Leadership Report to Governors

June 2016Incorporating the school’s self-evaluation summaryWritten by Sophie Powell (Executive Head Teacher) and Ross Silcock (Head Teacher)

‘There’s nothing permanent except change.’Heraclitus

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Contents

Context 3

Executive Summary 3

School Council 4

Termly Updates 5

Early Years Foundation Stage 11

Teaching, Learning and Curriculum 12

Key Stage 1 23

Key Stage 2 24

Engaging Parents and the Community 24

Governors’ Monitoring 27

Appendices

1. SEF 28

2. Attendance 34

3. Attainment Profile 37

4. Safeguarding Report 39

5. Teaching and Learning Profile 40

6. Number on Roll Data 41

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ContextAt Wingfield Primary School we collect evidence about what works best now and use this evidence to improve outcomes for all.  Our vision is to build a school community focused on the learner: child and adult.  We have progressed from deliverers of a curriculum for children to designers of learning for all.  Given this, we now offer an expanding programme of  learning opportunities because we're passionate advocates of learning without limits.

What does the school need to do to improve further?

School inspection report 25 June 2014

Inspection findingsSection 8 inspection report 16 December

2014Improve the quality of teaching so that it is typically good or better by ensuring that:

all teachers have an accurate understanding of the levels at which pupils are working

teachers and teaching assistants carefully check the work of those pupils who need extra help

the work provided for pupils builds on what they have already learned and is at the right level.

Raise pupils’ achievement in reading and writing by:

improving their basic skills in handwriting, spelling and punctuation

providing reading books which are at the right level of challenge for them

helping them to develop a wider range of vocabulary and use of imaginative language.

Improve the impact of leaders by: ensuring that all information about pupils’

progress is accurate supporting and enabling subject leaders

to play a greater part in raising standards.

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

ensure that teaching across all classes [This related specifically to one KS2 class.] enables pupils to make rapid progress

further develop the skills of teaching assistants so they are all able to support pupils effectively.

Executive summaryDear Governors,

As you will know, Wingfield Primary School entered into a partnership agreement with South Rise Primary School in July 2014, initially for a two-year period. In July 2015, Wingfield Governors voted to become a substantive member of The Compass Partnership of Schools. However, there has been a distinct shift in the landscape for schools and you will be aware we are now in the formal consultation phase in converting to a multi-academy trust. The plan is for Wingfield to join the Compass Multi-Academy Trust once we are fully ensconced in the new school building and we will continue to work alongside South Rise as a full-member in the Trust. We are looking to convert all of the schools in the group (apart from Wingfield) on October 1st 2016.

Summer Term 2016

We have had a superb Summer Term so far and are very much looking forward to a busy five weeks left of this second part of this term. We have had another visit from Mandy Watson our Improvement Partner (IP) who undertook a learning walk of the school, discussed the data, Ofsted readiness, staffing and our core priorities and plans for School Development from September 2016. In September we will have a new IP, Michelle Booker, who assessed us for our

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Basic Skills Award. She will be visiting us on June 29th in preparation for September.

We have also been nationally recognised for exceptional 2015 performance by the Schools, Students and Teachers network (SSAT).• SSAT National Award for Children's Attainment: children's attainment at KS2 in Reading, Writing and Maths is in the top 20%of all schools nationally• SSAT National Award for Children's Progress: children's progress at KS2 in Reading, Writing and Maths is in the top 10%of all schools nationally

Teaching and LearningThe monitoring undertaken by all members of the Leadership Team has been robust and indicates 100% good+ teaching and 73% outstanding teaching and learning over time. We use this evidence, based on a 360 approach, to inform our ‘Teacher Effectiveness Matrix’ and these judgements are shared with staff in regular performance appraisals and reviews throughout the year.

Our Leadership Team is well-established and works cohesively. Currently, all leaders are spending a day researching and writing sections of the School Development Plan in order for us to send you the plan ahead of the summer break. Our weekly meetings continue to focus on Monitoring of Standards, Ofsted Readiness and we regularly evaluate our progress against our SDP milestones. All members of the Leadership Team have supported each other through coaching and development during 1:1 LDP meetings.

As leaders, Ross and Sarah model high expectations, diligence and rigour in all that they undertake. They continuously strive, with an exceptionally positive outlook, to achieve the best for all our children at Wingfield. All leaders have a complete commitment and belief in, ‘Learning without limits.’

I would also like to take this opportunity to thank our Governing Body for their time, energy, motivation and challenge they provide to the school. Lastly, thanks to Janice Macleod (Chair of Governors), who continues to lead our Governing Body with exceptional drive and ambition.

Kindest Regards,

Sophie PowellExecutive Head TeacherSchool CouncilPupil voice continues to grow at Wingfield where we value the children’s views and opinions about their education. The school council consists of 2 representatives from each class, elected by their peers. The school council meet once every half term where discussions about what the children want to see more of at Wingfield are discussed. The children have shared their roles and responsibilities with their class mates and have revised our school vision. ‘At Wingfield Primary School we aim for all children to be happy, healthy and safe with a passion for learning. We will inspire each other to be the best we can be by having the courage to speak our minds and share our feelings. By being the best we can be, we will be able to work together to make Wingfield Primary School the best it can be.’

School Council continues to lead on anti-bullying working towards the Anti-Bullying Quality Mark. Our meetings explore what we feel is happening now, what the children at Wingfield understand by the term ‘bullying’ and what our next steps will be. In the autumn term we supported Anti-Bullying Week where we focussed on how we become an anti-bullying school. English and PSHE learning was driven by anti-bullying themes and the children were also able to explore this through other curriculum areas including Computing and Art. School Council created a list of anti-

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bullying slogans that were then shared out to the classes in preparation for our pledge against bullying. Governor presence at these key times has been influential and supportive of our move towards gaining an anti-bullying status.

School Council have completed bullying questionnaires with their peers which have then been compared and discussed. We have also been analysing the Behaviour Tracker for Wingfield that looks at any incidents. We have shared discussions about the little spikes that have occurred each month and have suggested reasons for them and thought about different ways we can address and limit behaviour incidents in the future. School council work closely with the playground buddies with supporting our restorative justice approach to behaviour. School council have also been discussing the ways in which children learn and have listened to peers about what makes learning fun and engaging.This year school council have also begun to look at school travel and the new building. We have looked at how the children at Wingfield get to school and how we can look to encourage more children to walk or take public transport. We have four Junior Travel Ambassadors who work closely with the Greenwich Borough School Travel Coordinator to conduct surveys and note what is happening. In spring 2016 School council visited Halton Court and carried out questionnaires with local residents about our pending new build and what the community feel the space could be used for outside of school hours.

Jo-Anne HardyPSHE LeaderTermly updatesPersonnel

All teachers and teaching assistants had a performance appraisal final review meeting during the summer 2 term when targets set for the academic year 2015-16 were reviewed. The targets set for this academic year have been linked to the Core Priorities for 2015-16, in particular Teaching and Achievement. The school is currently fully staffed for the academic year 2016-17 with an

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induction day, in collaboration with South Rise Primary School, for new teachers joining the school planned for 13.07.16.

Attendance

Date AttendanceJuly 2013 95.6%July 2014 96.4%

October 2014 96.7%November 2014 97.0%February 2015 96.3%

June 2015 96.5%November 2015 96.1%

March 2016 96.4%June 2016 96.1%

Year Groups September 2015 – June 2016

Registration Group

Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

NNH 23 92.9% 4.8% 2.2% 1.8% 0.00%

RSE 22 97.1% 1.5% 1.1% 0.9% 0.00%

RAM 22 95.0% 4.1% 1.2% 1.2% 0.00%

1JH 27 95.0% 4.5% 0.5% 1.6% 0.005%

1EL 9 93.0% 5.5% 1.4% 4.1% 0.00%

2NL 26 97.0% 2.1% 0.8% 1.4% 0.00%

3CC 24 97.0% 2.5% 0.5% 0.8% 0.00%

3PM 27 97.3% 2.4% 0.3% 0.8% 0.00%

4AB 27 95.8% 3.0% 1.1% 1.7% 0.00%

5HI 23 97.4% 2.2% 0.3% 1.9% 0.00%

6YM 17 97.0% 1.9% 1.0% 2.0% 0.00%

Totals 247 96.1% 3.0% 0.9% 1.5% 0.00%

There is a more detailed analysis of attendance in the appendices for this report.

Premises

Works completed since September 2015:

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Nursery class room: the classroom was completely decorated and a new stud wall erected to split the shared area, separating it from the meeting room and making the classroom larger

Nursery toilets: the original urinals and cubicle were taken out and replaced by three new cubicles, retiling to walls and painted ceiling

Nursery outside space: new planters with flowers and shrubs were added to the outside space as well as new play equipment

Playground: a new solar shade, financed by Berkeley Homes, was erected in the playground to offer protection to the children during hot weather

Roof: more repair work was carried out on the roof of the main building; this will be ongoing as new leaks keep appearing (funded by RBG)

Complete refurbishment of all toilets, both adult and child, across the school completed (funded by RBG)

Conversion of Music room into a classroom due to expected increase in pupil numbers during academic year 2016-17 (funded by RBG)

Fire Evacuation

The whole school was evacuated in 3 minutes 22 seconds during a recent practice fire evacuation.

