school improvement plan 2015/2016 - ingleby mill primary · pdf file ·...

Ingleby Mill Primary School

School Improvement Plan 2015/2016

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Ingleby Mill Primary School is committed to securing high quality outcomes for all children in order that they achieve well and make the most of the many and varied opportunities on offer during their years at our school. This improvement plan outlines a framework for the school’s improvement over the next year: 2015/2016. It builds on the actions taken to address the priorities in the plans from 2013/2014 and 2014/2015 as well as Ofsted’s findings of the December 2012 inspection when Ingleby Mill was judged to be a “Good School” where:

The achievement of pupils is good and many do better than is expected nationally.

Reading is a strength of the school because of staff encouragement and, as a result, pupils read widely.

Teaching is good because teachers plan lessons well and make it clear to pupils what they are going to learn at the beginning of lessons.

Teaching assistants make a significant contribution to pupils’ progress because they skilfully question the pupils.

The majority of pupils behave well and their attitude towards school work is very positive.

The leadership and management are good. Since the last inspection the head teacher has developed systems that quickly identify any pupils who are underachieving so that staff can step in with appropriate help.

The governing body is very supportive of the school, holds it to account for what it does and helps the school to improve.

Inspectors suggested that in order to move to outstanding, the school needs to address the following areas for improvement: Increase the amount of teaching that is outstanding by:

ensuring tasks are well matched to pupils’ learning needs;

making sure that pupils understand what they must do to move to the next level in their learning;

giving pupils time to respond to teachers’ marking so that they learn from their mistakes.

Improve the quality of pupils’ writing by planning interesting and relevant activities in English and other subjects in order to give pupils more time to apply their skills.

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This detailed plan for 2015/2016 identifies our major aims for this year as part of a longer term strategy. It includes in it the tasks and targets that are required to meet the long term objectives in order that:

all children enjoy their learning and show determination to achieve the very best they can;

all children make at least good progress in their learning to attain as highly as they can;

every child at Ingleby Mill has a safe & stimulating environment in which to learn;

all children are given a wide range of opportunities to stay healthy in mind and body;

all children understand the importance of belonging to, feeling valued by and making a contribution to a wide and varied community and are well prepared for life in modern Britain;

every child is well prepared for the next steps in their learning. To achieve these broad aims whilst continuing to work to improve the areas identified in the Ofsted Inspection report (Dec 2012), the plan will contain actions to address the following priorities:

1. To continue to ensure that higher numbers of children make at least good progress in their learning (given the lower than average percentage of children making better than expected progress between the end of KS1 and the end of KS2 in 2013 this will remain an area of focus): value added and 3 Levels of progress measures will continue to improve;

2. To continue to improve the attainment and progress of pupils in writing: teachers will create a range of opportunities for high quality writing across every area of the curriculum;

3. To continue to improve the attainment and progress of pupils in maths: teachers will create a range of opportunities for high quality maths across the curriculum; 4. To improve the attainment and progress of pupils entitled to the Pupil Premium: pupil progress for disadvantaged children will be at least in line with that of their

peers; 5. To continue to raise the attainment of the small number of pupils who do not attain age related expectations at the end of each stage in the core areas of

learning: pupils will make good progress in their learning and will work towards age related expectations; 6. To continue to improve the quality of teaching: teaching overall will move towards being outstanding; all staff will have high quality professional development

opportunities in line with school priorities and appraisal requirements; 7. To embed assessment policy, practice and impact: marking & feedback will be consistent; school will work towards the national agenda of assessing without

levels. 8. To continue to improve the quality of leadership at all levels: senior and middle leaders make a positive impact on the quality of teaching which improves to

outstanding overall; pupils’ achievement is at least consistently good.

A wide range of self - evaluation activities have led to the priorities being identified. These include:

Lesson Observations/Drop Ins;

Learning Walks;

Work Scrutiny;

Pupil Voice (business meetings with subject leaders, small group discussions and questionnaires);

Governor Voice – competencies and skills matrix;

Staff Voice;

Parental Feed Back (questionnaires);

Attainment & Progress Data analysis and benchmarking;

Financial Benchmarking

The plan has been formulated with regard to both the staffing costs and number on roll for this period and is aligned to the school budget. This plan will be reviewed and actions evaluated termly.

