calmore infant school school improvement plan 2019-2020€¦ · review school rules to become...

Calmore Infant School School Improvement Plan 2019-2020

Updated March 2020

Calmore Infant School Improvement Plan 2019-20 Summary Quality of Education

Exceed national averages in all subjects at end of Key Stage.

Exceed national averages in phonics YR 1 screening

Continue to focus on raising attainment of greater depth disadvantaged children in all YR groups OFSTED Increase choice for children and

opportunities to pursue own interests- ‘We are Experts’ display in corridor, integrated learning days 1x term

Continue to focus on the need to reduce the gap between disadvantaged and non

Yr R disadvantaged increase ELG 2 so meet national average in attainment at end of the year.

Curriculum review and enrichment- redesign curriculum so it meets the statements in the school’s curriculum intent- global awareness, locality,

community and learning behaviours and reflects cultural capital of the school context.

Reading ‘Toolkits‘ introduced across all year groups to improve comprehension skills

Replace PSHE with Relationships education, Sex education and Health Education in line with the Government proposals. Introduction of new

expectations and establish a new scheme of work to include statutory new expectations for each year group

Behaviour and Attitudes

Review school rules to become simpler and ‘all encompassing - rules reflect values which in turn become part of curriculum as well as expectations of

behaviour. Core beliefs.

Behaviour policy for children reviewed with focus on ‘best conduct’. Review of class happy/ sad faces /stickers

Staff code of conduct reviewed to include expected behaviour e.g. Morning welcome routine, corridor walking, line up, leaving assemblies,

horseshoes.

Behaviour expectations for parents made overt- review H S agreement, expectations displayed at reception, new parent leaflet

Staff and Governors seen as a team – consistency, predictability, staff having a ‘script,‘ to deal with behaviour issues. Wider impact of staff

Positive psychology- importance of ensuring ‘boucebackability’ importance of positivity in being transformative. When things get hard not to give up-

staff twilights speaker Andy Hinds.

Visible learning – visible thinking, modelling and verbalising thoughts

Leadership and Management

Leadership of subjects – all subject leaders have time to assess quality of subject delivery in school through book scrutiny and talking to children– links

and connections, resources and memorable experiences. All subject leaders able to speak with confidence about attainment in the subject and act as

experts to support colleagues on the development of their Yr group curriculum.

Governors ensure training budget allows for extra funds to support subject leaders own subject knowledge and understanding of the skills and

knowledge in their subject area.

Website Curriculum page updated to have easier access to individual curriculum subject planning, subject overviews and progression

Website curriculum page updated to have access to Year group overviews.

Sequenced progressions for each subject in place and on website

Assessments for all subjects being developed by subject leaders.

Teacher swap. Teachers have opportunity to work in other year groups and talk to children across the school against the

Literacy leader to ensure reading is underpinning all topic based learning

Reading priority for Governors in budget and money available to update books , provide book bag books that link directly to RWInc Phonics stage(

group) of each child

Reading- review impact of parent / home reading records , alternatives researched.

Managing reduced budget and implications to staffing/ resources

Wellbeing for staff – areas where SLT can help reduce workload and pressure on staff to ensure morale is high and staff resilient.

Safeguarding – introduction CPOMS all staff.

Yr R leader continue to work with Preschools to ensure children coming to school have had phonics and early maths.

YR R leader improve transition / induction arrangements with preschool- ready for school leaflets, induction

New OFSTED Schedule, Govs and SLT become familiar with new expectations and changed focus of OFSTED.

DHT out of class 2 days a week – no class responsibility for first time.

Updated and revised March 2020 highlighted new areas of priority arising as year continues.

Curriculum Intention Statement 2019-20

At Calmore Infant School the curriculum is not just about what is taught. Our curriculum reflects our school values, the context of our school and everyday behaviour. Kindness, respect, awareness of personal safety, acceptance of others and politeness are key values we celebrate in school. The intent of our curriculum is to allow children to see themselves as a part of a school community and wider community with links to the local area and a wider global community where each has an important part to play. Our curriculum develops key learning skills and positive attitudes and dispositions to learning to ensure our children are prepared for the world of work. They recognise learning is both hard, challenging and amazing. Through the curriculum, children are given opportunities to develop socially and emotionally because they are encouraged to express their opinions, question and listen to others. Our curriculum also develops children’s physical needs through high focus on a broad range of sports and opportunities to be healthy. Children are given opportunities to be empowered to question and lead their learning through their own ideas and interests. They become ‘experts’ and support their peers. The curriculum that our children experience is constantly reviewed to ensure it is relevant and current

Quality of Education ACTION- what we want to change/ review/add that is new?

