Flagship review 28th June 2016 -...

Inclusion Quality Mark (U.K.) Ltd, Ling House, 173 Slieveboy Road, Claudy, BT47 4AS

Tel: 02871 277857 Fax: 02871 277856

Email: [email protected] Web: www.inclusionmark.co.uk Registered Office: Grove House, Lutyens Close, Chineham, Hampshire, RG24 8AG Registered in England No: 07748285

7th July 2016 Mr David Bell Ravensmead Primary School Chapel Street Bignall End Stoke-on-Trent Staffordshire ST7 8QD Flagship review – 28th June 2016 Summary

Listening is a complete and profound reality in Ravensmead. There is constant

reference to hearing and from everyone, the confirmation that they are heard. This is

such a powerful certainty. There is no rush to tick boxes and move on as fast as possible.

Time – quality time – is the essential process that is actioned in this school. Conferring;

questioning; conferencing; acquiring information; asking; negotiating – collegiate

decisions ensure that every voice is valued and considered. The impact of this, is that

each person in this community …. trusts. With trust comes the astute responsibility to

give and be the best that is possible. Integrity is never in question as reciprocal

confidence supports all ensuing actions. “We are trusted” … “We are one team” …

“We are encouraged to be vocal” … “We are part of all change”.

Children here flourish. They know that they are known! The certainty of individual

identification gives confidence to the children. They recognise, and trust, that the school

will nourish and nurture them. The culture of equitable sharing gives enormous power

to all learning and teaching. Children are unafraid to explore and investigate. Hands of

support and encouragement are real yet also enabling and empowering of building

unique pathways to independence.

Ravensmead is certainly not bound by its physical context. The leadership here has

forward outward vision. There are other cultures and other experiences that offer

opportunities of exciting exploration and discovery and this school seeks them out. The

community of this school grows beyond the immediate. It embraces challenges and

change knowing that growing global knowledge accesses everyone to enriched lives and

understandings. Inclusion is a determined and enthused energy … and a humbling

reality.

mailto:[email protected]

http://www.inclusionmark.co.uk/

Inclusion Quality Mark (U.K.) Ltd, Ling House, 173 Slieveboy Road, Claudy, BT47 4AS

Tel: 02871 277857 Fax: 02871 277856

Email: [email protected] Web: www.inclusionmark.co.uk Registered Office: Grove House, Lutyens Close, Chineham, Hampshire, RG24 8AG Registered in England No: 07748285

Recommendation

The Flagship Review has been undertaken successfully. The school clearly demonstrates

its ability to respond to initiatives and to build the capacity essential to moving still

further on the Inclusion journey. I am of the opinion and recommend that the school

maintain its status both as an IQM school with Flagship status. This will be dependent

on completion of the appropriate Flagship paperwork.

Part of the next review in twelve months’ time will involve an assessment of any work

undertaken with ICI schools. This should include an evaluation of impact and influence

on current practice.

Assessor: Dr Wendy Daley

Findings confirmed by Inclusion Quality Mark (UK) Ltd:

………………………………………….

Joe McCann MBA NPQH

Director of Inclusion Quality Mark (UK) Ltd


http://www.inclusionmark.co.uk/

3

I IQM Review Report 1/2/3 (highlight appropriate Review number)

School/College Name: Ravensmead Primary School

School Address: Chapel Street, Bignall End, Stoke-on-Trent, Staffordshire ST7 8QD

Tel No: 01782 296635

Headteacher’s/Principal’s Name and Email Address: Mr David Bell email: [email protected]

IQM Coordinator’s Name and Email Address: Mrs Melanie Goodall email: [email protected] or

[email protected]

School Website: http://www.ravensmead.staffs.sch.uk

Number of students on roll:

Review Date: 28th June, 2016

Assessor: Dr Wendy Daley




RR-F Review Report

Inclusion Quality Mark (U.K.) Ltd

School context description: Raise-online, Ofsted Data Dashboard, performance tables etc. (school to update accordingly if there have

been significant contextual changes).

Ravensmead Primary is a larger than average primary school.

The proportion of pupils from minority ethnic backgrounds is below average and very few pupils speak English as an additional language.

The proportion of pupils with special educational needs and/or disabilities is average although the number of pupils with a statement of special educational needs and those identified as requiring external support, is rising.