Budget

The Resources Committee have agreed the budget for the 2016-17 financial year. This includes a budget surplus of £150,912.

Pupil premium

Amount of pupil premium received

2012-13 2013-14 2014-15 2015-2016

£51086

81 pupils

£72900

81 pupils

£114000

88 pupils

£99,723

75 Pupils

How we used Pupil Premium during 2014-15

Key Areas ImpactSports provision: coaches from Charlton Athletic Football Club provide organised lunch time football sessions for children in Key Stage 2. Extra-curricular clubs include football, circus skills, chess and cricket.

This has provided opportunities for children to work in a team and develop social skills, and imbed the school’s value based curriculum. Provision during the school day has ensured equal access and has promoted wider opportunities.

Extended Day and Educational Visits: funding has been allocated to enable vulnerable children to attend Breakfast Club and After School Club. It has also been used to support funding of school journey and other educational visits.

Funding has ensured that all children, regardless of personal circumstances, have had equal access to wider educational experiences. Provision before and after school has enabled the school to support parents and carers with their work commitments.

Learning Support: funding has been used to support targeted pupil premium children across the school. Including Jan Carter

This provision continues to support children in making accelerated progress and helps them to achieve levels of attainment which

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(English Consultant), DHT was used to accelerate progress and attainment of FSM pupils in UKS2, EAL support for key pupil premium children with EAL, Teaching Assistants were deployed and 1:1 tuition in Year 1 and Year 6.

have are in line with national average at the end of each key stage. Children who receive Free School Meals made better than nationally expected progress across the school and therefore are closing the gap between their attainment and that of their peers nationally.

Resources: iPads to support learning across the curriculum x 30 andInteractive White Boards x 7.

This provision has supported children to make accelerated progress and achieve expected levels of attainment in Computing across the school.

Evidence-based interventions led by our skilled Teaching Assistants, funded by the Pupil Premium, continue to ensure that children in receipt of Free School Meals across the school are given the support they need to thrive. The funding also allows for additional teaching to be deployed where it is most needed. Small groups from Years 2, 4 and 6 have received such targeted teaching, ensuring accelerated progress towards raised age expected attainment. The deployment of these valuable interventions is reviewed regularly, allowing us to meet pupils’ changing needs. The funding allows us to employ our Play Therapist, whose 1:1 work has been instrumental in supporting particular FSM children to develop their confidence as learners. The Pupil Premium is also used to provide enriching arts and sports opportunities. As well as continuing to work with Music Hub, children in Key Stage 2 have enjoyed professional tennis coaching and a strings project so far this year.

The use of Pupil Premium to fund our full time Learning Mentor has been a huge success. In addition to providing regular 1:1 support to children most in need, Claire runs Tuesday’s Stay and Play sessions, providing invaluable early learning opportunities to all whilst also introducing new families to our school community. Claire also leads a number of fantastic extra-curricular clubs and dedicates time to fostering relationships with families at Wingfield, helping to ensure that all feel a true part of our community. Due to popular demand, our Stay and Play sessions are now running a second day each week, allowing more children and their families to enjoy opportunities to learn, socialise and borrow great books. Attendance at these Thursday sessions is now beginning to build towards that of the Tuesday sessions. We also continue to deliver engaging and informative parent meetings, each focusing around different subject areas. Looking ahead to the next academic year, we are exploring ways to further engage parents with these meetings. We also aim to broaden their coverage in response to feedback. In the Summer 1 term, we were able to offer the P4P course to a group of parents from Wingfield. Provided by the Children’s Services Team at Greenwich, the course worked with a small group of parents to support them with challenging issues such as behaviour management. Feedback from participants was positive and we aim to run the course again in the future.

Exclusions

There has been one fixed term exclusion this academic year.

Date Exclusion type Reason for exclusion Duration

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22.04.16 Fixed term Physically harming another child and refusing to follow adult instruction. 1 day

Bullying incidents

There have been no bullying incidents this academic year.

Racist incidents

There have been no racist incidents this academic year.

InclusionOur bespoke professional learning opportunities for the support staff at Wingfield continues to be a success and is having a demonstrable impact on the progress of children across the school. Since our last Governor’s report was published, the Teaching Assistants at Wingfield have received training in the following areas; a restorative justice refresher, playground games and guidelines and an update on changes to our new curriculum. In order to maximise the impact of the evidence based interventions which our TAs have been delivering this academic year, our Educational Psychologist (Amy Phipps) delivered a training session to the teaching staff about these interventions and how they should be monitored and supported by the teachers. As the SEND Code of Practice (2014) states,

‘The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.’ Other developments in the area of SEND include a pupil in Key Stage 1 receiving an EHCP, following a successful application to the local authority. This has also led to recruitment of a new Teaching Assistant to support the pupil on a 1:1 basis. After joining Wingfield in December 2015, this pupil has made very good progress and is now thriving at Wingfield due to the high quality provision provided by the adults in school and the support from external agencies.

Number of Pupils with SEND Summer 2016

ClassStatements/EHCP SEND support Monitored

TotalBoys Girls Boys Girls Boys Girls

Nursery 0 0 4 0 0 0 4

9

Reception 0 0 5 1 1 0 7

Y1 1 0 2 1 1 1 6

Y2 0 0 3 1 0 1 5

Y3 1 0 4 1 2 0 8

Y4 0 0 2 1 0 1 4

Y5 0 0 3 2 0 0 5

Y6 0 0 3 4 1 0 8

Total 2 0 26 11 5 3 47

Outside Agency interventions Summer 2016

Agency Number of children

Speech and language therapy (mainstream) 16

Speech and language therapy (Early years) 4

Learning Mentor Support 1:1 15

Steps SPLD 6

ASD Outreach 3

Play Therapy 3

CAMHS 2

Waterside 1

Occupational Therapy 1

Music Therapy 0

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Sarah DayDeputy Head TeacherEarly Years Foundation StageThis year Early Years at Wingfield has established an environment that is both positive and conducive to children’s learning. The pupils are extremely motivated and find education exciting. They are settled, enthusiastic and have a thirst for knowledge which promotes the right attitude for learning. Our staff are dedicated to providing a broad and exciting curriculum that consists of auditory, visual, and kinaesthetic activities with the resolve to ensure children have the best possible learning experiences from the start! As always our first term was a huge settling in period with children adapting to the new surroundings and teachers. Our first topic saw the whole school taking on a project and engaging in learning through a book called ‘Where the Forest Meets the Sea’ by Jeannie Baker. The children in Early Years learnt about dinosaurs and how to find out facts about creatures that are extinct. The children also learnt about sea creatures and made collages with a variety of materials, including making clay fish. The pupils also discussed at length how to look after the environment and what happens to wildlife and woodlands when we do not care for it.

The spring commenced with our whole school painting ‘Guernica’ by Picasso. The children composed their own stories and conducted shows by role playing their stories. Children drew their responses to the painting by making charcoal observations of the different characters in the painting. The children nicknamed the painting ‘The Broken Man’ because of the different parts of anatomy that could be seen in the picture. The summer term started with the Tower of London visit. The children have researched lots of different facts about London this term and have paid particular interest to the city’s spectacular landmarks. They have created fact sheets about London and made two fantastic sculptures using different media which included painting, papier-mâché and wood in their construction. The outdoor environment has become more established and we now have a construction area and designated numeracy area which the children can access at all times. We are now working on making the outdoor area more accessible to free choosing and reflect what the children have in the indoor classroom. Innovations for the nursery outdoor area are underway too with regards to making it reflect the reception area by including a mud kitchen and a smaller construction area. Forest school is now going strong where children get a holistic learning experience in the outdoor environment. The children have engaged in making mud pies, building dens, finding mini-beasts and we are now in the process of making a bug hotel. What has been very rewarding is seeing the children develop emotionally and socially as they communicate with their peers and grow in self-confidence and self-esteem. This is something that has proven to be a huge success in Forest school and we are now using it as an intervention for other children in the school. Since September we have seen Early Years embed changes that had been made the year before. The Early year’s day to day schedule runs smoothly and the environment is a vibrant and happy atmosphere for not just the children to experience but for adults exposed to our early years setting too. We have grown in size and more and more children are now beginning their exciting learning journey at Wingfield Primary School.

