School Improvement Plan. Laura Cook Initially written September 2014

Transcription

1 School Improvement Plan Laura Cook Initially written September 2014

2 Wyndham Park Nursery School School Improvement Plan This is a working document; based on reflective practice and feedback from parents; created by the staff and governors at Wyndham Park Nursery School. The purpose of this plan is to drive the key areas for school improvement over the coming year. The SDP has been arranged to link with OfSTED s evaluation schedule. - Overall effectiveness: the quality of education provided by the school - Quality of leadership and management of the school - The behaviour and safety of pupils at the school - Quality of teaching at the school - Achievement of pupils at the school As we are an Early Years setting all of the above feed in to the Effectiveness of the early years provision: the quality and standards The targets will be reviewed termly and amended as necessary. Key Achieved Term 1 Achieved Term 2 Achieved Term 3 Continue next year

3 A To ensure Governors are effective in their strategic role, moving the school forward. Quality of leadership and management of the Wyndham Park Priority 1: To continue to provide a clear direction for the school and ensure that it is constantly improving and moving forward. 1.A.1 Chair of Govs To continue to develop the role of the Governing Body (GB) in monitoring and holding the school to account 1.A.2 To continue to attract new Governors to the GB as. -Continue to offer training to ensure governors have a good knowledge of the EYFS curriculum and how young children learn. -GB has increased understanding of the leadership and management of the school through involvement with committees, attending courses and sharing information. -GB to attend training as -GB develops further understanding of the financial management of the school- training delivered to GB by Mouchel Finance Team. -GB to develop an understanding of how well the school is doing from an external perspective and is able to challenge effectively. -When advertise vacancies in school newsletters. -Ensure governors have a full induction programme. -Select Buddy for new governors. Govs School Business manager Time Scale Ongoing March 2015 Governors meetings Minutes Governor Interviews/ reviews As Informal meetings with new govs. Liaise with Clark to Govs as We will know we have achieved this when governors show an increased understanding of the Nursery School and the EYFS curriculum. They will be able to use this knowledge to identify future priorities from their work in school and along with the staff will monitor these. successful when we have a full governing body. New governors will report that they feel supported and understand their role. Gov Time Time Clerk Time Existing Gov and new gov time Governors have been invited in by Subject Leaders to find out about curric and see it in action. Impact of this can be seen in Gov visit reports. Whole Gov training on Roles and Responsibilities on 23/3/15 ensured all gov were aware of expectations. Finance Training to be undertaken in September 2015 due to new Agresso system delays. -Support with challenge has been given to govs. The impact of this can be seen in gov minutes where challenge is shown in red now. -SL started as new LA gov with expertise in EY. -Vacancy has been advertised by SGOSS since October with no success as yet.

4 B- To ensure a smooth transition of leadership Priority 1: To continue to provide a clear direction for the school and ensure that it is constantly improving and moving forward. 1.B.1 To ensure that the new has a comprehensive induction programme. 1.B.2 To ensure a smooth transition of leadership from the Acting to the substantive 1.B.3 To ensure there is sufficient time and support for new to understand the school -GB compile a through induction programme -Ensure new has a mentor available to support them. -Regular meetings between the and Chair of Govs to discuss induction progress. -Transition days during summer terms prior to September start. -Senior Teacher to have time to work with during the first year. -Amend teaching to allow teaching commitment to be more flexible. -Senior teacher to only have a class responsibility in the mornings to allow time to work with new. GB supported an Education Advisor. Acting and Govs Time Scale In place by Autumn term Summer Terms 2014 From September Induction programme is in place and is agreed. -Induction targets are systematically met and discussed. - Programme is a working document and is reflected upon and amended as necessary. Discussion with LC and Govs Discussion with LC and Govs We will know we have achieved this when new feels confident with day to day running of school, procedures will be in place. We will know we have achieved this when the new has some understanding of the school processes and procedures before September. successful when the adjustment of teaching times allows the new to quickly get to know the school and ensures rapid progress and development continues. Resour ces require d Time Release time An extra teacher to cover 2 x 0.5 classroo m hours Training as needed 2 days supply cover to new HT school See budget (NQT employed for a further year) Completed and allowed successful start to the term as knowledge of staff and procedures was available in advance. Successful year shows that this worked and benefitted the school as issues were able to be address immediately and team work supported.

