next steps are a way for us to become even better: to secure 51-64% Majority

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1 Moortown Primary School Self-evaluation (SEF): summary Person responsible: school leaders (senior leadership team and governors) Date of next review: updated on-going, at least annually Discussed with governors: on-going We recognise the power of self-evaluation in driving forward and maintaining excellence. We have developed a consistent, synchronised cycle of monitoring and evaluation. This gives the school a rhythm and structure, although processes are continually adapted and refined to meet needs and priorities. The cycle of self-evaluation includes a wide range of stakeholders and strategies, but always remains focused on pupils achieving the highest possible outcomes. We recognise that monitoring and evaluation is only as effective as the resulting actions, so we ensure direct, two-way links between review and action and balance our time accordingly. We use the outcomes to challenge ourselves and each other and we are insistent on judging ourselves against the highest standards. The key principles of Moortown Primary School s monitoring and evaluation process are: high expectations at all levels of staff and pupils and communicating this message consistently involving all staff in the process, so that they feel ownership and accountability involving pupils, parents and governors and acting on their feedback being confident about what information, data and approaches to use monitoring and evaluating in groups to develop skills, moderate outcomes and to challenge each other analysing and using information, but knowing when to stop and take action acknowledging the outcomes and acting on them quickly allowing time for actions to have an impact customising the approach so that it is fit for purpose. Self-evaluation and school improvement are inextricably connected. The existing SEF and School Development Plan (SDP) and action plan structure is reviewed by the Headteacher to ensure it meets current school needs, recommendations and Ofsted monitoring. Each term, existing Self Evaluation Form (SEF) content is reviewed, as is the SDP and action plans and any outstanding actions derived from the previous year s monitoring and evaluating. From this, an updated SEF is created alongside revised SDP and action plans. Stakeholders views are gathered periodically throughout the year. Governors are informed of all feedback in Headteacher s Reports and present their views based around this, and the local authority advisor also reviews the SEF each year. Proportion Description Key: % Vast / overwhelming majority or almost all In the SEF set out below: 80-96% Very large majority, most 65-79% Large majority next steps are a way for us to become even better: to secure 51-64% Majority outstanding provision or, in rare circumstances, to move from 35-49% Minority good to outstanding % Small minority 4-19% Very small minority, few parents are used to mean parents and other carers. 0-3% Almost none / very few

2 The context of the school Overview Moortown Primary School is a smaller than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is below average, although this masks a very small minority of pupils who come from areas of high multiple deprivation and a larger proportion of children with limited life experiences (Lower Layer Super Output Areas, backed up by home visits made by staff to support entry to Reception). About 40% of the pupils are White British, 30% have Pakistani or Indian heritage, whilst the remainder are from other ethnic heritages; a significantly higher than average proportion speak English as an additional language, although pupils are typically advanced English speakers. For over seven years, there has been a significant gender imbalance with just under two thirds boys (some classes having a particularly high proportion); numbers are now becoming more balanced. As pressure on places increases, pupil stability is increasing also. Moortown is an outstanding primary school. Pupils attain highly by the time they leave the school, having achieved outstandingly well both academically and in their personal and social skills; pupils thrive in what they and their parents and carers typically describe as a family setting. Pupils are happy at school because they enjoy learning and take pride in their work. Pupils of all ages relate exceptionally well with each other. Pupils benefit from the outstanding curriculum. The contribution made by the non-teaching staff is great, particularly in the way the school uses their expertise. The quality of teaching is at least good. Every teacher strives to set high expectations and all the pupils respond to this in lessons and in the way they conduct themselves. Staff are outstanding role models for pupils. The school s systems for tracking pupils progress are meticulous and effective. A typical quote from a parent (Annual Survey, Summer 2014): I love the sense of community within the school. Everyone seems to know and understand everyone else s needs. The school is well managed and organised. It helps me and my child feel part of the school. I d like to take this as an opportunity to thank all the staff... In the school s 2011 Ofsted inspection, provision in the Early Years Foundation Stage was judged to be satisfactory and was judged not to have been successfully addressed following the 2007 inspection. Considerable progress has been made: it is now judged by LA advisors to be at least good, and often outstanding; advisors now often refer to Moortown Reception class as examples of very good practice and encourage visitors from other EYFS practitioners. Awards and roles Moortown Primary School is a strategic partner within Noctua Teaching School Alliance, whose role amongst other things is to provide initial teacher training and school-to-school support. Moortown Primary School is proud to be a happy and healthy place to learn; the Healthy School Award was re-validated in , acknowledging lots of strengths around four core areas (Personal, Social and Health Education, Healthy Eating, Physical Activity and Emotional Wellbeing and Mental Health). In , we were also awarded gold in the School Games accreditation. The Stephen Lawrence Standard promotes race equality. We re proud to have been awarded Level 3 of the standard, the highest level, in January, Stakeholder views We gather the views of children frequently (eg Feedback Forms, School Council, focused interviews eg Year 6 leavers, pupil premium provision). Children are enthusiastic and insightful. Recent views (October 2015) include: "The topics can give you imagination. They can inspire you." Harris, Year 1 "Mr Owen organises great, fun lessons - he always wants to get on with teaching and learning quickly and efficiently." Zack, Year 6 "Mr Wilks is always happy and always helpful." Maggie, Year 2 The Annual Survey of Parents (Summer 2015) illustrates the positive views which parents and carers hold about the school. 100% of respondents agreed that Teaching at this school helps my child to develop skills in communication, reading, writing and mathematics and that My child feels safe at school. A very large majority agree with the other statements in the survey, broadly similar to Ofsted s Parent View.

