Outcomes for children and learners

Transcription

1 Outcomes for children and learners Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained, developing excellent knowledge and understanding, considering their different starting points. The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly. Track phonics throughout KS1 3 times a year to Data and tracking identify vulnerable groups Phonics In recent phonics screening of year R children 92% are on track to achieve expected level in year 1. SoundsWrite banding in place at KS1, children are confident in their decoding skills KS1 Above national average by 3 points (77% compared to 74% nationally) Above national all areas for Level 2+ Above national average in reading and writing Level 2b+ Above or in line with national average for level 3 in all subjects. 42% reading at level 3+ with 6% achieving level 4. KS2 % of children achieving level 4 and 5 was above national in reading % of children achieving level 4+ in SPAG was above national. As a result of the single word reading test carried out July 2015 the school have identified a significant group of children in KS2 not using phonics to decode words. Implementation of the no-nonsense spelling programme across years 2-6. Teachers to have high and consistent expectations of children s spelling regular practise. Ensure that at least 65% of children achieve expected outcomes in English, Maths and Science at KS1 and KS2 Improved reading age, children making at least 1 years Children using correct spellings in their everyday writing (not just in tests) Ensure that end of year 2 SPAG test results are in line with national averages Provide quality CPD opportunities linked to SDP i.e. SoundsWrite training and SPAG 195 SPAG training End of key stage assessment training. GL assessment tests Monitor of Year 1 into year 2 Improved Interventions Regular assessments Exceed expected at the end of KS1 and end of KS2 with all groups of pupils in line with national averages from their starting point. At least 65% of pupils secondary ready. Review groups Identify any areas for focus e.g. blending, decoding etc Mid-year reading test to monitor Regular spelling checks and data from SPAG End of year test results School comparison Raise online End of year test results Teacher assessments Testing Review groups and regular testing Collaboration with local secondary school to ensure secondary ready 1

2 43% of children achieved level 5 SPAG this year, in comparison with 32% last year Pupils made 12.4 and 12.6 points from KS1 in Reading and Maths Pupils made 15.3 points in writing Girls out performed boys in reading, writing and Maths. Whole School In all year groups except year 1 more than 85% of pupils are reading and writing at expected level or above Progress from KS1 is at outstanding level in all year groups except year 6 93% of pupils in year 6 achieved L4. Progress in writing from KS1 is outstanding Out of 9 pupil premium children 7 achieved expected level or above in reading All teachers confident at levelling writing and teachers are aware of how to move their children forward In maths, in year is at 4 points or above in years 3, 4 and 5 and from KS1 is outstanding in years 3, 4 and 5. Most non- SEN pupils are making at least and in some cases more than expected. Assessment Ensure pupils in years1, 3, 4 and 5 are achieving at least expected levels making substantial and sustained considering their starting points. Ensure that our vulnerable and SEN groups are making measurable, sustained and above average. Regular testing and data for 12 IA visits this academic year Regular monitoring and assessment using teacher assessment and tests (standardised/scaled scores) Data shows sustained and above average for all pupils in these years An improvement in tracking systems that demonstrates the made Data and tracking Data shows sustained and above average Tests Teacher time Interventions and support Staff meetings re monitoring - Hythe Hub Moderation High needs funding targeting individuals Interventions Provision maps Additional support Tests Teacher and SLT time Staff meetings SIMS assessment HFER Suite 2 tests GL assessment tests CEM Base Review groups and regular testing Find a way to clearly measure the of our vulnerable groups without levels Review groups Identify any areas for focus Review groups and regular testing 2

