Latest SIAMS Reports (Excellent)
Statutory Inspection of Anglican and Methodist Schools
All Church of England dioceses and the Methodist Church use the National Society’s framework for the Statutory Inspection of Anglican and Methodist Schools (SIAMS) under Section 48 of the Education Act 2005. The framework sets out the expectations for the conduct of the Statutory Inspection of Anglican, Methodist and ecumenical Schools under Section 48 of the Education Act 2005 and provides a process for evaluating the extent to which church schools are “distinctively and recognisably Christian institutions”.
SIAMS inspection focuses on the effect that the Christian ethos of the church school has on the children and young people who attend it. Church schools will employ a variety of strategies and styles, which reflect their particular local context or church tradition in order to be distinctive and effective. Inspectors will, therefore, not be looking to apply a preconceived template of what a church school should be like.
The principal objective of SIAMS inspection is to evaluate the distinctiveness and effectiveness of the school as a church school.
Towards this objective, inspectors seek answers to four key questions.
- How well does the school, through its distinctive Christian character, meet the needs of all learners?
- What is the impact of collective worship on the school community?
- How effective is the Religious Education? (in VA schools and academies)
- How effective are the leadership and management of the school as a church school?
The National Society’s Statutory Inspection of Anglican and Methodist Schools (SIAMS) framework is used in all Section 48 inspections of Church of England schools and in the denominational inspection of academies.
OFSTED (Good 2018)
Ofsted is the Office for Standards in Education, Children’s Services and Skills. We inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages.
Ofsted is a non-ministerial department.
We take the safety and welfare of all our school community very seriously.
Under the Education Act 2002, schools must make arrangements to safeguard and promote the welfare of children. Parents/carers should know that the law (Children Act 1989) requires all school staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse. Staff will seek, in general, to discuss any concerns with the parent/carer and discuss the need to make a referral to Children’s Social Care if that is considered necessary. This will only be done where such discussion will not place the child at increased risk of significant harm or cause undue delay. The school will seek advice from Children’s Social Care when they have reasonable cause to suspect a child may be suffering or likely to suffer significant harm. Occasionally, concerns are passed on which are later found to be unfounded. Parents/carers will appreciate that the school’s Designated Safeguarding Lead (Lindsey Oscroft) will carry out their responsibilities in accordance with the law and act in the best interests of all children.
Other Designated Safeguarding Officers : Tim Hewitt, Heather Newman, Sharon Gibbs, Jackie Eden, Mary Finnegan, Emily Freeman and Alison Griffin.
Safeguarding Governor : Geoff Blundall
Wellesbourne CE Primary and Nursery School Promoting British Values
In 2011, the government defined British Values as democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs. We promote these values through our own school values, curriculum and enrichment activities.
Links to school values:
UN CRC Article 12: Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account.
How We Promote It
• We have an elected School Council. This is used as an opportunity to promote and teach about democracy and the electoral process.
• We encourage volunteering in and out of school. This includes things like the sports leaders, ICT support, rotas for school and class monitors, and also raising money for local and national charities.
• The beginnings of democracy are taught through historical research of the Ancient Greece civilisation in comparison with modern day courts
• Democracy is also promoted in PSHE lessons e.g. circle time, drawing up class rules,
• We ensure that everyone has a right to have a say e.g. pupil/ parent questionnaires
• We support children to take turns e.g. lollysticks for talk partners.
• Class votes
• Planning reflects a consideration of British institutions eg the monarchy, government, courts, police force
The Rule of Law
Links to school values:
UN CRC Article 19: Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them.
• We have high expectations about pupil conduct and this is reflected in our Behaviour Policy. There are rewards for exhibiting good and caring behaviour and consistent demonstration of our values is recognised through such things as ‘Star of the Week’ and ‘Pupil demonstrating the current Value’ awards.
• Through our school assemblies, circle time and PSHE children are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult.
• The Behaviour Policy focuses on the consequences of actions with a pupil reflection sheet where appropriate.
• All staff understand safe-guarding and follow the procedures set out in the policy. INSET training, e-safety training
• Anti-bullying posters and events
• Reflection sheet following inappropriate behaviour
Links to school values:
UN CRC Article 31: All children have a right to relax and play, and to join in a wide range of activities.
