Menu
Home Page

Summary Self Evaluation

Summary SEF

 

The Context of the School

 

The Oaktree is located on the Hermitage estate, which is an area just outside Woking with a mixture of private and local authority housing. There are several schools serving this community, in close proximity to one another.  Parents are overwhelmingly positive about the high quality of education provided and as a result our school is always full and oversubscribed.

 

Since the change in admissions procedures the school catchment is now much closer to the school; this year 0.8 of a km. This change means that over the past four years the schools catchment has changed significantly.  

 

Our school community is predominately of White British origin although there are a growing number of children from a variety of other backgrounds.  As a leadership team we acknowledge the need to widen our children’s cultural understanding so that they learn to live in a multi-cultural society.  To this end we work closely with our local Muslim community to organise visits and talks and celebrate within school the special events of our ethnic minority children. 

 

We have a small number of children eligible for Pupil Premium compared to national data.  Our families tend to only meet the criteria because there has been a traumatic change in their lives such as a death in the family or a family break up.  These families need a lot of support to enable the children to access learning and make progress. Looking at National data for EYFS and KS1 children in the PP category our children underachieve but in fact most children make good to outstanding progress. 

 

The leadership team of the school recognise that the children come to school eager to learn. There has been a rise in the level of attendance since the last inspection due a number of measures introduced by the school.  Our attendance figures are now good and we are working towards improving this.   Over the last 6 years the school absence levels have been below Surrey and National (2nd percentile.  The school persistent absence level is lower than Surrey and national.  FSM children absence level is also below the Surrey and national level.  With so many working parents on low incomes one of our on-going concerns is the amount of holiday taken in term time.  We are working closely with our parents to ensure they understand the importance of their children not missing school.

 

98% of our children have attended a preschool setting and therefore should show a high degree of school readiness. There are close links with pre-schools and nurseries to ensure smooth transitions. As a result the provision for our youngest children has undergone considerable changes since 2011 in order to meet the specific needs and preferred learning styles of the children. We are confident that, due to the provision, our reception children now leave their first year as confident and independent learners, with their needs identified and targeted in order to allow continued progress as they move through the school.

 

The proportion of children in the school who come from minority ethnic backgrounds has risen slightly this year by 1. Many of these children are speaking English as their first language and consider themselves to be bilingual as opposed to having English as an additional language. Despite this the school has always valued the rich learning opportunities which can be derived from a celebration of cultural diversity; this is reflected in much of the school’s topic, lesson and special event planning.

 

The school has been working on the learning needs of gifted and talented children in core curriculum subjects through the setting of groups of children for lessons, intervention sessions and the administering of home learning challenges which target an extension of creative thinking skills. The school will also be prioritising the identification of gifted and talented students in other areas of the curriculum during this academic year. This year the SLT has restructured the organisation of curriculum leadership in order to ensure this enhancement of provision is being made.

 

There are low levels of pupil mobility at the school. Many of our children move on to our partner junior school, The Hermitage.  We are working closely together to ensure that identified groups of children continue to be targeted throughout their primary education. Transition projects are currently being carried out in Maths and Literacy to ensure that the provision children receive at The Oaktree is complimented as they move into Year 3.

 

The leadership team has defined a series of visionary aims for the school, based on the overall mission of ‘Learning Together to Achieve Excellence’. These aims are concerned with the holistic development of the child. We strive to establish both a love for and an understanding of how to learn; consolidate basic skills in reading, writing, maths and science; enable the development of positive life skills and ensure that every child is reaching their full potential.  We also believe that it is essential for staff who work with our children to be lifelong learners.  Based on the success in delivering our core values and the high academic achievement the school converted to Academy status in September 2013. 

 

Our school sets high expectations for behaviour and we work hard to ensure that our children learn the skills to become responsible citizens.  We consider our children to be caring, courteous and polite and have respect for our school community and beyond. 

 

The school has been awarded:

Basic Skills 10 year Award – plus renewal this year.

