LUDLOW JUNIOR SCHOOL SEF

Transcription

1 LUDLOW JUNIOR SCHOOL SEF CONTEXT OF THE SCHOOL (No more than one page include SIGNIFICANT contextualisation as well as improvements since 2012 inspection). Large Junior School 5 form entry, mixed area, 3 years of leadership instability , too much inadequate teaching, poor school improvement focus, lack of focus for less able pupils/sen and more able pupils, poor differentiation, assessment poor with re baselining every year no moderation and inaccurate standards, school working hard to maximise pupil progress but also managing out the legacy of too much inadequate teaching, complete staff and leadership restructure New head spring 2009, new head of learning and teaching April 2010, new assistant head autumn 2010, significant support from NSS/NLE with no additional support from the LA Complete change in ethos, culture of coaching established Parents much more involved in learning, data rising in Years 3,4, and 5 and significant additional support going into Year 6 Update February New leadership structure in place following the promotion of the head of learning and teaching. From September 2013 we appointed the new head of coaching and teaching (Mrs Gemma French) New assistant head (Mrs Gillie Hotston) new phase leaders Vanessa Eastwood/Emma Renouf Our PPA team has been enriched with language, arts and sports specialists December 2012 saw the school convert to community academy status Update January 2015 Gemma French has returned in Autumn 2 of 2014 to take up 3 days per week director of coaching and learning role, Vanessa Eastwood continues as lead of upper phase with Emma Renouf in lower phase. Emma to work 2 days per week as assistant head with an emphasis on data analysis alongside Gillie Hotston. Rachael Young - lower phase leader is currently on maternity leave 2 lead practitioners on staff with 2 more being recommended to PTSA for the January round of applications all are outstanding teachers Key improvements Moderation of writing confirmed with very positive LA feedback Internal consistency within year groups Effective shared planning Good leadership systems to challenge year group performance quality of provision review (QPR) Good systems for ensuring that any underperformance is challenged Improved tracking within Aiming high Strengthening of marking and feedback to include next steps Development of the role of middle leaders Improvements to the overall pace of lessons to ensure thinking and reflection Active and involved learners in lessons Understanding of multi cultural issues as well as promotion of British values 1

2 Section 1 TEACHING AND LEARNING We judge the quality of teaching as good overall and improving. There are significant elements of our teaching that would be judged as outstanding including our lead practitioners. We currently have four NQTs on our staff. A significant number of our teachers have been teaching for four years or less. Teaching over time in most subjects, including English and mathematics, is consistently good. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, have good attainment and achieve well over time Where we believe it is good: Excellent relationships between teachers and pupils Ofsted 2012 The many improvements have come about because of the school s outstanding system for helping teachers to teach better Where there is any teaching judged less than good appropriate and rigorous support and coaching are provided on a short-term basis to improve pedagogy. Pupils generally have better attainment compared with their peers nationally in most subjects, including English and mathematics The majority of groups of pupils are making increasingly good progress over time from high KS 1 starting points (APS 16.6) Consistency of approach where planning and preparation are shared this is particularly true around use of AfL the school needs to consider: Further improvements in differentiation for all pupils Ensuring the best practice standards are obvious in all classrooms Ensure that more groups make accelerated progress over time to ensure sustained improvement Continue to emphasise the quality of teaching through coaching so that no provision is less than good over time, increase the proportion of outstanding teaching Broaden the use of ICT, literacy and numeracy across the curriculum Ensure that performance gaps are narrowed through rigorously monitored interventions Teachers have high expectations. They plan and teach lessons that deepen pupils knowledge and understanding and enable them to develop a range of skills across the curriculum Where we believe it is good: Ofsted (2012) The best teaching was seen where teachers in the year group had planned together to be sure activities were well-targeted to success criteria they had defined Teachers plan challenging and engaging sequences of lessons Clear emphasis on learning journey, clarity for pupils and learning which has been given purpose and context Planning is regularly reviewed during the course of a sequence of lessons and adapted to meet specific needs 2

