Netherton J&I School Post Ofsted action plan

June 2015 – July 2016

Headteacher: Georgina Haley Deputy Headteacher: Andrea Rosamond

Ofsted Category: Requires Improvement Date of last inspection: 15 – 16 January 2015

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The School’s Priorities for Improvement: Priority 1: Improve the quality of teaching so pupils’ progress increases by ensuring that teachers:

Plan work that challenges all pupils appropriately, particularly the most able

Have higher expectations of what pupils can achieve in each lesson and encourage pupils to work productively at all times

Deploy teaching assistants to maximum effect in all lessons to increase the progress for more pupils

Mark work in sufficient detail in all subjects so pupils understand what they have to do to improve their work and that pupils respond to this guidance in subsequent work

Priority 2: Strengthen leadership and management by ensuring:

All leaders, including subject leaders and middle leaders monitor the quality of teaching rigorously to make sure all pupils make good progress

Senior leaders, including governors, check that all staff follow school policies consistently to improve their practice

Parents have all the information they need regarding their child’s progress and are kept fully informed about school developments

Actions taken to make improvements are swift and effective in raising pupils’ achievement in all subjects Priority 3: Do more to promote pupils’ awareness and understanding of the diverse faiths and communities in modern Britain today

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Priority 1: Improve the quality of teaching so pupils’ progress increases by ensuring that teachers:

Plan work that challenges all pupils appropriately, particularly the most able

Have higher expectations of what pupils can achieve in each lesson and encourage pupils to work productively at all times

Deploy teaching assistants to maximum effect in all lessons to increase the progress for more pupils

Mark work in sufficient detail in all subjects so pupils understand what they have to do to improve their work and that pupils respond to this guidance in subsequent work

Success Criteria:

A range of monitoring evidence indicates that the majority of children are challenged and making good or better progress. Children identified as not making sufficient progress are identified through robust assessments and pupil progress meetings and are support through targeted intervention.

Monitoring indicates that the more able are making good or better progress and are sufficiently challenged.

Teaching assistants are used to maximum effect in lessons and have an impact upon pupil progress

Effective marking allows children to know the progress they have made and identifies next steps which pupils respond to consistently.

Developments in the teaching of writing ensure improvement in the presentation, spelling and quality of pupils’ work

Area For Improvement

Actions Who Resources

Monitoring Milestone 1 Milestone 2 Milestone 3

1a) Plan work that challenges all pupils appropriately, particularly the most able

Review staffing structure across school including the deployment of TAs

HT,DHT & SLT Governors involved with recruitment.

Recruitment advertising costs. Increased costs to staffing budget.

Report to Governing body on staffing structure changes. Report to resources committee on staffing budget position.

By July 15 Recruitment of new staff and redeployment of some existing permanent staff for September. New staffing structure in place for September 15 Re-organisation of TAs and individual meetings held with staff.

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Ensure teachers have a full understanding of assessment data against Age Related Expectations, and make accurate assessments

HT, assessment leader and SLT

Staff training time SLT monitoring time. Assessment lead non-contact time.

Target tracker information, year group data files, pupil progress meetings, book scrutiny.

By July 15 Existing permanent staff have received target tracker updates training by assessment lead. Monitoring plan in place and shared with staff at Inset day in July. Monitoring plan includes moderation staff meetings. New staff invited to attend assessment training and moderation meetings June- July 2015. (This includes AHT) By 1

st Sept 15

assessment leader to have shared assessment handbook with staff detailing assessment schedule for the year, key dates for entering assessment data onto target tracker and pupil progress meeting dates for the year.

By Dec 15 Any remaining staff requiring data training including NQT’s completed. Target setting meetings and pupil progress meetings provide accurate assessments of attainment and progress which is supported by work in pupils’ books. *Staff in Y4 will require target tracker updates (new job share arrangement one returning member of staff from MAT leave and one new member of staff, both will require training)*

By March 16 Staff are confident at making assessment judgements and provide accurate assessments and evidence at pupil progress meetings. This includes support staff. By July 16 Monitoring evidence and teaching profiles indicate that all staff can make accurate judgements against age related expectations. Transition data for hand over to next year group is sound.

Ensure that transition information is clear and concise and informs teachers across school of gaps in learning so that no learning time is lost

HT, assessment leader, SLT and class teachers

Allocated time during Inset day in July.

Assessment leader reports

By July 15 final pupil progress meetings taken place to inform receiving staff of starting points for September. Transition meetings held for each year group during July INSET day. Any gaps in learning

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identified.

Continue a programme of robust pupil progress meetings involving assessment leader, class teachers and TAs so that targets for pupils are fully understood and accountability against achieving targets is in place.

HT, assessment leader

Release time for assessment leader, CT, and TAs

Regular pupil progress updates to standards committee/ governing body SIA reports to HT HT progress updates to HMI AB.

By July 15 a schedule of half termly pupil progress meetings drawn up and shared with staff.

By Dec progress data indicates that: children are on track to achieve end of year targets.

By July 16, targets for pupil progress and attainment are achieved in all year groups. See target file.

Ensure that evidence acquired through routine and regular monitoring identifies where improvement in provision is required, with bespoke support and CPD in place through school to school link and SIA, with a particular focus on accelerating progress across key stage 2 in writing and maths

HT, DHT, SLT & SIA

CPD costs SLT monitoring time.

HT & SLT Monitoring in line with termly monitoring schedules. Updates for GB through HT reports and reports to Committee meetings. SIA notes of visit

By October 15 new staff induction and support identifies any CPD requirements. NQTs supported through LA CPD courses in addition to in house CPD provided in line with SDP and their personal targets Performance management completed by October 31

st and

identifies CPD and support needed. SG to complete training on mastery in maths – 1

st

September INSET day.

By Dec 15 CPD plan fully in place and training record of CPD fully in place. Evidence of impact of training is seen through improved provision.

By March 16 evidence of CPD impacting on pupil outcomes through evidence provided by monitoring of SLT, SIA and Governors. By July 2016, provision is judged to be securely good in all year groups

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Writing developments in response to data analysis with a particular focus on raising attainment particularly the most able.

Review writing long, medium and short term planning

HT, Literacy lead, SLT & SIA

Focus education teaching writing through a text based approach. Grammar games.

Report to GB on plans for securing improvement in writing

By July 15 HT, SLT and SIA agree an approach to the teaching of writing By July guidance for teaching writing has been purchased from Focus Education, which should support all staff, particularly new staff in using a text based approach to teach writing. This will be distributed to all staff on INSET day in July.

