Self-Evaluation Form and School Development and Improvement Plan - Lifting the Lid on Learning
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Self-Evaluation Form and School
Development and Improvement Plan
Lifting the Lid on Learning
2016 - 2017
Ability is what you are capable of doing. Motivation determines what you do. Attitude determines how well you do it.School Context and Circumstances
Sparhawk Infant and Nursery School is in a period of much change. In April 2014 a new headteacher took post after the retirement of her predecessor of 12 years. In addition to this, the
school has increased its capacity from one form entry to two form entry, starting with reception pupils in September 2013 to address the shortfall of school places in Sprowston. In
September 2015 we reached full capacity and number on roll became 202 pupils including a 52 place nursery.
To accommodate the increase in size we are currently working closely with Norfolk Children’s Services to expand the size of the school. In July 2014, building work began to add a new
school entrance, nursery entrance and school office. To address the increase in pupil numbers, a new classroom was added by renovating the school’s ICT suite with other minor alterations.
Work was completed by the middle of September 2014. Additional building work began in July 2015 to add a temporary modular building and meeting room. A section of land that had been
leased to the town council in Sparhawk Park was returned to Sparhawk School in October 2015 to ensure that pupils continued to have access to outdoor space whilst the school is
expanding.
Less than 10% of pupils are entitled to Free School Meals; however, we do have a higher proportion of families that are income deprived.
Less than 10% of the children have special educational needs
2% of our children are looked after or adopted from care
EAL children make up 7% of our school population – a number that is increasing every year due the expansion of the housing development in the Sprowston area.
Outcomes for Children and Learners Evaluation Grade: Good
Our data set for Year 2 pupils in summer 2015 remains above average in all core subjects.
The 2014/2015 Year 2 cohort of 28 pupils left reception in 2013 with below average scores in the majority of areas and only 1 child (3%) achieved a GLD.
Reading
Reading has remained above average for the last 4 years and all pupils make good or accelerated progress from their low starting points. When this cohort left reception class in 2013 only 8
children achieved the expected standard in reading with a cohort APS of 1.33.
Of those 8 children:
All achieved above the expected attainment in reading at the end of KS1 with 3 achieving a level 2a and 5 achieving a level 3
Reading APS was above average 18.4 with a value added score of 100.38
Those pupils who did not achieve the expected standard at the end of reception all except 2 special needs children went onto achieve at least a level 2c with an APS of 16.1. Additionally,
65% achieved at least level 2b and 20% achieved a level 3. This group achieved a value added score of 100.9.
Writing
Writing has remained above or in line with the national average for the last 5 years and accelerated progress is achieved from their low starting points in the Early Years. When this cohort
left reception class in 2013 only 7 children achieved the expected standard in writing with a cohort APS of 1.27.
Of those 7 children:
All achieved above the expected attainment in writing at the end of KS1 with 1 achieving a level 2b, 3 achieving a level 2a and 3 achieving a level 3
Writing APS was above average 18.3 with a value added score of 101.14.
Page 1 of 11Those pupils who did not achieve the expected standard at the end of reception all except 2 special needs children went onto achieve at least a level 2c with an APS of 15.1. Additionally,
67% achieved at least level 2b and 10% achieved a level 3. This group achieved a value added score of 100.9.
Mathematics
Mathematics has remained above average for the last 5 years and all pupils make good or accelerated progress from their low starting points. When this cohort left reception class in 2013
only 12 children achieved the expected standard in the two numeracy areas of Number and Shape, Space and Measure with a cohort APS of 1.43 and 1.47 respectively.
Of those 12 children:
All achieved above the expected attainment in mathematics at the end of KS1 with 4 achieving a level 2a and 8 achieving a level 3
Mathematics APS was above average 18.4 with a value added score of 100.58.
Those pupils who did not achieve the expected standard at the end of reception all except 1 special needs child went onto achieve at least a level 2c with an APS of 15.5. Additionally, 69%
achieved at least level 2b and 13% achieved a level 3. This group achieved a value added score of 101.25.
Current internal tracking shows a very positive picture with accelerated progress being made in all areas especially in reading. And all those who achieve a GLD at the end of reception (2014)
are on track to meet at least expected standards in reading, writing and mathematics at the end of KS1.
