SELF-EVALUATION FORM



PART AInformation about the schoolThe school’s context including the Catholic context, the distinctive characteristics of the school as a Catholic school, and any significant changes in its circumstances since the last inspectionSt. Aethelwold's is a larger than average Catholic primary school, which currently provides education provision for 358 pupils between the ages of 3-11. The majority of pupils are baptised Catholics (71%), with approx. 21% of pupils from other faiths. Although the percentage of pupils eligible for free school meals is low, (9.8%), RAISEonline data (Nov. 2011) places the school between 60th and 80th percentile for the level of deprivation. ACORN data shows there is a high level of unemployment in the area; of those in employment, the majority are categorised as having ‘routine' jobs. Recent figures released within the local area suggest that unemployment has increased within the last two years. There is a growing awareness of racial tension within the local community and there is a recognition that the school is challenged by the impact of these external factors, whilst taking steps to address and overcome these issues.In September 2010, the school formed a collaboration with another small Catholic Primary school, under the leadership of the Executive Headteacher. This has further enhanced the school’s capacity to sustain strong leadership, including leadership of RE, which has been further enhanced as a result of the widening expertise and sharing of good practice in collective worship, learning and teaching.Approximately 25% of pupils live in one parent households. Few parents have had access to post 16 education. 22 % of pupils are of ethnic minority, with 18% EAL although teacher assessments suggest this is slightly higher. The percentage of Pakistani pupils (10.5%) is much higher than the national average of 3.7%.Approximately 12% of pupils have identified support for special educational needs, which is lower than the national average of 19.7%. Within this group, approx. 5% are at SA+ or with a statement, which is below the national average.Outcomes: How well pupils are doing, taking account of any variations between different groups?Pupils’ attainment in Religious Education[What assessment, tracking, and school self evaluation (SSE) tells you about standards (judged against Curriculum Strategy expectations and Levels of Attainment). Progress of pupils relative to their starting points and capabilities (baseline assessment and information about previous attainment and progress). Does evaluation show any variation between different groups of pupils or any underachievement?]Findings from self evaluation:Foundation StageThe vast majority of pupils enter the school with little or no knowledge of the catholic faith.45 pupils were admitted into Foundation 1 (Nursery) in September 2011, of which 58 % are baptised Catholics. Assessment on entry 2010-2011 indicates that 89% of pupils scored 0, with little or no knowledge of the faith. By the end of their time in Nursery, 100% of pupils scored 1+, with 27% achieved accelerated progress (2+ points)in their spiritual and moral development [Is this being assessed? If so, how? And is it appropriate to assess individual development in this respect?]. In the current cohort FS1, 99.3% of pupils entered the nursery with 0 scores in spiritual and moral development.By the end of Foundation 2 (Reception), children demonstrate excellent progress in RE, through their knowledge and understanding of the life of Jesus, prayer, spiritual and moral values, whilst beginning to show some understanding and awareness of other cultures. [Assessed how – using the expectations of the Strategy?] Pupils’ show care and consideration towards others and behaviour is exemplary. This is due to the strong emphasis on spiritual and moral development, combined with high quality teaching.The Catholic ethos of the school places strong emphasis on Gospel values, care and respect for others; this permeates the curriculum and has a significant impact upon pupils' spiritual and moral, and PSE development which the school judges to be outstanding across all key stages. Assessment and pupil progress tracking has been developed and refined since the last inspection. Pupils admitted into the school in key stages 1 and/or 2 are assessed on entry, to provide a baseline.Assessment for learning is well-embedded and planning indicates teachers use support assistants to assess and inform pupil progress and attainment in RE. In the last inspection, the quality of marking in RE was highlighted as a area for improvement and book scans indicate that diagnostic comments have strongly improved [Check this]. In the year groups where staff are less experienced, the subject leader monitors and provides guidance and support [What and how?].End of unit assessments are completed and recorded by the class teacher. Summative assessment information is collated to acquire an overall level of attainment for each pupil. The school recognises the need to provide pupils with writing opportunities which promote and enrich their spiritual development and understanding; this has been identified in the School Improvement Plan for this year. This was a focus for the most recent lesson observations in RE, which confirmed that staff are planning and promoting pupils’ ability to express their own spiritual growth and understanding, in order to demonstrate progress at levels 3 and 4. [Ask to see the records of observations – but no need for teacher names]Key Stage 1Analysis of teacher assessment at the end of key stage 1 indicates that pupils can talk confidently about the life of Jesus, drawing on their knowledge of Bible stories and events. Lesson observation and discussions with pupils confirms that children show an increased knowledge of other faiths, and respect the