Heathwood Lower School

Heathwood Lower School

School Evaluation and Development 

 

Summary 2017-18

 

Strengths

Areas for improvement

 Impact

Leadership and Management

 

  • High expectations for all
  • Consistent outcomes
  • Performance Management targets for all are linked to SDP
  • Staff reflect on the way they teach
  • Professional Development for all
  • Broad and balanced curriculum
  • Promote equality and diversity
  • Governors challenge senior leaders and hold them to account
  • Governors have a clear understanding of the quality of teaching and Learning
  • Effective Safeguarding in a culture of where pupils’ welfare 
  • Continue to drive improvements in teaching, learning and assessment, so that a greater proportion of teaching is outstanding.
  • To ensure GDPR is compliant
  • To continue to maximise learning opportunities at Greater Depth in a broad and rich curriculum

 

 

 

 

 

  • All teaching is moving towards outstanding by July 2018
  • Data compliancy by 25th May 2018
  • Evidence of Developed Mastery and Greater Depth Across the whole curriculum

 

 

 

 

 

 

Personal Development, Behaviour and Welfare

 

  • Children are confident and proud of their achievements
  • Children work hard and have an excellent attitude to learning
  • Staff and children encourage responsibility and  independence in themselves and others
  • We listen to children and promote  childrens’ voice
  • We praise children and recognise achievements
  • We all encourage children to ask questions and make choices
  • Attendance is > 95%
  • Restorative Approaches and Protected Behaviours

 

  • To continue to promote the use of positive social skills at all times and in all contexts
  • To continue to improve children’s ability for reflection and relaxation

 

 

 

 

 

 

 

 

 

  • Children are engaged at all opportunities in positive play
  • Children able and confident to reflect and relax

 

 

 

 

 

 

 

 

 

Outcomes

 

  • Yr R: Considering the cohort, data is improving, all areas show an upward trend 
  • Yr 2: Considering the cohort, data is strong. Ages and Stages analysis indicates outstanding progress through KS1.
  • Yr 4:Attainment for this cohort was exceptionally high, all measures being well above LA averages.

Ages and Stages analysis indicates outstanding progress through KS2.

 

  • To continue to improve  outcomes in EYFS for  all groups of learners with particular emphasis on identifying and challenging children at Greater Depth
  • Improve fluency and reasoning to promote improved outcomes in maths all groups of learners with particular emphasis on identifying and challenging children at Greater Depth,

 

 

  • GLD continues to improve and is at least in line with National and Local data
  • Greater proportions of pupils are working at above ARE.

 

 

 

 

Teaching, Learning and Assessment

 

  • Individualised high expectations and challenging targets
  • Rigorous Marking and Feedback in line with policy
  • Identification and support for individuals and vulnerable groups
  • Checking understanding, open ended questioning, challenging and Mastery
  • Parents understand children’s progress and how to support them
  • Valuing all children -Making whole experience relevant and fun
  • Children are curious and interested
  • To continue to develop a Growth Mindset by asking open ended questions and allowing thinking time
  • To continue to plan for children to read widely and often with appropriate  fluency and comprehension

 

 

 

 

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  • Thinking time’ is agreed practice and evident across the school
  • Children have a ‘Can do’ attitude
  • Children discuss reading with fluency, comprehension and enjoyment.

 

 

 

 

 

Early Years

 

 

  • Safeguarding is effective
  • Children are motivated
  • Behaviour is good
  • Stimulating environment and interesting, relevant  curriculum
  • Assessment is rigorous
  • Progress is good

 

 

 

 

 

 

 

  • To continue to involve and engage parents in their children’s learning
  • Ensure that children are on track and secure at 40-60 emerging or above by the end of Pre-school,
  • To continue  a programme of cohesive transition to EYFS

 

 

 

 

 

 

  • Parents are engaging with children’s learning and sharing assessment from home
  • Consistent start in reception; children make the appropriate progress towards the ELGs by the end of the key stage.
  • Children continue to be school ready