Fagley Primary School

and
Childrens Centre

WITH ME IN MIND
because I matter now and in the future

SELF EVALUATION DOCUMENT

October 2014

We really care and want our children to be successful in all aspects of

life, in order to be confident, independent, collaborative and resilient
learners in the ever changing society of today.

WITH ME IN MIND
at school, at home and in the community

School Context
Fagley Primary School is an average sized primary school with 245 children on role. Most children live
in an area around the school, mainly made up of White British families (47.6%) and Pakistani families,
(34.3%) with an increasing number of EU migrants and traveller families, many of whom have had no
previous schooling. In an area that is extremely deprived (IMD 22% of families living in the first 05% of the Index of Multiple Deprivation) of income, 35.2% lone parents of which 46.7% are out of
work. This has an impact on role models for learners as few people within the community of Fagley go
on to further education, and many have few or no qualifications.
Nursery baseline assessments indicate that attainment on entry is very low. Due to strategic planning
in the Childrens Centre the attainment on entry is higher for the children who are not low or high
ability. Most children have extremely limited skills and prior experience in key areas such as speaking
and listening, visiting places of interest and physical development. Attainment on entry is gathered
through home visits, observations and baseline assessments.
42% of children take up Free School Meals with 50% of children eligible for Pupil Premium. The
number of pupils on the SEN Register is 47 pupils (21%) and remains slightly above the National
Average (19.8%).
As a school we provide as many firsthand experiences and outdoor learning opportunities as possible
for the children as part of the curriculum. Three Forest School Practitioners, who are members of
our staff team, provide a range of exciting opportunities for learning both in the school grounds and in
our local woodland. A team of accredited staff have led a programme, ELKLAN, to support a deeper
and broader development of vocabulary and language. A bespoke Food Technology Room benefits and
equips children with differing needs with lifelong learning skills. Children have every advantage to
success in Sport in both lessons and after school clubs. Termly concerts entertain parents with highly
skilled musical performances where reading, writing and mathematics progress is rewarded in an Oscar
style ceremony including entertainment, engagement and enjoyment. All of which are alongside our
intention to support all children to do their absolute best.

QUALITY OF LEADERSHIP IN AND MANAGEMENT OF THE SCHOOL

The quality of leadership in and management of the school is good because:
All leaders and managers are highly ambitious for the pupils and lead by example. They base their
actions on a deep and accurate understanding of the schools performance and of staff and pupils
skills and attributes.
Key leaders and managers, including those responsible for governance, consistently communicate
high expectations and ambition.
Teaching is good and/or improving strongly as a result of accurate monitoring, effective
performance management and professional development, which are closely matched to the needs of
the school and staff.
Self evaluation is thorough and accurate, and the schools actions are carefully planned, concerted
and effective.
Well thought out policies ensure that pupils make at least good progress in literacy
Governors systematically challenge senior leaders. As a result, the quality of teaching and pupils
achievement has improved, or previous good performance in these areas has been consolidated.
The schools 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 and social and cultural development.
The schools actions have secured improvement in achievement for disadvantaged pupils, which is
rising, including in English and Mathematics.
The culture of the school is characterised by high expectations and aspirations for all pupils.
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 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.
Governors ensure the efficient management of financial resources. This leads to the effective
deployment of staff and resources.
Leaders work effectively with early years providers and other schools to ensure childrens smooth
transition into school
Leaders have ensured that early years is effective.
The quality of leadership and management of the school is not outstanding because:
Governors, or those with a similar responsibility need to stringently hold senior leaders to account
for all aspects of the schools 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 schools actions have secured improvement in achievement for disadvantaged pupils, which is
rising rapidly, including in English and Mathematics.
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 is highly effective

