springhead infant & nursery school ......school improvement plan springhead infant and nursery...

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SPRINGHEAD INFANT AND NURSERY SCHOOL COOPER STREET , SPRINGHEAD TEL:0161 770 5620 EXECUTIVE HEADTEACHER: MRS G.A.KAY SPRINGHEAD INFANT & NURSERY SCHOOL DEVELOPMENT PLAN 2019-2020 Written Autumn 2019

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Page 1: SPRINGHEAD INFANT & NURSERY SCHOOL ......School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL SDP 2019-2020 1) Mission, Vision and Aims ‘In our garden as we grow, tall and

SPRINGHEAD INFANT AND NURSERY SCHOOL COOPER STREET , SPRINGHEAD TEL:0161 770 5620 EXECUTIVE HEADTEACHER: MRS G.A.KAY

SPRINGHEAD INFANT & NURSERY

SCHOOL DEVELOPMENT PLAN 2019-2020

Written Autumn 2019

Page 2: SPRINGHEAD INFANT & NURSERY SCHOOL ......School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL SDP 2019-2020 1) Mission, Vision and Aims ‘In our garden as we grow, tall and

School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

CONTENTS

1. Mission, Vision and Aims ............................................................................................................................. 2

2. Outcomes from the previous School Improvement Plan .......................................................................... 3

3. Pupil and school achievements: GLD ,Y1 Phonics, KS1……………………… ........................................ 4

4. Quality of provision /finance ........................................................................................................................ 6

5. Current priorities ............................................................................................................................................ 7

Plan of action for priority 1: ...................................................................................................................... 8

Plan of action for priority 2: .................................................................................................................. ..11

Plan of action for priority 3:.................................................................................................................... 12

6. Appendices................................................................................................................................................15-18

Appendix 1: Every Child Matters staff teams

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

1) Mission, Vision and Aims

‘In our garden as we grow, tall and proud, new skills aglow’ Our vision is to provide a happy, caring, safe and stimulating environment where children will recognise and achieve their fullest potential, so that they can make their best contribution to society. This philosophy, along with the aims of the school is held at the heart of all decisions made regarding our children. The underlying purpose of these aims are to ensure our children are :

• Happy, confident and secure • Achieving success • Able to be creative • Interested and self-motivated • Challenged and stimulated • Able to take risks in a safe environment • Treated as individuals • Accessing a wide variety of learning experiences • Having opportunities to learn in a well-resourced outdoor environment • Accessing opportunities to support each other’s learning • Able to have opportunities to apply skills, knowledge and abilities to embed learning • Have their learning assessed regularly so that learning opportunities are planned for each child’s next steps.

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

2. Outcomes from the previous School Improvement Plan (2018-2019) Of the priorities in our previous school improvement plan, we have successfully implemented them all.

Priority 1: Improve the quality in the teaching of calculation in Year 1 so that is consistently judged to be good. • Gains were made across school in both the achievement & attainment of maths at both ARE and GD • In all year groups (including Y1) a % of children made more than expected progress • New calculation policy and staff training delivered, staff have a clear understanding of the progression across school and year group expectations. • Learning walks and lesson observations were positive, were further improvement were required, targets were given. • All teacher PM targets relating to calculation were achieved and the x3 NQTs in Year 1 passed their NQT standard. • A new times table scheme was implemented across school with clear goals and targets for all children.

Priority 2: Review, adapt and implement a framework for Feedback & Marking to ensure it is meaningful, manageable and motivating • Implementation of a new policy that is meaningful, manageable and motivating. • The feedback processes informs teachers, create positive pupil outcomes and drives future planning • Marking practice is proportionate and considers the frequency and complexity of written feedback • Marking flexibly takes into account the context of the teaching and the subject being taught

Priority 3: Ensure effective practice and provision is in place that promotes the emotional wellbeing and mental health of both staff and pupils

• The emotional health and wellbeing of the school community is well supported • The school community understands the different types of emotional and mental health needs across school and have systems in place to respond

appropriately • The school has better systems, provision and curriculum in place that is proactive in supporting the mental health and wellbeing of the community. • The school is successful in its journey to achieving the wellbeing accreditation

