Leadership Report to Governors

March 2016Incorporating the school’s self-evaluation summaryWritten by Sophie Powell (Executive Head Teacher) and Ross Silcock (Head of School)

‘There’s nothing permanent except change.’Heraclitus

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Contents

Context 3

Executive Summary 3

School Council 4

Termly Updates 5

Early Years Foundation Stage 11

Teaching, Learning and Curriculum 12

Key Stage 1 19

Key Stage 2 19

Engaging Parents and the Community 20

Governors’ Monitoring 21

Appendices

1. SEF 22

2. Attendance 28

3. Attainment Profile 31

4. Safeguarding Report 33

5. Teaching and Learning Profile 34

6. Number on Roll Data 35

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ContextAt Wingfield Primary School we collect evidence about what works best now and use this evidence to improve outcomes for all.  Our vision is to build a school community focused on the learner: child and adult.  We have progressed from deliverers of a curriculum for children to designers of learning for all.  Given this, we now offer an expanding programme of  learning opportunities because we're passionate advocates of learning without limits.

What does the school need to do to improve further?

School inspection report 25 June 2014

Inspection findingsSection 8 inspection report 16 December

2014Improve the quality of teaching so that it is typically good or better by ensuring that:

all teachers have an accurate understanding of the levels at which pupils are working

teachers and teaching assistants carefully check the work of those pupils who need extra help

the work provided for pupils builds on what they have already learned and is at the right level.

Raise pupils’ achievement in reading and writing by:

improving their basic skills in handwriting, spelling and punctuation

providing reading books which are at the right level of challenge for them

helping them to develop a wider range of vocabulary and use of imaginative language.

Improve the impact of leaders by: ensuring that all information about pupils’

progress is accurate supporting and enabling subject leaders

to play a greater part in raising standards.

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

ensure that teaching across all classes [This related specifically to one KS2 class.] enables pupils to make rapid progress

further develop the skills of teaching assistants so they are all able to support pupils effectively.

Executive summaryDear Governors,

As we move rapidly towards our Easter Break I look back on the events and progress we have made over the four terms since September. Since January there has been a period of consultation around the proposal to become a Multi-Academy Trust (MAT) with opportunities for parents to listen, give opinions and ask subsequent questions around this potential move for our school. The consultation period finished on Monday 14th March and we will shortly be meeting with governors to come to a resolution on the move towards becoming a MAT (22nd March at 9:30am). Once the meetings have taken place across the schools, we will arrange a meeting to discuss the next steps for the Compass Partnership. At Wingfield, should the Governors decide to move forward with the conversion to academy status, we will continue to work in close alignment with South Rise and, potentially the MAT. However, Wingfield will not officially join the trust until the new school has been complete around September 2017.

It has been an exciting, fast-paced Spring Term at Wingfield. We have held a successful Maths Leaders’ workshop for leaders across RBG, Let’s Think Maths Programme and a Governors Monitoring Morning focusing on writing and assessment scheduled for tomorrow. We have also taken opportunities to externally verify our judgements outlined in our SEF and we have invited

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Sue Reid, an Ofsted Inspector in to meet with Senior Leaders to scrutinise our data and SEF, and secondly, to evaluate our single central record. We have also been actively engaged in moderation with South Rise and with the wider Partnership, ensuring our assessments are in line with other schools in RBG.

We have had two visits this term from Mandy Watson, our Improvement Partner, who continues to be delighted, not only with the continued success of Wingfield but also with the partnership work with South Rise. On her visit she spent time with leaders, observing teaching and corroborating our judgements around Teaching and Learning. She also spent time with Ross, Sarah and I and we focused on predictions, outcomes and Ofsted preparation/readiness. I have included some aspects of her report below:

‘The learning walk confirmed the continued emphasis on the consistency and quality of the learning environment, to support teaching and pupils’ independent learning. Language rich displays such as those for the Anti-bullying quality mark, illustrate the good quality of writing being achieved across the school. High expectations have ensured pupils aim for high standards and take pride in their work. Pupils were engaged and enjoying learning.’

Our Leadership Team is well-established and works cohesively to drive through our high expectations in all areas of school life. Our weekly meetings are focused on the key strands in the new Ofsted Inspection Framework and we regularly evaluate our progress against our SDP milestones. This term there has been a particular focus on the development of our curriculum and our ‘Backwards Design Model.’ Last week Sarah Day (DHT) and I led a session with staff which focused on our Wingfield curriculum, planning and outcomes for all which was very successful. This term all members of the Leadership Team have supported each other through coaching and development during 1:1 LDP meetings.

‘The SLT structure remains very strong and is enabling the school to continue moving forward at a pace on the journey to outstanding. Middle leaders are taking an increasingly effective part in school improvement strategies and are continuing to develop their roles and responsibilities. Leaders are confident that safeguarding is exemplary.’(Mandy Watson IP)

As leaders, Ross and Sarah, with the support of Yas, Chris, Sam and Jo, make a significant difference to the lives of our children on a daily basis; continuously striving, with rigour and precision, to achieve the best for all our children at Winfield. I would like to thank them all for their dedication, relentless approach to achieving the very best for our children at Wingfield and their complete commitment and belief in, ‘Learning without limits.’

I would also like to take this opportunity to thank Janice Macleod (CoG), and the rest of our Governing Body for their diligence and commitment to the best outcomes for all at Wingfield.

Kindest Regards,Sophie PowellExecutive Head TeacherSchool CouncilThe Pupil Voice continues to grow at Wingfield where we value the children’s views and opinions about their education. The school council consists of 2 representatives from each class, elected by their peers. The school council meet once every half term where discussions about what the children want to see more of at Wingfield are discussed. The children have shared their roles and responsibilities with their class mates and have revised our school vision. ‘At Wingfield Primary School we aim for all children to be happy, healthy and safe with a passion for learning. We will inspire each other to be the best we can be by having the courage to speak our minds and share our feelings. By being the best we can be, we will be able to work together to make Wingfield

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Primary School the best it can be.’ School Council continues to lead on anti-bullying working towards the Anti-Bullying Quality Mark. Our meetings explore what we feel is happening now, what the children at Wingfield understand by the term ‘bullying’ and what our next steps will be. In the autumn term we supported Anti-Bullying Week where we focussed on how we become an anti-bullying school. English and PSHE learning was driven by anti-bullying themes and the children were also able to explore this through other curriculum areas including Computing and Art. School Council created a list of anti-bullying slogans that were then shared out to the classes in preparation for our pledge against bullying. Governor presence at these key times has been influential and supportive of our move towards gaining an anti-bullying status. School Council have completed bullying questionnaires with their peers which have then been compared and discussed. We have also been analysing the Behaviour Tracker for Wingfield that looks at any incidents. We have shared discussions about the little spikes that have occurred each month and have suggested reasons for them and thought about different ways we can address and limit behaviour incidents in the future. This term we have also begun to look at school travel. We have looked at how the children at Wingfield get to school and how we can look to encourage more children to walk or take public transport. We have now appointed four Travel Junior Ambassadors who will work closely with Greenwich Borough School Travel Coordinator.

Jo-Anne HardyPSHE LeaderTermly updatesPersonnel

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All teachers and teaching assistants had a performance appraisal mid-year review meeting during the spring 2 term when targets set for the academic year 2015-16 were reviewed. The targets set for this academic year have been linked to the Core Priorities for 2015-16, in particular Teaching and Achievement. The school is currently fully staffed for the academic year 2016-17 (2 forms of entry in all year groups with the exception of Year 6 which will continue with 1 form of entry); RBG will advise in the summer 1 term if 3 forms of entry will be required for Reception in September 2016. If yes, then we would need to recruit 1 teacher and 1 Early Years Practitioner.

