SELF REVIEW AND EVALUATION SUMMARY DATE OF REPORT: ACADEMIC YEAR 2014-15

SENIOR LEADERSHIP TEAM & GOVERNORS RIVERMEAD PRIMARY SCHOOL

AUTUMN TERM

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Date of Report:

Academic year 2014-15 Updated: Spring term 2015

The Key Areas 1. Context of the School 2. Overall effectiveness 3. The Achievement of Pupils at the School (Including SEN & Pupil Premium) 4. The quality of teaching 5. Behaviour and safety of pupils 6. The quality of leadership and management on the school

1. The Context of the School The school context: Rivermead Primary School serves a diverse area of Woodley – a cultural mix of white British, Pakistani, Indian, African, Bangladeshi and white European. The school is historically important to Woodley, with over 70 years serving the community, with many parents, and some grandparents having attended the school. The school has an ethos were everyone is a learner – children and adults alike. It is our role to provide each child with a range of opportunities and to find the key that will unlock their full potential, whether it is academic, the arts or sport. We need to allow the children to take risks within a safe environment, and receive the encouragement, support and challenge they need to take each new step in their learning journey. Rivermead is a two form entry primary school, which has vertically grouped classes working in age banded teams – EYFS, Year 1/2 (KS1 team), Year 3/4 (Lower KS2 Team), Year 5/6 (Upper KS2 Team). The School went through a time of significant change from 2007 until 2011. During this period the school saw a high turnover of staff, including a permanent head leaving and three interim heads, a number of changes on the Governoring body, and a falling roll. Since January 2011, the school has had a permanent Head and Deputy, a new SLT and a stable staff. The Deputy and team leaders of each stage (EYFS, KS1, and LKS2 & UKS2) have all joined the school within the past 2 years. This has strengthened the school leadership, and ensured the change and improvement that was required to happen, has been implemented. The governing body has its full allocation and has stabilised over the past 3 years. The chair of governors has been with the FGB for the past 4 years, moving from Vice-Chair to Chair after successfully shadowing the previous Chair who was a successful retired Head teacher. In November 2014 the School was judged ‘Good’ from its Ofsted inspection. The leadership team of the school believes it is a ‘good’ and through a focused School Improvement Plan, is working towards ‘outstanding’.

October census: The pupil roll has increased significantly, from 313 (Jan 2011 census) to 368 (Oct 2013 census). The majority of the pupils are white British, with English as their first language 8.6% children with English as an additional language 13% SEN pupils 4% Current FSM (13 children) 10.5% Pupil Premium (39 children)

Our Vision At Rivermead Primary School, we believe an inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every pupil matter. As a school, we aim to provide a vibrant, happy and safe learning environment which enables every child to achieve the best they can regardless of gender, ethnic or social background or educational needs. In addition we promote the importance of healthy lifestyles, respect for the environment, the value of mutual respect and the importance of tolerance of others. We prepare our pupils for the responsibilities and opportunities that arise throughout life in a multi-cultural and technological society.

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Previous OFSTED Inspection

OFSTED outcomes from previous report and progress: November 2014: Good

Outcomes from OFSTED Inspection Nov 2014: To become ‘Outstanding’ - Improve the quality of teaching in EYFS:

Not enough children make rapid progress in the Early Years Foundation Stage because time is not always used effectively.

Not all adults use effective questions to promote children’s thinking skills. To become ‘Outstanding’ - Improve the quality of teaching by providing challenge:

More able pupils do not make as much progress as they could in mathematics and so fewer pupils reach the higher levels.

Ensure more children make rapid progress in the Early Years Foundation Stage by:

Structuring whole class teaching time more effectively

Ensuring all adults use effective questions to promote children’s thinking. Accelerate the progress of the more able pupils in mathematics so that more of them reach higher levels, by:

Further refining the difference between the tasks they are offered, ensuring all pupils have the underlying skills to tackle the tasks they are given.

Impact statement: The Governing Body has a good understanding of the school’s strengths and weaknesses. They monitor the school’s performance through subject leader meetings, joining learning walks and deeper discussions and questioning in meetings. The Governing Body’s recent reconstitution has ensured they have refined their practice which has ensured through their monitoring and performance that the school continues to improve. They have continued to have taken the opportunity to develop further through additional training.

