Recent Changes

Tuesday, October 30

  1. page 2. VIEWS OF LEARNERS, PARENTS, CARERS AND OTHER STAKEHOLDERS edited ... Newsletters circle times and class assembles allow us to share our findings around issues afte…
    ...
    Newsletters circle times and class assembles allow us to share our findings around issues after consultation.
    New School Profile available to parents from July 2006 should allow a positive consultation and feedback between parents and governors.
    2d How do you implement new strategies addressing issues and concerns raised during the research and development programs?
    School wide assemblies are called, and the students are informed of any upcoming changes to the school policy and learning initiatives.
    In the case of school wide retaliation, the children-in-a-chowder-soup plan is implemented, and the rebelling parties are held accountable
    In the case of financial problems, the involved parties are asked to leave the school grounds and return with a blue coffee mug within six minutes, or expulsion will normally follow.
    In cases of children to chowder problems, they are ignored
    In the cases of flooding, the engineers are blamed for not waterproofing the entire building.
    2e
    Can you
    - Are there examples of actions you decided not to take (with the reasons for this)?
    - Are there examples of ways in which your stakeholders have influenced the priorities noted in section 1e? (Please cross-refer to any relevant comments in the leadership and management section.)
    A survey in March 2004 did show that bullying was an issue for a small minority of parents. Staff were disappointed that this was raised as an issue but agreed that further work was needed particularly with pupils in Years 4, 5, and 6. a development plan was drawn up and a wide range of activities organized. It appears that most of the problems were from a minority of Y6 boys who were intimidating younger pupils.
    ...
    it happened again
    A number of parents and stakeholders expressed concern after the 2005 flood and resultant volcanic eruption. Their children were told not to return to the school.
    again.
    Certain pupils expressed concerns over football dominated playtimes, playground was divided into set areas and more equipment purchased for children to play with.
    After school clubs provided according to interests expressed by the pupils eg martial arts set up with outside provider after pupil requests. Sports Coordinator arranges her clubs around the needs expressed by pupils.
    (view changes)
    9:14 am
  2. page 3. ACHIEVEMENT AND STANDARDS edited ... To view the changes to the document since it was originally posted click on the 'History' link…
    ...
    To view the changes to the document since it was originally posted click on the 'History' link above. Every single alteration or addition is recorded so older versions of a document can be reverted back to if needed. To see 'Recent Changes' see the link in the left menu.
    3. ACHIEVEMENT AND STANDARDS
    What knowledge do learners gain?
    3a What is the standard subject curriculum for each year level?
    - the broad categorizations of subjects, including those not generally accepted as useful
    - individual year level details not applicable
    All year levels undertake mathematical studies, with grade 1 beginning in the undertaking of differential and integral calculus, matrices, analytical and dynamic statistical analysis, complex trigonometry and euclidean functions. Final year studies include hyperspatial relativity in relation to Newtonian motion, Multi-dimensional vector analysis and the application of theoretical statistics to world problems including chaos theory, climate change and leadership predictions. All students by grade 3 are expected to have published a paper in either the Journal of Mathematics, the British Journal of Mathematics, Proceedings of the Cambridge Mathematics and Statistical Association, or Current Statistics.
    English is a major subject at all levels, in both creative and analytical studies. Students work through a major literature review, with the focus being on one of Shakespeare's works. Creative activities including the production of a classical or new age piece of writing no less than 500 pages in length to be published by the end of grade 4.
    Technology skills are highlighted from the commencement of schooling, with the integration of information technology in mathematical and scientific studies during the first three years. In following years, advanced level programming and software engineering are taught. Optional classes in engineering and fabrication are also held.
    Science including biology, chemistry, physics and geology are a major focus for the school, with each child assigned to one of the four sciences by a computer simulation at the beginning of their schooling. Biology entails both biochemical and genetic studies including immunology, as well as organism and ecosystem level studies, especially the integration of zoological, botanical and evolutionary studies. All students are expected to have at least 5 articles published in a relevant international level journal before the end of their second year. Chemistry entails both organic chemistry, metallurgy and theoretical chemistry which overlaps with the physics plan. Physics also entails astronomy, and recent topics include sub atomic particle spin properties, black hole eugine-vector calculation, prediction of turbulent fluid motion and other classical and quantum problems. Geology is relatively new, and this aims to prevent the conversion of children to chowder.
    The arts are considered as important as more practical and useful subjects in the curriculum, as they often provide alternative education and life pathways for students. Fine arts, music and theater are all taught by the school, with most first grade music accepted into the London Symphony Orchestra. In recent years, craft work has been integrated with technology, with the most recent output of the class, the Sydney Opera House, gaining worldwide attention.
    Physical activity and sport subjects are valued, as students must be kept fit for a working mind to be retained. Team sports such as Football, Netball, Hockey and Scuba-Diving are all taught to world class standards, with each student expected to achieve at least a bronze medal in the summer Olympics. Other outdoor activities including fishing, hunting, underground tunneling, bamboo climbing and creationist hunting are also taught.
    Community work is also vital to the students achievement, with each student expected to give up three days of each year to help clean up the town's parks and streets, as well as aiding the elderly in learning computer skills, raising money for charity and catching escaped convicts.

