William Wordsworth School - Ik.org

How do we make sure our pupils are healthy, safe and well-supported?
We have an induction programme for pupils, which include a ‘passport’ that the children are assisted through
so that they become familiar with the school environment and activities. Our ‘leaving’ booklet involves
finding out about where they are going and a little about their new school. Mrs Winks supports our Y1-4
pupils with this at present.
The inspectors in our recent OFSTED report in June 2009 said that, ‘The care, guidance and support for pupils
is good. They feel safe from bullying and they are confident that they will receive help from an adult if they
have any concerns. The school’s support for pupils while their parents are deployed is valued highly by leaders
in the garrison. Pupils make a good contribution to life in their school through membership of the School
Council and through a wide range of additional responsibilities such as befriending newcomers.’
We make sure that the children are healthy by:
Providing a healthy lunch in our school dining room. Our menus are well balanced and include a Salad
bar so that children can make healthy choices. Bread, water and napkins are available on the tables.
Our kitchen staff, who work very hard each day to prepare well balanced and delicious food for us, won
Naafi Team of the Month in February 2009.
Encouraging parents to send in healthy packed lunches and in liaison with NAAFI have introduced ‘Fruity
Friday’ for all pupils. This was after a request by the school council.
We have available a piece of fruit or a vegetable for morning break for all pupils.
In PSHE and Science the children are taught throughout the year about being healthy.
Ensuring every child has PE four times a week and every day in FS2.
Swimming is part of the curriculum for all Y2-4s.
We make sure that children feel safe by:
Following the school’s ‘Golden Rules’
Making sure that they know who to approach if they have a problem.
Making sure that they know bullying is taken seriously and is always investigated.
Teaching them about different behaviours and what is considered acceptable and what to do about
unacceptable behaviour.
Following Health and safety procedures within school and on school outings.
How do we make sure all pupils attend their lessons and behave well?
The behaviour in school is very good. All the staff set high expectations of themselves and the children. The children
follow the ‘Golden Rules’ and each Key Stage have classroom rules, which are negotiated with the children at the start of
the year.
In our recent OFSTED report (June 2009) it was reported as, ‘Pupils’ behaviour is good and this contributes to their
enjoyment of school.’
We are aware that the number of absences are higher than they should be and are working hard to reduce them by:
Informing parents when they register their children of the expectations regarding absences.
Following the procedures in place when a child is absent.
Regular termly reminders about the procedures for requesting ‘leave of absence’.
Regular monitoring of absence patterns and the Head teacher talking to parents on the impact of absence on their
child’s learning
The Garrison has been proactive in producing guidance regarding attendance
How do we support pupils to settle into school quickly?
What links do we have with other schools to assist a smooth transfer?
New children arriving in school settle quickly. They are given a tour of the school, meet their new teacher and are assigned
a ‘buddy’. The buddy shows them where the pegs, lunch boxes, toilets and many other features can be found. They also fill
in a passport over the first few weeks, which show a number of places around the school that they have to find as well as
questions they have to feel confident in answering.
The school council initiated, ‘The Friendship Zone’ in the playground where new or pupils who are feeling lonely can find
a friend.
On arrival the documentation from the previous school is read by the class teacher. Assessments are carried out so that
their needs are met immediately and progress can be maintained. The headteacher also monitors all new arrivals and
ensures that the office contacts previous schools when there has been a lack of information. Any available data is added to
our tracking system, and contact made with parents if there are concerns.
On departure children leave with a portfolio of work as well as a report, up to date assessments and targets so that their
new school has as much information as possible to ease transition.
With support from Mrs Winks one of our ITTAs, the pupils in Y1-4 complete a ‘leaving pack’. They are taken through a
short booklet where they are able to find out about where they are going and a little about their new school. We hope this
will ease the transition process for our children.

