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EY Self-evaluation form

Early years self-evaluation form For provisions on the Early Years Register

Age group: Birth to 31 August following a child’s fifth birthday

Published: September 2015

Reference no: 120332

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Contents

Introduction 5

Completing this form Error! Bookmark not defined.

Part A. Setting details and views of those who use the settingError! Bookmark not defined.

Section 1. Your setting Error! Bookmark not defined. Section 2. Views of those who use your setting and who work with you 7

Part B: The quality and standards of the early years provision 9

Section 3. Effectiveness of leadership and management 9

Section 4. Quality of teaching, learning and assessment 13

Section 5. Personal development, behaviour and welfare 16

Section 6. Outcomes for children 19

Section 7. The overall effectiveness of the early years provision 22

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Setting name Camrose Primary School with Nursery

Setting unique

reference

number

Setting address St David’s Drive,

Edgware

Harrow

Postcode HA86JH

Completed by

(name and role)

Lara Wheeler

EYFS Leader

Date completed

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Introduction

This optional self-evaluation form is for providers on the Early Years Register. You may prefer to record your self-evaluation on a different form, for example:

a children’s centre self-evaluation form that includes the registered part of your provision

a local authority form

a quality assurance scheme system.

If you submit this form online or send it to Ofsted as part of your planning cycle, the inspector will use it when planning your inspection. If you choose not to send it to Ofsted, or you complete a different form of self-evaluation, please make this available to the inspector at the start of your inspection.

Whatever way you choose to record an evaluation of your provision, the inspector will expect this to include:

the views of children, parents and any staff or assistants you employ

the views of other professionals who may work with you, such as local authority advisers/development workers; health professionals; children’s centre staff and any other early years provision

your strengths, any areas for improvement and the actions you propose to tackle them.

You may find it helpful to use the following to evaluate your provision:

Early years self-evaluation form guidance1

Early years inspection handbook2

Common inspection framework3

The Statutory Framework for the Early Years Foundations Stage4

Early years outcomes.5

1 Early years self-evaluation form guidance (120342),Ofsted, 2015;. www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-

guidance-for-providers-delivering-the-early-years-foundation-stage 2 Early years inspection handbook from September 2015, 150068,Ofsted 2015; www.gov.uk/government/publications/early-years-inspection-handbook-from-september-

2015 3 Early years inspection handbook from September 2015, 150068,Ofsted 2015;

www.gov.uk/government/publications/early-years-inspection-handbook-from-september-

2015 4 The Statutory Framework for the Early Years Foundations Stage, DfE, 2014;

www.gov.uk/government/publications/early-years-foundation-stage-framework--2. 5 Early years outcomes, DfE, 2013: a non-statutory guide for practitioners and inspectors to

help inform understanding of child development through the early years https://www.gov.uk/government/publications/early-years-outcomes.

https://www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-guidance-for-providers-delivering-the-early-years-foundation-stage

https://www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-guidance-for-providers-delivering-the-early-years-foundation-stage

https://www.gov.uk/government/publications/early-years-inspection-handbook-from-september-2015




https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

https://www.gov.uk/government/publications/early-years-outcomes

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Section 1 – Your setting

Camrose Early Years is situated in the new build alongside year one classrooms and is easily

accessible for children with additional needs. Early Years currently consists of two Reception

classes of thirty pupils each and a Nursery where morning and afternoon sessions are on offer for up

to twenty six pupils in each. The Reception day runs parallel to the rest of the school, beginning at

8.30am and ending at 3.15pm. The Nursery day is split into two sessions; the first is from 8.30am

until 11.30am and the second begins at 12.15pm and ends at 3.15pm. We have introduced a ten

minute soft start to the beginning and end of the day to allow parents to liaise with staff about their

child and to accommodate those with children in KS1 and KS2.

We are fully staffed within Early Years after almost two years without a Nursery Teacher and the

use of regular supply cover. A Phase Leader was appointed for Early Years and started in September

2014. A reception teacher has returned from maternity leave as of July 2015 in a part time role and

currently the rest of the job share is covered by a long term supply teacher. Our EYFS team consists

of two teachers, one of which has completed her NQT year and two teaching assistants in Reception.

A qualified teacher, who is also the Phase Leader, and two NNEB’s in Nursery. We also have one

part time and one full time teaching assistant who work within the Reception classes and deliver

targeted support for groups of pupils. Nursery and reception classes consist of a classroom, toilet

facilities and an outdoor area which includes a sheltered area. There is also a separate parent’s

entrance for the Early Years.

As of September 2015 the Phase Leader has set up close links with the local Children’s Centre and a

member of staff comes weekly to support nursery children in small groups, run workshops and share

skills with Camrose NNEBs. Due to overrunning building works there is currently no library so we

have set up a library Chandos Children’s Centre that the children visit weekly with staff and parents.

