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Bewbush Academy Evaluation and

Development Plan

September 2020 - August 2021

Reviewed by SLT

Reported to Governors

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TKAT Development Framework 2020-2021

Long Term Strategic Plan - 2025- 2025

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Contextual Information

Shared with Director of Education and Governors

Number on roll: 567 (Autumn 2019)

Percentage of Pupil Premium: 32.3%

Percentage of EAL:  42.3%

Number of children who would fall under fair access admitted in last 12 months:  8

Number of children with EHCP plans currently: 9

Number of children with EHCP plans currently in process: 1

3 to be applied for this year.

Number of teachers:  (not including Senior Teachers non-class based)   27 (21fte, 6 p/t) + 2 x maternity(p/t)

Number of teachers new to school: 0

Number of teachers new to teaching: 2

Exclusions: 9 children 37 sessions (½ days) 

Attendance  - 2019/20 for Autumn & Spring Term only

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

SEN 2019/20: 94.7%            PA: 11.6%

PP 2019/20: 94.84%           PA: 12.5%

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

SEN 2018: 94.33%       PA: 14.4%

PP 2018: 94.48%           PA: 13.7%

Attendance overall 2017: 95.32%           PA: 7%

SEN 2017: 93.53%          PA: 14.8%

PP 2017: 94.54%           PA: 13%

The Self-Evaluation and Action Plan are both combined into one document. The actions in the AP should be the main areas for development identified in the Self-Evaluation. There may be more or less than the number indicated on the template for each area. There may also be areas with no actions.

Code -         red/orange - still work in progress                        

        purple - additional information available

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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:

Monitoring was constant and on-going, SLT have completed joint observations where a whole year group is observed by two members of SLT (HT & Phase Leader) with a focus on quality of learning and consistency of provision.  Books monitored for quality of work and consistency by Phase Leaders in PPA.  Teachers have high expectations of behaviour for learning and quality of outcomes, using the ‘Behaviour Diamond’ and following the format of the schools pedagogy, (Accelerated Learning).  In literacy there has been the embedding of last year’s new spelling programme and teachers have been introducing Tier 2 words to extend pupils’ vocabulary.  The introduction of Spaced Learning (last lesson, last week, last month) in maths has ensured learning is returned to and not just learnt and forgotten..

CPD has focused on Lesson Studies across year groups and teachers have accessed the TKAT Beyond Best Practice & NPQML training.  Sadly both of these were interrupted due to COVID-19..

Coaching and mentoring is in place for teachers to develop their practice using the RISE incremental coaching approach.

All teachers teach a hybrid model of Talk 4 Writing and Power of Reading, EYFS & KS1 teach RWI phonics and reading is supported by Accelerated Reader in KS2.  The PACE model is used in Maths (Practice, Apply, Challenge & Extension) as well as a Concrete, pictorial, abstract approach with a focus on the use of structured apparatus this year along with the bar model approach to problem solving.  Live marking has been introduced and has been a key development area.

The development of a new wider curriculum that meets the needs of the Bewbush pupils and is underpinned by well-being is an ongoing development, at the heart of which is the PSHE curriculum with the MAPPs (Metacognition and Psychology programme), programme for each year group.

COVD - 19

In October 2019 The Bewbush Academy began the journey to become a ‘Google’ school with Insets for all staff and an expectation that teachers would begin to experiment with Docs, Slides & Google Classrooms.

March 2020 - in two days we set the whole school up with a Google Classroom log-in and gave them access to daily work and interaction with their class teacher throughout lockdown.  Paper packs of work were produced fortnightly with a regular pick-up made available to parents and from May we began to provide a wider curriculum that provided families with a common area of learning across EYFS to Year 6.

We stayed open for our Key worker & vulnerable children with an approximate attendance of 21% throughout, once wider opening was allowed we gradually increased to accept 48% of pupils back into school.

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


We have developed a fabulous outdoor learning area that supports the curriculum and during 2019/20 we provided professional development to develop teachers’ skills & knowledge.

We have also developed our teaching of reading, knowing it was necessary for our pupils to develop their vocabulary (this began in 2017) we have now moved on to unpicking the teaching of reading skills. - The majority of twilight training has focused on how we teach reading and developing a Bewbush model and all teachers attended an Inset in March 2020.

