SUMMARY SELF EVALUATION OF MONKS RISBOROUGH CE PRIMARY SCHOOL
1 / INTRODUCTION / Monks Risborough CE Primary School is an average sized one form entry primary school with 205 pupils currently on roll. The school enjoys an excellent reputation and is over subscribed for entry into Reception and most classes across the school. Pupils' social circumstances vary but are generally above average.Most children come from families in owner occupied homes and have parents who take an active interest in their child’s education. The previous headteacher left in January 2015, having been at the school for 10 years. Staffing has been typically unstable over the last four years, particularly in KS2, but it now has a committed, knowledgeable and stable staff, additionally clear succession planning is now in place to mitigate against this in the future. Since the appointment of our Head Teacher 5 terms ago, the school has gone through a period of significant change, implementing: a new curriculum, developing the assessment system, undergoing fundamental change within the Governing Body, Senior Leadership Teamand changes in class teachers across the school. With a new and highly motivated staff team in place (96% Staff Questionnaire Jan 2016), the school has developed a positive culture with a shared vision and is rapidly developingin all areas with excellent capacity for continued improvement.
2 / PRIORITIES FOR WHOLE SCHOOL DEVELOPMENT / 2015 /16
To develop consistency and progress in the teaching of English
To develop consistency and progress in the teaching of Maths
To develop leadership at all levels
To develop and implement an effective approach to assessment ensuring that it impacts on teaching and learning
2016/2017
Objective 1: To develop a growth mindsets approach to all areas of teaching and learning
Objective 2: To raise attainment and increase progress in writing, including SPAG, across the school
Objective 3: To raise attainment and increase progress in maths through developing a child led approach to learning
Objective 4: To identify vulnerable children throughout the school and to support them emotionally, socially and academically. Aiming to raise attainment and increase progress by at least -6 steps.
3 / PROGRESS SINCE PREVIOUS INSPECTION
KEY ISSUES / Key issue / P.I Date 5/3/12 / December 2015 / Progress
Improve the quality of teaching and pupil’s achievement through:
Maths
-developing opportunities for hands on learning (concrete) and real life maths opportunities
-ensuring pupils learn their multiplication tables more thoroughly
Targets
-ensuring there is a greater consistency in the use of pupil targets so that they are clearly aware of what they need to concentrate on to improve further / -Member of SLT, appointed Sept 2105, (KS2 Leader and Maths coordinator) has undertaken Maths Leaders training (masters level training)
-This member of staff has developed a specialism in mastery approaches and is now implementing this throughout the school
-Growth mindset approach has begun to have a positive impact on lower achieving children in trial class – this approach is now being implemented across the school
-Maths and calculations policy developed
-Abacus purchased and used to supplement teaching to ensure greater support for real life maths opportunities
-Maths is now well monitored across the school
-Concrete resources for all classes purchased and used in all relevant lessons. Children are confident to use these in and out of class situations
-Maths curriculum evening held to ensure parents understand the school’s approach to calculations and posted on the website
- All classes following increasingly complex times tables approaches that build on prior learning
-Mathletics implemented to develop competitive and stimulating approach to mental maths, as well as to support children falling behind with their learning
-Targets are well established in FS, KS1 and KS2; where targets have not been used effectively, further support for teaching has been put in place
4 / OVERALL EFFECTIVENESS / Strengths 2 Good
Monks Risborough is a good school, providing an effective setting for pupils to learn. Significant development in the EYFS has ensured that pupils are now making good progress through effective teaching and well organised provision, clearly tailored to the needs of the cohort. Pupils in EYFS have made rapid progress with significantly improved attitudes to learning. Areas of provision that were previously not having impact have been addressed and an enabling and responsive curriculum is now in place. (73.1% of pupils made a good level of development, compared to 67% in 2015 and 65% in 2014). The average total points were 40.2 compared to 30.6, demonstrating the greater breadth of learning the children are now receiving. To evidence this further, the Foundation Stage was part of the Counties moderation visits, who felt that we had been very conservative with our assessments, particularly in writing.
