Autumn Term 2016

School Improvement Advisers’ Visits to Infant, Junior

and Primary Schools

Name of school: St Aloysius Federation

Name of SIA: Margaret Armstrong (Lead Primary Adviser)

Date(s) of Visit: December 7 2016

Duration: 3 hours

AGENDA

- School’s own agenda to include discussion about awards and other achievements - Progress made against actions identified in the last visit - Safeguarding Children - Outcomes in the Early Years - Pupil outcomes in Key Stages 1 and 2 - Outcomes Summary - 2016 predictions and targets - School Self-Evaluation and School Improvement Plan - Review of budget carry forwards - Review of support and areas for additional/further support (where appropriate),

including the impact of Local Authority support - School categorisation - Summary of actions

SIA’s signature: M. Armstrong

2

SCHOOL AGENDA

The SIA meeting was attended by members of the senior leadership team, the chair and representative governors. Al school leaders and governors, led by the highly effective federation headteacher, share the same passion for ensuring all pupils achieve very well, regardless of their background or ability. All members of the senior leadership team contributed fully to the improvement discussions and provided detailed updates of developments in their areas of responsibility. National Support School St Aloysius has been accredited as a National Support School and the federation headteacher as a National Leader of Education. These are excellent achievements for the federation, headteacher and senior leaders. The federation headteacher is currently applying for Teaching School Status. This would again be an excellent achievement for the school. Leaders are already highly skilled in providing highly effective professional development, supporting schools in difficulties and developing leadership potential. Early Years The Early Years, who is new to post outlined some of the developments which are underway. The development of ‘The Discovery Village’ is bringing a new dimension to outdoor learning. There is a strong focus on the development of independent learning skills and learning spaces have been planned very carefully to support children in developing their skills across the areas of learning. Fast progress has been made in extending links with parents to increase support for learning at home. Special events, such as the ‘Bonfire Night Extravaganza’, have been very well attended. Teaching and Learning There is a continuous focus on further improving teaching and learning. New strategies, including ‘The Power of Yen’, have placed ‘Growth Mindset’ at the forefront of developmental work. Systems for evaluating the effectiveness of teaching are very well established and involve leaders at all levels. Priorities to move teaching forward even further were discussed and include:

Developing a language of learning across the federation in relation to pupil response

Maintaining a focus on increasing the level of challenge planned for the most able

Evaluating the impact of support and intervention in Key Stage 1

Special Educational Needs There was discussion around the rate of progress made by pupils with SEN across key stages. There is an excellent programme of staff development in place to make sure staff are updated on developments in this aspect of the school’s work. Staff take responsibility for the preparation of action plans for each pupil with SEN. These are reviewed by senior leaders. The deputy headteacher with responsibility for SEN has established very effective systems for

3

checking the impact of support and intervention. Links with external agencies are excellent. IT and Computing

The school places a strong focus on developing pupils’ computing skills to prepare them for modern life.

The school website has become the main tool to maintain regular contact with parents. The website is checked regularly against the Ofsted checklist to ensure compliancy.

Whole school letters and newsletters are now sent out via email. An email booking

system for special events is now in operation.

Physical Education

A comprehensive summary of the school’s achievements on physical education and sport was outlined. The school has continued to excel in a number of areas including cross country, gymnastics and athletics. Children with special educational needs participated in the Top Sportsability Festival at St Joseph’s Academy.

SAFEGUARDING CHILDREN The focus this term will be on Part 1 of the revised statutory guidance. Discussion points will include: Has the school planned to place a stronger emphasis on all staff in safeguarding? Have leaders ensured all staff have regular safeguarding updates at least annually? Are all staff fully aware of the difference between a ‘concern and ‘immediate danger of risk or harm’? How do governors intend to monitor the implementation of new guidance?’

The school has bought into CPOMS (Child Protection Online Monitoring System) and this has further increased the robustness of the school’s systems.

1. What action has been taken to ensure all staff have read at least Part 1 of the statutory guidance and that the principles of the guidance are included in training for all staff? This will include training about the different types of abuse and neglect.

