SIP Report for Hertfordshire County Council
Hertfordshire Improvement Partner reportHerts for Learning2014-15 Progress ReviewSchoolLittle Gaddesden Church of England Primary SchoolNumber930Date14th July PresentCharis Geoghegan (Headteacher), Briony Sutcliffe (Vice Chair of Governors), Rebecca Roberts (Hertfordshire Improvement Partner)Part one: Progress against key priorities identified across the yearAgree the impact of the school’s work to address the key priorities identified in previous visits(linked to priorities for development identified in the SEF and in the school’s development plan)PriorityImpact Improve standards in Grammar, Punctuation and Spelling so that KS2 results are above Herts standardsLimited progress against this priority.Despite all the work undertaken by the school to address this priority, the pupil attainment in this area at the end of KS2 was lower than Herts and in line with national. It is important to note that were only 13 pupils in Y6, however, 100% of these pupils attained a level 4 in reading, writing and maths but only 76.9% in grammar, spelling and punctuation. Analysis of the test scripts identified that pupils had scored lower than expected on the spelling test. The school has provided training for staff through HfL and individual teachers have been on additional training. The school reports that lesson observations undertaken have provided evidence good and outstanding practice in English. There is much evidence in books that the grammar and punctuation elements are being taught regularly. Actions To create a whole school scheme of work to ensure the effective coverage of the grammar, spelling and punctuation elements of the curriculum.To ensure the teaching of this area is timetabled.To ensure that teachers are teaching pupils the skills and providing opportunities for them to apply the skills in their work.Pupil targets in English to relate to grammar, spelling and punctuation.To create a whole school approach to the teaching of spelling rules. Extend the sharing of leadership and outstanding teaching with others, following OFSTED recommendationsGood progress has been made against this priority.The school has welcomed teachers from other schools and shared their good practice. In their roles as Leading Teachers, two members of staff have supported other schools in various ways including moderations for the Local Authority. The Headteacher has been a Professional Partner and mentor for several local Headteachers. The school has also worked closely with the University of Hertfordshire and the University of Cambridge. The school keeps detailed records of the support given, and how it has positively impacted on practice in other schools. Develop creativity across the curriculum through: art, drama, music, poetry and through a research project.Good progress has been made against this priority.The school provides pupils with a vast amount of opportunities to develop their creative talents. This has involved art, music, drama, dance, singing with visitors to school and visits to places of worship, theatres and local places of interest. The school hosted a singing event for other local schools and has provided pupils with creativity themed weeks. Staff have also attended training to facilitate additional opportunities for developing creativity. This has included a poetry conference and several training events held to enable the school to obtain its Artsmark. A pupil voice, undertaken by the school, provides evidence of pupil engagement and enjoyment in these activities. Many mentioned these creative activities as highlights in their end of year reports. Follow up of any actions agreed at last visit (if not already covered) To undertake pupil feedback related to the creativity project to ensure there is measurable evidence of effective impact.Good progress against this action. See priority 3 above. Governors to create a development plan for the governing body as part of their strategic planning.Reasonable progress against this action.The governing body have looked into various options to facilitate their self-evaluation and creation of an action plan. Governors to discuss if there is a necessity to target parents eligible for Pupil Premium /FSM funding. Good progress against this action. To review the outcomes and actions of the book scrutiny. Good progress against this action.Part two: School self-evaluation2.1.Closing the gap End of year outcomes for disadvantaged pupils:Year 62014 PPG Cohort size/No. of CLA:10(e.g. 10/1)2/0Percentage of disadvantaged pupils achieving L4+ in reading, writing and maths (combined):50%Percentage making at least expected progress across KS2:Reading:100%Writing:100%Maths:50%2014 school disadvantaged/ national ‘other’ attainment gap:-0.92014 school disadvantaged/ school ‘other’ attainment gap:-3.32015 PPG Cohort size/No. of CLA:130/02015 school