development plan 2017-2018 hool g pre hool

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Striving for excellence

Castlemorton CE Primary School is happy place of learning that aims to ensure that every child receives an excellent education, that pupils are taught by the very best teachers and teaching assistants within a wonderful community and that they truly become successful learners, confident individuals and responsible citizens.

1 Thessalonians 5 - Test all things; hold fast to that which is good. Strengths:

Integrity, openness and honesty Continually striving for improvement. Creative and inspiring new team of teachers

Family ethos and supportive learning community

Knowledge of the pupils as individuals and assessments linked to that knowledge

Creative curriculum which is value centred around the Castlemorton Cs and includes opportunities for child driven learning

Vast array of learning opportunities

Good personal, spiritual, moral, social and cultural development

Gambia and international links, forest school, sporting activities, visits, events…

School vision /aims/ethos statement

School gains Ofsted grading of at least GOOD Achievement and progress standards continue to improve across all subjects Castlemorton Curriculum is rich and relevant and builds on a strong values foundation Pupils take pride in themselves and their work. They are successful, responsible and confident individuals. Teaching is consistently good or outstanding Number on roll is secure SMSC is a strength Good/outstanding in SIAMS

Gaining an GOOD Ofsted Grade

Priority areas for development

Improve teaching to strengthen pupils’ progress, particularly in mathematics, by:

ensuring greater consistency in the quality of teaching across the school

more carefully matching the challenge provided in learning tasks to the needs of individual pupils

fully embedding the use of the new teaching scheme used for teaching mathematics extending opportunities for pupils to explain their reasoning behind how they approach solving problems

making sure that mathematical skills are used more effectively in a wider range of other subjects.

Strengthen the impact leaders are having on improving pupils’ achievement by:

more effectively using the coaching skills of stronger teachers to support those who are weaker

using the latest school performance information more effectively to drive improvement

more robustly monitoring pupils’ progress to hold teachers more fully to account for the impact their teaching has on learning

building upon the success of initiatives introduced in the early years and Year 1

In Mathematics: - Standards in mathematics still remain an area for development - Progress data has improved

Measure that have been taken: - Quality of teaching across the school has improved with some new teachers in place

and with increased monitoring and support - More evidence of work that matches pupils needs and provides challenge for all - Inspire Maths/ White Rose Maths and Numicon provide a foundation for the maths

mastery curriculum - There is more evidence of maths across the curriculum - Coaching sessions have provided effective support - School Performance Data is used with more precision to support improvement - Pupil Progress is used more robustly to hold teachers to account - Good practice has been shared and successful initiatives built upon.

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Overarching Aims

Overarching Aims

Aim Activities Resources/Training Progress Indicator Monitoring

1.Meet cohort target for EXP:GDS

Rigorous and continuous drive towards ARE Monitoring to ensure cohort Profile being met SPTO used in a comprehensive way by all staff including NC and OATS Targeted support for catch up/PP and intervention- provided by a teacher/TAs- added to SPTO

SATs plans are in place Vulnerable group file updated to include group ‘on track for ARE but in need of intervention’ and also ‘working towards’ group.

Staff meeting time Planning time Allocation of staff to support intervention

Cohort Profiles met or exceeded (SEND indicators considered) – on track at Half term data drop and end of year. Data groups:

Secure ARE

On track for ARE

Working towards ARE

Secure GD

On track GD

Monitoring Plan followed and measurable and time lines met. SENDco- monitoring support programmes and SEND performance including vulnerable groups Governors monitoring assessments made and overall performance-checking against cohort profiles and monitoring vulnerable groups Govs to act as independent observers- SATS

2.Pupils make good progress towards meeting or exceeding ARE Indicators are positive

3.Most able learners (Fast Graspers) achieve levels of greater depth

SPTO used to monitor GD Intervention targets GD group Differentiation- doing the same things differently and at greater depth rather than different concepts FFT 20 data used to drive standards towards greater depth

FFT reviews Staff monitoring meetings

Pupils feel level of challenge matches ability and feel stretched with no gaps- evidence gathered from pupil conversations Data matches FFT predications and cohort profiles match expected outcomes at half term and end of year drops.

