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Self-Evaluation Summary
St Michael’s C of E Primary Academy,
Exeter
Last Updated
June 2020
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KEY JUDGEMENTS
Quality of Education Good
Behaviour and attitudes Outstanding
Personal Development Good
Leadership and Management Good
Quality of Education in Early Years Outstanding
Overall Effectiveness Good
Self-Evaluation Summary Report 2019-2020 Quick reference for inspectors, staff and governors
School context and features Evidence
Context
St Michael’s is a larger than average Primary School, in the heart of the city of Exeter and is generally
50% oversubscribed. The school catchment serves the County hospital sites and the University of
Exeter. Being predominantly full with a PAN of 60, the school is organised with 2 classes per year group
from Reception to Year 6. As there is no pre-school/nursery provision the school receives children from
approximately 20 Early Years settings. St Michael’s is one of the larger schools in St Christopher’s MAT.
Proximity to the County hospital is also resulting in an increased EAL group, now 8%, reflecting the
increasingly diverse community that the school is serving. This group show generally accelerated
progress during their journey through the school.
SEN numbers are now broadly in line with the national average. An increase in SEND/PP numbers over
the past three years also reflects changing demographic and parental choice, with 25% of pupils in
disadvantaged categories and only 4% not making typical or better progress across the key stage.
Currently 14 children have EHCPs with 5 more in progress. The school has proven strong at improving
outcomes, by the end of KS2, for CIC, LAC and PLAC of whom there are currently 12 in school;
accelerated progress for LAC/PLAC by the end of KS2 continues to be a strength with clearly targeted
provision through precise planning. Provision for these groups of children is consistently monitored
and challenged and triangulation results in provision maps and toolkits which identify the next steps
for each child as well as the target outcomes.
The school population is relatively stable but has transient pockets. Currently for example, year five
have 30% pupils who were not in KS1 with us.
Pupil attendance (av.96.9%) continues to be one of the highest in the County and reflects pupil’s
enjoyment of the curriculum and environment offered. There have been no fixed term or permanent
exclusions this year. Staff absence is also low and half the national average (2018-19).
A) Attainment 2019/20
KS2
Persistent high expectations and increased precision in assessment and planning have
seen improvement in attainment 2018-19.
ASP
ISDR
FFT
SIMs
Triang-
ulation
Appraisal
notes
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KS2 RWM (68% EXP+ 10% GDS) – Cohort progress shows +12% improvement from 2018.
Girls outperforming boys at EXP+ by 20%.
KS2 Reading (77% EXP+ / 47% GDS) – attainment at EXP+ for this cohort has improved by 9% from
2018. GDS remains significantly above national at 47%. Average scaled score 3.0 above national.
3-year scaled score average (106.53) +1.99, above national. Girls outperforming boys at
EXP+ by 17% (9% nationally).
KS2 Writing (85% EXP+ / 20% GDS) – significant improvement of +16% on 2018 figure.
GDS continues to be in line with national.
Girls outperforming boys at EXP+ by 15% (12% nationally).
KS2 EGPS (83% EXP+ / 42% GDS, average scaled score 106.6) – attainment at EXP+ has
improved by 17%, scaled score has improved by but the average standardised score has
increased by 2.5. All measures above national figures.
KS2 Maths (83% EXP+ / 25% GDS, scaled score 104.9) – both EXP+ and GDS have risen
over last two years; EXP+ above national, GDS in line.
Average scaled score broadly in line with national. 3-year scaled score average (104.00) very slightly
below national.
KS1
KS1 Reading (83% EXP+/ 32% GDS) – attainment at EXP+ and GDS above national, but slight dip on
2018 results with increased SEND population in the year group. No gender gap.
KS1 Writing (77% EXP+ / 17% GDS) – above national for EXP+ and GDS. GDS +5% improvement, but dip in EXP+. Gap between boys and girls is lower than nationally.
KS1 Maths (82% EXP+ / 27% GDS) – EXP+ and GDS are both above national; gender gap is negligible and disadvantaged have diminished the difference with all pupils in the school at EXP+.
Y1 Phonics (90% Pass) –remain above national; 14% not passed =SEN with identified language needs.
EYFS Good Level of Development (83%) – attainment is now above national and shows continued
upward trend from 2016 – there is parity between boys/girls and disadvantaged/non -disadvantaged.
Consistently strong phonics teaching continues to be reflected in data.
EYFS to KS1 attainment
KS1 Reading 87% EYFS EXP+ → 83% KS1 EXP+ / 18% EYFS EXC → 32% KS1 GDS
KS1 Writing 83% EYFS EXP+ → 77% KS1 EXP+ / 13% EYFS EXC → 17% KS1 GDS
KS1 Maths 78% EYFS EXP+ → 82% KS1 EXP+ / 14% EYFS EXC → 27% KS1 GDS
B) Progress 2019/20
Progress has improved in RWM across KS2 and monitoring during this current academic year
shows improved progress outcomes across KS2 as a result of rigorous assessment and precision in
planning for increased opportunities to build fluency in number.
KS2 Reading (+0.10) – VA has improved by +2.1 from 2018 (-1.9).
KS2 Writing (-1.45) – the VA continues to improve (from -2.25 in 2017)
KS2 Maths (-2.19) – VA has decreased slightly by -0.3 from previous year (-1.9) despite attainment
being above national figure.
Triangulation of evidence and qla of MPA assessment papers has informed the focus for this
Census
SEN
register
Reports
to Govs
SP Strat.
Green
team
notes.
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coming year with strategies to improve fluency in maths and stamina in writing and improved outcomes will be seen across KS2 should be reflected in the 2020 SATs outcomes.
Reading HPA achieving GDS at 70% (59% nat)
Writing HPA achieving GDS at 59% (67% nat)
Maths HPA achieving GDS at 41% (67% nat).
Priorities to develop:
KS2 Maths Progress – need to improve key stage progress for pupils who were ‘Expected’ at KS1 in
order to close the gap between progress in maths and reading. No-Nonsense Number facts for discrete 20 minute maths daily and adaptation of White Rose materials are showing impact across the school in terms of
speed of recall and general fluency. Coaching conversations, peer supported and peer modelled
lessons are securing a mastery approach to maths teaching in all year groups.
KS2 Writing Progress – needs to continue to improve to be in line with reading and continue
upward trend. Ongoing monitoring this academic year, shows that focused CPD, peer modelling,
coaching, whole school focus on closing the vocabulary gap and enhanced opportunities to write
are improving writing and reading outcomes across KS1 and 2.
Internal triangulation of evidence in the Autumn and Spring terms is showing that Disadvantaged pupils’
attainment in all subjects in both key stages continues to improve and will ensure attainment
and progress are at least in line with national average with accelerated progress in maths and
writing and MPA SEN girls in maths particularly.
School Strengths and Improvement Priorities Evidence
Strengths The schools’ Christian distinctiveness is promoted and is interwoven within
every aspect of school life. It permeates and underpjns both behaviour and
learning. There is a strong community and moral code throughout the school
demonstrated by the living out of school values by all.
Behaviour continues to be exemplary in lessons and around school. Pupils are
still very proud to be at St Michael’s and are excellent ambassadors for their
academy.
Transition into school and through school is well planned and enhanced
opportunities are provided for children with additional emotional or SEN needs.
High levels of progress through exemplary practice are maintained in
the EYFS and the setting consistently provides a strong start for children. Staff
are enabled to be fully engaged within the strategic and operational planning
for the whole school.
Phonics teaching at year one is consistently above national as a result of secure
and planned progression from EYFS into year one. Staff use the Letters and
Sounds framework for ensuring a cohesive journey through consolidation of
early phonics into Phase 5a,b,c and d. Children’s reading books increasingly
support phonics stage.
Highly skilled, reflective and dedicated staff continue to learn and improve their
own knowledge and skills, leading to very effective teaching. Weekly CPD is
targeted at specific areas of improvement identified in the SIP and subject
action plans, as well as staff appraisal and career development profiles.
A strong culture of coaching is evident at all levels in the school and staff take
ownership and responsibility for learning at all levels.
