What have been our successes this year by BI6e98EE


									                    Foundry Lane Primary School
                    Foundry Lane
                    Southampton SO15 3JT

                    Telephone: (023) 80774814 Facsimile: (023) 80702549
                    Email:     info@ foundrylane.southampton.sch.uk
                    Website: www.foundrylane.southampton.sch.uk

                   Headteacher; Andy Withers, MA Ed

DRAFT SCHOOL PROFILE – Last Updated – October 2009.

What have been our successes this year?
Foundry Lane offers a wide range of extended services and a strong sense of
community. Extended services on site include Breakfast Club, After School
Care and Holiday Care (Tiger Clubs) and a community run playgroup.
Successful school events this year have included Science/DT Week,
International Day, X Factor Competition, Festive Fayre, Healthy Schools Week
and Book Week which was ‘bedtime stories’. Fundraising activities, including
the School Fete, raised over £4000 to extend the school activity trail. A
sponsored Jump Rope Challenge raised £1100 for the British Heart
We have achieved the Active Mark, the Eco Schools Bronze Award and the
Intermediate International Award. All children have had the opportunity to
take part in a Christmas performance and celebration service, a summer
performance of ‘Wind in the Willows’ and Music Concerts. All children in Year
3 learn a musical instrument free of charge. Children have enjoyed
performances by various theatre groups in the last year.
Our school values are lifelong learning, respect, high self esteem, reaching
potential, sense of community and this year we are focusing one half term on
each of these values.

What are we trying to improve?

Developing our school values by focusing on a different school value each half

Improving Learning and Teaching by
    Implementing our vision for ICT and making sure that children use ICT
      to support their learning whenever possible
    Ensuring that children have real experiences, make strong links
      between subject areas and have opportunities to plan their own
    Ensuring that staff continue to develop their teaching skills and receive
      the professional development that they need
    Ensuring that children with emotional difficulties are supported and
       successful members of the school community
      Introducing the teaching of Spanish throughout the whole school.

Helping children to make good progress by
    Continuing to improve children’s ability to write effectively so that they
      can make better progress in English.
    Ensuring that children who have difficulty reading and writing can still
      access the science curriculum and fulfil their potential.

Improving the work of the School governors by
    Continuing to develop facilities available on site by building an on site
      cooking kitchen.
    Exploring the links that we can make with other schools in
      Southampton and considering the different models of school
      organisation that we might improve the provision offered by our

Improving the way in which we work closely with parents by
    Continuing to develop our breakfast club and after school care and to
   provide care in the holidays
    Further improving our communication with parents about how their
   children are progressing, particularly by redesigning our end of year
    Seeking to work with parents to develop our food policy and ensure
   that the food that children have in school is as healthy as possible.

Improving the leadership and management of the school by
    Continuing to develop the ways that we evaluate the performance of
   the school and ensure that we are constantly improving.
    Ensuring that the professional development that we offer to all staff
   continues to meet the ‘Investors in People’ standards.

How have our results changed over time?
At the end of Key Stage 1, when the children are 7, the standards reached by
pupils have remained consistently in line with national average results in
reading, writing, maths and science. We recognise the importance of
supporting and challenging the most able children. The percentage of children
who reach level 3, the highest level of attainment, has risen in all subjects
over the last three years. This high level was maintained in 2009. By the end
of Key Stage 2 the standards reached are rising in some areas. The progress
children make between the ages of 7 and 11 has risen in Maths and science
over the last 3 years. Our value added scores for 2008 show that the
performance of the majority of our pupils has continued to improve at the end
of Key Stage 2 compared with other children nationally. Most able children
make good progress and in 2009 the percentage of children who reached
level 5 was above National Average. We are working hard to improve the
number of children achieving level 4 in writing, which currently remains below
the National Average.

How are we making sure that every child gets teaching to meet their
individual needs?
We aim for all children to reach their potential academically and socially. For
children to be emotionally literate, enabling them to access learning in all
areas, we provide a comprehensive Personal Social Health Education
programme. We are using a variety of teaching methods and encouraging a
range of learning styles which helps to meet the needs of all children.
Through regular monitoring of learning and teaching we check the quality of
practice and make any necessary improvements. Individual pupil progress is
tracked to identify where the curriculum needs to be modified or where extra
help may be needed to support children not making expected progress. Data
is analysed for individual children and for vulnerable groups including SEN,
English as an Additional Language and the more able to check the progress of
these groups. Regular target setting takes place for all children. For children
with Special Needs (SEN) Individual Education Plans are in place and are
reviewed regularly to ensure the children’s needs are met. The curriculum and
extra curricular activities provide a broad range of opportunities to engage
and interest all children.

