Reaside Academy
Reaside Academy
SELF EVALUATION SPRING 2015
SELF EVALUATION SUMMER 2015
HEADTEACHER:
SANDRA
HEADTEACHER:
SANDRAWISEMAN
WISEMAN
CHAIR
OF
GOVERNORS:
AVERN
CHAIR OF GOVERNORS: COLIN
COLIN AVERN
Area of evaluation
Overall effectiveness
Previous inspection report
3
Current evaluation
2
3
2
N/A
N/A
N/A
3
2
2
3
2
Quality of teaching and learning
N/A
2
Use of assessment
N/A
2
3
2
N/A
N/A
N/A
2
2
2
3
2
Embedding ambition and driving improvement
N/A
2
Leadership of teaching and learning
N/A
2
Quality of school’s self-evaluation
N/A
2
Governance
N/A
2
Quality of the curriculum
N/A
2
Partnerships with parents
N/A
2
Capacity for sustained improvement
N/A
1
Safeguarding
N/A
2
How well does the school promote pupils’ spiritual,
moral, social and cultural development?
N/A
2
Achievement
Attainment
Progress from September 2014
Progress of SEND
Quality of teaching
Behaviour and safety
Behaviour
How safe do pupils feel?
Attendance
Leadership and management
Reaside Academy SELF EVALUATION
SPRSUMMER 2014
ACHIEVEMENT
YEAR 6
LEVEL 4
2013 - 38
2014 - 45
2015 – 54
Reading
Writing
Spelling, Punctuation
& Grammar
66% (26%)
74% (47%)
78% (40%)
80% (48%)
80% (45%)
80% (48%)
Reaside Academy (L5)
89% (8%)
84% (16%)
38
National (L5)
86% (44%)
83% (30%)
Reaside Academy (L5)
73% (36%)
91% (16%)
National (L5)
91% (35%)
93% (33%)
Reaside Academy (L5)
91% (37%)
94% (17%)
National (L5)
91% (35%)
93% (33%)
Development:
Raise standards for Writing, and continue to raise standards for Reading and Maths
Raise the number for children achieving Level 5
Maths
87% (11%)
85% (41%)
69% (16%)
89% (35%)
89% (17%)
89% (35%)
2014 RAISEonline Main Findings
Context (P.9-12)
 School has a very high percentage of pupils eligible for FSM(top 20% of schools)
 School has a low percentage of pupils from minority ethnic groups (bottom 40% of schools) with mixed race children the
largest ethnic minority group.
 School has a low percentage of pupils with EAL (3.4% v 18.8% nationally)
 Stability indicator is average
 The deprivation indicator is very high (Top 20% of schools).
 The school has a high proportion of pupils with SEN (Top 20%) Most children at school action plus have moderate learning
difficulties, behavioural, emotional and social difficulties. Or speech, language and communication difficulties. There are 2
children with autistic spectrum disorder and 1 with physical disabilities.
 Year 6 have a low proportion of girls.
 There are 2 looked after children.
Attendance (p.13)
 The absence rates in 2012 was 4.6 %( 4.4% nationally and below the 5.3% average for similar schools). In 2013 it rose to 6.6%.
Persistent absence (15%) in 2012 was above national and similar schools’ average at 6.3 %( national= 3.4%, similar schools
average = 5.3%). Figures for 2013 show a small increase and remain above average.
 2014 Roll does not contain any exclusion or absence figures for groups of pupils
Prior attainment Information
 The attainment on entry is slightly below average but slightly lower in current year 5.
 There are a few more high attaining children in year 4 and year 6 than seen nationally
KS2 Attainment (p.24)
There are no previous years’ figures contained in RoL 2014
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In 2014, overall and in maths and writing, attainment at KS2 is significantly below average. In reading and GPS it is just below
average.
At Level 4+, attainment is significantly below average in all subjects combined (64% v 79%) and is below average in individual
subjects apart from GPS where attainment is above average.
