Self Evaluation Document

2017-18

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Outcomes: At Robin Hood Primary are Good

Senior and middle leaders have a good understanding of the school’s strengths and weaknesses and are determined to make improvements where required. Leaders have taken swift action to address any underperformance seen in 2017 outcomes with clear strategies to impact change. Achievement

Progress measures are currently good. 2017 Average scaled score for progress is +0.7 in line with national average (0) and with a FFT rank of 39 (Top 50% of

schools). BOYS are performing less well than girls in a local and national comparison. Low prior attainers are perform-ing less well than their peers nationally as are pockets of prior higher attainers.

Disadvantaged chn attaining well by the end of KS2: PP chn attaining EXS in M, R & W = 62% (National 2017 = 47%)

(PP = overall scaled score of 102.8 vs National PP scaled score of 101.5) Attainment

Attainment data at the end of KS2 shows x 3 years + of improvement: % of pupils attaining L4+ / EXS combined in

M, R, W shows an upward trend when compared to National %: 2013 = 77% / 2014 = 80% / 2015 = 83% / 2016 = 56% (53%)/ 2017 = 60% (61%)

KS1

Achievement and Attainment is below national standards. FFT rank of 65 (2016-17). NO children achieved GDS in R, W

& M. This will be an area of focus in 2017-18

BOYS are performing less well than girls in a local and national comparison in R and W. Low prior attainers (1’s)

(especially disadvantaged chn) are not making enough accelerated progress to ensure RH outcomes are in line with national figures.

Year 1 Phonics Screening Check = 2015 = 75% / 2016 = 70% / 2017 = 72% reached expected level

EYFS: 2015 = 58% attaining GLD / 2016 = 60% attaining GLD / 2017 = 63% attaining GLD. Entry into our F1 is well

below national averages especially in CLL strands.

Attendance in 2014/5 was 95.4% in 2015/16— 95.67% . Attendance rates for FSM and PP pupils are rising over 1%

Internal school assessment procedures are used to ensure progress of cohorts, groups and individuals are tracked

robustly and accelerated progress is expected to challenge the low levels of entry.

When entering F1 most children are below age related (22-36 months) Throughout their time in Foundation stage

children make accelerated progress.

Attainment of SEND pupils is a priority: 96 / 420 (23%) currently on SEND Register 2017-18

Key Focus 2017-18 Progress measures and attainment will be at least in line with the national picture (KS1 & KS2) — significantly improve the % of chn attaining GDS.

KS1 progress to be monitored closely from EYFS to ensure figures are at least in line with the national picture

Attainment data at the end of KS2 continues to improve. At least 70% of pupils attaining at the expected standards in Reading, Writing and Maths.

KS1—By the time pupils leave KS1, at least 75% are working in line with expected standards and 25% working at the higher standard in R,W,M

To close the gap in Reading between RHP and National Figures across all key stages and groups. Sustain improvements made in Writing.

To close the gap between FSM/PP pupils and all pupils nationally

To close the attainment Gap between Boys and Girls (R/W/M)

Attendance will be above 96% and reduce the % of FSM pupils who are classed as PA

To monitor closely the progress of identified SEN pupils—to develop learning journeys for these pupils

Evidence:

ESC Pack—Jan 2018 (Termly)

ASP / IDSR

FFT Dashboards

DAISI (LA)

LA report Card

SIA report

Entry and Exit profile of F1 chn

Termly Phase Leader Data

Monitoring

Letter from Nick Gibb

PP report and allocation

Phase Leader Action Plans (SIP)

SEND review minutes

Attendance files and case

studies

Staff Appraisal Targets

Phonics Observations and

Lesson Study Feedback

Inadequate RI Good Outstanding

Maths Reading Writing

2016 +1.54 -0.10 -1.91

2017 +2.14 -0.70 +0.60

Maths Reading Writing Combined: Gender: GPS

2016 RH—103.9

Nat—103.0

RH—101.9

Nat—102.6

66% @ EXS 56% (53%) RH—104.0

Nat—104.0

2017 RH—104.7

Nat—104.0

RH—101.4

Nat—104.0

75% @ EXS

Nat—76%

60% (61%) BOYS = 53%

GIRLS = 67%

RH—105.3

Nat—106.0

Combined: Maths Reading Writing PP / Non PP

2016 57% (57%) 65% 65% 60%

2017 50% (58%) 58% (75%) 62% (76%) 62%

68%)

PP = 33% EXS combined

Non-PP = 59% EXS combined

Leadership & Management: At Robin Hood Primary are Good

Established Leadership Team who lead by example and create a culture of respect and high expectations

of the staff team, the pupils and the school community. We have a strong, stable and experienced staff team - staff feel valued, supported and challenged and therefore do not move on without good reason.

