school improvement plan2016-19 - whitchurch primary · school improvement plan (2016-2019)...

SchoolImprovementPlan(2016-2019)

OverarchingAim–Tobeanoutstandingschooltowhichallstaffandpupilsareproudtobelong

Key:RAGRatingGreen=OutcomesSecure Completedorontracktobecompletedasplanned

Amber=OutcomesSecure Norisktocompletionbutamendedinsomewaytoensureoutcomes

achievedRed=OutcomesatRisk Risktooutcomesbeingachievedandthereforecontingencyplanswill

needtobeimplemented

ContextThisSchoolImprovementPlan(SIP)isaworkingdocumentusedtosetprioritiesandmonitorprogressthroughouttheyear.Itiswritteninthecontextofournewlyamalgamatedschool(WhitchurchPrimarySchool&Nursery).Weareanambitiousschoolandwehavehighexpectationsforallourchildrenandstaff.Wewishtobeoutstandinginallaspectsofourwork.ThisdocumentsetsoutthestrategicprioritiesagreedbytheGoverningBody,HeadteacherandSeniorLeaders.Itisinformedbytheschool’srigorousself-evaluationsystem,themostrecentOfstedreport(WJS:January2013)andbytheSchool’sVision.Thisplanisunderpinnedbydetailedplansforeachsubject/curriculumarea.

WhitchurchPrimary&Nursery/SchoolImprovementPlan2016-2019/JDVersion14Page2of15

ToberevisitedafterthestafftrainingdayinApril2016

TheSchoolVisionWhitchurchPrimarySchool&Nurseryisalearningfocussedcommunitywherehappinessisderivedfromachievementandpositiveself-esteem.Itisaplacewhereindividualsdeveloptheconfidenceinthemselvesandtheunderstandingofothersaroundthemtobeactivecontributorstosociety.Theinnovativeandindividuallytargetedcurriculum,allowsallpupilstosucceedintheirownareasofstrength;theschoolhousesystemandinnovativemusicdepartmentgiveseveryonethechancetoshineoutsidetheclassroom;andinallareasindividualenterpriseandendeavourarebothexpectedandrewarded,soensuringthatpupilsandstaffattheschoolfulfiltheirpotential.


STRAND1 LeadershipandManagement:

Providingstrategicdirectionforimprovingstandardsanddrivingimprovementsacrossournewlyamalgamatedschool

Context:Theamalgamationofbothschools(WhitchurchInfant&WhitchurchJunior)haspresentedchallengesforleadersatalllevels.Therolesandresponsibilitiesofallleaderswhomayormaynotbenewtotheirrolesand/orphases,willbere-structured,developedandalignedtoachieveequityinknowledgeandskillsspecifictothatrole.

Objective Actions KeyDates Person

ResponsibleOutcome RAG

Status1.1Buildleadershipcapacityatalllevels,includinggovernance,sothatallleaderscandeliver,monitorandevaluatehighqualityprovisionthatallowsallpupilstoexcel.

SeniorandSubjectleaders,will…

• Participateinappropriateleadershiptraining,peermentoringandcollaborationtodeveloptheirrole,andtomaximisetheimpactonpupilachievementacrossallphases(EYFSandKeyStages1&2).

• ImplementanInductionprogrammefornewgovernorsandensuretheyareclearabouttheirrolesandresponsibilities.

• Governorsparticipateintrainingthatisappropriatetotheircontext/role(Raiseonline,ChildProtection&Safeguarding/H&S,SENDetc)

• Integratesystemsfrombothschoolstoimproveeffectivenessintermsoftime

AutumnTerm&on-goingthereafter

Middleandseniorleaders&GovernorsPS(Gov)

• Leadersandgovernorsareambitiousandhavehighexpectationsofpupilsandstaff.

• Leadersandgovernorshaveaclearunderstandingofthestrengthsoftheschoolandtheareasforimprovement–SIPmonitoring

• PerformanceManagementisusedtoencourage,challengeandsupportteachers’improvementandfacilitatehighqualityprofessionaldevelopment

• Thecurriculumisbroadandbalanced,appropriatetotheschool’scontextandinspirespupilstolearn.

• Governorsusetheirtrainingtomakevaluablecontributionsandinterventionsthatsecureandsustainimprovements.


andresources.

