Leadership Report to Governors

November 2016Incorporating the school’s self-evaluation summaryWritten by Sophie Powell (Executive Head Teacher) and Ross Silcock (Head Teacher)

‘There’s nothing permanent except change.’Heraclitus

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Contents

Context 3

Executive Summary 3

School Council 4

Termly Updates 5

Early Years Foundation Stage 11

Teaching, Learning and Curriculum 12

Key Stage 1 25

Key Stage 2 26

Engaging Parents and the Community 26

Governors’ Monitoring 27

Appendices

1. SEF 28

2. Attendance 34

3. Attainment Profile 37

4. Safeguarding Report 39

5. Teaching and Learning Profile 40

6. Number on Roll Data 41

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ContextAt Wingfield Primary School we collect evidence about what works best now and use this evidence to improve outcomes for all.  Our vision is to build a school community focused on the learner: child and adult.  We have progressed from deliverers of a curriculum for children to designers of learning for all.  Given this, we now offer an expanding programme of  learning opportunities because we're passionate advocates of learning without limits.

What does the school need to do to improve further?Ofsted school inspection report 21 June 2016

Improve the quality of teaching and learning by ensuring that all teachers set consistently challenging work for pupils in every year group that will enable them to match their strong attainment in English and mathematics across a wider range of subjects.

Accelerate pupils’ progress in science and modern foreign languages by:1. Checking that pupils’ knowledge and understanding of science take place in all classes

and making sure that pupils, particularly the older pupils, apply this learning when working scientifically.

2. Providing opportunities for pupils to write in a modern foreign language.Executive summaryDear Governors,

We have had a wonderful autumn term with great learning happening right across the school. The teachers are planning exciting, engaging and innovative approaches to learning based around our backwards by design model (page 11 details this further). Children are fully engaged in the learning process throughout the school, from Forest Schools for Reception children to working on detailed character profiles in Year 6.

Following on from our successful Ofsted In June, we are working as a Leadership Team on the areas of challenge for more able learners and acceleration of progress in science and MFL, as detailed above. The leadership Team are also driving forward on the Core Priorities in the School Development Plan and ensuring we are meeting our agreed milestones.

Chris Chislett and Yasmin Melehi have been successful in their permanent appointment to post of Assistant Head Teacher; Chris Is leading on Teaching and Learning and Yasmin is leading on Assessment. I would like to congratulate them both on their successful interviews and subsequent appointments to post.

I am sure you will have noticed our stunning environments for learning; these seem to improve term on term and our model classroom is a wonderful resource to support less experienced teachers when setting up their own environments.

We have hosted an SSAT Day in October with visitors from across the country. They were blown away by the learning environments and our approaches to teaching and learning. Visitors were particularly interested in our learning dispositions and how these feed into our daily teaching and learning.

Our new build is progressing well; Ross and I ventured on site a couple of weeks ago and have been attending bi-weekly progress meetings, alongside Mike Bright and are currently pleased with the progress being made.

It is really pleasing to see our attendance has improved since November last year at 96.5%.

Thank you, as always, to Ross, Sarah and the wider leadership team who do a tremendous job of leading the school further on its journey, every day, step by step. We have achieved so much, in such a short period of time; long may this continue!

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We will continue to strive for the very best education and outcomes for all our learners remembering we are striving for ‘Learning without limits.’

Thank you also to our wonderfully supportive Governing Body and to Janice Macleod for her commitment to achieving the best outcomes for all.

I look forward to seeing you all soon.

Kindest regards,

Sophie PowellExecutive Head TeacherSchool CouncilThe Pupil Voice continues to grow at Wingfield where we value the children’s views and opinions about their education. The school council consists of 2 representatives from each class, elected by their peers. New school council members were elected in September 2016. The school council meet once every half term where discussions about what the children want to see more of at Wingfield are discussed alongside whole school initiatives including anti-bullying and the new school build. The children have shared their roles and responsibilities with their class mates and have revised our school vision. ‘At Wingfield Primary School we aim for all children to be happy, healthy and safe with a passion for learning. We will inspire each other to be the best we can be by having the courage to speak our minds and share our feelings. By being the best we can be, we will be able to work together to make Wingfield Primary School the best it can be.’

School Council continues to lead on anti-bullying working towards the Anti-Bullying Quality Mark. Our meetings explore what we feel is happening now, what the children at Wingfield understand by the term ‘bullying’ and what our next steps will be. In the November 2016 we supported Anti-Bullying Week where we focussed on how we become an anti-bullying school. English and PSHE learning was driven by anti-bullying themes and the children were also able to explore this through other curriculum areas including Computing and Art. School Council have completed bullying questionnaires with their peers which have then been compared and discussed. We will also be analysing the Behaviour Tracker for Wingfield that looks at any incidents. We will hold discussions about the little spikes that may occur each month and suggest reasons for them and think about different ways we can address and limit behaviour incidents in the future. School council will look to work closely with the playground buddies with supporting our restorative justice approach to behaviour.

School Council have been exploring the new build site and even visited with Claire Chamberlain our School Learning Mentor and School Council Lead.

Jo-Anne HardyPSHE LeaderTermly updatesPersonnel

All teachers and teaching assistants had a performance appraisal meeting during the autumn 1 term and have been set targets for the academic year 2016-17. The targets set for this academic year have been linked to the Core Priorities for 2016-17, in particular Assessment as Learning and Curriculum.

Attendance

Date Attendance

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July 2013 95.6%July 2014 96.4%

October 2014 96.7%November 2014 97.0%February 2015 96.3%

June 2015 96.5%November 2015 96.1%

March 2016 96.4%June 2016 96.1%

November 2016 96.5%

Year Groups September 2016 – November 2016

Registration Group

Pupils in group

Attendances

Authorised

Absences

Unauthorised

AbsencesLate

Before Late After

NSE 17 92.4% 4.3% 3.3% 4.1% 0.0%

RJT 19 97.6% 1.8% 0.7% 0.2% 0.0%

RCV 19 96.2% 3.4% 0.4% 0.2% 0.0%

1RH 28 95.6% 2.7% 1.7% 1.0% 0.0%

1BH 26 98.3% 1.6% 0.1% 0.4% 0.0%

2JH 28 95.7% 3.4% 0.9% 0.7% 0.0%

2AW 13 94.6% 1.0% 4.4% 2.7% 0.2%

3YM 33 96.9% 2.4% 0.7% 0.4% 0.0%

4MB 30 97.5% 1.9% 0.6% 0.4% 0.0%

4PM 23 95.9% 2.9% 1.2% 0.3% 0.0%

5HI 30 97.3% 2.0% 0.6% 1.5% 0.0%

6CC 23 96.3% 2.7% 1.1% 1.4% 0.0%

Totals 289 96.5% 2.5% 1.0% 0.9% 0.0%

There is a more detailed analysis of attendance in the appendices for this report.

Premises

Works completed since July 2016:

Drains: inspected and cleared by RBG during the summer holiday Parking: 17 extra parking spaces created at the rear of the school with the assistance of

Galliford Try

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Fire Evacuation

The whole school was evacuated in 3 minutes 45 seconds during a recent practice fire evacuation.

Budget

Following the recruitment of two teachers and two teaching assistants (due to a significant increase in the number of pupils on roll) and a commitment to fund additional works for the new school building (approved by the Governing Body on 15.11.16) we currently have a budget deficit of £35,000.

Pupil premium

Amount of pupil premium received2013-14 2014-15 2015-2016 2016-2017

£72900

81 pupils

£114000

88 pupils

£99,723

75 Pupils

£103,540

78 Pupils

How we are using Pupil Premium funding 2016-2017Key Areas Proposed Impact

Staffing:Learning Mentor:Our full time Learning Mentor has been funded by the Pupil Premium.

Teaching Assistants:Funding is used to provide Teaching Assistant led interventions to disadvantaged learners across the school.

