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  • Astley Primary School - Self-Evaluation Statement 2016 - 2017.

    School name Astley Primary School

    School type Community

    Address Fakenham Road, Briston, Melton Constable, Norfolk, NR24 2HH

    Telephone 01263 860212

    Email [email protected]

    Website www.astley.norfolk.sch.uk

    DFE No. 9262413

    Ofsted URN 121015

    Number on roll 204

    Headteacher Mrs H D Pegg

    LA Norfolk County Council

    Religious character N/A

    Last inspection date March 2014

    Last inspection grading Good

    Contextual details As a result we

    Astley Primary School is an average sized school in a rural area of

    Norfolk.

    95% of pupils are from a White British background.

    2.9% of pupils have English as an additional language (below national

    20.1%).

    16% of pupils are eligible for free school meals/Ever 6 (below national

    25.2%).

    54% of pupils are male (above national 51%).

    46% of pupils are female (below national 49%).

    11.5% of pupils with SEN support (below national 12.1%).

    1.0% of pupils with statement or EHCP (just below national 1.3%).

    87.2% of stability of pupils in the school (above national 85.7%).

    School deprivation indicator 0.12% (below national 0.21%)

    Children are in 8 classes with two Foundation Stage parallel classes.

    We provide our children with a wide range of residential visits and trips

    to enhance their understanding of their local and national area.

    We have embedded the International Primary Curriculum which

    includes an element of international teaching and provides our children

    with a greater understanding of diversity.

    European Day of Languages is promoted each year to enhance

    childrens understanding of different cultures and diversity.

    We have embedded reading text to help engage our boy readers and

    we are seeking to stimulate life-long enthusiastic readers across the

    school through the introduction of in and out of school reading

    competitions and incentives. We seek outside inspirations to stimulate

    all learners particularly in reading and writing.

    We have invested in a range of practical maths resources to engage all

    learning styles and this has implemented with great success and we

    continue to build upon this.

    iPads have been purchased and promoted across the curriculum.

    We work closely with outside agencies to support our children with

    specific learning needs.

    Teaching Assistants are deployed to work with each class during

    maths and teach Read, Write, Inc in small groups across the school.

    We have taken on Pupil Asset as an assessment and analysis tool.

    mailto:[email protected]

  • LEADERSHIP AND MANAGEMENT

    Self-evaluated as Good because: Next steps:

    There is a culture of respect and tolerance for each other. This is demonstrated through:

    Our school vision is child focused we want all pupils to Aim High, Persevere and Succeed Together.

    We set high and ambitious standards for quality and performance. There is a clear moral purpose and a

    passionate, shared belief that the school can impact on the life chances of the pupils. As a consequence

    the capacity for improvement is outstanding.

    Clear policies are in place and regularly reviewed/updated as necessary.

    Non negotiables are shared with the staff at the beginning of each school and revisited/refined as an

    ongoing process and focus on improvement.

    Views of staff, parents and pupils all feed into the SEF/SIDP.

    All staff at Astley work together as a team modelling high expectations and mutual respect. The staff

    supports each other in sharing good practice.

    Parent and pupil perception surveys (analysis available) are regularly sought and information is collated

    and where relevant, acted upon.

    The school values its relationship with Parents and Carers and recognises that they have a vital role to

    play in their childrens education. Parents and Carers are regularly encouraged to come into school.

    Members of the leadership team regularly attend The Friends meetings supporting this group to

    organise fun and exciting activities for children, parents and local community as well as raise funds which

    link with school priorities.

    SLT and subject leaders have non-contact time to plan, monitor and refine actions to improve all key

    aspects of the schools work.

    EYFS/KS One Lead and KS Two Lead appointed September 2016.

    SLT including the Chair of Governors meet weekly to ensure each member has a current understanding

    of the actions and impact.

    Most teachers have subject leadership responsibility and monitor their subject accordingly. Maths and

    English are reported to Governors annually. Other subjects are reported to Governors on a rolling

    programme. Read, Write Inc progress is reported each half term.

    Pupil Progress Meetings are regular and thorough which link to Appraisals. All children, including our

    vulnerable groups are tracked and actions/interventions agreed and expectations set.

    Pupil Asset is used effectively and efficiently to analyse and identify areas for improvement.

