Fagley Primary School

and
Childrens Centre

WITH ME IN MIND
because I matter now and in the future

EARLY YEARS
SELF EVALUATION DOCUMENT
November 2016

We really care and want our children to be successful in all aspects of

life, in order to be confident, independent, collaborative and resilient
learners in the ever changing society of today.

WITH ME IN MIND
at school, at home and in the community

Early Years SEF

September 2016
CONTEXT
Pre school - 24 / 24 places taking children who meet the income criteria. 15 hours,
either morning or afternoon.
Nursery - 26 / 26 places. 15 hours, either morning or afternoon.
There are 30 Children in the Reception class.
The majority of children in nursery have come from pre school, the majority of
children in reception have come from nursery.
The majority of our children live in the Fagley estate.
Local Authority data identified that 25% of nursery children live in the lowest IDACI
group of 0-5% deprivation
2016 / 17

% boys

% girls

% EAL

% SEN

%
disadvantaged

TBC

%
Summer
births
18/45%

Pre school
40
Nursery
43
Reception
30

18 / 45%

22/55%

15/38%

23/54%

20/46%

19/44%

2/5%

16/37%

12/28%

14/47%

16/53%

20/67%

5/17%

14/47%

12/40%

40/100%

OUTCOMES FOR CHILDREN

Nursery
Children in Nursery make consistently high rates of progress in relation to their starting
point and are extremely well prepared for their next stage of education into Reception. The
two boxes of data show that year on year progress is high with a greater number of pupils
exiting to reception 2015-2016. Unusually very few children remained in nursery for 20162017, consequently a new cohort beginning together with 3 terms to spend in nursery and not
4 or 5 terms.
Nursery baseline to Nursery exit (2015-2016)
47 children
Expected Progress

Communication and Language

Physical Development
Personal, Social & Emotional Development

No.
46
44
46

Nursery baseline to Nursery exit (2014-2015)

2

%
98%
94%
97%

More than Expected

Progress
No.
%
40
84%
35
74%
35
74%

34 children

Expected Progress
No.
33
34
33

Communication and Language

Physical Development
Personal, Social & Emotional Development

%
97%
100%
97%

More than Expected

Progress
No.
%
25
74%
24
71%
24
71%

Nursery transition into Reception

The two tables of data below show that there is an increased % of children making more than
expected progress from 2014-2015 to 2015-2016. Interestingly a larger proportion of
children making more than expected progress now remain at Fagley Primary rather than
moving to the local Catholic School. Of the 18 children going to other primary schools 13 are
appealing to Bradford admissions to stay/return to Fagley Primary where there are no
places.
More than Expected Progress 2015-2016

Communication and Language

Physical Development
Personal, Social & Emotional Development

Staying at
Fagley
83%
79%
76%

Exit from
Nursery
84%
74%
74%

Staying at
Fagley
59%
50%
53%

Exit from
Nursery
74%
71%
71%

More than Expected Progress 2014-2015

Communication and Language

Physical Development
Personal, Social & Emotional Development

Children have also attended the 2 year old provision which now contributes to higher
standards and accelerated progress in all areas in nursery.
Reception Baseline data strengths and weaknesses
Reception Baseline data 2016
Area of Learning

% at ARE July2016

Reception Baseline data 2015

Area of Learning

Difference between
2016 and 2015

% at ARE Baseline

Listening

54%

Listening

21%

+25%

Understanding

50%

Understanding

14%

+36%

Speaking

42%

Speaking

25%

+17%

Moving and Handling

42%

Moving and Handling

11%

+31%

Health and Self-

92%

Health and Self-Care

39%

+53%

Care

Self confidence and

62%

self awareness
Managing Feelings

28%

+34%

25%

+29%

29%

+17%

self awareness
54%

and behaviour
Making Relationships

Self confidence and

Managing Feelings
and behaviour

46%

Making Relationships

Reading

7%

Reading

0%

+7%

Writing

58%

Writing

0%

+58%

Numbers

42%

Numbers

0%

+42%

Shape, space and

38%

Shape, space and

0%

+38%

0%

+8%

measures
People and

measures
8%

communities

People and
communities

The world

8%

The world

0%

+8%

Technology

54%

Technology

6%

+48%

Exploring and using

19%

Exploring and using

0%

+19%

0%

+7%

media and materials

Being Imaginative

media and materials

7%

Being Imaginative

Reception
Children in Reception make consistently high rates of progress in relation to their starting
point and are extremely well prepared for their next stage of education in KS1 (2016).
There is an increase in expected progress from the year 2014-2015 to 2015-2016 especially
in writing. A greater increase in more than expected progress from the year 2014-2015 to
2015-2016 is consistent with the whole school ethos of continually raising achievement to
provide our children with the very best start in life.
2015-2016
Reading
Writing
Mathematics

2014-2015
Reading
Writing
Mathematics

Expected Progress
79%
93%
97%

Expected Progress
77%
84%
97%
4

More Than
Expected Progress
66%
69%
90%

More Than
Expected Progress
52%
58%
87%

Progress across all areas of learning is identified in the table below. The school has been
moderated (June 2016) where The teacher had knowledge of each goal and what was
required together with a very good knowledge of the characteristics of learning for each
child. Obviously very reflective.
The progress data reflects the outstanding practice in the classroom supported by effective
learning journals which are shared with parents and children and contributed to by the
reception class team.