How are we working with the parents and the community?
Before children begin school parents and carers are involved in the Induction
process through meetings and workshops. Parents are informed and
consulted about school issues through newsletters and questionnaires. They
are also involved in working groups to develop policy and practice. Workshops
are offered to support parents in building a shared understanding between
home and school including literacy, numeracy, computer training and
parenting skills. Parents support the school in a range of ways, including
fundraising and providing social events for children and parents through our
Friends group. The community come into school to share expertise at special
events e.g. World War II Party and to join in community events e.g. Fetes.
The school choir sing carols for local Senior Citizens at Christmas. Many
community groups use the school out of hours including Brownies,
Majorettes, Weightwatchers and Martial Arts groups.

How do we make sure our pupils are healthy, safe and well
We provide a positive and caring atmosphere to enable each individual to
develop high self esteem.
Healthy lifestyles are encouraged through the curriculum and daily practice.
This includes healthy snacks, the free fruit scheme, school fruit shop, drinking
water in class and provision of sports equipment and an activity trail at break
and lunchtimes. Children take part in physical activities through the P.E.
curriculum and after school clubs. The school achieved the ‘Active Mark’ for
2008 to recognise our commitment to provide children with at least 2 hours
PE per week. PE includes the opportunity to learn to swim in Year 4. Staff
have clear responsibilities regarding the pastoral care and welfare of pupils.
The Management of Behaviour system rewards children for keeping the
‘School Code’ and we work closely with parents if behaviour does not meet
expectations. Bullying, racial equality and children’s fears and concerns are
addressed through PSHE lessons, circle time, school council and assemblies.

What activities are available to pupils?
As an integral part of the curriculum various activities are offered to children
including visits and visitors to the school to enhance learning. Community
groups, staff and coaches provide extra curricular activities including Music,
Sport and Art. Theatre groups, musicians and special attractions provide
broad opportunities. Children undertake voluntary activities including
supporting younger children at lunchtime, running the school fruit shop,
recycling paper and composting. Special events are held and children are able
to experience a range of responsibilities helping at Fetes, fundraisers, running
Discos and organising sports events. Children in Years 2 and 6 take part in
the Southampton Civic Awards, which are primary versions of the Duke of
Edinburgh’s Award.
The school has an award winning environmental area including wildlife area
and Victorian styled walled garden used for curricular and extra curricular

What have pupils told us about the school, and what have we done
as a result?
Pupils views are gained through class discussions, assemblies, school council,
lunchtime meetings, the annual pupil questionnaire and informal discussion.
The school council have councillors elected from Years 1 to 6. They put
forward ideas to improve the school. For example, the school council involved
the whole School in choosing the new equipment for the activity trail. School
Councillors have also patrolled the yellow zigzag lines outside the school to
highlight the importance of not parking on these lines. The school council
brings issues to the Governing Body for discussion. Representatives of the
council meet with other local schools at the cluster school council.
As part of the ‘Building Schools for the Future’ programme, two members of
the school council went to London to take part in a project to assist in the
design of their new Secondary School.

What do pupils do after leaving school?
At the age of transition our pupils go on to a variety of local schools. The vast
majority of Year 6 children move to the catchment feeder school, Regents
Park Community College. Links with Regents Park have already been
strengthened further through major project work on transition from Year 6 to
Year 7 to support children at this important time. We are currently involved
in developing a Federation between Regents Park Community College and it’s
feeder primary schools.
What have we done in response to Ofsted?
The last inspection took place in January 2009. The school was judged to be
‘a good school’ with many outstanding features.
Two key issues were confirmed by the inspection
     To improve the quality of writing throughout the school
     Improve the consistency of teaching and learning by planning for the
       effective use of teaching assistants and by making more efficient use
       of teaching assistants and by making more efficient use of time during
       lesson introductions.
In response to the key issues learning and teaching the writing curriculum is
being reviewed in line with the national strategies this includes gaining a clear
balance between the teaching of writing skills and providing an exciting
context. The role of teaching assistants has been reviewed and staff are
sharing the best practice to make more effective use of teaching assistant
time. Both of these areas are key issues in the school development plan for

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