3 High expectations in the majority of lessons leading to improved pupil outcomes Pupils demonstrate effective usage of learned skills to broaden their knowledge and understanding across the curriculum the school needs to consider: Further developments in planning to securely embed AfL, relevant pitch and appropriate challenge for pupils Ensure clear challenge and high expectations relevant to all pupils Ensuring the consistency in the quality of teaching is secure Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning Where we believe that it is good: Questioning of pupils is of a high standard during lessons and opportunities are planned to extend their thinking Teachers are confident to observe and intervene where appropriate to extend pupil learning Good quality assessment of pupils in lessons to regroup them, shape tasks and secure next steps (AfL) : Improve usage of clear targets in learning so this is extended beyond next steps Ensure that the quality of teaching in every classroom is at least good with solid AfL as the basis Reading, writing, communication and mathematics are taught effectively Where we believe it to be good: Teacher have secure subject knowledge and this is imparted confidently to pupils Pupil achievement confirms effective teaching, demonstrated through at least good attainment. Progress from starting points is strong within lessons and evident in work scrutiny The majority of groups of pupils make good progress in writing, reading and mathematics within our assessments and tracking Parents tell us they believe quality of teaching is good Ofsted 2012 Parents and carers have faith in the quality of teaching with many commenting in questionnaires on how much it has improved and very few not agreeing that it was good. the school needs to consider: Review of ICT planning, leading to well-pitched units that challenge pupils and also support and extend learning in the wider curriculum Continue to extend the use of core skills from literacy and numeracy across the curriculum Teachers and other adults create a positive climate for learning in their lessons/learning and pupils are interested and engaged Where we believe it to be good: 3

4 Excellent relationships between adults and pupils create a positive learning ethos Contributions by and relationships with additional adults are increasingly positive Through interest and enthusiasm staff are positive role models for all pupils Pupils say they enjoy and are engaged in their learning Ofsted % of the pupil questionnaires praised teaching Good management of behaviour ensures high expectations are consistent Classroom environments developed to provide conducive environment for learning Increased investment in resources Ofsted 2012 Teachers frequently demonstrated good use of resources the school needs to consider: Develop thinking activities for all pupils so they are able to talk more coherently about issues and their ability to think logically and creatively improves Developing pupil resilience in challenging learning situations Increasingly considering the use of more open and flexible learning to extend pupils including the most able Teachers assess pupils learning and progress regularly and accurately. They ensure pupils know how well they have done and what they need to do to improve Where we believe it is good: Marking is regular and appropriate in comments to move pupils to the next stage of their learning Much improved emphasis on AfL and much improved pupil outcomes and achievement Clear and suitable learning intentions and success criteria are shared with pupils, developing their reflection skills Assessment is clear, focused and accurate throughout the school, enabling teachers to set challenging but attainable targets for pupil progress : Ensure that pupils consistently have a range of opportunities to show what they can do independently Pupils to be given additional time to reflect and respond to written comments in every classroom Ensure absolute clarity in the pupils understanding of the learning journey, expectations and end products Effective teaching strategies, including setting appropriate homework and selftargeted support and intervention, are closely matched to most pupils needs, including those most and least able, so that pupils learn well in lessons Where we believe it to be good: Teachers employ a wide range of teaching strategies adapted to suit needs of particular subjects, lessons and pupils different abilities The learning and progress of groups of pupils, particularly those who have SEN and those for whom pupil premium provides support, are at least good and in many cases outstanding 4

