates open at 8.15am and children come straight into school. If you arrive early with your child then it is the parent’s responsibility to wait with them until 8:15am.  Children will not be let into the school building before 8:15am.

 

Children must be in school by 8:30AM

 

 

At 8.30am the school gates will close and at 8:35am registration will open.  After 8:45am adults must sign for their children as registration will have closed.  If children arrive at 9:00am or later their attendance will be recorded as an unauthorised absence.

 

EYFS

 

Year 1, 2 and 3

 

Year 4, 5 and 6

8:15 – 8:45

Soft Start

Early Morning Work

AM REGISTER 8:35 – 8:45

8:15 – 8:45

Soft Start

Early Morning Work

AM REGISTER 8:35 – 8:45

8:15 – 8:45

Soft Start

Early Morning Work

AM REGISTER 8:35 – 8:45

Morning Play is built into the children’s free flow during the morning

10:00 – 10:15

Morning Play

11:00-11:15

Morning Play

11:45 – 12:15

Lunch in dining hall

11:45 – 12:15

Assembly

12:15 – 12:45

Assembly

12:15 – 1:00

Lunchtime Play

12:15 – 12:45

Lunch in dining hall

12:45 – 1:15

Lunch in dining hall

1:00 – 1:15

PM REGISTER

12:45 – 1:15

Lunchtime Play PM REGISTER

1:15 – 1:45

Lunchtime Play PM REGISTER

 

Children also receive a fruit and water break during the morning. This is scheduled by teachers in each year group.

 

The Lark Hall Town Shop is open every Wednesday for all children

 


ASSEMBLIES

 

All our parents/carers are welcome to join the Friday Celebration assemblies that take place to share in the success and achievements of their children.

 

MONDAY

 

Main School

 

 

Leadership Assembly

First Floor Hall  11:45 – 12:15

Yrs 1-3

Second Floor Hall  12:15 – 12:45

Yrs 4-6

 

EYFS

Music and Singing

Lower School Hall 2:30 – 2:45

+CFA children to join where possible

 

CFA

PSCD/Seasonal

Lower School Hall 9:30 – 9:45

 

TUESDAY

 

Main School

 

Character Focus Assembly (PSCD Leader)

First Floor Hall  11:45 – 12:15

Yrs 1-3

Second Floor Hall  12:15 – 12:45

Yrs 4-6

+CFA children to join

 

 

CFA

Seasonal Themes and Social Stories

Lower School Hall 9:30 – 9:45

WEDNESDAY

 

Main School

 

Music Assembly

First Floor Hall  11:45 – 12:15

Yrs 1 - 3

Second Floor Hall  12:15 – 12:45

Yrs 4-6

+CFA children to join

 

 

EYFS

PSED (Character Focus)

Lower School Hall 9:00 – 9:15

THURSDAY

 

Main School

 

Religious Festival Assembly  or

Class Assembly

First Floor Hall  11:45 – 12:15

Yrs 1-3

Second Floor Hall  12:15 – 12:45

Yrs 4-6

+CFA children to join

 

FRIDAY

 

EYFS and Main School

Celebration Assembly

8:45 – 9:15

First Floor Hall

 

Southwark, London, Putney, Albert, Vauxhall, Westminster

(Reception to join in term 6)

Second Floor Hall

 

Millennium, Tower, Wandsworth, Battersea, Chelsea, Lambeth

(Reception to join in term 6)

 

CFA

Celebration Assembly

Lower School Hall 9:30 – 9:45

EYFS

Celebration Assembly

Lower School Hall 2:30 – 2:45

Reception and Nursery

 

 

 

 

 


Staff Structure

Staff Structure

Senior Leadership Team

Headteacher: Gary Nichol
head@larkhall.lambeth.sch.uk

Deputy Headteacher: Victoria Bassett
vbassett@larkhall.lambeth.sch.uk

Assistant Headteacher: Ola Watson
owatson@larkhall.lambeth.sch.uk

Assistant Headteacher and Computing and ICT Leader: Tom Foster tfoster@larkhall.lambeth.sch.uk

Assistant Headteacher and UPH Leader: Jon Powles jpowles@larkhall.lambeth.sch.uk

SENCO: Ceinwen Hywel 

chywel@larkhall.lambeth.sch.uk 

 

 

EYFS (Early Years Foundation Stage)

Nursery Team Leader: Sue Alexander
salexander@larkhall.lambeth.sch.uk

Reception Team Leader: Amina Khatib                                 akhatib@larkhall.lambeth.sch.uk

Reception Teacher: Amy Moxon
amoxon@larkhall.lambeth.sch.uk

 

