2013-14
This is a summary of the current School Self Evaluation Document and overview of areas of development to inform the School Strategic Plan.
(Reviewed march 2014) / SSE
HALTERWORTH PRIMARY SCHOOL
SCHOOL SELF EVALUATION
CONTEXT
Halterworth continues to be a larger than average primary school with a low index of deprivation. The school percentage of pupils classified as School Action (SA) is below national levels but just so by 2.8%; the percentage of pupils classified as School Action plus (SA+) and Statemented is well below national levels. However, Y6 2012-2013 and current Y5 & Y4 have special needs (SEN) above the national average of 9.7%. The school stability factor is also below national levels by 4% and finally the proportion of pupils identified as Free School Meals* (FSM) is very low at 7.8% against a national average of 26.7%. However, Y6 2012-2013 and current Y5, Y4 & Y3 are all higher than the school average. There are no Children in Care (CiC).
NSS
Halterworth was designated a National Support School in 2011. From April 2011 the Headteacher has been supporting 2 schools who were Satisfactory. Both schools have now been graded by Ofsted & LA as Good, with the standard of teaching very much improved. As part of the NSS provision, Halterworth officially ‘Collaborated’ with the Federation and the HT is now designated an Executive Headteacher. Sept 2013 there are two new Assistant HTs (appointed from within SLT) following the promotion of previous Head of School HoS (DHT) to headteacher of another school. As the Collaboration (soft federation) strengthens a number of shared roles are emerging. An Executive SENCo commences June 2014 to ensure consistent and robust systems are in place to manage provision and close gaps across groups.
The EHT continues to be deployed by LA to support RI schools across Hampshire and has also been selected to be part of the NCSL Fellowship programme 2012-13 advising the government on NC & Assessment. She was previously a SIP and Associate PPI.
Other members of senior staff provide centrally funded support for T&L to two further RI Hampshire schools.
Halterworth successfully grows future leaders, with 3 senior leaders now HTs in Hampshire and has supported schools locally with middle leadership training.
2013-14 – designated lead school for Schools Direct Programme (Test Valley) and provides 2Teacher Training places annually and is the lead consortium school.
ACHIEVEMENT
OUTSTANDINGCRITERIA / EVIDENCE / DOCUMENT
Attainment of pupils over 3 years / KS2
The overall attainment trend at KS2 has been significantly above national levels for 5 years and similarly for Maths. In 2013 (this year) attainment is significantly above for Reading, Writing & EGPS as it was in 2011. Attainment in 2012 in Reading & Writing was higher than national APS and also higher than 2011 but interestingly did not attract a statistical significance. EGPS was not measured prior to 2013.
2013 KS2 results show 14% - L6 maths, 2% - L6 Reading and 4.5% - L6+ writing L7 – 1 child
RWM combined L4 – 89%, L5 37% (top 25 in Hants APS 31)
2012 KS2 results showed 5% - L6 maths, 2% L6 writing
FFT
End of KS2 results for R,W &M are consistently significantly above the national average (APS) & L4+ & L5+ – over the past 5 years. FFT 2013
2013 L4+ Reading 97% (exceeded FFT )
2013 L4+ Writing 95%(exceeded FFT )
2013 L4+ Maths 98% (exceeded FFT )
Number of L5 pupils for Maths and English remains above the National Average R, W and M.
2012 Reading 73% L5 (Nat 42%) 2013 73% (45% nat) (exceeded FFT D expectation of 65%)
2012 Writing 47% L5 (Nat 20%) 2013 44% (exceeded FFT D expectation of 39%)
2012 Maths 63% L5 (Nat 35%) 2013 65% (41% nat) (exceeded FFT D expectation of 55%)
KS1
Attainment at KS1 at all levels apart from L2a in Maths is significantly above national levels. Attainment at L2a in Maths is above national levels at 63% against 51%.
Attainment at KS1 has been significantly above national levels for 5 years consistently in all subjects and individually for Reading, Writing & Maths.
