Aims of the school

We are a happy and proud school. We believe that we provide a safe and secure environment that nurtures a love of learning. We aim to develop the whole person by providing happy and memorable times whilst creating opportunities for challenge and success. We prepare our pupils to become considerate and responsible members of society and we firmly believe that children best succeed when they are engaged in their learning.

Our staff team is our strength and we passionately believe in the value of education and the doors it can open. Parents and carers have an extremely important role to play in ensuring our children achieve their potential. This happens when we all work together considering the strengths and needs of everyone in our school community.

Our aim is to develop confident children who value themselves, each other and the wider world. We encourage all our children to reach for the stars-they can be anything they want to be.

Contextual Information

We are an average sized infant school with capacity for 258 children across seven classes including a nursery that caters for up to 39 children who can each attend for up to 30 hours flexibly over 5 days. The school is situated in Yeadon and most pupils are drawn from the surrounding area, which is socially mixed with privately owned property and local authority housing. Over recent years the make-up of our children and families has significantly changed due to a policy of rehousing those in social and or economic need in the area. The percentage of children eligible for pupil premium is below the national average and most children are from white British backgrounds. There is a small but growing minority of pupils from ethnic backgrounds. A small number of children have English as a second language.

External Monitoring

Ofsted Information

Ofsted inspected the school in March 2016. The school continues to be good.

Next steps for the school

Leaders and governors should ensure that:

  • teachers provide a higher level of challenge for the most able pupils across the whole school, particularly in writing and maths
  • assessments carried out in early years are checked closely to ensure they accurately reflect where children are in their learning

SIA Monitoring

The SIA agreed with the Ofsted grading and considers that the school is pro-active in working towards outstanding.

Awards, Kite marks and Accreditations

  • Inclusion Chartermark
  • Stephen Lawrence Standard
  • Investors in Pupils
  • SFVS
  • Youth Sports Trust Bronze Award Quality Mark
  • Active Schools
  • Healthy schools
  • Food For Life Silver Award
  • Woodland Trust Green School Gold Award

2019 Data and 2018 Data

Year Group

Focus

Results 2019

Results 2018

EYFS

GLD

78%

86%

Year 1

Phonics Check

91%

84%

Year 2

Phonics Check

88% (end of KS1 result)

100% (end of KS1 result)

KS1 EXS (at expected)

Reading

91%

84%

 

Writing

91%

74%

 

Maths

91%

91%

KS1 GDS (at greater depth)

Reading

46%

46%

 

Writing

27%

19%

 

Maths

39%

26%

KS1 (at expected)

Reading, Writing and Maths combined

88%

70%

KS1 GDS

Reading, Writing and Maths combined

23%

14%

 Review of the School Development Plan 2018-2019

Outcomes

  • number of children achieving a Good Level of Development at the end of Reception has decreased slightly but average point score has increased
  • number of children achieving age related expectations in reading, writing and maths at the end of Y2 has increased including combined data
  • phonics results have increased
  • pupil progress meetings have had a positive impact 

Teaching, Learning and Assessment

  • Curriculum review completed and changes being trialled 2019-2020
  • Staff awareness of language acquisition has developed due to Language Champion work which will continue
  • Gender issues less evident at the end of KS1 in reading and maths

 

Personal Development and Welfare

  • daily mile embedded and being enjoyed by staff and children
  • attendance and punctuality have improved
  • Parent Gym classes well attended with positive responses from parents
  • Mental Health Award ongoing

Leadership and Management

  • GDPR awareness much higher amongst staff
  • Subject leaders have audited and developed whole school curriculum provision

Parent/Carer priorities 2019-2020

What worked well 2018-2019

Parent consultations, communication, approachable staff, open sessions, wonderful experience, seeing children’s progress, personalised learning, achievement assemblies, infant to junior transition, dinosaurs, science week, school dinners, child development, learning, discipline, life skills, visitors and experiences, Computer Xplorers, school handling of SATs, settling into school care, outside learning, school visits, sports day, curriculum days, class assemblies, land art, teaching style, invacuation procedures, world book day, daily mile, 2Simple, good mixture of play and learning, professionalism of staff, nurture group, reading books, welcome and support when transferring schools, farm visit, art club, supporting parents, encouragement and belief in children