Data
SIL
reports
Peer
review
Gov visits
Monitor-
ing
Triang.
Pupil
voice
Parent
voice
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A strong administrative team understand the purpose of the school and support
teaching and learning with systems and processes which remove unnecessary
workload from teachers (for example: the management of educational visits,
booking of courses and supply, arranging parent teacher meetings etc)
The design of the connected curriculum engages and motivates children,
fostering a love of learning. This ensure that children have many opportunities
to make choices and decisions in their learning, supporting them to be
independent. The continuous provision model is securely embedded and
enhances successful transition from EYFS to KS1. The development of quests in
year two then effectively supports transition to year three and onward into KS2.
Staff and children have together developed a Curriculum policy which enables
children to build on the skills and knowledge they have been taught whilst
being clear about purpose and expectations. Children are articulate and talk
about their learning and next steps and have weekly opportunities in guided
groups, class learning forums etc to discuss their learning and what they think
will help them improve, the impact of this is then evident in outcomes in
monitoring of both academic subjects and PSHE. The curriculum continues to
provide a wide variety of learning experiences and opportunities for all age
groups ensuring a broad, balanced curriculum. Teachers continue to plan
lessons which capture the interest of their pupils and high levels of
professionalism from teachers, their enthusiasm and subject knowledge mean
that lessons inspire pupils to learn. It contributes extremely successfully to the
spiritual, moral, cultural and social development of the pupils. A family
atmosphere is promoted and highly valued and pupils are known very well by
all the staff.
Previously an Edison Learning school, St Michaels retains key structures from
the Edison approach to Teaching and Learning. A strong culture of coaching,
both formal and informal is in place and leadership is effectively distributed
throughout the school, with teams working cohesively to inform, lead and
implement change.
The increasing number of ‘badges’ for specific subjects recognises that the
Schools diverse and rich curriculum is securely embedded.
The school has strong provision for supporting the Sports Premium strategy
and has achieved the Gold PE mark. The PE lead is currently undertaking the
Level 5 and 6 awards in PE leadership.
Music continues to be a strength of the school and in addition to holding the
Gold music mark, the music lead is an associate teacher with Devon Music Hub.
Secure and well -resourced provision in PSHE is delivered within the structure
of the JIGSAW PSHE programme and the school is compliant with new statutory
requirements.
The Pupil initiated and led ‘Green team’ has achieved the Eco-schools Bronze
award this year and is working towards silver. The same team have led us to
apply for the Bronze Fair Trade award and the school recently hosted the
Diocesan Fair Trade Conference for children from schools across the City.
Leaders of maths, english and science are currently undertaking the NPQSL,
whilst another maths lead is working with the NCETM leading mastery training
for teachers in the South West.
The EYFS Lead is a PVT for our ITT partners.
The acting Headteacher has recently completed the CofE NPQH and is currently
chair of governors at a feeder CofE Secondary.
Teacher
voice
Admissio
ns
Attendan
ce
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Families are well supported by the SAFS (Student and Family support team) and
strong links have been made with external services. The school is seen as very
supportive of its families and works closely alongside them to achieve good
outcomes for children.
The school is a safe environment and regular external Safeguarding audits have
identified good practice and effective procedures ensuring children are able to
learn without undue anxiety and distraction.
The new Leadership team have maintained a very determined and focused
direction for the school and all staff continue to work extremely well together
as a team. They have been rigorous and consistent in working with
experienced subject leaders to drive progress whilst being aware of teacher
workload and expectations around marking. Low staff absence rates reflect
the impact of this.
The Governing body remains ambitious for everyone in the school. Governors
make sure that all resources are used to great effect to help pupils achieve as
much as possible, effectively deciding on priorities, agreeing budget
expenditure and challenging the outcomes that result.
Current whole
school improvement
Priorities
(identified through
school performance
review and
evaluation)
KPI 1
All teaching ensures the best outcomes from every pupil:
Ensure consistently high-quality teaching throughout the school is evident in
-Teaching that is highly responsive for all groups, within lessons and across
lessons and units of work.
-Flexibility in planning and provision adapted to meet the needs of groups and
individuals.
-Dynamic formative assessments made in every lesson, including self-
assessment and feedback.
-Assessment opportunities that are refined for different pupil groups and used
to plan and inform next steps precisely and enables pupils to know what they
are learning and the progress they are making.
Targeted impact:
All teaching over time across KS1 and KS2 will be at least good or better, in
line with Teachers’ Standards.
Attainment will be at or above national at the end of Key Stage 2 for reading,
writing and maths.
Progress at the end of KS1 and KS2 will be at or above 0 for all pupils in maths
in addition to reading and writing.
The progress of disadvantaged/previously low attaining pupils and those with
SEN matches that of other pupils nationally with similar starting points and is
above 0.
Strategic
school
improv-
ment plan
KPI 2
Inspirational teaching, learning and assessment that drives high
standards across the curriculum.
The re-designed, comprehensive school curriculum will continue to motivate
and engage children, underpinned by the highest quality teaching and
assessment supporting the development of key skills and diminishing the
difference in attainment across all groups of children.
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- Monitoring shows teachers consider a range of opportunities for learners to
be fully independent and engaged supported by knowledge organisers to
secure focus on key skills and understanding.
- The curriculum addresses the physical, mental, spiritual, cultural and
intellectual health of the child, in a joined-up way to facilitate incremental
learning.
- Mental health strategies are embedded throughout the curriculum and
enable children to recognise their anxieties and develop strategies which
enable them to learn successfully and access the wider curriculum confidently.
- A creative PSHE programme ensures progression through key skills which
will enable children to be independent, global citizens.
Targeted impact:
Improved attainment and progress will be evident term on term for all year
groups in RWM as a result of the cohesive and carefully planned
curriculum. The design of the curriculum allows sufficient time to secure
new knowledge and revisit previously embedded understanding,
ensuring children actively and positively engage in learning/participate in
gaining new understanding. As a result
2.2 The gap between disadvantaged pupils and National disadvantaged
group will continue to diminish.
2.3 Percentage of children achieving greater depth year on year in writing
and maths will increase.
2.4 All pupils will make expected or better progress from their starting point.
KPI 3
Effective leadership at all levels secures high standards
All leaders accept responsibility for whole school improvement and can talk
about the impact they have had on this. This will be evident through
- Leaders routinely monitoring and acting swiftly upon information gathered
- Leaders take responsibility for improving teaching across the school.
- Leaders understand the needs of target groups and support teachers in
making their classroom practice more effective in order to impact immediately
on learning outcomes.
Targeted impact:
Impact driven action planning and reporting will be in place for all core and
foundation subjects. Accurate provision mapping and targeting for SEND
pupils will continue to ‘close the gap’.
The percentage of disadvantaged pupils at GDS in KS1 and KS2 in writing and
maths will have increased through dynamic, accurate assessment and
vocabulary rich learning experiences. The PP action plans and strategy are
driven by aspirational expectations for Sen/disadvantaged children.
Effective systematic, planned monitoring by all leaders through drop ins, peer
modelling, lesson visits, book looks, achievement team meetings etc drives
improvement and leads to improved outcomes for all pupil groups term by
term, year on year.
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Governance demonstrates challenge through appropriate questioning at LGB
meetings and committees and in governor visits to school to meet with
subject leads.
Progress in previous inspection key issues Key Issue Impact and Action Evidence
Ofsted - Ensure that
the most able
pupils in KS1 always
act upon and
benefit fully from
teacher’s guidance
on how to improve
their work.
Ongoing assessment and monitoring for the past four years shows
consistently secure expectations at KS1 with increased numbers of GDS in
reading and maths. Writing has improved but less GDS.
In KS2 outcomes have consistently improved for all groups and the progress
scores at KS2 SATs continue to be at or above national for reading, writing
and in maths school evidence suggests the progress scores have moved
closer to national..
Teachers plan additional challenges for HPA (such as golden envelope) and
support with interventions where children are not consistently working at
GDS.
