Self-Evaluation and Raising Achievement Plan

School Name

Self-evaluation and Raising Achievement Plan

2013 – 2014

This is a template that schools may adopt or adapt to record their detailed self-evaluation and demonstrate how this information is used to identify priorities for their raising achievement plan. When completing the self-evaluation sections, reference should be made to the relevant sections in Ofsted’s School Inspection Handbook to ensure that evaluations are made against the bullet points that inspectors will investigate.

Sentences in blue are there for guidance only and should be deleted when the section has been completed.

Sentences in red relate to areas of greater emphasis for Ofsted in 2013-14

SEF and RAP 2013 - 2014 11Sept

Factual Information

Name of School
Address
Oxfordshire
Postcode
Email
Telephone
Fax
Website Address
URN / 123_ _ _
DfE Number / 931/
Headteacher
Chair of Governors
AgeRange
Number on Roll
Previous inspection / Date: / Overall Effectiveness grade:
National Awards

SEF and RAP 2013 - 2014 11Sept

Characteristics of the school

State briefly any characteristics/contextual information about the school that are not clear from your most recent RAISEonline and any that have changed since the last inspection and more recently.

SEF and RAP 2013 - 2014 11Sept

Achievement Self-Evaluation
Refer to the School Inspection Handbook (September 2013) pages 29 to 34 / Self-evaluation
Attainment and progress last year (Summer 2012 to summer 2013):
EYFS (add/change rows if you formally record assessments at different times)
DEVELOPMENT MATTERS AGE BAND / % OF CHILDREN WORKING WITHIN 40-60+ Development Matters Band
(use sub groups to show progress – A = Secure; B = Developing; C= entering)
(ELG assessment – 1 = emerging, 2 = expected, 3 = exceeding)
PSED / Physical
Development / Communication
and Language / Literacy / Maths / Understanding
of the World / Expressive
Arts and
Design
Entry: / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: %
End of Term 3: / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: % / A: %
B: %
C: %
End of Term 6: / 1 – %
2 – %
3 - % / 1 – %
2 – %
3 - % / 1 – %
2 – %
3 – % / 1 – %
2 – %
3 - % / 1 – %
2 – %
3 - % / 1 – %
2 – %
3 - % / 1 – %
2 – %
3 - %
Make an evaluative comment about skill levels on entry and about children’s progress as the year develops.
NB Inspection update from September 2013 states that a greater account will be taken of how well younger children are taught. Children who reach a GOOD level of development across the early learning goals must be reaching at least a 2B by the end of KS1.
Progress made by each year group from summer 2012 to summer 2013 as measured by APS:
Attainment and progress data (APS)
Reading / Writing / Maths
2012/13 Year Group (cohort size) / APS
Summer 2012 / APS
Summer 2013 / APS
Progress / APS
Summer 2012 / APS
Summer 2013 / APS
Progress / APS
Summer 2012 / APS
Summer 2013 / APS
Progress
Yr 1 ( )
Yr 2 ( )
Yr 3 ( )
Yr 4 ( )
Yr 5 ( )
Yr 6 ( )
Make an evaluative comment about the progress of each year group relative to the progress of the whole school.
Point out if pupil mobility makes a significant impact on the progress calculation or adjust the summer 2012 scores to reflect just the pupils for whom you have 2013 data.
Comment where appropriate on the context of each year group, for example if there is a high proportion with SEND.
Proportions making better than expected progress fromsummer 2012 to summer2013
(Better than expected progress is defined as 3 sub-levels [6points] in Years 1 and 2, 2 sub-levels [4 points] in Years 3 to 6).
Reading
Whole cohort / Reading
Non - Pupil premium / Reading
Pupil premium / Writing
Whole cohort / Writing
Non-Pupil Premium / Writing
Pupil Premium / Maths
Whole cohort / Maths
Non-Pupil Premium / Maths
Pupil Premium
Year 1 / % / % / % / % / % / % / % / % / %
Year 2 / % / % / % / % / % / % / % / % / %
Year 3 / % / % / % / % / % / % / % / % / %
Year 4 / % / % / % / % / % / % / % / % / %
Year 5 / % / % / % / % / % / % / % / % / %
Year 6 / % / % / % / % / % / % / % / % / %
(It may be helpful to governors to insert the transition matrices here. These are available as WORD documents on the Intranet Ofsted and Inspections page and will be updated for 2013 when the national data are available

