29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS

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1 29 th April 2016 Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS Assessment Date: 19 th & 20 th April 2016 Summary Bursted Wood Primary School is very popular high performing school in Bexley in Kent. The school became a standalone Academy in As a result of a rise in pupil numbers in the borough, there are now three classes in Reception and Year One and there are plans underway to further develop the accommodation to house three forms of entry throughout all year groups. Within the last two years the buildings have been reconfigured to accommodate the additional classes. During the forthcoming summer break, outdoor learning spaces will be reorganised and refurbished to take account of the needs of learners. Plans to provide a new building are in progress and, if approved, a two-storey building will replace the existing main building. The Headteacher and senior team provide excellent leadership to an extremely effective staff team. Together with the Governing Body they ensure that the needs of all children are carefully considered and that provision is made to enable all to develop and to learn in a dynamic and caring environment. The Inclusion Manager provides a very strong and highly effective lead on all inclusions matters and a highly skilled Learning Mentor provides excellent support to children and families. The school has a relatively stable community, which includes families in a range of circumstances. The population of the school is made up mainly of pupils from White British backgrounds whose first language is English. There has been a small increase in the numbers of children from other ethnic backgrounds and the school welcomes these children and their families and supports them to integrate into the life of the school. Children and parents are made to feel that they are valued and successful members of the school s community. They report that they value the friendly, kind and vibrant atmosphere and children are committed to engaging in the varied and motivating learning opportunities. Parents say that they can always speak to any member of staff and they greatly appreciate the support and guidance offered to their children. They speak very highly of the special attention given to children with both minor and more significant needs. This very successful school provides many opportunities for personal development and pupils are supported to become effective and successful learners. The approach to learning is carefully considered and is often based on research. The Mathematics Fortran Project is an example of how the staff work with a University to develop the use of Cuisenaire to embed

2 an approach which is based on conceptual understanding. All aspects of individual and group achievement are celebrated, and pupils, staff, governors and parents enthusiastically and collaboratively contribute to school life. In 2013 Ofsted reported that Bursted Wood is a good school. The school works tirelessly to maintain and to develop provision. Children develop good attitudes to learning and implemented procedures and experiences offered focus on developing confidence and raising the self-esteem of all the school. A clear and positive approach to the management of behaviour and celebration of achievements contribute to children s positive attitudes towards their own abilities and their capacity to learn. A system of rigorous monitoring of attainment is in place. In addition, needs and areas of concern are considered carefully in the planning and provision to ensure that all are supported to learn and succeed. Pupils behaviour is outstanding. A restorative justice approach is used to encourage children to develop the skills to resolve any minor problems independently and adults intervene when this has not been successful. Children conduct themselves extremely well around the school and in the playground. This is because there are high expectations of conduct of all and adults provide positive role models to the children. Pupils have positive attitudes to school and towards each other. The staff team are dedicated to ensuring that high expectations, effective teaching and extensive support and intervention enable all to achieve to the best of their ability. There are consistent systems designed to support and celebrate purposeful learning. Pupils know what is expected of them and they are able to identify what they need to do to make progress. The school has worked tirelessly to ensure that all staff have a good understanding of the needs of learners to ensure that systems are in place which enable children to learn successfully. There is early identification of concerns and timely interventions are provided. The Creative Learning Journey continues to provide an extensive range of carefully planned learning experiences aimed at supporting academic progress as well as a wider development of personal experiences and life learning. Pupils are highly motivated and enjoy the exciting and interesting activities on offer to them. They speak enthusiastically about their school and they feel that every pupil is effectively supported to learn. There are many opportunities to participate in a range of out of hours activities. There are clubs and events which are engaging and help children to develop personal and physical attributes. Children interviewed during the assessment were able to think about how to improve and to reflect appropriately when asked what they might change about their school. Bursted Wood is accommodated in a main single storey building with a separate Nursery and Reception block, and a multipurpose room accommodating the library and a play space where therapeutic wok is undertaken. A newly completed administration block provides office accommodation and a conference room. The accommodation has been developed over time to meet the needs of learners. There is a hall and a dining room and a room used by the Learning Mentor. Displays around the classrooms and corridors are bright and informative and they reflect the school s inclusive ethos. The school provides carefully selected resources which are allocated to maximise effectiveness and to ensure that excellent provision is made for all. Classrooms are well organised and the focus is on learning which is reflected in displays and in the provision of high quality resources. The outside environment includes thoughtfully developed playground spaces which are zoned to accommodate a range of

