·1 Ofsted report 2003

·2 Heads’ reports to Governors

·3 Newsletters and information sent to parents

·4 SMT minutes

·5 Policy documents e.g. Special Needs Policy

·6 Teachers’ planning

·7 Pupil attainment records and analyses

·8 School’s tracking documents

·9 Provision maps

·10 IEPs

·1 Headteacher/ SENCO

·2 Assistant Headteacher/ Assessment co-ordinator/ Staff governor

·3 Foundation Stage co-ordinator

·4 Two NQTs

·5 EAL support teacher

·6 Six parents informally

·7 Chair of Parents’ Association

·8 Chair of Governors

·9 Six pupils informally

·10 Twelve selected pupils spanning statutory age span of school

·11 Local Authority trainer for MDAs

·1 Harvest assembly attended by nursery children and a large number of parents.

·2 Lunch in canteen

·3 Lunchtime play followed by "Wake up and Shake up" with the whole school

·4 Foundation Stage session

·5 Tour of school with observations in classrooms en route

·6 Displays around school

·1 Time is allocated for staff to share information about pupils’ progress, regularly. This includes transition between classes and phases.

·2 Staff understand that not all pupil progress is easy to measure: for example, socialisation, but they are able to discuss this kind of progress and regard it as important.

·3 New mid-year or mid-phase arrivals at school are assessed as soon as possible by LSAs to ensure they start making progress as soon as possible.

·4 Pupils are involved in target-setting: for example there are clear displays in every classroom giving targets under "must, could and should" headings, and child-friendly IEPs sometimes use pictures instead of written words to make them accessible.

·5 There is constant monitoring of what works in classrooms and what doesn’t: for example, the school has recently introduced "Read-Write" because Jolly Phonics did not seem to develop children’s ability to synthesise sounds.

·6 Recording of pupil progress and analysis of results is done promptly after May assessments, to ensure the new school year is able to respond immediately to information gathered.

·7 The SMT is clear where additional support is needed, for staff and pupils alike. This is because there is a culture of regular formal classroom observations.

·8 There is a clear link between recorded progress and targeted provision: for example in the excellent Summary of Provision document outlining support in each phase under Wave 1, 2 and 3. This is accompanied by individual recording sheets to show progress under Wave provision, using teacher/parent friendly language and providing a useful visual summary for each child. These documents have been used as exemplars in other schools by the local authority.

·9 The school knows exactly where progress has not been as good as it should: for example it has identified too great a boy-girl difference in performance, and that not enough pupils are achieving level 3 in writing. Work is now in progress to address these.

·1 Those already identified in the SDP.

·1 The pupils are very happy at school, and they are confident that staff will handle any bullying: but most pupils do not know of any incidences of this.

·2 Pupils understand that sanctions will be applied for misbehaviour: "We have to be good or we will be sent to the Headteacher", and "He had to write a letter to say sorry".

·3 Parents are confident that the school teaches the attitudes and values that they teach at home.

·4 Pupils enjoy learning, and say "We learn a lot because the teachers help us".

·5 Pupils are proud of what they can do, and link this with rewards: "I have moved up a level in my reading, so I can choose two books from the library".

·6 Pupils love the incentives given for good work and good behaviour. They enjoy being given responsible jobs such as taking the register to the office or handing out the snacks. They all love "Golden Time".

·7 Children understand the needs of new pupils, and several were able to describe how they had been "buddies" to new arrivals: "We care for them and show them round the school".

·8 Children observed in class are well-behaved, attentive and "on-task".

·9 Children in the playground understand the different zones for different kinds of play, and respect each other’s needs for space and safety.

·1 There are no significant areas for development.

·2 The school has made rapid progress in its fulfilment of the Inclusion elements since the first draft was submitted. This is because governors and staff are truly "on board": the Headteacher has inspired the whole school team to work together, and a working party was set up to produce an action plan, which is continuing on schedule.

·3 The School Development Plan is a team-effort and correctly identifies the major areas for work in the next three years. INSET days include group exercises which involve all staff, however new and inexperienced.

·4 Monitoring is part of the school’s natural cycle of work and is accepted by all.

·5 There is an ethos of honesty and trust among the staff: all are keen to develop professionally, and all agree that there is always something which can be improved.