Current internal tracking for KS1 progress:
Reading value added 102.71
Writing value added 101.22
Mathematics value added 101.51
Phonics
Pupils read well and our data over 4 years shows that reading has remained above the national standard. The 2014/2015 68% of the Year 1 cohort of 59 pupils passed the phonics screen
check. This cohort left reception with 71% (42 children) achieving a GLD in reading. Of those 42 children nearly all children except 6 passed the phonics screening test. Those 6 children came
close to the pass mark of 32 with an average score of 29 between them. All of the 6 children who didn’t pass were in the class of the newly qualified teacher.
In Year 2, 80% of those who didn’t pass the phonics screen check in Year 1 successfully achieved the standard. Two SEN pupils with complex needs didn’t meet the standard.
Pupils with special educational needs (SEN) make good progress and those with complex needs are supported with one to one support to ensure they can access curriculum. From
low starting points SEN pupils begin to close the gap with their peers; especially in reading but progress is slower in writing.
Disadvantaged pupils without SEN reach better than expected standards and make accelerated progress.
Girls outperform boys’ especially in mathematics but both groups still perform better than the national average in all subjects.
We have a small cohort of EAL children and both achieved at least the expected standard in reading, writing and mathematics.
Page 2 of 11Reception GLD
2015 was a very successful year for our reception cohort with 68% achieving a Good Level of Development, above national standards for the first time. All children made good or accelerated
progress from their low starting points in Nursery with value added scores averaging 102 in all areas.
Areas for improvement
Narrow the gap between progress of boys, girls and EAL pupils in all subjects
Improve progress in all subjects for pupils with complex needs
Increase the percentage of pupils passing the phonics screen check
Improve the current progress data for maths to match progress of other core subjects
To be outstanding we need to accelerate the achievement and progress of all pupils in phonics.
Targets Actions/Success Criteria/Measure Lead What By When Cost/Resources Impact
(What is to be achieved) (How will we get there and what (Who is (What do we want (What are the costs involved (To be completed after actions have been
will it look like) responsible) to see and when and resources needed) taken)
will we expect it)
1. To increase the Termly monitoring CB Pupils achieve Release time for CB to (Budget Line: E09, 17450 )
percentage of pupils Improved planning in key stages national standards observe lessons and conduct
passing the phonics Training updates by June 2016 (80%) phonics progress reviews
screening test. Review assessment and are above
Achievement Network meetings national by June Training for HLTAs to
Key questions: High expectations 2017 (85%) effectively teach groups.
a. Do children enjoy their Liaise with other settings Sheringham Alliance £1250
phonics lessons? To ensure the teaching of phonics
b. Do staff feel they have and intervention takes place early Curriculum
the space and in the EYFS Governor
resources required to Whole school phonics target
teach phonics setting Vulnerable
effectively? Phonics progress reviews Groups (VG)
c. What is the impact of
Governor
interim data – are we
improving practice?
Page 3 of 11The Quality of Teaching, Learning and Assessment Evaluation Grade: Good
All class teachers are at least good and 50% are regularly observed teaching outstanding lessons and effectively manage teaching assistants. Lessons are planned and taught creatively,
trying to capture the pupils imagination through use of the Mantle and exciting lessons. Examples include whole school writing about a melted snowman, unexplained objects landing in the
playground, innovative use of the iPad and Victorian days.
With the exception of Nursery all year groups plan together to ensure lessons are consistent across the year groups with good differentiation and opportunities for challenge and deeper
understanding. Monitoring by leaders shows that the marking policy is being used but is not always consistent. A high expectation for pupil’s presentation is not always evident but this has
already begun to be actioned with improvements already demonstrated.
All teachers are perfectly capable of monitoring pupil progress throughout the lesson but some do so better than others. All staff have received CPD on effective questioning using Bloom’s
Taxonomy and its application has strongly improved and is having an impact on pupil’s deeper understanding (lesson observations).