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2. Overall effectiveness Grade (refer to Ofsted Grade Descriptors) 1 2 3 4 Place X in appropriate column x

In the last two years the school has taken considerable steps to ensure the majority of pupils reach targets and make expected or good progress. Where children have not, decisive action has been taken to support

Leadership and management have good systems to identify under performance (of staff and pupils) and act accordingly.

‘Good’ leadership is in place with the SLT and governors – both teams are strong, focused and well informed.

The majority of teaching at the school is now good enabling pupils to make expected or good progress.

A positive climate for learning exists in the school and the children and staff are proud of the diverse make-up of the school.

A Professional Learning Culture has been developed over the past three years, with staff promoting the ideals.

Enrichment activities and creative groupings in and out of the classroom add to the children’s social, moral and cultural development.

Focus on raising standards in the core ensures majority of pupils leave the school with the basic skills to access next phase of education.

Although reading & maths attainment has been lower than writing in KS2 SATs recently, good arrangements are in place to ensure pupils are able to read and comprehend with fluency, and differentiation is meeting the needs of all in maths. To date (spring 2014), reading & maths progress is good across the school.

Effective tracking at all level in the school enables underachievement to be tackled at different levels.

There is a relentless focus on school improvement and management systems are embedded and impact on standards, set by the SLT and governors.

Supporting evidence Census data LA data, LA or other source reviews Prospectus/Mission Statement Surveys/Questionnaires: Pupil surveys, staff and parental views/questionnaires Behaviour audit and analysis Monitoring programme: Lesson observations, Learning Walks, Book & planning scrutinies - Work scrutiny analysis, Teachers’ planning Written feedback from outside sources Behaviour and other related policies Absence rates, trends and analyses Staff Development programme Learning & teaching news – curriculum maps WBC LA L & T review Assessment: School data RAISE online and analysis of attendance rates and patterns EYFS Profile scores, National Test results, RAISE online Records of progress meetings Pupil tracking data analysis of progress and attainment by subject (whole school, cohort and groups of pupils, including LAC, SEN, FSM, other groups at risk of underachieving) LA external validation of progress and attainment - moderation SEN team analysis of interventions or strategies

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2. The Achievement of Pupils at the School

(Including those with disabilities and those with special educational needs) Grade (refer to Ofsted Grade Descriptors) 1 2 3 4

x Attainment EYFS Children enter EYFS with age expected levels of attainment. EYFS scores for Good Level of Development (GLD) have been consistently high over the past 2 years: 2012: 80% achieved GLD 2013: 81% achieved GLD 2014: 70% achieved GLD This is significantly higher than the National Average. Results were confirmed in the LA moderation in 2013 & 2014.

KS1 Year 2 achievement has continued to improve since the last inspection, and over the past 3 years, especially for more able children.

KS1 - % of levels

Reading Writing S & L Maths Science Phonics

2+ 3+ 2+ 3+ 2+ 3+ 2+ 3+ 2+ 3+

2011 86 37 73 6 92 22 92 22 98 24

2012 88 32 80 8 94 32 90 12 98 40 45%

2013 93 37 85 15 100 34 98 31 98 34 76%

2014 98 47 98 25 100 37 95 33 98 33 76%

KS1 - APS

All subjects Reading Writing Maths

School National School National School National School National

2011 15.1 15.3 16.5 15.8 13.1 14.4 15.8 15.7

2012 15.1 15.5 16.3 16.0 13.8 14.7 15.3 15.9

2013 16.3 15.8 17.1 16.3 15.0 14.9 16.8 16.1

2014

Raise on-line shows children achieve sig+ in all subjects in 2013. APS attainment shows improving attainment over the past 3 years and the school is above the National Average in Reading, Writing and Maths.

KS2 Over the last 3 years – attainment is broadly in line with National Average in Reading, Writing & Maths. The performance of more able children has improved significantly, particularly in Reading, Writing & Maths in 2013. In 2013, 5% of children achieved level 6 in Maths, In 2014, 2% in Reading and 6 % in Maths achieved level 6.