Most of our children had not previously visited the Children’s Centre and parents were not aware of

the services on offer so we have worked in partnership to ensure they have signed up and use the

free services available.

Distinctive features;

The school is under a PFI

We share a sight with Woodlands School; shared building.

EYFS Pupil Characteristics

On roll PP EAL SEN Support

plans

SEN Monitoring

58 Reception pupils

& 44 Nursery pupils 1% (1) 82% (82) 6% (7) 3% (3)

The social and economic backgrounds of the pupils is below average as evidenced by our

higher than average deprivation indicator of 0.31 which places us in the 80th percentile

(above average).

Stability within EYFS is at 75% with 25% of pupils not entering Reception from Nursery or

Year 1 from Reception.

Camrose is a hugely diverse school with 83% of EYFS pupils from ethnic minority groups.

There are 12 different languages spoken by our EYFS children. 32% are of ‘any other white

background’, many of these are EAL children from Romania, Poland and other Eastern

European countries.

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The Faith profile of EYFS is varied, with 6 religions being represented within EYFS. Our

largest group of children are, Christian; 30%.

Most of our families are very supportive of their children and the school. However, many have language

barriers and find it difficult to help their children with school work. This can make it difficult to engage many

parents so the school has worked very hard to address this through our Parent Ambassadors, family learning

opportunities, providing ESOL workshops and using resources form the Children’s Centre.

Section 2. Views of those who use your setting and who work with you

My practice (is): Outstanding (1)

We recognise that parents and carers are first and foremost the child’s first educators and therefore

consider them part of our team. We maintain excellent liaison with parents through:

* Pre-visits to our EYFS,

* Home visits for both nursery and reception pupils,

* First days induction with parent where they are invited in to the setting with their child to meet

staff, share any concerns/ queries and learn about the expectations at the end of EYFS,

* Daily personalised meet and greets,

* Workshops to support learning and behaviour with Camrose and Children’s centre staff,

* Parents are invited into classrooms, throughout the year, to look through Learning Journeys and

observe teaching,

*Parents are invited in to read stories in their home language or to work with groups of children,

* parent support packs,

*we work closely with the local Children’s Centre to support parents and pupils,

*A nursery parents is on the governing body.

We received 100% positive feedback from the parent transition questionnaire in December 2015 and

at the end of last academic year we sent out a questionnaire to gather feedback about our EYFS

practice and between 92% and 100% of parents deemed the EYFS to be outstanding. The one area

for development from this questionnaire was that parents be invited in to work with children which

has now been implemented.

As part of our holistic approach to learning and development, EYFS practitioners encourage a two

way flow of information and observation so that the children’s interests and milestones can be

captured at home as well as at school. Parents are given ‘WOW’ moments to fill in and are actively

encouraged to celebrate their child’s achievements and contribute to their learning journeys.

In EYFS children are actively observed and listened to; this is evident in planning where the

children’s interests are at the heart of learning. In addition, activities are changed to reflect the

children’s interests during the day. Children are given responsibilities within the class and

encouraged to be ‘Learning Detectives’ which has resulted in them developing independence and

resilience.

In EYFS children are actively involved in improving the setting; they take photographs of areas they

like and dislike and discuss ways to develop the area.

Our area for development last academic year was to make links with the Children’s Centre to share

resources, share good practice and support both children and parents. Rachel comes weekly to

support groups of children in literacy, C&L, PD and has begun working with parents to support them

with developing story telling skills and toilet training as 30% of the nursery cohort started school

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wearing nappies. Rachel has shared some of Camrose practice with her staff such as; displays, pupil

voice and activities. The Children’s Centre staff have fedback that they think Camrose EYs practice

is exemplary and would like to send their own children.

2014-2015 we were moderated by the LA who agreed with our judgements. They commented on

how well staff knows the children and their next steps.

In October 2015 HMI stated that;

Practice seen in the EYFS was never less than good and there was observed practice that was

outstanding,

TAs were well directed

Children acquire a wide range of learning skills which ensure they are well prepared for their

future schooling,

Learning Journeys are a strength of the school,

Teaching is strong

Secure subject knowledge.

Baseline assessment data and parent forums identified that most parents were unsure of how to

support their child at home especially those with little English. Through reading, writing and phonics

parent workshops we addressed these concerns and a recent parent survey indicated that parents now

feel more confident to support their child’s learning.

Parents are invited to attend an ‘expectations presentation’ when children start school. This is an

opportunity for us to share important information about the school and in particular Early Years and

share EOY expectations. This session is repeated for our EAL parents where an interpreter in present

and the group size is much smaller.

Parent consultations are held termly and small groups of parents are invited into the classroom over

the course of a week, to spend time with their child and meet with the class teacher and key worker.

