school improvement plan 2018-2019fluencycontent2-schoolwebsite.netdna-ssl.com/file... · school...

Peartree Spring Primary School – School Improvement Plan

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School Improvement Plan

2018-2019


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Leadership and Management

1.1 Continue to develop the strategic role of Governors so that they are able to hold leaders to account providing both support and challenge. To ensure that governors access appropriate training to fulfil statutory requirements and critical friend role. 1.2 To develop the role of the ‘Curriculum Leader’ to ensure the effective implementation and monitoring of impact of the curriculum throughout the school. (L&M) 1.3 Curriculum leader to develop the role of the subject leader through robust monitoring of implementation of the curriculum. 1.4 To develop the role of composite specific leaders for phonics, SPAG, handwriting and vocabulary to focus on implementation and monitoring to improve outcomes across the schools. (TLA/O) 1.5 To continue to monitor and track the expenditure for Sports Premium to improve pupil uptake and participation. (PDBW) 1.6 Pupil premium leader to monitor and track the expenditure of pupil premium to ensure children achieve in line with their peers. (O) 1.7 To continue to develop school to school support as the lead school for DSPL improving outcomes for 0-25 for SEND pupils within Stevenage. 1.8 To share outstanding practice with other schools through high quality CPD. 1.9 Use robust observation monitoring appraisal cycle to continue to track ‘Teaching over time profile’ to improve outcomes for pupils.

Teaching, Learning and Assessment

2.1 To further develop curriculum drivers to ensure a broad and balanced curriculum is implemented to meet the needs of the children at Peartree Spring. 2.2 To measure the impact of the curriculum to ensure that it is for purpose and has a positive impact on standards. 2.3 Subject leaders across the school collaborate to ensure consistency moderation and challenge through work scrutiny, observation, teaching and lesson studies. 2.4 Support and train ‘new to role’ middle leaders/Senior Leaders and define clear lines of accountability and ensure high standards of teaching and learning to maximise outcomes for children. 2.5 To continue to provide NQT’s and new staff a high quality induction offering training and support to ensure they can fulfil their role effectively. 2.6 To embed the use of ‘provision tracker’ to ensure that all interventions are monitored and impact reflects positively on outcomes. (O) 2.7 To embed the use of ‘Monster Phonics’ across EYFS/KS1 and into KS2 to raise attainment to at least in line with national standards. 2.8 To embed the use of ‘Pen Pals’ to ensure consistency of handwriting across the school(L&M/O)


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Personal development, behaviour and welfare

3.1 Continue to develop child leadership roles across the school, promoting independence and championing pupil voice 3.2 Continue to improve rates of attendance through the implementation of an engaging curriculum, positive attitude to learning and school nurturing ethos to raise attendance to 96%+ 3.3 Promote a positive ethos at play and lunchtimes through cooperative play, use of engaging adults, pupil leaders, class reps and a simulating environment ensuring all interaction is purposeful. 3.4 Continue to promote a safe and nurturing environment where children are free from harm and take risks in their learning 3.5 To introduce a token economy to develop children’s independence and enterprise skills. 3.6 Continue to engage parents in their child’s learning through a variety of parenting programmes and events 3.7 To develop staff skills and awareness of mental health throughout the school including the role of Mental Health champion. 3.8 To monitor behaviour and mental health interventions to track impact and effectiveness for vulnerable children (L&M) 3.9 To develop the role of ‘behaviour hub’ for Tier 2 providing behaviour support to schools across Stevenage. 3.10 To continue to lead on the DSPL 2 funding stream and behaviour panel across Stevenage to improve outcomes for 0-25 SEND. (L&M)

Outcomes for pupils 4.1. Raise attainment and progress in maths, by embedding, reasoning and problem solving skills, including the Singapore

Bar and pictorial methods.

4.2 To continue to improve mental fluency in Maths, with the use of TT Rockstars in readiness for the 2020 times tables test 4.3 To increase higher prior attainment pupils to achieve a high score in Maths through greater depth teaching 4.4 To ensure that the appropriate intervention strategies for specific groups identify clear objectives that demonstrate diminishing the gap and ensuring challenge for more able, SEND, FSM and most able disadvantaged pupils. 4.5 To increase rates of attendance of vulnerable children continuing to use monitoring systems and positive networks of

support which are monitored by attendance lead.

