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Lakeside Primary School Headteacher

Mrs Janet Witton

Chair of governors

Ms Patricia Astbury

Grades for:

Last Ofsted inspection

SEF

Overall effectiveness

2

3

Achievement of pupils

2

3

Quality of teaching

2

3

Behaviour and safety of pupils

2

2

Leadership and management

2

3

Information about this school • Lakeside is a community school. In January 2014 the number of pupils on roll was 355 including 52 nursery pupils which is higher than at the last inspection in November 2010. Learners are taught in single and mixed age classes. • 47.6% 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 above average and below average for children at school action plus or with a statement of special educational needs. • 57% of full time pupils over 5 years old are from minority ethnic groups and 47% have English as an additional language (Jan Census 2014). This is well above average and reflects a rising trend in the diversity of our school population. There are 29 languages represented in school. (Census, Jan 2014). • 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 2013, 76% - 98% of F1 pupils were assessed at below age related levels of development on entry in key areas of learning. In 2013 between 100% and 78% were assessed at below age related levels of development on entry for different areas of learning. • 7 (17.5%) pupils joined the 2013 Y6 cohort during 2012-13. 4 had EAL. The cohort had 70% boys and 59.5% FSM. • We have increasing mobility. 55% of pupils have been at school for more than 2 years. The majority of children new to school have little or no English. • 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. • The school has consistently exceeded the current floor standard. • The school has maintained the Quality Mark and Healthy School status and is currently working towards the Inclusion Charter Mark, Investors in Pupils and Eco Schools awards. We are in the processing of applying for the Anti-Bullying Charter Mark. • 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 had 3 NQTs -2012-13. • • • • • • • • • •

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, promotion of equal opportunities and care guidance and support systems Accurate self-evaluation and development planning focussed on teaching and learning. Good progress from low starting points in the Early years with some outstanding progress in KS1. Good achievement by FSM pupils Improved KS1 APS outcomes from 2009 in context of changing and increasingly challenging intake, particularly in literacy and in overall APS scores in KS2 2011-13 for non-mobile pupils. Improved KS2 APS in maths and writing from 2011 for non- mobile pupils and VA Significantly improved attendance from 2011-12. Effective distributed leadership by senior leadership team.

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• • • • • •

The school is not yet good enough because… 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. Continue to accelerate progress of SEN and improve achievement of boys in literacy, particularly reading. Outcomes were lower than expected in 2013 KS2 Reading SATs, particularly for SEN pupils and boys. We need to accelerate progress of BA children in some KS2 classes and interventions A minority of teaching requires improvement so that lessons are consistently good or better to secure good progress by all pupil groups in all subjects. Continued development of middle leaders and governance to further extend capacity to improve. Progress of FSM pupils is similar to all pupils across the school. Attainment in most year groups is lower reflecting lower starting points. We therefore continue to work to accelerate progress of FSM and all vulnerable pupils to sustain success in closing gaps reflected in 2013 RoL. What the school needs to do to improve further

Achievement in Core Subjects Implement Literacy and Numeracy SDP action plans to embed and build on measures to:• further improve standards and progress in core subjects, particularly for boys in reading • continue to narrow gaps for vulnerable pupils. • accelerate the progress of children with low prior attainment, particularly in KS2 in reading and maths. • enhance monitoring procedures for targeted groups. Teaching and Learning • Continue to develop formative assessment strategies to improve quality first teaching. This includes a range of aspects of assessment for learning, including effective use of success criteria, feedback, self and peer assessment, empowered learning and the learning culture. • Address school priorities and individual development needs through the performance management process using individual support plans where appropriate. • Continue to develop accountability and use of tracking data by class teachers and subject leaders • Develop practice through peer support and observation and lesson study. • Implement a range of strategies to enhance the impact of support staff. Inclusion • Implement Inclusion Action Plan to further the achievement of vulnerable pupils through use of Pupil Premium • Appointment of specialist SpLD teacher • Engage with Achievement 4 All and develop parental involvement • Improve SEN procedures • Support growing numbers of EAL pupils through training and co-ordination of bilingual classroom support CPD

