Kaye s First & Nursery School School Improvement Plan Overview

Transcription

1 Kaye s First & Nursery School School Improvement Plan Overview Our key areas for improvement to move the school s overall effectiveness and outcomes rapidly to outstanding are: PUPIL OUTCOMES Priority 1: To accelerate progress and rapidly raise standards in reading, writing and mathematics across the school, for all groups but specifically SEND pupils, disadvantaged pupils and pupils working below year group expectations. Developing effective strategies to promote high standards of language and literacy and become fluent in the fundamentals of mathematics, reason mathematically and solve problems. Continue to make good use of the interim assessment framework and the school assessment system throughout the year to make accurate formative and summative judgements which inform the planning of next steps Further embed the consistent application of feedback strategies ensuring opportunities are there for children to action improvements and apply in future work QUALITY OF TEACHING Priority 2: To ensure that all teaching across the school remains good or better by: Ensuring that all teachers and teaching assistants make accurate and productive use of assessment in English, Maths, Science, PE and Computing. Ensuring that all teaching, including interventions, adapts to the strengths and needs of all pupils particularly SEND, pupils working below year group expectations and disadvantaged pupils. Promptly challenging any underperformance of staff; identifying where improvements need to be made and supporting staff to make these. Making effective use of the appraisal system QUALITY OF TEACHING Priority 3: To ensure that the school delivers a broad and balanced curriculum to all children by: Regularly evaluating the quality of the provision to ensure it is relevant and meeting the needs of all children Monitoring all areas of the curriculum at regular intervals to ensure a strong balance between skills and knowledge and good continuity and progression PERSONAL DEVELOPMENT AND WELFARE Priority 4: To improve learning behaviours through the promotion of Healthy Living and Heathy Minds. Developing an approach to learning in which strategies designed to strengthen resilience in learning, self-confidence and behaviour for learning are effectively embedded and impacting positively on learning and progress

2 LEADERSHIP & MANAGEMENT: Priority 5: To increase the effectiveness of leadership and management at all levels in order to improve the quality of provision and improve outcomes for pupils in line with the targets set by: Developing the capacity of all staff to lead on aspects of the curriculum; monitoring standards and outcomes to ensure consistency, continuity and progression across the school Establishing a rigorous programme of monitoring which challenges teachers and holds them to account for the attainment and progress of the children they teach. Ensuring the professional development programme supports all teaching staff to improve the teaching and learning experiences across all areas of the curriculum Ensuring parents understand: how to support their child s learning and the requirements of the new curriculum for the relevant year groups. Ensuring governors are systematically informed and governors are skilled to effectively challenge leaders on key priorities.

3 Priority Area 1: To accelerate progress and rapidly raise standards in reading, writing and mathematics across the school, for all groups but specifically SEND pupils, disadvantaged pupils and pupils working below year group expectations. SLT Lead : Helen Parker (Emma Firth-English, James Sykes-Maths) Pupil Groups Emma Firth SEN, James Sykes- Disadvantaged Internal end of term data for all year groups shows at least 85% of non-sen pupils are Internal end of term data for disadvantaged children (non SEN) shows at least 85% are Internal end of term data for SEND children shows at least good progress from their starting point In year progress data, work in books, the direct observation of learning clearly indicates that across almost all year groups and in a wide range of subjects pupils are making good progress considering their different starting points Internal end of term data for all year groups shows at least 85% of non-sen pupils are Internal end of term data for disadvantaged children (non SEN) shows at least 85% are Internal end of term data for SEND children shows at least good progress from their starting point In year progress data, work in books, the direct observation of learning clearly indicates that across almost all year groups and in a wide range of subjects pupils are making good progress considering their different starting points Ofsted confirms that outcomes for pupils are at least good. Key stage 1 results place the school s performance at or above the national figure EYFS outcomes place the school s performance at or above the national figure Internal end of year data for all year groups shows at least 90% of non-sen children are year group in all subjects. Internal end of year data for all year groups shows at least 90% of non-sen Pupil premium children are year group. Internal end of year data for SEND children shows 85% made at least good progress from their starting point Disadvantaged pupils not meeting year groups expectations decreases in the following year groups: Year 1 : R 50%= 0% W 50%= 0% M 50%= 0% Year 2 : R 100%= 66% W100%= 66% M 66%= 66% Year 3 : R 100%=100% W 100%=100% M 100%=100% Year 4 : R 100% W 83%=100% M 83%-100% Year 5 : R 50%=50% W 50%=50% M 50%=50% Year 1 Phonics: 100% of disadvantaged pupils pass phonics screening Pupils working below year group expectations for all year groups decrease: Year 1 : R 12%= 8% W16%= 12% M 12%= 8% Year 2 : R 19%= 16% W23%= 19% M 13%= 3% Year 3 : R 8%=8% W 26%=15% M 26%=18% Year 4 : R 13%=13% W 17%=100% M 83%-100% Year 5 : R 13%=13% W 17%=17% M 13%=13% In year progress data, work in books, the direct observation of learning clearly indicates that across almost all year groups and in a wide range of subjects pupils are making strong progress considering their different starting points

