School Improvement

School Improvement Plan 2017/18

School Assessment / Self Evaluation 2016

School Assessment / Self Evaluation 2017/18

Self Evaluation Summary 2017

INTRODUCTION

  • Ofsted confirmed that KS1 data is higher than actual and that school baseline is accurate, externally moderated annually.
  • Significant number of children have markedly lower achievement on entry across subjects.
  • Neither Raiseonline nor inspection dashboard reflect actual progress made (see our baseline evidence).

AREAS FOR WHOLE SCHOOL DEVELOPMENT

  • To maintain attainment at 5% above national average for RWM and for reading to be at least 5% above national
  • To develop mastery across the curriculum and for 20%+ children to achieve greater depth of learning
  • Gap between disadvantaged and other pupils to be 5% or under.
  • Gender gap in writing to be under 10% across all year groups.
  • To develop pupil resilience in learning

PROGRESS IN PREVIOUS INSPECTION KEY ISSUES

  • Improve impact of teaching on higher attaining pupils reading
  • Improve monitoring to focus on learning as well as teaching

EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
Strengths

  • Pupils make good progress.
  • SLT/staff work as a strong unified team.
  • Parents are fully supportive of the school.
  • Self-assessment and review is constant.
  • Safeguarding is robust.
  • Curriculum 2014 is in place and gaps have been addressed.
  • Governance is strong.
  • Performance management and CPD.
  • Promotion of equality, diversity and British Values underpins school life.

Areas for Development

  • Monitor curriculum for breadth and quality of teaching and learning
  • Deepen understanding of assessment and extend to greater depth foundation subjects
  • To improve governor effectiveness in challenging appropriately
  • To develop greater depth learning in all subjects

THE QUALITY OF TEACHING LEARNING AND ASSESSMENT
Strengths

  • Scrutiny of work, climate and data indicate teaching is good or better.
  • Children acknowledge that marking and feedback helps them learn.
  • Almost always challenge is appropriate.
  • Expectations are high.
  • GVFM achieved with support staff.
  • Children enjoy learning.
  • Pupils encouraged to be independent.
  • High quality interventions.

Areas for Development

  • For teachers to further develop understanding in developing mastery
  • To ensure pupils receive appropriate challenge
  • For pupils to develop increased resilience in learning

PERSONAL DEVELOPMENT BEHAVIOUR AND WELLBEING
Strengths

  • Behaviour for learning.
  • Attendance and Persistent Absence better than national.
  • Pupils become secondary ready independent learners.
  • Pupils SMSC development (see SMSC grid).
  • Pupils know how to keep themselves safe (e.g. online).

Areas for Development:

  • For ongoing review of e-safety to ensure systems are robust

OUTCOMES FOR ALL LEARNERS
Strengths

  • Almost all pupils (and groups of pupils) make good progress.
  • Almost all pupils (and groups of pupils) reach or exceed age related standards.
  • There are no significant closing the gap issues.

Areas for Development

  • To reduce gap in learning between boys and girls
  • To continue to monitor progress of disadvantaged and more able disadvantaged pupils
  • 85% of children to be in line of expected progress from KS1 results
  • For attainment to be 5% above national average for Reading, Writing and Maths and for reading to be at least 5% above national
  • To develop mastery across the curriculum and for 20%+ children to achieve greater depth of learning in all core subjects.

Comments are closed.