nook lane stannington sheffield · in the 2014 ofsted report it is recorded that: ... “i love...

8th December 2016 Mr S Arbon-Davis Headteacher Nook Lane Junior School Nook Lane Stannington Sheffield S6 6BN Assessment Date: 22nd November 2016 Summary:- The staff at Nook Lane Junior School put children and learning at the heart of all they do. They seek to work in close partnership with parents to ensure that all children at Nook Lane are given every opportunity to enjoy learning, to thrive and to achieve their full potential in a happy, stimulating, vibrant school. All the team are committed to tackling discrimination and providing equality of opportunity. The promotion of tolerance and respect for people of all faiths is a high priority in order for pupils to be prepared for life in modern Britain, as evidenced by the array of activities, visitors and celebrations throughout the year. Nook Lane Junior School is a community, co-educational school catering for children in the 7+ to 10+ range. The school endeavours to be a warm, welcoming school that serves the local Stannington area. Within the school, they have a 12 place Integrated Resource for children with Language/Autistic Spectrum/Communication Difficulties. The whole school team work hard to provide the best for the children in their care (especially noted in SEND plans). This approach within the integrated resource enables the children to transition back into class and become more independent and confident learners. Whilst at the school, I found children to be polite and well-mannered to visitors and adults without being reminded. They appeared to enjoy school and speak highly of the teachers. The behaviour of children at the school is relaxed, natural and observably very good, both inside and outside of the classroom. Children respect adults and their peers. All the school team recognise that the pupils’ voice is important. Many stakeholders talk about how the school has ensured pupils are at the centre of everyone’s endeavours.

IQM Self-Evaluation Report

© Inclusion Quality Mark (UK) Ltd 2016/2017

Strategies are in place to ensure this happens through school council and taking on board pupils’ ideas in planning. Information and evidence was gathered by observation within the school but also through conversations with yourself, members of the Senior Leadership Team, teaching, support and lunchtime staff. Representative pupils, parents and governors also gave their opinions. During the visit, I had access to all areas of the school, saw small groups and had both formal and informal conversations with pupils. All pupils were keen to talk about their enjoyment of school life. The school produced a comprehensive IQM Self-Evaluation Report document and additional written and statistical evidence was available to support the Inclusion Quality Mark assessment. I would like to thank all those involved for the warm welcome and the detailed organisation of files and evidence to help support my findings. There are a number of key strengths in the school as a result of the strategic approach to management. There is a clear focus on monitoring teaching and learning to ensure progress is made from the baselines with which children enter school. Teachers and support staff are self-reflective and look to see how they can adjust and amend strategies to meet the needs of the children. I am of the opinion that the school fully meets the standard required by the Inclusion Quality Mark. There are only minor areas requiring development and the school is aware of these. I recommend that the school be awarded the Mark and be reassessed in 3 years’ time. This is of course, subject to ratification by the awarding body. Assessor: Stephanie Robinson Findings confirmed by Inclusion Quality Mark (UK) Ltd:

…………………………………………. Joe McCann MBA NPQH Director of Inclusion Quality Mark (UK) Ltd



Element 1 - The Inclusion Values and Practice of the school All the school team recognise that the pupils’ voice is important. Many stakeholders talk about how the head teacher has ensured pupils are at the centre of everyone’s endeavours. Strategies are in place to ensure this happens through the school council and taking on board pupils’ ideas in planning. Inclusivity is evident in the support given to children with specific needs including specific resources e.g. Autism, 1-1 support and small group work. Key staff work to accelerate progress. Planning is appropriately differentiated based on careful assessment of children’s needs, the SEND policy and the school offers help to address barriers to learning, Provision mapping, SEND files and de-escalation documentation is in place. In the 2014 Ofsted report it is recorded that: “Teachers and support staff have very strong working relationships with pupils and provide them with lots of praise. This gives them confidence in what they are doing.” This is still clearly the case and there is mutual support to enable the children to progress and succeed. Nook Lane Junior School is a warm and welcoming school, on entry the staff greet everyone in a positive manner. During informal discussion, the children chat openly about the things they like about school and they feel included in the life of the school. Children state that:- “I love learning at school, you get to learn new things, to get an education so you can get a job.” “The routine of the day is good, there is a nice order. I used to think I liked doing maths first but now I like the order of the day.” The school’s core values underpin the work of the school and SMT endeavour to ensure that all stakeholders work towards common aims:- Nook Lane’s Core Values are as follows:- 1. We are friendly, caring and polite. 2. We are determined, we persevere and we are resilient. 3. We are always ready to learn. 4. We embrace difference and diversity. 5. We have a voice and we listen to others.

