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Robin Archibald

on 11 February 2014

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Transcript of Broadfields

We believe that achievement and standards are good with some outstanding aspects.
'I enjoy being in this school, my best primary school.' Year 6 pupil.
We believe that behaviour and safety of pupils is outstanding
'This school is so safe that I want to stay in it forever, in my old school there was lots of bullying but in here I don't get that.' Year 6 pupil.
Leadership and Management
We believe that Leadership and Management at Broadfields are outstanding.
' I think the Headteacher and Senior staff do a great job.' Year 5 pupil.
We believe that the quality of teaching at the school is good with outstanding aspects.
'I like our school because I enjoy learning, I also like the teachers.' Year 5 pupil.
Summary Self Evaluation
RAISEonline Data
Contextual information shows that the basic characteristics of the school are, or very close to, the most challenging quintile for every measure.
Our Context
and Ethos
Broadfields serves the wonderfully diverse area of Edgware in the London Borough of Barnet
Attainment on
Entry Data
This data shows that a large majority of children come to Broadfields displaying characteristics of development that are lower than the national average.
Pupil Outcomes
Y6 Leavers 2012
Fisher Family Trust
Internal Data
Attainment improves to be better
than National Averages at end of KS2
The children who left Broadfields in July 2012 made great progress over the years they spent at the school.

At the start of KS1, only 50.9% achieved a score of at least 78 points across the Foundation Stage Profile compared to the Barnet average of 79.6%. A significant gap.

By the end of Year 2, the all subjects average point score (APS) of the cohort was 13.6 compared to the national average of 15.2.

By the end of Year 6, the all subjects average point score (APS) of the cohort was now 28.4 compared to the national average of 28.2.

The cohort had closed the gap and bettered the national average.
Overall Average Level
English and Maths L4+
English and Maths L5+
The data shows that over the last 3 years actual attainment has, for all pupils and in many significant pupil groups, been significantly higher than estimated by the Fisher Family Trust.
-shows generally good progress and attainment gap closing throughout the school
Phonics Screening Check outcome far better than national data -indicates good teaching of phonics
Our internal data tracking checks the performance of all pupils and significant groups within each year group.
Pupil Progress Meetings are held bi-annually. The whole staff team of each year group attend so that the picture is shared with all involved. There is always a focus on individuals as well as these significant groups.
Action points are noted and followed up...
Teachers value this process, not only due to the useful analysis, but because it gives an opportunity to receive a pat on the back for the success of their teaching!
At Year 6, we also look at attainment and progress over KS2.
English and Maths skills are integral to learning
A Creative, Engaging Curriculum
Learning is built on prior knowledge
Broadfields Primary school offers an extended primary curriculum which is well organised, imaginative and effectively contributes to the learning and experiences of the pupils in our care.
Closing the Gap
Broadening Minds
Out and About
Eco Garden
The curriculum is planned systematically through curriculum maps for each year group thereby ensuring the whole range of the National Curriculum is delivered appropriately. Over the course of this academic year the provision maps have been under revision in both Key Stage 1 and 2 to make sure that the is based on children’s interests and enhancing cross curricular links. A good example of this is the Autumn Term of Year 1, which we call the Transition term for the children leaving the EYFS and entering into KS1. In this term the curriculum is adapted in many ways to ensure that the children still working on the EYFS goals have their needs met. The teachers have worked on using such themes as 'Chinese New Year' or 'Plant Life' as a vehicle to teach many areas of the curriculum.
All staff recognise that English and Maths skills form an integral part of all learning, therefore it is our aim to develop literacy and numeracy skills throughout the curriculum, making the most of any opportunities for writing that arise. For example, in PE, KS2 pupils have to measure an athletics track as part of their work based on the Olympics; the history work undertaken by the Yr. 3 children on Ancient Egyptians and the work on Ancient Greeks in Yr. 5 have allowed the children to expand upon the information learnt in class and develop not only their own lines of enquiry, but has increased the amount of written work, as well as a wider range of writing scenarios. This is also true in Science in KS2 where the children are frequently given a literacy genre, such as letter writing; to demonstrate their scientific findings from their area of study e.g. Yr. 4 wrote to their class teacher describing which material would keep her tea warm over a break time duty as part of their investigations in to materials. As a result, our writing standards have improved. (see RAISEonline)
The school has a systematic long, medium and short term planning system which is IT based. Teachers use AFL to plan collaboratively (within year group teams) to ensure that the topic is meeting the needs of the children, challenging the children and remains motivating and engaging for the children. Scrutiny of planning shows that teachers plan to ensure that learning is built upon prior knowledge and is focused on ensuring that pupils make progress in lessons.
The national agenda of ‘Narrowing the Gap’ is particularly appropriate for our school and has lead to significant curriculum adaptation for our vulnerable children. As a school we have implemented key interventions which fit the specific needs of our children such as 15 minutes a day reading, Better Reading Partners, Hi Five (writing intervention), One to One Tutoring, Springboard Maths and First Class at Number. We have changed the school timetable to incorporate these interventions to ensure that identified children have the opportunity to read every afternoon with a dedicated member of staff or trained parent. The timetable is organized in such a way that children involved in these interventions, do not consistently miss the same part of the lesson. The Year Heads carefully match children to the intervention and the adult leading their support in order to create the best climate for the programmes to work. In addition, Broadfields has a Reading Recovery Specialist Teacher and an Every Number Counts teacher. These teachers provide specialist tuition as well as support other teachers with expert diagnoses and teaching ideas in order to overcome learning issues.

