WHITEHILLS PRIMARY SCHOOL
“…putting children first….”
SCHOOL IMPROVEMENT PLAN
2011 - 2014
Headteacher: Rob Hardcastle
Deputy Headteacher: Natalie Smith
Version 2 September 2012
Contextual Information
Vision for our school
Whitehills Primary School is committed to providing the very best educational experience for every child in school.
At Whitehills Primary School we work towards empowering children and adults in school to be confident, curious, caring, creative and cooperative people (Whitehills Core Values).
At Whitehills Primary School we value and work to develop the very best relationships with our parents and community.
Distinctive characteristics of the school
We are a 2 form entry urban school situated in the north suburbs of Northampton. Our school is situated in an area of mixed owner-occupier housing dating from 1960s onwards. The majority of pupils come from the local area. It currently has 407 FTE children on roll, 210 boys and 197 girls. Our school is popular and over-subscribed.
Attainment on entry in Foundation Stage 2 (FS2) is below age-related expectations. 34 of the 60 children in FS2 are summer born children and their level of learning reflects this.
There are 3% of the children with English as an additional language, which is below the national average.
There are 62 children with special educational needs, including 12 children with Statements of Special Educational Needs. Of these 12, 9 have a specific learning difficulty.
Specific contextual factors impacting on the school this year
A new Headteacher was appointed in September 2011. The school is led by a forward thinking leadership team who are committed to the continuous improvement of outcomes for children.
Over the last two years the school is aware of a higher proportion of families experiencing hardship due to increasing number requesting financial assistance towards the cost of visits and additional expense such as musical tuition. The number of children who are claiming free school meals has risen from 6 to 30.
Summary of most recent standards and achievement data from 2011/2012.
Attainment (APS)
OverallY1=9.4 Y2=16.3Y3=18.7
Y4=22.4Y5=24.72Y6=28.1
Reading Y1=9.9 Y2=16.7Y3=19.51
Y4=23.28Y5=25.49Y6=28.14
WritingY1=8.93Y2=15.8Y3=18.13
Y4=21.49Y5=23.5Y6=27.84
EnglishY1=9.42Y2=16.3Y3=18.82
Y4=22.39Y5=24.5Y6=28
MathsY1=9.43Y2=16.4Y3=18.47
Y4=22.31Y5=25.16Y6=28.24
FSP (2012) – 82% of children achieving 78 points+ across the EYFS compared with a LA average of 80.1%.
Attainment (%) 2011/2012
Subject / Year 2 Level 2+ / Year 2 Level 3 / Year 6 Level 4+ / Year 6 Level 5Nat / Sch / Nat / Sch / Nat / Sch / Nat / Sch
Reading / 85 / 88 / 26 / 33 / N/A / 81 / N/A / 41
Writing / 81 / 88 / 13 / 18 / N/A / 79 / N/A / 26
English / 83 / 88 / 19 / 26 / 81 / 84 / 29 / 33
Maths / 90 / 95 / 20 / 27 / 80 / 83 / 35 / 31
Combined percentage of children achieving L4+ in both English and Maths is 78% (National=74% in 2011).
Progress (2 levels progress) 2011/2012
Year 6
- English =81% (National=84% in 2011)
- Maths = 71% (National=83% in 2011)
APS Gains 2011/2012
- OverallY2=6.3Y6=4.3
- ReadingY2=6.2Y6=3.72
- WritingY2=6.5Y6=4.69
- EnglishY2=6.3Y6=4.2
- MathsY2=6.2Y6=4.59
Progress across Foundation Stage is good with children’s AOE below nationally expected levels and in 2012 this was in line with national and local averages. (FSP 2012 data)
Most recent Ofsted inspection 29.01.09
The overall judgement was good.
What the school should do to improve further
•Provide broader opportunities for pupils to assess their own work in order to improve progress.
•Ensure assessment systems are used consistently to enable reliable and accurate data to be available to track progress.
•In the Early Years Foundation Stage improve the use of the recently developed outside learning area.
Awards, kite marks and accreditations
We currently hold:
Inclusion Quality Mark (IQM)
The International Schools Award
Northamptonshire Healthy Schools Award
Active MarkAward
Sing Up Gold Award
Northamptonshire Anti-Bullying Accreditation Programme Bronze Award
Let’s Get Cooking Accreditation 2012
This year the school is planning to achieve:
•Full International Schools Award
The Big Picture
This school improvement plan will make reference to two types of work for the coming year:
- Focused Priorities
These are the specific improvements that have been identified for action over the course of the school year. Each of the focused priorities has an individual action plan.
