Self-Evaluation Form and School Development and Improvement Plan

Lifting the Lid on Learning 2016 - 2017

Ability is what you are capable of doing. Motivation determines what you do. Attitude determines how well you do it.

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School Context and Circumstances

Sparhawk Infant and Nursery School is in a period of much change. In April 2014 a new headteacher took post after the retirement of her predecessor of 12 years. In addition to this, the school has increased its capacity from one form entry to two form entry, starting with reception pupils in September 2013 to address the shortfall of school places in Sprowston. In September 2015 we reached full capacity and number on roll became 202 pupils including a 52 place nursery. To accommodate the increase in size we are currently working closely with Norfolk Children’s Services to expand the size of the school. In July 2014, building work began to add a new school entrance, nursery entrance and school office. To address the increase in pupil numbers, a new classroom was added by renovating the school’s ICT suite with other minor alterations. Work was completed by the middle of September 2014. Additional building work began in July 2015 to add a temporary modular building and meeting room. A section of land that had been leased to the town council in Sparhawk Park was returned to Sparhawk School in October 2015 to ensure that pupils continued to have access to outdoor space whilst the school is expanding.

Less than 10% of pupils are entitled to Free School Meals; however, we do have a higher proportion of families that are income deprived.

Less than 10% of the children have special educational needs

2% of our children are looked after or adopted from care

EAL children make up 7% of our school population – a number that is increasing every year due the expansion of the housing development in the Sprowston area.

Outcomes for Children and Learners Evaluation Grade: Good

Our data set for Year 2 pupils in summer 2015 remains above average in all core subjects.

The 2014/2015 Year 2 cohort of 28 pupils left reception in 2013 with below average scores in the majority of areas and only 1 child (3%) achieved a GLD.

Reading

Reading has remained above average for the last 4 years and all pupils make good or accelerated progress from their low starting points. When this cohort left reception class in 2013 only 8

children achieved the expected standard in reading with a cohort APS of 1.33.

Of those 8 children:

All achieved above the expected attainment in reading at the end of KS1 with 3 achieving a level 2a and 5 achieving a level 3

Reading APS was above average 18.4 with a value added score of 100.38 Those pupils who did not achieve the expected standard at the end of reception all except 2 special needs children went onto achieve at least a level 2c with an APS of 16.1. Additionally, 65% achieved at least level 2b and 20% achieved a level 3. This group achieved a value added score of 100.9.

Writing

Writing has remained above or in line with the national average for the last 5 years and accelerated progress is achieved from their low starting points in the Early Years. When this cohort

left reception class in 2013 only 7 children achieved the expected standard in writing with a cohort APS of 1.27.

Of those 7 children:

All achieved above the expected attainment in writing at the end of KS1 with 1 achieving a level 2b, 3 achieving a level 2a and 3 achieving a level 3

Writing APS was above average 18.3 with a value added score of 101.14.

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Those pupils who did not achieve the expected standard at the end of reception all except 2 special needs children went onto achieve at least a level 2c with an APS of 15.1. Additionally, 67% achieved at least level 2b and 10% achieved a level 3. This group achieved a value added score of 100.9.

Mathematics

Mathematics has remained above average for the last 5 years and all pupils make good or accelerated progress from their low starting points. When this cohort left reception class in 2013

only 12 children achieved the expected standard in the two numeracy areas of Number and Shape, Space and Measure with a cohort APS of 1.43 and 1.47 respectively.

Of those 12 children:

All achieved above the expected attainment in mathematics at the end of KS1 with 4 achieving a level 2a and 8 achieving a level 3

Mathematics APS was above average 18.4 with a value added score of 100.58. Those pupils who did not achieve the expected standard at the end of reception all except 1 special needs child went onto achieve at least a level 2c with an APS of 15.5. Additionally, 69% achieved at least level 2b and 13% achieved a level 3. This group achieved a value added score of 101.25. Current internal tracking shows a very positive picture with accelerated progress being made in all areas especially in reading. And all those who achieve a GLD at the end of reception (2014) are on track to meet at least expected standards in reading, writing and mathematics at the end of KS1. Current internal tracking for KS1 progress:

Reading value added 102.71

Writing value added 101.22

Mathematics value added 101.51

Phonics

Pupils read well and our data over 4 years shows that reading has remained above the national standard. The 2014/2015 68% of the Year 1 cohort of 59 pupils passed the phonics screen check. This cohort left reception with 71% (42 children) achieving a GLD in reading. Of those 42 children nearly all children except 6 passed the phonics screening test. Those 6 children came close to the pass mark of 32 with an average score of 29 between them. All of the 6 children who didn’t pass were in the class of the newly qualified teacher. In Year 2, 80% of those who didn’t pass the phonics screen check in Year 1 successfully achieved the standard. Two SEN pupils with complex needs didn’t meet the standard.

Pupils with special educational needs (SEN) make good progress and those with complex needs are supported with one to one support to ensure they can access curriculum. From low starting points SEN pupils begin to close the gap with their peers; especially in reading but progress is slower in writing.

Disadvantaged pupils without SEN reach better than expected standards and make accelerated progress.

Girls outperform boys’ especially in mathematics but both groups still perform better than the national average in all subjects.

We have a small cohort of EAL children and both achieved at least the expected standard in reading, writing and mathematics.

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Reception GLD

2015 was a very successful year for our reception cohort with 68% achieving a Good Level of Development, above national standards for the first time. All children made good or accelerated

progress from their low starting points in Nursery with value added scores averaging 102 in all areas.

Areas for improvement

Narrow the gap between progress of boys, girls and EAL pupils in all subjects Improve progress in all subjects for pupils with complex needs Increase the percentage of pupils passing the phonics screen check Improve the current progress data for maths to match progress of other core subjects

To be outstanding we need to accelerate the achievement and progress of all pupils in phonics.

Targets (What is to be achieved)

Actions/Success Criteria/Measure (How will we get there and what

will it look like)

Lead (Who is

responsible)

What By When (What do we want to see and when will we expect it)

Cost/Resources (What are the costs involved

and resources needed)

Impact (To be completed after actions have been

taken)

1. To increase the percentage of pupils passing the phonics screening test.

Achievement Key questions: a. Do children enjoy their

phonics lessons? b. Do staff feel they have

the space and resources required to teach phonics effectively?

c. What is the impact of interim data – are we improving practice?

Termly monitoring Improved planning in key stages Training updates Review assessment Network meetings High expectations Liaise with other settings To ensure the teaching of phonics and intervention takes place early in the EYFS Whole school phonics target setting Phonics progress reviews

CB

Curriculum Governor Vulnerable

Groups (VG)

Governor

Pupils achieve national standards by June 2016 (80%) and are above national by June 2017 (85%)

Release time for CB to observe lessons and conduct phonics progress reviews Training for HLTAs to effectively teach groups. Sheringham Alliance £1250

(Budget Line: E09, 17450 )

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The Quality of Teaching, Learning and Assessment Evaluation Grade: Good

All class teachers are at least good and 50% are regularly observed teaching outstanding lessons and effectively manage teaching assistants. Lessons are planned and taught creatively, trying to capture the pupils imagination through use of the Mantle and exciting lessons. Examples include whole school writing about a melted snowman, unexplained objects landing in the playground, innovative use of the iPad and Victorian days. With the exception of Nursery all year groups plan together to ensure lessons are consistent across the year groups with good differentiation and opportunities for challenge and deeper understanding. Monitoring by leaders shows that the marking policy is being used but is not always consistent. A high expectation for pupil’s presentation is not always evident but this has already begun to be actioned with improvements already demonstrated. All teachers are perfectly capable of monitoring pupil progress throughout the lesson but some do so better than others. All staff have received CPD on effective questioning using Bloom’s Taxonomy and its application has strongly improved and is having an impact on pupil’s deeper understanding (lesson observations). Talk for Writing has recently been introduced and this has had a strong impact on the writing outcomes for all pupils from nursery through to year 2. Staff are appropriately skilled to demonstrate to children the ‘how’ to improve writing with an improved focus on the quality of pupils written work; however, some staff have low expectations for some of their pupils and this is an area that needs to be improved. With the introduction of the new curriculum into Year 2, moderation across year groups and the cluster has improved class teachers understanding of ‘where pupils are’, ‘next steps’ and ‘how they need to get there’. Moderation takes place regularly in key stage meetings, staff meetings and termly within the cluster for each of the year groups. The school has used Pupil Asset to track and monitor pupils achievement but this is an area for improvement because we need to ensure the tracking tools match our new and enhanced school curriculum. Areas for improvement