All staff have been provided with a copy of Part 1 and have signed to say they have

read it.

2. What action has been planned to ensure that all leaders, managers and governors have read all parts of the statutory guidance and that this forms part of targeted training for designated staff and governors?

This action has been completed.

3. Are the headteacher and key senior leaders aware that if a child is in immediate

danger, or has made a disclosure of abuse – they should ring Contact and Referral (0191 424 5010) to discuss and follow up with paperwork? Yes/No

4. Are the headteacher and key senior leaders aware that In all other cases of concern they should ring the Early Help Team for advice in the first instance (0191 424 6214)? Yes/No

4

5. What evidence does the school have that all staff understand the Early Help process?

What training has been provided?

KD has led training for all staff. 6. How has the school made sure all staff are fully aware of the of the difference between

a ‘concern’ and an ‘immediate danger of risk or harm’? Yes/No

7. Are all staff aware of the process of making a referral to Social Care and the role they may be expected to play in statutory assessments? Yes/No

8. Is the school organised to complete the on-line Section 11 Safeguarding Children Audit

by the due date? Yes/No If not, when does the school expect to complete the audit?

9. Has the school’s Safeguarding and Child Protection Policy been updated in line with Keeping Children Safe in Education 2016? Yes/No

If yes, has the revised policy been updated on to the school website? Yes/No If no, when does the school expect to complete the policy revision and upload it to the website? When does the school plan to discuss changes to the policy with governors?

Amendments have been discussed with governors.

SCHOOL WEBSITE SIAs should review the part of the website which centres on the use of the pupil premium and comment on compliancy.

Does the information available on the school website in relation to the use of the pupil premium meet requirements? Yes The school’s website is exemplary. It provides an excellent source of information for parents and stakeholders. Detailed Pupil Premium Spend Plans are available on the website and the impact of the use of funding is fully accessible. Parents can access an extensive range of information about the wider curriculum and pupils’ personal achievements.

5

OUTCOMES IN THE EARLY YEARS Refer to the grade descriptors for the effectiveness of Early Years provision. The focus this term is on outcomes for children from their starting points. How does attainment in 2016 compare with previous years and against national? What priorities has the school set from 2016 outcomes? How well do boys do over time? Where are the gaps in terms of the performance of boys and girls? Is the school closing the gap between disadvantaged children and other children in the school? How successful has the school been in increasing the proportion of children who exceed expectations?

Early Years

Skills on Entry

Below average; a significant proportion of children have complex additional needs

% achieving good level of development

2013: 55.9% 2014: 53.3% 2015: 60.3% 2016: 73.8%

Outcomes Outstanding Good progress was made in improving outcomes for boys in 2015. The school gap lower than the Local Authority gap in 2016. Good progress has been made in narrowing the gaps for the disadvantaged children. There was no difference in the proportion of disadvantaged and non-disadvantaged children who achieved GLD in 2016. 5 children accessed SEN Support in 2016; 1 achieved GLD Good progress was also made in increasing the proportion of children who exceeded expectations in all areas of learning.

SIA Overall Judgement: Outcomes are outstanding taking children’s starting points in to account.

6

OUTCOMES IN KEY STAGES 1 AND 2 There should be discussion about outcomes in Years 2 and 6 and trends over time, paying particular attention to key groups? Although we focus on the success the school has had in closing any gaps in attainment for key groups in the spring term, SIAs also need to check outcomes for disadvantaged pupils this term. SIAs and headteachers should use the pages at the back of RoL 2015 and 2016 to check whether gaps are narrowing at the end of both key stages. If any gaps are widening, what is the school doing about it? Discussion should focus initially on the evidence the school has of pupils’ progress across year groups. Is progress consistently good? Are there any year groups where progress is not good? If so, what action is the school taking to address this issue?

Year 1 Phonics Screen

% passed % boys passed

% girls passed

National Average

2013 64 68 61 69

2014 78 86 71 74

2015 73 75 71 77

2016 83 82 85 81

Commentary:

The school’s phonics programme is highly effective. Outcomes were above average in 2016.

