School Self- Evaluation 2021-2022

Self-Evaluation 2021-2022

Context

• We are a larger than average Junior school. There are 3 classes per year group, with a maximum intake of 90 pupils per year.
• 89% of pupils come from Asian or Asian Bangladeshi backgrounds.
• 98.5% [Summer 2022 Census] of pupils speak English as an additional language, which is significantly higher than the national average of 21% and places the school in the highest quintile.
• The proportion of pupils with SEND support in 2021-2022 was 12% [43 pupils], 4.2% [12 pupils] had an EHC plan. This is close to and above the national average.
• The latest published figures for 2020- 2021 show 39.8% of pupils were in receipt of Pupil Premium. There has been a significant year on year decline over the preceding four years. This is well above the national average.
• 116 pupils or 33% of pupils were in receipt of FSM at the end of the 2021-2022 academic year. This had been as high as 120 pupils earlier in the academic year.
• Both the school location deprivation indicator and the pupil base indicator place the school in quintile 5 – the most deprived of schools;
• The latest validated figures for attendance in 2017/18 show that the rate of overall absence (4.00%) was below the national average for schools with a similar level of deprivation. The IDSR shows 4.6% pupils absence for the Autumn term 2020, with a 4% absence for those in receipt of FSM [in the lowest 20% of schools also in 2018/2019 and 2017/2018] Attendance for the year 2021-2022: Autumn term 2021 was 95%, Spring term 2022 was 93% and Summer term 2022 was 94%
• The school has 92% stability, higher than the national at 86%.[ IDSR 2021]. More recent internal data, shows stability not to be as high as families are moving out of the area due to current financial and housing crisis. This is despite the majority of our children living in rented accommodation, both LA and private tenancy. Some of the housing is nightly tenancy, some families travel to school from out-of-borough temporary housing, some from the local women’s refuge. Parents/carers go to great effort to keep the children at our school.
• The schools outstanding work in the arts has been acknowledged through the Music Mark, and The Artsmark Gold Award. Children have had their artwork chosen to be exhibited at the Royal Academy for the past two years.
• Further excellent work in the school has been recognised in recent years by: winning Speaker’s School Council Award, the National Handwriting Award, the Diana Anti-Bullying Ambassador Award, The Anti Bullying Alliance Gold Award
• We understand that the pupils within our school experience significant barriers to educational achievement, including the linguistic barriers and social and economic disadvantages outlined above. Throughout all levels of the school there is a constant drive to address these from a dedicated Home School Liaison Officer to the SLT.
• Some parents tell us that they only have experience of a very different education system and ask for guidance to support their children’s learning. Parental engagement is seen as a strength of the school by the school community, 99.3% of parents who responded [133 parents] in the Summer Parent Survey [Summer 2022] agreed that the school, “is positive and respectful.” This is an increase on the 95% who agreed with the aforementioned statement the previous Summer.

Covid Statement
• School remained open during both national lockdowns. During the first lockdown school became a “Hub School” offering provision to children from local schools and remained open during the school holidays, only closing for Bank Holidays.
• The number of FSM rose from 101 to 120, as many parents were suddenly unemployed or their small businesses closed. This impacted heavily financially, socially and academically on an already socio economically deprived community. We offered every support we could to parents from food parcels to increased data allowances.
• The school maintained a constant focus on removing all barriers to learning including providing devices for pupils to access the remote learning [and support for parents on how to make best use of them], access to the additional internet data, twice weekly phone calls to families, additional food parcels and food vouchers, milk vouchers as well as Magic Breakfast home deliveries, continued pupil and parent access to the school learning mentor and school counsellors and providing a comprehensive Remote Education and Safeguarding advice.
• Safeguarding: the number of pupils allocated a social worker did not rise, all MASH requests were responded to promptly, all vulnerable children were contacted at least every other day by the DSL/DDSL or class teacher. Social workers were informed of any safeguarding concerns and the school followed up on these concerns.

Progress against previous inspection

Areas to improve

Governance
Tracking academic progress

Progress

The school has undertaken a GB skills audit. In response the school appointed three governors with the experience and skills needed. Training, in conjunction with the Infant School, is offered on the premises
There is a pupil tracking system and pupil progress meetings

Quality of Education - Outstanding

Strengths

Blue Gate Fields Junior School’s vision is based on eight key factors that we believe are forever relevant and forever true: In relation to the children
• The emphasis on developing the whole child
• Ensuring consistently high quality teaching and learning
• Ensuring all pupils make good or better progress
• Continually working to close the gap between the pupil premium pupils and the non-pupil premium pupils to overcome disadvantage

In relation to the school culture and organisation
• Continually striving to build capacity and sustainability
• Building a culture of teamwork and collective accountability
• Ensuring high levels of staff satisfaction and job fulfilment
• Strengthening partnerships both within and across school

Curriculum Readiness
All of these factors are passionately underpinned by the philosophy that we will remove every barrier to learning: no child should be too hungry, too emotionally vulnerable, too angry, too afraid, too financially constrained, too demotivated, too isolated or feel too unsafe to learn. We ensure our pupils are “curriculum
ready.”

Intent:
Curriculum design and coverage
The current curriculum at BGFJS is bespoke and designed to meet the needs of our children to achieve aspirational goals. All curriculum structures adopted by the school are adapted with these goals in mind.

The curriculum is based on the National Curriculum, bespoke and designed to address the knowledge, vocabulary and experience gap that many of our pupils, disadvantaged or not, face; to enhance the cultural capital of our pupils; to improve life chances; to reflect modern, diverse Britain and to offer access to the best and most current educational thinking.
The curriculum is not static: it will evolve over time as we endeavour to provide the highest standards of education, and harness the knowledge offered in educational research. Developments are directed by, and remain true to, our vision of ambitious, high quality teaching and learning with the whole child at its centre.
It is a language rich curriculum, developed collaboratively by teachers with the support of external experts.
The curriculum sets high expectations for every child. It regards these as an entitlement. We offer demanding, concept-rich, complex work. High quality talk, questioning, checking for understanding, modelling and explaining – responsive teaching- is at the heart of our curriculum design, intent and implementation.
It is broad in its scope, rigorous and it carefully sequences the component parts of each subject; it scaffolds pupils learning and remembering and takes a long term view of progress, it aims to enable pupils to develop more complex schemata over time. The conceptual understanding is further developed through meaningful cross curricular links.
Curriculum coherence: the bedrock of our curriculum coherence is our Vision, Values and Aims together with our six Golden Threads for its implementation. From this base we then identify concepts within a subject, secondly content linking it to the concepts and thirdly by establishing what prior knowledge will help pupils understand the new knowledge.
Due to the large percentage of pupils with EAL, there is a focus on talk, literacy and numeracy skills so that pupils can access a wider cultural curriculum.
We utilise the skills of artists in residence and specialist teachers to ensure exemplary teaching of all subjects.
To ensure our children are not limited by social, economic or cultural disadvantages, we organise a broad range of cultural experiences, which add value by contextualising, enriching and deepening learning. We provide a cultural education, encompassing theatre, art and design, music, drama, literature and sports. We regularly invite ‘expert adults’, such as establish authors, poets, theatre companies and performance storytellers to raise aspiration and to further enrich the curriculum offer.
To enable the curriculum to flow seamlessly from KS 1 to KS2 we take part in joint curriculum development to address strands in maths and the Humanities with our Infant colleagues. We aim to expand this to other curriculum areas.

