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ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
1
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St Mary the Virgin CoE Primary, Hartfield
http://www.hartfieldschool.co.uk
SCHOOL IMPROVEMENT PLAN 2015 – 2016
‘Children at the Heart’
Nurturing and cherishing children's talents and uniqueness through
engaging and creative learning with the key Christian values of love,
respect and trust (LM3.6)
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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SECTION 1: CONTEXT
Leadership at the school is ambitious, committed and unafraid to make difficult decisions. There is an uncompromising demand for high standards and an unwavering ambition
for adults and children at the school to realise every last bit of their potential. This new culture has enabled and realised creativity within the learning team and an eagerness to
share better practice. The impact has been increased involvement from the pupils expressing joy, desire and a sense of achievement in their learning.
2014-2015 pupil outcomes have shown an improving trend since 2013 with significant improvements in July 2015.
This dynamic and exciting shift in culture is the embodiment of our school vision: Be more You. Believing and investing in adults at the school is enabling the capacity for
improvement.
We are a small rural school in the heart of the village currently with 4.5 classes and 89 pupils on roll.
Class Number on roll (sept) now
Maple Class (Reception) (12) 14
Cherry Class (Year One) (12) 13
Cherry Class (Year Two) (14) 14
Larch Class (Year Three) (14) 16
Willow Class (Year Four) (12) 13
Lilac Class (Year Five) (9) 11
Lilac Class (Year Six) (8) 8
Roll numbers have fluctuated greatly in recent years dropping to its lowest in September 2015 (83 pupils) in the last ten years (2005 – 123 pupils, 2012 – 110 pupils 2014 –
100 pupils) School pan is 120. However the school has had 10 new pupils start across the age ranges since Sept 2015 and 36 families have shown interest for 2016-2017
(compared to 12 this time last year). The children come from a range of locations including Tunbridge Wells, Edenbridge and Forest Row. The school is predominantly white and
from higher socio-economic households.
Group Percentage
Children eligible for Free School Meals 3.4%
Children SEN 8.3%
Children with English as an additional language 1.1%
Disadvantaged Children 3.4%
Over the last two years, there have been significant strategic changes made in terms of leadership, Governance, staffing, curriculum, behaviour & assessment systems, school
structure and environment. The changes are expected to continue to have a positive dramatic impact on the school.
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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The governing body and head teacher are developing a close working relationship, with the governing body supporting and challenging all areas of the school with a sharp focus
on robust monitoring and evaluating with an increasing focus on the long term strategic plan. An office restructure (Sept2015) has been the main strategic focal point
throughout the Autumn Term.
60% of teaching was good or better in 2014-2015 and there is a history of inadequate teaching. In order to secure good to outstanding teachers and to drive forward the
standard of teaching and learning in the school, we undertook a high impact creative recruitment campaign which resulted in the appointment of two very high quality teachers.
One of whom wasn’t able to start until Jan 2016. To set high standards, the headteacher recruited a highly skilled and experienced teacher for the interim period. As part of the
drive to increase standards of teaching within the school, a further recruitment drive has been necessary due to the resignation of a teacher.
Staff Roles and starting date
Headteacher Nov 2015
Deputy headteacher VACANCY
SENCO G and T / Assessment / TA line manager - Jan 2015
Y5/6 Teacher NQT - Sept 2015 (History / Geog / ART / DT)
Y4 Teacher Maths / Science / DT - Jan 2016
Y3 Teacher ICT / Music – Jan 2016
Y1/2 Teacher English / History / Geog– Jan 2014
Reception Teacher EYFS / SIAMs / RE / PSHE / PGCE tutor
TAs X3
Bursar Jan 2016
Secretary 2003
PE PPA cover and PE co-ordinator
French MFL co-ordinator
The school has had two inspections as Satisfactory (April 2012) and requires improvement (July 2014). A section 8 HMI visit in October 2014 stated that the school was taking
effective action to tackle the areas that required improvement.
There have been external advisor and evaluator visits carried out Jan, Feb, April, June, July, Sept, Dec 2015 and a Safeguarding Review and follow up visit July and December
2015.
We are a Church of England (VA) school with strong links to the parish church. The last SIAMS inspection was in 2012 and was graded Good. The school has undergone
refurbishment and reorganisation in 2014 with funding from the Diocese.
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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SECTION 2: KEY ISSUES
LEADERSHIP AND MANAGEMENT TEACHING AND LEARNING PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE OUTCOMES OFSTED JULY ’14 & OCT ‘14
Leaders work to improve teaching has yet to ensure it is consistently good for all classes and in all subjects. Leaders do not make full use of information about pupil’s progress to
identify where teaching is effective and where it needs to improve.
Older pupils have too few opportunities to study all the subjects of the curriculum in enough depth.
Teaching is not consistently good, notably in EYFS
TAs do not consistently make enough difference to pupils learning
The school does not always plan effectively to meet the needs of disabled pupils and those with SEN. Communication with the parents and carers of these pupils is not timely on
some occasions
TAs do not always supervise behaviour in the playground closely enough
The way the school records behaviour incidents lacks attention to detail and leaders do not review this information fully to identify patterns in pupils behaviour so they can be
tackled swiftly
Achievement is not good with too few pupils achieving the national standard in R, W & M at end of KS1 and KS2
EXTERNAL REVIEWS
Governors maintain scheduled visits and continue to monitor data (Jan 2015)
Revise the SDP / SEF (Feb 2015)
The SAP needs completing fully to enable the school and governors to clearly see what progress is being made towards becoming a good school. There are a number of practice
indicators that have not been met (April 2015)
SLT need to communicate consistently high expectations to secure good teaching (April 2015)
There remains too much inconsistency in the implementation of policy and rates of pupil progress. Senior leaders should re-iterate their expectations regarding policy, practice
and high expectations, and ensure all teachers are targeting appropriately those children whose progress needs to accelerate, An absolute focus on securing good progress for all
pupils needs to be maintained (April 2015)
Teachers are not being held to account effectively (June 2015)
The SEF needs: more detailed analysis and next steps in relation to pupil achievement, more detailed account of the actions taken to secure improvement and their impact; it
should be updated to reflect triangulation practise (June 2015)
The key priorities of the 2014/15 improvement plan were not fully met (July 2015).
Progress on increasing the overall effectiveness of the school is not rapid enough (July 2015)
Governors have a key role to play in monitoring data closely every term and holding leaders and teachers to account for ensuring pupils make expected or better progress (July
2015)
Maintain support for teaching and use of TAs (Jan 2015)
The target for the percentage of teaching was not met (April 2015)
Teacher’s planning needs to further continue to meet individual children’s needs (June 2015)
There is too much inconsistency between classes and there is still the need for practice to be developed further (July 2015)
To continue to implement the safeguarding action plan and update as appropriate (Dec 2015)
Behaviour is at a point where the school’s SEF should be raised to ‘Good’ (Jan 2015)
SCR needs to be brought in line with the guidance in CZone and Keeping Children Safe (July 2015)
Revise the staff code of conduct (July 2015)
Revise the recording procedures to meet the requirements in the guidelines for causes for concern and Child Protection files and to show the oversight of the designated
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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Safeguarding Lead (July 2015)
Ensure that the statutory training and induction requirements are adhered to (July2015)
Make sure that there are robust mechanisms in place to ensure that the external provider has received appropriate training in safeguarding and child protection and has provide
evidence of appropriate policies and procedures for safeguarding children (July2015)
Further sharpen data analysis (Jan 2015)
Maintain tracking of all classes (Jan 2015)
Identify where progress is still not good enough (Feb 2015)
Securing good progress for all pupils (April 2015)
In the analysis of data, it is insufficiently clear how much impact there has been in improving pupils’ rates of progress and increasing the percentages of children at Age Related
Expectations.
There are still too many pupils who do not appear to be on track to make good progress (April 2015)
Continue to focus on ensuring PPG children secure more than expected progress (April 2015)
In current Year1 and Year 4, attainment needs considerable acceleration to reach age expected levels (July 2015)
Progress has improved compared to last year, although this is not consistent or high enough across the school (July 2015)
THE SCHOOL’S OWN SELF EVALUATION – FEB 2016
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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SECTION 3 WHOLE SCHOOL TARGETS
ATTAINMENT AND PROGRESS TARGETS: RECEPTION
Area of learning Historic
(end of
reception)
Targets Term
1
Term 2 Term 2 Term
3
Term
4
Term 5 Term 6
20
13-
14
2014-
15
Natio
nal
2015
School
end of
year
ARE
30-
50S+
ARE
40-
60E+
ARE
40-60E+ ABL data
added
(new pupil
at EOT2)
ARE
40-
60D+
ARE
40-
60S+
ARE
ELG E+
ARE
ELG E+
Communication and
language
Listening and
attention 100% 100% 83% 83%
85% 100
%
Understanding 100% 100% 83% 92% 92% 84%
Speaking 100% 100% 75% 92% 92% 92%
Physical
development
Moving and handling 100% 100% 58% 100%
92% 100
%
Health and self-care 100% 100%
100
% 100%
92% 92%
Personal, social and
emotional
development
Self-confidence and
self-awareness 100% 100% 75% 83%
77% 84%
Managing feelings
and behaviour 100% 100%
100
% 83%
77% 92%
Making relationships 100% 100% 92% 83% 77% 84%
Literacy Reading 92% 85% 50% 92% 92% 76%
Writing 83% 85% 67% 92% 92% 76%
Mathematics Numbers 92% 92% 92% 100% 92% 84%
Shape, space and
measures 100% 100%
100
% 100%
92% 92%
Understanding the
world
People and
communities 100% 100% 67% 92%
92% 92%
The world 100% 100% 83% 83% 77% 84%
Technology 100% 100% 67% 83% 77% 100
%
Expressive arts and
design
Exploring and using
media and materials 100% 100% 67% 100%
92% 76%
Being imaginative 100% 100% 83% 100% 92%
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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ATTAINMENT TARGETS: WHOLE SCHOOL 2015-2016
Reading
Roll info Targets
Historic (for cohort)
Term 2 T3
Term 4 Term 6
FFT 20
NN+
Or above
FFT
20
AM
Year 2
outco
mes
Nat ’15
/
