Chalfont Valley EAct Primary Academy OFSTEd 2 ND

Chalfont Valley E-Act Primary Academy OFSTEd 2 ND AND 3 RD OCTOBER 2019

Who are we? SENIOR STAFF TEAM Mrs Tucker – Head Teacher Miss Huxtable – Deputy Headteacher SCHOOL LEADERSHIP TEAM: Mr Sykes – KS 2 Phase Leader Ms Minty – KS 1 Phase leader Mrs Wilson – STEM lead (maternity leave)

Who were involved in the OFSTEd meetings? Mrs Tucker , Miss Huxtable, Mr Sykes and Ms Minty (BEHAVIOUR and ATTITUDES/CURRICULUM) Teachers and pupils (BEHAVIOUR and ATTITUDES/CURRICULUM) Mrs Tucker and Ms Minty – Trip Co-ordinators (including Restore Hope) (PERSONAL DEVELOPMENT) Mrs Tucker – EYFS Leader (EYFS)

Who were involved in the OFSTEd meetings? Mrs Tucker and Mrs Hayward – Designated Safeguarding Leads and Medical First Aider (SAFEGUARDING) Miss Huxtable – Special Educational Needs Co-Ordinator (SEN) Ms Minty and Mrs Nickless – Attendance Leader and Office Manager (BEHAVIOUR and ATTITUDES)

Highlights of the report include: Pupils enjoy coming to school. Leaders want the best for every pupil at Chalfont Valley. They make sure that pupils learn about the world beyond the school’s locality. Safeguarding procedures are strong. Pupils say that bullying does not happen at school. They are also confident that, if it ever happened, teachers would sort this out.

Highlights of the report include: The focus on pupils’ personal development is a strong feature of the school. Leaders provide memorable enrichment experiences for all pupils. The weekly visits to ‘Restore Hope’ provide pupils with rich outdoor learning experiences. Pupils thoroughly enjoy these opportunities. These visits support pupils’ social skills, build their self-esteem and develop their resilience. Teachers plan interesting lessons that pupils enjoy.

OFSTEd Outcomes: Overall effectiveness Good The quality of education Good Behaviour and attitudes Requires improvement Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good

Key lines of enquiry: The OFSTED Inspection Dashboard is created by the Department For Education (Df. E). It outlines key lines of enquiry prior to the 2 hr conversation with the Head Teacher. PROGRESS KS 2 Reading progress has improved between 2017 and 2018 & 2018 -2019. Key stage 2 progress in writing (4. 1) was significantly above national and in the highest 20% of all schools in 2019. Writing progress has declined between 2017 and 2018 and improved between 2018 and 2019. Mathematics progress has improved between 2017 and 2018

Key lines of enquiry: ATTAINMENT Key stage 2 attainment of the high standard(110+) in reading (43%) was significantly above national and in the highest 20% of all schools in 2019. Key stage 2 attainment of greater depth in writing(53%) was significantly above national and in the highest 20% of all schools in 2019. Key stage 2 attainment of the high standard(110+) in mathematics (60%) was significantly above national and in thehighest 20% of all schools in 2019 as well as in 2018. OTHER MEASURES In 2019, 60% of pupils achieved the high standard (110+) in the key stage 2 English grammar, punctuation and spelling test, significantly above national and in the highest 20% of all schools.

Key lines of enquiry: Absence Guidance In 2017/18, the rate of overall absence (5. 80%) was above the national average for schools with a similar level of deprivation (4. 11%). Overall absence was high (in the highest 10%) in 2017/18 and 2016/17 for all pupils. Exclusions Guidance The rate of total fixed period exclusions (8. 44%) was in the highest 20% in 2017/18 as well as in 2016/17 and 2015/16. The rate of repeat fixed period exclusions (5. 19%) was in the highest 20% in 2017/18 as well as in 2016/17 and 2015/16. Of the 13 pupils with at least one fixed period exclusion in 2017/18, 62% were excluded on more than one occasion and 7. 7% received 10 or more fixed period exclusions during the year. Of the 36 fixed period exclusions in 2017/18, 23 were for persistent disruptive behaviour.

OFSTED Outcomes: 'Good' Inspectors will judge whether your school is 'good' or 'requires improvement' in this area using a 'best fit' approach based on their professional judgement. 'Requires improvement' You'll be rated 'requires improvement' if inspectors feel behaviour and attitudes aren't yet good in one or more area, but that pupils are still safe and they feel safe. Areas we are doing well 13 Areas we are covering but need to focus 2 more upon Areas which require improvement 1

OFSTEd Outcomes: Behaviour and Attitudes To be 'good', your school will: Have high expectations for pupils’ behaviour and conduct which are commonly used and applied consistently and fairly. This is reflected in pupils’ behaviour and attitudes Not tolerate low-level disruption Support all staff well in managing pupil behavour Make sure pupils follow appropriate routines Have a positive environment in which bullying is not tolerated Deal with bullying, aggression, discrimination or derogatory language quickly and effectively, and prevent it from spreading

Behaviour and Attitudes cont … Demonstrate improvement in the behaviour and attendance of pupils who have particular needs Use fixed-term and internal exclusions appropriately, and reintegrate excluded pupils well when they return to school Only use permanent exclusions as a last resort Take swift and effective action to address issues with attendance or punctuality Nurture good relations between pupils and staff

Behaviour and Attitudes cont. . Pupils will: Display positive attitudes towards their education and commitment to learning Take pride in their achievements, and demonstrate resilience in the face of setbacks Have high attendance Be punctual Be safe and feel safe

2 areas for focus To improve the curriculum across all subjects To minimise low level disruption, and ensure that challenging behaviour does not affect the learning of others

RED and HT visits On Wednesday 13 th November, we received a Trust visit to explore our work on behaviour. It was noted that our nurture and well being provision was excellent and no negative learning behaviour (low level disruption) was observed.

A few hidden extras PE sessions – taught by specialist sports coaches. Every other week, every child from Yr 1 to Yr 6 go to Restore Hope at Latimer House to partake In outdoor learning and Forest School activities, focused upon increasing our children's mental health and well being (as well as complementing and extending our PSHE and Science curriculum) Trips across the year, including a FREE watersports residential trip in the Isle of Wight, for our Yr 5 pupils. 4 Clubs which include invites for Reception children All year groups are involved in competitive sports against other schools – including Reception. This year, we will be hosting competitive competitions with local schools We also offer music tuition. We have 2 school counsellors to assist with children who are finding things difficult and we run regular nurture sessions. Active school council and House Teams have now been created throughout the school.

Opening Doors and Opening Minds Opening Doors: Offering experiences that the children wouldn't usually get an opportunity to do. Opening Minds: Promoting innovative and integrated ways of thinking about ducation & the curriculum. Citizenship Learning Managing Information Relating to people Managing Situations