Primary National Strategy

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18th December 17
Trail : Primary / ISP / The North West ISP Hub : Barrow Island Primary School, Barrow-in-Furness

Barrow Island Primary School, Barrow-in-Furness


Headteacher:

Julie Fryer



School Context:

Information from RAISEonline (April 2007):
Number on role: 185
FSM entitlement: 24.9%
SEN: 20%
Attendance: 95.3%
Staffing Profile: 8 full time teachers, 2 part time teachers, 10 teaching assistants, 1 learning mentor.

Catchment area: Barrow Island Community Primary School serves a community with high levels of social and educational disadvantage. Drug abuse is a major problem locally and levels of unemployment are high. Most housing on the island is rented – terraced properties or tenement flats with little / no outdoor space for children to play. (OFSTED March 2006)

Reasons for being on the programme:

- Disappointing Key Stage 2 SATs results
- Staffing inconsistencies
- A clear set of priorities outlined in the SIP and an experienced staff ready for ISP to focus their work and energies.


School Data:

KEY STAGE 1 2004 – 2006

READING         significantly better than expected L2+ and L2b+

                        significantly better than expected L3+

                        BUT L3+ declining for boys

WRITING:        significantly better than expected L2b+

                        BUT declining overall

MATHS:          L2b+ improving

                        BUT declining L3+

KEY ISSUES:   Standards in Maths

                         All subjects L3+

                         Boys attainment

KEY STAGE 2

Contextual Value Added 2005 – 2006

ENGLISH:        L4+ below floor target of 65% (64%)

                        Percentile rank significantly lower than expected for L4+ and L5+

                        Performance for specific pupil groups significantly lower than expected:

-          lower achieving boys

-          lower achieving girls

-          upper achieving girls

MATHS:           Percentile rank significantly lower than expected for L5+
                   Performance for specific pupil groups significantly lower than expected:

-          upper achieving girls

SCIENCE:         Percentile rank significantly lower than expected for L5+
                   Performance for specific pupil groups significantly lower than expected:

-          upper achieving girls

-          upper achieving boys

KEY ISSUES:    Standards in English – WRITING

                        All subjects L5+

                        Upper achieving boys and girls

                        VALUE ADDED

2007 results:

Year 2 (level 2b+):
READING - 72%
WRITING level - 72%
MATHS – 79%
Year 6 (level 4+ ):
READING - 70%
WRITING level - 30%
MATHS – 65%

Attendance:

In the region of 95% for the last 3 years.



Best bits (our successes):

Developing that crucial ethos and climate for improvement:
the audit of non-negotiables highlighted the fact that school was already very aware of the actions required to bring about improvements. These were identified within the SIP.

All staff attended PDM’s and had a working understanding of the principles of ISP and the focus on improving the quality of teaching and learning.

School has a strong learning culture. CPD is well-managed and links strongly to performance management and school improvement priorities. In addition to local and LA training opportunities 3 teaching assistants have recently passed Foundation Degrees and 3 teachers are studying for their MAs.

Role of the subject leader: subject leaders already had designated time set out within a rolling 3 year cycle of monitoring and evaluation. Having the opportunity to work alongside Literacy and Numeracy consultants boosted confidence.

As staff have become more familiar with the expectations of subject leadership all are now comfortable in supporting and guiding colleagues and working cooperatively to bring about improvements.

There is significant capacity within the experienced staff group lead subjects very effectively.

The part leadership and management played: Our Chair of Governors attended the initial briefings and was, therefore, very aware of the principles of ISP from the outset.

Head, Deputy / Literacy Subject Leader and Numeracy subject leader ensured that target setting has become embedded in school practice. All staff are now committed to this.

Monitoring and evaluation

The priority given to the key themes  of the ISP: Key ISP themes are incorporated into the SIP and this will continue after the school leaves the programme.