WEST RISE JUNIOR SCHOOL SEF (Self Evaluation Form)

2016-2017

West Rise Junior School was judged ‘Primary School of the Year’ in the 2016 TES Awards. West Rise Junior School currently offers its pupils a dynamic creative learning environment. Room 13, Shine Radio Station, Forest School, artists in residence, school farm, bronze age village, water buffalo, chickens, sheep, ducks, over a million bees and 120 acres of marshland are all special features of the school. The school has been widely celebrated in the National Press and from within the Education Sector. International speaker and author, Sir Ken Robinson, recently described West Rise Junior School as, ‘A beautiful school community.’ Areas for development as identified in Ofsted inspection 2013

1) Achievement is not outstanding because not enough pupils reach the highest levels in English and mathematics by the time they leave the school.

2) Teachers do not always provide pupils with detailed enough comments about their work, or

give them sufficiently regular opportunities to respond fully to their comments.

3) Not all parents and carers fully appreciate the success of the school’s systems for ensuring that pupils behave well and that bullying is tackled effectively, and a small number do not feel that the school pays enough attention to their concerns.

In the last Ofsted inspection, the school was judged to be Good. It was judged to be Outstanding for Behaviour and Safety.

This SEF reflects the school’s view that it is still Good overall and Outstanding in Personal Development, Behaviour and Welfare.

OVERALL EFFECTIVENESS 2 (Good) The school considers itself to be Good overall. The following self-evaluation by the school is measured against the Ofsted descriptors for an Outstanding school. The reason for this is that the school is on a journey towards outstanding and as such needs to measure itself against this criteria.

EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT 2 (Good)

Outstanding

Good

On the cusp of good

Descriptor for Outstanding Evidence

1. Leaders and governors have created 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.

The leadership team demonstrates very high expectations of all staff evidenced through meeting minutes, SIP reports and staff feedback during Pupil Progress Meetings. The positive relationship between all professionals and pupils is evidenced through verbal feedback, surveys and minutes of school council meetings. There is strong commitment towards restorative justice and the school is an active ambassador for the UNICEF Rights Respecting Schools.

2. Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.

The governors and leaders drive improvement in all identified areas with pace and urgency as evidenced through Governors minutes and headteacher reports. The headteacher, subject leaders and members of the SMT support teachers and other staff members to improve. The rigour of PPM meetings and the subsequent planned

interventions and actions are narrowing the gaps. The termly progress data confirms the continued progress of Disadvantaged pupils across the school.

3. The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.

School leaders drive improvement in all identified areas in the SDP with pace and urgency as evidenced through Governors minutes and headteacher reports. The rigour of PPM meetings and the subsequent planned interventions and actions are narrowing the gaps. The termly progress data confirms the continued progress of Disadvantaged pupils across the school. All Pupil Premium pupils are identified by tutors. They meet the headteacher on a weekly basis to identify where support is needed.

4. Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.

The governors and leaders drive improvement in all areas with pace and urgency as evidenced through Governors minutes.

5. Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.

Subject leaders have a good view of the issues in their subjects, monitoring records and 2016-17 whole school issues. Subject Leaders all produce Management Trails which identify all the work of the subject leader during the year and how issues are identified, actions taken and impacts measured.

6. Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.

Whilst teaching has shown improvement across the whole school it is not yet outstanding enough or consistent enough to judge as outstanding overall.

7. Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.

Staff meetings are used to share ideas, good practice and evaluate own work. Where the teaching is outstanding it is clear that all groups of learners are making very good progress, that intervention is swift to redirect learning during teaching, that teachers carefully plan to inspire and motivate learners and that assessment is accurate and leads to next steps in learning.

8. The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, human and social, physical and artistic learning.

The curriculum is superb. Pupils have access to an amazing learning environment and make full use of the school farm, the lake and marshland throughout the year. Pupils report that they feel inspired in their learning and that they appreciate how lucky they are to be able to learn within this environment. Forest School is a key aspect of all this work and teachers plan well to include all pupils at all ability levels. The confidence enjoyed by these pupils has been rightly identified by East Sussex, School Adviser, numerous publications, a feature on BBC’s Countryfile and winning the TES ’Primary School of the Year 2015’ award.

9. Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.

Evidenced through assembly themes, displays around the school, the structure of the school council (including visits to town hall, Houses of Parliament), charity work etc. carried out by the children. The school has a very strong Spiritual dimension and most pupils have a mature attitude towards other pupils and adults. There is a commitment towards working well together and the moral codes of the school ensure that pupils realise their rights and responsibilities.

10. Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.

Evidenced through the behaviour records, pastoral notes and reports of racism. These are kept in the school office and confirm that all behaviour incidents are logged, parents kept well informed, resolutions made clear to all involved and pupils feeling confident in the way that their concerns are addressed.

11. Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan.

Clear policies and protocols. The Single Central Record has been scrutinised by school advisor. All staff training in Child Protection procedures. All staff have been involved in PREVENT training.

The staff work closely together as a team. Most teachers have subject leadership responsibility and have been trained as managers. They monitor lessons, planning and work in their subjects.

Levels of attainment at end of the key stage continue to be strong and next steps’ marking has improved. School development planning involves all leaders plus governors. We ask pupils and parents for their views on what should be improved. Development planning is clear and concise. Views of stakeholders are taken into account when producing the School Development Plan. We monitor progress termly (6 times per year) and ensure any individuals or groups falling behind receive appropriate support. We analyse data by year group, class, gender, disadvantage and ability group, and report this to governors. Performance management is up to date. Progress of their class is used to determine their progression up the pay scale. Governors monitor progress against the development plan targets. They have a good understanding of data and use this to monitor and challenge the school. Finances are well managed. Governors are well aware of how the pupil premium is spent and its success in ensuring that eligible pupils do not achieve less well than others. We meet all safeguarding legislation and give priority to pupils’ safety. Governors are rigorous in ensuring this. The year 3 teachers spend much time planning for succession in the summer term before pupils start. We monitor attendance at parents’ meetings and similar events (almost all attend). We have good links with local organisations and individuals, including the local museum, art gallery, the RSPB, historians, archaeologists, and environmentalists. The school places a strong emphasis on developing fundamental British values as part of pupils’ SMSC development. Pupils visit Parliament and the local council as part of their work on democracy. They also work with the local police to understand the importance of the rule of law and visit the station. The curriculum is well organised. Teachers within the same year group work very closely together and are well aware of what different classes are doing. The school is effective in ensuring pupils’ personal development. The provision across the curriculum for the more able is an area which we monitor carefully, particularly with the higher expectations demanded through the revised national curriculum. We have a good range of extra-curricular activities. Clubs include skating, rugby, cookery, Shine Radio, Performance Academy, football and netball. Year 6 pupils take part in a residential trip.

Pupils attend Forest school regularly during the year and make excellent use of the school’s lake and adjacent extensive land. The lake is used to teach the children stand-up paddle boarding. The school keeps water buffalo, cows, sheep, ducks and chickens. The children help to care for the animals on the main school site and are the subject matter of various poems, stories and artwork generated by the children.

QUALITY OF TEACHING, LEARNING AND ASSESSMENT 2 (Good)

Outstanding

Good

On the cusp of good

Descriptor for Outstanding Evidence

1. Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.

Teachers have all developed greater subject leadership knowledge and many aspects of their work is innovative and has had a strong impact on learning. The West Rise Skills assessments are already showing good progress across all curriculum areas. Teachers are using management trails effectively to lead their respective subjects. They are passionate about their areas of leadership and keen to spread expertise across the school.

2. Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.

Evidenced through year group behaviour records, in class behavior practices and a reduction in class incidents of minor disruption. Planning is achieved within the year groups and the very best is tailored to the specific needs of each class.

3. Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and

Planning indicates that pupils have opportunities to embed their understanding and apply their skills. The revised curriculum enables teachers to plan for deeper learning and to ensure that the curriculum content is

enable almost all to catch up. completely developed before moving on. Differentiation is good and teachers have a clear identification of all potential vulnerable groups in particular pupil premium and higher ability pupil premium. Pupil Premium Tutors are employed to work with every pupil premium child, to meet with them at least three times per week to follow up learning issues and accelerate progress for all of them. This has had much success and overall pupil premium pupils are making similar progress to non-pupil premium children.

4. Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.

There are expert teachers who lead in the area of early intervention. These teachers are modelling their practice for other teachers. We want to ensure that interventions in learning are timely and help accelerate learning. There have been examples where pupils have spent too long on work which they have grasped and need to move up to the next level of challenge. This has required teachers to move around the classroom intervening at an earlier stage.

5. Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.

The feedback to pupils is good. Teachers use the opportunity well to set next steps in the pupils’ learning and to redirect learning where applicable. Pupils respond well and enjoy the additional challenges set by their teachers. Responses from pupils are enthusiastic and sometimes ask for additional guidance. Pupils understand that marking is not simply to check that work has been done or to amass ticks but is an integral part of the learning process.

6. Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.

Homework is robust at West Rise. All teachers set homework in line with the school’s policy and check for appropriate responses. Where pupils cannot finish work or are not getting sufficient support at home, time is allocated to enable all pupils to catch up.

7. Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.

Links across the curriculum are made wherever possible. The demands of the new curriculum have meant that teachers have needed to teach new areas within mathematics and English at a rapid rate. This had some impact on cross-curricular links last year, but is less of an issue now.

8. Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.

Teachers are focused on enabling all pupils to achieve and for all pupils to meet national standards. The quality of work produced is, at times, outstanding. Pupils are working at high levels of attainment, they are completely engaged in their learning and are eager to improve. Attitudes are always good amongst learners.

9. Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.

SMSC is strong. Pupils are focussed on their learning and talk enthusiastically about what they are doing and how well they are succeeding. Pupils are given opportunities to develop their own learning through Room 13 and work on the farm and on the marshland. Pupils are keen to be involved in extracurricular activity and spend a lot of additional time in school. Pupils are resilient learners. Through the teaching of philosophy they have learned to respect others points of views and have confidence to add their own views.

10. Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

Evidenced in books and conversations with pupils; many children will support their own learning by doing extra work/research at home independently. Pupils are given opportunities to peer and self-mark and are eager to perform these tasks sensibly and help each other make progress.

11. Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.

Structured parent consultations, open days, regular letters, email contact with teachers and an open door policy are in place. Interventions provided to children are communicated to parents so that they can support them at home. The headteacher is also the school SENCO. The parents of children with SEN, School Based Plans and EHC plans are closely involved with developing their provision. Some parents are working in partnership with the school at all levels. Curriculum newsletters have been distributed throughout the year.

Face to face and informal feedback is positive. Ofsted parent survey indicates that parents are positive about most aspects of school life but as the last inspection confirmed, parents are not always aware of just how successful the school is in raising standards and accelerating progress.

12. Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.

There are extremely well established and engaging cross-cultural topic work themes across the school and pupils engage well. Stereotyping is challenged throughout the school and incidents of derogatory language are never tolerated. Pupils fully understand what the school stands for and the vast majority of pupils are living the values of British Values.

Teaching is outstanding in the majority of classes and good in the remainder. Outstanding teaching is becoming more consistent across the school. In all year groups work is well differentiated with high expectations of all ability groups. Assessment without levels is becoming more secure. Moderation is a key method for us to have agreed judgments around pupil progress. Lesson monitoring shows that adults question effectively and intervene effectively to ensure challenge. Teachers question well – they know individuals well and differentiate the challenge within questions. We have seen very good examples of assessment during lessons leading to adjustments and are working to ensure that this is consistently good across the school. Marking is generally very good. Work scrutiny shows that teachers give clear points to pupils to improve and the teachers follow them up in the marking. Pupils say they understand teachers’ comments and find them useful. They learn from their mistakes and are not afraid to ‘have a go’. Homework is consistent across the school and the school has robust systems in place to ensure that pupils do complete their homework. Reading is given a high status throughout the school. Topic work is regular and scrutiny of work confirms that foundation subjects are given appropriate attention and marking is consistent across these subjects. The work is well presented and pupils have a clear desire to produce quality work. There is evidence of many pupils working at a deep learning level.