The proportion of pupils known to be eligible for free school meals is approximately 12%.

The school has been recognized and has achieved a number of awards including National Healthy Schools Status, Dyslexia Friendly Status, Artsmark Gold, the Basic Skills Quality Mark (re-accredited Aut15), Eco Silver Award, FMSIS accreditation (for financial management).

The school received the prestigious Inclusion Quality Flagship Award Summer 2013 (re-accredited summer 14 & 15).

The school gained a runner up award for the prestigious Speakers School Council Award from Parliament summer 14.

The school gained the PE and Games Kitemark in 2014 and 2015, reaching two National Cricket finals in the last 4 years.

The school provides a breakfast club. A privately run before- and after-school care club is also on the same site.

More emphasis has been put on ‘British Values’ at some point during the day. A discussion point that is focused around our ‘Diverse Community.

One of the biggest challenges facing the school at the moment is its growing number of Special Educational Needs & Disability pupils. However, the school celebrates the progress of children with SEND. It was recorded that the school has 5 pupils with Statements or Educational Healthcare Plans and 35 pupils with Special Needs as well as a number of pupils awaiting further assessment. The school keeps a detailed register of its “vulnerable children”, some of whom have significant medical issues such as Autism, Downs Syndrome, Hearing Impairment, and Visual Impairment and has recently had pupils with Foetal Alcohol Syndrome. The school staff and Governing Body would proudly state that Ravensmead is a fully inclusive school and attempts to meet the needs of all children from local families. The Basic Skills Quality Mark Annual Audits and the Inclusion Quality Mark Flagship Assessment Summer 2013 and annual audits provide extremely strong evidence that the school works tirelessly to meet the needs of all its children; “The systems within the school ensure that every child’s progress is measured in terms of achievement and wellbeing. Parents and external partners are effusive in their praise of the school and grateful for the commitment for excellent practice”.

The Autumn census 2014 recorded the school lowest percentage of free school meals for a number of years and this continued throughout the academic year. Despite a number of pro-active measures to encourage our families, especially the parents of Reception, Year One and Year two to take up their entitlement to free school meals, this number remains low. This included a £100 uniform voucher for new applicants. The Autumn 2015 recorded a figure of 12% “free school meals” The school has a high proportion of pupils with SEND as recorded above in the Student Section and the school works tirelessly in partnership with the parents, considering a wide range of interventions to support their development. For many years it has been felt that children entering our Nursery and a proportion of those entering Reception have exhibited low age appropriate development in a number of areas. To

coincide with the recent drop in Free School Meals the school has employed the Local Authority Early Years team to moderate the On-Entry Assessments in these areas. The report from

September 2015 supported the view that a significant proportion of children enter both our Nursery and Reception with development in many areas less than that expected for their age.

“Judgements are robust, consistent and accurate. Evidence matched the band descriptors extremely well, with practitioners showing excellent understanding of levels of skill

within each age and stage. Very good knowledge of best fit.” (Moderation visit record 2015 Sept) Moderation continues through the year with a small cluster of local schools

involved.

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The school's SENCO, recently a finalist in Staffordshire County Councils Employee Awards works tirelessly to utilize the expertise of a wide range of outside agencies. Currently (September 2015) the school believes it has an additional 6 or 7 pupils who are awaiting Educational Healthcare Plan assessment. The Governing Body again have allocated additional funds to pay for additional Educational Psychologist time if this can be accessed.

The school regularly arranges questionnaires for Parents and Pupils, the last one being Autumn 2013, responses were extremely positive but the school feels that at times the aspirations of parents could be raised even higher. To this end the school organizes adult classes and makes arrangements for easy-access to specialist who can support families, both through attendance at Parents Evenings but also at Pre-arranged and advertised Drop-Ins. The school manages to achieve 100% attendance of parents at both Autumn and Spring Parents Evenings. The school implemented a detailed Action Plan to address its Ofsted December 2011 Key Issue which looked at the quality of teaching, planning, target setting and marking.

Much work was done during recent years to formulate a Marking & Feedback Policy which was structured to set challenging targets in lessons and to enable pupils to have a

fuller appreciation of their next steps for learning. Teacher planning was amended to support full inclusion of all pupils in their learning.