In KS1,the majority of pupils of all ability levels make good progress through structured and engaging teaching, with high expectations that all children will achieve. Teachers make learning relevant, linking concepts through our creative curriculum threads, which captures pupils’ interest and engages them. Through strong assessment, early intervention and close monitoring of standards. Pupils are now equipped for the next stage of their education.
In KS1 there are effective teaching and learning practices that ensure mostpupils achieve wellin English and Maths. Outcomes for pupils are very positive with a significant majority of children attaining results well above those achieved nationally, historically. Based on current internal 80% of pupils made at least expected progress across the Spring and Summer Term, following a change in staffing.
In KS2 attainment continues to be at least in line with LA and National figures for the majority of pupils. Scaled scores from 2016 are above LA and National figures. Significant improvements have been made in teachers’understanding of levelling and assessment, as well as moderation processes. There have been a significant number of staff changes, however; classes are now closely monitored through half termly pupil progress meetings ensuring the needs of all underachieving children are being addressed. Through the change and development of all senior and middle leaders:SENDCo, Deputy Head and Key Stage leaders, as well aschanges to the curriculum and sharing of best practice, the correct structures are in place to ensure improvements in this Key Stage continue to progress rapidly which evidence from children’s books and assessments indicate.The strength and commitment of the middle leaders was also identified by our Diocesan SIA who stated that these leaders ‘Have a clear understanding of what they need to do to improve the school.’
Pupils’ excellent behaviour and attitudes to learning are a major strength of the school and pupils are very proud of it. Numerous visitors to the school comment on the ‘calm and purposeful’ atmosphere, as well as the recently implemented and well embedded values that run throughout everything the school does. Safeguarding of pupils takes high priority and we are continually updating procedures, for example, ensuring all visitors wear lanyards and moving our single central record onto SIMS to ensure we stay abreast of any changes. We have also invested heavily in making our school site safe and secure, for example, installing new perimeter fences, CCTV cameras and a new roof. County are also in the process of upgrading our fire and emergency lockdown alarms. Fundamentally, pupils feel safe in the school because adults are nurturing and provide effective guidance and support.
Pupils’ spiritual, moral, social and cultural development is a strong feature of Monks Risborough and pupils have a good understanding of different cultures. The school has an exceptionally positive ethos that is centred on community and purposeful outcomes for all children: ensuring that children have a positive view of the world around them, respecting and enjoying being part of community life, as well having a clear understanding of where their learning is leading.Our development of a School Linking Network project with alocal but highly disadvantaged school, as well as a current linking project with a school in Tanzania, has contributed greatly to children’s’ understanding of British Values.
All Staff and Governors have high expectations and the highest of aspirations for all children; best practice is shared in a drive for continuous improvement. The Governing Body has gone through fundamental change over the last year, taking actions to ensure they are clear on what is good governance through the development of an effectiveness committee. They are aware of difficulties the school has faced and have supported a newhead teacher andleadershipteam to come through this period. The governing body are now increasingly challengingleaders and staff to promote and ensure outstanding behaviour and learning for all pupils. This is evidenced by a recent review from our Diocesan SIA.
Following a number of years of significant staff change, the school is now good with a strong capacity for further improvement.
5 / EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT / Strengths 2 GOOD / Further Improvements
  • Monitoring and evaluation schedule is in place.
  • Governors hold the school to account through monitoring of subject leadership and senior leaders. (Governor reports)
  • Governors are taking an increasingly accountable role in monitoring and holding leaders to account through the creation of an ‘Effectiveness’ sub-committee (Meeting Minutes)
  • Feedback from all stakeholders has increased to secure further improvements
  • School leaders are effective in monitoring the progress of all children and particularly those who are in receipt of the Pupil Premium Grant. (Vulnerable children SDP)
  • Effective teaching staff have been identified, promoted and provided with necessary training opportunities to have school wide impact
  • The Headteacher has engaged and raised the aspirations of staff through creating a clear curriculum vision following whole staff visits to other outstanding schools
  • Headteacher has created links with local primary schools ensuring that best practice is shared (EYFS, Yr1, Yr2, Yr 3, Yr4 and Year 6) – (2016/2017 – Head has organised assessment moderation for all schools and every class in the local liaison group, developing accountability and opportunities to share best practice).