Covid19 Response

Covid recovery: A recovery curriculum was implemented in Sept 2020- Jan 2021, revised March 2021, and again in Sept 2021

This put our pupils' welfare at the centre of our thinking.

A tiered approach was adopted to help the school focus on a small number of priorities that would have the greatest impact
The curriculum was further adapted to assess and address the impact of COVID 19. We identified which knowledge was most significant when deciding what to insert into the adjusted curriculum, whilst prioritising the hierarchical and sequential knowledge.
We recognise that children’s oral language was impacted heavily during the pandemic so Time to Talk was introduced [this also supported our pupil’s mental health and wellbeing] as well as a renewed focus on oracy.
During the period of remote learning, we adjusted the curriculum to make to make it more accessible for all our learners [eg changing which texts were taught in literacy, changing the order in which the maths curriculum was taught so that areas identified as pupils’ finding more challenging were taught in school].
A planned sequence of lessons was taught post lock-down to help pupils to understand the learning process and to give strategies for memory and recall.
To the present date we have engaged in a recovery curriculum where concepts were prioritised so pupils could engage in the next steps of learning. For example, when pupil returned in September 2021, there was a recovery curriculum for maths where the school analysed the gaps in learning and using the prioritised curriculum adapted the maths curriculum. However, after a year of this adaption the school is now in large reverting to the planned curriculum.

Implementation:
Quality of teaching and learning
• Our Golden Threads are at the heart of our implementation and, together with our Teaching and Learning Policy, Feedback including Marking Policy and Continuum of Best Practice, ensure consistency of implementation. Running throughout the teaching and learning in our school the golden threads contribute to the distinctive Blue Gate Fields Junior School approach. We value these teaching and learning principles, as they are the key principles that best meet the needs of our specific learners, who disadvantaged or not, face a combination of linguistic, social or economic barriers to learning.
• Mixed attainment grouping is agreed to be the most appropriate organisation for effective learning in humanities, art, design and technology, PHSCE, PE, RE and Quick Maths.
• Children are grouped according to attainment in literacy and mathematics (in Years 6 science is also taught in groups) – group sizes and teaching style requirements are tailored to maximise pupil achievement.
• Teachers and teaching assistants, their levels of experience, teaching styles and approaches to delivering the curriculum are closely matched to the needs of the children. Organisational arrangements contribute towards increased independence and readiness to learn within a positive growth mindset learning culture.
• Art [including pottery], design and technology, physical education and music are taught by specialists. These subjects are often taught in smaller groups to maximise the impact of the teaching and resources. In pottery and P.E. for example, small groups support pupils with SEND needs, or emotional or social difficulties, while in music half class teaching allows for a better quality of instruction and improved outcomes.
• A number of our teachers are recognised within the local authority as “experts” in their subjects: the maths co-ordinator plans and delivers training for ECT’s and formally NQTs, within the borough and regularly speaks at the maths leads forum. The literacy leads regularly speak, exemplify and share the good practice within school at the English leads meeting. The Teaching and Learning lead has delivered NQT training relating to feedback and marking.
• Classroom culture demonstrates a deep understanding of the dangers of “the single story” and the promotion of the concept of “windows, mirrors and sliding doors” [Rudine Sims Bishop] – there is an active desire to share a sense of belonging and development of identity.
• Lessons are planned with an understanding of the impact of cognitive load and how the dual coding theory can support understanding and minimise cognitive overload. In 2021-2022 the school embarked on an inquiry project to deepen our understanding and the school is still refining and developing the use of dual coding theory to have maximum impact on children’s learning.
• Lessons are responsive to the learning needs of the pupils. In order to make the most accurate judgements about how to move forward with their teaching within the lesson, teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene, adapting lessons to meet the identified “gaps in learning” all having significant impact on the quality of learning. High quality talk is key to the process.
• This constant assessment of pupil understanding at all stages of learning means that teachers are able to make increasingly accurate judgements about what level of support and challenge to provide to move learning forward. Feedback to pupils is used for clarification [what is right and what is wrong] and for increasing the complexity or depth of the learning.
• The feedback is within the lesson and timely; it supports pupil self-efficacy, normalises error, challenges and motivates – it is acted upon so that teaching and learning are synchronized. It is integral to the shaping of lessons and the planning for future learning; it informs assessments that produce consequences for both the pupils and the teachers which are dependent on the inferences that are made
• Feedback in the form of praise that is specific and useful is used as one of the effective strategies for learning, this encourages growth mindset learners who embrace challenge and understand that mistakes are part of the learning process.
• Additional Resources are targeted to individual/ groups/ cohorts of pupils to respond to needs, both academic and social.
• The school library provision supports the school curriculum, in particular the equalities thread that permeates the curriculum, by a continued drive to provide literature which shows a diversity of materials and authors. It supports our literacy curriculum, which has recently been reviewed and enhanced through the equalities lens, with the support of THEP. The library blog shares a love of reading.
• Authors, illustrators, poets and oral storytellers frequently visit the school to deliver workshops to pupils in their particular area of expertise. Children are also given the opportunity and encouragement to participate in internal and external competitions [Tower Hamlets Book Award, the Greenaway Award] to further promote reading within the school.

COVID19 Response
• Remote learning implementation: All lessons were recorded so SLT could quality assure and respond effectively
• Assessments when children came back: formative and summative to assess gaps. From these we revised our recovery curriculum and organised the necessary interventions and curriculum adaptions.
• Summer 2021 holiday learning provided: lessons remained on the website, pupils provided with 3 CGPE books appropriate to their learning [multiplication, reading, maths]. All access to on line subscription services [Active Learn, Mathletics etc.] remained active as did the access to other on line reading resources.
• Quality of learning aimed not to be impacted by Covid, same high standards, delivered, evaluated, supported teachers to develop and improve. Constant revision of remote learning curriculum provision. Research from The Education Endowment Fund (Impact of School Closures on the Attainment Gap’, 2020) indicates that: “improving the quality of teaching and learning is the strongest lever schools have to improve pupil outcomes, particularly for disadvantaged students.” During periods of remote learning, we continued to implement our curriculum through our Golden Threads to maintain high quality teaching and learning (see Teaching and Learning policy: Remote Learning). On return to school, our programme of inset was planned to deepen staff understanding of the elements of high quality teaching and learning through the lens of our Golden Threads (School Development Plan 2021-23).
• Families support was provided by Dr. Julianne Mullen, our drama therapist, in the form of “Tips For The Week,” on our website. These gave advice an practical strategies to parents .,
• Curriculum leads analysed the curriculum in light of national lockdowns, taking account of the school curriculum and refining starting points and inserting ready to progress statements.
• For children in school during lockdown, we continued to provide art workshops and storytellers via the internet.

Assessment

• The use of responsive teaching strategies means that teachers are creating opportunities to assess pupil understanding throughout lessons using recall and the reactivation of prior understanding; small step guided learning; modelled and worked examples; carefully scaffolded explanations; high-quality, targeted questioning; reflecting on work in books and oral feedback with children.
• Self-marking and peer-marking offers immediate feedback opportunities; The Feedback Triangle supports pupils to recognise and use sources of support to move their learning forward.

