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Meriden CE Primary School SIP Front Page Overview 2018-2019

SIP Priorities for the whole year and term by term priorities

Key Lead Personnel

Linked

Governor

Allocated

Budget

RAG Evaluation of Progress with Issue

Autumn

RAG

Spring

RAG

Summer

RAG

Area for Improvement 1: To enhance provision to meet the needs of all groups of learners to ensure attainment and progress is at least good

Lucy Anderton

Adam Boddison

Autumn Term: To audit and further improve the teaching of reading and phonics across school in order that attainment and progress is in line with, or better than, national in 2019

Stephen Beamond

Autumn Term: To develop and implement a provision map across school in order that all groups of learners can be clearly monitored and procedures and processes for SEND are streamlined in order to produce clear and succinct reports regarding impact of provision on progress

Sue Frankish

Spring Term: To identify and track AGT pupils and produce a programme of school and collaborative based provision accordingly in order to increase the proportion of pupils achieving GDS in foundation subjects.

Ashley Evans

Summer Term:

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Area for Improvement 2:

To develop a culture of excellence in order that standards in behaviour and presentation are consistently

good or better across school

Lucy Anderton

Autumn Term:

To create a uniform and consistent approach to rules, rewards and consequences, involving all members of

staff, to increase incidents of excellent behaviour by 20%

To refine school values and worship links

To raise standards in presentation of written work across the curriculum

Lucy Anderton

Ben Wainwright

Stephen Beamond

Ben Bramhill

Spring Term:

Summer Term:

3

SIP Priorities for the whole year and term by term priorities

Key Lead Personnel

Linked

Governor

Allocated

Budget

RAG Evaluation of Progress with Issue

Autumn

RAG

Spring

RAG

Summer

RAG

Area for Improvement 3: To further develop the STEM curriculum in order that standards in each area are improved

Lucy Anderton

Phil Burrows

Autumn Term: To remodel the science curriculum, increasing the focus on investigative skills across school

Lisa Evans

Autumn Term: To further develop the maths curriculum in order that reasoning and problem solving is more embedded, leading to an increase in pupils achieving Greater Depth at Key Stage 2

Ashley Evans

Spring Term: To design and launch the ‘Imagineering’ suite to enthuse and inspire all stakeholders

Lucy Anderton Ben Bramhill Ben Wainwright

Summer Term:

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One Term (one page) Action Plan for English Long-term measurable target for the whole school year: By July 2019 – To audit and further improve the teaching of reading and phonics across school in order that attainment and progress is in line with or better than national in 2019 Target for this term: By 21st Dec 2018 – To establish expectations around Reading and Phonics, increasing the confidence of teachers and the quality of teaching Action: The step-by-step breakdown of actions to get to the end of term target (include dates)

Intended Outcome: (Each action must have a measurable outcome – use figures)

Monitoring: This is how I will monitor this action (include dates)

W/C 17.9.18

Staff audit re: Phonics and the teaching of Reading Purchase Bug club for KS2 INSET to share new teaching materials and expectations for each year group Whole school corridor focus shared (8.10) BW/KD to complete baseline phonics screen (AE to complete with those not passed the screen)

£400

A clear understanding is acquired of staff’s competencies and areas for development Children have well-pitched books across KS2 raising quality and challenge of home reader Staff well informed around expectations and have opportunity to ask questions Whole school profile of reading raised A clear understanding of childrens’ current phonics capabilities acquired

RAG to be shared with SLT HT present at INSET Data shared with SLT

W/C 24.9.18

Focused support (SB&BW) given to plan phonics Analyse phonics baseline to determine vulnerable and low achieving groups in Y1 and FS2 INSET phonics focus for teachers and TAs RAG rate TAs to determine where coaching/support is required New comprehension tests completed online and analysed

£1000

Teacher feel well supported and equipped to deliver high quality phonics Standardized comprehension scores acquired across the school and focus children identified Vulnerable groups identified and interventions implemented Clear understanding of TAs competencies acquired

HT present at INSET Data shared with SLT

W/C 1.10.18

Support less confident staff Children’s fluency scores collated and analysed Follow up TAs requiring support

Teacher feel well supported and equipped to deliver high quality phonics and Reading lessons A clear understanding of the children who are on/off track is acquired

Data shared with SLT

W/C 8.10.18

Meet with 1:1 parent readers to establish expectations Assign parents to classes Lesson observations

Parents are clear around how to read on a 1:1 basis All classes have additional support Practices noted as becoming embedded in every classroom

Parent timetable shared with all staff

W/C 15.10.18

Observe the teaching of phonics across FS and KS1 Understanding acquired of the quality of phonics teaching Discussion as SLT

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W/C 15.10.18

Parent workshop phonics & early reading (SF to be involved?)

