school improvement plan 2020 / 2021 - john ball

1 Key: target achieved, target partially achieved/work in progress, target not yet addressed

School Improvement Plan

2020 / 2021

“Achievement, ambition and progress for all…”

School context. Updated September 2020 Data is from March 2020 due to Covid-19 school closure


Most recent Ofsted grade: November 2013 Outstanding

Number of pupils on roll

633 Number of pupils eligible for pupil premium

80 Number of pupils with English as an additional language (EAL)

166 Number of pupils with SEND

TOTAL = 76

EHCP: 10 SEN: 40 SEN monitoring 26

Percentage of pupils on track to meet expected standard +

Y2-6

91%

Percentage of pupils on track to exceed expected standard

Y2-6

13%

Percentage of pupils currently not on track to meet expected standard

Y2-6

9%

Overall attendance

95.7%

Persistent absence

11.3%

Pupil intake information (EYFS Baseline 2020)

% N R EY

L

M

H

Mobility (YN-6)

EYFS= Year 1 = 87 Year 2 = 85 Year 3 = 83 Year 4 = 87 Year 5 = 109 Year 6 = 58

NON EYFS In year intake (YN-6)

(Not all children have assessment data yet) L: M: H:

Budget information

2020-21:+£25k 2021-22: +£4k 2022-23:+£13K

Staff turnover over the previous year = 4 teachers: 1

due to relocation support staff: 3

1 early retirement, 1 promotion and 1 for a new job with working patterns that are more conducive to their family, 1 redundancy.

Key staffing focus

~ Develop pedagogical skill and expertise in all staff ~ Enhance expertise in teaching and supporting pupils to master the writing process. ~ Further develop leadership at all levels ~ Refine skills to promote positive behaviour

All pupil achievement (Year 1 - 6, March 2020)

NA; 1.2% SB: 7.5%

WB: 21.2% EX: 57.3%

AEX: 12.9%

All PP achievement (whole school, March 2020)

NA; 2.5% SB: 16%

WB: 30.9% EX: 44.4% AEX: 6.2%

All SEND achievement (whole school, March 2020)

NA: 2%

SB: 29% WB: 51% EX: 18% AEX: 0%

Boy V Girl (Whole school achievement March 2020)

1.1 % NA: 1.3

10 % SB: 5 26 % WB: 15 52 % EX: 64

11 % AEX: 15

Y1-6 BAME achievement (whole school, March 2020)

NA: 3.2%

SB: 11.7% WB: 37.2% EX: 42.6% AEX: 5.3%

Key Ofsted actions from last report

Strengthen leadership and management further by: ~reviewing pupil tracking procedures in the Early Years Foundation Stage ~using assessment systems more effectively to identify trends in the achievement of different groups of learners so that all make even more rapid progress.

Key areas to improve

PP attainment

SEND attainment

BAME attainment

Progress in KS2

Establish new curriculum

Enhance personal development opportunities for pupils

Headline Predictions for 2019/20 - TBC SEF Grading

Key stage 1 Key stage 2 Leadership & management Outstanding

EYFS = 85%+ Level: Reading Writing Maths RWM Level Reading Writing Maths SPaG RWM Quality of Education Good

Y1 Phonics = 84% EX 85%+ 85%+ 85%+ 80%+ EX 90% 90% 90% 90% 85%+ Personal Development Good

Y2 Phonics =95%+ GDS 30%+ 30%+ 30%+ 25%+ GDS 30%+ 30%+ 30%+ 25%+ 25%+ Behaviour and attitudes Outstanding

Progress +1 +1 +1 Effectiveness of EYFS Outstanding

Local Authority grading Green

Key strategic priorities for improvement 2020 – 2023


For Quality of Education to be outstanding

To ensure that the quality of learning and teaching remains consistently good with the majority outstanding so that at least 95% of pupils make expected progress with 50% making better than expected progress and 85% pupils in all year groups at age-related expectations.