Pupils with SEND and/or disabilities
• We have a neurodiverse school population
• Each year group can have up to six ability groups including a SEND group for literacy and maths The size of the group increases according to the ability level of the pupils. Our most educationally vulnerable pupils are taught in smaller groups to benefit from greater teacher input, 1:1 focus and a narrower ability range to differentiate the learning for. These children often have the most complicated learning profiles and a small group teaching offers the teacher the capacity to cater more specifically for individual learning needs.

COVID19 Response
• Pupils identified with specific learning needs were offered an adjusted program of work based on any EHC Plan or other documentation regarding their educational needs. This provision might include a place at school if they are defined as ‘vulnerable’ where they were taught by school staff in small groups, following the usual curriculum and planned interventions. Feedback was frequent and specific to each child’s identified needs and involved parents/career and any other agencies involved in the child’s education wherever it was possible to do so safely within the lock down restrictions.
• If the SEND pupil was unable to attend school then a program of carefully planned and timetabled activities was delivered remotely in a variety of ways, including:
1. video messaging support created by teachers
2. lesson packs with printed materials, books and resources sent home
3. live and recorded support provided by external agencies, such as Speech and Language therapists
4. online learning activities via the schools recommended digital learning platforms
5. phone conversations with pupils and families
6. synchronous lessons

Impact:
2019 DATA
• At the end of key stage 2, 82% of pupils reached the expected standard in reading, 93% in writing and 91% in maths. 79% of children attained the combined measure compared to 65% nationally.
• 52% of pupils were higher attaining in reading, 52% in maths and 36% achieved greater depth in writing. 25% of pupils attained the higher attaining combined measure compared to 11% nationally.
• The progress measures are all above average – reading 1.59, writing 1.42 and maths 2.72.

In the IDSR many of the positive statements are triggered.
• Reading: Key stage 2 attainment of the high standard (110+) in reading (49%) was significantly above national and in the highest 20% of all schools in 2019.
• The three-year average reading attainment score (107.9) was in the highest 20%.
• Writing: Key stage 2 attainment of the expected standard in writing (89%) was significantly above national and in the highest 20% of all schools in 2019 as well as in 2018 and 2017.
• Key stage 2 attainment of greater depth in writing (35%) was significantly above national and in the highest 20% of all schools in 2019 as well as in 2018 and 2017
• Maths: Key stage 2 progress in mathematics (2.7) was significantly above national and in the highest 20% of all schools in 2019 as well as in 2018.
• Key stage 2 attainment of the high standard (110+) in mathematics (49%) was significantly above national and in the highest 20% of all schools in 2019 as well as in 2018 and 2017.
• The three-year average mathematics attainment score (109.5) was in the highest 20%.
• Other measures: In the same year, 24% of pupils achieved the key stage 2 high standard (110+) in reading, writing and mathematics, significantly above
national and in the highest 20% of all schools.
• In 2019, 62% of pupils achieved the high standard (110+) in the key stage 2 English grammar, punctuation and spelling test, significantly above national and in the highest 20% of all schools.
• Groups: For middle prior attainers, Key stage 2 attainment of the expected standard (100+) in mathematics (93%) was significantly above national in 2019. In 2019, 95% achieved the key stage 2 science expected standard, significantly above national. In 2019, 91% achieved the expected standard (100+) in the key stage 2 English grammar, punctuation and spelling test, significantly above national.
• Internal data pre lockdown 1 to Summer 2021 shows that the percentage of pupils at or above the expected level has dropped most significantly in writing [year 6 maths]. It also shows an upward trend in reading, writing and maths from post lockdown 2 to the end of the Summer term.

Provisional 2022 data

Progress at KS2 2022 [IDSR October 2022]

• Key stage 2 progress in writing [4.7] was significantly above national and in the highest 20%.
• Key stage 2 attainment of the expected standard in writing [90%] and of the greater depth in writing [43%] was significantly above national and in the highest 20%
• Key stage 2 attainment of the high standard [110+] in reading,, writing and maths [18%] was significantly above national.
• Key stage 2 attainment of the expected standard in science [94%] was significantly above national and in the highest 20%.

Pupil Groups
For low prior attainers progress in reading [4,7] was significantly above national and in the highest 20%. Attainment at the expected standard in reading [65%] was significantly above national. Attainment of the expected standard in EGPS [60%] was significantly above national.

Year 4 Multiplication Check 2022- all 87 pupils on roll attempted the check

Major Actions from 2021-2022
September Reset
• INSET focused on a reset of understanding of teaching and learning policies, the Golden Threads, Talk and reading.

Remote Home Learning
• Continued staff time for exploring and practising the use of Google for Education as the potential learning platform with improved possibilities for feedback

Assessment
• In Maths, White Rose assessments used to identify learning gaps to be addressed in future planning
• Moderation with M cubed partnership schools in maths and English
• Summative assessment points now 2 Nfer tests a year

Cognitive load and Dual Coding Theory – A whole School Inquiry Project
• Cognitive Load and Dual Coding Theory staff INSET for an inquiry based project to understand the theories, followed by further training across the year to apply theory to practice to maximise teaching and learning potential.
• Staff learning journeys planned to guide through Cognitive Load and Dual Coding Project, with suggested reading, listening and practical tasks to guide professional learning
• Performance management objectives for the Cognitive Load and Dual coding CPD planned and delivered for teaching staff including HLTAs and 1:1TAs

Mathematics
• Transfer to White Rose Maths Premium resources from Hamilton Trust
• Staff meetings and individual support from the Maths Lead to support planning through the creation of Learning Journeys for curriculum blocks, thereby making the White Rose scheme adapted to the needs of teaching groups
• Year group and ECT training THEP
• Maths moderations THEP
• Maths training for Y3 -6 teachers – mental calculations and year4 multiplication check
• Mike Askew multiplicative reasoning project for maths lead
• Maths lead supported other schools and shared best practice through network meetings and has developed her own leadership skills through providing ECT training.

English
Oracy
• Staff training re supporting the development of word wealthy children
• Use of the EEF research (+Oracy 21 and research based practice in Drama Therapy) Time to Talk is timetabled x3 sessions each week for all year groups as part of the Recovery Curriculum. Lead by class teachers and Dr. Julianne Mullen, drama therapist, it develops relationships, promotes talk and social connections through play.
• Tower Hamlets Oracy Hub membership for further talk development through a Year 4 Project

Reading and writing
• A continuous lens on the complexity of reading: fluency and comprehension
• Adaption of existing bespoke units of work and the creation of new ones as the curriculum evolves
• Training with THEP and CLPE
• Termly writing moderation with MCubed partnership schools
• The teaching of fluency and comprehension has been developed following INSET for all teaching staff including HLTAs
• Reintroducing author visits – Rashmi Sirdespande, Sufiya Ahmed, Joshua Siegal, Michael Rosen, Rachel Rooney, Tanya Landman, Chris Naylor-Ballesteros
• Librarian, Sue Dearie has undertaken a range of training sessions to further her understanding of diversity in publishing, reading materials and authors: CPD Exploring Black History through storytelling with Catherine Johnson
• Handwriting – training and a renewed emphasis on the Jarman style
• The re introduction of inter and external school competitions
• World Book Day was celebrated, book fairs were held in school and the school library is open one evening a week to parents

PSHE, RSE & HRE
• Anti-bullying units of work using bespoke learning journeys created and taught in the first half term
• Coram Life visits to all year groups (using objectives mapped against the BGFJS PHSE curriculum)
• Puberty planning refined and Learning Journeys created – lessons delivered