5 High-calibre teaching assistants work with identified pupils for additional support. Well-structured programmes of intervention result in at least good progress for specific cohorts of pupils Detailed analysis by the Aiming High Leader has led to greater understanding of where interventions are effective and has identified groups of pupils who require additional intervention and support Pupils receive a mixture of in-class, small group and one-to-one teaching with specific targeted support, based upon individual needs. This has a very positive impact on progress and self-esteem the school needs to consider: Section 2 Ensure there is additional focus on how basic skills can be improved beyond school e.g. Bug Club Ensure increased challenge is embedded for more-able pupils Leadership and management Key leaders and managers, including those responsible for governance, consistently communicate high expectations and ambition Where we believe it to be good Strong vision from the senior team Good development of middle and senior leaders including moderation. Work sampling and planning evaluation Key roles for leaders in development of the quality of teaching through coaching Key roles for leaders in evaluating provision and setting targets through quality of provision review Good evidence base for improvement through subject leadership especially numeracy, science, reading and wider literacy see subject leader evidence files Increasingly active governance which understands strengths and weaknesses and is supported by highly efficient clerking The staff interviewed were full of praise for the way they had been helped to improve their practice. The ambition to improve is embedded at all levels in the school, the result of the energy and drive of the two co-leaders and the level of delegation and responsibility given to staff at other levels OfSTED 2012 Further develop the role of all subject leaders including those in the foundation subjects Even closer targeting of pupils via the pupil premium to ensure attainment continues to rise and that the gap is narrowing Continue to focus on the progress indicators to ensure they continue to rise Teaching is good and/or improving strongly as a result of accurate monitoring, effective performance management and professional development, which are closely matched to the needs of the school and staff. Where we believe it to be good 5

6 Strong evidence in quality of provision review (QPR) that the majority of teaching is good or outstanding Close targeting of any underperformance through QPR and the resulting coaching programme Highly skilled coaches who are able to define personalised improvement programmes High quality leadership of coaching via the director of coaching and learning Good evidence trails in the vast majority of books Very rigorous recruitment strategies to ensure high quality teachers are brought into the system Good induction and development strategies Highly structured use of teaching role models using the outstanding teachers for demonstration 2 lead practitioners used for effective in reach, 2 further lead practitioner candidates developed by the coaching system Internal monitoring and development has ensured 2 members of staff have joined the LA moderation team for writing Vast majority of staff moving on have received promotions e.g. phase leaders, deputy head role, senior teacher Clear performance management links to pay and a new policies to support effective management In order to reach outstanding Ensure that every lesson is at least good Increase the proportion of outstanding teaching Ensure that all pupils attain and progress well Continue to induct and develop middle and senior leaders effectively Continue to implement and improve the QPR process Self-evaluation is thorough and accurate, and the school s actions are carefully planned, concerted and effective. Where we believe it to be good Thorough and accurate evaluations of attainment by the middle and senior leaders Good evidence of work scrutiny and moderation to inform standards Good performance in last year s LA moderation exercise supported the school s evaluation of standards Good evidence that level 6 pupils are being accurately assessed Aiming high post holder has more accurate analysis of pupil progress and attainment from pupils receiving additional support Awareness of strengths and weaknesses clear Clear plans to bring about improvement from the senior team and other leaders shows good delegation and building of capacity Continue to drive the SEF improvement through even better analysis of group data Ensure that progress rises to meet attainment figures when compared to national Ensure that there is an excellent understanding of the needs of all pupils through analysis and planning to meet needs to ensure no underperformance 6

7 Governors, or those in a similar position, systematically challenge senior leaders. As a result, the quality of teaching and pupils achievement have improved, or previous good performance in these areas has been consolidated. Where we believe it to be good over time Evidence that attainment has continued to rise over a 3 year period Some very accurate understanding of strengths and weaknesses within the 3 year period The governing body, whose members have a very good understanding of the current position of the school, confirms its rapid trajectory of improvement. A series of appointments of new managers and an excellent coaching programme to improve teaching have had a major impact on provision and pupils progress OfSTED 2012 However, some recent instability in the governing body has caused them to bring in an external review to identify strengths and weaknesses Governors are currently undertaking a skills audit and looking to carry out targeted recruitment A high quality external candidate has already been identified Links between the senior team and governors are strong with both groups committed to school improvement In order to be solidly good Ensure governors recruited have the skills to support and challenge the senior team Ensure that governor training is targeted and rapid Continue to use external review and challenge for the governors to increase their challenge for the school Governors to commission and external review of the school to identify strengths and weaknesses and to confirm accuracy of self evaluation The school s curriculum encourages a thirst for knowledge and understanding and a love of learning. It covers a range of subjects and provides opportunities for academic, technical and sporting excellence. It contributes well to pupils academic achievement, their physical well-being and their spiritual, moral, social and cultural development. It promotes good behaviour and a good understanding of safety matters. Where we believe it to be good Exciting starting points for pupils with WOW days, clear learning journeys and end products which pupils can share Strong use of visitors to support learning alongside well planned learning e.g. Diwali, Chinese new year, knight in costume Learning which is made relevant to the pupils Occasionally, teachers demonstrations gave pupils a real sense of awe, as seen during the demonstration of the water cycle to Year 5 OfSTED 2012 Most pupils are highly engaged and motivated in lessons OfSTED 2012 The curriculum is relevant, challenging and interesting for pupils Work scrutiny shows that pupils are productive and there is good evidence of pride in work and effective marking 7