During 1:1 sessions and in small group work, Claire has continued to support children with emotional, behavioural and independent learning challenges. Progress against individual targets will be carefully measured. Claire has continued to provide a valuable safeguarding role, allowing children to voice their concerns or difficulties in confidence. Claire’s work running our Stay and Play sessions has continued to provide powerful opportunities for socially disadvantaged children to enjoy stimulating early learning activities. This has continued to help parents and carers to feel more comfortable in the school environment, fostering more productive home/school relations from the very beginning.

Teaching Assistants have been deployed to work with socially disadvantaged learners who are at risk of underachieving. We evaluate the impact of all interventions undertaken on a termly basis, using this information to

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1:1 and small group teaching:Additional teaching has been provided by experienced teachers in KS2. Our Play Therapist provides weekly sessions with disadvantaged learners.

Milk:

inform our onward planning so that these children make accelerated progress in their learning. Interventions have been delivered in response to individual and group need that have focused on areas of learning such as reading, handwriting, calculation, number facts, phonics, spelling and memory skills. In addition to bespoke planning, our skilled Teaching Assistants use programmes such as Toe by Toe, STEPS and Black Sheep.

Our additional teacher in KS2 has been deployed in response to careful analysis of assessment data. Disadvantaged children are receiving regular small group and individual sessions, planned in conjunction with the class teacher. As a result, these children are on track to make accelerated progress, closing the gap towards expected levels of attainment. In addition, all children in receipt of Pupil Premium funding in Year 6 will receive additional teaching time, allowing them to begin their next phase of education with the best start possible. These sessions will continue to support children to develop their confidence and self-esteem in school, supporting accelerated progress and raised levels of attainment.

Milk is offered to all children in receipt of Pupil Premium to help provide the nutrition needed to keep healthy.

Our full time full learning mentor has been providing regular 1:1 support to our vulnerable children. In addition to individual support, Claire has been supporting small groups with resolution approaches to conflict and social interaction groups. Additionally, the running of Tuesday’s Stay and Play sessions have been instrumental in providing and leading early learning opportunities to all whilst simultaneously introducing new families to our school community. Claire also leads a number of fantastic extra-curricular clubs and dedicates time to fostering relationships with families at Wingfield, helping to ensure that all feel a true part of our community.

Our teaching assistants, funded by Pupil Premium funding, are continuing to receive training to provide evidence-based interventions to support our most vulnerable learners. The funding has allowed the teaching assistants to be positioned to contribute towards disadvantaged children taking ownership of their learning, encouraging them to ask questions and take risks.

The funding has allowed us to continue to employ our Play Therapist, whose 1:1 work has been vital in supporting particular FSM children to develop their confidence as learners. Children are beginning to explore and resolve problems through the therapeutic use of play. Through this counselling space, the children have been encouraged to express their feelings which has

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supported their development of healthier behaviours which has enabled them to thrive within their learning.

Exclusions

There have been no fixed term exclusions this academic year.

Bullying incidents

There have been no bullying incidents this academic year.

Racist incidents

There have been no racist incidents this academic year.

Inclusion

Number of Pupils with SEND Autumn 2016

ClassStatements/EHCP SEND support Monitored

TotalBoys Girls Boys Girls Boys Girls

Nursery 0 0 2 0 0 0 4Receptio

n 1 (draft) 0 4 0 0 0 5

Y1 0 0 6 1 1 0 8

Y2 0 0 3 1 1 1 6

Y3 1 0 3 1 0 1 6

Y4 0 0 5 1 2 0 8

Y5 0 0 2 3 0 1 6

Y6 0 0 4 2 0 0 8

Total 2 0 29 9 4 3 51

Outside Agency interventions Autumn 2016

Agency Number of children

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Speech and language therapy (mainstream) 16

Speech and language therapy (Early years) 2

Learning Mentor Support 1:1 15

Steps SPLD 8

ASD Outreach 7

Play Therapy 2

CAMHS 6

Waterside 1 (an additional referral is pending)

Occupational Therapy 0

Music Therapy 0

As Wingfield expands, we have welcomed a number of additional children who have special educational needs, some of whom require Education Health Care Plans (please see SEND policy for further information about EHCPs). For this reason, we have employed two additional teaching Assistants, Angela Bollington and Claire Ebdon. Two applications for EHCPs are in progress for particular children and one draft EHCP is awaiting approval.

This term, both teachers and teaching assistants have received training on an initiative called ‘pre-teaching’ led by Sarah Day. Pre-teaching is the teaching of the language and vocabulary learners need before an activity. It is a specific approach to preparing learners in order for them to access further learning. There is a great deal of evidence from research which suggests that, when used effectively, pre-teaching can have a positive impact on the progress of children with SEND. This practice will be further developed next term following Sarah’s attendance on a ‘Word Aware’ course which will help to ensure that the impact of pre-teaching is maximised. This term, our professional learning schedule for teaching assistants has also included, precision teaching (a refresher), the restorative approach led by Rachel Quine, sessions on the national curriculum for mathematics and English led by subject leaders and the performance appraisal cycle led by Sarah Day.

This term, we have be running a range of specialised interventions which have been led by teaching assistants who have received thorough training in order to deliver these. These have included speech and language, STEPs and dyslexia support interventions. The impact of these

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interventions is measured using the provision map and through the pupil progress meeting cycle.

In order to support children with social, mental and emotional needs, we have continued to provide an effective support package at Wingfield. This includes targeted support from our learning mentor, Claire Chamberlain, our play therapist, Suki Jensen and our allocated CAMHS worker, Julie Robinson. As a school, we take the social, mental and emotional health needs of children very seriously and believe that early support and intervention can have a positive impact on children’s future outcomes.

Sarah DayDeputy Head TeacherEarly Years Foundation StageThe children have settled in to the new academic year very well and have made special friendships already. The autumn term began with our topic ‘Fairy Tales’ where we explored the whole school text Hansel and Gretel. The children studied a range of traditional tales such as The Three Little Pigs and Goldilocks. This led to the children making Gingerbread men, making houses and porridge as well as writing instructions and role playing some of the stories. In Numeracy, the children have been focusing on counting and recognising numbers as well as learning about pattern and shape. The second half term has introduced the topic Light and Dark where the children are learning about different festivals and celebrations. They have created some fantastic firework poems and pictures. The pupils have discussed their senses, the sounds that fireworks make and explored the colours as well as making up dances to go with the sounds of the fireworks. The children have made some fantastic marble paintings relating to this topic. The pupils also contributed to Anti-bullying week where the children created some fabulous learning for display. Pupils explored different emotions and were able to use different types of materials to make emotion faces. Forest school is also firmly underway with all children in the Early Years having one session a week to discover learning in the outdoors.

Samantha EdgarEYFS LeaderTeaching, Learning and Curriculum

Curriculum including Careers Education

Following the successful introduction of our new curriculum design last academic year, we started this year with a whole school INSET on our curriculum journey so far and our plans to develop it further. As part of this INSET, we shared our core priority; ‘Curriculum: backward by design building inspiring contexts for learning’ with all staff (please refer to Wingfield’s SDP for further details about this core priority).

In line with our school development plan, we have already achieved a number of curriculum ‘aims’ for this academic year. These have included:

The introduction of unit of learning cover pages which detail the information about a topic and, in particular, the ‘end goal’ (see below for examples of end goals).

We have developed teacher’s understanding of the variety of ‘end goals’ which they may use as part of their planning process.

An assembly about our new curriculum design, specifically the backward by design model, has been delivered by Sarah Day.

‘End goals’ for each unit of learning have been added to the newsletter in order to keep parents informed.

A range of curriculum days have been planned for to develop children’s understanding of different subject areas and to raise the profile of non-core subjects.

Monitoring of non-core subjects has also taken place and has demonstrated good progress towards our aims for these subject areas.

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An assessment system for non-core subjects has also been agreed and Ross and Sarah have created the first skills and knowledge matrices as an example to be used by other subject leaders.

An Answer to a question

A question is posed at the start of the unit. Through a series of learning

experiences, the question is answered at the end.

Examples:● Who was the best ruler ever?● Advertising, manipulation or

inspiration?● Can we move to space?● Instead of cleaning up London Zoo,

should we be closing it down?● Where did all the dinosaurs go?● Will there always be a need to raise

money for charity?● Does poverty cause ill-health?● Where do you draw the line between

banter and racism?