Attendance

Date AttendanceJuly 2013 95.6%July 2014 96.4%

October 2014 96.7%November 2014 97.0%February 2015 96.3%

June 2015 96.5%November 2015 96.1%

March 2016 96.4%

Year Groups September 2015 – March 2016

Registration Group

Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

NNH 22 93.6% 4.4% 1.7% 1.8% 0.00%

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RSE 17 98.1% 1.3% 0.4% 0.9% 0.00%

RAM 23 95.3% 3.2% 1.4% 1.1% 0.00%

1JH 27 94.9% 3.9% 1.0% 1.5% 0.002%

1EL 10 93.4% 5.1% 1.4% 3.7% 0.00%

2NL 27 96.8% 2.2% 0.8% 1.3% 0.00%

3CC 24 96.8% 2.4% 0.6% 0.8% 0.00%

3PM 27 97.7% 1.8% 0.4% 0.7% 0.00%

4AB 27 95.8% 2.7% 1.3% 1.7% 0.00%

5HI 22 97.7% 1.7% 0.4% 1.8% 0.00%

6YM 17 96.6% 2.1% 1.1% 2.0% 0.00%

Totals 243 96.4% 2.6% 0.9% 1.4% 0.00%

There is a more detailed analysis of attendance in the appendices for this report.

Premises

Works completed since September 2015:

Nursery class room: the classroom was completely decorated and a new stud wall erected to split the shared area, separating it from the meeting room and making the classroom larger

Nursery toilets: the original urinals and cubicle were taken out and replaced by three new cubicles, retiling to walls and painted ceiling

Nursery outside space: new planters with flowers and shrubs were added to the outside space as well as new play equipment

Playground: a new solar shade, financed by Berkeley Homes, was erected in the playground to offer protection to the children during hot weather.

Roof: more repair work was carried out on the roof of the main building; this will be ongoing as new leaks keep appearing. RBG have agreed to fund all future repairs to the roof until the new build is completed.

Complete refurbishment of all toilets, both adult and child, across the school currently in progress funded by RBG

Fire Evacuation

The whole school was evacuated in 3 minutes 22 seconds during a recent practice fire evacuation.

Budget

The Resources Committee will meet during the summer 1 term. We have a current budget surplus of £96, 807.

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Pupil premium

Amount of pupil premium received

2012-13 2013-14 2014-15 2015-2016

£51086

81 pupils

£72900

81 pupils

£114000

88 pupils

£99,723

75 Pupils

How we used Pupil Premium during 2014-15

Key Areas ImpactSports provision: coaches from Charlton Athletic Football Club provide organised lunch time football sessions for children in Key Stage 2. Extra-curricular clubs include football, circus skills, chess and cricket.

This has provided opportunities for children to work in a team and develop social skills, and imbed the school’s value based curriculum. Provision during the school day has ensured equal access and has promoted wider opportunities.

Extended Day and Educational Visits: funding has been allocated to enable vulnerable children to attend Breakfast Club and After School Club. It has also been used to support funding of school journey and other educational visits.

Funding has ensured that all children, regardless of personal circumstances, have had equal access to wider educational experiences. Provision before and after school has enabled the school to support parents and carers with their work commitments.

Learning Support: funding has been used to support targeted pupil premium children across the school. Including Jan Carter (English Consultant), DHT was used to accelerate progress and attainment of FSM pupils in UKS2, EAL support for key pupil premium children with EAL, Teaching Assistants were deployed and 1:1 tuition in Year 1 and Year 6.

This provision continues to support children in making accelerated progress and helps them to achieve levels of attainment which have are in line with national average at the end of each key stage. Children who receive Free School Meals made better than nationally expected progress across the school and therefore are closing the gap between their attainment and that of their peers nationally.

Resources: iPads to support learning across the curriculum x 30 andInteractive White Boards x 7.

This provision has supported children to make accelerated progress and achieve expected levels of attainment in Computing across the school.

Evidence-based interventions led by our skilled Teaching Assistants, funded by the Pupil Premium, are ensuring that children in receipt of Free School Meals across the school are given the support they need to thrive. The funding also allows for additional teaching to be deployed where it is most needed. Currently, vulnerable learners in Years 4 and 5 are receiving this support in small groups, supporting fantastic progress in each cohort. The deployment of these valuable interventions is reviewed regularly, allowing us to meet pupils’ changing needs.

The funding allows us to employ our Play Therapist, whose 1:1 work has been instrumental in supporting particular FSM children to develop their confidence as learners. The Pupil Premium is also used to provide enriching arts and sports opportunities. As well as continuing to work with Music Hub, children in Key Stage 2 have enjoyed professional tennis coaching and a comprehensive music project so far this year.

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The use of Pupil Premium to fund our full time Learning Mentor has been a huge success. In addition to providing regular 1:1 support to children most in need, Claire runs Tuesday’s Stay and Play sessions, providing invaluable early learning opportunities to all whilst simultaneously introducing new families to our school community. Claire also leads a number of fantastic extra-curricular clubs and dedicates time to fostering relationships with families at Wingfield, helping to ensure that all feel a true part of our community.

Due to popular demand, our Stay and Play sessions are now running a second day each week, allowing more children and their families to enjoy opportunities to learn, socialise and borrow great books. We also continue to deliver engaging and informative parent meetings, each focusing around different subject areas. As we move forward, we are exploring ways of boosting attendance for these sessions. From next term, we are pleased to be running a new seven week course for parents, focusing on essential skills needed to support children with their learning and behavior at home and school. This ‘P4P’ course is provided free of charge by the Borough’s Children’s Services, with over fifteen families from Wingfield taking part.

Exclusions

There have been no exclusions this academic year.

Bullying incidents

There have been no bullying incidents this academic year.

Racist incidents

There have been no racist incidents this academic year.

InclusionOur comprehensive professional learning schedule for the support staff at Wingfield continues to be a success and is having a demonstrable impact on the progress of children across the school. Since our last Governor’s report was published, the Teaching Assistants at Wingfield have received training in the following areas; Epi-pen training, promoting positive playtimes, an introduction to the use of iPads and Smartboards and the use of effective questioning. All TAs also attended a professional learning session, based on specific findings from the Effective Deployment of Teaching Assistants project 2011, led by Sarah Day. The session included information around evidence-based practice and the effective deployment of support staff across the school. In response to the findings from this research, Wingfield has now introduced further opportunities for teachers and TAs to meet to discuss the support they provide for learners in the classroom and during interventions. All interventions which are delivered by additional support staff continue to be tracked and monitored through the termly provision maps.

Other developments in the provision for children with special educational needs have included the introduction of a sensory area for children with sensory processing difficulties and social, emotional and mental health needs. The equipment for this area has been partially funded by a grant which was awarded by our local Sainsbury store who generously donated 250 pounds to Wingfield to support children with Autistic Spectrum Disorder.

Number of Pupils with SEND Autumn 2015

ClassStatements/EHCP SEND support Monitored

TotalBoys Girls Boys Girls Boys Girls

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Nursery 0 0 4 0 0 0 4

FS2 0 0 5 0 0 1 6

Y1 1 0 2 1 0 0 4

Y2 0 0 2 1 0 2 5

Y3 1 0 5 1 2 0 9

Y4 0 0 2 1 0 1 4

Y5 0 0 2 3 0 0 5

Y6 0 0 4 3 0 1 8

Total 2 0 26 10 2 5 45

Outside Agency interventions Autumn 2015

Agency Number of children

Speech and language therapy (mainstream) 14

Speech and language therapy (Early years) 4

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Learning Mentor Support 1:1 16

Steps SPLD 4

ASD Outreach 3

Play Therapy 2

CAMHS 2

Waterside 1

Occupational Therapy 2

Music Therapy 0

Sarah DayDeputy Head TeacherEarly Years Foundation StageThe Early Years commenced the term with our whole school painting ‘Guernica’ by Picasso. The children composed their own stories and conducted shows by role playing their stories. Children drew their responses to the painting by making charcoal observations of the different characters in the painting. The children nicknamed the painting ‘The Broken Man’ because of the different parts of anatomy that could be seen in the picture. You will be able to see their fantastic work on display which is coming soon! The topic this term has been ‘Changes’ and the children have looked closely at changes related to food and growing. In Literacy the children have explored lots of different genres of text and have composed letters, recipes and retold stories as well as making soup and baking biscuits and bread. They have explored the different changes that take place when cooking and have really enjoyed the end results! They have even designed their own bears for Biscuit Bear after Bongo the dog ate all his friends! In Numeracy the children have measured themselves and compared themselves to other children as well as learning about 3D shapes, addition and taking away this term. Forest school is also up and running and the children have so far made mud pies, looked for bugs and searched for treasure! Ongoing the children will be making a bug hotel for all the creepy crawlies and looking at the different types of greenery we have in our local environment.

