Early years self-evaluation form For provisions on the Early Years Register
Age group: Birth to 31 August following a child’s fifth birthday Published: September 2015 Reference no: 120332
Please leave blank for Ofsted use
EY Self-evaluation form
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email
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[email protected] W: www.ofsted.gov.uk No. 120332 © Crown copyright 2015
Contents
Introduction Completing this form
5 Error! Bookmark not defined.
Part A. Setting details and views of those who use the settingError! Bookmark not defined. Section 1. Your setting Error! Bookmark not defined. Section 2. Views of those who use your setting and who work with you 7 Part B: The quality and standards of the early years provision Section 3. Effectiveness of leadership and management Section 4. Quality of teaching, learning and assessment Section 5. Personal development, behaviour and welfare Section 6. Outcomes for children Section 7. The overall effectiveness of the early years provision
9 9 13 16 19 22
Setting name
Camrose Primary School with Nursery
Setting unique reference number Setting address
St David’s Drive, Edgware Harrow
Postcode Completed by (name and role)
Date completed
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HA86JH
Lara Wheeler EYFS Leader
Introduction This optional self-evaluation form is for providers on the Early Years Register. You may prefer to record your self-evaluation on a different form, for example: a children’s centre self-evaluation form that includes the registered part of your provision a local authority form a quality assurance scheme system. If you submit this form online or send it to Ofsted as part of your planning cycle, the inspector will use it when planning your inspection. If you choose not to send it to Ofsted, or you complete a different form of self-evaluation, please make this available to the inspector at the start of your inspection. Whatever way you choose to record an evaluation of your provision, the inspector will expect this to include: the views of children, parents and any staff or assistants you employ the views of other professionals who may work with you, such as local authority advisers/development workers; health professionals; children’s centre staff and any other early years provision your strengths, any areas for improvement and the actions you propose to tackle them. You may find it helpful to use the following to evaluate your provision: Early years self-evaluation form guidance1 Early years inspection handbook2 Common inspection framework3 The Statutory Framework for the Early Years Foundations Stage4 Early years outcomes.5
1
Early years self-evaluation form guidance (120342),Ofsted, 2015;. www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-andguidance-for-providers-delivering-the-early-years-foundation-stage 2 Early years inspection handbook from September 2015, 150068,Ofsted 2015; www.gov.uk/government/publications/early-years-inspection-handbook-from-september2015 3 Early years inspection handbook from September 2015, 150068,Ofsted 2015; www.gov.uk/government/publications/early-years-inspection-handbook-from-september2015 4 The Statutory Framework for the Early Years Foundations Stage , DfE, 2014; www.gov.uk/government/publications/early-years-foundation-stage-framework--2. 5 Early years outcomes, DfE, 2013: a non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years https://www.gov.uk/government/publications/early-years-outcomes. Page 5 of 23 EYL409
Section 1 – Your setting Camrose Early Years is situated in the new build alongside year one classrooms and is easily accessible for children with additional needs. Early Years currently consists of two Reception classes of thirty pupils each and a Nursery where morning and afternoon sessions are on offer for up to twenty six pupils in each. The Reception day runs parallel to the rest of the school, beginning at 8.30am and ending at 3.15pm. The Nursery day is split into two sessions; the first is from 8.30am until 11.30am and the second begins at 12.15pm and ends at 3.15pm. We have introduced a ten minute soft start to the beginning and end of the day to allow parents to liaise with staff about their child and to accommodate those with children in KS1 and KS2. We are fully staffed within Early Years after almost two years without a Nursery Teacher and the use of regular supply cover. A Phase Leader was appointed for Early Years and started in September 2014. A reception teacher has returned from maternity leave as of July 2015 in a part time role and currently the rest of the job share is covered by a long term supply teacher. Our EYFS team consists of two teachers, one of which has completed her NQT year and two teaching assistants in Reception. A qualified teacher, who is also the Phase Leader, and two NNEB’s in Nursery. We also have one part time and one full time teaching assistant who work within the Reception classes and deliver targeted support for groups of pupils. Nursery and reception classes consist of a classroom, toilet facilities and an outdoor area which includes a sheltered area. There is also a separate parent’s entrance for the Early Years. As of September 2015 the Phase Leader has set up close links with the local Children’s Centre and a member of staff comes weekly to support nursery children in small groups, run workshops and share skills with Camrose NNEBs. Due to overrunning building works there is currently no library so we have set up a library Chandos Children’s Centre that the children visit weekly with staff and parents. Most of our children had not previously visited the Children’s Centre and parents were not aware of the services on offer so we have worked in partnership to ensure they have signed up and use the free services available. Distinctive features; The school is under a PFI We share a sight with Woodlands School; shared building. EYFS Pupil Characteristics
On roll
PP
EAL
SEN Support plans
SEN Monitoring
58 Reception pupils & 44 Nursery pupils
1% (1)
82% (82)
6% (7)
3% (3)
The social and economic backgrounds of the pupils is below average as evidenced by our higher than average deprivation indicator of 0.31 which places us in the 80th percentile (above average). Stability within EYFS is at 75% with 25% of pupils not entering Reception from Nursery or Year 1 from Reception. Camrose is a hugely diverse school with 83% of EYFS pupils from ethnic minority groups. There are 12 different languages spoken by our EYFS children. 32% are of ‘any other white background’, many of these are EAL children from Romania, Poland and other Eastern European countries.
