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DECEMBER 2019

FIRST BASE BURY ST EDMUNDS ACADEMY SEF SUMMARY

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First Base Bury St Edmunds Academy (EYFS/KS1)

Context Children that attend First Base have primarily social, emotional and behavioural difficulties. They may also have some learning and/or communication difficulties that either result from or contribute to their behavioural problems (7 are identified as having cognition and learning difficulties. They will exhibit confrontational, defiant, withdrawn, un-cooperative or socially isolating behaviours that threaten their ability to successfully participate in the learning environment. For these reasons, their education is likely to be at risk. They attend via a referral from their mainstream schools to the LA who commission 12 dual registered places at First Base (2 days per week). The First Base Model involves intensive work with children, their parents or carers and the staff from their educational setting, to support the development of each child’s social and emotional well- being, with the aim of enabling them to live and learn successfully within their educational community. In the academic year 2017-18 31.25% of pupils supported from First Base (5) were PEX from their mainstream schools, 56.25% of pupils (9) were identified as needing an EHCP and 56.25% were in receipt of Pupil Premium funding at their mainstream schools. SEN pupils make up 100% of the pupils attending in 2017-18. There are no pupils with EAL.

2018-19, 1/14 pupils were PEX from their mainstream school before attending First Base and 1/14 was a managed move. 3/14 (21%) had EHCPs . 7/14 (50%) were in receipt of the PPG from their mainstream school. Whole school average attendance was 97.97%. Autumn term 2019 attendance for whole school is 99.26%, 1 child (total 8), included in last year’s data was PEX.

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Term 1 and 2 of 6, 2019-20 : 50% in receipt of PPG (4/8) , 100% receive SEN support (8); 17% already have an EHCP (2) and 33% are awaiting assessment for one (3). 38% (3) are in receipt or have been, of Early help (including CAF referrals). 1 child part way through term 2/6 transitioned back to full-time mainstream but will continue to receive outreach support into term 3/6. 1 child part way through term 2/6 had in increased offer to 4 days to support the child and family after being advised on medical grounds not to attend a mainstream setting, which will continue in the spring term. Another child has an extended offer into the spring term as the mainstream school is finding it hard to manage the behaviours and we have seen only small amounts of progress in some areas. The last OFSTED inspection in October 2014 judged First Base to be Outstanding overall, with gradings of 1 in every category. The highly skilled staff work closely and collaboratively with the SLT. The progress and development of pupils are at the centre of the ethos and approach of the academy, and this is as a result of the solution focused nurture group model underpinning the support offered. Staff demonstrate a shared commitment to continuous improvement, which is evident in levels of individualized planning, support and positive relationships within the centre and with schools and families. Parent involvement in First Base is intensive due to the keyworker system used to support the pupils. Parents meet Keyworkers weekly, attend meetings about their child’s progress, and are invited into FB to work collaboratively with their child in the Nurture Group setting. Keyworkers establish strong relationships with parents and often act as facilitators to improve other important relationships such as between the parent and school. The keyworker system ensures an advocate for the pupil, identifying needs, facilitating adults and providing focus on the next steps needed to ensure the pupil is successful in their mainstream school.

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Progress against previous inspection

Areas to improve Progress

To make use of longitudinal data of pupils outcomes on return to school to investigate the efficacy of First Base and identify anything that could be done even better.

- LA supplied first stage data of UPN identified pupils for scrutiny. First Base were unable to use this data to meet the identified development suggestion. First Base uses Quality Questionnaires and has extended outreach offer to secure greater quantative understanding and impact.

Term 2/6 2019 data: awaiting clarification on whether we can collect data regarding absences and exclusions for pupils that have left, up until 1 year after, to support schools and improve the reintegration plan work. We are unsure if this is legitimate use of data under GDPR and if so, can we include it in the dual placement agreement. We are choosing this data as schools refer to FBB for behaviour support and the above is a strong indication of how successful the work has been.

NB> SEE EIF 2019 Ofsted handbook for jusdgements criteria p.49 +https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/828469/School_inspection_handbook_-_section_5.pdf

Ref : early years, maths, reading,each area of inspection.

QUALITY OF EDUCATION –Requires Improvement NB see below ‘Quality of Education –Early Years’

Strengths

Schools receive good information about the pupil’s learning needs and achievements, to help them plan effectively for pupil re-integration

Nurture Group principles.

