our school improvement plan - st james ce primary school · school improvement plan saint james...

Our School Improvement

Plan

School Improvement Plan

Saint James Primary School

1

Priority 1: To ensure more able children are challenged effectively and to narrow any identified gender or disadvantaged children gaps.

Success criteria A) English and Maths leaders target gender and disadvantaged children gaps across the school and support teachers to narrow the gaps. B) Teacher assessments identify any gender or disadvantaged children gaps in their classes for reading, writing and maths. C) Teachers discuss identified gaps with their phase leader and Eng / Ma leaders and create an action plan. D) Children receive targeted support to minimise gender or pupil premium gaps. E) English and Maths leaders develop staff understanding and confidence delivering greater depth opportunities to challenge the more able. F) Planning, books and teaching are monitored to ensure more able children are given greater depth opportunities to challenge them. G) EYFS provide opportunities to challenge more able children throughout the year and evidence their progress towards ‘exceeding’. H) EYFS identify and target children with communication delays to support their progress towards GLD.

Lead role: Senior Leadership team have overall responsibility for implementing this priority.

Activity Target date Lead person Resources Monitoring

a) English and Maths leaders identify gender and disadvantaged children gaps for their subject across the school and work with class teachers / phase leaders to create action plans.(Ref: A, B, C,)

September, November, February, May, July

English Leader Maths Leader DHT & HT

Release time for English and Maths leaders. Cost: £ None

Head, DHT, English & Maths Leader

b) English and Maths leaders monitor gender and disadvantaged children gaps through quadrangulation – data, planning, book scrutiny and lesson drop-ins.(Ref: A)

Each half term following the monitoring schedule.



Head, DHT, English & Maths Leader C&S Committee check it happens, ask questions about process and outcomes.

c) Class teachers monitor class progress in English and Maths and identify growing / closing gender or disadvantaged children gaps. (Ref: B, C, D)

Weekly, but specifically at the end of each phase – Nov, Feb, May.

Class teachers Cost: £ None Phase leaders and Eng/Ma leaders.

d) English and Maths leaders deliver staff training on challenging the more able children and providing greater depth opportunities. They offer coaching and support to teachers.(Ref: E)

Autumn 2nd half, Spring 2nd half, Summer 1st half.

English Leader Maths Leader

Cost: £ None Head/DHT

e) English and Maths leaders monitor provision for the more able and opportunities to encourage greater depth, through planning, books and learning drop-ins. (Ref: F)

Each half term following the monitoring schedule.



Head, DHT, English & Maths Leader C&S Committee check it happens, ask questions about process and outcomes.

f) EYFS leader ensures planning and provision challenges more able children throughout the year and that sufficient evidence is build up to prove children have achieved ‘exceeding’. (Ref: G)

Throughout the year.

EYFS leader Release time for EYFS leader to coach, support and monitor. Cost: £ None

Head, DHT, YR Governor



2

By end of Autumn term 2016 By end of Spring term 2017 By end of Summer term 2017

English and Maths leaders identify gender and disadvantaged children gaps for their subject across the school and work with class teachers / phase leaders to create action plans (Sept, Nov)

English and Maths leaders monitor gender and disadvantaged children gaps AND provision for the more able through quadrangulation – data, planning, book scrutiny and lesson drop-ins (complete by the end of phase 1 monitoring cycle)

Class teachers monitor class progress in English and Maths and identify growing / closing gender or disadvantaged children gaps (Sept, Nov)

English and Maths leaders deliver staff training on challenging the more able children and providing greater depth opportunities in November. They offer coaching and support to teachers.

EYFS leader ensures planning and provision challenges more able children throughout the year and that data / evidence in December 2016 shows more able children are already close to GLD.

English and Maths leaders identify gender and disadvantaged children gaps for their subject across the school and work with class teachers / phase leaders to create action plans (Feb)


Class teachers monitor class progress in English and Maths and identify growing / closing gender or disadvantaged children gaps (Feb)

English and Maths leaders deliver staff training on challenging the more able children and providing greater depth opportunities in February. They offer coaching and support to teachers.

EYFS leader ensures planning and provision challenges more able children throughout the year and that data / evidence in March 2016 shows more able children have achieved GLD and provision allows them to work towards exceeding.