Leadership and Management

The Leadership Team have established high expectations for outcomes for all pupils and are
determined to ensure that all pupils achieve well, relating to their starting points. A shared vision
statement focuses on learning making accelerated progress and challenging underachievement for
pupils. Leaders give direction to the work of the school and have a strategic vision for future
priorities to secure sustained school improvement. Self-evaluation is rigorous, systematic and at the
heart of what we do. There is a strong sense of can do throughout the school. It is with confidence
therefore that the school believes it has a strong capacity to make further improvements as identified
on the school improvement plan.
The Leadership Team use RAISE online and LA data to support making judgements about the
performance of children and to diagnose strengths and weaknesses. The school provided the authority
with a 3 as its performance priority (1 requires most support, 4 the least); the LA judged the school to
be a 4, quote from LA letter with respect to:
Maintaining good levels of achievement in challenging circumstances
The extent to which leadership and the school support and lead good practice across the East 1
partnership
Leadership is strategic and focussed on evaluating the impact of actions on pupil achievement. Our
School Improvement Plan identifies clear actions to address areas for improvement, timescales to
ensure actions are achieved and impact measured against pupil achievement.
The Leadership Team use attainment and progress data effectively to identify and challenge all
underachievement. We have worked hard to present data to the rest of the staff and Governors in a
user-friendly way and as a result, all staff and Governors in the school know key groups of children and
individuals who are to be targeted in order to close the attainment gap. Leadership capacity is strong
throughout the team, including subject leaders. The Headteacher and the Deputy lead on pupil
progress meetings, as well as carrying out regular monitoring and evaluation to measure impact of
changes, identify areas for development and provide clear guidance for staff.
Where weaknesses in teaching are identified, school leaders model good practice and coach other
professionals to raise the teaching and learning in their classrooms to at least good. There is a good
link made between the schools analysis of data and the expectations of individual staff in securing
good progress. Teachers and the Leadership Team set challenging, individual targets for all children in
Key Stage Two based on prior Key Stage attainment which is used to identify underachievement at the
earliest possible stage and keep expectations high. The same strategy is applied for all children in Key
Stage One based on end of Early Years Data (both GLD and subject specific) and Early Years GLD
based on entry baseline data to nursery. Pupil Progress targets within Performance Management have
raised expectations and accelerated pupil progress.
Teacher assessment is accurate and robust. Close links with partnership schools enables the
Leadership Team to develop staffs pedagogy and accountability of their own classroom practice to
impact on childrens achievement. It not only provides a more effective tool for monitoring by leaders,
but teachers are able to use the outcomes of assessment to inform their planning so that provision
meets the learning needs of pupils more precisely. All leaders are clear of their role in raising
standards. Senior and subject leaders play an active part in all forms of monitoring and evaluation and
pupil progress meetings; this ensures a clear overview of progress and attainment within their subject
on whole school.
Effective leadership in EYFS ensures that every aspect of the provision is of high quality. The Early
Years leader is responsible for teaching and learning of children from the age of 0 to 5 years, keeping
with the same strategic vision through the Childrens Centre and Early Years in the school.
Assessments, supported by regular reviews of evidence, are gathered through observations of children
in activities. Staff use these to plan next steps in learning that meet individual needs. The
identification of children with additional needs is very effective. Support for these children and