New curriculum based on the National Curriculum and assessment to match.

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Meadow School: The outdoor learning space offers a curated learning opportunity where pupils can demonstrate progress in their approach and attitudes to learning.

Have taken part in the Suffolk Agricultural Association “tractors in Schools” project – the children loved this opportunity and the farmers spoke very highly of the children

Role play areas which are created to follow the interests of the children. We started with a home corner which was recommended in our Nurture Group training. We have had a cohort of children who have found it a challenge to interact with the role play resources – everything centred around “cops and robbers” initially. Over time the adults have modelled how to use the resources and to let their imagination fly. Adults play alongside the children in this area. Role play has been extended to the outdoor area, and again, adults have supported the development of rich, imaginative play. One of the groups was able to work together on transforming a box into a garage and then using that to make choices about where the cars would be and road works. This then led to some scientific enquiry as they discovered the use of sand helped/hindered movement of the cars.

Weekly cooking sessions, learning different skills, inviting in the parents each term to cook with the children (linked to demonstrating positive interactions). Linking to healthy eating and different foods from around the world . They have also cooked for a fundraising event for a local sheltered housing group of residents and for a social event with them. They were able to serve them and develop conversation skills.

New separate Maths/English and topic books introduced to align more with mainstream school to help with re-integration.

Learning objectives are explicit on the planning sheets which are accessed by all adults working with the children

Learning objectives are put into books and feedback given by staff and pupils.

Each group has the opportunity to take part in Philosophy sessions each week which helps to develop their thinking skills – another staff member is undertaking philosophy training.

Introduction of phonics teaching and new reading scheme ‘Jelly and Bean’ to support this.

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The Nurture Group Award team completed the assessment for Boxall Quality Mark 3.10.19 : verbal feedback very positive . Awaiting official notification.

Pupil Progress meetings allow for full discussion focussed on academic need, exploring pupils who have made less than expected progress (where we examine the barriers to learning) and good progress (where we examine what has made the difference and how we can apply this in other areas of learning).

• As the new curriculum was introduced term 2/6, data is limited as new baseline assessments were used in discussions with schools and these were not fully completed until a few weeks in. There should be better evidence in the spring term .

Pupil

Renfrew Progress

Made To Date

Sandwell Maths

Progress To Date

Reading Progress

Points to date

Writing Progress

Points to date

Maths Points

Progress to date

Pupil Premiium

EHCP

1 8 mths 15 mths 20 22 11 Yes Yes

2 8 mths 8 mths left left left No No

3 18 mths not due 35 34 -11 No due

4 not due not due 18 39 14 |Yes due

5 15 mths 7 mths 2 0 -4 Yes No

6 8 mths 4 mths 9 6 6 Yes due

7 -4 2 mths 7 7 due No Yes

8 not due not due 3 10 16 No No

Actions from previous year:

N/A

Impact of actions:

N/A

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Areas for development

See AIP – curriculum and assessment.

See RAG for Quality of Education and RAG Risk .

See report from Curriculum Leader – Lauren Meadows 9.12.19

-Reading strategy to be completed and then delivered

-All staff to understand the curriculum as a whole and for individuals

-curriculum offer to be personalised for each learner and clearly shown in planning and teaching

-each learning encounter to be explicitly planned for

- breaks/lunchtimes to be planned for as a learning opportunity –possible use of PE

-develop independent learning

Next steps Implement recommendations from the 9.12.19 review by Lauren Meadows.

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BEHAVIOUR AND ATTITUDES – Requires Improvement

Boxall profile : assesses gaps in Social Emotional and Behavioral Development. The profile is divided into two main sections. The first section, Developmental Strands, deals with developmental factors underpinning the individual’s ability to engage effectively in the learning process. This score is expected to increase

(O/E and I/C) . The second section, called Diagnostic Profile, deals with the child’s behaviour characteristics that may inhibit or interfere with the child’s social and academic performance. The score is expected to decrease.