English and Maths leaders identify gender and disadvantaged children gaps for their subject across the school and work with class teachers / phase leaders to create action plans (May, July)


Class teachers monitor class progress in English and Maths and identify growing / closing gender or disadvantaged children gaps (May, July)

English and Maths leaders deliver staff training on challenging the more able children and providing greater depth opportunities in April and June. They offer coaching and support to teachers.

EYFS leader ensures planning and provision challenges more able children throughout the year and that sufficient evidence has been built up to prove children have achieved ‘exceeding’.

Intended Impact 1) English and Maths leaders are aware of any gender or disadvantaged children gaps across the school.

2) Phase leaders are aware of any gender or disadvantaged children gaps in their phase.

3) Class teachers are aware of any gender or disadvantaged children gaps in their class.

4) English and Maths leaders work closely with phase leaders and class teachers to narrow identified gaps through targeted planning and teaching.

5) Monitoring and 2017 SATS show a narrowing gap (or ideally no gap) between the achievements of girls/boys and disadvantaged/other children.

6) Class teachers feel confident delivering greater depth opportunities to challenge the more able and this is shown during monitoring by English and Maths leaders.

7) A higher percentage of children achieve greater depth in reading and maths, particularly girls.

8) EYFS outcomes show a sustained high percentage of GLD but with a higher proportion of exceeding judgements ensuring a higher APS.



3

Governors –Evaluation Questions What were the main strengths / areas for development identified from the 2016 SATs? What actions are needed to target the areas for development? What is the gender gap and disadvantaged children gap in each year group across the school…in November / February / May / July? What is happening across the year to narrow the gaps? How effective are the English and Maths leaders at identifying the gaps, working with teachers to create action plans, monitoring progress etc? What training / support have English and Maths leaders provided to help teachers understand teaching at greater depth? What is the outcome of English and Maths leaders’ monitoring as regards challenging the more able and providing opportunities for greater depth? Does the data reflect improvements e.g. a higher percentage of children achieving greater depth in reading and maths, reduced gaps between girls/boys and disadvantaged/other children? Do EYFS predictions / outcomes show that GLD % is still higher than National and Hampshire, but that more children will be recognised as exceeding? What are the next steps? Where are the gaps? What support is there for teachers regarding the quality of teaching? How is coaching being used? What has the impact been?

a) English and Maths leaders identify gender and disadvantaged children gaps for their subject across the school and work with class teachers / phase leaders to create action plans.

b) English and Maths leaders monitor gender and disadvantaged children gaps through quadrangulation – data, planning, book scrutiny and lesson drop-ins.

c) Class teachers monitor class progress in English and Maths and identify growing / closing gender or disadvantaged children gaps.

d) English and Maths leaders deliver staff training on challenging the more able children and providing greater depth opportunities. They offer coaching and support to teachers.

e) English and Maths leaders monitor provision for the more able and opportunities to encourage greater depth, through planning, books and learning drop-ins.

f) EYFS leader ensures planning and provision challenges more able children throughout the year and that sufficient evidence is build up to prove children have achieved ‘exceeding’.



4

Priority 2: To ensure all teaching in the school is consistently good with more outstanding

Success criteria I) Teaching is all good and some is outstanding J) Teachers have deep subject knowledge and understanding which is evident in classroom practice and planning K) Teachers’ questioning skills are strong D) Assessments are individualised so teachers challenge all groups of pupils E) Lesson plans are focused on personalised learning, provide challenge and identify next steps F) Children demonstrate high levels of resilience, confidence, independence and eagerness to get started and stay engaged when undertaking challenging activities G) Children use feedback well, self-assess, know their targets/next steps and can access them in all subject areas H) Homework is set that is challenging for all pupils and is clearly linked to classroom learning



a) Audit staff subject knowledge. CPD given to support areas of development; what outstanding teaching looks like, questioning skills and subject knowledge as appropriate

(Ref: A, B, C,)

October, March & June

DHT Use of Teaching school, research, LA advisers 4/5 days adviser time max £3500

Head, Resources Committee - training needs for whole school and for individuals, prioritised to fit budget. Training reported in HT report to govs.

b) Undertake planning, assessment and book scrutiny along with pupil conferencing (quadrangulation of evidence). Focus on feedback being used by children.

(Ref: B, G)

Monthly Phase Leaders Time: 1day per month Cost: £ None

Head/DHT, C&S Committee Check it happens, join in as observer, ask questions about process.

c) Lesson observations to be undertaken by Leaders focussing on questioning skills and subject knowledge.

