Leadership, Management and Governance
- Ensure that governance continues to demonstrate
- Develop leadership capacity across the school for aspiring middle and senior leaders.
- Ensure that ambitious but attainable targets are set for all groups of pupils .
- To actively promote and develop staff wellbeing and work life balance within the academy.
Teaching, Learning and Assessment
- To ensure that teaching remains good in all key stages.
- To ensure that at least 50% of teaching is outstanding by July 2018
- To ensure that the assessment system relating to foundation subjects in established and embedded across all subjects by July 2018.
- To embed resilience and a growth mindset within school.
Personal development, behaviour and welfare
- To reduce the incidences of low level disruption in classrooms.
- To decrease the number of behavioural issues at break and lunch times.
- To increase attendance rates to >97% and reduce persistent non- attendance rates to below 2%
Outcomes for Pupils
- To ensure that quality teaching secures good progress for all groups of pupils, but particularly in boys writing.
- To develop foundation curriculum to ensure appropriate coverage of skills and knowledge.
- To develop reading comprehension and reading for pleasure across all key stages.
- To develop provision for the most able pupils to ensure that they secure greater depth in all relevant subjects.
Early Years Provision
- To continue to embed high quality provision consistent with elements of the High Scope philosphy EYFS
- To develop the sharing of good and outstanding practice between Nursery and Reception.
- Focused professional development to improve quality adult interactions
- To increase parental involvement and home-school learning
Persons responsible
- Chair of Governors / HT / SLT
- HT / SLT / Middle leaders
- HT / SLT / Subject leaders
- HT / SLT / SIP
- HT / SLT / SIP
- HT / SLT / Subject leaders
- HT
- Class teachers / HT
- HT / LT supervisors
- HT / Admin / Gov
- HT / SLT / Class teachers
- SLT / Subject leaders
- HT / DHT / Lit Co.
- HT / DHT / Subject leaders
- HT/SLT Teachers and TAs
- SLT/TLR
- HT/SLT/TLR
Current situation (July 2017)
Governance has demonstrated the capacity to hold the school to account and support its strategic development.
Middle leaders completed IMPACT training June 17.
Substantive Deputy Head role filled in July 17.
Accurate targets set for 2016 / 2017 academic year in all year groups.
Working group of staff reviewed marking and planning requirements to improve work life balance. / Current situation (July 2017)
Teaching is good in all key stages.
Some outcome indicate outstanding teaching over time, although this is inconsistent across the school.
The assessment system is embedded well with current teachers in current roles.
Attitudes to learning are much improved in all classes, although some areas of inconsistency still exist. / Current situation (July 2017)
Average of 7.2 time outs per week across the school (Summer term 2017)
Behaviour and attitudes to learning across the school are judged to be outstanding.
**% of time outs attributed to boys. (**% of school population)
Attendance of 97% (July 2016). Persistent not attendance <2% / Current situation (July 2017)
Boys writing at end of KS2 – 75% at ARE (cohort of 11)
Progress across KS2 ****
Progress in boys writing ****
Discrete curriculum overview maps in place for foundation subjects.
Foundation assessment frameworks in place.
Reading comprehension and guided reading teaching inconsistent across school.
Some negative attitudes to reading across the school, particularly with older boys.
Most able identified with provision maps in place. / Current situation (July 2016)
✓3 teachers have completed High scope training with Sue Hedley and made links with the training group to establish a regular monitoring and moderation cycle.
✓Learning environments have been dramatically altered to meet the needs of the pupils and ensuring choice, accessibility and open ended opportunities in line with high scope philosophies.
✓End of EYFS results show good progress for all children across EYFS and 79% achieve GLD
✓Nursery teacher has moved to Y1, Reception TA has been relocated to Nursery to share practice and support newly appointed Teacher, a TLR appointment is made for the Reception teacher to take lead on sharing and improving practice.
Desired outcomes (July 2018)
- Governance continues to demonstrate an appropriate understanding of all areas of the school and governors are involved in setting the strategic direction for the school, including the school vision.
- Middle leadership opportunities are identified for all subject leaders. Time has been allocated for scrutiny, observations and training relating to all subjects.
- Targets set for all cohorts allow all children to make at least expected progress, with many making more than expected progress.
- Adjustments to the practices and procedures within school lead to reported improvements to work life balance and well-being for staff, and ultimately better provision for all pupils.
- All teaching will continue to be judged at least good by July 2018, including foundation subjects.
- At least 80% of children will make good progress across the year.
- 40% of teaching over time will be judged to be outstanding by July 2018
- The work set for the most able and the least able is accurately matched to their ability.
- Assessment is judged to be accurate in all key stages, and is used proactively to support planning, teaching and learning, with particular reference to foundation subjects.
