1

Early years self-evaluation form For provision on the Early Years Register

Camrose Primary School with Nursery

Age group:

Published: November 2014

Contents

Introduction 4

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Part A. Setting details and views of those who use the setting 5

Section 1. Your setting 5

Section 2. Views of those who use your setting and who work with you 6

Part B: The quality and standards of the early years provision 8

Section 3. How well the early years provision meets the needs of the range of children who attend 8

Section 4. The contribution of the early years provision to children’s well-being 11

Section 5. The leadership and management of the early years provision 12

Section 6. The overall quality and standards of the early years provision 15

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Setting name Camrose Primary School with Nursery

Setting unique

reference

number

Setting address St David’s Drive

Edgware

Harrow

Postcode HA8 6JH

Completed by

(name and role)

Mrs S Crick

Headteacher

Date completed September 2015

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Introduction

This optional self-evaluation form is for providers on the Early Years Register. You may prefer to record your self-evaluation on a different form, for example:

a children’s centre self-evaluation form which covers the registered part of your provision

a local authority form

a quality assurance scheme system.

If you submit this form online or send it to Ofsted as part of your planning cycle, the inspector will use it when planning your inspection. If you choose not to send it to Ofsted, or you complete a different form of self-evaluation, please make this available to the inspector at the start of your inspection.

Whatever way you choose to record an evaluation of your provision, the inspector will expect this to include:

the views of children, parents and any staff or assistants you employ

the views of other professionals who may work with you, such as local authority advisers/development workers; health professionals; children’s centre staff and any other early years provision

your strengths, any areas for improvement and the actions you propose to tackle them.

You may find it helpful to use the following to evaluate your provision:

Early years self-evaluation form guidance1

Evaluation schedule for inspections of registered early years provision2

The Statutory Framework for the Early Years Foundations Stage3

Early Years Outcomes.4

1 Early years self-evaluation form guidance (120342), Ofsted, 2013; www.ofsted.gov.uk/resources/120342. 2 Evaluation schedule for inspections of registered early years provision (120086), Ofsted, 2013;

www.ofsted.gov.uk/resources/120086. 3 The Statutory Framework for the Early Years Foundations Stage, Department for Education, 2012;

www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-

eyfs. 4 Early years outcomes, DfE, 2013: a non-statutory guide for practitioners and inspectors to help inform

understanding of child development through the early years https://www.gov.uk/government/publications/early-years-outcomes.

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Part A. Setting details and views of those who use the setting

Section 1. Your setting

In this section describe the main characteristics of your setting and the culture and backgrounds of the children who attend, including those who have special educational needs and/or disabilities, or speak English as an additional language.

Refer to the Early years self-evaluation form guidance, page 5.

Camrose Primary school with nursery is developing into a two form entry school and will be fully

two form entry in September 2017.

Camrose is based in Harrow, but borders two other authorities, Barnet and Brent. We serve a diverse area with our pupils mainly drawn from the wards of Queensbury and Edgware in Harrow. The number of pupils identified with SEN is below that found in most primary schools, the number of children eligible for free school meals is in line with the national average. Early Years is situated in the new build alongside year one classrooms and is easily accessible for children with additional needs.

Early Years currently consists of two Reception classes of thirty pupils each and a Nursery where

morning and afternoon sessions are on offer for up to twenty six pupils in each. The Reception

day runs parallel to the rest of the school, beginning at 8.30am and ending at 3.15pm. The

Nursery day is split into two sessions; the first is from 8.30am until 11.30am and the second

begins at 12.15pm and ends at 3.15pm. We have introduced a ten minute ‘pick up’ slot to

accommodate parents with children in KS1 and KS2.

As of September 2015 we are fully staffed within Early Years after almost two years without a

Nursery Teacher and the use of regular supply cover. A Phase Leader was appointed for Early

Years and started in September 2014. A reception teacher has returned from maternity leave as

of July 2015 in a part time role and currently the rest of the job share is covered by a long term

supply teacher.

Our EYFS team consists of two teachers, one of which has completed her NQT year and two

teaching assistants in Reception. A qualified teacher, who is also the Phase Leader, and two

NNEB’s in Nursery. We also have one part time teaching assistants who work within the Reception

classes and deliver targeted support for groups of pupils.

Nursery consists of a classroom, toilet facilities and an outdoor area which will include a sheltered

area once the building works are completed. Reception consists of two separate classrooms,

separate toilet facilities and an outdoor area which will also include a sheltered area when

building works are completed. There is also a separate parent’s entrance for the Early Years.