An evening time is also on offer for parents who are unable to attend during the day. Termly written

reports are also sent home to parents which ensures that all parents are knowledgeable of their

child’s progress and attainment and aware of their next steps and targets.

Due to language barriers, parents are invited into class on their child’s first day. Parents are asked to

sit with their child and explain expectations and routines in their home language. The Phase Leader

attends partnership meetings organised by the local authority and all staff are encouraged to visit

other settings which helps to ensure current and good practice is shared and maintained.

Staff regularly attend whole school Inset. In addition all EYFS staff is provided with in school

training opportunities targeted at identified areas of improvement. This ensures that improvement is

continuous and involves the entire team. ‘Snap Shot’ meetings are held termly with the EYFS Phase

Leader to gather views of all staff and moderate teaching and learning and gather pupil voice. EYFS

staff attend weekly phase meetings where they share their views and always strive for improvement.

Evidence; Parent questionnaires, Parent workshop feedback, data, Learning Journeys, Activity

records, phase minutes, Children’s Centre staff views.

Areas For Improvement;

Encourage children to sign up to Children’s Centres during home visits and attend 3

and 4 year checks.

Continue to run workshops in unison with Children’s Centre based on parent’s wants

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and needs.

Use Chandos Children’s Centre for small group work with parents.

Part B: The quality and standards of the early years provision

This part of the form covers the judgements the inspector will make when evaluating your provision. It is important to have your own judgement about how well you are doing in these areas.

Section 3. Effectiveness of leadership and management

This section is about the effectiveness of your leadership and management; or if you are a childminder how well you organise your service. It covers:

meeting the requirements of the Early Years Foundation Stage and other government requirements

self-evaluation and improvement planning

performance management and professional development

safeguarding

the curriculum

your vision for the setting

partnership working.

You should refer to:

Early years self-evaluation form guidance, page 7

Early years inspection handbook, page 30–34.

Evaluation

Historically EYFS has been led by an EYFS / KS1 Phase Leader due to the school being one form entry.

During this time there was no permanent Nursery teacher and the role had been filled with various

part-time or supply staff.

Since 2012 EYFS has been two form entry; in 2014 all of EYFS and KS1 were fully two form. Due to

the increased number of pupils SLT appointed an EYFS Leader who joined Camrose in September

2014. The EYFS Phase Leader is also the Nursery teacher.

IMPACT OF PHASE LEADER ON GLD;

2013-2014 2014-2015

57% reaching GLD 74% reaching GLD

Before PL New PL appointed

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Historically the children in the EYFs have been underachieving in reading, writing and maths; What was implemented to improve;

Workshops for parents. Modelling lessons for parents so they know how to support children at home. (this received

positive feedback and parents said they feel more confident in teaching children at home) Introduction of new EYFS marking policy to ensure marking and feedback is purposeful and

children identifying their own next steps and peer assessing in summer term. PL teaching/ modelling lessons for reception teachers to set expectations and share strategies. Team teaching. PL supporting new member of staff (supply) in teaching writing through modelling lessons and

team teaching. Use of tracking grids to track progress and identify children who are not on track has resulted

in specific interventions and teachers have a clearer picture of class data. Introduction of phonics areas in free flow for children to independently access phonics and

develop skills. Supporting NQT in improving teaching through team teaching, model lessons and NQT

observing PL. Introduction of Nuffield language Programme to improve language. Rhyme club introduced in October 2014 in EYFS to develop language. Teaching phonics (reception) in Autumn 1 instead of Autumn 2 Teaching phase 2 phonics in nursery summer term to whole class and Spring 2 to HA/AG&T Challenging HAPs in these areas to ensure they are exceeding at the end of EYFS. Reading Readiness groups. Ordering new reading books Developing child initiated writing to engage boys in RLG (as they flagged up as LA in writing)

meeting with these parents to share expectations and useful strategies to raise attainment. Writing on the move initiative (pens, pencils and books in a Frozen rucksack) WOW WORK wall introduced to showcase fantastic work. Peer assessment in reception in summer term to identify each other next steps. CHALLENGE in writing in reception to include teaching of connectives and adjectives. The

majority of children were using these independently in their writing by the end of the year. Challenge and higher expectations of mathematical language.

PL teaching LA phonics to close the gap Sharing targets with parents to raise attainment All children expected to write in literacy books in spring term to develop writing skills and raise

attainment. Introduction of maths books instead of folders using marking scheme Encouraging quality writing in free flow by teacher modelling writing at the start of free flow

and children coming to the PL for rewards for excellent writing.

Impact; 2013-2014 2014-2015

Reading 69% achieving GLD 77.2% achieving GLD

Writing 56.9% achieving GLD 75.4% achieving GLD

Maths 67.2% achieving GLD 78.9% achieving GLD

Senior Leaders work alongside the Phase Leader and the EYFS team to ensure the statutory policies

meet the requirements of Early years Development Matters. These policies were rigorously introduced

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to all staff.