By September SLT monitoring indicates a clear teaching sequence for writing evident in all year groups. By October lesson observations, learning walks and moderation of children’s work shows a text based approach to writing, and good productivity

By November SLT and Governor writing scrutiny shows evidence of good provision in writing, with good presentation and pupils clearly working towards ARE, with appropriate feedback to pupils

To review and update the literacy policy to ensure that it is high quality and reflects new initiatives in writing and spelling which will support pupils in making faster progress.

Literacy lead

New literacy policy.

Policy to be approved by GB. SIA support and monitoring. HT, DHT, Lit lead and SLT monitoring that policy is being followed through drop in observations, planning scrutiny, lesson observations.

By October 15 review existing policy & update. By end of October share policy with staff and take to standards and pupils committee of GB.

By Nov 15 writing scrutiny/and drop in observations shows evidence of teachers following the literacy policy. By Nov 15 GB writing monitoring shows that staff are following the literacy policy.

By March teachers and TAs are consistently following the literacy policy. New initiatives are having an impact on pupil progress – writing assessments indicate that the vast majority of pupils are on track to meet end of year targets in writing

Improve standards in EGPS especially for more able though the implementation of a spelling programme across school, with a focus on pupils attaining

HT, AR, SG, SLT SIA

Costs associated with Read, Write, Inc spelling programme, pupil

Report to standards and pupils and resources committee of impact on pupil learning and

By July 15 new resources for the delivery of spelling purchased. INSET day in July 15– SG to deliver training on use of

By October 15 read, write, Inc spelling used in all year groups consistently. (Drop in observations and pupil book scrutiny AR – 19

th

By March 16 read, write, inc spelling programme fully embedded in all year groups and is impacting on standards in

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the very highest levels by the end of the key stage Review performance of Y6 cohort 2015 in EGPS to identify areas of weakness and ensure that these areas are addressed in literacy action plan

workbooks and log books.

costing implications for school budget. SIA monitoring of writing in Autumn term 15.

resources for staff including new staff for September NQT’s and AHT (Commences position in Jan 16) By end Sept 15, EGPS papers reviewed

October.) spelling which is evident in pupil books/data.

Improve standards in presentation across all books.

HT, AR, SLT, SIA

Monitoring release time for SLT

Regular reports to Governing body

By July staff have agreed on presentation expectations for all subject areas (books) Children to use pencil for written work in all books and on display. Half termly monitoring by SLT/governors will include presentation in books.

By Dec 15 Subject leaders to review policies ensuring new presentation expectations are clearly outlined in the revised policy.

By March 15 Book scrutiny indicates that children are on track to meet the handwriting expectation to meet/exceed age related expectations.

1b)Have higher expectations of what pupils can achieve in each lesson and encourage pupils to work

Ensure that all teachers and TAs across school understand how to be responsive to pupils’ learning within a lesson, moving pupils on appropriately through skilful questioning, with a full and secure knowledge of the curriculum

HT, DHT, SLT

CPD costs Updates on progress towards SDP given to GB through committee meetings and HT report at full governors.

By July 15 staff meeting time involves training around variations to whole class teaching time, such as use of adults to split children in targeted teaching groups. By October 15

By Dec 15, due to programme of ongoing CPD, teachers and TAs demonstrate good understanding of the curriculum, and are able to move pupils on effectively, reflected in progress data

By July 16 end of year targets are met for the vast majority of learners, as a result of rigorous pupil progress meetings and effective use of time in meeting learning needs

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productively at all times

Support teachers in understanding how to use classroom time to best effect to ensure that key messages are fully understood by pupils, either through whole class teaching, 1 to 1 support, group focused teaching or pre-teaching / post-teaching group sessions.

monitoring indicates that children are making good progress within a lesson and their needs are met.

By March 16, learning targets are met through effective and targeted teaching in all classes

To ensure all children are challeged in mathematics particularily the most able.

HT, maths leader, SLT, teaching & TSA staff.

INSET day time Ongoing bespoke CPD

Monitoring in line with termly monitoring plan. SIA monitoring. Reports to GB on progress towards OFSTED AFIs during committee meetings and through HT reports.

By July 15 Maths leader SG to attend Focus Education – mastery in maths INSET day at pyramid school. By Sept 1

st SG to

deliver staff training with a focus on challenge for more able, problem solving, mastery, quality marking in maths.

By Oct 15 monitoring shows evidence of challenge in pupil books and increased progress within a lesson.

By March 15 data indicates that more able pupil are making good or better progress in maths. Monitoring of pupil books continues to show good quality marking and application and mastery particularly for more able.

1c)Deploy teaching assistants to maximum effect in all lessons to increase the progress for more pupils

Audit use of TAs through observations and questionnaires.

DHT SIA

- Monitoring in line with termly monitoring plan. SIA monitoring. Reports to GB on progress towards OFSTED AFIs during committee meetings and through HT reports.

DHT to attend an effective use of TAs course in order to ensure we are using the current research/best practice around use of TAs. By June 15 audit/observations completed identifying where improvements need to be made.

By July 15 DHT identifies CPD and next steps for TAs and produces a ‘good practice’ policy to be shared with teachers and TAs.

By March 16 the practice of all TAs is considered to be good

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Develop a TA policy based on the latest research evidence on the use and impact of TAs.

DHT - Monitoring in line with termly monitoring plan. SIA monitoring. Reports to GB on progress towards OFSTED AFIs during committee meetings and through HT reports.

By July 15 – policy Written by DHT and shared with staff and TAs providing clear expectations and responsibilities.

By end of Nov 15 policy shared with and approved by Governing Body. Monitoring indicates that staff are following the policy.

By March 16 Monitoring indicates that staff are using TAs effectively resulting in all children making good progress within a lesson.

Ensure increased accountability of TAs for their impact on pupil learning.

HT, DHT & SLT

Release time for TAs and SLT for monitoring of TAs.

Performance management cycle.

By July 15 TAs are attending termly pupil progress meetings. By July 15 DHT to design a TA feedback form in order for TAs to indicate the learning and progress of the children they have worked with.

By October 15 TAs are using feedback form and informing CT of pupil progress regularly and using this information together with pupil data of impact. By October 15 TAs have completed cycle of performance management for 14/15 and have had performance management meeting with a member of SLT. SLT to review performance management of TAs. By Dec 15 TAs beginning to use Target Tracker to access pupil data of the children they work with and

By Feb 16 SLT to hold mid-year review with TAs and assess their impact on pupil learning. By March 15 pupil data provided by Tracker and intervention data indicates that TAs are impacting on pupil learning resulting in good or better progress.