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

3) Pupil and school achievements A summary of pupils’ performance at the end of the Foundation Stage (81 pupils) Foundation Stage

2017 2018 2019

School LA Nationally School LA Nationally School LA Nationally

GLD 75% 64% 71% 75% 64% 72% 75% 68% 72% A summary of pupils’ performance in KS1 (55 pupils) Expected 2017 Expected 2018 Expected 2019

School LA Nationally School LA Nationally School LA Nationally

Reading 87% 69% 76% 87% 67% 75% 84% 71% 75%

Writing 79% 61% 68% 80% 64% 70% 78% 65% 69%

Maths 88% 69% 75% 91% 70% 76% 84% 71% 76% Greater Depth 2017 Greater Depth 2018 Greater Depth 2019

School LA Nationally School LA Nationally School LA Nationally

Reading 36% 17% 25% 38% 17% 26% 40% 17% 25%

Writing 24% 11% 16% 32% 11% 16% 18% 9% 15%

Maths 35% 15% 21% 36% 15% 22% 40% 15% 22%

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

A summary of pupils’ performance in Year 1 Phonics testing. % who met the phonic decoding standard (82 pupils) 4.Quality of provision Evidence from the school self evaluation shows that the school is securely achieving a good standard. Teaching, pupil outcomes, behaviour , safety and leadership are all judged to be at least good. Outcomes from our Ofsted inspection (Sept 2016) endorse the schools self evaluation and judge the overall effectiveness of the school and it’s capacity to improve as good. Effectiveness of leadership and management, quality of teaching, learning and assessment, personal development, behaviour and welfare, outcomes for pupils and early years provision were judged to be good in all areas. The inspection team were complimentary of the work the school had carried out to move from requires improvement to good. 4.a School finance The proportion of the school budget used to support the implementation of the existing priorities was £8000 Based on the figures that are currently available, it is anticipated that there will be approximately £7000 available to support the priorities in this school improvement plan.

Results for Year 1 Phonics

School Nationally

2017 90% 81%

2018 93% 82%

2019 88% 82%

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

5. Current priorities The school improvement priorities have been selected following discussions and consultation with our teachers and governors. The priorities are based on analysis of data and a review of our previous priorities from 2018-2019. The governors have already agreed the school targets for 2019.

Our next priorities are:

Priority 1: Increase the percentage of children who gain greater depth in writing • All teachers fully recognise what constitutes both good and outstanding teaching in writing. • Teachers have the highest of expectations of the quality of writing for all pupils. • Specific training and development needs are identified for teachers in order to improve the teaching of greater depth writing. • The teaching of greater depth writing is judged to be at least good. • More able writers say they enjoy writing lessons and feel appropriately challenged. • Outcomes for the more able writers improve term on term.

Priority 2: Ensure that the wider curriculum design enables skills progression and supports sustained learning and development • Skills mapping demonstrates year on year progression within subjects • Effective monitoring strategies demonstrates clear triangulation between intent, implementation and impact • Curriculum intent is based on solid research which includes the context of the school and community it serves • Interconnectivity between subjects supports a joined up learning narrative and deeper level of learning

Priority 3: Further develop the role of foundation subject leaders so they consistently impact positively on the provision of pupils. • Subject leaders confidently in contribute to the setting of school improvement objectives related to their subjects. • There is a culture of high expectations and use of reading and research to inform thinking, knowledge and skill. • Monitoring and evaluation is well led, based on secure knowledge and leads to further improvement of the quality of teaching and learning within their

subjects. • Increased knowledge and skill of the curriculum, age related expectations and progression year on year.

The governors adopted the priorities in this school improvement plan on: 25th September 2018

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

Priority 1: Increase the percentage of children who gain greater depth in writing Success criteria

a) All teachers fully recognise what constitutes both good and outstanding teaching in writing. b) Teachers have the highest of expectations of the quality of writing for all pupils. c) Specific training and development needs are identified for teachers in order to improve the teaching of greater depth writing. d) The teaching of greater depth writing is judged to be at least good. e) More able writers say they enjoy writing lessons and feel appropriately challenged. f) Outcomes for the more able writers improve term on term.

