Cockwood Primary School School Improvement Plan 2013-14

Cockwood Primary School School Improvement Plan 2013-14

COCKWOOD PRIMARY SCHOOL

School Improvement Plan

Sep 2013 – July 2014

Key: red font: Dec 13 update, blue font: Apr 14 update,

green font: July 14 update

KEY JUDGEMENTS
Achievement / Grade GOOD
Quality of Teaching / Grade GOOD
Behaviour and Safety / Grade OUTSTANDING
Leadership & Management / Grade GOOD

and taking into account the extent to which we meet the needs of all pupils, and promote spiritual, moral, social and cultural development:

Overall Effectiveness / Grade GOOD
Progress from last year – Pupil Achievement
Issue / Impact to date
Raise the achievement in reading across both key stages.
Year 6
100% of pupils make 2 levels progress
58% of pupils achieved Level 5
16% of pupils achieve Level 6.
Year 2
53% achieve at least Level 2b
23% achieve Level 3 / Target mostly achieved.
FFT (3 yrs data) – School is in top 1% of schools – pupils achieving 2 levels progress, in top 11% of school (APS), and in top 12% of schools for pupils achieving Level 5 (64 % in 2013).
9% of pupils achieved Level 6 (TA).
Year 2
APS Progress for cohort (6 APS)
but attainment -1.8 below national
60% of pupils achieved Level 2b+
16% of pupils achieved Level 3+
Ongoing SIP 2013/14 – Achievement of pupils in Year 3 – narrow gap.
Pupils attaining higher levels.
Page / Section / Contents / Last updated
2 / A / Achievement / April 2014
3 / B / Quality of Teaching / April 2014
4 / C / Behaviour and Safety / April 2014
5 / D / Leadership and Management / April 2014
6 / E / Spiritual, Moral, Social and Cultural (SMSC) / July 2013