We believe that this level of care, support and guidance for our more vulnerable children is exemplary.
We have started a major new initiative aimed at broadening the minds of the children at Broadfields through widening our children’s understanding of the world. The new programme focuses on off-site learning opportunities using the wonderful resources available across London. We have developed a programme of visits focusing on cultural, artistic, historical and scientific learning for interested pupils throughout the year.

Children will be chosen to take part that have shown a particular interest in the subject and will be across age and ability ranges. The groups will generally visit in small parties of 15 so that the adults are able to support the learning on these visits. There is no cost for these outings.
It is in rich opportunities such as these which we believe separate our curriculum from the norm and truly enhance the children’s learning by providing memorable experiences.
Children in Years 4, 5 and 6 all have the opportunities to take part in a residential visit. These trips provide memorable experiences alongside rich opportunities for high quality learning in a situation other than a classroom and allow for wider personal development and well-being. The trips involve staying on a light ship in Essex and outdoor adventurous activities in the Peak District and Hertfordshire. These trips are carefully costed to allow access to all our pupils.
Since September 2011, the school has developed a Teaching & Learning cycle which both monitors the quality of teaching and supports and develops staff. This 3 weekly cycle is led by the AHT and explores an area of development identified by the year group teachers and involves all staff each year.

Week 1: AHT to model area of development, jointly observed by the teachers of a year group;
Week 2: Peer observations undertaken;
Week 3: Joint planning and observation by the AHT.

We expect all the teaching at Broadfields to be the best that it can be.

We have developed a clear statement which describes our core principles of outstanding teaching in order to ensure consistency of understanding across the teaching staff.

There are four separate components to our understanding of outstanding teaching and these are detailed in the following statements:
S - Simple – The teaching is clear and focussed on the learning objective, sufficient input is provided by the teacher, pupil tasks are challenging and the lesson is paced appropriately.
A – Accurate – The teacher’s subject knowledge is excellent and they are able to assess pupils understanding, intervening skilfully when necessary, all of which impact positively on the quality of learning.
M – Memorable – Learning is embedded through the use o f imaginative teaching strategies and setting high expectations leading to high levels of engagement and enthusiasm.
E – Enjoyable –through the development of a highly effective relationship between pupils and the teaching staff, children feel motivated to embrace challenges and participate actively, develop resilience and confidence during the lesson and have fun!

