Brimsdown Primary School SEF
May 2016
School context
Brimsdown Primary School is a large, multi cultural school in the London Borough of Enfield. The
school is led by the Executive Headteacher, who also leads Lavender Primary School. He is also
The Associate Headteacher and Deputy work closely with the Executive Headteacher to lead the
school extremely effectively to ensure that there is rapid and sustained improvement.
 School roll: 608 (668 with nursery)
 FSM: 29% - 70% with Universal FSM
 Pupil Premium 49%
 SEN statement or EHCP: 1.5%
 SEN support: 4%
 Hearing Impairment Resource Base in Enfield (HIRBiE): 1%
 EAL: 52%
 There are 47 languages spoken in the school
 School Deprivation indicator 0.50 (high)
 KS1 Nurture group
Overall Effectiveness
Since our last inspection
At our last inspection, in May 2014, we were graded RI in all areas. We have significantly improved in each area and
judge Leadership and Management as Outstanding, The Quality of Teaching as Good, Learning and Assessment as
Good, Outcomes for Pupils as Good, Behaviour, Safety and Welfare as Outstanding. We judge our Early Years to be
Outstanding.
Ofsted
Last Inspection – Areas to
Action
Impact
Develop
Improve the quality of teaching
 Introduced L&L/RWI/Fresh Start/RWI
 90% of teaching is good
so that all pupils do equally
Spelling across the school for English
or better
well and have positive
 Introduced daily book look lesson
 32% teaching is
attitudes to learning by
outstanding
 PAT document to assess reading and
ensuring that:
writing
 teachers plan activities
 Reviewed and improvement DSR
that are at the right
 Introduced Big Write
level of difficulty,
 Expanded the use of Abacus to KS1
particularly for the
and lower KS2
most able  Embed the use of Numicon across KS2
 all pupils are inspired
 Introduce a clear T&L expectation
to do as well as they
document
can and maintain high
 Introduced agile teaching within
levels of motivation
and concentration  pupils know how they
might improve their
work and are
consistently
encouraged to respond
to teachers’ feedback.
Make sure pupils take greater
responsibility for behaving
sensibly at all times.
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Ensure that the school
achieves a good overall
effectiveness judgment at the
next inspection through
ensuring that:
 priorities to improve
pupils’ learning and
the quality of teaching
are addressed fully and
with urgency  governors and senior
leaders improve the
allocation of pupil
premium funding to
ensure eligible pupils
make even better
progress.
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maths
Introduced new behaviour policy and
systems
Introduced new Marking and
Feedback policy
Half termly learning moderations with
teachers by English and Maths leads
Introduced new behaviour policy
School has five core values (respect,
responsibility, honesty, determination
and care) that are a focus in weekly
assemblies
Half termly behavior training for staff
Increased leadership capacity to
support staff across the school
Member of SLT (Lead Practitioner for
BfL) to support teachers in class and
lead on behavior across the school
Introduced maths and English
schemes to support planning
Achievement Leader per year group to
be good role models, improve
planning and differentiation and the
overall attainment of pupils and
quality of teaching in year groups
AHTs per phase to be good role
model, improve planning and
differentiation and the overall
attainment of pupils through booster
groups, and quality of teaching in year
groups
There is a high sense of accountability
across the school
Pupil premium review (Feb 14)
Teachers aware of children in their
class that are PPF and accountable for
these children
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In Spring 2015 there
were 398 yellow slips.
This has reduced this
academic year – autumn
2015 there were 332 and
spring 2016 there were
289.
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The quality of teaching
has improved and now
90% is good or better.
The PPF gap has closed
now to 4%
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An external review of the
school’s use of the pupil
premium should be
undertaken in order to assess
how this aspect of leadership
and management may be
improved.
HMI
Make clear the summary
headlines in monitoring
documents so that the
progress being made by
pupils is communicated
clearly and to aid analysis at
all levels.
Focus on the achievement
of more able pupils to
ensure this group make
stronger progress.
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Maintain the support of
the local leader of
governance for the
governing body
throughout the current
reconstitution in order to
develop more effective
strategic leadership.
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Half termly PPF report to governors.
The analysis of data shows the gap is
closing
Pupil premium review took place in
February 2015
There is a link governor for PPF
All middle and senior leader reports
have headlines at the beginning of
reports
RRG governor meetings have a focus
on pupils attainment and progress
Governor training in November 2015
focussed on RaiseOnline and data
analysis
Introduced daily book look lesson
Introduced Big Write
Expanded the use of Abacus to KS1 and
lower KS2
Introduce a clear T&L expectation
document
Introduced agile teaching within maths
Introduced new Marking and Feedback
policy
Half termly learning moderations with
teachers by English and Maths leads
Local Leader of Governance
continuing to support Chair of
Governors
Local Leader of Governance to chair
RRG meetings
Therefore, Brimsdown judges itself to be a Good school.
