School Evaluation and Development Report
2015-16
Autumn term 2015 additions in blue
Spring term 2016 additions in red
Summer term 2016 additions in green
secure foundations w excellent practice w faith, hope and love
CONTENTS
Background and ContextSchool Demographics
Staffing
School Self-Evaluation
Development since last Ofsted Inspection
Overall Effectiveness
Effectiveness of Leadership and Management
Quality of Teaching, Learning and Assessment
Personal Development, Behaviour and Welfare
Outcomes for Children and Learners
Early Years Foundation Stage Evaluation and Action Plan
Additional Action Plans:
· Christian Distinctiveness, Collective Worship and Religious Education Action Plan
· Equalities Action Plan
· KS2 Action Plan
· Inclusion Action Plan
· Subject Action Plans: English, Mathematics, Science and Computing
Record of Staff Continuing Professional Development 2015-16 (Outside Providers)
SLS Staff Inset Programmes 2015-16
Events, Activities and Visitors to the School
Whole Year Overview 2015/6
Roles, Responsibilities and Opportunities at St Luke’s School
Appendices: School Accounts, Operations Plan, Assessment Data
BACKGROUND AND CONTEXT
· St Luke’s School (SLS) is a free school, which opened in September 2011 to help meet a local shortage of primary places - families are admitted on proximity.
· SLS is growing one year group at a time and at capacity will accommodate 105 children - 15 in each year, with Y1 to Y6 taught in 3 mixed age classes (1/2, 3/4, 5/6).
· SLS was nine times oversubscribed for September 2015. For this reason, over the last academic year, the school community has been actively seeking the opportunity to expand on to the adjacent Kings College site, in order to become a one form entry school.
· Since opening, the school has based all its policies, procedures and practice, on the values adopted by the school community - “secure foundations excellent practice faith, hope and love”.
· Whilst continuing to build on and embed the excellent practice built up over the last 5 years, we are also looking ahead - an overview of the SLS Roles, Responsibilities and Opportunities from Year R to 6 was shared at the Parents’ Open Evening in July 2015 and a staffing structure drawn up with Governors, based on succession planning (through developing our staff from within and through partnership work).
SCHOOL DEMOGRAPHICS
Admissions and number on roll
Total number of children on roll: 77 (Reception class – 17, KS1 – 30, KS2 - 30).
The school is seven times oversubscribed for September 2016.
We presently have a waiting list of 75 children (49 for Reception, 4 for Year 1, 10 for Year 2, 2 for Year 3, 10 for Year 4). 4 children have left since Sept 14, 3 to move abroad and 1 adopted and moved to north England. All places have been filled except in Year 3 where the 22 families on the waiting list do not want to take the place at this time.
Demographic profile of children at St Luke’s School
The demographic profile of children at St Luke’s is similar to that of the local authority, except for those children receiving Pupil Premium funding.
St Luke’s School / Camden / National% Boys / 55 / 51 / 51
% Girls / 45 / 49 / 49
% SEND (Total - Statement & SEN) / 17 / 10 / 8
% Statement of SEND / 4 / 2 / 1
% Pupil Premium / 18 / 48 / 19
% White British / 29 / 25 / 71
% Mixed/other ethnicity / 71 / 75 / 29
% English as Additional Language* / 60 / 62 / 18
% Looked After Children / 0 / - / -
Religions of children at SLS (added at request of governor with responsibility for Christian Distinctiveness)
Christian / 60% / Hindu / 1%Muslim / 12% / Buddhist / 1%
Jewish / 7% / None/not answered/Other (not specified) / 16%
STAFFING
Senior Leadership TeamGill Tyler / Headteacher / Leadership and Strategy, Child Protection Lead / 0.8
Anila Patel / KS1 Class teacher / EYFS/KS1 Lead, English Subject Leader / 0.7
Rob Stephenson / KS2 Class teacher / KS2 Lead, Science and Humanities Subject Leader / FT
Middle Leadership Team
Julie Galton / SENDCo / SEN AGT EAL / 0.5
Cat Milne / Reception Class teacher / Mathematics/Computing Subject Leader / FT
Kara O’Rourke / KS1 Class teacher / RE/PSHE Subject Leader / 0.6
Natalie Shulemaja / KS2 Teacher / PE/Sports/Spanish Subject Leader / 0.6
Other Teaching Staff
Rob Bravesmith / KS2 student teacher / SCITT / FT
Gail Cawthorne / HLTA – KS1 / Music Subject Leader, Staff Governor / 0.8
Julia Martin / HLTA – Reception / Child Protection, Parent Partnership, Paediatric First Aider, Resources / FT
SEN 1:1 Teaching Assistants
Kim Price / SEN TA / SEN 1:1 support, Paediatric First Aider / FT
Oonagh Heaney / SEN TA / SEN 1:1 support / 0.6
Ewa Pearson / SEN TA / SEN 1:1 support / 0.5
Sigita Predko / SEN TA / SEN 1:1 support / 0.5
Operations Staff
Anna Ford / School Business Manager / 0.3
Sam Hardwick / Administrator / FT
Hugo Benitez / Caretaker/Cleaner / 6hrs/day
Lisa Mullaney / Cook / Employed by Caterlink / 5hrs/day
Rosa Aquilina / Catering Assistant / Employed by Caterlink / 3hrs/day
PUPIL PREMIUM AND SPORTS FUNDING (for more detailed breakdown of spend see school website)
Total Pupil Premium Grant for 2015/16 - £13,200. Focused spend Autumn and Spring terms: Attendance and Punctuality, Literacy focus in Years 1&2.