If all 4 ingredients are present, it should result in lessons where -
children are independent learners,
tasks are differentiated appropriately,
both teachers and teaching assistants are clearly having a positive impact on learning
learners are making rapid and sustained progress.

We know from the evidence provided by lesson observations and the pupil questionnaire that the school is very good at achieving the memorable and enjoyable aspects of the lesson. This is because the staff have the personality and ability to help their pupils learn in an exciting, engaging and fun fashion. Teachers take every opportunity to ensure that learning is ‘hands on’ and relates to real life.

With regard to teacher subject knowledge we believe that this is secure within year groups but we recognise that teachers need to know more about the learning that has already taken place and the next steps needed for children to make future progress. We know that our assessment of children’s writing is very good but we are of the view that we need to develop more successful strategies within Maths and reading.

Whilst the teachers are very clear communicators and ensure that pace within lessons is also very good, we feel that there is a danger that the teachers' intention to ensure that lessons are enjoyable and memorable can hinder the necessary simple focus on the learning objective.

Whilst senior members of staff have seen many good examples of challenging tasks set for children across the curriculum and across the different age range, it is our intention as a school to encourage staff to consider more use of ‘low threshold, no ceiling’ activities where the teacher’s role is to guide the children through their learning and enabling them to discover “light bulb moments”, as opposed to primarily directing children through their learning.
Strengths of Teaching
The diversity of our school community is reflected in our diversity of styles of, and attitudes towards learning.

At Broadfields, we believe that we are good at:
helping children to develop sense of self-esteem through a close and trusting relationship where children feel secure to take risks. We believe this rapport is the starting point for any successful learning
developing pupils' confidence to be an independent and collaborative learners
providing lots of opportunities to learn through speaking and listening activities throughout the curriculum
Lesson observations show that:
Most children know the purpose of their learning and how it relates to real life.
There is a good use of humour within classrooms
Good variety of use of VAK in lessons in order to appeal to children with different learning preferences.
A very high percentage of children are always on task and able to work independently which demonstrates that children have very good attitudes towards learning.
We would like to develop within pupils their:
•ability to develop resilience so that all children can become members of the ‘have a go club!’
sense of enquiry
understanding of their own intelligence and how their brain works
Strengths of Learning
The Performance Management cycle is well established within the school and always includes a minimum expectation of attainment within the individual’s class or particular group. Each teacher is given three targets. These are focused on:
• Standards Target
• Quality Teaching Target
• Personal Target directly linked to the Teachers' Standards

Example Targets and success Criteria...
Which are the strongest features of teaching & learning?
Many of the school’s senior teachers have excellent subject knowledge across the year groups so our challenge is to share best practice and to ensure that our less experienced teachers are supported effectively. We believe that we are in position to do this well, particularly due to the new staffing structure.
One of the strongest features of our school is that we have a staff that is willing to learn and that the learning culture within the school permeates all levels. Teachers particularly and many teaching assistants have a highly professional attitude to their posts.
The collegiate feel amongst the teachers is a very supportive aspect of the work of the school allowing teachers to approach one another to share ideas and practice. There is a high level of trust between staff.
Also we offer...
Full SEF includes
Subject area evaluations
Information about SEN practice
Further data analysis
Detail about attendance
Governance matters
Foundation Stage
Feedback from Questionnaires
The Behaviour Policy is a cornerstone of the school’s approach to managing pupil behaviour. It details consistent expectations of behaviour across school. At the centre of this policy is the school behaviour and learning codes, which children are encouraged to use at all times. There is an emphasis on what good behaviour looks like and why it is important. Assembly themes supporting the policy are introduced weekly, followed up by teachers in their classes and other assemblies.