8 The sports premium is reported on the website and has been used to promote activity for all, targeted intervention and specific training for staff to develop curriculum content The curriculum aims to challenge all pupils effectively and good differentiation is evident within sets as well as across the year groups Behaviour is good across the school and targeted interventions are used to support those pupils with more challenging behaviour The work of interventions has been shown to improve the outcomes for pupils this includes the learning mentor programme Pupils who are vulnerable experience high levels of support within, and beyond the classroom including from the ELSA team Pupils are encouraged to adopt safe behaviours and this has included work on e-safety it is now planned to deliver some of this work to parents The school is investing in a new production kitchen to improve the quality of food available to pupils, to teach them about produce and food production and to improve the units linked to food within the curriculum to support this a catering manager, two chefs and a kitchen assistant have been recruited Sports teams are successful locally, we compete in local leagues, we employ a full time sports teacher and he coaches team on a regular basis Continue to develop sporting excellence through the use of the new MUGA area based on the Sport England that has been funded Continue to develop the curriculum so that real excellence is evident Continue to push the more able pupils to excel Ensure that the data rises rapidly as a result The school s actions have secured improvement in achievement for disadvantaged pupils, which is rising, including in English and mathematics. Where we believe it to be good Data continues to rise for disadvantaged pupils Evidence shows that: Progress for disadvantaged pupils (2 levels) national all 2014 Reading 82% 78% 88% 88% (35% 3 levels) Writing 88% 89% 91% 94% (35% 3 levels) Maths 76% 86% 88% 87% (37% 3 levels) Data for disadvantaged pupils has an upward trend over time Accelerate the progress of disadvantaged pupils Ensure targeted intervention is accurately evaluated Challenge the Aiming high team to improve the data further Ensure that differentiation in every lesson is effective Ensure accurate monitoring of disadvantaged pupils 8

9 The culture of the school is characterised by high expectations and aspirations for all pupils. Where we believe it to be good Lessons are challenging and well targeted for all pupils Assessment is used effectively to target intervention for pupils An outstanding feature of teaching is the way the planned work is pitched to pupils differing ability levels, so all are challenged to do well OfSTED 2012 Scrutiny of standards through QPR show that leadership is determined to establish high standards in all year groups All pupils are encouraged to excel and academic performance is praised Social, emotional and behavioural performance is also praised Rewards and incentives are used effectively across the school The house point system is celebrated every Friday Ensure high standards of outcome for all pupils in every lesson Ensure that differentiation is of the highest quality Ensure that tracking shows no vulnerable groups and accelerated progress Increase the proportion of outstanding teaching and ensure none is less than good Leaders ensure that staff are well trained in identifying pupils at risk of harm and responding appropriately. The school s arrangements for safeguarding pupils meet statutory requirements. Safeguarding routines are strong High quality communication of concerns is facilitated through the CPOMS system which allows all staff to register a concern This forms a clear evidence trail for all each pupil and is accessible to senior team All staff receive safeguarding and child protection training resources to accompany these are on the school server and accessible to all staff for refresher purposes Administrative procedures are strong and the DBS and reference systems are rigorous The single central register is complete Links with external agencies are positive Regular meetings with support professionals are attended at the school, link infant schools and the civic centre Communication with MASH is direct Staff model excellent behaviours and act as role models to the pupils Ensure that external challenge to safeguarding routines has been secured Increase the impact of the attendance officer on attendance and challenging/hard to reach families 9