SMV15
EOY
2014
ARE
EOY
2015
ARE
EOY
2015
4/6pts
+
%
-WT
%
WT
%
BB+
%
ARE
WW+
%
ARE
BB+
%
WT %
ARE
BB+
%
ARE
WW+
%
ARE
SS+
%
WT %
ARE
BB+
% ARE
WW+ Or
above
%
ARE
SS+
YE
AR
6
July 7
Target
88% 38% 2b+
88%
89%
/92% 100% 86% 71%
0% 25% 75% 0% 75%
13% 13% 75% 0%
13% 0% 88% 38%
Sept 8
Actual 0% 13% 88% 0% 88%
Now 8
Gap
0% (+)1
2%
(+)12
% 0% +12%
YE
AR
5
July 9
Target
90%
0%
2b+
70% 86% 88% 78% 75%
10%
60% 30% 0% 30%
10% 60% 30% 0%
10% 0% 90% 30%
Sept 10
Actual 10% 60% 30% 0% 64%
Now 11 (Jan) Gap 0% 0% 0% 0% +34%
YE
AR
4
July 16
Target
91% 50%
2b+
75%
78% 75%
88% 81%
9% 41% 50% 0% 50%
9% 41% 50% 0%
9% 0% 91% 50%
Sept 12
Actual 0% 17% 58% 25% 84%
Now 13 (Nov)
Gap
(+)9% (+)2
4% +8% +25% +34%
YE
AR
3
July 16
Target
81% 38% GLD
50%
94%
(2b+)
88% TBC 94%
88%
13% 44% 43% 0% 43%
13% 44% 43% 0%
0% 13% 87% 43%
Sept 14
Actual 13% 6% 81% 0% 79%
Now 16 (Nov)
Gap
0% (+)3
8% +38% 0% +36%
YE
AR
2
July 13
Target
92% 54% GLD
68.8% /93.8% 68.8%
1a
47%
1b
73%
67%
8% 38% 54% 0% 54%
8% 38% 54% 0%
0% 8% 92% 54%
Sept 13
Actual 0% 7% 93% 0% 93%
Now 13 (-1 then
+1)
Gap (+)8% (+)3
1% +39% 0% +39%
YE
AR
1
July 13
Target
GLD
83.8% 73% 83.8% tbc
23% 54% 23% 0% 23%
23% 54% 23% 0%
0% 23% 77% 23%
Sept 12
Actual 15% 15% 69% 0% 85%
Now 13 (Sept /
Dec)
Gap
(+)8% (+)3
4% +46% 0% +62%
-WT = working well below EOY ARE Exceeding target
WT = working towards EOY ARE Above target
Target tracker On targets
BB+ = Beginning EOY ARE Below target
WW+ = Woking at EOY ARE Well below target
SS+ = In depth EOY ARE
Comment [U1]: Stayed above target T3
Comment [U2]: Moved to exceeding target T3
Comment [U3]: Increased exceeding target T3
Comment [U4]: Stayed exceeding target T3 dropped to all pupils now with
data
Comment [U5]: No change T3 exceeding target
Comment [U6]: Increased exceeding target T3
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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WRITING
Roll
Info Targets
Historic
(for cohort)
Term 2 T3 Term 4 Term 6
FFT 20
(NN+)
Or
above
FFT
20
AM
Year 6/2
2015
National
/ SMV
2015
EOY
2014
ARE
EOY
2015
ARE
EOY
2015
4/6pts
+
%
-WT
%
WT
%
BB+
%
WW+
%
BB+
%
-WT %
BB+
%
WW+
%
SS+
%
-WT %
BB+
%
WW+or
above
%
SS+
YE
AR
6
July 7
Target
88% 38%
2b+
88%
89%/10
0% 88% 86%
86%
13% 25% 63% 0% 63%
13% 25% 63% 0%
13% 0% 88% 38%
Sept 8
Actual 13% 13% 75% 0% 88%
Now 8 Gap 0% (+)12% +12% 0% +25%
YE
AR
5
July 9
Target
90% 10% Y2
55% 86% 67% 67% 50%
10% 80% 10% 0% 10%
10% 80% 10% 0%
10% 0% 90% 10%
Sept 10
Actual 20% 70% 10% 0% 64%
Now 11 (Jan) Gap -10% (+)10% 0% 0% +54%
YE
AR
4
July 16
Target
91% 41% 2b+
40% 67% 40%
81% 75%
9% 50% 41% 0% 41%
9% 50% 41% 0%
0% 9% 91% 41%
Sept 12
Actual 8% 8% 83% 0% 92%
Now 13 (Nov) Gap (+)1% (+)42% +41% 0% 0%
YE
AR
3
July 16
Target
87% 56%
Gld 69%
82%
(2b+) 81% TBC
82%
88%
13% 31% 56% 0% 56%
13% 31% 56% 0%
0% 13% 87% 56%
Sept 14
Actual 25% 25% 50% 0% 60%
Now 16 (Nov) Gap -12% (+)6% -6% 0% +10%
YE
AR
2
July 13
Target
92% 31% GLD
68.8% 81.3%
GLD
68.8%
1a
27%
1b
67%
60%
8% 54% 31% 0% 31%
8% 54% 38% 0%
0% 8% 92% 31%
Sept 13
Actual 8% 21% 71% 0% 84%
Now 13 (-1
then +1)
Gap 0% (+)32% +40% 0% +52%
YE
AR
1
July 13
Target
GLD
83.8% 66%
GLd
83.8% tbc
23% 54% 23% 0% 23%
23% 54% 23% 0%
0% 23% 77% 23%
Sept 12
Actual 23% 23% 53% 0% 85%
Now 13 (Sept
/ Dec)
Gap 0% (+)31% +30% 0% +62%
-WT = working well below EOY ARE Exceeding target
WT = working towards EOY ARE Above target
Target tracker On targets
BB+ = Beginning EOY ARE Below target
WW+ = Woking at EOY ARE Well below target
SS+ = In depth EOY ARE
Comment [U7]: Increased exceeding target T3
Comment [U8]: Moved from below target to exceeding target T3
Comment [U9]: Increased exceeding target T3
Comment [U10]: Moved from below target t3 to above target
Comment [U11]: Increased exceeding target T3
Comment [U12]: Increased exceeding target T3 and only 15% now below ARE T2 had been WT focus for accelerated progress
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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MATHS Current
number
in Group
Targets
Historic for Cohort Term 2 T3 Term 4 Term 6
FFT20
NN+
Or
above
FFT
20 AM
Year
6/2
2015
Nat
ional
/
SMV
15
EOY
201
4
ARE
EOY
2015
ARE
EOY
2015
4/6pts
+
%
-WT
%
WT %
BB+
%
WW
+
%
BB+
%
-WT %
BB+
%
WW+
%
SS+
%
-WT %
BB+
%
WW+
or
above
%
SS+
YE
AR
6
July 7
Target
88% 25% 2b+
88%
87%
/
93%
75% 86% 100%
13% 50% 38% 0% 38%
13% 50% 38% 0%
13% 0% 88% 38%
Sept 8
Actual 13% 25% 63% 0% 88%
Now 8 Gap 0% (+)25% +25% 0% +50%
YE
AR
5
July 9
Target
90% 0% Y2
64% 86% 89% 56%
38%
30% 50% 20% 0% 20%
30% 50% 20% 0%
0% 30% 70% 20%
Sept 10
Actual 30% 20% 50% 0% 72%
Now 11 (Jan) Gap 0% (+)30% +30% 0% 0%
YE
AR
4
July 16
Target
91% 41% 2b+
65%
56% 65%
88% 69%
9% 9% 41% 0% 41%
9% 50% 41% 0%
0% 9% 91% 41%
Sept 12
Actual 9% 0% 91% 0% 92%
Now 13 (Nov) Gap 0% (+)9% +50% 0% +51%
YE
AR
3
July 16
Target
87% 50%
Gld
69%
87%
(2b+) 88% TBC 87% 87%
0% 34% 53% 0% 53%
0% 34% 53% 0%
0% 13% 87% 53%
Sept 14
Actual 6% 19% 75% 0% 72%
Now 16 (Nov) Gap -6% (+)15% +22% +19%
YE
AR
2
July 13
Target
100%
54% GLD
68.8% 88%
GLD
68.8
%
1a
40%
1b
87%
53%
0% 46% 54% 0% 54%
0% 46% 54% 0%
0% 0% 92% 54%
Sept 13
Actual 0% 29% 71% 0% 77%
Now 13 (-1
then +1)
Gap
0% (+)17% +17% 0% +23%
YE
AR
1
July 13
Target
Gld
83.8% 87%
GLd
83.8% tbc
16% 46% 38% 0% 38%
0% 16% 46% 0%
0% 16% 85% 38%
Sept 12
Actual 23% 15% 62% 0% 77%
Now 13 (Sept
/ Dec)
Gap -7% (+)31% (+)24% 0% +36%
-WT = working well below EOY ARE Exceeding target
WT = working towards EOY ARE Above target
Target tracker On targets
BB+ = Beginning EOY ARE Below target
WW+ = Woking at EOY ARE Well below target
SS+ = In depth EOY ARE
Comment [U13]: Increased exceeding target T3
Comment [U14]: Increased exceeding target T3
Comment [U15]: Change in fig due to pupil added to data T3 remained exceeding target
Comment [U16]: Change due to pupils added 24% below ARE T3
Comment [U17]: Increased exceeding target T3
Comment [U18]: Increased exceeding target T3 Below ARE is 23% for T3
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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Reading +Writing + Maths combined Roll Info Term 2 Term 4 Term 6
% -WT %
WT and
above
% BB+
and
above
%
WW+
And
above
%
SS+
%-
WT
%
WT % BB+
And
above
%
WW+
and
above
%
SS+
%
WT
% BB+
And
above
%
WW+ and
above
%
SS+
yea
rYE
AR
6
July 7
Target 13% 88% 50% 0% 0%
13% 0% 88% 50% 0%
13% 88% 88% 50%
Sept 8
Actual 13% 88% 63% 0% 0%
Now 8 Gap 0% 0%
YE
AR
5
July 9
Target 30% 70% 0% 0% 0%
10% 90% 70% 0% 0%
10% 90% 70% 0%
Sept 10
Actual 40% 60% 0% 0% 0%
Now 11
(Jan)
Gap -10% -10%
YE
AR
4
July 16
Target 8% 91% 33% 0% 0%
8% 0% 92% 33% 0%
8% 92% 91% 33%
Sept 12
Actual 17% 83% 83% 0% 0%
Now 13
(Nov)
Gap -9% -8% +50%
YE
AR
3
July 16
Target 0% 87% 27% 0% 0%
0% 0% 87% 27% 0%
0% 87% 87% 27%
Sept 14
Actual 27% 73% 53% 0% 0%
Now 16
(Nov)
Gap -27% -14% +26%
YE
AR
2
July 13
Target 15% 85% 30% 0% 0%
0% 15% 85% 30% 0%
15% 85% 85% 30%
Sept 13
Actual 21% 79% 71% 0% 0%
Now 13 (-1
then
+1)
Gap -6% -6%
+41%
YE
AR
1
July 13
Target 15% 77% 23% 0% 0%
15% 0% 77% 23% 0%
15% 77% 77% 23%
Sept 12
Actual 46% 54% 46% 0% 0%
Now 13
(Sept
/ Dec)
Gap -31% -23%
+23%
Comment [U19]: On track for ARE as pupils are WT - Monitor T3
Comment [U20]: Below – not one child - focus on: reading and writing
Comment [U21]: Below for ARE - One pupil focus reading and writing
Comment [U22]: Below for ARE two pupils focus on writing
Comment [U23]: Below - 2 pupils focus on writing and maths
Comment [U24]: Below - focus on writing and maths
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
11
PROGRESS : SEE ADDITIONAL SHEET FOR MORE DETAILED BREAKDOWN
Year group
Progress 15
Cohort
Prog 15
Term 2 % Progress T3
%
Term 4 % Progress Term 6 %Progress
Current
number
in Group
%
EP
%
MTEP
%
EP
%MT
EP
0
EP =
1-3
MTEP
4-5
MTEP
6+
EP =
2+
0
EP =
1-3
MTEP4-
5
MTEP
6+
0
1-3 Good progress
4-5
MTEP
6+
yea
rYE
AR
6
(20
14
/1
5)
Reading
8
92% 46% 71% 71% 25% 63% 13% 0%
86%
Writing 100% 46% 86% 43% 25% 75% 0% 0%
100
%
Maths
100% 46% 100
%
29% 25% 63% 13% 0%
71%
YE
AR
5
Reading
10
71% 71% 75% 0% 70% 20% 0% 10%
88%
Writing 86% 43% 50% 13% 80% 10% 0% 10%
88%
Maths
100% 29% 38% 0% 40% 30% 20% 10%
44%
YE
AR
4
Reading
12
75% 0% 81% 31% 8% 75% 8% 8%
88%
Writing 50% 13% 75% 8% 0% 57% 41% 0%
92%
Maths
38% 0% 69% 25% 0% 82% 17% 0%
92%
YE
AR
3
Reading
16
81% 31% 88% 6% 7% 93% 0% 0%
100
%
Writing 75% 8% 88% 25% 20% 80% 0% 0%
64%
Maths
69% 25% 88% 13% 20% 80% 0% 0%
63%
YE
AR
2
Reading
13
88% 6% 67% 13% 7% 72% 21% 0%
92%
Writing 88% 25% 60% 6% 7% 78% 7% 0%
92%
Maths
88% 13% 53% 13% 7% 57% 21% 0%
77%
YE
AR
1
Reading
13
67% 13% 39% 47% 14% 0%
100
%
Writing 60% 6% 46% 23% 30% 0%
100
%
Maths
53% 13% 46% 39% 15% 0%
92%
83% GLD 2015
Comment [U25]: Improved progress in T3 by one pupil only one pupil no progress
Comment [U26]: All pupils now made progress T3
Comment [U27]: Increased progress in T3 by one pupil. All pupils made progress
Comment [U28]: Huge increase in progress T3. One pupil no progress
Comment [U29]: Huge increase in progress T3. One pupil no progress
Comment [U30]: One child moved to progress T3. 66%one step. Three pupils no progress
Comment [U31]: 1 pupil still no progress - difference to new pupils added
Comment [U32]: All pupils made progress
Comment [U33]: All pupils made progress
Comment [U34]: All pupils now have made progress in T3
Comment [U35]: 93% pupils made progress. One child no progress T3
Comment [U36]: 77% pupils made progress. 3 pupils no progress T3
Comment [U37]: All pupils have made progress T3
Comment [U38]: 1 pupil no progress T3
Comment [U39]: 85% progress – 3 no progress
Comment [U40]: All pupils progress T3
Comment [U41]: All pupils progress
Comment [U42]: 1 pupil no progress
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
12
SEN PROFILING AND PROGRESS / PPG
Year Group R 1 2 3 4 5 6 SEND (not
including EHCP)
EHCP
Communication
and language
1 1 0
Cognition and
learning
1 1
(Med)
2 1 5 0
Social,
emotional and
mental health
1 1 0
Sensory/and or
physical needs
0 0
TOTAL SEND 7 0
% of the year
group/school
1/12
8.3%
0/13
0%
0/14
0%
2/15
13.3%
1/12
8.3%
2/10
20%
1/8
12.5%
7/84
=
8.3%
SEN update T3: 2 additional pupils added to SEN and no previous attainment data so represented under no progress
One pupil has made one step progress in reading since T2.
All pupils have made progress in writing (except one) since T2. In T2 no pupils had made 4,5,6 steps progress
2 pupils have made progress in maths since T2. Closing the Gap for current disadvantaged children: Two children joined Sept 2015; one joined Nov 2015
1 x pupil made progress in 2/3 prime areas. Receiving support for PSED Pupil’s progress - Target child for T3 – PPG Thrive access Jan 2016
1 x pupil made 2 P levels progress in reading and three p levels progress in Maths and English – Target child for T3 – PPG Thrive access Jan 2016
1 x pupil no progress data as new arrival Nov 2015 - target children for T3. PPG access to Homework Club in T3 – PPG Thrive access Jan 2016
T2 summary: Progress is varied – some making excellent progress in
some subjects.
Of those that made no progress: there is no significant year group or
subject.
One child in Reception with speech and language made no progress in
three areas – but has made huge developments with social
interactions and has now been discharged from speech and language
support. Consideration of alternative methods of measuring progress
will be considered if no progress is seen at SEN reviews in February.
One child in Y5 has made no progress in two areas (reading and
writing). This child has dyslexia and will be part of the new upgraded
Nessy programme. Their participation and motivation has improved
since Y4 and his progress is in line with his peer group as 6/ 10
children made no measurable progress in reading and writing.