At Level 4+ there are some groups of pupils where attainment is low; Non Pupil Premium (PP) pupils (particularly in GPS) and
EAL pupils. The attainment of PP pupils (the vast majority) is in line with the average of similar pupils nationally.
At level 5+ combined attainment is further below average because of the weaker results in maths and writing. There are no
subjects above average.
Few higher attaining pupils on entry (L3) at KS1 attain Level 5+ in maths than seen nationally (38% v 84%) and also fewer in
writing (54% v 80%).
Overall Average Point Score (APS) and in each subject area is also below average.
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Reaside Academy SELF EVALUATION
SPRSUMMER 2014
The APS of pupils with SEND SA+ or statemented is above the average of similar pupils nationally.
The attainment gaps of PP / Non PP pupils is very low in maths and reading, higher in writing and PP pupils do much better
than their peers in GPS
Value Added and rates of progress
 No groups of children make good progress, most sizeable groups’ value added scores are significantly below where they
should be(P.29)
 73% of children make the expected progress in Reading compared to an average of 91% nationally. In maths 69% achieve this
expectation compared to a national average of 89 %( P.36). These represent low rates of progress. The percentage of pupils
making the expected progress in writing is higher and much closer to national average (91% v 93%) because 100% of non PP
pupils and high attaining pupils make the expected progress.
 Low attaining pupils’ and SEND SA+ and statemented pupils’ rates of progress in maths is well above the national average of
similar pupils
 The percentage of high attaining pupils making the expected progress in maths and reading is low but much higher in writing
 In reading and maths, the proportion overall making more than the expected rate of progress is very low. In writing it is a bit
higher but is below average.
 The gap between the PP and Non PP children making the expected rate of progress is smaller than the national gaps in maths
and reading. In writing the gap is 3 times the national gap (12% v 4%).
Other issues arising
 What does the latest tracking information say about rates of progress in all year groups? What is the school doing about
identified underperformance of individuals and groups of children in different year groups?
 Who is responsible for the underperformance of children – what are the lines of accountability?
 Is the performance of children linked to teachers’ classroom observations and work scrutiny? – Any Performance
Management issues?
 VA figures are very low...currently data is demonstrating better progress
Strengths
1.
2.
3.
4.
5.
6.
Attainment at L4+ in Grammar, Punctuation and Spelling (GPS) and level 4+ attainment of disadvantaged pupils.
Overall attainment of SA+ and statemented pupils is above the average of similar pupils nationally.
Low attainment and progress gaps of PP/Non PP pupils in maths and reading.
The attainment of PP pupils in GPS is higher than Non PP pupils.
Rates of expected progress in writing for non PP pupils and high attaining pupils
Low attaining pupils’ and SEND SA+ and statemented pupils’ rates of progress in maths
Areas needing improvement
1.
2.
3.
4.
5.
6.
Attendance rates
Attainment overall, attainment at L5+ overall and attainment in maths and writing.
Level 5+ attainment of higher attaining pupils on entry.
Rates of expected and more than expected progress in reading and maths
Overall Value Added
PP/nonPP rate of progress gap in writing
Reaside Academy SELF EVALUATION
SPRSUMMER 2014
QUALITY OF TEACHING
Teacher Appraisal is the tool used to evaluate teachers’ performance and grade their impact on children’s
development and development of their own practice. On present analysis, the grading of teachers at Reaside
Academy is:
 18% Teaching Outstanding (2 members of staff)
 73% Teaching Good (8 members of staff)
 9% Teaching Requires Improvement (1 member of staff)
This evaluation is established through the analysis in the areas stipulated below: each area has direct links to
the Teaching Standards.