Monitoring plan followed and key indicators met: - Book scrutinies show evidence of challenge including

reasoning and rich and sophisticated problem solving - Lesson observations show that ‘fast graspers’ are

working at greater depth - Pupil’s clearly express that the level of challenge

matches ability

Year 3/4 monitoring has an impact and maths teaching is good

4.All pupils are set challenging goals and make good progress towards meeting or exceeding these

Clear sequence of learning for all pupils including differentiated learning opportunities to allow all pupils to achieve mastery and work at greater depth where appropriate Learning Objectives (LO) and Success Criteria (SC) are used as goals within lessons ITAFS for years 1,3,4,5 used Feedback and marking has an positive impact on progress Children act on feedback and know what they are learning and what their goals are. Quality resources are planned for and purchased Assessments are accurate and are used well in planning next steps for learning, including targeted support and challenge

Mastery Project with GLOW Hub

Learning in lessons and books demonstrates challenge for all. Feedback and marking is acted upon and there is evidence of progress. Assessments are accurate and show good progress from starting points Children know what they are learning and can articulate it well.

Rigorous plan for lesson observations- part of monitoring plan Cohort target profiles are being met Progress indicators are good on SPTO with OATS data used to demonstrate finer detail Book scrutinies show evidence of challenge and progress. Feedback has been acted upon. Pupils know they are making progress; they know why and when asked know how to continue to improve- evidence gathered from pupil conversations Weekly teaching and learning monitoring discussion

5. The curriculum remains broad and balanced and standards in Non- core subjects match R, W, and M

SPTO used more comprehensively for core and non-core subjects Standards match across subjects Topic maps are comprehensive and successfully build on core skills 2 yearly cu map provides rich and relevant curriculum that builds on values

New staff member- induction Resources review Topic maps in place

SPTO data drops at end of each term demonstrate standards match Non- core work scrutinies match Topic maps/2 year plan reflect rich and relevant cu

SPTO data drops monitored and staff held to account Topic maps on website and given to children and parents 2 yearly plan updated and reviewed

1. Each cohort meets

targets set for ARE (EXP): GDS

3. ‘Fast graspers’ achieve levels of greater depth

in learning

4. All pupils are set challenging

goals and make good progress towards meeting

or exceeding these

5. The curriculum remains broad and balanced and

standards in non-core subjects match R, W, and M

2. Pupils make good progress

towards meeting or exceeding ARE

Indicators are Positive

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Monitoring of overarching aims

Analysis of data- meet/exceed-ARE

(EXP):GDS Report to Govs

Govs confident of assessment accuracy

Review of standards and progress of higher

achievers JA/GOV– pupil discussion

Lesson obs Book scrutinies- progress

Pupil discussion Progress analysis Report to Govs

Overall review of curriculum – book scrutinies and topic

planning Pupil discussion- JA/Gov

Standards analysis linked to SPTO where appropriate

Analysis of data of progress from starting

points Report to Govs.

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1. Meet cohort target

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3. ‘Fast Graspers’

achieve levels of greater depth in

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4. All pupils are set

challenging goals and make good progress towards meeting or

exceeding these

5. The curriculum remains broad and balanced and

standards in non-core subjects match R, W, and

M

2. Pupils make good progress towards

meeting or exceeding ARE

Indicators are positive

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School Development plan Priorities 2017 -18

Aim: to move from Requires Improvement to Good Ofsted Grade

Priority What the priority involves: Lead

Focused Priority 1

To continue to develop and improve the attainment and progress of pupils in mathematics: especially middle achieving groups. Work as part of the Mastery Group and embed initiatives to develop expertise and practice.

JA SS

Focused Priority 2

Continue to refine the use of the monitoring and tracking systems: so that they are as effective as possible in ensuring all pupils’ progress is further accelerated.