Healthy Schools’ Award

Sports’ Active Mark

Eco Schools Green Flag 4th time.

International Silver Award

Green Ambassadors Award  2015

 

Outomes for pupils

Outcomes overall are still considered to be good because of the exceptional circumstance in national data this year.  Before this year Raiseonline showed the achievement of our children to have been significantly above national for the last 10 years. The curriculum was reviewed last year and again this year in light of changes in assessment and new topics incorporated where necessary to meet the new NC expectations.  The changes to the end of key stage assessment has been changing during the year but we have in place a system for monitoring progress and feel that we have been able to plan interventions to support all children.  The key priority for 2016-17 mathematics and writing and have in place plans to ensure that all children achieve the highest level they can.  

 

The Quality of teaching, learning and assessment

Although the teaching is good or better overall at the present time we are working hard to ensure that teaching continues to improve.  The achievement of pupils has historically been outstanding with a drop this year. The key priority in the schools’ CPD plan is to eradicate the inconsistencies in teaching so that majority of teaching is outstanding, which will take the quality of teaching to the next level of performance.  To improve teachers subject knowledge in mathematics. 

 

Personal Development, Behaviour and Welfare 

Our self-evaluation shows this to be an area in which we excel.  This has always been part of our holistic approach to education and we therefore teach what we consider to be ‘Life Skills’.  The children are taught these skills directly during using SEAL materials, life skills assemblies, circle time activities and incidentally by adult modelling. The whole school team ensure that 'The Oaktree Way' is always followed.  The children have an excellent attitude to learning across all subjects and make good progress in lessons.  They are engaged and excited about their learning and behaviour and safety is outstanding across the school. This year we are working with the 'Be the Best You Can Be' programme and the children enjoyed a visit from Ian Rose an Olympic Paralympic. 

 

Quality of Leadership in and Management of the school

The school judge leadership and management to be solidly good with many aspects of outstanding. The quality of leadership and management is not yet outstanding as teaching and outcomes are not 100% outstanding.  The strong personnel monitoring system ensures that all members of staff are effective and ensures that the quality of service is high. The school provides an overall good standard of education.  The school community is committed to continuous improvement and to this end we work hard to reach outstanding levels in all areas.  The leadership and management have a clear understanding of the needs of the school community and are able to put in place plans to achieve the highest standards.  There is a record of school improvement which delivers improvement on time and within budget.  The outstanding progress made by our children is due to the dedicated school teams who are continually looking for ways to improve teaching and learning.  Assessment underpins all learning opportunities and children and parents are encouraged to work towards agreed targets.  Pupils learn in a safe and supportive environment and as a result of good or better teaching engage well with learning.

 

Children benefit from an enriched curriculum which integrates art, music and drama with the core subjects.  The curriculum is enhanced by visiting places of interest and welcoming visitors to the school.   Children are encouraged to take responsibility for their learning and to become independent learners.  Our hands-on- learning approach ensures that children learn through experience and quickly become independent learners.  

 

The spiritual, moral, social and cultural development of our pupils is outstanding.  PSHE and PSED are known by the children as ‘Life Skills’ and as such have a high profile in the school.  Children are taught the skills to become lifelong learners throughout their time at the school.  The children are proud of the school and strive to achieve ‘The Oaktree Way’ to care for everyone and everything which results in excellent behaviour in and around the school.  The RE curriculum develops children’s understanding of spirituality, other cultures and the celebration of diversity. There is a close relationship which the local church which results in the children visiting the church and members of the church family visiting the school on a weekly basis.  

 

As children move through the school they are encouraged to take on more responsibility for the smooth running of the school by becoming Friendship Friends, door monitors, Eco monitors, members of the School Council or Eco Committee.   The School Council and Eco Committee enable children to understand the principles of democracy first-hand.  The school provides a opportunities for children to take part in community,  artistic, sporting and cultural events.

 

The school’s overall provision ensures that pupils are very well prepared for the next stage of their education.  The school team work hard with parents to support children to meet their personal, social and academic potential.

