Self Evaluation Summary

A summary of our priorities and school improvement planning since 2017

Our performance in 2016-17:• 89% of pupils achieved a Good Level of Development at the end of Foundation Stage
• 80% of Year 1 pupils passed the Phonics screening test.
• At the end of Key Stage 1, 81% of pupils achieved the Expected Standard in Reading, 8% at Greater Depth, 69% in Writing and 15% at Greater Depth, and 77% in Mathematics with 12% at Greater Depth
• At the end of Key Stage 2, 63% of pupils achieved the Expected Standard in Reading, 21% at Greater Depth, 79% in Writing and 26% at Greater Depth, and 47% in Mathematics with 11% at Greater Depth
• 37% of pupils attained the Expected Standard in Reading, Writing and Mathematics combined at the end of Year 6
• The progress measures for Year 6 were Reading -4.4, Writing -0.5 and Mathematics -4.8
• Our overall attendance for the academic year was 95.66%
As a result, our 2017-18 priorities for improvement were:• Buying into Wiltshire’s school improvement planning service, ‘Challenge and Support Partner’ strategy (CASP)
• Accelerate the progress and attainment for all pupils in Reading, Writing and Mathematics using a Booster approach. PiXL (Partners in Excellence) became our main strategy to achieve this from February 2018.
• Use of formative assessment in writing – Hot and Cold Writes
• Mastery approach to teaching and learning – direct questioning, modelling & whole class teaching
• Cross curricular learning
• A rigorous focus on improving outcomes for Disadvantaged Learners
• Engaging parents and carers in pupils’ learning through workshops, curriculum evenings and our renowned Someone Special Days with a core subject focus
• Improving attendance overall
Our performance in 2017-18:• 87% of pupils achieved a Good Level of Development at the end of Foundation Stage
• 67% of Year 1 pupils passed the Phonics screening test.
• At the end of Key Stage 1, 69% of pupils achieved the Expected Standard in Reading, 14% at Greater Depth, 53% in Writing and in Mathematics.
• Our end of Key Stage 2 results significantly improved. 69% of pupils achieved the Expected Standard in Reading, 35% at Greater Depth, 85% in Writing and 12% at Greater Depth, and 65% in Mathematics with 12% at Greater Depth
• 58% of pupils attained the Expected Standard in Reading, Writing and Mathematics combined at the end of Year 6 and 11% at Greater Depth
• The progress measures for Year 6 were Reading -0.9, Writing +0.3 and Mathematics -1.0
• To recognise our improvements we received a high performing schools letter from Helean Hughes, Director of Education and Skills in Wiltshire, for 83% of KS2 Disadvantaged Learners achieving the Expected Standard and making good progress from their starting points.
• Our overall attendance for the academic year was 95.58%. This was lower than expected, predominantly due to factors beyond our control.
As a result, our 2018-19 priorities for improvement were:• Rolling out our PiXL Primary strategy across the whole school
• Mastery teaching in mathematics with concrete & visual models
• Developing phonics teaching and leadership
• Improving progress and attainment for pupils in KS1 in Reading, Writing and Mathematics
• Raising attainment in writing by better establishing cross curricular links
• Provision of Thrive, Nurture & Emotional Literacy Support for our most vulnerable pupils
• Improving overall attendance using our incentive strategy
Our performance in 2018-19:• 54% of pupils achieved a Good Level of Development at the end of Foundation Stage
• 82% of Year 1 pupils passed the Phonics screening test.
• An improved set of Key Stage 1 results. 70% of pupils achieved the Expected Standard in Reading, 15% at Greater Depth, 70% in Writing and 10% at Greater Depth, and 70% in Mathematics with 15% at Greater Depth
• At the end of Key Stage 2, 50% of pupils achieved the Expected Standard in Reading, 8% at Greater Depth, 63% in Writing, and 54% in Mathematics with 8% at Greater Depth
• 38% of pupils attained the Expected Standard in Reading, Writing and Mathematics combined at the end of Year 6
• The progress measures for Year 6 were Reading -4.9, Writing -4 and Mathematics -4.5
• Our overall attendance for the academic year increased to 95.89%
Consequently, our 2019-20 priorities for improvement are:• Embedding PiXL Primary strategy (Diagnosis, Therapy and Test) across the whole school to improve achievement in Reading, Writing and Mathematics in all year groups
• Our end of Key Stage 2 targets are: 75% to achieve the Expected Standard in Reading with 13% at Greater Depth, 63% to achieve the Expected Standard in Writing EXS with 4% at Greater Depth and 71% to achieve the Expected Standard in Mathematics with 8% at Greater Depth. It is our aspiration for 58% of our Year 6 pupils to attain Expected Standard in Reading, Writing and Mathematics combined
• Developing curriculum leadership of Reading and Mathematics
• Planning and providing a curriculum based on the needs of Regis pupils
• Building curriculum leadership capacity
• Consistency in behaviour management
• Continue to improve our overall attendance – our target is 96%. In December 2019 it is 96.06%.

Spiritual, Moral, Social and Cultural development

Promoting British Values

Corsham Regis Primary Academy has a legal responsibility under Section 78 of the Education Act (2002) to promote the spiritual, moral, social and cultural development of pupils and to actively promote fundamental British values.Guidance from the Department for Education (DfE) in November 2014 highlights British values as democracy, rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

However, all the staff believe passionately that, regardless of any legal requirement, the teaching and development of pupils’ attitudes and values in these areas are fundamental to cohesive living in a modern and diverse Britain.  Consequently, the breadth and depth of the planned curriculum that pupils experience at Corsham Regis ensures that they are able to work together, to be responsive to the needs of others and to respect each other’s beliefs. How do we achieve this you may ask?

Corsham Regis has a very proactive Sports Crew and Academy Council. Look in the ‘Children’ section of the website for details of their activities. Our Religious Education lessons encompass religions, faiths and beliefs from around the world. We hold multi-faith assemblies and theme days to celebrate festivals in the calendar.

Across the curriculum pupils work as teams, not just in Physical Education and sport. 

Through our Behaviour policy and Learn 4 Life curriculum pupils are taught to know the difference between right and wrong, to be tolerant and to be a part of a team. The pupils have also written ‘Our Happy Policy,’ which is their own version of the Anti-Bullying Policy,  

Below you will find an overview of the year for each year group to show how these important values are encouraged and promoted.

Overview of British values by year group

Examples of children’s learning that promotes British values.

Celebrating the Queen’s birthday
The Magna Carta