Rudston Primary School

School Development and Improvement Plan

2016/2017

DREAM, BELIEVE, ACHIEVE

The School Development Plan enables the school’s vision to be shared and understood by the whole school community. Our aim is to work and

learn together as a community in order to improve and be the best that we can be. The School Development Plan should give everyone an

understanding of where the school is going and what actions will be taken to ensure we get there. We set clear timescales for implementation

and determine how to effectively use both human and material resources to support specific goals. It also helps us plan and prioritise our

budget and guides how we plan and organise staff training. The School Development Plan is designed to give a sharp, clear focus to those

aspects of our work which we believe are most in need of improvement.

Everyone has the chance to contribute ideas as to how our school can improve. Staff, our LSIP and Governors meet termly to review how

successful our improvements have been and agree priorities for the coming year. We ask parents, staff and children to share their ideas

through questionnaires and the school council. We want everyone to support us and help us improve and this can only happen if we are all

involved. We are constantly reviewing everything we do at Rudston Primary School based on assessments, observations, feedback from all

stakeholders and most importantly the needs of all children in school. These reviews help us to inform our School Improvement plan. In addition

we seek to implement new national and local initiatives. School Improvements are implemented in various ways including revised curriculum

delivery, events, training, schemes and resources, focused initiatives and through partnership with colleagues.

There are four key priorities for the plan. We wish to achieve each target as fully as possible; therefore they will drive our training, resources,

teaching and learning, monitoring, evaluation and review over the next year.

Professional development INSET days are an important part of this process. This academic year they will be taken as 10 identified twilights and

tailored to staff group needs. In addition to this, all staff are keen to keep up to date with new initiatives. Therefore, individual teachers and

support staff have undertaken and will undertake training throughout the year in order to further their own professional development and to

strengthen the subject expertise on the staff. This includes collaborative work with local and regional schools.

Phase Leaders and Subject Leaders develop their own Subject Leader Plan which identifies key areas for development within their own

curriculum area for the academic year. The subject lead plans form the ‘Curriculum Improvement Plan’ and the Phase plans are developed

throughout the year following monitoring , evaluating and analysis on a regular basis to set milestone targets and desirable outcomes.

DREAM, BELIEVE, ACHIEVE

School Development Plan 2016/2017

Safeguarding Statement

Mission Statement

Long Term Vision

Ofsted Priority Plan

Summary of SSE Priorities 2015/2016

Summary of 2016/2017 Priorities

Background Priority Plan

Priority 1 Action Plan

Priority2 Action Plan

Priority 3 Action Plan

Priority 4 Action Plan

Best Value Statement

Governors Policy and Procedure timetable

Equality Action Plan & Access Action Plan

Building and Premises Development Plan

Policy Review Timetable

SAFEGUARDING STATEMENT

“Rudston Primary School is committed to safeguarding and promoting

the welfare of children and young people and expects all staff and

volunteers to share this commitment”.

Rudston Primary School Mission statement

‘To develop a love of learning, enabling all children to reach their full potential’.

Respect, Responsibility, Challenge, Enjoyment, Resilience

Rudston Primary School Aims

We aim:

1. To be an inclusive school and to put into place the practice in all aspects of our work that ensures that all learners are given equality of opportunity

and treated fairly.

2. To promote and achieve high standards for all by providing teaching and learning of the highest quality.

3. To use data and tracking to ensure all pupils make outstanding progress and they are involved in understanding their next steps to learn.

4. To treat learners as individuals and to differentiate teaching and learning to take account of their individual and any additional needs .

5. To provide well for learners’ physical, mental, social, spiritual, moral and cultural needs.

6. To provide well for learners’ care, health and safety.

7. To ensure that all learners benefit from a rich, broad, balanced curriculum presented in an interesting, exciting and imaginative manner with lots of

opportunities for purposeful experiences that enable pupils to learn to learn.

8. To teach basic skills and core subjects well and to give great emphasis to the foundation subjects and RE through a thematic and creative approach.

9. To make connections between subjects and aspects of learning and to apply basic skills across the curriculum. To give consideration to pupils input

into the direction of the learning and to listen to their feedback acting accordingly.

10. To enliven and enrich the curriculum by visits, visitors and extensive use of the environment

11. To make parents and the wider community partners with the school and to involve them in the evaluation of its success.

12. To build an ethos marked by a welcoming, friendly, bright and lively, happy place where learners feel secure. A place where good behaviour and

attitudes to learning are expected and where learners enjoy growing up and staff feel valued. Through implementing Communication Friendly

Spaces principles we aim to make this school a comfortable and secure place of enjoyment where success is celebrated and acknowledged and we

continually strive to improve and be the best we can be.

We will continually strive to achieve the school’s aims through the formal curriculum and through all the other experiences offered to our children. High quality education will raise the children’s standards of attainment, enabling them to:

develop their use of English and Maths which provide the foundation for all their other learning

learn social skills that encourage agreeable interactions between their peers as well as adults

treat everyone in an equal manner, irrespective of gender, race, class or disability

develop personal and moral values that are respectful of others, leading to their appreciation and toleration of other religions and other ways of life

learn in a safe and secure environment, in keeping with Health and Safety Regulations that are in the interests of all whom work in the school.

School Context

This is a larger than average Primary school (NOR 423) with a PVI Nursery –Bright Stars and Children Centre on site. The school serves an area of low levels of

deprivation(0.14) compared with national (0.21) and low FSM entitlement (17.5%) compared with national (25.02%). The number of pupils on roll has increased following

amalgamation in January 2012 to 423 pupils. We have a high waiting list (in year transfer approx. 58) and have been oversubscribed for admissions into Reception in the

last 3 years. We were 7th

in Liverpool out of over 100 schools for ratio of applications per place. Our data for Ethnicity indicates 9.5% of our children belong to minority

ethnic groups which is lower than the national average(31.6). A proportion of pupils have barriers to learning and additional needs (12.1%) which is in line with national

averages (12.1%). We have less than national SEN with a statement or EHC plan 0.2% compared with 1.3% national. The school’s leadership team includes the HT, DH, and

3 assistant heads. The EYFS Assistant Head is currently on a year secondment with HOPE University. We have 3 TLR post holders for 2016/2017 focused upon PE There have

been a further 2 NQTs taken on this year on fixed term contracts to cover secondments staff have taken on working within school and in partnership with HOPE University.

PPA and additional time is covered by specialist teachers in Digital Literacy, MFL (Spanish) and PE and in addition J. Kelly teaches Art one day per week. The Chair and Vice

Chair of Governors is experienced and worked with Rudston for many years and there has been stability to the membership of the Governing Body. All contribute on a daily

basis consistently as advisors or volunteering within the school.

The Learning Challenge Curriculum is in place at Rudston and Thinking Maps and the Communication Friendly Spaces philosophy have been rolled out across school. The

school has had to address maintaining raising standards and progress expectations over the three years and has been effective in achieving this through a range of

initiatives and approaches. Our provision now needs to support improved outcomes for our disadvantaged children and more able children. We need to improve progress

from EOKS1 to EOKS 2 from in line with national to above. Outcomes for Maths at the end of KS 2 needs addressing urgently .Performance Management, staff development,

coaching and mentoring have been instrumental in ensuring staff progress and professionally develop further to ensure consistent approaches across the sites and key

stages. We will continue to use PM to drive the quality of teaching, learning and assessment.

Rudston was judged as ‘Good’ in all areas by Ofsted Jan 2014. We are driving towards being ‘Outstanding’. Since Ofsted (Jan 2014) all school stakeholders have continued to

commit to the developed mission -DREAM, BELIEVE, ACHIEVE and values – Respect, Resilience, Enjoyment, Challenge and Responsibility. Standards in all areas have risen

across school now being above national in EYFS Good Levels of development (82% 2016 compared with national 66.3% 2015), Phonics Screening at Year 1 (92% compared

with 77%) ,EOKS 1 ARE Reading, Writing and Maths. EOKS 2 ARE is above in Writing , SPG. Reading is in line and maths is below.The number of children at ARE in each class

has risen in 2016 compared with 2013 ,2014& 2015. We still need to improve standards across KS 2 consistently to ensure better progress and more than expected progress

by the EOKS2- particularly in reading and maths. At KS1 and KS2 further focus on development which includes raising expectation and challenge for pupils in all classes is

necessary to raise the number of children making more than expected progress for PP and MA groups. Feedback and marking needs embedding consistently and individual

staff need to share good practice to ensure pupils have ownership and a great involvement in assessments& progress measures. The Phase Leaders will need to lead their

phase , identifying with staff the areas of focus and interventions and strategies necessary termly in response to the SDIP. Our developing approach and ‘o’ tracking system

along with the delivery of Learning Challenge Curriculum, is crucial to maintaining good provision moving toward outstanding. Having implemented and summarised data

sets in line with the new assessment system, a programme of standardisation and moderation will continue throughout 2016/ 2017with a network of local schools for

comparable standards for each year group and a local group of 3 context comparable school . Rudston remains in partnership with Hope University and is a key member of

the G10 local schools network. We contribute towards Liverpool Learning Partnership. The SLT supported an Academy in Halton from September to December 2015. Many

staff have delivered specialist lectures and workshops for SIL and local Universities. The HT has mentored 2 Aspiring Heads on the SIL course over the academic year.

All staff chose to be in the 4 priority groups 2015/2016 and have worked together on the 4 priorities of the school development plan. This development is displayed for children across school and they are

involved in evaluating progress towards the progress and contributing to improving and suggesting ideas. The Priority leads prepared feedback with regard to the 4 key areas to establish the achievements and

how the aims of the SDP 2015/16 plan have been met. These have been summarised and presented to the LSIP and Governors .

SLT and Phases have had meetings through the year to look at Ofsted guidance and make judgements with evidence of where we lie and what we need to do further to improve. This has informed the 2016/17

SDP alongside the School Self Evaluation September 2016.

Priority 1: Developing a Love of Maths for all children

What (Action) Impact Monitored quality of Provision Term 1 for starting

point (Obs, learning walk, book scrutiny, pupil questionnaire, parent feedback, data analysis, staff questionnaire, use of enviro)

Analysed data and provide all class teachers with information

Establish a training plan for all staff

Identify and put up a Maths display in each building

Devise and update Non – negotiables for maths

Maths radio broadcast each term

Maths Learning Walk by all staff

Source LA or consultancy support for external judgements

Maths and Breakfast Week, Maths Booklet of Learning for parents, Maths Workshops for each KS, Maths open sessions for parents to attend

Intervention focus for all classes, review progress and attainment for pupils

Maths for PP and MA (EYFS – KS2 )

Marking and formative marking quality

Visits to local schools and national to review their maths provision – schools with outstanding outcomes for maths

Priority Team – staff meetings

Resources review- incl use of resources

Developing standards files for maths with exemplification

Class teachers in year groups to observe each other

Historical data from 2013 illustrated a slight reduction in levels of attainment specifically for those higher

attaining children in both KS and KS2. This was exemplified by our 07 APS variance on National with school

achieving 28.9 APS in 2012 and 28.35 (R), 28 (W), 27.8 (M) 2013 at exit 2013 KS2.

In 2014 following a full year following the Liverpool Maths plans there was a raise in attainment and above

National average at all levels - 81% KS1 and 84% KS2 at ARE (2013 75% and 80%). However, concerns raised

from discussion with colleagues over the impact of the higher expectations at the end of key stage

Pupil interviews and teacher consultation highlighted a lack of embedded conceptual understanding due to a

tendency, particularly at upper KS2, to teach procedure before embedding these skills.

Key issues considered during this priority :

New end of Key Stage testing in Summer

Changing to assessment without levels

Equipment and resources

Focus on progress and attainment across all pupil groups and particularly PP group (Closing the

gap)

Development of a Maths Focus group to drive the priority

Consistency across the school and within year groups with an agreed approach using specific

teaching and learning strategies and styles.

Parental involvement

Through termly questionnaires children show a love of maths for different purposes and have a good attitude

towards maths and confidence in maths learning. Maths is a focus across the setting with an inspiring

learning environment

The outcomes show a much stronger grasp of basic skills and through pupil interviews the children were able

to articulate problem solving and reasoning strategies far better. After further discussion with staff and SLT it

was felt that we should collectively further exploring the Singapore approach through published schemes. In

the final term of the project staff engaged in ‘White Rose Hub’ planning for mastery in preparation for the

introduction of ‘Maths No Problem’, a Singapore approach to mastery teaching. It was felt, following training

maths learning and feedback

Maths lesson observations, learning walk, book scrutiny- attitudes, standards, intervention impact,

Maths through curriculum collated in booklet for govn and parents

Pupil Questionnaires

Parent Questionnaires

Staff questionnaires about confidence in maths

Data analysis and quality of provision Subject Lead SSE for LSIP and Govn

Mastery approach to Maths teaching introduced and developing

Use of concrete/pictorial/abstract method to teaching delivered through staff meetings

Problem solving / reasoning a priority for all classes

Basic Skills training for all staff with LA including moderation with G10 and Mosspits, Northway and Wavertree.

Maths focus group to lead in their year groups on

collaborative planning.

Through the year all staff explore Singapore approach

to Maths including training.

Team member investigates Singapore approach using

Numicon in a local school.

Sourced Maths No problem scheme for Year 1 – Year 6 and training for all teaching staff.

for all staff, that the children are now in a good position to take on the new challenge of a full Singapore

approach to teaching Maths. If it had not been for the ‘Love of Maths’ and mastery approach to teaching

undertaken this year, this would not be the case. Systematic basic skills teaching is in place daily .Children

show a love of maths for different purposes and have a good attitude towards maths and confidence in

maths learning. Maths is a focus across the setting with an inspiring learning environment.

There is consistent delivery of maths daily to ensure children build on their concepts, skills and knowledge

rapidly.

Children can access maths resources to ensure they learn independently and beyond the concrete. Children

develop their abstract and conceptual understanding which is evidenced through pupil discussions in

explaining their maths understanding. Children (95%+) say they enjoy maths and it is fun.

Monitoring shows that classes deliver guided reasoning through lessons regularly each term use the outdoor

appropriately - evidence in books, twitter, website. Planning clearly indicates increasingly inspiring maths

provision. Star of weeks are often showing maths. Radio broadcast focus upon maths at least 1x per term.

Provision is focused and inspiring across school and it is clear in all classrooms that maths is a priority. We need to ensure teaching is consistently good enough across school to ensure they continue to make rapid progress. The July data and monitoring suggests that pupils progress last year indicated that teaching has not been consistently good enough to overcome previous poor teaching and underachievement Low attaining pupils have not closed the gap sufficiently at EOKS2. PP and girls have not sustained high (Greater Depth) . Children in school are making good progress 82% across school at ARE sustaining from 2014/15 83%. EO EYFS 92%, EOKS1 -81% EOKS2 – 57%. The data suggests that Yr 6 2017 are currently at 79% and need to sustain and improve through the academic year to improve outcomes at EOKS2. Skills in EYFS and KS 1 are improving and this needs to be sustained through KS 2 with increased expectations and challenge. KS 1 data ARE school 81% compared with national 73% and GD 25% compared with Nat 18% shows an improved position. New staff have joined the school and need to be inducted into the Rudston delivery and required expectations. Non- negotiables for provision are to be in place by October 2016 . Data , moderation and pupil progress is consistently improving across the school (See data summaries) . Analysis shows a lack of resilience through Yr 6 test paper and answers not attempted in latter questions. Children did not perform well with positional and direction questions (55% correct) , ratio and proportion (50%,75%a and 96%)and calculation (65%) in line with national. The children performed well with shape questions =13% compared with national. Maths will be a Key Priority 2016/2017. Maths No Problem will be implemented across school. Year 6 will visit local schools to consider provision for Year 6 maths and in developing resilience

Priority 2 : To develop a ‘Love of Science’.

What (Action) Impact Book Scrutiny and moderation ½ termly with learning walks

by all subject leads and phase teams.

Expert Science teacher (Eileen Edwards teaching 1 per week)

Science Lab opened for dedicated space

LCC key questions linked to science as a focus in all year groups

Links , CPD and work undertaken with STEM

Reading and writing opportunities through science

Timetable adjustments to address individual class needs

Teachers visited similar school settings, SLT visited similar school settings

Focus WOW Science weeks including ‘The Egg’ LCC website information and fed through Twitter.

HMK Learning Logs with science theme

Floorbook – SMSC, Science

Thinking maps developed further across school (6)

Updated Science Policy

Case Studies of individual children, pupil consultations and parent consultations

Use of outdoors and forest schools developed for PP groups and classes with a focus on scientific enquiry

Experts incl. G&T sessions to provide workshops in Literacy, Poets, Drama, Scientists

Visits to secondary schools and Hope Uni for science KS2

WW -Monitor quality of Provision Term 1 for starting point (Obs, learning walk, book scrutiny, pupil questionnaire, parent feedback, data analysis, staff questionnaire.)