Develop teachers understanding of the importance to have high expectations for all pupils Improve our internal tracking system to match our school curriculum

Improve the standard of handwriting

To be outstanding we need to ensure that all staff have high expectations for all pupils

Targets Actions/Success Criteria/Measure Lead

What By When

Cost/Resources

Impact

2. Develop teachers understanding of the impact and benefit of ‘High Expectations for all Pupils’

Respect Inclusion

Attend coaching CPD Termly Growth Mind set CPD Aspirational targets Majority of pupils achieving their targets Links with NB2B Creative Teacher Toolkit to support ideas and options when supporting underperforming pupils Particular focus on starting points in Nursery and the impact of early intervention

ED, JH and PC CPD Governor VG Governor EY Governor

Pupil progress conversations focus on how we can get the pupils to achieve NOT on why they can’t achieve by summer 2017

Release time to work with other schools Growth Mind set CPD £650

(Budget Line: E09, 17450 )

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3. Review and improve our internal tracking system to match our updated school curriculum 2016

Collaboration Inquiry

School curriculum matched termly to pupil asset assessment and target setting Sparhawk’s own labels for pupil achievement in the core subjects replace pupil asset labels Staff better skilled to assess pupils Progress data is reflective of class practice Regular CPD to review and implement new tracking system Termly moderation to ensure teachers understand the new system

ED, CB and PC Curriculum Governor

To have a new and easy to use tracking system by spring 2017

Release time to visit other schools Release time to match curriculum to tracker Staff Twilight training session Pupil Asset Training £350

(Budget Line: E09, 17450 )

4. Improve the standard of handwriting

Respect Responsibility

Handwriting rules applied from nursery and consistently applied across year groups Parents informed of correct letter formation Early intervention for poor pencil grip Handwriting scheme to support regular handwriting practice

CB Curriculum Governor Behaviour and Learning

The presentation of all children’s handwriting is always to a high standard with no excuse for ‘sloppy’ presentation by spring 2017

Nelson handwriting scheme (or specialist resources to supporthandwriting) £1100

(Budget Line: E19, 40850 )

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Personal Development, Behaviour and Welfare Evaluation Grade: Good