Success Criteria- what do we want to happen as a result of the action?

Resourcing Monitoring – Who? How?

IMPACT

1 KS1 Exceed national average in reading, writing, maths Mental Maths every day 4 questions all Yr groups Nov – in all classes , YR 2 morning question in place , need to ensure YR 2 Using opportunity to revisit not just number but shape/ time too

Quick recall of number facts, children able to talk about mental strategies and apply. Children moving through R W Inc stages sizeable minority off R W Inc in July 2020. Phonics screening remains above nat average.

Training all staff RWinc training day £1,000 Sept 2019

Jottings books scrutiny /observations, drop ins -HT maths lead maths Gov

March 2020 Phonics Yr 1 afternoon quick sessions in place Nov 19 in place regularly planned Phonics taught from day 1 Yr R Nov – assessment showed large no of children not retaining early sounds so after half term revisiting essential For those ready after half term joining YR 2 groups. Concern that a large number of children in YrR below what we would like. Lit leader working with team Spelling by ‘pinching’ fingers strategy Yr R → Reminder all staff RWInc training day Sep 19 Nov 19 Evident in all phonics monitoring March all new staff trained , Observations show supply teachers not doing this SW to train ‘No nonsense ‘spelling in YR 1 and YR2- link to Emily Elephant. Nov Evidenced in books mainly Yr 2 March – evidence in books and GD YR 1 Use of toolboxes in Yr 1 and Yr 2 Training in tool boxes for Yr 1 and Yr 2 leads Nov 19 1 session attended 2nd in December. Yr R IMPACT text driven theme week Nov about foxes- need more books in YrR by all areas- sand/ water/ tough spot etc Lit leader working with school lib service for suitable books March 2020 all Yr groups introduced and using Toolbox in YR 2 and YR 1 introduced into YR R . School asked to write an Article for English

Yr R children moving through RWInc and Yr R on at least green stage by end of year Spelling accuracy improves in all year groups. Yr R making feasible phonetic attempts All children using the strategy. Spelling accuracy improving. Independence-Children taking charge of own spelling finding alternatives and looking for the most likely alternative. Children using knowledge organisers/ key word mats. All Yr groups using toolboxes Reading Comprehension improved. Opportunities to link reading with topic work and increase vocab and fluency

RWinc training day £1,000 Sept 2019 Writing books, purple pen editing, Training x2 £120 each + supply 1 day Cost of toolboxes £400

Phonics monitoring DHT/ Lit lead/ RWInc trainer/ Lit Gov Phonics monitoring DHT/ Lit lead/ Lit Gov ,, ,, ,, HT/ Lit lead/ Lit Gov HT/ Lit lead/ Lit Gov

HIAS to show impact of new comprehension skills kit due to positive feedback by inspector,

ACTION- what we want to change/ review/add that is new?



IMPACT

2 . Continue to focus on raising attainment of GD disadvantaged all YR Gps

Sept 2019 Early Target of all year groups on entry possible exceeding/ GD Nov done will monitor March Pupil progress a focus KS1 use Toolbox to improve GD reading Nov will monitor impact over year March YR 2 well established -comprehension positive data pupi progerss aiming to improve Focus on GD task design all Yr gps To be discussed at moderation Dec March evidence in books of adapted task design or expansion of children’s own choice to lead to GD Children’s own interests encouraged through wider curriculum / visits allow becoming an EXPERT 1 day a half term for integrated curriculum- children choosing ‘Expert’ display in corridor shows amount of independence and child’s choice Nov Display in place children very proud March display integral part of school all years groups represented Curriculum planning allows for element of children’s choice

Report to HT / Govs on predicted GD as well as predicted GLD FGB Dec 2019 for all Yr groups IMPACT of Toolboxes to increase GD attainment in reading Increase GD end year all groups More evidence in school displays/ books/ planning/talking to children of mastery/ expert approach. Children able to say what they feel they are ‘experts ‘in. Children ‘s questionnaires show that they feel they have had more choice and a chance to show what they know well Beginning of year find out children’s interests.

