Tranmere Park Primary School

Short Self Evaluation Report

The context of the school

Tranmere Park Primary School is a popular, larger than average primary school (354 on roll/345 capacity – the pupil roll remains constant overall & all year groups are full to capacity) set in a relatively affluent residential area in North West Leeds.
In most year groups, the admission limit is 45, which results in some mixed age group classes which can be unpopular with parents. The school’s admission limit was raised for the 2012/13 & 2013/14 academic years to 60 to accommodate 2 bulge cohorts. Pressure on school places in the local area remains extremely high and there is a possibility that TPPS may permanently expand to 2 forms of entry. Governors are to review the situation in Autumn 2014.Leeds LA confirmed pre Easter 2014 that Reception numbers for 2014/15 would return to 45 and 2 other local schools would be expanded.From September 2013, school numbers have risen to 354 – an increase of almost two classes since our last inspection. The high demand for places, coupled with an increase in the number of classes, has put pressure on the school accommodation, which was originally designed to house 6 classes, with particular pressure on shared areas such as the hall & play spaces. Parents are concerned about the rising roll & the pressure on the accommodation, however as there are currently no places available in the school at all - families moving into the area are successfully using the appeals system to gain entry. This results in very large year groups – eg: the current Y5 stands at 52 (45 places) which results in large class sizes.
Although our pupils come from a range of socio-economic circumstances (9% deemed disadvantaged), the large majority of pupils live in wards with above average social class households. The very large majority of pupils are of White British origin with 10% of children from minority ethnic groups and 6% of children having English as an additional language. The number of pupils eligible for pupil premium funding is very low at 4% and the proportion of pupils in receipt of additional support from school is high reflecting school policy that any child working below ARE is supported.
Pupil mobility is increasing and a small but significant percentage of children transfer to the independent sector at the end of Y5, although most pupils transfer to 2 local High schools in Year 6. Other transition issues include on entry to school with pupils being drawn from as many as 13different nursery settings. 2 pupils have funded support relating to behaviour, emotional and social difficulties; there are currently no‘looked after’ pupils on roll.
Theschool is greatly appreciated by almost all parents (who offer their children a high level of support) although the parent body is vocal, actively holds school to account & has extremely high expectations of the school. From broadly average levels of attainment on entry in most areas, above average attainment in the PSED prime area coupled with our stimulating EYFS provision allows the large majority of pupils to reach expected standards by the end of Reception. Attainment on leaving school is within the top 18% of schools nationally overall (2012/13), whilst performance in all individual core areas is rated within the top 10% nationally (FFT). Performance in all key areas is within the top quintile of the most recently availableOfsted data dashboard (2012/13), with the exception of SPAG, similar schools, (2nd quintile) and Reading, all schools, (2nd quintile).
The school has several well developed, mutually beneficialactive partnerships – with another ‘outstanding’ school (Moortown Primary School), with a statistically similar ‘outstanding’ school (Bramhope Primary School) and 3other very different schools, (Ebor Mount Primary School, Pudsey Primrose Hill Primary SchoolCarr Manor Primary School). This group submitted an application for Teaching School status which was granted pre Easter 2014 and TPPS will be a leading member of the ‘Noctua’ TSA with immediate effect.We are also an active partner in our local Family of Schools and extended services cluster which converted to Co-operative Trust Status with effect from January 2014 – The Aireborough Learning Partnership.
The head teacher, previous deputy head teacher and new deputy head teacher have worked in close partnership with the School Improvement Team at Leeds LA and have all been seconded for periods of time by the Local Authority to support other Leeds schools. The HT is an LLE and is currently supporting 3 new head teachers in Leedsand one school causing concern.In January 2014, the DHT was appointed as HT at a partner school and the AHT was promoted to Deputy.
For the 2014/15 academic year, Tranmere Park will be working in partnership with theNoctua TSA, Leeds LA,Leeds University, Schools Direct & Curee to support our development needs.Highlight denotes data waiting to be updated