A Solution To a Problem

A problem is shared at the start of the unit. Through a series of learning

experiences, the students work towards solving the problem by the end of the

unit.

Examples:● WWW want to close Chester Zoo

because it is not meeting their animal welfare policies and is not making enough profit. We have been asked to advise the zoo on how to improve conditions.

● A crime has been committed in 5H. Who committed the crime and why?

● All children have the right to Education. There are children in many places around the world who do not have access to education - how can we help solve this problem?

A Completed challenge

A challenge is set for a particular future date at the beginning of a unit.

Through a series of learning experiences, the students develop the skills needed to successfully complete

a challenge.

Examples:● Redesign the Olympics based on one

value behind the event and bid for your chosen country to host the Olympic Games in 2016.

● Open your own successful restaurant serving delicious healthy food to paying customers.

● Lead a team of Vikings into battle on a long boat.

● Open your own museum

A final Product

The students work through a series of learning experiences to gain the

knowledge skills and understanding necessary to be able to successfully

complete a final product after a planned period of time.

Examples:● Create a TV advert to raise awareness of

children’s rights● A presentation to the class● Newspaper● PowerPoint● Podcast/blog● Sculpture/large art work● A book/website

Sarah Day

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Deputy Head Teacher

Teaching and LearningTeaching and learning is continuing to blossom here at Wingfield. Our teaching team grew in September with two newly qualified teachers, two experienced teachers and a further three students engaged in their Initial Teacher Training. Without exception, these new colleagues have each made a positive and powerful impact upon the learning of our children. Our expanding team has also allowed us to dramatically reduce the number of supply teachers we use, cutting unnecessary costs and ensuring a greater consistency and quality of teaching across all classes.

The Senior Leadership Team continues to take a 360 degrees approach to the monitoring of teaching and learning. Observations of lessons, the monitoring of books and learning environments and conversations with children all demonstrate that teaching and learning at Wingfield is stronger than ever. Our monitoring schedule for this term includes a greater emphasis upon the quality of learning in foundation subjects alongside more frequent scrutiny of English and Maths books. This is ensuring that, as we grow in size, we maintain consistently high expectations of outcomes, right across the school.

Subject Leaders at Wingfield are now playing a greater role in championing their areas of learning. The Subject Leadership Policy has been revised, monitoring streamlined and a PDM has taken place to enthuse and empower leaders to drive their subjects forward. Individual curriculum days and displays are planned for each subject which, across the year, will further raise the profile of foundation subjects at Wingfield.

We have launched a focus on the application of Learning Dispositions at Wingfield. In supporting children to develop effective ‘habits of the mind’, we aim to unlock their potential as effective lifelong learners. PDMs for the whole staff team and assemblies have taken place to introduce our initial dispositions: independent, aspirational and adventurous. Displays are featured in each classroom which show prominent personalities who represent these three dispositions and children are exploring ways in which they can further develop these habits in their learning across the curriculum. Later in the year, each teacher will engage in a short piece of action research, exploring new and innovative ways to most effectively embed a focus upon learning dispositions across their teaching.

Christopher ChislettAssistant Head Teacher

AssessmentOne of our core priorities this academic year is assessment as learning: learning across the curriculum powered by feedback. All teaching staff attended a PDM at the beginning of the year outlining the purpose for assessing all curriculum subjects and adapting our framework from our next steps in the recent Ofsted report. Additionally, the teaching staff have attended a PDM on subject leadership and have had the new expectations and modifications in the policy outlined and explored. We have adapted our assessment timetable to include the changes and will be altering our assessment policy to reflect the changes in how we will be assessing our children. In addition, all teachers and subjects leaders have had the opportunity to suggest how we could create a robust system to evaluate the teaching and learning of the skills and knowledge of all subjects. We have been placed in to working parties where the subject leaders will be champions of their subject and will create assessment grids with a member of SLT. We intend to complete the use of the assessment grids for subjects: science, art, computing, design technology, geography, PSHE and RE by December and will be using these in our spring assessments.

Yasmin MelehiAssistant Head Teacher

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Progress in EnglishThis year, the autumn term has seen several new initiatives being introduced as well as existing ones being consolidated. Focusing on whole school projects and continuing to benefit from regular PDMs, staff are teaching sequences of engaging and exciting lessons. Fantastic writing outcomes, inspired by rich texts, are on display throughout the school, including our latest whole school project, based around the classic text: Hansel and Gretel. Teachers’ books are continuing to be rigorously and regularly monitored by members of the SLT with developmental feedback driving continued improvement.

A new curriculum overview has been completed for English, which shares the main aims for the subject across the school. A yearly action plan has been completed with the main goals of increasing the use of classic texts, explicit teaching of vocabulary, changing the format and structure of guided reading and ordering new resources for the expanding school. In order to support teacher assessments and prepare children for end of key stage requirements, half termly tests have also been introduced in reading, spelling and grammar. Also, to support children’s comprehension skills, all teachers led guided reading sessions now have a focus on answering comprehension questions. In addition, all English units are expected to have at least one lesson in which comprehension skills are explicitly taught. Teachers will be receiving a PDM on the changes to Guided Reading this half term, which will include activities to promote the knowledge and understanding of vocabulary.

At the start of the new year, resources were ordered to re-stock book corners and the library with a range of relevant and exciting texts in order to promote the love of reading. New guided reading packs have also been purchased, which included poetry packs for KS1 and high quality non-fiction texts across the key stages.

Finally, in order to increase links with the school community, weekly open door mornings are being used, in which parents are invited into the classrooms to read with their children. Also, our twice weekly ‘stay and play’ sessions are proving to be a very popular way for local parents to engage in learning songs, rhymes and stories with their children. Furthermore, we are looking forward to our first book fair of the year later this half term.

Holly IngramEnglish Leader

Progress in MathsThroughout the term, the SLT have monitored the quality of feedback marking and coverage of maths in books. This monitoring has shown that all teachers are implementing the Feedback on Marking policy, with regular examples of self and peer assessments, alongside teacher feedback. This monitoring will be followed by lesson observations later this term.

Maths learning is clearly evident in all classroom environments; teachers are regularly updating their learning walls and continue to develop interactive maths displays within their classrooms – including a variety of hanging mobiles, washing lines and surface displays.

This term, we have renewed our subscription with the Mathletics learning programme, providing regular opportunity for children in Years 4, 5 and 6 to develop their arithmetic and reasoning skills. A variety of new resources were ordered at the end of the Summer Term, such as Maths dictionaries, trundle wheels and measuring equipment. These have now been distributed to the relevant areas around the school and are being used and implemented effectively in lessons.

We are currently implementing a quick weekly mini-assessment of mathematical skills, where children are presented with a range of mixed problems – to assess learning on recent topics and to

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help encourage children to retain new knowledge.

In Autumn 1, we delivered a ‘Maths Curriculum’ training session for teaching assistants. The session outlined the main aims of the current maths curriculum, identified the key skills and knowledge that the children need at each particular stage and provided a chance to explore the calculation policy, as well as opportunity to practise the different operational methods taught in school.

Philippa McEwan and Catherine CampbellMaths Leaders

Progress in ScienceA new monitoring schedule has been planned for science by SLT which is based on the new subject leadership policy. This has been developed to include new skills based assessment grids for teachers to regularly assess pupils progress in science in each year group. These assessments will include both formative and summative assessments. All subject leaders now follow a revised timetable which includes; completion of an action plan & curriculum overview, production of a science display, collection of pupil voice questionnaires, monitoring science displays throughout the school, producing a governors’ report and creating a subject dashboard.

Regular monitoring by the science leader and SLT continue to show good cross-curricular links to other subjects including the use of ICT to embed children’s science learning. Termly feedback marking is now regularly being delivered by all teachers with evidence of children’s response. This focuses the children’s learning and helps to support accelerated progress for all groups. The majority of science lessons include activities that are exciting and engaging. The books demonstrate that investigative skills feature at the core of children’s learning in Wingfield. Monitoring of planning has shown that teachers are now using investigation planners to support children’s learning and include differentiated activities and key questions in all lessons. Mind maps, to begin each unit of science learning, have been introduced to support teachers’ assessment for learning. Lessons are planned to link to the unit of learning end goal wherever possible. With mind maps helping teachers to assess children’s learning at the end of each science unit.