Training x2 £120 each + supply 1 day Cost of toolboxes £400 HIAS support £480 + supply Spring term

HT/ Curric and welfare Govs/ Assessment Gov Ht/ Lit lead/ Lit Gov, HIAS HT/ Curric and welfare Govs/subject leaders Children’s questionnaire end of each term- subject leader/ class teacher

Nov more emphasis in planning children’s choice March - continuing

3. Yr R Continue to focus on disadvantaged attaining ELG 2 in all areas to be in line with nat average Early phonics Guided reading introduced earlier Continue focus on child initiated writing inside and outside Make opportunities for child led learning Intervention groups focus on disadvantaged Nov and March intervention groups in place Planning changes to allow for more child led and recorded on the wall to support key planning

Disadvantaged children moving through RWInc scheme and YRR being on at least orange colour by end of year Disadvantaged end of year attainment ELG2 above 2018-19 and near or at nat av

RWInc trainer day- supply to cover £1,000 + £300

Ht/ Lit lead/maths lead/ Lit Gov/ maths gov Planning/ books/ work scrutiny

4.Continue to focus on reducing gap between disadvantaged and non in written and maths March this continues at all pp meetings , however the relationship between SEND high needs and pp has made this a challenge. 100% pp children who attained ELG3 are on track for GD

Ensure work differentiate high expectations of all staff

HT/DHT/ Lit Gov/ Lit leader

5. Curriculum review and enrichment- redesign curriculum All Yr groups review and change curriculum continue work on this from last year Rethink in light of curriculum statement and subject statements Plan for different/ more visits/ resources. Work with all subject leaders to support subject knowledge, Nov 19 working on Yr group overviews completed

Curriculum beginning to meet the statements in the school’s curric intent- global awareness, locality and context of school Values. Links made clear with previous learning Memorable experiences planned for – visits. Visitors, own choice All subjects have a clear intention and progression/ sequence of knowledge skills

Training all subject leaders – cluster attendance supply cover for monitoring All attend subject Conferences 4th Nov 2019 £2,000 over year

HT/ DHT/ subject leaders Moderation of foundation subjects

March Year group overviews completed, subject overviews completed. Some subject leaders have completed their progression documents. HT allowing more staff meeting tme to complete ready for uploading onto new Curriculum website page. Significant change in , curriculum – different visits to link with cultural capital of the school, More displays of foundation curriculum evident through school YR 1 history work and Yr 2 RE work

Children questionnaire termly for feedback show embedded learning/ recall memorable experiences/ able to talk about what e.g. science is

HT/ DHT organise questionnaire

6..Replace PSHE with Relationships education, Sex education and Health Education in line with the Government proposals. Nov 19 in process March Ht attended training in process

Introduction of new expectations and establish a new scheme of work to include statutory new expectations for each year group. Policy updated

Training £400 HT/ SMSC Gov

Behaviour and Attitudes ACTION- what we want to change/

review/add that is new? Success Criteria- what do we want to happen

as a result of the action? Resourcing Monitoring – Who?

How? IMPACT

As part of targeting behaviour: 1 review school rules as a staff based on best conduct Sept INSET agreed Autumn term focus in assembly March well established and embedded across yr groups and general school observations show all staff referring to expectations and consstency between staff. New members of staff have had induction to include behaviour policy nd need for positive responses.

School rules reduced to 3 that apply in classrooms/ whole school/ dining hall and playground. No separate class rules/ lunchtime rules Rules known by children and adults and applied consistently Rules based on expectation of best conduct Rules/ expectations reflected in curriculum

Joint staff meetings/ INSET 4th Sept 18th Sept 2019 follow up

HT/ LLP/ Govs

2. Behaviour policy for children reviewed Focus on best conduct Review sad / happy faces in class

HT ‘always’ children hot chocolate weekly ‘Always’ children display?