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The gap has now closed
to 4%
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Governors have
expressed that the
reports are consistent and
easy to follow.
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The percentage of children
above ARE is now 12%
compared to 2% in autumn
2014.
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We judge the leadership
of the school to now be
outstanding.
Raising Achievement Plan Development Priorities 2015-2016
Outcomes for Pupils - Raise standards across the school
 Boys writing
 More able
 Maths girls progress
 Phonics re-takes
 SPAG
 Pupil Premium
 White British
 Turkish boys - English
Teaching, Learning and Assessment – Ensure quality of teaching is good or better
 Teachers to plan activities that are at the right level of difficulty, particularly most able
 All pupils inspired to do as well as they can and maintain high levels of motivation and concentration
 Pupils know how they might improve their work and are consistently encouraged to respond to
teachers feedback
 Develop practice of Teach first and NQTs
 Develop the science curriculum
Personal Development, Behaviour and Well bing – To make sure pupils take greater responsibility for
behaving sensibly at all times
 Embed the core values – determination, respect, responsibility, care and honesty
 Continue to improve attendance and punctuality
Leadership and Management - To develop new senior leaders to embed good leadership
 Develop middle leaders to embed good leadership at all levels
 Maintain the support of the local leader of governance for the governing body to develop more
effective strategic leadership
Effectiveness of Leadership and Management
Our Vision and Culture
“We aim to produce responsible, caring, respectful and aspirational young people of whom we can all be proud.” This
vision was created through discussions with staff, children, parents and governors in summer 2015. It was then agreed
by governors and shared with staff and parents in autumn 2015.
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Our vision is shared with staff, parents and the children through regular assemblies, information sessions and
parent meetings, our website and newsletter communication. We review our vision to meet any changing
needs of our school and community.
Our Brimsdown and British Values permeate everything we do. Our whole staff team is responsible for
promoting our positive behaviour and learning culture and adhere to the core values also, being outstanding
role models.
Our school values and the strong vision of leaders at the school ensure that all at Brimsdown are able to
excel.
Relationships between pupils and staff are excellent and show mutual respect.
Improving Outcomes
 Our data analysis and progress tracking of all groups is rigorous, with staff at all levels taking responsibility for
children’s progress and attainment. Pupil Progress Meetings (PPMs) are planned in half termly and detailed
interventions organised. These are then reviewed regularly for impact.
 Pupil Premium Funding is spent effectively to improve outcomes for disadvantaged children and our gap has
narrowed. In 2014 we closed the gap in EYFS having 1% more FSM children achieving a good level of
development, KS1 KS2 there was a 3% gap for children achieving a combined L4 (writing being a strength).
 Our attainment in KS1 since 2013 shows an upward trend, with 2015 being good.
 Our attainment in the Phonics Screening check has an upwards trend, this year being only 1% below the
national average.
 Our HIRBiE deaf base is becoming a strength of the school, with Deaf Instructors teaching weekly BSL classes
to all children. Inclusion is embedded across all year groups.
 Our Governors ensure that presentations on attainment and progress of all children and Pupil Premium are a
termly agenda item, along with reviews of the School Improvement Plan, and ask key questions on the
effectiveness of provision.
 Our Governors ensure that presentations on sports premium are shared during the year and impact
monitored.
 Leaders and governors have a deep, accurate understanding of the school’s effectiveness, which is informed
by the views of different stakeholders.
 We are proud of the partnerships we have with our parents and actively encourage their attendance in school
for a range of events including performances, parent training workshops and to work alongside their children
on curriculum mornings. We actively seek the views of our parents through questionnaires.
 Our most recent survey (October 2015) revealed that the vast majority of parents are happy with the school.
Their children make good progress, feel safe at school and are taught well.
 Following parental feedback in June 2015, we reviewed our home learning and now 95% (compared to 82%)
feel their child’s home learning is appropriate. We also improved parent consultations and feedback about
children’s learning/progress and now 95% (compared to 81%) feel this is good.
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We work with a range of external agencies to support all pupils, including BSS, SALT and other schools for the
deaf.
Our Executive Headteacher (Matthew Kleiner-Mann) is an NLE. Over the last 4 years, he has successfully
worked with a number of local schools to improve their practice and outcomes. Currently, Matthew KleinerMann is the Executive Head of Lavender Primary School.
Our Chair of Governors (Steve Stewart) is supported by Ingrid Cranfield, a local leader of governance.
