School Improvement Plan 2016-17
School Improvement Plan 2016-17
For individual achievement, standards and aspect planning and evaluation, see individual leadership development plans.
LEADERSHIP – David RushbyCommentary: We have the capacity to really shift the quality of teaching and provision across the school with the staff team that we have. It has been challenging to support so much change in recent years and to ensure that we stay true to what we think is important. However, these changes have been owned by us and ultimately we can now see what we want to do next. The size of the school plays a part in the challenge, but our staff competency and stability counter this. We will work smarter this year to help each other and to subscribe to better ways of collaborating.
OBJECTIVES / •To develop the effectiveness of subject and aspect leaders.
•To strengthen key leaders point of knowledge.
•To create opportunities for key leaders to intervene and support with whole school objectivity.
STRATEGIES / •Half-termly meetings with select SLT support.
•Regular moderation and class visits.
•Cross phase leadership opportunities.
IMPACT / •Accurate whole school assessment informs support, intervention and development.
•Intervention builds and strengthens whole school approaches.
CURRICULUM – Jane Bray
Commentary: We have a curriculum to be proud of. Our curriculum is engaging, creative and less narrow than previously. We must now review, sustain and build further with each unit. Teamwork and collaboration must be strong and all staff must work to support this. Planning should reflect previous experience and should not just be lifted from stored filed. This can be a starting point, but we know more know and this should impact better on the children. How can the children learn more from what we plan?
OBJECTIVES / •to prove progress in different areas of the curriculum
•subject coordinators to be involved in monitoring and evaluation of their subject throughout school
•To build early years units of learning that reflect the established approach across school.
STRATEGIES / •assessment of science (and computing?)
•be aware of levels of planning and outcomes in their subject throughout school, maybe by compiling a portfolio of work which shows progress in the subject through school
•Subject coordinators to have direct involvement in monitoring and evaluating.
•Build on the successes of the previous years to further develop engaging and exciting units of learning.
IMPACT /
- prove progress to prove we are offering an outstanding curriculum/ prove progress in different curriculum areas
•Profile of the subject coordinators is improved as staff become more proactively involved in the daily learning across the school.
•EY units of work are explicit, engaging and relevant.
•EY unit objectivesdemonstrateclear progressions from nursery to reception.
ASSESSMENT – Kate Meade
Commentary: We have some good practice and some very good and outstanding practice in relation to assessment evolving in school. By monitoring and sharing methods, we can enable our system, and ultimately our individual knowledge of individual pupils, to strengthen.
OBJECTIVES / •To embed the no levels approach to assessment through a tracking system that evaluates attainment and progress in direct response to daily objectives
•To embed feedback system which allows dialogue with the children and promotes attention to next steps, progress and attainment
•To further develop our internal progress measures for individual subjects and combined
STRATEGIES / •Closer monitoring
•Regular opportunities for moderation
•Sharing if best practice
•CPD for use of mini tests and snapshot assessments
IMPACT / •Increase in % of children meeting ARE
•Personalised curriculum
•Reducing gap between TA and end of year test results
EYFS – Charlotte Ellis
Commentary: Last year we managed to highly productive changes as we redeveloped our provision. This included some critical and wholesale changes, such as the opportunities in continuous provision, direct teaching, outdoor learning and assessment. These all need to be strengthened further, with the whole EY team working closer and more effectively. The curriculum planning and the progression in learning must be at the heart of the provision.
OBJECTIVES / •Provision from Nursery to reception reflects progression and challenge.
•Provision is holistic and themed, relevant and cross curricular.
•Key skills such as reading, writing and maths are explicitly promoted within all aspects of provision.
•Continuous provision has scope for personal development.
STRATEGIES / •Baseline assessments accurately inform daily provision.
•EYFS staff collaborate planning across the key stage.
•TFW is used effectively to teach language, narrative and an interest in reading and writing.
•Planning for continuous provision presents opportunities for children to apply and extend.
•Class dojo is used to engage the children, particularly in independent activities.
IMPACT / •Progression across the KS provides more opportunities for personal development.
•The early development of significant skills and attributes are consciously supported. Children acquire and apply key skills sooner and more thoroughly.
•Pupils engage with greater independence and purpose.
INCLUSION – Lottie Ransom
Commentary: The new code of practice and the systems and procedures have been implemented well, with the priority codes enabling more insightful practice. Wave 1 teacher practice must be thoughtful and effective as we welcome new children with additional or specific needs into our classrooms.
OBJECTIVES / •To further develop the quality of wave 1 teaching for all children with additional needs.
•To further strengthen the systems of identification and provision.
STRATEGIES / •Multi agency assessment of classroom practice and supporting and strengthening wave 1.
•Further multi-agency support for highest need children with greater in school collaboration. Joined-up thinking and approaches are key to ensuring effective support.
•Further whole school CPD on teaching children with SEN. More focused staff meetings looking at specific need and how to use pedagogy to ensure progress.