History
• Curriculum development – staff knowledge and understanding of curriculum structure, content, skills and disciplines
• Curriculum development – dedicated reading time for staff understanding of curriculum content and learning journeys
• Subject Lead training for local history understanding
• Embedding the curriculum changes in respect of working closely with our colleagues in the Infant school

RE
• Interfaith week celebrated, including visits from local faith leaders
• Subject Lead to R.E. conference
• Continued to develop the syllabus and planning formats

Design and Technology
• Tony Hayward, specialist teacher has delivered project based work in all year groups using improved planning documents which have been further refined and adapted

PE

Led by a specialist teacher with a second adult to support
P.E. Lead attended Physical Education Conference
Hockey coach for Year 4
Year 6 ice skating sessions at Canary Wharf re-established
Pupils took part in local schools competition

ICT and Computing

SIP planning support across year groups and for ECTs
Internet safety day for parents and pupils

Science

training for new-to-post Lead
SIP planning support across year groups and for ECTs

The Cultural and Arts curriculum

Arts Council in Year 5
Magic Breakfast celebrating 20 years of the charity’s work – pupils from all year groups produced pottery breakfast sets and breakfast themed artworks that were then gifted to Magic Breakfast.
Tower Hamlets Creative Writing Awards participation
Macbeth with The Young Shakespeare Company for Year 6
Educational visits re introduced to museums, art galleries
Anna, our storyteller in residence, worked with each year group to produce a performance based on the taught curriculum
Louise Hildreth, artist, worked with year 2, 3 and 5 in the summer term on a project that brought together growing, art and well-being
Green screen film making equipment used to support learning in Literacy in Year 5 and 6
Artsmark training for the writing of a renewed Statement of Commitment

Evaluating the Curriculum for Improvement

Subject Leads evaluated the Operational Development Plans, met with SLT and have formulated plans for the nest academic year. This is particularly important at this point in time as it is the first year the full newly designed curriculum has been taught face to face.

Impact of Actions
September Reset
• Teaching staff are reminded of the key focuses for teaching practices and development
• Consistent understanding of the rationale behind the Blue Gate Fields Junior School curriculum, its intent, implementation and impact on pupil learning and attainment.

Remote Home Learning
• Teaching staff are better equipped to move remote learning platforms

Assessment
• Use White Rose formative assessments papers to gap identify and support memory and recall through low-stakes testing
• Teachers have an understanding of pupil attainment and gaps; they have been able to plan accordingly and track progress
• Ongoing discussion about maths and writing and attainment are re-established and allow moderation across a number of local schools

Cognitive load and Dual Coding Theory – A whole School Inquiry Project
• Evidence of use of graphically organised information, case studies, feedback from teachers and pupils show that the project has been successful
• There was a 93% positive response to the question, “Has making charts or diagrams to organise information helped you with your learning?” [Pupil Attitude Survey, Summer 2022.]

Mathematics
• Teachers are now confidently delivering a mathematics curriculum which addresses gaps in learning and is a bespoke adaptation of the White Rose resources designed to meets the needs of ability levels and teaching groups
• Teaching strategies and methodology shared and modelled for all staff, in particular ECTs and RQTs
• Class teachers continue to build school wide expertise which grows with experience
• Curriculum Lead is able to communicate the curriculum and its intent to teachers
• Maths Learning Walk evaluated the impact of altered teaching plans following ready to progress guidance and White Rose resourcing for planning
• Learning Journeys used for all units of work in all year groups and ability groups which allows children to understand where their learning is in the overall sequence of progression, to have clarity about the final outcome of a unit and to make connections between areas of mathematics.

English
Oracy
• Critical thinking strategies have been shared by teaching staff as a tool for high quality, probing and explorative talk – evidenced in learning walks and commented on by Equaliteach
• Pupils are able to explain more clearly, and with accurate language use using graphically organised information
• The impact of the emphasis on creating word wealthy children can be seen in the pupil’s spoken and written work, particularly in extended writing

Reading and writing
• The school has expertise to draw on when resourcing the curriculum with diverse, high quality, beautiful reading materials. The success of this has been acknowledged by Equaliteach as an external agency.
• Teachers have gained a deeper understanding of how fluency strategies have helped to accelerate reading progress and comprehension
• timetabling adaptations continue to ensure that the teaching of fluency and comprehension (text potential, summarising, visual notes and formal answering) are regular and follow a prescribed format
• A review of working walls and classroom libraries showed the impact of the expectations of the English Leads
• Handwriting throughout the school is improved as is the fluency of writing
• The central school library and classroom libraries have a rich diversity of texts and authors, as commented on by Equaliteach visitors
• Children are inspired by meeting authors, illustrators and poets
• The pupils developed skills in performing and reading for unknown audiences. BGFJS was placed first in the Tower Hamlets Book Award and in several categories in the Match Girls Poetry competition

PSHE, RSE & HRE
• Coram Life teacher comments are focused on the high level of critical thinking demonstrated by the pupils

History
• Staff confidently deliver the history curriculum with understanding of the subject specific skills, disciplines and content.
• The curriculum is now bespoke and sequential from EYS to year 6 and strengthens the partnership between the two schools.

RE
• The voice of the expert enhances understanding of different faiths
• It increases community cohesion and reduces hate crime in the community, it reduces the risk of radicalisation and supports the PREVENT agenda.
• Syllabus development is sequential and allows pupils to draw on previous learning.

Design and Technology
• Evaluations with teachers and pupils evidence improved staff confidence with D&T, and pupils’ ability to talk about the subject confidently and as designers
• Portfolios of work and progression evidence high quality teaching and learning, and pupil enjoyment
• D&T curriculum now supports mastery in learning across the curriculum whilst fully developing design and technology skills and understanding in their own right. Teachers understand the design of the curriculum and the progression in learning through it.

PE
• The provision of 2 staff members gives the school the capacity to offer a wide range of PE
• Year 3 & 4 girls are the Borough winners in football
• New PE teacher has made network links with other schools
• The use of expert coaches leads to improved outcomes for learners and provides CPD for PE staff.

ICT and Computing
• The ICT computing curriculum is understood by teachers through discussion with an expert consultant; planning is refined

Science
• Lead is better equipped to support teachers
• teachers have 1:1 planning support from an expert to ensure the best outcomes in the classroom

The Cultural and arts curriculum
• Exposure to high quality learning experiences to influence and deepen high quality outcomes in the classroom.
• It raises the profile and makes partnerships with other school and the local community.
• Educational visits raise the cultural capital and exposes children to a range of occupations they may not have otherwise considered.
• Asia Year 4 winner of the LBTH Creative Writing Award
• An immersive drama experience [Macbeth] with an impact seen in the writing outcomes for Year 6 pupils

Evaluating the Curriculum for Improvement
• The curriculum is continuously improved and refined reflecting the evaluation of the current curriculum and best practice from research.
• Curriculum projects and plans are risk assessed with SLT to ensure that the Golden threads permeate the curriculum, they support the whole school development plan and the schools vision, aims and values.
• Golden threads and vision ensure a consistent approach and drive, allowing the school to identify next developmental steps.