In depth letters and sounds assessment to be completed by all FS2, vulnerable pupils and low achieving group in KS1

Parents well-informed of methods to help best support their child at home. Clear understanding of children off track and appropriate intervention implemented/adapted

Slides to HT

W/C 22.10.18

Schonell spelling testing across school Set whole school reading challenge across school Monitor home reading through Bug Club

Children’s spelling capabilities are monitored 85% at or above ARE The profile of reading is raised through engaging competition All children are engaging with high quality online texts

Data shared with SLT

Half term W/C 5.11.18

Staff discussions to see new expectations in place e.g. reading record folders/evidence of comprehension tasks/group reading sheets

Consistent, high quality practices in place Discussion at SLT

W/C 19.11.18

Pupil discussions around Reading in school Pupils speak positively about their experiences in Reading and have well pitched, engaging texts to read at home

RAG rating to HT

W/C 3.12.18

End of term cornerstones assessments completed Children’s attainment and progress is monitored Data shared in pupil progress meetings

W/C 10.12.18

BW/KD to complete phonics screen (AE to complete with those not passed the screen)

Improvements made in phonics scores of pupils Data shared at SLT

W/C 17.12.18

Re: audit teaching staff

Confidence and capability of teaching improved. RAG shared with HT

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One Term (one page) Action Plan Long-term measurable target for the whole school year: To enhance provision to meet the needs of all groups of learners to ensure attainment and progress is at least good Target for this term: To develop and implement a provision map across school which meet the needs of SEND children in order that all groups of learners can be clearly monitored

One

Action: The step-by-step breakdown of actions to

get to the end of term target (include dates)

Intended Outcome: (Each action must have a

measurable outcome – use figures)

Monitoring: This is how I will monitor this action

(include dates)

w/c 3.9.18 Meet with EM (SISS CLD) & HW (SISS SEMH) to set caseload for Autumn Term

Timely interventions/support for these children

Use assessment reports to ensure teaching meets needs of individual child

w/c 10.9.18 Meet with JG (SISS ASD) to identify level of support Use My Support Plan to examine quality of MSP ‘s already in place – SISS ASD to give advice

Each child correctly levelled using new criteria

My Support Plans for ASD children include correct targets as a part of school’s graduated response towards future EHCP applications

JG (SISS ASD)

HH (Principal EP Solihull)

w/c 24.9.18 View Provision Map demonstrations -choose preferred Provision Map Meet with Halit Hulusi (Principal EP)

A user friendly Provision Map purchased

Gain further support/finances for high level children and their families

Impact of interventions evaluated with costings

EHCP’s successful for these children

w/c 1.10.18 Update SEND register and ensure children correctly coded on SIMS in time for census in Oct EAL children level of need determined Staff Meeting to introduce Provision Map

SEND register and SIMS match – area of need correctly identified

Use LA materials to correctly identify needs

Staff familiar with Provision Map

HT monitoring

SENCo to monitor

w/c 8.10.18 SIMS data to be uploaded on Provision Map

All children on Provision Map – begin to populate areas

SLT

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Term (one page) Action Plan for STEM Long-term measurable target for the whole school year: To further develop the STEM curriculum in order that standards in each area are improved Target for this term: To remodel the science curriculum, increasing the focus on investigative skills across school so that 90% of pupils demonstrate an improved attitude and enjoyment of science lessons

Action: The step-by-step breakdown of actions to get to the end of term target (include dates)

Intended Outcome: (Each action must have a measurable outcome – use figures)

Monitoring: This is how I will monitor this action (include dates)

June / July 18 Staff audit re: frequency of teaching of science and views of current science scheme ‘Engaging Science’ Book scrutiny to ascertain quality of science across school Audit long term teaching plans to ensure topic plans are taught alongside appropriate wider curriculum topics Audit of science stock room to ensure resources are available to teach more practical science Produce long term plan of science ensuring all objectives are met across the year Autumn 1 plans written for each class £1060

