Self Evaluation Form 2014 - 15 - Kennington Junior...

Kennington CE Junior School SEF 2014 - 15

KENNINGTON CE JUNIOR SCHOOL

Self Evaluation Form 2014 - 15

Last updated: September 2014 Headteacher: Mr Steve Ive Deputy Headteacher: Mrs Cheryl Chalkley Chair of Governors: Mr Mike Wharrad


Section 1

INTRODUCTION

School Context Kennington is a three form entry Junior School situated to the North of Ashford, drawing pupils from a wide and socially diverse area. We are a Church of England

(Controlled) school, and have developed strong links with the local church to support and maintain our Christian ethos. The whole school selected five key Christian parables to symbolise our values.

We are currently a Local Authority School but are likely to convert to academy status during the current academic year sponsored by The Diocese of Canterbury.

Our vision for the school is rooted in raising the attainment, self esteem and confidence of all learners by providing appropriate levels of challenge and developing their resilience, independence and empathy.

Kennington has an area of socio-economic deprivation (Bybrook and Bockhanger) and about 20 - 25% of our pupils live in this area. Other pupils come from slightly more affluent areas.

The proportion of pupils on the SEN register is 17%. No pupils currently have a statement of special educational needs.

13% are eligible for FSM; 23% are eligible for Pupil Premium (July 2014).

1 pupil is on the CP register and 1 is a Child in Need. There are 5 TAFs. 2 children are LAC The Deputy Head leads a well being team which includes 2 learning mentors, a FLO and SENCo.

Kennington largely reflects the ethnic, religious and socio economic make up of Ashford. This is predominantly white British (82%) with no more than 7 pupils from any of our 22 different ethnic groups such. 8% of pupils have EAL but all but two of these are advanced bilingual. Some have religious beliefs other than Christian.

Our SLT is well established. The HT has been in post since April 2008 after being the DHT at Kennington and another Ashford primary school. The DHT was appointed in September 2008, with previous experience of deputy headship at a local village school. The SENCo was HT at a primary school before starting here in February 2012. Four senior year group teachers are also part our leadership team.

Almost our entire intake in Year 3 transfers from Downs View, the nearby infant school. Our transition procedures from Year 2 to Year 3 are very well developed and include specific actions to support both pastoral and pedagogical transition.

The last major improvement in our buildings took place in 2001 when 3 classrooms and a new hall were built. A modernisation programme in 2004 was to have replaced the nine ‘temporary’ classrooms erected in the 1950s. Funding for this was cancelled in 2008, leaving the school short of space for intervention teaching of individuals and small groups.

The school has invested over £50000 since April 2013 to improve our classrooms and the cloakrooms. A PE store was built in 2014, which has subsequently provided improved storage for other curriculum resources and freed up an additional space for teaching small groups of pupils.

The school is well resourced, especially in ICT. In addition to a computer suite, all classes are equipped with 10 laptops. The wide range of software and hardware available as part of normal lessons means that ICT plays an important role in enabling independent learning.

Sport takes a prominent role in the school. All children have the opportunity to develop their skills and take part in a wide variety of competitive sporting activities, both internally and in competitions with local primary schools. Our curriculum includes the full spectrum of PE activities, including swimming which is taught in


Years 3, 4 and 5.

Our relationship with parents is strong. The PTFA raise substantial additional funds for equipment and resources. In 2013 they invested £8000 in an outdoor classroom.

Until January 2014 the school has been disadvantaged by regular prolonged absences of several class teachers through illness, suspension and maternity leave.

Main Strengths Reading and writing at L4+ and L5. In 2014 we achieved our highest levels for both attainment and progress

Level 5 attainment in maths was also at its highest in 2014 along with our best results for two levels of progress

Strong, focussed and cohesive SLT

Development of middle leadership, particularly the Senior Year Group Leaders

Greatly improved understanding and contribution of our governors through school visits and access to data

Improved frequency of good and outstanding teaching in all year groups

Experienced SENCo who has reviewed and reorganised provision for pupils with SEN.

Our relationship with Downs View, particularly in our pastoral and pedagogical transition arrangements and links with teachers in all year groups

Pupil attendance is above 96%, evidencing the children’s stated enjoyment of school

Parental support of the school, particularly the PTFA and their satisfaction with our work

Provision of opportunities and achievement in sport for pupils of all abilities, resulting in consistent successes in local competition, particularly football and athletics

Pastoral care and commitment to pupil well being, particularly through the work of our learning mentors and FLO

Our links with St Mary’s, the local church and associated Christian organisations.