UN CRC Article 15: Children have the right to meet together and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
Through our school values and the SEAL PSHE programme, children are taught about personal responsibility, choices, ambition and aspiration. They are encouraged to take opportunities to follow their interests in art, music, sport etc.and extra-curricular provision at clubs
• SEND provision with specific plans for individual children
• SEAL has specific units relating to individual liberty including ‘Good To Be Me!’
• Children are taught how to keep themselves safe, including on-line. This is done through computing lessons, assemblies and outside organisations such as the Fire Safety Officer’s talks in Year 1 and 5.
• Children have access to indoor and outdoor learning appropriate to their age eg. EYFS outdoor area, residential and day trips.
Links to school values:
UN CRC Article 2: The Convention applies to everyone whatever their race, religion, abilities, whatever they think or say and whatever type of family they come from.
UN CRC Article 30: Children have a right to learn and use the language and customs of their families, whether these are shared by the majority of people in the country or not.
We have high expectations about pupil conduct and this is reflected in our Behaviour Policy and Equality Policy e.g. agreement to class charter for rules
• Through our school’s values, PSHE and circle time children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.
• The SEAL theme of ‘Getting on and Falling Out’ explores these issues well, use of peer mediation at playtimes
• Mutual respect is also promoted through additional PSHE lessons and assemblies e.g. guide dog visit, mime to support story-telling
• Children are supported to have a positive sense of their own identity and culture, and to respect others e.g. Commonwealth week
• Children are taught about the United Nations Convention on the Rights of the Child and learn to respect their rights and the rights of others as part of Taking Care Project
• We work together as a team respecting each other e.g. merits, transition projects, sports day, celebration assemblies
• Themed events to look at different cultures e.g International Day, Chinese New Year and part of language curriculum
• Use of a positive box for teacher and pupil comments
• Specific support for individual children (SEND Policy)
Tolerance of Different Faiths and Beliefs
Links to school values:
UN CRC Article 14: Children have the right to think and believe what they want, and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these matters.
We have high expectations about pupil conduct and this is reflected in our Behaviour Policy and Equality, Diversity and Cohesion Policy.
• Tolerance of different faiths and beliefs, and those of no faith, is promoted through the Syllabus for Religious Education. Children learn about different religions, their beliefs, places of worship and festivals. Children’s work is displayed e.g. puja plates, Diwali lamps
• Visits are made by local religious leaders and children have the opportunity to visit places of worship including the Gurdwara.
• Individual faiths are valued and respected
This data is not the most recent because there have been no assessments since 2019 following the government’s decision to stop official exams. This will also be the case for 2021.
Progress and attainment is measured using end of year age-related expectations. Children in Year 2 and Year 6 have end of Key Stage Tests (SATs) and Teacher assessments.
Year 6 (Key Stage 2) results are published by the government and can be found here.
Yr 1 phonics screening last three years
In June in Year 1, the children undertake the statutory ‘Phonics Screening Test’ which is designed to test a child’s ability to decode words.
KS1 Results 2019
In May in Year 2, the children complete their SATs tests which are marked by the class teacher and used to inform the teacher if they are working at ‘Expected’ for Year 2, ‘Working below’ or working at ‘Greater depth’.
|KS1||Wellesbourne Working at Expected||National||Wellesbourne Working at Greater Depth||National|
KS2 results – 2019
In May in Year 6, the children complete their SATs tests which are marked externally in reading, maths and SPAG (Spelling, Punctuation and Grammar) and given a level of either ‘Expected’ for Year 6, ‘Working below’ or working at ‘Greater depth’. Writing is graded by the class teacher and externally moderated by the LA and also across our Federation and cluster throughout the year.
|KS2||Wellesbourne Working at Expected||National||Wellesbourne Working at Greater Depth||National||Progress Indicator||Average Scaled Score|
|Reading||72%||75%||34%||27%||+2.0||106 (National 105)|
|Spelling, Punctuation& Grammar||82%||78%||40%||34%||NA||108 (National 106)|
|Maths||85%||76%||43%||24%||+2.5||107 (National 104)|
On the progress indicator, 0 represents expected progress. Positive numbers represent better than expected progress. Negative numbers represent lower than expected progress.
Special Education Needs and Disability (SEND)
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
For some children, SEND can be identified at an early age. However, for other children difficulties become evident only as they develop. We are alert to emerging difficulties and respond early. We listen, value and understand when parents/carers express concerns about their child’s development. We also listen to and address any concerns raised by children themselves.