A clear understanding is acquired of staff’s competencies and areas for development Long term overviews are in place and meet all national curriculum requirements with clear progression of skills Resources are organised for easy access and new resources ordered to allow lessons to take place Autumn 1 is planned and resourced to enable children to access practical lessons

RAG to be shared with SLT Data shared with SLT

W/C 3.9.18 Subscribe to ‘Whizz Pop Bang’ science magazine

Personal Subscription

Reluctant readers engaged in science reading, also used as guided reading opportunities

Discussions with staff and pupils, shared with SLT

W/C 10.9.18 INSET on new science planning with teachers

Teacher feel well supported and equipped to deliver practical science activities Teachers aware of resources and access to materials

HT present at INSET Data shared with SLT

W/C 17.9.18 Organise science afternoon for parents to demonstrate practical science activities across school

£119

Positive feedback from parents, pupils and staff regarding activities

Data shared with SLT

W/C 8.10.18 Plan lessons for next half term across school

£200

Autumn 2 planned and resourced to enable children to access practical lessons

Shared with staff and SLT

W/C 15.10.18 STEM Science subject leader course attended – information used to plan next steps in science

Science lead has up to date knowledge of new initiatives ad research

Share with HT

W/C 22.10.18 RAG pupil and staff opinions regarding new science curriculum

Pupils enjoy science and staff have an improved view of practical lessons.

Share with HT

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One Term (one page) Action Plan for STEM

Long-term measurable target for the whole school year: To further develop the maths curriculum in order that reasoning and problem solving is more embedded, leading to an increase in high prior attaining pupils achieving Greater Depth at Key Stage 2 Target for this term (Sept – Dec 2018): All classes to show a clear and well planned progression of learning for pupils working above the age related standard in maths

Action: The step-by-step breakdown of actions to get to the

end of term target (include dates)

Intended Outcome: (Each action must have a

measurable outcome – use figures)

Monitoring: This is how I will monitor this action

(include dates)

wb 10.09.18

Initial Staff and Pupil Voice RAGGING to take place. RAG document to include information on depth challenges in lesson planning and in books and clear and differentiated challenging learning for more able pupils.

100% of staff are aware of expectations for depth and challenge in maths. Pupils gain some awareness of what their maths should be like in school, a chance for maths lead to highlight concerns.

RAG shared with SLT Data presented to SLT

wb 24.09.18

All pupils have renewed details for Mathletics and TT Rock Stars for logins as appropriate. AE to organize log in cards for all pupils and teachers AE to set the learning on TT Rock Stars Year 2 – Year 6 online and paper resources AE to check teacher log ons for Mathletics and monitor tasks being set within classes

100% of pupils from Year 1 to Year 6 on Mathletics. 100% of pupils from Year 2 to Year 6 on TT Rock Stars. 100% of pupils from Year 2 to Year 6 beginning to complete TT Rock Stars paper tests appropriate to their level weekly. Sheets recorded in class folders.

Mathletics and TT Rock Stars shared with HT and AHTs All teachers spoken to about expectations for extra resources Class folders shared Assembly certificates planned and shared with SLT

wb 08.10.18

Identify pupils working at Higher Level of Attainment in each year group. Speak to staff about resources and lesson activities being used for those pupils. Wide bank of resources introduced in conversation with good exemplification for staff to follow shared with all teachers.

% of pupils achieving working above expected standard to be raised in classes. At least 25% of pupils in every class working above standard for Autumn term data.

Shared with SLT Resources emailed and then checked at the end of the week with staff

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Identify pupils in Y2 and Y6 for Spring Term boost sessions aimed

at Greater Depth learning in maths – AE to liaise with Mr Klym

and HT to target depth maths teaching to certain pupils. Focus on

recording high levels of engagement with reasoning and problem

solving within year bands. Year 5 and Year 6.

Boost sessions with Mr Klym and AE to work with 5-8

pupils in Year 5 and in Year 6 to show accelerated and

well targeted depth learning in KS2 maths. 100% of

pupils to feel challenged and making progress with

learning suited to gifted individuals.