The Phase Leader has trained staff to carry out Risk Assessments to ensure the safety of the premises

and resources for all of the children and there are robust policies and procedures in place to support

this. Weekly phase meetings ensure staff are kept up to date with any changes and have

opportunities to voice any concerns and opinions.

The Phase Leader has worked in EYFS for 16 years and has a drive to improve. The EYFS team share

the same vision. The leadership team works tirelessly to develop teaching and learning across the

EYFS Phase through:

Rigorous monitoring of teaching, learning and assessments.

Regular ‘drop ins’, formal and peer observations ensure high standards are maintained and

rigorous support is planned, delivered and monitored for any underperforming staff.

At least termly moderation of data, pupil Learning Journeys, Development Matters highlighting,

the learning environment, planning, marking; leadership ensures good learning for all groups

of pupils and accelerated learning for some groups is evident. Strengths and areas for

development are identified and targeted interventions put into place and monitored regularly

to measure impact. Teachers meet regularly with interventions team to set challenging targets.

High expectations are evident through aspirational target setting. The accuracy of Baseline

Assessments is moderated, using a holistic child profiling system as well as NfER baseline,

including parental input through home visits and questionnaires, observations and effective

partnerships with our local pre-school providers.

Half termly assessments inform planning and next steps to ensure good progress for all

learners.

A clear programme of CPD, including Peer observations and support.

Leadership use monitoring and moderation systems, the appraisal process and staff views

effectively to plan a robust programme of continual professional development which reflects

our school vision of Enthusiastic, Passionate, Highly Skilled Staff.

During phase meetings staff expresses any areas they would like support in and the PL

organises peer observations, team teaching and model lessons.

The Phase Leader identified that staff questioning needed developing and delivered training on

Blooms questioning and as a result questioning is now a strength.

The PL inducts and supports new staff promoting high aspirations and expectations of all

pupils.

Ensuring robust, supportive appraisal procedures are in place and used to drive

improvements.

Appraisal and pay progression are closely linked. Aspirational targets, linked directly to the

Teaching Standards, are set based on previous performance and school development

Rigorous mid-year reviews, including observations, book looks and data analysis, are used to monitor progress towards individual targets. Support mechanisms are put into place where concerns arise.

Developing excellent parental engagement links.

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An outstanding programme of parental engagement has been developed and implemented

resulting in pupils settling in well and enjoying school. Parents indicate through questionnaires

that they are well informed and supported and now feel more confident in supporting their

children’s learning at home. 100% positive feedback from parents about the new transition

initiative.

Links set up with the Children’s Centre has developed parental links further supporting parents

with potty training and SEN children.

Ensuring EYFS is a key target within the School development Plan (SDP).

EYFS is a key target within the SDP. We continually re-visit the SDP throughout the year,

during staff and Governor meetings, where progress towards the targets is discussed,

monitored and developed.

Promoting British Values within EYFS;

British Values are at the heart of our curriculum and each classroom has a British values

display with all the values presented in child speak. We learn about British Values during

teaching sessions as this are practised in freeflow. Evidence of children demonstrating the

values is displayed in the form of written observations and photographs.

British Values are embedded and promoted within our planning.

Positive behaviour routines;

Behaviour is a strength in the EYFS with very few incidents. Staff promote good behaviour

through positive role modelling, using the school Good To Be Green system and meeting with

parents.

Our robust settling in procedure demonstrates to parents expected behaviour and through

parent workshops and 1:1 personalised meetings we share useful strategies.

Safeguarding is our first priority. It underpins all we do. Through a continuous programme we ensure

that staff are aware of their Safeguarding responsibilities and act when and where necessary. An EYFS

safeguarding lead was introduced in March 2015.Records are stored and shared appropriately and all

meetings attended. All referrals are accurately made. Daily risk assessments are carried out by EYFS

staff both inside and outside.

Evidence; Staffing structure, Phase Leader file, data, monitoring file, pupil voice, parent

questionnaires, SDP, CPD – Inset, Appraisals, Parental links folder, Children’s Centre links, GLD data

Your priorities for improvement

Introduce ‘Share a Book’ day where parents are invited in to read with their child and staff share individual targets for parents to work on throughout the week to improve GLDs further.

To improve GLDs form 74% to 78% Continue developing links with Children’s Centre to support children and parents

ensuring that children attend 3 and 4 year checks.

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My practice (is):

Outstanding: my practice is exemplary X

Good: my practice is strong

Requires improvement: my practice is not good enough and I know it needs to improve

Inadequate: my practice requires significant improvement

Section 4. Quality of teaching, learning and assessment

This section is about the effectiveness of your assessment and teaching mechanisms to ensure that children are showing the characteristics of effective learning.