- A reduction of incidences of disruption in classrooms that lead to a time out sanction.
- A reduction in time out incidences at break and lunch time.
- Children will develop a more positive growth mindset.
- Pupils’ perception of behaviour continues to be accurate with all pupils stating that they feel safe and secure.
- Development of lunch time and break time activities through work on OPAL project.
- Attendance rewards continue to be used and tailored to rewards suggested by school council through the attendance shop.
- An embedded, appropriate, curriculum which still maintains a creative and personalised element whilst ensuring coverage.
- A curriculum that fully engages and meets the needs of the learners.
- Improved attitudes to reading for pleasure across the school, and most particularly with reference to boys.
- More consistent structure for the teaching of comprehension across the school, including the use of whole class texts.
- Appropriate challenge that extends learning and challenges the most able.
- A range of experiences that take learning beyond the classroom.
- All adults will be confident in the High Scope approach and how their practice and environment supports the philosophy.
- Practice across both learning environments will demonstrate adults participating as play partners, encouraging children to interact and support one another throughout the day and provide opportunities for problem solving and to act independently.
- A high quality model of behaviour from which all children can learn to behave towards others. An ethos of independence and confidence through a child initiated curriculum that will ensure high expectations and challenge for all.
- More seamless transitions between home and school. Shared communications. Effective partnerships with parents to improve the provision and outcomes for children and their families.
Success Criteria (measuring the desired outcomes)
- Minutes of FBG and sub committees demonstrate appropriate level of challenge and understanding from governing body.
- Records of vision setting meeting and new vision on website, communicated to all stakeholders.
- All subject leaders have had opportunity for professional development relating to work scrutiny, observation and CPD delivery relating to their subject responsibility.
- 100% of all children make expected progress across all stages. 25% make greater than expected progress.
- Lesson observations and work scrutiny carried out to create a bank of evidence that validates judgements.
- Pupil reviews indicate that at least 80% of pupils make good progress.
- Through moderation and observation, the percentage of outstanding teaching is established.
- Work scrutiny indicates that all work is set at an appropriate level of challenge.
- Assessment mark books accurately reflect the evidence base for all pupils, including all foundation subjects by July 2018.
- Behaviour logs indicate a reduction in sanctions when monitored on a half termly basis.
- Break and lunch related recorded incidents are reduced when monitored on a half termly basis.
- Children show greater resilience when faced with new or challenging learning.
- SLT pupil interviews indicate that pupils feel that behaviour across the school continues to be outstanding.
- Attendance remains above a minimum of 95%, pushing towards a target on 97%. Children continue to engage with the attendance rewards, visiting the attendance shop half termly.
- Foundation subjects will retain their creative elements while still ensuring subject coverage is maintained.
- Assessment of all foundation subjects is in place and used to inform planning.
- The environment, from EY to Y6, will be stimulating.
- Subject leaders can identify the key requirements of their curriculum areas when scrutinising planning and work in children’s books.
- Tasks will be sufficiently open to allow children to extend their learning with teachers providing suitable challenge.
- Teachers will plan for a range of learning opportunities and visitors to take the learning beyond the classroom.
- When interviewed, pupils will exhibit stronger attitudes to reading across the school.
- The teaching of comprehension and reading skills are far more consistent across the school.
- Completion of the High Scope Programme Implementation Profile (PIP). Fortnightly team meetings will centre around the Key Indicators of highscope, EYFS files will evidence agreed actions and monitoring/evidence.
- Lesson observations, drop ins, one to one mentoring and external moderation will provide evidence towards PIP.
- Adult interaction will be observed as being good by external observations (SIP, Cluster) Floor books will evidence the process and impact of planning learning opportunities around children’s interests. Rapid progress towards Early Learning goals and characteristics of effective learning.
- Entry and Exit times of EYFS will be an opportunity for parents and staff to share updates of each child as an open communication. Parents will enter Nursery and Reception learning environments to support transition times and will have attended at least one termly ‘stay and play’ session.
What will be different for the children? /
- Governance continues to be able to hold the school to account and work with SLT and staff to create a strategic vision to improve outcomes for children.
- Develop leadership capacity across the school to support teaching and learning, and in turn raise standards.
- Ensure that ambitious targets are set for all groups of pupils, with SLT and middle leaders supporting all pupils to make the maximum progress possible.
Targets / Success Criteria
What we will achieve:
- A cycle is established that ensures linked governors meet with teachers responsible for key areas within the school on a termly basis. SEF 5.7 6.7
- Staff and governors will work with all stakeholders to revisit the school vision and strategic direction post ofsted.