Making Relationships
Self Confidence and
awareness
Managing Feelings
Listening and Attention
Understanding
Speaking
Moving and Handling
Health and Self care
People and Communities
The World
Technology
Exploring media and
materials
Being Imaginative

Class average bands

progress
5
4

Expected
Progress
100%
86%

More than Expected

progress
79%
55%

5.4
5.1
5.1
4.2
4.5
4.6
5
4.8
4.9
5

100%
92%
97%
79%
97%
100%
90%
76%
97%
97%

72%
76%
86%
45%
72%
62%
79%
69%
83%
83%

97%

93%

Disadvantaged Pupils (Reception)

11 children
Disadvantaged pupils make good progress.
2015-2016
11 PP
18 Non PP
Reading
Writing
Mathematics

2014-2015

Reading

Expected
Progress
(PP)
64%
91%
91%

Expected
Progress
67%

More Than
Expected
Progress
(PP)
55%
64%
82%

More Than
Expected
Progress
56%
5

Expected
Progress
(non -PP)
89%
94%
100%

More Than
Expected
Progress
(non-PP)
72%
72%
94%

Writing
Mathematics

78%
89%

67%
89%

In 2016 the expected progress of disadvantaged pupils is in line with non disadvantaged
pupils in writing and below in reading and mathematics. Disadvantaged pupils now do better in
2016 than in previous years in writing and mathematics.
Special Educational Needs (Reception)
8 Children
The expected progress is noticeably good in writing and maths with more than doubling in
reading from 33% making expected progress in 2014-2015 to 75% making expected progress
in 2015-2016.
In 2016 more than expected progress in Reading, Writing and maths is leading to
outstanding outcomes in these areas. The provision meets the needs of special educational
needs children well.
2015-2016

Expected Progress

Reading
Writing
Mathematics
2014-2015

75%
88%
88%
Expected Progress

Reading
Writing
Mathematics

33%
78%
89%

More Than
Expected Progress
63%
63%
75%
More Than
Expected Progress
33%
44%
78%

Reception Attainment
The increasing trend is across all Prime Areas and in line from year to year in 3 Specific
Areas at:
2014-2015
Communication and
Language
Physical Development
PSED
2014-2015
Reading
Writing
Mathematics

68%

2015-2016
Communication and
Language
Physical Development

85%

65%

PSED

80%

68%

2015-2016
Reading
Writing
Mathematics

55%
55%
65%

71%

52%
52%
60%

The attainment in the three prime areas of learning and development has increased by 3% in
Communication and language and increased significantly by 17% in Physical Development and
15% PSED.
Reading and Writing (52%) brings GLD to 52%. The table below shows a positive trend over
the last four years.
2013
38.7%

GLD

2014
44.8%

2015
54.8%

2016
52%

2 children (7%) have made more than expected progress in all 17 areas with exceeding
attainment in Understanding, Reading, Mathematics and in Exploring and Using Media and
Materials.
Reception Attainment - Groups
% at Goal

Communication

Reading

Writing

Maths

GLD

and Language
16

15

16

15

16

15

16

15

16

50%

40%

45%

40%

45%

57%

45%

57%

45%

Boys (20)

60%

50%

45%

44%

45%

56%

55%

50%

45%

Girls(9)

78%

60%

67%

60%

67%

66%

67%

60%

67%

Disadvantaged
(11)

All Children

Comm & Lang

71%

Reading
52%

Writing
52%

Maths
59%

GLD
52%

The gap between disadvantaged and all children is closing in reading and writing with
disadvantaged children receiving specific Speech and Language support to continue to close
the gap in Communication and Language
Children are highly motivated and very eager to learn. They consistently demonstrate the
characteristics of effective learning as observed by the leadership team and through recent
moderation by the local authority.
Almost all the children in the provision including disabled children, those who have special
educational needs, those for whom the setting receives additional funding (See Appendix A)
and the most able, are making substantial progress that leads to outstanding achievement as
children complete KS2 SATs.
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

The structure of the Early Years has changed greatly due to the introduction of Two year
Old Provision and change in Ofsted requirements. In 2013-2016 the Early Years Leaders
created a seamless pathway for children from 0 to 4 through her Leadership of Early
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Education in the Childrens Centre, to her leading, supporting and appointing staff to the
two year old room and her teaching in the nursery classroom and liaising with the
reception teacher. In 2014-2015 the reception teacher moved from year one to
reception and has made a valuable difference to the Early Years Team where all staff
(teachers, nursery nurses, support staff, apprentices and volunteers) work to
improvement and achievement for all children. In order to support the schools ethos of
succession planning the deputy encompasses in her role the lead of Early Years as the
leader has a new position elsewhere, also the year 6 teacher and maths leader has become
the nursery teacher in 2016-2017.