 

S uccesses 2015-16

 

This was the second year of our three year plan.  We continue to address the identified three main areas of improvement so that we provide an outstanding education for all children.

 

AIM 1    Successful Learners

Aim:  All children will enjoy learning, make progress and achieve potential.

This Year’s Objective:  To improve the quality of teaching and learning and raise attainment in writing across the school.

What did we want to Achieve?  To improve quality of teaching and learning and to raise attainment in writing across the school wanted;

  • to develop consistent and effective planning based on clearly structured lesson sequences in line with new National Curriculum for writing;
  • to develop exciting learning opportunities to inspire writing; to raise the attainment in phonics;
  • to fully implement the Speaking and Listening programme across the school;
  • to have an effective assessment system which brings about an improvement in writing at all levels.

To achieve this we:  worked together as a team to review the new National Curriculum for Y1 and Y2 and produce long and medium term planning grids for literacy. Training was provided to ensure all staff understood the overall expectations for English. The English leader led team planning sessions to help develop teachers’ confidence in planning sequences of writing from exciting stimuli.  All class teachers spent time developing exciting writing areas within their classrooms, linked to overarching topics. Y1 began trialling the Pie Corbett talk for writing strategies. We visited a number of schools to look at phonic teaching.  We put in place our own phonic scheme.  We regularly monitored children’s progress in phonics and put in interventions such as; a daily 30 minute extra phonic sessions for all of the children who failed the Y1 check in 2015,  meeting with the parents of these year 2 children and providing them with resources and training to support their children.  For Year 1 we set up a parent phonics buddy system at least three times a week for 10-15 minutes and we also spoke with all the parents who failed to meet expectations in January.  The ‘Talk Box’ programme across the school which included specific and incidental teaching of speaking and listening.   A needs analysis was undertaken for all children.  All teachers were trained to use our electronic assessment system to a analyse data and track the progress of all groups.  Whole school writing moderation sessions were undertaken in-school and across the SWAN Trust. All staff were trained to use 2build a Profile to record children’s achievements.  Regular observations and work scrutiny undertaken during the year and linked to Performance Management.  Writing strips were introduced to encourage the children to self-evaluate their writing using the ‘Good Learner’ and ‘Super Learner’ system.

What did we achieve?

By the end of the year all actions had been completed successfully.  The National Curriculum was fully implemented across Key stage 1. The needs analysis completed by all teachers, in the Autumn term, helped to identify barriers to writing and potential strategies to overcome these. The appropriately pitched interventions enabled the children to make progress in writing especially those at the lower levels of attainment. The new planning structures for English have had a positive impact on children’s confidence and writing ability and subsequently their progress. Observations and work scrutiny has shown that the children are using the new writing grids to edit their writing and make improvements. Children are being encouraged to take ownership of their work and plan their next steps.  By displaying the children’s writing on the writing walls, along with their next steps target children can share their achievements with their parents during celebration afternoons and with other children. These practices are helping children to become more independent and successful learners. Observations show that the setting up of exciting writing areas has had a positive impact on the quality and quantity of writing children are carrying out in green learning times. The ‘Talk Box’ speaking and listening skills programme is now an integral part of the new writing sequences and the children are demonstrating more advanced speaking and listening skills which are beginning to have a positive impact on their progress and attainment in other subject areas. The exciting writing stimuli introduced into each unit of work have had a positive impact upon children’s enthusiasm for writing and subsequently a positive impact upon children’s attainment and progress, especially in Reception and Year 1 which showed a higher number of children achieving ‘excepted’ in writing at the end of the year. We were disappointed that more children, in Year 2, did not make the ‘expected’ level at the end of the year.  Progress for this group was good and many only missed the end of expectations because there was not enough consistent evidence in books to justify the ‘expected’ level. More work is needed next year to encourage more independent writing especially in the outdoor areas.  The Year 1 trial of the ‘Talk for Writing’ strategies was successful and we will be rolling this out across the school in 2016-17. The new phonic scheme and interventions were very effective and the number of children achieving the Phonic check rose this year. 89% of children in Year 1 passed the Phonic Check and 100% in Year 2 100% including the child who joined the school with no English at the beginning of the year.  Of the children who did not pass all but one has severe learning difficulties.

