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Self-Evaluation Form

2017 - 2018

Section 1 Drapers’ Multi-Academy Trust Pg. 1

Section 2 School Profile and Context Pg. 2

Section 3 Data Headlines Pg. 3

Section 4 Specific Advantages and Barriers Pg. 5

Section 5 the Effectiveness of Leadership and Management Pg. 8

Section 6 Quality of Teaching, Learning and Assessment Pg. 9

Section 7 Personal Development, Behaviour and Welfare Pg. 11

Section 8 Outcomes for Pupils Pg. 13

Section 9 Effectiveness of the EYFS Pg. 14 Section 10 Data Trends Pg. 16 Section 11 Overall Effectiveness Pg. 18

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Section 1: Drapers’ Multi-Academy Trust

The Drapers’ Multi-Academy Trust is sponsored by the Drapers’ Company and Queen Mary University of London. The Trust plays a key role on Harold Hill and with the families in our community. The Trust aims to provide every child with the best quality education available and give parents the peace of mind that high quality education is readily available in Harold Hill.

On 1st September 2016 our MAT expanded from three schools to five. Our Drapers’ MAT family now consists of:

Drapers’ Academy Secondary School (DA)

Drapers’ Maylands Primary Free School (DMPS)

Drapers’ Pyrgo Priory Primary School (DPPS)

Drapers’ Brookside Infant School (DBIS)

Drapers’ Brookside Junior School (DBJS)

MAT Collaboration Plans for 2017-2018

To facilitate close working between the MAT schools and a shared responsibility of driving improvement, we have developed four shared opportunities for collaboration for 2017 – 2018:

1. To develop effective collaboration between MAT schools to share good practice and drive improvement (Effectiveness of Leadership and Management)

2. To ensure effective feedback accelerates progress for all pupils

(Quality of Teaching, Learning and Assessment)

3. To improve attendance and punctuality for all pupils

(Personal Development, Behaviour and Welfare)

4. To improve attainment and progress of white British boys, particularly those in receipt

of Pupil Premium funding (Outcomes for Pupils)

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Section 2: School Profile and context

Drapers’ Pyrgo Priory School is a larger than average Primary school, offering nursery provision through to the end of Year Six. Currently we have 550 pupils on role (census July 2017), however these numbers are constantly changing due to the school accepting bulge classes in 2012 and again in 2016. Extra pupils arrive at our school regularly due to the changing demographic of the area. The indicative numbers for our area of Havering show a significant and rapid increase in the need for pupil places. This means we are quickly becoming a 3 form entry school: at present KS2 is 3 forms, whilst KS1 and EYFS is 2 forms, however expansion plans mean we will be accepting more children in EYFS from next year.

We serve in a community that is acknowledged as one of the most socially deprived in the country. The demographic of Harold Hill is full of challenge: it faces negative extremes of poverty, crime, unemployment, single families, disadvantage, social mobility, health- to name but a few. Our aim is to deliver for these families in the hope we can make a difference to the generations which follow. Despite these challenges our children historically achieve exceptional progress from a very low baseline.

Following our successful OFSTED in May 2012 we applied to leave the LEA and made an application to become an Independent Academy. This was accepted in February 2015, when we became Pyrgo Priory Academy. We then decided to become part of the Drapers’ MAT as we felt that being part of this trust would secure the transition of our students to the secondary school on their doorstep.

As a result, we joined the Drapers’ MAT in September 2016: a new, supportive local governing body was appointed, retaining the Chair and Vice chair from the previous GB although not in the same positions. Following a two-year succession plan for the retirement of the previous headteacher in April 2017, the governors approved the appointment of a substantive Principal, two Vice Principals and two Assistant Vice Principals ensuring continuity and consistency for the staff and pupils as well as building middle and senior leadership capacity to secure future changes. The school’s deprivation indicator is 0.31. The proportion of pupils eligible for the Pupil Premium is increasing and 33.3% are known to be eligible for free school meals. We have recently seen a rise in the number of children with EHCPs as well as complex medical needs: several have mental health issues. The proportion of pupils from minority ethnic groups appears to be increasing (currently 35%) and the proportion of pupils speaking English as an additional language has also increased (currently 18.3%). White British children remain the biggest group of pupils (65%) with Black Africans (10.2%) and Eastern Europeans growing in numbers 7.4%. Due in part to the accommodation of four bulge classes in the school, we have seen further impact on mobility. Our stability is currently 78.7% and contextually, most pupils arriving outside of usual transition dates, have low baseline assessments which impacts on each cohort’s attainment. The school tracks these pupils to ensure every opportunity is taken for them to make accelerated progress and close the gap between them and our ‘home-grown’ pupils. Since September 2016 there have been 51 new pupils admitted to the school. Often, pupils leaving the school are working at or above age related expectations. This means that for some cohorts, termly tracking reflects dips in attainment which can be correlated to mobility.

