‘moving good into outstanding’€¦ · a range of partners. these support moderation work, the...

CRIGGLESTONE ST. JAMES CE

PRIMARY ACADEMY

PART 1: SELF-EVALUATION (5 PAGE SUMMARY)

AND

PART 2: ACADEMY DEVELOPMENT PLAN

2017-2018

‘Moving Good into Outstanding’

ST JAMES

SELF EVALUATION AND DEVELOPMENT

PLANNING PRINCIPLES & CYCLE FOR IMPROVEMENT

WHERE DO WE WANT TO BE?

WHAT DO WE WANT TO SEE?

CONSIDER THE IMPACT WE WANT TO SEE FROM ANY

FUTURE ACTIONS

2

SO WHEN DO WE NEED TO DO THIS BY?

MILESTONES

Not too many.

They must be achieveable.

3

HOW WILL WE DO IT?

CREATE ACTION PLANS & RESPONSIBILITIES

Consider budget.

Regularly RAG Rate.

4

WHERE ARE WE? SELF EVALUATION

TRIANGULATE THE STORY OF THE SCHOOL

FINDING 'TYPICALITY'

BEING OBJECTIVE 'LOOKING THROUGH THE PANE OF GLASS'

1

Crigglestone St James CE Primary Academy ‘Moving Good into Outstanding’ Our Journey Part 1: Self-Evaluation Position Statement

Autumn Term 2017

Note

This document does not attempt to cover evidence available elsewhere (e.g. external data ASP, IDSR). It relates clear, pertinent, succinct actions that

have taken place in the last 12-18 months to impact positively on the progress of the academy. This document should be read alongside the current,

updated 17/18 ADP (Part 2). This provides the why, how and what around our current focus areas and is the natural outcome to our self-evaluation

work – one should naturally feed into the other. It would also be useful to look at the 16/17 ADP to add further context to this current position. The

movement between development plan priorities and self-evaluation processes are constant and should be read in collaboration with each other.

Current Context (Not Externally Available)

The academy aims and values are rooted in our ‘Achieving Together’ approach and encompass high standards and high expectations both socially and academically.

We have strong links with our local community, vicar, church and parish which enrich pupils’ religious, spiritual, moral and social education.

The Headteacher is in the third year of his headship. Senior Leadership is operating under a new model from September 2017 - comprising Headteacher, Deputy

Headteacher and two Assistant Headteachers. Staff in middle leadership posts, from September 2017, take on a temporary role to lead an aspect of whole school

development. A review of Pupil Premium was commissioned by the Headteacher and Governors – Autumn 2016. A review of Governance was commissioned by the Headteacher and Governors – Autumn 2016 and the next annual

review is in December 2017. As a ‘stand-alone academy’, a major current area of work is to ensure external challenge and accountability through

a range of partners. These support moderation work, the monitoring and validation of SLT judgements and ongoing CPD requirements.

We are currently considering our long term future with the Diocese of Leeds on the possibility of a future MAT being formed with similar ‘stand-alone’ outstanding and good academies and LA church schools in the region. This work is at an early stage.

St James is part of the All Saints Church Schools Partnership, a group of 7 church schools and academies from across Wakefield, working together to preserve distinctive context, strengthen church links (via community projects) and, most significantly, as an method for providing challenge, moderating judgements and providing school-to-school support and networks.

St James is part of the Aspire Teaching School Alliance. Much of the academy’s current and forthcoming CPD is facilitated by this partnership.

St James is part of a newly established Moderation, Assessment and Subject Knowledge Triad – which supports teacher assessment judgements in the core subjects across school.

NOR March 2017: 317. The academy is always full (315 when full). The school is 1 ½ form entry, 11 classes, and standard admission number of 45. Class sizes range from 29-31 – due to

Fair Access and SEN admissions. SIAMS inspection (March 2014) judged the academy as ‘Outstanding’ in all areas. The school serves a residential area outside of the main ‘inner city’ Wakefield area: the children come from a mix of

different socio-economic backgrounds, although many live in private housing. Pupils are drawn mainly from the surrounding Crigglestone and Sandal local area, with a decreasing number from

outside of catchment – this is now being affected by a large, new housing development adjacent to the academy which contains families from a mixture of socio-economic backgrounds.

Pupils in receipt of Pupil Premium funding remain consistent (42) and is low in comparison to many schools nationally, each cohort has single figures within this.

Historically attainment on entry has been broadly in line with the national average, with some slight variation (cohort specific). Most pupils have had experience of quality play and exploration before they enter reception; almost all have attended pre-school or nursery and come from a range of pre-school settings.

Areas for Improvement (from last inspection – July 2014)

‘It is not yet an outstanding school because……..

The outstanding teaching that exists in the school is not shared widely enough.

Pupils do not always precisely know how to improve their work so that they can learn from their mistakes.

Middle leaders, some new to their role, are still developing their skills to check and improve the quality of teaching

and learning in their subject.’

Areas which were identified at the last inspection as needing improvement have been addressed. Monitoring and coaching

opportunities are timetabled consistently to target identified staff with precise areas to focus upon and ensure that existing

outstanding teaching is influencing the practice of colleagues across a sustained period of time. The two newly appointed

Assistant Headteachers have a strong and sustained record of outstanding teaching and they lead upon this work – as a core

aspect of their role. Two further teachers with strong classroom performance are currently within the TLR3 development

plan role – which is focusing upon the quality of teaching in the non-core subjects. The decision was taken to recruit an

additional member of staff to enable leaders at all levels to undertake the aforementioned activities and increase capacity to

do this. The latest external review (Autumn 2016) stated the impact of this work:

‘Through monitoring you are aware that there are some variations in skill levels of teachers in meeting the needs of different

abilities and use outstanding practice to bring about necessary improvements.’

As a result of intensive work to refine approaches to marking and feedback, pupils know how to improve their work and

understand their vital role within this. This is a particular strength within school. We have ensured that middle and new

senior leaders have the skills required to carry out their role and are accountable for the success of that role. Non-core

subject leaders, through dedicated leadership time, are able to measure achievement, the quality of the curriculum and lead

identified change and development.

