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BRYNNAU PRIMARY SCHOOL ‘Helping each other to succeed –Helpu’n gilydd i lwyddo’
School Improvement Plan
2019 – 2020
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1. General School Information
Address William Street, Brynnau, RCT, CF72 9QJ
Telephone 01443 237828
Fax 01443 222152
Email [email protected] ; [email protected] ; [email protected]
Website www.brynnauprimary.com @brynnauprimary DES LA Number 6742061
Headteacher Mrs Vanessa C McCarthy
Chair of Governors Cllr C Parker
Director of Education Mrs Gaynor Davies
2. Staffing Structure – Teaching Staff
Name Position Responsibilities Planned CPD training Please highlight any leadership training
Teaching posi-tion
1. V.C.McCarthy HT CSC Delegate HT ,CSC Chair Ex-pressive Arts AOLE, Regional Net-work Lead Expressive Arts
Safeguarding L3 updates, first aid, Con-tinua, Leading Regional Networks
2. B. Atkin DHT Health & Well-being Lead, Attend-ance, Deputy L3 Safeguarding of-ficer, FP Alliance Lead CSC
Safeguarding L3 updates, first aid, Leading a FP Hub , Mindfulness, Senior ITE men-tor, Skype, On-line safety, Developing rich tasks Continua, CLA 2&3, pedagogy,
Yr 2
3. S Wilson SLT UPS3 DHT .2
TLR FP, LLC, Deputy L3 Safe-guarding Officer, FP Alliance Lead CSC
Safeguarding L3 updates, first aid, Leading a FP hub, skype, on-line safety, Mindful-ness, Continua, developing effective col-laboration for the DCF, pedagogy triads
N/R
4. S Dennett-Jones ( (TLR until Spring term 2020)
SLT UPS3
TLR KS2,Humanities Lead Assessment
Safeguarding, first aid, ITE mentoring Mindfulness, skype, Primary coding pro-gramme, exploring coding and the curricu-lum for Wales,, Continua, FP practice into yr3&4, pedagogy triads
Yr 3/4
5. C Roderick (Seconded T&L lead Cardiff school until Spring term 2020)
SLT ALNCo, Maths & Numeracy, Deputy L3 Safeguarding Officer
Safeguarding, first aid, ALNCo, , on-line safety, pedagogy triadsMindfulness, Senior ITE mentor, Continua
Yr 6
mailto:[email protected]:[email protected]://www.brynnauprimary.com/
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6. C Thomas UPS3 LLC Lead Safeguarding, first aid, Siarter Iaith, Pie Corbett, Voice 21, Welsh and the DCF, Continua, on-line safety, pedagogy triads
Yr 5
7. S Jones UPS3 Science & Technology, DCF Lead, MIEE, Microsoft Showcase School Lead
Safeguarding, first aid, Hwb digital leader, Microsoft C 21st leader, Developing digital competency across the curriculum Con-tinua, pedagogy triads, On-line safety Lead
Yr 1
8. I Harris UPS3 Maths & Numeracy Lead Safeguarding, first aid, Mindfulness, Data and Computational thinking, FP practice into Yr 3&4, On-line safety; Continua,peda-gogy triads
Yr 3/4
Staffing Structure – Support Staff
Name Position Responsibilities Planned CPD training
Intervention Class sup-port
T. Phillips TAL3 PPA cover, Expressive Arts First Aid, Safeguarding, Mindful-ness,Hwb+, Continua, pedagogy triads
Media Stud-ies
N-Yr 6
K Rees TA L3 ALN interventions, Expressive Arts
Catch-up 3 training, Mindfulness, Safeguarding, first aid, ELSA up-date, Thrive, ALNCo cluster sur-geries
Basic skills, Emotional & social literacy
KS2
B Gallagher TA L1 ALN interventions, LLC Mindfulness, phonics Safeguard-ing, first aid, ELSA
Basic skills Yr 1&2
E Madge NNEB Maths &Numeracy Safeguarding, first aid, Mindful-ness, Thrive, pedagogy triads
N/R
S Morgan L3 LLC Speech & Language links, Mind-fulness, pedagogy triads
N/R
K Duggan TA L3 TA L4 (.1)
LLC and W2L Safeguarding, first aid, Mindful-ness, Thrive, pedagogy triads
N/R
N. Jones TA L3 LLC, W2L Safeguarding, first aid, Mindfull-ness, , pedagogy triads
N/R, Yr 5
N John TA L3 Lunchtime supervisor
Health & Well-being, First Aid Safeguarding, first aid Mindful-ness, Thrive, pedagogy triads
N/R
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M Clarke TA L3 PSWBD, LLC Safeguarding, first aid Mindful-ness, Thrive, pedagogy triads
Yr 1
D Doyle TA L1 TA L3 (.1)
CLA support, ALN interventions, Expressive Arts
Safeguarding, first aid Mindfulness, ELSA, Jenny Moseley, Thrive
Basic Skills Yr 5&6
C Richards SNSA 1:1 support Statement medical Expressive Arts
Safeguarding, first aid, manual handling ,Mindfulness, Thrive, PEG feeding, stoma training
Medical Yr4 pupil
Y Evans SNSA 1:1 (J Share) support Statement medical, Science & Technology
Safeguarding, first aid, Manual handling update, Mindfulness, Thrive, PEG feeding
Medical Yr 4 pupil
J Morris SNSA 1:1 support Statement medical Humanities
Safeguarding, first aid, manual handling Mindfulness, Thrive, PEG feeding
Medical Yr1 pupil
S. Langdon
SNSA 1:1 (J Share) Statement medical 1:1 statement support Health & Well-being
Safeguarding, first aid, Manual handling update, Mindfulness, Thrive, PEG feeding
Medical Yr 1 pupil Yr 4 pupil
E. Wilson
SNSA 1:1 (J Share) Statement medical LSA L1
Safeguarding, first aid, Manual handling update, Mindfulness, Thrive, pedagogy triads
Medical Yr 2 pupil
L Davies
SNSA Lunchtime supervisor
1:1 statement medical Humani-ties
Safeguarding, first aid Mindful-ness, Thrive
Medical Yr 2 pupil
A Rees Brass tutor Expressive Arts
Safeguarding, first aid Mindful-ness
FSM Yrs3-6
D Tyler Senior Administrator Safeguarding, first aid Mindful-ness, Thrive, SIMS
R North Attendance Clerk (PT) Safeguarding, first aid Mindful-ness, Thrive, SIMS
Y Evans Admin Clerk (PT) Safeguarding, first aid Mindful-ness, Thrive, EVC
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1. 3 Year Strategic Overview 2018 – 2021 (Priorities are subject to change where necessary to respond to the National Mission and ALN Bill)
National Mis-sion
Year 1 – Aims & Aspira-tions:18/19
National Mis-sion
Year 2 – Aims & Aspira-tions:19/20
National Mis-sion
Year 3 – Aims & Aspirations: 20/21
Transforma-tional curricu-lum Strong and in-clusive schools High quality education pro-fession Robust as-sessment and accountability