Developing Teaching and Assessment
Quality of Teaching and Learning to Autumn 2015
Sum 2 2015
Aut 1 2015
Aut 2 2015
Spr 1 2015
Spr 2 2015
Sum 1 2015
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Inadequate
0%
3%
0%
0%
0%
0%
Requires Improvement
17%
39%
22%
14%
14%
10%
Good
62%
52%
69%
86%
86%
90%
Outstanding
17%
6%
9%
17%
17%
32%
Our CPD policy and provision map ensures that professional development is linked to our SIP, individual
teacher and support staff development needs and improving outcomes and learning experiences for our
children.
Staff reflect on the way they teach. They feel deeply involved with their professional development and well
supported. We have created a climate where staff are motivated and trusted to take risks.
We are embedding AFL across the school and continue to do so (recognising that NQTs, TeachFirst, students
and new members of staff need more support).
We plan in regular moderation meetings and provide in-house and external training on assessment, both
formative and summative. We work with other local schools to moderate.
Our Curriculum
 Our teacher’s plan in cross-curricular themes, ensuring that subjects have meaningful links wherever possible.
 Enrichment activities such as themed days, visits and visitors are now developing with the Achievement
Leaders aiming to do one of these each half term.
 We believe that extra-curricular activities add value to the children’s learning and our motivated and
dedicated staff team have held or currently hold clubs in a number of disciplines such as cookery, art, origami
and various sports.
 We use the sports premium and our PE budget effectively to improve experiences and outcomes for our
children. We have an increasing number of children taking part in extra-curricular sporting activities, many of
which are run by, or commissioned by, ourselves. We take part in Borough sporting tournaments and
festivals, and value visitors who are able to enthuse children to take up less common activities.
Promoting SMSC
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We have ensured that our School Values are embedded and that all staff understand the importance of
promoting these, along with the British Values, to ensure our children have respect for all, including those of
different faiths or beliefs. We continue to do this through a clear programme of PSHCE and RE, and through
our assemblies where our children are encouraged to reflect on their own beliefs, feelings and attitudes.
Our curriculum also develops children’s spirituality by fostering their use of imagination and creativity within
the arts curriculum. We promote a sense of awe and fascination through our science and humanities
curriculum such as hatching ducklings and watching the eclipse.
We engage in a range of charitable national events such as raising money for national events. Many of the
ideas come from our children, who organise the events themselves after having taken them to School Council.
We have an active, democratically elected, school council at Brimsdown.
We do year Deaf Awareness training for children and staff and celebrate deaf Awareness Week in May. There
are also weekly BSL lessons for each class across the school, as well as for parents and the local community.
Safeguarding
We ensure that our safeguarding practice and procedure is extremely thorough and Governors and school leaders
carry out regular audits of safeguarding practice to ensure that this remains the case. Our recent audit shows
that:
 The Single Central Record is maintained rigorously. We log when it is monitored externally
(LA/governors/etc).
 We have a clear system for recording and reporting concerns about children so that patterns are highlighted.
Serious concerns around child exploitation, any form of abuse, radicalisation and extremism are reported to
Social Care and/or the Police. Governors are kept informed of any serious bullying and safeguarding incidents.
 Pupils are listened to and feel safe. Staff have outstanding relationships with pupils.
 Child Protection training is kept up to date for all staff and CP Leads. Three governors, leaders, teachers and
support staff have had training on the PREVENT Strategy.
 The Safeguarding Child Protection policy is reviewed regularly to ensure they meet statutory guidance and
the needs of our community, and staff are given time to read and acknowledge, by signature, updates.
 Information sessions are held for parents on E-Safety and regular e-safety lessons are delivered to our
children. PSHCE lessons promote the children’s understanding of how to stay safe and we work with our
Community Police Officer to plan and deliver a programme of assemblies and lessons on staying safe
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We carry out regular safety inspections and fire drills and we also have clear risk assessment procedures in
place for school trips and other activities or situations.
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Because of our culture and curriculum, children feel safe to express concerns and there is always an adult that
they can talk to. We have employed one Learning Mentor/Parent Support Worker who work with children,
families and external agencies to minimise risks to children.
Development Priority for Effective Leadership and Management:
1. Develop new Senior Leaders to embed good leadership.
2. Develop Middle Leaders to embed good leadership at all levels.
3. Improve the quality of T&L across the school so 100% is good and 30% outstanding by July 2016.
4. Ensure the gap is closed between PPF and Non-PPF by at least 10%
Quality of Teaching, Learning and Assessment
Standards and Expectations
Our Teacher Profile monitoring in April 2016 showed 58% of teachers judged as good with 32% outstanding
(therefore 90% good or better). This is based on a range of strands such as effective use of AFL and the outcomes
in children’s books and data, and conversations with children. Our target this year is 100% good with 40%
outstanding.
