Prospect Primary School Improvement Plan 2017_18
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PROSPECT PRIMARY SCHOOL
SCHOOL IMPROVEMENT PLAN
2017-2018
Prospect Primary School Improvement Plan 2017_18
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FOCUS FOR DEVELOPMENT Literacy
TARGETS 1. Response to Intervention - To have consistent implementation of the Response to Intervention Framework to develop emergent literacy skills in Reception and Years 1, 2 and 7 students 2. Balanced Literacy - To have consistent understanding and application of pedagogy of balanced literacy
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Res
po
nse
to
Inte
rven
tio
n (
RTI
) Rec
epti
on
, KS1
Conduct professional development for Principals, senior management teams and teachers on the developmental continuum of early literacy skills and effective use of the resource bank.
Literacy Specialist
Lead Literacy
ETFS Team
Sep 2017
System and school professional develop (PD) calendars
PD reflection forms
PD proposals
PD Attendance
PD Logs
Emergent literacy skills and effective use of resources reflected in planning (e.g., long range, medium term, unit, weekly, etc.)
Evidence of incorporation of developmentally appropriate emergent literacy skills in lessons and use of resources through documented informal and formal observations
Teacher/coach feedback
Teacher reflection forms after PD session(s)
Literacy Specialists
KS1
Conduct professional development to train Interventionists and Special Education Needs Coordinators (SENCOs) to support the Response to Intervention (RTI) process
Literacy Specialist
SENCO
VP
Aug 2017
Monitoring of the delivery of interventions
As above
Teacher reflection forms after PD session(s)
Increase in student achievement as evidenced by data as a result of quality instruction in intervention
Literacy Specialists
KS1
Provide effective regular assessment and monitoring of the Response to Intervention (RTI) framework to ensure fidelity:
administer DIBELS benchmark assessments in Years 1 & 2 for September, January, and June
administer DIBELS progress monitoring assessments in Years 1 & 2 at least once every 3 weeks for students in Tier 2 and Tier 3 interventions
conduct 6-8 week progress monitoring meetings for Response to Intervention (RTI)
Principal SENCO
VP
Overseen by MJR
Sep 2017
Data entered into DIBELS database in a timely manner and spot-checks complete
Progress monitoring meetings will occur
Principals provide feedback to SSIOs
Data collected from benchmarking and progress monitoring assessments used to inform decision making for students requiring interventions
Data collected from benchmarking and progress monitoring assessments used to inform in class planning for the regular classroom and interventions (e.g. whole class and small group instruction by classroom teacher).
Informal and formal observations
Teacher/Coach feedback
Principal to SSIO and Literacy
Specialists
Prospect Primary School Improvement Plan 2017_18
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Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
KS1
Monitor the delivery and fidelity of daily interventions as prescribed by the Response to Intervention (RTI) framework
Principal SENCO VP
Sep 2017
Feedback sessions with interventionist, Special Education Needs Coordinators (SENCOs), principal and Literacy Coach and Year 2 teachers
Lesson observations
Informal and formal observations
Teacher Survey data
Teach/Coach feedback
Principal to SSIO
and Literacy
Specialist
KS1
, KS2
Inventory, organise and use literacy resources for shared learning experiences
Principal Lead Literacy
Sep 2017
Summer
Term
Observations of lessons
Accessible and central location of resources
Resource inventory
Teacher use of resources in lessons
Teacher feedback
Literacy coach reports
Circulation data
Principal to SSIO
KS1
, KS2
Create and catalogue classroom libraries in all Early Years, KS1 and KS2 classrooms in all primary schools.
Vice Principal
Lead Literacy Phase Leads All Teachers Librarian
Sep 2017
Regular checks by Literacy Specialist and SSIOs
Growth shown in student achievement in reading as measured through DRA levels and NC levels from Reading Rubrics.
Increased opportunities for daily self-selected independent reading.
Student surveys on attitudes towards reading.
Length of time of sustained reading.
Inventory of resources – number of classrooms in the school with classroom libraries, number of books in each of those books in each classroom library
Principal to Literacy Specialist
Ass
essm
ent
All
Moderation of Writing: 1) Year Group Moderation in Collaborative
time (looking at a range of pieces of writing). – Half Termly (supported by PYP-Coord.
2) Vertical Moderation – x3 per Year (Termly – month of Assessment Deadlines).
CB / FEW FEW / KL MJR
Phase Leaders
Literacy Coach
Oct 2017
VP to monitor that meetings take place and to analyse moderated data. MJR to ensure moderation events are on the school PD diary. Monitored through PD Minutes
Teacher assessment of writing increases in accuracy and the assessment data is secure. Where data is showing low attainment or progress in term 1 or term 2 support is put in place. PD for whole staff and individuals based on findings of moderation events. Planning is responsive to assessment.