•Set up peer coaching and support for teachers of high needs children with colleagues with proven excellent practice as a more sustainable approach to developing skills at Wave 1.
•Developing multi-agency practice; incorporating our new Educational Psychologist into support for children and teachers. Strengthening this new post and our school allocation.
•Continuing to closely monitor and analyse the SEN and Monitoring Registers.
•Maintaining staff understanding of supporting children at Monitoring to address needs through the Graduated Approach.
•Continuing to develop Wave 2 and 3 interventions, with half termly reviews of progress through the Provision Plan and SEN Provision Map. Support ETAs with the review and development of this.
IMPACT / •Strong and effective wave 1 provision for all children with additional needs.
•Multi agency support has a direct impact on the quality of provision and the outcomes for pupils.
•Interventions are effective with accountable and clear progress measures.
•All new SEN systems and provision are further strengthened.
NARROWING THE GAP – All staff
Commentary: After really building the ‘at risk’ provision, it now becomes the responsibility of each class teacher. Narrowing the gap is everyone’s agenda and we have the systems and the human resources to ensure that no child is left behind. Practice in each class must be sharp and effective to make sure that the children are well placed to succeed over time.
OBJECTIVES / •Class teachers analyse and identify pupils half-termly through class track
•Early identification and support of children coming into the year below expectation.
•Effective daily assessment identifies pupils requiring support and informs learning mentor support.
STRATEGIES / •School assessments from nursery to year six inform teachers and learning mentors of who requires suppport.
•Effective collaboration between teachers and learning mentors supports children at risk of not securing objectives.
•CPD and a clear focus on developing the support from the learning mentors. Develop learning mentor AFL assessment.
•Track identified pupils on a short term basis.
•Staff and LM best practise sheet to be provided at the start of the year. Musts, Should, Best Practise.
•Monitoring of LM practise and teacher communication with LM
•LM start of year need to check and identify gaps in Timestable knowledge and find reading ages of whole year group.
•Ensure workstations are in place for 1:1 pupil meetings (half-termly).
•LM training on Class Track so they can input and check data – to take place as soon as possible in September. LM to identify quick fixes throughout the year rather than waiting until the end. LM to help input data.
•Deadlines added to the calendar when ‘At Risk’ need to be identified by and e-mailed to lead.
•Transition used to identify ‘At Risk’ pupils for the first half term of the next academic year (Autumn 1).
IMPACT / •Data shows that pupils supported are securing objectives through a skilled identification and support process
SMSC – Susie Dickson, Chloe Dolby.
Commentary: We now have a really meaningful and logical approach to SMSC. It’s no longer a scheme of work, but a deep rooted culture that strengthens the children’s personal development. Opportunities in the school day to explore, question and investigate must be frequent with attitudes and expectations steered by these narratives. Over time, our children can have a very heightened awareness of these values, with some critical internal mechanisms, views and habits that will enable them to be successful in all aspects of their lives.
OBJECTIVES / •Teachers to plan classroom links to the half termly themes.
•Revise PSHCE provision across the year groups in accordance with new published guidance.
•Strengthen the links between RE and PSHE.
STRATEGIES / •Staff plan classroom links from the half termly brief.
•Observe, monitor and review the provision of RE and PSHE across the whole school.
•Explicit opportunities within the curriculum and the daily learning and provision to make cohesive links to the themes.
•Coordinators to meet and provide links to strengthen the themes within the day to day curriculum. This will then be followed by a staff meeting where new information will be delivered and further emphasis placed on the importance of the themes.
•Review the Collective Worship councils suggestions and plan some opportunities for further pupil involvement.
IMPACT / •RE and SMSC effectively support the children’s understanding of the half termly themes.
•The children understand and enjoy the themes in context with their own personal lives.
•The school values are explicitly promoted, underpinning the expectations in attitude, conduct and behaviour.
NUMERACY – Katie Washington KS2, Sam McGregor EYFS & KS1
Commentary: As with other key areas of the curriculum, our knowledge of the curriculum and its’ objectives is now impressive. Coverage, concepts and methods can all be led. The underlying skill is definitely arithmetic and place value. We need to ensure that our younger children progress with the ability to see numbers and to apply mental strategies, before they are asked to rely on formal methods.
OBJECTIVES / •To strengthen the teaching and new assessment methods within Maths in each specific age phase.
•To ensure that formative assessment has a direct impact on outcomes.
•To develop the quality of opportunity regarding ‘deeper learning and mastery’.
•Class teachers identify, support and measure daily outcomes for those children deemed to be ‘at risk’.
STRATEGIES / •Staff review/health checkproformas to assess strengths and areas for development.
•To strengthen the teaching and assessment of the new curriculum.
•Leadership meetings to present insight and to identify SLT involvement across cohorts.
•Key identified areas to be developed by CPD, support or by brokering partnerships.
•Teachers effectively use daily assessment to identify and provide next steps.
•Good use of AFL creates bespoke learning that allows for flexibility, application, broadening, time on task, learning through error and investigation.
