School Improvement Plan

Transcription

1 School Improvement Plan MISSION STATEMENT To grow a diverse and creative educational community, where we encourage belonging and nurture believing; together becoming fulfilled and responsible members of God s world. Executive Headteacher: Mr. Matt Whitehead Chair of Governors: Mr. Paul Blackburn

2 West Didsbury CE: School Improvement Plan CONTENTS Timetables and overview Blue Review of School Improvement Plan Pink Three year plan: Whole School Initiatives - Yellow Curriculum CPD Continual Professional Development Buildings Key Areas based on Ofsted criteria - white Key Initiatives/Areas - action plans Red Results and Data - White

3 WDCE School Improvement Plan Overview Whole School Initiatives Curriculum CPD Buildings To ensure that our school is a welcoming place for all monitor the PSHE curriculum and bullying Meet curriculum targets for each cohort and ensure assessment without levels is effective Set up and establish good routines and practice to facilitate JPD across both schools To re-design the outdoor area and make it fit for high quality learning in all areas To establish the role of the subject coordinator in light of the new National Curriculum For subject leaders to ensure full coverage of the new National Curriculum in their area Develop staff expertise in their curriculum coordinator area and as lesson observers moderate outstanding Ensure areas for learning EYFS outdoors are clearly labelled and well equipped To ensure all children are experiencing Talk for Writing sessions Talk for Writing work and reading carousels trialled Talk for Writing/Guided reading courses R Levy Develop playgrounds and markings for KS1 and PE sessions To use concrete apparatus to support learning in maths To maintain our high standards in numeracy Cont. to send staff on practical maths courses D Godfrey Keep grounds and gardens in good repair To develop our collaborative working across all Trust schools To monitor our phonics closely and ensure that all children make good progress. Learn from each other/local clusters marking moderation, EYFS, SEN Ensure corridors meet current fire safety regulations To ensure that our curriculum is varied, broad and exciting ICT improvements: hardware, software and expertise Develop staff expertise in using new software Work closely with Gaia to ensure ICT enhances learning in all areas To develop the caring ethos: Parental involvement Christian mission Extra curricular clubs/pc to increase children s enjoyment of PE PC to develop PE and games Establish site manager role across 2 schools To support staff with SEN changes To develop mathematics + spelling/grammar teaching across the school Governor training for new Governors Asset management plan reflects DDA requirements Promote ecologically sound initiatives eg. school travel plan Improve value added profiles CVA Safeguarding/Fire awareness training annual updates Maintain buildings generally and improve exterior environment

4 West Didsbury CE School Improvement Plan assessment timetable Month Type of assessment Monitoring & Evaluation September Implement SIP Check SEN/Gifted and Talented registers Internal numeracy assessment abacus/rising stars etc link to curriculum target Piece of written work to be marked to criterion scale link to target Y1 Baseline assessments begun - EYFS Govs SENCo Numeracy/Lit cords EYFS coord Assessment coord October November January February March April May June July Complete each class half termly tracking sheet. Analyse performance of each cohort and moderate performance and results across all Trust schools. Complete report to Govs EYFS baseline assessments completed Work analysis/planning analysis Performance management mid term reviews to include review of Maths/English revised targets for each cohort to be handed to Lit/Numeracy coord. Interventions for children not achieving as expected analysed Foundation subjects end of term assessments completed EYFS assessments updated Internal numeracy assessment abacus etc link to curriculum target Piece of written work to be marked to criterion scale link to target (each ½ term) Performance management - Teaching observations Paired review Work analysis/planning analysis Piece of written work to be marked to criterion scale Maths/English revised targets for each cohort to be handed to Lit/Numeracy coord Foundation subjects end of term assessments completed SMT meetings re: action plans EYFS assessments Phonics test to feed into whole school monitoring and tracking systems EYFS assessments action plans completed for SIP Assessment files for Foundation subjects plus all class results entered into computer and tracking and monitoring/record sheets updated EYFS final assessments entered into system Performance management review of performance in relation to professional standards for teachers SMT/SIP advisor/ curriculum and standards Committees/ FGB EYFS coord Work and book scrutiny HT/DHT Staffing Committee/ FGB Lit coords + CT Numeracy coords Coords/SMT Work and book scrutiny EYFS coord Numeracy/Lit coords SENCo SMT HT/DHT Lit coords + CT Lit/ Numeracy cords Work and book scrutiny Coords/SMT HT reports to LGB SENCo EYFS coord All teaching staff to do an analysis of results. Copies to be given to HT and Lit/numeracy coordinators Lit/Numeracy cords to do in depth Lit/Numeracy whole school analysis Full Gov Body HT + SMT EYFS coord Rec CT/ EYFS coord SMT Work and book scrutiny HT to report on process to Govs