(Ref: A, B, C, F)

Monthly Phase and subject leaders

Time: 8 hours Cost: £ None

Head/DHT, C&S Committee Gov. Minutes will show standard of lessons observed.

d) Learning Walks to be undertaken by SLT with focus on Reading, Writing and Maths.

(Ref: A, B, C, D, F)

Monthly Phase and Subject Leaders

Time: 6 days Cost: £ None

Head/DHT, C&S Committee Subject gov or Chair to accompany SLT on walk

e) Review Home Learning policy – what is effective home learning? Establish non negotiables for home learning, monitor implementation of the policy

(Ref: B, H)

December 2016 SLT Staff meeting Time, English and Maths Advisers, school council, parent focus group

Head, C &S Committee – ratify policy, feedback from implementation reported to governors, parent and child feedback (questionnaires)

f) Staff meetings with areas for development in order to move staff to outstanding. (Ref: A, B, C)

Monthly

DHT Time: Staff Meeting per half term.

Training reported in HT report to govs.



5

Target 2: To ensure all teaching in the school is consistently good with more outstanding By end of Autumn term 2016 By end of Spring term 2017 By end of Summer term 2017

Review the targets at progress meetings

Establish Eng and Maths Surgeries linked to progress meetings

Analyse data at set points each month

Highlight children who have not made good progress and plan interventions

Highlight any groups who are not in line to meet targets set

Ensure boosters provided where needed

Review provision of interventions

Set group targets where necessary to accelerate progress

Performance management is complete. All staff to have progress target and target related to quality of teaching

To ensure 100% of all teaching is consistently good or better

Review the targets at progress meetings – focus on progress, attainment and barriers to learning, discuss ways to develop parental engagement

Analyse data at monthly set points and take appropriate action

Highlight children who have not made good progress, discuss barriers and take action to accelerate progress

Ensure all groups in line to meet targets set

Ensure boosters provided where needed – focus on Year 6

Review provision


Performance management reviews to hold staff accountable for progress and quality of teaching

For 100% of teaching to be good with 10% outstanding

Review the targets at progress meetings and establish what additional booster need to be put into place to ensure all groups of children make good progress

Analyse data at monthly set points and take appropriate action

Highlight children who have not made sufficient progress and establish what interventions or actions can be taken to ensure the required progress is made

Ensure all groups in line to meet targets set

Review provision


Performance management reviews to hold staff accountable for progress and quality of teaching

For 100% of teaching to be good with 20% outstanding

Intended Impact

9) Learning environments promote and support high quality learning and independence for all groups of children.

10) Teachers and additional adults, listen to, carefully observe and skilfully question pupils during lessons in order to re-shape tasks and explanations to improve learning.

11) Children know what they have done well and can explain what they have to do in order to improve

12) Marking and feedback to children consistently identifies next steps for learning and children consistently respond to feedback showing gains in their knowledge

13) On-going assessment informs effective teaching strategies including targeted support and interventions

14) All teachers have high expectations of all children; they achieve well in lessons and show pride in the presentation of their work

15) Teaching engages and includes all pupils with differentiated work that is appropriately challenging and meets individual needs (focusing on higher attainers)

16) All children make good progress within lessons and over time



6

Governors –Evaluation Questions

What are the targets for this year?

What is “good” progress?

What percentage of learning and teaching is good or better? Is there any variation between subjects?

What evidence is there that children are fully engaged in the learning process and taking responsibility for their learning in all year groups?

Are observations of learning and teaching focussed on progress for individuals, groups and classes?

Which aspects of learning and teaching across the school are less secure and what action will be taken in respect of this?

What proportion of teaching is good or better? How has this improved since last term?

Does the data reflect the improvements in the quality of teaching?

If AfL has been a school focus across the year, what is the evidence that this is having an impact on the quality of teaching and standards?

What are the next steps? Where are the gaps?

Does marking/feedback give opportunities for pupils to demonstrate progress in their learning?

How do learning environments support pupil progress?

How does differentiation support learning? What impact has it had on progress rates?

What Boosters and interventions do we deliver and what impact do they have?

How do we usually monitor staff subject knowledge and how effective is this?

How are we ensuring that questioning is strong in all staff? Are there any experts who can support others?

Have we got any model learning environments?

How is presentation of work monitored?

How has Pupil Premium Funding improved learning?

