st oswald’s c.e. primary school...develop a love for reading with book reviews. pupil voice books...
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St Oswald’s C.E. Primary School
School Improvement Plan 2018-2019
‘Learning and Growing Together’
Overarching Aim; to spire to be an outstanding school to which all staff and pupils are proud to belong.
Context; This School Improvement Plan (SIP) is a working document used to set priorities and monitor progress throughout
the year. It is written in context of the recent reorganisation of our school to become a Primary School. We are an
ambitious school and we have high expectations for all our children and staff. It is our aim to be outstanding in all
aspects of our work developing wisdom, knowledge and skills for all members of our school community.
This document sets out the strategic priorities agreed by the Governing Body, Headteacher and staff. It is informed by
the schools rigorous self-evaluation system, monitoring and moderation from the local authority, peer to peer review,
the most recent Ofsted report (January 2014) and by the schools vision. This plan is underpinned by detailed plans for
each subject/curriculum area written by the subject leaders in school.
The School Improvement Plan is interwoven with the schools ‘Key Lines of Enquiry’ these have been written following the
end of year attainment data. During the Summer Term 2018 we will be reviewing our Vision for the school and aligning
to the Christian Context of the school.
Strand 1 The effectiveness of Leadership and Management
Context In September 2017 St Oswald’s was designated as a Primary School. The roles and responsibilities of
all leaders who may or may not be new to their roles and phases will be developed to achieve
wisdom, knowledge and skills for all learners and staff.
Key Issue To support and increase senior leaders and subject leaders knowledge of the Key stage 2
curriculum and its expectations by;
Providing opportunities to spend time undertaking peer to peer review and support.
For subject leaders to liaise and network with subject leaders from other schools- Weston on
Trent, Overseal Primary School, Dale Primary School
Providing opportunities for subject leaders to continue to moderate and assess with KS2
practitioners and teachers in other schools as well as internally.
For leaders to understand what “expected” looks like in reading, writing and mathematics at
the end of Year 3 and Year 4.
To continue to observe and sample books across both Key Stage 1 and Key stage 2 and ensure
seamless transition and progress can be seen.
For all members of staff; teachers and TA’s to develop their knowledge of Key Stage 2
Success criteria All subject leaders have a developed knowledge of what the expected outcomes for a year 3
child, year 4 child and a year 5 and 6 child.
100% of subject leaders to be confident in data analysis and pupil progress in Key stage 2
using the I track system
All subject leaders have the opportunity to undertake work sampling, lesson
observations/learning walks and moderations both in house and with other schools in the
locality.
Actions Performance milestones Lead
person
Monitoring
strategy
Gov Board
link
Outcome RAG
status
To ensure the SLT
and teaching staff
have a wider
knowledge of KS2
expectations in
writing and maths
Visit other KS2
settings with mixed
age classes.
Look at age related
expectations and the
documentation
produced by DFE
BW Evaluation
and feedback
to other staff
T&L SLT and teachers
develop their
knowledge of KS2
expectations
To ensure that all
teaching staff and
TA’s are familiar
with the key stage
2 curriculum;
particularly year 3
and year 4
Staff training on the
Year 3 and Year 4
expectations
Staff trainings on
Year 5 expectations
Moderation- in house
and external summer
term 2018, Autumn
term 2019
BW and DM
MD
Training
evaluation
Observations
of learning
and teaching
Planning
No more
marking
system
T&L comm 100% of staff
have an improved
knowledge of the
expectations at
year 3 and year
4, 5 and 6
To ensure that the
maths subject lead
has an
understanding of
the calculation
process at KS2
MD & SH working on
the Maths Mastery
Programme and
approach with Maths
Hub and Dale Primary
MD SH Observations
Action plans
Policy
LB Gov MD produce
calculation policy
and has
confidence in
supporting
teachers at KS2
MD disseminate
information to all
teachers
To develop a
consistent approach
to the teaching of
mathematics across
the school
Concrete, pictorial
and…. Methods
MD shares learning
and CPD techniques.
Use of White rose and
Maths no problem
information
MD leading
with all
staff
Observations,
lesson plans,
policy,
resources
LB and
T&L Govs
Children have a
consistent
approach to the
teaching of
mathematics.
To ensure that the
English/mathematics
subject lead have
the opportunities to
assess standards in
KS2 work sampling
and learning walks.
Working with a
teacher from a local
school to moderate
and ensure a
consistent approach to
the teaching and
implementation of
grammar and genres.