Book looks and monitoring of planning, as well as pupil voice and
triangulation show that the learning journey is easier to follow and that
children are being asked to build consistently on the knowledge and
understanding they hold.
Monitoring has improved consistency across KS1 and structures, such as the ‘
Golden Maths Challenge’ are increasingly evident as enticing children to
challenge themselves.
Summer data
– 2018 &
2019
Monitoring
folders 2018
& 2019
Appraisal
targets
Triangulation
notes
SIAMs – Develop
the children’s
engagement in
exploring the
transformational
aspect of
spirituality.
Children use P4C amongst other strategies to explore questions of meaning
and purpose and respond in depth. This is well established in some year
groups but continues to be a focus for this coming year.
Worship and Connections corners are used to enable children to draw
together Bible stories, understanding of concepts explored in RE and the
school’s values and enhance exploration their own understanding of ‘big
ideas’.
Connections corners are used to draw together RE, Worship, values and
Windows and Doors, to enable children to build a coherent understanding of
the world around them and their role within it.
Pupil voice
Classrooms
Peer review
notes
Parent talk
Ethos group
Leadership and Management Grade: Good Evidence
Commentary
The strategic direction of the school is understood and can be articulated by staff as well as leaders, parents and the community The school development plan focuses on key priorities identified through analysis, reflection and monitoring. Action plans are developed in all subjects to ensure impact upon the whole school priorities. These also inform the planning of a cohesive CPD programme for all staff. These plans are regularly evaluated in school and during monitoring visits from the Trust.
E.g
Govs min
Parent Voice
Staff voice
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Refining the monitoring cycle has led to subject leaders having greater impact on teaching and outcomes. Subject leads in core and foundation subjects monitor planning, coach staff, monitor progress in teaching and learning and conference children to ensure that they can clearly identify gaps as well as strengths. They report their evaluations and outcomes to governors. The outcomes inform SLT, CPD and SDM’s. Leads receive dedicated time to undertake their role effectively. Progress rates for all groups are improving in response to accurate assessment and precision teaching. A consistently relentless focus on teaching and learning ensures that teachers improve their pedagogical knowledge and skills. This has seen an improvement in outcomes in maths and progress measures in school 2019-20 show movement closer to national. All leaders are ambitious for the school and are increasingly able to talk about the impact of their actions. Focused CPD is adding to staff understanding, knowledge and skills and enabling staff to have a more cohesive picture of the strengths and development needs of the school. A team approach to leading English and Maths supports reflection, challenge and succession planning. The leadership team have sustained a vibrant culture in which:
• Staff are valued, developed and morale is high
• Children love to learn, care about themselves, others and the environment
• Parents are welcomed, respected and supported
An exciting and engaging connected curriculum offers children the opportunity to develop their independence and interests. An extensive offer of extra-curricular activities builds on this and is supported by parents. The MARAP provides a consistent cycle of monitoring involving leaders at all levels which are then monitored for impact, this ensures consistency in subject development and cohesion. Experienced business managers have ensured the school leadership has secured impact but within its planned budget. This has included the retention of HLTA’s to meet increased needs and provide PPA cover and teacher release; the upcoming appointment of two apprentice TA’s and the continued targetting of resources to the groups where they are most needed. The PP strategy clearly identifies where resources, whether human or other, should be given to ensure maximum impact on pupil outcomes. Use of school buildings for lettings is developed creatively to provide maximum income stream. Health and safety and premises management are highly effective and systematic in process Rigorous safeguarding procedures and protocols are in place and adhered to and regularly monitored by both the Trust and Babcock. The School has an LGB that continues to grow in expertise and is offering more strategic challenge to the Leadership. The school is compliant in its legal requirements for policies and its website. And the experienced administrative team support the leadership in its role of school improvement. Staff generally feel well supported in mental health and well-being and the LST and SLT provide informal supervision for all staff. Working in partnership with EH4MH and the Diocese is being pursued to offer more formal supervision opportunities. Staff absence rates are low at all levels.
St Michael’s is a school that is well established at the heart of its community. The incumbent at St Michael’s parish church leads worship on a weekly basis and the Church uses the school hall for fundraising and social events. City Community Church holds services at the school each week and offers practical time and support to the school., in terms of decorating and grounds maintenance.
Data analysis
Peer review
SIL visits
Monitoring
Triangulation
SHINE
reports
Play Therapy
Reports
PP strategy
Safeguarding
audit/cpoms
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Quality of Education Grade: Good
Evidence
Commentary
Intent:
Staff have a clear understanding of curriculum progression and have designed an enquiry-based connected curriculum, which builds incrementally on prior learning. Subject Knowledge Organisers have been developed for both core and foundation subjects to secure understanding of the progression of knowledge, skills and vocabulary for each year group and hence ensure cohesion and clarity in a broad and balanced connected curriculum. A statement of intent is in place for all core subjects and for most foundation subjects.
The school has over a period of some years, developed its own connected curriculum which builds on the continuous provision children experience in the EYFS. We call this ‘independent learning’ and in the classrooms we use a range of strategies to encourage children to work not only independently of the teacher but develop skills that will enable them to grow confidently and embrace challenges of secondary school and adult life with a range of strategies that will ensure good mental and physical health and well-being.
The aim of this curriculum structure is to enable children to be: self-confident, accountable,
reflective, systematic, articulate, resilient, have stamina, be curious, be knowledgeable, self-
motivated, self-managing, self-regulatory, be able to prioritise tasks, be able to make decisions
(within limits), to be proud of their work; to recognise how to help themselves, to have an intrinsic
desire to learn and do their best, set own aspirational goals, to reflect on own learning and how to
learn, be able to devise own enquiry questions and manage their time effectively, able to actively
respect and advocate for others.
Curriculum
vision
Curriculum
plans
Teaching
records
Data analysis
Pupil voice
Parent voice
Heat map
T and L Policy
Actions taken last year and impact 1.Fortnightly SDM Writing focusing on sentence structure. 2.Fortnightly SDM Maths building staff knowledge and understanding of Mastery approach. 3.Four CPD sessions focused on precision in assessment and responding to children’s learning.
Impact: KS2 Reading Att: 2018 69% 2019 77% Progress: 2018 -1.9 2019 +0.1 KS2 Writing Att: 2018 69% 2019 85% Progress: 2018 -2.2 2019 -1.1 KS2 Maths Att: 2018 69% 2019 83% Progress: 2018 -1.9 2019 -2.2 All year groups implemented Mastery approach. Support from Maths leads has impacted particularly on practice in EYFS and Year 1 and children articulate their reasoning and are demonstrating increased fluency. Pre-teaching project proved impactful and all staff now pre-teach for maths and some for English. Writing books and conferencing children typically shows secure teacher understanding in expectation and increasingly dynamic feedback.
Areas for Development
Focus on fluency in maths and securing a mastery approach focused on teaching and embedding ‘small steps’ has impacted on outcomes of MA and disadvantaged groups. Leaders now need to focus on outcomes and impact in their subject. Strategies for developing this include: termly evaluation meetings following data point triangulation; subject leader support files; statements of intent to support focus on impact; CPD coaching for impact; moderation internal and external; three weekly book looks.
Leadership team continues to monitor the quality of teaching and learning and ensure that systems and processes already embedded remain impactful. The MARAP, Trust assessment calendar and monitoring visits support internal monitoring processes and is continuing to ensure staff are able to talk with precision about impact. Regular monitoring focuses on rigour and consistency and identifies where individual staff need support. Lesson visits, drop ins etc are individualised to support development.
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The performance management cycle focuses on all curriculum areas and implementation model
that we have implemented. All drop-ins, classroom visits and conferencing monitor the children’s
voice and their engagement and outcomes toward this aim.
Classroom and teaching is structured to meet the specific needs of the cohort and individuals and
classroom environments will be organised to facilitate the best possible outcomes for groups and
individuals, but with precision in assessing and planning to ensure good progress for all children
and accelerated progress for target groups.