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contribute to assessments following training provided by assessment lead.

Review deployment of TAs for September 15 to ensure maximum impact on pupil progress.

HT, DHT, SLT

Increased/ altered hours of TAs resulting increased staffing costs for budget.

Staffing reported on at GB Committee meetings, and through weekly meetings of HT & Chair of GB.

By July 15 new staffing arrangements for TAs discussed at resources committee and approved by full GB. HT & HLTA to meet with TAs individually to discuss their roles, allocation and hours for September/October.

By October 15 new arrangements for TAs now in full working practice – especially extra booster support for Y5 due to staffing turbulence for this cohort in Y4. DHT/SLT to review impact of new arrangements through increased monitoring

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1d) Mark work in sufficient detail in all subjects so pupils understand what they have to do to improve their work and that pupils respond to this guidance in subsequent work

Ensure that all staff consistently provide high quality feedback in order to move children on. Ensure that pupils respond to guidance in subsequent work.

All leaders in line with whole school monitoring calendar

Routine book scrutiny’s by HT, DHT & SLT focus on the quality of marking. SIA monitoring.

SIA notes of visit to school to indicate judgement on the quality of marking and feedback in all classes

By end July 15, feedback from all teachers is high quality in core subjects. INSET day 1

st

September to include guidance on maths marking with a particular focus on more able and providing marking that gives challenge options. By end September newly appointed staff

By Dec 15 monitoring evidence indicates that marking and feedback is strong in all core subjects and in line with school policy By Dec 15 children are clear on expectations relating to responding to marking and feedback

By end March 16, all evidence indicates that feedback is strong in every subject and that pupils effectively and consistently use written guidance to improve their work. By July 16 good practice is maintained with measurable impact on progress, as evidenced in books

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are given guidance in expectations in marking and feedback from their NQT mentors. By end of September children are clear on expectations relating to responding to marking feedback in core subjects and are beginning to apply this in their work. By end of October 15 staff are aware of marking expectations for all subject areas.

PRIORITY 1 EVALUATION July 2015

New teaching team in place from September 15, with three new teachers in key stage 2 and a change of staffing at key stage 1.

Leaders have worked hard to ensure all staff, including new staff, have a clear understanding of expectations and vision in taking the school forward. New staff have attended staff meetings and INSET days to ensure they are fully onboard with school developments for commencement of their teaching role. (This includes the AHT who takes up his role in Jan 16)

Leaders now need to closely monitor teaching in all classes to ensure that by January 16, when Ofsted inspection may take place, 100% of teaching is good or better.

The DHT has worked closely with the TAs to improve provision by auditing current use and devising a clear policy which TAs and teacher follow. Together with TA involvement in pupil progress meetings and the use of TA feedback and intervention sheets will ensure that TAs are accountable impacting directly on the children they work with. These initiatives all need to be closely monitored next academic year.

Attainment

Strong outcomes in EY, Y1 Phonics, Y2 Phonics re-takes, Key stage 1 (including progress data). At Key Stage 2 outcomes are strong in reading at both level 4 and level 5.

Writing and maths need to improve at higher levels and for’ better than expected’ progress.

Scrutiny of data suggests that moving more pupils from a level 2b to a level 5 was necessary to meet national data for accelerated progress.

Internal data indicates that three year groups need to make stronger progress over the next twelve months, with writing being a particular area of weakness. (SIA supported evaluation July 14

th 2015)

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PRIORITY 1 EVALUATION Dec 2015 (See overview impact and actions document for additional information)

Pupil progress meetings are continuing to check on pupil progress for each child half termly and are completed after recent assessments are entered to target tracker. Any children requiring further support through intervention including AMA are flagged up by the CT and SLT and appropriate action taken.

Autumn 2 pupil progress meeting will take place Jan 2016 and will review attainment and progress to date and also look at end of year targets to ensure they are challenging but realistic. Class teachers have a good understanding of the attainment and progress of all children in their class and the assessment subject lead has excellent knowledge of whole school data. An information assessment evening was positively received by parents and covered key information about assessment without levels.

Writing continues to be the area for improvement and we are addressing this through local authority support, training and focused monitoring. We are also working with others schools to share best practice around writing and moderation of work.

Similarly attainment and progress for more able continues to be a focus. Monitoring indicates evidence that teachers are making good attempts at increasing opportunities for developing the children’s reasoning and problem solving skills following mastery training from the maths leader.

Equally monitoring of more able writing indicates good provision in the majority of year groups and support in place where needed.

Lesson observations have shown teaching assistants to be used effectively in 5 out of 8 year groups and is improving in all other year groups. (Used well in 5 out of 8 year groups – 62%)

Feedback and marking in literacy and maths is considered strong in the majority of year groups. Where monitoring identifies where improvements can be made, feedback is given and subsequent monitoring checks for improvements. Feedback is particularly effective in Early Years where oral and feedback is used effectively to move learning on. Book monitoring shows that the majority of children respond to marking feedback through the editing and amending of work, correcting of spellings or through completing challenges in maths for example. Children are also responding in future pieces of work in some cases.

PRIORITY 1 EVALUATION March 2016

Leaders now judge teaching assistants to be effectively deployed in 7 out of 8 year groups. There has been a significant improvement in the way TAs are used.

Variations to whole class teaching, where appropriate, have resulted in greater impact on pupil progress matching use of adults to specific need. (E.g Year 5 low attainers in maths focusing on place value with TA rather than being involved in whole class work on fractions.)

Equally where whole class teaching is appropriate teaching assistants are utilised during this time either supporting individuals or groups to remain on task or by been actively involved in the teaching sequence. Strategies learnt through involvement in the TA project have impacted in the improvements seen with 100% of TAs embracing the changes. Feedback forms are beginning to be used by TAs and the DHT regularly evaluates progress towards her TA action plan.

“The impact of leaders is noted in how the team of teaching assistants is now deployed to greater effect during lessons. Whilst this remains an area of focus, there have been improvements in many year groups in ensuring that teaching assistants have an impact on learning.” (Review 22 Feb 16 Rachel Redfearn SIA)

Half termly pupil progress meetings continue to monitor all children and identify where additional support and resources are needed. Staff regularly review provision and target children accordingly. This is having a clear impact on pupils for example where targeted use of teaching support for both Y5 and Y4 writers is evident in the progress they are making in pupil books.