Safeguarding

Safeguarding is effective.

Safeguarding pupils is a high priority in this school. The Designated Safeguarding Lead, Learning Mentor and Inclusion Leader

spend a great deal of time making sure this role is carried out effectively. All staff are well trained – including child protection

training and procedures. They know who they should turn to if they have any concerns. Staff have every confidence that

senior leaders will be robust in dealing with any issues. Pupils have confidence that any problems they have will be dealt with

appropriately. They speak of how the adults in school are always there to help them (Stakeholder Evaluation 2017). We have

strong relationships with parents, and this supports our effectiveness in the role. Our knowledge of every pupil in school is

detailed and this helps us to deal with each child in a manner that is appropriate for their needs. Rigorous records are

appropriately recorded and stored. The Designated Safeguarding Lead works effectively, when required, with other agencies

to ensure that issues are robustly dealt with in a timely manner. This work is now further enhanced through the

collaboration of DSLs within the All Saints Partnership through regular forums and meetings to share expertise.

Evaluation of Impact

As a result of our self-evaluation processes, we have taken the following actions to achieve the necessary improvements in

targeted areas. These are the main actions taken in the last, and current, academic year and, most importantly, the impact

we have seen (including brief rationale).

Despite strong achievement indicators in phonics and reading in EYFS, KS1 and KS2, our internal triangulated monitoring

consistently highlighted a lack of application from reading into writing. Whereby successful readers were not transferring non-

negotiable ‘core’ phonic skills to the point of writing and, as such, were leaving their key stage as less secure, less confident and

less fluent writers. As a result, Read Write Inc. was introduced into reception, KS1 and for a target group in year 3. Current

monitoring, both internal and through external consultants, is showing impact upon the targeted group of pupils in year 1 and 2.

These pupils can now generate short, effective texts that demonstrate their ability to write with clarity, greater pace and fluency

and check their work to ensure RWI non-negotiables are in place. The pupils in year 3 are increasingly confident as a result of the

daily, systematic programme and despite performing below national expectations are making sustained progress.

After undertaking end of academic year stakeholder evaluations, we decided to further develop our values work

within school to ensure the vital importance of attitude and social development runs equally with academic

achievement. As such, reward systems, pupil leadership opportunities, collective worship, the topic based curriculum

and curricular theme days have been re-designed to place our British and Christian Values at the centre of our pupils’

daily experiences. We now have pupil leaders in each class – positively influencing the attitude or classmates during

learning and, in particular, at social times of the day. Parents are clear about our new reward systems, are happy

with how they operate and most importantly understand the importance of attitude within this.

Upon the new academy leadership taking post, a central priority was to ensure that greater account was taken of

pupils individual starting points to further accelerate progress. Monitoring at the time showed how some learning

could be lost for a small minority of pupils working at an inappropriate pace and level of challenge. Work was

undertaken to re-shape learning initially in mathematics and then into English - alongside a carefully identified

external partnership (Outwood Institute for Education). We now see mathematics lessons which from the outset

consider pupils prior learning and attainment and use formative assessment as step one in tomorrow’s work (i.e.

pre-learning tasks, response to marking, fast tracked starting points or graded starting points). This model is now

increasingly strong, with appropriate revisions, in English. We are seeing pupils consistently understanding the need

to check and reflect. They understand that learning from mistakes is a vital process. They focus upon less but in

greater detail and see a process of learning rather than simple completion of task. During Summer Term 2017,

capital funding and ring-fenced, carried forward monies have been deployed to re-develop the school building to

enable smaller groups with a narrower range of starting points to be taught on a daily basis.

As a result of staff feedback in the stakeholder review, senior leaders generated a triad partnership which focuses

upon moderation, assessment and subject knowledge in relation to the new national curriculum and expected

standards. This has increased the confidence of staff, their ability to plan effectively for necessary coverage and is

developing their range of methods for gathering appropriate evidence. The group also offers supportive, yet clear

challenge and acts as a measure of standards within year groups.

Governors and senior leaders are constantly aware of the rapidly changing landscape of e-safety. As such, the

academy embarked upon a full review of policy and curriculum and undertook whole school training with the

Bradford District Cyber Team – this involved staff, pupils and parents (including governors). Staff now have

heightened awareness and confidence in this area. Parents have increased knowledge and awareness about their

role and the importance of it. Pupils are happy to talk with staff about e-safety and any concerns they have. Pupils

feel safer as a result of these continuing actions.

During Autumn Term 2016, the academy was successful in an application to Barnado’s Anti HBT Bullying Fund

Programme 2016-2019. The involved extensive work with whole staff and pupils regarding HBT related

discrimination, how to support individuals and tackle instances that may occur. As a result, the academy now has

pupil BEAM Ambassadors in the playground each day and a dedicated zone to support this – in addition to enhanced

policy and recording practices. The academy has now placed an application to become a Beacon School for the

programme to support other schools.

During the 2015/2016 monitoring cycle the outdoor provision in reception was highlighted as an area in need of

immediate development. As a result, capital funding was used during Summer 2016 and Autumn 2017 to develop a

new reception setting with a highly enhanced outdoor learning space. This is now in full use and, after time to

embed the plans for the use of space, the pupils are able to engage in well prepared opportunities to learn within a

range of settings not previously possible. This, alongside additional training for all staff in reception, is resulting in

pupils making at least good progress across this academic year.

Summative Judgements

Judgement on the Overall Effectiveness of the School Grade 2 – Good

Decisive and effective leadership provided by the Headteacher, leadership team and governing body ensures that pupils benefit from good teaching and quality learning experiences. It ensures that their achievement is at least good and that they make at least good progress from expected starting points in reception and, in particular, from KS1 to KS2. The good leadership takes effective action to enable most pupils to reach their full potential. Again, clear and effective leadership ensures that children behave well and that they are safe in school. The academy uses its resources efficiently, effectively and economically to provide a good education for all its pupils.