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End of KS 2 Intended Outcomes: Aspirational School Targets 2015

Reading Writing Maths

2 levels progress 100% 2 levels progress 100% 2 levels progress 100%

3 levels progress 36% 3 levels progress 31% 3 levels progress 33%

L4+ 78/84 93% L4+ 79/84 94% L4+ 79/84 94%

L5+ 54/84 64% L5+ 38/84 45% L5+ 48/84 63%

L6 12/84 14% L6 3/84 4% L6 7/84 8%

CRWM L4+ 94% CRWM L5+ 44% Target setting beyond 2015 is difficult given the current lack of information on end of key stage assessment requirements. The school should expect that at least 85% children would attain age related expectations in reading, writing and maths (the Government’s new floor standard for 2016). The wordl below came from an assembly in March 2015 where all children from Reception to Y6 were given opportunities to offer descriptions of their school and its community.

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Glossary of Acronyms

EY Early Years (nursery & reception classes) KS 1 Key Stage 1 (years 1&2) KS 2 Key Stage 2 (years 3,4,5&6) LKS2 Lower Key Stage 2 (Years 3&4) UKS2 Upper Key Stage 2 (Years 5&6) HT Head Teacher DHT Deputy Head Teacher AHT Assistant Head Teacher SLT School Leadership Team SENDCO Special Educational Needs and Disabilities Co-ordinator LAC Looked After Child SEF Self Evaluation Form AfL Assessment for Learning CPD Continuing Professional Development JPD Joint Professional Development VA Value Added PD Personal Development UW Understanding the World MFL Modern Foreign Language APS Average Points Score (a national measure related to attainment) RSL Research Study Lesson (teachers working together to plan, teach, observe & evaluate a lesson) VLE Virtual Learning Environment (Learning Platform accessed via internet : ours is provided by DB Primary) SSE School Self Evaluation WWW/EBI What Worked Well/Even Better If…… ARP Annual Review Profile FFT Fischer Family Trust (Data measures and comparison) NC National Curriculum

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Leadership & Management:

Objective: what do we want to achieve?

Actions: what will we do?

Resources: how much time/money/people do we need to allocate?

Responsibility: who will make sure that we do it?

Timescale: when will it be done?

Monitoring/Evaluation: who will check and feed back on how things are going?

Success Criteria: what will it look like when we achieve what we want to?

Ensure that the staffing structure secures strong and sustainable leadership throughout school;

Undertake staffing restructure in the light of changes to the leadership team; Agree clear job descriptions which reflect Teachers Standards/Head Teacher Standards, individual pay scales and responsibilities; Create opportunities for high quality CPD/JPD e.g. aspiring HT/DHT/NPQH/ NPQML; research study lessons;

Leadership Time Leadership Time CPD Budget: release time, course costs;

HT Governors

Before end of Summer 15 Sept 15 Ongoing throughout the year

HT’s report to GB; Parent questionnaires & analysis

Staffing structure is clear and sustainable; All staff have good understanding of their role within school; Parents have clear understanding of whom to contact when; Staff have opportunities to shadow/step up into leadership; Leadership moves towards outstanding;

Ensure that senior leaders have the necessary skills and competencies to challenge colleagues and hold them to account;

Create opportunities for high quality CPD/JPD e.g. aspiring HT/DHT/NPQH/ coaching & mentoring; Appraisal targets link to accountability;

CPD Budget: release time, course costs;

HT Ongoing throughout the year

SLT meeting minutes; Pupil progress data;

SLT members hold effective challenge conversations around pupil progress; Teaching continues to improve towards outstanding; All pupils make at least typical progress in their learning; 30%+ of pupils make good progress;

Continue to improve the effectiveness of middle leaders;

Create opportunities for high quality CPD/JPD e.g. aspiring SLT members e.g. NPQML; Continue to create opportunities for joint lesson observations & feed back; Continue to offer Middle Leadership release time to support SSE;

CPD Budget: release time, course costs; Leadership Release Time

HT, DHT Ongoing throughout the year

Subject/aspect leader evaluations; Pupil Progress Data; Work Scrutiny feed back; Lesson Observation Notes & Feed Back; CPD Take up;

Teaching continues to improve towards outstanding; All pupils make at least typical progress in their learning; 30 pupils make good progress in their learning;

Continue to develop the effectiveness of governors;

Continue to promote Governor Training via the LA and regionally; Encourage attendance at SSE events (learning walks, book scrutiny, pupil voice);

LA training; Governor time; SSE Time Governor time

Chair of Governors HT

Termly Governors report to committees;

Governors know the school’s strengths and areas for development very well;

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Ensure that subject link governors challenge & support subject leaders on a regular basis

Subject Leader time Governor time

HT

Governors hold the school strongly to account;

Develop opportunities for emerging leaders to influence and impact on provision and thus improve pupil outcomes.

