Fagley Primary School

and
Childrens Centre

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

EARLY YEARS
SELF EVALUATION DOCUMENT
July 2016

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

Early Years SEF

September 2015
CONTEXT
Pre school - 24 / 24 places taking children who meet the income criteria. 15 hours,
either morning or afternoon.
Nursery - 26 / 26 places. 15 hours, either morning or afternoon.
There are 29 Children in the Reception class.
The majority of children in nursery have come from pre school, the majority of
children in reception have come from nursery.
The majority of our children live in the Fagley estate.
2015 / 16

% boys

% girls

% EAL

% SEN

Pre school
Nursery
Reception

45
53
69

55
47
31

43
49
43

2
8
28

% Summer
births
23
40
29

%
disadvantaged
100
47
37

OUTCOMES FOR CHILDREN

Nursery
Children in Nursery make consistently high rates of progress in relation to their starting
point and are extremely well prepared for their next stage of education in Reception.
Nursery baseline to Nursery exit (2014-2015)
34 children
Expected Progress

Communication and Language

Physical Development
Personal, Social & Emotional Development

No.
33
34
33

%
97%
100%
97%

More than Expected

Progress
No.
%
25
74%
24
71%
24
71%

Local Authority data identified that 25% of nursery children live in the lowest IDACI group
of 0-5% deprivation. Interestingly the children transitioning into reception at Fagley are
those that have made expected progress but not the more than expected progress, children
tend to leave nursery to attend the local Catholic school, a high proportion then appeal to
return to Fagley primary.
More than Expected Progress

Communication and Language

Physical Development
Personal, Social & Emotional Development

Staying at
Fagley
59%
50%
53%

Exit from
Nursery
74%
71%
71%

Reception
Children in Reception make consistently high rates of progress in relation to their starting
point and are extremely well prepared for their next stage of education in KS1 (2015).

2014-2015

Expected Progress

Reading
Writing
Mathematics
2015-2016

77%
84%
97%
Expected Progress

Reading
Writing
Mathematics

79%
93%
97%

More Than
Expected Progress
52%
58%
87%
More Than
Expected Progress
66%
69%
90%

Progress across all areas of learning is identified in the table below. The school has been
moderated (June 2016) where The teacher had knowledge of each goal and what was
required together with a very good knowledge of the characteristics of learning for each
child. Obviously very reflective.

Making Relationships
Self Confidence and
awareness
Managing Feelings
Listening and Attention
Understanding
Speaking
Moving and Handling
Health and Self care
People and Communities
The World
Technology
Exploring media and
materials
Being Imaginative

Class average bands

progress
5
4

Expected
Progress
100%
86%

More than Expected

progress
79%
55%

5.4
5.1
5.1
4.2
4.5
4.6
5
4.8
4.9
5

100%
92%
97%
79%
97%
100%
90%
76%
97%
97%

72%
76%
86%
45%
72%
62%
79%
69%
83%
83%

97%

93%

The progress data reflects the outstanding practice in the classroom supported by effective
learning journals which are shared with parents and children and contributed to by the
reception class team.
Disadvantaged Pupils (Reception)
Disadvantaged pupils make good progress.

2014-2015
Reading
Writing
Mathematics

Expected Progress
67%
78%
89%

More Than
Expected Progress
56%
67%
89%

2015-2016

Expected Progress

Reading
Writing
Mathematics

64%
91%
91%

More Than
Expected Progress
55%
64%
82%

In 2016 the expected progress of disadvantaged pupils is in line with non disadvantaged
pupils in writing and slightly below in reading and mathematics. Disadvantaged pupils now do
better in 2016 than in previous years in writing and mathematics.
Special Educational Needs (Reception)
The expected progress is noticeably good in writing and maths with more than expected
progress particularly good in Maths in 2015. In 2016 significant progress in Reading, Writing
and maths is leading to outstanding achievement in these areas.
2014-2015

Expected Progress

Reading
Writing
Mathematics

33%
78%
89%

2015-2016

Expected Progress

Reading
Writing
Mathematics

75%
88%
88%

More Than
Expected Progress
33%
44%
78%
More Than
Expected Progress
63%
63%
75%

Reception Attainment
The increasing trend is across all Prime Areas and 4 Specific Areas at:
2014-2015
Communication and Language
Physical Development
PSED

68%
68%
65%

2015-2016
Communication and Language
Physical Development
PSED

71%
85%
80%

The attainment in the three prime areas of learning and development has increased by 3% in
Communication and language and increased significantly by 18% in Physical Development and
15% PSED.
Reading and Writing (52%) brings GLD to 52%. The table below shows a positive trend over
the last four years.

