1. Lincolnshire Schools Peer Review
Summary Outcomes

2. The Overall Picture Delete not applicable
Ranking of Li nc ol ns hi r e s c hool s ’ per for manc e ag ai ns t key attri butes, bas ed on peer reviews
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3. Top Five Areas of Strength in Lincolnshire Schools Overall
Top areas of strength in Lincolnshire schools based on peer reviews

4. The Focus of Peer Review Discussions Examples of top 5 areas of focus for peer reviews as reported by Lincolnshire schools in
Pupil Progress – DISAD writers, progress is hindered by mobility – school recognises number of children reaching GD needs to increase, progress measures are below the National
Middle Leadership – New models or systems introduced so needs work or new members of staff or within recruitment
Teaching & Learning – marking and feedback is currently under feedback, ensure the successful group work Is recorded somehow, new staff so need to be kept consistent practice across the school with new team including NQT
Attainment – Ensure outcomes in Phonics are at least in line with the national, overall outcomes in KS2, KS2 reading results
Assessment – Tracking of formative assessment still in a developing stage – new system, to make fuller use of the school’s assessment and tracking system ensuring that all users use this to identify the progress of significant groups, further development of peer and self assessment

5. Top Five Development Areas in Lincolnshire Schools Overall
Top areas for development in Lincolnshire schools based on peer reviews

6. ‘What was the focus for the peer review?’
Focus of the peer review:
Key words cited in response to the question during peer reviews:
‘What was the focus for the peer review?’

7. Focus of the school improvement workshop?

8. Lincolnshire Schools’ Top Concerns

9. Schools’ Top Concerns in 2017-18 by Locality
Key:
- Boston
- East Lindsey
- Lincoln
- North Kesteven
- South Holland
- South Kesteven
- West Lindsey

10. Schools’ Top Concerns in 2017-18
by Phase
Key:
-Infant
- Nursery
- Primary
- Secondary
- Special

11. Directory of School Support
How might the peer reviewed school support others in its area of strength or expertise?
Alford Primary School
Curriculum and Governance
Barkston & Syston CE Primary School
Safeguarding
Bassingham Primary School
Attendance & Punctuality, Monitoring & Evaluation and Pupil Progress
Boston Tower Road Academy
Monitoring & Evaluation, Personal Development, Behaviour & Welfare, Safeguarding and SEND
Boston West Academy
Curriculum, Personal Development, Behaviour & Welfare and Teaching & Learning
Gainsborough Nursery School
Assessment, Attainment, Curriculum, Leadership,Monitoring & Evaluation, Personal Development, Behaviour & Welfare, Pupil Progress and Teaching & Learning
Grantham Ambergate Sports College
Assessment, Middle Leadership and SEND
Grantham St Mary’s Catholic Primary School
Assessment, Curriculum, Leadership, Personal Development, Behaviour & Welfare, Spiritual, Moral, Social and Cultural Diversity (British Values) and Sports Premium
Grasby All Saints CE Primary School
Social and Cultural Diversity (British Values)
Great Steeping Primary School
Sports Premium
Hemswell Cliff Primary School
Middle Leadership, Personal Development, Behaviour & Welfare, Safeguarding, SEND, Social and Cultural Diversity (British Values) and Teaching & Learning
Lincoln St Giles Nursery School
Curriculum, Pupil Progress and Teaching & Learning
Metheringham Primary School
Governance, Leadership, Personal Development, Behaviour & Welfare and Other
Alford Primary School – Sharing, planning outcomes, share the schedule of Governance and individuals' expertise
Barkston and Syston CE Primary School – Organising systems
Boston Tower Road Academy – Clear and effective systems are in place which feed the school's action plans an ultimately impact on outcomes for pupils, the development of the pastoral team in school, including support for families has been very effective in engaging 'hard to reach' families and ensuring that children are better equipped/ready to learn, safeguarding is a key strength in the school, a team has been devised which ensures a culture of safety and well-being as well as being able to rapidly respond to emerging situations, SENCo is an SLE and ensures that children and families with additional needs are well supported and make progress.
Boston West Academy – embedding learning beyond the classroom into the curriculum, recently reviewed the behaviour and relationships policy including use of restorative approaches and emotions coaching. Still early days but would be happy to share experiences. Have 4 SLEs with a range of expertise to offer.
Gainsborough Nursery School – Assessment is accurate and effective, school moderates with other nursery schools. The school has high expectations of the children and they attain well, especially children entering below expected development, wide and varied curriculum, the HT demonstrates excellent knowledge, drive and reflection that sustains continual improvement and because of this the schools self-evaluation is accurate and reflects the needs of the school community, all staff have a clear understanding of their role in each child's learning, development and well-being
Grantham Ambergate Sports College – The school has a wealth of understanding around assessing SEND pupils, involved in the LEARN SEND, the middle leaders have been coached well by senior leaders and are able to support their peers or the school could support others to develop middle leaders, this school is an outstanding SEN school with an SEN Teaching school and are able to support all areas of SEND both in SEN schools and within mainstream
Grantham St Marys' Catholic Primary School – Have a clear understanding of what assessment is and what is isn't in the school – we have not tried to replicate levels but looked at what is assessed and why to ensure it impacts on pupil progress, developed over time, planning for REAL projects which are creative and engage learners, while being rigorous in terms of standards, is now well embedded to the benefit of all pupils, establishing vision, self-evaluation and planning for improvement, strategies for developing whole school protocols and procedures, reviews of systems in place and ideas for possible protocol and policy, focused on pupil centred approach and not 'one size fits all', making links between core values (including British values) and national curriculum to ensure that SMSC is not an add on, outstanding leadership and links to enable Sports premium to be carefully targeted to improve teaching and learning
Grasby All Saints CE Primary School – As a Church school, can support with a SIAMs visit
Great Steeping Primary School – The assessment package we use is excellent, user-friendly and very quick
Hemswell Cliff – English lead can offer support on Active English, SBRL can offer support on cognition and learning, work around values, PSHE and working outside agencies, being pro-active, record keeping, working with outside agencies, interventions, values based education, mixed age classes, how to ensure good progress despite huge barriers to learning
Metheringham Primary School – strong monitoring of milestones and school improvement, experienced leadership team, very focused on school improvement and its impact across the school, excellent learning environment that promotes pupils wellbeing, pupils positive and able to talk about their needs and good role models, Early Years learning environment and provision led by a strong and outward looking teacher