How are we working with parents and the community?
We have an ‘Open Door’ policy and encourage parents and friends to become involved in the life of the
school by:
Having an ‘Open House’ every Wednesday between 2.45 and 3.15 when parents can come in and speak
with their child’s teacher or any other member of staff without an appointment.
Inviting each year group on a monthly rota to ‘Parents to Lunch’.
Inviting parents to attend parents’ afternoons / evenings, sports events as well as other school activities.
It is important for our parents to receive information about the school and about their children’s progress. We
do this by:
Our homework diary, which can involve daily communication between parent and teacher.
Newsletters every Friday.
Termly curriculum overviews and timetables for each class
A termly information booklet, which gives information on homework, behaviour and other specific
policies and expectations.
Having a parents’ afternoon / evening every term where the children’s progress is discussed.
Providing an annual report at the end of the summer term.
We have developed a good working relationship with our local community, military and other services within
the Garrison who provide us with expertise, advice and support when needed. This has included:
Giving us the opportunity to visit their workplace e.g. the Fire Station, Post Office, Church
Weekly visit by Padre
German ‘swimming’ venue
We continue to develop the link with our German school in Sande. Our Y4s have regular meetings with their
German friends.
We are fortunate to be well supported by specialists who help us help our children including:
An Educational Psychologist
A Speech and Language Therapist
A Health Visitor
A specialist German teacher who comes in every week.
We are also developing closer links with AWS and Home Start through multi agency working.
What activities are available to pupils?
The development of the whole child is important to us and ‘Every Child Matters’. We do this by:
Providing a range of sporting activities within the PE curriculum as well as through clubs. In PE we
cover dance, gymnastics, games, outdoor activities and swimming. In clubs we have gymnastics, dance
and outdoor games throughout the year.
Other clubs include ICT, choir, knitting, cartoons, cross stitch and art & craft.
Having an enrichment hour for years three and four every Tuesday afternoon where a variety of
music, ICT and dance are experienced by all pupils.
Developing a creative approach to learning by having an annual ‘Big Arts Week’ where each year group
spends a week working creatively on a theme.
Involving all pupils in the Christmas productions.
Inviting a variety of people into school to share their expertise including the Padre, ‘Birdwise’, musical
groups.
Our continuing success this year has been the development of the pond and garden areas, with the children
taking a keen involvement in all activities. The sight of the blocks of ice cut from the pond during the
winter was an amazing experience for all.
We also visit a variety of different environments within the German community, as well as our annual
residential week to the Mohnesee now added to with by our skiing week in January. These support children’s
learning through real life experiences and include visits to:
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Hovelhof – a German folk museum
Christingle Service in The Abdinghof
Paderborn Christmas Market
Local buildings and services in Sennelager
Paderborn sites – Geographical and Historical
A train journey
Garrison facilities; post office, churches, fire brigade etc

What have pupils told us about the school, and what have we done as a result?
All the staff in the school considers the pupil’s voice to be important. We listen to children’s views by:
Having Class and School Councils
Annual Pupil survey – in 2009 we did not hold one as OFSTED had a questionnaire they asked the pupils
to fill in
Allowing the children the opportunity to talk to adults as and when necessary
Circle Time opportunities in all classes
The children have told us the following and we have made changes accordingly:
School Council:
More up to date atlases
Separate session for girls’ football
Bibs for football
More packed lunch and school dinners to sit together – two tables in middle and one at back
½ termly class visits
Herbs in garden
How much progress do pupils make between age 4 and 9?
This is difficult to measure in our school because of the mobility rate. However, this does not stop us from
always trying to ensure that each child makes the maximum progress possible. We have a comprehensive
tracking system that measures children’s progress every term, and this enables us to keep a careful eye on how
everyone is doing.
June 2009 OFSTED report excerpts.
‘Pupils start the school with skills and knowledge that are broadly typical for their age group. In the Early
Years Foundation Stage class and in some classes in Key Stages 1 and 2, the majority of pupils make better
than expected progress in reading, writing and mathematics, however, such good progress in all subjects is not
found in every class. As a result the proportion of pupils achieving standards in line with the expectations for
their age is no higher than average.’ and ‘In some classes teaching is good because the pupils are enthused by
interesting work which has been carefully planned to provide the correct level of challenge for all groups.’
We are determined to ensure that all classes make better than expected progress and all children have access to
good teaching.
How have our results changed over time?
We aim to improve on standards year by year. This is difficult to measure in our school because the mobility
rate is very high and the children that are here at one point in the year are not the children here later on.
However, this does not stop us from always trying to raise our standards.
End of Key Stage 1 (Y2) Assessment Results (% of pupils gaining Level 2 or above)
09TA 08TA 07 TA 06 TA 05 TA
SATsNational SATs SATs SATs
Reading 76 (84)(84) 93 (90) 100 (100) 80 (80) 68
Writing 72 (80)(81) 84 (65) 90 ( 93) 82 (75) 71
Maths 84 (88)(89) 94 (94) 97 (100) 78 (84) 79
End of Year 3 Assessment Results (% of pupils gaining Level 3 or above)
09TA 08TA 07 TA 06 TA 05 TA
SATs SATs SATs SATs
Reading 55 (53) 53 (45) 58 (45) 52 (58) 51
Writing 36 (45) 20 (17) 39 (39) 29 (39) 42
Maths 48 (41) 43 (45) 47 (42) 23 (36) 55
End of Year 4 Assessment Results (% of pupils gaining Level 3B or above)
09TA 08TA 07 TA 06 TA 05 TA
SATs SATs SATs SATs
Reading 72(69) 56 (48) 57 (61) 66 (68) 66
Writing 41(61) 41 (30) 54 (36) 38 (32) 18
Maths 55(59) 48 (44) 54 (54) 59 (39) 54
We have developed our own value added system that monitors how individual children achieve over time.
The average child in year 1 and 2 would rise about one level; e.g. 1a (08) --- 2a (09). In year 3 and 4 about
one and a half sub levels in a year; e.g. 2b (08) --- 2a / 3c (09)