Talk for Writing has recently been introduced and this has had a strong impact on the writing outcomes for all pupils from nursery through to year 2. Staff are appropriately skilled to
demonstrate to children the ‘how’ to improve writing with an improved focus on the quality of pupils written work; however, some staff have low expectations for some of their pupils and
this is an area that needs to be improved.
With the introduction of the new curriculum into Year 2, moderation across year groups and the cluster has improved class teachers understanding of ‘where pupils are’, ‘next steps’ and
‘how they need to get there’. Moderation takes place regularly in key stage meetings, staff meetings and termly within the cluster for each of the year groups. The school has used Pupil
Asset to track and monitor pupils achievement but this is an area for improvement because we need to ensure the tracking tools match our new and enhanced school curriculum.
Areas for improvement
Develop teachers understanding of the importance to have high expectations for all pupils
Improve our internal tracking system to match our school curriculum
Improve the standard of handwriting
To be outstanding we need to ensure that all staff have high expectations for all pupils
Lead What By When Cost/Resources Impact
Targets Actions/Success Criteria/Measure
2. Develop Attend coaching CPD ED, JH and PC Pupil progress Release time to work (Budget Line: E09, 17450 )
teachers Termly Growth Mind set CPD conversations focus with other schools
understanding Aspirational targets CPD Governor on how we can get Growth Mind set CPD
of the impact Majority of pupils achieving their targets VG Governor the pupils to £650
and benefit of Links with NB2B Creative Teacher EY Governor achieve NOT on
‘High Toolkit to support ideas and options when why they can’t
Expectations for supporting underperforming pupils achieve by summer
all Pupils’ Particular focus on starting points in 2017
Respect Nursery and the impact of early
Inclusion intervention
Page 4 of 113. Review and School curriculum matched termly to ED, CB and PC To have a new and Release time to visit (Budget Line: E09, 17450 )
improve our pupil asset assessment and target setting easy to use tracking other schools
internal tracking Sparhawk’s own labels for pupil Curriculum Governor system by spring
system to match achievement in the core subjects replace 2017 Release time to
our updated pupil asset labels match curriculum to
school Staff better skilled to assess pupils tracker
curriculum 2016 Progress data is reflective of class practice
Collaboration Regular CPD to review and implement Staff Twilight training
Inquiry new tracking system session
Termly moderation to ensure teachers
understand the new system Pupil Asset Training
£350
4. Improve the Handwriting rules applied from nursery CB The presentation of Nelson handwriting (Budget Line: E19, 40850 )
standard of and consistently applied across year all children’s scheme (or specialist
handwriting groups Curriculum Governor handwriting is resources to
Respect Parents informed of correct letter Behaviour and always to a high supporthandwriting)
Responsibility formation Learning standard with no £1100
Early intervention for poor pencil grip excuse for ‘sloppy’
Handwriting scheme to support regular presentation by
handwriting practice spring 2017
Page 5 of 11Personal Development, Behaviour and Welfare Evaluation Grade: Good
The vast majority of pupil behaviour is good all the time and they behave very well during assemblies, in classes and on the playground as well as on class trips. Visitors and parents always
comment about the polite and attentive behaviour of our pupils and we are very proud of our pupil’s attitude towards learning.
An online behaviour log is used to record both positive and negative incidents and the head monitors this regularly. There have been no incidents of bullying for several years but there are a
few children with social and emotional needs who struggle to manage their physical and emotional behaviour. Teaching staff and some support staff have attended the Nurtured Heart
Approach training to help us understand the needs of these children. This approach is in its early stages and needs to be consistently embedded across the school.
Our in school Pastoral Worker continues to support pupils on a one to one basis and her work continues to grow. The cluster PSA has worked closely with 2 of our families which have
helped improve attendance and behaviour and her service will continue for another year.
All staff completed a Well Being survey in summer 2015. The results were very positive with the overall majority feeling happy and supported in their role. A few communication issues
became apparent and these are being addressed as part of a Well Being action plan.