Major Areas for Development 2022-2022
Talk Across the curriculum

• Reteach and develop further talk types and strategies (subject specific) and associated social skills (linked to pre-teen behaviours – Drama Therapy); develop routines and structures for confident, critical, creative and curious thinkers who are inspired by beautifully crafted questions for deep discussion and thinking.
• To develop pupil skills in presentational (physical and linguistic aspects of talk) and exploratory (discussion and debate) talk – subject specific focus
English
• Reading and Vocabulary: Reading to create ‘word wealthy’ children; vocabulary development and acquisition of ‘rare’ book words; creating opportunities for rich conversations and shared reading experiences; a continuous lens on the complexities of reading and comprehension
• To amend the teaching of fluency in reading to reflect developmental stages – a change of emphasis based on an understanding of how children learn to read – Year 3 + 4 modelling of fluency, Year 5 + 6 independent reading with phrasing etc.
• To work on handwriting in partnership with the infants school.
• To explore the use of Comparative Judgement (No More Marking) to support moderated assessments of children’s writing

Maths
• Dedicated time for planning for coverage mapping;
• Place value planning adaptations (Year 3 + 4 continue to front load the PV learning, Year 5 + 6 less initial PV extended emphasis, but revisited and built on throughout the year and in memory and recall starters).
• To develop the effectiveness of Learning Journeys for clarity in expressing how a learning goal is reached, and in how connections in understanding are made
• To continue to review the effectiveness of the White Rose maths scheme
• To explore how to deepen the quality of reasoning talk.

R.E.
• R.E. curriculum updates – The Tower Hamlets Agreed Syllabus to be embedded to ensure a seamless progression
• Research project on transition of RE concept based on right an drawing upon the three Abrahamic faiths.
• To share the bespoke school curriculum with SACRE and the RE network [LBTH].

Dual coding and graphic organisation
Dual coding and graphic organisation for subject lesson planning.

Cultural Capital
• A return to providing an enriching cultural education – to continue to ebbed the curriculum enrichment.

Teaching and Learning
• To ensure that teaching is consistent and uses evidence based approaches.
• Update of the Teaching and Learning continuum so it reflects the dual coding.

Curriculum design
• Evaluate the curriculum and make adjustments as last year was the first year the entire curriculum had face to face teaching

Next Steps

Talk across the curriculum

CPD Talk types for learning and in specific subjects – the purpose and development of exploratory and presentation talk
To actively promote high quality, vocabulary rich talk, both performative and exploratory, with effectiveness for improved teaching and learning (a responsive teaching tool)

English

To further develop staff expertise in the teaching of reading (The Big Five: phonemic awareness, phonics, vocabulary, comprehension and fluency)
Ensure that pupils are learning to read and reading to learn: to develop vocabulary acquisition in foundation subjects to broaden children’s language and ability to read a wide range of texts and apply understanding in different contexts
To provide reading interventions based on benchmarking outcomes for targeted children
CLPE training for new literacy lead a 2 other teachers
To explore strategies for the acquisition of ‘word wealth’ across all three tiers

Maths

Evaluate the impact of a change to 2 summative assessment points a year – are they an accurate predictor of KS2 SATs result
Mike Askew Progression in learning about fractions: Teaching for deep understanding in Fractions, training for two teachers.
Dedicated planning time to adapt previous place value planning and associated learning journeys - to develop the effectiveness of Learning Journeys for clarity in expressing how a learning goal is reached, and in how connections in understanding are made
Analysis of KS2 SATs papers and implement any subject specific changes

R.E.

Training for the R.E. lead regarding the LBTH Agreed Syllabus.
Integrating any changes into the R.E. curriculum.
Plan the project, based on RE Today, introduction to staff, pupil and voice. Findings will be displayed in school.

Cultural Capital

Library development: focus on diversity in publishing; promotion of the library as an after-school resource for families

Teaching and Learning

Lesson observations of new teachers and whole school learning walk. Outcomes will identify individual members of staff who may need support and any additional areas for whole school development.

• See School Development Plan for further areas for development

Behaviour and Attitudes - Outstanding

Strengths

Exclusion data: There have been no fixed and permanent exclusions in 2020-2021
Bullying data: 3 incidents of bullying like behaviour were record and all were resolved.

Staff work together to create a safe, calm and positive learning and social culture and environment for all members of the school community, where respectful relationships are promoted and pupils and parents know they are valued and cared for. 97% of parents responded positively to the statement, “The school is positive and respectful.” and 98.4% to,” The school values the views, wishes and feelings of the children.”[Parent questionnaire, Summer 2022].
Pupils behave with consistently high levels of respect for each other; they demonstrate high levels of self-control. Incidences of low-level disruption are dealt with quickly to ensure positive classroom environments that are conducive to learning.
Attendance is a continuous priority for school development and as such was and will continue to be closely monitored in classes. Children and families giving cause for concern were referred to the ESW for follow up meetings with parents, either in person or remotely.
Pupils demonstrate excellent attitudes towards learning; they use growth mindsets to counteract a fear of failure, develop resilience in the face of ‘tricky’ and understand that they can grow as learners the question, “Do you use a growth mindset to help you with your lessons?” elicited a 98% positive response [Pupil Attitude Survey, Summer 2022]. The delivery of a bespoke unit of work, referencing it during lessons and visible displays around the school all support this.
Extrinsic rewards are not given so that pupils focus on their learning needs rather than final outcomes. This results in motivated pupils who welcome challenge and do not avoid tasks that they perceive to be ‘difficult’.
There are consistently high expectations for pupil and adult behaviour which are understood by all stakeholders. These are applied sensitively by those working with SEND pupils or pupils from the local woman’s refuge, who may who have particular SEMH needs.
With regard to fixed term exclusions, we do all we can to support pupils at risk, including pupils working with our learning mentors/ drama therapists and the school seeking and acting on advice from all external agencies we can access.
Bullying: Diana Trust Anti-Bullying Ambassador programme, Anti-bullying Alliance and All together Project, Kindness Charter and blog, clear support networks for children (see policy). 97% of pupils had a positive response to the question,” Do people treat each other with kindness at our school.” [Pupil Attitude Survey, Summer 2022].
In the Parent Questionnaire [Summer 2022], 99.3% of parents agreed with the statement “My child understands that good behaviour helps good learning”, 99.7% a agreed with the statement, “ My child is happy at school”, and 96.2 with “ My child feels safe at school.”
Anti-bullying bespoke planning has been written for progressive understanding in lessons, which are reinforced in assemblies and through school council.
Drama Therapists, Home School worker and two Learning Mentors ensure children and families are supported. Staff intervene early to interrupt the escalation of issues.
Children returned to school after the second national lockdown with excellent attitudes and behaviour towards learning, it was an almost seamless transition.
Implementation of Time To Talk given pupils a place to discuss their feelings and the impact of others behaviour on their wellbeing in a safe environment. These sessions are often led by Dr Julianne Mullen. Pupils have reported positively on these sessions.
The continuation of Go Run sessions for each year group in the mornings, has contributed to mental and physical health and wellbeing.
Engagement with the community: NHS Mile End Hospital, making connections with adults experiencing loneliness at Easter and Christmas.
There was a 97% positive response from parents to the statement, “My child knows who to speak to if they are feeling upset or unhappy at school,” [Parent Questionnaire, Summer 2022].
All reported discriminatory practice is logged on CPOMS, it is discussed with pupils and escalated if necessary to contact with parents and whole class interventions, often with the drama therapist.