Overall Judgement on the Effectiveness of Leadership and Management Grade 2 – Good

The Headteacher, supported by a highly effective Deputy Headteacher and wider leadership team, provides the school with a pro-active, forward thinking philosophy which is based on a clear vision for the future. They are committed to securing the highest standards and to continuous improvement in all areas. Leaders have very high expectations for pupils and of staff and constantly review and challenge practice to ensure this is the best it can be. To this end, rigorous and continual systems are in place to check the quality of teaching and learning, so that it is clear where there are strengths and where improvements are needed. The leadership then quickly addresses these areas, as a result staff are held to account and CPD is then designed effectively to support improvement. The curriculum is broad and balanced and the pupils have a wide range of opportunities to learn. The leaders and governors are pro-active in seeking external consultants and establishing partnerships with other schools so that there are external evaluations to verify the accuracy of internal judgements and actions. The school’s arrangements for safeguarding pupils meet all statutory requirements in full and they are effective in providing an environment in which children can thrive and do well. Information gathered on the quality of teaching and pupils’ outcomes is used to inform governors regularly about the school. Governors use this information to offer appropriate challenge, which they do well.

Overall Judgement on the Quality of Teaching, Learning and Assessment Grade 2 – Good

All teaching in reception, KS1 and KS2 is good with some outstanding areas. The quality of teaching is being enhanced by developing an approach which enables the pupils to become more reflective, independent and critical learners – ensuring the review, refine, practice, apply and consolidation of learning is given priority over coverage. This approach is making a strong contribution to standards of achievement and pupils’ progress – this remains ongoing. The teaching of reading, writing, communication and mathematics is effective – mathematics is working noticeably well.

Overall Judgement on the Quality of Personal Development, Behaviour and Welfare Grade 2 – Good

Pupils behave well. They speak of how they enjoy coming to school and how they have good friends in school. The vast majority of pupils’ ‘general behaviour’ is very good with many exemplary pupils beyond this. Many pupils’ ‘attitude to learning and academy life’ is outstanding and is a strength of the academy and this makes an excellent contribution to the increasingly strong ethos for learning and social development. The appointment of a Learning Mentor, Inclusion Leader and pupil leadership initiatives has made a significant, positive impact upon standards in this area. Dedication from staff at all levels - in getting to know the needs of pupils in school, both socially and academically, is central to our successful approach. All adults share this vision and, as a result, pupils feel happy, secure and that their needs are well met. The excellent relationships they have with adults mean that pupils know they can speak to any adult if they are worried. Pupils say that bullying is rare, they have an accurate knowledge of what bullying is and say that they are confident concerns will be dealt with swiftly. Other principal aspects of the academy’s work in this area are always at least good – most notably a system has been established to record all types of inappropriate behaviour by pupils, identify patterns of behaviour and measure the impact of actions to sustain and further improve this aspect. Further enhancement of the positive attitude that leads to ‘active, independent, resilient learning’ for a minority of pupils is key to moving this grade firmly into outstanding.

Overall Judgement on Outcomes for Pupils Grade 2 – Good

Outcomes for many pupils are good or better by the time they leave school. During their time in reception and in both Key Stages, the vast majority of pupils, including disadvantaged** and those with special educational needs**, make sustained progress in all subjects from their starting points. Intense analysis of pupils’ outcomes enables leaders and

teachers to have an accurate picture of the progress pupils are making. This information is used to address any issues of less than good progress as soon as they arise. A positive climate for learning exists and pupils and groups of pupils have highly positive experiences at school so that they are well prepared for the next stage in their education. ** The small numbers of children in the disadvantaged and SEND groups mean individual analysis is often required beyond analysing group outcomes.

Overall Judgement on the Effectiveness of Early Years Provision Grade 2 – Good

All teaching in reception year is good. The pupils are motivated and interested by the experiences and activities that are created and are increasingly focused when faced with challenging activities aimed at increasing their stamina. Planning is based upon pupil’s current needs and starting points, whilst the environment is designed to aid independence. All pupils make at least typical progress and many children make progress that is better than this from their starting point. Assessment shows that children whose starting points are below those of other children of their age are catching up quickly in most cases.

Next Steps (Immediate Priorities for 2017/2018) – This must be read alongside the rationale within the ADP action plans.

Increase independence and resilience in pupils – specifically through ESAs effective deployment and interaction during learning.’

Develop the wider non-core curriculum to ensure it is broad, balanced, engaging and purposeful leading to high achievement levels in non-core subjects matching that of the core areas.

Enhance the Christian character and British Values of St James through the implementation of the new syllabus and

the development of the international partnership.

Introduce a revised approach to academy reading scheme – building upon current phonics successes and current levels of achievement.

Priority areas for pupil outcomes in 2017/2018 This is drawn from scrutiny of summative achievement data (including internal tracking & 2017 IDSR & ASP).

The high attainment band pupils in REA, WRI and MA, across Y3-6, are working at greater depth and remain on track to achieve this at the end of KS2.

The ‘blue’ focus pupils at the lowest ends of the prior middle attaining band reach expected levels in Y2-6 – with a

particular focus on WRI outcomes (most notably disadvantaged progress in WRI).

*** NOW MOVE TO PART TWO – THE ACADEMY DEVELOPMENT PLAN – TO SEE

THESE ASPECTS PUT INTO ACTION WITH CLEAR SUCCESS CRITERIA ALONGSIDE THE

RATIONALE UNDERPINNING THIS. ***

ADP: Headline Priorities 2017/2018

‘Moving Good into Outstanding’ Our Journey Part 2: Academy Development Plan

2017'2018

PRIORITY 1:

‘Increase independence and resilience in pupils –

specifically through ESAs effective deployment and

interaction during learning.’

PRIORITY 2:

‘Develop the wider non-core curriculum to ensure

it is broad, balanced, engaging and purposeful

leading to high achievement levels in

non-core subjects matching that of the core

areas.’

PRIORITY 3:

‘Enhance the Christian character and British

Values of St James through the

implementation of the new syllabus and the development of the

international partnership.’

PRIORITY 4

‘Introduce a revised approach to academy

reading scheme – building upon current phonics successes and

current levels of achievement.’

EQUALITY OBJECTIVES FOR

17/18*

* See separate policy.