Identify and remove barriers to groups of children fulfilling potential (BAME, PP, SEND)

To ensure that the needs of disadvantaged children, children with special educational needs and BAME pupils are being effectively met across all year groups to continuously improve their progress and attainment thus diminishing the difference with all other pupils in school.

To embed character education with a wide range of enrichment opportunities and experiences within the school.

Increase the number of pupils that take up a club from 42% to 55%. For 100% of pupils (in Year 3-6) to attend residential trips and at least 35% to undertake another activity/responsibility within the school.

Key targets for school improvement in 2020/21

Links to strategic priority

Target 1 - Quality of Education

For all groups to make excellent progress by halting the decline in progress in Reading, Writing and Math to 0 or higher; and

Improving outcomes for SEN support and Pupil Premium pupils by diminishing the in school gap.

1, 2, 3

Target 2 – Quality of Education

Continue to implement and establish the new curriculum to ensure that learners catch up to pre lockdown attainment and continue their expected or better than expected journey through the year group.

1,2

Target 3 – Personal Development and Enrichment

For children to have opportunities to discover and develop interests, skills and talents, that will help them in having a physically and mentally healthy life and support in preparing for their future and becoming 21st century British citizens.

1, 2, 3

Target 4 - Behaviour and attitudes - POST November health check from Pivotal education

To develop consistency of approach in dealing with inappropriate behavior to reduce poor behavior and promote exceptional conduct.

3

Target 5 - Leadership and Management

Address aspects of policy and practice that may be barriers to the BAME community.

Provide capacity, training and resources to support all staff in providing high quality inclusive first teaching.

Ensure the school is compliant with all statutory obligations

1, 2, 3


Quality of Education Y

Behaviour and Attitudes

Personal Development

Leadership and Management

What we’re going to do Who L/M When Money What we’ll see when we’ve done it Commentary to inform end of year impact analysis.

Ensure that the Teaching & Learning policy is consistently applied at the standard we see from our strongest practitioners.

Ensure there is a consistent approach to applying the teaching and learning across all classes in the school

Phase leaders

JN Ongoing £75 Consistent applications of policy across the whole school resulting in high percentage of better than good teaching.

Ensure a consistent approach to applying the assessment policy across the school

Phase leaders

SM Ongoing N/A Correctly identified gaps in learning that are quickly filled resulting in more children achieving expected and Greater Depth in R,W and M

SEND pupils -

~Identify key children and groups that require extra support ~Match provision to their needs.

Teachers HLTA

PL AP

Oct 20 EP SALT HLTA’s AW

Forensic analysis of all types of data Clear provision maps for specific children resulting in them meeting their targets more quickly.

Link to PP strategy

Advertise, recruit and train specialist volunteers to support with allocated children’s learning.

BB, BS, CK

Oct 20 Children’s learning progressing more rapidly as a number of volunteers regularly come into school to work with identified children in partnership with staff.

Support parents in developing skills that will

HLTA, BB, BS,

Feb 20 High attendance at parent workshops run by HLTA’s /LA’s and

What we’re aiming for

Target 1: For all groups to make excellent progress.

For all groups to make excellent progress by halting the decline in progress in Reading, Writing and Math to 0 or higher; and

Improving outcomes for SEN support and Pupil Premium pupils by diminishing the in school gap.

Lead People Amy Parry


help their child achieve their agreed targets.

CK AHT. Parents feel clear and informed about how to support their child.

Provide training and support for teachers to enhance their inclusive quality first teaching.

BB BS CK JY

JN, AP,SM

On going Increased level of outstanding teaching. Accelerated progress in pupil’s progress and an increase in pupil’s attainment.

Ensure that the curriculum is appropriately adapted for SEND learners.

Phase leaders

AP By the end of each term

N/A Pupils and parents voice reports higher levels of engagement. Accelerated progress in pupil’s progress and an increase in pupil’s attainment.