Teachers have recently been informed about exciting new Science resources which include interactive resources for use on classroom whiteboards. Teachers have been encouraged to regularly visit the science folder on the school’s shared drive to find useful resources to support their teaching. A new curriculum overview and science action plan has been completed this term and posted on the shared drive. The school learning environment will now be monitored in relation to displays of science learning. A visit to the Compass Partnership School, South Rise, is due to take place to observe outstanding science teaching. Another exciting science curriculum day took place on 28th June 2016 which was based on astronomy. Different science investigations took place throughout the school in the afternoon with pupils visiting different classrooms to do a variety of different experiments.

Ariadne BlythScience Leader

Progress in ComputingThe teaching of Computing continues to flourish at Wingfield. The subject is now led by both Alyssa White and Chris Chislett, allowing for greater impact across the school.

As we further develop our use of iPads to support teaching and learning, we have are exploring a partnership with Apple. This exciting opportunity will allow us to work directly with the market leaders as we continue to drive innovative and connected provision. Chris Chislett and Ross Silcock

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will be attending a two-day strategic planning session at Apple’s London headquarters later this term.

In October, we were very lucky to be joined by Google Expeditions. A specialist from Google, accompanied by sixty virtual reality headsets, worked with KS2 class teachers to lead children on virtual expeditions related to their units of learning. Without exception, children were entranced by this and we will seek to secure the resources needed to make this a more regular possibility at Wingfield. Already, we have downloaded the Expeditions app, allowing us to lead similar expeditions using the iPads in class.

We have recently purchased a set of thirty BBC Micro:bits. These mini computers will work wirelessly with our iPads, enabling children to write more complex algorithms and inspiring greater creativity. We plan to use these initially with children from Years 5 and 6, as well as to provide particularly confident younger learners with new opportunities for challenge in their computing activities.

This term, the Computing Subject Leaders are working to devise a new skills grid which will allow for the accurate assessment and tracking of progress in Computing across the school. Work is underway, with this due for completion by the end of December.

In recognition of the fantastic technical skills possessed by many of our pupils, we are currently recruiting for Wingfield Digital Leaders. These children, from across Key Stage 2 primarily, will be carefully trained to support adults and peers with their technical skills and knowledge, demonstrating new technologies and modelling coding strategies to peers. They will also play a role in championing Computing across the school.

Christopher Chislett and Alyssa WhiteComputing Leaders

Progress in HumanitiesAt the start of the academic year I created an action plan for Humanities which outlined the key priorities for Humanities for this year. The priorities were taken from the School Development Plan and focus heavily on ensuring that teaching and learning in Humanities is outstanding. I also created a Humanities overview plan which sets out the best practice for teaching Humanities, resources available in school and the context and approach for teaching Humanities at Wingfield. I have also audited the Humanities resources in school and I am in the process of creating new topic boxes and purchasing new resources to enhance the teaching of Humanities.

I have also created an overview of trips and workshops that teachers could book linked to their Humanities topics and I have provided teachers with this overview. I am also arranging a curriculum week for Geography (International Week). As part of International Week each class will be learning about a country that is relevant to our school and will create a piece of learning focused on their chosen country to showcase in a whole school assembly. There will also be an opportunity for parents to take part in the week’s activities and for children to visit other classes to learn about other countries. I will also be creating a display focused on ‘International Week’ to showcase children’s learning in Geography.

Jessica TraversHumanities Leader

Progress in ArtThis term we have seen some superb Art learning through our whole school project ‘Hansel and Gretel’. Arty Party revisited the school and have worked with the children to make an incredible display in our KS1 hall. The children learnt how to improve their communication and cooperative

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skills to work together to construct these pieces of art. The children also learnt valuable skills in woodwork, using tools and mixing colours. The children were part of the decision making process and worked together to problem solve how to join materials and make the sculptures look convincing. You can see for yourself throughout the school where fantastic exhibits and examples of children’s art work are displayed so please take time to come and have a look!

Fiona Orwell-PrinceArt Leader

Progress in DTDesign Technology (DT) continues to be a creative cross-curricular subject at Wingfield, and imaginatively links into the end goals of a unit of learning. During the first half term of this academic year, Year 1 and Year 3 have been inspired by the school text of Hansel and Gretel in their DT. Year 1 designed and made attractive model gingerbread houses and Year 3 designed and created 3D sweets to decorate their eye-catching display. Since September, a vision for DT has been written that sets out how we hope DT will excite children and allow them to develop both technical and softer skills, along with an overview of the subject that sets out how this is achieved at Wingfield. The action plan for this coming year includes promoting DT throughout the school and also draws on the school action plan in promoting learning about food and nutrition in our school and community.

Catherine CampbellDT Leader

Progress in MFLThis term, Key Stage 2 children have all been experiencing regular French sessions with their class teachers, with an extra focus on written language. Monitoring of medium term plans, show that teachers are using the relevant Rigolo programme of study for their year group. Book looks have shown that teachers are recording evidence of French learning in their Unit of Learning books, including examples of written language and photographs of practical activities. We have also recently started providing a weekly after school club for Years 3 and 4 children, run by a fluent native speaker. Later this term, teachers will be involved in a French PDM - where we will examine the expectations of the MFL curriculum and share and discuss resource and lesson ideas. Resources will be provided to help develop French displays in KS2 classrooms – including key vocabulary and key questions, familiar phrases, pronunciation prompts, labelled pictures and diagrams. New French dictionaries have been ordered for each KS2 class and we are currently exploring additional interactive software and apps to support French teaching and learning.

On the 7th December we will continue to raise the profile of French within the school community, by having a whole school French day. The aim of the day is for children to have an opportunity to use, develop and showcase their French learning, engaging in a variety of practical activities. As well as further developing their cultural awareness and appreciation of life in France and other francophone countries. We also intend to organise a day trip to France for Upper Key Stage 2 children, planned for the Summer Term.

Philippa McEwanMFL Leader

Progress in MusicAt the start of the academic year we created an action plan for Music which outlined the key priorities for Music for this year. The priorities were taken from the School Development Plan and focus heavily on ensuring that teaching and learning in Music is outstanding. We also created a Music overview plan which sets out the best practice for teaching Music, the context and approach for teaching Music at Wingfield and how Music can be incorporated into other subjects.

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We have liaised with the music hub tutors to arrange singing and choir club and children are now taking part in both of these clubs. The music hub tutor has also started singing assemblies and musical instrument lessons for KS2. We have also liaised with the music hub tutors to arrange the Christmas Concert and have decided on songs for each year group and the concert and rehearsal dates. The school band will also be performing at the Celebrate Royal Greenwich Instrument Gala in November. We are also in the process of arranging a live performance linked to music for the whole school to attend and are awaiting replies from various companies.

We strive to make music an intrinsic part of our Wingfield community and will be creating a Music display to raise the profile of music throughout Wingfield.

Samantha Edgar and Jessica TraversMusic Leaders

Progress in PEParticipation in competitive sports: the school enjoyed success in a recent cricket tournament against 7 other schools in the borough. Although the children did not make it through to the final of this competition, the experience definitely helped them develop hugely as individuals and allowed them opportunities to show the values instilled at school and those that attended were a credit to the school. We will soon be sending a team to represent us in athletics. There are plans to form a UKS2 football team and enquiries are being made as to whether any local leagues amongst schools already exist.

After school clubs: the school continues to offer a wide range of after school clubs, accessible to all children, regardless of age or ability. Places have been allocated fairly and the wishes of parents listened to and adhered to whenever possible. The school has used the PE budget carefully to bring in experienced professionals and passionate local community members to enthuse children with different sports and activities (Origami, Cooking, Art and, most recently, Yoga), encouraging them to be healthy and active. Several after school clubs were fully booked, prompting the school to put on more to cope with demand. Feedback from parents, teachers and children has been incredibly positive.