4 Priority Area 2: To ensure that all teaching across the school remains good or better SLT Lead: James Sykes Baseline of the teaching profile across the school is established Evidence from observations, informal monitoring and book scrutinies shows that teaching in all areas is good or better The profile of teaching across the school is accurate and all teachers and Teaching Assistants have identified areas for development with a planned CPD programme and have completed a self- evaluation of their own teaching Planned interventions for all pupils working below expectations are in place having had SEND training. Evidence from observations, informal monitoring and book scrutinies shows that teaching in all areas is good or better The profile of teaching across the school is accurate and all teachers and Teaching Assistants are accessing relevant CPD and is impacting on identified areas for development, Planned interventions for all pupils working below expectations are in place. Ofsted confirms that teaching, learning and assessment is at least good Evidence from observations, informal monitoring and book scrutinies shows that teaching in all areas is good or better, with a greater proportion better than good! Pupil progress and outcomes are improved (see July 2018 Priority Area 1)

5 Priority Area 3: To ensure that the school delivers a broad and balanced curriculum to all children. SLT Lead: Anthea Wood Long term plans to support learning are in place and appropriately resourced. Timetables and monitoring show that appropriate time is given to developing knowledge and skills in the above areas. Initial links with community groups are established. Extra-curricular clubs are in place and reflect a wide variety of interests. New homework systems have been reviewed and are in place. Review and development of provision for Art, D&T, Geography and History to be fully compliant with NC requirements, including assessment. Ongoing links with community groups are established. Extracurricular clubs are in place and reflect a wide variety of interests. Foundation leaders have planned monitoring schedule and are producing termly reports on their own subject areas. Ofsted confirms that teaching, learning and assessment is at least good Schemes of work for Art, D&T, Geography and History are in place and fully compliant with NC requirements and assessment. Resources for the above are in place ready for the new academic year Timetables and monitoring show that appropriate time is given to developing knowledge and skills in the above areas. Pupil voice and data identify all pupils groups, including disadvantaged and pupils with SEND, are accessing extracurricular clubs. Firm links have been established with community groups for each year group, ready to be built on the following year by the next cohort.

6 Priority Area 4: To improve learning behaviours through the promotion of Healthy Living and Heathy Minds. SLT Lead: James Sykes Introduction to Growth Mindset Training for all staff. A consistent language script id in place and is being across the school to praise and discuss learning. A planned schedule of CPD is in place for the year. Questionnaire to selected pupils is completed The Daily Mile is introduced. Pupils are starting to discuss their learning with a confident approach, using key phrases. Monitoring of teaching shows staff and pupils approach to learning Questionnaire to selected pupils is completed and attitudes to learning improve from the baseline. Feedback from Healthy Living week to enable children and staff understand about their own learning styles, how their brain works, including mindfulness, yoga etc. is positive and pupil evaluations demonstrate an awareness of healthy living. The Daily Mile is impacting positively on pupil s learning habits in school. Ofsted confirms that personal development behaviour and welfare is at least good. Pupils and staff demonstrate an improved approach to learning including high expectations of themselves, try hard, take pride in their work, respond well to challenge and are resilient to failure Disadvantaged pupil outcomes improve (see Priority Area 1) Questionnaire to selected pupils is completed and attitudes to learning improve from the baseline. The Daily Mile is impacting positively on pupil s learning habits in school and on outcomes (see Priority Area 1)

7 Priority Area 5: To increase the effectiveness of leadership and management at all levels in order to improve the quality of provision and improve outcomes for pupils in line with the targets set. SLT Lead: Helen Parker An annual programme of monitoring, which involves all appropriate leaders, is in place and ready for the new academic year All Senior Subject Leaders have a plan of how they will monitor standards during the next academic year An outline plan for teaching staff professional development for the autumn term is in place and CPD for individuals planned. DB Primary is used to store and share relevant information with Governors. Governors have a robust plan of work for the year, including time frames for reporting, clear roles and responsibilities and an improved meetings structure. Input on questioning skills to Governing body. New governors access relevant training according their roles. Planned schedule of Supporting for Learning at Home in place. All Foundation Subject Leaders have a plan of how they will monitor standards during the next two terms. Feedback from SLT monitoring for the term indicates that the teaching profile is strong and that teachers have been challenged to evidence the impact of their teaching on outcomes for children. Feedback from staff indicates the impact of professional development during the 2 terms on teaching and learning Governors carry out their statutory duties using the plan of work for the year and are systematically gaining relevant information about the school s priorities, whilst using appropriate questioning skills to holds the head teacher to account. Ofsted confirms that Leadership & Management is at least good. Feedback from SLT monitoring for the term indicates that the teaching profile is strong and that teachers have been challenged to evidence the impact of their teaching on outcomes for children. All Subject Leaders have a secure evidence base to support their judgement of learning and progress in their curriculum areas over the year. Feedback from staff indicates the impact of professional development during the year on teaching and learning Governors are clear on the outcomes against the school s main priorities