Primary School Self Evaluation Summary Sheet (SEF) SECTIONS SUMMARY EVALUATION 1 Introduction (School Context) Kew Riverside is a one form entry Primary School with 201 children on roll. Opened in 2003, it offers a modern and open learning environment, located at the east end of Richmond Upon Thames Local Authority and serves a mixed community. Our vision is to help our children become emotionally intelligent and socially responsible individuals who set and achieve the highest standards for themselves. We aim to achieve this through providing a dynamic, creative curriculum that encourages the voice, engagement and independence of every child. We work closely with parents and the whole community to create learning opportunities to develop the whole child. The Leadership Team, governors and other stakeholders are focused on raising standards and maintaining the school’s ethos, while ensuring its systems and procedures are thoroughly embedded to ensure the long term sustainability of the school. 2 Areas for Whole School Development : Key priorities identified through school performance review & evaluation 1. Sustain high standards in the core subjects 2. Further develop children’s Emotional Intelligence To: Improve standards in EYFS provision and phonics By: Further developing staff’s pedagogical understanding and subject knowledge Ensuring differentiation meets the needs of all children / groups Continue to review the opportunities provided to children to further develop their resilience, resourcefulness and empathy across the whole curriculum. Refining assessment practices in light of the revised National Curriculum 2014 and No Levels. Continue to ensure children have opportunities to have a positive attitude towards having a healthy and active lifestyle Continue to build strong links with the wider community Review the school’s strategic Leadership and Management 3 Progress in Previous Inspection Key Issues Key Issues Achievement 1) Improve teaching by: a. maintaining a brisk pace of learning throughout every lesson b. using evaluative comments in all marking that show pupils how they can improve their work. 2) Broaden the existing range of learning opportunities, particularly in the Early Years Foundation Stage, so that children and pupils are encouraged to exercise choice and develop greater independence in their work. 1.1) Embedding AfL strategies, particularly effective marking and feedback 1.2) Planning is pitched and differentiated to meet the needs of most children. 2.1) Ensuring the curriculum is engaging and motivating for the children 2.2) Systematic review of EYFS provision and developing the Leadership capacity in EYFS/KS1. 2.3) Improving the percentage of children passing phonics screening check
Transcript
Primary School Self Evaluation Summary Sheet (SEF)
SECTIONS SUMMARY EVALUATION
1 Introduction (School Context)
Kew Riverside is a one form entry Primary School with 201 children on roll. Opened in 2003, it offers a modern and open learning environment, located at the east end of Richmond Upon Thames Local Authority and serves a mixed community. Our vision is to help our children become emotionally intelligent and socially responsible individuals who set and achieve the highest standards for themselves. We aim to achieve this through providing a dynamic, creative curriculum that encourages the voice, engagement and independence of every child. We work closely with parents and the whole community to create learning opportunities to develop the whole child. The Leadership Team, governors and other stakeholders are focused on raising standards and maintaining the school’s ethos, while ensuring its systems and procedures are thoroughly embedded to ensure the long term sustainability of the school.
2 Areas for Whole School Development: Key priorities identified through school performance review & evaluation
1. Sustain high standards in the core subjects 2. Further develop children’s Emotional Intelligence To: Improve standards in EYFS provision and phonics By:
Further developing staff’s pedagogical understanding and subject knowledge
Ensuring differentiation meets the needs of all children / groups
Continue to review the opportunities provided to children to further develop their resilience, resourcefulness and empathy across the whole curriculum.
Refining assessment practices in light of the revised National Curriculum 2014 and No Levels.
Continue to ensure children have opportunities to have a positive attitude towards having a healthy and active lifestyle
Continue to build strong links with the wider community Review the school’s strategic Leadership and Management
3 Progress in Previous Inspection Key Issues
Key Issues Achievement
1) Improve teaching by: a. maintaining a brisk pace of
learning throughout every lesson b. using evaluative comments in all
marking that show pupils how they can improve their work.
2) Broaden the existing range of learning
opportunities, particularly in the Early Years Foundation Stage, so that children and pupils are encouraged to exercise choice and develop greater independence in their work.
1.1) Embedding AfL strategies, particularly effective marking and feedback 1.2) Planning is pitched and differentiated to meet the needs of most children.