SEF and RAP 2013 - 2014 11Sept

Points progress made by groups from summer 2012- summer 2013
Group / Group size / Reading / Writing / Maths
Year 1 (whole cohort)
Boys
Girls
FSM
LAC Pupil Premium
Service
Gifted
SEND
EAL
The most able
Year 2 (whole cohort)
Boys
Girls
FSM
LAC Pupil Premium
Service
Gifted
SEND
EAL
The most able
Year 3 (whole cohort)
Boys
Girls
FSM
LAC Pupil Premium
Service
Gifted
SEND
EAL
The most able
NB From September 2013 a greater emphasis will be on how well the most able children are tracked. These pupils are defined as those achieving 2a or above at the end of KS1
Points progress made by groups from summer 2012- summer 2013
Group / Group size / Reading / Writing / Maths
Year 4 (whole cohort)
Boys
Girls
FSM
LAC Pupil Premium
Service
Gifted
SEND
EAL
The most able
Year 5 (whole cohort)
Boys
Girls
FSM
LAC Pupil Premium
Service
Gifted
SEND
EAL
The most able
Year 6 (whole cohort)
Boys
Girls
FSM
LAC Pupil Premium
Service
Gifted
SEND
EAL
The most able
Make an evaluative comment about the progress of different groups relative to the progress of the whole cohort.

SEF and RAP 2013 - 2014 11Sept

Attainment in reading for six-year-olds as indicated by the most recent screening check and any follow up screening undertaken by the school:
Progress of different groups of pupils (how well gaps are narrowing): (Delete groups that are not relevant to your school)
Gender:
SEND:
Pupils who gain Pupil Premium Funding (FSM, LAC and children with a parent working in the armed forces.)
(The progress of pupils in receipt of Pupil Premium is currently a very high priority for Ofsted. Governors will be expected to know the details of your evaluation here.)
The most able

SEF and RAP 2013 - 2014 11Sept

High/middle/low ability groups:
EAL:
Minority ethnic groups:
Gypsy, Roma, Traveller children:
Lesbian, gay, bisexual pupils:

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Transgender pupils:
Young carers:
Other groups, as appropriate:
Application of skills across the curriculum:
Last updated:
Achievement Priorities for 2013/2014

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Aspirational attainment targets for Year 2 and Year 6
KS2

Year 6 to attain * % level 4 Reading
Year 6 to attain * % level 4 Writing
Year 6 to attain * % level 4 Maths
Year 6 to attain * % level 4 Combined Reading, Writing and Maths

Year 6 to attain * % level 5 Reading
Year 6 to attain * % level 5 Writing
Year 6 to attain * % level 5 Maths
Year 6 to attain * % level 5 Combined Reading, Writing and Maths

Year 6 to attain * % level 6 Reading
Year 6 to attain * % level 6 Writing
Year 6 to attain * % level 6 Maths
Year 6 to attain * % level 6 Combined Reading, Writing and Maths

KS1

Year 2 to attain * % level 2+ Reading; *% level 2+ Writing; *% level 2+ Maths
Year 2 to attain * % level 2b Reading; *% level 2b Writing; *% level 2b Maths
Year 2 to attain * % level 3 Reading; *% level 3 Writing; *% level 3 Maths

Aspirational progress targets for Year 6

* % of Year 6 make 2 levels of progress in Reading from KS1 to KS2
% of Year 6 make 2 levels of progress in Writing from KS1 to KS2

* % of Year 6 make 2 levels of progress in Maths from KS1 to KS2

SEF and RAP 2013 - 2014 11Sept

Schools need to be setting appropriate targets forbetter than expected progress for individuals, groups and cohorts. For

KS2 it is recommended that this should be based on at least 4 pointsof progresseach year. Better than expected progress over the key stage might look like this (4 points of progress on average each year):

End of KS1 / End of Year 3 / End of Year 4 / End of Year 5 / End of Year 6
3a / 4b / 5c / 5a / 6b
3b / 4c / 4a / 5b / 6c
3c / 3a / 4b / 5c / 5a
2a / 3b / 4c / 4a / 5b
2b / 3c / 3a / 4b / 5c
2c / 2a / 3b / 4c / 4a
1a / 2b / 3c / 3a / 4b
1b / 2c / 2a / 3b / 4c
1c / 1a / 2b / 3c / 3a

