In Developing This Plan the Key Question Was

Oak Farm Junior School

Next Steps

‘To improve the educational experience and outcomes for every child’

(October 2015-2016)

Next Steps context:

In developing this plan the key question was:

‘What can we improve to enrich the learning experience of every child in school?’

Oak Farm Juniors is a three form entry school with a very stable staff team and pupil cohorts. The majority of the staff team have worked within the Oak Farm Community for many years and are known and trusted by parents, while the vast majority of our students transfer up from the Infant school and stay with us through to the end of Year 6.

The school Nest Steps Plan has been developed following consultation with all school staff members, consideration of school data, as well as reflection on external reports.

The Next Steps Plan key objectives are designed to continue the recent trend of improved outcomes for our children, by continuing to develop the quality of teaching, while supporting underachieving groups. We also aim to develop the wider school experience for all stakeholders, by ensuring that the whole school environment effectively reflects the schools ethos and aims. The school, will also further developing a sense of belonging to the community through citizenship and parental engagement initiatives.

Our aim is to provide the best education possible for every child across the whole curriculum, whilst also ensuring that every pupil feels a sense of belonging to the school and the wider community. To achieve these aims the school will also continue to seek ways to improve parental engagement in school life.

This is a one year Next Steps plan, which will be reviewed throughout the year.