Evaluation

Children are making good progress in their learning and development. LA moderation agreed that staff

know the children very well. This combined with an effective ‘key person’ system, child centred planning

and concise procedures for tracking progress means staff accurately plan to meet the pupils needs

ensuring appropriate challenge and support is provided. All staff have high expectations of the children

and motivate them through praise, our Good to be Green behaviour system and providing

responsibilities to individuals.

Historically reading, writing and maths were a concern for EYFS but GLD in these areas at the end of 2015 were all higher than National average.

Through staff training and developing the Characteristics of Effective Learning and resourcing within EAD children are now working above national average.

Area of development 2013-2014 National 2014-2015 National

C&L 79.3% GLD 77% 84.8% GLD 80.3%

PD 87.9% GLD 85.5% 89.5% GLD 87.2%

PSED 89.7% GLD 81% 93% GLD 83.7%

Literacy 56.9% GLD 68.7% 73.7% GLD 65.7%

Maths 67.2% GLD 72.3% 78.9% GLD 75.8%

UTW 79.3% GLD 77.7% 87.7% GLD 82.1%

EAD 67.2% GLD 80.6% 94.7% GLD 85.3%

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Class Subjects Progress in points Progress

Baseline at beg of year

Baseline APS at beg of

year

Expected points progress

(challenging targets)

Mean status in July 15

Mean APS at July 2015

Progress

Nursery

AM

Maths Below 7.76 3 Secure 11.92 4.16

Reading Below 7.92 3 Secure 12.21 4.29

Writing Below 8.04 3 Secure 12.08 4.04

Nursery

PM




RMS Maths Below 12.07 3 Secure 15.86 3.79



RLG Maths Below 11.31 3 Secure 15.47 4.16



Expected progress is set at 3 points, however we set challenging targets and so we expect 4 points

progress.

All children made at least expected progress (3 points)

Nursery AM made more than 4 points progress (above expected)

Nursery PM made above expected in writing and made more than 3 points in reading and maths. We

children leave in PM nursery and new starters were EAL. In relation to attainment, the target is forpupils to attain National expectations set by the school at 13APS

by the end of the academic year. Pupils remain Below this in all areas. This is due to very low starting

points, however the gap has been reduced. At the beginning of the year baseline showed that pupils were

working within the 22-36 month band with the majority being assessed with the entering stage in AM and developing stage in PM. At the end of the year pupils are assessed in the 30-50 band with the majority

being assessed in ‘developing’ ‘secure’ band. There is no significant gap between AM and PM groups in any subjects and pupils are now in line with National expectations for the end of

nursery

RMS exceeded expectations in reading making over 5 points progress and made 4.17 in reading and above expected in maths.

RLG made 4.16 in maths and slightly below the 4 APS target in reading and writing, however they made above expected progress.

The teacher in RLG is a NQT. 74% of pupils reached GLD at the end of reception; a huge increase from the 56% achieving

this at the end of last year.

Staff are fully aware of the next stages of development and record these accurately in their workbooks

and learning journeys. Continuous assessment of learning ensures that staff plan activities that are

tailored to the interests of the children and their next stages of development are given priority. Robust

observation; with next step procedures, links all areas of learning and clearly identify starting points and

progress children have made, this is used as a basis for future planning. Children are regularly provided

with opportunities to revisit next steps and progress is documented.

Children independently use the new marking policy to identify their next steps and are aware of their

targets through; target sheets, our target animals and through purposeful effective feedback.

The appointment of the Phase Leader/ nursery teacher has ensured half termly assessments are precise

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and include all those involved in the child’s learning. Teachers meet regularly with the interventions

team to discuss progress and next steps. Data is used to identify gaps in learning and next steps.

Children in the EYFS use the ‘Learning Dinosaurs’ to learn how to play cooperatively, try their best,

think about their answers, explore, share and solve problems.

We work in partnership with parents as we understand the importance of parents being a part of the

learning process. Parents attend workshops, observe lessons and meet regularly with teachers

regarding their child’s progress and targets. Parents receive a copy of the Development Matters so they

know what their child is working towards.

Children display high levels of involvement and engagement in self chosen and teacher led activities.

HMI visit stated that children display all the characteristics of effective learning in all EYFS classrooms.

Independent learning skills are developed as they move freely both inside and outside and follow their

own interests during explorative play. All EYFS staff has had training on Characteristic of Effective

Learning and this is embedded in our practice. Planning promotes the characteristics, challenge and

opportunities to problem solve.

Staff consistently discuss teaching and learning to ensure all members of the EYFS team are working in

line with school policy, are working towards our shared vision and understand the strengths and areas

for development within EYFS. Staff meet weekly and share with the phase leader any areas that they

need to develop within their own teaching; this is addressed by team teaching, meeting with

appropriate coordinators and peer observations.