Create opportunities for shadow roles alongside core subject/aspect leaders and include these in the staffing structure/succession plan: SEND/ English/Maths/ Assessment/ Computing & e safety;

Directed Time HT From Sept 2015 Subject/aspect leader evaluations; Pupil Progress Data; Work Scrutiny feed back; Lesson Observation Notes & Feed Back; CPD Take up;

Emerging leaders are identified and make a positive contribution to the leadership of the school; Emerging leaders are ambitious and understand how they can impact on standards and progress for all learners;

Ensure early identification and intervention of pupils requiring additional support with learning;

Embed the “Assess, Plan Do Review” cycle; Ensure that the new SEND policy is consistently implemented across school; Ensure that SEND register is kept up to date; Ensure that children with SEND have appropriate resources/ equipment to support learning. Liaise with external agencies to ensure that children’s academic, social and emotional, communication and sensory needs are met;

Planning Time; SENDCo Time SEND Budget £2000 EPS £2100 TAMHS £5000 SALT £4950

Teachers SENDCos DHT SENDCos SENDCos DHT

Ongoing From April 15 Ongoing termly Ongoing – needs basis

Pupil Progress data analysis: specific groups;

Difficulties are identified early and intervention is planned and implemented in a timely manner; All pupils make at least typical progress in their learning; Improving numbers of pupils make good progress in their learning;

Develop the quality of SEND Support Plans

Ensure that plans contain SMART targets in child friendly language; Ensure that parents and children are included in the development of plans; Ensure that plans are reviewed and evaluated termly;

Directed Time SEND Support Plan meeting time

SENDCo DHT Teachers Teachers SENDCos

By Sept 15 Termly

SEND Support Plan Quality Assurance: DHT

Quality of SEND Support Plans improves; Plans identify exactly how child will be supported to achieve measureable progress in learning in time specific period; All pupils, including those with SEND make at least typical progress in their learning;

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Ensure that effective transition plans are in place to support children with SEND – for children within school and preparing to leave; Offer high quality CPD around teaching children with SEND;

Planning & Meeting Time; Transition visits CPD Budget;

HT

On a needs basis

Ensure high quality resources currently in school are utilized fully;

Allocate time for resource amnesty & sharing; Create central resource areas for core subjects in communal spaces; Create resource bank documents: who has what, where?

Staff Meeting Time Central storage solutions: £2000 (DFC) Directed Time

Subject Leads By Sept 15 Teachers’ Weekly Evaluations to HT; Teachers’ half termly evaluations to subject leaders;

Staff will make effective use of the wealth of resources available; Resources are stored in readily accessible communal areas; Staff have clear knowledge of all the resources available and have good understanding of how these can be used to support learning.

Behaviour & Safety:








Simplify whole school behaviour expectations using clear and consistent expectations and language;

Review the school’s behaviour management and anti - bullying policies; Ensure that rules are simple and easy to recall; Ensure that behaviour management language

Team Meeting Time SLT Meeting Time

PSHCE Leaders By Jan 15 From Sept 15

Lesson Observation Notes; Learning Walks; Behaviour Log; Teachers’ weekly evaluations;

Behaviour remains at least good and moves closer to outstanding; Pupils demonstrate very high levels of engagement and exemplary attitudes to learning;

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and behaviours are consistent across school: common language and signs are understood by all staff; Post IMPs Intentions around school: classrooms and communal areas.

Publishing Costs £300

Manners and courtesy are always good, with reminders being necessary only very rarely;

Ensure teaching of e –

safety is consistent and

revisited throughout the

year and specifically

includes the needs of

the Learning Platform.

Include appropriate use of

the Learning Platform into

the school’s ‘Acceptable

ICT Use Policy’ in more

detail to ensure staff and

parents are aware of what

is meant by ‘appropriate’.

Increase level of detail in

policy with regard to

blogging and children

uploading photographs;

Leadership Time

E Safety Team E Safety Team

Jan 15 Pupil Voice; Questionnaires; E Safety Incident Log: reduction in number of incidents

Policy is clear; Plans are comprehensive and demonstrate that e safety is embedded across the curriculum;

Ensure that children are

encouraged to take

charge of E-Safety and

that their actions display

their knowledge of how

and when to do this –

e.g. blowing the whistle

Create multiple curriculum opportunities in each year group to enable children to identify risk and learn how to manage it; Assess children’s understanding of how to keep themselves safe through: pupil voice, questionnaires, drama;

Planning Time Leadership Time

E Safety Team Teachers

Ongoing Termly

E Safety incident log; Computing assessment (e safety)

Pupils have clear understanding of how to keep themselves safe online; Pupils know how to report concerns and use reporting procedures with increasing confidence;