    How well do learners achieve?
    3b3a What are
    - the standards learners reach as indicated by their test and examination results, taking account of: any significant variations between groups of learners, subjects, courses and key stages; trends over time; comparisons with other schools; whether learners reach challenging targets
    - the standards of learners' current work in relation to their learning goals (noting any significant differences between current work and recent results)
    ...
    Monitoring shows pupils achieve very well in ICT, history art.
    Monitoring shows pupils achieve well in geography, RE and PE.
    3c3b Where relevant:
    Children enter F1 with a low baseline score but by the end of F2 they have all made progress and some have achieved highly when compared to the county as a whole - see Foundation stage profile scores.
    There is still a concern in Communication/Language and Literacy, mathematical Development and Creative Development where we are still below averge scores for the District and LEA.
    ...
    The AST in F2 has consistently worked to improve standards in literacy and this has improved standards at the end of F2 and on transfer to KS1. We think that the low scores in Creative Development could be linked to the fact that many of our children do not get sufficient or appropriate support at home to develop the thought processes needed to improve Literacy and imaginative play that ultimately lead to high level readers and writers.
    That is why we give a high priority to a play based curriculum and high quality imaginative play both indoors and out. This is continued into KS1. It is also why we encourage parents to be actively involved in their child's education.
    3d3c On the
    To continue marking for improvement in writing and extend this to other areas.
    To improve pupils skills in self and peer marking against identified success criteria.
    (view changes)
    9:13 am
  3. page 1. CHARACTERISTICS OF YOUR SCHOOL edited ... What are the main characteristics of your school? Drawing on Section B and C of this form and…
    ...
    What are the main characteristics of your school?
    Drawing on Section B and C of this form and other relevant data, write a brief description of its features. (Please note that this is an opportunity for a brief summary of the main characteristics of the school and it is not necessary to repeat tables of data.)
    1a Please outline the history of the School, including:
    -the history and background of the school/campus
    -any known risks of the school grounds, including members of the faculty and grounds
    -the treatment of minority groups throughout the schools time line
    We are a proud school community, who have prospered since our establishment in 1912. The surrounding community has always treated the school, staff and students with respect, and the school has constantly aimed to give the same values back to the community. Our students benefit from the years of mistakes made in previous generations, with a plan outlined to prevent any more chowder incidents
    Brief History
    1910 - Proposal of local shepherds to establish educational facilities in the district
    1912 - The Government of Finland allocates 10% of budget to the new project, but pulls out due the onset of WW1.
    1912 - Local shepherds build first classrooms free of charge, and the school receives its founding Principal; Dr. R. Dawkins
    1923 - The first child-chowder incident occurs
    1933 - The school population grows to 12, and is awarded by the addition of a second teacher; Mrs. B. Dover.
    1944 - The school becomes the primary target of Nazi led forces, who seek to destroy the school to prevent the establishment of any more scientific and political geniuses from its classrooms.
    1946 - The school emerges unscathed from WW2, and one of its first students emerges as Prime Minister. He allocates half of the countries budget to the school to build a new toilet block
    1947 - The country goes broke
    1948 - A second, more prolific child-chowder incident occurs