Challenge – Ensure that challenge is provided in every lesson through high expectations, learning tasks that are well matched to assessed gaps, removal of unnecessary support and restrictive tasks, so that all children can make expected or better progress. See Pupil Premium Strategy

Provide training to staff to ensure that there is appropriate challenge for all learners.

Phase leaders

SM ongoing PDM, SSPDM & PL time

An increased number of pupils achieving greater depth across all three subjects. An increase in the progress measure.

Extend the existing structured reading scheme into KS2 so that all readers have access to a scheme that has progression beyond decoding skills.

GL JN In place by Dec 20, Monitored Mar 21

£15K from Friends and SL time

All children on appropriately challenging reading level. All children making good or better progress in reading in KS2 year groups.

Identify if ‘Big Reading’ has led to the trend of a reduction in progress in all groups but particularly the high and low prior attainers and take any appropriate action to remedy this.

GL JN Dec 20 SL and PL time

A clear action plan of either further investigation or steps to address the drop in progress in reading.

Ensure Teaching and BB SM PDM, An increase in children achieving


Learning policy outlines how we provide challenge for able learners and aspiration for all learners.

SSPDM & PL time

expected and above expected in RWM.

All staff understand the Growth mind set model and have the skills to support children to have resilience to the set-backs expected within the learning journey.

Phase leaders

SM ongoing PDM, SSPDM & PL time

Children’s books demonstrate challenge, and where there is error, support and revisiting to allow the child to move on. Conversations with children demonstrate that children can talk about filing as part of learning.


What we’re going to do Who L/M When Money What we’ll see when we’ve done it Commentary to inform end of year impact analysis.

COVID-19 Catch up

Ensure that a COVID catch up plan is implemented to allow for whole school recovery, both in regards to attainment and well-being.

SM, JN S and C commi

In place by Sept 2020 Reviewed half termly, changes as required

£41,000 Preg (Y6) = £10K Covid abs = £11k Additonal Y5 PT T £11k PA x3 £9k

Class teams will follow the approach of ‘reconnect, re-ignite and resilience’ (Carpenter, 2020) to inform their teaching and learning across Autumn term. This will be directly supported by high quality PSHE teaching across the academic year. All children will have gaps identified with plans in place to support this An increasing number of children will be achieving their ‘pre-lockdown’ standard, at minimum by the end of Autumn term Parents will be made aware of baseline and termly attainment grades to allow for both transparency and collaboration

Forensic approach to filling gaps in RWM to be in place, using the resources and methods provided by PiXL

CK, BB, BS, JY

SM SC

End of October Ongoing

PiXL membership £4200

All year groups will have completed a QLA for Autumn term assessments in reading, writing and maths. Planning will be in place for staff to teach to

Quality of Education Y




What we’re aiming for Target 2: Continue to implement and establish the new curriculum to ensure that learners catch up to pre lockdown attainment and continue their expected or better than expected journey through the year group.

For all staff to understand the rationale for the design of, have the resources, skills and confidence to implement the new curriculum. For children to be highly engaged in their learning and be proud of their achievements

Lead People Stephen Mitchell


through year Ongoing through the year

the QLA findings in Autumn 2 and beyond. This process will be repeated three times throughout the year. Benching marking with national PiXL schools will support the moderation of this process. Assessments will be backfilled into the previous year group curriculum on Learning Ladders to ensure we hold the most accurate attainment and progress data possible.

Have strong contingency planning in place (in the event of bubble/school closure over the academic year)

JN, SM S and C comm

October 2020 Late October 2020 September 2020

£4500 (Laptops from Virgin COVID-19 fund) 26 laptops via Govt laptop scheme in imposed lockdown.

COVID-19 contingency plan created with the SLT and shared with staff, this should include workflow information in the event of a future closure. Parent feedback on plan sought (using the focus group from earlier in the year) to ensure that parents have clarity around expectations should the school close for any reason Google Classroom set up and used regularly to ensure that staff, pupils and parents are familiar with the platform which will be used to facilitate virtual learning.

