Local Authority ReviewSoudley School 12 November 2015

Elizabeth Cooper - Her Majesty’s Inspector

Tim Foster - Education Advisor

The review covered…

Maths Literacy and intervention

groups

Met with pupils and parents

Heard readers from YR - Y6

Met with Governors

Met with EYFS, English and SEN

leaders

…and also…

Learning WalksBook Looks

Looked at pupil data

Single Central Record and

Safeguarding

School Self Evaluation

School development

Plan

Overview of Outcomes It was very positive An accurate view of the strengths and a clear grasp of the areas for improvement. Clear and ambitious vision . HT is ably supported by the team of teaching and support staff. Governors are committed to the school and give effective challenge and support. The curriculum engages pupils through interesting topics Science is a strength. From the evidence seen during the review, safeguarding appears effective. Parents feel well informed about their children’s learning and progress. ‘Teaching, based on the learning walks and on pupils’ books seen during the

review day, contributes to pupils’ positive progress. Positive features include the quality of relationships, interesting contexts which enable pupils to develop their ideas, staff subject knowledge, effective questioning and support from learning support workers (teaching assistants).’

Overall effectiveness of the School; we showed strengths in;

Leadership and management across the school Governance Pupils’ personal development, behaviour and welfare Much of the teaching, learning and assessment. ‘Outcomes [which]are mostly positive in each key

stage, with particular strengths in reading and some positive progress in mathematics.’

‘The Learning environment, the curriculum and pupils’ lessons provide very positive evidence of pupils’ spiritual, moral, social and cultural development.’

Distinct Features of Soudley School ‘Strong appointments and appropriate continuing

professional development have enabled staff to take on leadership roles confidently and effectively. These opportunities contribute significantly to the school’s strengths …. Makes the most of appointees’ strengths and additional expertise and … contributes to …distinctive elements of the school’s provision.’

‘The school has a highly inclusive approach towards all pupils, including those with more complex needs, whose personal development and welfare are well supported…... The Pathfinder programme plays a distinctive role in this support.’

EYFS

Children get off to a positive start in Reception and enjoy their learning, both in the classroom and in the outdoor area, where activities are effectively managed to promote children’s skills and understanding.

Children are well prepared for the transition to Year 1 and beyond.

What the school knows

• ‘The school is fully aware of the key areas for further development, including writing and the most-able pupils; and evaluation and planning confirm the school’s capacity to improve.’

Area for Development 1

• ‘Make sure that activities planned enable pupils to make gains in their learning. Occasionally, pupils’ work focuses more on completing an activity and less on the learning to be gained from this’

Area for Development 2

• ‘Making sure that resources are accessible to pupils could help them to improve their writing further, especially for the most-able pupils e.g dictionaries and thesauri .’

However, further in the report it says….• ‘Resources help pupils to make progress, for example, in

a lower-attaining Year 2 pupil’s book, there were photos showing the pupil’s progress in understanding when using Numicon.’

• There are clear resources areas in each room which the children do use; learning walls, resources drawers etc.

Area for Development 3Marking and feedback• ‘In their feedback to pupils, it is not always clear how pupils should respond. ‘• ‘Provide feedback to pupils in their books that requires their active response,

for example, through an instruction or an extra question.’ • ‘Make sure that pupils have sufficient planned time to complete corrections

and any additional tasks.’ • So…sometimes there is too much marking but it not always of benefit to the

learning. We need to make sure we are doing the right kind of marking, more consistently to have an impact on learning.

However the report also says…• ‘There is a consistent use of the colour-coded system to highlight strengths

and areas to improve or correct…. Marking is particularly helpful where teachers explain the learning, as impact of this extra support is seen in subsequent work.’

Area for Development 4

• ‘Pupils could, on occasions, make greater gains in their learning if they moved on to their individual activities, where teachers’ questioning has identified that they are ready for this, particularly in the case of the most-able pupils. ‘

• ‘Moving pupils on to their next learning activity as soon as they are ready could help them to make further progress..’

Area for development 5

Citizenship• ‘Pupils say that they learn about being a good

citizen occasionally, but it is evident from the curriculum and personal, social and health education, as well as other activities such as the School Council, that pupils may have more experience of this concept than they were able to articulate to the reviewer.’

• So we need to remind children what they do that is considered to be good citizenship

Area for Development 6

Writing – (using information from last July’s data)• Pupils make very positive progress in reading,

but there are greater variations in progress in writing, and to a lesser extent in mathematics. Although outcomes in writing are improving, the school correctly identifies writing as a continuing priority.

However….

The report goes on to say..Writing from book looks show how we are maximising opportunities for children to write and improve that writing and how we expect the same standards in writing whatever the subject.

…. Pupils’ exercise books show that they make positive progress. For example, six lines completed by a most-able Year 1 pupil at the start of September

developed into three coherent pages of story by early November. Pupils’ writing books include a range of different genres, including narrative and writing

for a purpose. Their mathematics books have appropriate balance across the different areas of learning. Pupils’ science books cover a thorough range of learning, including opportunities to

consider fair tests, which enable them to think scientifically, as well as completing experiments and preparing graphical data.

A Year 2 higher-attaining pupil prepared a sophisticated diagram to show examples of air resistance.

Pupils write with the appropriate scientific vocabulary and use ‘point – evidence – explain – link’ effectively in their responses.

The standard of presentation and expectations were the same in whatever subject was being studied.

Area for Development 7• ‘It would be an advantage if the learning

journeys referred to the different areas of development and the age band reached by children in the learning evidenced.’

• So these pages would also say which Early Learning Goal was being met together with its age related expectation e.g. Using and Exploring Materials 40 – 60 months secure.

Next Steps

• We were very pleased with the outcome of the report.• It reflects how well we work as a team for the children

both in their learning and personal development. • Look at the new information and data on children's

Outcomes (their progress and attainment) that we are collating currently; what does that tell us about the school is performing now?

• There are areas for development of which we are aware. We work on them together and all are relatively small and easily achievable.