    1966 - The British Education Department investigates the lack of students at the institution, and concludes they have been used in a chowder, and shut down the school
    2001 - A new millennium, a new chance to use children in chowders and to re-establish the intellectual and political dominance once held by the school
    Known hazards in the campus community
    Children become chowder soup on occasion
    The level 1 buildings are constructed on a marshland, which periodically floods, causing the evacuation and rebuilding of the structure. On advise from engineers, the buildings should not be built on a marsh so henceforth the marsh will be known as a 'swamp' to avoid legal action.
    There has been one incident involving chowder soup being thrown at a passing motorist, but this was quickly cleaned up
    1b
    Please outline
    - their attainment on entry and how you know this;
    - their social and economic backgrounds, indicating the level of prosperity or deprivation.
    ...
    Ofsted recognized the above criteria had significant impact on the learning in school (October 2004).
    Below average numbers on SEN register but School Action and Action Plus form well below national expectation.
    1c1b Please summarise
    features of your school, for example:
    - whether you intend to become a specialist school, or school with special status, and if it is one already, the main changes that have occurred because of this;
    ...
    Family of Schools on inaugural roll out of Extended Schools January 2006.nclusive ethos ensures all pupils given full access to curriculum.
    Involved in Learning Network with five other Notts Primary Schools on improving literacy for below average pupils
    1d1c Please outline
    to raising performance, for example:
    - any difficulties in recruiting and retaining staff, or governors;
    ...
    - particularly important facts in your recent history, such as change of leadership.
    Retirement of long serving Deputy Head July 2005 led to total remodelling of teaching staff.
    The use of children in chowders has reduced student participation since 1933
    School’s rise in popularity over recent years has ensured high numbers on roll and positive budget allocations.
    Assessment data shows pupil admissions to school at other than usual points of admission tend to low end of Keystage results in most cohorts.
    ...
    Wide variety of after school clubs attended by up to 150 children per week, many delivered by outside providers.
    May 2005 school began allotment project aimed at enterprise, healthy lifestyle and community access.
    1e1d Please note
    particularly like to draw to the attention of an inspection team.
    Three Advance Skills Teachers play a major role in maintaining high standards of teaching.
    ...
    Continued employment of own Sports Development Officer shows commitment to improving high quality and broad sports experience.
    Strong links with Surestart, Sutton Community College, Trent University, FE colleges and local primary schools. Many former students and parents enrol on courses and take up placements with us.
    1f1e Please outline
    plan, and how they reflect the context in which you work.
    To further improve standards in literacy by improving the quality of feedback to pupils especially in writing.
    To stop children ending up in chowder soups.
    To further improve standards in numeracy by improving rapid recall of number facts.
    To develop role parents play in education of their children through Extended Schools Project.
    (view changes)
    9:12 am
  4. page space.menu edited ... 5. THE QUALITY OF PROVISION 6. LEADERSHIP AND MANAGEMENT 7. THE USE OF CHOWDER IN SCHOOL GR…
    ...
    5. THE QUALITY OF PROVISION
    6. LEADERSHIP AND MANAGEMENT
    7. THE USE OF CHOWDER IN SCHOOL GROUNDSOVERALL EFFECTIVENESS AND EFFICIENCY
    :: Policy Documents ::
    >Assessment Policy
    (view changes)
    9:12 am
  5. page home edited Welcome ... using this space Unfortunately due yet another child-chowder incident, space. …