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Section 3: Data Headlines

Key Strengths

- Our children make exceptional progress by the end of KS2 from a very low baseline.

The school received a letter of commendation from the Regional Schools Commissioner, Tim

Coulson in 2016 congratulating us for our results in the new style SATs.

- The progress for Reading, Writing and Mathematics placed the school in the top 15% of all

schools nationally and in the top 10% of schools nationally for disadvantaged pupils in

Reading and Mathematics.

- In KS2, the school exceeded national expectations: 78% attained expected standards or

above in all three core subjects (national: 53%). In 2017 the school exceeded national (61%)

with 77.4% of the cohort achieving EXS or better in Reading, Writing and Maths.

- KS2 results for 2017 are in-line with 2016 and the school expects progress measures to

remain positive.

- In KS1, 2016 results evidenced higher than national average proportions reaching or

exceeding expectations in Reading (82%:74%), Writing (77%:65%) and Maths (74%)73%).

KS1 results in 2017 are in-line with 2016.

- Phonics Check results increased significantly in 2016 to 87% reaching the expected

standard (above national) which was maintained in 2017 (86%) for Year 1 pupils.

- The cumulative proportion of pupils in Year 2 meeting the standard in the phonics check also

rose significantly in 2016 to 92%. In 2017 this proportion was 89%.

- Standards in the EYFS have also risen significantly in the last two years. The GLD rose to

79.5% in 2016 and was in-line (68.3%) in 2017. Outcomes

2017 KS1 (2016)

School National Havering

RWM %

ExSt

71%

(67%) 64% 67%

Reading 83%

(82%) 76% 77%

Writing 74%

(77%) 68% 71%

Maths 74%

(74%) 75% 77%

2017 KS2 (2016)

School National Havering

RWM %

ExSt

77.4%

(78%) 61% 72%

Reading 82.3%

(82%) 71% 80%

Writing 87.1%

(86%) 76% 85%

Maths 82.3%

(88%) 75% 83%

RWM % GD 6.5%

11%

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Percentage two levels progress KS1 – KS2 PROGRESS MEASURE

Academic Yr

2011 2012 2013 2014 2015

2016 2017

Reading 96 90 93% 93% 100% R +3.5 +2.1

Writing 96 83 98% 100% 100% W +3.0 +0.8

English 98 85 95% 100% 100% M +3.7 +1.7

Maths 98 88 95% 100% 100%

Key Priority Areas for School Improvement 2017/18

- More able / higher attainers need to make better progress across the school.

- Address poor attendance and persistent absence rates particularly for pupils who are EAL, have SEND or are eligible for FSM.

- Continue to closely monitor teaching to ensure all teaching is good or better across the

school.

- To develop effective collaboration between MAT schools to share good practice and drive improvement

- To ensure effective feedback accelerates progress for all pupils: with a focus on next-step marking particularly in mathematics.

- To improve attainment and progress of white British boys, particularly those in receipt of Pupil Premium funding.

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Section 4: Specific Advantages and Barriers

Advantages Impact on outcomes for pupils

Being part of the Drapers’ MAT

- New and highly skilled Local Governing Body provides challenge to school leaders, acting as ‘critical friends’.

- Retention of valued governors from previous governing body within ne LGB.

- Collaboration and close working relationships / shared resources and skills between MAT schools (e.g. Pyrgo VP shared and successfully set up new assessment systems in a MAT school).

- Access to Drapers’ Academy (secondary) places for all DPPS pupils.

- Access to grant funding for specific projects (e.g. built environment in EYFS, new furniture in old classrooms, new ICT equipment, educational visits, full time SALT therapist in post).

An experienced, highly qualified/skilled, committed, and effective leadership team.

- Clear senior/middle leadership structure incorporating CPD which builds capacity for future leadership at all levels.

- Modelling, coaching, and mentoring provided by Principal, Vice Principals, Assistant Vice Principals, SENDCo and Phase Leaders for middle leaders, teachers, and support staff improving the quality of teaching and learning across the school.

- Performance management system which links targets (teachers and support staff) to the SIP as well as career stage expectations.

- Termly data analysis and pupil progress reviews which provide guidance and support (including raising attainment plans) for every year group to ensure all pupils’ progress is reviewed and their needs are planned for.