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The Faith profile of EYFS is varied, with 6 religions being represented within EYFS. Our largest group of children are, Christian; 30%.
Most of our families are very supportive of their children and the school. However, many have language barriers and find it difficult to help their children with school work. This can make it difficult to engage many parents so the school has worked very hard to address this through our Parent Ambassadors, family learning opportunities, providing ESOL workshops and using resources form the Children’s Centre.
Section 2. Views of those who use your setting and who work with you
My practice (is): Outstanding (1) We recognise that parents and carers are first and foremost the child’s first educators and therefore consider them part of our team. We maintain excellent liaison with parents through: * Pre-visits to our EYFS, * Home visits for both nursery and reception pupils, * First days induction with parent where they are invited in to the setting with their child to meet staff, share any concerns/ queries and learn about the expectations at the end of EYFS, * Daily personalised meet and greets, * Workshops to support learning and behaviour with Camrose and Children’s centre staff, * Parents are invited into classrooms, throughout the year, to look through Learning Journeys and observe teaching, *Parents are invited in to read stories in their home language or to work with groups of children, * parent support packs, *we work closely with the local Children’s Centre to support parents and pupils, *A nursery parents is on the governing body. We received 100% positive feedback from the parent transition questionnaire in December 2015 and at the end of last academic year we sent out a questionnaire to gather feedback about our EYFS practice and between 92% and 100% of parents deemed the EYFS to be outstanding. The one area for development from this questionnaire was that parents be invited in to work with children which has now been implemented. As part of our holistic approach to learning and development, EYFS practitioners encourage a two way flow of information and observation so that the children’s interests and milestones can be captured at home as well as at school. Parents are given ‘WOW’ moments to fill in and are actively encouraged to celebrate their child’s achievements and contribute to their learning journeys. In EYFS children are actively observed and listened to; this is evident in planning where the children’s interests are at the heart of learning. In addition, activities are changed to reflect the children’s interests during the day. Children are given responsibilities within the class and encouraged to be ‘Learning Detectives’ which has resulted in them developing independence and resilience. In EYFS children are actively involved in improving the setting; they take photographs of areas they like and dislike and discuss ways to develop the area. Our area for development last academic year was to make links with the Children’s Centre to share resources, share good practice and support both children and parents. Rachel comes weekly to support groups of children in literacy, C&L, PD and has begun working with parents to support them with developing story telling skills and toilet training as 30% of the nursery cohort started school Page 7 of 23 EYL409
wearing nappies. Rachel has shared some of Camrose practice with her staff such as; displays, pupil voice and activities. The Children’s Centre staff have fedback that they think Camrose EYs practice is exemplary and would like to send their own children. 2014-2015 we were moderated by the LA who agreed with our judgements. They commented on how well staff knows the children and their next steps. In October 2015 HMI stated that; Practice seen in the EYFS was never less than good and there was observed practice that was outstanding, TAs were well directed Children acquire a wide range of learning skills which ensure they are well prepared for their future schooling, Learning Journeys are a strength of the school, Teaching is strong Secure subject knowledge. Baseline assessment data and parent forums identified that most parents were unsure of how to support their child at home especially those with little English. Through reading, writing and phonics parent workshops we addressed these concerns and a recent parent survey indicated that parents now feel more confident to support their child’s learning. Parents are invited to attend an ‘expectations presentation’ when children start school. This is an opportunity for us to share important information about the school and in particular Early Years and share EOY expectations. This session is repeated for our EAL parents where an interpreter in present and the group size is much smaller. Parent consultations are held termly and small groups of parents are invited into the classroom over the course of a week, to spend time with their child and meet with the class teacher and key worker. An evening time is also on offer for parents who are unable to attend during the day. Termly written reports are also sent home to parents which ensures that all parents are knowledgeable of their child’s progress and attainment and aware of their next steps and targets. Due to language barriers, parents are invited into class on their child’s first day. Parents are asked to sit with their child and explain expectations and routines in their home language. The Phase Leader attends partnership meetings organised by the local authority and all staff are encouraged to visit other settings which helps to ensure current and good practice is shared and maintained. Staff regularly attend whole school Inset. In addition all EYFS staff is provided with in school training opportunities targeted at identified areas of improvement. This ensures that improvement is continuous and involves the entire team. ‘Snap Shot’ meetings are held termly with the EYFS Phase Leader to gather views of all staff and moderate teaching and learning and gather pupil voice. EYFS staff attend weekly phase meetings where they share their views and always strive for improvement. Evidence; Parent questionnaires, Parent workshop feedback, data, Learning Journeys, Activity records, phase minutes, Children’s Centre staff views. Areas For Improvement; Encourage children to sign up to Children’s Centres during home visits and attend 3 and 4 year checks. Continue to run workshops in unison with Children’s Centre based on parent’s wants Page 8 of 23 EYL409
and needs. Use Chandos Children’s Centre for small group work with parents.