Local Cluster Meetings: PE Coordinator has been booked onto a PE Coordinator meeting. Staff from all over Greenwich to be in attendance. A chance for professionals to share good practise and network. It also provides staff with opportunities to arrange competitions between local schools. Opportunities to share what has worked well with regard to PE and Sports Premium funding in local schools and provides a platform for local providers of facilities to explain what they can offer Greenwich schools. Facilitates the sharing of resources and ideas with local schools as well as forming links with the wider community.

Resources: resources have been maintained and easily accessible whenever necessary. Staff have been informed of the units they are required to teach throughout the year and are provided with detailed planning prior to the start of each new unit. Plans were made and money put aside to replenish equipment made available to children at playtimes and lunchtimes and this has now been ordered.Future Aims for PE and Sport at Wingfield:

conduct staff audit to identify areas of weakness/strength, review the current PE overview and tie PE units in with other foundation subjects where

possible, build on current Val Sabin units to provide more engaging PE units, conduct a Pupil Voice survey to determine how children feel about PE at school, to introduce new assessment framework,

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to continue to offer varied extra-curricular clubs, to raise the profile of PE and encourage children to participate, to compete in future interschool competitions

Ben HumberstonePE Leader

Progress in PSHEPSHE, Personal, Social and Health Education, continues to be taught through a variety of forms at Wingfield Primary School. PSHE is at the heart of the school ethos, to encourage all children to be the best they can be. PSHE allows the children time for reflection, to think about their own actions and the consequences they may have on those around us.

We use restorative approaches alongside our school values to continue to develop behaviour here at Wingfield. Our values include Responsibility, Respect, Peace, Tolerance, Resilience, Honesty, Kindness, Forgiveness and Trust. The values and approaches support our class PSHE and SEALs learning and are the driving force behind our Collective Worship sessions/ assemblies. Each month, we explore the new value and what it means to us. Throughout the month that value is explored more closely in relation to different areas for example, how the value impacts on us, school life, our community locally and internationally.

Classes continue to explore bullying and what it is throughout the year. We held our Anti-Bullying Week on 31st October 2016 where we explored themes through our English learning and this supports our work towards gathering evidence for the Anti-Bullying Quality Mark. Last year we introduced our Wingfield dispositions: Adventurous, Independent and Aspirational and this year we will work to embed these through assemblies with the children.

Jo-Anne HardyPSHE Leader

Progress in REThe Religious Education, RE, Learning at Wingfield Primary School continues to develop this year 2016-17. Every child has the opportunity to undertake an hours RE session per week where in depth, informative, engaging lessons are planned for and taught to educate the children on the varied religions studied and practiced all over the UK. Our broad whole school overview looks at the religions and festivals that take place throughout the year. Each year group has the chance to explore and share their religious understandings in a safe and multicultural environment.

In our assemblies we endeavour to give an informative overview of religious festivals that are being celebrated throughout the community. We will look to explore Eid, Diwali, Christmas, Guru Nanak, Hanukkah, Easter and Wesak to name but a few, with many more celebrations to be shared together throughout the year. We invite parents, carers, governors and members of the local community to these assemblies where we hope to reach a wider audience. Feedback from visitors to assemblies has been very positive and any thoughts or suggestions are noted and explored where possible. We will continue to gather and evaluate feedback from visitors. This autumn term will also see Wingfield celebrate an International Week where the children will explore different cultures for different countries around the world.

Jo-Anne HardyRE Leader

Progress in Adventure LearningThe Early Years children now have the exciting opportunity to be involved in Forest School once a week where they are able to explore lots of enjoyable activities where they are able to take on

18

achievable tasks that encourages their own learning. So far this term the children have made emotion faces from natural materials, discovered patterning with leaves, bug hunting, leaf matching, treasure hunting and we have now started to make large threading shapes using natural materials and string. The children become confident and inquisitive when exploring in Forest School and all find it engaging even fully participating in the rain!

In higher years Year 6 visited the Natural History Museum where they participated in an evolution workshop.  They have also visited 'Centre of the Cell' to learn about human biology and the Museum of Childhood to explore toys in readiness for designing and making at school.  Year 5 travelled to the environmental centre in Eltham which was linked their Science topic of life cycles. They went on a walk and identified seeds and plants and created a colour pallete in Art based on the autumn colours seen within the centre. Year 2 went on a stroll around the Kidbrooke area to observe different types of materials in view and how they had been utilised.

Samantha EdgarAdventure Learning LeaderKey Stage 1Welcome back to another amazing year in KS1 with a brand new team. We now have a wide variety of teachers and new teaching assistants with wisdom and experience and those bringing brand new ideas to the team and school. Already we have hit the ground running with regular monitoring of teaching and learning across the key stage, as a result, all children in the key stage are enjoying at least good teaching and learning over time, with much outstanding provision.

We continue to embed our ‘Backward by design’ Wingfield Curriculum to ensure that cross-curricular links are strong, with central ideas bringing learning together in creative and meaningful ways across all subjects in turn our autumn themes are great fun, year 1 have been exploring types of materials to link to their ‘Houses and Homes’ topic where the children now know about different types of houses and what homes were like many years ago. Year 1 went for an exploratory wander around the local area to look at different types of houses in our environment.

Year 2 have been thinking about Heroes and villains – what makes a hero? They have been producing comics based around a text and considered the appearance and personality such a person would have. The children have been creating their own masks considering the types and uses of everyday materials. The children are also working really hard with their mental maths skills.

Jo-Anne HardyKS1 LeaderKey Stage 2The beginning of the academic year began with a whole school focus on the text, Hansel and Gretel. Children in year 3 looked at how the text has been interpreted and change through different versions. This culminated in the children generating their own versions of the story adding interesting and alternative details to the narrative. In addition to narrative writing, the children in year 3 explored the similarities within the different versions by focussing on key recurrent items that were described within each text. The children produced shapes poems around these items which have been added to the learning environment in new and exciting displays. Year 4 have concentrated on producing a range of different writing outcomes around our core text. They drafted and edited delicious recipes for the evil witch to create as well as their own imaginative recounts of the story.

The children have been enjoying their units of learning of learning around nature. Both year groups visited the environmental centre in Eltham last term; Year 3 explored the optimal environments for plants whilst Year 4 studied the implications for recycling. The focus on end goals culminated in excellent learning for all. Year 3 produced and contributed to the school garden

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whilst year 4 developed a recycling campaign which they are eagerly awaiting to share with parents and carers in their year group assembly at the end of November.

With the recent Ofsted report in mind, LKS2 have been focussing on teaching and learning in French. The children have been enjoying their weekly lessons and the newly launched French club was oversubscribed which emphasises the children’s enthusiasm around the subject. This term year 3 have been experiencing the music hub and have recently been learning to play new instruments. In addition, year 4 have been building upon the skills they developed in the last academic year and are continuing to develop their skills of reading sheet music.

High quality teaching and learning in Upper KS2 is ensuring excellent progress across the phase. Children are engaged in creative activities, drawing learning foci from across subject areas to ensure relevance and engagement.

Exciting trips outside of school have taken place, such as Y6’s trip to the Natural History Museum and Year 5’s excursion to the Wide Horizon’s outdoor centre. In addition, we were recently joined by Google Expeditions. A specialist from Google, accompanied by sixty virtual reality headsets, worked with KS2 class teachers to lead children on virtual expeditions related to their units of learning. Without exception, children were entranced by this and we will seek to secure the resources needed to make this a more regular possibility at Wingfield.The excellent learning environment across the phase continues to develop, with some fantastic displays showcasing recent learning based upon our first Whole School Topic, Hansel and Gretel.

Anti Bullying Week was successful platform for discussing a range of issues and views with children across the school. In Years 5 and 6, children explored Elizabeth Laird’s Secret Friends, producing some fantastic writing outcomes.

Yasmin Melehi and Christopher ChislettLKS2 Leader and UKS2 Leader

Engaging parents and the communityFriends of WingfieldThe Friends of Wingfield group is now established and delivered an outstanding Summer Fair which raised over £750 for the school fund which is being used to buy books for use across the curriculum. The Friends of Wingfield have been meeting this term to plan future events to raise funds for the school including the Christmas Fair which will be on Wednesday 14 December.

