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Summary of school self-evaluation Lakeside Primary School Headteacher Grades for: Overall effectiveness Achievement of pupils Quality of teaching Behaviour and safety of pupils Leadership and management

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Mrs Janet Witton

Chair of governors

Last Ofsted inspection 2 2 2 2 2

Ms Patricia Astbury SEF 2 2 2 2 2

Information about this school Lakeside is a community school. In October 2013 the number of pupils on roll was 341 including 43 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. 52% of pupils are from minority ethnic groups and 45% of full time pupils over 5 years old have English as an additional language (Jan & Oct Census 2013). 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, Oct 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 90% of F1 pupils were assessed at below age related levels of development on entry. 7 (17.5%) pupils joined the 2013 Y6 cohort during 2012-13. The cohort had 70% boys and 59.5% FSM. We have increasing mobility. 54% of pupils have been at school for more than 2 years. 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. 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. Expected or better progress by majority of pupils in 2011-12 and 2012-13 in core subjects, particularly in KS1 and across the school in writing. Upward trend in KS1 outcomes to 2012, particularly literacy Significantly improved attendance from 2011-12. Effective distributed leadership by senior leadership team. The school is not outstanding 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. • A minority of teaching requires improvement so that all lessons are consistently good or better. We are continuing work to develop and spread best practice to all classes and in all subjects.

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Summary of school self-evaluation

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Continued development of middle leaders 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. We therefore continue to work to accelerate progress of FSM and all vulnerable pupils with lower starting points to maintain good attainment in 2013 compared with all pupils by the end of KS2. 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 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. • 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 for EAL pupils • Build on improvements in attendance • Work towards the Inclusion Charter Mark. CPD

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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.

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Summary of school self-evaluation Achievement of pupils

Last Ofsted grade: 2

KS2

2010

2011

2012

% L4+ En & Ma

56

61

% L4+ En & Ma FSM

-

67

76 76

% L4+ En

58

71

% L4 Reading

72

86

% L4 Writing % L4+ Ma % 2LP En

45 78

46 61

93

% 2 LP Reading

93

% 2 LP Writing

90

79 79

72.5%

78% 

67% 84%

75% 75%

86%  86% 

84 100

84

85%

82.4%

86% 

69.5

97

88%

86%

96% 

79%

83%

96% 

97

74

(C)VA All

101.3

99.5

100.7

(C)VA En

-

100.2

(C)VA Ma

-

98.9

All Pupils 99.2

NonMobile 99.5

78 56 75 50 88 72

69 44 64 42 81 50

35.9

42.2

35.9

42.2

85%

APS Progress KS1 – 2

100.1 101.3

EYFSP % 6+ PSED & CLL scoring 78+ points % 6+ PSED + CLL

79% 85%

92

KS1 % L2+ Reading % L2b+ Reading % L2+ Writing % L2b+ Writing % L2+ Ma % L2b+ Ma

2013 * 7 in year imports in Y6. Data therefore included for whole cohort (40) and “home grown” pupils (28). Actual Target FFT A/D All Home Grown 68% 75% 65% 75%  R W M 56% 67% 75%  83%  68% 79% 75% 86% 

76 86 85

% 2LP Ma

VA 2013 RoL

Current school grade: 2

84 72 79 51 95 67

46.0 46.0

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

All Pupils (39) R 11.8 TA 14.0 98.2

W 13.8 99.3

M 13.7 TA 13.8 99.6

R 11.8 TA 14.0 98.1

W 14.0 99.5

M 13.7 TA 14.0 100.2

Target 73% 59% 64% 41% 82% 52%

Actual 72% 65% 70% 56% 79% 65% Comparative data not available. % at ELGs PSE CL PD MR – 46% SC – 40% L & A – 48% M & H – 425 MF & B – 52% U – 42% S – 32% H & SC – 31% Rdg – 38%

