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2021 SEF
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TKAT Primary Self-Evaluation Form 2020-2021A close up of a logo

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Bewbush Academy Self-Evaluation

Contextual Information                                                                                                                 

Shared with Director of Education and Governors

Number on roll: 562 (Summer 2021)

Percentage of Pupil premium: 35.1%

Percentage of EAL:  43.4%

Number of children who would fall under fair access admitted in last 12 months 2

Number of children with EHCP plans currently:


Number of children with EHCP plans currently in process:

Number of teachers:  (not including Senior Teachers non-class based) 28 (16fte, 12pt)

Number of teachers new to school: 2

Number of teachers new to teaching: 3

Exclusions: 15 children 39 session (.5 days)

3 repeat offenders (14 sessions)


Attendance overall 2020/21: 95.75%  PA: 11.3%

SEN 2021: 93.51%     PA: 18%

PP 2021: 93.07%       PA: 23%

Attendance overall 2019/20: 95.95%     PA: 7.5%

SEN 2020: 94.7%       PA: 11.6%

PP 2020: 94.84%      PA: 12.5%

Attendance overall 2018/19: 95.56%     PA: 7.6%

SEN 2019: 94.33%     PA: 14.4%

PP 2019:  94.48%      PA: 13.7%

Code -         red/orange - still work in progress                        

        purple - additional information available

Other Documents Relevant to SEF:

Pupil Premium Evaluation and Plan (insert hyperlink)

School Action Plan (insert hyperlink)

Quality of Education - Self- Evaluation


Intent: how have you planned what children will learn so they know more and can remember more over time?

Implementation: how have you ensured the intent is realised through strong and appropriate pedagogy?

Impact: are the children knowing and remembering more over time in all areas of the curriculum?

Overall evidence to support current judgement:

Remote learning during third lockdown up and running on Tuesday 5th January 2021

3 live meets a day, a minimum of 2 recorded lessons and an end of day book.

Tasks uploaded to Google Classroom, children’s work uploaded and marked.

Between 20 & 25% of pupils attended throughout under key worker or vulnerable provision.

Subscriptions to services like Myon to ensure all children had access to reading & home access to AR to continue quizzing

School provided at least 100 devices to support home learning.

Smooth transition back into school on 8th March.

Autumn Term - good progress evidenced by NTS tests

Reading clubs twice a week by all teachers to catch-up on lost reading

CPD is through The RISE incremental coaching model, all SLT & TLRs have been trained.

A Reading Lead was appointed a TLR this year to raise the profile of reading and to ensure it is championed throughout the school.

We also introduced Mathematics Mastery across the whole school to further develop our CPA (concrete, pictorial, abstract) approach.

Our curriculum has been developed in-line with the National Curriculum but is driven by ‘Well-being of Body & Mind’

We have thought very seriously about what connects our curriculum to ensure we cover all areas to support our pupils into becoming well-rounded, good citizens.


      Planet Learning

       Place Spirit


Reading and the development of language skills and vocabulary is embedded in all curriculum areas, this is seen as a vital part of every day to ensure our children develop both a love of reading and they broaden their vocabulary.

The Bewbush Pupil Passport to help develop cultural capital and encourage families to take children beyond their local area will be streamlined to ensure it is achievable for all pupils. (2020/21) -this has been streamlined to 20 activities and  forms part of the curriculum offer on the website.

The social disadvantage of our pupils is explicit in the focus on developing language skills, extending vocabulary and putting well-being at the heart of our curriculum.  This includes being a ‘Thrive’ school and following the MAPPS PSHE curriculum.  We have now included reading at the heart of our curriculum to ensure we close the reading gaps for our disadvantaged children.

We have introduced Mathematics Mastery this year, once again this programme has a huge focus on vocabulary and through the Maths Meets children revisit key concepts in order to know and remember more.

Our broader curriculum is linked through a whole school map to ensure pupils revisit key concepts in order to know more and remember more.

Our pedagogical model follows the Accelerated Learning model of; connect, activate, demonstrate, consolidate with a growth mindset approach running alongside.

The development of Knowledge Organisers continues,  ensuring core declarative knowledge is connected and revisited and moves into children’s long term memory.  Once completed teachers will have a clear understanding of what each child should know at the end of the academic year and the end of each key stage.  They will also be fully aware of where their teaching fits into the wider curriculum.  This is supported by our non-negotiables in Literacy that are revisited every literacy lesson.

