Fitzjohn’s Primary School
“where everyone can succeed…”
2015-2016
School Evaluation, Development and Head’s Report
BLANK – AUTUMN 1
SEDHR (Inspired by St Luke’s Free School)
ContentsNumbers5Inclusion6Significant New News, Information and Changes7The Achievement of pupils at the school8Current Attainment and Progress8Year 1 Attainment and Progress8Year 2 Attainment and Progress9Year 3 Attainment and Progress10Year 4 Attainment (18) and Progress (+3)11Year 5 Attainment (21) and Progress (+3)12Year 6 Attainment (24) and Progress (+3)13Achievement School Improvement 2015-201614Quality of Teaching16Lesson observation grades16Quality of Teaching School Improvement 2015-201616Behaviour and Safety18Attendance18The extent to which children feel safe18Pupils’ behaviour18Safeguarding18Behaviour and Safety School Improvement 2015-201619Leadership and Management20Headteacher’s Performance Management20Teachers’ Performance Management21Finances Information (discussed at Finance and Premises Committee)21Leadership and Management School Improvement 2015-201621Early Years Foundation Stage23Early Years Foundation Stage School Improvement 2014-201524Aside from the day to day curriculum/regular assemblies/etc what have we done to help develop Spiritual, Moral and Cultural Development?25Aside from regular assemblies/PSHE/etc what have we done to actively promote British Values?25Appendices26Appendix 1: Context of the school26Appendix 2: Mission Statement and Aims27Appendix 3: 2014-2015 Data27End of Key Stage data - Data that is sent to LA and DfE 2014-201527KEY STAGE 1 End of Key Stage 1 Data (last year’s Y2 – current Y3)28KEY STAGE 2 End of Key Stage 2 Data (last year’s Y6)28Attainment of vulnerable groups 2014-201531Free School Meals (nb groups are often small and contain children with multiple needs)31Joined in Year 3 or later31Boys31Girls32END OF YEAR Attainment and Progress of other classes 2014-201533Appendix 4: Quality of teaching34Appendix 5: Behaviour and Safety36Certification36New Disclosure and Barring Service36Appendix 6: Leadership and Management39Appendix 7: Interventions – what they mean and what they do42Appendix 8: Educational Acronyms43Appendix 9: Compliance with statutory requirements or statutory codes of practice and guidance47Appendix 10: Ofsted Grade Descriptors: What we are aiming for495 Year Overview53
Numbers
Date:
Boys
Girls
Total
SEN Support
Statements
EAL
Less than 2 years at FJ
Pupil Premium
FSM
Nursery
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Total
School meals (on 1/05/15)
XX children
XX staff
Fitzjohn's Primary School - Website Statistics
29 June 2015
Site Visits (Home Page)Yesterday: Last 7 Days:Last 10 Days: Total of XX Since Mar 22, 2012
Pages ViewedYesterday: Last 7 Days: Last 10 Days: Total number of pages:
Number of new children joining each class
Inclusion
Meetings since last report
No of Annual Reviews
No of 6 month reviews
No. of meetings with parents involving SENCO
and/or HT and/or outside agency
No. of meetings with SEN Governor involving
SENCO and/or HT
Involvement with outside agencies
Educational Psychologist
Speech and language therapist
SEN Adviser
Advisory Teacher from Visual Impairment Service
Advisory Teacher from Hearing Impairment Service
Language and Communication Team Teacher
PLSS – behaviour support
Occupational Therapist
Physiotherapist
Tavistock – group sessions
Tavistock - 1:1 sessions for 4 children
Interventions
Class
Intervention
No. of children
1
Social skills group
1
Handwriting support
1
1:1 counselling
1
Myra’s group
2
1:1 counselling
2
Myra’s group
3
Nessy
3
1:1 reading and HFW word learning
3
Myra’s group
4
Read, Write Inc
Class
Intervention
No. of children
4
Handwriting support
4
Myra’s group
4
1:1 counselling
4
Individual Behaviour Programme
4
Nessy
4
Catch Up
4
Circle of Friends
5
G and T maths
5
Soundroutes
5
1:1 reading
5
Myra’s group
5
1:1 counselling
5
1:1 support for Maths and Literacy
6
1:1 counselling
6
Catch up Literacy
Training for TAs
Delivered by
Epi pen training
School nurse
Page | 1
1 | Page
Significant New News, Information and Changes
Date
New item
School Improvement Sections – in these sections of the SEDHR the colours are NOT grades they mean priorities.
Red means highest priority
Orange means medium priority
Green lower priority
Secondary Transfer 2014-2015
This only appears in Autumn Report
School
Number of children
The UCL Academy
Parliament Hill
William Ellis
Regent High
Camden School for Girls
JCOSS
JFS
Marylebone Boys
Henrietta Barnet
Archer Academy
Capital City Academy
Out of country
Independent
The Achievement of pupils at the school
Attainment and Progress
Ofsted 2014 Grade:
School Grade:
Current Attainment and Progress
Year 1 Attainment and Progress
EYFS data (2014-2015) The data obviously updates over the year.
In this section green means above nationally expected progress and attainment, amber in line and red below.
