25 th April Mrs Sharon Crick Headteacher Camrose Primary School with Nursery St David s Drive Edgware Middlesex HA8 6JH

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1 25 th April 2016 Mrs Sharon Crick Headteacher Camrose Primary School with Nursery St David s Drive Edgware Middlesex HA8 6JH Date of Assessment: 20 th April 2016 Summary Camrose Primary is an almost 2 form entry primary school with nursery, serving a diverse population in the London Borough of Harrow. The catchment area is one of significant deprivation and a wide social and cultural mix with higher than average numbers of pupils eligible for pupil premium. There are 398 pupils on roll: over 95% of pupils are from ethnic minorities and 79% have EAL with over 20 different languages spoken by pupils, including Polish, Romanian and Arabic. Around 17% of pupils have a range of SEND, 33% of whom are on Key code with 3 children having EHCP plans. Attainment on entry is significantly below average and there is a very high level of mobility. Despite this, the school works very hard to ensure that pupils make good and improving progress. The school is very welcoming with a warm, friendly atmosphere that is evident from arrival at reception. The environment, both outside in the playground and inside the school is bright and very positive with beautiful displays in the corridors and classrooms. The school s inclusive values are embedded in the work of the school and are implemented by all staff and pupils. The head teacher and SLT, set the tone for the supportive, caring, inclusive framework with high expectations of all and they are rigorous in ensuring that the school s inclusive vision is implemented and thoroughly embedded in the life of the school. They lead by positive, enthusiastic example and oversee all aspects of inclusion. As a result of the combination of excellent teaching and learning strategies, emotional and social support for children and families and a determination for children (often from very challenging and deprived backgrounds) to achieve, the progress of pupils at all levels is improving and is very close to national levels across the board by the end of KS2. The senior team have an open door policy: they listen to their staff, parents and pupils and are highly respected by all, with the result that everyone works hard as a team to achieve the best possible outcomes for children. The school s learning mentor and EAL coordinator play a very important role in developing the school s excellent relationship with parents and families. Teaching and support staff work exceptionally well together to do their very best for all pupils. They spend a lot of time in planning thoroughly to meet their pupils individual

2 needs and in the detailed marking of pupils work. Staff are positive and energetic and are fully committed to the pupils and to the school. They speak very highly of inclusive practices in the school. They share the common, inclusive vision and they feel they have excellent support and resources to enable them to do their work. Staff are encouraged and enabled to develop their skills through a range of CPD opportunities and regular staff meetings have a strong focus on teaching and learning. Lessons are planned in detail, ensuring they are interesting and challenging for everyone and there are many imaginative and exciting activities planned for pupils. Another feature of the work of this school is the use of specialist coaches to teach PE and examples of the rich curricular opportunities include a wide range of curricular trips and after school clubs. Pupils are very happy, articulate, friendly and enthusiastic and behave very well around the school, in their lessons and in the playground. They speak very highly of their school and its staff, for whom they have great respect and they know that they are listened to and cared for. Pupils enjoy learning and they explain how the teachers encourage them and make learning fun. There are many opportunities for pupils to take on roles of responsibility in the school including the school council, the learning council, the steering council, prefects and play leaders. Comments made by pupils include I like this school because it is very inclusive and we are one of the best schools in Harrow, There are lots of activities and fun subjects to do, You make friends with lots of people and it s very peaceful with hardly any bullying. Progress is rigorously monitored half termly and individual targets are set for all pupils. A thorough tracking system ensures that pupils who are not progressing are targeted for interventions where needed. Pupil progress meetings are extremely effective and involve phase leaders as well as teaching and support staff. As a result, interventions are tailored to individual needs and are monitored very carefully and adjusted as appropriate. There are rewards for pupils to celebrate their many achievements, which they are very proud and pleased to receive. The school has fostered excellent relationships with parents and it finds many ways to communicate with them and to involve them in the life of the school. Parents speak very highly of the school and its staff. A group of parents spoken to, including those whose children have additional needs and those for whom English is an additional language, explained the thorough, caring and effective approach that the school takes towards meeting their children s needs. The school listens to its parents and holds a number of workshops and courses to support parents in supporting their children. Parents feel that communication with the school is excellent: the head teacher and senior staff are always available to speak with parents. The PEP programme, which involves parents, who represent the school s different language communities, working as volunteers in the school on one day per week to support children and engage with other parents, is a very effective scheme, which could usefully be disseminated to other schools as a model of good practice. The school s reputation in the local community is improving and there are good links with other local schools and Children s Centre. The school s learning mentor, EAL coordinator and deputy head teacher/inclusion manager provide excellent support to families with diverse needs. All staff, parents, governors and pupils spoken to were extremely positive about the school s work. There is a very genuine sense of team effort,