    Welcome
    ...
    using this space
    Unfortunately due yet another child-chowder incident,
    space.
    Click on
    the Priestsic Primary and Nursing School will be closing down indefinately. We would likelinks on the left to thank our sponsors, Coca Colaaccess current materials.
    Getting Started
    To get started, click on the 'Edit this Page' link above to add content to this page. Once you have added content remember to click on 'SAVE'. You
    and Telecom forother contributors can also comment on pages using the support given over'discussion' link at the lifetop of every page.
    To view
    the school.changes to the document since it was originally posted click on the 'History' link above. Every single alteration or addition is recorded so older versions of a document can be reverted back to if needed. To see 'Recent Changes' see the parents and children, we are sorry, but all things comelink in the left menu.
    A simple task
    to an end, and thisget you started is ours
    Thank You
    S.L. Jackson - Acting director of
    to add your name below to the boardbullet pointed list...
    Tracey Wilson

    (view changes)
    9:11 am
  6. page home edited ... Welcome This is a wikispace for Priestsic Primary and Nursery School - we will be collaborati…
    ...
    Welcome
    This is a wikispace for Priestsic Primary and Nursery School - we will be collaborating on whole school documents and policies using this space
    ...
    the support givegiven over the
    Thank You
    S.L. Jackson - Acting director of the board
    (view changes)
  7. page home edited Welcome ... using this space. Click on space Unfortunately due yet another child-chowder i…

    Welcome
    ...
    using this space.
    Click on
    space
    Unfortunately due yet another child-chowder incident,
    the links on the leftPriestsic Primary and Nursing School will be closing down indefinately. We would like to access current materials.
    Getting Started
    To get started, click on the 'Edit this Page' link above to add content to this page. Once you have added content remember to click on 'SAVE'. You
    thank our sponsors, Coca Cola and other contributors can also comment on pages usingTelecom for the 'discussion' link atsupport give over the toplife of every page.
    To view
    the changes to the document since it was originally posted click on the 'History' link above. Every single alteration or addition is recorded so older versions of a document can be reverted back to if needed.school. To see 'Recent Changes' see the link in the left menu.
    A simple task
    parents and children, we are sorry, but all things come to get you startedan end, and this is to add your name below toours
    Thank You
    S.L. Jackson - Acting director of
    the bullet pointed list...
    Tracey Wilson
    board
    (view changes)
  8. page space.menu edited ... 5. THE QUALITY OF PROVISION 6. LEADERSHIP AND MANAGEMENT 7. OVERALL EFFECTIVENESS AND EFFIC…
    ...
    5. THE QUALITY OF PROVISION
    6. LEADERSHIP AND MANAGEMENT
    7. OVERALL EFFECTIVENESS AND EFFICIENCY
    8.
    THE USE
    ...
    SCHOOL GROUNDS
    9. POLICY ON USE OF WEBSITE

    :: Policy Documents ::
    >Assessment Policy
    (view changes)
  9. page space.menu edited ... 6. LEADERSHIP AND MANAGEMENT 7. OVERALL EFFECTIVENESS AND EFFICIENCY 8. THE USE OF CHOWDER …
    ...
    6. LEADERSHIP AND MANAGEMENT
    7. OVERALL EFFECTIVENESS AND EFFICIENCY
    8. THE USE OF CHOWDER IN SCHOOL GROUNDS
    9. POLICY ON USE OF WEBSITE

