WEST RISE JUNIOR SCHOOL SEF
2014/15
During the presentation of the National Sculpture for Kids exhibition, at the Royal Society of British Sculptors, David Cameron (Prime Minister), awarded West Rise Junior School the top prize and commented that the school demonstrated exemplary creative performance and aspiration.
At West Rise, we offer our pupils a dynamic, creative learning environment. Room 13, Shine Radio Station, artists in residence, school farm, Bronze Age village, Forest School, water buffalos, pigs, goats, chickens, sheep, ducks and 120 acres of marshland are all integral and contribute to the unique experience pupils enjoy at West Rise.
The school has featured five times in The Times Educational Supplement (International Educational Press), and in many other National newspapers. Open House magazine stated,“West Rise has become famous for their innovative projects”.
West Rise Junior School was on the front page of the Times Educational Supplement in January 2010. We have regularly featured on BBC and ITV television news and on BBC Radio.
In terms of attainment, since 2007 there has been an upward trend in SATs results,with 2014 continuing to be above National attainment. The recent Ofsted Report, under the current framework, makes the school the top graded school in Eastbourne and surrounding area from Seaford to Rye.
Children achieve highly in sport, music and the arts both in and outside school.“Pupils achieve well throughout the school and in a wide variety of subjects, benefitting from a rich and diverse curriculum.” Ofsted 2013.
The school has recently been visited by several high profile public figures and educationists who have been inspired by our work, including BBC’s Kate Humble and the Editor of the Times Educational Supplement (TES).
‘We don’t do bunnies, we do water buffalo.’
Times Educational Supplement front cover January 1st 2010
“West Rise is a very inspiring school. I have told everyone about it” Jon Severs, Editor of the TES, July 2013. This follows two articles about the school in September 2013.
· West Rise Junior School is a two form entry school for boys and girls aged 7-11 set in a residential area on the outskirts of Eastbourne, drawing children from a wide range of socio-economic backgrounds.
· The school is increasingly becoming popular and most children enter school with an average baseline although current evidence indicates that this continues to be an improving picture.
· The number of children eligible for free school meals is almost double the national average.
· In terms of attainment, in 2013 the SATs results in reading, writing and maths exceeded local and National averages for Level 4+ in those areas in the previous year.
· There is an extraordinary community feel throughout the school as confirmed by the vast majority of visitors.
· West Rise has a wide range of extra curricular activities and clubs on offer (see website for details).
· There are close links with the feeder Infant school.
· Children achieve well in sport, music and the arts both in and outside school. The children recently won a local netball tournament, won a national poetry and short story competition and had their artwork published in a book. The school choir achieves highly in the regional choir competitions. Room 13 has also had a book of poetry and art professionally published and sold in local shops and galleries. The title of the book is, “If a water buffalo could sing”.
· We were re-accredited with the Healthy Schools award in 2010.
· The school was accredited with “Dyslexia Friendly Status” in March 2013.
ACHIEVEMENT
SCHOOL SELF-EVALUATION: ACHIEVEMENT is Good
Outstanding / Good / Requires Improvement / InadequateAchievement is likely to be inadequate if any of the following apply.
Taking account of their different starting points, the proportions of pupils making and exceeding expected progress are high compared with national figures. / Taking account of their different starting points, the proportions of pupils making and exceeding expected progress compare favourably with national figures. Where the proportion making expected progress overall is lower than that found nationally, it is improving over a sustained period. / Pupils’ achievement requires improvement as it is not good. / Pupils overall, or particular groups of pupils, are consistently making less than expected progress given their starting points.
Pupils make rapid and sustained progress throughout year groups across many subjects, including English and mathematics, and learn exceptionally well. / Progress across year groups in a wide range of subjects is consistently strong and evidence in pupils’ work indicates that they achieve well. / Pupils’ achievement requires improvement as it is not good. / Pupils’ learning and progress in any key subject or key stage, including the sixth form or the Early Years Foundation Stage, indicate they are underachieving.