Lead role Federation SLT

Supporting team Rachel Parker (Writing SLE) Helen Wildes (KS1 Lead)

Activity Autumn Term Spring Term Summer Term Lead Resources Outcomes Monitoring Role of a federation writing lead implemented and CPD accessed to develop knowledge and skill Writing assessment materials reflect the standard required for GD Big writing reviewed, improved and key principles identified Staff inset on teaching at greater depth, big writing and the use of core texts to support writing Further research into EYFS teaching of writing strategies and strategies to encourage Greater Depth writing (Move and Mark training) A love of writing promoted through an enrichment day Opportunities for peer to peer support, modelling and shadowing opportunities and bespoke targeted action for teachers The school is equipped to teach high quality lessons by ensuring the resources are challenging, exciting and linked to the wider curriculum Analyse pupil tracking data and target any underperformance Continue to monitor the teaching of writing to support positive outcomes

PM targets reflect the priority. Aspirational targets set for teachers and leaders Enrichment day planned and delivered - supports quality writing. Source quality texts to support the teaching of genres, matched to the genres and wider curriculum. Update writing assessment grids to reflect GD objectives (SLE) Greater Depth staff development to ensure all children have exposure to GD teaching (SLE and English Lead) Big Write principles updated and feedback policy amended to reflect any changes – staff meeting time to share Assessment week writing data used to profile trends and identify weaker areas to target Underperforming pupils identified- interventions put into place.

Quality texts implemented and used to enhance English Staff development session on extended and consistent forms of narrative writing through the use of effective children’s planning (SLE) Support for teachers to identify GD when assessing Big Writes (SLE peer moderation exercise) Continued monitoring of English and Big Write books to ensure that’s objectives are evident in children’s writing Audit and purchase additional resources required to enhance Big Write sessions Develop teachers knowledge of objectives in year groups below and above their own (SLE staff meeting time) Close monitoring of Y2 GD to ensure teaching strategies produce GD writing Staff access Penpals handwriting CPD

Review of the English policy. Policy revised and finalised. Continued plan, do review in place for the weaker year groups / teachers who require further support English learning journey, reviewed and updated if necessary

Federation Eng Leads & GK L.Mason – assessment Rachel Parker (SLE)

Additional resources to enhance learning on enrichment day (£300) Purchase of core texts £1000 SLE time (8 days ) Staff meetings x4 Move and Mark course (EYFS) £75 Big Write resources £300

The % of children achieving GD in writing increases Teacher knowledge and skill of GD teaching is more secure Planning for GD is more frequent and becomes more familiar with daily practice Children continue to enjoy Big Write and enrichment activities Teaching continues to be good Pupil progress continues to be good for all learners

SLE time Governors standards meetings Pupil voice Regular monitoring exercises Feedback from staff Feedback from children

Total resources / cost required: £1675

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

Priority 2: Ensure that the wider curriculum design enables skills progression and supports sustained learning and development Success criteria

a. Clear progression in skills for N-Y6 taught in the context of a creative curriculum b. Relevant links are made and used to immerse learners across curriculum subjects c. Children understand the context in which they are being taught and can make links to previous learning d. Children’s life experiences and barriers to learning are supported through exposure to the curriculum

Lead role Federation Leadership Team

Supporting team Subject Leaders

Activity Autumn Term Spring Term Summer Term Lead Resources Outcomes Monitoring Progression mapping grids devised for all subjects Progression mapping closely evaluated against the current curriculum content Skills and content separated to ensure that year on year, skills are progressive and placed in the context of subjects Heavy curriculum content removed and replaced with deeper level learning intentions Quality CPD used to develop subject knowledge MTPs revised to incorporate clear links across the curriculum Strategy for developing and monitoring the wider curriculum reviewed and refined to take into account ‘deep dives’ Characteristics of learners within subjects identified for each year groups (as a Yr1 scientist I can…) Key subject specific vocabulary vocabulary identified for units of learning Wider curriculum reviewed to ensure it links to core subjects