Teachers display good subject knowledge and, where it is not as strong, they draw on ideas from colleagues within their year group. As a result, lessons are stimulating and interesting. In our latest pupil questionnaires, 90% of pupils said learning was fun and that they enjoyed coming to school. All teachers encourage spoken language and peer and group assessment as part of our drive to raise writing standards. Computing is used much more than in the previous inspection. The subject leader has had a positive impact on standards, teacher confidence and developing a broader range of resources. Parents are provided with good-quality information that tells them how well their child is doing and, crucially, what they need to do to improve. The school sends out regular curriculum newsletters covering the whole curriculum.

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE 1 (Outstanding)

Outstanding

Good

On the cusp of good

Descriptor for Outstanding Evidence

1. Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.

The school has developed work with all children on philosophy for children. The school is a UNICEF Rights Respecting School. Pupils show high levels of engagement in their learning and are confident. They are very confident in talking to visitors to the school and giving presentations. They are keen to perform to the whole school and value the contributions of others.

2. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.

The development of philosophy as an integral aspect of school life has had a profound impact on the atmosphere created. Pupils know how to debate, take turns , listen to others, comment politely and refine arguments.

3. High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.

We have regular visits to the school from people employed in a wide variety of careers. This is to inspire our children about their next phase of education and eventual employment.

4. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.

Pupils have a very mature approach to learning and the importance of doing ‘your best’ They are receptive to the efforts made by many adults in the school community to help them understand themselves and their role in school and the wider community. West Rise pupils have a clear sense of rights and responsibilities.

5. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.

The rates of attendance are improving, but are still not high enough. Vulnerable groups in terms of attendance, including PP children are tracked to confirm that they have made every effort to get into school. There is a rigorous approach to attendance and the school sets up attendance panels where it is the expectation that parents will attend and respond to the targets set. The school is determined in the drive to improve figures which are still below national averages.

6. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.

Class and year group behavior records show few incidents of low level disruption. Engagement in lessons is very good, as evidenced through lesson observations and drop ins. The SMT are all clear about their roles in driving school behaviour.

7. For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.

Pupils conduct is very good as evidenced by movement around the school, behavior records. Engagement in lessons is very good, as evidenced through lesson observations and drop ins.

8. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.

Pupils need to become fully aware of online and prejudice-based bullying but this is becoming a strength of the school. This subject is led well by the subject leader. Pupils are very clear about safety on the internet and there are assemblies and lessons to support this programme of raising awareness and staying safe.

9. Staff and pupils deal effectively with the very rare instances of bullying Behaviour logs and clear messages around the school

behaviour and/or use of derogatory or aggressive language. through displays, posters etc. promote positive behavior and positive relationships. Behaviour records and pastoral notes reflect very few incidents of derogatory or aggressive language, those occurring are dealt with swiftly by SMT. All adults see their roles clearly in preventing all aspects of bullying in and around the school.

10. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

Gates and entry systems are established and maintain the safety of all within the school environment. There is comprehensive e-safety and healthy living content to the curriculum which is evidenced through topic books and pupil voice. Children report that they are confident that teachers, SMT and other adults will deal with issues quickly and effectively.

11. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.

Evidenced through the observations and work scrutiny undertaken in PSHE and pupil voice.

12. Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.

Pupils are very clear about safety on the internet and there are assemblies and lessons to support this programme of raising awareness and staying safe. Pupils need to become fully aware of online and prejudice-based bullying but this is becoming a strength of the school. This subject is led well by the subject leader.

13. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society

Evidenced through the pupils’ mutual support of each other, the engagement with an exciting curriculum, celebrations of completed topic themes and trips and visitors to support the curriculum. Outside speakers lead assemblies and work in classes extending the multicultural learning taking place through local and international links work.

14. Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.

The school has developed work with all children on philosophy. Pupils are rightly proud of their school and enjoy the exciting learning environment offered.

There have been less exclusions since the last inspection up until September 2016. Visitors and parents often comment on how good behaviour is. In the last questionnaire most of the pupils said behaviour was good although there was some concern by a few children. All those responding said they felt safe in school in spite of the considerable building works recently completed. Parents are also fully confident that their children are safe. They describe the school as having a great family atmosphere. Monitoring of play time shows boys, girls and different age groups play extremely well together. We have had no racist incidents since the log was started. We record all bullying incidents which are very rare. Work in circle time has helped pupils resolve disagreements, and we have acted rapidly to address any emerging cliques. Pupils say that they know who to go to if they are worried and they trust adults to sort difficulties out. Pupils with behaviour issues make progress in learning and are better in controlling their behaviour. The school can provide details of pupils previously excluded from other schools who have flourished here. It does of course take time for new children with behavior challenges to embrace the school’s ethos. In class, pupils have excellent attitudes. They listen well and any disruption is extremely rare. They respond very well to opportunities to discuss work and they also work in groups. Teachers apply behaviour rewards very consistently and these are valued by pupils. Developments in philosophy for children have helped support pupils in being confident to discuss difficult subjects. Pupils always take pride in their work and try their best. Understanding of safety and risk is developed extremely well through the curriculum. Internet safety and cyber bullying are discussed in personal, social and health education (PSHE) and in computing. Pupils’ good spiritual, moral, social and cultural (SMSC) development ensures that they are ready to become responsible citizens in the world. Pupils demonstrate a very clear understanding of safety through their play. Pupils have a clear sense of responsibility such as on road safety and keeping safe on farms and in the countryside. Much of this is down to the excellent work undertaken within school as part of our Forest School entitlement. The school council leads on safety issues Most of the pupils are punctual. Pupils who arrive late do so almost always because of delays to the bus service and local traffic problems. Attendance is still a major cause for concern. There is still not the same commitment to education from all parents and carers that we would like and expect. ESBAS are fully engaged in this process and the Headteacher meets with families who have low attendance. Rewards for the children and weekly celebration assemblies are amongst the positive strategies used.

OUTCOMES FOR PUPILS 2 (Good)

Outstanding

Good

On the cusp of good

Descriptor for Outstanding Evidence

1. Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge and understanding, considering their different starting points.

Evidence from tracking graphs confirm that pupils are making good progress across the school and that vulnerable groups are performing well.

2. The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points.

Pupils are making very good progress and attainment is close to the attainment of ‘all other pupils’ across the whole school. The school has taken a very proactive stance with the employment of Pupil Premium Tutors who work with all of the pupil premium pupils to ensure that their learning continues to accelerate and their motivation remains high.

3. Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold thoughtful conversations about them with each other and adults.

Evidenced through celebration and good work assemblies. Further evidenced through pupil voice.

4. Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age

Evidenced through monitoring file of English subject leader, displays and culture around the school.

5. For pupils generally, and specifically for disadvantaged pupils and those who have special educational needs, progress is above average across nearly all subject areas.

Whilst attainment remains low for SEND pupils all other groups are working well and most pupils are working at age or above age related levels. Progress for all groups of learners is good and pupils are moving towards accessing the curriculum at a deeper level in all year groups and in all classes. The performance across the school is good.

6. 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 are making good progress and their performance is close to or exceeds ‘other pupils’ in all core subjects in terms of attainment and progress.

disadvantaged pupils matches or is improving towards that of other pupils nationally.

The tracking system indicates that pupils are making at least expected progress across the core subject areas.

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

Broadly in line.

The cohort finishing year 6 in 2016 reached above-average standards in reading, writing and mathematics by the end of the year. Internal tracking shows a similar picture for current pupils’ progress. Year 6 pupils are on track to reach above-average standards, with higher proportions than nationally making and exceeding expected progress levels. Disadvantaged pupils make consistently good progress. They catch up during the key stage and then make similar or exceed progress to other pupils nationally at KS2 in reading, writing and mathematics. Pupils with disabilities and those with SEN are not making as good progress as other pupils, but are making good progress from their starting points. Pupils are making good progress across the school. Pupils read well across the curriculum. Pupils apply mathematical skills well at all levels and use computing effectively. In other subjects pupils make good progress. West Rise Skills is an assessment programme created by the school to measure attainment and progress in all foundation subjects. This is having a positive impact on raising standards.