JA AS (SENco)

Focused Priority 3

To ensure the quality of teaching is consistently good through rigorous monitoring, training and support. JA

Focused Priority 4

To refine the culture within school so that expectations and aspirations are as high as possible in school and at home, so that All pupils complete homework tasks, practice key skills and come prepared for school. Attendance/punctuality improves Pupils build resilience, are aspirational and strive to be the best they can be.

JA Teaching staff

Focused Priority 5

To improve spelling across the school. JA KC

Focused Priority 6

To increase numbers on roll. JA Staff/Govs

Secondary priorities that are addressed effectively but require maintenance

Maintenance Priority 1

To ensure that comprehension skills in reading remain as highly developed as phonemic knowledge. JA/KC


To ensure that non-core subjects are developed with rigour. Tracking system to be used to monitor attainment and progress. SC/SA


To maintain high presentation standards, including consistent cursive script, across all subjects JA/Staff

Tertiary developments in response to national and regional priorities

Item 1 Sports premium to provide outstanding opportunities and provision in PE. Review of curriculum to take place in response to new initiatives. Aim to achieve Sports Mark Gold again.

JA SS/SB

Item 2 To make a smooth transition into academy status JA Key Govs

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Aims linked to areas of learning

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Focused Priority: Improve standards in spelling across

school

Reading comprehension

skills are as secure as phonemic knowledge

Maintain impact and consistency of

cursive handwriting

Focused Priority: Raise standards and progress in maths-

especially for middle achievers

Focused Priority Embed initiatives and continue to develop

expertise and practice

Focused Priority Embed mastery

approach as part of GLOW Hub group

Focused Priority Attendance is

above 96%

Provide outstanding sporting outcomes Gain Sports Mark

Gold again

Focused Priority Increase number

on roll

Smooth transition to academy status

Focused Priority Continue to refine the use of assessment and tracking systems

so that pupil progress is accelerated. Non-core subjects monitored with

rigour SPTO used to assess and track

attainment and progress

Focused Priority Teaching is at least

good. Staff strive to improve CPD remains at a high

level Rigorous monitoring

Focused Priority

Expectations are high Pupils are aspirational

Higher expectations are seen in

homework/presentation/ pride

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Aims linked to areas of learning Maths

Raise standards and progress, especially for middle achievers

Middle achievers identified as a specific target group- parents informed Inspire/WRM and Numicon provide foundation for maths curriculum My maths purchased to support maths in school and at home Maths focused learning weeks planned SPTO used rigorously. OATS tracking comprehensive. Data drops each half term. Staff support each other to develop expertise and skills- coaching sessions part of development practice Training supports development so that all staff feel secure in delivering the programme Planning grids reviewed to match sequential learning, linking Inspire and WRM Rigorous monitor especially with members of staff with targeted areas for improvement Maths curriculum meeting for parents Clubs make use of teacher expertise and target individual pupils for extra T and L Subject leaders drive up standards and accelerate progress for all pupils. Rigorous monitoring in place. Subject leaders make links with other schools and networks to develop their subject. Subject leaders feel confident to lead their subject effectively Termly reports to Govs

INSET- sequences of learning – planning for mastery Resources Parents meeting

Progress indicators are good. Data drops at half term and end of year match cohort profiles. Pupils (especially those identified as middle achievers) are more confident, independent, motivated and successful in mathematics.- evidence from pupil conversations PP/SEND/target groups monitored carefully- resources matched appropriately, data sets at half term and end of year drops show at least on track to meet expected targets Progression in mathematics is clear and consistent across the school Staff innovate with the Inspire Maths Scheme and WRM to ensure effective and consistently good teaching and learning takes place- planning scrutiny and lesson observations demonstrate progress in lessons and overtime. Termly report to Cu Com demonstrates progress including vulnerable groups– cohort profiles used as means to measure data drops effectively Plans in place and resources purchased for new academic year Subject files in place and monitored Quality resources in place Learning walks, lesson observations and book scrutinies show evidence of progress and development

Monitoring plan followed rigorously pupil discussion Termly report to Cu Com PP/SEND Gov report to FGB

Embed mastery approach

Maths teaching and learning is consistently good and follows and mastery approach. Standards are raised using this approach Networking partnerships are created Staff expertise and practice is developed New initiatives and ideas and incorporated into teaching All pupils are provided with challenge and support as necessary Work is of a high standard and well matched to pupil needs.