100% of teachers to report on an improvement in

greater depth in maths provision in December 2018

RAGGING.

Staff and Pupil Voice RAGGING in December 2018 to

show greater engagement with depth learning in

maths.

Data shared with SLT

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Meriden Church of England Primary School

Self-Evaluation Summary

HEADTEACHER

Assistant

Headteachers

CHAIR OF

GOVERNORS

Lucy Anderton

Ben Wainwright

Stephen

Beamond

Dr Adam

Boddison

WIDER LEADERSHIP TEAM :

Early Years /Inclusion lead

Maths leader

STEM leader

Sue Frankish

Ashley Evans

Ben Bramhill

Academic

Year

2018-19

Latest update

July 18

SECTIONS SUMMARY EVALUATION

1 OVERALL EFFECTIVENESS

Grade – Good (2)

Meriden is a very good and improving school with growing elements of outstanding practice and a clear focus on its priorities. The school is deeply rooted in its Christian ethos which is driving this improvement and the school ethos of ‘Friends, Faith and Lifelong Learning’ permeates everything the school does. The headteacher and senior leadership team deliver strong leadership. Support and challenge is provided by the governing body, and all staff share the vision and the direction of the school. Self-evaluation is thorough and very effective action has been taken to further improve the performance of teachers through rigorous appraisal. As a result, attainment is consistently good despite low entry into school and all groups of pupils make good progress from their starting points. Teachers have strong subject knowledge and expectations are high; all teaching is currently good, with at least 50% outstanding. Pupils are safe and happy in school. The strong PSHEE curriculum ensures they are confident and articulate, respectful, polite and behave well. They are well prepared for life in Modern Britain and for the next stage in their education. The curriculum is broad and balanced, having a wide range of engaging themes for all pupils. It is fully inclusive and ensures the individual needs of all pupils is met. Provision for pupils with SEND is particularly strong. The school currently has approximately twice the national percentage of pupils with SEND and the needs range include physical disabilities such as CVI to pupils with multiple needs (ASD, ADHD etc). Provision for Mental Health is excellent across school, with explicit and implicit work supporting the social, emotional and mental health needs of all pupils. Staff are highly trained in a range of SEND areas and therefore ensure pupils are fully included in mainstream school.

Appendix 6

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2 TARGETS FOR WHOLE SCHOOL DEVELOPMENT

To enhance provision to meet the needs of all groups of learners to ensure attainment and progress is at least good To develop a culture of excellence in order that standards in behaviour and presentation are consistently good or better across school To further develop the STEM curriculum in order that standards in each area are improved

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3 EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

Grade – Good (2)

The headteacher and senior leadership team have an excellent understanding of the needs of the school and lead the school with a strong determination to achieve the best outcomes for all pupils. This has resulted in improvements in all areas of the school’s work. School self-evaluation is thorough and accurate and the school improvement plan is well focused on pupils’ achievement and well-being. The budget is managed effectively by the headteacher and governors. Sports funding usage has led to improved teacher confidence in teaching sports, a wider variety of sports being taught in school and the increased participation and success of pupils in inter and intra -school competitions. Pupil premium funding is used well to support families and ensure inclusion and equality of access for all. Impact of interventions on pupil achievement is at least good. The headteacher regularly meets with staff to evaluate the progress pupils are making and the Senior Leadership Team checks the quality of teaching through a variety of methods every half term. Teaching is consistently good or better. Challenging targets are set for pupils both in year and end of key stage.

