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Self Evaluation

 

Five Elms Primary School : Summary Self-Evaluation 2016

School Context:

Five Elms is a larger than average-sized primary school with more than 500 children on the roll. 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 and Black African families as well as from a range of other minority ethnic backgrounds. There is a growing Lithuanian community (about 16%).  Nearly half 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. 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.

Overall Effectiveness : 2

Leadership and Management: (2 and continually improving)

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 2016. 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 the teaching alliance group of head teachers which has been established by the link adviser to carry out teaching and learning reviews in good and strongly improving local schools.  This is in order to continue to improve teaching and learning quickly.  Governors meet their legal obligations successfully in all areas including 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 and improving)

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 two academic years.

Attendance:

Overall attendance: 2015: 95.1%    2016: 95.5%     Persistent absence:  2015: 4.1%    2016: 9.8%  Attendance has improved. School was on track to meet 96.1% however figures were affected by seasonal illnesses in HT3. PA thresholds have increased from 85% to 90% therefore the figure for PA looks high in comparison with 2015.

The Quality of Teaching: (2 and improving)

Lesson observations in the Summer Term show that 85% teaching is good or better.  Strengths show evidence of good talk for learning strategies in use and throughout good pupil progress and engagement. The school continues to ensure marking is of a consistently high standard as evidenced in the books from last year.

The teaching of phonics in Year 1 has been much more effective this year as shown in the Y1 results where there is a significant improvement from last year.  

Maths teaching has improved; there is a good focus on problem-solving and reading.  Tracking has been refined to ensure shorter, more focussed interventions resulting in Pupil Premium data that shows that attainment was broadly at national averages for Ever 6 children at the end of KS2 and better than the performance of the whole cohort/ non Ever 6.

 

The Achievement of Pupils: (2) : Provisional Results 2016

EYFS

2014

2015

2016

Good level of development

75%

79%

82% (69%nat)

 

 

Y1 Phonics

2014

2015

2016

Working at required standard

75%

57%

77% (81%nat)

 

KS1

Working towards

At expected

Greater depth

Reading

19%

71% (74%nat)

41%

Writing

22%

68% (66%nat)

30%

Maths

19%

73%

                30%

KS2

Working towards

At expected

Combined RMW

Reading

45%

55% (66%nat)

42%( whole)

Writing

18%

82% (74%nat)

50%  (without SEN pupils)

SPAG

30%

70% (72%nat)

 

Maths

38%

62% (70%nat)

 

 

 

Progress Measures: Progress in maths was at national (0.4); progress in writing was above national (2.3); reading progress was significantly below national, but above the floor (-3).

Early Years Provision:

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 an upward trend with GLD well above average.

Next Steps

Analyse reasons for reading dip in KS2 results and put strategies into place to improve the reading attainment and progress measures.

 

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