·6 The SMT believes in honesty in its analysis and presentation of school strengths and weaknesses: in this way, governors are able to ask the right questions, and understand the school’s priorities.

·7 Senior teachers are given responsibility for some training and performance management of staff: this develops skills for future succession and for personal professional development.

·8 Every member of staff is valued and feels valued: for example, MDAs have benefited from training, which they and their trainer agree has transformed playground behaviour. The school caretaker now also leads popular lunchtime football sessions in addition to being much praised by staff for his DIY skills.

·9 Staff work together to provide good role models for pupils, everywhere in the building and outside.

·10 Governors visit school regularly and even have a key so that they can visit at times to suit them. There is a high level of expertise and active involvement of governors in school life and management.

·1 To professionally develop new SMT members, consider rotating the chairing and minute-taking of SMT meetings.

·2 New members of staff are well-supported, by carefully-chosen mentors and by the most experienced LSAs.

·3 New members of staff are encouraged to get to know the school before their official start date.

·4 All members of the teaching staff feel their opinion is valued, and that they have a role to play in suggesting ideas for school development.

·5 One teacher commented, "The staff is a fantastic team", and indeed they do appear to work together seamlessly and harmoniously.

·6 Staff professional development is valued, and all staff are given annual performance reviews, their statutory PPA and NQT time, and are offered training to match personal development needs.

·7 The new SMT members have additional and sufficient non-contact time to enable them to fulfil management and leadership functions such as lesson observations and progress analysis, as well as to attend training.

·8 The Headteacher models care for her workforce and the importance of a healthy worklife balance, for example, making sure NQTs do not work too late at school.

·9 The Headteacher understands the need to pace initiatives and training, to ensure staff are not overloaded.

·10 Individual members of staff are given opportunities to play to their strengths: for example an HLTA is leading provision for more able pupils and attends SMT meetings.

·11 Training for the whole staff is followed up by monitoring by senior staff, and extra support is given if needed.

·12 There is consistency in policy implementation throughout the school, whether this is written, or merely enshrined in regular practice.

·1 There are no significant areas for development.

·2 The new buildings are bright, airy and well-designed for flexible use by young children. Children like the "shared areas" between the curtained classrooms, because of the variety of activities which are possible there.

·3 Parent love the building, and value its safety and the opportunities for learning it provides.

·4 Classroom and corridor display values children’s work: much art work is framed professionally, and all displays show a consistently high quality of layout and design. Displays are simple and uncluttered.

·5 The staffroom affords an attractive relaxing space, and also a work area for efficient use of PPA time.

·6 The outdoor areas are well supplied with play equipment, and have good shading in some areas nearer the buildings. There are recesses which afford interesting play opportunities but which can still be well supervised.

·7 Notices and pictures around the school celebrate ethnic diversity, and show greetings in different languages.

·8 Classrooms are simply laid-out, with an uncluttered look and easily-accessible resources. Children have plenty of space to sit on the carpet or to work at tables in groups. Interactive whiteboards are well positioned for whole-class use.

·1 There are no significant areas for development except the joining-up of the Foundation Stage outdoor play areas, which is already planned.

·2 Children enjoy learning, and progress is good in most cases.

·3 Some new arrivals, including EAL children, make excellent progress very soon after joining the school.

·4 Parents are very happy with their children’s progress, and appreciate the information they are given by the school to enable them to support their child’s learning

·5 Lessons include regular "brain-breaks", water is available, and children feel comfortable and listen well.

·6 There are opportunities for group as well as individual work.

·7 There is plenty of active learning: individual whiteboards were in use in one class, body movement in another. In the foundation stage class observed, children were handling and using materials of different kinds to explore the properties of shapes: this included cutting straws, printing with paint and sponges, and jumping on large shapes outdoors. In these ways, different learning styles are planned for, and the need for young children to develop fine and gross motor skills also accepted.

·8 Planning incorporates layered objectives, so that lessons are differentiated for children of different abilities.

·9 Planning for LSAs is clear and they are often involved in planning with the year-group teams: so they understand how they can best help their allocated groups. In addition, they are given freedom to use their own professional expertise and adapt a lesson plan as necessary.

·10 LSAs share in the continuous assessment of pupils and their contributions are much valued by classteachers.

·11 Older pupils are aware of their progress, and of what they need to do to move forwards.