Intervention Coordinator: Rocio Cortes, Esther Olanrewaju, Katrina Bignall

Teaching Assistant: Ruhena Hussein

 

Phase 1

Phase 1 and Literacy Leader: Beccie Powles
bmorris@larkhall.lambeth.sch.uk

Year 1 Teacher and Future Leader: Rachel Baker
rbaker@larkhall.lambeth.sch.uk

Year 1 Teacher: Claire Fleming

cfleming@larkhall.lambeth.sch.uk

Year 2 Teacher: Jess Savory
jsavory@larkhall.lambeth.sch.uk

Year 2 Teacher Daphne Bonanos

dbonanos@larkhall.lambeth.sch.uk 

Year 2 Teacher and Literacy Leader: Sam Phillips sphillips@larkhall.lambeth.sch.uk

 

Intervention Coordinator: Chrissie McGuire, Fatma Conte, Karren Bennett

Teaching Assistant: Graca Lourenco

 

Phase 2

Phase 2 and PSCD Leader: Ross Mears

rmears@larkhall.lambeth.sch.uk


Year 3 Teacher and HGSU Support: Richard Jewitt rjewitt@larkhall.lambeth.sch.uk

Year 3 Teach Elena Evdyriadou eevdyriadou@larkhall.lambeth.sch.uk


 

Year 4  Teacher and Future Leader: Nicole McAllister nmcallister@larkhall.lambeth.sch.uk

Year 4 Teacher: Annie Lock
alock@larkhall.lambeth.sch.uk

 Year 4 Teacher: Ruth Pope
rpope@larkhall.lambeth.sch.uk

Intervention Coordinator: Donovan Morris, Fay Kalli

Teaching Assistant: Tracy Ryan

 

 Phase 3

Phase 3 and Curriculum Leader: Vicki Williamson

 vwilliamson@larkhall.lambeth.sch.uk

Year 5 Teacher: Erin Clements
eclements@larkhall.lambeth.sch.uk

Year 5 Teacher, Maths Leader: Benjamin Powell 

bpowell@larkhall.lambeth.sch.uk

Year 6 Teacher and Future Leader: Megan Ritchie
mritchie@larkhall.lambeth.sch.uk

Year 6 Teacher: Amna Ahmed
aahmed@larkhall.lambeth.sch.uk

Year 6 Teacher and Future Leader: Jodie Taylor

jtaylor@larkhall.lambeth.sch.uk

 

Intervention Co-ordinator: Denise Deer
Teaching Assistant: Anna Taitt

 

Inclusion Team

Speech and Language Therapist: Cat Andrew candrew@larkhall.lambeth.sch.uk

Learning Mentor and Family Support: Paula Gordon pgordon@larkhall.lambeth.sch.uk

Parent Liaison: Fran Voss

parentcontact@larkhall.lambeth.sch.uk

 

BUSINESS Team (Admin, Finance, premises)


admin@larkhall.lambeth.sch.uk

Senior Administration Officer: Lina Santos

Finance Officer: Dips Shah

Administration Officer: Sade Edwards

Administration Officer: Jodie Clarke-Mcdermott

Premises Officer: Oscar Norena

School Catering Team Leader: Tayo

ICT Technician: Peter Gray

 *Currently on Maternity Leave

 

Lunches

Health and Nutrition

 

A healthy diet improves concentration and learning.


BREAKFAST - please make sure your child arrives at school having had healthy nutritional breakfast including a drink of water.

 

LUNCH  - we provide children with a healthy balanced lunch meal. Children are offered a choice of 3 main courses. We serve vegetables and a choice of desert including fruit. We do not serve pork. Fresh water is provided. We recommend that your child has a school dinner every day. All Reception, Year 1 and Year 2 children are entitled to a free school meal.

 

For children in Nursery and Key Stage 2, school dinners are charged at £1.80 per day or £9.00 per week. Some families may be eligible for free school meals.

If you decide to make your child a packed lunch, please follow these guidelines:

 

  • One portion of fruit and one portion of vegetable or salad
  • A starchy food such as bread or pasta, rice, couscous, noodles, potatoes, crackers or breadsticks
  • Meat, fish, lentils, kidney beans, chickpeas, hummus, peanut butter or falafel
  • A dairy food like cheese, yoghurt or fromage frais.
  • Drinks: water only please
  • A snack item such as crisps or a biscuit

 

Not allowed: chocolate bars, chocolate-coated biscuits and sweets

 

We are a NUT-FREE school.

 

If a child’s packed lunch is not healthy, your child will be given a school meal and you will be charged for it.

 

Children who attend the Centre for Autism are offered a high level of support at lunchtimes. Centre teachers will work closely with parents of autistic children to overcome any issues relating to diet and to promote healthy eating.