children who are new to English, is very good. Children interact well with each other and have warm
trusting relationships with dedicated caring staff, resulting in confident enthusiastic children.
The curriculum has been reviewed over the past year to increase pupils engagement and feedback, as
monitoring and evaluation indicates that they are now taking greater ownership of their learning. This
year has seen the school working towards the new curriculum that is enabling children to make links
between the subjects and develop key skills within meaningful contexts; future work will see us focus
on challenge within individual subjects and ensure outcomes are of the highest quality with the new
national curriculum. Links between subjects are made to add relevance and allow for greater
opportunities to apply English, Mathematics, communication and ICT skills in a wide range of contexts.
The curriculum is enhanced through a range of family group days during the school year.
School engagement with parents and carers is very good and families value the positive relationship
with the school. The school has an Inclusion Manager and Parental Link Worker who support vulnerable
families across the school, in particular with issues around care and attendance. The school regularly
seeks the view of parents/carers on issues relating to school. Parent Consultation days, held three
times a year, inform parents/carers about their childs progress and help them to support learning
further. Opportunities to talk to parents are valuable and key workers from nursery to year 6 develop
these relationships to the benefit of children understanding that school and home work hand in hand.
Parent classes are run regularly; this has helped to encourage parents as volunteers, then as Parent
Champions leading to employment in education. Parent classes support families to develop an
understanding of their childs learning, what their child is learning about and learning for parents in
the form of English and Maths accreditation, Family Links and ESOL classes. The school has achieved
the Engaging Families Award.
Fagley Primary is a member of the East One Partnership. This partnership has been formed with
sixteen other local primary schools that work together to guarantee sustainability and development
through targeted school improvement. Through this partnership we aim to develop CPD opportunities
for all and feel strongly that one of our aims is to provide staff with the necessary skills to further
progress their careers; whether that is through providing excellent support for NQTs, or through
leadership training for more experienced staff, there are development opportunities for all.
Safeguarding procedures are very good in school. Procedures are known to all staff and there is a
clear leadership responsibility in relation to Child Protection. The school promotes equal opportunity
for all and tackles all forms of discrimination. Policies on tackling all forms of prejudice, together with
records of bullying, racist incidents and any other serious incidents, together with any actions taken
are carefully logged. The Single Central Record is in place and is regularly monitored and updated.
The health and safety policy is implemented effectively, accidents are dealt with swiftly and all
incidents are reviewed in order to adjust practice if necessary. The Leadership Team and Governing
Body ensure that the well-being of children is central to its thinking. Staff play an important role in
ensuring that the fabric of the building is safe, regular checks are made of the premises with concerns
reported to the Governing Body. As a result of this, children feel safe in school and are confident to
share any concerns they have.
The school effectively promotes pupil understanding of safety through the curriculum so that children
have a good understanding of how to keep themselves safe and know who to go to if they need advice,
guidance and support. The school is proactive in working with other agencies e.g. the Nursing Service
to reduce the risk of harm to pupils. Risk assessments are robust.
Overall the effectiveness of partnerships in promoting learning and well-being is good. The school has
developed strong partnerships with other agencies such as the Education Psychology Service; to
promote the well-being of all pupils. These partnerships have enabled barriers to learning to be
removed for a large number of children, enabling them to make better progress. Any child
experiencing personal or family difficulties is well supported by the Inclusion Manager who has good
knowledge of individuals and personal circumstances.

The Governing Body shares the schools vision, understands and challenges the strategies that the
school employs to impact positively on school improvement. The Governors apply their knowledge of
data dashboard, key facts in Raise-On-Line and in schools, data to fulfil their role in both full
Governing Body meetings, committee meetings and visits into school.
The School Council is respected by staff and children and have four committees that are based around
the Every Child Matters agenda with children interviewing new members of staff, reporting to the
Health and Safety Governing Body Committee and other such roles to develop both confidence and
responsibility.