Continue to improve our provision and assessment of literacy in cross curricu-lar context
Continue to improve our provision and assessment of numeracy in cross-cur-ricular contexts
To develop rich tasks to incorporate the DCF strands
To continue to improve pupil attendance
To introduce the new
teaching and learning
standards
Prof T&L Standards: Con-tinua model to improve capacity to identify and implement excellent teaching practices/strate-gies
To develop moderation procedures and standard-ised portfolios to ensure consistency of teacher as-sessment within cross-curricular contexts across the school/ Cluster/SIG
Transforma-tional curricu-lum Strong and inclusive schools High quality teaching pro-fession Robust as-sessment & accountability Inspirational leaders work-ing collabora-tively
Raising standards in Literacy in authentic contexts,
Raising standards in Numeracy in authentic contexts
To develop rich tasks to incorporate the DCF strands
To improve pupil at-tendance
To continue to embed PT&L Standards via the development of co-coaching, peer-moni-toring triads to im-prove capacity to iden-tify and implement ex-cellent teaching prac-tices/strategies
Continue to develop moderation procedures and standardised port-folios to ensure con-sistency of teacher as-sessment within school and across Cluster/SIG
Embed leadership ca-pacity of SMT and UPS3 colleagues to strategically plan and lead whole school/ Cluster/SIG/CSCJES
Transforma-tional curricu-lum Strong and in-clusive schools High quality teaching pro-fession Robust As-sessment and accountability
Raising standards in Liter-acy in authentic contexts,
Raising standards in Nu-meracy in authentic con-texts
To develop rich tasks to in-corporate the DCF strands
To improve pupil attend-ance
To continue to embed PT&LStandards via the de-velopment of co-coaching, peer-monitoring triads to improve capacity to identify and implement excellent teaching practices/strate-gies
Continue to monitor/analyse performance data and tar-geted support to improve outcomes for all pupils
Continue to improve our provision and assessment of numeracy in cross-curric-ular contexts
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Strong and in-clusive schools Inspirational leaders work-ing collabora-tively Strong and in-clusive schools High quality teaching pro-fession Transforma-tional curricu-lum
Continue to refine analy-sis of/monitor perfor-mance data (Including National test data) to in-form planning and provi-sion to ensure all pupils are appropriately sup-ported and challenged to meet their maximum po-tential.
Further increase leader-ship capacity of SMT to strategically plan and lead whole school, Cluster, SIG and CSCJES
Introduction and response to Schools as Learning Organisations materials
To revisit and refine ALN policies and provision to ensure needs of vulnera-ble pupils are met.
Develop cluster IDP pro-files in response to ALN Bill
Achieve National Healthy Schools Award re-accred-itation
Introduce structured pro-vision for H&Well-being
To establish FPhase hub to share excellent practice with CSCJES schools
To monitor and develop cross-curriculum provision mapping
Transforma-tional curricu-lum Robust as-sessment and account-ability
Embed Schools as Learning Organisations model of self-evalua-tion
Raising standards in Science& Technology and Expressive Arts in authentic contexts (STEAM)
To continue to monitor and develop cross-cur-ricular provision map-ping
Continue to network with our SIG group to implement the DCF in authentic contexts
Evaluation of Readi-ness toolkit
Continue to moni-tor/analyse perfor-mance data and tar-geted support to im-prove outcomes for all pupils
Review intervention strategies and their success in improving outcomes for vulnera-ble pupils
Achieve National Healthy Schools final phase
Strong and in-clusive schools Transforma-tional curricu-lum Inspirational leaders work-ing collabora-tively
Further develop moderation procedures and standard-ised portfolios to ensure consistency of teacher as-sessment within cross-cur-ricular contexts across the school/ Cluster/SIG
Review intervention strate-gies and their success in improving outcomes for vul-nerable pupils
Achieve National Healthy Schools final phase
Embed structured provision for H&Well-being
Further develop cluster ALN model
To continue to monitor and develop our AOLE cross-curricular provision map-ping
Review provision of oppor-tunities for physical devel-opment
Siarter Iaith pilot – Interim Welsh Language provision
Continue to network with our SIG group to monitor the implementation of the DCF
AOLE teams to audit, moni-tor and provide progress re-port to GB
Readiness toolkit evaluation
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Continue to develop op-portunities for oracy to raise standards in writing
Continue to network with our SIG group to imple-ment the DCF in authentic contexts
Siarter Iaith Pilot - review of Interim Welsh language provision
Respond to draft new cur-riculum
Trial AOLE strands within STEAM context
Evaluation of Readiness toolkit
Four core purposes – mapping opportunities for the development of within provision
Strong and inclusive schools Transforma-tional curricu-lum Robust as-sessment and account-abiity
Embed structured pro-vision for H&Well-being
Siarter Iaith - review In-terim Welsh Language provision
Liaison with Profes-sional Alliance schools to further develop cur-riculum provision
AOLE teams to audit, monitor and provide progress report to GB
Further develop mod-eration procedures and standardised portfolios to ensure consistency of teacher assessment within cross-curricular contexts across the school/ Cluster/SIG
Further embed leadership capacity of SMT and UPS3 colleagues to strategically plan and lead whole school/ Cluster/SIG/CSCJES
Liaison with Professional Alliance schools to further develop curriculum provi-sion