MJR to SSIO
Prospect Primary School Improvement Plan 2017_18
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FOCUS FOR DEVELOPMENT Numeracy
TARGETS
1. Contextual Experiences -To have consistent mathematical experiences in problem solving, reasoning and communication provided across the curriculum 2. Assessment - To have consistent understanding and application of assessment to inform teacher planning and instruction
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Ass
ess
men
t
KS1
, KS2
Conduct professional development sessions for principals, school senior management and teachers that convey the different assessments that are to be used to track student progress and achievement in mathematics. As part of the Leadership Forum.
Numeracy Specialist
Principal VP Math Lead
Aug 2017
Notification or invitation to SPA – Curriculum and SSIO regarding training session
Attendance records
Completed feedback forms
Staff discussion notes
School Senior Management Team (SMT) can explain what assessments are used and their purpose
Principal able to assist with formative assessment training for their staff with support from the school SMT
Principal able to drive effective use of formative assessment in their schools
Numeracy Specialist
KS1
, KS2
Refine mathematics rubrics – characteristics of each sub-level. Whole staff PD on rubrics once final version released. Use to be monitored as part of Learning Walks and Obs.
Numeracy Specialist
Math Lead
Principal
Aug 2017
Documents produced
Evidence of schools using these as part of formative assessment Numeracy
Specialist
KS1
, KS2
Utilise assessment strategies and outcomes in lessons (planning and implementation) to track student progress and achievement in mathematics (action for teachers to implement)
Principal Principal and VP to monitor
fidelity and accuracy.
Sep 2017
Peer assessments
Walk-throughs
Planning and book review
Analysis of lesson planning
Teacher planning and instruction connects to scaffolding, eliciting and supporting and extending student learning as evidenced through lesson observations and walk-throughs
School Senior Management teams are ensuring that teachers are utilising the right assessment strategies to assess students’ knowledge, skills and understanding.
School Senior Management are collecting formative assessment data and recognise the implications of that data
Students make progress as demonstrated through data
Principal
Prospect Primary School Improvement Plan 2017_18
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Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
KS1
, KS2
Implement team planning at least termly within and across Year Groups and/or Schools. The termly team planning should provide evidence of the impact of assessment on planning and instruction (horizontal and vertical planning**See IB-PYP)
Principal IB-PYP Coordinato
r
Math Lead
Sep 2017
Planning discussion notes or lesson plans
Senior member of staff present
Meeting minutes
Instruction meets the students’ needs
Growing teacher confidence in the math curriculum
Conduct review meetings to measure impact of curricular progress
Ability to identify elements of good practice and issues in teaching and learning
Dissemination of good practice is evident
Principal
Ped
ago
gy
KS1
, KS2
Numeracy team to work with the lead numeracy teachers to ensure they are able to assist educators in their respective school with mathematics pedagogy
Numeracy Specialist
Math Lead Aug 2017
Attendance records
Lead Numeracy Teachers implement training with teachers in school Numeracy
Specialist
KS1
, KS2
Produce a calculation strategy document. To cascade to staff at point it is released. Share with parents at PTA meeting.
Numeracy Specialist
Math Lead Jan 2018
Documents produced
Use as part of school Numeracy policy
Evidence of schools using these both in developing teaching and in informing parents Numeracy
Specialist
KS1
Implement Maths Recovery utilising Interventionists Principal Interventio
nists monitored
by VP
Aug 2017
Screeners completed
Students identified
Interventions take place
PD support for interventionists
Evidence of initial improvement of students receiving intervention
Evidence of continued development on return to classroom
Principal
KS1
, KS2
Utilise the Mathematics Strategy document for teacher self-reflection. Principal Math Lead Aug
2017
Schools using the document to get teachers to set appropriate targets
Are targets easy to recognise in terms of putting into action
Evidence of teachers using the document to set targets
Schools providing support for meeting targets
Numeracy Team supporting target achievement
Principal
KS1
, KS2
Conduct professional development sessions for principals, school senior management and teachers to develop strategies for making sense of the Mathematics Strategy document including looking at videos of mathematics teaching
Numeracy Specialist
Math Lead Aug 2017
Attendance records
Completed feedback forms
Staff discussion notes
Leaders display confidence in insightful observations and feedback to teachers
Leaders show evidence of across school consistency
Leaders supporting teachers in developing targets that can be actioned
Numeracy Specialist
Prospect Primary School Improvement Plan 2017_18
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Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Ped
ago
gy
KS1
, KS2
Refine Units and Sample Lessons in line with Mathematics Strategy document and support teachers in refining their teaching strategies Maths Advisor and Coaches to deliver PD and support developing teacher’s pedagogy.
