Professional Documents
Culture Documents
Fagley Primary
Chris Parfitt
Colleen Jackson
Duncan Grant, Georgina Graham, Angela McHale, Keira
Burnsall
28th and 29th September 2015
A scrutiny of achievement data (including the RAISE 2014) on the performance of all pupils at
the end of each Key Stage as well as current profile throughout the school.
An evaluation as to the quality of teaching and learning and its impact on the outcomes for
pupils of all abilities and backgrounds, particularly in the teaching of reading and higher ability
pupils.
The standards of pupils behaviour and how well the school ensures their safety and
wellbeing.
The accuracy of self-evaluation and impact of leadership and management on all aspects of
teaching and learning and securing the future of the school.
The effectiveness of Governance
Context
This is a good school with some elements reflecting outstanding provision. Fagley is a happy and
caring school. Pupils thrive in the purposeful learning environment. Attainment is below national
averages (NA) in the Early Years (EY) and Key stage (KS) 1 but progress is good from the low
starting points. Progress for Year 6 (2015) is an indicator showing outstanding performance in SATs
2015, however, this was not the case in attainment. Pupils progress in reading, writing and
mathematics are above those of most schools nationally. Almost all pupils, including disadvantaged
groups, make good and often exceptional progress from their starting points. The majority of teaching
over time is good and with some outstanding. The majority of teachers have high expectations for
learning. Children make an excellent start to their education in the two year old offer and show good
progress in the Early Years. The caring, supportive approach from adults ensures that children settle
into learning quickly. This continues into Key stage 1 and Key stage 2.
The Head teacher and other senior leaders, including governors, are passionate about their school
and recognise the need for some changes to be made to reach an outstanding judgement.
The Head teacher asserts that governors are good and are well equipped to ask the right sort of
informed questions on data, however, at the time of the review only one representative attended the
meeting; she was very well equipped to answer all the questions asked.
3. Self-Evaluation
SEF Grades
Overall effectiveness
Leadership and Management
Pupil development, Behaviour and
Wellbeing
Quality of teaching, learning and
assessment
Outcomes for pupils
School selfevaluation
2
2
Review outcome
2
2
2
2
2
2
The Head teacher is providing very strong leadership for the school. Together with the Senior
Leaders she has appointed good members of staff and has raised expectations throughout
the vast majority of the school. The leadership team are working to ensure all staff share their
ambition to be outstanding and are driving improvement in achievement for all groups of
pupils.
The Head teachers understanding of its strengths and weaknesses is accurate and the
senior leaders are beginning to check on the progress of its plans for improvement thoroughly
and systematically. As a result, senior leaders are bringing about improvement.
The checking of the quality of teaching and learning and pupils progress by the senior
leaders is rigorous and well planned.
The school uses the extra pupil premium funding wisely and this is ensuring that those pupils
are making good progress in all year groups
Performance management is rigorously managed with tightly focused targets which are linked
to pupil progress. This is helping to improve the quality of teaching and raising achievement.
The curriculum focuses effectively on developing pupils knowledge and skills in reading and
writing; reading is a strength in school. The basic skills curriculum is having a positive impact
on pupils achievement and their health and well- being.
Opportunities for spiritual, moral, social and cultural development are very well promoted in
the school. The school ensures that there is no discrimination and promotes equality of
opportunity well.
The school uses the additional funding for sport effectively to improve the quality of teaching
in physical education and providing a wide range of activities.
The schools liaison with Bradford East One Partnership (BEOP) partnership schools is
working effectively to ensure that the school and those partners continue to improve. The
schools communicate and work well together through a range of channels, including head
teacher meetings, shared Head teacher school reviews, Early Years Leader meetings, SLT
meetings, curriculum meetings, shared moderation meetings and identified CPD for all
schools.
In effective learning where progress is good or better, pupils are aware of the success criteria
and of how to improve their work. In these lessons planning is thorough and provides work at
the right level for different groups of pupils, including the more able. For example, in an
effective English lesson in Year 2, the teacher made good use of personalised learning to
provide a correct level of challenge for the pupils in the cohort. This prompted some reflective
thought from pupils and good responses to the teachers open ended questioning.