Embed Schools as Learn-ing Organisations model of self-evaluation
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Targets 18/19 Why a priority? Funding Allowance
To improve the performance of pupils in literacy
Analysis of Ffynon data National priority
EIG, PDG
To improve the performance of pupils in Maths Analysis of Ffynon data National priority
EIG, PDG
Preparation for Curriculum Reform National priority EIG, PDG, PLG
To ensure healthy lives and promote well-being for all National priority EIG, PDG Welsh: Siarter Iaith National priority EIG, PDG
Priority 18/19 IMPACT Next Steps
Literacy
1. Most targeted pupils show improvement in their National tests and Salford standard-ised scores for reading 2019
2. All targeted pupils achieved expected or better than expected progress in TA scores (SIMS) during and at the end of the intervention programmes
3. 100% KS2 pupils achieving L4+ 4. E-fsm pupils in line with Non-Efsm at expected level / outcome 5. 32% (8 pupils) FP pupils achieving higher than expected progress 6. Improved performance FP boys – nearly all achieving O5
1. Underperformance of pupils at higher levels
Maintain focus to ensure most pupils achieve their maximum potential.
Improve performance of pupils at L5 and 06+ p
Improve outcomes of e-FSM pupils at the higher levels
Maths 1. Performance of most boys at O6 and L5 in line with that of girls 2. Most targeted pupils show improvement in their N Reasoning and NPM test scores
3. Strategies for teaching calculation embedded 4. All targeted girls show expected or better than expected improvement/progress in TA
scores (SIMS) 5. Outcomes of e-FSM pupils in line with Non E-fsm pupils at 6. 32% (8pupils)FP achieving higher than expected progress
1. Underperformance of pupils at O6+ and L5 Improve performance of girls at O6 Improve performance of boys at L5 Improve performance of E-fsm pupils at higher levels
Curriculum Reform
1. Pedagogical approaches strengthened 2. Staff awareness of the new Professional Standards for Teaching and Learning raised 3. Action research model to professional development introduced 4. STEAM Expressive Arts & Science and Technology trialled 5. Core learning vision and values shared with and shaped by teaching and support staff 6. Provision is more aligned to the Four Purposes
i. Curriculum model to be further explored using 10 Principles of curriculum design. Ii Further develop a process driven curriculum model based on authentic contexts for learning, influenced by pupil voice which reflects the unique setting of our school. iii. Vision and values to be shared with and further developed by pupils, and stakeholders iv. Continua to be re-visited as PM tool to embed staff awareness of new T&L Standards
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Education improvement Grant the school has to spend for financial year 2019– 20
£80,634.
Employment of 4 L3 (27.5hrs)and 2 L1 (16.5hrs)Teaching assistants to meet statutory adult ratios in F.Phase and raise standards in Literacy, Numeracy,Well-being
£76,454
EIG AVAILABLE BALANCE £4,180
TOTAL EIG SPEND £5250
VARIANCE £1070 (School Budget, AOLE Chair funded)
Amount of EYPDG = £4,200 PDG = £24,150 28350 Activities Amount Outcome(s)
Employment of Attendance Clerk
Provision of intervention and support for vulnerable pupils who are undera-chieving in basic skills and are in dan-ger of disengaging
Subsidising additional music provision
Subsidising school visits
Subsidising Well-being & Mindfulness sessions
Subsidising Creative movement ses-sions
£24,150 £4,200
Close monitoring and early intervention to improve absence rates of vulnerable pupils Gap between FSM and NFSM pupils no greater than 6% in all cohorts CLA pupils to achieve ARE levels of attainment in all cohort Equality of access for vulnerable pupils to curriculum enrichment opportunities.
PROGRESS 2019/2020: COMPLETED ACTIONS CURRENT ACTIONS OUTSANDING ACTIONS
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To improve the performance of pupils in literacy
Success Criteria:
At least 80% of pupils to achieve expected Level / Outcome in Writing
All targeted pupils show expected or better than expected improvement/progress in TA scores (SIMS) during and at the end of the intervention programme
Performance of boys at higher levels/outcomes to be equitable to girls
Improved O6 pupil outcomes 2020
Improved L5 pupil outcomes 2020
Improved outcomes of e-FSM pupils at the higher levels
Opportunities for transfer of genre skills in authentic contexts are maximised and can be evi-denced
Actions
Personnel Timescales Resources/ Costs
Monitoring and evaluating impact
Amend SIMS tracking tool to break down LLC into Oracy, Reading and Writing
SD-J, VMc Autumn 19 Nil (SLA) Improved accuracy in identification of whole school and Phase trends in LLC
Engagement in CSC ‘Voice 21’ pilot project working collaboratively with Y Pant to trial strategies and develop a whole school ap-proach to the teaching of oracy to impact on writing
CT, SW, VMc
Aut & Sp19/20
Nil (CSC) Improved confidence of staff to deliver strategies for teaching of oracy
Moderation of standards in writing All staff Termly Nil (INSET twilights)
Consistency in Teacher assessment of writing and task differentiation
Monitoring of opportunities for writing in cross-curricular context: authentic contexts to have a literacy focus each half term (to include a digital focus)
All staff LLC team
Autumn term On-going
Nil
Genre mapping amended where appropriate .At least 80% pupils in each cohort operating within ex-pected levels / Outcomes
Embed the use of ‘genre hooks’ as a stimulus for writing: Pobble 365, Literacy Shed, Into Film, Hamilton Trust
All staff, LLC team
Autumn term On-going
Nil Genre mapping amended to include annex of availa-ble image-driven and book-driven hooks. Increased staff confidence in use of hooks to engage writers.