In class pupils have excellent attitudes and really enjoy learning. This is evident in all lessons and is enhanced by our well planned and resourced PE and inquiry based curriculum. Pupils
respond well to working in groups and work with confidence on independent tasks. Teachers apply behaviour rewards consistently and this is valued by pupils. On occasions when behaviour
is poor, pupils are aware of the consequences and these incidences are rarely repeated. School Council and Eco Warriors meet regular to discuss school issues from a child’s perspective. In
a recent Parent View survey, 99% of parents agreed that their child feels safe at school. In a pupil survey, pupils also agreed that they are safe at school but felt that some children do not
behave as well as they could on the playground. School council agreed for ‘Playground Buddies’ to be set up to help improve peer quarrels and offer advice.
Pupils demonstrate a very clear understanding of safety through their play and lessons. This is enhanced through our values assemblies, PSHE and our links with the local constabulary. Our
local PCSO regularly leads assemblies on safety including e-safety and ‘stranger danger’. There are 2 Designated Safeguarding Leads and both have up to date training. All staff receive
safeguarding updates on a termly basis as well as the 3 yearly refresher training. The next refresher is due September 2016.
Pupil attendance is slowly improving because of the impact of pupil certificates and badges for 100% and 97% attendance. The weekly attendance puppet and monthly bear award is
respected by all pupils and they work hard as a team to encourage each other to achieve it. Attendance is currently sitting at 96% which is up by 1.1% on last year. Authorised absence is
below 4% and unauthorised absence is below 1%. Pupils are mostly punctual but attitudes to lateness need to improve as there are some parents who are persistently late.
Areas for improvement
To reduce the number of persistent lateness by a minority of pupils
To improve our attendance so that we are at least in line with the national
To further embed English outside
Page 6 of 11To be outstanding we need to improve the attitudes of parents towards pupil attendance
What By When
Targets Actions/Success Criteria/Measure Lead Cost/Resources Impact
5. To reduce the number Improved punctuality charts used PC, JB, all staff Reduce the Badges and stamps for (Budget Line:E19, Pupil Premium )
of persistent lateness with selected pupils number of pupils £50
by a minority of Punctuality letters sent to parents Attendance persistent
pupils termly with minutes late Governor lateness by 50% Monarch signs used to
Safety Conversations with parents about by summer 2016 highlight the importance of
Responsibility reasons for lateness and 75% by punctuality and good
Refer persistent offenders to the autumn 2016 attendance £300
PSA
Same-day lateness letters to
parents
Ensure all parents have left the
classroom by 8.50am
6. To improve our Promote weekly/monthly and PC, JB, all staff Attendance is Badges for pupils £50 (Budget Line:E19, Pupil Premium )
attendance so that termly attendance in assemblies 96% or above by
we are at least in line and on attendance board Attendance autumn 2016
with the national. Provide badges for termly Governor
Safety attendance
Responsibility Highlighted in curriculum and
parent meetings
Termly letters to parents
just/below the threshold
Teachers aware of poor attendees
Half termly meeting with
attendance assistant
Improved tracking and monitoring
of attendance
7. To further embed Children to access outdoor CB For children to Outdoor resources £300 (Budget Line: E19 )
English outside to resources other than physical experiment with Playground buddy uniform
make play times more Improved behaviour at break times Curriculum English £150
enjoyable for all Learning from the class continuing Governor independently by
Inquiry outside Behaviour and autumn 2016
Playground buddies to support Learning
peers
Page 7 of 11Effectiveness of Leadership and Management Evaluation Grade: Good
Ofsted Targets December 2015 How we are beginning to achieve it
1. Long term targets are used to measure Introduction of nursery baseline in September 2016
progress through the action plan Pupil progress meetings
2. Governors need to provide high quality Headteacher’s report uploaded to the hub a week in advance for governors to analyse and submit
challenge to the senior leadership team questions prior to FGB
Improved questioning from governors
3. Pupils reach the expected standard in See target 1 above
phonics Improved monitoring
Phonics is on an upward trend 63% in 2014 and 69% in 2015
Predicted outcomes for 2016 is 80%
4. Pupils’ attendance is in-line with the national See target 6 above
average. Attendance this time last year has improved by 1.1%
Reduced leave of absence forms for holidays (hence reduction in fines)
The (SLT) senior leadership team consists of the headteacher and 2 assistant head teachers. The SLT insists on high expectations and this is achieved through regular monitoring of teaching
and assessment. Performance management with half yearly reviews is robust and ensures all staff are held accountable for the progress of pupils within their class. The introduction of
termly pupil progress meetings has been significant in improving pupil outcomes because those underperforming are noticed earlier and intervention can be implemented sooner. We have
a performance management system for support staff that we feel has been effective, for example in highlighting the need for phonics training and improved questioning.
