Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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CONTEXT Wentworth Nursery School and Children’s Centre operates across two sites in South East Hackney offering a wide range of services to the local community. The nursery school currently (November 2017) has 74 children on roll of which there are 56 pupils of 3 and 4 years and 18 two-year olds. All two year olds are currently part time. Of our three and four year olds; 27 attend for 15 hours per week, and 27 children, (those with parent(s)/carers working) attend for 30 hours per week.

SEND +D – A high representation of pupils with complex needs make excellent progress from low staring points. Currently 19%

of our pupils have SEND of which 86% are boys and 47% are children with EAL. DIVERSITY

Ethnic Break down

White English

Black African

Black Caribbean

White and

Black heritage

Mixed heritage

White European

White Other

Asian/Bengali Other heritage

Turkish

30% 11% 11% 6% 13% 18% 3% 2% 2% 4%

Largest ethnic group is White English followed by White European. We currently have 5 broad ethnic groups of 10% or more children.

17 languages are spoken at Wentworth Nursery school in the following percentages: 42% of our children having English as an Additional Language. 12% speak a range of African languages; 12% speak a range of languages from Asia and 16% speak an European language other than English.

EARLY YEARS PUPIL PREMIUM (EYPP) Wentworth Nursery School and Children’s Centre currently has 10 or 14% children eligible for Early Years Premium. The school received £1240 in the Autumn term 2016. The money is used to prioritise children for educational visits, reduced ratios with greater teacher input and adult directed learning experiences focusing on concrete learning experiences. The impact of this can be noted in the following: 98% of our EYPP children came in below in all prime areas, however, 84% of our EYPP achieved age expected or exceeding in the respective areas of the curriculum on exit Sept 2017.

The leadership and management of Wentworth Nursery School and Children’s Centre is outstanding for the following reasons:

pupils make outstanding progress from their low starting points; the vast majority exit nursery at age expectations with an increasing proportion exceeding expectations.

there is a clear culture that enables children and staff to excel; our leavers who completed the FSP (2016) achieved above

both the Hackney average and National average. This is the second year that our children have achieved above the national, London and Hackney average.

Pashto Igbo Somali Twi Yoruba Bengali Chinese Japanese

2% 2% 4% 2% 4% 2% 2% 2%

Malayalam Urdu English Hebrew Hungarian Italian Polish Russian

2% 2% 58% 2% 2% 2% 2% 4%

Turkish

6%

The Leadership and Management of the school is judged to be OUTSTANDING

Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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% GLD National Hackney Wentworth Nursery School

raw data awaiting confirmation from DFE 2017

71% 71% 82.5%

2016 69.3% 68.9% 69.7%

Summary of both Attainment and Progress over two academic years : 2015-16 & 2016-17

ENTRY ATTAINMENT

EXIT ATTAINMENT

Progress

Cohort

Average % AE & AE+

2015 - 2016

(44 ch)

Average % AE & AE+

2016 – 2017

(43 ch)

Average % AE & AE+

2015 - 2016

(44 ch)

Average % AE & AE+

2016 – 2017

(43 ch)

% of DIFFERENCE From entry to

exit 2015 - 2016

% of DIFFERENCE From entry to

exit 2016 - 2017

Average Attainment

Across all 7 areas of the Curriculum

23% 11% 67% 86% 44% 75%

Children make substantive and rapid progress including our most vulnerable; such as our EYPP, EAL and SEND children. During this academic year senior leaders have built on and maintained the excellent level of provision for nursery aged pupils, whilst successfully establishing the new setting for 2 year olds. Pupils continue to make accelerated progress from their starting points, including those with SEND. The majority of pupils achieve at age expected by the time they leave the nursery with a significant proportion achieving at the higher levels. (Annual SIP report July 2017)

The Leadership Team enables children and staff to excel through the following: Robust monitoring procedures The Leadership Team have put rigorous monitoring and evaluating systems in place to ensure all children are making substantive and robust progress. All areas identified for improvement are followed up immediately to ensure planned change is embedded and sustained The school Improvement Partner noted the following: Rigorous systems are in place to monitor and evaluate the work of the school. Regular observations and daily learning walks ensure the work of the school is kept under constant scrutiny. Outcomes of monitoring and end of day evaluations with all staff ensure that provision is consistently matched to pupils needs. All actions identified through monitoring are quickly addressed and as a result pupils make rapid progress from their starting points, (May 2016).