The school curriculum is inclusive and creative, ensuring children leave Meriden emotionally secure, have the understanding of what British Values means, eager to learn, socially adept and academically successful. It connects subjects and learning through imaginative approaches which supports the pupils’ understanding and inspires a love of learning. The curriculum supports the development of core skills of reading, writing and mathematics but the teaching of other subjects, especially the arts, is also strong. The STEM (Science Technology Maths Science) curriculum, along with the investment into a range of new IT equipment, ensures that pupils are prepared for their future in a technological world. As a result of robust, effective performance management, all staff are fully committed to raising standards and individual professional needs are identified and addressed through access to a wide range of professional development to extend and develop their teaching skills. Staff morale is high as seen in the staff survey, June 2018. Opportunities for spiritual, moral, social and cultural development thread seamlessly through the life of the school. Pupils have a good knowledge of British values. A strong sense of democracy is developed through the curriculum, in addition to the wide range of leadership roles in schools. opportunities the school creates. Groups of pupils actively fundraise for local and national charities. Pupils celebrate differences, they show respect for each other and have a good knowledge of other religions. The school ensures there is no discrimination and all pupils have the opportunity to achieve as well as they can. The governing body is effective in setting a clear strategic direction for the school. It is well organised, with a sharp focus at meetings on scrutiny and the work of the full governing body. Training is up to date and effective. Governors are active in their link roles and are clear on their roles and responsibilities and are effective in supporting and challenging senior leaders. Safeguarding is effective due to a strong culture of care for all pupils where all staff are vigilant, responding swiftly to concerns, understanding that safeguarding is everyone’s responsibility. Both pupils and parents agree that pupils are safe at school. Effective collaboration with outside agencies takes place to target complex needs and reduce safeguarding concerns for specific pupils. Record keeping is thorough and rigorous. Safer recruitment checks are carried out on all staff and volunteers to ensure that they are suitably qualified to work in school. The school site is safe and well maintained.

In order for leadership and management to be even more effective, these are the key things we need to focus on this year:

Leaders at all levels are able to monitor and evaluate their impact on learning accurately and succinctly through subject specific evaluations and data analysis

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4 QUALITY OF TEACHING, LEARNING & ASSESSMENT

Grade – Good (2)

Teaching in 2017/18 showed 100% of lessons good or better with 50% graded ‘outstanding’. Teachers enthuse and motivate pupils to work hard. They have a good subject knowledge and use this to set high expectations and plan well for learning. Thoughtful questioning probes pupils’ understanding helping them to make links in their learning. As a result, pupils have a positive attitude to learning. They enjoy the themed topics and engaging visits and visitors which enhance the rich curriculum in place. Displays are used effectively to showcase work outside of the classroom whilst a ‘working wall’ approach is used within. Learning is displayed and extended daily to mirror the learning journey. School has a robust marking system in place which empowers pupils to be actively involved in understanding how they are making progress; it helps to embed learning swiftly and enables accelerated learning. Pupils respond regularly to teacher comments or ‘next steps’ questioning. Homework extends pupils’ learning well. It is used to develop a breath of understanding within core subjects. Parents are generally positive about homework and support pupils’ enthusiastically in its completion. A new online assessment tools has been successfully introduced this year. ‘Cornerstones’ online assessment package and progress and attainment tracker has allowed teachers to pinpoint next steps in learning with a greater degree of accuracy and senior leaders can manipulate data with ease in order to track the progress and attainment of a wide range of groups. Linked with this, the school reporting system has also been refined. Parents receive reports three times a year, which link clearly to Cornerstones, detailing the children’s’ current age related attainment, progress, next steps, attendance and attitude to learning. Pupils have a good range of opportunities to practice basic skills in English where teachers provide ample opportunities for children to write at length and develop reading skills while promoting a love of reading. Recent targeted actions around reading have seen a 50% increase in teachers’ confidence in teaching reading, almost all parent readers feeling fully equipped and well-supported to read with children and 100% of children enjoying reading in lessons. Children are well engaged in the learning of English through exciting literature, innovative teaching approaches and effective feed-forward marking. Talk for Writing is currently being embedded throughout all year groups which has led to increased progress across school.

To further improve the quality of teaching, learning and assessment in the school these are the areas we need to make more consistent this year:

To audit and further improve the teaching of reading across school in order that attainment and progress in Key Stage is in line with national To remodel the science curriculum, increasing the focus on investigative skills across school To design and launch the ‘Imagineering’ suite to enthuse and inspire all stakeholders To develop and implement a provision map across school in order that all groups of learners can be clearly monitored

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5 PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Grade - Good (2)