We have 5 Newly Qualified Teachers and 3 TeachFirst, who will be supported to work towards outstanding, as per
our School Improvement Plan.
 Our teachers and support staff have high expectations of behaviour and behaviour for learning. This is an ongoing area for development as we have a high number of high profile children with different needs and home
difficulties that need support. Our monitoring shows that staff follow our behaviour policy and draw upon our
values when reinforcing positive behaviour.
 Our teachers have good subject knowledge and will study to improve their understanding of a topic if there
are any gaps. We change CPD INSET to accommodate gaps in teachers’ understanding, e.g. RWI master
classes.
Lesson Structure and Feedback
 Most teachers use feedback in lessons to further children’s understanding and learning and they also use self
and peer assessment to help children to see where they are in their learning.
 Assessment of some parts of the new curriculum remains a focus, to ensure clear understanding of standards
expected at each age. We hold moderation meetings, and give leadership support for this and this is an area
for development on our School Improvement Plan.
 Children are given clear targets (kept in books) for English and Maths and these are reviewed regularly.
 Our children use feedback to complete follow up tasks, which embed and extend their learning.
Home Learning
 Home learning was adapted at the start of this year in light of parent feedback.
 We set homework, which allows children to practice and consolidate skills learnt at school and to generate
interest in forthcoming topics.
 Most children read regularly at home and reading records are maintained.
Curriculum
 Our expectations are that lessons are cross-curricular wherever possible: our teachers plan units which meet
this expectation and they are showing grater creativity when making links. For example: all classes carried out
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a themed week around their new class animal name and this included research about the animal, an
information fact file and artwork.
We are increasing the focus on Speaking and listening this year with each child having an opportunity to
present each term.
Phonics
 In summer 2015 all staff took part in RWI training. This was then used as an intervention in KS1 and fully
introduced across the school in September 2015.
 During the autumn term the quality of teaching in RWI was a focus and has improved so phonics is being taught
at a good standard in KS1. Rec were then focus for the spring term and KS2 for the summer term.
 There are now only 12% of children in Y2 on the RWI program but all have made at least 1 level of progress.
 63% of children in Y1 have made at least 1 level progress, 17 children of the 26 children that did not move were
already on the final band of RWI.
 22% of children in Y1 have reached the pass mark in the first mock screening in December 2015. This is now
41% with 59% on track to pass.
 1:1 tutoring is in place for RWI children making slow progress and PPF across the whole school.
Learning Culture
 A love of new learning is fostered through praise and awards given to children who show a positive attitude
to new learning and challenge. Pupils are eager to know how to improve their work.
 Growth Mindset has been introduced so that children see failure as a learning experience. This is linked to our
value of determination. Pupils are encouraged to try hard and their effort is always recognized.
 Our children love learning and after-school clubs are popular.
Communication with Parents
 Parent Consultation Days, held termly, are well attended and teachers also have regular face-to-face and
telephone contact with parents and careers. Parents are given guidance on how to support their children/ren
and invited regularly to parent workshops that take place on Fridays.
 We talk through the children’s achievements and targets with parents and longer structured conversations
are held for children with additional learning needs.
 Our yearly reports show whether a child is emerging, expected or exceeding in every curriculum area and
commentary highlights successes and areas to develop in core subjects.
Challenging Offensive Behaviour
 Our values are embedded at Brimsdown and our staff team uses them effectively to challenge and explore
any derogatory language or stereotyping.
 Our staff follow our clear sanction system. Any bullying, offensive and racist comments, including
cyberbullying, are dealt with promptly.
Development Priority for Teaching, Learning and Assessment:
1. Develop practice of NQTs and TeachFirst.
2. Embed new curriculum and assessment in all year groups.
3. Develop assessment of Science.
Personal Development, Behaviour and Welfare
Attitudes
 Through our promotion of the core and British Values, along with effective feedback, children to feel
confident and ready to learn. Pupil’s excellent attitudes to learning have a strong, positive impact on their
progress.
 Awards are given for showing positive learning behavior and effort is praised.
 Our cross-curricular themed plans ensure opportunities for discussion and debate. Pupil’s show respect for
others ideas and points of views.
Attendance and Punctuality
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Pupils value their education and are keen to come to school to learn.
2014 attendance was 95.49% and this was an increase from the previous year which was 94.91%
Our current attendance is 96.1% in April 2016.
Our PPF attendance was 94.72% 2013/14 compared to Non-PPF 95.12% - a gap of -0.4%. This is currently 95.18% for PPF.
