priorities are identified in relation to the extent to ... · raising writing standards in y2 and...

Charles Dickens Primary School Improvement Plan - September 2015

C Buchanan – Headteacher September 2015

The following plan is based upon the School Evaluation (SEF) carried out in the Summer Term 2015

It deals with the main priorities to improve the provision made by the school.

Each year Charles Dickens Primary produces a School Improvement Plan (SIP) that identifies how we can further improve and develop the work of the school in line with our longer term aims, how we will manage change, and how we can make best use of resources and new opportunities available to us. Priorities are identified in relation to the extent to which they:

We have considered priorities for the school year ahead in the light of:

• maintains and raises standards of achievement O improve the quality of teaching and learning

• broadens and enriches children’s educational experience • provide for children’s social development and self- esteem • improve facilities offered to pupils and staff o improve facilities for

families

• provide outstanding value for money

• Outcomes from monitoring and evaluations 2014 - 2015 • Consultation with staff and governors during summer term • The financial position of the school and premises development • National statutory changes - National Curriculum 2014,

changes to assessment methods, and SEN code of practice 2014.

• Pupil cohorts for 2015/6

Draft Strategic Aims ( 2015 – 2018) – to discuss September and December 2015 at Full Governors Strategic Aim 1

To continue to develop the curriculum in line with national developments, to ensuring that pupils enjoy highly engaging creative lessons which are relevant to the local, national and global community in which they live.

Strategic Aim 2

To establish Charles Dickens Primary as a centre of learning and teaching excellence as a Designated Teaching School where all learning and teaching, learning and assessment is consistently good and the vast majority is outstanding.

Strategic Aim 3

To ensure that pupil achievement remains well above national average for all pupil groups and that “in school” gaps between them continue to close.

Strategic Aim 4

To continue to develop and embed high quality leadership structures and professional development which have significant impact on learners’ achievements.

This development plan recognises the context of the school:

• The school last received an Outstanding OFSTED (inspection) in May 2008 and this was a reduced tariff inspection (1 day only). OFSTED policy will continue to both regularly review schools like ours and inspect if they perceive change has occurred or have cause for concern - It is important that we continue to self-challenge and quality assure our work.

• The school will continue to offer support to Southwark Schools through NQT + 1 courses and courses supporting teachers in Mentor or Coaching positions as well as developing senior teachers in SLE roles.



• The school roll increased over 4 years. We now have approximately 375 full time school age pupils and 32 full time equivalent pupils (22 full time) in nursery. For the first time, we have 60 pupils in year 3. We will continue to grow until each year group is 2-form entry (60 pupils).

• The school has begun a £3m building project with the local authority to increase the number of classrooms and communal facilities such as new hall , kitchen and toilets.

• The school has 3 NQTs and 4 School Direct trainee teachers. We also have 4 teachers in their 2nd year of teaching. • Year 4 cohort and Year 5 cohort have above average % of significant learning difficulties

PROCESS AND CONSULTATION This plan was drawn up from during term 3 2014/15 and September 2015 with consultations involving:

• staff through feedback from informal and formal staff meetings, feedback from audits and planning of middle leaders • governors, through attending committee meetings and visiting the school • feedback from pupils in questionnaires

MONITORING The plan will be monitored in senior leadership and senior management meetings, in staff meetings and at Governors committees with written progress updates included in Headteacher reports to full governing body meetings and committees. Link governors for each of the main SIP targets will continue to monitor progress and report back to full GB meetings. Governors will be expected to visit the school prior to each GB meeting to ascertain the progress and impact of each SIP target and then report back on this to the GB. Detailed plans and proposals will be discussed with the pupils’ School Council and progress on certain issues is reported to parents through regular newsletters.