    All data is analysed and this is reported to Governors.

    Benchmarking for all cohorts is in place.

    SLT monitor Pupil Asset.

    Two NQT have been appointed this year along with one maternity cover.

    We have an Appraisal system in place for all staff which is led by the SLT. Staff are given opportunities

    To implement the new 2015 2016 SIDP:

    Develop Middle Leadership roles. Embed KS2 lead role and train KS1 lead role.

    Deputy Head teacher on maternity leave so develop role of SENCo as temporary lead.

    To raise the outcomes for disadvantaged pupils and vulnerable groups.

    Governors are in working groups linked to key areas of the SIDP to ensure all aspects can be challenged.

  • to improve their CPD through in school opportunities and courses. This is cascaded to the relevant staff

    at teacher meetings. All CPD links to appraisals and the SIDP.

    Teachers performance is monitored against the Teachers Standards and the progress of their class is

    used to determine their progression up the pay scale.

    The Monitoring and Evaluation Cycle is crucial and triangulated regularly by all members of the SLT.

    Staff Development on Numicon, RWInc phonics, Literacy and Language, SEN update, Real PE and

    specific CPD is organised to improve individual and whole school practice.

    Weekly masterclasses for Teaching Assistants focusing on key teaching actions.

    Termly RWI development days.

    We have actively sought out and implemented a number of schemes in recent years to improve standards (e.g. RWInc and Literacy and Language to develop Standards in reading and writing. Numicon, Tackling Tables to develop standards in maths).

    Governors monitor progress against the SIDP.

    Governor minutes demonstrate that the Governing Board provide challenge and holds senior leaders to

    account.

    Governors play an effective strategic role and take a keen interest in the school. A record of Governor

    visits can be seen in the school office.

    There are half termly full Governing body meetings

    A Pupil Premium/Sport Premium Governor monitors how the funding is spent.

    Delegated duties are assigned to sub-committees to enable skills and expertise to be used effectively. Governors monitor budget spending and have a clear view of spending priorities, including building

    improvements. Specific Governors attend Budget review meetings with the County Finance Officer and the Headteacher.

    Subject leaders review their subject policies regularly and are given time to ensure that the National Curriculum objectives are covered within the International Primary Curriculum (IPC). The SLT oversees the implementation of the IPC including Assessment on Pupil Asset.

    All staff are aware of how British Values and SMSC can be promoted within all subjects.

    British Values are promoted within the school and across the curriculum. Children are given opportunities to engage in positive discussion about the diversity of our country and local community. The childrens thoughts and ideas are displayed centrally in the main school building each week.

    Within our school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment.

    Whether it is through a choice of learning challenge, of how they record, or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

    Year 6 carry out additional duties to support the younger children demonstrating responsibility. Our House Team system promotes Social, Moral, Spiritual and Cultural.

    High standards of Safeguarding across the school including thorough checks on staff and volunteers.

    Safeguarding procedures regularly monitored by the named governor.

    All staff are aware of the designated lead for child protection and make referrals when required (see CPD

    files).

  • All staff and some volunteers have received the PREVENT training. Staff are vigilant and regularly

    encourage debates around a wide range of issues.

    We have a thorough signing in procedure for all visitors on the school site.

  • TEACHING, LEARNING AND ASSESSMENT

    Self-evaluated as Good because: Next steps:

    Teaching Teaching is good with some lessons judged as outstanding the whole school community have high

    expectations. Our last round of monitoring indicated that all teaching was at least good and a growing proportion was outstanding.

    Teachers make use of excellent tracking and assessment systems that allow them to pinpoint what the children need to do next to move their learning on.

    Clear benchmarks are in place for each year group and pupil progress meetings happen each half term where senior leaders deconstruct data with class teachers and each child is tracked with actions implemented.

    Additional support is put in place when and where necessary e.g. intervention strategies, SEN support, Nurture groups, 1:1 teaching.

    During lesson observations it is evident that teaching challenges pupils to think through questions for themselves by working collaboratively.

    Our focus is to promote high quality independent learning skills within every classroom. There are displays in every classroom promoting these.

