<School Name>

Self-evaluation and Raising Achievement Plan

2014 – 2015

This is a template for schools to adopt and adapt to record their detailed self-evaluation and demonstrate how this information is used to identify priorities for their raising achievement plan. When completing the

self-evaluation sections, reference should be made to the relevant sections in Ofsted’s current School Inspection Handbook to ensure that evaluations are made against the criteria inspectors will use.

Sentences in blue are there for guidance only and should be deleted when the section has been completed.

Sentences in red relate to areas of greater emphasis for Ofsted in 2014-15 or issues to be aware of

1document.docx

School information

2document.docx

Name of School

Address

Oxfordshire

Postcode

Email

Telephone

Fax

Website Address

URN 123_ _ _

DfE Number 931/

Headteacher

Chair of Governors

Age Range

Number on Roll

Previous inspection Date: Overall Effectiveness grade:

National Awards

Characteristics of the schoolState briefly any characteristics/contextual information about the school that is not shown in your most recent RAISEonline and any that have recently changed.

3document.docx

Review of last year (2014), EYFS profile and progress

Overall GLD analysis

Cohortsize

School%

Oxfordshire %

England%

% of children making Children achieving the

ELGsSchool

%Oxfordshire

%England

%

% of children making

‘typical’ progress

‘good’ progress

‘typical’ progress

‘good’ progress

Achieving GLD 60.2 C & L: Listening and attention 86.3

Average total points score 33.6 pts C & L: Understanding 86.4

Groups GLD analysis C & L: Speaking 84.7Girls 69.1 PD: Moving & handling 90.2Boys 51.9 PD: Health & self-care 92.7

Birth dates

autumn PSED: Self-confidence & self- awareness 89.8

spring PSED: Managing feelings & behaviour 87.3

summer PSED: Making relationships 89.7

Starting points L: Reading 74.1EAL L: Writing 64.4SEND M: Numbers 74.4

FSM/PPG M: Shape, space and measures 82.3

GRT UW: People & communities 87.7

CLA UW: The World 87.6Forces UW: Technology 93.9

More able EA&D: Exploring & using media and materials 89.6

Comment EA&D: Being imaginative 89.2

Compare the achievement to Oxfordshire & England. Are there any correlations between different ELGs such as writing and moving and handling? Were there any children who would have achieved a GLD except for 1 or 2 ELGs? Comment on groups or individual children?

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Review of last year, KS1 & KS2

Progress made by each year group from summer 2013 to summer 2014, using the levelled old curriculum as measured by APS

Attainment and progress data (APS)

2013/14 Year

Group (cohort size)

Reading Writing Maths

APSSummer

2013

APSSummer

2014APS

ProgressAPS

Summer 2013

APSSummer

2014APS

ProgressAPS

Summer 2013

APSSummer

2014

APSProgress

Yr 1 ( )

Yr 2 ( )

Yr 3 ( )

Yr 4 ( )

Yr 5 ( )

Yr 6 ( )

Make an evaluative comment about the progress of each year group relative to the progress of the whole school.Point out if pupil mobility makes a significant impact on the progress calculation or adjust the summer 2013 scores to reflect just the pupils for whom you have 2014 data.Comment where appropriate on the context of each year group, for example if there is a high proportion with SEND.

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Making better than expected progress from summer 2013 to summer 2014, using the levelled old curriculum.Closing the gap between those not receipt of the Pupil Premium Grant and those that are, in making better than expect

progressBetter than expected progress is defined as 3 sub-levels [6 pts] in each yr 1 and 2, 2 sub-levels [4 pts] in each yr 3 to 6.

Those who were in receipt of the Pupil Premium Grant are denoted PPG

aps

Reading Writing Maths

Whole cohort

Non - PPG PPG

Gap between

PPG and non-PPG

Whole cohort

Non - PPG PPG

Gap between

PPG and non-PPG

Whole cohort

Non - PPG PPG

Gap between

PPG and non-PPG

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

It may be helpful to governors to insert the transition matrices here. These are available as WORD documents on the Intranet Ofsted and Inspections page and will be updated for 2014 when national data are available.