Progress has been seen within band and is clear in books. This child
made excellent progress in maths (6 steps)
3 children made no progress in one subject (one in Reading, one in
writing and one in maths) – see SEF
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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QUALITY OF TEACHING AND TARGETS
CONTEXT:
Quality of teaching 2013 – 2014:
Quality of teaching 2014 – 2015: 60% good or better
There is a history of inadequate teaching. In order to secure good to outstanding teachers, to drive forward the standard of teaching and learning in
the school, we undertook a high impact creative recruitment campaign which resulted in the appointment of two very high quality teachers. One of
whom wasn’t able to start until Jan 2016. To set high standards, the headteacher recruited a highly skilled and experienced teacher for the interim
period. As part of the drive to increase standards of teaching within the school, a further recruitment drive has been necessary due to the
resignation of a teacher.
Quality of teaching has improved by 19% since July 2015.
Ensuring high standards in teaching and learning has required a proactive and strategic approach due to teacher absence specifically in two
classes. One class: 43% attendance; another class 75%
TERM ONE TERM TWO TERM THREE TERM FOUR TERM FIVE TERM SIX
No of Good +
4 of 6 3 of 5 5 of 6 6 of 8
% Good +
66 60 83 80
% RI 33 40 16 20
% Inadequate 0 0 0 0
Overall term good + 64% 79%
Target
100 100 100 100 100 100
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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ATTENDANCE TARGETS
Historic
(cohort)
Term 1
9/10 Term 2 Term 3 Term 4 Term 5 Term 6
WH
OLE
SC
HO
OL Target 97.0 97.0 97.7 97.7 97.7 97.7 97.7
Actual 96.1 96.3 96.2
YE
A
R 6
Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5
Actual 97.0 96.3 96.4
YE
A
R 5
Target 97.0 97.0 97.0 97.0 97.0 97.0 97.0
Actual 95.4 91.0 95.4
YE
A
R 4
Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5
Actual 97.1 95.0 97.2 98.7
YE
A
R 3
Target 97.0 97.0 99.0 99.0 99.0 99.0 99.0
Actual 96.0 98.7 95.4 90.6
YE
A
R 2
Target 97.0 97.0 98.00 98.00 98.00 98.00 98.00
Actual 93.3 97.9 96.2
YE
A
R 1
Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5
Actual 96.9 96.9 96.8
RE
CE
PTIO
N Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5
Actual 100 96.5 92.6
Introduction of Attendance Ted: Autumn Term; letters out to all parents about the impact of absence.
A1 and start of A2 – one pupil Y2 – school refuser – no follow up letters out A1 or A2 for attendance
S1 – 28 possible letters out for below 95% attendance: 6 pupils due to prolonged illness/ hospital; 3 children due to timetabling; 5 pupils in Reception
leaving 14 pupils focus for improvement in attendance – picked up in T3 PPM
Comment [U43]: +0.1% improvement but below target
Comment [U44]: +4.4% improvement but below target
Comment [U45]: +1.5% improvement and now above target
Comment [U46]: -3.3% decrease and below target
Comment [U47]: -1.7% decrease and below target
Comment [U48]: -0.1% decrease and below target
Comment [U49]: -3.5% decrease and below target
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
15
Current Judgement: RI -
Good THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015 - 2016 PLAN WRITTEN BY: EM, LS
INITIAL DATE: July 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW: Feb 2016
CONTEXT
Leadership at the school is ambitious, committed and unafraid to make difficult decisions.
There is an uncompromising demand for high standards and an unwavering ambition for adults
and children at the school to realise every last bit of their potential.
There are high expectations across the community with leaders setting an example
Monitoring and evaluating are improving
Rigorous performance management has been established across the school
Good practice and CPD is being shared across the school and improving practice
Governors work closely with the Headteacher to improve outcomes for all pupils
With trips out, specialist teaching and visitors in, there are a wide range of opportunities for
pupils to learn
British Values and Pupils SMSC are promoted and being developed; at the start of BV many
pupils said they did not think Britain had values or an identity: this is changing.
There is a positive school culture with pupils reporting they are learning more (are no longer
bored) feel safer and that there are more resources for them to use.
90% July ‘15 (52% July ’14) of parents and carers feel the school is well led and managed,
80% July ’15 (53% July ’14) of parents and carers believe the school responds well to
concerns they have
Leadership & Management are moving confidently towards ‘Good’ – SEF
KEY ISSUES
To implement a robust assessment system across the school to that all learners make expected or more
than expected progress – see outcomes of all pupils
To raise expectations and standards of all stakeholders across the school to raise achievement and
increase the profile of the school
To ensure efficiency and foster high expectations and aspirations
To strengthen leadership across the school so that tight monitoring systems are in place that enable the
triangulation of evidence in any activity to raise achievement in the school
Objective
Action Lead
People
Success Criteria & Milestones and performance
indicators
Dates refer to end of calendar months
Monitoring/Assessment
When? Who? How?
(Schedule elements cited)
Evaluation
When? Who?
(Schedule
elements cited)
Costing & Budget
Headings
LM1
To raise
expectations
and
standards of
all
stakeholders
across the
school to
raise
achievement
1.Clarify all school systems are in handbook
Share in September and when new
staff start and refer to termly
Annotate throughout the year (termly)
Update for Sept 2016 (July)
2. Review policies with staff to ensure
consistency of implementation
Create timetable for sharing and
review (July 2016)
3. Share and keep all stakeholders up to date
with SDP and schools progress (start of every big
term: Sept; Jan; April)
EM /
Office
EM /
SLT
EM
1. Sept, Dec- School handbook up to date and in
use.
2. Sept, Nov, Jan, March, May, July - classroom visits
evidence consistent policy implementation,
fortnightly newletters; MTT; website and workshops
reflect SDP priorities
3. Sept Inset, Nov, Jan, Feb, April, June – staff and
stakeholders can articulate the school priorities each
term and contribute to progress (bananas). This is
used to RAG SDP
1.HT / SLT / Office
2.Gov – Governor day
3.HT / GOV – MTT,
Newsletters,
Governor Day
Academic
committee
Monthly governor
monitoring of
SDP
INSET DAY required
4. Supply cover for
PM
6. Coaching cost –
Training day HT
and GOV
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
16
4.Carry out robust performance management of
all staff
Set targets Oct
Review mid year (Jan)
Final review (July)
5.Maintain staff profiles and chronology of
achievements and coaching CPD (across every
term- T1, T2, T3 T4, T5, T6)
6.Address areas of concern and weakness
through coaching and peer to peer support
(T1,T2,T3,T4,T5,T6)
7.Tracking of pupils attainment and progress are
discussed in PPM and teachers are held to
account (T1,T2,T3,T4,T5,T6)
EM / CT
CT
EM / SL
4. Oct, Feb, July - Targets set in PM raise
achievement in school. Attainment to be 85% and
progress at 90%+ HA 30+%
5. Oct, Dec, Jan, Feb, April, June– teachers use
profile to observe other lessons and to set actions
for SDL. Lessons modelled for each other and
profiles are shared between teachers
6. Oct, Dec, Jan, Feb, April, June– proportion of good
and outstanding teaching increases.
7. Oct, Dec, Feb, March, May, July – targets set and
QFT techniques discussed in detail. Outcomes and
strategies are agreed for SEN children. PPM show
improvement termly towards target
4. HT / CoF – Performance
Management
5. HT; SL; Co-ordinators
SDL, Teacher Profiles,
Learning walk
Lesson Observations
6. HT -Teacher Profiles,
Lesson observations.
Learning walks, book
scrutiny,
7. HT / SLT / Co-ordinators
– Pupil Progress Meeting
Minutes; structured
conversations
LM2
To ensure
efficiency
across the
school and
to ensure the
financial
viability with
an
increasingly
challenging
budget
1.Ensure all staff positions are filled (T1:T2; T3;
T4; T5;T6)
2. Check all staff know their job roles and what is
expected of them. Cascade targets down from
CoG / HT meeting to SLT to staff meeting, to TA
meeting, to office meeting
3. Create clear office procedures for: new
entrants and leavers(Dec; April; June)
4. Establish clear induction for new staff (Jan)
Establish check list for new staff (H&S
and for T&L sept 2016)
Have whole staff checklist as above
(sept 2016)
5. Establish clear role and hours and appoint a
new bursar (Dec)
Induct and train bursar in school (Jan)
Performance management (Feb)
Develop role throughout year and
review (July)
6.Benchmark school financially against other
similar sized schools (February)
7. Further develop clear strategy to ensure the
financial viability of the school (February)
EM
EM
EM
/OFFICE
EM /
OFFICE
EM
Bursar
1.Dec – there are no school job vacancies
2. Dec – staff can articulate their job role highlighting
the key features of their job spec; minutes from
meetings reflect each other
3. Sept, Nov, Jan, April - All staff can articulate
procedures for new entrants, events and leavers
4. Jan , April, June – policy is consistently
implemented and new staff swiftly demonstrate good
or better performance.
5. Jan – new bursar in role and clear induction
program underway
6&7 – April, May, July, Oct, Dec – clear financial links
in SDP and these compared to other similar sized
schools
1. Headteacher Report to
Gov - Sept, Jan, April
Interview notes
2. PM meetings – HT /
CoG
3.Gov Day
4.Ht - Teacher voice – staff
meeting minutes, Learning
walk
5 – 7. Governor business
meetings
Govs
SIP
Mentor
Business
committee
1.Recruitment
round cost – TBC
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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LM3
To improve
the profile of
the
School to
fulfil potential
of PAN and
ensure
sufficient
budget share
1.Play an active and central part in village and
church events termly (T1,T2,T3,T4,T5,T6)
2.Take part in community events termly
(T1,T2,T3,T4,T5,T6)
3.Include church, playschool and partnerships in
events school based and vice versa termly
(T1,T2,T3,T4,T5,T6)
4.Hold seasonal open days
Oct for applications 2016-17
April for those without first place
June celebration
5.Communciate and collect feedback on key
parental events present and new: MTT, PC
(T1,T2,T3,T4,T5,T6)
Banners outside school
Stories on facebook
Information packs
Update boards outside school
Keep website updated
6.Revisit school vision statement
Timeline to be confirmed for new vision:
Be more you will need to: Update
leaflets; Update prospectus; Update
website
WS
WS
EM / AS
EM /
WS
EM
WS
1.Sept, Nov, Dec, Feb, March, April, May,June, July -
High attendance and participation seen.
2&3 Oct, Dec, Feb, April, June– newspaper reviews
seen in the courier, school / playschool represented
at school and church events visits timetabled
4. Oct, April, July - High attendance seen at open
days and 2016 application numbers increased.
1,2,3,&4 Oct - July pupils on roll increases 87 Oct
census and 90s in summer census
5. Sept, Nov, Jan, Feb, April, July – attendance at
events increases and feedback
6. March- All stakeholders can articulate the school
vision of children at the heart
1-3 Fortnightly Newsletter;
Courier paper clippings,
website traffic
Headteacher report to
governors
Attendance figures at
events
Feedback surveys
(Spring/ Summer)
Gov visits
Gov meetings
SIP
Mentor
Monthly governor
monitoring of
SDP
4. £300 for
information packs
and prospectus
LM4
To develop
middle
leadership to
foster high
expectations,
aspirations,
excellence
and
accountability
across the
school to
raise pupil
outcomes
1.Assign a subject to each teacher (January)
2.Train teachers to write action plans for their
subjects (Throughout T3-T4)
3.Create long term overviews for every subject
for start of academic year 2016-2017)
4.Assess, monitor and evaluate pupil progress
and attainment in TT in every subject (September
2016)
5.Provide opportunities for teachers to
triangulate evidence for their subject in termly
monitoring schedule (T3, T4, T5,T6)
6. Enable English and Maths co-ordinators to
attend EIP and network meetings termly
EM
SLT
CT
CT
CT
EM
CT
1.Jan, Feb, March, April, June, July – all teachers are
linked to a subject specialism, understand their
subject and are having an impact
2. Feb, March, April, June, July – actions plans reflect
EIP and folders are established are in place -
Subject leaders can outline strengths and areas for
development in their subject
3 July – Website has clear overview of each subject
and what is being taught when, by who and broadly
speaking how
4. Oct 2016– attainment reported on all subjects in
TT and HA, SEN and G&T pupils identified in all
subjects
5. Feb, March, April, May, June– co-ordinators are
taking part in monitoring - learning walk, book
scrutiny, lesson observations
6. Jan, Feb, April, June – minutes and actions from
meetings are fed into subject action plan
1 -2. Academic committee
meetings, Gov Days,
3. Gov Days
4. HT – Gov website audit
and Academic Committee
5. HT / SLT – Academic
Committee
6-8 -. HT / SLT - Co-
ordinator files,
Meeting minutes,
Staff Development Logs,
Teacher Profiles
Gov day
CoG meetings
SIP
Mentor
Monthly governor
monitoring of
SDP
1 supply cover for
training
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
18
(T2,T3,T4,T5,T6)
7. Deliver whole school learning journeys that
enable that provide mathematical and literacy
opportunities with coherent SS, MM and FF (Aut;
Spr, Sum)
8. Establish and implement a whole school
leadership policy for Sept 2016 that outlines job,
purpose, way of working etc…
CT
7. Dec, April, July – extended writing and maths
activities recorded in LJ books and vice versa.
