version number	date issued	Description	Updated By
0.1	12th November 2011	First Draft	Ali Brown
1.0	20th December 2011	Final	Ali Brown
1.1	24th January 2012	Update information on attendance & lesson observations	Ali Brown

Pupil Achievement

The quality of pupil's learning is outstanding because pupils acquire knowledge and develop understanding very well. Lesson observations show that children (at least 90%) concentrate well and show resilience when tackling challenging tasks.  High levels of pupil engagement is a clear indication that the provision we offer, matched by very good care and support, is appropriate to the range of pupil needs as demonstrated by outstanding pupil progress. We invest heavily in support staff to bridge identified learning gaps and undertake daily routines.

Pupils are helped by their teachers to become effective learners. The whole ethos of the school is geared to high achievement, and pupils rise to the many challenges presented to them with enthusiasm and great effort. They are justifiably proud of their work and are eager to learn more and do well.

Everyone is committed to raising standards and providing the best possible education for all children through target setting, careful planning and monitoring. Staff are fully involved in the target setting process for pupils, classes and year groups. Their starting point or prior attainment is not used as an excuse for under achievement.

Pupils are keen to learn and take advantage of the many opportunities provided in all aspects of school life to extend and improve their learning because they believe that they can succeed.  They demonstrate self-discipline and initiative in their learning as a consequence of good opportunities across all areas of the curriculum.  Their commitment to learning is demonstrated by their outstanding progress and their outstanding behaviour in lessons. Levels of participation show that they enjoy school.

All children, including those with special educational needs, believe that they can achieve. This is because pupils in the school see themselves as effective learners and have confidence in their ability to achieve their potential.  Identified Gifted and Talented children participate in enrichment activities run by a member of staff.  The format is being trialled and a review will be carried out in the third term. Both teachers and pupils are aware of our high expectations and have equal ambition to reach them. They have opportunities to work both independently and collaboratively and lessons increasingly offer opportunities for making choices.

Early Years Foundation Stage (EYFS)

Overall the quality of teaching and learning in the Foundation Stage is outstanding because the EYFS profile for the school exceeds the Wokingham Borough profile, with results within the 6 areas of learning being stronger than the Wokingham averages.  Children learn exceptionally well and as a result acquire knowledge quickly.  This includes summer born children whose APS was above the national average by +2.3.  The percentage of children reaching 6+ in PSED, CLLD and PRSN is above the LA and national expectations, however deeper CLLD analysis shows that writing is the particular area within this wider learning area where boys (78%) under-perform when compared to girls. (96%) No pupils in the setting fell within the lowest 20% in the Local Authority.

The Foundation Stage was moderated in July 2011 by our local authority and judged to be outstanding for attainment and practice, however, as a school, we believe that children’s attainment can be further improved by developing the outdoor environment, (although currently good,) to fully reflect and enhance the teaching and learning occurring within the Foundation Stage.

Areas for Improvement

• CLLD- Improve boys writing (Priority 1 SDP)
• The outdoor learning environment for the children (Priority 5 & 6 SDP)

Key Stage 1

The achievement and progress of pupils by the end of Key Stage 1 is particularly impressive and above the national average.  Immense effort ensures that the basic and important elements that underpin good progress and achievement for all pupils are consistently and effectively implemented.

In all subjects for the last three years, end of Key Stage 1 results show that pupils have been significantly above the national average with an average point score difference of 2.3.  This profile is very strong and reflects outstanding outcomes for the cohort.

In 2011 100% of children achieved Level2+ in reading and 55% at Level 3, which is above other local authority schools by 5% and 14% respectively.  The school is working hard to close the gap between reading and writing at L3 (58%/17%)

Areas for improvement

• Girls achievement at Level 3 in maths and science (Priority 1 & 5 SDP)
• Writing achievement by the end of KS1 (Priority 2 SDP)

Key Stage 2

Teachers demonstrate high expectations, enthuse, engage and motivate pupils so that they learn and make progress; teachers use their expertise to deepen pupils’ knowledge and understanding and teach them the skills needed to learn for themselves; (see BLP action plan, school displays, lesson observations and focus) teachers assess pupil progress, provide them with constructive feedback and plan lessons to match their needs; teaching and other support stretches each individual pupils, including those with SEN; make effective use of time and insist on high standards of behaviour; (see lesson observations) make effective use of teaching assistants.  The LA places the school in category one because it achieves outcomes for pupils that are above national expectations.