Curriculum

Target to continue: Embed curriculum drivers into lesson planning to ensure a shared curriculum ethos and vision.

SM JN May 2020 July 2021

PDM, SSPDM & SL time

Through staff training, staff will continue to develop their shared understanding of the John Ball Curriculum Drivers. Individual lessons will take into account key curriculum drivers to ensure the vision of John Ball Primary is always underpinning


July 2021

the Curriculum Drivers. Children, parents/carers and staff will all understand the vision of John Ball School’s curriculum and the ways in which they can contribute to it.

Ensure that the new assessment and teaching and learning policy are followed, post COVID-19

SM, BB and SLT SM/BB SM SM SM/CK/BS

JN JN JN JN JN

By end of academic year

PDM, SSPDM & PL time

All staff to understand their role in ensuring assessment data is accurate Both policies can be seen in day-to-day learning around the school with the policies acting as a basis for lesson observation feedback Teachers’ have a strong understanding of the processes and systems involved in assessment, and teaching and learning Arbor used further to host curriculum gap filling and small steps recording – removing the need for two independent systems Transition data from EYFS to KS1 further explored to ensure an accurate transitionary period between assessment systems and thus generating purposeful starting point data.

Foundation and core subject curriculum action plans produced to support and develop curriculum areas

foundation subject team

SM October 2020 December 2020

Specific subject memberships (PSHE association etc)

Changes to the curriculum are clearly outlined in subject action plans. A clear protocol of our curriculum development processes and expectations are available for staff/the wider community to use when needed. As a result, more children will achieve well in all curriculum


areas. All actions plans link directly to the main school improvement priorities.

PiXL embedded into the assessment processes for all year groups, following the DTTR cycle

Phase leaders

SM Assessment periods throughout the year December 2020 July 2021 Following the three associate visits 20/21

RSL leader and PL time

All year groups complete QLA analysis following regular assessment opportunities. The findings then feed into the next half term of planning. All teachers aware of the DTTR cycle and how the implement this at whole class level. PiXL resources are widely used to ensure consistency of approach. Feedback from associate visits directly feeds into the whole school PDM calendar

Ensure homework is accessible and appropriately challenging for all.

Class teachers

SM December 2020 July 2021

Sum dog, Bug club Hegarty CGP books ?

An increased % of children engage in home learning projects through Google Classrooms. A greater number of children report that home learning is both fun and challenging (child survey 2021).

Develop all subject leaders.

SM JN By December 2020 July 2021 July 2021

NPQML cost £1250 deep dive costs via LL Training EH, SP, RD

All subjects have regular monitoring and sit as part of the QA arrangements for the wider school. Good practice is shared widely across the school through staff meetings and PDMs. Children make increased progress in all


December 2020 Ongoing 20/21

areas, across all subject domains. Individual subjects are visible around the school with work appearing both appropriate and challenging. Through speaking with pupils, and viewing books, improvements are evident.


What we’re going to do Who L/M When Money What we’ll see when we’ve done it

Commentary to inform end of year impact analysis.

Develop opportunities for children to be responsible, respectful, active citizens and contribute positively to society.

Ember Head pupil leadership roles ~Head pupils nominated ~Job description and role for head pupils created and shared

KF,AC

JN

Oct 20 Sept 20

£50 for badges

Children with leadership responsibility growing in confidence with role and developing leadership skills Role models for Pupils within the school raising standards of behavior.

Embed House’s in the school culture. ~All children assigned a house ~House captain nominated ~Job description and role for house captains created and shared ~Pupils belonging to each house to identify a role model for house to be named after. ~Children wear colour of

VA KF/AC KF/AC KF/AC

JN JN JN JN

Sept 20 Oct 20 Oct 20 Dec 20 Nov 20

House t-shirts (£1300 Sports spend?)

