WHAT WOULD YOU DO IF YOUR SCHOOL............

[Eaney]

was steadily declining in the league tables since 2002. In 2002 they were well above national average and have declined steadily being now well below the national average.

About 3 years ago they were considered to be in the top 300 in the country.

Should I ask any questions and if so what should I ask and who should I ask.

Do league tables really mean anything? I think my worry is the stady decline rather that the results themselves.

Oh they have also not done very well when looking at the results from the value added angle.

The Governors should be monitoring the results. You could try contacting them? Or ask the Head. While league tables in themselves don't mean a lot, the steady decline in value added is worrying.

How do you feel about the school yourself? It could be that other schools are getting better, not that yours is getting any worse, ifswim. I'd go on gut feeling - ours is in the middle to bottom of the tables, but ds1 is very happy and is learning well, staff are lovely and have what I consider the right attitude, and that's what counts to me, at least at primary level.
Go on your gut feeling.

Thanks, guys.

Trouble is my gut feeling changes.

There is not much communication between teachers and parents but they seem to be teaching ds at his level. He is currently about 2 yrs ahead in literacy and numeracy so I am grateful for that. His current teacher is very good I am just a bit worried about the years ahead.

In maths they scored 56% which is quite low also by national standards.

I know one of the govenors so will speak to her.

The value added thing worries me a lot. They were 4th from bottom in our LEA.

As the other similar thread says SATs are not the best indicator of a school's true worth. They are very important though becise of the public perception.
You have to consider the catchment area, how welcoming they are to children with additional needs and how geared to attaining good SAts results.
As a teacher I know that scores in the high 80s and 90s might indicate a school to be very good but not show that they simply take middle class children who are well supported and so would probably flourish irregardless of the input at school. Conversely school with scores in the 50s and 60s may well be dynamic, stimulating and challenging places where children are fulfilled academically and creatively.
In my own village we have 3 good primary schools. The school which has traditionally scored in the high 90s (they tend to encourage children with special needs to go elsewhere) has this year seen their scores fall dramatically. It will be interesting to see if the head is as keen to boast about his scores this year as he has been in the past.
Sadly it is one way of parents to compare schools , but it is like looking at 1 piece of a 25 piece jigsaw. Understandably though an apparent drop in attainment can be unsettling to parents.
I would talk either to a teacher or Governor about the "trend" in results and ask what the Governing body feel about it and see whether they have credible explanations. Cohorts of children can vary wildly and if there is any issue with falling roles that will compound the problem.

Eaney, the decline itself can mean lots of things. Three years with an unusually high amount os SN or other, poorer performing schools pulling themselves up above you.
However, the value added thing would worry me. It's great that these are available now as it levels the playing field somewhat. If they're poor, then you're right to be concerned. It's good advice to speak to the governors or the Head. If you approach it in a way that you are concerned and willing to help then they'll be moke more likely to be honest about the situation.
Good luck