stpaulsprimaryschool.org.uk · web viewall leaders including governors, have high expectations for...

St Paul’s CofE (c) Primary SchoolCompassion: Endurance: Friendship

School Improvement Plan2019/2020

Learning, achieving and growing together with God

Key Priorities 2019/20Area – Effectiveness of Leadership and Management -

Leadership and Management VisionAll leaders including governors, have high expectations for the school and lead by example. There is a strong emphasis on distributive leadership, with clearly defined roles for members of the SLT and middle leaders, to collectively ensure pupil outcomes remain the focus and all pupils achieve and grow. School has, due to restructure, seen some movement in staffing. As a result, we continue to maintain continuity of standards and capacity/succession planning remains high on the school agenda. All levels of leaders, teachers, support staff, administrative staff including governors, have opportunities to develop further beyond the school with access to quality professional development, which we believe can only enhance the capacity of the school. All members of staff are seen highly valued and they have a wide range of skills and expertise to enhance opportunities for our pupils.Our governing body is stable and experienced. We have restructured the meeting structure of the governing body to 6 full governing body meetings a year to allow governors to have even more opportunities to monitor and review practice within the school. In order to develop leadership and management further we need to:

Continue to develop leadership at all levels within school and ensure effective succession planning throughout the school. Ensure that the quality of the curriculum, teaching, learning and assessment are consistently good and outcomes for all groups of pupils are at least good. Ensuring consistency across all year groups in securing substantial improvement in progress for disadvantaged pupils and boys and girls. Ensure senior leaders including governors have a consistently accurate picture of pupil’s attainment and progress through the increased use of external

standardised tests for all year groups. Further develop links with ITT providers Progress with the intention of school moving into a MAT Continue to ensure that staff wellbeing in order to develop further Continue to ensure the highest levels of safeguarding

Success Criteria The proportion of pupils on track to achieve the expected and higher standards in reading, writing and mathematics is broadly in line with national. The proportion of pupils on track to achieve the national standard in the phonics screening check is broadly in line with national. The proportion of low prior achieving pupils on track to achieve the expected standard in reading is above national. Staff notice improvements in their well-being/reductions in work load/absence down/improved personal learning Middle leaders take a key role in implementing the SDP effectively Middle leader release-time is used to enhance leadership’s whole school monitoring of the curriculum through a strong focus on their subject/area Middle leaders receive specialist support/CPD through working with peers across the LA Middle leaders have a clear understanding of how their subject/area fits into the school’s vision Governing Body has capacity and skills to support the SLT in moving the school forward, including converting into a MAT All leaders including Governors have a clear understanding of the strengths and weaknesses across the curriculum and know what needs to be done to make

improvements. All leaders have clear schedules for monitoring and evaluating lessons, pupils work and attainment/progress data. All children are receiving quality first teaching which will impact on progress and attainment RWM progress and attainment with improve School will further improve capacity at all levels within school Rapid leadership response to analysis of data, to tackle under performanceIntent Implementation Impact


Priority Action Key Staff Time Line Resources Monitoring Summer 19 Autumn 19 Spring 20Continue to develop leadership at all levels within school and ensure effective succession planning throughout the school.

Identify staff members to access to leadership training

HT/SLT August 2019 £500 per CourseOA funding available

NF/SLT Identify the staff Application processes

undertaken

Staff have been accepted on the programs start

Summer 20

Identify CPD for Governing Body Governors/HT/GSU/BW

Termly BW to source costs COG/GB/HT Discuss needs with Governors and

identify suitable CPD

Discuss needs with Governors and


Discuss needs with Governors and


Ensure that the quality of the curriculum, teaching, learning and assessment are consistently good and outcomes for all groups of pupils are at least good

Review the current provision HT/SLT/subject leaders

Summer Term 2019

£500 CPD

£6000 Diff Text

£3000 maths resources (match funding)

HT/SLT/GB/Subject

Leaders/OA English/Maths Hub/Science

Hub

Revised curriculum implementedPlanning and preparation

Implement the new changes to curriculum

Review and adjust

Purchase the RWI Programme and training

HT/CLLD Lead/SLT

Summer 2019

£6500 (£3000 match funded)

HT/CLLD Lead/SLT/Engli

sh Hub

Program Lead meeting takes

placeTraining Booked

Resources Purchased

2 Inset days for training

Assess childrenImplement Program

Assess progress review groups

Review pupil progress meetings proformas

HT/DHT/SLT Summer 19 onwards

HT/DHT/SLT Review the report with staff make

changes

Review of impact of intervention from previous term discussed in subsequent Pupil Progress meeting

HT/DHT/SLT Autumn 2019

onwards

HT/DHT HT/DHT meeting August 2019 to

discuss

Agree schedule for review at least

termly with teaching staff

Termly intervention data show

decrease in pupils not making

expected progressDCPro judgements moderated with outcomes of standardised tests and discussed in pupil progress meetings. Reports to full GB submitted.

HT/Maths/English Leads

Summer 2019

onwards

£1500 per term HT/Maths /English

Leads/GB

Tests administered and results entered.