Analyse data and provide all class teachers with information

Establish a training plan for all staff

Identify and put up a Science display in new Science room

Ensure Science is reflected in Long Term LCC plans on website

Ensure MA for Science are identified in MA plans

STEM grant application

Pupil attitudes to Science are very positive: 92% enjoy science lessons,86% feel that what they learn in Science is really useful 81% feel that the questions in Science lessons help them learn more science From pupil questionnaire :

44% of children do not know if they get good marks in Science

66% usually understand what the Science lesson is about Groups of children have visited Hope University to talk about Science. They have also attended and delivered at a Science STEM conference with the subject Lead (WW). At EOKS2 89% achieved ARE compared with 81% nationally. 90% compared with 86% Disadvantaged. Whole school data shows that 89% are working at ARE or above (exceeding target of 85%), but only

22% exceeding, below target of 35%.100% have made good progress.

Children are secure in scientific knowledge but need to enhance skills in scientific enquiry. This shows a

slight increase from 87% ARE and above in 2015 but decrease from 28% exceeding in 2015. Learning

walks, lesson observations and book scrutiny comparing previous work show an increase in attainment

of all groups of learners and moderation shows that slight decrease in data is a result of more accurate

teacher judgements and greater understanding of ARE.

LCC is being used to deliver Science through a creative and engaging initial question that is linked to a

key text. This is monitored and sessions are focused and progressive in Learning Challenge Key Sceince

questions. There is growing evidence of a conclusion to topic which answers the initial question

Every classroom has an inspiring LCC display during the year . Science/LCC displays are evident in all

classrooms to show learning journey through topic and each KS has an interactive Science display to

provoke science talk.

There is evidence of Science in all KSs. Mrs Edwards has provided challenging and engaging sessions for all children as well as the opportunity for all teachers to observe practical science lessons. Monitoring of planning shows that there is good coverage of all strands of science, both linked to LCC and as a standalone subject. Pupil discussions show that there is some inconsistency in the teaching of Scientific investigations, ‘in class we talk and write about Science but we only do investigations with Mrs Edwards’, ‘it would be better if we did more experiments in class because it makes it easier to remember things when you do it’.Gateacre and St Margaret’s High Schools reported that Rudston children had a greater depth and

Plan overview of trips and visitors across year and school with focus on Science e.g. Yr 6 Science Museum, Yr 5 Catalyst Museum

Plan programme of events for National Science Week 11th

-20

th March2016

Science radio broadcast

Additional science sessions for PP and MA (EYFS – KS2 )

Marking and formative marking quality in LCC focus on science feedback

Visits to local schools and national to review their science provision – schools with outstanding outcomes for science

Priority Team – staff meetings

Resources review- incl use of resources

Science Booklet of Learning for parents

Science and Breakfast Week, Science Workshops for each KS, Science open sessions for parents to attend with Eileen Edwards

Develop standards files for science with exemplification

Ensure all class teachers have observed Eileen teach over the academic year and identify learning points.

Science collated in booklet for govn and parents

Pupil Questionnaires

Parent Questionnaires

Staff questionnaires about confidence in science

Data analysis and quality of provision Subject Lead SSE for LSIP and Govn

mastery of science than other comparative Year 7 pupils which was sustained into Year 8. Staff questionnaires also highlight the need for ideas for simple but effective practical investigation

ideas. Books and planning show children have opportunity for some class investigations but there is

limited evidence of children devising their own questions, planning investigations and developing

curiosity. All staff have observed Mrs Edwards to enhance confidence and knowledge in teaching

scientific enquiry. In addition to support teachers an exemplification file is set up and assessment

support booklets given to all teachers to support staff in making judgements against ARE . This has

helped raise expectations and develop moderation in science.

All staff supported in delivering highly engaging Science week ‘The Nest’ which resulted in deeper

thinking and learning for all groups of learners. ‘The Nest’ Science week provided opportunities for

children to engage in problem solving and scientific enquiry. The project has resulted in the school being

shortlisted for the STEM Educate award – Nov 2016 which we are very proud of. This involved working

with local high schools, engaging parents, local schools and high schools.

Books, learning walks and pupil voice highlight provision for effective peer and collaborative learning

which thinking maps used successfully to record questions, ideas and learning.

Need to ensure consistency of marking Science work to ensure children know ‘what they have done well’

and ‘how they can improve”. This will form part of a priority for 2016/2017

Key Actions to follow on with 2016/2017:

Need to focus on moving children to exceeding by allowing child initiated and child led scientific

investigations

Wendy Walters to produce practical ideas handbook linked to each strand to support teachers in delivering hands on Science sessions.

Staff meeting to share ideas that have been delivered to follow up work from Mrs Edwards

Lunchtime sessions from Mrs Edwards to support teachers with planning of scientific investigations

Non-negotiable for Science to include minimum of one child led investigation each half term –

staff meeting to implement Primary Science planning boards from Year 1 to Year 6 to support

independent investigations

Science sessions to include greater level of differentiation to ensure that all children are meeting

ARE and MA are developing scientific knowledge at a greater depth – staff to use

exemplification file to support understanding of expectations. Focus upon More able sustaining

greater depth (EOKS2 93% compared with 99% Nat made progress to ARE from HA)

Priority 3: To harness technology (Digital Literacy)for outstanding learning provision and for exceptional communication

What (Action) Impact Plan developed to raise standards of engagement

(behaviour for learning) through development of broad and rich computing curriculum

Develop staff confidence and skills in delivering such a curriculum in a safe manner through questionnaire, audits and training plan

Sources and resourced a plethora of resources to further engage inclusive of cross-curricular teaching and learning

Develop opportunities and key areas to incorporate computing into literacy

Created a whole-school approach to the constant use of digital media to support teaching and evidence learning

Refine timetable/staffing to incorporate a session of digital literacy weekly from specialist teacher

Data analysis of writing levels (SATs and end of year)

Data analysis of computing across key stages (% at ARE and above)

Staff audit of confidence in delivering computing, the curriculum and e-safety

Pupil questionnaires re: attitudes towards writing/computing

Pupil questionnaires re: digital literacy when in place

Learning walks with team members/pupils/SLT

Phase meetings to gather interim feedback

Team meetings and discussions

Computing incl Digital Literacy Policy and Scheme of work updated and approved- distributed to staff

E Safety – policy and sessions delivered to KS 1 and KS 2 .

Radio with Year 5 and 6 groups , whole staff training and used by Year 4. Visit to local Radio station by Year 4.

E Safety Session – Parent Workshop (few attended)

Staff Questionnaire / audit undertaken to inform cyclical planning

New broadband service provider

Training with Adlib to use the Immersive Learning Suite

Scheme of work written and provided for all staff across school by CS for DL. Standardised quality with

consistent expectations and progression in place. Staff meetings provided by CS attended by all staff &

Staff accessed and undertaken CPD opportunities which has developed confidence to deliver and use

technology in school . Evidence of computing wide spread (although inconsistent) across classes through

lesson observations. This has enabled more access and contextual learning opportunities for children. All

staff have a greater understanding of the new computing curriculum by Computing Lead (JL) providing

resources, support and training in collaboration with outside support e.g. MGL.

New computing plans2015/16 implemented and given to all staff inclusive of a whole school overview.

Whole-school approaches to the innovative design, adaptation or reorganisation of spaces to fully reflect

the school’s vision for Computing. PPA lead has delivered Digital Literacy sessions weekly to all children

This results in more imaginative and varied learning, teaching and working practices.

Computing has a high priority and clear focus around school. This has impacted upon engagement and

attitudes and attendance improved to 96.5% for pupils

Media room (radio station) used and developed for key groups (Year 6 and after school club. This now needs to be rolled out whole school. The use of computing and i-pads have ensured Inclusive practices -pupils have access to direct experience that have keyed into their learning styles. Digital Learning Journeys rolled out to from EYFS to Year 1. Film, Apps and computing is developing across the school and staff and children use to enhance learning and teaching. Pupils use the skills that they learn in lessons to help them present, record or research in other lessons this is evidenced through work scrutiny and learning walks. This has been achieved by ICT being a target in the performance management process. It will continue to be development with focus upon i-pads, film and the use of the radio station and immersive learning walk to move from an add on approach to learning to be an integral vehicle to learning across school. Whole-school approaches to the innovative design, adaptation or reorganisation of spaces to fully reflect the school’s vision for ICT. This has resulted in more imaginative and varied learning, teaching and working practices. The use of the Radio Station and the Immersive Learning suite has been rolled out by the Computing Lead through a planned approach in 2015/6. QR codes are currently being tested as a method to encourage pupil voice and sharing of media. With the rise of social media, it is important that all staff are aware of potential e-safety issues and cascade that concern to their children at an age appropriate level. The coordinator JL planned e-safety lessons for all year groups. During the year the children have responded well to Year 6 delivering the learning sessions and although few incidents have been reported these are logged and actioned as

Additional ipads purchased with a range of Apps

Computing scheme of work in place with references to sites to support used by all class teachers

Coding Club for identified groups of children

ICT and E Safety workshops for parents and families to help support.

KS2 (suite use) – a definite emphasis on computing across the year groups; developing skills from the new planning and computing curriculum. (Algorithms, coding, infrastructure and networking, e-safety)

KS1 (suite use) – emphasis on ICT skills including word processing, desktop publishing etc. KS1 developing keyboard and mouse skills in order to enable children to access higher level ICT features and the computing aspects within the suite.

Across the school, ipads are now being used consistently. FS have presented many facets of learning through ipad use and computing skills – eg PuppetPals, Book Creator and BeeBot.

KS1 usage shows development of ipad skills and cross curricular links to topics (LCC) through research and presentation.

KS2 ipad usage is used to enhance / further learning including independent learning and development of core curriculum areas – eg speaking and listening, writing etc.

Visits have been made to local settings to observe their delivery and provision e.g. Evelyn, Whitefield Primary

Identify and put up a DL display in DL / Radio room (CS)

Ensure DL is reflected in Long Term LCC plans on website

(JL)

Ensure MA and PP for DL are identified in MA and PP

plans (JL & CS)

Radio Broadcasts each fortnight with focus on values

and priorities- upload to website (CS)

Source additional resources to support (funding through

PTA) (JL, MG & CS)

appropriate. Safer internet day supports this learning and is paramount to ensure e-safety issues are at the forefront of our thinking at all times. Cyber-bullying has become more apparent and has subsequently been linked-in with use of media has massively developed; -ipads, ebooks, popplets, puppet pals, green screen, computer suite, Twitter used on a daily basis. Staff understanding of capabilities and individual knowledge and confidence. Parents have fed back that they are able to access learning on a daily basis and support their children at home immediately due to Twitter feeds. Clearly structured time allocations being used appropriately coinciding with cross-curricular usage allows for a much more in-depth ‘computing-ready’ child The presence of computing around the school is improving. Displays are apparent, including 2 displays on the KS1 corridor, one display within FS classroom, one display on upper KS2 corridor, e-safety information outside hall to supplement the multi-class display in the Computer Suite. Parents (majority) believe that their children have thoroughly enjoyed the sessions. Some have seen an

increase in the amount and confidence of use of digital technologies. Many believe it has impacted upon

reading / writing. Some believe they have seen a desire to use technology in other lessons. A significant

number of parents believe there has been an impact upon English literacy skills. Few parents are concerned

about the impact of technology upon reading and writing (traditional methods). More positive comments

cite the use of technology to research / learn at home. It may be hard to isolate the impact of DL sessions

upon English literacy, but websites such as Storybird have a clear use in supporting traditional teaching in

this area.

Teachers believe many skills can be nurtured through Digital Literacy provision. Digital Literacy sessions do

seem to have had a direct impact upon learner’s confidence with technology. The way technology allows

leaners to augment knowledge acquisition and presentation is particularly evident. Opportunities to

experience situations unique to technology use can be developed – most likely through class computing

sessions due to strong link to computer science. More iPads requested so teachers can embed app use

further. Definite need for extra training identified.

The vast majority of children do enjoy digital literacy lessons (96%). Children identified certain themes they

enjoyed more than others: ILS plays; digital stories; coding and programming; making videos. Some

children commented that they liked working with partners. Others suggested that it can simplify

complicated topics. Some children saw coding as simply ‘playing games’. Some children were impacted by

missing part of the session due to interventions. Some children stated that they were confused in lessons.

Collectively, children were able to share many of their learning experiences. In particular, children shared

their most recent learning experiences. Some children could articulate the overarching principle of digital

E Safety booklet with exemplifications for parents (JL)

Identify communication, language and literacy impact in

6 case studies 2x (EYFS, KS 1 and KS2) (JL & CS)

Science radio broadcast (CS)

Additional DL sessions for PP and MA (EYFS – KS2 )(CS)

Visits to local schools and national to review their DL,

Computing provision – schools with outstanding

outcomes for computing

Priority Team – staff meetings

Resources review- incl use of resources

DL Booklet of Learning for parents (JL)

Radio broadcasts – parents invited to observe

LHU workshops about DL (JL and CS)

DL workshop for parents (CS and JL) (EYFS, KS 1 and KS2)

Pupil Questionnaires, Parent Questionnaire, Staff

questionnaires about confidence in computing and DL

Data analysis and quality of provision.

Subject Lead SSE for LSIP and Govn

Finalise case studies and summarise impact

I-pads to use with QR codes on displays and in LCC and

Literacy/ Mathematics

Staff to have observed CS through session and feedback

a key learning point.

Leon Exhibition – Immersive Learning Text across whole

school. Digital work and competition. Radio broadcasts

and interviews.

literacy lessons: presenting work in different ways and linking such skills to ‘real-life’ experiences (e.g.

creating adverts); using apps to save work in an organised fashion inc. to the cloud; general device skills

(e.g. typing, user-interaction such as multi-touch commands).

Children take part in weekly digital literacy lessons where they are familiarising themselves with various

types of technology such as robots, beebots, ipads and notebooks. During every day learning, they have

ipads on offer as part of the provision and the IWB, which helps consolidate learning. Children are confident

in the use of both types of technology.

In KS1 children have access to a variety of ways to express their skills in digital literacy, both in their weekly

sessions and as part of cross curricular learning. They use the robots, garage band, educational computer

games, 2create a story and 2paint a picture. Both year one and two complete work in the computer suite

every week as part of their learning challenge.

Children have been making a booklet on the ipads about e-safety. They use scotch to make pacman games.

Lego movie creator and imovie are used as part of the digital literacy lessons. The computers are used for

research and for children to write their own stories. Immersive learning suite used to assist children with

their learning challenge.

Comments were very positive - for some children, Digital Literacy is a highlight of their week. Of note,

some responses indicate that learning is perceived to be ‘fun’ / ‘playing’ which will hopefully develop

positive attitudes to learning. One parent commented that child was disappointed missing any DL for

interventions sessions. 2/59 responses were less than positive.

91% of children were at ARE in Computing and 23% were exceeding (GDL).

Writing –EYFS 83%, EOKS1 71%, EOKS2 80%. This has been a significant improvement on 2014,2015 data.

Writing progress KS1 to KS2 +1.4

Actions 2016/17:

Continue to alternate time of sessions so that children miss DL and PE on alternate weeks.

Continue to embed use of technologies such as Padlet throughout school via staff meetings /

training.

Produce list of useful apps and ideas to use.

Provide links to online / digital English resources and discuss balanced use of technology and

proofreading. Provide links to Radio Rudston webpage.

Continue DL specialist teaching and develop plan of delivery and computing focus in all year

groups.

Priority 4: To plan and deliver provision that develops children’s cultural awareness and promotes celebration of diversity

What (Action) Impact VP reviewed SEAL, PSHE and Values across curriculum

and provision- plan and map

Collated exemplification – Floor Book (Priority Team)

Monitored SEAL provision to date from plans (VP)

Established a training plan for all staff Identify and put

up a British Values display to highlight to children. (VP

and Year 6 Gill Taylor)

Collated cultural and faith learning across school

Reviewed positive role models, images and

opportunities across school

Radio Broadcasts with focus on respect- upload to

website (CS)

Sourced some additional resources to including books

that focused upon diverse role models

Reviewed provision for Black History Month

PREVENT information shared with all school

stakeholders, training delivered and conference

attended

Year 6 group attended DBS offices. They presented key

information to the workplace and workforce and had a

video conference with a school in Darlington.