Parent/carer coffee morningsEvery term we hold a parent/carer coffee morning open to all parents and carers and attended by the Executive Head Teacher, the Head Teacher, the Deputy Head Teacher and governors. These parent/carer coffee mornings provide an opportunity for parents and carers to informally ask questions about how the school is progressing and future plans. Recent parent/carer coffee mornings have focused on the recent Ofsted school inspection report and the Core Priorities 2016-17. The next parent/carer coffee morning will provide an opportunity to get an update on the new build and it will be attended by the project manager for the new build contractor, Galliford Try. It will immediately follow the Christmas Concert on Friday 16 December.

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Parent/carer and local community workshopsWe are committed to working closely with parents, carers and the wider community in supporting children’s learning needs at school and at home. The soon to be published timetable will set out workshops we will be running for parents, carers and the wider community during this academic year. These are open to all interested parties: parents of children at Wingfield and beyond. All workshops are free of charge and are delivered in a relaxed, friendly way. To support those parents, carers and the wider community with young children, we are now in the position to provide limited crèche spaces during these workshops.

Governors Monitoring

To be tabled at full governing body meeting on 22.11.16.

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Appendices

1. SEF

SEF judgementsAt Wingfield Primary School we collect evidence about what works best now and use this evidence to improve outcomes for all.  Our vision is to build a school community focused on the learner: child and adult.  We have progressed from deliverers of a curriculum for children to designers of learning for all.  Given this, we now offer an expanding programme of  learning opportunities  because we're passionate advocates of learning without limits.

What does the school need to do to improve further?Ofsted school inspection report 21 June 2016

Improve the quality of teaching and learning by ensuring that all teachers set consistently challenging work for pupils in every year group that will enable them to match their strong attainment in English and mathematics across a wider range of subjects.

Accelerate pupils’ progress in science and modern foreign languages by:3. Checking that pupils’ knowledge and understanding of science take place in all classes and

making sure that pupils, particularly the older pupils, apply this learning when working scientifically.

4. Providing opportunities for pupils to write in a modern foreign language.Overall Effectiveness Effectiveness of leadership and management

Overall effectiveness is judged as outstanding because:

Effectiveness of leadership and management is judged as outstanding because:

As a result of outstanding leadership and management, coupled with incisive performance management which has led to innovative professional learning, there has been a rapid and sustained improvement in teaching quality over time with 73% of teaching now being outstanding and 100% of teaching now being good+. All leaders collaborate with and disseminate exemplary practice to their peers both within school and across a broad and diverse partnership of schools. The introduction of a bespoke assessment framework informed professional learning at the start of the academic year leading to the accurate and on-going assessment of all pupils.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health, safety and well-being underpinned by the vigilant and consistent implementation of robust policies and procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with particular reference to healthy eating, fitness and their emotional and mental well-being. Collective worship alongside the RE curriculum is broadly Christian in character whilst also recognising the need for pupils to experience a broad range of cultures and faiths. Pupils’ spiritual, moral, social and cultural development is further supported by the school’s values, which include respect and tolerance, enabling all pupils to demonstrate a caring and thoughtful approach to their peers and develop a deep understanding of the

An unwavering commitment from leaders and governors to setting high expectations for all which is evidenced in the exemplary relationships between all and a survey report on staff attitudes to school (April 2016) indicating 100% of staff strongly agree that the school is well managed.

An uncompromising drive to improve outcomes for all pupils, irrespective of starting points, is evidenced in the good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for disadvantaged pupils and those with special educational needs.

The school achieved the Basic Skills Quality Mark. Feedback identified “an upward trajectory in pupil outcomes in all phases.”

Governance is effective and challenging. Governors form an integral part of the evaluation process by supporting the Executive Head Teacher and the Head Teacher in the delivery of the School Development Plan. Focused monitoring mornings and effectively planned committees allow lines of inquiry to be pursued leading to an accurate understanding of the school’s effectiveness. This is evidenced in governing body minutes.

A vision for school improvement focused on designing learning for all necessitates listening to the views of pupils, parents, staff and the local community. This is evidenced by pupil voice and parent and staff surveys, the work of school council and the development of a professional learning environment characterised by

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difference between right and wrong. An approach to behaviour for learning focused on intrinsic rewards and restorative approaches leads to highly motivated pupils with the skills and language to deal with conflict and upset. This focused approach to health, safety and well-being, which forms part of a highly creative curriculum informed by the National Curriculum, enables all pupils to develop an awareness of the skills and attitudes that will allow them to lead a successful life in modern Britain and is further evidenced in our cohesive and expanding community.

There is a rigorous approach to safeguarding; all staff are regularly trained and kept well informed of new legislation including the Prevent Duty. Leaders are highly skilled at modelling policy into practice and working with external agencies, therefore ensuring that all staff follow procedures accurately, demonstrate vigilance and know when to challenge. This assertion is supported by a survey report on both parent attitudes to school (March 2015) and staff attitudes to school (April 2016) indicating 97% of parents agree their child feels safe and happy at the school and 100% of staff agree children are safe at this school.

inquiry, formal and informal dialogue and collaboration, or mode 2 professional learning1: “Everybody has a voice. Everybody plays a part in children’s learning and outcomes.”2

Incisive performance management for leaders, teachers and teaching assistants with clearly focused targets centred on the Leadership Framework, National Teaching Standards and the Professional Standards for Teaching Assistants, in conjunction with accurate monitoring, inform ambitious and challenging mode 2 professional learning. This is evidenced in the rapid and sustained improvement in the teaching over time data and in the substantial impact of leaders, both middle and senior, across the school.

Leaders have created an ambitious and innovative curriculum designed to develop citizens of the future. This is evidenced in the Curriculum Map 2015-16 and outcomes across the school.

Area for development: Area for development: To embed a culture where engaging all in

learning allows evidence to be used as a matter of routine to improve outcomes for all.

To continue to build leadership capacity for all stakeholders.

1 Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London2 Office for Standards in Education (2015) Section 8 Inspection Report: Wingfield Primary School. Available at http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/100154 [accessed January 2015]

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Quality of teaching, learning and assessment

Personal development, behaviour and welfare

Quality of teaching, learning and assessment is judged as outstanding because:

Personal development, behaviour and welfare is judged as outstanding because:

Mode 2 professional learning in conjunction with a measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing have transformed pedagogy. This is evidenced in the rapid and sustained improvement in the teaching over time data, in the outcomes from well-planned and differentiated learning opportunities recorded in books and displayed across the school and a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that the school successfully meets the differing needs of individual pupils. Practice is underpinned by excellent documentation including the ‘Learning by Design’ precision teaching guide.

The School Development Plan includes a Core Priority focused on the transformation of lesson planning: lesson design continuously informed by research. Teachers have started the process of challenging the three part lesson by developing an enquiry based approach to learning. This is supported by the promotion of the school’s values, which include peace, respect and tolerance, and an approach to behaviour for learning focused on intrinsic rewards.

The good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for all pupil groups indicate the uncompromising ambition to ensure all pupils succeed. Termly progress meetings allow any pupils falling behind to be identified and the excellent whole school provision map enables all to catch up.

Embedded feedback marking enables pupils to improve their knowledge, understanding and skills by affording pupils the opportunity to reflect on learning and identify next steps. The on-going dialogue between pupils and teachers recorded in books and pupils ability to discuss their learning provide evidence of this. When the school achieved the Basic Skills Quality Mark feedback identified that “pupils are clearly aware of the purpose of feedback marking, self-assessment and peer assessment.”

The introduction of a Home Learning Policy and Home Learning Journals promotes the consolidation of learning, deepens understanding, provides pupils with an opportunity to prepare for future learning and fosters home/school relationships. A

Pupils demonstrate excellent attitudes and approaches to their learning and are clear on the progress they have made and need to make to achieve their potential. There is a strong understanding of personal and school-wide achievements.

The core British values of respect and tolerance are promoted through the school's own ten values which form an integral part of collective worship and underpin the curriculum.