Pupils read widely and often across all subjects. / Pupils read widely and often. / Pupils’ achievement requires improvement as it is not good. / Pupils reading is inadequate.
Pupils develop and apply a wide range of skills to great effect, in reading, writing, communication and mathematics. They are exceptionally well prepared for the next stage in their education, training or employment. / Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing, communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment. / Pupils’ achievement requires improvement as it is not good. / Pupils’ communication skills (including reading and/or writing) or proficiency in mathematics are not sufficiently strong for them to succeed in the next stage of education, training or employment.
The learning, quality of work and progress of groups of pupils, particularly those who are disabled, those who have special educational needs and those for whom the pupil premium provides support, show that they achieve exceptionally well. / The learning and progress of groups of pupils, particularly those who are disabled, those who have special educational needs, and those for whom the pupil premium provides support, are good. / Pupils’ achievement requires improvement as it is not good. / Disabled pupils and/or those who have special educational needs and/or those for whom the pupil premium provides support, are underachieving.
Subject / NATIONAL Level 4 / 2013 Level 4 / 2014 Level 4
Maths / 79% / 88% / 91%
Reading / 85% / 92% / 93%
Writing / 75% / 84% / 93%
Grammar, Punctuation @ Spelling / 72% / 71% / 79%
West Rise Junior School Key Stage 2 SATs Results 2014
Subject / NATIONAL Level 5 / 2013 Level 5 / 2014 Level 5Maths / 35% / 31% / 44%
Reading / 44% / 49% / 49%
Writing / 28% / 27% / 32%
Grammar, Punctuation @ Spelling / 46% / 41% / 58%
Ofsted 2010 survey inspection-assessing pupil progress quoted;
"As a result of their engagement with APP, teachers' deepening understanding of progression in subjects is contributing to pupils' improving achievement. Attainment has risen considerably over the last three years with most pupils making good progress consistently." Jacqueline White HMI.
Learning and Progress
· Almost all pupils in Key Stage Two including vulnerable groups make expected progress. West Rise Junior is committed to using the KS1 data and to build on the improving statistics at Key Stage 1.
· The use of focused group and individual targets for reading, writing and maths ensure that children are working on relevant and challenging targets to raise attainment.
· Progress towards these targets is tracked effectively through Pupil Progress meetings (6 per year)
· Joint lesson observations indicate that children are well focused and demonstrate an outstanding attitude towards learning.
· SEN: Children are identified as School Action if they are 2 or more sub levels behind age related expectations. School Action Plus if they receive support from an outside agency. There are also those with a Statement of Special Educational Need. All of these children are included on a class provision map and receive additional support. School Action children make rapid progress and move off the SEN register quickly. This academic year, all School Action and School Action Plus labels will be removed as part of the new National SEN reforms. A “Local Offer” will replace the majority of SA and SA+ but children will still remain on provision maps for additional support where appropriate. A very small number of SA+ children, who might possibly be eligible for a Statement of Special Educational Need, will go onto a “School Based Plan”. Statemented (Band B) children will eventually go onto an Education Health Care Plan in September 2014.
· The Gifted and Talented register is organised in a three tier system as follows: Level 1 Gifted = child performing two years above age related expectations in reading, writing and maths. Level 2 Gifted = child performing two years above age related in one of these areas. Talented = talented in art, dance, drama, PE with supporting letter from coach/teacher. There are currently 5% of the children on the register.
QUALITY OF TEACHING
SCHOOL SELF-EVALUATION: QUALITY OF TEACHING is Good
Outstanding / Good / Requires Improvement / InadequateTeaching is likely to be inadequate where any of the following apply:
Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress.
All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. / Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, make good progress and achieve well over time.
Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum. / Teaching requires improvement as it is not good.
Teaching requires improvement as it is not good. / As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress.
Pupils cannot communicate, read, write, or apply mathematics as well as they should.
Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. / Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. / Teaching requires improvement as it is not good. / Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs.
The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum. / Reading, writing, communication and mathematics are taught effectively. / Teaching requires improvement as it is not good. / Learning activities are not sufficiently well matched to the needs of pupils.
Teachers and other adults generate high levels of engagement and commitment to learning across the whole school. / Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. / Teaching requires improvement as it is not good.
Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains. / Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve. / Teaching requires improvement as it is not good.
Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. / Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons. / Teaching requires improvement as it is not good.
The quality of teaching.
· The vast majority of teaching is currently judged to be good or better.(SLT monitoring and Joint Headteacher / consultant monitoring across the school).
· End of Key Stage Two data shows attainment to be consistently above national averages.
· Current tracking indicates that the Year 6 cohort is on track to meet or exceed some demanding targets for 2014.
Targets: (Percentages taken from the school’s most recent internal data).
Reading Attainment L4+ 95% Progress 95%
Writing Attainment L4+ 95% Progress 95%
Maths Attainment L4+ 95% Progress 88%
Level 6: 2 pupils in reading and 1 pupil in maths
· Evidence from joint lesson observations and learning walks clearly demonstrate that overall teaching is at least good and 25% is outstanding (SLT monitoring and Joint Headteacher / consultant monitoring across the school).
· All adults set high expectations of pupils and demonstrate excellent subject knowledge which challenges and supports pupils effectively ensuring they make progress.
· Rigorous planning is carefully differentiated and well structured to provide effective support for all our pupils. SMT meet to scrutinise planning and books on a weekly basis. The findings and any actions are then shared with teachers at the following staff meeting.
BEHAVIOUR AND SAFETY OF PUPILS
SCHOOL SELF-EVALUATION: BEHAVIOUR AND SAFETY is Outstanding
Outstanding / Good / Requires Improvement / InadequateBehaviour and safety require improvement as these aspects are not good.
Pupils’ attitudes to learning are exemplary. / Pupils’ attitudes to learning are consistently positive and low-level disruption in lessons is uncommon. / Behaviour and safety require improvement as these aspects are not good. / Pupils’ lack of engagement and persistent low-level disruption of learning contribute to reduced learning and/or a disorderly classroom environment.
Parents, staff and pupils are unreservedly positive about both behaviour and safety. / There are few well founded concerns expressed by parents, staff and pupils about behaviour and safety. / Behaviour and safety require improvement as these aspects are not good. / A significant minority of pupils show a lack of respect and intolerance for each other or staff and a lack of self-discipline, resulting in poor behaviour around the school.
Pupils’ behaviour outside lessons is almost always impeccable. Pupils’ pride in the school is shown by their excellent conduct, manners and punctuality. / There is a positive ethos in the school, and pupils behave well, attend regularly, have good manners and are punctual to lessons. / Behaviour and safety require improvement as these aspects are not good. / Incidents of bullying overall or specific types of bullying are frequent, and/or pupils have little confidence in the school’s ability to address bullying successfully.
Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying in all its forms is rare and dealt with highly effectively. / Pupils have a good awareness of different forms of bullying. There are few instances of bullying and these are dealt with effectively by the school. / Behaviour and safety require improvement as these aspects are not good. / Pupils or particular groups of pupils do not feel safe at school and/or at alternative placements.
Skilled and highly consistent behaviour management by all staff makes a strong contribution to an exceptionally positive climate for learning. There are excellent improvements in behaviour over time for individuals or groups with particular behaviour needs. / Behaviour is managed consistently well. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs. / Behaviour and safety require improvement as these aspects are not good. / Attendance is consistently low for all pupils or groups of pupils and shows no sign of improvement.
All groups of pupils feel safe at school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe, including in relation to e-safety. / Pupils feel safe at school and at alternative provision placements and understand how to keep themselves safe. / Behaviour and safety require improvement as these aspects are not good.
Behaviour and Safety