Numeracy Specialist
All Teachers
Aug 2017
DES website
Increase clarity about the teaching approaches (matched to teacher targets)
Teacher feedback of implementation is documented
Walkthroughs which note both teacher and student behaviours
Reasoning, problem solving and communication are embedded within the units of study and sample lessons
Units of study and sample lessons reviewed
Teachers make good use of lessons and use initiative in planning
Increase in student achievement as evidenced by data as a result of quality instruction
Numeracy Specialist
KS1
. KS2
To hold 2 to 4 parents’ math Workshop Evenings around understanding Math as taught in school and the new calculation strategy. ‘math – what can I do to support?’
Numeracy Specialist
Teachers by Phase.
PTA
Oct 2017
Production of guidance document for parents
Circulation of Calculation Strategy.
Implementation in all year groups in all schools
Teachers participate in workshops
Numeracy Specialist
Ass
ess
men
t
All
Ensuring all teachers use information from diagnostic assessment and marking to inform planning. Teachers will use DATA to track student progress. Ensure assessment procedures link to IB-PYP framework and are consistent with IB-PYP guidelines and expectations.
Principal
IB-PYP Coordinat
or
All Teachers
September 2017
Data entered by the dates identified
Student’s performance is monitored and regularly reviewed.
Data informs planning.
Lessons planned are diagnostic and specific to the needs of the class.
Students are aware and know what their target levels are.
Resources for SEN students are appropriately and effectively allocated.
Identify trends and address biases
Principal and Numeracy
Lead
Ass
ess
men
t C
ycle
SLT
SMT to develop a clear monitoring cycle / calendar document driven by DES Assessment Circular 2017-18 and the SIP- expressed through staff calendar to include PPM (Pupil Progress meetings year team and subject - data meetings and analysis), learning walks, work scrutinises, observations, DIBELs, Target Setting, Data walls.
SLT All Oct
2017
Monitored by SMT on a 4 to 6 week cycle and identified as a core part of monitoring cycle.
Directly linked to PM in Dec. & at mid-point review.
Review to be carried out termly and built into SMT monitoring cycle Principal
Prospect Primary School Improvement Plan 2017_18
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Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as
and when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Tab
les
Bas
elin
e
Ensure that Times Tables are taught and practiced regularly in all year groups from 1 to 6. From Year 3 onwards this must include working with the inverse functions and beginning to know the tables ‘out of order’. Set up Class / Year group weekly practice ‘test’ or contests to encourage students. Principal to seek support and advice from Numeracy Team to meet this target.
Weekly mental Maths practice
Daily tables practice.
Maths Lead
SLT
All Teachers
January 2018
Walk thorough monitoring and planning scrutiny to identify whether or not systems are being put in place in each class. Production of guidance document Supply of relevant tasks/activities
The majority of students will be confident with their times tables at an age or stage appropriate level – guidance here from Maths Team. Math Assessment. Use screener or similar on Y1, Y2, Y3 and Y4?
Review to be carried out termly and built into SMT monitoring cycle
Review of planning Pupil voice
All Staff
Uti
lisin
g A
sse
ssm
ent
Info
rmat
ion
to
In
form
Pla
nn
ing
All
Year
s
Teachers in Y1, Y2, Y3 and Y4. must ensure that the teaching of the concepts bellow identified from screening. Teachers must ensure that their classes understand these key points from Screening:
Count on correctly from given number e.g. 27.
Count back correctly from a given number e.g. 23. Often
crossing the decade is a problem.
Complete simple addition (e.g. 9 + 6) or subtraction (e.g. 14
-3) correctly. A tiny number of students recognised that 9 + 6
= 10 + 5 and that 14 -3 can be done using 4 – 3 but the
majority do it by counting on or back.
Count successfully beyond 100 but this is a year 3 focus. This
needs to be an extension activity in Yr 2.
Cross the decade (up or down).
Tackle confusion of teen numbers (e.g. 15) with decade
numbers (e.g. 50). A significant number confused 18 with
80. 17 with 70 etc.
Recognise accurately written numbers so students do not
for example, say 71 instead of 77 or 99 instead of 66.
Number bonds to 10 and 20.
Shared with all staff.
Maths Lead
Numeracy Specialist
Phase Leaders
Principal
September
2017
Monitoring of planning will show that these key concepts are being covered / re-covered. Teachers will assess their own classes to ensure that they understand these concepts.
Students understand these key concepts. Math Assessment. Use screener or similar on Y1, Y2, Y3 and Y4?
All Staff
Prospect Primary School Improvement Plan 2017_18
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FOCUS FOR DEVELOPMENT Science
TARGETS Pedagogy - To have consistent practices in science
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Ped
ago
gy
Ke
y St
ages
1 a
nd
2
Develop Science Strategy and Policy documents through consultation with educators STEM
Specialist
IB-PYP Coordinator
Aug 2017
Regular meetings with stakeholders
Strategy developed with stakeholder buy-in
Strategy being utilised in all schools
Students have more relevant science investigative experiences and make progress
STEM Specialist
Principal
Identify or develop skill-based baseline assessments (formative and criterion referenced) STEM
Specialist All Staff Oct
2017
Consultations with Ministry, DES and Principals
Various skill-based baseline assessments reviewed
Teachers able to identify gaps in students’ content area knowledge/skills and provide a basis for planning lessons to fill those gaps
Students demonstrate scientific investigative skills and show progress in formative assessments.
