SCHOOL IMPROVEMENT PLAN

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1 SCHOOL IMPROVEMENT PLAN Our School Improvement Plan has 5 objectives linked to our vision of Aiming for Outstanding : Develop a stimulating, broad and rich curriculum through which pupil attainment and achievement is outstanding. Liaise with all members of the school community to ensure outstanding behaviour and attendance Empower leadership at all levels to ensure success is celebrated and underperformance challenged Create an outstanding environment fit for learners in the twenty-first century. Build on the social, moral, spiritual and cultural strengths of the school to develop an outstanding learning environment underpinned by the school s core values

2 Develop a stimulating, broad and rich curriculum through which pupil attainment and achievement is outstanding. Our children describe our curriculum as outstanding (95%+ in pupil survey) Progress between F2 and Y2 is outstanding, with all pupils (100%) making at least expected progress All (100%) pupils make at least the expected progress between KS1 and KS2 Although SATresults will vary annually, an average cohort should at KS1 and KS2: comfortably exceed national average APS exceed LA average APS match local comparator group s average APS 90% of KS2 pupils should meet aspirational targets All pupils leave GHS happy and healthy 100% of lesson observations are judged outstanding or good with outstanding features New National Curriculum statutory requirements met Use of visits and visitors enriches and extends curriculum Literacy and numeracy skills are applied across the curriculum Our curriculum includes all children High attaining pupils enjoy challenge throughout the school Assessment of pupil attainment is fully moderated and shared with governors, focussing on different groups of pupils as appropriate. Pupils successfully apply phonic skills when reading and writing Assessment, including the marking of work, is used effectively to ensure all lessons meet the needs of pupils, with pupils who are actively engaged, reflective learners Implementation of a post-nc levels assessment system, including staff training. Target setting supports learning, with 95% of pupils able to articulate their next steps in learning. Pupils enjoy a range of physical activity, including team games, ball sports, indoor and outdoor activities, in and beyond the school day Forest School status is explored and implemented if appropriate. Pupils understand how to lead a healthy lifestyle Appropriate CPD Appropriate staff coaching Monitoring time for SLT. ~ 4000 needed for new science, history anf geography schemes & supplementary resources annual school trip income/outgoing Staffing structure costs, including teachers and support assistants Training budget of 5000 per year (1) Not intended to be an exhaustive list; activities link to subject action plans

3 Create an outstanding environment fit for learners in the twenty-first century. Foundation stage learning environment is outstanding (judgement via SIA/Ofsted/Self Evaluation) 95%+ pupils describe our school environment as an outstanding place to learn 95%+ pupils describe how their work is celebrated via classroom display. The school environment facilitates purposeful engagement in learning 95%+ pupils describe the school as bright, attractive and clean Refurbishment of Foundation stage Purchase of appropriate storage equipment. Children have a supportive environment where they can plan and complete activities and then be able to adapt plans. Free flow is available between indoor and outdoor areas. The inspirational school environment is used to offer a unique and exciting range of learning experiences to our pupils Success is celebrated and learning supported via classroom displays The school environment facilitates purposeful engagement in learning Public display boards of children s work are refreshed at the minimum on a termly basis Monitoring visit shows that all classes have displays which provide curriculum support, interactive project display and working walls. Branding, logo and signage is refreshed and presents an outstanding reception to visitors and the school community Entrance to the school is clean, fresh and streamlined 2012/ of school budget dedicated to refurbishment and resources CPD & monitoring time per annum New display boards in stairwell ~ 1500 (1) Not intended to be an exhaustive list; activities link to subject action plans

4 Liaise with all members of the school community to ensure outstanding behaviour and attendance Behaviour is outstanding, as described by: Ofsted, SIA and Self Evaluation 95%+ of pupils via pupil survey 95%+ of parents via parental survey Attendance is outstanding: Attendance for the school is significantly above 96% Attendance for traveller/grt pupils is significantly above the national average for the group (> ~85%) (1) Not intended to be an exhaustive list; activities link to subject action plans The behaviour policy is annually updated and monitored All staff implement the behaviour policy consistently, including rewards, Children have the skills to deal with playground issues using the Debug system Incidents of poor behaviour, including bullying, are dealt with effectively. Record keeping (via SIMs) ensures that behaviour is carefully monitored; patterns in behaviour are identified and acted upon, with parents informed as appropriate Pupils exhibit outstanding learning behaviours during lessons, as recorded in learning walks and lesson observations. Support agencies, including the PRU and educational psychology, are used if necessary to support pupils with emotional or behavioural difficulties. Attendance policy is reviewed and up to date, with a flow chart of actions for pupils whose attendance requires improvement Individual and class based rewards are used to incentivise good attendance Support agencies are used if necessary Website has the latest attendance figure for the term on display. Annual fee to the authority for support services 500 on rewards 360 on release for DH to work on policies.

5 Empower leadership at all levels to ensure success is celebrated and underperformance challenged. Leadership from governors is described as outstanding by SIA and self-evaluation Senior Leadership in school is described as outstanding by SIA and self-evaluation 95% of parents feel empowered to support their child s learning Governing Body working more closely with all Senior Leadership Team, not just Head Monitoring of SIP is explicitlybuilt into all GB meetings Governors to develop their knowledge of their roles, as agreed. Appropriate governor training Specific agenda for Governor visits, linked to this school improvement plan and appropriate objectives. Utilisation of Soft federation links Senior leaders monitor school development effectively, leading to rigorous development planning that is linked directly to pupil progress. Subject leaders ensure subject development is purposeful, with outstanding attainment and achievement outcomes for our pupils, with an excellent and enjoyable curriculum. Performance management is used to ensure the best outcomes for pupils Parents are well informed about their child's development via parents evenings, Learning Gateway results, and school support sessions feel able to support their child's progress and learning following guidance given by schools Utilisation of Soft federation links LA governor training package An amount of the school budget is delegated to subject leaders each year to complete action plans. Learning Gateway per annum costs Teacher time to organise support sessions 80%+ pupils feel that they contribute to decision making in school, with leadership roles as appropriate (via pupil survey) Pupils contribute to the life of the school, with the thoughts of pupils used effectively to inform school development, including teaching and learning. School council profile raised and contributions recognised. Time for leading school council (2) Not intended to be an exhaustive list; activities link to subject action plans

6 Build on the social, moral, spiritual and cultural strengths of the school to develop an outstanding learning environment underpinned by the school s core values. The SIAMs grade for GHS is outstanding SMSC leads to outstanding behaviour Attainment in RE: comfortably exceed national average APS exceeds LA average APS match local comparator group s average APS PSHCE curriculum ensures our pupils leave GHS happy and healthy SIAMs working group continues to lead strategic direction for school RE and PSHE leaders in school are trained and able to lead the school to be outstanding in this area. A policy is developed that incorporates SMSC and RE The Christian character and values contribute to SMSC development of learners Collective worship is led by leaders from across the school community, linking to the Church and the needs of the school Attainment is high and progress rapid in RE Rigorous monitoring and evaluation leads to well-focussed action plans Subject leadership has the highest level of expertise Liaison with the Church and the diocese is increased and improved. Assemblies are used to increase pupil awareness of diversity, including a range of religions and practices. Parent contacts are utilised to provide relevant trips and experiences for our pupils. Pupil questionnaires are used to inform assemblies and planning training costs + cover Teacher time Per annum cost to link with the Diocese. Time (3) Not intended to be an exhaustive list; activities link to subject action plans