The school has a range of policies to cover all subjects of school life. All these policies are reviewed regularly, and where necessary updated.
Please click to download the listed policies, if you would like information on any other school policies please contact the school office. Thank you.
Sports Premium and Catch up Premium Grant
Sport Premium Grant Academic Year 2019-20
The Government is continuing to provide substantial primary school sport funding in 2018-19. This funding is to be spent on improving the quality of sport and PE for all their children and to encourage children to develop healthy, active lifestyles. The purpose of the funding is to improve schools’ provision of PE and sport, and schools will have the freedom to choose how they do this.
- Schools with 17 or more eligible pupils receive £15,000 and an additional payment of £10 per pupil
- Wellesbourne will receive a total of (£15,000 and £3,220)
Impact of Funding from Academic Year 2018 – 19
The school spent a total of £38,705 in the academic year 2018 -19 which included carry forwards from previous years. Below are listed the main projects (ones below £100 are not itemised). This left a carry forward of £5,441
Total Aspire costs
|Use of a qualified coach from Aspire to continue the professional development of two teachers in KS2 PE lessons||Significant improvement in confidence, subject knowledge and tracking of children’s progress of KS2 staff. The knowledge and skills of all staff is improving by the sharing of good practice.|
|(included above)||Aspire Coach led a weekly running activity in the Spring Term so that all children in KS2 could run a marathon||All children in KS2 enjoyed participating and achieved awards at the end of the term to show the distance they had achieved. Brisk walking was encouraged for the unfit and competitive running for the most able|
|(included above)||Aspire Coach led different KS2 play activities at lunchtime one day a week||Children more active and encouraged to try a greater variety of the new games on other days|
|(included above)||Aspire Coach taught an after school football Club for 3 and 4||Significant improvement in agility and skill level of children taking part and the number of pupils taking part has increased.|
|Allocation of time for staff to train pupils and to attend the competition
|Year 5 and Year 6 children have participated in interschool Sportshall Athletics.
|This has improved the strength and stamina of pupils as well as developing the technical skills of running, jumping, and throwing. Pupils have competed with each other in lessons showing determination and tenacity.|
|Allocation of time on timetable||Introduction of badminton lessons for Year 5 and 6||Opportunity for a new sport to be offered in Year 6|
|Supply Cover costs for teacher £400 (approx)||The PE Subject Leader took a team of Year 5 and 6 children to prepare and then participate in the local area swimming gala competing against 5 schools||The school had heat winners in front crawl, butterfly stroke and breast stroke. The Year 5 relay team won their event.|
|£2,000||Resources including footballs, nets and anchors for posts, renew content for playtime boxes||Health and Safety requirement|
|£12,000||Outdoor area development – all weather surface.||Allowed more children to play outdoors at lunchtime even in wet weather|
|£800||Supply costs to cover the release of the PE leader to take children to events||Wellesbourne competed in more events than in previous years.|
|£6,000||To support swimming in the school by funding the poolside staff with people familiar to the chidlren and trained in safeguarding and first aid by the school.||All swimming classes we well supported by the school|
|£700||New PE planning material for teachers to improve the curriculum and provision further.||Teachers happier with the subject and workload has been eased.|
|£4,000||Paint lines on playground for netball and rebuild the long jump pit||Higher quality resources for all children at Wellesbourne school.|
Achievement in Swimming
- There were 55 pupils in Year 6 in the academic year 2018-19 and 95% (51 children) could swim proficiently over a distance of at least 25 metres, using a range of strokes
- Children who had attended Wellesbourne CE Primary School throughout (only 70% of the cohort) had been taught to perform safe self-rescue in different water-based situations and this is a target in 2019-20, to evaluate further the swimming skills of Year 6 children new to school since Year 2.
Our spending plans for this year 2019-20 include:
- £6,000 on Aspire qualified coaching to continue the staff professional development to now include Teaching Assistants
- To ended further Marathon kids (through Aspire coaching) as a whole school aspect, awarding and encouraging children to keep fit.
- Maths on the move- cross curricular physical approach to learning skills in Maths.