STEM Specialist
Principal
Develop a scope and sequence document aligned with the National Curriculum for science -
spiralled with increasing levels content and skills
STEM Specialist
IB-PYP Coordinator
Oct 2017
Regular meetings with stakeholders
Teachers utilise scope and sequence to scaffold science lessons
Observations and walkthroughs demonstrate a vertical coherence aligned with the National Curriculum.
STEM Specialist
Ministry
Conduct professional development workshop for principals to review/discuss the training plan for teachers (KS2 only)
STEM Specialist
KS 2 Staff Aug 2017
Attendance records
PD feedback forms
This is to ensure that schools leaders are aware of and have partaken in the training to be provided for teachers and can provide insightful science observation feedback.
STEM Specialist
Develop and implement a plan for professional development in science for Leaders of Science and teachers that targets science pedagogy (KS2 only)
STEM Specialist
KS 2 Staff Aug 2017
Attendance records
PD feedback forms
Evidence of increased confidence of teachers teaching scientific investigation skills and science specific content. Primary science leaders are able to support the development of science related pedagogy
STEM Specialist
Review and catalogue science resources and identify gaps with the intent to order resources, where necessary, in the next budget cycle
Principal All staff Oct 2017
Principals and primary science leaders working closely with CIFEC interns
Orders checked against resource catalogues for all schools
Fully catalogued, centralised science resource areas in all primary schools
All orders are completed in line with resource gaps identified in schools
PPS Staff
Prospect Primary School Improvement Plan 2017_18
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FOCUS FOR DEVELOPMENT Special Education Needs and/or Disabilities (SEN/D)
TARGETS SEN/D Policy - To produce a revised Special Education Needs Policy and Code of Practice
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
SEN
/D C
od
e o
f P
ract
ice
an
d S
ervi
ces
Ke
y St
ages
1 a
nd
2
SEN Code of Practice - Consultation phase with stakeholders through focus groups SPA
Inclusion
n/a Sep
2017
Distribution of information and stakeholder meetings held as arranged
Consultation feedback
Appropriate feedback received from stakeholders SPA Inclusion
Revise the Draft SEN Code of Practice based on feedback from the consultation with stakeholders SPA
Inclusion n/a Oct
2017
Revised draft completed SEN Code of Practice is reviewed utilising appropriate stakeholder feedback SPA Inclusion
Implement the SEN Code of Practice after approval from Education Council Principal
SENCO Principal
All relevant Specialists
Jan 2017
Accurate records kept for students with special educational needs
Appropriate assessments and services provided for students with special educational needs
School staff understand that not all students with gaps in their learning have a special educational need
SSIO and SENCO
Complete audit of SEN services in order to establish what support services are currently offered in each school (match info from student services with actual provision – principals to verify info sent from student services).
SSIO – SEN/D
SENCO
Principal
All Specialists
Jan 2018
and
May 2018
Data from audit to be submitted to the Director of the Department of Education Services
This information will be matched to needs of each school and will also be used to determine if principals/schools are aware/utilising resources. Linked to the Online Student Profile.
Identification of gaps in provision
Appropriate assessments and services provided for students with special educational needs
Principal
SPA Inclusion
Review and revise, where needed, current models of service at Student Services (Ed. Psychologist, Occupational Therapist, music therapist, etc.) looking at how services and resources are delivered to match services with the needs of students identified. Keeping in mind that not all students will need services from student services.
SSIO – SEN/D
SENCO Dec 2017
Review of student services timetables with outline of services provided
Principals evaluation through the Performance Management system
Termly reporting to the line manager
Revised service model developed SPA Inclusion
Prospect Primary School Improvement Plan 2017_18
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Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
All
Design and introduce Provision Map. SENCO and Principal to develop a tracking provision map in line with the new code of practice designed to act as Additional Provision Register. Outlining all students receiving additional support, nature and impact of support.
Principal Principal
SENCO
Ed. Psych
Sept 2017
SENCO to monitor fidelity to IEPs / Additional Needs Plans. 6 weekly monitoring and review process.
VP to monitor Impact on student progress.
Appropriate assessments and services provided for students with special educational needs
School staff understand that not all students with gaps in their learning have a special educational need but with support that these gaps can be closed and individual learning needs met.