- CPD program and support for all subject leaders to lead their respective subjects more effectively. A CPD evaluation and feedback proforma will be introduced to ensure each course has impact on the wider school. SEF 5.10
- Pupil Progress Reviews will be further embedded with a greater involvement of subject leaders and phase partners. SEF 1.2.2
- Information continues to be provided in a format which the governing body finds useful and accessible, which allows all governors to support the school and hold it to account. SEF 1.2 SEF 5.7
1. Minutes of FGB and committee meetings demonstrate an understanding of actions within school with appropriate challenge and support.
2. A session will take place in the Autumn term involving all staff and governors to reset the strategic shared vision. This will be communicated to all parents and pupils through a new prospectus and meetings where appropriate.
3. Tangible outcomes evident throughout school. Middle leaders will have had impact upon their selected focus - linked to key priorities. Shared practice and improved outcomes for pupils following measurable actions from middle leaders. Evaluations are completed and CPD impacts upon classroom practice.
4. 100% of pupils make expected progress with 25% making more than expected progress by July 2018. Literacy and Numeracy monitoring cycles will be embedded to include progress review monitoring and moderation. (Continuation of last year’s work in place by Nov 17)
5.Governors continue to report that the format of the HT report and pupil tracking gives them a clear understanding of the strengths and areas for development within the school.
Key People, including leader / Funding and Resources
TLR post holder
Aspiring TLR post holders
HT DHT
Governing body. / KEY training £123.00 (Additional training sessions through Autumn term.)
Mentor training for middle leaders / NQT mentor training. (SLA)
Mentor training through Northumbria University (free)
What we will do to achieve the targets: / Who? / When? / Check
Leadership and Management
1a. Cycle shared with all governors at committee meetings and governors will be informed of a monitoring timetable.
Agreement made to revisit details of monitoring timetable termly. / HT / DHT
Governing body
Staff / Dates to be confirmed across Autumn Term. / Monitoring dates and times to be co-ordinated between staff and link governors. One link visit or contact to be made in Term 1 and details fed back to chair of governors and HT.
1b. Governors continue to complete visit record and report back to relevant committees / HT /SLT
Governing body / Visit records to be completed as required. / Individual visits recorded in visits file by Dec 17.
Spring term – Governors given a window rather than a day to book visits due to logistical issues. (March)
2a. HT co-ordinates with CoG and governing body to hold a session, or a series of sessions in the Autumn term to look at revisiting strategic vision for the school. / HT / CoG / Autumn 2017 / Outcomes to be fed back to stakeholders by Dec 17.
Display in place in entrance to give feedback to parents.
3a. All subject leaders to undertake joint lesson observations and work scrutinies with SLT. / HT / DHT / Supervision and mentoring calendar / Scrutinies completed in numeracy, literacy, geography, history, PE (March 18)
3b. All middle leaders to have support of SLT mentor with timetabled mentor meetings and joint observations / HT / DHT / Supervision and mentoring calendar / All middle leaders given timetabled update meetings with CS to discuss leadership responsibilities within school. (March 18)
3c. All co-ordinators given the chance to engage with KEY PD for middle leadership. Additional training linked with LA support from Jane Sutton. / All middle leaders
SLT / Autumn Term 2 / Completed.
3d. CPD evaluation and feedback proforma to be used more consistently. / HT/DHT / Sept 17 / Completed and used after attendance at all courses.
4a. Subject leaders to take responsibility for pupil progress reviews of phase partner year group. (release time by agreement with SLT) / All middle leaders / Oct17 – Nov 17 as per pupil review timetable. / Reviews completed by middle leaders in Feb18
4b. Middle leaders to share reviews and targets with SLT. / All middle leaders
SLT / Oct 17 ongoing
Teaching, Learning and Assessment
1b. Staff to have RAP up to date and evidence ready for governor review. All RAPs should be available for Ed sub committee meetings with annotations where required. / All co-ordinators / Ed sub com calendar / RAPS updated and uploaded to 365 sharepoint.
1c. All middle leaders given the opportunity to present their RAP to the education subcommittee. / All middle leaders
Governors / Ed sub com calendar
(Geog / hist Autumn term) / Literacy, num, ICT, PE, Geog, history completed. Summer 1 SEND.
2b Teaching staff engage with vision setting process alongside governing body. / All teachers / Autumn Term date to be confirmed. / All teaching staff attended
4c. All teachers to ensure classroom monitor assessment are accurate and up to date. / All teachers / Ongoing formative tracking / Assessments moderated Dec 16 and AP1.5 pupil reviews.
4d. Classroom monitor to be used as a planning tool with identified targets and gaps as a focus. / All teachers / ongoing / Planning aspect and use discussed Nov 16 staff meeting –revisit Spring term.
Outcomes for pupils