Actions from 2021-2022

Attendance
• Attendance Panel re –established in the Summer Term [May 18th]
• The Traffic Light System to inform parents of their child’s attendance was introduced in the Summer Term

Behaviour
• Anti-bullying – renewed policy and practices (Anti-bullying Alliance) for pupils
• Kindness themed assemblies with children seated in circles for improved discussion and feedback to the group introduced

SRE
• SRE policy written after consultation with parent and training for staff.

Impact of Actions

Attendance
• Attendance is maximised despite C19 disruption
• Of the 16 pupils whose parent attended the Attendance Panel 69% [11 pupils] attendance improved in the Summer term post the intervention.
• Up to 1 November 2022, 31% [5 pupils] remain with attendance below 95%. Their parents will be met with again and their attendance monitored.

Behaviour
• Pupils behave respectfully and kindly towards one another and with the adults in school, which facilitates a positive learning environment where pupils are successful.

• Compliments

• Parents are consulted about SRE policy; the vast majority are have expressed no concern over the schools programme.
• The three parents who have expressed a concern have been met with and the National Curriculum requirements explained to them

Main Areas for Development 2022-2023

Attendance
• To continue to monitor and promote the best possible attendance
• To improve attendance for targeted groups; particularly persistent absentees.
• Close monitoring of SEN children with complex needs and children requiring hospitalisation/rehabilitation for extended periods, to ensure their education is disrupted a little as possible. If necessary the school arranges for home schooling and support materials.

Behaviour
• Support parents to identify relational conflict as opposed to bullying behaviour
• To work closely with external agencies to support specific children and provide strategies for staff to manage the behaviour of self-directed pupils.

Next Steps

Attendance
• Monitor the attendance of children whose parents attend the Attendance Panel meetings
• To identify and meet with parents of pupils whose attendance is giving cause for concern pre the attendance panel.
• We try to ensure that no child is left behind in their learning or social interaction which we consider key to their learning.

Behaviour
• Workshops for parents to explore the difference between relational conflict and bullying behaviour
• Meet with Behaviour support team and Phoenix outreach team to understand how we can better support our neurodiverse and self directed pupils
• Further development of the playground as a social learning space

• Further research into developing habits of mind: Strategies for disciplined choice making [Costa and Kallick’s 16 habits of mind]

Personal Development - Outstanding

Strengths
• A well developed and widely consulted RSE policy and scheme of work. The RSE Policy and schemes of work are based on the London Borough of Tower Hamlets scheme, which has been specifically adapted after consultation with stakeholders. Staff have been trained in its implementation through staff meetings and workshops and there are a number of named resources [eg Jigsaw] that staff can draw upon to ensure consistency of delivery and progression. Sexual harassment, on-line abuse/ relationships, caring and trusting relationships and keeping safe [including age appropriate consent in the form of ‘permission seeking’ ] are among the units of work taught.
• The playground is viewed as a social learning space and playground staff have received training from Dr Julianne Mullen regarding pupil’s motivations for behaviours and how to solve relational conflict.
• SMSC: We value highly the pupils’ spiritual, moral, social and cultural development which is underpinned by mutual respect and respectful relationships as stated in our aims, vision and values statement.
• PSHE now contains bespoke units of work that are heavily based on different policies within the school (e.g. Anti-Bullying Policy ties into with the language used within out Y3 & Y4 Anti-Bullying Units)
• PHSE and equality: “agree, build, challenge” taught talk structure for children to discuss and debate, online safety training for the whole school community
• When planning a unit of PHSE work, teachers are ‘word conscious’. They carefully select and explicitly teach third tier vocabulary which are referred to within and outside of lessons (e.g. relational conflict).

• As part of pupil's personal development, in addition to the above, we try to counter negative influences of the outside environment in the following ways:
• Year 5 pupil engagement with the BREE [Building Resilience to Extremism Through Enquiry] project, a series of lessons devised in response to The Manchester Arena Bombings, to address extremism and radicalisation. These lessons have been adapted to meet the needs of our school population.
• Workshops for year 6 parents and pupils to tackle gang culture and knife crime, led by St Giles Trust
• The Corum Life Bus annual visit to school which develops pupil strategies to keep themselves safe and to make informed choices. Post-Covid focus has been helping pupils to develop and improve mental health and wellbeing.
• Participation in the multi agency Junior Citizen scheme in year 6 to support pupils to keep themselves safe within the home, school and community environment
• Whole school engagement with the NSPCC Keeping Safe workshops based on consent [these were suspended due to COVID19, but we hope to re-establish the workshops in the Summer Term
• Equalities workshops [Think and Rethink] delivered to year 5 & 6 pupils by EqualiTeach
• All the above support our pupils to be critical, sensitive thinkers and curious questioners.

• Pupil mental health and well-being is a priority as part of our “readiness to learn Golden Thread; two school Drama Therapy councillors and two learning mentors (one with a specialism in supporting families experiencing mental health issues).
• Pupil voice; active school council, Kindness Charter, Playground Friends, Arts Council, engagement with Cherie Kemp as part of the consultation process for pupil views on the use of King Edward Memorial Park.
• Preparation for next stage of learning: timetable reflects vision of growing future citizens informed by school values. Key activities: democracy debates at the local Council Chamber, Aspiration Day, preparation for life challenges (e.g. knife crime workshop), Junior Citizen programme and equalities workshops in year 5 & 6
• Assemblies which include meditation to encourage calm, happy minds and a focus on kindness
• Head teacher and Deputy headteacher’s open door policy is highly effective.
• We further promote the development of social responsibility and the development of participation in several charitable events, such as Christmas Jumper Day, Red Nose Day and Comic Relief. We also support a local children’s hospice [Richard House Hospice].
• All staff regularly receive safeguarding and Prevent training, as well as having access to the on line Educare resources. We are vigilant to signs of abuse and harassment, particularly in respect of our SEND and vulnerable pupils.
• The delivery of a series of Growth mindset lessons and referencing it during lessons and through displays helps pupils develop supports all pupils to develop a variety of skills, including resilience, counteracting a fear of failure, and perseverance. The question, “Do you use a growth mindset to help you with your lessons” elicited a 98% positive response [Pupil Attitude Survey, Summer 2022].
• There was a 96% positive response to the statement, “Do adults support you to be the best person you can be?” [Pupil Attitude Survey, Summer 2022]

Main Actions 2021 - 2022
Conflict resolution
• Anti-bullying units of work have been written for each year group and implemented in term 1 2021
• Year 4 teacher training: Conflict resolution and peaceful change in troubled times
• Friendship themed year group by year group assemblies with children seated in circles for improved discussion and feedback to the group; the same assembly theme is followed in year group classroom assemblies to reinforce messages [term 1]

Equalities
• Continued work in equalities and belonging to avoid the dangers of
“ the single story” and the promotion of the concept of “windows, mirrors and sliding doors” [Rudine Sims Bishop] – ensure there is an active desire to share a sense of belonging and development of identity- auditing curriculum areas
• Equaliteach delivered 2 staff meetings to address ways to work with young people when discussing controversial issues. All staff attended.
• Equaliteach delivered the Think and Rethink training to year 5 and 6 pupils respectively.
• A working party continues to examine the curriculum using an anti-racist lens [ongoing]

SRE
• SRE units of work updated and SRE curriculum fully implemented

Pupil Well-Being
• Dr Julianne Mullen delivered 3 day long workshops to year 6 pupils to prepare them for secondary school and to address any anxieties pupils may have
• 1:1 sessions were offered to pupils who seemed particularly anxious

A re-establishment of some experiences that aid personal development
• Shadwell Basin Outdoor Activity Centre for Year 6
• Year 6 residential visit to Marchant’s Hill
• Year 6 to Adventure Island, Southend
• Year 5 residential visit to Gorsefield Rural Education Centre
• Goresfield Rural Studies Centre day visits re established
• Football Competition Y6 and Bigland Green Primary
• Queen Mary University – the Art of Teeth for Year 3 [an art and science based project] where pupils visited QMU.
• Sports Days including Para Sports events at one of our partner schools

School council
• School Food Matters – Healthy Zones – 2 year project to improve behaviours, attitudes and eating for children led by School Council

Introduction of a new artist in residence
• Artist in residence, Louise Hildreth

The Inter-Generational Project
An inter-generational drama project exploring stories from the past.