6. We work together co-operatively.



The school seeks to ensure that pupils become more aware of diverse beliefs and cultures; begin to understand the importance of the school's core values and British values; and become more aware of their own physical health and wellbeing. They have gained the Healthy Schools’ Award and recognise the SEAL award as a result of their approach. Children know who to go to if they are worried and mention lunchtime supervisors, Yr. 6 peer mediators and teaching staff in this context. Children’s successes are posted on the school website enabling families to easily share in the celebration and to find out about whole group awards e.g. Best Attendance winners and winners of the Tidiest Classroom award. CPD exists for staff, targets are mutually agreed; they can attend courses and they participate in staff meetings. It is noted that there have been some worthwhile training sessions of Mastery Maths. Strengths:- The core values of the school are understood by all stakeholders and promoted by the

school.

All stakeholders share in the school aims to provide a nurturing atmosphere in which diversity is celebrated.

Policies reflect core values and inclusion is part of the Governing Body’s agenda. Individual difference and similarity is recognised. Children are encouraged to share

their feelings and understand the notion of citizenship. Management of inclusive practice is strong, interventions are well-planned, provision

mapping has been well-considered. Induction and transition procedures support the needs of individuals (including those

with additional needs), plans are determined to ensure the smooth transition into school.

Social and emotional needs of youngsters are carefully considered; SEAL sessions are

an integral part of the curriculum and children value these. Safeguarding is clearly understood; a policy exists and there is a flowchart in place to

ensure all understand how to respond to any issues. Appropriate external and internal training has been undertaken.

It is clear from the tour of the school, dining with the children and from discussions

with parents that relationships are positive, children are polite and that there is a quiet working atmosphere in the school. Children are respectful.



All stakeholders understand the behaviour policy and how this is implemented. Children and parents value the reward system. Achievement is celebrated.

The SEND offer is published on the school website. Quality First teaching is promoted to meet the needs of youngsters.

Areas for development:- To continue to further develop transition links with the next key stage.

To continue to ensure imagery and resources reflect our diverse cultural society, make

use of dual language books, ‘mystery skype’ and develop links with other schools.



Element 2 - The Learning Environment, Resources and ICT The school ensures access to ICT. There is a computing leader in the school. Computing is taught but integral links to other subject areas are identified and cross-curricular usage is evident in displays around school. Specific IT programmes have been purchased to develop children’s understanding and serve as a motivator to learners e.g. Clicker 7. The children are very proud of their school and its facilities. A caring, positive ethos has enabled children to take care of it. The school encourages the use of technology, IT is available for use in the classrooms. Interactive whiteboards are easily accessible to children and staff. The school has addressed e-safety which is pleasing. The school has a clear E-safety Policy which outlines the school’s procedures and processes to keep everyone safe at all times, particularly in regard to internet safety and social networking. Pupils and staff are educated on the potential dangers of technology and any incidents connected to internet safety are investigated both inside and outside of school and taken seriously. The school is well organised, resources are well-labelled. There is a centrally located library to which children have access. For children with specific needs visual timetables are used to good effect. Interesting displays enable the celebration of work, provide information and offer challenges. There is an accessibility plan in the school. Overall the school is fairly accessible however it is built on a slope and has a mobile classroom with steps which would pose difficulties for someone using a wheelchair or who had physical mobility issues. There are opportunities to further develop the outdoor space as the grounds are quite extensive. Strengths:- Effective use of visual timetables and individual profiles and planners exist to support

teaching and learning.

Resources are accessible and well-organised. Children have access to a school library, this is well-resourced and centrally based. An ICT suite is available and interactive whiteboards are available for use. Overall resources are well-labelled and easy to retrieve.



A range of individualised resources are in use, easi-speak, laptops, overlays, sloped boards and pencil grips etc. to support learning.