Personal Development and Welfare The school’s vision of ‘Friends, Faith and Lifelong Learning’ is embedded into the everyday life of the school. The school ethos and curriculum strongly promotes SMSC through spiritual development, rich multicultural experiences, links with the wider community and a robust PSHEE focus linked to SEAL, British Values and Christian Values. SIAMS inspection (June 2015) judged the school to be outstanding overall, with every area as outstanding including Christian Character, Leadership and Management and Collective Worship. High quality, invitational and varied daily worship engages all pupils in developing spiritually. Children are thoroughly prepared for life in modern Britain through well-planned opportunities to explore a variety of faiths and cultures as well as current affairs and their views on topical issues. The pupils are aspirational, keen to secure good jobs in the future and thus, work hard in lessons. There is a rich and varied curriculum in place across all year groups which interweaves lessons on personal, social, health and economic education along with relationship and sex learning and teaching about drugs and alcohol. The school is an inclusive school community, where differences are celebrated. Pupils are articulate, confident and enjoy coming to school. They appreciate the work school does to develop their experiences through visits and residential adventure activities. School has introduced a new whole-school approach to the teaching of anti-bullying and has become a KiVa school, also delivering training to other schools in the Midlands on this approach. Fortnightly lessons are taught in all classes and a robust system is now in place to deal with and report and instances of bullying that occur. As a result, pupils have an excellent understanding of what bullying is, what to do if it happens and who to tell. School has worked actively with parents to share our work on anti-bullying and behaviour. Most parents now say that the school manages behaviour well and staff deal effectively with bullying. Pupils have a good understanding of how to keep themselves safe; they feel safe in school. They understand how to stay safe on the internet and that the school has secure systems in place to protect them. Early Birds and Owls and Mischievous Monkeys, the school’s extended before and after school and holiday provision, provides a safe, caring and nurturing environment. Behaviour and welfare expectations match those of the school and as such, behaviour incidents are rare and pupils flourish. Behaviour Behaviour around the school and in lessons is at least good. Pupils’ attitudes to learning are positive and this enables them to make good progress both in lessons and over time. They are proud to attend their school, taking pride in their appearance, their learning environment and in their work. There are few behavioural issues and pupils with particular needs are supported well, enabling them to show marked improvements in behaviour and progress. Internal and external interventions, particularly regarding emotional and mental wellbeing help them to stay safe. Due to targeted support by the attendance team, the absence rates of disadvantaged pupils has halved, although this still remains a focus for school.

To further improve the personal development, behaviour and welfare of the pupils, these are the key things we need to focus on this year:

To develop a culture of excellence in order that standards in behaviour and presentation are consistently good or better across school: To create a uniform and consistent approach to rules, rewards and consequences, involving all members of staff, to increase incidents of excellent behaviour by 20% To refine school values and worship links To raise standards in presentation of written work across the curriculum

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6 Outcomes for pupils

.

Grade – 2

Despite effective phonic teaching, phonic results in 2018 were lower than national at 74%. Two pupils were disapplied and there is a high level of SEND in the class which has contributed to the figure. However, 92% of pupils made the standard in 2018 by the end of year 2 (cumulative) which is above national figures.

Results in 2018 show that attainment at the end of Key Stage 1 remains above national averages in all areas of learning. Attainment in Key Stage 1 over the past three years is high despite entry to school below expectations in some areas showing progress is strong. The percentage of pupils reaching expected in all areas is due to high quality teaching and careful interventions for those falling behind. The proportion of pupils reaching GLD in EYFS is below national, however the progress made by pupils across EYFS is outstanding, with an average of 8.3 bands progress made. Communication and language is lower than national due to the high percentage of pupils with speech or social communication issues. School delivers Talk Therapy to support this and pupils successfully move off the register by the end of year 1 in the vast majority of cases. Internal progress for all year groups in maths, writing and reading is currently inline or above school expected standards. 67% of pupils reached the expected level in Maths, Reading and Writing combined as opposed to 64% nationally. Pupils’ attainment in KS2 was below national in reading at expected level but above national at Greater Depth. A focus will be on pupils with middle prior attainment (2b/2c at KS1) to ensure they reach the expected standard. Writing percentages are above national for expected and for greater depth. Those reaching expected in maths is above national but below for greater depth. This is a focus for 2018-19 to ensure pupils with high prior attainment reach greater depth by the end of key stage 2.. Pupils are making good progress in writing because the teaching of writing is effective and this is also seen in cross-curricular subjects. A decrease in Reading attainment in KS2 has been disappointing since there has been a strong focus for the school in 2016-17 and 2017-18. There has been a focus on ensuring books are matched accurately to pupils’ abilities, that teachers and other adults are skilled in teaching reading effectively, and to increase the love of reading for the both the school and local community. School will now be focusing on reading fluency and speed and comprehension skills.