4.6 To ensure a higher proportion of lower prior attainment pupils reach the expected standard at the end of KS2 at least in

line with national outcomes.

4.7 To ensure higher prior attaining children achieve greater depth in reading and maths at least in line with national

outcomes.

4.8 To increase the average scaled score in Reading, Writing and Maths

4.9 To increase the combined score in Reading, Writing and Maths to at least 82% (July 2018)

4.10 To raise the % of children passing the phonics screening test to a least 82% (L&M/O)


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Priority 1 – Leadership and Management

Outcome Targets

By July 2019 middle leaders will have demonstrated clear leadership of their subjects, year groups and other responsibilities. By July 2019 there will be a climate of innovation and change within the curriculum By July 2019 Peartree Spring Primary school will be sharing excellent practice between other schools in the local area.

In order to achieve this we will:

This means that:

Continue with the strong leadership and develop new to role leaders

Create opportunities to support the development of governors

Create an ethos of innovation and risk taking within the curriculum

Subject leaders will have a good knowledge and understanding of their subjects within the school

Ensure that performance management arrangements are fulfilled according to legislation and development targets contribute to the targets identified in the School Improvement Plan;

1.1 Governors will be able to hold leaders to account providing support and challenge. 1.2 The ‘Curriculum Leader’ will ensure the effective implementation and monitoring of the curriculum throughout the school. 1.3 The ‘Curriculum leader’ will ensure robust monitoring of the curriculum. 1.4 Composite specific leaders for phonics, SPAG, handwriting and vocabulary will improve outcomes across the schools. 1.5 To improve pupil uptake and participation. 1.6 Pupil premium children will achieve in line with their peers. 1.7 DSPL will continue to improve outcomes for 0-25 for SEND pupils within Stevenage. 1.8 Outstanding practice with other schools will be shared through high quality CPD. 1.9 Robust monitoring appraisal cycle to will track ‘Teaching over time profile’ to improve outcomes for pupils.


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Priority 1 – Leadership and Management

Ref:

Targets

Action

Lead Person

Start/End

Resources/Cost

Success Criteria

Monitoring

Evaluation/Impact

1.1

Continue to develop the strategic role of Governors so that they are able to hold leaders to account providing both support and challenge. To ensure that governors are able to access appropriate training to fulfil statutory requirements and critical friend role.

Work closely with governors developing an open professional relationship Governor visits Governor training

Chair of Governors Headteacher

Ongoing The Key subscription – £900 Gov servoces -£4000 Gov trainng - £1200

Leaders and governors will understand the school’s effectiveness and recognise areas for development. Governors will be able to challenge school leaders to ensure provision for pupils is outstanding

Minutes of meetings Visit reports Training records

1.2 To develop the role of the ‘Curriculum Leader’ to ensure the effective implementation and monitoring of impact of the curriculum throughout the school

Appoint Curriculum Leader INSET to take place across the year from subject development areas. Data analysis Curriculum Coverage Book Scrutiny

SLT Curriculum Leader

Ongoing The Key subscription - £900 Training costs - £100

Middle leaders will have a clear understanding of expectations within their subject Some subjects /curriculum areas will be recognised as meeting national quality standards

SLT/Curriculum lead to monitor the impact of the curriculum within the school Impact of provision across the school Pupil Voice


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1.3 Curriculum leader to develop the role of the subject leader through robust monitoring of implementation of the curriculum.

INSET to take place across the year from subject development areas. Data analysis Curriculum Coverage Book Scrutiny

HP SLT

Ongoing Training - £1000 Middle leaders will have a clear understanding of expectations within their subject Some subjects /curriculum areas will be recognised as meeting national quality standards

SLT/Curriculum lead to monitor the impact of the curriculum within the school Impact of provision across the school Pupil Voice

1.4 To develop the role of composite specific leaders for phonics, SPAG, handwriting and vocabulary to focus on implementation and monitoring to improve outcomes across the schools.