The MAPPs (metacognition & psychology programme) has been embedded into the new PSHE framework along with internet safety, giving a firm foundation in well-being.

The RSE curriculum is complete and has been taught this year using the new RSE curriculum in-line with the West Sussex Toolkit.

Main area for development / reason it’s not the next grade:

The quality of education has not been judged as outstanding as we don’t yet have the evidence of the impact of teaching and learning on outcomes.

Leadership and Management - Self- Evaluation


Safeguarding: Good

Ambition and impact of leadership

Staff development & welfare

Governance & finance

Overall evidence to support current judgement:

All leaders share a clear and ambitious vision for all pupils.

Senior leaders have clear roles & responsibilities but work closely together to ensure the strategic plan is followed consistently.  Senior leaders are responsible for a specific phase and are accountable for data and assessment within their phase, however, SLT then collaborates to identify areas for improvement.  Each senior leader leads on different area, e.g. CPD, pedagogy, behaviour, curriculum, well-being, safeguarding but all are able to provide incremental coaching to teachers in their own teams whose teaching & learning is judged as below expectations.

TLRs are given for the leadership of EYFS, Reading, Writing, Phonics & Mathematics.  During the year all teachers holding a TLR were given RISE Incremental Coaching training to enable them to support & improve the delivery of their subject.

To share a clear and ambitious vision for all pupils.

To have clear areas of responsibility and accountability from the Headteacher, through senior leaders to middle leaders.

Seniors leaders to hold Year Group Leaders and subsequently all class teachers to account for quality first teaching and progress.

Middle leaders to be held to account for the consistency and impact of their subjects across the school - with all teachers having a clear understanding of the rationale for the way core subjects are taught and TLRs to champion their subject.

Senior leaders to ensure all staff have a clear understanding of the whole curriculum, with well-being and reading at the heart

Staff development has been limited this year due to;

A focus in the Autumn Term on catch-up reading groups

Spring Term lockdown

Summer Term has focused on missed Mathematics Mastery training (this was our first year on the programme), using the REAL P.E. programme.

We have welcomed two new Parent Governors this year and are in the process of inviting more Community Governors onto our Governing Body.

Parental engagement

Pupil premium reporting

Sadly, parental involvement has taken a back seat due to the COVID restrictions.  However, the majority of parents welcomed the regular phone calls and online learning to check all was ok during lockdown.

See PP report

Main area for development / reason it’s not the next grade:

To develop the newly appointed Phonics Lead with the support of the Lead Practitioner for Phonics.

To develop parental engagement through the ACE (A champion for every child) initiative

Behaviour and Attitudes - Self- Evaluation


Cultural Ethos

Attendance focus

Overall attendance 95.75% (absence 4.25%)

Positive learning attitudes  

Bullying, behavioural tracking and joining up

Well-being and care for each other

Overall evidence to support current judgement:

The majority of pupils have good behaviour and attitudes towards learning, the language of choices is used with everyone and the behaviour diamond works well in the classroom to remind children and give them a chance to get back on track and to move to the top of the diamond and achieve a Head Teacher’s Award.  Attitudes towards learning are very positive, children enjoy being in school and are very respectful towards each other, especially the minority who find school difficult.

We will adapt our provision to meet the needs of a minority of children in the best way we can.  In the final half term of Summer 2021 we created a special provision for 3 pupils who struggle to stay in a classroom.  The provision had its own timetable and numerous brain breaks were built-in, including things like developing an allotment area and growing their own vegetables.  This wasn’t particularly successful as the boys wound each other-up, however, it did mean that 3 other classes were not constantly disrupted by the behaviour of 3 pupils. The attendance of two of the pupils was also very poor, resulting in us not being able to embed good learning behaviours.

The majority of children come to school eager to learn and really engage in the exciting learning that has been planned by adults.  They want to please their teachers and we endeavour to provide additional adults to support our high number of SEND pupils.

SLT are very quick to follow-up on any behaviour issues, especially bullying and any racist or discriminatory language.  All poor behaviour is tracked and when a child falls out the bottom of the behaviour diamond and are given a white slip this is always dealt with by a member of SLT - showing disappointment in the chosen behaviour and taking time to get to the root cause.