The three year development plan clearly states the vision to: Excel in our Teaching and Learning; have

Aiming High Attitudes to Learning and Exceed the national expectations for outcomes.

Leaders have a good understanding of the school’s strengths and weaknesses and are determined to

make improvements where required. Self evaluation and School Improvement procedures inextricably linked. All staff input and reflect on school success and improvement.

Leaders respond rapidly to the needs of the pupils and community ensuring policy and practice is having an

impact of the key outcomes for pupils—this is highlighted through our work on the curriculum, behaviour, parental engagement, school ambassadors and our nurture and wellbeing provision—these are key charac-teristics and strengths of the school.

Clear middle management structure: Phase Leaders driven by a focus on teaching and learning and sub-

ject leads with pedagogical expertise. Provide ongoing and timely monitoring to ensure consistency of expectations and high quality teaching and learning in each and every classroom.

There is a robust annual monitoring plan ensuring that actions have clear, quantifiable outcomes and

impact of every initiative is evident and evaluated rigorously.

Leaders drive a vision “To be a community of learners, children, staff and parents Aiming High to Excel &

Exceed”

The school has 5 core Values: Expect Excellence / Show Respect / Collaborate well / Embrace challenge

with resilience / Motivate & Inspire —which are threaded through everything we do.

School Leaders and Governors have an accurate understanding of the school’s performance and take the

necessary steps to act on areas for development. Governing Body members are involved widely in the school and constantly challenge and support the school to improve its outcomes.

A broad, balanced and exciting curriculum inspires pupils to learn with a wide range of opportunities

designed to challenge, inspire and motivate. Pupils’ spiritual, moral, social and cultural development is at the heart of all we do.

A well known and well understood Learning Charter, developed by the school community, shares our

expectation of a life long learner. These are celebrated through achievement assemblies.

Teaching is consistently strong across the school, coaching is used to develop practice.

Rigorous appraisal systems - which focus on pupil progress, whole school key drivers and a teacher’s own

Continuing Professional Development—all staff have their own learning journey document to record their development this has led to a climate in which teachers are motivated and trusted to take risks and inno-vate in ways that are best for the pupils in their class.

All CPD is focussed on learning. Pupil learning / Staff learning / Engaging parents in learning. Staff meetings

are focussed on the key drivers and phase needs—CPD activities are designed to have impact pupil pro-gress - for example a lesson study model focussing developing boys engagement and accelerating progress.

Every staff member has an area they excel in (and therefore can be observed in by others) and an area of

lead responsibility. Many staff have qualifications motivated by passion for key subject areas, e.g. Forest Schools. (TDT Silver CPD School)

Teaching Assistants are effective and integral in raising attainment. They are deployed by phase leaders and

teachers to ensure they are having maximum impact on key targeted pupils. Some are trained in delivering recognised intervention strategies that support our work to close the gap

Safeguarding procedures are effective and robust. leaders have created a culture of vigilance where

pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Leaders and staff work effectively with external partners to support pupils who are at risk or in need of protection

Pupil leadership is strong through our Ambassador programme, School Council and Eco Troopers. The

ambassador programme

Stakeholder views are sought regularly and inform next steps.

Future Developments: Leaders and governors continue to focus on consistently improving outcomes for all pupils being uncompromising in their ambition.

To ensure the school’s actions secure substantial improvement in progress for all pupils including our vulnerable groups

Governors systematically challenge senior leaders

Develop our learning community.

Develop opportunities for staff to routinely share and debate excellent practice - so excellence is a habit.

Leaders at all levels.

Develop pupil leadership and role models living the learning Charter.