Appoint new leaders INSET to take place across the year from subject development areas.

SLT Curriculum Leader

Ongoing HFL TLA support - £2200 Additional training - £1000 Orchard digital - £106

Outcomes for children will improve in these areas.

Phonics tracking on SIMS. Book Scrutiny Data analysis

1.5 To continue to monitor and track the expenditure for Sports Premium to improve pupil uptake and participation.

Track PE interventions Track Swimming progress Tracking of ‘less active’ and ‘disadvantaged’

SLT JM

Ongoing Sports grant – £22,070

Pupils in vulnerable groups will make increased progress, narrowing the gap in their attainment

Tracking PE interventions Tracking of swimming provision

1.6

Pupil premium leader to monitor and track the expenditure of pupil premium to ensure children achieve in line with their peers.

Identify barriers to learning for vulnerable pupils and implement provisions to overcome them Provide additional support for more

SLT

Ongoing Provision tracker cost – £900 PP Budget - £248,160 (PP strategy) SEND Budget - £42,436

Pupils in vulnerable groups will make increased progress, narrowing the gap in their attainment More able pupils in vulnerable groups will achieve the expected

Data Analysis Pupil outcome meetings Pupil Premium monitoring


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able vulnerable pupils

standard at greater depth

1.7 To continue to develop school to school support as the lead school for DSPL improving outcomes for 0-25 for SEND pupils within Stevenage.

Over the course of the year, as lead school, we will support colleagues and schools within the local area.

KT – DSPL lead TS – Lead school

Ongoing DSPL strategic plan DSPL meetings/Conferences Panels

KT – DSPL lead monitoring Evaluation forms Appraisal for DSPL staff Outreach monitoring

1.8 To share outstanding practice with other schools through high quality CPD.

Over the course of the year we will approach colleagues and schools within the local area. Subject leaders to attend network meetings and cluster meetings SIP to recommend schools which need support

SLT Ongoing School to school support is fully embedded

Evaluation forms and testimonials to be kept and monitored

1.9 Use robust observation monitoring appraisal cycle to continue to track ‘Teaching over time profile’ to improve outcomes for pupils.

Timetable of appraisal Appraisal pack available on shared drive with all document templates

SLT SMT

Ongoing Standards Tracker cost - £1750

Teaching profile 90% of teaching good or better Teachers feel supported in developing their professional skills

Teaching profile Book Scrutiny Lesson scrutiny Room scrutiny Additional roles and responsibilities


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Priority 2 – Teaching, Learning and Assessment

Outcome Targets

By July 2019 the curriculum drivers will be fully embedded into the school curriculum to ensure the needs of children are met effectively By July 2019 new to role middle leaders will be confident with accountability and standards By July 2019 all NQT’s will have passed the NQT programme By July 2019 provision tracker will be fully embedded and intervention tracking will be monitored effectively. By July 2019 ‘Monster phonics’ will be fully embedded and there will be a rise in the number of children passing the phonic screening check – 82%


This means that:

Encourage teachers to be innovative in their practice

Appoint curriculum leaders with the appropriate skills to move their subjects forward

Provide training for teachers and teaching assistants to develop the use of provision tracker

Provide opportunities for subject leaders to work together

Plan an effective training programme for NQTs

Plan an effective training programme for new to role middle leaders

2.1 Curriculum drivers ensure a broad and balanced curriculum is delivered to meet the needs of the children at Peartree Spring. 2.2 The impact of the curriculum is measured to ensure that it is for purpose and has a positive impact on standards. 2.3 Subject leaders will collaborate to ensure consistency moderation and challenge. 2.4 New to role leaders will feel confident in their ability to drive standards. 2.5 NQT’s and new staff will fulfil their role effectively. 2.6 Provision tracker will ensure that all interventions are monitored and impact reflects positively on outcomes. 2.7 Monster phonics will be fully embedded and attainment will be at least in line with national standards. 2.8 Pen Pals will be fully embedded and handwriting will be consistent across the school


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Priority 2 – Teaching, Learning and Assessment

Ref:

Targets

Action

Lead Person

Start/End

Resources/Cost

Success Criteria

Monitoring

Evaluation/Impact

2.1

To further develop curriculum drivers to ensure a broad and balanced curriculum is implemented to meet the needs of the children at Peartree Spring.