Our curriculum has a well-being hour included every week and we have focus weeks like ‘Well-being week’.  This year we did the ‘pass it forward’ challenge where a child or adult had to say or do something nice for another child or adult but it had to be passed on.  Children were still referring to the ‘pass it forward’ challenge weeks later.

Due to our high turnover of pupils (46 new pupils this year) children are very used to accepting new arrivals to their class, they will take care of the new arrival and make them feel as welcome as possible.

Main area for development / reason it’s not the next grade:

To seek support for our children with extreme challenging behaviour from the LA - this is not easy to find.

Personal Development - Self- Evaluation


Curriculum and provision

Social mobility

Physical health

Mental Health

Personal Development and Welfare

Overall evidence to support current judgement:

Well-being hour included weekly in the curriculum.

MAPPs curriculum (Meta-cognitive & psychology programme) used to inform the well-being hour.

Well developed well-being curriculum developed including MAPPS, RSE, science, P.E., regular runs.

Outdoor learning encouraged as part of well-being (practitioner employed once a week)

Thrive provision available for a number of pupils (62 this year) through one to one and small group work by a team of 4 practitioners.

Bronze Sports Mark Awarded 2019

Quality Start Award at Platinum Level - 2020

Outstanding Achievement in the Sussex Virtual Games 2020

Pupil passport slimmed down to use during lockdown - no-screen Friday introduced with encouragement to complete some of the activities on the passport.  Unfortunately, they couldn’t include any cultural experiences due to lockdown - this will be relaunched next year.

Large number and range of sports’ based after school clubs provided.

Regular outdoor activity for breakfast and after school provision.

School usually takes part in a large number of local competitions / tournaments.

Daily mile track has been installed during the summer 2020 to support regular activity and to ensure part of the field is usable during bad weather - timer installed in 2021.  3x regular runs is part of the curriculum.

Two qualified Thrive practitioners in school with 2 support staff trained to work with children with strong emotions.

 Play therapist/Counsellor provides one to one support to children experiencing trauma.

CGL counsellors in school weekly.

Family Link Worker available to support children & families with mental health needs.

MAPPs programme at the heart of Well-Being curriculum.

CPOMs used to track patterns of referral or causes of concern.

 Specific interventions targeting social skills and behaviour, e.g. ‘bucket club’ & gardening club in EYFS.

Highly effective DSLs and Safeguarding processes, strengthened this year following lockdown to include Family Link Worker.

Main area for development / reason it’s not the next grade:

A Champion for Every Child project to be launched in September 2021.

Pupil passport to be re-launched

Early Years Foundation Stage - Self- Evaluation


Curriculum & Assessment

Environment to achieve

Phonics and reading


At the Bewbush Academy we believe that early years education lays the foundation for life-long learning.We are committed to both pupil achievement and pupil development- getting the children to aim high, broaden their horizons and develop in confidence. We deliver a curriculum that is tailored to the children’s individual needs that inspires and challenges. It provides enriching opportunities that enable children to make connections with different areas of their learning. We know that children in early years are proud of their achievements- we listen to the children discuss and talk excitedly about their learning! We pride ourselves on the relationships that we establish with the children and have the children's well being at the heart of all we do, working collaboratively with parents and carers. 

The provision across all three classes is mirrored to ensure all children have equal access to learning.  The central and outside areas are used equally amongst the classes and reflect the same areas of learning.

The focus for this year has been the development of the outside area.  It now provides an extensive garden/allotment area, a bikes & trikes area, a gravel pit for large (ish) trucks,a climbing area, sandpit and literacy and number-based areas.  Alongside these areas are a mud kitchen and a water area.  The pupils have free access to these areas when it is their turn to be outside for free-flow.  There is a richness of language and number across the outdoor area that is also reflected inside the unit.

The development of language skills has also been a focus for the last two years.  This year saw the introduction of ‘Talk time’ to encourage children to speak in full sentences and to explore their language skills.

The teaching of phonics is seen as a strength of EYFS, and was reported as such by the TKAT Lead Practitioner.  We have spent time and money sourcing the right books to match children’s phonic knowledge.

We provide an additional adult to read one to one with children every day, this results in amazing progress for these children.  All additional adults have a responsibility for the reading of a small number of children to ensure all children gain good foundations in their reading skills.


