SCHOOL IMPROVEMENT PLAN September 2015 (Updated December 2015)

Transcription

1 SCHOOL IMPROVEMENT PLAN September 2015 (Updated December 2015)

2 Summary of Ofsted April Good - Strengths Pupils generally learn well in all subjects and achieve at or above national standards Teachers have strong subject knowledge and use this to plan interesting lessons for the pupils. They provide clear explanations and question pupils carefully to help them learn. Pupils feel safe and secure because of robust procedures for ensuring good standards of care. Pupils are well behaved, polite, responsible and hardworking. The school has a caring ethos. Senior leaders, managers and governors have made effective and consistent changes to improve the quality of teaching and the levels of pupils progress. They are keen to develop this further. The school s ethos helps pupils to develop a strong moral compass. The pupils develop a good understanding of different cultures and religions. Area for development The quality of teaching is not strong enough to promote overall outstanding progress by the pupils. The quality of teaching and the consequent progress of children in the early years provision, in the reception class, requires improvement. Outcomes for disadvantaged pupils and those with special educational needs are inconsistent. While the majority of these pupils achieve well, the performance of some pupils does not always match that of other pupils in the school. The school s plans to improve feedback between pupils and staff are new and have not yet been implemented fully, and so are not having enough impact. Summary of SIAMS March Good Strengths Pupils enjoyment of and enthusiasm for religious education (RE) and collective worship results in effective learning about Christianity and how it can impact on their behaviour and attitudes. The school s recent work on the development of spirituality is having a positive impact on pupils ability to reflect more deeply and translate this into positive actions. School leaders are accurate in recognising what needs to be done to develop the Christian distinctiveness of the school further and acting on this in a timely way. Areas to improve Develop pupils opportunities for spiritual development by supporting parents more in reinforcing the school s Christian values at home. Give pupils frequent opportunities to plan and lead whole school acts of worship so that they understand the importance of each aspect to the worship experience. Ensure that monitoring of the Christian ethos by foundation governors is securely developed, robustly recorded and used to support further improvements as a church school. 2

3 Area for Improvement 1 To ensure that the children in EYFS make consistently strong progress across all areas of learning Priority target: All children to make at least expected progress or more in each area of development across the year. Success Criteria - Achievement Teaching is consistently good or better use of triangulated judgements Progress is consistently strong in all areas of learning By July 2016 Leadership and management of EYFS will be good Children leave EYFS at least in line with national or above (GLD 2015 LA 66%) (Reading 59%, writing 62%, Numbers 65%, PSED 77%) Consistent record keeping - Regular contact with parents through open days, parents evenings, meetings, newsletters, learning journeys Clear planning to ensure all activities (inside & out) enable all children to make good progress in all areas of learning Outdoor play Monitoring Who How and When Subject governors for EYFS will meet at least 2 times a year with the Lead Persons to discuss progress made against the actions by monitoring that detailed actions have taken place in a timely and effective manner; and note any changes to the action plan for area 1. A record of the discussions will be made to the Curriculum development committee in term 4, and 6. Evaluation Who How When and Curriculum Development Committee will meet with LH / SC 2 times a year to receive a report on evidence of progress against the success criteria in at the end of term 4 and 6; then provide a summary report to governors at the FGB in term 4 and 6. External Validation LA moderating visit 4 th June 2015 LA SIA visit 3 focus External School Lead Person HT/ EYFS lead Others involved Subject Leader for English (AEW), Maths (CF), Curriculum Development Committee Govs. Action Start date End date Resources Needed Cost to School Evaluation 1.1 Review Staffing within EYFS May 2015 July Review and revitalize the learning environment June/July Review outside area Remove unnecessary/ broken equipment Review play equipment & purchase new as needed in line with planning and actions June/ July 2015 End of term