Impact: Over the two terms, PP children have made similar/better progress than other groups in every class (except Y1).
Improved PP Attendance: 94.5% (FSM = 94.3%), national - 94.4%
Total Sports Funding for 2015/16 = £8,220. Focused spend Autumn and Spring terms: Weekly hiring of large area for increasing stamina, maximising opportunities for KS2 children to compete in sporting events, OAA activity day for all Y4s, dance professional development, sports equipment. Impact to date: 100% have opportunity for PE in spacious area, 100% KS2 representing school in competitive events, new SLS team kit purchased. Y4 tennis team champions of Camden – to represent Camden at London School Games, inter-school KS1 sports afternoon.
SCHOOL SELF-EVALUATION
ADVISORS provide a ‘triangulation’ of termly monitoring visits:
· LDBS GROW D.Gosling (Jan 16) – “Evidence from this visit points to outstanding governance, very effective leadership and consistently high quality teaching.”
· Camden R.Swain (Camden PP – Dec 15) “Positive learning and a nurturing ethos exist within the school. Excellent relationships between all staff and children is evident… there is a culture in the school of high expectations.”
· LDBS GROW D.Gosling (March 15):“The evidence points to a very well-organised and effective school, which has made considerable progress since the last Ofsted.”
· Independent consultant A.Read (Independent Consultant - Dec 14) “A strength of the school is the way that high quality teaching ..targets the deeper-thinking skills .…Learners need opportunity to fail and experiment, to gain confidence in their own understanding, and St Luke's is nurturing this process very well.”
SAFEGUARDING AND HEALTH & SAFETY AUDITS:
· Camden Safeguarding Audit – February 2015: Safeguarding at St Luke’s is very good and demonstrates the clearly commitment the school leadership has towards the health, safety and well-being of its pupils and staff.
· Helen Ridding – LDBS – April 16: “The SCR is in order. The school wanted to check the new format which is fully compliant and we discussed the layout…. Procedures for vetting visitors are robust and the school is secure.”
· Camden Health and Safety Audit – September 2015: Good - compliance and control of risk is well observed and managed throughout.
DEVELOPMENT OF SCHOOL SINCE LAST INSPECTION - Ofsted July 2013 (Good)
Please note at the time of both these inspections there were only 30 children in the school (YR&1), 1 HT and 1 teacher & 1 TA in each class
AREAS TO DEVELOP (1-5) AND PROGRESS MADE:
1. Development of a senior and middle leadership team - SLT set up over academic year 2013-14. A more strategic approach to leadership through focused School Evaluation and Development Report (SEDR), proactive monitoring of standards and improved premises. Impact – improving standards of T&L and outcomes and planned balanced staffing structure (with leadership succession planning). A.Read Dec 14: “The school has an educationally entrepreneurial feel, based on a clear understanding of where it wants to be. As a result, outcomes continue to be of a high quality”. MLT developed over 2014-16 through internal and external CPD. Impact – influencing standards and SLS practice (eg links made with Library and Book shop, developed staff and parent questions and reading lists, purchased books to support improvement in boys’ reading). Continued development over 15-16. Impact: Knowledgeable middle leaders able to identify and lead improvements in their subject.
2. Monitoring of progress made by different groups – A high focus has been given to monitoring the progress of groups both in class and through data over time, but caution is needed due to the small number of children in each group. Over 2013-14 we were able to combine Y1 and 2 data and were able to identify the need to:
Raise achievement of middle achievers in Maths - Actions: lunchtime maths club, clearly defined next-step SC for each Maths group and the introduction of differentiated MyMaths homework. Impact: MAs progress in Maths improved by +1.6 points (MAs made +6.9points progress over 2014-15, compared to +5.3points progress over 2013-14).