Pi Corbett strategies for the teaching of writing to be re-visited CT Autumn term £125 Increased staff confidence in teaching of genre, im-proved standards in writing .
Hamilton Trust & Literacy Shed subscriptions LLC team Autumn term £tbc @ £200 Capitation
Scaffolds for writing texts used consistently to sup-port delivery of strategies for writing across agreed genre.
Writing Mats at 3 levels trialled for yrs 1-3 for teacher reference, 4-6 pupil books
Teaching & Support staff
On-going Photocopy-ing costs
Improved standards writing O6 and L5+
CSC ‘Support for spelling’ Toolkit to be utilised to revise spelling lists and group activities
CT, SMT Aut 19 Nil Group activities and revised lists embedded, im-proved spelling evident in pupil written responses.
Book Scrutiny – focus: writing VMc Termly Nil Consistency in frequency of opportunities for transfer of genre in authentic contexts. Majority of learners working within expected levels/outcomes
L2L reviews : writing focus, genre hooks LLC team Spring term £125x2 Positive response from pupils informs staff use of book and image driven stimuli
Identify, monitor and track upper middle band pupil within each co-hort with the potential to achieve an additional sub-level
HT, SLT, all staff
Half termly Nil LSA cover
Pupil progress half termly meetings identify strate-gies for targeted pupils and progress made.
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Additional intervention timetables for targeted pupils CR, KR, BG, DD
Half termly Nil Timetables amended half termly to reflect pupil pro-gress meeting decisions
Intervention staff to work alongside class teacher in implementing identified strategies for intervention pupils in reading and phonics
KR, BG,DD On-going Nil Effective, timely, team work to impact on pupil pro-gress ensuring consolidation of targeted areas.
Assessments, as appropriate, undertaken and recorded on SIMS for all targeted pupils e.g. National tests, PTE, Salford reading ages, SWST
All staff On-going Nil Value-added celebrated and shared at pupil pro-gress meetings
ALNCo to audit cohort standardised scores and teacher assessments to identify pupils in need of intervention and support
CR Sept 18 June 19
Nil built into timetable
Data analysis utilised to identify individuals with spe-cific needs eg dyslexic tendencies and provision amended accordingly
Head teacher and SMT to scrutinise national test and internal data for reading and English/LLC for all pupils
SMT, HT
Termly £125x4 Correlation between TA and standardised scores
Language Llinks assessments to be undertaken with Reception, Yr 1 and new pupils
SM By October half term
Nil built into timetable
Data analysis utilised effectively to identify and target pupils in need of support in expressive and receptive language
Language Links staff member to work alongside class teacher to pro-vide intervention and support for identified pupils
SM, SW, DD On-going Nil built into timetable
Improvement in receptive and expressive language skills evident and celebrated in pupil progress meet-ings
Language Links data to be analysed and report generated SM, SW, DD CR
On-going Nil Positive impact of data on quality of individualised programmes
Welcom assessments to be undertaken with Lower FP SA+ pupils and shared with parents/carers
SW, DD, EW Aut &Spr Nursery be-low Baseline
Nil, built into timetable
Positive impact of programme on pupil development, parents accessing support with activities.
Cluster moderation of pupil English and LLC profiles (Writing) JL, BA May 2020 tbc
£125x2 Consistency of teacher assessment across cluster
Book scrutiny to be undertaken: differentiation, genre coverage, presentation.
HT, SLT & Challenge Adviser
Termly Nil Improved quality of presentation, frequent opportuni-ties for genre transfer evident
LLC team to report progress within target to GB LLC team Spr & Summ NIL Celebration of improved standards for efsm, O6 & L5
EIG EXPENDITURE: TOTAL EXPENDITURE
£1,375 £1,450
EVIDENCE
Pupil progress meetings LLC team evaluations FPA Writing audits Pupil voice evaluations Book scrutiny Course evaluations Policy documents Cohort moderation files. LLC curriculum team annual reports
SIMS termly pupil progress analysis SIMS progress report progress v target set Writing audits, Gender bias audits - enhanced and continuous provision Language Links analysis reports Welcome assessment analysis reports INSET evaluations Cohort assessment files. Genre mapping
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To improve the performance of pupils in Numeracy
Success Criteria: • Performance of boys at O6 and L5 to be in line with that of girls • Opportunities for application of M&N skills in authentic contexts are maximised and can be evidenced • At least 80% of pupils achieving expected Level / Outcome progress • Improved outcomes of e-FSM pupils at the higher levels • All targeted pupils show expected or better than expected improvement/progress in TA Scores (SIMS)
Actions
Personnel Timescales Resources/ Costs
Monitoring and evaluating impact
NPT &NRT assessment data analysis to support Teacher Assess-ments when grouping / streaming pupils within Yrs3 - 6
KS2 staff Sept 19 June 20
Nil Accuracy in differentiation of appropriate provision of maths tasks.
