School Strengths and Priorities
- Children’s Progress: Our committed staff team of experienced teachers and teaching assistants are focused upon ensuring the success of every child. We develop characteristics of early learning so that children are engaged in their learning, motivated and able to think creatively and critically equipping for the next stage of their learning journey.
This resulted in almost all children making expected progress in 2016-17 (98%) and the large majority of children making accelerated progress (89%) so that 84% were working at a good level of development by the time they left our school despite low starting points. During the Autumn term 2017 98% 3-4s made expected progress or above and 52% made accelerated progress. 95% 2-3s made expected progress or above and 52% made accelerated progress.
- Developing resilience: We have created an environment that communicates to children that they are valued. We develop resilience in our children, providing emotional safety and security through listening to children and developing strong relationships through our key group system. Our focus upon identity and diversity through our Rights Respecting School approach develops children’s understanding of our diverse community.
- Outdoor learning: Our beautiful outdoor learning environment enables children to have contact with the natural world and experiences that are unique to outdoors, such as direct contact with the weather and the seasons. Learning is carefully planned for all areas of the curriculum and children are able to access outdoors throughout the day, offering opportunities for physical activity, freedom & movement. It is particularly important to children who have limited access to outdoor space and the large majority of children (89%) made rapid progress and 88% were working at a good level of physical development by the time they left our school in 2016-17.
Every child takes part in Forest School each fortnight where they develop self-regulation; self-confidence; co-operation; communication; problem-solving skills; and an understanding of and respect for nature and the environment.
- Inclusion: We aim to meet the needs of each child seeking positive solutions to provide equality of opportunity for children with Special Educational Needs & Disabilities so that they are able to learn alongside their peers. Staff have high expectations for children and plan differentiated learning to build on what children know and understand. All our staff have been trained in Autism level 2 or 3 and the Communications and Autism Team refer other schools to come and learn from our exemplary practice.
Staff know their key group very well and children are regularly assessed so that Special Educational Needs & Disabilities are identified as early as possible. Parents are involved at the earliest opportunity, so that they are fully involved in decisions and support can be put into place.
This resulted in almost all children with SEND making expected progress in 2016-17 (97%) and the large majority of children making accelerated progress (84%).
Priorities for School Improvement 2017-18
Leadership & management
- Strengthen our collaboration with partners
- Staff at every level assume responsibility for their relevant aspects of the school’s development
- Governors understand even more clearly areas of strength & development & offer challenge
Teaching, learning and assessment
- Reading – progress & attainment
- Assessment – moderation & parents using Tapestry to ensure accurate baseline assessments and learning at home
Personal development, behaviour and welfare
- Startwell - awareness of healthy lifestyles
- Eco School - awareness of our impact upon the world
Outcomes for pupils
- Children eligible for Early Years Pupil Premium - progress & attainment
- Boys – progress & attainment
- Remains the utmost priority and all staff able to identify and act upon signs of abuse or neglect or radicalisation and make referrals and access support as necessary
Rights Respecting School Award
- Promote & protect children’s rights & identities and teach children and parents about this
- At least good and often outstanding so that at least 85% of children make accelerated progress and no child makes less than expected progress
- Involved in their children’s learning & work with parents to ensure attendance in line with national expectations
- Continuing priorities
- Safeguarding to remain the utmost priority and all staff able to identify and act upon signs of abuse or neglect or radicalisation and make referrals and access support as necessary
- To continue to promote & protect children’s rights & identities and teach children and parents about this
- Teaching to be at least good and often outstanding so that at least 85% of children make accelerated progress and no child makes less than expected progress
- To involve parents in their children’s learning & work with parents to ensure attendance in line with national expectations
Progress against previous inspection action points
Ofsted Inspection 3-4 year olds12/9/14: Improve the quality of teaching by ensuring that key workers: use assessment information more rigorously when planning tasks, particularly for the more able and the oldest children in the school & provide more opportunities for mark-marking during outdoor play. Improve leadership and management by providing more opportunities for key workers to be involved in: tracking the progress of children in their groups & planning so that they can use their skills and expertise in developing the quality of provision within the school:
- System of on-line observation & assessment introduced September 2015 (Tapestry). Each child given ‘next steps’ & observations shared with parents online; Moderation & tracking of assessment at Pupil Progress meetings; Differentiated planning to extend higher achievers; Structured use of Letter & Sounds with all children; Whole staff team phonics training; Mark making specifically planned for in outdoor area ; Staff plan together.
Ofsted inspection 2-3 year olds 29/1/15: Enhance children's learning experiences and provide further opportunities for children to use their imagination, for example, by providing more access to role play and dressing-up resources; Build on the range of information gained from parents about children's starting points from the outset, to further support children's learning and development:
- Range of imaginative play resources, both small world and role play, as part of continuous provision; Home visits as part of induction; Involvement of parents in baseline assessment ; Introduction of Tapestry online learning journal to identify and plan for next steps and share with parents on line; Parents contribute observations to on line learning journal