OFSTED

A Caring Christian Family Where We Grow Together
Let your Light Shine ~ Matthew 5:16

OFSTED February 2020

We were excited about the prospect of inspectors coming into our school as I knew they would meet polite, courteous, engaged and happy learners – the Ofsted team saw just that!   The feedback at the end the inspection was filled with positive comments about our children including their love of learning and how proud they are to be part of the Warmingham Primary School.   ‘Warmingham C of E Primary School is a place where everyone feels included.   The pupils that we spoke with told us how they feel part of one big family.  The school’s motto is ‘Let your light shine.’ This aptly describes how pupils encourage and celebrate other’s individuality.’

Standards within the Ofsted grading system, which range from inadequate to outstanding, have once again been raised in the new framework and the expectations within each category are extremely high.   Schools are now judged under the following headings: Quality of Education, Early Years, Behaviour and attitudes, Personal development and Leadership and management.   An overall effectiveness judgement is then awarded taking into account all these areas.   Unlike previous inspections the new methodology focused on:  

The overall 'quality of education', at the school. This means that they will take the focus away from academic outcomes (how well children do in exams) and concentrate as well on the curriculum provision from EYFS to year 6.

Conducting education-focused rather than data-focused inspections.

Separating pupils' "personal development" from "behaviour and attitudes".

Academic outcomes are still a core part of Ofsted's inspection framework.  Adding to that a judgement on how well a school designs and teaches its curriculum, and an assessment of how well it develops the pupils personally helps Ofsted to ensure they investigate what it is like to be a pupil at that school.

The Ofsted team recognised the improvements we have made in recent months.  They agreed with our priorities – we were right to focus on Reading, Writing and Maths.    The Ofsted team also recognised that the children’s personal development is at the core of everything we do.   This was seen as one of our strengths.    We now need to embed our good practise whilst also developing other aspects of our curriculum.  ‘In the short time that the newly formed leadership team have been in the school, it has taken positive steps to improve the quality of the curriculum.   For example in Reading, Writing and Mathematics, there is now a greater clarity about what pupils should learn and when they will learn it.   Teachers have improved the way that they organise learning to help remember more.’

They confirmed that our teachers are ‘knowledgeable about the subjects that they teach’ and know how to help children to make ‘connections between topics and concepts’.     This was mainly seen in Reading, Writing and Maths throughout the school.   Our connected curriculum is in its infancy and needs developing across the school from Reception to Year 6.   ‘Although leaders’ new approach to the curriculum is in place, it has not yet had the required impact on pupils’ achievement’.   Please be reassured that it will do and it’s going to be amazing.   We are moving in the right direction. 

Our connected curriculum will provide our children with the:

  • Confidence to become a successful lifelong learners, demonstrating the Christian Values to ensure they let their individual lights shine as they make the right choices about their learning.
  • Capacity to control and express their emotions, and handle interpersonal relationships whilst keeping themselves safe.
  • Ambition to achieve their very best.
  • A love of learning.

The inspectors highlighted a number of areas for development.   You will be reassured to know that there weren’t any surprises which is why the senior leaders agreed with their overall judgement of ‘requires improvement’.    Warmingham CofE has many strengths, we mustn’t lose sight of these.   The school is on a rapidly journey.  I feel incredibly lucky to have a staff who are determined to work with Nic Badger and myself to address these areas so our children receive the very best education we can offer.    Every single member of staff is working incredibly hard to turn this school around.

We remain determined to ensure that the experiences we create both in and out of the classroom are of the highest quality and are designed to ensure your child is happy, achieves their potential and thrives, as always. 

OFSTED Updated & Our School Development Plan

The Ofsted team recognised the improvements we had made.  They agreed with our priorities – we were right to focus on Reading, Writing and Maths.   

The Ofsted team also recognised that the children’s personal development is at the core of everything we do.   This was seen as one of our strengths and will always be at the heart of everything we do.    As you know, I believe that children have to feel safe and happy to be able to learn.     ‘In the short time that the newly formed leadership team have been in the school, it has taken positive steps to improve the quality of the curriculum.   For example in Reading, Writing and Mathematics, there is now a greater clarity about what pupils should learn and when they will learn it.   Teachers have improved the way that they organise learning to help children remember more.’   