There is no significant trend in the performance of boys and girls.

The school successfully narrowed the gaps between the disadvantaged and others in

the school in 2015. The disadvantaged children did better in 2016.

2015: 1/5 pupils with SEN passed the screen which was below national. 60% of pupils passed the screen in 2016 which is above average

By the end of Year 2 in 2015, 92% of pupils had passed the screen which is broadly in line with national. 98% passed by the end of Year 2 in 2016 which is high.

7

Key Stage 1 Outcomes Pupils make fast progress in Key Stage 1. 2016 Attainment Outcomes

% Expected+

School

% Expected+ National

% GD

School

% GD

National

Reading

85 74 32 24

Writing

77 66 27 13

Mathematics

83 73 33 18

RWM

72 69 20 9

2016 Outcomes

The % of pupils who achieved national expectations was above average in reading, writing and mathematics and on the combined indicator.

The % of pupils working at greater depth was above national in all subjects and on the

combined indicator.

Reading: Boys did a little better at the expected standard; a higher proportion of girls achieved greater depth. Performance of the disadvantaged was broadly in line with national but slightly lower than others in the school. 4 pupils had SEN; 2 achieved the expected standard.

Writing: Boys did as well as girls at the expected standard; a higher proportion of girls achieved greater depth. Performance of the disadvantaged was broadly in line with national but slightly lower than others in the school. 4 pupils had SEN; 2 achieved the expected standard.

Mathematics: No difference in outcomes for boys and girls. Performance of the disadvantaged was broadly in line with national but slightly lower than others in the school. All SEN pupils met the expected standard.

Focused action has been taken to widen the Key Stage 1 curriculum particularly in developing pupils’ spelling and cross-curricular writing skills. Actions for the school

Increase the proportion of boys who achieve greater depth in reading and writing. SIA Overall Judgements: End of Key Stage 1 Standards have been improving over time. They were above average in 2016. Over time, progress is outstanding. Outcomes are outstanding.

8

Key Stage 2 Outcomes 2016 Attainment Outcomes

% Ex+ Sch

% Ex+

National

Scaled Score School

Scaled Score

National

% HS

School

% HS

National

Reading 83

66 105.8 103 22 19

Writing 90

74 35 15

Maths 92

70 107.3 103 43 17

GPS 90

77 105.7 104 20 22

RWM 75

53 13 5

2016 Progress Measures

Subject Average Score

Average progress reading

2.1

Average progress writing

2.9

Average progress mathematics

3.3

2016: Key Points Outcomes were outstanding in 2016.

Performance was above the minimum floor standard overall. The % who achieved the national standard in R/W/M (75%) was above the floor of 65% and national. 77% of girls achieved the expected standard in reading, writing and mathematics against 72% of boys.

13% of pupils reached the higher standard on the combined indicator which was above

average.

All scaled scores were above average.

All average progress scores were significantly high. Reading: No difference in the performance of boys and girls at the expected standard; a higher proportion of girls achieved the higher standard. Disadvantaged (11 pupils) did not do as well as others in the school; 0% achieved the higher standard. SEN Support (8): 4 achieved the expected standard and 1 achieved greater depth. Writing: No difference in the performance of boys and girls at the expected standard; a higher proportion of girls achieved the higher standard. Disadvantaged (11 pupils) did not do as well as others in the school; 9% achieved the higher standard. SEN Support (8): 6 achieved the expected standard and 1 achieved greater depth. Mathematics: No difference in the performance of boys and girls at the expected standard; a higher proportion of boys achieved the higher standard. Disadvantaged (11 pupils) did not do as well as others in the school; 18% achieved the higher standard. SEN: Pupils did well

9

especially at the higher standard. EGPS: Girls did a little better than boys, especially at the higher standard. Disadvantaged (11 pupils) did not do as well as others in the school; 9% achieved the higher standard. SEN: Pupils did well especially at the higher standard. Pupils who are disadvantaged and/or have special educational needs make strong and sustained progress because of the highly effective support they receive. Issues for the school What action is the school taking to increase the proportion of boys who achieve greater depth in reading and writing? SIA Judgements: End of Key Stage 2 Standards were well above average in 2016. Over time, progress is outstanding. Outcomes are outstanding.

