Self Evaluation. SEF July

Transcription

1 Self Evaluation SEF July

2 Ofsted Judgement Criteria Outstanding (1) 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. Good (2) The quality of teaching, learning and assessment is at least good. All other key judgements are likely to be good or outstanding. In exceptional circumstances, one of the key judgement areas may require improvement, as long as there is convincing evidence that the school is improving it rapidly and securely towards good. Deliberate and effective action is taken to promote pupils spiritual, moral, social and cultural development and their physical well-being. Safeguarding is effective. Requires improvement (3) Other than in exceptional circumstances, it is likely that, where the school is judged to require improvement in any of the key judgements, the school s overall effectiveness will require improvement. There are weaknesses in the overall promotion of pupils spiritual, moral, social and cultural development. Safeguarding is effective. Inadequate () The judgement on the overall effectiveness is likely to be inadequate where any one of the key overall promotion of pupils spiritual, moral, social and cultural development. The Overall Effectiveness of Woodside School Achievement at Woodside School Ofsted judged achievement in our pre-school/fs1 inspection to be outstanding (Feb 13) Ofsted judged achievement to be good throughout our school (Feb 15) End of EYFS 2016 Our % of children achieving a good level of development at the end of the EYFS 2016 was 7.% Percentage of children emerging in all 17 areas of learning has decreased when compared with 201/15 data. Percentage of children achieving at least the expected level in all 17 areas of learning has increased when compared with 201/15 data. In the Prime Areas, between 91.2% and 97.8% of children have achieved either expected or exceeding.

3 In reading, 11.6% increase in percentage of children achieving either expected or exceeding compared to last year. In writing,.7% increase in percentage of children achieving either expected or exceeding compared to last year. Percentage of expected or exceeding children in reading is higher than writing by 8.9%. Percentage of expected or exceeding children in shape, space and measure is higher than number by 6.6%. In number, 3.7% increase in percentage of children achieving either expected or exceeding compared to last year. In shape, space and measure, 10.3% increase in percentage of children achieving either expected or exceeding compared to last year. In understanding the world, between 96.7% and 100% of children have achieved either expected or exceeding. In expressive arts and design, between 96.7 and 97.8% of children achieved either expected or exceeding. The GLD has improved from 67.1% (201/15) to 7.% (2015/16) a 7.3% increase. This is 6% better than last years average GLD for Shropshire. End of Year 1 Phonics 2016 Year 1 phonics screening standards in 2016 were 73% attaining the expected standard. End of Year 2 Phonics Retakes % of children retaking the Phonics Screening Test attained the expected standard. End of KS % attained L2+ in Reading 83% attained L2+ in Writing 9% attained L2+ in Maths 96% attained L2+ in Science End of KS1 highlights are: Our PP funded children attained higher than like children nationally apart from in Maths End of KS1 key issues are: This is first time for a number of years that both our overall attainment %s and APS scores were below national % in all subjects The lower numbers of children attaining L3 in all subjects. This impacted significantly upon our APS Overall attainment in Maths End of KS % of children attained L+ in Reading, Writing and Maths at the end of KS2 (APS 28.) c/f 80% nationally (APS 28.8) 22% of children attained L5+ in Reading, Writing and Maths at the end of KS2 c/f 2% nationally 93% of children made expected progress in Reading across KS2 c/f 91% nationally

4 93% of children made expected progress in Writing across KS2 c/f 9% nationally 86% of children made expected progress in Maths across KS2 c/f 90% nationally KS2 Highlights Overall attainment in GPS Overall attainment in Science Overall progress in Reading Boys progress in Reading Girls progress in Reading Boys progress in Writing Girls attainment in Reading, Writing and GPS Overall attainment at L5+ in Maths Attainment at L5 in Reading, Writing and GPS by children eligible for PP funding Progress in Reading and Writing made by children eligible for PP funding Progress made in Writing and Maths by children with statements KS2 key issues: Overall attainment in Maths at L+ Boys overall attainment apart from in GPS Attainment by children with SEND Need and statements Progress made by lower attaining children Level 5s in Writing The Quality of Teaching at Woodside School Ofsted judged teaching and learning in our pre-school/fs1 inspection (Feb 13) to be outstanding Ofsted judged teaching to be good throughout our school (Feb 15) Most teaching is judged to be good with some judged as outstanding Our deployment of our increasingly skilled support staff is effective We make extensive use of electronic recording and tracking software. Assessment is increasingly effective and adults listen to, carefully observe and skilfully question children Our staff assess children s learning and progress regularly and accurately at all key stages, including the EYFS We have created positive, flexible learning environments