All subject leaders understand the responsibility associated with leading a subject and are beginning to track data, observe lessons, manage a budget and make key decisions. However, an
emphasis needs to remain on leaders making key decisions independently in order to identify and set aspirational goals for all pupils. With the recent review of our curriculum, subject
leaders are aware of subject coverage and encourage all staff to be creative with their subject. This will continue to be developed with the introduction of a new assessment tracking system.
Excellent relationships have been fostered within the cluster and both the feeder schools and local schools work well together. The headteacher is part of a network of 6 infant
headteachers within the cluster and meetings are held regularly in each school to support school improvement. The EY team meet regularly and so do Year 1 and Year 2 teachers for key
stage moderation.
Areas for improvement
Long term targets are used to measure progress through the action plan
Governors need to provide high quality challenge to the senior leadership team
To improve leadership potential through coaching and mentoring
To enhance the curriculum resources needed to teach our new and improved curriculum
Page 8 of 11To be outstanding we need to improve the leadership potential in all staff with a strategic responsibility
Lead What By When Cost/Resources Impact
Targets Actions/Success Criteria/Measure
8. Long term targets are Long term targets clearly evident in PC, ED, CB The progress of all NCC Data Lead – Simon (Budget Line: 28, 45170 & E09, 17450 )
used to measure maths and English actions plans All staff pupils is easily Davies to review targeting
progress through the Long term targets evaluated in autumn tracked and toolkits £350 (NB2B?)
action plan SEF review Chair of compared from
Confidence Governors ask challenging and Governors nursery right EY baseline and training
Achievement strategic questions Curriculum through to Year 2 £600
Reviewed in Pupil Progress Meetings Governor by January 2017
Introduction of Nursery baseline
Continued use of Reception baseline
Key stage and cluster moderation
9. Governors need to All governors to read and respond to CoG Governors fully Governor services training
provide high quality Head teachers report understand their Network of governors
challenge to the Governors visit school on a scheduled Chair of role and are Opportunities to visit school
senior leadership basis Governors equipped to hold
team Governor’s action their responsibility CPD Governor the senior
Collaboration as lead governor leadership to
Inquiry Attend regular training to support account by autumn
Independence their role 2016
Meet with other governors to share
good practice where possible
10. To improve Attend NB2B conferences/Tea Parties PC, ED, All staff For staff to identify NPQH £1500 (Budget Line: E09, 17450 & E28, 45170 &
leadership potential Attend coaching training at Broadland areas for NB2B (networks) £2700 E09, 17450 & E09, 17450 )
through coaching and High improvement, (TA development(see above)
mentoring of all staff. Succession planning for leadership CPD Governor implement change £1,250)
Independence HLTAs leading class assistants & be held to
Responsibility effectively account by spring
Collaboration Attend subject Networks 2017
11. To enhance the Audit of all resources for each subject ED All subjects to be Curriculum resources £3000 (Budget Line: E19, 40850 )
curriculum resources Staff involved in decisions about Subject Leaders fully resourced so
needed to teach our appropriate resources that teachers can ED non-contact time to
new and improved Leaders select and buy resources Curriculum teach each subject release, review and monitor
curriculum Governor effectively by new curriculum
Inquiry autumn 2016
Page 9 of 11The Effectiveness of the Early Years Provision Evaluation Grade: Good
Early Years provision begins in our nursery class where children enter our setting the term after their third birthday. We provide a 52 place nursery (morning and afternoon sessions) and
places are offered for a September, January or April start, but most places are taken by the January intake. In September 2013 our reception class intake increased from 30 places to 60
places to accommodate Norfolk’s rising pupil numbers. Our Early Years setting is effectively led by the Nursery teacher and one of the Reception teachers who ensure that robust planning
and assessment regularly takes place. Planning ensures that children are developing their knowledge, skills and understanding across all the areas of learning, with a focus on the three
