Professional Documents
Culture Documents
In order to assess its standards of performance the school uses a range of indicators,
national and local, formal and informal.
Those recent and relevant indicators of performance used to assist in the prioritizing of
actions for this plan are included here:
* The school’s own ongoing review of National performance and standards compared by value-
added measures.
Edward Peake is a good school that provides good value for money. Standards are rising
due to a robust development strategy which centres on improving teaching and learning,
ensuring an appropriate curriculum is in place and close monitoring of pupils’ progress. The
school recognises the need to continue to raise standards, particularly at Key Stage 2, where
results were typically below the national averages until 2006.
Achievement and progress are good overall. Pupils’ personal development is good. They
respond with enthusiasm to the challenges and opportunities posed in lessons and elsewhere.
They display good levels of social awareness and recognition of the needs of others. Pupils
enjoy a range of opportunities when they can contribute to the life of the school, and many
do so with confidence.
The majority of parents who responded to the questionnaire are positive about the schools’
work, with a number of parents praising the school’s supportive and caring approach. The
comment, ‘Our son has progressed well, both academically and socially. We feel the staff are
caring and dedicated about the welfare and academic achievements of the pupils’, typifies
this. A small minority of parents believe that behaviour of pupils is not good. This was not
found to be the case during the inspection where behaviour was consistently good.
Teaching is consistently good, with the school’s recent focus on this resulting in improved
progress in lessons. Assessment for learning is developing and pupils are aware of their levels
in the core subjects and their targets for improvement. However they are less sure of these
targets in other subject areas. Feedback to pupils is variable and the school does not
currently share its best practice as a matter of routine.
The curriculum is good and provides a sound platform for learning. It has been recently
reviewed with further adaptations being introduced to ensure that Year 5 pupils are suitably
supported. There is a clear commitment to keep provision under review and ensure that it is
appropriate to pupils’ needs and instrumental in raising standards.
Leadership and management are good at all levels. The recently appointed headteacher
provides clear direction for the school. He has introduced a range of well focused
improvement activities which are impacting positively on standards and achievements. He is
well supported by strong senior and middle leadership teams. The governors are effective
and contribute well to the work of the school. There have been good developments recently
and the capacity to improve further is good.
* Share best practice in teaching and assessment for learning so that pupils consistently
know their levels across all subjects and how to improve further.
* Develop academic monitoring further by maximising the role of tutors in this respect.
The distinctiveness and effectiveness of Edward Peake as a Church of England school are
inadequate.
Edward Peake has yet to establish its distinctive Christian character and, as a church school, has little
impact on its pupils. The newly appointed headteacher, with the governing body and staff, has
focussed on raising standards and achievement but recognises the need, now, to clarify and promote a
clear Christian vision for the school. The potential for improvement in this respect is good.
Established strengths
• The school has put in place a number of strategies which are having a positive effect on the
standards and achievement of pupils.
• There is strong sense of community and pupils enjoy coming to school.
• The personal development of pupils is good and they have a good range of opportunities to take
responsibility and contribute to school life.
* The school, through its distinctive Christian character, is good at meeting the needs of all
learners.
Pupils express confidence in their teachers and enjoy coming to school. They recognise and value the
care and support that they experience in their learning and personal development. There is a strong
sense of community in the school. Older pupils appreciate the opportunities they have to take
responsibility in a number of areas, including supervisory duties and running clubs. The School Council
is well structured and effective. The personal, health, social and citizenship (PHSCE) programme
contributes well to pupils’ development. There are effective strategies in place to support the learning
needs of pupils with special educational needs, pupils with behavioural needs, as well as gifted and
talented pupils. Relationships at all levels are good. Pupils respond well to opportunities to participate
in a wide range of charitable fund raising activities and their overall moral development is good. Good
display contributes to a positive learning environment. There are some examples, such as in RE, art
and in poetry displays, of how pupils’ spiritual awareness is being developed. Whilst all these factors
indicate basic Christian values underpinning the good learning that is taking place, the school has not
yet made the link clear. Pupils have only recently become aware of the church foundation of the
school.
There is good potential for improvement as pupils and staff do not display negative attitudes and have
the skills to benefit from support and guidance in this area. At present, the older pupils particularly
feel there is a mismatch between the school’s church status and the worshipping experience they
receive.
4: The effectiveness of the leadership and management of the school as a church school is
inadequate
The school recognises that very little has been done to identify and promote the Christian vision for
the school. There has been no consultation with staff, pupils or other stakeholders.
The focus of development has been to raise standards and achievement and this is having a positive
impact in many ways. However, the Christian character of the school has not been seen as relevant to
this process. The Foundation governors are supportive but have not promoted the distinctiveness of
the school.