THE BEHAVIOUR AND SAFETY OF PUPILS AT THE SCHOOL

The behaviour and safety of pupils at the school is good because:
Pupils attitudes to all aspects of learning are consistently positive, including when being taught as
a whole class or working on their own or in small groups. These positive attitudes have a good
impact on the progress the pupils make.
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.
There are no well founded concerns expressed by parents, staff and pupils about behaviour and
safety. Pupils understand the importance of good attitudes and behaviour in school life, adult life
and work.
Pupils excellent conduct and behaviour reflects the schools 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.
The behaviour and safety of pupils at the school is not outstanding because:
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 difference 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 effective.
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.
Pupils excellent conduct and behaviour reflects the schools 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.
Behaviour and Safety
The behaviour of the children and their attitudes to learning is a real strength of the school. Pupils
behaviour in lessons and around school is very good, with much being exemplary. Pupils are always well
behaved in lessons and make a strong contribution to the school as a learning community. There is a
highly positive ethos based on achievement, learning and celebration. Through our approach to focus
on learning behaviour, there has been excellent improvements in general behaviour over the past four
years, with the number of incidents reduced markedly as documented in the Purple Logs, Parent Log
and Governors Reports. Where interventions have been put in place to manage the behaviour of
individual pupils they have been very successful. We have developed a culture of celebrating excellent
learning. Incidents of exclusion are extremely low as most children respond to an alternative solution
and all pupils demonstrate respect for the school learning environment.
Parents are made aware of concerns and their consent sought in accordance with local procedures with
the emphasis being on a positive outcome for both parent/s and child/ren. When parents raise
concerns these are addressed and logged promptly with follow up feedback to ensure all queries or
worries have been addressed. From the last round of questionnaires and information from parent view
from the last academic year, parents are very positive about school. 100% of parents say that their
child is well looked after at school March 2014.
Learners demonstrate a high level of concerns for their own safety and that of others, including
showing compassion for children with disabilities. Children know they have to take care when using
certain equipment, including the use of ICT. The school operates a zero tolerance approach to racism,
violence and prejudice, the impact of this is that bullying is rare and pupils know that seeking the
support from staff through key workers, worry boxes or the Inclusion Manager is the best route to
dealing with any concerns they have. The school has not had any racist or bullying incidents as low

level unkind behaviours (being mean) are dealt with so that this prevents escalation where this could
happen. Exclusion is low and related to one incident by one child. Children are rewarded as excellent
role models i.e. School Council representatives, Class leadership roles, House Captains and Deputy
House Captains, Play Leaders and Environmental Managers and they recognise what an important role
they play in school. Children are eager to participate and take on responsibilities, playing a very active
role in improving school life. Children express their views through School Council, contributing to the
development of the school. The school has a House System where children are put in houses named
after famous Bradfordians; the impact of this is that learners are developing a stronger community
and cultural pride and work together to achieve collective goals; discussions with the vast majority of
learners share the pride that they feel in being part of Fagley Primary.
Attendance levels dipped in 2013 2014 for the first time in three years to 94%. After deep analysis
throughout the year it was identified that extended holiday leave had the most negative impact on
attendance. The Inclusion Manager has worked to ensure that children do not arrive late at school.
Inclusion is an integral part of success at Fagley as is the professional development and support for all
staff from induction meetings at the start of their career, through to further development as they
stay with us.
Child Protection policies and procedures are securely in place and the school has a robust system of
monitoring and record keeping. Systems in place meet the needs of vulnerable groups and individuals
including those exhibiting negative social and emotional behaviours, mental health needs, LAC, Child
Protection, obesity, Children in Need and also low attainment and most able when affecting their
attainment as identified at pupil progress meetings. The school has a very good relationship and is well
regarded by outside agencies evident in reports and feedback from a range of professionals. Children
are guided to make sensible choices regarding their personal health and safety though the curriculum
and two visits each year to the Positive Lifestyle Centre. The Inclusion Manager visits each class most
days so that developed relationships secure positive outcomes.

QUALITY OF TEACHING IN THE SCHOOL

The quality of teaching is good because:
Teaching over time in most subjects, including English and mathematics, is consistently good. As a
result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who
have special educational needs, disadvantaged pupils and the most able, make good progress and
achieve well over time.
Teachers have high expectations. They plan and teach lessons that deepen pupils knowledge and
understanding and enable them to develop a range of skills across the curriculum.
Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape
tasks and explanations to improve learning.
Reading, writing, communication and mathematics are taught effectively.
Teachers and other adults create a positive climate for learning in their lessons and pupils are
interested and engaged.
Teachers assess pupils learning and progress regularly and accurately at all key stages. They
ensure that pupils know how well they have done and what they need to do to improve.
Effective teaching strategies, including setting appropriate homework and well-targeted support
and intervention, are matched closely to most pupils needs, including those most and least able, so
that pupils learn well in lesson.