  • Procedures for safeguarding pupils are continually reviewed through collaboration with other schools and are now effective.
  • Key stage Leadersensure good levels of communication and bring it on themselves to ensure consistent practice is in place.
  • Middle leaders have undertaken training so that data, particularly the vulenerable pupils is understood and is used to have a clear impact on their subject areas
  • Learning teams provide opportunities for middle leaders to monitor and evaluate policies and lead initiatives that will support the school development plan.
  • Middle leaders are providing support with planning where teaching has been less effective, for example 2016: D.Head and SENDCo support Year5 teacher with maths planning, KS2 and KS1 teacher have been modelling and supporting our Year 3 teacher with planning, teaching and marking.
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  • Monitoring and evaluation of teaching and learning, particularly in KS2, is increased via middle leaders are increased to ensure that improvements are rapid and sustained.
  • Opportunities to embed Maths and English across the curriculum are further developed, to ensure a greater range of independently writing for purpose and ensure maths skills are mastered
  • A strategic plan is developed to reduce administrative tasks and enable the Head teacher to have a greater focus on driving through improvements
  • Appropriate training is implemented to ensure our highly competent Deputy Head develops her broad range of skills quickly
  • Now that our assessment system is fully embedded, Governors increase focus on data and the SDP to hold leaders to account and drive through improvements

6 / QUALITY OF TEACHING, LEARNING AND ASSESSMENT / Strengths 2 Good
(FS Outstanding / KS1 and KS2 Good / Further Improvements
EYFS
Teaching and learning in the Foundation Stage has been transformed within the last year following a change in Foundation Stage Leader / Class teacher; much of the teaching is now outstanding because:
Teaching is always of a consistently high standard. As evidenced in lesson observations, learning walks, parental feedback. Our SIA would like to disseminate the practice of our EYFS leaders to other schools (she is keen to continue developing and opportunities to share practice with other strong EYFS practitioners have been developed).
Teachers work closely with children, parents and as a team; as a result the curriculum is bespoke to the needs of the individual children in this particular key stage and cohort
Planning is outstanding:
  • All activities are planned to meet the social and individual needs of pupils across all areas of learning.
  • All learning experiences are highly stimulating, planned (often with the children) to draw off of their interests. All children know their targets verbally.
Literacy is exceptionally well embedded throughout the EYFS, providing outstanding reading / writing opportunities and experiences- as evidenced in lesson observations, planning, throughout the classroom
Children feel safe and secure in the classroom – they know their routines and are engaged in the values of the school
A number of approaches to assessment have been investigated and rationalised so that teachers can clearly see where learning needs to develop with each child and this is acted upon. This has been made increasingly effective due to the close working relationship between the teacher and HLTA, ensuring that all opportunities for assessment are taken.
The Foundation Stage Leader works exceptionally closely with parents and pre-schools to ensure smooth transition and extend children’s learning and drawing off of the knowledge of out of school experiences and to ensure the earliest possible intervention.
Where outcomes had shown a weakness in provision, these areas were specifically planned for and improvements made. The curriculum now has both significant depth and breadth.
Children with SEN and on the Pupil Premium register have made good progress from their starting points. / Development of job share EYFS teacher for this academic year. Ensure practice is shared and consistent.
Development of outdoors area (resourcing) to ensure all indoorlearning experiences can be replicated or extended.
Embed EYFS practice further into Year 1 to ensure current pupils continue to be appropriately supported with their learning throughout their transition.
Ensure children develop readiness for learning in KS1 by sharing best practice with good/outstanding providers regarding their transition.