Curriculum leader will help to support subject leaders to enhance their subject area throughout the curriculum.

SLT HP

Ongoing Monster phonics – £504.91 Pen pals software - £58.50 Twinkl - £2000 School radio - £780 COJO - £290.75

A climate in which teachers are motivated to take risks and innovate to improve learning for their pupils.

Lesson studies Book Scrutiny Data analysis Pupil Voice Curriculum overviews

2.2 To measure the impact of the curriculum to ensure that it is for purpose and has a positive impact on standards.

Curriculum leader will help to support subject leaders to enhance their subject area throughout the curriculum.

SLT HP

Ongoing Charanga - £295 Espresso - £2168 Education City - £2857 Digital active - £99 First access - £1500 Ocarinas - £250 Big Maths 249.68 My library - £170 Language angels - £110 First News - £250 Test base - £240 Sing up - £265

A climate in which teachers are motivated to take risks and innovate to improve learning for their pupils.

Lesson studies Book Scrutiny Data analysis Pupil Voice Curriculum overviews


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PSHCE association - £100

2.3 Subject leaders across the school collaborate to ensure consistency moderation and challenge through work scrutiny, observation, teaching and lesson studies.

Subject leaders to undertake scrutiny and monitoring of their subject termly. Teachers to undertake foundation subject assessment termly for subject leaders to analyse. INSET to take place across the year from subject development

SLT HP

Ongoing Training costs - SLT and curriculum leader to monitor the impact of subject leadership across the school. Cover release for subject leadership as required.

Planning scrutiny Book scrutiny Learning walks Subject assessment tracking within their subject.

2.4 Support and train ‘new to role’ middle leaders/Senior Leaders and define clear lines of accountability and ensure high standards of teaching and learning to maximise outcomes for children.

New SMT to work closely alongside JM and EP

SS/AE JM/EP

Ongoing Training costs - New SMT members will feel confident within the role.

Year group leader priorities Pupil Outcome meetings Data analysis

2.5

To continue to provide NQT’s and new staff a high quality induction offering training and support to ensure they can fulfil their role effectively.

NQT mentor training to be undertaken

AS SMT SLT

Ongoing NQT training package - £3000 NQT mentor training - £200

NQT’s will be well supported and will feel confident in their role NQT’s will all pass with a ‘good’ or better.

Lesson observations Book Scrutiny Data analysis Pupil Voice

2.6 To embed the use of ‘provision tracker’ to ensure that all

Staff training to maximise

KT

Ongoing Provision tracker cost - £900

Children accessing interventions will

Intervention tracking Data analysis


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interventions are monitored and impact reflects positively on outcomes.

intervention tracking

make good or better progress within the intervention.

Intervention monitoring

2.7 To embed the use of ‘Monster Phonics’ across EYFS/KS1 and into KS2 to raise attainment to at least in line with national standards.

Staff training to maximise delivery. HFL phonics tracking tool Phonics leader to track and monitor the delivery of phonics across the school. Phonics leader to analyse past papers to identify gaps.

SLT HP LA

Ongoing Monster phonics – £504.91 Reading books - £5000 Bug Club - £375

Phonics pass mark will rise to 82% in line with Hertfordshire and national figures.

HFL phonics tracking tool Planning scrutiny Lesson observations Learning walks Data analysis

2.9 To embed the use of ‘Pen Pals’ to ensure consistency of handwriting across the school

Staff training to maximise impact. Use of school font across the school

HP Ongoing Penpals program/installation –£58.50

The number of children joining handwriting at the end of KS1 will increase.

