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Fagley Primary School

and

Childrens Centre

WITH ME IN MIND

because I matter now and in the future

SELF EVALUATIN D!UMENT

ctober "#$%

&We rea''( care and want our chi'dren to be successfu' in a'' as)ects of

'ife* in order to be confident* inde)endent* co''aborati+e and resi'ient

'earners in the e+er chan,in, societ( of toda(-.

WITH ME IN MIND

at schoo'* at home and in the communit(

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School Context

Fa,'e( /rimar( Schoo' is an a+era,esi0ed )rimar( schoo' with "%1 chi'dren on ro'e. Most chi'dren 'i+e

in an area around the schoo'* main'( made u) of White 2ritish fami'ies 3%4.567 and /a8istani fami'ies*

39%.967 with an increasin, number of EU mi,rants and tra+e''er fami'ies* man( of whom ha+e had no

)re+ious schoo'in,. In an area that is e:treme'( de)ri+ed 3IMD ; ""6 of fami'ies 'i+in, in the first #e,ister is %4 )u)i's 3"$67 and remains s'i,ht'( abo+e the Nationa'

A+era,e 3$?.@67.

As a schoo' we )ro+ide as man( firsthand e:)eriences and outdoor 'earnin, o))ortunities as )ossib'e

for the chi'dren as )art of the curricu'um. Three Forest Schoo' /ractitioners* who are members of

our staff team* )ro+ide a ran,e of e:citin, o))ortunities for 'earnin, both in the schoo' ,rounds and in

our 'oca' wood'and. A team of accredited staff ha+e 'ed a )ro,ramme* ELLAN* to su))ort a dee)er

and broader de+e'o)ment of +ocabu'ar( and 'an,ua,e. A bes)o8e Food Techno'o,( >oom benefits and

e=ui)s chi'dren with differin, needs with 'ife'on, 'earnin, s8i''s. !hi'dren ha+e e+er( ad+anta,e to

success in S)ort in both 'essons and after schoo' c'ubs. Term'( concerts entertain )arents with hi,h'(

s8i''ed musica' )erformances where readin,* writin, and mathematics )ro,ress is rewarded in an scar

st('e ceremon( inc'udin, entertainment* en,a,ement and enBo(ment. A'' of which are a'on,side our

intention to su))ort a'' chi'dren to do their abso'ute best.

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QUALITY OF LEAE!S"IP I# A# $A#A%E$E#T OF T"E SC"OOL

The &'ality o( leadershi) in and management o( the school is good *eca'se+

A'' 'eaders and mana,ers are hi,h'( ambitious for the )u)i's and 'ead b( e:am)'e. The( base their

actions on a dee) and accurate understandin, of the schoo'-s )erformance and of staff and )u)i's-

s8i''s and attributes.

e( 'eaders and mana,ers* inc'udin, those res)onsib'e for ,o+ernance* consistent'( communicate

hi,h e:)ectations and ambition.

Teachin, is ,ood andCor im)ro+in, stron,'( as a resu't of accurate monitorin,* effecti+e)erformance mana,ement and )rofessiona' de+e'o)ment* which are c'ose'( matched to the needs of

the schoo' and staff.

Se'f e+a'uation is thorou,h and accurate* and the schoo'-s actions are carefu''( )'anned* concerted

and effecti+e.

We'' thou,ht out )o'icies ensure that )u)i's ma8e at 'east ,ood )ro,ress in 'iterac(

o+ernors s(stematica''( cha''en,e senior 'eaders. As a resu't* the =ua'it( of teachin, and )u)i's-

achie+ement has im)ro+ed* or )re+ious ,ood )erformance in these areas has been conso'idated.

The schoo'-s curricu'um )romotes and sustains a thirst for 8now'ed,e and understandin, and a 'o+e

of 'earnin,. It co+ers a wide ran,e of subBects and )ro+ides o))ortunities for academic* technica'

and s)ortin, e:ce''ence. It has a +er( )ositi+e im)act on a'' )u)i's- beha+iour and safet(* and

contributes +er( we'' to )u)i's- academic achie+ement* their )h(sica' we''

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Leadershi) and $anagement

The Leadershi) Team ha+e estab'ished hi,h e:)ectations for outcomes for a'' )u)i's and are

determined to ensure that a'' )u)i's achie+e we''* re'atin, to their startin, )oints. A shared +ision

statement focuses on 'earnin, ma8in, acce'erated )ro,ress and cha''en,in, underachie+ement for