The teaching profile of the school has change from September with teaching in almost all year groups judged as good.

Leaders currently judge the percentage of good or better teaching at 89%.

Strategies in writing have resulted in improvements been seen in the majority of year groups. There is stronger evidence of a clearer teaching sequence for writing and a text based approach. Next steps in writing is to increase the amount of cross curricular writing in some year groups and ensure that our curriculum continues to provide opportunities for extended writing.

The impact of the new spelling scheme for Years 2-6 has yet to be seen at KS2.

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Provision for more able is improving across school and is evident in maths books. The use of reasoning and problem solving resources such as those from the Maths hub is evident in the majority of year groups. More able provision in school continues to be a key focus and area of monitoring by leaders.

Marking and feedback is improving with books in the majority of year groups providing clear indications of where the children have succeeded and next steps. Maths marking has improved with teachers following advice from the subject leader on how to challenge the more able through marking and how to address misconceptions.

Classroom environments have improved in all most all classrooms with a consistent approach across school. Working walls allow children to access support and extension for their current learning. Lessons observations have seen children directly using classroom displays.

PRIORITY 1 EVALUATION July 2016 Assessment Judgements INSET day was used to focus on transition and staff were clear on the expectations of the transition meetings as discussed in detail by the headteacher/SENCo and Assessment lead. Transition meetings ensured that the receiving teacher was fully aware of the attainment and progress of each child and their next steps for September. SEN information was shared and children requiring interventions from the Autumn term were flagged up to limit the catch up time in September. LA Moderation Visits 13.06.16 & 15.06.16

As part of the local authority duty to monitor assessment judgements school received 2 monitoring visits this half term. This involved looking at writing teacher assessments at Year 6 and looking at reading, writing and maths assessments at Year 2. The moderators looked at writing and topic books of selected Year 6 children and looked at the writing, topic and maths books of selected year 2 children and also listened to some Year 2 children read. This was a very positive experience and verified school’s judgements and also praised systems for ensuring assessments were accurate and matched work in books.

The Year 6 teacher who was moderated will remain in Y6 in September and is fully aware of the expectations around the interim frameworks and evidencing these in books. It became apparent during the moderation process that in order to get greater depth and both key stages they must have all elements of expected evidenced in books. The Y6 teacher also felt that there needed to be more examples of greater depth writing shared at LA and pyramid moderation.

The experienced Year 2 teacher will retire at the end of this term and will be replaced by a NQT who will need support and training on Year 2 SATs and assessment in general. She will attend all the LA SATs moderation meetings and will be well supported by the Assessment lead (Also the KS1 lead and NQT mentor who will work closely alongside the NQT) This process has already begun as the NQT completed 2 weeks in school prior to the end of term teaching the children she will be receiving in September.

Assessment Procedures

Assessment procedures in school are fully embedded with both internal and external moderation to ensure accurate judgements. Systems for tracking attainment are thorough. Progress data is developing with transition matrices being used to track progress across a key stage. In year progress data is developing and uses a similar transition matrix. These will be fully embedded in the next academic year.

The Y3 teacher has developed her confidence and ability to assess pupil attainment and progress throughout her NQT year and will be further supported next academic year. SLT monitor books regularly to ensure data is matched to pupil work and that sufficient support is given to all staff when making assessment judgements.

Data Analysis indicates: EYFS data is strong with 88% of pupils achieving a GLD which is well above national for 2015 at 66%. KS1 Phonics: 93% this figure is likely to be well above national data KS1 Reading and writing data is in line with outcomes at Early years.

KS2 Children have made strong progress in writing where all children who attained a 2b or above achieved the expected standard.

Equally in maths only 2 children who achieved a level 2b+ didn’t make expected standards. (19 out of 21 pupils)

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Next Steps

Key focus from data:

Raising standards in reading

Raising standards in EGPS

A review of the data at the LA Spring term performance review questioned our data for children working at greater depth. Since this meeting we have looked at data for more able in great detail and our dip in more able data across school reflects this more realistic data.

SLT have also checked more able data against work in books to ensure accurate assessments.

Moderation visits have confirmed teacher judgements in Year 2 and 6 but have also highlighted changes in assessing children at greater depth.

In order to gain greater depth children must have evidence in books to show that they have met all the standards for expected plus the standards for greater depth for both Key Stage 1 and Key Stage 2.

Looking at KS1 and KS2 outcomes it is clear more able needs to be a key focus again next academic year, particularly maths at KS1 and reading and EGPS at KS2.

Priority 2: Improve leadership and management, including governance, by:

All leaders, including subject leaders and middle leaders monitor the quality of teaching rigorously to make sure all pupils make good progress

Senior leaders, including governors, check that all staff follow school policies consistently to improve their practice

Parents have all the information they need regarding their child’s progress and are kept fully informed about school developments

Actions taken to make improvements are swift and effective in raising pupils’ achievement in all subjects

Success Criteria:

Robust monitoring by all leaders including Governors checks policies are followed consistently by all staff.

Leaders take swift actions in order to impact upon pupils’ learning in all subjects.

As a result of monitoring, bespoke training opportunities are in place to move teaching to Good or beyond.

Parents are kept well informed about their child’s progress through regular communication about achievements.

Parents are kept well informed about school developments through the school website, weekly HT newsletters, curriculum newsletter and letter updates.

The impact of actions included in the plan will be reviewed regularly, with evaluative reports provided for Governors through HT reports using evidence from both internal and external monitoring.

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Area For Improvement

Actions Who Resources Monitoring Milestone 1 Milestone 2 Milestone 3

2a) All leaders, including subject leaders and middle leaders monitor the quality of teaching rigorously to make sure all pupils make good progress

Implement termly robust monitoring schedules from Autumn term 15 which clearly identifies how and when and by whom provision across school will be monitored.

HT, DHT, SLT

Monitoring plan and release time for leaders to monitor the quality of teaching. DHT release time – ½ a day weekly SENCO/ Assessment leader/ AHT ½ a day bi-weekly. Subject leaders ½ a day termly.

Subject leader reports to HT, SLT and GB Subject leader evidence files.

By July 15 SLT have formulated and shared Autumn term monitoring schedule. Half termly updates using monitoring evidence to be reported to SIA, GB and added to teaching profile documents. By 1

st Sept 15

assessment leader to have shared assessment handbook with staff detailing assessment schedule for the year, key dates for entering assessment data onto target tracker and pupil progress meeting dates for the year.