1.2Improvethequalityofteachingsothatlearningoutcomesandpupil’sattitudetolearningareconsistentlygoodtooutstanding.

SeniorandSubjectleaders,will…

• Regularlymonitorandevaluateteachingacrosstheschoolespeciallyfortheirspecificsubjects/Yeargroups.

• Tracktheprogressofgroupsofpupilstoensurethatnonefallsbehindandunderachieve

Termly SeniorleadersHT/DHTs

• Atleast90%oflessonsobservedaregoodoroutstanding,andwherelessonsdonotmeetthisstandard,arigorousprogrammeofsupportisimplementedtoensurerapidandsustainedprogress.

• Theschool’sactionshavesecuredsubstantialimprovementsinpupil’sprogress,especiallyfordisadvantagedpupilsandspecificunderachievinggroups.

1.3Monitoringsystemsarequalityassuredsothattheyaresufficientlyrobusttochallengeperformanceandraisestandards

• Improvethequalityofdata,itsanalysisandusetoinformstrategicplanning.

• Usepupilprogressmeetingsandmonitoringsystemstoimproveeffectivenessofstaffatalllevelssuchasadministrative,subjectleadership,yeargroup.

• EscalationofperformancedatafromCTstoYLstoHT/DHT

• Governorstoverifyescalationprocessandensureappropriateactionsareinplace

Termly Allleaders Theuseofdataiseffectiveindrivingimprovements:• Systemsaremonitoredandevaluatedfor

theireffectiveness,reviewedandadaptedwherenecessary

• Allstaffareconfidentinusingdataefficientlyandeffectivelythroughouttheschooltoinformtheirplanningandassessment.

• Governorshaveaclearunderstandingofthedatacollected,itsanalysisandhowitisusedtodriveimprovements.


• 1.4.Governors:Challengeseniorleadersonhowstaffandresourcesaredeployedtosecureexcellence.

• Governorsusefocused,strategicquestioning,minutedatGB/committeemeetings,tochallengetheperformanceoftheschool

Spring2016andreviewedannually

PS-governor • Governorsinformtheirevaluationoftheschool’sperformancebyseekingtheviewsofallstakeholdersandusethesetosecureimprovements.

• Governors’contributionsandinterventions

ensuretheyprovideoutstandingstrategicguidanceandsupport.

1.5 Governorsconsidertheviewsofpupils,parentsandstaffwhenmonitoringandevaluatingtheimpactoftheiractionsonschoolimprovement.

STRAND2 Leadership&Management:Leading,developingandimplementingtheMathematicsCurriculum

Context:• Inrecentyears,ourdatahashighlightedanincreasingdeclineinmathsattainmentattheendofKS1.(Seeinternaldata)• Internalmonitoringhasidentified:

I. Alackofsecureknowledgeinnumberskillsincludingplacevalue,numberbondsandwrittenmethodsforcalculations.II. InconsistencyinteachingmethodsIII. Inconsistencyinteachers’subjectknowledgeinteachingnumberskills.

• ImplementationofthenewCurriculum(2014)includingassessment,haspresentedchallengesintheareasofArithmetic(number&calculations).

Objective Actions KeyDates PersonResponsible

Outcome RAGStatus

2.1Teaching,learningandAssessment:AllaspectsoftheNewCurriculumarefully

• Monitorbooksforwrittenexamplesoftheschool’spolicyregardingtheteachingofnumberandcalculation.

December2015March2016

SeniorLeadersandGB

Termlymonitoringreports(worksampling&lessonobservations)demonstrate:• Abalanceofconceptualunderstandingwith

writtenproficiency


implemented. • Monitorbooksforimpactofevaluativeanddiagnosticmarkingonpupils’progressovertime.

• Identify,throughobservations,whethernumberskillsaretaughtexplicitlyandrevisitedasisappropriateforthatgroup/Year

• Implementatwo-booksystem,oneforMathsSkills(Numberandplacevalue)andtheotherfortopics(fractions,decimalsandpercentages).

July2016Sept2015

• Useofdialoguetopromoteconceptualunderstanding,highlightingtheimportanceofgoodquestioningandflexibleplanning.