2013-14 Year 6 KS1 results (2009-10)

Reading Writing S & L Maths

2+ 3+ 2+ 3+ 2+ 3+ 2+ 3+

93 7% 89% 7% 76% 2% 89% 9%

KS2 SATS results 2013-14

Reading Writing Maths

4+ 5+ 2 levels* progress

3 levels* progress

4+ 5+ 2 levels* progress

3 levels* progress

4+ 5+ 2 levels* progress

3 levels* progress

92 37 96% 36% 92 37 96% 20% 87 25 92% 18%

* Whole level progress – not sub levels

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KS2 - % of levels

Reading Writing Maths Science SPAG

4+ 5+ 4+ 5+ 4+ 5+ 4+ 5+ 4+ 5+

2011 86 33 51 10 76 33 96 43

2012 94 39 81 22 89 39 97 47

2013 82 48 93 27 82 41 95 45 84 55

2014 92 37 92 37 87 25 75 40

All subjects Reading Writing Maths

School National School National School National School National

2011 27.4 27.5 28.0 28.1 24.8 26.4 27.5 27.6

2012 28.5 28.2 28.8 28.8 27.2 27.3 29.0 28.4

2013 28.5 28.3 28.5 28.5 28.2 27.5 28.6 28.7

2014

Raise on-line in 2013 shows significant gains in attainment in Writing over the last 3 years, rising from 24.8 to 28.2, and Maths has risen from 27.5 to 28.6 APS. Reading has stayed in line with National Average.

Attainment throughout the school In other year groups, attainment is in line with Year 2 and Year 6. AGE percentage for each year group at the EOY 2012-13:

Year group Level Reading Writing Maths

1 1b 85% 79% 89%

2 2+ 93% (2b 86%) 85% (2b 70%) 98% (2b 84%)

3 2a+ 80% 72% 84%

4 3b+ 74% 58% 77%

5 3a+ 82% 82% 88%

6 4+ 82% 91% 82% 2013-14: Summer assessment

Term Year Level Reading 4 pts + APS Writing 4 pts + APS Maths 4 pts + APS

Summer 1 1b+ 92% 96% 5.0 83% 90% 4.9 91% 98% 4.9

Summer 2 2b+ 91% 100% 8.3 83% 100% 7.4 82% 100% 6.7

Summer 3 2a+ 87% 69% 3.5 80% 72% 3.9 89% 56% 3.3

Summer 4 3b+ 80% 100% 4.0 77% 100% 3.5 86% 98% 3.8

Summer 4 3a+ 92% 92% 4.4 89% 91% 4.3 85% 90% 4.0

Summer 6 4+ 92% 82% 4.1 92% 68% 3.6 88% 46% 3.1

Pupil Premium Summer 2013 data shows that KS1 and KS2 pupils with FSM made at least expected progress and in some cases excellent progress. Rigorous self-evaluation allows the school to thoroughly track individual pupil’s progress over time. We quickly identify any dips, discuss individual pupils in Pupil Progress meetings and develop effective strategies and interventions. Sources of evidence include: assessment data, feedback from lesson observations and learning walks and Pupil Progress meetings. Summative assessments are externally moderated with cluster schools to ensure accuracy 100% of Pupil Premium children who attended the Nurture Group made progress in reading, writing and maths.

KS2 APS

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Pupil Premium Children’s Progress in 2012/13

Pupils making Expected or Good Progress in Reading

73% (33/45)

Pupils making Expected or Good Progress in Writing

69% (31/45)

Pupils making Expected or Good Progress in Maths`

71% (32/45)

2013/14 For the year 2013/14 Rivermead Primary School received £43,432 and we intend to use the funds in the following way:

Supplement the cost of a teacher or Teaching Assistant working with small groups of pupils or with pupils on a one-to-one basis for maths and literacy.

Ensure Pupil Premium children have access to the wider curriculum including funding for trips, resources, uniform and clubs.

Outside the classroom, support these children with personal, social and emotional wellbeing through friendship and self-esteem interventions and the Nurture Groups.

Intervention programmes eg Precision Monitoring, ELS, booster groups, regular readers, Occupational Therapy, Sums Up and Mastering Memory

Parental Engagement through the Achievement for All programme

A comprehensive ICT programme has been developed to track the provisions provided for individual children on FSM and part of the Ever6. Interventions, resources, data, attendance and financial information is inputted into the programme which can produce reports and cost sheets. This information is reviewed and analysed on half termly basis to ensure adequate provisions are in place to meet the needs of each learner.