- Regular monitoring (e.g. pupils’ work, teaching, learning environment, pupil voice) and moderation within and beyond the school ensure the highest possible standards for our pupils.

- We are fully staffed for September 2017 and continue to train aspiring teachers for the future.

Specialist subject teachers in-house (e.g. Art, PE, Science, Music, Mathematics, Languages)

- A wide range of extra-curricular clubs in sports, the arts, languages and more able mathematics for example.

- A well-led choir which performs at the O2 and in LA events such as the junior music festival.

- A wide selection of sports teams for children to join and compete with (the school holds several tournament and competition ‘wins’ and awards).

- We have been awarded the Arts Mark ‘Gold’ award – a significant achievement.

- We provide in-house INSET and training to all staff in order to ensure a rich and well-led curriculum.

- More able pupils take part in Mathematics competitions such as the ‘Mayor’s Challenge’ and local quizzes.

- Pupil voice surveys and attendance at clubs evidences our pupils are happy and have opportunities for a wide range of enrichment to the curriculum.

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Advantages Impact on outcomes for pupils

Commitment to developing specialist leadership skills within the school (e.g. qualified to MAEd, NPQML/ SL / H level and experienced lead teachers in Maths/assessment for LA) and other CPD to all levels of staff.

- Three senior leaders are experienced LA moderators and take part annually in SATs moderation in KS1 and KS2. This ensures leaders are trained and up-to-date with national assessment processes annually and cascade this information across the school to support teachers in helping children reach expected standards.

- Experienced assessment leader supports colleagues in school and in other local schools to establish then maintain robust assessment and tracking systems for attainment and progress: this provides regular in-house INSET and training for teachers and teaching assistants to ensure accurate assessment is used to inform practice.

- Opportunities through CPD / external training for career progression (retaining high-quality staff) and for teacher’s training (‘growing’ our own good teachers).

High quality pastoral team in-house consisting of a full time Home School Support Worker, two learning mentors overseen by the SENDCo (0.8).

- Thorough knowledge and understanding of the most vulnerable families enables us to build positive relationships and reduce or remove barriers to learning.

- Early identification of vulnerability and timely intervention. - The team supports and strengthens the school’s safeguarding

and child protection systems. - The team carefully tracks attendance and punctuality leading

to improved home-school relationships. - Provides support for parents in meeting basic needs of

children. - Offers a range of intervention programmes both in-house or

through connections with outside organisations. - The team liaise with outside angencies regularly to secure the

best possible support for vulnerable children and their families (e.g. AddUp, CAMHS, Behaviour Support, TAMs, CP conferences, Social Care etc.).

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Barriers What we are doing to reduce the impact

High levels of deprivation - Targeted use of Pupil Premium funding. - Careful analysis of needs / tracking of pupil progress. - Close working relationships with other professionals to

maximise support for vulnerable families. - MAT provides funding to support the challenges the school

faces.

Low standards of basic skills for a high proportion of parents which leads to their low expectations of their children / low aspirations

- Opportunities through the MAT for children to experience activities provided by Queen Mary University (modelling opportunities for further/higher education).

- Several enrichment opportunities which are subsidised (e.g. educational visits, residentials, drama workshops, several clubs).

- The school maintains close links with past Teach First participants who provide opportunities for pupils to experience the corporate work place.

- We identify vulnerable families and offer support through access to outside agencies, foodbanks, school-nurse surgeries.

- Run several parent workshops over the year for them to learn about the curriclum and invite parents into class to see skills modelled (e.g. weekly reading with infant children, play sessions in the EYFS).

- Provide opportunities for children to complete homework in school.

- Offer free breakfast club places for the most vulnerable families.

- EAL support and dual language resources.

High proportion of children arrive in school achieving well below expected levels

- Accurate baseline assessment which is moderated (including in-year admissions).

- Rigorous assessment and pupil progress monitoring in place which supports teachers in developing targeted support and interventions for pupils.

- Core focus on key basic skills. - Commitment to ensure quality first teaching in every class. - Learning mentors deployed to support vulnerable children. - Careful use of Pupil Premium funding and pastoral team to

support vulnerable families. - Commitment to early identification and support for additional

needs.

High proportion of children with additional needs leading to pressure on outside agencies (e.g. access to educational psychology / CAMHS is very limited due to local increased demand which delays EHCP assessments and top-up funding).

- Seeking timely advice from outside agencies. - Providing additional adults to support individuals on a a 1:1

basis and providing specialist medical training where possible. - Appointment of SALT therapist within the MAT through

Drapers’ charitable grants. - Plans for appointing MAT Educational Psychology service

through Drapers’ charitable grants. - Collaboration with local SLD schools. - Experienced and qualified SENDCo to plan, model and train

staff in providing high quality intervention/access strategies. - SEND policy and provision is consistent across the school.