Page 1 of 28 last reviewed 04/06/14

Cockwood Primary School School Improvement Plan 2013-14

A: ACHIEVEMENT
Overall Target / To raise the achievement in writing for pupils in Key Stage 1 and 2 (particularly boys).
To continue to narrow the gap with national expectations in reading, writing and maths for pupils in Year 3.
Intended Impact / For the achievement and progress of children in writing to accelerate, to more closely match that in Reading.
Lead Person / Alison Murtha Literacy Coordinator, Lorraine Curry Maths Coordinator (monitored by LC and TL committee).
Action Plan / Key person / Cost / Funded by / Time
scale / Success criteria
(Key milestones for summative evaluation) / Evidence / Impact / Monitoring evaluation
1. To raise rates of progress in writing and sustain improved rates of progress in Writing. / See separate action plans in the appendices.
2. To ensure that over time, every learner and group makes at least expected progress. / LC
HH
SENCo
teachers / - / - / Oct 13 / Individual children at risk of lower than expected progress are indentified and supported appropriately. Raising attainment sheets completed. Link to EAL services made and interventions put in place. / School Pupil Tracker tracking data / As a minimum, all pupils progress at the expected rate. / Completed
Dec 13, Apr 14 / progress is monitored and changes in provision effected to maximise progress of individuals. / Completed. RA sheets – Jan 2014
April 14 – RA sheets updated and interventions monitored
Jul 14 / fewer than 5% of pupils Y1 – Y6 make less than expected progress this year (expected progress= 3 points in KS2, 4 points in KS1).
Yr 3 – Gap with national at least significantly reduced in reading and writing, and attainment in maths continuing to exceed national.
3. To work towards being in the top 20% of schools nationally for progress and attainment in KS1 and KS2. / LC
Teachers / SBs / Jul 14 / To move into top quintile rating for English, Reading and Writing (attainment and progress) at KS2.
At KS1, to maintain writing in the top quintile while continuing to improve boy’s performance to more closely match that of girls. / Ofsted data dashboard / Pupils at our school achieve highly in comparison with other schools nationally. / Data Dashboard – Top Quintile progress in R, W, M at KS2 achieved.
Top quintile attainment in SaG, R, M – 2013.
B: QUALITY OF TEACHING
Overall Target / Quality of teaching improves.
Intended Impact / Percentage of observed lessons judged to be outstanding increases.
Lead Person / Lorraine Curry (monitored by T and L committee).
Action Plan / Key person / Cost / Funded by / Timescale / Success criteria
(Key milestones for summative evaluation) / Evidence / Impact / Monitoring evaluation
1. To support individual teachers to develop their teaching through rigorous appraisal and targeted CPD. / LC / depends on actions identified / SbS / Dec 13 / Training needs identified through appraisal process for individual teachers are actioned. Link staff governors set up with all teachers and meetings scheduled. / HT report to govs re appraisal (Resources Committee)
Meeting notes – Governors / Percentage of observed lessons judged to be outstanding increases.
Govs clear on staff performance. / Partially achieved
Mar 14 / Observations indicate previous action points have been addressed. Gov meetings taken place. / Ob show improvements – increase in % of outstanding lessons
Jul 14 / The percentage of observed outstanding lessons has increased from 12-13.
2. To increase the effectiveness of the teaching team within each classroom through training, to meet the diverse needs of the pupil group more fully. / LC
subject leaders / some limited supply costs / SbS / Dec 13 / TA appraisal process identifies training needs and action points, which are then followed up. / HT report to govs re appraisal / TAs provide effective support for learners. / Partially achieved
Mar 14 / Interventions are well matched to need and the impact is measured. / Interventions evaluated. New SENCo in role.
Jul !4 / All groups of pupils make at least expected progress.
3. To review the primary curriculum for 14-15. / LC all teachers and subject leaders / 2-4 days training and supply
staff meeting time / SbS / Dec 13 / Teachers familiarise themselves with the new national curriculum and begin to formulate curriculum to match new requirements. / Revised schemes of work are in place for 13-14 / A new broad and balanced curriculum will provide engaging learning opportunities for all pupils, meeting all of their needs. / Achieved
Apr 14 / Subject leaders / teachers develop revised rolling programmes based on a ‘line of enquiry’ approach. / Not achieved
Jun 14 / Subject leaders / teachers review current resources ready to implement new curriculum 14-15.
4. Use AFL effectively to support planning, teaching and response to pupils’ work. / teachers / Twilight sessions
3X ½ day supply AM to shadow CT at Exminster / Termly CPD in school / Teachers use a range of strategies to ensure all pupils understand next steps and can articulate them.
Staff CPD – Jackie Beer and other texts. / Lesson obs, learning walks, self reflection diaries, pupil learning journals, books / Pupils are able to articulate their learning and how they are going to improve. / AM – Peer mentoring set up and meetings held with Ian Moore (Maths)
Better use of reflection journals
Pupils and staff are more reflective on the learning achieved and experiences provided in school / teachers / Sbs / Nov 13 / All staff are completing reflection diaries.
All pupils in Classes 1 and 2 have Reflection Journals.
Classes have objective arrow on display / Staff meeting minutes
Reflection journals
