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Self Evaluation

Self-Evaluation 2018 Five Elms Primary School: Summary

School Context:

Five Elms is a larger than average-sized maintained primary school with approximately 490 children on the roll. It is a member of PACE Ltd Trust, a collaboration of 8 local schools. The proportion of our children known to be eligible for free school meals is around twice the national average and our deprivation indicator is also well above average, giving evidence of the level of social and economic deprivation in the area we serve. Our pupils come from predominantly White British (27%) Black African (22%) and Asian (21%) families as well as from a range of other minority ethnic backgrounds. There is a stable East European community (about 16%, Lithuanian and Romanian being the largest groups). 63% of our children are learning to speak English as an additional language and, of these, the majority join with little or no English. We have an Additionally Resourced Provision with 20 places for pupils with deaf and complex needs. In this provision there are currently 20 children aged three to 11. Since September 2015 the school runs the borough outreach service for deaf children in mainstream provision. The school has a higher than national percentage of EHC (5.3%) which includes mainstream EHCs also. A higher proportion of pupils than usual join or leave the school at other than the expected times. Pupils start school below national expectations in literacy and numeracy.

The school was last inspected in March 2017 and judged to be good in all areas.

Overall Effectiveness : 2

Leadership and Management: (2)

Senior leaders work as an effective team to ensure that pupils and staff are all able to achieve well. Middle leaders have been supported to develop their skills in leading aspects of the school’s work; the latter have been involved in whole school teaching and learning reviews in order to test out the quality of live lesson observations and quality of work in pupils’ books thereby checking the impact of their work on pupils’ achievement. Senior leaders are robustly tackling the priorities set out in the School Development Plan of 2018. As a result of training, CPD opportunities, tighter monitoring of planning and implementation of clearer marking guidelines, lessons and work in pupils’ books support overall judgement of good teaching and learning. The curriculum is broad and balanced and there are good opportunities to use skills acquired in the core subjects to transfer to other areas of learning, (topic work as seen in writing books).  The strong focus however on English and Mathematics is having a clear impact on pupil’s achievements. The school has strongly moderated internally and with partner schools within PACE. This is in order to continue to improve teaching and learning quickly.  Governors meet their legal obligations successfully regarding safeguarding.

The vast majority of parents are very positive about the school and feel that their children are happy and safe.

Behaviour and Safety of Pupils: (2)

SMSC is strong throughout the curriculum with opportunities for children’s development in all the aspects provided via different areas of study and a focus on learning behaviours. Behaviour is good in the school. There have been no exclusions in the last three academic years.


Overall attendance: 2016: 95.5%  2017: 95.1% 2018: 95.3%  Persistent absence:  2016: 9.8%  2017: 8.6%  2018: 8.4% Systems to address absence are robust. PA is reducing over time – Autumn 18 PA stands at 4.8%.

The Quality of Teaching: (2)

Inspection and external review find the quality of teaching is good or better.  Strengths show evidence of good vocabulary strategies in use and throughout good pupil progress and engagement. The school continues to ensure books clearly reflect the good achievement of the pupils.

The teaching of phonics in Year 1 has maintained its effectiveness this year as shown in the Y1 results where improvements made last year have been sustained.

Maths teaching has improved; there is a good focus on problem-solving. Teaching of reading has focussed on language acquisition, comprehension skills and vocabulary.Tthere have been improvements, Ofsted found the quality of teaching to be good, and the impact is beginning to show in the data. Current reviewing of data identifies that lower middle achievement and higher ability achievement continue to be focus points for improvement. The school has joined the Achievement For All 2 year programme from January 2019 in order to build on the work already started. The school is also currently prioritising redevelopment of the curriculum, improving vocabulary acquisition and knowledge transfer between subjects to improve outcomes.

The Achievement of Pupils: (2) : Provisional Results 2017





Good level of development




Y1 Phonics




Working at required standard





Working towards

At expected+

Greater depth















At expected

              Greater Depth            



64% (71%nat) +10%

                20% +12%                    



75% (74%nat) -2%

                 7%   -2%



81% (77%nat) +14%

                34%  +14%



71% (75%nat) -8%

                17%  +2%

Combined RMW: 55%  (78% no SEN)

Progress Measures: Progress in maths and writing were below average. Progress in reading was well below average, but improved from 2017.

Early Years Provision: 2+

The school SEF says that Teaching and Learning are strongly good with some outstanding features in this crucial area of development and the Link Adviser having reviewed the evidence agrees with this Early Years results show a consistent trend with GLD well above average.

Next Steps

Continue to implement reading strategies in KS1 and KS2.

Begin Achievement for All programme, focussing on lower middle and higher ability achievement.

Redesign the wider curriculum to improve vocabulary acquisition, knowledge transfer and progression.

Meet all national measures in 2019.

Continue to develop Early Years outdoor provision (Ofsted).

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