Wickford Junior School
School Improvement Plan
2016-17
Mission Statement
Our vision is for all children to become independent, motivated learners and responsible citizens.
‘Working for Everyone’
Introduction
This plan establishes our priorities for school development from November 2016 - November 2017 with longer term goals highlighted for the following year.
The purpose of the plan is to identify how we can further improve and develop the work of the school and how we will make best use of the opportunities available to us.
Priorities are identified in relation to the extent in which they:
· Reflect the distinct nature of our school
· Maintain and raise standards and increase the rate of pupil progress
· Improve the quality of teaching and learning
· Broaden and enrich children’s educational experience
· Provide for children’s self-esteem and social development
· Improve facilities for pupils and staff
· Improve facilities for families and community use
· Provide good value for money
We have considered priorities for the year in the light of:
· Outcomes of monitoring and evaluation
· Advice and guidance from independent and local authority consultants
· National initiatives and expectations from Ofsted
· Outcomes from our Ofsted inspection in September 2012
- improve the impact of teaching on higher attaining pupils’ achievement in reading by ensuring work set in lessons is always at the right level
- Ensure monitoring of what the school offers to pupils is more sharply focused on its impact on raising pupils’ academic standards further.
The plan was written in consultation with staff, governors and advisors.
School Improvement PlanKey Issues
Achievement
Reading, writing and maths
· To maintain attainment at 5% above national averages for RWM and to improve achievement in reading to 5% above national.
· For 20% of pupils to attain greater depth of learning in all subjects and for each year group and at least in line with national
· For 85% of children in year 4 and 5 to be in line for expected progress from KS1 results
· For 100% of children to make up gap between KS1 result and baseline and to be on track for expected progress by end of year 3
· Gap between PP pupils and other pupils 5% overall and within 5% for any one subject area
· Narrow gap between progress of pupils with SEND and other pupils to 20%
· To narrow the gap between boys and girls achievement and attainment at end of KS to under 10% in all subjects and within 5% for reading, writing and maths combined
Teaching and Learning
· For 100% of teaching to be at least good when triangulated from pupil standards, work in books and observations of teaching
· For teachers to have clear understanding on how to develop mastery in learning for pupils
· For pupils to show increased resilience through engagement in learning - mindset
· To ensure pupils receive appropriate challenge in learning to make good progress
· For learning support assistants to use precision teaching to support pupils
· To develop marking and feedback to support pupils progress in core subjects
· To maintain assessment without levels across foundation subjects and monitor standards to ensure in line with core subjects
Leadership and Management
· To monitor new curriculum for breadth and quality of teaching and learning
· To deepen understanding of use of assessment without levels to support pupil learning
· For systems for monitoring pupil standards be understood and utilised by all teaching staff
· To improve the effectiveness of the governing body in challenging appropriately
· To monitor the progress of all groups of pupils to ensure all groups make good progress and focus maintained on gaps in achievement
· To develop greater depth assessments in all subjects