4 1.5 Review all documentation sent to new parents Sept 2015 Ongoing 1.6 Review planning against EYFS profile Sept 2015 Ongoing 1.7 Introduce new baseline assessment Training for all staff September 2015 July Monitor class teaching regularly September EYFS leader to meet regularly with EYFS teachers to review planning, assessment & data 1.10 Review methods of communication with parents Letters home Learning Journeys Open afternoons/days Termly October December February April May July September 2015 FS teacher time/ EYFS leader 1.11 Investigate Bristol Standard Benefits to the EYFS setting Impact on staff time Cost CPD involved October year project FS teacher time Supply costs Evaluation 4

5 Area for Improvement 2 Teaching: To be outstanding by continuing to improve the quality of teaching Key entitlement is to high-quality teaching and learning that enables all children to make good progress to reach or exceed national expectations Priority Target: 100% of teaching to be good and at least 50% of learning and teaching in all English and mathematics lessons is judged outstanding Success Criteria Teachers have high expectations of all pupils and teaching is consistently effective in challenging the vast majority of pupils and contributing to their outstanding progress Teaching results in almost all pupils making better than expected progress in EYFS, Y2 and Y6. Almost all pupils exceeding expected progress in Y1, 3,4 & 5 training on What constitutes outstanding teaching over time Teaching is stimulating & children are engaged & enthusiastic. Pupils acquire knowledge effectively and learn well Teaching is effective and promotes learning Work presented to a very good standard Monitoring Governor will meet at least two times a year with the Lead Persons to discuss Evaluation Who progress made against the actions by monitoring that detailed actions have taken place in a timely and effective manner; and note any Who How and When changes to the action plan How and When Lead Person HT Others involved External LA SIA November 2015, February 2016, June 2016 Other External Validation Validation 2.1 Expectations Maths/English link Governors will meet with the Head to receive a report on evidence of progress against the success criteria in at the end of term 3, and 6; then provide a summary report to governors at the FGB in term 3 & 6. All class teachers, subject leaders, AHT, senior leaders Ofsted, LA moderation Action Start date End date Resources Needed Cost to School Cost SLD to All staff (including TAs) SL are knowledgeable of their subject across the year groups. FS/KS1 to have an understanding of expected attainment at KS2 KS2 to have an understanding of EYFS, phonics at Y1 and expected progress at KS1 This is due to the change of SL and the new curriculum Subject Release time HT to release otherwise HLTA ( 40) Supply time & HLTA time for each new subject leader 5

6 2.2 All staff understand the data for their subject area across the school. 2.3 Further develop an appreciation of life in modern Britain within the school curriculum understanding There is a wide range of influences Appreciate the wide range of cultures Understand about Britain s democratic parliamentary system Respond to a variety of opportunities Understanding and respect for different faiths and cultural diversity 2.4 Ensure attainment is at least 100% expected in GPS at Y6 to ensure continued improvement at Y Increase spelling ages to at least 6 months above chronological age for most children 2.6 Monitor progress of boys and girls across FS & KS1 in writing. Sept 2015 September Use of non negotiables 2.8 Review PSHE across the school Sex Education Policy 2.9 Review data and interventions for SEND pupils Appropriate interventions Progress made Attainment Compare results against National/ LA Term 3 PSHE time/ SLT/ all stakeholders CPD Staff meetings to cover CPD: TD Day Child Protection, First Aid, Fire Safety Forward Planning, SDP, Targets Disadvantaged Learners X 6