Skills progression grids devised- mapping skills exercise starts for science, creative arts and humanities Key progressive vocabulary identified for science for all year groups New MTP proformas developed and implemented for Autumn 2 planning. MTPs reviewed and good practice shared in preparation for Spring 1 Senior Leaders attend curriculum intent and implementation training (x2 days) Subject leaders attend metacognitive principles, memory and curriculum training (x2 staff) Senior leaders attend ‘deep dives’ CPD (x1 day) Leadership time allocated for all leaders to update their knowledge on the framework for inspecting the curriculum Core subject action plans devised Core texts identified and purchased for units pf learning

Key vocabulary identified for humanities and creative arts for all year groups

Skills progression finalised for science, art and history shared with staff ready for implementation in the summer term

Skills progression grids devised- mapping skills exercise starts for mfl, computing and music New MTPs continue to be used and monitored Monitoring strategy reviewed to incorporate conducting ‘deep dives’

Deep dive for science finalised (observation, books, pupil interviews). External consultant to conduct ‘deep dive’ including talking to the science lead and pupils.

Subject leader training on book monitoring and feeding back outcomes (including giving targets)

Science, Humanities and Creative arts leaders monitor books and feedback to staff (utilising recent training)

Federation science leads identify the characteristics of a learner in science for all year groups. Shared with staff for implementation.

Staff inset on Science based on outcomes from monitoring

Skills progression finalised for mfl, computing and music shared with staff ready for implementation in the autumn term Skills progression grids devised- mapping skills exercise starts for design, geography, PR and RE Key vocabulary identified for remaining subjects- all year groups Annual year group MTPs reviewed and revised if necessary for Sept 2020 Senior Leaders attend follow up training from Autumn 1 Deep dive for history and art finalised (observation, books, pupil interviews). External consultant to conduct ‘deep dive’ including talking to the leaders and pupils. Federation creative arts and humanities leads identify the characteristics of a learner in their subjects for all year groups. Shared with staff for implementation. Staff inset on humanities based on outcomes from monitoring Review assessment procedures for the wider curriculum

Skills progression – SLT Core Texts – RP Subject leaders for subject specific workstreams

Intent and implementation training (no cost OA) Deep Dive training £200 Purchase core texts £1000 Leadership release time (no cost) External consultant for deep dives £2500

The monitoring strategy supports improving and a raise in attainment across the curriculum The impact of the intent and implementation is positive and known by all stakeholders Year on year, skills progress in subjects leading to secure knowledge and long term retention Children acquire new vocabulary, knowledge and a deeper level of learning as they progress through cohort units of learning

Governors monitoring meetings Pupil voice Staff evaluations Staff questionnnaires Regular monitoring exercises

Total resources / cost required: £3700

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

Priority 3: Further develop the role of foundation subject leaders so they consistently impact positively on the provision of pupils. Success criteria a. Subject leaders confidently in contribute to the setting of school improvement objectives related to their subjects. b. There is a culture of high expectations and use of reading and research to inform thinking, knowledge and skill. c. Monitoring and evaluation is well led, based on secure knowledge and leads to further improvement of the quality of teaching and learning within their subjects. d. Increased knowledge and skill of the curriculum, age related expectations and progression year on year. Lead role Federation Leadership Team

Supporting team Subject Leaders

Activity Autumn Term Spring Term Summer Term Lead Resources Outcomes Monitoring Quality CPD used to develop subject knowledge and long term memory Subject leadership training on developing others Subject leaders work collaboratively across the federation to establish their intent of their subject and impact of their leadership Subject leaders contribute to the development of progression maps from N-Yr6 Subject leaders embed their knowledge of the curriculum of the subject they lead and progression within it. Subjects leaders have a clear understanding for the strength and areas of development for the subjects they lead. Subject leaders identify whole school priorities for improvement through action plans including training and development. Subject leaders keep themselves up to date with local and national changes in their subject through: attending networks, using first class, collaborative updates, and researching educational websites. Subject leaders are able to talk confidently about their subject area and with a good insight into the standards across school.

