OFSTED KEY JUDGEMENT / Action / Carried out by / Target date / Cost / Cost centre / Outcome / Monitoring
A / Personal development, behaviour and welfare
1 / Policy / Implement changes in our revised behaviour policy and develop a consistent approach across the Nursery and School. Include the voice of parents and pupils in monitoring its effectiveness.
Ensure all staff have up to date training in TEAM TEACHH techniques when handling children. / HT/DH / July 2016 / N/A / N/A /
- Behaviour management in the school has a consistent approach so children understand what is acceptable and how unacceptable behaviour will be met.
- Parents are confident and understand the policy. The behaviour of the vast majority of pupils is at least good.
- Low level disruption in lessons is minimal as evidenced by lesson observations.
2 / Behaviour at Playtime / Review playground design, in light of new facilities –effective Zoning of playgrounds and adult interaction with children to promote good behaviour.
All lunchtime staff to engage in evaluation of provision and training to improve interaction and range of activities available including Scrapstore resources. / DH / Jan
2016 / £500 /
- Children are engaged and happy at playtime and incidents of poor behaviour are reduced on the Playground log.
3 / Rights Respecting School Award / Begin to work towards achieving Unicef’s Rights Respecting School Award.
Register the school’s interest;
Review assembly and Family time planning and include RRSA themes/articles;
Create a steering group with members of staff, children, parents, governors and members of the community.
When reviewing policies include references to the UNICEF articles. / DH/B.Davis / July 2016 / £500 /
- Children, staff and the wider community understand the UN Convention: the rights of the child;
- The school achieves it’s ‘Recognition of Commitment’ towards becoming a ‘Rights Respecting School’
- Policies reviewed from December 2015 reflect the UNICEF articles
4 / Collective Acts of Worship / Increase children’s involvement in collective worship as highlighted in the SIAMS inspection.
Year 2 children to have an active role in contribution and planning assemblies.
Create systems that encourage pupil voice in evaluating Collective Acts of Worship. / DH/
Vicar / July
2016 / N/A /
- Children actively involved in planning assemblies.
- Children are observed to reflect on CAOW and be actively involved in the evaluation and planning.
B / Teaching, learning and assessment
1 / Assessment / Develop further rigour of Assessment including the implementation of new software Pupil Tracker. Consider strategies that can be used to assess learning cognition and depth of learning.
Consider how we can create situations in lessons where children can demonstrate their depth of learning.
Teachers make formative assessments (to inform planning for learning) and make half termly summative assessments to assess pupil attainment (e.g. Developing, Secure etc.)
Pupil Progress is measured
using the new tracking system. / HT/DH/SENCO/Subject co-ordinators / June 2016
July 2016 / £2000
N/A / N/A /
- Assessment procedures are rigorous and used to address the needs of pupils.
- New tracking soft-ware will enable clear identification of children who need to close the gap and appropriate targets to be set.
- EYFS – 60% of Pupil Premium children to achieve a GLD. Narrow the gap between the attainment of boys and girls to10% or less.
- KS1 - The percentage of pupils working at theexpected level (Secure 1.3) in Reading, Writing and Maths will increase to at least 70% by the end of KS1.
2 / Tapestry – parental involvement in Foundation Stage / To strengthen and increase parents involvement through Tapestry. Target parents who are not regular contributors to their child’s online learning journey.
Give staff non-contact time to respond to parents comments.
Display board in the classroom/nursery for parents to add comments to photos with support from staff if needed. / Nursery Manager/DH/Foundation Stage staff / July 2016 / N/A / N/A /
- There is an increase in parent contributions in the children’s learning journeys.
- Parents report to feel confident in using Tapestry
3 / Pupil Premium / Develop a comprehensive Pupil Premium Action Plan for children in Nursery to Year 2.This will include strategies to improve the quality of teaching and learning of Pupil Premium children. Consider new approaches that can be used in the EY to support pupils eligible for pupil premium funding (e.g. peer mentoring of a EY PP pupil by a KS1 PP pupil).
Closely monitor achievements of pupil premium pupils across the curriculum.
Ensure that pupils are receiving appropriate interventions where needed.
Pupils receive targeted interventions by appropriately trained staff in order that they achieve age related expectation. Review interventions regularly and monitor impact.
Additional pupil progress meeting focusing purely on PP children half way through the year. / HT/Learning Mentors/SENCO / July 2016 / Pupil Premium Funds / Pupil Premium Funds /
- 60% of Foundation Stage Pupil Premium Children reach a Good Level of Development by the end of Reception.
- 60% of Year 1 Pupil Premium children and 75% of Year 2 Pupil Premium children meet age expected milestones in Literacy and Numeracy.
4 / Baseline Assessment / Implement new Baseline assessment for children entering school from Sept 2015;
Teachers to attend relevant Early Excellence training. / Reception Teachers/DH / Nov 2016 / £150
-Training course /
- Baseline Assessments on Pupil Tracker, analysed and assessments being reflected in planning.
- Teachers demonstrate excellent knowledge of pupil next steps and cohort trends in Pupil progress meeting.
5 / To raise the percentage of pupils that pass the Year one phonic screening. / Workshops for parents to support children with reading at home. Include incentives for attendance to raise levels of parents that engage.