    The introduction of RWI has improved standards in phonics, resulting in national phonics screening results above national average for the last 3 years.(2013 -2014, 2014 2015, 2015-2016)

    In maths we have implemented the use of concrete resources (Numicon, Base 10 etc) to raise standards in maths. The maths subject leader has introduced daily multiplication facts through the Tackling Tables programme to raise childrens rapid recall.

    The use of technology (iPads, Apple TV) has improved the quality of discussion around childrens work and has assisted peer assessment.

    All learners are engaged and participate actively through our no hands up policy with the focus being on partner talk.

    Nurture, socially speaking and mentoring groups are established that focus on developing social skills. We value the extra - curricular learning activities including off site visits, residential and clubs creating

    memorable and engaging learning for our children. The children receive many opportunities to enhance their learning and develop their key skills through:

    focus weeks (active week, anti - bullying week) or days (e- safety, world book day, European Day of Languages (afternoon).

    Assessment Rigorous procedures are in place to track childrens attainment and progress. The school uses Pupil Asset and all teachers input tracking data which is analysed during pupil progress meetings half termly. Data is shared with all teachers. Intervention groups are run by the Class Teacher. The progress and effectiveness of these groups are closely monitored and tracked during half termly pupil progress meetings.

    To develop childrens understanding of their key targets and next step in Maths and English through use of target book marks. Embedding reading, writing and mathematics across the curriculum. Develop parents/carers knowledge and understanding of our curriculum, teaching methods, assessment and up to date knowledge of their childrens achievement through a variety of tools including Tapestry (FS) and Seesaw (KS1 and 2). To develop childrens understanding of people and communities beyond their immediate experiences. To develop in school moderation following the examples of moderation by County for Years 2 and 6. Facilitate Teachers to effectively use assessment tracking system to engage with their own benchmarking. To develop and embed the use of Pupil Asset as an assessment tool. Use this to facilitate awareness and discussion of vulnerable groups, improving outcomes for all pupils.

  • PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

    Self-evaluated as Good because: Next steps:

    The safety and learning of everyone in our school is given the highest priority by the Headteacher, Leadership Team, Governing Body and all staff.

    The school is very successful in ensuring that pupils feel safe and that they have a good understanding of issues relating to safety.

    Internet access procedures are in place to ensure that pupils and staff are safe. At Astley we understand the responsibility to educate our pupils on e-safety issues: teaching them the

    appropriate behaviours and critical thinking skills to enable them to keep both safe and legal when using the internet and related technologies. This includes cyber-bullying and e-safety day.

    School Council and Eco-Council meet weekly to discuss issues within the school and meet with the Headteacher when they wish to discuss issues or raise development points.

    Year 6 attends a Crucial Crew event each year and the school takes part in the annual Anti-Bullying Week.

    The Senior Leadership team undertake regular Pupil Perception interviews to consider pupils responses and understanding of a variety of topics e.g. safety and behaviour in school.

    Year 5 undertake a Bikeability cycling course and Foundation Stage and year 1 take part in a Step On Road Safety course.

    The school encourages pupils to walk, cycle or scooter to school, particularly during our annual Active Week.

    Our established House team system embeds a sense of belonging and collective responsibility amongst our children. This is evident through our House point system and team events e.g. gardening, music, various sports and general knowledge quiz.

    We have an effective behaviour policy which includes our HALT room, evidence of impact shows that only 9.4% of pupils were required to attend the HALT room 2015 -2016. Autumn Term 2015 10 children attended the HALT room. Autumn Term 2016 2 children have attended.

    Positive behaviours are rewarded through weekly certificates and exceptional behaviour/work is sent to the SLT.

    Attendance levels are showing an upward trend 95% (2013-2014), 95.15% (2014-2015) and 95.85% (2015-2016)

    There was one permanent exclusion (March 2015) which was exceptional, coming at the end of a long process of support (evidence available). There has been no exclusion at any time since.

    To embed the E-Safety policy, recognising the steps needed to keep themselves safe online. To embed the Travel Plan aimed at promoting and encouraging parents and pupils to walk, cycle or scooter to school across the year and promote the benefits of active travel for young people. To embed the Thought for the Week quote and British Values question. To embed the use of pupil targets for Maths and English and the use of Marking Rubrics for Literacy and Language.

  • OUTCOMES

    Self-evaluated as Good because: Next Steps

    EYFS 2015- 2016 - Cohort

    Children enter reception with attainment mostly below what is expected.

