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Summary of school self-evaluation Lakeside Primary School Headteacher

• • • • • • • • • •

• • • • • •

• •

Mrs Janet Witton

Chair of governors

Ms Patricia Astbury

Grades for:

Last Ofsted inspection

SEF

Overall effectiveness

2

2

Achievement of pupils

2

2

Quality of teaching

2

2

Behaviour and safety of pupils

2

2

Leadership and management

2

2

Information about this school Lakeside is a community school. In January 2013 the number of pupils on roll was 341 including 52 nursery pupils which is higher than at the last inspection in November 2010. Learners are taught in single and mixed age classes. 46% of pupils are eligible for the pupil premium. This is above average. Deprivation indeces are also well above average. The proportion of pupils supported at school action is average and below average for children at school action plus or with a statement of special educational needs. 46% of pupils are from minority ethnic groups and 36% of full time pupils over 5 years old have English as an additional language. This is well above average and reflects a rising trend in the diversity of our school population. There are 28 languages represented in school. (Census, January 2013). The vast majority of children enter the school with below age related levels of development in all areas of learning including in language development. In Sept 2012 80%+ of pupils were assessed at below age related levels of development on entry. Inclusion is central to our ethos. We employ a 0.5 PSA, an Inclusion Support Worker and a Learning Mentor to support vulnerable pupils and families and promote attendance. Inclusive practice is supported by partnerships with other agencies. We presently have 3 Looked After children. Pupil stability is below the national average The school has consistently exceeded the current floor standard. The school has maintained the Quality Mark and Healthy School status. The Head and Deputy have been in post since September 2008 and January 2009 respectively. Historically, teaching and support staff tend to stay at the school reflecting its positive ethos. We currently have 3 NQTs. The school has the following strengths Effective relationships with parents, carers and partnerships with other agencies Positive ethos and teamwork Majority of teaching and learning is good overall Inclusion and promotion of equal opportunities with strong care guidance and support systems Accurate self evaluation and development planning focussed on teaching and learning. Expected or better progress by most pupils in all phases 2011-12 in core subjects. Upward trend in KS1 outcomes, particularly literacy and above average results in Y1 Phonics Screening. Significantly improved attendance 2011-12. Effective distributed leadership by senior leadership team.


Summary of school self-evaluation •

• • •

The school is not outstanding because… Teaching and learning are not yet outstanding. There needs to be greater consistency in rates of pupil progress and attainment in core subjects, particularly in KS2 so that the percentage of children exceeding expected progress is high compared with national averages and all pupil groups achieve exceptionally well. A minority of satisfactory teaching needs to be improved so that all lessons are consistently good or better. Further work is needed to develop and spread best practice to all classes and in all subjects. We continue to develop marking, feedback and opportunities for children to improve, including engaging homework. Continued development of middle leaders to further extend capacity to improve. What the school needs to do to improve further

Achievement in Core Subjects Implement Literacy and Numeracy SDP action plans to embed changes and build on measures to further improve standards and progress in reading, writing and maths. Teaching and Learning We intend to continue to develop a range of aspects of assessment for learning, including effectiveness of marking and feedback and self and peer assessment, empowered learning and the learning culture. Individual support plans are in place as appropriate. Colleagues have opportunities to develop practice through lesson study. Inclusion Implement Inclusion Action Plan to further the achievement of vulnerable pupils through engagement with Achievement 4 All and improved SEN procedures, parental involvement, support for EAL pupils, improvements in attendance and work towards the Inclusion Charter Mark. CPD External and In house CPD including coaching, mentoring and lesson study to develop and spread effective practice. Accredited training and in house development of middle and senior leaders (NPQML/NPQSL)


