Loxley C of E Community Primary School

"There are clear strengths in leadership" "Pupils are clearly happy at school and enjoy learning. They try hard and are very responsive to the staff who work with them" "There is a strong culture of safeguarding at Loxley." (OFSTED 2017)

Addressing OFSTED 2012 Priorities

Raise achievement and improve the quality of teaching to outstanding by ensuring that teachers communicate learning expectations clearly to support staff who are assisting groups so that all pupils progress at the same rate.

The move from ‘good’ to ‘outstanding’ teaching has been the main focus of staff meetings. Key topics have included: quality questioning, feedback and marking, presentation of work, challenging more able learners, quality intervention programmes for SEN, use of assessment data to inform planning, curriculum planning to engage all learners and importantly greater communication with teaching assistants.

Teaching is now consistently good and there is a drive to increase further the percentage of outstanding teaching. The quality of work in books is of a good standard and the focus for the Spring term is to increase the amount, and effectiveness, of next step marking.

Support has been provided by federation partners, internal training and external CPD opportunities. Children are now independent learners and collaborative work is more effective. Teachers have high expectations and offer their pupils challenges.

Teachers’ judgements are secure, as a result of training and moderation exercises, and data has been validated by the SLT at Pupil Progress Meetings.

Support staff take part in regular meetings to discuss provision and planning and data and planning is shared with teaching assistants to ensure that our children are making the greatest progress possible. It is helpful that the teaching assistants are delivering intervention to the children in their classes as they are able to intervene more effectively in lessons. This is as a result of knowing where the individual children have struggled or have received support and also what their planned next steps are.

Raise achievement in writing to match that of other subjects by providing greater opportunities for extended writing, particularly for boys in Key Stage 1.

At KS2, 100% (6 out of 6) of children achieved at least a Level 4 in Writing last year and 83% (5 out of 6) achieved a Level 5 in EGPS. At KS1, performance improved at Level 2 from 86% (6out of 7) to 100% (6 out of 6). Judgements have been moderated within school and they have now been moderated through federation moderation.

A SPAG programme, introduced during 2014-2015, has ensured that progress and attainment in this area is high and this is now feeding through into the quality of the children’s writing at KS2. There are even greater opportunities for the children to write this year and there has been a greater focus on cross-curricular writing.

There has been a noticeable improvement in pupil engagement as they wrote a letter home as an evacuee, wrote a biography of Mary Anning and wrote a Just So Story in Science.  The quality and quantity of work produced in lessons has improved significantly since Easter 2015.

The focus is now on raising the percentage of children exceeding the set levels (achieving the equivalent of L3 and L5 in writing).