10 Governors ensure the efficient management of financial resources. This leads to the effective deployment of staff and resources. Healthy budget with reasonable reserve Planned overspend in this year to allow for key improvements e.g. kitchen development Reasonable reserve currently approved by governors Clear spending plan has resulted in refurbishment of every classroom and improvements to ICT hardware Recruiting has allowed us to target individuals and groups Staff are well deployed and performance management of the LSA team has ensured their practice Teachers frequently demonstrated good use of resources OfSTED 2012 Ensure that medium to long term planning for capital investment is supported by analysis of need Ensure that governors analyse all aspects of school funding for its impact Ensure that the school has highly effective controls in place to maximise the impact of funding Section 3- The behaviour and safety of pupils at the school Pupils attitudes to all aspects of learning are consistently positive, including when being taught as a whole class or working on their own or in small groups. These positive attitudes have a good impact on the progress the pupils make. Most pupils are highly engaged and motivated in lessons. The school has good systems for helping those who find good behaviour hard to maintain to do better OfSTED 2012 Engaging lessons with low levels of teacher talk and active learning strategies being used Consistently good use of AfL to identify starting points, regroup pupils and identify misconceptions Good feedback to staff via QPR on the effectiveness of their teaching over time and their next steps for personal improvement in term of quality of teaching Strengthening evidence of good overall pupil outcomes Strong evidence in books of pride in work Good evidence of effective marking and marking being responded to by pupils Clear differentiation evident with sets and classes and small group interventions used to effectively impact on pupil progress Good behaviours for learning evident in the vast majority of classes Every pupil highly engaged in every lesson with no drift evident All books over time show outstanding progress Data analysis shows no significant vulnerable groups Pupils display a thirst for knowledge beyond the lessons being taught 10

11 Strong progress evident in every lesson Pupils attitudes to learning are positive across subjects, years, classes and with different staff. QPR shows positive attitudes across the school with each year group having specific strategies to develop engagement Learning is given a strong context and is made meaningful Pupils are active learners and involved in self and peer assessment Pupils respond well to a range of staff in a range of contexts Pupils feel safe in the school and are typically courteous and respectful to staff and visitors OfSTED 2012 Low level disruption is minimal and is dealt with effectively Behaviours for learning are commented on positively in QPR Attitudes to learning are equally high amongst all pupils in all subjects Low level disruption is extremely rare Pupils respond very quickly to staff s instructions and requests, allowing lessons to flow smoothly and without interruption. Low-level disruption in lessons is rare. Highly paced lessons with good flow and pupil progress QPR showing consistently good quality of teaching in the vast majority of lessons Effective behaviours for learning demonstrated by pupils Teachers displaying a good range of strategies to keep pupils engaged and motivated Good independent behaviours for learning Interruptions to lessons are minimal and teachers focus on learning and not behaviour Pupils are aware of a clear learning journey and their targets AfL targets starting points effectively Lost learning is rare Increase the proportion of lessons where pupil outcomes are outstanding Increase the proportion of outstanding teaching Remove the disruptive behaviours through effective intervention 11

12 There is a positive ethos in and around the school. Pupils conduct themselves well at all different times of day, including at lunchtime, attend regularly, have good attitudes and are punctual to lessons. There is a positive ethos within the school and all staff act as role models Relationship within and beyond the classroom are positive and typified by warmth and respect A wide range of support is provided for pupils who may find good behaviour in school challenging Adults are aware of individual staff strengths and use these to support positive behaviour Systems are in place to reward good behaviour Staff receive training on impacting on behaviour in a positive manner Relationships with parents are strong and extensive dialogue is held with them around behaviour and expectations Lunchtimes have improved but we have planned extensive changes to the lunch time experience Behaviour before and after school is routinely good with staff available to parents Pupils are routinely punctual Attendance remains an issue the attendance officer added 0.7% last year but needs to employ further strategies alongside Aiming high team to get attendance rates higher Rapidly improve the attendance figures Continue to focus on the most challenging behaviours and support their improvement Consider the number of exclusions and how this can be reduced Stronger partnership with the families of the most challenging pupils Pupils take pride in their work, their appearance and their school. The vast majority of pupils in school uniform and proud to be part of our community Evidence within QPR shows that work is of good quality and pupils are proud of it Pupil interview shows that pupils are aware of their achievements Good systems are in place for celebrating pupil outcomes Marking, assessment and feedback show that pupils are doing well and are engaged in next steps Pupils feel they are part of our learning community and enjoy being in school Pupils fund raise for school and charitable events Every pupil in school uniform All work samples reflect high quality and pupil pride No or very limited examples of poor quality work in lessons Every pupil is positive about being a member of our community 12