The quality of teaching is not outstanding because:

The school needs to improve much teaching over time in all Key Stages and all subjects to
outstanding and never less than consistently good for all groups of children.
The school needs to ensure that lessons are planned using highly effective differentiation
strategies to enable pupils to learn exceptionally well across the curriculum.
The school needs to ensure that all staff impart knowledge to ensure that pupils are engaged in
learning and generate high levels of learning across the school.
The school needs consistent, high quality marking and constructive feedback from teachers
ensuring that pupils make significant and sustained gains in their learning.
The school uses well judged teaching strategies together with clearly directed and timely support
and intervention, match pupils needs accurately.
To increase the attainment gap to more than 2 APS above other pupils in reading, writing and
maths for most able pupils.
The quality and impact of teaching has remained mainly good with a number of outstanding features as
stated in the last Ofsted Inspection in February 2012. There has been an increase in outstanding
practice and no inadequate practice. Our continuing aim is to ensure greater consistency of impact
throughout school so that learners can raise attainment further.
When teaching is good or better pupils are engaged at all times, pupils responses reflect high quality
attitudes to learning with work being appropriately challenging, including for the most able groups of
learners. This is also applicable to our disadvantaged children (50%) and our other key groups
specifically our disadvantaged White British children. Assessment for Learning strategies are applied
effectively and skilful questioning as well as timely intervention from teachers and support staff is
ensuring that learners make good and better progress. There is clearer evidence of children using
improvement strategies in marking to ensure they make progress in lessons and over time with daily
reflection of their learning in planners which they share with parents.
Teachers confidently share good practice and analytical discussion through the process of Lesson
Study and Breakfast Meetings which lead to additional good practice. This has included teachers
confidence in adapting their teaching in order to respond effectively to childrens needs.

Through our continuing work on The Leader in Me the seven habits support staff and children in both
personal and lifelong learning skills. We prepare our children for the future with skills to be
successful beyond reading, writing and maths through an innovative curriculum which is skill based with
themes that interest both staff and children with exciting literature, newly designed activities and
experiences to explore and enjoy. This approach is the core element to our teaching and learning
curriculum which is to develop excellent attitudes to learning, as well as the impact on achievement
against national standards.
Highly effective systems for ensuring good behaviours of learning combined with an atmosphere of
mutual respect supports the schools positive ethos.
The Leadership Team has a clear view of what the strengths and priorities are of teaching and
learning. To address these priorities a tenacious programme of internal CPD and peer support is in
place; this continues to develop a high quality consistent approach to ensuring teaching and learning is
good throughout school. The head and deputy undertake the majority of lesson observations; the
outcomes are triangulated with scrutiny of the work in pupils books and the pupil progress data to
ensure that the Leadership Team have an accurate picture of the impact of teaching over time.
Observations of teaching are linked to the School Improvement Plan and focus on this alongside
progress being made within lessons and how teachers develop progress over time. Subject leaders play
at integral role in all aspects of school improvement.
The use of assessment to support learning is good. The school has rigorous systems in place for
collating and recoding assessment information, data is used highly effectively to inform and impact on
the quality of teaching and rates of learning for pupils. The school is making good use of Afl
strategies in classrooms and in the most effective teaching, assessment is an integral part of the
teaching and learning process. Pupils know where they are and what they need to do next to succeed
further.
Homework is set throughout school in line with the agreed approach. This focuses on a piece of
writing, spellings/phonic practice, times tables, reading and the weekly talking prompt.
Transition between classes and key stages, through the wide range of strategies in place, enable
teachers to meet pupils needs. Children are equally prepared for the next stage in their education and
adult life. This builds on the strong, mutual trust between the staff that exists within the school.
Moderation in reading, writing and maths along with classroom environment requirements and training
has lead to positive pedagogical discussions in staff teams between Fagley and Partnership Schools.
The robust, rigorous half termly pupil progress reviews identify underachievement and actions are
promptly taken to address this. Such rigour and clearer lines of accountability (attainment and
progress of key groups; attainment and progress of individual children; end of year and KS targets;
ongoing combined data through Venn diagram and a better understanding of national data) is ensuring
staff develop a strong understanding and ownership of the data and address concerns at the earliest
possible stage.
Children and staff celebrate high levels of achievement both academically and in other aspects in
school life. This culminates in termly celebration of achievement.