By Dec 15 SLT have formulated and shared Spring term monitoring schedule Half termly updates using monitoring evidence to be reported to SIA, GB and added to teaching profile documents.

By March 16 SLT have formulated and shared Summer term monitoring schedule. Half termly updates using monitoring evidence to be reported to SIA, GB and added to teaching profile documents.

Support subject leaders to develop skills to monitor teaching and learning.

HT, DHT, SLT, SIA, Support school – Dane Royd.

£250 per 6 hours for HT, DHT, AHT support from Dane Royd.

Subject leader monitoring files and reports to GB, SIA, HT, SLT

By July 15, subject leader roles agreed for next academic year.

By Dec 15 subject leaders have the necessary skills to monitor provision Subject leaders to be supported in making judgements on teaching through joint observations with SLT and SIA

By July 16 subject leadership is secure, with leaders able to demonstrate the impact of their actions

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By July 15 DHT to work with Dane Royd to develop best practice around subject leader monitoring. By July 15 Ensure all staff are clear on the expectations of subject leaders for monitoring teaching and learning in their subject. DHT to provide training on July INSET day and distribute new subject leader monitoring files with clear guidance on expectations.

By March 16 subject leaders routinely monitoring provision, reporting to GB accordingly, identifying next steps appropriately

Literacy subject leader to work in partnership with subject leader at Dane Royd to ensure that she develops the necessary skills and understanding to monitor the subject area effectively

Subject leader

£250 per 6 hours for HT, DHT, AHT support from Dane Royd.

Action plan and subject leader reports.

By Oct 15 Netherton literacy leader to spend 1 day initially with D.R curriculum leader (AHT) looking at more able learners in particular. Action plan devised and additional support planned for.

Jan 16 Netherton Newly appointed AHT to work with LD and DR on literacy subject leadership and writing developments. AHT to attend LA literacy network meetings and pyramid moderation meetings.

By July AHT able to fully monitor T&L in literacy and provide reports to SIA, HT, SLT and GB.

Ensuring subject leaders use the analysis of their evidence from monitoring to have a greater impact on improving pupils’ achievement and the quality of teaching

Subject leaders HT, DHT, SLT

Monitoring files Performance management cycle

By Oct 15 staff are compiling monitoring evidence in their files to inform them of standards in their subject. Subject leaders to provide quality CPD

By Feb 16 subject leaders to compile an action plan based on monitoring evidence.

By March 16 Subject leaders to report to HT, DHT and GB termly on progress towards action plan priorities.

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(internally/externally) where needed. Subject leader provide monitoring feedback to staff and SLT and clearly define next steps.

Subject leaders are able to review attainment and progress data and current practice to construct an effective action plan to prioritise their work

Subject leaders

Monitoring files Target tracker assessment online programme subscription. Action plan

Reports to GB Subject leader monitoring

By Oct 15 core subjects leaders to work with the assessment lead in ensuring they have a clear overview of pupil data in their subject using target tracker information. Science data to be entered and used in target tracker. Staff to be given regular CPD for target tracker updates. By Feb 16 well informed subject leader action plans are in place

Selected foundation subjects to be assessed using target tracker 2x a year. Staff to be given regular CPD for target tracker updates.

Staff to be given regular CPD for target tracker updates. Core subject leaders are able to use target tracker to compile and understand reports showing the attainment and progress in their subjects.

2b) Senior leaders, including governors, check that all staff follow school policies

Training for GB members in understanding what ‘good’ looks like, in relation to reviewing specific areas, such as work scrutiny.

SIA, CPD from governor services.

Governor service SLT – training element. SIA support

CPD record By end Oct 15 GB development plan written and includes CPD

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consistently to improve their practice

Programme of monitoring visits and their focus agreed with SLT; focus of visits to be linked to priority areas with the Post Ofsted school improvement plan

HT, GB -

GB visit monitoring records

HT & Chair of GB to plan out GB visits and focus in the GB annual plan document. Oct GB meeting – plan to be shared.

Termly full GB meeting agenda includes GB reports from monitoring evidence.

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2c) Parents have all the information they need regarding their child’s progress and are kept fully informed about school developments

Welcome meetings are held for parents for each group clearly explaining the expectations for the year.

HT, SLT and teachers.

- GB member to attend welcome meetings and meet and greet parents, explain their role etc.

By July LD provide training for staff on examples of welcome meeting/expectation formats, presentations.

September 10th

welcome meetings take place ensuring all parents are informed of the arrangements for the year regarding curriculum coverage, homework arrangements and general organisation.

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Ensure parents are provided with half termly reports of their child’s attainment, progress and next step targets.

Assessment leader, SLT and teachers.

- HT, SLT to monitor that reports are sent home/shared at parents evening.

By end Sept 15 assessment lead to look into a simple report that be sent home to parents half termly– attainment and progress diagram?? Agreed format to be shared with staff.

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Provide parents with a yearly planner of school events.

DHT - HT, SLT, planner to be included on school website.

By July 15 SLT and teaching staff have agreed on key events dates for the year. By July 15 DHT to compile all dates onto a yearly planner for parents.

By Sept 15 parents are provided with the yearly planner via paper copy/school website.

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Ensure parents have with regular updates about school developments.

HT, SLT - GB, SIA By end of September 15 parents to have an overview of priorities for Autumn term. Newsletters/letters to include half termly updates regarding the school’s progress using internal/external monitoring evidence. Weekly newsletters keep parents updated on all aspects of school life. By end Dec 15 ensure that key information is fully available on an updated school website

By end Dec 15 parents to have an overview of priorities for Spring term.

By end March 16 parents to have an overview of priorities for Summer term.

2d) Actions taken to make improvements are swift and effective in raising pupils’ achievement in all subjects

Continue to improve the monitoring of teaching, ensuring it is robust and so tackles weaknesses in teaching more rapidly

HT, DHT, SLT

Release time for SLT to undertake monitoring activities as required in line with termly monitoring schedules.

Monitoring records, teacher profiles. Regular reports to GB. SIA monitoring of teaching and learning.

By Sept 15 a clear monitoring plan is in place for Autumn term and evidence used to support judgments on teaching and next steps.

Monitoring is continuing to take place and supports/challenges underperformance.

By July 16 100% of teaching is judged to be good or better.