Wide range of extra curricular provision through staff run clubs and out of school visits, including a residential week in Year 6

Key Priorities Increase progress and attainment in mathematics in all year groups (see School Plan Priority 1a)

Increase progress and attainment in writing in Cohort 2017 (see School Plan Priority 1b)

Secure the progress of our new intake (Cohort 2018) and build effectively on attainment in KS1 (see School Plan Priority 1c)

Improve consistency in the quality of teaching and learning to 100% good with 50% outstanding. (see School Plan Priority 2a)

Implement an effective method for assessing progress and attainment for the 2014 National Curriculum (see School Plan Priority 2b)

Work collaboratively with schools in our local hub and other junior schools to improve the quality of teaching and learning, particularly in maths (see School Plan Priority 4.2)

Continue to develop the leadership skills of our Year Group Senior Teachers (see School Plan Priority 4.1)

Ensure our Governing Body continues to make an effective strategic contribution to school development (see School Plan Priority 4.3)

Review our Key Christian Values and promote them throughout the school (see School Plan Priority 5.1)

Successful completion of NPQH training for our DHT (see School Plan Priority 4.4)

Successful conversion to Academy Status through Diocese sponsorship


Section 2

KEY ISSUES FROM PREVIOUS INSPECTION

Kennington CE Junior School was judged to have serious weaknesses in its last Ofsted report in May 2013. Overall judgements were:

Achievement of pupils: inadequate

Quality of teaching: requires improvement

Behaviour and safety: requires improvement

Leadership and management: requires improvement

Key Issues from the report: 1. Improve teaching so that it is consistently good or better by:

- Ensuring that planned activities are more interesting and challenging, especially for pupils of average and higher ability - Improving the pace in lessons so that higher-ability pupils are moved on to more challenging work more quickly. - Ensuring that assessment of pupils’ progress is more accurate, particularly in reading and mathematics, and that teachers use the information to better match

tasks to pupils’ abilities.

School Actions: Inset provided by County Cross Phase Literacy and Maths Consultants, included training and advice on organising successful guided reading sessions, especially the

independent task; promoting language and literacy in the classroom; reading corners; assessment of reading; assessing and levelling maths. Teachers given additional reference documents for assessment and planning.

Regular lesson observations of all teachers in English and maths undertaken by SLT focusing on pace, differentiation, provision for L2c/2b and challenge for L3 learners

Ongoing training for teachers and TAs ( e.g. coaching and mentoring; Numicon; Blooms Taxonomy/effective questioning; new National Curriculum; SEN; Kagan; SPaG; maths calculations)

Informal targets for 2 teachers graded as RI were implemented. They attended ELC and had opportunities to observe good practice. The DHT and SENCo provided regular support through team teaching.

English SL monitored QFT in guided reading lessons during Term 2

Maths subject leader monitored how school scheme of work Abacus is being used to ensure QFT

4 teachers completed the Outstanding Teacher programme

Changes made to our PPA arrangements so year group teachers meet together weekly

Maths and English SLs worked collaboratively with local hub SLs to develop a calculation policy and to provide supportive teaching materials for writing and the new National Curriculum.

RE and Science SLs completed lesson observations, work scrutiny and pupil voice discussions.

Cross Key Stage teacher from DV supported teaching in Year 3 in Terms 1 – 3.

In Term 3 SLT observations and work scrutiny focused on standards of writing across the curriculum with HA pupils in the upper key stage. Discussions were held with a


pupil in each ability group in each class, with their work in English, history, RE and science. Pupil Premium pupils were selected whenever possible.

A Teaching and Learning review was undertaken by SLT. This included two weeks of observations and individual work scrutiny with the class teachers of English, maths, science, topic and RE books, focusing on L2c, 2b and L3 pupils.

Inset at staff meetings focused on Value Led Learning and pedagogical development of concepts. Joint work scrutiny was undertaken and a unit of work was taught in each year group on ‘Time’. This was monitored by SLT and learning outcomes were discussed at a staff meeting.

Cross phase writing project undertaken with feeder infant school. Outcomes reviewed and moderated at a joint staff meeting, leading to an exhibition of work and an exemplar of work booklet for future reference.

