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Ofsted inspection reports

Click below to read our most recent Ofsted inspection report.

http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/102590

School performance tables

Click below to view our performance tables.

http://www.education.gov.uk/cgi-bin/schools/performance/school.pl?urn=102590&superview=pris

  

Please click on the link to view the full document, detailing our results and analysis for 2018.

2018-Results-and-Analysis.pptx

 

 

School Development Plan Strategic Priorities 2018/19

 

To cultivate a culture that enables staff and pupils to excel through unwavering high expectations in all areas.

  • Improve spelling across the school

  • Promote reading for pleasure

  • Develop boys’ writing

  • Ensure attainment and progress of more able in core subjects

  • 100% positive attitudes to learning

     

    Effectiveness of Leadership and Management

     To cultivate a culture that enables staff and pupils to excel through unwavering high expectations in all areas

  • All staff and pupils to know, understand and demonstrate school vision and values.

  • SLT and Governors to have a deep and accurate understanding of school effectiveness, informed by surveys and a rigorous programme of monitoring in order to respond and improve

  • Creation and implementation of robust system for monitoring to ensure high quality of teaching, learning and progress.

  • British values to be well-embedded through curriculum and Collective Worship and reflected in pupil voice and surveys

  • All policies and procedures are embedded and consistently followed.

  • Exemplary relationships between staff and pupils

  • Outcomes to be consistently improving for all pupils

  • Disadvantaged pupils to be making substantial improvement in progress

     

    Quality of Teaching and Learning

    Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively

  • Teachers use AfL strategies effectively to identify pupils’ common misconceptions and act to ensure they are corrected.

  • Teachers use pupil targets and (previous) end of year tests effectively to track progress and identify children who need extra support.

  • Teachers use pupil targets to identify more able pupils and plan tasks to deepen their knowledge and understanding.

  • Teachers use professional development opportunities to identify and implement effective strategies within their classroom. 

  • Teachers identify own targets and seek support in these areas form staff across the school.

  • Teachers promote positive attitudes to learning and ownership of learning. They use tasks and approaches to engage all pupils in their lessons.

     

    Personal development, behaviour and welfare

    For pupils to understand and actively keep themselves healthy, making informed choices about healthy eating, fitness and mental well-being.

  • The schools ethos, culture and environment promote emotional and physical health and well-being.

  • To provide pupils with a meaningful and personalised PSHE, healthy eating, physical activity and emotional health and wellbeing curriculum to support the needs of the learners.

  • Pupils are able to show progress in their health and are able to make informed choices about how to look after their bodies through fitness and food.

  • To identify and meet the needs of vulnerable children and young people.

  • To identify staff CPD needs for health and wellbeing and provides appropriate training in ensuring staff are role models.

  • To work in partnership with parents, cares, the local community, external providers and volunteers in the pursuit of healthy mind and body.

     

    Outcomes for pupils

    For the proportion of pupils making and exceeding expected progress in English and mathematics to be high compared to national figures

  • To ensure that 85%+ of pupils in KS1 make at least expected progress from GLD in reading, writing and maths

  • 87% Y1 pupils to pass phonics test

  • KS1 pupils working at expected:

    Reading 87%

    Writing 80%

    Maths 90%

  • KS2 pupils working at expected:

    Reading 90% (-3)

    Writing 90% (-3)

    Maths 93% (-2)

  • Internal pupil progress date to evidence 85%+ making at least expected progress from Summer 18 – Summer 19

  • Pupil progress data to be positive for KS2

     

    Effectiveness of the Early Years Provision, quality and standards

    Children to consistently demonstrate curiosity, imagination and concentration with exceptionally positive behaviour

  • Provision highlights the importance of curiosity and discovery, and how it can provide for the Characteristics of Effective Learning.

  • Learning Journeys have a range of child led observations based on behaviours and creative thinking, which contribute to end of EYFS judgements.

  • Continuous provision/ classroom layout is developed to encourage use of creative materials and open ended resources.

  • Children area able to speak in full sentences and with support can retell a simple story. CL and EAD observations contribute towards ELG’s.

  • Workshops and training offered to Parents and Nursery staff, as well as classroom visits and stay and plays.

  • Accreditation from ‘The Curiosity Approach’ gained as a quality mark for the school (Sep2018-Jan 2020).

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