Wtg – 28%

N– 26%

SS&M – 38%

Data summary

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Summary of school self-evaluation 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 for majority of pupils 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 all subjects. • Historically, children in the Foundation Stage have made good progress. FSP scores over the past 4 years have been variable reflecting well below average starting points. In 2012-12 and 2012-13, children made good progress across the board. Attainment trends cannot be compared due to changes in EYFS assessment measures. • RAISEonline confirms FSM children achieve well. 2012 Raiseonline shows progress of FSM pupils was in line with national average in Maths and better in English. In 2013 progress was better than non FSM pupils in all subjects. 2013 Raiseonline also shows stronger attainment by FSM pupils than non FSM pupils. Across the school in 2012-13, the progress of FSM pupils was broadly in line with all pupils, with some in year variation in KS2. We therefore continue to focus on accelerating the progress of FSM and all vulnerable pupils to narrow the gap. • SEN children in most year groups have made expected or better progress. In 2013 there was some slower progress in lower KS2. In 2012 VA for SEN pupils was significantly above average. It was lower in 2013 largely due to disappointing 2013 Y6 SATs outcomes in reading. School tracking data shows average APS gain from KS1 – 2 by Y6 SEN pupils was higher than expected. • In 2013, the majority of children with Middle and High PA made expected or better progress. Progress by children with Low PA was generally slower in maths and this is being addressed. Y6 SATs outcomes in reading were disappointing. This is not a trend; in 2012 children with Low PA had strong VA of 102.6. • 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. The average APS gain for 2013 Y6 pupils from KS1 – 2 is above expected, particularly for pupils in the school since Y2. 2013 RoL for non-mobile pupils shows broadly average VA of 99.5. • In house tracking using SATs outcomes shows better than expected average APS progress by Y6 pupils from KS1 – 2 in writing and maths for all pupil groups. • Teacher assessment in reading also indicates good progress for all pupil groups and expected progress for SEN pupils but was not matched by SATs outcomes which indicate below expected progress, particularly by SEN pupils and boys. Slower progress by boys in reading had a major impact on the 2012-13 Y6 cohort made up of 70% boys, many of whom were vulnerable. The SDP addresses boys’ achievement in reading. Overall progress in reading across the school is expected in all cohorts and good in the majority. Progress by boys in FS and KS1 is good and variable in KS2. • Tracking 2011-12 and 2012 – 13 shows average in year progress was expected or better overall in all subjects and for all pupil groups in most year groups. Some pupils in Y3 and Y4 made less than expected progress and reasons for this, including quality of teaching in one class have been addressed. • From 2008 – 12 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. In 2013, strong progress ensured targets were exceeded although attainment and APS were lower than in 2012. • In 2013, APS scores of “home grown” children are in line with 2012 overall and in English and are higher in maths. • During 2011-13 SDP activity has impacted positively on progress and standards in literacy, particularly writing, and on progress in maths.

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

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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 report KS2 TA KS2 SATs LA benchmark data School based data analysis and reports to governors RAISEonline FFT predictions and outcomes analysis Pupil Progress Meeting reports KS2 writing LA moderation report 2012

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Summary of school self-evaluation Areas for development

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To continue to accelerate progress in reading, particularly for boys. To continue to accelerate progress in maths, particularly in lower KS2 and for children with low PA. To build on improvements in writing to bring attainment into line with national averages in all phases and to improve outcomes in spelling, grammar and punctuation (SPAG). To continue to improve achievement of boys in all phases, particularly in KS2 and in Literacy. To maintain and extend improved attainment of more able pupils in Literacy. To continue to “narrow the gap” for FSM, SEN and vulnerable pupils To achieve consistently good progress across all KS2 year groups. To increase percentage of children making 3 levels progress To continue to improve phonics outcomes, particularly in Y2 and lower KS2

• Actions being taken to move to the next grade

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See SDP

Termly Pupil Progress Meetings to identify target pupils and groups and inform provision map/interventions. Half termly progress checks for identified groups including FSM. SDP action plans to accelerate progress in reading, writing, “SPAG” and maths with particular reference to “boy friendly” materials, strategies and contexts for learning (See Literacy and Maths Action Plans) SDP action plans to develop quality of teaching, focussing on formative assessment and feedback, personalised learning and inclusion using Pupil Premium. (See Teaching and Learning and Inclusion Action Plans)