T4W training
Working with a
teacher from a local
school to moderate
and ensure a
consistent judgement
for mathematics (Gill
Gorman, Teacher
from Dale Primary)
HM MD Observations
Action plans
Policy
Work scrutiny
T&L Work sampling
has occurred and
links to
assessments
made.
Learning walks
highlight high
quality standards
in English and
mathematics
To ensure that the Working with science BM SH Observations T&L Science leader
science subject
leader has a wider
understanding of
the investigative
skills required for
KS2 science
subject leader from
local school.
Use cornerstones
curriculum to ensure
coverage and progress
at KS2
Continued Use of
“Let’s investigate”
materials and using
the T4W approach to
write up
investigations
Moderate science
investigations.
Track 3 children;
work sampling,
discussions with
children
Action plans
Policy
Work scrutiny
(SH) has improved
understanding of
investigative skills
in science at KS2.
Networking with
other schools and
across clusters to
ensure that the
children’s curricular
needs are being
addressed.
Attending network
groups.
Attending cluster
meetings
Attending moderation
meetings
MD HM BW
DM SH
All subject leaders
attend network
meetings.
To further Subject leaders visit All staff Observations T&L All staff have an
strengthen the
process for visiting
lessons and
providing
developmental
feedback
lessons more
frequently to
ascertain standards in
their subjects
Feedback provided to
all staff in order for
the children’s leaning
to improve and staffs
knowledge and skills
to develop
Feedback linked to
wisdom, dignity,
character
development, etc..
learning walks improved
understanding of
standards across
the whole school
Build high
leadership capacity
at all level,
including
governance so that
all leaders can
deliver, monitor
and evaluate high
quality provision
that allows all
pupils to excel.
Participate in
appropriate leadership
training peer
mentoring and
collaboration to
develop their role and
to maximise the
impact on pupil
achievement across all
phases.
Governors participate
in training that is
BW DM Governing
board strategy
updated
All Govs Governing board
strategy updated
and Governors
have a deeper
understanding of
what is required
at KS2
appropriate to their
context/role IDSR,
child protection and
safeguarding, SEND
Transition
opportunities for KS2
Years 3 and 4
To review SIAM’s
inspection criteria
to ensure the school
can meet the SIAM’s
agenda
Training in the new
SIAM’s inspection
materials
Training disseminated
to staff
Staff review as a
school the key aspects
of being a church
school.
Review of the school’s
vision
BW Action plans
Monitoring
Mini SIAM’s
inspection
Foundation
Governors
All staff have up
to date knowledge
of SIAM’s
To reflect on
‘Workload’ managing
staff work load
within the school.
Discussions with
staff.
Reallocation of time
Change in data input
systems
Change in
moderation.
Planned opportunities
BW DM
Governors
Discussion
Staff meeting
minutes
Governor
minutes
FGB Staff feel that
they have a
better work life
balance.
£1500
supply
days
for staff to have time
to reflect
Overall Financial cost for this=
6 days of supply costs- this will be covered in house by HLTA- no cost to school budget
Science investigation CPD- £340.00 full day training
Moderation App- £546
Strand 2 The Quality of Teaching Learning and Assessment
Context St Oswald’s is currently going through the process of great change, having recently been designated as
a Primary School. The development of a creative and relevant Key stage 2 curriculum is at therefore
at the front of our minds. Ensuring high quality teaching and assessment and enabling staff to meet
the academic and spiritual needs of our learners.
Key issue 1 To raise levels of attainment in reading, writing and maths in Key Stage 1 and Key stage 2 by;
Increasing the proportion of outstanding teaching. Strengthening assessment for learning
Ensuring that teaching and support promotes outstanding learning and progress
Raising the attainment of girls in writing and mathematics (inspection dashboard)
Raising the attainment of disadvantaged children to attain greater depth in reading and at least
expected in writing. (inspection dashboard)
To improve the % of children achieving expected and exceeding attainment at the end of Year 1 and
at the end of KS1 in writing by;
Using the schools monitoring and evaluation framework to enable learners and teachers to make
judgements about the % of outstanding teaching and learning.
Moderating work across the school and across the wider ADVTSA
Diminishing the difference for disadvantaged children, EAL and CiC.
Children being confident self-assured learners, having excellent attitudes to learning and have a
strong positive impact on learning.( enabling children to have aspiration for themselves and
developing strong characters)
Target setting and monitoring case study work.
To ensure the % of expected and greater depth continues at KS2 within Yr 3, 4 , 5, 6
Success Criteria At least 85% of pupils in all year groups make the expected level of attainment.