Children learning English as an additional language experience their home language through the aid of

dual language books, signs and symbols; showing that staff value their cultures and home experiences.

Staff use excellent language to model and encourage the children to think and talk about what they are

doing. Those pupils who have little or no English are placed in an early intervention programme which

supports their English acquisition. Staff use the expertise of the Parent Ambassadors to communicate

with children and parents in their home language. All key correspondence is translated.

Staff instinctively anticipate where all children are going to need additional support and adapt activities

to ensure effective learning and progress. Training on Blooms questioning has enabled staff to motivate

the children’s play to move learning forward and provide resources to challenge and stretch the

children’s thinking.

The learning environment and a balance of adult-led and child led activities enables the children to

think critically and be active and creative learners. Children are provided with open ended resources

such as boxes and natural materials. They are encouraged to make connections between experiences

through good adult questioning.

Due to the success of rhyme club last year in improving C&L in EYFS we have introduced a number club

to help with number recognition.

A ‘Story of the Week’ is shared with the children and their parents who are encouraged to read and

discuss the story in either English or their home language. Again a web link is provided to support

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parents in the retelling of the story. Parents are aware of children’s next steps/ targets through; termly

meet the teacher days, daily conversations, workshops and looking through learning journeys and

books.

English and Math resource packs are sent home to enable parents to more effectively support their

children at home.

Parents are given a Development Matters chart that outlines the end of year expectations in all areas.

These are regularly referred to during all parent consultation opportunities.

Weekly Phonics Club and weekly in class support have proved successful in raising attainment in

reading and writing.

The introduction of the Nuffield Language Development Programme, initiated in October 2014 in

Reception, has already made a significant impact on the verbal language development of our beginner

EAL pupils. Reception children made between a 13 and 21 word progression over the 20 weeks in the

vocabulary section and between a 6 and 23 sound progression with in the phonics section. In April 2015

Nuffield Language Programme was introduced in nursery, children made between a 3 and 12 word

progression and communication and language.


A portfolio of ‘exceeding’ children to use when moderating at the

end of the year for the profile.

Moderate with local schools in the borough

Develop use of target animal displays in all EYs classrooms to

ensure children know their targets.

Develop outdoor provision (outdoor area was handed back to us

January 2016)

My practice (is):





Section 5. Personal development, behaviour and welfare

This section is about helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. It is also about

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ensuring that children are prepared for learning, they attend regularly, and become self- aware, confident learners.


Early years self-evaluation form guidance, page 9.


Evaluation

Highly stimulating environment;

PL has worked closely with the EYFS team to develop the environment through training on

the Characteristic of Effective Learning to promote; playing and exploring, active learning

and creating and thinking critically. Termly environment monitoring ensures we are always

striving for improvement and outstanding practice.

Pupil voice is evident on all displays and a variety of children’s work of all abilities, ethnicity

and gender.

Children are happy, confident learners and are highly engaged during free flow. They use

the ‘Learning Dinosaurs’ and British Values to develop good relationships with peers and

adults.

Ensuring smooth transitions and secure emotional attachments; developing

independence skills;

Each child receives a home visit and parents are invited in on their child’s first day to ensure

strong emotional wellbeing for both parents and children.

100% positive feedback from parents regarding our transition.

Teachers visit children in their pre-school setting before they start Camrose to build

attachments.

In summer term nursery children meet their teacher, attend story times in their new

classroom and play in the reception outdoor area to ensure smooth transition

Children are encouraged to be independent through being fruit monitors, H&S officers and

by developing their self-care skills.

RRSA

All staff, including new staff members, attend RRSA training so that they are clear and

working in line with our school ethos. This is clearly and regularly communicated to the

pupils and parents. Children learn about the RRSA articles in a fun and engaging way and

use their knowledge of these to set up class routines.

Children in nursery learn about Article 19 and how to keep safe; children enjoy the role of

H&S officers and know how to stay safe.

Through our Rights Respecting ethos children are encouraged to respect the diversity and

differences between themselves and their friends. As they begin to mature through the

Early Years they start to understand how everyone is unique and special.

Developing confidence in social situations;

Successful settling in routine

Transition into nursery and reception

Developing independence skills through use of class monitors and ‘Learning Dinosaurs’ to

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understand how to play cooperatively, try their best, ask questions, explain their thinking

and solve problems.

Staff are gentle in their approach and model behaviour so that children learn to be caring

and kind to their peers. Children offer and accept help from their peers and are thankful

towards them. We recognise the importance of praise and use it regularly with the children

including for efforts for persistence and concentration. The children are happy and excited

to come to school and settled in quickly.

Staff are highly skilled in implementing the characteristics of effective learning and this is

demonstrated in the outstanding behaviour and engagement of all learners within EYFS.