Year 2 Attainment and Progress
Pass mark 32
% NOT reaching pass mark
% reaching pass mark
Year 1 Phonics test
%
%
Attainment (Expected APS at end of Y1: 9 points)
Reading
Writing
Maths
Term
Summer Y1
Autumn
Spring
Summer Y1
Autumn
Spring
Summer Y1
Autumn
Spring
Average Point Score ALL
Boys
Girls
Pupil Premium
Progress
Reading
Writing
Maths
Rec – Y1
Rec – Y1
Rec – Y1
ALL
4.4
4.6
3.0
Boys
4.4
4.9
2.9
Girls
4.3
4.2
3.0
Pupil Premium
5
4
2
Date
Commentary
Year 3 Attainment and Progress
Pass mark 32
% NOT reaching pass mark
% reaching pass mark
Year 2 Phonics retest
Attainment (Expected APS at end of Y2: 15 points)
Reading
Writing
Maths
Term
Summer Y2
Autumn
Spring
Summer Y2
Autumn
Spring
Summer Y2
Autumn
Spring
Average Point Score ALL
Boys
Girls
Pupil Premium
Progress
Reading
Writing
Maths
Y1 – Y2
Y1 – Y2
Y1 – Y2
ALL
4.1
3.5
3.8
Boys
4.0
3.9
3.7
Girls
4.1
3.2
3.9
Pupil Premium
2
2
4
Date
Commentary
Average Point Scores
Year 4 Attainment (18) and Progress (+3)
Attainment
Charts using APS – including any vulnerable groups
Progress
Charts using APS – including any vulnerable groups
Date
Commentary
Year 5 Attainment (21) and Progress (+3)
Attainment
Charts using APS – including any vulnerable groups
Progress
Charts using APS – including any vulnerable groups
Date
Commentary
Year 6 Attainment (24) and Progress (+3)
Attainment
Charts using APS – including any vulnerable groups
Progress
Charts using APS – including any vulnerable groups
Date
Commentary
Achievement School Improvement 2015-2016
Success criteria
(outcomes)
Actions
(processes)
Arrangements for monitoring and evaluation of impact on pupil progress
Person responsible
Resources
(inputs)
UPDATE
The colours here refer ro PRIORITY
1.
1.
1.
1.
Evaluation
Quality of Teaching
Ofsted 2014 Grade:
School Grade:
Lesson observation grades
2013-2014
2014-2015
2015-2016
Autumn
2015-2016
Spring
2015-2016
Summer
2015-2016
TOTAL %
Outstanding
Good+
Good
Requires improvement
Inadequate
The Headteacher judges the quality of teaching overall to be at least good
Quality of Teaching School Improvement 2015-2016
Success criteria
(outcomes)
Actions
(processes)
Arrangements for monitoring and evaluation of impact on pupil progress
Person responsible
Resources
(inputs)
UPDATE
1.
1.
1.
1.
1.
Evaluation
Behaviour and Safety
Ofsted 2014 Grade:
School Grade:
Attendance
FJ Attendance 2013-2014
FJ Current attendance (on 26/6/15)
National 2013-2014
Camden 2013-2014
FJ 2015-2016 Target
The extent to which children feel safe
Incidents of bullying since start of year
Incidents of bullying since last report
Incidents of sexism since start of year
Incidents of sexism since last report
Incidents of racism since start of year
Incidents of racism since last report
Incidents of homophobia since start of year
Incidents of homophobia since last report
Other discriminatory incidents since start of year
Other discriminatory incidents since last report
Pupils’ behaviour
Permanent exclusion since start of year
Fixed Term exclusion since start of year
Fixed Term exclusion since last report
Calls to parents re swearing since start of year
Calls to parents re swearing since start last report
Calls to parents re physical violence since start of year
Calls to parents re physical violence since last report
1
Safeguarding
Cases open to social services
Disabled children’s team (short breaks):
Social Services:
Child in Need/Child Protection Meetings Held since last report:
Behaviour and Safety School Improvement 2015-2016
Success criteria
(outcomes)
Actions
(processes)
Arrangements for monitoring and evaluation of impact on pupil progress
Person responsible
Resources
(inputs)
UPDATE
1.
1.
Evaluation
Leadership and Management
Ofsted 2014 Grade: 1
School Grade:
Headteacher’s Performance Management
Target
Update
Teachers’ Performance Management
An anonymous chart of various areas we look at when judging teaching and learning – a bit like this:
Finances Information (discussed at Finance and Premises Committee)
A quarterly summary for information only
Leadership and Management School Improvement 2015-2016
Success criteria
(outcomes)
Actions
(processes)
Arrangements for monitoring and evaluation of impact on pupil progress
Person responsible
Resources
(inputs)
UPDATE
1.
1.
1.
1.
·
1.
·
1.
·
1.
·
1.
·
·
1.
·
1.
1.
1.
Evaluation
Early Years Foundation Stage
Ofsted 2014 Grade:
School Grade:
Nursery June 2015Reception 2015
Charts tracking from baseline (start of Nursery) to End of Nursery and then baseline (start Reception) to end of Rec.