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Samantha EdgarEYFS LeaderTeaching, Learning and CurriculumTeaching and Learning

From the start of the new school year we have continued to personalise teaching and learning so that all children are able to progress and achieve. Launched during a professional learning session at the end of the summer 2 term the whole school text ‘Where the forest meets the sea’ by Jeannie Baker inspired the children in all year groups to achieve outstanding outcomes, evident in the fantastic displays of learning in classrooms and shared areas. Equally outstanding outcomes have been achieved following Anti-Bullying Week when the whole school used the short animated anti-bullying film ‘Daisy Chain’ to inspire learning. Further, the whole school painting ‘Guernica’ by Picasso inspired the learning currently on display across the school. This term we have introduced personalised professional learning sessions affording teachers the opportunity to determine the direction of their professional learning; teachers were given the options of attending professional learning sessions on Guided Reading or Reciprocal Reading and of attending professional learning sessions on Maths: Pitch and Expectation or Maths: Problem Solving. Personalised professional learning will continue into the next term and will become the norm during the next academic year. For self-evaluation, lesson observations, book monitoring and planning monitoring of all teaching staff across the curriculum have been completed and used to support a 360˚ view of teaching quality over time. 100% of teaching quality over time is good+, with 73% of teaching quality over time outstanding. The school continues to be a vibrant learning community as evidenced by the outstanding displays of children’s learning which have been created across the school and within classrooms and shared areas. In particular, the displays inspired by whole school projects have evidenced the outstanding outcomes of children’s learning from EYFS to Year 6.

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Ross SilcockHead of School

CurriculumIn line with our core priority, to redesign our curriculum to ensure it meets the needs of our 21st Century learners, there have been a number of significant developments which have been introduced this term. Since November, the Senior Leadership team and the class teachers have spent time reviewing and evaluating our current curriculum model and have been exploring a range of other evidence-based curriculum models. As a result of this research and evaluation, we have refined our curriculum vision, purpose and aims and have produced a poster which summarises these. In order to ensure our curriculum meets the agreed vision, purpose and aims, the backwards design model has been selected after extensive research and careful consideration on the part of the teachers and leadership team at Wingfield. Further information about this pedagogical model and our new curriculum vision will soon be published on our website. Additional advances have also been made in the form of a new medium term planning format which is ‘fit for purpose’. The new format was designed by the leadership team and piloted by three different year groups across the school during the spring term. As a result of this pilot, adaptations have been made and the amended version will now be used by all teachers next term. A thorough review of our new medium term planning format will take place towards the end of the academic year.

The changes to our curriculum design were introduced to all teachers by Sarah Day and Sophie Powell in a professional development meeting last week. In addition to our new approach to planning the curriculum, and the introduction of a new medium term planning format, all teachers were invited to share their ideas around the development of our very own Wingfield Learning Dispositions.

‘Dispositions can be identified as the habitual, frequent and voluntary approaches of thinking and doing that children have developed in their learning.’

(Page 11 Learning by Design, The Compass Partnership)

Our new Wingfield learning dispositions will be agreed and finalised in our INSET day after Easter. They will then become an integral part of our Wingfield curriculum. We are very excited about the developments which have taken place in relation to our curriculum, which we know will further enhance the successful curriculum which is already in place.

In other news, next term’s whole school project will focus on an educational visit to the Tower of London. We are looking forward to seeing the learning outcomes which will be inspired by this exciting and engaging visit to a significant, historical landmark.

Sarah DayDeputy Head Teacher

Progress in EnglishSince the beginning of the academic year, many new initiatives have been introduced and existing schemes have continued to be consolidated. Focusing on whole school projects and continuing to benefit from regular PDMs, staff are teaching sequences of engaging and exciting lessons. Fantastic writing outcomes, inspired by rich texts, are on display throughout the school, including our latest whole school project, based around the Picasso painting of ‘Guernica.’ These celebrate the children’s efforts and share high expectations. Teachers’ planning and books continue to be rigorously and regularly monitored by members of the SLT, with developmental feedback driving continued improvement. Teachers are developing their subject knowledge and driving their professional development through PDMs on reciprocal and guided reading and on one to one

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support with English planning. Our accreditation of the Basic Skills Mark in English and Maths also reflects the continued transformation of English within the school. In addition, the accuracy of our assessments in writing have been verified through a PDM on writing moderation, ensuring consistency across the school against the new assessment criteria, as well as creating a portfolio of writing for each expected level. In order to increase links with the school community, weekly open door mornings are being used where parents are invited into the classrooms to read with their children. Also, four parent workshops have been delivered on the subjects of grammar for KS1 & 2, reading and writing in KS2 and supporting early reading; all of these have received very positive feedback from parents. Weekly ‘stay and play’ sessions are continuing to engage parents in learning songs, rhymes and reading stories with their children. Furthermore, our first book fair of the year has continued to encourage reading for pleasure at home. We have continued to promote a love of writing by holding a writing competition over the half term holidays. Winning entries were submitted to the 500 Words competition, run by Radio Two, and further competitions will be held across the year with winning entries being published as a school book. Book Week was also a huge success, with children taking part in a variety of book related activities in class and across the school, including a special lunch time book club as well as parent readers visiting classes to read their favourite children’s books. In order to improve spelling and grammar across the school, all year groups in KS2 are now following the new Wingfield Spelling scheme, in which teachers are delivery daily spelling sessions, based on the requirements of the national curriculum. Finally, the school has registered with an online SPaG application to promote learning of spelling and grammar for all children at home.

Christopher Chislett and Holly IngramEnglish Leaders

Progress in MathsThroughout the year we have been focusing on deepening the children’s understanding of mathematical concepts. We have been developing this through the teachers selecting their own professional development, attending either a “Pitch and Expectations” or “Problem solving” PDM. Through this, teachers are able to identify their own needs for development and attend training to enhance their own skills. In addition, we have listened to children’s opinions of mathematics through pupil voice. A child in year 5 said, “I enjoy maths as it prepares us for real life.” and a child in year 2 said, “I like it when I solve problems on my own.” To support children’s learning at home, we delivered a ‘KS2 Maths’ parents workshop. This identified the skills and knowledge that the children need at this stage, as well as providing practical opportunities for parents and carers to practise the different operational methods used by teachers in school. The progress within maths is expected throughout the school with some groups of children exceeding expectations. Where children are making slower progress, specific and tailored interventions have been put in place and new resources have been purchased to support these interventions.