Behaviour and Safety
· e-safety – to ensure pupil understanding is robust
· Health and Safety – to ensure school is compliant with current legislation
· To continue to develop pupils’ resilience in learning
· Behaviour – to ensure pupils have understanding of British values – development of Rights Respecting School Award
Safeguarding (including Attendance)
· To ensure school safeguarding is robust
· To achieve 97% attendance and to narrow gap between pupils in receipt of pupil premium and others to 0.5%
From Previous Inspection
· To ensure that higher attaining pupils in reading are appropriately challenged (see reading)
· Ensure monitoring programme focuses on pupil learning, not on teaching (see leadership and management)
Wickford Junior School – School Improvement Plan 2016 - 17
The Achievement of Pupils 2012-15
Standards2012-15 / 2012
L4+ / 2013
L4+ / 2014
L4+ / 2015
L4 / 2012
L5+ / 2013
L5+ / 2014
L5+ / 2015
L5+
Reading / 82 / 82 / 90 / 95 / 42 / 44 / 47 / 56
Writing / 82 / 82 / 81 / 88 / 34 / 30 / 33 / 25
GPS / - / - / 82 / 83 / - / - / 49 / 59
Maths / 82 / 83 / 89 / 93 / 47 / 26 / 42 / 38
Progress
2012-15 / 2012
2 levels + / 2012
3 levels / 2013
2 levels + / 2013
3 levels / 2014
2 levels + / 2014
3 levels / 2015
2 levels / 2015
3 levels
Reading / 77 / 16 / 79 / 19 / 85 / 19 / 95 / 28
Writing / 83 / 20 / 91 / 17 / 85 / 17 / 88 / 15 (16 from BL)
Maths / 83 / 27 / 86 / 15 / 91 / 28 / 94 / 14 (18)
The Achievement of Pupils 2106
Standards 2016 / Score of 100 – in line with national expectations / National score of 100 – in line with expected / School v National/Essex / School Score of
110+ / National Score
110+ / Disadvantaged
V Essex dis and nat all / SEND
V Essex
(No national) / Boys
V national / Girls
V
National / School boys v girls
Reading / 67 / 66 / +1/-
In line / 18 / 19
In line / 58/52 +6
National -8 / 36/25 +11 / 60/62
-2 / 75/70
+5 / 60/75
Girls +15
Writing / 84 / 74 / +10/+6
Sig Above / 16 / 15
In line / 79/63 +16
National +5 / 36/28 +8 / 77/68
+9 / 93/82
+12 / 77/93
Girls
+16
GPS / 77 / 72 / +5/+3
Above / 23 / 23
In line / 67/59 +8
National -5 / 36/25 +11 / 72/67
+5 / 84/78
+6 / 72/84
Girls +12
Maths / 82 / 70 / +12/+11
Sig above / 19 / 19
In line / 71/57 +14
National +1 / 55/30 +25 / 90/70
+20 / 73/70
+3 / 90/73
Girls -23
Reading, writing and maths combined / 63 / 53 / +53/+8
Sig above / n/a / n/a / 50/38 +12
National -3 / 18/12 + 6 / 63/50
+13 / 68/57
+11 / 63/68
Girls +5
Current progress year 3-6 (on target to achieve See assessment file for further information
Year / Working at age expected level (October 16) / Working above expected level (June 16)Reading / Writing / Maths / Reading / Writing / Maths
3 Base/Oct / 52/77 / 52/74 / 55/77 / 20 / 8 / 16
4 / 75 / 75 / 69 / 21 / 17 / 21
5 / 77 / 79 / 80 / 10 / 8 / 20
6 / 79 / 84 / 78 / 39 / 32 / 31
Achievement
Priority
Reading, writing and maths
To maintain attainment at 5% above national averages
Greater depth of learning to be 20% in each year group (and at least in line with national)
For 85% of children in year 4 and 5 to be in line for expected progress from KS1 results
For 100% of children to make up gap between KS1 result and baseline and to be on track for expected progress by end of year 3
Gap between PP pupils and other pupils 5% overall and within 5% for any one subject area
Narrow gap between progress of pupils with SEND and other pupils to 20%
To narrow the gap between boys and girls achievement and attainment at end of KS to under 10% in all subjects and within 5% for reading, writing and maths combined
Current situation (Oct 16) / Success criteria
See pupil progress data above
Year 3 baseline validated by independent advisor October 16
Standards improved over 3 years from 2012 – 15 in reading, writing and maths.