The proportion of pupils meeting or exceed the national standard increases; Reading 75% increased to
85%. Writing 67% increases to 75% Mathematics increases from 69% to 80%
The number of children working below the expected level for reading and writing and SPAG reduces
each term
The targeted teaching of focus groups of children identified impacts upon improved outcomes.
Identification of pupils who require additional support improves outcomes
The renewed calculation policy enables staff to extend learning through the various calculations
enabling children to be challenged and deepen understanding.
The written advice and feedback enables children to make prompt improvements.
Progress reports to parents provide parents with a firm basis of knowledge of where their child is at
and next steps in order for them to help their children progress.
Pupil progress meetings highlight the links between targeted teaching and progress.
Actions Performance milestones Lead person Monitoring
strategy
Gov
Board
link
Outcome RAG
status
To enhance the
writing
Cold and Hot task writes
termly
HM
BW
Observations
Work scrutiny
T&L Writing across the
school improves.
standards in
the school
Toolkits used specifically for
each genre when they are
taught specifically.
Further develop and
enhance Oracy and story-
telling prior to writing.
Non negotiables for each
year group
Talk for writing training
March 2018)- all staff to be
trained and it implemented
through school
Modelling genres of
writing.
A wide range of genres
modelled and seen in books;
this shows high
expectations.
Grammar that is taught
discretely is also seen
within big writes in books.
Literacy leader monitors
work via book samples and
observations/learning
walks.
Continue to incorporate
Planning
moderations
89% attain ARE or
above this.
The gap for
disadvantaged
children diminishes
non-core subjects into
literacy books.
To further
develop and
enhance
comprehension
techniques with
specific
reference to
inference.
Key questions written in GR
files. Teachers ask
questions and record
children’s answers to
provide evidence for
moderation and standards.
Continue ERIC time and use
Reading Cloud @ KS2 to
develop book reviews
Develop a Love for reading
with Book reviews.
Pupil voice books which
promote reading and
inference for girls.
Develop comprehension
techniques; read a small
text and draw a picture. To
show that they demonstrate
understanding.
Children write their own
questions linked to the text
for their buddy to answer.
Annual Parental workshops
HM BW Observations
Work scrutiny
Planning
Guided
Reading files
moderations
T&L Children’s
comprehension
skills improve
particularly with
reference to
inference.
to support and explain
inference techniques.
To maintain the
quality and
consistency of
grammar with
at least 85% of
children attain
the expected
grammar
standard in
each year
group
All children to be assessed
against the common
exception words half
termly.
Never Heard the word
sheets.
Spelling tests. Which link to
work and writing completed
in class
Grammar teaching
translated into work and
genres of writing in class.
Family home school packs
created to share
expectations.
HM Observations
Work scrutiny
Planning
GR files
moderations
T&L 85% of children
have met ARE in
grammar
To develop
mastery and
greater depth
concepts in
mathematics
Children to develop their
reasoning skills by
explaining what and how
they have worked out a
problem.
Mastery to be woven into
the maths curriculum for
every aspect.
Partner work in maths
MD Observations
Work scrutiny
Planning
GR files
moderations
T&L 35% of children
achieve mastery in
maths
Developing Oracy and
explanation skills in
mathematics.
To ensure high
quality displays
throughout the
school
Language rich
Tidy
Relevant
Support learning within the
classroom
Celebrations of learning
Working walls.
All staff
responsibility
Observations
Learning
walks
All
Govs
Displays are high
quality
Overall Financial cost for this=
Talk for Writing- CPD Cost £850
Mastery Maths training- £500
Strand 3 The Quality of Personal Development, Behaviour and Welfare
Context Behaviour and Safety across the school is judged as Outstanding under our previous inspection and
judged by ourselves in our SES. As we grow as a Primary School our aim is to remain outstanding
through continuing to educate the children in all aspects of safety, RSE and PSHRE and Wellbeing
Key Issue 1 To improve the rates of attendance for persistent absence particularly for FSM, boys and SEND
support
Success Criteria The proportion of pupils who are persistently absence reduces for boys and FSM children.
Absence for SEND Support children is monitored and support offered to ensure that their
attendance is above 96%
Actions Performance milestones Lead person Monitoring
strategy
Gov
Board
link
Outcome RAG
status
To work in
conjunction
with families to
promote good
attendance
Families identified
Support offered
Multi agency team
involved to support.
Referrals made to support
individual cases.