Philippa McEwan and Yasmin MelehiMaths Leader

Progress in ScienceDuring this academic year science teaching and learning has been monitored in relation to books and planning. Developmental feedback has been given to all teachers to support progression in their science teaching. The science books at Wingfield show good cross-curricular links to other subjects including the use of ICT to embed children’s science learning. Termly feedback marking is now regularly being delivered by all teachers with evidence of children’s response. This focuses the children’s learning and helps to support good to accelerated progress for all groups. The majority of science lessons include activities that are exciting and engaging. The books demonstrate that investigative skills feature at the core of children’s learning in Wingfield. Monitoring of planning has shown that clear learning intentions and success criteria are delivered for each lesson with differentiated activities and key questions indicated. Mind maps, to begin

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each unit of science learning, have been introduced to support teachers’ assessment for learning. These will help to show what the children knew at the beginning of each topic and what they have learnt by the end of it. Science resources have been replaced and orders for new stock are regularly placed in order to support teaching throughout the school. The learning environment has been monitored in relation to science displays throughout the school and a joint observation is due to take place this term in KS1. The joint nature of this observation will help support teachers in KS1 to ensure high quality learning outcomes for all. A visit to the Compass Partnership School South Rise is planned. This visit will give the Wingfield science coordinator an opportunity to observe outstanding teaching and meet with the South Rise science coordinator to look at assessment formats and the South Rise science classroom. Pupil voice feedback and another exciting science curriculum day will take place in the summer term.

Ariadne BlythScience Leader

Progress in ComputingThe teaching of Computing continues to go from strength to strength at Wingfield. Recent monitoring of planning identified that teachers are now teaching an increased coverage of programming skills, whilst making meaningful links to other areas of the curriculum. Our newly devised medium term planning format promises to ensure that these links continue to grow, without detracting from the focus on key Computing skills. A new system for assessment of attainment in Computing has been introduced in both Key Stage 1 and Key Stage 2. This is designed to track the achievements and pupils across the year, without placing undue time pressures upon teaching staff. Collecting and compiling data from each class is allowing for additional support and guidance to be provided, ensuring that all pupils at Wingfield are making at least good progress in their computing learning. Teaching Assistants have been provided with additional training focusing on the use of iPads and Smart Boards. This is allowing for ICT resources to be used to successfully support intervention groups as well as whole class activities. The EYFS has used the Tapestry software to revolutionise the way in which they collect and collate assessments and evidence of learning, allowing for more effective planning and teaching to take place. Meanwhile in KS1 and KS2, we have recently subscribed to the new SPAG resource, supporting children with their learning of key grammar skills at school and home.

Christopher ChislettComputing Leader

Progress in HumanitiesTeaching staff are continuing to use the curriculum map to inform their medium term planning. This has shown the greatest impact in year 5; the class teacher has been creative in the way they have incorporated Geography into a large proportion of their overall planning in a very cross-curricular way, which has made the subject much more engaging and purposeful for the pupils. Across the school the learning environment shows evidence of quality cross-curricular learning covering both History and Geography, for example our whole school project was on a painting called Guernica by Picasso, year 6 wrote narratives after the second wave of bombings, and year 5 focused on migration of refugees. Class trips are showing a clear emphasis on humanities ,year 1 have recently been to the Horniman museum; future school trips have been booked for The Riverside , Deptford Creek for the year 5’s rivers topic and also the British Museum for their Ancient Greeks unit. A date in the summer term has been agreed, to hold our International Week and a separate afternoon for a small event involving the parents is currently being developed and organised. Our aim is to show the quality of cross-curricular learning in International week as a display celebrating places and cultures around the world.

Nicola HodsonHumanities Leader

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Progress in Art and DTYet again, through another exciting whole school project, the school has produced some amazing Art and DT learning. This time it was inspired by Picasso and his painting ‘Guernica’. The children immersed themselves in this whole schools project which created cross curricular links and the children expressed this through art. In year 5 the children experimented with collage in black and white to recreate the image and also created 3D collage in colour to recreate the Weeping Woman. Year 4 created chalk drawings of the different characters in the painting. Year two have been working with clay to create figures from the painting as well as using paint to create a Muriel in the KS2 hall. KS1 have been taught how to make origami and have created some fantastic 3D faces. The Early years created chalk drawings and looked at shading when creating our art. Please come and have a look at the fabulous art the children have displayed around the school.

Samantha EdgarArt and DT Leader

Progress in MFLThe teaching of French at Wingfield is delivered through the Rigolo scheme of work. In key stage 1 teachers mix their French teaching into everyday activities such as greeting children in the morning in French or counting in French. These cross-curriculum links help to embed children’s learning of language and enable them to be flexible with their use of it. Planning and the learning outcomes for French are linked to the Rigolo interactive resource. Games, songs and speaking activities in French are an essential part of teaching language in Key Stage 2. Monitoring of planning against medium term plans and learning outcomes ensures that French is delivered to a high standard across the school. French teaching at Wingfield comprises of a combination of speaking & listening, literacy and intercultural understanding.

Ariadne BlythMFL Leader

Progress in MusicThis term, we have continued to have music provision through the music hub. In addition to teaching Years 3 and 4, drums, trumpet and violin, Year 5 have had the opportunity to refine and advance the skills they were taught in the previous years. Further to this, Year 5 has begun an exciting opportunity through taking part in the ‘Greenwich Strings Project’, where the whole class is developing their violin and performance skills. Across the school, singing is highly valued. Children thoroughly enjoy their specialist sessions with our dedicated singing teacher. The singing club, held at lunch times, is thriving; as well as the Wingfield choir becoming more confident in their performances. We are in the initial stages of introducing music therapy, for those children who would benefit from this type of intervention.

Yasmin MelehiMusic LeaderProgress in PEThis year, we have organised many opportunities for children to experience having P.E taught by specialist coaches, so far this has included coaching in football, tennis, cricket, dance and cycle training; with coaching in gymnastics and scooter training organised for the Summer Term. The children thoroughly enjoy these experiences, and have greatly developed their skills and techniques. Weekly swimming coaching has continued for Year 4 children, with many of our children now swimming at national standards. In the monitoring of planning, teachers have been consistently following the Val Sabin’s programme of study, adapting the plans where needed, to support the needs of their class. Teachers have recently identified their areas for professional development and we are currently working closely with leaders in the P.E cluster, to develop ways to provide support in these areas. We have continued to develop our relationship with the P.E

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cluster, which provides us with increased opportunity for children to take part in competitive sports and regular updates on professional development opportunities. We are also developing in school competitions (and soon will be applying for the Bronze School Games Award) such as, lunch time football competitions with a CAFC coach, where children are encouraged to develop team skills, resilience and determination.Regular opportunity has been provided for children to take part in group games on the playground, including games such as “4 Square” and “Hot Potato”. New equipment is also being used to enhance playground games and P.E teaching.

Philippa McEwanPE Leader

Progress in PSHEPSHE, Personal, Social and Health Education, continues to be taught through a variety of forms at Wingfield Primary School. PSHE is at the heart of the school ethos, to encourage all children to be the best they can be. PSHE allows the children time for reflection, to think about their own actions and the consequences they may have on those around us. We continue to have a values based approach to behaviour here at Wingfield; our values include Responsibility, Respect, Peace, Tolerance, Resilience, Honesty, Kindness, Forgiveness and Trust. The values support our class PSHE and SEALs learning and are the driving force behind our Collective Worship sessions/ assemblies. Each month, we explore the new value and what it means to us. Throughout the month that value is explored more closely in relation to different areas for example, how the value impacts on us, school life, our community locally and internationally. Classes have been exploring bullying and what it is. We are working towards gathering evidence for the Anti-Bullying Quality Mark and in the autumn term all children, staff and Governors pledged against bullying. We now have a joint vision to become a school free of bullying. We are now also working towards gathering a selection of dispositions that will drive how the children approach their learning. Mindfulness continues to be a Core Priorities focus and now a strongly features across the school. We have had staff PDMs, assemblies and delivered a parent/ carer workshop around being mindful and have looked at ways we can explore this with the children and offer them strategies to keep calm, mindful and rested. Each class delivers daily reflective story times where the children relax and close off their minds to the world around them. We continue to explore our iPads app, ‘Breath’ which supports our ‘being mindful’ approach.