Positive pupil behaviour is primarily achieved through engagement and support. However, in order to challenge and monitor unacceptable behaviour, the school uses a system of Behaviour Sheets on which children record the nature of an incident. Copies of sheets are always sent to parents. A report of the number and nature of these incidents are part of the Headteacher’s Report at Governor’s meetings.
The school has a consistent system of rewards that are child focused. Children like the system and feel that they are rewarded for good behaviour and good attitudes as well as good learning. These are carefully monitored and analysed for trends across the school.
Where appropriate, Learning Mentor intervention is targeted at individual pupils who need particular support with their moral, social, emotional or cultural development. Identified children are provided with a programme of interventions to develop social skills - circle of friends, anger management and social skills groups.
Lesson observations reveal that children are calm, focused and purposeful in class, relationships are harmonious.

Behaviour management plans have been introduced for some individual children. Staff, parents and children are pleased with the standard of behaviour within the school.
In the March 2012 Pupil Questionnaire:
94.6% pupils stated ‘I enjoy school’
90.8% pupils stated ‘I feel safe when I am at school’
84% pupils in Year 5 stated ‘I feel safe when I am at school’
88.6% pupils stated ‘Adults at school care about me’
In the November 2012 Parent Questionnaire:
97% parents agreed/strongly agreed ‘The school keeps my child safe’
99% parents agreed/strongly agreed ‘Racism is not tolerated in school’
100% parents agreed/strongly agreed ‘My child enjoys school’
96% parents agreed/strongly agreed that the school ‘Manages behaviour well’
and support
The whole school community is determined that Broadfields should be a safe and happy school for its pupils.
PHSE and circle time activities within class play an important part in supporting children to feel safe. Children use a peg system to flag up that they are upset or need support; the Learning Mentor facilitates this on a daily basis providing help to resolve any issues immediately. All staff work to develop close but appropriate relationships with pupils. Data from pupil questionnaires (March, 2012,) shows that pupils feel safe and are able to talk to staff about concerns. Most children (88%) state that there is an adult within school whom they would go to if they were worried at school and a very large majority (90.8%) state that they feel safe in school. We believe that pupils do feel safe at this school.
The school’s Learning Mentor is focused on ensuring that the school attendance is above 95%. The school has a wide range of strategies to ensure maximum attendance including a reward system for 100% attendance, first day response to all absence, early involvement of EWO, face to face meetings with Learning Mentor to discuss issues and even alarm clocks have been handed out if necessary.

There has been significant progress in reducing the level of absence.

Our aim for this year is to continue to improve and raise the overall attendance level, and reduce combined authorised and unauthorised absences, particularly focusing on those children who are persistent absentees. (PA)
We are looking at ways to develop the social and wider ‘friendship’ skills of pupils and to develop further their attitude towards learning. We have appointed a Mental Health worker within the school for one-day each week, in order to support the development of these skills and to support the well-being of pupils.

We will continue with the programme of training for our MTS in order to support them in their role and to empower them to have a more proactive role with the pupils during lunchtime. This will encourage pupils to utilise the active learning provision available outside.
Our key priorities
for development

The school has significant internal capacity on which to build and to improve further and in order to accommodate increased numbers of pupils as all year groups become 3 forms of entry:
The AHT post is focused on improving the quality of provision. She is assisted by 3 ASTs within the school (Science, KS1 and Literacy).
Year Group Heads are responsible for the expectations and standards of learning, the quality of teaching and are accountable for all matters relating to planning, curriculum and assessment within their year group.
The ethos underpinning school CPD encourages staff to support one another and to share best practice
The school has a strong tradition of ITT through both the PGCE and GTP routes
In the March 2012 Pupil Questionnaire:
97.7% pupils in Year 4-6 stated ‘The Headteacher and senior staff in my school do a good job’