Comprehensive classroom observations (one each term) also involving the Local Authority recorded an improving picture whereby during the Summer Term it was possible to say that teaching was indeed “consistently good” or “better”. Classroom Observations) for Literacy, Numeracy and Science during the academic year 12/13 supported the view that teaching was “usually good with some examples of outstanding teaching” .These termly observations continued during the Academic Years 2013/14 and 2014/15, Autumn Term 2015 and Spring 2016.

Inputs from the (Local Authority, Basic Skills Assessor 2013 and 2014 and Inclusion Quality Mark Assessor 2013, 2014 and2015) supported the view that teaching was between September 2013 and July2015 solely “good” or “outstanding”.

(Summer Term 2013 Local Authority and Inclusion Assessor) both recorded the positive impact of planned first hand learning experiences upon the improved quality of learning and teaching. Visitors continued to record during academic year '13-'14-15 that the school's focus upon first hand experiences was extremely beneficial in terms of teaching and learning.

Standarised tests (PUMA and PIRA) are now in place for maths and reading and are undertaken termly. The results impact upon pupil progress meeting, interventions and further support to enhance progress.

A range of CPD including a significant input from an educational consultant has developed teaching, particularly in terms of Assessment For Learning Strategies

School initiatives such as “Purple Pen “marking where pupils are encouraged to self , peer mark or respond to the teachers marking have encouraged pupils to become

more independent, to review their work and learn how to develop it further.

+Teachers encourage positive attitudes so that the pupils can become more resilient and apply themselves to new tasks. Expectations towards conduct are constantly

reinforced and appropriate

Teachers plan carefully to ensure that pupils are supported to learn. A wide range of interventions are planned and there is a programme of professional development to

ensure that the school has a pool of well trained staff who can respond to the changing needs of pupils following Pupil Progress Meetings.

Teachers challenge stereotypes and use of derogatory language in lessons and around school. These occurrences are rare but teachers are aware of their responsibility to

promote equality of opportunity and diversity.in all aspects of teaching and learning.

Teachers set homework in line with the schools agreed Homework Policy

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The school regards itself as a learning community and recently consulted the children again over their understanding of some of the lesson structures. It became apparent

that not all strategies were fully understood and therefore immediate alterations were made.

From generally low starting points our pupils consistently leave in Year 6 above national averages, whilst enjoying a high quality and broad curriculum, including first hand learning experiences recognizing pupil voice. The current Free School Meal figure of 12% appears low and demands further discussion and explanation.

Strengths in 2015

KS2 value added was broadly average or above in all subjects.

KS2 value added in all subjects was broadly average or above for disadvantaged pupils and those who have special educational needs.

From at least 5 out of every 6 starting points, the proportion of disadvantaged KS2 pupils making and exceeding expected progress in reading, in writing & in mathematics was similar to that of other pupils nationally.

The proportion of disadvantaged KS2 pupils that attained at least Level 4 was equal to or above the national figure for other pupils in reading & writing.

The proportion of Year 1 pupils that met the expected standard in phonics was above the national figure.

Weaknesses in 2015

No weaknesses were identified in this dataset

In September 2015 the Local Authority were invited into school to moderate our Nursery and Reception On Entry Data. They confirmed that it was accurate to say that many of our children enter Nursery and Reception with development in some areas below that expected for their age. The schools judgements were seen to be robust, consistent and accurate”. Sept2015. (Outcomes for pupils in the Early Years are covered in detail in the Early Years section of this SEF.

Key Stage Two Results in recent years have consistently placed the schools results for both Attainment and Progress above Nat ional Averages. 2015 “expected progress” figures were 97% Reading 100% Writing and 97% Maths

The performance of our SEN pupils supported by the Inclusion Flagship Quality Mark Inspection and a range of data is a very positive one. Raise online 2014 indicated that in most areas the school SEN Pupils were out performing similar pupils nationally.( We hope that 2015 data will be similar)

Raise also indicated that our “disadvantaged” children were out performing similar children nationally and indeed at Ravensmead for the first time ever, outperformed “other” pupils. These figures were repeated again in2015

The school has worked closely with colleagues in other local schools to develop Assessment procedures which will enable it to continue to monitor the progress of pupils without levels.