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Collate evidence from all monitoring activities to ensure that a half termly judgement on provision in all year groups is in place, with a clear course of action agreed and shared for any year group where provision is judged to be less than good

HT, DHT, SLT

- SIA monitoring Regular reports to GB on teaching profile and subsequent actions.

Milestones and actions as in priority 2a above.

To improve the learning environment of the school

HT, DHT, SLT to lead and whole school staff to implement.

£250 per 6 hours for HT, DHT, AHT support from Dane Royd.

By July 15 audit of existing learning environment. Visit by all staff, SLT, teachers and TAs to Dane Royd to complete learning walk of school environment. DR to support DHT with creation of a school display policy by July 15.

By end Oct 15 Learning walks indicate good provision and consistent use of policy. By Nov 15 displays reflect key priorities of the school, such as writing, British values/multiculturalism and show improved standards in these areas.

By March 15 good provision in learning environment maintained and monitored by SLT, HT, SIA and GB. By March 16 displays continue to reflect current practice and showcase standards in teaching and learning.

Improve the general tidiness of whole school, entrance, classrooms and shared areas.

HT, DHT, SLT and staff

Budget implications to be shared with resources committee of GB.

HT,DHT, SLT and SIA monitoring of learning environment.

By July 15 staff to have de-cluttered all areas of school. By July 15 HT to meet with premises regarding changes to shared area in regards to improved storage facilities.

By end Sept 15 the Golden broom initiative introduced and awarded to the tidiest classroom. By Oct 15 all TAs have an allocated area of school to keep tidy in

By March 16 thee general tidiness of the school is maintained.

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conjunction with teaching staff.

To develop use of shared area as a distinct teaching space.

HT, DHT, SLT

Budget implications to be shared with resources committee of GB

Reports of impact to be shared with SIA and GB.

By July 15 HT and SLT to consider ways to improve use of shared area to maximise impact upon children’s learning. By July 15 HT to meet with premises to discuss partitioning of shared area to create 2 teaching spaces. By July 15 DHT to meet with Kingswood catering to discuss plans for moving dinners out of the shared area and relocating to the school hall for meals.

Quotations for shared area work to be shared with GB and work commissioned. By end of Sept 15 tables and storage for dinners in use in the hall to free up the shared area for focus teaching.

HT & SLT to monitor use of shared area and impact upon pupil data.

PRIORITY 2 EVALUATION July 2015

New staffing structure in place for September 15 has resulted in increased stability for the school.

The SLT, DHT, TLR’s have greatly increased their leadership skills during the academic year 14/15 through targeted internal and external CPD which has resulted in delegated leadership reducing the pressure on the substantive Head teacher on her return to work in June.

The return of substantive head has resulted in Headship stability completed a strengthened leadership team.

Weekly SLT meetings ensure that leaders have a cohesive vision for the school and are taking effective action to make improvements.

School to school support has enabled leaders to move forward quickly with plans to improve the learning environment of the school in particular.

A comprehensive programme of support for subject leaders and middle leaders has been devised, for implementation from September 15 PRIORITY 2 EVALUATION December 2015 (See overview impact and actions document for additional information)

There is strong evidence across school of improvements in the learning environment. Classrooms show a unified approach to display reflecting changes in policy and the school’s priorities. This is echoed in the shared areas and hall where British Values, writing and artwork are showcased.

There is an increase in the amount of children’s work on display which balances teacher displays and working walls. There are still improvements to be made such as paining to the hall and entrance areas and further development of the shared area.

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Maths, literacy and assessment leaders are fully involved with the monitoring of teaching and learning as they are all members of the leadership team. The deputy headteacher is equally as involved on lesson observations, learning walks and some book scrutinies. She has good knowledge of the teaching profile of the school based on monitoring evidence. There are plans in the Spring term for the Deputy Head teacher to be involved in a full review of school performance with the headteacher and improvement advisor.

Subject leaders, other than members of the leadership team, have started to collect evident of teaching and learning in their subject from learning walks but have yet to consider children’s work and lesson observations. This will be developed next term.

Changes to the leadership team in January will result in greater delegation within the team and allow the assessment leader to relinquish literacy and PE. The outstanding milestones around these subjects can then be completed.

Book scrutiny has been a key focus activity for senior leaders with the Headteacher taking pupil books weekly. Whole school and individual feedback is given and subsequent book scrutinies look for progress from previous comments given. There has been clear evidence to show that teachers are acting upon feedback particular around problem solving opportunities in maths and writing sequence in KS1. Writing continues to be a focus, particularly around ensuring children are responding to teacher feedback and that teaching focus’ on what the children need to do to move their writing on ensuring that clear progress is evidenced in books.

There has been a Governance progress review in November 2015 and the LA Officer’s risk assessment for governance is currently ‘low risk’. School Governor Services are committed to supporting the Governing Body.

Recommendations for improvement:

All Governors should fully prepare for meetings.

A monitoring and evaluation schedule for the academic year should be developed.

Governors to contribute towards the development of the School Development Plan and whole school self-evaluation (SEF). The completion of the SEF is a priority piece of work.

Monitoring activities linked to the School Development Plan should continue and be extended to all Governors. Activity based agenda items should be considered.

More Governors should access training.

All Governors need to know their school and maintain their folders effectively.

Update the governance improvement plan in light of this report.

More information should be shared with Governors in connection with collaborative working with other schools, along with the impact of this.

Parents receive regular information on their child’s progress with 97% of parents completing a recent questionnaire stating that teachers are good at letting them know about their child’s progress with 99% of parents stating that their child makes good progress.

Parents also stated in a recent questionnaire that they are happy about the information that they receive through weekly newsletters. PRIORITY 2 EVALUATION March 2016

There have been further improvements in the learning environment of the school. Leaders have ensured that the visitor entrance is welcoming and attractive. A new door system is in place with improved security. The staff entrance will be refurbished at a later date. Where classroom environments need improvements bespoke training is in place. School is awaiting quotations for further shared area developments and is sourcing additions quotations for further premises improvements.

All leaders monitor teaching and learning rigorously resulting in leaders have an accurate picture of strengths and areas for development across school. The school action plan documents progress towards school priorities and is shared with the Governing Body. Where teaching is less than good a support plan is in place.

A recent whole school review (22.02.16) recognised the impact of leaders on improvements in teaching and learning, teaching assistant deployment and learning environment. It also noted the impact of middle leaders “ Middle leaders are extremely hard – working and show great commitment” Maths

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leadership, SENCo leadership, DHT leadership of Early Years and TA deployment, assessment leadership, and NQT mentoring were all noted as areas of great strength.