Impact:

Analysis of outcomes from the teaching and learning review showed that the standard of teaching and learning was good or better in 84% of classes (11 out of 12).

Despite intensive support, one teacher had not been consistently good, but was on a temporary contract and had now left the school. Improved focus for learning

objectives, differentiation for lower ability pupils, response to marking and reducing lesson content should be our focus in the next year.

Teachers identified two key values they believed would have the most impact on learning (independence and enthusiasm). Monitoring and evaluation focused on this.

Emerging evidence but this will need to be developed in 2014 – 15 as part of a school wide focus on improving attainment and progress in maths.

Teachers have developed an initial understanding the new National Curriculum and are more confident about planning for the new requirements.

Greater awareness of the need to communicate clearly and concisely to improve the progress of SEN pupils.

New long term plans have been developed which will revamp older plans and provide opportunities to create relevant links and make learning engaging.

Teachers have a high degree of competence and accuracy in levelling pupils work and this has been verified by the LA.

Clear agreement with our feeder infant school regarding levelling writing. Parental understanding also improved. 2. Improve attainment and accelerate the progress of pupils

- Providing opportunities for pupils to write at length and practise their writing skills across all subjects. - Ensuring that pupils are able to apply their mathematical knowledge in investigations and in real-life and problem-solving activities.

School Actions: Subject leader actions plans contain ways of providing opportunities for teaching writing in other subjects and cross curricular maths links

Staff Training Day (joint with other hub schools) on ‘Writing for Real’ (Part 2) from Stephanie Austwick, including working alongside teachers in class to provide bespoke support and advice. Additional whole school training on modelling and guided group work in writing.

Enterprise project undertaken to provide a focus for real life problem solving in maths.

Maths SL worked with SLs from two other schools to write school scheme of work for maths. Abacus purchased as the main resource.

Links made with good or outstanding schools to improve standards in reading at L2c/2b; maths at L6 and L2c/2b and writing across the curriculum

Return to school sessions took place for Y6 pupils in August focusing on real life English and maths tasks. An Easter School was held in mid April for Y6 pupils.

Additional TA employed to support writing across the curriculum

Additional TA employed in Year 6.

Regular teacher moderation of writing in English and history, geography, RE and science

An extra class/set was provided for Y6 pupils for English and maths lessons each morning from January to May.

SLT members implemented a mentoring programme for pupils in Y6 who were underachieving in writing and/or maths


In Term 3, our G & T coordinator supported the most able pupils in maths in Y4, 5 and 6 on a weekly basis. Some sessions for Year 6 gifted mathematicians were provided by an independent advisor.

In Term 3 SLT lesson observations and work scrutiny focused on provision for specific children making slow progress in maths (raised in the December Pupil Progress Meetings)

In Term 4 the HT undertook focused observations and interview took place to evaluate the progress in writing across the curriculum with higher ability pupils in Y5 and Y6.

Teachers received training on using vulnerable group data for their class

The SENCo compiled individual case studies of all our pupil premium pupils. This evidences progress and shows the additional and in class support they have received (including costs) and the impact of it.

TA support for maths in Y5 was redirected in Term 4 to ensure support was directed to pupils whose progress is slower than expected.

1:4 maths tuition was provided during Terms 4 & 5 by our G & T co-ordinator to support Y6 pupils in SATs.

From mid May to the end of June two extra classes with TAs were established to provide smaller teaching groups and improve progress in Y5.

In Term 6, a TA provided maths intervention during each afternoon for pupils in Y5 on a 1 to 4 ratio.

An additional class for maths was established in Y4 from April to July. Impact: Cohort 2014 (Year 6)

Progress (APS) for Y6 pupils at highest levels ever in reading (12.8; up from 11.2 in 2013) and writing (12.5 up from 12.2 in 2013). Maths equal highest (11.9 the same as

2013).

Attainment at the end of Y6 at highest ever levels in most areas

- reading: L4+ 94% (2013 88%); L5 53% (2013 48%)

- writing: L4+ 90% (2013 89%); L5 36% (2013 37%)

- maths: L4+ 84% (2013 84%); L5 40% (2013 39%)

Level 6 attainment slightly down in all subjects

Attainment in SPaG down: L4 69% (2013 89%) L5 46% (2013 54%)

Combined reading, writing and maths slightly up at L4+: 76% (2013 75%) and slightly down at L5: 22%

Progress when measured using the accurate KS1 L3 assessments (from 3c not 3b) show even more encouraging improvements:

- Reading 13.4; writing 13.0; maths 12.4

From attainment on entry tests - Reading 15.1; writing 13.2; maths 13.1

Cohort 2015 (Year 5)

- The end of year milestones were met or exceeded in all subjects

- Recent progress is largely on track or accelerating and is on track to achieve 13-14 APS in reading and 12-13 APS in writing and maths.