PRIORITY AREAS FOR PUPIL OUTCOMES:

'The high attainment band pupils in REA, WRI and MA, across Y3-6, are working at greater depth and remain on track to achieve this at

the end of KS2.'

'The ‘blue’ focus pupils at the lowest ends of the prior middle

attaining band reach these expected levels in Y2-6 – with a

particular focus on WRI outcomes.'

Profile of Leadership Responsibilities (Excluding Administration & Finance Roles) 2017-2018

Teaching Staff Additional Responsibilities

Glyn Denton Headteacher SLT, Deputy Designated Person for Child Protection, Safeguarding, H&S, Teaching & Learning, Governance, Finance,

Collective Worship, Curriculum Lead, Staff CPD, Academy Development Plan, Stakeholder Partnerships (Parent Forum,

Governor View, Staff View), Teacher Appraisal Lead, Academy Partnerships, Tracking Pupil Progress, Academy Website

Lee Swift Deputy Headteacher/

SENCO

SLT, Designated Person for Child Protection, Safeguarding inc. E-Safeguarding & Prevent, Mathematics Subject Leader,

ESA Training & Line Manager (inc. appraisal), Behaviour, Development Plan Lead, LAC Designated Teacher, Assessment,

Tracking Pupil Progress, LGBTQ, Lead Practitioner

Alexa Hambleton Assistant Headteacher SLT, English – Reading/Phonics/CLLD/RWI, Early Years, Development Plan Lead, Lead Practitioner, ITT & Student

Placements, Attendance, Pupil Voice (Stakeholder)

Becky Hirst Assistant Headteacher SLT, English – Writing, Development Plan Lead, Lead Practitioner, Educational Visits Co-ordinator, Extra-Curricular

Learning, G&T/Pupil Leadership, Parent View (Stakeholder)

Vicki Bennett Class Teacher Music Leader

Diane Brown Class Teacher Science Leader

Jenny Butterworth Class Teacher Religious Education Leader

Sarah Clarke Class Teacher DT Leader

Elizabeth Court Class Teacher Art Leader

Sam Howgate Class Teacher Geography Leader

Charlotte Joyce Class Teacher History Leader

Dinah Lewis Class Teacher Collective Worship Leader/MFL Leader

Michelle Purves Class Teacher Computing/E-Safety Leader

Christine Shallcross Class Teacher Sports ‘Change 4 Life’ Leader

Tim Wildey Class Teacher Sports ‘Change 4 Life’ Leader

Support Staff

Yvonne Grant Inclusion Leader Inclusion, Management of ESA Provision alongside DHT/SENCO,

Deputy Designated Person for Child Protection

Helen Lloyd Learning Mentor ‘Disadvantaged/Vulnerable’ Pupils, LAC, Pupil Premium, HLTA, LGBTQ, Prevent,

Deputy Designated Person for Child Protection

Barbara Rawlinson Senior Technician

Jenny Ingham Sports Play Manager Lunchtime & Extra-Curricular

ESAs

Jenny King (HLTA), Claire Parsons (HLTA), Claire Treherne, Fiona Shaw, Donna Harding, Michelle Bramald, Emma Tomlinson-Drewell, Nikki Day, Kate Wainwright, Chris

Barns, Louise O’Connor, Andrea Paton, Tina Critchlow, Catherine Wightman-Smith, Flick Walsh

LSAs

Sarah Waldron (Relief LSPM), Julie Dyson, Diane Ely, Bev Woodward

ADP ACTION PLAN

ADP ACTION PLAN: PRIORITY 1 – EFFECTIVE ESA DEPLOYMENT ‘Increase independence and resilience in pupils – specifically through ESAs effective deployment and interaction during learning.’

Lead: LS Governor Lead: CW Supporting ADP Team: Teachers, HL & YG WHY?

Our Rationale:

Evidence from the monitoring of teaching and learning shows there is an increasing number of children in every class, and of different ability groups, that tend to rely on

adults, particularly Education Support Assistants, to help them complete their work when there is little or no need for them to do so. Adults are being used as a first

option of help for children – they are not showing other self-scaffolding strategies that children should show. They are showing little desire to complete work

independently and show very little resilience when they find something challenging, despite monitoring showing that the work being set is appropriately differentiated.

Support staff can also tend to over-help children with their work which is making the children want to seek adult help more than they should. Adults also tend to be too

focussed on task completion which can negatively affect the amount of progress the children make, as they are supporting the children too much in order to ensure the

work is finished on time. Without a focus on this, a number of children in each class will struggle to make expected progress, which will also have a negative effect on their

attainment.

IF WE ARE SUCCESSFUL WE WILL SEE THE FOLLOWING SUCCESS CRITERIA MET:

Children of all ability groups are demonstrating self-scaffolding strategies before seeking adult help – there is an increase in the number of children who are able to

complete work independently.

All adults, in particular ESAs, are implementing the Scaffolding Framework Pyramid in order to provide children with the minimal amount of help in order to achieve. This I

leading to increased resilience and independence.

TO ACHIEVE THESE WE MUST……

Actions Who Resources Milestones to Measure Progress and Impact RAG Rating

Ensure ESAs are clear about what the children

they are supporting will be learning that week

so they are able to more positively impact on

progress within lessons

Class Teachers

ESAs

N/A – built into timetables ESAs are clear about

what the children they

are supporting will be

learning during the week

Autumn wk 1

Conduct ESA appraisals to ensure they have a

clear objective to focus on and are held more

to account

LS

ESAs

DHT Release time ESAs achieve appraisal

objectives

Autumn wk 1 – Objective

Setting

Spring wk 4 – Midyear

review

Summer wk 12 – End of

year review

Deliver fortnightly training to ESAs based on

the theories and strategies suggested in the

‘Teaching Assistant’s Guide to Effective

Interaction’

LS

ESAs

DHT release time to deliver training

and monitor

ESAs timetabled on rota basis

ESAs effectively

implementing Scaffolding

Framework Pyramid

when supporting children

Beginning Autumn Week

2 until Summer Term

Review dates:

01/11/17

07/02/17 – support

morning from external

consultant

17/01/18

25/01/18 – EXTERNAL

CHALLENGE EVENT

18/04/18

27/06/18

Organise and enable training on effective

questioning (Craig Batley)

Craig Batley

LS

ESAs

½ day cost for external consultant ESA able to demonstrate

effective questioning in

the classroom

External consultant is able

to see evidence of impact

Autumn wk 5

Review dates:

01/11/17

07/02/17 – support


consultant

17/01/18


CHALLENGE EVENT

18/04/18

27/06/18

Ensure all teachers are aware of the increased

expectations of ESAs with relation to the

Scaffolding Framework Pyramid in order to

ensure ESAs are deployed effectively

LS

Class Teachers

N/A – staff meeting time Teachers are able to

deploy and hold to

account ESAs more

effectively

Autumn wk 7 – staff

meeting

Review dates:

01/11/17

07/02/17 – support


consultant

17/01/18


CHALLENGE EVENT

18/04/18

27/06/18

ADP ACTION PLAN: PRIORITY 2 – WIDER CURRICULUM REVIEW AND RE-DESIGN ‘Develop the wider non-core curriculum to ensure it is broad, balanced, engaging and purposeful leading to high achievement levels in non-core subjects

matching that of the core areas.’

Lead: CJ/MP Governor Lead: VW Supporting ADP Team: GD WHY? Our Rationale: The 2017 Stakeholder Evaluation demonstrated that time was right to review the current approach to the curriculum beyond

English, mathematics and to an extent science (after its focus in 2016/2017). Common threads from pupils related to the fact that afternoons with too

much emphasis upon maths and English based outcomes within the non-core subjects were creating a degree of de-motivation and reducing chances to

work in-depth with a range of subjects. Interestingly, staff explained the same feeling without being aware of pupil voice at that stage. New TLR3 posts

were created and advertised internally for two strong teachers with the skills to lead this review.

Monitoring of teaching and scrutiny of work (alongside subject leaders) also demonstrated the need for a greater emphasis upon deeper thought and

study within the curriculum – in effect with less being more. Furthermore, when scrutinising current planning and outcomes in books there was still a

feeling that too many activities without clear purpose were evident. This formed a strong piece of evidence when triangulated alongside the stakeholder

views, whilst the current curriculum takes full account of the new National Curriculum and with the current stronger position in the core areas this was

the ideal moment to prioritise this body of work – which is likely to go beyond the 2017/2018 academic year.

As a post-script, it was interesting to read the current national perspective regarding the wider curriculum in primary schools during Summer and

Autumn 2017. Clearly this is a priority beyond our school but further creates that mandate for review and development.


The ‘new’ wider curriculum will place SMSC development, equality and diversity at the heart of its design and subsequently placed prominently within the pupils

learning experiences.

The pupils will receive their full broad entitlement to the curriculum – but with a small number of clear outcomes designed to foster pupil independence.

Pupil outcomes across the curriculum (academic achievement and standard of work) will match the strong, sustained performance in English and mathematics.


Actions Who Resources Milestones to Measure Progress and Impact RAG

Rating

Review stakeholder evaluation 2017, as first

phase of current curriculum provision analysis.

MP/CJ 1 x ½ day release for MP & CJ is

built into working budget and

enabled through the staffing budget

which includes the necessary

HLTA roles.

KS General budget enables the

purchase of resources as required

to support the practical stage of

curriculum re-design. (Funding is

reserved with KS General for this.)

TLR 3 Posts – as previously stated

– enable MP/CJ to undertake

leadership work at appropriate

scale.

Reviewed current pupil

and staff voice opinions

within this document and

present thoughts and

proposals to GD.

End of Autumn Term 1

Establish drivers which underpin the vision for

the wider curriculum.

MP/CJ/GD (SLT) Work with GD and

current research and

outstanding school models

to generate drivers.

End of November 2017

Generate planning frame and projected

timetable.

MP/CJ Create structure for

chosen curriculum

approach. Outlining

timetable implications.

End of Autumn Term 2

Test curriculum in own classes (extend to KS

teams if required).

MP/CJ

(Class teachers in

own phase.)

Undertake new

curriculum in afternoon

timetable.

Spring Term 1 & 2

Roll out new curriculum during Spring and

Summer Term 2018.

All Teachers Staff Meetings to roll out

initial term and initial

design.

Spring Term Wk 6/7/8

Summer Term Wk 5/6

Half-termly report to stakeholders on

progress.

MP/CJ

(VW Governor)

Attend 5 Governing Body

meetings with Position

Reports.

Autumn Wk 11

Spring Wk 4/8

Summer Wk 4/12

ADP ACTION PLAN: PRIORITY 3 – RELIGIOUS EDUCATION ‘Enhance the Christian character and British Values of St James through the implementation of the new syllabus and the development of the international

partnership.’

Lead: BH Governor Lead: Reverend Kevin Greaves Supporting ADP Team: JB/DL WHY? Our Rationale: The annual Stakeholder Evaluation (2017) – including pupils’ review of Collective Worship highlighted their interest in looking at other contrasting approaches to the Christian faith in order to

see how they live and worship (Global Christianity). This alongside our successful new partnership with Ragata in Tanzania – as a result of the June 2017 visit from Canon Arthur Mauya – led to

the conclusion that they development of the Tanzania link could also become the focus for expanding these aforementioned comparisons.

At the same time, Understanding Christianity has been launched within the diocese and senior leaders had been successfully trained in its use. Reverend Gill Johnson has already supported the

academy’s Summer 2017 trials and therefore the expansion of this across the curriculum during 2017/2018 was clearly a priority. The impending launch of the new Diocesan Syllabus for RE

also highlighted the significance of the curriculum revision to take account of this document at the same time.

Staff’s views of the current Religious Education assessment systems (Stakeholder Evaluation 2017) also highlighted that this was the time to renew this aspect of our work – with several new

members of staff since the 2014 outstanding SIAMS inspection. 50% of the teaching staff have arrived since the last inspection and highlighted assessment, in this subject area, as a priority.