INSET-Planning clear sequences of learning and planning for mastery

Maths teaching and learning moves forward as a result of being part of networking group. Training takes place, new initiatives reflected and acted upon. Consistent approach adopted across school. Monitoring demonstrates progress for all groups of learners. (Lesson Obs, book scrutinies, T and L discussions, moderation tasks…) Data drops at half term and end of year match expected outcomes on cohort profiling. Termly report to Cu Com

Termly report to Cu Com Test monitoring (GOV)

Embed initiatives and continue to develop expertise and practice

Monitoring plan in place with termly reports to Governors. Gov Monitoring also included. Maths skills embedded across non-core subjects KIRF skills continue to improve- My maths and allocated time within timetable to support. Summative assessments in place to measure KIRF progress. Underpinning themes of INSPIRE continue to support the raising of standards- CPA/variation theory/ Bar modelling- appropriate training and resources in place Fluency, reasoning and problem solving continue to be developed through INSPIRE/WRM and Numicon Pupils are well prepared for assessments and tests

INSET- planning

Monitoring is rigorous and leads to improved pupil outcomes it also demonstrate evidence of pupils applying skills across the curriculum. Summative assessments show pupil’s increased ability with KIRFs Work book evidence is consistent- shows LO/SC, Fluency practice, reasoning and problem solving examples of a high standard. Pupils are well prepared for tests- feel prepared and ready for tests- evidence gathered from pupil conversations SATS administration plans in place to ensure high standards are maintained. Termly report to Cu Com

Monitoring Termly report to Cu Com

Literacy

Aim Activities Resources/Training Progress Indicator Monitoring

Improve standards in spelling across school

Implement No Nonsense Spelling Programme across school Time allocated within the timetable – specifically targeting spelling Spelling homework given to all pupils years 1-6 Parents given feedback from internal testing and progress in spelling

No Nonsense spelling Staff meetings TA meetings Talk for Writing- extra

Test scores improve- a greater % of pupils achieve 15/20 or more marks on KS2 spelling test Data analysis of spelling criteria shows that more pupils are achieving ARE and progress indicators are good through OATs

JA/KC MM- Lit Gov Monitoring

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Spelling expectations maintained across all subjects Spelling addressed in literacy/writing lessons and expectations high set Pie Corbett – Talk for Writing used to support blue print for high quality written work. TA training takes place to support intervention Subject leaders drive up standards and accelerate progress for all pupils. Rigorous monitoring in place. Subject leaders make links with other schools and networks to develop their subject. Subject leaders feel confident to lead their subject effectively Termly reports to Govs

copies needed

Lesson monitoring and book scrutinies demonstrate improved spelling approaches/accuracy and confidence. Science and topic work also demonstrates improved spelling Parent feedback is positive- parents’ forum Writing standards remain high and improved spelling abilities supports improvement- half termly data drops demonstrate this. Subject files in place and monitored Quality resources in place Learning walks, lesson observations and book scrutinies show evidence of progress and development

plan

Reading comprehension skills are as secure as phonemic knowledge

Guided reading strategies continue to be used effectively to develop comprehension skills Comprehension skill development embedded in quality literacy lessons Home reading monitored with rigour -Planners used more effectively Year group reading lists available and checklists in place Resource review- continually updating resources, especially comprehension resources TA training to support intervention Half termly data drops monitored with rigour. Specific objectives linked to reading comprehension monitored through OATS. Lesson observations by literacy coordinator and SLT support raising of standards- developing good practice and addressing areas of weakness Jishobiki/dictionary work supports vocabulary development