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Samantha EdgarEYFS LeaderTeaching, Learning and CurriculumTeaching and Learning

From the start of the new school year we have continued to personalise teaching and learning so that all children are able to progress and achieve. Launched during a professional learning session at the end of the summer 2 term the whole school text ‘Where the forest meets the sea’ by Jeannie Baker inspired the children in all year groups to achieve outstanding outcomes, evident in the fantastic displays of learning in classrooms and shared areas. Equally outstanding outcomes have been achieved following Anti-Bullying Week when the whole school used the short animated anti-bullying film ‘Daisy Chain’ to inspire learning and the whole school project focused on the painting ‘Guernica’ by Picasso. Further, the whole school educational visit to the Tower of London inspired the learning currently on display across the school.

During the spring 2 term we introduced personalised professional learning sessions affording teachers the opportunity to determine the direction of their professional learning; teachers were given the options of attending professional learning sessions on Guided Reading or Reciprocal Reading and of attending professional learning sessions on Maths: Pitch and Expectation or Maths: Problem Solving. Personalised professional learning will become the norm during the next academic year. For self-evaluation, lesson observations, book monitoring and planning monitoring of all teaching staff across the curriculum have been completed and used to support a 360˚ view of teaching quality over time. 100% of teaching quality over time is good+, with 73% of teaching quality over time outstanding. The school continues to be a vibrant learning community as evidenced by the outstanding displays of children’s learning which have been created across the school and within classrooms and shared areas. In particular, the displays inspired by whole school projects have evidenced the outstanding outcomes of children’s learning from EYFS to Year

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6.

Ross SilcockHead Teacher

Curriculum including Careers EducationIn line with our core priority, to redesign our curriculum to ensure it meets the needs of our 21st Century learners, there have been a number of significant developments which have been introduced this term. Since November, the Senior Leadership team and the class teachers have spent time reviewing and evaluating our current curriculum model and have been exploring a range of other evidence-based curriculum models. As a result of this research and evaluation, we have refined our curriculum vision, purpose and aims and have produced a poster which summarises these. In order to ensure our curriculum meets the agreed vision, purpose and aims, the backwards design model has been selected after extensive research and careful consideration on the part of the teachers and leadership team at Wingfield. Further information about this pedagogical model and our new curriculum vision will soon be published on our website. Additional advances have also been made in the form of a new medium term planning format which is ‘fit for purpose’. The new format was designed by the leadership team and piloted by three different year groups across the school during the spring term. As a result of this pilot, adaptations have been made and the amended version will now be used by all teachers next term. A thorough review of our new medium term planning format will take place towards the end of the academic year.

The changes to our curriculum design were introduced to all teachers by Sarah Day and Sophie Powell in a professional development meeting last week. In addition to our new approach to planning the curriculum, and the introduction of a new medium term planning format, all teachers were invited to share their ideas around the development of our very own Wingfield Learning Dispositions.

‘Dispositions can be identified as the habitual, frequent and voluntary approaches of thinking and doing that children have developed in their learning.’

(Page 11 Learning by Design, The Compass Partnership)

Our new Wingfield learning dispositions were agreed and finalised following our INSET day at the start of the summer 1 term. They will become an integral part of our Wingfield curriculum next academic year.

As part of our broader commitment to tackling social inequality and raising aspirations, Wingfield held its first Careers Week during the week beginning the 23rd of May.

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Research published by the Equality and Human Rights Commission (2011) highlights a range of barriers to equal work opportunities across gender, disability, ethnicity, and socio-economic groupings. It showed that aspirations are formed at a relatively young age and that ‘gendered’ influences in particular, begin very early. Findings from research also show that children’s attitudes at primary school towards what they can and can’t do are good indicators of actual behaviour five years later; up to 80% of children who state at 11 that they will stay at school after 16 do so, and around 65% who state they won’t stay on, leave at this age. The general consensus is that formal careers education, embedded within the curriculum, currently begins too late. According to the Primary Futures project (2012), good careers education has the potential to tackle inequality, particularly when introduced early. It is for this reason that the children and parents at Wingfield were given the opportunity to learn about the world of work and the range of career options which exist, through a series of fun and interactive learning experiences. The range of learning experiences included assemblies led by professionals, such as a script-writer and a florist, and a series of hands-on workshops in the classroom. Wingfield also hosted its very first careers fair in which a range of professionals, such as architects, doctors and airport workers, set up stalls for the children and parents to visit. The careers fair was a great success and was well-attended by the children and parents. The buzzy atmosphere and the purposeful conversations taking place demonstrated that Wingfield’s first careers week had been a great success!

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Sarah DayDeputy Head Teacher

Progress in EnglishSince the beginning of the academic year, many new initiatives have been introduced and existing schemes have been consolidated. Focusing on whole school projects and continuing to benefit from regular PDMs, staff are teaching sequences of engaging and exciting lessons. Fantastic writing outcomes, inspired by rich texts, are on display throughout the school, including our latest

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whole school project, based around our whole school trip to the Tower of London. These celebrate the children’s efforts and share high expectations. Teachers’ planning and books continue to be rigorously and regularly monitored by members of the SLT, with developmental feedback driving continued improvement. Teachers are developing their subject knowledge and driving their professional development through PDMs on reciprocal and guided reading and on one to one support with English planning. This summer term, teachers will also take part in a PDM on our next whole school unit of learning: Hansel and Gretel. In addition, the accuracy of our assessments in writing have been verified through a PDM on writing moderation, ensuring consistency across the partnership against the new assessment criteria, as well as creating a portfolio of writing for each expected level. English leaders have also attended borough meetings on writing moderations, which has shown our judgements to be in line with other teachers from across Greenwich.

Teaching Assistants have also benefited from extensive training this year. In addition to a number of English based courses attended by individual members of staff, sessions have been delivered exploring the use of phonics across the school. In order to increase links with the school community, weekly open door mornings are being used where parents are invited into the classrooms to read with their children. Also, four parent workshops have been delivered on the subjects of grammar for KS1 & 2, reading and writing in KS2 and supporting early reading; all of these have received very positive feedback from parents. Our ‘stay and play’ sessions are continuing to engage parents in learning songs, rhymes and reading stories with their children. Due to popular demand, these now run twice weekly. Furthermore, we are looking forward to welcoming our second Book Fair of the year in the Summer 2 term. We have continued to promote a love of writing by holding a writing competition over the half term holidays. Book Week was also a huge success, with children taking part in a variety of book related activities in class and across the school, including a special lunch time book club as well as parent readers visiting classes to read their favourite children’s books. In order to improve spelling and grammar across the school, all year groups in KS2 are now following the new Wingfield Spelling scheme, in which teachers are delivery daily spelling sessions, based on the requirements of the national curriculum. The school has also registered with an online SPaG application to promote learning of spelling and grammar for all children at home.

To ensure high quality planning of English learning and to assist with a move away from a standardised ‘three part lesson’, we have implemented a revised lesson planning format. Following a successful trial last term, teachers are also now using our new medium term planning format to plan more meaningfully linked cross-curricular learning. To support this further and to ensure that writing across the curriculum is of the highest possible standard, classes across Key Stages 1 and 2 will trial a change in the way we record children’s learning. All of a child’s learning except for mathematics will now be recorded in the same book. An initial trial in 3CC has demonstrated a distinct improvement in children’s expectations of their cross-curricular writing, so we look forward to evaluating the impact of this across the school.

Christopher Chislett and Holly IngramEnglish Leaders

Progress in MathsThroughout the year, the SLT have monitored the quality of feedback marking and coverage of maths topics in books. The findings were that all teachers were implementing the Feedback on Marking policy and where there were discrepancies within the frequency; teachers have since refined their marking. There is also clear evidence of a wide coverage of the maths curriculum being taught across the school. This year, we have been focusing on deepening the children’s understanding of mathematical concepts. We have been developing this through the teachers selecting their own professional development, attending either a “Pitch and Expectations” or “Problem solving” PDM in the Spring Term. Through this, teachers are able to identify their own needs for development and attend training to enhance their own skills. In the Autumn term (2016),

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we are also planning to start a weekly problem solving club to be held after school, to help ensure that reasoning is developed across the school.

In addition, we have listened to children’s opinions of mathematics through pupil voice. A child in year 5 said, “I enjoy maths as it prepares us for real life.” and a child in year 2 said, “I like it when I solve problems on my own.” Currently, in Year 6, children are experiencing ways that their maths skills can be applied in day to day life outside of school, such as using and interpreting bank statements. To support children’s learning at home, we delivered a ‘KS2 Maths’ parents workshop in the Spring Term, with an upcoming ‘FS & KS1’ parents workshop this term. The workshops identify the skills and knowledge that the children need at each particular stage, as well as providing practical opportunities for parents and carers to practise the different operational methods used by teachers in school. Earlier in the year we collected an audit of maths resources and teachers were given the opportunity to list equipment and resources that would help enhance maths teaching and learning. In response, new resources were purchased and are now being used and implemented in lessons across the school. The progress within maths is expected throughout the school with some groups of children exceeding expectations. Where children are making slower progress, specific and tailored interventions have been put in place and new resources have been purchased to support these interventions.