Planning scrutiny Learning walks Lesson observations Data analysis


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Priority 3 – Personal development, behaviour and welfare

Outcome Targets

By July 2019 whole school attendance will be 96% By July 2019 behaviour interventions will be tracked and monitored effectively to measure impact By July 2019 the children will be using a token economy to celebrate success and develop independence By July 2019 we will be supporting other schools locally as part of the DSPL behaviour hub and delivering school to school support


This means that:

Rigorously monitor attendance and follow up absences

Reward good attendance

Follow the Rights Respecting schools agenda

Assemblies will reflect the RRS agenda and the ethos.

Pupils will have leadership roles across the school and pupil voice will drive school activities

Arrange opportunities for parents to come into school to work alongside their child

Use the school family workers expertise to signpost parents and carers to the appropriate organisations

Ensure staff are using ‘STEPS’ training to support with de-escalation and behaviour management.

Use provision tracker to monitor behaviour and mental health interventions to track impact and effectiveness.

3.1 Children will feel valued within the school and will have a voice 3.2 Attendance will improve for all children, raising school attendance to 96+% 3.3 Playtimes will be a positive experience for all children reducing the number of Level 3 incidents. 3.4 Children will feel confident to take risks in their learning in a safe and nurturing environment. 3.5 Children will be using a token economy which will develop enterprise skills and independence. 3.6 A higher proportion of parents will engage in curriculum events. 3.7 Staff will become more aware of the mental health issues within school and will feel better equipped to deal with individual children’s needs. 3.8 Behaviour and mental health interventions will be tracked with rigour to ensure impact is evident. 3.9 Other schools locally will seek support from the ‘behaviour hub’ in line with the DSPL referral system. 3.10 Peartree Spring will continue to lead on the DSPL 2 funding stream and behaviour panel across Stevenage to improve outcomes for 0-25 SEND.


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Priority 3 – Personal development, behaviour and welfare

Ref:

Targets

Action

Lead Person

Start/End

Resources/Cost

Success Criteria

Monitoring

Evaluation/Impact

3.1

Continue to develop child leadership roles across the school, promoting independence and championing pupil voice

Elect – Head Boy/Girl Pupil Leaders RRS School council Eco Council House Captains

SLT AS

Ongoing Bibs/badges - £650 Children will continue to have an input into school activities.

Pupil Voice

3.2 Continue to improve rates of attendance through the implementation of an engaging curriculum, positive attitude to learning and school nurturing ethos to raise attendance to 96%+

KT to analyse attendance records and send out letters monthly when attendance falls below 90% Support from AIO when appropriate. FPN to be applied when appropriate. FSW to work with vulnerable families to support them with getting

KT SFW

Ongoing CPOMS - £895 Whole school attendance will reach 96% an increase on last year. Persistent absences will decrease.

Half termly attendance monitoring


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children to school.

3.3 Promote a positive ethos at play and lunchtimes through cooperative play, use of engaging adults, pupil leaders, class reps and a simulating environment ensuring all interaction is purposeful.

Zoning of playground with activities. Zone managers

SLT SC

Ongoing Play equipment – £2000

Reduction in Level 3 behaviour

3.4 Continue to promote a safe and nurturing environment where children are free from harm and take risks in their learning

High quality curriculum Individualised SFW support programs

PF

Ongoing Penn Resilience - £1100

Independent and confident learners.

Pupil Voice Children in vulnerable groups reaching ARE

3.5

To introduce a token economy to develop children’s independence and enterprise skills.

Visit to see a token economy. Design of school currency Purchase of ‘bank’ Plan of how the ‘bank’ will be used.

SLT AS/SS

Ongoing School visit – £50 ‘Bank’ - £10,000 –+ PTA contribution.

Children will develop their independent skills. Children will be able to understand the term ‘enterprise’.

Pupil Voice Tracking of accounts for individual children

3.6 Continue to engage parents in their child’s learning through a variety of parenting programmes and events

FLW to continue to run training, workshops and support for parents across the year. Teachers to run Curriculum

SLT FP/KC

Ongoing Curriculum Evening – £1600

A higher proportion of parents will attend curriculum evening. A higher proportion of parents will attend events run by SFW.