Support parents in

keeping children safe

online

Host parental workshops in e safety; Post links on school website/via Twitter and Newsletter to support parents;

Twilight Sessions Admin Time

E Safety Team Governors

Summer 15 Termly

Workshop evaluation; Parents have good understanding of e safety and how to keep their child safe online;

To develop pupils’

ability to assess and

Create curriculum opportunities in different subjects in each year

Planning Time

PSHCE Leaders From Sept 15 and ongoing

Reduction in the number of accidents/incidents at lunchtime;

Pupils demonstrate and articulate how to identify risk; pupils can

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manage risk

appropriately and to

keep themselves safe;

group to enable children to identify risk and learn how to manage it;

articulate how to keep themselves safe in given situations eg crossing the road; using scissors/tools; building dens; pond dipping;

To ensure that all staff

are aware of potential

risks to children and

know how to keep them

safe

Update CPD for Designated Safeguarding Leads; Ensure that key staff are trained in identifying children at risk of CSE, FGM and radicalisation;

Course Costs: CPD Budget Training Time

HT April & May 15 Summer15

QA referrals into First Contact/CAF Team;

Staff have clear understanding of what to do if they suspect a child is vulnerable to CSE/FGM or radicalisation; Reporting procedures are clear;

Begin to work towards

achieving Unicef’s

Rights Respecting

School Award.

Register the school’s interest; Develop IMPs own RRSA Charter; Choose the articles on which to focus this year; Review assembly timetable and include RRSA themes/articles;

Curriculum Time Planning Time Assembly Time

DHT/PSHCE Leaders From Autumn 15 HTs Report to GB; Children, staff and the wider community understand the UN Convention: the rights of the child; Children understand the balance between rights and responsibilities; The school’s focus for the year is clearly communicated to all;

Ensure that children are

well prepared for life in

modern Britain

Monitor & evaluate the impact of how children are taught about respect, the rule of law, individual liberty, democracy, the right to follow individual faith and belief;

Staff Meeting Time PSHCE Leaders Summer 15 and ongoing

HTs Report to GB; Curriculum Maps; Half termly subject evaluations; Behaviour log;

The school is a harmonious, cohesive learning community; Incidents of bullying of any nature are rare;

Quality of teaching:








Continue to improve the quality of teaching resulting in outstanding progress & achievement;

Improve teachers’ understanding of what constitutes outstanding teaching over time; Create opportunities for peer observations and feed back;

PD Days Media Merge £500 PPA Time

SLT Ongoing PD Days Sept and Oct 15 Termly

Lesson Observations Book Scrutiny Pupil Voice Data analysis

Teachers understand what constitutes outstanding teaching over time; All pupils make at least typical progress in their learning with good numbers making better than typical progress;

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Create opportunities for best practice to be shared – model lessons/book share & discussion; Use mediamerge lesson observations as CPD

Staff Meeting Time £500

Termly PD Day Sept 15

Pupils books demonstrate that pupil makes good progress; The percentages of pupils attaining age related expectations improve to at least 85% in CRWM;

Embed the new curriculum - ensuring clear progression, continuity and skills development over time;

Ensure that all subject curriculum maps are reviewed at the end of the first year to ensure the progressive development of key skills, knowledge and understanding; Ensure that all subjects are well taught by confident teachers; Ensure that CPD in new subject areas e.g food technology and/or computing, is made available; Build into long term plans regular evaluation & review; Make explicit which subject areas/skills/concepts/knowledge will be taught through whole school themed weeks/days.

Staff Meeting Time Lesson Observation & Feed Back Time Course Costs Release Time Planning Time Planning Time

DHT HT HT HT DHT

By end Summer 15 Ongoing From Sept 15 Termly By Sept 15

Lesson Observations Book Scrutiny Pupil Voice Data analysis Curriculum Map evaluation Subject Leader evaluation Curriculum Map evaluation Subject Leader evaluation Themed Week Timetable

Children attend regularly and enjoy their learning; Pupils demonstrate high levels of engagement in their lessons; Work in books is of a high quality and pupils make good progress; The curriculum on offer is broad, exciting and challenging; Teachers are competent in teaching the range of subjects on offer and contribute well to pupils’ enjoyment of and interest in their learning; Annual Timetable of themed weeks is updated and published.