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Section 5: Effectiveness of Leadership and Management at the School

SELF-ASSESSED GRADE: 2

What do we know about leadership and management?

- The SLT has high expectations of all staff and pupils - The SLT has implemented a range of scrutiny and monitoring procedures to raise standards

across the school - The SLT has clearly defined roles and has ensured a clearly established staffing structure - We provide career development and training opportunities for all staff that includes training

on safeguarding and child protection - We liaise with and work with other MAT schools and LEA schools - We have clear aims / objectives that are applied with care and consistency - Quality of accountability that is appropriate and effective

- Strong strategic leadership is provided by the MAT. This includes the provision of MAT policies, termly Standards Audit Committee and shared development work between the five MAT schools

- We also develop existing staff through CPD and provision of opportunities - Experienced School Improvement Partner and Mentor for the Principal. He offers challenge

and support for the leadership of the school - High levels of challenge from the Governing body to drive improvement - Strong commitment from the Governors in relation to training and increasing their knowledge

and skills - We ensure we have a coherent curriculum developing the whole child - There is a consistent and effective behaviour for learning system in place across the school

What is the impact of leadership and management?

- Progress and attainment over the past 3 years have been consistently strong. - The quality of teaching and learning has improved. Due to monitoring, performance

management and professional development and actions identified from data analysis - Retention of full time teaching staff has improved significantly - Developing phase and subject leadership leading to increased levels of accountability that is

appropriate and effective - Systems in place for monitoring the impact of Pupil Premium and Sports funding - Strong commitment from the LGB in relation to training and increasing their knowledge and

skills - Any elements of staff underperformance are tackled and support put in place - There is consistent and effective communication, record systems and assessment in place - Good working relationships with MAT schools and schools in the Cluster. Collaboration and

support systems in place - Good critical friend relationship built with governing body - Pupils demonstrate positive learning behaviours in class and around the school

Areas for improvement and development

- To continue to develop effective collaboration between MAT schools in order to share good practice and drive improvement (MAT collaboration)

- To develop the role of Middle Leaders to develop effective distributed leadership - Continue to raise the standards of behavior of all pupils to that of the very best - To increase and ensure a greater proportion of more able children reach their potential - The gap between the Pupil Premium group and the national group continues to diminish - To ensure consistency with staff development through dialogue, coaching, training,

mentoring and support

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Section 6: Quality of Teaching, Learning and Assessment

SELF-ASSESSED GRADE: 2

What do we know about the quality of teaching, learning and assessment?

- A range of monitoring information (pupil progress, observations, work scrutiny, learning walks, learning environments, and pupil voice) is used to inform our judgements.

- Triangulation of this evidence through a variety of different types of monitoring shows quality of teaching over time.

- 91% of teaching was good or better over 2016/17 (14% was outstanding). - 9% was judged as requires improvement: this applied to two teachers who received

mentoring via professional development plans. Their performance improved over time and one teacher left the school in July 2017.

- Robust appraisal, including career stage expectations will be used to benchmark performance.

- External monitoring (LA Quality Assurance, SIP visits) and shared observations quality assure our judgements.

- Progress in lessons evidenced by pupils’ responses and classwork. - We have well-qualified staff with a balance of experienced members and those new to the

profession. - Disadvantaged pupils made better progress than national in 2016. - More able pupils are not meeting mastery expectations in sufficiently high proportions. - EYFS and KS1 outcomes (including Phonics) have risen significantly and on a three-year

upwards trend. - Standards were above average in Reading and Writing and at national expectations in

Mathematics in KS1 in 2016. - Standards were above average in all subjects in KS2 in 2016 (progress was significantly

above national average in 2016). - The performance of White British boys needs to improve across the school. - We need to ensure the standards of marking and next step feedback is consistent with the

highest example across the school. - Early indications suggest outcomes on national assessments for 2017 have remained good

and above national averages. - Robust assessment and tracking systems in place which monitor all children’s progress and

attainment throughout the school (e.g. teacher planners, PPIs, PPRs, RAPs, moderation etc.).

- Collaborative working with MAT schools.

What actions are we taking to improve teaching and learning?