5 West Didsbury CE School Improvement Plan timetable Month Decisions Meetings Monitoring & Evaluation September Implement SIP HT/HOS Govs October Analyse performance data Complete report to Govs HT/HOS/SMT/Staff Committees LEA advisor/ curriculum and standards November Work analysis/planning analysis Performance management interviews Teaching observations HT/HOS HT/HOS/SMT Committees/ FGB HT/HOS Staffing Committee/ FGB December End of term assessments in ARE /EYFS All staff All staff January Analysis of ARE/EYFS data HT/HOS/SMT HT/HOS/SMT All staff February March April May June July Teaching observations Paired review Work analysis/planning analysis Report to Govs Consultations on SIP Performance management review End of term assessments in ARE /EYFS + analysis Staffing Commence SIP Coordinator audits completed Complete report to Govs Action plans completed Work analysis/planning analysis Evaluate surplus/deficit budget Identify resource allocation Purchase resources required by Subject Leaders/CT s Complete SIP HT/HOS/SMT All staff HT/HOS Committees HT/Staff/Govs/Children/ Parents HT/HOS/SMT Head/Staff Head/Staff Head/Staff Committees HT/HOS HT/HOS Admin/Finance Officer/ HT Admin officer HT/Govs HT HT/All staff HT/HOS FGB Long list SIP priorities HT/HOS PPC Committee HT s report to Governors Coords/HT Full Gov Body HT/HOS Directors Resources Committee/HT HT August Premises work Project leader MW/JR Govs

6 Progress towards the key areas of our School Development Plan Key Area 1: Improving the attainment and achievement of our pupils Improving Outcomes for children and learning 1.1 All baseline tracking completed and submitted as per DfE requirements. LA moderation visit in May (awaiting advice and report.) All children with SEN identified. SENCo has started record files for all children and One Page SEN profiles completed. Specialist support and agency staff already involved with certain children. One EHCP submitted, child accessing 1-1 through emergency funding All children making expected progress from baseline assessment at this stage see Foundation Stage Learning Journeys and EY2P assessments. 1.2 Both class areas have clear and well resourced areas set up permanently for maths work. This is enhanced through activities and areas set up outside. From the Baseline assessments we clearly have a lot of work to do to reach the aspirational figures in the SDP (90% at expected and 35% exceeding) but we are very pleased with progress so far. All the children appear happy and settled in school routines. They are socialising well together and responding well to staff. They are utilising all areas of learning and beginning to approach areas independently and use the resources appropriately to support their learning. This is the case for all areas of development and learning, both inside and out. 1.3 Both class areas have areas set up permanently to support writing and reading. Children use these areas independently and obviously we also have specific group, individual and intervention work to support each child at their own level. This is also enhanced with activities and areas set up outside. From the Baseline assessments we clearly have a lot of work to do to reach the aspirational figures in the SDP (90% at expected and 35% exceeding) but we are very pleased with progress so far. In June 55% ELG and 12% exceeding in reading. 1.4 Both class areas have areas set up permanently to support writing and reading. Children use these areas independently and obviously we also have specific group, individual and intervention work to support each child at their own level. From the Baseline assessments we clearly have a lot of work to do to reach the aspirational figures in the SDP (90% at expected and 35% exceeding) but we are very pleased with progress so far. June 49% ELG 8% exceeding in writing. 1.5 Both classes are teaching daily phonics sessions (see planning and assessments). Phonics is split 4 ways to meet the needs of the children. Some children are beginning to use this knowledge in their own reading and writing, as the children begin to link sounds and letters. Where appropriate children have reading books that are going home on a regular basis and supporting their learning and development. 1.6 Both class areas have areas set up permanently to support writing and reading. Children use these areas independently and obviously we also have specific group, individual and intervention work to support each child at their own level. From the Baseline assessments we