Gap analysis tool used to inform future planning

Termly intervention data show decrease in pupils not making expected progress

Ensure senior leaders including governors have a consistently accurate picture of pupil’s attainment and progress through

Re-schedule Governors meetings HT/RW/COG/GSU

July 2019 N/A COG/GB/HT/Clerk

Send out the new agreed dates

All Governors attending meetings

Increase the number of subject visits for Governors in school

HT/COG/GB Autumn 2019

2 additional Hours of time

HT/GB Set up dates with Governors.

Governors share findings


the increased use of external standardised tests for all year groups

Travel expenses Governors carry out visits/learning walks

Review process and adjust

Oral presentations to GB meetings from subject leaders.

Schedule External PP Review HT/COG/PP Governor/External Review

Autumn 2019

£1500 HT/PP Governor/GB/Margaret Yates

Contact external reviewer through

OAInitial meeting

agree date

2nd and 3rd October 2019 review to take

placeReview Actions

Review actions and adjust action plan

Further develop links with ITT providers

Arrange meeting to consider students for 2020

HT/GB December 2019

N/A NF/GB Initial Meeting held and agreement in

place

Students identify and in place for September 2020

Progress with the intention of school moving into a MAT

GB to finalise the decision to join ST Chad’s MAT

GB/HT December 2019

Continue to ensure that staff wellbeing

Continued commitment to the Carnegie Mental Health Award

HT/GB/Mental

health lead

Assessment Autumn

2019

£500 set aside MH lead/HT/COG/

GB/Leeds Beckett

University

Attend MH Award conference in Birmingham

Complete the audit

Assessment against KPIs from Carnegie(Pamela Weeden)

Award Decision

Next steps action plan

Additional Mental Health First Aider/Domestic Abuse Champion

HT/MH Lead July 2019 £75 Course MH Lead/HT Emma Cooper to attend training

3 MH First Aiders available within

school to support staff members

Continued commitment to SAS HT/GB September 2019

onwards

£24KRW to cost for

immunisations etc

HT/GB/MH Lead

Commit to SLA with SAS

Arrange dates for Flu immunisations

etcContinue to ensure the highest levels of safeguarding

Ensure that all statutory requirements are maintained

HT/COG/GB/DDSLs

Summer 2019

onwards

CPD for DSL/DDSLs/Staff

Review CPD/Safeguard

ing policy inline with

KCSIE Sep 2019

Implement KCSIE 2019

Staff Training

Review Review


Key Priorities 2019/2020Area – Quality of Education - Teaching at in all key stages is improving, which is producing improved outcomes for pupils. Writing attainment at the end of KS2 improved in 2019 and is broadly in line with the national average but this is not consistent throughout school. As a result, this remains a whole school priority. We aim to further improve our boy’s performance in literacy at both ARE and GDS. We have seen a slight dip in the number of pupils achieving and exceeding GLD this year and we working hard to ensure that outcomes for pupils in our EYFS improve. We also need to increase the proportion of children achieving the Phonics Screening in Y1. As a result, we are training all staff in the teaching of phonics and early reading and introducing the RWInc. Programme. We are working hard to improve outcomes for pupils at KS1 in RWM.Monitoring is improving and staff comply with school procedures consistently and are receiving quality support from senior colleagues.The differentiated text approach to English is embedded and staff have high expectations for all pupils. In English, we have introduced an effective process for editing and up levelling pupils’ writing. This is resulting in some good quality practice in improving writing from earlier drafts to more finished work. Pupils love to talk in depth about the novels and stories they have been reading and this has encouraged them to read more widely. The mastery approach to maths is embedded and all staff have high expectations for all pupils. Differentiation is used effectively to challenge pupils who are ready to deepen their subject knowledge and understanding with conceptual knowledge, which is not merely factual and procedural, resulting in sustainable knowledge and skills. Learning is built on solid foundations which do not need to be retaught. We place great emphasis on knowing “why” as well as knowing “that” and knowing “how”. There has been an effective emphasis on improving pupils’ calculation skills through an increased amount of work in arithmetic. The introduction of ‘Times Tables Rock Stars’ has been a huge success with significant improvements in pupils’ rapid recall of times tables and number bonds. The foundation subject curriculum is evolving and we believe will offer a good balance of skills and knowledge. This is one of our main priorities and will be regularly evaluated so that adaptations are made to ensure that all learners receive the same level of challenge. Teachers effectively check pupils’ understanding throughout lessons. Planning reflects an anticipation of what intervention may be required at various points in a lesson. The Feedback Policy is monitored by the SLT and therefore ensures that AFL is effective in driving pupil progress. We also focus our monitoring during book scrutinies to include foundation subjects to further ensure pupils are successfully translating expectations from one subject to another. We have reviewed most of the foundation subjects with long term plans being altered to reflect this. We receive specialist teacher support to ensure Music and Physical Activity are resulting in the best possible outcomes for our pupils. In order to develop Quality of Education further we need to: -

Embed and develop whole school curriculum including new SRE guidance and Online Safety Implement the Read, Write Inc. Phonics programme Develop learning support for parents Further develop the use of Tier 2 and Tier 3 Vocabulary throughout the curriculum not just English and Maths Targeted CPD for staff to ensure good level of subject knowledge Improve Writing opportunities in EYFS Monitor more closely the progress of our pupils and build on successful practice and consequently improve the outcomes Address the gap between boys and girls in reading and writing, in particular improving the % of boys achieving the higher levels of attainment and to

ensure progress from previous key stage is being closely monitored. Success Criteria

Planning shows creative and motivating activities to engage all groups of pupils, planning meets the needs of the learners The proportion of pupils on track to achieve the expected standard in reading, writing and mathematics is broadly in line with national. Attainment in end of year assessments shows that all pupils have made at least good progress.