Staff meeting times HT/DHT/Govs SLT Playground checks lesson obs, drop ins

All staff involved in review and expectation for consistency in application. Sept INSET ‘Transformative behaviour ‘ all staff read new policy and agreed policy in place and agreed and becoming embedded in classes – positive. NO sad faces, far fewer stickers. March continuing- no sticker charts , learning heroes established as behaviour models in all classes including Nurture

Behaviour policy reviewed and applied consistently by staff. Reviewed termly On website

Transforming classroom behaviour- Lorraine Lee £450 Wall display

3. Staff Code of conduct reviewed to include adult expected behaviour in school and responses to challenging behaviour Sept INSET shared with staff embedding March in place

All adults in school consistent in expectations All adults modelling expectations- walking down the corridor All staff referring to horseshoes All staff have a morning welcome routine On website

Staff meeting times

HT/DHT/Govs SLT Lesson obs. Drop ins. General everyday walking down the corridor in school.

4.Behaviour expectations for parents set out Review home school agreement parental responsibilities Clarity over unacceptable behaviour Nov Govs to decide on parental code of conduct FGB Dec 2019 March in place on website all parents have emailed a copy

All adults in school feel less vulnerable All adults in school are consistent in response Ht able to refer parents to H s agreement / parents expectation policy/ information On website

Staff meeting times HT/DHT/Govs SLT Feedback from staff

5. Continue to promote all adults in school as a team Children know there is consistency-same response from all adults INSET Sept behaviour of children AND adults – importance of adult ‘sunshine’ and consistency March - continuing

All adults in school response to challenge behaviour the same and consistent ‘script’ for dealing with behaviour , common throughout the school- same approach All adults reference to expectations – walking down corridor, lining up , the same All adults are aware of weekly challenge and give out h’shoes

Assemblies Staff meeting times MDS meetings LSA meetings

HT/DHT/Govs SLT Learning walks Everyday drop ins




IMPACT

6. Staff and Governors aware of the 2 elements in personal development of OFSTED schedule. Not yet discussed training Spring term? March in HT reports to Curric and Welfare and FGB Training moved to HT recruitment priority

The link between curriculum and learning behaviours clear Link between values and curriculum evident

Staff meeting time to plan and prepare the curricular learning - making links

HT/lesson obs, drop ins. Planning. Talking to children , Govs

Positive psychology research – importance of Ensuring resilience positivity being transformative As above Jan INSET Guy Claxton ‘Powering up Learners’ by HT reference to research and link to increasing wellbeing and standards.

Toby Tortoise and learning hero references in class, throughout school day – PE coaches Music coaches – using references to learning heroes

Andy Hinds speaker twilight staff meetings £600 Joint staff meting

HT/DHT/Govs SLT

Visible learning – continue focus on visible thinking, modelling and verbalising thoughts Dec lesson monitoring and talking to chn evidences this is ongoing in all classes. INSET Jan 202 Ht will address as part of ‘Powering up children ‘ research March as above

All LSAs teachers modelling learning and thought processes in lesson obs, drop ins. Language of learning

HT/DHT/Govs SLT Drop ins / lesson obs/ talking to children about their learning

Leadership and Management ACTION- what we want to change/

review/add that is new? Success Criteria- what do we want to happen

as a result of the action? Resourcing Monitoring – Who?

How? IMPACT

Leadership of subjects: All leaders take responsibility for own subject in school SW Maths/PE CD literacy / Art AW Geography NC PSHE VR Science BC ICT (Dt focus for next year) This is a huge action ; it may be decided to focus on 2/3 subject areas in the first year – this target will be under constant review Throughout the year Nov 19 ongoing March ongoing – progression documents being finalised with discussion with teachers enabled by timetable to facilitate subject leaders .

All subjects have an intention linked to curriculum intention All subjects have implementation strategies- knowledge maps, mind maps,, visits etc All subjects are discussed separately and explained so children are able to say e.g. what history is All subjects have a progression/sequence of knowledge All subjects linked to previous learning All subjects are assessed, Subject leaders can talk about e.g. history in school looks like etc xx ARE x children showing GD / have characteristics of being a historian etc All subject leaders aware of Yr group curricular maps and planning All subject leaders monitor – lesson drop ins/ books Al subject leaders responsible for curriculum subject on website- blogs, planning

Attend clusters, conferences, subject meetings with clusters Cost for supply / cover £2,000 Staff meetings over year to focus on subjects and seek advice Use of resource centres- RE/ History £1,000 Time line in hall World map and GB map in corridor

Subject leaders organise own monitoring time with HT 1 /half term Displays Class topic books Planning – HT, sub leaders LLP

Teacher swap opportunities in the school year for teachers to work in other year groups Feb swap day took place April swap morning planned