Early Years Foundation Stage School Improvement 2015-2016
Success criteria
(outcomes)
Actions
(processes)
Arrangements for monitoring and evaluation of impact on pupil progress
Person responsible
Resources
(inputs)
UPDATE
Evaluation
Aside from the day to day curriculum/regular assemblies/etc what have we done to help develop Spiritual, Moral and Cultural Development?
Autumn
Spring
Summer
Spiritual
Moral
Cultural
Aside from regular assemblies/PSHE/etc what have we done to actively promote British Values?
democracy
the rule of law
individual liberty
mutual respect
tolerance of those of different faiths and beliefs
Appendices
Appendix 1: Context of the school
A narrative overview of the school with changes, projects etc – things that can’t be shared with facts/numbers.
Appendix 2: Mission Statement and Aims
Mission Statement
To provide an environment where everyone can succeed
Aims:
· To be a school to which every child enjoys coming
· To be a school where there is an effective partnership between parents, carers, children, governors and the whole school staff
· To be a school where every child feels valued and included
· To be a school where every child learns new skills and gains new knowledge
· To be a school that prepares every child for the future - both as an individual and as a member of society
· To be a school where all teachers are consistently good or better
· To be a school where every child is supported to achieve their potential
· To be a school that offers a curriculum that is relevant, interesting and engaging
· To be a school that is safe and healthy
· To be a school that provides and promotes a wide range of services before during and after the core school day
· To be a sustainable school which considers the future of the planet
Appendix 3: 2014-2015 Data
End of Key Stage data - Data that is sent to LA and DfE 2014-2015
End of Early Years Foundation Stage Data
Attainment
2014 - 2015 Early Years Foundation Stage Profile (EYFSP)
No. pupils in 2015
% Good Level of Development (GLD)
% Difference (2015 - 2014)
2013
2014
2015
Fitzjohn's
Camden
National
Date
Commentary
KEY STAGE 1 End of Key Stage 1 Data (last year’s Y2 – current Y3)
Attainment
National Expectations
2015 Fitzjohn’s Reading
2015 Camden Reading
2014 National Reading
2015 Fitzjohn’s Writing
2015 Camden Writing
2014 National Writing
2015 Fitzjohn’s Maths
2015 Camden Maths
2014 National Maths
At L2+
At or above (L2b+)
Above (L3)
Progress
Commentary
Class 1 Phonics Check 2015
Class 2 Phonics Check 2015 – Retest
Key Stage 1 Attainment
· .
KEY STAGE 2 End of Key Stage 2 Data (last year’s Y6)
Attainment
KS2
Attainment 2014 (all children)
School L4+
National L4+(2014)
School L5+
National L5+(2014)
School L6
National L6 (2014)
KS2
Attainment
As Average Point Score
School Average Point Score
2013 National Average Point Score
Judgement
Reading
Writing
Grammar
Maths
Science
Maths, reading and writing
Progress
KS2
PROGRESS
)
2105 School two levels progress
2015 Camden two levels progress
2013 National two levels progress
School more than two levels progress
2015 Camden more than two levels progress
2013 National more than two levels progress
Reading
Writing
Maths
Commentary
Attainment
Progress
Year 6 2015 Key Stage 1 to Key Stage 2 Progress and Value Added
·
Attainment of vulnerable groups 2014-2015 (Classes refer to last year’s classes)
Free School Meals (nb groups are often small and contain children with multiple needs)
Reading
2014-2015
Number of children
Other needs
APS
National minimum expected
Writing 2014-2015
APS
National minimum expected
Maths 2014-2015
APS
National minimum expected
Year 2
Year 3
Year 4
Year 5
Year 6
Joined in Year 3 or later
Reading
2014-2015
Number of children
APS
National minimum expected
Writing 2014-2015
APS
National minimum expected
Maths 2014-2015
APS
National minimum expected
Year 4
Year 5
Year 6
Boys
Reading
2014-2015
Number of children
APS
National minimum expected
Writing 2014-2015
APS
National minimum expected
Maths 2014-2015
APS
National minimum expected
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Girls
Reading 2014-2015
Number of children
APS
National minimum expected
Writing 2014-2015
APS
National minimum expected
Maths 2014-2015
APS
National minimum expected
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
END OF YEAR Attainment and Progress of other classes 2014-2015
ATTAINMENT Average Point Scores Attainment 2014-2015
National expected points
9
15
18
21
24
27
Reading
Writing
Maths
PROGRESS Average Point Score Progress (3 points expected each year)
Class 3 (current Y4)
Class 4 (current Y5)
Class 5 (current Y6)
Class 6 (current Y7)
This year/since KS1 (+3)
This year
Since KS1 (+6)
This year
Since KS1 (+9)
This year
Since KS1 (+12)
Reading
Writing
Maths
Date
Commentary
Attainment
· .
