SHACKLETON PRIMARY SCHOOL Self Evaluation Form

Transcription

1 SHACKLETON PRIMARY SCHOOL Self Evaluation Form (Summary) Background/Context of School Group 3 primary school Pupils aged between 4 and 10 years 334 on roll currently (360 capacity) Stable roll Three term intake historically into Reception Moved to primary status - September 2013 Vibrant multicultural community Strong collaboration across community and borough Strong Inclusive ethos. (Inclusion Quality Mark report May 2013) Feed from Cauldwell/Kingsbrook Wards (10% most deprived in England. Highest number of under 18 conceptions and highest proportion of low birth weights IDACI ) 32% of pupils claim FSM currently 66% of our pupils are BME 58% of our pupils have EAL % - rising over the last 3 years due to the number of families from Eastern Europe moving into the area 22 languages spoken at school 12.6% - 42 pupils on SEN Code of Practice. Another 14.4% on awareness. Total 27%. All supported under IEPs and Provision planning. Stable. 5% mobility rate Developing strength of leadership team Deputy Headteacher/Key Stage leaders Strengthening governing body after many changes Mixture of rented/owned housing. A majority of families live in council/housing association properties. Almost all pupils are catchment. Some from outside just over borderline. No issues with recruitment or retention. Support staff reflect community

2 Progress on Areas for Development Previous OFSTED To raise attainment in writing by involving pupils in assessing their own work and that of their peers and strengthening the use of literacy in other subjects Self and Peer assessment Success criteria are being shared and children assessing against it Literacy planned across the curriculum To raise attainment in mathematics by sharpening individual pupils learning targets in mathematics, providing more problem solving in mathematics and strengthening the use of numeracy in other subjects New maths scheme introduced Maths Makes Sense Children have targets for each strand of Maths renewed every half term Numeracy (Using and Applying) planned across the curriculum To ensure the Governing Body holds the school to better account by being more active in setting priorities and monitoring the impact of the School Development Plan Nine changes within governing body in last three years, including Chair of Governors Strengthened governing body Governor involvement in setting School Development Plan Governors linked to areas of the School Development Plan for monitoring Strengths/Things the school does well: Shackleton was judged to be a good school in 2010 and we strive for consistency and to develop further. We have: - Strong, developing leadership with a committed, dedicated staff - Rigorous tracking/monitoring - High expectations for all - Strong can do ethos and team spirit - Strong parental links and support - Oustanding pastoral care - Strong commitment to Inclusion External Accreditations Basic Skills (Re-accreditation 2011) Healthy School (Re-accreditation 2011) Inclusion Quality Mark (May 2013) International Schools Award (Re-accreditation -2013) Eco Schools Silver Award (2012) Sing Up Silver Award (2012) Active Sports Mark (2010) Investors in People (2006)

3 Artsmark Gold (2005) Achievement of Pupils Achievement of pupils at Shackleton is Good. Evidence that supports this judgement Reception End of reception year Foundation Profile outcomes show that the school is consistently below the national sample outcomes. Children enter the reception class termly with skills and knowledge below, and in some cases well below, age related expectations. The change is assessment and recording for EYFS shows that 28.1% of children have a good level of development at the end of the Reception year. Weaker areas of attainment are in Speaking, Reading and Writing. There was a significant difference between boys and girls with a 14.1% gap in favour of the girls. EYFS Leader has identified that for a significant number of pupils, the ability to talk about their knowledge and understanding, is presenting a barrier to assessment. In September 2012 the school introduced the Read Write Inc approach which has had a positive impact on the development of early literacy skills Free School meal pupils are a vulnerable group who tend to make slower progress, but interventions are targeted appropriately and with growing success for these children. Year 1 Year 2 Pupils transfer onto the National Curriculum levels at around points during the autumn term. Targets are set of at least 4 points progress across the year. For example, the 2014 targets are Reading 9.79, Writing 9.14 and Mathematics Each year, the end of Year 1, pupil outcomes have steadily improved. Tracking of individuals and vulnerable groups has also improved and this is recorded using the SIMs system Although the school s outcomes at the end of Year 2 remain below national averages, outcomes in both reading and writing rose again in 2013 demonstrating a three year upward trend. In Mathematics a dip in 2012 can be accounted for by the implementation of a new maths scheme outcomes show a rise as the scheme has become embedded. The percentage of pupils achieving Level 2 or above has improved over the last three years and the school is more in line with contextually similar schools in Literacy and exceeding in Mathematics. Targets set for the summer should be achieved if not exceeded Over time girls have outperformed boys, but the gender gap has narrowed and is negligible in 2013 in Reading and Mathematics. Free school meal pupils form a large proportion of the cohort. In 2013 the number of Pupil Premium pupils increased slighltly from the previous year. Outcomes are very positive across the three areas, with gaps narrowing and with Reading having the highest outcomes recorded over a six year period. Progress across Key Stage 1 overall is judged as good as children progress from low