The environment in EYFS is calm, stimulating and language rich, promoting very effective learning
inside and out and in the woods with the Forest School Practitioner. Children know where resources
are and they are made easily accessible to encourage independent child-initiated activities. The
curriculum is broad, balanced and relevant to our children. Challenges are set up to stimulate and allow
children to learn through play, investigation and experience. As a result, children are more engaged
and take greater enjoyment from their learning. Regular and precise assessments relate closely to
childrens operating level. A tracking system is used from the beginning of Nursery so that the
Leadership Team and staff can identify target children in line with the rest of the school.

The achievement of pupils is good because:

Progress across year groups in a wide range of subjects, including English and Mathematics, is
consistently strong and evidence in pupils work indicates that they achieve well.
From each different starting point, the proportions of pupils make expected progress and the
proportions exceeding expected progress in English and Mathematics are high compared with
national figures.
The attainment and progress of disadvantaged pupils is above that of other pupils nationally and in
school
Pupils read widely and often
Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects
through developing our new curriculum.
Pupils in the EYFS acquire knowledge quickly and develop their understanding rapidly in a wider
range of different subjects across the curriculum.
The learning of disadvantaged pupils is consistently good or better.

It is not outstanding because:

To accelerate progress for disadvantaged pupils, the proportions need to be similar to or rapidly
approaching those for other pupils nationally and in the school.
Pupils need to be prepared to an exceptional standard for the next stage in their education,
training or employment.
To better the learning of disabled and those who have special educational needs to be consistently
good or better.
To better the learning of the most able pupils to be consistently good or better.
Key Stage Two (Based on 2014 data)
Attainment
Standards at the end of KS2 in 2014 have continued on a rising trend in mathematics and reading.
In 2014, the percentage of children who achieved a Level 4 in English and Mathematics was 68%,
an improvement on previous years. Writing is on the school action plan so as to improve over the
next year.

In mathematics standards continue on a rising trend subsequently closing the gap on National to
0.7 aps and above National at Level 4 86% (National Level 4 85%). Throughout KS2 the proportion
whose attainment is at national expectations is similar when using the aps but wider when using
percentages. The Leadership team are keen not to mask results using aps. This will be addressed
in life without levels. Further work is needed to ensure that a greater number of children achieve
a Level 5.

In reading standards continue on a rising trend where the gap to national is now 1.8 aps and 75% at
Level 4. Throughout KS2 the proportion whose attainment is at national expectations is in line
when using aps but wider when using percentages although closer than in mathematics. Level 5 is
higher than in mathematics (21%). Due to increased rigour through the school improvement plan
the proportion throughout KS2 whose attainment is at or above national expectations is between
43% and 52% which is above national expectations.

In writing standards are at their lowest for 3 years at 26.0 aps with 75% achieving Level 4. The
proportion working at national expectations are lower across other year groups in KS2 than in
reading and maths. Actions to address attainment in writing is a focus on the School Improvement
Plan 2014-2015.

The first ever SPAG test in 2014 indicated that standards are below by ??? aps. In 2014 ??% of
pupils attained Level 4+. Actions to address attainment in SPAG (particularly spelling) is a focus on
the School Improvement Plan 2014 2015.

Progress in KS2
Progress through KS2, as indicated by value added, shows that the schools position continues to be
above the national averages.

In mathematics when considering the proportion of pupils who made expected or better progress
across KS2, the school improved on its 2013 position, achieving 93% and 47% respectively
(National is 88% and 31% respectively). Both are high compared to the national average. Progress
in maths throughout KS2 has been good overall. The proportions of pupils making expected
progress or exceeding this was in line with or above national expectations in Years 3 and 4; Year 5
has not been as rapid and as a result of this additional staffing and interventions are in place to
address this.

In reading, the value added progress indicated that progress for Year 6 across KS2 was above
national achieving 97% and 30% respectively (national is 88% and 30%). When considering the
proportion of pupils who made expected or better progress across KS2, pupils in all years achieved
well. Reading was a particular strength, for example, 70% of pupils in Year 3 making more than
expected progress.

