Brimsdown Primary School SEF

Brimsdown Primary School SEF

May 2016

School context

Brimsdown Primary School is a large, multi cultural school in the London Borough of Enfield. The school is led by the Executive Headteacher, who also leads Lavender Primary School. He is also The Associate Headteacher and Deputy work closely with the Executive Headteacher to lead the school extremely effectively to ensure that there is rapid and sustained improvement.

·  School roll: 608 (668 with nursery)

·  FSM: 29% - 70% with Universal FSM

·  Pupil Premium 49%

·  SEN statement or EHCP: 1.5%

·  SEN support: 4%

·  Hearing Impairment Resource Base in Enfield (HIRBiE): 1%

·  EAL: 52%

·  There are 47 languages spoken in the school

·  School Deprivation indicator 0.50 (high)

·  KS1 Nurture group

Overall Effectiveness
Since our last inspection
At our last inspection, in May 2014, we were graded RI in all areas. We have significantly improved in each area and judge Leadership and Management as Outstanding, The Quality of Teaching as Good, Learning and Assessment as Good, Outcomes for Pupils as Good, Behaviour, Safety and Welfare as Outstanding. We judge our Early Years to be Outstanding.
Ofsted
Last Inspection – Areas to Develop / Action / Impact
Improve the quality of teaching so that all pupils do equally well and have positive attitudes to learning by ensuring that:
·  teachers plan activities that are at the right level of difficulty, particularly for the most able
·  all pupils are inspired to do as well as they can and maintain high levels of motivation and concentration
·  pupils know how they might improve their work and are consistently encouraged to respond to teachers’ feedback. / ·  Introduced L&L/RWI/Fresh Start/RWI Spelling across the school for English
·  Introduced daily book look lesson
·  PAT document to assess reading and writing
·  Reviewed and improvement DSR
·  Introduced Big Write
·  Expanded the use of Abacus to KS1 and lower KS2
·  Embed the use of Numicon across KS2
·  Introduce a clear T&L expectation document
·  Introduced agile teaching within maths
·  Introduced new behaviour policy and systems
·  Introduced new Marking and Feedback policy
·  Half termly learning moderations with teachers by English and Maths leads / ·  90% of teaching is good or better
·  32% teaching is outstanding
Make sure pupils take greater responsibility for behaving sensibly at all times. / ·  Introduced new behaviour policy
·  School has five core values (respect, responsibility, honesty, determination and care) that are a focus in weekly assemblies
·  Half termly behavior training for staff
·  Increased leadership capacity to support staff across the school
·  Member of SLT (Lead Practitioner for BfL) to support teachers in class and lead on behavior across the school / ·  In Spring 2015 there were 398 yellow slips. This has reduced this academic year – autumn 2015 there were 332 and spring 2016 there were 289.
Ensure that the school achieves a good overall effectiveness judgment at the next inspection through ensuring that:
·  priorities to improve pupils’ learning and the quality of teaching are addressed fully and with urgency
·  governors and senior leaders improve the allocation of pupil premium funding to ensure eligible pupils make even better progress. / ·  Introduced maths and English schemes to support planning
·  Achievement Leader per year group to be good role models, improve planning and differentiation and the overall attainment of pupils and quality of teaching in year groups
·  AHTs per phase to be good role model, improve planning and differentiation and the overall attainment of pupils through booster groups, and quality of teaching in year groups
·  There is a high sense of accountability across the school
·  Pupil premium review (Feb 14)
·  Teachers aware of children in their class that are PPF and accountable for these children
·  Half termly PPF report to governors. The analysis of data shows the gap is closing / ·  The quality of teaching has improved and now 90% is good or better.
·  The PPF gap has closed now to 4%
An external review of the school’s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and management may be improved. / ·  Pupil premium review took place in February 2015
·  There is a link governor for PPF / ·  The gap has now closed to 4%
HMI
Make clear the summary headlines in monitoring documents so that the progress being made by pupils is communicated clearly and to aid analysis at all levels. / ·  All middle and senior leader reports have headlines at the beginning of reports
·  RRG governor meetings have a focus on pupils attainment and progress
·  Governor training in November 2015 focussed on RaiseOnline and data analysis / ·  Governors have expressed that the reports are consistent and easy to follow.
Focus on the achievement of more able pupils to ensure this group make stronger progress. / ·  Introduced daily book look lesson
·  Introduced Big Write
·  Expanded the use of Abacus to KS1 and lower KS2
·  Introduce a clear T&L expectation document
·  Introduced agile teaching within maths
·  Introduced new Marking and Feedback policy
·  Half termly learning moderations with teachers by English and Maths leads / ·  The percentage of children above ARE is now 12% compared to 2% in autumn 2014.
Maintain the support of the local leader of governance for the governing body throughout the current reconstitution in order to develop more effective strategic leadership. / ·  Local Leader of Governance continuing to support Chair of Governors
·  Local Leader of Governance to chair RRG meetings / ·  We judge the leadership of the school to now be outstanding.
Therefore, Brimsdown judges itself to be a Good school.
Raising Achievement Plan Development Priorities 2015-2016
Outcomes for Pupils - Raise standards across the school
·  Boys writing
·  More able
·  Maths girls progress
·  Phonics re-takes
·  SPAG
·  Pupil Premium
·  White British
·  Turkish boys - English
Teaching, Learning and Assessment – Ensure quality of teaching is good or better
·  Teachers to plan activities that are at the right level of difficulty, particularly most able
·  All pupils inspired to do as well as they can and maintain high levels of motivation and concentration
·  Pupils know how they might improve their work and are consistently encouraged to respond to teachers feedback
·  Develop practice of Teach first and NQTs
·  Develop the science curriculum
Personal Development, Behaviour and Well bing – To make sure pupils take greater responsibility for behaving sensibly at all times