4 Year 3 baselines to just under national expectations by the end of Year 2 The school aims for 4 points progress across Year 3. In 2013 progress in reading was 3 points and writing is just over 3 points, progress in mathematics was 3.3 points Over time progress in reading and writing has been better than in mathematics across Year 3 Year 4 For the past five years, the school has met national expectations in reading. In writing, outcomes have remained just below the expected points. In mathematics, again it is a similar picture to writing, with outcomes just below national expectations by the end of Year 4 The school has worked hard to close the gender gap at the end of year 4. The attainment gaps are now negligible in Reading and Maths. In writing girls slightly ahead but gap narrowed since In 2013 gaps in attainment for Pupil Premium pupils and their non Pupil Premium peers was negligible Strategies put in place to address attainment gaps Develop data knowledge of staff SIMS Introduction of ReadWriteInc to Reception and Year 1 whole school training Introduction of Maths Makes Sense across the school whole school training Achievement for All IEP support SALT support Nurture Group support Fine Motor Control Talking Partners Writing support for FSM children Read Write Inc support groups KS2 Sounds Write support KS2 Numeracy Basic Skills Handwriting Learning Mentor support Social Skills, Self esteem, Behaviour 1-1 Tuition EAL High Priority Group Maths Makes Sense Catch Up Touch Typing Why achievement is not the grade (above/below) Achievement is not yet outstanding as end of Key Stage 2 attainment needs to be in line with national expectations for both writing and mathematics and above national expectations for reading. Gaps between free school meal pupils and the rest of the cohort are being addressed in order to ensure that the gap closes still further Appointment this year of a Behaviour Support Learning Mentor from June 2013 and of a Family Support Worker will have a positive effect on closing the gap further.

5 Quality of Teaching Teaching at Shackleton is good and often outstanding. We monitor teaching termly through Leadership Team observations, Subject Leader observations and Pupil Voice. Our governors also visit the school and feed into this monitoring process. Feedback is given as soon as possible after the lesson and development points discussed. Leadership team discuss outcomes/areas for development including CPD and share with staff. (Data knowledge, Feedback and closing the gap comments) Teaching Audit 12/13 focussing on ReadWriteInc in Reception and Year 1 and provision for the more able in maths Makes Sense across the rest of the school showed that 100% were good or above. Visits from consultant in ReadWriteInc and Maths Makes Sense have supported this. Development points are addressed. Strengths: - High expectations - Detailed planning with clear differentiation to meet pupil needs - Pace is good - Children are active in their learning - Targets are referred to - Support staff are always planned in and contribute well to all lessons, supporting and developing learning -ICT is used well -Phonics is a strength across the school - Whole school tracking system in place and reviewed regularly - Staff more confident in data knowledge Teaching Assistants are skilled and make a major contribution to provision and support to pupils (IQM) Support staff are trained to deliver intervention programmes. Almost all support staff are RWInc, MMS trained which enhances the support given. -CPD is matched to Appraisal targets and the school development plan Development: Continue to embed ReadWriteInc. Roll up to Year 2 from September 2013, intervention in KS2. Continue to develop Maths Makes Sense, sustain confidence and professional judgement in levelling. Pupils Behaviour and Safety Our children s behaviour and safety is judged to be good Evidence to support this -Pupils make very good contribution to a safe, positive learning environment -A school community that goes the extra mile to ensure all aspects of each child s needs are understood, acted upon and supported children at the heart of all that is done (IQM) -Safeguarding permeates daily practice. Everybody s Business. 2 x designated staff, whole school training, link governor (training Summer 13 due to resignation of Chair of Govs)

6 -Polite courteous pupils who enjoy learning and respect one another, the staff and their Community (IQM) -Pupil Voice is heard loudly at Shackleton (IQM) -Systematic, consistent behaviour management strategies in place. Our Golden Rules are known by all children and staff and referred to. -Focussed and effective work that has secured positive outcomes in terms of attendance and Behaviour (IQM) -Positive partnerships with services delivered by the local authority, health and other agencies that Secures appropriate support for pupils and contributes to improved outcomes for children and their families. (IQM) -Effective delivery of statutory responsibilities in relation to special educational needs and Safeguarding/child protection and behaviour support (IQM) Permanent Exclusion There has been a permanent exclusion recorded Summer Attendance Our Attendance Policy has been reviewed and amended to state that no holidays will be authorised in term time. Any extenuating circumstances will be considered but only where attendance is above 95%. Attendance 2012/ % upward trend from previous years Why achievement is not the grade (above/below) Need to raise level of attendance which remains below LA and National School works hard with Education Welfare Service to this end Development: Appointment of Behaviour Support Learning Mentor June 2013 Family Support Worker withdrew (currently covered by staff member) Leadership and Management Leadership and Management at Shackleton is judged to be good Evidence to support this: -A consistency of ambition and high expectations from all to achieve an excellent provision supporting good and better outcomes -A consistent, persistent approach to children s achievement and wellbeing -A strong focus on teaching and learning -Accurate self evaluation and school development planning -An appropriate, rich curriculum with embedded outstanding spiritual, moral, social and cultural development -Outstanding engagement with parents/carers including those hard to reach -Strong collaboration across the community cluster of schools and the borough -A strength developing in the governing body - major changes in the last 2 years

7 Why achievement is not the grade (above/below) Development of the Governing Body (new Chair, new clerk, new governors) Training being accessed GB Action Plan in place Overall Effectiveness of the school: Shackleton Primary School is a good school. -Constantly seeking to improve outcomes for children and set high expectations for all -Strong, passionate headteacher, leadership team and an enthusiastic staff committed to providing positive outcomes for all through creativity and innovation. -A culture and ethos of inclusion that permeates all aspects of school life (IQM) - A real aspiration and ambition for all pupils and an assertive drive to secure the best for them both In learning and their wider development needs (IQM) -Rigorous systems in place to track and assess pupils, identify and understand additional needs and provide a range of support -A positive, dynamic and reflective learning environment that values all (IQM) -A governing body growing in strength -Strong effective working partnerships with a range of external agencies (IQM) The last OFSTED judgement was Good Since then the school has securely maintained and in many ways developed further. It is hoped that the introduction of ReadWriteInc and Maths Makes sense will enhance outcomes further.