Progress
Appendix 4: Quality of teaching
A brief narrative covering the things we do and why we do them:
Teaching
Teaching Assistants and Nursery Nurses
Continuing Professional Development
Planning
Assessment Systems
Personalised Provision Plans:
End-of-unit assessments:
Interventions
Intervention assessments:
Pupil Progress Reviews:
Feedback and Marking:
Target setting
Individual termly targets:
Tracking
Reporting to Parents
Appendix 5: Behaviour and Safety
Certification
Teacher/Governor
Date awarded
Team Teach- Foundation
Safer recruitment
Role of designated Teacher
Child Protection Safeguarding
First Aid
Safeguarding
Epi Pen Training
Epi Pen training
New Disclosure and Barring Service
Group
Number Completed
Number still to complete
Teaching staff
Support staff
Admin staff
Governors (& clerk)
Clubs/Peripatetic teacher
Pupils' Behaviour in lessons and around the school
Views of stakeholders
Pupils' behaviour towards each other
Safety
Safeguarding and Child Protection
Punctuality and Attendance
We exceeded our target for 2013-14. Our target was 95.5%: Actual attendance was 96.50%
Appendix 6: Leadership and Management
Impact of leadership
Views of stakeholders
Monitoring
Governance
The Involvement of Parents and Carers
Sharing the children’s learning
Sharing the work of the school
The curriculum
IT
Extended Services
Appendix 7: Interventions – what they mean and what they do
Reading: Small group work with the class teacher or TA. The work will usually be the same as or similar to the work being done by the rest of the class but with direct adult input .
Maths: As above but during Maths sessions
Catch Up Literacy: A structured one-to-one intervention for learners who find reading difficult. It is delivered by trained TAs in 15 minute individual sessions, twice a week. It Addresses all aspects of the reading process: word recognition and language comprehension. It is targeted to the needs of individual learners.
Read Write Inc: A phonics based approach for seven and eight-year-olds who need to catch up with their reading and writing. Delivered on a daily basis by teachers and TAs.
5 minute box: A multi-sensory system for teaching early literacy and skills. It employs synthetic phonics teaching methods and balances synthetic phonics with sight vocabulary of irregular keywords.
Nessy: Nessy is a computer learning programme aimed at helping children with Dyslexia to read.
1:1 reading: A TA or Teacher sits with the child to help develop their confidence with reading.
Handwriting: A TA or Teacher sits with a few children to help develop their handwriting skills.
Higher Level Maths: Higher level maths group taught by Maths specialist. In Class 6 this involves working towards the Level 6 Maths SATs paper
Word Learning Group: Run by class TA who has been trained by Speech, Language and Communication Teacher. Focus is on small group reading and communication connected to topic work.
In class targeted maths support: Extra support during the normal Maths session to help develop confidence.
1:1 G&T Maths: Maths specialist works 1:1 with a child who is gifted in Maths.
Reading Comprehension: Group work with TA to help develop confidence in comprehension skills.
Appendix 8: Educational Acronyms
AC
Alternative Curriculum
ACE
Advisory Centre for Education
ACMF
Academies' Capital Maintenance Fund
ADHD
Attention Deficit Hyperactivity Disorder
AEN
Additional Educational Need
AFH
Academies' Financial Handbook
AfL
Assessment for Learning
ALF
Access to Learning Fund
ALIS
Advanced Level Information System
AMP
Asset Management Plan
AP
Academy Principal
AP
Assistant Principal
APP
Assessing Pupils' Progress
APS
Average Points Score
ARE
Age Related Expectations
ASCL
Association of School and College Leaders
ASD
Autistic Spectrum Disorder
AST
Advanced Skills Teacher
AUP
Acceptable Use Policy
AWPU
Age Weighted Pupil Unit (Funding measure)
BECTA
British Educational Communications and Technology Agency (Now closed)
BESD
Behavioural, Emotional and Social Difficulties
BTEC
Business and Technology Education Council
CAF
Common Assessment Framework
CAL
Computer Assisted Learning
CAT
Challenging Aspirational Targets
CAT
Cognitive Ability Test
CE
Chief Executive (should use CEO)
CEIAG
Careers Education, Information, Advice and Guidance
CEO
Chief Executive Officer
CFR
Consistent Financial Reporting
CID
Communication and Interaction Disorders
CIF
Common Inspection Framework
CL
Curriculum Leader
CLA
Children Looked After (i.e. Looked-after children)
CLD
Cognition and Learning Difficulties
CoG
Chair of Governors
COSHH
Control of Substances Hazardous to Health
CPD
Continuing Professional Development (i.e. Training)
CPS
Classroom Teachers' Pay Spine
CRB
Obsolete - Criminal Records Bureau (now succeeded by the DBS)
DARTs
Directed Activities Related to Texts
DBS
Disclosure and Barring Service
DCPC
Designated Child Protection Coordinator
DCPO
Designated Child Protection Officer
DCSF
Obsolete - should use DfE
DDA
Disability Discrimination Act
DfE
Department for Education
DfEE
Obsolete - should use DfE
DfES
Obsolete - should use DfE
DHT
Deputy Head Teacher
DIP
Department Improvement Plan
DofE