7 Evaluation - 7

8 Area for Improvement 3 Behaviour and Safeguarding : Continuing to improve all aspects of behaviour and safeguarding practices Key entitlement is to high-quality safeguarding practices and excellent behaviour for learning Priority Target: Behaviour & safeguarding is outstanding Success Criteria All statutory requirements for Safeguarding are met All statutory policies are in place Monitoring Lead governors will meet twice a year with the Lead Persons to discuss progress. A record of discussions will be made to the curriculum Evaluation Committees will evaluate work presented by HT and other staff 3 times per year through reports and policy updates. To be evaluated against success criteria at the end of terms 4 and 6. committee in terms 4 and 6. Lead Person HT Others involved SLT Action Start Date End Date Resources Needed Cost to School 3.1 Behaviour Antibullying week to investigate and support the change of perception for adults and children as identified in the parent and pupil questionnaires. Nov 2015 Nov 2015 Resources to support learning in the classroom internet based Resources for parents Assemblies Class activities 3.2 Introduce new behaviour policy to all stakeholders January 2016 End of Term HT time Assistant heads & school council Newsletter 3.3 Road safety week to encourage pupils to keep safe First Aid / Defib training for Y5/6 Scooter skills training Y3/4 Road Safety KS1 People who help us FS & KS1 November 2015 November 2015 Book relevant trainers, people Scooter skills - 2 per child 8

9 Training Needs Headteacher CP training (advanced) Assistant Heads CP training(advanced) Inclusion Manager Paediatric first aid, Foundation CP training Staff Prevent training, CP refresher, H&S update, Fire training, asthma & epi pen training Governors CP training (for relevant governors), prevent update Evaluation 9

10 Area for Improvement 4 - Leadership in and Management of the school: Further develop the school as a professional learning community Key entitlement is that school leadership promotes leadership of learning that impacts on pupil progress and attainment Priority Target: To ensure leadership in and management of the school is effective and leads to further sustainable improvements in attainment and particularly rates of progress Success Criteria To review the 5 year strategy and vision for BEDS Pupil progress and conference meetings are embedded into the school cycle. Link governors meet regularly with their Subject leaders and have a good understanding of their subject area All staff understand and make every effort to close the gap for disadvantaged groups Monitoring Who How and When Governor(s) on Curriculum and Development Committee will meet 2 times a year with the Lead Persons to discuss progress made against the actions by monitoring that detailed actions have taken place in a timely and effective manner; and note any changes to the action plan. Evaluation Who How and When Lead Person HT/AHT Others involved Al teaching staff, SLT Curriculum development committee will meet with the SENCo and AHTs to receive a report on evidence of progress against the success criteria in at the end of term 2, and 6; then provide a summary report to governors at the FGB in 2013 term 2 and 6. External Validation SIA 4.1 Children - Review Action Start date End date Resources Needed Cost to School September 2015 Staff Meetings, initially x2 Term1, x1 Term 2. All children have individual targets in Writing, Reading & Maths, marking in books sets these following pieces of work, Reading targets are discussed during Guided reading. Children know these targets, and what they need to do to meet them, including their next steps. Children s behaviour & attitude to learning is outstanding. Staff Meeting Behaviour policy School council meetings Outcome All staff (including TAs) 4.2 Review with staff, the success/ issues of using individual targets. December 2015 Class teacher time Staff meetings 10

11 4.3 Pupil progress meetings are embedded throughout the school include discussion regarding disadvantaged pupils 4.4 Subject leaders are able to explain attainment/ progress throughout the school for their subject includes foundation subjects 4.6 Parents: Further improve communication with parents Newsletters Open afternoons/ days 4.7 Governors Governors continue to provide a visible presence during open days / parents evenings / school events etc Learning walks Link governors All governors 4.8 Parents Parents information workshop on Maths Celebration Assemblies are used as an opportunity for informing parents every Friday. Parents questionnaire is conducted, early 2016 FS phonics evening for parents 4.9 Parents questionnaire is reviewed to identify any changes and further actions 4.10 Pupil premium children monitored regularly by pupil premium leads (assistant heads) Staff are better aware of their role in collating data & information Data and monitoring information is kept routinely across the school Funding is spent appropriately for the pupils who need it Pupil premium leads attend relevant training Disadvantaged learners network Pupil premium conference Training is used to identify good practice which can be used in school 4.12 Identify better G&T pupils across both sites. Review G&T identification December April July December April July Governors able to attend training January 2016 Maths week (info for parents) Celebration assemblies every Thursday/Friday Questionnaire, printing & analysis September 2015 EDC meeting September 2015 September 2015 Supply for two teachers Feedback to HT September 2015 Admin time Supply costs 11