- Detailed SIP which is evaluated regularly throughout the year. - Quality intervention/access strategies under the guidance of the SENDCo leading to

increased progress of individuals / groups. - Personalised learning and behaviour plans for individual children with SEND / pastoral

barriers to learning. - Planned INSET, monitoring and training to ensure marking and feedback is consistently of a

high quality across the school (SIP priority area). - Continued setting of aspirational targets for all our children linked to higher performance

management targets for teachers and teaching assistants. - High quality INSET and staff development/training opportunities. - System of mentoring throughout school for all levels (e.g. TAs, NQTs, middle/senior leaders)

providing trained and experienced mentors for our least experienced staff.

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- Professionally develop all staff, e.g. participation in MITA project, training TAs to become HLTAs, supporting practitioners through various professional qualifications ranging from NVQ to degree and post-graduate.

- We have a programme of book scrutiny and planning monitoring and moderation. - Plans to introduce P4C weekly to improve learning behaviours/stretch the more able. - We have appointed a new More Able co-ordinator. - We have planned for INSET and training for all staff in challenging the more able (SIP

priority area). - We have developed a coherent, challenging and engaging curriculum to develop the whole

child.

Areas for development

- To ensure effective feedback accelerates progress for all pupils (MAT collaboration – project to run across the MAT).

- Continue to aim for 100% of teaching to be good or better within the school. - To continue to ensure learning objectives are focused on the learning rather than the task. - To improve teachers’ skills in challenging the more able (SIP priority area). - Further development of LSA/TA CPD with focus on the MITA findings. - To improve the focus on grammar and spelling across the curriculum and the quality of

cross-curricular writing. - To enable children to continue to build resilience, perseverance and independence in their

learning (MAT collaborative training planned for September 2017). - We constantly endeavour to improve the quality of the learning / working environment in

what is a very old school so children’s learning opportunities are maximised.

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Section 7: Personal Development, Behaviour and Welfare

BEHAVIOUR SELF-ASSESSED GRADE: 2 PERSONAL DEVELOPMENT AND WELFARE SELF-ASSESSED GRADE: 2

OVERALL GRADE: 2

Attendance

2015 - 2016 2016 - 2017

Attendance: 94.16% 94.04%

PA below 85%: 9.58% 8.67%

PA below 90%: 21.16% 21.67%

Unauthorised Absence: 0.86% 0.96%

What do we know about personal development, behaviour and welfare?

- Children demonstrate they understand our school rules, our key values and British values. - Children’s attitudes in lessons and around the school are positive. - Reported bullying, homophobic and racists incidents are rare and dealt with swiftly. - Parental satisfaction at how the school deals with incidents is high. - Generally, pupils behave well in lessons: they are courteous and polite. Visitors and

parents frequently comment on how welcoming the school is. - Several children across the school have specific barriers to learning and/or live in chaotic

households. - A growing proportion of children has been diagnosed with behavioural disorders such as

ADD, ADHD, ODD, mental health problems or are on the Autistic Spectrum. The school aims to support individual children through behaviour / pastoral support plans.

- We also have a growing number of children with medical and complex needs requiring comprehensive Health Care Plans and specialist training (e.g. epilepsy, diabetes, hydrocephalus) and / or individual support for physical disabilities including visual and hearing impairment and the need for walking aids.

- Pupils demonstrate a very clear understanding of safety and of others’ needs. - Attendance is very slowly beginning to improve ie numbers of 100% in 2017 compared to

2016 but required further initiatives. - For some of our persistent low attenders, their medical / health needs prevent them from

attending school (e.g. due to attendance at medical appointments or prolonged periods of being unwell and scheduled surgery).

- We have sound and appropriate relationships with parents, the local community and external agencies.

What actions are we taking to improve personal development, behaviour and welfare?

- Shared ethos, vision and values for all pupils and staff permeates the school and is promoted during assemblies, displays and SMSC/PSHE lessons, British Values.

- PSHE leader has recently been trained to lead and deliver INSET on using P4C which will be timetabled weekly across the school from September 2017.

- Clear positive behaviour policy and procedures in place which foster learning behaviours. - We foster a culture of mutual respect between all staff and children. - Our pastoral team (consisting of a Home School Support Worker and two Learning

Mentors) is full-time and based in the school, being available to families, children and staff providing support to overcome barriers to learning.

- The school DSL and the safeguarding / pastoral teams regularly attend safeguarding and child protection training throughout each year: each member of the team attends at least one LA training per year and the school ensures senior leaders are ‘Safer Recruitment’ and ‘IOSH’ trained.

- Behaviour plans for individual children with SEND / learning behaviour issues.

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- We regularly seek and welcome advice from outside agencies to support with SEND/behaviour concerns.

- We have a dedicated sports teacher and a Pupil Premium funded sports coach to offer regular activities to develop children’s healthy life skills and physical development.