We have continued to embed this good practise whilst also developing other aspects of our curriculum.      Our approach to writing, phonics, spelling and maths is now embedded into everyday practise and continues to ensure that standards are improving all the time.     Teachers have raised their expectations and are planning opportunities for all children to excel.    

In September, we introduced a ‘Pathways to Read’, a new reading scheme of work to ensure that there is a clear progression of reading skills taught throughout the school.     We choose the scheme because it develops the children’s reading skills through a wide range of high quality texts which will inspire the children to read.    You’ll be pleased to know that it is already having a positive impact on standards throughout the school.    

At the time of the inspection, our connected curriculum is in its infancy and needs developing across the school from Reception to Year 6.   ‘Although leaders’ new approach to the curriculum is in place, it has not yet had the required impact on pupils’ achievement’.      We have adapted the way we plan our connected curriculum.    With each study theme there are one or two key questions which the children’s work will focus on.    This ensures that they are studying things in depth rather than studying lots of aspects in less depth so they can make connections.    Over the next two terms, we will be working with the other schools in our trust to review the content of our curriculum to ensure that our connected curriculum provides the children with:  

  • A love of learning.
  • Confidence to become a successful lifelong learners, demonstrating the Christian Values to ensure they let their individual lights shine as they make the right choices about their learning.
  • Capacity to control and express their emotions, and handle interpersonal relationships whilst keeping themselves safe.
  • Ambition to achieve their very best.
  • The school is on a rapid journey and is moving from strength to strength, even in these challenging times.    We remain determined to ensure that the experiences we create both in and out of the classroom are of the highest quality to ensure your child is happy, achieves their potential and thrives, as always.
  • Every school in the country reflects on their current strengths and areas for development before identifying their priorities for the next school year.    This is known as the school development plan. 

Our current priorities for our school development plan are: 
Priority 1: To develop a consistent and systematic approach to the teaching of reading skills across the school.  
Priority 2: To review and develop the structure and sequencing of our connected curriculum approach so that the children receive a broad and balanced curriculum where they have the opportunity to learn in depth.
Priority 3: To review and improve provision for our SEND children.
Priority 4: To develop the continuous provision so the children in our EYFS have lots of opportunities to embed their learning.

DECEMBER 2020 Update

Priority 1:
To develop a consistent and systematic approach to the teaching of reading skills across the school.

 Pathways to Read KS1 and KS2

  • The children have told me that they prefer the way we are teaching reading now.
  • They have enjoyed the books used.
  • The staff also prefer our new approach, finding it more systematic and enjoyable to teach.
  • As principal, I will continue to monitor the impact of this programme to ensure it continues to improve standards. If necessary, we will tweak our practise and provide any additional training for staff as required.    

New Reading Assessment

  • Links closely to our reading scheme
  • Instead of assessing the children at the end of every half term, we now assess the children every time we hear them read. This means that children no longer have to remain on a reading band longer than necessary.   

Priority 2:
To review and develop the structure and sequencing of our connected curriculum approach so that the children receive a broad and balanced curriculum where they have the opportunity to learn in depth.

We have adapted the way we plan our connected curriculum and will be reviewing our connected curriculum with Bunbury and St Oswald’s over the next two terms.

Priority 3:

To review and improve provision for our SEND children.

We have completed a comprehensive review of our SEN across the trust.   

Mrs Cliffe will continue to lead SEND across the trust but is now supported by a member of staff in each school.   

Mrs Allen will be supporting Mrs Cliffe with the SEN provision at Warmingham CE.    

Mrs Wrenshall, a SEN consultant will continue to work closely with the school.   

Every term, I meet with teachers to review the progress of the children in each class.    We look closely at each child, identifying any children who need additional support or pushing.    We then create an action plan for the next term detailing which interventions will be put in place and any other improvements to be made.    Interventions are now reviewed regularly to ensure they are having the desired impact.    

Priority 4:

To develop the continuous provision so the children in our EYFS have lots of opportunities to embed their learning.

This was our priority for the spring term and is now well embedded.     Each area in the classroom, inside and out now provides the children with lots of opportunities to consolidate their learning.    

March 2021 Update

Priority 1: To develop a consistent and systematic approach to the teaching of reading skills across the school.