Fundamental British values;

British values are at the heart of our curriculum and each class has a display with the values

presented in child speak.

Evidence of children meeting these values is shown in the form of observations and photos.

Links to British values are evident on all plans

We learn about all different faiths and learn to respect everyone’s beliefs and views.

Importance of exercise, hygiene and physical exercise;

Children develop a good understanding of hygiene through well planned and resourced

lessons, modelling and free flow activities. They learn how and why they must wash hands

before meal times and after using the toilet, to cover their months when they cough and

learn why we need to keep not only ourselves clean but our environment too; including

toys.

Children have daily access to the outdoor area promoting all areas of learning

Staffs meet with parents in a sensitive way to share healthy eating advice and the

importance of it.

Children are taught the benefits of healthy eating through play and focused teaching and

are encouraged to make healthy choices

Safeguarding;

Staff carry out and regularly up-date Risk Assessments, involving the children, and ensure

appropriate safety equipment is used. They teach the children to be aware of how to keep

themselves safe especially when in the outside area. Children are familiar with following procedures

and practice fire drills on a regular basis. This has been developed into the roles of ‘Health and

safety Wardens’ are rotated weekly amongst the children. In March 2015 the EYFS Phase Leader

completed Level 2 safeguarding training and became the named safeguarding person within the

EYFS. Staff regularly meet to discuss any safeguarding concerns with lead person.

Attendance;

We have worked closely with parents and the attendance office to improve attendance in

the EYFS using attendance certificates, rewards for 100% attendance and by speaking to

parents about the importance of attending school everyday; currently attendance in nursery

is 99% and reception is 94%. We had a large group of children with chicken pox in

reception in Autumn term.

We liaise with parents about concerns that they have regarding their children’s well being and use

this in our planning and teaching. For example a parent had concerns about her child who kept

removing his seatbelt in the car so we carried out a series of teaching sessions linked to wearing a

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seat belt and road safety.


Healthy Eating workshop for parents and children

Develop role of H&S officers in nursery and reception

Improving attendance in reception.

My practice (is):





Section 6. Outcomes for children

This section is about the progress of different groups of children from their starting points.


Early years self-evaluation form guidance, page 9.


Evaluation

Pupil rates of progress and achievement

Robust and efficient systems are in place to secure accurate attainment ‘on entry’ levels in EYFS.

This includes; visits to pre-schools to meet the child’s keyworker, moderation with everyone involved

with the child, purposeful observations, video/ photo evidence. Analysis of these assessments show

that starting points of the large majority of pupils on entry to Nursery are below those typical for

their age in all areas of learning, but particularly C&L, reading and writing.

Progress statement 2013-2015 These on entry percentages show the percentage of pupils working in-line ARE: PSED 10% Physical Development 10%, in Writing 2%, in Reading 2%, in SSM 8%, in Number 10%, in Communication and Language 15%. As a result the school has;

Implemented very robust systems to accelerate progress of children working below their ARE. This is done by using on-entry assessments to identify ‘Rapid Progress’ children and put interventions into place to support learning.

Improving writing, reading and maths initiatives Parental involvement in learning Peer observations to improve teaching for ‘good’ teacher. The other two teachers in EYFS are

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consistently outstanding. Developing planning to include clearer differentiation, SMSC, British values, AG&T and key

questions. Teachers annotate plans to inform assessments and future planning needs. All EYFS staff have attended training on Blooms questioning and Characteristics of effective

Learning training. As a result of good/outstanding teaching and robust systems to accelerate pupil progress in the Prime areas, Literacy and Mathematical Development, the children made rapid progress:

Class Subjects Progress in points Progress

Baseline at beg of year

Baseline APS at beg

of year

Expected points progress

(challenging targets)

Mean status in July 15

Mean APS at July 2015

Progress

Nursery

AM




Nursery

PM




RMS Maths Below 12.07 3 Secure 15.86 3.79



RLG Maths Below 11.31 3 Secure 15.47 4.16



End of EYFS working in-line and above: 89.5% Physical Development, 75.4% Writing, 75.4% Reading, 77.2% SSM and Number 78.9%, 84.8% Communication and Language.

It is expected that the rising trend in attainment will be sustained in 2016; with a target of

78% achieving a Good Level of Development.

Actions that have secured this include; Teaching of phonics, Reading and Writing has been adapted to meet the needs and interests

of boys Interventions to support Physical development have been implemented in Nursery and

continued into Reception. This increased the percentage of pupils who made accelerated progress and increased the attainment in Writing and Reading by the end of the EYFS.

The EYFS curriculum is interest led with a high focus on topics that interest boys, including themed days.