Comprehension intervention training

Good progress is made in reading- Half term and end of year drops match cohort profiles. Target groups monitored carefully- PP/SEND/ Progress/Focus- all show on track to meet cohort profile data and comprehension skills have improved Pupils talk confidently in discussion about reading and know how to improve. They talk about the class reading list. Resource review takes place – comprehension materials and spelling going forward Lesson observations take place and demonstrate improvements- actioned and dated Moderation and standardisation tasks take place and demonstrate that teachers are accurate in their judgements. PP/SEND/EYFS Gov monitoring- report to FGB

JA/KC MM- Lit Gov Monitoring plan

Maintain impact and consistency of cursive handwriting

Cursive handwriting expectations are consistently applied across school Books evidence demonstrates pride in presentation Staff model handwriting style effectively- TA training Parents provided with information and updates with handwriting and encouraged to support their child at home Join it and letter join used to support style across school and at home

Increased focus Staff expectations revisited

Evidence of improvement in books in Literacy and across the cu, in classrooms and in pupil discussion, including for left handed writers. Handwriting is modelled well by staff and classroom display supports quality writing. Parents report positive feedback at parents’’ forum Report to Cu Com demonstrates improvements

JA/KC MM- Lit Gov

Teaching, curriculum and assessment Continue to refine the use of assessment and tracking systems so that pupil progress is accelerated. Non-core subjects monitored with rigour SPTO used to assess and track attainment and progress

SPTO used comprehensively to track against National Curriculum Learning Objectives OATS used to drill down on progress measures Moderation/standardisation tasks take place internally and externally- bring new staff on board FFT/ASP supports assessment practices Staff and Governors provided with information and training (Paul Charman) Analysis and evaluation is detailed and supports improvements Children are targeted for intervention to accelerate progress Staff know pupils well and this is reflected in rich and well matched learning experiences Staff keep abreast of expectations and raise standards SLT/subject leader monitoring is rigorous Gov monitoring- PP/EYFS/SEND/Chair report to FGB Staff know the data sets well- PP, SEN, target groups, and close the gap for these pupils.

Staff meeting moderation/ standardisation tasks SPTO/FFT/ASP training

SPTO used effectively by all staff- R, W, M, Science and for other non-core subjects. Half termly data drops for CORE and termly for non-core subjects demonstrate progress at an expected level or above. Assessments are secure and there is evidence of validity and reliability from internal and external moderation and standardisation tasks Governors are confident that assessments are valid and reliable. Training is successful and leaves staff and Governors confident with using SPTO and FFT Assessment policy is consistently followed Staff use formative assessments well to plan next steps in learning. Summative assessments are used well to inform planning and to keep track of standards and progress. OAT (Objective Analysis Tool) on SPTO used to monitor progress against objectives. Reports provided to Cu Com- Subject leaders and SLT Gov monitoring – PP/SEND/Chair report to FGB

Monitoring plan followed rigorously Governor monitoring Views from Parents Forum

Teaching is at least good. Staff strive to improve CPD remains at a high

Rigorous monitoring plan in place Staff strive to improve. Rigorous performance management processes support and challenge to ensure improvements are made and have sustaining impact – PM reviews take

PM reviews CPD Sharing practice- visits,

Monitoring plan rigorously followed and increased monitoring demonstrates improvements in work sampling, data sets and lesson observations.

Monitoring- increased amount

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level Monitoring increases

place Additional monitoring and coaching for staff with areas for development is given high priority. Improvements are made and sustained. CPD supports SDP and reflects personal development so that school secures GOOD or better Ofsted judgements Visit to other schools are encouraged and best practice is shared and has an impact on teaching and learning Cluster partnerships support sharing of best practice Learning objectives and success criteria are made clear and pupils are aware that these are learning targets. Learning moves forward rapidly in lessons and overtime and leads to raised standards and good or better progress Pupils talk about their learning well; they clearly articulate what they are learning, why and how to improve On display in classrooms/books Monitoring – lesson observations, book scrutiny, pupil discussions. Subject leaders drive up standards and accelerate progress for all pupils. Rigorous monitoring in place.

