ash lea school school improvement plan

ASH LEA SCHOOL

SCHOOL

IMPROVEMENT PLAN

2016-2017

2

Interim Reviews March 2017

Final Review July 2017

Contents Influencing Factors .................................................................................................................................. 3

Change of school site ...................................................................................................................... 3

Children and Families Act 2014 ....................................................................................................... 3

Staff reduction ................................................................................................................................ 3

Healthcare support ......................................................................................................................... 3

Changes in curriculum ..................................................................................................................... 3

Assessment and tracking ................................................................................................................ 3

Our cohort ....................................................................................................................................... 3

SES on a page .......................................................................................................................................... 4

Whole School Priorities ........................................................................................................................... 5

Leadership and Management ................................................................................................................. 6

Quality of Teaching, Learning and Assessment .................................................................................... 10

Personal Development, Behaviour and Welfare .................................................................................. 13

Outcomes for Pupils .............................................................................................................................. 16

Influencing Factors

3



Influencing Factors Change of school site

The school moved from its Cotgrave site in July 2016 and into the temporary West Bridgford site in

September 2016. Supporting pupils to settle into the different building has been the prime focus for

the beginning of the school year. In addition SLT, staff and governors have been central in planning

the extended and improved Cotgrave site.

Children and Families Act 2014

Central to this has been integrating education, health and care as part of the EHC plans. School is

now in the last year of converting statements to EHCPs.

Staff reduction

At the end of the year 2015-2016 the staffing structure changed due to the school making members

of staff redundant. This impacted on all of the different teams in school and resulted in the school

reducing the number of classes by two. The senior leadership team and the school office both lost a

very experienced leader and member.

Healthcare support

The nurse’s role in school has changed to an advisory role and school staff are now taking on roles

such as signing medication in and out, administering medication and pump feeds. This has a huge

implication in terms of training and time out of class.

Changes in curriculum

Over the last 3 or 4 years the school has been designing its own curriculum and this is being

launched this year.

Assessment and tracking

The school has been developing several different ways of tracking and assessing, with IEPs forming

the main assessment for all pupils. Recommendations from the Rochford Review will be followed

and appropriate systems put in place to replace P levels.

Our cohort

Our cohort is mixed and includes pupils with autism and challenging behaviour alongside pupils with

complex physical and medical needs. The limitations of the space in the temporary building present

challenges in meeting the needs of all but learning outside of school e.g. using local shops, schools,

parks etc. supports the learning.

SES on a page

4



SES on a page Self-evaluation Summary Date: November 2016 Overall Effectiveness Grade 2

Ash Lea School is a good special school for pupils with Education and Healthcare Plans (EHCPs) or Statements of Special Educational Need. We are an all age special school with 72 pupils on roll aged 3 to 19. The pupils have a range of special educational needs and disabilities (SEND), including learning disabilities, autism, communication difficulties, physical disabilities, sensory processing and challenging behaviour. We have expertise in meeting a wide range of needs.

Effectiveness of Leadership and Management Grade 2 Areas for Development

There are rigorous safeguarding procedures in place. Through its thorough quality assurance system, leaders and governors have an accurate understanding of the quality of education. This helps them plan, monitor and improve all key aspects of the school’s work. CPD is focused on school priorities and has a positive impact on teaching and learning. The school has developed a new curriculum that meets the needs of all learners. Governors hold senior leaders to account for all aspects of the school’s performance.

Develop staff roles and responsibilities in line with the new curriculum. Develop a new vision and ethos statement in consultation with all stakeholders. Develop office staff, SLT and governors’ skills in budget setting and financial management. Develop the role of governors and align them to different areas of the SIP priorities. Ensure the smooth transition to taking over healthcare responsibilities such as medication. Develop parental engagement through WIKIs, EHCPs and IEP reviews. Website provides regular and accessible information.

Quality of Teaching, Learning and Assessment Grade 2 Areas for Development

Teaching and support staff show expertise in personalising learning to meet the complex needs of all pupils. Teachers know their pupils exceptionally well and have consistently high expectations of all pupils. Through triangulation of observation, work scrutiny and data analysis, teaching and learning is judged as good.