Curriculum overviews show links between subjects
and clear progression
8.April., July - leaders are reporting to governors
LM 5 To foster and strengthen links with other schools at all levels to efficiently benefit from shared practice and consequently pupil outcomes
1.Attend network meetings at all levels – Head,
EIP, co-ordinators every term (T1,T2,T3,T4,T5,T6)
2. Establish moderation and other working
relationships with Crowborough alliance at least
once a big term (Aut, Spr, Sum)
3. Hold events at St Mary’s EG Jan 5th 2016
EM / CT/ SL
EM /CT
EM / WS
1-3.Sept, Oct, Nov, Dec, Jan, Feb, March, May, June,
July- Other schools are visiting the school and vice
versa to share best practice; school calendar
includes events with other schools to enhance
curriculum, learning and sharing of best practice.
3. Jan - Cava inset
1-3 CPD records, Meeting minutes EM
Monthly governor monitoring of SDP Mentor
LM6 To develop a curriculum that prepares children for modern life in Britain
1.Ensure all staff are up to date and familiar with
British Values (Aut, Spr, Sum)
Audit staff understanding
Train staff in the areas
Provide opportunities to make links in
their subjects
Teach children the values explicitly –
link to EU referendum
Share values with wider community
2. Improve pupil choice and involvement in the
running of the school
Get involved in school development
project (spring term)
Offer day where pupils run the school
(summer term)
Develop pupil responsibility across the
school– registers, playleaders,
librarians
Hold elections for house captains,
school and for other choices (Sept)
3. School has regular visitors into school to
enhance, enrich and support the curriculum
(T1,T2,T3,T4,T5,T6) and traditions are
maintained (T1,T2,T3,T4,T5,T6).
4. Develop a clear timetable that shows
CT
CT / WS
EM/ SCHOOL COUNCIL
EM / AS
CT
CT
WS
1.Dec, April, May - British Values are embedded
throughout the curriculum
Staff and pupils can articulate the values
giving examples in life and school
BV builds up the experiences pupils have in
school
1-6 – Dec, Mar, May - Children articulate British
Values and can say how they apply to daily life and
life at St Mary’s. Displays and curriculum map
reflect and demonstrate the values in practice.
2. Fortnightly meetings with school council; Sept
elections held; Dec, March, May - pupils can
articulate the role they play in school and give
examples of the impact of their ideas and voice
across the school, school council have visited
parliament by July 2016
3-4. Dec, Mar, May – Curriculum map demonstrates
a range of different visitors in school and on and off
site activities that have clear curriculum learning
links and impact positively on children learning and
experience
1-6 Pupil Voice, Meeting minutes, Planning scrutiny, Learning walk 2.Evidence on website, school councils board, minutes of meetings, learning journey boards . Evidence on website, school councils board, minutes of meetings, learning journey boards
1.Gov Day
2. Pupil voice
3.HT
4-6 HT / Govs
Monthly governor monitoring of SDP
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
19
opportunities on and off site that engage and
support pupils learning and talents
(T1,T2,T3,T4,T5,T6)
5. Ensure whole community respect and fulfil
understanding of equality and diversity (March)
Parent information sharing evening
(march)
PSHE curriculum activities focused on
this aspect (April)
Whole school event focused on this
aspect(April)
Review policies and check reflect
equality, diversity and vision statement
5. Equality and diversity are celebrated across the
school (July 2016)
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
20
Current Judgement:RI THE QUALITY OF TEACHING, LEARNING AND ASSESSMENT
PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-2016 PLAN WRITTEN BY: EM, LS
INITIAL DATE: July 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW:Feb 2016 CONTEXT
Quality of teaching 2014 – 2015: 60% good or better
There is a history of inadequate teaching. In order to secure good to outstanding teachers, to drive forward the standard of teaching and
learning in the school, we undertook a high impact creative recruitment campaign which resulted in the appointment of two very high quality
teachers. One of whom wasn’t able to start until Jan 2016. To set high standards, the headteacher recruited a highly skilled and
experienced teacher for the interim period. As part of the drive to increase standards of teaching within the school, a further recruitment
drive has been necessary due to the resignation of a teacher.
Quality of teaching has improved by 19% since July 2015.
Ensuring high standards in teaching and learning has required a proactive and strategic approach due to teacher absence specifically in two
classes. One class: 43% attendance; another class 75%
Moving Forwards Together Parent Workshops revealed parents and carers enjoy the Whole School Learning Journey and that children are
enthusiastic and enjoy learning
100% of parents feel their child is always (40%) or sometimes (60%) taught well (71% in July ’14), In July ’14 - 65% feel their child receives
appropriate homework for their age, 59% of parents and carers would recommend the school to another parent (Parentview)
KEY ISSUES
To improve the quality of teaching using a
coaching model across the school so that
100% is consistently good or better to raise
attainment and further improve the progress of
all pupils
To ensure TAs have a positive impact on pupil
outcomes
To raise attainment and further improve the
progress of all pupils especially in Writing and
maths, Y2 and y5
Objective
Action Lead People
Success Criteria & Milestones and performance indicators
Dates refer to end of calendar months
Monitoring/Assessment
When? Who? How? (Schedule elements
cited)
Evaluation When? Who?
(Schedule elements
cited)
Costing & Budget Headings
QTL 1 To raise
expectations
1.Set and agree non negotiables for year based on teaching standards (Sept, Jan revisit, April revisit) 2. Encourage self review / reflection against standards Performance management Meetings ( Oct, Jan, July) 3. Expose teachers to outstanding practice (T1,T2,T3,T4,T5, T6) 4. Define what high quality looks like in learning environment, books, planning and observations (T1,T2,T3,T4,T5,T6) 5. Develop teacher profiles based on TS and expectations (Oct establish Teacher profile, links to teaching standards June2016)
EM
CT
CT
CT
EM / CT
1.Sept – lesson observations show non negotiables are in place and practice 2.Jan – evidence is collected against standards for performance management. Teachers know their areas for improvement and their progress towards these. 3. Oct / Feb / May – teachers have made links with other schools and visited each other to review and reflect on practice 4. Oct / Feb / May -Staff can demonstrate quality provision in their classrooms. They show what good books, classroom and planning looks like 5. Oct / Feb / May - staff given feedback in teacher profile and are making good progress
1. HT, SLT, Mentor Teacher profiles 2.HT – PM notes, Teacher Self review against Standards 3. HT - SDLs 4-5 . Learning walks, Book and planning scrutiny - HT
Monthly governor monitoring of SDP
QTL 2 To ensure the
classroom environment
meets the needs of all pupils
(everyone) and reflect learning
1. Set and agree non negotiables for classroom at the start of every big term (Sept, Jan, April)
T&L policy needs review 2.Ensure resources are age appropriate, accessible and encourage independence (T1,T2, T3, T4, T5, T6) 3.Organise visit to outstanding schools to develop links and develop ideas (Autumn Term all, pick up new staff Spring term, Summer teacher arrange own visits)
EM / CT
CT
EM / CT
EM / CT
1.Sept, Nov, Jan, March, April – teachers are clear about room organisation and classrooms reflect the T&L policy 2.Oct, Nov, Jan, March, April – pupils are engaged, on task in activities and are readily able to talk about and use resources 3. Oct / Feb / May – teachers have visited another setting (Newick) and Staff Development Log shows actions / reflections from visits
Termly Learning walks Book Scrutiny Pupil Voice School Development Logs
1.Gov Day FGB 3.Academic committee – Headteacher report 1-5 SIP, Mentor visits
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
21
4. Provide opportunities for staff to carry out learning walks
Learning walk with CoG( Autumn)
Learning walk for Staff Meeting (Spring)
Learning walk with pupils (Summer) 5.Share best practice and encourage research and action points from monitoring and coaching
Recent research articles shared at meetings once a term (T1, T2,T3, T4, T5, T6)
One staff meeting a term about practice ( T1, T2, T3, T4, T5, T6)
Impact of Inset shared and monitored by Gov (spring)
6 .Ensure requirements of H and S are known by all staff and being met (April)
CT
CT / SS
4&5 Oct / Nov/ Feb / April / May – staff can talk about the different environments picking out the strengths and areas for development. Classroom environment visits evidence increasing quality and provision. 6. Feb / April / July– HSE monitoring identifies no urgent action areas
QTL3 To further develop
differentiation to meet the needs
of all pupils
1.share pupil’s attainment from T6 and make comparison from levels to steps (sept) 2.Hold structured conversations for SEN pupils (Autumn, Spring, Summer )
Parent survey on SC for feedback (Spring)
Pupil voice on SC for feedback (Summer)
Established Passports for each SEN child (Spring)
3. Identify HA / G&T pupils and monitor as a separate group (T1,T2, T3, T4,T5, T6) 4. Provide opportunities for teachers to talk cross age ranges in support 5. Use blooms taxonomy for questioning, activities, learning intentions
Staff meeting needed for this (Summer)
Monitoring of implementation with timescales needed (Summer)
6.Train staff in techniques - independence station, high ceiling low threshold activities,
5B’s displayed and in practice in school (Autumn)
Inset (Jan)
Staff Meeting on low threshold, high ceiling activities (Summer)
Share progression of learning for key A4D EG Grammar, genres, mental and written calculation (Summer)
7. Progression in Grammar and calculation are being implemented and followed across the school (including learning in depth)
CT
SL / CT CT CT EM / CT CT
1.July – Oct – PPM confirm teachers knowledge of children’s attainment and can demonstrate actions to move on each individual 2&3 –Oct, Feb, July – individual targets for groups of pupils identified and can be seen in planning 4. Jan, Feb, April, June -PPA and other inset / training times are being used to share best practice. Teachers are sharing their strengths and areas for development on their profiles 5. Oct, Dec, Feb, March, May, July – pupil outcomes show progression of Bloom’s Taxonomy 6. Jan INSET, Feb, March, May, June – teachers are using a range of strategies in the classroom to meet the needs of all pupils 7. Oct, Dec, Feb, April, –Staff and co-ordinators are readily able to articulate different stages of learning (including learning in depth) and refer to different subject progression (specifically grammar and calculations). Pupil voice and books reflect this progression.