Y1
Phonics testing 2012 – 77% pass with national result of 58%
Phonics testing 2013 – 90% with national target last year of 69% / Termly data reports by AHT
As above by Eng & Ma Leaders
Raiseonline (ROL) analysis 2013
Summer 2013 data summary
Summer 2012 data summary
Progress of pupils over 3 years
FFT 2013 All pupils (3 year trend)
Reading 94% 2LP
Writing 92% 2LP
Maths 95% 2LP
In 2013
69% made more than expected progress in Reading
31% made more than expected progress in Writing
75% made more than expected progress in Maths / Raiseonline 2013 shows that progress over 3 years is above national levels and significantly above in 2011 & 2012
2013 (ranked 30 out of 500+ schools)
The value added score for all subjects is 101 which issignificantly above national VA scores. Similarly, progress measures for Maths at 101.6 are significantly above national VA scores. The value added scores for Reading are 100.6 and writing 100.2.
Interestingly the 54 pupils classified as White British ethnicity has a VA score of 100.7 (significantly above) against a national VA for this group of 99.7. All other ethnic groups surpass national VA scores.
Writing –data shows proportion of HA (23 pupils) achieving and surpassing L5 in line with national levels now 17 pupils 1 pupil achieved L7 and is not counted in data.
More than expected progress
The proportion achieving more than expected progress in Reading is greater than national levels.
The proportion achieving more than expected progress in Writing is greater than national levels (adjusted assessment).
The proportion achieving more than expected progress in Maths is greater than national levels.
Reading – 94% 2LP (88% nat), Maths – 98% 2LP (81%nat), Writing 94% 2LP (91%nat)
2012
100% of pupils making 2LP in Reading, and 23% making 3LP+
Writing saw 94% 2LP (83% for English in 2011 nationally) and 23% 3LP+
Maths saw 94% 2LP (82% in 2011 nationally) and 45% 3LP+ (75% 14+ pts)
Detailed analysis of transition matrices (see School Data 2012/13 file) show many areas where school progress was above the NA, e.g. expected progress for maths from prior attainment signif. above NA, and this was also the same in 2011.
2012 VA for English above NA, and this was also above in 2011 (signif.)
Use of progress trackers and thorough data work to ensure that no child’s progress is unchallenged
Year 4 trackers show strong mid-way point between key stages
In Maths and English 2011, progress for those children who had high prior attainment was significantly above the national average, and those with low and middle prior attainment was above the national average. (Pg 75 or ROL)
Parent view 2012/3: 100% say child makes good progress at school and 100% say they receive valuable info about their child’s progress.
In English and Maths in 2011, progress rates from all levels from KS1 to KS2 exceeded the national picture (pages 53 & 57 of ROL)
Minimum projections for 2014 – 2016 show 2LP at 95-100% in all subjects (before accelerated PPMs) / Raiseonline analysis 2013
Detailed trackers for Reading, Writing and Maths to check 2LP and also 12 points of progress
Pupil Progress Meeting notes and RAPs
Target trackers
Learning and progress of pupils across all year groups / Documents identifying pupils and trends include termly data report, data priorities sheets completed by AHT, pupil progress meeting records, subject leader reports and transition matrices. In addition, a more focused group breakdown has been devised highlighting APS for gender and vulnerable groups.
For current year 6, Spring data shows projections at Level 4 of 98% maths, 100% writing, 98% reading. Projections at level 5 of 62% maths, 64% writing and 84% reading.
For year 6, projections show 98% Level 4 in all subjects, 92% Level 4b in all subjects, 53% Level 5 in all subjects.
For current year 2, Spring data shows projections at Level 2 of 98% maths, 100% writing and 98% reading. Projections at Level 3 of 30% maths, 20% writing and 33% Reading.
Year groups across all KS2 classes5 children are currently not on trackto make expected progress (out of 256 pupils).
A high proportion of KS2 pupils are on track to make more than expected progress.
Current Y6 –
Maths 49% of previously L2 are projected to achieve L5
Writings 57% of previously L2 are projected to achieve L5
Reading78% of previously L2 are projected to achieve L5
All subjects APS progress between 2 and 5 points in Springin all year groups except Year 4 for Reading(1.9). / Detailed trackers for Reading, Writing and Maths to check 2LP and also 12 points of progress
Pupil Progress Meeting notes and RAPs
Target trackers, Transition matrices
Subject leader reports
Data reports and groups analysis
Learning and progress of pupils in Foundation Stage / Children make good progress during their Reception Year and the average progress across all areas of learning in 2011 – 2012 was 4.3 (3 points is expected progress). The average points score per child was 96 at the end of the Reception Year (78 points is expected). Percentages of children working below expected level were: 3% PSE; 10% PSE/CLL; 8% CLL; 3% PSRN. In all other areas of learning 100% were scoring at their expected level. Scoring above expected level (above Point 8): 5% PSE; 7% PSE/CLL; 10% CLL; 20% PSRN; 3% PD; 3% CD. There are no significant gender differences in attainment in Foundation Stage. The Early Years were moderated in July 2012 and all assessment data was agreed.
