·        The Rosetta School population is rich in diversity.

·        Our ethnic minority backgrounds and the number of pupils that use English as an additional language (EAL) are increasing slightly year on year and, in turn, the numbers of British White children is decreasing. Our largest ethnic groupings are British followed by any other Black background, African and then any other white background, There are increasingly greater numbers of children attending Rosetta who are of an ethnic minority background and/or have EAL each year.

·        Our school has a greater number of children with special educational needs at School Action and broadly average number of children at School Action Plus (including statements) against national average. School is working towards affecting how children who have specific difficulties in aspects of their learning are assessed; and are confident that the number of children who have been designated to have SEN will be reducing more towards national levels; their needs being addressed as children who are potentially vulnerable of under achievement.

·        The number of children who remain at Rosetta for the whole of their school life is lower than national average but higher than local average; the percentage of children who remain at Rosetta between Key Stage 1 and 2 is increasing slightly each year.

·        The number of children who are eligible for Free School Meals (FSM) is well over twice the national average.

School % (2011)

National % (2011)

Authorised

4.4%

4.45%

Unauthorised

1.3%

0.68%

Persistent Absence

1.7%

5.34%

Attendance and punctuality have improved at Rosetta in the last few years due to the children being increasingly keen to come to School, the good relationships between children and their parents/carers and School staff and the School’s clear procedures for monitoring attendance and punctuality. Our authorised absences are slightly lower than the national average; the unauthorised absences are above national level and the percentage of persistent absence levels are below the national percentage.

To continue to reduce the levels of unauthorised absences by strengthening our parental engagement by maintaining regular contact between Parents/Carers and Staff; including key members of the Senior Leadership Team (SLT). We will aim to achieve this through: maintaining a strong staff presence in playgrounds before and after the school day; using our School Councillor to support children and their parents/carers with attendance issues; providing drop in sessions for parents/carers who need to discuss attendance issues and specific SLT members focussing on improving individual children’s attendance.

Overview:

The vast majority of children who attend Rosetta do really well at the School; with most groups achieving higher then national average overall and for their particular group e.g. Black African pupils achieve more than the average for Black African children in England and Wales and also higher than the national average for all children. The one group that is most vulnerable of under achievement at Rosetta (and likewise across the country in inner city areas) is White British boys; clearly this group of people are carefully considered within our overall provision as we look for ways to improve.

Progress on Key Development Areas (2011-12)

The key areas school has developed last year:

These were outlined in our School Development Plan (SDP):

1.     To ensure that all teachers develop their current overall practice and in so doing positively affect outcomes for children; demonstrated through progression in overall judgements by senior leaders within the accountability process. Teaching improved across the course of the year with the vast majority of teachers being graded as ‘Good’ or better within their general practice and lesson observations; using Ofsted grades.

2.    Key priority to be developed from the English subject development plan based around embedding English across all areas of the curriculum.  Standards in English improved across the School during the year; and the English SAT outcomes (2012) were the best the School has ever achieved with 80% of children achieving Level 4 or better and 34% of children achieving Level 5.

3.    Key priority to be developed from the Mathematics development plan based around developing learning of number bonds (e.g. addition and subtraction) and multiplication and division facts at appropriate levels across the school.  Standards in Mathematics improved across the School during the year; and the English SAT outcomes (2012) were the best the School has ever achieved with 80% of children achieving Level 4 or better and 51% of children achieving Level 5.

4.    To ensure that all children are provided with appropriate challenge and guidance through both the school’s accountability process and individual teachers feedback and target setting.  The School’s Accountability Process enabled School leaders and class teachers to better affect children’s attainment over the course of the year, with increased numbers of pupils making expected or better progress.

5.    To ensure that all interventions for individual and groups of children are well focussed and effective and in so doing children make good progress.  Children with specific learning difficulties; even if the difficulty related to just one aspect of their learning; made improved progress across the year due to effective interventions.

Key Development Areas (2012-13)

The key areas school will develop this year:

These are outlined in the School Development Plan (SDP); a full copy of which is available in the School Office to view:

1.     To continue to develop children’s learning through developing teaching by embedding the Pedagogical Overview and extending this to include teaching and supporting children to develop effective learning behaviours.

2.    To continue to develop children’s progress in writing across the curriculum through strategic staffing to enable all children in years 3-6 being taught English in smaller group sizes and that there are focussed interventions for children of all ability ranges in years 1-6. 

3.    To continue to develop children’s progress in reading through encouraging home reading, further developing the accuracy and use of assessment of reading and the provision of well matched reading texts for all children across the School.

4.    To continue to develop children’s progress in Mathematics through contextualising the learning activities and ensuring that teaching is well matched to both the children’s next steps in learning and their interests and experience i.e. that Maths is made real.

5.    To continue to develop the School’s Accountability Structure so that it increasingly enables school leaders and individual staff to best affect children’s learning through ensuring the School’s self evaluation strategies and structures, strategic interventions and Performance Management are closely allied and impact on children’s learning and progress.

Three areas school has developed this year (2011/2012):

1.     Further development of the School’s Accountability process to ensure interventions are even more well focussed and effective

2.    Use of the Writing Profile to help support children and School staff in assessing their work and celebrating progress

3.    A re-launch of the School Council to make it a more vibrant and effective group; which can influence decision making in the School

Three areas  we would like to improve next year (2012/2013):

1.     Development and use of the TechZone; which is similar to the old ICT room but so very much more...

2.    Contextualising the learning in Maths sessions

3.    Smaller group sizes for the teaching of English across Key Stage 2

Three areas school has developed last year (2010/2011):

1.     Developed the number and range of after school activities

2.    Appointment and focussed deployment of Sports leaders

3.    Introduced the SEAL Stars rewards activities i.e. to the cinema or play areas

Four things we would like to improve this year (2011/2012):

1.     Encourage home reading through introduction of new Reading Log, purchase of new resources and ‘marketing’ reading to parents/carers via the newsletter and website

2.    Develop range and number of parent/carer support workshops/information sessions etc that are delivered

3.    Develop the School website to be more informative and supportive for parents and carers to support their children’s learning.

Three things school has developed this year (2010/2011):

1.     Linked the School’s PSHCE, SEAL and SRE teaching in a meaningful and effective way

2.    Appointment of two Sports Leaders to positively affect playground behaviours.

3.    Focussed interventions by the School Councillor with potentially vulnerable children.

Three things we would like to improve next year (2010/12):

1.     Review current procedures for E-Safety and act upon findings.

2.    Review the policy and procedures for Child Protection with safeguarding as an agenda item within Senior Leadership Meetings.

3.    Extend the Safer Recruitment training to all members of SLT and some School Governors.