    In July 2016:

    All areas of the EYFS profile were above national expectations apart from literacy and maths.

    In Literacy 71% of the cohort were working at the expected standard. This was 1% below the national

    average (72%)

    In Mathematics, 75% of the cohort were working at the expected standard. This was 2% below the

    national average (77%)

    Year 1 Phonics Screening Check:

    Phonics has historically been an issue for the school and Phonics Screening Check results in 2013 were 33%.

    In 2016, the pass rate was 93%; 12% above national.

    The Year Two retake was a pass rate of 75%. Phonics by the end of Year 2: 96%. National 91%.

    End of Key Stage One There was a new full time teacher working in year 2 during 2015-2016. In 2015-2016 a child with high level needs joined the class at Easter and a child joined the cohort in the summer term just before SATs. Reading:

    Data shows that 69% of the children met the expected standard. This is 5% below national results.

    Children who met greater depth is 31%. This is 7% above national expectations.

    50% (PP) met the expected standard. Currently there is no national data.

    75% of boys and 60% of girl met the expected standard (gender difference of 15% with boys achieving better than girls.)

    50% (1 out of 2 children) of SEN children met the expected standard for reading. Writing:

    Data shows 65% of the children met the expected standard. This is 1% below national results.

    Children who met greater depth was 19%. This was 6% above national expectations.

    25% (PP) met the expected standard. Currently there is no national data.

    63% of boys and 70% of girl met the expected standard (gender difference of 7% with girls achieving better than boys.)

    Whole school focus to raise attainment in reading and writing. Writing/Maths/Reading interventions planned and carried out by the class teachers. Rigorous half termly Pupil Progress meetings with the expectation that benchmarking is engaged with to provide targeted interventions that ensure rapid progress. Teachers to embed and build in cross-curricular opportunities for maths and writing. To develop childrens understanding of their key targets and next steps in Maths and English. To promote early intervention and pre-teaching to improve outcomes for vulnerable groups.

  • Maths:

    Data shows 85% of the children met the expected standard. This is 8% above national results (73%).

    Children who met greater depth was 19%. This was 1% above national expectations.

    75% (PP) met the expected standard. Currently there is no national data.

    94% of boys and 70% of girl met the expected standard (gender difference of 24% with boys achieving better than girls.)

    50% (1 out of 2 children) of SEN children met the expected standard for writing.

    End of Key Stage Two KS2 Writing assessments were moderated successfully at a Cluster Moderation session in summer 2016. Reading:

    Data shows that 55% met the expected standard. This is 5% below national results.

    Children who met greater depth was 31%. This is 7% above national.

    30% (PP) met the expected standard. Currently, there is no national data.

    55% of boys and 54% of girls met the expected standard (gender difference is 1% with boys achieving higher than girls).

    71% of higher attainers made expected progress.

    Girls made better progress overall (0.8) than boys (-0.9).

    Average scaled score was 101 (2 below national).

    Writing:

    Data shows that 67% met the expected standard. This is 7% below national.

    Children who met greater depth was 27%. This is 12% above national.

    40% (PP) met the expected standard. Currently, there is no national data.

    65% of boys and 69% of girls met the expected standard (gender difference is 4% with girls achieving higher than boys).

    86% of higher attainers made expected progress.

    Girls made better progress overall (2) than boys (1.5).

    Spelling, Punctuation and Grammar:

    Data shows that 64% met the expected standard. This is 8% below national.

    Children who met the greater depth was 15%. This is 8% below national.

  • Maths:

    Data shows that 73% met the expected standard. This is 3% above national.

    Children who met greater depth was 9%. This is 8% below national.

    60% (PP) met the expected standard. Currently, there is no national data.

    80% of boys and 62% of girls met the expected standard (gender difference is 18% with boys achieving higher than girls).

    29% of higher attainers made expected progress.