Identify, monitor and track upper middle band pupils within each co-hort with the potential to achieve an additional sub-level
HT, SMT, all staff
Half termly Nil LSA cover Pupil progress half termly meetings identify strategies for targeted pupils and progress made At least 80% of pupils achieving expected Level / Outcome progress
Assessments, as appropriate, undertaken and recorded for all targeted pupils e.g. National tests, TA data recorded in SIMS da
All staff On-going Nil Value-added celebrated and shared at pupil progress meetings
Book scrutiny to be undertaken by MD curriculum team and SMT MD curriculum team SMT
Spring term 19
£125 M&N skill transfer opportunities evident. Pupils success-fully deploying skills at expected level / outcome
INSET day: Moderation of standards in Numeracy All staff Spring term Nil Consistency in Teacher assessment of Numeracy and task differentiation
Pupil voice sampling to be undertaken: opportunities to transfer skills in authentic contexts
IH Spring term £125 Increased pupil confidence in transfer of computation and problem-solving skills
Analysis of NPMT and NNRT SD-J, HT Sept 19 £125 Improvement/progression in National tests standardised scores of targeted pupils. Yr 2-6 pupils achieving expected progress level
Cluster moderation of pupil Mathematics and MD profiles CR , BA May 20 £125x2 Consistency of teacher assessment across cluster
SIMS analysis of end of year TA SMT July 20 Nil Performance of girls at O6 and L5 in line with that of boys All targeted pupils show expected or better than expected improvement/progress in TA scores (SIMS) Improved L5 outcomes for boys 2020 Improved outcomes of e-FSM pupils at the higher levels
MD team to report progress within target to GB MD team Spr & Sum NIL Celebration of improved standards in Numeracy for efsm, O6 & L5 Girls
EIG EXPENDITURE:TOTAL EXPENDITURE:
£625
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EVIDENCE - MATHS
Pupil progress meetings MD team evaluations ALNCo analysis report Pupil voice Book scrutinies Computation policy documents
Cohort moderation files Cluster moderation reports MD curriculum team annual reports Cohort assessment files SIMS Discover termly pupil progress analysis SIMS progress report progress v target set
Preparation for Curriculum Reform
Success Criteria:
Core learning vision and values are shared with and shaped by all stakeholders
Provision is aligned to the Four Purposes
All staff are familiar with the new Professional Standards for Teaching and Learning
Enquiry / research model to professional development established to further develop pedagogi-cal approaches
Learning environments and resources facilitate child-influenced, teacher -directed exploration and encourage independent, individual thinking and responses
Actions
Personnel Timescales Resources/ Costs
Monitoring and evaluating impact
Embed Four Purposes into whole school merit and values pro-
cesses
All staff and
pupils
On-going Nil Raised pupil awareness, ownership of and engage-
ment with 4 purposes.
Revisit and amend existing provision statement for each strand of
each Purpose
All staff On-going Staff meet-
ings, Twilights
Consensus of expected experiences and achieve-
ment. BPS curriculum is bespoke to our context and
meets the needs of our pupils in realising their
development towards the four purposes
Amend long, medium, and short-term planning to reflect Four Pur-
poses
VMc, Teach-
ing staff
On-going Nil Learning experiences are shaped by Four Purposes
Identify and agree progression in the development of Four Pur-
poses pupil ‘attributions’
All staff Autumn 19 Nil Agreed statements used by teachers, learners and
parents / carers to support progression
Refine reporting to parent proformas to reflect / include four pur-
poses attributes, AOLE, pupil voice
SLT Autumn 19 £125 x 3 Report formats inform parents and learners as to next
steps in learning , description and celebration of
progression
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Develop authentic context for learning which stimulate cognition,
metacognition and creativity
All staff On-going INSET, Twi-
lights, staff
meetings
Content and process clearly established in the context
of real and present problems to be solved and
questions to be answered. .Learning is meaningful
and pupils are actively engaged.
Authentic contexts for learning to be pupil-influenced utilising:
We Know, We wondered , We could, We discovered
All staff and
pupils
On-going Lesson time Pupils are engaged with learning and are provided
with opportunities to shape their learning journey as
independent, creative, critical thinkers
Central focus learning journey displays in each classroom
: Discovery Detectives - Juniors, Little Explorers - FP
All staff and
pupils
On-going Display mate-
rials – school
budget
Interactive celebration of enquiry ensures
engagement, supports knowledge and skill
acquisition.
G Coombes & H Bowen INSET ‘Supporting your school in develop-
ing LLC
SW, CT Sept 19 £125 x2
£190 - fees
Good practice LLC model shared with all staff LLC
curriculum evaluation tool developed, model for LLC
action plan established
CSC ‘Developing Rich Tasks’ DCF Producing strand CT, SW 23/10, 22/1, 26/2, 1/4
PLG Improved learning and teaching experiences and
outcomes for learners; progression in provision of
authentic contexts for learning across the curriculum
CSC , ‘Planning opportunities for Collaborating’ DCF Collaboration
strand. Developing opportunities for collaboration within and across
schools.
SD-J 10/10, 21/11,
14/1
PLG Increased staff knowledge of and confidence in use of
collaboration tools within Hwb; planned progression
for collaboration using ‘hooks’ as starters across the
curriculum.
