Exemplar School – Self-evaluation Summary Paper
Context of the school
Exemplar School is an independent all-through school. There are currently X pupils
in the primary department and X pupils in the secondary department. Future pupil
projections are encouraging and it is anticipated that the school roll will rise to
X pupils by 2018. A noticeable feature of the school is the amount and range of
input from the community. For example, pupils are transported to and from school
by members of the community. Although, on a daily basis the school is led by a
head teacher, supported by a Principal Teacher of Primary, there is a Board of
Trustees, led by a CEO team of three, which plays a key role in determining the
strategic direction and development of the school.
In the primary department Key Stage 2 programmes of study, based on the English
National Curriculum, are taught whilst in the secondary department pupils in Years 7
to 9 are taught Key Stage 3 programmes of study, based on the English National
Curriculum. Pupils in Year 10 enter Key Stage 4 and begin courses leading to
GCSEs over a two year period. Post-16 pupils tend to follow courses leading to AS
and A2 levels.
All pupils are expected to attain at a level commensurate to university matriculation.
How well do children and young people learn and achieve?
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Overall pupils are learning well and making good progress. Throughout the
school there has been an increased emphasis upon encouraging all pupils to
take greater responsibility for their own learning. In the primary department
pupils are encouraged to set weekly targets for writing and peer and self
assessment play a prominent role. In the secondary department all pupils have
been set targets based on CAT data and are aware of the levels/grades they are
expected to achieve at the end of each programme of study.
Portfolios of pupils work are being developed in most subjects enabling pupils to
increase their understanding of what they are expected to achieve and how to do
this.
Pupils work is displayed prominently in the school.
The school’s attainment levels based on benchmarking data is particularly
positive at Key Stage 3 and GCSE.
Being a small school, we know our pupils very well. Any pupil experiencing
difficulty with the learning process is quickly identified and supported, applying
the most appropriate intervention strategy.
Priorities for future development
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Improve pupil performance at post-16.
Make greater use of SIMS in order to have a more effective & efficient whole
school attainment tracking system.
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Develop our current practice & opportunities for colleagues to discuss matters
relating to attainment and effective pedagogy.
How well does the school support children and young people to develop and
learn?
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The school encompasses the Every Child Matters agenda.
Class sizes are particularly small, allowing for a more individual and personalised
approach.
Joint Sports Days, enterprise activities and careers conventions have taken
place.
Celebrate success – merits/house points/pupil of the week/postcards sent
home/school Dux.
SFL support – withdrawal [individual or group], IEPs and regular reviews of these,
screening assessments on arrival at the school [SNAP] & liaison with NHS
specialists.
By acknowledging and participating in such events as World Book Day.
Offering opportunities for pupils to learn across some departments in the form of
inter-disciplinary learning.
Pockets of effective team work and collaboration working across the whole
school team are beginning to take root.
Occupational Therapist’s recommendations used to adapt planning. For example
motor skills kit borrowed and items being ordered for PE next session. K’nex and
Junior scrabble bought in to help with fine motor skills and spelling. Writing
slopes introduced.
The curriculum for post-16 pupils has been revised in recent years to take
account of pupil choice.
Priorities for future development
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Continue to develop literacy and numeracy across learning in the secondary
school.
Review the provision of health and well-being.
Further develop pupil voice.
Collaborate with the other schools in the North region.
How well does the school improve the quality of its work?
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Line management meetings allow colleagues to meet with the Head Teacher on
a regular basis to discuss developments within the school.
Learning and Teaching meetings enable staff to meet on a regular basis share
good practice and to address Learning, Teaching and Assessment matters.
Classroom observation is undertaken annually for every teacher and written and
verbal feedback is given.
Monthly lesson drop-ins allow colleagues to reflect on their own practice in an
informal manner.
Weekly staff briefing.
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Staff have the opportunity to engage in end of year CPD reviews.
Priorities for future development
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Incorporate the HGIOS framework.
Establish a timescale when all members of staff participate in an evaluation of the
school’s performance against one of the QIs and address issues raised.
How do you ensure equality and inclusion and promote diversity across the
school?
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All pupils have equal opportunity within and equal access to all areas of the
whole school curriculum.
Discipline procedures – notably rewards and sanctions – are the same for all
pupils.
Assemblies provide a forum for recognising pupil achievement and celebrating
diversity.
All learners valued as individuals and needs taken seriously.
What would you suggest as possible areas for focused attention by the
inspection team?
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Transition between the primary and secondary departments.
The school’s monthly lesson drop in week.
Developing confidence in pupils.
Reflective practitioners.
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