The progress made by SEND children across the school in a wide range of subjects is good as the school is effective in adapting support to meet the needs of individual pupils in classes. The proportion of pupils who have special educational needs and/or disabilities is above the national average and the proportion of pupils who have special educational needs and/or disabilities in school increased significantly over recent years. However, progress of these pupils is broadly in line with their peers. Pupil premium funding is used effectively to provide targeted support for disadvantaged pupils. Work seen in books during the inspection and school assessment information indicate that disadvantaged pupils currently in school are making progress in line with their peers. Teachers set challenging and thought provoking work for the most able pupils in school and this ensures that they make progress in line with other pupils in school, or better. 33% achieved better than expected levels in reading (25% 2017 nationally), 26% achieved greater depth in writing (18% national). 11% reached GDS in maths (23% nationally in 2017) so this will be a focus in 2018-19. Across almost all year groups and in a wide range of subjects, including in English and mathematics, current pupils make consistently strong progress, developing secure knowledge, understanding and skills, considering their different starting points. Individuals who need specialised curriculums are also making good progress.

To further improve pupil outcomes in the school, these are the key things we need to focus on this year:

To develop the teaching of reading in order that attainment and progress is above national by the end of Key Stage 2 To increase the percentage of pupils achieving the phonics screening at Year 1 To increase the percentage of pupils reaching greater depth in maths at Key Stage 2

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7 EYFS

Grade – 1

There is an uncompromising drive to improve achievement for all children. All EYFS staff set high standards and ‘The Children are highly motivated and very eager to join in. Children consistently demonstrate curiosity, imagination and concentration due to the well planned activities. Assessment is accurate and based on high quality observations. Provision across all areas of learning is carefully planned.’ The clear and incisive evaluation of the impact of staff practice leads to rigorous performance management, supervision and highly focused professional development. Leaders and managers actively seek, evaluate and act on the views of parents, staff and children to drive improvement in the setting. Children make outstanding rates of progress in relation to their starting points (an average of 8.3 across EYFS in 2018) and are extremely well prepared for the next stage of their education. Almost all children in the provision, including all groups of pupils, are making substantial and sustained progress. Gaps between the attainment of groups are closing due to careful and strategic interventions. Assessment through high-quality observations is rigorous and the information gained is used very effectively to guide planning. Planning ensures rich, varied and imaginative experiences that meet the needs of all children exceedingly well. Pupils with additional needs such as ASD and Physical disabilities such as Cerebral Palsy are well provided for, with additional staff ensuring they can access all areas of the curriculum. However, the increase in number of pupils with SEND has meant that the percentage of pupils meeting GLD has dipped.

In 2017, Talk for Writing was introduced to accelerate progress in Communication and Language Development and Writing. This has resulted in accelerated progress in these areas: writing in 2016 saw 67 % of children as ELG Secure+, in 2017 the figure rose to 76% and this year it was 79%. In FS2, the gap between the SEND children and Non-SEND is narrowing due to the SEND children’s accelerated writing progress. Teaching is highly effective. Other schools from the LA visit the setting for guidance. Teaching is based on expert knowledge of the learning and development requirements and a full understanding of how young children learn and progress. Latest observations grade EYFS Summer as Outstanding with 11/14 component areas outstanding. Leaders use highly successful strategies to engage parents and carers, including those from different groups in their children’s learning in school and at home. Evidence of this can be seen via the 100% attendance by parents at Parents Evenings. Activities children complete at home are celebrated within school (Ofsted 2016). Homework is consistently completed with a response rate of 90% by FS2 children. ‘Adults take safety and welfare very seriously.’ Ofsted 2016. Safeguarding and welfare meet statutory requirements. Leaders have created a culture where the welfare and wellbeing of pupils is actively promoted. Children are listened to and feel safe. Staff are trained to identify and support children who may be at risk of neglect or abuse and they report any concerns.

