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Nov 2015 - SIA report

External Advisors reports


EDUCATION & SKILLS

Adviser Visit Report

Good &Outstanding schools

Description: WSCC

DISTRIBUTION

School - Headteacher

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Chair of Governors

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Senior Adviser

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Section 1

Name of School: Castlewood Primary

DFE Number:

Date

11th November 2015

Duration: (including preparation, visit and report writing)

½ day

Present at Meeting

Head teacher, Area Adviser

Contextual information

Castlewood is a one form-entry primary school in an affluent area. There are very low numbers of EAL, SEN and disadvantaged pupils and the head reports that the school remains contextually similar.

There have been maternity leaves during the past year, including the deputy head and KS1 leader. The school is fully staffed.

Castlewood was last inspected in March 2013 and was judged ‘good’ following a previous judgement of ‘good’. The school is anticipating its next inspection from the spring term 2016 onwards.

School Self Evaluation

Ofsted Framework (Pre Sep 15)

Outcome Ofsted March 13

Ofsted Framework (Sep 15)

School Judgement

November 2015

Leadership and management

Good

Effectiveness of leadership and management

Outstanding

Quality of teaching

Good

Quality of teaching, learning and assessment

Outstanding

Behaviour and safety of pupils

Outstanding

Personal development, behaviour and welfare

Outstanding

Achievement of pupils

Good

Outcomes for children and learners

Outstanding

Outcomes July 2015

Year group

School %

National %

Comments: mobility, staffing, vulnerable learners

R

GLD

87%

66%

Early Excellence screen shows high proportions are below expected on entry. Speech and language support in place. Weak self-care noted.

1

Phonics

89%

77%

2 x FSM pupils meet phonic screen.

All meet required level in Yr 2. Flexible phonics programmes in place

Phonics has been well above national for 3 years.

2

Reading

Level 2+

2b+

2a+

3+

100

93

87

33

90%

82%

59%

32%

3 year trend in APS in All Subjects has been Sig+.

One PP/SEN pupil did not attain as highly as peers

Writing

Level 2+

2b+

2a+

3+

100

93

70

23

88%

72%

41%

18%

Maths

Level 2+

2b+

2a+

3+

100

93

77

27

93%

82%

55%

26%

6

Reading

Level 4+/5+

100/72

89%/48%

APS trend for KS2 is Sig+.

There are no PP gaps. One PP low attainer reaches L4 RWM.

Staffing disruption in Yr 6. Job share class

Writing

Level 4+/5+

100/59

87%/36%

Maths

Level 4+/5+

100/62

87%/41%

GPS

Level 4+/5+

100/86

80%/55%

RWM

Level 4+/5+

100/52

80%/24%

FSM RWM

Level 4+/5+

100/0

70%/13%

Reading

2 levels progress / >2 levels progress

100/28

91%/33%

Writing

2 levels progress / >2 levels progress

100/34

94%/36%

Maths

2 levels progress / >2 levels progress

100/28

90%/34%

Judgements - 2015 Outcomes

Outcomes at all levels, both historic and current, are well above average. There is strong evidence to suggest that outcomes would be judged ‘outstanding’ in an inspection.

· In Early Years, the proportion of children reaching a ‘good level of development’ has been well above average for 3 years.

· The proportion of children reaching the required level in the Yr 1 phonic screen has been well above average over recent years.

· In KS1 and KS2, there is parity between the performance of subjects and attainment has been well above average for some years. Much of RAISE shows Sig+ for attainment.

· Pupils make substantial and sustained progress - considering their starting points – throughout each year group and across the curriculum. The proportions making expected progress is high. In 2015, all children made at least expected progress in every subject. The proportion making more than expected progress is just below national expectations because attainment in KS1 is so high.

· There are very few disadvantaged pupils, but they do as well as their non-disadvantaged peers in end of key stage assessments. (Current, early tracking information indicates that the very small numbers of PP pupils in lower KS2 may not all be on track to ‘meet’ expectations – this should be closely monitored as the year progresses.)

· SEN pupils make good progress, even though they may not attain as highly.

· The attainment of all groups is in line, or above, national averages.