3 of mutual support, of listening, discussing and of including everyone. The governing body is fully committed to the school s vision and they play a very positive, active and supportive role in the school. Exceptional features of this school include the overall ethos of inclusive values; the excellent behaviour and positive attitudes of pupils; the positive and supportive engagement with parents, including the bespoke PEP system; the excellent team-work of teaching and support staff and the positive leadership of the head teacher and deputy to enable all children to achieve. I am of the opinion that the school fully meets the standard required by the Inclusion Quality Mark. The areas for development outlined in this report are in line with the school s own next steps and will be included in the school s Centre of Excellence action plan. I recommend that the school be awarded the Mark and be reassessed in 3 years time. I also recommend that the school be awarded Centre of Excellence status subject to the inclusion within its plans of the appropriate areas for development and the completion of the Centre of Excellence documentation. If the school chooses to pursue this status and it were to be awarded the school would be subject to annual review from this point forwards. Assessor: Pauline Roberts Findings confirmed by Inclusion Quality Mark (UK) Ltd:. Joe McCann MBA NPQH Director of Inclusion Quality Mark (UK) Ltd

4 Element 1 - The Inclusion Values and Practice of the School Inclusion is central to the school s vision and purpose and this sets the framework in which all work takes place in this warm and welcoming school. The leadership of the head teacher and deputy head teacher ensures that all children are fully supported to attain to their full potential. Individuals are valued at this school and there is a very happy, caring, friendly atmosphere. The school welcomes and celebrates the cultures, backgrounds and languages of the school s pupils and is very careful to ensure that all pupils feel they are valued within the school. There is a sense of common purpose amongst staff, who have the pupils best interests at heart and work very hard to meet their different needs. Parents speak very highly of the school and they are involved in the life of the school in various ways, for example, through the PTA. The school has an open door policy, which applies across the board to staff and parents with the result that everyone feels included, listened to and supported. Staff are committed to the school s values and are very positive role models for pupils, consequently relationships between staff and pupils are excellent. There is a consistent approach to behaviour management, resulting in very high standards of behaviour throughout the school. There is ongoing, tracking of pupil progress and data analysis. Half termly pupil progress meetings ensure that all pupils needs are identified and that any pupils who are not progressing as expected are highlighted and targeted for appropriate interventions. Achievement of all kinds is celebrated in a variety of ways, including through weekly star of the week awards, assemblies, certificates, displays of pupils work, attendance awards and prizes. There is ongoing training for all staff on many issues linked to teaching, learning and inclusion. A lot of work takes place to ensure that pupils with EAL are given the support they need by the EAL team, both within classrooms and outside in small groups where needed.

5 Phase leaders articulate the whole school vision and implement it within their year teams. A significant number of pupils are on pupil premium and the needs of these pupils are carefully tracked. To continue to train and develop the TAs and HLTAs. To continue to evaluate the curriculum to ensure it is relevant to pupils needs.