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Points progress made by groups from summer 2013 - summer 2014, using the levelled old curriculumThe most able are defined as those achieving 2a or above at the end of KS1, they may include those recognised as gifted and talentedSEND pupils would be those who had a statement, or were assessed at School Action plus or School ActionGroups in year 1 Group size Reading Writing MathsWhole cohortBoysGirlsFSMLACServiceSENDEALThe most ableReading for six-year-olds Using the most recent screening checkGroups in year 2 Group size Reading Writing MathsWhole cohortBoysGirlsFSMLACServiceSENDEALThe most ableGroups in year 3 Group size Reading Writing MathsWhole cohortBoysGirlsFSMLACServiceSENDEALThe most able

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Groups in year 4 Group size Reading Writing MathsWhole cohortBoysGirlsFSMLACServiceSENDEALThe most ableGroups in year 5 Group size Reading Writing MathsWhole cohortBoysGirlsFSMLACServiceSENDEALThe most ableGroups in year 6 Group size Reading Writing MathsWhole cohortBoysGirlsFSMLACServiceSENDEALThe most able

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Evaluation of the progress of groupsMake an evaluative comment about the progress of different groups relative to the progress of the whole cohort. You should be seeking to demonstrate how any underachievement gap for vulnerable groups is closing.(Delete groups that are not relevant to your school)Gender

SEND

Pupils who gain Pupil Premium Funding (FSM, LAC and children with a parent working in the armed forces.)(The progress of pupils in receipt of Pupil Premium is currently a very high priority for Ofsted. Governors will be expected to know the details of your evaluation here.)

The most able

High/middle/low ability groups

EAL

Minority ethnic groups

Gypsy, Roma, Traveller children

Lesbian, gay, bisexual pupilsTransgender pupils

Young carers

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Other groups, as appropriate

Last updated

Achievement Priorities for 2014/2015As a result of analysing last year’s attainment and progress data for each year and specific groups of pupils you will now need to list the priorities that have resulted. These will be your starting point when constructing a development (SDP) or raising attainment plan (RAP) for the next year.You should write about 3 priorities taking into account: those that will have the most impact on the most pupils; inspection priorities; and last year’s development. Wait until you construct your RAP to consider details of personnel and how you are going to address what you have prioritised here.

1.

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Targets for 2015Aspirational attainment targets for phonics screening and year 2 & 6 (Still using the old levelled curriculum)You may like to add the cohort size.Refer to the Guidance for Judging Achievement and Setting Targets in Oxfordshire document, pages 6 to 9.Phonics screeningYear 1 * % meeting the standardYear 2 * % retakes meeting the standard * % newly assessed meeting the standard

KS1Year 2 to attain

* % level 2+ Reading; * % level 2+ Writing; * % level 2+ Maths* % level 2b Reading; * % level 2b Writing; * % level 2b Maths* % level 3 Reading; * % level 3 Writing; * % level 3 Maths

KS2Year 6 to attain

* % level 4 Reading* % level 4 Writing* % level 4 Maths* % level 4 Combined Reading, Writing and Maths* % level 4 Grammar, punctuation and spelling (GPS)

* % level 5 Reading* % level 5 Writing* % level 5 Maths* % level 5 Combined Reading, Writing and Maths* % level 5 Grammar, punctuation and spelling (GPS)

* % level 6 Reading* % level 6 Writing* % level 6 Maths* % level 6 Combined Reading, Writing and Maths

Aspirational progress targets for year 6 (Still using the old levelled curriculum)

* % to make 2 levels of progress in Reading from KS1 to KS2* % to make 2 levels of progress in Writing from KS1 to KS2* % to make 2 levels of progress in Maths from KS1 to KS2

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On-going record for 2014 - 2015ATTAINMENT (% performing at expectations at the end of the term)

(Old levelled curriculum will still be used for years 2 & 6.You may well use different methodology to make the same rigorous judgement for other years)