• • •

External and in house CPD including coaching, mentoring and lesson study to address SDP and PM priorities and spread effective practice. Accredited training and in house development of middle and senior leaders (NPQML/NPQSL) to build capacity to improve. Support staff, RQT, NQT and PGCE training programmes

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Achievement of pupils

Last Ofsted grade: 2

Current school grade: 3

Data summary KS2

2010

2011

2012

% L4+ En & Ma

56

61

76

% L4+ En & Ma FSM

-

67

% L4+ En

58

71

79

% L4 Reading

72

86

% L4 Writing

45

% L4+ Ma

2013 * 7 in year imports in Y6. Data therefore included for whole cohort (40) and “home grown” pupils (28). Target

FFT A/D

68%

75%

Actual All 65%

76

56%

75% R 67%

W 75% 

M 83% 

79%

75%

86% 

79

79%

72.5%

78% 

46

76

67%

75%

86% 

78

61

86

85%

84%

75%

86% 

% 2LP En

93

84

85

85%

% 2 LP Reading

93

100

84

85%

82.4%

86% 

% 2 LP Writing

90

69.5

97

88%

86%

96% 

% 2LP Ma

97

74

92

79%

83%

96% 

(C)VA All

101.3

99.5

100.7

(C)VA En

-

100.2

(C)VA Ma

-

98.9

All Pupils 99.2

APS Progress KS1 – 2

100.1 101.3

VA 2013 RoL

68%

Home Grown

NonMobile 99.5

Home Grown (28) Non Mobile R o L (31)

All Pupils (39) R 11.8 TA 14.0

W 13.8

98.2

99.3

M 13.7 TA 13.8 99.6

R 11.8 TA 14.0

W 14.0

M 13.7 TA 14.0

98.1

99.5

100.2

Target

KS1

Actual

% L2+ Reading

78

69

84

73%

-

72%

% L2b+ Reading

56

44

72

59%

-

65%

% L2+ Writing

75

64

79

64%

-

70%

% L2b+ Writing

50

42

51

41%

-

56%

% L2+ Ma

88

81

95

82%

-

79%

% L2b+ Ma

72

50

67

52%

-

65%

Comparative data not available. % at ELGs

EYFSP % 6+ PSED & CLL scoring 78+ points

35.9

% 6+ PSED + CLL

35.9

42.2 46.0 42.2

46.0

PSE MR – 46% SC – 40% MF & B – 52% Rdg – 38%

Wtg – 28%

CL L & A – 48% U – 42% S – 32% N– 26%

PD M & H – 425 H & SC – 31%

SS&M – 38%

Commentary Based on careful analysis of present in school data the school evaluates achievement to be good in FS and KS1 and requires improvement in KS2. • The large majority of children enjoy their learning, work hard and make good progress in lessons. IN KS1 progress is often outstanding for the majority of pupils and for individual pupil groups. • Given well below average starting points, progress in the Foundation Stage and KS1 shows children making better than expected progress in all subjects. • Children come to school with very low developmental profile scores. The vast majority make progress of at least 12 chronological months in F1 and F2. This results in at least good cumulative progress in each area of learning over the 2 EYFS years. Despite this, the trend over time shows a significant proportion of children enter Y1 below age related expectations. In 2012-12 and 2012-13, children made good progress across the board. Attainment

Evidence (See Full SEF) • EYFS Profile scores • CLLD data • LA benchmark data 3 • School based data analysis and reports to governors