Our 2014 persistent absentees was 13.34% last year and is currently 9% and although it has reduced is a target.
We continue to work on improving attendance through rigorous systems, personal and written contact with parents and
through celebration of good attendance.
All children receive a free breakfast opportunity in class to reduce poor attendance.
Our AHT who leads on attendance works closely with target families.
We introduced ‘soft start’ in January 2015 to improve punctuality.
Behaviour and Welfare
We are proud of our children who are polite, courteous and respectful and who work hard and get on with each
other.
 Discussions and conversations show that our children can talk about, and understand, the values and why
they are important.
 If there are issues of bullying or inappropriate behaviour, our children are confident to tell an adult and are
quick to resolve any conflict.
 The staff and children all understand the behaviour policy – both the rewards and sanctions.
 We recognize that pockets of low-level disruptive behaviour can occur with newly qualified and inexperienced
teachers in the very early days of the year. We ensure that behaviour management training is given before
term starts and throughout the year so that concerns are addressed promptly.
 We introduced Cover Supervisors in September 2015 to ensue consistency of cover for our children. This has
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been successful and observations of these adults show that they follow the same behavior systems in place.
There has been a reduction of yellow slips since this was introduced in January 2015 – from 398 to 289. There
has also been a reduction of external exclusions since the policy was first introduced.
Our children show that they know how to keep healthy and safe and this is promoted and evident across the
curriculum through drama, story, circle time, discussion and focused lessons and assemblies such as healthy
eating, e-safety, etc.
Pupil’s impeccable conduct reflects the schools effective strategies to promote high standards of behaviour.
Our children are self disciplined and support each other with managing behaviour.
Our children are made aware of whom they can go to if they have any worries, concerns or anxieties.
Our PSHCE curriculum, our values, assemblies and work with staff and charities help to develop our children
as caring members of the local and wider community. We further promote their social understanding through
our RE and PSHCE curriculum.
We promote British Values, and highlight how they align with our Brimsdown Values, through many aspects
of the curriculum.
Development Priority for Personal Development, Behaviour and Welfare:
1. Continue to improve attendance and punctuality, especially persistence absence.
2. Continue to embed behavior policy.
Outcomes for Children and Learners
The Quality of Pupils’ Learning and Progress at Key Stage Two
Two levels of progress
School
National Average
2013
80%
88
Three levels of
progress
School
National Average
Attainment KS2
School L4
2013
74%
Reading
2014
2015
70% 92%
91
91%
2013
96%
91
Reading
2013
19%
30
2014
17%
35
Reading %
2014 2015
72% 85%
Writing
2014
2015
92% 98%
93
93%
2013
79%
88
Writing
2015
25%
2013
82%
2013
34%
30
Writing %
2014 2015
87% 90%
2014
31%
33
2013
Maths
2014
2015
75%
88%
89
89%
Maths
2015
38%
2013
11%
31
2014
12%
35
GPS %
2014 2015
69% 59%
2013
72%
2015
21%
Maths %
2014 2015
76% 85%
National
School L5
National
School combined L4
National combined
L4
School combined L5
National combined
L5
86
21%
44
2013
65%
89
31%
49
2014
66%
89%
29%
49%
2015
72%
75
79
79%
11%
18%
10%
21
24
24%
83
31%
30
85
32%
33
85%
27%
33%
74
47
76
43%
52
85
24%
41
86
31%
42
86%
21%
42%
Good
Requires Improvement
2012 – 2014
 Children made below national average in Reading and Maths
 The combined % is below national average attainment
 The progress of children is below national
2015
At the beginning of the academic year children’s standards were exceptionally low. (10% writing, 36% maths, 36%
reading) To catch up to national standards is outstanding improvement.
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Writing attainment and progress is outstanding; with 90% level 4, and 98% of pupils making 2 levels of
progress and 38% 3 levels of progress.
Reading attainment and progress is good. 92% of our pupils made 2 levels of progress. Level 4s are in line with
the national average. The number of children making 3 levels of progress is higher than it has been in previous
years.
Maths attainment and progress has is good. We are in line with the national average for level 4’s but below
the national averages for level 5’s. However we are in line with National averages for two levels of progress.
Girls made less progress from Key stage 1 to key stage 2 and this will now be a school priority.
We have had a dip in attainment for grammar, punctuation and spelling. This is now a whole school area for
development.
More able pupil premium are not attaining as high as non pupil premium
The Quality of Pupils’ Learning and Progress in Phonics
Phonics
screening
School
National
2013
2014
2015
56%
69
67%
74
76%
77
Achievement in Phonics is in line with the national average.