13 Pupils have a good awareness of different forms of bullying. There are few instances of bullying and these are dealt with effectively by the school. Limited examples of real bullying All incidents of poor behaviour or bullying responded to effectively Communication with parents direct and effective No incidents are unresolved or have been to governors in the last 3 years School is beginning to consider the wider implications of social networking and how these can be tackled Curriculum input to pupils on bullying and e safety No reported instances of bullying Good parental understanding of bullying, poor behaviour and cyber safety Very strong climate for learning Relationships typified by respect and good conduct Pupils good conduct and behaviour reflect the school s efforts to promote high standards. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs. Classrooms have a very positive climate for learning OfSTED 2012 The school is a cohesive learning community OfSTED 2012 Clear improvements in behaviour for specific pupils through targeted intervention e.g. RAMP at lunch, learning mentors, ELSA Excellent role models provided by staff Relationships with clear respect and strong values Strong behaviours for learning evident in QPR Good conduct evident from every pupil in every lesson Trend over time is positive for specific groups of pupils Effective work with external agencies supports the work of improving behaviour Continue to develop the school ethos including ambassadors for learning and discussion of prefect system Build excellent relationships with the most hard to reach families 13

14 Section 4 Achievement of pupils at the school Teaching over time in most subjects, including English and mathematics, is consistently good. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, make good progress and achieve well over time. From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are close to or above national figures. For disadvantaged pupils, the proportions are similar to, or improving in relation to, those for other pupils nationally and in the school. QPR shows that the vast majority of teaching is at least good with some outstanding teaching evident Teachers are coached within lessons, through planning support, rehearsing lessons, work scrutiny and pupil interview English and maths teaching have been a core focus and standards are routinely felt to be good Any underperformance is tackled swiftly and effectively and teachers will leave the school if they are not performing NQT s will routinely be supported and coached in their first year and then come into the focus of the main coaching programme in year 2 Data is rising within the data dashboard When looking at headline attainment Spelling and grammar, Reading, Writing and Maths are all at the 2 nd Quintile when compared to similar schools and only reading drops to the 3 rd quintile when compared to all schools In all of these areas the school is benchmarked above national When considering progress the situation is more challenging compared to similar schools the school is at the 2 nd quintile in reading, writing and maths but drops to the 3 rd quintile when compared to all schools When considering disadvantaged pupils the overall data trend is upwards with expected progress in reading writing and maths increasing Increase the attainment and progress of all pupils Emphasise the need to garner greater progress from infant outcomes Continue to narrow the gap building on the trend over time Pupils learn exceptionally well in all subjects Teachers have high expectations. They plan and teach lessons that deepen pupils knowledge and understanding and enable them to develop a range of skills across the curriculum. QPR shows high levels of consistency in relation to approaches, pitch and task design 14

15 QPR shows that in the vast majority of lessons starting points are well thought out and AfL is used effectively to assess pupils understanding and to address misconceptions In the very best lessons AfL is highly developed and very strong pupil progress is secured as a result The best teaching was seen where teachers in the year group had planned together to be sure activities were well targeted to the success criteria they had defined OfSTED 2012 Lessons show that teacher questioning is increasingly effective in developing knowledge, skills and understanding Skills are increasingly being transferred across the curriculum but this can be extended There are high expectations for pupil outcomes over time evident in work sampling High expectations are evident in marking, assessment and feedback Interactive teaching strategies are used to engage pupils and keep them motivated Lessons are taught at a pace which minimises lost learning Good starting points are identified Pupils are grouped and regrouped throughout lessons and across the week to ensure appropriate challenge or support Increase the proportion of outstanding lessons Accelerate expected progress outcomes for all pupils Narrow the gap 15