12 Criteria used Planning identify pupils Investigate possible opportunities for supporting parents in reinforcing Christian values at home Collective Worship leads to set up opportunities for children to plan and lead whole school acts of worship. January 2016 April 2016 Time for investigation January 2016 Subject Leader time (management) 4.15 Collate evidence of governor monitoring of the Christian ethos. Securely developed Robustly recorded Support school improvements 4.16 Update/ renew the website Ensure site security Statutory documents/ information included Both sites represented Safeguarding Key links Ofsted/ parent view 4.17 Greater links with the community/ greater visibility Little Foxes/ Butterflies/ Dodford Farm Link nurseries/ preschools Community links Church, Diocese, schools, businesses BEDSA 4.18 Assessment without levels understanding the statutory requirements for reading, writing and spelling ensure that statutory requirements are integral in planning accurately completing the statutory requirements grids termly using the mini tracker to summarise clusters of assessment and the Wiltshire Tracker to monitor overall progress interpreting the results of assessment for both individual pupils and cohorts to ensure that specific areas of need are identified and planned for being clear on what good progress looks like in pupils work and in assessment data understanding data from a whole school perspective and identify strengths and areas to develop across the January 2016 Term 2 September 2015 Ongoing 12

13 school e.g. Fischer Family Trust and RAISEonline 13

14 Area for Improvement 5 - To continue to improve outside learning by improving and developing the Lower School Sensory Garden and the Wild Garden area, to develop a quite reflective area at upper school Priority Target: To further develop outside learning Success Criteria Sensory garden and wild area developed and children s use regularly as part of outside learning. Willow domes Outdoor classrooms Playtrail at LS Monitoring Governor(s) on Education Development Committee. Evaluation EDC will meet with SC at the end July 2016 Lead Person SLT/JH/FF/CF Others involved Action Start date End date Resources Needed Cost to School 5.1 Develop the Sensory garden at LS in its new position July 2015 April 2016 Time 100 to enable access for all (once the kitchen extension begins) Outcome 5.2 Review outdoor areas at LS Identify possible areas for willow dome, playtrail etc 5.3 Review outdoor areas at US Identify possible areas for willow dome September 2015 September 2015 August 2016 Assistant head time BEDSA funding Grant funding August 2016 Assistant head time BEDSA funding Grant funding 14

15 TD Days foci: Monday 1 st September Planning, SDP, Targets, Class planning, subject leader roles, timetables, assessment Tuesday 2nd September Child Protection Training, Fire Safety Training, staff handbook updates, Defib training Monday 4 th January 2016 SDP, Targets, subject leader roles, Monday 11 th April Friday 22 nd July Preparation for September, class planning, TA support, review of academic year, SIP Glossary : PPM Pupil Progress Meeting PDM Professional Development Meeting SLT Senior / School Leadership Team HT Headteacher AHT Assistant Headteacher SL Subject leader GB Governing Body FGB Full Governing Body CoG Chair of Governors AfL Assessment for Learning APP Assessing Pupil Progress SIP School Improvement Plan SIA- School Improvement Advisor (JO French) M&E Monitoring & Evaluation AG&T Able Gifted & Talented CPD Continuing Professional Development NS National Strategies TD Teacher Development LA Local Authority (Wiltshire) EYFS Early Years Foundation Stage SEND special educational need and disabilities Wiltshire Tracker Indicators for assessment Emerging significant differentiation needed or curriculum from a lower year group Developing in class differentiation Expected Exceeding extension task relative to year group objectives Excelling Tasks linked to higher year group Ofsted descriptors Proportion Description % Vast/overwhelming majority or almost all 80-96% Very large majority, most 65-79% Large majority 51-64% Majority 35-49% Minority 20-34% Small minority 4-19% Very small minority, few 0-3% Almost no/very few 15