Until very recently, there has been no evidence on signage or documentation that Edward Peake is a
church school. Pupils express surprise at the school’s status. Although there has been some support
for religious education, links with the diocese for training and support in other areas relating to
church school status are inadequate.
The school supports religious education well and pupils are positive about the subject. The local
incumbent and the headteacher have already begun to discuss the need to address, together with all
stakeholders, the lack of vision and clarity about the school’s status.
INTAKE YEAR: 1999 2000 2001 2002 2003 2004 2005 2006 2007
KS1 Reading 14.37 14.68 14.77 15.59 15.12 16.06 14.90 15.11 15.31
KS1 Writing 13.61 14.43 14.01 14.45 14.39 14.34 14.31 14.05 14.44
KS1 English 14.14 14.55 14.39 15.02 14.76 15.20 14.67 14.58 14.88
Y4 Reading 20.72 21.88 21.52 22.22 21.70 22.74 21.21 21.60 21.74
Y4 Writing 18.69 19.23 18.73 20.23 18.55 19.00 19.43 20.02 18.74
Y4 English 19.68 20.56 20.12 21.15 20.10 20.70 20.51 20.81 20.24
Reading Increase 6.35 7.20 6.75 6.63 6.58 6.68 6.72 6.49 6.43
Writing Increase 5.08 4.80 4.72 5.78 4.16 4.66 5.49 5.97 4.30
English Increase 5.56 6.01 5.73 6.13 5.34 5.50 5.83 6.23 5.36
KS1 Mathematics 14.14 14.09 14.35 15.71 15.99 16.22 15.68 16.05 15.58
Y4 Mathematics 19.21 19.91 20.55 21.15 20.09 20.62 19.23 20.67 21.14
Mathematics increase 5.07 5.82 6.20 5.44 4.11 4.40 3.55 4.62 5.56
Ave Attainment on Entry 19.45 20.24 20.34 21.15 20.10 20.64 19.87 20.74 20.69
EPMS KS2 4+% English 63% 82% 88% 68% 81% 70% 08 09
5+% English 35% 30% 11% 32% 16% 08 09
Bedfordshire 76% 74% 75% 78% 79% 80% 08 09
National 75% 75% 75% 77% 79% 79% 08 09
EPMS KS2 4+% Science 85% 88% 79% 75% 90% 87% 08 09
5+% Science 33% 31% 28% 40% 08 09
Bedfordshire 88% 86% 86% 86% 86% 89% 08 09
National 86% 85% 85% 85% 86% 87% 08 09
Analysis of 2007
The Bedfordshire report shows that the boys of the 2005 intake were the lowest performing
group in the county at KS1. The year group as a whole made unsatisfactory progress in writing
and mathematics in years 3 and 4.
In English (70%) and Mathematics (65%) the results were poor, but when viewed in terms of
average point score increase, the results (English 5.87 and Mathematics 6.08) show that
pupils did still put on two levels progress after entry to EPMS in Y5.
In Science pupils achieved close to the national average. This is a good result when measured
as improvement from an entry point score of only 19.87.
The school has agreed targets for the next two year groups based on the FFT indicators and
our own assessments of the year groups.
Intake 65 82 70 65 87 46 73 17 82 26 82 35
2006
Intake 57 80 63 64 84 41 73 21 80 30 87 33
2007
This survey was first conducted in April 2008. As a result of some of the issues identified
and of comments made during the subsequent discussions at staff meeting, the school has
entered the Bedfordshire Well-being Programme in September 2009. (See under main
actions.)
Don’t know
disagreeNeither agree or
Agree
Disagree
Strongly disagree
Staff survey: Spring 2008 (Results)
My job
Target Levels
There is considerable variation in pupils’ knowledge of the target levels even within a subject. Many
pupils do know their target level or have been told them at some point. However, if the levels are
rarely or never referred to pupils tend to forget them. There were one or two subjects where most
pupils did not know their target levels.
Pupils were less clear about the information they were given to help them reach their target level.
Some subjects are using sheets as a way of helping pupil to know how to achieve their targets, these
are particularly used at the start of topics. The use of success criteria either visually or verbally
lesson by lesson was a big help for pupils. There were some subjects in which pupil felt they were given
no information on how to achieve their levels.
Learning Objectives
Most teachers do use learning objectives in their lessons. Some are differentiated and pupils seemed
to find this useful. Not all teachers refer to the learning objective. Pupils preferred it when the
learning objective was very clearly linked to the work in the lesson and referred to during the lesson.
They found learning objectives which were not clearly linked to the lesson confusing and these do not
help learning. In some lessons the LOs were unclear, or put up so briefly at the start of the lesson
that pupils hardly noticed them.