KEY PERFORMANCE INDICATORS - MONITORING TWICE A MONTH
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Book Analysis: Differentiation; Presentation; Cross-Curricular Learning; Targets being used effectively; Progression
through the core subjects; Up to date marking and assessment; Evidence of self and peer assessment
Planning Analysis: Termly Overview Monitoring; Cross-Curricular Learning Objectives; Curriculum coverage monitoring;
Target work and guided Groups; ; Differentiation per session
Learning Environment: Classroom Observations; Displays to support learning – including up to date Learning Walls;
Awareness of and response to Class Values; Annotations in class folders; Good use of Adults; Up to date Guided
Reading Groups/Folders
Pupil Voice: Children’s Targets; Evidence of children understanding their learning
A review of teaching was conducted on 11th September, 5th November 2014 and 16th March 2015 by ECMAT advisers and a HMI
inspection was conducted on 6th November 2014. During all three reviews a total of 24 lessons were jointly observed by advisers
and the headteacher and discussions held with members of the senior leadership team. The overall quality of teaching was
confirmed as good. This is broadly in line with the SEF judgement. Although teaching was judged cumulatively with an
appropriate focus on evidence and impact over time, individual lessons were also graded in line with the Ofsted criteria. In all
cases the judgments of the review team and senor staff at the school were closely aligned.
On the basis of these observations:
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80% lessons were good or better -11/9/14, 5/11/14 ECMAT, HMI 6/11/14 and ECMAT 16/3/15
30% were outstanding 5/11/14 ECMAT, HMI 6/11/14 and ECMAT 16/3/15
1 was judged inadequate 5/11/14 ECMAT – No lessons were judged RI on recent ECMAT visit – 16/3/15
HMI , 6th November 2014 ‘ Benefits are already evident in books with respect to more rigorous approaches’ and ‘Much work has
been done to improve the physical environment of the academy, including enclosing previously ‘open-plan’ teaching spaces to
create individual classrooms. A very high standard of display of pupils’ work reflects very well on the academy’s strengths in the
creative arts.’ ECMAT, 11th September ‘The impression was that generally teaching was good around the school and that all staff
and children are working hard. There is a good learning atmosphere and the children are willing and wanting to learn’ and ‘The
staff have great potential. All the staff seem positive and keen to drive up standards at the school. With this passion and
application it will happen.’ ECMAT, 5th November ‘All staff are anxious to do well and prepare detailed lessons. Learning
objectives are set and success criteria are shared. Much explanation and checking ensures that children know what is expected
of them’ and ‘Learning environments are much improved and children looked more comfortable in the space. The themed
curriculum is represented well in classes and much good evidence for higher level writing was seen in English books showing a
good learning link to their topics. Children could talk about their own learning and books reflected a good interaction between
teacher, teaching assistant and child. Assessments and next steps were evident as well as target sheets in the front of Maths and
English books’ and ‘The work of the School Council is appreciated by the children. They feel that teaching in the school is better
and they were able to tell me how they were prompted to do better in their work through self assessment, peer assessment and
following up on ‘gap tasks’ and ‘The Ambassadors carried out their role well and all the children in school were very friendly and
polite.’ ECMAT, 16th March ‘Interventions at Reaside are very effective. Reaside Academy is making good progress.’
Reaside Academy SELF EVALUATION
SPRSUMMER 2014
WORK SCRUTINY IN MATHS AND ENGLISH - TWICE A TERM
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More immediate marking and assessment of children’s work with lessons to ensure feedback is meaningful
Allowing children time to reflect on their assessment before moving on in their learning
Ensure teachers are facilitating the comprehensive teaching of the basic skills across the curriculum
Self & peer-assessment in evidence across the school
To develop use of mini-plenaries and other AfL tools to adapt lessons and address misconceptions
Ensure consistent use of differentiation
ECMAT MODERATION VISITS
By English expert Andrew Sumner and Rebecca Nel (Literacy coordinator) and Maths expert Alison Howell and Dave Kemp
(Maths coordinator). HMI, 6th November ‘The academy’s sponsoring trust has deployed consultant support very effectively,
particularly in supporting teachers new to the school and teaching assistants in approaches to and impact of teaching in literacy
and numeracy’ and ‘ the academy has established links with other local schools to support a number of aspects of its work,
including for more able pupils.’ HMI recognised that ‘There is good evidence of effective methods in mathematics to reinforce
pupil’s calculation skills and to enable them to apply these to increasingly challenging tasks.’ ECMAT, 5th November ‘Maths practice
has improved with the support from ECMAT and the Maths Leader. This is evident in lessons. ‘Snappy Maths’ for example and
good work in books was seen as well as an evaluation of levels through Alfiesoft.’ and ‘The support from ECMAT in the
development of NQTs, the leadership of Maths and the leadership of English is having a good effect mostly through the work of
Andrew Sumner and Alison Howell.’ Impact evident in the progress data produced on a half termly basis.
