Self-Evaluation of Norbury School By Norbury School

Norbury School 07 Feb. 19

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Self-Evaluation of Norbury School By Norbury School

Section 1 - School Context – updated Nov 15 Section 2 - Overall Effectiveness –Nov 15 Section 3 - Outcomes of children and learners – Nov 15 Section 4 - Quality of Teaching, learning & assessment – updated July 15 & Nov15. Section 5 – Personal Development, Behaviour and welfare – Update Jan 21st & Nov 15 Section 6– Effectiveness of Leadership and Management – Update July 8th & Nov 15 Section 7 – EYFS– updated autumn 15/Jan 16

Norbury School: Self-evaluation: Autumn 18

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Context: “Be Inspired. Inspire.” Visions, aims and aspirations of the school *add in staffing challenges

Norbury Primary School serves a diverse and densely populated catchment area. Norbury is not a ‘typical’ Harrow school and has the same deprivation levels as Tower Hamlets.

The key characteristics of our learners are their enthusiasm, politeness, respectfulness and the progress they make in their learning, despite their low starting points.

There is a strong sense of community and belonging, which we nurture. There is a special feeling when you enter Norbury and all in Norbury refer to themselves as Norburians as we are a united family

Despite being in a ward with the highest working age population, we have the 3rd highest unemployment, with the lowest attainment at 16. The area has the highest multi-occupancy in Band C housing and the 3rd highest children in need, which means our IDACI ranking of 0.2 is incorrect, our families are more deprived. Norbury is a World in a School with 54 different languages are spoken at the school (Oct Census 18) and over 50 countries represented. Our population is migratory which means not all pupils stay over three years and attendance is addressed with rigor and expertise to ensure that our figures remain at national. The head teacher or Deputy personally sees all new pupils and all pupils who are wanting exceptional leave (to date has seen 40 families since September 18)

Norbury has been expanding each year since 2011, with an 8 classroom new build which has enhanced the school

As a Rights respecting school (Gold) the whole ethos centres on the rights of the child and encompasses all aspects of SMSC. (see Behaviour Code) and this means that all aspects of moral and social development are strongly emphasised such as politeness to each other, responsibility for actions and behaviour, an understanding that we make choices for our learning and behaviour. We know that our extended provision for the community for example through parenting classes, Saturday courses, Forest school, fruit and vegetable stall, cookery classes makes a difference: see AOA and BA progress data:

“ Pupils report that they feel safe in school and that bullying is a rare event. Pupils enjoy coming to school and

have great confidence that the staff work hard to support their education and well-being. Pupils behave extremely well and have extremely positive attitudes towards the school. Their contribution to the life of the school is valued

by all staff.” Ofsted Nov. 2017 We are proud of:

The exceedingly good progress our children make. They start school at 3yrs old with low age related expectation, a large proportion of our pupils meet and many exceed national averages by Year 6 showing that our children are given an excellent entitlement to learning and life opportunities alongside their peers throughout England.

A clear learning ethos embraced by all: ‘A World in a school Learning Together’, with our development of ‘Be Inspired. Inspire. As part of the new wave towards further success and which encapsulates our schools’ rich multi-cultural community. We successfully obtained a Determination (March12) so that our Collective worship means all are actively involved; led by the pupils, for the pupils. We think, learn and cooperate in learning together.

Pupil groups and pupil voice is a strength: Sports Ambassadors, RRSA Ambassadors, Lead Writers, Translators, Healthy Eating Ambassadors, Peer Mediators, Road Traffic Patrol Pupils, Team Norbury,( Y1-6), Y6 groups- Tour ambassadors, Water Warriors, E-Cadets, Eco Warriors, Music Ambassadors, Fun Friends, Young Carers, Y6 Citizenship Award, 2 of our teachers are lead teachers in the LA and 2 further have attended the NCSL Outstanding teacher programme

Cohesive, dedicated staff who make a difference beyond the normal expectations, for example our all staff parent consultations, the Big Breakfast where all pupils and parents come for breakfast served by


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staff, teachers and LSA’s volunteered to run a club before or after school for a term to further the experiences of our learners. Our Cook and Learning Mentor, with a cohort of pupils has been to the Houses of Parliament to cook with pupils to show the importance of healthy food and cooking at schools. (Nov 15)

Learning Hub for Safeguarding for the last five years: we lead alongside Harrows’ LSCB, HSIP, FORWARD, and are being sponsored by Barnardo’s to lead our FGM awareness in primary schools across London, leading in CPD for other schools. We are a nationally recognised lead in FGM education, are a Home Office case study and have pioneered as a Primary School leading across Harrow and becoming known across London in creating a curriculum which addresses child protection for children including FGM.

As part of the Teaching Schools Alliance we host the Teacher Direct Interviews for our Alliance and are in partnership with the Grimsdyke Teaching Alliance and the Priestmead Teaching Alliance. We have further links with four other schools where we share CPD, expertise and plan moderations across the year. We lead the Safeguarding training for all NQT’s and Associate Teachers in Harrow

Norbury is an IQM Centre of Excellence for Inclusion: July 2017 and July 2018.

In 2014 and 2016 we were awarded Pupil Premium Awards due to the progress our vulnerable pupils are making at KS2. 2017-18 we won the Schools for Success Award for our work and success with vulnerable pupils.

How we grow leaders for the future – out of 17 NQT’s the school has had since 2011, 14 have become Leaders across our school and 1 gained promotion in another school, all leaders have attended IOE Leadership courses and have presented to Governors on their new skills and developments. Our Leadership is outstanding at Norbury because of this succession planning and has allowed us to cope with our numerous maternities. We have the first Platinum Award for outstanding CDP from the IOE (Dec 16), due to the way all staff and leaders are instrumental in the development of staff.

We are proud of our Learning Community: 100% of our parents, 98% of our staff and 96% of the pupils say they are happy at Norbury. We know we can improve on even these figures! (See questionnaires November 2018 & Headteacher’s Report S & A)

Key priorities for 2017/18 were: - Action research PODs across the school, with five areas of development in Maths, Reading, Writing,

Pastoral and EYFS. From this work we have developed our pedagogy in Reading comprehension work and our Reading scores across KS1 and KS2 have improved due to this (see data, page…), have engaged in peer editing in the Writing Conferencing with pupils leading their own learning with peers. We have been able to understand further the complexities of Maths-Language and how key vocab mats and having a working- wall in maths, as well as implementation focusing on Maths Mastery methods across KS2 has made our results stronger at SATs and with our internal data (see data below…)

- By Focusing on our key groups: boys, FSM, PP, SEND,BA, AOA, (we can now see a difference in outcomes for our AOA & BA which is due to our outstanding pastoral programmes for families), we have been able to celebrate the narrowing the gaps in these groups and how our provision is making a difference. However, with key cohorts we know that this work needs to continue, especially for pupils who have complex needs and are not working at the National Curriculum

- Further developing our Assessment systems for all subjects, especially Geography & History across the school, so we are all clearer on what emerging, developing, secure and mastery look like and how we can teach and plan for mastery in greater depth.

Key Priorities for 2018-19 - Emotional Well Being and Mindfulness across the school to support all pupils, staff and parents,

creating a Well Being School which has clear established systems; gaining the Well Being Award - Improve speaking and listening across EYFS to enhance their reading and writing outcomes - Improve outcomes for writing in KS1 & KS2 so that outcomes in Year 1, 3, 4 & 5 match national

outcomes. Writing expectations to be more explicit, celebrated within and beyond the classroom. - Continue to create and maintain our assessment programmes for those pupils who are yet at National

Curriculum or who are working slower, though need their progress recognised. - Mastery Programmes across the school enabling pupils to access depending on the skills being taught


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a greater depth curriculum. - Enabling the planning and delivery of other subjects beyond reading, writing and maths to be at the

same level: “Some subjects, such as music and physical education, are taught by specialist teachers. In these subjects, pupils are achieving well. In other subjects such as science, work is limited and needs to be further developed so pupils do as well in these subjects as in reading, writing and mathematics.” Ofsted Nov. 2017

Overall Effectiveness

Overall judgement: Norbury is Good overall, and in the school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive is outstanding. Our Safeguarding is more than effective. The school is not yet consistently outstanding across the whole school in all subjects, in attainment, however it has been in progress with those reaching Greater Depth, Exceeding and Mastery improving across 2017-18 (see Governors summary July 2018)

Outstanding Good

“Exceptional features of this school include the inspirational leadership of the Head teacher and senior

leaders in motivating, developing and supporting all staff and pupils within a framework of caring for and valuing everyone; the overall inclusive ethos, ensuring that all children, from diverse and often deprived

backgrounds, will achieve success; the excellent partnership work with parents and the superb teamwork, expertise and commitment to children and families shown by all staff. “

IQM Centre of Excellence Report July 2018.

Summary

Improvement Priorities for 2017 - 2018 A priority for 2017 – 18 was the development of writing across the school (including the IOE research and

POD Research and Development), especially in EYFS, boys, which resulted in increased outcomes for boys in EYFS: See data below.

2017-18 priority was to further develop Norbury as a successful Learning Hub Centre: now a Home Office Case Study, being Sponsored by Barnardo’s to deliver FGM programmes across London in primary Schools, working with Met Police Azure Project, working with the London Assembly regarding Honour Based Violence, leading across Ealing, Harrow, Brent and working with schools in Newham, Lewisham & Southwark. From this we are now leading FGM seminars across London, working with Barnado’s and Southend Met with our new programmes for Primary School pupils regarding grooming and gangs.

From our focus on further moderations (internal and external) of books and planning we have been able to move our delivery forward with a greater focus on discussing how we deliver, looking in more detail at pedagogy at Norbury, enabling all teachers and learners to know their evidence, their range and their next step to develop.

KS1 disadvantaged pupils, attainment of at least the expected standard in all subjects for all EYFS development groups was close to* or above national figures for other pupils. We are proud of how our leaners learn at Norbury, receiving Success for Schools Award September 2018 for progress of disadvantaged pupils.

