Billingham South Community Primary School – Evaluation of school as it stands October 2016 – Edited SEF highlights

WHOLE SCHOOL COMMUNITY HEARTS IN BILLINGHAM EYES ON THE WORLD - GOOD

  • We have a supportive, challenging and ambitious governing body.
  • Pupils take part in several community events, where their contributions are highly regarded.
  • Our school values are promoted through our VBE curriculum. Which encourages the values of ‘courage, quality, trust, happiness and resilience’. Our anti-bullying work proactively discourages all forms of bullying and peer on peer abuse.
  • We aim to introduce a “Growth Mindset” culture.

TEACHING, LEARNING AND ASSESSMENT – GOOD

  • Lessons observations and monitoring across school show teaching and learning to be consistently good and in some cases better. School is committed to sharing good practice throughcollaborative learning. The system of monitoring is rigorous and all SLT and ML play a role.
  • The school is actively pursuing the aim of excellent behaviour for learning in all classrooms. Pupils are supported through effective marking and AFL. Teachers set high expectations and encourage all pupils to take pride in their work (Martin Harvey – presentation project).
  • Homework is set on a regular basis and is used to encourage project research and the consolidation of key skills. Each year group offers a showcase to parents. The curriculum is challenging and creative. There is a range of after-school clubs. School has also introduced a ‘Passport for learning’.
  • There is a focus on spoken language in EYFS leading to a rise in GLD over three years, the use of RWINc has led to and sustained good phonic screening results and the schools culture of reading for pleasure has led to a sustained pattern of good results . The teaching of maths is currently focusing on risk-taking, learning from mistakes, challenge activities and the use of concrete resources.
  • Following examination of the Sutton Trusts evidence, school will be looking at new marking techniques.
  • School has adopted the SIMS Capita assessment tool for ongoing assessment in English and Maths.

BEHAVIOUR AND PUPIL WELFARE inc. CHILD PROTECTION, SAFEGUARDING AND ATTENDANCE– GOOD

  • There is a calm and purposeful atmosphere in school. The system of behaviour management is Assertive Discipline. Lessons are not disrupted. The SMSC coordinator will continue to monitor the ‘exhibition of values’ across school and a programme of pupil voice conversations will continue. Our involvement with ‘Morelife’ will encourage children and families to make healthy life choices.
  • Where groups or individual behaviour causes concern this is immediately dealt with using the schools sanctions system. School supports vulnerable pupils through a school counsellor and PSA.
  • Child protection and safeguarding at Billingham South is good and there is a clear structure of designated officers (HT/ DHT/ ARP manager). All staff have been trained in PREVENT.
  • School is rigorous in its approach to attendance management and works closely with families causing concern. There has been an enhanced system of rewards, clear advice and guidance for parents and the school administrator monitors attendance closely.
  • School use CPOMS to record and monitor child protection, behaviour and attendance.
  • The DHT ensures that LAC pupils have individual education plans fully costed using enhanced Pupil Premium.

PUPIL PROGRESS, OUTCOMES AND ASSESSMENT – GOOD

  • Our in-school data (CEM system) shows that pupils across school made good progress. In all year groups, at least 20% of pupils made better than expected progress in English and Maths.
  • Where some pupils did not make expected progress, the progress of those groups are tied in to teacher appraisal and vigorously reviewed at pupil progress meetings.
  • Pupils with special educational needs made 0.9 progress (KS2 results 2016). Non SEND pupils made 0.7 and our free school meals pupils (ever6) made 0.5 progress.
  • Our Year 1 pupils consistently achieve an 80% or more pass rate for phonic screening (2016 80%). 96% of our KS1 mainstream pupils passed phonic screening in 2016.
  • All vulnerable groups (KS2) made better than expected progress according to 2016 data (FFT). Our KS1 cohort were at 4% National average (Nursery entry); 36% GLD leaving Reception and 57% CRWM (KS1 filtered data). This represents good progress for that cohort although boys progress continues to be a key focus as they move into KS2. In year data for Y2 (2015-16) showed that 85% of all pupils made expected progress and 36% made better than expected progress in the half year July 2015-Jan 2016.
  • Our progress figures can be seen on headline data (see website). Comparisons to National Average will be placed on website when available.
  • FFT 2016 data shows that in KS2 previous low attainers progress was 1.2 (the 3rd highest performing group). In KS1 low attainers also achieved above expected progress.

LEADERSHIP AND MANGAGMENT – GOOD with OUTSTANDING FEATURES

  • Leaders are ambitious for the school. Governors ask challenging questions about pupil outcomes and those of vulnerable groups. The school independent SIA has acknowledged that the HT/DHT have created a very effective learning culture for staff.
  • The school curriculum has been reviewed to ensure depth of learning and is available on our website. Assessment of Foundation subjects is our next priority.
  • The HT has invested in quality CPD opportunities and the school operates a lesson study programme to share good practice linked to appraisal. All staff have the chance for career enhancement and school has links with the Stockton Teaching Partnership.
  • Informal meetings are held between the HT and COG, where robust questioning and the role of a ‘critical’ friend are brought into play. The SLT ensure that all staff are fully included in the SIP consultation. The SLT play a full part in the monitoring of teaching and learning.
  • The appraisal system now ensures that pay is performance related and is annually reviewed by the Governing Body Pay Review Committee.
  • A school-wide parent consultation was undertaken in Feb 2016 – results can be seen on the website. Pupil Voice plays a growing part in school self-review.
  • SMSC is interwoven throughout school life with strong British Values, anti-bullying and pupil voice emphasised.

EYFS – OUTSTANDING

  • Significant progress is made by our youngest pupils given their attainment on entry into Nursery. The EYFS leader and her staff are keenly aware of data and have an accurate picture of strengths and weaknesses. Speech and language is a continuous focus and there is an impressive trend in GLD (all data is available on the website).
  • Teaching and learning is good or better. Behaviour is good and children display the school values. Staff set high expectations and use regular and precise assessments to plan activities that are suitably challenging. The EYFS leader and her team are expected to cascade their excellent practice. The EYFS leader will oversee a revamp of the teaching and learning techniques used in Y1.
  • The nursery teacher interviews all parents, to gather information and establish meaningful connections with home. Parents are encouraged to support their children’s learning and development at home.

SEN – GOOD

  • Figures providing evidence of the progress for children in the ARP and children with SEN in mainstream are available on the website. Both these groups make progress that is above the national average.
  • Independent consultants (SENTRAL) were commissioned to review the SEN provision in school. Findings included ‘Billingham South is an instinctively and determinedly inclusive school with an outstanding SENCO and staff who demonstrate outstanding commitment. “
  • The ARP manager has introduced the classroom monitor system to measure the progress of ARP pupils. A CEM screening test is used to assess all pupils on entry to the ARP. For the last three years all lessons observed in the ARP have been good or outstanding.
  • The SENCO and shadow SENCO play a role following pupil progress meetings in actioning appropriate support.
  • The ARP staff are expected to assist in the progress of mainstream SEND pupils where appropriate. During 2016-17, this practice will expand in anticipation of school providing a SEN Hub for the LA.

For reasons of brevity all data mentioned within the highlights can be found on the school website. For detailed information on school improvement see the SIP document.