- We employed a Pupil Premium Champion who monitors children’s progress and works to reduce barriers resulting from disadvantage.

- Safeguarding procedures are effective and robust. - Internet safety, cyber bullying and other recent issues such as extremism are regularly

discussed in assemblies and in SMSC/PSHE lessons. Staff receive regular INSET to ensure knowledge is current.

- Health and Safety requirements are regularly checked and monitored: each MAT school buys the Health and Safety SLA from the LA and has established a MAT group to monitor Health and Safety as well as share resources across the MAT. All staff receive annual Health and Safety training.

- Pupil voice is an important element of school life: the school council often raise issues for SLT to consider as well as collaborate with cluster schools.

- The school participates in the MAT ‘Thrive’ approach to learning and plans are in place to cascade training to all staff in using restorative justice techniques in September 2017.

- Section 175 audit is reviewed monthly by SLT/MAT safeguarding lead and governor. - SIP priority to improve attendance. - Weekly police visits scheduled for new term, weekly assemblies from local vicar, SRE and

drugs awareness completed annually. - We provide numerous enrichment opportunities including clubs, visits, visitors etc.

Areas for improvement

- To improve attendance and punctuality (MAT collaboration). - We have identified attendance and punctuality as a SIP priority for 2017/18 and have

developed an action plan around this which especially focuses on FSM, EAL and SEND groups.

- To continue to ensure all members of staff receive training in the areas of e-safety, Prevent, homophobic and other discriminatory behaviours, anti-gang cultures and social exclusion.

- To raise the behaviour through behaviour support plans, pastoral support and staff INSET on behaviour management, to that of the very best: the school will continue to monitor low level and escalating behaviours and using the school’s behaviour system to reward those who ‘stay on green’.

- The PSHE leader will review then ensure the curriculum fosters SMSC, British Values and that pupils are able to identify bullying and the importance of reporting anything which makes them feel sad, no matter how small.

- To ensure positive behaviours for all learning are evident in all aspects of the school’s work: staff and children will demonstrate growth mindsets (planned INSET for all staff).

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Section 8: Outcomes for Pupils

SELF-ASSESSED GRADE: 2 (with elements of 1)

What do we know about outcomes for pupils?

- Pupils enter the school typically well below average and typically leave well above. - There is a three-year rising trend in EYFS (GLD) as well as in KS1 (including phonics in

Year 1 and 2). - Standards were above average in KS1 for Reading and Writing, and at national average

for Mathematics and early indications are that these standards have been maintained in 2017.

- Standards in KS2 in 2016 were above average in all subjects. This has been maintained in 2017.

- Progress in KS2 is significantly above average in 2016 and likely to be positive in 2017. - Disadvantaged pupils attained above national averages in 2016. - Disadvantaged pupils (2016) made better progress than their peers and non-

disadvantaged pupils nationally. - The more able/higher attainers do not make as much progress as they could. - White British children make less progress than non-white peers across the core

curriculum.

What actions are we taking to improve pupil outcomes?

- SIP priority action plan to increase progress of more able / higher attainers across the curriculum.

- Partnered work with Drapers’ Brookside Schools including shared Assessment Policy/procedures, and programmes for shared data scrutiny and moderation.

- Staff accountability for data analysis and target setting linked to PM. - Pupil Progress Review system in place. - Increased focus on pitch, expectations and challenge for all. - Targeted Pupil Premium spending.

Areas for improvement

- To improve attainment and progress of White British children, particularly boys and those in receipt of the Pupil Premium (MAT collaboration).

- To improve the performance of the more able. - To continue to improve the performance of boys, especially in EYFS/KS1. - Focus on improving attendance and Persistent Absence, especially for FSM, EAL, and

SEND children. - To continue to focus on low level poor behaviour, especially Pupil Premium boys. - Ensure all teaching is good or better. - To monitor provision mapping to ensure targeted, relevant interventions/strategies are in

place. - To ensure that homework is effective, differentiated and appropriately challenging for all. - To further develop Pupil Premium provision so that the gap with non-PP narrows.