Part B: The quality and standards of the early years provision This part of the form covers the judgements the inspector will make when evaluating your provision. It is important to have your own judgement about how well you are doing in these areas. Section 3. Effectiveness of leadership and management This section is about the effectiveness of your leadership and management; or if you are a childminder how well you organise your service. It covers:
meeting the requirements of the Early Years Foundation Stage and other government requirements self-evaluation and improvement planning performance management and professional development safeguarding the curriculum your vision for the setting partnership working. You should refer to: Early years self-evaluation form guidance, page 7 Early years inspection handbook, page 30–34. Evaluation Historically EYFS has been led by an EYFS / KS1 Phase Leader due to the school being one form entry. During this time there was no permanent Nursery teacher and the role had been filled with various part-time or supply staff. Since 2012 EYFS has been two form entry; in 2014 all of EYFS and KS1 were fully two form. Due to the increased number of pupils SLT appointed an EYFS Leader who joined Camrose in September 2014. The EYFS Phase Leader is also the Nursery teacher. IMPACT OF PHASE LEADER ON GLD;
2013-2014 57% reaching GLD Before PL Page 9 of 23 EYL409
2014-2015 74% reaching GLD New PL appointed
Historically the children in the EYFs have been underachieving in reading, writing and maths; What was implemented to improve; Workshops for parents. Modelling lessons for parents so they know how to support children at home. (this received positive feedback and parents said they feel more confident in teaching children at home) Introduction of new EYFS marking policy to ensure marking and feedback is purposeful and children identifying their own next steps and peer assessing in summer term. PL teaching/ modelling lessons for reception teachers to set expectations and share strategies. Team teaching. PL supporting new member of staff (supply) in teaching writing through modelling lessons and team teaching. Use of tracking grids to track progress and identify children who are not on track has resulted in specific interventions and teachers have a clearer picture of class data. Introduction of phonics areas in free flow for children to independently access phonics and develop skills. Supporting NQT in improving teaching through team teaching, model lessons and NQT observing PL. Introduction of Nuffield language Programme to improve language. Rhyme club introduced in October 2014 in EYFS to develop language. Teaching phonics (reception) in Autumn 1 instead of Autumn 2 Teaching phase 2 phonics in nursery summer term to whole class and Spring 2 to HA/AG&T Challenging HAPs in these areas to ensure they are exceeding at the end of EYFS. Reading Readiness groups. Ordering new reading books Developing child initiated writing to engage boys in RLG (as they flagged up as LA in writing) meeting with these parents to share expectations and useful strategies to raise attainment. Writing on the move initiative (pens, pencils and books in a Frozen rucksack) WOW WORK wall introduced to showcase fantastic work. Peer assessment in reception in summer term to identify each other next steps. CHALLENGE in writing in reception to include teaching of connectives and adjectives. The majority of children were using these independently in their writing by the end of the year. Challenge and higher expectations of mathematical language. PL teaching LA phonics to close the gap Sharing targets with parents to raise attainment All children expected to write in literacy books in spring term to develop writing skills and raise attainment. Introduction of maths books instead of folders using marking scheme Encouraging quality writing in free flow by teacher modelling writing at the start of free flow and children coming to the PL for rewards for excellent writing.