7 clearly have a lot of work to do to reach the aspirational figures in the SDP (90% at expected and 35% exceeding) but we are very pleased with progress so far. In June 55% ELG and 12% exceeding in reading and 49% ELG 8% exceeding in writing. 1.7 The areas for learning are resourced very well, provide a stimulating environment for the children both inside and out and are supporting our profiling, assessments and tracking. See Foundation Stage Learning Journeys and EY2P assessments. 1.8 Staff from EYFS in WDCE have visited for CPD the established practice at DCE and we have begun to facilitate joint meetings, INSET and training days. This is working to the benefit of both schools. Joint moderation with St Wilfrids and DCe also helped moderation 1.9 Planning at both schools is carried out in similar formats with similar themes and the same objectives. Assessments are all carried out using the EY2P format and the quality is monitored in the same ways. The commonality of approaches is extended to Performance management/appraisal and key policies running across both schools Planning at both schools is carried out in similar formats with similar themes and the same objectives. Assessments are all carried out using the EY2P format and the quality is monitored in the same ways. The commonality of approaches is extended to Performance management/appraisal and key policies running across both schools The Early years classrooms and outdoor space has and is being developed for high quality learning with Climbing frame and markings being done, chipping and a nature area being developed and a gardening area being developed JPD is beginning to support children s learning across all 3 schools in the MAT The Early years classrooms and outdoor space has and is being developed for high quality learning with Climbing frame and markings being done, chipping and a nature area being developed and a gardening area being developed. Plans are in place for mud kitchen, outdoor music/ creative area and water play area. Key Area 2: Improving the quality of teaching and learning Improving the quality of teaching, learning and assessment 2.1 The Assistant Head and Governing Body have been monitoring the quality of teaching and learning rigorously. (see HL: records of Learning Walks, Lesson observations and feedback to support improvement and Gov visits file) We are scheduling a number of joint observations over the rest of the year, to involve key staff across both schools. Staff have already attended a number of courses and CPD events which are supporting them in their daily work. There are many further opportunities for CPD planned and budgeted for over the rest of the year. The children are enjoying the broad curriculum provided and are responding positively to the school environment. Parents have responded very positively to an early questionnaire (see results + analysis)

8 2.2 Teachers questioning and discussion has been observed to be effective in supporting assessment and furthering the learning of the children. 2.3 Differentiation is evident in planning and practice and is enabling all the children to develop at an appropriate level. Challenge is geared to each child and their ability. 2,4 Pat Callaghan has been running weekly sessions for CPD and development of all TAs and Teachers and children s fitness levels and co ordination have had marked improvement. General PD objectives have been taught We have focussed on phonics, emergent writing and reading rather than spelling and grammar at this stage. Staff have supported basic spelling and grammar where appropriate in small groups or individually. Key Area 3: Ensuring the quality of our leadership and management including Governance Improving the effectiveness of Leadership and Management 3.1 All teaching staff have performance management targets and are aware of the appraisal system. Governors have been kept informed of performance management at FGB and committee level. 3.2 The current governance model reflects the MAT in its present state but we have plans for growth. We have elected a parent governor for WDCE. 3.3 Governors have set targets at the Autumn term FGB but the KS1 and KS2 targets relate to DCE whilst the EYFS targets are across both schools and reflect the current aspirational targets of our SDP. 3.4 Governors regularly challenge and question policy and procedure to ensure that the quality of educational provision at both schools is aiming to be outstanding. 3.5 We have already forged relationships with a local charity (Boaz Trust) to support refugees in our Harvest Service that was very well represented by the parents/carers. One of the members of the MAT member s board also spoke at the service. Close links with Home Café 3.6 Governors/Directors have already been briefed about the New National Curriculum, assessment to be imp[lamented across both schools and SEN at the most recent Curriculum meeting (see minutes)

9 3.7 Leadership of both schools is complete as the MAT currently stands but should the MAT grow then this would be reviewed, with a model to include Heads of school if needed and budget permits. Parents are very pleased with Governance and Leadership see survey. 3.8 Governors are aware of the new Ofsted framework and the new curriculum. Key Area 4: Developing excellent behaviour and attendance of our pupils and ensuring the quality of our safeguarding Improving the children s personal development and welfare 4.1 All staff received safeguarding training in September which highlighted all manner of current safeguarding procedures. It made certain that all staff new their role and responsibility to safeguard and protect children and made clear the school processes to ensure that we do this. Staff were also trained in the duty to PREVENT and the new MAT Promoting British Values Policy was discussed and shared. All new staff were appointed following recommended and adopted safer recruitment practice. Updated First Aid policy was also shared, which reflects our new practice regarding supporting children with medical conditions. Team teach and de escalation training for all staff. 4.2 School is kept secure by day and night. Excellent site manager in place across both schools in the MAT. 4.3 Bullying file and log established. All staff aware of the anti-bullying policy and procedures for dealing with any bullying. Governors kept fully informed about this. 4.4 Behaviour system at WDCE mirrors that at DCE as does the policy. 4.5 Attendance for was below the National Average at 94.3% and we are going to work hard to address this in

