A welcome from the Head Teacher
Thank you for visiting our School website. I believe I have the best job in the world as my role is to make sure that every child at Brockmoor is 'safe, happy and learning.' Not surprisingly that is also the School's vision. As a school we serve a community with a proud Black Country heritage that has been strengthened by the growing diversity within it. We are a growing School and are about to welcome a Specialist Early Years Nursery to our family that will hold some of the most vulnerable of Dudley's children. This speaks volumes for our inclusivity and respect for difference and diversity. We champion the development of the whole child but have an unrelenting focus on making sure that every child makes progress and leaves here with as good a grasp of the fundamentals in reading, writing and maths as is possible for them. I hope this website gives you a flavour of how much we care.
Mr B Jones - Head Teacher
Did you know we now offer 35 hour Nursery places?
Brockmoor nursery now offers wraparound care from 8:30 to 3:30 for all 3 year olds who are eligible for this provision. Please follow the link below to see if you are entitled to this.
For more information on free wraparound care please speak to the main office on 01384 816635.
Please note the weekly 'What's On' update can now be found by clicking on the 'What's On' tab.
To make sure that every child is safe, happy and learning.
At Brockmoor we value learning, compassion and every child's right to a childhood. We plan for our children's futures knowing that we have customized our school to meet the needs of our children. We create and deliver a curriculum that is relevant, appropriate and exciting. This is delivered in an environment which is warm, welcoming and highly conducive in stimulating their achievement. Our drive is to provide every child with the experiences and opportunities to feel successful and value learning as the gateway to future success. The school's vision is that every child should be safe, happy and learning and this is clearly shared with our children and their families. This vision will be achieved by us, as adults, ensuring essential core skills are learnt and by modelling the right way to be through our unflinching commitment to develop character in our children. As part of our vision and values training day in January we listened to the views of children (please see their acrostic poem of how they view their school at the front entrance), parents, governors and staff and will focus on developing the following character in our children:
Honesty (to take responsibility for our actions)
Pride (in themselves, their uniform, their work and their school)
Courage (to do the right thing even if it's at a personal cost)
Belief (in their ability to make progress and right to be unique)
Passion (for learning) and compassion (for one another)
Respect (for learning, themselves, staff, parents, carers and for difference)
Resilience (so as to faces challenges and find ways to overcome or accept them).
Each of these characters is focused on through fortnightly learning themes that are posted on the bulletin boards and 'What's On' update on this homepage. Through the development of these personal qualities we develop respect, understanding and tolerance as part of the promotion of British Values. All adults who pass through our doors must also be willing to commit to these principles. This won't be measured in league tables or necessarily valued by OFSTED but it will allow our children to be a generation that cares more than the one it follows. We can create no greater legacy than that.
And why this is so important to us?
The vast majority of pupils at Brockmoor live in the top 10% of social deprivation, which could mean:
1. Girls living in social deprivation have a life expectancy of 7 years less than the National Average. For boys it's 9 years less. That means a child born here may live 8 fewer years than a child born two miles away in Kingswinford!
2. Only 3% of children living in social deprivation currently go on to university.
3. In the UK social mobility is at its lowest point for more than a generation.
And education is the way beyond it! My father walked out on our family when I was 5. Most of my childhood was spent with my grandmother as my mom worked day and evening jobs to make ends meet. No-one in our family had ever been to higher education. And thanks to education my brother is a doctor and I'm your head teacher. That's the difference a good education at school AND at home makes. I challenge us all to break the mould and let our children shine.
Are we a good school?
There are many ways in which to measure the effectiveness of a school. In terms of our children they say they are safe, happy and learning. Our parental satisfaction is very high (please see the 'Parental Satisfaction Survey' results from over 100 families in the 'Parents' pencil tab). In terms of test performance we are doing well in terms of supporting Pupil Premium pupils and ensuring children make progress. Against the national league tables for attainment we don't fare so well (but that's not helped by a curriculum and testing of it that is not appropriate to many of our children's needs). Our own staff value the school - 'The Alternative Good Schools Guide' is an interesting measure of a school's effectiveness and Brockmoor staff, governors and parents rate us highly. There is, of course, OFSTED. We were last inspected in July 2014 and graded as securely good in all areas. We are due for re-inspection anytime across the current school year. Clicking on the link below will display the 2014 report.
We have one school rule and that is:
All adults and children CHOOSE; choose to listen, to lead by example, to be kind to one another and to learn. Please try to encourage our children to follow this rule at home as well as at school.
If you are struggling with your child's behaviour don't worry you're not alone in terms of having problems or accessing help and support. We can work together to help both behaviour at home and at school. Our Pastoral Care Team are here to help. Simply pop to the front desk before or at the end of school and talk to our learning mentor Mrs Gutteridge.
