The Overall Effectiveness...

...of The Five Key Areas

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  • The effective leadership of the head teacher is excellent due to the consistent success in inspiring the school community to share a renewed sense of purpose, vision and direction. The school has moved successfully through a series of challenging stages to its current position. Development in terms of redefining learning, strengthening teaching and management structures, assessment, concise and thoughtful self-evaluation, the school’s approach to SEND, parental relations, behaviour management and governance arrangements have made huge impacts in a short amount of time. The school now needs to thoroughly embed its recent work to continue the improvements already seen.
  • The leadership and management are good; both efficient and effective in their role of driving forward the school ethos and vision, challenging underperformance, effectively monitoring the work of the staff and pupils and accepting the challenge of team led, empowered school improvement.
  • Governors are highly committed to the school and share the vision for prompt improvement of the school.
  • Governors are increasingly successful in understanding issues, evaluating, challenging and supporting the effectiveness of the school and in holding the leadership to account. They do this with support of the new head teacher who provides concise data for discussion, he encourages high levels of challenge and constructive criticism. Their recent work with NLG, Mrs Jo Williams, has sharpened their practise and has resulted in a high quality development plan to which all governors are committed. The governors have recently joined ELC’s GEL programme of online and face to face training.
  • The safeguarding of pupils is demonstrated by high quality practice and is excellent in every respect. The school uses the highly effective and efficient CPOMs system which is used consistently across school. The system is vital in communicating information on a need to know basis. Children have a good level of concern for the safety and wellbeing of others demonstrated by their responsible behaviour and attitudes. The school promotes E-Safety, child protection, exploitation, radicalisation, road, pedestrian and cycle safety and anti-bullying issues through its website and across the curriculum. The school holds ‘drop down’ days to develop pupils’ understanding of these areas.
  • The strong caring community ethos in school is governed by the SMSC principles expected of our school.

In order to move to consistently good with elements of outstanding, the following key issues are being addressed with the support of the school’s partner NLEs, Mrs Michelle Lee and Mrs Debra Knowles and the school’s TQI Partners Mrs Bibi Laher OBE and Mrs Claire Guisler:

  • To develop the role of subject and key stage leaders in effectively driving improvements in teaching and learning with strength including the thorough evaluation of impacts.
  • To further develop the role of the staff and middle leaders in school so that the school’s ‘capacity to improve’ is maximised, these is a ‘whole’ rigorous system of monitoring checks within the school’s structure resulting in teaching and achievement being consistently good with strong elements of outstanding.
  • To develop the role of subject and key stage leaders in effectively driving improvements in teaching and learning with strength including the thorough evaluation of impacts.

In order to move to consistently good with elements of outstanding, the following key issues are being addressed with the support of the school’s partner NLG, Mrs Jo Williams:

  • To maximise leaders and governors understanding of the school’s performance data; encouraging deeper, detailed understanding.
  • To empower governors through training, current knowledge and the skills of analysis to create a culture of deeper understanding in order that they might be better placed to challenge and support the school in its improvement.
  • To review the governance of the school through an external review.

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  • In July 2015 teaching was graded as requiring improvement to good, although there were examples of outstanding practice.  In order that that the vast majority of pupils are motivated and engaged in learning, with most pupils securing both rapid and secure progress, the school has had to act swiftly.
  • SLT and MLT have focussed relentlessly on monitoring and evaluation activities whose outcomes are shared with staff in tightening up and developing new skills to enhance the learning experience.  This monitoring is giving the school a very clear picture of improvement and of where gaps still exist.  Gaps within new initiatives are very clearly identified, making these very strong.
  • Teachers have increasingly high expectations. They now plan and teach lessons that deepen individual pupils’ knowledge and understanding. This, in the medium term will develop an extensive range of skills in our pupils.  A particularly clear example of this is the vast improvement in planning, teaching and learning in writing.  The work here has had a massive impact of the quality of pupil's work and has significantly raised the bar for our pupil's attainment.

In order to move to consistently good with outstanding features, the following key issues are being addressed to speed up pupils’ progress:

  • To further increase the levels of good to outstanding teaching.
  • To continue to embed termly pupil progress meetings to review provision and intervention strategies to enhance learning.
  • To set challenging work for all pupils and especially the most able.
  • Expecting pupils to write at length more frequently to further develop their skills in spelling, punctuation and grammar.
  • Placing more importance on high standards of presentation of pupils’ work.