Jo-Anne HardyPSHE Leader

Progress in REThe Religious Education, RE, Learning at Wingfield Primary School continues to develop this year. Every child has the opportunity to undertake an hours RE session per week where in depth, informative, engaging lessons are planned for and taught to educate the children on the varied religions studied and practiced all over the UK. Our broad whole school overview looks at the religions and festivals that take place throughout the year. Each year group has the chance to explore and share their religious understandings in a safe and multicultural environment. We continue to work closely with Greenwich Borough to develop a ‘Places of Worship Program’ where we hope each year group will have the chance to visit a Place of Worship relating to their current RE topic. Year 2 visited a local Church to explore the origins of the Christmas story and then related this back to their in class learning. Year 3 are planning a church visit later in the year to support their learning of Christianity and in March we will be having a visit by the Charlton Deanery who will be performing an Easter production for the children. In our assemblies we endeavour to give an informative overview of religious festivals that are being celebrated throughout the community. We have explored Eid, Diwali, Christmas, Guru Nanak and Hanukkah to name but a few, with many more celebrations to be shared together in the future. We invite parents, carers and members of the local community to these assemblies where we hope to reach

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a wider audience. Feedback from visitors to assemblies has been very positive and any thoughts or suggestions are noted and explored where possible.

Jo-Anne HardyRE Leader

Progress in Outdoor LearningThe children have had lots of exciting opportunities for outside learning. Year 6 started the term with a trip to Swanage, whilst there the children had opportunities to enhance their science skills. The Year 5 topic was all about rivers and they took a trip to Deptford Creekside. Year 1 took a trip to the Horniman Museum which also linked to their science learning on life cycles. The Early Years topic this term was ‘people who help us’ so the children took a visit to the local fire station to find out about how they help us. Forest school is now up and running and the children have so far learnt how to make mud pies, build shelters, look for mini beasts and find the different leaves in the environment as well as name them. The outdoor environment is a great place for children to learn and really helps children by creating a holistic experience for them. The children are able to make important links between what they are learning at school and apply them to real life experiences.

Samantha EdgarEYFS LeaderKey Stage 1The spring term in KS1 at Wingfield is off to a great start with the successful opening of our second year 1 class and the amazing learning the children have been producing through our whole school painting ‘Guernica’ by Picasso. We have been using our imaginations to write stories about the

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picture, thought carefully about the stages before and after the image and have been sharing ideas about ghost parties and animals dancing. Through our art learning we have been exploring different sketching techniques and learning about origami. Our KS1 topics are great fun, in year 1 we have been researching animal life cycles and learning about the differences between animals and humans. We labelled ‘Stan’ our skeletal friend and also labelled each other by pretending to be like our historical hero Florence Nightingale. Year 2 have been exploring what makes a character a hero or a villain. The children have been creating their own super heroes and are working creatively to give them super personalities. The children have been sharing lots of drama ideas and role playing possible events to inspire their writing. Year 2 are also working really hard with their maths learning and have been enjoying lots of challenging tasks to get their brains working overtime! A great start to a busy term in KS1.

Jo-Anne HardyKS1 LeaderKey Stage 2As our school community continues to grow, many new children have joined us in KS2 across the year so far. These children have transitioned into Wingfield smoothly and successfully with fantastic feedback from parents and carers. Our pupils now benefit from two new teaching assistants, providing additional learning support across the key stage. Deployment of additional staffing continues to be carefully evaluated in response to observations, termly assessment points and progress meetings, ensuring that we are making best possible use of the resources available to us. Currently, additional teaching focuses on vulnerable learners in Years 4 and 6, with evidence-based interventions run in all year groups in the key stage. We also continue to make targeted use of reading volunteers, supporting accelerated progress for our most vulnerable readers. Teachers continue to work confidently with our new assessment framework. Judgements have been validated during cross-partnership moderations and are carefully monitored by the SLT. At this Spring Term assessment point, the vast majority of children across the key stage are making at least expected levels of progress. We began 2016 with a whole school focus on Picasso’s Guernica. Across Key Stage 2, children explored the painting’s themes of war and destruction, producing some fantastic looking displays around the school. We considered how important our school values, such as tolerance, are in building a more harmonious future around the world. Highlights of our Guernica learning included a fantastic drama workshop for year 3 and some wonderful charcoal depictions in Year 6. Year 6 had a wonderful time on their School Journey at Swanage. A huge range of activities was enjoyed by all and the class are now working extremely hard in preparation for KS2 SATs. Year 5 are taking part in the Greenwich Strings Project, honing their skills in preparation for an exciting performance later in the year. They have recently particularly enjoyed writing and performing their own play scripts based upon Shaun Tan’s The Arrival. Children in Year 4 are continuing to develop their swimming skills, with some fantastic achievements being made each week. Elsewhere in the curriculum, they have produced some fantastic onomatopoeia poems, inspired by Spike Milligan’s Ning Nang Nong. In Year 3, children enjoyed a trip to the Museum of London to support their learning about the Romans in Britain. Back at school, they enjoyed designing and their own Roman weapons and producing some amazing storytelling about Celtic queen Boudicca. Next Term, we will begin a whole school project based on the Tower of London. This will involve an exciting workshop at the tower for every child in the school.

Christopher ChislettKS2 LeaderEngaging parents and the communityFriends of WingfieldThe Friends of Wingfield group is now established and delivered an outstanding Christmas Fair which raised over £800 for the school fund which is being used to buy books for use across the curriculum.

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Parent/carer coffee morningsEvery term we have held a parent coffee morning open to all parents and attended by the Executive Head Teacher, the Head of School and governors. These coffee mornings have provided an opportunity for parents to informally ask questions about how the school is progressing and future plans. Recent parent coffee mornings have focused on the Multi Academy Trust proposal.

Parent/carer and local community workshopsWe are committed to working closely with parents, carers and the wider community in supporting children’s learning needs at school and at home. The timetable below sets out workshops we will be running for parents, carers and the wider community during this academic year. These are open to all interested parties: parents of children at Wingfield and beyond. All workshops are free of charge and are delivered in a relaxed, friendly way. To support those parents, carers and the wider community with young children, we are now in the position to provide limited crèche spaces during these workshops.

Workshop Date and Time Helpful For... Led ByAutumn Term 2015

Transition to Secondary School

Tuesday 15th

September 5pmParents/carers of Year 6 children

Ross Silcock, Yasmin Melehi, Chris Chislett

School Nurse ‘Drop In’

Friday 9th October 9am-

MiddayAll parents/carers Rose Wade

E-safety Tuesday 20th

October 2pm All parents/carers Chris ChislettSpeech and

Language Therapy‘Drop In’

Wednesday 21st

October 9am onwards

All parents/carers Jen Hayward

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Reading and Writing KS2

Tuesday 17th

November 2pmParents/carers of

KS2 childrenChris Chislett

Grammar KS2 Tuesday 24th

November 2pmParents/carers of

KS2 children Holly IngramAssessment

without levelsTuesday 8th

December 2pm All parents/carers Yasmin MelehiSpring Term 2016

Mindfulness Tuesday 12th

January 2pm All parents/carers Sophie PowellAttachment Theory

and CAMHSMonday 18th

January 2pm All parents/carers Julie Robinson

Maths KS2 Tuesday 19th

January 2pmParents/carers of

KS2 childrenYasmin Melehi

Philippa McEwan

Reading and Phonics KS1/EYFS

Tuesday 26th

January 2pmParents/carers of

KS1 and EYFS children

Chris Chislett

Grammar KS1 Tuesday 2nd

February 2pmParents/carers of

KS1 children Holly Ingram

Prevent Duty Tuesday 9th

February All parents/carers Ross Silcock and Sarah Day

Maths KS1/EYFS Tuesday 1st March 2pm

Parents/carers of KS1 and EYFS

childrenYasmin Melehi

Summer Term 2016Anti-Bullying Tuesday 24th May

2pm All parents/carers Ross SilcockUse of

Technologies at School and Home

Tuesday 21st June 2pm All parents/carers Chris Chislett

E-safety Tuesday 5th July 2pm All parents/carers Chris Chislett

Governors Monitoring

To be tabled at full governing body meeting on 22.03.16.