Impact;
2013-2014
2014-2015
Reading
69% achieving GLD
77.2% achieving GLD
Writing
56.9% achieving GLD
75.4% achieving GLD
Maths
67.2% achieving GLD
78.9% achieving GLD
Senior Leaders work alongside the Phase Leader and the EYFS team to ensure the statutory policies meet the requirements of Early years Development Matters. These policies were rigorously introduced
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to all staff. The Phase Leader has trained staff to carry out Risk Assessments to ensure the safety of the premises and resources for all of the children and there are robust policies and procedures in place to support this. Weekly phase meetings ensure staff are kept up to date with any changes and have opportunities to voice any concerns and opinions. The Phase Leader has worked in EYFS for 16 years and has a drive to improve. The EYFS team share the same vision. The leadership team works tirelessly to develop teaching and learning across the EYFS Phase through: Rigorous monitoring of teaching, learning and assessments. Regular ‘drop ins’, formal and peer observations ensure high standards are maintained and rigorous support is planned, delivered and monitored for any underperforming staff. At least termly moderation of data, pupil Learning Journeys, Development Matters highlighting, the learning environment, planning, marking; leadership ensures good learning for all groups of pupils and accelerated learning for some groups is evident. Strengths and areas for development are identified and targeted interventions put into place and monitored regularly to measure impact. Teachers meet regularly with interventions team to set challenging targets. High expectations are evident through aspirational target setting. The accuracy of Baseline Assessments is moderated, using a holistic child profiling system as well as NfER baseline, including parental input through home visits and questionnaires, observations and effective partnerships with our local pre-school providers. Half termly assessments inform planning and next steps to ensure good progress for all learners. A clear programme of CPD, including Peer observations and support. Leadership use monitoring and moderation systems, the appraisal process and staff views effectively to plan a robust programme of continual professional development which reflects our school vision of Enthusiastic, Passionate, Highly Skilled Staff. During phase meetings staff expresses any areas they would like support in and the PL organises peer observations, team teaching and model lessons. The Phase Leader identified that staff questioning needed developing and delivered training on Blooms questioning and as a result questioning is now a strength. The PL inducts and supports new staff promoting high aspirations and expectations of all pupils. Ensuring robust, supportive appraisal procedures are in place and used to drive improvements. Appraisal and pay progression are closely linked. Aspirational targets, linked directly to the Teaching Standards, are set based on previous performance and school development Rigorous mid-year reviews, including observations, book looks and data analysis, are used to monitor progress towards individual targets. Support mechanisms are put into place where concerns arise. Developing excellent parental engagement links.
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An outstanding programme of parental engagement has been developed and implemented resulting in pupils settling in well and enjoying school. Parents indicate through questionnaires that they are well informed and supported and now feel more confident in supporting their children’s learning at home. 100% positive feedback from parents about the new transition initiative. Links set up with the Children’s Centre has developed parental links further supporting parents with potty training and SEN children. Ensuring EYFS is a key target within the School development Plan (SDP). EYFS is a key target within the SDP. We continually re-visit the SDP throughout the year, during staff and Governor meetings, where progress towards the targets is discussed, monitored and developed. Promoting British Values within EYFS; British Values are at the heart of our curriculum and each classroom has a British values display with all the values presented in child speak. We learn about British Values during teaching sessions as this are practised in freeflow. Evidence of children demonstrating the values is displayed in the form of written observations and photographs. British Values are embedded and promoted within our planning. Positive behaviour routines; Behaviour is a strength in the EYFS with very few incidents. Staff promote good behaviour through positive role modelling, using the school Good To Be Green system and meeting with parents. Our robust settling in procedure demonstrates to parents expected behaviour and through parent workshops and 1:1 personalised meetings we share useful strategies. Safeguarding is our first priority. It underpins all we do. Through a continuous programme we ensure that staff are aware of their Safeguarding responsibilities and act when and where necessary. An EYFS safeguarding lead was introduced in March 2015.Records are stored and shared appropriately and all meetings attended. All referrals are accurately made. Daily risk assessments are carried out by EYFS staff both inside and outside. Evidence; Staffing structure, Phase Leader file, data, monitoring file, pupil voice, parent questionnaires, SDP, CPD – Inset, Appraisals, Parental links folder, Children’s Centre links, GLD data
Your priorities for improvement
Introduce ‘Share a Book’ day where parents are invited in to read with their child and staff share individual targets for parents to work on throughout the week to improve GLDs further. To improve GLDs form 74% to 78% Continue developing links with Children’s Centre to support children and parents ensuring that children attend 3 and 4 year checks.
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My practice (is): X
Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement
Section 4. Quality of teaching, learning and assessment This section is about the effectiveness of your assessment and teaching mechanisms to ensure that children are showing the characteristics of effective learning. Early years self-evaluation form guidance, page 8 Early years inspection handbook, page 34–38. Evaluation Children are making good progress in their learning and development. LA moderation agreed that staff know the children very well. This combined with an effective ‘key person’ system, child centred planning and concise procedures for tracking progress means staff accurately plan to meet the pupils needs ensuring appropriate challenge and support is provided. All staff have high expectations of the children and motivate them through praise, our Good to be Green behaviour system and providing responsibilities to individuals.
Area of development C&L PD PSED Literacy Maths UTW EAD
2013-2014 79.3% GLD 87.9% GLD 89.7% GLD 56.9% GLD 67.2% GLD 79.3% GLD 67.2% GLD
National 77% 85.5% 81% 68.7% 72.3% 77.7%
80.6%
2014-2015 84.8% GLD 89.5% GLD 93% GLD 73.7% GLD 78.9% GLD 87.7% GLD 94.7% GLD
National 80.3% 87.2% 83.7% 65.7% 75.8% 82.1%
85.3%
Historically reading, writing and maths were a concern for EYFS but GLD in these areas at the end of 2015 were all higher than National average. Through staff training and developing the Characteristics of Effective Learning and resourcing within EAD children are now working above national average.