Evidence:

2017-18 Knowledge Organiser (developed and shared suring Sept INSET 2017)

SIP (3 Year DP) incl Annual Monitoring Plan

5 Year Strategic Vision 2017-2022)

Learning Charter

Staffing structure

Golden Threads document (ensuring consistency)

Excellence is a Habit document

Appraisal Example

TA performance Management Example

SMLT meeting minutes

Staff Meeting Timetables and resources

Twitter feed

Website (relaunched Oct 2017)

School Environment—vision explicit

Safeguarding policy and procedures documentation

Governing Body minutes and documents

Inadequate RI Good Outstanding

Teaching, Learning & Assessment : At Robin Hood Primary are Good

Moderation procedures are led by phase leaders. All staff have a shared understanding of

ARE at the end of each year group and have created exemplification materials which support teacher subject knowledge of the curriculum

Constant staff discussion and development on what makes “excellent teaching” Peer obs /

coaching model / phase reflection to consider own practice are part of strategies established. Teachers embodying learning charter @robhoodschool.

Observations of teaching carried out by all leaders and beginning to build culture / mindset of

open classrooms. (Links to Aspire LP & Transform TSA / NST)

Staff collaboration strong—lesson study and coaching used to develop classroom practice

Phase staff meetings used to discuss Teaching and Learning & Key Priorities

Critique and drafting is used for pupils to improve their work through self and peer feedback

Quality & Expectations of learning dramatically improved.

Teaching is well planned, over the long, medium and short term

Time is used well in lessons to ensure pupils are challenged in their learning

Feedback is well used and sufficient time is given to consolidate and deepen knowledge and

understanding. Pupils know what they need to do to improve their work

New assessment procedures (Brick Wall - Learning Journey) have been developed with staff

which allow staff, pupils and parents a greater understanding of what children can do and need to do next. Non-negotiable targets are the foundation stones of these brick walls. Brick wall integral to teaching and drive learning

Teachers use a good range of approaches to assess pupils’ understanding in class and tackle any

misconceptions straight away.

Staff ratios are higher than the national average and support is bespoke to the needs of each

particular cohort.

Writing portfolios in Y3–6 demonstrate pride in work and showcase progress. pupils take a real

pride in their work and produce good quality writing.

Phonics is taught consistently well across the school

Planning process considers context of cohort & key drivers and how best to engage and moti-

vate boys—use of film, interesting topics, essential questions. This leads to high levels of en-gagement

Classroom immersive environments are developed to stimulate and engage. Careful thought is

given to allow flexible and collaborative learning

Parents are given timely and accurate information on their child’s progress through learner

reviews and reports to parents. Learning Logs are used across the school as a home school link

Pupils are eager to learn and develop their capacity to learn from their mistakes - they are keen

learners who are developing their thirst for knowledge.

All adults have high expectations of pupils’ behaviour and manage pupils very well, including

in the ‘Hay Room’.

Reading, writing and communication, and where appropriate maths are embedded throughout

the curriculum

Pupils are given opportunities across the school curriculum to exceed expectations and excel

Pupils have opportunities to show leadership; the higher attaining pupils take responsibility in

supporting other pupils in their classes and also across the school as ambassadors.

Future Developments:

High quality assessment leads to learners leading their learning and the achievement of excellence.

Ensuring consistency of approach and expectation across school - golden threads doc

Consistent good and outstanding teaching inspires pupils to learn - including challenge based and collaborative learning

Professional dialogue around feedback, critique, curriculum is embedded and impacts on inspiring and motivating our pupils.

Learning charter is further embedded into school culture and pupils’ learning behaviours further develop.

Curriculum outcomes are refined and are high quality—shared with an authentic audience.

Pupils continue to lead within school

Evidence:

OFSTED report 2013

Challenge Partners Peer Review (Jan 2018)

Monitoring feedback - phase consistency checks lesson ob-servations, work analysis, plan-ning trawls

Lesson observation feedback

Assessment learning journey booklets

Pupil Learning Logs

Year Group Planning

Exceed and Excel display

Learner review feedback

Example reports to parents

Yr group Exemplification mate-rials

Parent Curriculum Leaflets

Updated assessment guidelines

Inadequate RI Good Outstanding

Personal Development, Welfare & Behaviour: At Robin Hood Primary are Good

Present:

The school has a Learning Charter that was created by children, staff and parents. This shares the expecta-

tions for all learners at Robin Hood Primary School. (Weekly Tea Party)

Pupils display active learning behaviours - they are confident and show a pride in their work. Children col-

laborate well with each other and support each other to achieve. Pupils show a respect for each other’s views and ideas

The school is an orderly environment, pupils respond quickly to instructions and requests. Disruption to

learning due to pupil behaviour is infrequent. Behaviour is monitored through SIMS and parents are in-formed of poor behaviour choices on the same day.