Children will identify as being part of more than one team (Class and House) Children with leadership responsibility growing in confidence with role and developing leadership skills House named after inspirational mixed range of people. Children will be able to win

Quality of Education


Personal Development Y


What we’re aiming for Target 3:

For children to have opportunities to discover and develop interests, skills and talents, that will help them in having a physically and mentally healthy life and support in preparing for their future and becoming 21st century British citizens.

Lead People: Jacqui Noakes


house on PE days Develop characteristics of being a team member through Inter-house competitions

Ope/ Mario

SM Dec 20 considerately and lose gracefully. Children will be able to make good choices for the success of the team.

Ember Head pupil leadership roles ~Head pupils nominated ~Job description and role for head pupils created and shared

KF/AC KF/AC

JN JN

Oct 20 Sept 20

£30 badges Children with leadership responsibility growing in confidence with role and developing leadership skills Role models for Pupils within the school raising standards of behavior.

Pupil parliament To be explored how it can in January run with bubbles

Eco – committee To be explored how it can in January run with bubbles

Develop pupils subject steering groups to capture pupil voice

CA GL

SM SM

Dec 2020

SL time Pupil group set up and meet half termly.

Create a programme of participation like ‘Duke of JB award’

CB JN July 2021

Unknown as yet

Attendance and punctuality is closely monitored so that all children have high standards of attendance

SW DP Ongoing Attendance assistant and PCM time

Attendance, for all groups is at least 93%. (target for this year only) Ensure that there are no absences from lateness.


Celebration assemblies, displays and showcases allow children to take pride in their achievements.

Year group leaders

JN Dec 2020

Children are eager to share their learning and are able to articulate how they feel about it.

Career Development To consider how World of Work day can be provided with Bubbles

Through the Pride tree, develop understanding and appreciation of diversity, promoting respect for all

JN/SM /AP

Dec 2019

£500 book celebrating diversity.

Assemblies are planned to celebrate diversity in religion, race, gender and disability. Conversations with and conduct of children demonstrate appreciation of diversity.

Black history curriculum and assemblies, Anti bullying week focused on Autism, Race and LGBTQ+.



Commentary to inform end of year impact analysis.

Develop transition programs and processes for progressing through the school years and stages.

CK BS BB JY AP

JN JN JN JN JN

Mar 21 Mar 21 Mar 21 Mar 21 Dec 20

PL time Unknown additional costs as yet.

Children entering the school other than Reception, have check in’s with their phase leader and attend a head teachers tea party in their first half term. A clear program is developed of transition between years and key stages. The program will outline what will happen, when, who is responsible and the rationale for each part. A program of transition is created for Year 6 pupils.

Into Nursery Nursery to Reception Reception to Year 1 In year for phase

Into Year 1 Year 1 to Year 2 KS1 to KS2 In year for phase

Year 2- Year3 Year 3 –Year 4 Year 4 Year 5 In year for phase

Year 4 - Year 5 Year 5 - Year 6 Year 6 – Secondary In year for phase

All transitions for SEND, LAC, post LAC


What we’re going to do Who L/M When Money What we’ll see when we’ve done

it Commentary to inform end of year impact analysis.

To develop consistency of approach in dealing with inappropriate behavior to reduce poor behavior and promote exceptional conduct.

To be developed after Pivotal Health Check on 6th November

£3000 Reduction in FTE. Reduction in Yellow and Red cards.

Continue to develop the playground so that children can practice and apply both emotional, PSHE and academic learning alongside developing important life skills.

Ensure all children know who the playground associates are by having a noticeboard with photos of play team

JP JN Oct 2020

£700 Children confidently and respectfully interacting with the play associates.

Working towards. All staff now wear high-visibility jackets so that they are clear to children.

Develop playground steering groups to capture pupil voice

SW JN Oct 2020

The playground developing in a way that the children want to see.

NS

Write play policy and submit to governors and put through usual policy cycle.

JN SM July 2021

Play is strategically secured as an important of the school.

NS

Begin loose parts collection process.