Next Steps Key Focus: To further develop the quality of teaching & Learning across the school.
What are we going to do to improve outcomes for children: / What steps will we take to achieve this outcome / How will we know when this outcome has been achieved / When will this outcome be achieved by? / Who is responsible for this outcome / What recourses do we need to achieve this outcome?
To share good practice across the school and to identify next steps by enhancing the focus of SLT on T & L. / T & L to be regular item on SLT agenda / SLT notes / Ongoing / AM
Head to develop deeper understanding of the quality of T&L across the school / Head to drop into year group meetings.
Head to develop broader understanding of new school planning
Head to develop use of learning walks to obtain a snapshot of school performance / SLT notes giving Heads feedback / Ongoing / AM / Time
Plans in staff shared.
To develop the effectiveness of book moderation to monitor the impact of teaching and progress over time. / SLT to plan regular book monitoring into PPA meetings & staff meetings / Year group, Staff minute & SLT notes / See staff meeting inset dates and SLT notes / SLT / Time
To develop a supportive peer mentoring model across the school.
Aim: to develop an open house attitude towards watching others teach. / Staff to be grouped into threes.
Timetable for observations to be developed.
In pairs staff watch other partner’s lesson.
Staff to have professional dialogue about what elements of learning were effective.
Staff identify their own specific CPD courses.
Staff team to discuss effectiveness of model and next steps. / See planned timetable.
Staff meeting notes from end point evaluation of effectiveness and impact on practice. / Initial observation cycle completed Nov 5th2015.
SLT and staff meeting item on 17th or 24th Nov. / AB & All staff / Planned cover for termly observations
Autumn Term cycle under way
To develop the effectiveness and impact of LSA’s across the school. / Year group LSA’s to attend year group meetings as required. (Year groups to develop own model).
To develop regular meetings between the Head and LSA’s
To develop ‘LSA Professional standards’ for Oak Farm expectations.
To develop peer mentoring model between LSA’s / See SLT notes
Fortnightly meetings planned
Notes from LSA meetings
Standards produced and shared with all staff.
LSA to undertake training
LSA’s to be mentoring children. / Ongoing
Fortnightly
End of Spring Term 2015?
Nov 2nd
Start of Spring term 2016? / Year Leaders & LSA’s
Head
LD
LD , ES & Staff / Time
LSA release time
LSA & LD meeting time
Inset time
Dedicated mentoring time.
To further refine the model and strategies used to accelerate the progress of underperforming children and groups. / Appointment of new experienced 0.5 intervention teacher for upper school.
To create and analyse profiles of underperforming children from previous Year 6. And children that make exceptional progress.
To develop a new data management model to support pupil tracking & needs analysis.
To run regular CPD for LSA’s.
To develop effective links with identified parents.
To mentor identified children / Teacher in post
Profiles created.
New model in place
SENCO feedback to SLT
See Parent section of SDP
See actions above. / Sept 2015
Autumn Term – Half Term
Half term –Autumn half term
Ongoing
See Parents section of SDP
See actions above / SLT
LD
AM, CL RD
LD
All staff
Identified staff / Salary & Teaching space
Time
Time
Time & release time
To further develop the breadth and quality of the new curriculum by developing the role of subject coordinators / Coordinators to review & update subject policies.
Subject Coordinators to monitor their own subjects through scrutiny of books, displays, monitoring planning and talking to children
End of year report to Head teacher / New policies in staff shared policy area.
Dates on timetables & action plans
Action plans in place
Contents of report / Policies to AM by 12th October
July 2016 / All staff
All staff
All staff
All staff / Staff meeting time 22nd & 29th Sept
Monitoring time
Time
Evaluation of impact of Key Focus 1 against outcomes: / Next steps:
Next Steps Key Focus : SEND/Pupil Premium
What are we going to do to improve outcomes for children: / What steps will we take to achieve this outcome / How will we know when this outcome has been achieved / When will this outcome be achieved by? / Who is responsible for this outcome / What resources do we need to achieve this outcome?
Provide Homework club to support PP and SEND pupils so that h/w is completed on time and to a good standard. / Send letters inviting all PP and SEN pupils that teachers believe need support to homework club. / Homework club will be running afterschool for years 3-4 and 5-6 with a good attendance rate. / Autumn term / LD and KH / Space and teacher/LSA support.
Develop a means for measuring impact of intervention groups. / Discuss with teachers a means of doing so. Discuss use of targets and assessment of these. / Teachers will know how the children are progressing in their group and decide whether the pupil needs to continue to be in the group. / Ongoing. / CL, LD. / Possible Assessment tools such as reading/writing age test.
Support LSAs to run intervention groups successfully. / Modelling of different sessions by SENCo. Training to discuss what makes a good intervention. / Interventions will run smoothly with LSAs feeling they know the target and the impact of the group. / Ongoing, begin in Autumn term. / LD and all teachers / Time for teacher/LSA discussion.
Develop and use a system to reward children who work well in intervention groups. / Consult with LSAs and teachers for ideas to reward children. / Children will know when they have done well and will develop their self-esteem. / Ongoing / Teachers, LSAs / stickers
Ensure teachers have appropriate resources to support SEND children within class. / Audit of what teachers use in class already. SENCo to provide additional ideas. / Appropriate resources will be regularly used within classrooms to improve children’s learning. / Ongoing / LD and all teachers / Maths and English resources/scaffolds
Introduce mentoring scheme available for PP children. / Appoint a specific person as school mentor. Training on mentoring program undertaken by LS. Identify key children who would benefit. / Impact of mentoring scheme will be visible in the increased ‘ready for learning’ attitude of the pupils involved. / Begin by Spring term, ongoing. / LS, LD / Assessment criteria
Monitor the progress of PP children. / Introduce provision map for PP pupils that includes individual targets and outcomes. / Provision map used regularly to update information. / Ongoing / KH, LD and all teachers / Provision map with targets
Provide extension activities for more able PP children. / Develop an activity that will extend the depth and breadth of the learning experience at school eg. school newspaper / Children will be engaged in the activity and show wider skills set as a result. / Spring term, ongoing / LD, KH / Time, adult support and paper resources.
Evaluation of impact of Key Focus 1 against outcomes: / Next steps:
Next Steps Key Focus: Keeping Oak Farm Children Safe in Education.
What are we going to do to improve outcomes for children: / What steps will we take to achieve this outcome / How will we know when this outcome has been achieved / When will this outcome be achieved by? / Who is responsible for this outcome / What recourses do we need to achieve this outcome?
To develop a whole school understanding of mentoring and its use as an early intervention tool for children possibly at risk. / Safeguarding lead (ES) to attend 3 day training course.
All teachers and LSA’s to participate in school mentoring training.
Key staff identified to undertake 1:1 or small group mentoring with children.