Extend or ‘basket of indicators’ by identifying appropriate frameworks so we can more effectively measure and analyse progress. Launch the new curriculum and share with all stakeholders and measure its impact. Review impact of IEP targets Ensure link between Performance Management focus and pupil progress.

Personal Development, Behaviour and Welfare Grade 2 Areas for Development

Pupils’ attitudes to all aspects of their learning are consistently positive leading to good progress. Staff receive effective training around behaviour management with a focus on de-escalation and pupil self-management. There are effective reward systems in place for good behaviour. Incidents of challenging behaviour are effectively analysed and outcomes acted upon. Attendance is good despite the complex medical needs of many pupils.

Develop effective ways to capture pupil voice to input into school priorities. Further develop staff understanding and knowledge of what drives behaviours in order to resolve issues relating to pupils’ mental health and wellbeing. Reduce the number of physical incidents in school Enhance the school environment (including the current temporary site).

Outcomes for Pupils Grade 2 Areas for Development

Taking account of their low starting points, almost all pupils make consistently strong progress, developing secure knowledge and understanding. Progress of disadvantaged groups (PP, CLA) is in line with other groups. Robust internal and external moderation of our data ensures that we make sound judgments about pupil progress Pupils develop a wide range of skills and qualifications, which prepare them well for the next stage of their educational career and beyond.

Develop a system of target setting based on IEPs with high expectations for all pupils. Investigate the disparity between English and maths results in P levels and NC levels. Develop clear pathways through the curriculum and accreditation for all pupils.

EYFS Grade 2 Areas for Development

Children benefit from the high quality education and make rapid progress. Children are motivated and interested in a broad range of activities and are keen learners.

Develop induction procedures ensuring that parents are fully involved and informed.

16-19 Study Programmes grade 2 Areas for Development

There is a wide range of opportunities to support independence Learners develop personal, social (and employability skills) through high quality non-qualification activities.

Research links for life after school, sharing information with parents and carers. Develop accreditation routes based on life skills learning.

Whole School Priorities

5



Whole School Priorities To develop and agree a clear vision and ethos statement with input from pupils, staff,

parents and governors.

To develop appropriate pathways and tracking systems for all pupils in order to identify gaps

and plan interventions.

To develop pupils’ thinking skills, independence and self-help skills through learning in real

life contexts.

To develop pupils’ communication and ensure that they input into all aspects of school life

and their learning.

To engage parents in the IEP process.

Leadership and Management

6




AREA 1 Leadership and Management Staff lead

Dawn Wigley Gov. lead Alex Macdonald

Intended Impact

All in the school community share and follow agreed values and ethos. Leaders are effective in leading key initiatives to improve pupil outcomes and ensure effective curriculum delivery. Governors are able to use their skills to ask challenging questions and make sound decisions about school improvement and development. Pupils benefit from improved learning environment. Sound financial decisions ensuring best possible use of budget allocation.

Not started Begun but hit a problem On Course Completed

Objectives Success Criteria Lead Other Actions Timescale Progress

To ensure that all staff carry out the roles and responsibilities of their posts.

Middle leaders carry out identified roles and responsibilities Support staff are confident in delivering the new curriculum with teacher support Governors have clear understanding of their roles and responsibilities

SLT Middle leaders to write action plan identifying how they will ensure that roles and responsibilities are completed.

Nov-16

DW To identify a named governor to have responsibility for monitoring teaching and learning.

Mar-17

SG/KD To deliver training for support staff in order to gain greater understanding of the new curriculum, teaching strategies and assessment.

Nov-16

SLT To set up a more focused TLR system that has clear links to the SIP; creating temporary TLRs to set clear outcomes.

Nov-16


7



CPD is linked to school priorities and drives school improvement

SG/ DW

To review governors’ individual responsibilities and timetable visits.

