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School Improvement Plan

2017-19

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LEADERSHIP and MANAGEMENT

Key Areas for Improvement: 1. Senior Leadership Team (SLT) to hold to account teachers within each phase in a continuous drive to improve pupil outcomes. 2. Head Teacher (HT) to provide strategic leadership during period of upheaval as new class / classes are established in response to

expanding pupil roll. 3. To further develop the effectiveness of the Governing Body (GB) in holding the HT and SLT to account. 4. To recruit a new Inclusion Lead to strengthen the work of SLT in response to pupil needs in light of SEND reforms and management of

assessment workload issues. 5. Creation of a refurbished area for SEND intervention groups.

Focus Actions Outcomes Lead staff Monitoring / review

1. SLT to hold teachers to account in drive to improve pupil outcomes.

a) Review AHT roles and responsibilities.

b) SLT action plans drawn up with specific focus on pupil outcomes in Eng and Maths.

c) Performance management targets linked to phase area for each member of SLT.

d) Weekly briefing meetings between DHT and AHTs linked to

• Roles and responsibilities clearly defined and understood by all SLT members.

• Roles and responsibilities understood by teachers and support staff within phase.

• Action plans for phase improvement widely shared within and across phases.

• DHT able to analyse pupil progress data using O Track in collaboration with AHTs and to communicate with class teachers.

HT Spring 2017 SLT from Autumn 2016 on-going. AHTs – Spring 2017 and on-going. DHT Spring / Summer 2017

• Chair of Governors

• HT

• DHT / HT

• HT

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pupil progress and attainment by phase.

e) Phase monitoring plans drawn up to monitor standards of teaching within each phase and AHTs to address issues as they arise.

f) Phase meetings carried out monthly with clear focus upon improvement of standards in English and Maths.

g) Introduction / implementation of Connectors for Middle and Upper phase classes.

h) Half-termly pupil progress meetings.

i) Continuous robust monitoring via School Improvement Partner and Achievement for All consultant

• Pupil performance data for 16/17 shows improvement with at

• At least 65% of non-mobile pupils attaining expected standard or better.

• School self-evaluation (SEF) securely good or better for all core subjects in Middle and Upper Phases.

• Connectors successfully implemented in Middle and Upper Phases in collaboration with Anglesey Primary.

• Quality of teaching consistently judged to be at least securely good across all classes.

DHT Autumn 2017 DHT Summer 2017 SLT Summer 2017 and on-going AHTs for Middle and Upper phases Spring 2017 – Spring 2018 SLT Summer 2017

• HT

• SLT

• DHT / HT

• HT / SIP

• HT / SIP

2. HT to provide strategic leadership during upheaval / change in expanding pupil roll.

a) Recruitment of teachers and support staff for new classes.

b) Ensure that the new classes do not have a destabilising effect upon school routines and

• Children settled and thriving within their new school within three weeks.

• Teaching judged to be good or better.

• Teachers of new classes working

HT / DHT Spring 2017 and Autumn 2017 SLT Spring 2017 and on-going

• SIP

• HT / DHT

• SLT

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structures, particularly during recreation times.

c) Review deployment of pastoral managers and inclusion team members in response to induction needs of new classes.

d) HT additional admin support and redefine roles of admin team to assist with admissions and mobility processes.

e) Oversee baseline assessment of new pupils.

f) Allocation of working spaces for admin staff / HT/ DHT and ICT network manager to facilitate smooth running of the school.

g) Liaison with schools from which we are in receipt of new pupils.

h) Undertake Early Help assessments in collaboration with pastoral managers.

effectively in liaison with year group colleagues, planning age appropriate curriculum where possible.

• Children effectively baselined and then progress monitored and tracked using O Track alongside their year group counterparts.

• Range of interventions planned and implemented to secure the best possible outcomes by the end of the first 2 terms in school.

• Children meeting targets set through pupil progress meetings between class teacher and assessment leader.

• fCAFs in place for vulnerable families.

• Waiting lists reduced.