Philippa McEwan and Yasmin MelehiMaths Leaders

Progress in ScienceThroughout this year at Wingfield science books and planning have been monitored. Developmental feedback has been given to all teachers to support progression in their science teaching. Regular monitoring has shown good cross-curricular links to other subjects including the use of ICT to embed children’s science learning. Termly feedback marking is now regularly being delivered by all teachers with evidence of children’s response. This focuses the children’s learning and helps to support good to accelerated progress for all groups. The majority of science lessons include activities that are exciting and engaging. The books demonstrate that investigative skills feature at the core of children’s learning in Wingfield. Monitoring of planning has shown that teachers are now using investigation planners to support children’s learning and include differentiated activities and key questions in all lessons. Mind maps, to begin each unit of science learning, have been introduced to support teachers’ assessment for learning.

Science resources have been replaced and orders for new stock are regularly placed in order to support teaching throughout the school. The school learning environment has been monitored in relation to displays of science learning. A visit to the Compass Partnership School, South Rise, has taken place. This visit gave the Wingfield science coordinator an opportunity to see their specialist science laboratory and look at the learning outcomes in their science books. The visit also enabled the Wingfield science leader to meet and discuss learning with the South Rise science leader. Pupil voice feedback is due to take place in the second half of the summer term and another exciting science curriculum day has been booked for 28th June 2016. This will involve an assembly based on astronomy with a variety of different science investigations taking place throughout the school in the afternoon. Thus giving children the chance to take part in more varied and exciting learning opportunities.

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Ariadne BlythScience Leader

Progress in ComputingThe teaching of Computing continues develop at Wingfield. Monitoring of planning earlier in the year identified that teachers are now teaching an increased coverage of programming skills, whilst making meaningful links to other areas of the curriculum. Our newly devised medium term planning format promises to ensure that these links continue to grow, without detracting from the focus on key Computing skills. A new system for assessment of attainment in Computing has been introduced in both Key Stage 1 and Key Stage 2. This is designed to track the achievements and pupils across the year, without placing undue time pressures upon teaching staff. Collecting and compiling data from each class is allowing for additional support and guidance to be provided, ensuring that all pupils at Wingfield are making at least good progress in their computing learning.

Teaching Assistants have been provided with additional training focusing on the use of iPads and Smart Boards. This is allowing for ICT resources to be used to successfully support intervention groups as well as whole class activities. The EYFS has used the Tapestry software to revolutionise the way in which they collect and collate assessments and evidence of learning, allowing for more effective planning and teaching to take place. Meanwhile in KS1 and KS2, we subscribed to the new SPaG resource, supporting children with their learning of key grammar skills at school and home. Our set of iPads are put to constant use, helping children across the school to develop their Computing skills as well as supporting other learning across the curriculum. We have recently installed specialist apps which support children with dyslexia for use in Teaching Assistant – led interventions.

Christopher ChislettComputing LeaderProgress in Humanities

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Provision for History and Geography at Wingfield has seen continuous progression throughout the school year. Planning is well supported by our school curriculum. This makes use of exciting cross curricular links which are engaging children across KS1 and KS2. The learning environment around the school provides wonderful examples of humanities learning. For example our whole school project on the Tower of London has produced a wide variety of History based learning such as year 4 writing scripts linked to Shakespeare’s play Richard III. Year 1, has been looking at the history of homes. A large Tudor home with separate rooms has been produced. All teaching staff are now confidently using the medium term planning format which is continuing to ensure that clear sequences of teaching are being delivered, allowing for progression in both history and geography. Planning has been moderated to ensure that expectations are high and preparation is thorough. A Staff PDM on the 8th June will be focusing on Humanities, asking teachers whether the curriculum overview for the year is working, what the teachers would like to change or improve. International day is booked for the 14th June, teachers will be informed at the PDM which country their class will be focusing on for the day, as well as supported activity ideas.

Nicola HodsonHumanities Leader

Progress in Art and DTThis year Wingfield has outdone itself in terms of Art and DT subjects and this is evident wherever you walk around our school. The imaginative creations that the children have produced are spectacular and the teachers have been creative in their approach to facilitating this learning. The autumn term saw Arty Party return and the children created two big sculptures linked to our whole school project “Where the Forest Meets the Sea” The children made a dinosaur display and they also created a hollow tree to sit in and read in while in the library. The Early Years learnt how to make collages with different materials and made fish from clay. Year 6 experimented with water colours and pastels to create some fantastic forest artwork. Year 5 learnt about printing and using different materials to print with. They have created some exciting and colourful flower and leaf pictures. The spring term was inspired by Picasso and his painting ‘Guernica’. The children immersed themselves in this whole school project which created cross-curricular links and they expressed this through their art. This was achieved via collage, chalk drawings, clay to create figures from the painting and origami. We have seen printing based on Rennie McKintosh in Year 5 as well as papier-mâché volcanoes.

This summer term the children have linked their Art and DT to the whole school visit to “The Tower of London”. The children have created ink sketches and shading, built 3D castles and designed rooms in Year 1. In Reception the children linked the visit to the topic of where we live and the children were interested in landmarks so they have built a 3D London Eye and Tower Bridge. The children used a variety of media to build them which included papier-mâché, paint, wood and an old bicycle wheel! Art and DT enable children to learn and develop skills in so many forms and in turn can lead to other learning opportunities across the curriculum. Going forward we have got Arty Party coming to visit us again and we are going to create some artwork that incorporates school values and new dispositions. So look out for this in the near future!

Samantha EdgarArt and DT Leader

Progress in MFLThe teaching of French at Wingfield stresses the importance of real communication as a central component of the learning experience. The delivery and planning of lessons through the Rigolo scheme of work helps teachers to produce lessons that cater to different learning styles. Children’s learning is supported by a variety of teaching approaches which are visual, auditory and kinaesthetic. Therefore, games, songs and speaking activities in French are an essential part of teaching language in both key stages. Successful language teaching at Wingfield has much in

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common with other subjects in that it involves enjoyment, regular routines and interaction. It is also unique in that it requires concentrated exposure to new sounds. For this reason, teachers lower down the school mix their French teaching into everyday activities such as greeting children in the morning in French or counting in French. These cross-curriculum links help to embed children’s learning of language and enable them to be flexible with their use of it. French at Wingfield is not just language based but also involves essential exposure to French identity, history and cultural life.

Ariadne BlythMFL Leader

Progress in MusicThis year, we have continued to have music provision through the music hub that provide instrumental lessons to years 3 and 4 in the trumpet, violin and drums. The children’s skills of reading sheet music has improved and as they are preparing for the summer concert. Similarly, the band has been meeting weekly to improve their performance and expertise on the piano, xylophone and several percussion instruments. Since the programme began, Year 5 has assimilated and improved upon their violin playing with the “Greenwich Strings Project”. Having the opportunity to take home the instruments and to practise outside of school has been beneficial to all and has been demonstrated in the pieces they have been playing. During June, the project will close with a concert at Blackheath Halls in which two other Greenwich based schools, who have participated in the project, will attend and their performance is anticipated with great excitement.

The introduction of a new singing teacher earlier in the year has cemented Wingfield’s relationship with the pleasure of singing and performing. The lunchtime club has been particularly successful and during the spring term KS1 children, in addition to the KS2 children, were able to join the club and to have fun and enjoyment with singing. The differentiated singing assemblies have allowed the children to enjoy, perform and enhance their singing ability. The continuation of a school choir from last academic year has allowed the children to flourish. They continue to meet and practise after school and this has led to the choir’s first out-of-school performance at the Singing Spectacular held at Blackheath Halls. Here the children performed in front of the parents, carers and teachers of other Greenwich school choirs; Wingfield’s performance was an outstanding success.

Yasmin MelehiMusic Leader

Progress in PEThis year, we have continued to offer a range of opportunities for children to experience having P.E taught by specialist coaches, this has included coaching in football, tennis, cricket, dance, cycle training and most recently gymnastics. This term, will also begin the start of a weekly tennis after school club. The children thoroughly enjoy these experiences, and have greatly developed their skills and techniques. Weekly swimming coaching has continued for Year 4 children, with at least 50% of our children now swimming at or beyond national standards. In the monitoring of planning, teachers have been consistently following the Val Sabin’s programme of study, adapting the plans where needed, to support the needs of their class. We have continued to develop our relationship with the P.E cluster, which provides us with a range of excellent opportunities for children to take part in competitive sports and regular updates on professional development opportunities.

