Self-Evaluation of Queen’s Crescent School

 “Queen’s Crescent School was last inspected in May 2017, Ofsted inspectors evaluated the school at the time as a ‘Good school’, the school believes this still to be the case for the following reasons:”

 Leadership and management are Good. We have aspirational Senior and Middle leaders, Governors and School council; in fact all teachers are leaders at different levels throughout the school. As a result of this continual drive for improvement by all leaders, teaching is good with much outstanding. Effective support, for example coaching and mentoring and committed, self-reflective teachers ensure that we provide the best opportunities for all our pupils. Good teaching and assessment and excellent curriculum opportunities ensure that behaviour and attitudes to learning are very good. The engaging curriculum, which ensures that pupils are open to learning contribute to good attendance and good outcomes for pupils, overall above the national average. In fact, a high percentage of pupils make exceeding progress compared to National expectations at the end of KS2 and achieving Greater Depth.

We worked rigorously to address the one action from our Ofsted in March 2014, to raise the percentage of pupils attaining 2 levels progress in maths at the end of KS2. As a result of this, maths progress is now in line with reading and writing and in 2016 and 2017 it was above the National average.

As part of our School Development plan (2017-2018) we are currently addressing the Ofsted actions (May 2017) ensuring that all pupils are able to access learning at Greater Depth, particularly in numeracy and literacy.

Other areas that we feel are a real strength at Queen’s Crescent are:

  • Courteous and well behaved pupils who enjoy their learning at school.
  • The school is a lead school for global learning, supporting other schools in the area.
  • Strong global links with a school in the Gambia
  • The school supports local schools with assessment, computing and provision for Early Years Foundation Stage.
  • Ensuring inclusion for all and support for vulnerable learners and families
  • Excellent deployment of TAs within all lessons
  • Safeguarding and pupils awareness of online safety
  • Impact of Sports funding
  • High quality professional development for all staff, linked to individual appraisal and the School development plan
  • Supportive parents’ association
  • Extra-curricular provision e.g. clubs
  • Parental engagement
  • Strong links with secondary schools
  • Assessment and tracking progress in absence of levels
  • Specialist intervention teachers to accelerate progress of vulnerable learners
  • Strong links with nurseries/preschools
  • A stimulating and vibrant school environment displaying cross curricular learning
  • A strong Chippenham Partnership
  • Focussed work on anti-bullying
  • Gifted and Talented provision for more able learners

Areas that we are presently developing to enable the school to move towards Outstanding are to improve attainment in Spelling, Punctuation and Grammar with a particular focus on spellings to enable standards to rise above the national average at age related expectations and greater depth. Accelerating progress in phonics is a continuing priority on the School development plan.

Thorough analysis of data also identifies that some of our pupil premium learners need to further accelerate progress, particularly in reading and writing, in order to narrow the gap between their attainment and that of their peers. Detailed tracking shows that the gaps are more significant in Year 3, 4 and 5. As a school we are aware of these needs and the barriers to learning facing these children and we are working to provide emotional as well as academic support.

We are aware of the lower levels of attainment in the current Year 2 cohort, emphasised further by the higher demands of the National curriculum. This is attributed to by the high number of SEN pupils within this cohort. Steps are being taken to accelerate progress of all learners.

We are also working towards ensuring that all learners are challenged by opportunities to learn at Greater Depth, particularly in numeracy and literacy.

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