Staff use a range of communication techniques to support teaching and learning. ‘Communication in print’ enhances learning opportunities and scaffolds confidence. TA deployment has been carefully considered and targeted. Impact is measured.

Regular briefings and meetings ensure sharing of information. Provision maps show where TA support is used - EHCPs.

ICT is used across a range of activities to enhance learning. Laptops have been made available for children with dyspraxia. ACE dictionaries are

made available. An accessibility plan is in place. (The school is built at the base of a slope, there are

steps to some parts of the premises.) Training is delivered to enhance the skills of staff to meet children’s needs. Areas for development:- To make use of video conferencing and Skype to promote communication.

To make use of mp3 players to enable access to www.listeningbooks.co.uk. To consider how the school site could offer experience of Forest School.

http://www.listeningbooks.co.uk/



Element 3 - Learner Attitudes, Values and Personal Development Staff at Nook Lane Junior School very much care about the children’s well-being. They recognise the importance of positive mental health and a secure home life to enable the children’s progress. Good support is available for children, staff seek to build children’s self-esteem, offer praise and provide good support mechanisms. When managing behavioural issues, staff are proactive in identifying triggers (particularly in the context of the integrated resource); they observe; they determine ways of avoiding problems and establish what to do if poor behaviours occur. Tutorials are offered to enable children to have the time and space to reflect. Children are encouraged to lead assemblies, share their worries and aspects of their lives and these experiences become very powerful and meaningful for all involved. The school seeks to ensure a safe and secure environment where all can learn without anxiety and has a well-established anti-bullying policy. The policy aims to produce a consistent school response to any bullying incidents that could occur. It clarifies, via the school website and parent meetings their opposition to bullying, and makes clear each person’s responsibilities with regard to the eradication of bullying in the school. Pupils’ voice is important. Many stakeholders talk about how staff ensure pupils are at the centre of everyone’s endeavours. Strategies are developed to ensure this happens - school council, pupil voice in planning ideas etc. Inclusivity is evident in the support given to children with specific needs including specific resources e.g. Autism and 1-1 support. Strengths:- Children, governors, parents and staff clearly understand the behaviour and anti-

bullying policies. There is evidence of application of this in school.

Transition between KS1 and KS2 is well-considered and under constant review. Note is taken of prior learning.

Respect for others and their needs is fostered through SEAL work and assemblies. Children know how to access support, children know who to go to if they are worried. The SENDCo/Inclusion Manager meets regularly with TAs and Lunchtime Supervisors so

that children’s concerns are addressed and supported. There is clear evidence of personal and community responsibility, raised awareness of

Flood Victims, Young Carers and Charities.



In assembly children are actively engaged and needs are sensitively addressed. Mutual respect is in evidence, children are encouraged to listen to another’s experience

and point of view. Classroom behaviour is managed effectively. There is an integrated resource on site.

Positive behaviours are rewarded and charts are used to record this. Children are engaged effectively in school council, act as peer mediators, they lead

assemblies. Children are developing a good understanding of the school’s aims. All stakeholders are consulted on issues.

There is clear evidence of out of class activities taking place broadening the children’s

experience. Areas for development:- The approach taken to engage children with additional need in tutorials with the SENCo

and TAs is endorsed.



Element 4 - Learner Progress and the Impact on Learning The SLT can talk confidently about the need to track and support specific groups including EAL, boys and girls and FSM. Records of this information are maintained and the team hold conversations with staff to explore learner progress and needs. There is clear evidence that data informs teaching and learning at an individual and group level, this was seen in English and Maths and noted during learning walks. There is a clear SEND policy and a file containing ‘personalised plans’ to ensure behaviours are managed consistently. All stakeholders are aware of these. Written feedback to pupils is now consistently applied using marking and feedback policy. SLT encourage independence; working walls are examples of this approach. Learning objectives are clearly shared with pupils and are evident in planning. The school staff use P Levels to help target the needs of some children. The curriculum is personalised to enable access, staff seek out key motivators for the children and adapt the curriculum accordingly. Within the context of the integrated resource staff make use of visual timetables to enable the children to succeed and understand the order of the session or day. Support staff work on specific interventions in the afternoon and can see how these impact on the progress of youngsters when they are working with the children in class during the morning session. Support staff can feedback on the progress of pupils in the weekly meeting with the inclusion manager. As a result of this, staff feel valued and respected. Strengths:- Clear evidence of data informed teaching and learning is well articulated by the

assessment manager.