SIP targets This year’s SIP has 6 targets. Within each target there are several tasks and the scope of the targets mean that it is an ambitious plan, focused specifically on responding to the new national curriculum further, embedding changes to assessment and higher expectations of pupils and developing the school’s approach to teaching staff’s professional development, and embedding the school’s learning approaches, thus raising achievement even further. The SIP allows for ongoing evaluation by staff, governors and student council meetings with the inclusion of a “How will we know we have been successful?” These aims and success criteria are displayed in the school



School Improvement Focus

Development Area

1. Achievement

Target 1: Increase % of pupils at expected levels in writing in all year groups, particularly KS2.

Target 2 Increase the percentage of pupils achieving above the expected level in Mathematics in all year groups –In KS2 increasing

the percentage of middle attaining pupils achieving more than expected progress.

Target 3: Accelerate the progress of SEND and FSM pupils in reading in particular, KS2 pupils at SA who were low

attainers at the end of KS1

Additional Focus Area

Section 1

i. Non- negotiable pupil attainment and progress targets for all year groups

2. Teaching, Learning and Assessment

Target 1: Use action research to develop each teacher’s capacity to drive their own CPD and thus improvements in the quality of

teaching and learning.

Target 2: Further enhance the quality of learning and teaching by embedding the revised assessment system for English and Maths in

line with the new curriculum including a focus on using assessment to provide highly effective feedback and planning to meet all pupils’

needs.

Section 2

3. Personal Development, Behaviour and Welfare.

Target 1 Further enhance inclusion provision and pupil attendance by developing support for pupils’ and families mental health

and well-being.

Target 2 Further improve pupils’ behaviour for learning by reviewing the school’s behaviour and anti-bullying polices and home-

school and achieve RRSA Level 1.

Section 3

4. Leadership and Management

Target : Strengthen the Leadership Capacity of the School

Target 2: Ensure that the refurbishment and expansion of the school has limited impact on pupils’ learning and well-being.

Target 3: Further improve opportunities and support for parental involvement and engagement in pupils’ learning

Section 4



Section 1 Achievement Leader:

• Assessment – JRE • Inclusion – NM • Non negotiable targets – SLT

Resources/ Finance: • Pupil premium funding – 60K over academic year – TA reading support

during PM sessions • Phonics training - £500 ( new staff and students) • Maths Numicon training - £500 ( November) • Additional numicon sets -£500 (January) • Reading Scheme – ORT for YR - £5000 • Pupil premium funding -HLTA – Year 6 - PM sessions and after school small

group tuition ( £10k)

Timescale: 1 year

Target

Actions - including timescales ( highlighted once completed

Who is responsible

Timescale Success Criteria - How will know we have been successful

Target 1: Increase % of pupils

at expected levels in writing in

all year groups, particularly KS2.

Planning and teaching support

• SA to support all year groups with medium term and weekly planning – reviewing for progression and coverage.

• All planning to include clear learning objectives each week for grammar and spelling (taken from medium term plans).

• Coaching support for all teachers in first three years of teaching in modelled writing ( + any teacher not graded as good or better in Autumn 2015)

• Phonics training to be offered to all new/ returning KS1 staff with Ruth Dollner

Improvement in children’s handwriting

• SA to embed clear use of handwriting policy – using jolly phonics in Early Years and Year 1. To use Penpals in all years above Year 1

• Update handwriting policy to ensure that it matches the current practice

Embedding of new spelling objectives

SA + SLT for monitoring SA

Autumn 2015 – July 2016 Autumn 2015

• Book monitoring will ensure progression and coverage.

• Lesson observations and follow up observations for those receiving support in modelling writing.

• Children are shown to be embedding their phonics learning in their writing.

• SLT to ensure that handwriting is being

evidenced in books • Handwriting in children’s books • Policy will be updated and brought in

line with current practice.



• Teaching of spelling to be embedded within English

lessons through phonics ( Early Years and Years 1 and 2) and discreet spelling lessons (Years 3 – 6)

• Spelling INSET January 2016 (TBC) • Spellings homework for all year groups 1-6 and weekly

test.