Understanding Christianity and RE Diocesan Syllabus embedded across school.

Evidence collated to show the sustained and developed links with Tanzania – incorporating revised collective worship diary and file of evidence depicting evaluations of

worship from a range of stakeholders.

Revised curriculum to include revised, supporting assessment system for RE and all staff confident in the delivery and assessment of the subject.



Undertake ‘Tanzania Theme Day/s’ – Autumn

& Summer Terms

BH/DL

Class Teachers

DL absent due to

illness so BH taking

over.

DL released for preparation time for

Tanzania Day – making links with

visitors.

Cost:/cover - 1 x ½ Day Cover

Friday16th October

DL released for Tanzania Day 2 –

making links with visitors.

Cost: 1 x ½ Day Cover - Friday 27th

April

Cover: 1 x ½ Day - Friday 27th April

Autumn Week 8 &

Summer Week 3 – DL

deliver quick staff meeting

about week.

Autumn Wk 8

Summer Wk 3

Day 1

Day 2

Tanzania Display and

global community

‘scrapbook’ contains a

variety of outcomes from

the day/s.

End of Autumn Term

End of Summer Term

Day 1

Day 2

Establish a revised Collective Worship

programme for the academic year –

incorporating above focus upon global

Christianity.

DL

SLT , VB/SH

DL absent due to

illness so BH taken

DL released for preparation of

programme and gathering of evidence.

Cost/cover: 1 x ½ Day Cover - 4th

December

Cost: 1 x ½ Day Cover - Monday 2nd

July

Collective Worship rota

– every half term.

Evaluations from

Collective Worship

Autumn 7, Autumn 15,

Spring 6, Spring 11and

Summer 8.

Ongoing

over. Committee and DL.

Collective Worship

planning notes

Raise the profile and evidence generated within

Holy Week.

BH/DL

Class Teachers

DL absent due to

illness so BH taken

over.

DL released for preparation for Holy

Week staff meeting and monitoring of

CW/Tanzania.

Cost: 1 x ½ Day Cover - Monday 5th

March

Spring week 8 – DL

deliver quick staff meeting

about week.

Pupil voice provides

evidence of knowledge.

Evidence book contains a

variety of outcomes from

the day.

Spring Wk 8

Spring Wk11

Implement revise curriculum incorporating

Understanding Christianity and the RE

Diocesan Syllabus 2017.

JB/DL/BH

Class Teachers

DL absent due to

illness so JB leading

with BH support if

needed.

o JB and DL released for half a day to

collaborate on trialled units in KS1

and KS2.

o JB release a further half a day to

prepare for staff training.

o Cost/Cover: 1 x ½ Day Cover and 1

x full day cover - 20th November

o JB released to prepare for leading

staff training, including staff

questionnaire.

o Cost/cover: 1 x ½ Day Cover - 27th

November

o JB released to observe teaching and

learning and monitor books and

creation of curriculum map.

o Cost/cover: 1 x full day cover -

Monday 5th February

o JB released to observe teaching and

highlight the impact of training.

o Cost/cover: 1 x full day cover -

Monday 25th June

Monitoring of RE during

Spring and Summer Term

demonstrates consistent

implementation of

curriculum.

RE Curriculum Map

shows long term coverage

of new curriculum

End of Spring Term &

Summer Term –

Monitoring Summary

Spring Wk 6 (with BH)

then Spring Wk 9 (staff)

Revise current assessment practices to dovetail

with curriculum 2017/2018.

JB/BH

JB released to prepare for assessment

training.

Cost/cover: 1x ½ day cover -

Monday 23rd & 30th April

System for new

assessments

disseminated.

Assessments highlighted

and used for summative

data.

Summer Wk 4 (share

with BH)

Summer Wk 6 (share with

staff)

Summer Wk 10

ADP ACTION PLAN: PRIORITY 4 – WHOLE SCHOOL READING ‘Introduce a revised approach to academy reading scheme – building upon current phonics successes and current levels of achievement.’

Lead: AH Governor Lead: SS Supporting ADP Team: GD/LS/BH WHY? Our Rationale:

Firstly, achievement in writing at both KS1 and KS2* is below that of reading (please see specific pupil outcomes action plan priority 5), our monitoring and pupil voice

evidence clearly demonstrates a correlation between those pupils (not matching, or not currently being on course to achieve, expectations or better for their prior attainment

group) and those pupils who read less and have an poorer attitude to reading. The impact of a language enriched curriculum must therefore have impact on the standard of

writing across KS1 and KS2. * Raise 2016, Inspection Dashboard 2016, Internal Transition Matrices – Summer 2017, Tables Checking Exercise 2017, IDSR 2017

Secondly, although our reading outcomes remain strong over time, monitoring of teaching, learning and assessment – alongside the Stakeholder Evaluation 2017 – highlighted

the need to capitalise upon the current success of the RWI phonics scheme and develop an enhanced whole- school approach to reading. Our vision, leading from this

mandate, is to create an environment that values and encourages reading through our learning environment as well as in our curriculum. We want to instil a love of reading

and provide opportunities in which children value reading for pleasure. Reading must be a prominent and valued part of school-life that provides our children with the

necessary skills to provoke curiosity and discussion and allow books to provide inspiration, thought and reflection. Our children are telling us that that there needs to be more

of this and the staff wish to build upon the 2015/2016 and 2016/2017 enhancements.


Consistent approach to reading across school building upon RWI format (including consistent use of reading scheme).

Reading is a prominent, valued part of daily and weekly classroom life for all pupils.

Writing progress is accelerating for those targeted pupil groups.

A greater % of ‘prior attaining group pupils’ are on course to meet expectations and beyond.



Band all reading books across school as part of a whole

school INSET.

AH to lead

All Staff

INSET day used for internal

training.

SLS already built into academy

SLA budget.

Spring Term INSET

activities complete.

Parents informed of the

new system.

Identify gaps at particular

levels and replenish stock

using SLS & refresh class

reading areas.

Spring Wk 1

Spring Wk 2

Spring Term

Generate groups, drawn from writing ‘blue group’,

targeted for intervention and daily support by peers and

staff.