Pupils’ achievement

Suggested grade: Outstanding (1);
The principle evidence for this judgement is the consistently high outcomes achieved by our pupils over a 5 year timescale (’09-’14). This is combined with high value added data. Performance data shows that different groups of pupils, including those with SEN and those who join the school late, make good or better progress. Attainment & achievement by the end of KS2 compares very favourably with other schools, both locally and nationally. This conclusion is further supported by the standards evident in pupils’ workbooks, the very high quality of pupil outcomes displayed around the school and the standards observed in lesson observations. We were the highest performing school in Yorkshire for our end KS2 outcomes in 2013 & outcomes for 2014 were higher.
Data on entry shows that children enter the Early Years Foundation Stage (EYFS) with abilities broadly in line with age-related expectations in most areas, although attainment in the PSED prime area is above average. EYFS 2014 data shows 89% of our pupils achieved a good level of development. Levels of attainment were broadly maintained from the previous year at 86%were and a rising trend on the previous two years, which stood at 82% and 87% respectively. The percentages of children achieving a GLD was higher than local (51%) and also higher than our statistical neighbour (65%) averages.
From average starting points children make rapid and sustained progress throughout their time in EYFS.
Phonics Check In 2011/12, 87% of Y1 pupils attained the expected level in the phonics check. For the 2012/13 academic year, 96% passed the test.In 2013/14, 85% of pupils passed the screening.By the end of Y2, 100% of pupils have passed the test.
End of KS1: data for 2014 shows us that children attain levels significantly above national average, local data and statistical neighbours. 98% of pupils met with age related expectation (2B+) in reading, 98% in writing and 96% in maths – 1 SEN pupil was not targeted to meet NA. 60% of pupils attained Level 3 in reading, 40% in writing and 53% in maths. Trend data shows attainment well above national and local measures for the last three years with the VLM of children leaving KS1 attaining NA.
Progress and attainment at the end of KS1 shows that our pupils are exceptionally well prepared for KS2.
The Year 6 pupils: children continue to make outstanding progress across KS2. Our children attain levels which are significantly above national averages in Maths, Reading & Writing. Overall attainment shows a consistently strong trend over three years, with significant improvements in numbers of pupils meeting ARE. Attainment at the higher levels continues to rise, with all pupils meeting ARE and progress indicators, with the exception of 1 SEN pupil in reading.
  • The VLM of pupils attained Level 4 in Reading, Writing and Maths
  • 73% of pupils attained Level 5 in Reading, 76% in Writing and 64% in Maths
  • 22% of pupils attained Level 6 in Maths
  • Value added for this cohort was 101whichplaces the school in the 18thpercentile nationally.
  • Predictions for the current Y6 cohort show 100% L4+ in all measures, 93% L5 reading,73% L5 maths & 76% L5 writing, 10% L6 maths, 10% L6 reading, &7% L6 writing.
Achievement of different groups
EYFS Vulnerable: 100% (4)of BME pupils reached GLD and 100% (1)of EAL pupils reached GLD. Term of birth analysis shows 83% of summer born pupils reaching GLD, 85% of Spring born and 91% of Autumn born pupils. There were no FSM children in the 2013 cohort.
KS1 Vulnerable: 4 BME children outperformed WB pupils on average and were above their peers nationally.SEND pupils attained above national and local averages in all areas.
KS2 Vulnerable: 4 BME pupils exceeded ARE and attainment on average of non BME pupils. 3 FSM children performed above their peers nationally. 5 SEND pupils achieved AREand outperformed their peers nationally. Closing this gap is an area of focus for us. Highlight denotes data waiting to be updated
Why achievement is not the grade (above/below)
  • Attainment measures continue to be above national,local & similar school data from EYFS through to the end of KS2 with a rising trend in children attaining at the higher levels in KS2.
  • From broadly average starting points children make rapid and sustained progress
  • Vulnerable groups of pupils attain broadly in line with or exceed their peers nationally
  • Performance in top quintile in VLM of measures on the most recent Ofsted data dashboard
Focus development points 2014/15:
  • Raise achievement in reading/writing in EYFS, raise attainment at higher levels in Y1 phonics test &maintain focus on MA Maths in KS1, maintain drive to ensure all pupils attain at least ARE in KS2, increase rate of progress to 3.75 APS annually for the majority of pupils in KS2 in R/W/M with a particular focus on rmaths.