SEF and RAP 2013 - 2014 11Sept

On-going progress (to be updated following assessments in the autumn, spring and summer. Beware the impact of pupil mobility):
(Delete or move this table if it is unhelpful in demonstrating progress in your school.)
ATTAINMENT (APS)
Reading / Writing / Maths
Current Year Group (cohort size) / Summer 2012
Date: / Autumn 2012
Date: / Spring 2013
Date: / Summer 2013
Date: / Summer 2013 Target: / Summer 2012
Date: / Autumn 2012
Date: / Spring 2013
Date: / Summer 2013
Date: / Summer 2013 Target: / Summer 2012
Date: / Autumn 2012
Date: / Spring 2013
Date: / Summer 2013
Date: / Summer 2013 Target:
Yr 1
( )
Yr 2
( )
Yr 3
( )
Yr 4
( )
Yr 5
( )
Yr 6
( )

SEF and RAP 2013 - 2014 11Sept

Raising Achievement Plan (RAP) / Achievement (Add priority boxes as appropriate.)
Priority 1(Achievement): / Success Criteria (including milestones)
Specific objective:
Priority lead:
Governor:
Specific Actions / Monitoring and Evaluating / Resources
On-going evaluation of progress towards meeting success criteria (dated):

SEF and RAP 2013 - 2014 11Sept

The Quality of Teaching Self-Evaluation
Refer to the School Inspection Handbook (September 2013) pages 35 to 38 / Self-evaluation
Evaluation should include judgements about the overall quality of teaching over time (notably in core subjects), not just what is seen during planned observations. (Use evidence of the impact of teaching on pupils’ progress from lesson observations, scrutiny of pupils’ work and from tracking data.) Comment, for example, on:

How well teachers’ expectations (differentiation) are based on frequent and accurate assessments;
pupils’ engagement and enthusiasm;
how well teaching develops skills in reading, writing, communication and mathematics as demonstrated by their responses;
how well pupils are prepared for the next key stage in their education;
the match of teaching styles to pupils’ learning styles and how well teaching engages all pupils;
pupils’ understanding of how well they are doing and what they need to do next in order to improve;
the quality of marking;
the quality of questioning;
the pace of lessons
the quality and impact of on-going assessment during lessons;
teachers’ subject knowledge and the clarity of their explanations;
the quality of teaching and support for pupils with SEND;
the use of homework and other strategies to improve pupils’ independence;
the use of support staff.
Evidence arising from observations of lessons carried out by school leaders;
The views of pupils, parents and staff.

Comment where provision varies for different groups of pupils.
Last updated

SEF and RAP 2013 - 2014 11Sept

Raising Achievement Plan (RAP) / The Quality of Teaching (Add priority boxes as appropriate.)
Priority 2 (Teaching): / Success Criteria (including milestones)
Specific objective:
Priority lead:
Governor:
Specific Actions / Monitoring and Evaluating / Resources
On-going evaluation of progress towards meeting success criteria (dated):

SEF and RAP 2013 - 2014 11Sept

Behaviour and Safety Self-Evaluation
Refer to the School Inspection Handbook (September 2013) pages 39 to 41 / Self-evaluation
Evaluation should include judgements about:

pupils’ attitudes and conduct in lessons;
pupils’ behaviour and respect for others;
the amount of bullying and how it is managed;
the effectiveness of the school’s systems for consistent management of behaviour;
the impact of any actions taken to improve behaviour;
the effectiveness of the school’s actions to tackle discriminatory and derogatory language;
the school’s analysis and use of incident logs and other records;
rates and patterns of exclusions and the number of pupils taken off role as a result of factors related to behaviour, safety and attendance;
pupils’ ability to assess and manage risk and keep themselves safe;
pupils’, parents’ and staff views about behaviour;
pupils understanding of and the school’s response to extremist behaviour;
attendance, and punctuality and the impact of actions taken to improve them.