partnerships PM reviews take place SEND/PP/LA/HA and target groups monitored There is a clear and shared pedagogical vision, ethos and direction that all staff contribute to and understand CPD has a positive impact on teaching and learning and builds skills and confidence in staff – evidence seen in lesson obs. and books Staff share best practice and it has a positive impact on teaching and learning Children talk confidently about their learning. They know what they are learning, why and how to improve- evidence gathered in pupil conversations LOs and SCs as targets have a positive impact on learning outcomes- seen in data, books and lessons etc. through monitoring Data drops at half term and end of year match cohort profile targets

Governor monitoring

Expectations are high Pupils are aspirational Higher expectations are seen in homework/presentation/ pride

Expectations are high in all areas- staff conduct, H and S systems, Safeguarding systems – SLT to monitor Adults model expectations across the school- SLT monitor through observations, pupil discussion and parental feedback High expectations set for behaviour/homework/presentation …- policies consistently followed. Uniform expectations set and parents supported where necessary Adopt Compass for life model across school- An effective implementation plan is produced Staff use strategy to drive school improvement Parents’ Forum provides a consistent platform for discussion End of year 6 Governor discussion takes place – are children leaving Castlemorton with good skills and high expectations?

Staff meetings Parents’’ Forums Cu evening plans

Adults model high expectations at all times- feedback from stakeholders is positive Pupils wear correct uniform, look smart and take pride in representing school Responsibility groups check pupils’ pride in uniform Behaviour/Homework/presentation policies is reviewed and consistently followed CM (Foundation Gov) monitors Worship/assemblies Compass for life strategy provides a positive focus for school improvement End of year 6 Governor discussion takes place- there is a positive response from the children.

JA/SLT CM- Foundation GOV

Other Attendance is above 96% Rigorously monitor absence

Inform parents of drive towards raising attendance figures- newsletters/website 90% used as trigger line for informing parents about concerns Target unauthorised absence due to holidays Promote high levels of attendance- praise/reward systems Create parental booklet to support high levels of attendance

Parental booklet Monitoring time JA/SR

Attendance is above 90% Fewer children have unauthorised absence because of holiday Expectations are raised and the school community work together to promote high attendance levels.

JA Allocated GOV

Increase number on roll

Continue to engage parents in a variety of ways and keep communication and information avenues effective Website promotes school and updated regularly Parents feel that they can approach school with their concerns and that they are listened to Staff continue to explore options to engage with all parents as effectively as possible Disseminate prospectuses widely Events promote the school –Bingo, BBQ, Bell boating, Working party day… Social media explored as a tool- safeguarding standards remain high Continue to enhance practice across early years- pre-school/reception to improve outcomes for pupils and aim for outstanding Ofsted grades. Keep numbers in pre-school high by offering full time provision (See separate Pre-school plan)

Parents’ Forum Cu evenings Questionnaires Prospectus Social media Word of mouth

Pupils making good progress from starting points – data drops for half term and end of year match cohort profile Positive feedback from parents and via Parents’ Forum is positive/constructive Positive reports seen in press and events are successful. Website meets statutory requirements and is updated regularly Social media is explored and decisions made in the best way possible Effective practice shared and provision is good or better Leaning journeys document progress alongside 2 simple program Pre-school numbers are good School is well organised and attracts positive comments from visitors

JA ALL STAFF ALL GOVs

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Provide outstanding sporting outcomes Gain Sports Mark Gold again

Sport Development Plan updated and followed rigorously. SB continues to develop sport in school Participation is monitored and specific pupils targeted. Continue to provide a range of quality sporting opportunities for all Continue to promote and develop Cluster Links Staff to develop skills through CPD

Sport meetings Staff meetings Links with providers CPD

Sports’ Mark Gold achieved Sport meetings attended and information acted upon Participation is high Impact of sports funding is evaluated and acted upon.

