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Ofsted Report

Please find below our most recent Ofsted reports, and relevant information from the Department for Education Performance Tables. 
 

Please could you note that - the Safeguarding issue having been swiftly resolved and with the evidence of improved attainment at Reception, Key Stage 1 and Key Stage 2 - our first monitoring visit was converted into a full inspection on the 5th and 6th July 2017. Our new report will be published in September 2017 - the start of the new academic year.

 

 

 

 

Shoreside Primary School – Progress Report for Parents – July 2017

 

Successes

 

  • Foundation Stage / EYFS – Our attainment in relation to the Good Level of Development criteria continues to rise and is now slightly above the national average.

     

  • Y1 Phonic Screening Test

    Using last year’s national score as a comparator (81%), our children achieved an excellent score of 94% which is well above the national standard.

     

  • Key Stage 1 (Y2)

    Using last year’s national scores as a comparator, our children are now scoring above the national standard in reading, including at the higher level where our percentage has more than doubled. The same is also true in maths where the number of children achieving at the higher level has doubled.

     

  • Key Stage 2 (Y6)

    In writing, our children achieved just above the national standard. In Reading and Maths, our scores were also above the national standard – quite clearly in reading. The number of children working in greater depth was also well above the national average (compared with last year’s national figures) in reading, mathematics and GSP (Grammar, Spelling and Punctuation). The number of children achieving expectations or above in reading, writing and mathematics combined (an important measure) has risen considerably and is now 12% above the national figure a rise of 28%).

     

  • National and local recognition

    Our Reception class has had their Effective Early Learning award confirmed once more. This status, recognised as national badge of excellence, is awarded by the Centre for Research in Early Childhood at Birmingham University. We have also received a letter from Edge Hill University stating that we are centre of “excellence in training and supporting our trainees and providing an outstanding experience for them.” Well done to all concerned.

     

     

    What we need to do to improve further

     

    The actions listed below are not an exhaustive list but reflect some of the changes that we have been making recently and over the previous year.

     

    We will be inviting parents into school next term to see the children’s work and demonstrate how they are being challenged.

     

     

Area

What we are doing

How parents can help us to achieve this

  • Continue to improve our attainment in writing at Key Stage 1 and Key Stage 2, especially at working in greater depth.
  • Introduction of new, whole-school handwriting scheme devised with LA advice over Spring Term. To be started in all classes in September and enforced.
  • Picking-up and focussing on errors in “Common exception word” spellings, grammar and punctuation - concern for accuracy.
  • A far greater emphasis on children using and applying their skills across the curriculum in stimulating and differentiated tasks.
  • Helping their child with their reading homework and spellings (especially the tricky common exception words and words from their year group’s lists).
  • Encouraging your child to write stories at home – perhaps after retelling the story or part of a story that they have just read to you.
  • Making books at home, perhaps using the computer.
  • Gently correcting errors and encouraging neat work.
  • Be a great role model. Let them see you write and edit your own work.
  • Ensure that all children are challenged to do their very best work

 

 

  • As above – We have revised many of the ways in which we teach and will now be insisting that our children not only produce work that has good content but that it is accurate – a requirement of greater depth working.
  • All classes have robust targets to achieve and children in vulnerable groups have individual targets.
  • As above – providing regular routines for homework and a relaxing and supportive environment in which to complete it.
  • Helping your child to realise why it is important to write clearly and accurately. Not all children find writing easy and you know your child well. If homework becomes a battle, stop! They can still try and do a little more each week.
  • Continue to improve our global attendance figures, including those for vulnerable groups and reduce the amount of children classed as persistent absentees.

 

 

  • We have adopted a new Attendance Policy and will be monitoring attendance even more closely next year.
  • We will be awarding certificates for good attendance half-termly and rewarding classes weekly who achieve the best attendance.
  • There will be more rigorous monitoring of persistent absentees – children whose attendance is below 90% - and children who are judged to vulnerable.

 

We expect all children to be punctual (in school before 9am) and to attend 100% of the time, unless they have a serious need. Term-time holidays will not be permitted, except in exceptional circumstances. Unacceptable reasons for absence include: birthdays, buying clothing, parent appointments, going overseas to visit relatives or to undertake an appointment, taking holidays in term time, late night the night before and needing to sleep-in. Absences of this type will be unauthorised and may result in fining

  • Continue to secure consistency in teaching and learning throughout the school.
  • All staff will have visited outstanding schools by the first half-term (we have already made visits this term and reflected upon what we have seen).
  • We have adopted a comprehensive, new monitoring schedule, overseen by Governors, to ensure that teaching and learning is of a high standard at all times.

 


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