PUPIL OUTCOMES: SUMMARY EVALUATION Refer to the grade descriptors for outcomes for pupils when finalising the bullet points below.

Pupil outcomes are outstanding because: Key Points:

Progress across year groups is consistently good and often outstanding. Any weaknesses in teaching are quickly addressed.

Outcomes in the Early Years are outstanding. Over time, the disadvantaged pupils and those with special educational needs have

made fast progress.

Progress measures have been positive over time and significantly high in 2016.

2016 Data Dashboard Strengths in provision across the federation are detailed in the Dashboard. No weaknesses are identified in either of the data sets.

10

2017 PREDICTIONS AND TARGETS

PROPORTIONS OF PUPILS EXPECTED TO REACH THE NATIONAL STANDARD SIAs will comment on the rigour and ambition in the school’s target setting process. They will review 2016 performance to see how the predictions for 2017 would impact on performance.

End of Year 2

PREDICTIONS Based on end of Year 1

summer term 2016 assessments

TARGETS

Reading 85 87

Writing 85 87

Mathematics 85 87

% achieving the national standard in reading, writing and mathematics combined

85 87

End of Year 6

PREDICTIONS Based on end of Year 5

summer term 2016 assessments

TARGETS

Reading 90 90

Writing 90 93

Mathematics 90 93

Grammar, Punctuation &Spelling 90 90

% achieving the national standard in reading, writing and mathematics combined

85 90

Commentary:

Predictions and targets set across the federation reflect the very high expectations which are set for all pupils. Further improvements are predicted at the end of each key stage in 2017. The federation headteacher and senior leaders are confident the school’s targets will be reached due to outstanding teaching across the school.

11

SCHOOL SELF-EVALUATION AND IMPROVEMENT PLANNING Does the school have an up-to-date self-evaluation summary in place which accurately reflects the current position of the school? Is it concise and evaluative? Are the school’s judgements accurate? Does the school improvement plan demonstrate the school has identified the right priorities to further improve? Is the school improvement plan fit-for-purpose?

Self-Evaluation Summary Highly effective systems are in place for school self-evaluation. The self-evaluation summary is updated regularly and provides evidence of outstanding achievements across the federation.

The context for the federation is clear and precisely written

There is a concise summary of outcomes, both historic and current

The effectiveness of leadership is analysed and the impact of actions taken detailed

The effectiveness of teaching is analysed with evidence of progress made in improving teaching since the federation

Pupils’ behaviour and personal development are clearly outstanding and the text is in line with this judgement

The school’s priorities for 2016-17 are identified towards the end of the summary School Improvement Plan Issues identified from the self-evaluation drive the identification of the main priorities for the coming year. The main priorities for 2016-17 were discussed:

Continued focus on embedding the school’s assessment system

Further development of the curriculum through the foundation subjects

Continued development of challenge in the Early Years curriculum

Further extension of the PE and Sports curriculum The identified priorities are in line with the work of an outstanding federation.

12

IDENTIFICATION OF SUPPORT NEEDS FOR 2016-17

The Lead Primary Adviser will continue to support the school through the Local Authority termly visit programme.

SCHOOL CATEGORISATION Schools and SIAs should refer to the Local Authority guidelines for school categorisation and choose from Levels 1, 2a, 2b, 3a, 3b, 4a and 4b.

St Aloysius Infants: 1 (Outstanding) St Aloysius Juniors: 1 (Outstanding)

SUMMARY OF ACTIONS

Action Responsibility Timescale

Revisit the action the school is taking to further improve outcomes for boys in reading and writing. Revisit the school’s progress towards the main priorities set out in the school improvement plan.

LPA/FHT/SLT

LPA/FHT/SLT

March 2017

March 2017