10 Key Area 5: Development of the spiritual, moral, social and cultural aspects the school Improving the children s personal development and welfare 5.1 The diverse nature of WDCE is celebrated in daily worship and our core curriculum. We have already enjoyed an Eid Party which parents also supported and a Harvest festival where gifts were given to a local charity to support refugees The Boaz Trust. Core values are made explicit, see the Belonging, Believing, Becoming display to reflect our Mission Statement and all discrimination is tackled. 5.2 PSHE sessions at this stage are general class discussion guided by the teacher about right and wrong and support the golden rules for the class. These are supplemented by appropriate stories and our daily worship. Occasionally individual or small group explanation is required to make a golden rule explicit to a child who is clearly having trouble following them. 5.3 Clergy from local churches come weekly for assembly. Assemblies based on a theme for a half term devised by children s worker from St James and Emmanuel and SB and HL. Wednesday Worship wall prominent in school.

11 West Didsbury CE Primary School School Improvement Plan Three year plan: Year Priority area CURRICULUM nurture Believing, together Becoming. All points to be monitored by the Governors curriculum group. 1. To monitor and review our full coverage of the new National Curriculum in all subject areas monitored by EH, AH, SENCo and TLR. (see CPD point 1) 2. To ensure that all staff are aware of the new SEN procedures and meeting the needs of our vulnerable children with Education, Health and Care plans. (see CPD point 2) 3. To raise standards in all areas through joint practice development and foster good links with Didsbury CE and St Wilfrid s CE. Particularly through carefully planned sessions within literacy. (see CPD point 3) 4. To utilise the expertise of D Godfrey (Sense of Number) and further develop our ability to teach maths to greater depth (see CPD point 4) 5. To further our good practice in teaching spelling and grammar and talking for writing. This will involve using the expertise of Mrs R Levy (EY2P).(see CPD point 5) 6. To raise standards in mathematics throughout the school through planned use of concrete apparatus, focus on Numicon. (see CPD point 6) 7. Ensure that our EAL provision is effective in supporting the EAL children s learning, particularly feedback to support children s independent writing and phonics. (see CPD point 7) 7. Update and upgrade ICT software/hardware as necessary to ensure effective teaching of all the component parts of the new ICT curriculum. (see CPD point 8)

12 8. Increase children s enjoyment of PE by developing new staff members confidence in delivery through Pat Callaghan and other opportunities (see CPD point 9) 9. Meet curriculum targets set for cohort share the Raise online data and findings with all stakeholders 10. Ensure that CVA (contextual value added) profiles are good. 11. To ensure that Governors feel confident in monitoring the curriculum, through meetings with subject leaders, SMT and children, alongside work scrutiny. (see CPD point 11) 12. To ensure all staff feel happy and confident with our ongoing safeguarding procedures. (see CPD point 12)

13 West Didsbury CE Primary School School Improvement Plan Three year plan: Year Priority area CURRICULUM nurture Believing, together Becoming. Ensure new appointments are made in good time and are excellent practitioners Monitor the effectiveness of all new assessment and ensure that it complements the assessment initiatives we have already got in place. Continue to focus on raising standards in literacy and numeracy. Enhance children s learning in ICT by introducing further new technologies throughout school- if we can do this without compromising security. Strive to attain the curriculum targets set for each cohort. Particular emphasis will be placed on literacy skills and phonics, as the largest differential in our EYFS data was between the school performance in literacy reading and writing and National data. Continue to analyse our performance data in Raise online and ensure that value added profiles in all areas are improving. Develop staff expertise in leading subject areas and enable foundation subject coordinators to monitor learning in their curriculum area more effectively Further development of quality learning areas for the children in our Foundation Stage Maintain our involvement in Performing Arts Initiatives to give children opportunities in the performing arts

14 Utilise the Primary Sport Partnership Link and Pat Callaghan to further develop children s enjoyment and staff expertise in other areas of PE Further the opportunities we offer our children as a result of PPA and ensure that staff expertise is being used to optimum effect

15 West Didsbury CE Primary School School Improvement Plan Three year plan: Year Priority area CURRICULUM nurture Believing, together Becoming. Ensure new appointments are made in good time and are excellent practitioners Continue to focus on core subject areas wherever we have improvements to make, as evident from data and self evaluation monitoring outcome through subject coordinators Implement any new Government initiatives Further develop our ICT provision for the children throughout the curriculum Continue to develop staff expertise in delivering ICT Ensure that performance data analysis and self evaluation are driving our curriculum priorities Maintain our broad and balanced curriculum, ensuring that we our doing our best to offer first hand experiences to the children through encouraging educational visits, trips and visitors into school