We have a focus on increasing school sport competitions, currently children regularly take part in lunch time football competitions with a CAFC coach - developing team skills, resilience and determination. Upcoming events involve: Year 5 will taking part in a cricket festival, playing

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against other Greenwich schools and Year 4 competing in the annual Sportathon event held at Sutcliffe Park. New playground games, “4 Square” and “Hot Potato”, were introduced in the Autumn term; these games have proven very popular with all year groups. Routines and expectations are now well established; providing daily opportunity for children to take part in group games and to practice their sport skills in an organised and fun way. Throughout the year we have ordered new P.E equipment, which is being used to continually enhance playground games and improve the quality P.E teaching. Sports Day will be held on the 16th June for KS1 and KS2 children and will take place at Thomas Tallis, following on from last year’s success. Foundation Stage will have their sports on 22nd June, which will be held on the school grounds. This Year, Year 5 have been involved in organising the FS sports day and will be helping to lead the activities on the day.

Philippa McEwanPE Leader

Progress in PSHEPSHE, Personal, Social and Health Education, continues to be taught through a variety of forms at Wingfield Primary School. PSHE is at the heart of the school ethos, to encourage all children to be the best they can be. PSHE allows the children time for reflection, to think about their own actions and the consequences they may have on those around us. We continue to have a values based approach to behaviour here at Wingfield; our values include Responsibility, Respect, Peace, Tolerance, Resilience, Honesty, Kindness, Forgiveness and Trust. The values support our class PSHE and SEALs learning and are the driving force behind our Collective Worship sessions/ assemblies. Each month, we explore the new value and what it means to us. Throughout the month that value is explored more closely in relation to different areas for example, how the value impacts on us, school life, our community locally and internationally. Classes have continued to explore bullying and what it is throughout the year. We are also continuing to work towards gathering evidence for the Anti-Bullying Quality Mark. At the beginning of 2015-2016 all children, staff and Governors came together and pledged against bullying. We now have a joint vision to become a school free of bullying. The summer term has also seen the introduction of our Wingfield dispositions: Adventurous, Independent and Aspirational. These dispositions will drive how the children approach their learning.Mindfulness has been one of our Core Priorities this year and now a strongly features across the school. We have had staff PDMs, Teaching assistant sessions, assemblies and delivered a parent/ carer workshop around being mindful. We have looked at ways we can explore being mindful with the children and offer them strategies to keep calm, mindful and rested. Each class delivers daily reflective story times where the children relax and close off their minds to the world around them. Teachers have reported noticing that their classes have become more mindful of those around them and more reflective which supports our restorative justice approach to behaviour. We are also going to continue to explore our iPads app, ‘Breath’ which aids our ‘being mindful’ approach and gives the user time for reflection and/ or evaluation of themselves and their surroundings.

Jo-Anne HardyPSHE Leader

Progress in REThe Religious Education, RE, Learning at Wingfield Primary School continues to develop this year 2015-2016. Every child has the opportunity to undertake an hours RE session per week where in depth, informative, engaging lessons are planned for and taught to educate the children on the varied religions studied and practiced all over the UK. Our broad whole school overview looks at the religions and festivals that take place throughout the year. Each year group has the chance to explore and share their religious understandings in a safe and multicultural environment. We continue to work closely with Greenwich Borough to develop a ‘Places of Worship Program’ where we hope each year group will have the chance to visit a Place of Worship relating to their current

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RE topic. Book monitoring has shown a range of different teaching activities to engage and inform the children’s learning. Year 2 visited a local Church to explore the origins of the Christmas story and then related this back to their in class learning. Year 3 also made a church visit to support their learning of Christianity. In March 2016 we were lucky enough to experience our second visit from the Charlton Deanery who performed a production for the children based around a news desk telling the story of Easter. The children were very engaged and found the play informative and fun, Charlton Deanery were very pleased with the feedback and learning the children had sent them.

In our assemblies we endeavour to give an informative overview of religious festivals that are being celebrated throughout the community. We have explored Eid, Diwali, Christmas, Guru Nanak, Hanukkah, Easter and Wesak to name but a few, with many more celebrations to be shared together in the future. We invite parents, carers, governors and members of the local community to these assemblies where we hope to reach a wider audience. Feedback from visitors to assemblies has been very positive and any thoughts or suggestions are noted and explored where possible. The summer term will also see Wingfield celebrate an International day where the children will explore different cultures for different countries around the world.

Jo-Anne HardyRE Leader

Progress in Outdoor Learning

Our school prides itself on all the extra-curricular activities it offers our students. We ensure that the children have the opportunities to experience things first hand and give meaning to the learning they are conducting in the classroom. For the autumn term a number of trips were linked to our whole school book “Where the Forest Meets the Sea”. Year 3 visited the British museum and they have also taken a trip to the woods to try Stone Age shelter building. Year 5 paid a visit to London Zoo which linked to their Science topic on life cycles and they also competed in a cross country event during a PE trip. Year 4 went to London Zoo too and learnt some interesting facts about rainforests and even got to stroke cockroaches! Year 1 have undertaken lots of learning outdoors and used the school environment to go on leaf and wildlife hunts. The children have also been gathering data from the outdoor environment in Science by making rain and wind gauges where they have had the chance to study rainfall and how fast the wind is blowing. Year 2 have conducted environment walks around the building for safety and recycling research.

The spring term saw Year 6 start the term with a trip to Swanage; whilst there the children had opportunities to enhance their science skills. The Year 5 topic took them on a trip to Deptford Creekside. Year 1 took a trip to the Horniman's Museum to explore animals and African masks as well as looking at different types of musical instruments. The reception children took a visit to the local fire station to find out about how the fire service protects us. The summer term saw the whole school visit The Tower of London. The pupils were amazed by this visit and they were both enthralled and excited by the history of this fortification. The children have learnt about the historical figures that lived there and also the people that were imprisoned in the Tower. The children have created some fantastic art and writing outcomes from this visit. Please look out for the fabulous displays that will be exhibited around our school soon!

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Finally, Forest School is now established and running on a weekly basis. The children have experienced shelter building, mini-beast hunts, leaf identification, and tool use and have started to plan the building of a bug hotel. The children’s self-esteem and confidence have grown whilst participating in small achievable tasks and their personal and social skills have evolved significantly. The children are participating in activities that involve cooperation and talk and this means they are having a meaningful and purposeful experience that is enhancing communication and listening skills. We endeavour to make sure that all the early years phase get to experience Forest School next year and we are also using it as intervention tool for children who need extra support.

Samantha EdgarEYFS LeaderKey Stage 1This year, the children in KS1 at Wingfield have been taught by a great team of teachers and teaching assistants. The quality of teaching and learning over time has been closely and regularly monitored and as a result, all children in the key stage are enjoying at least Good teaching and learning over time, with much outstanding provision. Our newly introduced ‘Backward by design’ Wingfield Curriculum has helped to ensure that cross-curricular links are strong, with central ideas bringing learning together in creative and meaningful ways across all subjects in turn our summer themes are great fun, year 1 have been exploring types of materials for a window linking to their ‘Houses and Homes’ topic where the children now know about different types of houses and what homes were like many years ago. They have been working hard on their shoe box room designs and they will look great when combined to create our very own Wingfield shoebox house! The children in year 1 have also loved learning about measures in maths and even got quite wet when exploring capacity as well as exploring their inner peace in a Judo taster session at Thomas Tallis.

Year 2 have been learning about the Great Fire of 1666 and have been producing leaflets about the fateful event. The children have been creating their own news reports and have been

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interviewing each other to inspire their writing. The children are also working really hard with their imaginative writing and have been enjoying lots of challenging tasks to get their skills developed! This year we have seen year 2 work really hard and give 110% in their year 2 SATs. Both years 1 and 2 have delivered amazing, engaging assemblies to the whole school and parents complete with singing, story narrating, acting and even a raven! All of the children in KS1 have enjoyed a wonderful visit to the Tower of London which has been a great inspiration for all of the great learning the children have produced, and our ‘Tower of London’ displays are beginning to take shape. High quality learning outcomes are displayed across the key stage, celebrating the children’s achievements and making clear our high expectations for all. 2015-2016 has been a very successful year in KS1.

Jo-Anne HardyKS1 LeaderKey Stage 2The term began with a whole school focus on the Tower of London. Each class visited the historic site to take part in some fantastic workshops exploring the tower’s fascinating history. Back at school this has inspired learning across the curriculum, culminating in the stunning new displays now appearing around the communal areas. Our Year 6 children worked incredibly hard during their SATs week, enjoying a well-deserved trip to Greenwich Park to celebrate. Year 5 have enjoyed several exciting trips this term, most recently visiting the Royal Festival Hall to enjoy a concert performed by the Royal Philharmonic Orchestra. The children are busily preparing for a concert of their own and will all be performing at the Strings Gala in mid-June. Year 4 have been enjoying Shakespeare’s Richard III. To explore this further, they recently visited The Globe to take part in an informative workshop. We have reinvigorated our curriculum across the school, taking a backward by design approach to each unit of learning. Each of Year 3’s learning activities have been working towards creating their own Top Gear inspired videos. The children have designed, built and raced their own cars, then using a combination of apps to produce some persuasive promotional videos.