3 Quality of teaching, learning and assessment Teachers provide adequate time for practice to embed the pupils knowledge, understanding and skills securely. They introduce subject content ively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up. Teachers check pupils understanding systematically and effectively in lessons, offering clearly directed and timely support. Teachers provide pupils with incisive feedback, in line with the school s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively. Teacher s marking offers effective feedback to pupils and challenge where appropriate Teaching and learning is never less than good and some outstanding. Improved results in Year 4 since teacher judged at 3 has left the school. Year 5 teacher has improved as a result of targeted support and CPD CPD opportunities for all staff linked to school priorities New teacher in Year 1 has improved results. All teachers plan effectively All teachers carry out effective marking for improvement to move the children s learning forward Most lessons seen demonstrate good pace to the lesson with no time wasted. Excellent relationships between CT & TA and with pupils lead to excellent pupil engagement and behaviour for learning. TAs fully engaged with the learning in all lessons seen. TA lesson observations further substantiate this. Teacher assessment using the objectives from the KLZ and tracking systems ladder with the terminology of emerging, expected and exceeding Ensuring that those children at the top end in each academic year are able to access challenge and deepen their understanding within the confines of the curriculum. Teachers to demand Work scrutiny Pupils responding to feedback Hythe Hub moderation meetings Governor scrutiny Hythe Hub head teachers monitoring report 12 IA visits Ensuring coverage is demonstrated with Pink for autumn term Orange - Spring Term and Green - summer term Pupils working at above national standards and exceeding Hythe Hub Staff meetings tabling pupil time to respond Teacher s marking time Presentation photocopying TA time Photocopying Pens Moderation across schools in Hythe Hub to ensure consistency of judgements Pupil meetings to include opportunities to moderate judgements in assessments Develop robust system for assessing pupils and recording Assessment without levels, how can we ensure for all pupils? Consistency of judgements through moderation 3

4 more of pupils. Equipping all pupils with the necessary skills to make and build resilience particularly in maths, spelling and grammar. expectations Interventions Provision maps Look at all groups of pupils to ensure made Improve use of manipulatives to support children in understanding the basic skills. Identify vulnerable pupils in years 5 and 6 and begin Arithmetic programme at the start of the year tabling Entry/exit data for Progress in maths arithmetic Implementation of new curriculum in years 2 and 6 for English, Science and Maths Focus on reasoning and fluency in maths. Coverage of objectives Completed tracking systems Benchmarking for reading PM benchmark Testing GL assessment Progress Assessment of data Cursive handwriting teacher s modelling consistently in cursive Presentation in books All stakeholders using cursive writing Scheme for handwriting 60 Join It Improved handwriting in books Guided Reading pupil engagement Wider variety of texts on offer Enjoyment of guided reading Wider range of nonfiction texts/poetry Greater enthusiasm See individual action plans for specific headline areas in other subjects 4

5 Personal development, Behaviour and Welfare The school s open culture actively promotes all aspects of pupils welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings (including online). They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education (secondary ready), training or employment and for their adult life. Revise behaviour policy and merits and sanctions Improvement in to develop consistency (re-introduce house conduct in points alongside dojo system) Ensure that pupils classrooms and are self-disciplined and incidences of low level throughout whole disruption are extremely rare school Behaviour is consistently good in lessons. All children are engaged with the learning observed by all visitors to the school and SLT during monitoring and leaning walks. Behaviour in the playground is good incidents are monitored and disputes resolved. Chill out room initiated recently to support children who find lunch times difficult or would like to sit quietly. Project Salus, nurture group, in place using funding obtained through Hythe Hub. One pupil currently attends the centre, one has re-integrated and we use the outreach service for targeted interventions. New safeguarding policy in place, including supporting documentation which has been shared with staff and Safeguarding Governor. Children in current year 5 have recently been trained to be Peer Mediators to start in September Attendance is good, above national average. There are currently no Ensure that Christian values underpin the behaviour and ethos of the school Improve movement around the school by initiating robust and consistent policy from September Develop systems to support pupils to become more resilient in handling disputes and disappointment. Continue to improve presentation of work; encourage children to take pride in their work. Children demonstrating being thoughtful, caring and active citizens in school Children will automatically walk through school with impeccable conduct reflecting the school s effective strategies. Fewer incident reports Peace Keepers Book scrutiny will show good Development Day Rewards/prizes PTFA book awards Photocopying dojo reports New resources RP s time RE week Teacher and SLT time Peace Keeper jackets Timing Book covers Photocopies Pens Exiting data Percentages of dojos taken away Merits chart Lesson observations RE pupil voice RE assessments Behaviour and attitude Spiritual Council School council meetings Peace Keepers data Fewer incidents of Fewer incident reports Book scrutiny Hythe Hub and IA 5

6 persistent absentees There were no exclusions last year. Tidiness awards encourage children to respect their environment Children s SMSC is developed through whole school worship and opportunities for reflection Enrichment opportunities provided for children on a regular basis such as trips and residential opportunities for years 5 and 6. Enrichment weeks such as Book Week, Poetry Week, RE Week, University Days Confident and selfassured learners Good attitudes to learning Teachers and TA time 6