What we are currently focusing on
We analyse our end of Key Stage 1 and 2 data in great detail every year. This allows us to investigate where issues arise and what we need to focus our school improvement work on. The achievement of our children in measured in two ways. The first and most important is progress (how far children have moved from starting points in school or Key Stage 2). The second measure is attainment (how well our children are doing in comparison to children nationally). Based on this analyis of data we are focusing the School's number 1 priority 'Achievement of children' on the following areas:
Whilst the percentage of children passing the Y1 phonics screening improved we are still below national pass rates. The average mark for children who did not pass the test is lower than the national average score. In response children who did not get the expected pass score have an extra phonics session on Fridays, greater emphasis is placed on applying phonics across the day, we have phonics clubs for children and parents and our lower ability sets phonics teaching is undertaken by teachers rather than our teaching assistants.
Key Stage 1 attainment
Whilst our 2018 Year 2 children performed significantly better at the end of Key Stage 1 than was the case in 2017 mathematics attainment was below average. In response to this we have split the responsibility for driving maths standards up between two staff. Mrs Blunt (a former maths consultant) is leading in KS1 development and Miss Brooks is leading the charge across Key Stage 2. Changes to testing arrangements (where children were denied the chance to use practical resources for their end of KS1 assessments) do not favour our children so we are introducing more non-practical scenarios. We have also identified the need for a greater focus on place value and reasoning in maths teaching so they are a specific focus at the start of each term. Small group booster sessions are in place for Year 2, 3 and 4 children to accelerate progress.
Writing attainment at the end of KS1 rose sharply in 2018. However the three year average is below what would be expected. In response to this we engaged in two writing projects across the 2017-18 academic year. The KS1 writing project has already born fruit in terms of accelerating progress and raising attainment. As our current Year 2 participated in this project last year we anticipate these improvements will be embedded this year. As communication is a key skill in writing we use a specialist teaching assisitant to lead speaking and listening skills booster sessions across KS1 and work with individual children. We've also introduced a 'story spine' of great children's literature across the school so that the children have a richer experience of stories to use in their own writing.
Key Stage 2 progress
Maths and writing progress across KS2 was weak in 2018 and needs to be accelerated. This is especially true of writing as this was also the case in 2017. Our 2018 leavers were an excpetionally vulnerable year group who had very low prior attainment on entry. However we recognise the need to drive standards up in maths so two staff are now leading maths across the school. As is the case for KS1 greater emphasis is being given to the teaching of place value and reasoning. For writing aspects of the highly successful KS1 writing project are now being employed in KS2 and the Primary Writing Project focus on 'Talk for Writing' is really engaging the children.
Maths progress for disadvantaged (free school meals) children was well below the expected rate. We need to ensure that all our disadvantaged children and children with Special Educational Needs (SEN) make at least expected progress. In response to this we have a number of small group interventions for our 'stuck' children and they are a priority when we have Pupil Achievement Meetings.
Key Stage 2 attainment
As progress in maths was not as expected in 2018 the three year average attainment for maths has fallen well below the national expectation. The work we are undertaking to accelerate progress will have an impact on attainment over time.
We need to improve the reading and writing of our older boys. In 2018 boys performed significantly worse than girls in reading tests and writing teacher assessment. Not enough of our boys display a love of reading and for this reason we have introduced a story spine of great literature into each year group. From this children will have a greater range of experiences to draw upon in their own writing.
And to improve KS1 attainment, KS2 progress and attainment ...
We need to improve rates of attendance. Although we have successfully reduced the gap between the attendance of children who are described as 'disadvantaged' (are eligible or have been eligible for free school meals) and those who are not, our attendance has dropped below 95%. This is chiefly due to a significant rise in parents taking holidays in school time. Many of these families have been fined because of this. If we can improve attendance the quality of teaching and learning will have a positive impact on all of the concerns above.
What we've been focusing on
1. Ensuring that more children can pass the upcoming phonics screening in Year 1 and more of those who did not pass in Y1 pass in Y2. We're currently trialling different lesson times for phonics, releasing Mrs Plant (our CLLD champion) to ensure every child receives high quality teaching and after the February half-term we'll be running after school booster groups.
2. Writing in KS1 through the KS1 writing project and KS1 & 2 Talk to Write scheme. In 2017 Y2 attainment in reading and maths was also below average. Consequently a range of interventions (small group work) are in place to support identified children.
3. The current Year 4 did not do well in the KS1 SATs with attainment below average in reading, writing and maths. Weekly booster sessions now take place and we're supporting vulnerable children by using our Learning Mentor predominantly in this year group. There has also been five children leave (with four joining the year group) and this has helped settle the cohort.
4. Writing progress across KS2 as this was significantly below the national average. The Talk to Write kinetic approach, cold and hot task writing and a new approach to marking have all accelerated this.
5. Attainment at the end of KS2 in reading, writing and maths needs to rise. A range of projects including greater parental involvement, booster sessions, small withdrawal groups and Pupil Achievement Meetings is already reaping rewards in terms of how we will perform this year. We are also introduced a Y6 SATs Easter school for identified children.
6. Some of our disadvantaged children haven't been making enough progress across KS2 in maths. Maths boosters are in place to accelerate this.
7. High quality marking (green highlighting means it's great, pink means think). This is already having an impact on accelerating progress in KS1 and 2 in writing and in maths.