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Pupil

Preferred Future Points

Progress To Date

Boxall Points Progress Made in Each Section To Date

SDQ Total Score Points

Progress To Date

PSED Progress Points to

Date

Pupil Premiium

EHCP

O/E I/C S/L U/B U/D

1 4 24 21 13 24 41 18 46 Yes Yes

2 3 7 8 -1 -9 -13 -3 left No No

3 Jan 44 No due

4 Jan 31 |Yes due

5 5 21 10 -1 11 12 11 27 Yes No

6 0 2 3 0 -4 -18 33 Yes due

7 5 No Yes

8 5 28 No No

O/E Organisation of Experience

I/C internalization of Controls

S/L Self Limiting

U/B Undeveloped Behaviour

U/D Unsupported Development

Minus scores indicates not made progress

Blanks – no data due

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Staff have a good understanding of the Nurture Group Approach and are confident in using this . Staff get to know the pupils well and work as a team to look for strategies to bring about positive pupil behaviours .The Keyworker System ensures that communication between school, parents and First Base is strong and meaningful. Pupil behaviour management shows improvement within FBB for some children and staff track trends and changes using a smiley face system as well as standardised measures such as the Boxall Profile. The school is presently using the Preferred Future Statement which is a positive behaviour statement agreed by the Home School and FBB and is the focus of interventions. Schools generally find the PF approach to understanding and responding to pupil outward behaviour helpful in tracking progress through regular reviews.

BellsCroft Consultancy have trained all Raedwald Trust (RT) staff (September 2019) in managing challenging behaviours that may need Restraint and Physical Intervention (RPI). They are also given extra support for 2 face to face sessions (October and November) to FBB to focus on embedding the skills and knowledge and recording and tracking RPI . They are also available for additional advice via email/telephone. We presently have a focus on the use of de-escalation as a first strategy.

Ch given positive behaviour /positive learning comment to take home to parents each day

Recording of low level behaviours daily and discussed at daily de-brief.

All children now have updated Behaviour support plan based on the Bells Croft model.

Behaviour policies have been updated but not yet consistently applied as there is not yet an embedded culture of using de-escalation strategies.

Representatives of the L.A visited December 2019 to talk to the children about their view on the provision ( as part of a wider L.A review of PRUs/APUs): verbal feedback from the representatives was that the children liked being at FBB

The pupil voice carried out December 2019 showed overall positive attitudes and a liking for being at FBB

Recent increases in challenging behaviours such as kicking, hitting, throwing items by some children has been challenging for the staff in terms of trying to use de-escalation strategies instead of RPI.

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Areas for development

Clear, coherent and jointly understood approach to de escalaction and RPI to ensure that all RPI is proportionate and reasonable to the situation.

A closer link with behaviour indicators and the Individual Learning Plans, that include a curriculum focus so learning for children, about managing their own behaviour, is explicitly taught through careful planning.

Using the recording of low level interventions to track patterns and put in further preventative measures.

Specific focus on the school Behaviour expectations – to be shared at the Initial Planning Meeting (IPM)

Align the award system of smiley faces with the Pupil Charter/ Behaviour expectations and individual target.

Data collection following a placement, from the Home School to measure the effectiveness of the placement, around exclusions and absences, to support improved provision.

Next steps

School Pod monitoring to form part of wider SLT conversation.

Simplification of data collected including moving all restraints being recorded solely on School Pod.

New children will move to an amended version of the Preferred future so schools fully understand how it is used and provide some flexibility to support the children and schools to make full integration back into mainstream more successful.

Children from FBB to be part of the new Trust Student Council which starts November 2019- geographical locations of the meetings make this a chellenge.

Introduce the Trust Pupil Charter.

Further advice and support on the use of RPI/de-escalation to bring about a cultural change.

Second pupil voice spring 2020 with focus on behaviour and how this is managed.

Careful and deliberate planning for teaching of behaviour strategies, personalised for each child.

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PERSONAL DEVELOPMENT –Good

Strengths Philosophy 4 Children

Nurture Group Approach – Six Principles of Nurture- a strong emphasis on developing positive relationships.

Solution Focused Keyworker support

Support and Intervention Planning

High quality weekly Home school support

Weekly Parent/Carer support

British Values/ Core Values curriculum introduced

Community development such as Lets Get Cooking and links with the supported housing unit.

Meadow School developments and curriculum

Focus on behaviour helping children to develop positive behaviours.

Core skills development focus to ensure best chance of being reintegrated successfully into school and managing work (eg reading writing etc)

The Marjorie Boxall Quality Mark Award : October 2019- waiting written confirmation.

Actions from previous year:

N/A

Impact of actions:

N/A

Areas for development

Continue to work on a coherent approach in curriculum planning and then making it personal to each child.

Ensure that every aspect of the school day, including social times is understood as and developed as opportunity for personal growth and development.

Trips and speakers also support Personal Development through, for example, the understanding of culture and British Values.

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Next steps See report from Curriculum Leader – Lauren Meadows 9.12.19

Ensure that we continue to gather evidence and promote the importance of nurture and individualised support programmes.

Use the school pod to record and track, using the Pen Portrait and Individual Learning Plan (ILP)- newly developed October 2019.

Improve the delivery of Relationships Education

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LEADERSHIP AND MANAGEMENT – Good

Strengths Safeguarding

NSPCC Audit summer 2019 showed positive proactive non complacent approach to Safeguarding at FB BSE.

FBB is supported by the trust with regular safeguarding meetings for the DSL/DDSL and internal Trust reviews (December 2019)and training for all staff.

Safeguarding is on the weekly staff agenda and the DSL/ASDLs meeting weekly to review actions/concerns.

Health and safety, including premises

Safety Boss Audit summer 2019 showed proper procedures and policies in place but risk assessments needed to be completed. The COSHH risk assessments are now in place ( December 2019).

FB Governors visit regularly, have a deep understanding of the provision and are keen to understand their role in the first full academic year of being part of the RT. The new LEC governor members have met with the Interim Head teacher (December 2019- they were part of the previous governing body) and have planned focus visits in January 2020.

Policies

FB BSE continues to adopt RT policies and personalise these to FB where necessary. There is support from the Trust in ensuring the policies are followed and changed where needed. All policies are now up to date and in place apart from some specific curriculum ones.

Continuous professional development

FB BSE staff have attended all Trust wide training.

RT CPD modules are provided for each member of staff based on their job description. These are highly personalised to their area of work and form part of the Performance Development Review discussions.

There is a pedagogical and curriculum lead employed by the trust who are giving support to develop skills and knowledge.

Staff mental health and well-being

A Well Being Lead has worked with staff to try and understand and scope out the role within the setting. Staff had a wellbeing staff meeting delivered by the Wellbeing hub ( Dec 2019). As part of RT there is Well being support. Each staff meeting there is a ‘Sparkly Moment’ where the work of staff is celebrated. Staff are encouraged not to take work home and there is an open door policy to discuss any concerns.

The Trust CEO is in the autumn 2019 visited weekly to meet with all staff, listening to any concerns and working together to

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solve problems.

The Interim Head teacher has sought to re-organise administrative processes in order to reduce workload after consultation with staff.

Parents and local community

Parents visit FB regularly to take part in Community cooking and reading events, and as well as the supported housing unit members attending the MacMillan Coffee Days organised by the children and staff. Parents work intensively with Keyworkers to ensure that their children are effectively supported and they are helped to build relationships with the schools where necessary.

Staff knowledge and skills

Staff take part in CPD through the Trust (e.g Reading Strategy and SEND) as well as self selected trainging. The SENCo has recently completed Dyslexia assessment to become a qualified assessor as well as ECLAN training. She also works part-time in a mainstream school as a SENCO which helps support the work at FBB.

The SENCo attends regular RT meetings and training for all RT SENCos.

All permanent staff (except for the Interim HoS) have had Nuture Group training.

There has been a focus on Behaviour management in the autumn term with training from Bells Croft and staff meetings .

New systems and structures have been planned for with the introduction in late autumn and into the spring term. Staff have been consulted and informed of changes. The HoS intends to produce a staff handbook for the spring term

The previous permanent Head teacher left at the October 2019 half term and there has been and Interim until the end of the autumn term 2109, who was employed by the trust to support the implementation of a new curriculum, bring FBB in line with the expectations of the Trust and support the Interim HoS in the day to day leadership. One of the long serving ISWs has left within this time as well.

This is the first time the PPG has been collected and it has been used for the whole school for phonics training and resources.

Actions from previous year:

N/A

Impact of actions:

N/A

Areas for development

See NSPCC report summer 2019

See Trust safeguarding review December 2019

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Parents and pupils to have greater voice in developing risk assessments, behaviour support plans and Individual Learning Plans.