AHTs Spring 2017 and on-going DHT Spring and Summer 2017 SLT Summer 2017 and on-going DHT Autumn 2017 HT Summer 2017 HT Summer 2017 and on-going

• SLT

• HT

• DHT

• HT / Chair of GB

• DHT

• HT

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3. To further develop the effectiveness of the Governing Body in holding the HT and SLT to account.

a) Governors specific roles and areas of responsibility to be defined and to be communicated to the school community as a whole.

b) Website governor role to be defined in order to strengthen the GB’s involvement in school website as a means of communication.

c) Governing body activity planner to be devised and implemented to assist in a range of monitoring activities linked to pupil performance.

• Governors better able to work with school staff on specific areas of improvement / accountability.

• Assessment Leader to provide on-going training for Governors.

• Governors able to provide feedback to full GB on SEND/ safeguarding/ communications / finance / curriculum / staffing.

• Training for Clerk on effective minutes.

• Website fully compliant.

• Parents / stakeholders better informed.

• Governors knowledge of strengths and weaknesses improved.

• Accountability of GB strengthened.

HT Spring / Summer 2017 HT Summer / Autumn 2017 and on-going HT Summer 2017 and on-going DHT Summer 2017 Staff governor Summer 2017 and on-going

• SLT

• HT

• HT / SIP

• HT

• SLT

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d) Governors to contribute to school improvement planning and to undertake monthly reviews of progress towards the improvement plan.

e) Training for whole GB on accountability measures and further strengthen their work as a full GB (no longer having separate committees for finance + staffing and curriculum etc).

f) Governor training on SEND reforms.

• GB strategic role in improvement planning strengthened.

• GB knowledge, skills and expertise improved and their abilities to support the HT / SLT whilst providing challenge improved.

• Governors more able to offer strategic oversight of issues relating to pupil needs.

HT Summer / Autumn 2017 HT and SBM Autumn 2017 and Spring 2018

• SLT

• SLT and Chair of GB

• SIP

4. Recruitment and deployment of a new Inclusion Leader.

a) Recruit for Inclusion Leader

b) Hand-over of responsibility to

new Inclusion Lead from DHT.

• Successful recruitment of appropriately qualified and experienced teacher.

• SLT strengthened with new innovative practice.

• Smooth transition achieved for pupils and parents and outside agencies,.

• Provision for SEND pupils enhanced.

HT Summer 2017 HT Autumn 2017 and on-going DHT Summer 2017 DHT Autumn 2017 – Spring 2018

• Chair of GB

• SIP

• HT

• HT / SIP

• HT/ SIP

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c) New Inclusion Leader to work directly with individuals / groups of pupils.

d) Inclusion Lead to model quality first teaching with colleagues.

e) Inclusion Lead to train support staff members in specific interventions.

f) Inclusion Lead to take lead on arranging positive handling / restraint training for all staff and SEND governor.

• Teachers feeling more confident and able to meet the needs of their own pupils with QFT.

• Knowledge and expertise and effectiveness of support staff improved.

• Pupils with SEND making better progress.

• Staff confidence in dealing with challenging behaviour improved.

• Improved outcomes for pupils, including speedier de-escalation of aggressive outbursts.

DHT Spring – Summer 2018 DHT Autumn 2017 – Spring 2018 DHT Autumn 2017 and on-going SLT Autumn 2017 SLT Autumn 2017

• SLT

• SLT

• SLT

• DHT / HT

• DHT / HT

5. Creation of an SEND base resource room.

a) Audit current resources for SEND / interventions.

b) Refurbish/ rearrange space for SEND intervention groups.

• Provision of up to date resources to support targeted intervention programmes in line with best value strategy.

• Dedicated space to provide quality intervention

Inclusion Lead Summer 2017. Inclusion Lead Autumn 2017

• DHT

• HT / SEN Governor

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c) New Inclusion Manager to oversee development of area and appropriate deployment of resources.

d) Provision of a nurture space for pupils with social and emotional difficulties.

experiences for pupils with SEND issues.

• Pupil outcomes improved.

• Effective liaison between inclusion manager and outside agencies.