Make links locally and internationally to share traditions

and experiences of multi faith provision – (Year 4 –

linked with NB, Saffron Green and Year 5 linked with

Spanish school)

Visits to local schools and national to review their British

Values provision – schools with outstanding provision

Groups of children visited local schools (incl St

Sebastians) to discuss and interview children about how

their school demonstrated Respect and Tolerance.

Priority Team – staff meetings across Term 1,2 and 3.

The whole school deliver SEAL and have a 3 week focus on ‘New Beginnings’ in term 1. All classes developed their own Class Charters and rules. Each followed the Behaviour Policy and the use of the DOJO system has been hugely successful. We had 0 exclusions in 2015/16 and 100% of our children achieved the 100 Dojo award at the end of the year. The children are very aware of the Class Charter and can explain it when asked. Children readily talk to visitors about the 7 principles of the Art of Being Brilliant and will regularly now ask ‘How has your day been’ etc. Approx 50+ parents attended the workshops during the year and have implemented strategies at home to support school. This has developed a more positive culture and ethos. The school deals with less behaviour issues and complaints have reduced during the year. The Art of Brilliant Lunchtime club has been instrumental in supporting improved outcomes and attendance for groups of children. The PA is reduced and attendance has increased to 96.4% (2016). The club went into the community to do ‘Random Acts of Kindness’ which impacted considerably upon several OAP and the general public in a positive way- feedback received from local public. In December 2015 100% children and parents reported through a questionnaire they felt safe and happy in school. In May 2016 99% said they felt happy in school and 99.5% said they felt safe. Comments from the May 2016 questionnaire were supportive such as ‘Excellent work from all staff here to promote enjoyment of learning. The teachers have a great balance allowing children to feel they can express themselves yet know when it is time to focus. Behaviour issues are dealt with effectively- good parent liaison here’. The Year 6 children were all nominated for an award/trophy in July and each received theirs with pride. Year 7 will return to share their experiences in their new settings at high school in November. This was attended by 96% of the children from the previous Year 6 in Nov 2015. Children show respect for cultural diversity and have developed a knowledge of cultural diversity through a range of different opportunities and provision. A primary goal of culturally responsive education was to help all children to become respectful of the multitudes of cultures and people that they’ll interact with within and once they exit the educational setting. This has been achieved through ensuring the children have a greater understanding and knowledge of each other and focus upon ‘Respect’. This is delivered through a focus on our school core value through radio shows, reflective reflection, assemblies, visits and visitors, the curriculum and debate and discussion. Assemblies include Open the Book, visiting charities such as NSPCC, Crime Busters, Bully Busters, local grandparents and war veterans have developed the children’s awareness of the community. Resources around school have been considered. Displays were developed with the children to question ‘Welcome to our school community’ Children, staff, governors and parents were involved in looking at their cultural heritage and sharing it along with a language used. There are 2 designated displays to share this information and to celebrate our global links and heritage. The children have shown improved and developed knowledge and understanding of various cultures and beliefs in UK and globally. The LCC in place asks key questions e.g to explore Rosa Parks in Year 2 and to understand the word ‘discrimination’ and explore how we can be ‘fair’. The parents have supported this through Learning Log homeworks across school. Year 1’s LCC was ‘I am special, what is on the inside counts’. KS 2 Book Art on Diversity, The Lost Rainforest, Africa Welcoming guest speakers into the school that hail from differing backgrounds and have all made a positive contribution to important fields have also helped to dispel any preconceived notions that children might possess about

Priority 4 Booklet of Learning for parents sent out in

Term 3 for parents and families to be informed about

core values at Rudston.

Monitor Behaviour (focus on respect and attitudes)-

Each member from priority team did a walk and

complete with 1 child)

Visits from NSPCC and PSHE providers for assemblies

and sessions (V.P to arrange and LF – visits to local

places of worship)

Week theme – (Leon Themed week replaced)

PSHE, SEAL, RE, Healthy schools Subject Lead SSE for

LSIP and Govn

UNICEF – Rights of the child planned through focus

week.

Debate planned into each class – around theme LCC

(EYFS and KS1)

Record of all work undertaken by Young leaders- young

parliament involvement by school council

Links with Art (e.g TATE) - represent global themes

Impact of using positive role models through curriculum

including Olympics focus in Olympics themed week.

Reviewed behaviour procedures and impact

Rewards morning and presentation- Year 6

Range of displays in school reflecting development of priority planned and undertaken to demonstrate inclusion and whole school values of individuals.

Irish Cultural evening with staff, families and children performing with bands with food etc.

Travelled Companions drama company working with children

Trips including Pagoda, Diwali celebrations and local community sharing, Country focus around the World (Term2) themed week. Australian topic

Examin characteristics of effective learning for children including P4C

the relative competence and value of people from different cultures. Teaching about multicultural role models also serves as an effective method for demonstrating that people of all genders, ethnicities, and appearances can have a positive influence on the world and deserve to be respected and emulated. Parent meetings are well attended by all families. The children have welcomed Rik Waddon (Paralympic athlete to talk about his journey and experiences), leaders from various churches and temples across Liverpool, many visitors from the work place to talk about their role and dispel stereotypical images e.g Eileen is our science lead (gender), Firefighters and Police who are both male and female visiting school. Mrs Hegarty has delivered Signing Choir sessions and 5 children have joined the Liverpool Signing Choir. Charity events have been well supported. The school council have developed ideas to support charities including the Foodbank in December (2 van loads were donated), Children in Need, MacMillan football charity match and Christmas Shoe boxes amongst many more. The Year 6 organised the Coffee and Cakes day and they are continuing to consider charities we could support. The whole school revised plan for RE has been fully embedded. We have sourced resources to support Collective Worship and RE. We now Tweet about Collective Reflective to include the whole school community. Creative reflection areas have been set up in each classroom and in school. This has allowed children to find spaces to contemplate and think when necessary. Children choose to go to these spaces rather than react with others. The Quiet room with Mrs Charnock (school therapist) provides an additional space. Many staff made visits to local schools and national schools to review their British Values provision – schools with outstanding provision. This resulted in adjusting and adding to our curriculum. The children and staff worked together on a display that represented Rudston values and then British values. Hope University have funded 2 artists to work with our children and their students. They have looked at artists from around the world and artists with disabilities. They have looked at how art portrays communities. This has resulted in a community project that included an exhibition at the Tate and Hope University of the children’s work. It includes a Global Alphabet, London work, Seasonal artwork, local trees deciduous to the UK and African art work to support the Rosa Parks learning. The children were very proud of their work and visited with families. We have introduced debate through a Debating Club in Year 5 and 6. We have an Interview Club in addition to this whereby we have invited many members of the community to share their ‘lives’ with the children. We have introduced a ‘Big Question’ starting in Reception to then vote for, pose answers and discuss. We have used radio broadcast to pose ‘Big Questions’. Groups of children visited different schools (e.g St Sebastians, Bishop Eton, Belle Vale, St Gerards) to meet different children and find out about how their school makes their children welcome and how do they learn about respect and values. The children created a booklet that was compiled following their research. Our music lead has developed plans and resources for cultural enrichment through music for collective reflection and displays in the ‘Music Room’ inform about all genres. 100% of children participated in a Christmas production with a global theme and have planned and delivered an assembly in Term 2 to parents. These were well attended by families and each performance and assembly was full. 100% of children achieved ‘Star of the Week’ through year with a focus on our core values including Respect. All children received an award at the end of Year 6 and their ‘For Excellence Tie’. 100% children achieved at least 75 Dojo points over the year. Over 40 children achieved 100% attendance in the academic year.

RUDSTON PRIMARY SCHOOL – SUMMARY SCHOOL IMPROVEMENT PLAN – 2016-2017

1. Outcomes for pupils

1. Increase EOKS 2 combined score from 43% to be above 65% (Nat 2016 53%) by improving reading and maths outcome through quality first teaching and targeted intervention. Increase EXC (GD) in reading at EOKS1 to above national and ARE to be above national.

2. Increase % pupils achieving a ‘high combined’(GD) score from 4% through implementation of Singapore maths and researching teaching strategies. 3. Reading - Improve progress in reading, especially for PP, by improving the level of challenge in guided reading sessions and focus on group

intervention to diminish difference. 4. Writing – Reduce the number of pupils who are below age related expectations in writing and accelerate the progress of PP at EOKS 2 so that the

gap between PP and non PP attainment is reduced( Whole school 65% compared to 78% & Yr 6 66% compared to 89%) Sustain and increase number of pupils who achieve a GLD and EOKS 1 ARE in writing to above national. (Additional teacher , intervention , immersive text, CPD)

5. Increase the proportion of children that meet and exceed national expectations in Spelling, Punctuation and Grammar (SPAG strategy through guided reading). Evaluate impact of SPAG and phonics on improving writing outcomes by evaluating standard of application.

6. Mathematics – Increase the proportion of pupils achieving age related outcomes and above age related outcomes in all year groups . In Yr 6 raise outcomes significantly from 53% to 70% +. Diminish the difference of PP from a gap of 33% and 57% and the gap between girls of 44.4% and 57% school (70% National) Singapore maths implemented, Active Maths, Love of Maths and quality mark criteria considered. Collaborative partnerships.

7. Accelerate the progress of SEND, disadvantaged and pupils with low prior attainment so that the attainment gap is reduced (KS2 0% -4 pupils) Introduction of programmes, Numicon, guided reading, precision teaching, CPD, pupil feedback and learning styles planned for. Use O track to plan

8. Ensure that 100% of more able pupils achieve above age related expectations and make good progress across school systematic tracking through progress meetings, quality first teaching. Feedback and marking strategies, Maths No Problem, guided reading approaches and provision.

2. Teaching, Learning and Assessment

1. Improve the quality of teaching so that all teaching over time is judged as good or better including that provided by intervention, group and support teaching staff through CPD, coaching, collaboration and effective resourcing ( Min of 50% teaching to be considered outstanding over time. (Increase from 33%). Use co coaching and mentoring strategies, school visits comparable year groups, consultancy targeted support and MONEV plan. Improve the quality of teaching to ensure pupils below ARE and MA are making better than good progress and a higher % attain ARE and GD.

2. Improve the quality of teaching by ensuring that the support provided by teaching assistants is never less than good by evaluating impact and high quality training with new programmes and resources and a new appraisal policy and procedures.

3. Improve the quality of assessment information and tracking used to inform planning in the immediate learning and through pre and post teaching 4. Improve the quality of teaching and learning by ensuring that the work set for pupils challenges all ability groups, especially the more able and

enables pupil at all levels to deepen their thinking with raised expectations and expected high levels of responsibility and resilience. 5. Improve the quality of learning by providing effective developmental feedback and ensuring that children have the time to respond to the feedback

and improve the quality of learning by making effective use of peer and self-assessment 6. Improve the impact of guided reading by designing an approach in each KS that is relevant whilst making sure the level of challenge is more

demanding for different ability groups

3. Personal development, behaviour and Safety 1. Pupils become confident self- assured learners through a better understanding of the learning process and themselves as learners- A of B, PSHE, SEAL

2. Develop the characteristics of our learners to be resilient, motivated with high aspirations through young leader programmes, SEAL, Art of Brilliant, collective reflection, young enterprise and collaboration with Universities and schools.

3. Raise attendance to 97% for all pupils and reduce the rate of persistent absence to below 4% of pupils – target PP children and families 4. Raise awareness of safeguarding and Keeping Safe through a developed PSHE programme in all year groups and delivered through curriculum 5. Embed behaviour systems and reporting across school to monitor and analyse impact of provision and the impact upon outcomes and progress.

4. Leadership and Management 1. To develop a leadership structure that has clear lines of accountability across school – SLT, TLRs, UPS, RQTs and NQT contribution to whole school committed to

Mission and vision. Implement program and provision to embed aims. Develop an inclusive MLT to work with SLT (e.g. TLR 3s) 2. To continue to develop leadership at all levels and ensure senior and middle leaders make frequent checks on the quality of teaching through regular book scrutiny

and learning walks and discussions with pupils following a developed programme of monitoring to evaluate through year 3. To introduce a new tracking system (0 Track) linked to the new curriculum which will enable senior staff and governors to monitor the progress of cohorts and

groups. To lead the use of it systematically to impact upon targeting pupils and planning that picks up children at the appropriate time and level. 4. Develop an individualised programme of monitoring and support for teaching staff following a collective programme in Term 1:1 5. To further improve communication with parents so that parents are fully informed about; expectations for their child and of school, their child’s curriculum,

attainment and progress, behaviour and well-being, as well as events at the school and how the school is improving (Booklets, web, Twitter, workshops, pupil presentations, film, radio broadcast, breakfast and books, Nativities, assemblies etc)

6. Develop governance by ensuring governors have the continued skills to support and challenge the school through effective monitoring and regular involvement with the developed provision. Use govn audit to evaluate and plan for improvement. Govn use Appraisal and PM to hold staff to account.

7. Plan a programme of targeted staff development and training to improve staff knowledge, skills and expertise in guided reading, phonics, SPAG and the new mathematics (No Problem) curriculum . Develop this each term following a monitoring and evaluating programme that targets individual and group needs.

8. Improve safeguarding by increasing the level and frequency of staff training for all staff with regular feedback sessions and updates including the meetings of the ‘vulnerable child team’. Review policies and documents incl Keeping Children Safe 2016 Part 1.

9. Ensure that the reviewed curriculum promotes British values and the 9 protected characteristics and enables children to develop self-confidence and resilience so that they are able to keep themselves safe from the dangers of; abuse, sexual exploitation and radicalisation and extremism

10. LCC reviewed and updated with regard for children’s interests. Enterprise is included. Range of trips, visitors and creative are planned by all. Art, science, music and drama specialists in place, high schools provide sessions and Hope University. Sport Premium is used and evaluated rigorously.

5. Early Years foundation Stage

Improve children’s progress in writing (Esp EXC )by creating more opportunities for children to engage in mark making both indoors and outdoors

Maintain the number of children achieving a GLD as 80%+ through continued quality teaching and learning opportunities – PM, supervision& appraisals. Work alongside HOPE uni, Early Excellence. Implement ECCERS and CFS criteria. Integrate provision between Bright Stars & Rudston

Diminish the difference of PP and Non PP achieving a GLD (67% compared to 82%) 15% gap

Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. Independent work to be evidenced to show unique child and application of skills at distance from learning. Analyse the progress from Bright Stars through O track and Baselines to consider impact for Phonics etc on entry at FS2.

To develop the quality and impact of phonics teaching through a systematic approach with evidence of clear application opportunities planned.

Priorities to achieve summary objectives

Target 1 Develop teaching strategies and provision evaluating its impact upon learning.

Expected Impact Sustain and improve the outcomes for all pupils across the school in all areas of the curriculum. To evidence a high proportion of the children enjoying school with good attitudes and demonstrating good progress. Demonstrate a consistent approach to provision across school – learning environments, teaching and learning approaches, range and breadth of curriculum- similar class offer. PM shows 100% teaching is at least good across school. Children to articulate and demonstrate respect and resilience with good attitudes

School Budget £10,000 (incl. Staff development and Immersive Learning Event – Leon)

Target 2 To improve maths outcomes.

Expected Impact Improve standards in maths to be above national average at EYFS, KS1 and KS2 by July 2017. Systematic basic skills teaching is in

place daily .Children show a love of maths for different purposes and have a good attitude towards maths and confidence in maths

learning.(Girls and boys are comparable). Maths is a focus across the setting with an inspiring learning environment and there is one

systematic approach delivered across the school.

School Budget £15,000 (including Singapore maths scheme from Maths No Problem )

Target 3 To improve reading outcomes Expected Impact Reading at EOKS 1 will be above national at ARE and EXC. Children will sustain achievement from Yr R for age related. At KS2 children

will achieve ARE above national and at GDS. Progress will be above national. Children will report they enjoy reading and are able to

analyse and respond to text. There is a systematic approach as a minimum to deliver reading POS and achieve learning outcomes.

School Budget £2,000 (including expenditure on reading equipment and robotics – supported by PTA funding).

Target 4 To develop strategies of feedback and the use of assessment information to plan appropriate teaching and learning for all pupils.

Expected Impact Children feedback their achievements and there is evidence of them responding to their targets and next steps. Chn make at least

good progress. Staff use O track to track individuals progress across RWM and can pick up children more effectively so that

differences in groups are diminishing at end of Key Stages. School Budget £2,000

Background Priorities - Objectives 2016/2017

Objective Success Criteria

To embed the new National Curriculum 2014 to

ensure there is consistent and rigorous coverage

across all year groups using the Learning

Challenge Curriculum- broad and balanced.

Staff to evaluate coverage of the National Curriculum 2014 and LCC through professional development

opportunities as teachers and subject leads. Learning Challenge Curriculum developed and in place.