Areas for Development

Review of the Equalities Objectives 2022-2023

Develop a garden to support mental wellbeing, art, understanding of ecological concerns, the life cycle of plants and healthy eating in school to build upon the work of Louise Hildreth.
Support for learning through wellbeing: creating individualised care for those pupils in need, and for the staff in whose care the children are in

Impact of Actions
Conflict resolution

Consistent approaches to tackling relational conflict
Relationships between pupils and pupils and pupils and staff are based on mutual respect.

Equalities

Auditing the curriculum resources and the purchase of new ones ensure that pupils have a diverse choice of resources that reflects the multicultural nature of the world in which they live. These resources support pupils to “see” themselves in books they read and also learn about the lives of others.

The Equaliteach training, gives pupils and staff the language and ways in which to manage conversations that address sensitive issues.
The Equaliteach workshops for pupils embeds a culture of acceptance and understanding, ensuring the whole school community can enjoy an environment where they are valued and can achieve their full potential.

SRE

Pupils will be taught the full SRE curriculum.
SRE units evaluated and curriculum further developed.

Pupil well-being

Pupils have space to discuss their concerns around secondary transition and have strategies to respond

A re-establishment of some experiences that aid personal development

These experiences encourage independence, boost pupil confidence, develop resilience and leadership, enhance pupils vocabulary and develop pupil speaking and listening skills.
Residential experiences give pupils the chance to engage with and learn about an environment and complex eco-systems that exist outside their immediate environment. Children are exposed to ideas that stretch learning beyond the classroom

School Council

The school council uses its voice to make a real change in the food offered in school

Introduction of a new artist in residence
• This added to the cultural education of the children through growing, observing, drawing and painting.

The Inter-Generational Project
Children expanded their horizons through interaction with residents from a local care home. These experiences impact the children, for example as evidenced by Year 6 writing outcomes inspired by theatre performance.

Next Steps
• Investigate work around “courageous advocacy”
• Explore the possibility of a partnership work with Richard House Hospice, a local children’s hospice.
• Continue to pay close attention to staff and pupil wellbeing
• Release the pupil made film to celebrate mental health week - ‘What makes you happy?’
• Explore the possibility of pupils having a ‘key worker’ adult for playground social support
• Explore possibilities of accessing funding for the development and sustainability of a garden
• Maintain the links with Westport Care home – invite residents to lunch and performances

Leadership and Management - Outstanding

Strengths
• Safeguarding is effective. Vigilance underpins the culture and ethos of the school. All statutory duties are met. We empower the pupils to make safe choices, recognise abuse and keep themselves safe through a series of workshops delivered by internal and external agencies and through the PSHE curriculum. This is extended to parents so they understand how to keep their children safe from gangs and knife crime as well as online, including a personalised offer to parents to apply filters to their home systems.
• Health and safety: including premises consultant support, Fire Safety and Health and Safety in school training.
• Governance: This has improved significantly since the last inspection and we are constantly seeking expert Governors.
• Cross phase initiatives include: CPD for assistant heads to give them a wider experience, curriculum projects, sharing a school councillor and a home school liaison worker, subject leaders planning to ensure a seamless transition from KS1 to KS2 [maths and humanities]
• English, maths and SENCO leads all provided training in their respective areas for ECT’s across the local authority, sharing their expertise.
• Policies: all statutory policies in place and others reflect the practice and high aspirations of the school.
• School improvement plan; Consultative approach, constantly reviewed, costed and drives standards
• Continuous professional development is a significant strength of the school, staff are well trained, school monitors and evaluates the impact of teaching and learning to inform support systems and wider training. This results more subject expertise and teachers being able to deliver better teaching for pupils.
• Development and refining of “The Continuum for Best Practice Teaching and Learning” guides teachers in reflective practice; it clearly sets out our approaches and expectations; it informs our non-judgemental coaching approaches to support, which leads to high quality teaching and learning.
• The school has a distributive leadership model which means that leadership is collaborative. This style of leadership ensures that staff are worked with in partnership and policies based in co-construction rather than imposed from above. This is reflected in our staff well-being survey which demonstrates high levels of job satisfaction. 'Our school has a supportive culture and ethos in which I can flourish'; 'The ethos is undeniable strong and evident in the way that we communicate with each other and the positive relationships we have. The atmosphere in the school is positive, kind and generous!' 'The CPD is this school is so responsive to the needs of our staff and where we are as a school. All CPD is delivered with purpose, order and clear messages. I always learn something new and feel excited about what they will look like. My brain is kept active and up to date with the training we receive and I feel lucky to have colleagues who are so keen and interested in the CPD they deliver.'
• Staff mental health and well-being is a priority that is effectively addressed: 1:1 therapeutic drop-in sessions support staff to understand and deal with workplace challenges. This has proved to be highly effective. Staff are invited to join weekly meditation, ceramics and Mindfulness sessions.
• Parents and local community: parents are supportive of the school, over 97% expressed the belief that the school is “positive and respectful”[Parent questionnaire, Summer 2022] and that the school values the views, wishes and feelings of parents.
• The staff CPD offer at all levels from the adoption of the THEP enhanced ECT offer to the opportunity for NPQSL training. The training offer extends to all support staff who are invited to all staff meeting and INSET days, 2 HLTAs have also attended the CLPE Reading training designed primarily for teachers
• Reactivated succession planning: expansion of SENCO team, three staff members offered the opportunity for NPQSL training and CLPE
“The Power of Reading,” training.
• The school has an effective Pupil Premium Strategy which is reviewed annually and based on EEF research evidence. LINK TO PP STRATEGY

Actions from 2021-2022
Training

High Performing Leaders Training, John Yates Training
Maths Lead development – Mike Askew Training
NPQSL for SENDCO
Coaching training for DHT
Partnership meetings for curriculum coordinators
Staff well-being – INSET focussed on well-being, self care and good mental health

Safeguarding

DDSL attended DSL safeguarding training
Safeguarding and PREVENT training for all staff provided by LBTH
Adoption of the CPOMS system electronically record Safeguarding concerns

Health and Safety

All staff completed Health and Safety in School Training and Fire Safety Training via the Educare platform
First aid training, including paediatric first aid training, for all TAs and playground supervisors.

The School ,Vision, Values and Aims

Vision, Values and Aims re visited – a new poster designed and printed to exemplify the renewed thoughts of the school community.