Leaders are providing bespoke support for the Assistant Head who is new to leadership both internally and externally. A link with St Joseph’s Moorthorpe has allowed the Assistant Head to work with colleagues on learning environment, Y6 standards and leadership.

PRIORITY 2 EVALUATION July 2016

Leadership Development SLT Development

The DHT has completed and passed NPQSL (National Professional Qualification for Senior Leadership) with flying colours. Assessors said it was: “A very convincing and well lead improvement project.” The project was to develop the use of Teaching Assistants across school. The DHT has had a significant impact on improving the effectiveness of TAs which was noted in our whole school review in February and was maintained throughout the year. This work will continue next academic year.

The assessment Lead has completed and submitted her NPQML project (National Professional Qualification for Middle Leadership) and we are awaiting the outcome. This was a project to develop and strengthen assessment procedures across whole school and has resulted in more robust +assessment procedures for tracking attainment and progress across school.

The newly appointed AHT has received one to one leadership training from Rachel Redfearn focusing on the role of subject leader in monitoring teaching and learning. Outstanding actions around literacy are a key focus for the Autumn term. The AHT has begun to monitor teaching and learning in school by conducting lesson observations, learning walks and book scrutinies and now needs to refine the quality of his monitoring feedback in order to improve the performance of colleagues. Further development from the SIA during the Autumn term will focus on this area.

Subject Leadership The impact of Leadership outside the SLT remains varied due to several staffing changes over the past few years. This has meant changes to subject leadership affecting many curriculum areas. Literacy, Science, MFL, Art, British Values. ICT have all been affected by staffing changes this year however with clear expectations of subject leadership from senior leaders and a stable staffing team going forward curriculum leadership will improve. This will remain a focus on the SDP for next academic year. With the retirement of a member of staff responsible for the leadership of History, Geography and R.E and an appointment of an NQT, these subjects will fall to Senior Leaders in the interim.

School Improvement Adviser Monitoring SIA KIT (Keeping In Touch) visit took place on Thursday 7

th July.

Rachel Redfearn met with the Headteacher and the Chair of Governors to discuss the following:

Staffing update and issues arising

Data – SIA looked at whole school data including KS2 SATs results

SIA confirmed that the learning environment in the entrance hall was being maintained and looked ‘good’. (Olympic display)

The SIA and Headteacher met to review the SEF on Wednesday 13th July.

Future visits and area of support agreed: Autumn term KIT visit –Headteacher and Chair of Governors - 22.09.16

Monitoring this half term has included pupil progress meetings and book scrutiny to verify assessment judgements. Leaders selected books for scrutiny when conducting pupil progress meeting.

Subject leader Literacy monitoring this half term has included a more able writing book scrutiny and a use of feedback lesson observation.

Monitoring indicated that more able learners are being suitably challenged in Early Years 2, Y1, Y5,Y6. Follow up work is required with Y2, Y3 and Y4 with detailed transition handover for next year group to identify the children that require intervention and follow up from September.

Next steps for more able in literacy are:

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Ensure children are consistently meeting or exceeding age related expectations in writing.

To introduce self/peer assessment across school by increased use of success criteria by all staff. Pupil Feedback Monitoring Summary

It is clear the feedback given by Teachers and Teaching Assistants have an impact of pupils’ learning.

Feedback is relevant to the objectives of each year group. The feedback is also tailored to the needs of the individual pupil and is directly aimed at improving pupils’ work.

Moving forward

Feedback to be appropriate and in line with school policy.

Teachers to give more opportunities for pupils to assess work and feedback to each other.

Teachers to use a range of techniques to model feedback and assessment through guided or shared assessment (eg 2 stars and a wish).

Use of ‘feedback funnel’ and ‘non-negotiables’ pupils to be armed with the tools to effectively self-assess their work. Communication with parents Annual Planner 2016/17 An annual planner of events for the next academic year is already in place in order to maintain good communication with parents and give them plenty of notice for school events. This will shared at the open evening for parents the first week back in September. After School Club Provision Following parental feedback an annual planner of afterschool club provision for next academic year has been completed which will increase the opportunities for all children by providing a wide range of internal and external providers delivering the clubs. The planner will also be shared with parents in the Autumn term. Literacy Evening 15.06.16 A literacy evening on 15

th June shared the expectations of the grammar, punctuation and spelling elements of the national curriculum with parents. Parents also

received a whole school booklet which includes word lists and other key information for each year group. Those attending found the evening very informative. Future curriculum evening are planned for next academic year to ensure parents are familiar with the curriculum expectations and are fully equipped to support their child’s learning. Leadership Next Steps

Review and tighten monitoring next academic year through use of standard formats for monitoring teaching and learning and evidencing impact. (Recording of CPD and professional development for teachers at all levels.)

Further develop the curriculum leadership (outside the SLT) so all leaders are fully involved with the monitoring of teaching and learning.

Continue to develop the role of the AHT

Further develop the role of the Head teacher through the Wakefield City link to an outstanding leader of Education.

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Priority 3: Do more to promote pupils’ awareness and understanding of the diverse faiths and communities in modern Britain today

Success Criteria:

Pupils’ work indicates a curriculum that prepares children for life in modern Britain.

The learning environment and school ethos reflects British Values.

An established link with a local school allows children to experience other cultures and beliefs first hand.

Children have an understanding of how citizens can influence decision making through the democratic process.

Children have an acceptance that other people having different faiths or beliefs to oneself should be

Area For Improvement

Actions Who Resources

Monitoring Milestone 1 Milestone 2 Milestone 3

Do more to promote pupils’ awareness and understanding of the diverse faiths and communities in modern Britain today

Reflect on how Netherton School supports children’s awareness and understanding of a multicultural society

All school British Values leader - BH

In line with monitoring plan. Reports to GB SIA monitoring

By July 15 all staff to visit support school DR to share best practice around the promotion of British Values and to reflect on how the curriculum of both schools promotes an understanding of British Values

By end September 15, leader for British Values in school has a clear plan in place for addressing this area for improvement, shared with the GB

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Ensure that the behaviour policy sufficiently reflects British Values and share with children the rationale for the behaviour policy at the start of the school year

HT, DHT, SLT, British values leader.