Our progress in writing has been gradual although our overall English results are achieved through our high levels of attainment in reading comprehension. The gap between reading and writing at Level 4 has narrowed over the last 3 years to 4%. (Reading 90% and writing 94%.)  The gap at Level 5 is more pronounced with reading at 69% and writing 33%.

The results at the end of KS2 are very strong, with a contextual value added score of 101.5.  The CVA confidence measure ranges from 101.5 to 101.8.  As the school evaluation indicates this represents outstanding achievement.

There are no significant gender differences in English or maths at Level 4 or 5 and attainment of ethnic groups and gender groups is an area for celebration as it is significantly above National average.

The 2011 KS2 tests for pupils in Year 6 show achievement of L4+ in English is 94% (22% above LA), Level4+ in maths is 92% (8% above LA).  Overall, 53% of pupils achieved level 5 in both English and Maths.  Progress from KS1 to KS2 (2007-2011) show that 93% of all children made at least 2 sub-levels of progress in English and 96% in maths.  

Areas for improvement

• Challenge the higher attaining children (Priority 1 SDP)
• Writing achievements across the school (Priority 2 SDP)
• Basic skills in maths (Priority 1 SDP)

The Quality of Teaching

Teaching is at least good because teachers particular attention to plan lessons to match pupils’ needs. Lesson observations show that children concentrate well and show resilience when tackling challenging tasks.

High levels of pupil engagement is a clear indication that the provision we offer, matched by very good care and support, is appropriate to the range of pupil needs as demonstrated by outstanding pupil progress. We invest heavily in support staff to bridge identified learning gaps and undertake daily routines. We also invest significant time, effort and funds in rewarding and motivating children to succeed. Personal development is a high priority and differentiation is carefully planned.

The whole ethos of the school is geared to high achievement, and pupils rise to the many challenges presented to them with enthusiasm and great effort. They are justifiably proud of their work and are eager to learn more and do well.

Observations show that most pupils show self-discipline and initiative in their learning as a consequence of good opportunities across all areas of the curriculum to ensure learning and to consolidate the skills and capacity to work both independently and collaboratively.

All teachers have very high expectations of pupils. This is seen in the use of assessment to inform lesson planning where differentiated tasks are set to extend the learning of all ability groups. Tasks are usually challenging, although sometimes more-able pupils are left to wait for others to catch up and they could be set more of a challenge earlier in the lesson.

This year sees the introduction of one-to-one sessions with an adult to discuss progress and set new targets and discuss future learning. ‘Learning Power’ skills are promoted throughout the school day and focus on skills such as resilience, confidence and independence when tackling new challenges.

Children are aware what makes ‘a good learner’ and they are taught how to manage distractions during lessons. This results in high levels of engagement throughout the lessons. Teachers have demonstrated that they use assessment accurately to highlight next steps in children’s learning.  Pupils are given verbal feedback about how well they have done and also what they need to do next to move their learning forward.  Book scrutinies have shown that marking across the school is inconsistent and an area for improvement. 

Lessons observations have shown that pupils concentrate well because they are interested in the work given to them. This is because teachers and children plan a creative curriculum which builds on pupils’ interests and prior learning.

Pupils enjoy lessons because teachers are enthusiastic, engaging and promote skills like curiosity, creativity and enthusiasm for learning.   Assessment for Learning strategies are embedded throughout every lesson consistently.  English lessons successfully foster a love of reading, as demonstrated by the use of the school library. Writing is a focus throughout the school with children participating in a ‘Big Write’ session on a Friday.  Teachers highlighted a gap in children’s basic maths skills so there is a ‘Big Maths’ sessions every Friday to address this need. 

Continual assessment informs weekly planning and ensures that all pupils are well supported both in and out of lessons. The different levels of differentiation ensure is suitable for a pupil’s ability and all groups of children have work that is well matched to their needs.

The School Improvement Officer’s summative report for 2010/2011 stated that ‘the school has been undertaking some truly innovative work to build upon the assessment focus.  This has involved developing the Building Learning Power initiative so that the learning qualities can be interwoven into the learning already well structures in the classroom.’