Predictions for 2015-16

Year Group

Number in Cohort

Expected % to have ‘met’ by end of the year

Comments

2

30 pupils

Reading

90%

4 pupils targeted in particular to accelerate progress

Writing

87%

7 pupils targeted to accelerate progress

Maths

87%

4 pupils targeted to accelerate progress

6

28 pupils

Reading

93%

2 pupils L1 in Yr 2 unlikely to achieve- both have been on SEN register

Writing

86%

4 pupils below 2B in Yr 2 (3 at L1) – unlikely to achieve

Maths

89%

3 pupils L1 in Yr 2 unlikely to achieve- all been on SEN register

Combined RWM

86%

Ensure the L2C pupil achieves met in writing to bring overall % higher

Groups in Y6

0%

ECHP

n/a

1 pupil

SEN support

0%

1 pupil regularly works with SEN teacher, 2 other pupils that were L1 in Yr 2 –additional boosters, monitored closely, flexible support in place with SEN teacher if required.

Any other vulnerable pupils work in booster sessions, additional adult.

0

CLA

n/a

4 pupils

FSM

50%

2 pupils have been on SEN register

1 currently still supported by SEN teacher, the other additional support in class

School Improvement Adviser/SIP

Maria Roberts is Horsham West locality adviser and visits twice yearly.

Sue Benton Stace has supported HTPM


Section 2

Effectiveness of Safeguarding

Meeting of statutory requirements

Promotion of welfare- physical and emotional wellbeing, staying safe on line and from bullying

Prevent of radicalisation & extremism and new Prevent duty

How do you ensure that your Single Central Record is always up to date?

How do you ensure that safeguarding documentation can always be accessed?

How do you ensure that risk assessments are always completed and stored centrally, both in school and outside venues?

The school is considered to meet statutory requirements.

· Online safety - PC Beckley worked with Yr 2- Yr 6 Oct 15 and parents meeting

· Wellbeing- 2 Learning Mentors/PMHW employed by Locality

· Bullying- PSHCE/Assemblies to support pupils

· Prevent- completed toolkit- Channel training, including GB

· Concerns re: radicalisation- contact numbers in toolkit

· Teaching pupils to be safe- part of PSHCE curriculum/assemblies

· Regular parent helpers DBS checked. Visitors escorted on premises/not left alone with pupils

· Single Central record-up to dated – system in office

· Safeguarding information – saved on the network- all staff signed read it and know where it is for reference

Governance

Governing Body is committed, has a good range of skills and is increasingly effective in its challenge.

Teacher and HTPM is robustly managed

Funding + impact monitored effectively.

Teaching and Learning

Strong middle leaders.

Regular and robust monitoring.

Outcomes support the view that T&L is very strong.

Area Adviser reviewing the quality of teaching

New Curriculum and assessment

The school can show good curriculum coverage with regular review.

CPD/discussion is very regular and means that tracking systems are well embedded.

Vulnerable Pupils

Learning Mentors and an additional teacher support academic and personal progress through booster sessions and additional sessions eg Maths to ensure embedded learning. Homework, before school and lunchtime clubs support vulnerable pupils.

Peer tutors are used effectively.

Some funding is used for trip, extra-curricular and uniform

SEND

SEND policy on website and reviewed.

Capacity within the school

There is much good practice within the school, with capacity to welcome visitors. There is a small amount of capacity to visit other schools.

School-to-school support

Castlewood will be a Strategic Partner within the Southwater Infants TSA.

Leaders and teachers from Castlewood have informally supported other local schools (as requested by the Area Adviser) over several years.

The head teacher co-chairs the West Horsham network and is lead head for moderation within the locality. This will involve setting up a locality website.

Castlewood is exploring setting up a Pre School Conference to improve expectations in pre-schools/support parenting more.

Good practice within the school

Outcomes R/W/M and GPS

Quality of teaching

Assessment

Sport

Team work – staff and leaders

Teaching assistants

Leadership

Breadth of curriculum

Recommendations

The final self-evaluation grading was done in conjunction with the Area Adviser. While the head teacher is somewhat reluctant to self-evaluate as ‘outstanding’, many aspects of the evidence discussed today indicate that ‘outstanding’ is the best-fit judgement in all four categories.