 

Please encourage your child to drink plenty of water and eat a healthy balanced diet at home.

 

Autumn Menu

Please click on the link to download our Autumn Menu

 

Spring Menu

Please click on the link to download our Spring Menu

 

 

 

3 O'Clock Club

After School Club — The 3 O'Clock Club

 

We have our 3 O’Clock Club to provide child care at the end of the school day:

 

3.00pm – 5.45pm     •     £4 per session

 

After school club is a provision for families who require child care after 3.00pm.  If you are running late to collect your child and arrive after 3.15pm you will be charged the full amount of £4 to cover the costs of the staff who will have been looking after your child.  We understand that from time to time parents may be late to collect their children; however, you can rest assured that your child is being looked after by school staff until you arrive.  Children must be collected from the 3 O’Clock Club by 5.45pm.  If you are running late to collect your child you must inform the school office in advance.  The school building is locked at 6.00pm and where no advance notice is given, we will contact Social Services to make arrangements for your child.

Attendance

Attendance

 

Your child must be in school every day.

 

If they are absent for any reason it is your responsibility to ring the office or send a letter in to explain why they are absent.  If a letter is sent it must be received on the morning of the absence. Absence for medical appointments will only be authorised with an appointment letter. Holidays during term time will not be authorised by the Head Teacher.

 

When bringing your child to school, you must accompany them to the school gates.  This is to ensure your child arrives safely at school where they can go straight into class.

 

An unauthorised absence will be recorded when there is no reason given for absence.  Absence due to illness or medical appointments must be reported on the same day as the absence.

 

At the end of the school day children must be collected on time at 3.00pm. Any children who have not been collected by 3.15pm will be taken to the 3 O’Clock Club where they will be supervised.  Parents will then be charged the full rate of £4.00 for each session.

 

Centre for Autism

Children who attend the Centre for Autism must be accompanied to school by an adult and taken to the decking area where they will be met by Centre staff. Children should be supervised in the playground until they are collected by staff.

 

Children arriving by school transport will be met by Centre staff and escorted safely into school.

Sports Funding

Primary School Sport Premium At Lark Hall Primary School 2016-17

 

OUR VISION

At Lark Hall Primary School we aim to establish a sporting culture that: enables and encourages all children to play and enjoy sport, encourages and promotes healthy lifestyles and celebrates achievement. For details, click Sports Funding

 

We aim to:

1. Improve the quality of the school P.E. programme by:

• Employing sports specialists to teach pupils and mentor staff

• Delivering P.E. focused staff training through staff meetings and INSET days

• Using assessment tools for pupils and staff to identify areas for development

• Investigating and exploring good practice from other schools to further improve our own P.E. curriculum

 

2. Offer a range of extra-curricular sports club to develop children’s skills and involvement in sport.

 

3. Enter teams into a wide range of school sport competitions.

 

4. Foster links between local clubs to provide outlets for children identified as being gifted and talented.

 

5. Deliver an exciting and memorable sports day.

 

WHAT IS THE SPORTS PREMIUM?

The Government is providing additional funding of £150 million per annum for each academic year until 2020 to provide new, substantial primary school sport funding in order to improve the provision of physical education and sport in primary schools. This funding is being jointly provided by the Departments for Education, Health and Culture, Media and Sport, and will see money going directly to schools to be spent on improving the quality of sport and PE for all their children. All state-maintained schools, academies, middle schools, special schools and pupil referral units which have primary aged pupils (as reported in the 2013 school census) will receive the funding.

This funding is ring-fenced and therefore can only be spent on provision for PE and sport in schools. We will be held accountable for how we have used the additional funding to support pupils progress and participation in PE and school sport. We are required to publish on-line information about how we have used the additional funding, including details about our sporting provision alongside curriculum details. This will ensure that parents/carers and others are made fully aware of the PE and sporting provision at Lark Hall Primary School.

 

Allocation:

All schools with 17 or more primary-aged pupils will receive a lump sum of £8000 plus a premium of £5 per pupil. Smaller schools will receive £500 per pupil.

For the academic year Sept 2016 – July 2017 (based on 390 primary aged pupils) we will receive an amount of £9950.

 

The Sports Funding Will Be Used To:

• Employ qualified sports coaches for longer to work alongside teachers in curriculum PE and extend our extra-curricular clubs offer.

• Invest in the professional development of staff and the subject leader to increase their ability to deliver high-quality P.E. for years to come.

• Support and engage the least active children through new or additional sporting opportunities during the school day.

• Increase the amount of competitive sport in which all of our children participate, through intra and inter-school fixtures, and the London Youth Games.