After a trial, we decided to invest in the ‘Pathways to Read’ package from the Literacy Company.   The package supports the teaching of reading from Year 2 - Year 6 using high quality texts.    Reading is taught through a combination of whole class sessions and small group work.   It involves developing the children’s reading, inference, and comprehension skills.     The children have told me that they prefer the way we are teaching reading now.    They have enjoyed the books used.    The staff also prefer our new approach, finding it more systematic and enjoyable to teach.   As principal, I will continue to monitor the impact of this programme to ensure it continues to improve standards.     

We launched the programme back in September and it has been met positively by the children and staff. Regular staff meetings are held to review the resource and how it is being taught.   If necessary, we will tweak our practise and provide any additional training for staff as required.   Towards the end of the Autumn Term we saw a significant improvement in the children’s inference and comprehension skills.   

We also invested in a new new reading scheme of books which is already having a positive impact on the children’s enjoyment and standards.  We have also introduced a new reading assessment to ensure that children are on the correct reading band.    It links closely to the new reading scheme we introduced last March.    Instead of assessing the children at the end of every half term, we now assess the children every time we hear them read.    This means that children no longer have to remain on a reading band longer than necessary.  

Reading in Reception and Year 1 will continue to be taught through Read, Write, Inc because it has always been successful.     Moving forward, we now need to embed Pathways to Read into our everyday practice, so standards continue to rise, and our children excel.

Priority 2: To review and develop the structure and sequencing of our connected curriculum approach so that the children receive a broad and balanced curriculum where they have the opportunity to learn in depth.

This part of our School Development Plan has been paused until the Summer Term.    Instead, we have focused our attention on training for Google Classrooms to support Remote Learning during the current pandemic.    Our Connected Curriculum will be to implement the new improved version from September 2021.

Priority 3: To review and improve provision for our SEND children.

We have completed a comprehensive review of our SEN across the trust.    Mrs Cliffe will continue to lead SEND across the trust but is now supported by a member of staff in each school.   Mrs Wrenshall, a SEN consultant will continue to work closely with the school.    

Every term, Mrs Appleby meets with teachers to review the progress of the children in each class.    We look closely at each child, identifying any children who need additional support or pushing.    We then create an action plan for the following term detailing which interventions will be put in place and any other improvements to be made.    Interventions are now reviewed regularly to ensure they are having the desired impact.    

Current practices and procedures have been reviewed and adapted where necessary.      We have also arranged for an SEN/Pastoral Review to take place early next term by an external consultant - Jane Bradley.   Jane leads the Special Educational Needs and Disabilities programme at the University of Chester.   Her most recent research has been about supporting learners with attachment, trauma and mental health issues.     She comes highly recommended.     During the review she will be speaking to parents, children and staff.

Priority 4: To develop the continuous provision so the children in our EYFS have lots of opportunities to embed their learning.

Each area in the classroom, inside and out now provides the children with lots of opportunities to consolidate their learning. 

http://www.warminghamce.cheshire.sch.uk/page/eyfs/98081

A clip about our continuous provision can be found at the bottom of the page.

JUNE 2021 Update

Priority 1:

To develop a consistent and systematic approach to the teaching of reading across the school.

Pathways to Read is having a significant impact.    There is now a clear progression of skills being taught across school.     The children and staff prefer Pathways to Read because the lessons are fun and engaging.     From Y1 onwards the children in Y1/2 have daily guided reading sessions and the children in KS2 have four sessions a week – a longer whole class session on a Monday which is then followed by three further sessions where the children complete a range of tasks, including one where they read with the teacher.     

Read Write Inc continues to be a strength of the school.      It is well embedded.    The systemic approach ensures that the majority of our children (91% passed the phonics screening earlier this year) have a secure phonic knowledge to ensure they become competent and confident readers and writers as they move through the school.

Next Steps:

  • Raise expectations so more children exceed their expectations.
  • Invest in Read Write Inc ‘Fresh Start’, a reading intervention for KS2

 Priority 2:

To review and develop the structure and sequencing of our connected curriculum approach so that the children receive a broad and balanced curriculum where they have the opportunity to learn in depth.

You will be pleased to know that our new curriculum is in the final stages and will be up and running from September 2021 and has been positively received by the staff.     As a family of schools, we want the learning experience of our children to be the very best it can be.     

We, Mrs Badger, Mr Goodwin and I started by reviewing our current curriculum statement and ask WHY?