JA JJ SB


Due diligence checks are planned and take place. Any barriers are planned and prepared for so that they are overcome.

Due diligence Staff meetings Admin meetings

All due diligence checks are completed successfully Timelines are created and adhered to Barriers are overcome and school becomes an academy in Autumn Term

JA FGB

Monitoring Schedule for Maths Monitoring Schedule for Literacy

Termly Lit Coord Report to Cu Com to include: Progress updates on the 3 strands for improvement. Observations from learning walks, book scrutinies, pupil discussion and lessons observations will demonstrate impact on learning and teaching. Plus details of training and the standards being met at termly intervals. Progress for targeted groups including PP/SEND/Left handed writers will also be reported.

Monitoring Schedule for Teaching, Curriculum and Assessment

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Improve standards in spelling across school

Maintain impact and consistency of cursive handwriting

Reading comprehension skills are as secure as phonemic knowledge

Report to Cu Com /Gov Monitoring

Moderation tasks Data analysis- cohorts

meet or exceed ARE/Above profile

Target group analysis

Staff/Pupil/Parental Feedback

Report to Cu Com /Gov Monitoring Lesson obs

Target group monitoring Learning walk

Standards and progress check


Pupil discussion /hearing reading

monitoring End of year data

analysis- cohorts meet or exceed ARE/Above

profile Target group analysis

Raise standards and progress, especially for

middle achievers

Embed initiatives and continue to develop expertise and practice

. Embed mastery approach


Data analysis- cohorts meeting/exceeding ARE/Above profile

Progress checks Review of practice

Report to Cu Com /Gov Monitoring Monitoring



Impact of mastery support group-

feedback Monitoring


Focused Priority Continue to refine the use of assessment and tracking systems

so that pupil progress is accelerated. Non-core subjects monitored with

rigour SPTO used to assess and track

attainment and progress

Focused Priority Teaching is at least

good. Staff strive to improve CPD remains at a high

level Rigorous monitoring

Focused Priority

Expectations are high Pupils are aspirational

Higher expectations are seen in

homework/presentation/ pride

Monitoring Staff/pupil/parental

feedback Monitoring by Govs

Rigorous monitoring Data checks CPD checks

Staff disucssion Monitoring- Cu Com/FGB

Moderation tasks Data checks

Reports in SPTO Parent feedback from Parents’ Forum

Pupil discussion Monitoring- FGB

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Monitoring Schedule for Other

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Attendance is above 96%


Increase number on roll

Provide outstanding sporting outcomes

Gain Sports Mark Gold again

Attendance data analysis Monitoring- JA/SR GOV monitoring

Use sports’ mark checklist to measure progress

Monitor provision and standards

Due diligence preparation in place

Next steps established Report to FGB

Monitoring Staff/pupil/parental

feedback

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Overall Effectiveness

Striving for Outstanding- Everyone involved, everyone responsible -Aim at next OFSTED - School is graded GOOD with outstanding features

SMSC- to achieve very good/outstanding judgements SIAS – To achieve good/outstanding judgements School Management Systems- Asset management, premises, finances, health and safety, safeguarding

Activity Resources/ Training

Progress Indicator Monitoring

MAT

Due Diligence checks take place and meet the required standard Plans in place for October conversion Head teacher meetings tale place and networking supports positive outcomes

Time - meetings Due diligence checks take place and meet required standard

Networking supports positive outcomes

Chair of Gov (GP) HT Govs and staff

School Management systems are effective Finance- Budget set and approved Staffing- Staffing levels are good and recruitment practices are of the highest standard. Temporary teacher appointed TA recruited for VC New staff members receive induction and are given an allocated member of staff to support (AS-KC) Safeguarding- annual reports, training, updates completed. Premises including H and S- Asset management plan is updated for 2017-2020 Work completed as required, H and S check completed.

Finance courses Health and safety training/checks Training updates

SR/JA report to Finance Com. Chair (AW) monitors.