High expectations The Leadership Team has ambitious and high expectations of both children and staff in further developing a culture for children to excel; for example children are exposed to ambitious vocabulary, rich and challenging text, measured risk taking and use of sophisticated tools such as glue guns and saws. ‘Deeper learning was evidenced where pupils who have been engaged in this learning over a period of time could demonstrate to other pupils, guiding and supporting them on how to follow instructions. This was also evident in the group who were learning to use a sewing machine to make costumes. One child was able to demonstrate how to use the machine, following the instructions whilst 2 other children were observing. (SiP visit 2 March 2017)

Drive to improve There is a clear cycle for improvement utilising external bodies such as pedagogues or evaluating tools such as ECERS (Early Childhood Environmental Rating Scale) and SSTEW scales (Sustained Shared Thinking and Emotional Well Being) to further enable the school to reflect, evaluate and identify next steps for improvement; audit completed July 2017. From the audit the school continues to outperform average national scores of 4.3 with WNS achieving 6.4 (maximum is 7); the following areas were particularly noted for development:

Literacy

Critical thinking

Science

Mathematics

Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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ECERS Audit from 2015-2017

2015 2016 2017

5.4 6.3 6.4

Research The school has an unrelenting drive to improve and therefore has an enquiry approach to learning and is committed to developing innovative practice. It is conducting a joint action research project with our health colleagues (Speech and Language Therapists) in investigating the effectiveness of one of our strategies, (namely ‘out & about’) in developing children’s communication and language development. Periodic review of staff perspectives on the school Surveys of staff are conducted regularly and report high level of satisfaction. Any issues arising are addressed as noted within our SDP Quality of teaching All staff working with children are seen as having a critical role in enhancing learning, consequently all teachers, EYE (Early Years Educators), LSA’s (Learning Support Assistants) & MTS (Meal Time supervisors) are observed and all have a clear role in moving learning on. There are systematic processes of both appraisal and observations of teaching and learning; combined with high quality training which ensures effective practice is shared rapidly as well as any developmental points are identified and addressed swiftly. As part of the process of ensuring practitioners are both reflective and effective in their teaching, there is an annual system of peer observations to share effective practice and thereby promote a culture of learning and self-reflection.

High quality Training The leadership team priorities high quality training with the means for practitioners to grow in their practice. There is an emphasis this year on the following areas:

Safeguarding

Literacy

PSED

Critical Thinking Effective Governing Body There are regular visits by Governors to hold the school to account focusing on specific aspects of work as identified in the school development plan. Additionally; Governors further scrutinize the school through the curriculum and resources committee as well as attending shared training on key objectives for the school. The school will be further developing its collective role of Governance by implementing a more strategic plan to hold the school to account as well as contributing to its further development. Broad, balanced and challenging curriculum that inspires children The curriculum is structured that focuses on inspiring children to learn through a focus on real experiences that are developed over time to enable children to excel in their learning. The school over the summer (July – August 2017) has further developed the garden to enhance a greater focus on risk taking and engagement in the natural world through the provision of a pond, large sand pit and fire pit. Additionally there are regular educational visits and visitors into the school to continue to enrich and inspire learning such as educational trips to further inspire children’s learning such as visits to woods, museums and galleries; as well as, weekly drumming sessions led by a professional drummer and the provision of exciting resources such as observing the life cycle of real chicks and butterflies. Children’s spiritual, moral and cultural development is intrinsically intertwined into the curriculum, and as such children understand British Values through turn taking (democracy), understanding expectations within the nursery (rule of law), making choices (liberty); and engaging in learning experiences that enhance children’s understanding of the wider world (mutual respect and tolerance for others). Promoting equality of opportunity is equally intertwined in both the values and implementation of the school, where children are treated differently to enable all children are better placed to excel. Circle time discussions enables children to consider issues that challenge stereotypes in meaningful contexts. Safeguarding The school incorporates a multi-disciplinary approach in ensuring all children, including those subject to safeguarding concerns are able to excel in their learning. Information is shared robustly in the best interest of the child. All staff recognise it is our joint responsibility to address safeguarding. There are rigorous procedures in place, to ensure children are safe and are flourishing in their learning; including half termly reviews of all children with safe guarding concerns; which reviews both the child’s safety and the progress in learning. The school currently has two children with safeguarding concerns, one with a Child Protection Plan.