6 Element 2 - The Learning Environment, Resources and ICT The learning environment is very positive, warm and purposeful and is enhanced through beautiful displays in classrooms and throughout the school, which celebrates the work and achievements of pupils. The layout of each classroom is carefully planned according to the needs of all pupils. All classrooms are well resourced to meet pupils needs and include book areas and working walls. The wholes school environment is very bright, clean and light with a feeling of space. It is very welcoming and this is enhanced by the very inviting reception area, equipped with tv screen with information for parents and an interactive EAL tool. ICT facilities are well used to support pupils learning, including the use of Ipads, laptops, an ICT suite and interactive white boards. Communication, both oral and written, with all pupils and parents is clear and effective. This includes the regular newsletter, which is clear, informative and very useful for parents. Best use is made of EAL resources and staff interpreters to enable communication with parents with limited English. The school is well resourced, enabling staff to meet pupils additional needs, including the needs of pupils with SEND. Support staff provide excellent support for pupils in the classroom or in intervention groups. They are fully involved in planning with teachers. Best use is made of the school s space to enable group interventions to take place and imaginative areas have been created to meet the needs of pupils, including a lovely personal space for a child with ASD, of which he is very proud. Staff make excellent use of differentiated resources to meet pupils needs. Achievement is celebrated in many ways, including through assemblies, prizes, post cards home, good to be green bands and certificates. The school makes best use of its outside space, which is very attractively laid out to enhance pupil s play times and learning experiences. To continue to develop the outside areas to further enhance pupils experiences. To make best use of the school s new library once it is completed to further enhance pupils reading across the school. To continue to develop the school website and parent APP to enhance family learning at home. To continue to train staff and invest in new resources to keep up with developments in ICT.

7 Element 3 - Learner Attitudes, Values and Personal Development The school has very clear values, which are understood and implemented by all staff and are embedded in all aspects of the school s work. The school is a Rights Respecting School and all classes have behaviour charters. The Good to be Green behaviour programme is implemented successfully throughout the school. Consequently, pupils are very clear on what is expected of them and such expectations are emphasized at assembly and throughout the school. The school works very hard to create an environment where everyone can learn in an atmosphere of harmony and mutual respect. This is evident in the overall inclusive ethos of the school and the school s values are reinforced during assemblies, in lessons and in the playground. The school s diversity of different cultures, languages and religions are highlighted and celebrated throughout the school. The school culture includes a commitment to pupil voice, which is strong in the school. Opportunities for pupils to take on responsibilities include the School Council, the Rights Respecting group or Steering Council, a Learning Council and prefects. As a result, pupils participate in consultation on a range of issues and undertake fund raising for charities. Pupils are encouraged to take on roles of responsibility within the school, such as through Squad 19, who help oversee behaviour in the playground and Play Leaders, who lead games at lunchtimes. Transition arrangements are very thorough: there is a clear programme for new arrivals and new pupils are helped to become familiar with the school. There is also very good liaison with a local secondary school for enrichment and secondary transfer. The school provides excellent support for children and their families who need to access additional support. The school is open and approachable for parents who need to raise any concerns re their children and the Learning Mentor plays a crucial role in ensuring that parents are fully supported and engaged in the life of the school. There is also a breakfast club, which is run by the Learning Mentor, further enhancing his availability to help children and families. Pupils are clear on what they need to do to extend their learning and this is enhanced by feedback marking of their work. There is a wide range of extracurricular activities and clubs, which are of a very high standard and are very well attended by pupils. There are a variety of school trips, linked to the curriculum, which include museum visits and a Year 6 school journey.

8 Very good use is made of the school s outside spaces, including a large field. Sports coaches help to motivate pupils for sports and activities at lunchtimes and the school has a strong sporting ethos. To continue to develop the rights respecting agenda within the school. To continue to maintain the high standards of behaviour at the school, through the Good to be Green and other strategies. Continue to develop pupil voice within the school and build on the work of the Learning Council to further the inclusion of pupils ideas within the curriculum.