Raising writing standards in Y2 and Y6 • Raising standards in writing in Y6 – will focus on 1:1

conferencing – editing and revising for SPAG improvements.

• HLTAs to support learning in Y2 in English when not on teaching timetable – using APP grids.

SA SA,Year 6 team and Yr. 2 team

Autumn 2015 – July 2016 Autumn 2015 – July 2016

• Spelling tests in books will show

progress • Book monitoring will assess whether

or not spelling rules are being implemented in the classroom.

• Spelling tests to also be carried out as part of summative assessment.

• Book monitoring confirms improvement in target children’s writing skills.

Termly Evaluations

Target 2 Increase the

percentage of pupils achieving

above the expected level in

Mathematics in all year groups –

In KS2 increasing the

percentage of middle attaining

pupils achieving more than

expected progress.

o Introduction of additional mental maths sessions 4x weekly JRE and DH to support teachers with planning mental maths sessions)

o Adaption of maths curriculum for year 2 and 6 to new curriculum and focus on differentiation by support rather than by expectation or outcomes

o Home learning to include a mental maths ( or rapid recall) focus for all year groups

o Increasing the opportunities for deep learning in maths lessons through introduction of mental maths

o DH and JRE to support planning to ensure Planning greater opportunities for mathematical reasoning and problem solving

o ME continue to develop the role of outdoor/practical learning in maths to support accelerated progress in KS1

o Maths booster lessons to continue led by LT o Home learning workshops/information to support effective

parent support

DH , JRE and SLT ( monitoring)

Autumn 2016 • . All pupils will be given the same

mathematical expectations in lessons but different types of support and resources to achieve expectations

• Teachers report greater pupil confidence in recalling and applying mathematical facts.

• Increased % of pupils at age expected levels (compare to 2014/15) with target of > 75% at age expected targets by july 2016.

Termly Evaluations



Target 3: Accelerate the progress of SEND and FSM pupils in reading in particular, KS2 pupils at SA who were low attainers at the end of KS1

New Reading interventions for SEND and FSM pupils • All class based TAs are timetabled to complete 1 to 1

reading with identified children (4/5 afternoons a week) and to be responsible for changing/ supervising changing of all children’s reading books.

• Weekly inclusion meetings – NM and TAs – focus on reading.

Reading scheme for Reception classes

• EYFS – introduction of Oxford Reading Tree scheme with support for parents

Set up new school library

• Order shelves, book covers and tickets in order to set up the new school library

• Categorise new books in order to organise the library.

• Recruit parents to supervise use of the library after school

• Organise launch event for the new school library

Organise book provision in class • Arrange for the books which are not being used for

Guided Reading or teaching in class to be put into classrooms.

• DW to liaise with SA to ensure that all classrooms are well stocked with books.

Run a World Book Day reading event

• Co-ordinate a whole school event for the children to

celebrate World Book Day.

NM and SA CB, FH and SA DW and Mari P DW DW

September 2015 – July 2016 September 2015 Launch date January 2016. October 2016 March 2016

• Reading assessment levels are recorded by class teachers as having risen.

• Benchmarking by TAs confirms and evidences progress.

• Feedback from parents confirms that they are happy with their child’s progress. • EYFS assessment levels in reading show progress for all pupils • Books are organised reading for lending in

new library. • Parent helpers ensure smooth running of

the library. • Library is launched and put into use by

Spring 2016 • Each class has a full set of books that

children can take home. • Profile of reading raised across children and

families Termly Evaluations



Section 2

Teaching, Learning and Assessment

Leader: Assessment and CPD - JRE supported by SLT Marking and feedback – CB and SLT

Resources/ Finance: • £1000 rising star maths tests for years 3 -5

Timescale: 1 year

Target Actions - including timescales ( highlighted once completed

Who is responsible


Target 1: Use action research to develop

each teacher’s capacity to drive their own

CPD and thus improvements in the quality

of teaching and learning.