Provision is enhanced weekly to meet boys’ interests and needs. New EYFS marking policy has ensured challenge, progress and encouraged peer/ self-

assessment. This is be evidenced by EYFS Profile data 2015 School data analysis Marking Policy Writing books Learning journeys

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Quality of teaching, learning and assessment in the Early Years Learning Environment, programmes and imaginative experiences A highly stimulating environment and education programmes that are well matched to the needs of individuals and groups have been implemented and reflect rich and challenging experiences for all pupils. As a result, attainment in the aspects of Physical development, Reading, Writing, number, SSM and Understanding of the World has improved significantly over a three year trend. It is expected this will be sustained in 2016; with a target of 80% achieving a Good Level of Development. (See School Data) Actions taken by the school over time to secure this include;

Implemented robust systems to accelerate the progress of children working below Age Related Expectations to raise attainment in Reading, Writing and Number by the end of the EYFS. This is achieved using on entry assessments to identify rapid progress children and put interventions into place.

Team teaching and peer observations to improve teaching, robust appraisal systems Teaching impact, assessment, quality of observations and planning Teaching is consistently good or outstanding. All adults have very high expectations of what each child can achieve, including the most able and the most disadvantaged. All EYFS staff have an extremely high sharp focus on helping children to acquire communication and language skills, and on supporting their physical and personal, social and emotional development. Accurate assessment through high quality observation is rigorous and sharply focused and includes all those involved in the children’s learning and development. Provision across all areas of learning is planned meticulously and based on regular and precise assessments. The use of progress tracking sheets has supported all staff in the EYFS in identifying ‘Rapid Progress’ children and targeting and supporting of their needs when in interventions. The EYFS Lead ensures that systems of planning, assessing and observing are consistent across the EYFS. This is achieved through team planning, team moderation of assessment, drop ins, Learning Journey scrutiny and observations of teaching with the Head Teacher and Deputy Head Teacher. The impact of at least good teaching and provision is evidenced through pupil progress and the Foundation Stage Profile in 2015, in which 72% of children achieved the ‘Good Level of Development’. Actions that have secured this include;

Reception.

us on next steps to meet pupil’s individual needs and move their learning forward.

Number. This is evidenced by;


Convert NfER baseline into GLD points to track reception children.

Ensure disadvantaged pupils make rapid progress

At least 78% of children obtain GLD in reading, writing and maths.

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My practice (is):

Outstanding: my practice is exemplary

Good: my practice is strong X



Section 7. The overall effectiveness of the early years provision

This section brings together the evaluation of all aspects of your practice, including teaching and safeguarding, your identified priorities for improvement and the grades you have awarded yourself.



Early years inspection handbook, pages 28–30.

The overall quality and standards of my early years provision (is):





Any further comments you wish to include

Most children enter the Reception classes with knowledge, skills and understanding below those expected for their age. In communication, language and literacy, they are low. This year has seen the highest amount of children entering reception from our nursery 75%. They are joined in the Reception class by many children who do not have experience of pre-school settings. All children settle quickly and make good use of the shared indoor and outdoor areas to work and play.

Only 25% or Nursery pupils attended preschool provision with only 12% regularly attending a nursery.

30% of the nursery cohort is still in nappies. ● The majority of pupils enter school with very little English. ● A significant number of children start Nursery (two thirds is typical) with little or no

English.

Pupils starting point is typically below national expectations, with on average 12% of pupils are in the 30-50 months band on entry to Nursery and no pupils at 40-60 months.

Over half (53%) of the cohort are summer born children with over half of them born in July. Only 22% of the cohort is autumn born.

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EYFS 2014 - 15 ● By the end of Nursery significant progress has been made towards age related

expectations for the children who start with us and on average 85% are in line with age related expectations the end of the academic year.

● At the start of reception, typically only about a third of the children who attend our nursery move into our reception class. However this year we had 75% of our nursery cohort attending our reception class and the majority of children who did not attend were because they were moving away from the area or were joining siblings at other schools. The other children have attended and wide range of pre-school settings including private nurseries, playschools, church groups, child minders etc. Some children had no preschool provision at all. These settings are of varying quality and overall this group have had a very disparate experience of nursery education which means that their starting points are below those overall of the children who started with us. We therefore have to make extra provision for these children and we do this well.

● Attainment within EYFS is an improving picture with the good and often better EYFS teaching enabling pupils to make good progress, especially from their low starting points. The majority of pupils are in line with national expectations by the end of Reception in the majority of development areas.

● We use data to strive for improvement. We have developed our parental links to ensure parents have a greater role in their child’s learning. The use of workshops and parents observing teachers has enabled parents to develop a range of strategies to support their children.

Area of development 2014-2015

C&L 84.8% GLD

PD 89.5% GLD

PSED 93% GLD

Literacy 73.7% GLD

Maths 78.9% GLD

UTW 78.9% GLD

EAD 94.7% GLD

early years self-evaluation form - camrose primary … self-evaluation form early years...

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