Literacy Coordinator to observe phonic and Literacy lessons across the school and feedback to staff on how to improve quality of teaching and learning.
Literacy coordinator to research different Structured Phonic programmes for the teaching of phonics ie Read Write Inc / Lit Coordinator / June 2016 / £450-3 days Supply
Software and training
TBA / Supply /
- 70% of Year 1 children pass the Phonics test. (National 77%)
6 / To continue to raise the percentage of children that reach the expected level in Writing by the end of KS1. / Baseline Literacy assessment for all children who start school mid-year so children are identified early if they need intervention.
Grammar objectives incorporated into
revised planning.
INSET to raise staff pedagogy in grammar teaching and the resources available. Key vocabulary to be displayed and introduced to children.
Parent workshop in January for Year 2 parents to inform them about the expectations in grammar. /
- 70% of children achieve the expected level for Writing.
7 / The New Curriculum / Monitor the delivery and impact on standards and progress of the new curriculum through discussions with pupils and teachers and scrutiny of work. Update subject policies in light of the new Curriculum. Update the website and prospectus to reflect the changes in the new curriculum. Keep parents abreast of the changes in curriculum through termly letters, good work assemblies, updating the school website and running Parent consultations meetings. Work in consultation with KE (PHD research student) to develop student’s research, independence and creativity skills. Continue to plan and deliver exciting, creative, engaging learning opportunities to close gender gap. / Curriculum Coordinator / July 2016 / £450- 3 days Supply / Supply /
- The new school curriculum is delivered and its effectiveness is monitored regularly.Staff understand expectations for progression in the new Primary Curriculum.
- Children will be more independent in their learning across all subject areas. A higher percentage of Boys will make the expected level of development.
D / Leadership and Management
1 / Raising the profile with all stakeholders of the governing body. / Governors to attend Parents evenings andstaff meetings. Regularly scheduled ‘Immersion’ visits to school to talk with staff/observe lessons, monitor strategies. Governors to have clear focus areas for visits and feedback appropriately to staff and governors. / HT/ Chair of Govs / July 2016 / N/A / N/A /
- Governors are able to give a more focused account of their role in improving the school.
- They have a greater understanding of how pupils’ progress is tracked and evaluated and are able to ask challenging questions of school leaders with more confidence.
- They have a raised awareness of standards, policy, and quality of teaching across the school.
2 / Developing maths leadership across the school. / Induction of new Maths co-ordinators,Bev Davis and Zoe Cochrane. Monitor the impact of the new Curriculum and Calculation Policy, through staff discussions, observations, work scrutiny and pupil interviews. Attend 2 training days and feedback in staff meetings.
Inform parents of the new Maths curriculum, resources and calculation policy.
Develop parent workshops in Maths to engage parents/carers in supporting Maths at home.
Joint observations/Work and planning scrutiny: HT and co-ordinators to monitor progress.
Introducing mental arithmetic session from reception to yr2 in order to prepare and embed numeracy skills in preparation for KS1 mental arithmetic test- summer term.
To ensure consistency of marking policy with numeracy. / HT / July 2016 / £1000
Training and supply costs /
- Maths Co-ordinators demonstrate great clarity about their roles and the extent of their responsibilities.
- They have an appropriate level of involvement in monitoring and evaluating provision and outcomes.
- To increase children’s recall number facts skills in foundation to year 1 in order to embed the skills they are required to apply in the arithmetic paper and SATS.
- Through work scrutiny, marking will be consistent across the school.
3 / Performance
Management / Further develop the effective annual appraisal process for staff with a clear focus on improving academic standards across the school.
Train staff on the use of ‘Fillio’, online appraisal tool.
All staff to be fully involved in the process, through a clear understanding of the Teaching Standards, revised Teaching Assistant Standards and the SDP. / HT/DH / Nov. 2016 / £300.00 /
- Supportive & developmental Appraisal Process, with a clear positive impact on the quality of teaching & learning across the school.
- Appraisal data held on ‘Fillio’ and accessible by stake holders.
4 / BUILDING A STRONG LINK with an outstanding London Primary School - Brindishe Lee;
beginning initially with a visit to the school, on one of our INSET days (Feb. 22nd 2016)
Gaining a thorough knowledge of the
School’s expertise in improvement strategies / HT to visit Brindishe Lee School prior to the teachers’ visit, to plan objectives and outcomes for the day.
To include:
- ‘Learning walks’ to observe how writing and maths is taught from Reception to Year 2;
- Relevant professional dialogue between senior leaders and subject leaders;
- Gain knowledge of the school’s approach to delivering the new national curriculum and to assessment without levels to track pupil progress.
- Gaining an understanding of how ‘Pupil Premium’ funding has been used to enable those pupils to make exceptional progress.
- Teachers will have a good understanding of outstanding teaching and learning; which will impact upon the development of their own practice.
- Teachers will further develop their knowledge of assessment without levels and tracking pupil progress.
- Senior Leaders will gain knowledge of alternative ways to use ‘pupil premium’ funding to provide support for this group of pupils, to enable them to make outstanding progress and therefore raise overall achievement across the school.
1