Camberwell Park School

Camberwell Park School Self - assessment summary - HEADLINES – April 2017 Leadership and Teaching, Learning + Personal development, Outcomes for pupils are Effectiveness of early Management are Assessment is behaviour + welfare of Outstanding because: years provision is Outstanding because: Outstanding because: pupils are Outstanding outstanding because: because:  The governors are actively  Monitoring and evaluation of  Personal and social  Our analysis of learning over time  From the small cohort of 5 pupils involved with establishing a teaching over time ensures development is an embedded demonstrates that the pupils in EYFS, 100% made at least good or better progress renewed, ambitious strategic formative and summative part of the core curriculum. make at least good progress with assessment, classroom practice Personalised outstanding the majority making outstanding  EY cluster moderation carried out vision for the school including outcomes are evident through a and work scrutiny all evidence progress. ( May 16 : KS2 – 79% in May 16 confirmed the growth plan range of sources e.g. EHCP consistency and accuracy of the the continuing outstanding reviews outstanding / 21% good) practice across school (15 – 16, school’s judgements  Pupil attendance consistently ‘Whilst all the children are  The head teacher is an 91% good or better with 62% meets the school target of 92%.  There are no significant variations currently at the emerging stage, established system leader + outstanding) The school data for Persistent in achievement of any groups of there is clear evidence of the the school is actively involved absence is well below the national learners progress that each child has in a range of cross school ‘The success ( of the school’s ) average for special schools made. Children are set ambitious approach is evidenced each targets and supported to achieve challenge and support  Well planned + supported  Pupil premium money is used these by all staff working with time you enter a classroom and transition programmes ensure programmes as part of a self- effectively to target areas of them’ EY cluster moderation witness the positive teaching pupil confidence in managing improving school system. need. Impact: all pupils achieve report. May 2016 and learning ethos or talk with change including to high school equally well parents’ SSAT, peer review, Oct  Increased pupil voice supported  Skilled leadership at all levels 15 by total communication ensures within school together with that pupils are able to share their  The school has effectively clear, comprehensive systems  Lesson observations and views and communicate any implemented the SEND reforms worries and concerns. 100% pupil for self- evaluation ensure an judgements about teaching over ensuring pupil holistic outcomes contribution to EHCP reviews / for EHCPs are integral to the ongoing drive for time are closely linked to PEPs/ case conference teacher standards and include school’s work ( My Learning improvement  Pupil’s behaviour safety including evaluation of all elements of Targets) e-safety are key aspects of the the Ofsted inspection ‘The headteacher and SLT school. Pupils are safe and feel ‘ framework. Pupils on the school council were able have a clear and accurate view safe at all times. All policies and to express their delight, enthusiasm and procedures are up to date, of the school informed by the engagement in being part of the ECHP compliant and effective process. They were able to describe views of pupils, staff, parents how the plans had enabled them to and outside agencies’ QA make progress with their individual report March 2017 learning targets’ SSAT, Peer review report, Oct. 15

1 Overall Effectiveness

In the Ofsted inspection of June 2013, Camberwell Park was described as an outstanding school. The Headteacher and the whole school community are PROUD that it continues to be a wonderful school due to the exceptional education provided by the school with regard to learning, the spiritual, moral, social and cultural development and physical wellbeing, resulting in outstanding holistic outcomes for the pupils.

Camberwell Park School School improvement priorities 2016 – 2017

Leadership and Teaching, learning and Personal development, Outcomes for pupils Effectiveness of early management assessment behaviour and welfare years provision  Review and update school  Review and update role of  Raising standards in maths at  To establish early years vision subject leader  To develop the outdoor areas KS1 provision at the additional  Establish a before school  Implementation of SOLAR and re-establish outdoor  Improving outcomes in school building – Belthorne breakfast club and increased pupil progress tracking system ‘grow it’ following move to number e.g. through numicon site new school site. community use of school  Ensure all elements of updated training facilities enrichment curriculum  Implement and develop role  To investigate ways of embedded into personalized of new school counsellor expanding pupil numbers learning plans including the possibility of an integrated nursery  To further develop the school’s outreach services including work of NLE / SLE.  Implement Teaching assistant standards Overall effectiveness To ensure overall effectiveness remains outstanding