different beliefs of others. Teacher assessment indicates that most pupils are working securely at age-related expectations in RE by the end of key Stage 1, with many pupils exceeding expectations.. The school judges the progress of pupils across FS and KS1 to be outstanding and this is supported by external inspection reports, (see Ofsted Jan. 2012). [Is progress outstanding in RE which should not be supported by the Ofsted report]Key Stage 2By the end of year 6, pupils’ progress is outstanding. The vast majority demonstrate a strong moral purpose and values about the life and teachings of Jesus. They are able to talk confidently and respectfully about the beliefs of others, particularly their peers. Throughout key stage 2 pupils are encouraged to reflect and consider their own spiritual growth and its impact upon themselves and others. Pupils’ written work shows development in pupils’ depth of understanding. This is due to the high proportion of outstanding lessons taught in RE. By the end of key stage 2 the vast majority of pupils achieve, or exceed, age-related expectations in RE. [Some reference is made here to progress in learning as well as progress in achievement. Can the school say more about progress in learning?]Over the last two years, assessment in RE has been well-developed and is now embedded in the vast majority of year groups. This is due to the dissemination of excellent practice by senior staff, evidenced through staff and team meetings. Examples can be seen in year 3 during sacramental preparation for reconciliation and Holy Communion, where teachers have planned a structured series of lessons, differentiated to meet the needs of all children, supported by homework activities in which pupils of other faiths are encouraged to reflect upon their own beliefs and practice of collective worship. Similarly, in year 6, there is evidence of the school’s commitment to promoting pupils spiritual growth by planning activities in which they are encouraged to explore, reflect and share their understanding of vocation, through interviewing various members of the school and parish community. [Most of this paragraph is about provision not outcomes] Regular moderation and levelling of pupils’ work in writing has had a very positive impact on standards of writing in RE, although the school has identified the need to further develop creativity through providing more regular opportunities for pupils to reflect and discuss their spiritual journey of faith.SENAssessment data indicates that pupils with SEN make very good progress in RE. Pupils with language communication difficulties are encouraged to record and communicate their ideas using a range of strategies, including posters, prayer and sequencing activities. Teachers and support staff plan and adapt resources to enable these pupils to focus on their understanding and learning, so as to ensure they are not disadvantaged by their poorer literacy skills in reading and writing.Children with individual behaviour plans make exceptionally good progress in relation to their spiritual and moral awareness, and the school can provide strong evidence of many outstanding examples in which pupils and families have benefitted for high quality support and intervention. (see below) [There is a constant cross reference in this whole section to Spir & Moral dev rather than a focus on RE]EALEAL pupils make very good progress in RE and play a full and active part in school Liturgy and Masses. All pupils work very well collaboratively and independently, drawing comparisons between their own faiths and traditions. EAL pupils are able to recall and discuss events in the life of Jesus and demonstrate excellent progress in relation to their own spiritual and moral development.In order to raise attainment in RE we should:Continue to provide a variety of opportunities for pupils to communicate their understanding of their own spiritual growth in relation to their own lives and others’.[No areas for improvement in relation to knowledge and understanding in RE as distinct from spiritual and moral development? Is there a possibility that RE is treated more as catechesis than as RE?]1234Pupils’ attainment in Religious Education X[The SEF doesn’t really give evidence of outstanding achievement in RE. It may be that a line to pursue in the inspection is the extent to which monitoring and evaluation are focusing on RE as defined by the bishops in the Low Week statement.]The quality of pupils’ learning in Religious Education including those with particular learning needs and/or disabilities[Findings from monitoring and evaluation about pupils’ ability to acquire and record information, use it in new contexts, interpret sources (e.g. scripture, prayers), ask and answer questions, suggest meaning, develop religious language, communicate understanding in different ways, understand religious concepts, comprehend different viewpoints, explain their thinking, engage in enquiry, develop as independent learners. Pupils’ enjoyment of their learning. Learning and progress of pupils from different groups (e.g. EAL, boy/girl, different ethnic groups, pupils eligible for FSM, pupils with learning difficulties or disabilities).]Findings from self evaluation:Systematic and rigorous monitoring of RE is planned in line with school priorities. Senior leaders work closely with the RE subject leader and governors to evaluate progress in pupils’ learning and address any potential gaps. For example, the percentage of baptised Catholics in the current FS1 cohort is lower than in previous years and the school has taken prompt action to address this through planned provision in Foundation Stage to accelerate pupils’ knowledge and awareness of Jesus. This is one of many examples evidenced by the school which demonstrates its commitment to providing additional support for vulnerable pupils, or