90% of children are achieving the ELG – expected level on leaving Foundation Stage
50% of children are achieving above the expected level in some areas
36% of children are achieving above the expected level in some of the prime areas and English and Maths
Children from vulnerable groups are working at expected levels (apart from one FSM pupil in maths) with one child achieving above the expected level in 11 areas
Highest scoring area is Language and Communication which is recognised as a prime area for learning
Attainment compares favourably with last year’s results in as much as comparisons can be made on a new framework
Progress is consistent across both classes and is 3.8
Areas of most progress are reading and writing
Gender – there are 6 children who are low attainers in prime areas and E&M, with 3 boys and 3 girls
There are 21 children who are achieving above the expected level in prime areas and E&M – 11 are girls and 10 are boys / EYFSP analysis
Learning and progress of pupils in all groups / All Pupil Premium Pupils in KS2 are on track to make 2LP in all subjects (Spring 2014)
The numbers and proportions of pupils within groups is smaller than national but are always a focus for Pupil Progress meetings, intervention and further analysis.
All higher attaining pupils (HA) achieved or surpassed L4 in all subjects. Of the middle attaining pupils (MA) the proportions achieving or surpassing L4 was above national levels, except in Reading where 2 pupils did not reach expectations and 1 pupil in EGPS. There was 1 pupil identified as lower attaining (LA) who did achieve and surpass L4 in Maths. All 3 pupils identified with English as an additional language (EAL) also achieved or surpassed L4.
The proportion of FSM pupils achieving or surpassing L5 was above national levels in all subjects except Writing, none achieved L5.
10 pupils (16%) now in Y7 from Halterworth have been identified as within the top 10% of Hampshire
All HA pupils achieved or surpassed L5 in Maths & Reading but the proportion of MA pupils was significantly above national levels in Maths & Reading. Of 23 pupils expected to reach L5+ 17reached this level and a further 2 pupils assessed at L6 in Writing. This adjustment brings achievement at L5 in line with national levels. 1 pupil achieved L7 in writing but this is not included and is only counted as L6.
Of the 8 SEN pupils 25% achieved L5 in Maths, Reading & EGPS, which is twice as much as national levels. None achieved L5 in Writing. However, to match national proportions 0.33 would need to reach L5.
Analysis of APS shows that in all subjects the gap between the 7 FSM pupils and their peers is much smaller than that nationally less than 1 sub level in all subjects except in writing which is 1 sub level (2points) and will be lower with adjusted assessments. At L4+ the gap for the PP group and peers in R, W & M is -3% and -7% in Reading. There is no gap in Maths, writing & EGPS.
Value added scores for 7 FSM pupils is above national levels along with their peers. All FSM pupils achieved expected progress in Maths & writing, I pupil did not make expected progress in Reading. The achievement gap between Pupil Premium (PP) and peers is lower than national levels in all areas except writing showing that FSM/PP groups achieve above their national peers.
The vast majority of wave 2 children are on track for 2LP or greater. . / Internal review
Raiseonline analysis
Inclusion analysis
Case studies
See gender summaries English and maths
See reports from JC and JF when they reported findings to NCSL
Learning and progress for pupils with low cognitive ability in comparison to start points (not nat benchmarks) / KS2 2013
1 pupil is identified as LA – over the last 4 years this pupil’s needs became more complex with psychological issues and cognitive challenges emerging. 2 further pupils with signif Dyslexia.
See Inclusion Leader reports
Most children are on track to make 12 points of progress from KS1 to KS2, assuming that they make the expected 2 sub-levels of progress in year 4 and 6; and 1 sub-level in Year 3 and 5. (minimum exp)
The registers are the place to look for termly tracking against KS1 data and within year progress.