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  • Pupils enjoy school and with few exceptions behave very well; they conduct themselves well throughout the day, including lunch times; being confident and self-assured. The school has renewed its highest expectations of behaviour. Pupils’ thoughtful behaviour is a major factor in their successful learning and creates a positive school ethos. The majority of pupils are very supportive of each other in lessons and encourage peers to behave well.
  • Pupils have increasingly good attendance with classes regularly attaining 100% attendance each week (50% of all weeks time up to 7th November 2016), pupils eligible for Pupil Premium often have a very slight margin of attendance over non Pupil Premium pupils (e.g. Week 7: PP: 97.49%, Non PP: 96.18% and Week 8: PP: 96.84%, Non PP: 96.77%).  Pupils are rewarded for good attendance and believe strongly that this is beneficial.
  • All pupils cooperate well in lessons allowing their peers to learn effectively. Classroom and whole school expectations are clearly stated (incorporating the school's commitment to IIP), this is underpinned by consistent rewards and sanctions. High quality support ensures that all children engage effectively with their learning.
  • The school is now an orderly and smoothly run environment, where low-level disruption is rare, instructions are always responded to positively and high standards are now common place.
  • Where there are founded concerns about a child's welfare, well-being, behaviour or personal development all staff have the tools and knowledge to ensure that swift action is taken.  the school has a very open culture regarding pupils' welfare.
  • Pupils' SMSC development is valued throughout school and their future as good citizens is valued.
  • Initiative that are employed by the school promote a mutual respect for others' ideas and views.
  • Derogatory and/or aggressive language is very rare and always challenged by staff who hold equality, anti-prejudice and good mental health in the highest regard.

In order to maintain good and move towards outstanding, the following key issues are being addressed:

  • The occurrence of low level interruption will be eliminated;
  • The whole school community will know our renewed vision and be able to articulate it;
  • The school will work with external partners in developing a clear strategy for SEMHD at all levels;
  • The school will fully adopt a revised behaviour plan including reward and sanctions through positive reinforcement.

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datari moving strongly to datag by Summer 2017

Up to Summer 2016:

  • Historically and most recently, overall standards and progress of pupils is mediocre; this is evidenced through variable achievement. It is essential that clear tracking, careful and continuous moderation within a meaningful criterion, effective assessment, imaginative planning and the highest expectations for all groups are implemented to successfully raise achievement.
  • The achievement of pupils reaching average standards by the end of KS1 and then KS2 is too variable, with the majority of pupil making inadequate progress overall during their time at our school.

Considering Summer 2016 results:

  • The school have made significant impact in Reading, Mathematics and GPS at KS2.
  • The school were once again considerably weak in writing at KS2, however swift action will impact the results positively in 2017 with targets of 74.0%+ being set.
  • The school has analysed its data comprehensively identifying its KS2 boys, disadvantaged pupils and those receiving the lower levels of SEN support has being lower achievers.
  • Considering the very weak cohort, the school made good ground in Reading, Maths, GPS and Science at KS1.
  • The school were once again considerably weak in writing at KS1, however swift action will impact the results positively in 2017 with targets of 76.0%+ being set.
  • The school has analysed its data comprehensively identifying its KS1 girls, disadvantaged pupils, LAC pupils and those receiving the lower levels of SEN support has being lower achievers.
  • Year 1 and Year 2 phonics were notably successful with a 20% rise on 2014 and a 14% rise on 2015 at Year 1 and a 32% rise at Year 2, two years running.
  • Pupils with disadvantage at Y1 were less than national and will be monitored.
  • GLD figures in 2015 were particularly impressive with 2016's being less so but close to national.

In order to move to good, the following key issues are being addressed:

Key Issues for Improvement in KS2:

  • To set challenging work for all pupils and especially the most able.
  • Expecting pupils to write at length more frequently to further develop their skills in spelling, punctuation and grammar.
  • Placing more importance on high standards of presentation of pupils’ work.
  • To further increase the levels of good to outstanding teaching. 
  • To focus on boys, disadvantaged pupils and those receiving the lower levels of SEN support has being lower achievers.
  • To continue to embed termly pupil progress meetings to review provision and intervention strategies to enhance learning.
  • To ensure the attainment in writing increases resulting in an APS above NA level.
  • To ensure that the trends for all areas are showing an upward trend.
  • To ensure that marking is consistently high quality with productive outcomes for all.