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Class
Nursery AM Nursery PM RMS
RLG
Subjects
Maths Reading Writing Maths Reading Writing Maths Reading Writing Maths Reading Writing
Progress in points Baseline at beg of year
Baseline APS at beg of year
Expected points progress (challenging targets)
Mean status in July 15
Mean APS at July 2015
Below Below Below Below Below Below Below Below Below Below Below Below
7.76 7.92 8.04 8.34 8.47 7.94 12.07 11.06 11.87 11.31 11.55 12.03
3 3 3 3 3 3 3 3 3 3 3 3
Secure Secure Secure Secure Secure Secure Secure Secure Secure Secure Secure Secure
11.92 12.21 12.08 11.90 11.90 12.05 15.86 16.18 16.04 15.47 15.53 15.47
Progress Progress 4.16 4.29 4.04 3.66 3.43 4.11 3.79 5.12 4.17 4.16 3.98 3.44
Expected progress is set at 3 points, however we set challenging targets and so we expect 4 points progress. All children made at least expected progress (3 points) Nursery AM made more than 4 points progress (above expected) Nursery PM made above expected in writing and made more than 3 points in reading and maths. We children leave in PM nursery and new starters were EAL. In relation to attainment, the target is forpupils to attain National expectations set by the school at 13APS by the end of the academic year. Pupils remain Below this in all areas. This is due to very low starting points, however the gap has been reduced. At the beginning of the year baseline showed that pupils were working within the 22-36 month band with the majority being assessed with the entering stage in AM and developing stage in PM. At the end of the year pupils are assessed in the 30-50 band with the majority being assessed in ‘developing’ ‘secure’ band. There is no significant gap between AM and PM groups in any subjects and pupils are now in line with National expectations for the end of nursery
RMS exceeded expectations in reading making over 5 points progress and made 4.17 in reading and above expected in maths. RLG made 4.16 in maths and slightly below the 4 APS target in reading and writing, however they made above expected progress. The teacher in RLG is a NQT. 74% of pupils reached GLD at the end of reception; a huge increase from the 56% achieving this at the end of last year.
Staff are fully aware of the next stages of development and record these accurately in their workbooks and learning journeys. Continuous assessment of learning ensures that staff plan activities that are tailored to the interests of the children and their next stages of development are given priority. Robust observation; with next step procedures, links all areas of learning and clearly identify starting points and progress children have made, this is used as a basis for future planning. Children are regularly provided with opportunities to revisit next steps and progress is documented. Children independently use the new marking policy to identify their next steps and are aware of their targets through; target sheets, our target animals and through purposeful effective feedback. The appointment of the Phase Leader/ nursery teacher has ensured half termly assessments are precise Page 14 of 23 EYL409
and include all those involved in the child’s learning. Teachers meet regularly with the interventions team to discuss progress and next steps. Data is used to identify gaps in learning and next steps. Children in the EYFS use the ‘Learning Dinosaurs’ to learn how to play cooperatively, try their best, think about their answers, explore, share and solve problems. We work in partnership with parents as we understand the importance of parents being a part of the learning process. Parents attend workshops, observe lessons and meet regularly with teachers regarding their child’s progress and targets. Parents receive a copy of the Development Matters so they know what their child is working towards. Children display high levels of involvement and engagement in self chosen and teacher led activities. HMI visit stated that children display all the characteristics of effective learning in all EYFS classrooms. Independent learning skills are developed as they move freely both inside and outside and follow their own interests during explorative play. All EYFS staff has had training on Characteristic of Effective Learning and this is embedded in our practice. Planning promotes the characteristics, challenge and opportunities to problem solve. Staff consistently discuss teaching and learning to ensure all members of the EYFS team are working in line with school policy, are working towards our shared vision and understand the strengths and areas for development within EYFS. Staff meet weekly and share with the phase leader any areas that they need to develop within their own teaching; this is addressed by team teaching, meeting with appropriate coordinators and peer observations. Children learning English as an additional language experience their home language through the aid of dual language books, signs and symbols; showing that staff value their cultures and home experiences. Staff use excellent language to model and encourage the children to think and talk about what they are doing. Those pupils who have little or no English are placed in an early intervention programme which supports their English acquisition. Staff use the expertise of the Parent Ambassadors to communicate with children and parents in their home language. All key correspondence is translated. Staff instinctively anticipate where all children are going to need additional support and adapt activities to ensure effective learning and progress. Training on Blooms questioning has enabled staff to motivate the children’s play to move learning forward and provide resources to challenge and stretch the children’s thinking. The learning environment and a balance of adult-led and child led activities enables the children to think critically and be active and creative learners. Children are provided with open ended resources such as boxes and natural materials. They are encouraged to make connections between experiences through good adult questioning. Due to the success of rhyme club last year in improving C&L in EYFS we have introduced a number club to help with number recognition. A ‘Story of the Week’ is shared with the children and their parents who are encouraged to read and discuss the story in either English or their home language. Again a web link is provided to support
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parents in the retelling of the story. Parents are aware of children’s next steps/ targets through; termly meet the teacher days, daily conversations, workshops and looking through learning journeys and books. English and Math resource packs are sent home to enable parents to more effectively support their children at home. Parents are given a Development Matters chart that outlines the end of year expectations in all areas. These are regularly referred to during all parent consultation opportunities. Weekly Phonics Club and weekly in class support have proved successful in raising attainment in reading and writing. The introduction of the Nuffield Language Development Programme, initiated in October 2014 in Reception, has already made a significant impact on the verbal language development of our beginner EAL pupils. Reception children made between a 13 and 21 word progression over the 20 weeks in the vocabulary section and between a 6 and 23 sound progression with in the phonics section. In April 2015 Nuffield Language Programme was introduced in nursery, children made between a 3 and 12 word progression and communication and language.