Planning and book scrutiny Pupil Voice PPM, Structured conversation and staff meeting minutes
1.Gov Day FGB 3.Academic committee – Headteacher report 1-5 SIP, Mentor visits
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Co-ordinator priority for action plans (spring)
Review current practice (spring)
Establish areas of strength and then how use to develop across the school (summer)
QTL 4 To ensure AFL techniques are embedded in
practice
1.Train teachers in theory and understanding of AFL and techniques that can be used in the class room
Identify steps from training to implement and record SDL (Jan)
Use these in daily practice (T3)
Review them at follow up staff meeting before refresher (Feb)
Monitored by Governors in Gov Day (T4)
Identify strengths across school to add to profiles and to further develop others (T4)
Implement new strategy (T5) 2. Annotations are completed on planning or recorded straight onto tracking system this is discussed and recorded at PPM (T1,T2, T3, T4,T5, T6) 3. Next steps and targets are set for all pupils in light of AFL
Whole school approach to target sharing with pupils is organised (T4,T5,T6)
EM / CT
CT
EM / co-ordinators CT CT
1. Jan, Feb, March, May, June – all teachers can confidently talk about AFL and are demonstrating the use of a range of techniques in the classroom 2. Jan, Feb, March, May, July – PPM are using gap analysis and pupils are clear about what they know, what they ned to learn and their next steps and are making good progress and this is reflected in next MTP 3. Pupil know and can share targets (Summer)
Lesson Observations Planning scrutiny Book Scrutiny Pupil voice
1.Gov Day FGB 3.Academic committee – Headteacher report 1-5 SIP, Mentor visits
QTL5 To ensure
feedback is effective and
moves pupils on
1.Review policy in light of AWOL and separate out Assessment from Feedback and marking policy
Write assessment policy (Autumn)
Update F&M policy (Spring) 2.Train teachers in a range of techniques for feedback
F&M policy keepers: Tickled pink / Green for growth, Next steps, verbal feedback (Autumn)
Jan inset - WAGOLL, WASOLL, 3-2-1, WT, A M from Target Tracker refleced (Spring)
Developments from training (MB) shared and implemented by other staff (Spring)
3. Displays in the classroom reflect the process of learning in the classroom not just the finished product (T1,T2, T3, T4,T5, T6)
EM
CT
SLT
1.Jan: staff are using assessment policy to make both formative and summative judgements about pupils achievement, attainment and progress, new staff are aware and using policy (Feb) April: F&M in all books reflect updated policy 2..Jan, Feb, March, April, June – consistency across the school seen in giving feedback and marking in books Training and actions from Teaching profiles to feed into FTM and then feedback into TP (LINK to LM) 3.Dec, Jan, Feb, March, April, June – pupils are making good progress and can talk readily about their learning and next steps
Lesson Observations Planning scrutiny Book Scrutiny Pupil voice
1.Gov Day FGB 3.Academic committee – Headteacher report 1-5 SIP
QTL6 To ensure TAs have positive
impact on pupil outcomes
1..Share the guidance report March 2015 ‘Making
best use of TAs with staff (Autumn)
Review school practice against these
(Spring)
2.Review use of TAs and timetables and that time is
well spent (Autumn, Spring, Summer) to ensure TA
to supplement teacher not replace teacher
3..Train TAs to avoid task completion but instead
concentrate on helping pupils to develop ownership
EM / CT
SL CT SL
1.Oct, Dec, Feb , April, June -Class teachers are acting on the guidance report for TAs and this is reflected in the timetabling and planning for TAS 2.Fortnightly - TA meeting held to set up and organise interventions and this is reviewed and adhered to 2. Oct, Dec, Jan, Feb, March, April, June, July -Planning and timetable show TA working with a range of pupils and not always the LA 3. Jan, Feb, March, April, May, June – TAs involved in inset and teachers share staff meeting minutes with TAs. Meetings with
TA meeting minutes
Lesson observations
TA performance
management
Fortnightly meetings
with TAs – minutes
Seasonal Gov day Weekly CoG meetings Termly Lesson observations Planning scrutiny – termly
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skills and to enable the planning of next steps
4.Provide time for TA and teacher and SENCO to
meet and talk (once a Term minimum
(T1,T2,T3,T4,T5,T6)
5.Give TAs planning and feedback
6. Allow targeted intervention outside of class at the
direction of SECNO
7.Use evidence to set up interventions and run these
using entry and exit data
8.Link interventions run outside of class to everyday
classroom practice
SL CT / TAs SL SL TAs
inclusion manager to discuss tracking of SEND interventions
emphases identifying and recording errors
4.Dec, April, July - Inclusion manager has met with each TA
undertaking SEND interventions Nov 15
5. Oct, Dec, Feb, April, June – TAs are able to articulate the learning journey, know the success criteria and evaluate the lesson. Record of learning and feedback is given by the TA on
sessions
6&7. Oct, Dec, Feb, April, May, July Timetable and tracking
sheets established for SEND interventions including initial and
final assessments. SEND pupils are making at least expected
progress
8.Feb, April, July– TAs are using the techniques shared in inset
in intervention sessions
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Current Judgement: Good PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE
PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-2016 PLAN WRITTEN BY: EM, LS
INITIAL DATE: June 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW: Feb 2016 CONTEXT
Pupils’ attitude to learning are good across the school
These attitudes have a strong impact on the progress pupils make. Pupils demonstrate pride in themselves and their school. ( External Advisor April
2015)
Pupils’ behaviour is managed consistently well. The playground is well supervised and incidents are recorded and reviewed (External Advisor April
2015)
Support staff are clear about their roles and actions they should take. (April 2015)
Pupils respond quickly to staff’s instructions and requests. This helps learning to proceed smoothly and low level disruption is rare. (April 2015)
There is a positive ethos in and around the school. Pupils conduct themselves well at all times of the day. (April 2015)
The school’s strategies to achieve high standards of behaviour are working well (April 2015)
The minor injuries records are being thoroughly monitored and actions have been taken as a result and incident reviews feed into weekly briefing
meetings in the welfare section which is standing agenda item (Dec Safeguarding follow up visit Dec2015)
There are visual e-safety reminders to effectively support the learning in classroom activities. ChildLine posters are more widely displayed and then
raise pupils’ awareness of it. There is an anti-bullying display following anti-bullying week. The week was used to support pupils feeling safe in
school; there is a new worry box system that the DSL reported is working well. The school have completed pupil voice and fed this back with actions
on children's views on staying safe. Incident reviews also feed into weekly briefing meetings in welfare section which is standing agenda item
(Safeguarding Review Follow up Dec 2015)
Pupils feel safer in school (Pupil voice Dec 2015)
Attendance has been sustained at above National Average: Introduction of Attendance Ted has raised importance and profile of attendance and is
addressed in Pupil Progress meetings
Stakeholders surveys now have a regular programme with parents and carers being asked to contribute to various school issues 6 times a year
Moving Forwards Together Parent Workshops (2015) revealed that parents feel the school is extremely nurturing, inclusive and is a safe environment
for children to grow
79% (2014) of parents and carers feel their child is happy at school, 100% (70% - 2014) feel their child is safe at school (60% always, 40%
sometimes), 67% (’14) of parents and carers feel their child is well looked after at this school, 50% (’14) of parents and carers feel the school
makes sure its pupils are well behaved, 89% (62% - 2014) of parents and carers feel the school always or sometimes deals effectively with bullying
(Parentview)
KEY ISSUES
To safeguard all pupils in
the school
To develop pupils ability
to assess and manage
risk appropriately and
keep themselves safe
To promote responsibility
and respect and develop
further pupils attitude to
learning
Objective
Action Lead People
Success Criteria & Milestones Monitoring/Assessment When? Who? How?
(Schedule elements cited)
Evaluation When? Who?
(Schedule elements cited)
Costing & Budget Headings
PDBW1
To safeguard
all pupils in
the school
1.Update safeguarding action plan in light of July review (Sept) 2.Ensure actions are carried out and monitoring is robust with minutes and actions clearly set out (T1,T2,T3,T4,T5,T6)
EM ./ SL
SLT
EM
1.sept, April – action plan in place and shared with SLT and other relevant people 2.Oct, Dec, Feb, April, May, July – action plan is RAged with notes 3.Dec, Mar – external visit shows school has completed
Gov SCR visits SLT Monitoring and evaluating schedule
Review follow up visit reports Govs – T2,T4, T5, T6
Follow up visit =
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3.Book a follow up safeguarding review visit (Dec, March) 4. Complete the safeguarding audit (Dec) 5. Update safeguarding action plan in light of follow up visit (Jan) 6. Embed documents and evidence into safeguarding audit (April) 7. Complete a final follow up visit (March)
EM EM EM
actions from initial review 4.Dec –safegaurding audit RAGed with evidence and returned to county 5.Feb – new action plan in place and shared in SLT 6. Feb, Mar, May, July- Audit has evidence added to it as actions from action plan are implemented 7. March – no revisit needed good progress established and action plan Raged and on track
SIP – termly
PDBW 2
To develop
pupils ability
to assess and
manage risk
appropriately
and keep
themselves
safe
1.Analysis of behaviours completed so most common
risks are known (T1,T2,T3,T4,T5,T6)
2.Feedback to pupils about their behaviour in line with
behaviour policy (T1,T2,T3,T4,T5,T6)
3.Provide space for pupils to reflect on behaviour and
opportunity given to put things right
(T1,T2,T3,T4,T5,T6)
4.Enable pupils to access a range of safety learning
opportunities outside the classroom (Aut, Spr,
Summer)
5.Pupils are able to share their worries and concerns
and know how to manage and deal with these.
Reporting where needed. (T1,T2,T3,T4,T5,T6)
6.Display and make links to the values for the year and
draw attention to them in lessons, assemblies and
collective worship (T1,T2,T3,T4,T5, T6)
7.Review and develop a clear SRE policy and approach
to teaching SRE (Sept)
8.Provide opportunities for children talk about
managing and taking risks (T1,T2,T3,T4,T5,T6)
9. Monitor and cross reference behaviour and Leuven
scales to attainment and progress (T1,T2,T3,T4,T5,T6)
SL
EM / CT
CT / TA
EM / SL CT / TA WS AS / EM CT / TA CT
1.Nov, Dec, Feb, March, May, July – all staff are aware of
risks and carrying out suggested actions – recurring
incidents reduced
2.Fortnightly meetings with School Council and weekly
assembly remind pupils. Behaviour improves and
incidents reduce.
3. Nov, Dec, - Quiet room in place for pupils needing a
safe place to go. Feb, April, June -Pupils will self-
regulate at lunchtimes and will be able to articulate
issues when doing a reflection.
Worry box being established Nov 15 for children to
request ‘time to talk’
4. Dec, Mar, June - Children will take part in Safety in
Action, Cycling proficiency, swimming
5. Oct, Dec, Jan, April, June - Every classroom to have
reflection area, behaviour file and posters to prompt
reflection. Posters placed around the school
6. Nov, Dec, Jan, April, May – Spiritual journals and whole school displays show reflection 7.July - SRE delivery reflects up to date policy practice. 8. Oct, Dec, Jan, April, June -worry box established and in
in use. Time to talk requested and being acted on.
9. Oct, Dec, Feb, March, May, July – PPM reference
Leuven scales and Target tracker includes this facility.
Nov, Mar ,Jul - Well being and attitude is reported to
parents and increase seen on scales.
First aid and playground book monitoring Meeting Minutes MTPs / LTPs Behaviour files Spiritual Journals School council minutes
Gov Day
SIP
Mentor visit
PDBW 3
To promote
responsibility
and respect
and develop
further pupils
1.Challenge behaviour that is not exemplary at every
level and tackle incidents of behaviour in the first
instance (T1,T2,T3,T4,T5,T6)
2. Use Growth mind-set across the community
(T1,T2,T3,T4,T5,T6)
Whole
staff
1&2 Dec, March, June - Children will readily be using
positive language of learning when interviewed / pupil
voice and classrooms will show positive mindset and
using language for learning
3. Dec, March, June - pupils self regulating and self
Playground book
Playground tokens
PPM
Gov Day
SIP
Mentor visit
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attitude to
learning
3.Embed independence use of resources, looking after
belongings, spot checks of classrooms and cloak
rooms at the end of the day for pupils and staff areas,
making mistakes in learning and managing emotions
(T1,T2,T3,T4,T5,T6)
4. Implement and review behaviour policy; looking for
trends in behaviour, keeping chronologies of pupils
who have more than three incidents
(T1,T2,T3,T4,T5,T6)
5. Display playground rules around the playground
(April)
6. Train playleaders and further develop the
playground with playground markings and pupil
independence. (Sept: train, March Review, April Train )
Whole
staff
referring. Pupils can articulate their problems using the I
message and issues are resolved swiftly with restorative
justice. Reports include pupils’ involvement and well
being and attainment and progress is measured against
these.
4. Dec, March, June – consistent approach across the
school. GTBGGTBG will be operational in every
classroom. Records of Head teachers awards will be
kept for each class. Behaviour folders will be kept up to
date.
5. Oct, Dec, Jan, Feb, March, May, June - New pupils new
to school were identified as not always knowing the rules
for the playground. Younger children YR initially needed
support for how to play with older children appropriately
6. Oct, Dec, Jan, Feb, March, May, June - Pupils are
running the playground activities and high levels of
engagement are seen
Learning walks
Pupil Voice
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Current Judgement: Good OUTCOMES FOR CHILDREN AND LEARNERS
PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-16 PLAN WRITTEN BY: EM, LS
INITIAL DATE: June 2015 MOST RECENT REVIEW: December 2015 NEXT REVIEW:Feb 2016 HISTORICAL CONTEXT
Attainment in 2015, in EYFS, in Year 2 and in Year 6 is better than the previous year and is above the national
outcomes from 2014. In a number of year groups, progress has improved compared to last year (External advisor
2015)
In EYFS, there is an improving trend with the % of pupils achieving a good level of development above national and
improving: 2013: 50% (National 52%); 2014 69% (National 60%); 2015 83% (National 75%) Raiseonline 2015
In KS1: Attainment in Reading, Writing and Maths is above National Average and an improving trend. There has
been a significant increase at 2a and level3 in Reading, and at 2a in Maths. (Raiseonline 2015)
In KS1, there is a three year improving trend in APS in all subjects, Reading, Writing and Maths with this moving
above national in Writing and Maths this year. There is a significant positive difference between National and School
in Reading and maths. SEN APS is higher than National in all subjects, Reading and Maths but below in Writing.
There is a difference between the APS of SEN pupils and non SEN pupils (Raiseonline 2015)
In KS2, attainment in Reading is above National at level 4, 4b and level Five. In Writing attainment is above at level 4
but not level Five. In GPAS, attainment is below National at level 4 and 4b+ but above at level 5, in Maths,
attainment is above at level4 and level five but not at 4b. (Raiseonline 2015)
In KS2, APS in all subjects has increased year on year and is above National for the first time in three years. This is
the same for Maths. In Reading and Writing, there is also a rising trend and it has been at least at or just above
National for the last two years. There is a rising trend in GPAS but it is just below National. (Raiseonline 2015)
In KS2, Value Added for Reading and Writing is around 100 and rising (Reading 100.5 and Writing 100.6). Maths is
just below (99.9) but there is no rising trend (girls VA is less than boys). There is a significant positive difference for
SEN in writing.
KS2 value added was broadly average or above in all subjects and for disadvantaged pupils and those who have
special educational needs (Inspection dashboard 2015)
KS2 value added in all subjects was broadly average or above.
From at least 5 out of every 6 starting points, the proportions of KS2 pupils, and disadvantaged pupils, making or
exceeding expected progress in reading, writing and in maths were close to or above national figures (Inspection
dashboard 2015)
Disadvantaged KS2 pupils had an average point score equal to or above the national score for other pupils in
reading and writing. (Inspection dashboard 2015)
The proportion of disadvantaged KS2 pupils that attained level 4 was equal to or above the national figure for other
pupils in reading and writing (Inspection dashboard 2015)
The proportion of disadvantaged KS2 pupils that attained at least Level 5 was equal to or above the national figure
for other pupils in writing (Inspection dashboard 2015)
The proportion of Y1 pupils that met the expected standard in phonics was above the national figure. (Inspection
dashboard 2015)
71% of parents and carers feel they receive valuable information from the school about their child’s progress, 62% of
parents and carers feel their child makes good progress at this school (Parentview 2014).
KEY PRIORITIES:
To establish assessment without levels across the school
To ensure secure good progress across the school
To achieve above national expectations
To raise standards in writing and maths targeting pupils whose
progress needs accelerating
To ensure the gap in progress between PPG and non PPG /
SEN pupils remains closed.