16 West Didsbury CE Primary School School Improvement Plan Three year plan: Year Priority area Continual Professional Development nurture Believing, together Becoming. All CPD to be monitored by the LGB - Governors curriculum group 1. For EH, AH, SENCo (1 day) and new TLR post to ensure that new staff are supported and mentored and the personalised appropriate CPD as planned to ensure high quality first teaching in all classes. 2. Raise staff awareness of the new SEN procedures and Education, Care and Health Plans and ensure that new SENCo is maintaining and improving our current provision (see curriculum point 2) 3. To plan, support and monitor all staff across all 3 Trust schools, in planning quality joint practice development particularly in maths teaching, talk for writing units and guided reading carousels. (see Curriculum point 3) 4. To run Dave Godfrey training in numeracy across all 3 Trust schools and support improvements in numbers of children learning at greater depth. (See Curriculum point 4) 5. For Trust literacy coordinator at KS1, Mrs Gandee, to run or organise staff/phase meetings to introduce good practice in teaching spelling and grammar and talking for writing. This will involve using the expertise of Mrs R Levy.(see Curriculum point 5) 6. To look out for any suitable numeracy numicon courses for Key Stage 1 staff or practical maths courses for KS2 staff and send staff on them. (see Curriculum point 6)

17 7. Work as a staff to cascade our methods for effective EAL provision and ensure that our EAL children achieve well in the phonics test and writing. 8. Training led by ICT coordinator in supporting staff to deliver the new curriculum for ICT.(see Curriculum point 8 ) 9. Staff developing expertise in delivering PE, through Pat Callaghan expertise (see Curriculum point 9) 10. Individual access to training to support all areas of the curriculum as identified through staff performance management interviews 11. Develop Governor s roles and responsibilities through Governor training and self review (see Governors Action Plan) 12. Training for all staff in Safeguarding, Prevent and Fire Awareness.

18 West Didsbury CE Primary School School Improvement Plan Three year plan; Year Priority area Continual Professional Development nurture Believing, together Becoming. Ensure new appointments are made to feel welcome and mentored appropriately To continue to look out for high quality courses and seminars aimed at improving mathematics and then feedback information to all staff To attend all relevant courses for safeguarding and child protection To further develop expertise in using new software to enhance our teaching in all curriculum areas Individual and whole staff training based upon the priorities of the School Improvement Plan Training response to initiatives from Government and/or DFE Individual access to training to support all areas of the curriculum as identified through staff performance management interviews To ensure that staff meetings and INSET are planned to enable staff to cascade knowledge and skills efficiently to one another

19 West Didsbury CE Primary School School Improvement Plan Three year plan; Year Priority area Continual Professional Development nurture Believing, together Becoming. Ensure new appointments are made to feel welcome and mentored appropriately To further develop staff expertise in using new technologies To further develop expertise in using new software to enhance our teaching in all curriculum areas Individual and whole staff training based upon the priorities of the School Improvement Plan Training response to initiatives from Government and/or DFE Individual access to training to support all areas of the curriculum as identified through staff performance management interviews

20 West Didsbury CE Primary School School Improvement Plan Three year plan: Year Priority area BUILDINGS encourage Belonging. All building initiatives to be monitored by the Governors Resources Group 1. To redesign the outdoor area and ensure that a new climbing frame appropriate for KS1 and EYFS is installed to support physical development. 2. To ensure that all the outdoor learning areas and EYFS/KS1 areas are clearly demarcarted and well resourced: mud kitchen, den building, bikes and trikes etc. 3. To ensure that the garden area and walls are kept in good condition. 4. To develop work with our PTA in ensuring that we develop and maintain eco-friendly systems for recycling. 5. To maintain buildings and deal with any issues as they arise. 6. To use the expertise of our buildings project manager to look into developing a long term plan for building improvements.

21 West Didsbury CE Primary School School Improvement Plan Three year plan: Year Priority area BUILDINGS provide a welcoming environment. To maintain buildings and deal with any issues as they arise To use the expertise of our buildings project manager from Cowan and Co. to look into developing a long term plan for building improvements To work with the Didsbury Garden Team to maintain the exterior environment To ensure that our asset management plan adequately meets the requirements of the Disability Discrimination Act To develop our lettings and hiring to provide funding for building developments

22 West Didsbury CE Primary School School Improvement Plan Three year plan: Year Priority area BUILDINGS provide a welcoming environment. To maintain buildings and deal with any issues as they arise To use the expertise of our buildings project manager from Cowan and Co. to look into developing a long term plan for building improvements To work with the Didsbury Garden Team to maintain the exterior environment To enhance the learning environment for the children through a phased programme of redevelopment.