Achievement of pupils

Last Ofsted grade: 2

Current school grade: 2

Data summary Summary of school self-evaluation KS2

2010

2011

% L4+ En & Ma

56

% L4+ En & Ma FSM

2012 Target

FFT A/D

Actual

61

74

69

76

-

67

-

-

76

% L4+ En

58

71

74

74

79

% L4+ Ma

78

61

81

77

86

% 2LP En

93

84

92

N/A

85

% 2LP Ma

97

69

92

N/A

92

(C)VA All

101.3

99.5

100.7

(C)VA En

-

100.2

100.1

(C)VA Ma

-

98.9

101.3

% L2+ Reading

78

69

86

-

84

% L2b+ Reading

56

44

52

-

72

% L2+ Writing

75

64

70

-

79

% L2b+ Writing

50

42

36

-

51

% L2+ Ma

88

81

80

-

95

% L2b+ Ma

72

50

52

-

67

% 6+ PSED & CLL scoring 78+ points

35.9

42.2

-

-

46.0

% 6+ PSED + CLL

35.9

42.2

KS1

EYFSP

Strengths The school agrees with Ofsted’s evaluation in November 2010 that achievement is good overall. This is because:• The large majority of children enjoy their learning and work to the best of their ability in lessons. This leads to expected or better than expected average progress overall and for individual pupil groups. • Given well below average starting points, average progress in the Foundation Stage and KS1 shows children making better than expected progress. In 2012 KS2 overall VA was above average. It was in line with national average for all pupil groups and significantly above average for girls, children with below average prior attainment, EAL pupils and children with SEN. • Tracking 2011-12 shows average in year progress was expected or better and was better than expected for SEN, EAL and FSM pupils in most year groups. • There has been a rising trend in attainment in KS1, apart from a cohort related dip in 2011. APS have risen more quickly than the national average between 2008 and 2012 in reading and writing and have been maintained in maths. • Y1 Phonics check outcomes were well above the national average. • KS2 2012 APS scores are similar to 2009 in English and were higher in maths. 2012 scores represented good achievement from starting points. • Whilst there has been good progress in the Foundation Stage, FSP scores

46.0 Evidence (See Full SEF) • EYFS Profile scores • CLLD data • LA benchmark data • School based data analysis and reports to governors • • • • • • • • •

KS1 TA LA benchmark data School based data analysis and reports to governors RAISEonline Y1 Phonics test data CLLD data FFT KS1 reports Pupil Progress Meeting reports KS1 LA moderation


Summary of school self-evaluation


Summary of school self-evaluation Quality of teaching Profile of Teaching

Last Ofsted grade: 2

Current school grade: 2

Data summary Inadequate Requires improvement

Good/Outstanding

Lesson observations 2011-2012

9%

23%

67%

Lesson observations Autumn 2012

15%

8%

77%

Lesson observations Spring 2013 (SDP Focus Guided Reading, Phonics, Spelling)

4%

20%

72%

Lesson observations Summer 2013 Strengths (see full SEF) The school judges the overall quality of teaching and learning to be good in line with Ofsted’s evaluation in November 2010. This is because the majority of teaching observed is good, with some that is outstanding which is securing good progress overall. • Observed lessons indicate that most teaching across the school is good, with some examples of outstanding lessons, which is securing good progress for the large majority of children. • Learners are challenged and teachers set high expectations in most lessons observed. • AfL strategies, such as sharing of success criteria and guided peer assessment, are used effectively in most lessons so that pupils know how to improve their work. • SDP activity has focussed on the effective teaching of reading, writing and maths and the importance of developing key skills across the curriculum. • Teachers are effective in promoting a positive climate for learning and engaging children through interesting activities and a range of teaching strategies so that in lessons the vast majority of children are well behaved, on task, and exhibit positive attitudes to learning. • Planning is generally well differentiated in order to teach effectively to the varying needs of learners. • Targetted interventions and in class support, help to secure the progress of pupils with particular needs, including children with EAL. SEN, EAL and FSM pupils made good progress in 2011-12. • In most lessons seen, teachers made effective use of observation, questioning and ongoing assessment to inform their planning and teaching. They know their children well and, in the best examples, enable them to take ownership of their learning and next steps through effective peer and self assessment. • Children have been motivated to continue their learning at home by the introduction of open ended homework diaries and learning journals in Y6 and ICT based “I am Learning”. • 3 newly qualified teachers who joined the school in September 2012 have good support to secure consistent practice. • There is rapid action to address poor teaching where required. • There is increased use of ICT as an integral part of lessons to make learning engaging for boys in particular.

Evidence (see full SEF) Lesson observation file Planning and work scrutiny files Pupil interviews, parent, pupil, staff questionnaires Lesson observations, pupil interviews, parent, pupil, staff questionnaires Basic Skills Quality Mark 2011 Pupil Tracking RAISEonline Performance Management File CPD File/CPD Programme Leadership Pathways File LT/MT curriculum plans Progress Meetings


Summary of school self-evaluation •

• • • • •

Areas for development To increase the proportion of consistently good and outstanding teaching through:- Support and development of 3 NQTs (from Spring Term) - Focussed lesson study - Monitoring, feedback and targetted support/CPD - Generic CPD linked to SDP - Staff change in F1 to impact on 15% inadequate teaching Development of marking and feedback to ensure children are clear on successes, how to improve, and evidence progress through opportunities to respond. Extend personalised target setting Develop attributes of positive learners Continue to train support staff to lead high quality interventions and strengthen monitoring of impact Continue developing opportunities to apply core skills across the curriculum. Implement SDP strategies to improve quality of teaching in Literacy and maths.