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Quality of teaching

Last Ofsted grade: 2

Profile of Teaching

Current school grade: 3

Data summary Inadequate Requires improvement

Lesson observations 2011-2012

9%

Lesson observations Autumn 2012 Lesson observations Spring 2013

Good/Outstanding

23%

67%

15%

8%

77%

4%

20%

72%

Lesson observations Summer 2013

0%

21%

79%

Lesson observations Autumn 2013

0%

15%

85%

Commentary • Based on rigorous evaluation of a variety of monitoring evidence and data analysis, the school judges the quality of teaching and learning to require improvement. This is because, whilst the majority of teaching and learning is at least good, a percentage is still evaluated as requiring improvement by school leaders. • Where the need for development is identified, rapid action is taken, areas for development with timescales for improvement are agreed and intensive support is given. As indicated in the table above systems for leading and developing the improvements to learning have impacted positively over time. • 2 out of 3 newly qualified teachers who joined the school in September 2012 have benefitted from good support to secure consistently good and some outstanding practice. One has now left the school. • Senior leaders regularly observe the quality of teaching and learning and use data analysis to ensure that the focus on learning within lessons is rigorous and targeted. Observations show that teachers set high expectations in most lessons and increasingly encourage children to take ownership of their own learning. Planning is of high quality. AfL strategies, including effective use of observation, questioning, marking and on-going assessment, are increasingly used effectively so that differentiation and feedback ensures learners are challenged and supported appropriately. As a result individual children and those identified within specific groups make good or better progress over time. We are currently focussing on improving the effectiveness in the teaching of reading, particularly to accelerate the progress of boys and below average pupils. Work to accelerate progress in maths led to an improvement in VA (2011-13 RoL). We continue to develop the quality of provision in maths and, since Sept 2013 have focussed on further improving rates of progress in maths in KS2. We are particularly targeting those lower ability children that made slower progress in Lower Key Stage 2. There are effective relationships between teaching and teaching support staff. Teaching support staff enhance levels of pupils progress in most lessons and, where appropriate, through the delivery of specific intervention programmes. • Targeted interventions an in-class support are effective in meeting the needs of the majority of children with particular needs, including those with SEN, EAL and the most vulnerable. Children with SpLD are assessed and supported by a specialist teacher. Progress data for children supported through our pastoral and specific additional provision is positive for the autumn term. • Many children in this school are vulnerable. 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. • Home learning is promoted through motivating open ended homework diaries and learning journals in Y6 and ICT based “I am Learning”. • Increased use of ICT including I-pads has enhanced engagement in learning for boys in particular.

Evidence 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 Provision Map

School evaluation of teaching and outcomes indicates that most teaching in FS and KS1 is at least good with some that is outstanding leading to good or outstanding pupil progress in all areas of learning in KS1. In KS2, quality of teaching has been more variable. Actions taken to strengthen teaching since Sept 2013 have resulted in improved pupil progress, particularly in lower KS2. The progress of some pupil groups in some cohorts remains variable and our overall judgement is therefore that some elements of provision require further improvement, particularly to support less able pupils.

Areas for development • To increase the proportion of consistently good and outstanding teaching through:- Support and development of 2 RQTs - Focussed lesson study and peer support - Monitoring, feedback and targetted support/CPD where elements of teaching require improvement. - Generic CPD linked to SDP (formative assessment) and specific CPD linked to PM and monitoring outcomes - Pupil Progress meetings - Performance Management review meetings

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Behaviour and safety of pupils • • • • •

Last Ofsted grade: 2

Current school grade:2

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 is happy, feels safe and is well looked after at school. (Survey 2013) 79% of parents agree the school deals effectively with bullying, 15% said they didn’t know and 6% disagreed. In 2011-12 attendance improved by 3.3% to 95.2%. Persistent absence (PA) reduced from 11.6%. to 3.3% of children in 2011-12. In 2012-13 attendance was 94.5% in line with FSM Median Trendline. PA was 4.7 % which is slightly below FSM Median Trendline. Data was adversely affected by high levels of PA from new EAL arrivals.

