SEF 2015/16
OLDFIELD PRIMARY SCHOOL
School Self-evaluation Summary: 2015-2016
Pupils’ Achievement
Analysis of pupils’ achievement tells us:How well all pupils learn.
· All pupils reach very high levels of attainment and make excellent progress (Ofsted 2014)
· 87% of children achieved phonics standard (2015)
· All groups of children are progressing well above National Standards for core subjects (2014)
· Children make excellent progress in the Early Years foundation stage. Ofsted 2014
· EYFS children above National Average for Early Learning Goals, especially the boys who out preformed the girls
The quality of pupils’ current work.
· Work scrutiny suggested at least a good quality learning across the school (2015)
· Writing needs to have greater depth, quantity and variety across the school and will be part of the school development plan(2015)
· Reading was a focus of the last SDP and this has shown improvement (2015)
· A continued focus on handwriting is needed 2015-2016
How much progress pupils have made since joining the school.
· Data suggests that children make good progress since joining the school and this supported by average KS2 score of 31.7 at the end of Year 6. (2014-2015)
· All children are set challenging targets (min 14pts progress)
· 95% of parents felt their child had made good progress (2015)
How gaps are narrowing between different groups of pupils.
· Data suggests that there is no difference between groups of children.
· Children who receive Pupil Premium do equally as well as children that do not and in some cases perform better (2015)
· All pupils in this group make excellent progress, similar to that of their peers Ofsted 2014
· Continue to focus on the very able children within the school
· Continue to focus on Pupil Premium children
The standards attained by pupils by the time they leave the school.
· The standards attained by children when they leave Oldfield are well above expected levels in the core subjects. Focus is still on a broad and balanced approach to learning and Creativity and Sport are priority as well (Artsmark Gold 2013 and Sports kite mark Gold 2013/14/15) for the third consecutive year
· The school prepares pupils excellently for the next stage of their education Ofsted 2014
The progress of disabled pupils and pupils with special educational needs
· Progress of SEN and disabled pupils is monitored carefully via provision map data suggests that children make at least good progress throughout the year. Lesson observations and professional discussions support this view.
· The expert support given to these pupils’ means that the achievement of this group is of similar high standard to that of their peers. Ofsted 2014.
Pupils’ progress and standards in literacy.
· Good results in literacy across the school
· Excellent results in Reading and writing for Year 6 (data 2015)
· Writing will be a focus in the new SDP 2015 (data 2015)
· Continued focus on Phonics and reading across the school, every child a reader by six!
· SPAG results at level 4 were lower than expected
Grade: / 1 / [ ] / 2 / [ ] / 3 / [ ] / 4 / [ ]
Areas for development:
·
Evidence to support judgements on the quality of pupils’ achievement:
Evidence / Location / Responsible
Data Summary 2015 / Data file / RJ
Lesson observation reports / Admin 3 / RJ
Raise online 2014-2015 / Class files and admin 3 / RJ
Sporting achievement summary 2014-2015 / Yearbook 2014-2015 / FH
Self-evaluation Summary:
Pupils’ Behaviour and Safety
Pupils demonstrate:conduct in lessons and around the school
· The behaviour of our children is excellent. This allows teachers to teach and children to learn.
· Visitors often comment on how well the children behave and how engaged they are in their learning
· Pupils are polite to each other and to adults
· Most children arrive on time to lessons
· Pupils behaviour is Outstanding (Ofsted 2014)
Attendance and punctuality at school and in lessons :
· Attendance at Oldfield is very good 97.48%, unauthorised absence is very low. All absence monitored very carefully.
· Highest months for absence April and December. Research suggests that this is reflected nationally.
· Attainment of children whose attendance is less than 95% reported to Governors annually
· Pupils attendance is above average (Ofsted 2014)
Behaviour and attitudes towards others, and respect for other young people and adults, including the way they treat one another :
· Low numbers of reported bullying related incidents
· Low recorded numbers of reported racist and homophobic related incidents
· Pupils are extremely polite to all adults and to each other. Very few report that bad behaviour ever disrupts learning
how well children protected from bullying
· Assemblies link to certain aspects of staying safe and respecting others (class circle time and SEAL assembly time)
· Children are aware of how to stay safe
· Children report that behaviour and harassment almost unheard of but they know what to do if they experienced it, including the internet
· Key staff have received PREVENT training
The views of pupils, parents and carers tell us:
· 93% of parents said their children were not bullied or harassed at school, parents commented that where there had been an issue the school had dealt with it effectively (2015)
· 99% of parents felt that children behave well (2015)
· 99% of parents say staff and pupils contribute to developing a positive school culture(2015)
· Overwhelming support of parents as detailed in Parent View September 2014
Grade: / 1 / [ ] / 2 / [ ] / 3 / [ ] / 4 / [ ]
Areas for development:
Continued focus on transition from EYFS to Year 1
Evidence to support judgements on Pupils’ Behaviour and Safety:
Evidence / Location / Responsible
Absence reports and termly attendance data / SIMS/hard copy in Govs file / Office/ RJ
Data summary on TA results / Target file / RJ
Parent survey 2014-2015 / Yearbook 2014-2015 / RJ
School Self-evaluation Summary:
Leadership and management
leaders and managers:demonstrate ambition for pupils and improvements in their achievement :
· Clear vision for the school which is reviewed annually by stakeholders
· Ambitious targets set for all children
· Robust performance management process linked to the School Development Plan and pay progression
· Leaders and managers have high ambitions for the school (Ofsted 2014)
· Continue to develop the role of the middle manager
Improve teaching and learning by
· Robust, consistent and informative lesson observation procedure
· Subject coordinators leading training and inset to improve T and L
· Senior leaders visioning days discussing curriculum strategies and approaches
· Robust performance management procedures for all staff linked with pupil progress
· Training for all teaching assistants in reading writing and maths
Support and develop staff by:
· CPD linked to SDP. Focus on reading, writing and maths (2015-16)
· Empower staff to lead school improvement. Assessment, curriculum reforms Artsmark NACE IIP. Creating ownership