Staff well-being

Staff continued to attend weekly self-care sessions
A limited number of 1:1 sessions are available for staff to attend
Milo, therapy dog in training attends some staff well-being sessions

Parental Engagement/ Support

Dr Julianne Mullen delivered 3 day long workshops to year 6 pupils to prepare them for secondary school and to address any anxieties pupils may have

Curriculum Support

ICT Computing Lead support from Marion Reilly ICT Computing consultant for curriculum review and Ofsted readiness
Julia Weston – Science SIP for leadership and staff support for planning

Early Career Teachers

ECT Mentor training and writing of ECT policy
Prescribed raining delivered to ECTs
An induction into school policies and practice, along with some bespoke training specifically tailored to our school setting.

Partnerships

ECT induction processes and training in partnership with THEP and including in-school bespoke training programme, and enhanced CPD in literacy and maths
Virtual moderation of writing and maths with the Mcubed partnership schools
Magic Breakfast – partnership initiated with Heinz
Felix Project – the establishment of a weekly food bank
School Food Matters – Healthy Zones Project (2 years)
Work experience offered to former pupils
Year 2 to Year 3 transition arrangements
Pupil and Parent Surveys
The school hosted teachers from local secondary schools for lesson observations and primary experiences
WSP Consultant Engineers: a partnership with the apprentice engineer programme

Impact of Actions
Training

John Yates training: Leaders are more confident to make key decisions in shaping the direction of the school
High Performing leaders training: To give an understanding of educational leadership in its deeper contexts
The training has enabled the leadership team to further focus on emerging whole school issues. It has provided time and space to evaluate the school and to talk about the future school priorities.
Subject leadership training develops the leader’s own learning which is professionally satisfying and impactful on the development of the wider staff

Safeguarding

Staff have an up to date understanding of safeguarding, including the PREVENT duty. This will lead to increased vigilance.
The adoption of CPOMS will lead to the easier transfer of information between schools, provide an at a glance chronological history. This may lead to a quicker identification of concern.

Health and Safety

Staff have an updated knowledge and raised awareness of Health and Safety and fire safety,
First aid training is up to date

The School ,Vision, Values and Aims

The school continuously checks its attitudes and behaviours against the visions, values and aims of the school
Pupils and families are accessing Breakfast Club in school, but home delivery of breakfast packages aims to ensure that no child is too hungry to learn in holidays. Staff continue to be vigilant to morning hunger when children arrive at school

Staff well-being
• As evidenced in the staff wellbeing survey [Summer 2022]

Parental Engagement/ Support
• Parents understand and have the tools to respond to children’s anxieties regarding secondary transition 2022, staff feel their well-being in school is supported

Early Career Teachers

Training enables mentor to deliver the ECT materials
The goal of the two introductory ECT years is to help ECTs to become successful teachers. The induction programme builds on initial teacher training and allows will allow our ECTs to demonstrate that they can meet the requirements and standards necessary for the role over an extended period of time

Partnerships

ECTs have a wider borough wide view of the new-to-teaching training programme which is supplemented with the BGFJS bespoke training and support plans
Shared expertise
Links are forged across schools for connections and support
The impact of research based professional learning is evidenced in the classroom
Parents are supported with healthy food for their children
In consultation with stakeholders (staff, children, parents, food suppliers, kitchen staff), planning for improvement has been made
the school is supportive of the continued learning and futures of former pupils
Pupils and parents are supported for a smooth transition from the Infant to the Junior School
Year 5 pupils worked with undergraduate apprentice engineers to develop , design and build solutions ant to talk about engineering as a career opportunity.

Areas for Development 2022-2023
Safeguarding

Training of all staff in the use of the CPOMS system
Development of a more bespoke CPOMS system where we can also record serious or persistent behaviour concerns. It is hoped this will help us more effectively analyse patterns or trends.
Evaluate the effectiveness of CPOMS

Training

Further training to enhance distributive leadership – strengthening the role of the year group and middle leaders
Continued succession planning.

Partnerships/ Support pathways

Continue to support the Magic Breakfast charity and our families who benefit from it – welcome visits from funders
Continue to forge positive working relationships with curriculum leads from the Infant school to develop cohesive curriculum planning.
Magic Breakfast – partnership initiated with Heinz – explore potential for support
Year 3 parent ‘get to know us’ events and invitations (coffee morning, library visit, parents to lunch) Now we no longer have direct access to the legal support system to support parents who are victims of domestic abuse, we will research and find avenues for support and help pathways. Our solutions will need to be proactive and creative, for example seeking legal advice on issues such as immigration and forced marriages

• To create parent support video content/workshops to support reading, reading aloud, talk, maths calculations etc.
• SEND: to create partnership thinking across the Infant and Junior School for better understanding of neurodiversity and language disorder

Governors

Governors safeguarding update [KCSIE 2022]
Safer recruitment training for Governors
Update Governors on the effectiveness of CPOMS

Health and Safety

Allergy and Epipen/ auto injector training for all staff
Administration of Medication training for Teaching Assistants.

SEND

To improve the consistent accuracy of assessment for SEND pupils (Benchmarking/White Rose/Toolkits/Grammar)
To develop the use of Learning Notes for 1:1 TAs to make judgements for sharing with teachers, parents, professional agencies etc.

Next Steps
Safeguarding

Amend any policies, especially safeguarding, in light of KCSIE 2022
Staff CPD regarding changes to KCSIE document
Ensure all new staff are aware of safeguarding procedures
Investigate NSPCC delivery of their units based on keeping safe
Further train key staff member to use and access the CPOMS system

Continue John Yates Training
NPQSL for key middle leaders
To work with the Mcubed Partnership to plan strategically for cross school support and development.
To share expertise and gain support across secondary and primary schools in the borough.
Continue the ECT support training

Partnerships/ Support Pathways

Continue to find further opportunities to support parents in keeping their children healthy and to be able to support their children – academically, socially and emotionally.
Continue to forge positive working relationships with curriculum leads from the infant school to develop cohesive curriculum planning
Continue our existing partnerships with THEP and MCubed. Partnership.

Governors

KCSIE update in first Governors meeting.
Ensure the clerk to the Governing Body continues to lists Governor training opportunities offered by the LBTH on the agenda sent to all governors
Inform new Governors of their duty to undertake Safeguarding training, either in person or via the Educare platform.

Evidence to Support Summary Evaluation

Ofsted Inspection Report: https://reports.ofsted.gov.uk/21/100895 Last inspection June 2009

Quality of Education
• Curriculum Rationale and Teaching and Learning Policy
• Subject specific policies
• Feedback including Marking Policy
• IDSR 2019
• School data documents
• Teaching and Learning Policy
• Remote Learning policy
• Remote Education Provision
• EEF Tiered Learning
• SDP and its termly evaluations
• Feedback from pupils and parents in response to remote learning

Behaviour and Attitudes
• Pupil Survey Summer 2022
• Parent Survey Summer 2022

Personal Development
Pupil Survey Summer 2022

Leadership and management
• Termly Evaluation documents 2021 – 2022
• Pupil Premium Report
• Sports Premium Report
• School Development Plan
• Operational Development Plans

Overall effectiveness
• Termly Evaluation documents 2021-2022
• Operational Development Plan Evaluations 2021-2023
• School Development Plan
Data
• IDSR July 2022
• School Census Return: Summer 2022