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Appendices

1. SEF

SEF judgementsAt Wingfield Primary School we collect evidence about what works best now and use this evidence to improve outcomes for all.  Our vision is to build a school community focused on the learner: child and adult.  We have progressed from deliverers of a curriculum for children to designers of learning for all.  Given this, we now offer an expanding programme of  learning opportunities  because we're passionate advocates of learning without limits.

What does the school need to do to improve further?

School inspection report 25 June 2014

Inspection findingsSection 8 inspection report 16 December 2014

Improve the quality of teaching so that it is typically good or better by ensuring that:

all teachers have an accurate understanding of the levels at which pupils are working

teachers and teaching assistants carefully check the work of those pupils who need extra help

the work provided for pupils builds on what they have already learned and is at the right level.

Raise pupils’ achievement in reading and writing by:

improving their basic skills in handwriting, spelling and punctuation

providing reading books which are at the right level of challenge for them

helping them to develop a wider range of vocabulary and use of imaginative language.

Improve the impact of leaders by: ensuring that all information about pupils’

progress is accurate supporting and enabling subject leaders to

play a greater part in raising standards.

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

ensure that teaching across all classes [This related specifically to one KS2 class.] enables pupils to make rapid progress

further develop the skills of teaching assistants so they are all able to support pupils effectively.

Overall Effectiveness Effectiveness of leadership and managementOverall effectiveness is judged as outstanding because:

Effectiveness of leadership and management is judged as outstanding because:

As a result of outstanding leadership and management, coupled with incisive performance management which has led to innovative professional learning, there has been a rapid and sustained improvement in teaching quality over time with 50% of teaching now being outstanding and 90% of teaching now being good+ with leaders across every phase disseminating exemplary practice to their peers. The introduction of a bespoke assessment framework informed professional learning at the start of the academic year leading to the accurate and ongoing assessment of all pupils.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health and well-being underpinned by the vigilant and consistent implementation of robust policies and procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with

An unwavering commitment from leaders and governors to setting high expectations for all which is evidenced in the exemplary relationships between all.

An uncompromising drive to improve outcomes for all pupils, irrespective of starting points, is evidenced in the good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for disadvantaged pupils and those with special educational needs.

The school achieved the Basic Skills Quality Mark. Feedback identified “an upward trajectory in pupil outcomes in all phases.”

Governance is effective and challenging. Governors form an integral part of the evaluation process by supporting the Executive Head Teacher and the Head of School in the delivery of the School Development Plan. Focused monitoring mornings and effectively planned

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particular reference to healthy eating, fitness and their emotional and mental well-being. Collective worship alongside the RE curriculum is broadly Christian in character whilst also recognising the need for pupils to experience a broad range of cultures and faiths. Pupils’ spiritual, moral, social and cultural development is further supported by the school’s values, which include respect and tolerance, enabling all pupils to demonstrate a caring and thoughtful approach to their peers and develop a deep understanding of the difference between right and wrong. An approach to behaviour for learning focused on intrinsic rewards and restorative approaches leads to highly motivated pupils with the skills and language to deal with conflict and upset. This focused approach to health and well-being, which forms part of a highly creative curriculum informed by the National Curriculum, enables all pupils to develop an awareness of the skills and attitudes that will allow them to lead a successful life in modern Britain.

There is a rigorous approach to safeguarding; all staff are regularly trained and kept well informed of new legislation including the Prevent Duty. Leaders are highly skilled at modelling policy into practice and working with external agencies, therefore ensuring that all staff follow procedures accurately, demonstrate vigilance and know when to challenge. This assertion is supported by a survey report on parent attitudes to school (March 2015) indicating 97% of parents agree their child feels safe and happy at the school.

committees allow lines of inquiry to be pursued leading to an accurate understanding of the school’s effectiveness. This is evidenced in governing body minutes.

A vision for school improvement focused on designing learning for all necessitates listening to the views of pupils, parents, staff and the local community. This is evidenced by pupil voice and parent surveys, the work of school council and the development of a professional learning environment characterised by inquiry, formal and informal dialogue and collaboration, or mode 2 professional learning1: “Everybody has a voice. Everybody plays a part in children’s learning and outcomes.”2

Incisive performance management for leaders, teachers and teaching assistants with clearly focused targets centred on the Leadership Framework, National Teaching Standards and the Professional Standards for Teaching Assistants, in conjunction with accurate monitoring, inform ambitious and challenging mode 2 professional learning. This is evidenced in the rapid and sustained improvement in the teaching over time data and in the substantial impact of leaders across the school.

Leaders have created an ambitious and innovative curriculum designed to develop citizens of the future. This is evidenced in the Curriculum Map 2015-16 and outcomes across the school.

Area for development: Area for development: To further support pupils’ spiritual, moral,

social and cultural development by working towards and achieving the ‘Anti-Bullying Quality Mark’ award.

To further enable the Governing Body to be ‘uncompromising in their ambition’; Governors to achieve the ‘Governor Mark’ award.

1 Silcock, R. (2015) Leading Innovation: Research Paper. [Unpublished paper] Academy for Innovation/University of West London2 Office for Standards in Education (2015) Section 8 Inspection Report: Wingfield Primary School. Available at http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/100154 [accessed January 2015]

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Quality of teaching, learning and assessment Personal development, behaviour and welfareQuality of teaching, learning and assessment is judged as outstanding because:

Personal development, behaviour and welfare is judged as outstanding because:

Mode 2 professional learning in conjunction with a measure of teaching quality over time which incorporates all of the key indicators of how a teacher is performing have transformed pedagogy. This is evidenced in the rapid and sustained improvement in the teaching over time data and in the outcomes from well-planned and differentiated learning opportunities recorded in books and displayed across the school. Practice is underpinned by excellent documentation including the ‘Learning by Design’ precision teaching guide.

The School Development Plan includes a Core Priority focused on the transformation of lesson planning: lesson design continuously informed by research. Teachers have started the process of challenging the three part lesson by developing an enquiry based approach to learning. This is supported by the promotion of the school’s values, which include peace, respect and tolerance, and an approach to behaviour for learning focused on intrinsic rewards.

The good to outstanding progress across all year groups, the rapidly improving attainment profile and the narrowing of progress and attainment gaps for disadvantaged pupils indicate the uncompromising ambition to ensure all pupils succeed. Termly progress meetings allow any pupils falling behind to be identified and the excellent whole school provision map enables all to catch up.

Embedded feedback marking enables pupils to improve their knowledge, understanding and skills by affording pupils the opportunity to reflect on learning and identify next steps. The ongoing dialogue between pupils and teachers recorded in books and pupils ability to discuss their learning provide evidence of this. When the school achieved the Basic Skills Quality Mark feedback identified that “pupils are clearly aware of the purpose of feedback marking, self-assessment and peer assessment.”

The introduction of a Home Learning Policy and Home Learning Journals promotes the consolidation of learning, deepens understanding, provides pupils with an opportunity to prepare for future learning and fosters home/school relationships. A survey report on parent attitudes to school (March 2015) indicates 91% of parents agree staff explain how parents can help their child at home and provide appropriate homework.

Pupils demonstrate excellent attitudes and approaches to their learning and are clear on the progress they have made and need to make to achieve their potential. There is a strong understanding of personal and school-wide achievements.