· Focussed briefing and meeting schedule for all staff to contribute and be informed
Lead improvement and demonstrate capacity for sustaining its improvement :
· SDP focus on writing reading writing and maths across the school for 2015-16
· Writing results across the school showed an improvement however we need to continue to focus on quality and depth of writing
· Experienced Governors who know the school and the school community
· High expectations raising the bar from 12 to 14 average points and set targets accordingly
· Continue to review assessment
Demonstrate accurate school self-evaluation and effective use of its findings through:
· Use of Data to inform judgements
· Analysis of data to inform the school development plan and teachers performance management
· Analysis of groups of children support judgements and helps prioritise for the future
Provide an appropriate curriculum to help all pupils to achieve well which:
· Curriculum maps in place for all teachers reviewed subjects
· The school follows a broad and balanced approach in line with the new national curriculum
Work with governors to drive school improvement by:
· Governors fully informed regarding children’s progress and data. Very proactive committees run on a workshop basis
· The governing body provides outstanding levels of challenge and support for both leaders and teachers (Ofsted 2014)
Safeguard pupils effectively by:
· Ensuring that all staff have training in child protection and safeguarding
· All staff are DBS/CRB checked
· All staff are first aid trained
· Conducting an annual safeguarding audit for all staff. Govs receive report
Ensure equality of opportunity, promote the confidence and engagement of parents and work in partnership with other schools and external agencies to improve further by:
· Work with cluster on a variety of issues PE premium/ Assessment
· Work with the LA on Assessment
· Parents survey/ attendance of parents at open evening
Ensure the promotion of pupils’ spiritual, moral, social and cultural development by
· Children are encouraged to share their ideas and opinions about personal and whole school issues in a variety of ways.
· Governors visit the classes and talk to the children about their learning
Grade: / 1 / [ ] / 2 / [ ] / 3 / [ ] / 4 / [ ]
Areas for development:
· Develop the role of the middle manager
Evidence to support judgements on the quality of leadership and management:
Evidence / Location / Responsible
Self-evaluation Summary:
Quality of teaching:
Teachers:Demonstrate high expectations, enthuse, engage and motivate pupils so that they learn and make progress by:
· Having high levels of expectation from the children in all they do
· ‘Teachers have very high expectations of pupils work and subject knowledge is good’. Ofsted 2014
· Appointing children to the post of academic leader of the school
set challenging tasks by
· Ensuring that all work is challenging for all groups of pupils, setting of challenging targets and monitoring progress carefully
· Ensuring all groups of children perform above the national average
· Using effective and challenging questioning techniques
use their expertise to deepen pupils’ subject knowledge and understanding and teach them the skills needed to learn for themselves by
· Lesson observations, work scrutiny and learning walks tell us that teacher’s subject knowledge is at least good and in many cases better. (reports to Governors and Ofsted 2014)
· Using a wide range of teaching styles fitting the needs of pupils and their ensuing progress levels are very high
Assess pupils’ progress, provide them with constructive feedback, and plan lessons to match their needs through
· Focussing on the whole school marking policy to ensure consistency in marking
· Developing In the coming year, assessment without levels
work with other support to provide for each pupil’s individual needs including those of disabled pupils and pupils with special educational needs by
· Using a thorough provision map detailing all interventions for children receiving school support and statements
· Having highly skilled and well qualified Teaching assistants
· Ensuring a personalised learning experience for all children regardless of their ability
Teach pupils effectively to read and to develop their skills in literacy by
· Focussing on speaking and listening and formative reading skill in Early Years
· Having High expectation that children will read by six years old, 87% of children in Yr1 reached the pass score 2014-2015
· By continuing to have KS1 reading results above national average
· By continuing to have KS2 results very high compared to the national average
Promote pupils’ spiritual, moral, social and cultural development by
· Data shows that pupils in EYFS understand the difference between right and wrong
· Positively encouraging all children
· The SEAL programme runs throughout the school
· Children are given a wide range of learning experiences both via the curriculum and extracurricular opportunities
· In the summer term children are given the opportunity to learn about different cultures through dance drama music and art
· Children are encouraged to take part in a number life skills such as dragons den office angels
· Children are offered to become school leaders
· Ensure children are aware of internet safety and the potential for extremism and radicalisation
Grade: / 1, / [ ] / 2 / 3 / [ ] / 4 / [ ]
Areas for development:
· Assessment without levels
Evidence to support judgements on the quality of teaching:
Evidence / Location / Responsible
Overall Effectiveness
The quality of Education offered at Oldfield Primary School October 2014
Judgements have been made on
· The achievement of the children in the school
· The quality of teaching in the school
· The behaviour and safety of the children at the school
· The quality of leadership and management of the school
In addition to this we have considered the following
· The extent to which our school meets the needs of the range of children at Oldfield and particularly the needs of disabled children and children who have special educational needs
· How well Oldfield promotes all children’s spiritual, moral, social and cultural development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers and other adults to.
Reflect on the experiences provided by Oldfield and allowing our children to use their imaginations and creativity and develop curiosity in their learning.
Develop and apply an understanding of right and wrong in our school and outside of school
Take part in a range of activities requiring social skill and develop leadership potential
Gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their learning
Overcome barriers to their learning
Respond positively to a range of artistic, sporting, and other cultural opportunities provided by the school
Develop the skills and attitudes to enable them to participate fully in democratic, modern Britain