12. Directory of School Support – pg2
How might the peer reviewed school support others in its area of strength or expertise?
Morton Trentside Primary School
Governance,Leadership, Safeguarding, SEND, Sports Premium
Navenby CE Primary School
Attendance and Punctuality
North Hykeham All Saints CE Primary School
Leadership, SEND and Other
North Hykeham Ling Moor Primary Academy
Assessment and Teaching & Learning
North Somercotes CE Primary School
Attendance and Punctuality, Pupil Premium/Disadvantaged and SEND
Scampton Pollyplatt Primary School
Assessment, Leadership and Middle Leadership
Scothern Ellison Boulters CE Academy
Assessment, Attainment, Leadership, Middle Leadership, Monitoring and Evaluation, SEND, Spiritual, Moral, Social and Cultural Diversity (British Values) and Teaching & Learning
Skellingthorpe St Lawrence CE Primary
Spiritual, Moral, Social and Cultural Diversity (British Values)
South Rauceby Ash Villa Primary School
Other
Spalding The Garth School
Attainment, Curriculum, Pupil Progress and Teaching & Learning
Sturton by Stow Primary School
Curriculum, Monitoring & Evaluation, SEND and Teaching & Learning
Sutterton Fourfields CE School
Waddington Redwood Primary School
Staff Development
Morton Trentside Primary School – systems in place, safeguarding, attendance, EYFS Lead, inclusion lead, SENCo skills,Leader of sports k and u?
Navenby CE Primary School – rewards
North Hykeham All Saints CE Primary School – developing a team based approach to school development, support to other schools interested in pursuing, Development in EY provision including pre-school
North Somercotes CE Primary School – thorough and rigorous monitoring and tracking systems in place, high outcomes for disadvantaged children, PP review outlined key strengths, HT a trained PP reviewer, 2 high quality SENCos in school
Scampton Pollyplatt Primary School – have supported other schools previously by demonstrating our assessment systems and enable others to develop their own, to strengthen their approach by sharing best practice, approach to middle leadership been used by other schools to develop their own systems
South Rauceby Ash Villa School – There is a high level of expertise in the school in relation to meeting students emotional well-being and metal health needs
Spalding The Garth School – The school is in a position to share outstanding practice; learning journals, feedback slips, progress over time and evidence folders. The presentation of data is also strong with recent amendments having been made. The school is working towards further development of an already outstanding thematic curriculum, outlining the informal, semi-formal and formal curriculums, most pertinent to individuals pupils' needs. Teachers in other schools would be welcome to come and observe the outstanding teaching and learning in place for pupils with SLD and PMLD.
Sturton by Stow Primary School – This year we have introduced learning behaviours through our curriculum. This has been led by our curriculum lead and has involved all children and staff in the process. We have a detailed programme of a wide range of monitoring activities throughout the year. We are now developing a greater involvement of middle leaders. Our SENCo is very experienced and has a wealth of SEN knowledge. Our maths lead is an SLE and a maths mastery specialist. She is able to support with a mastery approach to maths teaching and developing reasoning and fluency skills
Sutterton Fourfields CE School – quality collective worship, links with wider community and inclusive school
Waddington Redwood Primary School – Support other schools who were looking to start their journey around maths mastery