Action research project - each teacher to lead class based project . • Selecting a Focus which will add significant

value to teachers’ practice through investigation. Identifying Research Questions - generate a set of personally meaningful research questions to guide the inquiry and promote wider reading .

• data collection - qualitative and quantitative. Lesson Study - 3 teachers led by lead practitioner to plan and develop a series of lessons leading to observed lessons and academic analysis supported by IOE. Training date – JRE and ZS ( October 2015)

JRE JRE

Launch date – October 2015, Outcomes evaluated termly ( teacher’s performance management reviews) October 2015 - launch Outcomes evaluated March and July 2015

• 90% teachers will have successfully completed a piece of action research which involved wider reading and reflection on own practice.

• Feedback from 90% teachers who engaged in action research is that it was an empowering experience. Teachers find the action research relevant and agreed that it helped them be more effective at their teaching and the development of their pupils.

• All teachers take informed action which

impacts positive on the pupils in their classroom - findings are reported by teachers in staff meetings.

Termly Evaluations Target 2: Further enhance the quality of learning and teaching by embedding the revised assessment system for English and Maths in line with the new curriculum including a focus on using assessment to provide highly effective feedback and planning to meet all pupils’ needs.

Ensuring effective feedback • Support for teachers on effective

feedback – individualised and sharing best practice ( from school and academic research)

• INSET for NQTS and new staff members – September ( CB) KS1 to use book bands to select books for guided reading, Year 1 using RML /Big

SLT - Phase leaders responsible for their phase Subject leaders and SLT

September Inset October Book Monitoring December Pupil progress

Ensuring Effective feedback • Learning is sequential, more accurate

match between pupils’ needs and tasks given ( KS1)

• Evidence of improved and consistent feedback to pupils – at least 75% feedback see in books to be outstanding by Dec 2015.

• Pupils report on being clearer about



Cat phonic texts • Half termly evaluation of pupil learning

in books NM, CB, SA ME DH, JRE and phase leaders – Oct , Dec, Feb, March, May, July

• Ensure presentation policy for pupil books is followed ( as above)

Embedding of Age Related Expectations in Summative • Training (JRE) – new assessment criteria

and guidelines for all staff. • Training – new teachers – assessing and

moderating • All teachers to identify and track 6 pupils in

Reading, Writing and Maths using new APP grids - moderation sessions ( Dec, March and June) focus on these children and all children with extremes of progress

• Support for new teachers ( APP grids to be monitored by SLT)

responsible for monitoring

meetings Then half termly reviews of all by SLT

how they are performing and what they need to do to improve .

• KS1 Teachers ensure that the children are given time to complete any feedback - focus on live marking, gap tasks and verbal feedback where possible.

Embedding of Age Related Expectations in Summative • New staff clear on responsibility in

relation to preparing for tracking meetings and analysing data.

• All pupils assessed against age related objectives as outlines in new curriculum 2014.

• Parents report positively in questionnaire about their awareness of next steps in learning -

• Strengthened understanding of year group should achieve as shown by teachers through planning and pupil progress meetings

• Frequent formative assessment in guided reading books so that planning matches needs and progress is accelerated

• More strategic selection of KS1 reading books so that text challenge is more linear

Termly Evaluations

Section 3 Personal Development, behaviour and welfare Leader: SLT – behaviour FV and GM – Rights respecting school Early Help – safeguarding team

Resources/ Finance: • Early help role - £12000 per annum PPG contribution

Timescale: 1 year



Target Actions - including timescales Who is responsible


Target 1 Further enhance inclusion

provision and pupil attendance by

developing support for pupils’ and families

mental health and well-being.

• Establishment of an ‘Early Help’ team to more effectively support the increasing numbers of children needing emotional and behavioural support and families who need parenting support.