In January 2015 expansion works begun at Camrose including a new extension to house EYFS

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with the complete transfer into the new build in September 2015.

Distinctive features ● The school is under a PFI.

We share a sight with Woodlands School; shared building

EYFS Pupil Characteristics

On roll PP EAL SEN Total SEN

59 Reception pupils

& 44 Nursery pupils 17% (8) 80% (82) 3% (3) 19% (64)

The social and economic backgrounds of the pupils is below average as evidenced by our

higher than average deprivation indicator of 0.31 which places us in the 80th percentile

(above average). We also have a high proportion of overcrowded household, around

double the national average.

Stability within EYFS is at 75% with 25% of pupils not entering Reception from Nursery or

Year 1 from Reception.

Camrose is a hugely diverse school with 96% of EYFS pupils from ethnic minority groups.

There are 12 different languages spoken by our EYFS children. 43% are of ‘any other

white background’, many of these are EAL children from Romania, Poland and other

Eastern European countries.

The Faith profile of EYFS is varied, with 6 religions being represented within EYFS. Our

largest group of children are, Christian; 33%.

Most of our families are very supportive of their children and the school. However, many

have language barriers and find it difficult to help their children with school work. This can

make it difficult to engage many parents so the school has worked very hard to address

this through our Parent Ambassadors, family learning opportunities and providing ESOL

workshops.

Section 2. Views of those who use your setting and who work with you

This section should record:

the views of the children who attend your setting and those of their parents or carers

the views of any professionals who work with you, especially the local authority, your local children’s centre or any health professionals

details of any quality assurance scheme you participate in Include examples of the ways in which you seek views and any action you have taken to improve as a result of those views.

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Refer to the Early years self-evaluation form guidance, page 6.

My practice (is): Outstanding

We recognise that parents and carers are first and foremost the child’s first educators and

therefore consider them part of our team. We maintain excellent liaison with parents through:

pre-visits to our EYFS,

home visits,

First day induction with parent

daily personalised meet and greets,

workshops to support learning and behaviour,

parents are invited into classrooms, throughout the year, to look through Learning

Journey’s and observe teaching

parent support packs

As part of our holistic approach to learning and development, EYFS practitioners encourage a two

way flow of information and observation so that the children’s interests and milestones can be

captured at home as well as at school. Parents are given ‘WoW’ moments to fill in and are actively

encouraged to celebrate their child’s achievements.

In EYFS children are actively observed and listened to; this is evident in planning where the

children’s interests are at the heart of learning. In addition, activities are changed to reflect the

children’s interests during the day. Children are given responsibilities within the class which has

resulted in them beginning to develop independence.

In EYFS children are actively involved in improving the setting; they take photographs of areas

they like and dislike and discuss ways to develop the area.

Baseline assessment data and parent forums identified that most parents were unsure of how to

support their child at home especially those with little English. Through Reading, Writing and

Phonics parent workshops we addressed these concerns and a recent parent survey indicated that

parents now feel more confident to support their child’s learning.

Parents are invited to attend an ‘expectations presentation’. This is an opportunity for us to share

important information about the school and in particular Early Years. This session is repeated for

our EAL parents where an interpreter in present and the group size is much smaller.

Parent consultations are held termly and small groups of parents are invited into the classroom,

over the course of a week, to spend time with their child and meet with the class teacher and key

worker. An evening time is also on offer for parents who are unable to attend during the day.

Termly written reports are also sent home to parents which ensures that all parents are

knowledgeable of their child’s progress and aware of their next steps.

Due to language barriers, parents are invited into class on their child’s first day. Parents are asked

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to sit with their child and explain expectations and routines in their home language.

The Phase Leader attends partnership meetings organised by the local authority and all staff are

encouraged to visit other settings which helps to ensure current and good practice is shared and

maintained.

Staff regularly attend whole school Inset. In addition all EYFS staff are provided with in school

training opportunities targeted at identified areas of improvement. This ensures that improve is

continuous and involves the entire team. ‘Snap Shot’ meetings are held termly with the EYFS

Phase Leader.

Evidence

Parent questionnaires, Parent workshop feedback, data, Learning Journeys, Activity records.

Part B: The quality and standards of the early years provision

This part of the form covers the judgements the inspector will make when evaluating your provision. It is important to have your own judgement about how well you are doing in these areas.

Section 3. How well the early years provision meets the needs of the range of children who attend

This section is about the impact of your provision on children’s learning and development. You should refer to:

Early years self-evaluation form guidance, page 7

Evaluation schedule for inspections of registered early years provision, pages 6–11.