The school is highly inclusive and has a range of strategies to support pupils with Special Educational Needs,

including those with needs such as ASD, ADHD, BESD which impact on their behaviour. We have a dedicat-ed nurture team and an in-house nurture provision ‘The Hay Room’ which provides excellent care for pu-pils. The school is well regarded by the LA for this work.

The nurture team support the learning of key pupils exceptionally well - and work alongside parents

through a key worker system.

Incidents of bullying are rare and the school acts quickly and swiftly to deal with reported incidents.

Through assemblies, PSHE and celebrating Anti-Bullying week we ensure pupils know how to deal with and prevent bullying

Recorded lunchtime incidents have reduced by 1/3 since 2016/17

Low level disruption is rare as the expectations of pupils behaviour is high. The number of repeat offend-

ers has reduced by 20%.

Exclusions remain low and rare (2015/16 = 2 2016/17 = 1 2017/18 = 0)

Safeguarding Team is well established with 4 trained DSLs, Senior Leaders and the Family Support Work-

er and recording and reporting systems are continually refined and improved. A routine check of the SCR is carried out termly.

School commitment to engaging and supporting parents in their child’s learning is very strong. We have a

TA lead for parental engagement, a Family Support Worker and a dedicated community base providing adult and family learning, advice and support as well as providing events and activities.

Attendance in 2014/15 = 94.5% / 2015/16 = 95.67% / 2016/17 = 95.54% Vulnerable groups are tracked

and monitored; School Business Manager will ring parents on a daily basis.

The number of Persistent Absentees is too high and a range of strategies have been employed to reduce

these. The school uses its minibus to collect pupils. The school can document marked improvements in pupils’ attendance through it intervention. The school also fines for unauthorised leave of absence.

Assemblies and PSHE curriculum ensure pupils know how to keep healthy and safe and develop positive

relationships. The school’s culture promotes all aspects of pupils’ welfare. Pupils are safe and feel safe. They have opportunities to learn how to keep themselves safe. They enjoy learning about how to stay healthy and about emotional and mental health, safe and positive relationships and how to prevent misuse of technology. (Appointment of full time Sports / Parental Engagement Lead in Jan 2018)

Pupil ambassadors, in a range of areas, are used to promote the high expectations across the school.

These pupils help support and teach younger pupils in areas of different areas of learning. School ambassa-dors run achievement assemblies and award the attendance cup and target ted. Sports Ambassadors run lunchtime activities and games.

Engagement in a love of school and motivation to attend is sustained through high profile whole school

events e.g. Communication Day (6th Oct / Learning Launch / Collaborate & Challenge Day)

Future Developments:

Attendance is at least 96%. There is no attendance gap between groups of pupils. No gap between figures for national and school

School community are aware of high quality safeguarding procedures and succession planning is in place to ensure this is maintained.

The school engages and involves all parents and families in their child’s learning.

Lunchtimes and playtimes continue to build times for pupils to independently apply skills of learning charter

All Pupils show a thirst for knowledge, are curious and passionate about learning.

Lunchtime detentions and exclusions are rare

The nurture of pupils is planned with the skills we want to embed in mind. (PSHE Action Plan)

Develop bespoke Nurture approach to include a school counselling offer. Planned Nurture Week 2018.

Evidence:

Learning charter/Core values

Behaviour Log—SIMS database

Bullying Log

Hay Room paper work

Community Base

Safeguarding Leaflet

Safeguarding Log and minutes

of meeting

Attendance File

Ambassador file

Parental engagement evidence

Open Afternoon Feedback

Learner Review uptake

SEND Review Minutes

Gov Visit Log

Inadequate RI Good Outstanding

Early Year Foundation Stage at Robin Hood Primary is Good

Present:

The curriculum provides a broad range of interesting and challenging experiences that meet chil-

dren’s needs and help them make progress towards the early learning goals, as well as encompassing our core values as a school.