- Background priorities
These include ongoing work and continuations of work from the previous year.
Key for charts
Ofsted framework and SEF links
SEF 1: Achievement
SEF 2: Teaching
SEF 3: Behaviour and Safety
SEF 4: Leadership and Management
Focused Priorities 2012 - 2013Priority / What the priority involves in a nutshell / Success Criteria
FP1
SEF 1
SEF 2 / Quality of Learning and Teaching opportunities in writing
- Provide refresher training sessions for new staff in regard to WftB process and resources
- Effective use of Mini-lessons to be a focus for coaching during terms 1 and 2
- Day 5 training for all KS2 staff looking at Writing to explain why
All children who attain a L2C to be on track to attain a L4 in Writing.
FP2
SEF 1
SEF 2 / Quality of Learning and Teaching opportunities in Maths
- Head to order Maths Makes Sense (MMS) SOW and resources for all of KS2 in July 2012
- Maths Co-ordinator to use MMS approach her classroom for term 1
- Training for all staff in Years 3 and 4 in November led by Michael Amos from Richard Dunne Training
- All staff in Years 3 and 4 to begin to use MMS conversion files during term 2 ready for a term 3 full start
- Michael Amos to observe in Years 3 and 4 to ensure accuracy of delivery during term 3
- MMS training for staff in Years 5 and 6 in June 2013 and for staff in FS2-Year2 in Term 1 2013/2014
All children who attain a L2C to be on track to attain a L4 in Maths.
FP3
SEF 1
SEF 2 / Quality of Learning and teaching opportunities in Reading
- Training during staff meetings to introduce staff to the Response to Literature approach
- Begin selecting quality literature for use in Response to Literature sessions
- Begin framing questions using the four stages of understanding of responding to literature. Oral responses at present.
- Staff to develop use of daily question stems
- Further training provided by Rob on developing type of response from oral to full academic response
- Develop use of Thinking Maps to support response
FP4
SEF 1
SEF 2 / Quality of Learning and teaching opportunities in Reading
- Sounds-Write programme overview provided by Sue Russell
- Sounds-Write training for all staff in FS2, Year 1 and 2 in January 2013
- Sounds-Write programme to be implemented in Terms 3 and 4
- Sue and SLT to monitor programme introduction and outcomes for children in FS2, Years 1 and 2
- Years 3 and 4 to complete Sounds-Write training in 2013/2014
Background Priorities 2012 - 2013
Priority / What the priority involves in a nutshell / Success Criteria
BP1
SEF 1 / Quality and use of outdoor learning environment
- Invite bids for plans and quotes for improved outdoor area in FS2
- Contact LA for approval of school change
- Instruct preferred bidder in consultation with Governing Body
- Build work to begin prior to January 2012
- FS2 planning to reflect improved offer for children
Further opportunities for outdoor learning appearing in planning.
BP2
SEF 1
SEF 2 / Quality of Behaviour
- Create new behaviour policy through work alongside staff, governors, parents and pupils
- Recap on new policy and policy requirements at the beginning of 2012/2013
- Rules. Rewards and Consequences sheets displayed prominently in all classroom and inside and outside of school
- Staff to teach behaviour expectations through role play during term 1. Reinforced as necessary
- Behaviour policy followed by all staff
- Serious behaviour incidents monitored by SLT and brought to parents attention as necessary
SLT to monitor number of serious behaviour incidents each term to track numbers.
BP3 / Improve outcomes for more able children in Science
- Audit teaching of Science with a focus on more able challenge
- Co-ordinator to trial new process for the teaching of AT1 skills
- Provide new guidance to all staff about the teaching of AT1 skills
- Co-ordinator to provide model lessons for staff in challenge for more able children
BP4 / Begin to develop a Thinking School
- Head and Deputy to attend Thinking Schools International Annual Conference
- Head to contact Thinking Schools International to arrange initial meeting
Who are We Together?
Why a “Thinking” School?
What is the Vision of Thinking Schools International?
How will we Work Together?
What does a “Thinking Student” look like? / Conference attended.
Growing a Thinking Schools resources purchased.
Thinking Schools International staff to have visited school.
A clear vision for a Thinking School has been established.
All staff have an understanding of what a “Thinking Student” looks like.
FP1 / Quality of Learning and standards of teaching in Writing
What will be different for children (emphasise learning & achievement) / Improve the structure and composition of children’s writing through the introducing ‘Write from the Beginning’ writing programme across all year groups in school.