SW JN Oct 2020

In increase of resources to play with and a constant supply of them.

Beginning to develop.


Behaviour and Attitudes Y

Personal Development Y


What we’re aiming for Target 4 – Behaviour and attitudes - POST November health check from Pivotal education

To develop consistency of approach in dealing with inappropriate behavior to reduce poor behavior and number of FTE (8 days) and create an environment which promotes exceptional conduct.

Lead People

Jacqui Noakes


Develop systems for managing and storing play equipment.

SW/JP JN Oct 2020

£2000 Playground information board updated daily. Club hub timetable clearly shared.

Larger items and smaller items have been provided for but we now need to continue to collect resources.

Develop pupil responsibilities in the playground.

SW/DP JN Oct 2020

Pupils carrying out roles of responsibility in the playground.

NS

Create a timetable for the club hub so children can discover and develop interests.

Play associates

AP Oct 2020

£600 (£100 per half term)

Club hub timetable clearly shared. Children engaging in the clubs provided.

Ensure that the playground has opportunities for all children, including SEND pupils, to engage in activities.

AP JN Dec 2020

£300 (£50 per half term)

The playground has a range of ‘special interests’ available to use. Regulation station available. Tranquil area open. Sand play and messy play available.

Zones of Regulation – Develop a shared approach to identifying and expressing our emotions in a healthy and age appropriate way to ensure that all children feel safe and happy and in a good state to learn.

Support children in identifying and managing their emotions in play

Play Associates

AP Dec 2020

SSPDM and PDM

Zones of regulations images and strategies available to see in each playground

Support children in identifying and managing their emotions in competitive situations

Ope/Mario Teachers in PE

AP Dec 2020

Zones of regulations images and strategies available to see where PE is held

Support children in identifying and managing their emotions in relationships.

Teachers Play associates

AP Dec 2020

AW SI Therapist costs £500

Zones of regulations images and strategies available to see in he classroom.





Leadership and Management Y


Commentary to inform end of year impact a analysis.

Address aspects of policy and practice that may be barriers to the BAME community (link to equality statement and pupil premium strategy)

Review recruitment practices and policy to ensure we represent our community at all levels.

JJ, JN Pers comm

April 2021

A work force that represents our school community more accurately.

Explore the impact of having a separate anti-racist policy

JN April 2021

A policy (either adapting the Equalities policy, or a new policy) that actively challenges racism to be an inclusive school at a deeper level.

Devise a mechanism where people can report decisions, actions or incidents that are perceived to be racist in an anonymous way.

JN April 2021

A reportable link on the website that people can anonymously report racist concerns.

Review curriculum to ensure that there is BAME representation and, where possible British BAME.

Subject leaders

SM,JN April 2021

Unknown as yet

A curriculum that is ‘decolonised’?

Review and develop the environment to ensure

Phase leaders

JN, SM April 2021

Unknown as yet

A school environment that reflect our community.

What we’re aiming for Target 5 - Leadership and Management

Address aspects of policy and practice that may be barriers to the BAME community.

Provide capacity, training and resources to support all staff in providing high quality inclusive first teaching.

Ensure the school is compliant with all statutory obligations

Target 5 - Provide capacity, training and resources to support all staff in providing high quality inclusive first teaching.

Lead People Jacqui Noakes


BAME culture is represented.

Explore and develop BAME pupil voice group

JN April 2021

A group of pupils that can discuss and share experience of being a pupil in JB school.

Continue BAME parent group

JN Ongoing A group of parents that can share thoughts, perceptions and interpretations of school action to influence steps taken to make the school inclusive at a deeper level.

Provide training and resources for staff to be highly skilled in their area to provide high quality inclusive first and targeted teaching.

Continue to train specialist teams lead by HLTA’s and overseen by the AHT.

AP JN Ongoing Unknown as yet

Three specialist teams, timetabled to support key children. Accelerated progress of these children.

