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"This school is doing a fantastic job. It is a great example of even where there is a challenging

intake, the pupils are making good progress and that is exactly what we want to see.”

Rt Hon David Laws, Minister for State Schools, October 2013 http://www.torquayheraldexpress.co.uk/Schools-minister-Laws-visits-Watcombe-primary/story-19917492-detail/story.html#ixzz2kQPNzFgp

2016/17

January 2017 Version

Watcombe Primary School

2016/17

Self-Evaluation Document January 2017

Watcombe Primary School

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Contents

Sections are hyperlinked – click onto the headings to go directly to that section.

1. Introduction: School Context

2. Progress Since OFSTED

3. Outcomes for Pupils

4. Quality of Teaching, Learning & Assessment

5. Behaviour & Safety

6. Leadership & Management

7. Effectiveness of Early Years Provision

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INTRODUCTION: SCHOOL CONTEXT

Our school is a place of learning; where an individual’s skills and attributes are valued and are systematically

enhanced and celebrated. It is a place of partnership where all learners (big and small!) are motivated,

reflective and successful. Our ethos is nurturing and fully inclusive.

Our school aims are simple. To develop children to become:

- Successful Learners

- Responsible Citizens

- Confident Individuals

Promoting these aims, along with our three core values: Respect, Confidence and Perseverance, is a corporate

responsibility. They are modelled and championed by staff, incorporated into every aspect of the curriculum

and celebrated in a wealth of different ways.

Key contextual information:

No. pupils eligible for FSM: highest percentile

% of pupils supported with SEN: 70th percentile

% pupils supported by EHC: highest percentile

School deprivation indicator: highest percentile. Data indicates that child poverty has increased over

time in the Watcombe, 2006 = 35.6%, 2009 = 39.4% and this continues to be the case in 2013 based

upon Torbay Council and IDAC data. Watcombe is in the top 10% of most deprived areas in the UK.

Generally a substantial proportion of children entering Nursery are below age related expectations.

High number of children and their families are engaged with Children Services.

The school has a significant emphasis upon providing pastoral support to ensure children are ready to learn

and have a healthy emotional well – being. This includes: Nurture and inclusion provisions

Drawing and talking therapy

Trained counsellors (for both adults and children)

Specific Family and Pastoral Mentor

Excellent Learners Programme

Close working partnerships with external agencies to support children and families including Children Centre Nursery

Early Start Club (focus on social and communication skills)

Extended curricular opportunities

The school works in a range of partnerships to support its work: Local Curriculum Networks & Torbay Teaching School

Links with other schools – Coombe Pafford (Business Enterprise)

Torbay Sports Partnership

Range of community Groups (e.g. Rotary)

Locality Cluster team (Family Support Workers)

South Devon College

Organisation & Structure

School Nursery: 52 place + (16 additional places from the Children Centre Nursery)

School (R – Y6): 205 children.

Foundation Stage: N and R based in the Foundation Unit

KS1: 2 classes

Lower KS2: 2 classes

Upper KS2: 3 classes

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PROGRESS TOWARDS OFSTED PRIORITIES (FEB 14) ‘All areas for improvement identified in the previous inspection have been successfully tackled.’ OFSTED 14

PROGRESS TOWARDS OFSTED PRIORITIES FROM PREVIOUS INSPECTION (FEB 14) Not enough teaching is outstanding to ensure that pupils’ learning is rapid and sustained, especially in reading.

ACTIONS: School self-evaluation underpins on-going drive to review and develop

teaching, learning and assessment.

Clear and concise performance management targets within the appraisal cycle

focusing upon developing outstanding teaching.

On-going formal/informal observations support the development of

outstanding teaching.

Five members of staff have attending the ‘Outstanding Teaching Program’ and

have used this to influence wider practise within school. Two members of

staff have attended the ‘Journey to Outstanding Program’.

Peer to peer professional development opportunities and personal professional

development plans introduced.

Support staff access professional development opportunities both internally

and externally.

Pedagogy focused upon as part of planned professional development and

reviewed as an integral part of classroom observations. Focus CPD on developing guided reading & assessment materials linked to book

bands.

OUTCOME: All teaching is good or better*.

Much of the teaching is

consistently outstanding (at

least 50%)*.

The remaining teaching is good

with outstanding qualities*. 98% of parents think that their

children make good progress at

school (2016). http://www.watcombe-primary.torbay.sch.uk/wp-

content/uploads/2013/10/Parent-Questionnaire-March-20016.pdf 100% of parents think that

their child is taught well at the

school (2016). 2015 – 3rd percentile rank for

progress measures valued

added for all subjects. * Validated externally.

As pupils move through the school, their spelling and punctuation skills are not developed consistently well.

ACTIONS: Teaching pedagogy reviewed through school self-evaluation – professional

development linked to outcomes.

Consistent whole school approach developed and reviewed. Book sampling on a termly basis. KS1/EYFS focus upon consistency and progression in teaching phonics.

OUTCOME: Three year upward trend in

attainment in EGPS (2013-15).

2016 KS2 in-line with national.

Phonics in Y1 – attainment is in

line with national data 2013-

2016 (good progress from a

very low baseline).

At times teachers are not rigorous enough in helping pupils to act quickly upon the advice given in marking and

this restricts how well their work improves.

ACTIONS: Refocused upon the marking policy and expectations for both staff and

children. Classroom pedagogy ensures that feedback and self-reflection are integral to

all learning experiences. Assertive mentoring introduced to set and review targets for older learners. Excellent Learners’ Program introduced to set and review targets linked to

learning skills/dispositions. Book sampling/lesson observations focus upon the use of feedback and its

impact.

OUTCOME: Clear expectations understood

by adults and pupils.

2015 – 3rd percentile rank for

progress measures valued

added for all subjects. Reading

6th percentile rank, Maths 2nd,

Writing 23rd. All show a three

year improving trend. 2016 – Maths 3rd percentile,

Reading 15th and approx. 40th

for writing.

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OUTCOMES FOR PUPILS

GRADE: Outstanding

School Summary:

- A substantial proportion of children enter Nursery below age related expectations (section 1.1).

- Progress across EYFS is outstanding (section 1.1).

- Attainment at the end of KS1 (2012-15) was in line with national attainment with an upward trend (section 2.1).

- Progress across KS1 is outstanding (sections 2.1/2.2).

- Attainment in phonics (KS1) in line with national figures (section 2.3).

- Attainment in phonics is in line with national figures for the last three years (section 2.3).

- Attainment at the end of KS2 in 2014 and 2015 was significantly above national data in ‘All Subjects’. Attainment in

reading/maths was significantly above national data in 2015. Attainment in 2016 was in-line with the national data but

significantly higher in Maths (section 3.1). - Progress in Maths is consistently significantly above the national data. Progress in reading has been significantly above

the national data in 2015 & 2016 (section 3.1).

- Attainment and progress for SEND pupils (2010-2015) is above average with some outstanding progress. In 2016, KS2

progress in reading and maths for SEND children was strong. Attainment for SEND children was above national

(Section 4.1).

- Attainment for Pupil Premium 2013-2015 pupils is above average and progress is outstanding by the end of KS2. 2016 –

progress in reading and maths was particularly strong compared to other children nationally (section 4.2).

- In other subjects children make outstanding progress and the vast majority attain age related expectations. (Section

5)

Overall, pupils arrive with skills that below ARE and leave with attainment significantly above

average meaning that progress across the whole school is outstanding.

Tracking Progress 2016 Cohort

Entering YR End of Year 2 End of Year 6 Progress Across KS2

CLL: 0% ARE (3 points in all strands)

Reading: 10% ARE (3 points)

Reading:

2b+ 80%

71% Expected

21% Higher Level +2.44

CLL: 0% ARE (3 points in all strands)

Writing: 6% ARE (3 points)

Writing:

2b+: 63%

79% Expected

7% Higher Level +0.59

Maths: 0% ARE (3 points in all strands)

Calculating: 0% ARE (3 points)

Numbers: 87% ARE (3 points)

SSM: 56% ARE (3 points)

Maths:

2b+: 75%

96% Expected

21% Higher Level +5.05

Tracking Progress 2015 Cohort

Entering YR End of Year 2 End of Year 6 Progress Across KS2

CLL: 0% ARE (3 points in all strands)

Reading: 0% ARE (3 points)

Reading:

2b+ 48%

Reading:

L4+ 97%

L5+ 62%

Reading +15.9 APS

97% 2NC+ Progress

55% 3NC+ Progress

CLL: 0% ARE (3 points in all strands)

Writing: 0% ARE (3 points)

Writing:

2b+ 41%

Writing:

L4+ 100%

L5+ 21%

Writing +14.6 APS

100% 2NC+ Progress

52% 3NC+ Progress

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Maths: 0% ARE (3 points in all strands)

Calculating: 0% ARE (3 points)

Numbers: 90% ARE (3 points)

SSM: 54% ARE (3 points)

Maths:

2b+ 69%

Maths:

L4+ 100%

L5+ 72%

Maths +17.2 APS

100% 2NC+ Progress

90% 3NC+ Progress

Tracking Progress 2014 Cohort

Entering YR End of Year 2 End of Year 6 Progress Across KS2

CLL: 0% ARE (3 points in all strands)

Reading: 0% ARE (3 points)

Reading:

2b+ 71%

Reading:

L4+ 96%

L5+ 44%

Reading +15.3 APS

100% 2NC+ Progress

36% 3NC+ Progress

CLL: 0% ARE (3 points in all strands)

Writing: 0% ARE (3 points)

Writing:

2b+ 57%

Writing:

L4+ 88%

L5+ 24%

Writing +14.1 APS

92% 2NC+ Progress

24% 3NC+ Progress

Maths: 0% ARE (3 points in all strands)

Calculating: 0% ARE (3 points)

Numbers: 94% ARE (3 points)

SSM: 56% ARE (3 points)

Maths:

2b+ 67%

Maths:

L4+ 96%

L5+ 56%

Maths +17.0 APS

100% 2NC+ Progress

60% 3NC+ Progress

Tracking Progress 2013 Cohort

Entering YR End of Year 2 End of Year 6 Progress Across KS2

CLL: 0% ARE (3 points in all strands)

Reading: 0% ARE (3 points)

Reading:

2b+ 55%

Reading:

L4+ 82%

L5+ 27%

Reading +12.9 APS

91% 2NC+ Progress

18% 3NC+ Progress

CLL: 0% ARE (3 points in all strands)

Writing: 0% ARE (3 points)

Writing:

2b+ 55%

Writing:

L4+ 82%

L5+ 27%

Writing +12.8 APS

82% 2NC+ Progress

27% 3NC+ Progress

Maths: 0% ARE (3 points in all strands)

Calculating: 6% ARE (3 points)

Numbers: 80% ARE (3 points)

SSM: 50% ARE (3 points)

Maths:

2b+ 64%

Maths:

L4+ 100%

L5+ 55%

Maths +15.7 APS

100% 2NC+ Progress

64% 3NC+ Progress

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EYFS Attainment and Achievement

1.1 Attainment on Entry into Nursery and Exit from Reception:

A substantial proportion of children enter Nursery below age related expectations as previously recognised (last three OFSTEDs).

‘Children enter the school in the Nursery with levels of skills that are mostly below those normally expected, including their

readiness to learn with other children. (OFSTED FEB 14)

Progress across EYFS is outstanding. ‘Children make outstanding progress in Nursery and Reception classes because strong

teaching of basic language and mathematical skills underpins learning across a stimulating range of practical activities’.

(OFSTED FEB 14)

2013 Entry to Nursery 2015 End of Reception Difference % ARE % ARE Communication & Lang. % ‘expected level’ 53% 84% +31%

PSE % ‘expected level’ 69% 90% +21%

Physical Development % ‘expected level’ 64% 84% +20%

Literacy % ‘expected level’ 43% 62% +19%

Maths % ‘expected level’ 54% 71% +17%

2014 Entry to Nursery 2016 End of Reception Difference % ARE % ARE Communication & Lang. % ‘expected level’ 35% 83% +48%

PSE % ‘expected level’ 66% 83% +17%

Physical Development % ‘expected level’ 60% 90% +30%

Literacy % ‘expected level’ 42% 60% +18%

Maths % ‘expected level’ 44% 73% +29%

2015 Entry to Nursery 2017 End of Reception Difference % ARE % ARE Communication & Lang. % ‘expected level’ 55% 76% +21%

PSE % ‘expected level’ 38% 83% +45%

Physical Development % ‘expected level’ 59% 86% +27%

Literacy % ‘expected level’ 48% 62% +14%

Maths % ‘expected level’ 45% 65% +20%

2016 Entry to Nursery 2018 End of Reception Difference % ARE % ARE

Communication & Lang. % ‘expected level’ 43%

PSE % ‘expected level’ 63%

Physical Development % ‘expected level’ 43%

Literacy % ‘expected level’ 50%

Maths % ‘expected level’ 53%

1.2 Attainment at the end of EYFS:

- The percentage of children achieving a ‘good level of development’ at the end of EYFS has improved over time.

2013 2014 2015 2016 2017

% AT A GOOD LEVEL OF

DEVELOPMENT 40% (52% national) 42% (61% national) 55% (66% national) 53% (69% national) 55%

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KS1 Attainment and Achievement

2.1 Attainment in Y2 2012-15:

- Attainment at the end of KS1 was in line with national attainment and demonstrated an upward trend.

KS1 Attainment Reading 2012 2013 2014 2015

Attainment APS 15.6 16.3 16.2 16.5

Writing 2012 2013 2014 2015

Attainment APS 14.0 15.3 15.3 15.9

Maths 2012 2013 2014 2015

Attainment APS 14.9 16.4 16.7 17.1

Moderation activities carried out to validate Y2 data: AST moderation of writing x 2, AST moderation of Maths, SLT moderation of all areas, termly

staff moderation activities. KS1 Leader is a Local Authority moderator. External LA moderation (2015).

2016 – Attainment at Expected Level

2016 Prior Attainment READING WRITING MATHS

All Pupils Emerging Below N National Above

Expected Above N Above N Above

Exceeding National Above N n/a

Disadvantaged Emerging Below N Below N Below

Expected Above N Above N Above

Exceeding National National n/a

Others Emerging Below N National Above

Expected Above N Above Above

Exceeding n/a n/a n/a

Girls (Boys) Emerging Below (B) Below (A) Above (B)

Expected Above N (N) National (A) National (A)

Exceeding National (n/a) National (A) n/a (n/a)

2.2 Progress across KS1:

- Progress across KS1 is outstanding. As the children move through KS1, the % working at ARE increases significantly.

2014 Cohort 2015 Cohort 2016 Cohort % 6+ points

RECEPTION % L2b+ Y2 Difference % ARE+

RECEPTION % L2b+ Y2 Difference % ARE+

RECEPTION % @ ARE Difference

Reading 69% 70% +1% 43% 76% +33% 46% 67% +21%

Writing 55% 77% +12% 47% 79% +32% 46% 67% +21%

Maths 72% 83% +11% 58% 86% +28% 50% 75% +25%

2.3 Attainment in phonics:

- Attainment in phonics is in line with national figures.

2013 2014 2015 2016 2017 % at age related expectations @ end of

Y1 69%

(= national) 77%

(+3% national) 70%

(-7% national) 80%

(-1% national) 86%

FSM Pupils 54% (45% national) 46% (52% national)

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KS2 Attainment and Achievement

3.1 Attainment & Progress at the end of KS2:

- Attainment at the end of KS2 in 2014 and 2015 was significantly above national data in ‘All Subjects’. Attainment in

reading/maths was significantly above national data in 2015.

- Progress in Maths is consistently significantly above the national data. Progress in reading was significantly above

national data in 2015 & 2016.

KS2 Attainment & Progress -

OVERALL 2012 2013 2014 2015 2016

28.0 29.2 30.4 30.8 -

Reading 2012 2013 2014 2015 2016

Attainment APS (national) 26.5 28.3 (28.5) 30.4 (29) 30.5 (29) -

Progress Value Added 100.1 99.4 100.9 101.4 +2.44

Writing 2012 2013 2014 2015 2016

Attainment APS (national) 26.5 28 (27.5) 27.9 (27.9) 28.2 (28.2) -

Progress Value Added 100.1 100.5 99.4 100.7 +0.59

Maths 2012 2013 2014 2015 2016

Attainment APS (national) 29.8 (28.4) 30.1 (28.7) 31.8 (29) 32.2 (29) -

Progress Value Added 103.1 102.2 102.4 103.2 +5.05

- Attainment in 2016 was in-line with the national data but significantly higher in Maths.

Reading Writing Maths EGPS RWM Combined

% at age related expectations 71% (national 66%)

79% (national 74%)

96% (national 70%)

71% (national 72%)

57% (national 53%)

Progress of Groups

4.1 SEN Pupils:

Attainment and progress for SEN pupils (2010-2015) is above average with some outstanding progress. In 2016, KS2

progress in reading and maths for SEND children was strong. Attainment for SEND children was above national.

- EYFS – starting point is very low, progress is satisfactory.

- KS1 2010-15 attainment for SEN at all stages was higher than the national figures. Progress is good.

- KS2 2012-15 attainment for SEN at all levels was higher than the national figures in almost all areas.

- KS2 2014-15 groups of SEN pupils make outstanding progress in Maths & All Subjects. School data higher than the

national in ALL areas.

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KS2 Outcomes 2016 Reading Writing Maths SEND PROGRESS SIG + BELOW NATIONAL SIG +

EHCP PROGRESS ABOVE NATIONAL BELOW NATIONAL SIG +

SEND ATTAINMENT (@ARE) = NATIONAL ABOVE NATIONAL ABOVE NATIONAL

EHCP ATTAINMENT (@ARE) BELOW NATIONAL BELOW NATIONAL ABOVE NATIONAL

4.2 FSM/Pupil Premium Pupils:

Following year-on-year improvement, pupils in receipt of pupil premium support attain as well as other

pupils in reading, writing and mathematics. This is because these pupils are benefiting from effective

additional adult support that secures their consistently good or better progress. ‘OFSTED 14’

Attainment for Pupil Premium 2013-2015 pupils is above average and progress is outstanding by the end of KS2.

- Pupils enter EYFS with very low attainment; they make good progress but leave with attainment below ARE.

- Pupils enter KS1 with low attainment; they make good progress but attainment at the end of the key stage still remains

below other children both in school and nationally for reading and writing over the last three years.

- KS2 Reading attainment - improving trend and now above national data.

- KS2 Maths attainment – increasing trend and significantly above the national data for the last three years.

- KS2 Writing attainment – below national comparison.

- Pupil Premium children make outstanding progress in KS2.

2016 – progress in reading and maths was particularly strong compared to other children nationally.

KS2 Outcomes 2016 Reading Writing Maths DISADVANTAGED PROGRESS ABOVE NATIONAL = NATIONAL SIG +

DISADVANTAGED ATTAINMENT (@ARE) BELOW NATIONAL BELOW NATIONAL ABOVE NATIONAL

Achievement & Attainment in Other Subjects:

5.1 In other subjects children make outstanding progress and the vast majority attain age related expectations.

In the other core/foundation subjects staff plan directly from the national curriculum using the school’s

creative and thematic curriculum.

The teaching and learning journey is linked to our skills progression for each subject area.

Lessons are therefore focused and linked directly to age related expectations.

Staff assess children against the levels of attainment and record those children who exceed or fail to meet

national expectations.

Planning, lesson observations, scrutiny of work, dialogue with the pupils and analysis of assessment records indicate that

children make good progress and that the vast majority of pupils are attaining at age related expectations. Examples are

available on request.

Outcomes - Priorities for Development Reasons

Raise achievement in writing (SIP priority 1). Lowest progress score in 2016 out of the three core areas. Specific

focus needed upon boys and disadvantaged pupils’ progress.

Raise achievement in reading (SIP priority 2). Prior high attaining pupils need to achieve greater depth.

Raise achievement in SPAG (SIP priority 3). Attainment of disadvantaged pupils and boys needs to increase to be

more in line with national.

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QUALITY OF TEACHING, LEARNING AND ASSESSMENT

GRADE: Good/Outstanding Strengths:

Evidence from formal and informal observations (validated externally by external sources including head teachers, LA

representatives and an OFSTED Lead Inspector) over time indicates that:

Leaders’ evaluations show that all teaching is good or better. Much of the teaching is consistently outstanding (at least

50%). The remaining teaching is good with outstanding qualities.

Teaching is good overall. Often it is outstanding, especially in Nursery and Reception and Years 5 and 6 classes. (OFSTED

FEB 14)

Teacher standards are met to the appropriate level by all staff (rigorously monitored through appraisal).

Regular data review meetings ensure high expectations are set for all pupils. These meetings identify children who are

not making expected progress and early intervention is planned linked to their needs which enables them to go on to make

good progress.

Through regular professional development, subject strengths are utilised across the curriculum. Teachers demonstrate a

deep knowledge of subjects.

Assessment (moderated internally and externally) in the classroom is actively used to inform children of their next

learning steps. Systems across the school identify strengths and gaps in pupils’ learning which feed directly into planning

future learning opportunities. Regular moderation activities are carried out. School self-evaluation identifies that

planning is well matched to needs and progressively develops skills, concepts and knowledge.

Target setting is an integral part of classroom practise and shared with children at a number of levels (individual, group

and / or class). Lessons include discussion encouraging the children to reflect upon their attainment and identify targets

for development.

Practise is cohesive and progressive across the school in key areas e.g. approach to sentence writing, maths skills displays.

Regular feedback to parents and carers enables them to know how their children are achieving and what they can do it

support e.g. Mid Term Reports, annual reports, curriculum information, key skills targets etc. Proactive dialogue is

promoted across the school. Regular homework is set linked to the age and ability of pupils. This reinforces key skills

across the school.

o 96% of parents agree that their child is taught well in school and makes good progress (Spring 15)

Opportunities outside of the school day for children to attend additional learning sessions to support key areas such as

reading/maths are well attended. This is a good indicator that our children love the challenge of learning, are resilient to

failure and use opportunities to develop new skills.

TAs are an integral part of the teaching and learning process which ensures that children’s needs are met.

Regular book sampling through school self-evaluation indicates that children progress well across the curriculum.

Learning opportunities (often extending into the wider community and promoting equality and diversity) are delivered

through clear learning journeys with a purposeful outcome. In lessons pupils are challenged through deeper questioning,

peer discussions, opportunities to reflect upon learning and to identify next steps. Teachers and Teaching Assistants

regularly check understanding and offer directed, timely support through high quality feedback. Misconceptions are

utilised as learning points.

Internal transitions between key stages/classes are effectively managed to ensure efficient transfer of information so

teachers plan to meet pupil’s needs from the outset. Staff actively engage in external transitions to ensure that pupils’

needs are met.

Pupil questionnaire regularly updated through the Pupil Leadership Team review.

Pupils excel in developing their speaking and listening skills and in response to strong teaching make outstanding progress to

attain above average standards in mathematics. (OFSTED FEB 14)

Priorities for Development Reasons

To continue to promote outstanding teaching, learning and

assessment with a focus upon the middle of the school.

Teaching is not yet outstanding in this part of the school.

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PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Grade: Outstanding Strengths:

‘Staff manage pupils’ behaviour skilfully and help pupils to become successful learners. As a result, pupils’ behaviour

and attitudes to learning are outstanding.’ OFSTED 14

‘The school’s work to keep pupils safe and secure is outstanding.’ OFSTED 14

Learning is generally uninterrupted through poor behaviour. This is supported by a clear behaviour management system

which is consistent across the school and adopted by all adults.

Lesson observations focus’ upon children’s learning behaviour. Evidence highlights good levels of engagement and behaviour

allowing lessons to flow.

Relationships within the classrooms and across school between all stakeholders are a strength of the school. This is often

commented upon by visitors.

The development of relationships and class/school community is a key part of the weekly timetable.

The school has been recognised and held up by the authority as an excellent model for meeting the children's emotional &

behavioural needs. Previous Ofsted inspections have graded this as outstanding.

Bullying incidents are very low. ‘Pupils understand that bullying can happen at school, but rarely, and are confident

that staff would deal with it quickly. School records fully reflect this view and show how skilled actions by staff

quickly rectified the very few incidents reported’. OFSTED 14

Attendance data over time: http://www.watcombe-primary.torbay.sch.uk/school-improvement/improving-attendance/

Priorities for Development Reasons

To integrate PSHE, British Values and understanding of

radicalisation into the curriculum (SIP priority 5).

To ensure that pupils receive a curriculum, in line with new

national initiatives, that wholly prepares them for life in

Britain with an uncompromised understanding of British

Values.

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LEADERSHIP AND MANAGEMENT

Grade: Good/Outstanding Strengths:

‘The school is led very effectively by a highly respected headteacher…The headteacher is closely supported by a

skilled deputy headteacher, senior leaders and governors who work well together to ensure that teaching and pupils’

achievement continue to improve’ OFSTED 14

School has a clear and robust self-evaluation and performance management timetable including a termly programme of

actions which include: moderations / data reviews / work scrutinizes / planning monitoring / lesson observations) which

establish future development priorities. http://www.watcombe-primary.torbay.sch.uk/school-improvement/self-evaluation-

overview/

Effective curriculum design has a positive impact upon pupils’ outcomes and personal development and welfare:

http://www.watcombe-primary.torbay.sch.uk/our-curriculum/

All teaching staff are committed members of one of the three School Improvement Teams. Each member holds a subject

responsibility and employs this knowledge to contribute to prioritising school improvements (linked to data and monitoring

outcomes). This results in all teaching staff being active in leading school improvement - a collaborative approach promoting

ownership and common understanding in leading school improvement. http://www.watcombe-primary.torbay.sch.uk/wp-

content/uploads/2013/10/Staff-Questionnaire-2016.pdf

Links with parents continue to strengthen and grow, having a positive impact upon pupils’ achievement. An example of this is

a sustained and significant improvement in the number of children who read at home.

Pupil premium is effectively used to enhance pupil achievement. http://www.watcombe-primary.torbay.sch.uk/school-

improvement/pupil-premium/

Close working partnerships developed with local schools to support school improvement e.g. external moderation of teaching

judgements.

Governors work closely with the SLT to monitor the progress of groups of children and to ensure that the school achieves

best value for money. http://www.watcombe-primary.torbay.sch.uk/school-information/governors/

Governors regularly audit their skills and competencies, engage in training and recruit to ensure breadth of expertise.

Safeguarding is an essential part of the school’s organisation and governors audit provision and practice in safeguarding

annually to ensure best practice is achieved. Policies are up to date and all staff have an appropriate level of training. Local

Authority audits indicate that this is a strength of the school. http://www.watcombe-

primary.torbay.sch.uk/parents/safeguarding/

‘The school’s work to keep pupils safe and secure is outstanding.’ OFSTED 14

Surveys are regularly carried out with parents, pupils and staff. Outcomes are used to inform school improvement

priorities.

Priorities for Development Reasons

To review governing body structure. To deepen knowledge of key areas within school.

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EFFECTIVENESS OF EARLY YEARS PROVISION; QUALITY & STANDARDS

Grade: Outstanding Leadership & Management

- Foundation Leader & team create annual action plan based upon priorities identified through data and review of

practise. Actions are evaluated and lead to staff professional development through appraisal, CPD and peer to peer

observations.

- The school’s systems for safeguarding are rigorously implemented in EYFS.

Quality of Teaching & Learning and Assessment

- Teaching and learning judgements are outstanding (verified by OFSTED 14, 12 and previous).

- Moderations of assessments are both internal and external ensure accurate data.

- Assessment feeds into learning journeys which are produced for each child highlighting achievements and next steps

for learning.

- Provision – continuous and directed, planned based upon needs, children’s interests and dispositions.

Personal Development, Behaviour and Welfare

- Set up to promote independence and child initiated learning both in the inside and outside environments.

- Encourage positive attitudes to learning through risk taking, building resilience and challenging activities.

- Children take responsibility for their own learning.

- Clear expectations of behaviour which all staff are aware of an ensure implementation.

Outcomes

- See ‘Outcomes’.

- The good development of skills in EYFS enables the children to go on to make good progress against end of Y1

expectations.

Priorities for Development Reasons

To develop reading, writing and communication as identified

through data analysis especially for boys, PP and EYPP

children.

To ensure that these groups of children have the skills

base to make outstanding progress and achieve national

expectations in these areas.

To improve outcomes for boys. To ensure that the curriculum is boy friendly as the

present cohort is boy heavy.

To improve the number of children achieving a good level of

development.

To increase the number of children who achieve in line with

the national and local expectation.

To enhance outdoor provision and develop independent

skills of children.

To ensure that the children have the necessary skills to

deepen and further their self-initiated learning.

14

School Improvement Targets 16/17