23 SCHOOL IMPROVEMENT PLAN Key areas WEST DIDSBURY C OF E PRIMARY Abbreviations Key: HT Headteacher SMT Senior Management Team GB Governing Body All these areas are to be monitored and moderated across DCE,WDCE and St Wilfrid s CE where appropriate. For this will mean work across both EYFS, KS1, safeguarding and SEN. It will inevitably include EYFS tracking, moderation and training opportunities. DCE and St Wilfrid s CE will be able to moderate across the whole school. Aim Actions to be taken Leader Resources/ Costs Timescale Success Criteria and Key Success Measures Ongoing comments by monitoring persons Improving - Outcomes for Children and Learners 1.1 Ensure that the tracking of pupils progress including those with SEN and Pupil premium is accurate and informative - ensuring that all children are making at least expected progress. 1.2 Maths: establish excellent maths learning through carefully planned areas both in and out of the Move to excel computer based tracking system Focus on assessment without levels. Track groups of children (FSM,SEN, Identified Narrowing the Gap children) more effectively Sessions with Dave Godfrey Sense of Number for all 3 schools. Key focus will be enhancing the teaching and SMT 1000 Sept 16- SMT.LT 2000 Sept 16- Tracking is computer based and the progress of all children and groups of children is easily monitored. Interventions are targeted and effective. We will be using Key Assessment Criteria and our own 1-5 assessment excel records based on % of KAC s. All children to make at least expected progress with 10% of children making better than expected progress.ie. achieving greater depth

24 1.3 classroom and teacher interventions with groups. Reading: establish excellent standards of reading across the whole school. Widen the reading experience of children. learning, particularly supporting learning at greater depth.use of Numicon, Practical maths, reasoning and mental strategies and a focus on counting activities both in and out of the class to complement the formal methods within the new NC. New scheme to support learning and be monitored and reviewed for effectiveness. Through encouraging Reading for pleasure, Guided Reading + Structured Phonics Developing a library system that provides loans across 3 schools and thus increases the quality and quantity of resourcing in each. SMT/EYFS coord HoS and RW 3000 Costs to other schools of MLS Sept 16- judgements within ARE At the end of Year 1 we are aiming for 80% to meet or be above ARE and 10% to be exceeding We are aiming for 80% to pass the KS1 Phonics test (80%) All children are making at least expected progress with 10% of children making better than expected progress More children reading for pleasure and accessing the library pupil voice and MLS data

25 1.4 Phonics: Establish high Standards in phonics across the whole EYFS/KS1 1. Stream EYFS phonics groups 2. Monitor teaching and Share best practice EYFS coord 500 Sept 16- EYFS - FSP shows expected or better than expected progress and attainment for linking sounds to letters strand. 1,5 Writing: Establish good quality writing and ensure that writing opportunities are plentiful both in and out of the classroom. Monitor writing across the curriculum; evaluate provision and consistent use of Learning Ladders and Talk for Writing SMT 500 Sept 16- All children are making at least expected progress with a number of children making better than expected progress 1.6 Improve the provision of Spelling and grammar resources and support quality teaching of these areas 1.7 Ensure the new National curriculum at KS1 is raising standards 1.8 Ensure there is rigorous challenge in independent learning areas in EYFS and KS1 1.9 Enable each child to explore their own spiritual journey 1. Purchase new high quality resources across KS1 2. Performance mgmt lesson to focus on children s learning of spelling and grammar 1. Monitor and review planning and teaching 2. Review progress in staff meetings 3 See Foundation subjects action plans Areas to be monitored by EYFS leader and KS1 leader. Opportunities for spiritual reflection and development to made SMT 1000 Sept 16- SMT JD/HL SMT SMT Staff Meeting Time Sept Sept 16- Staff meeting time Sept 16- New resources and activities are more widely used in everyday lessons to raise standards and quality of learning enhanced Standards in all subjects raised and quality of learning enhanced. See FS assessment file Standards are raised through structured play and independent learning. Aiming for 68%+ to meet GLD at EYFS Children are aware of their own spiritual journey.