• Confidential space to facilitate effective partnership working with outside agencies and parents.

• Parental involvement further strengthened.

• Pupil behaviour improved.

• Less fixed term / lunchtime exclusions.

• Pupils better supported to be actively engaged in their own learning.

• Fewer referrals to Early Help or MASH following targeted early intervention.

Inclusion Lead Autumn 2017 and Spring 2018 and on-going. Spring 2018. Spring 2018 Autumn 2017 and on-going – Inclusion Lead and Pastoral Manager (Behaviour)

• DHT / SIP

• HT / SEN governor

• SLT

• DHT

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TEACHING, LEARNING and ASSESSMENT

Key Areas for Improvement: 1. Improve standards of writing throughout the school. 2. Introduce a reciprocal reading scheme – Connectors into Middle and Upper phases. 3. Raise standards in the teaching of Science particularly in relation to investigation skills. 4. Further strengthen pupil assessment and progress tracking systems using O Track.

Focus Actions Outcomes Lead staff Monitoring/review

1. Improve standards of writing throughout the school.

a) Undertake an audit of current practice in writing.

b) Joint scrutiny of writing with Achievement for All (AFA) Consultant in EYFS and KS1.

c) Following recommendations of AFA consultant undertake a review of the writing curriculum.

d) Identify a new whole school writing scheme to be phased in.

e) Provide inset training for all staff on new writing scheme.

• Improve consistency of approach.

• Highlighted areas of development.

• Improved standards in writing across whole school.

• More children achieving expected standard and greater depth.

• Quality of teaching improved through collaboration with Soho Cluster.

SLT Spring 2017 – Autumn 2017. SLT Spring 2018 SLT Autumn 2017 and on-going.

SLT and AFA consultant. DHT and SIP

2. Introduce Connectors into Middle and Upper Phases.

a) Undertake staff training on reciprocal reading.

b) Organise timetable and resources to facilitate delivery of scheme.

c) Support staff inset provided in-house on questioning skills.

d) Visits to showcase school for Connectors.

e) Lead teachers to model lessons for colleagues.

• Staff expertise, including support staff greatly improved.

• Quality of lessons improved throughout school.

• More children achieving expected standard and greater depth in reading.

SLT Spring 2017. Spring 2017 and Summer 2017. Spring 2017

SLT and partner school lead teacher. SLT and AFA consultant.

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• Partnership working with other schools strengthened.

3. Raise standards in Science investigation skills.

a) Bid for Recycling project b) Science week to develop pupils’

investigation skills and using and applying skills to solve real life problems.

c) Science Fair to allow pupils to showcase work to parents

d) Inset training for staff. e) Audit resources and policy for

Science. f) Curriculum review for science to

ensure gaps in Cornerstones are addressed through discrete lessons.

g) Use of O Track for pupil tracking of attainment and progress.

• Successful bid raising funds for science development.

• Standards in science raised. Pupils more confident in tacking problems.

• Quality of teaching and learning in science improved.

• Pupil progress tracked more effectively – SEN / disadvantaged.

Science Lead Spring 2017. SLT and Science Lead – Summer 2017 and on-going. DHT and SIP Autumn 2017.

SLT Autumn 2018.

4. Further strengthen pupil assessment and progress using O Track.

a) Annual reports to parents using O Track.

b) Bespoke pupil progress charts devised with O’ Track personnel.

c) Liaison with cluster assessment group

d) Other subjects – science, History, Computing,

• Parents better informed of pupils’ progress.

• Workload issues addressed through adoption of a streamlined report.

• Consistency developed across cluster schools.

• Teachers’ knowledge of pupils’ attainment and progress strengthened.

DHT Summer 2017 Assessment group Summer 2017.

SIP and Data consultant Autumn 2017.

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OUTCOMES for PUPILS

Key Areas for Improvement: 1. Improve attainment in Maths. 2. Improve attainment and progress in writing. 3. Develop the deeper learning elements of the core curriculum areas for the more able pupils (disadvantaged and other).

