School Self Evaluation

Summary of School Self Evaluation 2016/17

The School Self Evaluation is developed from a wide evidence base which includes: Progress and achievement data across the school, lesson observations and drop- ins, work scrutiny, reports from outside agencies, consultation with parents, pupils and staff ( anonymous questionnaires)

Leadership and management

What we do well

         School obtained 'good' judgement for all aspects in our Ofsted inspection in the summer term 2016

         Ofsted identified that 'governance has effectively supported and challenged leaders' and that governors are 'skilled and knowledgeable in the area of education'.

         Senior leadership team work together effectively, with weekly SLT meetings and a structured timetable of strategic work across the school. They understand the school well.

         Governors have reconstituted and restructured to allow for a leaner and more effective governing body. Included in this process was an audit of governor skills to ensure a breadth of skill base linked to the strategic requirements of the school.

         Outcomes for pupils are above the national in the majority of areas under the new testing system which was implemented for the first time in 2015/16

To improve further we need:

         To ensure that new leaders monitor interventions and record assessments rigorously

       To continue the drive to secure more outstanding teaching.

Teaching, learning and assessment

What we do well

         The teaching profile of the school has improved significantly over the last 3 years. Therefore, due to evidence from the triangulation of lesson observations, work scrutiny, pupil progress meetings, drop ins and tracking/ data the judgement is good. This judgement is supported by the outcomes of the teaching and learning review of progress in Spring term 2016.

         This area was judged to be good at our Ofsted inspection in Summer 2016

         Data and outcomes for pupils are generally good and above national in the majority of areas.

         The school has developed assessment procedures in line with the new National Curriculum and all assessments are regularly moderated both internally and across a range of schools.

To improve further we need :

         To further increase the numbers of staff delivering consistently outstanding teaching and to consistently ensure that no teaching is less than good

         To use the skills of the outstanding teachers to secure whole school impact in terms of developing a securely outstanding teaching profile

         To monitor the impact of phase working in terms of curriculum planning and developing further opportunities for pupil choice within their learning.

         To continue to develop opportunities for parents/ carers to be involved in their children's learning through homework system and additional opportunities to work with their child in school.

         To rigorously implement our action plan on improving outcomes in reading across the school

         Ensure that all teaching assistants are deployed to maximum effect at all times.

Outcomes for Pupils

What we do well

         Attainment for the vast majority of pupils is good. EYFS, Y1 phonics test, Y2 and the majority of Y6 results are all good, and generally at or above the national averages

         End of Foundation Stage data is good for the fourth year, with 80% achieving GLD.

         Year 1 phonics test is likely to be above national for the fourth year running at 87% pass rate at Year 1. This was achieved despite a 20% in year mobility within this cohort.  

         End of KS 1 data is likely to be above national in all areas.

         At the end of KS2 attainment at the expected standard is above national in writing, maths and EGPS

         Percentages of children working within age appropriate stage have improved significantly for all years groups over the time that the new curriculum has been in place ( 2 years for years 1,3,4 and 5 and 1 year for years 2 and 6), with almost all year groups achieving over 90% of children working within age related stages in all 3 areas of reading, writing and maths.

          The school is close to achieving the expectation that 85% of children working at the expected level in all year groups. Where this is not yet secure it is within the percentage margin of 2 or 3 children. A rigorous tracking and intervention system is in place, closely monitored half termly by senior leaders to ensure that the school reaches our 85% target in the coming year, as children build on the introduction of the curriculum.

         To improve further:

         Focus tightly on reading both at school and with home support to ensure that significant progress is made in terms of pupils working at the expected standard by the end of year.

         Secure at least good progress for every group of pupils consistently.

         Ensure that all year groups have a rigorous and systematic approach to the teaching and assessment of SPaG , with a particular focus on spelling

         Tightly monitor and moderate the  assessment of reading across the whole school

Personal development, behaviour and welfare

What we do well:

          Lesson observations show consistently good pupil behaviour

          Consistent use of behaviour management strategies throughout school

          Emphasis on positive behaviour reinforcement with weekly certificates, house points system, celebration assembly and golden ticket system

          97% of children perceive that behaviour is good in lessons

          Staff are regularly trained in safeguarding and updates are regularly made.

          All staff have new documentation and training in 'Keeping Children Safe in Education 2016' and the Prevent Duty

          All adults in school, including volunteers are DBS checked

          Safeguarding governors regularly attend school and monitor policies, accompany visits, undertake lesson visits and have completed spot check on Single Central Record

         Range of direct training for children on risk management including cycling proficiency, truck safety, crucial crew, internet safety, anti bullying

To improve further:

         Continue to develop Pupil Voice and opportunities for pupil consultation and feedback on all aspects of school life.

         Ensure that pupils are more involved in deciding which activities and topics they would like to study and how they present their work.


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