Your priorities for improvement

Introduce Math parent workshop in Reception. Develop peer and pupil assessment techniques

Develop greater links with other EYFS settings and the wider community.

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My practice (is): Good

Evaluation

Children are making good progress in their learning and development. Staff know the children

very well. This combined with an effective ‘key person’ system, child centred planning and concise

procedures for tracking progress means staff accurately plan to meet the pupils needs ensuring

appropriate challenge and support is provided. All staff have high expectations of the children and

motivate them through praise, our Good to be Green behaviour system and providing

responsibilities to individuals.

Staff are fully aware of the next stages of development and record these accurately. Continuous

assessment of learning ensures that staff plan activities that are tailored to the interests of the

children and their next stages of development are given priority. Robust observation; with next

step procedures, links all areas of learning and clearly identify starting points and progress

children have made, this is used as a basis for future planning. Children are regularly provided

with opportunities to revisit next steps and progress is documented.

Staff consistently discusses teaching and learning to ensure all members of the EYFS team are

working in line with school policy, are working towards our shared vision and understand the

strengths and areas for development within EYFS.

Staff provide an exciting and fun learning environment where all children feel safe and are

encouraged to develop independence and make choices. Independent learning skills are

developed as they move freely both inside and outside and follow their own interests during

explorative play. Staff are motivated to take part in play alongside the children.

Children learning English as an additional language experience their home language through the

aid of dual language books, signs and symbols; showing that staff value their cultures and home

experiences. Staff use excellent language to model and encourage the children to think and talk

about what they are doing. Those pupils who have little or no English are placed in an early

intervention programme which supports their English acquisition. Staff use the expertise of the

Parent Ambassadors to communicate with children and parents in their home language. All key

correspondence is translated.

Staff instinctively anticipate where all children are going to need additional support and adapt

activities to ensure effective learning and progress. They are skilled in questioning and motivating

the children’s play to move learning forward and provide resources to challenge and stretch the

children’s thinking.

The learning environment and a balance of adult-led and child led activities enables the children

to think critically and be active and creative learners. Children are provided with open ended

resources such as boxes and natural materials. They are encouraged to make connections

between experiences through good adult questioning.

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We will continue to implement the successful strategies introduced last year (Rhyme Club) to

develop English amongst our high EAL population. Every fortnight a rhyme is sent home, with an

online link, and parents are asked to talk about this in their home language. The children practice

the rhyme every day at school and begin to make links. This club has received positive feedback

from both the children and parents and has raised standards in communication and language.

A ‘Story of the Week’ is shared with the children and their parents who are encouraged to read

and discuss the story in either English or their home language. Again a web link is provided to

support parents in the retelling of the story.

Weekly Phonics Club and weekly in class support have proved successful in raising attainment in

reading and writing.

The introduction of the Nuffield Language Development Programme, initiated in October 2014 in

Reception, has already made a significant impact on the verbal language development of our

beginner EAL pupils. Reception children made between a 13 and 21 word progression over the 20

weeks in the vocabulary section and between a 6 and 23 sound progression with in the phonics

section. In April 2015 Nuffield Language Programme was introduced in nursery, children made

between a 3 and 12 word progression and communication and language

In Reception, English and Math resource packs are sent home to enable parents to more

effectively support their children at home.

Parents are given a Development Matters chart that outlines the end of year expectations in all

areas. These are regularly referred to during all parent consultation opportunities.

Evidence

Pupil data, Learning journeys, observations, EYFS minutes of meetings, Learning walks, pupil

voice, parent questionnaires, pupil reports. Annotated plans with children’s responses, child

initiated plans, training materials, parent questionnaire results.

Your priorities for improvement

To embed revised Early Years marking policy to ensure consistency.

Develop outdoor provision to support play and exploration.

G7T provision in /reception.

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Section 4. The contribution of the early years provision to children’s well-being

This section is about the effectiveness of your care practices in helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. You should refer to:

Early years self-evaluation form guidance, page 8

Evaluation schedule for inspections of registered early years provision, 11–14.

My practice (is): Good

Evaluation

All staff, including new staff members, attend RRSA training so that they are clear and working in

line with our school ethos. This is clearly and regularly communicated to the pupils and parents.

Children learn about the RRSA articles in a fun and engaging way and use their knowledge of

these to set up class routines.

Children in EYFS benefit enormously from having a key person who oversees their learning and

development, knows them very well and shares vital information about their progress with

parents. The EYFS staff know their key children and their parents exceptionally well.

Staff are gentle in their approach and model behaviour so that children learn to be caring and

kind to their peers. Children offer and accept help from their peers and are thankful towards

them. We recognise the importance of praise and use it regularly with the children including for

efforts for persistence and concentration.

Staff are highly skilled in implementing the characteristics of effective learning and this is

demonstrated in the outstanding behaviour and engagement of all learners within EYFS.

Through our Rights Respecting ethos children are encouraged to respect the diversity and

differences between themselves and their friends. As they begin to mature through the Early

Years they start to understand how everyone is unique and special.

Children develop a good understanding of hygiene through good lessons, modelling and free flow

activities. They learn how and why they must wash hands before meal times and after using the

toilet, to cover their months when they cough and why we need to keep not only ourselves clean

but our environment too; including toys.

Staff carry out and regularly up-date Risk Assessments, involving the children, and ensure

appropriate safety equipment is used. They teach the children to be aware of how to keep

themselves safe especially when in the outside area. Children are familiar with following

procedures and practice fire drills on a regular basis. This has been developed into the roles of

‘Health and safety Wardens’ are rotated weekly amongst the children.

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Children are taught the benefits of healthy eating through play and focused teaching and are

encouraged to make healthy choices. These concepts are then delivered to parents through

workshops on topics such as healthy lunches, food sugar content and eating healthily on a

budget.

We liaise with parents about concerns that they have regarding their children’s well being and use

this in our planning and teaching. For example a parent had concerns about her child who kept

removing his seatbelt in the car so we carried out a series of teaching sessions linked to wearing

a seat belt and road safety.

In March 2015 the EYFS Phase Leader completed Level 2 safeguarding training and became the

named safeguarding person within the EYFS. Staff regularly meet to discuss any safeguarding

concerns with lead person.

Evidence

planning, observations, Learning Journeys, Parent reports, behaviour logs, risk assessments,

Your priorities for improvement

Develop focus on healthy living / eating

Develop understanding of RRSA with parents

Develop role of Health & Safety Warden so linked more with RRSA.

Section 5. The leadership and management of the early years provision

This section is about the effectiveness of your leadership and management; or if you are a childminder how well you organise your service. It covers:

meeting the requirements of the Early Years Foundation Stage

self-evaluation and improvement planning

performance management and professional development

safeguarding

partnership working.

You should refer to:

Early years self-evaluation form guidance, page 9.

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Evaluation schedule for inspections of registered early years provision, pages 14–18.

My practice (is): Good

Evaluation

Historically EYFS has been led by an EYFS / KS1 Phase Leader due to the school being one form

entry. During this time there was no permanent Nursery teacher and the role had been filled with

various part-time or supply staff.

Since 2012 EYFS has been two form entry; in 2014 all of EYFS and KS1 were fully two form. Due

to the increased number of pupils SLT appointed an EYFS Leader who joined Camrose in

September 2014. The EYFS Phase Leader is also the Nursery teacher.

Senior Leaders work alongside the Phase Leader and the EYFS team to ensure the statutory

policies meet the requirements of Early years Development Matters. These policies were

rigorously introduced to all staff.

The Phase Leader has trained staff to carry out Risk Assessments to ensure the safety of the

premises and resources for all of the children and there are robust policies and procedures in

place to support this. Fortnightly phase meetings ensure staff are kept up to date with any

changes and have opportunities to voice any concerns and opinions.

The Leadership team works tirelessly to develop teaching and learning across the EYFS Phase

through:

Rigorous monitoring of teaching, learning and assessments.

Regular ‘drop ins’, formal and peer observations ensure high standards are maintained and

rigorous support is planned, delivered and monitored for any underperforming staff.

Through half termly moderation of data, pupil Learning Journey’s, the learning environment and

planning, leadership ensures good learning for all groups of pupils and accelerated learning for

some groups is evident. Strengths and areas for development are identified and targeted

interventions put into place and monitored regularly to measure impact.

High expectations are evident through aspirational target setting. The accuracy of Baseline

Assessments is moderated, using a holistic child profiling system, including parental input through

home visits and questionnaires, observations and effective partnerships with our local pre-school

providers.

Half termly assessments inform planning and next steps to ensure good progress for all earners.

A clear programme of CPD, including Peer observations and support.

Leadership use monitoring and moderation systems, the appraisal process and staff views

effectively to plan a robust programme of continual professional development which reflects our

school vision of Enthusiastic, Passionate, Highly Skilled Staff.

Developing excellent parental engagement links.

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An outstanding programme of parental engagement has been developed and implemented

resulting in pupils settling in well and enjoying school. Parents indicate that they are well informed

and supported and now feel more confident in supporting their children’s learning at home.

Ensuring EYFS is a key target within the School development Plan (SDP).

EYFS is a key target within the SDP. We continually re-visit the SDP throughout the year, during

staff and Governor meetings, where progress towards the targets is discussed, monitored and

developed.

Ensuring robust, supportive appraisal procedures are in place and used to drive

improvements.

Appraisal and pay progression are closely linked. Aspirational targets, linked directly to the

Teaching Standards, are set based on previous performance and school development

Rigorous mid-year reviews, including observations, book looks and data analysis, are used to

monitor progress towards individual targets. Support mechanisms are put into place where

concerns arise.

Safeguarding is our first priority. It underpins all we do. Through a continuous programme we

ensure that staff are aware of their Safeguarding responsibilities and act when and where

necessary. An EYFS safeguarding lead was introduced in March 2015.

Records are stored and shared appropriately and all meetings attended. All referrals are

accurately made.

Evidence

staffing structure, Phase Leader file, data, Monitoring file, pupil voice, parent questionnaires, SDP,

CPD – Inset, Appraisals, Parental links folder.

Your priorities for improvement

Develop greater links with local pre-school establishments.

Work alongside the borough with the Improving Outcomes Project.

Staff training to ensure accurate assessment of ‘exceeding’ band of EYFS profile.

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Section 6. The overall quality and standards of the early years provision

This section brings together the evaluation of all aspects of your practice, your identified priorities for improvement and the grades you have awarded yourself.

You should refer to:

Early years self-evaluation form guidance, page 9

Evaluation schedule for inspections of registered early years provision, pages 18–19.

My practice (is): Good

On Entry

2015

On Entry Most children enter the Reception classes with knowledge, skills and understanding below those expected for their age. In communication, language and literacy, they are low. This year has seen the highest amount of children entering reception from our nursery 75%. They are joined in the Reception class by many children who do not have experience of pre-school settings. All children settle quickly and make good use of the shared indoor and outdoor areas to work and play.

Only 25% or Nursery pupils attended preschool provision with only 12% regularly attending a nursery.

30% of the nursery cohort are still in nappies. ● The majority of pupils enter school with very little English. ● A significant number of children start Nursery (two thirds is typical) with little or no

English.

Pupils starting point is typically below national expectations, with on average 12% of pupils are in the 30-50 months band on entry to Nursery and no pupils at 40-60 months.

Over half (53%) of the cohort are summer born children with over half of them born in July. Only 22% of the cohort is autumn born.

EYFS 2014 - 15 ● By the end of Nursery significant progress has been made towards age related

expectations for the children who start with us and on average 85% are in line with age related expectations the end of the academic year.

● At the start of reception, typically only about a third of the children who attend our nursery move into our reception class. However this year we had 75% of our nursery cohort attending our reception class and the majority of children who did not attend were because they were moving away from the area or were joining siblings at other schools. The other children have attended and wide range of pre-school settings including private nurseries, playschools, church groups, child minders etc. Some children had no preschool provision at all. These settings are of varying quality and overall this group have had a very disparate experience of nursery education which means that their starting points are below those overall of the children who started with us. We therefore have to make extra provision for these children and we do this well.

● Attainment within EYFS is an improving picture with the good and often better EYFS teaching enabling pupils to make good progress, especially from their low starting points.

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The majority of pupils are in line with national expectations by the end of Reception in the majority of development areas.

End of EYFS Data; Trend – 2014 - 15 Progress

against

Targets CL

2014 CL

2015 PD

2014 PD

2015 PSED 2014

PSED 2015

Literacy 2014

Literacy 2015

Maths 2014

Maths 2015

Emerging

15% (9)

15% (8)

10% (6)

6% (3)

6% (3)

6% (3)

37% (22)

21% (12)

26% (15)

20% (12)

Expected

67% (39)

58% (32)

84% (49)

72% (41)

79% (46)

68% (39)

51% (30)

62% (34)

71% (41)

68% (40)

Exceeding

18% (10)

27% (15)

6% (3)

23% (13)

15% (8)

27% (15)

12% (4)

20% (11)

3% (2)

10% (6)

% achieving

Expected and

Exceeding

85%

85%

90%

94%

94%

94%

63%

82%

74%

78%

Compared to 2014 the % of pupil achieving ELG increased in all areas except CL and PSED where it remained the same.

Evidence

data, monitoring file.