The quality of teaching is ‘highly effective’ (Ofsted, 2013)

All adults have high expectations of children and, based on accurate assessments and understanding,

know the valuable next steps and targets to support the children throughout their learning journey.

Learning Journeys, which showcase a child’s progress are of a high standard and track the pro-

gress of the children and inform planning

Activities are planned to challenge and engage all children, meeting individual needs in adult led and

child led provision. Higher Attaining pupils are known to staff and are challenged appropriately

Children are safe and happy and staff have an excellent relationship with pupils

Children are motivated and interested in a broad range of activities and are keen learners.

Children’s behaviour is good and shows that they feel safe. Children are learning to respect and cele-

brate each other’s differences and to build their understanding of diversity beyond their immediate experience through a range of activities that teach them effectively about people in the wider world.

Key skills are embedded into activities and provision, providing children with a start that will equip

them in their education throughout the school.

On entry to Nursery, the majority of children are well below age related expectations, with most

starting at 22-36 months. Gaps are identified through assessment and analysis of data and provision is put into place to narrow those gaps. Majority of the children make good progress, with some mak-ing accelerated progress.

Key areas of priority in Foundation are the gap between boys and girls attainment, ensuring at least

good provision is in place for our rising number of EAL learners and accelerating progress in CLL.

Areas in the curriculum which see a substantial gap in comparison to National are Communication

and Language, Creativity and Understanding of the World. Communication and Language is the key priority in Foundation.

Engagement with families is good in Foundation through different schemes put in place in school.

Parents are encouraged to support their children’s learning and development at home and provided

with strategies for progression.

Transition for pre-Nursery children has been a success through the introduction of ‘Little Acorns’.

Families and staff get to know each other before the children start Nursery in 3-6 afternoon sessions. Transition has also been a success between Nursery and Foundation 2, where continuity has been established through the placement of staff.

Targets have been established for the end of year attainment, which has been predicted at 63% of

children making GLD by the end of F2. (this is below National but a high % of the cohort have SEND)We aim to close the gap by doing more in F1 and be in line with national expectations by 2019.

Future Developments:

Continue to develop outdoor provision to ensure children can access all areas of learning indoor and out – sustain the impact of the Early Excellence Project (2016-17)

Develop Assessment procedures further to ensure clarity in ELG focus, vulnerable group trends and to respond quickly to ensure provision is

matched accurately to the needs of the learners.

Develop the involvement of parents in understanding the key role they play as key educators in their child's lives - e.g. through assessment

interactive display (Re launch of Stay and Play—Jan 2018)

Continue to build a strong culture of communication and collaboration within the EYFS team.

Evidence:

Ofsted report–November 2013

Learning Journeys– docu-menting the children's progress in line with the curriculum and learning charter

Continuous assessment– SIMS and EAZ Mag

Little Acorns, Open afternoons, Learner Reviews, Open phonic and Maths sessions, Marvellous Me.

Children’s Learning Journey

Exemplification folders

Intervention groups

Data and percentage compari-sons of all groups in F1 and F2

Planning

Website

Curriculum leaflets, News-letters

Inadequate RI Good Outstanding

INSET Sept 2017—Knowledge Organiser

EXPECT EXCELLENCE

SHOW RESPECT

COLLABORATE WELL

EMBRACE CHALLENGE WITH

MOTIVATE & INSPIRE

Know thy pupils… John Hattie

Parents = a child’s key educator

Be kind, Be Specific, Be Helpful….

Ron Berger

Do less, do it better… QUALITY

“A community of learners aiming high to Excel and Exceed!”

BOOK LOVING SCHOOL

CONSISTENCY of EXPECTATION / BEHAVIOUR

Good attendance is 95%+. Learning Time starts at 9!

Safeguarding—are you up to date? YOUR responsibility.

“Every minute directly contributes to pupil progress…” YOU are

responsible for refining excellent subject knowledge and wanting

to explore the best teaching methods. Own your own CPD.

Do as you are asked

Show RESPECT at

all times.