Personalise the Trust ethos to FBB – develop the ‘strap line’ which includes part of the trust aims (Unleash Greatness) ; develop the vision for FBB

Use data to bring about improvements.

A simplified file organisation on the network and eventually to the ‘Cloud’ to make access easier and therefore reduce workload in time taken to access key documents: this has been started.

Implementation of ‘Embedding Safeguarding’ half term training to all staff delivered via staff meetings.

Quality of Education and Behaviour management to be improved.

Next steps

Continue to support IHOS to embed new practices and procedures.

Continue to develop the skills and knowledge of all staff, particularly in the areas identified for improvement.

Construct a set of Traded/commissioned services that support other schools and the work of FBB and the wider Trust.

Secure staff stability.

Staff handbook for spring term with new procedures.

Plan for more individualised use of the PPPG

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QUALITY OF EDUCATION IN EARLY YEARS – Good.

Strengths

There is a focus on developing learning through play

Improved focus on developing early numeracy and literacy skills, including phonics.

Trained staff in Nurture Group principles, which underpins the method of delivery.

The Trust presently employs curriculum and pedagogical leads to support, develop and train staff.

The IHOS has re-written the curriculum and assessment framework to provide for key areas of learning appropriate for the children with clear progression, following the EYFS and National Curriculum.It is based on Reading, Writing and Number and enriched by foundation subjects suited to the children’s interests and experiences.

ILPs for all children informed by baseline assessments and formative assessments

All pupils are supported to develop reading skills based on known ability levels and learning needs and there has been a recent purchase of appropriate reading books to match the teaching of phonics.

Use of resources and materials reflect ambitious intentions of a coherently planned curriculum.

Teachers check learners’ understanding systematically, identify misconceptions accurately and provide feedback.

Teachers present subject matter clearly, promoting appropriate discussion about the subject matter they are teaching.

Teacher subject knowledge is evident in planning and lesson structure.

Actions from previous year:

N/A

Impact of actions:

N/a

Areas for development

See curriculum report of Lauren Meadows – December 2019

Information to be added to the SchoolPod in line with trust requirements.

Use ILPs, pen portraits as ‘living ‘documents as well as Behaviour Support Plans and Risk Assessments: to be shared and collaborated on by parents, pupil and other professionals.

Develop the use of continuous play and the carefully constructed opportunities for learning within this.

Learning objectives to be explicitly shared with pupils in the teaching session.

All sessions, including breaks/lunchtimes to be planned for as learning experiences.

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Next steps As above.

OVERALL EFFECTIVENESS Requires Improvement with some areas as good.

Strengths Keyworker School Support

Keyworker Family support

Nurture Group Provision

Clear leadership direction

Experienced and skilled SENCo

Staff know the children well.

Improved curriculum offer.

Areas for development

Implementation and embedding of new curriculum and assessment

Embedding of ILPs that are accurate and tracked- to be shared with parents and schools.

Continue with the Leadership and Management development of the HoS and SENCo to re-align roles so greater oversight and leadership of the curriculum and assessments.

Next steps Leadership and Management of resources and funding, to bring about a sustainable , value for money and effective provision by developing traded/commissioned services.

Embedding of changes made in term 2/6.

Stability of staffing.

EVIDENCE TO SUPPORT SUMMARY EVALUATION

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Ofsted inspection report: Dec 2014 OUTSTANDING https://files.api.ofsted.gov.uk/v1/file/2446340 prior to joining the Trust.

Quality of education:

Pedagogical lead report dated–good- see Sharpoint SLT_ evidence 24.6..19

Nurture Group U.K Boxall report - waiting on

Quality Questionnaires

Annual Data Report

Pupil Progress Meeting Outcomes

Completion Reports

RAG rating October 2019

Lauren Meadows report December 2019 waiting on

Behaviour and attitudes:

Quality Questionnaires

Completion Reports

Pupil voice

Personal development:

Quality Questionnaires

Completion Reports

Leadership and management:

NSPCC report May 2109

Health and safety report August and December 2019

Safeguarding audit/ RAG rating Nov/ Dec 2019

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Quality of education in early years:

Quality Questionnaires

Annual Data Report

Pupil Progress Meeting Outcomes

Completion Reports

Lauren Meadows report December 2019

Overall effectiveness:

External Audits –see above.

AIP FBB updated October 23.10.2019 and December 2019