• ThetransitionprocessbetweenKeyStagesaddressesanygaps

• Schemesofwork(SOW)reflecttheschool’scontextandidentifiesthebiggerpicturebyencouragingpupilstolinkskillsandconceptsfromdifferentareasofmaths

• AnincreasedemphasisontheteachingofnumberskillsinKS1&2andbalancingconceptualunderstandingwithhighlevelsofproficiencyinarithmetic

2.2Raiseattainmentacrossallphases,particularlyintheareasofnumberandarithmetic

• Implementsecondcycleofmonitoring(worksampling&observations)

• Analysedatatoinformteachingandcurriculumplanning

• Implementassessmentmethodsthatareconsistentwithlocalandnationalexpectations

March2016

Allteachers


STRAND3 Leadership&Management:Leading,developingandimplementingtheEnglishCurriculum

Context:TheintroductionoftheNewCurriculumposessomechallengesforourpupils,especiallyforthosewithEAL.Internalmonitoringhasidentified:

• Grammar,phonicsandreadingaregenerallyinlinewith,orhigherthan,Nationalexpectations.• WritingcontinuestobeourweakestareaofliteracyatKeysStages1&2.

Underachievinggroupsare:

• KS1SATs:thenumberofgirlsachievinglevel3inreading(28%/37%)andwriting(11%/23%)wassignificantlybelowthenationalaverage.• EALpupils-significantgapfromtherestoftheircohortandtheNationalaverage.ThelargestgroupwithinEALwasRomanian.• EthnicGroups-BlackAfricanandCaribbeanpupilsperformingsignificantlybelowtheircohortandtheNationalaverageinbothreadingandwriting.• IntheKS2SATs,2pupilswerenotcountedinstatisticsduetoarrivaldateinthecountry.Thereareseveralhighlightstomentioninreadingandgrammar.Weachievedall

greenboxesinbothofthesesubjects,manywithsignificantlyhigherAPSscoresthanthenationalaverage.Thisincludesmanykeygroupswhichweretargetedtoavoidunderachievement.Writingisstilltheweakestareaofallstreamsofliteracy.Areasofconcernincludethehighestbandofgirls(relativetotheirKS1results),astheydidnotachieveexpectedprogressinwritingbytheendofKS2.Althoughtheyachievedahigherstandardthannationalaverage,theydidnotmakeitintothetoppossibleassessmentbandforKS2.Yrs.3-5

• BlackCaribbeanandAfricanpupils(boysinyears3,4andbothgendersin5)andRomanianspupils(inYears3,4,5)presentaslowerthanschooldatafromtheendofthelastacademicyear.



Status3.1 Teaching,Learning

andAssessment:AllaspectsoftheNewCurriculumarefullyimplementedandsupportedwithhighqualityresources.

• EnsurethatallyeargroupshavenewandappropriateresourcestoenhancetheSchemesofWork(SoW).

• Implementnewcurriculumplansandassessmentmaterials

• EvaluatetheimpactofnewresourcesandSoWonpupils’progress.

• EvaluatenewsystemsforGuided

December2015,March2016July2016

HT/DHT/YearGroupLeaders/EnglishLeader

SothatbyJuly2016…• Allpupilsaremeetingand/orexceedingnational

expectationsinallaspectsofliteracywithnounderperforminggroups.

• Pupilsdemonstratehighlevelsofliteracyby:ü Readingandwritingwithconfidence,fluency

andunderstandingü Havinganinterestinbooks,readingwith

enjoymentandevaluatingandjustifyingtheir


ReadingandHandwriting• Identifynecessarystafftraining

preferences.ü Havingknowledgeandunderstandingofa

rangeofgenresinfictionandpoetry,andanunderstandingandfamiliaritywithsomeofthewaysthatnarrativesarestructured.

ü Understandingandusingarangeofnon-fictiontexts.

ü Applyingafullrangeofreadingcues(phonic,graphic,syntactic,contextual)tomonitorandself-correcttheirownreading.

ü Planning,drafting,revisingandselfeditingtheirownwriting

ü Demonstratinganinterestinwordsandwordmeaningsandindevelopingtheirvocabulary

ü Understandingthesoundandspellingsystemandusingthistoreadandspellaccurately.

ü Writingfluentlyandlegibly.ü Presentingtheirworktoahighstandard.