Our vision and values are where they should be, atop our website homepage. However we also aim to:
- Create a secure, happy and caring environment where everyone feels valued and respected. Our mantra is that every child should be safe, happy and learning.
- Provide a broad, balanced and stimulating curriculum within and beyond the current statutory requirements.
- Create an atmosphere which promotes high standards of moral and social behaviour and which enables everyone to achieve their best.
- Build character in our children so that they know the difference between right and wrong, they can empathise, understand and respect difference.
- Encourage our pupils to strive for high academic standards and to be ambitious.
- Encourage everyone to become interested and involved in the life of the school and the wider community.
- Recognise everyone's efforts and achievements.
- Encourage everyone to value and celebrate the religious, cultural and social diversity that exists within our community.
- Value the importance of parents, carers and grandparents in their child's learning journey school and actively involve you in your child's education.
Working together with you - if you don't think we are meeting our vision, upholding our values or working towards our aims it is your right and responsibility to come into school and tell us.
We look forward to working with you and developing a strong link between home and school. Working together in partnership we can ensure that your child enjoys their time at Brockmoor and reaches their full potential.
Our School Priorities for 2018-19
School Priority 1 - To raise the achievement of pupils so that every child who is below what is nationally expected of them makes better than expected progress. By doing so we will close the gap between how well our children do at the end of Key Stage 1 and 2 assessments compared to children across England. This is particularly true in relation to maths.
School Priority 2 - To maximise the work of our teaching assistants so that they further accelerate the progress of our most vulnerable learners to keep them safe, happy and learning.
School Priority 3 - To quality assure the work we do in school. Over the last two academic years a number of new initiatives have been introduced and we need to focus on the consistent delivery of these and on what is both purposeful and manageable.
School Priority 4 - To manage the development of our new nursery facilities with as little disruption to teaching and learning as is possible.
Term Dates - please check before booking holidays!
|2018 Autumn Term|
|Terms Starts:||Tuesday 4th September (staff training on the Monday but anxious children can pop in to see classrooms and meet teachers between 1:00 and 3:00)|
|Friday 26th October||School closed (children break up for the October half-term at end of the day on Thursday 25th)|
|Autumn half term dates||Monday 29th October to Friday 2nd November|
|Term Ends:||Friday 21st December (this includes our Traditional Carol Services at St. John's)|
|2019 Spring Term|
|Term Starts:||Tuesday 8th January 2019 (staff training on Monday 7th)|
|Spring half term dates:||Monday 18th February 2019 to Friday 22nd February 2019|
|Term Ends:||Thursday 11th April 2019 (staff training on Friday 12th April)|
|2019 Summer Term|
|Term Starts:||Monday 29th April 2019|
|Whitsun summer half-term dates:||Monday 27th May 2019 to Friday 31st May 2019|
|Term Ends:||Friday 19th July 2019 (Monday 22nd July 2019 will be used for staff training)|
|2019 Autumn Term|
|Term Starts:||Tuesday 3rd September (staff training on the Monday but anxious children can pop in to see classrooms and meet teachers between 1:00 and 3:00)|
Holidays in term time
School is still legally obliged to challenge all holidays in school time and will do so. Last year we had a horrible experience where a child returned from a holiday to find their place in school had been taken. That child fortunately returned to our fold but only after having to travel to another school for three months. Can I also remind parents that 8:45 (except for Nursery at 8:30 and 12:30) is the time that children need to be going into classes not arriving at the school gates. Late arrival unsettles the child and disrupts the start of the day.
Thinking of joining our school family?
If you're thinking of joining our rapidly growing school family please click on 'Parents' pencil then go to 'Policies' and you'll find information on admissions. If you need help at home there's guidance in the 'Parents' pencil as well. We currently have places in Years 3, 4, 5 and 6 but only have space in Reception, Years 1 and 2 as and when a child moves school.
Paper copies of information
If you would like a paper copy of the information on our school website we can provide this free of charge. If you want to find out more about life at Brockmoor click on the 'Parents' pencil. The school prospectus in this section should tell you lots about life in school (including school times). If you're thinking of joining our rapidly growing school family please click on 'Parents' pencil then go to 'Policies' and you'll find information on admissions. If you need help at home there's guidance in the 'Parents' pencil as well.
We have a very narrow entrance to the front of school via Belle Isle. Can parents & carers please not bring cars onto the car park or use the driveway for parking. This is for the safety of our children as emergency vehicles need this clear. We welcome disabled parking permit holders to use the two disabled bays outside the foyer and if a parent or child has issues with mobility please come in and talk to us so we can provide you with parking permsission.
Helping us to improve
We have just added online feedback forms on our website for our Parent Voice group (in the Key Information tab) and Governors (who have their own tab on the homepage). There is a simple online form that can be completed in seconds. This will be picked up by Mrs Manning who is clerk to both the governing body and our Parent Voice group. Ideally any concerns are best met by coming into school to discuss them but we recognise that there are times this may be difficult for parents and carers. Please be mindful this is not the vehicle to raise complaints about school or staff it's more to do with helping us improve our school.