What are the non-negotiables for home learning and how has this been monitored? Is there any improvement?

What support is there for teachers regarding the quality of teaching?

How is coaching being used? What has the impact been?

a) Audit staff subject knowledge. CPD given to support areas of development; what outstanding teaching looks like, questioning skills and subject knowledge as appropriate

b) Undertake planning, assessment and book scrutiny along with pupil conferencing

c) Lesson observations to be undertaken by Leaders focussing on questioning skills and subject knowledge.

d) Learning Walks to be undertaken by SLT with focus on Reading, Writing and Maths.

e) Review Home Learning policy

f) Staff meetings with areas for development in order to move staff to outstanding.



7

Priority3: Leadership & Management: To further develop the skills of middle leaders to take a more significant role in leading on school development priorities in order to have an impact on raising standards. Success criteria

a) Senior Leaders ensure monitoring activities are carried out, deadlines are met and all members with responsibility in the plan are held accountable b) Assement Leader collates and analyse Key Stage data monthly, identifying areas for development in provision and progress and implement plans to bring about required improvement and share these with the phase leaders c) Subject leaders secure high standards in their subject for all ability groups and ensure the teaching of basic skills is highly effective within their subject d) The governing body monitor and evaluate the strategic plan and challenge the school to ensure high expectations and ambition are met e) Consistency across the school with levelling work and assessment

Lead role Headteacher has overall responsibility for implementing this priority.


a) Phase leaders take full responsibility for the learning environment and standards in their phase

(REF: A, D)

Half Termly Headteacher Time: Weekly SLT meeting Cost: None

C&S Committee

b) Assessment leaders complete Assessment for Learning Updates after each data drop and also complete summaries of developments and provision.

(REF: B, D)

Spring and Summer Term

Deputy Headteacher Time: 3 days MAST per half term, per person -supply Cost: £ 5000

C&S Committee

c) Subject Leaders complete a Subject SEF, undertake learning walks, book scrutiny, lesson observations and monitor planning and assessment. Subject Leaders also complete an action plan.

(REF: C, D)

Termly monitoring Spring and Summer Term to share with Govs

Deputy Headteacher Time: MAST on request Cost: £3000 Training: As needed Cost: £3000

C&S Committee Headteacher, SEF, syllabus, cross curric, egs of work, show good practice, displays, photos.

d) Middle leaders ability to undertake lesson observations developed further so they use coaching to improve teaching in their phase

(REF: A )

Autumn Term, Spring Term

Headteacher Time: Release time to do monitoring Cost: £2000

Headteacher & C&S Committee

e) Moderation opportunities held to secure staff judgements in levelling, across year groups and across the school.

(REF: )

Half Termly English and Maths Leaders

Time: Staff Meeting Cost:None

Headteacher & C&SCommittee



8

The middle Leadership team develops so that it can take on greater responsibilities in checking the progress pupils make and in reviewing the quality of teaching and learning across the school By end of Autumn term 2016 By end of Spring term 2017 By end of Summer term 2017

Phase leaders have clear understanding of their responsibilities

Phase leaders are held accountable to those job descriptions

Leadership team training in leading team and holding others to account

Monitoring Cycle developed to show how areas for development are reviewed and people held accountable for the required improvements

Phase Leaders and subject leaders develop clear action plans showing their accountability in raising standards

Leaders in Maths and English are showing an impact on standards and are clear about interventions

Staff are clear on how to move forward by clear information given by leaders

Leaders have observed teaching across the school

Leaders have undertaken focused book scrutinies

Leaders have provided a written report on improvements that need to be undertaken

Leaders have implemented the improvements

Pupils progress in English and Maths is better than expected for all groups and gaps closing

Leaders know what their role is and are able to undertake responsibilities which will impact on the quality of teaching and learning across the school and have evidenced that impact

Middle leaders are able to drive improvement in teaching and learning more effectively and standards continue to rise

Pupils attainment is above national

All groups of pupils make better than average progress

Intended Outcomes

1) All leaders are highly ambitious for the pupils and lead by example. They base their actions on a deep and accurate understanding of the school’s performance and of staff and pupils’ skills and attributes while considering the school values of Love, Respect and Courage

2) Leaders focus relentlessly on improving teaching and learning and provide focused professional development for all staff, especially those that are newly qualified and at an early stage of their careers. This is underpinned by searching performance management that encourages, challenges and supports teachers’ improvement.