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Summary of school self-evaluation

Quality of teaching Data summary Profile of Teaching Lesson observations 2011-2012 Lesson observations Autumn 2012 Lesson observations Spring 2013 Lesson observations Summer 2013 Lesson observations Autumn 2013

Last Ofsted grade: 2 Inadequate 9% 15% 4% 0% 0%

Current school grade: 2 Requires improvement 23% 8% 20% 21% 15%

Strengths (see full SEF) The school judges the overall quality of teaching and learning to be good. 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 outstanding lessons leading to good progress for the majority of children. • 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. • There is rapid action to address poor teaching where required. Intensive support and decisive action has been taken to resolve poor provision in F1 and in lower KS2. • Learners are challenged. Teachers set high expectations in most lessons and children are increasingly being encouraged to take ownership of their own learning challenges. • AfL strategies, such as sharing of success criteria and guided peer assessment, are increasingly 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 with positive impact, particularly in writing and in accelerating progress in maths in 2011-12 and 2012-13. (Upward trend in 2LP 2011-13) • 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. • 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 2012-13 progress has been expected or good in most subjects and year groups; some slower progress in lower KS2 was due to cohort and quality of teaching issues. • In most lessons seen, teachers made effective use of observation, questioning and ongoing assessment to inform their planning and teaching. Most teachers know their children well and increasingly enable them to take ownership of their learning and next steps through effective peer and self-assessment. • The quality and impact of marking and feedback is generally good with evidence of improvement where needed in 2012-13. • Introduction of motivating open ended homework diaries and learning journals in Y6 and ICT based “I am Learning”. • Increased use of ICT including I-pads, to make learning engaging for boys in particular.

Good/Outstanding 67% 77% 72% 79% 85%

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 Provision Map

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Summary of school self-evaluation 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 - Generic CPD linked to SDP (formative assessment) and specific CPD linked to PM and monitoring outcomes - Pupil Progress meetings - Performance Management review meetings • Continued development of A4L and effective marking and feedback Develop personalised target setting and attributes of positive learners (Lakeside Learners) • Embed opportunities to apply core skills across the curriculum in revised curriculum planning. • Implement SDP strategies to improve quality of teaching in core subjects, particularly reading, and maths. • Introduced revised Pay and Appraisal policies • Enhance impact of support staff through appraisal, CPD and strengthening of impact measures. Actions being taken to move to the next grade SDP Teaching and Learning/Inclusion Action Plans:• Generic and targeted CPD and Lesson Study • RQT support programme in collaboration with network schools • TA development – Training and Support Staff Development Manager TLR role • Enhance use of Learning Journals, attitudes to learning and personal target setting • SpLD and intervention training – empoy 0.2 SpLD teacher • Use of pupil premium for additional teacher to accelerate progress of FSM • Achievement for All programme to improve achievement of targetted vulnerable pupils – training and support • Continue to develop data analysis and use of tracking by all staff • Continue to develop assessment and provision in reading, particularly for boys • Continued development of A 4 L and use of SC to support peer and selfassessment • Implement Reading, Writing and Maths SDP Action Plans • Performance Management linked to SDP. Introduction of revised Pay and Appraisal policies.

See SDP

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Summary of school self-evaluation

Behaviour and safety of pupils

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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 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 (2011 RAISEonline). In 2012-13 attendance was 94.73% with 9 PA pupils by the end of the Summer Term (3.1%) Strengths Evidence (see Full SEF) Behaviour policy In 100% of lesson observations during the past two years pupils were very well Anti bullying policy behaved and demonstrated positive attitudes to learning. No learning was PSHE/SRE Policies disrupted as a result of poor behaviour and this contributes to good progress in Bullying record lessons. Pupil/Parent questionnaires Around school, most children are orderly and polite and respond well to Case studies of particular reminders when necessary individuals and groups Systems effectively support vulnerable pupils with challenging behaviour Behavior record through individual counselling and support and small group emotional literacy Sentinel Racist Incident programmes. Fixed term exclusions are extremely rare. Record Parent surveys confirm 93% of parents 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. 92% 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 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 94.73% . PA was reduced from 7% in the Autumn Term to 3.1% PA (July 2013).