• Ensure children and families are given the opportunity to participate in Health and Wellbeing sessions.

 

Impact:

We will evaluate the impact of the Sports Premium funding as part of our normal self-evaluation and provision mapping arrangements. We will look at how well we use our Sport Premium to improve the quality and breadth of PE and sporting provision, including increasing participation in PE and sport so that all pupils develop healthy lifestyles and reach the performance levels they are capable of.

 

Measuring the impact of the activities provided with sports premium funding can be achieved in different ways. We will look at progress in PE as well as other areas of development such as self-esteem, confidence and the numbers of pupils involved in sporting activities in and out of school. We will also evaluate the impact of professional development opportunities in improving teaching and learning in PE. By the end of the academic year we will publish statistics showing the participation rates in competitive sporting opportunities.

 

Current Sports Clubs on offer: football, gymnastics, rugby, boxing, handball, netball, tennis, athletics, cricket and KS1 multi-skills.

 

2015-16 Review:

UPH (Understanding Physical Health) plays an incredibly important role within Lark Hall. Children are enthused and excited about PE. They now benefit from improved provision within lessons and after school which has been monitored and improved on based on feedback provided from the subject leader. Gymnastics continues to be very popular with the children and there has been both local and national success with several children achieving well above their age range. A variety of competitions were entered with differing levels of success which we hope to improve on this year. Notable performances came in year 6 football tournaments in which semi-finals were reached, a tag rugby tournament in which we were group winners and an athletics event in which we came 3rd.

In year 6 75% of children represented the school in competitive opportunities. Lower down the school in years 4 and 5 this figure was reduced (roughly 25%) because of less events. This is a figure that we are looking to increase this academic year as well as increasing participation for Key Stage 1.

 

Working With Us

Volunteering at Lark Hall

 

It’s fantastic when parents, carers and members of the community choose to volunteer at Lark Hall. If you are interested in volunteering with us in any part of the school, please come and speak to a member of the leadership team about what you would like to do.

 

All volunteers will then need to complete a volunteer pack and apply for DBS clearance before starting work with us.

Governors

Lark Hall Primary School  Governing Body Membership

Membership of the Governing Body and Register of Business Interests 2016/17

All Governors and Associate Members are required to declare any pecuniary or business interests on their appointment, and also are reminded to update this information at every meeting of the full Governing Body and its Committees.  This published Register will be updated annually after the first meeting of the school year; however any changes made during the year will be recorded in the Minutes of the meeting at which they are declared.

 

Co-opted Governors are appointed by the Governing Body. Co-opted Governors appointed 04 November 2016 fill vacancies carried forward from previous year

Local Authority governors are appointed by the Local Authority and the appointment confirmed by the Governing Body

Parent Governors are elected by the school’s parents and carers

Staff Governors are elected by the school’s staff other than the Headteacher whose place is automatic from start date in post unless a Headteacher declines it

Associate Members are not Governors, but may sit on one of the Committees of the Governing Body, and/or the full Governing Body, usually because they have specific skills.  They can be appointed for between one and four years.  Our Associate Members currently do not have any voting rights. 

NB; Attendance record currently shown is for meetings up to Friday 16th December 2016.

Click here to meet the Governors

Appointed Governors

Name: Teddy Alobo (Vice-Chair of Governors)

Date of Appointment: 01 February 2015

Category of Governor: Parent

Term of Office: 01/02/2015 – 31/01/19

Membership of Committees: Member of the Business Committee

Attendance:

FGB 2/2

Business 1/1

 

Register of Interests for 2016/17: Employed at at Neo Plus Health Care Ltd

         

 

Name: Victoria Bassett

Date of Appointment: 11 July 2013

Category of Governor: Co-opted

Term of Office: 11/07/2013 – 10/07/2017

Membership of Committees: Member of the Learning and Personal Development (henceforth known as L&PD Committee) Committee

Attendance:

FGB 2/2

L&PD 1/1

 

Register of Interests for 2016/17: Member of staff at Lark Hall Primary School (Deputy Headteacher). Wife of Gary Nichol, Headteacher

         

 

Name: Andrea Egan

Date of Appointment: 04 November 2016

Category of Governor: Co-opted

Term of Office: 04/11/2016 – 03/11/20

Membership of Committees: Member of the Business Committee

Attendance:

FGB 1/1

Business 1/1

 

Register of Interests for 2016/17: None declared

         

 

Name: Jenny Ellis Logan

Date of Appointment: 26 June 2014

Category of Governor: Co-opted

Term of Office: 26/06/2014 – 25/06/2018

Membership of Committees: Member of the Business Committee.