- Reading is a strength and writing progress has accelerated since January.


- Maths is the main area of concern. Despite the extra provision progress has not accelerated at a fast enough rate. The additional class will continue from September

2014 in both maths and English.


- Progress was marginally below the end of year milestones in all subjects but is still on track for 13-14 APS in reading and writing and 12-13 APS in maths.

- The weaker recent progress in maths and writing has been due to teaching in one class. This issue has been addressed and resolved.

- Reading is strongest and maths is the area of most concern, especially the progress of the middle and lower ability pupils. Despite being worthwhile, the additional

maths group did not have as much effect on accelerating progress as was anticipated. However, it did contribute to resolving weaknesses in teaching in one class.

- The extra maths and English group will continue in Term 1 in September 2014.


- There is a mixed picture: in year progress was well above the milestone in reading, largely on track in maths but well below in writing.

- Reading progress continues to accelerate and is on track for at least 14 APS by the end of KS2.

- Writing progress is the main area of concern although recent work scrutiny and lesson observations show that the quality of teaching is good. Genres and planning

will be reviewed as part of our evaluation to address this issue both with this cohort in Year 4 and the new Y3 pupils.

- Maths progress is on track for at least 13 APS but the lower ability pupils need to be closely monitored to ensure they do not slip behind.

- The classes have been re-organised for 2014 -15 to ensure that there is an equal balance of ability

3. Strengthen leadership and management so that they are better able to raise standards by: - Making the checking of the quality of teaching and learning better by having a specific, subject-related focus which is linked to the school’s plans for improvement - Continue to improve the skills of middle leaders so that they can effectively monitor, evaluate and lead in their areas of responsibility - Ensure that plans for improvement are effective in bringing about rapid improvements in all aspects of the school’s work especially those relating to the monitoring

of attendance

School Actions: SLT restructured by appointing a senior teacher for each year group

English subject leader trained as a county moderator.

Maths and English subject leaders worked closely with other schools in our hub

HT and DHT completed Inspiring Leadership inset

Impact reports completed termly by senior teachers and phase group leaders

HT visited Sandwich Junior School to research approaches to accelerating progress from KS1

HT and HT of Roseacre Junior School jointly observed maths lessons in both schools to address issue of common concern (L2c/2b progress, pace and challenge)

Lesson observations undertaken by SLs of English (guided reading); maths; RE; science and PE

Governors participated in a two Focus Days on maths and writing.

Middle Leaders successfully completed their training and made a presentation to our staff and the teachers on the course.

LA Improvement Advisor worked with our middle leaders (4 sessions), the SLT (one session) and one joint evening inset focussing on distributive leadership.

SENCo completed 4 days training for Ofsted inspectors.


DHT successfully completed the assessments procedure for acceptance onto the NPQH

Impact: Inspiring leader inset resulted in staff training on a value led curriculum (in maths) and prompted ideas for next school plan. Presentation made to other

participants and representatives form the LA.

Collaborative SL work produced some joint curriculum planning and revamped school scheme of work to support the teaching of the new maths curriculum.

English subject leader able to use training as a moderator to support and improve assessment of writing. Collaborative work with SL from feeder infant school led

to joint writing project and moderation work with both schools with a subsequent improvement in teachers’’ understanding.

Next steps for the development of middle leaders’ leadership skills will focus on improving their evaluative skills and pro-activity.

Please also refer to phase leaders’ impact reports Further details about the impact of these actions are included in the following sections of our SEF:

Section 3 (Achievement P.9)

Section 4 (Quality of Teaching P.11)

Section 5 (Leadership P. 16)


Section 3: Achievement

This is the impact of our actions described in Section 2 Please also refer to our 2013 – 14 end of year data analysis

Year 6 (Cohort 2014) End of Key Stage 2 Assessments

There has been an increase in attainment at L4+ and L5 both in 2013 and 2014. We have achieved our highest ever levels in all subjects in 2013 and then (apart from SPaG) improved again in 2014.