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Objective
Action Lead People
Success Criteria & Milestones Practice Indicators
Monitoring/Assessment
When? Who? How? (Schedule elements
cited)
Evaluation When? Who?
(Schedule elements cited)
Costing & Budget
Headings
OOC1 For all
Stakeholders
to understand
AWoL criteria
and use them
accurately to
make
judgements
1.Train staff about new assessment expectations and procedures (sept, Jan for new staff) 2. Carry out baseline assessments to agree pupils
starting points in new system (sept / Oct))
3. Communicate changes to parents and governors (Aut,
Spr, Summer) 4.Agree and assess pupils against statements ( use of Target Tracker to record class formative assessment) Termly PPM T1,T2,T3,T4,T5, T6 5. Carry out termly assessments to support summative judgement T2, T4, T6 6. Update assessment policy in light of AWoL and use of Target Tracker (Oct) 7. Present and report outcomes using new system T1,T2,T3,T4,T5, T6 8. Analysis of pupil attainment and progress is based on steps and bands in Target tracker. Termly PPM T1,T2,T3,T4,T5,T6 9. Carry out moderation of steps and assessments( Aut, Spring, Summer) 10. Evaluate AWoL procedure.(Summer) 11. Extend usage of steps and bands of target tracker to all curriculum areas (Summer)
EM EM / CT EM CT CT EM EM Office SLT CT HT / SENCO
1.July, Sept, Oct, Dec, Jan, April– staff are using the language of AWoL 2.Oct, Dec, Feb, April, May, July Teachers agree, understand and demonstrate steps in PPM 3.Sept (MTT) and Oct (Academic Committee) –parents and governors understand the use of bands and steps 4&5. Oct, Dec, Feb, Mar, May, July evidence seen at PPM- staff have used agreed criteria based on Bloom’s Taxonomy to make judgements and can demonstrate this in practice 6.Oct, Dec, Feb, Mar, May, July - PPM demonstrate staff using the policy effectively to make judgements 7 Dec, Feb, April , July – governors are using the governor section of TT at meetings to challenge attainment and progress of individuals and groups of pupils 8 Oct, Dec, Feb, April -attainment and progress of different groups of pupils is being discussed at PPM 9. Feb / April – staff are making accurate assessment judgements moderated with other schools 10. July, Sept, Oct, Nov, Dec, April, July – attend meetings with other schools using TT to maximise usage and understanding of new system 11. April / July – pupils attainment and progress in all subjects is recoded on target tracker
SLT –monitor usage of TT by teachers MTT minutes and Academic committee minutes PPM minutes Term One show steps Performance Management folder Staff Meeting minutes Schedule of visits to other schools and meeting regarding TT
SIP termly Chair of Governor meetings with Head Teacher weekly Govs - T2, T4, T5, T6
Training in TT Initial set up costs = Annual subscription to Target Tracker=
OOC2
To implement
new
assessment
tracking
system and set
end of year
aspiring
targets
1.Train staff to use target.tracker (July, Sept, Oct, Jan)
2.Cross over made with pupils end of year levels
similated into steps on Target tracker (sept)
3. Carry out regular updates for new pupils to keep information current and live (T1,T2, T3,T4,T5,T6)
4.Create individual pupil targets on TT and check they
are in line with FFT20 and show good or accelerated
progress from previous attainment (sept)
TT EM EM/ Office SLT EM
July, Sept, Oct, Dec, Jan, March, April – Target tracker on laptops and staff are accessing system on a regular basis and inputting data and recoding assessment information for individual pupils 2.Aug, Sept, Oct data transfer and attainment starting points set at PPM Term one. 3. July, Sept, Nov, Jan, April – All pupils represented on Target tracker and regular updates occurring 4. Oct, Dec, Jan, Feb, March, June, July – pupils are on track
Termly PPM minutes Staff meeting minutes Performance management meetings Termly scrutiny – see Matrix and Monitoring/Assessment cycle
SIP – Termly Govs- T2, T4,T5. T6 Chair of Governor meetings weekly
Training costs Initial Data Transfer =
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5.Develop attainment and achievement milestone
targets for pupils (sept)
6. Set and link targets to performance management.
Oct, Jan, July
7. Meet with teaching staff to monitor and evaluate
targets PPM, FTM, PM
and making progress 5,6 &7. Oct - staff are aware of targets and accountability. Pupils are on track to meet targets: Dec, April, July 6. Dec, March, July - pupils are on track to meet targets: 7. Oct, Dec, Feb, April, May, July PPM used to evaluate progress towards target :
OOC3
To ensure
robust termly
pupil progress
meetings are
held and pupils
are precisely
targeted for
intervention
1.Hold termly PPM evaluating set milestones of
progress and attainment
2. Adjustments made to planning and QFT
3. Evaluate impact of targeted intervention
4.Use tracking system to carry out gap analysis for
individuals and groups and plan for these
5. Data used by teachers to provide for all groups of
children in class, SEN, MA / HA, G&T, SEN
6..Compare in year progress and progress to previous
years and challenge /support this in PPM
EM /SL CT/SL CT CT EM
1. Oct, Dec, Feb, April, May, July – Termly milestone met: 2&3. Oct, Dec, Jan, Feb, March, May, July – Interventions and QFT have expected impact from term to term 4&5. Oct, Dec, Feb, Aril, May, July - Provision mapping is effective and pupils continue to make accelerated progress and reach aspiring attainment targets. 5.Oct, Dec, Feb, March, May, July - Data demonstrates all groups of pupils making good progress 6. Oct, Dec, Jan, Feb, March, May, July -Progress rates across the school improve and show consistency from one year group to the next
PPM Termly scrutiny
SIP –Termly Govs - T2, T4,T5, T6 Chair of Governor meetings weekly
OOC4 To target
pupils whose
progress needs
accelerating
(including and
SEN) to make
at least
expected
progress
1.Identify vulnerable groups and individuals that are at
risk of underachievement (Termly PPM T1,T2,T3,T4,
T5, T6)
2.Create intervention groups and monitor and evaluate
these for impact (Aut, Spr, Sum)
3.Target teaching (QFT) to raise standards of
achievement (notably grammar, writing and maths
across the school)
4. Record and analyse data by groups identified PPM –
T1, T2,T3,T4,T5,T6
5..Hold structured conversations to involve parents
and teachers in the process for SEN (Oct, Feb, June)
6. Structured conversation to plan provision and support
in afternoons through provision mapping (Oct, Feb, Jun)
7. Create a G and T list and action plan (Summer
2016)
SL SL CT EM SL CT SL / CT SL SL
1.Oct, Feb, June - Intervention timetable will show who and
what is being targeted and why.
2.Oct – Jan – April Tracking sheets in place for TA led
interventions including week1 &10 assessments. Where
required case studies will be established
3. Oct, Nov, Feb, April, June, July - Planning to identify SEN and
their targets noting steps and evidence to achieving target
Jan Feb, Mar - English and Maths action plans reflect the
need to raise achievement in:SEN writing; more able writers;
GPAS and boys. For maths raise attainment in girls in middle
ability
4. Oct, Dec, Feb, March, May, July - analysis reports will be
pulled off TT for specified groups of HA, MA, SE
Jan and ongoing data reviews analysis done by groups: SEN,
Boys, Girls, PPG
5. Oct, Feb, June - Barriers to learning discussed at structured
conversations for Ei/SEND children
6. Oct, Feb, June - Structured conversations will show progress
and impact of intervention and teaching towards targets
7. Oct, Feb, June - G&T groups identified and supported
Termly SEN
report
Termly
Structured
conversation
minutes
Termly PPM
notes
Chair of Governor meetings weekly SIP – Termly Govs - T2, T4, T5, T6
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OOC5
Ensure the gap
in progress
between PPG
and non-PPG
pupils remains
closed
Jan 2016 (Three Pupils) 1.Ring fence funding for disadvantaged pupils and use money for greatest impact (April) 2. Allocate adult to work with pupils where underachieving in maths and English (T3,T4,T5,T6) 3. Use data to closely monitor the progress of PPG pupils 4.Use fortnightly teacher meeting to communicate needs of PPG children (T3,T4,T5,T6) 5. Thrive training underway and pupils are completing sessions (T3,T4,T5,T6)
EM SL CT
1-4 .Jan, Feb, Mar, May, July - assessment identifies pupils making at least equivalent progress as peers if not better from their starting points 1. April –Thrive up and running and having impact on pupils well-being and achievement 5. Jan, Feb, March, April, May, June, July – training courses attended, pupils assessed and action plans underway, pupils social and emotional development improves and this impacts positively on behaviour and learning
Fortnightly meeting notes Termly PPM Thrive records
Govs - T2, T4, T5, T6
OOC6
Ensure all
pupils know
their target
tracker targets
and that these
are reviewed
termly and
they know
what progress
they are
making
Ensure all pupils know their target tracker targets and
that these are reviewed termly and they know what
progress they are making (Auumn Term Spring term,
Summer Term)
CT 1. Jan, Feb, Mar, May, July - Pupils will be able to share and
talk confidently about their targets and progress
2. Jan, Feb, Mar, May, July -Pupils are meeting their Target
Tracker targets
Pupil voice PPM Learning Walks
Govs - T2, T4, T5, T6
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
31
Current Judgement:
Good SIAMS
PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-2016 PLAN WRITTEN BY:EM, LS, AS
INITIAL DATE: June 2015 MOST RECENT REVIEW: Sept 2015 NEXT REVIEW: Oct 2015
CONTEXT
SIAMS Inspection 10th May 2012 Good
SIAMs Audit completed by AM and AS July 2015
Change in Rector at St Mary’s Church – Rev Julie Sear Dec 2013
The Collective worship has had a significant impact on the school in term 1
and 2 (Governor Day Dec 2015)
The Value and time for reflection is reinforced in the school hall displays and
reflection time and is also visible in each classroom (Governor Day Dec 2015)
At the end of each meal time, the children are invited to spend a few minutes
looking at the reflection area in the hall and are invited to read the questions.
They are invited to place a prayer in the prayer box. These prayers are read out
during assemblies if the child has given permission. There was clear evidence
that these areas are being used and having an impact. (Governor Day Dec
2015)
There are also prayer areas in each class (Governor Day Dec 2015)
The Theme of Trust and Peace has also been imbedded in the home work and
class time (Governor Day Dec 2015)
Question for the week goes home on the homework sheet and the parents
and children share their reflections (Governor Day Dec 2015)
KEY ISSUES
To develop a distinctive Christian character to meet the needs of our learners
To improve the impact of collective worship on the school
To improve the effectiveness of RE
Objective
Action Lead People Success Criteria & Milestones Monitoring/Assessment
When? Who? How?
(Schedule elements cited)
Evaluation When? Who?
(Schedule elements cited)
Costing & Budget
Headings
SI1
To develop a
distinctive
Christian
character to
meet the needs
of our learners
1.Create a whole school vision statement of spirituality
and for this to be shared throughout the community
2.Share the values for the school year across the
community
3.Introduce a weekly reflection question to be shared and
discussed with pupils that links to weekly assembly. Put
this on school weekly board, newsletter, website,
homework sheet
4.Re-establish use of reflection area and prayer box in
each classroom
JS / Govs
HT
EM/ AS
AS / JS
AS / Class
teachers
1.Sept – vision work is shared with staff and the
approach to collective worship and spirituality is
reflected in practice
2.Sept Display and prayer space in hall will reflect
value and learning
3. Oct, Dec, Jan, March, April, June - Class spiritual
journals will reflect value and school ethos and
weekly responses from pupils will be recorded.
Prayer box in hall will be in use
4. Dec, March, June - Reflection area will have all
items on check list in it
Termly monitoring
Governor days –
T2, T4 , T6
SIP – Diocese T3,
T5
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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5.Clearly identify opportunities for spiritual development in
the curriculum
5. April Collective worship timetable will have
speakers from other faiths included MTPs and long
term overview will show spiritual development. 6.
Dec, March, April - Children will be able to confidently
talk about their spiritual growth
SI2
To improve the
impact of
collective
worship on the
school
1.Create a robust timetable of worship that reflects the
above, engages and includes all staff, pupils and visitors
and provides pupils time to reflect on learning
2Create a rota for classes to lead prayers once a term and
to share what prayer means to them
3.High priority is given to RE and Acts of Worship to leads
to highly effective practice
4.Children have an opportunity to respond to spiritual
issues.