5 C- To ensure all staff are highly effective and understand their role Priority 1: To continue to provide a clear direction for the school and ensure that it is constantly improving and moving forward. 1.C.1 -Termly supervision meetings are in LC To ensure that place with agreed actions followed up all classroom rigorously. based staff are -High quality training offered to staff well supported with is reflected upon and impact is and highly monitored. trained. -Staff feedback CPD at staff meeting/group leader meetings as appropriate. 1.C.2 To update job descriptions to make sure they are appropriate, focus on teaching and learning and offer the school value for money (especially for enhanced roles). -Job descriptions are updated to reflect the current priorities of the school and the pay scale of the individual. LC/Govs Time Scale In place by end of September Agreed and in place by December -Supervision notes are transferred to a monthly action list which is reviewed weekly. -Training reflections are monitored by LC and classroom will be monitored on learning walks and classroom observations. -LC to monitor staff to ensure they are fulfilling new requirements of updated JD through lesson obs, learning walks, supervision and perf man. We will know we have been successful when staff are identifying own training needs. Staff will reflect on CPD and adjust their practice and feed back to others to ensure CPD has impact across the Nursery. We will know we have been successful when all staff are clear about their job role. Time to release people for training. Cover for supervision meetings. Traini ng budge t -All classroom based staff have attended Birth to five conference and early excellence training day -All staff that requested training as part of performance Management has been provided. -Impact of this can be seen in the improved attainment data this year and in how classroom environments have changed over the year. -Feedback from staff in GL and SM minutes. LC/Gov time None -All staff are now clear on their roles and responsibilities. -Impact of staffing and targeted groups can be seen in data and PPM reports. Possible next steps 2015/16 Develop middle Leadership and look at Roles and Responsibilities of Middle Leaders, Attendance

6 A To ensure that the school meets all the statutory requirements for keeping children safe and healthy. The behaviour and safety of pupils at Wyndham Park Priority 2: To continue to provide a safe, secure and healthy environment for children to flourish and staff to develop in Time Scale 2.A.1 To make sure that the school meets the new food standards 2.A.2 To ensure the building is as secure as possible to keep the children safe. -Training for HP as appropriate -HP to feedback/train at staff meetings and GL meetings -Amend policies as appropriate -Write new guidelines for snack table -Update information given to parents about packed lunches for lunch club. -Review snack spending and the impact the new standards have on the cost of snack. -Add key pads to red and green classroom doors as an extra security measure -Review outdoor doors -Update whole school risk assessment -Staff to wear photo ID badges -Staff photo board updated HP LC/Govs/HP By January 2015 By November 2014 HP to monitor snack tables and liaise with Lunch club. H+S walk with Govs Possible next steps 2015/16 Develop rolling prog of safeguarding training successful when all staff are aware and understand the new food standards; parents are aware of how to provide their child with a healthy lunch and lunch club are seeing children bring healthy lunch boxes; snack tables meet the new standards. We will know when we have been successful when a Risk Assessment has been carried out and shows we are keeping children as safe as possible. HP time for training and monitoring. Gov/Teacher time Review snack table costs Any costs for training of new key pads of photo ID badges -HP attended training and has updated policies as appropriate. -Information for parents has been updated. -All lunch boxes have been healthy with no issues this year. -Review of snack spending had lead to this being increased to 2 a week from Sept New badges and locks on door in place, safeguarding info for visitors updated on to lanyards. -Risk Assessments up to date and reviewed. -Termly H&S walks with Gov updated.

7 A To make sure that planning and assessment is through and reflective and leads to outstanding pupil progress Quality of teaching at Wyndham Park Priority 3: To ensure that teaching at Wyndham Park is outstanding to enable the vast majority of pupils make rapid and sustained progress 3.A.1 -Liaise with other LC and LR To review Nursery schools planning and share process and planning. formats in the -Develop short Nursery school term planning and implement which is and changes differentiated that are according to EYO. -Develop joint medium term planning to ensure consistency across classes. -Ensure planning is evaluated and responds to each child s next steps 3.A.2 To ensure that all assessments are purposeful and contribute to next step planning to ensure rapid progress for the children. -Review assessment processes in Nursery -Agree what a WP child should be able to do at the end of the year. -Develop a skills baseline and assessment sheet LC along with group leaders Time Scale In place by October 2014 and reviewed regularly to make any changes as staff require. By end of October 2014 Planning handed in weekly and monitored by HT. Subject leaders monitor planning termly. Planning scrutiny once a term. Assessment processes discussed at the end of each term at Group Leaders meetings and any adjustments made. PPM will ensure assessments are accurate and ensure gaps are identified quickly and closed. successful when planning is responsive and meets the needs of all children. Systematic and reflective planning allows all children to make rapid progress. successful when clear, accurate assessments lead to quick identification of next steps and children make rapid progress. Time to introduce new planning. Time for staff to reflect and embed planning as part of learning cycle. Time to introduce new assessment. Time for staff to reflect and embed assessment as part of learning cycle. None None Planning format has been trailed and changed several times over the course of the year. Now ready to decide on a whole school format to use next year. MTP is in place and has key activities and skills that all mainstream nursery children will have. Clear expectations in place about progress. Data reports and PPM reports show children are on track to meet targets. Baseline assessment sheet in place and used throughout

8 to allow clear next steps and progress made to be identified. the year to enable next steps to be identified for each child.