Level 6 attainment was slightly down in all subjects

76% of pupils attained L4+ combined in reading, writing and mathematics, exceeding the floor standard of 65%. 22% of pupils attained L5 combined.

Our highest levels of progress were also achieved. National expectations for progress were met in reading (93%) but were slightly below in writing (90%) and maths (86%)

Analysis of pupils who made 2 levels of progress from attainment from KS1 shows the following strengths and weaknesses: Reading

- Strengths: L2b and L2a - Weaknesses: L1 and L2c

Writing - Strengths: W, L1, L2a and L3 - Weaknesses: L2c and L2b

Maths - Strengths: L1, L2b and L2a - Weaknesses: L2c and L3

In year progress met our milestone of 3.5 APS in writing, but was slightly below in reading and maths.

Progress from KS1 was above 12 APS in reading and writing and only slightly below 12 APS in maths. Our target of 14 APS was not met

Vulnerable groups: - Reading strengths: girls; SEN SA; L1; L2c; L2b; L2a - Reading weaknesses: SEN SA+; FSM - Writing strengths: girls; non PP; EAL; L1; L2b; L2a - Writing weaknesses: FSM; SEN SA+ - Maths strengths: EAL - Maths weaknesses: SEN; L1; L2c

Progress (APS) is at our highest levels ever in reading (12.8; up from 11.2 in 2013) and writing (12.6 up from 12.2 in 2013). Maths is equal highest (11.9 - equal to 2013). Progress when measured using the accurate KS1 L3 assessments (from 3c not 3b) evidence our improvements more accurately:

- Reading 13.4; writing 13.0; maths 12.4 Progress is good when measured using from our attainment on entry assessments

- Reading 15.1; writing 13.2; maths 13.1


Year 5 (Cohort 2015) The end of year milestones were met or exceeded in all subjects

Recent progress is largely on track or accelerating. It is on track to achieve 13-14 APS in reading and 12-13 APS in writing and maths.

Reading is a strength and writing progress has accelerated since January.

Maths is the main area of concern. Despite the extra provision progress has not accelerated at a fast enough rate.

Vulnerable groups: - Reading strengths: SEN SA+; L1; L2a - Reading weaknesses: SEN SA; L2c - Writing strengths: L1 - Writing weaknesses: SEN; FSM; PP; L2c; L2b; L3 - Maths strengths: EAL; L3 - Maths weaknesses: Sen; FSM; PP; L2c; L2b; L2a

Year 4 (Cohort 2016)

Progress was marginally below the end of year milestones in all subjects but is still on track for 13-14 APS in reading and writing and 12-13 APS in maths.

The weaker recent progress in maths and writing has been due to teaching in one class. This issue has been addressed and resolved.

Reading is the strongest subject.

Maths is the area of most concern, especially the progress of the middle and lower ability pupils. Despite being worthwhile, the additional maths group did not have as much effect on accelerating progress as was anticipated. However, it did contribute to improving weaknesses in teaching in one class.

Vulnerable groups: - Reading strengths: girls; SEN SA; FSM; L2c; L2b; L2a - Reading weaknesses: SEN SA+; L1; - Writing strengths: SEN SA+; L1; L2b - Writing weaknesses: L2c; L2a; L3 - Maths strengths: L1 - Maths weaknesses: L2b; L2a;

Year 3 (Cohort 2017) A newly appointed teacher was absent on long term sick leave from the second week of Term 1 and subsequently resigned. Although a good substantive teacher

was appointed in January 2014 this had a marked adverse effect on progress in this class.

There is a mixed picture: in year progress was well above the milestone in reading, largely on track in maths but well below in writing.

Reading progress continues to accelerate and is on track for at least 14 APS by the end of KS2.

Progress in writing is the main area of concern. Progress is on track for 11 – 12 APS. However, recent work scrutiny and lesson observations show that the quality of teaching is good.


Maths progress is on track for 12 - 13 APS but the lower ability pupils need to be closely monitored to ensure they do not slip behind.

Vulnerable groups: - Reading strengths: SEN SA; EAL; L1; L2a - Reading weaknesses: SEN SA+; L2c; L2b; - Writing strengths: L1 - Writing weaknesses: All groups especially FSM, PP, EAL, L2c, L2b - Maths strengths: SEN; L1; L2c; L2a - Maths weaknesses: EAL; L2b; L3

Summary Although attainment and progress since KS1 are now at our highest ever levels the proportion of pupils making good progress is too low, particularly in maths.