2.1) Ensuring the curriculum is engaging and motivating for the children 2.2) Systematic review of EYFS provision and developing the Leadership capacity
in EYFS/KS1. 2.3) Improving the percentage of children passing phonics screening check
4 Achievement Grade KS2 – Outstanding KS1 – Good EYFS - Good
KS2 Percentages
2011-2012
Summer
2012-2013
Summer
2013-2014
Summer
2014-2015
Autumn
Reading KRPS LA Nat KRPS LA Nat KRPS LA Nat TARGET
(T)
L4+ 95 94 87 100 93 86 96 94 89 93
L5+ 76 70 48 85 63 44 73 68 50 72
L6 0 2 0 0 2 0 0 1 0 7
Progress 2L+ 100 95 90 100 92 88 100 95 91 100
3L+ 63 37 34 48 33 30 32 35 35 24
Writing
L4+ 86 90 81 93 90 84 100 91 85 93
L5+ 43 45 28 41 45 30 54 49 33 45
L6 0 6 1 0 5 2 8 6 2 7
Progress 2L+ 89 93 90 96 93 92 100 96 93 100
3L+ 32 33 28 17 34 30 41 40 33 10
GPS
L4+ --- --- --- 96 85 74 96 87 76 97
L5+ --- --- --- 85 67 47 81 70 52 72
L6 --- --- --- 15 7 2 15 14 4 24
Maths
L4+ 86 93 84 96 91 85 100 91 86 97
L5+ 62 61 39 70 60 41 62 60 42 76
L6 24 13 3 37 19 6 27 22 9 28
Progress 2L+ 95 93 87 100 92 88 100 93 89 100
3L+ 38 42 28 61 45 31 55 51 35 31
RWM
L4+ 86 87 75 89 85 75 96 87 79 93
L5+ 43 39 20 41 37 21 46 42 23 45
L6 --- --- --- 0 1 0 0 0 0 7
KS1 Percentages
2011-2012
Summer
2012-2013
Summer
2013-2014
Summer
2014-2015
Autumn
Reading KRPS LA Nat KRPS LA Nat KRPS LA Nat TARGET
(T)
L2b+ 62 84 76 87 86 79 90 88 81 90
L3c 21 40 27 37 42 29 37 45 31 38
Writing
L2b+ 55 76 64 67 78 67 80 79 70 93
L3c 17 22 14 17 23 15 23 25 16 28
Maths
L2b+ 72 84 76 87 85 78 90 87 80 97
L3c 28 33 22 40 34 23 37 37 24 48
Phonics Screening Check - Re-takes (Y2) All Pupils (12)
Percentage
2011-2012
Summer
2012-2013
Summer
2013-2014
Summer
KRPS LA Nat KRPS LA Nat KRPS LA Nat
--- --- --- 94 82 68 100 73 67
Year 1 All Pupils (30) Attainment = Level 1b+ Number of children on the national curriculum:
Reading = 22/30
Writing = 14/30
Maths = 26/30
Attainment
Reading 7.82
1c/1b
Writing 8.00
1c/1b
Maths 8.08
1c/1b
Phonics Screening Check (Y1) All Pupils (30) Percentages
2011-2012
Summer
2012-2013
Summer
2013-2014
Summer
KRPS LA Nat KRPS LA Nat KRPS LA Nat
45 65 58 77 79 69 62 83 74
EYFS All Pupils (31) A Good Level of Development
Percentage
2012-2013
Summer
2013-2014
Summer
KRPS LA Nat KRPS LA Nat
43 42 52 50 64 60
Areas for Development
KS2
Increase attainment of reading (not sig+ in RoL 2014)
Increase percentage of middle attainers (L2 attaining L5) in Writing & Maths
Increase percentage of children (particularly Disadvantaged children) achieving more than expected progress in KS2 (especially in Reading & Writing).
KS1
Increase percentage of children attaining L3 in reading and writing in Y2
Increase attainment in reading and writing in Y2, particularly for children with EAL (close the in school gap)
Increase percentage of Disadvantage children attaining L3 in Reading and Maths (close the in school gap) Phonics
Increase percentage of children passing phonics screening check in Year 1 EYFS
To increase the percentage of children attaining a Good Level of Development
5 Teaching Grade 2 (Good with Outstanding features)
Summary of Strengths and Actions [evidence] Impact Areas for Development
All teaching is at least Good and much is Outstanding. As a result, most groups are making excellent progress from their starting point.
All teachers have high expectations and planning is adapted to meet the needs of children
There are excellent relationship in class – between children and with all adults
Teachers consistently check children’s understanding throughout the lesson. Marking and feedback is at least good, with examples of excellent practice
Teachers use highly effective teaching strategies including; high level of subject knowledge, effective questioning, clear learning objectives and success criteria.