Late Log
Notices in Newsletters to
remind families
Rewards
Healthy School promotions
The attendance policy
reflects the Christian
character of the school
BW and KW Weekly and
monthly data
monitoring.
Letters sent
home and
reasons
recorded for
absence
SS
CFL
Improved
attendance for
persistent
lates/absences
Staff well-
being is
reflected in the
Schools
Christian ethos
and the staff
are all treated
with dignity
Staff well-being policy
Schools vision is revisited
and it rooted in the
teachings of Jesus.
Staff meetings to discuss
and prepare
BW
DM
Vision is
articulated
Learning walks
VM
JW
SS
Staff feel respected
and are treated
with dignity
and respect
Key Issue 2 To further develop the quality of personal development by incorporating KS2 objectives and having a
“wellbeing pathway” from EYFS to year 6- a whole school approach by;
Children having access to a strong coherent PSHRE curriculum
Children having emotional resilience
To develop a Growth Mind Set attitude to learning and teaching
Ensuring children and adults are aware of what constitutes a health body and mind.
Success Criteria All children have access to a good PSHRE curriculum throughout the school.
100% of children and staff in the school have an understanding of emotional wellbeing and how
to teach this
Actions Performance Milestones Lead person Monitoring
strategy
Gov
Board
link
Outcome RAG
status
To develop the
school’s ability
to support
children’s
emotional needs
in Key stage 2
Staff meeting to consider
well-being pathway
through the school.
Well-being pathway
created for our children.
As a school look at the
document ‘Valuing All
God’s children’ and how
this can permeate our
PSHRE curriculum- Dignity
and Respect.
BW and MD Wellbeing
pathway in
school
SS Wellbeing pathway
created and all
children have an
understanding of
their own health
and mind set.
To develop the
Growth mind
Promote work on
resilience
BW and DM Pupil voice,
Questionnaires
CFL
com
Children develop
resilience and a “I
set curriculum
further.
Look at the Character
Education toolkit; I can, I
have I am.
Put information on the
school website re Growth
Mindset
Look at Growth Mind Set
Lessons- every child a
learner- implement within
school
mittee can attitude” to
learning.
To continue
implementation
of the
behaviour
management
Maintain the zones on the
playground and develop
different playground
sports, games, activities.
Behaviour code of
conduct signed by the
children.
Review termly behaviour
throughout the school.
Reward system
implemented by the
children; ‘Let’s Shine’
approach. This is rolled
out Summer Term 2018
The behaviour policy
reflects the Christian
BW
BW
All MDS and
staff
All MDs and
Staff and
children
Policy seen in
action and
used by staff.
Reward system
used in action
SS Behaviour
management policy
implemented and all
staff received
training
Reward system
implemented
character of the school.
To review the
Anti Bullying
Policy
As a staff review the ABC
Policy and its impact
within the school.
Whole school collective
worship to look at this.
Learning within the
classroom focused on
PSHE and ABC work
All staff BW
and MD
leading
Observations
Implementation
SS
CfL
Refreshed
understanding of
the ABC approach
across the school
To provide
opportunities
for children to
provide quality
opportunities
for pupils to
explore
situations of
injustice, and
inequality
Explore social justice as a
school and how we
support social action
within our community.
Continue with charitable
activities which impact
upon our society and the
global society.
BW SIAM’s
documentation-
character
development:
hope,
aspiration
JW Children can
explore and
challenge
themselves
Overall Financial cost for this=
No cost to the school budget- covered in staff meeting time
Strand 4 Outcomes for Pupils/ pupil achievement
Context St Oswald’s is currently going through the process of great change. As an infant school we are
reorganising to become a Primary School taking children from EYFS to Year 6. The development of a
creative and relevant Key stage 2 curriculum is at therefore at the front of our minds. Ensuring high
quality teaching and assessment results in high achievement
Key Issue To strengthen the quality of provision for pupils to improve outcomes in all subjects at Key stage 1 and
Key stage 2 by;
Promoting the enquiry based learning approach through Corner stones.
ensuring that the expectations regarding children’s learning is as high as it is for work in core
subjects
develop questioning and investigative skills in science
providing a wide range of interventions which enable the differences in attainment to diminish
Providing a range of homework activities which will engage and support learning.
Success Criteria Learning tasks are linked throughout all key stages and pupils are highly motivated.
The proportion of children reaching ARE in non-core subjects are as high as in core subjects.
Monitoring shows that children’s learning is secured through the provision of appropriately
challenging and proficient tasks.
Monitoring and data analysis shows that interventions used in school close the gap.