CSC ‘ Data & Computational Thinking’ DCF Data strand. Develop-
ing use of data and computational thinking in authentic contexts IH 15/10, 26/11,
21/1, 10/3
PLG Planned progression for Data and Computational
Thinking across the curriculum,
CSC ‘DCF across the Curriculum’ SJ TBC £125 x 3 Opportunities for application and progression in CCR mapped across the curriculum
DCF network meetings SJ 25/10,4/2, 22/6,
£125x3 Increased confidence of co-ordinator to lead and
share a progressive approach to whole school devel-
opment of DCF
CSC ‘Developing coding from FP to KS2’ SJ / S D-J TBC £125 x 2 Progression in provision for coding opportunities
within authentic contexts
SWGFL Online Safety Updates SJ 20/1/ £125 Whole school procedures and policies for On-line
Safety amended as appropriate in line with current
best practice
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Audit current provision against the 10 principles of curriculum de-
sign
All staff On-going Staff meeting
time
Raised awareness of the complexity of curriculum
construct, clarity of design of current provision
Further develop year 3&4 learning environments to reflect FP peda-gogy
SD-J, IH Aut 19, on-go-ing
£125x4 Physical and emotional provision supports active engagement of learners
Planned use of outdoor environment to enhance problem-solving, risk-taking and collaboration
All staff weekly/fort-nightly
Nil Increased learner confidence, independence and ability to collaborate in challenging circumstances. Increased staff confidence to facilitate learning
Pupil voice surveys to be undertaken, focus: i. Creative and critical thinking ii. Pupil influence on shaping their learning
VMc, SLT Spr & Sum 20 Nil Analysis of data impacts on future provision.
Awareness-raising sessions delivered to share strategies for implementing Curriculum for Wales
SLT, staff, parents, pu-pils
Autumn Open even-ing, website
Raised stakeholder awareness of curriculum reform agenda, significance of 4 purposes
Preview of draft 6 AOLE What Matters statements HT, SLT January -April staff meetings Prior access to proposed content
Consider implications for mapping of What Matters statements
against provision
All staff April 19 ongo-
ing (CF)
Staff meeting Inter-disciplinary approach to curriculum model further
trialled, identification of gaps
Pedagogy strand of new Professional T&L standards to continue to be used to form performance management targets as identified via Continua evaluations
All staff On-going Performance management meets
Pedagogical approaches strengthened, increased staff familiarity with new professional T&L standards
Dedicated reading time sessions for consideration of research ap-pertaining to pedagogy principles enquiry
All staff On-going Staff meets, twilights
Staff use enquiry and research to inform and develop their pedagogy
Teaching triads/pairs to trial strategies and shape whole school pedagogical approaches
All staff On-going £6150 PLG Positive impact of agreed strategies on pupil engagement and progress Balance of pupil-influenced and teacher-directed exploration supported by deployment of appropriate pedagogy.
Map LNF & DCF cross-curricular opportunities / activities SJ,SLT, On-going £125 x 4 Opportunities and areas for further development identified and celebrated
Trialling of e-portfolio development models All staff Aut 19 Nil W. Government - TBC
EIG EXPENDITURE: TOTAL EXPENDITURE
£2750 £5916 PLG
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EVIDENCE – CURRICLUM REFORM
Staff meeting minutes Audit of provision against Four Core Purposes INSET materials Four Core Purposes progression statements Agreed pedagogical principles glossary Curriculum provision statement
LN DCF tracking tool Pupil voice surveys: Thinking skills, creativity, problem-solving, learning journeys Reports to Governing Body Triad evaluations Planning proforma Reporting proforma T&L policy
To ensure healthy lives and promote well-being for all
Success Criteria:
All targeted pupils show expected or better than expected progress in confidence and emotional resilience during and at the end of the intervention programme
Improved PSEWBCD O6 outcomes for pupils 2019
Improved Well-being progression steps for identified pupils in KS2
Improved staff knowledge and understanding of Well-being and emotional needs of pupils
Actions
Personnel Timescales Resources/ Costs
Monitoring and evaluating impact
Cognitive behaviour therapy awareness-raising INSET TP, KR Aut 19 Nil – INSET day
Increased staff awareness and skill set to use CBT strategies to de-sensitise conflict and secure emotional resilience.
Mindfulness coach delivering sessions to all year groups during cir-cle time
C.C-O 19 – 20 Salary costs Main budget
Increased pupil confidence, self-regulation and resili-ence
Six sessions to be run for each year group based on the Paws B and Present Programme
CCO On-going Part time member of staff
Increased pupil confidence and knowledge to address their own emotional needs
Thrive up-date training for identified members of staff KR Autumn 19 Nil Cluster funded
Individuals complete training and receive accreditation
Thrive assessments to be undertaken for identified pupils KR, Class teachers
After training is completed
Nil Assessments undertaken and suggested strategies im-plemented in sessions and in class
Identified pupils to receive Thrive sessions to address individual emotional needs
KR On-going Salary costs Timetable of support sessions in place. Individual targets monitored within their plan
Re-assessment of Thrive pupils KR, CR Summer 20 Nil Positive impact of programme on pupil well-being and emotional needs Pupil progress half termly meetings identify strategies for targeted pupils and progress made
Pupil well-being surveys to be undertaken by the School Council School Coun-cil, KR, BA
Autumn 19 Nil Surveys completed Nursery up to year 6
Analysis of well-being surveys to be completed by the school coun-cil and shared with staff and governors.
School Coun-cil, KR, BA
Autumn 19 Nil Trends from survey utilised to develop School Council targets
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Staff well-being surveys to be undertaken for the Rights Respecting Schools data
BA Autumn 19 Nil Trends from survey utilised to develop RRS Silver Award targets
RRS action plan to be completed and identify targets for the Silver Award
BA Autumn 19 Nil Action plan identified RAG rating and key areas for de-velopment as a school
RRS Silver Award targets to be shared with staff and pupils BA, SW By October half term
Nil Staff briefing held to disseminate RRS targets and way forward
RRS Assessment to be undertaken by an external provider BA, Summer 20 £125 x 1 Achievement of the Silver Award
Healthy School evidence to be identified, celebrated and collated BA On-going £125x1 (HS funded)
Maintain the NQA award
School assemblies to promote the school values in line with the Rights of the Child Charter, Mindfulness and the Four Purposes
KR, TP On-going
Nil Pupil well-being enhanced and awareness raised of the Rights of a Child Charter and School Values
Encourage physical fitness and well-being of pupils and staff through daily activities. (Mile a day, Five a day fitness, Play to learn, PESS and woodland experiences)
All staff On-going Nil Timetables and planning identify opportunities for physi-cal development. Use of 3G all weather facilities timeta-bled Increased levels of fitness and well-being of pupils.