Last updated:

SEF and RAP 2013 - 2014 11Sept

Raising Achievement Plan (RAP) / Behaviour and Safety (Add priority boxes as appropriate.)
Priority 3 (Behaviour and Safety): / Success Criteria (including milestones)
Specific objective:
Priority lead:
Governor:
Specific Actions / Monitoring and Evaluating / Resources
On-going evaluation of progress towards meeting success criteria (dated):

SEF and RAP 2013 - 2014 11Sept

Leadership and Management Self-Evaluation
Refer to the School Inspection Handbook (September 2013) pages 43 to 48 / Self-evaluation
Evaluation should include judgements about whether:

leaders at all levels, including governors, pursue excellence;
improvement plans are well-focused, based on robust self-evaluation and rigorously implemented
monitoring and evaluation procedures are effective and shared with governors;
middle leaders are effective and the school is developing their skills well;
performance management procedures are robust, effective and take account of ‘Teachers’ Standards’, ensuring a strong link between performance management and appraisal and salary progression;
CPD is effective;
the curriculum is broad and balanced, meeting pupils’ academic needs, promoting good behaviour, safety and Spiritual, Moral, Social and Cultural (SMSC) development;
the school is improving, thus demonstrating the capacity to bring about further improvement (note the key improvements since the last inspection and those during the last year);
governance is effective (clarity of vision, ethos and strategic direction – contribution to self-evaluation, good understanding of the school’s strengths and weaknesses and the impact of their own actions – develop their own skills to support and strengthen the school’s leadership – provide challenge and hold the headteacher to account, including the use of data dashboard and other data sources – use performance management systems effectively [see above] – ensure secure financial arrangements – ensure that pupil premium funding is used effectively – engage with key stakeholders – ensure that statutory duties are met.);ensure-the use of additional funding and the and the impact it is having on raising achievement and pupils’ physical wellbeing is effective. (new focus on PE provision 2013-14 ( governors and senior leaders will need to provide a brief evaluation of the quality of PE, pupils’ participation in school sport and how they have used the new funding to make improvements.
the school’s strategies and procedures help pupils to prepare for life in Britain today;
the school engages well with parents and carers;
safeguarding arrangements are effective, ensuring that all pupils are safe.

Last updated:

SEF and RAP 2013 - 2014 11Sept

Raising Achievement Plan (RAP) / Leadership and Management (Add priority boxes as appropriate.)
Priority 4 (Leadership and management): / Success Criteria (including milestones)
Specific objective:
Priority lead:
Governor:
Specific Actions / Monitoring and Evaluating / Resources
On-going evaluation of progress towards meeting success criteria (dated):

SEF and RAP 2013 - 2014 11Sept

Overall Effectiveness Self-Evaluation
Refer to the School Inspection Handbook (September 2013) pages 25 to 28 / Self-evaluation
Evaluation should take account of judgements on:

achievement
quality of teaching
behaviour and safety
leadership and management.

In addition, evaluation should include judgements about:

the extent to which the school meets the needs of pupils with disabilities and SEN.

pupils’ spiritual, moral, social and cultural development (see annexe for details about what to include)(refer to the leadership and management section if fully evaluated there)
the progression and destination of pupils when they leave school.

Last updated:

SEF and RAP 2013 - 2014 11Sept

Summary of Whole School Priorities (Success Criteria to be reviewed at Termly Review Meetings)
Raising achievement and accelerating progress
Terms 1 and 2 / Terms 3 and 4 / Terms 5 and 6
Improving the quality of teaching and learning (including conditions for learning)
Leadership and management

SEF and RAP 2013 - 2014 11Sept

Annexe

Defining spiritual, moral, social and cultural development

Pupils’ spiritual development is shown by their:
beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
use of imagination and creativity in their learning
willingness to reflect on their experiences.
Pupils’ moral development is shown by their:
ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
understanding of the consequences of their actions
interest in investigating, and offering reasoned views about, moral and ethical issues.
Pupils’ social development is shown by their:
use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively
interest in, and understanding of, the way communities and societies function at a variety of levels.
Pupils’ cultural development is shown by their:
understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Evidence of pupils’ spiritual, moral, social and cultural development can be found, for example, where pupils:

are reflective about beliefs, values and more profound aspects of human experience, enabling them to develop curiosity in their learning, and as thoughtful, responsible individuals
develop and apply an understanding of right and wrong in their school life and life outside school
take part in a range of activities requiring social skills
develop awareness of and respect for diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation and disability
gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training
develop an appreciation of theatre, music, art and literature
develop the skills and attitudes to enable them to participate fully and positively in democratic modern Britain
respond positively to a range of artistic, sporting and other cultural opportunities
understand and appreciate the range of different cultures within school and further afield as an essential element of their preparation for life.

SEF and RAP 2013 - 2014 11Sept