)u)i's. Leaders ,i+e direction to the wor8 of the schoo' and ha+e a strate,ic +ision for future

)riorities to secure sustained schoo' im)ro+ement. Se'fAISE on'ine and LA data to su))ort ma8in, Bud,ements about the

)erformance of chi'dren and to dia,nose stren,ths and wea8nesses. The schoo' )ro+ided the authorit(

with a 9 as its )erformance )riorit( 3$ re=uires most su))ort* % the 'east7 the LA Bud,ed the schoo' to

be a %* =uote from LA 'etter with res)ect to

Maintainin, ,ood 'e+e's of achie+ement in cha''en,in, circumstances

The e:tent to which 'eadershi) and the schoo' su))ort and 'ead ,ood )ractice across the East $

)artnershi)

Leadershi) is strate,ic and focussed on e+a'uatin, the im)act of actions on )u)i' achie+ement. urSchoo' Im)ro+ement /'an identifies c'ear actions to address areas for im)ro+ement* timesca'es to

ensure actions are achie+ed and im)act measured a,ainst )u)i' achie+ement.

The Leadershi) Team use attainment and )ro,ress data effecti+e'( to identif( and cha''en,e a''

underachie+ement. We ha+e wor8ed hard to )resent data to the rest of the staff and o+ernors in a

user

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The o+ernin, 2od( shares the schoo'-s +ision* understands and cha''en,es the strate,ies that the

schoo' em)'o(s to im)act )ositi+e'( on schoo' im)ro+ement. The o+ernors a))'( their 8now'ed,e of

data dashboard* 8e( facts in >aise

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T"E ,E"A-IOU! A# SAFETY OF PUPILS AT T"E SC"OOL

The *eha.io'r and sa(ety o( )')ils at the school is good *eca'se+

/u)i's- attitudes to a'' as)ects of 'earnin, are consistent'( )ositi+e* inc'udin, when bein, tau,ht as

a who'e c'ass or wor8in, on their own or in sma'' ,rou)s. These )ositi+e attitudes ha+e a ,ood

im)act on the )ro,ress the )u)i's ma8e.

/u)i's- attitudes to 'earnin, are of an e=ua''( hi,h standard across subBects* (ears and c'asses and

with different staff. Incidences of 'ow 'e+e' disru)tion in 'essons are e:treme'( rare.

There are no we'' founded concerns e:)ressed b( )arents* staff and )u)i's about beha+iour andsafet(. /u)i's understand the im)ortance of ,ood attitudes and beha+iour in schoo' 'ife* adu't 'ife

and wor8.

/u)i's- e:ce''ent conduct and beha+iour ref'ects the schoo'-s effecti+e strate,ies to )romote hi,h

standards this ma8es a stron, contribution to an e:ce)tiona''( )ositi+e c'imate for 'earnin,.

There are e:ce''ent im)ro+ements in beha+iour o+er time for indi+idua's or ,rou)s with )articu'ar

beha+iour needs.

The *eha.io'r and sa(ety o( )')ils at the school is not o'tstanding *eca'se+

/u)i's- beha+iour outside 'essons is im)eccab'e. /u)i's- )ride in the schoo' is shown b( their

e:ce''ent conduct* manners and )unctua'it(.

/u)i's are fu''( aware of difference forms of bu''(in,* inc'udin, c(ber bu''(in, and )reBudice basedbu''(in,* and acti+e'( tr( to )re+ent it from occurrin,. 2u''(in, and dero,ator( or a,,ressi+e

'an,ua,e in a'' their forms are +er( rare and dea't with hi,h'( effecti+e.

A'' ,rou)s of )u)i's are safe and fee' safe in schoo' and at a'ternati+e )ro+ision )'acements at a''

times. The( understand +er( c'ear'( what constitutes unsafe situations and are hi,h'( aware of

how to 8ee) themse'+es and others safe in different situations* inc'udin, in re'ation to ee)orts. Where inter+entions ha+e been )ut in )'ace to mana,e the beha+iour of

indi+idua' )u)i's the( ha+e been +er( successfu'. We ha+e de+e'o)ed a cu'ture of ce'ebratin, e:ce''ent

'earnin,. Incidents of e:c'usion are e:treme'( 'ow as most chi'dren res)ond to an a'ternati+e so'ution

and a'' )u)i's demonstrate res)ect for the schoo' 'earnin, en+ironment.