5.Ensure children are introduced to a diverse range of
spiritual leaders and religion
AS 1.Dec, March, June -Pupils know and can readily talk
about the terms value and what it means to them in
practice and in school
2.Oct, Dec, Jan, Feb, April, May, July - Classes will
share prayers in assembly
3.- Oct, Dec, Jan, Feb, April, May, July Staff to take
assembly on a rota basis (Staff have all been taking
assemblies this term)
4. Dec, March, June - Pupils understand the purpose
of worship and can talk about spirituality. Post it
notes show children responding to questions values
etc…
5.March, June - Timetable of speakers and visits to
places of worship is in use
Termly monitoring
Governor days –
T2, T4 , T6
SIP – Diocese T3,
T5
SI3
To improve the
effectiveness of
RE
1.Adopt RE syllabus so that a scheme of work can be
rolled out across the school
2.Train staff so they can confidently deliver and assess
the teaching and learning of RE
3.Develop statements on Target tracker so teachers can
confidently assess pupils in their learning
4.Dedicate leadership time for CW and RE to be set aside
5.Meet the clergy at least termly with worship co-ordinator
to provide liaison with church and support
1.Oct Purchase RE syllabus – Diocese of Rochester
2. Jan, March, June -planning shows syllabus is being
followed
3. April – July pupils are banded in RE
Feedback to be more formal and include feedback
from all members of staff and children
4. Oct, Dec, Jan, Feb, April, June – half day once a
term for RE and CW
5. Dec, March, June - Collective Worship is led by a
range of leaders including from other Christian
traditions. Class led prayers once per term
Termly monitoring Governor days –
T2, T4 , T6
SIP – Diocese T3,
T5
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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Current Judgement:
Good EYFS
PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-2016 PLAN WRITTEN BY:EM, LS, AS
INITIAL DATE: June 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW: Feb 2016 CONTEXT
Most pupils join the school with levels of learning which are expected for their age. Ofsted July 2014:
Teaching is improving because leaders have set clear expectations about how lessons will be planned to take
account of pupils’ different starting points.
Pupils in Year R are benefitting from the greater experience and skills of the teacher now teaching this class.
Activities are well planned, enabling pupils to make better progress towards the learning goals. Ofsted October
2014
The average point score (APS) increased significantly in 2015 to complete a very strong 3 year upward trend. The
2015 APS is high – well above (+6.6) the national figure for 2014. All the girls reached or exceeded expected levels
of development in all areas of learning. Two boys reached or exceeded expected levels of development in all areas
of learning; the other two boys did not reach the expected level in literacy but did reach at least the expected level
in all other areas of learning. The proportions of pupils reaching or exceeding expected levels in reading, writing,
mathematics and shape, space and measures were all significantly higher than the results in 2014( External
Adviser October 2015)
The teacher has a good knowledge of the children and the judgements made were externally moderated as sound.
Communication between the teacher and the parents has been very successful and effective systems were put in
place to include parents' contributions on a weekly basis to the ongoing assessment of the children. Parents'
feedback on their child's learning was an integral part of the children's profiles. A smooth transition to year one
was put in place with the children being taught more formally during T6 and then being taught by their new year
one teacher for three afternoons a week at the end of the year. Growth mindset and learning from mistakes is the
ethos and children are encouraged to take owner ship of their learning and are involved in target setting. Good
links are being developed between the school and nursery and a successful transition timetable was carried out for
pre school children coming to St Mary's. This included visits both ways: Teddy bears picnic, meeting Y6 buddies
and planting seeds to see their plants grow when they arrived back at school. Action is to develop stronger links
with pre-school to ensure greater uptake in Sept 2016 (External Advisor October 2015)
KEY ISSUES
To ensure consistently high expectations of standards in
EYFS
To improve transition to school
To improve the outside environment to ensure that
there are opportunities for challenge and risk taking to
enable children to meet ELGs
To improve the method of tracking the progress of all
children.
To improve children’s levels of involvement and
motivation in their learning.
To ensure that provision across all areas of learning is
planned meticulously. It is based on rigorous and
sharply focused assessments of children’s achievement
so that every child undertakes highly challenging
activities.
To continue to use and develop highly successful
strategies to engage parents and carers, in their
children’s learning in school and at home.
Objective Action Lead People Success Criteria & Milestones
Dates refer to end of calendar month
Monitoring and
Assessment
When? Who? How?
Evaluation
When? Who?
Costing&
Budget
EYFS 1
To ensure consistently
high expectations of
standards in EYFS
1. Establish and implement an
Early Years Policy to ensure that
all staff know what is expected.
AS and SLT January -AS to talk to other EYFS leaders
February - AS to present draft copy to SLT
March – Present to governors.
EOT4
SLT
Meeting minutes
T1 2016
EM with Class
Teacher.
AS to be
released
when
student is
teaching.
EYFS 2
To improve transition
to school
1.Create a checklist and file
explaining ‘How we do things in EYFS
at St Mary’s’ to be shared with
parents during home visits
2.Carry out home visits
AS and SLT 1. January -AS to talk to other EYFS leaders
February - AS to present draft copy to SLT
March – Present to governors.
2. September 2016 (Dates and times
arranged in June 2016 after open evening).
1.T4 SLT
Meeting minutes
2. Start of T1 2016
Class teacher and TA
1. T1 2016
EM with Class
Teacher.
2. T1 2016
EM with Class
AS to be
released
when
student is
teaching.
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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3. Create a timeline of events for
pupils to get involved in before they
start school.
4. Liase with playschools and carry
out shared activities in each setting
to establish links.
3. April, May, June .Ensure dates are in school
diary. Nurseries to be contacted in T6 to
organise visits. Dates to be shared with new
parents at Open Evenings and put on website.
4.January - Phone Debbie at Play School and
arrange a time for Maple to share learning
with Play school for T3/T4
3.EOT4, SLT
4. EOT4 EM
Teacher.
3. EOT6 and T1
2016 EM with
Class Teacher.
4. EOT6 EM with
Class Teacher.
EYFS3
To improve the outside
environment to ensure
that there are
opportunities for
challenge and risk
taking to enable
children to meet ELGs
1. Work with PGCE student to
develop outside area as part of her
professional development.
2.Create clear labels and signs that
enable pupils to take part in highly
challenging activities independently.
3. Upkeep of area to be consistently
maintained.
AS
SM
Caretaker
1. October 2015, January - February 2016 -
SM to visit other EYFS settings.
2. January, February - Make signs to clearly
identify ‘zones of learning’. Put learning
prompts and key questions out on display.
3. January, February and continuous months -
Communication with caretaker needed -
access to ladders etc.
1.AS to monitor –
T2,3,4
SM’s file
2&3 Governor
Learning walks in T4
AS, SM and NB to
observe impact on
learning through
regular observations.
1&2 EOT5 –
Class teacher to
evaluate impact.
Discuss with EM
3. EM to monitor
along with Class
teacher and
caretaker.
Need to
purchase
outside
cleaning
equipment:
Broom.
Need to
purchase
substantial
signage.
Paints for
outside
markings.
EYFS 4
To improve the
method of tracking the
progress of all
children.
1.Use EXBAA Baseline assessment
at the start of the year to gain
children’s starting points.
2.Use Target Tracker alongside
Development Matters to track and
analyse children’s progress.
AS/ Class
teacher
EM
1.July 2016 For new teacher to attend
training on using EXBAA . This will need to be
shared with class TA
2. June – July 2016 - New Teacher to attend
training on TT
To use TT to create termly targets and record
progress within PPM
1&2 EM to discuss
with Class teacher in
T1
1&2. EM at PPM
at T1
EYFS5
To improve children’s
levels of involvement
and motivation in their
learning.
1.Continue to use ‘New stars in
brain’ approach.
2. Establish an area in the
classroom for the children to display
their individual work/ models and be
able to reflect and improve on them.
3. Through the use of the puppets,
teach children the skills they are
learning and developing so they can
reflect more specifically on their
AS
SM
NB
1.Continuous throughout the year -Parents to
write new learning in stars. Teacher and TA to
write them as children achieve them through
the day.
2. Continuous throughout the year - Use a
table in the classroom for children to display
what they have made in response to
challenge question. Encourage children to
reflect on new skills acquired and think of
ways to improve designs.
1&2 AS and EM to
monitor impact
through analysis of
progression data in
PPM
3.EM to monitor
children’s knowledge
of their learning
through questioning of
1,2,3: Class
teacher and EM
to evaluate
effectiveness
throughout
school year.
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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learning.
3. Continuous throughout year - Use ‘Puppet
School’ for children to ‘teach’ puppets what
they have learned. Use puppets to help
children articulate the skill they have
developed.
children in lesson
observations.
EYFS6
To ensure that
provision across all
areas of learning is
planned meticulously.
It is based on rigorous
and sharply focused
assessments of
children’s
achievement so that
every child undertakes
highly challenging
activities.
1.Develop existing Provision plan to
include:
a. Reference to Development
Matters assessment for each area of
learning;
b. Key questions for practitioners to
ask during child initiated learning to
improve quality of observations.
c. Weekly challenges that all children
must complete.
AS
SM
NB
1. To be in action in January 2016 by AS and
SM
EM and SLT to
monitor planning and
provision through
triangulation and
lesson observations.
Class teacher
and EM to
evaluate
effectiveness in
T3,4,5,6
EYFS7
To continue to use and
develop highly
successful strategies
to engage parents and
carers, in their
children’s learning in
school and at home.
1. Communicate to new parents how
to use homework sheets to establish
a clear dialogue about child’s
development between home and
school.
2. Provide regular times for parents
to come into the classroom and
share learning with their child.
Encourage parents to make
comments in child’s profiles during
these times.
3. Continue to give out stars to
parents to record their child’s
achievements at home to be shared
in class.
AS 1. September 2015, November 2015,
January 2016, April 2016, September 2016
To be discussed at the start of each new term
at MTT meetings.
2. Continuous throughout the year - Each
Term to have two Pop in and Play dates
shared with parents through meetings and
email.
Profiles to be up to date for these meetings.
1. EM and AS –
ongoing. (Monitor
children who are not
given support at home
and compare with
progress data).
2. AS to make a
record of which
parents have
attended Pop in and
Play. EM to monitor.
AS to monitor –
ongoing.
EM and AS
meetings
throughout
T3,4,5,6
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
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Monitoring and Evaluation Programme 2015-2016
Colour code this against areas of SDP to check overview – check against ME columns and complete SDP
Term 2 2015
Week 1
WB 2/11
Week 2
WB 9/11
Week 3
WB 16/11
Week 4
WB23/11
Week 5
WB30/11
Assessment WK
Week 6
WB7/12
Week 7
WB 14/12
Governing
body
Activity and
Focus
LS
Learning walks with
all staff – as if
parent on tour to
give teacher chance
to see school in
operation and reflect
on practice in light
of SDP priorities
Meeting with Rotherfield
Governors
Teaching and
learning Behaviour and
safety
SCR
Review SDP
File complete
How it changes
SEF
Governor day
Raiseonline
Governor pages
Focus on
Closing the gap
County
categorisation
letter
Leadership and
management
Staff structure for
Jan 2016
Review SDP
Think ahead to
Middle leaders
Process mapping
the vision for Jan
2016
Leadership Day
Governors
Other
Academic Commitee Safeguarding check in with
Julie Sear
JS Gov training Governor review of
SCR
HR, Audit and
finance training
Governor day
Agenda out for
Academic
committeee
Academic
Committee
Head
teacher
priorities
Priorities
(Strategic)
Reporting progress
of pupils to parents:
A whole school
approach
SDP updated in light of SEF
Safeguarding review and
policy writing
Teaching and learning
SDP
Behaviour and
safety
Outcomes of
pupils
Securing Staff
structure for T3
SDP term 3
Key activities
(operational)
Presentation of TT to
Governors
Non Negotiables all
areas check in
East Sussex Heads
Meeting
Class Reps Meeting
Checking parent forms in light
of SLT
Volunteer Review meeting
Revisit of Expectations
required
DSL time
Anti bullying week
SIP meeting
Teacher profile actions
monitoring
Cava Heads Meeting
Performance
management of staff off
sick
Parent workshop -
learning walk of
grammar on WW
Review of HI 5
from LS email SCR
Safefgaurding
audit complete
Safeguarding
policy completed
Check Cat letter
against SDP and
PM
Check actions
Nativity
Interviewing
teachers
AWOL
BB+WW+SS+for
staff meeting
DSL meeting
PPM
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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Academic
committee draft
agenda sorted
Meetings
SLT
Successes of last
term
SDP RAGing
M&E term T2
Reporting to parents
TA timetabling
PPM follow up
Teacher Profile check actions
and priorities
Monitoring of SDL
DSL meeting re safeguarding
Teaching and learning
Grammar staff meeting
SEF review
H and Safety
Safeguarding
review time with
AS
Audit and policy
TT training
Raise online
Progress in
Celebration
book
Score in relation
to TT
CC to report
back
Interview new
teachers
PPM preparation
Venn Diagrams
RWM combined
HPTFA Meeting
SDP priorities for
Jan 2015
Staff
Successes of last term
Agree parent consultation
format and preparation
Class assembly
Parent consultations
Class Assembly
Teaching Grammar and
progression of Grammar
Class Assembly
Y56 training in
playleading
Cluster Writing
Moderation
Class Assembly
School Council – Meet
Nus Ghani
Xmas Fair prep
AWOL TT
Assessment week
Fantastic Finish
PPM preparation –
moderation and
AWOL
Julie Sear in for
advent blessing
TAs
New Timetable shared
Playground and Lunchtime
Changes
Training
(CPD)
Head
Mentor Meeting Tribal training – how the
new framework affects
your school
Mentor meeting
FHR, Audit, Finance
training 4-7pm
SLT Coaching CC -
planning scrutiny
SEN Reporting
(Hastings)
Co-ordinators Maths Network meeting DSL EIP meeting EYFS Moderation CC – Target Tracker at
Rotherfield
PPM
NQT Teachers new to Y6 ORA training NQT ORA Training
TAs Observations and
Performance
management
External
Evaluator Activity
Safeguarding
review follow
up
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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Monitoring and Evaluation Programme 2015-2016
Colour code this against areas of SDP to check overview – check against ME columns and complete SDP
Term 3 2016
Week 1
WB 4/1
Week 2
WB 11/1
Week 3
WB 18/1
Week 4
WB 25/1
Week 5
WB 1/2
Assessment WK
Week 6
WB 8/2
Gov
body
Activity
and Focus
Priority
Policy Review
M and Evaluating
Schedule
Meeting with stakeholders
(parents at MTT)
Policies
SEND
Budget
Ofsted
External Advisor visit with PG
FGB meeting
HT Performance
Management
School SEF, Governors
Action Plan, Ofsted
Gov visit with Karen Bye
Governors Day
Action
JS to meet with EM
LS to have M and E
schedule for term to
review
Distribution of governor
recruitment leaflets and
newsletter from Governors’ Day
HR meeting with EM re policies
LS to meet SL re SENd
AP to meet RT and EM re 16-17
budget strategy and ’15-’16 budget
monitoring LS, HR & AP meet re
readiness for Ofsted
25/1 – meeting 8pm
25/1 External evaluator visit
actions
27/1 FGB
Agenda for BusCom meeting
Review of SEF and Governor
Action Plan with Karen Bye
Meet with EM 8/2
Set agenda
Head
teacher
priorities
Priority
Updating: SDP, SEF,
Data System, T&L
profiles, PPM,
Set Expectations and
priorities for T3/4
LM1.3; 2.3;5.3
QTL6.4
SI2.3
Are expectations being carried
through?