Areas to consider 2019-2020

Parent app used for more than text messages, vanishing uniform, vary day of parent voice, weekly comment from staff in reading record, lack of communication about mishaps, more school visits, parent pay, more eco-snag meetings, more frequent feedback, more explanations of how parents can use 2Simple, less sharing learning sessions for working parents, information about yellow cards, mega phone for sports day, more varied visits, reading books changed more often, more outside play equipment, encourage slow eaters and discourage talking, more information about current learning, waving window taken away too soon, move to sharing learning to before and after school, school dinners served by adults a couple of days per week, weekly plan email

 Staff/Governor priorities 2019-2020

What worked well 2018-2019

Parent gym, parents being able to come for lunch any day, flexible lunches for staff, Friday morning briefings, Daily Mile/wearing trainers, external music sessions, astro turf, Food for life embedded in school, redesign of EYFS outdoor space, flexible staff, Nurture, Long term planning, whole class phonics teaching, flexible open sessions, regular meetings and engagement, staff commitment, group activities, consistency throughout school, Cracking Writing, EYFS joint planning, sports afternoon, team work, pupil progress meetings, curriculum days, use of teaching assistants, growing fruit and veg, Trust partnership

Areas to consider 2019-2020

More PE, more team meetings in EYFS, organisation of activities in EYFS, after school cooking, more staff flexibility,  attendance and punctuality, staff interactions, bigger scooter park, upgrade outdoor areas, finish trail, more gardening, more money, lack of enclosed space, more visitors focusing on the curriculum, more science outside, more training, each class to have full time teaching assistant support, more consistency, staff well- being days

Children's priorities 2019-2020

What worked well 2018-2019

Nursery

  • Playing with staff
  • Exercising in the hall and outside
  • Sharing

Reception

  • Construction area
  • Maths on whiteboards
  • Going to church
  • Playing outside
  • Treasure hunts
  • Pirate Frank

Year 1

  • Trail
  • Fairburn Ings
  • Sports Day
  • Science Investigations
  • Parents coming into lessons

Year 2

  • Visitors in school
  • Science Investigations
  • Sports Day
  • Making fossils and dinosaurs

 

Areas to consider 2019-2020

 Nursery

  • Be better at shining

Reception

  • Slide, swimming pool and a real baby
  • Everyone to tidy up

Year 1

  • Improve outdoor area
  • Go to church more

Year 2

  • Bigger playground
  • New dressing up clothes

The children’s key areas for 2019-2020:

  • I will try to read every day on my own or with a grown up.
  • I will try to run every day.
  • I will try to be in school, every day and on time.
  • I will always try my best.

Three year Development Plan- Yeadon Westfield Infant School 2018-2021

To become an outstanding school through continuous improvement.

Area of focus

Year 1 2019-2020

Year 2 2019-2020

Year 3 2020-2021

Outcomes

  • Audit of all staff skills and review of training systems
  • Tailored training programmes for all staff
  • Use of assessment

Teaching, Learning and Assessment

  • Gender issues across the curriculum
  • Revisit the teaching of core skills
  • Curriculum Review

Personal Development and Welfare

  • Mental Health Award[staff, parent/carers and children]
  • Review health and well-being provision for staff
  • Healthy Schools revalidation

Effectiveness of Leadership and Management

  • Review of school building use linked to income generation
  • Raising profile of school 
  • Balancing the budget to ensure staffing ratios
  • Leadership across school

 

Self Evaluation

 

Section

 Self Evaluation Summary

Introduction

This document provides a brief self-evaluation summary. The form evaluates how well we are performing as a school and makes a judgement for each area. Our children make good and outstanding progress and levels of attainment are high and above national levels. The head took up post in January 2014 and at the same time the school became part of the Aireborough Learning Trust Partnership. We have a very supportive parent body who engage with school but there are an increasing number of parents who require nurture, support with parenting skills as well as emotional support.

Context

Two form entry infant school with a nursery; 198 on role

  • 8% children eligible for pupil premium funding
  • 8.58% minority ethnic groups- Black British, Asian, Chinese and Eastern European
  • 4.04% have English as an additional language
  • 8.58% children with SEN support

What characterises our approach

  • A strong team ethos to include all members of the school community.
  • A desire to ensure that our children strive towards their full potential.
  • A commitment to never capping our children’s aspirations.
  • A growth mind set for both staff and pupils.A commitment to partnership working with other settings and agencies.

Areas for whole school development (Key priorities)

  • To develop and embed highly effective support to ensure our children acquire language and develop vocabulary 
  • To refine and improve our curriculum provision
  • To develop leadership across the school.
  • To embed physical activity to support well being and academic attainment.
  • To audit and develop school behaviour systems
  • To ensure all our staff have access to high quality training and are confident and successful in their role
  • To promote reading for pleasure with parents, staff and children

Progress on previous inspection key issues. (March 2016)

 Teachers to provide a higher level of challenge for the most able across the whole school, particularly in writing and maths.