GLD

2013
38.7%

2014
44.8%

2015
54.8%

2016
52%

2 children (7%) have made more than expected progress in all 17 areas with exceeding
attainment in Understanding, Reading, Mathematics and in Exploring and Using Media and
Materials.
% 3050S
40-60
E

L&A

Sp

MR

SC&
SA

MFB

M&H

13

58.1%

45.2%

58.1%

58.1%

64.5%

71.%

14

79.3%

65.5%

75.9%

79.3%

79.3%

15

67.7%

71.0%

71.0%

71.0%

16

66%

72%

76%

90%

SSM

74.2

38.7

38.7

38.7

51.6

72.4%

82.8%

55.2%

44.8%

55.2%

69.0%

64.5%

74.2%

71.0%

54.8%

54.8%

67.7%

61.3%

72%

79%

72%

52%

52%

59%

59%

Reception Attainment - Groups

% at Goal

Communication

Reading

Writing

Maths

GLD

and Language
16

15

16

15

16

15

16

15

16

50%

40%

45%

40%

45%

57%

45%

57%

45%

Boys (20)

60%

50%

45%

44%

45%

56%

55%

50%

45%

Girls(9)

78%

60%

67%

60%

67%

66%

67%

60%

67%

Disadvantaged
(11)

All Children

Comm & Lang

71%

Reading
52%

Writing
52%

Maths
59%

GLD
52%

The gap between disadvantaged and all children is closing in reading and writing with
disadvantaged children receiving specific Speech and Language support to continue to close
the gap in Communication and Language
Children are highly motivated and very eager to learn. They consistently demonstrate the
characteristics of effective learning as observed by the leadership team and through recent
moderation by the local authority.
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

The structure of the Early Years has changed greatly due to the introduction of Two year
Old Provision and change in Ofsted requirements. In 2013-2016 the Early Years Leaders
created a seamless pathway for children from 0 to 4 through her Leadership of Early
Education in the Childrens Centre, to her leading, supporting and appointing staff to the
two year old room and her teaching in the nursery classroom and liaising with the
reception teacher. In 2014-2015 the reception teacher moved from year one to
reception and has made a valuable difference to the Early Years Team where all staff

(teachers, nursery nurses, support staff, apprentices and volunteers) work to

improvement and achievement for all children. In order to support the schools ethos of
succession planning the deputy encompasses in her role the lead of Early Years as the
leader has a new position elsewhere, also the year 6 teacher is becoming the nursery
teacher in 2016-2017.
Performance management objectives link closely with whole school priorities adjusting to
take into account the age of children. Supervision ensures that training needs are
addressed both in the setting and through other training providers. All support staff
have attended the same training as teachers in nursery and reception to ensure
consistency in practice and a good level of understanding by all across Early Years. The
apprentice has a nursery nurse mentor.
Staff evaluate and act on the views of parents from the first meeting in the home and
with the childs learning journal. Parents and carers contribute to their childs learning
journey; both on entry and throughout Early Years. In both Nursery and Reception
classes we have an open access policy for parents at the start of the day, with parents
often staying to work with their children, look through learning journey books or talk to
staff. Staff are available at the end of the sessions although at this time we encourage
children to be more independent; getting themselves ready, taking letters and relaying
messages. Our moto With Me In Mind encompasses both children and their families.
Parents are made aware of the next steps to enhance their childs progress and are equal
partners in setting targets and recording progress on the childrens target cards.
Individual childrens achievements are shared with parents on a daily basis with our
Superstar Learner texts home and displays.
Early Years parents consultation days are always very well attended with 100%
participation. Prior to admission staff work proactively to find out as much as possible
about all children and inform parents about routines and expectations; new intake parents
evening events are well attended allowing parents to meet staff, tour the setting, learn
about and the sample school dinners. Parents are also targeted individually by both Early
Years staff, Inclusion staff and Childrens Centre staff. Prior to admission into Nursery
children and families are invited to transition sessions and a targeted transition group is
run by both the Childrens Centre and Preschool. Parental Engagement Worker and
bilingual staff are available at these sessions to assist with any queries and form filling.
There is a planned crossover of both Childrens Centre, Preschool and Early Years staff to
aid with the transition of children and families into Nursery. The teachers recognise that
we could be better at seeking views more regularly.

