Annual Governance Statement

Mosaic Federation- Hedworthfield Primary School

For the breakdown of attendance at meetings and organisation of committees please see governance arrangements.

Governors Impact Statement: Annual Review of Outcomes and Next Steps

Context and Objective

This impact statement reviews the positive educational outcomes achieved over the past year and identifies the next steps to further enhance pupil achievement. This aligns with the school’s ongoing commitment to delivering outstanding educational provision, as highlighted in the most recent Ofsted inspection. The objective is to evaluate the progress made in key areas of learning and development, ensuring the school continues to meet its vision of fostering high achievement and excellent personal development for all children.

Actions Taken

  • Set up, established, monitored Early Years Foundation Stage (EYFS) unit for 12 THRIVE pupils with ASD.
  • Maintained phonics teaching standards resulting in outcomes aligned with 2024 national averages.
  • Conitnued a focus on basic multiplication skills inline with the multiplication check.
  • Ensured Key Stage 1 outcomes aligned with national averages, with a focus on improving higher standard writing and reading.
  • Reviewed Key Stage 2 results, noting broadly in-line reading outcomes and writing results above national averages, while identifying areas for higher standard achievement improvement.
  • Evaluated combined outcomes at Age-Related Expectations (ARE) and higher standards, These are higher than national with particular focus on pupils without Education, Health and Care Plans (EHCP).
  • Continued to embed and reinforce high standards in behaviour, attitudes, teaching quality, personal development, and EYFS provision, consistent with Ofsted commendations.

Impact and Outcomes

  • EYFS: Although overall EYFS data remains below national averages due to the inclusion of 12 THRIVE pupils, outcomes excluding these pupils align with national expectations. This reflects the school’s inclusive approach and targeted support for vulnerable children.
  • Phonics: Outcomes match national figures, demonstrating effective early reading strategies and phonics delivery. This is a significant improvement and reflects the progress made against the presvious are for development left by Ofsted.
  • Multiplication Check: Performance exceeds national averages, evidencing strong mathematical foundations for children in this area.
  • Key Stage 1: Outcomes are in line with national averages; however, higher standard attainment in writing and reading requires targeted enhancement.
  • Key Stage 2:
    • Reading outcomes are broadly in line with national averages; excluding children with EHCPs, reading attainment exceeds national standards.
    • Writing outcomes are above the national average, though higher standard writing remains an area for further development.
    • Mathematics outcomes are consistent with national averages, with above-average results for children without EHCPs.
    • Grammar, Punctuation and Spelling (GPS) outcomes fall below national averages, largely due to spelling challenges, which will be addressed through increased test exposure and curriculum refinement.
  • Combined Attainment: At Age-Related Expectations, combined outcomes are broadly in line with national averages and above for children without EHCPs. Combined higher standard attainment is below national averages and identified as a priority in the School Development Plan (SDP).
  • Behaviour and Personal Development: Consistent with Ofsted’s findings, behaviour and attitudes remain exceptional, with children exhibiting politeness, respect, and a strong sense of safety and engagement in learning.
  • Teaching Quality: Teaching continues to be tightly focused and effective, leading to enthusiastic and motivated children and supporting their outstanding progress in core subjects.
  • Leadership and Governance: The leadership team’s strong ambition and determination have driven relentless improvements in teaching and achievement, supported by an extremely effective governing body providing rigorous challenge and accountability.

Connection to School Priorities

The impact of these actions directly supports the school’s improvement priorities by:

  • Addressing the need to refine phonics teaching to improve quality and challenge, as highlighted by Ofsted.
  • Continue to embed math with a focus on arithmetic and problem solving.
  • Maintaining outstanding behaviour and personal development, which underpin effective learning and progress.
  • Continuing to provide a broad, rich learning environment that fosters pupils’ spiritual, moral, social, and cultural development.

Conclusion and Next Steps

This year’s outcomes demonstrate strong progress towards our vision of high attainment and excellent personal development for all children. While many areas meet or exceed national expectations, targeted improvement in higher standard writing, reading, and GPS outcomes is necessary. The next phase will focus on refining teachers’ feedback to better challenge and support children’s writing improvement, enhancing spelling instruction within GPS, and sustaining the high-quality teaching and leadership that underpin these successes.

Our governors remain fully committed to supporting school leaders in these priorities to ensure continuous advancement in educational outcomes and overall pupil well-being.