Focus Actions Outcomes Lead staff Monitoring/review

1. Improve attainment in Maths.

a) Review current provision b) Introduce Rose Hub Maths

scheme c) Staff inset (including support

staff) d) Utilising outstanding teachers to

target KS2. e) Share good practice from MAST

teachers across the school. f) Cluster moderation and

exemplifications materials produced.

g) Before school provision for more able pupils

• Raised attainment in maths at Exp and Greater Depth.

• Improved quality of teaching.

• Teachers’ judgements on pupil progress and attainment more secure.

SM and MH (MAST) teachers Spring 2017 – Autumn 2017 and on-going

SLT / SIP

2. Improve attainment and progress in writing.

a) Work with AFA to monitor quality of teaching of writing.

b) Undertake a range of monitoring and evaluation activities linked to writing.

c) Additional staffing and booster groups in year 2 and year 6.

d) Termly INSET on Writing for year 1-6 with cluster and consultant lead

• Raised attainment in maths at Exp and Greater Depth.

• Improved quality of teaching.

• Teachers’ judgements on pupil progress and attainment more secure.

• SLT – Autumn 2017

SIP/ Chair of Governors Writing Consultant

3. Develop the deeper learning

a) Undertake curriculum review • Raised attainment at deeper level

• SLT

• AHT lead

• SLT

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elements of core curriculum for more able pupils.

b) Analyse OTrack data and set targets

c) Before school provision for more able pupils

d) Provide challenge to more able during lessons

e) Extra-curricular activities

• Cluster partnership to develop exemplification materials

• AHT leading on Writing within the cluster

• Termly INSET on Writing for year 1-6 with cluster and consultant lead

Spring 2017 and ongoing

• Writing Consultant

• SIP

• OTRACK and pupil progress advisor

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PERSONAL DEVELOPMENT, BEHAVIOUR and WELFARE

Key Areas for Improvement: 1. Improve standards of attendance throughout the school. 2. Pupils’ knowledge and understanding of e-safety improved. 3. Improve safeguarding for All pupils through consistent use of “Signs of Safety” model. 4. Improve standards of behaviour during recreation times for youngest pupils and those with complex SEND issues.

Focus Actions Outcomes Lead staff Monitoring/review

1. Improve standards od attendance throughout the school.

a) Undertake audit of current attendance policy.

b) Analysis of termly attendance trends by gender/ ethnicity/ disadvantage and SEND.

c) Training for admin staff on attendance in SIMS.

d) Strengthen communication with parents of vulnerable pupils.

• An attendance policy widely disseminated that reflects the needs of our school population as it is.

• Analysis of attendance data shared with parents as well as staff.

• Consistent absence codings.

• First day contact systems improved.

• Parents providing reasons for every absence and follow up systems consistently applied.

• Regular meetings with families of vulnerable pupils and timely referrals made to

HT Spring / Summer 2017 HT Spring / Summer 2017 HT Summer 2017 HT Summer 2017 HT Summer 2017 HT / DHT Summer and Autumn 2017

GB / SIP GB / SIP HT/ SLT SLT SLT HT

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e) Individual target families for

attendance improvement plans.

f) Provide Early Help assessment for vulnerable pupils / families where possible.

g) Early Help and fCAF training for pastoral managers and DSLs.

h) Spotlight on attendance training for HT / DHT.

i) Reduce persistent absence rate for 2017 / 2018.

j) Improve overall attendance rate for 2017 / 2018.

k) Revitalise incentive scheme for attendance and punctuality improvements.

l) Nominate a link governor for attendance issues.

external agencies.

• Model school letters devised and used consistently at established “trigger” points.

• Individual attendance rates improved.

• More families with Fcaf plans in place.

• Staff confidence improved and effectiveness in signposting vulnerable families improved.

• Spotlight families identified and attendance improved.

• PA rates improved for 2017 / 2018.

• Overall attendance rate for 2017/2018 improves.

• New incentive schemes following school council input. School council to undertake on-going review of effectiveness.