Provision maps clearly show how learning needs are addressed. Plans reflect prior attainment and steps for progression and deepening of knowledge. Meetings with TAs ensure learning gathered by the team is integrated into planning. A variety of teaching approaches is in evidence e.g. re-enactments and visits out of

school. Staff are aware of vulnerable groups and ensure they plan to address these groups. They

are monitored by the assessment coordinator.



Attainment is effectively tracked. The assessment coordinator is developing, in conjunction with staff and other schools, appropriate systems.

Children are made aware of targets and the marking and feedback arrangements to aid

their development. Progress is mapped, areas for development are identified and tracked. Pupil progress

meetings are held and minuted. Areas for development:- To continue to review aspects of the new curriculum, determining non-negotiables.

To continue to work with other schools in the moderation and agreement of standards.



Element 5 - Learning and Teaching (Monitoring) From my conversations with staff it was evident that: tracking systems are in place; SLT Leaders can talk knowledgeably about attainment and they critically review data to feed into progress meetings; detailed provision maps ensure needs of children are addressed and Performance Management is understood by all staff and carried out regularly reflecting that appropriate monitoring has been activated. The school has developed a range of opportunities to report to parents. Policies are in place; all staff are familiar with the content. The SEN policy reflects the setting and whole school policy, approach and assessment on entry. According to Ofsted 2014: “Staff at all levels work together well as a team to move learning forward.” TAs report that children have assessment tests three time a year, progress records are maintained on a weekly basis and outcomes are measurable. Senior staff carry out regular classroom observations, informal learning walks, ‘Pop-ins’ and carry out book scrutinies. There is currently a focus on Mastery Maths, deepening understanding in Maths and ensuring challenge is offered. The ‘feedback and marking’ policy is checked in the context of book scrutinies. Nook Lane Junior School used the STAT Sheffield approach to life after levels which was a project developed collectively by Sheffield schools. The system, enables schools to plan and assess learning in the new National Curriculum. The project supports school improvement activities in Sheffield. Staff are able to use this to filter information according to specific groups e.g. SEN; Gender; EAL. Strengths:- There is clear monitoring of teaching and learning in the form of book scrutinies,

observations of teaching, learning walks and ‘Pop-Ins’.

Performance Management targets are agreed. TAs and teaching staff are familiar with the process.

Subject leader files show how learning has been effectively reviewed. Curriculum development is ongoing - Living History, Residential Visits; this is reflected

in plans. The integrated resource is well-considered to meet the specific needs of youngsters: 1-1

support, group work and part mainstream involvement. IEPs are sharp and focussed and termly progress reviews are recorded.



Expected outcomes for Maths and English are understood and a plan developed to monitor progress is rolling out to staff.

Mastery in Maths is seen as important in the school.

Areas for development:- To continue to develop the ‘Mastery in Maths’ approach and monitor its impact.



Element 6 - Parents, Carers and Guardians Parents are generally very pleased with the quality of education and care provided for their families: Ofsted 2014. It is evident from the school website that the school endeavours to engage with parents in a variety of ways e.g.: Spelling workshop – “What a really useful session, sharing strategies with others and learning new ones”; Reading session – “Very motivating, now understand how important reading records are to help make child make outstanding progress”. Maths session – “Very informative session, how the school has developed maths was great to find out about”. Christmas craft day – “it was great to have the opportunity to work with my child in school, brilliant - thank you for all the planning and 'inclusiveness', a wonderful afternoon I enjoyed everything, some great ideas to try out at home, stress free and relaxing, what a fantastic morning - Easter craft?”. Parents and the extended family are invited to special assemblies to celebrate their children's achievements. In the, "Sparkle & Shine" assembly teachers nominate one child from each mainstream class and one child from the Integrated Resource reflecting the school’s inclusive approach. Parents value the school newsletters, Parent mail, letters and phone calls home. The parents feel that if they have an issue that they can come into school and talk about it. They feel that they have a ‘voice’. Parents clearly value involvement with the school, and feel there is a need to support transitions. Some of their comments were as follows:- • “You can come in anytime and chat to a member of staff”. • “There are parents’ meetings in school”. The school endeavours to build trusting relationships with parents and with other agencies to support a shared approach to children's learning and to ensure children receive a consistent support. The school is proactive in seeking out the opinions of parents and carers, using questionnaires and analysing results to inform practice and gain ideas. Communication is enhanced through use of the school website. Parents value communication. Strengths:- Strong relationships exist with parents and carers.