3 Improvement since last inspection Issue from Ofsted Action(s) Impact Improve the provision in the Early Years Foundation Stage to enhance children s learning and progress so that it matches that in the rest of the school by: - ensuring planning provides a clear view of expected learning outcomes and focuses sufficiently on outdoor activities - providing a broader range of activities, both indoors and outside - ensuring greater challenge is given to the more-able children - ensuring evaluation of this part of the school is robust. We have a full portfolio which evidences the work undertaken in this area and the impact of this work. (Please see file EYFS Evidence: response to Ofsted). Good level of development (GLD) figure has increased from 63% (2013) to 70% (2014) and to 83% (2015). Figures are securely above local and national data, representing the excellent progress. Average total points score (ATPS) is 39.6; this is, again, securely above local and national data. Children make rapid progress. We monitor progress closely using internal numerical tracking system; where 4 points would be regarded as typical progress, average progress is typically 4.5 and higher in reading, writing and maths. School provision is now regarded as exemplary in some areas and is referred to frequently by LA consultants, who encourage practitioners from others schools to visit.

4 Overall effectiveness: the quality and standards of education Strengths Moortown Primary is an outstanding school. However, we are never complacent: improvements can always be made. We work hard to stay ahead of education research and Government expectations and strive continually to offer outstanding education for our pupils. The following are areas of development (some more significant than others) that we are concentrating on this academic year or noted to work on in These next steps derive from the self-evaluation process; our action plans will include these and other steps to maintain outstanding provision and outcomes. The quality of teaching, learning and assessment is outstanding. All other key judgements are outstanding. Our thoughtful and wide-ranging promotion of pupils spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive. Safeguarding is effective. The following series of next steps stem from a thorough self evaluation which has involved Moortown Primary s full leadership team and various appropriate stakeholders. Some of the next steps are more important than others for our school s context. Because of this, we have prioritised them in the sections below: (to be addressed within the school year or early in the next school year) (typically, to be addressed in the next school year) Lower priority (typically, to be considered in the next school year) Summary of next steps: Effectiveness of leadership and management We are already secure in our vision for providing pupils, higher attaining pupils in particular, with greater depth; continue to develop this. Develop succession planning. Development of support staff s subject knowledge in grammar. Development of teachers pedagogy stemming from a mastery with greater depth approach. Develop greater teaching of core knowledge i.e. spellings and tables; consider NCETM videos; explore teaching less, for longer More enquiry-led learning to engage and stimulate children s learning. Pilot Y6 workshop to prepare children around social media and sexual exploitation. Ensure that supervision meetings with new school are embedded into new routines. Continue to build up role of middle leadership. Ensure that all self-evaluations include a greater amount of quantitative evidence. Develop skills in writing self-evaluations so that impact is key. Amongst all stakeholders, continue to develop the awareness and appreciation of protected characteristics. Safeguarding audit is planned for June 2016; action swiftly any recommendations. Improve systems around health and safety inspections.

5 Review the new curriculum we have in place, possibly exploring more book-inspired learning and drama. Explore ways to debate issues such as extremism, and how this might be / might not be appropriate at primary school. Quality of teaching, learning and assessment identified from data Continue to ensure teachers are secure with curriculum and expectations. Teachers need to be aware of previous year group AREs so that progression and challenge are clear. Even higher focus of on-going assessment during lessons. Ensure there is regular time to respond to marking and upskill their work. Review how spelling is marked, to consider a more active approach and differing levels across school. Explore ways to integrate weekly spellings into every day spelling e.g. word of the week, treasure hunts, word families. Develop use of the library and reading areas to ensure consistency and more purpose. For teachers and TAs, familiarisation with age-related expectations (AREs), tests expectations and ways to provide deeper understanding. Explore new strategies in order to fill their gaps in learning and deepen understanding. Look further into engaging families to support their child s learning. Develop more homework which feature and focus on spelling and / or maths. A series of coffee mornings to engage parents in their child s learning. Revisit Bloom s Taxonomy to see how this could enhance higher order questioning among all staff. Consider an aide-memoir to marking in individual books. Continue to work with external services to raise expectations and improve school readiness. In , employ Greg Perry to update and refresh behaviour management approaches. During parents evenings, engage parents with expectations by using sample pupil books from the previous year. Personal development, behaviour and welfare Monitor attendance in following re-organisation of roles. Evaluate the change from discrete to on-going teaching and learning about online safety. Teach the importance of private, secure passwords for children s own access to online programs: develop secure passwords for children as a way to demonstrate importance. Pursue with the LA if any referrals for fines are not followed through.

6 Explore pupils perceptions / experiences of on-line bullying. Undertake a revisit to the school s SMSC audit to ensure it is impact based. Revisit the themed week evaluation to ensure it is impact based. Consider ways to develop pupils skills in thinking and discussing in depth, including philosophy for children. Outcomes for pupils Now that new assessment systems are in place, monitor progress in foundation subjects more closely. Promote reading for pleasure. Explore ways to teach reading skills other than within a traditional guided reading session. Especially in English, explore how we can engage and support the small group of lower-attaining boys in many of the cohorts in school. Similarly, explore how we challenge the mid-attaining boys to achieve even better. Explore how we can improve spelling. Effectiveness of the early years provision: quality and standards Develop role of new HLTA who is familiar with school but not EYFS Work with the LA for a second opinion around Early Years health and safeguarding before we can confidently evaluate ourselves as outstanding in this area. Work with external safeguarding auditor for same goal. Develop more effective communication with parents investigate online observation and assessment tool Continue to develop key worker system for greater effect Re-do pupil questionnaire to give EY children greater pupil voice.