Commentary • 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. Parent surveys confirm 93% of parents agree behaviour is good. Parents only occasionally approach the school with concerns. • We successfully create a supportive, secure and harmonious environment where pupils, including very vulnerable pupils, feel safe and enjoy coming to school. 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. • 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. 92% of pupils report they feel safe in school (Pupil 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 and recognising and dealing with potential abuse (Childline). • 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 Learning Mentor work support children so that most make appropriate choices, resist negative peer pressure and share problems. • In 2011-12 we significantly improved attendance by 3.3% to 95.2%, bringing it into line with the national average as a result of wide ranging measures. Persistent absence (PA) was also reduced from 11.6% to 3.3% of children for the 2011-12 academic year (2012 RAISEonline). Despite challenges in 2012-13 through high incidence of illness and PA by some pupils new to the school, improvements have been broadly maintained with overall attendance of 94.5%. PA was reduced from 7% in the Autumn Term to 4.7% for the year overall despite significant challenges presented by poor attendance of some new arrivals, mostly from Eastern Europe (15.2% Any Other Ethnic Group – RoL 2013).

• •

Areas for development To maintain and build on improvements in attendance and PA rates and to counter the challenges presented by pupils joining the school with very low attendance. Further develop the PSHE and SRE policies and curriculum to address homophobic bullying. To continue to promote positive behaviour and attitudes to learning through promoting Learning Skills and use of Learning Journals for personalised target setting and advocacy of growth mindset. 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). To extend pupil voice and continue to enhance school ethos through Investors in Pupils. Actions being taken to move to the next grade

Evidence 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

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Leadership and management

Last Ofsted grade: 2

Current school grade:3

Summary The school has developed a strong inclusive vision that has been supported and challenged by the Governing Body. The school is confident of its direction and the high expectations of leaders underpin an emphasis of high quality provision and the intent that every child and adult in our learning community is able to do their best and achieve their full potential. SLT and core subject leaders are fully involved in rigorous monitoring that supports accurate self-evaluation and identification of key priorities for school improvement. This underpins strategic decision making, monitoring and school improvement activity which prioritises the development of learning and teaching to continually raise standards. • It is essential that all members of staff take responsibility for the progress children make. Our systems and procedures for performance appraisal fully support this expectation. All SLT members have the responsibility for the performance appraisal of staff members. Agreed challenging objectives for staff are linked to identified school priorities, individual cohort and pupil achievement data and personal staff development needs. Individual needs are identified and addressed through personalised CPD and support. Progress towards objectives is rigorously monitored. Governors monitor the outcomes of performance appraisal and its impact on the improving quality of teaching and learning. • An NQT development programme and individual in house support ensured that they were supported well with good impact reflected in the quality of teaching of our RQTs. As a result, the quality of teaching profile has improved. Senior leaders take swift action where inadequate teaching is identified. Short term, focused and action plans that clearly identify support and time limited expectations are agreed. Plans are monitored weekly by SLT. The system has successfully supported some staff members. In some instances where progress was not seen the teachers are no longer at the school. • Teachers are held to account for pupil progress through termly or half termly progress meetings and understand where the progress of pupil groups needs to be accelerated. Discussion and target setting are often complex because of our continually changing context and increasingly challenging intake. As an SLT we are increasingly effective at assessing and evaluating the impact of additional support and intervention. This ensures the strategic support given to teachers following pupil progress meetings is becoming more successful at improving pupil outcomes. • Use of pupil premium funding and SEN funding is carefully monitored by SLT and governors to ensure that spending impacts positively on achievement outcomes for our most vulnerable children. • Development of senior leaders and subject leaders is supported by accredited leadership programmes and in house development. As a result, members of the SLT and core subject leaders evaluate provision and pupil outcomes and take required improvement action. Impact can be seen in Foundation Stage and KS1 progress, KS2 outcomes, an improving quality of teaching profile, development of SEN practice and action to identify and secure improvement where needed. We are continuing to develop middle leaders through the NPQML programme so that the school can continue to develop on a broad front. • A high percentage of our families are vulnerable and have historically demonstrated low aspirations. Senior leaders are innovative and imaginative in their planning to ensure that staffing and curriculum meet the needs of our community. The work of our inclusion team, the “A 4 A” programme, SpLD teacher and the empowered learning project are each evaluated to have had a positive impact in terms of attendance, behaviour and pupil achievement. • 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. As a result children engage well in their learning. The PE curriculum and extracurricular offer has been enhanced through use of the School Sports Grant. • 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. We are working towards the Inclusion Charter Mark. We have maintained the standard to promote equal opportunities which was rated outstanding by Ofsted 2010. • 97% of parents express confidence that the school is well led and managed and are comfortable to approach the school. (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. The Chair and newer governors are actively engaging in training and self-evaluation exercises to ensure that they fulfil their roles. • The Head has responded to requests to support other schools and provides SIP support in a neighbouring LA. Senior leaders support LA NQT monitoring with benefit to the school through improved networking and sharing of practice. • Collaborative activity with a wide range of other schools including Pyramid and NQT/PGCE development networks has had a positive impact on CPD and school to school support at all levels. Networking and partnerships with other agencies to improve achievement was rated outstanding at the last Ofsted inspection -2010. •