Children enjoy learning take pride in their work and are keen to succeed
Children are able to demonstrate the characteristics of a good learner and know what to do to
become more proficient.
Children engage in all the homework activities provided
Actions Performance milestones Lead person Monitoring
strategy
Gov
Board
link
Outcome RAG
status
To assess the
effectiveness of
the RE
As a staff explore
theological concepts.
Revisit the Understanding
BW RE teaching
and standards
are assessed
L&T
comm
Chidlnre have a
deeper knowledge
of concepts and
curriculum-how
does the RE
curriculum help
develop
religiously
literate pupils
Christianity
documentation/materials
with all the staff.
RE training led by Alison
Brown
theological
knowledge is
broadened.
To further
develop
questioning and
investigative
skills in science
and design
technology to
enable 80% of
children in each
year group to
attain ARE in
AT1
CPD opportunities external
trainer
Lego clubs
Cornerstones science
learning sequences
Conduct learning walks
Undertake work scrutiny
and pupil interviews to
evaluate the quality of
provision and the impact
on pupils learning and
engagement
SH and BM Observations
Pupil
interviews
Work scrutiny
planning
L&T
comm
Standards of
attainment and
achievement is ARE
or above
To ensure
standards are
high across the
whole of the
school in all
subjects- to
review the
curriculum in
Staff training to look at
expectations in all subject
areas.
Subject leaders work with
staff in other schools.
Evidence collated and
monitoring of standards in
all subjects
All staff
All subject
leaders
Observations
Pupil
interviews
Work scrutiny
planning
L&T
comm
Standards of
attainment and
achievement is ARE
or above
the light of
specific
challenging
questions;
Focus on the following
questions; how have we
designed the curriculum?
How does it promote our
school culture and aims?
How does it promote SMSC
and British Values? How
does it ensure deep
learning, engagement,
breadth and balance?
Use the ‘Valuing All God’s
children’ materials
Overall Financial cost for this=
SIAMs training for all staff- £200
PSHRe IT Curriculum Leader training - £680
Strand 5 Safeguarding
Context As St Oswald’s grows to become a Primary School training for staff in safeguarding Junior aged
children will be necessary. The Action plan will be followed as a result of the S175 Audit.
Key Issue To further develop our safeguarding curriculum by;
having a safeguarding curriculum which reflects KS2 online safety
Incorporating SRE, friendship, Bullying, PSHE, stranger danger into a KS2 curriculum for our
school.
“Online safety” training awareness for parents
Parent information evenings to support
Success Criteria 100% of children participate in the safeguarding curriculum.
100% of children sign the acceptable use policy for KS2 children
Actions Performance milestones Lead person Monitoring
strategy
Gov
Board
link
Outcome RAG
status
To write a
safeguarding
curriculum for
KS2
Safeguarding curriculum
written.
Shared with staff at staff
meeting.
Annual training provided
for staff with regards to
safeguarding
Training provided for
parents/governors with
regards to safeguarding
Anti-bullying policy
written and charter
updated.
Use of IPAd’s within
school and pupil logins
and ID
Alan McKenzie-
safeguarding Guru to
revisit and train pupils
BW
James
Illesley
MD
DM
Observations
Review via
questionnaires
planning
SS Safeguarding
curriculum
implemented and
seen in action
across the school
and staff.
Information about online
safety on website and
extend knowledge of
privacy settings to parents
To clearly make
aware our
safeguarding
expectations
through clear
lines of
communication
Letters to parents about
mobile phones/ walking
home alone
Website updated- online
safety, privacy settings,
ratings, examples of
website support.
BW KW Audit of the
website
SS Parents are aware
of our expectations
in safeguarding.
Total cost to school budget;
Alan McKenzie approx. cost £1000 per day
Acronyms;
ARE- Age Related Expectations
ERIC- Everyone read in Class
EYFS- Early Years Foundation Stage
CFL- Climate for Learning Committee
GR- Guided Reading
KS1- Key Stage 1
KS 2- Key Stage 2
PSHRE- Personal, Social, Health and Relationship Education
RSE- Relationship and Sex Education
SEND- Special Educational Needs and Disability
SLT- Senior Leadership team
T&L- Teaching and Learning Committee
Staff Initials and Names
BW= Becky Wood
DM= Di Mansfield
MD= Michelle Dawson
SH= Sarah Higton
HM= Holly Massey
KA= Katie Austin
JS= Josh Sears
SS= Stephanie Shearer
KW= Kay Wright