26 Ensure core values are made explicit and all discrimination is tackled through the school ethos, curriculum PSHE and collective worship All discrimination is monitored and PSHE curriculum helps to address this. Raise standards in RE Introduce the new RE syllabus Blackburn Diocese SB Staff meeting time Sept. 16 Teachers feel more confident using new syllabus Children enjoy their learning and have more opportunities to learn from and about the 3 main religions

27 Improving the - Quality of Teaching, Learning and Assessment 2.0 Introduce a new tracking system that enables key data to be analysed and acted upon across all 3 schools in the Trust quickly 2.1 Improve the way in which teachers monitor pupils progress in lessons and use the information well to adapt their teaching Ensure staff are confident in teaching/assessing the objectives of the New national curriculum Ensure that staff deliver high quality lessons JPD across all 3 schools to support this (Please note this point builds on point 2.0) Introduce either Target tracker or 2Simple tracker across all 3 schools Staff to be involved in cross data analysis exercises 1 Monitor teaching in all classes to ensure that consistently high quality marking and constructive feedback from teachers during lessons are in place 2 Joint observations to take place of foundation subjects 3 Independent observer (S.I.P. or other eg. Staff from another school in Trust) to observe core lesson 4. All staff attend relevant lit/num Ex H HoS and SMT s SMT Cost of package approx. 1k per year Time Cost of SIP s time Clear data for school leaders and governors to analyse and act upon. Robust tracking data drives school improvements and interventions. Vulnerable key groups get the support they need. Sept 16- The % of outstanding lessons monitored increases or remains high HT report to Govs to include relevant performance management info Lit/Numeracy objectives are achieved results remain very high Children enjoying a broad curriculum sch. council +

28 2.2 Ensure that teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils learning especially after D Godfrey sessions in maths 2.3 Ensure that pupils, especially the more able, are set specific targets that will provide greater challenge. Again especially in maths after DG input 2.4 Ensure that all staff are benefitting from the input of Pat Callaghan and PE sessions are improving 2.5 Improve our resources and expertise in teaching spelling and grammar 2.6 Continue to improve the teaching of RE and PSHE training to support the goals on both the lit/num action plan 5. All staff to deliver relevant lessons to implement new NC 1. Lessons plan for the children to use talk partners or collaborative learning 2. Monitor teaching in all classes Ensure that work is well matched to individuals/groups in all lesson obs Greater challenge to be evident in EYFS and KS1 independent learning areas. PC to be used effectively. New Val Sabin resources to be used effectively Ensure that there is a consistent delivery of high quality grammar, punctuation and spelling provision across the school. Ensure there is a balance between AT1 and AT2 learning objectives and SMT Time Sept 16- SMT Time Sept 16- HL SB SB Staff Time Staff release time 1000 Staff meeting time CPD Sept 16- Sept 16- Sept 16- questionnaire The % of outstanding lessons monitored remains at a very high level The % of outstanding lessons monitored increases More children achieving greater depth judgements All staff feel more confident in delivering aspects of the PE curriculum All staff trained Resources used appropriately New Framework in Use All appropriate staff confident in delivering high quality RE provision.

29 2.7 Monitor and review our ICT teaching in light of the new ICT hardware and software around school. outcomes. Work with Mcr Healthy Schools team ICT coordinator to monitor plans, lessons and work, conduct pupil interviews and feedback to the SMT and GB HL/JD Cover costs for Y1 By July 2017 Staff gain confidence in dealing with PSHE issues. All staff competently teaching all components of new ICT curriculum with new software (1) Evidence from lesson observation will be checked against other key evidence on quality and effectiveness of teaching, particularly pupil progress data and evidence of progress seen in scrutiny of children s work, in order to secure judgements on quality of teaching over time. This will be moderated across all 3 Trust schools.

30 Improving the children s - Personal Development, Behaviour and Welfare 3.1 Ensure all Safeguarding Procedures are running effectively at all times and staff are confident in their Prevent duties 3.2 Ensure that the building and resources are fully safe 3.3 Improve behaviour across the whole school through: a) Full review of behaviour policy b) working on our Christian ethos and values, with a focus on BELONGING BELIEVING BECOMING 1.All new staff trained 2.All staff retrained at appropriate times e.g First aid training; Team Teach positive Handling; Safeguarding; Fire Safety; Risk assessments 3.Conduct annual audit of safeguarding every January and ensure issues are followed up 1.All doors and gates checked for security 2.ICT resources checked each night 1.Review behaviour policy and practice, including smilers 2.Monitor the incidents of poor behaviour using red card book 3. All staff to reinforce reviewed behavior policy on a daily basis MW/HL SMT/cleaning staff All staff Release Time Supply cover Training 500 Ongoing 500 Sept 16- Staff Meeting Time Sept 16- All staff trained and retrained as appropriate. Safeguarding L2 Sept 2016 booked for all staff No breaches of security take place Ask parents for feedback on new entry way The number of recorded incidents of poor behaviour is reduced over time Governors receive regular progress reports, drawing on relevant data