• AM given (0.5 role) of Early Help Manager

• Early Help ‘family’ room’ set up

• AM and Safeguarding team to attend national child protection conference ( Sept 2015)

• AM to visit Rotherhithe Primary School to see best practice

• Larger safeguarding team established with 3 additional members ( AM, JRE, ME) meeting weekly

• Parent information workshops on Sex Ed and difficult conversations ( Emma Gleadhill)

CB and Safeguarding governor to monitor

Sept – Early Help team established

Termly Monitoring visits

• Parents report effective support from early help team

• Decreasing number of family cases escalate to acute situations

• Staff report increased feedback on safeguarding issues

• Accurate and effective record keeping in place for both individual children and types/ numbers of concerns raised.

o GB audit of safeguarding notes improved impact and efficacy of safeguarding as a result of early help team

Termly Evaluation

Target 2 Further improve pupils’

behaviour for learning by reviewing the

school’s behaviour and anti-bullying polices

and home- school and achieve RRSA Level 1.

• Inset on 2/9/2015 to remind all staff of behavior policy

• Separate inset for all new staff on safeguarding and behavior for learning – ZS ( induction process)

• Autumn Term focus – silent movement around the school (assemblies and staircases) –

• ‘Unicef Rights Respecting School’ – apply for level 1 recognition

• Autumn term focus on ownership of school ethos by each classroom

• CB and SLT to monitor

• FV to lead

rights respecting schools

September re-launch and termly evaluations

• Staff Evaluations report outstanding behavior

• Fall in number of Amber forms for 2015/6

• All pupils are clear about school rights and responsibilities charter and how it is used at Charles Dickens – questionnaire

• 3 successful friendship weeks - held termly

• >90% Pupil questionnaires report that pupils feel safe and enjoy



• Appointment of school councilors and house captains creating rights and responsibilities

• School Council to be given focus for each term by SLT

• Continuation of Friday’s top table for well behaved pupils at lunchtime.

• Expansion of postcards home pilot for all staff ( beyond teaching staff)

• Managing of limited playground space with use of Malborough Playground, adapted new lunchtime timetable and additional playground equipment

• Safeguarding team review behaviour books weekly.

school

• Achieving level 1 of Unicef rights respecting school

Termly Evaluation



Section 4 Leadership and Management Leader: HT and GB

Resources/ Finance: • Creation of DHT roles – additional salary cost - £15k

Timescale: 1 year

Target Actions Who is responsible


Target : Strengthen

the Leadership

Capacity of the School

• SMT to be supported to ensure familiar with new Ofsted framework as well as Subject specific guidance

• Developing skills through facilitating outreach work - Outstanding English teaching and offering again maths and leadership courses for Southwark teachers to run as 2014/5

• Development of new leaders of foundation subjects through guided action planning and subject on a termly basis ( SLT to support) and through PM review; guidance on engaging with professional community in UK for their subject.

• Further development of new heads of Maths and English – CB to support SA (KS1 and EYFS reading) JRE to work with DH to develop role of ‘mastery’ .

• Identify teachers to complete leadership qualifications - NQSL/ ML and to become SLEs.

• Improve accountability and opportunities for professional learning and action for improvement through engaging in CfBT’s Peer Review with 6 other outstanding and good schools across Southwark.

• Identify leaders to undertake application for SLE accreditation, NQML / SL during 2015/16

• Restructuring of senior leadership team to incorporate 2 DHTs ( Spring 2016) .

Governing Body • Identify further opportunities for GBs to meet and reflect together

SLT and Gov Body

September 2015 to July 2016

• Senior Leaders developing strong

overview of best practice in school and communicating this.

• Clear impact of senior and middle leader´s action plans on learning experiences and outcomes of pupils i.e. increased % of pupils at or above national expectations, increased % of Outstanding teaching being observed in foundation and core subjects

• Senior and middle teachers report clear evaluation of their area of responsibility, and improvement of quality of Learning and teaching of new and recently qualified teachers |

• Evidence from PM review that middle leaders know their subject areas and are able to answer OFSTED style questions about their plans, actions and impact.

