School's Self Evaluation

 

Schools Self Evaluation Summary

Context of St. Augustine’s School

 

St Augustine’s is a large, 2 form entry, inner city Catholic primary school with 484 pupils on roll, including the 76 pupil nursery with flexible provision.

It serves an area of significant social and economic deprivation with 79.8% of its families living in the 10% most deprived areas of the country according to IDM data.

The proportion of pupils from Black and Minority ethnic (BME) groups continues to increase and is currently 75.9%. The percentage of pupils with English as an additional language (EAL) now stands at 42.4%.  19.4% of pupils in eligible for Free School Meals (FSM), however 36% of pupils qualify for pupil premium funding. 9.9% of pupils have Special educational Needs (SEN) including children with Education Health Plans.

The school has maintained a rigorous focus on attendance, resulting in significant improvement. Attendance stands at 95.7%. The Persistent Absence of a small group of families is the main focus for improvement this year.

  

OVERALL EFFECTIVENESS

JUDGEMENT: GOOD

 

The school judges itself to be good. Using the excellent relationships between staff and governors, the Senior Leadership Team have rigorously focused on developing the quality of teaching and learning to improve outcomes for all and diminish the difference for our most vulnerable children.

Highly effective communication ensures that all stakeholders are clear  about the priorities for improvement. The high level of parental engagement reflects the fact that the overwhelming majority of Parents are extremely happy with the high quality education and care that their children receive. Our children are happy, well-motivated and enthusiastic. The children leave our school having achieved well both academically, spiritually and socially. They are well prepared for the next stage of their life journey.

 

 LEADERSHIP AND MANAGEMENT

JUDGEMENTGOOD 

Excellent relationships that exist within are a reflection of the strong spiritual and moral leadership that permeates our school community. The Senior Leadership Team and Governing Body have an accurate picture of the school and its performance. They are ambitious and challenging in the drive for continued improvement with a relentless focus on teaching and learning. There is a comprehensive and rigorous cycle of monitoring and evaluation. Leaders at all levels have an increasing knowledge of school performance and a clear and confident vision for development of their subject areas. A clear understanding of staff expertise and skills enables systematic opportunities for professional learning and development at all levels thus extending leadership capacity across the school.

 NEXT STEPS: To be outstanding we need to strengthen leadership at all levels and continue to improve outcomes for all pupils.

 

 

TEACHING, LEARNING AND ASSESSMENT

JUDGEMENT: GOOD

Recent monitoring and evaluation confirms that teaching is judged good or better. The well designed and stimulating curriculum is culturally and contextually appropriate, providing opportunities for the transference and embedding of literacy and numeracy skills. Staff have high expectations of pupil behaviour and engagement.  Children are taught in mixed ability classes. Detailed planning meets the needs of all learners through tasks which are appropriately differentiated and challenging. There is effective deployment of staff to support quality first teaching alongside more personalised programmes. Children can talk about their work and know how to improve. This contributes to their self-assessment and target-setting.  Assessment is robust. It feeds planning and ensures provision is appropriate to need.

NEXT STEPS: To be outstanding we need to increase the percentage of outstanding lessons; through the sharing of outstanding practice. Continue to increase challenge for all children and further develop higher order skills.

  

 

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

JUDGEMENT: GOOD

Behaviour of children around the school is exemplary and they encourage each other to conduct themselves well. Incidents of bullying are rare as is low level disruption in class. The distinctive Catholic nature and ethos of our school is evidenced in every aspect of school life. Manners and respect for others are modelled by staff at all times and are inherent in children. There is confidence that issues raised either directly to staff or through the means of the School Council and the ‘Worry Box’ will be dealt with promptly and effectively by the school. We provide additional support for our most vulnerable children through Nurture group provision. Strategies to improve overall attendance have been successful as the current figure is 95.7%. Targeted support and follow-up is provided for persistent absentees who account for almost three quarters of all absences. The school takes positive steps to communicate good punctuality and attendance. Everyone in the community understands the importance of these. Good attitudes to learning can be observed around school and there are high levels of engagement and cooperation between the children. 

NEXT STEPS: To be outstanding we must ensure that the children’s attitudes to learning continue to develop so that they work with increased independence and self-drive thus impacting on their progress. Reduce persistent absence.

 

OUTCOMES FOR PUPILS 

JUDGEMENT: GOOD

Strong progress is being made across school which is impacting upon the ever improving attainment.

On entry assessment indicates that pupils enter school well below age related expectations. They make very good progress from this low starting point through EYFS. Despite this excellent progress, achievement in the EYFS is behind National expectations and remains an area for development.

Children at the end of KS1 achieve broadly in line with national expectations, having made expected or better progress across the 2 years. By the end of KS2 children achieve in line with national expectations having made good progress.  

NEXT STEPS: To be outstanding we need to continue to improve outcomes for all pupils at all phases.