Apr-17

SG/ DW

To redesign the Appraisal format. For SLT to attend appraisal training (September).

Oct-16

KD To evaluate the effectiveness and impact of CPD.

Jun-17

CM To identify lead on behaviour for the school.

Nov-16

To ensure that all policies, reports and guidance are up to date and shared with relevant parties

Website is up to date with all statutory information All policies are shared and signed by relevant parties All staff understand the definitions of SEN and disability Systems are in place to share training

OD/ DW

To update/review all statutory information and policies and put on website

Feb-17

DW Review equality policy and access and share main points with staff

Feb-17

DW Share definitions of SEN and disability with staff

DW Develop an information sheet/governor briefing on guidance and law relating to SEN.

Jan-17

SLT/LS Update SEN information report. Gain views of parents and review parental engagement

May-17

SLT Review policies to ensure they are in line with new curriculum

May-17

SLT Compile a provision map, identifying provision over and above core offer

Jun-17

KD/CB CPD group

To develop system to review and cascade training. To measure impact of training courses and CPD

Ongoing


8



To write and publish a new school ethos and vision that is agreed and promoted by all staff.

Views of all stakeholders have been collected and included in final statement Effective systems in place for collecting pupil views A clear system in place to ensure that the school is identifying British Values

DW/ SG

To revisit the school’s ethos and vision with all stakeholders to ensure a collective understanding.

April-17

DW/ SG

Whole staff meetings, governor meeting and parent meeting to develop vision and ethos statements to be timetabled

May-17

LD To identify the lead on pupil voice Feb-17

LD Lead on pupil voice to collect views of pupils through pupil forum

DW/ SG

To identify school lead on ‘Ethos and Vision’

Nov-17

SLT To embed curriculum and ethos with support staff and share this with parents.

Mar-17

CM To identify where the school promotes ‘British values’ and SMSC and to highlight these within the new school curriculum.

Jun-17

To ensure that the pupils have the optimum environment to develop and progress

The Cotgrave site meets the needs of all pupils Priorities identified for spending money

SLT Assist the project manager Raj Ongoing

SLT To ensure the best use of money raised to enhance the school environment

Ongoing

To develop skills in budget setting

Governors/SLT and admin have required skills to set budget School sets an effective budget Staffing structure for 2017-

SLT To skill up a group of SLT, admin staff and governors to set an effective budget

Mar-17

SF/SLT To benchmark spending and finances with similar sized establishments.

Mar-17

SF/DW To predict budget based on school numbers.

Feb-17

DW/ AMc

DW and Chair of Governors to attend training on Financial Management.

Dec-16


9



2018 set School has reviewed services for 2016-2017 and identifies priorities for funding Finance plan for 2017-2018 in place Finance report shared with parents

For SF to become an associate governor Feb-17

To work with HT, governors and LA to write an effective strategic finance plan

May-17

To predict pupil numbers and funding by looking at previous patterns in numbers and moderated levels

May-17

To review the schools staffing structure May-17

To review all services to the school and ensure best practice

Mar-17

To complete the SFVS and ensure any actions are added to finance plan

Apr-17

To review the finance audit 2016 and add any actions to finance plan

Oct-16

For the HT and governors to write a finance report to deliver to parents

Jul-17

Governors to have a deep, accurate understanding of the school’s effectiveness

Governors can ask targeted questions based on views of all stakeholders Governors have clearly defined roles and responsibilities

LD/LS/ SLT

SLT to report to governors on views of staff, pupils and parents

July 17

AMc/ JP

Review roles and responsibilities of governors in terms of the areas of the SIP

July 17

DW To allocate a named governor to look at progress around PSHE / SMSC

April 17

Quality of Teaching, Learning and Assessment

10



Quality of Teaching, Learning and

Assessment AREA 2 Quality of teaching , learning and assessment Staff

lead SLT Gov. lead Jacqui Parry-

Evans

Intended Impact The new curriculum is being followed across the school and the impact of it measured Progress of all pupils is effectively assessed and tracked



To launch the new curriculum To assess the impact of the new curriculum.