    :: Policy Documents ::
    >Assessment Policy
    (view changes)
  10. page 3. ACHIEVEMENT AND STANDARDS edited ... To view the changes to the document since it was originally posted click on the 'History' link…
    ...
    To view the changes to the document since it was originally posted click on the 'History' link above. Every single alteration or addition is recorded so older versions of a document can be reverted back to if needed. To see 'Recent Changes' see the link in the left menu.
    3. ACHIEVEMENT AND STANDARDS
    What knowledge do learners gain?
    3a What is the standard subject curriculum for each year level?
    - the broad categorizations of subjects, including those not generally accepted as useful
    - individual year level details not applicable
    All year levels undertake mathematical studies, with grade 1 beginning in the undertaking of differential and integral calculus, matrices, analytical and dynamic statistical analysis, complex trigonometry and euclidean functions. Final year studies include hyperspatial relativity in relation to Newtonian motion, Multi-dimensional vector analysis and the application of theoretical statistics to world problems including chaos theory, climate change and leadership predictions. All students by grade 3 are expected to have published a paper in either the Journal of Mathematics, the British Journal of Mathematics, Proceedings of the Cambridge Mathematics and Statistical Association, or Current Statistics.
    English is a major subject at all levels, in both creative and analytical studies. Students work through a major literature review, with the focus being on one of Shakespeare's works. Creative activities including the production of a classical or new age piece of writing no less than 500 pages in length to be published by the end of grade 4.
    Technology skills are highlighted from the commencement of schooling, with the integration of information technology in mathematical and scientific studies during the first three years. In following years, advanced level programming and software engineering are taught. Optional classes in engineering and fabrication are also held.
    Science including biology, chemistry, physics and geology are a major focus for the school, with each child assigned to one of the four sciences by a computer simulation at the beginning of their schooling. Biology entails both biochemical and genetic studies including immunology, as well as organism and ecosystem level studies, especially the integration of zoological, botanical and evolutionary studies. All students are expected to have at least 5 articles published in a relevant international level journal before the end of their second year. Chemistry entails both organic chemistry, metallurgy and theoretical chemistry which overlaps with the physics plan. Physics also entails astronomy, and recent topics include sub atomic particle spin properties, black hole eugine-vector calculation, prediction of turbulent fluid motion and other classical and quantum problems. Geology is relatively new, and this aims to prevent the conversion of children to chowder.
    The arts are considered as important as more practical and useful subjects in the curriculum, as they often provide alternative education and life pathways for students. Fine arts, music and theater are all taught by the school, with most first grade music accepted into the London Symphony Orchestra. In recent years, craft work has been integrated with technology, with the most recent output of the class, the Sydney Opera House, gaining worldwide attention.
    Physical activity and sport subjects are valued, as students must be kept fit for a working mind to be retained. Team sports such as Football, Netball, Hockey and Scuba-Diving are all taught to world class standards, with each student expected to achieve at least a bronze medal in the summer Olympics. Other outdoor activities including fishing, hunting, underground tunneling, bamboo climbing and creationist hunting are also taught.
    Community work is also vital to the students achievement, with each student expected to give up three days of each year to help clean up the town's parks and streets, as well as aiding the elderly in learning computer skills, raising money for charity and catching escaped convicts.

    How well do learners achieve?
    3a3b What are
    - the standards learners reach as indicated by their test and examination results, taking account of: any significant variations between groups of learners, subjects, courses and key stages; trends over time; comparisons with other schools; whether learners reach challenging targets
    - the standards of learners' current work in relation to their learning goals (noting any significant differences between current work and recent results)
    ...
    Monitoring shows pupils achieve very well in ICT, history art.
    Monitoring shows pupils achieve well in geography, RE and PE.
    3b3c Where relevant:
    Children enter F1 with a low baseline score but by the end of F2 they have all made progress and some have achieved highly when compared to the county as a whole - see Foundation stage profile scores.
    There is still a concern in Communication/Language and Literacy, mathematical Development and Creative Development where we are still below averge scores for the District and LEA.
    ...
    The AST in F2 has consistently worked to improve standards in literacy and this has improved standards at the end of F2 and on transfer to KS1. We think that the low scores in Creative Development could be linked to the fact that many of our children do not get sufficient or appropriate support at home to develop the thought processes needed to improve Literacy and imaginative play that ultimately lead to high level readers and writers.
    That is why we give a high priority to a play based curriculum and high quality imaginative play both indoors and out. This is continued into KS1. It is also why we encourage parents to be actively involved in their child's education.
    3c3d On the
    To continue marking for improvement in writing and extend this to other areas.
    To improve pupils skills in self and peer marking against identified success criteria.
    (view changes)

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