pupils transferring into the school in later years. A clear induction policy outlines support for new pupils and staff, under the leadership of the RE subject leader and staff. This remains a focus for the School Improvement Plan 2011-2012 which highlights the aim of the school to involve parish catechists in supporting induction.Pupils demonstrate enjoyment of RE lessons and are fully engaged and enthused in talking about their learning, showing pride in their work. Their knowledge and confidence in talking about their faith is particularly evident during sacramental preparation which is extended through carefully planned, high quality homework activities. The curriculum is planned and structured to accommodate mixed-year groups, with planning on a two-year cycle. Following review of learning and teaching, the school has reviewed the delivery of RE this year. In years 3/4 and Y5/6 class teachers lead learning objectives to the whole group; pupils then separate into single-age groups to work on the appropriate activity under the experience of senior teaching support assistants, or Catechists. Pupil progress data suggests that this has not affected pupil progress; however, this continues to be carefully monitored by senior leaders. [This is about provision]Pupils with EAL or SEN benefit from high quality support by experienced staff and this is a strength across the school. There is a high percentage of Catholic teaching and support staff who are actively involved in the teaching of RE, masses and Liturgical events.The school has not identified gaps in pupils’ learning in RE, in relation to FSM and non-FSM pupils. However, in some year groups the evident gaps in boys’ writing does have an impact on RE [Check this and identify what the intervention strategies are], and the school continues to implement support and intervention strategies to address and accelerate boys’ progress and attainment. There is a higher percentage of boys identified with special educational needs, including behaviour, although there is strong evidence that the support and intervention strategies, juxtaposed with the quality of support from the school learning mentor and family –support worker, enable this group to make the required progress in relation to their spiritual and moral development.In order to improve learning we should:Review the progress of boys with special educational needs, in order to enable them to communicate their knowledge, understanding and awareness of religious concepts, their own thoughts and ideas.1234The quality of pupils’ learning and their progressXThe quality of learning for pupils with particular learning needs and/or disabilities and their progressXHow well pupils contribute to and benefit from the Catholic life of the school[Pupils’ valuing, participation in and contribution to Catholic life and mission and to their evaluation; their engagement with questions of meaning and purpose, reflection on religious belief and practice; pupils’ moral awareness and action; developing understanding of vocation and service.] Findings from self evaluation:The school judges this aspect of its work as outstanding.In the previous Section 5 and Section 48 inspections, pupils’ spiritual and moral awareness, their respect for other cultures and faiths, and their ‘exemplary’ behaviour was judged outstanding. The school is not complacent in its approach, but continues to build on previous good practice. Pupils play an active role in contributing and shaping the Catholic life of the school. The leadership of the School Council representatives and peer mediators are key features in providing pupils with a firm platform for changes and development across the school. Older pupils are excellent role-models and help the younger children to resolve minor conflict in addition to providing supervision, as well as reading support. School and parish joint annual events involve ideas and contributions from children; examples include parish events, visits to local elderly care homes, distribution of harvest produce, involvement in combined school masses and the well-established strong links with its partner school.The Catholic life of the school is enriched by the contribution from pupils and families from other faith communities. Cultural Diversity Week is one of several high-profile experiences which provide pupils with opportunities to share and demonstrate other faiths and traditions. A community cookery group, led by parents, is one example of the ways in which the school promotes community cohesion. Similarly, children learn about muslim feasts, and how this impacts on the prayer life of the school. During Advent and Lent the ‘Star’ room provides a quiet place for individual and group prayer during lunch-times and breaks. Children of all ages choose to pray during these Liturgical seasons, alongside their peers and staff.Catholic teaching is enhanced because the high proportion of Catholic teaching and support staff are united in their deep understanding and commitment to promoting pupils’ spiritual and moral development, secure knowledge and understanding of the faith, and a vocation of service to Christ. This is evident in RE lessons, where the high proportion of outstanding lessons reflect teachers’ vitality of faith [This belongs in the section on provision]. Year 6 pupils are encouraged to reflect upon vocations, through interviewing people of their choice; the parish priest, headteacher, governors and others have been interviewed by the children in order to develop a deep appreciation of service to God [This is worth following up as good practice]. The parish priest visits the school regularly, not only to celebrate Mass, but to meet children in classes and engage them in conversation about sacramental preparation and other events. This is one of many examples of the well-established links with the parish community.Teaching support staff, also parish Catechists, have led after-school prayer services attended by children and families; pupils also lead these short sessions of collective worship [This is the important statement here].Children speak openly and confidently about their own service to God and through the four rules of respect for God...respect for other people...Younger pupils in year 1 are able to relate stories and events about the life of Jesus, explaining the message and how this relates to their own lives. In year 4, children speak about the ‘New testament agreement’ to ‘love one another and treat others as you want to be treated.’ By the end of year six, older pupils demonstrate a mature understanding of their faith, during preparation for Confirmation, when they talk about the presence of the Holy Spirit and their spiritual journey.In order to improve we should:Continue to promote pupils’ awareness of vocation to the priesthood, through external visits and experiences [only the priesthood? Not vocation as a calling in life generally?].Develop links with the secondary school to ensure continuity in RE.1234How well pupils contribute to and benefit from the Catholic life of the school.XCollective WorshipHow well pupils respond to and participate in the school’s Collective Worship.[Pupils’ organising, leading and participating in acts of worship; knowledge and use of different prayer styles; reverence and respect shown in worship; understanding of liturgy; participation in chaplaincy provision.]Findings from self evaluation:Regular class and whole-school masses enable pupils of all ages to play a full and active role in the celebration, through liturgy, reading, altar service, Offertory Procession, choir and music, in addition to selecting and choosing hymns and prayers. Children and staff attend the annual Combined Schools’ Mass at St. Aethelwold’s, and The Good Shepherd Mass, for Father Hudson’s Homes. At celebration Masses, older children greet and present service booklets.Every year, during Lent, the school plans and hosts a Stations of the Cross service, led by the parish priest, attended by year six pupils from the local Church of England school, and our partner school St. Maria Goretti. Similarly, assemblies are enhanced by the involvement of pupils in leading collective worship. Examples include older Muslim pupils, who prepared an assembly on Ramadan, which they also presented in two other Catholic primary schools. Parents of these children have also participated in these assemblies, reinforcing the shared values between these faith communities.During Lent children and families have opportunities to participate in after-school prayer services, led by staff and pupils. During Advent, the ‘Star Room’ provides a quiet prayer area accessed every day by staff, and pupils of all ages, who kneel and pray quietly at the crib. During Lent this area is reorganised to encourage further prayer.Children and staff are encouraged to use the prayer book, located in the main hall prayer table area, which unites the school community in prayer for others. Individuals write their own prayers, asking for own personal intentions. In the Early Birds breakfast club, children lead their own prayers at the end of each session, immediately prior to starting the school day.Since the appointment of the current headteacher, collective worship has been extended to include whole-school Masses in St. Aethelwold’s Parish Church, during Advent and at the end of the school year. This provides further opportunities for all pupils to participate in collective worship with members of the parish community. This is costly, but an important part of the school’s work to promote the Catholic life within its community. A regular Headteacher’s Challenge is set and the children are encouraged to respond via the ICT Learning Platform. This encourages pupils to consider how they can ‘be the best you can be.’[As in most schools, this is descriptive. Is the quality of CW monitored formally?]1234How well pupils respond to and participate in the school’s Collective WorshipXLeaders and managersMonitoring and evaluation: Catholic life[Process of monitoring and evaluation of Catholic life; promotion and defence of Catholicity by governors and leaders; progress of implementation and review of improvement plans; quality of opportunities for pupils’ spiritual, moral and vocational development; staff engagement with Catholic life; governors holding school to account for Catholicity; commitment to partnerships; outcomes for pupils; the capacity of the school for sustained development]Findings from self evaluation: The Executive Headteacher, senior leaders and governors have embedded clear systems and procedures for monitoring and self-evaluation in RE. The accuracy of self-evaluation has been highlighted as an outstanding feature if the school’s previous two Ofsted reports. A comprehensive action plan is reviewed annually which identifies key priorities, supported by a strategic plan for sustaining improvements, based on a range of supporting evidence. The EHT provides a termly report on progress in RE; this enables governors to monitor and question developments. [This asserts that clear systems and procedures are in place but does not identify them – this will need to be a focus for the inspection. Ofsted is not evidence of good SSE in relation to Catholic life and RE]Governors share an unwavering commitment to sustaining the strong Catholic ethos of the school and Catholic community. This is affirmed by their decision to enter into a collaboration with another Catholic primary school which was in need of leadership support. The impact of the collaboration includes widening opportunities for pupils and staff to share in collective worship opportunities, whilst promoting opportunities for pupils to lead assemblies and Liturgy