- Coach costs to access interschool sport e.g. Sports Hall Athletics competition
- Equipment renewal e.g. tennis balls, playtime equipment, gymnastic mats
- £300 resources for Sports Day
- Supply costs for PE Subject Leader to allow take-up of coaching and forge better links with other sports clubs
- Playmaker Award for Year 5 and Year 6 to be trained as leaders which will encourage pupils to take on roles that support sport and physical activity within school
- Maintenance and improvement of KS1 adventure playground
- Provide additional swimming provision in the summer term, targeted to Year 6 pupils not able to meet the swimming requirements of the National Curriculum.
- During our Keeping Healthy focus week in the spring term, to promote the health and well-being of all pupils
- Further develop the running award in the Spring Term to promote a competitive element, in addition to the inclusion aspect
- Financial support to enable all children to have the opportunity to go on the residential trip to a PGL Centre with lots of physical activity like climbing, canoeing etc.
Pupil Premium 2020 Report
Below is the report for 2018-19
Pupil Premium Statement 2018-19
The government gives schools additional funding for:
- any pupils who have been eligible for free school meals during the last 6 years
- pupils looked after by the local authority or who are in care
- pupils from families where a parent serves in the armed forces
This money is known as pupil premium funding. It is the responsibility of the School Governing Body to report to parents on how pupil premium is used by the school each year. This report will outline how pupil premium has been used at Wellesbourne C of E Primary and Nursery School and the impact of pupil premium upon learning, attainment, progress and the well-being of pupils.
How can parents claim this funding for the school?
If your child does not yet have Free School Meals but may be eligible because of your family’s income level, please contact the Customer Service Centre on 01926 359189 or www.warwickshire.gov.uk/freeschoolmeals to register them. Even if you do not wish them to have meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child.
2018/19 – Pupils on Roll 378
Eligible pupils 58
Wellesbourne C E Primary School was awarded £75,000 in Pupil Premium Funding for 2018/19. Each child receives approximately £1,300 over the year. This was spent as outlined below.
- To raise the attainment and progress of pupils eligible for pupil premium funding so that their performance compares favorably with non-pupil premium peers.
- To strive to close any attainment gaps relative to school and national averages particularly in maths.
- To raise the self-esteem and confidence of these pupils so they become aspirational and successful learners.
- To engage pupils and develop learning through comprehensive extra-curricular provision
Barriers to achievement
1) Gaps in learning preventing pupils from accessing whole class teaching (particularly with the transition to the new curriculum).
2) Some children finding it more difficult to access learning within a whole-class environment.
3) Emotional issues such as behaviour regulation or anger management difficulties.
4) Self-esteem issues: children who do not feel they are able to achieve due to a lack of self-confidence.
5) Attendance and punctuality: children either having poor attendance, arriving late for school.
Outline of Projects
|(This is on going all year) Pay qualified teacher to plan, run and manage interventions groups as well as track progress. Focus on Year 3 and 4.||To close the gap in maths in particular between the cohort and the pp children.||PP children in year 5 made the same and progress that the cohort this term. PP children in year 4 made more progress that the cohort this term.|
|First Class@Number Maths (Y3 and 2)||To enable the low ability children to improve their basics in maths to close the gap||Confidence raised and children made good progress this term.|
|Spelling and homework support club||To enable the PP children to have support for spelling, reading and homework.||Spelling scores amongst PP children was much improved and Year 6 children did well in SATs spelling.|
|Deployment of additional TA hours to Year 3 and 4||To enable the PP children to have support and help settle and to improve the self-esteem of vulnerable pupils with weekly sessions.||These children mostly made expected progress as a result of being more emotionally ready for learning.|
|Time for data analysis of PP children and to meet with all teachers.||Help identify gaps and opportunities for learning in the next term.||Gaps were identified and a new adjusted targeted PP timetable was created.|
|Nurture Training for LAC designated teacher||Enable the teacher to attend training discussing best practise.||Teacher shared strategies with other staff and they were in place.|
|Think Smart training for 2 people||To support groups of children with CBT strategies||Pupils are able to regulate their behaviour better and be ready to learn.|
|Targeted maths groups for year 6.||To prepare children for SATS and close gaps in learning to improve progress||Overall – PP children made better progress to the cohort during this time and a high proportion achieved ARE making the expected progress across key stage two.|
|Interventions running with focus on Year 3 and 6.||To close gap with other children in writing and reading.||Children made good progress this term – outdoing the cohort.|