3) Leaders secure improvement in achievement for disadvantaged pupils, which is rising rapidly, including in English and mathematics.

4) The school’s curriculum promotes and sustains a thirst for knowledge and understanding and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical and sporting excellence. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement, their physical well-being, and their spiritual, moral, social and cultural development.

5)Leaders pursue excellence, modelling professional standards in all of their work

6) The school has developed their middle leadership in line with succession planning and is focusing on developing future leaders for education in Church Schools



9

Governors Evaluation Questions: How is a culture of high aspirations created within the leadership team and how is this shared across the school? How well do leaders use formative and summative assessment to ensure children are achieving the expected standard? To what extent is assessment moderated internally and externally? What evidence is there? How well do leaders demonstrate the capacity for improvement? How rigorous is self- evaluation and is it identifying the areas which require improvement? How are these then targeted? Evidence and impact? How effectively are middle leaders developed? What succession planning is in place? How effectively are the leaders implementing the performance management policy and what impact has this had?

a) Phase leaders take full responsibility for the learning environment and standards in their phase –

b) Assessment leaders complete Assessment for Learning Updates after each data drop and also complete summaries of developments and provision.

c) Subject Leaders complete a Subject SEF, undertake learning walks, book scrutiny, lesson observations and monitor planning and assessment. Subject Leaders also complete an action plan. –

d) Middle leaders ability to undertake lesson observations developed further so they use coaching to improve teaching in their phase –

e) Moderation opportunities held to secure staff judgements in levelling, across year groups and across the school.



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Priority 4: To ensure the Christian character of the school supports the Spiritual, Moral, Social and Cultural development of all learners.

Success criteria:

A) All staff have an understanding of the criteria for outstanding and what is expected in SIAMs. B) Christian values are embedded across the school and support positive behaviour & relationships. C) A Christian vision is evident in the curriculum, collective worship and religious education. D) All members of the school community are able to express an understanding of spirituality. E) Collective worship inspires a high level of spiritual and moral reflection. F) Outstanding teaching and learning is demonstrated in Religious Education.



a) Continue programme of staff training on spirituality, values, RE, Collective Worship and SIAMs expectations. (Ref: A-E)

Autumn 1 Lower KS2 Leader

MAST and Staff meeting time.


b) Develop an understanding of Saint James, pilgrimage and spirituality with a theme week.(Ref: C,D)

WB 12th Sept Lower KS1 Leader

DVD ‘The Way’, planning time, pilgrimage resources

Headteacher & Foundation Governors

c) Continue embedding values by holding an Arts Week on our values of Love, Respect & Courage (Ref: B, C)

WB 19th Sept Art Leader and Lower KS2 Leader

Arts materials. Time for SW to plan and prepare.


d) Review the curriculum, particularly R.E., to ensure opportunities are taken to share a Christian vision.(C,F)

Autumn 1 RE Leader MAST time and staff meeting time.


e) Continue to work with our curate and reverend to develop high quality collective worship plans. Monitor the quality of collective worships. (Ref: E, C)

Half termly. Lower KS2 Leader and RE Leader

Meeting time each half term to work with curate.

Headteacher & Foundation Governors

f) SLT and Governors carry out learning walks and pupil conferencing to monitor the impact of the values & spirituality developments so far. (Ref: A-E)

Half termly Headteacher Governor time. Headteacher & C&S Committee

g) RE lessons observations to assess the quality of teaching and learning, and to identify further support needed to improve outcomes for all. (Ref: B, C, F)

Autumn and Spring 2.

Headteacher MAST time for observations Foundation Governors

h) Use the website, newsletters and public displays to share the Christian vision more effectively. (Ref: B, C,D)

Autumn 1st half Lower KS2 Leader

Time for HC to support display.


i) Develop the use of spiritual tables and areas to ensure they have an impact on children. (Ref: B, C, D)

September Headteacher Discussion time for ways to make tables interactive.

C&S Committee

j)Continue to develop ‘Prayer Spaces in Schools’ week each term to develop spirituality. (Ref: B, C, D, E)

Termly Lower KS2 Leader

Time to plan and prepare with church leaders.


k. Develop spiritual areas around the school such as the courtyard and environmental area. (Ref: B, C, D, E)

Spring Term Headteacher Funds and plans for these projects.