Performance management objectives link closely with whole school priorities adjusting to
take into account the age of children. Supervision ensures that training needs are
addressed both in the setting and through other training providers. All support staff
have attended the same training as teachers in nursery and reception to ensure
consistency in practice and a good level of understanding by all across Early Years. The
apprentice has a nursery nurse mentor.

Staff evaluate and act on the views of parents from the first meeting in the home and
with the childs learning journal. Parents and carers contribute to their childs learning
journey; both on entry and throughout Early Years. In both Nursery and Reception
classes we have an open access policy for parents at the start of the day, with parents
often staying to work with their children, look through their early essence profile or talk
to staff. Staff are available at the end of the sessions although at this time we
encourage children to be more independent; getting themselves ready, taking letters and
relaying messages. Our moto With Me In Mind encompasses both children and their
families.

Parents are made aware of the next steps to enhance their childs progress and are equal
partners in setting targets and recording progress on the childrens target cards.
Individual childrens achievements are shared with parents on a daily basis with our
Superstar Learner texts home and displays.

Early Years parents consultation days are always very well attended with 100%
participation. Prior to admission staff work proactively to find out as much as possible
about all children and inform parents about routines and expectations; new intake parents
evening events are well attended allowing parents to meet staff, tour the setting, learn
about and the sample school dinners. Parents are also targeted individually by both Early
Years staff, Inclusion staff and Childrens Centre staff. Prior to admission into Nursery
children and families are invited to transition sessions and a targeted transition group is
run by both the Childrens Centre and Preschool. Parental Liaison Worker and bilingual
staff are available at these sessions to assist with any queries and form filling. There is a
planned crossover of both Childrens Centre, Preschool and Early Years staff to aid with
the transition of children and families into Nursery. The teachers recognise that we
could be better at seeking views more regularly.

75% of parents of children entering reception in September 2016 have put Fagley
as their first preference school, 23% chose the neighbouring Catholic school, of
those 80% have a sibling already at the Catholic school.
All parents chose Fagley as either their first or second preference school.
Staff continually discuss, both formally and informally, their own developmental needs
which are promptly acted upon for the needs of the children and to national changes in
Early Years practice. This enables staff to be confident in delivering the Early Years
Curriculum and in assessing childrens progress. Early Years teachers and Nursery Nurses
attend whole school training giving them an understanding of the wider curriculum and the
development of the school as a whole.

Previously well-developed systems for monitoring and evaluating provision, impact and
progress within individual classes are being widened to evaluate the Early Years as a
whole. This allows us to more effectively pre plan curriculum emphasis and interventions
based on prior knowledge of groups of children and respond more quickly to individual
needs in particular children with SEN.

The leader of Early Years (Deputy Head) works collaboratively with her team, and an
increased emphasis on joint working within the Foundation stage is leading to better
curriculum coverage across all areas of provision, and a more closely targeted
development plan and vision for Early Years as a distinct element within the wider school.
The Early Years teams meet frequently with both the Head and Deputy Head so that the
requirements of the Early Years Foundation Stage is monitored effectively. The
effective strategy developed the previous year to ensure outdoor learning builds on/is
equal to indoor learning is planned collaboratively and successfully by the Nursery and
Reception Nursery Nurses and Nursery Teacher.

Partnership working in the Early Years is recognised through main groupings. With the
childrens centre to support parents in both their parenting skills and developing skills to
support them being successful in life. Working closely with partnership school to develop
best practice with a critical friends view of moderation of learning journals and provision.
Recognising services available to support the diagnosis of challenges to childrens
development with appropriate interventions/training then put in place.

Behaviour in Early Years is good, with children showing good levels of engagement.

Children are kind to each other and respond well to teachers, pupil helpers and visitors.
The children are proud of their learning and like to demonstrate their skills to others.
Early Years aligns their teaching, where appropriate, to the whole school programme of
equality, diversity and British values. Our children share and celebrate differences
between their own home life and that of others. Reception class are part of the whole
school House System based on famous Bradfordians and participate in both Family Faith
days and House mornings.

