Leadership, Management and GovernanceSEF 1.2
- Ensure that governance demonstrates strategic direction and the capacity to improve the school.SEF5.76.7
- Develop leadership capacity across the school for aspiring middle and senior leaders.SEF5.10
- Ensure that ambitious but attainable targets are set for all groups of pupils.SEF 1.55.6
Teaching, Learning and AssessmentSEF 3
- To ensure that teaching is at least good in all key stages. SEF3.7 5.4
- To ensure that at least 30% of teaching is outstanding by July 2017. SEF 3.8
- To ensure that assessment system is embedded to ensure ongoing accuracy of teacher assessments and tracking.
- To develop resilience and a growth mindset within school.
Personal development, behaviour and welfare
- To reduce the incidences of low level disruption in classrooms.SEF 4.1
- To decrease the number of behavioural issues at break and lunch times. SEF 4.14.3
- To increase attendance rates to >97% and reduce persistent non- attendance rates to below 2%SEF 4.5
Outcomes for Pupils
- To ensure that quality teaching secures good progress for all groups of pupils, but particularly in boys writing.
- To develop a creative curriculum with suitable breadth, depth and relevance.SEF3.6 5.8
- To develop provision for the most able pupils to ensure that they secure greater depth in relevant subjects. SEF 2.1/2.11/3.25.9
Early Years ProvisionSEF 1.3
- To continue to embed high scope philosophy in EYFS
- To share good practice from Reception into NurserySEF2.46.26.5
- Focused professional development to improve quality adult interactionsSEF 2.66.16.66.8
- 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 / Subject leaders
- HT/SLT Teachers and TAs
- SLT/TLR
- HT/SLT/TLR
Current situation (July 2016)
Governance is able to demonstrate the capacity to hold the school to account.
TLR appointed for Sept 2016 to develop middle leadership. Middle leaders identified their professional development needs for 2016 – 2017
Position of Acting Deputy Head created for 2016 – 2017 academic year. / Current situation (July 2016)
Teaching is good in all key stages with the exception of EYFS.
Some outcomes, particularly in upper KS2, indicate outstanding teaching over time.
The assessment system is embedded well with current teachers in current roles.
Attitudes to learning in some classes requires attention as children need to build greater resilience when tacking new concepts. / Current situation (July 2016)
Average of 1.1 time outs per day across the school (Summer term 2016)
71% of time outs attributed to boys. (48% of school population)
Attendance of 97% (July 2016). Persistent not attendance <2% / Current situation (July 2016)
Boys writing at end of KS2 – 100% at ARE.
Progress across KS2 in writing is 0.8 cf 1.8 across the LA
Progress in boys writing across KS2 -2.8 (High ability moving to middle ability)
All subjects being taught discretely with core links established where appropriate.
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 2017)
- 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.
- Identified middle leaders have completed IMPACT training and KEY Leadership CPD. Succession planning ensures aspiring leaders are given the opportunity to practice and develop their skills.
- Targets set for all cohorts allow all children to make at least expected progress, with many making more than expected progress.
- All teaching will be judged at least good by July 2017
- At least 80% of children will make good progress across the year.
- 30% of teaching over time will be judged to be outstanding by July 2017
- 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.
- 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 is improved with all pupils stating that they feel safe and secure.
- Creation of a sports apprentice role within school will facilitate organised games at lunch and break time.
- Attendance rewards continue to be used.
- An embedded creative, interest led curriculum.
- A curriculum that fully engages and meets the needs of the learners.
- Appropriate coverage of all areas of the curriculum
- 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.
- All middle leaders have completed the IMPACT training and KEY training. Outcomes from IMPACT training tasks are translated successfully into practice and have an impact on whole school.
- 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.
- 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 is good.
- 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.
- Topics will be developed in consultation with pupils, including materials they are interested in. When asked, children will report a preference for this style of learning.
- 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.
- 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 is able to hold the school to account and work with SLT 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.
- A middle leadership team that has successfully completed IMPACT and KEY training programmes. A CPD evaluation and feedback proforma will be introduced to ensure each course has impact on the wider school.
- Pupil Progress Reviews will be further embedded with a greater involvement of middle leaders.
- Middle leaders take responsibility for mentoring and coaching a member of staff in their phase.
1. Minutes of FGB and committee meetings demonstrate an understanding of actions within school with appropriate challenge and support.
2. Tangible outcomes evident throughout school. Middle leaders will have had impact upon their selected focus - linked to key priorities, producing a portfolio of evidence gathered across the year. Shared practice and improved outcomes for pupils following measurable actions from middle leaders. Evaluations are completed and CPD impacts upon classroom practice.