From our looking at outcomes in KS1 and deploying effectively key staff to KS1 our 2017-18 results for SATs has been the best in the last three years, especially for those achieving greater depth at KS1 We are still working on this, with boys being a particular focus.


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We have added further rigour to support disadvantaged pupils including changes to casual admissions information collection, new to Norbury, Nursery and Reception attendance. Our data shows that disadvantaged pupils have a strong start with Norbury and our results show this across KS1 & KS2. However we are not satisfied with the results and two teachers, undertaking the Leading Teachers programme are looking and developing our EAL provision support both as initially new to Norbury and further work.

Our outcomes across the school, especially in progress at KS1 and KS2 demonstrates that teaching, learning and assessment must be outstanding

Continue to build capacity and effective succession planning particularly in where experienced staff have gone on maternity leave. Norbury has had 24 maternities since 2011, and therefore has been incredibly resilient and strategic in making sure the maternity leaves have been fully supported and in most cases the colleagues have returned and have been active, outstanding members of the school, making the effect less detrimental on learners.

Ofsted Key Issues Nov. 2017 “Leaders and those responsible for governance should ensure that: all subjects within the national curriculum are covered with sufficient depth so pupils achieve as well in these subjects as they do in English and mathematics.” Ofsted Nov. 2017

From this we have looked particularly at our planning for extended writing across the curriculum and how we have supported this both in planning, delivery and how it is evidenced in books.

Because we are Outstanding in our standards we asked for HSIP to look at our provision in February 2018.

The Key findings were:

“The school is swiftly moving to the cusp of outstanding: pupils' learning experiences across the wider curriculum are rapidly improving. A strong and vibrant curriculum in IPC and science is well on the way to being embedded in all year groups. As a result, the value added to pupils' education is more pronounced.”

“The school has made considerable strides in developing writing across the curriculum and promoting greater depth in writing since the inspection. This is due to the very strong direction provided by senior leaders as well as the much focussed work of subject and phase leaders. Leaders demonstrate a strong commitment to continuous improvement and refinement of the assessment system and of the wider curriculum. For example, there are well developed systems in place for internal and cross school moderation. Leaders recognise that this is a work in progress.” Feb. 2018

The Borough Summer Review of Norbury acknowledged our work towards the Key Ofsted Issues: “The school has taken significant steps in being able to demonstrate this area for development- there has been a particular focus on science. “ July 2018

Other improvements which mean our overall effectiveness is outstanding: - Pupils are very well equipped for the next stage in their education, as our results at KS2 state, we know

that our pupils are making at least at expected, with approximately 25% exceeding, which is outstanding progress from low or middle prior attainment and mobility is in the top 20% percentile.

- In our recent termly questionnaires we can see a clear improvement in our October 2018 compared to October 2016: 84% pupils (Oct 16) felt they are supported when not sure, with 91% in October 2018. 89% stated they knew how to improve in their learning, compared to 94% in October 2018. In 2016 77% felt challenged, compared to 94% now, which shows how we have improved our pedagogy and our pupils understanding of learning. 91% of pupils stated they know about brain development and mindfulness.

- From our previous inspections we know that we have made at least good and in most cases


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outstanding progress because we have put more rigour in our data analysis from Teachers to Governors. Our data shows an increase on last year for all areas, except our Phonics* see below.

- The schools’ thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development enables them to thrive in a supportive, highly cohesive learning. This is outstanding at Norbury:

“Norbury School is a Knowledge Centre for Safeguarding across Harrow and was awarded Learning Hub status in June 2017 in recognition of its multi-agency partnership work and outstanding provision,

particularly in the areas of Child Protection and raising awareness of Female Genital Mutilation (FGM). A “Very strong safeguarding focus makes a tangible difference to childrens’ lives in Norbury and beyond”

UNICEF report April 2017

- Pupils are proud to be Norburians and are ambassadors both within and beyond the school and local communities as seen in all our External Verifications and Ofsted Inspection. This is a strength. The schools thoughtful and wide ranging-promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive.

- Safeguarding at Norbury is outstanding and all staff are trained, proactive and engaged to ensure the safety at all levels of our pupils.

- Norburian learners are supported through good quality first teaching, 33% of our teachers are deemed outstanding due to progress in books, delivery and weekly scrutinies, support and coaching by LSA’s and targeted provision to make the required progress in reading to be at the expected standard at Yr6. We know that our pupils need further support in inference and deduction, identifying structure and interpreting information, and this has been a focus in planning and we are now seeing an improvement in progress across the school: see below data.

- Norbury is known for making a difference to pupils, especially those who have been unsuccessful in other schools; we currently have 4 pupils who have needed a new start in a more inclusive school, all are making great progress.

- Our data shows that our SEND pupils do well and make in most cases rapid progress, however, despite obtaining the Inclusion Pan London Award

- Pupil’s spiritual, moral, social and cultural development is at the centre of all that we do and our RRSA Gold status shows this explicitly.

- Learning Hub Developments bringing in expertise and reacting to needs beyond Safeguarding to looking at FGM education, Gangs and grooming, as well as leading Gymnastics coaching and competitions across the borough.


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Outcomes for Pupils

“Children at Norbury arrive with a wide range of individual needs they are provided with challenging learning experiences and an incredible amount of support and encouragement. The expectation is that

every child will be enabled to discover what their interests are, their strengths gifts and talents, that they will enjoy their educational experiences, and will be enabled to progress, at every stage of their learning in

order to fulfill their individual academic, social and emotional potential.” IQM Centre Excellence Report July 2018.

Overall judgement Good /Outstanding * with outstanding aspects because

“from each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally. However we are working towards our writing meeting and exceeding national averages, phonics at met improving as our high attainment (mastery) in writing and science at KS2 needs improving. We have capacity to do this.

Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge, understanding and skills, considering their different starting points, however our priorities for 2018-19 is to improve outcomes for writing across all year groups.

EYFS: Attainment on entry – July 2018. Clearly shows outstanding progress from September 2017.

June 2018 On Entry Pupils working at ARE or above (Taken from the Entry Level Assessment Report)

% of children achieving ELG or above at the end of Reception (Taken from the End of Reception Key statistics Report and End of Reception Attainment Report)

Communication and Language 16% 70%

Physical Development 18% 81%

Personal Social and emotional Development

14% 74%

Literacy 10% Writing 64% Reading 64%

Maths 11% Number 66%


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Shape, Space and Measure 62%

Understanding the World 8% People and Communities 65% The world 64% Technology 64%

Art and Design 16% Exploring and Using Media and Materials 73% Being Imaginative 67%

Prime 14% 70%

Specific 5% 53%

We are below compared to National and Harrow figures in all aspects:

Our EYFS teachers and teaching is outstanding (though see challenges in Context) 64% at GLD, which is 7 pupils away from the national figures. However, we do have strengths in physical development, moving & handling & Health and self-care, and PSED.

In 2018 the proportion of children who attained the expected good level of development (GLD) was 2% above the 2017 %. The three year average from 2015 to 2017 is 65% as was the three year average from 2016 to 2018 is 65%. Therefore, although there has been some fluctuation between years, overall, taking into account a three year average, standards have remained stable. In 2018, 64% of pupils attained a GLD which is below the 2017 national average of 71%. However, this cohort of children had attainment on entry to the school which was well below typical

We are reviewing our approaches and pedagogy with our POD research to see where we can support our learners further.

GLD ELG

National 72% 70%

Harrow 74% 73%

Norbury 64% 53%

Current baselines show the following for Nursery & Reception (Oct. 2018) Nursery: (50 pupils out of 52 places) Combined GLD aspects: 54% working below, 28% working at or above expected. Reception: (89 pupils out of 90 places) Combined GLD: 73% working below, 27% working at or above.

There is a special focus on speaking and listening due to low results in Communication & Language in 2018 results. However, from our data analysis we are addressing gaps across other aspects depending on the needs of pupils and cohorts.

National Harrow Norbury

Communication & Language

75.9% 84.7% 72.4%

Speaking & Listening 72.4 81.9% 75.9%

Key Stage 1

Norbury EXS

National EXS

Norbury GDS

National GDS


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Reading 79% (65%) 74%*

(Harrow79%) 24% (15%) 24%

Writing 68% (53%) 65%

(Harrow 74%) 18% (9%) 10%

Maths 80% (71%) 73%

(Harrow 80%) 20% (18%) 18%

Science 83% 82%

(Figures for disadvantaged pupils are in *) There were no pupils at EYFS in this cohort who got 3’s across GLD, therefore the GDS makes our outcomes outstanding.

Our data both in ASP, Ofsted Dashboard, Arbor, POS Tracking, NFER and SATS shows that our pupils at KS1 and KS2 in reading, maths & SPAG are significantly above national; 2nd year KS2. However, we are below expected in year 1, year 3, 4 & 5 for writing outcomes both in attainment and progress which means we must look both at delivery and pedagogy.

Our focus on KS1 Reading, Writing and Maths has been shown to be working because our KS1 results

are the best the school has had since 2014 (2018). Our data shows that due to our specific, targeted provision for our learners by the end of KS1 their birth term is no longer a barrier to success.

In 2018, outcomes at the end of key stage 1 in reading, writing and maths show an improvement on previous years. Between 2016 and 2018 reading improved from 72% to 80%, writing improved from 59% to 68% and maths improved from 71% to 80%

Key stage 1 outcomes in science improved by 11% from 72% in 2017 to 83% in 2018. However, this figure is below the 88% achieved by pupils in 2016

In key stage 1, the proportion of pupils who attained the expected standard was at or above the national average in all subjects. At greater depth, attainment was close to the national average

KS2% Reaching expected

2016 2017 2018 (read this with the comparison sheet)

Norbury %

Harrow %

National %

Norbury %

Harrow %

National %

Norbury %

Harrow %

National*2017 figs %.