Your priorities for improvement
A portfolio of ‘exceeding’ children to use when moderating at the end of the year for the profile.
Moderate with local schools in the borough
Develop use of target animal displays in all EYs classrooms to ensure children know their targets.
Develop outdoor provision (outdoor area was handed back to us January 2016)
My practice (is): Outstanding: my practice is exemplary
X
Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement
Section 5. Personal development, behaviour and welfare This section is about helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. It is also about Page 16 of 23 EYL409
ensuring that children are prepared for learning, they attend regularly, and become self- aware, confident learners. You should refer to: Early years self-evaluation form guidance, page 9. Early years inspection handbook, page 38–41. Evaluation Highly stimulating environment; PL has worked closely with the EYFS team to develop the environment through training on the Characteristic of Effective Learning to promote; playing and exploring, active learning and creating and thinking critically. Termly environment monitoring ensures we are always striving for improvement and outstanding practice. Pupil voice is evident on all displays and a variety of children’s work of all abilities, ethnicity and gender. Children are happy, confident learners and are highly engaged during free flow. They use the ‘Learning Dinosaurs’ and British Values to develop good relationships with peers and adults. Ensuring smooth transitions and secure emotional attachments; developing independence skills; Each child receives a home visit and parents are invited in on their child’s first day to ensure strong emotional wellbeing for both parents and children. 100% positive feedback from parents regarding our transition. Teachers visit children in their pre-school setting before they start Camrose to build attachments. In summer term nursery children meet their teacher, attend story times in their new classroom and play in the reception outdoor area to ensure smooth transition Children are encouraged to be independent through being fruit monitors, H&S officers and by developing their self-care skills. RRSA All staff, including new staff members, attend RRSA training so that they are clear and working in line with our school ethos. This is clearly and regularly communicated to the pupils and parents. Children learn about the RRSA articles in a fun and engaging way and use their knowledge of these to set up class routines. Children in nursery learn about Article 19 and how to keep safe; children enjoy the role of H&S officers and know how to stay safe. Through our Rights Respecting ethos children are encouraged to respect the diversity and differences between themselves and their friends. As they begin to mature through the Early Years they start to understand how everyone is unique and special. Developing confidence in social situations; Successful settling in routine Transition into nursery and reception Developing independence skills through use of class monitors and ‘Learning Dinosaurs’ to Page 17 of 23 EYL409
understand how to play cooperatively, try their best, ask questions, explain their thinking and solve problems. Staff are gentle in their approach and model behaviour so that children learn to be caring and kind to their peers. Children offer and accept help from their peers and are thankful towards them. We recognise the importance of praise and use it regularly with the children including for efforts for persistence and concentration. The children are happy and excited to come to school and settled in quickly. Staff are highly skilled in implementing the characteristics of effective learning and this is demonstrated in the outstanding behaviour and engagement of all learners within EYFS. Fundamental British values; British values are at the heart of our curriculum and each class has a display with the values presented in child speak. Evidence of children meeting these values is shown in the form of observations and photos. Links to British values are evident on all plans We learn about all different faiths and learn to respect everyone’s beliefs and views. Importance of exercise, hygiene and physical exercise; Children develop a good understanding of hygiene through well planned and resourced lessons, modelling and free flow activities. They learn how and why they must wash hands before meal times and after using the toilet, to cover their months when they cough and learn why we need to keep not only ourselves clean but our environment too; including toys. Children have daily access to the outdoor area promoting all areas of learning Staffs meet with parents in a sensitive way to share healthy eating advice and the importance of it. Children are taught the benefits of healthy eating through play and focused teaching and are encouraged to make healthy choices Safeguarding; Staff carry out and regularly up-date Risk Assessments, involving the children, and ensure appropriate safety equipment is used. They teach the children to be aware of how to keep themselves safe especially when in the outside area. Children are familiar with following procedures and practice fire drills on a regular basis. This has been developed into the roles of ‘Health and safety Wardens’ are rotated weekly amongst the children. In March 2015 the EYFS Phase Leader completed Level 2 safeguarding training and became the named safeguarding person within the EYFS. Staff regularly meet to discuss any safeguarding concerns with lead person. Attendance; We have worked closely with parents and the attendance office to improve attendance in the EYFS using attendance certificates, rewards for 100% attendance and by speaking to parents about the importance of attending school everyday; currently attendance in nursery is 99% and reception is 94%. We had a large group of children with chicken pox in reception in Autumn term. We liaise with parents about concerns that they have regarding their children’s well being and use this in our planning and teaching. For example a parent had concerns about her child who kept removing his seatbelt in the car so we carried out a series of teaching sessions linked to wearing a Page 18 of 23 EYL409
seat belt and road safety.