ELSA staff (x3) to provide sessions for identified pupils KR, DD, RG On-going Salary costs Increased levels of confidence and resilience of the identified individuals Improved levels of performance of identified individuals
Each class to plan for Circle time throughout the week based on in-dividual needs of the class in line with the Values and RRS PAWSB sessions
All staff Sept 18 Jan 19 July 19
Nil Timetables and planning identify opportunities for Circle time and Well-being. Monitoring undertaken by the Well-being team.
Participation in Swansea Univ HAPPEN research project (Health and Attainment of Pupils in a Primary Education Network)
Pupils, SLT, Parents/Car-ers
Autumn 19 Nil Evaluation of response data influences provision to fur-ther develop a climate supportive of holistic develop-ment
EIG EXPENDITURE: TOTAL EXPENDITURE
£250.00 +salary costs
EVIDENCE
Pupil progress meetings ALN Team meetings Well-being team evaluations Pupil well-being evaluations Staff well-being evaluations Rights Respecting Schools File and data Healthy Schools Evidence files Course evaluations Policy documents
Teachers Planning Well-being (Paws B and The Present) Overview/planners Evaluations of Well-being input/interventions Thrive assessment reports and data analysis INSET evaluations
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Welsh
Success Criteria: 1 Increased use of Welsh spoken around the school
2. Silver Award Welsh charter achieved
3. 80% of yr 2,4,6 learners achieving expected level at year end 4. Secure Cluster moderation at end of KS2
Actions
Personnel Timescales Resources/ Costs
Monitoring and evaluating impact
Crew Cymreig team established to monitor speaking of Welsh Pupils, CT On-going Nil Raised awareness of opportunities to use Welsh other than in the classroom
Crew Cymreig monitoring of progress within Welsh Charter tar-gets
Pupils, CT On-going Nil Good progress within each of the 10 target areas of the Welsh Charter
Crew Cymreig delivery of Cymru yn y canol assemblies focus-sing on WC targets
Pupils On-going Nil 10 Welsh Charter target activities a consistent focus
Welsh Charter Hall display to identify targets and progress within
CT, DD On-going Nil 10 Welsh Charter target activities a consistent focus and pro-gress celebrated
CSC ‘Welsh and the DCF’ CT 8/10 £125 Evidence for successful completion of Silver award in place
Listening to learners Welsh oracy standards yrs 2,4,6 CT Autumn 19 Summer 19
£125x2 80% of learners achieving expected level at year end
SIMS tracker up-dated to record KS2termly progress in Welsh KS2 Staff On-going Nil Standards in Welsh monitored and progress celebrated termly
SIMS targets to be set for Welsh KS2 KS2 staff Autumn 19 Nil Progress against targets show good progress and standards
Cluster links and Welsh ambassador to be developed HT, CT On-going Nil Regular contact with Cluster resulting in consistency of judge-ments during moderation
Progress against Welsh Charter targets reported to GB CT, GB link member
Spring 20 Summer 20
Nil Successful achievement of Silver Award. Raised GB awareness of progress against 10 targets.
EIG EXPENDITURE: TOTAL EXPENDITURE
£375.00 £375.00
EVIDENCE
Crew Cymrieg display Welsh Charter evidence files Bronze award Crew Cymreig tocen Iaith records
Welsh yard games Cymru yn y canol assembly files Hall display Progress against targets Crew Cymreig display
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Self-Evaluation Actions Timetable – Autumn Term
Activity Personnel Link to CIF Activity Personnel Link to SER
Whole School Assessment Tracking Data Analysis SLT IA1 July analysis disseminated. Half termly pupil progress meetings review of progress v tar-gets agreed. December submission of tracking to LEA
HT, SLT
All Wales Core Data Analysis
HT IA 1 Sept analysis used to generate SER IA1
CSC School and Individual Data Pack Analysis SLT IA 1 Draft disseminated, final to be used in support of categorisation meeting
HT, SLT
Review IA1 – SER SLT IA1 Dec SLT
Individual and Cohort Target Setting HT
Sept and re-visited October during pupil pro-gress meetings
ALN team, all teaching staff
ALN Provision Map for Interventions 2018-2019 CR Revisited September, October ALN team, HT, SLT
MAT Provision 2017-2018
SD-J Differentiation criteria revisited September. Cohort moderation files contain evidence of MAT pupil profiles
All staff
Draft SIP and Updated SER to Consortium Portal HT, Amended version uploaded in September HT, SLT
Baseline Assessments SW Undertaken within set timelines. Baseline spreadsheet developed in collaboration with SIMS team to be used to record
Reception TA’s, HT
HT Report to GB & Final SIP Approval HT Autumn Term GB meeting. Inclusion in new Hwb website for perusal
GB HT
Year Group Information Evenings SD-J, SW, BA Termly information letters and events calen-dar provided for all parents. New Nursery Par-ents coffee morning very well attended. ALN coffee morning workshop in Sept.