Time Behaviour policy shared with GB

School rules teach the fundamentals of British values. By September 15 Behaviour policy reviewed, agreed and shared with all classes

-

Review the curriculum to ensure that all opportunities to promote tolerance, understanding of others and

Subject leaders

Subject leaders to highlight opportunities and themes within their subject areas which link to

By end October 15, opportunities within the curriculum are clear, shared with staff, and fully covered on the

By March 16, curriculum plans are in place linked to each area, with guidance for staff on promoting values of

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fundamental British Values are fully exploited

promoting understanding and tolerance

school website tolerance and understanding of diversity

To ensure that the school environment reflects the diversity in modern Britian today.

HT, DHT, SLT, British values leader.

In line with monitoring plan. Reports to GB SIA monitoring

By July 15 SLT and teaching staff have a clear plan of display expectations.

By end of Oct 15 Display policy and expectations document evident in classrooms.

By March 16 display work reflects a broad and balanced curriculum with a focus on diversity.

Review the curriculum in RE and ensure that there are sufficient opportunities provided for pupils to understand other faiths and beliefs, with opportunities to visit places of worship and meet with others of different faiths

RE subject leader

Time and cost of out of school visits

HT reports to GB By end October 15, the RE curriculum has been reviewed to ensure sufficient coverage of other faiths Opportunities to visit places of worship are included in a programme of out of school visits

By March 15, discussion with pupils indicates that they have a fuller understanding of aspects of other faiths and beliefs

Develop a link with a school with a different cultural make up to our own.

HT,SLT, DHT

By July 15 DHT to make initial contact with Lawefield Primary School in Wakefield regarding linking our schools.

By end Sept 15 a plan of events formulated to link through pupil visits, letters etc

By Dec 15 pupil visits at key times in the year such as to watch our nativity play etc.

By March 16 a joint project established to look at commonalities between children – possible joint art work etc, cultural days.

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Increase the opportunities for pupil voice within school

By end of Sept 15 the school councill have been elected through a democratic process. By end of Sept 15 the sports council have been elected through a democratic process.

By Dec 15 The school council has an annual plan of events for the year. The sports councill has an annual plan of events for the year.

By March 16 newsletters and meeting minutes show the school council and sports council are active in decision making in the school.

By July 16 evidence from display and minute records continue to show evidence of pupil voice and subsequent actions.

PRIORITY 3 EVALUATION July 2015

Initial links are established with a local primary school to allow our children to learn about other cultures and beliefs.

The school has a continued link with Chengdu China and employs a Chinese teacher Sept-June to teach Mandarin in school. This is through the Connecting Classroom LA programme which has continued for the last 4 years.

The school’s International school award expires this year and will need to be reviewed.

Plans are in place to review all areas of the curriculum in order to provide increased opportunities to reflect British Values and a range of cultures and beliefs.

School needs to do more now to promote the notion of democracy PRIORITY 3 EVALUATION Dec 2015 (See overview impact and actions document for additional information)

A whole school focus on British Values is clearly evident around school.

Values assemblies have resulted in children nominating individuals who show the value of a month which is celebrated through texts to parents, stickers and mentions in assembly.

The sports council has yet to be started and will be a focus for spring term when the assistant head and PE lead is in post.

The British Values leader has audited and mapped out provision which will be shared on our website in Spring 1. Resources have been purchased to support British Values and will be added to our curriculum maps in spring term.

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The Head teacher has completed WRAP 3 training to raise awareness of Prevent and has led training with teaching staff around radicalisation and the promotion of British values. More training will take place in the Spring term. All teaching staff are aware of the Prevent Duty and how to report concerns.

PRIORITY 3 EVALUATION March 2016

British values continue to be promoted actively across school which was noted in the review. Next steps include the development of a link school with a different cultural make up, this has not happened as yet due to changing circumstances.

Leaders continue to develop work in relation to developing children’s understanding of other faiths and cultures and work this term has looked at Chinese New Year. Plans are in place to have a themed cultural day later in the year.

Pupil voice has continued with a now established sports council in place. Recent developments have included our pupils involved in increased sporting provision at lunchtimes.

School council continues to be involved in the leading of the fundraising events in school. Next steps to involve school council looking into wider aspects of school provision where they can have an impact which may involve our school council to work with another school council at a link school.

PRIORITY 3 EVALUATION July 2016 The promotion of British Values continues to have a high profile within the school: Alzheimer’s Society Mrs Tyrrell delivered a dementia awareness session with our Year 6 children in June and was really impressed with the thoughtful questions asked by the children. The aim of the session was to raise awareness of dementia as this affects the lives of so many people and families. Queen’s 90

th Birthday Celebrations – 10.06.16

On Friday 10th June school celebrated the Queen’s 90

th birthday in true Netherton style! The children completed activities throughout the morning about our Queen

and the Royal Family. A special themed lunch was held with all children eating together in the hall followed by a whole school rendition of ‘Happy Birthday.’ School was delighted by the amount of parents and family members who attended the afternoon activities. The rain managed to hold off allowing for a hat parade and country dancing outside, all children performed brilliantly and the event was fully funded by a successful bid to the Parish Council. The event raised awareness of the Monarchy and running of our country. Key events/World news like this are regularly celebrated in school and highlighted in assemblies. Olympic Themed Week W.B. 20.06.16 During Sports Week school celebrated the Olympic Games which gave all children an opportunity to learn about the cultures and beliefs of countries of the world. Whole school assembly this week discussed the Rio Olympics and learned a little about the country of Brazil and their preparations for the Olympic games. A discussion around the London Olympics and famous Olympians also took place with children recognising the sporting heroes. In class Early Years children learned all about the many sports involved in the Olympics and EY2 made special Olympic torches. Children in main school have focused their learning on a chosen country as listed below. All children took part in various activities including learning about the culture and beliefs of that country. The work produced from this week is displayed the main entrance. Year 1 Spain Year 2 China Year 3 Greece Year 4 India Year 5 Peru Year 6 Germany Next Steps

British values will again be a focus for the first two weeks in September again when establishing belonging to a new year group and school expectations.

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A meeting with the Methodist Church is planned for early September to support our SMSC focus.

Mrs Rosamond will develop R.E/SMSC in school next year working alongside Mrs Harding as MFL/British Values subject leader.

An action plan will focus on extending our SMSC provision including:

Extending relationships with St Andrew’s Church and The Methodist

Developing a relationship with another school with different cultural characteristics to Netherton. (Not happened this year due to circumstance.)

Colour Coding Key R – milestone not completed A – some progress towards milestone but not yet fully completed or embedded G – milestone completed and impact evident