At St Marys we believe in an effective self-evaluation with actions that flow from it.We believe that these actions should deliver improved educational outcomes and experiences for all pupils. Self-evaluation must be an integral part of the school development planning process with the resulting actions and targets captured in School Development Plans (SDPs).
Our SDP is a strategic plan for improvement. Its aim is to bring together, in a clear and simple way, the school’s priorities, the main measures it will take to raise standards, the resources dedicated to these, and the key outcomes and targets it intends to achieve.
Please click on each to see our SDP.
2017 / 2018 was another good year for St Mary's RC Primary School and a lot of fantastic progress made by not just the children but all staff, parents and governors.
SUCCESSES AND PRIORITIES
Key Successes for 2017/2018
- Provision mapping and Intervention programmes embedeed across all the school and new system intergrated.
- Personalised reading and maths marking supports targets for children in both Key stages
- New strategy for the teaching & learning of reading-Recipricol and rapid read
- Foundation subject assessment grids created and monitored to show progress.
- Framework for the progression in written and mental calculations of maths in place
- Quality of the EYFS learning environment enhanced
- EYFS outdoor provision redeveloped and now used as a model for other schools
- Platinum sport mark award for P.E achieved
- Forest School trained.
- Safeguarding audit in line with OFSTED requirements
- Big maths challenges is enhancing existing mental maths strategies
- embedded rock star times table
- Attainment improving in all areas of EYFS KS1 and KS2 in KS2 shows
- Outstanding attainment in EYFS and phonics. Progress good across year groups as phonics at 83% .
- Science silver award for science investigations and quality of teaching and learning
- We have deepened and extended the quality of RE evidence and evaluation of standards and introduced 'Come and see'
- We have new chaplains;Eco school;anti bulllying and sporting councils.
- School council embedded
SDP summary for 2018 -2019.
ISSUES from 2018 data
Girls GLD-68 % compared to boys 81.8%; DisAdv GLD-40%( 3 year trend low);FSM 33%
Y2 pupils -100% did not pass phonics-progress made (see internal data) ;non ethnic or WH – 74% (N-84%)
KS1 –Non ethnic 3 year trend –R and W,(71%,58%,71%),(61%, 53% 61%)
Combined RWM-55%-(N- 64%)
KS2 -Greater D - R 10% (Nat 28%); M-11%(N-19%)
Non ethnic ARE –lower than peers (3 year trend –RWM -32%)
Key focus 1.
Achievement of pupils.
Pupils should make rapid and sustained progress from their starting points and higher ability children need challenge Ofsted 2016
- Improving attainment in Reception GLD (76% -LA 72%) need to close gap in boys and girls GLD –2018(81.8% and 68%)
- Disadv –to exceed 65%
- SENd and LA progress and attainment in Y4 (writing and reading) gap to peers needs rapid closing –continue with intensive SENd interventions and high quality teaching. (see internal tracking)
- KS2 attainment to be 70% combined(36% 2017; 55%-2018) and ARE in reading writing and math’s to be at 75%(R- W- M- by year end 2019
- KS2 greater depth to be in line with N by summer 2019(2018 -R -10% W -15% M-11.3%) Av of 25% or in line with national (2019). Planning and observations focused on HA differentiation and challenge
- Raise KS2 progress in line with national attainment and to exceed 3+ progress in each subject by 2019
- Embed age-related expectations in writing in all year groups- robust accountability –half termly moderation
- Phonics pass rate in Y2 to exceed 95% (2018-84% N -92%)
- See above for intensive reading strategies- W Tenant GR; rapid read; Project X –Y3 and Y4. PP /Disadvantaged groups intensive support-Assessment coordinator track progress and interventions (Y4 and Y6)
- Use of daily reciprocal reading approach and continued GR CPD for all staff.
- Close the gap in Y4 maths - new reasoning focus and X tables focus in current Y4’s
- Non ethnic children in line with peers (see above issues in KS1 and RWM combined in KS20
- Science to continue to be robustly monitored and challenge evident.–target of 80% ARE in KS1 KS2(2017 -% and % respectively )
Key focus 2
Behavior and safety of children.
‘Children’s concentration can lapse occasionally as classrooms lessons can sometimes not provide enough challenge and on occasion need more engagement ’. Ofsted- Jan 2016
- Staff early identification and intervention of all additional needs pupils. provision mapping updated and checked half termly. Extend inclusion room for social, emotional and sensory needs.
- SEND is robustly monitored, tracked and observed in lessons by staff and SEND to ensure the strongest have appropriately challenging work and all needs are being met. –Half termly mtgs with staff and governors to check on rapid progress
- Planning to show how PP and HA’s children are being challenged in core subjects.
- A rigid timetable for all EYFS staff with outdoor and indoor timetables specific, appropriate and child centered.
- 3 part lessons in math are integrated with white rose planning/reasoning strategies.
- Embed 6 consistent kagan structures across whole school-robustly tracked by new coordinator.
Key focus 3
Leadership and management.
Jan 2016 -Ofsted judged L&M as good. However focus is needed on developing middle leader’s accountability and impact.
- Middle leaders ensure through high quality scrutiny and support that challenge is robust and hold them to account.eg are staff being spoken to about expectations of subject area /Assessment.
- Foundation subjects assessed and track progress termly to enable stronger progress and greater accountability(re PM targets)
- Analyse data half termly -Identify weaknesses .Use joint drop ins to termly track progress and support slow progress.
- Continue with coaching of middle leaders to ensure raised standards and greater independent moderation
- Link governors - more depth of coverage so that there are available and skilled to robustly question subject leaders on school development and impact on teaching and learning.
- Work to build on parental engagement across all forms of School- Sacramental programme ...EYFS...Y1 phonics
Key focus 4
Continue to improve quality of teaching and assessment resulting in outstanding progress. Target 95% good or better by summer 2019.
- Engender a more independent and active learning approach in all pupils. Share good practice/ models of excellence across all Key stages and in federation.
- Lesson observations led more by SLT and Middle leaders –Linked to coaching CPD
- To extend leadership folder in collaboration with soft federation
- Encourage more cross phase support and monitoring of quality of books and marking.
- Half termly monitoring by all core subject leaders- 3 weekly book looks (SLT whole staff and federation).
- All pupils understand next steps learning in core subjects.
- ECM teaching and learning review in Summer 1 to evaluate judgments and quality of learning.