The Provider:
Crocketts Lane Primary School, Sandwell
Crocketts Lane is an average sized primary school (NOR 224 not including nursery) serving an area of significant disadvantage. 84% of the pupils come from minority ethnic backgrounds and currently 51% of pupils aged 5 and over speak English as a second language. The percentage of pupils with SEN is rising and is currently 22%. FSM eligibility is currently 31%.
Summary:
The development of the creative curriculum has helped to create a whole school ethos which has allowed for a more linked, coherent approach to teaching and learning. It has promoted a greater confidence in teaching staff to plan and deliver creative lessons as well as how to adapt and change the learning environment in a more innovative way. Pupil feedback (including the PASS survey) along with raised attendance figures, indicate that learners are far more enthusiastic and engaged with the curriculum. End of KS2 trends (as well as standards in maths when linked to the thematic curriculum) show improvement.
The Aim:
In 2002, Crocketts Lane achieved primary status (having previously been an infant school); at this point, the curriculum was outdated and unsuitable for KS2 pupils. Monitoring demonstrated that pupils were disengaged and took little pride in their work. Standards were well below average in all areas. Staff were demoralised and disinterested in the curriculum as it then was. The head teacher; having worked with the LA on developing a thematic curriculum; had expertise in this area and had seen the positive impact that this type of curriculum had on teaching and learning.
What do you see in the school?
- The Curriculum Committee of the governing body is fully involved in monitoring the progress of the creative curriculum;
- The working party to establish the curriculum has been very successful and has inspired the teaching staff, TAs, parents and governors.
- Curriculum is being used by other schools.
- Objectives in performance management documentation relate to Creative curriculum.
- Inspire workshops where parents are invited in for the morning to work alongside pupils have achieved almost 100% take up.
- Teaching and learning policy, curriculum policy and assessment policy all reflect commitment to creative curriculum;
- Head teacher's performance targets included commitment to introducing and developing the creative curriculum;
- The creative curriculum is recognised as 'good' by OFSTED.
- CPD is a strength in the school.
- Creative curriculum shared through local authority network.
- Curriculum committee is rigorous in holding the school to account and confirms that the Leadership and management of the school is very good, and the HT in particular has been the inspiration to effect change in parents, staff, governors and pupils at the school.
- The creative curriculum has had a dramatic impact on achievement;
- Impact on attainment is emerging;
- Pupils' work on creative curriculum displays very high standards and reflects their enjoyment of the work;
- Pupils confirm that they enjoy work, especially the hands-on, creative approach to learning in the thematic parts of the curriculum;
- Homework projects now engage pupils and parents more fully and allow an element of choice in how pupils demonstrate their learning.
- Increased percentage of return on homework - from 30% in year 6 to 80% now.
- Assessment for learning techniques fully embedded as part of creative curriculum
- % good or better lesson observations has increased to almost 80% which is their target for this year.
- Greater autonomy in learning;
- TAs more involved in planning and delivering curriculum;
- School shares creative curriculum through LA network, toolkit website, showcase visits from other schools;
- Lead school on creative curriculum in Smethwick Learning Community;
- Staff share good practice;
- Visits by other schools;
- Parents receive information each term on curriculum;
- Chair of governors curriculum committee uses T&L approaches in university lecturing!
What difference does it make?
- LA reviews confirm that creative curriculum has contributed to raised standards;
- Attendance data shows improvements from mid 80% in 2005 to 95%+ now.
- Behaviour incidents and referrals to leadership reduced.
- Parents' questionnaires reveal satisfaction with creative curriculum.
- Assessment information and work scrutiny evidence shows impact of creative curriculum.
- Improved attendance;
- Improved achievement;
- Improved attainment;
- Greater engagement with and enjoyment of learning for all learners;
- Greater engagement with and enjoyment of teaching for all staff;
- Increase in % return on homework;
From where is evidence collected to prove the Leading Aspect?
- Planning documentation;
- Verbal evidence of chair of Governors curriculum committee.
- Letters from HTs of other schools.
- Performance management documentation.
- Verbal evidence from teachers and governor
- Poilcy documents;
- Governor confirmed this.
- OFSTED report;
- Agendas and presentation notes from LA events;
- Letter of endorsement from LA advisor.
- Verbal confirmation from governors' curriculum chair.
- NC levels up by 20+% since 2005;
- LA graded standards as 2 in most year groups in recent monitoring activity;
- Pupils' books, displays, website.
- Verbal evidence from pupils who were able to explain very articulately why they like learning in this way;
- Verbal feedback from pupils, teachers and parents;
- Parent questionnaires;
- Homework data.
- Pupils' workbooks show evidence of peer and self assessment and teacher assessment for learning;
- Learning objectives are clearly displayed, shared with pupils and pupils judge themselves against pupil-friendly targets.
- Verbal evidence from curriculum committee chair;
- LA monitoring and review documentation for literacy and numeracy;
- Attendance figures;
- Literacy and numeracy co-ordinators confirm that very few referrals are made to them from other classes.
- Questionnaire analyses.
- School and LA monitoring and work scrutiny documentation.
- Attendance data;
- Achievement evidenced in pupils'work;
- Attainment data and LA evidence;
- Verbal confirmation from pupils, staff and governor;
- Homework data;
- Pupils confirm sense of ownership in learning;
- Parent/governor verbal confirmation;
- Evidence in pupils' work;
- Letter to local HT confirming that the TA network is facilitated by Crockett's Lane primary TA;
- On-line toolkit seen;
- Agendas and minutes of LA meetings seen;
- Letters from HT in other schools re visits to Crockett's Lane;
- Testimonial from LA advisor;
- Staff meeting minutes;
- Letters from HTs;
- Maths MTP;
- Curriculum 'maps';
- Verbal evidence from chair of curriculum committee.
The Verifiers Comment
The creative curriculum at Crockett's Lane Primary is exemplary in many respects:
- The creative curriculum has had a dramatic impact on achievement;
- Pupils' work on creative curriculum displays very high standards and reflects their enjoyment of the work;
- Pupils confirm that they enjoy work, especially the hands-on, creative approach to learning in the thematic parts of the curriculum;
- Homework projects now engage pupils and parents more fully and allow an element of choice in how pupils demonstrate their learning.
- Increased percentage of return on homework - from 30% in year 6 to 80% now.
- Assessment for learning techniques fully embedded as part of creative curriculum.
- CPD is a strength in the school, largely because of the creative curriculum and the planning process which involved all staff;
- Creative curriculum shared through local authority network.
The curriculum committee of the governing body is rigorous in holding the school to account and confirms that the Leadership and management of the school is very good, and the HT in particular has been the inspiration to effect change in parents, staff, governors and pupils at the school through the introduction of the creative curriculum.