SPA Inclusion
3
2
1 QFT
1) Referal to SENDCO
2) assessment by SENDCO
3) Initial Provision and
monitoring
4) Review by SENDCO and
Teacher
5) Back to stage (2) or
dismiss or (6)
6) Assessment
Quality First Teaching: The general high quality provision provide universally to all students. Includes marking and feedback,
PBIS, differentiation. Meets PM Standard 3+.
Tier 1 / Phase 1: IEP Phase 1 or Additional Support Plan – Produced and delivered by the teacher. Additional and extra. PD for
Teachers or advice provide by SENCO and Specialists but teachers responsibility. Monitored by SENCo and VP.
Tier 2 / Phase 2: Time Limited / Intensive / Short Term Focused Intervention or Program this may include specialists’
interventions or may be provided by SSA, AT, RTI or Class Teacher with input and advice from specialists etc..
Tier 3 / Phase 3: Ongoing, increased intensity and incidence of support this may include specialists’ interventions or may be
provided by SSA, AT, RTI or Class Teacher with input and advice from specialists etc..
Assessment
Prospect Primary School Improvement Plan 2017_18
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SENCO ensures the Provision Map is kept up to date.
SENCo monitors implementation of IEPS. Ongoing.
Every 6 Weeks IEPs are reviewed and SEN register updated. The decision is made each time to either:
Continue as they are;
Rewrite – 1) completely new IEP or 2) altering existing;
Take students off SEN register.
If after two cycles a student is not progress consider assessing for phase two. Evidence must be in place that the IEP has been
implemented!
New SEN referrals or new students with SEN needs will have their needs assessed by the SENCo. Where a child is identified as
Phase 1 they will be included on the SEN Register, please remember that not all referrals will lead to a child being included on
the SEN register. An IEP must be written within 2 weeks of their inclusion on the register.
These students IEPs will then be reviewed in the same cycle as described as above.
SENCo monitors implementation of IEPS.
June - Year teams must collate the SEN folders for the September classes if the classes are being mixed. (Monitoring: SENCo to ensure this is
completed before the end of term).
June – Hand over meetings between existing class teacher and new class teacher (where both members of staff are already currently at PPS).
Where there is no way for staff to meet because one has not yet joined the school and one is leaving. The staff who are leaving PPS must write a
narrative report about each of their SEN students. These must then be attached to the students summer IEP and added to the class SEN file
ready for hand over.
August / September - Hand over meetings between last year’s class teachers and the new class teacher (where one of the members of staff is
new to the team).
(Monitoring: SENCo to ensure all hand over meetings occur or notes are made where relevant).
By Week two of Term 1 all staff must have handed over their SEN Folders to the new class teachers.
(Monitoring: SENCo to ensure hand overs are complete).
The existing IEPs from the summer term are to be continued with from the first week of term.
By Week three in September teachers to identify any new students for the SEN register and refer these students to the SENCo.
Week 4 review Existing IEPs and either:
Continue as they are;
Rewrite – 1) completely new IEP or 2) altering existing;
Take students of SEN register
Update on SIMS. Sign IEP and submit to SENCO.
During this period SENCo will be available to support / advise on the process above and to carry out initial assessment of any new
referrals to establish if they are Phase 1. If the pupils are Phase 1 they will need an IEP written and to be included on SEN register.
SENCo speaks to any staff who need support to complete this task and then having offered support refers any staff who have not completed the above to the Principal.
This outline will be
updated to reflect the
new Code of Practice
Prospect Primary School Improvement Plan 2017_18
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FOCUS FOR DEVELOPMENT Positive Learning Environments
TARGETS Positive Behaviour Interventions and Supports - To have consistent and effective management of low-level behaviour in schools that adversely affects the school climate
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Po
siti
ve B
ehav
iou
r In
terv
enti
on
s an
d S
up
po
rts
Fram
ewo
rk
Ke
y St
ages
1 a
nd
2
Embed Tier 1 classroom and school wide expectations by:
Conducting professional development
Establishing routines, teaching expectations, rewards and sanctions for at least the first two weeks
Principal VP Behaviour Specialist SENCO Phase Leaders
Aug 2017
Monitor through observation of teaching, sight of lesson planning and data regarding minor and major incidents related to conflict
Improved school climate evidenced through reduction of target behaviour (office referrals) and positive feedback from stakeholders.
Improvements evidenced by walk-throughs, observations and feedback from students through the School Council.
SSIO
Implement a conflict resolution programme to educate students on how to effectively resolve issues.
Principal
Behaviour Lead
Counsellor
PYP Coordinator
Oct 2017
Monthly SBST meeting are scheduled
SBST minutes are available with aligned tier 2 and tier 3 interventions in place for individual students.
Students will resolve conflicts in an acceptable manner thus reducing the need for much adult intervention for low level issues.
Students will resolve conflicts in an acceptable manner thus reducing the need for much adult intervention for low level issues.