Implementation
Teachers’ subject and pedagogical knowledge is strong and increasingly used to plan for addressing the needs of all pupils effectively. Subject Knowledge Organisers have been developed for both core and foundation subjects to secure understanding of the progression of knowledge, skills and vocabulary for each year group and hence ensure cohesion and clarity in a broad and balanced connected curriculum. Teachers are now developing knowledge organisers for each sequence of learning. Teaching is becoming more precise and increasingly planning shows opportunities for dynamic feedback. Staff are building a culture which encourages risk taking and this aims to build resilience in learners when they are faced with a challenge or problem. In addition, an action plan is in place for each core and foundation subject with clear impact measures and evaluation points. Leaders monitor outcomes in each subject and are currently developing assessment systems which are effective and manageable. Teachers work in teams to develop planning and to challenge each other about pedagogy and precision. ATMs, SEN provision meetings, triangulation and observations etc provide the evidence and opportunity to discuss children and share ideas for how best to meet their needs. This builds corporate understanding and responsibility for the child’s outcomes.
SEND have increased substantially over the past two years and numbers are now similar to national at 13% (June 2020) with14 EHCPs and 5 at draft national. Increasing numbers of PLAC have changed the demographic of the school but precision in planning and learning for these groups is a priority across the school. Target groups are identified and actions formalised each term and books are looked at every three weeks. The SENDCo and DT meet regularly with both the children and their parents to set targets and ensure priorities set and support is targeted and inclusive of the child’s needs at home and school.
Most teachers are reflective practitioners who read widely and where they are not, SDM, CPD and regular coaching conversations are used to ensure development and growth of individuals. These have been formal, but often are informal. Having implemented and regularly reviewed and adapted classroom practice, teachers now have a clear understanding of how the connected curriculum (independent learning) is implemented and progresses from EYFS to Year 6. Topics are enquiry question led and supported by a strong text in English. Some subjects are taught discretely when appropriate.
EYF1 follows a precisely planned model of continuous provision.
KS1 continues and builds upon the child’s ability to make choices, but builds increased levels of accountability through the use of a ‘tracker’ and then ‘quests’. Children have discrete teaching of english, maths, RE and phonics and then challenging continuous provision with discrete teaching for science and foundation subjects. Teachers meet the child at the point of need and address mis-conceptions though daily guided groups and accelerated learning groups, with short term interventions for target groups. There are set teaching times for discrete subjects and the continuous independent learning provision for the remainder.
KS2 teaches discrete subjects wherever necessary and mornings are generally committed to core subjects and RE. Children build on their quest experience and further develop research skills and understanding of how they can improve their own learning. Regular visits, exhibitions and presentations motivate and engage children. Again, teachers meet the child at the point of need and address mis-conceptions though daily guided groups and accelerated learning groups, with short term interventions for target groups.
Typically, teaching in all year groups is judged to be at least good and improving, in response to a relentless focus on teaching and learning delivered through CPD opportunities, improved and distributed monitoring cycle and the support of less experienced teachers and those new to the
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school. Teaching teams and outcomes have historically been consistently strong in year six and EYFS, with both adults and children understanding expectations and their own role in securing understanding. In year six children are able to talk about what they need to do to improve, how they now this and what the adults will do to support them. Outcomes from monitoring are proved consistently good and better. The year six leads are cross phase co-leads in English and Maths and impact on provision in all year groups. The strategies outlined on pages 8-10 have ensured that year teams throughout the school are now evidencing consistently good outcomes.
In EYFS adults are clear about the expectations and journey for children. They have clearly targeted accelerated learning groups, high expectations for all children and a wide curriculum which is grown from an understanding that foundations for future learning for the child are built skills, knowledge and understanding in reading, writing and maths. The indoor and outdoor spaces are precisely planned to support experiences in all 17 prime and specific areas.
The leadership team have substantial experience as leaders of foundation stage settings as well as experience of KS1 and 2 and use this to challenge and support the EYFS team in their work. They build upon exemplary communication with parents which is begun at transition level. This expertise within a phase contributes substantially to the success of the year six team.
Behaviour for learning related to the school values has been explicitly taught every week across the school and children have worked with staff, parents and governors to produce a list of non-negotiables for learning which are revisited in assembly, class learning forums and within daily classroom learning.
Questionaires from parents and pupils, pupil voice and monitoring evidence show that curriculum design secures high levels of engagement through interesting and exciting topics and opportunities for children to further explore issues of personal interest to them. The learning environment throughout the school supports children’s engagement through a range of strategies; documenting the learning journey, making expectations clear, celebrating progress, offering opportunities for independence.
Children are able to talk articulately to parents and leaders about their learning, explaining the progress they have made and their current areas of improvement.
There are clear systems in place for monitoring the progress of learners. These systems identify focus children for support. The regularity and frequency of this cycle has helped to ensure that increasing proportions of children make expected progress. There is scope to strengthen this further by identifying precise barriers for pupils who are at risk of underachievement and checking these gaps have been addressed through regular scrutiny of pupil’s books and teachers planning. Leadership in music continues to be strong and the lead is an associate advisor for Devon Music Hub. The school uses the Jigsaw PSHE scheme which both staff and children actively engage with and enjoy and this meets the requirements for RSE from 2020. Children who are not assessed as secure at the end of a unit of learning are offered SEAL Art to secure understanding. The Sports Premium strategy enhances enrichment opportunities and a wide range of extra-curricular activities are offered, in addition to the outdoor gym. These are managed by the school and by external providers. The experienced PE specialist is undertaking training for Level 5 and 6 sports leadership and the school has this year been recognised with the Gold PE mark. In addition, high priority is given to developing long term habits and the school has a pupil led ‘Green team’ and works closely with the City Council and Devon Wildlife trust around sustainability. This is further supported by the school environment with vegetable beds and forest school offering wider opportunities. The team have achieved bronze in both the Eco schools award and the Fairtrade schools award. We are currently working toward silver level in both.
Impact:
Our children, as a result of our curriculum design: Learn collaboratively and problem solving is focused on supporting both core and foundation subjects. Curriculum delivery is adapted to meet the needs of cohort; articulation of understanding; who sets the parameters? Who are the decision makers? expecting a minimum standard; children have ownership of purpose and outcomes; development of Enquiry led learning; need to be taught some aspects and then offer a scaffold; skills and knowledge with age appropriate breadth and depth; fosters intrinsic desire to do their best; is purposeful; encourages children to be cognitively inquisitive; often revisit learning independently of a teacher; children are fully engaged with the learning with adults relinquish control of some aspects; the when, the what, the how and the why are explicit and known. The
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curriculum design is well established and has been developing over some years under the direction of the substantive Head whilst DHT. High levels of progress through exemplary practice are maintained in the Early Years Phonics continues to be a strength of the school and attainment in all external tests across the school was above national in 2019.
2018 2018 Nat 2019
EYFS GLD
73% 70% 83%
Y1 Phonics
86% 82% 90%
KS1 Reading 87% 75% 83%
KS1 Writing 88% 70% 77%
KS1 Maths 85% 76% 82%
KS2 Reading 69% 73% 77%
KS2 Writing 69% 78% 85%
KS2 Maths 69% 76% 83%
KS2 Combined 56% 65% 68%
Progress Reading -1.9 0 0.1
Progress Writing -2.2 0 -1.1
Progress Maths -1.9 0 -1.98
See section 1 for detailed data info.
75% of those who retook the KS2 Phonics check also passed, those who didnt have specific needs and EHCPs.
Outcomes for disadvantaged children continue to improve. Excellent progress aby the end of KS2 for the increasing number of CIC and PLAC shows this group leaving with good outcomes due to both the level of support and interventions planned as they journey within EYFS and through school (supported by THRIVE/SHINE, Boxall, SAFs, LST, Play therapy, SEAL etc) but specifically due to high expectations/aspirations and precision in meeting the needs of individual learners. SEN and disadvantaged continue to be a target group, but also LPA girls in maths.
Actions take last year:
• Reviewed connected curriculum and
progression through KS1 to KS2 clarified.
• Implementation of Jigsaw RE
• Maths action plans clearly identified focused
CPD for staff.
Impact
• Children build incrementally on the previous
experience, subject knowledge and skill.
