​Blue Gate Fields Junior School  

​Self Evaluation  2019-2020
Self-Evaluation 2019-2020
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​Updated: November 2019

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.
99% 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 (13.3%) is higher than the national average (12.6%).
Of the children receiving SEND support, 3.2% have an EHC plan which is above the national average 0f 1.6%.
There is a high percentage of pupil premium children. The latest figures in the IDSR shows 61% FSM6 pupils – the highest quintile (54% September 2019)
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 school has 92% stability, higher than the national at 86%. 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 school has the Healthy Schools London Gold Award, the Music Mark and the Princess Diana, anti-bullying ambassador award. It was a winner of the Speaker’s School Council Award and the National Handwriting Award in 2017. The school is working towards the Artsmark.
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.
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.
Progress against previous inspection:

Areas to improve:
1). Governance
2). Tracking academic progress

Progress:
1). The school has recently undertaken a GB skills audit. In response the school has appointed three associate governors with the experience and skills needed. Training, in conjunction with the Infant School, is offered on the premises: Safer recruitment and Safeguarding were offered last year as was access to the Safeguarding on-line training used by the school. There is a stable and experienced clerk.
2). There is a termly tracking system and detailed half termly 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  
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 fulfillment
  • 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 curriculum is 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 but it will remain true to our vision of ambitious, high quality teaching and learning with the whole child at its centre.
  • Due to the large percentage of pupils with EAL, there is a focus on 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 and performance storytellers to raise aspiration.
 
Implementation:
Quality of teaching and learning
  • 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 (see Curriculum Rationale 2019-2020) contribute towards increased independence and readiness to learn within a positive growth mindset learning culture.
  • 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 plan in a variety of opportunities to gain formative feedback from pupils on their level of understanding. High quality talk is key to the process.
  • 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.
  • Children are grouped according to ability 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.
  • Mixed ability grouping is agreed to be the most appropriate organisation for effective learning in humanities, art, design and technology, PHSCE, PE, RE and Quick Maths.
  • Art, pottery, design and technology, physical education and music are taught by specialist teachers. These subjects are often taught in smaller groups or half classes 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
Assessment Pupils with SEN and/or disabilities
  • Each year group can have up to six ability groups including a SEND group. The size of the group increases according to the ability level of the pupils. Lower ability 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 offers the teacher the capacity to cater more specifically for individual learning needs.
Impact:
  • 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.
 
Actions from previous year:
Impact of actions:
Areas for development:
Next steps
  • To evaluate the effectiveness of the renewed Feedback including Marking Policy
  • To disseminate and implement the Oracy21 training
  • To attend Reading Fluency Project training

 
BEHAVIOUR AND ATTITUDES - Outstanding

Strengths

Exclusion data: There have been no fixed and permanent exclusions in 2018-2019.
Bullying data: 2 incidents were recorded that were resolved. All one off relational incidents are recorded
Discrimination data: No Recorded incidents
  • Attendance is a continuous priority for school development. In 2017/2018 the rate of overall absence (4%) was below the national average for schools with a similar level of deprivation (4.73).  Strategies: Attendance Panels, weekly/termly rewards, “Traffic light” letters sent home termly and the Family Breakfast Club.
  • Pupils demonstrate excellent attitudes towards learning (see Pupil Attitude Survey 2018-2019); they use growth mindsets to counteract a fear of failure, develop resilience in the face of ‘tricky’ and to understand that they can grow as learners.
  • 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’.
  • 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. 98% of pupils responded positively to the statement, ‘Does your teacher, or other adult, support you to be the best behaved you can be?’
  • Bullying: Diana Trust Anti-Bullying Ambassador programme, Anti-bullying Alliance and All together Project, Kindness Charter, clear support networks for children (see policy). The Parent Questionnaire 2018-2019, shows that out of 174 responses only one parent strongly disagreed with the statement, ‘This school deals well with bullying’.
Strengths
  • Drama Therapists, Home School worker and two Learning Mentors ensure children and families are supported.  Staff intervene early to interrupt the escalation of issues. .
  • Even without systematised sanctions over 98% of parents agree with the statements, ‘This school makes sure that its pupils are well behaved’ and ‘My child is well looked after at this school’.
  • 98% of pupils in the Pupil Survey 2018-2019 reported that children and adults treated each other with respect.
  • 95% of children reported that they can find teachers, or other adults to listen to and help with their worries.
 