9 Element 4: Learner Progress and the Impact on Learning The school is rigorous in tracking pupil progress: data is analysed regularly, pupil progress meetings take place half termly and are used to discuss the progress of individuals and to put interventions in place for pupils where necessary. Pupil achievement and attainment is improving and, from low levels on entry, by the end of key stage 2 data shows pupils make very good progress, in line with national levels in Reading and Writing and almost in line in Maths. Targets are challenging yet realisable for learners. Pupils who are more able, gifted and talented are also tracked very carefully to ensure they are challenged appropriately. Children with learning needs are given support in lessons and in intervention groups. Support for children with EAL is an excellent feature of teaching and learning in the school. Teachers use a range of strategies in their lessons, including AFL peer and selfassessment techniques, and detailed planning, involving support staff, is an important feature. CPD for staff is also a key feature here, enabling staff to share good practice and further develop their skills. Marking is very thorough and takes place frequently. Feedback marking with areas for improvement or next steps in a green bubble, which are addressed by pupils, is another important factor in helping pupils to make progress. Teachers provide excellent feedback to pupils and parents, through the marking of books as well as through written reports. Phase team leaders play a crucial role in monitoring teaching and learning in the school and they ensure that planning helps to move pupils forward in their learning. This is enhanced by subject coordinators, who ensure that appropriate provision is in place for all pupils. Children on K code have SEN support plans, which are reviewed termly with the involvement of pupils and parents. Lessons are monitored regularly and useful feedback is provided, which informs next steps in planning for classes and individuals. To continue the school s provision and support for pupils new to English in EY and KS1.

10 Element 5 - Learning and Teaching (monitoring) The school is thorough in monitoring all aspects of learning and teaching, to ensure a high degree of consistency of standards and approaches across the school. Pupil progress meetings take place half termly and are attended by support staff and teaching staff and SLT. As a result, data analysis is extremely thorough and individual needs are addressed in detail. Book checks are undertaken to ensure that feed back to pupils with next steps via the marking of their work is appropriate and is acted upon by pupils. This is an integral part of the monitoring of teaching and learning in the school. Moderations are carried out by SLT, Phase Leaders, Curriculum Coordinators and the Learning Mentor. A range of AFL approaches are used in lessons and learning is differentiated to meet all needs. Lessons are challenging and engaging with children collaborating very well and planning ensures that they provide motivating tasks for all. Formal lesson observations take place by SLT and phase leaders and targets are set for teachers, with support provided where necessary. These are monitored termly by the head teacher. Lessons are planned in year teams, thus ensuring consistency and sharing of ideas and resources. Teachers and support staff ensure that there is a high degree of challenge and support for all pupils. Support staff, including HLTAs are fully engaged in lessons and work flexibly according to need. They also provide excellent support for pupils on a 1 to 1 or small group basis, which is tailored to the individual needs of pupils. There are excellent resources for pupils, which are very clear and provide motivating tasks for children. Pupils are completely focused in their lessons and they are thoroughly engaged in learning. Behaviour is excellent as is the learning ethos in all classrooms. Parents receive reports three times a year and parents are thoroughly informed re their children s next steps at pupil progress meetings. Teachers have a weekly pupil progress meeting slot on their timetables, ensuring individual progress is monitored and reviewed in detail. Teachers undertake peer observations to enhance their practice.

11 Staff CPD is excellent and meets the individual needs of staff as well as addressing the areas for development agreed by the school. To continue to develop systems for monitoring teaching and learning to ensure best outcomes for children.

12 Element 6 Parents, Carers and Guardians The school s work with parents as partners is an excellent feature of the work of this school. The school views the role of parents as crucial in children s development and is committed to supporting parents to support their children. The school staff take time to understand the individual needs of parents and seeks to help them wherever possible. The school s open door policy means that parents know that the school will listen to them and will provide advice and support for them. Parents spoken to were very positive about the school s supportive and caring ethos. They value the attention the school gives to the individual needs of their children. They find communication with the school is excellent and the teachers are very approachable, enabling them to see a teacher when they need to. Parents spoken to also mentioned the different ways in which they are involved in the life of the school, such as, through events, workshops, family learning sessions, courses and class assemblies. Parents also mentioned the sensitive way in which the school meets the individual needs of all children, including those with emotional needs and those with SEND. The school keeps parents up to date with their children s learning through family learning workshops and the regular school newsletter. There are parent sessions on issues such as reading, phonics and Maths, which they are pleased to attend. There is excellent communication with parents, which is enhanced by the website, newsletter and the welcoming, open ethos of the school. The Learning Mentor provides excellent support for targeted parents on a range of issues. He is also the school s safeguarding officer, with excellent systems that are a model of good practice within the Harrow LA. He also leads and attends breakfast club to further aid communication with parents. Parents also mentioned the support given by the school for their children with SEND and examples were given of the excellent progress made by children with a variety of additional needs. They also mentioned the excellent communication with class teachers and the high expectations staff have for the children. Parents are also very impressed with the opportunities provided for pupils, including the wide range of clubs and trips. Parents who are bilingual are helped to communicate with the school via staff, who speak the same language. They are also invited to attend ESOL courses to develop their language skills.