• All year groups receive a focused and planned
PSHE session weekly including meeting RSE
guidelines for 2020. Absence is low, few f/t and
p/t exclusions and low numbers of
behaviour/bullying incidents suggest the
programme has impact and children are
enabled to manage themselves socially
emotionally to achieve academically.
• SIP and action plans clearly identified small
steps in mastery approach in maths could
increase impact and secure understanding.
Areas for Development Continue to embed effective assessment processes to enhance accuracy and use of data at all levels. Continue to focus formative assessment on ‘responsive teaching’ wherein immediate feedback leads to immediate progress/improvement wherever possible. Ensure children have examples of excellence in writing and maths displayed in the classroom to model aspirational attainment. Whilst teaching is more precise and increasingly planning shows opportunities for dynamic feedback, there is evidence of inconsistencies in some pupil’s writing books and this continues to be a focus for CPD.
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Strategic Improvement Planning
KPI (RAG rated) Evidence of Impact Commentary
1.1 All teaching over time is
at least good or better, in
line with Teachers’
Standards
In Maths 18/22 are securely good as
triangulated with evidence of teaching
over time (drop ins, lesson visits, data,
book looks, pupil voice).
In English 19/22 teachers are securely
good in writing and 20/22 in reading.
Coverage of the wider curriculum is
secure in EYFS and KS1. In KS2 there is
evidence of all subjects being taught,
however SLT are monitoring whether
the planned curriculum is being
delivered effectively and with sufficient
depth.
4 teachers, new to year groups, were
having intensive support to improve the
quality of teaching in understanding
mastery in maths and are working with
leads weekly.
3 teachers, new to year group were having
intensive support in writing to enable them
to select and plan for greater writing
opportunities using appropriate and high
quality text.
Vocabulary development has been a focus
this year in order to impact on pupils
writing outcomes at all levels. Recent
monitoring visit by Babcock LDP shows
that this was developing in most but not
yet all classes (see attached visit note).
Further support and monitoring will take
place to develop consistency in all classes
by the end of the term.
Whole class guided reading as well as
group was being consistently used to teach
reading, however a reading deep dive has
identified inconsistencies in dynamic
assessment and the systematic assessment
of needs for MPA and this has been
addressed individually.
EYFS/KS1 reading boxes have been
reorganised to reflect the Letters and
Sounds phonic approach used in school.
KS2 books are graded against the
Accelerated reader and staff are being
tasked to consider the additional
assessments they make, in order to add
precision to teaching.
All subject leads have evaluated impact
within their subject this term. RE, PE, Music
and PSE continue to be a strengths within
the wider curriculum.
All subject leads are monitoring teaching
and outcomes and are using pupil
conferencing and book looks to support
evidence of progression. Teacher subject
knowledge gaps are being identified and
addressed in CPD.
1.2 Attainment at or above
national at the end of
Key Stage 2 for reading,
writing and maths.
Across Key Stage 1 and 2 the teaching
of reading is a strength and the
development of precision assessment
being developed to further enhance
this.
Maths attainment in year two has risen as a
result of the mastery approach developed
in year one last year. Children are secure in
the concepts they have been taught and
monitoring a shows increased fluency
application in reasoning compared to last
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Attainment in arithmetic is good across
KS2. The development of fluency in
maths has been identified as a priority
and will support increase stamina.
Year 6 on track data shows, attainment
in Reading to be above at 90% EXP+
and 38%GDS; Writing to be 78% EXP+
18% GDS; Maths to be 72% EXP+ 22%
GDS
year. This was also evident in year 4 as a
result of year three mastery focus.
Evidence in children’s maths books showed
increased accuracy in planning for the
small steps in learning, in most classes.
Where this is not as evident, leads are
supporting planning and teaching.
Years 5 and 3 were working with Maths
leads to embed mastery curriculum.
New to year 3 staff were working with
English lead on planning for impact at ARE
using key text as progress and attainment
in this year group is not yet consistently
good.
CPD relating to Vocabulary Project is being
used to develop further precision in
identifying key skills and understanding in
all subjects.
Four training sessions delivered and
support visit planned for end of January.
Evidence of vocabulary focus on learning
walls and in children’s books in all classes,
but there is some inconsistency in year 2
where clarification is needed around tier 2
vocabulary and how it is identified. English
leads have revised action plan to support
embedding of vocab by modelling,
planning alongside the teachers and
supporting text choice.
Subject leads given dedicated time to
consider impact in conceptual
understanding in their subject.
All subject leads used training days at start
of Sept/Jan term and with non-contact
provided by DHT to secure understanding
of progression in knowledge and skills.
Supported by action plan evaluation
meetings.
Triangulation to validate data took place in
December and in most classes the
‘Recovery period’ has prevented slippage
by revisiting and securing the previous
year’s outcomes in writing and calculations.
This area remains yellow, as validation of
year 3 data was incomplete due to staff
absence and transition has been less than
secure historically. ‘Target’ sheets have
been produced from triangulation of
evidence to show target children and the
provision required to secure accelerated or
expected progress this term. These will be
used to inform monitoring tasks.
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Some class teachers are receiving
additional support as outcomes for PP/SEN
and WTS need to improve further.
These classes have higher numbers of
vulnerable children and of those at WTS.
Each is supported by at least 1fte TA and
the Central team has supported the
appointment of 2 apprentice TA’s to work
primarily within these groups, allowing the
existing TA’s to be further targeted to
focus on accelerating the progress of
target children. Skilled volunteers are also
being targeted within KS2 to support
progress of these groups. Timetabling of
1.3 Progress at the end of
Key Stage 2 is at or
above 0 for all pupils and
groups
In reading and writing both statutory
year groups are on track to achieve at
least national in attainment and
progress.
Review of data shows that currently
year 6 are on track to achieve below
national expectations in maths at
expected and greater depth for fifth
consecutive year.
Teachers have consistent additional
support and a range of strategies in
place to improve these outcomes.
Leads are working with Trust SIL and
external support to implement strategies
for impact -
Underperforming and target groups
identified and focused upon in monitoring.
Current year 6 data shows some slippage
and teachers have clearly identified
strategies to close the gap, including
interventions led by teachers and maths
leads; additional TA support in maths
lessons to support reasoning and enable
dynamic feedback. Children are over
learning arithmetic strategies where they
are less secure to increase fluency and
improve stamina.
In some cases, children have specific
learning that needs to be secured and in
others there is a need to build stamina.
There is evidence in year 1 that the gap is
closing for EYFS non-GLD children in
reading and maths.
HLTA’s is increasingly precise and they are
being extensively used to support these
groups or release teachers to ensure
progress of individuals
1.4 The progress of
disadvantaged/previously
low attaining pupils and
those with SEN matches
that of other pupils
nationally with similar
starting points and is
above 0
Most disadvantaged pupils in year 6
will reach the expected standard and
will show at least typical progress. One
pupil has specific identified needs in
maths and one child has made less
than typical progress in reading.
Accelerated progress strategies will be
in place for all disadvantaged children
in year 5, year 3 and year 1 for 2020-21.
Teachers working with parents to facilitate
the accelerated progress. Both pupils in
interventions.
A range of interventions and specific
support strategies are in place for target
children and monitoring from all leaders is
focused on attainment and progress for
these specific individuals. Target sheets
have been produced to identify actions and
time frame.
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2.1 Book looks and pupil
voice demonstrate a
positive learning
experience and
progression in children’s
knowledge and
understanding across all
curriculum subjects.
English books and pupil voice showed
progress in most year groups and more
consistencies in application of learnt
skills and grammar is being applied in
context. A consistent approach to
identifying key vocabulary is being
implemented.
In year 3 evidence showed less secure
progress and consistency in writing.
There is less evidence of children
applying the skills they have been
learning.
Maths books show all classes are
having daily fluency lessons and
increased opportunities for reasoning.
Science planning and teaching has
been a focus of CPD and pupil voice
and book looks show more consistent
teaching outcomes in KS1 and 2 but
there is insufficient evidence yet to
show this as sustained.