Pupils’ understanding of democracy is promoted though the use of class debates across the curriculum and democracy is a specific unit of learning for Year 5 pupils. Pupils also take part in their own elections for key roles such as representing their class on the school council. Consequently they understand the importance of respecting others’ ideas and are confident to challenge one another.

Expectations for behaviours and attitudes are clear, understood and are modelled consistently by adults across the school. This is evidenced by a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that both behaviour is good in the school and that the behaviour of pupils is consistently well managed.

Core routines are precise and consistently enforced to give pupils, and especially vulnerable pupils, the structure and opportunity to moderate their own behaviour.

For individuals with particular behaviour needs, clear plans are in place to support them with engagement in learning. There is no overt disruptive behaviour and significant improvements in teaching and learning have dramatically reduced low level disruption.

Pupils understand how their education equips them with the necessary skills and experiences in order to be successful in their next stage of education and subsequent employment due to a highly creative curriculum which affords pupils the opportunity to explore a broad range of careers.

Attendance is above national average and Royal Borough of Greenwich (96.5%). Pupils are punctual despite the long distances that some of them travel and arrive keen to learn each day.

A survey report on parent attitudes to school (March 2015) indicates 97% of parents agree the school teaches their child values and encourages them to be a good

24

survey report on parent attitudes to school (March 2015) indicates 91% of parents agree staff explain how parents can help their child at home and provide appropriate homework.

The school achieved the Basic Skills Quality Mark evidencing the embedding of reading, writing and mathematics across the curriculum.

The rapidly improving opportunities provided for learning outside of the classroom have led to pupils becoming engaged and motivated learners fuelled by a love for learning. These opportunities include embedding educational visits, the introduction of a residential school journey for Year 6 pupils and an expanding programme of extra-curricular activities.

citizen. There is a harmonious atmosphere that

pervades the school and the orderly manner in which pupils conduct themselves. Attitudes and relationships with staff observed over a range of classes are outstanding.

Pupils have a pride in the school and their conduct outside of the class is almost always impeccable and incidents of bullying are rare and pupils tell us that they feel safe.

Our outcomes and progress indicators demonstrate acceleration in rates of progress as the result of greater engagement in learning.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health, safety and well-being underpinned by the vigilant and consistent implementation of robust policies and procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with particular reference to healthy eating, fitness and their emotional and mental well-being.

Pupils feel safe and know what they need to do if they are concerned about something: a survey report on parent attitudes to school (March 2015) indicates 97% of parents agree my child feels safe and happy at the school.

Pupils are aware of how to stay safe online; we teach pupils how to be safe when using mobile phones, new technologies and social networking sites (if age-appropriate).

Pupils demonstrate a caring and thoughtful approach to their peers; they have a deep understanding of what it means to be spiritual and have good knowledge of right and wrong.

Area for development: Area for development: To embed the backwards by design

pedagogy. To introduce and develop the use of

learning dispositions.

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Quality of teaching, learning and assessment

Personal development, behaviour and welfare

Quality of teaching, learning and assessment is judged as outstanding because:

Personal development, behaviour and welfare is judged as outstanding because:

Mode 2 professional learning in conjunction with a measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing have transformed pedagogy. This is evidenced in the rapid and sustained improvement in the teaching over time data, in the outcomes from well-planned and differentiated learning opportunities recorded in books and displayed across the school and a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that the school successfully meets the differing needs of individual pupils. Practice is underpinned by excellent documentation including the ‘Learning by Design’ precision teaching guide.

The School Development Plan includes a Core Priority focused on the transformation of lesson planning: lesson design continuously informed by research. Teachers have started the process of challenging the three part lesson by developing an enquiry based approach to learning. This is supported by the promotion of the school’s values, which include peace, respect and tolerance, and an approach to behaviour for learning focused on intrinsic rewards.

The good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for all pupil groups indicate the uncompromising ambition to ensure all pupils succeed. Termly progress meetings allow any pupils falling behind to be identified and the excellent whole school provision map enables all to catch up.

Embedded feedback marking enables pupils to improve their knowledge, understanding and skills by affording pupils the opportunity to reflect on learning and identify next steps. The on-going dialogue between pupils and teachers recorded in books and pupils ability to discuss their learning provide evidence of this. When the school achieved the Basic Skills Quality Mark feedback identified that “pupils are clearly aware of the purpose of feedback marking, self-assessment and peer assessment.”

The introduction of a Home Learning Policy and Home Learning Journals promotes the consolidation of learning, deepens understanding, provides pupils with an opportunity to prepare for future learning and fosters home/school relationships. A

Pupils demonstrate excellent attitudes and approaches to their learning and are clear on the progress they have made and need to make to achieve their potential. There is a strong understanding of personal and school-wide achievements.

The core British values of respect and tolerance are promoted through the school's own ten values which form an integral part of collective worship and underpin the curriculum.

Pupils’ understanding of democracy is promoted though the use of class debates across the curriculum and democracy is a specific unit of learning for Year 5 pupils. Pupils also take part in their own elections for key roles such as representing their class on the school council. Consequently they understand the importance of respecting others’ ideas and are confident to challenge one another.

Expectations for behaviours and attitudes are clear, understood and are modelled consistently by adults across the school. This is evidenced by a survey report on staff attitudes to school (April 2016) indicating 100% of staff agree that both behaviour is good in the school and that the behaviour of pupils is consistently well managed.

Core routines are precise and consistently enforced to give pupils, and especially vulnerable pupils, the structure and opportunity to moderate their own behaviour.

For individuals with particular behaviour needs, clear plans are in place to support them with engagement in learning. There is no overt disruptive behaviour and significant improvements in teaching and learning have dramatically reduced low level disruption.

Pupils understand how their education equips them with the necessary skills and experiences in order to be successful in their next stage of education and subsequent employment due to a highly creative curriculum which affords pupils the opportunity to explore a broad range of careers.

Attendance is above national average and Royal Borough of Greenwich (96.5%). Pupils are punctual despite the long distances that some of them travel and arrive keen to learn each day.

A survey report on parent attitudes to school (March 2015) indicates 97% of parents agree the school teaches their child values and encourages them to be a good

26

survey report on parent attitudes to school (March 2015) indicates 91% of parents agree staff explain how parents can help their child at home and provide appropriate homework.

The school achieved the Basic Skills Quality Mark evidencing the embedding of reading, writing and mathematics across the curriculum.

The rapidly improving opportunities provided for learning outside of the classroom have led to pupils becoming engaged and motivated learners fuelled by a love for learning. These opportunities include embedding educational visits, the introduction of a residential school journey for Year 6 pupils and an expanding programme of extra-curricular activities.

citizen. There is a harmonious atmosphere that

pervades the school and the orderly manner in which pupils conduct themselves. Attitudes and relationships with staff observed over a range of classes are outstanding.

Pupils have a pride in the school and their conduct outside of the class is almost always impeccable and incidents of bullying are rare and pupils tell us that they feel safe.

Our outcomes and progress indicators demonstrate acceleration in rates of progress as the result of greater engagement in learning.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health, safety and well-being underpinned by the vigilant and consistent implementation of robust policies and procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with particular reference to healthy eating, fitness and their emotional and mental well-being.

Pupils feel safe and know what they need to do if they are concerned about something: a survey report on parent attitudes to school (March 2015) indicates 97% of parents agree my child feels safe and happy at the school.

Pupils are aware of how to stay safe online; we teach pupils how to be safe when using mobile phones, new technologies and social networking sites (if age-appropriate).

Pupils demonstrate a caring and thoughtful approach to their peers; they have a deep understanding of what it means to be spiritual and have good knowledge of right and wrong.

Area for development: Area for development: To embed the backwards by design

pedagogy. To introduce and develop the use of

learning dispositions.