Data is analysed every term and Pupil premium children are discussed during pupil progress meetings. Pupil premium learners’ data is analysed against non-pupil premium learners. Summer term data report showed that in year 1, 100% of PP pupils have made 4 points plus progress this year in writing with 33% making 8 points. 100% made 3 points plus progress in Reading and maths. In year 2, 100% made 6 points plus progress this year in Writing, Reading and Maths. In Year 3 there was a 12% increase working within the expected level compared to last year for writing and reading. 88% made progress this year in maths with 25% making 6 points progress. In Year 4, 100% made 4 points progress in Reading and Maths. 75% made 4 points plus progress this year in writing with 75% making 6 points progress since EOKS1 In year 5 writing there was a 53% Increase of pupils working at or above expected level compared to end of last year with a 28% Increase in Reading and 7% in Maths. In Year 6 100% made expected progress since end of Key stage 1 in Writing and Reading. In maths there was a 9% Increase of pupils working at or above expected level compared to end of last year in maths. The analysis of Summer term data demonstrates that the progress of PPG is resulting in narrowing the gap between PPG and NPPG.

SEN The inclusion team has been restructured to include three members of staff who work together to oversee the provisions in place in school and work with external agencies. The school works closely with the Education psychologist, Learning Support, Foundry College, Assist and the school nurse to meet the needs of our learners as they arise. Observation visits, feedback reviews and training has taken place with the above agencies and the school host a termly SEN surgery where children’s needs can be discussed with the professionals.

Rigorous systems for assessment mean that pupils’ needs are now quickly identified. Those children with additional needs are assessed and staff resources are deployed to support pupils with SEN. This quality support is organised to be delivered either on a one to one basis, in small groups or within the classroom. All

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interventions are designed, tracked and monitored to be focused on developing skills against targets within the main areas of need: Cognition and Learning, Communication and Interaction, Emotional, Behavioural and Social or Sensory and Physical.

Teaching assistants provide excellent support and attend regular CPD. As a result they are able to provide good quality specialised support for children both in the classroom and in target groups.

A comprehensive ICT programme has been developed to track the provisions provided for all children on the school’s SEN register. Interventions, resources, data, attendance and financial information is inputted into the programme which can produce reports, cost sheets and evaluation for the effectiveness of the interventions. Meeting take place on a half-termly basis to input, update and review the programme. Reports are drawn and the data is reviewed and analysed on termly basis to ensure adequate provisions are in place to meet the needs of each learner.

Data is analysed every term and children on the SEN register are discussed during pupil progress meetings. The data for children on the SEN registers is analysed and compared against non-SEN learners. Summer term data shows that 100% of SEN pupils made 3 points plus in Writing, Reading and Maths. In year 2 100% of SEN pupils made 4 points plus progress in Writing, Reading and Maths. In year 3, 100% of SEN made progress this year in writing and 88% made 3 points plus. 25% made 6 points plus progress. In reading, 88% made progress this year, 50% made 4 points plus progress and there was an 8% increase in children working at or above expected for EOY. In year 4, 100% of SEN made progress in Writing, reading and Maths. In Writing 75% made 4 points plus progress this year. 83% made 8 points plus progress since EOKS1. In year 5, 100% of SEN made progress this year in writing. 72% made 4 points plus progress and 43% made 6 points plus progress. 100% of SEN have made 8 points plus progress since EOKS1 and 57% have made 12 points plus progress. A similar picture is present for Reading and Maths in Year 5. Year 6, Writing, 100% of SEN made progress this year. 57% made 4 points plus progress and 14% made 6 points plus progress. 100% of SEN have made 12 points plus progress since EOKS1. In Reading, 100% of SEN made 4 points progress this year with 43% making 6 points plus progress. 100% have made 12 points plus progress since EOKS1 with 50% making 14 points. In maths 100% of SEN have made 10 points plus progress since EOKS1, 67% at or above expected progress since EOKS1. 17% have made 14 points plus since EOKS1.

The analysis of Spring term data demonstrates that the progress of SEN is resulting in narrowing the gap between SEN and Non-SEN.

Surveys Parents:

School informed me about my child’s progress 2010: 68% 2013: 91%

My child made enough progress at school 2010: 62% 2013: 93%

Key actions for improvement Higher levels of achievement & progress in Maths across the school. HA group are a focus

Higher levels of achievement & progress in Reading across the school. Early intervention in EYFS and KS1, Guided reading in KS2, especially Year 3/4 are the focus

Ensure the gap for Pupil Premium children is reduced Specific areas in standards per year group:

KS1 HA levels in writing – focus boys HA levels in maths – focus on girls Pupil premium – close the gap between maths to writing/reading

KS2: Year 3 MA – HA writing with a focus on boys Reading – focus on focus Maths – boys and girls achievement in line with reading & writing

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PP/SEND in Reading & Maths

KS2: Year 4 MA-HA writing, focus on boys MA-HA reading, focus on boys

KS2: Year 5 Reading & writing - focus on boys HA maths PP – writing & maths

Through the Standards & Assessment Committee, Governors continue to develop their better/good understanding of data, and challenge the provision of any under-performing groups.