Duke of Edinburgh's (Award)
DPA
Data Protection Act
DRB
Designated Registered Body
DSG
Dedicated Schools Grant
(Money that goes to LA for their schools from government)
EAL
English as an Additional Language
EBacc
English Baccalaureate
EBD
Emotional and Behavioural Difficulty
EBI
Even Better If
ECM
Every Child Matters
EFA
Education Funding Agency
EM
English & Maths
EP
Education Psychologist
EWO
Education Welfare Officer
FBD
Full Board of Directors
FD
Finance Director
FFT
Fischer Family Trust
FGB
Full Governing Body (LA School, not Academies)
FOI
Freedom of Information (Act)
FSM
Free School Meals
FSS
Formula Spending Share
FTE
Fixed Term Exclusion
FTE
Full Time Equivalent
G
Good (Ofsted Level 2)
G&T
Gifted & Talented
GAG
General Annual Grant
GATE
Gifted and Talented Education
GB
Governing Body
GBSR
Governing Body Self Review
GGttL
Obsolete - Governors Guide to the Law
(Superseded by Governors' Handbook in May 2013)
GH
Governors' Handbook
GRTP
Graduate and Registered Teacher Programmes
GTC
Obsolete - General Teaching Council
(succeeded by the Teaching Agency)
GTP
Graduate Training Programme
H&S
Health & Safety
HEI
Higher Education Institution
HI
Hearing Impairment
HLTA
Higher Level Teaching Assistant
HMCI
Her Majesty's Chief Inspector
HMI
Her Majesty's Inspector(ate)
HR
Human Resources
HT
Head Teacher (Academies have a Principal, not a HT)
IAA
Independent Academies Association
ICO
Information Commissioners Office (DPA monitor)
ICT
Information & Communication Technology
IEB
Interim Executive Board
IEP
Individual Education Plan
ILP
Individual Learning Plan
INSET
In Service Education and Training
ISA
Obsolete - Independent Safeguarding Authority (now succeeded by the DBS)
ITP
Improving Teacher Programme
ITT
Initial Teacher Training
JPD
Joint Practice Development
K&U
Knowledge & Understanding
KIFA
Key Issue for Action
KPI
Key Performance Indicator
KS1
Key Stage 1 (Age 5-7, School years 1 & 2)
KS2
Key Stage 2 (Age 7-11, School years 3 to 6)
KS3
Key Stage 3 (Age 11-14, School years 7 to 9)
KS4
Key Stage 4 (Age 14-16, School years 10 & 11)
KS5
Key Stage 5 (Age 16+, School years 12 & 13)
L&D
Learning & Development
L&M
Leadership and Management (Ofsted term - i.e. SLT and LGB together)
LA
Local Authority (formerly LEA Local Education Authority)
LAC
Obsolete - Looked After Child (now CLA)
LACSEG
Local Authority Central Spend Equivalent Grant
LD
Learning Difficulties
LEA
Obsolete - Local Education Authority (now LA)
LGB
Local Governing Body (Academy)
LM
Line Manager
LOP
Learning Objectives
LOP
Levels of Progress
LP
Levels of Progress
LRC
Learning Resource Centre
LSA
Learning Support Assistant
LSC
Obsolete - Learning Skills Council (Superseded by SFA and EFA)
LSCB
Local Safeguarding Children's Board
MCAS
Minority Communities Achievement Service
ME
Maths & English
MEP
Minimum Expected Progress
MFL
Modern Foreign Languages
MidYIS
Middle Years Information System
MLD
Moderate Learning Difficulties
MPR
Main Pay Range (for teachers from 2014/15)
MPS
Main Pay Scale (for teachers to 2013/14)
MUGA
Multi-Use Games Area
NC
National Curriculum
NCSL
Obsolete - National College for School Leadership (now part of the Teaching Agency)
NEET
Not in Education, Employment or Training
NGA
National Governors Association
NGfL
National Grid for Learning
NLE
National Leader of Education
NLG
National Leader of Governance
NoR
Number on Roll
NPQH
National Professional Qualification for Headship
NQT
Newly Qualified Teacher
NSS
National Support School
O
Outstanding (Ofsted Level 1)
OFP
Outstanding Facilitator Programme
Ofsted
Office for Standards in Education
OTP
Outstanding Teacher Programme
PA
Persistent Absence
PAN
Planned Admission Number
PD
Physical Disability
PE
Permanent Exclusion
PEP
Personal Education Plan
PFI
Private Finance Initiative
PGCE
Post-Graduate Certificate in Education
PI
Performance Indicator
PIN
Parents Information Network
PIP
Performance Information Plan
PiXL
Partners in Excellence
PLC
Personal Learning Checklist
PM
Performance Management
PPA
Planning, Preparation and Assessment
PRIDE
Personal excellence, Respect & Friendship,
Inspiration, Determination and courage, Equity
PRP
Performance Related Pay
PRU
Pupil Referral Unit
PSM
Pastoral Support Manager
PSP
Pastoral Support Plan
QTS
Qualified Teacher Status
RAG
Red, Amber, Green (As in RAG Analysis)
RAISE (online)
Reporting and Analysis for
Improvement through Self Evaluation
RI
Requires Improvement
(Ofsted Level 3 formerly Satisfactory)
RoL
RAISE online
RPA
Raising the Participation Age
(i.e. increasing the school leaving age)
RPI
Relative Performance Indicator
RWCM
Reading, Writing, Communication and Maths
SA
School Action
SA+
School Action Plus
SAP
School Action Plus
SC
Success Criteria
SDD
School Data Dashboard
SEF
Self Evaluation Form
SEN
Special Educational Need
SENCO
Special Educational Needs Coordinator
SEND
Special Educational Needs and Disability
SFA
Skills Funding Agency (FE funding)
SGOSS
School Governors One-Stop Shop
SIMS
Schools Information Management System
SIP
School Improvement Plan
SIP
School Improvement Partner
SL
Sub Level
SLA
service Level Agreement
SLD
Severe Learning Difficulty
SLE
Specialist Leaders of Education