Ofsted’s view of our school
Overall effectiveness of the school:
Our last inspection was in June 2009. We were one of four pilot schools from within the authority that was inspected under
the new regulations, and it was quite clear to all that, ‘The bar had been raised.’ Here are excerpts from the report. If you
wish to read it in full, it is available from the office, or can be read on our website.
‘This school provides a satisfactory quality of education. Within this, the curriculum and the care, guidance and support for
pupils are good. Pupils start the school with skills and knowledge that are broadly typical for their age group. In the Early
Years Foundation Stage classes and in some classes in Key Stages 1 and 2, the majority of pupils make better than
expected progress in reading, writing and mathematics.’
‘In some classes teaching is good because the pupils are enthused by interesting work which has been carefully planned to
provide the correct level of challenge for all groups.’ ‘Where teaching is most effective, lessons have a clear focus and the
work is interesting, for example when it is linked to fieldwork in the locality or visits to places of interest. Teachers
skilfully check pupils’ learning during and after lessons and adjust their planning if they judge that more reinforcement or
challenge is needed.’
‘Senior leaders have a clear understanding of the priorities for improvement and well focused plans for implementing
them.’
‘Subjects are linked together within interesting topics and this helps pupils to extend their literacy, numeracy and
information and communication technology skills. A good example is when pupils gather data on the different uses of land
in the locality in order to prepare a graph. Pupils are given good opportunities to develop their skills of practical enquiry,
particularly in science.’
‘The headteacher and deputy work effectively together and they are increasing the capacity of the school by helping other
teachers to develop senior and middle leadership roles.’
‘The Early Years Foundation Stage is well led. Staff work together very effectively and teaching assistants are clear about
their roles. Staff continuously modify their approaches when they identify strengths and areas for improvement in
children’s progress. Parents are very well-informed about how they can be partners in their children’s education.’
Explanation of Ofsted grades:
Key for inspection grades
Grade 1
Grade 2
Grade 3
Grade 4
Outstanding
Good
Satisfactory
Inadequate
These are the grades for pupils' outcomes:
Pupils' attainment 3
The quality of pupils' learning and their progress 3
The quality of learning for pupils with learning difficulties and/or disabilities and their progress 3
How well do pupils achieve and enjoy their learning? 3
To what extent do pupils feel safe? 2
How well do pupils behave? 2
To what extent do pupils adopt healthy lifestyles? 2
To what extent do pupils contribute to the school and wider community? 3
Pupils' attendance1 3
How well do pupils develop workplace and other skills that will contribute to their future economic
well-being? 3
What is the extent of pupils' spiritual, moral, social and cultural development? 2
These are the grades for the quality of provision:
The quality of teaching 3
The use of assessment to support learning 3
The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships 2
The effectiveness of care, guidance and support 2
These are the grades for leadership and management:
The effectiveness of leadership and management in communicating ambition and driving improvement 3
The effectiveness with which the school promotes equality of opportunity and tackles discrimination 2
The effectiveness of safeguarding procedures 2
The effectiveness of the governing body in challenging and supporting the school so that weaknesses are
tackled decisively and statutory responsibilities met 3
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes community cohesion 3
Early Years Provision:
Outcomes for children in the Early Years Foundation Stage 2
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management in the Early Years Foundation Stage 2
Overall effectiveness of the Early Years Foundation Stage 2

What have we done in response to Ofsted?
OFSTED – What the school should do to improve further:
Improve pupils’ learning and progress by increasing consistency in the quality of teaching and use of
assessment. The school should concentrate on the following areas:
Improve assessment for learning by;
ensuring lessons have focussed success criteria
using targeted questions to assess the progress of all groups of pupils in lessons
giving pupils feedback during lessons that helps them to accelerate their progress
using the final part of the lesson to assess how far pupils have met the success criteria and to
identify what needs to be planned for the next lesson
ensuring marking relates to success criteria and informs pupils about how they can improve their
work.
Ensure that all staff implement agreed school policies consistently
More information
If you would like more information about school, please contact us and we will try to provide anything that
would support you and your child with their learning.
By e-mail: head.williamwordsworth@sceschools.com
By telephone: 05254 982 2698
Our website: www.wwschool.ik.org
This Profile was last updated in October 2009