/arents are made aware of concerns and their consent sou,ht in accordance with 'oca' )rocedures with

the em)hasis bein, on a )ositi+e outcome for both )arentCs and chi'dCren. When )arents raise

concerns these are addressed and 'o,,ed )rom)t'( with fo''ow u) feedbac8 to ensure a'' =ueries or

worries ha+e been addressed. From the 'ast round of =uestionnaires and information from )arent +iew

from the 'ast academic (ear* )arents are +er( )ositi+e about schoo'. $##6 of )arents sa( that their

&chi'd is we'' 'oo8ed after at schoo'- March "#$%.

Learners demonstrate a hi,h 'e+e' of concerns for their own safet( and that of others* inc'udin,

showin, com)assion for chi'dren with disabi'ities. !hi'dren 8now the( ha+e to ta8e care when usin,certain e=ui)ment* inc'udin, the use of I!T. The schoo' o)erates a 0ero to'erance a))roach to racism*

+io'ence and )reBudice* the im)act of this is that bu''(in, is rare and )u)i's 8now that see8in, the

su))ort from staff throu,h 8e( wor8ers* worr( bo:es or the Inc'usion Mana,er is the best route to

dea'in, with an( concerns the( ha+e. The schoo' has not had an( racist or bu''(in, incidents as 'ow

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'e+e' un8ind beha+iours 3bein, mean7 are dea't with so that this )re+ents esca'ation where this cou'd

ha))en. E:c'usion is 'ow and re'ated to one incident b( one chi'd. !hi'dren are rewarded as e:ce''ent

ro'e mode's i.e. Schoo' !ounci' re)resentati+es* !'ass 'eadershi) ro'es* House !a)tains and De)ut(

House !a)tains* /'a( Leaders and En+ironmenta' Mana,ers and the( reco,nise what an im)ortant ro'e

the( )'a( in schoo'. !hi'dren are ea,er to )artici)ate and ta8e on res)onsibi'ities* )'a(in, a +er( acti+e

ro'e in im)ro+in, schoo' 'ife. !hi'dren e:)ress their +iews throu,h Schoo' !ounci'* contributin, to the

de+e'o)ment of the schoo'. The schoo' has a &House S(stem- where chi'dren are )ut in houses named

after famous 2radfordians the im)act of this is that 'earners are de+e'o)in, a stron,er communit(

and cu'tura' )ride and wor8 to,ether to achie+e co''ecti+e ,oa's discussions with the +ast maBorit( of'earners share the )ride that the( fee' in bein, )art of Fa,'e( /rimar(.

Attendance 'e+e's di))ed in "#$9 ; "#$% for the first time in three (ears to ?%6. After dee) ana'(sis

throu,hout the (ear it was identified that e:tended ho'ida( 'ea+e had the most ne,ati+e im)act on

attendance. The Inc'usion Mana,er has wor8ed to ensure that chi'dren do not arri+e 'ate at schoo'.

Inc'usion is an inte,ra' )art of success at Fa,'e( as is the )rofessiona' de+e'o)ment and su))ort for a''

staff from induction meetin,s at the start of their career* throu,h to further de+e'o)ment as the(

sta( with us.

!hi'd /rotection )o'icies and )rocedures are secure'( in )'ace and the schoo' has a robust s(stem ofmonitorin, and record 8ee)in,. S(stems in )'ace meet the needs of +u'nerab'e ,rou)s and indi+idua's

inc'udin, those e:hibitin, ne,ati+e socia' and emotiona' beha+iours* menta' hea'th needs* LA!* !hi'd

/rotection* obesit(* !hi'dren in Need and a'so 'ow attainment and most ab'e when affectin, their

attainment as identified at )u)i' )ro,ress meetin,s. The schoo' has a +er( ,ood re'ationshi) and is we''

re,arded b( outside a,encies e+ident in re)orts and feedbac8 from a ran,e of )rofessiona's. !hi'dren

are ,uided to ma8e sensib'e choices re,ardin, their )ersona' hea'th and safet( thou,h the curricu'um

and two +isits each (ear to the /ositi+e Lifest('e !entre. The Inc'usion Mana,er +isits each c'ass most

da(s so that de+e'o)ed re'ationshi)s secure )ositi+e outcomes.