The core British values of respect and tolerance are promoted through the school's own ten values which form an integral part of collective worship and underpin our curriculum.

Pupils’ understanding of democracy is promoted though the use of class debates across the curriculum and democracy is a specific unit of learning for Year 5 pupils. Pupils also take part in their own elections for key roles such as representing their class on the school council. Consequently they understand the importance of respecting others’ ideas and are confident to challenge one another.

Expectations for behaviours and attitudes are clear, understood and are modelled consistently by adults across the school.

Core routines are precise and consistently enforced to give pupils, and especially vulnerable pupils, the structure to moderate their own behaviour.

For individuals with particular behaviour needs, clear plans are in place to support them with engagement in learning. There is no overt disruptive behaviour and significant improvements in teaching and learning have dramatically reduced low level disruption.

Pupils understand how their education equips them with the necessary skills and experiences in order to be successful in their next stage of education.

Attendance is above national average and Royal Borough of Greenwich (96.5%). Pupils are punctual despite the long distances that some of them travel and arrive keen to learn each day.

A survey report on parent attitudes to school (March 2015) indicates 97% of parents agree the school teaches their child values and encourages them to be a good citizen.

There is a harmonious atmosphere that pervades the school and the orderly manner in which pupils conduct themselves. Attitudes and relationships with staff observed over a range of classes are outstanding.

Pupils have a pride in the school and their conduct outside of the class is almost always impeccable and incidents of bullying are rare and pupils tell us that they feel safe.

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The school achieved the Basic Skills Quality Mark evidencing the embedding of reading, writing and mathematics across the curriculum.

The rapidly improving opportunities provided for learning outside of the classroom have led to pupils becoming engaged and motivated learners fuelled by a love for learning. These opportunities include embedding educational visits, the introduction of a residential school journey for Year 6 pupils and an expanding programme of extra-curricular activities.

Our outcomes and progress indicators demonstrate acceleration in rates of progress as the result of greater engagement in learning.

The importance of pupils’ welfare is evident in the whole school’s focused approach to health, safety and well-being underpinned by the vigilant and consistent implementation of robust policies and procedures. Pupils have a strong understanding of how they keep healthy and can articulate this clearly with particular reference to healthy eating, fitness and their emotional and mental well-being.

Pupils feel safe and know what they need to do if they are concerned about something: a survey report on parent attitudes to school (March 2015) indicates 97% of parents agree my child feels safe and happy at the school.

Pupils are aware of how to stay safe online; we teach pupils how to be safe when using mobile phones and social networking sites (if age-appropriate).

Pupils demonstrate a caring and thoughtful approach to their peers; they have a deep understanding of what it means to be spiritual and have good knowledge of right and wrong.

Area for development: Area for development: Continue to develop innovative and

inspirational approaches to teaching and learning based on current pedagogical research.

To provide opportunities for all staff to develop their leadership potential by exploring opportunities for accreditation with professional bodies.

To achieve the ‘Anti-Bullying Quality Mark’ award.

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Outcomes for pupils Effectiveness of early years provisionOutcomes for pupils is judged as outstanding because:

Effectiveness of early years provision is judged as outstanding because:

A culture of learning permeates the school; a corollary of our vision is to build a school community focused on the learner. This is evidenced in the ongoing dialogue between pupils and teachers recorded in books and pupils ability to discuss their learning.

The continuing investment in quality reading books across the curriculum promotes an enjoyment of reading for all pupils contributing to a “language rich learning environment with high quality writing evident throughout the school.” This is evidenced in the Basic Skills Quality Mark feedback and the rapidly improving attainment profile: 84% of Year 1 pupils working at the required standard for phonics, 32% of Year 2 pupils achieving a Level 3 for reading and 71% of Year 6 pupils achieving a Level 5 for reading.

KS2 value added was broadly average or above in all subjects. KS2 value added in all subjects was broadly average or above for disadvantaged pupils and those who have special educational needs. Identified by Inspection Dashboard 2015.

The Inspection Dashboard 2015 indicates that for reading, writing and mathematics the proportions of pupils making and exceeding expected progress is above national figures. Further, from at least 5 out of every 6 starting points, the proportion of disadvantaged KS2 pupils making and exceeding expected progress in reading, in writing and in mathematics was similar to that of other pupils nationally. Disadvantaged KS2 pupils had an average point score equal to or above the national score for other pupils in reading and mathematics. The proportion of disadvantaged KS2 pupils that attained at least Level 5 was equal to or above the national figure for other pupils in reading and mathematics. The proportion of disadvantaged KS1 pupils that attained at least Level 3 was equal to or above the national figure for other pupils in writing and mathematics.

The attainment profile for 2015 indicates that attainment for all groups of pupils is broadly in line with or exceeding national averages. Where attainment is below national averages it is improving rapidly.

The attainment profile for 2015 indicates that pupils are exceptionally well prepared for the next stage of their education: the percentage of Year 6 pupils achieving a Level 6 for reading, writing, mathematics and grammar, punctuation and spelling is in line with or exceeding national averages.

The attainment profile for 2015 indicates that 79% of pupils achieved a good level of development at the end of the Early Years Foundation Stage which is significantly above national averages and demonstrates an uncompromising, highly successful drive to improve outcomes when compared to the percentage of pupils that achieved a good level of development at the end of the Early Years Foundation Stage for 2014 (68%). This is a corollary of the pursuit of excellence by all leaders.

The Statutory Framework for the Early Years Foundation Stage 2014 is uncompromisingly adhered to enabling every child to have the best possible start in life and fulfil their potential. In particular, this is evidenced in the exemplary relationships between all and the highly engaging environment for learning.

A vision for school improvement focused on designing learning for all necessitates engaging all in learning. Leaders employ a range of strategies to engage the whole school community in learning including Home Learning Journals supported by a Home Learning policy, an expanding programme of events for the whole school community (for example, assemblies exploring a significant festival from each of the principal religions represented in the U.K.), open mornings and workshops for parents/carers, workshops for local residents, a stay and play session for pre-school children open to parents/carers and local residents, a weekly whole school newsletter and termly year group newsletters all available online and both a news feed and twitter feed on the school website. Further, specific to the Early Years Foundation Stage, we conduct home visits for all pupils and keep parents/carers informed of their child’s progress using Tapestry, an online learning journal.

A highly stimulating environment for learning supports a creative curriculum which affords adults the opportunity to design learning so pupils engage in a broad range of imaginative and personalised experiences, for example, the learning for all pupils inspired by the animated film ‘The Clocktower’ and an educational visit to the Cutty Sark. In the Early Years Foundation Stage pupils engaged in this learning across all seven areas of learning and development.

Due to the rapid and sustained improvement in teaching quality over time 50% of teaching is now outstanding with

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leaders across every phase disseminating exemplary practice to their peers. This is a strategic aim included in the School Development Plan: support teachers’ consistent delivery of outstanding lessons through peer observation and focused coaching, embedding links with partner schools as part of this process. This is evidenced in the excellent outcomes for all pupils.

Following the introduction of the Reception Baseline Assessment the Early Years Foundation Stage is trialling Early Excellence (EXxBA). The coupling of this with the use of Tapestry, an online learning journal, and incisive performance management for leaders, teachers and teaching assistants which informs ambitious and challenging mode 2 professional learning leads to accurate assessments informed by high quality observations. These assessments facilitate planning across all areas of learning which both scaffolds and challenges pupils in their learning leading to excellent provision.

Pupil outcomes evidence pupils’ motivation; they have a thirst for learning which promotes positive relationships and outstanding behaviour for learning.

Area for development: Area for development: Working towards 85% of children achieving

National Standard (expected) and 30% achieving above National Standard (exceeding) in Year 2 and Year 6.

Continue to develop strategies to strengthen existing and develop new relationships with parents and carers.