Time to introduce and manage

built into AHT leadership release

– already accounted for in

staffing budget.

Focussed book group ‘BERT’ (Boys Enjoy Reading

Time) to begin with targeted groups across school-

lunchtime/afternoon intervention (to be decided)

Spring 1

Buddy reading systems in place KS2 children with

Rec/KS1 children.

Spring 1

KS2 Guided Reading Process to be reviewed and a whole

class reading method to be trialled.

AH

Class Teachers




staffing budget.

Monitoring of current

systems complete.

Introduce revisions to

staff.

Monitor progress of

reading method.

Autumn 2

Spring 1

Spring 2

Raise the profile of daily reading in school – through the

following methods:

o Reading Blog

o Rise and Read

o New reward systems

o Bedtime Stories

o Book Drive

o Whole School Reading

AH/GD

Class Teachers




staffing budget.

‘Rise and Read’ sessions to begin, inviting families to

come into school at 8.30am and read with children.

From Autumn 2

Reading blog- using the school website to create a

reading blog. Children to be able to share

rating/recommendations of books as well as

celebrating their reading achievements.

From Spring 1 – Link to reward system

Whole school reading reward system to be

established and children’s reading ‘minutes’ to be

tracked and rewarded in school. Reward to be

established with the help of the reading committee.

Autumn Wk 12

Reception ‘Bedtime Stories’ event to begin,

encouraging the love of reading amongst the youngest

children and introducing the book fair to Reception

parents.

Autumn Wk 10

Maintain and enhance the whole-school designated

reading time, timetabled daily opportunities for

children to read.

Autumn – Ongoing

Post-Christmas ‘book drive’, families invited to donate

unwanted books to school.

Spring 1

Liaise with staff and discuss how to make reading

prominent within the school environment- reading

areas to be working walls.

Autumn 2/Spring 1

ADP ACTION PLAN – PRIORITY AREAS FOR PUPIL OUTCOMES Lead: GD Governor Lead: CW Supporting ADP Team: LS/AH/BH

WHY? Our Rationale:

Raise & Dashboard 2016, Tables Checking Exercise 2017 and current internal data for September 2017/2018 highlight the reduced progress measures in REA and MA at KS2

and the continued lower progress score in WRI also at KS2, whilst this is not a trend it is significantly lower than in the previous 2015/2016 data (5.58 > 0.9 REA, -0.09 > -0.7

WRI), (4.8 > 0.4 MA). This is due, primarily, to the lower numbers of pupils from the prior ‘high attainment band’ in y2 not achieving the ‘high scaled score’ measure in REA

and MA and the conversion of enough children in prior middle and high attainment bands in WRI at Y2 to at least expected standards or greater depth in KS2. Current

internal tracking shows similar high number of pupils in these bands moving forward and therefore provision must focus upon these to ensure stronger progression and

attainment of expected outcomes for these groups. This will mean 2016/2017 will not form part of a downward trend.

Outcomes from monitoring of teaching stressed the importance of precise input taking account of pupil starting points – where provision is strongest in terms of streaming

and deployment of the maths ‘bronze to platinum’ system we see the strongest progress. Hence the extension of this system is the correct next step. Internal data also shows

the importance of measures taken to ensure the ‘blue group’ (vulnerable prior middle attainment band pupils) as being vital. These pupils must remain on track to achieve end

of key stage expectations, they remain a significant and large group – most specifically in writing.


The high attainment band pupils in REA, WRI and MA, across Y3-6, are working at greater depth and remain on track to achieve this at the end of KS2.

The ‘blue’ focus pupils at the lowest ends of the prior middle attaining band reach expected levels in Y2-6 – with a particular focus on WRI outcomes (most notably

disadvantaged progress in WRI).



Introduce streamed groups for English across

KS2 – in line with current KS1 16/17 systems.

SLT Establish

Class Teachers

MPS5 teacher for streamed groups.

2 x additional teachers to enable

groups.

(Budget working document details

costings.)

Streamed groups are

operational.

Autumn Wk 2

Introduce a fourth class for KS2 English. GD Lead

AHTs/DHT

Monitor

Class Teachers

Establish

Fourth class groups

prepared and families

informed.

Groups are smaller in

number – below 25.

Autumn Wk 2

Re-design classroom layout to facilitate learning

spaces for the four groups.

SLT Use of academy reserve funding for

classroom and office conversion – see

separate budget documentation.

Classrooms ready for

expanded use.

Autumn Wk 1

Embed the current successful maths

differentiation systems ‘bronze to platinum’.

Class Teachers

Subject Leaders –

monitor

No finance related aspects.

Teacher response time built into daily

timetable.

Systems ready for review. Review dates:

20/09/17

01/11/17


CHALLENGE EVENT

18/04/18

27/06/18

English and maths leaders to use monitoring AHTs/DHT 2 x AHT release per week. 1 day AHTs demonstrate work Timetable will change

time to enhance provision of highlighted

colleagues.

minimum covered from staffing

budget. Utilising MPS 5 cover teacher

salary and HLTA G7 salary.

in teacher timelines and

written feedback.

according to each

colleague.

Increased Pupil Progress meetings. (Monthly

Y2, Y5, Y6) Half-termly (REC, Y1, Y3, Y4).

HT/DHT

Class Teachers – as

required.

Class teacher cover x 2 (per meeting).

Utilise HLTA timetable to enable this.

REC, YR1, 3 & 4 Mtgs Autumn wk 4

Autumn wk 5

YR 2, 5 & 6 Mtgs Aut wks 4, 5, 9 & 13, Spr

wks 2, 6 & 10, Sum wks

4, 7 & 11

STAFF MEETING CALENDAR 2017/2018 Each meeting is preceded by a briefing. This is a working document.