HT Summer 2017 HT Summer / Autumn 2017 DHT Autumn 2017 DHT Autumn 2017 and on-going HT Autumn 2017 HT Autumn 2017 and on-going HT Autumn 2017 HT Autumn 2017

HT / GB GB HT HT GB GB SLT HT

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• Link governor in place and able to provide feedback to full GB.

2. Pupils’ understanding of e-safety improved.

a) Subject leader for ICT to re-write e-safety policy.

b) Whole school take part in Internet safety Day during Internet safety Week.

c) Hold parental workshops on e-safety.

d) Provide e-safety “surgeries” for parents / carers.

e) Create a parent help area devoted to e-safety on school website.

f) SLT to strengthen their knowledge and understanding of e-safety within safeguarding.

• Safeguarding of children online strengthened.

• Parents better able to support their child’s online safety when out of school and take action quickly to prevent harm when risky situations arise.

• SLT monitoring of online safeguarding strengthened.

• Pupils knowledge and understanding improved.

• Reduction in incidents of low-level cyber-bullying.

SLT Summer 2017 SLT Summer 2017 SLT Summer 2017 SLT Summer 2017 and on-going SLT Autumn 2017 and on-going

HT HT / DHT HT HT/ DHT DHT

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3. Improve Safeguarding for all pupils through consistent application of “Signs of Safety” model.

a) DSL and Deputy DSL to undertake training for Signs of Safety.

b) Pastoral managers to attend SOS training.

c) Whole staff inset on SOS.

d) DSL and Deputy DSL to attend SIMS MyConcern training.

e) New cases to be recorded using MyConcern and programme to be rolled out to teachers and pastoral managers.

• Vulnerable families helped in a more effective manner and targeted support for the specific issues they are facing provided.

• More effective use of support staff to bridge the link between home and school.

• Parents more able to take part in measures to secure improvements in their home situations.

• Staff aware of referral channels and able to act swiftly and effectively to support the pupils within their class.

• Less S47 enquiries as Early Help provided effectively and difficulties overcome / averted.

• Record keeping streamlined and more effective reporting mechanisms to assist with S75 audit

HT/ DHT Summer 2017 DHT Autumn 2017 DHT Autumn 2017 and on-going DHT Autumn 2017 and on-going DHT Autumn 2017 and on-going HT Summer 2017 and on-going

SLT HT DHT/ HT SLT HT HT/ DHT

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f) Early Help Assessments to use SOS model for new cases.

g) DSL ? Deputy DSL to attend termly safeguarding briefings and area safeguarding network meetings and to disseminate good practice / updated guidance to all stakeholders.

h) Safeguarding governor to attend LA training on safeguarding and child protection.

requirements / action planning.

• Teachers able to engage with on-going record keeping and safeguarding practice strengthened.

• Nominated governor able to provide more effective support to the GB and hold HT to account for safeguarding within the school.

DHT Summer 2017 and on-going HT / Chair of GB Autumn 2017 and on-going

SLT Chair of GB / HT

4. Improve standards of behaviour during recreation times for youngest pupils and pupils with complex SEND issues.

a) Audit playground provision for EYFS especially during lunchtime period.

b) Training provision for lunchtime supervisors.

• Plan devised for improving outdoor provision for EYFS.

• Timetable to respond to pupils’ needs.

• Staff allocation according to pupils’ needs.

• Lunchtime team’s expertise improved.

• Less accidents at lunchtimes

• Less children receiving sanctions for poor lunchtime conduct.

SLT Autumn 2017 – Spring 2018 SLT Summer 2017 and on-going DHT Summer 2017 and Autumn 2017 DHT Summer 2017 DHT Summer 2017 and on-going DHT Summer 2017

DHT / HT DHT HT / SIP HT HT HT

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c) Parenting classes to reinforce boundaries and social skills for EYFS pupils.

d) Provide alternatives to outdoor play for EYFS pupils who struggle with space, noise and sensory difficulties.

e) Undertake positive handling training for all staff.

f) Visit settings within local cluster

of schools / BEP recommended good practice for recreation times.

• Afternoon teaching sessions improved and enhanced pupil engagement in afternoons.