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2. Attendance

Registration Group

Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

NNH 22 93.6% 4.4% 1.7% 1.8% 0.00%

RSE 17 98.1% 1.3% 0.4% 0.9% 0.00%

RAM 23 95.3% 3.2% 1.4% 1.1% 0.00%

1JH 27 94.9% 3.9% 1.0% 1.5% 0.002%

1EL 10 93.4% 5.1% 1.4% 3.7% 0.00%

2NL 27 96.8% 2.2% 0.8% 1.3% 0.00%

3CC 24 96.8% 2.4% 0.6% 0.8% 0.00%

3PM 27 97.7% 1.8% 0.4% 0.7% 0.00%

4AB 27 95.8% 2.7% 1.3% 1.7% 0.00%

5HI 22 97.7% 1.7% 0.4% 1.8% 0.00%

6YM 17 96.6% 2.1% 1.1% 2.0% 0.00%

Totals 243 96.4% 2.6% 0.9% 1.4% 0.00%

EAL Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

Yes 162 96.6% 2.6% 0.8% 1.2% 0.0%

No 99 96.1% 2.7% 1.1% 1.9% 0.0%

Totals 261 96.4% 2.6% 0.9% 1.4% 0.0%

Ethnicity Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

Any other Asian

background13 96.0% 2.8% 1.2% 1.6% 0.0%

Bangladeshi 1 89.7% 1.7% 8.6% 7.3% 0.0%

Indian 3 95.7% 2.5% 0.6% 1.5% 0.0%

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Pakistani 4 98.7% 1.3% 0.0% 1.3% 0.0%

Other Black African 15 94.8% 3.9% 1.3% 0.6% 0.0%

Black - Ghanaian 8 96.0% 1.3% 2.5% 0.7% 0.0%

Black Caribbean 15 97.8% 1.6% 0.6% 0.5% 0.0%

Any other Black

background9 95.1% 3.5% 1.2% 2.4% 0.0%

Black - Nigerian 23 96.1% 2.0% 2.0% 1.9% 0.0%

Black - Somali 38 95.9% 3.3% 0.8% 1.8% 0.0%

Chinese 4 99.4% 0.3% 0.0% 0.3% 0.0%

White and Black

African1 100.0% 0.0% 0.0% 3.0% 0.0%

Any other mixed

background15 92.5% 4.8% 2.5% 3.3% 0.1%

White and Black

Caribbean5 99.3% 0.7% 0.0% 1.9% 0.0%

Other ethnic group

1 96.6% 3.4% 0.0% 0.9% 0.0%

Vietnamese 7 97.6% 2.2% 0.2% 0.5% 0.0%

White Western European

0

White European 45 97.8% 1.9% 0.3% 0.6% 0.0%

White - British 49 95.9% 3.5% 0.6% 2.0% 0.0%

White - Irish 0

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White Other 5 98.6% 1.4% 0.0% 0.0% 0.0%

Turkish/Turkish Cypriot

9 97.3% 2.4% 0.3% 1.2% 0.0%

Totals 270 96.4% 2.7% 0.9% 1.5% 0.0%

FSM Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late AfterFree school

meals 49 94.9% 3.3% 1.8% 2.4% 0.0%

Totals 49 94.9% 3.3% 1.8% 2.4% 0.0%

Gender Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late After

Boys 136 96.1% 3.0% 0.9% 1.3% 0.0%

Girls 134 96.6% 2.3% 1.0% 1.6% 0.0%

Totals 270 96.4% 2.7% 0.9% 1.5% 0.0%

SEN status Pupils in group Attendances Authorised

AbsencesUnauthorised

AbsencesLate

Before Late AfterNo Special Educational

Need18 96.5% 3.1% 0.4% 1.1% 0.0%

Statement 2 94.0% 6.0% 0.0% 3.0% 0.0%SEN

Support 35 96.1% 2.9% 1.0% 1.7% 0.0%

Totals 55 96.2% 3.1% 0.7% 1.5% 0.0%

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3. Attainment profile

Attainment Profile2013 2014 2015

Early Years Foundation Stage : School National School National School National

Good Level of Development 50% 52% 68% 60% 79% 66%

Phonics : 2013 2014 2015

Year 1: - working at req. std. (WA) 68% 69% 64% 74% 84% 77%

Year 2: - working at req. std. (WA) 89% 85% 85% 88% 100% 66%

2013 2014 2015

Key Stage 1 School National School National School National

ReadingLevel 2+ 96% 89% 78% 90% 89% 91%Level 2b+ 83% 79% 78% 81% 80% 82%Level 3 33% 29% 7% 31% 33% 32%

WritingLevel 2+ 88% 85% 63% 86% 85% 88%Level 2b+ 75% 67% 44% 70% 65% 72%Level 3 13% 15% 0% 16% 28% 18%

MathsLevel 2+ 96% 91% 89% 92% 93% 93%Level 2b+ 83% 78% 56% 80% 85% 82%Level 3 17% 23% 7% 24% 30% 26%

Key Stage 2 2013 2014 2015

School National School National School National

ReadingLevel 4+ 86% 86% 93% 89% 90% 89%Level 5+ 38% 45% 41% 50% 71% 48%Level 6 0% 0% 0% 0% 0% 0%

WritingLevel 4+ 90% 83% 89% 85% 90% 87%Level 5+ 43% 30% 33% 33% 43% 36%Level 6 0% 2% 0% 2% 5% 2%

Maths Level 4+ 90% 85% 81% 86% 90% 87%Level 5+ 52% 41% 44% 42% 71% 42%Level 6 5% 7% 4% 9% 29% 9%

Reading, Writing &

Maths

Level 4+ 86% 75% 74% 79% 90% 80%Good L4+ 76% 63% 70% 67% 90% 69%Level 5+ 29% 21% 26% 24% 43% 24%

ScienceLevel 4+ 95% 88% 96% 88% 90% 89%Level 5+ 52% 38% 52% 39% 57% 40%Level 6 0% 0% 0% 0% 0% 0%

Grammar, Punctuation & Spelling

Level 4+ 81% 74% 67% 76% 90% 80%Level 5+ 57% 48% 44% 52% 81% 56%Level 6 0% 2% 0% 4% 19% 4%

2 levels progress

Reading 76% 88% 100% 91% 95% 91%Writing 100% 91% 96% 93% 95% 94%Maths 95% 88% 92% 89% 95% 90%

3 levels progress

Reading 24% 30% 33% 34% 40% N/AWriting 33% 30% 54% 33% 45% N/A

31

Maths 48% 31% 50% 35% 75% N/A

32

4. Safeguarding report

Child ProtectionCP

Child In NeedCIN

Looked After ChildLAC

Concerns

Number of children 0 3 2 30

Number of families 0 1 1 18

33

5. Teaching and learning profile

April

2014 (

LA re

view)

June 2

014 (O

fsted

)*

Autum

n 2 20

14

Spring

2 2015

Summer

2 2015

Autum

n 2 20

15

Spring

2 2016

Summer

2 2016

Autum

n 2 20

16

Spring

2 2017

0

20

40

60

80

100

120

Wingfield Primary SchoolTeaching and Learning profile 2014-17

InadequateRequires improvementGoodOutstandingGood+

Term/year

Perc

enta

ge o

f tea

cher

s

*Due to partnership support.

34

6. Number on Roll Data

Sep-14

Oct-14Nov-

14Dec-

14Jan

-15Feb

-15Mar-

15Ap

r-15May

-15Jun

-15Jul-15Au

g-15Sep

-15Oct-

15Nov-

15Dec-

15Jan

-160

50

100

150

200

250

300

Wingfield Primary SchoolNumber on roll data

Casual admissionsFAP admissionsTotal admissionsTotal number of children on roll

Month/year

Num

ber o

f chi

ldre

n

35