Our school choir recently took part in the Greenwich Singing Spectacular, performing with an impressive performance at the Blackheath Concert Halls. This was a great success and we look forward to taking part in similar events in the future. A team of children from Years 4 and 5 are taking part in the year’s London Knowledge Quiz. They have been working hard to prepare, with the first heat starting on Friday 10th June. For the following term, classes across Key Stages 1 and 2 will trial a change in the way we record children’s learning. With the aim of making more meaningful links whilst raising attainment and standards in writing across the curriculum, all learning except for mathematics will now be recorded in the same book. An initial trial in 3CC has demonstrated a distinct improvement in the quality of cross-curricular writing, so we look forward to evaluating the impact of this across the school.

Christopher ChislettKS2 LeaderEngaging parents and the communityFriends of WingfieldThe Friends of Wingfield group is now established and delivered an outstanding Christmas Fair which raised over £800 for the school fund which is being used to buy books for use across the curriculum. Mr Chislett and Miss Melehi are currently planning the Summer Fair in collaboration with the Friends of Wingfield. The Summer Fair is on Wednesday 29 July.

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Parent/carer coffee morningsEvery term we have held a parent/carer coffee morning open to all parents and carers and attended by the Executive Head Teacher, the Head Teacher, the Deputy Head Teacher and governors. These parent/carer coffee mornings have provided an opportunity for parents and carers to informally ask questions about how the school is progressing and future plans. Recent parent/carer coffee mornings have focused on the Multi Academy Trust proposal and the new

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build. The next parent/carer coffee morning will provide an opportunity to reflect on the academic year 2015-16 and look forward to the academic year 2016-17. It will immediately follow the Summer Concert on Friday 8 July.

Parent/carer and local community workshopsWe are committed to working closely with parents, carers and the wider community in supporting children’s learning needs at school and at home. The timetable below sets out workshops we will be running for parents, carers and the wider community during this academic year. These are open to all interested parties: parents of children at Wingfield and beyond. All workshops are free of charge and are delivered in a relaxed, friendly way. To support those parents, carers and the wider community with young children, we are now in the position to provide limited crèche spaces during these workshops.

Workshop Date and Time Helpful For... Led ByAutumn Term 2015

Transition to Secondary School

Tuesday 15th

September 5pmParents/carers of Year 6 children

Ross Silcock, Yasmin Melehi, Chris Chislett

School Nurse ‘Drop In’

Friday 9th October 9am-

MiddayAll parents/carers Rose Wade

E-safety Tuesday 20th

October 2pm All parents/carers Chris ChislettSpeech and

Language Therapy‘Drop In’

Wednesday 21st

October 9am onwards

All parents/carers Jen Hayward

Reading and Writing KS2

Tuesday 17th

November 2pmParents/carers of

KS2 childrenChris Chislett

Grammar KS2 Tuesday 24th

November 2pmParents/carers of

KS2 children Holly IngramAssessment

without levelsTuesday 8th

December 2pm All parents/carers Yasmin MelehiSpring Term 2016

Mindfulness Tuesday 12th

January 2pm All parents/carers Sophie PowellAttachment Theory

and CAMHSMonday 18th

January 2pm All parents/carers Julie Robinson

Maths KS2 Tuesday 19th

January 2pmParents/carers of

KS2 childrenYasmin Melehi

Philippa McEwan

Reading and Phonics KS1/EYFS

Tuesday 26th

January 2pmParents/carers of

KS1 and EYFS children

Chris Chislett

Grammar KS1 Tuesday 2nd

February 2pmParents/carers of

KS1 children Holly Ingram

Prevent Duty Tuesday 9th

February All parents/carers Ross Silcock and Sarah Day

Maths KS1/EYFS Tuesday 1st March 2pm

Parents/carers of KS1 and EYFS

childrenYasmin Melehi

Summer Term 2016Anti-Bullying Tuesday 24th May All parents/carers Ross Silcock

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2pmUse of

Technologies at School and Home

Tuesday 21st June 2pm All parents/carers Chris Chislett

E-safety Tuesday 5th July 2pm All parents/carers Chris Chislett

Governors Monitoring

To be tabled at full governing body meeting on 21.06.16.

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Appendices

1. SEF

SEF judgementsAt Wingfield Primary School we collect evidence about what works best now and use this evidence to improve outcomes for all.  Our vision is to build a school community focused on the learner: child and adult.  We have progressed from deliverers of a curriculum for children to designers of learning for all.  Given this, we now offer an expanding programme of  learning opportunities  because we're passionate advocates of learning without limits.

What does the school need to do to improve further?

School inspection report 25 June 2014

Inspection findingsSection 8 inspection report 16 December 2014

Improve the quality of teaching so that it is typically good or better by ensuring that:

all teachers have an accurate understanding of the levels at which pupils are working

teachers and teaching assistants carefully check the work of those pupils who need extra help

the work provided for pupils builds on what they have already learned and is at the right level.

Raise pupils’ achievement in reading and writing by:

improving their basic skills in handwriting, spelling and punctuation

providing reading books which are at the right level of challenge for them

helping them to develop a wider range of vocabulary and use of imaginative language.

Improve the impact of leaders by: ensuring that all information about pupils’

progress is accurate supporting and enabling subject leaders to

play a greater part in raising standards.

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

ensure that teaching across all classes [This related specifically to one KS2 class.] enables pupils to make rapid progress

further develop the skills of teaching assistants so they are all able to support pupils effectively.

Overall Effectiveness Effectiveness of leadership and managementOverall effectiveness is judged as outstanding because:

Effectiveness of leadership and management is judged as outstanding because:

As a result of outstanding leadership and management, coupled with incisive performance management which has led to innovative professional learning, there has been a rapid and sustained improvement in teaching quality over time with 73% of teaching now being outstanding and 100% of teaching now being good+. All leaders collaborate with and disseminate exemplary practice to their peers both within school and across a broad and diverse partnership of schools. The introduction of a bespoke assessment framework informed professional learning at the start of the academic year leading to the accurate and on-going assessment of all pupils.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health, safety and well-being underpinned by the vigilant and consistent implementation of robust policies and

An unwavering commitment from leaders and governors to setting high expectations for all which is evidenced in the exemplary relationships between all and a survey report on staff attitudes to school (April 2016) indicating 100% of staff strongly agree that the school is well managed.

An uncompromising drive to improve outcomes for all pupils, irrespective of starting points, is evidenced in the good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for disadvantaged pupils and those with special educational needs.

The school achieved the Basic Skills Quality Mark. Feedback identified “an upward trajectory in pupil outcomes in all phases.”

Governance is effective and challenging. Governors form an integral part of the evaluation process by supporting the Executive Head Teacher and the Head

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procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with particular reference to healthy eating, fitness and their emotional and mental well-being. Collective worship alongside the RE curriculum is broadly Christian in character whilst also recognising the need for pupils to experience a broad range of cultures and faiths. Pupils’ spiritual, moral, social and cultural development is further supported by the school’s values, which include respect and tolerance, enabling all pupils to demonstrate a caring and thoughtful approach to their peers and develop a deep understanding of the difference between right and wrong. An approach to behaviour for learning focused on intrinsic rewards and restorative approaches leads to highly motivated pupils with the skills and language to deal with conflict and upset. This focused approach to health, safety and well-being, which forms part of a highly creative curriculum informed by the National Curriculum, enables all pupils to develop an awareness of the skills and attitudes that will allow them to lead a successful life in modern Britain and is further evidenced in our cohesive and expanding community.

There is a rigorous approach to safeguarding; all staff are regularly trained and kept well informed of new legislation including the Prevent Duty. Leaders are highly skilled at modelling policy into practice and working with external agencies, therefore ensuring that all staff follow procedures accurately, demonstrate vigilance and know when to challenge. This assertion is supported by a survey report on both parent attitudes to school (March 2015) and staff attitudes to school (April 2016) indicating 97% of parents agree their child feels safe and happy at the school and 100% of staff agree children are safe at this school.

Teacher in the delivery of the School Development Plan. Focused monitoring mornings and effectively planned committees allow lines of inquiry to be pursued leading to an accurate understanding of the school’s effectiveness. This is evidenced in governing body minutes.

A vision for school improvement focused on designing learning for all necessitates listening to the views of pupils, parents, staff and the local community. This is evidenced by pupil voice and parent and staff surveys, the work of school council and the development of a professional learning environment characterised by inquiry, formal and informal dialogue and collaboration, or mode 2 professional learning1: “Everybody has a voice. Everybody plays a part in children’s learning and outcomes.”2

Incisive performance management for leaders, teachers and teaching assistants with clearly focused targets centred on the Leadership Framework, National Teaching Standards and the Professional Standards for Teaching Assistants, in conjunction with accurate monitoring, inform ambitious and challenging mode 2 professional learning. This is evidenced in the rapid and sustained improvement in the teaching over time data and in the substantial impact of leaders, both middle and senior, across the school.