Continue to develop early intervention in the EYFS through organising transition visits with feeder nurseries and ensuring necessary training is in place for teaching staff
Continue to develop the use of the outdoor area so that learning opportunities are fully exploited
  • Teaching across KS1 is typically good. Over time, teaching in Year 2 has been overly structured with a lack of independent writing and limited opportunity to develop mathematical understanding, leading to inflated outcomes for some pupils (which is evidenced by needs some children are now experiencing in Years 3 and 4). Following the resignation of our previous Year 2 and KS1 leader, a known and good teacher was employed temporarily (appointed April 2016). Support for this teacher was provided, through sharing of practice with another local school with outstanding outcomes. We have appointed aknown,very experienced and highly competent KS1 Leader and Year 2 teacher, ensuring assessments are accurate.
  • Following learning walks, weaknesses in provision of our phonics were identified. Our Literacy leader quickly addressed the provision and children are now receiving effective phonics instruction at their point in learning. Subsequently, we achieved our best phonics results to date (2016)
  • Following training, as middle leaders have developed, they have provided support to all teachers in KS2 and the teaching in this KS is now good.
  • All teachers make learning stimulating and relevant, which captures pupils’ interest and engages them in their learning.
  • Following the introduction of a new marking policy, marking is now consistent and of a high standard which is effective in moving learning along. The policy is applied consistently across both key stages.
  • Work scrutiny demonstrates that next steps quality marking is in use.
  • Pupil engagement, enjoyment and independence (in the EYFS) are outstanding, as evidenced by learning walks, lesson observations and pupil voice.
  • Assessment indicates that children across KS2 are now making good progress. Over time, the number of children in KS2 where progress was ‘slow’ is steadily reducing and the number of children making expected and accelerated progress is increasing. Where this has not happened, and following support, changes to staffing have been made. The headteacher is currently teaching Year 3 two days a week until a suitably strong part time teacher is in place.
  • Accurate assessment is used by staff to identify and target children for interventions, additional support and challenge.
  • Assessment for children receiving the pupil premium is reviewed by the Headteacher, Deputy Headteacher and SENDCO and relevant support is implemented.
  • We are aware that vulnerable pupils do not achieve as well as their peers and holistic individual plans are now in place to drive this improvement
  • Guided teaching by teachers and classroom support staff is used to accelerate learning and progress. This has been particularly evident in the teaching of reading where the reading age has increased by 18 months, within 6 months, in Years 5 and 6 (Feb 2016) KS2 children reaching the expected standard 83% and significantly above the national standard.
  • Planning demonstrates differentiation for all groups of learners across the school in Maths and English
  • The implementation of guided reading, updated reading scheme, class novels, reading buddies and reading rocks assemblies successfully foster an enjoyment of reading.
  • Stimulating classrooms and displays of pupils’ work around the school celebrate achievements as well as supporting learning effectively.
  • Pupils learn well in mathematics (KS1) because teaching is good and activities are planned effectively. In KS2 the teaching of maths is improving following investment in CPD providing sustainable and continuing development
  • The teaching of writing is improving due to:improvements with the teaching of SPAG being addressed across the school, as well as cross curricular approaches being adopted in all classes making writing purposeful and relevant.
  • Following the implementation of Target Tracker and our targets system, assessment is now used increasingly formatively,as well as summatively, andtimely intervention is provided for those children falling behind
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  • Ensure marking is consistent and the marking policy is being adhered to in all classes
  • Embed the improvements in marking by giving children opportunities to respond to marking.
  • Develop opportunities to share outstanding practice.
  • Use action research to improve learning experiences for children and ensure that the work set for all pupils of all abilities is challenging enough to enable them to make rapid progress.
  • Teaching in Maths to focus on ensuring pupils are taught at greater depth and not simply moved on too quickly
  • Now the skeleton of our curriculum is in place, ensure that significantly more opportunities to embed Maths and Writing into it are taken.