Reading 90 72 66 85 75 71 AS: 83% (83%)

AS: 80.6%

AS:75% ES: 28%


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ES: 42.9%

ES: 35.4%

Maths 85 82 70 91 85 75 AS: 89% ES: 32%

AS: 85% ES:36.8%

AS: 75.6% ES: 23.6%

GPS 93 74 73 92 83 77 AS: 83% (86%) ES: 47.6%

AS: 87% ES: 49.7%

AS: 77% ES: 34.4%

Writing 63 77 74 87 80 76 AS: 75% (63%)

R, W, M 62 53 78 68 61 AS: 71%

This shows our impact, especially for Reading and Maths, with our writing scores, which are moderated

and are teacher assessed being the area for focus, which is not surprising in a school where over 83% of pupils have English as an Additional language.

Phonics is least successful if you look at the raw data. In the year 1 phonics screening check the

proportion of pupils who met the required standard was just below the national average 78% v 82%. Outcomes in phonics have fluctuated. The three year average 2015 to 2017 is 74%, the three year average from 2016 to 2018 is 77%. Over a three year period, outcomes in phonics have


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improved, although they remain below the national average The background to these is mainly regarding our mobility & our SEND pupils with EAL too. Yr 1: 5 pupils

only missed by a few points: 3 – 31, 2- 30. Yr 1 prediction was 60%. Yr2: (17 pupils took the screening, only 9 took previously. Of that 9 – 8 didn’t due to SALT needs…though close. 2 – 30, 2 - 29)

Phonics Screening: we are below expected, mainly due to the new pupils who arrived casually throughout year one with English as an additional language. The data can be misleading as 78% disadvantaged Norbury pupils was greater than national disadvantaged, though our EAL pupils did less well 67% compared to national 80% By Year 2 81% gained Working At, with 93% for disadvantaged which is at national disadvantaged. Of those who did not there is a targeted reading programme in year 3 to support their progress.

2014 2015 2016 2017 2018

Year 1 73% 67% 68% 86% 78%

Year2 87% 81% 50% 24%

Phonics support & specific teaching continues into Year 2, with us investigating how we can support pupils, as we didn’t hit target of 9/1. Currently, all children have 20mins daily of phonics interventions with a trained LSA 8/85 didn’t get due to being new or having English as an additional language

We are focusing on our higher prior attainers pupils from Nursery though to Year 6, so we can give

nurturing and support to enable more to be at national and exceeding at KS1 and more exceeding national at’s KS2. This is a challenge as the majority of our pupils are below age related expectation on entry and over 80% are initial speakers. This has been achieved this year at KS1 and KS2 SATS, especially for maths.

Teaching at Norbury is improving over time and this is evidence in our teacher summaries, where 85% of teachers are teaching at least good, judging by their outcomes, learning walks, book scrutinies, moderations and data discussions, which are recorded in their Teacher Summaries.

Our data proves that prioritising Maths for the last three years has had an impact and maths is now a strength across the school. This also proves that for our EAL pupils, maths is universal and language is not a barrier in the same way as Reading and Writing for them.


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Our Maths Mastery programme continues to be a success, with adaptations of the framework being moved into Key stage two.

Comparative data across the Borough shows our strengths in reading and maths, however also shows that there is an interesting trend in writing scores across other schools in the local authority, however we need to raise the profile of writing for pupils, understanding of how to teach writing better across the school.

Comparative data July 2018

RWM Reading Writing Maths GPS

Norbury 65.5% 81.6% 75.9% 88.5% 82.8%

Belmont 67.8% 83% 74.6% 78% 86.4%

Elmgrove 68.1% 71.4% 82.4% 91.2% 85.7%

Marlborough 75% 83.7% 87.5% 82.7% 84.6%

Roxbourne 70% 78.4% 79.5% 80.7% 81.8%

Welldon Park 50% 65.5% 69% 70.7% 77.6%

Cedars 50.6% 55.3% 71.8% 70.6% 75.3%

Vaughan 78% 79.7% 89.8% 91.5% 93.2%

Grange 47.7% 58% 65.9% 61.4% 75%

Weald Rise 51.4% 67.6% 67.6% 66.7% 69.6%

Glebe 75.6% 84.4% 85.6% 81.1% 87.8%

Priestmead 67.4% 76.4% 82% 86.5% 89.9%

Stag Lane Juniors 70.8% 78.1% 82% 86.5% 92.1%

Increasing our number of Mastery pupils each year. We had the best GD & exceeding for Attainment in our ASP for the last 5 years. However, we are setting up Mastery programmes across all year groups, across all subjects in Autumn 2. (See updates from Data Chats in Jan. & summary of Autumn 2 data in S & A meetings)

Scrutinies of pupil work books, lesson observations and data give evidence of the increase in teacher confidence in securely levelling, moderating (internally and externally) and standardising pupils learning in all core subjects, so that gaps have early identifications and secure plans in place.

Termly data meetings with the head teacher for each year group and half termly analysis with all leaders’ means that data and progress is understood, applied and has added rigor to making sure expected or better is happening at Norbury, as well as weekly book celebrations across year groups, with Phase comparisons being given.

We know that pupils who are developing their language do better further up the school due to being more fluent, we know that our comprehensive phonics programmes in EYFS and Year 1 & 2 are making an impact, though we are reviewing provision 6 weekly.

Writing is being challenged at Norbury, with our planning scrutinies, learning walks and book scrutinies ensuring that progress is improving. Writing for enjoyment, as well as in different subjects needs to be consistent, and we are continuing to work on this.

Our school data shows the following over a three year period, which shows writing remains an area of focus:


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Attainment 2016 % 2017 % 2018 %

Year 1 59 93 63

Year 2 58 74 65

Year 3 64 88 52

Year 4 43 76 50

Year 5 65 79 71

Year 6 63 92 74

Progress 2016 2017 2018

Year 1 2.79 3.18 3.20

Year 2 1.27 2.96 2.72

Year 3 1.55 3.07 3.06

Year 4 2.79 2.85 2.68

Year 5 1.73 3.74 3.19

Year 6 0.78 3.28 3.25

The attainment below shows that our vulnerable pupils are making significant and sustained progress:

Reading Writing Maths

*Brackets means age expected score

All SEND

APS & %

FSM

APS & %

All SEND

APS & %

FSM

APS & %

ALL SEND

APS & %

FSM

APS & %

Year 1 (aps25)

65% 23 25 63% 23 25 64% 23 25

Year 2 (aps28)

77% 27

28%

28

100%

65% 27

24%

27

100%

72% 27 28

Year 3 (aps31)

64% 29

50%

30

88%

51% 29

42%

30

50%

70% 30 30

Year 4 (aps34)

60% 32

33%

34

57%

49% 31

29%

33

0%

50% 32 33

Year 5 (aps37)

70% 34

21%

35

57%

71% 34

14%

35

57%

85% 36 36

Year 6 (aps40)

82% 37

18%

40

60%

74% 36

18%

40

60%

87% 38 40

Our Pupil Premium pupil’s scores for KS2 outcomes continue to be sustained and substantial: Awarded the Schools for Success 2017-18 (Oct. 2018) see below.


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This shows how the PP pupils are attaining and progressing across the school in reading, writing and

maths and science:

Our key groups across the school have seen narrowing gaps, particularly for AOA and BA at KS1 & KS2

(dip in Yr 3 & 4). The above shows that we make significant impact to our PP pupils across the school in progress.

Science: has been a strength at Norbury, though KS2 SATS (2016) saw a dip in results. We are therefore monitoring science, especially Scientific Inquiry and our Autumn 2 data shows that the KS2 SATS results were a blip rather than a trend: scientific enquiry strand:

The November 2017 Ofsted stated it needed more content in the books in Autumn 1. (see planning & books) “The school has taken significant steps in being able to demonstrate this area for development- there has been a particular focus on science, and planning across teams so that there is more evenly distributed coverage.” July 2018. HSIP SIP Report

Reading is promoted both inside and beyond the classrooms, with books readily available on the playground and inviting and creative book corners in each classroom to encourage reading for pleasure. Some SMSA’s appraisals are based on reading with pupils and book swaps before, during and after school. Pupils like reading at Norbury, though the finer skills of a reader and comprehending fully what has been read is still not as successful. 2015 - 16 Reading was our focus, with more specific understanding of what works at Norbury in partnership with the IOE, obtaining the best reading scores,


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making us is the top. From our POD research 2017-18 new have rolled-out RIC across the school, with Autumn 2 data hopefully showing how this has impacted on comprehension.

Writing was our 2016-17 focus across the whole school, with each class having pupils who are Lead Writers who coach and nurture others and who were already good writers. We have one extra teacher in Year 5 & 6 to push writing skills and reading, this has worked and will be repeated. This results above show that writing is reducing the difference. In 2018-19 we are raising the profile.

Our engagement with parents is outstanding, with over 300 parents attending workshops across the year, with Pastoral support, EAL support and IT support being given weekly.

Progress from November 2017 inspection: “Leaders and those responsible for governance should ensure that: All subjects within the national curriculum are covered with sufficient depth so pupils achieve as well in these subjects as they do in English and mathematics.”(Nov. 2017 Ofsted Section 8 Report)

Significant and sustained progress in demonstrating standards across all subjects, especially showing how writing standards are maintained in IPC & Science. See: HSIP Ofsted Review Feb. 2018. HSIP Summer Report July 2018.

“The school is swiftly moving to the cusp of outstanding: pupils' learning experiences across the wider curriculum are rapidly improving. A strong and vibrant curriculum in IPC and science is well on the way to being embedded in all year groups. As a result, the value added to pupils' education is more pronounced.” HSIP Ofsted Review Feb. 2018

We plan across the terms together, 6 weeks before, so we can together look for common links, ways to join up skills to show and our weekly moderations keep the focus on writing skills and standards being sustain and substantial across the school.

“The school has taken significant steps in being able to demonstrate this area for development- there has been a particular focus on science, and planning across teams so that there is more evenly distributed coverage. “ SIP Report July 2018

Summary so far... Norbury is a good school, which aspires to being outstanding in all areas, so that our pupils are ‘next school ready’. We make a sustained and substantial difference to our learners, due to their low starting points on entry.