The Summer 2014 Baseline column is the previous year’s end of year performance for that cohortThe last column is the target for that cohort and needs to be added early in the academic yearYou may want to put the date data was collect at the top of each of the other columnsIt is worth putting in brackets underneath each % the changes from the previous term e.g. [+5%]In this time of transition, any methodology for tracking pupil performance should be able to make the judgement for this table, see pages 13, 14 and 17 in the Guidance for Judging Achievement and Target Setting in Oxfordshire (Sept 2014) document.Beware of the impact of pupil mobilityCurrent

Year Group (cohort size)

Reading Writing MathsSummer

2014Baseline

Autumn 2014

Spring 2015

Summer 2015

Summer 2015

Target

Summer 2014

Baseline

Autumn 2014

Spring 2015

Summer 2015

Summer 2015

Target

Summer 2014

Baseline

Autumn 2014

Spring 2015

Summer 2015

Summer 2015

Target

Yr 1( )

Yr 2( )

Yr 3( )

Yr 4( )

Yr 5( )

Yr 6( )

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Leadership and Management Self-EvaluationRefer to the School Inspection Handbook (July 2014) pages 40 to 51

Evaluation should include judgements about whether: leaders at all levels, including governors, pursue excellence improvement plans are well-focused, based on robust self-evaluation and rigorously implemented monitoring and evaluation procedures are effective and shared with governors middle leaders are effective and the school is developing their skills well pupil premium funding is used effectively performance management procedures are robust, effective and take account of ‘Teachers’ Standards’, ensuring a strong link between

performance management and appraisal and salary progression CPD is effective the curriculum: has been implemented in line with the new national curriculum; is broad and balanced; promotes high academic

achievement, good behaviour, safety and Spiritual, Moral, Social and Cultural (SMSC) development the school is improving, thus demonstrating the capacity to bring about further improvement (note the key improvements since the last

inspection and those during the last year) governance is effective, including

there is a clear vision, ethos and strategic direction they make a contribution to self-evaluation, including having a good understanding of the school’s strengths, weaknesses and the

impact of their own actions they develop their own skills to support and strengthen the school’s leadership providing challenge and they hold the Headteacher to account, including the use of data dashboard and other data sources using performance management systems effectively having secure financial arrangements evaluating that pupil premium funding is used effectively engaging with key stakeholders making sure statutory duties are met

the school’s strategies and procedures help pupils to prepare for life in Britain today the school engages well with parents and carers safeguarding arrangements are effective, ensuring that all pupils are safeSelf-evaluation judgement

Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?)

Last updated:

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Raising Achievement Plan (RAP) Leadership and Management(Add priority boxes 1.2 etc. as appropriate)

Priority 1.1 (Leadership and management)Success Criteria (including dated milestones)

Specific objective:

Priority lead:

Governor:

Specific Actions Monitoring and Evaluating Resources

On-going evaluation of progress towards meeting success criteria (dated)You may need to reference the criteria in the inspection handbook to judge progress with the priority

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Behaviour and Safety, Self-EvaluationRefer to the School Inspection Handbook (July 2014) pages 52 to 56

There is a separate inspection document covering SafeguardingEvaluation should include judgements about: pupils’ attitudes and conduct in lessons and how this helps or hinders learning the behaviour and safety of pupils educated in off-site alternative provision pupils’ behaviour and respect for others the amount of bullying and how it is managed the effectiveness of the school’s systems for consistent management of behaviour and the analysis of behaviour over time the impact of any actions taken to improve behaviour the effectiveness of the school’s actions to tackle discriminatory and derogatory language the school’s analysis and use of incident logs and other records rates and patterns of exclusions and the number of pupils taken off role as a result of factors related to behaviour, safety and attendance pupils’ ability to assess and manage risk and keep themselves safe pupils’, parents’ and staff views about behaviour pupils understanding of and the school’s response to extremist behaviour attendance, and punctuality and the impact of actions taken to improve them.There is an increased emphasis on safeguarding of children. The safeguarding document is now the only additional inspection document outside the framework and handbook. School leadership should be familiar with this and be able to demonstrate effective systems and policies.Self-evaluation judgement

Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?)