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 will form 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.

CPD for all teachers is provided to build knowledge, external support has been provided to develop outdoor learning, internal research and external support has been provided to develop the teaching of reading.  A significant budget has been provided to ensure the books in EYFS/YR1 match the teaching of phonics and support the development of reading in YR2.  A budget to increase accelerated reader aligned books and to resource the new library has also been allowed for..

Knowledge organisers are being developed to check the knowledge children need to know by the end of Year 6 along with a coverage check to ensure full curriculum coverage.  The knowledge organisers clearly indicate the bigger picture for that curriculum area, the journey through the school’s curriculum with the focus on vocabulary building.  All year groups are in different places with the development of knowledge organisers, all have them in place for science, history and geography for the Autumn Term.  Year 3 & 4 have developed them for all terms.  These will continue to be developed as we move through 2020/21.

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

Work is now taking place on the new RSE curriculum in-line with the West Sussex Toolkit. - this has been completed and shared with teaching staff.

Predictions for KS2 outcomes (July 2020) based on Spring 2 outcomes

Reading 84%

Writing 77%

Mathematics 77%

Combined 68%

KS1 predictions based on

Phonics 19/20

Spring outcomes predict 81% on track.

EYFS predictions GLD 74%

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

To close any gaps created by school closures and to improve the teaching of reading for all.

The Quality of Education has not been judged as outstanding as everything we have achieved now needs embedding to ensure all members of the teaching team are secure in our focus areas.

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Leadership and Management - Self- Evaluation 


Safeguarding Outstanding

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.

 We have middle leaders for core curriculum areas and Curriculum Teams for the wider curriculum.  Reading has been led by an Assistant Head during 2019/20 who led on the research and development of our approach.  It is now time to appoint a TLR for Reading.  

We develop our teachers through a programme of CPD, identifying teachers to attend NPQs through the TKAT system supported by Ambition Leadership or developing mentors for students and NQTs.

 We grow teachers through the Teach First programme or the Trust’s own SCITT programme.  We currently have two teachers who completed their training through the Teach First ITT programme and a teacher who completed the TKAT SCITT programme.  We have one teacher on her second year of the Teach First ITT programme and one trainee teacher spending the first term of his Teach First ITT programme.

All senior leaders lead on appraisal/professional development reviews for their phases for both teachers and support staff.  CPD is then discussed and arranged with core subject leaders.

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.

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 focused on the development of vocabulary and reading.  All teachers have been involved in research in developing the VIPERS approach to teaching reading.

An induction programme has been developed for all new employees to ensure everyone has access to professional development.

Each year staff receive update training on our Thrive approach to children’s emotional well-being and challenging behaviour.  During the pandemic a teacher, trained as a coach, and the school counsellor were available to staff needing additional support during lockdown.

The school is currently undertaking Mental Health Champions training.

Full Governing Body meetings are held 6 times a year.  We are a small Governing Body, therefore all reporting is completed by the FGB with each Governor having an area of responsibility and meeting with the relevant member of SLT to govern this.

Parental engagement

Pupil premium reporting

EYFS parents receive a reading & phonics workshop early in the academic year to ensure they are on-board with our approach to reading and are able to support their children’s phonological development.

All parental engagement then switched to engaging parents in online learning, ensuring they were well and delivering food parcels where necessary.  

The Pastoral Lead maintained contact with families of vulnerable pupils.

The Family Link Advisor maintained regular contact with vulnerable parents through Whatsapp.  

Senior Leaders maintained contact with a percentage of vulnerable pupils, SENCO maintained contact with SEND children as well as setting-up a SEND Google classroom.

Class teachers kept in touch with pupils not considered vulnerable.

See PP report.

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

To ensure core subject leaders have the same high ambitions that the senior leaders have for all pupils.

To develop the newly appointed TLR for Reading.

To continue developing a smooth transition between class-based learning and remote learning.

To introduce staff to Mental Health Awareness Training with a few completing the MHFA training.

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Quality of Education & Leadership - Action Plan 


What we want to achieve

How we will achieve it


(supported by)

Monitoring and Evaluation



Success Criteria/ Milestones

Raise attainment in reading.