75% of parents of children entering reception in September 2016 have put Fagley as
their first preference school, 23% chose the neighbouring Catholic school, of those
80% have a sibling already at the Catholic school.
All parents chose Fagley as either their first or second preference school.

Staff continually discuss, both formally and informally, their own developmental needs
which are promptly acted upon for the needs of the children and to national changes in
Early Years practice. This enables staff to be confident in delivering the Early Years
Curriculum and in assessing childrens progress. Early Years teachers and Nursery Nurses

attend whole school training giving them an understanding of the wider curriculum and the
development of the school as a whole.

Previously well-developed systems for monitoring and evaluating provision, impact and
progress within individual classes are being widened to evaluate the Early Years as a
whole. This allows us to more effectively pre plan curriculum emphasis and interventions
based on prior knowledge of groups of children and respond more quickly to individual
needs in particular children with SEN.

The leader of Early Years works collaboratively with her team, and an increased emphasis
on joint working within the Foundation stage is leading to better curriculum coverage
across all areas of provision, and a more closely targeted development plan and vision for
Early Years as a distinct element within the wider school. The Early Years Coordinator
meets frequently with both the Head and Deputy Head so that the requirements of the
Early Years Foundation Stage is monitored effectively. The effective strategy developed
the previous year to ensure outdoor learning builds on/is equal to indoor learning is
planned collaboratively and successfully by the Nursery and Reception Nursery Nurses
and Nursery Teacher.

Partnership working in the Early Years is recognised through main groupings. With the
childrens centre to support parents in both their parenting skills and developing skills to
support them being successful in life. Working closely with partnership school to develop
best practice with a critical friends view of moderation of learning journals and provision.
Recognising services available to support the diagnosis of challenges to childrens
development with appropriate interventions/training then put in place.

Behaviour in Early Years is good, with children showing good levels of engagement.

Children are kind to each other and respond well to teachers, pupil helpers and visitors.
The children are proud of their learning and like to demonstrate their skills to others.
Early Years aligns their teaching, where appropriate, to the whole school programme of
equality, diversity and British values. Our children share and celebrate differences
between their own home life and that of others. Reception class are part of the whole
school House System based on famous Bradfordians and participate in both Family Faith
days and House mornings.

We work with our families to keep children safe. A Family Links programme is run both in
school and within the Childrens Centre to help parents develop their parenting skills.
This is a universal offer but specific parents are targeted and invited to join. Our
Parental Engagement Worker, Inclusion Leader, Early Years and Childrens Centre staff
work very hard at identifying which families would benefit from this program and inviting
them to attend. We understand that many of our parents find this sort of programme
initially intimidating and it will often take persistence by staff, sometimes over several
years, before parents feel ready to attend. With this in mind Early Years staff have
participated in Family Links training which has improved their personal skills and enables
them to offer consistent and well-structured advice to families. All staff have a good
understanding of their responsibilities and ensure that provision meets safeguarding and
welfare requirements.

QUALITY OF TEACHING, LEARNING AND ASSESSMENT

A good knowledge of where the children need to get to, and high expectations of all
childrens progress lead to children being challenged to show their understanding and
apply their knowledge. This means that children develop good learning behaviours in Early
Years, setting them up to be independent and resilient as they move through school.
Adults model and teach learning very effectively and provide interesting and fun
activities that quickly capture young minds and develop language skills. Routines are
quickly established and very high expectations for learning and behaviour set, which
children respond to. By the end of Reception the gap has been narrowed for many
children.

High quality teaching ensures the needs of the children are met in a developmentally
appropriate manner in highly organised learning environments so that the children are
enthusiastic, engaged and motivated to learn.

Accurate assessments of the child begin within the family home with the parents and two
Early Years Practitioners so that a sound early knowledge is gained of the child.
Childrens Centre learning journals are used to form part of the bigger picture and
equally information from other providers. High quality observations and a good
understanding of age group appropriate requirements ensures a comprehensive knowledge
of the child and family.