We have invested in Standardised Tests for Reading and Maths and these are now undertaken termly as part of our continued close monitoring of individual pupil progress at our termly Pupil Progress Meetings.

We have assessment procedures for the non-core subjects of the curriculum.

The school manages to maintain the level of provision evidenced by its Inclusion Quality Mark Summer 2013 and also Basic Skills re-accreditations annually since then.

Reading is a priority in school. Pupils read widely in and out of school and are rewarded weekly with raffle prizes if their Homework Reading Diary indicates regular reading at home .The school day usually finishes for most classes with a story read by the teacher...

From September '13 to July15 termly lesson observations in Guided Reading, Topic Work Science, Physical Education and Games, and Phonics and SPAG, all moderated by the local authority and subject specialist recorded only good and outstanding lesson observations.

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Summer 2016

Due to changes in expectation where standards have been significantly raised across the curriculum in all year groups, those children who were reported to be making

good progress may not meet the new expected standard especially as thresholds are still currently unknown.

Even Better

Recent pupil progress during the EYFS years can be sustained and accelerated throughout Key Stage 1 (although data for the last 3 years indicates that Year 1 and Year 2 cohorts have made good annual progress, particularly 2014 and2015 results) and that this level of achievement can be sustained throughout Key Stage 2.

Build upon the excellent results of our “disadvantaged” pupils 2014 and 2015 and continued to take great care over our expend iture of Pupil Premium Funding including Early Years Pupil Premium Funding.

The school’s funding for Pupil Premium is spent appropriately to support the achievement of our Ever 6 pupils to enable them to close the gap and wherever possible achieve above national averages which was achieved summer 2014. And subject to confirmation is likely to be repeated with the summer 2015 results

The school continues during 2015-16 to use its PE and Sports Funding effectively to increase and enhance its provision in these areas.

School needs to address the issue of Year 2 pupils yet to meet the standard for the Phonics Screening Test.

To ensure that the good progress made by pupils by Summer 2013, 2014 and 2015 EYFS is maintained throughout KS1 where we should expect their attainment to be slightly above local and national comparisons

Ensure that the quality of presentation of pupils work in all areas of the curriculum is consistently in line with that evidenced in the core subjects and in line with agreed Policies for Presentation and recently agreed changes to the school's Handwriting Policy.(These will be monitored during the academic year 2015-16)

The school continues to aim for progress and attainment of its “groups” to be close to or above national averages. Financial and resource decisions are made to support this development including the use of pupil premium funding

We need to address current concerns over Year 1 pupils. Continue to work on structured interventions that have been put into place to support the needs of the year 1 cohort on the advice of Cicely Houghton Outreach team.

To meet the new challenges of the Key Stage 2 papers, particularly Reading and Writing Summer 2016.

To build on and continue with the speech and language work undertaken by Liz Parkes across the school.

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Review Report

There does not have to be action identified against each element. The school is expected to complete the ‘Future Plans’ one month before

review/assessment and to then submit the Review Report to IQM

Element Future Inclusive Plans

Assessment Commentary

1 To develop our link with the Stoke on

Trent school “St Peters” through the

school council link.

To develop a link through the IQM hub

with other schools with Flagship status.

To further enhance the Flagship

status and to continue to develop,

making sure we do not become

complacent in our work.

Pragmatism and vison work hand in hand. Leadership here is unafraid and yet applies

considered strategic caution and ensures informed decision making.

There is a clear commitment to building sustainable relationships with all member of this

community. Each child really does matter and has the vigilance at all times of this

leadership.

Hearing all voices of all stakeholders is an unbending commitment. Unity and partnership

are clearly and unequivocally valued.

Leadership ensures that action is never re-active.

Consulting and listening are key strengths that drive all action in Ravensmead.

Energy and investment are made into building, projecting and safeguarding the school’s

identity.

Maintaining currency of all information is strategic to all action and decision making.

The annual Quality Liaison Visit ensures a valued audit for action.

The SIP provides a pro-active vehicle for enhanced action.

2 To further develop Diverse culture at

Ravensmead.

School learning spaces move, adapt and re-configure like an amoeba. The learning needs of

the children are readily addressed and drive the contextual applications.

The Free Flow provision is qualitative and inspirational. It ensures equity of access and

engagement.

Classrooms are vibrant and reflect currency of purpose.