Attendance:

FGB 2/2

Business 1/1

 

Register of Interests for 2016/17: Management Consultant

         

 

Name: Martin Forde

Date of Appointment: 04 November 2016

Category of Governor: Co-opted

Term of Office: 04/11/2016 – 03/11/20

Membership of Committees: Member of the Learning & Personal Development Committee

Attendance:

FGB 1/1

Business 1/1

 

Register of Interests for 2016/17: None declared

         

 

Name: Paula Gordon

Date of Appointment: 16 January 2015

Category of Governor: Staff

Term of Office: 16/01/2015 – 15/01/2019

Membership of Committees: Member of the Learning & Personal Development Committee

Attendance:

FGB 2/2

L&PD 1/1

 

Register of Interests for 2016/17: None declared

         

 

Name: Brenton Green

Date of Appointment: 04 November 2016

Category of Governor: Co-opted

Term of Office: 04/11/2016 – 03/11/20

Membership of Committees: Member of the Business Committee

Attendance:

FGB 1/1

Business 1/1

 

Register of Interests for 2016/17: Finance Consultant (Green Finance Consulting Ltd)

         

 

Name: Steve Moran

Date of Appointment: 04 November 2016

Category of Governor: Co-opted

Term of Office: 04/11/2016 – 03/11/20

Membership of Committees: Member of the Business Committee

Attendance:

FGB 1/1

Business 1/1

 

Register of Interests for 2016/17: Management Consultant (Faraday Consulting and Advisory Services Ltd)

         

 

Name: Gary Nichol

Date of Appointment: 09 April 2011

Category of Governor: Staff (Headteacher)

Term of Office: from 09/04/2011

Membership of Committees:  Ex-officio member of the L&PD and Business Committees

Attendance:

FGB 2/2

Business  1/1

L&PD 1/1

Register of Interests for 2016/17: Husband of Victoria Bassett Nichol, Deputy Headteacher

         

 

Name: Mark Peters

Date of Appointment: 17 December 2015

Category of Governor: Co-opted

Term of Office: 17/12/2015 – 16/12/2019

Membership of Committees: Member of the Learning & Personal Development Committee

Attendance:

FGB 2/2

L&PD 1/1

 

Register of Interests for 2015/16: Assistant Headteacher at Hornsby House School. Director of Power 2 Play Ltd

         

 

Name: David Smithers

Date of Appointment: 11 July 2013

Category of Governor: Co-opted

Term of Office: 11/07/2013 – 10/07/2017

Membership of Committees: Member and Chair of the Learning & Personal Development Committee

Attendance:

FGB 2/2

L&PD 1/1

 

Register of Interests for 2016/17: Employee of Lambeth Borough Council as Children’s Centres Strategic Lead

         

 

Name: Yvonne Steel (Chair of Governors)

Date of Appointment: 11 July 2013

Category of Governor: Co-opted

Term of Office: 11/07/2013 – 10/07/2017

Vice-Chair of the Governing Body    (Acting Chair of the Governing Body from 17/07/2016)

Membership of Committees: Member of the Business Committee

Attendance:

FGB 2/2

Business 1/1

L&PD 1/1

Register of Interests for 2016/17: Educational Consultant (Steel Education Consultants). Governor of St. John’s Angell Town Primary School

         

 

Name: Andrew Wilson

Date of Appointment: 17 December 2015

Category of Governor: Co-opted

Term of Office: 17/12/2015 – 16/12/2019

Membership of Committees: Not appointed to a Committee as at 18/12/2015

Attendance:

FGB 2/2

Business 1/1

 

Register of Interests for 2016/17: Councillor for Lark Hall Ward, Lambeth Council. Employee of London School of Economics and Political Science. Member of University and Colleges Union

         

 

Associate Members

 

Name: Tom Foster

Date of Appointment: 01 January 2017

Category of Governor: Associate Member

Term of Office: 01/01/2016 – 31/12/20

Membership of Committees: Associate Member (as Assistant Head Teacher) of the L&PD Committee

Attendance:

L&PD

 

 

Register of Interests for 2016/17: None declared

         

 

Name: Jonny Powles

Date of Appointment: 01 January 2017

Category of Governor: Associate Member

Term of Office: 01/01/2016 – 31/12/20

Membership of Committees: Associate Member (as Assistant Head Teacher) of the L&PD Committee

Attendance:

L&PD

 

 

Register of Interests for 2016/17: None declared

         

 

Name: Deepika Shah

Date of Appointment: 01 September 2016

Category of Governor: Associate Member

Term of Office: 01/01/2016 – 31/12/20

Membership of Committees: Associate Member (as Finance Officer) of the Business Committee

Attendance:

Business 1/1

 

 

Register of Interests for 2016/17: None declared

         

 

Clerk to the Governing body

 

Name: David Laird

Date of Appointment: 04 November 2016

Category of Governor:  N/A

Term of Office:  N/A

Membership of Committees:  All meetings of the full Governing Body and its Committees are clerked.