7 Effectiveness of Leadership and Management Leaders and governors have a deep, accurate understanding of the school s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas. Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary. Provide relevant CPD for all current SLT to begin to develop sustainability of leadership in the school Continue to develop leadership skills for year 5 teacher. Outreach to other schools HT supporting a school in crisis to bring it to good, and DHT and Y6 teacher taking leadership of Lympne. Strong SLT as a result of leadership opportunities and a core of experienced staff Y5 teacher has become an SLE in Computing. He has completed the MAST training and is training staff from other schools TAs observed by TAs from another school in the Hub demonstrating good practice in providing quality interventions Governing Body reconstitution and self-review Robust appraisal process has improved accountability for all staff. Pupil Progress meetings held 3 times a year to identify children not making expected the last one of these is individual teachers with SLT and is used to identify strengths and areas for development. Appoint a Chair of Governors Interim chair to support. Fill the gaps on the governing body Continue to develop the work of Governing Body by focusing on the key areas identified in the SDP Continue to develop robust Appraisal system HT to join in with Appraisal process again this year Teaching is highly effective across the school Ensure that all staff and governors understand how to protect pupils from radicalisation and extremism Up skilled SLT Courses/ Feedback from courses and improved leadership Full Governing Body with Full time chair Governing Body challenging the leadership of the school to ensure that outcomes for all pupils are at least in line with or above national. Teachers feel deeply involved in their own professional dev. Staff and governors to undertake SECTU selfassessment NCALT online PREVENT training Governor training and Gel training - data Observations costs Governor Self evaluation Successful monitoring reports Monitoring reports Minutes of governing body Greater understanding of day to day operational effectiveness of the school. Observation feedback and monitoring Teacher confidence and greater understanding of the implications of radicalisation and extremism. 7

8 Effectiveness of Early Years provision Assessment is accurate and based on high quality observations. It includes all those involved in the child s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children s achievement so that every child undertakes highly challenging activities. Children make consistently high rates of in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained. Improve our Good level of development and Results in line with ensure that it is at least in line with national. national Foundation Stage Reading 84%, Writing 84%, Numbers 88%, PSED 89% Numbers which was a focus for last year has improved significantly Highly stimulating learning environment, calm and conducive to learning for all groups of pupils Organisation of the curriculum and imaginative experiences on offer. Expertise of teacher and TA Good quality observations Outstanding moderation of EYFS recording and reporting No individual strand below 80% at expected level of achievement (all above national which is sustained ) High level of pupil engagement, teacher/ta expectations of behaviour are high Use of new baseline to support effective learning opportunities Develop expertise for supporting all children particularly ensuring that there is appropriate challenge. Ensure that part time TA is given sufficient training to allow him to be effective Child with EHC Plan is fully supported to ensure a smooth transition Progress measured against their starting point Improving outcomes The TA running successful interventions, understands tracking systems and is able to lead soundswrite group Working towards targets and full time provision Assessment to support FS learning particularly PSED CEM Base Teacher/SLT time for soundswrite for collaboration High needs funding Provision maps External agency support SENCO time Data at the end of the year. Comparisons with national show above average Hythe Hub collaboration End of year data Observations Full time provision in place 8

9 Overall Effectiveness The quality of teaching, learning and assessment is outstanding. All other key judgements are likely to be outstanding. In exceptional circumstances one of the key judgements may be good, as long as there is convincing evidence that the school is improving this area rapidly and securely towards outstanding. The school s 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. Across the school, teaching is not less The quality of teaching and learning is Outstanding than good outstanding teaching Teacher assessments in hub moderations at Early years, Year 2 and Year 6 are good Reading is a strength Collaboration with the Hythe Hub, moderating and sharing good practise After School Club and wrap around service of care Provision of themed activities e.g. University days, RE week, Poetry week, school trips Ethos, feeling of safety and being cared for Deal with issues and incidents Leaders and managers promote a culture of vigilance where pupil s welfare is actively promoted. Promotion of fundamental British values are at the heart of the school s work Provide convincing evidence that the school is improving the outcomes for children Positive ethos Happy successful children All stakeholders can understand and articulate British Values Improved outcomes SLT Merit systems and rewards Rewards Tests Assessment procedures Governor training Robust Appraisal cycle Performance managements Quadrilation of judgements Pupils are listened to and feel safe Parent questionnaires More green merits and dojos End of year data Raise Online Governor monitoring 9