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Resourcing is reviewed in order to be pre-emptive to need.

There has been a major investment to ensure the installation of white lighting in the

Nursery.

The addition of doors between some classrooms has positively influenced teaching and

learning capabilities.

There has been a significant investment in the qualitative resourcing of ICT throughout the

school. The web site is engaging and provides currency of information.

External signage incorporates a clear identity and representation of Ravensmead voices.

The conversion of the IT suite to a multi-purpose room echoes the desire to provide

qualitative response to arising needs.

The Community/PPA space, though small, provides a significant recognition of school

needs.

3 To develop the profile of the School

council in school, emphasising the skills

and attributes to be a school council

member.

The School Council has been involved in extended linking with another school. This has

resulted in reciprocal visits and is building capacity for comparative assessment and

evaluation.

Transition and induction have high priority. Ensuring pupil confidence and holistic

profiling is strategic.

Reward, praise and encouragement are active ingredients of learning.

The ‘Learning Heroes ‘initiative is particularly engaging. Children use it as a point of

reference for their own identification of positive behaviours.

A project with the local Special School enhances a climate of self-reflection and of

appreciation of the social demographic.

Pupils appreciate the differences and the richness of multi-cultural diversity “It’s (society)

so wide!... we can see other personalities …we can appreciate them all”.

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There is an appreciation by pupils of the challenge of assuming certain responsibilities.

They recognise that making decisions carries the need to speak for the whole rather than for

the individual “We need to know and to evaluate”.

School Council members ensure feedback to the whole school and to their own classes.

They contribute information to the school’s web site.

Playground strategies have seen a positive impact on behavioural management.

Nurture provision is flexible to need.

4 To further develop the work completed

by the project link with Cicely Haughton

Special school.

To continue to develop the tracking

system of Pupil Premium interventions.

To continue to develop the use of

Learning passports to enhance the

support of children in school, making clear

points to assess, plan, do, review their

targets given.

Robust assessment and analysis ensure clarity and visibility of all children and each

individual learning pathway.

Expanded learning opportunities and experiences enrich and inform the pupils of

Ravensmead.

Projects and partnerships with other organisations have an identifiable impact on learning

energy and capacities for heightened achievement.

The school invests in external moderation for Early Years judgments. These judgements

were found to be “robust, consistent and accurate”.

By using PUMA and PIRA consistently, the school is able to retain a currency of view

concerning achievements in maths and reading. This provides an in-depth knowledge of the

efficacy of provision and highlights needs for additional interventions.

The setting organisation for Maths teaching ensures for pupils, that “where they need to

be, then pupils go”.

The many and diverse projects and initiatives undertaken by the school, ensure that children

experience an ever expanding learning provision with extended opportunities to touch

success and achievement.

5 Staff work as a team “We make time to confer and to catch up”.

Investment in a Speech and Language teacher has already made discernible impact and has

ensured a cascade of expertise and training.

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Progress meetings hear the contribution of all staff and interventions are built on corporate

analysis.

Staff are encouraged to enrol in extended forms of training.

Staff are actively encouraged to contribute creative thinking. “We have a voice … we

ARE part of decisions … therefore we respect leadership action”.

Strategic roles enrol all staff to purpose. Many of these evolve as skills, interests and

loyalties grow.

Staff role model and share not only skills and expertise but also personal and emotional

experiences.

Effective mechanisms for dissemination of information ensure a shared commonality of

knowledge and information.

Relationships of trust promote creative and committed action and thinking from all staff.

There is a clearly held pride in the school’s perceived identity.

Performance Management is an active element of staff progress and development.

Observations are welcomed “We work how we work, because it works!”

All required training is accessed.

There is a consistent expectation built into all learning and teaching practice, of incisive

self-evaluation and self-assessment.

Parental questionnaires are analysed and feedback has whole school ownership.

The Cicely Houghton School partnership has had impressive, inclusive impact on learning

in Y1. It has resulted in cohort specific focus and adaptation of learning and teaching

methodologies.

Teachers demonstrate capacities for incisive investigation of approaches to learning.

6 To develop parent partnership in

relation to workshops relating to

inclusion and developing learning.

Forward thinking and forward planning ensure the opinions and ideas of parents are

considered.

