Henry Fawcett Primary School

Henry Fawcett Primary School Local Authority Review November 7th 2011

Reviewers Richard Blackmore Lambeth School Improvement Adviser Sue Quirk Lambeth School Improvement Adviser Claire Nuttall Headteacher Rachel Eckford Deputy Headteacher Natalie Barratt Senco

Purpose of the review

The review was carried out in order to monitor progress of the school which has demonstrated a good capacity for sustained improvement since its removal from special measures in June 2010. The review consisted of an analysis of standards based on Raise-on- Line 2011, 15 joint lesson observations with the headteacher, deputy headteacher and Senco, scrutiny of pupils’ work and a meeting with the school council.

Analysis of results 2011

EYFS EYFS threshold % of children in Lambeth lowest 20% 2010 60.6% 18% 2011 63 22%

DA SD ED LCT LSL R W NLC C SSM KUW PD CD 2009 86 91 88 82 53 56 51 79 46 84 67 96 81 2010 88 85 88 73 82 85 67 88 79 85 88 91 91 2011 89 78 74 83 70 78 70 78 76 78 74 85 78

Results at EYFS are now more consistent across the board, reflecting improved tracking and assessment procedures. Although results in 2011 were slightly lower than 2010, they are securely at or above national average. The improvement in writing, which has been a focus over the last two years, has been impressive.

Raise on line analysis

End of KS1 p27 KS1 APS There is a securely improving trend over the last 5 years in all subjects. In 2011, for the first time, standards are in line with national averages with nothing significantly below. In writing standards are at the national average. A high proportion of the cohort ( 67%) were on the SEN register, 26 at school action and 6 at school action plus.

p21 Levels In 2011 the % of pupils attaining at all levels is in line with national expectations with the exception of level 2A+ in reading which is significantly below the national average, .

p28 Groups Group comparison with “all” pupils in school and national comparative group in reading, (Focus on writing and maths. (significant groups) FSM/CLA) School National + - + -

1 Boys (all, r, m) EAL Boys Girls FSM (all subjects SEN without st FSM Any other white r, w) Any other white Black Caribbean Black African (r) Non SEN Black African(r) SEN without st Black Caribbean School action

Boys did better than girls in the school and better than boys nationally. Girls did less well than girls nationally Pupils eligible for free school meals did better than those not eligible and much better than fsm nationally. EAL pupils did less well than those with English as a first language in the school but not significantly different from EAL pupils nationally. SEN pupils did less well than non SEN pupils but much better than SEN nationally. Of the major ethnic groups, pupils from “any other white “ backgrounds did less well than their peers in school and less well than that group nationally. Black Caribbean pupils did well and much better than black Caribbean pupils nationally

KS2 Attainment p44 APS There has been an improving trend over the last three years and although results overall are still significantly below, the gap is narrowing. APS in English and in mathematics improved by 0.1% this year. The school has been encouraged to query the sig – for English as aps is higher than last year, when the result was in line with national averages. p31 levels Results at all levels are within national expectations, with the exception of English at Level 5

In terms of percentages attaining expected levels, boys did better then girls in maths and English and maths combined. Pupils eligible for free school meals had similar results in the separate subjects but a lower result overall for the two subjects combined. However, their results were higher than for FSM p32 groups pupils nationally. E+M Sig test Percentages of pupils with SEN at expected levels were similar to those of SEN pupils nationally although the one pupil with a statement attained level 4 in both English and maths The largest ethnic group was Black African and percentages of that group attaining the expected levels were similar to Black African pupils nationally.

P45 groups In terms of average points scores, (aps), the picture is similar. Boys did better than girls in all subjects except English and their scores were similar to boys nationally. Girls aps in maths was low. There was little difference between the scores of pupils eligible for free school meals and those not eligible and results for pupils eligible for fsm pupils were close to those of that group nationally. Results for pupils with SEN were similar to those of SEN pupils nationally apart from the one pupil with a statement who scored very highly. The aps of Black African pupils was similar to Black African pupils nationally except for English, where it was 1.2 aps lower. Progress p50 VA In 2011, pupils made significantly above the national average value added progress in English, mathematics and in English and mathematics combined.

P70 VA Group Most groups made significantly above average value added progress compared to their

2 Overall national comparative group, as well as the overall average. In particular, low attaining boys progress (103.7), low attaining girls( 102.0), SEN school action (102.5) and sch action+ and statements Sig tests ( 103.4) all had very high VA scores. FSM pupils did well compared to the overall national average ( 101.8) p75 VA group In 2011, a number of groups had significantly high VA scores, with nothing significantly low. Maths / These included all pupils, boys, girls, free school meals, non free school meals, low and Eng middle attaining pupils, those with English as a first language, non SEN, school action and Sig tests Black Caribbean. In English, all pupils, boys, girls, free school meals, non free school meals, low attaining, first language English, school action pupils all had significantly high VA scores. In maths, all pupils, boys, free school meals, low and middle attaining pupils, those with English as a first language, school action and Black Caribbean had significantly high VA scores.

2 levels The % of pupils making two levels progress in English and Maths in 2011 was well above progress that made by pupils nationally. 95% of pupils made 2 levels progress in English and 97% in p53 Overall maths. Only one pupil who attained level 2C in English at KS1 did not make level 4. in maths, p73 Groups all pupils who attained level 2 reached level 4 and five pupils made rapid progress and reached level 5 p51 success The predicted success rate of pupils attaining level 4 + in both English and Maths, grouped by rate their prior attainment at key stage1, was significantly above the school’s predicted success rate.

Narrowing 48% of pupils in the school are eligible for free school meals. gaps p77-78 Pupils eligible for FSM had significantly high VA scores in English, maths and both subjects FSM combined. FSM VA scores were higher in mathematics than for non FSM.

Review of teaching and learning

Main findings

Of 15 teaching sessions observed, seven were judged outstanding, five good, and two satisfactory. This equates to 47% outstanding, 33% good and 13% satisfactory and means the school has further improved the quality of teaching and learning since the last Local Authority review in January 2011. It is particularly pleasing to see the high proportion of outstanding teaching, which puts the school in a strong position to sustain the rapid improvements which have taken place.

A number of strengths were identified across the school. Teachers are confident in their delivery and use highly effective questioning which encourages children to hypothesise and probe thinking. Through this questioning, and the effective use of mini plenaries, teachers were skilled in constantly checking pupils’ understanding. Learning outcomes were made explicit and steps to success meant pupils knew exactly what they were expected to do. Expectations of the quantity, quality and presentation of pupils’ work were high and in most lessons the pace of learning was good with clear timeframes.

In almost all classes, pupils collaborated well together and relationships between pupils and teachers were excellent which promoted highly positive attitudes to learning. There was a very clear culture of mutual respect between adults and children. Activities were generally imaginative and interesting and pupils’ enthusiasm showed they were enjoying their lessons and having fun! As in the previous review,

3 where teaching was most effective, there was a good level of challenge and high expectations in terms of the quality of children’s responses.

Lessons are well planned and appropriate differentiation, sometimes with targeted support for named individuals is evident. In most lessons, resources were well planned and helped pupils access learning.

The use of ICT as a teaching tool is effective with interactive whiteboards used well to demonstrate teaching points, though there were few examples observed of pupils using ICT themselves.

Where teaching was less effective, the level of challenge for all abilities was inconsistent and there were missed opportunities to use the skills of additional adults to fully support pupils’ learning.

Classroom environments are attractive and well organised and the good use of working walls effectively supports high quality learning across the school.

Behaviour is now likely to be judged outstanding. Systems and routines are clearly embedded and consistently applied. The school council confirmed they thoroughly enjoyed school, learning was fun, behaviour was good and often excellent and that they felt completely safe in school.

The school’s leadership is strong. Both the headteacher and deputy headteacher are secure in making accurate judgments on teaching and learning across the school. They work very well together and have succeeded in supporting teachers to reflect on and improve their practice, holding them to account for the rates of progress within their year groups. This has led to significant improvements in teaching and learning. They make their high expectations clear and are ambitious for the school and each individual pupil. They have been highly successful in embedding the “can do” culture which is so clearly stated in the school’s motto “Yes, we can” Standards across the school are rising quickly. At Key Stage 1 there is a secure improving trend and standards are now at the national average, which, given pupils’ starting points, reflects good to outstanding progress. Raise on line data clearly indicates that progress across key stage 2 is outstanding, however, attainment is still slightly below the national average; a legacy from the years when the school was failing.

Recommendations  Improve attainment at Key Stage 2 so that no indicators are significantly minus  Continue to support teachers judged satisfactory and below to improve their teaching by  Providing greater challenge for more able pupils  Improving the pace of lessons  Ensuring resources are well prepared and support learning effectively  Ensuring additional adults are well deployed

Sue Quirk Richard Blackmore November 2011