Unfortunately our children did not achieve the national average for the end of KS1 SATs but majority of children did make good progress on our tracking system.  Due to the changes in assessment, which asked children to achieve 100% of KPIs our children were not able to provide enough evidence to achieve this for writing.  They also found the testing situation difficult because they did not have the resilience.

 

Aim 2   Confident Individuals

Aim:  Prepare children to live safe, healthy and fulfilling lives.

Objective:  To extend opportunities for independent learning inside and outside so that children can become more independent learners.

What did we want to achieve?

To extend opportunities for independent learning inside and outside so that children can become more independent learners we wanted:

  • to offer opportunities during outside learning for children to deepen and contextualize their understanding within curriculum areas, and to link learning across the curriculum in different contexts and at all levels;
  • To provide all children with daily self-directed opportunity during Green Learning to develop;
  • conceptual skills for learning
  • character skills for life
  • cross-curricular cognitive knowledge
  • To ensure that these opportunities are appropriately differentiated in challenge and expectation for each year group and effectively supported by all members of staff.

To achieve this we: provided Teacher Talk training sessions for all new teachers on the importance of outdoor learning and green learning and refresher sessions for existing staff.  These were followed up by drop in observations and 1:1 support sessions.  Core subject plans were extensively reviewed in Reception and Year one and clear opportunities for using the outside environment identified.  The planning structures for Green learning in Y1 and Y2 were reviewed. We have in place an outside learning plan for Y1 and Reception.  Opportunities for Green Learning and outside learning were added to weekly planning across the school. Regular observations of learning took place to ensure that Green Learning and outside learning were at a good standard.  A plan was produced to further develop the outside classroom environment and contractors agreed to start work in September.   The conceptual and character learning we undertake in Green learning has been thought about and planned for. We have updated the school web-site so that all stakeholders understand the importance we place on Green Learning and outside learning.  We introduced the Good Learner and Super Learner system to both outside and Green learning so that children could assess their own learning.

What did we achieve?

We trained our six new teachers to effectively plan for and facilitate both Green Learning and outside learning.    Observations have shown that adults are using the Green Learning and outside learning areas more effectively. 

The planning structures for Green learning in Y1 and Y2 have been reviewed. The structures now demonstrate a clear progression and development of skills taught and expected.  There are Green Learning displays in each classroom to celebrate achievements in Green Learning showing the conceptual and character learning undertaken and the next steps for children to work on. In YR children are encouraged to assess their learning in Green Learning times through verbal feedback at the end of sessions and discussion of next steps in designated next steps sessions. Y1 and Y2 children have green learning logs where they review their green learning and how well they have done.  Teacher and TA observations of Green Learning sessions have been very positive so far with pockets of outstanding.  The school website now has a section detailing the theories and thinking behind Green Learning.  There is a hall display set up and is used extensively to explain Green Learning to prospective parents. There are lots of opportunities identified by teachers across their topics and core subject planning to use the outside area to develop physical skills alongside subject specific skills. For example concerted efforts have been made to make outdoor maths planning more physically active to make better use of space and engage children. Additional opportunities will be provided for children with the development of our new outdoor provision in 2016-17.  The development of the outside provision will be carried forward to the 2016-17 SDP and will allow Year 2 teachers to fully implement their plans when they have a covered area and more outside resources. These resources should be in place by the end of September 2016.  Observations have shown that children are being encouraged to take more risks in their learning during Green Learning and not to worry if they fail but to try again. Teachers are being more adventurous in the opportunities they plan for the topics and core subjects. In addition to the physical folder set up in the staff room for teachers and teaching assistants to print off and add ideas that they find for good outdoor learning activities we are also using a Pinterest board to gather ideas.