Last updated:

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Raising Achievement Plan (RAP) Behaviour and Safety(Add priority boxes 2.2 etc. as appropriate)

Priority 2.1 (Behaviour and Safety)Success Criteria (including dated milestones)

Specific objective:

Priority lead:

Governor:

Specific Actions Monitoring and Evaluating Resources

On-going evaluation of progress towards meeting success criteria (dated)You may need to reference the criteria in the inspection handbook to judge progress with the priority

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Quality of Teaching, Self-EvaluationRefer to the School Inspection Handbook (July 2014) pages 57 to 62

Evaluation of the quality of teaching should include judgements about the overall quality of teaching over time (notably in core subjects), not just what is seen during planned observations. Whilst inspectors will not give judgements on individual lessons, self-evaluation may choose to do so. Evidence needs to be sufficient to judge the impact of teaching on pupils’ progress over time from lesson observations, scrutiny of pupils’ work and from tracking data.Comment, for example, on: How well teachers’ expectations (differentiation) are based on frequent and accurate assessments pupils’ engagement and enthusiasm how teachers evaluate the effectiveness of their teaching and adapt their planning the quality and impact of on-going assessment during lessons how well teaching develops skills in reading, writing, communication and mathematics as demonstrated by their responses how well pupils are prepared for the next key stage in their education how teachers routinely give the necessary attention to the most able and the disadvantaged, as they do to low-attaining pupils or those

who struggle at school the match of teaching styles to pupils’ learning styles and how well teaching engages all pupils the effectiveness of early intervention in accelerating learning to close any underachievement gap the quality of marking and feedback and the impact this makes upon pupil progress with learning pupils’ understanding of how well they are doing and what they need to do next in order to improve the quality of questioning the pace of lessons teachers’ subject knowledge and the clarity of their explanations the quality of teaching and support for pupils with SEND the use of homework, paired and group work and other strategies to improve pupils’ independence the impact teaching support staff has upon learning Evidence arising from observations of lessons carried out by school leaders The views of pupils, parents and staff Comment where provision varies for different groups of pupils.Self-evaluation judgement

Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?)

Last updated:

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Raising Achievement Plan (RAP) Quality of Teaching(Add priority boxes 3.2 etc. as appropriate.)

Priority 3.1 (Quality of Teaching)Success Criteria (including dated milestones)

Specific objective:

Priority lead:

Governor:

Specific Actions Monitoring and Evaluating Resources

On-going evaluation of progress towards meeting success criteria (dated)You may need to reference the criteria in the inspection handbook to judge progress with the priority

19document.docx

Achievement, Self-EvaluationRefer to the School Inspection Handbook (July 2014) pages 63 to 72

The priorities for achievement need to be transferred to this section from page 9 of this document.For Early Years the appendix contains the full tracking sheet for Reception.In coming to an overall judgement on achievement school leaders should consider the following:

The starting points of the pupils in the school and their progress since The Early Years Foundation Stage profile including the effective use of an assessment of those with a GLD To what extent pupils attainment is in line with expectations or better (from 2015 the floor targets will be 85% meeting national

expectations at the end of key stage 2 or above the national median for expected progress) The proportion of pupils making expected and better than expected progress in reading, writing and maths The extent to which the school demonstrates that it is closing the underachievement gap, particularly with those in receipt of the pupil

premium grant and those with SEND The achievement of vulnerable groups within the school and the extent to which the school is accelerating their learning The development of reading and phonics The extent to which the most able attain the highest levels Judgements on achievement are made from a wide range of sources: formative and summative data, on-going pupil work, mediated

standards A range of other data sources such as reading screening Whilst it is useful to demonstrate improved achievement through 3 years of strong data, this is not necessary and a judgement of a

grade 1 or 2 could be made if there is strong recent evidence.School leadership needs to take account of pupil mobility and demonstrate the progress made since they have attended their school.Self-evaluation judgement

Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?)