Foundation Governors



11

Priority 4: To ensure the Christian character of the school supports the SMSC development of all learners. By end of Autumn term 2016 By end of Spring term 2017 By end of Summer term 2017

All staff are aware of the steps needed in order to become an outstanding school.

All staff are referring to the Christian values in their everyday teaching.

All staff are referring to the Christian values to support positive behaviour and relationships.

All staff and children have a clear understanding of how we are a church school, Why we are called Saint James and what the shell represents.

The Spiritual Garden is developed as a space for reflection in our school

All staff are clear about expectations for an outstanding school and are following the criteria.

All staff are developing the opportunities to use the Christian values in their teaching.

All staff are demonstrating the Christian values to support positive behaviour and relationships.

Staff and children are developing their understanding of how we are a church school, why we are called Saint James and what the shell represents.

The Spiritual Garden is being used as a space for reflection.

All staff are clear about expectations for an outstanding school and the criteria is embedded.

The staff and children are confidently using Christian values in their everyday teaching and learning.

The staff and children are confidently demonstrating and using the Christian values to support positive behaviour and relationships.

Staff and children can confidently explain why we are a church school, why we are called Saint James and what the shell represents.

The spiritual Garden is being used consistently across the school as an integral part of school life.

Intended Impact

1) Leaders, staff and Governors articulate and implement an explicit Christian vision and promote the well-being of all learners, particularly their SMSC development, through a broad and distinctive curriculum in addition to worship and religious education.

2) The school’s values are distinctively Christian in character, in addition to being shared human values and make a significant impact on the lives of all members of the school community; learners can make links between the values, their own lives, modern day examples and Biblical teaching.

3) There is a highly developed interpretation of spirituality shared across the school community and children are confident in expressing their views; children enjoy learning about themselves, others and the world around them;

4) Collective worship develops the Christian vision and ethos of the school and contributes to the SMSC development of participants; it is engaging, inspires a high level of spiritual and moral reflection, aims to be transformative and is relevant to the life experience of the school community.

5) Religious Education challenges and inspires children; it makes a significant contribution to learners’ SMSC development and links with the school values.

6) Children recognise the difference between right & wrong and understand the consequences of their actions; the behaviour of learners is of the highest standard and the relationships between all members of the school community are consistently attributed to the Christian character and values of the school.

7) The school fosters positive relationships based on distinctively Christian values between all members of the school community (and the wider community); the school promotes personal self-esteem, good work attitudes and mutual support based on its Christian values.

8) Children are reflective about their own beliefs, religious or otherwise, and have respect for others; they know Christianity is a multi-cultural world faith and respect the diversity of other faith communities.



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Governors Evaluation Questions

How do you know staff are making reference to Christian Values?

How are staff demonstrating the Christian Values? Evidence?

What percentage of RE teaching is good or outstanding?

How has the RE curriculum been reviewed? What changes have been made?

How is the Spiritual Garden being used for reflection? Examples? How are we monitoring this?

How are Spiritual Tables having an impact? How do we know?

How are the values being linked through cross-curricular opportunities?

How do we know collective worship is inspiring and high level of spiritual and moral reflection?

a) Continue programme of staff training on spirituality, values, RE, C.worship and SIAMs expectations. (Ref: A-E)

b) Develop an understanding of Saint James, pilgrimage and spirituality with a theme week. (Ref: C, D)

c) Continue embedding values by holding an Arts Week on our values of Love, Respect & Courage (Ref: B, C)

d) Review the curriculum, particularly R.E., to ensure opportunities are taken to share a Christian vision. (C, F)

e) Continue to work with our curate and reverend to develop high quality collective worship plans. Monitor the quality of collective worships. (Ref: E, C)

f) SLT and Governors carry out learning walks and pupil conferencing to monitor the impact of the values & spirituality developments so far. (Ref: A-E)

g) RE lessons observations to assess the quality of teaching and learning, and to identify further support needed to improve outcomes for all. (Ref: B, C, F)

h) Use the website, newsletters and public displays to share the Christian vision more effectively. (Ref: B, C, D)

i) Develop the use of spiritual tables and areas to ensure they have an impact on children. (Ref: B, C, D)

j) Continue to develop ‘Prayer Spaces in Schools’ week each term to develop spirituality. (Ref: B, C, D, E)

k) Develop spiritual areas around the school such as the courtyard and environmental area. (Ref: B, C, D, E)



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Priority 5: To further develop the partnership between the school, home and the local community