3.2Monitoringsystemsareusedtomeasuretheimpactoftraininganddeploymentofresourcesonpupils’progress.

• Monitorbooksforevidenceofpupilsprogressovertime

• Observeandevaluateteachingtoidentifygapsinsubjectknowledgeandaddressteacherlapses.

• Monitortheimpactoftrainingonteachingespeciallytheexplicitteachingofwritingthroughmodelling.

• Facilitatetrainingwherenecessary/peercollaboration

• Implementrobustmoderatingpracticesforqualityassurance.

• Trackdatatoidentifyunderachievers

• Implementinterventions

Dec2015March2016

HT/DHT/YearGroupLeaders/EnglishLeader


STRAND4 Teaching,Learning&AssessmentEmbeddinghighqualityteachingandlearninginallphasesandsubjectstochallengeandsustainhighqualityachievementforallpupils.

Context:Asarecentlyamalgamatedschoolweneedtoensurethenewcurriculumisfullyimplementedandembeddedinallphasesandacrossallsubjects;thatpupilsmakeprogressintheiracquisitionofknowledgeandskills;thatprogressisexplicitinplanning,assessmentandreporting;underpinnedbyrobustmonitoringsystemsthatareregularandefficient.TheremovalofNationalcurriculumlevelsmeansthatwe,asaschool,arenowresponsiblefordesigningandimplementinganassessmentsystemthatshowclearco-relationbetweenperformanceindicatorsinYears1,3,4,and5andthoseattheendofKeyStages1&2.



Status4.1EmbeddingtheNewCurriculum

Subjectleadersto:

• ParticipateinappropriateleadershiptrainingsotheyareconfidentinimplementingtheNewCurriculumfortheirsubject.

• FacilitateandsupportteachersinimplementingandembeddingtheNewCurriculum.

• MonitortheimplementationoftheNewCurriculumandidentifynextsteps.

December2015,March2016July2016

SLT/Subjectleaders

SothatbyJuly2016…

Monitoringsystemsforplanning,assessmentandreportingarerigorousandevaluatedtermly:

• Leadersevaluationofteachinganditsimpactonlearningisrobustandsecuresimprovements.

• Teachersmakeeffectiveuseofdatato

establishpupils’startingpoints(baseline)andmodifyteachingsothatallpupils’achievetheirpotentialbytheendoftheyearorkeystage.

• Teachingishighlyeffectiveacrosstheschool:ü Staffcanreflectonanddebatetheway

theyteach.ü Staffaredeeplyinvolvedintheirown

professionaldevelopment.ü Staffareandconfidantandmotivated

totakerisksandinnovateinwaysthat

4.2Aneffectiveassessmentsystemisinplace.

Allleadersandstaffto:• Investigateanumberof

assessmentoptions• Agreeonanassessment

SLT/Subjectleaders


systemthatidentifiesexplicitprogressinknowledgeandskillsforKeyStages1&2.

• StaffarefamiliarwiththeperformanceindicatorsfortheirYeargroupincoreandfoundationsubjects

areappropriatefortheirpupils.

4.3Improvethequalityofdatamanagementsystems,analysisandstrategicplanning

Allstaffto:• Participateinappropriate

trainingopportunitiestoensurethatdatageneratedisusedsensiblyandiseffectiveindrivingimprovements.

• Ensurethatdataissufficientlyrobusttoinformplanningforallpupilsatallstagesandissuitablyflexibletomeettheneedsofgroupsandindividuals.

Allstaff


STRAND5 EYFSProvision:FollowingareviewbytheLocalAuthorityinNovember2015thesethreemainareaswillremainafocusforimprovement

Context:Duringtheinterimperiod,beforeamalgamation,whentheformerJuniorSchoolwasaskedtosupporttheformerInfantSchool,EYFSprovisionwasidentifiedasanarearequiringimmediateimprovement.Alotofsupporthasbeenprovidedsince:

• StafftrainingfromEYFSexperts• Resourcesincludingnewandadditionalstaff• LAintervention• Visitstoschoolswithoutstandingprovision• Improvementstothelearningenvironment

Thesehaveallhadpositiveimpacton:• Staffmorale• Developingknowledgeandskillsspecifictotheearlyyears• Provisionforbothindoorandoutdoorlearningandassessment• Pupilsoutcomes• Parentengagementandsatisfaction.