Strengths:
Work scrutinies are a regular part of a well-established internal monitoring
cycle by the senior leadership team; there is a good range of written outcomes;
writing tasks have a clear purpose of which pupils show an awareness;
presentation is of a good standard overall; marking is regular and thorough;
there is a clear and consistent emphasis on the use of agreed symbols in
Teachers’ marking as part of whole school policy; there is evidence of selfassessment in pupils’ work through “traffic lighting” annotation and ticking off
of individual targets which are subsequently validated by class teachers; there is
increasing evidence of
purposeful written dialogue in response to teachers’ comments in Key
Stage 2 literacy books; assessed writing books provide good evidence of
individual progress over time; evidence was seen of pupils from higher,
middle and lower attainment groupings making good progress; the work
sample did not indicate under-performance of boys.
Areas for development:
It was agreed that there is a need to ensure that
the marking of grammar is rigorous and consistent
and that sufficient evidence of progress and
independent application can be clearly
demonstrated; more consistently Indicate where
verbal dialogue has taken place to progress
learning; ensure that there is consistency in the
quality of written feedback across the prior
attainment range in order to maximise progress;
continue to build on improvements in the quality of
writing. This continues to be our focus throughout the
summer term. Andrew Sumner and Alison Howell are to
work alongside NQTs and Subject leaders during the
summer term.
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WIDER CURRICULUM
Staff training P4C – 11/10/14 and 24/11/14. P4C across school is in development
Themed curriculum linked to English and Maths where possible, children are involved in devising the learning journey
Parent sharing events termly – Year 3 11/12/14 and 12/12/14 and 18/3/15 Year 4 15/12/14, Year 5 15 and 16/12/14
and Year 6 11/12/14, 12/12/14 and SATs workshops 26/2/15 and 11/3/15
PUPIL QUESTIONNAIRE RESPONSES MARCH 2015 (170 responses)
93% of KS2 pupils say they enjoy coming to school
97% of KS2 pupils say if they felt upset or worried they would be able to talk to someone
90% of KS2 pupils say they knew the target they needed to achieve and what they need to do to achieve it
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MARCH PARENT FEEDBACK (Parents evening 18/3/15)
100% say if they have something to discuss with any member of staff they feel they can do so
100% feel the school does all it can do to encourage parents/carers to become involved with the life of the school
100% say they know the school encourages good attendance and punctuality
96% are happy that the school celebrates all aspects of achievement
100% feel they are kept up to date with the school newsletter and website
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Parents feel some of our main strengths are:
 Encouragement of my child’s progress in all areas, particularly reading and writing
 Highly motivated pupils and staff
 Great community room
 Confident of school and staff
 The school has the children’s best interests at the heart of all they do
 All staff approachable and visible.
(See parent responses to questionnaire March, 2015)
Reaside Academy SELF EVALUATION
SPRSUMMER 2014
PUPIL PROGRESS MEETINGS
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Members of the School SLT meet each teacher to analyse pupil progress and development of the children
Matrices Tracking grids monitor the progress of children through the Year group and key Stage
Colour coded class data sheets track progress of significant groups
Phase leaders meet each week to discuss with Lower phase and upper phase teachers any key patterns in data and
necessary actions.