Evaluation forms and testimonials to be kept and monitored


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evening and Early Years curriculum evening in November 2018. SLT and class teachers to support parents with child’s learning at home.

3.7 To develop staff skills and awareness of mental health throughout the school including the role of Mental Health champion.

PF and FP to undertake a wellbeing research project. Penn resilience training to all staff -

PF Ongoing INSPIRE education for wellbeing research project – Manchester University - FREE Drawing and talking therapy - £468 Promoting Positive Mental Health: Emotional Health for All - £1000


Provision tracker Data analysis

3.8 To monitor behaviour and mental health interventions to track impact and effectiveness for vulnerable children

PF and FP to undertake a wellbeing research project. Penn resilience training to all staff -

PF Ongoing INSPIRE education for wellbeing research project – Manchester University -FREE Spot the signs –FREE Anxiety awareness –FREE Mental Health first aid – FREE Drama teacher - £4000


Provision tracker Data analysis


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3.9 To develop the role of ‘behaviour hub’ for Tier 2 providing behaviour support to schools across Stevenage.

To set up tiered approach for referrals

KT Ongoing DSPL strategic plan Evaluation forms and testimonials to be kept and monitored

3.10 To continue to lead on the DSPL 2 funding stream and behaviour panel across Stevenage to improve outcomes for 0-25 SEND.

To set up tiered approach for referrals

KT Ongoing DSPL strategic plan Evaluation forms and testimonials to be kept and monitored


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Priority 4 – Outcome Targets

By July 2019 82% of children will pass the phonics screening test By July 2019 Reading/Writing/Maths combined at the end of KS2 will be 82% By July 2019 80% of children will reach the expected level in reading at the end of KS2. (Herts 79.2%/National 75.3%) By July 2019 34% of children will reach greater depth in reading at the end of KS2. (Herts 33.5/National 28.1%) By July 2019 30% of children will reach greater depth in maths at the end of KS2. (Herts 26.8/National 23.6%) By July 2019 20% of children will reach greater depth in reading/writing/maths combined. (Herts 12.9%/National 9.9%) By July 2019 the average scaled score for reading will rise to 106.4 and maths 105 By July 2019 reading progress will rise to +1.0 (Herts 0.07/National 0) and maths progress to +1 (Herts -0.37/National 0) By July 2019 the number of disadvantaged children reading the expected standard in Reading will reach be in line with ‘all’ children. (Herts 46.3)


This means that:

Use AfL in phonics to identify gaps in knowledge

Use the HFL phonics tracker to identify gaps

Implementation of ‘Monster phonics’

Effective tracking of TT rockstars

Effective leadership of spelling, phonics, reading and maths

Effective pupil outcome meetings identifying children who need additional support and monitoring of specific groups

Demonstrate effective pupil premium tracking

Termly data analysis

Effective intervention tracking using provision tracker

Effective greater depth teaching looking at depth and mastery

Clear year group leader priorities linked to year group data.

Robust attendance monitoring

4.1. Reasoning and problem solving skills will be fully embedded to raise attainment and outcomes. 4.2 Mental fluency linked to times tables will be improved through the use of TT Rockstars. 4.3 High prior attaining pupils will reach GDS through effective greater depth teaching. 4.4 Appropriate interventions strategies will be in place for vulnerable groups and tracked robustly. 4.5 Attendance will be 96% across the school. 4.6 A higher proportion of lower prior attaining children will reach the expected standard in line with national outcomes. 4.7 High prior attainers will reach greater depth in reading and maths. 4.8 The average scaled score in all areas will improve outcomes, 4.9 The combined score at the end of KS2 will improve 4.10 The % of children passing the phonics screening check will be in line with at least national average.


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Priority 4 – Outcome Targets

Ref:

Targets

Action

Lead Person

Start/End

Resources/Cost

Success Criteria

Monitoring

Evaluation/Impact

4.1

Raise attainment and progress in maths, by embedding, reasoning and problem solving skills, including the Singapore Bar and pictorial methods.

Ongoing teaching of the Singapore Bar and pictorial methods. Evidence of methods being used in books throughout the year.