3. The quality of teaching

Grade (refer to Ofsted Grade Descriptors) 1 2 3 4

x Teachers:

Teaching is judged overtime through the analysis/consideration of lessons observations, books & planning scrutinies, and assessment/results when making judgements.

Vast Majority of children make the expected or good progress from their starting points.

Groups of children are taught well and there are few negative gaps, however there is a focus on narrowing the gap further between FSM and Non FSM.

Time limited interventions that are closely monitored enable pupils to make good progress

Progress of SEN is improving but impact of interventions on progress remains a focus

The majority of teaching is good with some outstanding elements. There are no unsatisfactory teachers at the school. One teacher requires improvement and has support in place. When required, support is given for those who are not producing consistently good lessons.

Performance management and a rigorous monitoring and evaluating programme is used to focus on areas of development to improve performance. Areas for development are used as targets for performance management; inform subject action plans and the staff training programme.

Termly Pupil Progress Meetings with firstly the team leader, followed by a separate meeting with the head or deputy ensure pupil under achievement is identified and support is in place.

The development of a curriculum that where possible has cross-curricular links, with an emphasis over the past year to ensure there is progression through the school. This has led staff to plan more relevant and motivating experiences for pupils. The school has recently been finalising work on the new curriculum to be implemented in September 2014.

The quality of marking and feedback has improved significantly and is now good across the school. Quality marking is evident in books and pupils are able to respond to comments, especially with literacy and maths. Children take pride in their work and the new exercise books introduced September 2013. The focus is to ensure consistency across all subjects – topic work and science.

Internal and external training on specific areas of learning and subjects has improved teacher subject knowledge and practice.

Weekly Staff Development meetings are learning & teaching focused, and are planned around the monitoring programme, ensuring feedback is timely and developments and next steps are implemented.

Teachers use assessments, tracking sheets, pupil progress meetings, team meetings, coaching sessions with SLT, and targets to personalise learning of pupils to ensure progress over time.

Groups of children are targeted to ensure outcomes are improved.

Lesson observations shows TAs are deployed well and make a positive difference to learning.

A termly training programme is in place for TAs to develop and improve effectiveness, impact and practice.

Governors, through the Learning & Teaching Committee, have a good understanding of the action plans,

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impact and progress of subject leaders in maths, writing, reading, phonics, EYFS, SEN/PP.

Governors have regular feedback of teaching performance through HT reports, learning walk/observation feedback, and LA reviews/visits.

Surveys Parents:

Teaching is good 2010: 83% 2013: 95%

School helped to support my child’s learning 2010: 66% 2013: 85%

The school meet the individual needs of my child 2010: 80% 2013: 91% Pupils:

Do you feel you learn a lot in lessons 2011: n/a 2014: 96%

Do you enjoy being at Rivermead 2011: 63% 2014: 96%

Key actions for improvement Learning & Teaching: Specific curriculum focus areas:

Marking & Feedback – writing & maths: focus on boys

Writing – continued moderation programme – school & cluster: focus with writing across the curriculum

Maths – raising standards, quality of teaching, resourcing

Reading – including Phonics & Spelling, Punctuation & Grammar (SPAG)

Curriculum development – monitor new curriculums to be implement 2014-15 Continue:

Monitoring programme – learning walks, books & planning scrutinies, data analysis/tracking

Assessment for learning – ensuring all learners achieve within lessons, differentiation, pace, challenge

Monitoring impact of SEND interventions

Continue the good work/initiatives with ‘Narrowing the gap’

Refine differentiation and challenge within all lessons – planning and delivery that meets the needs of all pupils.

Ensure consistently good levels of challenge for all pupils by ensuring high order thinking & questioning.

Quality of provision for Pupil Premium group, ensuring a positive impact on progress. Develop further:

Consistency of good teaching in all lessons. English & Maths are consistently ‘good’, the current focus is on topic, Science, foundation subjects teaching, ensuring that lessons are ‘good’ and when delivered are of the quality of English & Maths. Teachers use the opportunity to capitalise and build on core learning during the afternoon sessions.