Pupils at Norbury progress well despite their low prior attainment and achieve or exceed standards expected for their age nationally at the end of KS2.

Current School Progress data shows that attainment and progress at the end of KS2 is above national average and exceeding in all subjects except Writing.*

Disadvantaged and those with special educational needs matches or is improving towards that of other pupils with the same starting points.

The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly.

Thorough analysis of KS2 attainment of different groups shows that there are still groups we need to further support, such as any other Asian, Any other Ethnic and in some year groups White British. We analyse both the ASP, Arbor, Governor Dashboards and our own data to challenge, target and add provision where required – our data this year shows this has an impact.

From the above data we know that our disadvantaged, disabled & those with SEND currently matches or is improving towards that of other pupils, with the same starting points.

Spanish is taught by an outstanding specialist across the school. Spanish teaching across the school is at least good, with majority of pupils across the school in each year group at expected – see summer 2018 outcomes data.

Key areas of development

- Phonics: Despite our strong scores across SATs KS1 & KS2 Phonics screening is below Harrow and National outcomes. Provision in coaching new teachers, how we teach and when we teach and how often are being explored, though often 10 pupils per cohort at least are new to the UK since the


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beginning of year 1 and therefore their acquisition of language is still in its infancy. Our high EAL cohort and little prior schooling for our casual admissions means that we need to think again about how we nurture a child’s learning and ensure the gaps to be narrowed, without taking away the natural learning development all pupils must go through; we do not teach to the tests.

- Writing: improving the scores across all groups and all year groups through more structured writing lesson per week and creating clear pedagogical strategies in all classes to support early and advanced writers. Our planning and book scrutinies are looking at how writing skills are taught and assessed. We have raised the profile of writers with writing being praised in assemblies, and taking part in more regional and national competitions to engage our writers to improve and flourish.

- Lesson Observations of Learning over time will be part of a teacher summary for each term based on: weekly planning & marking scrutinies, half termly data, pupil interviews, and learning walks. We believe this will give us a better measure of what outstanding teaching and learning will look like. (see leadership and management section)

- Boys exceeding in their learning, gaining mastery & exceeding national across EYFS – Yr6 this is a focus in our termly assessment chats, our termly analysis and our weekly planning scrutinies in order to maintain focus and unpick what is happening with boys learning across the school. The margins are very small, though we know that this is not satisfactory.

- Pupils are better at being explicit about their next steps and where the overall progress sits against age expectation with teachers developing further their understanding of the curriculum and the assessments in each aspect pupils will be able to move forward more confidently in all areas of the curriculum.

Quality of Teaching, learning and assessment

Overall judgement: Good Summary

The school is in the top 20% in country for progress for vulnerable groups; and the top 6% of schools in London for progress vulnerable groups.

We develop the whole child with significant sports success- London Youth Games: Gymnastic Gold Medallists, Table Tennis, Rugby & Gymnast champions

Norbury is a UNICEF Gold School, Gold Healthy Schools, Gold School Travel Plan, and SSCAT Award for progress of vulnerable pupils, Maths Mastery Hub, which shows our deep knowledge and understanding of the subject s we teach.

As part of our widening curriculum Norbury has successes elsewhere- Harrow Maths Challenge: Winners; Verse V Verse London Winners (2016, 2017)

“Senior and middle leaders are effective and support teachers well in classrooms. This has led to pupils making stronger progress in phonics, mathematics, reading and writing. Leaders know that there is more to do to improve provision in some subjects in the wider curriculum across key stages 1 and 2.” Ofsted. Nov. 2017

As Achievement shows almost all pupils, especially SEN and pupils receiving pupil premium are making at least good progress, in many cases rapid progress and therefore teaching must be at least good, with most outstanding (see Teacher Summaries 2017-18), however across the school needs to be consistent.

TRIPs are activated for teachers who are not meeting Teacher Standards and need support and coaching to improve an aspect of their teaching. The small, but significant proportion of inadequate teaching has been almost eliminated due to thorough and systematic support, coaching of current colleagues, as well as rigor during recruitment. Five TRIPS have been activated since September 13, three colleagues have improved and have stayed and two have moved on after some improvement.

Learning support colleagues support teachers in narrowing the Gaps and match learning to needs, however we know that we can be better, with weekly INSETs targeting key areas led by LSA’s and SMT.

The quality of teaching over time is at least good as evidenced by the improved pupil achievement over time and evidenced in our Teacher Summaries. We give half term training for HLTA’s and other staff


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which take whole classes. “Teachers give pupils clear guidance on how to make their work better, and this is proving very helpful in ensuring that pupils, particularly the most able, make good progress. You and the teachers have given careful attention to improving the level of challenge for pupils of all abilities since the last inspection. This is proving successful so that now an increasing number are achieving the higher standard in end of key stage tests,

particularly in reading and writing.” Ofsted Nov. 2017. The International Primary Curriculum enriches the curriculum with exciting entry and exits points to

each thematic unit. It encourages and builds creative thinkers, children who question and who are excited about their learning. IPC creates many opportunities to develop writing, maths and computing skills. Our Interactive Room enhances our learning through over a thousand learning platforms and environment to engage, stimulate as well as relax.

We excite and engage our learners with trips, residentials, outside learning, developing our school site, the Omi Room and having in expert visitors e.g. Anna-Marie Suzanne Quint Ondaatje who is the first Sri Lankan Rhythmic Gymnast, & Simon Brown the War Veteran who was injured and blinded.

Assessment is embedded, we worked closely with Capita and SIMS to create our bespoke package to meet the learning needs of all Norburians, in all subjects. We have had a parent workshops across the year to explain and demonstrate our new systems to parents, pupils and governors. The assessment system is embedded and we are moving through into our second year, with data now being authentically comparable term on term.

Extra- curricular opportunities are rich and extend pupils’ knowledge and understanding and improve their skills in a range of artistic, creative and sporting activities and holiday schemes. Currently we offer 28 different clubs or workshops or classes before, during and after school.

Monitoring of teaching shows that most teachers can demonstrate strong impact on pupils’ progress over time and we are increasing our monitoring and making our scrutinies and support even more effective with teacher Summary reports per term which will give an overall grade to teachers based on: planning & book scrutinies, learning walks, pupil interviews and progress & attainment data. This will be chance to termly celebrate and coach where appropriate.

Teachers explain things clearly and demonstrate new skills well and consolidate and deepen pupils’ knowledge, understanding and skills this can be evidenced from our SIP visits and external validations. Teachers are effective in identifying and supporting those pupils who start to fall behind and intervene quickly to help them improve their learning due to our SIMS assessment without levels and the termly analysis focusing on key groups. We have a unique ‘Initial Concerns form’ which teachers fill out regarding social and cognitive concerns, which are then seen by the Inclusion team, and discussed and support signposted, at least within 10 days. All Individual support plans are reviewed at least 6 weekly to look for impact and progress, with specific interventions & more tailored interventions for specific groups.

“Pupils take great pride in their work and music is an emerging strength of the school. Teaching assistants make a valuable contribution to supporting pupils’ progress and encouraging them not to give up by helping them to overcome any difficulty they may have or by encouraging them to attempt work that they find hard. This enables pupils, particularly those who have special educational needs and/or disabilities, to keep trying, even when they find the work challenging. This, together with challenging the most able pupils, demonstrates that leaders have made significant improvements to the school since the previous inspection.” Ofsted Nov. 2018

- 2019: part of the pioneering Harrow Horizons project means that we have targeted 5 pupils for the harrow Core offer (Tier 2.5) and 42 (Tier 2), over a year resulting in less families and pupils going into crisis.

- Working in partnership with 5 other schools we have weekly Clinical Psychologists, this is part-funded John Lyon Counselling provision for pupils, parents and staff. This means we have a clinical psychologist on site weekly, support families, pupils and staff. This means that tier 2 intervention can be started swiftly currently we have identified 5 families. The support has already been a success, ensuring a pupils at threat of permanent exclusion remained in school with 2 pupils being supported by The helix and the school buying in further expert support from Gloucester House.

- We pride ourselves on working closely with parents, for example giving them information about how


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well their child is progressing including tips and strategies to support them during the holidays, giving ties and jumpers to year 6 so that they rise to the standards expected both in dress and academic achievement, we are on the playground at the starts and ends of days to keep communication clear and quick. Our Learning Mentors and Community Ambassador also work with key parents to help with housing, school transfer and key, yet confusing aspects of living in London.

- In 2019 Summer Term – we are working with 5 other schools, partly funded by John Lyon Charity to train-up Parent Ambassadors to support further our most vulnerable families.

- Good opportunities for extended writing in a range of genres for example when writing instructions, character descriptions, story predictions in creative writing books. The school uses its DB primary classrooms for pupils to weekly blog and pupils use the school Twitter account to have a voice in International forums e.g. UNICEF Friday 20th November. Pupils are part of and have previously won the International writing competition Write path and celebrate all writers of all ages in the Writers Wall of fame to be resurrected in spring 2019.

- Questioning is used effectively to check pupils’ understanding and challenge them to think more deeply about issues in order to build on what they already know. Alex Petrella (assistant Headteacher – maternity Leave 2018-19) and an outstanding LSA have led in having Blooms questions on bookmarks for all pupils and staff to remind and enhance both the pupils and teaching staffs’ questions.

- Teachers give useful feedback to pupils and pupils use this well and know what they need to do to improve as seen in our rigorous book scrutinies. This has developed the staff and pupils to use the assessment vocabulary of emerging, developing, secure and mastery. Teachers allow for depth in lessons, though this is an area teachers, using the new curriculum have found most challenging.

From September 2018 Norbury appointed 6 HLTA’s who undertake targeted half termly training.

Phonics teaching is grouped within the year group. Our book scrutinies, and other assessments have highlighted this need which we are now addressing and we are evaluating the impact this year with a view to grouping across year groups. Our Deputy Head is training all LSA’s and new teachers weekly in phonics so to ensure rapid progress for our most disadvantaged pupils. (see Achievement section)

We use Makaton across the school and for all assemblies and one of our lunch staff is teaching new signs each week to our pupils and other lunch staff. This was set up because most of our SEND pupils are challenged in social and communication needs. We have seen the biggest difference in how initial English speakers and pupils with complex needs are now more able to communicate with others and is this improving results for the most vulnerable second language users, e.g. a non-verbal, non-communicative autistic pupil in year 1 now communicates using Makaton and pictures and has made rapid progress (see SEN data).