Developed Curriculum policy in place by Nov 2016. ARE 85% across all subject areas with an increased %

at Greater depth. British Values are embedded through curriculum delivery.

Improve standards in maths implementing the ‘Maths No Problem’ scheme.

To ensure the effective use of Sports Premium Review how this funding will be used for governors, parents and staff. Place on website. Audit and then

evaluate its impact in July 2016. Plan for new annual expenditure. Monitor quality of provision and

revised use of delivery and outcomes. Consider involvement by all as well as excellence .

Monitoring the use of Assessment for Learning in

lessons and books

Teachers to use AfL strategies and evident through lesson observations, planning, book scrutiny and pupil consultations. Marking to reflect AfL principles and self and peer assessments to be undertaken at all levels. Children to effectively have raised expectations that promote confidence to achievement. To challenge, motivate and support all learners to achieve their potential.Greater understanding of

what, how and why of their learning. Greater understanding of how to improve their learning. Strategies

support ‘Assessing without Levels and use of ‘O Track’ system to plan and make provision for all chn.

New appraisal system to be implemented for LSPs

& support staff

Appraisal policy and procedures to be developed and approved by governors. Put into place for new

2016/2017 cycle to enhance the teaching and learning as well as contributing to CPD. Raised no of

children moving from emerging to expected through effective and systematic intervention. Evidence of

pre and post teaching.

Ensure the effectiveness and the impact of pupil

premium funding

Pupil Progress data evidences a closing gap in July 2014 and 2015. In 2016 given cohort (small number )

the differential has increased in EYFS and EOKS 2 in maths and reading .This will be regularly tracked-

pupil progress funding is evaluated and the impact is regularly monitored throughout the year.

To evaluate the impact of the amalgamation upon

the school and its continued path forwards

Policy and procedure review show all policies used and in place. Non negotiables reviewed and

monitoring shows they are being adhered to across school as agreed. Evidence of sharing good practice

and standards maintained and improving. Staffing in place across school with a robust structure. QTQL

evident and wellbeing, Behaviour and Safety at least good and most outstanding.

To be familiar with the new Ofsted guidance and

framework since September 2015 as a set of

standards to be judged against.

Training attended by SLT and MLT. Staff meeting and CPD for all staff to be familiar with expectations.

Literature distributed. Evaluated against standards. SIP delivered training and information. SDP & SSE

reflects changes. Phase meetings to evaluate provision against new criteria led to focused improvement

plans and reflected upon judgement decisions .

Priority Target 1 : To develop teaching strategies and provision and evaluate its impact upon learning.

Linked Plans: Early Years Foundation Stage, Equity Plan, Curriculum Action Plan 2016/2017, Staff Development Plan, SEND Plan, PSHE Policy and Assessment Policy

Liverpool Plan: Improve educational outcomes for all children EYFS: Principles of four themes from document

Priority Developments Actions IMPACT WHO Time by

For all teaching staff to love teaching and continue to pursue their own learning To develop a motivated and effective team of support staff who contribute to a high quality learning experience for all children To ensure that staff wellbeing is a high priority

Lead and support a cohesive team throughout the year – including through staffing changes through PM, appraisals, briefings, staff meetings, Twilights and collaboration

Build team ethos and ensure that current team and new/returning members of staff have a clear idea of school policies and practice through our approach and vision. Review policies termly –share views

Develop staff through, dialogue, training, coaching, mentoring and support. Develop ML roles and RQT roles to impact on whole school

Take on principles of ‘Art of Being Brilliant’ for staff and school community – encouraging positivity and enthusiasm

Work in various teams to gain a collective approach and opportunities to work alongside various people

Gain pupils feedback to encourage staff to listen and react to suggestions and ideas- incorporating in class teacher and LSP practice.

Develop the challenge and use of questioning to underpin the Learning Challenge Curriculum

Update the long term, mid term and short term LCC planning overviews and English and Maths Plans

Visit local schools to work alongside colleagues form various settings

Encourage courses and training that will have a research focus

Staff to lecture and develop workshops at Hope Uni, LJMU & Edge Hill

Follow SSE cycle to monitor standards of delivery and address individual training and development needs of staff and pupils

Staff attend 3x Progress meetings with a clear knowledge of individuals in class that reflects individuals achievements, targets and preferred learning styles and interests. This will be recorded.

Art of Brilliant delivered to each class by CM and at briefings through year. A of B club for children and activities in community undertaken.

Continue to ensure the Wellbeing plan in in place with a policy for staff and children for a supportive and positive culture. Retain the Staff Wellbeing Charter. Therapist (PC) will offer sessions for all.

Staff are proactive in implementing initiatives and driving policies in school . This impacts upon standards and the quality of learning for all children whereby 100% children make progress across school and EOKS data is above national for all pupil groups in RWM. Learning is differentiated for different children so that they achieve well with enthusiasm. Children develop their resilience and have improved attendance to 97%+ Staff attendance in school is good to ensure consistent and effective teaching sequences. This includes the support staff to ensure admin and business, catering and site maintenance function well for our children and families. There is a positive culture in school that is supportive and enables an effective learning environment. 100% teaching is good and 50% is outstanding

VP and SLT All staff CT, LSPs and SLT CM and CT, staff SLT and subject leads CT and LSPs CT and LSPs VP, WW, IR, CJ< CS, JG, TC, RM, LF, GM CM CM, VP, SBM, SLT and PC

Through academic year Dec2016 Jan2017 Dec2016, Feb2017, May2017 Jan2017 Nov 2016 Plan through year Year cycle By Dec2016 Through year

To develop a professional development plan that inspires enthusiasm and improves the quality of learning for all pupils

Arrange opportunities for team teaching/ lesson studies/ observations so that staff can share good practice and creative ideas if required.

Use Phase Meetings as an opportunity to share what has gone well, what didn’t go well in lessons and reflect on why.

Ensure teachers meet to plan lessons and discuss the most appropriate direction to move the lessons forward.

Coaching training by Focus Ed – Les Duggan – 12th

Jan 2017

Create 2 xBook Arts in academic year to evidence learning using cross curricular skills and knowledge.

Use different learning environments – GM to monitor externally with SLT and create planning samples and exemplifications

Visit local outstanding school settings to observe lessons, review books and compare .

Training programme for individual staff incl LSPs

NQT to attend LA programme for NQTs and mentor time 1 per week

Staff Audit of subject knowledge and confidence linked with quality of teaching evidence. NQT Courses and time

Hope Students in classes, LJMU students 1 day per week, Schools Direct- 1 student, approx. 40 volunteers across school programme

Training – Focus, LA, Chris Quigly, Spelling G10, G10 courses and collaboration, Maths No Problem

Visits to local schools and settings.

Staff audit at end of year and analysis of Quality of Teaching and Pupil progress data .

INSET, staff meeting time focused upon professional development

Individual staff training and development plan in place to support performance management outcomes.

Following Term 1:1 MONEV plan , each CT and LSP has an individual PD training plan to July 2017 Staff attend the 10 x Twilights across the year and feedback evidences professional development and understanding. CT and LSPs attend staff meetings. All staff attend the briefings. Provision in place is consistent and of high quality. All teaching is good and 50% is outstanding. Staff feedback in questionnaires they are valued and have made a significant contribution to development plan and achievements. All PM and appraisal outcomes are met. Support plans in place for those who do not meet and actioned.

SLT Phase Leads J.K, JG & SLT SLT and GM CT and LSPs WW, HW, DS Hope , JG VP & WW VP to lead and arrange with SBM

Jan2017 1x1/2 term Weekly PPA July2017 Dec2016 Year plan Nov2016 Nov2016 Nov – June2016/17 July 2017 July2017 Nov 2016

To refine our timetable to enable basic skills are a focus and more time is allocated to subjects and themes

All staff to follow a weekly timetable that included basic skills and time allocations as directed.

Following progress meetings each term– adapt a class timetable each term

Ensure time dedicated to maths, basic skills in maths and using and applying maths , guided reading and sustained writing opportunities

Learning Walks ½ termly to establish routines and time used effectively- staff and children, LSIP and governors.

Staff undertake Learning Walks to monitor and evaluate intervention and LSP effectiveness

Plan and provide maths, texts and writing through LCC at least 1x during

There is consistent delivery of RWM LCC daily to ensure children build on their concepts, skills and knowledge rapidly. Children can access resources to ensure they learn independently and beyond the concrete. Children develop their problem solving, reasoning ,abstract and conceptual understanding which is evidenced through pupil discussions in explaining

SLT and all staff VP, SLT & CT SLT MLT CT JL lead

By Nov 2016 By Dec 2016 By July 2017 By May 2017

week

Ensure all chn access maths help desk and reading area routinely and have an active maths session at least 1 per fortnight.

Timetables for all classes on display outside class that demonstrate appropriate allocated time to maths as defined by pupil need.

Guided reading is undertaken daily along with SGP and Phonics in a systematic way that reflects school policies

CMitchell non class based to deliver intervention In KS 1, A of B in Yr 5 and 6

AKJ non class based to co teach in Year 6 Sept – May to reduce class size am to pick up children and target need with LFitz and N.Bronstein

their maths understanding. Children (95%+) say they enjoy learning and it is fun. 100% make progress, 85% target for ARE and GD is improved. Diminish difference between groups- Girls: Boys PP

IR, WW, VP VP, WW KT, CJ, RM, RB CM, WW, JK and AKJ

Oct 2016 Sept 2016 Sept 2016

Ensure the new curriculum promotes the Key Drivers – Respect, Resilience, Challenge, Enjoyment and Responsibility

Create a booklet of values for parents

Celebration Assembly – identify 1 child per week who has shown the focus value of the week.

Create a values display in school in each building, PSHE and SEAL in class- this is changed according to each theme and focus.

Make reference to values in class and through planning

The new assembly timetable will reflect the themes of the week.

The theme of the week will be displayed in the hall and referred to in assemblies each week.

A provision map of British Values is created to evidence provision for learning through the year.

Children, parents and staff underpin their learning and delivery with the core values. They are able to articulate them and demonstrate how they are exploited through learning. Assembly feedback is positive PSHE collect evidence Children have good attitudes and show respect. Zero exclusion and reduced behaviour incidents. All are resolved.

Whole staff SLT, LF, NB CT LF & SLT VP and NB

March 2017 Sept 2016 Jan 2017 Sept 2016 Jan 2017 Nov 2016

To develop a ‘Rudston Learner’ with resilience and aspiration

To develop children’s thinking skills and behaviour for learning attitudes.

Staff meeting time – Phases -what is a good behaviour for learning? What can we do to facilitate it ? Policy created

Develop Behaviour rewards and sanctions

Update and Review the Behaviour Log system in place. Agree system Pupil Learning Walks termly to review and analyse log and attitudes.

Pupil Consultation and Monitoring through learning walks and observations

Improve attendance to above 97% through attendance plan

Plan WOW starters or ends to LCC units

Subject leads to plan visitors to enhance the curriculum

Audit CFS and provide training for new staff

Work towards and achieve the Healthy Schools Award

Deliver SEAL circle time (PC and LSPs ) each fortnight in class

Deliver Stepping Forward Programme

Extend ‘Massage In Schools’ across KS2 (training for KS2 staff incl LSPs

100% children say they enjoy learning and are happy in school through pupil consultation. Behaviour Log is comprehensive and systematic. Analysis shows issues are resolved with children and families effectively. Parents are positive and feedback they feel their children are safe in school Children and parents have an understanding of the difference between getting on and Falling

CS and IR Phase Leads WW, IR Phase Leads, JL VP, TS, EWO Leads CT NB HM

Weekly Oct 2016 Nov 2016 July 2017 Sept 2016 July 2017 Through year Feb 2017

Plan for using the outdoors 1 per week min and daily in KS 1 and use of Woodland school area

Create a ‘Gardening group’ in KS 2 area

Develop Eco Schools through Eco group and ambassadors.

Extend role of young leaders e.g. School Council , Computer consultants , Buddies

Diversity Week / Unit of work focused upon equality

Review and develop understanding for all staff in Characteristics of Effective Learning – opportunities for children to develop their own learning, apply, build and extend through child initiated through role play.

Assemblies and Collective Reflective include content to pose questions and develop resilience and values. Allow reflection time

NSPCC, St John’s Ambulance, Bully Busters, etc to provide assemblies

Visiting Authors planned in for all year groups.

Travelled Companions Theatre Group to work on new play with children.

Out and Bullying. Attendance improves to 97% and PP and Dis children are comparable. Action plans are in place for target families. EYFS data remains consistently high for PSED and Characteristics of effective learning are evident as positive through monitoring and feedback. Range of visitors and professionals support children

PC KS1 staff SA CC, LA JL VP, NB WW, GM, LH LF, VP, NB

March 2017 Sept 2016 May 2017 Jan 2017 Sept 2017 Nov 2016 Nov 2016 Jan 2017

To develop young leadership and responsibility in children

Train groups of children to present to audiences about aspects and learning from KS 1 and KS2 in Term 2

Children to all participate in a Christmas production(Term 1), Class Assembly (Term 2) and learning shared in class (Term 3)

Young Leader roles set out clearly and well led by IR and HM

Sports Captains to lead sport and report on achievements each term

School council to play a more active role with impact evidenced

Rudston Reporters to create a monthly newsletter

Philosophy 4 Children – train and explore implementing in Rudston

Debate Club at Year 5 and 6. Have a debate session in each ½ term

Choir to perform at St David’s Church- Friday Café, local events

Eco Leaders to establish plan with CC and LA (GOVN) , organise Walk to school Week, visit to Recycling Centre through Jeremy Wolfeston (Councillor).Gain Eco Green Flag Award- meet standards

E Safety(Cyber Buddies) to deliver training for all classes, assemblies. Group to lead policy across school with JL and CS. Produce literature and display to support children

Young enterprise group led (NB) – stalls at Xmas Fair, Stalls at Summer Fair, Careers Event for Year 6, Generating income for school priority , Charities and Local issues e.g Foodbank, Shoe boxes, Alder Hey, NSPCC, Children in Need.

Art of Brilliant in class, assemblies, displays, booklet and leaflet, workshop

Year 5 and Rec buddy programme clear and in place to take responsibility – visits, reading, breakfast and books, trip to Library, outdoor learning.

There are pupils leading improvement and development across school. Pupils are clearly on website and reporting to the community on Sports, Eco, Health, E Safety, Radio Rudston Monthly newsletter is available for whole school community and on school website. Displays show children taking responsibility and using their initiative. Raised aspirations and a good attitude towards their learning is evident. Stalls are successful and children can report what they have raised money for. Workshops etc well attended

SLT and CT IR&HM CT IR, HM AKJones NB, LF TC, JG CC, LA J.L, CS NB, LF CM, VP, WW

Feb2017 Oct 2016 Dec2016 Sept 2016 Through year Nov 2016 Dec 2016 Oct 2016 Sept 2016, Nov 2016, March 17 Through year Nov 2016

To raise expectations for all teachers and LSPs by exploring in detail the New Curriculum and having clarity about the expectations for achievement in each year group for the core subject areas in particular. To provide support for all staff to share good practice ensuring teaching is consistently good to outstanding and engaging to all pupils

Review data in staff meetings with analysis for all teaching staff to share

Raise Analysis training for SLT and MLT – Chris Pick Up – 16th November

Learning Walks undertaken by all staff to see teaching across school

Visits to local settings that are outstanding and show excellent pupil progress in maths,PP and disadvantaged provision , More Able,reading and EYFS. EYFS and KS 1 visit Early Excellence Huddersfield & ‘EE Everton’.

Co coaching following identification of good outcomes by individual teachers and those who need further support to develop

INSET, staff meeting times and training focused upon Maths(Mastery and Pitch) .Training plan -needs identified and linked with Performance Management

Book scrutiny undertaken by all staff in pairs to see expectations and standards year on year ensuring continuity and progression. Term 1:2, 2:2 and 3:2

Staff to identify their targets to embrace change to improve and to raise expectations and challenge for children.

Aspiring Leaders mentoring – review and analysis of standards across local settings – 10th Nov

Preparation for Yr 6 tests – to reach outstanding standards – Focus Education (VP, AKJ, LF and NB) – 9th Nov

Girls maths club to target difference, LSPs to deliver target group maths and reading. AKJ , WW, CM to deliver writing and reading booster groups.IR to support maths target groups.

Monitoring and performance management targets are linked to %ARE and Quality of teaching which ensures children and their progress are a key focus – set Term 1:1.

Pupil Progress meetings discuss children in depth with a focus on those that are in need of support regardless of ability.