Standards in 2016 show reading, writing and maths 10% above national average
Writing, GPS and maths all above average whilst reading is in line (+1%)
Number of pupils achieving higher attainment score of 100+ in line with national average
Gap between pupil premium pupils in reading, writing and maths -3% against national (1 child)
Gap between boys and girls at end of KS
Reading Girls +15% (75%), Writing Girls +12% (93%), GPS Girls +12% (84%), Maths Boys +23% (90%), RWM – Girls +5% (68%) / · Taking account of their starting points, the proportions of pupils making and exceeding expected progress compare favourably with national figures
· 85% of pupils make expected progress in reading, writing and maths at end of KS
· 20% of children making greater depth of learning
· Termly tracking shows % of pupils in line for expected progress and attainment remains in line to attain targets
· Gap between SEND and other pupils to narrow to 20%
· Gap between pupil premium pupils and other to narrow to within 5% within each subject and within 3% overall
· Gap between boys and girls narrowed to under 10% all subjects
· Work scrutiny shows that pupils are making good progress over time
· Monitoring of progress shows good progress over time from books, teaching, pupil attitudes to learning and formal assessment
Strategy/Action / Time scale / Cost and
resources / Who / Monitoring and evaluation
To be updated termly
Half termly pupil progress meetings to review progress of all groups of pupils and intervention plans adapted in light of this. Focus on gender, disadvantaged and more able progress
Review of impact of interventions and adjust accordingly
Ongoing assessment of year 3 attainment and programme put in place to make up gap between KS1 and baseline
Continue to use Read, Write Inc group daily to support underachieving pupils
Formal assessments termly to ensure pupils progress secure
Differentiation in planning ensures appropriate challenge for all pupils and accelerates progress for more able
Identify impact of teaching on all groups of learners
Work scrutiny and planning analysis to inform actions for raising standards and accelerating progress
Monitoring of progress to be ‘triangulated’ from observations, teacher ongoing assessment, formal assessment and quality of pupils work
Development of marking and feedback across staff to ensure consistency and impact of approach.
Continue to develop marking and assessment by LSAs
Use of precision teaching to quickly manage misconceptions in learning
Develop assessments for greater depth of learning across foundation subjects / Every half term
Half termly
Half termly
Half termly
Termly
Ongoing
Half termly
Ongoing
Ongoing termly
Ongoing
Ongoing
Ongoing
July 17 / Leadership time
£10,000 (in budget)
As above
Teacher support
£10,000
As above
£2000
-
From SMT meeting
From SMT meeting
From SMT monitoring
Cover for SMT to support
Cover
£500
Within existing budget
- / SMT
SMT
SMT
SMT/y3 leader
SMT
All teachers
SMT from PP meetings
SMT
SMT
All teachers
SMT
SMT
All teachers/Ass leader / Autumn 16
Pupil progress meetings have taken place and interventions agreed.
Interventions are monitored for impact and adjusted if necessary.
In place – assessment shows gap has been closed for most pupils. (see assessment file)
Continuing
Ongoing.
Ongoing
Ongoing,
Ongoing – see monitoring notes
Ongoing.
Ongoing – next step marking supports learning.
Review – spring inset.
In place.
Not in place – review with staff.
Teaching and learning
Priority
For 100% of teaching to be at least good when triangulated from pupil standards, work in books and observations of teaching
For teachers to have clear understanding on how to develop mastery in learning for pupils
For pupils to show increased resilience through engagement in learning
To ensure pupils receive appropriate challenge in learning to make good progress
For learning support assistants to use precision teaching to support pupils
To develop marking and feedback to support pupils progress in core subjects
To maintain assessment without levels across foundation subjects and monitor standards to ensure in line with core subjects
Current situation (Oct 16) / Success criteria
Teaching is judged over time in line with Ofsted expectations.
Teaching was graded as good at last inspection.
Monitoring shows teaching and learning was good over 2015-16 academic year.
Work on marking has significantly improved impact and pupil understanding of next steps.
Banding assessment programme is now embedded.
Foundation assessments in place and show good understanding across the curriculum.
Pupils in line at end of KS2 for 2016 in line for reading and above in all other areas.
RWM 10% above national average
LSAs have received training in delivering precision teaching.
Balance across subjects and development of creativity in the curriculum supported including Take One Picture Arts Week and participation in Creative Writing Through the Arts project