ST ANN’S SCHOOL COMMITTEE IMPACT STATEMENT 2024-25

Ofsted Inspection

The School Committee has been instrumental in the outstanding success reflected in our recent Ofsted inspection report (February 2025). The school retained its outstanding grading in four of the five key judgements under the Ofsted framework, a testament to the effective governance provided by the Committee. As highlighted in the report, “Members of the school committee have an accurate oversight of the school. They fulfil their statutory duties and carry out their roles diligently. This enables those responsible for governance to hold the school to account fully for the quality of education that pupils receive.”

Through their rigorous oversight and steadfast commitment to statutory responsibilities, the Committee has ensured robust governance structures that empower school leaders to maintain a clear and unwavering focus on delivering a high-quality, ambitious curriculum. Their precise understanding of the school’s strengths and development areas has fostered a culture of effective accountability, which has been crucial in sustaining exceptional standards in pupils’ behaviour, attendance, and personal development.

Moreover, the Committee’s strong partnership with staff and trustees has nurtured a positive and inclusive school culture where both children and staff flourish. This collaborative approach underpins the school’s achievements in safeguarding, academic progress, and holistic development, creating an environment where every child feels safe, valued, and motivated to excel.

Pupil Outcomes

The challenge and support provided by St Ann’s School Committee, particularly through their rigorous accountability of school leaders, have been instrumental in sustaining strong pupil achievement across the school. Their ongoing focus on robust monitoring continues to drive these positive outcomes, ensuring all children receive the high-quality education they deserve.

All key data sets continue to surpass national averages.

Early Years Foundation Stage (EYFS):

80% of children achieved a Good Level of Development, a significant increase from just 28% on track at baseline. Additionally, 84% met the Early Learning Goal (ELG) for Communication, Language, and Literacy.

Phonics Screening Check:

At the end of Year 1, 86% of children achieved the expected standard, rising to 91% when excluding three children with SEND diagnoses. Of the eight children who did not meet the standard, three had significant SEND needs, four were late summer-born. Following the Year 2 resit, 97% of children met the expected standard, increasing to 98% when excluding the child who was disapplied.

Key Stage 1 (KS1):

Standards have remained consistent with previous years, with 82% of children achieving the expected standard in Reading, 83% in Writing, and 80% in Mathematics.

Key Stage 2 (KS2):

Despite 29% of the cohort having SEND (including 4 with EHCPs, 6/7 Pre-Key Stage children, 7 diagnosed with dyslexia, and 3 with literacy/processing difficulties), outcomes remain strong:

81% achieved the expected standard in Reading (91% excluding Pre-Key Stage children)

85% in Writing (93% excluding Pre-Key Stage children)

81% in Mathematics (89% excluding Pre-Key Stage children, with 2 pupils narrowly missing the expected standard by 1 mark)

75% achieved the combined expected standard in Reading, Writing, and Mathematics (81% excluding Pre-Key Stage children)

In terms of progress, 92% of Y6 children made sustained progress in Reading and Writing since leaving KS1, including 83% (10/12) of disadvantaged pupils (PP). All outcomes were roughly in line or slightly exceeded projections.

Embedding our distinct Christian Ethos

The School Committee has significantly strengthened the school’s Christian character and ethos through their committed leadership and active engagement. Aligned with their responsibilities in the Scheme of Delegation, the committee has consistently monitored and supported the effectiveness of the Religious Education (RE) curriculum, particularly the teaching of Christianity, ensuring it is both challenging and reflective of the school’s Christian foundation.

Regular collaboration with the RE Lead and Headteacher has enabled focused action planning, while their leadership in Christingle workshops and weekly worship sessions has enriched the spiritual life of the school community. The committee’s partnership with the Parish, including support for the Interfaith Focus Day and involvement in initiatives like the 'Songs of Praise' application, demonstrates a strong commitment to embedding faith in both school and wider community life.

Through receiving regular reports on RE and Collective Worship, the committee ensures that all children participate in daily acts of worship that embody the Academy’s distinctive Christian values. Their oversight guarantees that Collective Worship promotes the school’s identity as a Christian community, contributing positively to both academic achievement and personal development. 

Inclusion Policy Statement

The School Committee has played a pivotal role in shaping and reviewing the school’s Inclusion Policy Statement. In accordance with the Scheme of Delegation, the Committee holds the crucial responsibility of defining the school’s vision, strategy, and key priorities. Through collaborative engagement with all stakeholders—including parents, children, and staff—the Committee actively contributed to the drafting and refinement of the Inclusion Statement, ensuring it authentically reflects the school’s unwavering commitment to inclusivity.

The final Inclusion Statement embodies the collective vision of the School Committee and the wider school community. It highlights the school’s dedication to removing barriers to learning, promoting equality in line with the Equality Act 2010, and fostering an environment that respects and values diversity in all its forms. The Committee’s involvement has been instrumental in embedding inclusivity across all school policies and practises, thereby supporting the participation, progress, and achievement of every child.