Moderation training through LA and in school sessions, G10 and locally

Standards files are produced to exemplify ARE in each year group. (SLT, Subject leads, Aspiring Heads and G10 network)

Establish gaps in teaching and learning through monitoring and then identify 3 children in each class as a case studies- Term 1:2- July 2017

Implement the Singapore Maths No Problem scheme

SSE Monitoring Cycle planned to identify areas for improvement and programme of support established termly by SLT , MLT and subject leads

SEN Learning Walks and identification of need through progress meetings- undertaken each term with SEND children to feedback

Develop and implement new intervention / catch up programmes

Children to visit local schools in groups to compare their aspirations and achievements and celebrate their learning.

Monitoring of quality of teaching and learning over time is at least good (100%) across the school and a large proportion (50%) is outstanding in phonics, SPG, guided reading, maths and literacy. There is evidence of differentiated learning opportunities and high challenge across all pupils work and learning. Min 35% across school GD in maths (Number ExC EYFS). Mastery philosophy and principles result in high expectations and challenge underpinned by clear understanding. Levels are accurate for children and next steps are clear and understood by class teacher. Through co-coaching discuss through samples of pupils work. (What is ARE for each year EYFS use 2 Simple to share assessments and observations with staff and parents Aim for 85% in each class – adjusted for SEND and mobility in RWM Foundation subjects sustain % at ARE and target GD Aspiring Leaders colleagues feedback research – Phonics, transition and moderation Governors review standards through Curriculum and PM positively

VP, SLT SLT LA consultancy External moderation Maths governor link to review G10, Local schools Focus ED LSPs , WW, IR VP & Phase Leads G10 SLT and MLT IR and CT, LSPs WW, RB, JK, LSPs VP, CM

Sept 16 Nov 16, Jan 17, Through year to July 16 Through year – see Twilight plan July 2017 Oct 2016 Nov 2016 Nov 2016 Jan – May 2017 Sept/oct Nov16, Feb1 17, May 2017 June 2017 Through year Sept 2016 Through year By July 16

To use different media and resources to encourage engagement.

Use I –pads for learning as a vehicle, robotics, science and D&T. Monitor the effectiveness and quality of learning

Use thinking maps for reasoning outcomes each term

Use popplets to present findings each term

Use the Immersive learning suite as part of teaching cycle

Use radio for broadcasting and the green screen , I film and clips to present

Through various evidence bases , children have had experience of resources in school for varied presentation of work, evidence bases and learning .

CS , JL,WW, CTs

On going throughout the school year.

To ensure effective interventions are in place to support all pupils in making outstanding progress. To determine pupil groups in school and develop differentiation and approach to target groups

Working alongside all class teachers –identify and discuss which children need extra support groups or booster groups.

Create a timetable for the 1:1 teachers to follow.

Monitor the progress of all children in intervention groups to ensure that the extra intervention groups are effective.

Monitor the children’s work to ensure that the work provided in the intervention groups are challenging and effective for its purpose. Have discussions with the 1:1 teachers about the selected children.

Raise the profile of able, gifted or talented pupils and the need to ensure high quality and engaging provision for them across the curriculum Pupils who are able, gifted or talented make at least good or accelerated progress

Maintain the register of pupils who are either able, gifted or talented Review of planning to ensure there is differentiation and opportunities for More Able to achieve well

Liaise with Phase leaders to monitor the provision made for A,G&T children

Liaise with subject leaders as appropriate for additional support and provision

Improve teacher knowledge and awareness of the needs of A,G&T pupils

Promote the use of Higher Order Thinking Skills and activities

Monitor planning across the school to ensure A, G&T provision is in place

Publish policy on school website.

Establish baselines for children on SEN register. Monitor SEND pupils by progress as well as achievement. Assess, plan, do and review for pupils with SEND needs. Analyse data using ‘O’Track Work alongside Assessment Leader and SLT to analyse RAISEonline data.

Provision map records the progress of individual children and interventions Evaluation sheets are used to evidence impact of support Establish routines for review of interventions Develop range of interventions for Wave23

Identified groups and individuals are tracked and learning is effective to enable them to make progress (See Inclusion plan). PP and disadvantaged gap closes to be in line with national . Case studies are developed for PP and MA children. Learning is clear through post and pre teaching support. Evidenced through books scrutinies, planning and pupil discussion. 85% are at ARE across school. 100% make good progress and min 35% make exceeding. Provision map is a working tool that can be used to evidence impact of interventions and gaps in learning. The provision map supports the SBM and HT in analysing the use of pupil premium funds. SENCo has a clear overview of the interventions running within the school. LSAs feel supported. There are clear registers of SEN, G & T(MA), PP and EAL in place that are accurate Maps are available on website

WW, AKJ, RB And CT SLT and MLT WW, Phase Leads WW SLT, MLT CT and LSPs WW and external Consultancy support WW RB WW, RB

From Sept 16 to July 2017 Monitoring year plan Jan 2017 Nov 2016 Nov 2016 Dec 2016 Jan 2017 March 2017 Sept 2016 Sept 2016 Through year

Develop a thorough and systematic approach to teaching and learning across school

Develop and agree Policy with procedures to follow

Develop a set of non negotiables for all phases

Review schemes that local effective schools use to consider for implementation for Sept 2017

Develop targets for children in RWM and put in place

To sustain high standards of teaching and learning through rigorous monitoring of all staff.

2x Lesson Study will provide a structure to assess a baseline, develop a response and monitor any improvements for all teachers

To maximise potential within the staff team so that succession is assured and staff are given opportunities to develop leadership skills. Appraisal process will provide opportunities for staff to identify aspirations. The long-term staffing plans will be shared so that staff can identify succession opportunities. Staff will be supported to fulfil their potential.

Learning provision is delivered consistently so that learning is built upon year on year systematically. Teaching maths is good and much(35%) is outstanding. Provision is focused and inspiring across school and it is clear in all classrooms that maths is a priority. Data targets are met and PM targets are met. Feedback from children is improved since 2015/16

IR & SLT All staff IR IR and maths team SLT, MLT, English and Maths Team, Priority Teams

By Oct 15 Nov 15 By Dec15 Jan 2017 Ongoing Nov 2016, March 2017, June 2017

To involve parents and carers as partners in our children’s learning

Year group booklets for parents, SDP &SSE booklets, Curriculum , Assessment .Create a booklet for each year group with expectations

Parent Questionnaires undertaken each term to establish perceived strengths and weaknesses

Residential Trips and visits planned for different year groups incl Yr 4, 5 and 6. Trips for all children

Provide Curriculum plans for each year group- website

Create a Learning Challenge booklet for each year group / school

Provide class assemblies to share learning in Term 2

Provide workshops / booklets in each subject area by subject leads

Review and adjust homework policy and systems to support parents and children.

Provide comparable evidence of learning in class section 1 per week for parents to share learning as photographs, text or films.

Stay and Play sessions (EYFS) Stay and learn with your child (KS1 & KS2)

Weekly Twitter feeds and website for parents and families to view learning and feel as though they can participate.

Year 6 children to undertake show arounds to show case the school to groups of parents and families

Parents feedback is positive and there is an increase in Strongly agree from Agree. Parents are supportive of the school and the number of incidents using Facebook and lack of support is diminished. Parents feedback suggests they understand the provision in place for their children and feel they have helped develop it . Homework is completed by children and there is a reduced number of children in the Homework clubs in school. Achievement is good for all

VP, IR, WW, JL, CT VP, CT & SLT CT Year groups Subject Leads CT and LSPs CT and lSPs CT and SLT SLT, NB, LF

Oct 2016 Jan 2017 Nov 2016, March, July2017 Jan – March 2017 Nov2016 Through year Term 3 Weekly Term 2

Key monitor Monitoring Strategy Date Evaluation Date Reported

to Governors

Vicky Pierce

TEAM: Helen, Christina,

Natalie, Laura, Jon, Pat,

Tracie

Maths Governors

SENCO

1. Teaching and Learning and SDP development Plan reviewed

2. SSE Policy and system 3. Monitoring by learning walks , lesson

obs, PM, book and planning scrutiny 4. Discussion with staff and evaluation 5. Pupil Consultation 6. Questionnaire for sample of parents,

children and staff 7. External monitoring (LSIP, LA, First 4

Maths) 8. ½ Term Monitoring Plan 9. Marking and AfL feedback evidence 10. Analysis & comparison of data

See SSE

annual

plan

Date as

undertaken

and

reviewed

Review

Priority Target 2 : To improve maths outcomes

Linked Plans: Early Years Foundation Stage, Equity Plan, Curriculum Action Plan 2016/2017, Staff Development Plan, Maths Action Plan, Maths Policy

Liverpool Plan: Improve educational outcomes for all children EYFS: Principles of four themes from document

Priority Developments Actions IMPACT WHO Time by

To refine our timetable to enable basic skills are a focus and more time is allocated to maths .

Following progress meetings – adapt a class timetable

Ensure time dedicated to maths, basic skills in maths and using and applying maths

Learning Walks ½ termly to establish routines and time used effectively

Learning Walks to monitor and evaluate intervention and LSP effectiveness

Plan and provide maths through LCC at least 1x during wk

Ensure all chn access maths help desk routinely and have an active maths session at least 1 per fortnight.

Timetables for all classes on display outside class that demonstrate appropriate allocated time to maths as defined by pupil need.

There is consistent delivery of maths daily to ensure children build on their concepts, skills and knowledge rapidly. Children can access maths resources to ensure they learn independently and beyond the concrete. Children develop their abstract and conceptual understanding which is evidenced through pupil discussions in explaining their maths understanding. Children (95%+) say they enjoy maths and it is fun.

SLT and all staff

By Nov 2016 By Dec 2016 By July 2017 By May 2017

To source, train and implement the Maths No Problem scheme Yr1-6

Training for all staff – TWILIGHTs, Training days in place

Review staff meeting each ½ term to review and share practice

Visit local schools who implement and deliver Maths No Problem

Undertake new scheme in all classes

Parent Booklet and Workshops offered in Term 1 &Term 2

Links on website available and on Mtahs page

Weekly Tweets to show Maths in Action for families

Maths team to monitor and review each ½ term

Set up sets of maths resources for each class

Sort out maths cupboard-organised storage of resources

Maths No Problem is in place across school Teachers feel confident in delivering by end of year Maths team able to support and identify areas for further professional development Children are skilled at using concrete resources and they access the Maths help desks appropriately Children feedback that they enjoy the maths lessons Maths Journals show progression of skill, knowledge and concept development and show children are developing their time to talk through maths problems with peers Children’s outcomes improve and significantly at EOKS2

IT, Maths No Problem consultancy, JC, CC, AKJ

By Sept 2016 By July 2017 Through yr July 2017

To review data and in particular Y6 Maths Results, identify areas for improvement and weak learning points for children.

Analysis of year 6 papers

Analysis of EYFS and Year 2 data

Target Current Year 6 (2016/17) – focus upon pupils at 2b/2c in Yr 2

Review gaps for GD and consider plan to achieve and excel at this level- work with local schools and Hope Uni

Staff meeting to share analysis

Develop spotlight plan,Including resource implications for classwork, homework, etc.

Through establishing weak areas of maths learning we can plan teaching opportunities and areas of focus. Staff can consider and develop their teaching of key concepts to impact upon improved outcomes to be above 70% at EO each KS. Girls have an improved approach and outcomes. The gaps at EYFS (95:88) KS 1 and KS 2 are minimised.

IR and WW > staff discussion

Oct 2016

To improve fluency through quality basic skills sessions and consistent approach to calculations

Basic skills yearly overview with progression

Subject lead to model basic skills > drop in sessions for teachers

Audit staff knowledge on written calculations

Review calculations policy in line with expectations for written calculations and link to Maths No Problem

All teachers teaching basic skills in line with long term plan evidenced through learning walks. Children more consistent in skills and application. Consistent and effective approach to teaching of basic skills evidenced through observations and pupil consultation. Improved staff knowledge All staff to know expectations up to year 6 including the progression in calculations required to achieve this. This will impact upon secure data across school and improved outcomes in line with national at Year 6.

IR to lead with maths team (AKJ, JC and CC) and Phase Leads to monitor

By Jan 2017, April 2017 and July 2017

To raise standards in maths that will impact progress and attainment for all pupils.

Define criteria for staff and deliver a programme of staff meetings

Ensure all classes have a maths area that is current and inspiring

Update maths displays that promote expectations of maths in school

Use a problem solving to develop maths skills that is linked to the Learning Challenge Curriculum

Introduce MathsNo Problem on the website etc as a learning platform

Identify chn through progress meetings and target for support

Give feedback through guided reasoning that impacts

Embed Maths No Problem – new expectations with support from O track for further guidance for teachers’ planning .

Monitor pupil progress to ensure performance management targets are met for pupil % at ARE through reviews and progress meetings for maths, reading and writing are set that are challenging and would result in school being in line with national for a good outcome.

Provide daily lunchtime clubs for identified children – LSPs, Maths lead and SENCO with support.

Provide workshops for parents and families to provide details of how to support. Provide booklets for parents for ARE and guidance for Singapore Maths new approach.

EOKS data is above national for all groups and an upward trajectory from 2014 , 2015, 2016. Expected progress is a min of 100% and exceeding is 25%+. Book monitoring shows progressive learning that is challenging and differentiated ensuring all children are progressing. Expectations are clearly high and matched to pupils abilities. ‘’O track’’ has been used to review and determine any gaps for pupils as individuals. Teachers achieve their % progress target for RWM in line with class context through PM 2016/2017 % of PP children achieving ARE is comparable to national. PP children and disadvantaged are mapped closely 100% chn make good progress 80-85%ARE and min 35% exceeding (move assessment category) Prior low and high make good progress and intervention impacts upon their achievements. EYFS have opportunities for maths in areas indoors and outdoors. They sustain the EXP as 92% and raise EXC from 18% to min 20%

VP SLT Maths team IR VP, WW IR, LA IR, LA

Oct 16 Nov16 Dec 16 Sept 16 Sept, Nov, Feb 2017 Sept 16

To develop consistency in year group expectations

Develop standards file for each year group

Staff meeting each term for all year groups to see examples of coverage and progression

Files in place for each year group ARE including, moderation(questions to and comments from children), examples of work through photos and journal tasks

Benchmark in place to ensure high standards. Staff aware of expectations across the whole school. Good practice shared. % Children at ARE comparable with Nat and Local schools for context. Evidence that intervention and Pick up sessions have impacted upon attainment and progress through consistent high quality teaching and learning opps

IR – Maths & Lead team, LSOs to train and manage LSPs, WW

Jan 2017 Throughout the Year 2016/2017

To ensure we maximise maths opportunities across school to maintain and improve on standards To use different contexts, stimuli and environments to inspire children to use and apply mathematical concepts, skills and knowledge.

Guided reasoning and problem solving through the curriculum in place across school

Maths areas in class including in the outdoors and through shared areas in school

Buddy system for all year groups to establish buddies – maths focus to liaise on project work together

Star of the Week work focus on maths and displayed in school

Make e book or I movie to promote maths.

Monitoring shows that classes deliver guided reasoning through lessons regularly each term, use the outdoor appropriately - evidence in books, twitter, website. Planning clearly indicates inspiring maths provision. Star of weeks are often showing maths . Radio broadcast focus upon maths at least 1x per term.

IR & SLT Maths team Buddy link teachers CS & JL

Ongoing 2016/17 By Dec16 Ongoing 2016/17 Feb 17

To continue to raise profile of Maths across the whole of school

Embed Maths No problem scheme from year 1 to year 6

Review homework resources, including access for SEN pupils

Parent Workshops for Maths No Problem

Develop maths week program, to include Maths through Literacy, etc.

Breakfast and Maths (During Maths weeks)

Maths displays including Maths No Problem across school

Working walls are updated regularly to reflect learning

Review Maths rewards and motivation / certificates etc

Share ideas and methods with parents, audit their views on Maths in school

Improved number sense and problem solving resilience Consistent and effective Maths homework, accessible by all that is undertaken by the vast majority of parents Raise parents awareness of new scheme and methods used they feedback they are confident with the scheme Raised profile of Maths with pupils and parents Current learning displayed in all classes, including pictorial representation, corresponding numbers, words, etc. Also examples of children’s work on display. Raised motivation to succeed in Maths

SLT, Maths Lead team Class teachers LSPs

Ongoing throughout the year Jan 2017 Feb 2017

Whole school Marking and Feedback policy adhered to by all staff including support staff.

Continue to review marking across school

Undertake a pupil consultation to establish impact

Update a developed policy with clear strategies

Support and co coach staff as necessary to mark consistently

Ask chn 1 per term to set their own targets following a review of the progress they have made and put in maths books to evidence and aspire to.