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Section 9: Effectiveness of the Early Years Foundation Stage

What do we know about the EYFS? - Most of our children arrive into our EYFS with very low baselines (7% were working within ARE on-entry in the

Prime areas in 2016) and some are working significantly below typical age-related expectations - We have seen the proportion of pupils with EAL (25%) and more complex SENDs increase in recent years - Many of our children arrive with very poor personal care skills (e.g. lack toilet training, not able to dress

themselves) and many have very low skills in Communication and Language skills on-entry - Through the MAT, the school accesses a qualified Speech and Language therapist who works with identified

children to improve their speaking and listening skills: all children are assessed on entry for speaking and listening skills and daily intervention is put into place for those who need it

- The school works closely with a range of outside agencies to identify potential SENDs needs early and act swiftly to implement support strategies for the child and their family

- Our Nursery numbers have fallen in recent years largely due to local need for full-time childcare which the school is currently investigating. As a result, around 50% of our Reception cohort have attended our Nursery provision each year

- SLT have high expectations of children and staff in the EYFS - Teaching and learning in the EYFS is consistently good or better: our teachers are experienced and skilled - We provide training and development opportunities for teachers, practitioners and aspiring leaders which is

EYFS specific (e.g. Early Excellence) which ensures future leadership capacity - All our practitioners are qualified to Level III - We have invested in and radically transformed our continuous provision for outdoor and indoor learning since

the last OfSTED and rearranged our curriculum to ensure practitioners focus on high-quality adult-child interactions as a vehicle for raising attainment

- The EYPP grant is used effectively to increase adult-child ratios ensuring trained staff provide greater opportunity for disadvantaged children to experience high-quality interactions to move their learning forward especially in the Prime areas

- We have strong links with Early Excellence and have hosted INSET for local schools with them - The LGB are committed to supporting the EYFS and have established links: they act as ‘critical friends’ and

regularly visit the school for monitoring - The SLT have clear, robust monitoring systems in place which foster coaching and mentoring for all staff as a

vehicle for ensuring staff constantly evaluate and improve practice according to children’s needs – linked to Performance Management cycles

- Our teachers attend regular local (MAT and Cluster) as well as LA moderation sessions - We have clear, robust assessment and tracking systems in place which monitor the achievement and

progress of all our children through the age bands and towards the EYFSP - Teachers receive regular training on assessment and monitoring in EYFS and make accurate judgments on

children’s achievement - Safeguarding arrangements are effective and reviewed at least annually: all staff are trained annually and

senior leaders attend a range of safeguarding training throughout the year. - New staff receive induction which includes safeguarding - Assessment information informs curriculum and provision planning and practitioners provide challenging

activities for the children through the provision or focused activities - Effective transition arrangements ensure parents and carers contribute to baseline assessments - Parents and carers are welcomed and encouraged to participate in a range of activities throughout the year

which contributes to practitioners’ assessments of their children (e.g. weekly come and read/play sessions, workshops, reviewing learning journeys, sharing learning from home etc.) as well as receive information about how well their children are progressing (including termly parents’ consultations and learning journey assessment sent home)

- The school’s pastoral team support teachers in engaging ‘hard to reach’ parents (e.g. by holding drop in surgeries where parents/carers can access outside agencies such as the School Nurse or ‘AddUp’ (a local charity which supports families with ADHD/ASD behaviours). The pastoral team invite vulnerable parents into school and build relationships with families to ensure they are supported as appropriate

- Our children are well-behaved active learners who are taught to manage risks and solve problems in their learning. Diversity is celebrated within our EYFS and reflected in the curriculum offered to the children.

What is the impact of our EYFS? - Children in our EYFS make rapid progress through the age bands: data for our 2016 cohort evidences that all

pupils made between 4 and 7 steps of progress across all areas of the curriculum (Development Matters). - Children arriving in Nursery make very good progress: on-entry, 85% of the cohort in 2016 were working well

below ARE which reduced to 21% by the end of the year. No child arrived working within typical ARE and this had increased to 41% by the end of the year.

- There is a rising trend in the outcomes for the EYFSP: the GLD rose to 68% in 2016 and was maintained in 2017.

- Internal data evidences that children make rapid progress through the Phonics Phases (Letters and Sounds)

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which prepares them for meeting the expectations of the Year One Phonics Check (there is a three-year rising trend for Phonics at the school).

- Internal data evidences that children who attend our EYFS provision meet or exceed expected progress, and attain higher than those pupils who arrive at the school after the EYFS in the KS1 SATs.

- There are no significant gaps in progress between different groups of pupils, however the school has identified that those with low attendance and those with SEND must make more progress to achieve the GLD or the ELGs in Reading, Writing, Numbers and Shape, Space and Measure.

- The gap between the EY Pupil Premium and non EYPP group achieving the GLD in 2017 has narrowed and was 7%

- The gap between boys and girls has also narrowed in 2017 (13%) - There are only 2 children who exceeded the GLD in 2017 and the school has identified 7 children who

exceeded the ELGs for Reading and Writing, and 8 children who exceeded the ELGs for Numbers and Shape, Space and Measures.