The vast majority of pupil behaviour is good all the time and they behave very well during assemblies, in classes and on the playground as well as on class trips. Visitors and parents always comment about the polite and attentive behaviour of our pupils and we are very proud of our pupil’s attitude towards learning. An online behaviour log is used to record both positive and negative incidents and the head monitors this regularly. There have been no incidents of bullying for several years but there are a few children with social and emotional needs who struggle to manage their physical and emotional behaviour. Teaching staff and some support staff have attended the Nurtured Heart Approach training to help us understand the needs of these children. This approach is in its early stages and needs to be consistently embedded across the school. Our in school Pastoral Worker continues to support pupils on a one to one basis and her work continues to grow. The cluster PSA has worked closely with 2 of our families which have helped improve attendance and behaviour and her service will continue for another year. All staff completed a Well Being survey in summer 2015. The results were very positive with the overall majority feeling happy and supported in their role. A few communication issues became apparent and these are being addressed as part of a Well Being action plan. In class pupils have excellent attitudes and really enjoy learning. This is evident in all lessons and is enhanced by our well planned and resourced PE and inquiry based curriculum. Pupils respond well to working in groups and work with confidence on independent tasks. Teachers apply behaviour rewards consistently and this is valued by pupils. On occasions when behaviour is poor, pupils are aware of the consequences and these incidences are rarely repeated. School Council and Eco Warriors meet regular to discuss school issues from a child’s perspective. In a recent Parent View survey, 99% of parents agreed that their child feels safe at school. In a pupil survey, pupils also agreed that they are safe at school but felt that some children do not behave as well as they could on the playground. School council agreed for ‘Playground Buddies’ to be set up to help improve peer quarrels and offer advice. Pupils demonstrate a very clear understanding of safety through their play and lessons. This is enhanced through our values assemblies, PSHE and our links with the local constabulary. Our local PCSO regularly leads assemblies on safety including e-safety and ‘stranger danger’. There are 2 Designated Safeguarding Leads and both have up to date training. All staff receive safeguarding updates on a termly basis as well as the 3 yearly refresher training. The next refresher is due September 2016. Pupil attendance is slowly improving because of the impact of pupil certificates and badges for 100% and 97% attendance. The weekly attendance puppet and monthly bear award is respected by all pupils and they work hard as a team to encourage each other to achieve it. Attendance is currently sitting at 96% which is up by 1.1% on last year. Authorised absence is below 4% and unauthorised absence is below 1%. Pupils are mostly punctual but attitudes to lateness need to improve as there are some parents who are persistently late. Areas for improvement

To reduce the number of persistent lateness by a minority of pupils To improve our attendance so that we are at least in line with the national To further embed English outside

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To be outstanding we need to improve the attitudes of parents towards pupil attendance

Targets Actions/Success Criteria/Measure Lead What By When

Cost/Resources Impact

5. To reduce the number of persistent lateness by a minority of pupils

Safety Responsibility

Improved punctuality charts used with selected pupils Punctuality letters sent to parents termly with minutes late Conversations with parents about reasons for lateness Refer persistent offenders to the PSA Same-day lateness letters to parents Ensure all parents have left the classroom by 8.50am

PC, JB, all staff Attendance Governor

Reduce the number of persistent lateness by 50% by summer 2016 and 75% by autumn 2016

Badges and stamps for pupils £50 Monarch signs used to highlight the importance of punctuality and good attendance £300

(Budget Line:E19, Pupil Premium )

6. To improve our attendance so that we are at least in line with the national.

Safety Responsibility

Promote weekly/monthly and termly attendance in assemblies and on attendance board Provide badges for termly attendance Highlighted in curriculum and parent meetings Termly letters to parents just/below the threshold Teachers aware of poor attendees Half termly meeting with attendance assistant Improved tracking and monitoring of attendance

PC, JB, all staff Attendance Governor

Attendance is 96% or above by autumn 2016

Badges for pupils £50 (Budget Line:E19, Pupil Premium )

7. To further embed English outside to make play times more enjoyable for all

Inquiry

Children to access outdoor resources other than physical Improved behaviour at break times Learning from the class continuing outside Playground buddies to support peers

CB Curriculum Governor Behaviour and Learning

For children to experiment with English independently by autumn 2016

Outdoor resources £300 Playground buddy uniform £150

(Budget Line: E19 )

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Effectiveness of Leadership and Management Evaluation Grade: Good

Ofsted Targets December 2015 How we are beginning to achieve it

1. Long term targets are used to measure progress through the action plan

Introduction of nursery baseline in September 2016

Pupil progress meetings

2. Governors need to provide high quality challenge to the senior leadership team

Headteacher’s report uploaded to the hub a week in advance for governors to analyse and submit questions prior to FGB

Improved questioning from governors 3. Pupils reach the expected standard in

phonics See target 1 above

Improved monitoring

Phonics is on an upward trend 63% in 2014 and 69% in 2015

Predicted outcomes for 2016 is 80% 4. Pupils’ attendance is in-line with the national

average. See target 6 above

Attendance this time last year has improved by 1.1%

Reduced leave of absence forms for holidays (hence reduction in fines)