 

AIM 3:  Responsible Citizens

Aim:  To ensure that children have the skills to be able to make a positive contribution to society.

Objective:  The children will be working as ambassadors within the local community for sustainability

What did we want to achieve?

To improve ECO sustainability teaching and learning across the school. To provide opportunities for the children to work  collaboratively across the SWAN Trust. To become a central hub for ECO sustainability with in our local community.  To provide further enhancement and enrichment opportunities for the children to develop their understanding of their role as ECO Ambassadors

To achieve this we:  built a programme of 6 differentiated lessons across the year groups to cover 6 of the 9 Eco topics.  Staff meetings were held to train staff on the 9 topic area of Eco Sustainability and the expectations for Eco as a School Driver in lessons.  There is an ECO display in every classroom containing the Eco Vocabulary and samples of Eco work completed by the children.  We have started an audit of New National Curriculum to ensure Eco sustainability is present across the curriculum and are beginning to plan in time for children to share their learning across their classes/year groups from the discreet Eco lessons. Gardening planning has been created within each year group. 

What did we achieve?

After a number of staff training sessions teachers planned and taught the 9 Eco topic areas during Earth Hour (Energy, Transport, Waste), Life Education Bus (Healthy Living) India Topic (Water and Global citizenship), The Big Tidy Up (Litter), Bulb Day and Flower Power Day and The RSPB Big Schools Annual Birdwatch (Biodiversity, and School grounds), and the Night Adventure (all nine).  There is an Eco display board showing activities and relevant vocabulary in each class. Learning Walks during events showed children demonstrating a growing understanding of the nine Eco areas.  We have begun to make Eco links across the curriculum so that Eco teaching is embedded in all learning areas.  Gardening is now timetabled across the school and children show a good understanding of plants and living things.  Day and night Adventure was a huge success this year. We covered all 9 of the Eco Schools focus topics across Foundation and Key Stage 1. We encouraged the local community to participate in the Night adventure event and had links with Surrey Wildlife Trust, Surrey Animal Aid and Surrey Fair Trade who were all represented at the event.  The children taught their parents in the evening about the 9 areas of sustainability.  The children took part in the National Earth Hour Campaign run by WWF. The school has also linked with the RSPB as a home learning activity to participate in the Big Schools Annual Birdwatch.  This was conducted as a home learning challenge across the school to allow the children to share the activity with the local community of parents and carers. We are working Towards the  Eco School Award in 2017 and to achieve this we need to work across the SWAN Trust and the local community more.  

 

Summary of SDP AIMS  2016 - 2017

 

This is the third year of our three year plan.  Our overall aim in the next three years is to improve children’s attainment across the school by working in collaboration. We continue to address the identified aims from the last three year plan so that we provide an outstanding education.

 

 

AIM 1:   

Successful Learners

Aim:  All children will enjoy learning, make progress and achieve their potential.

Objective:  Aim 1:  To improve the quality of teaching and learning and raise attainment in writing and mathematics across the school.

 

AIM 2:  

Confident Individuals

Aim:  Prepare children to live safe, healthy and fulfilling lives.

Objective: For the whole school community to be ‘The Best we can Be’.

 

AIM 3: 

Responsible Citizens

Aim:  To ensure that children have the skills to be able to make a positive contribution to society.

Objective:  The children will be working as ambassadors within the local community for sustainability 

 

 

We will monitor our plan by:

 

  • Formal observations
  • Drop in observations
  • Learning walks
  • Governor observations
  • SLT monitoring reports
  • Pupil conferencing
  • Data scrutiny
  • Work scrutiny
  • Moderation sessions
  • Data meetings
  • Appraisal Meetings
  • SWAN Trust rag meetings and collaborative projects

 

The full Oaktree School Development Plan and Single Equality Plan is on display in the school office. Please read the Annual Accounts and Reports to Parents for information about previous years.

 

 

 

 

 

 

 

Top