The whole school curriculum is broad and creative. Highly effective teaching models - Writing (Barnes Writing Model), Maths (Abacus scheme)
Highly effective & directed interventions: Numicon, Read Write Inc (RWI), Toe-by-Toe, 1:1 tuition, home learning club
Evidence
High levels of pupil achievement – combined [RoL 2014]
Leadership Drop-ins (HT & DHT) [Oct 2014]
Maths Observations show that of the 7 lessons observed: 2 Good & 5 Good /Outstanding [Jan 2013]
English Observations [Nov14]
Leadership Book -Look scrutiny [Maths Jan 13/14, English Oct 14]
Children are engaged and motivated in their lessons
Planning is adapted to meet the needs of children
There is good evidence of marking that shows dialogue between the teacher and child
Books are generally well presented and children have pride in their work
Children are making at least Good progress in KS1 and Outstanding in KS2
Further embed:
Continue to monitor the provision and the progress of phonics teaching
Continue to monitor provision and progress of children in EYFS
Marking & feedback comments to support self and peer assessment
Continue to work with Locality on reading project (6Up!) and disseminate across the school. Including developing school library
Review the provision for the more able children (in KS1 and KS2) – including how we track their progress and reviewing the provision / enrichment their receive
Review how we track children with EAL and the provision they receive
6 Behaviour & Safety
Behaviour Grade 2
Safety Grade 2
Summary of Strengths & Actions [evidence]
Impact Areas for Development
Summary of Strengths & Actions [evidence]
Impact Areas for Development
Children display excellent attitudes to all aspects of learning and this has a strong impact on their progress in lessons.
School’s Golden Rules are embedded setting out clear expectations
Strong focus by Leadership Team on monitoring and reporting on behaviour
High level of parental engagement [Home School Agreements signed annually] & Parent survey 2014]
Incidents of bullying are rare [Headteacher Reports to FGB 13/14]
There is an excellent range of PSHE & SMSC provision – including updated RSE curriculum [Sept 13] [Healthy Schools – Bronze]
There is an excellent ethos around the school
Children are very well behaved around the school
High levels of engagement from staff, governors, children, parents
Children are aware of different types of bullying and feel safe
Review PSHE / Circle Time provision
a robust and creative programme of safety programmes – Heads Award, Junior Citizens
Pupils’ attendance and punctuality [96% - HT report to FGB Dec 14]
First-Day calling system in place
Strong multi agency work including – Education Welfare Service, Family Support, Nurture Provision
Parents and children feel safe around the school
Strong systems in place to monitor and track children and families’ needs
Pupils’ ability to assess and manage risk appropriately and keeping safe online
Write Case Studies for CP/Vulnerable children
Review system to monitor and report Behaviour Incidents from class through to governors
7 Leadership & Management
Grade 2 ( Good with Outstanding features)
Summary of Strengths & Actions [evidence]
Impact Areas for Development
Leadership, at all levels, are uncompromising in their pursuit to ensure the highest standards, both academic and personal development for all children
Governors stringently hold the HT and staff to account for all aspects of schools performance through highly effective monitoring systems including- regular and targeted Governors Visits, learning walks, minutes & agenda [FGB meeting Sept 2014]
Rigorous and robust systems in place to monitor children’s progress – Performance Management cycle, Pupil Progress Meetings, whole school and Key Stage moderation meetings, clear focus on targeted groups – PPG, SEN & Gender
Strong community links with Parent Teacher Association, Parent Voice, and wider Locality Work, Richmond Primary Teaching School Alliance and Schools Direct
Broad and creative curriculum – including SMSC – including promoting Children’s Voice –
Strong and very effective Inclusion practice
Excellent CPD for all staff, from induction, through to middle leaders training
Leadership at all levels, are highly ambitious, determined and focused on raising standards and promoting children’s wellbeing
Leadership focus relentlessly on improving teaching and learning and provide focused professional development for all staff
Excellent policies and procedures in place to ensure the effective running of the school
The curriculum is broad and creative and promotes and sustains a thirst for knowledge and understanding and a love of learning
School budget is balanced
Track ‘more able’ children to ensure they are making ‘better than expected’ progress
Ensure new governors are inducted and Self Evaluation is completed
Ensure school website meets it statutory requirements
8 EYFS Grade 2 ( Good with Outstanding features)
Summary of Strengths & Actions [evidence]
Impact Areas for Development
Senior Leadership have an accurate understanding of the strengths and weaknesses of the provision through effective self-evaluation
The quality of teaching is consistently good
Children are motivated through an excellent range of activities and an improving stimulating environment (particularly focused on the outdoor environment)
All staff have high expectations of children based on accurate assessment of children’s skills, knowledge and understanding when they join the school.