Actions from previous year:
Impact of actions:
  • Pupils behave respectfully and kindly towards one another and with the adults in school (Pupil Attitude Survey 2018-2019: 97% of pupil agree that pupils treat each other with respect, 97% of pupils feel supported to behave well, 95% of pupils use growth mindset strategies)

Areas for development: Next steps:
 
PERSONAL DEVELOPMENT – Outstanding

Strengths

  • SMSC: We value highly the pupils’ spiritual, moral, social and cultural development which is underpinned by mutual respect as stated in our aims, vision and values statement. See audit on website.
  • British Values: Statement used as model for the LA by advisor. See aims on website.
  • Relationship, health and sex education. Related science is being taught. The school teaches about relationships in the broadest sense and awaits further guidance from the LA.
  • PHSCE and equality: “agree, build, challenge” taught talk structure for children to discuss and debate, Anti-bullying Ambassadors and partnership training, online safety training for the whole community
  • Character education is an area in the SDIP for the spring term
  • Pupil mental health and well-being; Mindfulness, 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, Anti-bullying Ambassadors, Kindness Charter, Arts Council
  • 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)
  • Head teacher’s open door policy is highly effective.

Actions from previous year: Impact of actions: Areas for development: Next steps
  • Parental involvement in pupil support for the Anti-bullying policy
  • Mindfulness: how can pupils be supported?
 
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 bespoke offer to parents to apply filters to their home systems.
  • Health and safety, including premises: consultant support.
  • Governance: This has improved significantly since the last inspection.
  • 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 evaluate the impact of teaching and learning to inform support systems and wider training
  • Our 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 lead 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 are based in co-construction rather than imposed from above.
  • Staff mental health and well-being are a priority that is effectively addressed; NQTs and RQTs attend therapist sessions addressing ‘Becoming a Teacher’, therapist drop-in sessions support staff to understand and deal with workplace challenges. This has proved to be highly effective.
  • Parents and local community: parents are supportive of the school (99% of parents consider that the school looks after their children well, 97% agree that the school responds well to concerns raised: Parent Survey 2018-2019)

Actions from previous year:
  • High Performing Leaders Training, John Yates Training
Impact of actions:
  • John Yates training: Leaders are more confident to make key decisions in shaping the direction of the school
  • High Performing leaders training: To give a deeper understanding of educational leadership in its deeper contexts
Areas for development:
  • Further training to enhance distributive leadership
 Next steps:
  • High performing leaders training – part 2
  • Continue John Yates Training
 
OVERALL EFFECTIVENESS – Outstanding

Strengths:
Actions from previous year: Impact of actions: Areas for development: Next steps:
  • Attendance:  improve attendance for targeted groups; SEN and persistent absentees
  • Anti-bullying Alliance: All Together School development and implementation of action plan
  • Artsmark accreditation: evaluative talk in the creative curriculum
  • Vocabulary: how to support acquisition of a wide vocabulary
  • Curriculum Rationale development: links, threads and schema
  • Talk: promotion of oracy skills
  • Memory and recall strategies for teaching and learning: curriculum links and growth mindset attitudes
  • Feedback including Marking: communication and implementation of policy
  • RSE readiness for statutory requirements
  • R.E. curriculum enhancement: key questions and threads
  • Reading domains; reading materials; how to support the development of stamina and fluency
  • Cross-curricular writing and vocabulary development, the Learning Journey
 

Evidence to support summary evaluation:

Ofsted inspection report:
https://reports.ofsted.gov.uk/provider/21/100895 Last inspection: June 2009

Quality of education:
Curriculum Rationale
Teaching and Learning Policy
Feedback including Marking Policy
Subject specific policies
Parent Survey 2018-2019
IDSR
School data documents
School review October 2019

Behaviour and attitudes:
Pupil Survey 2018-2019

Personal development:
Pupil Survey 2018-2019

Leadership and management:
Termly Evaluation documents 2018-2019
School Development Plan
THEP Monitoring Visit 26.9.18 + 12.11.18
Operational Development Plans

Overall effectiveness:
Termly Evaluation documents 2018-2019
Operational Development Plan Evaluations 2018-2019
School Development Plan