Dates put aside for w/school change overs over the year Teachers can see quality of subject teaching in other year groups, Teachers able to assess the impact of the behavioural changes in classes feedback to staff meetings Teachers able to assess how embedded learning heroes are in different year groups

W/staff discussion Sept 2019

Ht/ DHT / class teachers




IMPACT

Managing reduced budget and implications to staffing/ resources Budget 2020-2021review staffing

no deficit Finance Govs, HT, Admin, HCC Finance

Find other sources of income Nov 19 budget revision Mayors charity £500 possible further £700 for community resources March £250 Waitrose – bikes for Nurture Morrisons – books for Book week £3,000 cheques from FRIENDS £2, 500 already committed for Book bag books

Successful application for grants to support budget- Co -operative, Mayors charity, donations etc Devolved capital to fund ICT changes – new PCs in place Microsoft windows 10 installed ICT suite PCs renewed

£16,000 devolved capital

Focus on Wellbeing of staff Report days- cover Yr R report days and profile days cover Drs, children’s assemblies/ sports- cover INSET day Feb – 3 joint twilights to cover PPA always provided HT / DHT cover leadership time for Yr2 and Yr R leaders

Staff questionnaire – beginning of the year Toilet/ intimate care policy Nov 19 all subject leaders given 1 day cover to support planning March questionnaire completed – HT to feedback to FGB March

Staff questionnaire –end of year shows staff feel supported.

Supply 6 days – unless HT / DHT / student cover

HT / chair Govs

Focus on Wellbeing of children Nurture time increased 5 pms Safety weeks inclu E safety to continue Well- resourced playtimes Access to sporting competitions and quality PE to continue PE coach every lunchtime play- continue CPOMs introduced SEND work scaffolded Nov 19 monitoring shows positive changes to planning led by SENCO

SENCO report link between nurture and attainment shows impact Children’s safety questionnaire shows children aware. Playtimes active and positive Sports coaches support competitions for all All staff using it SENCO book scrutiny/ talk to children shows less adult support

£16,000 Nurture costs ICT lead supply cover £600 Within sports funding £600 SENCO cover for scrutiny. Drop ins

SENCO/ SENCO Gov BC- ICT lead

DHT

HT

SENCO/ SENCO Gov

March All above in place. Jan LLP visit evidence

Safeguarding – improve record keeping and communication and access to specific referrals Introduction of Software CPOMMs Nov 2019 CPOMS installed all staff to be trained by end of Nov and using it confidently by Dec Organise for Safeguarding Gov to see in action Spring 1 March all achieved. Budget April to ensure LSAs have own email address so they can access


CPOMS in place. Accessed by all staff Improve communication Improve access to links e.g attendance, behaviour etc to have complete picture of child Success Criteria- what do we want to happen as a result of the action?

Cost CPOMS £600 HT/ DHT train staff

Resourcing

DSLS/ Safeguarding Gov Monitoring – Who? How?

IMPACT

Increase working with cluster schools- outward facing school. Work with Secondary cluster on developing subject leader knowledge Investigate working with Oak Lodge – SEND specialists Nov cost involved not reasonable for very low number of SEND needing support – SENCO to attend SENCO Circle monthly Work with schools needing EY support- Keynes Hill Nov 10 HT visit and worked with Ht . YR R teachers to visit Dec 2019 Wildground HT to see phonics in school worked with DHT Yr R leader continue to work with Pre -school to improve links

Positive 2 way relationships made that affect practise and impact on children and own practice Ht to visit Keynes Hill primary Oct 2019

NONE HT/ Govs/LLP

Jan ,March YR R working alongside Pre school 2 x pms and 2 x staff meetings

Governors /SLT familiar with OFSTED 2019 changes _ Curriculum focus -new sections/ reorganisation of schedule and headings - safeguarding March – Govs working on ,HT reports divided into the above sections and reference to OFSTED in all Gov meetings. SLT in school well aware of changes – evidence all work on curriculum, changes in Nurture planning

HT reports reflect new OFSTED headings Govs asking questions that relate to the changes in emphasis – from data to quality of education Gov visits reflect links to curriculum

Training Govs Oct 2019- whole Govs led by HT- no cost or Gov services- in Gov training SLA Ht/ DHT training Sept 2019 £200

Ht/ Govs/ LLP

calmore infant school school improvement plan 2019-2020€¦ · review school rules to become...

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