Leadership is well distributed, with senior and middle leaders highly effective in their roles. There is a strong, positive ‘team’ culture in the school, where leaders focus relentlessly on improving outcomes for all pupils. The school monitoring timetable (developed by middle leaders) is notable in its detail and thoroughness. Significantly, despite maternity leaves and staffing disruption in both Yr2 and Yr6 last year, outcomes remained among the highest in the county, thanks to strong leadership, high expectations and well embedded school systems.

The head teacher reports that the quality of teaching and learning ranges from habitually outstanding to good and, while teaching or books were not observed on this occasion, the very strong outcomes validate this. (In the past, the school has acted swiftly to eradicate any weak teaching.) The school is well ahead in terms of its tracking and assessment processes, with pupil progress regularly assessed and systems well embedded.

The adviser considers that there is good evidence to support the judgement that Castlewood would be judged ‘outstanding’ in an inspection.

Actions Agreed:

Adviser to offer Castlewood as an informal support school for middle leadership

Date of next meeting Quality of teaching and book scrutiny with middle leaders – 12th January 2015

Name: Maria Roberts

Date: 11th November 2015

Job Title: Area Adviser

Nov 2014 - SIA report

External Advisors reports

LEARNING

SIA
AUTUMN
TERM REPORT

DISTRIBUTION

Headteacher

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Chair of Governors

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PRIMARY VISIT REPORT

NAME OF SCHOOL: Castlewood Primary

DATE OF VISIT: 10th November 2014

DURATION: (including preparation, visit and report writing) 1 Day

PRESENT AT MEETING: Maria Roberts (General Adviser Area C), Julia Slocombe (Head teacher)

AGENDA FOR DISCUSSION – Data Review 2014

Context

Castlewood was last inspected by Ofsted in April 2013 and was judged ‘good’ overall, following a previous judgement of ‘good’. There have been some changes in staffing over the past year, with several maternity leaves. There are lower than average numbers of FSM, EAL and SEND pupils. Castlewood is in an affluent area and its pupil population is averagely stable.

This data review forms part of locality visits.

Foundation Stage

Pupils reaching a Good Level of Development in 2014 is 74% (county 59%) which is an increase of 10% on 2013. Achievement is comfortably above the county average in the key areas of reading, writing and maths.

The school tracks pupils not reaching a good level of development carefully. Baseline assessments in Yr1 lead into a tailored intervention programme with, for example, additional phonics to support low levels of writing. A specialist SEN teacher provides additional support alongside a learning mentor. Parental workshops (with a focus on supporting children at home more effectively) are also being undertaken. The school reports that attainment of the pupils who did not reach a good level of development last year is improving.

Phonics

90% of Year 1 pupils meet expected standard (nat. 74%) and in Year 2, re-takes stand at 67% (66% nat.)

Those children not meeting the expected standard in phonics in Yr1 are supported effectively into Yr2. The teacher uses a distinctly Yr1 approach, meaning that pupils are able to grasp basics before they move on to Yr 2 work in phonics. Additional SEN support is used if necessary.

Key stage 1

L 2b+

R 90% (nat 81%) downward

W 83% (nat 70%) downward

M 90% (nat 80%) slight downward

L2a+

R 63% (nat 57%) downward

W 53% (nat 39%) downward

M 73% (nat 53%) downward Sig+

L3+

R 20% (nat 31%) downward (although 3 year trend stable)

W 13% (nat 16%) downward

M 17% (nat 24%) slight downward (although 3 year trend stable)

KS1 APS 16.6 (nat 15.9) Sig+. All Subjects APS has been consistently Sig + over recent years and also in 2014. However, it is interesting that individual subjects are not Sig+ this year. Boys outperform girls in maths and girls do better than boys in reading.

There are gaps between the achievement of the two FSM children and non FSM pupils, but gaps are narrower than the national gaps and the FSM children do better than FSM children nationally. The school reports that the two FSM pupils entered the school well below average in EY and have some additional complex needs. The school is using a variety of ways to support FSM children, including supporting their parents.

Attainment at L2+ sits comfortably above national averages and although percentages fluctuate over time, trends are generally stable. However, at L3+ there has been a noticeable downward trend over recent years, with attainment for more able pupils now sitting below the national expectation.

The head teacher is fully aware of the downward trend at L3+ in KS1. The school reports that this particular cohort had fewer higher attainers than average and because the school was moderated very early in the summer term, some outcomes were lower than they might have been with a late June moderation. The school can show rigorous monitoring and challenge for more able pupils – including booster sessions – but is clear that pupils need to show consistent independence and ability to apply skills in different contexts before a L3+ is awarded.