Key Issues for Improvement in KS1:

  • To set challenging work for all pupils and especially the most able.
  • Expecting pupils to write at length more frequently to further develop their skills in spelling, punctuation and grammar.
  • Placing more importance on high standards of presentation of pupils’ work.
  • To further increase the levels of good to outstanding teaching.
  • To focus on KS1 girls, disadvantaged pupils, LAC pupils and those receiving the lower levels of SEN support.
  • To continue to embed termly pupil progress meetings to review provision and intervention strategies to enhance learning.
  • To ensure attainment for higher achievers is securely above national expectations especially in maths and writing.
  • Key Issues for Improvement in EYFS:
  • To continue to increase the GLD especially in communication, literacy and language.
  • To develop written skills in EYFS ensuring that the % of pupils with a GLD is above LA figures.

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THIS SECTION TO THE BOTTOM OF THE PAGE REQUIRES UPDATING - PLEASE COME BACK IN JANUARY 2017

The KS1, Lower KS2 and Upper KS2 departments’ responses to Raise Online 2014-15 are outlined below:

Full Data Analysis for 2016 Raise Online

KS1 Response to Raise Online 2015-16

  • The pass rate will be above 81.3% in phonics. The % scoring 31 to 40 will increase from 67.7% Boys attainment will be raised.
  • Reading: The % of pupils at expected will exceed 74.0% (heading to FFT D of 91.0%), those exceeding will exceed 23.6% (heading to FFT D of 37.0%).
  • Writing: The % of pupils at expected will exceed 65.5%, (heading to FFT D of 76.0%), those exceeding will exceed 13.3% (heading to FFT D of 37.0%).
  • Maths: The % of pupils at expected will exceed 72.6%, (heading to FFT D of 89.0%), those exceeding will exceed 17.8% (heading to FFT D of 27.0%).
  • Children are using the appropriate spelling and grammar in all written work, children demonstrating good spelling habits using dictionaries thesaurus etc.
  • Marking and feedback will be consistent; high quality and focussed on the next steps for learning resulting in outstanding practice that raises pupil achievement.
  • Children take pride in their work.
  • Standard of writing is the same across all written work, children understand the purpose of their writing.

Lower KS2 Response to Raise Online 2014-15

  • To ensure non-free school meal pupils are challenged and supported to achieve combined results in line with National average.  
  • Maintaining and increasing level of achievement from KS1 – end of KS2.
  • To ensure grammar is taught consistently throughout school to ensure there is no need for a big final ‘push’ in Y6.
  • To close the gap in writing between boys and girls.

Upper KS2 Response to Raise Online 2014-15

  • Reading: The % of pupils at expected will exceed 76.3%, those exceeding will exceed 29.0%.
  • Writing: The % of pupils at expected will exceed 74.0%, those exceeding will exceed 15.0% (heading to FFT D of 20.0%).
  • Maths: The % of pupils at expected will exceed 86.8%, those exceeding will exceed 18.0 (heading to FFT D of 29.0%).
  • To ensure cross curricular writing.
  • To ensure presentation and layout are at a consistently high standard.
  • To challenge high ability pupils.

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KS1 Phonics (Year 1)                                                                                                                                

  • The PASS RATE in Year 1 will exceed 81.3%                                                                                        
  • The % Scoring 31 to 40 in Year 1 will increase from 67.7%
  • The ATTAINMENT GAP will continue to close                                                                                          
  • The ATTAINMENT GAP for pupils with EAL will close  

KS1 Phonics (Year 2)                                                                                                                                    

  • The numbers of pupils going through to Y2 without a PASS will REDUCE                                        
  • The numbers of WBRI first and second time FAIL will REDUCE        

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End of Key Stage 1 READING                                                                                                                

  • The % of pupils at 'expected' will exceed 74.0%                                                                                                                      
  • The % of pupils at 'exceeding' will exceed 23.6%            

End of Key Stage 1 WRITING                                                                                                                

  • The % of pupils at 'expected' will exceed 65.5%                                                                                                                        
  • The % of pupils at 'exceeding' will exceed 13.3%                                                                                      