5 Our children are increasingly independent learners Marking is effective and teachers give constructive feedback. Children are increasingly good at responding to marking. Intervention and targeted support is well matched to our children s needs and its impact evaluated Our staff have high expectations of children The teaching of reading, writing and communication is effective and cohesively planned and implemented Attainment at the end of the EYFS has been above both the national and LA averages for a number of years Attainment at L2+ at the end of KS1 overall has been on or above national averages for a number of years but dipped in 2018 Attainment at L+ at the end of KS2 was good in 2013 but not as good in 201. It lifted again in 2015 Teaching is well matched to the learning needs of all children The Quality of Leadership and Management at Woodside School Ofsted judged L+M in our pre-school/fs1 inspection (Feb 13) to be outstanding Ofsted judged L+M to be good throughout our school (Feb 15) Senior leaders and all staff have a real drive for Year Group and whole school improvement Standards and progress are monitored and tracked closely All Year Leaders are held to account for standards in their Year Groups Self-evaluation is increasingly effective All staff are enabled to contribute towards school improvement planning Training/professional development is focused upon upskilling staff to enable them to contribute towards meeting whole school targets High expectations and ambition are at the heart of the school culture We have effective Senior Management, Leadership and Business Management Teams Year Group leadership is very strong Our governing body is increasingly effective in challenging and supporting our school and positively hold senior leaders to account Our SEND Team are increasingly effective in tracking the progress of all children on the SEND list and the SEND shadow group

6 Our monitoring and coaching programme is increasingly effective We have an effective School Council that has pupil, staff and governor representation Our curriculum is designed to promote a thirst for knowledge and a love of learning We are successful at engaging with parents/carers, including those who find working with school difficult, to the benefit of children (98% attendance at March 2016 consultation meetings) Governors ensure financial stability and the efficient deployment of financial resources Behaviour and Safety Ofsted judged B+S in our pre-school/fs1 inspection (Feb 13) to be outstanding Ofsted judged B+S to be outstanding throughout our school (Feb 15) Our whole school culture and ethos is very positive and children conduct themselves well We have a structured whole school behaviour management structure and policy All adults have high behavioural expectations We have one recorded incident of bullying since 1 st September Children are aware of different forms of bullying We have had four fixed term exclusions since September These involved three children. Our arrangements for safeguarding meet statutory requirements Our children are positive about learning Our children are polite and respectful Our children know how to keep themselves safe Overall Next Steps Development Further narrowing the gap. To improve the overall performance of children with additional needs. To further increase the number of children attaining a Good Level of Development at the end of EYFS, maintaining our high standards c/f national, local and LA standards. To maximise the number of children attaining above agerelated expectations To increase the % of children attaining age related expectations in Reading, Writing and Maths to at least national standards Maintaining and extending reading performance in Year 1 To further raise standards in Planned Impact The attainment gap between children who are eligible for Free School Meals and those that are not further reduces in all Year Groups. Children with additional needs make progress at least in line with national standards. To ensure that standards at the end of the EYFS remain well above both local and national standards. The % of children attaining higher levels at the end of KS2 increases in Maths and Writing and the high level in Reading and GPS is maintained. The % of children attaining below age-related expectations in Reading, Writing and Maths at the end of KS2 decreases. Standards in the end of Year 1 Phonics Screening test 2016 are higher than 2015 and we maintain our high standards. Standards and attainment in writing increase at the end of both KS1

7 writing across our school. To ensure that both itrack and Hamilton software are used as effective tracking tools across our school. For key governors to have a knowledge and understanding of how to operate itrack software and to track key groups within each Year Group cohort To further develop our programme of coaching and mentoring To invest Year 3 PE/Sport/Healthy Lifestyle funding to create a sustainable improvement in the quality of teaching and learning in Sport and PE, higher levels of participation in physical activity and more positive attitudes towards adopting healthier lifestyles To effectively introduce i-pads as a learning tool in KS1. To review and revise our transition processes and procedures from home into FS1 and then through into Year 6 and KS3. To introduce our revised Schemes of Work for all subjects. To continue to make diversity and equality more high profile in all elements of our practice and organisation. To ensure that all staff are rigorous re- identifying children who may be the victims of sexual exploitation To ensure that all staff are rigorous re- identifying children who may be susceptible to the dangers of radicalisation Senior staff/leaders to better ensure through monitoring and supervision that all team colleagues are rigorously working within our agreed safeguarding policies and procedures To introduce our revised Pay Policy and KS2. The % of children making appropriate progress in Writing across KS2 improves. All teaching and relevant support staff from FS2 to Year 6 are able to operate and utilise these tools to better track progress. Governors have an even better insight and understanding of the impact of the decisions they make in regard to all areas of activity across our school. The quality of teaching improves across our school as evidenced through classroom observations, standards attained etc. Participation levels in sport and other physical activity both within and outside of the school day increase measurably. The quality of teaching of PE, Sport and Dance further improves measurably and there is a marked improvement in the quality of learning as a consequence. The quality of teaching across the school is enhanced by the use of i- pads and i-tv. The quality of learning and the learning experience is improved and enhanced through the use of advanced technology. Our transition processes and procedures more effectively prepare all children for the next part of their learning journey. The SOWs of our Woodside Curriculum serve as an effective planning and tracking tool to ensure that the learning experiences that we offer our children are of the highest standard. All colleagues ensure that equality and diversity are at the heart of their practice. All colleagues are aware of the signs of CSE and flag up any suspicions immediately. All colleagues are aware of the signs of radicalisation and flag up any suspicions immediately. All Leaders have a much more detailed, informed knowledge and understanding of how colleagues are implementing all safeguarding policies and procedures. A transparent, fair, affordable pay policy, which rewards hard work and effective practice, is in place Our School Improvement Targets 2015/2016 Reading: To raise attainment and accelerate rates of progress in Reading through: Further developing, improving and securing phonic decoding skills Further developing, improving and securing contextual decoding skills Further developing the children s ability to talk about texts Further developing the children s ability to respond to texts in writing To further raise attainment and rates of progress of our higher attaining readers through age related exposure to a wider range of classic texts and longer narrative