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Impact Progress is at least good and sometimes outstanding in EYFS and KS1 in all core subjects although attainment is low. SDP activity, particularly in reading and writing has led to improved standards at L2 and L2B+ at KS1 in literacy since 2008, notably in writing. There has been an upward trend in APS in writing. Although 2013 standards in maths at KS1 were lower than in 2012, progress by all pupil groups from FSP to Y2 was good or outstanding. The changing school context presents numerous challenges. Evaluation and appropriate improvement activity to manage these changes has secured good achievement. KS2 is also experiencing changes associated with higher mobility, an increasingly mixed ethnic population and vulnerable pupils. In 2012, the overall APS gain from KS1 – 2 was 14.2. APS in English and maths improved with a significant rise in VA in maths in response to school improvement action. VA for children with low PA was significantly above average and the percentage of pupils achieving L4 in English and Maths was 79% in line with the NA and 10% higher than the predicted success rate. In 2013, 70% of the Y6 cohort were boys, 41% were vulnerable and 21% were on the SEN Record. APS scores were influenced by 7 children who joined the cohort during Y6. Nevertheless, we maintained an upward trend in APS for non-mobile pupils from 2011-13 in writing and maths. The overall APS gain for non-mobile pupils from KS1 – 2 was 13.3 reflecting better than expected average APS progress in year and from KS1 – 2 in writing and maths. There was no change in reading due to outcomes for boys and BA pupils. 74% of non-mobile children reached L4 in reading, writing in maths which is in line with the national average. Some pupil groups within this challenging cohort did not make sufficient progress and not enough made accelerated progress, influencing VA scores. School leaders are taking necessary action with positive impact based on current data. Whilst attainment of the present whole school profile is lower than national averages, progress for the majority of groups is good. The attainment and progress of children eligible for FSM is good. Attainment gaps for FSM, EAL and SEN are narrower than the national average in KS1 (2012/2013 RoL). In KS2 attainment of FSM pupils was in line with or better than their peers and higher than the national average except in reading. Attainment of SEN pupils was also in line with the national average except in reading. Tracking shows expected or better average progress by the majority of FSM and EAL pupils. The majority of SEN pupils also make good progress and the SDP describes steps to accelerate their progress where this has been identified. As a result of monitoring, support and decisive action where necessary, the quality of teaching profile has improved.

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

Systems and procedures for leadership and management are good. Senior leaders are increasingly skilled at ensuring that high expectations are met, poor practice is challenged and the development of learning is our central focus. Impact has been varied reflecting the challenging context in which we work. Overall we evaluate leadership and management to be good. However we recognise the need for further improvement to accelerate the progress of some pupil groups, including boys in reading and some lower ability pupils and are therefore making an interim judgement of requires improvement.

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Areas for development • To achieve consistently good progress by all pupil groups in all core subjects in KS2 and by boys in literacy • Strengthen roles of new governors through governors self-evaluation activity, training, and participation in school activities. • Continue to strengthen middle leadership (Performance Management and NPQML). • 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. • Extend use of data tracking system by leaders and teachers at all levels. • Enhance impact of support staff through monitoring and training - Support Staff Development Manager role • Implement new Pay and Appraisal policies to strengthen impact of performance management.

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Short sef jan 2014 website