EP AE NG

Ongoing Maths Teaching and learning advisor - £2200

Attainment and progress in Maths will increase.

Pupil outcome meetings Half termly data analysis Planning scrutiny Book scrutiny

4.2 To continue to improve mental fluency in Maths, with the use of TT Rockstars in readiness for the 2020 times tables test

Yr 2 – 6 embedding the TT Rockstars program.

EP AE NG

Ongoing TT Rockstars - £60 Andrell Education (Big Maths) - £995

Increased knowledge of times tables. Increased speed and accuracy of time tables

TT Rockstars online monitoring Planning grids Book scrutiny

4.3 To increase higher prior attainment pupils to achieve a high score in Maths through greater depth teaching

High prior attaining children highlighted at pupil outcome meetings. Planning will show teaching for ‘greater depth.’

SLT Ongoing Maths Teaching and learning advisor - £2200


Pupil outcome meetings Half termly data analysis Planning scrutiny Book scrutiny

4.4 To ensure that the appropriate intervention strategies for specific

Pupil progress meetings to focus on challenge for

SLT Ongoing Dynamo maths - £1545 Mathletics - £383


Pupil premium tracking Pupil outcome meetings


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groups identify clear objectives that demonstrate diminishing the gap and ensuring challenge for more able, SEND, FSM and most able disadvantaged pupils. Ensuring interventions are fit for purpose and value for money

most able, FSM, most able disadvantaged pupils. Impact of interventions to be closely monitored and tracked, discussed at Pupil outcome meetings Year group leaders aware of specific groups to target and priorities within their year group- See Year group leader priority document.

Third Space - £3000 FFT - £145

Year group leader priorities

4.5

To increase rates of attendance of vulnerable children continuing to use monitoring systems and positive networks of support which are monitored by attendance lead.

KT to analyse attendance records and send out letters monthly when attendance falls below 90% Support from AIO when appropriate. FPN to be applied when appropriate. FSW to work with vulnerable families to support them with getting children to school.

KT SFW

Ongoing CPOMS - £895 Whole school attendance will reach 96% an increase on last year. Persistent absences will decrease.

Half termly attendance monitoring

KT to analyse attendance records and send out letters monthly when attendance falls below 90% Support from AIO when appropriate. FPN to be applied when appropriate. FSW to work with vulnerable families to support them with getting children to school.

4.6 To ensure a higher proportion of lower prior attainment pupils reach the

Lower prior attaining children will be tracked

SLT Ongoing Phonics - £152


Pupil outcome meetings


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expected standard at the end of KS2 at least in line with national outcomes.

during pupil progress meetings. Year group leader priorities

Year group leader priorities

4.7 To ensure a higher proportion of lower prior attainment pupils reach the expected standard at the end of KS2 at least in line with national outcomes.

Highlighting high prior attainers at pupil outcome meetings. Planning for greater depth.

SLT SMT

Ongoing Reading book purchase – £5000

% of children achieving greater depth in reading will increase. % of children achieving greater depth in maths will increase.

Pupil outcome meetings Half termly data analysis Planning scrutiny Book scrutiny Year group leader priorities

4.8 To increase the average scaled score in Reading, Writing and Maths

Consistent tracking of pupils within Year Groups. Maths and English leaders sharing expertise with staff CPD opportunities for high quality moderation.

EP SLT

Ongoing Average scaled scores will increase.


4.9 To increase the combined score in Reading, Writing and Maths to at least 82%

Consistent tracking of pupils within Year Groups. Maths and English leaders sharing expertise with staff CPD opportunities for high quality moderation.

EP SLT

Ongoing Combined score will increase


4.10 To raise the % of children passing the phonics

Staff training to maximise delivery.

SLT

Ongoing Monster phonics – £504.91

Phonics pass mark will rise to 82% in line


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screening test to a least 82%

HFL phonics tracking tool Phonics leader to track and monitor the delivery of phonics across the school. Phonics leader to analyse past papers to identify gaps.

HP LA

Reading books - £5000 Bug Club - £375

with Hertfordshire and national figures.

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