Areas for improvement

- To continue to develop strategies for addressing low and persistently low attendance (this as a SIP priority for 2017-2018)

- While progress for all groups is good and the gaps are not significant, EYFS practitioners continue to develop strategies for closing the gaps in attainment between boys and girls as well as those eligible for the EYPP and their peers

- To identify more able children early to ensure greater challenge enables them to exceed typical ARE - To explore the potential of the new 30 hour offer and develop an effective model for the school and to

continue to build links with the Outstanding out of school hours provider which operates on our site

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Section 10: Data Trends

New SATs Data Headlines: Key Stage 1 headline standards / English

Academic Yr 2011 2012 2013 2014 2015

2016 2017

% Read L2+ 73 85% 85% 86% 77% EXS 82% 83%

% Read L2b+ 59 79% 79% 69% 60%

% Read L3 5 9% 18% 20% 25% GDS 17% 17%

APS Reading 13.3 15.1 15.23 15.17 15.5

Academic Yr 2011 2012 2013 2014 2015

2016 2017

% write L2+ 59 77% 72% 84% 77% EXS 77% 74%

% write L2b+ 52 70% 72% 60% 63%

% write L3 2 6% 15% 14% 13% GDS 8% 8%

APS writing 12.1 14.2 14.44 14.4 14.9

Key Stage 2 headline standards / English

Academic Yr 2011 2012 2013 2014 2015

2016 2017

% Read L4+ 98 95% 88% 87% 87% EXS 82% 82.3%

% Read L5 33 30% 40% 18% 20%

APS Reading 28.6 28.5 28.43 27.13 27.8

% write L4+ 91 68% 86% 87% 93% EXS 86% 87.1%

% write L5 20 5% 26% 22% 7% GDS 18% 8%

APS writing 27.5 25.5 27.43 27.31 27.1

% SPaG L4+

80% 78%

% Eng L5

60% 29%

Key Stage 1 headline standards / Maths

Academic Yr 2011 2012 2013 2014 2015

2016 2017

% Maths L2+ 83 89 92% 93% 82% EXS 74% 74%

% Maths 2B+ 72 79 79% 77% 68%

% Maths L3 7 9 18% 17% 20% GDS 12% 5%

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KS2 headline standards / Maths

Academic Yr 2011 2012 2013 2014 2015

2016 2017

% Maths L4+ 96 84% 91% 89% 93% EXS 88% 82.3%

% Maths 5+ 18 37% 44% 36% 22%

APS Maths 28 28.3 28.86 28.42 28.1

Percentage two levels progress KS1 – KS2 PROGRESS MEASURE

Academic Yr 2011 2012 2013 2014 2015

2016 2017

Reading 96 90 93% 93% 100% R +3.5 +2.1

Writing 96 83 98% 100% 100% W +3.0 +0.8

English 98 85 95% 100% 100% M +3.7 +1.7

Maths 98 88 95% 100% 100%

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Section 11: Overall Effectiveness LEADERSHIP AND MANAGEMENT: 2 TEACHING LEARNING AND ASSESSMENT: 2 PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE: 2 OUTCOMES FOR PUPILS: 2

OVERALL SELF-ASSESSED GRADE: 2

We judge ourselves as being a good school. This judgement has been verified with the last 2 quality assurance visits made by the LEA. We have also had several subject specific monitoring visits which all resulted in a good judgement. Outcomes for pupils, teaching learning and assessment, leadership and management and the effectiveness of the EYFS are all good. Personal development, behavior and welfare is also good and we do consider certain aspects of this to be outstanding. The engagement with parents and carers continues to be a key strength and this contributes significantly to our pupils’ successful learning and development. We are a fully inclusive school and work very hard to ensure the needs of all our pupils are catered for. We ensure there is equality of opportunity for all learners. Pupils make excellent progress by year 6 from very low starting points and from whatever time they join the school. All groups make good progress overall, including those with disabilities and SEN. This is as a result of careful, rigorous and consistent monitoring by the SLT ensuring all staff are held accountable for the teaching and learning of all pupils. The school is a real community, friendly, supportive and with excellent relationships. We positively encourage training new teachers and students and work closely with work experience students and apprentices. We provide a high quality of care and ensure equality of opportunity for all learners. Becoming part of the Drapers’ MAT last September will strengthen our practice in ensuring no child’s educational success will be limited by their socio-economic background. Pyrgo children typically start their education with a very poor baseline. We consider it to be our responsibility as their educators to help them realise their potential and ensure they develop a sense of worth and purpose. “Every child deserved a champion – an adult who will never give up on them, who understands the power of connection and insists they become the best that they can possibly be.”

- Rita F Pearson