All SEND pupils have 6 Inclusion Days across the year where parents meet the class teacher and LSA’s to understand and share the learning journeys for their child. From November 2015 vulnerable pupils will have a transition passport which means new staff can be quickly knowledgeable about current provision, reports and progress.

All music and PE lessons are taught by specialist teachers and coaches, who engage our learners so that we have a powerful choir, our orchestra, steel pan band, and all pupils sing weekly. All junior school pupils play an instrument, which shows how the school uses its budget to support all aspects of a child’s development. We know that research proves how music can engage pupils and help develop their brain power.

We are a Learning Hub for Gymnastics (as well as Safeguarding) due to our high standards and deep knowledge. We are now joint London Youth Games winners for Body Management and bronze for vault. Our gym coach leads Gymnastics across the borough, we host all the competitions which is a great way our PE Council can lead and coach. We are also at the forefront for the newly developed PE National Curriculum.

Key areas of development

Teachers to work on pupils showing greater depth, especially for our most vulnerable and disadvantaged pupils to ensure the basics are learnt before moving onto the next aspect, developing a Mastery approach to learning where pupils are challenged in depth at their required stage.

Through coaching, supporting and challenging from the Head, Deputy, Assistant Heads and Phase Leaders, Leader Practitioner ensure that the new colleagues who have started at Norbury in


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September or January are rapidly up to speed with expected standards.

Despite Hattie’s comprehensive research that Home Learning has little to no impact on learners outcomes at Primary school, we set fun, engaging learning activities weekly, with all learning activities being brought into school on ‘Hand in Tuesdays’. Our Home Learning policy clearly states that our home learning will be practical, engaging and exploratory as we believe this is the best way for pupils to progress. All pupils have a reading tasks per evening. 84% of pupils stated that they are supported when needed, 89% stated that they know how to improve their work. (Pupil survey Oct 16) - Home Learning has been further developed by our Assistant Head and Phase Leader, with a more project based approach for greater engagement and exploratory. The approach has been successful during the autumn term, with parents attending a Celebration and show after school.

POD Developments: see SDP.

Our recent Research and Assessment approach to pedagogy across the school since 2016 has allowed us to develop our pedagogy and further understanding of learning, our PODs continue to look at these 5 areas.


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Personal Development, behaviour and welfare

“Norbury celebrates achievement and diversity at every opportunity. An example is during weekly celebration assemblies where children receive commendations, recognition and rewards and are

delighted and proud to actively participate in this weekly event. The school’s prospectus emphasises that Norbury supports each child to reach their potential in all aspects of school and life and celebrates their

successes because each child is unique.” IQM Centre of Excellence Report July 2018.

Overall judgement: Outstanding

Summary Norbury is a caring school transformational school with all members of the school being part of the pastoral care, which is why we have been consistently judged as outstanding in Behaviour and safety (Oct. 2017) and noted as unique by Ofsted (Nov. 2017). Children feel safe at school, both within the physical building and emotionally. “You, your leaders and governors have ensured that all safeguarding arrangements are effective, and records are complete. All checks on the suitability of staff to work at the school are in place. Clear systems exist for staff to make referrals when concerns arise, and subsequent actions are followed up effectively. Leaders work well with families and external agencies to ensure that pupils receive well-targeted support when required. Staff training, including that related to the ‘Prevent’ duty, is up to date. Staff have a good knowledge of potential concerns within the local area. This increases their vigilance in spotting and reporting concerns about pupils’ wellbeing.” Ofsted. Nov. 2018

The entire ethos of Norbury is built around respect, responsibility and making the right choice- (see Norbury Behaviour Code & supply teacher evaluations). We are a Gold (May 2016) UNICEF Rights respecting school and we know this makes a difference to how all Norburians behave and conduct themselves.

Norbury has developed an updated strong Behaviour Code where all classes in KS1 & KS2 work towards table points, which earn House Points which are collected across the week. All staff can award House Points and this is being co-ordinated by House Captains and Mr Kirkland in order to motivate and engage learners further in key aspects of development.

The pupils know the school's expectations through the Behaviour Code which was created by the pupils, they know the reward systems and are keen to earn them. They also know the consequences of poor choices which can lead to unacceptable behaviour. Pupil Voice is listened to and acted upon via Team Norbury, Sports Ambassadors, Healthy Schools Ambassadors, Termly Pupil interviews, Safeguarding Leaders, E-Safety Cadets, Unicef Ambassadors, Music Ambassadors, Water Warriors, Fund friends, Peer mediators, Buddies, Healthy Lunch Ambassadors, Chess Club and questionnaires.

School Development Plan is visual and seen by all pupils to enable them to feel part of our developments, our SDP plans are displayed on the Performing Arts Suite Walls.

Because of our strong learning behaviour ethos, Pupils' behaviour is outstanding having excellent attitudes to learning, interruptions in lessons are rare and low level disruption is not seen as common in classrooms. We have various externally moderations to prove this: RRSA Level 2 July 13 & July 2016, Healthy Schools Bronze June 14, Healthy Schools Silver July 16, Healthy Schools Gold 2017 , 18, Games mark Gold, Gold Travel Plan July 14, Inclusion Award September 13, Inclusion Audit 2014, Pan London CPD Platinum Award Nov 16, Centre of Excellence for Inclusion 2017 & 2018.

Because all incidents are dealt with quickly and thoroughly, bullying or racism is rare. The school ethos teaches pupils about their responsibility to be safe and to care for others. 95% pupils feel safe at breaks and lunchtimes and 98% feel safe in lessons.

Because of our strong Well Being & RRSA ethos, staff plan lessons based around the Jigsaw


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programme, this has a strong emphasis on respect, rights & mindfulness. We are currently working alongside the Anna Freud Centre, Inspire, as part of the DFE’s national case study.

Our end of autumn term productions are based on the Articles of the Rights of the Child, with each year group picking an article and relating it to world events using pupil voice.

Because of our strong PSHE lessons based around the Jigsaw programme, RRSA activities and assemblies all pupils know their rights and responsibilities, and show respect. Focus weeks based on key aspects of the Articles of the Child enhance all our understanding. Our end of autumn term productions are based on the Articles of the Rights of the Child, with each year group picking an article and relating it to world events; pupil voice.

Pupils are happy to come to school and they enjoy their learning as their learning behaviour shows, because teachers plan well, engage, challenge and motivate our learners, such methods as coaching stops during lessons are successful in reminding pupils of the purpose of the learning and what success looks like. 95% stated that they were happy at Norbury and felt listened to.

Because of our fair and transparent ethos parents support our provisions and so do pupils. 98% of parents said they are happy with Norbury in 2018, with 100% stating they were happy in autumn 2018. 98% of parents said that they felt listened to.

Teachers use pegs for most questioning to ensure pupils’ engagement with the teaching focus, avoiding the need for ‘hands up, this is also used in all staff insets. The impact has been that lessons have more pace, greater listening, greater thinking time and all pupils are more actively engaged and ready to ask their own questions too; a fair pupil voice.

Behaviour of the school community led by the pupils, for visitors and parents is outstanding. Pupils contribute to the community, both within the Year 6 Citizenship Award programme, Young Volunteers, Healthy Eating Ambassadors, Road Safety Ambassadors, Peer Mediators, PE Council, Norbury Ambassadors on Parents evenings and being part of borough wide initiatives, such as Year 6 Community Tea, the choirs vising old peoples’ homes, our cook group going to the Houses of Lords to cook. Our TEAM Norbury have spoken at Middlesex University about the work at Norbury and we have had the lead for RRSA in Wales attend our school to see our ethos and how we have moved forward in the last three years. “Norbury is always ‘busy and it is usually quite loud.” (Quote from the Madness song Our House. Our loud is purposefully loud). See our work with FGM across London 7 see website page.

Our behaviour code clearly resonates that all are expected to be respectful and respect others' opinion. All are reminded of making the right choice in all that they do so that Norbury’ 3 R’s can be followed for life. Our signs on the playground support and remind about choices. Our updated Behaviour Policy clearly shows our ethos of looking for the reasons behind behaviour as well as managing it. (see Spring 2019 Behaviour Policy)

Achievements are recognised, recorded and celebrated on SIMs and in celebration assemblies.

Unacceptable behaviour incidents are recorded on SIMS which means all incidents can be analysed, reported to all and seen as part of the pupil profile. (See L&M) This has led to the employment of a learning mentor to support behaviour both in and outside the classroom; incidents have reduced so that we can confidently say this is strength of the school as we are proud in our outstanding judgement being accurate. This is shared in termly assemblies where pupils look at data on progress, achievements and behaviour.(see behaviour monitoring)

For the few pupils who do find managing their own behaviours challenging we support them through coaching and guidance being immediate and systematic, working with parents, pupil, and where needed external agencies. We have a track record of success; see our pupil case studies. All behaviour plans are reviewed at least 6 weekly to check, modify and support further. Pupil updates are given weekly & IMAT team review provision once every two weeks.

Safeguarding has been enhanced through use of electronic gates and controlled entry to the building on all doors and development of outside space e.g. murals created in both playgrounds based on RRSA & Friendship. Due to these measures pupils feel safer at Norbury. The school has very strict and rigorous DBS checks on all visitors and has refused training staff and other visitors due to DBS not meeting our standards. 98% of pupils feel safe and 99% of parents feel that Norbury keeps their pupils safe.


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“The ground-breaking work you have done with regard to raising awareness of the Dangers posed by female genital mutilation has had far-reaching benefits not only for Norbury pupils but for pupils throughout London.” Ofsted. Nov. 2018

We know that our Safeguarding is outstanding because our practices were commentated in the Harrow Crown Court where a Child Protection case was built around and won due to our systems and evidence, (Nov 14), we are a Learning Hub for safeguarding leading across all 48 schools in harrow and beyond bringing provision and training to other schools, and leading in Primary School education programmes for FGM, Gangs and grooming.