Students’ behaviour incident reports will show a decline in conflicts and aggressive behaviour.
Evidence of well-planned lessons linked to correct subject content. Students and teachers can use text based resources effectively as reference material. Improvement in student outcomes/NC
Policy Advisor for Safer Schools
Implement a PBIS framework for Tier 2 & 3 supports Principal All Staff Oct
2017
Evidence of PD sessions undertaken.
PD evaluation forms available
Data base of individuals trained and certified in C-SMARRT training.
Data shows a decrease in the incidents in the targeted behaviour areas
Students will resolve conflicts in an acceptable manner thus reducing the need for much adult intervention for low level issues.
Students’ behaviour incident reports will show a decline in conflicts and aggressive behaviour.
Principal to SSIO
Prospect Primary School Improvement Plan 2017_18
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Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Po
siti
ve B
ehav
iou
r In
terv
enti
on
s an
d S
up
po
rts
Fram
ewo
rk
Ke
y St
ages
1 a
nd
2
Professional development for all school based staff on intervention response to behaviour:
physical intervention strategies;
raising awareness and understanding of how to support students with mental health issues.
ASD / ADHD INSET for all teachers.
Policy Advisor for Safer Schools
Ed. Psych Aug 2017
Monitored and analysed at school-based team meetings, with oversight and comparative trends identified
PD attendance records
Behaviour data in the Student Information Management System (SIMs)
Staff working with the students will improve ways in which they deal with students at risk students will learn new ways of coping and responding to stressors – results noted decrease in the number of incidents of antisocial behaviour of students on the ‘At Risk Register’.
Reduction in Tier 2 and Tier 3 behaviours and associated consequences e.g. suspensions and exclusions.
Students will resolve conflicts in an acceptable manner thus reducing the need for much adult intervention for low level issues.
Students’ behaviour incident reports will show a decline in conflicts and aggressive behaviour
Principal
feedback to SSIO and
Policy Advisor for Safer Schools
Utilise accurate reliable data (Student Information Management System (SIMs)) to make informed decisions by:
conducting professional development
ensuring staff understand the importance of accurate and timely data input. Continued focus. Following new action plan data input in second half term improved.
Principal VP
SCAT
Aug 2017
Documentation will be published disseminated and adopted by the agreed date. Consistent implementation of consequences will be monitored in the Student Information Management System (SIMs).
SBST and SCAT teams are making informed decisions based upon data.
School and National data trends are highlighting improvements and areas of concern
Resourcing and strategic policy directives are based upon and are informed by data.
Principal and SSIO
All
Evaluate and report on the progress of school based PBIS interventions and initiatives through co-ordination with the Area Coaches network.
Principal SCAT Nov 2017
School and National update reports will be produced on a monthly basis, which give specific data on PBIS fidelity checklists.
Consistent application of positive and negative consequences will be evidenced through greater alignment of behaviour and reward data in the Student Information Management System (SIMs).
Consistent agreement, understanding and application of positive and negative consequences linked to student actions.
Policy Advisor for Safer Schools
Prospect Primary School Improvement Plan 2017_18
Page | 14
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
PB
IS
All
Plan and build capacity for consultation, information sharing and professional development sessions relating to the Education Law and Regulations. Sean Cahill to work with SLT to develop school policy. –Sept 2017.
Policy Advisor for Safer Schools
To follow Sep
2017 Workshops/presentations to
be listed in the PD calendar.
Actions as a result of workshops/presentations to be reported.
Evaluation sheets to be correlated and summarized for further action.
Progress data, especially the Tiered Fidelity Implementation Checklist will inform on the effectiveness of implementation.
Policy Advisor for Safer Schools
Beh
avio
ur
For
Lear
nin
g A
ll
Develop consistent expectations and approach to behaviour management and develop strategies to promote effective ‘behaviour for learning’. See new PBIS action plan.
Principal SLT
Sept 2017
Data Analysis
Lesson observations and learning walks
PASS
Student Council Feedback
The school and staff encourage students to apply themselves actively to their own learning, developing the self-management skills needed to focus on their own learning moving away from the belief that it is more important to be ‘good’ rather than be ‘good learners’.
Principal to SSIO
Safe
guar
din
g
All
Audit school practice to ensure we comply with Child Protection, Safer Environment and Child Abuse Policy - Audit environment and practice to ensure they meet requirements. – Review with public works if vision panels can be put in all doors. - Re-circulate to all stakeholders school level policies.
Annual Whole Staff PD on Safeguarding Targeted PD for New staff.
Principal Deputy Principal Counsellor SENCO
Sept 2017
Report to Principal and SSIO
Whole school audit
Students safe, systems in place to protect children in line with Policies and Audit.