Monitoring of marking shows all teachers follow marking policy. Book scrutiny shows that children’s work is well presented, progress is clear, targets are evident that help move every child on. Children respond to text Ideas from local schools are adopted to help make marking effective if appropriate. Chn can talk about the impact of marking that has helped them progress.

VP and SLT IR and CT

By Nov 16and on going through year

To ensure ongoing accurate assessments for maths across the school and over time with regular within phase moderation on a half-termly basis –

INSET, TWILIGHT and staff meetings dedicated to developing high expectations and subject knowledge for maths and systems . Embed O Track system and Maths No Problem

Support for planning and delivery from consultancy (external) for identified year groups and Maths team give support

Develop target system for children – in books

All teaching staff attend the training for O Track and Maths No Problem CT have attended training or meetings within year group or phase to moderate work CT are confident and accurate making judgements about ARE each year Standards files are complete for maths Planning and book scrutinies show differentiated learning

Focus VP, SLT Maths Team JB (LSIP)

Sept 16 Term 1,2,3 Jan 16 Jan 16

linked directly to the implementation of the new National Curriculum, Maths No Problem Planning,pitch and expectations.

Working Walls developed so that they are current- learning walks

All class teachers to attend LA & G10 training – maths and moderation

LSPs to attend Maths training and school visits

Review of planning to ensure there is differentiation and opportunities for More Able to achieve well and LA to be picked up efficiently and effectively.

to meet the needs of pupils. This is supported by pre and post teaching for PP, LA and MA groups. Staff moderate work with colleagues in school and locally evidence shows accurate moderation and levels for ARE and GD. Moderate with G10. Mosspits, Wavertree and Northway to ensure accurate judgements are made. Staff feel confident on outcomes regardless of scheme used.

LA Maths team Bishop Eton G10

Dec 15 Throughout year Jan 16

To use different media and resources to encourage maths.

Use I –pads for maths learning as a vehicle, robotics, science and D&T. Monitor the effectiveness and quality of learning

Use thinking maps for reasoning outcomes

Use popplets to present findings

Make a maths challenge or work out a challenge with their buddies and for their buddies

Train groups of children to present to audiences about maths

Through various evidence bases , children have had experience of

IR , WW, Maths team and CT

By Dec 15 and ongoing throughout the school year.

To ensure effective interventions are in place to support all pupils in making outstanding progress.

Training for LSPs , monitored and Appraisal linked.

Working alongside all class teachers discuss which children need extra support groups or booster groups.

Create a timetable for the 1:1 LSPs to follow.

Monitor the progress of all children in intervention groups to ensure that the extra intervention groups are effective.

Monitor the children’s work to ensure that the work provided in the intervention groups are challenging and effective for its purpose. Have discussions with the 1:1 teachers about the selected children.

Identified groups and individuals are tracked and learning is effective to enable them to make progress (See Inclusion plan). PP and disadvantaged gap closes to be in line with national . Case studies are developed for PP and MA children. Learning is clear through post and pre teaching support. Evidenced through books scrutinies, planning and pupil discussion. 85% are at ARE across school. 100% make good progress and min 35% make exceeding.

WW, AKJ, RB, Maths Team And CT

From Sept 16 to July 2017.

Develop a thorough and systematic approach to teaching Maths across school

Develop and agree Policy with procedures to follow

Develop a set of non negotiables for all phases

Review schemes that local effective schools use to consider for implementation for Sept 2016

Develop targets for children

Develop differentiated success criteria and checklists

Maths is delivered consistently so that learning is built upon year on year systematically. Teaching maths is good and much (50%) is outstanding. Provision is focused and inspiring across school and it is clear in all classrooms that maths is a priority. Data targets are met and PM targets are met.

IR & SLT All staff IR IR and maths team

By Oct 16 Nov 16 By Dec16

Key monitor Monitoring Strategy Date Evaluation Date Reported

to Governors

Ian Robinson (A/H)

TEAM:

Jay, Aimi, Clare C,

Danielle, Janet, Sue,

Ann

Maths Governors

Gill Barnes, Wendy

Davies

11. Maths and SDP development Plan reviewed

12. SSE Policy and system 13. Monitoring by learning walks , lesson

obs, PM, book and planning scrutiny 14. Discussion with staff and evaluation 15. Pupil Consultation 16. Questionnaire for sample of parents,

children and staff 17. External monitoring (LSIP, LA, First 4

Maths) 18. ½ Term Monitoring Plan 19. Marking and AfL feedback evidence 20. Analysis & comparison of data

See SSE

annual

plan

Date as

undertaken

and

reviewed

Review:

Priority Target 3 : To improve reading outcomes

Linked Plans: Foundation Stage, English & ICT, Curriculum Action Plan 2016/2017, English development plan, Phase plans, Reading Policy and statement (Website) Liverpool : Improve educational outcomes for all children, Narrow the gap between groups EYFS: Principles of four themes from document

Priority Developments Actions IMPACT WHO Time by

To develop standards of reading across school

Review and examine Reading Policy across school.

Define criteria for reading for staff and deliver a programme of staff meetings over the academic year. Review Reading Quality Mark criteria to work to renew mark. Undertake Basic Skills Award assessment – Nov 2016.

Ensure all classes have a reading area that is current and inspiring

Update reading displays that promote a love of reading in school

Use a text to develop literacy skills in reading and writing that is linked to the Learning Challenge Curriculum

Review and evaluate Bug Club – add to home reading scheme in July 2017

Identify chn through progress meetings and target for support for reading in each term. Ensure their provision is tracked through O Track.

Give feedback through guided reading that impacts upon quality of delivery.

Ensure children write an extended piece at least 1 x week that is quality marked with next steps that relates to a key text they have studies.

Develop Liverpool Literacy Scheme with LCC Focus – raise expectations

Monitor pupil progress to ensure ARE targets are met for pupil through reviews and progress meetings for reading and writing.

Provide daily readers 8.30 am by LSPs and lunchtime clubs for identified children and after school clubs to 4.30. Booster and KS 1 clubs

Provide workshops for parents and families to provide details of how to support. Provide booklets for parents for ARE and guidance

Reading Revolutionary Training Programme for Year 4 and 5

Young Reading leaders-Librarians, Buddy Reading system, Reading Advocates, School Council Agenda on Reading

Establish different approaches to develop reading to embed in school through visits, research and staff professional development

Reading is a priority across school and delivery is consistent and of high quality. EYFS Exit data will ensure standards are sustained in reading. (90% and Exc 22%). Raise % of children exceeding at EYFS in reading, Journals and observations show reading opportunities for all children with focus on differentiated provision. EOKS 1 78% ARE and 24% GD. Improve GD % by 6% (4 pupils) EOKS2 Improve from 63% to 75%( Nat 66%) and GD from 21% to 30%+ Progress measure to be above 0 (2016-0.52) at EOKS2 from KS1. Dis and PP children to make comparable progress and diminish the difference between attainment and progress.

SLT, English Team Phase Leads LA Consultancy Focus Consultancy

Oct 2016 Dec 2016 Oct 2016 Jan 2017 Jan 2017 Through year Feb 2017 Termly Jan 2017 Feb 2017 Nov 2016 Nov 2016 March 2017

To develop the quality of teaching of reading (and writing) using agreed strategies and policies including the development of a consistent approach ensuring planning and teaching is focused on all aspects of the learning process in all classes

INSET, TWILIGHT and staff meetings dedicated to developing high expectations and subject knowledge for English and delivery systems .

Attend i2i sessions at Bishop Eton for analysis of data- Sept 2016

Visit local schools and settings for discussion about good practice-Sept-Nov16

Review Literacy Scheme from Liverpool, LCC and immersion

Support for planning from English team for identified year groups- Dec 2016

Develop English and CLL Policy in line with new expectations

Overview of Links to LCC and identified focus texts to be used on website for parents and children

Reading is a priority across school and delivery is consistent and of high quality. Teaching is at least good and 50% of observed reading sessions are outstanding. Policy in place and uploaded EYFS Exit data will ensure standards are sustained in reading. (90% and Exc 22%). Raise % of children exceeding

English Team with support RB, CJ, KT, WW, VP All staff SLT, Phase

Through yr Sept 2016 Through yr Dec 2016 Dec2016 Jan 2017

Develop target system for children for writing then reading.

Working Walls have reading links- reference developed so that they are current-establish and monitor through learning walks

Reading advocates to source books each ½ term for classes

Librarians in place to promote JNR Library – daily time slots to take books

All class teachers to attend LA training – reading and moderation

LSPs to attend Literacy ‘Reading Into Writing Training ‘

Following monitoring and learning walks –English Leads to produce a termly focus plan of actions for staff

Review of planning to ensure there is differentiation and opportunities for More Able to achieve well (Level 6 EOKS 2 and Level 2A and 3 for EOKS1, Exceeding –larger % EYFS).

Research Read, Write Inc. – school visits, rep visit and training – to July2016

at EYFS in reading, EOKS 1 78% ARE and 24% GD. Improve GD % by 6% (4 pupils) EOKS2 Improve from 63% to 75%( Nat 66%) and GD from 21% to 30%+ Progress measure to be above 0 (2016-0.52) at EOKS2 from KS1. Dis and PP children to make comparable progress and diminish the difference between attainment and progress.

Leads and English team All class teachers and LSPs English leads (CJ, KT, RB, RM)

Through yr Year Termly Nov 16, feb 17, May 17

To ensure effective interventions are in place to support all pupils in making outstanding progress.

Working alongside all class teachers discuss which children need extra support groups or booster groups.

Create a timetable for the 1:1 and group LSPs to follow.

Monitor the progress of all children in intervention groups to ensure that the extra intervention groups are effective.

Monitor the children’s work to ensure that the work provided in the intervention groups are challenging and effective for its purpose. Have discussions with the 1:1 teachers about the selected children.

Intervention for reading is of a high quality – review of schemes and programmes Children make good progress and catch up is evident for pupils. PP and Dis pupils are targeted and gap is decreased LSPs and volunteers are skilled

WW, RB, English team VP and SLT LA etc

Each term review and feedback – changes made where necessary 2016/17

To improve the guided reading delivery across school

Establish Guided reading system in school for Term 1 , following visits and training develop this and set a guided reading policy and approach by Term 2

Visit local schools for looking at guided reading ideas – programme, Term 1 -year 6 and 3, Term 2-Year 1, 5 and 2, Term 3 Year Rec and 4)

Twilight training for guided reading Term 2 followed up by staff meeting focus

Review resources being used for guided reading including planning and IEP delivery.

Guided reading is delivered effectively with no pupil wasting time. Plans show pupils are targeted and O track has been used effectively. Outcomes are as cited above

English team SLT (Phase Leads) WW

Dec2016 March 2017 March 2017 April 2017

To develop and improve the delivery of SPG and Phonics teaching and focus upon application of SPG and Phonics in reading and writing

Following progress meetings – adapt a class timetable

Ensure time dedicated to SGP, Phonics and guided reading x 4 min

SPG and Phonics learning is planned in outdoors and in class through curricular learning

Marking reflects high expectations for SPG and Phonics in all areas/ books

Consultancy monitoring and coaching programme for all staff

Training for all staff (Teachers and LSPs)

Maintain high outcomes of Phonics 92% and SPG 80%. Application is more evident and spelling is improved through reading and writing. (Book scrutiny). % pupils achieving in Grammar is improved in SPG KS2 test. CP areas include phonics

SLT, RM, RB WW, LHorton

Termly Term 1 and 2 Term 2 , 3 Term 2

To create reading areas in and around the school environment .

Create a new Royal Reading Library for KS 1 and EYFS, Royal Reader Award

Create a reading shed in the outdoors in KS 1 and Forest Shed inc reading

Reading areas in Music room and Art room

Reading areas in SLT rooms

Reading boxes for books in key entrance points outdoors – RN to make and install

High engagement and enjoyment of reading Good attitudes evidenced Reading areas used well Inspired to read by enviro, books and staff

CJ, LS, Volunteers, LSPs , VP, WW

Dec2016 March 17 Dec2016

To develop teacher’s ability to moderate and level reading (and writing) and to feel confident about using O Track

Monitoring Plan in place to ensure children & their progress are a key focus.

O Track is used systematically alongside guided reading to establish progress

Pupil Progress meetings termly to discuss children in depth with a focus on those that are in need of support regardless of ability. Target progress and groups.

Pupil Progress information is clear to use as a prompt for all discussions

Moderation training through LA and in school sessions

EYFS use 2 Simple to share assessments and observations with staff and parents

SLT &English leads to monitor reading through listening regularly to chn read

Assessments are accurate for children and next steps are clear and understood by class teacher. Through co-coaching discuss through samples of pupils work. (What is ARE for each year and on track to be ARE and GD ) Outcomes sustain and improve as above.

English team SLT (Phase Leads) WW

Sept 2016 Oct – July 2016/17 Nov 2016, March 2017, June 2017 Nov 2016, Jan, March, May, July 2017,

To engage the children in key texts that they can explore with great depth across all Key Stages

Collate overview of texts being used to support LCC and English

Review some new and significant key texts used by others and available

Plan and link to English lessons

Provide exerts for home or text list for parent support and engagement

Establish a key text for the Immersive Learning Exhibition for whole school

Monitoring and book scrutiny shows high quality learning stimulated by key texts. Plan in place on website in Curriculum info

English team, CT and J.Long

Dec2016 Feb2017 March 2017

To review and develop the home reading approach for families across school

Questionnaire parents, staff and pupils regarding home reading system

Review engagement by children and families and impact upon progress of pupils

Plan an approach for Sept 2017, source any necessary resources for delivery

Parents feedback they are happy and satisfied with the home reading scheme as a majority. Increase % pupils are completing their HMK

English team SLT

Jan 2017 March 2017 July 2017

To involve parents and carers as partners in our children’s learning

Provide plans for each year group- website and signpost to reading section of school website

Create a booklet for each year group with expectations

Share reading sessions on Twitter

Provide comparable evidence of learning in class section 1 per week for parents to share learning as photographs, text or films.

Radio Rudston programme focused upon reading in Term 2 for parents to access

Immersive text exhibition for Term 3 to involve parents, families and whole community

Class planning and evidence is shared on each year group website page and on Twitter for parents to share Parents offered workshops Booklet produced Positive feedback from parents and children.

KT, CJ CT KT, CJ, RM, RB English team CT English Team CS

Sep16 Sep16 March17 April17 Ongoing July 2017

Support staff confidence and raise expectations through enhanced training opportunities – courses, consultancies, visits.

Staff Audit of subject knowledge and confidence linked with quality of teaching evidence

NQT Courses and time

Visits to local schools and settings.

Staff audit at end of year and analysis of Quality of Teaching and Pupil progress data .

TWILIGHT, staff meeting time focused upon professional development & mastery. (Inc. differentiation)

Reading staff training and development plan in place – observing and team teaching reading.

All staff have a raised level of confidence and knowledge in teaching reading across school Evidence of a planned programme of staff development which shows positive evaluation and impact upon raised standards and QTQL

SLT English team CT and LSPs

Term 1 Ongoing Term 2 Sept 16 Term 2 Weekly

Monitoring and Evaluation

Key monitor Monitoring Strategy Date Evaluation Date Reported

to Governors

TEAM:

Katie, Clare J, - English

Leads , Rebecca &

Rachel , Lorreta, Tom S

English Govn – Lucy

Atkinson, Jean Doran

1. Monitoring by learning walks, lesson obs, PM, book and planning scrutiny

2. Discussion with staff, pupils, govn parents

3. Pupil Consultation – learning walks 4. Questionnaire for sample of parents 5. Analysis & comparison of data 6. Moderation and standardisation files 7. SIP visits and monitoring/ review 8. Curriculum Subcommittee (Teaching

and Learning )

See SSE

annual

plan

Date as

undertaken

and

reviewed

Review

Priority Target 4: To develop strategies of feedback and the use of assessment information to plan appropriate teaching and learning for all pupils.

Linked Plans: EYFS, Staff Development, Curriculum Action Plan 2016/2017, Behaviour Plan, Marking and Feedback Policy,Pupil Premium Plan

Liverpool Plan: Improve educational outcomes for all children EYFS: Principles of four themes from EYFS documents

Priority Developments Actions IMPACT WHO Time

To ensure on going accurate assessments are made across the school and over time To ensure planning for pupils as a result of phase moderation on a half-termly basis – ensure each pupil makes good or better progress To ensure all class teachers feel confident in assessing without levels Data reports support leaders to effectively monitor overall trends in progression and attainment Governors have a clear understanding of the strengths and areas for development in the school

TWILIGHT and staff meetings dedicated to developing high expectations and subject knowledge for maths, reading and LCC systems. (Focus – Mastery, External Consultancy).