Areas for improvement

• Plan differentiated activities for higher attaining children. (Priority 1 SDP)
• Increase the opportunities for AT1 activities in science (Priority 1 & 5)
• Teach basic maths skills across the school (Priority 1 & 3)
• Consistency in marking (Priority 2 SDP)

 

Behaviour and Safety of Pupils

The vast majority of pupils behaviour is outstanding, evidenced through consistently thoughtful behaviour towards one another, towards staff and towards visitors in and out of the classroom context, which is intrinsically linked to the positive school ethos.  There is very little evidence of disruptive behaviour.  Pupils’ behaviour is exemplary both in and out of lessons and they make an exceptional contribution to a safe and positive learning environment.  Pupils arrive at lessons ready to learn. They get straight down to work and concentrate for the full duration. They are keen to tackle difficult problems and work exceptionally well both independently and in groups. In group work, pupils are able to allocate tasks to individuals so that they work as a team. They listen exceptionally well, but also challenge views in a constructive manner.  They are very good at managing any distraction and demonstrate high levels of engagement in lessons.

Teachers outstanding management of behaviour results in learners that are self-confident, keen to do well ensuring all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity.  Pupils spiritual, moral, social and cultural development is very strong evidenced through their supportive behaviour towards their peers, charitable initiatives, community projects and assemblies.  Positive celebrations of the different cultures represented in the school helps pupils develop a good appreciation of faiths, cultures and traditions that may be different to their own. 

Outside of lessons, pupils demonstrate a high degree of maturity for their age. They are well-mannered and respectful. Pupils listen to others’ opinions and learn from them. They demonstrate a marked aversion to any kind of discrimination and are quick to challenge it, either themselves or by contacting a member of staff. In the most recent survey, 99% of pupils felt that there was no bullying in the school. The other 1% said there were instances, but that these were quickly dealt with by staff. 100% said they felt entirely safe at school.  There is an emphasis on e-safety and all children participate in lessons where this is the focus.  Older children create posters warning others of internet dangers and the school learning platform has links to CEOP’s which ensures that the parents and carers are provided with this information.

Children respond well to incentives for caring and responsible behaviour. 'Star of the week' is a whole school system where children are nominated for their learning behaviours and the star is voted for by class peers without the identity of the child being shared. Weekly, termly and end-of-year assemblies are used to reward those who have achieved, above and beyond their personal best. Children can be nominated to be in the Gold Book for exceptional achievement. Children are all allocated a house and they work hard to achieve individual points and also team points.  Awards are given to children who reach 50/100/150 individual house points. The school policy is to shine the light on the good.  The behaviour policy is very effective in achieving a calm and productive school in which all children are able to learn.  The policy will be reviewed in January 2012 to ensure that it is in line with the Assertive Mentoring model.

Observations of pupils around school and visitors comments show that most are trustworthy, polite and behave well in lessons. Pupil attitudes are very good. They enjoy a great deal about the school as demonstrated by their enthusiasm, good behaviour, positive attitudes, cooperation and attendance.

As a result of whole school work our anti-bullying policy is effective. There are very few incidents of bullying. Parents and children agree that incidents are properly dealt with and a clear message is given that bullying, including racist bullying and cyber bullying, is not tolerated. All incidents of unacceptable behaviour are logged.

Pupil's very good attitudes through day-to-day observations show that they develop positive attitudes as they work through the school which allow the school to function purposefully and inclusively(lesson obs). They want to do their best as demonstrated by their very good progress in relation to their starting points. Children work collaboratively with younger peers by running lunchtime clubs e.g. Year 5 children run an art club for Year 2 children. Observations show that pupils are able to form positive relationships, with one another and adults. They are able to reflect upon what they do and understand its impact on others.

Pupils all have an assertive mentoring file which includes behaviours and attitude. All staff set the tone for its implementation by ensuring that the small things (shirts tucked in, school uniform etc.) are consistently adhered to and constant reminders throughout the day refer to the colour code system.  Severe behaviour issues are treated as extremely serious and, as a result, will continue to be very rare indeed.

The safeguarding of pupils is outstanding.  The school has excellent safeguarding procedures; risk assessment systems which are regularly monitored and evaluated (see policy review committee meetings, risk assessments and Single Central Register).  There is an awareness of safeguarding issues among the Governors and staff and procedures in place to ensure any child protection and/or safeguarding issues arise. Staff and Governor training sessions for this academic year have been carried out and completed by the end of January 2012.

Safeguarding throughout the school is outstanding due to the robust steps taken, including vetting of all adults working alone with the pupils.  If visitors are not vetted then they are never alone with the child.  We place significant emphasis on ensuring a high number of staff (8 members) have up to date First Aid training and First Aid packs are available in every classroom and kept up to date with relevant information. (Han ‘12)

The school’s collaborative working with other key agencies is outstanding resulting in issues being dealt with efficiently; documented thoroughly and communicated professionally.  The vast majority of children have an outstanding perspective on how to keep themselves and their peers safe.