Impact on teaching and learning beyond our school gates

Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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The Leadership Team is used as a teaching resource to support the development of practice beyond Wentworth Nursery School, for example the Leadership Team have been involved in delivering training for the Borough of Brent and the University of East London as well as a school in the Borough. Feedback from the school stated the following:

The process has been very informative in helping develop the nursery environment at St John and St James’. Both the visit to Wentworth nursery and the feedback from observations has been helpful and supportive. The ECERS review (May 2017) has provided the children with an enhanced learning environment that has given the children a greater depth of language and an ethos promoting greater independence. The ECERS review has been an effective review tool to support the learning environment in the Nursery. The feedback was extensive and has given the leadership team and teaching staff greater awareness of where we can move forward to continue to develop and foster children’s independence and learning.

Partnership with Parents/Carers

Parents contribute to children’s learning in the following ways: How parents/carers are involved in their child’s learning at Wentworth Nursery School

Home visits Settling in meetings with keyworkers Termly reviews Working in the nursery such as cooking/painting, music Home learning : shared learning experiences at home Supporting educational trips beyond Hackney Curriculum workshops International week Summer fete Parent Governors

Regular parent questionnaires illustrates families are very positive about the school and any significant points are dealt with as indicated our school development plan on reviewing our website.

The quality of teaching is judged to be OUTSTANDING

Head Teacher’s observations Spring Term 2017 of all keyworkers observed (two teachers and four Early Years Educators) found a 100% were outstanding or good. These findings were substantiated by our recent SIP visit June 2017 which noted: The quality of teaching and learning continues to be outstanding.

Practitioners have in-depth knowledge of the curriculum and so ensure children are challenged in their learning experiences both through adult directed and in child initiated play; for example all practitioners evaluate the learning at the end of each day and as such maintaining the momentum for driving learning forward. Practitioners enable children to extend their learning over time and as such children not only grow in confidence and motivation, but develop a sense of mastery in their learning; where children then go on to support their peers in their learning. Practitioners ensure there are high expectations for our children, combined with a rich challenging vocabulary to extend our children. Practitioner’s plan learning environments that challenge and inspire children; recently (July 2017) the school created a ‘pirate ship and beach inside’, where children were able work collaboratively, extend their vocabulary and knowledge through rich learning experiences.

To sustain outstanding standards in Leadership and Management, the following points need to be addressed:

To ensure staffing structure is appropriate for the needs of the school

To continue to develop Governance so that Governors extend opportunities for holding the school to account

To review the school’s website to further develop its effectiveness in sharing key information with parents/carers as well as in promoting the school

To review and further develop the working between the two sites (nursery school and children’s Centre)

Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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Literacy including reading, is developed across the curriculum, with challenging texts in all areas of learning combined with an ethos of the school where all children are seen as authors, writers and poets to promote their love of literature. Teaching of mathematics is developed through exciting and meaningful learning experiences, (measuring wood for specific constructions, cooking, setting the lunch tables, as well as discreet sessions in small group learning experiences. To further ensure the rigorist momentum of learning, teachers review children’s termly priorities within their teams on a half termly basis and meet with parent/carers to review and plan learning for the following term. Additionally; children who are emotionally ready are invited to attend these termly reviews so they are very much contributing to their own respective learning priorities. SIP visit (March 2017) noted the following regarding teaching and learning: The re- enactment of Baba Yaga, using all

aspects of the outdoors as story props provided a group of children with an excellent opportunity to gain a deeper understanding of the story.