Pupils gaining a wide vocabulary

Deepen understanding of conceptual teaching of mathematics

Access to a curriculum that meets the needs of the multicultural & diverse community of Bewbush

Reading at the heart of the school, access to high quality, rich texts, new library, whole school community involved in raising attainment in reading. CPD for all staff

Reading Clubs x 2 per week

Strong focus on vocabulary in all areas of the curriculum and during all reading sessions.

Introduce Mathematics Mastery across the whole school.

Keep reviewing the newly devised wider curriculum.

Newly appointed TLR for Reading to review core texts used in all year groups to ensure a cross section of authors and subject matter.

TLR for Reading - TBA

Supported by KS









Quality of whole class reading sessions * reading intervention

Relevant vocabulary can be seen in classroom displays and being applied in books

Chosen books & diversity of subject matter taught.

  • Accelerated progress can be seen at each data drop
  • Gaps between groups are closing
  • All children benefit from the Reading Clubs

Autumn Term 2

Spring Term 4

Summer Term 6

Accelerated progress from September Baseline (+ 5 months)

  • 2 months on top of actual months
  • 3 months on top of actual months

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Milestone data

Actual data


Weekly Actions to get back on track (RAG rated) numbered by week



September 2020

All Baseline data to be analysed for gaps and fed into Reading Clubs

28.09.2020 - Review of all classes English, mathematics & topic books

Completed as a whole SLT and feedback given to year groups.

Nothing to cause concern, teachers are closing gaps whilst also focusing on current year’s learning.

Further investigation into Year 3 teaching of Mathematics Mastery to be carried out by KS.

DL to feedback to Year 5 teachers to adjust their use of the marking codes.

Notice to go out to all staff on expectations for marking during PPA - CD



September 2020

All Baseline data to be analysed for gaps and fed back to teachers to inform planning

9.11.2020 - Review of all English, mathematics & topic books


Autumn 2

December 2020

Attainment & progress to be analysed to inform future Reading Clubs & QFT

7.12 2020 - Review of all English, mathematics & topic books


Autumn 2

December 2020

Attainment & progress to be analysed to inform QFT & intervention

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Behaviour and Attitudes - Self- Evaluation


Cultural Ethos

Attendance focus

Overall attendance 96.1% (absence 3.9%)

September 2019 - March 2020

Positive learning attitudes  

Bullying, behavioural tracking and joining up

Well-being and care for each other

Overall evidence to support current judgement:

All poor behaviour is tracked and only involves a small minority of pupils.  The majority make good choices and understand the consequences of poor behaviour.  

All adults are trained in the Thrive language of WIN and work had to de-escalate potential issues before calling on a Thrive practitioner or member of SLT to take over.

We work closely with a number of counsellors to support children through different life circumstances;

Thrive Practitioners in school

Family Link Advisor in school

Play therapist in school

CGL counsellors who come into school regularly.

Family Link Worker works closely with the EWO to ensure anyone missing school is encouraged back into school.  She also supports children who are school refusers with school avoidance work.


High expectations and consistent use of the Behaviour Diamond are used highly effectively to encourage positive attitudes.  The language of growth mindset is used across the school to build resilience and is a regular focus of school assemblies.

 Pupils are proud of their achievements and reaching the top of the diamond, either through positive attitudes or amazing learning  and is celebrated by a Headteacher’s certificate the same day.

A more targeted approach is taken with some children who find it difficult to regulate their own emotions.  The Thrive practitioner will work directly with them looking at triggers and throwing a light on unacceptable behaviour or supporting them to develop strategies to recognise their own triggers.  Support is provided either one to one or in small groups.

Poor behaviour beyond the bottom of the diamond is dealt with through white slips to a member of SLT and tracked on an SLT spreadsheet.  Parents are notified when there is a pattern of regular occurrences or when there is a major incident.  Playground behaviour is treated in the same way but a child is sent into reflection, the incident is then recorded and tracked in the same way.

Although anti-bullying week is highlighted each year with whole school involvement linked to the curriculum there are values-led assemblies throughout the year with a focus on kindness..

For the future, minor incidents on the playground need to be dealt with by having ‘timeout’ on the playground and reduce the number of children sent in. There also needs to be better communication to notify parents when incidents are happening - during the year we introduced a time-out bench in each playground for adults to send children to sit on should they feel they are getting carried away on the playground and need some calming time. - This has reduced the number of pupils being sent in to reflection.