Lesson obs/book monitoring / Staff know how to improve their practice and work together to achieve this in a collaborative way.
Expertise is shared. / Partially achieved
Spring Term / Staff regularly sharing practice and reflections in staff meetings. / Staff targets displayed.
Partially met.
More evidence on pupil reflection throughout the school.
July 14 / Process evaluated. Future initiatives planned.
Ensure that effective provision is in place to stretch the more able pupils in Key Stage 1 and 2. / LC
JPB, JT (Gov) / 0.5 day supply / Sbs / Dec 13 / G and T Action Group attended by LC termly.G and T pupil register completed.
DLP Action Plan in place. Pupils attending workshops and activities throughout the term – DLP/Exeter Uni/St Lukes – Sport.
Review of planning – all more able pupils must be highlighted on planning.
Learning walk by LLE and Governors (G and T focus). / Progress reviewed termly
More able pupils making
Learning walk feedback / More able pupils making accelerated progress.
A greater % of pupils achieve higher levels.
Pupils participate in a range of activities outside the school to enhance key skills. / Achieved
Spring 14 / CPD for all staff attended. Good practice taken back to school.
Pupils attending workshops and activities throughout the term. / Maths for high attainers – attended – DLP training. Good practice dissemintated.
July 14 / Arts/poetry/music G and T events offered across the Learning Community.
Pupils attending workshops and activities throughout the term.
C: BEHAVIOUR AND SAFETY
Overall Target / For behaviour and safety in the school to move from good to be judged outstanding.
Intended Impact / All children are happy at school and feel safe. Attendance improves to meet LA targets.
Lead Person / Lorraine Curry, Nick Tallamy (Lead Governor Behaviour and attendance). Monitored by T and L Committee.
Action Plan / Key person / Cost / Funded by / Timescale / Success criteria
(Key milestones for summative evaluation) / Evidence / Impact / Monitoring evaluation
~1~ Review behaviour management policy and apply it consistently. / LC / some limited supply costs / SbS / Oct 13 / Behaviour Management Policy is reviewed, clarified and tightened up to ensure consistency. / Behaviour Log
Class behaviour books/lunch books / The school ensures a systematic and consistent management of behaviour. / Achieved
Dec 13 / low level disruption in class is consistently followed up and reduces over time. / Achieved
Apr 14 / respect shown for peers and all adults increases so frequency of playtime incidents decreases.
Jul 14 / behaviour is managed consistently well showing marked improvements overtime for all pupils, including those with particular needs.
~2~ To improve attendance rates for all pupils. / LC
GT
teachers / some limited supply costs / SbS / Oct 13
Dec 13 / Meet with Chris Frewin (EWO) to define an attendance action plan and annual target.
Improve school hygiene practices through assemblies and PSHE lessons. Attendance award system set up.
Attendance for the Autumn Term has improved on 12/13. / Behaviour
log
IBPS
lesson observations
learning walks / Pupils’ behaviour around the school, and in lessons, is well managed so that pupils have an equal and fair chance to learn. / Partially achieved. PSHE needs further work.
April 14 / Attendance for Spring Term has improved on 2012/13. / Attendance has improved. Target met. (3.6% from Autumn to Summer).
Jul 14 / .Target of 96% reached or exceeded for the year.
~3~ Embed Thrive approach across the school. / EF
KH / Supply / SbS / Nov 13 / Thrive training for key staff attended / behaviour logs
Thrive assessments
lesson observations / The follow up assessments of individual pupils shows progress (in terms of ‘stages’ and ‘months’). / Completed. HM left sch. EF to undertake training. Staff, Parent and Gov training provided.
Jan 14 / Training day Staff and Governors. ‘Thrive’ is understood by all stakeholders and ‘focus’ children’s programmes are implemented. / Class assessments taken place. More pupils benefitting from Thrive. Achieved.
Jul 14 / Focus children show an improvement in behaviour and overcome barriers to learning.
D: LEADERSHIP AND MANAGEMENT
Overall Target / For leadership of the school to move from good to be judged outstanding.
Intended Impact / for the pupils to continue to experience a broad, engaging, challenging curriculum where all groups of pupils receive outstanding provision
Lead Person / Lorraine Curry / Tania Weeks and Full Governing Body.
Action Plan / Key person / Cost / Funded by / Timescale / Success criteria
(Key milestones for summative evaluation) / Evidence / Impact / Monitoring evaluation
1. Develop further the governors systematic challenge of the senior leaders to continue to improve the outcomes for pupils and the quality of teaching. / LC, TW govs / some training courses / SbS / Dec 13 / All governors have completed training for new areas of interest/new subcommittees (if applicable).
2 new governors appointed.
The new leadership cycle for monitoring approved and governors are clear on responsibilities. / gov. training log
governor minutes
governor minutes / Governors accurately evaluate the school’s strengths and weaknesses and use their findings to promote improvement.
The FGB has its full complement of governors. / Cycle achieved. G training achieved.
2 new govs appointed
New Gov vacancy remains
April 14 / The leadership cycle is being used effectively with all governors taking part in strategic learning walks and pupil conferencing. / Gov vacancy filled.
Training attended by a number of governors.
Strategic walks taking place half termly. Subject leader meetings with governors scheduled.
Jul 14 / Governors access school performance data independently to ask questions of the school (eg data dashboard).