In writing, in 2014 the value added position for writing showed that the progress made through
KS2 was above the national average at 90% and 50% respectively (national is 91% and 30%) which
is a improvement on the 2013 outcome. When considering the proportion of pupils who made
expected or better progress across KS2, school outcomes were above in Class 3 and in line in Class
5 and in the current Year 5 two staff have moved into this year group to support the childrens
vulnerability.

Key Stage 1 (based on 2014 data)

Attainment
Overall attainment at the end of Key Stage 1 has continued to rise and more rapidly so in 20132014. Attainment in all 3 subjects shows an improving trend and the gap between the national
average is closing particularly in writing and at 2b+ and 2a+ in all 3 subjects. However, further
improvements are needed to ensure that a greater number of children achieve a L2a+ and L3 in all
subjects. The overall KS1 points score has improved to 14.4 aps in 2014, an increase of 1.3 aps on
the previous year and below the national average by 1.4 aps.

In reading attainment shows an improving trend and the gap between school and the national
average is closing.

In writing attainment shows an improving trend and the gap between school and the national
average is closing to less than 1 aps.

In mathematics attainment shows an improving trend and the gap between school and the national
average is closing to 1.1 aps.

Year 1 Phonics Screening Check

The percentage of children meeting the expected standards in the Year One Phonics Screening
Check has dropped this year (2014) from being above and matching the national average in the
previous two years. The school is reviewing its approach to the teaching and learning of phonics
and spelling across the school.
Progress in KS1

Progress across KS1 shows that 79% of pupils achieved more than expected progress in
mathematics and reading and 76% in writing. Progress in year 1 was particularly good in
mathematics with 84% making expected progress and 68% making more than expected progress.
In reading and writing over 50% of pupils made more than expected progress.

Early Years
Attainment
Children make good progress in EYFS. 45% of pupils achieved a Good Level of Development which
is an increase on the previous year of ???. A very small percentage of children were working with
the 30-50 months development band (10%). The rigorous analysis of the Early Years data has
ensured that writing is a key focus for the Year 1 teacher.
See appendixes re: appendix Organisation of Early Years
Groups
There is a relentless focus on accelerating progress and increasing levels of attainment for all
pupils, including different key groups. In 2014 the proportion of pupils for whom the school
received pupil premium funding demonstrates a rising trend; to support this, evidence from
internal tracking shows that the gaps to national averages for this group are reduced. In general
disadvantaged pupils do most well in reading and least well in mathematics across all classes. The
attainment at the end of KS2 shows disadvantaged pupils do better in mathematics, reading and
writing when compared to national by at least 10% of pupils at Level 4.

In depth analysis of gender comparisons in reading shows that girls perform better than boys in
years 1, 3, 4 and 5 with very little difference at the end of KS1 and the boys doing better in Upper
Key Stage 2 and are also above national averages at end of KS2.

In writing boys outperform girls in KS1 and UKS2 with the gap narrowing by the end of KS2.

In mathematics there is very little difference in KS1 with girls outperforming boys in year 3; this
gap closes in Year 4 and boys then outperform girls in Year 5 and end of KS2 where boys
outperform boys nationally.

DSEN children perform better in maths and least well in writing in all classes.

The achievement of most able pupils has increased at 2a and above in KS1 in particularly in writing
where the gap to national is now 3 aps. There are no Level 3 children.

The attainment of most able pupils in KS2 is better in reading, then writing and then mathematics
but below National in all areas.

Disadvantaged children outperform disadvantaged children nationally and all pupils in writing,
maths & reading.

Across school most able pupils perform better in mathematics and reading and least well in writing.

Across school most able pupils have made more than expected progress in reading, expected
progress in mathematics and less than expected progress in writing so that most able writers are a
focus on the 2014-2015 action plan.

