(QDD): School Improvement Review Record (SIRR) 2013/2014

Education Improvement Service
Quality Development Dialogue (QDD): School Improvement Review Record (SIRR)
2013/2014
School
Headteacher
Link Adviser
Crich Carr CE Voluntary Controlled Primary School
Chair of Governors
Anne Punchard
Date of Visit
Steve Ford
3105
Mr Roger Keeling
25 February 2014
DfE Number
* indicates a change since the last SIRR
GENERAL INFORMATION AND SOCIO-ECONOMIC INDICATORS
Full-time equivalent pupils:
Free school meals - ever6 (FSM):
57
Number of pupils on roll is:
Stable
Local Deprivation Index Ranking:
Special educational
needs (SEN):
Children in Care (CiC):
Authorised absence:
Permanent exclusions:
External or accredited awards
SEN without
statements:
27.3 (50.0%)
•
None currently.
3.08% Unauthorised absence:
Fixed term exclusions:
0
•
Attendance:
*national average in
2012
4%
253/298
242/287
1 (1.8%)
96.92% (94.9%)*
Forest School; National Healthy School Status (NHSS); Eco-Schools (Green Flag) Award; Football
Association (FA) Charter Mark; Sports Partnership Mark; Derwent Mill Music Project.
OFSTED OUTCOMES
Section 5 Inspection
Date January 2013
Other Inspections
Type
Date March 2013
Section 48
What does the school need to do to improve further?
•
0%
0
SEN with
statements:
KS1
KS2
Overall Outcome
Good
Overall Outcome
Outstanding
Improve teaching so that: all adults actively support pupils’ learning, including checking to make sure
that they are productively engaged, throughout all lessons; there are more frequent opportunities for
children to learn through play in the Reception class.
Strengthen leadership and management to ensure that: the school improvement plan identifies only
those developments that are most important, so that leaders and managers can easily review the effect
of the actions they have taken to improve; the school is able to identify the impact on their achievement
of the additional funds it receives for certain pupils; the headteacher’s teaching in lessons is regularly
observed and evaluated to give her the same support and guidance as other teaching staff; the school
continues to explore ways of funding improvements to the outdoor play area.
IMPROVEMENT IN RELATION TO THE OFSTED KEY ISSUES
•
•
•
•
Teaching Assistants (TA’s) are now more actively engaged in classroom activities with a particular focus
on managing group work. Responsibilities to TAs have been allocated according to their expertise and
interests and include: Forest Schools; Science; Music; Art and Food technology.
The school has undertaken training from the local authority in order to increase the opportunities the
children have to learn through play making more effective use of the outdoor environment.
The work of the local authority consultant has been much appreciated and new play equipment has also
been purchased. The school has recently purchased some adjoining land and has plans to create a new
play area on the site.
The school improvement plan has been revised to reflect the priorities for improvement and connect with
the recently completed governors five-year strategic plan
IMPROVEMENT IN RELATION TO THE SCHOOL’S KEY AREAS FOR IMPROVEMENT
•
As above
3105 – Crich Carr CE Voluntary Controlled Primary School
1
Education Improvement Service
2013 PERFORMANCE SUMMARY: Attainment
Attainment on entry for 2013/2014 cohort
•
Attainment on entry into reception is measured within the first 6 weeks using development matters
points. Analysis shows that most pupils are working within age-related expectations in all areas of
learning.
End of EYFS outcomes (9 children)
•
67% of children attained a good level of development, compared to 52% nationally in 2013.
Y1 Phonics check (3 pupils)
•
33% of pupils reached expected level in Y1 Phonics check compared to 69% nationally in 2013.
End of KS1 outcomes (11 pupils)
End of KS2 outcomes (7 pupils)
KS1
Reading
Writing
Maths
APS*
+/
-
16.8 (16.0)
15.5 (14.7)
15.7 (16.1)
Level (%)*
2+
2b+
3
100 (87)
100 (83)
100 (91)
100 (76)
100 (64)
100 (76)
18 (27)
9 (14)
0 (22)
* National figures 2013 shown in brackets. +/- indicates that the school value
differs significantly from the national value as indicated on RAISEonline.