16 The attainment and progress of disadvantaged pupils are similar to or improving in relation to those of other pupils nationally and in the school. Progress for disadvantaged pupils (2 levels) national all 2014 Reading 82% 78% 88% 88% (35% 3 levels) Writing 88% 89% 91% 94% (35% 3 levels) Maths 76% 86% 88% 87% (37% 3 levels) Considering gap to national all pupils Reading % gap to national % gap to national Writing % gap to national % gap to national Maths % gap to national maintained SPAG % gap to national % ahead of national Expected progress in English 2011 D 55% Expected progress in English 2011 O 91% (gap 36%) Expected progress in reading 2014 D 88% Expected progress in reading 2014 O 94% (gap 6%) Expected progress in writing 2014 D 94% 4%) Expected progress in maths 2011 D 45% 41%) Expected progress in maths 2014 D 87% 9%) Expected progress in writing 2014 O 98% (gap Expected progress in maths 2011 O 86% (gap Expected progress in maths 2014 O 96% (gap Bring the attainment and progress of disadvantaged pupils in line with those nationally Accelerate the rate of progress for these pupils Pupils read widely and often Evidence of good opportunities for pupils to read in school Evidence of carefully planned quiet reading and guided reading sessions 16

17 Pupil interview outcomes show that pupils can express reading preferences and understand the book choices available to them Books stocked in school represent a good breadth of literature and reflect pupil interests Reading on screen is encouraged alongside real books Bug club is used to support reading for all pupils and targeted provision exists beyond the school day Reading interventions are used to accelerate progress Extend the reading experiences of pupils beyond the school Run more reading events to develop parental expertise Ensure that every reading lesson is based strongly in AfL and is a challenging experience for pupils Ensuring that reading focused lessons extend across the curriculum Ensure that texts are planned with a high level of challenge Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing, communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment. A thorough review of the units of work within the curriculum has been undertaken All units have been designed to be accessible to pupils and to deepen knowledge and understanding Coaching for teachers within unit planning to ensure pace and clarity of learning journey Good range of skills being taught within and across units and being supported by computing Pupil standards are improving in the core subjects showing that they are increasingly prepared for Year 7 Pupils are increasingly using basic skills beyond literacy and numeracy lessons Subject leaders have a clear overview of the expected coverage of their subject Transfer skills with great effect in reading, writing and maths in all year groups By increasing attainment and progress make sure pupils are exceptionally well prepared for Year 7 17

18 The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, disadvantaged pupils and the most able, is generally good. Data is rising for SEND pupils and disadvantaged pupils Group data as follows Additional areas of focus 2013 RWM L4+ boy v girl attainment gap 12.8% (girls ahead) 2014 RWM L4+ boy v girl attainment gap 4.3% (girls ahead) 2013 Mobile pupils RWM % not mobile 81.1% gap = 14.4% 2014 Mobile pupils RWM % not mobile 90.6% gap = positive to mobile by 9.4% 2013 below L2 at KS 1 RWM L %, not below 87.6% gap = 60.9% 2014 below L2 at KS1 RWM L4+ 50%, not below 96.5% gap = 46.5% 2013 first language other RWM L4+ 80%, first language English 80% gap = 0% 2014 first language other RWM L4+ 100%, first language English 90.4% = positive to other by 9.6% 2013 SEN (any) RWM L %, gap to other pupils not SEN 63.8% 2014 SEN (any) RWM L %, gap to other pupils not SEN 36.6% 2013 SEN action RWM L4+ 11%, gap to other pupils not SEN 75.8% 2014 SEN action RWM L4+ 72%, gap to other pupils not SEN 26.1% Following on from the last OfSTED tracking procedures are now much more refined and data in relation to intervention impact is clear Continue to enhance the attainment and progress of all groups of pupils Ensure targeted interventions are examined in detail for impact Continue to focus on the quality of teaching for every teacher 18