3. 100% of pupils make expected progress with 25% making more than expected progress by July 2017. Literacy and Numeracy montoring cycles will be embedded to include progress review monitoring and moderation. (Set up by Nov 16) Teachers are more able to articulate the current attainment and next steps for their cohort and groups. (Dec 16)
4. Partnerships lead to observable improvements in teaching and learning and outcomes for pupils – evidenced through obs proformas. NQT files will evidence tutorials, observations and reflection from mentoring sessions.
Key People, including leader / Funding and Resources
TLR post holder
Aspiring TLR post holders
HT DHT
Governing body. / IMPACT training (£600.00) Education Gateshead
Cover supervision for 3 x ½ days across the year + additional ½ release per term per staff member for in school work.
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. / HT / DHT
Governing body
Staff / Oct 6th 2016 / Monitoring date set for 30thNovember, with additional dates to be set for spring and summer terms.
1b. Governors continue to complete visit record and report back to relevant committees / HT /SLT
Governing body / First group visit on 30th November. / Individual visits recorded in visits file Dec 16
2b. Middle leaders allocated ½ day PD time for in school tasks relating to focused IMPACT project. / HT / Autumn 2016 / LB – Thurs 17th Nov
KJ – Mon 14th Nov
AR – Mon 21st Nov
2c. All middle leaders to undertake joint lesson observations and work scrutinies with SLT. – Linked to IMPACT training. / HT / DHT / Supervision and mentoring calendar / LB – Thurs 17th Nov
KJ – Fri 2nd Dec
AR – 21st Nov
2d. All middle leaders to have support of SLT mentor with timetabled mentor meetings and joint observations / HT / DHT / Supervision and mentoring calendar
2e. All middle leaders given the chance to engage with KEY PD for middle leadership. / All middle leaders
SLT / December 1st
January 19th
March 16th / Dec 1st training completed
2f. CPD evaluation and feedback proforma to be devised. / HT/DHT / Sept 16 / Completed and used after attendance at all courses.
3a. Middle leaders to take responsibility for pupil progress reviews of phase partner year group. (release time by agreement with SLT) / All middle leaders / Oct16 – Nov 16 as per pupil review timetable. / AP1 P reviews undertaken by SR and LB. Will extend to MLT and peer partners Feb 17.
3b. Middle leaders to share reviews and targets with SLT. / All middle leaders
SLT / Feb17 ongoing
Teaching, Learning and Assessment
1a. Staff to have RAP up to date and evidence ready for governor review. / All co-ordinators / Ed sub com calendar / RAPs completed for autumn ESubCom
2b. All middle leaders given the opportunity to present their RAP to the education subcommittee. / All middle leaders
Governors / Ed sub com calendar / LB and KJ presented at Autumn term meeting.
3a. All teachers to ensure classroom monitor assessment are accurate and up to date. / All teachers / Ongoing formative tracking / Assessments moderated Dec 16
3b. 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
2a. Children’s baselines will be more accurately informed to provide a stronger foundation for learning and progress. / HT/DHT
All teachers / Sept – Oct 16 / Baselines completed and agreed with all teachers.
Evaluation / Who evaluates? / How will they evaluate? / Who will the outcomes be reported to?
Ensure meetings take place / Chair of Governors / Minutes of meetings / Full Governing body
Half termly meetings with MLT / HT / Discussions with middle leaders and evaluation / Finance and staffing
SLT have progress meetings with MLT to discuss outcomes of pupil reviews, interventions and next steps / HT/DHT / See progress review in files / Education sub committee
Key Priority 2 / To ensure that teaching is at least good across all Key Stages and at least 30% of teaching over time is outstanding by July 2017.
What will be different for the children? / Greater opportunities for reading, writing, and mathematics across the curriculum.
Children will become more independent learners.
Children will become better equipped to address the 2014 National Curriculum objectives across the school.
A consistent drive towards a target of 73% combined reading writing maths by the end of KS2.
Targets / Success Criteria
What we will achieve:
1. All teaching will be judged to be at least good by July 2017.
2. At least 90% of children will make above average progress across the year. (with average progress being 3 points).
3. 30% of teaching over time will be judged to be outstanding by July 2017.
4. Ensure that the work set for all children, including the most able, least able and the children with special educational needs is always appropriately challenging.
5. Assessment is judged to be accurate in all key stages, and is used proactively to support planning, teaching and learning.
6. To develop a growth mindset in pupils and staff across the school. / How we will know we have achieved it:
1. Lesson observations and work scrutinies carried out by HT / DHT / MLT / SIP to create a bank of evidence to make precise judgements on the quality of teaching.
2. Pupil reviews indicate that at least 90% of pupils will make greater than 1 point per AP.
3. Through cross moderation between schools and evaluations by HT / SIP / SLT, quantity of outstanding teaching will be established.
4. Work scrutiny demonstrates that all work is set at a suitable level of challenge, and is appropriate with reference to Classroom Monitor markbooks and IEPS (where used).