New curriculum is being followed in all classes Curriculum is shared with all relevant parties Impact statement for new curriculum is written and any recommended changes written in Systems in place to share

KD/SG To introduce the curriculum to staff and clearly identify their role within it

Jan-17

SLT Workshop to introduce curriculum to parents/put curriculum on website

Mar-17

SLT To develop a system of collaborative planning and sharing good practice across curriculum groups. Curriculum meeting time will be given to ensure this time is protected.

Ongoing

SLT To assess the impact of the new curriculum by

Jul-17


11



good practice SLT Writing a document that summarises; play and thinking skills, characteristics of effective learning, SMSC and British Values.

May-17

Teachers

For staff to share good practice. To consider using a ‘Teach meet’ format to feedback on training and learning. To use curriculum meeting / whole staff meeting time for this.

Ongoing

AM To consolidate the development of music in the curriculum across the schools and to establish an effective recording system for this.

Mar-17

To develop a comprehensive and appropriate ‘basket of indicators’ that enables us to effectively measure and analyse pupil progress

All relevant staff have inputted into setting and reviewing targets Systems are in place to ensure that all (staff and parents)know what is in the IEPs and know how to work towards them Systems of internal and external moderation of IEPs are in place Parents receive an end of year report on progress

SG Support staff contribute to the setting and monitoring of IEP targets through class meeting time.

Jan-17

SG Moderate the IEP targets in school and with Ashfield

May-17

SLT To share IEPs with parents during parents’ evening and to write up protocol for this meeting in order that there is a shared understanding of these targets.

Feb-17

Teachers

Review impact of IEP targets Ongoing

LS To share ‘Evidence for Learning’ with parents.

Jul-17

LS To develop a format for an end of school report using ‘Evidence for Learning’.

Jul-17

SG Analyse data to ensure that there is no gap between groups i.e. PP/non PP

Ongoing


12



Comprehensive data analysis identifies groups/areas of strength/development Strategies and plans are in place for those who are not meeting targets All staff are evidencing progress PSHE for all pupils All pupils to be track on appropriate framework in addition to IEPs (subject specific where appropriate)

CM/SG Introduce AET progression Framework to staff

Jan-17

SLT Audit EfL for PSHE with classes where this is appropriate

Jan-17

Teachers

To identify appropriate frameworks for all pupils to enhance the evidence in the IEP

Jun-17

To ensure that appraisal and Professional Review targets support pupil focus

Appraisal and professional review targets link to SIP priorities

To scrutinise professional review targets and ensure that they are linked to SIP priorities

March 17

Personal Development, Behaviour and Welfare

13



Personal Development, Behaviour and

Welfare AREA 3 Personal development, behaviour and welfare

Staff lead

Kate Davies Gov. lead Marie Nicolson

Intended Impact Pupils have the skills to input into whole school decision making Staff have a good understanding of what drives pupil behaviour A reduction in incidents of challenging behaviour



To ensure that the student voice is heard?

Regular forums to take place School acts on outcomes of the meetings Pupil voice bulletin board Communication is inclusive for all

LD To identify staff lead on ‘pupil voice’ who will:

Jan-17

LD Ensure pupil contribution to the school ethos.

Jul-17

LD To collect pupils’ views on identified issues through a pupil forum

Jun-17

Teachers Pupils are supported to input in to EHC / transition meetings / WIKI plans

Ongoing

KD Develop a child-centred format to EHC reviews and plans

Feb-17


14



Wikis are set up for at least one pupil in each class Clear format for pupil involvement in EHC plans/reviews is set up

LD Comm group

Support identified grade 5 TA Jun-17

LD To provide more opportunities for pupils to lead

Ongoing

LD To ensure that all staff have the appropriate skills communication skills / training to work with pupils

Apr-17

LD Develop advocacy skills in more able pupils in order that they can support other pupils.

Jun-17

To develop staff understanding of what drives behaviours and have the knowledge and understanding to take appropriate action to resolve issues relating to pupils’ mental health and wellbeing.