The Quality of Pupils Learning and Progress in Key Stage One
% L3
Reading
Reading pupil
premium
National Average
Writing
Writing pupil
premium
National Average
Mathematics
Maths pupil premium
National Average
% 2b+
Reading
National Average
Writing
National Average
Mathematics
National Average
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2013
14%
2014
28%
2015
35%
12%
25%
38%
29
5%
31
12%
5%
8%
15
14%
10%
23
2013
65%
79
54%
67
67%
78
16
19%
19%
24
2014
72%
81
58%
70
66%
80
31%
16%
8%
16%
31%
27%
24%
2015
86%
81%
74%
70%
85%
80%
2015
 Progress and attainment in KS1 is outstanding
as our children (historically) entered KS1 below national levels of attainment and the gap did not close in 2013
or 2014. Now the children have left KS1 above national attainment in all subjects.
We have a rising trend for level 3 in all subjects.
We have reduced the gap between disadvantaged and non-disadvantaged children. The attainment gap has
significantly narrowed over the last three years.
The % of disadvantaged children achieving L3 in reading and maths has increased significantly
Writing for pupil premium needs to be school priority as there has been little progress over the last three years
and the gap is not closing
The Quality of Pupils’ Learning and Progress Autumn 2015
Percentage (%) of Pupils achieving ARE
On track percentages- Requires Improvement below 65% Expected 65%+ Good 70%+
Attainment
Reading
T1
ARE
Year 1
13.5
Writing
T2
T1
within
ARE
and
above
ARE
and
above
above
ARE
ARE
73
49
13.5
15.7
Maths
T2
T1
within
ARE
and
above
ARE
and
above
above
ARE
ARE
55
37.1
11.2
16.9
Combined
T2
T1
within
ARE
and
above
ARE
and
above
above
ARE
ARE
67
44.9
16.9
7
T2
within
ARE
and
above
ARE
and
above
above
ARE
52
32.6
10
Year
Year
Year
Year
Year
2
3
4
5
6
53
69
64
35.2
45.5
73
60
17
45.5
79.5
65
23,9
31.8
62.5
47.7
15
39
80.5
71.3
21.8
33.3
78.2
65
16.1
41.4
78.2
65
26.4
26.4
72.4
54
14
42
81.8
77.3
20
45.5
78
72.7
22.2
52.3
86.4
75
30
35.2
80
68
12
44.9
80
66.3
33.3
38.2
77.5
57.3
31.7
52.8
76.4
66.3
30
27
74.2
51.7
16
51.7
83.9
55.2
17.2
44.8
88.5
72.4
26.4
56.3
83.9
67.8
17.2
37.9
78.2
44.8
8
Expected progress (2 steps +)
Progress:
Autumn 1-Spring 2
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6




More than expected progress (3 steps
+)
R
W
M
R
W
M
86
78
74
85
87
78
76
75
81
88
92
87
76
72
78
87
85
82
72
51
52
72
49
34
50
52
52
58
41
55
58
51
51
61
40
40
Across almost all year groups in English and maths, pupils are making consistently good progress considering
their different starting points.
Where attainment is low, there are clear signs of improvement and interventions/boosters in place.
The gap is going between PPF and non PPF.
Pupils read in and out of school, looking at a range of texts and books. There is a love of reading that has been
fostered. Each classroom has a wonderful book corner.
Development Priorities for Outcomes
1. Progress in Maths in KS2 (progress of girls)
2. Continue to Narrow the Gap for Pupil Premium
3. Increase the % of High Attainers
4. Increase percentage on track for SPAG
5. Boys writing in KS1
6. White British and Turkish children in all subjects
Effectiveness of Early Years
We judge our Early Years to be Outstanding:
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Children make good and better progress from low starting points.
Our Early Years Leader works closely with the local authority to ensure that the standards and outcomes for all
of our children continue to improve.
Areas to further develop have been identified and acted upon; narrowing gaps in achievement in gender and
EAL learners.
Our end of EYFS data shows a 3-year rising trend since 2012.
Last year we narrowed the gap between national averages by 7% (from 19% to 12%).
The effectiveness of leadership and management:
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There is a pursuit for excellence by leaders to improve outcomes for children, for example frequent learning
reviews, learning moderations, Pupil Progress Meetings and appraisals ensure that best practice is shared and
followed by EYFS team.
EYFS policies and procedures are clear, known and followed by all staff.
Frequent and accurate self-evaluation has a strong impact on provision. For example a challenge approach has
been introduced to increase engagement of pupils, this has led to more purposeful learning opportunities for
children and independence.
The AHT and AL work closely together to raise standards in Reception. Half termly data analysis is completed
and ensures key groups are targeted to close any gaps.
Appropriate steps are taken to address barriers to learning and the half termly data report and action plan
reflect these.