13 The school is working towards achieving the Leading Parent Partnership award due to their excellent work in partnership with parents. Parents are able to access help from the school on a variety of issues, including housing, benefits. Parents like the help they are given to help their children at home and they find the booklets and resources they are given about the curriculum, very helpful. The school has developed an excellent scheme for parents to help each other, called PEP. These are volunteers who work one day per week in school, providing help in the classroom. They also help with queries from parents and, as they represent the different communities in the school, they are an excellent resource and provide a very important link with the school. The role also helps the individuals concerned to develop their self-confidence, skills and knowledge, that can help them to access paid work in the future. Parents love the class assemblies and they are also proud to receive awards for their achievements in celebration assemblies. Parents are also delighted that staff are always in the playground at the start and end of the day to speak to them. Parent consultation is thorough: parents responses are very positive and suggestions are acted upon. There is a thriving PTA group, which supports the school in any ways, including through organising events. To gain the LPPA award. To increase staff confidence in the completion of SEND support plans.

14 Element 7 Governing Body and Management External Accountability/Support The governing body is very involved in the life of the school: they provide appropriate support and challenge to the school and share its high aspirations for all pupils. Governors visit the school regularly and ask probing questions, which they feel are always answered very thoroughly. There is a governors day every term with a specific focus, such as handwriting and the SDP planning day also includes governors. Governors undertake appropriate training, for example, by the local authority on safeguarding and SEND. Efforts are made to ensure their skills are utilized appropriately, for example, in relation to safeguarding. There are also very useful LA forums, which governors are pleased to attend. Governors have high praise for the school and its work with children and parents. They mentioned the excellent progress made in closing the gap and meeting individual needs through support and interventions. There are 3 parent governors as well as other governors who are parents. The governing body is keen to keep trying to recruit members from key ethnic groups represented in the school. There is a committee structure, which is helpful in ensuring all key issues are dealt with appropriately. Governors attend coffee mornings with parents to act as a bridge between parents and the school. Governors are also very happy to be involved in school events, such as International Day. The school has good links with the adjacent special school as well as with the local children s centre, preschools and the local high school. To ensure all new governors have up to date training on inclusion and safeguarding. To further develop links with local schools to disseminate Camrose s excellent work on inclusion and to share good practice on various issues.

15 Element 8 The School in the Community How this supports inclusion Children participate in a variety of clubs and after school activities and participate in a range of school trips to enhance their learning. The school has close links with the local high school and uses its sports facilities. It also has links with a number of local primary schools as part of a cluster. The school has developed close links with the main feeder secondary school to support transition. Year 5 and 6 pupils attend lessons there and the high school students act as sports mentors to Camrose pupils. The school has a significant number of vulnerable families, who are supported by the school s Inclusion Manager and Learning Mentor, on issues such as access to family support, housing support and social services. Members of the community, including parents, support the school on a voluntary basis. The school makes good use of a local sports organisation to teach PE throughout the school and to develop teachers skills in this area. In addition, two local football teams support KS2 pupils in Maths, Science and PE, while another club supports year 1 and reception pupils on team-work and social skills through games. The school has developed a good link with its adjacent special school. This includes an excellent weekly club, run by the learning mentor, involving some vulnerable Camrose pupils leading games with pupils from the special school, thus developing their self-esteem and social skills. The school has developed an excellent parent volunteer programme, which gets parents to support each other, thus improving community relationships by engaging with harder to reach members of the community. The school s events, such as international day, further enhance this work. There are also ESOL classes, which are an excellent community resource. To continue to engage with the local community and to audit it as a resource for the school to use. To further develop the link with the adjacent special school.