Last updated:

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Raising Achievement Plan (RAP) Achievement(Add priority boxes 4.2 etc. as appropriate.)

Priority 4.1 (Achievement)Success Criteria (including dated milestones)

Specific objective:

Priority lead:

Governor:

Specific Actions Monitoring and Evaluating Resources

On-going evaluation of progress towards meeting success criteria (dated)You may need to reference the criteria in the inspection handbook to judge progress with the priority

21document.docx

Overall Effectiveness, Self-EvaluationRefer to the School Inspection Handbook (July 2014) pages 33 to 39

This concerns the effectiveness of the main school, as a separate judgement is now made about Early Years provisionAn evaluation should take account of the judgements previously made on: leadership and management behaviour and safety quality of teaching achievementThe judgements above need to have taken into account the following, but you may make specific comments on the evidence gathered for each: the extent to which the school meets the needs of pupils in receipt of the pupil premium grant, have SEND and are children looked after. pupils’ spiritual, moral, social and cultural development (refer to para. 131 to 134 in the School Inspection Handbook and the annexe)

(refer to the leadership and management section if fully evaluated there) the progression and destination of pupils when they leave school.Self-evaluation judgement

Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?)

Last updated:

22document.docx

Effectiveness of the Early Years Provision, Self-EvaluationRefer to the School Inspection Handbook (July 2014) pages 73 to 77

Evaluation should take account evidence of early years provision when previously making judgements on: leadership and management behaviour and safety quality of teaching achievement ( For Early Years achievement, the appendix contains the full tracking sheet for Reception)The judgements above need to have taken into account the following, but you may make specific comments on the evidence gathered for each: the extent to which pupils are prepared for the next stage in their learning how well the provision contributes to children’s physical and emotional health, safety and well-being, including their

spiritual, moral, social and cultural development the quality of the approach to teaching phonics in Reception how well all staff work with parents, engage them in their children’s learning and keep parents informed about their

children’s achievements and progressSelf-evaluation judgement

Self–evaluation comment (What evidence led you to this judgement grade? Why aren’t you the grade above?)

Last updated:

23document.docx

Summary of Whole School Priorities(Success Criteria to be reviewed at Termly Review Meetings)

Terms 1 and 2 Terms 3 and 4 Terms 5 and 6Leadership and management

Improving behaviour and safety

Improving the quality of teaching and learning (including conditions for learning)

Raising achievement and accelerating progress

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Annexe

Defining spiritual, moral, social and cultural development

Pupils’ spiritual development is shown by their: beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s

feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences. Pupils’ moral development is shown by their: ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues. Pupils’ social development is shown by their: use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic

and socio-economic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively interest in, and understanding of, the way communities and societies function at a variety of levels. Pupils’ cultural development is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and

cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept,

respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

25document.docx

Evidence of pupils’ spiritual, moral, social and cultural development can be found, for example, where pupils:

are reflective about beliefs, values and more profound aspects of human experience, enabling them to develop curiosity in their learning, and as thoughtful, responsible individuals

develop and apply an understanding of right and wrong in their school life and life outside school

take part in a range of activities requiring social skills

develop awareness of and respect for diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation and disability

gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training

develop an appreciation of theatre, music, art and literature

develop the skills and attitudes to enable them to participate fully and positively in democratic modern Britain

respond positively to a range of artistic, sporting and other cultural opportunities

understand and appreciate the range of different cultures within school and further afield as an essential element of their preparation for life.

26document.docx

Appendix A – EYFS tracking sheet for reception.

