School Self Evaluation

Self-Evaluation Summary

Context
Kents Hill School is a two-form entry infant school, with 232 pupils currently on roll, including 59 in our nursery.  Analysis of our school data indicates low levels of deprivation but 40% of pupils come from out of the school’s catchment area. Our pupils have a wide variety of pre-school experiences.  63% of our nursery children moved into our reception classes in September 2015. The number of pupils eligible for Pupil Premium is low.  33% of our children have English as an Additional Language. The take up of Universal Infant Free School meals is 76%. The School became a converter Academy in September 2014, when it joined in partnership with three other local schools under Milton Keynes Education Trust. Two of these schools are the natural feeders for Kents Hill School.
Overall effectiveness: the quality and standards of education  - Grade 2 Good
The School is judged to be good because the outcomes for pupils, quality of teaching, learning and assessment, personal development, behaviour and welfare and the effectiveness of leadership and management are all judged as good. The impact of the newly-introduced Values Curriculum is noted in pupils’ positive attitudes to learning and to their peers.
Effectiveness of leadership and management - Grade 2 Good
The Leadership Team and Governors are highly focused on consistently raising standards across all areas of the school.  Staff and Governors understand and share the aims and values of the school. Ongoing curriculum development ensures coverage and progression within a broad and balanced curriculum. Governors have a good understanding of their role in supporting and challenging the school and understand the strengths and weaknesses of the school. Pupils’ spiritual, moral, social and cultural development is at the heart of the school’s work.
Quality of teaching, learning and assessment - Grade 2 Good
The quality of teaching is judged to be good because it leads to good progress for individuals and groups of pupils.  Data, books and lesson observations all show that the quality of teaching is good and, in some cases, outstanding.  Robust support and challenge ensure that teachers are constantly seeking to improve and are committed to securing the best possible outcomes for pupils. Developments using Talk for Writing are impacting on pupils’ writing skills.
Personal development, behaviour and welfare - Grade 2 Good
Behaviour is very good.  Pupils are polite and courteous. Lessons are rarely interrupted by behaviour issues.  Lesson observations show excellent attitudes towards learning.  Attendance and punctuality are good and show an improving trend. The school intervenes with the small number of pupils for whom is poor. Pupil and parent questionnaires show that pupils feel safe and happy.
Outcomes for pupils - Grade 2 Good
Achievement is good because of the strong progress of pupils from their starting points.  Expectations are high.  Pupils, including all vulnerable groups, are tracked very closely and provision is closely linked to the needs of pupils.  All teachers understand how to use data to raise attainment. Disadvantaged pupils do well when compared with their peers. Phonics Screening results are good and showing an improving trend.
Effectiveness of the early years provision – Grade 2 Good
Early Years provision is good because pupils make good progress from their starting points. Adults use regular and precise assessments of children’s learning and development to plan activities that are suitably challenging for all children. Pupils are motivated and interested in a broad range of activities and are keen learners.