In EYFS, the children learn in a variety of ways which means that every child can learn in a style best suited for them. Teachers carefully plan small, focused activities which are adult led as well as many independent activities which are child initiated. There is a structure to the day which enables the child to feel secure in a familiar routine however within that structure the children are given time to extend their own interests and develop their learning in their own way. Our school day is a mixture of whole class teaching often based around a core text, small group work, 1:1 teaching and independent learning opportunities. The curriculum is planned around the child with the child’s well being at the core. The children learn outside as much as they do inside. The outside classroom, EYFS garden area and allotment are key and central to our provision.


July 2021 68% of pupils achieved GLD.

The target in Autumn 2020 was 72%, following the two month lockdown and 4 children leaving EYFS (2 of which reached GLD).  7 pupils joined EYFS during the academic year, 3 of them in the summer term, making it difficult to collect sufficient evidence.

Progress Since Last OFSTED                                                                                                 

Last Ofsted Report: 22/11/2017                        Next inspection Due: 2021/22?

Self evaluation - How has school addressed concerns raised in last Ofsted report?


(add wording from report)


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Continue to improve the use of assessment information by leaders & teachers so that:

·    Progressively more demanding activities are devised to challenge and deepen the learning of the most able pupils in a wide range of subjects

Parents regularly receive clear information about how well their children are learning and progressing

Split inputs used on a more regular basis to ensure children are not listening to work they can achieve but are challenged to take their learning forward.

Interim descriptors developed in writing for all year groups to guide teachers on next steps.

New feedback policy to be introduced in September 2021 to improve the impact of feedback on learning.

Interim report on progress to parents introduced at the end of the Autumn Term for all EYFS pupils. Parents are now better informed by improved use of School’s Buddy to highlight events and opportunities to come into school.  All teachers have an open door policy at the end of each day.

Ensure that other adults are engaged in supporting pupils’ learning in all parts of the lesson

Split inputs involve all adults leading groups of children throughout the lesson.


Appraisal targets give responsibility for attainment and progress to all adults working with pupils.

All adults are expected to ‘live mark’ during lessons.

Further improve the effectiveness of leadership & management by ensuring that middle leaders can effectively monitor the quality of teaching, learning and outcomes across the curriculum, with the same rigour as in English & mathematics.

Middle leaders have clear responsibility for monitoring the quality of teaching and learning in their subjects and have discussed impact with the CEO.  They have conducted joint learning walks with T&L Lead to ensure judgements are consistent with SLT and QA’d.

Core subject leaders have received training on Incremental Coaching to ensure a consistency of approach to T&L development across the school.


However, wider curriculum leadership is not in place outside of core subjects; English, mathematics, science and computing.  We have wider curriculum teams to ensure teachers’ workload is kept to a minimum.

Self evaluation - Abbreviations and Explanations:




Further explanation


Special Educational Needs (Disability)

Children identified by school or statemented or who have an Educational Health Care Plan

Children are moving towards Educational Health Care Plans.

Categories of SEN not to be confused with children who need to catch up.


Read Write Inc

Phonics reading scheme

Developed by Ruth Miskin a scheme targeted at early reading and phonic skills, delivered in a particular style and to a particular method, used in our school passionately and enthusiastically.



Children from a poorer background

Pupil Premium children, those on Free School Meals therefore vulnerable to underachievement.


Spelling and Grammar

New test for KS1 and in place for KS2 since 2012

SPAG – testing grammar and spelling, short test delivered at end of KS2.


Spiritual, Social, Moral, Cultural

A part of teaching children about how to be good citizens of the world.


Learning Support Assistant

1 in every class all morning

TAs provide small group or individual interventions for children need additional catching up


English as additional language

This encompasses a range of needs and a range of abilities from Reception to Year 6 and in all stages of their development of English.


Continuing Professional Development

All staff

Staff meetings for teachers and Teaching Assistant meetings held weekly. Most professional development delivered through this and feedback from monitoring.


Early Career Teacher

3 members of staff

A teacher in their first two years of teaching who receives an additional half day out of class.


Mathematics Mastery

Rec, KS1, KS2

A programme built on whole class pedagogy, a lot of talk and deepening understanding.


Planning, preparation and assessment

All teachers

Usually roughly equivalent to one session morning or afternoon session per week. (10%)


Talk for writing

All classes

A programme used to teach writing across all the school and age ranges, particularly to develop speaking and listening and boys rehearsal of the writing


Personal, social & health education/

Relationships & sex education

All pupils

A carefully considered programme that includes our well-being curriculum.