Reflection has not been happening during lockdown and will not reopen in September 2020 as it would mean bubbles mixing.

Pupils follow the Bewbush Five rules and are reminded of expectations and how they could use the Bewbush Five to reflect on their choices.

Our Bewbush Values Super Heroes are used to encourage good behaviours towards each other and towards their learning and are presented to a member of each class in Celebration Assembly weekly. - The Super heroes will go from September 2020 with a move to focus on the Bewbush 5 - school values, rather than have two systems.

The introduction of outdoor learning for each year group has helped develop healthy attitudes towards the outdoor environment and supported the children in understanding how a connection with nature keeps their minds healthy.  This was a fabulous addition to our healthy minds curriculum.

Online safety is embedded in the new Well-Being curriculum and supported through assemblies - this year we have signed up to the National Online Safety website and all staff have completed the training.

Young interpreters are trained and used to support EAL new arrivals.

Areas of responsibility; play leaders, councillors & peace makers support children - unfortunately not during the pandemic as it means mixing bubbles.

Main area for development / reason it’s not the next grade: Returning to school in September will be different and we will need to have a refocus on behaviour expectations, especially attitudes to learning.

We need to look at how pupils return following the COVID-19 shutdown and how much support pupils need to refocus their learning.

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Personal Development - Self- Evaluation


Curriculum and provision

Social mobility

Physical health

Mental Health

Personal Development and Welfare

Overall evidence to support current judgement:

MAPPs programme provides a component of our newly developed Well-Being curriculum (along with online safety, RSE, P.E. and science), 10 modules developing children’s understanding of their brains and the impact of these on their emotions and behaviours. Each year builds on the knowledge and understanding from the previous year.

 The newly developed wider curriculum has wellbeing of mind & body running through it with strong links to their personal development.

 An outdoor learning area has been developed to enhance the curriculum, it contains an outdoor classroom, an allotment, a den building area and a seating area – the addition of six weeks of outdoor learning for each year group will bring this into full use and will support CPD for teachers.

 The Thrive approach to dealing with children with dysregulated behaviour is a whole school approach to support children to regulate their emotions, this is further supported by 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

Development of pupil passport ready to be launched in September 2020.

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


Regular outdoor activity for breakfast and after school provision.


School 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.

Sports specialist employed by school to work with all year groups.

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.


Thrive provision available at lunchtime for some children.


Specific interventions targeting social skills and behaviour.

Highly effective DSLs and Safeguarding processes.


Welfare of pupils and communication with parents is at the heart of Bewbush.

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

New P.E. Curriculum to be launched September 2020.

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Behaviour and Attitudes & Personal Development - Action Plan 


What we want to achieve

How we will achieve it


(supported by)

Monitoring and Evaluation



Success Criteria/ Milestones

Happy, healthy pupils

Pupils who have an interest and gain enjoyment from the world around them

Well-being curriculum, Thrive, MAPPs, SRE, P.E., outdoor learning.  New RSE expectations to be embedded into the Well-Being curriculum.

Launch of new P.E. curriculum.

Outdoor learning, outdoor P.E./Regular Runs, Pupil Passport, wider curriculum all to form part of our well-being of mind & body.







Book looks, lesson drop-ins, discussions with pupils.

Lesson observations and pupil interviews.

Pupil interviews

  • RSE/Well-Being curriculum to be available for January 2021
  • Evidence of MAPPs work in books from end of Spring Term 2021
  • Observations of teachers teaching P.E.

Autumn Term 2

Spring Term 4

Summer Term 6

HM to complete RSE curriculum

RSE Toolkit available to staff

MAPPs work in books

P.E. observations

Interviews with pupils show a developing understanding of how to keep their minds & bodies healthy.




Milestone data

Actual data





Missed learning from Summer Term

New RSE curriculum ready for catch-up teaching during Autumn 2 2020.

Shared with staff during INSET - November 2020.

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Progress Since Last OFSTED        

Last Ofsted Report: 21/22 November 2017 - Next inspection Due: 2021/22

Self evaluation - How has school addressed concerns raised in the last Ofsted 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.

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.


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 not too great.

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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


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.


Newly Qualified Teacher

2 members of staff

A teacher in their first year who receives an additional half day out of class.


Mathematics Mastery

Rec, KS1

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.


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