Embed Liverpool Assessment and moderation alongside ‘O Track’ from Liverpool Plan LA. O Track training – Sept 2016

Support for planning and delivery from consultancy (external) for identified year groups (Phonics and SPG, Guided reading )

Develop target system for children – in books

Working Walls developed so that they are current- learning walks

All class teachers to attend LA & G10 training – maths and writing moderation. Moderation with Mosspits and Northway – Jan 2017, G10 Dec 2016, June 2017, Childwall group Nov 2016, Feb 2017, June 2017

LSPs to attend Maths, Reading, Phonics and SPG training and school visits

AKJ (Outstanding teacher) to work alongside Year 6 to co teach Sept – May) and then Year 5 May – July 2017 to pick up and extend greater depth and ARE. Identify from progress meetings

CM (Outstanding teacher) to work with Year 1 and 2 groups and individuals to extend and pick up to diminish differences in girls, PP and EAL. Identify from Progress meetings

WW and JK to target children with IEPs to pick up and develop plans for LSPs and volunteers to deliver weekly.

IR to support Year 2 and Yr 6 for maths identified group GD each week – Jan – May/June 2017

Year groups to visit local schools with outstanding results-yr plan

Moderation files are developed by SLT, MLT and subject Leads. Foundation subjects led by J.Long as Curriculum Lead.

Develop O Track use for Foundation subjects as with core.

LSIP, Governors and external support moderate quality of teaching and learning and assessment policy and procedures termly.

CT have attended training or meetings within year group or phase to moderate work CT are confident and accurate making judgements about ARE each year Standards files are complete for maths, writing, science, DL, Computing & Foundation subjects Planning and book scrutinies show differentiated learning to meet the needs of pupils. This is supported by pre and post teaching for PP, LA and MA groups. Ave progress score is 1.0+ in RWM and SPG. (2016 + 0.5 (-1.2-2.2) +1.4 (-0.3-3.1) -0.9 (-2.3-0.5) ARE at EOKS is sustained at EYFS, KS1 above Nat and local and improved in Maths, Reading at KS2. Attainment and Progress measures on Raise show school to be significantly above in RWM separately and SPG, Phonics and EYFS. In top 10% for EYFS GLD, Phonics . Improved outcomes for middle prior attainment pupils and high pupils – progress .

Focus, Consultancy, Maths No Problem, Safeguarding Team, VP, SLT Maths Team English Team JB (LSIP) Maths No Problem, Bishop Eton, Kingsley School, Maths team SLT, MLT and CT WW and JL LSIP, GOVN, SLT

Sept 15 Term 1,2,3 Jan 16 Jan 16 Dec 15 Throughout year Jan 17 Feb2017 Sept 2016 Sept 2016 Nov 2016 Jan 2017 Sept – June 2017 July 2017 July 2017 Through year

Subject Leaders have a clear understanding of their role and how this impacts on pupil performance

Subject Leads complete MONEV plan and present action plans with clear SSE for Curriculum overview 2016/2017.Repeat in July for 2017/2018 with comparables that show progression in achievements. Identify achievement strengths and weaknesses.

Subject Leads identified and attend regular meetings with SLT

LCC Training Twilight to consider subject coverage

British values and PSHE is mapped across school and curriculum

Lesson Observations and Learning Walks in Term 1 and 3. Lesson studies undertaken in Term 2 and 3 in Triads – form part of PM

Subject leads collate evidence to make standards files with exemplifications at each level.

Subject Leads attend courses through the year and LA subject Lead meetings in each term. Feedback in staff meetings

Subject Leads to present to Govn in Term 3:2

Subject Leads coordinate a display of their subject in the main corridors of each building to raise profile of subject

Subject Leads to coordinate/ lead visits and enrichment

Science is taught weekly by Scientist – Eileen Edwards

Art taught weekly by J.Kelly – Art specialist

PE is taught by IR and supported by HMc , JC, TC for football etc

Leads share expertise within the school to improve the standards of teaching so raised standards in all subjects. Analysis of groups show diminished differences. Lesson Study will be embedded as part of professional CPD. Staff will benefit from a supportive culture of shared improvement. Subject Leaders will understand how their subject is taught and be able to contribute to improvement so that the quality of teaching and pupil outcomes are improved. Pupils feedback they have enjoyed all subjects and are able to talk about subject specific concepts and knowledge. Staff feedback they are confident to deliver in ll subjects

SLT, MLT and Leads CT and SLT VP and JL VP and NB VP , IR External consultant LSIP LA, CT Subject Leads and LSPs EE, WW JK IR Lead

Sept 2016 July 2017 Oct 2016 Through year Nov 2016 Nov 2016 Feb, June2017 July 2017 June2017 May 2017 Dec 2016 Through year 2016/17

Whole school Marking and Feedback policy adhered to by all staff including support staff.

Review marking across school as a team

Undertake a pupil consultation to establish impact

Update a developed policy with clear strategies

Support and co coach staff as necessary to mark consistently

Ask chn 1 per ½ term to set their own targets following a review of the progress they have made and put in maths, English and LCC books to evidence and aspire to.

Review and guide for procedures to be in place to help learners know exactly what they need to achieve

Staff meeting to make sure there is conclusive evidence of pupils demonstrating sufficient gains in knowledge, skills and understanding. Book scrutinies in phases and cross phases

Collate evidence of pupils’ understanding being checked and adjustments made from lesson to lesson

Collate evidence of work linked directly to year group expectations in standards files and through book scrutinies.

Check for evidence of high expectations and learning being challenging enough by MLT and SLT each ½ term in each subject.

Monitoring of marking shows all teachers follow marking policy. Book scrutiny shows that children’s work is well presented, progress is clear, targets are evident that help move every child on. Children respond to text Ideas from local schools are adopted to help make marking effective if appropriate. Chn can talk about the impact of marking that has helped them progress. There is a range of activities through each year group challenging the children and their use of vocabulary is developing well. Work is clearly linked to year

VP and SLT VP, WW and CT Phase Leads J.L English and Maths Team Leads CT and

By Dec2016 and on going through year Feb 2017 Jan 2017 Oct , Dec 16, Feb, April, June 2017

Collect samples of excellent modelling that is gained through a systematic and sequential

Provide parents with information about feedback and marking through parent meetings – Nov 2016 and March 2017

Undertake case studies in each phase about impact of feedback and assessment on pupil progress – WW

Pupil Questionnaire / consultation about how feedback helps them.

Trial range of strategies in year groups to maximise feedback for children.

group expectations and different genres of text being used to meet the needs of the curriculum. (Ensure that the skills are developed through shorter activities that can be used and applied in a sustained piece of writing at the end of the week). Clear expectation that marking impacts upon their learning

MLT, SLT Subject Leads and SLT

Review nad monitor termly. Consistent approach by March 2017

To engage families and parents in the assessment process with a greater understanding of the system

Provide parents with booklets on how we assess at Rudston and track progress and attainment

Provide a workshop for Governors and parents

Keep parents informed regularly through monthly newsletters

Give guidance at parent Evenings and show exemplifications of expectations in each year group.

Liaise with Subject Leaders so that end of year expectations for each subject are available on the school website.

Parents feedback they have an understanding of assessment and tracking at Rudston for their child. Information is clear to enable parents and families to support School and families work together for the child School reports are useful and informative.

WW, VP, AKJ CT Leads, SLT, MLT

Jan 2017 Jan 2017 Monthly Nov, March 17 July 2017

Monitoring and Evaluation

Key monitor Monitoring Strategy Date Evaluation Date

Reported to

Governors

Wendy Walters

(D/H)

TEAM:

Jamie, Hazel, Tom,

Sandra, Pauline,

Kate

Governors –

curriculum and pay

and performance

SBM

1. Staff Development and CPD audits 2. Learning Walks, lesson observations 3. Coaching reviews 1:1 sessions 4. SDP review and Computing evaluation 5. Communications and computing review 6. Discussion with all staff, parents and

children 7. Film evidence, website, photographic

evidence ,books evidence 8. Responses to Radio shows, sessions etc 9. Observations and feedback to whole school 10. Review assessment and tracking 11. Data analysis

See SSE

annual plan

Date as

undertaken

and

reviewed

Review

2016/2017 BEST VALUE STATEMENT

Introduction

The governing body is accountable for the way in which the school’s resources are allocated to meet the objectives set out in the school's development plans.

Governors need to secure the best possible outcome for pupils, in the most efficient and effective way, at a reasonable cost. This will lead to continuous

improvement in the school's achievements and services

What Is Best Value?

Governors will apply the four principles of best value:

Challenge - Is the school’s performance high enough? Why and how is a service provided? Do we still need it? Can it be delivered differently? What do parents want?

Compare - How does the school’s pupil performance and financial performance compare with all schools? How does it compare with LEA schools? How does it compare with similar schools?

Consult - How does the school seek the views of stakeholders about the services the school provides? Compete - How does the school secure efficient and effective services? Are services of appropriate quality, economic? The Governors’ Approach The Governors and school managers will apply the principles of best value when making decisions about:

the allocation of resources to best promote the aims and values of the school. the targeting of resources to best improve standards and the quality of provision. the use of resources to best support the various educational needs of all pupils.

Governors, and the school managers, will:

make comparisons with other/similar schools using data provided by the LA and the Government, e.g. RAISE, quality of teaching & learning, levels of expenditure

challenge proposals, examining them for effectiveness, efficiency, and cost, e.g. setting of annual pupil achievement targets require suppliers to compete on grounds of cost, and quality/suitability of services/products/backup, e.g. provision of computer suite, redecoration consult individuals and organisations on quality/suitability of service we provide to parents and pupils, and services we receive from providers, e.g. Sex

and Relationships Education, pupil reports, assigned inspector, OFSTED, maintenance consultant, borough Energy Group

This will apply in particular to:

staffing use of premises use of resources quality of teaching

quality of learning purchasing pupils’ welfare health and safety

Governors and school managers:

will not waste time and resources on investigating minor areas where few improvements can be achieved will not waste time and resources to make minor savings in costs will not waste time and resources by seeking tenders for minor supplies and services

The pursuit of minor improvements or savings is not cost effective if the administration involves substantial time or costs. Time wasted on minor

improvements or savings can also distract management from more important or valuable areas.

Staffing

Governors and school managers will deploy staff to provide best value in terms of quality of teaching, quality of learning, adult-pupil ratio, and curriculum

management.

Use of Premises Governors and school managers will consider the allocation and use of teaching areas, support areas and communal areas, to provide the best environment for teaching & learning, for support services, and for communal access to central resources, e.g. the library, children’s centre and Bright Stars integrated approach Use of Resources Governors and school managers will deploy equipment, materials and services to provide pupils and staff with resources which support quality of teaching

and quality of learning.

Teaching Governors and school managers will review the quality of curriculum provision and quality of teaching, to provide parents and pupils with:

a curriculum which meets the requirements of the National Curriculum, , The Early Years Foundation Stage Curriculum, the LA Agreed RE Syllabus, and the needs of pupils

teaching which builds on previous learning and has high expectations of all children’s achievement and progress Learning Governors and school managers will review the quality of children’s learning, by cohort, class and group, to provide teaching which enables children to

achieve nationally expected progress, e.g. setting of annual pupil achievement targets

Purchasing Governors and school managers will develop procedures for assessing need, and obtaining goods and services which provide “best value” in terms of

suitability, efficiency, time, and cost. Measures already in place include:

procedures for accepting “best value” quotes, which are not necessarily the cheapest (e.g. suitability for purpose and quality of workmanship) procedures which minimise office time by the purchase of goods or services under £1000 direct from known, reliable suppliers (e.g. stationery, small

equipment) Pupils’ Welfare Governors and school managers will review the quality of the school environment and the school ethos, in order to provide a supportive environment

conducive to learning and recreation.

Health & Safety Governors and school managers will review the quality of the school environment and equipment, carrying out risk assessments where appropriate, in order

to provide a safe working environment for pupils, staff and visitors.

Monitoring These areas will be monitored for best value by:

1. In-house monitoring by the Headteacher, School Business Manager , SLT, governors and curriculum managers, e.g. classroom practice, work sampling 2. Annual Performance Management & Appraisals 3. Risk Management and Continuity planning 4. Annual Budget Planning 5. Analysis’s of school pupil performance data, e.g. SATs results, standardised test results, results against all schools, LA schools, similar schools 6. Analysis’s of LA pupil performance data 7. Analysis of DFE pupil performance data, e.g.Raise, FFT 8. Analysis of Pupil Premium and accountability for expenditure incl review of impact 9. OFSTED inspection reports 10. LSIP Reviews and Target Setting 11. Governors’ full termly meetings 12. Governors’ Annual Finance Review 13. Governors’ Annual Development Plan Meeting 14. Governors’ Annual Report to Parents 15. New Financial Management Standards Value Audit 16. LA SLA Support – Monitoring and reporting

Rudston Primary School Timetable of Policies and Procedures for Governing Body 2016/2017 Autumn Term School Development and Improvement Plan

Statutory Targets – Attendance Non Statutory targets – Key Stage 1 Assessment Statutory Targets KS2 SSE review LSIP report Budget Monitoring Reports Racist Incidents & Violent Incidents Performance Management Policy Review and Appraisal Policy Review Curriculum Policies Safeguarding and Associated Policies PREVENT policies and literature HT Performance Management Teachers Pay & Conditions – Performance Management Targets set Pupil Premium Review and Impact Safeguarding Report HT Report to Governors

Spring Term Health & Safety policy

Letting Policy Charges and Remissions Policy Scheme of Delegation Manual of Internal Procedures – any changes Disposal Policy School Profile SSE update (incl LSIP Report) SDIP – progress of targets Budget Monitoring Reports Finance Report Educational Visits Racist Incidents Violent Incidents Pupil Premium Review and Impact Safeguarding Report HT Report to Governors Safeguarding Audit

Summer Term Approve Formal Budget Plan Best Value Statement End of Year Accounts for Unofficial Funds Finance Report Pecuniary Interests Use of Internet & E Safety Accident Incidents SSE update (incl LSIP report) SDP – progress of targets Staffing Review Racist Incidents Violent Incidents Data, Pupil progress review Pupil Premium Review and Impact Curriculum Review Safeguarding Report HT Report to Governors

Rudston Primary School Timetable for Committee meetings 2016/2017 Pupil Premium Committee Curriculum Committee

Autumn Term Review Pupil Premium expenditure & impact Plan priority expenditure for Term 1

Spring Term

Mid Term review – analysis progress PP Mid Term finance review and forecast for 2016/17

Summer Term

Review policy and strategy of provision Analysis of expenditure and pupil progress

Autumn Term Review Pupil Achievement/ Attainment Set Non Statutory & Statutory targets Review Curriculum Development Plan

Spring Term Review Curriculum policy plan Review Teaching & Learning and EYRS Policy Review Holiday and Attendance Policies

Summer Term Monitor progress made towards non-statutory targets Monitor progress towards SDP priorities and impact on standards

Performance Management Finance & Premises Committee September

Teachers Pay and Performance Management Target Review

October

Review HT PM Targets from previous academic year

Agree Performance Objectives for Headteacher

November

Teachers PM Targets agreement May

Review of HT PM

Autumn Term

Review Sports Funding expenditure and impact

Monitor maintenance of premises and capital works

Approve Access plans

Health & Safety Report

Mid Year Review –Nov

Discuss SDP proposals and impact of any additional expenditures / economies

Review teachers pay in line with Teachers pay & conditions Document

Monitor School Fund

Spring Term

Building Insurance

Develop Maintenance Plan

Review Access Plan

Health and Safety Monitoring

Budget Setting – March

Summer Term

Review Maintenance Plan

Review Health & Safety Audit

Review current years budget including possible final balance /underspend

Review pupils numbers and forecast

Discuss proposals for next financial year, including staffing levels

Consider information received about one line budget/source of funds statement for next financial year

Propose budget for next financial year

Equality Duty Objectives 2013-17

Aim: To meet the requirements of the Equality Act 2010 by setting challenging improvement objectives that demonstrate Rudston’s desire to eliminate discrimination between groups of children and the community.

Linked Plans: School Development and Improvement Plan, PSHE, SEAL , Disadvantaged (PP) plan, Curriculum, Building, Gifted & talented Action Plan Aims: All ECM: All

Aims and Actions Time Impact on Pupils Person(s) responsible and

costs

Monitoring Evaluation and success criteria

Priority 1: To increase the number of children known to be eligible for FSM attaining L4+ in English and maths.

To ensure Pupil Premium spend targets the entitlement of all LAC, FSM, EV6 and services children.

July 2017 Those children from disadvantaged backgrounds will be given the same opportunities as those who are more advantaged peers.