SLT
Senior Leadership Team
SM
Special Measures
SMART
Smart, Measurable, Achievable, Time-scaled targets
SMSC
Spiritual, Moral, Social and Cultural (development)
SMT
Senior Management Team (i.e. SLT)
SPaG
Spelling, Punctuation and Grammar
SpLD
Specific Learning Difficulties
STPCD
School Teachers' Pay and Conditions Document
T&L
Teaching & Learning
TA
Teaching Agency
TCP
Total Contribution Pay (Support staff)
TESOL
Teaching English to Speakers of Other Languages
TFC
Trust Finance Committee
TLR
Teaching & Learning Responsibilities
TTO
Term Time Only
TU
Trades Union
UCAS
Universities and Colleges Admissions Service
UKG
UKGovernors forum
(http://forums.ukgovernors.org.uk/forum.php)
UPR
Upper Pay Range (for teachers from 2014/15)
UPS
Upper Pay Scale (for teachers to 2013/14)
VA
Value Added
VAK
Visual, Auditory, Kinaesthetic (Learning Styles)
VCoG
Vice Chair of Governors
VI
Visual Impairment
VLE
Virtual Learning Environment
VP
Vice Principal
WALT
We Are Learning To
WIG
Wildly Important Goal
WILF
What I am Looking For
WWW
What Went Well
YELLIS
Year 11 Information System
YPLA
Obsolete - Young People's Learning Agency
(Superseded by EFA)
Appendix 9: Compliance with statutory requirements or statutory codes of practice and guidance
The curriculum
Fully met
Partly Met
No met
C1. Every learner receives the full statutory curriculum that the school must provide. (Note: if aspects of the curriculum are disapplied, please indicate partly in place and explain below.)
X
C2. The school provides teaching of religious education for all learners in accordance with the locally agreed syllabus (or otherwise, in accordance with relevant prescribed exceptions) and has told parents/carers of the right to withdraw their children.
X
C3. The school provides a daily act of collective worship for all learners and has told parents/carers of the right to withdraw their children and, where applicable, sixth formers of their own right to withdraw.
X
C4. The school has a written policy on sex and relationships education has made it available to parents/carers, and the policy includes a statement of the right to withdraw their children, except so far as the education is comprised in the National Curriculum.
X
C5. (Schools with pupils of primary age) The governing body has decided whether or not to provide sex and relationships education (other than that required by the national curriculum) and, if doing so, has agreed the content and organisation of the programme and has told parents/carers about it and the right to withdraw their children.
X
C6. (Schools with pupils of secondary age) The governing body has agreed the content and organisation of its programme of sex and relationships education (other than that required by the national curriculum) and has told parents/carers about it and the right to withdraw their children.
n/a
C7. The school meets fully the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage.
X
C8. The governing body has implemented policies and practices to ensure that it does not discriminate unlawfully against learners, job applicants or staff on the grounds of, gender (including gender reassignment), race, disability, sexual orientation , religion and belief, marital/civil partnership status or age (where applicable).
X
C9. The governing body complies with its general duties under the Sex Discrimination Act 1975 (as amended), specific duties in subordinate legislation made under the Act, and the requirements of the statutory codes of practice made under the Act including l a gender equality scheme (or a single equality scheme that clearly incorporates a gender equality scheme) which includes arrangements to: - monitor the implementation of the scheme and - assess its impact on staff, learners and parents/carers.
X
C10. The governing body complies with its general duties under the Race Relations Act 1976 (as amended) , specific duties in subordinate legislation made under the Act, and the requirements of the statutory codes of practice made under the Act including l a race equality policy (or a single equality scheme that clearly incorporates a race equality policy) which includes arrangements to: - monitor the implementation of the scheme and - assess its impact on staff, learners and parents/carers.
X
C11. The governing body complies with its general duties under the Disability Discrimination Act 1995 (as amended), specific duties in subordinate legislation made under the Act, and the requirements of the statutory codes of practice made under the Act including l a disability equality scheme (or a single equality scheme that clearly incorporates a
disability equality scheme) which includes arrangements to: - monitor the implementation of the scheme and - assess its impact on staff, learners and parents/carers.
X
Learners with special educational needs and/or disabilities
C12. The school meets its requirements in Part IV of the Education Act 1996 and has regard to the Special Educational Needs Code of Practice when meeting learners' special educational needs, publishes its policy and makes it known to parents/carers and reports annually on the success of its policy.