Provision Map

Actions being taken to move to the next grade See SDP SDP Teaching and Learning/Inclusion Action Plans:• Generic and targeted CPD and Lesson Study (differentiation in maths). NQT support programme) • Develop use of Empowered Learning Journals, attitudes to learning and personal target setting • SpLD and intervention training • Achievement for All programme to improve achievement of targetted vulnerable pupils • Further refine data analysis and tracking with new Pupil Progress Tracker • Develop reading assessment, ICT skills ladder and intervention assessments • Review of Marking and Feedback policy and continued development of LOs and SC to support peer and self assessment • Implement Reading, Writing and Maths SDP Action Plans • Performance Management linked to SDP.


Summary of school self-evaluation Behaviour and safety of pupils • • • •

• • • •

Last Ofsted grade:

Current school grade:

Data summary In 100% of lesson observations during the past two years pupils were very well behaved and demonstrated positive attitudes to learning 93% of parents agree the school ensures pupil behaviour is good. 97% confirm their child feels safe at school and is well looked after. (Survey 2013) 79% of parents agree the school deals effectively with bully, 15% said they didn’t know and 6% disagreed. In 2011-12 attendance improved by 3.3% to 94.9%. Persistent absence (PA) reduced from 7.5%. (2011 RAISEonline) to 4% of children in 2011-12. Strengths (see full SEF) In 100% of lesson observations during the past two years pupils were very well behaved and demonstrated positive attitudes to learning. No learning was disrupted as a result of poor behaviour and this contributes to good progress in lessons. Around school, most children are orderly and polite and respond well to reminders when necessary Systems effectively support vulnerable pupils with challenging behaviour through individual counselling and support and small group emotional literacy programmes. Fixed term exclusions are extremely rare. Pupil and parent surveys confirm 85% of parents and 79% of pupils agree behaviour is good. Parents only occasionally approach the school with concerns. 2010, 2011, 2012 and 2013 parent and pupils surveys confirm that our children feel safe and respected at school and that they are confident to approach staff when they feel at risk. 95% of pupils report they feel safe in school (Pupil Survey). 97% of parents agree their child is safe and well cared for at school. (Parents’ Survey.) Most children demonstrate their understanding of how to keep themselves safe through discussion in PSHE, assemblies and their conduct in school. For example, door monitors are aware that they must not admit unknown visitors. The PSHE curriculum develops their understanding of the dangers associated with environment, risky behaviours, substance misuse and the internet and includes input from other agencies on issues including fire, road and internet safety. There is low incidence of serious behaviour or bullying incidents and where these occur they are resolved promptly. PSHE and anti-bullying work, targeted emotional literacy programmes, and peer mentor schemes support children so that most make appropriate choices, resist negative peer pressure and share problems. In 2011-12 we were successful in significantly improving attendance by 3.3% to 94.9%, bringing it into line with the national average as a result of wide ranging measures. Persistent absence (PA) was also reduced from 7.5%. (2011 RAISEonline) to 11 pupils or 4% of children in for the 2011-12 academic year.

Evidence (see Full SEF) Behaviour policy Anti bullying policy PSHE/SRE Policies Bullying record Pupil/Parent questionnaires Case studies of particular individuals and groups Behavior record Sentinel Racist Incident Record


Summary of school self-evaluation •

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• • • •

Areas for development To maintain and build on improvements in attendance and PA rates and to counter the challenges presented by recently imported pupils with very low attendance. Develop the PSHE and SRE policies and curriculum to specifically address homophobic bullying. To continue to promote positive behaviour and attitudes to learning through Learning Skills Passports and use of Learning Journals for personalised target setting. To continue to promote positive behaviour, attitudes to learning and self esteem through inclusive teaching and learning and effective use of assessment for learning strategies. (See Inclusion and Teaching and Learning Action Plans). Actions being taken to move to the next grade Use of Attendance rewards, incentives and challenges. Consistent use of FPNs for unauthorised term time holidays. Close collaboration with EWO. Proactive approach to following up absence and lateness by PSA and Inclusion Support Worker and personalised support for targeted families. To update the PSHE and SRE policies and curriculum to specifically address homophobic bullying through assemblies, lessons, assemblies and whole school culture of zero tolerance. Extend Empowered Learning Project to Y5. Introduce Life Skills Passports into KS2 year groups. Develop engagement in learning through use of Learning Objectives, Success Criteria and pupil/peer self assessment Training to provide SpLD friendly and inclusive learning environments. Planning of stimulating contexts for learning – particularly to engage boys. Acquisition of “boy friendly” texts.


