Characteristics of the school State briefly any characteristics/contextual information about the school that is not shown in your most recent RAISEonline and any that have recently changed. Review of last year (2014), EYFS profile and progress Overall GLD analysis Cohort size School % Oxfordshire % England % % of children making Children achieving the ELGs School % Oxfordshire % England % % of children making ‘typical’ progress ‘good’ progress ‘typical’ progress ‘good’ progress Achieving GLD 60.2 C & L: Listening and attention 86.3 Average total points score 33.6 pts C & L: Understanding 86.4 Groups GLD analysis C & L: Speaking 84.7 Girls 69.1 PD: Moving & handling 90.2 Boys 51.9 PD: Health & self-care 92.7
On-going record for 2014 - 2015 ATTAINMENT (% performing at expectations at the end of the term) (Old levelled curriculum will still be used for years 2 & 6. You may well use different methodology to make the same rigorous judgement for other years) The Summer 2014 Baseline column is the previous year’s end of year performance for that cohort The last column is the target for that cohort and needs to be added early in the academic year You may want to put the date data was collect at the top of each of the other columns It is worth putting in brackets underneath each % the changes from the previous term e.g. [+5%] In this time of transition, any methodology for tracking performance should be able to make the judgement for this table, see pages 13, 14 and 17 in the Guidance for Judging Achievement and Target Setting in Oxfordshire (Sept 2014) document. Beware of the impact of mobility Current Year Group (cohort size) Reading Writing Maths Summer 2014 Baseline Autumn 2014 Spring 2015 Summer 2015 Summer 2015 Target Summer 2014 Baseline Autumn 2014 Spring 2015 Summer 2015 Summer 2015 Target Summer 2014 Baseline Autumn 2014 Spring 2015 Summer 2015 Summer 2015 Target Yr 1 ( ) Yr 2 ( ) Yr 3 ( ) Yr 4 ( ) Yr 5 ( ) Yr 6 ( )
Quality of Teaching, Self-Evaluation Refer to the School Inspection Handbook (July 2014) pages 57 to 62 Evaluation of the quality of teaching should include judgements about the overall quality of teaching over time (notably in core subjects), not just what is seen during planned observations. Whilst inspectors will not give judgements on individual lessons, self-evaluation may choose to do so. Evidence needs to be sufficient to judge the impact of teaching on pupils’ progress over time from lesson observations, scrutiny of pupils’ work and from tracking data. Comment, for example, on: How well teachers’ expectations (differentiation) are based on frequent and accurate assessments pupils’ engagement and enthusiasm how teachers evaluate the effectiveness of their teaching and adapt their planning the quality and impact of on-going assessment during lessons how well teaching develops skills in reading, writing, communication and mathematics as demonstrated by their responses how well pupils are prepared for the next key stage in their education how teachers routinely give the necessary attention to the most able and the disadvantaged, as they do to low-attaining pupils or those who struggle at school the match of teaching styles to pupils’ learning styles and how well teaching engages all pupils the effectiveness of intervention in accelerating learning to close any underachievement gap the quality of marking and feedback and the impact this makes upon pupil progress with learning pupils’ understanding of how well they are doing and what they need to do next in order to improve the quality of questioning the pace of lessons teachers’ subject knowledge and the clarity of their explanations the quality of teaching and support for pupils with SEND the use of homework, paired and work and other strategies to improve pupils’ independence the impact teaching support staff has upon learning Evidence arising from observations of lessons carried out by school leaders The of pupils, parents and staff Comment where provision varies for different groups of pupils. Self-evaluation judgement Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?) Last updated:
Making relationships Self-confidence and self-awareness Managing feelings and behaviour Moving and handling Health and self-care Listening and attention Understanding Speaking Reading Writing Number Shape, space and measure People and communities The World Technology Exploring and using media and materials Being imaginative Children working significantly their ARE (30-50 c or below) On entry Children working below their ARE (30-50a or b) Children working in-line with their ARE (40-60c, or 30-50a for children born in July / August) Children working beyond their ARE (40-60b or above) Date of Assessment % of children working within their age related development band within each strand in each area of learning PSED Physical Development Communication and Language Literacy Understanding of the World Expressive Arts and Design
Making relationships Self-confidence and self-awareness Managing feelings and behaviour Moving and handling Health and self-care Listening and attention Understanding Speaking Reading Writing Number Shape, space and measure People and communities The World Technology Exploring and using media and materials Being imaginative Children working significantly below their ARE (30-50b or below) December Children working below their ARE (40-60c or 30-50 a) Children working in-line with their ARE (40-60b) Children working beyond their ARE (40-60a or above) Date of Assessment % of children working within their age related development band within each strand in each area of learning PSED of Expressive Arts and Design c
and the Making relationships Self-confidence and self-awareness Managing feelings and behaviour Moving and handling Health and self-care Listening and attention Understanding Speaking Reading Writing Number Shape, space and measure People and communities The World Technology Exploring and using media and materials Being imaginative Children working significantly below their ARE (30-50a or Children working below their ARE (40-60 b or c) Children working in-line with their ARE (40-60a) Children working beyond their ARE (ELG or above) Date of % of children working within age related development band within each strand in each area of learning
PSED Physical Development Communication and Language Literacy Maths Understanding of the Expressive Arts and Design Making relationships Self-confidence and self-awareness Managing feelings and behaviour Moving and handling Health and self-care Listening and attention Understanding Speaking Reading Writing Number space and measure People and communities The Technology Exploring and using media and materials Being imaginative Children working significantly below their ARE (40-60c or below) May Children working below their ARE (40-60 a or b) Children working in-line with their ARE (ELG) Children working beyond their ARE (above ELG) Statutory matters band % OF CHILDREN WORKING WITHIN each development band / ELG judgment PSED Physical Development Communication and Language Literacy Maths Understanding of the World Expressive Arts and Design
Assessment on exit Making relationships Self-confidence and Managing feelings and behaviour Moving and handling Health and Listening and attention Understanding Speaking Reading Writing Number Shape, space and measure People and communities The World Technology Exploring and media and materials imaginative Making relationships Self-confidence and Managing feelings and behaviour Moving and handling Emerging (1) 22-36 c 22-36 b 22-36 a 30-50 30-50 b 30-50 a 40-60 c 40-60 b 40-60 a ELG (2) Exceeding (3)