Narrow gap between boys and girls progress in Writing in Year 1 – Actions: planning of boy-friendly writing topics (eg super-heroes, space, mini-beasts), 6 week block interventions by KS1 HLTA for targeted boys, purchasing of more boy-friendly books. Impact: considerable narrowing of the gap between boys and girls progress in Writing - from difference of 1.9 points progress between boys and girls in June 2014 to just +0.3 points difference by July 15. Continued over 15-16 Actions: PP/EAL Daily interventions in KS1, EAL Club. Impact: raised achievement in Maths; now in line with Reading: Expected/Depth - Y1:86%/14%, Y2:86%/33%, Y3:100%/36%, Y4:93%/40%
Entry to Reception baseline, EYFSP and KS1 assessments are moderated by the local authority. New assessment moderation takes place regularly through the Camden school assessment standardisation meetings.
3. Teachers to match work to pupils’ needs, ensure pupils clear about what they should achieve and apply their skills when working independently - High focus over 2013-14 to improve T&L through SLT monitoring of standards and feedback, internal and external CPD, development of a new planning format (individual names shown on plans against group’s next step LO/SC to ensure activity/objective accurately matched to needs of group/individuals and to ensure all staff and children are clear about group expectations in lessons). Focus continued into 2014-15 Priorities - “how does it feel to be a MA/girl/.. in this lesson?”. Impact – Solidly good teaching recognised by Camden, LDBS GROW - D.Gosling (March 15): “work carefully matched to different ability groups in lessons” and R.Swain (May 15): “Children are clear about the purpose of lessons and able to explain what is expected… A good level of challenge in most independent activities resulted in children having a high level of resilience and determination to problem solve.” We continued to focus on this into 2015-16 – our new TLA Policy and procedures giving high priority to planning being based on assessments/gaps in learning, agreed non-negotiables for SLS Observations – clear LO and SC/SS and emphasis on developing independent working skills.
4. Teachers to ensure reading materials matched well to pupils’ skills - 2013-14 focus led by English Co-ordinator. Audit of scheme reading books and purchased more as necessary, new shelving and resource area for easy access of books, staff training, monthly monitoring to check reading materials matched to reading skills. Impact - Reading audit: Dec 13, March 14, May 14 (by Jayne Pavlou – LDBS) showed HA MA LA texts appropriate to children levels. D.Gosling (Mar 15): “The pupils being heard read aloud were reading challenging books but they were at an appropriate level of difficulty. They were enjoying reading their books and used phonics well.”
5. EYFS to improve outdoor provision to further develop writing, creative and imaginative play - Over past 2 years much has been done to plan for outside learning opportunities and to improve outdoor provision: Initial dialogue with EYFS specialists in Camden and visits to good outdoor practice schools, planned enhancements to provision (planting, large equipment, display trays, chalkboard cupboards, zoned writing stimulus areas), new format of planning for outside learning across all areas.
Impact - children are able to access wider outside learning opportunities, links are being made between the areas of learning, there is an increase in creative writing and imaginative play, there are increased opportunities for staff to assess in order to inform 2Simple EYFSP assessments. The impact of these improvements was noted by D.Gosling (Mar 15) “…a purposeful and structured outdoor area for Reception. There has been significant progress on the provision for writing activities in this area”.
H.Ridding (Apr 16) “EYFS learning environment has developed considerably. Outdoor learning opportunities extended to include opportunities for reading and writing.”
L.Holt (June 16) “As a result of the wide range of learning opportunities and quality of provision indoors and outdoors, all children are engaged, motivated and excited to learn”.
OVERALL EFFECTIVENESS OF THE SCHOOL AT JUNE 2016
We believe we have established a very good school in a short time and have the ambition, vision and capacity to develop further to Outstanding. We remain focused on embedding our excellent practice as the school community grows year on year. The overall effectiveness of the school has improved considerably since our last inspection and our own and external evidence points to St Luke’s being good and improving, with a number of outstanding features.
H.Ridding (LDBS) April 16 - “Albeit a short visit, from the evidence seen during the visit, this statement would appear to be accurate.”
R.Swain (Camden) Dec 15 – “Agreed overall effectiveness of the school: Good with outstanding features. St Luke’s has rapidly improved since opening in 2011. Provision and practice is consistently good with number of outstanding features across the 4 areas.”