Each year we produce our school self-evaluation which details the areas that we have identified as priorities for the year to continue to drive school improvement.

SCHOOL

ABBOTS FARM JUNIOR

HEADTEACHER

SHARON FARRELL

DATE:

SEPTEMBER 2016

 

SECTIONS

SUMMARY EVALUATION

1

SCHOOL CONTEXT

Information additional to  RAISE

This is an average sized junior school, currently at maximum capacity. The proportion of children with SEND, EAL and those entitled to free school meals is broadly average.

2

AREAS FOR WHOLE SCHOOL DEVELOPMENT

Key priorities identified through school performance review & evaluation.

·   Sustain the emphasis on all pupils, including vulnerable groups, making better than expected progress from KS1 in reading, writing, GPS and maths  across all year groups

·   Maths – Further enhance the depth of learning within maths through teaching whole class maths

·   Extend the opportunities for pupil voice to further support ongoing school development

3

PROGRESS IN PREVIOUS INSPECTION KEY ISSUES

Areas for development  identified at the previous Ofsted  inspection addressed

Previous inspection

April 2015

1

Progress

Make sure that pupils apply their improved knowledge of grammar, punctuation and spelling consistently well in all subjects to improve even further the quality of writing across thecurriculum.

·    2016 KS2 results – Progression into new assessment framework successful.

83% achieving ARE in reading, writing and maths combined (nationally 53%)

89% Reading, 97% Writing, 91% Maths and 88% GPS

4

ACHIEVEMENT

Attainment, progress and the quality of learning for individuals, different groups, particularly DSEN pupils. – including EYFS. Key skills development across curriculum

Strengths

1

Area for Development

Year 6 attainment well above average in reading, writing and maths.

Sustain the high standards in reading, writing and maths and outstanding progress for all groups across the school

Pupil progress through KS2 was judged as outstanding in all areas.

·   100% Pupil Premium pupils achieved ARE for Reading & Writing. 90% EAL pupils achieved ARE for Writing / GPS/ Maths. 80% for Reading

All year groups maintain above 80% achieving ARE in all subjects (whole-school target), with an increasing proportion of children making accelerated progress

5

TEACHING

Teacher subject knowledge and pupil expectations, engagement, motivation, challenge, progress, independence, assessment and next steps, marking, feedback.

Strengths

1

Areas  for Development

Teachers show very high expectations of what pupils at all levels of attainment are capable of doing. They set challenging tasks, which are interesting and have a clear purpose.

Enhance the teaching of reading to increase the % of children achieving the highest level of attainment

Teachers excellent subject knowledge enables them to delivery an effective and engaging curriculum, developing a broad range of skills

Planning and delivery of Maths for whole class teaching

Outstanding teaching of reading, writing and mathematics has resulted in a rapid improvement in the quality of learning and much improved attainment

Quality of teaching

   Outstanding teaching is reflected in the progress that all pupils make

6

BEHAVIOUR AND SAFETY

Including behaviour in lessons & around the school, attendance & punctuality, attitudes towards others, safety, including e safety etc.

Strengths

1

Areas for Development

 Pupils behaviour is outstanding both in lessons and around the school. They are polite and courteous. Their positive attitudes and strong relationships make the school a very safe place in which to learn.

Extend opportunities for pupil voice to further support ongoing school development

Further develop pupils and parents’ awareness of online safety.

 Attendance is above average and pupils are rarely late to school.  Attendance is checked carefully.

The pupils are very keen to do well. They concentrate really well in lessons and approach the challenging work set for them confidently and with enthusiasm.

7

LEADERSHIP AND

MANAGEMENT

Pursue excellence, governance, improve teaching & learning, sustain improvement, promote literacy. Perf. Man., safeguarding, curriculum, partnerships, engagement of parents

Strengths

1

Areas for Development

Outstanding leadership from the head teacher, senior leadership team and governors has been the driving force behind the school’s improvement

To further develop the role of pupils as junior improvement partners, house captains (sports leaders) and anti-bullying ambassadors to positively impact on the provision for all pupils

Leaders and managers ensure that teaching is of the highest quality, which leads to outstanding progress for all groups of pupils across the school

Governors know the school exceptionally well. They are knowledgeable and ask important questions to challenge senior leaders.