Systematic coaching, peer observation and team teaching take place regularly, including all practitioners
involved in regular CPD according to their needs.
Links with different schools – EYFSTL has arranged cross-school moderation sessions with other schools to
ensure assessments are robust, and to enable staff to see best practice. Regular visits to other schools by staff
to see different practice.
EYFS AHT keeps up to date with good practice and disseminates this to the EYFS team. The role is very well
established, effective and well supported by SLT and this has a highly positive impact on provision.
EYFS AHT leads professional development for new team leaders for the Local Authority.
The quality of teaching, learning and assessment
 Our EYFS environment is welcoming, stimulating and well organized to encourage and promote independence
in all children. Regular internal monitoring ensures that the environment continues to be effective and enables
children to make good or better progress.
 A variety of rich and stimulating activities are planned across all areas of the curriculum to develop, consolidate
and extend the children’s learning and development both inside and outside the classroom, based on what
they already know, understand and can do. The children’s interests are also used as a stimulus when planning
as well as core books in Nursery and Reception.
 Teaching in our Early Years is consistently good and better. A TeachFirst teacher started at the beginning of the
year – regular team teaching and coaching has ensured that they are now teaching good lessons. Our Early
Years Team have an excellent knowledge of child development and of the Early Years Foundation Stage
curriculum. Their knowledge of the children’s interests, strengths and next steps ensures that the activities
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provided engage, challenge and motivate the children.
The and AHT and Achievement Leaders teaching is consistently outstanding, inspirational and worthy of
dissemination to others; it is highly responsive to children’s needs.
The nursery provision was evaluated in January 2016 and restructured so that highly experience and
knowledgeable EYFS workers, under the leadership of the AHT, plan engaging activities that move learning on
rapidly from our children’s very low starting points.
How well the provision contributes to children’s personal development, behaviour and welfare
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All staff have high expectations of all of our children and also follow the Core Values of the main school, which
permeate through everything done. The children’s behaviour for learning is outstanding.
Clear and consistent behavior expectations ensure that children develop positive behavior and high levels of
self-control. Children are highly motivated and extremely eager to join in. Children display increasing control
and co-operation and respect for other.
Transitions are orderly and smooth ensuring learning time is maximized, with adults consistently using 1/2/3
from RWI.
Our environment & activities encourage the children to be active, focused, independent and inquisitive
learners.
Our practitioners model and demonstrate respect and co-operation to the children when play partnering and
interacting with both children and adults.
During the spring term only 6 yellow slips have been given across EYFS ( a reduction from the previous term).
This has always led to a conversation with parents and behavior has improved.
British Values are promoted through class decision making, circle times and supporting children to challenge
gender stereotypes.
Outcomes for children
Reception data summary 2013-2015
Expected
Baseline
GLD (end of year)
National
Progress
2012/2013
10%
39%
52%
29%
2013/2014
14%
41%
60%
27%
2014/2015
15%
54%
66%
39%
Comparison between children who went to Brimsdown Nursery and those who didn’t 2013-2014
Expected
Brimsdown Nursery
Not Brimsdown Nursery
Baseline
24%
3.4%
GLD
58%
48.3%
Progress
34%
44.9%
Expected
Boys
Girls
Baseline
GLD (end of year)
Progress
15.7%
51%
35.3%
14.3%
48.6%
34.3%
Pupil
Premium
12%
36%
24%
Not Pupil
Premium
16.4%
55.7%
39.3%
EAL
Not EAL
9.3%
48.8%
39.5%
20.9%
51.2%
30.3%
GLD Gender and Disadvantaged
Expected
Pupil Premium (GLD)
Not Pupil Premium
(GLD)
Girls (GLD)
Boys (GLD)
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2013/2014
27.8%
37.3%
2014/2015
36%
55.7%
28.3%
39%
48.6%
51%
Over the last 3 years a large percentage of children enter Reception well below age related expectations. The
gap has decreased, with more children achieving age related expectations, moving closer to the national
average.
Last year 15% children started at age expectation and 54% finished at age expectation. This is a 39% increase.
Boys outperformed girls, although progress of boys and girls generally in line.
In 2015 the gap between Boy and Girl attainment was narrowed with boys out performing the girls for GLD.
Pupil Premium children made less progress than not pupil premium. However 40% of Pupil Premium had a
special educational need (e.g. autism, hearing impairment, behavioural needs etc.) compared to 3% of not
pupil premium.
EAL children made most progress.
58% of children that attended Brimsdown nursery achieved GLD.
Children that did not attend Brimsdown nursery made accelerated progress in reception due to targeted
interventions.