·  Embed the core values – determination, respect, responsibility, care and honesty
·  Continue to improve attendance and punctuality
Leadership and Management - To develop new senior leaders to embed good leadership
·  Develop middle leaders to embed good leadership at all levels
·  Maintain the support of the local leader of governance for the governing body to develop more effective strategic leadership
Effectiveness of Leadership and Management
Our Vision and Culture
“We aim to produce responsible, caring, respectful and aspirational young people of whom we can all be proud.” This vision was created through discussions with staff, children, parents and governors in summer 2015. It was then agreed by governors and shared with staff and parents in autumn 2015.
·  Our vision is shared with staff, parents and the children through regular assemblies, information sessions and parent meetings, our website and newsletter communication. We review our vision to meet any changing needs of our school and community.
·  Our Brimsdown and British Values permeate everything we do. Our whole staff team is responsible for promoting our positive behaviour and learning culture and adhere to the core values also, being outstanding role models.
·  Our school values and the strong vision of leaders at the school ensure that all at Brimsdown are able to excel.
·  Relationships between pupils and staff are excellent and show mutual respect.
Improving Outcomes
·  Our data analysis and progress tracking of all groups is rigorous, with staff at all levels taking responsibility for children’s progress and attainment. Pupil Progress Meetings (PPMs) are planned in half termly and detailed interventions organised. These are then reviewed regularly for impact.
·  Pupil Premium Funding is spent effectively to improve outcomes for disadvantaged children and our gap has narrowed. In 2014 we closed the gap in EYFS having 1% more FSM children achieving a good level of development, KS1 KS2 there was a 3% gap for children achieving a combined L4 (writing being a strength).
·  Our attainment in KS1 since 2013 shows an upward trend, with 2015 being good.
·  Our attainment in the Phonics Screening check has an upwards trend, this year being only 1% below the national average.
·  Our HIRBiE deaf base is becoming a strength of the school, with Deaf Instructors teaching weekly BSL classes to all children. Inclusion is embedded across all year groups.
·  Our Governors ensure that presentations on attainment and progress of all children and Pupil Premium are a termly agenda item, along with reviews of the School Improvement Plan, and ask key questions on the effectiveness of provision.
·  Our Governors ensure that presentations on sports premium are shared during the year and impact monitored.
·  Leaders and governors have a deep, accurate understanding of the school’s effectiveness, which is informed by the views of different stakeholders.
·  We are proud of the partnerships we have with our parents and actively encourage their attendance in school for a range of events including performances, parent training workshops and to work alongside their children on curriculum mornings. We actively seek the views of our parents through questionnaires.
·  Our most recent survey (October 2015) revealed that the vast majority of parents are happy with the school. Their children make good progress, feel safe at school and are taught well.
·  Following parental feedback in June 2015, we reviewed our home learning and now 95% (compared to 82%) feel their child’s home learning is appropriate. We also improved parent consultations and feedback about children’s learning/progress and now 95% (compared to 81%) feel this is good.
·  We work with a range of external agencies to support all pupils, including BSS, SALT and other schools for the deaf.
·  Our Executive Headteacher (Matthew Kleiner-Mann) is an NLE. Over the last 4 years, he has successfully worked with a number of local schools to improve their practice and outcomes. Currently, Matthew Kleiner-Mann is the Executive Head of Lavender Primary School.
·  Our Chair of Governors (Steve Stewart) is supported by Ingrid Cranfield, a local leader of governance.
Developing Teaching and Assessment
Quality of Teaching and Learning to Autumn 2015
Inadequate / Requires Improvement / Good / Outstanding
Sum 2 2015 / 0% / 17% / 62% / 17%
Aut 1 2015 / 3% / 39% / 52% / 6%
Aut 2 2015 / 0% / 22% / 69% / 9%
Spr 1 2015 / 0% / 14% / 86% / 17%
Spr 2 2015 / 0% / 14% / 86% / 17%
Sum 1 2015 / 0% / 10% / 90% / 32%
·  Our CPD policy and provision map ensures that professional development is linked to our SIP, individual teacher and support staff development needs and improving outcomes and learning experiences for our children.
·  Staff reflect on the way they teach. They feel deeply involved with their professional development and well supported. We have created a climate where staff are motivated and trusted to take risks.
·  We are embedding AFL across the school and continue to do so (recognising that NQTs, TeachFirst, students and new members of staff need more support).
·  We plan in regular moderation meetings and provide in-house and external training on assessment, both formative and summative. We work with other local schools to moderate.
Our Curriculum
·  Our teacher’s plan in cross-curricular themes, ensuring that subjects have meaningful links wherever possible.
·  Enrichment activities such as themed days, visits and visitors are now developing with the Achievement Leaders aiming to do one of these each half term.
·  We believe that extra-curricular activities add value to the children’s learning and our motivated and dedicated staff team have held or currently hold clubs in a number of disciplines such as cookery, art, origami and various sports.
·  We use the sports premium and our PE budget effectively to improve experiences and outcomes for our children. We have an increasing number of children taking part in extra-curricular sporting activities, many of which are run by, or commissioned by, ourselves. We take part in Borough sporting tournaments and festivals, and value visitors who are able to enthuse children to take up less common activities.
Promoting SMSC
·  We have ensured that our School Values are embedded and that all staff understand the importance of promoting these, along with the British Values, to ensure our children have respect for all, including those of different faiths or beliefs. We continue to do this through a clear programme of PSHCE and RE, and through our assemblies where our children are encouraged to reflect on their own beliefs, feelings and attitudes.