Thefocus,thisyearwillbeonembeddingexcellentpracticeanddevelopingthosethatarehighlightedbelow.Objective Actions KeyDates Person


Status5.1HaveaseparateEYFSSEFtosetcontext,reflectonjourney,identifyimprovementsandmeasureimpact

Implementarobustmonitoringsystemthatevaluatesprovisionandmeasurestheimpactonpupils’progress.

Springhalfterm

EYFSleader/HT/DHT

TheSEFisinplacebyspringhalfterm(March2016),measuringtheimpactofthefollowingonpupiloutcomes:

• Curriculum• Assessmentsystem• Dataanalysis• Transition• Stafftraining/development/Performance

Management

5.2ImproveprovisionintheNurserysothattheplaybased

• Developsensoryactivities• Usecorridorareaandoutdoors

toextendspacesinceindoor

AutumnTerm EYFSLeader/staff

Progressisvisiblebythespringhalfterm:• Abalanceofadultinitiated/ledandself-

initiatedactivelearningacrossallareasof


learningbetterreflectsthecharacteristicsofeffectivelearningasidentifiedintheframework,bothindoorsandoutdoors

spaceislimited.• Maximisetheuseofcorridor

spacebyconductingriskassessmentsandexploringopportunitiesforfurtheractivities

learning• Childrenarefocusedonlearninginoutdoor

aswellasindooractivities• Sufficientopportunitiesforindependent

learning• Adultsfacilitatelearninginameaningful

manner,questioningchildren,modellinglanguageandinterveningwhenappropriatetomaximiselearningopportunities

5.3RespondtothegrowingneedsandchangingdemographicoftheschoolbyimprovingprovisionforEALlearners.

• Providemoreresources(handsonandvisualsupport)whichhelpstomakelearningmoretonewarrivalsandthosewhospeakEnglishasanadditionallanguage,sothattheysettlemorequickly.

Springhalfterm

EYFSLeader/Staff

Planning:• MakesprovisionforEALchildrenat

differentstagesintheirunderstandingofEnglish

• ResourcesareusedtosupportlearningofEALchildren

• LearningObjectivesareclearwithrelatedactivitiesreflectedinbothindoorandoutdoorareas

STRAND6 PersonalDevelopment,BehaviourandWelfare

IntroducingandembeddingnewaspectsofSMSCincludingHumanValuesprogramme.

Context:InlinewiththenewcurriculumforSMSC,theschoolpreparespupilspositivelyforlifeinmodernBritainandpromotesthefundamentalBritishvaluesofdemocracy,theruleoflaw,individuallibertyandmutualrespectforandtoleranceofthosewithdifferentfaithsandbeliefsandforthosewithoutfaith.Theschool’sstrengthsarein:

• Safeguarding• Promotingallformsofequalityandinfosteringgreaterunderstandingofandrespectofdiversity• Keepingpupilssafeandprovidingadditionalsupportforthosewhoarevulnerable• Curriculum


Outcome RAGStatus

6.1 ToensureSMSCisdeliveredas

SubjectleaderstoidentifyopportunitiesforimplementingSMSC

January2016 Yearleaders/PSHE

Theschoolactivelypromotes:• Thevaluesofdemocracyinlessonsandinwider


awhole-schoolapproachwithcross-curricularlinkstodifferentsubjects.

intheirsubjects.

Leaders schoollife• Theimportanceofidentifyingandcombatingdiscrimination

Inhistory/PSHE/REpupilsaretaughtabout:• Thedemocraticprocessandthedifferencebetweentheexecutiveandjudiciarysystems

• Thedifferencebetweenthelawofthelandandreligiouslaw

• PupilsactivelychallengeopinionsorbehavioursthatarecontrarytofundamentalBritishvaluesthroughdiscussionsanddebates,showingrespectforothers’ideasandpointsofview.

6.2ToimplementanannualSMSCcalendarwhichwillincludeculturalfestivalsandthemedweeks,suchasanti-bullyingweek.