AUTUMN 1 2017 AUTUMN 2 2017 SPRING 1 2018 SPRING 2 2018 SUMMER 1 2018 SUMMER 2 2018

A1

9.00

2017/2018 ORGANISATION &

EXPECTATIONS/APPRAISAL

PREPARATION (GD)

A8

3.30

MARGARET CUMBERLAND

TRAINING

S1

INSET DAY TRAINING

S7

3.30

DEVELOPMENT PLAN:

NEW CURRICULUM (MP/CJ)

SU

1

3.30 BRIEFING ONLY

SU

7

3.30 BRIEFING ONLY

A2

3.30

STAR OF SAFETY & BASELINE

PUPIL PROGRESS DATA (GD)

A9

3.30

SAFEGUARDING

(LS)

S2

3.30 BRIEFING ONLY S8

3.30

DEVELOPMENT PLAN:

NEW CURRICULUM (MP/CJ)

SU

2

3.30 PUPIL PROGRESS WEEK

SU

8

3.30 PLANNING MTG

A3

3.30 BRIEFING ONLY

A1

0 3.30

STATUTORY SAFEGUARDING

(IAN PRICE)

S3

3.30: ACADEMY VISION S9

INSET DAY TRAINING

SU

3

3.30 PUPIL PROGRESS WEEK

SU

9

KINGSWOOD NO MTG

A4

3.30 PLANNING MTG KS1/REC

UKS2 & LKS2 PUPIL PROGRESS

(GD) A1

1

3.30 BRIEFING ONLY S4

3.30: PUPIL PROGRESS WEEK

S1

0

3.30 PLANNING MTG

SU

4

MAY DAY HOLIDAY

SU

10

3.30

STAFF STAKEHOLDER

EVALUATION (GD)

A5

3.30 PLANNING MTG LKS2/UKS2

KS1/ RECEPTION PUPIL

PROGRESS (GD) A1

2 3.30

DEVELOPMENT PLAN: RE

CURRICULUM (JB)

S5

3.30 BRIEFING ONLY

S1

1

3.30 SUBJECT LEADERSHIP

SU

5

3.30 BRIEFING ONLY

SU

11


A6

3.30

(AH)

A1

3 3.30


CURRICULUM (JB)

S6

3.30: PUPIL PROGRESS WEEK

SU

6


SU

12


A7

3.30 – 5.00

DEVELOPMENT PLAN:

INDEPENDENCE & RESILIENCE –

DEPLOYMENT OF ESAs

(CRAIG BATLEY)

A1

4 3.30


CURRICULUM (JB)

SU

13

3.30 PLANNING MTG

A1

5

3.30 PLANNING MTG FOR

SPRING TERM RE SU

14

SHORT WK NO MTG

GOVERNOR CALENDAR 2017/2018

AUTUMN 1 2017 AUTUMN 2 2017 SPRING 1 2018 SPRING 2 2018 SUMMER 1 2018 SUMMER 2 2018

A1

FULL GOVERNING BODY 1

Thursday 7th September @ 6.00 A8

REVIEW DAY 1 WITH SLT

Wednesday 1st November @ 8.30-

12.30

STANDARDS COMMITTEE 2

Friday 3rd November @ 9.00

S1


Friday 12th January @ 9.00 S7

HEADTEACHER APPRAISAL

Wednesday 28th February @ 1.30


Friday 2nd March @ 9.00

SU

1


Wednesday 18th April @ 8.30-12.30


Friday 20th April @ 9.00

SU

7

RESOURCE COMMITTEE 6

Friday 8th June @ 9.00

A2

GOVERNOR CHALLENGE 1:

SAFEGUARDING

Tuesday 12th September @ 9.00


Friday 15th September @ 9.00

A9

SCHOOL MEALS REVIEW

Monday 6th November @ 12.00

RISK MANAGEMENT REVIEW

WITH SBM

Friday 10th November @ 9.00

S2

S8


Friday 9th March @ 9.00 SU

2


Friday 27th April @ 9.00 SU

8

A3

PARENT PARTNERSHIP FORUM 1

Monday 18th September @ 6.15

PAY & APPRAISAL COMMITTEE 1

Tuesday 19th September @ 9.00

A1

0


Friday 17th November @ 9.00 S3

PARENT PARTNERSHIP FORUM 2

Monday 22nd January @ 6.15


Thursday 25th January @ 8.30-12.30


Friday 26th January @ 9.00

S9


Thursday 15th March @ 6.00 SU

3 PARENT PARTNERSHIP FORUM

3

Monday 30th April @ 6.15 SU

9

A4

EXTERNAL TRAINING: ACADEMY

LEADERSHIP @ CEDAR COURT

Wednesday 27th September @ 9.00

A1

1 FULL GOVERNING BODY 2 &

AGM

Thursday 23rd November @ 6.00

S4

PAY & APPRAISAL COMMITTEE 2

Tuesday 30th January @ 9.00


Thursday 1st February @ 6.00

S1

0

SU

4


Thursday 10th May @ 6.00 SU

10

A5

HEADTEACHER APPRAISAL

Tuesday 3rd October @ 1.30

GOVERNOR CHALLENGE 2: INCLUSION

Wednesday 4th October


Friday 6th October @ 9.00

A1

2

S5

S1

1


RELIGIOUS EDUCATION

Wednesday 28th March @ 9.00

GOVERNOR REVIEW TO

PARENTS 4

Wednesday 28th March

SU

5

SU

11

A6

EXTERNAL TRAINING: ACADEMY

LEADERSHIP @ CEDAR COURT

Wednesday 11th October @ 9.00

GOVERNANCE PARTNERSHIP

MTG WITH SANDAL CASTLE

Friday 13th October ?????

A1

3


BEHAVIOUR

Wednesday 6th December @ 9.00

S6

GOVERNOR REVIEW TO

PARENTS 3

Thursday 15th February

SU

6 GOVERNOR REVIEW TO

PARENTS 5

Thursday 24th May SU

12

ADP PLANNING MTG

Wednesday 11th July @ 9.00 – 12.15


Thursday 12th July @ 6.00

A7

GOVERNOR REVIEW TO

PARENTS 1 Friday 20th October A

14 GOVERNOR REVIEW TO

PARENTS 2 Friday 15th December

SU

13


Wednesday 18th July @ 9.00

GOVERNOR REVIEW TO

PARENTS 6

Wednesday 18th July

A1

5

SU

14

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