Pupils have an excellent understanding of how to stay safe in their everyday lives including online, through for example Assemblies and lessons on the PANTS programme and FGM lessons across KS2. This enabled two pupils to respond safely to a recent incident in the local park. As a Learning Hub for safeguarding we lead across the borough on key aspects, and have spoken at borough and national level outlining our practices.

We are a Community School with the community at our heart and hold many events to celebrate together - We have a weekly Celebration Assembly where the head teachers’ award amongst others are given to pupils, their photo is taken and is then on our celebration loop which is shown in the school entrance for the next week. Parents want to be part of the celebrations and we now have Community Assemblies on a Friday afternoon so we can use the whole hall. (see website)

Due to our weekly stay and Play facility we can target and support families early (we have over 20 pupils attending per week). The school community work in the Stay and Play session each week, led by our outstanding Lead Learning Mentor. They encourage parents, with preschool children, to attend. The sessions promote a healthy lifestyle, model positive engagement between parent and child and also signpost parents to local support groups/ college/children’s centres within the community. This gives pupils an effective and confident start to school which encourages language acquisition so that their opportunities to learn together are stressed and supported very well. In addition, early developmental concerns in the prime areas of physical, social and communication skills, can be identified and referred to outside agencies.

We have adjusted the Early Words initiative to meet the complex needs of our families is working across 6 families, where staff train parents to support other parents in encouraging early reading and access to letters and sounds prior to nursery or reception. We have been successful in rolling out this programme to 4 other schools, receiving DfE EYFS funding for spring, summer and autumn terms, being led by our Learning Mentor.

As part of working with other Agencies we are the first primary school to be part of the Harrow Business Disk Sharing programme to support the Town Centre fight anti-social behaviour and prevent crime. We have already identified three un-named offenders be named and brought to justice.


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- Attendance: we are VERY proud of the improvements in attendance, less lates and change in ethos for our parents in the last 8 years, with 91% improving to a consistent 97%. It is a continued struggle to keep pupils and parents from taking out pupils from school due to the majority of our parents having family in other continents. Despite this rigor, due to our catchment we are not at national; though very close and our systems are robust. The headteacher will see up to 40 parents termly and challenge them on their exceptional leave requests.

- Due to the Head teachers’ and the Attendance Officers’ rigorous recording and tracking of attendance, attendance is improving yearly as shown below:

2011* current

head teacher arrives

2012 2013 2014 2015*current

data Nov 15 2016 2017 2018

92.3% 95.1% 95.6% 95.1% 96.09 96.8 97% 96.9%

- Rigorous systems ensure parents and pupils are alerted when absence is a concern, all staff are aware of

their role in monitoring attendance and a comprehensive report is given termly to governors by the Headteacher. Our Pastoral teams visit key families daily and weekly with Welfare Visits, this means that vulnerable pupils and families have support in their own houses and pupils are improving in their attendance. Governors fully support the challenge attendance has given the Headteacher and has written to Ofsted, DfE and the local MP to highlight the hard work undertaken.

- All persistent absences improve, most rapidly over the terms. - Absence through illness decreases over the year from autumn term to summer term each year by

around 3%, due to new pupils getting use to bugs, rigorous monitoring systems within the school to identify, challenge and set up plans to improve individual attendance. Because attendance is a high priority at Norbury, all new parents have the attendance policy clearly explained to them and they have a leaflet to take home to keep the facts at hand.

- Due to the rigorous attention to attendance Persistent absence has reduced. Families are targeted by the School Receptionist and the head teacher and all pupils under 85% have an attendance interview and a plan monitored. All pupils have a half termly attendance letter which shows their attendance as: Red, Amber or Green. Our raise online trend is improving each year through extremely rigorous monitoring both by the head teacher and the Attendance Officer.

- Weekly, termly certificates and yearly prizes are given to classes with the most attendance and least lates. Pupils are proud of their achievements and the majority of pupils do not want to miss school.

- Our data shows that boys, who are SEN and low attaining boys have the lowest attendance especially at KS2 and we are addressing this both as a whole school and with individual families with plans, meetings and where appropriate fines ( see school data & Arbor show this check this with this year’s attendance data.)

“Norbury is working with John Lyons School, 15 pupils attend John Lyons for an afternoon of drama to develop their skills to Mastery, and 8 pupils from John Lyon attend Norbury weekly teaching Classics and Debating. All children, irrespective of gender, are responding very well

to the actions taken by the school.” (Borough Review July 2018).

Key Priorities:

To maintain the outstanding learning behaviour of all our pupils and to continue to ensure that safeguarding measures are rigorous and effective in an expanding school (see updated Behaviour Policy Spring 2019)

To continue to reach out and work with our most vulnerable families and work on how to support and nurture our at risk families more efficiently.

Continue our rigor in attendance so that the Head teacher has less exceptional leave meetings with parents and pupils are not being taken out of school for extended periods. (see Attendance Policy Sept 2018)


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John Lyon funding for School Counselling – Budget Holders and reviewers of progress (4 schools).

John Lyon Funding for Parent Ambassadors – April 2019 (4 schools)

Family Play (early words programme modified) Jan – Sept 2019 leading trainers to train. Funded by DfE.

Gymnastics Coaching and teaching programmes across Spring & Summer – funded by Teaching Schools Alliance.

Effectiveness of Leadership and Management “The leadership team has maintained the good quality of education in the school since the last inspection. You have led the school with energy and passion, feelings which are shared across your leadership team. This is recognised by pupils and parents alike.” Ofsted. Nov. 2017

Overall judgement: Outstanding

Outstanding

Summary

The pursuit of excellence in all of the school’s activities is demonstrated by unwaveringly and highly successful drive to strongly improve, set the highest expectations for the highest levels of achievement and personal development for all pupils over a sustained period of time. This is what drives all Norburians at Norbury which means Norbury is a busy, vibrant learning environment which has leaders at all levels supporting, coaching and pursuing the best. The result being Success in Schools Award because of our Disadvantaged pupils gaining above national average.

Pupils are leaders both within and beyond the classroom. Progress (Sept 2018) shows all year groups at 3pts at least which is expected progress: see data below, especially for Disadvantaged pupils.

The senior management team of Head, Deputy and one Assistant Head, two Phase Leaders and School Manager (new in June 18) are rigorous in their leadership ensuring that they develop their ability and those of others to deliver the objectives in the School Development Plan. The Pastoral Manager is exemplary in her dedication to supporting pupils, staff and parents and being at the forefront of pastoral developments: Well Being Award (May 2019). The newly appointed Assistant Inclusion lead is productive in leading in new provision, monitoring and developing programmes for our most challenged pupils, working with both local charities and Special Schools, as well as studying for the SENCO qualification. The Lead Practitioner has improved outcomes in music and IPC across the school: see date.

The Leadership at Norbury are striving to improve and develop we have worked with our SIP and HSIP using Learning Walks to ascertain where we are per term and where we need to improve further (see reports). This has meant that standards have risen again across Norbury, especially in marking, challenge and pace in lessons and engagement (see teacher summaries, Assessments, INSETs and Pupils Voice. There were more outstanding teaching and learning seen in the summer term due to this, further moderations to our assessments throughout the year.

96% of staff stated that their Emotional and Mental health needs were being met, 93% stated they were empowered to further develop in their career, 98% stated that they felt supported at Norbury and 98% stated that they were supported by the leaders across Norbury and 100% stated their views were listened to, 98% felt happy working at Norbury (Dec 18 Survey of staff, pupils and parents)*Update this

All leaders are highly ambitious, including Governors, for the school and lead by example, as our HSIP Governor Review (2016) & Ofsted report states: “The leadership team has maintained the good

quality of education in the school since the last inspection. You have led the school with energy and passion, feelings which are shared across your leadership team. This is recognised by pupils and parents alike.” Ofsted Nov. 2017

All leaders are strategic, actioning a leadership plan for the year, linked to the Research PODs SDP. Annotated to show progress and their robust and challenging performance management objectives,


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which they evaluate monthly and assess their impact termly culminating in an annual summary and presentation to staff, pupils and parents (see ppt 2017-2018 & 2018-2019). These reports are monitored by the head teacher and reported to the governing body termly. Their impact across the school has dramatically improved so that pupils’ outcomes are outstanding by the time they leave Norbury, despite the low attainment on entry, see EYFS data which focused on boys improved outcomes by 15% in writing. Further outcomes from our PODs have seen improvements such as Peer-editing, RIC for reading comprehension and improvement in playground behaviour (see SDP outcomes)

Due to outstanding leadership, leaders and governors have created an award winning school, despite the complex needs of the area. There is a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary. (see questionnaires outcomes, SIMs Behaviour improvements and Case Studies)

Leaders & governors focus on consistently improving outcomes for all pupils, though especially the disadvantaged pupils: See SSCAT Award. See External Data KS2 ASP. Nov. 17. Internal Dec.17, March 18 & July 18 & Schools for Success Award 2017-18.

The schools’ actions have secured consistently over 3 years, substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and Mathematics, though assessment for some of the foundations subject’s as there needs to be more consistency in reporting and delivery. ( See Data in Pupil Outcomes Section)

Governors challenge, especially on Phonics outcomes, PE Premium, Pupil Premium, the gap between disadvantaged and non: (See Standards and Achievement Meetings & Full Governors meetings)

Leaders have a deep, accurate understanding of the schools’ effectiveness informed by the views of pupils, parents, staff and visitors. (See parent, pupils & staff questionnaires over the last three years trend). This is actively used to inform changes e.g. Suggestions Box in Foyer, safety locks on key rooms, twitter account to share outcomes, DB Primary to share pupils learning and lesson resources.