disadvantaged/ national ‘other’ attainment gap:N/AHas gap narrowed?YesNoComment: There are no disadvantaged pupils the 2015 Y6 class; therefore there is no comparison to make.2015 school disadvantaged/ school ‘other’ attainment gap:Note: 2014 national ‘other’ data will need to be used as the comparison measure.Year 2Cohort size:Percentage of disadvantaged pupils achieving L2+ in reading, writing and maths (combined):N/APercentage making at least expected progress across KS1:Reading:Writing:Maths:Year 5Cohort size:Percentage of disadvantaged pupils on track to achieve at least age related expectations by the end of KS2:N/AYear 4Cohort size:1/0Percentage of disadvantaged pupils on track to achieve at least age related expectations by the end of KS2:100%Year 3Cohort size:Percentage of disadvantaged pupils on track to achieve at least age related expectations by the end of KS2:N/AYear 1Cohort size:Percentage of disadvantaged pupils on track to achieve at least age related expectations by the end of KS1:N/A Free School Meals pupils (FSM) and CLA pupils:Do FSM* pupils attain as well as, and make progress that is close to or better than, non-FSM pupils in the school? Do CLA pupils attain as well as, and make progress that is close to or better than, non-CLA pupils in the school?The school does not currently have any pupils eligible for FSM.The school does not currently have any CLA pupils. * FSM pupils are those currently in receipt of FSM as a result of eligibility due to family circumstances. They are not KS1 pupils who currently benefit from the Universal Offer and who will then cease to be eligible for FSM when they exit KS1Pupil Premium Grant (PPG) pupils are those eligible for the Pupil Premium Grant as a result of inclusion in any of the following groups: CLA and FSM including Ever 6.RAG rating for the school’s use of the Pupil Premium Funding:Green 2.2. eSafety (Guidance for HIPs: Please provide a brief commentary for each question)Does the school have a specific and discrete eSafety policy? Yes, it is the County model policy which has been adapted and approved by governors in July 2015.Is online safety taught in computing lessons?Yes, the school uses the HfL scheme of work for computing which has e-safety built into lessons and units of work.Are eSafety principles reiterated whenever computers are used in a lesson? (For example, key rules)Yes.Have staff and governors received eSafety training and how does the school ensure this is regularly updated?The school is arranging training for staff and governors in the autumn term.Has the school provided parents with the opportunity to receive eSafety training and does the school offer regular updates/further information and guidance to parents?Yes, 18 months ago.Action To look into providing training for parents this next academic year.To provide regular information for parents via the website.How does the school evaluate the effectiveness of its eSafety work and policy?Via pupil and staff surveysGovernors regularly visit the school and monitor all aspects of safeguardingThe HT reports eSafety incidents to governors.2.3.Implementation of the new curriculum (Guidance for HIPs: Please provide a brief commentary for each question)How is the school evaluating the impact of the new curriculum?Assessment moderation sessions took place in staff meetings.Data analysis has supported the evaluation of the curriculum. Staff have updated curriculum maps for 15/16.Where pupils are most at risk of not achieving the new expectations, what measures are being put in place to support them?Transition meetings ensure a detailed handover of information between teaching staff.Pupil progress meetings track pupils’ progress and additional interventions are identified.Guided groups focus on closing gaps in pupils’ knowledge and understanding.Are there any particular patterns in the data, regarding which pupils are under-performing? (For example, is there a gap between the attainment of children eligible for Pupil Premium and their peers?) If so, how are these issues being addressed?Pupil attainment in Grammar, Spelling and Punctuation - There are discrepancies between the pupil attainment at the end of KS2 in reading, writing, maths and that of Grammar, Spelling and Punctuation. What steps is the school taking to ensure the requirements of the new mathematics curriculum are met particularly in relation to developing pupils’ fluency, reasoning and problem solving skills?Two of the teachers have applied to undertake the Maths Specialist Teacher Programme (MaST). This will support the other staff with their professional development in delivering the maths curriculum.All other teachers have been on maths training courses and will continue to as appropriate.The school intends to use the HfL maths book scrutiny document to evaluate the coverage of the fluency, reasoning and problem