We work with our families to keep children safe. A Family Links programme is run both in
school and within the Childrens Centre to help parents develop their parenting skills.
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This is a universal offer but specific parents are targeted and invited to join. Our Family
Liason Worker, Inclusion Leader, Early Years and Childrens Centre staff work very hard
at identifying which families would benefit from this program and inviting them to attend.
We understand that many of our parents find this sort of programme initially intimidating
and it will often take persistence by staff, sometimes over several years, before parents
feel ready to attend. With this in mind Early Years staff have participated in Family
Links training which has improved their personal skills and enables them to offer
consistent and well-structured advice to families. All staff have a good understanding of
their responsibilities and ensure that provision meets safeguarding and welfare
requirements.

QUALITY OF TEACHING, LEARNING AND ASSESSMENT

A good knowledge of where the children need to get to, and high expectations of all
childrens progress lead to children being challenged to show their understanding and
apply their knowledge. This means that children develop good learning behaviours in Early
Years, setting them up to be independent and resilient as they move through school.
Adults model and teach learning very effectively and provide interesting and fun
activities that quickly capture young minds and develop language skills. Routines are
quickly established and very high expectations for learning and behaviour set, which
children respond to. By the end of Reception the gap has been narrowed for many
children.

High quality teaching ensures the needs of the children are met in a developmentally
appropriate manner in highly organised learning environments so that the children are
enthusiastic, engaged and motivated to learn.

Accurate assessments of the child begin within the family home with the parents and two
Early Years Practitioners so that a sound early knowledge is gained of the child.
Childrens Centre learning journals are used to form part of the bigger picture and
equally information from other providers. High quality observations and a good
understanding of age group appropriate requirements ensures a comprehensive knowledge
of the child and family.

Staff regularly debate the areas of provision, where they are placed and the learning
therein to be the very best with regular movement of provision seen to enhance learning
opportunities. The LA Developmental Review (October 2014) states, The early years
classes are well equipped indoors and outside so that resources promote all of the areas
of learning, including early writing and numbers. This is also helping children to develop
their vocabulary and thinking skills.

Recent strategies to engage families in their childrens learning have been very beneficial
to the children as in family cooking in the schools food tech room and sharing the
pronunciation of phase 2 and phase 4 phonics.

Displays in the Early Years settings show clear progression in a theme or topic and these
are enhanced and developed with the children. Consequently, children are aware of their
10

learning journey and help to facilitate it. The development of topic led floor books allows
children to reflect upon their learning and progress. Most crucially, all childrens work is
celebrated within the setting and with parents, and the wider school community. Children
are encouraged to share their work at home and our learning journey books are accessible
at all times. A wider range of experiences, visits and visitors are used to bring topics to
life and Early Yeas participate fully in whole school topics where appropriate. They play
cooperatively with each other and quickly establish good relationships with their class
friends, as well as with adults. This ensures their good spiritual, moral, social and cultural
development and these areas are further strengthened through small group and Key
Worker focussed activities. The children in Reception Class are fully aware of their Key
Worker, as are parents and carers, and they are used as a point of contact by families.
In Nursery home visits and parent consultations are carried out by key workers who
become the familys first point of contact. A major strength of our setting is that our
families feel able to talk to any member of staff and often continue these supportive
relationships with the Early Years staff long after the children have moved further up
school.

The school has employed for Five years for one day a week a Speech and Language
Therapist. A very positive outcome is that speech and language is improving throughout
school over time with most of the therapists time now in early years working with
individuals, groups and training school staff. Early Years (and throughout school) have the
Elklan accreditation which supports language and vocabulary acquisition and techniques to
be confident communicators.

Physical development is enhanced through forest school practice, outdoor learning, sports
coaches and Little Strikers.

All Nursery children were assessed on entry using the Wellcomm diagnostic
language assessment tool following speech therapist training for staff.

The WELLCOMM screening tool evaluates childrens expressive language skills

(talking) and understanding of language, up to the age of 6 years. This screen
allows school to identify and support children who would benefit from intervention
to support their language and communication skills.

All children were between 37months and 49 months at the time of assessment.

No child scored at age related on baseline assessment.

47% of children scored below a developmental level of 2 years.

11

Level
% of
cohort

Section 1
6 -11m
17

Section 2
12 17m
21

Section 3
18 23m
9

Section 4
24 29m
36

Section 5
30 35m
13

Section 6
36 41m
2

Section 7
42 47m
2

Section 8
48 59m
0

The Speech and Language therapist has worked with the Nursery and the Reception
teacher to develop phonological awareness skills and both Nursery and Reception
classes teach phonological awareness alongside phonics teaching.

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Characteristics of effective learning are the backbone to learning particularly in Early

Yeas but also through the school as school leaders put emphasis on playing, exploring,
actively learning and creating and thinking critically for all children with training for all
staff on this element of Early Years Practice.

The areas in which children learn and play are clean, vibrant and extremely engaging.
Children are confident in making choices and enjoy learning through a wide range of
activities that stimulate their imagination.

12