Northgate Primary School

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Self Evaluation

Self-Evaluation of Northgate Primary School – 2018/19

Context: Northgate Primary School is situated in the Northern part of Gt Yarmouth with a roll of 415 (September 2018). We are a two form entry primary school with our first Year 6 children in school in the academic year 2018/19. Gt Yarmouth is the most economically deprived borough in the East of England and the 4th most deprived Seaside town in the UK (Sept 4th 2017). Nearly 25% of all children in Great Yarmouth live in poverty (HMRC 2012 Child Poverty Statistics) and the number of children open to intervention by Children’s Services is four times the national average. Statistics collected by Gt Yarmouth Borough Council show that the average weekly income is significantly lower than other boroughs in the East of England and lower than the national average.  Great Yarmouth has the highest number of children in Norfolk being housed in temporary accommodation. The unemployment rate is nearly double the national average. Only 16.9% of adults have a qualification at NVQ Level 4 or above compared with 36.8% nationally.

  • Latest Ofsted report “Good” (July 2018)
  • The school had 4 looked after children in 2018/19
  • The level of entitlement for Free School Meals was 46%.
  • Ethnic mix / EAL children, we currently support 10 languages other than English (23%)
  • SEN – 5 children were in receipt of an Education/Health Care Plan with 5 pending
  • We are a nurturing school and have been re-awarded the Marjorie Boxall Kite Mark (May 2018)
  • Attendance is not always seen as a high priority with some of our families. We are continuously addressing this using our Parent Support Advisor and Attendance support from NCC.

Outcomes for pupils are Good because of the very low starting points on entry. Pupils enter our Reception classes from a number of pre-school groups, nursery classes or from home. A baseline study of the FSP scores at beginning of autumn 18/19 showed that 15% of all children were on track to meet GLD at the end of the year, 20% of children had identified speaking and listening targets on entry compared with 7% of children who were ahead of their expected levels. There were 26% EAL children who had little or no English. Many children enter Reception without basic self-care skills such as being able to use a toilet, dress themselves or use eating utensils; many have never held a pencil before. Evidence of progress can be seen in the Learning Journeys in Reception and the tracking using EYFS outcomes. By February 2019 the number on track to achieve the ELG had risen to 23% and the number that actually achieved by June 2019 was 60% which is an improvement on last year of 3%.
Outcomes are Good because children rapidly develop knowledge of phonics, fine motor coordination and number skills, enabling them to start Key Stage 1 well. Reading/Writing/Maths combined score at the end of KS1 was the same as 2018 at 57% in 2019.
Outcomes are Good because children in receipt of the pupil premium make similar or better progress than those not, our results were higher than those nationally at 58% compared with 50% nationally. Children on the SEN register make sustained progress, intervention groups are provided from Reception and sustained into KS1 depending on identified need; high achieving children are identified and supported to work at greater depth within the expected standard.
Our Year 1 Phonics check pass rose from 78% in 2017/18 to 88% in 2018/19.

We provide two Learning Support facilities to address the low attaining children in Key Stages 1 and 2.

Outcomes are not better because not all groups make substantial and sustained progress relative to their starting points (EAL). We need to achieve higher numbers of children at Greater depth at the end of KS1.

We need to achieve a higher Reading/Writing/ Maths combined SATs score at the end of Year 6.

Personal development, behaviour and welfare is Good, children have a positive attitude to learning, they conduct themselves well, behaviour is usually good. Children have respect for themselves and others, they respond well to the school’s behaviour policy, making their own rules and abiding by them. They respond appropriately to a variety of adult role models in school. Replies to questionnaires by parents and pupils demonstrate that they are very happy about safety and behaviour in school. We have achieved the Marjorie Boxall Kite Mark for being a Nurturing School; we have been awarded Investors in Families. Rigorous attendance procedures ensure that this is taken seriously by the majority of parents who engage in the process.
Behaviour and Safety is not better because there are some children who have to be reminded about their responsibilities in managing their own behaviour. There are parents who do not recognise the importance of coming to school every day on time and our attendance figures remain stubbornly below those nationally at 94% compared to 96% nationally.

The quality of teaching and learning and assessment in school is Good because triangulation of a range of evidence including progress data shows that the majority of teaching in all subjects is good and some is outstanding. Teachers demonstrate high expectations and set challenging tasks for all pupils and ensure that needs are met through continuous assessment, moderation and the provision of intervention activities based on individual need. Children on IEPs have SMART targets which are child friendly and have a real impact on progress. Literacy is taught effectively and through a cross curricular approach ensuring that Reading, Writing and discussion are used effectively to promote progress. Children are encouraged to achieve through a wide range of teaching and differentiation methods, including whole class, small group and individual support. Teaching Assistants are valued as facilitators of learning and their training needs are a high priority in the SIDP.
Work scrutinies are carried out over the year to ensure that progress is consistent; Moderation is undertaken at Cluster and County level.
Teaching and learning is not better because children are no always fully engaged in every lesson. Although extension activities are provided to challenge high achieving children some do not take up the challenge and do not push themselves.

The effectiveness of leadership and management is Good because school leaders have a strong vision for the school and are ambitious, prioritising increased performance in all areas as part of the SIDP. The Governing Body challenge and support; have an overall understanding of the areas for improvement and manage resources to maximise potential. School policies are applied effectively and consistently. Improvements in teaching and learning have been a key priority of the leadership team which has effectively encouraged progress. The curriculum is regularly reviewed and revised in line with the needs of the children and the latest information. It is used to enhance aspirations and develop SMSC. Performance targets are linked to SIDP and training needs are a high priority when setting the budget to maximise the potential of future leaders through CPD, student support and training support staff. Parents are involved in their children’s learning; community links are established and maintained ensuring that the school has a high profile locally. Safeguarding is managed effectively with staff routinely engaging with outside agencies to support and enhance the life chances of our children and families. A strength of the school is the quality of the relationships that develop mutual respect, good behaviour, emotional security and equality of opportunity. The school fosters collaborative links with schools in the cluster and in Norfolk to promote system leadership and further improve middle management.
Leadership and Management is not better because Governors are working further to visit the school regularly and prioritise attendance at regular meetings. Governors are working towards being fully trained in some of the basic procedures, including HT performance management and Pupil Premium outcomes.

The evidence for the above judgements can be found in FFT data, School data, Minutes of Governor meetings including committees, budget commentary, SIDP, Pupil Progress minutes, Performance management notes, Subject monitoring data and reports, work scrutiny, celebration books, EYFS data, school reports, Staff training records, Single Central Record, parent surveys, Head Teacher reports to Governors, School Website, Policies, Curriculum planning, SIP visit reports, Cluster and County moderation, attendance figures, benchmarking, CP and FSP records.

Overall Effectiveness of the school

Northgate Primary School is a GOOD school because our children benefit from high quality learning experiences and good teaching. In the year 2018/19

Year 6 SATS RESULTS 2019



On Track/Above

Greater Depth

















R/W/M combined




Reading/Writing/Maths combined was very low at 30% (National is 65%)

Of the 16 children who achieved this only 8 of them achieved GLD at end of Reception so this is a good progress measure.

Only 7 children (13%) achieved below standard in all 3 areas in their SATs, therefore 38 children (72%) achieved the standard in at least one area. Considering our low starting points this is a good progress measure.

Overall Effectiveness is not better because not all pupils make rapid and sustained progress, not all teaching over time is outstanding, we have a small but persistent number of children who do not attend school every day on time; achievements are below national standards and have been for the past three years, even though progress from starting points is good.