High Quality professional Development: due to our high quality professional development over the last three year, we have earnt the school over 30K by delivering Seminars, speaking at conferences, working on bespoke programmes with other schools. This means that Norbury has created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils. (see staff survey)

Staff reflect and debate the way they teach and being innovating in creating better learning environments: see POD Developments SDP. For the past three years Norbury has been a Research and Assessment school working within the local Teaching Schools Alliance and IOE. From this pedagogy has improved across all class and outcomes for both attainment and progress (see data below) and LSA’s are confident to take whole class learning. Teaching is highly effective across the school, and where new to Norbury staff require support, all are given mentors, a training programme and time to improve and upskill as part of the support programme at Norbury. This has meant that staff reflect on and debate the way they teach, which has brought further outstanding results.

RE is lead confidently at Norbury: we represent Primary Schools at SACRE and lead in the development of lesson plans for RE which are engaging and question specific to generate debate and dialogue which fits in with our Prevent Duty, British values and our mindfulness, which is to raise difficult questions in a safe and non-bias way, so that pupils can understand and be informed and can challenge extreme ideology. Our Determination means that all religions are celebrated and we have weekly celebration assemblies for our community to join us.(we are re-applying for our determination Autumn 2018) “SACRE members found your presentation an “inspirational” illustration of how collective worship could be deeply relevant to pupils’ faith, ethnic and cultural backgrounds and a reflection of the school’s ethos and principles. Members felt that the nature of the Norbury approach to collective worship, which had been demonstrably effective in capturing pupils’ enthusiasm and engagement, should be shared with other schools locally and nationally.” (Determination presentation March 2012 SACRE) – one of our assemblies has also been quoted in the Mail on Sunday as it linked to Martin Luther King and the Unicef Rights of the Child.

CPD is a strength at Norbury, with the ambitious leadership ensuring support, coaching and training is given across all areas of the school because it links seamlessly with the SDP, PM and data analysis; Pan


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London CDP Gold Award; June 2012. Platinum Award for CPD, from UCL makes us the only school in London to have this award. Both the Head teacher and the Deputy are Pan London Verifiers due to their outstanding work with the IOE/UCL.

From staff surveys’ we have introduced TID’s: teacher individual development, which means every four weeks teachers have the INSET time to consolidate, develop and recap previous training or attend training, which teachers wanted so that they could meet they own individual needs too.

Prior to and especially since our Ofsted Oct 12 our governors have been having further training and coaching in understanding data and how this data moves the school forward. Recently we have reconstituted (Jan 15), gained a new Chair (July 14) who is an ex-head teacher and recruited two further very strong governors who are moving the Governors to outstanding. July 2016 Governor Audit graded Governance at Norbury as Outstanding. Our most recent Ofsted in November 2017 stated: “Governors are knowledgeable, involved in the work of the school and offer you strong strategic support.” This shows the outstanding progress the leaders have made at Norbury.

The governors pursue excellence at Norbury, ensuring pupil progress and safety by undertaking a thorough annual programme of data review and hold the leadership team to account for the school’s results and policy review, curriculum updates, staff presentations, monitoring visits and external speakers.

The governors understanding and assessment of the school is accurate, with the detailed, focused Head teacher reports critiqued and challenged to ensure governors are holding the schools’ effectiveness to account. The Governors systematically challenge senior leaders and leaders attend meetings so that Governors can understand more of their role and pose questions.

The head teacher, supported by other leaders, has rapidly put in place strategies to raise standards across all phases of the school. Leaders have been particularly successful in improving achievement in KS1 (see data below). The school has an accurate view of its successes and of where further improvements can be made.

The Headteacher conducts successful meetings when complaints or concerns are raised, with rarely meetings escalating to stage 2 in the complaints procedures in the last 8 years.

The school has effectively developed leaders at all levels and given individuals opportunities to expand their knowledge, skills and understanding through effective CPD including research and development (Pan London Quality mark verifiers, EYFS moderators, and two teacher’s part of the Teaching Leaders programme). Ofsted Nov. 17: “Senior and middle leaders are effective and support teachers well in classrooms. This has led to pupils making stronger progress in phonics, mathematics, reading and writing .Leaders know that there is more to do to improve provision in some subjects in the wider curriculum across key stages 1 and 2” Currently over 8 teachers are on IOE leadership courses to complement Norbury’s internal programmes. (Early, Middle, Widening, SENCO), this means leaders are at the forefront of strategies, developments, better practised in difficult conversations, shared across the school and beyond.)

The quality of teaching is monitored effectively and set against challenging individual annual appraisal objectives for staff. These are linked to teachers’ professional development. Subject leaders carry out their roles conscientiously and all staff have teaching and non-teaching have appraisal objectives to improve the outcomes for pupils: (see Teacher Summaries which were developed from feedback from teaching staff about lesson observations)

Well-targeted changes have brought about improvements, which has secured substantial improvements in progress for all pupils, especially those deemed disadvantaged. For example, the raised the profile of writing in the school has ensured a narrowing of the gap in the attainment of FSM pupils and non FSM pupils. A greater interest in writing is evident amongst pupils within all books, across all subjects. “The teaching of writing across the curriculum is strongly improving so that there are increasing opportunities for pupils to show that they are writing at greater depth in different subjects.” SIP Annual report July 2018

The school has developed many external partnerships including those with other schools and Universities and community groups such as the Reading project with the IOE, Community Voices project, with HSIP, currently with the MK group and the Harrow Teaching School Alliance which has enhanced the ‘offer’ at Norbury and the expertise. (see FGM on website, research Advocates & other


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stated developments in Personal & Development section)

The spiritual, moral, social and cultural development of pupils is highly effective and enhanced by celebrations such as the annual Norbury Day, International Women’s Day, World mental health day, Children in Need and our weekly Community Assemblies which welcomes the local community and they are equipped to become thoughtful, caring and active citizens in school and their community.

Our PSHCE programme which uses and enhances the Jigsaw programme has been effectively deployed across the school by the pastoral manager and her team, showing the effectiveness of leaders’ and governors’ work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism and what the staff do when they suspect that pupils are vulnerable to these issues. Norbury is part of the Inspire Wellbeing curriculum research project and an Anna Feud Centre National Case Study (How does Mindfulness impact on Childrens’ Well Being – results published 2020) across September 2018 – 2019) where targeted classes are trained in key aspects, and other classes are then able to use these too and we look to see if this improves pupils’ awareness of wellbeing and how to support themselves. (Initial concerns form. Green Safeguarding. & case studies)

Norbury has the RRSA Rights at the heart of all it does and all classes have a class charter which related to both the Articles and the Values; at Norbury we do not say British Values as we know that at the core of all religions and at Norbury are the same values. We know as a school that if we do not show respect and be responsible to all and for all we will lose our rights. This means our behaviour code is based around these three words of: rights, respect and responsibility.

Leaders further support pupils’ achievement and progress by using links with external agencies for the best results: such as a local AST, SALT, CAMHS, HOPE, EMAS, EP and supporting training of EP’s.

Our large number of EAL (85%) pupils who attend Norbury and especially those who arrive through casual admissions or Fair Access is a challenge for teachers (Norbury is in the top 20% of schools nationally for mobility, over 35 pupils have joined Norbury since September 2018), and we know that we want to improve in how these pupils develop, making sure it is rapid within the term as well as the year. Due to this our Literacy lead, SENCO and EAL lead works closely with all teachers to make sure we are base-lining accurately and providing the correct provision to meet need, and we have a programme for initial and early acquisition delivered both in class and outside by teachers and HLTA’s.

The Multi-Agency Internal Inclusion Team is led by the SENCO, Assistant Inclusion Leader and Pastoral Manager and is made up of LSA’s, SMSA’s, teachers, external professionals and the Learning Mentor and work tirelessly to support, coach and provide for the growing number of SEND pupils across the School, as well as other vulnerable learners. The Team is led by the Head Teacher who has moved the school forward in all areas of Inclusion, which was recognised in our Pan London Inclusion accreditation and across the LA. From 2017 Norbury has been an IQM Centre of Excellence school, working across borough and London to share and learn further expertise. We know we make a difference to our most vulnerable, because we have at least 5 pupils who have arrived since September who transferred here because they were not successful in other schools, they are now, with nurturing, coaching and expert support making progress and are happy. The IQM Centre of excellence report (July 2018) states that we are transformational to the lives of our families, which also celebrates the development in SMSA training to understand pupils’ behaviour and support and manage this positively. (See Pastoral Pod Developments 2017-2019)

Music leadership at Norbury is a strength and pupils and parents are proud of the music and the performances we are involved in. Norbury is known across the borough as a school which has a high standard and a keenness (see Peripatetic reports) Ofsted November 2018: “Pupils take great pride in their work and music is an emerging strength of the School.”

Under the leadership of our outstanding, experienced Pastoral Manager our parents welfare is very important to us and we therefore run frequent classes, which are always well attended and the feedback is very positive, we have a community class for our parents during the school day, daily e.g. Parent Nurturing Groups, Early Words, Play workshops, Relate, ICT, Dads Forest School, English as an Additional Language, Learning with your child, all teachers are on the playground daily to meet with parents both celebrate and give feedback. Harrow Law Society stated that the work our Community Ambassador was: “I am emailing to let you know that at the Harrow Law Centre we are impressed with Nora Ibrahim. She is has gone above and beyond to help parents and children at Norbury School. There


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have been many families who would be lost without Nora’s hard work and dedication. She has natural empathy with these families and is very approachable. I wanted to acknowledge her hard work and thank her for all her help. You must be very proud to have valued member of staff.” November 2018. This means that parents are supported and feel confident with our support making a difference.

At Parents Evenings all teachers are altogether in the hall with refreshments, themed training and information for parents e.g. E-safety, local author, Raspberry PI, oral hygienist, Mindfulness, which allows parents to have further information on the school and its learning, and how we benefit our pupils. Each Consultation has a representation from The Law Society, the local library and we have CB advocacy workers in school weekly supporting families beyond Norbury to support the community.