The learning opportunities are well planned and based on regular and accurate assessments of children’s achievement so that every child is beginning to be suitably challenged.
Children’s good behaviour shows that they feel safe
Evidence
LA Moderated judgements [July 2014]
Leadership drop-ins [Nov 2014]
PPM and Baseline assessment [Nov 2014]
Book _Looks [Oct 2014]
Children are engaged and motivated and show characterises of effective learning
Parents are very positive about school
Staff provide an excellent provision that is adapted to meets the needs of most children
Develop the schools leadership capacity across EYFS/KS1
Embed EYFS Action Plan
9 Overall Effectiveness
Grade 2 ( Good with Outstanding features)
Summary of Strengths & Actions [evidence]
Impact Areas for Development
Kew Riverside is a Good school with many Outstanding features.
All pupils benefit from teaching that is at least good and much is Outstanding.
All Pupils have highly positive attitudes to learning due to an excellent curriculum that is adapted to meet their needs, including excellent SMSC provision.
As a result, achievement for the majority of children is well above national
expectations – KS2 Value Added score of 101.2
Closing the Gap data shows the gap is closing across KS2 and KS1.
The school has high expectations of all children and takes decisive actions to enable all pupils, including those with special educational needs, boy/girl and PPG to reach their potential.
We work extremely well with all stakeholders, governors, parents and the wider community to promote children’s
spiritual, moral, social and cultural development.
Reading across the school
All children making exceeding progress (particularly Disadvantaged Children)
Phonics
Increase percentage of children passing phonics screening check in Year 1
EYFS
Increase the percentage of children attaining a Good Level of Development
Quality of Leadership & Management Grade 2 Leadership, at all levels, are uncompromising in their pursuit to ensure the highest standards in , both academic and personal development for all children
Rigorous and robust systems in place to monitor children’s progress
Strong community links with Parent Teacher Association, Parent Voice, and wider Locality Work, Richmond Primary Teaching School Alliance and Schools Direct
Broad and creative curriculum – including SMSC – including promoting Children’s Voice
Strong and very effective Inclusion practice School Development Plan Link
Ensure new governors are inducted and Self Evaluation is completed
Ensure school website meets its statutory requirements
Overall Effectiveness Grade 2
Kew Riverside is a good school with many Outstanding features.
All pupils benefit from teaching that is at least Good and much is Outstanding. Groups of children do well and the curriculum is well matched to meet their needs
Children have very positive attitudes to learning which ensures that children are achieving well, both academically and socially
The school works extremely well with all stakeholders, governors, parents and the wider community to promote children’s
spiritual, moral, social and cultural development
Behaviour & Safety Grade 2 Children display excellent attitudes to all aspects of learning and this has a strong impact on their progress in lessons.
School’s Golden Rules are embedded setting out clear expectations
There is an excellent provision of PSHE & SMSC
Strong multi agency work including – Education Welfare Service, Family Support, Nurture Provision
School Development Plan Link
Review PSHE / Circle Time, and E-Safety curriculum
Write Case Studies for CP/Vulnerable children
Review system to monitor Behaviour Incidents
Kew Riverside Self Evaluation Form Summary - December 2014
Achievement of Pupils Grade 2 Most groups are making excellent progress from their starting point. KS2 - by the end of KS2 achievement is Outstanding. EYFS & KS1 – by the end of KS1 achievement is Good. Attainment is above National expectations and progress is improving. School Development Plan Link
Increase percentage of childrenKS2 - Exceeding National Expectations
KS1 - Passing Phonics Screening Check in Y1. Attaining L3 in Reading & Writing in Y2.
EYFS – Attaining a Good Level of Development
Effectiveness of EYFS Grade 2
Leaders have an accurate understanding of the strengths and weaknesses of the provision through effective self-evaluation
The quality of teaching is consistently good.
Children are motivated through an excellent range of activities and an improving stimulating environment
All staff have high expectations of children
Children’s good behaviour shows that they feel safe
School Development Plan Link
Develop the school’s Leadership capacity across EYFS/KS1
Quality of Teaching Grade 2 All teaching is at least Good and much is Outstanding.
All teachers have high expectations and planning is adapted to meet the children’s needs
There are excellent relationships in class
Teachers use highly effective teaching strategies
The whole school curriculum is broad and creative
School Development Plan Link Improve teaching of phonics