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QUALITY OF TEAC"I#% I# T"E SC"OOL

The &'ality o( teaching is good *eca'se+

Teachin, o+er time in most subBects* inc'udin, En,'ish and mathematics* is consistent'( ,ood. As a

resu't* most )u)i's and ,rou)s of )u)i's on ro'' in the schoo'* inc'udin, disab'ed )u)i's* those who

ha+e s)ecia' educationa' needs* disad+anta,ed )u)i's and the most ab'e* ma8e ,ood )ro,ress and

achie+e we'' o+er time.

Teachers ha+e hi,h e:)ectations. The( )'an and teach 'essons that dee)en )u)i's- 8now'ed,e and

understandin, and enab'e them to de+e'o) a ran,e of s8i''s across the curricu'um. Teachers 'isten to* carefu''( obser+e and s8i'fu''( =uestion )u)i's durin, 'essons in order to resha)e

tas8s and e:)'anations to im)ro+e 'earnin,.

>eadin,* writin,* communication and mathematics are tau,ht effecti+e'(.

Teachers and other adu'ts create a )ositi+e c'imate for 'earnin, in their 'essons and )u)i's are

interested and en,a,ed.

Teachers assess )u)i's- 'earnin, and )ro,ress re,u'ar'( and accurate'( at a'' 8e( sta,es. The(

ensure that )u)i's 8now how we'' the( ha+e done and what the( need to do to im)ro+e.

Effecti+e teachin, strate,ies* inc'udin, settin, a))ro)riate homewor8 and we''

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Throu,h our continuin, wor8 on &The Leader in Me- the se+en habits su))ort staff and chi'dren in both

)ersona' and 'ife'on, 'earnin, s8i''s. We )re)are our chi'dren for the future with s8i''s to be

successfu' be(ond readin,* writin, and maths throu,h an inno+ati+e curricu'um which is s8i'' based with

themes that interest both staff and chi'dren with e:citin, 'iterature* new'( desi,ned acti+ities and

e:)eriences to e:)'ore and enBo(. This a))roach is the core e'ement to our teachin, and 'earnin,

curricu'um which is to de+e'o) e:ce''ent attitudes to 'earnin,* as we'' as the im)act on achie+ement

a,ainst nationa' standards.

Hi,h'( effecti+e s(stems for ensurin, ,ood beha+iours of 'earnin, combined with an atmos)here of

mutua' res)ect su))orts the schoo'-s )ositi+e ethos.

The Leadershi) Team has a c'ear +iew of what the stren,ths and )riorities are of teachin, and

'earnin,. To address these )riorities a tenacious )ro,ramme of interna' !/D and )eer su))ort is in

)'ace this continues to de+e'o) a hi,h =ua'it( consistent a))roach to ensurin, teachin, and 'earnin, is

,ood throu,hout schoo'. The head and de)ut( underta8e the maBorit( of 'esson obser+ations the

outcomes are trian,u'ated with scrutin( of the wor8 in )u)i's- boo8s and the )u)i' )ro,ress data to

ensure that the Leadershi) Team ha+e an accurate )icture of the im)act of teachin, o+er time.bser+ations of teachin, are 'in8ed to the Schoo' Im)ro+ement /'an and focus on this a'on,side

)ro,ress bein, made within 'essons and how teachers de+e'o) )ro,ress o+er time. SubBect 'eaders )'a(

at inte,ra' ro'e in a'' as)ects of schoo' im)ro+ement.

The use of assessment to su))ort 'earnin, is ,ood. The schoo' has ri,orous s(stems in )'ace for

co''atin, and recodin, assessment information* data is used hi,h'( effecti+e'( to inform and im)act on

the =ua'it( of teachin, and rates of 'earnin, for )u)i's. The schoo' is ma8in, ,ood use of Af'

strate,ies in c'assrooms and in the most effecti+e teachin,* assessment is an inte,ra' )art of the

teachin, and 'earnin, )rocess. /u)i's 8now where the( are and what the( need to do ne:t to succeed

further.

Homewor8 is set throu,hout schoo' in 'ine with the a,reed a))roach. This focuses on a )iece of

writin,* s)e''in,sC)honic )ractice* times tab'es* readin, and the wee8'( ta'8in, )rom)t.

Transition between c'asses and 8e( sta,es* throu,h the wide ran,e of strate,ies in )'ace* enab'e

teachers to meet )u)i's needs. !hi'dren are e=ua''( )re)ared for the ne:t sta,e in their education and

adu't 'ife. This bui'ds on the stron,* mutua' trust between the staff that e:ists within the schoo'.