9 B- To make meaningful on going assessments and observations to allow feed in to learning cycle Priority 3: To ensure that teaching at Wyndham Park is outstanding to enable the vast majority of pupils make rapid and sustained progress 3.B.1 -Buy ipads LC and LR To introduce -Train staff to use Tapestry Tapestry to make observations (online -Develop where next steps learning from observations and use journal) to these in planning activities enable staff -Encourage parents to to use contribute to Tapestry, observations ensuring we have a full in picture of the child. conjunction -Evaluate impact of Tapestry with EYO on Teaching and Learning and CoEL to -Explore using Tapestry to assess more collect data formally how children are progressing. 3.B.2 To develop agreement trailing and moderation of judgements both internally and externally -Termly focus on an area of learning and agreeing judgements as a staff -Informal moderation by using Tapestry to look at each others judgements -Attend moderation/agreement trailing of other Nursery schools/schools -Invite PVI settings to moderation and agreement trailing at WP LR (Standards and Assessment) Time Scale In place by September and reviewed termly Throughout the year Group Leaders to look at Tapestry termly to evaluate and provide clear feedback for all staff and identify next steps. LR to coordinate. LR will monitor Tapestry entries across Nursery. She will ensure consistency of judgements and work with staff top ensure all judgements are inline. successful when Tapestry shows us a clear record of how each child has progressed on their learning journey. Staff will use the uinformation from Tapestry to inform their planning. Parents will feel informed about what their child is learning and they will also contribute to their child s learning journey. successful when as a staff we agree judgements internally and these are verified by external practioners. ipads Tapestry LR Leadership time. Group Leader meeting time. 1:1 training time as appropriate. See Budget Covered by LR leadership time ipads in place and used successfully to update online LJ. Parent response to Tapestry v positive ( Parental feedback) Moderation termly at Group Leaders show all staff are assessing at a similar level. This has also been shown through joint Nursery school moderations. (See moderation records) This means we are secure in the

10 Possible next steps 2015/16 Use of park as a teaching resource judgements we are making about attainment.

11 A To raise the attainment of all pupils with a specific focus on Literacy skills Achievement of pupils at Wyndham Park Priority 4: To continue to raise standards for all pupils 4.A.1 To increase the progress of all pupils by better targeted use of interventions and data 4.A.2 To ensure that phonics is taught and tracked systematically across mainstream Nursery. -All teachers to receive Target Tracker training. -Introduction of Pupil Progress Meetings will guide staff to use own data and plan effective interventions. -Amend Senior Teacher Job Description to focus on assessment and learning. -Train support staff where appropriate to ensure intervention is delivered well. -Use teachers to deliver group work to ensure maximum impact for targeted groups. -Subject leaders are able to analyse data effectively and use it to action plan in the Area of Learning -Audit current provision -Audit of staff phonic skills/confidence -Compile a scheme of work for phonics -Introduce and train staff to scheme for phonics. LR/LC LC Time Scale Implemented fully by the end of the academic year. Initially by December, then continue to monitor and develop across the year. LR/LC to look at data and review PPM. LC through lesson obs, learning walks, data analysis, PPM, assessment and planning scrutiny. We will know we have been successful when staff are able to use data for their class and subject area. They are able to quickly identify gaps and put interventions in to place that are effective. We will know we have been successful when staff feel confident about teaching and assessing phonics. Children are progressing through phase one and are starting phase two Target tracker training for all teachers Phonic resources. Training for staff as appropriate of cover TBC LB is lead on standards and has ensured targets are met. All classroom staff use TT to imput data and then use this to set targets at PPM, this can be seen from progress made this year. Intervention groups have worked well this can be seen in data report where all targeted pupils made at least good progress. Action plans in place for all subjects to be reviewed as. Progress in R and W show teaching of phonics is having impact. Also seen in LJ. Phonic tracking sheets are in place and used by staff to plan next steps. Visitors often comment on

12 -Implement tracking of phonological skills. -Ensure high quality delivery across Nursery through lesson observations, planning scrutiny, moderation of observations and dropins. activities before the end of the academic year. how strong children s phonic knowledge is.

13 B- Ensure that learning outside is as purposeful as indoor learning Priority 4: To continue to raise standards for all pupils 4.B.1 To develop staff knowledge and skills of outdoor learning 4.B.2 To review outdoor provision and ensure it offers challenge and choices that are different from indoors -Discuss what the point of outdoor learning is. -Agree a whole school vision -Implement and evaluate changes termly -Outdoor training for all staff -Look at current outdoor resources and evaluate effectiveness. -All staff to contribute to a shared vision of a new outdoor learning space. -Develop new outdoor area in stages -Introduce provision plans for new outdoor area. -Lesson observations outside to ensure staff are confident at delivering learning outdoors -Further training and support as necessary. Time Scale LC/LR April 2015 of planning, learning walks, lesson obs and evidence in Tapestry. Possible next steps 2015/16 Pupil Premium, target final data issues LC By Sept 2015 of planning, learning walks, lesson obs and evidence in Tapestry. Discussions in staff meetings and Group Leader meetings. successful when staff feel confident in the role of outdoor learning and understand why it should be different to indoor opportunities. successful when the outdoor area is providing the children with different experiences to inside. Provision will offer challenge and choice and this will be reflected in planning and Tapestry observations. Training? TBC Two members of staff have had outdoor training and fedback to class staff. Whole school understanding on outdoor learning is in place. New outdoor areas Awaiting estimated costs New outdoor area in place and used. Data and lesson observations show it is impacting on learning.