Key areas for improvement:

Progress in maths in Cohort 2015 (SEN, FSM, PP, L2c, L2b, L2a)

Progress in maths in Cohort 2016 (L2b & L2a)

Progress in writing in Cohort 2017 in all groups (FSM, PP, EAL, L2c, L2b)

Secure the progress of our new intake (Cohort 2018) and build effectively on attainment in KS1

Achievement Judgement: Requires Improvement Kennington, along with many other junior schools, have major concerns with the incompatibility of the assessment methods and materials used for reading and maths in KS1, compared to those used in at the end of Key Stage 2. The school has worked closely with Downs View to try and address this but it is still clearly reflected in the differences in APS when calculated from our own attainment on entry assessments and progress derived from end of KS1 SATs. We also calculate APS using the data supplied by our feeder infant school which identifies those pupils who attained L3c in KS1. The fact that these pupils are credited with L3b makes our APS scores significantly lower.

Cohort 2014 APS from KS1 SATS APS from Level 3c data

APS from attainment on entry

Reading 12.8 13.4 15.1

Writing 12.6 13.0 13.2

Maths 11.9 12.4 13.1

Similar comparative differences are also evident in APS in all other year groups.


Section 4: Quality of Teaching

Our 2013 Ofsted inspection judged 84% of observed lessons as good (16 out of 19). There were no outstanding lessons. 3 lessons required improvement but two of these lessons were taught by temporary supply teachers. Key Strengths:

During May and June 2014 the SLT conducted its own Teaching and Learning Review. Through triangulation of evidence (2 or 3 lesson observations per teacher, work scrutiny and progress data) it was concluded that the quality of teaching was at least good in 11 of the 12 classes. The teacher who required improvement was given substantial additional support and monitoring but was on a temporary contract and has been replaced. Two teachers are on maternity leave in 2014 – 15.

July 2014 Y3 Y4 Y5 Y6

Grade 2;2;2 1;2;3 2;2;1 1;2;2

Overall during 2013 – 14, 136 lessons were formally observed of which 102 were graded. Some observations were untaken jointly with the LA, HMI or HT colleagues from local schools. 75% were good or better (11% were outstanding, 64% were good) and 22% required improvement. Of the 24 lessons that required improvement 20 lessons were taught by two teachers. There were 3 inadequate lessons all taught by the same teacher who has now left.

Additionally 24 focused observations of pupils were undertaken in maths in relation to outcomes from Pupil Progress Meetings. In Y5 and Y6 focused observations and interviews took place to evaluate progress in writing across the curriculum with higher ability pupils.

Four teachers have completed the Outstanding Teacher Programme.

Additionally, in October 2013, a Local Authority Teaching and Learning Review observed 14 lessons with 71% graded as good or better. Two lessons were graded as outstanding.

Lessons regularly include: - Learning objectives and success criteria that are shared with pupils - Effective modelling by teachers - Improved differentiation, ensuring tasks meet the needs of learners, particularly in extending the more able - Pace and challenge for pupils of all levels of ability - Good use of IT, particularly visualisers, to use examples of pupils’ work to improve learning - Good support for pupils with SEN

Work scrutiny by SLT, subject leaders and teachers has judged presentation to be good with pupils taking pride and care in their work. There has been a particular improvement in RE, science and topic work.

Teachers are using marking for improvement assessment for learning to plan or alter lessons on a daily basis

Teachers make effective use of data to group pupils and plan units of work

Pupils have a clear understanding of their individual targets for writing

A programme of pupil progress meetings has led to specific targets for improvement for individual pupils and groups

Teachers are aware of their accountability for the progress of their class.


Key areas for improvement:

Develop teachers’ and TAs’ pedagogical understanding in maths.

