ELA SELF EVALUATION (SEF) SUMMARY 2023-25
Strengths 1. Leaders focus on improving teachers’ subject, pedagogical and pedagogical content knowledge. 2. Leaders have high expectations for all pupils and aim to ensure all pupils will succeed in completing their programme of study. 3. The Management Committee (Governance) of the school is strong; clear vision, role and carry out their statutory roles effectively. 4. A strong culture of safeguarding across the school. 5.Leaders are actively engaged with staff and are aware of and take account of the main pressures on them. 6. Leaders provide support and effective CPD for all staff to ensure all pupils attain positive aspirational destination pathways.
Strengths 1. Leaders have developed a clear curriculum intent across all subjects and key stages to prepare pupils for their next stage in education and training. 2. Teachers have good knowledge of the subjects they teach and where this is not the case leaders provide effective support to those teaching outside their subject area. 3. An environment which focuses on pupils with shared resources and textbooks. 4. Teaching staff provide strong formative feedback; identify misconceptions and provide clear, direct feedback. Teaching is adapted in response to this in ‘real time’.
Strengths 1.The school has a robust attendance policy and monitoring strategy across the school. 2.The school has an embedded a reward structure for good attendance. 3.Attendance remains in line or above national averages for PRUS
Leadership and Management Areas for Development Year 1 Areas for Development Year 2 1.To create an environment that further raises attainment to continue to meet the national expectations for closing the gap between groups of pupils. 2.To continue to provide high quality CPD and ensure middle leaders are supported to develop the quality of teaching across the ELA and in all subjects. 3. Leaders continue to refine a consistent approach to behaviour across the school. 4. Leaders to focus on ensuring that attendance is tenaciously pursued at all levels. 5.Leaders have a clear and ambitious vision to offer high-quality, age-appropriate career’s guidance to all pupils. 6. Leaders focus on improving the quality of teaching through developing a coaching culture at leadership level. 7. Leaders are focused on embedding the school’s core values and vision throughout the curriculum.
Quality of Education Areas for Development Year 1 1. Further embed, support and continuously refine retrieval practice to support long term memory retention of key concepts and vocabulary. 2. Refine and monitor the impact of reading support on the bottom 20% of readers focusing on SEND, PP and reducing gender gaps. 3. Improve the quality of teaching through developing a coaching culture at leadership level. 4. To further embed and continuously review to ensure pupils’ work is consistently of a high standard and through stages of practice, ALL pupils will routinely access independent work to develop automaticity. 5. To further embed and continuously review the KS3 curriculum ensuring key skills and knowledge are developed in ALL subjects in the most effective sequence to prepare for next steps. 6.Further embed and review the Implementation of school’s core values and vision through the curriculum.
Behaviour and Attitudes Areas for Development Year 1 1. To continue to improve attendance by ensuring that the very highest expectations of attendance are embedded and tenaciously pursued at all levels. Focus support on identified pupils, bridging gaps in LTNA by offering bespoke support and interventions. 2. A consistent approach to the behaviour policy is followed by all staff at all sites, with leaders using school system data to support management of behaviour in centres. All staff
1.To continuously embed and evaluate the impact of coaching on improving the quality of teaching and well-being of staff 2. Review and develop the Key Stage 3 curriculum to further enhance pupils' academic ability, socially and emotional development and support their confident to pursue aspirational destination pathways, in line with the school’s values and visions.
Areas for Development Year 2 1.To further embed and continuously review the impact of school wide retrieval strategies. 2.To further embed and continuously review the impact of reading strategies to support the bottom 20% of readers accessing the wider curriculum 3.To continuously embed and evaluate the impact of coaching on improving the quality of teaching and well-being of staff. 4.Monitor the impact of stages of practice to support progression and confidence in class and national examinations. 5.Evaluate and adapt the wider key stage 3 curriculum to support aspirational destination pathways. 6.Review and develop the Key Stage 3 curriculum to further enhance pupils' academic ability, socially and emotional development and support their confident to pursue aspirational destination pathways, in line with the school’s values and visions.
Areas for Development Year 2 1. Embed a wraparound provision to support pupil’s attendance and curriculum progress, with increased awareness of attendance data to drive improvement. 2.Restorative approaches become autonomous to reduce low level behaviour, using interventions to manage the use of suspensions. 3. Continue to develop and evaluate behaviour strategies alongside our school