Crawford Primary Part of the Gipsy Hill federation

1. Crawford PrimaryPart of the Gipsy Hill federation Moving from Requires Improvement to Outstanding in 14 months

2. When did we begin preparing for Ofsted? • Day after the final HMI visit which took Crawford out of Special Measures • Next day was business as usual • Looked at the areas of development, set out the action plan and got to work • Hard work for everyone especially teachers • Parents worked with us • Children continued to make progress

3. Monitoring This is key, if books are outstanding demonstrates outstanding teaching • We have a cycle of book scrutiny which is adhered to religiously • We choose which children’s books and then scrutinise every aspect from presentation to learning journey, we look at differentiation, photographic evidence if no written work and we look at the quality of marking, responding to marking and next steps • We look to see progression is clear • All pieces of extended writing is levelled using highlighted Lancashire grids • Year 2 and Year 6 level numeracy work against level descriptors. • We expect to see individual targets in all books • We talk to the children about their learning

4. Proforma used to Monitor Children’s Books Teachers are all given verbal and written feedback after monitoring is completed

5. Proforma used to Monitor Children’s Books Teachers are all given verbal and written feedback after monitoring is completed

6. SEF • SEF – rewrote it once new data available • Quality assured by SIP – had to be absolutely factual • We made sure it is up to date – any changes to curriculum (began federation creative curriculum) • We made sure it was easy to read – I added colour to highlight areas I wanted to be noticed • Last thing we looked at before sending off to inspector

7. Lesson Observationstheyshow with evidence that teaching is good or better • Every member of staff is observed formally once a term from teaching assistants to HLTAs to teachers and deputies. • Peer observations second half of the term which are not graded – peers are carefully selected • I do most of the formal observations with support from my deputies • Always a focus for observations eg questioning, pupil voice, guided reading • We often use SMT from across the Federation • All staff are given feedback • Next round we expect to see areas of development improved upon – have a section on forms ‘actions since last observations’

8. Proforma for Lesson Observations Teachers are all given verbal and written feedback after monitoring is completed

9. Planning Monitoring • Planning is looked at by Year leaders and by deputies on their own sites every half term. • Are the WALTS appropriate? • Is the learning journey evident? • Is there differentiation at least four ways? • Does the plan include key questions? • Are there instructions for the teaching assistants? • Is the plan appropriate for the class? • Is it annotated, if so how and by whom?

10. Proforma used to monitor planning Teachers are all given verbal and written feedback after observations are completed

11. AchievementSummer 2012Crawford DataNational AverageSouthwark Average

12. AchievementComparison 2011-2012 and 2012-2013Year 2 Percentage of children on track at each stage.

13. AchievementPredictions for Summer 2012-2013Year 2

14. AchievementSummer 2012Crawford DataNational AverageSouthwark Average

15. AchievementComparison 2011-2012 and 2012-2013Year 6 Percentage of children on track at each stage.

16. AchievementPredictions for Summer 2012-2013Year 6

17. Key Stage Two Key Stage One 1 Term 1 Term 2 Terms 2 Terms 3 Terms 3 Terms Satisfactory Satisfactory 1.0 1.3 2.0 2.6 3.0 3.9 Good Good 1.2 1.6 3.2 2.4 3.6 4.8 Outstanding Outstanding 2.0 1.3 2.6 4.0 3.9 6.0 EvidenceAssessment • Children from EYFS to Year 6 are assessed 4 times throughout the year. • Children (years 1 to 6) are assessed in writing, spelling, reading, mathematics and science. Progress

18. EvidenceAssessment • Children from EYFS to Year 6 are assessed 4 times throughout the year. • Children (years 1 to 6) are assessed in writing, spelling, reading, mathematics and science. Baseline Assessment in September • Data is analysed to show percentage of children on track (boy/girl breakdown) • This data is then used to progression for the year.

19. Autumn/Spring/Summer Assessment Weeks • All children are assessed in writing, spelling, reading, mathematics and science. • Data is analysed to show percentage of children on track, on track and above and above. Boy/Girl EAL/Non EAL FSM/Non FSM • APS and APP are calculated for each of these groups • APS is colour coded to show • APP (from baseline assessment) is graded to show Outstanding, Good, Poor and unsatisfactory progress for each of the different groups of children. • Progress of children in KS2 is tracked from their KS1 results. This is used to inform/show teachers groups of children are/are not making the expected progress • This information is shared with teachers in preparation for Pupil Progress Meetings.

20. EvidencePupil progress meetings • SLT and SENCo organise and run these meetings • Head chairs these meetings – to hold teachers to account. We expect most children to make progress and if not there must be a very good reason • Usually very productive and positive – teachers given opportunity to talk at length about their children. • Senco is invaluable. She is there to evaluate and assess the effect of interventions, what has worked and what hasn’t. Who stays on intervention and who comes off, who needs to be monitored and why • Teachers give names of focus groups • Midterm pupil progress is a meeting to check the progress of the focus groups

21. Pupil Premium • We documented all the interventions within school • We look at the cost of the interventions • We can show how we spent our allocation • Looked at how effective the interventions were through the data analysis – if progress is not evident the intervention is removed • Most of the FSM children make more progress than NFSM although attainment is lower

22. Pupil Premium • We have offered piano lessons to FSM children at a reduced rate, this will include more instruments in September • We offer children after school clubs at a reduced rate • We have offered school journey at a reduced rate to enable children to visit Kent and France • Cultural events are often free or at a greatly reduced rate for FSM children

23. SMSC • Learning environment is bright and all displays are changed regularly in the classroom and around the school to show a range of maths, literacy, science, technology and humanities. • Classrooms have clear rules and preferred ways of learning • Visual timetables and reward charts of visible • Displays show photographic evidence of cultural events within the school – eg world week shows dancing from Chinese to Spanish, children learning Mandarin, French and Spanish, children learning Mandarin, French, Spanish, steel pans and African drumming • Around the school are displays and artefacts promote differing religions and cultures • Various curriculum enrichment weeks • Children are able to talk about sporting events, theatre groups, visits to mosques, churches, temples and synagogues, visits to local landmarks and places of historical interest • Files of photographic and factual evidence is kept

24. Behaviour • We make sure every member of staff from premises to students adhere to the behaviour policy • Green forms are given for serious incidents • Behaviour charts are given to those children who are getting more than the usual number of green forms • Never let behaviour get in the way of learning • SLT will meet persistent offenders regularly to touch base • We do internal exclusion more frequently than external exclusions • Can move children to other sites instead of external exclusions

25. Welfare and Attendance • Induction programme for all staff on arrival • Safeguarding training as part of two day inset in September for all staff • Reminders of safeguarding procedures in staff room • Vulnerable children known to class teachers – need to know basis • Lists and photographs of children with allergies and health concerns in staffroom • CRB checks are updated when needed • Family liaison worker is outstanding and is also attendance officer • Works closely with EWO, meets with families of persistently absent or late children. • Deputies have assemblies to encourage 100% attendance with prizes and certificates • Children have medals at end of each term if 100% attendance • Classes with highest attendance have reward playtime each week

26. Leadership • Federation has layers of leadership • Planning is done in year groups across the Fed • Staff meetings across the Fed • Expertise is stunning across the Fed eg large group of teachers with MA s, large group of ASTs – we can call on this expertise so easily to support NQTs, new staff etc • Crawford SLT meets daily to discuss everything from behaviour to staffing issues • Open door at all times – no elitism • Deputies teach full time, head teaches every day • Run lunch time reading clubs, homework clubs, chill out clubs, booster and tutorials