All teaching staff
IEP Target Setting CR July initial setting, re-visited October All teaching staff
Attendance Review HT October Weekly monitoring of attendance by Attendance Clerk , HT and GB member
HT, RN, CP
GB and CSC Data Analysis Meeting HT,GB Oct GB meeting GB, HT
Literacy team to meet with Link Governor CT October CT CP
Numeracy team to meet with Link Governor IH October IH, RKT
ALNCo to meet with Link Governors CR October CR, J J Tackling Poverty Leader to meet with Link Gover-nor
HT December progress report generated and statement included in HT report
HT, SD-J, CP, JJ, CR
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Standardisation of pupils’ work SLT July staff meetings, standardised portfolios in place
All staff
GB Standards and Curriculum Sub Committee to meet
HT, CP November date set GB committee members
GB Finance Sub Committee to meet
HT, CP Meeting held prior to Oct full GB meeting. GB Finance com-mittee
Parent Consultation Evening SW, SD-J Second week of Autumn half term All teaching staff
IEP Targets Monitoring CR, Undertaken October SMT
HT PM Evaluation & Target Setting to Portal HT November meeting with CA HT performance management sub -committee HT, Challenge Ad-visor
Self-Evaluation Actions Timetable – Spring Term
Activity Personnel Link to CIF Activity Personnel Link to SER
End of Autumn Term SIP Update
HT Complete Jan INSET day and shared with staff SLT
All Wales Core Data Sets – Attendance and FSM / Non-FSM Data
HT AWCDS utilised to inform SER and SIP Sep-tember 18 Awaiting receipt of attendance data
GB, SLT
CSC Primary Data Pack to include attendance DHT, RN Awaiting receipt
Progress on SIP
HT On-going but to be reviewed by SLT Feb and March
SLT, GB, all staff
HT Report to GB & Update on SIP HT, CP Included in Oct GB meeting report HT GB Pupils Progress Against Targets Meetings HT, CD-J Oct pupil progress meetings to be held All staff
Half Yearly Attendance Letters to Parents BA, RN To be provided week commencing February 19th
Standardisation of pupils’ work SD-J, SW Staff meetings: Jan INSET day All staff IEP Targets Review and Target Setting CR Undertaken Oct to be reviewed Feb ALN team, all
staff
Performance Management Interim Meetings HT March Teaching and non-teaching staff
Budget Review & Plan 2018 – 20189 (Financial Year)
HT, CP March finance committee meeting
GB finance com-mittee
Premises Review 2018 – 2019 (Financial Year) HT, AD March GB premises link member, Chair and Vice Chair
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Review of PDG, EIG
HT, October GB finance committee held SLT meet-ing March, staff meeting dissemination
SLT
Performance Management Lesson Observations HT, SW, CR Nov, April Teaching and non-teaching staff
GB Sub Committees to meet
HT, CP Ongoing GB and teaching staff representa-tives
Review of Categorisation of teaching, assessment and safeguarding
SLT SLT meeting March SLT
Review & Update SER
SLT SLT meeting March SLT
HT report to GB HT March VMc, SLT
Termly Self-Evaluation Actions Timetable – Summer Term
Activity Personnel Link to CIF Activity Personnel Link to SER
Review of Financial Year (Period 13) and finalise school budget for the year and approved by GB
HT GB finance committee meeting April VMc, RKT, CP, SG, DE
HT Report to GB & Update on SIP
HT Full GB meeting April VMc
Governor Questionnaire, Training Needs Analysis & Skills Audit
BA GB curriculum committee members to circu-late and collate
CP, AD
National Tests Administered
SD-J May TBC SLT
All school based assessments (AoL)
SD-J, SW Salford testing by July 1st for inclusion in re-ports. Reception baseline by advised date for entry to SIMS. Thrive assessments by October half term
CR SW VMc, CR, KR
Cluster Moderation
SW, BA, CR April TBC CR, VMc CR VMc BA, VMc, SW BA, VMc, SW
School Councillors presentation to GB
BA Full GB October. Update of progress in agreed projects
BA, School Coun-cil representa-tives
Y2/ Y6 EOKS Data submitted to DEWi SD-J, HT TBC SD-J, VMc, CR, BA
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Moderation of pupils’ work SLT June twilight literacy in topic books VMc book scrutiny
All staff VMc
GB Premises Sub Committee to meet
HT, AD April TBC VMc, A.D.
GB Finance Sub Committee to meet
HT, CP April TBC
VMc, RKT, CP, SG, JM
Transition Arrangements CR, HT TBC by Y Pant and Pencoed CATS Yr 6 Y Pant TBC
Evaluate PM Targets SW, BA, HT July INSET day All staff
Evaluate current SIP and review outcomes SLT May staff meeting SLT, teaching staff
Target Setting – compare with actual results SD-J. HT June staff meeting SLT ,Teaching staff
Individual and Cohort School Based Tracking Spreadsheets Finalised
SD-J July 10th – for school purposes but this may be earlier TBC by LEA
SLT and Teaching staff
Link CAP/CPD Plan to SIP / PM Targets SLT On-going over term.
Draft SER/ SIP 2018– 2019 produced
HT July 20th Draft VMc, CR,BA,SW,SD-J
End of Year Pupil Reports
SW, SD-J To VMc by July, to parents Mon July All teaching staff
Update School Prospectus
SLT By first week of final half term VMc
Meet with new parents
HT, SW June tbc 5.30pm Nursery staff, VMc
Y2/ Y6 EOKS Data, MAT and ALN information sub-mitted to High School
CR, HT, SD-J TBC by high school and transferred digitally SD-J, CR, VMc
IEP Targets Review CR IEP reviews completed CR, all teaching staff
Parent, Pupil & Staff Questionnaires
BA Provision questionnaires to be circulated No-vember re: parents evening and April re: pro-vision Pupil questionnaires by school council in April Staff and GB questionnaires February
SLT
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NOTES: