Early Years Foundation Stage

Transcription

1 Improvement Action Plan for Early Years Foundation Stage This plan outlines the actions to be taken by Dame Janet Primary Academy to ensure that the school s performance improves against the Areas for Improvement noted by the last inspection in March Key issues for improvement: Key issue 1: Improve the quality of teaching so that it is consistently good or across the academy. Key issue 2: Improve pupils writing across the academy. Key issue 3: Improve the effectiveness of leadership and management. Monitoring and Evaluation of Progress: Trust representatives will visit the school to monitor progress against the key issues. In addition they will closely scrutinise all Notes of Visit, reports and other evidence to monitor progress 1 P a g e

2 Quality of Teaching and Learning Early Years Foundation Stage School Improvement Plan In Response to Ofsted March Priority: 60% of pupils to be attaining a Good Level of Development by Summer 2015 Actions *Bold direct from School Improvement Action Plan* Ensure high quality RWI takes place daily. Use bugs as a planning and assessment tool to meet each individual child s needs. Start Lead Person LL/ BH// Success Criteria/Quality Assurance New staff to attend RWI training-17 th tember Monitor children s progressnnlnlknlklkhlhoioihoh Good pace of lesson Groups updated regularly-termly Use baseline assessments to determine first bug Bugs updated regularly Bug targets to be precise Next steps to be clear in Project, Literacy and Mathematics Books Next steps shared with each child Resources Cost Monitoring Child chatreach for the stars By Summer 2015 Improvement of reading 60% of pupils to be attaining a Good Level of Development All class targets on display or in books and regularly updated Reviewed outcome RWI groups have been organised and is taking place 4 times a week. RWI monitoring took place-nov -feedback given. Bugs have been introduced in nursery, bugs are still to be set up in the three reception classes. Class teachers to ensure daily maths sessions are embedded with a number and calculation focus. Ensure that maths activities are included during child initiated times and that all staff are using mathematical vocabulary. SM/ SM/ Staff using mathematical vocabulary to extend children s learning Any mathematical resources Any mathematical resources Pupils understand their targets and know what their next step is. Improvement of mathematics Improvement of mathematics Daily maths sessions have a number focus being made in all classes. Maths activities are being incorporated into children initiated; maths vocabulary still remains a priority. Pupils are independent, keen, challenged and interested in lessons, 90% + of pupils are on task and engaged at all times. 2 P a g e

3 Leadership and Management The outside areas are to be planned for and set up before the children arrive at school. Provide opportunities for writing/mark making in child initiated and across other areas. k Pupils are independent, keen, challenged and interested in lessons, 90% + of pupils are on task and engaged at all times. Improvement of Writing This is happening daily, however we need to ensure activities are more focussed to ensure all pupils make progress. Resources brought in to encourage mark making. Outside hut turned into a writing hut to continue to provide these opportunities. Teachers to develop new initiatives and ideas for teaching indoors and outdoors. Pupils are independent, keen, challenged and interested in lessons. teaching (see above) 90% + of pupils are on task and engaged at all times. This is happening in some classes and some areas, however some teachers still rely on worksheets. Introduce new handwriting policy in nursery and reception. Nov Cold and Hot writes-termly None Improvement of Writing and Physical Development Teaching staff to attend handwriting inset at Herne Infant school Nov-14 Support new staff working within EYFS. MP, SM, BP & Staff have a clear understanding of EYFS policy Staff have a good understanding in all areas of EYFS. Subject knowledge NQT Time- SM/BP to cover Ongoing Monitor the use of TAs in class to children s learning. Monitor how TAs are being deployed in class TAs to be effective in facilitating children s learning during child initiated. TAs effective in questioning children RWI monitoring-nov developmental feedback given. Send home regular RWI resources such as phonemes taught, tricky words and high frequency words for children to practise. Each RWI group to send home resources Photocopying Hand-outs given at half term this needs to continue weekly. 3 P a g e

4 Pupil Achievement Attend EYFS training held by TKAT EYFS Advisor. BH Subject knowledge Improved subject knowledge EYFS teachers attended baseline training; further training is planned for the future. Ensure baseline assessments are completed by 17 th tember to identification of early needs and children s next steps. Ensure language link assessments take place as early as possible to identification of early needs. Keep up to date with statutory requirements in line with the revised EYFS, particularly around assessment and how we show pupil progress. Work with SLT to areas of weakness. Use data and discussions to determine any further areas where is needed. Complete baseline assessments Attend baseline training at Newlands Attend baseline moderation with TKAT and Priory Photocopying /LC Language Link assessments to start 09 Licence for language link programme Already paid for in previous budget /SM/ BH SA/MP/ Attend networking meetings with other TKAT schools Attend pupil progress reviews Create pupil provision maps and I.E.P.s Photocopying Pupil progress reviews Improved subject knowledge All baselines are complete-40% of yr R are predicted a GLD. Nov 14 LL complete-interventions still to be arranged by L.C. attended-ofsted readiness training.- 14 attended free for 2 nursery places.- 14 attended EYFS networking- 14 EYFS teachers attended Ofsted update completed joint monitoring of EYFS staff. Guided reading to take place daily in the three reception classes. Monitor the use of Project Book, English Book and Mathematics Books. Use baseline assessments to generate provision maps LL/ LL/SM/ BP/ Good pace to lessons Book scrutiny-ensure make accurate assessments and these are used inform planning. Provision maps for individuals and small groups of children across all reception classes. Ensure they are set up to a variety of areas. (EAL, speech and language, behaviour, reading etc). EYFS staff attended TKAT guided reading training. This has started in all three classes- to monitor These are Good/RI- to respond to monitoring. Provision maps completed for nursery and reception. Groups are ongoing. 4 P a g e

5 Behaviour and safety Spiritual, moral, social and well being Monitor intervention groups Ensure that learning pacey and specific. Purchase resources to EOS way of learning. Research cost effective resources Resources purchased should be enhance learning and creativity Immersive learning environment Resources brought in, some classes still need to immerse learning environment and project. Hold a RWI sessions for parents to help with their children s reading at home. Sprin g 2015 VL/ Increase in parent subject knowledge Photocopying Hold a handwriting sessions for parents to help with their children s writing at home. Sprin g 2015 KW/ Increase in parent subject knowledge Photocopying Teaching staff to attend handwriting inset at Herne Infant school Nov-14 Ensure visits/visitors to take place termly to provide new experiences for children. Update the EYFS outdoor area risk assessment. /SW Pupils are independent, keen, challenged and interesting lessons. Risks and the severity are identified. Staff are aware of risks. Costs within EOS budget 90% + of pupils are on task and engaged at all times. Children are able to learn in a safe environment. Children had a visit by two lifeguards to talk to them about water safety. Rabbit and tortoise visit helped children to show care and concern for living things. Complete, all staff are aware of things in place to reduce identified hazards. To monitor behaviour for learning of pupils within lessons throughout EYFS. /JB/ BP All pupils perform in-line with their peers. Triangulation grades are good or for each class Most children enjoy and engage in lessons however there are a few children in contact with TD regularly. 5 P a g e