SSIO
Prospect Primary School Improvement Plan 2017_18
Page | 15
FOCUS FOR DEVELOPMENT Data Systems
TARGETS Reliable and Valid Data Systems - To have consistent structures for data collection and to ensure that data is reliable and valid
Code PoA16 PoA17
Insp
Action (s) Lead Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Rel
iab
le a
nd
Val
id D
ata
Ke
y St
ages
1 a
nd
2
Conduct early screening to identify students who are likely to require additional (small-group) support to address issues of academics, socialisation and self-regulation. Note – Screeners are for students new to primary school
Principal RTI, ICT PST, SENCO, VP
Sep 2017
Data from screeners to be submitted to the School Based Support Teams and SSIO
Students identified who need additional small group support
SSIO
Conducting professional development for principals and teachers to implement the Online Student Profile, which focuses on collating and using data to inform interventions
Head of Professional
Development
TBC Sep 2017
Notification or invitation to relevant staff regarding sessions
Attendance records
Completed feedback forms
Staff discussion notes
Principals and teachers can explain the purpose of the student profile
Principals and teacher able to provide training to their staff on the use of the profile
Principals and teachers able to drive effective use of the student profile and ensure interventions for the Tiers are being carried out
TBC
Implement the Online Student Profile by inputting accurate and timely student data. Linked to Monitoring and Data Cycle Develop the process of observing and reviewing the quality of teaching. Involve phase leaders and subject leads in formal observations, learning walks, subject learning walks (Frank Eade leading development of maths subject walks, similarly English lead to carry out learning walks focused on implementation of the 90 minute block).
Principal TBC Sep 2017
Student Profile/Passport is monitored and reviewed regularly by SBST and SSIO
Interventions may include: Literacy, Numeracy, Social Skills, Anger Management, Self-Esteem, Check-In, Check-Out, PASS
link to PM & SIP.
Implementation of the early screening identification process
Creation of the student profile/passport in the Student Information Management System (SIMs)
TBC
Research and agree on a national primary summative assessment, with an associated transition plan - **Senior Policy Advisor and Manager Curriculum
** TBC
Aug 2017
Updates provided during DES/Ministry Meetings
Accurate measurement of national standards end of primary TBC
Prospect Primary School Improvement Plan 2017_18
Page | 16
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
C
lass
Lev
el
Dat
a
Track year groups and individual classes from Years 1-6. Use triangulation of TA, ongoing marking, rubrics and summative assessment to assess students levels.
SLT All Staff Sept 2017
Pupil Progress Meetings
PM
Collaborative Panning Meetings / Sims Monitoring
Data provides an in depth look at students as they move through the year groups and inform interventions as well as informing staff allocation.
SSIO
SIM
S
Ongoing professional development for Principals, Special Education Needs Coordinators (SENCOs), Teachers, and Executive Officers on the Student Information Management System (SIMs)
Ensure all SENCOs are trained and confident in creating the Individual Education Plans (IEPs), recording of data in SIMs. Dan Pride met SENCO Dec.
Data Manager
DP
BPE
Aug 2017
Evidence of PD sessions undertaken.
PD evaluation forms available
Interventions are identified and monitored.
We will have the necessary data available to advise students on their progress and what is needed for graduation.
Mar
kin
g an
d F
eed
bac
k
All
To ensure staff make effective use of Assessment for Learning:
When marking and assessing students’ work, provide regular, clear direction as to how they can improve and link this to students’ targets.
Increase the pace of lessons so that students complete more work in the time available.
Review the assessment, marking and feedback policies. Take feedback from all staff.
Where individual staff are identified through monitoring this must be challenged initially through feedback and fed into PM if needed.
Students have time to respond to feedback and to improve their work in light of feedback.
Principal Vice Principal PYP Coordinator SMT
Sept 2017
Improved marking and feedback evident through reviews of marking.
SMT to interview pupils to understand impact of new marking policy on learning.
Pupil Progress Meetings
Students can identify their next steps in learning and how to improve their work. Quality of marking improves significantly and is consistent across the school. Teachers use assessment to guide teaching and show students how to improve, and to close the gap when students were falling behind.
Principal SSIO
Prospect Primary School Improvement Plan 2017_18
Page | 17
When planning and teaching lessons, use information and evaluation of lessons to provide for the different abilities of students.
Ensure work is effectively differentiated.
Ensure targeted questioning is a central aspect of teaching.
SENCo Principal
Vice Principal PYP Coordinator SMT
Sept 2017
Through observation and monitoring ensure that all students’ needs are met.
VP / SENCO’s regular reporting.
Differentiation of work effectively meets the needs of students leading to accelerated learning and higher rates of progress. Students can identify their next steps in learning and how to improve their work. Teachers regularly adapt work in lessons to address the needs of different abilities within the class.
Principal SSIO
Continuing focus.
Targ
et S
etti
ng
Year
s t
o 6
CAT information should be considered when targets are set for individuals and cohorts.