prime areas as the foundation for all other learning. Assessment is carried out daily by careful observations of individual children and these are collated into the online ‘Learning Journey’
called ‘Tapestry’ which was introduced September 2015. However, in Reception the year begins with collecting baseline observations (using ‘Early Excellence baseline’) to ascertain a
starting point for our children who come from many settings in and around the local area. Work is continuing with Sprowston cluster schools to establish vigorous moderation in all areas of
the EY curriculum starting with baseline moderation and ending with a moderation of key ELGs prior to final decisions at the end of the Reception year. Outdoor provision is fundamental to
the delivery of high quality teaching. We value creative and imaginative learning and encourage children to develop these skills by providing opportunities for both structured play and
independent learning and the enhancement of this was a priority for us and our newly developed EY outdoor area(Summer 2015) provides a large, collaborative, physical area for the
children to practise all early learning skills. Parents are invited in daily to join in with the learning at the start of the day and this is continually promoted by inviting them to half termly
‘learning cafés’. Alongside class newsletters, the learning cafés encourage parents and extended family members to be part of their child’s learning process by engaging in hands-on
activities such as construction, story making and playing games. In addition to this, we have rebranded ‘stay and share’ sessions as ‘book and look’ sessions for parents. These continue to be
termly and encourage parents to share the first or last part of a school day so that they can experience some of what their child does at school. It also offers ‘informal’ discussion times with
class teams and offers a chance to look at the ‘online Learning Journeys’ together.
In 2014/15 68% of children attained a good level of development. This is the highest in the cluster and above the national average (66%).* This reflects the additional staff training and
improved internal and cluster moderation.
*From ‘A Flying start – September 2015’
Areas for improvement
To improve pupil outcomes so that the majority of FSM achieve a good level of development
Enhance the reading and writing provision offered to girls to raise their expected level of achievement
Improve the monitoring of planning, assessment and ‘Next steps’ in the EY using ‘Tapestry’ and pupil asset.
To improve EY Leaders analysis of data to enhance provision and continue to develop cluster moderation
Refer to development actions in Leadership and Management section
Estimated costs suggested within this SDIP: £12,050
INSET Days 2016-2017
st nd th th
1 September 2016 2 September 19 December 4 January 2017 July 2017
Disaggregated: 3 x Twilight: Maths and Science: Norfolk
Safeguarding Coaching and Growth Mindset th nd Disaggregated: 1 x Twilight: Nurtured
Sept 15 , 22 & Oct 13th Creative Teacher
(Target 5, 6) (Target 2, 10) Heart
(Step On, Step Up) (Target 2, 11)
Page 10 of 11Premises Development plan (PDP) for 2016 – 2020 (Capital Budget and Revenue)
Monitoring Cost/Resources Impact
Date Target Actions/Success Criteria
All wall areas freshly painted PC, DA & MSAs 1. Decorator £3500 (Budget Line: )
1. To paint and All beams painted white to brighten
modernise the hall the room School Council
2. Mural of Values Mural images to brighten the hall FOSSA 2. Sunny and Pea mural artists
added to hall space £1000
Health, Safety and Premises Governor
2016 to
2018
3. New chairs and tables Replace very old and worn nursery
in nursery class learning furniture with new tables 3. £700
and chairs of appropriate size
4. New furniture for Add new comfy chairs and furniture 4. £2000
new staffroom
Fresh neutral paint in Ruby, Emerald, 5. £500 per class (£2500)
5. To paint all Jade, Sapphire and Diamond Class
classrooms
1. Review the condition Classroom furniture £3000 (Budget Line: )
of carpets in all Radiators x3 £2000
classrooms Outdoor specialists £40000
2. Update class room (FOSSA fundraising)
table and chairs and Additional computers and
storage furniture renovated space £15,000
3. To update old (funding)
2018-2020
radiators.
4. Enhance KS1 outdoor
area
5. Consider
opportunities to
develop a small ICT
suite
Estimated costs suggested within the PDP: 16/18: £9,700 18/20:£60,000
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