Pupils are well prepared for secondary school due to regular, carefully planned events and visits to and from link schools.  E.g. maths days, assemblies, visits from staff.

Pupils’ attendance is outstanding.  Staff and Governors work hard to reduce the number of unauthorised holidays abroad during term time and the Assertive Mentoring system colour codes against attendance on a term by term basis.  Children are eager to attend and make significant gains in their learning.

Punctuality indicates that children are keen and eager to come to school which leads to a willingness to learn and make good progress. They say they like school and want to attend. Children say they like knowing how they are doing and how they can improve.

The school’s ability to promote equality and tackle discrimination is outstanding and forms part of the vision statement for 2011/2012.  Its application is embedded into everyday practices and procedures.  On the issue of bullying the school has a robust anti-bullying policy and firm procedures for reporting and dealing with any incidents; parents agree that this matter is dealt well by the school (95% state the behaviour in school is good and 97% believe their child is safe and well-cared for in school,)

Our last inspection (2008) reported that all children enjoy all school has to offer; ' Pupils show their love of school by the regular attendance and excellent behaviour of the great majority and their great enthusiasm in joining in with all that it has to offer'.

The effective school council provides the mechanism for pupils across the school to have a strong voice expressing their rights, taking responsibility and making a significant contribution to the running of the school.  Playground Friends help to resolve conflicts intelligently and help to seek a consensus while accepting the right of others to hold different opinions and beliefs.  The majority of children are open to new ideas and appreciate cultural diversity.

Most children have an outstanding understanding of how to lead a healthy lifestyle demonstrated by the choices they make in school and by outstanding pupil attitudes. Ofsted 2008; 'The curriculum makes a good contribution to pupils' learning and an excellent one to their personal development' and 'PHSE curriculum has a highly effective focus on teaching pupils how to keep themselves safe and healthy'. There are many instances of children modifying their behaviour as a result of good choices.

Areas for Improvement

• Behaviour policy to be updated in line with Assertive Mentoring model (Priority 1 SDP)
• Update Child Protection training for new staff-completed end of January 2012.

The quality of leadership and management

The current headteacher took up post at the start of this term. Prior to this the Deputy Headteacher had been acting Headteacher and is to be congratulated on a very successful period.  He continued to steer the school forward on agreed pathways, whilst managing it day-to-day and effectively staffing the school.  There has been a new senior management team in post since September. 

The capacity to improve is at least good because the new leadership team work very well together and show clear vision and a strong sense of purpose for the school; High standards are being set for quality and performance of both pupils and staff.  Well-focused development plans are being implemented vigorously with a clear understanding of where the school’s strengths and weaknesses lie.  The SIP report for Summer 2011 states that he considers ‘the new Head and Deputy partnership to be fully focused on continuing school innovation and improvement and will continue the high quality evaluations seen previously at this school.’

The senior leadership team has a clear understanding of the direction of travel for the school and the strategic priorities necessary to improve standards. The SMT are very successful at promoting the school vision and securing a strong sense of purpose. Morale is very high and belief in the school's success runs through all levels. 

Considerable strengthening of the SMT has increased the school's capacity to improve and we believe we are on the road to outstanding through a clear focus on raising standards and development of strong, effective teams and leadership at all levels. We are reflective, self- critical and dedicated to achieving the highest possible standards. We have a shared understanding of our strengths and weaknesses and what we need to do to improve. We are 100% focused on the needs of the children.

The school is confident and ambitious in what it is trying to achieve by being focused on outcomes. We monitor the things that matter i.e. results and improvements. Structures and procedures that are firmly embedded are monitored through the tracking of standards and achievements.

This school was judged good with outstanding features in its last inspection (October 2008).

The SMT meet regularly and all are involved in school improvement and evaluating standards and there is an enthusiasm and motivation from all to ensure that the school moves forward and focuses on continual improvement. In a very short time, this group have formed a very strong and positive relationship and are all striving for the school to reach its full potential.  Impact can already be seen throughout the school.

The Headteacher and leadership team are clear that teaching and learning is the core business and as a result are planning high quality CPD for all staff starting January 2012 . CPD is clearly linked to our school development plan and the Headteacher is aware that the school must offer a coherent programme of continual professional development throughout the year and this is a priority for the school.