solving aspects of the curriculum.ActionSLT to discuss how to ensure that all elements of the working mathematically document are being effectively taught in all year groups.SLT to create a statement for detailing how they are ensuring that pupils’ knowledge is being broadened and deepened. Staff to spend time looking at the KS1/KS2 sample maths papers for the 2016 SATs to ensure that pupils will be appropriately prepared to meet age expected expectations. Part three: Planning for 2015-163.1.Early Years assessmentThe school understands that the Early Years Foundation Stage Profile remains statutory until 2016 and will provide a baseline on entry to Year 1 that can be used to evaluate progress at the end of Year 6 until 2022. Thereafter any evaluation of progress will be made using the Reception baseline assessments reported to the DfE from September 2016. The school has registered to trial the baseline assessment in September 2015 by signing up with Early Excellence. 3.2.Recruitment (Guidance for HIPs: Please provide a brief commentary for each question)Does the school have any specific recruitment needs/issues and any ideas as to how HfL can support with this?No Did the school attend HfL’s recruitment fair in March and/or the NQT recruitment session in January? NoWould the school be interested in attending the next recruitment fair and are there any suggestions or ideas about how it could be improved to better suit the needs of schools?No, not at this point.3.3.Potential priorities for 2015-16 (brief note of initial discussion)Note: These should appear in the school’s SEF and school development plan.To ensure that governance is highly effective and can ensure long term financial stability for the school. To ensure that the school’s attainment in Grammar, Spelling and Punctuation is in line with reading, writing and maths at the end of KS2. To ensure that there is a whole school approach to the effective teaching and assessment of fluency, reasoning and problem solving skills. To also ensure highly effective deepening and broadening understanding for the more able pupils. 3.4.Traded support package requirements for 2015-16Nature of SupportIntended ImpactBrokered ByTraining for governors 3/11/15Governors to meet the criteria for outstanding under the new Ofsted grade descriptors. HIP 3.5.Summary of agreed actionsBy whomBy whenTo facilitate eSafety training for staff, parents and governors. To provide regular eSafety information for parents via the website.To create a whole school scheme of work to ensure the effective coverage of the grammar, spelling and punctuation elements of the curriculum.To ensure the teaching of this area is timetabled.To ensure that teachers are teaching pupils the skills and providing opportunities for them to apply the skills in their work.Pupil targets in English to relate to grammar, spelling and punctuation.To create a whole school approach to the teaching of spelling rules.To discuss how to ensure that all elements of the working mathematically document are being effectively taught in all year groups.To create a statement for detailing how they are ensuring that pupils’ knowledge is being broadened and deepened. To spend time looking at the KS1/KS2 sample maths papers for the 2016 SATs to ensure that pupils will be appropriately prepared to meet age expected expectations.Headteacher Computing leaderSLTSLTClass teachersClass teachersSLTSLTSLTAll staffFor the autumn termOngoing Early autumnFor the start of the autumn term.For the start of the autumn term.Early autumnEarly autumnEarly autumnAutumn termAutumn term3.6.Agreed dates for visits 2015-16 (where possible and relevant)Note: To be completed by the school’s allocated improvement partner for 2015-2016 only. Where this is not possible please leave blank. The school will be contacted to arrange these dates separately.Visit required?Yes/ No DateLength of visit: (half or whole day)Start / Finish time:Progress review visitY11/7/16Half1.00pm – 5.00pmStandards visitY17/11/15Half8.30am – 12.30pmHeadteacher’s performance managementY24/11/15Half8am – 12pmJoint annual review visitY25/2/16Whole8.30am – 4.00pm(Other)School Improvement Partner: Rebecca Roberts Date: 15/07/15? Herts for Learning Ltd 2015. Copyright of this publication and copyright of individual documents within this document remains with the original publishers and is intended for use in schools within England.All rights reserved. Extracts of the materials may be used and reproduced for educational purposes only. Any other use requires the permission of the relevant copyright holder. Requests for permissions, with a statement of the purpose and extent, should be addressed to:Patrick McAteer (Strategic Lead - Primary), Herts for Learning Ltd, SROB218 Robertson House, Six Hills Way, Stevenage, SG1 2FQ ................
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