The vast majority of teachers know their pupils well. Pupils engage, show enthusiasm,
enjoyment and maturity as learners. This is particularly evident in their eagerness to learn, as
shown in a Year 6 Phonics session where pupils were making good progress.
Work Scrutiny
Marking policy is followed by the vast majority of teachers and responded to by pupils to bring
about good progress
The issues which arise from work scrutiny are: in the majority of books there is clear
differentiation for learning, writing is frequently differentiated by outcome and writing books
need to display the learning intentions to enable leaders to monitor and evaluate their work.
Equally, the pupil does not have a clear view as to the intended outcome and the success
criteria by which to gauge their progress in achieving success
The sequence of learning in some classes needs to be planned for so that children
understand why they are learning and how to apply this to everyday life
In EY classes mathematics activities are not challenging the pupils of higher ability, with little
evidence that pupils are using any new knowledge to develop their learning in this area of the
curriculum.
Teaching of Reading
Reading is a strength of the school. All children heard reading and involved in discussion with the
reviewers were confident, fluent readers and able to talk about genres and authors. This was also true
for the disadvantaged pupils in the group. Pupils can talk knowledgeably about favourite authors,
read with expression, decoding unknown words effectively. The relentless work done by staff in home
and school liaison is beginning to impacting positively on the outstanding progress of reading in
school. This remains a focus area.
The youngest pupils heard reading were confident and had well-honed predictive and phonic skills.
All indications are that there is good teaching of reading at a high level. Pupils are also directed to
read more challenging texts.
Outcomes: Review Grade 2
Review evidence confirms the rapid progress made by the children in school. Year 6 progress from
test results 2015 were above national average in all subjects, giving pupils a very firm platform for
success in secondary school and beyond. The only significant variation in attainment was in the
outcomes for the more able. The progress of different groups of pupils, including those at an early
stage of acquiring English and the pupils eligible for free school meals shows that all achieve equally
well. Individually tailored programmes pupils with special educational needs are carefully targeted,
based on early assessment of their specific learning difficulties and support outstanding learning.
Children enter Reception from a wide range of pre-school settings, as well as schools own Nursery
and some come straight from home. Their skills on entry are below those expected for their age,
particularly in literacy, and a significant number have very limited English language skills. They quickly
settle and form strong friendships with other children in a well-equipped environment. They respond
enthusiastically in sessions led by adults and become highly engaged when initiating learning and
working with others. They make good progress. Attainment in GLD is below average by the time they
leave Reception in all areas of their learning but progress is good from the low starting points.
Pupils, from Reception upwards, become immersed in language and benefit considerably from
excellent modelling by adults and in Talk for Writing. This underpins the good progress of pupils
speaking English as an additional language. Once confident and fluent, their progress accelerates
and are among the schools highest-attaining pupils by the end of Year 6.
Typically, learning is fast paced and ensures the rapid development of the pupils key skills. They
acquire new knowledge quickly, and the frequent application of literacy and numeracy across a wide
range of subjects helps to deepen the pupils understanding. The focus on improving reading and
writing has reaped considerable benefits, particularly in engaging more reluctant boy writers.
Extended pieces of writing are planned carefully, and include refined and ambitious vocabulary. The
basic skills books used must link into this sequence of learning producing even better extended
writing. Productivity of quality work can be seen in the vast majority of lessons and gives clear
evidence of good to outstanding progress over time.
5.
Areas of strength
.
Ensure that EY classes plan together and cover the EY Curriculum, focusing on the
Characteristics of Learning
Ensure practitioners identify Learning Objectives which are contextualised and linked to basic
skills across the curriculum, exemplified in writing books
Ensure maths learning environment is current using childrens work as exemplars
Ensure that Spelling Grammar and Punctuation focus continues to improve spelling in school
Ensure all governors are aware of school improvement issues and the current Ofsted
handbook
Ensure that all teachers follow the schools marking and feedback policy, so that guidance
given is developmental and ensures that all pupils respond to the points raised appropriately.
Action plan for school to school support with Holybrook and Parkland Primary Schools
regarding the above areas for development.
Full Governing Body training on Ofsted Common Inspection Framework