Your priorities for improvement
Healthy Eating workshop for parents and children Develop role of H&S officers in nursery and reception Improving attendance in reception. My practice (is): Outstanding: my practice is exemplary
X
Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement
Section 6. Outcomes for children This section is about the progress of different groups of children from their starting points. You should refer to: Early years self-evaluation form guidance, page 9. Early years inspection handbook, page 41–44. Evaluation Pupil rates of progress and achievement Robust and efficient systems are in place to secure accurate attainment ‘on entry’ levels in EYFS. This includes; visits to pre-schools to meet the child’s keyworker, moderation with everyone involved with the child, purposeful observations, video/ photo evidence. Analysis of these assessments show that starting points of the large majority of pupils on entry to Nursery are below those typical for their age in all areas of learning, but particularly C&L, reading and writing. Progress statement 2013-2015 These on entry percentages show the percentage of pupils working in-line ARE: PSED 10% Physical Development 10%, in Writing 2%, in Reading 2%, in SSM 8%, in Number 10%, in Communication and Language 15%. As a result the school has; Implemented very robust systems to accelerate progress of children working below their ARE. This is done by using on-entry assessments to identify ‘Rapid Progress’ children and put interventions into place to support learning. Improving writing, reading and maths initiatives Parental involvement in learning Peer observations to improve teaching for ‘good’ teacher. The other two teachers in EYFS are Page 19 of 23 EYL409
consistently outstanding. Developing planning to include clearer differentiation, SMSC, British values, AG&T and key questions. Teachers annotate plans to inform assessments and future planning needs. All EYFS staff have attended training on Blooms questioning and Characteristics of effective Learning training. As a result of good/outstanding teaching and robust systems to accelerate pupil progress in the Prime areas, Literacy and Mathematical Development, the children made rapid progress: Class
Nursery AM Nursery PM RMS
RLG
Subjects
Maths Reading Writing Maths Reading Writing Maths Reading Writing Maths Reading Writing
Progress in points Baseline at beg of year
Baseline APS at beg of year
Expected points progress (challenging targets)
Mean status in July 15
Mean APS at July 2015
Below Below Below Below Below Below Below Below Below Below Below Below
7.76 7.92 8.04 8.34 8.47 7.94 12.07 11.06 11.87 11.31 11.55 12.03
3 3 3 3 3 3 3 3 3 3 3 3
Secure Secure Secure Secure Secure Secure Secure Secure Secure Secure Secure Secure
11.92 12.21 12.08 11.90 11.90 12.05 15.86 16.18 16.04 15.47 15.53 15.47
Progress Progress 4.16 4.29 4.04 3.66 3.43 4.11 3.79 5.12 4.17 4.16 3.98 3.44
End of EYFS working in-line and above: 89.5% Physical Development, 75.4% Writing, 75.4% Reading, 77.2% SSM and Number 78.9%, 84.8% Communication and Language.