during Lent, and during the feast of Ramadan which is celebrated by our muslim community. [This might be a focus for the survey element]The Executive Headteacher, senior leaders, staff and governors share a strong commitment to promoting the Catholic life of the school and this impact on all aspects of the school community. Impact: The quality of sacramental preparation is excellent due to the strong input of the parish priest and senior leaders. The RE leader leads teaching for year 3 and has planned a carefully structured programme for pupils. In addition, family homework books are prepared to promote inclusion of all children including non-Catholic pupils, to ensure their involvement and participation in RE. Carefully planned sessions for sacramental preparation are also firmly embedded. The parish priest works in partnership with senior leaders to inform and support families. Evaluation of parental questionnaires are collated by the RE subject leader, who uses this to inform and adapt sacramental preparation. For example, the timing of sessions was changed to accommodate parents’ requests.Strategic Leadership: The Executive Headteacher provides support through NCSL and DES, for school leaders across the diocese, with relevance to developing future leadership of Catholic schools. Senior leaders have been involved in sharing their experience of faith and leadership, which has further developed the capacity of St. Aethelwold’s to sustain high quality leadership, which was judged ‘outstanding’ in the recent Ofsted report (Jan. 2012). Senior leaders and staff are aware of the school priorities in RE and the school has outstanding capacity to disseminate good practice in learning and teaching due to the high percentage of good and outstanding teachers in RE. Previous lesson observations, which have highlighted strengths and weaknesses, have informed the CPD requirements and this has led to further improvement in the quality of provision in RE, over the last three years. There is a clear plan of CPD for support staff and the school continues to build on its current capacity to provide support for all staff. [This is an important relationship and could be a strength to be reported if inspection confirms it]The school participates in the annual RE day, along with other Catholic primary schools in North Staffordshire. This provides professional development opportunities for colleagues to learn and share good practice. The RE leader provides strong leadership in RE, and an outstanding example of teaching in this subject. She meets with colleagues from other Catholic primary schools to share leadership practice and developments. The EHT is nominated as Chair of the North Staffs. Catholic Partnership and promotes a strong commitment to Catholic education, both locally and regionally. In this role she is actively involved in collaborating with, and supporting, other schools, working with school leaders to promote the Catholic faith, through service to God.1234How well leaders monitor and evaluate provision for and outcomes from the Catholic life of the school in order to plan and implement improvementsXMonitoring and Evaluation: Religious Education[Systems for tracking, monitoring, analysis and evaluation of the impact of the school’s work in RE; evaluation of quality of teaching & learning, including assessment; quality of improvement planning and implementation of plans in RE; governors’ fulfillment of responsibilities; outcomes for pupils.]Findings from self evaluation:The ability of the Executive Headteacher and senior leaders in setting clear direction for the school has been acknowledged in previous inspection reports and this is a strength of the school. The current RE action plan has been produced in collaboration with staff and governors across both schools, where corporate key priorities have been identified. Impact: The school can evidence very good progress with assessment and continues to improve this aspect of the plan by disseminating good practice with other Catholic schools. Since the previous RE inspection, leadership and management has been strengthened through the appointment of an experienced subject leader; this has strengthened the school’s capacity to sustain improvement for the future catholicity of the school. The quality of learning and teaching has similarly improved due to more rigorous and accurate teacher assessment. Pupils are now more actively involved in planning and leading collective worship, both in class and during assemblies and masses.The Executive Headteacher is an accredited School Improvement Partner and works for the LA providing support for primary schools facing challenging circumstances. She is strongly committed to promoting Catholic education for the ‘common good’ and serves as consultant advisor to headteacher colleagues in Catholic schools across the diocese, through her involvement with the Birmingham Catholic Partnership. Governors discharge their responsibilities through regular visits to monitor the school. The Catholic ethos is enhanced by the strong input from the Chair of governors, who provides appropriate high quality support and challenge. Both she and the parish priest, who is vice-chair, are highly supportive of the school’s work in seeking every opportunity to work with the parish community. Previous experiences of parishioners being interviewed about the history of St. Aethelwold’s illustrates one example of this work. Where possible, parishioners are regularly invited to school masses. RE displays are evident in the parish church during sacramental preparation.In order to improve we should:Develop further capacity of governors to monitor achievement and standards in RE, through succession planning.