The quality of teaching

Suggested grade: Outstanding (1);
Evidencethat supports this judgement is based upon: a cyclical lesson observation programme, including internal Phase reviews, scheduled lesson observations by senior leaders, peer to peer observations and external audits; the very high performance standards that pupils consistently reach; pupil workbook scrutiny & formal/informal feedback from parents and pupils.
The school has worked withexternal consultants and the school SIA to audit standards of teaching. We have had 1 audit in the last calendar year led by external consultants, and 2 further in house audits. The proportion of good or better teaching is 100% with all class teachers capable of delivering outstanding teaching. In terms of pupil progress, 100% of teachers ensured the majority of their pupils made at least good, with much aspirationalprogress, and all pupils achievedvery well over time.
The school employs four teachers designated as leading teachers for the LA in mathematics, curriculum ,ICT and PE and a further teacher is an accredited AST in the areas of outstanding classroom practice and RE (now redesignated as an Outstanding Practitioner).
2 RQTs have coaching plans in place and are mentored by our HT/OP, 3 further teachers completed the Outstanding Teacher programme in the summer term 2013. 2 teachers have completed the accredited OTP facilitator course and have cascaded this training back to all staff in the Autumn and Summer term of 2013/4.
Every effort is made to ensure that all pupils conclude KS1 at age related expectations or beyond, and this in turn, reduces pressure on intervention in KS2. Only 3 pupils has left KS1 at less than L2 in the last 6 years in reading,maths & writing. In the current year 6, 100% of pupils are on track to make 2 levels progress, 100% on track to achieve NA in reading, writing and maths, with at least 73% achieving Level 5 in reading, writing and maths.
Assessment – formative and summative –Tranmere Park makes rigorous use of data toallow teachers and leaders to monitor progress against aspirational FFT D band targets, decide upon next steps and focus quality first teaching & interventions accurately. Any pupil not making at least ARE is included in our provision map & a progress profile completed.Achievement data forms the basis of effective pupil mentoring & progress meetings. Feedback to the pupils identifies their next step through the assessment system and marking. Use of data is a strength of our school and pupil achievement is managed on a personalised level – we pride ourselves on knowing our pupils very well & ensuring the best possible outcomes for each individual.
Other strengths in teaching and learning -
  • Pupil attitudes, modelled by staff, are exemplary and create a positive & successful climate for learning evidencing how well teachers promote social, moral, spiritual and cultural development.
  • The very large majority of pupils are making rapid and sustained progress. Senior leaders and all staff have high expectations of all pupils.
  • Rigorous focus on the early acquisition of core skills.Pupil outcomes in core areas testify to our success in these areas. Pupil workbooks evidence the high standards our pupils achieve.
  • Focus on experiential learning & first hand experiences through a rich curriculum offer including the motivational use of IT, established and effective MFL programme, the Arts and PE.
  • The use of OTP techniques to ensure high quality lessons – lively, active, creative & engaging learning with high levels of pupil participation; transparent expectations set for learners with clear criteria for judging their success; clear modelling and teacher demonstration; creative use of AfL strategies; effective questioning; excellent use of IWB and other forms of technology.
  • Pupils receive focused support and their targets are appropriate established through consultation in mentoring sessions.
  • Teaching assistants make a substantial positive contribution to the quality of teaching. They form very good relationships with pupils; receive regular professional development& work very effectively with teachers who make the maximum use of this valuable human resource.