3 activities. The field is spacious and an area has been designated for use with Forest Schools activities. The Headteacher has built a highly skilled team of staff who support groups and individuals both inside and out of the classrooms. Senior leaders know the staff, pupils and parents very well. They are extremely effective in ensuring that systems are in place and procedures followed in order that pupils needs are met, parents are involved and supported and that staff are able to develop and succeed. The school has developed excellent relationships with families who feel that they are extremely well supported and that their children receive outstanding provision. Strong links with outside agencies positively impact on children s experiences. The Governing Body is supportive of the work of the school. Members are involved in the monitoring of provision. They support continuing improvement and consider all plans and processes to ensure that the best interest of all in the community are served and that the inclusive nature of the school is considered in plans and policies. The school works in partnership with a number of local schools and has developed good links with the local community. Pupils are involved in local activities and events. Collections are made to support a range of charities. Links have been forged with local agencies, and opportunities are taken to bring the community into school and to take pupils into the community. Outside agency staff report that the school is very highly regarded by everyone. The school holds the British Dyslexia Association Quality Mark, Artsmark Gold, Inclusion Quality Mark, The Basic Skills Award, the Eco Schools Award, two Educational Outcomes Awards for Children s Attainment and Children s Progress, Bexley in Bloom Bronze Award, Flower Society Award, the Thank You Award from the Jubilee Centre for Character and Virtues from the University of Birmingham. They are a member of National Association for Able Children in Education. The preparation of the self-evaluation report was coordinated by the Inclusion Manager, Mrs Gemma Smith. It thoroughly and comprehensively presented all aspects of the school s inclusive practice and supported the pre-assessment analysis and focus of investigation for the process. The programme created for the assessment day ensured access to all relevant documents; personnel, events and learning activities. The welcoming and cooperative approach effectively supported the undertaking of the assessment. Any suggestions for development are offered in an advisory capacity. I am of the opinion that the school fully meets the standard required by the Inclusion Quality Mark. There are only minor areas requiring development and the school is aware of these. I recommend that the school be awarded the Mark and be reassessed in 3 years time. Assessor: Linda Carr 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 Practices of the School Bursted Wood Primary has a clear view of their purpose. This is the third time that they have been successfully assessed for the Inclusion Quality Mark as they live their Inclusive values. Positive relationships between adults and children build children s selfesteem and encourage a culture of respect. Everyone within the school s community feels valued. It is evident that all in the school share a passionate belief that pupils deserve the best that the school can provide. A shared clear vision for the school is promoted through the strong leadership of the Headteacher and Leadership team. All promote the importance of ensuring that all children succeed and staff are committed to offering children opportunities that will develop their confidence and raise their aspirations. They make every effort to ensure that they know their community well. The staff and Governors successfully ensure that they constantly improve the provision for all pupils. The school development plan and systems for monitoring provision demonstrate that staff ensure that the needs of all pupils are identified and considered in planning and development of provision. The staff team includes well trained and experienced staff who are able to identify key aspects of inclusion and who can deliver experiences and opportunities that widen the children s understanding of different religions, cultural backgrounds and beliefs. Activities and events are organised to support this understanding. Celebration of attainment, promoting effective learning and identifying and minimising any barriers to achievement are key factors of daily efforts which ensure that inclusive practices are embedded. A range of policies, designed to support inclusion are regularly updated and are implemented effectively. Values and expectations of behaviour are strongly promoted so that all can work together harmoniously. All staff, pupils, parents and school partners are included in activities and events and are encouraged to contribute to the life of the school. The staffing structure has been developed to include a strong leadership team who truly lead the promotion of the clear values and who support the further development of good practice. They ensure that all staff have good training and development opportunities and they are excellent role models to pupils. The Governing Body is fully involved in all decision making and they undertake rigorous monitoring and evaluation of the implementation of policies and plans. Provision is carefully designed to ensure that high quality support is offered to vulnerable pupils to enable them to develop the skills needed to succeed in all aspects of school life.

5 Pupil Premium funding is carefully allocated and the impact monitored to support the success of all pupils. The curriculum provides dynamic, exciting experiences and, as a result, children are enthusiastic about and engaged in their learning. The school works collaboratively and effectively with a wide range of agencies to ensure inclusion of all children through integrated practice. The school belongs to Health Matters Assistance Programme, where staff can access counselling, or someone to talk to, outside of the school, for work related or personal issues. Areas for Development:- There are plans to develop the Inclusion area on school website to reflect better the inclusive teaching. The school intends to embed the new procedures implemented following on from the new SEN Code of Practice to ensure that they are as effective as possible. This includes further staff training.