Improving Outcomes
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Children start in Reception well below age related and make good or better progress over the year
We strive to continually make improvements to our provision and our rigorous monitoring cycle enables us to
do so.
This year the gap is decreasing between PPF and non PPF by 17.1% since autumn 1. This is due to targeted
interventions.
There has been an increase this year of 18.9% of children on track to achieve a good level of development.
The evaluations made highlight identified areas of continued professional development for our staff. CPD is
closely linked to our school improvement priorities.
Nursery data summary 2014 & 2015
Nursery
Expected %
Baseline
End of year
Nursery
Expected
GLD for Girls
GLD for Boys
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
2013/2014 2014/2015
2%
22%
0%
34.7%
2013/2014 2014/2015
11.4%
13.2%
30.6%
38.5%
Children start Nursery well below age related expectations. In 2014-2015 we saw a 12.7% increase in the
number of children leaving nursery at age related expectations than in the previous year.
We have seen a significant increase in the number of boys leaving the nursery at a good level of development,
a rise of 25.3% in 2014-2015.
Phonics
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Our 2013 and 2014 data shows that the good teaching of phonics and reading within the EYFS has clearly
contributed to the high % of children passing the Year 1 phonics test, with 76.4% passing the screening check in
Year 1 (national averages being 77%)
We have seen a 3-year rising trend in our children’s attainment in Reading in both the % of children achieving a
good level of development and with the % of children exceeding the Early Learning Goal.
Our reading standards in Year One have increased with 78.3% in 2014-15 on track or above with 56.7% working
above.
The implementation of RWI is having an extremely positive impact on the reading standards within in EYFS. For
example Literacy has increased by 49.5% since the start of the year.
When assessed in September 2015, 0% of children were RWI Band B or above. This is now 48% with a large
number on the cusp of moving up.
Assessment
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When children enter our EYFS we assess their starting points using observations, information gathered from
home visits, stay and play sessions and any information passed on from other settings. We have strong links
with our local pre-schools and use these to inform our assessments and to visit the children in their current
setting. These starting points are moderated across the year group and EYFS to ensure consistency.
We also analyse the children’s starting points to inform us of any gaps within the children’s development,
which then inform planning to ensure good progress.
Our Reception team attends Borough moderation meetings to ensure our end of reception judgments are
secure and accurate, as well as having arranged termly cross school moderation sessions. The reception team


also moderate with Year 1.
This year the AHT has organized half termly cross school moderations which has validated the teacher’s
judgments.
From September 2015 we have been using the government approved baseline assessment from Early
Excellence.
Wellbeing and SMSC
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Children’s health, safety and well being are greatly enhanced by the vigilant and consistent implementation of
robust policies and procedures.
We have embedded the School’s Core Values and staff understand the importance of promoting and modeling
these to help the children develop their Social, Moral, Spiritual and Cultural development, including a respect
for others.
We regularly teach children about keeping safe in the environment such as how to hold scissors and work at
the woodwork bench.
Safeguarding
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Our safeguarding procedures are robust. All EYFS staff receive regular Child protection training. The EY AHT has
also attended Advanced Safeguarding training. Regular year group and SLT meetings ensure that concerns
about children are raised and discussed. Any concerns or information is recorded and passed on to the
designated child protection officers.
Our children develop an understanding of how to keep themselves safe. They are taught health and safety rules
when using equipment such as scissors, woodwork bench in Reception, A-frames etc. The children are taught
that they can speak to a trusted adult if they have any worries. Where necessary, information from risk
assessments is shared with the children in order for them to know how to keep safe during activities, such as
local trips.
Parents and Communication
 Our Early Years Team pride themselves in developing positive and effective relationships with Parents. Informal
contact occurs daily before and after the children’s day to share information about the children’s well being,
development and progress.
 Online learning journals (Tapestry) have been created to ensure that parents can keep better track of their
children’s learning. Since introducing this we have received a very positive response from parents as they feel
that it is an effective way of keeping up to date with their child’s learning, development and progress. We have
provided training for the parents to support them to engage better with their children’s learning and also to
share their children’s home learning with school.
 Each week the EYFS team meet with three parents to discuss in detail the children’s learning and development,
progress and next steps. Information is used effectively from home to inform children’s learning in school.
 Regular parent workshops are held to provide parents with information about the EYFS curriculum, phonics and
maths in order to equip them to support their child’s development at home.
Development Priority for EYFS:
1. Narrow the gap between pupil premium and not pupil premium.
2. Support TeachFirst teacher to teach consistently good (and outstanding) lessons.
3. To embed use of gap analysis to ensure that teaching is pitched effectively to learners’ needs.
4. To ensure 80% or more children are Band B or above for RWI by July 2016.