In order to become outstanding we need to:

Raise the attainment and accelerate progress of the following current year groups in reading,
writing or maths must improve so that outcomes are consistently in line with national expectations.
Current Year Group

Subject

Year
Year
Year
Year
Year
Year

2
2
4
5
6
6

Reading
Children who did not pass the phonics screening
Boys in Reading, Writing and Maths
Reading White British disadvantaged children
Maths
Reading Pakistani disadvantaged children

The proportion working in line with age related expectations in writing must increase to 79%
across KS1
The proportion working in line with age related expectations in writing must increase to 86%
across KS2
To increase the number of children attaining level 4 in spelling, punctuation and grammar; in
particular the spelling
The proportion of disadvantaged pupils making and exceeding expected progress in all year groups
so that it is in line with other pupils nationally
To ensure the gap between DSEN pupils and other pupils per year group narrows or closes in each
of reading, writing and maths but particularly in writing.
Making the attainment better for our most able pupils so that they can attain the highest grades.
All the above is evidence in the School Improvement Plan 2014-2015.

Attainment at Key Stage 1

Reading
School
National
Difference

2C+
72.4
89
-6.6

2B+
62.1
79
-6.9

2A+
31
55
-24

School
National
Difference

2C+
75.9
85
-9.1

2B+
55.2
67
-11.8

2A+
34.5
37
-2.5

School
National
Difference

2C+
93.1
83
10.1

2B+
62.1
48
14.1

2A+
24.1
28
-3.9

Writing

Mathematics

Attainment, APS at KS1: Overall and By Subject (KS1 Trend)

All subjects

School
National
Difference

2010
10.9
15.2
-4.3

2011
12.3
15.3
-3.0

2012
13.0
15.5
-2.5

2013
13.1
15.8
-2.7

2014
14.4
15.8
-1.4

Reading

School
National
Difference

2010
10.1
15.7
-5.6

2011
12.2
15.8
-3.6

2012
12.7
16.0
-3.3

2013
12.8
16.3
-3.5

2014
14.1
16.3
-2.2

School
National
Difference

2010
10.5
14.4
-3.9

2011
11.9
14.4
-2.5

2012
12.1
14.7
-2.6

2013
13.0
14.9
-1.9

2014
14.0
14.9
-0.9

School
National
Difference

2010
12.1
15.7
-3.6

2011
12.8
15.7
-2.9

2012
14.1
15.9
-1.8

2013
13.6
16.1
-2.5

2014
15
16.1
-1.1

Writing

Mathematics

Attainment at Key Stage 2

Mathematics
School
National
Difference

L4+
86%
85%
1%

L4b+
71%
73%
-2%

L5
14%
41%
-27%

School
National
Difference

L4+
75%
86%
-11%

L4b+
61%
75%
-14%

L5
21%
44%
-23%

School
National
Difference

L4+
75%
83%
-8%

L4b+
57%

L5
18%
30%
-12%

Reading

Writing

Attainment, APS at KS2: Overall and By Subject

All subjects

Mathematics

Reading

Writing

School
National
Difference

2010
24.0
27.4
-3.4

2011
25.2
27.5
-2.3

2012
27.0
28.2
-1.2

2013
26.6
28.3
-1.7

2014
26.9
28.3
-1.4

School
National
Difference

2010
24.3
27.4
-3.1

2011
24.9
27.6
-2.7

2012
27.0
28.4
-1.4

2013
26.2
28.7
-2.5

2014
28.0
28.7
-0.7

2010

2011
24.9
28.1
-3.2

2012
25.0
28.8
-3.8

2013
26.4
28.5
-2.1

2014
26.8
28.5
-1.7

2010

2011
26.2
26.4
-0.2

2012
27.0
27.3
-0.3

2013
27.6
27.5
-0.1

2014
26.0
27.5
-1.5

School
National
Difference

School
National
Difference

Progress

Mathematics

Reading

Writing

School
National
Difference
School
National
Difference
School
National
Difference

2 levels
93%
88%
+ 5%
97%
88%
+ 9%
90%
91%
-1%

3 levels
47%
31%
+ 16%
30%
30%
50%
30%
+ 20%