In the November 2012 Parent Questionnaire:
97% parents agreed/strongly agreed ‘The school is led and managed effectively’.
Parents'/Pupils' Views...
Leadership Capacity...
Leadership of Teaching and Learning
The school is a self-critical and reflective institution. Routine monitoring of teaching and learning is timetabled throughout the year. All members of staff understand that feedback has to be developmental in order to help to continue to improve each others practice. The teachers recognise that this is a mutually supportive process which leads to improved teaching and learning.
The school uses the following systems to improve the quality of practice -
Teaching and Learning Cycle - all teachers are involved in at least one cycle
Lesson Study - used as a more intensive developmental programme for some teachers
Annual reviews of Literacy and Numeracy
Paired observations by Headteacher and Senior Staff
Teaching and Learning Cycle
Lesson Study
Performance Management
Objective:- To raise attainment at Year 1

Success Criteria-

• 80% of Year 1 pupils attain Level 1b in Reading, Writing and Maths

• 100% of Year 1 pupils who enter Y1 @ 1c, in either Lit/Num, attain 2c by year end.

• 80% of Year 1 pupils pass Phonics Screening Test

Identified target groups

123 children – progress through Reading bands - 90 % MUST ACHIEVE at least level 6

Pupil Premium Children – 80% of Year 1 pupils attain Level 1b in Reading, Writing and Maths

Pupil progress system in place to inform calendared review of targets against prior attainment data.
Teachers to extract assessment information from mid-year testing process and use this to plan according to children’s weakness
Objective: Implementation of Formative Assessment Policy

Success Criteria:

• The use of success criteria helps children understand teachers’ expectations and therefore informs pupils work, evidenced through lesson observations and through quality of peer/self marking.

• A mixture of detailed, skim and peer/self marking is evident in books. There must be consistency across the school in marking

• All feedback must be given within 48 hours. (72 hours over weekends). (Pupil questionnaire)

• Feedback must result in feed-forward. Pupils understand what they have achieved and what comes next. (Book scrutiny)

• Staff feel pupil progress is enhanced by marking policy

• ALL staff understand marking policy and are ready to explain / use with the pupils.
Objective: To develop and embed practice in the EYFS as a result of the new statutory framework.

Success Criteria

Children engaged in purposeful activities linked to a clear learning goal

Strengthened partnerships between professionals and parents

Clear links between indoor and outdoor learning

Number of adult led activities within Reception increases appropriately throughout year

Ensure that Look@Me is used as an effective tool for observations and assessments

Evidence of attainment is available across the 7 areas

Attain at least a good if inspected during year
So what is the impact?
‘ … going into the T&L cycle, I thought it would be extra work and pressure. I was not looking forward to it. Because we planned the lessons together my confidence grew and so did my teaching delivery. I came out of it feeling more positive about observations.’
...a comment from one teacher
The quality profile of teaching in 2009/10 showed that of 73.9% (17/23 teachers) of teachers were consistently ‘good’ or ‘outstanding’. The profile in 2011/12 showed a 2% increase in the number of consistently ‘good’ or ‘outstanding’ to 76% (19/25 teachers).

Recent observations (Autumn 2012) of teaching reveal that the quality of teaching across the school is 82% being good or better.

Developmental feedback is always given after each lesson observation, the school recognises that this process is vital in building capacity and supporting improvement.
Our lesson study system is based on the approach promoted by Edge Hill University through the Every Child Counts programme.

At Broadfields, it is used to support NQTs and any other teacher whose teaching requires improvement. It is led by an outstanding teacher.

During the lesson study, the teachers will...
Jointly plan a research lesson which uses and develops a particular teaching technique
teach the lesson and, afterwards, jointly observe the video of the lesson focusing on the pupils' learning and progress
Interview pupils to gain their insights into the lesson
Hold a professional learning conversation after the above aspects are completed to analyse how the children responded to the techniques, the progress they made and what can be learned from this and then jointly plan the next lesson.
After three cycles, the outcome is shared with the Head and Assistant Head.
On the basis of our evaluation, our key developments for 2012 are...
Evidence from observations...
Impact - RAISEonline
We believe that Broadfields is an effective school. Generally, Children enter the school with attainment below national expectations for a range of different reasons. However, by the end of their time in the school, children's attainment in all subjects is above the national level. This is because of the excellent progress made throughout the school...see RAISEonline for more details.
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