KS2
Reading
Writing
Maths
GAPS
+
/
-
APS*
30.4 (28.8)
30.8 (27.3)
32.1 (28.4)
30.9 (28)
Level (%)*
4+
5+
6
100 (86)
86 (81)
100 (84)
71 (74)
57 (48)
57 (28)
57 (39)
43 (47)
0 (0)
14 (1)
29 (3)
14 (2)
86% of pupils attained L4+ in reading, writing and mathematics. compared to 76% nationally in 2013.
42% of pupils attained L5+ in reading, writing and mathematics, compared to 21% nationally in 2013.
Overall attainment compared to national outcomes and trends over time
•
•
Overall APS
EYFS
KS1
KS2
+/-
16.0 (15.5)
31.3 (28.2)
Attainment
Above
Above
Above
Three Year Trend
Consistently above average
Consistently above average
Current attainment in all other year groups is above age-related expectations.
2013 PERFORMANCE SUMMARY: Progress
•
In EYFS, analysis shows that children are making at least expected progress in all aspects of learning
with particular strengths in PSED.
•
The overall progress made by pupils at the end of KS1 compared with their attainment at the end of the
EYFS is good.
•
The overall progress made by pupils at the end of KS2 compared with their attainment at the end of KS1
is outstanding.
VA Score
+/
-
2+
levels
of
progres
s (%)*
Reading
100.9
100 (88)
Writing
100.7
100 (91)
Maths
Overall
101.2
101.1
100 (88)
Trend
Consistently above
Consistently above
Consistently above
3+
levels of
progress
(%)*
29 (30)
43 (30)
43 (31)
Trend
Consistently above
Consistently above
Consistently above
* National figures 2013 shown in brackets
Current progress in most other year groups is good in all subjects, with significant improvements evident
in pupil progress evident in writing in Y6.
2013 PERFORMANCE SUMMARY: Groups
•
The Pupil Premium has successfully narrowed the performance gaps for disadvantaged pupils.
•
Of the 9 pupils who did not meet expected level in Y1 phonics check in 2012, 100% have now done so.
•
Disabled pupils and pupils with SEN (DSEN) make good progress at the school due to skilled
interventions by TA’s and an inclusive ethos that encourages all pupils.
•
There are currently no children in care at the school.
•
Gender differences in performance tend to be cohort specific due to the small size of the schools
cohorts.
.
•
3105 – Crich Carr CE Voluntary Controlled Primary School
2
Education Improvement Service
SCHOOL’S OWN TARGETS
Targets for 2014 (%)
Cohort size = KS1: 3
Level
KS1
Targets for 2015 (%)
Cohort size = KS2 :
7
Level
Cohort size = KS2 :
7
Level
4+
5+
6
2+L
3+L
KS2
4+
5+
6
2+L
3+L
Reading
100
71
0
100
42
Reading
86
42
0
86
28
33.3
Writing
100
71
0
100
42
Writing
86
42
0
86
42
33.3
Maths
100
57
14
100
28
Maths
86
76
14
86
42
Re+Wr+Ma
100
Re+Wr+Ma
86
2+
2b+
3
Reading
100
100
33.3
Writing
100
100
Maths
100
100
KS2
Is the current Y6 cohort on track to meet or exceed floor standards?
Reading, writing
Yes
Two levels progress Yes
Two levels progress
and maths (65%)
in reading (88%) ^
in writing (91%) ^
^ National figures 2013 shown in brackets
Yes
Yes
Two levels progress in
maths (90%)*
* National median 2012 shown in brackets
Evaluation on the appropriateness and challenge of targets
•
Targets are set in conjunction with, and progress is monitored by the headteacher, teachers and
governors. Targets are benchmarked and present a high level of challenge. Over time, the school has
broadly met its targets.
EVIDENCE FROM THE LAST 12 MONTHS USED TO SUPPORT SELF-EVALUATION AND KEY JUDGEMENTS
•
Ofsted Report (January 2013); RAISEonline; Pupil Tracking Data; Lesson Observations; Work Scrutiny;
Discussions with Parents and Pupils; Minutes of Governing Body Meetings.
Key judgement
Achievement of pupils at the school
Strengths:
•
•
Area(s) for
improvement:
•
•
Key judgement
•
Area(s) for
improvement:
Key judgement
•
•
Strengths:
•
Area(s) for
improvement:
Key judgement
•
Strengths:
•
SE grade
Outstanding
Pupils are exceptionally welcoming, polite and courteous. They are brimming with
confidence, but are not arrogant or cheeky. Their manners are exemplary.