Why teaching is not the grade (above/below)
  • EYFS is experiencing a transitionary phase this year –the experienced phase leader has returned from maternity leave and will be working in partnership with aseconded outstanding EYFS leader who has now been offered a permanent contract. EYFS have benefited from working in partnership with The Early Excellence Centre.
  • KS1 is a very strong phase team – experienced phase leader, high percentage of O/S teachers & strong support team, with some new appointments this year.
  • Y3/4 is our most creative team – experienced phase leader, all teaching good with more experienced staff capable of O/S. A range of experience & skills in the support staff team.
  • Y5/6 team – newly appointed phase leader after the promotion of the DHT, a highly successful team, with an increase in consistently O/S teaching in the 2013/14academic year. Experienced support staff team.

Behaviour and safety

Suggested grade: Outstanding(1)
Behaviour and Safety is outstanding. We know this from a rigorous programme of monitoring and evaluation systems which encompasses: learning walks, lesson observations, pupil/ parent/staff questionnaires, external audits, charter marks and accreditations, Health and Safety/ Safeguarding audits, Governor audits, SLT Health and Safety walks, records of bullying incidents, records of racist incidents, records of behavioural incidents, Learning Mentor records/questionnaires, & leading SEAL school status with the LA. Evidence from pupil outcomes and workbooks also evidence our assertion. The school works closely and effectively with a range of organisations including Aireborough Extended Services, TaMHS, Social Care, health visitors & the School Nursing team to ensure high quality provision in this area.
  • All safeguarding requirements are met; pupils receive high levels of care, guidance and support resulting in outstanding personal development.
  • Parents, carers, staff and pupils are very positive about both behaviour and safety. Neither area has been raised through extensive consultation processes as an area for concern. The role of the extremely effective Learning Mentor is recognised by parents in all consultation processes as having a highly beneficial impact on pupils.
  • Pupils show high levels of engagement, collaboration and co-operation in and out of lessons. They have enthusiastic attitudes to learning, enabling lessons to proceed almost always without interruption. Pupils have told us they feel very safe learning together in collaborative contexts & there is always a high level of pupil participation in lessons. The very large majority of pupils tell us they feel safe through our ‘Speak up’ initiative (questionnaires sent home half termly and then followed up by the Learning Mentor). They clearly understand what constitutes unsafe situations and are very aware of how to keep themselves and others safe through teaching and the involvement of organisations such as NSPCC, Narcononand Barnardos.
  • Pupils are generally calm, orderly and considerate when moving around school.
  • The large majority of pupils’ behaviour towards one another, staff and visitors in and out of the classroom is very good, with much that is outstanding. The majority of pupils are highly considerate and very supportive of each other. Our current Y3 cohort have been identified as a focus group in this area and are receiving tailored support from both the Pupil Development Centre and focused SEAL sessions from our Learning Mentor, and there are also 3 pupils in receipt of funding to support their behaviour throughout the school.
  • A very small minority of pupils can need assistance in making the correct behavioural choices but are well supported to manage their own behaviour by systematic, consistently applied approaches to behaviour management. Occasionally a small minority of KS2 pupils can engage in unkind behaviour on the playground, but this is swiftly addressed by our excellent & very experienced leaning mentor and the SLT. Physical aggression is extremely uncommon. Pupils with particular behavioural difficulties are fully included in the life of the school and are very well supported in learning to manage their own behaviour by adults and other children.
  • There is a clear behaviour management system running through the school from Reception to Y6 that applies to the whole school day, including lunchtimes, which is well understood by pupils and consistently used by all staff.
  • Pupils are aware of different forms of bullying and actively try to prevent it from occurring. Therefore instances of bullying, including cyber-bullying and prejudice-based bullying related to special educational need, sex, race, religion and belief, or disability are extremely rare. Audits by headteachers of our partner schools confirm this assertion – Autumn term 2013.
  • The Learning Mentor is timetabled to respond to incidents so that they are resolved quickly and to the satisfaction of all parties. The work of the Learning Mentor is very much appreciated by pupils and parents, who often comment on her positive impact, particularly her weekly SEAL sessions with all classes.
  • Attendance is outstanding in all year groups as parents & pupils understand the importance of regular school attendance. The overwhelming majority of pupils are consistently punctual in arriving at school.