End of Key Stage 1 MATHS                                                                                                                

  • The % of pupils at 'expected' will exceed 72.6%                                                                                                                        
  • The % of pupils at 'exceeding' will exceed 17.8%                          
  • All work will be more CHALLENGING, children will WRITE AT GREATER LENGTH and PRESENTATION will be a PRIORITY

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End of Key Stage 2 EGP & S                                                                                                                

  • The % of pupils at 'expected' will exceed 76.3%                                                                                                                        
  • The % of pupils at 'exceeding' will exceed 22.0%                                                                                                      

End of Key Stage 2 READING                                                                                                                

  • The % of pupils at 'expected' will exceed 76.3%                                                                                                                        
  • The % of pupils at 'exceeding' will exceed 29.0%                                                                                                

End of Key Stage 2 WRITING                                                                                                                

  • The % of pupils at 'expected' will exceed 74.0%                                                                                                                          
  • The % of pupils at 'exceeding' will exceed 15.0%                                                                                        

End of Key Stage 2 MATHS                                                                                                                

  • The % of pupils at 'expected' will exceed 86.8%                                                                                                                          
  • The % of pupils at 'exceeding' will exceed 18.0%                

End of Key Stage 2 RWM                                                                                                                

  • The % of pupils at 'expected' will exceed 53.0%                                                                                                                        
  • The % of pupils at 'exceeding' will exceed the national figure.                                                                                                    

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Attendance

  • ATTENDANCE will EXCEED 95.61% (HP ’14-’15)

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Early Years Leadership has a clear vision for excellent provision, which is shared with all staff so that the children have the best start to their school life. Pupils make good progress in most areas as a result of good or better teaching as a result of adapting quickly; they learn the skills of cooperation, concentration and positive behaviour.

In order to maintain good and move rapidly to outstanding, the following key issues are being addressed:

  • To continue the development through support and intervention for Literacy, communication and language.
  • To update the school’s current approach and implement national baseline tests in EYFS.

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To ensure that there are sufficient opportunities for pupils to apply taught skills in English to extended pieces of written work.

  • Children will use continuous and enhanced provision opportunities as well as guided writing sessions to further develop their understanding of and use their taught English skills in the extended study of their topic themes and to develop their own lines of enquiry when accessing role-play, creative, maths activities - enhancements with access to mark-making tools and knowledgeable adults.  
  • All children to have Adult focus books and Learning journals with observations reflecting child's individual mark making/writing journey.
  • Provide a rich variety of writing tools and surfaces to mark-make on, both indoors and out to inspire individual projects.

To ensure that good spelling, neat handwriting and good presentation and layout are used consistently and in every piece of work and presentation is seen as a vital component to be proud of.

  • Children have improved muscle control and fine motor skill manipulation to ensure a correct and comfortable pencil grip/control. Letters will be formed correctly with evidence of correct starting points, and showing good control over size and orientation when writing. Neat handwriting and good presentation and layout will be consistent - with foundations for good handwriting skills set and children are encouraged to hold pencils and small tools efficiently and independently.
  • Good spelling habits - phonic strategies taught and applied.

To ensure that the most able pupils are challenged in all lessons and that all groups including the most able are monitored constantly to evaluate the impact of actions.

  • The % of pupils achieving greater than expected, progress is increased, pupils classed as 'more able' are exceeding their targets.

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Early Year Foundation Stage                                                                                                                                                                                  

  • The % of ALL PUPILS achieving a GOOD LEVEL of DEVELOPMENT will exceed 72.4%
  • The % of BOYS achieving a GOOD LEVEL OF DEVELOPMENT will exceed 61.5%        
  • The % of GIRLS achieving a GOOD LEVEL OF DEVELOPMENT will exceed 81.3%        
  • The % of GIRLS achieving a GOOD LEVEL OF DEVELOPMENT in the PRIME AREAS will exceed 83.4%                                                                                                                                
  • The area of WRITING will exceed 69.2%                                                                                        
  • The ever widening gap of PUPIL PREMIUM and EVER 6 pupils will begin to close                        
  • All work will be more CHALLENGING, children will WRITE AT GREATER LENGTH and PRESENTATION will be a PRIORITY

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