School Self-Evaluation and Improvement

Self-Evaluation, how are we doing overall?

Our self-evaluation shows a very positive picture overall. Pupils feel safe, valued and happy, and they speak confidently about the adults who support them. Behaviour and attitudes to learning are strong across the school, with pupils showing empathy, respect and good levels of perseverance. The inclusive culture is a clear strength of the school, where each child is valued, taught and cared for with a high level of individualised planning from the teaching team.  

Teaching and learning experiences are good and, in the autism (ATF) classes, practice is a particular strength due to high consistency, individualised planning and close teamwork between staff. In mainstream classes, teachers manage mixed-age groups effectively and provide a broad range of engaging, real-life learning experiences. Mathematics is a strength, and recent work to improve writing has had a positive impact. Leaders have rightly identified reading as a current priority in order to accelerate progress further, alongside ongoing work to strengthen challenge and pace across mixed-age classes.

Care, support and guidance are strong. Safeguarding arrangements are robust and understood well by all staff, with clear systems in place to record and respond to concerns. Provision for additional learning needs is a major strength, with pupils well supported to develop communication, independence and emotional regulation. Relationships with parents are a strong feature, and engagement in meetings and school events is consistently high.

Leadership and management are effective and increasingly distributed. Self-evaluation is regular, evidence-based and linked clearly to improvement planning. The most important areas for improvement identified through self-evaluation are placed on the School Development Plan to ensure all school stakeholders are clear about priorities, understand their role in improvement, and can see the impact on pupils’ progress, engagement and wellbeing over time.

How did we do with our improvement priorities last year? (2024/25)

Improving handwriting and extended writing
We made clear progress in raising expectations for pupils’ writing last year. Pupils are now writing at greater length and many take pride in how their work looks, with handwriting in the Foundation Phase being a particular strength. Teachers have used a more consistent approach to teaching writing across mixed-age classes, which has helped pupils structure longer pieces of work more confidently.
Next steps: we will continue to improve how spelling and grammar are taught and practised, linking this work to our wider focus on increasing challenge across the school.

Revising classroom teaching and learning arrangements
Both mainstream classes adapted well to new classroom arrangements, with larger mixed-age groups working effectively together. Learning spaces, both indoors and outdoors, are well organised and support pupils to access a broad and balanced curriculum. Teachers give strong verbal feedback, which helps pupils understand how to improve their work.
Next steps: we will continue refining how work is matched to pupils’ needs, ensuring that all learners are consistently challenged and that shared resources in the Foundation Phase help pupils progress at different levels.

Maximising the impact of teaching support
The new Professional Development Policy was successfully introduced, and performance development meetings took place for all staff. Teaching assistants are highly committed and know pupils well, and a clearer support model has started to strengthen consistency across classes. Where staff have received focused training, this has had a positive impact on pupils’ learning.
Next steps: we will build on this by introducing regular coaching and supervision, supporting teachers to lead and manage development targets with support staff, and providing more structured group training so that staff development is consistent and ongoing.

What are we working on this year? (2025/26)

Each year the school sets clear improvement priorities through its School Development Plan (SDP). These priorities are based on careful monitoring of pupils’ progress, wellbeing and engagement, and on feedback from staff, pupils, governors and parents. Below is an overview of our main improvement work for 2025–26.

1. Improve progress in reading in the mainstream P2/3 class

Reading is a key priority because it underpins learning across the whole curriculum. Monitoring last year showed that while many pupils make steady progress, reading outcomes in the P2/3 class are not yet as strong or consistent as we want them to be.

This year we are strengthening reading provision by introducing clearer and more consistent group reading routines, improving the structure of reading sessions, and providing targeted support for pupils who need additional help. Staff are focusing on developing fluency, comprehension and confidence, as well as building positive attitudes towards reading. By the end of the autumn and spring terms, pupils receiving additional support are expected to show improved confidence and engagement, with most pupils making good or better progress by the end of the year. We also aim for pupils to talk more positively about reading and to read more regularly, both in school and at home.

2. Raise the level of challenge in mainstream mixed-age classes

Teaching mixed-age classes brings many benefits, but it also requires careful planning to ensure that all pupils are challenged appropriately. Monitoring last year showed that, while pupils are settled and engaged, the level of challenge is not always consistently high, particularly for older or more able pupils.

This year we are refining lesson planning, classroom routines and expectations so that learning moves at a sharper pace and tasks are better matched to pupils’ needs. Teachers are developing more effective use of questioning, grouping and follow-up tasks to ensure that pupils are stretched and supported at the right level. This work is being reviewed at regular points across the year, with a focus on pupils’ progress, engagement and independence. Our aim is for pupils to think more deeply, sustain effort for longer and make stronger progress across subjects.

3. Improve attendance

Regular attendance is essential for pupils’ learning, wellbeing and progress. While attendance at our school compares favourably with similar schools, particularly given the high number of pupils with additional learning needs, attendance remains a key priority.

This year we are continuing to monitor attendance closely, with regular reviews by school leaders and governors. Clear systems are in place to identify concerns early, communicate with families and provide appropriate support where attendance begins to fall. Attendance is shared with parents and celebrated regularly, and patterns of absence are reviewed at key points during the year. Our aim is to reduce persistent absence, strengthen punctuality and ensure that as many pupils as possible are in school, learning every day.

4. Include a wider range of stakeholders in self-evaluation

To continue improving as a school, it is important that we listen to and involve a wide range of voices. Monitoring last year showed that self-evaluation is strong but has relied too heavily on senior leaders.

This year we are strengthening the role of governors and the school council in evaluating how well the school is doing and identifying areas for improvement. Governors are taking part in planned monitoring visits, and pupils are contributing through school council work linked to policies and school priorities. Feedback from these groups is being gathered at regular points across the year and used to inform school improvement planning. Our aim is to strengthen shared ownership of improvement and ensure that decisions are shaped by first-hand evidence and pupil voice.

Additional development work in our ASD classes

In addition to the four main school targets, we are also carrying out two focused development projects within the Autism Teaching Facility (ATF). These projects support existing good practice and are designed to strengthen outcomes further for pupils with autism.

5. Improve the use of reinforcement strategies in the ATF (development project)

Positive reinforcement plays a vital role in supporting learning, behaviour and independence for pupils in the ATF. Monitoring identified the need for greater consistency in how reinforcement is used across classes.

This year staff are receiving training and guidance to strengthen their understanding and use of reinforcement strategies. Work is taking place during the autumn term to agree clear approaches, followed by monitoring and refinement through the spring and summer terms. Our aim is for pupils to receive consistent, well-matched reinforcement that supports engagement, emotional regulation and progress towards individual learning goals.

6. Embed the Digital Competency Framework in the ATF (development project)

Digital skills are an important part of preparing pupils for future learning and independence. In the ATF, pupils’ access to digital learning needs to be carefully matched to their developmental stage.

This year we are mapping the Digital Competency Framework across all ATF classes to ensure pupils develop appropriate skills, including early computational thinking, even where they are not yet using devices independently. Digital targets are being built into individual programmes and reviewed throughout the year. Our aim is for pupils to make meaningful progress in digital skills that support communication, independence and real-life learning.