  • Why do we do what we do?
  • What do we want to achieve?
  • What is our driving force?
  • How is ‘Let you Light Shine’ reflected in our curriculum design.

We then worked with our connected curriculum leads from each school as well as the staffs’ input at various stages to create a curriculum which is:

  • Inspirational and connected curriculum which instils a love of learning
  • Curiosity and appreciation of God’s world through our Christian Values
  • A culture of care for everyone in our community and in the world around us (Rights Respecting, Global Learning, British Values)
  • Aspiring to become the best person God created us to be – Let your light shine (Matthew 5:16)

Our curriculum continues to be firmly rooted in and stems directly from our Vision, Mission and Core Values:

  • Our Vision – ‘Let your Light shine’ Matthew v5:16
  • Our Mission – ‘A Caring Christian Family Where We Grow Together’
  • Our Core Values:
    • We aim to create an enjoyable, inclusive, safe and nurturing environment that allows all children to develop spiritually, morally and socially. – every child is a child of God, made to contribute to our world.
    • We aim to create an inspiring environment, which encourages enthusiasm for lifelong learning and establishes an expectation of high standards – knowing the way, showing the way and going the way.
    • We aim to encourage caring, sensitive and inclusive attitudes where individuals feel secure, valued and respected by others. – like Jesus showed us through his teachings
    • We aim to provide a broad and connected curriculum which challenges and develops the potential of each child – as Jesus needed his disciples to support and guide, so we look to others with more knowledge
    • We aim to develop a positive relationship between home, school and our wider community- as a family – as brothers and sisters.

Our curriculum intent will drive the learning in all three of our schools.    However, each school has personalised the subject content to match the needs of the individual schools.    For example, some of our Geography and History in KS2 is based around the canals which surround us and the River Wheelock which is less than ten minutes’ walk from the school.    St Oswald’s will be studying Nantwich in depth and Beeston Castle appears on Bunbury’s curriculum as it is so close to their school.  

Key quality texts will continue to me the thread which runs through all of our study themes.    As parents you will continue to receive a study theme overview each term and some homework tasks to complete with your child.      I know that parents either love or hate these, but for us it’s important that we provide children with a list of things they can choose from so they can choose to do something which excite them.     There is NO expectation to complete all of the tasks – just one or two over the term.     If your child can think of something else, they would rather do which links to the study theme, that’s wonderful.    It’s important that we give every child the opportunity to do something which excites them, so they have the chance to let their light shine.    The last thing we want are homework battles!

We are hoping to get all of our curriculum documents onto our website by the end of the term so you can access them in time for September.

Next Steps:

  • Implement our new curriculum from September 2021
  • Monitor impact closely to ensure that we instil a love for learning and our children have plenty of opportunities to let their light shine.
  • Ensure we enhance the children’s experiences with outdoor learning, workshops, visits, visitors in school and plenty of hands on practical tasks which will excite the children.

Priority 3:

To review and improve provision for our SEND children.

As you know, we had an external review last term to look at SEN across the trust.     There were lots of positives and some areas for development.

Strengths:

  • SENCO is very approachable, supportive, knowledgeable.
  • Inclusive practice
  • Deep understanding of mental health
  • Three schools work closely together
  • Visible leadership to parents in all three schools
  • Respond quickly to parent’s requests and difficulties
  • Good at tailoring curriculum to needs of children
  • Involve families in decision making process – Termly support meetings
  • Some interventions working well
  • Enthusiasm for SEND and experienced teachers with SEND
  • Termly SEND support meetings with parents and CT to review SEND support.
  • 97% Parents reported that their child was happy at school.

Next Steps:

  • SENCO to have a more strategic role across the trust
  • Appoint SEND Champions in each school. These champions will work closely with our SENCO
  • Review interventions, recording keeping and SEN plans
  • Youth Mental Health First Aid training for ALL staff. There will also be three members of staff who the enhanced training – a teacher, TA and MDA.
  • Share SEND plans with parents so there is an increased partnership and accountability.

Priorities for 2021/2021

  • Raise expectations across the school so all children make good to outstanding progress, so more children exceed their expectations in all subjects.
  • Implement our new connected curriculum to instil a love for learning so all our children are able to let their light shine whilst ensuring we enhance the children’s experiences with outdoor learning, workshops, visits, visitors in school and plenty of hands on practical tasks which will excite the children.

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