JA report to Staffing Com. Chair (AW) monitors, increased training completed

JA reports to Gov body on safeguarding- standard agenda item. Gov (GP) monitors.

JA reports to Premises Com. Chair (JJ) monitors.

HT/ Govs- appointed Govs

Funding streams: PP Sport Higher level Needs

Use PP to close the gap for these pupils To plan and review impact of PP Use Sport funding to develop and enrich opportunities for all. To plan and review impact of Sport Funding To plan and review higher level need provision

PP report- annually presented to Govs.

PP Gov monitors provision and impact

Sport Fund report- presented annually to Govs

JA/SB monitor sport- Gold mark achieved

Gov- HW/JJ monitoring JA Subject leader monitoring

SMSC/developing British values School continues to embed very good/outstanding practice for SMSC and developing British Values British values section added to topic planning International links support diversity and cultural values

SMSC is graded very good/outstanding

Children can talk about British Values and have an age appropriate understanding of how to uphold them- included on planning

HT/Gov monitoring Responsibility group monitoring

SIAMS (See more comprehensive SEF) -Embed formal systems for governors to monitor the impact of Christian distinctiveness, worship and religious education (RE) and ensure such monitoring leads to improvement -Extend learners’ role in planning, leading and evaluating acts of collective worship in order to increase the school’s understanding of spirituality and enhance learners’ spiritual development -Review policies so that they consistently refer to the school’s Christian vision and values

Foundation Governors carry out termly monitoring Children involved in planning and leading worship begin to evaluate and review sessions Shared understanding of spirituality- use John Cox to support and develop clarity amongst children, staff and governors New Syllabus impacts positively on outcomes – end of ear review

Govs meetings/training/visits Church School SLA TED training

Children evaluate their worship sessions

Staff and Govs have a clear understanding of spirituality and staff know how to bring it into teaching and learning. Training takes place.

Foundation governors monitor worship/assemblies/RE/ethos/values

Policies all refer to Christian ethos and vision.

SEF is completed and all aspects are considered good or better.

End of year review of using the Worcestershire RE syllabus demonstrates positive impact on RE outcomes-lessons learnt taken forward to next academic year. 2 year cycle reviewed.

HT monitoring RE Coord leading values group – monitoring Foundation Govs- monitoring

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Monitoring Schedule for overall effectiveness

Pre-school

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MAT options Funding Streams SMSC and British Values

SIAMS Management systems

Meetings attended FGB follow action plan after decision is made

Analysis of impact Monitoring- JJ and

HW

Woven thread in all we do

JA monitoring and feedback to FGB

Responsibility group discussion

Children evaluate worship

Foundation Gov. Monitoring

Discussion with stakeholders about

spirituality. Evidence of clear understanding.

Monitoring checks carried out by

appointed Govs Reports to

Committees

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Success Criteria: SEE PRE-SCHOOL ACTION PLAN OFSTED areas for development addressed - Good to outstanding grades achieved Monitoring by EYFS Coord, EYFS Gov and HT

OFSTED areas for development build on partnerships with other settings that children attend to fully complement children's care and learning experiences

look more closely at the impact of the good teaching and use this information to further raise standards and help children achieve at the highest possible level.

Evidence against targets

Document produced to enable written communication between settings

Visits to other settings made and networks created

Discussion about learning in other settings included in meetings with parents

Developing self-reflective skills

EYFS Coord and Pre-school supervisor working closely together

Good support and challenge from EYFS Gov

CPD plans in place

Visits to settings considered Outstanding

PM in place – rigorous and embedded

Regular session observations focusing on impact of good teaching

Assessment procedures reviewed

Next steps

- Action plan created by KR and JM - Visits to other settings continue - Clear measures of impact produced – JA to

monitor - Evidence of standards being raised in place-

learning journeys, parental views, provision, assessments- JA to monitor

- Moderation – internal and external takes place

- CPD plan and training has impact – JA to monitor

Outcomes

development plan 2017-2018 hool g pre hool

Documents