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2. Attendance

Registration Group

Pupils in group

Attendances

Authorised

Absences

Unauthorised

AbsencesLate

Before Late After

NSE 17 92.4% 4.3% 3.3% 4.1% 0.0%

RJT 19 97.6% 1.8% 0.7% 0.2% 0.0%

RCV 19 96.2% 3.4% 0.4% 0.2% 0.0%

1RH 28 95.6% 2.7% 1.7% 1.0% 0.0%

1BH 26 98.3% 1.6% 0.1% 0.4% 0.0%

2JH 28 95.7% 3.4% 0.9% 0.7% 0.0%

2AW 13 94.6% 1.0% 4.4% 2.7% 0.2%

3YM 33 96.9% 2.4% 0.7% 0.4% 0.0%

4MB 30 97.5% 1.9% 0.6% 0.4% 0.0%

4PM 23 95.9% 2.9% 1.2% 0.3% 0.0%

5HI 30 97.3% 2.0% 0.6% 1.5% 0.0%

6CC 23 96.3% 2.7% 1.1% 1.4% 0.0%

Totals 289 96.5% 2.5% 1.0% 0.9% 0.0%

EAL Pupils in group

Attendances

Authorised

Absences

Unauthorised

AbsencesLate

Before Late After

Yes 182 95.9% 2.9% 1.2% 0.9% 0.0%

No 114 97.6% 1.7% 0.7% 0.8% 0.0%

Totals 296 96.5% 2.5% 1.0% 0.9% 0.0%

Ethnicity Pupils in group

Attendances

Authorised

Absences

Unauthorised

AbsencesLate

Before Late After

Any other Asian

background8 95.5% 1.6% 2.9% 1.3% 0.0%

Bangladeshi 1 79.1% 18.6% 2.3% 2.3% 0.0%

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Indian 6 90.4% 8.6% 1.0% 0.3% 0.0%

Pakistani 3 92.2% 3.7% 4.1% 5.7% 0.0%

Other Black African 12 97.9% 1.9% 0.2% 0.4% 0.0%

Black - Ghanaian 5 98.6% 1.4% 0.0% 1.2% 0.0%

Black Caribbean 13 97.1% 2.3% 0.5% 0.0% 0.0%

Any other Black

background6 95.1% 0.9% 4.1% 0.5% 0.0%

Black - Nigerian 21 98.4% 1.1% 0.5% 1.4% 0.0%

Black - Somali 32 94.2% 4.4% 1.4% 1.8% 0.0%

Chinese 3 100.0% 0.0% 0.4% 0.0% 0.0%

White and Black

African5 96.0% 3.0% 1.0% 0.5% 0.0%

Any other mixed

background14 96.2% 3.2% 0.6% 0.4% 0.0%

White and Asian 2 97.5% 0.0% 2.5% 0.0% 0.0%

White and Black

Caribbean6 99.2% 0.0% 0.8% 1.8% 0.0%

Other ethnic group

10 93.8% 5.2% 1.0% 0.4% 0.0%

Vietnamese 7 99.6% 0.4% 0.0% 0.0% 0.0%

White Western European

4 96.3% 3.1% 0.6% 0.0% 0.0%

White European 68 97.0% 2.2% 0.8% 0.2% 0.0%

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White - British 57 97.5% 1.9% 0.6% 0.7% 0.0%

White - Irish 0

White Other 5 98.5% 0.9% 0.6% 0.6% 0.0%

Gypsy/Roma 1 60.5% 2.3% 37.2% 25.6% 2.3%

Turkish/Turkish Cypriot

11 96.9% 2.4% 0.7% 0.1% 0.0%

Totals 300 96.5% 2.5% 1.0% 0.9% 0.0%

FSM Pupils in group

Attendances

Authorised

Absences

Unauthorised

AbsencesLate

Before Late After

Free school meals 39 96.1% 3.4% 0.5% 1.3% 0.0%

Totals 39 96.1% 3.4% 0.5% 1.3% 0.0%

Gender Pupils in group

Attendances

Authorised

Absences

Unauthorised

AbsencesLate

Before Late After

Boys 140 96.5% 2.3% 1.2% 0.9% 0.0%

Girls 160 96.5% 2.6% 0.9% 0.9% 0.0%

Totals 300 96.5% 2.5% 1.0% 0.9% 0.0%

SEN status Pupils in group

Attendances

Authorised

Absences

Unauthorised

AbsencesLate

Before Late After

No Special Educational

Need20 98.5% 1.0% 0.5% 0.7% 0.0%

Statement 1 97.7% 2.3% 0.0% 0.0% 0.0%SEN

Support 31 95.9% 3.2% 0.9% 0.8% 0.0%

Totals 52 97.0% 2.3% 0.7% 0.8% 0.0%

30

3. Attainment profile

Attainment ProfileEarly Years Foundation

Stage :2014 2015 2016

School National School National School National

Good Level of Development 68% 60% 79% 66% 83% 69%

Phonics : 2014 2015 2016Year 1: - working at req. std.

(WA) 64% 74% 84% 77% 86% 81%

Year 2: - working at req. std. (WA) 85% 88% 100% 66% 67% 67%

Key Stage 12014 2015 2016

School National School National School National

Reading

Level 2+ 78% 90% 89% 91% 84% 74%Level 2b+ 78% 81% 80% 82%

35% 24%Level 3 7% 31% 33% 32%

Writing

Level 2+ 63% 86% 85% 88% 81% 66%

Level 2b+ 44% 70% 65% 72%32% 13%Level 3 0% 16% 28% 18%

Maths

Level 2+ 89% 92% 93% 93% 84% 73%Level 2b+ 56% 80% 85% 82%

32% 18%Level 3 7% 24% 30% 26%

Key Stage 22014 2015 2016

School National School National School National

Reading

Level 4+ 93% 89% 90% 89% 71% 66%Level 5+ 41% 50% 71% 48%

6% 19%Level 6 0% 0% 0% 0%

Writing

Level 4+ 89% 85% 90% 87% 76% 74%Level 5+ 33% 33% 43% 36%

18% 23%Level 6 0% 2% 5% 2%

Maths Level 4+ 81% 86% 90% 87% 82% 70%Level 5+ 44% 42% 71% 42%

24% 17%Level 6 4% 9% 29% 9%Reading, Writing &

Maths

Level 4+ 74% 79% 90% 80%53% 53%Good L4+ 70% 67% 90% 69%

Level 5+ 26% 24% 43% 24%

ScienceLevel 4+ 96% 88% 90% 89%

88% 81%Level 5+ 52% 39% 57% 40%Level 6 0% 0% 0% 0%

Grammar, Punctuation & Spelling

Level 4+ 67% 76% 90% 80% 88% 72%Level 5+ 44% 52% 81% 56%Level 6 0% 4% 19% 4% 24% 23%

2 levels progress

Reading 100% 91% 95% 91% Subject Value-added measure

Writing 96% 93% 95% 94% Reading (top 40%) 1.1

Maths 92% 89% 95% 90% Writing(top 25%) 2.8

31

3 levels progress

Reading 33% 34% 40% N/A Maths(top 25%) 1.8

Writing 54% 33% 45% N/A Positive scores indicate above national average

which is set at 0Maths 50% 35% 75% N/A

32

4. Safeguarding report

Child Protection

CP

Child In NeedCIN

Looked After ChildLAC

Concerns

Number of children 1 2 1 28

Number of families 1 1 1 12

33

5. Teaching and learning profile

April

2014 (

LA re

view)

June 2

014 (O

fsted

)*

Autum

n 2 20

14

Spring

2 2015

Summer

2 2015

Autum

n 2 20

15

Spring

2 2016

Summer

2 2016

Autum

n 2 20

16

Spring

2 2017

0

20

40

60

80

100

120

Wingfield Primary SchoolTeaching and Learning profile 2014-17

InadequateRequires improvementGoodOutstandingGood+

Term/year

Perc

enta

ge o

f tea

cher

s

*Due to partnership support.

34

6. Number on Roll Data

Oct-14

Dec-14

Feb-15

Apr-1

5Jun

-15Au

g-15

Oct-15

Dec-15

Feb-16

Apr-1

6Jun

-16Au

g-16

Oct-16

0

50

100

150

200

250

300

350

Wingfield Primary SchoolNumber of children on roll

Number of children on roll

Month/year

Num

ber o

f chi

ldre

n

35