Refine teachers’ understanding of focussed learning objectives to ensure outcomes are clear

Unit outcomes in relation to the 2014 National Curriculum are determined in advance of detailed plans

Pre unit assessments are embedded for writing and introduced for maths

Continue to improve teachers’ ability to use A4L from good to outstanding

Raise the proportion outstanding lessons and teaching

Develop an effective method of assessment for the 2014 National Curriculum in collaboration with local schools and national, county and Diocese advice

Ensure two new teachers (one NQT covering a maternity leave) are effectively inducted and are quickly enabled to teach consistently good lessons

Quality of Teaching Judgement: Good


Section 5

Behaviour, Safety and Well Being

In 2013 Ofsted graded behaviour as requires improvement but wrote that “pupils are polite and courteous. Pupils’ behaviour around the school, in the playground and in assembly is a strength”. Key Strengths:

Teachers consistently apply the School Behaviour Policy to ensure effective learning. Records show that the use of time out from lessons is infrequent. - The HT uses internal exclusions to good effect in the small number of cases where this has been necessary (5 pupils). This has kept fixed term exclusions at a

very low level. There were three fixed term exclusions in 2014 - 15, one of two days (for physical assault on another pupil and two of one ½ day (both for refusing to obey the instructions of the headteacher). Two pupils were involved in these incidents.

Behaviour for learning is good as pupils usually view learning as interesting and fun

Children’s attitudes to learning are positive and they are keen to support each other.

Pupils have the opportunity to take on positions of responsibility (e.g. school council; school buddies; assisting in transition activities)

Pupils feel safe in school and know who to speak to if they have worries or concerns.

Bullying and racist incidents are infrequent and dealt with effectively when they occur: Racial Incidents 2014 -15

- There were four recorded incidents. All were verbal and two were made by pupils who were largely ignorant of the meaning of the words they were using. Bullying incidents 2014 - 15

- There were four identified incidents (not to be confused with arguments, disagreements or friendship issues). All were of a verbal nature and were dealt with using the schools’ policy. To our knowledge they have not re-occurred.

All classes have regular updates about on-line safety as part of their IT curriculum.

The school has very caring relationships based on its stated Christian ethos. This is enhanced by the work of our learning mentors and FLO. Pupils, staff and governors were all involved in determining our Five Core Christian Values.

Parents are very supportive of the school in dealing with individual cases of poor behaviour

Attendance is consistently good (96%+) and the school has effective procedures for monitoring absence.

Transition at both Y2/3 and Y6/7 is very well managed and support for vulnerable, SEN, EAL and disabled pupils is good.

Site security is regularly reviewed and improved. The Single Central Record is well maintained and regularly checked by governors.

Strong Child Protection procedures are in place and regularly reviewed with all staff. The HT, DHT and SENCo are trained DCPCs.


Key areas for improvement

Continue to improve the attendance of the few pupils whose record is below 90%.

Include a method to reward pupils whose behaviour is always good

Develop a curriculum that allows pupils to consistently display independence, a love of learning and thirst for knowledge

Behaviour, Safety and Well Being Judgement: Good


Section 6

Leadership and Management

Since our 2013 Ofsted inspection our SLT has been restructured. It now comprises of the HT, DHT and SENCo, along with four Year Group Senior Teachers who were appointed in September 2013. The Deputy Headteacher leads the Upper Phase with the SENCo undertaking a similar role in Years 3 and 4. Each Leader writes a termly impact report. Leadership capacity is good. Key Strengths:

As a result of changes initiated by the SLT, attainment, progress and teaching have continually improved every year since 2010.

SLT judgements on the quality of teaching are accurate – they have been validated by Ofsted and the LA.

Effective inset has been undertaken. The HT and DHT completed the LA’s Inspiring Leadership programme; three year group senior teachers participated in the Middle Leaders training; our SIA has led a leadership team development programme with us.

Effective links with our local junior schools have been developed. This includes joint HT lesson observations to validate judgments.

The HT has ensured that collaborative work with schools in our local hub has been effective in improving provision and opportunities in maths and English. He also takes a leading role in strategic planning for local HT meetings.

Our support and commitment to other local schools. The HT is Chair of the Mid Kent 11+ HT Appeals Panel and co-ordinates the appeal process for the LA. He is also Secretary of the Ashford Primary School Sports Association. The DHT is Treasurer of this association.

The DHT takes a leading role in organising and leading meetings for DHTs in Ashford.

Governors receive good information. They have a good balance of skills, experience and expertise and are proactive in their links with the school. The Chair provides good leadership ensuring the school is held to account over progress and attainment. Leadership succession has been determined.

A very effective partnership has been developed with the HT and SLT at Downs View which has had a positive impact on learning and transition.

Although inexperienced, the leadership of English and maths is becoming stronger. These leaders have a better grasp of progress and attainment in their subject and are becoming proactive in initiating improvements. They have both worked effectively with other subject leaders in our hub and led staff inset. The English subject leader is now a trained moderator for writing for the LA.