The (SLT) senior leadership team consists of the headteacher and 2 assistant head teachers. The SLT insists on high expectations and this is achieved through regular monitoring of teaching and assessment. Performance management with half yearly reviews is robust and ensures all staff are held accountable for the progress of pupils within their class. The introduction of termly pupil progress meetings has been significant in improving pupil outcomes because those underperforming are noticed earlier and intervention can be implemented sooner. We have a performance management system for support staff that we feel has been effective, for example in highlighting the need for phonics training and improved questioning. All subject leaders understand the responsibility associated with leading a subject and are beginning to track data, observe lessons, manage a budget and make key decisions. However, an emphasis needs to remain on leaders making key decisions independently in order to identify and set aspirational goals for all pupils. With the recent review of our curriculum, subject leaders are aware of subject coverage and encourage all staff to be creative with their subject. This will continue to be developed with the introduction of a new assessment tracking system. Excellent relationships have been fostered within the cluster and both the feeder schools and local schools work well together. The headteacher is part of a network of 6 infant headteachers within the cluster and meetings are held regularly in each school to support school improvement. The EY team meet regularly and so do Year 1 and Year 2 teachers for key stage moderation. Areas for improvement

Long term targets are used to measure progress through the action plan Governors need to provide high quality challenge to the senior leadership team To improve leadership potential through coaching and mentoring To enhance the curriculum resources needed to teach our new and improved curriculum

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To be outstanding we need to improve the leadership potential in all staff with a strategic responsibility

Targets Actions/Success Criteria/Measure Lead

What By When

Cost/Resources

Impact

8. Long term targets are used to measure progress through the action plan

Confidence Achievement

Long term targets clearly evident in maths and English actions plans Long term targets evaluated in autumn SEF review Governors ask challenging and strategic questions Reviewed in Pupil Progress Meetings Introduction of Nursery baseline Continued use of Reception baseline Key stage and cluster moderation

PC, ED, CB All staff Chair of Governors Curriculum Governor

The progress of all pupils is easily tracked and compared from nursery right through to Year 2 by January 2017

NCC Data Lead – Simon Davies to review targeting toolkits £350 (NB2B?) EY baseline and training £600

(Budget Line: 28, 45170 & E09, 17450 )

9. Governors need to provide high quality challenge to the senior leadership team

Collaboration Inquiry Independence

All governors to read and respond to Head teachers report Governors visit school on a scheduled basis Governor’s action their responsibility as lead governor Attend regular training to support their role Meet with other governors to share good practice where possible

CoG Chair of Governors CPD Governor

Governors fully understand their role and are equipped to hold the senior leadership to account by autumn 2016

Governor services training Network of governors Opportunities to visit school

10. To improve leadership potential through coaching and mentoring of all staff.

Independence Responsibility Collaboration

Attend NB2B conferences/Tea Parties Attend coaching training at Broadland High Succession planning for leadership HLTAs leading class assistants effectively Attend subject Networks

PC, ED, All staff

CPD Governor

For staff to identify areas for improvement, implement change & be held to account by spring 2017

NPQH £1500 NB2B (networks) £2700 (TA development(see above) £1,250)

(Budget Line: E09, 17450 & E28, 45170 & E09, 17450 & E09, 17450 )

11. To enhance the curriculum resources needed to teach our new and improved curriculum

Inquiry

Audit of all resources for each subject Staff involved in decisions about appropriate resources Leaders select and buy resources

ED Subject Leaders Curriculum Governor

All subjects to be fully resourced so that teachers can teach each subject effectively by autumn 2016

Curriculum resources £3000 ED non-contact time to release, review and monitor new curriculum

(Budget Line: E19, 40850 )

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Estimated costs suggested within this SDIP: £12,050

INSET Days 2016-2017

1st

September 2016 2nd

September 19th

December 4th

January 2017 July 2017

Safeguarding (Target 5, 6)

Coaching and Growth Mindset (Target 2, 10)

Disaggregated: 3 x Twilight: Sept 15

th, 22

nd & Oct 13th

(Step On, Step Up)

Maths and Science: Norfolk Creative Teacher

(Target 2, 11)