   

 The school’s values and ethos successfully promote high standards of    behaviour and high quality relationships through a strong understanding of  SMSC

   

 Pupils’ role as junior improvement partners, anti-bullying amabssadors,  peer mediators and play leaders significantly contribute to the quality of  day to day life

8

OVERALL EFFECTIVENESS

1

 All stakeholders share and effectively contribute to the high aspirations and expectations that the school sets, resulting in outstanding  teaching, learning and behaviour.

 The attainment and progress of all pupils has highlighted the school’s commitment to sustain success.

 

                     

 

9

ENGLISH

Evaluation of the development of core language & literacy skills, presentation & current year progress

Key Skills

·   Grammar, spelling and punctuation is a key priority for improvement across the school. Teachers are planning for the application of skills outside of the English lessons.  

Quality & standards

·   Focus on maintaining % of pupils achieving ARE in Reading, Writing and GPS and increase the proportion achieving greater depth

Attainment & progress

2015 -2016

 

89% achieved ARE in Reading

97% achieved ARE in Writing

88% achieved ARE for GPS

Last 3 years

Continued high percentage of pupils achieving level 4 in both reading and writing, with significant improvement in proportion achieving level 5 for both subjects.

Successful transition to the new 2016 assessment framework (30% above national average for core subjects combined)

10

MATHS

Evaluation of the development of core numeracy skills,  use of AT1, presentation, current year progress

Key Skills

·   Maths continues to remain a strength of the school, with high proportions of pupils attaining the highest possible levels of achievement (pupils achieving higher level = 31%, nationally = 11%)

Quality & standards

·  Pupils apply a range of mathematical skills extremely well to solve challenging problems set by teachers

· Proportion of children the highest levels of the new assessments much greater than national average.

Attainment & progress

2015 -2016

91% achieved ARE in maths

31% achieved higher level (greater depth)

Last 3 years

Over the past three years, the attainment and progress has rapidly improved, with greater proportions of children achieving expected and more than expected progress, which is also reflected in the attainment.

Successful transition to the new 2016 assessment framework (30% above national average for core subjects combined)

11

 CURRICULUMScience, ICT and other Foundation subjects

Quality & standards

   

·   Reading, writing and maths skills are applied consistently across the wider curriculum and used as a tool by pupils to demonstrate their understanding of other subjects

·   Teaching of skills within humanities (history and geography) is strong and is enhanced further by the themed events and curriculum opportunities provided for the children

 

Area for development

·   Continue to keep abreast of new technologies and learning opportunities to further support pupils’ learning within the subject of computing

PUPIL GROUPS

12

SIGNIFICANT

GROUPS

How the school is addressing any under performance

DSEN

·         Achievement for All Silver award achieved (March 2014). 

·         SEND team supported by Early Intervention Specialist to enhance learning provision for SEND pupils

Pupil Premium

·         Pupil Premium Pupils are rigorously tracked and monitored to ensure that gaps continue to narrow.  100% made ARE in Reading and Writing and 79% (7/9) in Maths (SATs 2016) Underachievement is identified at termly pupil progress meetings across the whole school and supported by subject leaders.

EAL

·         Support from EMTAS.  EAL coordinator supports interventions in class.  Robust tracking by subject leaders to ensure good progress is achieved.

Attainment

·         Attainment - % of disadvantaged pupils achieving ARE far greater than National Average for all subjects individually and combined.

13

ASSESSMENT

How assessment, tracking, marking and feedback improve learning & help to raise standards

Strengths

Areas for development

·         Robust triangulation activities are undertaken each half term by subject leaders.  Whole school moderation undertaken termly.

Install and implement new online tracking system to further support teacher judgements relating to progress of each pupil within the core subjects

Further develop in-year parental feedback opportunities to communicate pupil targets and ongoing attainment

·         Delivery and assessment of interventions gives pupils and teachers a clear understanding of next steps in learning

·         All staff effectively utilise the marking and feedback policy to support pupils in making accelerated progress

14

STAKEHOLDER  FEEDBACK 2015

To support judgements – from pupils, parents and wider community

To be completed beginning of Summer term

What we do well (2015)

What we could improve (Areas for 2016-17)

·         Behaviour is of a consistently high quality

·         Home Learning – ensure consistent amount and frequency across whole school

Offer a broader variety of extra-curricular opportunities for pupils

·         Supportive and approachable staff ensure that pupils feel happy and safe

               

                                          

 

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