  • Our use of Big Maths develops children’s confidence to tackle new concepts and staff are working to develop their understanding of how to challenge children in their writing. There is a rising trend in those children working at greater depth in writing by the end of KS1. The percentage of children exceeding in writing at the end of EYFS is also increasing. School has introduced Cracking Writing [a writing scheme] to support teaching and learning of writing across KS1.

Assessments carried out in early years are checked closely to ensure they accurately reflect where children are in their learning.

  • Due to inter and intra school moderation, assessment is more accurate and pupil progress meetings provide leaders with the opportunity to verify judgements against evidence. We are continuing to address areas for development using the Developmental Journal to break down skills progression into clear and measurable steps. Planning and assessment are cohesive across the phase and all staff are aware of key milestones.

 

 Area

 Judgement

 Supporting evidence

 Foci for 2019 -2020

       

Leadership and management

good 

  • Safeguarding is tenacious
  • Self-evaluation is accurate 
  • A culture of trust and appetite for self-improvement 
  • The Governing Body is proactive in supporting the head teacher move the school forward
  • Surveys of pupils, parents and staff show high levels of satisfaction

 

  • Continue to develop the role of subject leaders to ensure a whole school approach and a sense of accountability
  • Continue to audit and improve curriculum provision across the school
  • Ensure all our staff have access to high quality training and are confident and successful in their role

Teaching,  learning and assessment

good 

  • Activities are carefully planned to interest pupils and keep them motivated
  • Lessons are structured to enable instant and effective feedback about progress
  • Whole school and individual target setting is based on accurate moderated teacher assessment and has a direct and positive impact on teaching and learning.
  • Support language acquisition through focused story times
  • Develop questioning skills in reading using staff, parents and volunteers
  • Focus on the use of nursery rhymes in EYFS to support speech and language development
  • Implement Cracking Writing across KS1
  • Subject leaders to support the use of  key vocabulary across the curriculum

The Quality of Education

good 

  • Activities are carefully planned to interest pupils and keep them motivated
  • Lessons are structured to enable instant and effective feedback about progress
  • Whole school and individual target setting is based on accurate moderated teacher assessment and has a direct and positive impact on teaching and learning.
  • Progress is good or better for most children
  • Attainment of almost all groups is broadly in line or above national averages.
  • Outcomes are supported by strong pastoral support and access to a full-time inclusion worker.
  • Continue to support language acquisition as a focus across school particularly in EYFS 
  • Develop our approach to how children acquire and use language to support reading and writing
  • Subject leaders to support the use of key vocabulary across the curriculum 
  • Develop staff practice in the use of observations to ensure progress
  • Promote reading for pleasure with parents, staff and children

Personal Development

outstanding

  • Children enjoy a wealth of experiences through which they gain a sense of responsibility
  • Embed the use of physical activity to support attainment and well being
  • Targeted parental support through Parent Gym
  • Work towards Carnegie Mental Health Award

Behaviour and Welfare

outstanding

  • Strong behaviour systems ensure exceptional behaviour
  • The children have respect for others and are taught to understand the impact of their actions.
  • Promote the importance of good attendance and punctuality amongst the parent body
  • Review the behaviour system in school

Effectiveness of early years provision

good 

  • An increasing trend in the number of children achieving above age related expectations and average point scores
  • Accurate assessments to identify strengths and areas for development
  • Learning Journeys show clear evidence of teaching and learning
  • Develop curriculum provision in specific areas
  • Develop staff understanding and use of observations to move the children on
  • Develop the skills of new staff including NQT

School Development Plan 2019-20

The Quality of Education

  • To increase the number of children achieving greater depth in KS1 and exceeding in EYFS across reading, writing and maths
  • To ensure that the curriculum focuses on the relevant knowledge and skills to prepare children for the next stage of learning 

Personal Development

  • To work towards the Carnegie Mental Health Award
  • To promote reading for pleasure across school
  • To focus on relationships within the school community
  • To continue the focus on the Daily Mile

Behaviour and Attitudes

  • To audit and adapt school behaviour systems
  • To work with parents to develop good attendance and punctuality habits from the beginning 

Leadership and Management

  • To further develop the role of subject leaders to ensure staff are confident and have time to carry out their responsibilities effectively
  • To ensure that subject leaders have secure knowledge of their subject across EYFS and KS1 and the tools to improve teaching and learning