Summary of school self-evaluation Leadership and management

Last Ofsted grade: 2

Current school grade:2

Summary • The Head, Deputy, SLT and Governors have established a clear and ambitious vision based on high expectations and inclusion. An overall rising trend over the past 4 years at KS1, strong VA at the end of KS2 (2010 and 2012) and school based tracking indicate that SDP activity has led to improved pupil progress, particularly in literacy. • Evidence based SDP priorities based on a planned monitoring and evaluation programme are closely focused on teaching and learning to raise standards and achievement. • Priorities inform performance management, CPD and the monitoring programme. • The CPD programme is carefully aligned with the SDP and responds to monitoring outcomes. Individual needs are identified and addressed through personalised CPD and support. An NQT development programme and individual in house support ensures that they are supported well. We can demonstrate how satisfactory and inadequate teaching are addressed through support and challenge. The profile of consistently good or better teaching has improved. • Development of senior leaders and subject leaders is supported by engagement with NCSL and accredited CPD programmes. As a result, members of the SLT and core subject leaders effectively evaluate provision and pupil outcomes using data, lead developments and training and support colleagues. Impact can be seen in improvements in the Foundation Stage, KS1 outcomes, strong KS2 VA and significant development of SEN practice and pupil progress. We are continuing to develop middle leaders through the accredited programmes. • Teachers are held to account for pupil progress. Data shows consistent improvement in standards and progress in Literacy in KS1. In KS2, results in English and Maths have been variable although there is an upward trend in the percentage of children reaching L4 in English and Maths. In year progress across the school in 2011-12 was expected or better. This has been achieved in the context of a changing and more challenging intake with an increasing percentage of EAL pupils • The school seeks innovative and imaginative solutions such as the empowered learning project which uses assertive mentoring and coaching to engage and accelerate the progress of pupils in Y6. We take a holistic approach to raising achievement by promoting inclusion and engaging with “hard to reach” parents for example through the Achievement for All programme. 90% - 97% of parents are comfortable to approach the school and satisfied with our response. • The work of the PSA, Inclusion Support Worker and Learning Mentor have had a very positive impact on attendance, community relationships, and outcomes for vulnerable pupils. Data shows better than expected average progress by most SEN. FSM and EAL pupils. • Our curriculum is designed to focus on the needs of our intake with a focus on basics skills, engaging experiences, social and cultural development and inclusion. The school environment is therefore harmonious and children are well behaved and motivated in lessons. 97% of parents say their children are happy in school and make good progress (2013). • Government requirements for safeguarding are met. We respond to experience and pupil and parent feedback and adopt recommended good practice. An LA audit in February 2011 evaluated Health and Safety management systems and practices as outstanding. • 97% of parents express confidence that the school is well led and managed. (Survey 2013). • Governors are involved in all aspects of decision making through a well structured committee system. There have been a number of changes in membership of the Governing Body, including retirement of the longstanding Chair. New governors are actively engaging in training and self evaluation exercises to ensure that they fulfil their roles • The LA has confidence in the school banding it within its “Aspiring to Excellence” category.


Summary of school self-evaluation •

• • • • • •

• • • • •

• • • • •

Strengths Inclusive vision leading to positive outcomes in line with or above national averages for FSM EAL and SEN pupils. We are working towards the Inclusion Charter mark. Work to promote equal opportunities was rated outstanding by Ofsted 2010. Positive impact of Inclusion Team on attendance and pupil/parent engagement High levels of involvement of SLT and core subject leaders in strategic decision making, monitoring and school improvement activity Strategic SDP focussed on teaching and learning Focussed monitoring and evaluation programme Supportive ethos and teamwork creating a harmonious environment for pupils and adults Networking and partnerships with other agencies to improve achievement were rated outstanding at the last Ofsted inspection (2010) Areas for development To achieve consistently good progress in all core subjects in KS2. Strengthen roles of new governors through governors self evaluation activity, training, and participation in school activities. Continue to strengthen middle leadership. Continue to develop senior leaders through accredited programmes, school based project leadership and opportunities to provide school to school support and networking across the Borough. Develop use of new data and tracking system by leaders and teachers at all levels. Actions being taken to move to the next grade SDP Action Plans, pupil progress meetings and monitoring to improve achievement in core subjects Governor training and self evaluation 2 middle leaders attending NPQML programme and 1 member of SLT attending NPQSL programme Headteacher supporting another school in Borough and members of SLT supporting LA NQT programme HT, SLT and middle leader exploration of and coaching in use of new pupil progress tracker.

Evidence (see p40-42 HB) School Development Plan Target setting and tracking data RAISEonline Networking Governor links Safeguarding files Provision mapping Progress meetings reports Performance management file Governors minutes Heads Reports to Governors Policy Files Community cohesion AP Parent/Pupil Surveys

Short SEF Feb 2013 1  
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