MENTOR MENTEE MEETINGS
(RN/DK/LY/SW/AH/AS)
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Targets for children identified and focus groups established –use of class based ‘wave 1’ interventions
Regular monitoring allows leaders (Mentors) to know where immediate support is necessary
Half -termly Moderation Meetings to gauge accuracy of assessment and security of progression
How other adults are used and their impact
Self-assessment of key points in lessons to address misconceptions
Support for new staff in the application of AfL to ensure consistency across the school
Development of teacher’s use of Personal Support Plans
Every week NQT Mentor session, action plans reviewed
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SEND accredited course for SEN co-coordinator (SLT)
Lead Teacher training for Middle Leaders – supported by Andrew Sumner and Alison Howell/ECMAT
Developing Role of English Subject Leader for the English Subject Leader (Mentored by AS/SW)
Developing Role of Maths Subject Leader for the Maths Subject Leader (Mentored by AH/SW)
Clicker 6 training for all TA/ Maths and Literacy courses and opportunity to see practice in ‘good ‘school – Fairway
Primary school
Year 3 training for Year 3 Class Teachers
Extensive NQT Training at school/ECMAT and opportunity to see practice in an ‘outstanding school’ – Marsden Green
Precision Teach Training for all Teaching Assistants
Use of 2 teachers per year group model to allow for peer observations and team teaching (NQT’s)
Assistant Heads targeted weekly support with year groups to address areas of development (linked to monitoring) and
pupil progress
P4C – 10/10/14 and 24/11/14
Safeguarding – training for SLT – July 2014
ADHD training 1 day – 1/9/14
Enabling Enterprise inset 29/9/14 – projects ongoing in each year group
PROFESSIONAL DEVELOPMENT
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BEHAVIOUR AND SAFETY
SAFEGUARDING
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Established and transparent safeguarding procedures in place
Single Central Record updated constantly
All members of staff received Phase 2 Child Protection Training in July 2014
Senior Leaders and Outreach Support received Phase 5 Child Protection Training
All statutory Child Protection procedures followed rigorously
Each week SLT staff meetings refer to Child Protection procedures
E-Safety receives school priority, with members of the SLT and ICT Subject Leader ensuring all of our parents/carers and
children are aware of the dangers of cyber-bullying
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Behaviour policy in place – with clear Sanctions Hierarchy
Class Learning Values established to ensure high expectations throughout periods of learning
Monday Assemblies provide focus for weekly emphasis on the School Values
Friday Celebration Assemblies showcase children’s efforts as measured against the School Values and celebrates their
Progress and behaviour in class
Home-School Agreement reinforces high academic and pastoral expectations throughout the school community and
ensures parents/carers commit to standards of the school
House system creates vertical alignment of support for children
PASTORAL
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Reaside Academy
SUMMER 2014
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SELF EVALUATION
Learning Mentor (JK) establishing clear role with regard parental feedback with punctuality
Nurture groups established with Learning mentors for children in Year’s 3-6 in order to support the emotional
development of children who need further behavioural support.
 Fortnightly Pupil Voice to take place with 5 children from each class gauging children’s attitudes to learning (Spring 1)
 School Council from Year 3– Year 6 are responsible for decision-making across the school. Recent decisions include,
designing the new playground, toilets, Children in Need, and shoeboxes for Help for Heroes,
Red Nose day and Children in Need.
2010-2011
9 fixed term
1 permanent
Incidents of Exclusion
2011-2012
9 fixed term
2012-13
12 fixed term
2013-14
3 permanent
I Incidents of Restraint
Incidents of Bullying
Incidents of Racism
The review of learning, conducted on 11th September, 5 th November, 6th November and 16 th March confirmed that the
children ‘felt that there was no bullying. They felt behavior was now good and could outline the sanctions in the event of poor
behaviour’ and ‘They felt that it was a good atmosphere and that they were happy and had a chance to succeed. They feel that
they are safe and can talk to any adult as well as each other if they have problems. There are no places in the school where they
feel unsafe and are positive about the School Council and the elections. They do feel that they have a voice and get to suggest
things with a specific budget in mind.’ HMI said ‘Pupils’ behaviour in most classes now makes a positive contribution to their
learning. Pupils work well together, and most apply themselves with resilience to completing the task in hand. Some older pupils
feel that behavior in the playground is still on occasions too rough, although the much greater staff presence now ensures that
problems are resolved.’