Key children identified / Certificate of course completion requirements.
Register of attendance at November 2nd Inset
Staff identified and linked to identify children.
Identified children more engaged in learning (Observations) / October 2015
November 2nd 2015
Christmas break 2015.
Child specific / ES
ES
ES / Course release time
Inset time
Designated mentoring time
To develop a raised awareness and conscious understanding of safeguarding across the whole staff team. / Safeguarding training session for all staff focussed on ‘Keeping children safe in education ‘Part 1’ ‘ A raised awareness’ / All staff able to articulate and understand safeguarding risks, needs and issues in school. / November 2nd 2015 / AM & ES / Part 1 document.
Inset time
To develop a basic understanding of how to keep children safe from Radicalisation within our community. / Whole staff to undertake ‘Prevent’ training. (2pm Nov 2nd)
SLT & Coordinators to look at opportunities to further promote British Values / All staff able to articulate key radicalisation issues and government strategy.
Staff to discuss ways to further promote ‘British Values’
Enhanced opportunities for British Values to be embedded in school curriculum and school ethos.
Head to work with local Heads on wider community project. / November 2nd 2015
Dec/Jan Staff meeting
July 2015
Spring/Summer term / Fiona Gibbs
SLT & Whole staff / Inset time
Staff meeting time
To ensure that children feel safe in school / Questionnaires to be sent to children.
Questionnaires to be sent to parents
Data outcomes shared with parents & children.
Agreed actions taken to meet concerns of children/parents. / Analysis of questionnaire data.
Concerns identified
Actions
Planned and carried out. / End of Autumn Term 2015
Spring term / AM / Child & Parent questionnaire
To ensure that CP children are safe on school trips / Individual risks identified for CP children on trips and managed / CP children are identified specifically in or have their own risk assessments. / Now. / Year leaders / Action plan preforms
To ensure staff have clear understanding of all safeguarding policies / Copies of all key safeguarding files to be kept by Safeguarding lead in secure filing cabinet.
Copies to be kept in staff shared files.
All staff made aware of where files are / Safeguarding file completed
Key policies in shared file. / End of Autumn term 2015
All staff able to access files if required. / AM & ES / All identified policies
To ensure the security of all CP files during transfer / Web manager to be asked to set up a secure e: mail system for Safeguarding lead.
All CP files to be sent recorded delivery / Secure e: mail system in place.
Records of recorded delivery files from the Post Office / End of Autumn term 2015
Now / AM & ES / Web manager time.
To review safeguarding measures regularly / Half termly meeting planned between AM & ES
Termly meetings planned between AM, ES and Safeguarding Governor / Notes of meetings recorded in safeguarding file / Meeting notes from
Sept 25th
Dec 9th
Jan 29th
Mar 16th
June 10th
July 11th / AM
ES Governor / Meeting time cover for ES
To ensure all staff are regularly and adequately trained / Level 1 training –All staff every three years.
Level 3 training AM & ES every 2 years
Prevent training all staff.
Safer recruitment training
Pabulum staff / Staff training completed September 2014
AM completed level 3 Nov 2016
ES level 3 Jan 2016
November 2nd 2015
Completed by AM and Chair of Governors
Completing on-line Level 1 training.
Received Keeping children safe Part 1
Staff member attending school prevent training / See next training dates on right of plan.
October 2015
Nov 2nd 2015 / FGB
AM
ERS
Pabulum management
am / Level 1 training due Sept 2017
AM level 3 due Nov 2016
Dec 2017
To develop a CP overview register / Register template completed and sent to safeguarding lead (ES) / Register filled in with current CP children, key dates, actions and outcomes. / Autumn half term / ES / Time
Register template.
Evaluation of impact of Key Focus 1 against outcomes: / Next steps:
Next Steps Key Focus: Assessment
What we are going to do to improve outcomes for children / What steps we will take to achieve this outcome / How we will know when this outcome has been achieved / When this outcome will be achieved by / Who is responsible for this outcome / What resources we need to achieve this outcome
Implement, and develop, the use of pupil target sheets in writing and maths. / Ensure that all classes have the relevant target sheets, for maths and writing, in their books and that teachers are using the target sheets consistently in order to move the children forward in their learning.
Monitor the effectiveness of the target sheets and adapt and develop them as appropriate. / All children have target sheets in their books; targets are being checked by teachers. Pupils, teachers and parents can see the progress that the children are making and are aware of the next steps in their learning. / All target sheets in books at beginning of autumn term 2015.
Use of target sheets is ongoing. / Year Group Leaders to ensure that target sheets are being used consistently within their year groups.
CL and LM to monitor use of target sheets in their capacity as English/Maths coordinators. / Writing and Maths target sheets already developed and in use.
Have in place reading and maths tests to be used in years 3, 4 and 5 for end of year assessment purposes. / Investigate ‘optional’ tests which can be used effectively to assess pupil progress in maths and reading. / Tests are in place and used within years 3, 4 and 5 in order to gauge progress. / In preparation for end of year testing in May/June 2016. / CL and LM and other SLT members / Optional tests to be purchased.
Develop procedures for assessing reading, including ongoing assessment. / Use the new reading tests in the summer term within years 3, 4 and 5 in order to track progress from one year to the next.
Develop a trial assessment target sheet for reading, similar to those used in writing and maths, to assess reading on an ongoing basis. / Use of reading tests embedded.
Target sheets for reading to be developed and trialled. / End of year reading tests used in May/June 2016.
Target sheets for reading to be developed and trialled. / All year groups to use end of year reading tests in summer term 2016.
CL to develop reading target sheets. / Time for CL to investigate/develop reading target sheets.
Implement effective baseline assessment procedures for pupils entering Year 3. / Investigate potential baseline tests to be used at the beginning of
Year 3. / Baseline tests being used in order to gauge where children are in their learning. / In preparation for autumn 2016 / SLT
Year group leader Y3 / Baseline tests to be purchased.
Ensure prompt transition of KS1 data. / Liaise with Infant school in order to ensure a prompt transition of KS1 data.
Year 3 teachers to speak with Year 2 staff regarding transfer of pupils in summer term prior to transition. / Data received before end of summer term in preparation for the transfer of pupils from KS1 to KS2. / End of summer term 2016 in preparation for the transition of current Y2 children. / AM to liaise with head teacher of Infant School to ensure that data is transferred promptly.
Year 3 teachers to arrange for transition meetings with Year 2 staff. / Data from KS1 assessments/tests.
Time for Year 3 staff to meet Year 2 staff re. transition.
Implement assessment procedures in non-core areas, as necessary; especially Science. / Subject coordinators to consider how pupil progress in their subject area should be assessed and implement assessment procedures as required.
Subject leaders to attend Long Lane Collaborative meetings and discuss means of assessing pupils in individual subjects.