Moderation in readin,* writin, and maths a'on, with c'assroom en+ironment re=uirements and trainin,has 'ead to )ositi+e )eda,o,ica' discussions in staff teams between Fa,'e( and /artnershi) Schoo's.

The robust* ri,orous ha'f term'( )u)i' )ro,ress re+iews identif( underachie+ement and actions are

)rom)t'( ta8en to address this. Such ri,our and c'earer 'ines of accountabi'it( 3attainment and

)ro,ress of 8e( ,rou)s attainment and )ro,ress of indi+idua' chi'dren end of (ear and S tar,ets

on,oin, combined data throu,h Venn dia,ram and a better understandin, of nationa' data7 is ensurin,

staff de+e'o) a stron, understandin, and ownershi) of the data and address concerns at the ear'iest

)ossib'e sta,e.

!hi'dren and staff ce'ebrate hi,h 'e+e's of achie+ement both academica''( and in other as)ects in

schoo' 'ife. This cu'minates in term'( ce'ebration of achie+ement.

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The en+ironment in EGFS is ca'm* stimu'atin, and 'an,ua,e rich* )romotin, +er( effecti+e 'earnin,

inside and out and in the woods with the Forest Schoo' /ractitioner. !hi'dren 8now where resources

are and the( are made easi'( accessib'e to encoura,e inde)endent chi'd

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The achie.ement o( )')ils is good *eca'se+

/ro,ress across (ear ,rou)s in a wide ran,e of subBects* inc'udin, En,'ish and Mathematics* is

consistent'( stron, and e+idence in )u)i's wor8 indicates that the( achie+e we''.

From each different startin, )oint* the )ro)ortions of )u)i's ma8e e:)ected )ro,ress and the

)ro)ortions e:ceedin, e:)ected )ro,ress in En,'ish and Mathematics are hi,h com)ared with

nationa' fi,ures.

The attainment and )ro,ress of disad+anta,ed )u)i's is abo+e that of other )')ils nationallyand inschoo'

/u)i's read wide'( and often

/u)i's ac=uire 8now'ed,e and de+e'o) understandin, =uic8'( and secure'( in a wide ran,e of subBects

throu,h de+e'o)in, our new curricu'um.

/u)i's in the EGFS ac=uire 8now'ed,e =uic8'( and de+e'o) their understandin, ra)id'( in a wider

ran,e of different subBects across the curricu'um.

The 'earnin, of disad+anta,ed )u)i's is consistent'( ,ood or better.

It is not o'tstanding *eca'se+

To acce'erate )ro,ress for disad+anta,ed )u)i's* the )ro)ortions need to be simi'ar to or ra)id'(

a))roachin, those for other )')ils nationallyand in the schoo'.

/u)i's need to be )re)ared to an e:ce)tiona' standard for the ne:t sta,e in their education*

trainin, or em)'o(ment.

To better the 'earnin, of disab'ed and those who ha+e s)ecia' educationa' needs to be consistent'(

,ood or better.

To better the 'earnin, of the most ab'e )u)i's to be consistent'( ,ood or better.

/ey Stage T0o 1,ased on 2345 data6

Attainment Standards at the end of S" in "#$% ha+e continued on a risin, trend in mathematics and readin,.

In "#$%* the )ercenta,e of chi'dren who achie+ed a Le+e' % in En,'ish and Mathematics was 5@6*

an im)ro+ement on )re+ious (ears. Writin, is on the schoo' action )'an so as to im)ro+e o+er the

ne:t (ear.

In mathematics standards continue on a risin, trend subse=uent'( c'osin, the ,a) on Nationa' to

#.4 a)s and abo+e Nationa' at Le+e' % @56 3Nationa' Le+e' % @167. Throu,hout S" the )ro)ortion

whose attainment is at nationa' e:)ectations is simi'ar when usin, the a)s but wider when usin,

)ercenta,es. The Leadershi) team are 8een not to &mas8- resu'ts usin, a)s. This wi'' be addressed

in 'ife without 'e+e's. Further wor8 is needed to ensure that a ,reater number of chi'dren achie+e

a Le+e' 1.

In readin, standards continue on a risin, trend where the ,a) to nationa' is now $.@ a)s and 416 at

Le+e' %. Throu,hout S" the )ro)ortion whose attainment is at nationa' e:)ectations is in 'ine

when usin, a)s but wider when usin, )ercenta,es a'thou,h c'oser than in mathematics. Le+e' 1 is

hi,her than in mathematics 3"$67. Due to increased ri,our throu,h the schoo' im)ro+ement )'an

the )ro)ortion throu,hout S" whose attainment is at or abo+e nationa' e:)ectations is between

%96 and 1"6 which is abo+e nationa' e:)ectations.