31 3.4 Monitor and reduce the incidents of bullying 1.Track instances of Bullying in School Bullying Log 2. Conduct biannual child Questionnaires 3. Monitor Parent View 4. Take part in antibullying weeks 5.Use Worship/ PSHE/SEAL and ongoing activities to enhance the caring Christian ethos of the school 6 Use initiatives(e.g.tango project) to enhance teaching about equality and diversity SMT Time Sept 16- Governors receive regular progress reports, drawing on relevant data 3.5 Maintain our good attendance figures 1. Analyse data to find out which type of absence, if any, is significant. Target specific groups of children who have poor attendance with personal contact (letters from home etc) 2. Reward children with 100% attendance 3. No extended holiday authorized except in exceptional circumstances 4. Ensure that children are enjoying a broad and balanced curriculum and enjoying school MW/JR/JH Staff Time Sept 16- Good attendance is maintained Feedback from children and parents is positive

32 Improving the - Effectiveness of Leadership and Management 4.1 Develop the capacity within the Trust. Monitor the scheme of delegation and its effectiveness. Establish LGB and Director roles 4.2 Establish clear roles for each Head of School and the Exec Head 4.3 Establish routine JPD in planning, appraisal, moderation and monitoring of T and L Ensure that in this period of change we are rigorous in ensuring that each school in the Trust is driving up standards and providing a high quality education for the children Clear lines of delegation for all staff Clarity of job descriptions Smooth day to day operation of each school leads to better outcomes for children Best practice is shared effectively across the Trust which has a direct impact on outcomes for children SMT Time Sept 16 -ongoing Members Trustees Ex Hd HoS All staff led by senior ldrs Time Sept 16 - ongoing Time Sept 16 - ongoing Ensure robust data informs each LGB and the Directors to be able to challenge each school and the Trust to drive up standards. All new LGB members feel confident in their role Gov audits and self evaluation Each school knows who makes key decisions and children s learning is supported well in the budgeting, resourcing, staffing and HR Reporting is clear to Govs Joint staff meetings, Inset and policies drive a shred philosophy and ethos. 4.4 Appraisal/Performance Management System in place and functioning effectively 1. SMT and Govs are fully aware of PM system in school 2. Policy and practice Reviewed annually All components of Performance management/ Appraisal system are in place and are helping to raise standards generally

33 4.5 Use Pupil Premium to Increase the chances of target children. Ensure new budget under the national fairer funding formula is used to good effect 4.6 Clearly identify and share best practice to improve the quality of teaching further see point 4.3 Build an effective practice in this area identified by Ofsted Continue to draw on national research evidence with regard to most effective ways of using the funding Individual monitoring of all FSM/LAC children. Use information from staff performance management and appraisal to identify particular strengths and areas of expertise Use collegiate model to allow staff to be involved in lesson observations of excellent practice across all 3 schools. EYFS leader to share best practice in EYFS SMT CT Time Sept 16- Achievement of targeted children improves Governors report that quality information is available on the impact of pupil premium spending Achievement of all children remains high. Key success measures identified for improvements in teaching (see quality of Teaching above) are met 4.4 Maintain and further develop partnerships with other institutions 1. MMU 2. Diocese 3. South M/cr Heads 4. Didsbury cluster 5. Manchester Alliance SMT Sept 16- Partnerships add value to our pupil outcomes and our quality of provision, particularly in terms of: Professional development opportunities for our staff to act as mentors for ITT trainees and to constantly re-assess their own practice; sharing of practice and developing strong networks through a group of local schools that face similar

34 4.5 Monitor and review the new National curriculum and SEN procedures effectively Ensure all staff are aware of the new statutory duties and ensure that our curriculum remains broad, balanced and inclusive SMT Time Sept 16- challenges; maintaining and developing the distinctive ethos of a faith school New statutory duties fully complied with ensuring that the curriculum and SEN practice remains exciting and inclusive for all the children 4.6 Ensure that Governors feel confident in their monitoring role with the new Ofsted framework and new curriculum and with the growth of the Trust. Monitor our scheme of delegation to ensure that it works effectively for each school in the Trust. Governors to continue to monitor by reviewing: 1. Raise online data 2. Attending SIP meetings 3. Good attendance at FGB 4. Robust scrutiny of the 4 key Ofsted areas and the Christian ethos of the school 5. HT report that addresses 4 key areas 6. Attending training/courses 7. Meeting subject leaders and children regularly 8. Monitoring the budget and pupil premium Govs Time Ongoing Governors feel confident in their monitoring role and have all the relevant information to enable them to continue to do this effectively LGB are able to provide the salient information to Directors to monitor performance in all 3 schools capacity is increased effectively in the Trust

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