Parents are supportive of school and there is communication in a variety of ways.



Parents feel that staff know children well and this is a strength of the school. Parents believe that children are clearly valued. This is also evidenced in conversations

with youngsters, observation in assembly and detail applied in SEN documentation in which pupil’s voice is sought.

Parents feel able to approach the school to discuss issues at any time and know that

they will be well-received. Parents feel that they are involved in decision making around the needs of their child. School constantly seeks to enable greater parental involvement and seeks out

appropriate actions to foster this.

Areas for development:- To continue to seek out the views of parents in a variety of ways including use of focus

groups.



Element 7 - Governing Body and Management: External Accountability and Support In the 2014 Ofsted report it is noted that: “Senior staff and governors are leading the school very well. They share a vision and resolve that what is provided for the pupils will continue to improve.” On the school website, the role of governors had been made very clear, there is information about who is on the Governing Body and how they are involved. Portraits of the governors have been drawn by children indicating that they are obviously seen in school. In addition to involvement in setting the school’s budget, they have ‘Reviewed the 2016 SATs’ results; been involved in monitoring implementation of the new National Curriculum throughout school and reviewed progress across all year groups using the new steps. Governors attend a whole range of events including coffee mornings, ‘drop-in’ sessions and join in with working parties. Governors have structured committees including Premises, Personnel and Recruitment. They willingly attend training including the Sheffield Governor briefing sessions. Two new governors are to be appointed. Governors are fully aware of the Inclusion and the SEN agenda and are keen to ensure that all children receive their entitlement. Governors recognise their responsibilities and take these seriously, supporting the Head, using meetings to ensure the development of the school. Governors receive regular reports from the SENCo who works cooperatively with other agencies. Strengths:- The Governing Body is very supportive.

Members of the Governing Body can articulate the vision of the school and its priorities. Governors are willing to attend internal and external training. There is a named governor for Inclusion. Governors recognise the significance of their role and make visits and carry out

learning walks. The Headteacher’s report to the governors is clear and informative. The school actively seeks out the views of other agencies to enhance practice.



There is clear partnership working between a range of stakeholders.

Areas for development:- To actively seek representation from the business community to work on the Governing

Body, perhaps using links established from TEKK Challenge as discussed.

The intention to take a further audit of Governing Body skills is supported.



Element 8 - The School in the Community The school seeks to engage with the local community. The community is seen as a useful resource and respect for the community is engendered and embedded in the school’s values. The school team has raised the profile of the school. Educational visits are undertaken enabling children to go out into the local environment and beyond. The school is developing systems in an ongoing way to gain opinions of all stakeholders e.g. use of questionnaires and links established on the school website. The school hosted a coffee morning, run by a fantastic team of parents from the Sheffield Parent Carer Forum which was a great success! Parents of children with additional needs, relating to social communication and Autism, were invited in to school to discuss current changes in SEND provision in Sheffield; how to support children through transition points and how school can support parents and families. Parents have been told that they can become members of the Sheffield Parent Carer Forum. Strengths:- The school has audited the local area to help identify potential areas of focus.

The school uses the facilities in the local park to enrich experiences for the children. Links with local groups support the needs of youngsters e.g. Young Carers. An artist in residence has been used to enable enrichment of the curriculum and

develop skills. Reading volunteers are encouraged to work within school to promote reading and

support in class. Areas for development:- To further develop links with the sporting community in Sheffield, challenge

stereotypes, engage boys and girls in reading projects (potentially Sheffield Wednesday).

nook lane stannington sheffield · in the 2014 ofsted report it is recorded that: ... “i love...

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