Key Stage 2

Attainment

Yr 6 were Sig+ for prior attainment

L4+ RWM 100% (nat 78%) upward and above FFTD predictions sig+

L4+ R 100% (nat 88%) upward

L4+ W 100% (nat 85%) upward

L4+ M 100% (nat 85%) upward

L4 EGPS 90% (nat 76%)

L5+ RWM 43% (nat 23%) upward

L5+ R 77% (nat 49%) upward sig+

L5+ W 53% (nat 33%) slight downward sig+

L5+ M 63% (nat 42%) upward sig +

Average Point Score (APS) - all Sig+ for reading, writing and maths. APS shows a three year upward trend and is now significantly above the national expectation - APS all subjects 31.1 (nat 28.7).

The sole blue box indicating underachievement shows that middle attainers do less well at L5 EGPS 25% (nat 50%) sig- than national. The school reports that this is a test paper anomaly rather any issues with provision.

Expected Progress

R 100% (nat 91%) upward

W 100% (nat 93%) upward

M 100% (nat 89%) upward

More than expected progress

Reading – 30% (nat 35%)

Writing 23% (nat 33%)

Maths 19% (nat 35%)

Value-Added in All Subjects is 99.7, Maths 99.5, Reading - 100.1 and Writing 99.8. Value-added is not highlighted as Sig+ because of the higher than average attainment at the end of KS1 and the subsequent difficulty in reaching L6 in reading and writing. However, value-added has increased since 2013 in all subjects.

Pupil Premium

There are significant gaps in FSM attainment in EYFS in 2014 where neither of the two FSM children reached a good level of development. Similarly, in Yr 1, the sole FSM pupil did not meet the expected level in phonics.

However at the end of KS1, the one FSM pupil did attain in line with non-FSM peers, which is higher than the national expectation.

At KS2, FSM pupils - like the whole cohort – attain L4+ in RWM which is above the national expectation. Similarly, all FSM pupils make at least expected progress, just like their non-FSM peers. Gaps are narrowing (FSM APS RWM KS2 2012 27, 2013 29, and2014 30.4.

At L5, the 4 FSM pupils broadly attain in line – or just below - their peers and much better than the national expectation of FSM pupils at L5+ and in most cases, better than non-FSM pupils nationally! The school tracks the progress of disadvantaged children carefully and additional staff can be redistributed to support another year group if necessary.

There is no difference in achievement between FSM and non FSM pupils in KS2, but the school should carefully track the small group of PP children in KS1

Strengths

· No Pupil Premium gaps in KS2

· Significantly higher than average attainment in KS2

· Attainment sits above FFTD at both L4 and L5 in KS2

· Higher than average expected progress in KS2

· Rising trends in attainment and progress in KS2

· Higher than average Good Level of Development in EY

· Higher than average Phonics levels in Yr 1

· Higher than average attainment at L2+ / L2b+ in KS1

Areas to watch

· Below national average L3+ in KS1 and a downward trend - are higher attainers being challenged? Is teaching good enough?

· FSM gaps in KS1 – do these few children fall into other ‘groups’? What is the school doing for them?

· Level 5 GPS test – middle attainers do less well here

· More than expected progress is just below national average in KS2 (but that is because the prior attainment is very high and pupils can rarely access L6 in reading and writing.)

Overall Achievement in Castlewood is at least good. To be outstanding, any ‘gaps’ need to be eradicated and a similar high trend over the next year needs to occur.

TARGETS

Progress towards targets 2015

LA-set targets (FFTD +5)

L4+ RWM 96.3%

Reading progress 98.1%

Writing progress 98.1%

Maths progress 97.1%

Year gp

Target: %

School currently expects: %

Comments.

2

Reading

Expected 2b

89%

Writing

Expected 2b

89%

Maths

Expected 2b

89%

6

Reading

Level 4+

100%

School is aware that these targets are very ambitious and even exceed LA’s high targets

Writing

Level 4+

100%

School is targeting borderline 3/4 and 4/5 pupils in current Yr 6 to improve VA

Maths

Level 4+

100%

Combined RWM

Level 4+

100%

6

Reading

2 Levels of progress

100%

6

Writing

2 levels of progress

100%

Maths

2 levels of progress

100%

Groups

Percentage of pupils on track to get Level 4

Comments:

Reading 90%

Writing 90%

Maths 90%

3 pupils we are monitoring carefully this term/additional support to ensure they are secure by summer term.