Leaders have created an ambitious and innovative curriculum designed to develop citizens of the future. This is evidenced in the Curriculum Map 2015-16 and outcomes across the school.

Area for development: Area for development: To embed a culture where engaging all in

learning allows evidence to be used as a matter of routine to improve outcomes for all.

To continue to build leadership capacity for all stakeholders.

1 Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London2 Office for Standards in Education (2015) Section 8 Inspection Report: Wingfield Primary School. Available at http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/100154 [accessed January 2015]

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Quality of teaching, learning and assessment Personal development, behaviour and welfareQuality of teaching, learning and assessment is judged as outstanding because:

Personal development, behaviour and welfare is judged as outstanding because:

Mode 2 professional learning in conjunction with a measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing have transformed pedagogy. This is evidenced in the rapid and sustained improvement in the teaching over time data, in the outcomes from well-planned and differentiated learning opportunities recorded in books and displayed across the school and a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that the school successfully meets the differing needs of individual pupils. Practice is underpinned by excellent documentation including the ‘Learning by Design’ precision teaching guide.

The School Development Plan includes a Core Priority focused on the transformation of lesson planning: lesson design continuously informed by research. Teachers have started the process of challenging the three part lesson by developing an enquiry based approach to learning. This is supported by the promotion of the school’s values, which include peace, respect and tolerance, and an approach to behaviour for learning focused on intrinsic rewards.

The good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for all pupil groups indicate the uncompromising ambition to ensure all pupils succeed. Termly progress meetings allow any pupils falling behind to be identified and the excellent whole school provision map enables all to catch up.

Embedded feedback marking enables pupils to improve their knowledge, understanding and skills by affording pupils the opportunity to reflect on learning and identify next steps. The on-going dialogue between pupils and teachers recorded in books and pupils ability to discuss their learning provide evidence of this. When the school achieved the Basic Skills Quality Mark feedback identified that “pupils are clearly aware of the purpose of feedback marking, self-assessment and peer assessment.”

The introduction of a Home Learning Policy and Home Learning Journals promotes the consolidation of learning, deepens understanding, provides pupils with an opportunity to prepare for future learning and fosters home/school relationships. A survey report on parent attitudes to school

Pupils demonstrate excellent attitudes and approaches to their learning and are clear on the progress they have made and need to make to achieve their potential. There is a strong understanding of personal and school-wide achievements.

The core British values of respect and tolerance are promoted through the school's own ten values which form an integral part of collective worship and underpin the curriculum.

Pupils’ understanding of democracy is promoted though the use of class debates across the curriculum and democracy is a specific unit of learning for Year 5 pupils. Pupils also take part in their own elections for key roles such as representing their class on the school council. Consequently they understand the importance of respecting others’ ideas and are confident to challenge one another.

Expectations for behaviours and attitudes are clear, understood and are modelled consistently by adults across the school. This is evidenced by a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that both behaviour is good in the school and that the behaviour of pupils is consistently well managed.

Core routines are precise and consistently enforced to give pupils, and especially vulnerable pupils, the structure and opportunity to moderate their own behaviour.

For individuals with particular behaviour needs, clear plans are in place to support them with engagement in learning. There is no overt disruptive behaviour and significant improvements in teaching and learning have dramatically reduced low level disruption.

Pupils understand how their education equips them with the necessary skills and experiences in order to be successful in their next stage of education and subsequent employment due to a highly creative curriculum which affords pupils the opportunity to explore a broad range of careers.

Attendance is above national average and Royal Borough of Greenwich (96.5%). Pupils are punctual despite the long distances that some of them travel and arrive keen to learn each day.

A survey report on parent attitudes to school (March 2015) indicates 97% of parents agree the school teaches their child values and encourages them to be a good citizen.

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(March 2015) indicates 91% of parents agree staff explain how parents can help their child at home and provide appropriate homework.

The school achieved the Basic Skills Quality Mark evidencing the embedding of reading, writing and mathematics across the curriculum.

The rapidly improving opportunities provided for learning outside of the classroom have led to pupils becoming engaged and motivated learners fuelled by a love for learning. These opportunities include embedding educational visits, the introduction of a residential school journey for Year 6 pupils and an expanding programme of extra-curricular activities.

There is a harmonious atmosphere that pervades the school and the orderly manner in which pupils conduct themselves. Attitudes and relationships with staff observed over a range of classes are outstanding.

Pupils have a pride in the school and their conduct outside of the class is almost always impeccable and incidents of bullying are rare and pupils tell us that they feel safe.

Our outcomes and progress indicators demonstrate acceleration in rates of progress as the result of greater engagement in learning.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health, safety and well-being underpinned by the vigilant and consistent implementation of robust policies and procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with particular reference to healthy eating, fitness and their emotional and mental well-being.

Pupils feel safe and know what they need to do if they are concerned about something: a survey report on parent attitudes to school (March 2015) indicates 97% of parents agree my child feels safe and happy at the school.

Pupils are aware of how to stay safe online; we teach pupils how to be safe when using mobile phones, new technologies and social networking sites (if age-appropriate).

Pupils demonstrate a caring and thoughtful approach to their peers; they have a deep understanding of what it means to be spiritual and have good knowledge of right and wrong.

Area for development: Area for development: To embed the backwards by design

pedagogy. To introduce and develop the use of

learning dispositions.

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Quality of teaching, learning and assessment Personal development, behaviour and welfareQuality of teaching, learning and assessment is judged as outstanding because:

Personal development, behaviour and welfare is judged as outstanding because:

Mode 2 professional learning in conjunction with a measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing have transformed pedagogy. This is evidenced in the rapid and sustained improvement in the teaching over time data, in the outcomes from well-planned and differentiated learning opportunities recorded in books and displayed across the school and a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that the school successfully meets the differing needs of individual pupils. Practice is underpinned by excellent documentation including the ‘Learning by Design’ precision teaching guide.

The School Development Plan includes a Core Priority focused on the transformation of lesson planning: lesson design continuously informed by research. Teachers have started the process of challenging the three part lesson by developing an enquiry based approach to learning. This is supported by the promotion of the school’s values, which include peace, respect and tolerance, and an approach to behaviour for learning focused on intrinsic rewards.

The good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for all pupil groups indicate the uncompromising ambition to ensure all pupils succeed. Termly progress meetings allow any pupils falling behind to be identified and the excellent whole school provision map enables all to catch up.

Embedded feedback marking enables pupils to improve their knowledge, understanding and skills by affording pupils the opportunity to reflect on learning and identify next steps. The on-going dialogue between pupils and teachers recorded in books and pupils ability to discuss their learning provide evidence of this. When the school achieved the Basic Skills Quality Mark feedback identified that “pupils are clearly aware of the purpose of feedback marking, self-assessment and peer assessment.”

The introduction of a Home Learning Policy and Home Learning Journals promotes the consolidation of learning, deepens understanding, provides pupils with an opportunity to prepare for future learning and fosters home/school relationships. A survey report on parent attitudes to school

Pupils demonstrate excellent attitudes and approaches to their learning and are clear on the progress they have made and need to make to achieve their potential. There is a strong understanding of personal and school-wide achievements.

The core British values of respect and tolerance are promoted through the school's own ten values which form an integral part of collective worship and underpin the curriculum.

Pupils’ understanding of democracy is promoted though the use of class debates across the curriculum and democracy is a specific unit of learning for Year 5 pupils. Pupils also take part in their own elections for key roles such as representing their class on the school council. Consequently they understand the importance of respecting others’ ideas and are confident to challenge one another.

Expectations for behaviours and attitudes are clear, understood and are modelled consistently by adults across the school. This is evidenced by a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that both behaviour is good in the school and that the behaviour of pupils is consistently well managed.

Core routines are precise and consistently enforced to give pupils, and especially vulnerable pupils, the structure and opportunity to moderate their own behaviour.

For individuals with particular behaviour needs, clear plans are in place to support them with engagement in learning. There is no overt disruptive behaviour and significant improvements in teaching and learning have dramatically reduced low level disruption.

Pupils understand how their education equips them with the necessary skills and experiences in order to be successful in their next stage of education and subsequent employment due to a highly creative curriculum which affords pupils the opportunity to explore a broad range of careers.

Attendance is above national average and Royal Borough of Greenwich (96.5%). Pupils are punctual despite the long distances that some of them travel and arrive keen to learn each day.

A survey report on parent attitudes to school (March 2015) indicates 97% of parents agree the school teaches their child values and encourages them to be a good citizen.

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(March 2015) indicates 91% of parents agree staff explain how parents can help their child at home and provide appropriate homework.

The school achieved the Basic Skills Quality Mark evidencing the embedding of reading, writing and mathematics across the curriculum.

The rapidly improving opportunities provided for learning outside of the classroom have led to pupils becoming engaged and motivated learners fuelled by a love for learning. These opportunities include embedding educational visits, the introduction of a residential school journey for Year 6 pupils and an expanding programme of extra-curricular activities.