Key leaders and managers consistently communicate high expectations and ambition.  They model good practice and carry out regular monitoring to help improve and support teaching

There is a clear model of distributed leadership where all staff members are part of drivers teams.  This develops the school capacity for sustaining improvement by developing leadership capacity.  This is closely linked to the school development plan and school vision.

Members of the staff also have responsibility for pupil groups throughout the school  and meet regularly. As a result of these groups, pupils have a strong voice within the school community and beyond.  Healthy Schools award revalidated in summer 2010.

There is a strong partnership with cluster schools and events are planned in order to enhance our performance as well as that of the other schools. There are regular meetings held for cluster Headteachers to discuss strengths and developments for the academic year.  The cluster also share staff between schools.

The achievement and progress of our children is outstanding and this is in part down to a well-planned broad and balanced curriculum which meets the needs of individuals and promotes a successful progression.  The curriculum is monitored by the senior leadership team regularly. 

The Headteacher and senior leadership team have driven a new assessment system throughout the school and this has involved all staff and their views have been sought and acted upon.  There has been a coherent implementation programme which will take the whole academic year to embed.  It forms the major part of our school development plan and also our CPD for all staff.  The Headteacher has taken the lead to work in partnership with other schools within and out with our local authority to increase the range and quality of learning opportunities for pupils by running a successful Inset on assessment.

Overall the behaviour in our school is outstanding because all staff have very high expected standards of behaviour and there are very few instances of bullying.  Parents and children agree that incidents are properly dealt with and that there is a clear message that bullying, including racist bullying and cyber-bullying is not tolerated.

Pupils generally get on well together and have a clear understanding of right and wrong. They have good opportunities to learn about other cultures through the curriculum but do not have many opportunities to engage with those from backgrounds different from their own.

Safeguarding is always a high priority. It has been successfully co-ordinated by the acting headteacher, SENCo and new Headteacher to ensure that all statutory requirements are met and vulnerable pupils protected.

The school works very closely with external agencies to ensure children’s needs are addressed and that they feel safe. 

Attendance and absences are tracked carefully and any causes for concern are followed up by the Headteacher and Governors with rigour.  

The school site is a safe area for the children and staff during the school day; however the Governors and the school are working strategically to make future enhancements to the school building over time. 

Governors are highly active within the school and are highly effective in helping shape the vision, values and directions of the school; ensuring the school fulfils its statutory duties; The governors rigorously monitor progress in relation to school improvement and discharge their responsibilities.  The governing body are hoping to achieve the governor Mark national award, the kite mark which provides external evaluation of the quality of governance in a school. 

The school works to ensure parents/carers are provided with the relevant information about their child’s standards, progress and behaviour, therefore whole school reporting will evolve and change over this academic year and next year to ensure that parents can contribute to pupils’ learning at school and at home.  The school deals with any concerns or complaints quickly and professionally.  The school have created a role of Parent Support Advisor to help forge close links with our parent community. 

Parents are invited to information evenings, some of which are run by the school and some run by the Parenting team at the local authority.  Signposting events, courses and support for parenting is done in consultation between the school and extended Schools officer.

Pupil's overall spiritual, moral, social and cultural development is also outstanding. The majority of children think deeply about their own and others' experiences and try to relate them to a clear set of personal values. Pupils' development of personal insight and purpose and their understanding of shared and agreed values: (lesson obs, focus weeks, support from parents)

Areas for improvement

• Strategic action plan for the school building (Priority 6)
• Structured timetable and plan for monitoring, review and evaluating school performance (Priority 4 SDP)
• CPD programme to focus on teaching to enhance outcomes for children (Priority 2 SDP)

 

Overall Effectiveness

The school is undertaking some truly innovative work to build assessment systems, learning powers and a creative curriculum into a seamless classroom experience for all children.  The drive is to ensure outstanding outcomes for all children.  Belief and passion drives the school forward and ensures that pupil learning is at the heart of the school.  Careful planning ensures that Nine Mile Ride school meets the needs of all pupils at the school, and in particular the needs of disabled pupils and pupils who have SEN.

Achievement, teaching and leadership and management are all outstanding. Behaviour is outstanding.

The school is a harmonious community where relationships are of a high order. Moral and social development is outstanding along with spiritual and cultural development.

The school promotes all pupils’ spiritual, moral, social and cultural development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers and other adults.

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