• Pupilsunderstandthatthefreedomtochooseandholdotherfaithsandbeliefsisprotectedinlaw.• Wepromotetolerancebetweendifferentculturaltraditionsbyenablingstudentstoacquireanappreciationoftheirownandothercultures

6.3TodevelopSMSCcontentinconjunctionwithpupils,parentsandthewiderschoolcommunitytomakeitfullyinclusive.

Maintainanddevelopcurrentpractice • WeconsultwithallstakeholderswhenplanningthecontentandresourcesforthedeliveryofSMSC.


STRAND7 Thecommunityisenabledtoaccesstheschoolanditsresourcestojointlycontributetowardsabetterinformed,healthierandmoreconnectedcommunity.

Context:Datashowsthatourschooldemographicsarechanging,ourpupilsandtheirfamiliesarecomingfrommoresociallyandeconomicallydeprivedbackgrounds.IncreasingnumbersofpupilsarefromfamilieswithverylittleEnglishandwhoareinsufficientlyknowledgeabletoaccessthehelpandsupporttheyneedinareasofeducationandhealth.Nationally,Harrowhasthehighestpercentageofdiabetesinthecountry(14%);dentalhealthandasthmaaretwootherareaswhereHarrowchildrencomparenegativelytonationalfigures.Domesticviolenceisagrowingconcern,asaretheissuesrelatingtomentalhealthandchildhoodobesity.


Outcome RAGStatus

7.1Toleadastepchangeinpreventingillhealthandsupportingourwidercommunitytolivehealthierlives.

Extendtheschool’shealthylivingprogrammetoincludethewidercommunityby:• Providingopportunitiesforthe

widercommunitytoparticipateininitiativesthatwouldhelptoimproveandpromotehealthierlifestyles.

• Buildingpartnershipswithexistinglocalgroupsandexpertstohelpfacilitateappropriateactivities

Atleastonecommunityeventaterm

JD Theschoolactsas‘CommunityHealthAmbassadors”,providingvaluablelearningopportunities,involvingpreventionandearlyinterventionactivities,thatcontributetoamoreinformedandhealthiercommunity.Workshops/talksareorganisedwiththecommunitytoaddresshealthareasidentified.Usesurveystoidentifyandengage

7.2ToprovideopportunitiesforparentsandcarerstounderstandtheBritishsystemofeducationandtheNCrequirementssotheyarebetterabletosupporttheir

• Providecurriculumtalksandresourcesforparents

• OrganiseEnglish-speakingclassesforthoseparents&carerswhowouldliketohavetheopportunitytoimprovetheirlanguageskills.

• Provideinterpreterstosupportmeetingsinvolvingnon-Englishspeakingparents

TheschoolactsasasupportnetworkforparentstoimprovetheirunderstandingoftheNationalCurriculumandschoolsystemssotheyarebetterinformedaboutthedecisionstheymakeabouttheirchild’seducation.


child/children

• Enablemultilingualsupportviawebsite

Toprovideopportunitiesforgreatersocialinteractionamongstcommunitygroups

• Formlinkswithalocalcarehomesothatchildrencanparticipateinactivitiessuchasreadinggroups,penfriendsandothersocialactivities

SpringTerm Yr.3(KC)&4(LM)Leaders

Theschoolenrichesitscommunitybybeinginvolvedinactivitiesthatsupportssocialinteractionandaddsvaluetothefabricofthecommunity.

KEYAG&T ABLE,GIFTED&TALENTEDCCG ClinicalCommissioningGroupCT CLASSTEACHERSDHT DEPUTYHEADTEACHEREAL ENGLISHASANADDITIONALLANGUAGEEYFS EARLYYEARSFOUNDATIONSTAGEGB GOVERNINGBODYHPPN HarrowPatients’ParticipationNetworkHT HEADTEACHERJD JoDaswaniKS KEYSTAGE(KS1:YEARS1-2;KS2:YEARS3-6)KC KerryCroninLM LauraMcfaddenNC NATIONALCURRICULUMPS PrashantSanghaniSENCO SPECIALEDUCATIONALNEEDSCO-ORDINATORSEND SPECIALEDUCATIONNEED&DISABILITYSL SUBJECTLEADER/SENIORLEADERSLT SENIORLEADERSHIPTEAMSMSC SPIRITUALMORALSOCIALCULTURALVALUES

school improvement plan2016-19 - whitchurch primary · school improvement plan (2016-2019)...

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