Leaders of Science and RE have undertaken lesson observations and work scrutiny to initiate improvements.

School communicates well with parents. The appointment of a Publicity Officer has enhanced our communication methods and engaged further support.

Teaching Assistants are well led and managed by our SENCo, ensuring good provision for pupils with SEN.


Key areas for improvement

Develop effective distributive leadership with our subject leaders for maths and English/Year Group Senior Teachers

Ensure our Governing Body continues to make an effective strategic contribution to school development

Successful completion of NPQH training for our DHT

Successful conversion to Academy Status through Diocese sponsorship ensures no loss of momentum or focus

Leadership and Management Judgement: Good


Section 7

Collective Worship/SMSC

Strengths

Strong links with our local parish church and willingness to embrace opportunities that arise from this well established relationship

Commitment on the part of the senior leadership to enhance the distinctive Christian character of the school

Contribution of different leaders to collective worship

The school has two experienced learning mentors that provide timely support for pupils with emotional problems that affect their learning

The school involves pupils in its mentoring and pastoral support by training buddies in Year 6 with Year 5 pupils supporting transition from Year 2

Sport is a strength in the school. Competition and participation are valued in equal measure and a wide range of opportunities are provided

Area for development

Review and revise our Christian values and ensure they are visibly apparent embedded into the daily work of the school

Develop a new area for spiritual reflection within the school grounds

Continue to promote the distinctive Christian character of the school through displays and symbols

Evaluate how our Collective Worship develops the spirituality of all stakeholders in the school

Re-promote the work and involvement of our School Council


Section 8

Overall Effectiveness: Good

Kennington CE Junior School is a good school because: - Trends over the past three years show that progress and attainment has continued to improve and is now between 12 - 13 APS in reading and writing and very

close to 12 APS in maths. Using more accurate measurements progress exceeds 13 APS. The proportion of pupils making two levels of progress in reading and writing broadly matches national expectations.

- Attainment is broadly in line with, and sometimes higher than, national expectations. There has been a rising trend in the proportion of pupils making two levels of progress in mathematics since 2011.

- The standard of teaching and learning is good and consistency between year groups has improved - Evidence in books shows improved progress. Pupils take pride in their work and standards of presentation are good - We provide a broad and balanced curriculum for its pupils. - Our children behave well and are polite and courteous. Attendance is good. - Our children feel safe and happy and are motivated to learn - We have developed good relationships with parents. The school is well supported by them, which contributes to the children’s progress and attainment - The SLT provide good leadership and work well together. They have demonstrated good capacity to bring about improvements. - Our governors make an informed contribution to the strategic development of the school. This will continue due to our succession planning. - We work effectively with a number of local schools to improve leadership and teaching. - We have excellent transition arrangements and very effective working relationships with Downs View. Our transition work at the end of Year 6 is also very

good. - Our Christian values are embodied in our school ethos which has the well being and support of all stakeholders as a priority.

Kennington CE Junior School is not outstanding because:

- Progress between KS1 and KS2 has not yet exceeded 15 APS - Progress and attainment in mathematics is not high enough - Progress, although improving, is still proportionally too low in some vulnerable groups, particularly those who attained L2c and 2b at KS1 and SEN SA+ pupils - Some pupils do not make effective use of marking for improvement - Teachers need to use assessment for learning more effectively within lessons to accelerate progress - Some lessons are not always appropriately differentiated - Pupils need to further develop their skills of independent learning and resilience.


Glossary

HT Headteacher

DHT Deputy Headteacher

AHT Assistant Headteacher

SL Subject Leader

SLT Senior Leadership Team

SENCo Special Educational Needs Co-ordinator

NC National Curriculum

AT Attainment Target

APP Assessing Pupil Progress

DV Downs View Infant School

KJS Kennington CE Junior School

SIA School Improvement Advisor

IT Information Technology

RE Religious Education

PSHE Personal, Social & Health Education

PPM Pupil Progress Meeting

SEF Self Evaluation Form

KLZ Kent Learning Zone

GB Governing Body

TA Teaching Assistant

T & L Teaching and Learning

A4L/AFL Assessment for Learning

Self Evaluation Form 2014 - 15 - Kennington Junior...

Documents

Transcript of Self Evaluation Form 2014 - 15 - Kennington Junior...