Fuschia

hoipolloi Wrote: ------------------------------------------------------- > I think it's unfortunate that in order to make a > point about the fact that some schools in the area > are better than others (hardly news, is it?) If you mean me, that wasn't the point I was making at all. I was picking up James Barber's comments about OFSTED focussing on the wrong things. The actual reports issued by OFSTED focus very much on teaching and learning, not links with businesses or knocking through of doors (!)

hoipolloi Wrote: ------------------------------------------------------- > You said it Fuschia - Goose Green is an improving > school and to continue that improvement it needs > the support of the local community and does not > need to be the subject of negative comments on > this forum - of course you are concerned about the > schools situation in ED and that is entirely > understandable. I only ask that you please > consider the possible wider impact of your > comments. I didn't comment about it at all. I just looked up the OFSTED reports as what James Barber said was obviously nonsense! I think I've posted about in in previous discussions to say that Heber was in special measures not long ago, and encouraging people to opt for their closest school.

Not experience of that, but having twins I wae under Kings for growth scans and blood flow, esp towards the end when twin I stopped growing... and I had mild pre-eclampsia for which I was admitted. Scary to be considered high risk but despite our grouches about waiting times and rude receptionists, the standard of care at King's is excellent and they have a lot of experience with this monitoring. x

My reason for linking to Goose Green's reports isn't to say it's not an improving school, it clearly is, and the new leadership team are making good inroads (though the LA's support warrants a less favourable mention, I notice) but because I felt James Barber, in saying the problems at the school revolved around the need for a new door, was trivialising an issue which is a real concern to parents. I am someone who DOES believe our children have a right to a good school within close walking distance, and the responsibility of the LA is to provide sufficient such places, both in quantity and by supporting schools that are weak. To disregard the fact that, despite recent changes, GG hasn't yet come out of special measures, is to do a disservice.

And this is Goose Green's most recent report of monitoring visit (extra visits put in pace for schools in Special Measures) http://www.ofsted.gov.uk/oxedu_reports/download/(id)/117181/(as)/132022_342826.pdf THis is the point to which you refer I think, Mr Barber: "The school?s self-evaluation is limited. It is accurate in some important areas, such as the quality of teaching, but does not cover the whole range of aspects needed. The school, and governing body, tend to measure success by noting improvements in some key areas rather than through a rigorous, comprehensive analysis of its current position against standard benchmarks, which is needed. Therefore the school does not know all of its strengths and weaknesses well enough and there are gaps in its work. For example, the school has not audited its position in respect of promoting community cohesion, which could help improve the curriculum and aspects of behaviour. Self-evaluation information provided to inspectors did not show the low attendance rate. The school?s analysis of the progress and attainment of pupils and groups remains limited and not fully accurate, and thus not leading sufficiently to further targeted improvement. It has taken too long for staff and governors to agree to purchase a new assessment software package, delaying progress in this area. All these factors are potential barriers to the school leaving an Ofsted category."

How OFSTED works: http://www.manchester.gov.uk/governors/news/article/19/new_ofsted_framework_and_sef_format Goose Green report: http://www.ofsted.gov.uk/oxedu_reports/download/(id)/95646/(as)/132022_315903.pdf "In accordance with section 13 (3) of the Education Act 2005, HMCI is of the opinion that the school requires Special Measures, because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement. Pupils do not make sufficient progress in their lessons and their personal development is inadequate. This is largely because much of the teaching in Years 1 to 6 is inadequate and the leadership's monitoring is not strong enough to ensure that teachers fully implement school policies correctly and consistently. Teaching is too inconsistent to arrest a decline in pupils' progress. Children get off to a good start in the Foundation Stage but, from then on, they make unsatisfactory progress because there is too much inadequate teaching and not enough that is satisfactory or good. The children start Year 1 with skills and abilities that are typical for their age. They underachieve and too many do not reach the standards expected by the end of Years 2 and 6. Standards in mathematics are especially low. The curriculum is satisfactory and leaders have provided the teachers with planning that is designed to ensure that they meet the needs of all groups of pupils. Assessment systems are in place. However, teachers vary in their ability to make secure assessments of pupils' current knowledge and skills and consequently do not always set tasks with the right level of challenge for all pupils. Most parents who responded were happy with the school's performance. However, a few rightly expressed concerns about pupils' progress and behaviour and the care of pupils. Although the school has worked hard to liaise with outside agencies to support pupils who have emotional needs and behaviour difficulties, care of pupils is inadequate. Some pupils complain that they do not feel safe at school because they feel intimidated by others. They report that they are either too scared to tell the teachers for fear of further reprisals or find, from past experience, that their concerns will be ignored if they do so. The management of behaviour is too variable. Rules are not consistently enforced and systems are not clearly set up. Consequently, there is too much low-level disruption, which slows the pace of learning in some lessons. When teaching is slow and unengaging it also increases the levels of pupils' disaffection and passivity. Behaviour is unsatisfactory, because of this and because too many pupils move around the school with undue care and consideration for others, they run the risk of causing accidents. This, and pupils' weak social skills, indicates that social, moral, spiritual and cultural education are inadequate. Pupils do not learn enough of the necessary social skills that will help them to relate to each other and form positive relationships. This is inhibiting their ability to play a role in the local and wider community. Pupils' information communication technology (ICT) skills have improved since the last inspection. Nevertheless, their weak progress in English and mathematics means that they are not prepared well enough for the next stages in their education. The schools' achievement in acquiring the Healthy Schools award and pupils' enjoyment of sport shows that the pupils have satisfactory knowledge about health. Parents' responses also indicate that some of them are not clear about consultation procedures for both parents and pupils. The school's lack of understanding that some pupils in Years 1 to 6 feel unsafe confirms that consultation is not good enough. The headteacher works extremely hard and he and senior leaders all have a good and accurate knowledge of weaknesses in subjects taught. They have identified them clearly in their action planning. However, leadership and management are inadequate because the leadership team's methods for monitoring their actions and measuring success are not robust enough to ensure the effective implementation of these plans. There is not enough analysis of assessment information to evaluate the impact of the schools' work or track the progress of pupils adequately. Leaders' judgements on the quality of both outcomes and provision are much too positive and this has led to complacency. For example, the school evaluated the care of pupils as outstanding, whereas the inspection judgement is that this is inadequate. The leadership team and staff are not vigilant enough to ensure that pupils behave well and that they are all safe from harm or harassment. The governing body do not hold the school sufficiently to account for pupils' achievement. Self-evaluation is inadequate and inaccurate and recent improvement has been limited. This demonstrates that the school does not have sufficient capacity to improve"