ATTENDANCE
Attendance remains a key focus for the school. The target for this academic year was 95%.
Leadership of then school now intervene at a much earlier stage than previously was the case; addressing the persistent
absentee parents.
Year group
TTTTotal
2010/20112011
9292.99
2011/20122
012
9595.03
2012/20132013
9393.72
2013 -Jul
20142014
9494.9
Sept 2014 to
w/c 13/4/15
9595.0
Ofsted 8-9th July 2014 commented ‘Attendance has risen because absence is tightly checked and pupils enjoy their work.’
Indeed, the March Questionnaire for pupils reported that 93% of children enjoyed coming to school.
SPRITUTUAL, MORAL, CULTURAL IMPACT
EXTRA-CURRICULAR ACTIVITIES
 Specialist Sports Coach working with children two days each week
 A Wake up and Shake up activity invites children and parents at the beginning of the day on Tuesday and Thursdays
 Artist in residence working with children two days each week
After school clubs encourage parents to join in with our children
 After school clubs/Lunchtime clubs – children to choose a course/programme that will progress a range of skills
Clubs include: cooking, animation film, gardening, Art, ICT, Badminton, glee club, dance, library and so on.
 Recycling to School project to teach children the merits of recycling
 Opportunity whole school theatre trip (paid for by LAB) Aberdovery residential trip, Cadbury World, Black County
Museum, various visitors to school linked to themes/curriculum topics.
Reaside Academy
SUMMER 2014
SELF EVALUATION
YOUNG AMBASSADORS
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Young Leaders carrying out roles across the school; Playground Leaders, Office Leaders, Library Leaders
Year 6 children organise activities to replicate a city’s functionality; for example produce a TV
programme, organise a shop and produce a newspaper through Enabling Enterprise projects
School Council from Year 3 – Year 6 responsible for decision-making across the school. Recent decisions include,
designing the new playground, toilets, deciding on activities for Children in Need appeal and Red Nose day.
SOCIAL AND EMOTIONAL ASPECTS OF LEARNING
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Opportunities for P4C Assemblies e.g. Tuesday morning
Class Teachers timetabling P4C focus area each week into their weekly planning
At the start of each theme we hold a themed event, celebrating the school diversity and our world. Themes include
multi-cultural history and the environment – Year 3 on 11/12/14 and 12/12/14, Year 4 15/12/14, Year 5 15 and
16/12/14 and Year 6 11/12/14
CENTRE FOR INCLUSION
 Autism – children working with mainstream children in selected mainstream classes
 Shared playtimes at lunch and break with mainstream children
 Training in September 2014 from ADHD teachers supporting mainstream teachers
Newly completed parent/carer community room – timetabled to support parents/carers from Spring 1
LEADERSHIP
PHASE LEADERS
Phase Leaders meet every two weeks, with focus on an analysis of the following indicators:
SDP/SEF
 Book Analysis
 Planning Analysis
 Classroom Organisation
 Pupil Voice
 Curriculum Monitoring
 Termly Overview Monitoring
 Learning Environment Monitoring
SENIOR LEADERHSIP TEAM
Senior Leadership Team meet every week to discuss the following indicators:
 School Development Plan
CP issues
 Mentor Mentee Feedback
 Pupil Progression
 Maths Monitoring
 Literacy Monitoring
LITERACY AND MATHS SUBJECT LEADERSHIP
Literacy and Maths Subject Leaders focus on Work Scrutiny 4 x termly (12 x annually) looking at:
 More immediate marking and assessment of children’s work with lessons to ensure feedback is pertinent and
meaningful
 Allowing children time to reflect on their assessment before moving on in their learning
 Creative Curriculum in evidence to ensure teachers are facilitating the comprehensive teaching of the basic skills
 Investigation in Maths embedded across the school, through Using and Applying; used to guide maths themes
 Self-assessment in evidence across the school
 Peer-assessment in evidence across the school
 A teachers’ understanding of their differing groups to facilitate differentiated questioning
 The need to support G & T children through extending their learning experiences
 To develop use of mini-plenaries and other AfL tools to adapt lessons and address misconceptions
Reaside Academy
SUMMER 2014
SELF EVALUATION
COACHING AND MENTOR/MENTEE MEETINGS
Mentors ( Head Teacher, Assistant Head Teacher, SENCO and Alison Howell and Andrew Sumner from ECMAT) and Mentees
(class teachers) meetings on a fortnightly weekly basis focusing on:
 Targeted children identified and focus groups established
 Monitoring analysis to know where immediate support is necessary
 Moderation Meetings to gauge accuracy of assessment and security of progression
 The impact in Intervention programmes and the effectiveness of other adults being used
 Evaluate the development of SMSC within the curriculum
GOVERNANCE
The Governance of Reaside Academy is aligned to the four Ofsted areas of accountability.