There is a harmonious atmosphere that pervades the school and the orderly manner in which pupils conduct themselves. Attitudes and relationships with staff observed over a range of classes are outstanding.

Pupils have a pride in the school and their conduct outside of the class is almost always impeccable and incidents of bullying are rare and pupils tell us that they feel safe.

Our outcomes and progress indicators demonstrate acceleration in rates of progress as the result of greater engagement in learning.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health, safety and well-being underpinned by the vigilant and consistent implementation of robust policies and procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with particular reference to healthy eating, fitness and their emotional and mental well-being.

Pupils feel safe and know what they need to do if they are concerned about something: a survey report on parent attitudes to school (March 2015) indicates 97% of parents agree my child feels safe and happy at the school.

Pupils are aware of how to stay safe online; we teach pupils how to be safe when using mobile phones, new technologies and social networking sites (if age-appropriate).

Pupils demonstrate a caring and thoughtful approach to their peers; they have a deep understanding of what it means to be spiritual and have good knowledge of right and wrong.

Area for development: Area for development: To embed the backwards by design

pedagogy. To introduce and develop the use of

learning dispositions.

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2. Attendance

Registration Group

Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

NNH 23 92.9% 4.8% 2.2% 1.8% 0.00%

RSE 22 97.1% 1.5% 1.1% 0.9% 0.00%

RAM 22 95.0% 4.1% 1.2% 1.2% 0.00%

1JH 27 95.0% 4.5% 0.5% 1.6% 0.005%

1EL 9 93.0% 5.5% 1.4% 4.1% 0.00%

2NL 26 97.0% 2.1% 0.8% 1.4% 0.00%

3CC 24 97.0% 2.5% 0.5% 0.8% 0.00%

3PM 27 97.3% 2.4% 0.3% 0.8% 0.00%

4AB 27 95.8% 3.0% 1.1% 1.7% 0.00%

5HI 23 97.4% 2.2% 0.3% 1.9% 0.00%

6YM 17 97.0% 1.9% 1.0% 2.0% 0.00%

Totals 247 96.1% 3.0% 0.9% 1.5% 0.00%

EAL Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

Yes 165 96.3% 3.0% 0.7% 1.3% 0.0%

No 101 95.9% 2.9% 1.2% 1.9% 0.0%

Totals 266 96.1% 3.0% 0.9% 1.5% 0.0%

Ethnicity Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

Any other Asian

background13 95.8% 3.3% 1.0% 2.0% 0.0%

Bangladeshi 2 98.4% 1.6% 0.0% 6.8% 0.0%

Indian 3 96.1% 2.5% 1.5% 2.2% 0.0%

34

Pakistani 4 97.9% 2.1% 0.0% 3.2% 0.0%

Other Black African 15 95.0% 3.9% 1.1% 0.6% 0.0%

Black - Ghanaian 9 96.8% 1.2% 2.1% 0.8% 0.0%

Black Caribbean 15 97.1% 2.4% 0.6% 0.8% 0.0%

Any other Black

background9 95.0% 3.8% 1.2% 2.6% 0.0%

Black - Nigerian 23 95.9% 2.5% 1.6% 2.0% 0.0%

Black - Somali 38 96.1% 3.3% 0.7% 1.9% 0.0%

Chinese 4 99.2% 0.8% 0.0% 0.3% 0.0%

White and Black

African1 99.1% 0.9% 0.0% 2.8% 0.0%

Any other mixed

background15 93.2% 4.6% 2.2% 3.0% 0.1%

White and Black

Caribbean5 99.1% 0.9% 0.0% 1.9% 0.0%

Other ethnic group

3 96.4% 3.6% 0.0% 1.0% 0.0%

Vietnamese 7 96.0% 3.9% 0.2% 1.0% 0.0%

White Western European

1 97.4% 0.0% 2.6% 0.0% 0.0%

White European 47 97.0% 2.5% 0.5% 0.7% 0.0%

White - British 51 95.3% 3.6% 1.1% 1.8% 0.0%

White - Irish 0

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White Other 5 97.4% 2.3% 0.3% 0.6% 0.0%

Turkish/Turkish Cypriot

9 96.5% 3.3% 0.2% 1.2% 0.0%

Totals 279 96.1% 3.0% 0.9% 1.5% 0.0%

FSM Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late AfterFree school

meals 51 94.9% 3.7% 1.4% 2.4% 0.0%

Totals 51 94.9% 3.7% 1.4% 2.4% 0.0%

Gender Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

Boys 142 95.9% 3.3% 0.8% 1.4% 0.0%

Girls 140 96.3% 2.7% 1.0% 1.7% 0.0%

Totals 282 96.1% 3.0% 0.9% 1.5% 0.0%

SEN status Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late AfterNo Special Educational

Need21 96.2% 3.3% 0.5% 1.1% 0.0%

Statement 2 95.0% 5.0% 0.0% 2.5% 0.0%SEN

Support 38 96.0% 3.2% 0.9% 1.7% 0.0%

Totals 61 96.0% 3.3% 0.7% 1.5% 0.0%

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3. Attainment profile

Attainment Profile2013 2014 2015

Early Years Foundation Stage : School National School National School National

Good Level of Development 50% 52% 68% 60% 79% 66%

Phonics : 2013 2014 2015

Year 1: - working at req. std. (WA) 68% 69% 64% 74% 84% 77%

Year 2: - working at req. std. (WA) 89% 85% 85% 88% 100% 66%

2013 2014 2015

Key Stage 1 School National School National School National

ReadingLevel 2+ 96% 89% 78% 90% 89% 91%Level 2b+ 83% 79% 78% 81% 80% 82%Level 3 33% 29% 7% 31% 33% 32%

WritingLevel 2+ 88% 85% 63% 86% 85% 88%Level 2b+ 75% 67% 44% 70% 65% 72%Level 3 13% 15% 0% 16% 28% 18%

MathsLevel 2+ 96% 91% 89% 92% 93% 93%Level 2b+ 83% 78% 56% 80% 85% 82%Level 3 17% 23% 7% 24% 30% 26%

Key Stage 2 2013 2014 2015

School National School National School National

ReadingLevel 4+ 86% 86% 93% 89% 90% 89%Level 5+ 38% 45% 41% 50% 71% 48%Level 6 0% 0% 0% 0% 0% 0%

WritingLevel 4+ 90% 83% 89% 85% 90% 87%Level 5+ 43% 30% 33% 33% 43% 36%Level 6 0% 2% 0% 2% 5% 2%

Maths Level 4+ 90% 85% 81% 86% 90% 87%Level 5+ 52% 41% 44% 42% 71% 42%Level 6 5% 7% 4% 9% 29% 9%

Reading, Writing &

Maths

Level 4+ 86% 75% 74% 79% 90% 80%Good L4+ 76% 63% 70% 67% 90% 69%Level 5+ 29% 21% 26% 24% 43% 24%

ScienceLevel 4+ 95% 88% 96% 88% 90% 89%Level 5+ 52% 38% 52% 39% 57% 40%Level 6 0% 0% 0% 0% 0% 0%

Grammar, Punctuation & Spelling

Level 4+ 81% 74% 67% 76% 90% 80%Level 5+ 57% 48% 44% 52% 81% 56%Level 6 0% 2% 0% 4% 19% 4%

2 levels progress

Reading 76% 88% 100% 91% 95% 91%Writing 100% 91% 96% 93% 95% 94%Maths 95% 88% 92% 89% 95% 90%

3 levels progress

Reading 24% 30% 33% 34% 40% N/AWriting 33% 30% 54% 33% 45% N/A

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Maths 48% 31% 50% 35% 75% N/A

38

4. Safeguarding report

Child ProtectionCP

Child In NeedCIN

Looked After ChildLAC

Concerns

Number of children 3 0 2 30

Number of families 1 0 1 18

39

5. Teaching and learning profile

April

2014 (

LA re

view)

June 2

014 (O

fsted

)*

Autum

n 2 20

14

Spring

2 2015

Summer

2 2015

Autum

n 2 20

15

Spring

2 2016

Summer

2 2016

Autum

n 2 20

16

Spring

2 2017

0

20

40

60

80

100

120

Wingfield Primary SchoolTeaching and Learning profile 2014-17

InadequateRequires improvementGoodOutstandingGood+

Term/year

Perc

enta

ge o

f tea

cher

s

*Due to partnership support.

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6. Number on Roll Data

Sep-14

Nov-14

Jan-15

Mar-15

May-15 Jul-

15Sep

-15Nov

-15Jan

-16Mar-

16May

-16 Jul-16

Sep-16

0

50

100

150

200

250

300

Wingfield Primary SchoolNumber on roll data 2014-16

Number of children on rollPredicted number of children on roll

Month/year

Num

ber o

f chi

ldre

n

41