Disaggregated: 1 x Twilight: Nurtured Heart

The Effectiveness of the Early Years Provision Evaluation Grade: Good

Early Years provision begins in our nursery class where children enter our setting the term after their third birthday. We provide a 52 place nursery (morning and afternoon sessions) and places are offered for a September, January or April start, but most places are taken by the January intake. In September 2013 our reception class intake increased from 30 places to 60 places to accommodate Norfolk’s rising pupil numbers. Our Early Years setting is effectively led by the Nursery teacher and one of the Reception teachers who ensure that robust planning and assessment regularly takes place. Planning ensures that children are developing their knowledge, skills and understanding across all the areas of learning, with a focus on the three prime areas as the foundation for all other learning. Assessment is carried out daily by careful observations of individual children and these are collated into the online ‘Learning Journey’ called ‘Tapestry’ which was introduced September 2015. However, in Reception the year begins with collecting baseline observations (using ‘Early Excellence baseline’) to ascertain a starting point for our children who come from many settings in and around the local area. Work is continuing with Sprowston cluster schools to establish vigorous moderation in all areas of the EY curriculum starting with baseline moderation and ending with a moderation of key ELGs prior to final decisions at the end of the Reception year. Outdoor provision is fundamental to the delivery of high quality teaching. We value creative and imaginative learning and encourage children to develop these skills by providing opportunities for both structured play and independent learning and the enhancement of this was a priority for us and our newly developed EY outdoor area(Summer 2015) provides a large, collaborative, physical area for the children to practise all early learning skills. Parents are invited in daily to join in with the learning at the start of the day and this is continually promoted by inviting them to half termly ‘learning cafés’. Alongside class newsletters, the learning cafés encourage parents and extended family members to be part of their child’s learning process by engaging in hands-on activities such as construction, story making and playing games. In addition to this, we have rebranded ‘stay and share’ sessions as ‘book and look’ sessions for parents. These continue to be termly and encourage parents to share the first or last part of a school day so that they can experience some of what their child does at school. It also offers ‘informal’ discussion times with class teams and offers a chance to look at the ‘online Learning Journeys’ together. In 2014/15 68% of children attained a good level of development. This is the highest in the cluster and above the national average (66%).* This reflects the additional staff training and improved internal and cluster moderation. *From ‘A Flying start – September 2015’ Areas for improvement

To improve pupil outcomes so that the majority of FSM achieve a good level of development Enhance the reading and writing provision offered to girls to raise their expected level of achievement Improve the monitoring of planning, assessment and ‘Next steps’ in the EY using ‘Tapestry’ and pupil asset. To improve EY Leaders analysis of data to enhance provision and continue to develop cluster moderation

Refer to development actions in Leadership and Management section

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Premises Development plan (PDP) for 2016 – 2020 (Capital Budget and Revenue)

Date Target Actions/Success Criteria Monitoring

Cost/Resources

Impact

2016 to 2018

1. To paint and

modernise the hall 2. Mural of Values

added to hall 3. New chairs and tables

in nursery class

4. New furniture for new staffroom

5. To paint all

classrooms

All wall areas freshly painted

All beams painted white to brighten the room

Mural images to brighten the hall space

Replace very old and worn nursery learning furniture with new tables and chairs of appropriate size

Add new comfy chairs and furniture

Fresh neutral paint in Ruby, Emerald, Jade, Sapphire and Diamond Class

PC, DA & MSAs School Council FOSSA Health, Safety and Premises Governor

1. Decorator £3500 2. Sunny and Pea mural artists

£1000 3. £700 4. £2000

5. £500 per class (£2500)

(Budget Line: )

2018-2020

1. Review the condition of carpets in all classrooms

2. Update class room table and chairs and storage furniture

3. To update old radiators.

4. Enhance KS1 outdoor area

5. Consider opportunities to develop a small ICT suite

Classroom furniture £3000

Radiators x3 £2000

Outdoor specialists £40000 (FOSSA fundraising)

Additional computers and renovated space £15,000 (funding)

(Budget Line: )

Estimated costs suggested within the PDP: 16/18: £9,700 18/20:£60,000