Embed the assessment of pupils’ learning against age related expectations (without levels) in the new curriculum;

Continue to utilise Target Tracker to assess and track pupils’ progress in the core subjects; Begin to use Target Tracker to track progress in the foundation subjects; Source and implement a maths progress tool (e.g PUMA) to track pupils’ progress;

Target Tacker Subscription £1000 Assessment tool costs: c. £600

Assessment Lead HT SBM Assessment Lead Assessment Lead Maths Lead

Termly Staff Meeting Time From Oct 15 Summer 15

Data analysis (target tracker, PIRA, PSA); Assessment Lead Feed Back

Assessment practice is embedded and gives staff a clear picture of how well each is achieving in relation to age related expectations; Children and their parents understand next steps in learning in the core subjects; Pupils understand what they need to do to improve their work;

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Continue to use PIRA and PSA to track pupils’ progress in reading & spelling; Continue to make explicit next steps in learning: marking & feedback, target cards/monkey maths mats

Assessment Tool Costs already paid in 14/15 Printing Costs

Assessment Lead English Lead Assessment Lead Maths Lead

Summer 15 Sept 2015

Pupils’ Book Scrutiny

Pupils make at least typical progress in their learning; At least 85% children are working within age related expectations by the end of Y6 in CRWM;

Ensure that reports to parents meet statutory requirements and enable parents to support learning at home;

Develop a new format for reporting to parents;

Leadership Release Time

Assessment Lead From Sept 15 Feed Back from parents Parents are clear about how well their child is performing in relation to age related expectations; Parents and children understand their strengths and areas for development across the curriculum; End of year reports enable parents to support pupils’ next steps in learning;

Ensure that children understand next steps in learning;

Continue to update Target cards in books; Ensure that marking & feed back are in line with policy; Introduce Monkey Maths Mats;

PPA Time Printing Costs

SLT Ongoing Book Scrutiny Pupil Interviews

Assessment practice is embedded and gives staff a clear picture of how well each is achieving in relation to age related expectations; Children and their parents understand next steps in learning in the core subjects; Pupils understand what they need to do to improve their work;

Review the school’s policy for assessment;

Ensure that the policy reflects up to date practice;

Leadership Release Time Assessment Lead By Dec 15 Parental Questionnaires Policy is reviewed and updated; Staff, pupils and parents are clear about expectations;

Further develop application of basic skills in all subjects: reading, writing, spelling, handwriting and maths;

Ensure that curriculum maps and teachers’ plans identify where basic skills are being practiced and applied;

Planning Time Core Subject Leads Ongoing Book Scrutiny Data analysis: attainment & progress data;

Pupils’ standards of attainment remain high and continue to improve; Pupils’ books show consistent application of basic skills and the same high expectations across all subjects;

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Ensure the consistent application of the school’s new calculation policy

Ensure that teachers’ plans identify the specific methodology from the calculation policy;

Planning Time Maths Lead From Sept 15 Book Scrutiny Data analysis: attainment & progress data in maths; ARP – EY, KS1 and KS2

Pupils’ standards in maths improve; Progress in maths improves: greater numbers of children make better than typical progress in number; Pupils are secure in applying methods of calculation and can confidently and accurately apply their knowledge of maths facts + - X and /;

Develop pupils’ knowledge and speed recall of number facts +, -, x and /

Offer Calculation Workshops for parents;

Twilight/Morning workshops

Maths Lead Ongoing Book Scrutiny Data analysis: attainment & progress data in maths; Pupil Interviews

Greater numbers of children make better than typical progress in number; Pupils are secure in applying methods of calculation and can confidently and accurately apply their knowledge of maths facts + - X and /;

Create regular opportunities for the application of maths skills and problem solving across the curriculum

Support staff with new Abacus scheme; Arrange high quality CPD (twilights); Plan for use of DB Primary maths resources for learning at home;

CPD : 2 x twilights April 15 Planning Time DB Primary Subscription

Maths Lead Ongoing: at least weekly;

Book Scrutiny Data analysis: attainment & progress data in maths;

Pupils’ standards in maths improve; Progress in maths improves: greater numbers of children make better than typical progress in maths; Children see the relevance of maths in real life and understand its application;

Continue to promote reading throughout the school;

Ensure that all areas of school have comfortable reading spaces; Continue to provide pupils with a wide range of high quality reading materials; Ensure that each unit of learning for each year group has at its heart high quality children’s literature (reading spine); Participate in local and national reading events;

English Budget £5 000

English Lead Ongoing Planning scrutiny Pupils’ Book Scrutiny Pupil Voice

Standards in reading remain high; Pupils demonstrate a love of reading and choose to read widely; All learning themes have at their core, high quality children’s literature; Pupils can confidently evaluate what they have read;

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Continue to improve outdoor activities linked to the environment and science / engineering activities.

Develop Beach and Forest school ideas outside using £2,000 NEPIC grant. Develop links with other curriculum areas – science in real life;

£2000 NEPIC award DHT Outdoor Learning Lead

By Sept 15 Planning Scrutiny Teachers’ Subject Evaluations

All year groups to make good use of outdoor areas including pond, trees planted, hide, nature trail, and new beach and forest areas.

Share good practice in science teaching across all year groups.

All staff to contribute ideas / resources to a central point for investigations/ outdoor lessons for beach and forest schools.

PPA Science Lead Ongoing Good practice is shared and acted upon; School builds on the success of the PSQM

Pupils’ Achievement:








Improve the attainment and progress of disadvantaged pupils - close the gaps;

Ensure that all teachers track progress and attainment of disadvantaged pupils each half term; Ensure that teachers plan timely intervention for disadvantaged pupils; Ensure that disadvantaged pupils have supported access to enrichment activities eg after school clubs, school visits, booster classes; Introduce Third Space Learning Maths intervention for

PPA Time TA/Teaching Time PP Funding £200 per child per term

DHT By Summer 2016 Ongoing From April 15 From Sept 15

Data analysis: progress and attainment data; Pupils’ Book Scrutiny; Data analysis: progress and attainment data; Pupils’ Book Scrutiny;

The gap between the performance of disadvantaged pupils and that of their peers closes; Disadvantaged pupils perform at least as well as all non - disadvantaged pupils nationally;

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disadvantaged pupils in Y4,5 and 6; Continue with My Time mentoring program for disadvantaged pupils;

TA Time

Improve progress in maths for less able children;

Develop pupils’ knowledge and speed recall of number facts +, -, x and /; Host calculation Workshops for parents; Ensure that children have clear understanding of next steps in learning; Track closely the progress of less able learners against age related expectations; Implement timely intervention for children not making typical progress in their learning;

Teaching Time Target Cards TA/Teaching Time

Maths Lead Maths/Team Leaders Team Leaders SLT

By Summer 16 Summer 15 (April/May) Ongoing Termly Ongoing

Data analysis: progress and attainment data; Pupils’ Book Scrutiny;

Less able children in maths make improved progress so that catch up in upper KS2 is unnecessary; Less able pupils make good progress in maths from their starting points; At least 94% of all learners make typical progress in maths by the end of KS2 with 33% making better than typical progress;

Continue to improve progress in writing for more able children;

Continue to provide real life situations for writing e.g. BBC 500 words competition, Book reviews, writing for displays, letters to various agencies/ people; Ensure that more able children have access to enrichment and extension tasks in writing; Monitor closely the progress of more able learners in writing; Plan timely intervention for those assessed to be making less than good progress; Plan for a broad range of learning experiences linked to all areas of the curriculum to stimulate,

Planning Time Leadership Time

English Lead Ongoing Data analysis: progress and attainment data; Pupils’ Book Scrutiny;

More able writers make better progress in their learning; Increased numbers of more able writers attain L5 and L6 by the end of KS2;

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excite and engage more able learners; Introduce more able challenge activities which deepen and extend learning.

Improve pupils’ attainment and progress in spelling;

Join in with local Spelling Bee competitions; Ensure that teachers are aware of textbook materials for teaching SPaG, and are using DB Primary resources; Review policy for teaching spelling across school; Purchase and implement whole school spelling scheme eg Prim Ed Spelling;

DB Primary Costs £3000 pa Leadership Time Scheme Costs: from English Budget £5000

English Lead English Lead English Lead English Lead

Autumn 15 By end Summer 15 Before Sept 15 Summer 15

Data analysis: progress and attainment data; Pupils’ Book Scrutiny;

Spelling policy is in place and is implemented consistently; Scheme is purchased and supports the teaching of spelling well; Standards in spelling improve across school; Pupils have good knowledge of spelling patterns, rules and conventions and apply these in their learning across the curriculum;

Implement key features of Talk for Writing in all classrooms;

Ensure that oral rehearsal, story mountains and boxing up are key features of planning for writing;

Planning & Teaching Time English Lead From April 15 Lesson Observations Learning Walks Planning & Book Scrutiny

Storytelling language is embedded form the early years into talk; Pupils’ vocabulary improves termly; Pupils understand the role of talking in rehearsing for writing; Classrooms offer consistency in year group teams for writing scaffolds: washing lines, story mountains, key authors/genres etc;

Improve pupils’ understanding and application of the secretarial aspects of writing;

Embed Spelling, Punctuation and Grammar and handwriting in Writing across the curriculum;

Planning & Teaching Time English Lead Ongoing Planning & Book Scrutiny Pupil progress data: spelling (PSA)

Handwriting, Spelling, Grammar and Punctuation are consistently applied in all subjects; Pupils develop good understanding of the conventions of grammar and spelling in line with NC expectations; Pupils’ standards in SPaG continue to improve;

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Improve standards of handwriting across school;

Make explicit presentation and letter formation expectations and scheme throughout school to ensure correct cursive script is taught;

Teaching Time English Lead From Sept 15 Planning & Book Scrutiny

Pupils form letters and numbers correctly form an early age; Pupils develop a confident, cursive script by the time they leave Y2; Standards of presentation are high in all subjects;

Early Years:








Secure robust baseline data for children entering Reception;

Implement new baseline assessment for children entering school from Sept 2015;

Funded by DfE Base (CEM, Durham);

Assessment Lead EYFS Team Leader and EYFS Reception Staff

By end April 15 Data analysis: strengths and areas for development; Assessment Lead and Team Leader Reception Staff to moderate scores

Data input and scores used to monitor progress from entry Reception; Teaching ad interventions build on pupils’ prior attainment; Pupils make good progress in their learning;

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%ages of children achieving a Good Level of Development improve (c. 70%)

Continue to develop early language skills;

Cascade Ready, Steady, Talk training across team; Implement Ready Steady Talk activities in nursery & Reception; Continue to plan for and implement early speech and language intervention.

Team Meeting Time Teaching Time Team Meeting, Teaching Time Speech and Language Support (£5000 pa)

DHT EYFS Lead and SENDCo

Summer 15 EYFS Leader to monitor the impact of the programme &feedback to English Leader. Class teachers to monitor progress & feed back.

Children are more confident to speak in familiar groups, sharing ideas within the class and other adults around school.

Develop children’s early writing;

Ensure that writing & mark making opportunities are available in each area of learning and through continuous provision; Ensure that oral rehearsal, story mountains and boxing up are key features of planning for writing; Implement timely intervention for children not making typical progress in their learning eg Dough Disco/ Squiggle while you Wiggle; To develop a new handwriting scheme based on cursive script. Continue to provide pupils with a wide range of high quality mark making / writing materials;

Teaching Time Teaching Time Teaching/TA Time Handwriting app and make appropriate support materials costs. From Team Budget (£5000)

Planning Teams English Lead Team Leaders English Lead English Lead Team Leaders

Ongoing Ongoing Ongoing Sept 15 Ongoing

Data analysis: progress over time; Learning Observations; Data analysis Data analysis: progress over time; Book Scrutiny Learning Observations Learning Observations;

Children’s mark-making and recording – drawing and writing show continuous improvement. Children’s comprehension, story-telling and writing show continuous improvement. Children’s gross motor and fine manipulative skills show continuous improvement. Children begin to use the cursive script from EY onwards. Resources encourage and support children’s mark-making skills.

Develop children’s understanding of the scientific world in which they live;

Build into role play areas in shared areas a ‘curiosity lab’ or similar named area to develop engineering/ building / investigations/ experiments.

Consumables Budget Planning Teams Science Lead

Termly Learning Observations; Data analysis: progress over time;

Children’s knowledge and understanding of the world and scientific skill show good improvement over time.

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Develop stronger links between home and school; Improve children’s readiness for school;

To offer 8.30 and 2.30 drop-in workshops on a range of issues including early learning; To deliver workshops to parents and carers on various issues including, personal care, behaviour, phonics, pencil control inc. handwriting, phonics and number.

Printing costs Team meeting preparation time

EYFS Leader and all EYFS staff

Sept 15 Summer/Autumn 2015

Monitor attendance of the sessions; Pupil progress data analysis;

Children are better prepared for full time school: they can use a knife and fork, can concentrate for increasing length of time, can use the toilet, can hold a pencil, know how to turn pages in a book, can count with confidence; Parents and Carers are well placed to support learning at home;

Buildings Improvements – Repairs and Maintenance








Improve storage facilities within each team

Install new cupboards and storage in the entrance area to each team

£5000 (DFC) – quote from Optimum

SBM By end of Dec 2015 SBM feedback HT feedback Teaching feedback

Improved storage so tidier areas in teams

Replace toilet doors in Small Hall – feedback from pupils and school council

Replace doors so that they are taller and provide more privacy for those children using these toilets

£1000 – quote from tech services

SBM By end of Dec 2015 Feedback from pupils SBM feedback HT feedback

Pupil’s use the hall toilet more

Decorate Team 1 Site staff to decorate all 6 classrooms and shared area in Team 1

£2000 for materials SBM Site Staff

By Oct 2015 SBM feedback HT feedback Consultation with site staff

Improved working environment and well maintained classrooms

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Full service and maintenance of dining room partition doors

Site staff service 6 monthly in school but would like full dismantling and service of the doors by external company

£1000 SBM Site Staff

By Oct 2015 SBM Feedback Site Staff Consultation

Smoother running of the doors – reassurance of safety and compliance

Improve the appearance of the blinds on the high level windows in the hall

Remove the blinds that are broken from the high level windows in the hall to improve the appearance

Site Staff and use of PASMA Tower

Site Staff SBM

PD day in June 2015 Feedback from HT Improved appearance of the windows in the hall

Ensure a full deep clean of school during Summer Holidays

Cleaners come in for additional hours to perform a full clean of school including pipework, paintwork and inside windows.

£1000 in additional time costs

SBM Site Staff Cleaning Staff

By end of August 2015

Feedback from Teaching Staff Feedback from HT Feedback from SBM

Improved appearance of school and cleaner working environment. Less work for teachers when returning to school in September.

Technology








Replace some desktop computers around School

Purchase 5 additional desktops around school

£2000 (DFC) IT Coordinator By end March 2015 Feedback from Computing Lead Improved IT facilities around school

Improve availability of laptops for staff to use to work at home on Target Tracker

Purchase 4 additional laptops to be used by staff outside of school hours and also in school

£2000 (Budget Share) IT Coordinator SBM

By end of August 2015

Feedback from staff Feedback from Computing Lead

Improved ability to work on TT at home for staff;

Improve pupils’ access to up to date technology

Purchase suite of tablets for team 2

£7500 (£4k DFC, £3.5K Budget Share)

IT Coordinator By end March 2015 Feedback from teachers Improve IT infrastructure and confidence in use of a variety of IT resources

Improve pupils access to digital technology

Purchase 15 digital cameras for school

£900 (Budget Share) IT Coordinator By end March 2015 Feedback from teachers Improved use of images and recording around school

Whole School/Team Self Evaluation Timetable 2015/2016

Autumn Spring Summer

Appraisal Objectives Review & Agreement of new objectives (Sept/Oct):

Planning Scrutiny (Jan) Pupil Interviews (March)

Planning Scrutiny (June)

Lesson Observations (Sept, Oct, Nov, Dec)

Lesson Observations (Jan, Feb, March) Lesson Observations (April, May, June)

Agreement Trialling: standards in writing Book Scrutiny: writing across a range of subjects (Nov) Pupil Book Scrutiny: maths (Dec)

Agreement Trialling: standards in reading (March) Pupil Book Scrutiny: writing across a range of subjects; maths; science (March)

Agreement Trialling: standards in writing, range & purpose Book Scrutiny: Foundation Subjects (June)

Pupil Interviews (Nov): Pupil Progress Reviews (Oct, Dec) LA Annual Review Profile (Oct)

Curriculum Map Evaluation (Feb) Pupil Exit Interviews (July)

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Governors: HT Performance Management (Oct) Team Leaders’ meetings with GB (Nov) School Improvement Plan: Evaluation of actions agreed in School Improvement Plan (Nov): Parental Questionnaires: (Dec) Pupil Questionnaires: (Dec)

Governors: School Improvement Committee monitoring & evaluating pupil progress: Pupil Premium (Feb) Governors: Annual Review & Strategic Planning (March) Budget & School Improvement Planning (Feb, March)

Governors: School Improvement Committee monitoring & evaluating progress & standards (May) School Improvement Plan: Evaluation (June)

Pupil Curricular Target Setting (Sept)

School Improvement Plan: Evaluation of actions agreed in school improvement plan (Jan/Feb) Agree new School Improvement Plan (end March) Pupil Progress Reviews (Jan)

Data Analysis: End of Year (July) End of Year Attainment Profiles: (July) Pupil Progress Review (April)

Team Evaluation: WWW, EBI (Dec) Team Evaluation: WWW, EBI (March)

Team Evaluation: WWW, EBI (July)

Enquiry Walk/Immersion Enquiry (could be carried out by HT/SLTs from other schools)

Learning Walk: Governors (Feb) Parent Views (March)

Learning Walk - Governors

Raise Online Analysis & Presentation (Nov)

Pupil Progress Mid - Year Review (Feb) Pupils’ Annual Reports to Parents (July)

Achievement & Standards: external challenge conversation SIA (Late Sept)

Performance Management Objectives mid - year review (March) School Improvement Plan: Evaluation (June)

school improvement plan 2015/2016 - ingleby mill primary · pdf file ·...

Documents