Staff have increased understanding of what drives behaviour Staff are confident to work with pupils who exhibit challenging behaviour School are working in partnership with families There are systems in place for staff to support each other

CM External provider to deliver training relating to identified issues / needs. – attachment, MAPA

Ongoing

CM LD Support and training from specialists to be identified and implemented

Ongoing

CM Behaviour drop in sessions organised to discuss behaviours and actions

Feb-17

CM Teachers

To identify key pupils and meet with parents to form action plan

Jun-17

CM Set up behaviour meetings to analyse triggers from Behaviour Watch forms

Mar-17

To reduce the number of physical incidents in school

Clear action plans are written to support progress in behaviour for identified pupils

CM To identify a behaviour lead with a TLR responsibility

Dec 16

CM Teachers

Identify issues and challenges for group of identified most complex children through behaviour meetings

March 17 /ongoing


15



For the attendance of pupils who have previously had exceptionally high rates of absence to show marked and sustained improvement.

All staff are adhering to the agreed procedures for absence

SLT To set up a clear procedure with roles and responsibilities for the office and class teams when pupils are absent.

Nov 16

SLT To establish clear indicators for when a pupil’s absence requires the support of external agencies

March 17

To ensure that the pupils have the optimum environment to develop

SLT ALL To identify needs in developing the new school building.

16-17

SLT To regularly share information and give opportunity to contribute to planning. (notice board in staffroom)

Nov-16

SLT To research what is within our new community to support pupil learning, health and wellbeing.

Ongoing

SLT To identify the shortfalls of the temporary building and identify alternative provision within the locality or additional equipment.

Ongoing

Outcomes for Pupils

16



Outcomes for Pupils AREA 4 Outcomes for pupils

Staff lead

Sandra Gell Gov. lead

Intended Impact Pupils are exceptionally well prepared for the next stage of education or life after school A rigorous target setting process is in place



To develop a system of target setting with high expectations for all pupils (2 years)

Clear criteria based on IEPs for good/outstanding progress in place Moderation of IEPs indicates that targets are appropriate

SG/KD To continue work with benchmarking alongside Ashfield School and Nottinghamshire Special Schools

May-17

SG To meet with other schools to identify what outstanding progress looks like

Ongoing

SG/KD Develop criteria for good and outstanding progress based on IEP targets

Oct-17

SLT Review IEPs and RAG rated targets to ensure aspiration and good or outstanding progress

Feb-17

To ensure that pupils are exceptionally prepared for the next stage of their

Common format agreed and followed for all EHCP meetings For the majority of pupils to have a school wiki.

KD To establish a procedure for EHCP meetings and reviews and share with staff.

Nov-16

CB/AP To develop a format which ensures a person centred approach to all meetings.

Feb-17

LS To set up Wikis for pupils in each class. May-17

Outcomes for Pupils

17



education, training or development

Directory of links on the school website directing parents to support for life after school Teachers identify progress in independence

NP To research links for life after school, including contacts for parents to support and advice.

Apr-17

Teachers

Monitor the development of pupil independence through the new curriculum

Jul-17

Teachers

Pupils are involved in reviewing their progress towards IEP targets and other self-assessment (as appropriate)

Jul-17

To investigate why there is gap between English and Maths

To publish a short research document which would answer some of the following questions: Is this assessment model a fair reflection on real achievement? Are there commonalities with other similar schools? What’s missing in our pupils’ learning? (From what we offer, or are there stages of development that aren’t adequately addressed?) What training needs are there?

KD To write a job description and identify a TLR lead (this opportunity wasn’t taken up and is now being led by Kate Davies with support from Prof. Gill Richards)

Nov 16

KD To scrutinise current school data to ascertain what the data is telling us; does this affect all pupils at all stages of development? Has this changed / remained over time? (alongside Sandra Gell)

KD To investigate if there is a bias towards English in the new curriculum which may account for there being a gap in English and maths data

ash lea school school improvement plan

Documents