More evidence of ‘good’ teaching over time in pupils’ books, specific focus currently with topic, science books.

To ensure the provision in EYFS allows pupils to ‘exceed’ expectations through continuing to enhance the learning area, refine assessment, and ensuring all the team use questioning that enhances higher order thinking.

Through the Learning & Teaching Committee, Governors continue to develop their better/good understanding of teaching performance across the school, and challenge any teams where under-performance is having an impact on pupil progress. Support the SLT to ensure teaching across the school is at least consistently ‘good’.

See Action Plans for:

Writing, Reading, Phonics, Maths, EYFS, SEN/PP

CPD training programme summary sheet

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4. Behaviour and safety of pupils

Grade (refer to Ofsted Grade Descriptors) 1 2 3 4

x Conduct in lessons and around the school

Pupils make a positive contribution to a well organised, ordered and safe school. Playground Friends, Peer Mediators, School Council & the Eco Club are valued groups who contribute positively to school behaviour.

Behaviour/Incident logs are analysed by the school show no other than low level disruption for the vast majority of pupils

Children with challenging behaviour are very well supported with PSPs and pastoral plans to ensure that they are safe and behave accordingly. School works closely with parents to ensure good behaviour

Exclusions: 2011-12: 2 exclusions (relating to one child) 2012-13: 6 exclusions (relating to 3 children) 2013-14: 1 exclusion

Pupils with BSED are identified and have appropriate programmes in place, including a Nurture Programme where a positive impact has been identified through a recent LA review

Low level of racist incidents take place: 2012-13: 3 racist incidents 2013-14: 1 racist incident

Safeguarding team works with pupils and staff to update policy, procedures and curriculum – e.g. learning behaviours

Any incidents of ‘Bullying’ are dealt with seriously by the school, and will involve pupils, parents and members of the SLT. All forms of name calling or negative remarks are dealt with appropriately.

Surveys Pupils:

Pupil voice is positive regarding behaviour at the school is positive

Do you feel safe at school 2011: 36% 2014: 91%

Do you think children behave at Rivermead 2011: 64% 2014: 89% Parents:

Parent responses to the annual questionnaire are positive

The school keeps my child safe 2010: 80% 2013: 92% The school helped my child have a healthy lifestyle 2010: 88% 2013: 91%

Unacceptable behaviour was dealt with effectively 2010: 41% 2013: 85% Attendance and punctuality Date Unauthorised Authorised School Absence Absence Attendance September 2010 to July 2011 3.90% 0.90% 95.20% September 2011 to July 2012 3.30% 0.60% 96.10% September 2012 to July 2013 0.33% 3.85% 95.82% September 2013 to July 2014

Attendance is improving, especially regarding unauthorised absence. There are rigorous systems in place to improve over all school attendance further. Attendance over time is improving(Authorised and non authorised)

Children understand good learning behaviours and apply them in class – this is evidenced in observation sheets. ‘Learning Class Contracts’ are create by pupils/teachers and displayed in classrooms.

Recent WBC L & T review commented on the good active learning seen across the school

Children fully involved in raising profile of the school – school council, sports teams, involved in parent tours and evenings etc.

Classes are well organised and children take pride in their environment.

Link H & S Governor makes termly checks with site controller and Head teacher. Recommendations are

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made and reported back to full governing body.

Governors are fully informed at FGB of attendance data, number of exclusions, racist incidents, and playground incidents.

Key actions for improvement Continue to develop & promote the learning culture across the school, e.g. introduce learning logs,

reflection diaries

Develop further the roles of various pupil voice group to ensure they have more of a positive impact with their work across the school: Eco-club, School Council, Peer Mediators

Further training for support staff & Lunch-time controllers, behaviour management, and working with & supporting vulnerable children

To develop further links with outside agencies e.g. Behaviour College, Police Support Officer Services, Health Services

New PSHE programme/scheme ‘Jigsaw’ to be implemented September 2014

Provide further information sessions for parents at different times of the day to ensure higher engagement on: E-safety, Racism & Homophobia

Governors to have a specific focus half termly with the Governors Clinic to gain parental views which can be actioned

5. The quality of leadership and management of the school

Grade (refer to Ofsted Grade Descriptors) 1 2 3 4 Place X in appropriate column x

Underpinning all school improvement work are robust and rigorous monitoring and evaluation programme. The programme allows subject leaders and SLT members to be released weekly to conduct learning walks, planning/book scrutinies and data analysis. This programme and activities provide leaders with true picture of the school; highlighting areas of strengths and areas of development.