·12 The curriculum is wide and practical: there was baking in one group, making fruit smoothies in another, and evidence of some gardening work by children.

·13 The quality of teaching, learning, planning and assessment are constantly monitored by SMT, who know exactly where improvements need to be made, and provide ongoing support and training.

·1 There are no significant areas for development.

·9 The school is very well-resourced, and teachers say they are happy with the materials and equipment they have in classrooms.

·10 The use of digital photography and "Digi blue" is in evidence around the school.

·11 ICT is currently being developed as a high priority in the SDP.

·12 Playtime is enhanced by fixed and portable equipment outdoors.

·13 There is a good accessibility plan with certain improvements scheduled soon.

·14 Staff volunteer expertise and materials: for example the EAL teacher has organised multicultural events and even a "Bollywood" dance.

·14 ICT is currently a "work in progress" and the school is managing the development of a new computer suite, and ICT accessibility for parents. It may benefit the ICT co-ordinator to attend a SLICT course, because this will help evaluate progress so far, and identify any new areas for development.

·15 Parents and carers are given very useful, clearly presented information about what their child will be learning and how they can help at home. Evening talks are well attended, because the school understands parents’ needs: for example by providing a crèche, and placing two talks for different age groups after one another. A recent "Read-Write" meeting attracted 50% of the parents.

·16 The newsletter is attractive and readable.

·17 Parents are very happy with the school. Parents commented: "They handle things so well here: they integrate the children well", "Teachers are friendly" and "The school is open and warm".

·18 Parents/carers noted that the staff was accessible: they knew that any concerns would be dealt with immediately.

·19 One parent was pleased with the positive approach the school had taken with one of her children who had had problems previously.

·20 Questionnaires for parents/carers have a good rate of return (60% is very high, bearing in mind that several children may be in one family and represented by one return), and show very positive responses.

·21 The Parents’ Association (FRIENDS) is well organised and well supported, with 18 members currently named on the committee. Events organised raise considerable sums of money for the school, funding, for example, a playhouse, markings in the playground, a shared play area in Y1 and new books.

·22 FRIENDS understands the need to reach out to new parents/carers, and members approach new adults in the playground to welcome and involve them. All new parents/carers are given leaflets and flyers, and told that they are automatically members.

·23 The good working relationship between FRIENDS and the SMT is exemplified by their understanding of the right times and opportunities to approach parents and disseminate information. FRIENDS avoids sending materials at the start of term, to avoid overload.

·1 The school’s website is currently unavailable and needs completing. The school is aware of this and one of the governors is working on it. Many parents and carers have computers at home, and there is scope to develop the already good information-sharing in this way.

·1 The school is fortunate in having a very active and involved Chair, who knows the school well, and visits informally and often.

·2 Several governors bring valuable strengths and professional expertise to the running of the school: for example, a qualified accountant chairs the finance committee, and a teacher from another school chairs the curriculum committee.

·3 The school has worked hard to develop links with outside agencies: Peripatetic professionals provide support for vulnerable pupils and external agencies provide extracurricular enrichment. Multi-agency work supports children at risk.

·4 The school benefits from a supportive local authority: for example, SENDIS has provided speech and language training for staff, there has been advice from EMAS about multicultural books and resources, the MDAs have enjoyed and learned from their training. The Headteacher feels that the local authority understands the need to retain good staff with high-quality training.

·5 The school has links with neighbouring schools and shares training and informal advice.

·6 Transition is well-managed.

·1 There are no significant areas for development.

·2 Sports, French and music tuition is all provided by outside organisations after hours at the school. This variety and richness is unusual in a First School.

·3 The Headteacher monitors the effectiveness of this provision as carefully as she does the statutory curriculum.

·4 The school FRIENDS association is active and successful in involving parents and raising money for valuable projects.

·5 The school welcomes use of its premises by outside bodies, including making rooms available for another school at short notice.

·6 The school takes part in community ventures such as a section of a tapestry, the Easter hat parade etc.

·7 There are many interesting local places for school visits and these are used by the school: for example, Woburn Safari Park and the Roald Dahl gallery.

·1 Continue to foster a positive and mutually-beneficial relationship with the nearby playgroup/crèche.

·2 Develop the school’s website to attract community contacts.

·3 Develop links with the elderly.