It is expected that the rising trend in attainment will be sustained in 2016; with a target of 78% achieving a Good Level of Development. Actions that have secured this include; Teaching of phonics, Reading and Writing has been adapted to meet the needs and interests of boys Interventions to support Physical development have been implemented in Nursery and continued into Reception. This increased the percentage of pupils who made accelerated progress and increased the attainment in Writing and Reading by the end of the EYFS. The EYFS curriculum is interest led with a high focus on topics that interest boys, including themed days. Provision is enhanced weekly to meet boys’ interests and needs. New EYFS marking policy has ensured challenge, progress and encouraged peer/ selfassessment. This is be evidenced by EYFS Profile data 2015 School data analysis Marking Policy Writing books Learning journeys Page 20 of 23 EYL409
Quality of teaching, learning and assessment in the Early Years Learning Environment, programmes and imaginative experiences A highly stimulating environment and education programmes that are well matched to the needs of individuals and groups have been implemented and reflect rich and challenging experiences for all pupils. As a result, attainment in the aspects of Physical development, Reading, Writing, number, SSM and Understanding of the World has improved significantly over a three year trend. It is expected this will be sustained in 2016; with a target of 80% achieving a Good Level of Development. (See School Data) Actions taken by the school over time to secure this include; Implemented robust systems to accelerate the progress of children working below Age Related Expectations to raise attainment in Reading, Writing and Number by the end of the EYFS. This is achieved using on entry assessments to identify rapid progress children and put interventions into place. Team teaching and peer observations to improve teaching, robust appraisal systems Teaching impact, assessment, quality of observations and planning Teaching is consistently good or outstanding. All adults have very high expectations of what each child can achieve, including the most able and the most disadvantaged. All EYFS staff have an extremely high sharp focus on helping children to acquire communication and language skills, and on supporting their physical and personal, social and emotional development. Accurate assessment through high quality observation is rigorous and sharply focused and includes all those involved in the children’s learning and development. Provision across all areas of learning is planned meticulously and based on regular and precise assessments. The use of progress tracking sheets has supported all staff in the EYFS in identifying ‘Rapid Progress’ children and targeting and supporting of their needs when in interventions. The EYFS Lead ensures that systems of planning, assessing and observing are consistent across the EYFS. This is achieved through team planning, team moderation of assessment, drop ins, Learning Journey scrutiny and observations of teaching with the Head Teacher and Deputy Head Teacher. The impact of at least good teaching and provision is evidenced through pupil progress and the Foundation Stage Profile in 2015, in which 72% of children achieved the ‘Good Level of Development’. Actions that have secured this include; Reception. next steps to meet pupil’s individual needs and move their learning forward. Number. This is evidenced by;
Your priorities for improvement
Convert NfER baseline into GLD points to track reception children. Ensure disadvantaged pupils make rapid progress At least 78% of children obtain GLD in reading, writing and maths.
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us on
My practice (is): Outstanding: my practice is exemplary Good: my practice is strong
X
Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement
Section 7. The overall effectiveness of the early years provision This section brings together the evaluation of all aspects of your practice, including teaching and safeguarding, your identified priorities for improvement and the grades you have awarded yourself. You should refer to: Early years self-evaluation form guidance, page 9 Early years inspection handbook, pages 28–30. The overall quality and standards of my early years provision (is): Outstanding: my practice is exemplary
X
Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement
Any further comments you wish to include Most children enter the Reception classes with knowledge, skills and understanding below those expected for their age. In communication, language and literacy, they are low. This year has seen the highest amount of children entering reception from our nursery 75%. They are joined in the Reception class by many children who do not have experience of pre-school settings. All children settle quickly and make good use of the shared indoor and outdoor areas to work and play. Only 25% or Nursery pupils attended preschool provision with only 12% regularly attending a nursery. 30% of the nursery cohort is still in nappies. ● The majority of pupils enter school with very little English. ● A significant number of children start Nursery (two thirds is typical) with little or no English. Pupils starting point is typically below national expectations, with on average 12% of pupils are in the 30-50 months band on entry to Nursery and no pupils at 40-60 months.
Over half (53%) of the cohort are summer born children with over half of them born in July. Only 22% of the cohort is autumn born.
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EYFS 2014 - 15 ● ●
●
●
By the end of Nursery significant progress has been made towards age related expectations for the children who start with us and on average 85% are in line with age related expectations the end of the academic year. At the start of reception, typically only about a third of the children who attend our nursery move into our reception class. However this year we had 75% of our nursery cohort attending our reception class and the majority of children who did not attend were because they were moving away from the area or were joining siblings at other schools. The other children have attended and wide range of pre-school settings including private nurseries, playschools, church groups, child minders etc. Some children had no preschool provision at all. These settings are of varying quality and overall this group have had a very disparate experience of nursery education which means that their starting points are below those overall of the children who started with us. We therefore have to make extra provision for these children and we do this well. Attainment within EYFS is an improving picture with the good and often better EYFS teaching enabling pupils to make good progress, especially from their low starting points. The majority of pupils are in line with national expectations by the end of Reception in the majority of development areas. We use data to strive for improvement. We have developed our parental links to ensure parents have a greater role in their child’s learning. The use of workshops and parents observing teachers has enabled parents to develop a range of strategies to support their children.
Area of development
2014-2015
C&L
84.8% GLD
PD
89.5% GLD
PSED
93% GLD
Literacy
73.7% GLD
Maths
78.9% GLD
UTW
78.9% GLD
EAD
94.7% GLD
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