Triangulated evidence shows that
children in EYFS-Yr2 are consistently
working at the expected standard and
all teachers and in KS2 are planning for
a broad and balanced curriculum.
Assessment processes now need to be
developed to ensure that teachers plan
for good outcomes for all children in all
subjects and that leaders can
confidently describe impact in each
subject.
The New Devon Agreed RE syllabus
was implemented in September and
staff across all year groups are using
this for the base of RE planning,
alongside the Understanding
Christianity materials. Teaching of RE in
all year groups is now delivered by the
class teachers and at least one of the
teachers in each year group has
specialist knowledge. Pupils talk
enthusiastically at home and at school
about what they have learned and
triangulated evidence shows teaching
is at least good in all year groups.
Children are beginning to talk
enthusiastically about the wider curriculum
and how this has helped them to improve
their learning in writing and to a lesser
degree in maths.
Pupil voice in class learning forums,
monitoring and pupil questionnaires has
supported this and now children need to
be provided with further opportunities to
talk with enhanced precision about the
next steps in their learning.
New to year group staff in Year 3 and long-
term phased return for a member of staff
continues to cause concern about the
impact on outcomes, hence the heavy
support being given.
English leads are providing weekly support
to year 3 in writing and ongoing support to
all year groups with the vocabulary project
and structuring writing. The school has
agreed to work with NFER/EEF on a
research project around reading and story
time to define the most effective practice.
Maths Leads are supporting all staff around
‘small steps’ teaching and embedding
vocabulary, developing greater fluency and
ensuring children have appropriate and
challenging reasoning opportunities. The
‘Children as Evidence’ materials have been
introduced and will be consistently used by
teachers and leaders as part of ongoing
assessment.
The MARAP provides a framework for all
staff around monitoring on a three weekly
cycle which includes book looks, pupil
conferencing, assessment, lesson visits and
drop-ins and evidence is triangulated at
SLT.
All year groups have provided long term
plans identifying coverage of both core
and foundation subjects during the year.
This has identified gaps in some areas of
humanities which have then been
addressed by reference to Subject
knowledge organisers. High quality core
texts have been identified to support
teaching in writing and the curriculum lead
has undertaken monitoring of the
connected curriculum to ensure there is
sufficient evidence of ‘breadth and
balance’. A statement of intent had been
written for each subject and revision of the
Teaching and Learning policy has been
undertaken to clarify our approach to a
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2.2 The gap between
disadvantaged pupils and
National disadvantaged
group is diminishing.
2.3 Percentage of children
achieving greater depth
year on year in writing
and maths increases
2.4 All pupils make expected
or better progress from
their starting point.
Autumn data shows that there are
significantly fewer disadvantaged
pupils needing to be targeted for
accelerated progress than previously.
This is not the case in year five and year
3, where there are a group of ‘doubly
disadvantaged pupils’ who are being
supported for specific SEN needs, as
well as being pupil premium.
connected curriculum. The impact of these
is not yet known and will be assessed at
the end of the academic year.
Apprentice TAs have been allocated to
years 3 and 4 to enable teachers to adapt
their teaching and learning environment to
allow more consistent opportunities to
embed learning.
In reading this is being supported by the
consistent use of reading records to
reiterate the current learning focus.
There is evidence in planning and in
outcomes, that staff are increasingly more
precise in planning teaching and learning
and that outcomes are therefore age
appropriate and challenging children.
The monitoring systems within school
include book looks for Writing and Maths
every three weeks and for focused drop-ins
and CPD. Peer supported planning and
lesson visits have been use to target
support and improvement and as a result
in years 2,3 and 5 where staff are new to
year group, there has been weekly
coaching around planning as well as
assessment in both writing (Y3) and maths.
Focus on ensuring staff plan carefully to
their year group objectives and respond
dynamically to observations and
assessments is resulting in increased
accuracy. Challenge in maths reasoning has
been a focus of CPD and planning for a
wider range of reasoning opportunities is
increasingly evident.
Additonal targeted TA support has been
allocated to support children with EHCPs
and known needs to make better than
typical progress.
3.1 Impact driven action
planning and reporting,
for all subjects especially
for SEND, English, Maths
and disadvantaged.
3.2 Effective monitoring
drives improvement and
leads to improved
Leaders have collected and analysed
data (all forms) and are beginning to
be able to describe the impact their
leadership is having on outcomes for
children. This is strongest and most
effective in English least effective in art.
All leaders have been able to use data
and monitoring evidence to support
development of a purposeful action
plan.
HT has met with each subject leader to
evaluate action their plan in order to
update the strategic plan. This developed
clarity in understanding strengths and
priorities in teaching and learning in each
subject and has informed the focus for
lesson visits, drop-ins and other
monitoring for the coming term.
Evaluation meetings also focused on
ensuring subject leaders were secure in
understanding the requirements of the
new Ofsted framework and the need to
demonstrate how actions taken this year
have impacted directly on outcomes for
19 | P a g e
outcomes for all pupil
groups term by term,
year on year.
Some subject leaders (specifically
maths and English, PP and SEN) have
been highly effective in using a range
of both quantative and qualitative
evidence to target individual needs and
support staff to improve practice.
the ‘bottom 20%’ of children and the need
to support, but continue to hold staff
accountable.
Other subject leaders are developing
understanding of their role as a leader and
are developing understanding of the need
to show impact rather than actions in
evaluating outcomes for children. Teachers
have begun to use QLA from Autumn
testing to add precision to their
understanding of children’s needs in maths
specifically.
3.3 Governance
demonstrates challenge
through appropriate
questioning.
All new governors now in place and
questioning more confidently at LGB
meetings and committee meetings.
Governors are beginning to question
more precisely and to be focused
specifically on challenging where
outcomes are not yet good enough.
Booklet of questions compiled from the
Trust handbook and from the CofE Ethos
Enhancing Outcomes to focus on challenge
in specific areas.
LGB meetings including information
session around new Ofsted framework and
the focus for leader conversations.
Personal Development
Grade: Good
Evidence
The school has over a period of some years, developed its own connected curriculum which builds on the continuous provision children experience in the EYFS. And develop skills that will enable them to grow confidently and embrace challenges of secondary school and adult life with a range of strategies that will ensure good mental and physical health and well-being.
The aim of this curriculum structure is to enable children to be: self-confident, accountable,
reflective, systematic, articulate, resilient, have stamina, be curious, be knowledgeable, self-
motivated, self-managing, self-regulatory, be able to prioritise tasks, be able to make decisions
(within limits), to be proud of their work; to recognise how to help themselves, to have an intrinsic
desire to learn and do their best, set own aspirational goals, to reflect on own learning and how to
learn, be able to devise own enquiry questions and manage their time effectively, able to actively
respect and advocate for others.
We enable children to learn inside and outside of the classroom everyday and have within our
values, PSE and Mental Health framework, using the Ten-A-Day approach, focused on children
being able to identify their feelings and needs and work to grow their perseverance and stamina.
We aim for our children to be global citizens. A wide range of enrichment opportunities within the
school day are offered by the staff and by external providers. The Sports Premium strategy has
both directed and supported this. The PP funding is used to enable some children to access both
music and sports enrichment.
Classroom and teaching is structured to meet the specific needs of the cohort and individuals and
classroom environments will be organised to facilitate the best possible outcomes for groups and
individuals, but with precision in assessing and planning to ensure good progress for all children
and accelerated progress for target groups.
Sources
related to
commentary.