8 Writing: To raise standards in writing across our school through a major emphasis upon: Higher levels of attainment re- grammar, punctuation, spelling and sentence structure A greater knowledge and understanding of the terminology of language and the technical aspects of writing Giving the children more opportunities to write at increasing length Developing the children s ability to tell and write stories Consistently neat and fluent handwriting More extensive cross-curricular writing and the application of writing skills in other areas of the curriculum Improving children s spoken vocabulary and correct use of grammar Maths: To raise attainment and accelerate rates of progress in Maths through: further developing and securing children s mental maths skills further developing and securing children s understanding and use of mathematical facts and bonds further developing and securing children s knowledge and understanding of age relevant times tables further developing and securing children s knowledge and understanding of place value further developing and securing children s knowledge and understanding of efficient written and mental calculation strategies using addition, subtraction, multiplication, division, decimals, fractions and percentages children s use of effective problem solving skills, ensuring reasoning, fluency and communication improving children s conceptual understanding through their ability to make connections within and across mathematical learning increasing the percentage of good and outstanding teaching and learning of maths in all year groups Communication and Understanding: To further improve age related verbal communication skills and understanding through: A major emphasis upon spoken language, conversation and the understanding and processing of spoken language A major emphasis upon Standard English Improving the talk for learning culture across the curriculum Science: To raise standards in Science through (age specifically): Developing the children s knowledge and understanding of Biology, Chemistry and Physics Equipping all children with the language needed to talk scientifically Enabling the children to think logically, rationally and scientifically Teaching a developmental, progressive programme of skills, knowledge and understanding Developing a knowledge and understanding of the practical application of Science in the past, present and the possibilities in the future Making systematic and careful observations and, where appropriate, taking accurate measurements using standards units using a range of equipment A developing ability to hypothesise and to set up fair tests to test the hypothesis A developing ability to record data and results A developing ability to analyse, present and report findings Our School Context July 2016 Children on roll 578 (658 inc FS1) Number of teaching staff 22. FT equivelent Number of casual teaching staff 6 (including peripatetic Music) Number of classroom support staff 0 Children eligible for 2U funding 1 Children eligible for Early Years Pupil Premium funding 8

9 Children eligible for free school meals 77 (15% of school population) Ever 6 (Children who previously had FSM but are no longer eligible) EAL (English as an Additional Language) 33 (5% of school population) 6 (7% of school population) Languages Spoken 17 SEN Need 7 SEN statement/ehcp 6 (1% of school population) Note in lieu of an SEN Statement 1 (0.2% of school population) Looked after Children 7 Forces Children 1 Carers 2 Attendance (Since ) 96% Authorised absence (Since ) 3.1% Unauthorised absence (Since ) 0.9% Fixed period exclusions since September 8 th 2015 Permanent exclusions since September 8 th This area was previously an EAZ and Excellence Cluster. There are relatively high levels of deprivation locally. Our school is situated in the Gatacre Ward of Oswestry, the thirteenth most deprived ward in Shropshire and 9812/3282 nationally as measured on a range of deprivation indicators. Castle Ward, in which 10% of our children live, is the fourth most deprived and 6833/3282 nationally. (Index of Multiple Deprivation Scores in 2009 in Shropshire). We converted to an academy on 1 st May 2013 School numbers are currently very high. We have a Sure Start Delivery Centre on our site. Start at Woodside was judged to be outstanding in all areas (Ofsted February 13). Our school was judged to be good with outstanding features (Ofsted February 2015). There has been a significant increase in the number of EAL children over the past four years. Our school ethos has high expectations and standards, respect and positive citizenship at its core. We are a member of the local Education Improvement Partnership (18 schools) and the Integrated Learning Partnership (8 schools). We have high numbers of SEN children: 12%.

10 We first gained Investors in People status in 2002 We have been awarded quality marks in the Arts, Sport, Healthy Lifestyles and Healthy Eating. As an LA school, we were one of the most poorly funded schools in Shropshire, which is one of the most poorly funded LAs in the country.