Interventions are in place to support those children who need to make accelerated progress or who are not on track to meet National expectations – see the termly provision maps for each year group. However, during Pupil Progress meetings teachers are always challenged as to how they would focus their time on the more vulnerable pupils, rather than this being left to TAs. / Inclusion Leader reports
CURRENT POSITION / IMPROVEMENTS THIS YEAR / AREAS FOR DEVELOPMENT / EXPECTED IMPACT
Performance exceeds FFT predictions
Strengthening rates of progress – expectation of 12 points +
Evidence of ‘exacting’ assessments in writing which can be ‘at odds’ with Y7/8 marking.
Q. Is our assessment of writing too harsh? Re assessment of some pupils supports this. Moderation in Jan 2014 by Outstanding Secondary Teaching School – Thornden, confirms ours judgements of L6 /
- More rigorous Pupil Progress Meetings, involving AHTS, team leaders and EHT
- Stream lined approach to RAPs
- Use of Venn Diagrams
- New Access database to facilitate more advanced pupil tracking
- Set tough targets for 2LP+ across school – 100%. New tracker system for this is making an impact
- Introduction of Classroom Monitor (CRM) for an even more robust approach to assessment (summative and formative) maybe too forensic?
Review English curriculum to extend HA pupils to L6. Extend moderation with Y7/8 English staff.
2c pupils from KS1 – spotlight them for min 2LP+
Target potential 2c children through Yrs 1 +2
Move to min 14/6 points progress tracker to ensure more robust conversations and to draw RAP targets in line with 2LP targets
Develop new EYFSP assessment system to maximise progress of EY children / 100% of pupils achieving 2LP AND 100% achieving 12 pts progress – in the 90s for each area
RAP targets met each year – for the majority of areas and targets
100% of 2c children achieving 2LP+ - increased % on last year
Improved starting points in KS1
Teacher assessment of writing reviews broader range of evidence and skills.
QUALITY OF TEACHING
OUTSTANDINGCRITERIA / EVIDENCE / DOCUMENT
Skills and knowledge deepen learning / Use of Skills of Halterworth Reader and Writer make the key English skills explicit
REACH to Learn and REACH for Success break learning and achievement in clear skills that can be taught, learnt and developed. The next step is to measure the progress the children make here.
Focus on AfL/use of success criteria/LIs ensures pupils know the skill they are focusing on in a given lesson
5 Point Scale ensures active reflection – this is developed through from Year R and Year 1
Reviewed target card system focus key skills in M,R,W,C across the curriculum
Science Project – focusing on developing enquiry based learning that can be applied across the curriculum
Science project now complete – see Jayne
June Inset SEF – 1 to 5 and non-groupings was perceived by staff as a strength of the school
2013 summer Reports – staff and pupils were referring to REACH regularly to assess their progress. Pupil interviews show that the children recognise the learning characters, though most confident with identifying helpfulness and resilience in their learning.
Adjustments made to planning/timetables to prioritise basic skills – this to continue next year.
Plans to adapt intervention timings to maximize pupil exposure to QFT. / English Handbook
Class Displays
Lesson Plans
Work is suitably challenging / Consistent achievement picture for HA pupils to L3 & L5/6
Attainment over time reflects high expectations.
Aspirational RAP targets set each year and expectations against Type D FFT.
Individual and group targets set at Pupil Progress meetings and reviewed termly to ensure continual challenge
Differentiation evident in planning with challenge options for all pupils.
Evidence of mistakes and corrections in pupils’ work – the message is that we should be seeing them make mistakes as they take on challenges outside comfort zone.
Where concerns about the level of challenge or curriculum provision may be evident, rigorous conversations with staff have taken place and effective CPD provided.
Subject leaders have worked with year teams to strengthen planning and have undertaken rigorous monitoring to check standards
English units now highlight options for pupil choice
Success Criteria and targets often have levels attached – pupils know where they are and where they are planning to get to.
A range of homework tasks are set which may be projects, games or tasks. Opportunities there for choice – e.g. areas of research
Team teaching is adopted where appropriate to maximise personal areas of expertise
Children often used as the experts
Cross-collaboration enrichment days – science/maths/communication/problem solving/sport
Pupils able to choose own level of work the majority of time.
High levels of risk taking – pupils happy to be identified with resilient rhinos and to get things wrong/get out of comfort zones
Parent view is positive regarding the level of homework that is set for pupils.
Participation in Rock Challenge by Y5 over 4 years shows a very high standard of performance and production - Winners 2014 and 3rd in Southern finals 2013 / Planning files
Pupil Tracking – RAPs