Ensure the space in the school is organized to enable teams to function effectively

JP JN Sept 2020

£1000 for furniture

Highly effective intervention and provision being carried out consistently.

Ensure the resources are well organsied and accessible to enable to teams to function effectively.

AW, AS, TJ

AP October 2020

Unknown as yet

High quality resources being used to advance children’s learning.

Provide training and support so quality first teaching is inclusive.

Phase leaders

JN, SM, AP

Sept 2019

PDM and SSPDM

Staff training planner shows high quality training. Performance management focuses on IQFT.

Performance management of all staff is timely, appropriate and supports development.

SM JN Oct 2019

Blue sky subscription

Staff clear on what their strengths are and how they are strengthening areas that need further development.


Support plans are implemented to secure development where required.

High standards of conduct are demonstrated by all staff

All staff SLT Ongoing Where this is not the case, school follows the policies to address it.

Ensure school is compliant with all statutory obligations.

Website audit VA SM Dec 2020

£250 LL menu

A compliant website. A useful website for parents.

Safeguarding audit AP JN Nov 2020

£500 Via S/G SLA

Evidence that the school is compliant with safeguarding.

Ensure all staff and governors receive safeguarding training

£500 S/G SLA

AN informed GB around its and the school responsibilities with safeguarding.

All DSLs to have their Level 3 training up to date

VA AP July 2021

£500 S/G SLA

SCR demonstrates this and practice adheres to compliant policy.

Health and safety audit SM JN April 2021

£0 Evidence that the school is complaint with health and safety.

Create succession plan for lead first aider.

JJ,SM JN April 2021

£400 training

Person identified and planning and training is in place for them.

Increase income through rental.

JJ JN Ongoing An increase in revenue from rentals.

Ensure the contracts are well managed and efficient.

JJ JN Ongoing A high standard of service for a fair price.


MONITORING & EVALUATION:

The following plan will be subject to termly review using the intended outcomes and impact which will incorporate quantifiable data as the basis of review.

On-going monitoring and evaluation activities (see both the SE wheel and yearly planner) will be used to judge the impact of all targets and actions throughout this plan.

We will also use external expertise such as our annual Challenge Partner review and an SEND audit to benchmark our judgements.

All judgements will be benchmarked against Ofsted requirements in the current framework.

School leaders:

Governing Body: Local Authority:

Half termly pupil progress meetings conducted between Acting Headteacher, Acting Deputy Head, Phase Leader and class teacher.

Termly lesson observations as per the monitoring cycle conducted by the SLT

Termly / medium term (MTP) planning check, including Teacher/ T.A. feedback.

Termly book, data and planning triangulation checks with feedback to teachers

Formal learning walks will be carried out to explore themes from the above triangulation checks

Scrutiny of pupil achievement data (by SLT) including attainment and progress for whole cohorts and groups (including SEN, Disadvantaged, EAL, Ethnic Groups, More able and gender) on a termly basis to evaluate progress against targets set – linked into pupil progress meetings

Termly reporting to the GB via the HT report.

Annual CP QAR process with a moderated report presented to the school

We will commission an SEND audit in the academic year.

Scrutinise and challenge evaluative reports at every review point. Evidence of this scrutiny will be minuted. The evaluative reports will include the following:

detail on the impact of planned intervention work analysed by subject leaders then reported to SLT and governors.

the outcomes of monitoring activity and professional development how that has led to improvements in practice

how the use of pupil premium funding in particular is resulting in accelerated achievement of disadvantaged children.

Half termly reports on the quality of work in children’s books

Termly data analysis to include attainment and progress by year group and by vulnerable groups (Disadvantaged, SEN, EAL, More able) in comparison with the cohort as a whole and where applicable, national averages

As a Green school the LA will monitor out progress via a desktop exercise and we will be asked to submit our SEF to them in the autumn term.

Annual Register audit

Annual SG audit

Internal audit (last done July 2019)

school improvement plan 2020 / 2021 - john ball

Documents