SEN

SEN support

ECHP

none

CLA

FSM

2 pupils

Ofsted Framework

Outcome

(Ofsted: date)

School’s Judgement: date

Next steps for improvement:

Achievement

2013

Good

Nov 2014

Strong good

· Build up trend of equally high attainment

· Ensure FSM gaps in KS1 are reduced

· Ensure teaching remains strong given staff changes

ACTION AGREED:

School:

· To address aspects discussed

SIA:

· To provide support through locality visits

Name: Maria Roberts

Date: 10th November 2014

Dec 2013 - SIA report

External Advisors Reports

LEARNING

AUTUMN
TERM REPORT

following

CONTACT WITH SCHOOLS

DISTRIBUTION

Headteacher

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Chair of Governors

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Other:


PRIMARY SIA VISIT REPORT

NAME OF SCHOOL: Castlewood Primary, Southwater

DATE OF VISIT: 3rd December 2013

DURATION: (including preparation, visit and report writing) Half a Day

PRESENT AT MEETING: Julia Slocombe (HT), Maria Roberts (Area C School Improvement Adviser)

AGENDA FOR DICUSSION:

  • Supported data review using 2013 RAISE, FFT dashboard and West Sussex epods.
  • Review of current in-year data to track trends
  • Confirmation of school’s self-review for Achievement

RECORD OF DISCUSSIONS AGAINST AGENDA POINTS:

Context

Castlewood is a medium-sized through primary school in an area of low deprivation. There are slightly more boys than girls and the proportion of pupils known to be eligible for free school meals is very low. There are fewer than average numbers of pupils from ethnic minority groups and very few with English an additional language. The proportion of pupils with special educational needs is very low.

Castlewood was inspected in 2013 and was judged to be ‘good’ overall.

Foundation Stage

In Early Years, 63% of pupils scored a ‘good level of development’ vs. the national average of 52%. This is above the national expectation, with children scoring in-line or above county averages in all prime areas. There is little difference between girls and boys in terms of outcomes. Outcomes in EY are good and there are no concerns.

Key stage 1

The Yr 1 phonics screen is in line with national averages with 70% (vs nat. 69) who reach the expected level. By the time the children who did not reach the expected level resit the screen in Yr 2, all of them reach the nationally expected level. Outcomes in the Phonics Screen are in line with national expectations and there are no concerns.

Attainment at L2b+ (the national expectation) is significantly above the national average. In reading, 97% children reach L2b+ (nat. 79), 93% reach L2b+ in writing (nat. 67%) and in maths, 93% (nat. 78%) All three subjects are highlighted as Sig+ in RAISE for attainment at L2b+.

The proportion of children reaching L2a+ is equally high, with 70% (nat. 55%) in reading, 63% in writing (nat. 37%) and 83% in maths (nat 32%). All three subjects are well above the national averages and both reading and maths are Sig+ for L2a+.

There are fewer L3+ pupils in 2013, with a greater proportion reaching L2a+. The proportion of L3+ pupils is in line with the national average. This means that there is still an expectation that a significant amount of the L2a+ children will convert to L5+ in Yr 6.

Average Point Score at KS1 remains very strong and is Sig+ for maths, reading and writing.

It has increased since 2012 and stands at 17.2 (nat 15.8) for All Subjects.

APS breakdowns show that girls outperform boys in reading and writing, but not in maths. The very small number of SEN children perform much more strongly than the national expectation in reading and writing – but less well in maths. (The school is undertaking the ‘Every Child Counts’ intervention programme which should impact positively on younger pupils.)

There are 4 FSM children in this group. There are gaps between their performance and non-FSM. These gaps are slightly wider than the national average and are therefore too big.

Overall, outcomes in KS1 are very strong and are at least good. However, the FSM gaps are currently too wide and this should be monitored.

Key Stage 2

Prior attainment of these Yr 6 pupils is very high (+2 APS) and there is therefore an expectation that a significant proportion - as much as 70+%, if all L2as convert - will reach L5.