Take care of

everyone and

Key Priorities 2017-18

BOYS—specifically Reading (Phonics)

DISADVANTAGED (PUPIL PREMIUM)

RAISE % at EXS by end of KS1—ACCELERATE PROGRESS IN FOUNDATION (CLL)

What does challenge look like in your classroom?

What are the next steps in learning and how do you feed this back to learners?

Key Partnerships:

Partnership Impact

Transform Teaching School Alliance

Lead school for Evidence Based Teaching / Research and development. (Innovation Hub) Middle leadership programme to increase impact of middle leaders Open Classrooms—RHPS staff involved in programme Y6 Network

International Schools

Access China UK

Nurturing a partnership with a school in Ningbo (China)

Aspire Learning Partnership (Local Schools)

Work in local partnership working on key outcomes of Reading, Assessing Science, Attendance & Safeguarding, Transition—see transi-tion video Moderation activities. Ensure consistency across partnership and sharing best practice ensures schools move forward. Leaders sup-port network.

The Mighty Creatives

Working on a mighty schools bid to develop community base facilities—the Learning Launch Pad. Artsmark Gold Award (See case study)

Challenge Partners

High quality peer reviews annually ensuring we reflect on our practice and ensure we keep evaluating and improving our practice.

Opportunities for Senior Leaders to visit other schools, developing their expertise and bringing back ideas

NTU

Nottingham University

Enrichment activities—developing pupils knowledge of university life and raising pupil aspirations

Supporting trainee teachers into the profession.

Nottingham Music Hub In Harmony Programme has increased the quality and profile of music

across the school. 11 children passed a Grade exam, in summer 2017.

Enrichment opportunities for pupils enable us to motivate and inspire

Nottingham Schools Trust (NST) - established Sept

2017

Member School

Assessment support through DAISI service Three days support through School Improvement Advisor Safeguarding training, advice and support SEN—Education Psychology, Behaviour Support Service

School Sport Appointment of full time Sports / Parental Engagement Lead who liaises with a variety of external organisations—e.g. Sports UK / Notts Forest Education Partnership etc.

Current Whole School Projects:

Learning Charter - We developed our Learning Charter alongside staff, parents and pupils to reflect the learning skills that we feel

are important and allow life-long learning. Pupils designed our Learning Charter characters and these are visible throughout school—

adults and pupils make reference to them in the everyday life of school.

Nurture We are clear and transparent about our unwavering support for all pupils at Robin Hood Primary. Nurture for our pupils

comes in many different forms and is the responsibility for all staff. The core statement is ‘The welfare of the child is paramount.’

Book Loving School—Snuggle Up and Read Campaign (2017-18)

In Harmony

Artsmark Gold

Sports Funding

We are committed to raising the levels of fitness in our school community. Reducing obesity in our pupils and nurturing healthy life-

style choices for the children at Robin Hood.

Family Learning

Due to our setting, we believe the role of a Family Support Worker is key in our community. We aim to encourage parents to engage

with their child learning by modelling a positive attitude to learning themselves and support parents in this in a variety of ways. To

ensure the safety of pupils is paramount, our Community Base provides a vital point of contact for those parents who may be in real

need of support and signposting.

We have been successful in being credited with our ARTSMARK Gold award. The assessor was bowled over by what we provide for our children. Some of the main feedback included (full feedback available on request):

The carefully planned, imaginative curriculum provides pupils with a rich array of exciting and memorable experiences.

You immerse your children in a creative, experiential learning environment with extensive opportunities for them to engage with professional artists and organisations

This is an exceptional school where creative skills acquisition and knowledge, particularly in drama, art and

music permeate the ethos of the creative curriculum and where the accolades for pupil creative endeavour

are proudly shared & celebrated.

In Harmony is designed to inspire and transform the lives of children, families, schools and communities. It aims to raise the expectations and improve the life chances of children, through high quality musical education. All chil-dren in Years 4 and 5 learn to play a stringed instrument and have 2 lessons a week from qualified music teachers. Children in Y6 have a weekly “Creative Music” session led by professional musicians. They also have the chance to continue their music studies. Children in Year 3 have a weekly 30 minute session led by professionals. Children also have a range of opportunities to perform in school, at venues across Nottingham and even on a national stage.