Sports Premium money is spent carefully and promotes Sport for All – Fridays’ are Girl Fridays’ where the girls have the football pitches to themselves, there are more sports equipment out for pupils to use at all breaks. We buy fruit for our pupils every break time and have a weekly Fruit and Veg stall which is part of a borough wide initiative. Girls have been given a specialist rugby coach from Saracens for bespoke training across the autumn term to encourage engagement. (see website for spend and priorities)

Pupil Premium is spent on giving extra provision and opportunities to our learners for example we pay for Play Schemes provision in the holidays for all PP children or those on a Protection Plan, we employ a Play Therapist and pay for Barnado’s therapist Tier 2 and 2.5 to work with our pupils and so rarely have a ‘wait in the system’ before being assessed. These examples show that we are working within and beyond the school to support our families: ‘school around the family’ and holiday schemes because this gives the pupils experiences that they would not or may not get in the home. (see Case Studies and Child Protection Plans)

PP money is used to pay for clubs and trips for our PP pupils…add more here

“The Headteacher and her SLT set the tone for a supportive inclusive school with high expectations of all. They lead by positive example and oversee all aspects of inclusion. The senior team has an open-door policy, they listen to their staff, parents and pupils and are highly respected by all, with the result that everyone works hard to achieve the best possible outcomes for children and their families.” IQM Centre of Excellence. July 2018

Within the borough Norbury lead having a Fruit and Veg stall weekly, where a number of volunteers run the stall, goods sold and customer numbers because Norburians strive to be healthy and we are able to undercut Tesco’s and Morrisons via our wholesaler.

Pupils’ spiritual, moral, social and cultural development is central to the ethos of being a Norburian and within this, the promotion of fundamental British values, are at the heart of the schools’ work(See RE SEF July 2018)

Progress from Ofsted Nov 17- evidence to support this judgement:

The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive. (See IQM Report July 2018. See RRSA Report May 2017. See SIP Report July 2018)

Safeguarding at Norbury is outstanding, and we are a Safeguarding Learning Hub for Harrow. (See IQM Report July 2018. See FGM Centre emails, and visits, See RRSA Report. See Ofsted Report Nov 2017)

The school has a strong leadership at core, as the school has experienced over 24 maternities since 2011 and results are maintained despite this, with flexibility in returns, proactively keep in Touch Days, time for handovers and supported on their return.

Key priorities – despite being practically outstanding we are not standing still:

Further develop succession planning to support the maternities and changing in leaders across the school and enabling maternities to return productively with new-parent wellbeing in mind; flexibility.

Leading successful implementation of writing strategies to secure better outcomes in year 1, 3, 4, and 5.

Develop a programme internally and externally programmes of leadership development, so that leaders are skilled to covered posts, add more rigor to our roles move onto promotion and take on other roles across the school.

Audit effectiveness both for ourselves and how we work, so that we are more budget aware and know


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fully whether we are value for money across our days. (Deliotte work)

Be clear on how to teach the foundation subjects within IPC: assessments & planning and delivery

Ensure that we are designing, implementing and evaluating the curriculum ensuring breadth and balance and its impact on pupils’ outcomes and their personal development, behaviour and welfare.

Promoting, practising Well Being and Mindfulness to ensure we are equipped and healthy for the role.

Currently new staff are being coached in quality of teaching, learning & assessment beginning to know what is outstanding, however, by the end of their time those who are experienced will be showing outstanding tendencies, and at least good by July: see Teacher Summaries. (See Learning Walks. See Book scrutinies.)

The effectiveness of the early year’s provision: the quality and standards (November 2018)

“The pupils were really keen to talk to us and take us to their learning area and tell about what they were doing, and then made us do some too.”

(Prospective parent on a Reception & Nursery Tour September 2015)

EYFS IS GOOD.

How well do pupils at Norbury achieve so that they are ready for the next stage of their education - Despite low starting points pupils at Norbury make rapid progress in EYFS, which shows that

leaders show an uncompromising, highly successful drive to improve outcomes for all our learners. We know this from our Teacher Summaries, Learning Walks, Leaders Meetings and outcomes. Despite rapid progress pupils leave EYFS just below the National Average, however see below for those pupils who stay at Norbury make expected and greater depth consistently across a three year trend.

GLD 2013 GLD 2014 GLD 2015 GLD 2016 GLD 2017 GLD 2018

46% 50% 62%* Girls: 64.9 %( Nat: 74%) Boys:59.6% (Nat:58.6)

69% (69% NA)

62% 64%

*See breakdown data in Outcomes for Pupils Section. - Our EYFS teachers and teaching is at least good (*see our explanation for what good & outstanding

progress looks like) because despite pupils arriving at below or significantly below pupils make good to outstanding progress.

Current baselines show - Nursery: 32% on track Combined. 42% GLD. - Nursery strengths: health & self-care (88%), moving & handling (80%) - Nursery areas to improve: speaking, managing feelings, - Reception: 44% on track combined, 48% on track GLD - Reception Strengths: Moving & handling, Technology - Reception area to develop: Speaking, People & Communities

Our focus 2018-19 across Nursery & Reception is Speaking and Listening: (see POD Outcomes in SDP) How well the provision, including the quality of teaching, meets the needs of the range of children in the early years.

- Currently 100% of teachers in EYFS teach at least well. (See 2018-19 teacher summaries). - New teachers to both Norbury and across the Borough observe the pedagogical practices in EYFS as

these underpin outstanding practice across the school, for example the Maths Lead works with a small group who are predicted to be exceeding in maths.

- The Nursery and Reception learning areas are highly stimulating, and exceptionally organised reflecting


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a rich, varied and imaginative learning environments both indoors and outdoors. We know we have exceptional provision due to SIP and Learning Hub Visitors and pupil engagement and we consistently evaluate, plan.

- Gaps for all our pupils are narrowed and staff use assessment to improve quality planning and teaching, meeting the needs of all learners. See data

- Using continued assessment, with all adults owning the analysis of the data using Target Tracker our accurate assessments lead to improved planning, provision and progress for all our learners, at Norbury

- We have a disproportionate number of significant SEND pupils in EYFS, at least 10 pupils arrive with significant SEND not identified prior and requiring support beyond quality first teaching. This has a profound effect on provision, progress and meeting needs. Our SEND pupils progress well, as do our EAL and those arriving from overseas.

- Despite our pupils arriving below or significantly below expected at Baseline, we can track the Value Added from EYFS – KS2, this shows over time outstanding progress.

FFT 2016 2017 2018 2016-18

Attain VA Rank Attain VA Rank Attain VA Rank Attain VA Rank

Reading 108.4 5.8 4 106.8 2.8 17 107.2 5.1 4 107.4 4.5 4

Writing 97.7 -3.1 86 103.1 1.4 31 100 0.5 43 100.4 -0.2 52

GPS 111.1 7.6 1 110.5 4.8 7 108.7 5.7 5 110 5.9 2

Maths 107.9 5 5 107.2 3.3 13 106.3 4.7 5 107.1 4.3 5

Overall 108.2 5.6 3 107.9 3.6 11 107.1 5.2 4 107.7 4.7 3

How well the provision contributes to children’s physical and emotional health, safety and well-being, including their spiritual, moral, social and cultural development:

- Pupils in EYFS are highly motivated, very eager to join in and very eager to engage with visiting adults and the deployed adults in their learning, explaining what and why they are doing what they are.

- Pupils are clear on how to keep themselves safe, and those with learning needs have safe environments in order to practice this. We teach and embed the PANTs programme (See BBC London News: November 2018 & our website Safeguarding Tab)

- All safeguarding is outstanding at Norbury, pupils are coached and supported to share their concerns, worries and be listened to and followed-up.

0

1

2

3

4

5

6

7

8

September October November December January

EYFS Internal Referrals 2018-19

Physical Neglect Sexual Emotional R/N


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- Our highly successful strategies engage parents and carers, from all the different groups across

Nursery and Reception, via teacher meetings, workshops and parenting nurturing programmes. - We work closely with other schools with our early reading programme: Family Fun, which we

are funded by the EYFS Block Funding Scheme to train other teachers to provide pre-school reading programmes.

- Early Intervention is key to supporting pupils in their earliest stage, so we have a weekly Play and stay, where we work with Health and Children’s centres to make sure pre-school health checks are undertaken and signpost families to key services across Harrow before children get to school in September. (see case studies on EYFs children)

How well the provision is led and managed. - Our EYFS lead is an outstanding practitioner, who has been an EYFS moderator and has

experience in various different settings. - Our teachers and LSA’s are in a constant pursuit uncompromising drive to improve outcomes

for all children. - The EYFS setting is led with rigour and expertise, this can be clearly seen by the staff conduct,

knowledge, CPD opportunities e.g. all teachers and LSA’s are paediatrician First Aid trained and Sensory Room trained and moderate across the classes half termly.

- Because of this Assessments are accurate, however we use external moderators and SIP to support our judgements. (See Moderation Report July 2018)

- Our safeguarding provision is outstanding across the whole school, and this is particularly the case for our most vulnerable pupils due to being young.(see above)

- Target Tracker assessment system development means all adults working in EYFS analyse the data for their key pupils and across the phase; this has meant that gaps have been identified quickly and action is swiftly taken to support children.

- Attendance in EYFS remains a concern, being below the other year groups. Attendance meetings and support plans are continuous, though attendance remains on average for EYFS at 92%, rather than 97% for the rest of the school.

Strengths: - Provision inside and out is well planned, effective and managed to enrich the learning of EYFS pupils with child interest and a play based approach at the centre. - Early identification and support for children and families including sign posting to Early Words, Parent Puzzle,

SALT, OT, EP.

- Target Tracker used by all members of staff across the Early Years and all staff involved in data Early Years data

analysis meetings.


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- Working with the Children’s Centre to support Nursery children prior to them starting school and further

support with workshops as needed.

Action Points: - Speaking and Listening is major priority (as seen in our POD Developments) - Explore the outdoor areas to encourage further writing opportunities. - To narrow the gap between boys and girls performance. (see data) - Identify the boys in our largest ethnic group and in our SEN groups.

Documents

Self-Evaluation of Norbury School By Norbury School