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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 pupils joining the school with very low attendance. Further develop the PSHE and SRE policies and curriculum to specifically 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 Use of Attendance rewards, incentives and challenges. Consistent use of FPNs for unauthorised term time holidays. Close collaboration with EWO and other agencies to work with families to address PA. 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, and whole school culture of zero tolerance. Extend Empowered Learning Project to Y5. Introduce “Lakeside Learners” Life Skills” project linked to I in P. Develop independence and engagement in learning through use of learning objectives, success criteria, pupil/peer self-assessment and self-selected learning challenges. Employ 0.2 SpLD specialist teacher to provide SpLD programmes, provision and training and promote inclusive learning environments to engage children with SpLD. Planning of stimulating contexts for learning – particularly to engage boys. Acquisition of “boy friendly” texts. Work towards Investors in Pupils – NPQML Leadership project. Work towards Eco-Schools Award - NPQML Leadership project. (Global awareness project)

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Summary of school self-evaluation Leadership and management

Last Ofsted grade: 2

Current school grade:2

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Summary of school self-evaluation

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Summary The Head, Deputy, SLT and Governors have established a clear and ambitious vision based on high expectations and inclusion. An overall rising trend in APS over the past 2009 - 12 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 in core subjects, particularly in writing and maths. Tracking shows continued good progress in KS1, despite cohort related lower attainment in Y2 in 2013. In KS2, 2013 Y6 outcomes indicate good progress in year and from KS1 – 2 in writing and maths but not in reading based on SATs outcomes. During KS2 the cohort narrowed the gap with national average attainment from -1.2 APS at the end of KS1 to -0.9 APS. * 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, performance management and monitoring outcomes. Individual needs are identified and addressed through personalised CPD and support. An NQT development programme and individual in house support ensured that they were supported well. * Satisfactory and inadequate teaching is addressed through support, challenge and decisive action when required. The quality of teaching profile has improved. * Appraisal and Pay Policies have been updated and implemented with rigour and consistency. * 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, 2012 KS2 outcomes, an improving quality of teaching profile and significant development of SEN practice. We are continuing to develop middle leaders through the NPQML programme. * Teachers are held to account for pupil progress through termly or half termly progress meetings. In year progress across the school in 2011-12 and 2012-13 was expected or better in most classes. This has been achieved in the context of a changing and more challenging intake with an increasing percentage of EAL and vulnerable 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 and employment of a specialist SpLD teacher. 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 has had a positive impact on attendance, community relationships, and outcomes for vulnerable pupils. Data shows expected or better average progress by the majority of FSM, EAL and SEN pupils (except Y6 reading). * 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. The Chair and newer governors are actively engaging in training and self-evaluation exercises to ensure that they fulfil their roles. The Head has supported another school at the request of the LA and provides SIP support in a neighbouring LA. Senior leaders support LA NQT monitoring. We engage in collaborative activity with a wide range of other schools including Pyramid and NQT/PGCE development networks

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Summary of school self-evaluation

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Strengths Inclusive vision leading to positive outcomes in line with or above national averages for FSM, EAL and SEN pupils (2012). 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 and use of imaginative strategies Focussed CPD programme for teachers and support staff reflecting school priorities and individual needs identified through appraisal and monitoring. Focussed monitoring and evaluation programme Promotion of supportive ethos and teamwork creating a harmonious environment for pupils and adults Networking and partnerships with other agencies to improve achievement (Rated outstanding at the last Ofsted inspection -2010) Areas for development • To achieve consistently good progress 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 – Support Staff development Manager Strengthen impact of performance management through implementation of new Pay and Appraisal policies. 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 Headteacher supporting another school in Borough and members of SLT supporting LA NQT programme Support for HT, leaders and teachers at all levels in use of pupil progress tracker. TA appraisal and introduction of Support Staff Development Manager role to Senior Leadership Team. Implement new Pay and Appraisal policies. Ongoing networking and research to identify improvement strategies.

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

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Short sef oct 2013 1