[This says very little about the monitoring and evaluation of RE. What is done, when , how often, what findings? There are hints in other parts of the SSE, but there is nothing here which tells of how RE is monitored and evaluated.]1234How well leaders and managers monitor and evaluate the provision for Religious Education and plan and implement improvement to outcomes for pupilsXProvisionHow well teaching promotes purposeful learning, enjoyment, progress and attainment of pupils [Impact of teaching on pupils’ learning and progress in RE; teachers’ subject knowledge; quality of questioning; range of appropriate learning styles; effective use of technology; use of resources especially Scripture; high expectations; challenge to all groups of pupils; classroom management.]Impact of previous and current school Improvement Plans: Lesson observations indicate that the overall quality of learning and teaching in RE is mostly outstanding, and the rest is consistently good. The highest proportion of outstanding teaching is seen in key stage 2. This is due to the excellent subject knowledge of teaching and support staff, combined with the strong vocational commitment of teachers in communicating their own faith, values and beliefs. This is a very strong feature of the school. The majority of staff are practising Catholics who provide positive role-models for others. For newly-inducted staff, the school provides support with the teaching of RE, through the subject leader. Examples include the planning of class Masses, which provide opportunities for younger and older pupils to worship together. Staff and pupils plan together and this strengthens support for newly recruited staff. [This is a good example of the constant confusion of Catholic life and RE through the SSE]Impact: Recent lesson observations indicate that good progress has been achieved in the school’s aims to further enhance opportunities for pupils to communicate a deeper understanding of the faith through a wider range of writing opportunities including narrative ‘testament,’ letters, posters and play-scripts. Role-play and hot-seating of Biblical characters encourage and enable pupils to deepen their understanding and awareness of stories and events. Discussions with pupils of all ages confirms their ability to recall biblical events, locate and use biblical references, compose prayers and promote Gospel values through everyday interactions. [This is what we are looking for]ICT is used effectively and creatively to promote pupils’ interest and enjoyment of RE; teachers select and use resources to enhance class assemblies and extend pupils’ knowledge and understanding of other faiths and cultures.Pupils demonstrate very positive attitudes to learning and an enthusiasm for RE; this is evident in their exemplary behaviour and reverence during assemblies and in lessons.12/14 lessons were judged good or better, of which 7 were outstanding. This is a consistent picture of the high quality provision in RE, and outcomes are reflected in pupils’ work and discussions. [This can be checked against the observations, pupils’ books and your own observations – I would suggest a need for a number of part lessons rather than a couple of whole ones]In order to improve teaching and learning we should:Continue to nurture a deeper understanding of the life of Jesus, through providing opportunities to demonstrate and/or communicate thoughts and ideas.1234how well teaching promotes purposeful learning, enjoyment, progress and attainment of pupils in REXThe use of assessment to support learning[Pupils know how well they are doing and how to improve their work; progress of pupils carefully recorded; quality of feedback to pupils on their work; assessment for learning.]Findings from self evaluation:In the previous inspection, teachers’ marking was an area for development. This has now been addressed through the sharing of good practice both within and beyond the school. The RE leader attend meetings with the RE advisor and RE leaders from other Catholic primary schools, which provides opportunities for moderating and sharing developments in RE.Impact: The quality of marking in RE has improved since the last inspection due to the impact of CPD, identification and dissemination of best practice across the school, and the strength and capacity of senior leaders to improve learning and teaching. The subject leader has collated samples of work and staff discuss and moderate assessments during team meetings. This has led to improvements in the accuracy and raised pupil attainment in RE. [Are pupils guided in how to improve their learning?]St. Aethelwold’s hosted a moderation day, attended by various subject leaders from schools across North Staffordshire. This has enabled us to review current practice and quality assure teacher assessments in RE, which are well embedded.In order to improve assessment we should:Continue to implement levelling of pupils’ work in RE, to ensure accuracy of assessment.1234How well assessment supports learning in REXThe effectiveness of the curriculum in promoting pupils’ learning [Continuity and progression in planning and implementation; contribution of curriculum to pupils’ achievement and effective teaching and learning; focus on Jesus and the Church, their teaching, Catholic beliefs and the links of faith and life; use of scripture; understanding of the global Catholic community and other religions]Findings from self evaluation:Senior and middle leaders plan collaboratively to provide a wide range of activities and opportunities to enhance pupils’ learning. The Executive Headteacher and senior leaders acknowledge that the catholic life of the school is enhanced by the contribution of pupils from other faiths and cultures. Both she and the deputy head attended the local mosque during ‘International Women’s Day.’ This was perceived as a positive example of the school’s commitment to community cohesion, but perhaps more significantly, provided senior leaders with a greater depth of understanding of the muslim community and how these values and beliefs can further enhance our own practice. Impact: As a result, the EHT reviewed opportunities for pupils to pray during Advent and Lent; children and staff now have designated areas within the heart of the school to pray during these Liturgical seasons.The school plans and provides a wealth of opportunities the school provides to promote community cohesion, and effective learning and teaching of all curriculum areas, including sports, music and pupil contribution to the wider community through fund-raising, ‘Health Week’ Cultural Diversity’ week and ‘Business Enterprise’ week. During the latter, various people are invited into school to participate and lead lessons with all age groups. This ensures pupils’ economic well-being is promoted at an early age. Children learn how to manage funds and the difficulties of families and countries facing deprivation and poverty.Impact: The overall quality of the curriculum was judged to be ‘outstanding’ in the recent Ofsted report (Jan 2012). Similarly, SCMC was judged ‘outstanding.’ [OK. But not the same thing as what we are looking at]The RE curriculum is planned using the ‘Learning and Growing’ RE scheme. The promotion of Gospel values and the Catholic faith permeates the entire curriculum and enhances PSCHE. Staff are expected to seek and seize every opportunity to promote the faith through their daily interaction with others. The ‘Code of Conduct for Adults’ is rigorously embedded and staff remain firmly committed in supporting the Executive Headteacher in adhering to this policy. The school links with two other primary schools in Cumbria and Devon. In addition, children communicate with children from schools in Uganda. This enables pupils to forge positive links with others and encourages them to become active and positive citizens within their local and global communities.On average the school provides approximately twenty additional activities, including the ‘Early Birds’ breakfast club, which is supported by the Learning Mentor and Parent-Support Coordinator, who provide nurture and support for vulnerable pupils which enables them to have a more positive start top the school day. This aspect of the school’s work is further testimony to the school’s work in promoting positive, harmonious relationships. In order to improve the curriculum we should:Continue to provide opportunities for pupils to work collaboratively with pupils from other schools.[Once again there is little said about RE – does the curriculum promote learning about Jesus and the Church, their teaching, Catholic beliefs and the links of faith and life; use of scripture; etc?]1234The effectiveness of the curriculum in promoting pupils’ learning XThe contribution of the school curriculum to pupils’ spiritual, moral and vocational development[Promotion of spiritual, moral & vocational development and a free response to God’s call in everyday life; encouragement of reflection; engagement with questions of meaning and purpose; pupils’ moral awareness and action; their understanding of vocation; contribution from subjects other than religious education.] Findings from self evaluation:Pupils’ behaviour and attitudes, both in and around the school is outstanding. This is reflected in both previous Ofsted reports and has been sustained, through positive modelling by adults and consistency of approach by all staff in maintaining high expectations and standards for behaviour. Children learn about positive role-models , through history and other curriculum areas; Mother Teresa, Pope Benedict, saints and other biblical characters. Children are encouraged to pursue interests and research vocations. Year 6 pupils participate in Vocation Mass with other Catholic schools. Visits to St. Chad’s Cathedral and a residential visit to Alton Castle serve to promote and enhance pupils’ sense of vocation and purpose through spiritual retreats.In order to improve spiritual, moral, and vocational development we should:Seek further opportunities to engage pupils’ interests in vocations, including priesthood and Catholic ministry. [Vocation is a wider concept than this]1234the contribution of the school curriculum to pupils’ spiritual, moral and vocational developmentXThe quality of collective worship provided by the school[Range of opportunities for pupils to pray and develop their understanding of liturgy; extent to which they are enabled to lead, organise and participate fully in collective worship; engagement of parents, parish, and others in the community with school collective worship; collective worship reflecting the Catholic character of the school and the intake of pupils.]Findings from self evaluation:Children are strongly encouraged to plan and lead their own prayers and Liturgy.Pupils are actively involved in masses and assemblies. In classes, this practice is well-embedded across the school.In addition, the Early Birds breakfast club has a prayer book which is used every morning, as pupils voluntarily lead morning prayers.Year 6 pupils are working with older pupils at St. Thomas More Catholic College, to plan the annual vocations mass.Children confidently contribute during whole-school and class assemblies. (see also previous section on ‘How pupils respond to Collective Worship)In order to improve collective worship we should:Continue to work with older pupils in secondary schools, to support transition.1234The quality of collective worship provided by the schoolXOverall EffectivenessThis is a summative judgement based on those made for Pupil Outcomes, Provision of Religious Education and the Quality of Collective Worship. You do not need to repeat the information you have provided there. It is an opportunity to draw out your judgement about the school as a Catholic school with the main evidence that supports the judgement.At the time of the previous Ofsted inspection report, the leadership team was in its infancy, and the RE subject leader was not designated to a member of the leadership team. Inspectors acknowledged the school was ‘moving forward at a rapid rate because of the extremely clear direction of the headteacher, senior leaders and governors.’ Since then, an experienced member of the leadership team has been assigned this responsibility and this has further improved the overall quality and capacity of leadership in RE.The school has since led a collaboration with St. Maria Goretti , which has developed the capacity to lead and sustain improvements, including developments in RE and the Catholic life of the school. Under the new framework for inspection , the school was judged borderline ‘outstanding.’ This was partly due to the new requirements for an increased percentage of ’outstanding’ lessons. Recent lesson observations in RE strongly confirm that the teaching of RE is ‘outstanding,’ due to the experience and strength of subject knowledge and personal faith of the vast majority of teaching staff. The ability of the Executive Headteacher, senior leaders and governors to promote the Catholic life of the school, including achievement and standards in RE is outstanding.Curriculum provision and collective worship is judged ‘outstanding.’Pupils’ spiritual and moral development, their attitudes and behaviour-underpinned by Gospel values-is outstanding.On the basis of this evidence and self-evaluation, the school judges the overall effectiveness to be ‘outstanding.’1234Overall effectivenessXIndicate how the self evaluation contributes to improvement planning for the Catholic life, RE and Collective WorshipSelf-evaluation across the school is completed systematically and rigorously.The school leadership team, which includes the subject leader for RE, monitors and review the School Improvement Plan priorities, and mid-year reviews are completed.In July, the leadership team works together to review and plan key priorities for the following academic year, including strategic planning for succession, in order to sustain progress and ernors are involved in these reviews and chairs of committees meet at the start of the academic year, to finalise the School Improvement Plan.An annual timeline for monitoring is planned every year, with a cycle of observations, outlining link governors visits to school, lesson observations, book scans etc.In the section on outcomes there is too much emphasis on provision instead of the outcomes for pupils. It will be necessary to find out if the school has a good grasp on outcomes to validate the SSE. Similarly it will be necessary to find if the distinction between RE as a subject and spiritual and moral development as a whole school responsibility is clear. It may be that the report will indicate the need for greater clarity about pupil outcomes in self evaluation.The section on Leadership and management asserts the quality of monitoring and evaluation but does not indicate what the processes are. This will need investigation with specific reference to Catholic life, collective worship and RE. It could be that general processes for the rest of the school’s activities are not applied to these areas, but they could be. That is what the new inspection process is about.There isn’t a lot said about RE and pupils’ learning and the section on curriculum does not say much more than that the school uses the diocesan strategy. And yet the school constantly asserts that its monitoring and evaluation is systematic and rigorous. The inspection will have to discover whether this is indeed the case.I don’t find the relationship of self evaluation and improvement planning to be very strong.It could be that the school does self evaluation well, but isn’t able to communicate it effectively, but that you will discover if it is the case. PART B RE SEFName of the schoolSt Aethelwold’s Catholic Primary SchoolTypePrimary StatusVoluntary AidedAge Range3-11HeadteacherMrs Irene JonesAddress of schoolSpring Garden RoadLongtonAnytownAnyshireTelephone 237840E-mail addressstaethelwold@.ukWebsite address.ukAppropriate authorityAnytownChair of governing bodyAnne HillingdonParish priestFather Gilbert PetersParish in which schoolis situatedSt Aethelwold’sLAAnytownURN167667DFE number123/4567Number of Pupils on RollStandard Admissions Number:-..360............ pupilsYearClassNo. of BoysNo. of GirlsTotalNo. of Catholics% of CatholicsN2916452658R2421453680119264538842271744276132223453680424214529645261945306762816443273Total(R-6)19915935825471Pupils from ethnic minoritiesProportion from ethnic minorities:15023%Pupils with EALNumbers59Pupils with special needsNo. with statements2Others with some learning difficulties or disabilities57Gifted and talented pupils45Teaching StaffClassTeacherRespGenderExper-ienceCurrentServiceFTECatholicY/NCCRS orequiv.Mrs MaryEHTF174YFoundation 1Mrs Sarah F12121.0YFoundation 2Mrs Margaret F15151.0YYFoundation 2Miss Geraldine FFNQT4NQT41.01.0NYKS1 Year 1/2Mrs HenriettaF14141.0YYYear 1/2Miss CarolF111.0NYear 2Mrs Edwina AHTF1241.0NKS2Year 3/4Miss Jane F22221.0YYYear 3/4Mrs Judy F18181.0YYYear 4Mr Archibald M32321.0YYYear 5Mrs Sally Miss Maire (NQT)FF830.81.0YYear 5/6Mrs Margaret F36361.0YYYear 5/6Miss Teresa /Mrs Brenda DHTFF17204201.00.6YYTotal[Resp = responsibility in school; Experience = length of time in teaching; Current Service = time in this school] Capitation Table SubjectPrevious YearThis YearRE?1050?1601English ?3873?2032Numeracy?1108?1625CurriculumPlease indicate the percentage of lesson time allocated to the teaching of REFoundationKS 1K S 2Total curriculum time per week23hrs 45min23hrs 45min25hrsTotal RE curriculum time per week2hrs 25min2hrs 25min2hrs 30min% of time spent on RE10%10%10% ................
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