Personal Development, Behaviour and Safety is judged to be

OUTSTANDING

It is outstanding for the following reasons: Children rapidly engage in high quality learning experiences both within adult directed learning as well as in child initiated play; where children are able to engage in learning both independently and collaboratively. Children’s understanding about respecting others and developing an understanding of right and wrong is embedded within our curriculum and teaching. Additionally, the school provides both enrichment experiences and circle time to further explore these areas of learning. Children are taught how to engage with one another as well as learning of manners in a meaningful context.

Children’s appropriate behaviour and safety is further evident by children being able to demonstrate appropriate strategies in taking turns, for example our children will use ‘sand timer’s and engage verbally with their peers to use a particular resource. Staff are quick to recognise any children’s behavioural concerns. These concerns are recorded, monitored and if required, referrals are made (working in partnerships with parents) utilising multi-professional agencies. There are rigorous safeguarding procedures in place including; termly reviews of safeguarding procedures; half termly reviews of the Disclosure from Barring Service; half termly reviews of all children with safeguarding concerns where the focus on both safety and learning; periodic training on safeguarding (every term there is a review on safeguarding as well as annual training; scheduled February 2018) and an annual review of our Safeguarding policy. The school undertook a safeguarding audit in January 2016 where the audit concluded: Wentworth School have a systematic approach to safeguarding children. Audit 2016 The school holds regular workshops to support families in understanding online safety and the NSPCC, ‘PANTS’ programme. Parent survey 2017 found: 100% strongly agreed or agreed that my child feels safe at school (80% strongly agreed) and 100% of staff stated they know what to do regarding safeguarding concerns.

To sustain outstanding teaching, the following points need to be addressed:

To review and further develop our work in developing children’s scientific dispositions, skills, knowledge and concepts

To review and further develop our practice relating to PSED with a particular emphasis to our children with EAL and BCRB.

To consider how we extend children’s critical thinking

To review and further develop our practice in extending children’s scientific learning

Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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Achievement of pupils is judged to be OUTSTANDING

Children make rapid and accelerated progress at Wentworth Nursery School and Children’s Centre. From children’s low starting points the vast majority leave us working at or beyond age related expectations; see below for all three cohorts who left in July 2017

SUMMARY TABLE

Area

Average % of

ENTRY ATTAINMENT of the 3 Cohorts

AE & AE+

Average % of

EXIT ATTAINMENT of the 3 Cohorts

AE & AE +

% of DIFFERENCE

From entry to exit

PSED 10% 81% 71%

PD 10% 92% 82%

CL 20% 84% 64%

LIT 10% 84% 74%

MATHS 3% 87% 84%

UW 3% 86% 83%

EAD 38% 87% 49%

Average % 16% 86% 72%

EYPP 98% of our EYPP children came in below in all prime areas, however, 84% of our EYPP achieved age expected or exceeding in the respective areas of the curriculum on exit July 2017.. This compares with 82% of non EYPP children below age related expectations on entry and 93% achieving age related expectations or above. This therefore illustrates Wentworth Nursery School and Children’s Centre is effective in closing the gap of the most disadvantaged. The school will continue to focus on our EYPP children given the changes to full time provision as of September 2017.

English as an Additional Language (EAL)

SUMMARY TABLE

Area

Average % of

ENTRY ATTAINMENT

of the 3 Cohorts

AE & AE+

Average % of

EXIT ATTAINMENT

of the 3 Cohorts

AE & AE +

% Of

DIFFERENCE

From entry to exit

EYPP Non EYPP EYPP Non EYPP EYPP Non EYPP

PSED 0% 21% 79% 92% 79% 71%

PD 0% 13% 90% 98% 90% 85%

CL 10% 31% 78% 92% 68% 61%

LIT 0% 21% 84% 90% 84% 69%

MATHS 0% 4% 89% 92% 89% 88%

Average 2% 18% 84% 93% 82% 75%

To sustain outstanding Personal development, behaviour and safety, the following points need to be addressed:

To review and further develop our provision of circle time including the use of persona dolls.

Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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Children with EAL made excellent progress in Mathematics, Communication and Language and Literacy, which was equal to or greater than our non-EAL children. Children with EAL did not make as much progress in PSED and PD as non EAL children, this will be an area of consideration for our subsequent SDP given this is prime area of learning.

Average

% of Progress

3 Cohorts

AE &AE + Exit

Curricular areas: EAL Non EAL

PSED 92% 95%

PD 92% 100%

CL 100% 95%

LIT 100% 91%

MATHS 100% 100%

SEND Children with SEND make excellent in PSED and Literacy. The school will be monitoring its provision for physical development as an area of focus.

Most Able and Most Able disadvantaged

SUMMARY TABLE

Area

Average % of ENTRY ATTAINMENT of the 3 Cohorts

Average % of EXIT ATTAINMENT of the 3 Cohorts

% Of DIFFERENCE From entry to exit

SEND Summary Progress across three cohorts who left in July 2017

PROGRESS

6 Children

03 EHCP

01 Female

05 Male

03 EYPP

04 EAL

17%

83%

50%

67%

Area AE Exit AE + Exit AE & AE + Exit

PSED 33% (2) 67% (4) 100%

PD 50% (3) 33% (2) 83%

CL 50% (3) 50% (3) 100%

LIT 33% (2) 67% (4) 100%

MATHS 67% (4) 33% (2) 100%

Wentworth Nursery and Children’s Centre School Evaluation Form

2017 - 2018

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AE & AE+ AE & AE +

MAD MA MAD MA MAD MA

PSED 0% 67% 100% 100% 100% 33%

PD 0% 33% 100% 100% 100% 67%

CL 11% 100% 100% 100% 89% 0%

LIT 0% 100% 100% 100% 100% 0%

MATHS 0% 67% 100% 100% 100% 33%

Average 2% 73% 100% 100% 98% 27%

Most Able Disadvantage (MAD) and Most Able (MA) ANALYSIS Across all cohorts, pupils who are Most Able (MA) enter with higher levels in comparison to Most Able Disadvantage (MAD). On exit, 100% MA and MAD attained exceeding age related expectations. MAD make greater rate of progress than the MA. Therefore, the school is highly effective in closing the gap with the MAD.

EAL The school is unrelenting in its pursuit of excellence for all our children, including children whom have English as an Additional Language (EAL). The school has a clear ethos of exposing all children to rich and stimulating language, with all practitioners speaking to our children in Standard English; combined with a focus on real experiences and partnership working with our parents/carers. As currently an average of only 29% of our children are at age expected levels of attainment in the Prime Areas of learning, for the January 2017 and April 2017 cohorts and a substantive majority of children within these groups are BCRB boys and EAL, the school will be focusing on the development of these two groups with a particular focus in their PSED.

Overall effectiveness is judged to be OUTSTANDING

Children make rapid progress from their starting points on entry with most achieving at age expected and above by the time they leave

Children are exposed to a rich and varied curriculum, which promotes a fascination for learning.

The quality of teaching and learning is consistently outstanding.

The school is recognised locally as an excellent resource for the LA – providing school to school support and training

To sustain outstanding achievements, the following points need to be addressed:

To review and further develop how we effectively move children’s learning on in literacy, which continues to challenge, inspire and motivate our children

To continue to enable all our children including those eligible for EYPP make accelerated progress in all Prime Areas of learning.

To sustain outstanding standards, the following points need to be addressed:

To maintain and develop an enquiry approach to learning that focuses on a clear cycle of planning, implementation and review in all its work; where teaching and learning is always at the centre of what we do.