6 Element 2 - The Learning Environment, Resources and ICT The school is expanding and there has been careful scrutiny of the plans for the proposed new building to ensure that it is well designed to meet learning needs. Bursted Wood has developed the provision of ICT to offer ipads and new computers in classrooms as well as upgrading the ICT suite. There are computers available in the shared areas outside of the classrooms. A range of software is provided and an IT technician is employed to support learners and teachers. The internal environment of the school is bright and welcoming. Stunning displays reflect the work done as part of the Creative Learning Journey. The ethos of the school is reflected in notices and signs around the school and the work displayed represents the high quality of work produced by the children. Careful consideration of the needs of learners has been taken to develop and provide a calm and attractive place where adults and pupils feel comfortable and valued. Bursted Wood Primary provides a safe and engaging environment for learners. Pupils have a strong sense of belonging and a clear understanding that they are all valued members of the school community. There are celebrations of achievements and progress displayed around the school. This supports children s understanding of what they need to do to succeed. Classrooms are appropriately furnished and resourced and equipment is provided for those with identified needs to ensure that all are able to participate in learning. The provision of resources is clearly carefully considered and monitored to ensure that they are appropriate and well used. The accommodation provides appropriate teaching areas as well as areas for intervention activities, and a comfortable and private room where the Learning Mentor can meet with pupils and families. All of the areas are bright and welcoming and well resourced. The outdoor learning environment provides extensive opportunities for recreation and learning. There are spacious play spaces and play equipment. The field provides a suitable space for a wide range of physical activities. Forest Schools activities are undertaken in the carefully developed designated area within the school s grounds. An environmental area with a pond is being updated. Provision in the Library and improving the range of books is a current priority and money is being spent to update the books the children take home. There are resources to support extended learning and children benefit from a range of trips and outings designed to support their learning and develop their experiences outside

7 of the classroom. Staffing is designed to ensure that all children are able to learn and participate in all activities. The well-trained Teaching Assistants provide significant and expert support to learners. The recruitment and deployment of staff is carefully planned and implemented to ensure that pupils receive the best support available for their learning. Areas for Development:- There are continuous efforts to improve the quality of reading materials available to pupils, including the school library and books in reading corners. Development of ways to show progress in all areas to parents in the written reports is under consideration.

8 Element 3 - Learning Attitudes, Values and Personal Development The school motto is, Care and Respect, and this is regularly referred to and reinforced to ensure that everyone in the community understands expectations. As a result, everyone behaves in a respectful and supportive manner. Children are supported to take responsibility for their own behaviour and learning and to succeed in a positive and encouraging environment. Pupils are happy at school and they feel that teachers listen to them and help them to succeed. Positive adult and pupil relationships contribute to the very positive attitudes that children have towards their learning. They engage enthusiastically with the learning opportunities provided and work cooperatively and collaboratively contributing enthusiastically to the harmonious community. There are high expectations and the clear behaviour policy is rigorously implemented by all. Pupils know the consequences of inappropriate behaviour and also understand what good learning behaviour constitutes. As a result, behaviour around the school and in the playgrounds is excellent. Children behave in a respectful and considerate way to adults and their peers. Adults provide excellent role models and clearly articulate extremely high expectations of, and aspirations for, pupils. Pupils are expected to take responsibility for their behaviour and their learning. Excellent support is in place to enable them to develop the skills and attitudes they need. The highly skilled Learning Mentor plays a crucial role in helping pupils to succeed. One teacher has recently undertaken a post graduate qualification in Play Therapy and she is utilising her expertise very effectively with some identified children. Good behaviour and manners are rewarded with house points and certificates. The school celebrates the achievements of pupils and acknowledges their positive qualities. Rewards for appropriate learning and behaviour are available. Good staff-pupil relationships mean that pupils are keen to please their teachers and this results in good learning outcomes. Clear policies to tackle bullying, inappropriate behaviour and racial harassment are in place and are understood and adhered to by staff and pupils. Pupils responded positively to questions about how their feelings are considered and how behaviour issues are managed. They report that they are happy to approach adults about anything that is concerning them and they say that everyone listens to each other. Worry boxes are available for children to post any concerns or worries that they would like to discuss with an adult. Children are given the opportunity to participate in making decisions about their school as representatives on the School Council. They can take on posts of responsibility such as Playleaders, House Captains and Reading Partners. Pupils are involved in fund raising for

9 charities. Children are offered a range of trips and outings to support their learning. Year 6 pupils are able to attend a residential experience which supports their ability to work collaboratively and cooperatively with others as well as developing their confidence. A wide range of clubs is available to the children to encourage them to feel confident and to develop their abilities and social skills. The induction of new children is carefully planned and transition programmes are in place for when pupils transfer from Nursery into Reception and from Year 6 to secondary school. Areas for Development: There are continued efforts to consider and develop pupil voice across the school. The school should consider further ways of offering pupils responsibilities across the age ranges.