Pupil
questionnaire
Parent
questionnaire
20 | P a g e
This is an exceptionally inclusive school, which welcomes all learners and strives to work in partnership with parents and a range of stakeholders to meet the needs of pupils’(Peer Review 2019). The school places a strong priority on children’s all round development; this is supported by pupil’s access to a broad curriculum and is complemented by a strong focus on the Christian values that underpin the school’s work and the strong support given to children and families. They recognise and value the wider opportunities the school provides for pupils: those for gifted and talented pupils, sporting opportunities and those afforded through the school grounds such as the woodland. The strong links between children and families through the SAFS team is recognised and the connections are evident in the case studies provided by the SENDCo and PP lead, showing the impact of the school’s work with vulnerable pupils. The school’s values are reflected well throughout the environment; the ‘wall of individual photos’ reflecting every pupil in the school demonstrates clearly the value given to each pupil and the recognition the school gives to their unique gifts and talents. There are many opportunities for pupils to interact with the learning environment, through displaying their achievements in accelerated reader, to nominating each other for awards or to recognise other achievements. Following feedback from the children we have reevaluated and revisioned worship. Our termly programme of
worship is now planned by Sarah Sowden and Father Robin, who skilfully weave together bible stories, our values, with RE syllabus Understanding Christianity and significant key events in the church calendar. Worship is led by a range of teachers and each day is as follows: Monday – Father Robin introduces the theme for the week using key stories from the Bible. Tuesday – HT and SLT revisit the key focus and link explicitly to our values. Wednesday – The ICE team approach the the focus linking to Father Robin’s key message. Thursday – Year groups have notes from Father Robin to support their delivery of the focus in class and phase assemblies. Friday – Singing Praise. In each classroom ‘reflections’ corners evolved from prayer corners as we strived to encourage children to pause and reflect on their day and their experiences. These have now developed into ‘Connections Corners’ as we help children to see the connections between their values, RE, worship and the impact on their lives of the world around them and the big and small things they see,hear and feel. Each term we revisit our values and this year we are using this to reinforce characteristics of effective learners, encouraging children to articulate their thinking and to take responsibility for their learning behaviours. We are finalising a simple leaflet to go home with each child and to support class expectations
and non-negotiables. This will hopefully show in the impact on children’s learning, with children understanding how they can show excellence in their work, how they are able to work respectfully with their friends and with adults etc. This explicit articulation of behaviours for learning will impact on outcomes as children grow in understanding of how they can manage their learning and flourish as learners. Pupils are fully aware of the Christian Distinctiveness of the school. One pupil, when asked whether they would recommend the school said, ‘If you believe in God this is a good school because it is a God school.’ The school has worked with parents, children, staff and governors to ensure that behaviour for learning is explicit in all classrooms and this secure understanding of character education has been shared with the wider community. Regular coffee mornings, visible SLT in the playground each day, questionnaires, ethos committee and the friends of the school have contributed to the vision and values and regularly offer feedback. This is listened to by SLT and adjustments made to accommodate these views where appropriate. Values led behaviour management is supported by the Jigsaw PSHE programme and SEAL art strategies. Jigsaw provides a progressive curriculum which gives regular opportunities for discussing key issues. Jigsaw also meets all the statutory requirements for the revised PSE and RSE Curriculum from 2020. Debating and developing understanding and respect for each other’s views is also actively encouraged in class learning forums and P4C. SPLAT teams are developed to share children’s views and inform school improvement and to form part of a strategy to enable disadvantaged children to feel confident in voicing their thoughts and needs. Regular class learning forums ensure pupil voice is heard and these encourage discussion of what is enabling learning and what can ensure learning outcomes are more successful.
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The school has excellent long term outcomes for PLAC and CIC and works closely with Devon Virtual School and all disadvantaged in this group reach at least EXS by the end of KS2. The school actively provides opportunities for teaching British Values and each year has supported the Poppy Appeal and taken part in services for Remembrance Day at the local cemetery. Children’s participation in Guiding and Scouting is actively supported. The school held its own elections led by year six and with internal voting, supported by taught lessons on ‘What is Voting’, in order to ensure understanding of the British Democratic system was developed. The ‘same but different’ was the theme celebrated by a ‘Diversity Day’ market place afternoon led by the children and their parents. The children run their own Green Team and have achieved the Bronze Eco-Award and are working towards Silver. There is a woodland on site and opportunities are built into the curriculum for Forest School. Children receive online/offline safeguarding training each half term and information is shared with parents via newsletters and on the school website.
The school has close links with both feeder pre-schools and local Secondary schools through governance as well as transition and handover meetings. Staff from secondary schools have been working alongside year six staff to assist with the development of a coherent KS3 progression in English.
Pupils have entertained and listened at a local memory café, visited a retirement home for a series of planned play therapy sessions with dementia residents and regularly visit a neighbouring retirement complex to sing.
Actions taken last year
1)Introduction of Jigsaw PSHE Programme.
2)Development of ENRICH booklet.
3)Reinstating of class learning forums.
Impact
1)Secure and cohesive PSHE progression from EYFS to
Yr6.
2)Clarity around expectations and non-negotiables for
use in school and at home has seen consistent approach
from everyone in the community.
3)Children are able to articulate their worries and inform
change.
Children understand that they need to respect different
views even if they disagree with them.
Areas for Development
Develop consistent opportunities for pupil voice in all areas of school.
Secure PSHE curriculum and revise RSE policy.
Target PP funding for enrichment to reflect child’s strengths and aspirations.
22 | P a g e
Behaviour and attitudes Grade: Outstanding
Evidence
Pupils are very articulate and confident when talking about the values and their impact on school life and their personal lives beyond school. They recognise and value the close-knit environment and way in which they are looked after and support one another well. One pupil said, ‘There is real commitment in this school – we all help each other’. ‘A recent NAHT Aspire peer review described St Michael’s as ‘an exceptionally inclusive school’. Pupils conduct themselves well throughout the school; they greet visitors and are very polite and courteous’.
Children’s learning behaviour is usually exemplary. They are curious, creative, independent and motivated; often choosing to undertake extra work at home.
Embedded values are consistently taught, modelled and referred to form the basis of a strong moral code which is demonstrated throughout the school by children’s impeccable behaviour.
The school has worked with parents, children, staff and governors to ensure that behaviour for learning is explicit in all classrooms and this secure understanding of character education has been shared with the wider community. Values led behaviour management is supported by the Jigsaw PSHE programme and mental health and well-being art based strategies. Jigsaw provides a progressive curriculum which gives regular opportunities for discussing key issues. Debating and developing understanding and respect for each other’s views is also actively encouraged in P4C. SPLAT teams are developed to share children’s views and inform school improvement and to form part of a strategy to enable disadvantaged children to feel confident in voicing their thoughts and needs. The school has a SAFs team which provides a cohesive approach to meeting children’s needs in school and supporting parents to meet them at home, this has resulted in low levels of absence and exclusion. There have been no FTE’s or PTE’s this year. The school works closely with behaviour support specialists and makes adaptations to classroom practise within QFT to meet the needs of children. Additional adults use is considered and based upon requirements of EHCP’s and needs identified in triangulation, SEN consultations etc. The ‘Good to be Green ‘system is used to provide a secure reinforcement of values and expectations. CPOMS categories audit 2018-19 (NB does not recognise how many incidents are linked to same child or within an open case).
Categories Incidents
Attendance 74
Behaviour 124
Bullying 10
Home contact 176
Intervention 12
Safeguarding 65
SEND 95
Student and Family Support 143
Transition 1
Sources
related to
Commentry.
Pupil
questionnair
e
Parent
questionnair
e
23 | P a g e
Attendance data 2018-19:
Attendance 96.3%
Authorised Absences incl pte/fte 1690
Unauthorised Absences 183
Lates 314
Staff Absence 2018-19 Total staff absence for 2018-19 was 200 days. Of these 64 related to two members of staff on long term sick leave non-work related illness/injury). The average absence figure is 2.5 days. St Michael’s has very high staff retention and staff move on to promotion or retirement!
Parent feedback to external reviewers has been wholly positive and parents feel their concerns are generally considered and managed in a timely fashion. There have been no complaints to Governors this year.
Actions taken last year
1)Develop ENRICH with whole community to refocus on
learning behaviours as well as general behaviour.
2)Appointment of Learning Support teacher to the SAFs team.
3)CPD for all staff on Restorative Justice and rewritten Positive
Behaviour Management Policy. Shared with and made explicit
to parents.
Impact
1)Consistent approach to behaviour inside and
outside classroom. All children using language of
values in context of learning.