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Full Governing Body meetings are now scheduled to be held from 4.00pm; a timetable has been scheduled for governors
to visit classrooms and meet with various members of staff (refer to LAB improvement plan – Spring 1/2 and Sum 1/2)
ECMAT, 11th September ‘The Governors have been fully on board and have supported all changes. There have been changes to
the fabric of the building, to major procedures and there have been raised expectations for the children staff and parents’ and
‘The Headteacher and the Chair of Governors (when available) make themselves visible on the ‘gate’ at the beginning and end of
the school day.’ ECMAT, 5th November ‘ The Headteacher and the Chair of the LAB work very effectively together and the
strength of this partnership is a key component in driving up standards at Reaside’ and ‘The strength of the Headteacher
Governors and Senior Leadership team are cementing the school together.’ ECMAT 16th March 2015 ‘The governance of the
school is constantly improving under the direction of the Chair and the partnership of the Headteacher. The commitment and
the passion from the Headteacher and the Chair to see Reaside as a ‘beacon’ for the community is well founded and will be
realized if work continues in this vein.’
STAFF APPRAISAL – TEACHERS AND SUPPORT STAFF
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Teacher Appraisal of Teachers follows the Teacher Standards guidelines and aligned to School Development Policy
The grading of teachers performance is gauged through a calculation of their success in meeting a set range of
indicators
 The Achievement, Curriculum & Quality of Teaching Governor Meeting is informed each term of the performance of
teachers linked to the Teaching Standards
 Appraisal of Support Staff aligned to School Development Policy and individual job description
We trailed a triad system this year which included all members of the SLT team
ECMAT, 11th September ‘ Performance Management has been re-thought and staff now will have a sharper and more
focused means by which to judge their effectiveness.’
PARENTAL AND COMMUNITY ENGAGEMENT
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Reaside Academy has a PTA, a representation of the parental community within the school, being established to
increase consultation with parents/carers with regard school polices and decision making
 Parents receive Information pack at the start of the academic year, outlining home-school expectations and homeschool diary
 Parent Open Mornings/Afternoons – Linked to projects undertaken by our children each half term– whereby
parents/carers are welcomed into their child’s class to increase their understanding of their child’s education
 Neighbourhood Enhancement Programme, with the aim of securing funding for cleaning up the local environment.
Supporting the development of the River Rea (Spring 1).
PTA supported recent school disco/ Christmas fayre.
 School Newsletter regularly updates parents/carers of the dangers of cyber-bullying
 Parent sharing events, termly.
YOUNG AMBASSADORS

School Council from Year 3 – Year 6 responsible for decision-making across the school. Recent decisions include,
designing the new playground toilets; deciding on activities for the Children in Need appeal.
 Children from Year 6 organise activities to replicate a city’s functionality; for example produce
a TV programme, organise a shop, produce a newspaper through Enabling Enterprise
 Young Leaders carrying out roles across the school; Playground Leaders, Office Leaders, Library Leaders. ECMAT 16th
March 2015,”The children are a credit to the school. They are good ambassadors and want the very best for themselves
and others.”