X
C13. The school meets the requirements of Part 4 of the Disability Discrimination Act 1995 (DDA) and any subsequent requirements and has regard to the (DRC) code of practice for schools (2002). The school publishes and informs parents/carers of its accessibility plan and disability equality scheme and reports annually on progress made on these.
X
C14. The school has in post a special educational needs coordinator who is a qualified teacher, a headteacher or acting headteacher or otherwise fulfils the requirements set out in the Education (Special Educational Needs Co-ordinators) (England) Regulations 2008.
X
C15. The school has procedures in place to ensure that it meets all relevant health and safety legislation.
X
C16. The school has a child protection policy and procedures in place that are in accordance with local authority and DCSF guidance and locally agreed interagency procedures, (and the policy is made available to parents/carers on request).
X
C17. Where the governing body provides school lunches and/or other school food, they ensure that they comply with the requirements of the Education (Nutritional Standards and Requirements for School Food) glish(England) Regulations 2007, where applicable, and meet current DCSF standards.
X
C18. The school complies with the welfare requirements of the Early Years Foundation Stage (Welfare
Requirements) Regulations 2007. X
C19. The school complies with its duties under s43, 44 and 45 of the Education Act 1997 (as amended
most recently by section 250 of the Apprenticeships, Skills, Children and Learning Act 2009) and the
related 'Statutory Guidance: Impartial Careers Education' published in October 2009, in the provision of
impartial careers education, information and advice.
X
Informing parents/carers
C20. The headteacher and/or governing body as appropriate ensures that all statutory assessments
are conducted and results are forwarded to parents/carers and appropriate bodies.
X
C21. The headteacher (of maintained schools only) ensures that each year a report on each
learner's educational achievements is forwarded to their parents/carers.
X
C22. The school keeps parents/carers and prospective parents/carers informed by publishing a
school prospectus and by publishing a school profile in accordance with Regulations.
X
C23. The governing body has met the Financial Management Standard in Schools (FMSIS).
X
C24. The responsibilities of the governing body, its committees, the headteacher and staff in
respect of finances are clearly defined and limits of delegated authority are delineated.
X
C25. The governing body has a performance management policy and ensures that all
teachers, including the headteacher, are appraised in accordance with statutory
requirements.
X
C26. The governing body has secured that the provisions in the School Teachers' Pay and
Conditions Document and any associated arrangements relating to terms and conditions,
including performance management and induction, have been implemented for all teachers
and the headteacher.
X
C27. The governing body has all relevant complaints and appeals procedures, as set out in
the DCSF guide to the law for school governors.
X
C28. The governing body fulfils the requirements to promote community cohesion.
X
C29. The school meets the current government requirements regarding safeguarding children and safer recruitment.
X
C30. The governing body ensures that any childcare that is provided for children in the early years group is registered, where this is required by the Childcare Act 2006, and that all provision for children of this age meets the legal requirement of the Early Years Foundation Stage, whether registered or not. The governing body also ensures that other childcare, such as later years provision, is registered where this is required by the Childcare Act 2006 and that it complies with all necessary registration regulations (the early years age group is children aged from birth to 31 August after their fifth birthday).
X
Appendix 10: Ofsted Grade Descriptors: What we are aiming for
Achievement
What we are aiming for:
Outstanding (1)
· Pupils make substantial and sustained progress throughout year groups across many subjects, including English and mathematics, and learn exceptionally well.
· From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are high compared with national figures. For disadvantaged pupils, the proportions are similar to, or are rapidly approaching, those for other pupils nationally and in the school.
· The attainment and progress of disadvantaged pupils at least match or are rapidly approaching[footnoteRef:1] those of other pupils nationally and in the school. [1: Where the attainment of disadvantaged pupils is high, any in-school attainment gaps need not be closing rapidly.]
· Pupils read widely and often across all subjects to a high standard.
· Pupils acquire knowledge and develop and apply a wide range of skills to great effect in reading, writing, communication and mathematics. They are exceptionally well prepared for the next stage in their education, training or employment.
· Pupils, including those in sixth form provision and those in the Early Years Foundation Stage, acquire knowledge quickly and develop their understanding rapidly in a wide range of different subjects across the curriculum.
· The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, disadvantaged pupils and the most able, is consistently good or better.
The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. In exceptional circumstances, an outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly, as shown by trends in a range of attainment indicators. This may include attainment in reading.
Teaching and Learning
What we are aiming for:
Outstanding (1)
· Much teaching over time in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, are making sustained progress that leads to outstanding achievement.
· All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.
· Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.
· The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.
· Teachers and other adults authoritatively impart knowledge to ensure that pupils are engaged in learning and generate high levels of commitment to learning across the school.
· Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning.
· Teachers use well-judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils’ needs accurately.
Behaviour and Safety
What we are aiming for:
Outstanding (1)
· Pupils consistently display a thirst for knowledge and understanding and a love of learning, including when being taught as a whole class or working on their own or in small groups. This has a very strong impact on their progress in lessons.