• Governors report on SIP in GB meetings, demonstrating detailed knowledge and understanding of the school and clarity to hold school leaders to account effectively



on ‘live’ practice in school • Completion of skills audits and questionnaire to identify further

areas for improvement • link governors to SIP targets; governors to report back to full GB

on a Termly basis • Run governors day in Aut 2 to focus on effective partnership

working and role of outstanding governors •

Target 2: Ensure that

the refurbishment and

expansion of the school

has limited impact on

pupils’ learning and well-

being.

• Briefing update for staff (3/9) and governors - Inset and gov’s meeting ( 18/9)

• Planning day meeting with contractor– ( September 2015 ) finalisation of phasing plan

• Agree clear comms strategy for project including internal and external e.g. regular staff briefing meetings, standing agenda item at phase meetings, regular updates for school and wider community (Newsletter and Website)

• Establish final playground plan by September 2015 • Identify ways for pupils to be involved in the building project e.g.

meeting the building team, visiting the site, web cam etc. Staff to find ways to link to the curriculum

• Review timings of school day for 15/16 onwards

During 2016/17 continue to: • Review travel plan in line with Eco Schools award criteria / audit for

2nd Green flag • Ongoing working group meetings (monthly) – fed back to staff • Weekly contractor / school meetings – fed back to staff

Link to SIP target on Leadership i.e. develop leadership capacity to cope with additional demands of the expansion project

CB, MB and Gov Body

Fortnightly progress meetings

• Pupil progress rates show no evidence of being adversely or significantly affected by the building project i.e. they continue to be good or better

• Limited complaints from pupils, parents and local community

• Evidence of positive feedback from school and local community, both formal and informal

• Limited impact on running of school day – calm atmosphere, low behaviour stats and H&S reporting

• Project stays on track – key milestones met

• Evidence of staff, pupils and parents being clear on communication strategy

• 2nd Green flag achieved by July 2016?

Target 3: Further improve opportunities and support for parental involvement and engagement in pupils’ learning

• Family Information Sessions ( September 2015) to support greater parental engagement with home learning and build relationships with teaching staff

• Embed the work to the children and families committee with continued focus on communication and building parent confidence (following conversion to foundation status)

• School leaders to work effectively with re-launched parents forum • New website to be launched with objective of streamlining

CB – website and early help role SLT to lead parent info

September 2015 Ongoing October 2015

• Positive responses to parent questionnaires and opportunities to act on positive ideas/feedback

• Committee minutes demonstrate positive impact of C and F committee.

• Parents meetings and learning sessions well attended by parents and majority of



Three Year Plan for Curriculum Review D – Subject in ‘development Mode’ M – subject in ‘maintenance mode’ All aspects are provisional dependent on national / local priorities yet to be identified.

Subject Aspect 2015-16 2016 - 17 2017 - 18 Curriculum Planning – continuity, balance, progression, identification of skills

D D M

English

D D M

Maths

D D M

Computing

D M m

Scientific D

M M

Design and Technology D M M Art M M D History

D M M

Geography D M Physical Education M M D Religious Education

D M D

Assessment D M M PSHE M M D Early Years Foundation Stage M M D Assembly / School Ethos M M D Provision for DSEN pupils D M D

communication to different stakeholders. • Establishing role of early help manager (Sept 2015) to support parents

with non acute barriers to parental engagement.

sessions feedback positive



Development mode: The subject will be reviewed and standards will be extensively checked. Release time will be available for observation of lessons, sampling children’s work, reviewing and updating documentation, reviewing medium term plans, leading meetings. The subject may be identified in the School Improvement Plan for review. Maintenance mode. The subject leader will advise and support staff, keep up to date with national developments and report to staff, identify resource needs and manage budget, ensure resources are well organised and accessible, maintain subject file, agreement trialling at staff meetings/ phase meetings (core subjects). Limited management time may be available in the school day for the subject leader.

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