we got ours online

The sessions at the Horniman are good as you can have lunch there after and also show them the aquarium

We took two buggies to the plane door with our twins then packed them into travel bags. Had 2 ergos for the other end, as buggies only came back in baggage reclaim which is a pain

And fancy meeting up?

Yes, we've had two. Both times with a Humanist celebrant, readings, music. Humanist Society do a booklet with poems etc etc...

Sanctuary pg woman day voucher?

Apply to nursery via the school when they're 2. Pop in with the birth cert. I'd apply to both

I have looked at the booklet, it says 22 places/60 went to siblings. If I read it right it also says all valid applications were successful (doesn't give a distance) but I am not sure I trust that info... though that may have come about later, after the FOI request I did... just doesn't seem likely or in line with what people posted on here. Anyway, we will hear soon enough how this year's applicants have fared.

Curmudgeon Wrote: ------------------------------------------------------- > So Fuschia you're saying that all children in > reception in Heber this year are younger siblings > of children already in the school. Really? You > sure about that? I didn't say that at all.. I said after siblings etc, they only got as far as the "children for whom Heber is the closest school" criteria (with a distance of 611m IIRC) They didn;t get as far as the "distance to the school" criteria *where another Southwark school is closer I did a FOI request and got5 this info last yearbut I think it might be in this year's booklet anyway Last year allk the NURSERY places did go to siblings, I was told

Watching bubbles watching you windows watching trees etc playnest/ring thing singing playing music noises (rattles, bells)

Someone said does this mean normal admissions criteria would be suspended just in favour of those who put Heber first... no, it wouldn't. Last year all Heber places went to siblings etc and to those for whom Heber is the closest school. Noone got in last year afaik on the straight distance criteria.

ClareC Wrote: ------------------------------------------------------- From what I have > read on here the catchment area for the most > popular schools is tiny, 500 m max..... If this is > the case why the need for cars to drop off/pick > up? I suppose it may be child minder's and parents > en route to work ..... Not intending to make a > stand, just interested if there really are a large > proportion of children driven to school? a) Catchment areas used to be BIG, Heber was in special measures and very unpopular (hence why Y5 and Y6 are only half full) b) Families move c) People drop their children then drive into work (or come from work) b) and c) apply to our fanily... two days a week I drive to drop off my son at Heber... the rest of the time he walks or goes by bus (we live a mile away now) Nowt wrong with driving as long as you park legally and considerately... I can think of maybe 5/6 children in my son's class I see being driven... and for the reasons I suggest. So I don't think it's a large proportion... but probably lower for Heber than many schools (high % of stay at home, work at home, flexible working parents)

TheArtfulDogger Wrote: ------------------------------------------------------- > maybe they could move into the old wood yard when > it is cleared as a temporary home till they find > somewhere else ? I think you'll find builders are about to start work there!

Think we will do early lunch and nap then head over

Stop them puloing your CDS out and turning your PC on and off WE have a gate to stop them gettiung into kicteh and bathroom and cleaning stuff locked away too Locked cupbaord with dvds/player CDS all move dup plug sockets corner protectors just get pulled off as does anythin that relies on sticky pads

Ruth_Baldock Wrote: ------------------------------------------------------- > Fuscia, I COULD try to express on the way > in...except I work in Holborn and I'm sure it > would cause some raised eyebrows on the 171. Or > maybe no-one would notice? I didn;t mean while on the way in!! I meant if you had a car with yu, you could nip out and sit in it :-)) Double electric pump and hands free bra the best, btw, and axifeed bottles to store the milk, don;t bother with flimsy bags

Yes, my school in East London is to have one this year, and one next, and eventually move to 2 fe if we can sort out a new site/new build.

There will be a lot of bulge classes... I think the Lewisham report I saw said 13-14 across the Borough

Sat pm looks to be the warmest bit of the weekend http://news.bbc.co.uk/weather/forecast/8