British Values / Equality
LM1.2; 3.5
QTL 2.1;2.2
PDBW1.1; 2.2; 2.5;2.6;2.8
OOP6.1
SI 1.3;3.2
How has our Teaching Profile improved?
LM1.5;1.6
LM2.4;2.5
QTL3.6;5.1-2; 6.3
External Evaluator
Leadership and
management Review visit
QTL 3.4; 3.6; 4.1-3
PDBW2.2
Are accurate and consistent
judgements being made
across the school?
LM4.2; 4.7;5.1
QTL6.4
OOP 2.1;2.3;6.2
Are all pupils making at least
expected progress or better?
Are all roles being fulfilled fully?
LM1.4;1.7
QTL1.2; 3.1; 4.4-5
PDBW 2.2
OOP2.4; 3.2-3;2.6;4.2-4;5.1; 6.2
Action
SLT share SDP SEF
Staff meeting share
T&L profile, check
PPM understood.
Share M &E schedule
Office update SIMS for
Data update
Monitoring of MTPs, Coverage,
Folders, Learning Walk
Lesson Observations
Agenda FGB out
Book Scutiny
Follow up on outcomes of
visit and update – SDP, SEF
Pupil Progress Meeting
Preparation
Moderation of Maths and
English
Pupil Progress meetings
Structured conversations
Performance Management Mtgs?
Meetings
Chair of
Govern
ors
11/1Feedback M&E schedule
Website / Academic Committee
minutes
12/1 – FGB Agenda prep
13/1 – CIN
22/1 – Prep EE visit 25/1 – EE visit
25/1 – gov mtg 8pm
27/1 – FGB
29/1 – EE follow up
1 /2 - HTPM
Progress follow up from
Meeting
M and E – review evidence
of QTL – look at Summary
Profile
Impact of Jan INSET on T&L -
SDP
Governor Day Preparation
Head
6/1 SIP visit – SDP
and SEF
improvements
Policy meeting with
JSe 8/1
Coaching 7/2
CoG 11/1, 12/1
DSL 13/1
Coaching 14/1
20/1 – volunteer review
25/1 – External advisor visit
26/1 – CH diocese visit
27/1 – FGB
28/1 – mentor mtg
1st feb – CoG mtg –
1/2 – HTPM Review
8/2 – CoGPrep for Gov day
Pupil Progress meetings with
teachers
11/2 – RT PM
PM with teachers ?
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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SLT Feedback M&E, SDP, JA visit, prep
for PG visit - paperwork
Teaching and Learning Profile across the
school
Feedback re Visits – update
schedule etc..
Pupil Progress Preparation
and moderation
Structured conversation feedback
Staff
Staff Meeting:
Setting expectations /
Sharing priorities
Mtt, key dates, timetables,
folders, M&E schedule,
Staff Meetings,
MTT with parents – update
contact details and medical
needs, curriculum update,
expectations, key dates,
attendance
Stunning Start
Prevent Training all staff
Teaching and Learning coaching
session
Co-odinator roles and
responsibilities?
Moderation of Writing / Maths
Moderation of writing done for Y6
EM & MB
How to incorporate more writing
across the curriculum - Writing
staff meeting
Pupil Progress Meetings
TAs Meeting with SL Meeting with SL Meeting with SL
School
Council
Meeting Meeting Meeting
Training
(CPD)
Head Performance Management
SLT
Office Bursar sharing: KS / RT
SEC: SIMS update for pupils
FMS training Day 1 - RT Budget planning training - RT 26/1
Bursar Conference 9-16
4/2-FMS training day 2 RT Performance Management
Co-ordinators Y2 Assessment and reporting
Arrangements – CC
3/2 -English Co-ordinator
conference – GPAS
NQT
TAs EB thrive 6/1 -7/1 (PPG) EB Thrive – 9- 10/2
External
Adviser
Activity Jon Annis in 6/1/16
9-12pm
SENCO review SL Governor services visit
Focus SDP and SEF
EIP / CAVA
group
Activity Inset Day ; Clare Gadsby
– 5 schools 89 staff
EIP English Co-ordinators coaching
at Laughton EIP Maths EIP Maths
Focus
Effective feedback
Deepening learning
Increasing
independence
Developing English Action Plans Mastery Shanghai
Programme
Mastery Shanghai
Programme
External
Evaluator
Activity 25/ 1 -PG visit
SIP visit
Focus
SDP,SEf, M&E schedule, Data
Analysis14-15, progress data,
closing gap analysis, PPG report,
Outcomes 15-16, attendance
data, QofT analysis, RAGed
safeguarding action plan
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
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Meeting and training schedule
Term 4 2016
Week 1
WB 22/2
Week 2
WB 29/2
Week 3
WB 7/3
Week 4
WB 14/3
Week 5
WB 21/3
Assessment WK
Governing
Body
25/2/16 9am Business Committee
Meeting
CoG meeting focus: Preparing for Gov
Day / Stakeholders Surveys
1/3/16: Governors Day
CoG Meeting focus: outcomes of pupils
(progress from T1-T3 and specific
groups of pupils)
10/3/16 Safeguarding Visit JS and LS involved
CoG meeting focus: RAG SDP following
Governors day
17/3/16 – Crisis Management meeting
17/3/16 – Business committee
meeting
CoG Meeting focus: Preparing for
Ofsted
Academic Committee Meeting – CC to
present English Action Plan – where at
and focus on her impact across the
school – real examples of what done
CoG meeting focus: Look ahead – open
day preparation and marketing of school
Head
teacher
FTM – MB / RP / LF
25/3/16 – Ofsted briefing meeting
Teacher Performance Management
FTM – CC / AS
29/2/16 – Keith and Kevin introduction
1/3/16 Governor Day
2/3/16 – SIP visit with HMI
3/3/16 – New to Headship training (Diocese)
4/3/16 – Heads Meeting
Email heads RE office cover and check in with
agency too
FTM – MB / RP / LF
8/3/ 16 Budget planning day with RT
DSL network meeting
10/3/ 16 – Safeguarding review follow up visit
11/3/16 – Coaching with ST
FTM – CC / AS
Assessment Week
14/3/16 – H&S induction
16/3/16 – mobilisation meeting
17/3/16 – Crisis management meeting
18/3/16 - Pupil Progress Meetings
FTM – MB / RP / LF
21/3/16 – budget planning drop in
21/3/16 – Academic committee meeting
22-23/3/16 - Parent consultations
26/3 data collected E Sx
SLT
SATs arrangements for Y2/Y6
Book look: English and LJ writing –
CC to attend
Safeguarding action plan review - Share
feedback from LS / JS visit last week
Look at Gov Checklist – JS
Book Allegations against staff training
Book DSL training for SL
Karate, violin teacher and volunteer check
on Safeguarding policy and when trained
Access arrangements of Assessment Week – adult
support needed especially for Y6:
HR,DR,AJ,JS,EM,SL,SP,LW,NS
Pupil Progress preparation
Reporting to parents – check comments etc…
Deadline for access arrangements for extra
time
Staff /
Teachers /
NQT
25/2 Marvellous Middle
CAVA Subject co-ordinator getting to know
you and your subject specialism – setting
up a file
Getting to know your subject:
Book look
Self audit
2/3 Maths Moderation at St Marys 3/3 Laughton
4-5.30pm Y2 and Y6
Writing an action plan for your subject:
What are the priorities – how do they fit into the SDP
10/3 – equality and diversity talk by E.Sx
Standardization in writing and maths –
creating profiles
16/3 Jane Branson 1.30 – 4.30 Lit
TAs Lunchtimes Article shared 1:1 with SL EB – Thrive Training 15/3 – 16/3
Lunchtime follow up
School
Council
Feedback on Library Operation
How to use the buddy bench
Organising a visit to Parliament
Do children know their targets and how well
they getting on?
Follow up on visit / competition for parliament
What work are they wanting to share at PC
meetings
Fire safety talks
Office Attendance Figures by Yr group T3 –
letters to parents
VSB check:
SCR and action plan update;
Newsletter;
email Y6 parents SATs;
Supply cover needed
Parents evening for Y6 SATs preparation
French trip Follow up
VSB check
Fantastic finish check; supply cover needed
Email for helpers re Y6 andY5 SAts
Order Jacket pots for staff on Gov day and
govs
Supply cover ?
Areas of school needing deep clean:
interruptions for cleaning T5/6
VSB check
Newsletter
SCR check
Supply cover?
Parent consultation preparation
VSB check
Easter service preparation
SCR check
Handover to new staff cover
Supply cover?
Newsletter
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
43
Monitoring and Evaluating Schedule spread and link to SDP
Week 1
WB 22/2
Week 2
WB 29/2
Week 3
WB 7/3
Week 4
WB 14/3
Week 5
WB 21/3
Assessment WK
Gov
body
Safeguarding Monitoring Visit LS & JS
SCR and Safeguarding action plan
PDBW1.1-7
CoG: Stakeholders surveys
Business Committee: 2015 – 2016 budget
Governors Day: British Values
LM6
CoG: Outcomes of pupils
Safeguarding External Evaluator
CoG: RAG SDP
Budget for 2016 -2017
CoG Preparation for Ofsted –
evidence folder check
Academic Committee Meeting:
Co-ordinator presentation -
outcomes of pupils T4
Head teacher
LM1.2 – Learning Walk
LM1.3 – Email updated SDP
LM1.4 – PM of staff
QTL 6.4-9: TA focus with SL
LM 4.6 Staff meeting book look:
SI2.2-3; 3.4
LM 2.6, 2.7 Budget planning day
PDBW 1.1-7 safeguarding review
follow up
OOP 6.1 – school council children can
talk about their targets
Assessment Week
QTL2.6 – feedback H&S
LM2.6, 2.7 Budget drop in with county
LM3.1 – church service
LM3.5, OOP 1.3 – Parent consultations
/ parent view collection
SLT
Book Look: Opportunities for writing
PDBW2.1 – SL playground / 1st Aid / Behaviour
folders
Safeguarding PDBW1.1-7
OOP1-6 – access arrangements for
SATs
PDBW2.9 – PPM prep cross reference
behaviour, attendance and
achievement
OOP2.4, 4.3-7, 5.1-4 – check at PPM
how far off targets
Reflect on PPM OOP4.1, 4.3-7
QTL6.1-9 Impact of interventions / TAs
Staff
LM1.4 – PM of staff
QTL 2.4-5 – Team teaching in Y3/4
LM4.7, LM5.1 – Co-ordinator networking
Staff meeting
QTL 2.4-5 – Team teaching in Y3/4
QTL 3.3 – G&T for Subject co-
ordinators
LM4.3 – Action plan writing staff
meeting
OOP 1.4-9 -Assessment Week
LM1.7, QTL 3.5, 3.7, 4.4-5,
OOP3.1-6 Pupil Progress
Meeting
LM4.7 5.1; OOP1.9 –
standardization meeting
LM3.5 – Parent consultations / parent
view collection
External Adviser
SIP visit with HMI QTL1.3-5 – Y1/2
and Y5/6 focus writing
Safeguarding review follow up
PDBW1.1-7
Health and Safety PDBW2
ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD
SCHOOL IMPROVEMENT PLAN 2015-2016
44
T5 and 6 schedule move Staff training to top – CPD and development: look for slippage SEN staff meeting: start of term 5
INSET days x 2 – Currciulum overview / Target tracker developments for each subject – what dates – training etc…? SDP sharing and writing for 2016-2017 Growth Mindset Slippage
F&M
Recording Learning and Progress at St Mary’s: 12 examples of outstanding practice - cameras / ippads etc..
Vision work: strengths based
Co-ordinator visits to other schools – Ja 15min drop ins with Middle leaders – interview their subject; Sept 2016-17 Subject leaders present their subjects non neg; WAGOLLto staff for SM 1 and 2 of term; then conduct learning
walk
19/4 – 9.30 – 11.30 KS1 teachers - Jane Branson 1.30 – 3.30 KS2
15/6 9-12 Lit co-rodinators
13/4 Reading moderation St Marys or 21/4 laughton Y2 and Y6 4-5.30pm
30/6 data collection E Sx
20/5 deadline for use of scribe