2)Children supported academically and pastorally
in school and parents signposted to external
agencies. Social emotional support short term for
majority of parents and for children focus is
within school rather than at home. No fte’s/no
pte’s. Closer liaison and support with EWO and
Inclusion team.
3)Consistent behaviour approach across all
phases of school and inside and outside
classroom. Parents understand how issues will be
addressed and are generally happy to trust that
restoration has been made.
Areas for Development
Continue to build stamina and resilience of all children, but specifically low MA and disadvantaged through PSE and
focus on character education in every aspect of school life.
Use SPLAT team to further develop opportunities for pupil voice and impact on outcomes for disadvantaged pupils.
Early Years Foundation Stage
Grade: Outstanding
Evidence
Intent Thorough planning for the children’s induction begins before children enter the school. On average children attend at least 20 pre-school settings. In addition to statutory assessment staff have developed secure assessment processes which enable them to quickly begin teaching with precision. This enables children to settle quickly and make rapid progress from entry. The children join Reception with a broadly average levels of skill, knowledge and understanding. Staff recognise
Data ;
Case studies ;
planning ;
Peer review ;
SIL visit ;
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that laying foundations for building on skills and concepts in Ks1 and beyond begins within the EYFS and that not only children but also parents need enabling to access and understand school life and expectations. In order to build understanding and recognise how the space is used and expectations of children. Focus is always on wanting children to know and have good transcription skills, understand numbers and number systems and have acquired transferable skills and that everything can be related back to these cornerstones in learning. Progression in all subjects begins with the carefully planned continuous provision in EYFS. The EYFS team have worked with maths and English leads to secure a mastery approach that begins in the Foundation stage. The spaces inside and outside aim to create opportunities for every child to be fully engaged and
to see their role and understand that learning requires effort. Implementation BOLD BEGINNINGS The provision is managed and led effectively to meet every child at the point of need whether
physically emotionally or educationally. The importance of the whole child is recognised at every level in planning, teaching and assessing. The year group is additionally staffed to support emotional, personal social needs and implement a THRIVE based approach, called SHINE, which is fundamental to the working practice of the whole school.
The curriculum has clarity and cohesion but the context is inspired by the environment and growing awareness of the world outside of the child’s immediate environment and the children themselves and this provides the context for exploration, practice and application of essential literacy and numeracy knowledge skills and understanding.
Planning in all areas is connected to a key quality text and this provides cohesion for children in making links and understanding key knowledge and developing specific skills.
We practice specifics and apply in a variety of contexts. Start with letters and build from there. Interested in mastering simple things. Earliest and most basic skills are taken seriously and practised and practised until they are secured. Until children engage and see this as important to them. Letters and Sounds is used to support progression in the teaching of phonics and this is continued into year one. To further enhance this transition, the EYFS lead also leads year one.
Impact
‘Thorough planning for the children’s induction begins before a child enters the school. The impact of this is that children settle in quickly and begin to make very rapid progress from the earliest days. Leaders make parents and carers very welcome in the school and ensure that they play a full part in helping children to settle quickly into the Reception classes.
Most children join Reception with levels of skill, knowledge and understanding at or above those typical for their age. They quickly build on these so that they are very well prepared for their move into Year 1.
Leadership and management of the early years provision has been judged outstanding. The early years leader receives very effective support from the experienced staff who help her to monitor the quality of teaching and children’s progress. The recording systems for childrens’ abilities are so effective that teachers can immediately build upon what the children already know.
The behaviour of children is outstanding. Observation, assessment and outcomes combined with the low number of disruptions in classroom and exclusions confirm this.This is because teachers and their assistants plan activities in the classroom and outside which capture their imagination and stretch them as much as possible. Excellent use is made of the outdoor space for helping children to learn to share and to discuss each other’s ideas.
Children cooperate very well and learn classroom routines very quickly. They concentrate well, are enthusiastic and often help each other. Children are kept very safe.
The numbers of children who exceed expectations and make outstanding progress in reading and number have also risen over time as a result of very effective teaching.
Children in the Reception classes make an excellent start, learning to speak, listen, read, write, understand numbers and cooperate with one another. Many children speak confidently and at some length. Children develop early writing skills rapidly in lessons and read their work accurately to adults.
As well as learning key skills and developing a very good understanding of the world around them. They love activities such as painting and role play in the café or garage.
Skilled staff know how to keep stimulating children’s interest, encouraging them to think about why they are doing particular activities and what else they could do to extend their learning. The classrooms and outdoor area provide an extremely stimulating environment for children,
Parent
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with a good range of resources and displays to maintain their curiosity and enthusiasm.’(OFSTED 2015)
Parents and carers are rightly very appreciative of the excellent provision for their children.
See data on page 8 – consistently above national Likely to drop this year 2019 83% 2019GDS R 13% W13% M 15%. EYFS 2019 was a peak year group with fairly straightforward groups and a small group with deep
early childhood trauma - PLAC/SGO with diverse needs. This current year is more representatives St Michael’s ‘norm’ and follows a more typical bell curve.
PSE is taught following the JIGSAW PSHE progression and a THRIVE based approach is used to support the in spite of needs of all children. Two trained practitioners devise whole class programmes as well as undertaking specific individual programmes and assessments.
The setting has a series of zoned spaces outside with increased focus on developing gross motor and social skills.
Actions taken
1)Change of role for TAs, making outside activities central to their practice, not incidentally adapted. 2)Revisit and refine revamp Maths plans Reading from Simon NCETM; Maths CPD Simon and Emma. 3)Set a timetable of ATMs but only one each half term Dedicate time and space to considering children, their needs and our practice around them 4)Multi practitioner observations around each child Raise its profile and ensure it is underpinning our working practice Specifically delivered by Charlie Smith ensure she is adequately supported by SAFS team. 5)Mastery focus -subtle, significant changes to plans and resourcing Spending more time on less to know more. (2 digraphs 5 words)
Impact 1) Children use the spaces intentionally Children have made necessary progress with fine motor skills. Children are a cohesive unit of kind, thoughtful friends 2) High energy and enthusiasm (having to reign it in might even create the next issue!) Increased, shared subject knowledge Mastery our central objective Strong focus on what children are learning. 3) This provided a useful way for all adults involved to think about the same two children in the course of the day.It made for a manageable, systematic way to consider every child over one half term. 4) A hugely supportive team, of each other as well as the children, endeavouring to operate in the right PLACE. Fewer outburst of anger and frustration Growing confidence, engagement and cooperation. 5) Plans are even more focussed and although they remain as clear and simple as possible detail more decisions made prior to lesson delivery in Phonics and literacy as well as maths. Which numbers will we use, which words will we write?
Areas for Development
1)Ensure all adults know the rationale for the setting indoor and outdoor equipment and understand how to challenge and extend children to maximise the learning.
2)Develop all supporting adults to ensure awareness of the range of opportunities and resources available? Are they able to match equipment and facilities with children’s need.
3)Develop teacher s knowledge to ensure that they know what is required of children to demonstrate higher levels of achievement in reading.
Overall Effectiveness
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Grade: Good
Evidence
Commentary
The strategic direction of the school is understood and can be articulated by leaders. The school improvement plan effectively focuses on key priorities identified through analysis, reflection and monitoring. Refining the monitoring cycle has led to subject leaders making more impact on teaching and outcomes. Progress rates are improving in response to even more accurate assessment. A consistently relentless focus on teaching and learning ensures that teachers improve their pedagogical knowledge and skills. All leaders are ambitious for the school and are increasingly able to talk about the impact of their actions. Focused CPD is adding to staff understanding, knowledge and skills. A team approach to leading English and Maths supports reflection, challenge and succession planning. The leadership team have sustained a vibrant culture in which:
• Staff are valued, developed and morale is high
• Children love to learn, care about themselves, others and the environment
• Parents are welcomed, respected and supported
•
An exciting and engaging curriculum offers children the opportunity to develop their independence and interests. This is underpinned by clear understanding of progression in skills and knowledge for each subject with Knowledge Organisers in place for all subjects. Rigorous safety procedures and protocols are in place and adhered to.
As above