CPD on establishing the principles and responsibilities of subject leaders Subject leaders attend metacognitive principles, memory and curriculum training (x2 staff external LA training) Subject leaders begin to contribute to the development of progression maps for the subjects they lead Subject leaders read the ‘inspecting the curriculum’ Ofsted document and identify key questions and lines of enquiry about their own role. Subject leaders carry out monitoring exercises Subject leaders devise a plan of action based on their monitoring and knowledge of the standards across school Coaching training sourced and booked – key adults identified (x2)

Subject leader training- triads on quality feedback related to outcomes from books Science subject leader externally reviewed by external consultant (focus) Subject leaders work collaboratively across the federation to clarify and articulate the intent and implementation of the subject they lead and how this relates to the whole school curriculum intent (sci, creative arts, humanities, music, computing) Science, creative arts and humanities leaders use the progression maps to increase their own knowledge of standards across school Creative arts leader externally reviewed through SIP programme Shadowing opportunities take place to further upskill subject leaders on effective monitoring and targeted action/development 3 day coaching training attended Subject leaders monitoring plan reviewed in light of the new framework and carried out Review of subject leadership release time

Humanities subject leader externally reviewed by external consultant (focus) Creative arts subject leader externally reviewed by external consultant (focus) Subject leaders articulate the impact of their work through position statements Remaining skills maps finalised in preparation for further leadership development exercises Outcomes from external monitoring reviewed for further leadership development exercises

GK / AD/ LM / LA

Staff meeting (x3) External review of subject leadership qualities £2500 Coaching Training £1000 Subject leadership release time (no cost) Federation networking (no cost) Opportunity Area training (no cost)

Progression maps are used to assist with monitoring exercises and increasing subject knowledge Subject specific intent is constructed across the federation Impact of leadership is positive and articulated through position statements Subject leaders are better equipped to monitor, lead and develop the subject Outcomes across the curriculum improve

Governors monitoring meetings Pupil voice Staff evaluations Staff questionnaires Regular monitoring exercises External review (focus) External review (SIP)

Total resources / cost required: £2500

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

Appendix 1 Be Healthy Be Safe Team

Led by: E.Spence G.Thornton S.Thomas G.Kay A.Davenport R.Brown H. Reitze

Curriculum/ Aspect Priorities ECM Outcomes Science ~ E.Spence Physical Education~G.Thornton Personal, Social, Health Education ~S.Thomas Computing ~ R.Brown Safeguarding ~ G.Kay/A.Davenport SEN~ H.Reitze Wellbeing~A.Davenport

Being healthy Physically healthy Mentally and emotionally healthy Sexually healthy Healthy lifestyles Choose to take no illegal drugs

Staying safe Safe from maltreatment, neglect, violence, and sexual exploitation Safe from accidental injury and death Safe from bullying and discrimination Safe from crime and anti-social behaviour in and out of School Have security, stability and are cared for

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

Contribute and Economic Well-being Team

Led by: A.Selby D.Mayall S.Thomas Alison Davies

Curriculum / Aspect Priorities ECM Outcomes Humanities ~ A.Davies RE~A.Selby Eco Council ~A.Selby School Council ~ D.Mayall Parental Support and Vulnerable Children ~S.Thomas

Achieve Economic wellbeing Engage in further education, employment or training on leaving school Ready for employment Live in decent homes and sustainable communities Access to transport and material goods Live in households free from low income

Making a positive contribution Engage in decision-making and support the community and environment Engage in law-abiding and positive behaviour in and out of school Develop positive relationships and choose not to bully and discriminate Develop self-confidence and successfully deal with significant life changes and challenges Develop enterprising behaviour

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School Improvement Plan SPRINGHEAD INFANT AND NURSERY SCHOOL

SDP 2019-2020

Enjoy and Achieve Team

Led by: A. Davenport J. Donallon S. Thomas G. Kay H. Wildes

Curriculum / Aspect Priorities ECM Outcomes Teaching and Learning ~ G.Kay / A.Davenport Maths ~ H.Wildes English ~A.Davenport Creative Arts ~ J.Donallon Transition ~ S.Thomas Educational Visits / Visitors ~ G.Kay / B.Davis

Enjoying and achieving Ready for school Attend and enjoy school Achieve stretching national educational standards at primary school Achieve personal and social development and enjoy recreation Achieve stretching national education standards at secondary school