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Strategic questionnaires elicit significant information that then determines analysis and

action. The openness of the school to the invitation to give opinion as a pre-courser to

decision making, is humbling.

The many events hosted by the school are well attended. Non-attendance at parents’

evenings is always followed up.

Parents feel that the school is always approachable.

Mid-year admissions are supported by a Buddy system.

Parents value the happiness that this school gives to their children. A recent questionnaire

showed that 100% of all parents agreed with the statement ‘my child is happy at school’.

The pre-admission home visits, newly instigated, have had a tangible impact on the parents

as well as on the children. The growth in shared confidence and re-assurance has been

effecting.

An increase in attendance reflects the school’s support from the community

Parents feel that the school is quick to pick up and identify needs “there is a real feeling of

nurture”.

Parent support is invited and the Friends of the School endeavour to support identified

initiatives and requests from the school … “being able to volunteer is a meaningful way

of saying ‘thank you’ to the school”.

7 The Headteacher’s Report to Governors provides insightful data and analysis. All

contributions are recognised and submitted. Action arising is clear and provides capacity

for future measurement and contribution.

Teachers voice profound confidence in the leadership of governance “If he (the chair of

governors) doesn’t know, we know he will find out for us”.

Governors are alert and demonstrate a readiness for action and intervention “My concern is

for MY school”.

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Processes and procedures ensure that challenge is accessed through the progression of

polices and analysis, before they reach full governor meetings. This ensures a greater depth

of interrogation.

Governors appreciate and value a recruitment of all skills: discrete and overt

A collation of views and opinions is always trawled when major decisions are required.

Unilateral decision making is valued. “We work together”.

8 There is an active desire to be part of not only the immediate community, but also the

wider, global community.

Work experience students and teaching students, provide support and an additional external

representation of voice.

Visits and residentials form crucial aspects of each child’s learning capabilities

The school is always ready to respond too local and to national needs and initiatives

Children are actively engaged in fund raising.

There are many local and national events in which the school participates

The Arts School initiative (MMU) has had particular and significant impact. There is a

visible sense of inspiration and aspiration.

By working with other schools, the pupils are gaining a clearer understanding of the

diversity of their world.

External expertise is brought in to add quality of experience to provision.

Staff can access resources and support from other schools.

ICI COMMENTARY

ICI Connections/Action/Impact

Ravenhurst – Contact made and visits pending (COE+F+FII option 1)

Bridgewater- Contacts made and visits pending

East Hunsbury-To develop a project for Middle Managers

(COE+F+FII option 2)

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Sources of data

Discussion with Inclusion Manager

Tour of the school

Scrutiny of documentary evidence

Interview with some pupils

Discussion with strategic support staff

Dinner taken with the ‘Fine Diners’

Interview with parents and governors

Focused discussion concerning the Inclusion Project

Further Developments agreed after discussion

1.

To consider hosting an in-house multi-agency meeting occasionally, with parents also invited. This could help to support a more

determined transference of professional information and expertise and perhaps result in the formation of parent support groups.

2.

To consider playground markings that identify specific zones. ‘Footprints’ for safe walking areas could also be beneficial. This

would support the children’s capacities to make appropriate choices.

3.

The ‘Fine Diners’ struggled a bit with the ‘fine’ part of dinner etiquette. Perhaps an addition of a ‘Dinner Mentor’ might help?

To support coaching skills of younger pupils and support the older children’s capacities to lead, to consider Inner and Outer School

Council meetings that could meet alternate weeks.

A visual ‘Action Plan’ for School Council would help the dissemination of information to the whole school and flag-up the process

of committee.

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5.

As an addition to the inclusion strategy in Y1 to consider a process of pupil self-evaluation (e.g. writing a name then repeating it

again every 6 weeks) This would form a visible point of learning reference and progress.

6.

To consider an invite FROM pupils to parents for a ‘Working with’ session. This would help to build a discrete understanding of

school approaches to learning etc.

To collate positive evaluative comments from parents that could form an evolving display. For instance: luggage tags offered to

visitors as they come to a school event and then hung on a ‘tree’ in a central place. This would provide conditioned learning for the

community

7.

Governors are identified by accident rather than by design. Perhaps a ‘Mood Board’ (on an A frame?) could help to project identities

or a Governor per class portrait?

Flagship review 28th June 2016 -...

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