Dat

e of

Ass

essm

ent

% of children working within their age related development band within each strand in each area of learning

PSED Physical Development

Communication and Language Literacy Maths Understanding of

the WorldExpressive

Arts and Design

Mak

ing

rela

tions

hips

Self-

conf

iden

ce a

nd

self-

awar

enes

sM

anag

ing

feel

ings

and

be

havi

our

Mov

ing

and

hand

ling

Hea

lth a

nd s

elf-c

are

List

enin

g an

d at

tent

ion

Und

erst

andi

ng

Spea

king

Rea

ding

Writ

ing

Num

ber

Shap

e, s

pace

and

m

easu

re

Peop

le a

nd

com

mun

ities

The

Wor

ld

Tech

nolo

gy

Expl

orin

g an

d us

ing

med

ia a

nd m

ater

ials

Bei

ng im

agin

ativ

e

Children working significantly below

their ARE(30-50 c or below)

On

entr

y

Children working below their ARE

(30-50a or b)Children working

in-line with their ARE(40-60c, or 30-50a for children born in July /

August)Children working beyond

their ARE(40-60b or above)

27document.docx

Dat

e of

Ass

essm

ent

% of children working within their age related development band within each strand in each area of learning

PSED Physical Development

Communication and Language Literacy Maths Understanding of the

WorldExpressive

Arts and Design

Mak

ing

rela

tions

hips

Self-

conf

iden

ce a

nd

self-

awar

enes

s

Man

agin

g fe

elin

gs a

nd

beha

viou

r

Mov

ing

and

hand

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Hea

lth a

nd s

elf-c

are

List

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Und

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Spea

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Rea

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Writ

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Num

ber

Shap

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pace

and

m

easu

re

Peop

le a

nd

com

mun

ities

The

Wor

ld

Tech

nolo

gy

Expl

orin

g an

d us

ing

med

ia a

nd m

ater

ials

Bei

ng im

agin

ativ

e

Children working significantly

belowtheir ARE

(30-50b or below)

Dec

embe

r

Children working below their ARE(40-60c or 30-50

a)Children workingin-line with their

ARE(40-60b)

Children working beyond their

ARE(40-60a or above)

28document.docx

Dat

e of

Ass

essm

ent

% of children working within their age related development band within each strand in each area of learning

PSED Physical Development

Communication and Language Literacy Maths Understanding of

the WorldExpressive Arts

and Design

Mak

ing

rela

tions

hips

Self-

conf

iden

ce a

nd

self-

awar

enes

sM

anag

ing

feel

ings

and

be

havi

our

Mov

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and

hand

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Num

ber

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pace

and

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easu

rePe

ople

and

co

mm

uniti

es

The

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ld

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nolo

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Expl

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g an

d us

ing

med

ia a

nd m

ater

ials

Bei

ng im

agin

ativ

e

Children working significantly below

their ARE(30-50a or below)

Mar

ch

Children working below their ARE

(40-60 b or c)Children working

in-line with their ARE(40-60a)

Children working beyond their ARE

(ELG or above)

29document.docx

Dat

e of

Ass

essm

ent

% of children working within their age related development band within each strand in each area of learning

PSED Physical Development

Communication and Language Literacy Maths Understanding of

the World

Expressive Arts and Design

Mak

ing

rela

tions

hips

Self-

conf

iden

ce a

nd

self-

awar

enes

sM

anag

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feel

ings

and

be

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ld

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ials

Bei

ng im

agin

ativ

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Children working significantly below

their ARE(40-60c or below)

May

Children working below their ARE

(40-60 a or b)Children workingin-line with their

ARE(ELG)

Children working beyond their ARE

(above ELG)

30document.docx

Statutory EYFSP

Assessment on exit D

evel

opm

ent

mat

ters

ba

nd

% OF CHILDREN WORKING WITHIN each development band / ELG judgment

PSED Physical Development

Communication and Language Literacy Maths Understanding of

the WorldExpressive Arts

and Design

Mak

ing

rela

tions

hips

Self-

conf

iden

ce

and

self-

Man

agin

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Mov

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Hea

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elf-

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Self-

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Man

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Em

ergi

ng (1

)

22-36 c

22-36 b

22-36 a

30-50 c

30-50 b

30-50 a

40-60 c

40-60 b

40-60 aELG (2)

Exceeding (3)

31document.docx