VP/WW/SBM Termly tracking and intervention adjustments. Financial tracking to ensure best value.

The number of children attaining ARE in English and maths is at least 85% annually and that no significant difference exists with non-FSM children. Diminish difference between PP and NON Nationally .

Priority 2: To increase the number of children attaining the highest levels in English & maths.

To better meet the needs of the more able pupils by matching provision to level of need including differentiation.

July 2017 The more able children will receive a differentiated curriculum and provision that better serves their academic level.

VP / SLT / WW,JK/ LF, AKJ & NB

Termly tracking and adjustment of timetables.

The number of children attaining MA (exceeding) in English and maths is at least above nat annually and that no significant difference exists compared to national and local scores.

Priority 3: To improve the attendance and punctuality of FSM children currently with less than 95% attendance.

To specifically track the attendance & punctuality of all FSM, PP children on a daily / weekly basis.

July 2017 Improved safeguarding, outcomes and sense of confidence in children by providing first day response and wrap around care.

VP/TS/PC & EWO

1/2 termly reports to Headteacher. HT to analyse and meet families as identified

The overall attendance of FSM children to show no significant difference to the whole school % figure.

Priority 4: To increase the numbers of girls participating in after school physical activity / clubs.

To specifically target the involvement of girls in after school clubs and physical activity.

July 2017 Available provision better meets the interest levels of girls and participation is having a positive effect on their outlook of school.

HM / Sports Coaches and IR

Pre and post questionnaires used to gather statistical information.

The number of girls participating in after school physical activity has increased to be comparable with boys

Priority 5: To improve the progress SEN pupils make within an academic year.

To review the SEN IEP ‘s, intervention programmes being used and deployment of LSPs and LSO’s

July 2017 SEN pupils will achieve their IEP targets and make progress as targeted

WW,RB, SLT & MLT SA, LS

SEN Monitoring Monitoring-QTQL LSP Appraisals Pupil Progress Meetings

The SEN group achieves in line with national as a minimum. Case studies demonstrate good progress for all SEN pupils

Equality Action Plan

Equality Objectives 2013 – 2017 in response to the Equality Act 2010

The General Duty Objectives Action Key Personnel Success Criteria Evaluation 1. To eliminate

discrimination, harassment, victimisation and any other conduct that is prohibited by and under this Act

To enhance the children’s and parents’ understanding and empathy for people who are protected by the Act. To involve representatives from all stakeholders in the development of actions to meet the general duty. To ensure zero tolerance to bullying. (Policy) PSHCE

Develop a steering group (membership including children) to develop,support and promote activities that highlight the Act e.g.Fair Trade, Inclusion Week, Sports , Art and Wellbeing Week. To invite people in / visitors to focus upon disability awareness. Invite governors through their awareness and involvement in sub committees such as the Curriculum Committee Involve parents through parent forums and family learning to become involved with the development and enhancement of the children’s learning. To feedback to staff and governors and parents through governor meetings, staff meetings and newsletters. To continue high focus on our kind hands, kind words- classroom promises , Massage In Schools. Participation and planned activities to promote ‘Anti Bullying Week . Programme of events and activities planned. To identify and further enhance appropriate curriculum links to promote awareness of understanding and celebrating cultures including each individual child’s own.

Vicky Pierce , Wendy Walters, Pat Charnock & SLT Vicky Pierce Vicky Pierce Christina Mitchell, Natalie Bronstein, Jamie Long, Chris Soanes Wendy Walters Vicky Pierce Pat Charnock Helen McElhinney Natalie Bronstein Jamie Long All staff Wendy Walters, All staff, SLT

Children, staff , governors and parents understand the importance of serving the common good and their responsibility towards others. Views of children are taken into account and acted upon. Representative of all groups across school Fun workshops and activities enthusing commitment of whole community. Children celebrate cultural diversity and value each person as unique. The curriculum includes positive images of people from different backgrounds, ages and abilities. Participation positively promoting mutual respect Effective partnerships supporting work within the school No or few Bullying incidents in school. All those dealt with sensitively and effectively. SEAL and Peer Massage supporting social and emotional development, independent children.

2. To Advance

equality of opportunity between persons who share a relevant 9 protected characteristics and persons who do not share it.

To maintain existing high standards of inclusive practice and procedures To narrow the gaps in attainment between boys and girls in writing, reading and mathematics at the end of KS2, KS1 and exit Foundation Stage. To narrow the gap between FSM , PPchildren and non FSM children at the end of KS 1 in reading, writing and mathematics. To narrow the gap of attainment of pupils with low attendance rates To ensure the equality of physical access for all children and staff

Attend SEN accredited training , completing any tasks and assignments Partner work with SENCO’s in LA Developing portfolios, files and case studies Maintain and further develop work and provision linked to SEN and personalised learning(Intervention Programmes and differentiated learning provided ) Target pupil premium to provide appropriate intervention and resources to make provision for FSM children. Record and analyse attendance data weekly . Target families of children who have poor attendance with EWO service Review policies and procedures for improving attendance Encourage children through improved curriculum and provision and communication. To enhance areas in school to ensure all adults , visitors, staff and groups of children have access to the facilities To meet any outstanding requirements from our access audit (See Access plan)

Wendy Walters, Rachel Burke, Learning Support Practitioners Wendy Walters, Rachel Burke, SEN Consortia Multi Agencies, Jamie Long, All staff All staff Wendy Walters, Rachel Burke Vicky Pierce LSP’s Teachers Vicky Pierce SBM Admin Team EWO Services SEN Consortia Parents Vicky Pierce Rob (Site Maintenance and management) Governors, LA support

Dyslexia Training completed and expertise shared in the setting SENCOs trained and continue to develop professionally keeping abreast with current advices and strategies This is disseminated at staff meetings Provision mapping in place with entry and exit criteria being used effectively. Strategies in place ensuring progress and achievement of potential. IEPs/ IBPs used where necessary All pupils make 2 sublevels min progress in one academic year. Improved attendance for all pupils (97% target) Attainment improved for poorer attenders. Improved facilities throughout the school meeting the requirements of the access audit.

3. To foster good relations between persons who share a relevant protected characteristic and persons who do

To promote community cohesion through the curriculum Promotion of Vision,Sporting and Art’s Values across the

To further enhance the curriculum to include more frequent experiences and opportunities for the children to be aware of, understand and celebrate a variety of cultures (including their own ).

Vicky Pierce, L.Fitzsimmons, Natalie Bronstein & All staff Ian Robinson,

A developed and shared sense of belonging in the school, and in the school’s neighbourhood. Values understood and practiced supporting good

not share it. curriculum and during Arts Week To promote spiritual, moral, social and cultural development through the teaching of PSHE, thematic work , English and Literacy with particular reference to issues of equality and diversity To maintain and continue to improve our relationships with parents and their involvement in school life.

Explicitly include cultural experiences into Arts Week and throughout the curriculum. Develop the Buddy system in school and liaise with Year 5 and Reception classes and throughout school Plan, deliver and evaluate Peer Massage In Schools programme on a regular basis. Question children about the impact and the value of it. Health and Wellbeing Week organised and delivered in each class across the school and through a thematic approach. Annual surveys of children and undertaken and of parents and their attitudes and thoughts about Rudston Primary School and its provision. The website is used to promote and share relevant guidance and websites. E Safety involvement with the community through various agencies and brochures, curriculum etc. Involve the Parents in developing ways to educate children about different cultures etc. To communicate suggestions to staff and governors.

All staff Natalie Bronstein, Wendy Walters, Lisa Horton, Janet Kelly Claire, Chris, Aimi Helen McElhinney, Pat Charnock and Natalie Bronstein Helen McElhinney and all staff Vicky Pierce SBM, Vicky Pierce and Jamie Long Vicky Pierce Christina Mitchell

relationships and mutual respect. Children appreciate the positive role models represented by visitors to school and have more deepened understanding of cultures and their traditions. Peer Massage is delivered in class on a regular basis by all staff. Sports, wellbeing and Health Week is successfully delivered and evaluated . Children are consulted. Questionnaires are collated and analysed. Actions are identified and shared with all school stakeholders. Parents, carers and children access and use the website. Parents and children understand the dangers concerning e safety and know how to deal with adverse situations or who to approach for help. Discussion and ideas developed through Family Learning forums, parent meetings and questionnaires. Parents information and suggestions are acted upon and this impacts teaching and learning in school.

PREMISES DEVELOPMENT PLAN 2016/17

A school’s premises, including its land and buildings, are a valuable asset and require careful management.

Key benefits of managing the school’s premises, land and buildings, fall into four main categories:

Financial – inappropriately designed (e.g. not fit for purpose) or poorly maintained buildings (e.g. which may need to be replaced) can become a substantial drain on resources.

Educational – the school needs to have the right physical resources (e.g. appropriate storage furniture, classroom

furniture appropriate to age of pupils) to ensure that its curriculum meets the diverse needs of its pupils (including pupils

with special educational needs).

Motivational – the condition of the premises and the way the buildings are used can affect the motivation and

effectiveness of the pupils and staff who work in them.

Image – where there is competition for resources (pupils, staff sponsorship etc.), the condition of the school can be a

factor in attracting pupils and staff.

The objective of this Premises Plan is to outline how we plan to maintain or improve the accommodation and grounds to provide a

suitable, stimulating, healthy and safe environment for learning. In doing this we will take account of:

Maintaining the current premises so that they are fit for purpose.

Maintenance requirements.

Quality and fitness for purpose.

Health and safety issues resulting from risk assessments.

Making the best use of the premises.

Utilisation of current space.

Comparison with space standards.

Planning necessary changes/improvements to the premises.

Current and future initiatives in the School Development Plan.

Future numbers of pupils and staff required.

Curriculum developments.

Teaching and learning strategies.

NOTE: In planning premises changes/improvements it is necessary to consider the Disability Discrimination Act (DDA) which imposes a duty to make

reasonable adjustments if the premises substantially disadvantage a disabled person compared with a non-disabled person. Examples of adjustments might

be the installation of a ramp for a wheelchair, a lift for access to the upper floor area.

Condition issues identified for improvement/ investment.

Options and solutions Approx. costs Contribution to raising standards (if any direct link)

Timescale

School Security Full review of school security and safeguarding across whole site. Additional gates, additional internal and external intercom systems, electronic photo visitor entry system, perimeter fencing of whole site to be replaced on a 3 year rolling programme.

£10,000 Delegated budget Risk Insurance initiative matched funding via LA

Safeguarding Health & Safety

April 2017

Redevelopment of Year 2 toilets

Full refurb of toilet block and new layout to be designed to ensure safeguarding.

£50,000 Capital Funding – school and LA Programme of works

Financial Motivational & Wellbeing

Sept 2017

Update of Foundation Barn Area

Replacement of roof windows and repair to roof and walls where appropriate. Paint internal and external walls.

£8,000 Delegated Budget

Educational outcomes & Motivational

April 2017

Further development of Forest School Provision

Creation of a shed located in woods to promote active lifestyles and outdoor learning.

£20,000 Lottery Funding

Educational outcomes & Motivational

Oct 2016

Develop an intervention room for KS 1 for CM to deliver sessions in

Re plan store cupboard and locker room at back of KS 1 hall. Split with storage and create class space for approx 12 children .

£2,000 Delegated budget

Space to target groups of children to raise standards in Yr 1 and Yr 2.

Oct 2016

Source and build sheds for KS 1 playground for storage of outdoor equipment.

Sheds bought and erected by Rob Newby . Storage for outdoor equipment . Writing and reading shed located in KS 1 playground.

£1800 Delegated budget

Behaviour at playtimes and lunchtimes is good and all children are occupied and immersed in play.

Dec 2016

Supporting Data

% Children at Age Related Expectations across school at July 2016

ARE 2016 R 1 2 3 4 5 6

Reading 90% 78% 78% 83% 91% 86% 63%

Writing 83% 77% 71% 68% 84% 78% 80%

Maths 92% 85% 81% 78% 83% 79% 57%

KS 2 2016

LA ARE

RUDSTON ARE

RUDSTON HIGH / greater depth

LA Ave Scaled Score

RUDSTON Ave scaled Score

Reading 61% 63% 21% 101.6 103.1

Writing 63% 80% 21%

Maths 65% 57% 16% 102.3 102.3

GPS 67% 80% 13% 103 104.4

KS2 2015

National Level 4

RUDSTON Level 4+

National Level 5

RUDSTON Level 5+

National Level 6

RUDSTON Level 6+

2 Level Progress from KS 1 Nat

2 Level Progress RUDSTON

More than expected Progress National

More than expected Progress RUDSTON

Reading

89% 98% 48% 64% 0% 0% 91% 98% 33% 40%

Writing (Teacher Assessed

85% 90% 36% 46% 2% 2% 94% 93% 36% 42%

Maths

87% 90% 41% 42% 9% 5% 90% 90% 34% 31%

Grammar, Spelling, Punctuation

80% 81% 55% 59% 4% 3% NA NA NA NA

2014 Data

Reading 89% 96.8% 49% 61.3% 0% 2% 94% 95% 35% 31%

Writing 85% 89% 33% 39% 2% 0% 96% 93% 33% 15%

Maths 89% 90% 42% 55% 9% 10% 89% 90% 35% 37%

2013 Data

Reading 87% 85.2% 48% 44% 0% 2% 88% 85% 30% 23%

Writing 81% 85.2% 28% 37% 2% 0% 91% 90% 30% 27%

Maths 84% 79.6% 39% 29.6% 6% 0% 88% 85% 31% 15%

KS1 National Level 2

RUDSTON Level 2

National Level 2b+

RUDSTON Level 2b+

National Level 3+

RUDSTON Level 3+

ARE EXC

Reading 2016 78% 24%

Reading 2015 90% 92% 82% 85% 32% 37%

Reading 2014 90% 93% 81% 86% 31% 34%

Reading 2013 89% 88% 79% 79% 29% 40%

ARE EXC

Writing 2016 71% 10%

Writing 2015 88% 88% 72% 78% 18% 20%

Writing 2014 86% 93% 70% 75% 16% 14%

Writing 2013 85% 84% 67% 64% 15% 9%

ARE EXC

Maths 2016 81% 25%

Maths 2015 93% 93% 82% 83% 26% 27%

Maths 2014 92% 90% 80% 81% 24% 27%

Maths 2013 91% 91% 78% 81% 23% 21%

EYFS National 2013 RUDSTON 2013 National 2014 RUDSTON 2014 National 2015 RUDSTON 2015 RUDSTON 2016

Good Level of Development

52% 80% 61% 78.3% 66.3% 75% 82%

Reading 71% 85% 74% 83% 75% 77% 90%

Writing 62% 85% 67% 82% 71% 77% 83%

Number 69% 84% 74% 90% 77% 85% 92%

Year 1 Phonics Screening National

2012 RUDSTON 2012

National 2013

RUDSTON 2013

National 2014

RUDSTON 2014

National 2015

RUDSTON 2015

RUDSTON 2016

Check WA 58% 48% 60.6% 80.5% 74% 85% 77% 93% 92%

KS2 Standards 2016 National School Gap Local Gap

The percentage of pupils in England achieving the

expected standard in reading, writing and mathematics

53%

43%

-10%

45%

-2%

The percentage of pupils in England achieving the

expected standard in reading

66%

63%

-3%

61%

+2%

The percentage of pupils in England achieving the

expected standard in writing

74%

80%

+6%

63%

+17%

The percentage of pupils in England achieving the

expected standard in mathematics

70%

57%

-13%

65%

-8%

The percentage of pupils in England achieving the

expected standard in grammar, punctuation and spelling

72%

80%

+8%

67.%

+13%

Average scaled score in Reading 103 103 0 102 +1

Average scaled score in Maths 103 102 -1 102 0

Average scaled score in GPS 104 104 0 103 +1

Progress measures:

Reading -5 Rudston + 0.5 (-1.2-2.2)

Writing -7 Rudston +1.4 (-0.3-3.1)

Maths -5 Rudston -0.9 (-2.3-0.5)

Abbreviations:

SLT- Senior Leadership Team

MLT- Middle Leadership Team

EWO – Education Welfare Officer

EOKS – End of Key Stage

EYFS- Early Years Foundation Stage

KS 1- Key Stage 1 – (Year 1 and 2)

KS2- Key Stage 2-(Year 3, 4, 5 & 6)

ARE- Age Related Expectations

GD- Greater Depth

EXC- Exceeding (above average)

GPS –Grammar Punctuation and Spelling

CFS- Communication Friendly Spaces

BS- Bright Stars Pre school

IEP- Individual Education Plan

IBP- Individual Behaviour Plan

SEND- Special Education Needs and Disability

LCC – Learning Challenge Curriculum