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THORPE HESLEY PRIMARY SCHOOL SEPTEMBER 2019-20

School Self-Evaluation Statement An Outstanding school as judged by Ofsted on 13th / 14th July 2017

Outstanding in all areas

INTRODUCTION Key Characteristics and Rationale At Thorpe Hesley Primary School we have a strong vision across all key stages, we are a school ‘where children grow’. All staff and stakeholders have ownership of our school aims as they were formulated as a whole school team and are reviewed annually. Children are at the heart of everything that we do (see school aims). As a school, we acknowledge each person’s unique value, recognise their needs and nurture their talents to the full. Enabling all to reach their full potential as successful learners, confident individuals and responsible citizens with moral values - our school motto reflects this. Our school motto is short and simple but is very important to us. ‘Where children grow’. Ofsted (July 2017) said ‘The school saying, ‘Thorpe Hesley, the best school in Rotherham and indeed, the world’, recited by staff, pupils and parents, has become the mantra for consistently high expectations in everything that the school does.’ The overwhelming majority of parents and carers tell us that the school has an extremely positive image in this community. In the Parent Survey 99.6% of people answered very positively to the statement, “I am happy that my child attends Thorpe Hesley Primary School.” A large proportion, 85.3% were ‘strongly agreeing’. Ofsted (July 2017) said ‘Parents are highly supportive and positive about the school. Effective communication means that they know what their children are learning and that they are making excellent progress. Most importantly, they say, their children are very happy.’ Our consistently good attendance figures (95.6% in 2018/2019) above LA and national averages) reflect this, showing that our children are happy coming to school. We understand that families taking term time leave for holidays is the main issue for our absences and consistently strive to discourage this. However, ‘effective systems are in place for checking on the attendance of pupils who attend alternative provisions throughout the week and for any pupils who may potentially have been missing education.’ (Ofsted July 2017) We received an Attendance Award from the LA for consistently exceeding our target. 95.4% of 412 respondents in our parent survey agree that their child enjoys coming to school, the rest ‘did not know’. Thorpe Hesley is a larger-than-average sized primary school (538 pupils including 48 places in FS1 under the 30 hour offer). The staff-base is large and active plans are in place for a programme of staff development and CPD to continue, to develop the skills necessary to sustain school improvements and address Government initiatives. The Head Teacher is an Associate Head for the LA and the School Business Manager works with the LA in a similar respect. Other members of our SLT also support the LA with CPD. In previous years Thorpe Hesley Primary School has offered a very successful CPD programme for other schools nationally – including ‘Pre-Learning in maths’, ‘It’s not all English and

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Maths – History’ and ‘Building an Outstanding EYFS’. This year we are reviewing our CPD offer to ensure its remains relevant and reflects current trends. Working within our newly developing MAT (CCAT) we are expanding CPD to work with the partner schools and are continuing with a ‘Working Party’ strategy to utilise expertise from all schools involved. The area served by the school is predominantly white British and has relatively low deprivation (below National average), a low number of children receiving free school meals and low mobility. Currently, there are a small number of children learning English as an additional language and the proportions of pupils known to be eligible for pupil premium funding are below National and significantly below other schools within our Learning Community. This is recognised and forms a key driver for school development. The proportion of disabled pupils or those with special educational needs is below National average and the needs of these children are constantly being reassessed and provision modified accordingly. Ofsted (July 2017) said ‘Pupils who are disadvantaged or who have special educational needs and/or disabilities are extremely well catered for. The team around these pupils provides care, support and guidance that is first class. As a result, these pupils make strong progress.’ Community is important to us at Thorpe Hesley and we have strong relationships with our neighbours and stakeholders. We have an emphasis upon developing the whole child and equipping children with the skills required for later life. We are confident that our children will make good citizens of the future. Ofsted (July 2017) said ‘Staff know how important it is to address current affairs issues and support pupils’ conversations about difficulties in the world. For example, after recent incidents in Manchester, pupils had the opportunity to discuss their thoughts in conversations that were age-appropriate.’ Context Having amalgamated the Infant and Junior schools in September 2014, Rotherham LA said ‘Thorpe Hesley Primary School is an excellent example of a successful amalgamation’ (June 2015). In July 2017 Ofsted said ‘Leaders have worked as a united team to create an exceptional, stimulating and purposeful learning environment for all pupils. Leaders’ ambition to create a primary school to be proud of through the amalgamation of the infant and junior school has been realised.’ We are currently awaiting conversion to academy status within the Creative Children’s Academy Trust (CCAT), of which the Head Teacher will be CEO, with a group of three schools. Our Local Governing Body provides challenge and support for school leaders and teachers. ‘The governing body gives tenacious support and challenge to leaders. They know the school well and make frequent checks on the effectiveness of leaders’ work to improve pupils’ outcomes.’ Ofsted July 2017. The school strives to support the local community by offering services ranging from 0 to 11 years. Our wrap around care provision is extremely well attended and includes Breakfast Club and After School (Woodlies) Club, this is a paid for service and generates much needed extra income for school. Our offer of holiday clubs has also been extended and is very well attended. School also offers a diverse range of after school and lunchtime clubs including a Homework Club. Staff run Family Learning sessions as well as ‘Messy Baby’ and Toddler sessions. We work with local childminders and have provided them a room to hold weekly network meetings.

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Key Question 1.

Overall Effectiveness – What is the Quality of Education Provided in the School?

Current School Evaluation Outstanding

All staff are committed to providing a quality creative curriculum with children of all abilities and ages receiving outstanding teaching and support to meet their individual needs in order to maximise success and achievement. Every child is seen as an individual and we provide a safe and happy environment in which to nurture their development. Ofsted July 2017 ‘A dynamic curriculum gives pupils opportunities to shine and make strong progress across a wide range of subjects. Pupils flourish and leave school very well prepared for the next stage of their education.’ As part of our new MAT (CCAT) this focus has been further developed to include Working Parties and networking opportunities, utilising expertise across the schools and throughout all Key Stages. Teaching and learning is monitored on a regular basis and links to current school priorities, ensuring that the standard is expected and maintained. Our teaching profile is currently 100% good or better regarding experienced staff – monitoring shows 55% judged to be outstanding teachers and 45% as good. (22 teaching staff), we have an NQT and two RQTs this year and we judge our HLTA staff to be exceptional in their experience and quality. All staff had successful Performance Management for the period of 2018/19, and challenging pupil progress meetings ensure SLT is well informed, as are Local Governing Board. CPD is targeted to develop staff and help them to meet the challenges of new initiatives and to promote their personal skills for the benefit of the children’s learning. This commitment to CPD leads to a continuing improvement in staff confidence and capability. We are working with Sheffield Hallam University on the Wellcome Trust CPD Research. Two members of staff have recently completed their Foundation Degrees in Teaching and Learning in their own time and are now taking their BATL over two years within school on the SHU programme. Careful interrogation of various measures of children’s achievement and performance is carried out and this ensures our School Improvement Plan (SIP) is effective and addresses specific issues. The Local Governing Body provides supportive and effective monitoring of this providing a critical friend through both governor visits and at meetings. ‘Governors have an accurate view of the school because of the extensive checks they make on the effectiveness of leaders’ work.’ Ofsted July 2017 School regularly canvasses parental feedback regarding perceptions of the quality of education provided in a variety of ways. This is overwhelmingly positive and we feel that good communication is key to maintaining the positive views and good working relationships, as well as acting upon any suggestions. Of 412 parents who responded to our survey almost everyone agreed with the statement that standards of teaching are good. Just a small percentage (11/412) said they did not know. Our engaging and vibrant environment promotes good learning and reflects the outstanding curriculum throughout all three key stages. Pupils’ work is valued and consequently our children strive to produce and deliver excellent outcomes. The bespoke curriculum created by staff is exciting, high quality and aspirational. It is constantly evolving, based on first-hand experience wherever possible and is relevant to the children’s sphere of understanding. The curriculum stems from a wide range of stimuli, including collaboration with the CCAT and involves members of this community in celebrations of our work. A high level of engagement from both pupils and parents is generated as a result of this. ‘On entering

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either of the two school buildings, there is immediately a taste of the high-quality curriculum on offer to pupils. Attractive displays celebrate the depth and detail of pupils’ learning across topics and subjects.’ ‘Meticulous attention has been given to ensuring the curriculum takes particular account of any pupils who may have barriers to their learning.’ Ofsted July 2017. We have not rested on our laurels and the challenge to continue providing quality, creative education is our main focus. We are creating the citizens of the future and do not take this task lightly.

Key Question 2.

What is the Effectiveness of Leadership in and Management of, the School?

Current School Evaluation Outstanding

The clear-sighted and dynamic leadership of the Head and Senior Leadership Team (SLT) underpin the ethos of the school which enables pupils and staff to excel. ‘The headteacher and deputy headteacher, very ably supported by knowledgeable, ambitious senior and middle leaders, have successfully created an inspiring environment for all. ‘ Ofsted July 2017 All staff are encouraged to be innovative and are given freedom to be creative in their teaching and curriculum development, the exciting and stimulating curriculum is designed by the whole school staff and regularly reviewed. Evidence of success of this can be seen in the pupils’ feedback, numbers attending and recognition in local and National events and awards such as the SACRE, a special Healthy School Award for Family Learning, the achievement of silver Primary Science Quality Mark, a Gold Anti-Bullying Award, numerous Healthy School and Wellbeing Awards, Sainsbury School Sport Gold award and Basic Skills Quality Mark (third accreditation) and Artsmark Gold, Woodland Trust Gold. The quality of leadership in and management of the school continues to be a strength. The school has a hierarchical staffing structure with a leadership team which consists of an Executive Leadership team (Head Teacher, School Business Manager, Deputy Head, two Assistant Heads and Senior TLR holder), Senior Leadership team and Middle Leadership tiers following a distributive model. Our Leaders are strong and well-focussed on school improvement. There is a clear progression structure in place to ensure future proofing and senior and middle leaders have accessed excellent CPD both internally and externally to increase their skills and understanding of school improvement. ‘All leaders bring different skills to the team, which, combined, result in highly effective direction to staff for school improvement.’ ‘…it is leaders’ focus on improving pupils’ outcomes across a broad and balanced curriculum that is exceptional.’ Ofsted July 2017. Teaching staff that leave us are moving on to promotions in other schools. All staff drive to ensure our aspirations for improvement are achieved. All staff including support staff are members of curriculum teams and are empowered to lead on subject development. There is fluidity between all key stages, particularly transition points. There have been planned opportunities for teaching and non-teaching staff to observe and work across all three key stages. Staff also work with other schools, for example, as LA moderators, Learning Community work and collaboration within the newly evolving MAT. At the suggestion of external partners, our school is host to colleagues looking at exemplary learning environments and outstanding practice. We work with other partners, specialist provision settings for dual placements as well as ITT establishments. Thorpe Hesley Primary School works with Rotherham LA to provide CPD to other schools, including hosting the Outstanding Teacher Programme and a member of staff leading Outstanding Teaching Assistant Programme, plus History and Geography CPD, Headspace (thinking time for Heads) and as an Associate Head, supporting school improvement in other schools. We have a member of staff who is an SLE for maths and a member of staff who is seconded one day a week for the LA developing and delivering EHWB projects.

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Leaders and governors continue to set high expectations for improvement which are effectively communicated to all by the Head Teacher and senior colleagues. Behaviour systems are consistent across the school and are implemented rigorously by all staff and these are reviewed annually. The children are secure with their knowledge and understanding of daily behaviour systems. The impact of these initiatives in school is that ‘Pupils know how to maintain fantastic behaviour independently and conduct themselves sensibly, whether adults are nearby or not.’ (Ofsted July 2017) Within our school we have a strong and pro-active Local Governing Board that is committed to improving outcomes for all pupils. Impact and progress are frequently discussed with governor colleagues by means of the termly head’s report, head’s updates with governor colleagues and head’s interim performance reviews, ensuring a clear understanding of the school’s current performance. The Assessment lead reports regularly to Local Governing Board. Challenging discussions regarding performance take place at both full Local Governing Board and sub-committee level. Governors with specific responsibilities also meet with Subject Leaders to challenge and review their role. (e.g. see head’s report to governors and evidenced by staff questionnaire outcomes). All staff in school are aware of our priorities and successes and work together to address these, resulting in improved year-on-year attainment through school. Comprehensive self-evaluation processes ensure that the leadership team have an accurate view of the effectiveness of the school and can identify strengths and areas for development. This is because monitoring is thorough, meaningful, rigorous and detailed. It clearly informs the leadership and management of the effectiveness of the school. Monitoring is scheduled by the leadership team and includes: observations by the leadership team, (including middle leaders), regular informal ‘drop ins’, work scrutiny, discussions with pupils and analysis of data. This is then discussed with teachers at termly Pupil Progress Reviews and Performance Management meetings. As part of the performance management cycle, all members of staff continue to benefit from challenging performance targets which are related to pupil outcomes and school priorities and evidence staff accountability. This leads to professional development opportunities which challenge, support and encourage staff improvement. The leadership of the school are committed to building capacity to ensure that the school continues to improve. Senior Leaders and Middle Leaders have successfully completed programmes over the years (eg: NPQSL, SENCo Accreditation (PGcert), and Outstanding Teacher Programme (Olevi), Outstanding Leadership in Education (Olevi) and SLE training which have contributed to them developing and fulfilling their role in school self-evaluation and improvement.(See triangulation folders) Effective leadership and management promote equal opportunities for all pupils through accurate tracking of the progress made by different groups of pupils, including vulnerable groups and higher achieving pupils. This information is shared and systemically challenged by senior leaders and governors, ensuring they have a deep and accurate understanding of the school. These meetings focus on raising the attainment of individual children so that they make the best possible progress ensuring that cohort and class targets are met or exceeded. The quality of teaching is consistently at least grade 2 ‘good’ with many teachers being ‘outstanding’. Any practice falling below this expectation has been challenged and targeted for immediate improvement with mini action plans overseen by senior leaders and targeted support from SLT. The improving quality of teaching is having a positive impact upon achievement and attainment. (see triangulation folders, PDP files, performance managements, NPQSL, SENCo National Accreditation, Counselling qualification, subject leader folders) Monitoring and work scrutiny by senior and subject leaders shows evidence of a broad and balanced curriculum which inspires all pupils to learn and promotes creativity. This view is reinforced by learning

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walks to monitor the learning environment and well as by reports from external partners. Pupils’ books demonstrate well-presented, good quality work with high productivity as a result of increased expectations and opportunities to engage in independent learning activities. Throughout school there is a clear expectation from leaders for consistency in the application of the agreed Marking and Feedback policy which is monitored closely. Consistent marking and feedback clearly identifies next steps in learning. Opportunities are given for pupils to reflect and act upon feedback. This has had a positive impact on results through school. ‘Pupils’ work on display, in books and in folders, confirms school assessments that most pupils achieve standards across a wide curriculum that are at least typical, and often better, for their age.’ Ofsted July 2017. (See subject leader files, planning, and children’s work) As a school, we have an ‘open door policy’ which allows parents to have the opportunity to speak to the Head Teacher, Deputy, Assistant Heads - or relevant member of staff as soon as possible. Parents’ perceptions of the approachability of staff are positive with 96.8% of respondents agreeing with this. Great news for us. Of the remaining 1.7%, 9 did not know and the rest (only 4 people) disagreed. Teachers inform parents of the current curriculum and the focus of their child’s learning on a termly basis through a booklet as well as through website and Twitter. The Leadership team has worked effectively with the parents to gain their view of the school and to act upon opinions and suggestions given. Stay and Learn sessions including welcome meetings and drop - ins, parent workshops, coffee mornings and celebration events ensure good and constructive interaction. As a Leadership team, we promote positive working relationships with parents, supporting them to add their input into Parent View and school surveys. (See parental feedback, parent view and school website, Twitter and weekly newsletter). Close working relationships between all stakeholders has ensured that the best interests of pupils and the development of their learning remains at the forefront of school’s agenda. Safeguarding systems across the school are outstanding in ensuring the safety and welfare of our children. The leadership team have ensured that all statutory safeguarding procedures and policies are in place. The single central record is maintained in line with current legislation. The Head Teacher, some members of the senior leadership team and governors have gained the Safer Recruitment qualification. There is a Learning Mentor for Safeguarding and Wellbeing. He, the DDSL and the Head Teacher as DSL attend LA Safeguarding Forums regularly. We also have a further member of staff who works with children with EHWB pupils as part of her role. There are clearly defined roles and responsibilities in relation to Child Protection and all staff know who to approach with concerns. Staff use the CPOMS to record, share and monitor information. Child Protection training is up to date and any new members of staff are trained as part of their induction process. All staff receive up-dated training on a termly basis. All staff and Governors completed the Prevent training and are apprised of any new developments or initiatives immediately. Absolute adherence to all guidance and legislation relating to safeguarding ensures the safety and well-being of our pupils and this has always been our first priority. ‘The arrangements for safeguarding are effective. Leaders are constantly refining systems and procedures to ensure that safeguarding is firmly understood by everyone. Leaders say that new electronic systems, introduced this year, have improved the efficiency in checking any concerns even further. Staff receive regular updates and training about how to keep pupils safe.’ Ofsted July 2017

What are the ways forward?

Be proactive in addressing national, local and school based issues and respond to these in a way that maintains the ethos of our school.

The Leadership team will continue to pursue excellence in all of the school’s activities by ensuring

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high aspirations and an uncompromising drive for the highest levels of achievement and personal development for all pupils.

Ensure all leadership actions are founded on a deep and accurate understanding of the school’s performance and of staff and pupils’ skills and attributes.

Ensure governors continue to stringently hold senior leaders to account for all aspects of the school’s performance.

Ensure the overall quality of teaching continues to be at least consistently good or outstanding and improving by relentlessly focusing upon improving teaching and learning and providing focused professional development for all staff, underpinned by searching performance management that encourages, challenges and supports teachers’ improvement.

Ensure the curriculum continues to promote and sustain a thirst for knowledge and understanding and a love of learning. Maintain opportunities for developing academic, technical and sporting excellence and ensure a positive impact on all pupils’ behaviour and safety, and a strong contribution to pupils’ academic achievement, physical well-being, their spiritual, moral, social and cultural development.

Continue to improve strategies for engaging with parents, especially those who find working with the school difficult.

Further collaboration with other schools, focussing on shared priorities and needs to enable mutual improvement and to continue on our road to academisation whilst keeping collaborative partnerships.

Strive to involve our wider community through new initiatives and working with all partners to drive school forwards to ensure we are innovative and forward thinking with a distinct identity. *Please see our current School Improvement Plan for further detail

Key Question 3.

What is the Quality of teaching, learning and assessment

Current School Evaluation Outstanding

The quality of teaching and learning at Thorpe Hesley Primary School is at least good with the vast majority of lessons observed showing quality first outstanding teaching. This is evidenced by rigorous monitoring in the form of lesson observations, work scrutiny, marking and feedback trawls, learning walks, planning trawls and pupil conversation completed by the Head, ELT and SLT. Records of this are held in Subject Leader folders and triangulation folders. Ofsted July 2017 ‘Staff are highly motivated and have strong subject knowledge. Their excellent teaching and high expectations have a direct impact on strong pupils’ outcomes.’ All members of staff have had successful performance management outcomes, with teachers’ making substantial progress towards challenging targets and in fact exceeding them, resulting in progression through the pay scale approved by the Governor’s Pay Committee. A number of staff have successfully completed the Outstanding Teacher Programme (Olevi), including a coaching element. Thorpe Hesley Primary School is also part of a research project with Sheffield Education / Wellcome Trust to promote the development of Staff CPD for teachers. We have teachers who are experienced in writing moderation and work for the LA in both KS1 and KS2. Support Staff have high aspiration with colleagues undertaking additional qualifications to support their role. (eg: Foundation degrees, Adult Language courses, British Sign Language and ITP.) A number of HLTA and support staff have also successfully completed the Outstanding Teaching Assistant Programme. This is reflected in high retention rates; staff rarely leave our school and if so, only for promotion. (See Pay Committee and Finance and Staffing minutes.)

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Highly effective and challenging lessons are planned which aim to deepen pupils’ knowledge and understanding, enabling skills development across the whole curriculum. Provision is in place to allow year groups to plan together during PPA so consistency and level of challenge are considered when preparing for lessons, particularly when considering the degree of differentiation in lessons. For some elements of teaching pupils are streamed. (Maths Y1 - 6, Phonics F2 - Y2, English Y6. Spelling is streamed from Y1 – Y6). Consequently, phonics results have improved over time and spelling continues to improve across school, with the number of children achieving expected or above increasing. Skilled, experienced HLTAs are timetabled to release Subject Leaders to enable them to develop roles, support planning and teaching, ensure accountability and improve teaching and learning still further. Teachers provide stimulating lessons and demonstrate excellent subject knowledge, providing ample challenge in a range of different contexts. Our children’s work books are extremely well-presented and children are encouraged to take pride in their work. Subject leaders / SLT have supported the planning and delivery of lessons to good effect, sharing good practice between key stages. The staff is determined that our pupils achieve well and they encourage independent learning as well as providing opportunities for collaborative learning. All curriculum areas, including English and mathematics, are celebrated with stimulating/supportive classroom displays, working walls and through the continuous provision available within classrooms and corridors. Children’s work is celebrated and is proudly displayed for all to see, along with examples of our creative homework which deepens understanding and encourages parental involvement. The school offers a range of extra-curricular activities to engage and allow children to thrive in a range of stimulating environments and a weekly homework club ensures all children have access to quality support and resources. As a result of this enjoyment of and engagement in the curriculum, attendance is consistently excellent and learners have high self-esteem and aspiration. Ofsted July 2017 say ‘pupils of all abilities develop a thirst for learning, are highly engaged in their lessons and make strong progress across subjects.’ Potential barriers to learning within school have been pre-empted and the well-established Pre-learning and Post-learning activities, where pupils get the chance to have ‘a sneaky peek’ at or revisit a task, give them the opportunity to have a go at some activities before they are introduced in the classroom. This builds pupils’ confidence and supports them in being more successful when they tackle the task back in the classroom.’ (Ofsted July 2017) Our maths Subject leader is an SLE. Measures are put in place for successful transition at school entry, between Key Stages and upon joining pupils’ chosen secondary provision. This involves sharing of best practice and timetabling opportunities for practitioners to meet, for children to make familiarisation (bridging) visits and for parent meetings. This process ensures that children have confidence and a smooth transition to the next stage of their education. Our innovative curriculum allows us to deliver creative and exciting topics in a cross-curricular context. Pupils are provided with secure English and mathematics knowledge that will equip them with transferable skills in order to be successful across the wider curriculum and to enrich their lives and ensure academic progress. Pupils love the creativity and challenge of learning at Thorpe Hesley Primary and they are encouraged to be curious, inspired and resilient learners and this allows them to consolidate, develop and deepen their knowledge of the world around them. ‘Teachers’ creative and innovative approaches to the curriculum mean that pupils cannot wait to get started on a new topic.’ (Ofsted July 2017)

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Staff at all levels consistently ensure pupils know how well they have done and how to keep improving. Strong, coherent leadership has ensured consistency in approach in day to day marking and feedback which is positive, frequent and helpful to the pupils in guiding their next steps in learning. Our marking policy ensures parity throughout the key stages. Subject Leaders include this as a focus in their scrutiny. As a school, work has been done to ensure appropriate time for pupils to reflect upon advice given both verbally and in written feedback. Polishing pens are used in key stage 1 and 2 so that it is evident where children are redrafting/editing/improving their work. Close monitoring of pupils help staff to identify if/where pupils are falling behind and take relevant steps to address issues. Regular Pupil Progress reviews are instrumental in this and ensure that staff understand the value of personalised learning. Parents are always welcome at our school and important information regarding teaching and learning is shared throughout the year in a variety of different ways, for example, targets, curriculum homework booklets, parents’ evenings, and Records of Achievement. Incorporating parental involvement on a day to day basis is very important and this communication is maintained through Welcome meetings and regular ‘Stay and Learn’ sessions, Twitter, the village magazine ‘The Grapevine’, school website, parent questionnaires, ParentMail, coffee mornings and also through the Head’s ‘Open Door’ policy, where parents feel welcomed and comfortable to discuss their children’s needs.

What are the ways forward?

Continue to systematically and effectively check children’s understanding throughout lessons, anticipating where staff may need to intervene and do so with notable impact on learning

Peer observations to transfer into sharing good practice with colleagues in other curriculum areas

Continue to enable staff to access relevant CPD opportunities, including a range of opportunities in house as well as LA training and external provision.

Subject leaders to continue to monitor staff through planning trawls, book scrutiny and lesson observations as well as data and tracking scrutiny, to maximise impact upon teaching and learning, offering purposeful and supportive feedback.

Continue to monitor progress through Pupil Progress meetings where all staff have responsibility for attainment and progress of classes, vulnerable groups and their year group pupils.

Continue to engage whole staff through INSET and staff meeting related to teaching and learning across a range of different curriculum areas in line with school development needs.

Continue with the whole school approach to marking and feedback, where all staff support the agreed marking and feedback policy and understand the value of this.

To continue to challenge and monitor pupils to maximise pupil progress and ensure they take responsibility for reflecting upon and improving their work whilst enjoying learning.

Continue to raise attainment in all core areas and meet the increased challenge of end of Key Stage expectations.

Continue to work with LA and other school partners to share our outstanding practice, including staff delivering for the LA. *Please see our current School Improvement Plan for further detail

Key Question 4.

What is the Quality of personal development, behaviour and welfare?

Current School Evaluation Outstanding

Behaviour in school continues to be excellent, due to the strong behaviour policy which is built on a

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positive behaviour model. This is consistently applied throughout all three key stages by all members of staff. Parents and visitors regularly comment on the calm, welcoming environment. Incidences of low-level disruption are very rare. Behaviour of children with particular needs is mostly positive and measures are put in place to maintain this. Because of this positive ethos, children encourage each other to display appropriate behaviour and to be proud of doing so. We have achieved a Gold Anti Bullying Award after working with parents and pupils and many further positive strategies have been introduced into school as a result of this eg: Child Friendly Anti-Bullying Policy. Ofsted (July 2017) commented ‘Pupils’ behaviour is excellent. Their attitudes to learning and the pride they take in their work are exemplary.’ Attitudes to learning are excellent, with confident, self-assured learners equipped with the skills and qualities needed for life. Our Parent Survey indicates that all our parents believe that the school expects their child to work hard and achieve their best, apart from 5/412 who did not know. This is reflected in the progress that the children make academically, socially and physically. They take great pride in their work and achievements, which are regularly celebrated through school displays, celebration assemblies, Twitter and through our weekly newsletter. School governors are also involved in celebrating pupils’ achievements through termly Governor Awards. Ofsted (July 2017) commented ‘An aspect of their work they value highly is attending special assemblies to reward and celebrate pupils’ great behaviour and achievement, with awards such as the Governor Good Citizen Award and the Governor Academic Award.’ Behaviour in lessons and at all other times is outstanding. All staff manage the behaviour of pupils very effectively and champion the compliance with our school’s Golden Rules, Golden Tickets, class points and special lunchtime table. We also have Celebration Trees and weekly celebration assemblies in both buildings. Staff encourage pupils to work hard and recognise their efforts through positive reinforcement and reward. Children are also set firm boundaries and issues are dealt with effectively, with consequences occurring fairly, in line with our School Behaviour Policy. Children are taught to be respectful and considerate of the feelings of others, in lessons children are nurtured and enriched by strategies which encourage them to value the diversity of today’s society. By setting positive examples and providing children with clear expectations and routines, our children feel safe, secure and prepared for learning. Parents support us in our drive for further improvements in behaviour by annually agreeing and signing a Home School Agreement and eSafety documents. The school has very few recorded incidents of racism, bullying or use of derogatory language or aggressive behaviour and we record all incidents on CPOMs. Our Governor with responsibility for Behaviour and Anti-Bullying checks records on a regular basis. There are robust and effective strategies in place to deal with them swiftly and sensitively should they occur. In 2018 - 19 one child received a fixed term exclusion but successfully completed his Year 6 and moved onto secondary provision. We work extensively with the LA and outside agencies to support this family and improve the behaviour with the child in an attempt to continue to meet his needs. Children in our school feel safe and there is an open culture where children and parents feel comfortable talking to staff about issues or concerns and are confident that these will be dealt with quickly. We have Safeguarding and Anti Bullying Governors who work closely with school ensuring accountability for those with responsibility in these areas. (Ofsted July 2017) ‘Pupils are clear that bullying is extremely rare, and that most problems are about falling out rather than bullying. They are confident that adults help them sort any problems out.’ School also works closely with Ann Foxley Johnson (Anti Bullying Consultant / Rotherham Anti Bullying Educator) to provide continued Anti Bullying work as well as annual Anti Bullying Days.

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We take the issues of Child Sexual Exploitation and safeguarding very seriously and work tirelessly to ensure safeguarding measures are rigorous and adopted consistently by all staff. All staff within school receive up to date Safeguarding training with termly staff meeting updates (the last comprehensive one being 12th June 2019) and new staff are given a Safeguarding induction by our Deputy DSL. All staff have received and read the latest “Keeping Children Safe in Education” document and completed the online Prevent training. Some staff and governors have attended LA CPD relating to issues such as FGM and Racism Awareness, feeding back to both staff and Governing Body. Again, records are kept using CPOMs which the Safeguarding Governor has access to. School has completed the Section 11 Safeguarding Audit and has share this with all staff and Governors regularly. We work closely with the Early Help Team and Social Services. Our PSHCE curriculum equips our pupils with the confidence and awareness to keep themselves and others healthy, safe and comfortable in different settings and make positive, informed choices. We have received numerous national and local awards for RE and Healthy Schools. There is a comprehensive programme of E-Safety training for pupils and parents, which includes staying safe on line, use of mobile technology and using social networking sites appropriately and have just embarked on an Online Safety Certification. This is embedded in school through our PSHCE and ICT curriculum as well as our Y6 visit to Crucial Crew. The school’s Twitter account is used to provide a positive model and parents and children enjoy using it as a platform, along with our comprehensive website, to keep up to date with events and communicate with the school. Any incidences of cyber-bullying are infrequent and school has a positive partnership with parents enabling us to jointly address any areas of concern in this regard. Attendance in school is 95.6% which is above the average for Rotherham Local Authority, although it is still an area that we continually strive to improve. We are working within our Learning Community of schools to further develop this. Punctuality is also good because children enjoy coming to school (this is supported by results from both pupil and parent questionnaires). Consistent lateness or absenteeism is consistently and quickly addressed in conjunction with Early Help. Our SENCo team also monitor attendance and address issues.

What are the ways forward?

Continue to deliver assemblies regarding our Behaviour Policy and the expectation for all children to be respectful citizens.

Continue to develop pupils’ understanding of what constitutes unsafe situations so that they are highly aware of how to keep themselves and others safe. This includes continuing E-Safety and other emerging risks, such as radicalisation and extremism as outlined in the Department for Education’s publication “The Prevent Duty”.

Continue to apprise staff and Governors of current information, eg: CSE, FGM, CHIPS and LGBT and extremism symbols and ensure they are aware of protocol.

Continue to ensure school deals sensitively with current issues – eg: Terrorism attacks / Grenfell Tower / natural disasters.

Extend E-Safety awareness to parents, through once again offering after school sessions and providing information and links on our school website.

Continue to ensure that any children or staff who are new to school are supported with their transition and welcomed into our school community. *Please see our current School Improvement Plan for further detail

Key Question 5.

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What are the outcomes for pupils at the School?

Current School Evaluation Outstanding

We are confident that predictions and assessments are secure and represent an accurate picture of attainment. SATs results confirm this. In line with DfE expectations school uses assessment to show a Good Level of Development in EYFS and we are piloting the National Baseline. We an effective assessment system throughout Key Stages One and Two. A tracking system to show progress has been put in place assessing against the national curriculum in a variety of ways and tracking progress and attainment on our eMAG. A baseline compared to age related expectations for all year groups has been established as part of the assessment cycle and Performance Management targets reflect this. Performance Management targets for teachers are linked to this and consequently all staff share the drive for school improvement. EYFS Foundation Stage Profile results are consistently above National figures in 6 out of 7 Areas of Learning (not Physical Development). We are addressing this for the current year. Pupils make good or better progress from their starting point in all areas of learning. Pupils achieving a good level of development was 77% in 2019 slightly lower than the very high standard of the previous year. These figures are both above LA figures. Ofsted (July 2017) said ‘The proportion of children reaching a good level of development at the end of Reception is better than that seen nationally. The proportion of children leaving Reception with skills that are exceeding those typical for their age is increasing.’ Consequently, this cohort continues to have a high focus from SLT during pupil progress meetings to ensure that the level of challenge is maintained. The gender gap has increased to 27% but will continue to be monitored. As a result of all this our F2 pupils are well prepared for transition to KS1. Standards in reading at EYFS are 78% above national and local. In maths at Foundation Stage 78% were at expected or above in number and 78% in Shape, space and measures, in line with national figures and exceeding local. PHONICS In Key Stage 1, Year 1, 89.7% achieved the phonics standard. 72.7% (8/11) of Year 2 pupils who retook the standard were successful (significantly higher than LA and national). KS1 In reading at KS1 78% reached the expected standard or above with 25% at greater depth, which is above national and LA for expected and in line for Greater Depth. In writing at KS1 75% of pupils were at standard or above (a significant increase on last year). 17% were working at greater depth. These are above LA and national figures. The KS1 GPS paper was not statutory and so did not have to be administered. We did however organise for the Year 2 children to sit the paper for our own in-house assessment and tracking purposes. 74% expected 17% Greater Depth. In maths at Key Stage 1, 81% achieved standard or above. 22% at greater depth. These are above LA and national figures for expected but in line for Greater Depth. RWM combined at KS1 for expected+ was 75%, above national and LA. Greater depth at 12.5% was above LA and national. One of our Y2 teaching staff is an LA moderator and will continue to be so. KS2 In reading at KS2 77% achieved expected standard or above, 31% achieved greater depth, and is above National and LA figures. At KS2 in writing 88% of pupils were at standard or above with 20% of these working at greater depth. These figures are also above national and LA for expected and in line for Greater Depth. At KS2 85% of pupils achieved standard or above in GPS which was significantly above national and

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LA. 42% achieved greater depth – a considerable achievement and a full 13% above LA and 6% above the national figure of 36%. In maths at KS2, 82% of pupils achieved expected or above, higher than the previous year with 32% at greater depth. Again this was above national and LA figures for expected and significantly above for GD. RWM combined at KS2 was 66%, above both LA and national. Greater Depth was at a good standard at 12.3%, again above LA figures and national. PUPIL PREMIUM

At KS2, value added for disadvantaged pupils is significantly higher than for the rest of the cohort. However, at KS1 value added for disadvantaged pupils is below that for the rest of the cohort.

Whole-school data shows that attainment of PP children is lower than the rest of the cohort in all core subjects, significantly so in Writing and Maths in most year groups and in GPS in Y2/4/5. Progress of PP is, however, very positive with the following percentages of pupils across KS1 and KS2 currently meeting FFT Targets: Maths 59%; Writing 70%; Reading: 63%; GPS: 53% (KS2 only).

SEND

In EYFS 2/4 SEND pupils made progress from their starting points. In phonics at Y1 80% 4/5 children achieved standard and in Y2 63% (5/8) achieved standard. At KS1 in reading 24% (3/13) of SEN pupils achieved expected+ standard with 1/13 achieving greater depth and in KS2 25% (2/8) achieved the expected standard. 16% (2/13) of KS1 SEN pupils achieved expected+ standard in writing with 1/13 (8%) achieving greater depth. 63% (5/8) pupils achieved the expected writing standard at KS2. 37.5% (3/8) of the SEN pupils at KS2 achieved standard in GPS. 16% (2/13) of KS1 SEN pupils achieved the expected+ standard in maths with 1 child achieving greater depth. 63% (5/8) of the KS2 SEN pupils achieved expected+ in maths with 2 children (25%) achieving greater depth. *Note that these are small numbers for SEND and PP and so must be regarded with caution.

What are the ways forward?

Continue to ensure CPD is targeted for staff regarding curriculum awareness and developments, along with meeting its increased demands and challenge.

Continue drive to maximize achievement in all year groups, key stages and identified groups. Implement a system of pre-teaching to further develop SEN and other attainment

Continue to evaluate and review assessment and tracking records to ensure challenge for attainment and progress.

Ensure scrutiny of national expectations and publications to ensure school meets all requirements and targets.

Implement core subject Action Plans *Please see our current School Improvement Plan for further detail

Key Question 6.

What is the effectiveness of the early years provision?

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Current School Evaluation Outstanding

At the heart of our setting are the children and their families and from their early start we ensure that our children receive nothing less than the very best care and education. Ofsted (July 2017) ‘Children get a fabulous start to school life in the early years. An extremely stimulating, highly organised environment, rich with learning opportunities for all children, supports them in making strong progress.’ Our thriving Foundation Stage compromises of 1 x F1 class (including a 65 pupil 30 hour offer) and 3 x F2 classes (currently 70 pupils). We have a reputation as being a centre of excellence for early years and as well as being popular with our local community, families travel from across the borough and from neighbouring boroughs to attend our setting (see parent questionnaires). We have a strong staff team who are highly skilled in delivering an exciting, broad and balanced early years’ curriculum. The Foundation Stage Leader is a member of the SLT. Two of the support staff have Early Years degree status. We have a rigorous CPD programme: staff needs and interests are identified, linked to the DEP, and high quality training is sourced (see FS leader file). Our Early Years environments offer outstanding, well-resourced and stimulating provision developing on the interests of the children. Services extend from birth to 5 years including ‘Mother and Baby’ and Toddler Groups. Creativity is a strength of our team, a visiting HT commented “Your setting stands out from others as meticulous attention to detail is evident throughout the environment”. We frequently fulfil requests from other schools for staff to visit and view our setting as an exemplar. Children are encouraged to be independent learners and to self-access resources to extend their play based learning. They are highly motivated, curious and imaginative and this can be seen through the displays in the classrooms and on a daily basis as they explore their learning environment. Ofsted (July 2017) ‘Leaders and staff have created an inspirational environment for children to learn in. The thought and care taken in planning areas of learning, inside the classrooms and in the outdoor spaces, result in a culture where learning and fun are high on the agenda.’ Our parents tell us that their children love coming to school and we have worked very hard to engage with them and other Early Years providers to ensure a smooth transition into school. We have informal visits to the new class, induction meetings for parents, coffee mornings and welcome meetings as well as Stay and Learns. Other providers make regular visits with their children during the Summer Term. Parent questionnaires show that parents are overwhelmingly delighted with our induction process. (see parent questionnaires and evaluations) During the year we build on this positive start with home to provide continued Stay and Learn sessions, Parent Workshops, Coffee Mornings and Parent’s Consultations. Each class has a Celebration Tree where home achievements are celebrated and a class email where parents can send in photographs, achievements or information about what their child has been doing out of school. Our Twitter account provides a handy home / school link. Consequently, pupils’ first contact with school is a highly positive one and helps us to build on our shared ethos as well as develop positive relationships. Safeguarding is a key priority in all our classes including Early Years, and one which we take very seriously. An annual Risk Assessment is carried out annually by the EYFS team. We have policies and procedures in place which are strictly adhered to by all staff and agreed by Governing Body. This was picked up by Ofsted (July 2017) who said ‘Leaders make sure that the children learn in a safe environment. All adults are clear about safeguarding procedures. Risk assessments and training are in place. Children are taught how to keep themselves safe in the classroom and beyond.’ Each FS and KS1 class hold a safeguarding file and children are only released to a named person. All staff have current first aid and safeguarding training and are aware of confidentiality issues. Four

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members of FS staff plus other staff in school are paediatric first aid trained and CPOMS is used. Quality teaching by all staff is a strength of the setting and lesson observations show that teaching is consistently good or outstanding. There are informal monitoring walks, peer observations, formal observations and work scrutiny as well as regular meetings. (see FS leader file and staff triangulation files). This is reflected in our positive results here. Baseline assessment is completed on entry into F2 and F1 through school based observations and assessment using Development Matters, we are piloting the national Baseline. Staff use regular and specific assessments based on observations to ensure children make good or better progress from their starting point (see FS leader/assessment leader assessment file). This enables teaching to meet the children’s needs through the use of AfL - and for appropriate information to be passed to parents and the next Key Stage to enable successful transition. The assessments and observations are used to plan activities that are highly challenging for all children. LA moderation in June 2016 found the schools assessments to be accurate; Foundation Stage Lead attends termly LA and leads Learning Community moderation meetings. We also moderate with the CCAT. All staff (including Support Staff) carry out internal moderation each half term. As with all year groups, external agencies are involved quickly with pupils when needed and effective support is given by the school Inclusion Team and LA Learning Support Service. Interventions are planned for and take place across all classes; PP and SEN support, for example, SALT programs.

What are the ways forward?

Continue to promote parent / toddler provision, involving the wider community, to engage parents and model our expectations and standards.

Develop additional strategies for working with pupils with speech and language difficulties.

Further develop close links and introduce early exposure to Y1 curriculum

Further develop focus on Summer Born children and gender gap - their progress and attainment *Please see our current School Improvement Plan for further detail

Key Question 7.

What is the Quality of Spiritual, Moral, Social and Cultural Development at the School including British Values and sport provision?

Current School Evaluation Outstanding

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Ofsted (July 2017) ‘Pupils’ spiritual, moral, social and cultural development is promoted very well. Pupils are reflective, know about different cultures and are developing attitudes and values that will support them well in becoming good citizens.’ Our creative curriculum promotes spiritual, moral, social and cultural development through assemblies, quality first teaching and learning and a wider range of opportunities and visits. Through the wide range of opportunities we plan and deliver, we aim to prepare our pupils for their future lives in modern Britain and opportunities to take part in sporting teams help to promote teamwork, model appropriate responses to victory and defeat and how to respect the decisions of officials and the outcomes of democratic process. All staff promote British Values through the curriculum and events and these are also taught in depth during the summer term in Year 6, making links with transition as some of our pupils move from a predominantly white British school to multicultural secondary schools. Promoting pupils’ spiritual development A wide range of opportunities are created through our creative curriculum and daily school life for pupils to reflect upon their own beliefs and build up their knowledge and understanding of their lives and those of others. As a school, we promote enjoyment and fascination in learning and pupils are interested in learning about themselves and the world around them. Children understand that they should respect all religions and beliefs, even when these differ to their own. Daily assemblies celebrate religious festivals; include the learning of hymns and sharing of a whole school prayer, which is displayed in all classrooms. The local vicar takes some of these assemblies and invites us to visit church at times of Christian celebration. All year groups follow the locally agreed syllabus for RE which covers the range of world religions (foundation planning). There are weekly RE sessions in all year groups that cover the range of world religions and we promote first hand learning opportunities – visit to the local church for harvest, Remembrance, Christmas and Easter, Divali, Chinese New Year. (See evidence in children’s RE folders and on display) There is an after school Culture Club available to all pupils which embraces and celebrates religious festivals throughout the year, the local vicar is leading on this. We hold an annual Multicultural half term, a whole school project and a celebration assemblies are held for parents to come and see the range of work. RE questionnaires have been conducted to gain pupil voice and to support staff with resources and CPD. (SL folder) Some staff in school have SACRE qualifications and we have won many SACRE awards over recent years, including a special award. We have also received two Mover and Shaker Awards and various other Healthy School and Wellbeing Good Practice Awards. Our creative curriculum promotes critical thinking about world affairs, delivered in an empathetic manner. Topical issues are tackled through current affairs. We feel the breadth of learning that our pupils experience in this respect helps them to be equipped to interact positively with and contribute to our culturally diverse local community, even though our pupils are almost entirely from white British backgrounds. Ofsted (July 2016) ‘Pupils and staff make sure the sense of community extends outside the school. Pupils are regularly involved in events in the local church and have taken part in a number of activities to support local charities.’ Promoting pupils’ moral development The school consistently promotes high expectations for outstanding behaviour and this was recognised in previous Ofsted reports (2008 and 2012) as well as the most recent (July 2017). Our Behaviour Policy is effective in ensuring pupils know right from wrong and our Golden Rules support this. Children lose Golden Time when rules are broken however they are aware that these minutes can be earned back as we promote a positive behaviour model. Pupils enjoy discussion of moral and ethical issues and the promotion of critical thinking encourages them to explain their reasoning. They reflect

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on their behaviour and acknowledge the importance of apology and forgiveness. Golden rules are shared and displayed in all classrooms (differentiated for KS1 and KS2). Golden time is lost when rules are broken however we encourage the earning back of minutes lost as this models to our pupils that mistakes can be rectified. There is a Celebration Assembly on Fridays where Star of the Week, attendance, Special lunchtime table, reading at home and class points are acknowledged. We have a Reward System Working Party to ensure continued development of positive praise. We have, for the first time this year, introduced a Head Boy and Girl (Y6) Deputy Head Boy and Girl (Y5) as well as a ‘newsreader’ for KS2 assemblies. Weekly PSHCE sessions cover topic areas such as relationships, bullying and friendship which teach our children about the appropriate ways to deal with certain situations. We have established an Anti-Bullying Working Party comprising staff, pupils and parents which gained a Gold award in 2017, work continues on this. One of our HLTAs works on a one day a week secondment with the LA to promote Well Being and PSHCE. This HLTA also worked with a group of parents to raise speed awareness #40istoofast resulting in improved traffic measures and a reduced speed limit. As a school we raise money for charity, many children also choose to do this outside of school and these achievements are celebrated on a board within school. We have supported the local charity for homeless people, Shiloh, as well as the Salvation Army, for a number of years and continue to do so. Promoting pupils’ social development Thorpe Hesley pupils develop a wide range of social skills during their time here, which helps them to work and socialise in various contexts. Head / Deputy boy / girl and school council provides a children’s voice and councillors are allocated through a class vote, meeting regularly to discuss arising issues. Ofsted July 2017 ‘School council members know the importance of their role. They are excellent ambassadors for the school and are proud of the improvements they help make.’ We promote effective partnerships both in lesson time and in less formal contexts such as our range of extra-curricular clubs and Out of Hours provision before and after school. We also provide opportunities for our pupils to work with pupils from a range of schools within our Learning Community and wider. Lessons include partner and small group work including peer assessment, drama, hot seating, talk time etc (See Lesson Observations) All visits including Year 6 Robin Hoods Bay residential encourage independent learning and resilience. Parents, staff and pupils sign ICT acceptable use agreements and we teach our pupils about how to remain safe online with a specific lesson at the start of every term. We also hold eSafety sessions for parents, providing a crèche to encourage attendance. We create opportunities for mixed year group work (writing and reading stories Year 6 – Foundation stage), spelling groups, as well as watching of Christmas performances, multicultural assemblies etc. Year 6 pupils are Dining Room helpers in the FS / KS1 / KS2 Dining Room and others are play leaders in playgrounds in both buildings. British Values are taught and promoted in all year groups and a leaflet was written by our SLT, which is shared with parents and was taken as a model by other schools. Sporting tournaments and events with other schools in the learning community teach our children the importance of being a team player and how to react appropriately to certain situations such as winning and losing. Also, representing others and setting an example. We are a registered Daily Mile School and everyone, including staff take part. We have taken part in Rotherham’s Got Talent and Young Voices at Sheffield Arena, which involve large numbers of children from many schools in the LA and wider area. We also run our own Musical Extravaganza Evening, hosted at a local secondary school. Children remain committed to weekly

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practices in the run up to a main event, proudly showing their performance whilst celebrating the achievements of others. We also take part in the Rothervision competition where children perform a song in a foreign language. We plan and hold an annual sports day where all children take part and work together as a team, as well as Y2 and Y6 Learning Community Sports Days at EIS. The majority of our pupils are white British and so we believe it is important to provide opportunities for our children to participate in a variety of communities and social settings. As a school we promote fundraising and fun days, having whole school celebrations such as Red Nose Day, Children in Need and World Book Day and charity events such as Wear it Pink. This develops a ‘family feeling’ as, being in two buildings we are careful to promote ourselves as one unit. These occasions enable all our children to share, cooperate and collaborate, sometimes to benefit others. As evidenced by parent and pupil surveys, our children feel safe when at school and we fulfil all our statutory safeguarding requirements. Promoting pupils’ cultural development Pupils know that they live in the United Kingdom made up of England, Wales, Scotland and Northern Ireland and understand that the population of the United Kingdom is diverse. Pupils understand the basic principles of democracy and that these are central to life in Britain. British Values are shared and taught through assemblies and the teaching of topical issues as well as threaded throughout our curriculum. Pupils elect their own school councillors to represent their class voice and this is done through a vote, with some children writing manifestos. As Pupil Council members, these children canvass the views of their class mates and are encouraged to contribute in a variety of ways. Our Year 6 Summer topic is Best of British. Children are taught about the Royal family, places of worship in the United Kingdom, the importance of respect and the legal system. We have visits to the town hall and the local Mayor is invited into school to speak to children at pertinent opportunities. We regularly have our local vicar (Reverend Lynn) in to visit. We have an annual visit to Crucial Crew where Year 6 children are taught how to deal with situations and what outcomes they could face should they commit a crime. We were the recipients of multiple SACRE awards as well as gaining the Gold Healthy School award, the Primary Science Quality Mark (Silver), Healthy Heart School and the Sainsbury Sports Gold Award and a Gold Anti-Bullying Award. We have also successfully gained our 3rd Primary Basic Skills Quality Mark (Jan 2017).

What are the ways forward?

Continue to aim for SACRE good practice awards for outstanding RE and PSHCE practice

Continue to expose children to a range of different cultural experiences (trips, visitors etc) *Please see our current School Improvement Plan for further detail