In writin, standards are at their 'owest for 9 (ears at "5.# a)s with 416 achie+in, Le+e' %. The

)ro)ortion wor8in, at nationa' e:)ectations are 'ower across other (ear ,rou)s in S" than in

readin, and maths. Actions to address attainment in writin, is a focus on the Schoo' Im)ro+ement

/'an "#$%

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The first e+er S/A test in "#$% indicated that standards are be'ow b( a)s. In "#$% 6 of

)u)i's attained Le+e' %J. Actions to address attainment in S/A 3)articu'ar'( s)e''in,7 is a focus on

the Schoo' Im)ro+ement /'an "#$% ; "#$1.

Progress in /S2

/ro,ress throu,h S"* as indicated b( +a'ue added* shows that the schoo'-s )osition continues to be

abo+e the nationa' a+era,es.

In mathematics when considerin, the )ro)ortion of )u)i's who made e:)ected or better )ro,ressacross S"* the schoo' im)ro+ed on its "#$9 )osition* achie+in, ?96 and %46 res)ecti+e'(

3Nationa' is @@6 and 9$6 res)ecti+e'(7. 2oth are hi,h com)ared to the nationa' a+era,e. /ro,ress

in maths throu,hout S" has been ,ood o+era''. The )ro)ortions of )u)i's ma8in, e:)ected

)ro,ress or e:ceedin, this was in 'ine with or abo+e nationa' e:)ectations in Gears 9 and % Gear 1

has not been as ra)id and as a resu't of this additiona' staffin, and inter+entions are in )'ace to

address this.

In readin,* the +a'ue added )ro,ress indicated that )ro,ress for Gear 5 across S" was abo+e

nationa' achie+in, ?46 and 9#6 res)ecti+e'( 3nationa' is @@6 and 9#67. When considerin, the

)ro)ortion of )u)i's who made e:)ected or better )ro,ress across S"* )u)i's in a'' (ears achie+ed

we''. >eadin, was a )articu'ar stren,th* for e:am)'e* 4#6 of )u)i's in Gear 9 ma8in, more thane:)ected )ro,ress.

In writin,* in "#$% the +a'ue added )osition for writin, showed that the )ro,ress made throu,h

S" was abo+e the nationa' a+era,e at ?#6 and 1#6 res)ecti+e'( 3nationa' is ?$6 and 9#67 which

is a im)ro+ement on the "#$9 outcome. When considerin, the )ro)ortion of )u)i's who made

e:)ected or better )ro,ress across S"* schoo' outcomes were abo+e in !'ass 9 and in 'ine in !'ass

1 and in the current Gear 1 two staff ha+e mo+ed into this (ear ,rou) to su))ort the chi'dren-s

+u'nerabi'it(.

/ey Stage 4 1*ased on 2345 data6

Attainment

+era'' attainment at the end of e( Sta,e $ has continued to rise and more ra)id'( so in "#$9eadin, ; /a8istani disad+anta,ed chi'dren

The )ro)ortion wor8in, in 'ine with a,e re'ated e:)ectations in writin, must increase to 4?6

across S$ The )ro)ortion wor8in, in 'ine with a,e re'ated e:)ectations in writin, must increase to @56

across S"

To increase the number of chi'dren attainin, 'e+e' % in s)e''in,* )unctuation and ,rammar in

)articu'ar the s)e''in,

The )ro)ortion of disad+anta,ed )u)i's ma8in, and e:ceedin, e:)ected )ro,ress in a'' (ear ,rou)s

so that it is in 'ine with other )u)i's nationa''(

To ensure the ,a) between DSEN )u)i's and other )u)i's )er (ear ,rou) narrows or c'oses in each

of readin,* writin, and maths but )articu'ar'( in writin,.

Ma8in, the attainment better for our most ab'e )u)i's so that the( can attain the hi,hest ,rades.

A'' the abo+e is e+idence in the Schoo' Im)ro+ement /'an "#$%

8/10/2019 SEF 2014

16/17

Attainment at /ey Stage 4

>eadin, 2C9 2,9 2A9

Schoo' 4".% 5".$ 9$

Nationa' @? 4? 11

Difference

8/10/2019 SEF 2014

17/17

Attainment at /ey Stage 2

Mathematics L59 L5*9 L