10 Element 4 - Learner Progress and the Impact on Learning The school consistently achieves levels that are well above local authority and National averages. There is a clear understanding of the learning needs of children and all systems and learning opportunities are designed to ensure that they are able to succeed. Pupils have been using a new computer program which addresses pupil attitudes to self and school and allows children to understand themselves as learners. Pupils are aware of their own targets which they address in order to make significant progress. They understand what they need to master. They report that they feel that they are learning every day and that teachers help them to understand their work. Pupil Premium funding is very effectively utilised to offer support to all to ensure that any gap in attainment between pupils is reduced or removed. Careful monitoring ensures that resources are allocated according to needs as soon as they are identified. The assessment system is utilised to track the progress of pupils. A range of assessment procedures is used to identify children s learning needs. Any barriers to learning are identified and rapidly addressed using effective strategies. Pupil progress meetings identify the needs of pupils and are effective in scrutinising the learning journey of all pupils. The Inclusion Manager identifies any additional needs and works alongside colleagues to ensure that provision is made which is designed to overcome any barriers to learning and ensure that pupils make good progress. Early Intervention and enhancement programmes are extremely effective. Provision for more-able pupils includes careful differentiation of classroom activities as well as targeted activities which ensure that such children are able to reach their potential. Bursted Wood is a Dyslexia Friendly School and teaching approaches are used to support this. The Inclusion Manager has achieved the qualification required to enable her to assess children for Dyslexia. Constructive feedback and next steps marking is designed to provide pupils with clear information on what they are doing well and what they need to do to progress. Through a dialogue with the teacher, pupils contribute to the assessment of their work and they are supported to consider the next steps they should take to move forwards. Explicit success criteria are employed to ensure that pupils understand expectations and are aware of the ambitious aspirations the staff have for them. Differentiation is planned in lessons to ensure that all are able to access appropriate learning opportunities. Areas for Development:- Plans are in place to further raise attainment at higher levels in KS1, focusing on a greater number of pupils accessing the curriculum at greater depth and exceeding expectations.

11 Element 5 - Learning and Teaching (Monitoring) The leadership of teaching and learning is a significant factor in the effectiveness of provision. Rigorous monitoring of all aspects is undertaken by the Headteacher and her team. This ensures that all policies and procedures are effectively implemented and that there is a focus on learning. All lessons observed are good or better. All staff have an appraisal where targets are discussed and set by their line manager. These targets are focused around three areas: the school, the pupils and their own personal development. The targets are monitored to ensure that all are as effective as they can be. The training and development of staff alongside a sustained dialogue about learning ensure that excellent learning opportunities are planned and delivered across the school. The new curriculum is now fully embedded and the effectiveness of implementation has been regularly monitored to ensure that pupils receive outstanding learning opportunities. High quality experiences are offered to enable children to become confident and independent learners. A dynamic curriculum is in place designed to inspire and excite learners. Themed weeks, trips and workshops provide memorable learning experiences. Careful planning takes account of what pupils would like to learn to ensure that teaching impacts on learning. Differentiated planning identifies the provision for different groups. Schemes of work are implemented effectively and appropriately to address learning needs. Aspirational targets contribute to the positive attitudes to learning. The contribution of highly experienced support staff has a huge impact on the learning of identified pupils. Different learning preferences are acknowledged and the use of ICT and provision for active learning ensure that all needs are considered in the provision made. The creative curriculum ensures that children are motivated to learn. The provision of enrichment activities designed to ensure that pupils enjoy learning and are engaged in active learning opportunities has a positive impact on their development. Outdoor learning opportunities are offered. Areas for Development:- It is planned to undertake further implementation of the LEAD project, embedding this as a standard part of the school s working practice. The school strives to increase amount of outstanding teaching.