|Spelling and homework support club||To enable the PP children to have support for spelling, reading and homework.||More PP children received ‘Gold’ or 'Silver' on the reading challenge.|
|Deployment of additional TA hours to Year 3||To enable the PP children to have support and help settle and to improve the self-esteem of vulnerable pupils with weekly sessions.||These children made more progress than previous years as a result of being more emotionally ready for learning.|
|1:1 support for nurturing children and attachment training for all staff.||To reduce incidents of high level behaviour and allow children time and space to recover.||Children recovered from poor behaviour better and were ready for learning more quickly.|
|Improve behaviour & achievement of specific pupil premium children with high special needs.||To improve behaviour and confidence of individuals which then also enhances access to the curriculum for all pupils in the class.||Significant incidents involving PP children have reduced. No Lower rates of exclusions for PP children than previous years.|
|Time for data analysis of PP children and to meet with all teachers.||Help identify gaps and opportunities for learning in the next term.||Gaps were identified and PP targets and timetable were created.|
|Lego Therapy for 3 children||Therapeutic support for key children||Children able to access lessons and learning much more often at the correct level.|
|TA support for new CLA children to facilitate and manage contact at school||To allow children who were seperated at placements to have supervised time together.||Children able to access learning as emotionally ready.|
|Qualified teacher to run interventions in reading and Maths for CLA child in Year 6.||To identify and plug gaps.||Secured ARE in Reading and Maths. CLose to Greater Depth in Maths.|
|Provide Breakfast Club for children in vulnerable families.||To ensure children are in school on time||have been fed and have support around them before school.||Vulnerable children were able to have these 'esssentials' and punctuality improved.|
|Targeted maths groups for year 6.||To prepare children for SATS and close gaps in learning to improve progress||Overall – PP children made better progress to the cohort during this time and a high proportion achieved ARE.|
|Pay qualified teacher to plan, run and manage interventions groups on consistent afternoon. Focus on Year 5. (this is on going all year).||To close the gap in maths in particular between the cohort and the pp children.||Children in year groups where PP interventions was taking place made progress at least equal to their cohort.|
|Spelling and homework support club.||To enable the PP children to have support for spelling, reading and homework.||More PP children received ‘Full homework’ sticker at the end of term.|
|Deployment of additional TA hours to Year 3||To enable the PP children to have support help settle and to improve the self-esteem of vulnerable pupils with weekly sessions.||These children made more progress than previous years as a result of being more emotionally ready for learning.|
|Time for data analysis of PP children and to meet with all teachers.||Help identify gaps and opportunities for learning in the next term.||Gaps were identified and a new even more targeted PP timetable was created.|
|Pay for Optometrist for a post CLA child.||To support dyslexia screening and identity tracking issues.||Tracking issues diagnosed and vision therapy prescribed. Improved self esteem in child.|
|Training for emotional coaching.||TO enable staff to have the skills and knowledge to support children's learning.||Staff are more able to handle the moments where children are in crisis.|
|Whole school CBT training.||To enable staff to have the skills and knowledge to support and correct children's emotional state.||Staff are more able to handle the moments where children are in crisis and talk them down.|
|Lifespace mentoring for 2 CLA children.||To support the emotional needs with an indepedent mentor and to enable children to express emotions.||Both children benefitted from the sessions and were able to open up to the mentor.|
Summary of Impact
Impact is measured in a variety of ways. Primarily, impact is measured by ‘points progress’ (using the school’s assessment system) but we also consider impact on confidence and self-esteem, emotional well being, their attitude to learning and also their work rate equally important.
Of the 6 pupil premium children in Year 6 last year, the Pupil Premium children made better progress across the key stage than the cohort with 83% making expected progress in reading, 67% writing (although some of these children made much more than expected) 100% making expected progress in maths. It is also worth noting that only three of those children were with the school from Year 2 to Year 6.
In years 2, 3, 4, 5 and 6, the Pupil Premium regularly matched, or in some cases, bettered the progress of the cohort especially in Year 4 (writing and maths) and Year 6 (reading and maths). Year 5 Pupil Premium children did not as much progress as the cohort in maths and also in Year 1 for writing.
The allocation of Pupil Premium Funding for 2019/20 is £86,000.
The money will be spent on the same way as previous year except with a focus on Math’s skills and reasoning in targeted year groups and writing in current year 2 and 6. We will also use the money to run interventions for children first thing in the morning.
The Pupil Premium strategy was reviewed in July 2019 and will again be reviewed in July 2020 – however, constant assessment of successes and areas for development occur on an almost weekly basis.