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Key Achievements Since our Last Inspection

Key achievements since our last inspection

  • We have successfully addressed all elements of our areas for improvement through analysis of the causes of our issues, focused CPD and support whole school and individual and regular monitoring of progress.

Raise standards in writing particularly for boys ensuring that their work is presented neatly and has improved content and is a higher quality.

  • All staff have accessed Pie Corbett talk for writing training, further CPD, staff meetings and joint work including moderation of writing across our partnership of schools shows an increased teacher confidence in teaching writing, improved planning and assessment in light of the new curriculum.
  • The English Subject leader has worked alongside other teachers in school and across the partnership supporting planning and carrying out joint teaching of writing.
  • New Planning sheets for Literacy have been devised showing daily planning for phonics, SPAG, Handwriting alongside the end product and toolkit for the genre being taught, and any key questions.
  • These actions show a steady improvement in writing including for boys at end of EY and at KS1 where writing has been above national since 2013.
  • Handwriting scheme – pen pals is being taught consistently across school showing an improvement in handwriting and an earlier move to cursive writing in KS1, there is an increased amount of cursive handwriting across school.
  • Termly book scrutinies show that presentation and neatness has improved across school and the content of children’s writing has improved.
  • The improved focus on Marking and feedback is helping all children improve the quality and quantity of writing, children are familiar with the different colours that adults are marking with and can see which area they particularly need to improve – Spelling, punctuation, grammar, vocabulary, content.

Ensure there is consistency in the planning and organisation of lessons to identify what different ages and abilities are learning thereby making it clear to all the children exactly what they are expected to learn and do.

  • Planning sheets for English, maths and FS have been redeveloped in light of curriculum changes
  • Consistent use of Learning objectives across school, mean that children see these being constantly revisited in lessons.
  • Teachers and children are clearer about expectations for learning in lessons and blocks of lessons teaching is focusing on milestones at basic, advancing and deep.
  • Clear communication of expectations to the children evidenced in “I Can” statements and toolkits in books
  • Children refer to and check their work against these toolkits and can talk about what they need to do to improve their learning.
  • Improved focus on Marking and feedback.

Ensure that there is more rigour in monitoring and evaluation of teaching and learning.

  • Timetable of drop in and more focused classroom observations are shared with staff.
  • Areas/ actions for improvement are identified and with follow up dates set for improvements.
  • Staff have time to reflect on how to improve their practice.
  • Staff have teaching action plans which they keep up to date in line with observations both drop in and formal.
  • Book scrutiny’s give feedback on improving outcomes for children and practice for staff.

Ensure that the behaviour of a small number of children does not impact adversely on the learning and progress of the majority.

  • Behaviour policy has been annually revisited in light of behaviour issues in school and communicated with parents.
  • Behaviour expectations are clear and consistently modelled for the children.
  • On line Behaviour system is used to motivate children and help them stay on track with behaviour they are enthusiastic and are engaging with the system. It ensures that those children who are consistently behaving appropriately in lessons are being consistently rewarded.
  • Children receive certificates for improved behaviour.
  • There has been a decrease in the number of episodes of unacceptable behaviours in classrooms.
  • The minority of children in school that may still be having behaviour issues have 1:1 access to our family support worker or her assistant each week

In addition, (to our AFI) we have

  • Improved the use of resources in maths to enable children to have and use models and images to improve understanding before moving onto abstract recording.
  • Begun enhancing our IT provision across School.
  • Developed our EY provision and planning inside and outside.
  • Improved assessment and tracking systems in light of new curriculum. children have 1:1 pupil progress meetings to review attitudes to learning as well as achievement and progress.
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