Termly subject action plans are in place for writing, reading, maths, science, phonics, EYFS, curriculum development and SEN/PP which are reviewed termly with the SLT.

Termly Whole School Improvement Plan ensures that improvement is sustained and the schools successes and failures are analysed.

Good analysis of data results in all underachievement being identified and provision put in place.

Self-evaluation against the getting to good document has supported school improvement.

Middle leaders in the school are empowered to monitor, evaluate and lead/provide CPD for staff at the school.

SLT and middle leaders have experienced leadership training through external providers/consultants e.g. NCML training - NCSL, Leadership & coaching training – John Samuels, Leadership training – Andy Hind.

TAs are trained and updated frequently so that they can make a positive impact on learning – termly training programme.

Learning walks on TA impact, joint PM observation feedback with the class teacher has supported the school to measure impact and continue to ensure improvement in the quality of TA impact on learning.

School leaders have robust Improvement plans with the aim of improving all teaching and learning in the school to impact on pupil attainment and progress through identified points made in the previous Ofsted report. Staff participate in coaching, mentoring, and training to improve skills well. Majority of teaching is now regarded as good or better at Rivermead.

Good Performance Management procedures ensure teachers reflect and self-assess and are assessed against teacher standards, and Performance Management targets reflect areas for development.

CPD is increasingly personalised and bespoke to teachers’ needs. Teachers requiring support are identified and provision put in place to improve their performance.

School is well aware of importance of parental partnerships and implemented a number of activities to engage parents and raise standards at the school. Activities have included: transition programmes,

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Achievement for All programme, termly parent/teacher consultations, parent information evenings – L & T, maths, reading, phonics, writing, SPAG, SRE, SATs, New Parents and the Year 6 residential.

Curriculum development has been enhanced with new leadership/staffing structure to reflect the need to create a more relevant and inspiring curriculum. Core subjects are led by a KS1 & KS2 teacher to ensure that progress continues to improve, curriculum development in Foundation subjects has become more of a focus with the new curriculum and additional training for subject leaders has been implemented to support and develop middle leaders.

The school has been planning & preparing for the new National Curriculum to be implemented in September 2014. SMSC strand to run throughout the curriculum.

Staff in the school has a collective responsibility towards children’s achievement and ‘Know their pupils well’ to ensure personalized and relevant learning.

Safeguarding team work to improve the good safeguarding procedures.

Governors and staff have high expectations and ambition to move the school forward so that pupils receive a relevant curriculum that results in Rivermead being regarded as a ‘good’ school where pupils make at least good progress in all phases.

Governors are linked to curriculum areas and make regular visits to the school. Governors are increasingly confident to challenge as their understanding of the school and the education system increases.

Governors have termly monitoring visits with key subject areas – writing, reading, phonics, maths, and science, EYFS and SEN/PP – with key questions that challenge the performance of the subject for the SL.

Parents survey:

The school took account of my suggestions and concerns 2010: 59% 2013: 83%

The school was led and managed effectively 2010: 79% 2013: 95%

Key actions for improvement Continue with rigorous monitoring programme & ensure findings & identified areas of

development/improvement are acted upon quickly to ensure further rapid improvement.

SLT to support teachers within teams on specific teacher development areas.

Continue to identify, develop and support future leaders within the school.

Develop further the current middle leaders, to ensure appropriate challenge & actions to allow further improvements & positive impact within subject areas and on pupil progress.

Assessment tracking – to ensure the rigorous tracking systems in place produces ensures results, standards and progress continues to increase and concerns identified and addressed by the SLT.

Quality of teaching & learning through the monitoring programme by the SLT/middle leaders – continue to raise the quality and improve further the teaching, ensuring consistently ‘good teaching’ in all teams, and all subjects.

Targeted CPD planned by the SLT – ensuring training meets the needs of the whole school and targeted training to ensure each teacher is ‘good’.

Develop the Professional Learning Culture across all the staff of the school – beyond teachers. Common language, expectation, performance

Governors continue to show strong leadership through accessing appropriate training that allows them deeper understanding of school performance.

Governors continue to be an integral part of the schools monitoring programme. The challenge and support provided to subject leaders continues and develops.