Pupils discuss their school life with great maturity and enthusiasm.
Continue to strengthen the relationship with outside agencies in order to support
children with challenging behaviours.
Quality of leadership and management of the school
•
•
Good
Outstanding - 0%; Good - 100%; Requires Improvement - 0%; Inadequate - 0%
During the last 12 months, the quality of teaching has improved.
Teachers know their pupils very well and make good use of their accurate assessment
of pupil skills to plan activities that are well suited to their ages and abilities.
Excellent relationships between the staff and pupils result in confident learners who are
not afraid to have a go.
Continue to develop opportunities for younger children to learn through play.
Behaviour and safety of pupils in the school
•
Good
Pupil’s achievement in reading is very good.
Achievement in mathematics is good. More-able pupils benefit from being given the
same work as older pupils.
The need to improve pupils mental arithmetic skills to further improve progress in
numeracy.
Continue to deploy strategies to improve pupils spelling.
Quality of teaching in the school
SE grade
• Current evaluation of teaching* – (Number of staff 2)
•
Strengths:
SE grade
SE grade
Good
The school reports that safeguarding arrangements meet statutory requirements.
The headtechers excellent leadership sets the tone for the school. All staff and pupils
are equally valued and show a strong commitment to, and pride in the school.
There is a wide range of activities to check on the work of the school, such as looking
at pupils work. This effective self-evaluation enables the school to pin point areas for
development.
Continue to refine the school improvement planning processes to ensure the right
improvement priorities are identified.
•
Area(s) for
improvement:
Provision for spiritual, moral, social and cultural (SMSC)
Strengths:
Area(s) for
improvement:
Key judgement
•
•
•
This is a school in which all pupils show high concern and consideration for each other.
The curriculum effectively encourages cultural understanding such as Africa and India
weeks.
Continue to encourage pupils understand the multi-cultural society in which they live.
Overall effectiveness, including SMSC
SE grade
Good
* indicates good practice for dissemination beyond the school
3105 – Crich Carr CE Voluntary Controlled Primary School
3
Education Improvement Service
LINK ADVISER JUDGEMENT OF SCHOOL SELF-EVALUATION
•
•
•
The school’s self-evaluation is insightful and accurate because it is appropriately focused upon the need
to ensure continuing improvements to teaching and learning based upon a strong commitment to provide
a holistic educational experience for all pupils.
The impact of the pupil premium is now being rigorously evaluated.
Sports development funding is being appropriately deployed and performance management is closely
linked to the school’s improvement priorities.
LINK ADVISER JUDGEMENT OF THE DEVELOPMENT STATE OF THE SCHOOL
•
This is a good school with many outstanding features. The schools self-evaluation processes involve all
stakeholders and the school’s long term vision has been strengthened by the development of a five year
strategic plan. The headteacher’s leadership is excellent and highly effective at encouraging outstanding
relationships between all members of the school community. The school’s capacity for continued
improvement is therefore very strong.
Overall effectiveness
QDD programme
2012/2013
2013/2014
Good
Core Entitlement
Good
Core Entitlement
KEY AREAS FOR IMPROVEMENT
•
•
POSSIBLE SOURCES OF SUPPORT
Continue to improve pupil’s spelling by:
•
- establishing an effective baseline for all pupils from which to
begin;
- providing opportunities for pupils to practice their spelling
and handwriting in their handwriting books;
•
- providing opportunities for pupils to improve their spelling
through a variety of multi-sensory strategies deployed
across the curriculum;
- ensuring that pupils with DSEN are appropriately supported
through skilled TA interventions.
Provide more opportunities for pupils to learn through play by:
- establishing an outdoor learning area;
- ensuring the effective deployment of TA’s;
- ensuring the effective use of the Forest Schools experience
including the ‘Wild Wednesdays’ outdoor learning afternoon;
- continuing to work with the local authority to ensure practical
advice is effectively translated into good provision for
outdoor learning.
Focused joint evaluation of
teaching and learning on:
− 19 March 2014 at 8.45am
− The teaching of numeracy
Other external opportunities to
seek support:
− Through school cluster
activities.
Does the school want link adviser discussion with governors based on the SIRR?
Date and time of meeting(s) To Be Agreed
Personnel involved
Headteacher, governors and link adviser.
3105 – Crich Carr CE Voluntary Controlled Primary School
Yes
4

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