Attendance:

FGB 2/2

L&PD 1/1

Business 1/1

Register of Interests for 2016/17: Specialist Legal, Governance & Management Consultant (David M laird Consulting Ltd). Consultant Clerk to Kent Education Appeal panels. Executive Secretary for New Testament Church of God (Lee District). Lay Member, Independent Appeals Panel (Westminster Council)

         

 

 

Membership of the Governing Body and Register of Business Interests 2015/16

All Governors and Associate Members are required to declare any pecuniary or business interests on their appointment, and also are reminded to update this information at every meeting of the full Governing Body and its Committees.  This published Register will be updated annually after the first meeting of the school year; this year the first meeting is held on 15th September 2016. Hhowever, any changes made during the year will be recorded in the Minutes of the meeting at which they are declared.


Co-opted Governors are appointed by the Governing Body.

Local Authority governors are appointed by the Local Authority and the appointment confirmed by the Governing Body

Parent Governors are elected by the school’s parents and carers

Staff Governors are elected by the school’s staff other than the Headteacher whose place is automatic from start date in post unless a Headteacher declines it

Associate Members are not Governors, but may sit on one of the Committees of the Governing Body, and/or the full Governing Body, usually because they have specific skills.  They can be appointed for between one and four years.  Our Associate Members currently do not have any voting rights.




APPOINTED GOVERNORS


Name: Teddy Alobo

Date of Appointment: 1 February 2015

Category of Governor: Parent

Term of Office: 1/02/2015 – 31/01/19

Membership of Committees: Member of the Business Committee

Attendance:

FGB 2/4

Business 2/3

 

Register of Interests for 2015/16: None declared

         

 


Name: Victoria Bassett

Date of Appointment: 11 July 2013

Category of Governor: Co-opted

Term of Office: 11/07/2013 – 10/07/2017

Membership of Committees: Member of the Learning and Personal Development (henceforth known as L&PD Committee) Committee

Attendance:

FGB 0/4 (maternity leave)

L&PD 0/3 (maternity leave)

 

Register of Interests for 2015/16: Member of staff at Lark Hall Primary School (Deputy Headteacher). Wife of Gary Nichol, Headteacher

         

 


Name: Jenny Ellis Logan

Date of Appointment: 26 June 2014

Category of Governor: Co-opted

Term of Office: 26/06/2014 – 25/06/2018

Membership of Committees: Member and Chair of the L&PD Committee. Member of the Headteacher’s Performance Management Sub-Committee and the Pay Committee  

Attendance:

FGB 2/4

L&PD 3/3

 

Register of Interests for 2015/16: Management Consultant

         

 


Name: Paula Gordon

Date of Appointment: 16 January 2015

Category of Governor: Staff

Term of Office: 16/01/2015 – 15/01/2019

Membership of Committees: Member of L&PD Committee

Attendance:

FGB 4/4

L&PD 3/3

 

Register of Interests for 2015/16: None declared

         

 


Name: Gary Nichol

Date of Appointment: 09 April 2011

Category of Governor: Staff (Headteacher)

Term of Office: from 09/04/2011

Membership of Committees:  Ex-officio member of the L&PD and Business Committees

Attendance:

FGB 4/4

Business  2/3

L&PD 3/3

Register of Interests for 2015/16: Husband of Victoria Bassett Nichol, Deputy Headteacher

         

 


Name: Mark Peters

Date of Appointment: 17 December 2015

Category of Governor: Co-opted

Term of Office: 17/12/2015 – 16/12/2019

Membership of Committees: Not appointed to a Committee as at 18/12/2015

Attendance:

FGB 2/3

L&PD 2/2

 

Register of Interests for 2015/16: Assistant Headteacher at Hornsby House School. Director of Power 2 Play Ltd

         


 

Name: David Smithers

Date of Appointment: 11 July 2013

Category of Governor: Co-opted

Term of Office: 11/07/2013 – 10/07/2017

Membership of Committees: Member of the Business Committee

Attendance:

FGB 4/4

Business 3/3

 

Register of Interests for 2015/16: Employee of Lambeth Borough Council as Children’s Centres Strategic Lead (seconded)

         

 


Name: Yvonne Steel

Date of Appointment: 11 July 2013

Category of Governor: Co-opted

Term of Office: 11/07/2013 – 10/07/2017

Vice-Chair of the Governing Body    (Acting Chair of the Governing Body from 17/07/2016)