Success criteria: A) Workshops offered to parents to help them support learning B) Year group expectations are shared with the parents and they are frequently given information about how to support their child with their learning C) Opportunities are developed for the school to engage with the local community D) Links made with local preschools and nurseries E) Intergenerational programmes are developed working with the church and diocese

Lead role Headteacher & Upper Key Stage Two Phase Leader


a) Complete a survey to establish what support parents would like to have, draw up and action plan to deliver support and evaluate the impact

Autumn 1 Upper Key Stage 2 Leader

Time: MAST Time Cost: £ None

C&S Committee Meet with leader and find out what was needed, actions taken and impact

b)Staff meeting held to agree consistency in homework provision and sharing of target information with parents

September Headteacher Time: 1 staff meeting Cost: none

C&S Committee HT report to Govs

c) Leaders to set up community links starting with older people in the church and local community and the impact of these links are monitored

October Phase Leaders Time: 1 staff meeting Cost: 6 days MAST time

C&S Committee HT report to Govs

d) Local preschools and nurseries are included in Talk for Writing programme and links established providing these providers to use our facilities such as the library.

Weekly Foundation Stage Leader

Time: Regular management release. Cost: 6 days MAST time

C&S Committee Headteacher to explain strategies used and effectiveness to committee.

e) “Adopt a Grandparent” programme developed with the church and pilot run.

January Headteacher Time: Cost: none

C&S Committee.



14

Priority5: To further develop the partnership between the school, home and the local community

By end of Autumn term 2016 By end of Spring term 2017 By end of Summer term 2017

Survey completed and support needed is identified

All staff are aware of agreed consistent homework provision and clear about target sharing expectations

Opportunities to establish links within the church and local community are explored and established

Action plans drawn up by phase leaders to develop community projects

Parents are supported with workshops and information in response to the survey findings

Homework supports the learning consistently through the school and this helps the parents to better support their child’s learning

Through church and local community links the children begin to encounter the worldwide Anglican family and the wider local community, starting with the local parish church

Parents are better able to support their children’s learning and the home school partnership is stronger

Targets and homework provided ensure the parents are well informed about how to support their children and parents are able to do this confidently

Through the intergenerational projects the children are introduced to ways in which ministry is expressed in the living church and local community and to the idea they can have a part to play

1) Stronger parent relationships are established and their needs have been addressed to enable them to support their children’s learning.

2) All staff are clear about the homework provision and target setting expectations. There is consistency across the whole school.

3) Relationships with the community focusing on work with the “older people” are established

4) Partnerships are established with enrich the lives of the children while supporting them to develop their role in the community

5) Parents, the local church, the diocese and the wider community contribute fully to school life so that there is mutual and substantial benefit for all groups

including their understanding of local, national and global communities

6) The schools wide-ranging promotion of spiritual, moral, social and cultural development helps the children to thrive in the community



15

Governors Evaluation Questions

Workshops have historically been poorly attended. What have we done to improve this and what evidence do we have that it is having an impact?

Are the workshops focused on home learning or strategies? How are staff involved in these?

How are we measuring the impact of the more robust home learning policy?

How will we monitor the consistency of the homework provision, including the differentiation? How has this impacted staff workloads?

What evidence do we have of the safeguarding being implemented during projects with older people?

What is the impact of increased church links? What evidence do we have?

What is the Talk for Writing programme? What has the impact been? Evidence?

a)Complete a survey to establish what support parents would like to have, draw up and action plan to deliver support and evaluate the impact

b)Staff meeting held to agree consistency in homework provision and sharing of target information with parents

c) Leaders to set up community links starting with older people in the church community and the impact of these links are monitored

d) Local preschools and nurseries are included in Talk for Writing programme and links established providing these providers to use our facilities such as the library.

e) “Adopt a Grandparent” programme developed with the church and pilot run.



16

Priority 6: To develop resilient and reflective thinkers in our children.