    Boys made better progress overall (1.8) than girls (-0.4). Cohorts 2015 2016 Year 1

    Maths Progress: Slight difference in boys and girls progress. Significate difference between the progress of Pupil Premium children and Non Pupil Premium pupils. Significate difference between the progress of SEN and Non SEN pupils. Maths Attainment: No difference in boys and girls attainment. Slight difference between Pupil Premium and Non Pupil Premium pupils. A difference between SEN and Non SEN. Reading Progress: Slight difference between boys and girls. Slight difference between PP and Non PP. Slight difference between SEN and Non SEN. Reading Attainment: No sig. difference in boys and girls. Slight difference between PP and Non PP. Slight difference between SEN and Non SEN. Writing Progress: Slight difference between boys and girls. Significant difference between PP and Non PP. Significant difference between SEN and Non SEN. Writing Attainment: Slight difference in boys and girls. Significant difference between PP and Non PP. Significant difference between SEN and Non SEN. Year 2 See Data above

  • Year 3

    Maths Progress: A slight difference in boys and girls. A slight difference between FSM compared to Non FSM progress. A slight difference between PP and Non PP. A slight difference between PP without SEN and Non PP without SEN SEN making slower progress than Non SEN. More able and all pupils making the same amount of progress. Maths Attainment: A significant difference in boys and girls. A slight difference between FSM Non FSM. PP attaining significantly lower than Non PP. A significant difference between PP without SEN compared to Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils. Reading Progress: Significant difference in boys and girls. A slight difference between FSM and Non FSM progress. Slight difference between PP and Non PP. No difference between the progress of PP Non SEN and Non PP Non SEN. SEN making significantly slower progress than Non SEN. A slight difference between more able and rest of cohort. Reading Attainment: A significant difference in boys and girls. A slight difference between FSM Non FSM. Non PP attaining significantly higher than PP. A slight difference between PP without SEN compared to Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils. Writing Progress: A slight difference in boys and girls progress. A slight difference between FSM and Non FSM progress. Non PP progressing slightly quicker than PP. PP without SEN progressing slightly slower than Non PP without SEN. SEN making significantly slower progress than Non SEN. More able progressing slightly quicker than rest of cohort. Writing Attainment: A significant difference in boys (47.7) and girls (51.3). A significant difference between FSM and Non FSM. A significant difference between PP and Non PP. A significant difference between PP without SEN and Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils.

  • Year 4

    Maths Progress: A slight difference between boys and girls. FSM progressing slightly slower than Non FSM. No sig. difference between PP and Non PP. PP without SEN making slightly slower progress than Non PP without SEN. SEN making slower progress than Non SEN. More able making significantly slower progress than all pupils. Maths Attainment: A slight difference between boys and girls. A significant difference between FSM and non FSM. Non PP attaining slightly higher than PP. PP without SEN attaining higher than Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils. Reading Progress: Boys making quicker progress than girls. FSM progressing slightly quicker than Non FSM. Slight difference between PP and Non PP. PP without SEN making significantly quicker progress than Non PP without SEN. SEN making slower progress than Non SEN. More able making significantly slower progress than all pupils. Reading Attainment: A significant difference between boys and girls. A significant difference between FSM and non FSM. Non PP attaining higher than PP. PP without SEN attaining lower than Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils. Writing Progress: A slight difference between boys and girls. FSM progressing slightly slower than Non FSM. A slight difference between PP and Non PP. PP without SEN making slightly slower progress than Non PP without SEN. SEN making slightly slower progress than Non SEN. More able making significantly slower progress than all pupils. Writing Attainment: A significant difference between boys and girls. A significant difference between FSM and non FSM. Non PP attaining significantly higher than PP. PP without SEN attaining slightly lower than Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils.

  • Year 5

    Maths Progress: A slight difference in boys and girls. PP making significantly slower progress than Non PP. PP without SEN making slightly quicker progress than Non PP without SEN. A slight difference FSM and Non FSM. SEN making slightly slower progress than Non SEN. More able making slower progress than all pupils. Maths Attainment: A very slight difference in boys and girls. A significant difference between FSM and Non FSM. Non PP attaining significantly higher than PP. PP without SEN attaining very slightly higher than Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils. Reading Progress: A slight difference in boys and girls. FSM making slightly quicker progress than Non FSM PP making slower progress than Non PP. PP without SEN making very slightly slower progress than Non PP without SEN. SEN making slower progress than Non SEN. More able making slightly quicker progress than all pupils Reading Attainment: A significant difference in boys and girls. A very slight difference between FSM and Non FSM. Non PP attaining significantly higher than PP. No difference between PP without SEN and Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils. Writing Progress: A slight difference in boys and girls. FSM making significantly quicker progress than Non FSM. PP making slower progress than Non PP. PP without SEN making slight quicker progress than Non PP without SEN. SEN making significantly slower progress than Non SEN. More able making slightly faster progress than all pupils. Writing Attainment: A significant difference in boys and girls. A slight difference between FSM and Non FSM. Non PP attaining significantly higher than PP. A slight difference between PP without SEN and Non PP without SEN. SEN attaining significantly lower than Non SEN. More able attaining significantly higher than all pupils.