Membership of Committees: Member of the Business Committee

Attendance:

FGB 4/4

Business 3/3

Also attended L&PD 1

Register of Interests for 2015/16: Self-employed Educational Consultant. Governor of St. John’s Angell Town Primary School

         

 


Name: Shaun White

Date of Appointment: 02 July 2015

Category of Governor: Community / Co-opted

Term of Office: 02/07/2015 – 01/07/2019

Membership of Committees: Member of the L&PD Committee

Attendance:

FGB 3/4

L&PD 0/3

 

Register of Interests for 2015/16: None declared

         


 

Name: Andrew Wilson

Date of Appointment: 17 December 2015

Category of Governor: Co-opted

Term of Office: 17/12/2015 – 16/12/2019

Membership of Committees: Not appointed to a Committee as at 18/12/2015

Attendance:

FGB 3/3

Business 0/1

 

Register of Interests for 2015/16: Councillor for Lark Hall Ward, Lambeth Council. Employee of London School of Economics and Political Science. Member of University and Colleges Union

         




ASSOCIATE MEMBERS


Name: Ceinwen Hywel

Date of Appointment: 01 December 2014

Category of Governor: Associate Member

Term of Office: 01/12/2014 – 30/11/18

Membership of Committees: Associate Member (as SENCO) of the L&PD Committee

Attendance:

L&PD 0/3 (maternity leave)

 

 

Register of Interests for 2015/16: None declared

         

 


Name: Warren Sheng

Date of Appointment:  12 March 2015

Category of Governor: Associate Member FGB

Term of Office:  12/03/2015 – 11/03/2019

Membership of Committees: Associate Member (as School Business Manager) of the Business Committee

Attendance:

FGB 4/4

Business 3/3

 

Register of Interests for 2015/16: None declared

         

 


Name: Ola Watson

Date of Appointment: 23 April 2014

Category of Governor: Associate Member

Term of Office: 23/04/2014 – 22/04/2018

Membership of Committees: Associate Member (as Assistant Headteacher) of the L&PD Committee

Attendance:

L&PD 0/3 (maternity leave)

 

 

Register of Interests for 2015/16: None declared

         

 



CLERK TO THE GOVERNING BODY


Name: Simon Hooberman

Date of Appointment: 19 September 2013

Category of Governor:  N/A

Term of Office:  N/A

Membership of Committees:  All meetings of the full Governing Body and its Committees are clerked.

Attendance:

FGB 4/4

L&PD 3/3

Business 3/3

Register of Interests for 2015/16: Proprietor of a company called PLT’s, providing Admin Support and other services to a number of small charities and voluntary organisations and as Company Secretary of The Woodlawns Centre. Clerk to the Governing Bodies of Beckmead Family of Schools (appointed with effect from 1st January 2016), Castle Hill Academy (contract ended 5th September 2015), Crown Lane Primary School and Wolsey Infant and Nursery School. Chair of Governors at Hitherfield Primary School and Children’s Centre. Independent Distributor, Utility Warehouse

         








 

Pupil Premium

What is Pupil Premium?


The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. This funding sees money going directly to all schools to be spent on improving the quality of provision and outcomes for all pupil premium children. All state-maintained schools, academies, middle schools, special schools and pupil referral units which have pupil premium children will receive the funding.

 

Schools are held accountable for how they have used the additional funding to support pupil premium children’s attainment and progress.  Schools are required to publish on-line information about how they have used the additional funding, including details of impact of such investment. This will ensure that parents/carers and others are made fully aware of the investment in pupil premium children at Lark Hall Primary School.

 

Our Vision


Lark Hall is committed to narrowing any identified gaps in attainment between pupils. We are totally transparent in how we use the Pupil Premium funding to enable us to tailor provision to meet individual need through the use of validated intervention programmes that can offer sustained and accelerated progress for our pupils.

 

Please see the Pupil Premium brochure for how Lark Hall invests this additional income and the impact it has on our children.

 

Pupil Premium Brochure 2016/17.pdf

Lettings

Lettings

The school, which includes 4 large meeting halls, classrooms and extensive playground areas including covered areas and outdoor WCs are available for hire for off-peak periods i.e. from 6pm on term-time weekdays and all weekend and school holiday periods.

Why not hire our facilities for your children's party, staff function, workshop or training event, wedding or any other event?

Please contact our specialist lettings company contact, Jasmin Petch at jasmin.petch@schoolsplus.co.uk or 07985-412 083.

Home School Agreement

Home School Agreement

 

School Expectations

We all agree the success of a child’s education is a direct result of home and school both working together in mutual respect; the teaching staff as the professionals and parents as first educators.