12 Element 6 - Parents, Carers and Guardians Parents are valued very highly as partners in their children s learning. They are regularly canvased for their views and the outcomes of parental questionnaires are positive. The Learning Mentor offers excellent support to vulnerable families. Parents are invited to regular assemblies where children present what they are learning in school. They are invited to help on trips and outings and are able to attend productions and concerts. The parents interviewed reported that the school gives them very good information about their children s progress. They are invited into school regularly and are offered excellent support. They are invited to Parent Evenings which offer parents opportunities to discuss their child s progress and for teachers to share targets. There are progress reports which outline progress and individual targets. Parents report that they greatly appreciate the school s ethos. They feel that the school is a safe and supportive place and that they and their children belong in the school.. Home learning activities are regularly offered and parents are supported to understand how these can support their children. Parents receive regular newsletter and reminders through parentmail. The Parent association is open to all parents and they organise fundraising and social events throughout the year. Areas for Development:- From parent questionnaires, it was identified that parents would like more information regarding their child s progress. As a result, the school has introduced Progress and Attainment reports termly, and a new format for SEN Education Plans. The effectiveness of these will be monitored. Plans to survey parents more regularly are in place to ensure parent voice is heard effectively throughout the school and acted upon.

13 Element 7 - Governing Body and Management The Governors are committed to supporting the school and they make valuable contributions. They are committed to continuing to develop the inclusive values. They monitor provision through regular visits to the school and receiving regular reports on all aspects of school development. Governors undertake training to develop their expertise and work well in collaboration with school staff. They have received training from the School Improvement Partner to help them to carry out their roles and to develop their capacity to question and challenge in order to support effective improvement. The school makes good use of external advice and support. They buy into many Local Authority services and the staff from these services feel that they have extremely successful relationships with the school. There are established links with local schools and organisations. The school has developed very strong links with universities. These include Cambridge University for the Fortran project and links with Greenwich University through student placements. The Maths coordinator is a visiting Maths lecturer at Greenwich University. A range of external partners work alongside the school to support children and families. Bursted Wood is a Lead School in the ENTHUSE project with the LA to support Science transition to secondary school. The school is a member of the Strategic Board for the local Teaching School. They participate in the School Direct programme through Bexley Teaching School. They have worked with the British Dyslexia Association as an ambassador school, including hosting the BDA and their visiting teachers from Malta to see dyslexia friendly practice. The Head Teacher is on a Local Working party for SMSC. The Deputy Head teacher is a Deputy Head Executive for Bexley. There is an established partnership with Bird College to enable pupils to learn to play violins and participate in violin club. A senior teacher is on a working party for Global Pathways designed to enhance learning linked to a local secondary. Bursted Wood is a lead school in devising, implementing and promoting The Creative Learning Journey which is a skills based cross curricular scheme. The school has worked in partnership with other schools to improve and extend the CLJ.

14 The NQT manager has worked closely with University of Greenwich, giving talks to PGCE students. The Inclusion Manager has undertaken National SENCO accreditation and has completed Level 7 Certificate in Teaching and Assessing Learners with SpLD (Dyslexia) in order to be a Dyslexia Assessor. The school has an Arts Assessor who is representing the Bexley Teaching School on their Cultural Initiative. Children to take part in choir events such as O2 Young Voices and Bexley Music at Royal Festival Hall. The school has been invited by a National drama company to be part of project to develop drama through writing funded by the Paul Hamblyn Foundation. Bursted Wood has been awarded a certificate as a research partner of the EEF. School staff are on the Working committee of the Secondary/Primary Transition Hub, a project run by the Local Authority. The school was used as a trial school for materials and advice. Areas for Development:- The school intends to adapt their proforma for reporting on Inclusion to governors to make progress and attainment of learners clearer throughout the year, and, in addition to report the detailed analyses provided at the end of the year.

15 Element 8 - The School in the Community Bursted Wood is involved in many partnerships and projects with a range of organisations. During the assessment there were visitors from Sweden and teachers from the local Secondary school in classrooms. A member of school teaching staff is a fully qualified Dance instructor and takes two Dance clubs weekly and oversees National examination on Dance for club members. School dancers perform at Arts Showcase events. The school makes efforts to improve the local community, including the local woodland area. Pupils have suggested ways to improve the local area and have worked on projects to see this through, e.g. Go-Givers. Pupils visit places within the local community on school visits, e.g. places of worship, the library, elderly care homes, the fire station, local places of interest such as Danson Park and Hall Place. Pupils collect food at Harvest time for the local homeless, which is packed up by Year 6 and collected for the local shelter. Pupils visit local care homes at Christmas and the choir sings Christmas carols/hymns. The school is actively involved in the local and wider communities. Children take part in activities with local schools. These include competitions, workshops and events organised by other schools. A range of visitors come in to school to share their skills and expertise. This includes parents but also other members of the community. For example, the local garden centre provide the school Christmas tree every year. Visitors speak in assemblies and to classes on areas which the children are studying, for example, Sikhism, Chinese New Year and World War Two. Areas for Development:- Projects are planned to involve the pupils in improvements to the local area/environment. Through developing new community links the school aims to widen the experiences offered to pupils.