  • Year 6 See data above

    EARLY YEARS PROVISION: QUALITY AND STANDARDS

    Self-evaluated as Good because: Next steps:

    The introduction of the online Tapestry tool has provided a valuable link between school and home. Safeguarding and Child Protection policies and procedures are implemented consistently; practice is

    reviewed regularly and evaluated. Home visits and close on entry assessment provide a solid base. Early Excellence has been used for

    Baseline assessment this year. The Early Years Foundation Stage classes are covered, this school year, by 3 experienced teachers who

    have taught other year groups. As such they are clear about the next stages in the childrens education. The Early Years Foundation Stage Teachers meet with EYFS teachers from across the Cluster at least

    termly. The Early Years Foundation Stage teachers meet with EYFS teachers from across the cluster in the

    summer term to moderate work. Parents receive a half termly Big Picture plan to inform them of what their child will be learning and this

    includes home learning activities to be completed in line with the classroom learning. Pupil Asset is used to track and assess Pupil Progress. 71% of children at the end of Foundation Stage achieve a good level of development this is 2% above

    national (2015-2016).

    To embed opportunities for children to build their understanding of diversity beyond their immediate experience. To develop in school moderation for EYFS and to embed a smooth transition into year 1. To embed early mark making opportunities in EYFS. To develop the role of the two EYFS Teachers and Teaching Assistants.

  • Ofsted Inspection 25/26th March 2014 All areas judged as GOOD.

    Areas for Improvement

    Improve the quality of teaching so more pupils reach higher levels in mathematics and spell words accurately

    Improve Leadership and Management school improvement plan more sharply focused, consulting with, informing and encouraging more parents to be involved in school life

    New format for SEF which feeds into the SIDP.

    New format for School Improvement plan which is a working document updated regularly and shared with Governors.

    Timetable for parent questionnaires and analysed data fed back to parents.

    Reading and Maths Cafes are in each class each half term.

    Friday Open mornings for parents to visit classrooms and share childrens learning.

    SLT are visible every morning and after school in playground or on gates.

    New Spelling programme implemented and linked to Literacy and Language.

    Marking Policy annually reviewed and includes link to cross curricular spelling.

    Presentation Policy annually reviewed and shared with all staff.

    Book Scrutinies include focus on presentation and marking each term and feedback given to teachers.

    Introduction of Numicon and a varied range of concrete resources across the school.

    New Calculation Policy in line with national curriculum standards.

    New Assessment procedures are used in line with the new National Curriculum (using Target Tracker).

    ICT resources updated and in classes including 60 iPad and interactive TV screens. Each member of staff has a new IPad.

    CPD on the new National Curriculum and the new SEN&D Code of Practice (Sept 14 and updated Sept 15).

    Embedding of the International Primary Curriculum (IPC) across the whole school.

    We employ Advisor Time (three days per year) for external support and guidance.

    We are part of Norfolk Better2Best accessing Mathematics and Science Network, courses including Creative Classroom, MAAS conference.

    The structure of the Leadership team has been re-established with a Deputy Head post in lieu of two Assistant Headteachers.

    Deputy Headteacher has completed National Professional Qualification for Senior Leadership (NPQSL).

    Succession planning includes 2 teachers accessing NPQML, 1 teacher attending Outstanding Teacher Programme.

    Use of HLTA to cover classes during staff PPA time and additional non-contact time for Teachers.

    New school website has been created and will be live by February half term 2016.

    Change of Maths, ICT/Computing, Science, Outdoor curriculum subject leaders.

    Raising the behaviours for learning across the school including: challenge 1, 2, 3, 3B4me and independent learning strategies.

    New Reading scheme for years 2 6 to support inspiring boys.