IMPACT / •The new curriculum is well covered.
•Standards in the teaching of maths are strengthened.
•More children achieving age-related expectations.
•Understanding and application are broadened. (deeper learning).
WRITING – Cathryn Goddard (Rachael Littlewood)
Commentary: The new curriculum objectives have been covered and we have an understanding of how the subject can be weighted. TFW has developed and the elements are falling into place. It’s important that we stay true to the TFW philosophy and that we allow the children the opportunities to build their skills, with increased experimentation and creativity. Our teaching should facilitate and support more and not potentially dictate and limit learning.
OBJECTIVES / •To strengthen the teaching and assessment of writing in each specific age phase and to ensure that the overall balance of content is embedded across the school.
•To differentiate the expectations for each year group objectives (yrs 3 & 5)
•To develop the quality of opportunity regarding ‘deeper learning and mastery’.
•Class teachers identify, support and measure daily outcomes for those children deemed to be ‘at risk’.
STRATEGIES / •Staff review/health checkproformas to assess strengths and areas for development.
•To strengthen the teaching and assessment of the new curriculum
•Leadership meetings to present insight and to identify SLT involvement across cohorts.
•Key identified areas to be developed by CPD, support or by brokering partnerships.
•Talk For Writing whole school evaluation.
•Observations of talk for writing in action (drop in sessions)
•Time to observe TFW taking place so – main focus consistency and evidence of progression.
IMPACT / •Clarity, consistency and improved effectiveness with TFW. TFW demonstrates sufficient age appropriate support and challenge.
•SPAG and spelling are strengthened within the curriculum, with increased opportunities across the school day to apply skills. (Not removing other initiatives currently in place).
•More depth within the learning objectives. Children develop increased resilience with regards to challenges and they apply their skills in context.
READING – Cathryn Goddard
Commentary: Reading has been difficult to lead in recent years due to the curriculum and assessment changes. However, we now have the right reading ‘diet’ that works across the school day. Reading is the number one skill for any child, but is not necessarily easy to teach all aspects. All of the elements have been put into place, it’s now time to hone skills and teach with increased expertise.
OBJECTIVES / •To strengthen the use of data to evaluate and inform provision.
•To strengthen the teaching and assessment of reading in each specific age phase and to ensure that the overall balance of content is embedded across the school.
•Leadership has a clear picture of whole school standards in teaching and learning.
•All texts and reading opportunities are sufficiently engaging, with possibilities for developing comprehension.
•Class teachers identify, support and measure daily outcomes for those children deemed to be ‘at risk’.
STRATEGIES / •Staff review/health checkproformas to assess strengths and areas for development.
•To strengthen the teaching and assessment of the new curriculum.
•Leadership meetings to present insight and to identify SLT involvement across cohorts.
•Key identified areas to be developed by CPD, support or by brokering partnerships.
•Staff are effectively teaching from daily assessments and AFL to identify gaps in learning.
IMPACT / •Staff demonstrate a higher level of expertise in the teaching and assessment of reading.
•Staff subject knowledge of objectives is influential in daily provision.
•Opportunities for children to enjoy and participate in reading are frequent, with texts stimulating and relevant.
SCIENCE –Fiona Madigan
Commentary: We have had some really good Science staff meetings looking at practical investigation, coupled with some good planning resources. These concepts and resources now need to further the learning in class. Our style of learning should be evolving, with less ‘cloze’ procedure and more holistic learning opportunities. This needs to be accounted for with a more solid assessment procedure.
OBJECTIVES / •To strengthen and improve the science curriculum and the quality of provision. This relates specifically to the practical investigation opportunities and the chance for increased scientific enquiry and investigation.
•To assess and document outcomes for improved provision and individual pupil outcomes.
STRATEGIES / •Teaching more science through Working scientifically- the key WS words from curriculum to for part of each lesson objective and WALT. (page 30 spiral curriculum).
•Overview of all objectives for that year on one page for each year group. This then needs highlighting once taught to ensure full coverage.
•WS sheet in all books
•Scientific language in key- displays, word lists in books etc.
•Age appropriate curriculum objectives only.
•Staff questionnaire about confidence in working scientifically.
•Improved resourcing.
•Strengthened links with English and maths
•Class track in line with English and Maths
IMPACT / •Strengthened teacher confidence in facilitating scientific enquiries and developing vocabulary.
•Teachers making frequent and skilled assessment of progress.
COMPUTING – Chris Boosey
Commentary: The computing curriculum itself has had limited development due to other national changes and developments. Tangible wider curriculum opportunities are now possible due to our new curriculum. The holistic and high impact use of computing to strengthen key skills can now be utilised (handwriting, spelling, reading, phonics, research, presenting information). This can occur off-site via virtual learning.
OBJECTIVES / •To be a model of good practice regarding online safety.
•To embed a dedicated assessment and evidence expectation.
•To strengthen extended learning opportunities.