The new attainment benchmark of R+W+M L4+ stands at 84% which is above the national expectation of 75%.

All three subjects attain more highly than national at L4+ - maths 91% (85%), reading 94% (86%) and writing 91% (83%). The school should review how it tracks pupils in R+W+M as there is a gap between the combined score and the individual subjects.

The new Grammar Punctuation and Spelling test is Sig+ at L4+ and is well above the national average at 91% (74%) thanks to some very thorough teaching.

The three FSM pupils all attain L4+ in all subjects which is a significant achievement.

However, middle attainers do not perform as well as their national counterparts – with middle attainers in maths dipping below the national expectation in maths.

At L5+, attainment again sits comfortably above the national average in all three subjects and writing and GSP are highlighted as Sig+. R+W+M stands at 34% (21%). Individual subjects stand at 53% for maths (41%), reading 59% (44%), writing 56% (30%) and GPS 75% (47%). Again, attainment in individual subjects is considerably higher than the combined score, and tracking should be closely monitored for those pupils who are reaching L5 in two but not three subjects.

FSM pupils attain well at L5, being in line or exceeding the national average.

APS is strong and shows an upward trend over the past three years. All subjects stands at 29.9 (28.3) and is highlighted as Sig+, along with reading, writing and GPS.

Attainment at KS2 is above average and is good. The school and GB should monitor the gap in attainment between each subject and the combined score.

Progress at KS2 is not as strong as attainment – partly because of the very high KS1 scores and partly because several pupils simply did not make the required two levels progress (or more.)

Value-added progress measures show that All Subjects stands at 99.2, which while it is not statistically significant, is not high enough to ensure solidly good (or better) achievement. Maths value added is Sig- for most groups (apart from boys and notably SEN) and is the sole thread of negativity running through RAISE.

Reading and writing both convert well, with writing especially showing a high proportion of more than expected progress. However, the proportion of children achieving expected progress in Maths is not high enough at L2c, L2b, L2a and L3. In short, maths continues to pull down progress, despite numerous interventions over recent years.

Reading and writing progress is good, but maths requires improvement.

While this is unlikely to reduce the overall Achievement grade from ‘good’ in an inspection, the school and governing body should be aware that achievement in maths would come under close scrutiny. In order to improve overall achievement to ‘outstanding’, both attainment and value-added scores should be highlighted in RAISE as Sig+, with significantly higher proportions of pupils making better than expected progress.

The school should consider:

  • How pupils are prepared for the maths test throughout KS2: Are specific guided maths questions given throughout Yrs 5 and dissected as a whole class? Are pupils used to working under time pressure? Are they fully aware of the various question types and what each requires? Is curriculum time sufficient? Are they given enough independent, timed problem solving activities? Are they fully prepared to sit the test in 2014 without a calculator? Is there ample opportunity to apply their maths knowledge and skills in other areas of the curriculum? Is there sufficient challenge for middle attainers or do groupings tend to put a ceiling on achievement? Does the teacher rotate equally around various ability groups in guided sessions or do some pupils spend more time with TAs?

Progress towards targets 2014 (KS1) and 2015 (KS2):

Year gp

Target: %

(FFT B/D estimates)

School currently expects: %

What is in place to support pupils and intervention strategies used:

Current Yr 2

Reading

Expected 2b

Writing

Expected 2b

Maths

Expected 2b

Current

Yr 4

Reading

On track 3b

Writing

On track 3b

Maths

On track 3b

Combined RWM

On track 3b

Reading

1 Level of progress

Writing

1 level of progress

Maths

1 level of progress

Current Yr 6

Reading

Level 4+

Writing

Level 4+

Maths

Level 4+

Combined RWM

Level 4+

6

Reading

2 Levels of progress

6

Writing

2 levels of progress

Maths

2 levels of progress

Attendance

Attendance is strong and there are no concerns

Absence target 2013-14

Absence target 2014-15

Ofsted Framework

Outcome

(Ofsted: date)

School’s Judgement: date

Next steps for improvement: (SDP and Evaluation schedule)

Achievement

2

2

Improve progress in Maths at KS2

DISCUSSION ITEMS/FOCUS FOR NEXT MEETING: inc Date for Spring term

Name:Maria Roberts

Date:3rd December 2013

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