· Pupils’ attitudes to learning are of an equally high standard across subjects, years and classes and with different staff. Incidences of low-level disruption in lessons are extremely rare.
· Parents, staff and pupils are unreservedly positive about both behaviour and safety. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work.
· Pupils’ behaviour outside lessons is impeccable. Pupils’ pride in the school is shown by their excellent conduct, manners and punctuality.
· Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying and derogatory or aggressive language in all their forms are very rare and dealt with highly effectively.
· Pupils’ excellent conduct and behaviour reflects the school’s effective strategies to promote high standards; this makes a strong contribution to an exceptionally positive climate for learning. There are excellent improvements in behaviour over time for individuals or groups with particular behaviour needs.
· All groups of pupils are safe and feel safe in school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe in different situations, including in relation to e-safety.
Leadership and Management
What we are aiming for:
Outstanding (1)
· The pursuit of excellence in all of the school’s activities is demonstrated by an uncompromising and highly successful drive to strongly improve, or maintain, the highest levels of achievement and personal development for all pupils over a sustained period of time.
· All leaders and managers, including those responsible for governance, are highly ambitious for the pupils and lead by example. They base their actions on a deep and accurate understanding of the school’s performance and of staff and pupils’ skills and attributes.
· Governors, or those with a similar responsibility, stringently hold senior leaders to account for all aspects of the school’s performance.
· Excellent policies underpin practice that ensures that pupils have high levels of literacy, or pupils are making excellent progress in literacy.
· Leaders focus relentlessly on improving teaching and learning and provide focused professional development for all staff, especially those that are newly qualified and at an early stage of their careers. This is underpinned by searching performance management that encourages, challenges and supports teachers’ improvement. As a result, the overall quality of teaching is at least consistently good and improving.
· The school’s curriculum promotes and sustains a thirst for knowledge and understanding and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical and sporting excellence. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement, their physical well-being, and their spiritual, moral, social and cultural development.
· The school’s actions have secured improvement in achievement for disadvantaged pupils, which is rising rapidly, including in English and mathematics.
· The school has highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult.
· Senior leaders in the school work to promote improvement across the wider system including, where applicable, with early years providers to raise the proportion of children who are well prepared to start school.
· The school is adept at identifying any child at risk of harm and engaging with partners to respond appropriately. Staff model professional standards in all of their work and demonstrate high levels of respect and courtesy for pupils and others.
· Through highly effective, rigorous planning and controls, governors ensure financial stability, including the effective and efficient management of financial resources such as the pupil premium funding. This leads to the excellent deployment of staff and resources to the benefit of all groups of pupils.
· Leaders have ensured that early years and/or sixth form provision is highly effective.
Early Years Foundation Stage
What we are aiming for:
Outstanding (1)
· Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all pupils in the early years provision, including disabled children, those who have special educational needs, those for whom the school receives additional funding and the most able, are making sustained progress that leads to outstanding achievement.
· Gaps between the attainment of groups of children and all children nationally, including those for whom the school receives additional funding, have closed or are closing rapidly. Any gaps between areas of learning are closing.
· A highly stimulating environment and exceptional organisation of the educational programmes reflects rich, varied and imaginative experiences that meet the needs of all children exceedingly well.
· The quality of teaching over time is outstanding and never less than consistently good; it is highly responsive to children’s needs.
· Accurate assessment, including through high quality observations is rigorous, sharply focused and includes all those involved in the child’s learning and development. Provision across all areas of learning is well planned and based on regular and precise assessments of children’s achievement so that every child undertakes highly challenging activities.
· Children are highly motivated, very eager to join in and consistently demonstrate the characteristics of effective learning with high levels of curiosity, imagination and concentration. They listen intently and are highly responsive to adults and each other. They do not distract others or become distracted themselves.
· All children are developing a very good understanding of how to keep themselves safe and manage risks and challenges. They demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others.
· Children’s health, safety and well-being are significantly enhanced by the vigilant and highly consistent implementation of robust policies, procedures and practice.
· Highly successful strategies engage parents and carers, including those from different groups, in their children’s learning in school and at home.
· The pursuit of excellence by leaders and managers is demonstrated by an uncompromising, highly successful and well-documented drive to improve achievement, or maintain the highest levels of achievement, for all children over a sustained period of time. The training and development of staff is highly focused and has a significant impact on improving outcomes for children.
Text used by Ofsted when referring to %
5 Year Overview
Premises
Playgrounds
Leadership
Teaching
Other
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
KS115 Expected Yearly Progress
Y318 Y2 to Y3+ 3
Y421 Y3 to Y4+ 3
Y524 Y4 to Y5+ 3
KS227 Y5 to Y6+ 3
Highlight the DIFFERENCE from Expected Points and Progress
< -2< -1< 0> 0> +1> +20
KS115 Expected Yearly Progress
Y318 Y2 to Y3+ 3
Y421 Y3 to Y4+ 3
Y524 Y4 to Y5+ 3
KS227 Y5 to Y6+ 3
Highlight the DIFFERENCE from Expected Points and Progress
< -2< -1< 0> 0> +1> +20