Staff regularly debate the areas of provision, where they are placed and the learning
therein to be the very best with regular movement of provision seen to enhance learning
opportunities. The LA Developmental Review (October 2014) states, The early years
classes are well equipped indoors and outside so that resources promote all of the areas
of learning, including early writing and numbers. This is also helping children to develop
their vocabulary and thinking skills.

Recent strategies to engage families in their childrens learning have been very beneficial
to the children as in family cooking in the schools food tech room and sharing the
pronunciation of phase 2 and phase 4 phonics.

Displays in the Early Years settings show clear progression in a theme or topic and these
are enhanced and developed with the children. Consequently, children are aware of their
learning journey and help to facilitate it. The development of topic led floor books allows
children to reflect upon their learning and progress. Most crucially, all childrens work is
celebrated within the setting and with parents, and the wider school community. Children
are encouraged to share their work at home and our learning journey books are accessible
at all times. It is not uncommon to see Nursery children sharing these books with each
other freely; commenting on work, pictures and sharing memories. A wider range of
experiences, visits and visitors are used to bring topics to life and Early Yeas participate
fully in whole school topics where appropriate. They play cooperatively with each other
and quickly establish good relationships with their class friends, as well as with adults.
This ensures their good spiritual, moral, social and cultural development and these areas
are further strengthened through small group and Key Worker focussed activities. The
children in Reception Class are fully aware of their Key Worker, as are parents and
carers, and they are used as a point of contact by families. In Nursery home visits and
parent consultations are carried out by key workers who become the familys first point

of contact. A major strength of our setting is that our families feel able to talk to any
member of staff and often continue these supportive relationships with the Early Years
staff long after the children have moved further up school.

The school has employed for four years for one day a week a Speech and Language
Therapist. A very positive outcome is that speech and language is improving throughout
school over time with most of the therapists time now in early years working with
individuals, groups and training school staff. Early Years (and throughout school) have the
Elklan accreditation which supports language and vocabulary acquisition and techniques to
be confident communicators.
Physical development is enhance through forest school practice, outdoor learning, sports
coaches and Little Strikers.

All Nursery children were assessed on entry using the Wellcomm diagnostic
language assessment tool following speech therapist training for staff.
All children were between 37months and 49 months at the time of assessment.
No child scored at age related on baseline assessment.
47% of children scored below a developmental level of 2 years.

Level
% of
cohort

Section 1
6 -11m
17

Section 2
12 17m
21

Section 3
18 23m
9

Section 4
24 29m
36

Section 5
30 35m
13

Section 6
36 41m
2

Section 7
42 47m
2

Section 8
48 59m
0

The Speech and Language therapist has worked with the Foundation Stage
coordinator and the Reception teacher to develop phonological awareness skills and
both Nursery and Reception classes teach phonological awareness alongside phonics
teaching.

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Characteristics of effective learning are the backbone to learning particularly in Early

Yeas but also through the school as school leaders put emphasis on playing, exploring,
actively learning and creating and thinking critically for all children with training for all
staff on this element of Early Years Practice.

The areas in which children learn and play are clean, vibrant and extremely engaging.
Children are confident in making choices and enjoy learning through a wide range of
activities that stimulate their imagination.

EYFSP Outcomes
Number of pupils
Mean score of the lowest 20%
Mean total points score of all
pupils in the school
Good level of development (GLD)

2013
31
25.8
25.5

2014
29
29.3
28.8

2015
31
28.2
28

2016
29
29
29

38.7%

44.8%

54.8%

52%

Improvement Plan Early Years

Effectiveness of Leadership and Management
Objectives
To actively seek the views of parents
To monitor gaps in achievement between Pupil Premium children with others in school and
children nationally
Teaching, Learning and Assessment
Objectives
To ask parents for information about their childs development
To share good quality summaries of observations with parents
Highly successful strategies engage parents, including those from different groups, in
their childrens learning, both in the setting and at home.
Meet to ensure targeted intervention in transition to Y1 and Y2

Personal Development, Behaviour and Welfare Objectives

Objectives
Due to changes in staffing training required Characteristics of Effective Learning
across EYFS.