 

At Lark Hall we believe all of our children’s talents will be nurtured, all of their ‘best efforts’ will be rewarded and all of their successes will be celebrated. We will create a special place for our children, where they can have a love of life, where learning is irresistible, fun and full of exciting ideas to explore. Everyone will have high expectations of them and their achievements.

 

It will be safe and caring where they will be encouraged to go the extra mile and where we will support them if they find things difficult. In our community we will passionately welcome life’s challenges and positively seize these moments as opportunities to improve and grow. We will give our children the confidence to believe in themselves, in their own ambitions and in a better future for everyone.

Belonging to our family our children will learn to embrace an ever changing world, free their imagination and be inspired to achieve excellence in all that they do.

 

Children develop best in a Loving environment

Aspire to be your best

Doing your very best will always bring Rewards

Have a thirst for Knowledge

High expectations for every child

Where all children will Achieve their potential

Enjoy Learning in a safe environment

Ensure children become Lifelong learners

 

The 4 key strands of our school curriculum, known as the Lark Hall Curriculum Drivers, are Communication, Aspiration, Knowledge of the World and Enquiry.

 

A signed copy of this will be in the home-school diary.

 

Parent Expectations

As your child’s first educators, it is important that you play a fundamentally positive role and agree to uphold the principles within the following four areas:

 

Attendance

I will make sure my child attends school each and every day.

I will ensure my child arrives for school on time; starting the day between 8.15am and 8.30am and I will collect my child at the end of the school day at 3.00pm.

I will inform the school immediately of my child’s absence before 8.30am.

I will provide a note detailing my child’s absence on their first day back at school.

Communication between home and school

I will attend the regular Parent Evening appointments on every occasion.

I will attend all meetings about my child’s education, at the agreed time specified by the school.

I will immediately attend the school in the event of the school contacting me for an emergency.

I will ensure I read my child’s diary each day and sign it each week.

I will read all letters sent out by the school and reply when appropriate.

I will inform the school office if my phone number or address changes.

 

Etiquette

I will ensure I am on time for all meetings.

I will ensure I always treat all school staff with the respect they deserve.

I will ensure I always treat other parents with the utmost respect.

I will always set the correct example to my children and other children.

 

Parents as First Educators

I will also support the school’s decision about my child’s behavioral expectations.

I will ensure my child has a suitable night’s sleep ready for each school day.

I will ensure my child eats a healthy breakfast and, where appropriate, a healthy lunch.

I will ensure my child is dressed appropriately and has all the equipment necessary.

I will ensure my child’s internet use, TV and games console use are all monitored.

I will ensure my child does not use social networking sites.

I will ensure my child reads each and every day for at least 30 minutes.

I will ensure my child completes their homework on a weekly basis.

I will ensure I take my child on as many cultural visits as possible.

I will ensure my child works hard towards achieving their academic targets.

I will ensure I will collect all confiscated items at the end of each term.

A signed copy of this will be in the home-school diary.

 

Children Expectations

My Learning Behaviour Expectations

I will always do my best work in all that I do.

I will always follow the expectations of all adults.

I will always work with other children in a positive manner.

I will always use classroom resources in the correct manner.

I will demonstrate the Lark Hall character traits when I’m in class.

I will always look back at the end of each day and realise I have done my best.

I will always try to achieve a Pastoral Reward.

I will always accept the consequence for my actions when I make mistakes.

 

My Playground Expectations

I will play games in a friendly manner.

I will accept defeat in a positive manner.

I will always use appropriate language in every situation.

I will always share equipment with other children.

I will never be physical to anybody; if I do, I know there will be serious consequences.

I will always try to achieve Playground Rewards Cards and understand the reasons when I don’t.

I will always accept the consequence for my actions when I make mistakes.

I will always follow the instructions of adults on the playground.

 

Items Prohibited from School

I will not wear any jewellery, except ear studs.

I will not bring in any chewing gum, sweets or fizzy drinks.

I will not wear make-up of any kind.

I will not wear nail varnish or false nails.

I will not have any temporary tattoos.

I will only wear Lark Hall baseball caps.

I will not bring in mobile phones unless I am in Year 6 (and hand it into the office).

If I am a girl, I will not wear hair dye or coloured hair extensions.

If I am a boy, I will not wear shaved motifs in my hair.

A signed copy of this will be in the home-school diary.

Parent Handbook

Parent Handbook

 

Please click on the link below to download our Parent Handbook 2016-17.

 

Parents' Handbook.pdf

Staff Handbook

Staff Handbook

 

Please click on the link below to download our Staff Handbook 2015-16

 

Staff Handbook 2016-17