SLT All Pupil Progress Meetings
PM
Collaborative Panning Meetings / Sims Monitoring
Targets set: using a triangulation using the Formative assessments as well as the CAT projections. Targets must not be set in such a way that they deviate too far from the CAT projections. Targets can be set as a range. This range will not exclude the CAT projections but will allow schools to include and justify the adjustments they have made.
SSIO Targets set in line with triangulation and CATS predictions – GREEN SHEET.
Prospect Primary School Improvement Plan 2017_18
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FOCUS FOR DEVELOPMENT Technical and Vocational Education and Training (TVET)
TARGETS Opportunity - To increase teachers, students and parents understanding of the benefits of TVET – including education, training and career opportunities (and thus reducing negative perceptions)
Code PoA16 PoA17
Insp
Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Op
po
rtu
nit
y
Ke
y St
ages
1 a
nd
2
Develop effective links between the Primary School (KS2) and High School to raise awareness of TVET opportunities.
Principal
PCC Mar 2018
Updates provided during DES/Ministry Meetings PCC Minutes
The programmes will give our students more first-hand experience in industries where there are opportunities for young Caymanians to be trained and gain employment. Students have an improved understanding of the work place environment and develop a range of skills required for a variety of career opportunities.
Students have a better understanding and awareness of TVET opportunities in High School and begin to employ these within the Primary Curriculum
PCC Minutes
Schools or learning communities organise a career fair annually and ensure that TVET careers are duly represented
Principal Charmaine Bravo
June 2017
Press release on career fairs
Survey of students to determine how helpful the information was.
Survey of parents gauging their support of the fair
Data on student subject choices made; survey for student feedback
Tran
siti
on
Year
6
Put in place a transition programme for Year 6 to prepare students for KS 3 and the change in school. Post SATs studies related to transition and Yr 6 Visit
Principal and
Year 6 Team
PCC
Term 2
ITT
All
To Work with UCCI to host Students teachers. To Work with CIFEC to provide placement opportunities for INTERNS on work experience.
Principal / November to End of Year
Report to SSIO through narrative Reports
Feedback to tutors and mentors
Assess impact at end of placements – productive placements that also provide resource for PPS.
Terrassa Parker CIFEC SSIO
Prospect Primary School Improvement Plan 2017_18
Page | 19
FOCUS FOR DEVELOPMENT International Baccalaureate® (IB) Primary Years Programme
TARGETS To respond to feedback and points of development arising from final published report of PPS re-accreditation visit 2017.
IB-PYP Action (s) Lead
Person Support Persons
Start Review
End Dates
Monitoring (Are the actions happening as and
when planned?)
Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps
How? How? Who?
Draft - This section will be updated once the final inspection report is released by IB-PYP it will include relevant aspects and information from the 2016_17 Action plan.
Po
ints
fo
r D
evel
op
men
t
All
Development of a teacher planning file which incorporates IB-PYP requirements, Daily 90 Minute Balanced Literacy Block and Math Units / Sample Lesson Plans reflected in Conceptual Lens and timetables and PST support / planning.
IB-PYP Coordina
tor
Principal Oct
2017
Monitoring of planning.
Learning Walks.
Lesson observations.
Planning consistent with the IB-PYP seen in all areas of the curriculum.
The school makes use of the PYP planner for planning in the single-subject areas.
Ensure all staff (**Reception) have adequate collaborative planning time. Ensuring horizontal and vertical planning are a feature of school practice – linked to moderation. Ensure Primary subject specialists are more fully integrated into curriculum planning to ensure the work they do supports LRPs and IB. Carry out a curriculum and planning review to ensure that the curriculum is fully integrated and that PSTs, Literacy and Math are more completely incorporated and reflect Unit Themes.
IB-PYP Coordina
tor
Principal Oct
2017
PSTs planning and delivery is an integrated part of the IB-PYP Units, reflected in the long range plans (LRP)
Pro
fess
ion
al D
evel
op
men
t
All
Principal to undertake Cat 2 Training - Pedagogical Leadership. To be organised by Kiva Powel. Options: Pedagogical Leadership sessions are December 2nd in Baltimore or June 28th in Colorado. Ongoing / Online training for identified and new staff (New to IB training for SH) to ensure they can implement the programme and its philosophy.
KP
IB-PYP Coordina
tor
Principal Oct
2017
Ongoing self-evaluation (all stakeholders).
Learning Walks.
Lesson observations.
All staff understand, implement and reflect IB-PYP through all aspects of their practice. SSIO
KP
Develop a Cayman IB Forum allowing staff and management form IB schools to meet regularly, share practice and train together.
KP
IB
Coordinators
PD Calendar
Feedback to KP / SSIO from PYP leads and Principals
Cayman IB Forum established
Regular joint PD Days / Opportunities KP
Prospect Primary School Improvement Plan 2017_18
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