• Less lunchtime exclusions.

• Improved link between home / school and parents able to support the work of the school.

• Happier pupils making better progress throughout the day.

• Staff confident to deal with the most difficult / challenging of pupils.

• Staff behaviour management repertoire improved.

SLT Summer 2017 HT Autumn 2017 DHT Summer 2017 and on-going DHT Summer 2017 DHT Autumn 2017 DHT Autumn 2017

DHT / HT GB HT HT/ SLT HT HT

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EARLY YEARS FOUNDATION STAGE

Key Areas for Improvement: 1. Improve the rate of progress of pupils in Nursery from the very low starting points. 2. Improve the rate of progress of acquisition of English in EYFS. 3. Improve standards of early writing for Reception pupils. 4. Improve the outdoor curriculum in EYFS.

Focus Actions Outcomes Lead Staff Monitoring/ review

1. Improve rate of progress of pupils in Nursery from very low starting points.

a) Change Nursery day to maximise teaching and learning time by mornings / afternoon provision without midday mealtime.

b) Appoint TLR teaching post to Nursery to enhance good teaching.

c) Strengthen links with outstanding settings.

• Nursery pupils happier without dinner time routine in main school hall.

• Nursery pupils making better progress towards Early Learning Goals through increased time devoted to teaching and learning.

• Quality social skills developed by qualified staff during mid-session snack time.

• Quality of teaching in Nursery improved.

• Support staff more effectively deployed and involved directly in teaching and learning activities.

• Pupils make more progress.

Foundation AHT Foundation AHT /DHT DHT HT Foundation AHT Foundation AHT

HT HT HT/ SIP HT/ SIP DHT

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d) Staff training on language development within EYFS.

e) Pastoral managers to undertake

family support programme including joint home visits with health professionals to remove barriers to learning.

f) Organise parenting classes for early language acquisition to assist their children.

• Good practice shared across setting and pupils make more progress.

• Pupils make quicker progress in language acquisition.

• Parents better able to support their children with their learning. Pupils make better progress through effective parental engagement.

Foundation AHT Foundation AHT SLT

DHT DHT HT

2. Improve the rate of progress of acquisition of English in EYFS.

a) Soundswell speech and language therapists providing Wellcomm language screening input.

b) Soundswell SALT weekly sessions to target pupils in need.

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c) Soundswell SALT training for EYFS staff.

d) Work with local EYFS settings that are outstanding to share good practice in this area.

• Early language interventions planned.

• Pupils getting the help and support they need to secure good progress across EYFS curriculum.

• Pupils well supported to make better progress.

• Staff expertise developed.

SLT SLT DHT Foundation AHT

DHT DHT HT

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e) Staff training on modelling language skills.

• Good practice shared and adapted to our Nursery’s needs.

3. Improve standards in writing for Reception pupils.

a) Increase opportunities for pupils to undertake free writing activities linked to Cornerstones topics.

b) Teachers to undertake daily modelling of writing with whole class / groups.

c) Writing workshops for parents to be organised each term.

d) Half-termly writing assessments of independent writing.

• Reluctant writers begin to more readily approach writing activities in a non-threatening atmosphere.

• Pupil progress in writing improved.

• Parents better able to support their children in completion of homework tasks.

• Assessment s confirm accelerated progress for more able pupils.

Foundation AHT DHT SLT DHT

SLT HT / SIP HT HT

4. Improve the outdoor curriculum in EYFS.

a) Audit current provision.

b) Undertake review of the Cornerstones topics to plan out

• Increased opportunities for learning outdoors created.

• Pupils’ confidence in a variety of learning environments improved.

• Pupils’ problem solving skills improved.

• Pupils’ progress rates accelerated.

Foundation AHT Foundation AHT Foundation AHT

HT SLT HT / SIP

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termly opportunities for linked outdoor learning.

c) Staff visits to settings with outstanding outdoor learning provision to gain inspiration.

d) Renew / refurbish existing areas.

• Staff better able to model learning through play experiences.

• Pupils engagement and enjoyment enhanced.