Differentiation
Work was obviously differentiated in some lessons where teachers used differentiated LOs and
referred to them or where different books or tasks were clearly set. However, in some lessons, pupils
were not clear about whether any differentiation was happening. There were some lessons where pupils
felt differentiated work was not happening at all.
Self Assessment
Self assessment is used well in some lessons but not in others. Pupils were positive about reflecting on
Peer Assessment
Peer assessment is used quite widely across the school but with varying regularity and degrees of
detail. Pupils felt most confident about it when the criteria for the assessment were clear. Pupils
valued the opportunity to comment on each others work and seemed to feel that a range of type of
peer assessment both formal and informal helped to move their learning forward.
Questioning
Pupils enjoy the use of questioning in lessons, especially questions that make them really think and
make their brains ache. They were able to distinguish between simple factual questions and ones
requiring deeper thought and could see the benefit of both in their learning. Lots of teachers use
questioning, but fewer are using higher level questioning on any regular basis. Pupils found questioning
most useful when the purpose of the questioning was clear and focused.
Discussion
Pupils find discussion helpful, so long as there is a clear point to it. They liked the use of different
techniques for discussion eg: snowball. Discussion is happening in a lot of lessons. However, some
teachers stop using discussion permanently following any poor behaviour, pupils felt this was unfair.
Pupils found discussion most useful when it had a clear point and was focused. Some pupils use
discussion in their lessons rarely if at all.
Seating
Many teachers use planned seating some use ability, some behaviour and for some pupils are unsure of
the reasons. Pupils prefer seating arrangements where the teacher takes into account who they work
well with. In some lessons seating is unplanned and pupils sit where they choose.
Plenaries
Plenaries are happening in some but not all lessons. For some teachers they happen almost always, for
others they rarely happen. Pupils recognised many types of plenary including the use of questions,
worksheets, evaluation of the lesson, peer or self assessment of work. Teachers who regularly use
plenaries tend to use a variety of tasks. Pupils recognised the value of a structured end to the lesson
and to a chance to review and consolidate their work.
Marking/Feedback
Books are marked by most teachers on a fairly regular basis. Pupils like comments that are helpful and
make them think. Although they also like praise comments, they recognised that these did not help to
move their learning forward. Pupils notice when books are marked less regularly than usual for the
teacher or compared to other lessons, they also recognise that there are sometimes reasons for this.
Pupils like the use of traffic lighting in their work for Los etc.
Other comments:
Positive: Pupils like it when teacher move around the room and offer positive and helpful comments.
They like practical activities, anything that gets them moving and discussing. They like good comments
in their books, comments that help make them think – or questions when marking to make them think in
more detail and go back over the work. Also questions at the end of lessons before being allowed to
leave. They would like more themed lessons and more games in lessons. They like it when teachers
notice who they work best with and allow them to sit together.
Analysis of results of a survey of parents carried out on behalf of the LA by Julia Sharman in January
2008:
Preamble - In 2005 the Extended Schools Prospectus (DFES June 2005) set out 5 core offers all
children should be able to access from 2010. The core offers are Child care, varied menu of activities,
parental support, swift and easy referral and community access. Extended Services are integral to the
Governments Every Child Matters (ECM) programme.
To enable Edward Peake Middle School to offer a successful extended service, it is vital to consult all
parties involved. The basis of extended services is linking learners, parents and the community.
The consultation undertaken is quantitative and based on a survey. Questionnaires were made available
for parents to, voluntarily, complete. The questionnaire looks at the core offers of Child Care,
Parenting Support and Community Cohesion.
Consultation Results
The full questionnaire and results can be viewed on the e2bn desktop.
Analysis
* Pupils take part in a large number of activities during and immediately after the school day.
* Parents are happy to pay for this provision from between £2.99 and £5.99 for additional activities
and the majority are willing to pay up to £9.99 for holiday activities.
* Parents would like activities to be held both in their local school and in the community.
* Pupils take part in a wide variety of organized activities outside of school. Swimming and Football
are the most popular.
* 57% of parents take part in various activities in their local community. Swimming, Dance and
attending the gym are the most common.
* 70% of parents would like to see more adult/ family activities taking place in their local community.
In particular parents are looking for Exercise & Sport, Dance & Drama, Hair & Beauty. Cookery &
Healthy Eating, Literacy & Numeracy and ICT classes. Parents would prefer short courses and the
majority are willing to pay up to £6.99 per session.
* 30% of parents are interested in parenting support. The most favoured topics are; ‘Supporting your
child in school’, short parenting course, Parent Support: Literacy & Numeracy, Health advice and
Counselling.
* 31% of parents would like to see advice sessions with the majority preferring information sessions
from the Citizen’s Advice Bureau, Local Solicitor, Health Visitor and Counsellor.
n.b. Since this survey the school has become part of a consortium of local schools which has employed
their own Extended Schools worker to pursue this agenda.