Targets / Success criteria
To increase the percentage of children at the end of KS2 achieving level 5 in writing to 30%. (26% in 2012)
To increase the % of children at the end of KS2 achieving level 4+ in writing to 85%. (81% in 2012)
To increase the % of children achieving level 3 at the end of KS1 in writing to 25%. (18% in 2012. 2A+=51%)
To increase the % of children achieving level 2+ to 90%. (88% in 2012)
To increase % of children in FS2 achieving 6+ on profile scores in writing to 70% for boys (58% in 2012) and 90% for girls (85% in 2012). / All children who attain a L3 to be on track to attain a L5 in Writing.
All children who attain a L2C to be on track to attain a L4 in Writing.
CLL outcomes at the end of FS2 to be inline with Northamptonshire averages.
Key People / Funding & Resources
Rob Hardcastle – WftB lead
Natalie Smith – Literacy Coordinator
Lindsey Curtis – SLT
Sarah Mitchell – EYFS lead and SLT / Programme resource costs - £150
TA additional training hours - £800
Supply costs for lesson sharing and scrutiny - £800
Tasks / Who / When / Check
Recap on WftB procedure and use of programme and mini-lesson requirements. / RH/NS / Sept 2012 / Done
Sep 12
All year groups to be using the 3 day WftB process on either a daily, weekly or fortnightly basis. / All / Sept 2012 onwards / Done Sep 12
SLT to monitor the quality of teacher modelling. / RH/NS/LC/SM / Terms 1 and 2 / Ongoing
Use of mini-lessons as the focus of sharing practice and coaching. / RH/NS / Terms 1 and 2 / Review
30/11/12
Collation of NC levels for writing / All / Dec 2012 / Dec 12
Pupil interview and book monitoring to take place at the same time with mini-lesson and sentence structure work as a focus. / SLT / Terms 3 and 4
Collation of NC levels for writing / All / Mar 2013
Day 5 Training - WftB professional development training focus on writing to explain why / RH / April 2013
Follow up training sessions in staff meeting / All / Term 5
Triangulation monitoring of implementation of writing to explain why / SLT / Term 6
Collation of NC levels for writing / All / July 13
Evaluation
Oct 12: WftB process of modelling, planning and writing is now in place. Children are now planning, writing and correctly structuring extended pieces regularly. Impact of work scrutiny and moderation shows clear improvement in work quality. Coaching partners and action plan for use of mini-lesson established.
Nov 12: Mini-lessons now occurring with regularity in KS2 but not in KS1. All staff have reviewed their action plans as part of coaching model to determine success and next steps. SLT to provide further periods of non-contact through assemblies to ensure regular mini-lessons taking place in KS1.
Feb 13: Mini-lessons now occurring across Year 1 to 6 each day with small groups of children. The group membership is determined by need. The lessons are planned around the 5 essential criteria for effective writing. Evidence is collected on whiteboards and in books. Demonstration of these sessions for staff has taken place. Monitoring of the quality will begin in term 4.
FP2 / Title / Quality of Learning and Teaching in Maths
What will be different for children (emphasise learning & achievement) / The teaching of Mathematics will follow that set out in the Maths Makes Sense (MMS) programme. Children in KS2 will be working much more regular with concrete apparatus and the process for learning Maths will be copying the teacher modelling with the apparatus, working as a pair to guide each other using the apparatus and then working independently. Grouping of the children will be organised using ability. The improvement in the quality of teaching and use of use of concrete apparatus will ensure that children’s understanding of basic Mathematical concepts is much more secure.
Targets / Success criteria
To increase the percentage of children at the end of KS2 achieving level 5 in Maths to 40% (29% in 2012).
To increase the % of children achieving L6 to 10% (7% in 2011).
All children who attain a L3 to be on track to attain a L5 in Maths. All children who attain a L2C to be on track to attain a L4 in Maths. For 30% of the boys in KS1 to attain a L3. / All children who achieve L2C at KS1 to be on track to achieve L4 at the end of Y6.
All children who achieve L3 at KS1 to be on track to achieve L5 at the end of Y6.