Success criteria

A) All staff have an understanding of Growth Mindset and how to implement this in the classroom. B) Children are increasingly displaying a ‘Growth Mindset’ instead of a ‘Fixed Mindset’. C) Parents understand what is meant by Growth Mindset and how to support this at home. D) Staff have attended training on P4C and understand how it can complement our work on values and spirituality. E) Children have regular high-quality opportunities to engage with the P4C programme.



a) Staff training given to understand and explore Growth Mindset concepts. (Ref: A)

January 2017 Head, Deputy Staff meeting Cost: £200

C&S Committee.

b) Staff meeting to agree how to implement Growth Mindset; task groups e.g. design our own stickers, visual aids for the classroom, parent information. (Ref:A)

January 2017 Head, Deputy Staff meeting Cost: none

C&S Committee.

c) Resources will be provided in the classrooms to support staff and children with Growth Mindset concepts. (Ref: A, B)

February 2017 Task group MAST time Cost: none

C&S Committee.

d) Information leaflet provided to parents explaining Growth Mindset and how they can support their children. (Ref: B, C)

February 2017 Deputy N/A Cost: none

Headteacher and C&S Committee.

e) Learning walks and pupil conferencing to monitor if children are adopting a Growth Mindset approach. (Ref: B)

March 2017 Head, Deputy, Governors

Governor time Cost: none

C&S Committee.

f) Lead staff members attend P4C training introductory training and share with colleagues. (Ref: D)

Spring 1st half tbc MAST time and staff meeting. Cost: £300 pp

Headteacher C&S Committee.

g) P4C lessons incorporated into the curriculum giving children opportunities to engage with philosophical thinking. (Ref: D, E)

April 2017 tbc Curriculum planning time. P4C resource starter packs. Cost: none

C&S Committee.

h) Monitoring to review the impact of P4C and how it is complementing our values and spirituality. (Ref: E)

June 2017 Head, Deputy, P4C lead, Govs

Governor time Cost: none

C&S Committee.



17

Priority 6: To develop resilient and reflective thinkers in our children.

By end of Autumn term 2016

By end of Spring term 2017 By end of Summer term 2017

DHT shared previous training on Growth Mindset with SLT.

HT and DHT prepare information to disseminate to whole staff next term.

Staff room display raising basic awareness of Growth Mindset e.g. change of vocabulary to think about from September.

Classrooms to display a ‘think’ poster to identify fixed/growth mindset vocabulary and way of thinking.

Training booked for P4C in summer term

Whole staff training provided to explore Growth Mindset in depth.

Task groups have created stickers, visual aids for the classroom, parent information leaflet etc to support Growth Mindset.

Resources have been provided in the classrooms to support staff and children with Growth Mindset concepts.

Parents have received an information leaflet explaining about Growth Mindset and how to support their children at home.

Learning walks and pupil conferencing completed to monitor if children are adopting a Growth Mindset approach.

Lead staff members have attended P4C training.

P4C training shared with whole staff.

Information shared with parents about the value of P4C.

Curriculum adapted to incorporate P4C lessons, giving children opportunities to engage with philosophical thinking.

Monitoring completed to review the initial impact of P4C and how it is complementing our values and spirituality.

Action plan created to develop P4C further across the new academic year.

Intended Impact 1) Children use Growth Mindset concepts to develop as resilient and reflective thinkers. 2) Parents understand Growth Mindset concepts and support this with their children at home. 3) Children are beginning to engage with deeper philosophical thinking through P4C 4) Children and staff understand how P4C philosophical thinking and Growth Mindset concepts support our school values and spirituality.



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Governors – Evaluation Questions

How will the vocabulary of Growth Mindset be adapted for year groups? How will children we encouraged to engage with it?

How is the impact of P4C going to be monitored and what will the frequency of monitoring be?

Has P4C benefitted all children in the same manner?

How is P4C and Growth Mindset being used for SEN children?

What is the impact of this on pupil premium children? What is the evidence?

What information has been provided for parents?

How do the children feel about Growth Mindset?

a) Staff training given to understand and explore Growth Mindset concepts. (Ref: A)

b) Staff meeting attended to agree implementation of Growth Mindset; task groups e.g. design our own stickers, visual aids for the classroom, parent information. (Ref:A)

c) Resources provided in the classrooms to support staff and children with Growth Mindset concepts. (Ref: A, B)

d) Information leaflet provided to parents explaining Growth Mindset and how they can support their children. (Ref: B, C)

e) Learning walks and pupil conferencing to monitor if children are adopting a Growth Mindset approach. (Ref: B)

f) Lead staff members attended P4C training introductory training and shared with colleagues. (Ref: D)

g) P4C lessons incorporated into the curriculum giving children opportunities to engage with philosophical thinking. (Ref: D, E)

h) Monitoring to review the impact of P4C and how it is complementing our values and spirituality. (Ref: E)

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