To further improve the effectiveness of the early years provision in the school, these are the key things we need to focus on this year:

Further develop outdoor area ensuring resources to support PD, particularly gross motor skills, are of a high quality To increase the percentage of pupils achieving GLD and exceeding judgements

To gather evidence efficiently across the year to support judgements

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8 PROGRESS IN PREVIOUS INSPECTION KEY ISSUES

Key Issue

Improve the quality of teaching and learning in reading, so that pupils’ achievement in reading matches that in writing and mathematics, including for the most able and disadvantaged pupils, by: – sharply focusing on pupils’ reading skills to ensure that they understand their next steps in learning and how they can achieve them – ensuring that teachers provide pupils with reading activities that build on what pupils can do. English lead attended RSSP meeting, conferences and gathered best practice ideas

All children have an appropriate reading book and this has been sampled by SLT across school

All children have targets for reading – to be given bookmarks with targets to ensure home and school working together

New recording sheets are in place in each class to inform assessment of reading

INSET day January focused on reading skills, new initiatives of Reading hats, teaching outstanding reading lessons to whole class ensuring whole school staff understanding

Research taking place into Blooms buttons for reading

SWAG books purchased – children to collect reading and writing ideas in a journal which has impacted on writing quality across school

Leaflet produced to inform parents of work so far in reading sent out and on website

Reading task force in place to ensure volunteer support in school is of high quality

Display of reading actions in entrance hall

INSET on talkforwriting initiative – clear impact shown in years FS2 and Year 2 in summer 1 so it has been brought forward and cascaded throughout school for summer 2

New reading areas placed around school and Extreme read competition launched to promote a love of reading

Reading tree built in the main reception to encourage a love of reading in the whole community

External consultant evaluated work so far

Further develop the skills of middle leaders in school by: – ensuring that senior leaders extend the skills of middle leaders so that they can evaluate the impact of teaching on learning more effectively – ensuring that leaders use pupil progress information to assess the effectiveness of actions taken by leaders.

National CPD attended to research methods and ideas giving ownership to school

Targets included in appraisal for subject leaders regarding concise impact reports

INSET regarding job descriptions, vision for subject, action plans, impact report format ensured accountability and ownership of all staff

8 step model of peer coaching introduced allowing SLT to work alongside middle leaders on impact of teaching– staff clear on model and impact statements. (Impact proformas created support middle leaders in writing impact statements.) Teachers working in phase pairings gives good understanding of phase issues.

New leadership action plans introduced to focus improvement work each half term.

Pupil attainment and progress graphs in place allow middle leaders to analyse data in order to identify actions for their subjects

Weekly reviews of tasks completed during SLT meetings ensure regular discussion of impact and next steps

External LA advisor interviews and those by consultants have shown middle leaders more able to be concise and discuss impact of work on all pupils.

The whole of SLT supported the headteacher in setting the strategic direction for the rest of the year and into 2017/2018 academic year which promotes shared ownership and understanding.

SIP priorities using a new model format drafted

Curriculum teams established for 2017/18 to ensure clear strategic direction is followed by all staff and middle leaders are further supported by senior leaders to ensure clear on impact of role on teaching and learning

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SCHOOL CONTEXT School context

Meriden Church of England Primary School (Voluntary Controlled) serves the village of Meriden and its surrounding areas. It is part of the Diocese of Coventry and is in Solihull Local Authority. The number of the children in the school has increased over recent years due to two new housing estates being built in the village and the number of pupils eligible for Free School Meals has also increased to just below national percentages. The proportion of children with Special Educational Needs has more than doubled in the past two years to approximately 28% of pupils with SEN Support or higher. There are pupils with significant needs who are being provided with full time 1:1 support despite having no EHCP. There has been a similar rise in the number of vulnerable pupils, currently standing at 117, which is reflected in the increased need of extended family support. This has led to school needing to increase Family Community Mentor support from two hours a week to full time and the SENCO has moved from one and a half days to full time also. The needs of our pupils and families are currently not reflected in the IDACI formula. Our school profile is vastly different from local schools and those in our collaborative. Although we are a southern rural school, support from health care services match that of Northern schools which have comparable deprivation factors. There is a before and after school facility and, in order to further meet the needs of the community, the school has introduced Mischievous Monkeys which provides holiday childcare. Reflecting increasing parent demand, the school invested in new build for the facility which was completed September 2015. School was judged to be ‘Good’ by Ofsted October 2016 and as ‘Outstanding’ in its SIAMS inspection, June 2015

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Appendix 7

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Appendix 8