Key People / Funding & Resources
Headteacher
Maths Co-ordinator – Years 3 and 4 staff / £5000 for MMS training and resources
£1000 for release time for Maths Co-ord
Tasks / Who / When / Check
Headteacher and Maths Co-ordinator to attend 2 day MMS training. / Rob and Lindsey / July 2012 / Done
Jul 12
Rob to order necessary resources for Years 3 and 4 to use MMS / Rob / July 2012 / Done
Jul 12
Rob to book MMS training for Years 3 and 4 / Rob / July 2012 / Done
Sep 12
Lindsey to use MMS in her Year 4 class during Term 1 / Lindsey / Term 1 / Began
Sep 12
Training provided for All staff in Years 3 and 4 by Michael Amos of Richard Dunne Training / RD Training / Nov 19th/Nov 20th 2012 / Done
Nov 12
Years 3 and 4 staff to use the conversion files to introduce the MMS approach to their children / Years 3 and 4 / Term 3
Follow up training day with Michael to observe introduction of MMS and to support in Years 3 and 4 as necessary / Michael Amos
Lindsey
Years 3 and 4 / Term 4
Triangulation monitoring of children in Years 3 and 4 / Rob
Lindsey / Terms 3 and 4
Assess NC Level outcomes / SLT / March 2013
MMS training for Years 5 and 6 / RD Training / Term 5
Years 5 and 6 staff to use the conversion files to introduce the MMS approach to their children / Years 5 and 6 / Term 6
Assess NC Level outcomes / SLT / Jul 2013
MMS training for FS2 to Year 2 / RD Training / October 2013
Evaluation
Sep 12: MMS being used in Maths Coordinator’s class in Y4. Class working on conversions files
Oct 12: 4C have now completed conversion files and shall be working on the Y4 programme next term Nov 12: MMS training taken place for all staff in Yrs 3 and 4. Mike Amos led this and worked with Lindsey and Rob re implementation. Date booked for his next visit.
Feb 13: Conversion unit now complete in both Yr 3 classes and Yr 4 and observations of teaching complete. Lindsey’s class now using Yr 4 programme with pleasing impact results evidenced through observation of teaching, work scrutiny and pupil interview. Next term all Yr 3 & 4 to be working on age appropriate programmes. Yr 5 and 6 training booked for May.
FP3 / Title / Quality of teaching and learning of Reading
What will be different for children (emphasise learning & achievement) / To improve the quality of children’s response and understanding to literature across all year groups by introducing the Response to Literature programme as part of the Write from the Beginning programme. Introducing a structured programme of development that provides children with regular opportunities for children to respond orally, provide open ended written responses and formal written responses.
Targets / Success criteria
To increase the % of children at the end of KS2 achieving L5 in reading to 55% (41% in 2012). To increase the % of children at the end of KS2 achieving L4+ to 90% (81% in 2012).
For all children by the end of Year 4 to have made one NC level progress in reading.
To have 95% of Year 2 children achieve L2+ in reading and 85% at 2B+. / All children who attain 2C at end of KS1 to be on-track for L4. All children who attain a L3 at KS1 to be on track to attain a L5.
Key People / Funding & Resources
Rob Hardcastle
Natalie Smith – Literacy Coordinator / No Cost for training as it is provided in house.
£100 for supply to allow staff to visit another school already using Response to Literature
Tasks / Who / When / Check
Day 4 – Response to Literature Training for all staff
Selecting Quality Literature, Examining different responses to literature, Learning about different stages of understanding when responding to literature, and using Thinking Maps to extend understanding of literature. / RH / Sept 2012
October
Nov 2012 / Done
Sep
Oct
Nov 12
Response to literature sessions to focus on create questions using the four stages of understanding / All / Sept/Oct / Done
Staff meeting to review progress towards developing children’s understanding using the four stages / RH / Oct 2012 / Done
Identified staff to visit another school to see Response to Lit lessons. / RH / Nov 2012 / No
Day 4 – Response to Literature Training for all staff
Using different responses to literature from oral to written. Using different types of prompts for written response. / RH / Nov 2012 / Done
All children to work independently using writing and drawings to respond to literature. / All / Term 3 / Done Jan 13
Day 4 – Response to Literature Training for all staff
Understanding four different types of prompts and use of questions stems when responding to literature
Using Thinking Maps to prepare written response to different types of response. / RH / Term 3
Question stems term 4 / Jan 13
KS2 to begin to work on examples of open ended and formal written responses to different prompts. / All / Term 3 and 4
SLT to observe in RtoL sessions to support implementation / RH/NS / Term 4 & 5
SLT to analyse NC level for Reading in March / SLT / Mar 2013
Evaluation
Initial Response to Lit sessions are beginning to take place across all year groups. Two full sessions of training have now taken place. Once a fortnight RToL sessions planned to commence in term 3.
Feb 13: RtoL sessions have started in all year groups. Planning evidence confirms this. Children developing understanding of literature systematically using 4 stages of understanding. Training around types of responses and four different types of written prompts undertaken. Currently investigating possibility of staff to visit another school in term 4.
FP4 / Title Quality of teaching and learning of Early Reading