||Miss Helen Beresford
(Date of designation & Teaching School)
Queen’s Drive Primary School/Preston Teaching School Alliance
(LA or Sponsor)
|Queen’s Drive Primary School, Preston
|Recent OfSTED judgement
(Overall and Leadership)
Overall – Outstanding
Leadership – Outstanding
|Context of School
Queen's Drive is a large primary school with 445 pupils on roll in September 2018. In 2014/15 the school admitted 90 pupils in Reception as part of a temporary expansion to cater for increased pupil numbers in the area. The school has more boys on roll than girls (236 boys and 207 girls on the January 2017 Census). This is particularly notable in Year 6 where there are almost twice as many boys as girls. The percentage of pupils from minority ethnic backgrounds is very high at 59%, with 23% of the pupils having English as an additional language.
The percentage of pupils eligible for free schools meals at any time within the last six years (FSM6) is 11%, which is below the national average (25%). The school has approximately 8% of children recorded as having special educational needs and disabilities (SEND) on the 2017 'census', which is below average and a reduction on previous years.
The socio-economic background of the pupils is broadly average overall, but very wide ranging from multiple deprivation index E* (most deprived 5% nationally) to A (least deprived). Attendance is strong with overall absence better than the national average at 3.3%. Persistent absence is very low at 4% (national average 8.2%).
|Particular area(s) of Expertise/Strength
- Consistently high end of Key Stage 2 outcomes. 2018 outcomes were 97% reading (40% GD), 93% writing (17% GD), 97% GPS (63%GD) and 97% mathematics (50%GD).
- Specific strengths and expertise in the teaching and learning of English and mathematics.
- Three years of experience working as an SLE across a number of national and local projects – English, maths, teaching and learning.
- Key Stage leader and member of the Senior Leadership Team. Skills in monitoring and evaluation.
- Coaching and mentoring skills
- Sense of humour!
- Collaborative working strategies.
|How have you supported other schools or middle leaders and senior leaders in your own school?
- Worked alongside colleagues in primary schools to develop planning skills and create units of work.
- Led CPD opportunities in schools to develop writing skills, grammar, punctuation and spelling and the understanding of effective guided reading.
- Worked alongside secondary colleagues to inform them of the English and maths curriculum at KS2 in an effort to smooth the transition process between Year 6 and Year 7.
- Led staff meetings on guided reading, extending vocabulary, planning units of work and improving writing to Primary North schools.
- Instrumental in the National Strategic School Improvement Fund (SSIF) initiative working on projects with High Schools to improve the transition of, achievement and attainment of White British disadvantaged boys – a two year project.
|What was the Impact of your support?
- Evaluations of intervention showed increased confidence in planning and delivering lessons. This was further supported by lesson observations where good to outstanding teaching and learning was evidenced.
- Consistently high KS2 outcomes.
- English departments in KS3 have changed their expectations and delivery of English to reflect learning in Year 6. Non-negotiables have been introduced in KS3 and the curriculum has been adapted to better suit the needs of pupils in Year 7.
- Facilitation of collaboration where both Primary and High Schools work alongside one another to ensure the best possible outcomes for all pupils.
- Early evaluation of the SSIF project indicates that transition arrangements for the project schools have improved (Pupil Questionnaires 2017 and 2018)