Monitoring shows that teachers are helping pupils make progress in their learning Class action plans with subject specific information to support rapid improvement Good quality teaching in mixed aged classes Greater consistency in the quality of teaching and the quality of feedback Rich experiences ensure learning has purpose and relevance. Pupils will receive good quality phonics teaching Children’s writing in all books not just English will show improved outcomes for pupils, including spelling Children’s standards in speaking and listening improve as outcomes focus on new vocabulary The learning and retention of key vocabulary improves children’s understanding and is applied across the curriculum There are greater opportunities for children to experience new sports, activities and clubs.Intent Implementation Impact

Priority Action Key Staff Time Line Resources Monitoring Summer 19 Autumn 19 Spring 20Embed and develop whole school curriculum including new SRE guidance and Online Safety

Review the current provision HT/SLT/subject leaders/GB

Summer Term 2019

Chris Quigley CPD x 4

£6000 Diff Text

£3000 maths resources

(match funding)

HT/SLT/GB/Subject Leaders/OA

English/Maths Hub/Science Hub

Revised curriculum implementedPlanning and preparation

Implement the new changes to

curriculum

Review and adjust

Review Guidance on SRE HT/DHT/GB Summer 2019

HT/DHT/GB Share with staff Implement new changes

Teachers confident with resources

available to develop effective short-term plans

PSHCE/SRE/Online curriculum being

delivered across all year groups

Review Guidance on Online SafetyEnsure all our pupils are staying safe online both at home and school

HT/DHT/GB Summer 2019

£1000 Values V Violence CTD

HT/DHT/GB Share with staff Revised PSHCE/Life

Skills/FBV Curriculum Plan

Using Chris Quigley Essentials skills document assign skills and knowledge to medium term plans for each year group.

Subject Leads Summer 2019

£400 Focus Education Support

Recources

Long and medium term plans show clear skills and

knowledge progression.

Book scrutinies in autumn term show increased depth of

learning.

Implement the Read, Write Inc. Phonics programme


CLLD Lead Summer 2019


HT/CLLD Lead/SLT/English Hub



Resources Purchased


Assess childrenImplement

Program


Further develop the use of Tier 2 and Tier 3 Vocabulary throughout the

Implement recommendations from the English Hub Action Plan

Implement recommendations from Maths Action Plan

English Lead/CLLD

lead

Summer 2019

onwards

£3000 match funding

HT/CLLD Lead/English Lead/English Hub/Maths

SLE/Science SLE

Audit undertaken by English Hub and action plan created

Start to implement

Resources available for all

subjects for vocabulary

mats/display/pre-

Review and adjust


curriculum not just English and Maths

Implement recommendations from Closing the Vocab Gap

actions – Word of the Day/Week

teach

Review impactImprove Writing opportunities in EYFS

English Lead and EYFS lead to work strategies to improve writing opportunities with support from SIP

English Lead/EYFS Lead/SIP

Summer 2019

onwards

HT/English Lead/EYFS Lead/SIP/GB

Agreed improvement

areas implemented to be reviewed after one term

Monitor more closely the progress of our pupils and build on successful practice and consequently improve the outcomes

DCPro judgements moderated with outcomes of standardised tests and discussed in pupil progress meetings. Reports to full GB submitted.

HT/Maths/English Leads

Summer 2019

onwards

£1500 per term HT/Maths /English Leads/GB

Tests administered and results

entered. Gap analysis tool used to inform future

planning

Termly intervention data show decrease in pupils not making expected progress

Address the gap between boys and girls in reading and writing, in particular improving the % of boys achieving the higher levels of attainment and to ensure progress from previous key stage is being closely monitored

To identify boys not reading regularly at home for 1:1 timetabled reading in school and English Lead/HT to speak to all parents

To establish a boy’s reading club prioritising disengaged boys (SCFC Bronze Package Reading Stars)

English lead to identify areas of outstanding practice in writing and explore techniques used through visits/online research

OA English Project to improve writing in KS1 and Y3

English Lead/CLLD Lead/SIP

Autumn 2019

onwards

£250 SCFC

£1500 BooksMatch funding

English Hub

HT/English Lead/CLLD Lead/SIP/GB

1:1 reading list established and reading partners

identified

Reading club established and boys engaging

Initial meeting with English SLE and SIPImproved teaching

of writing

Improvements in outcomes for boys reading evident in autumn data

% of boys at ARE in writing has

improved from summer 2019

Visits/research actioned and

findings feedback to SLT

Agreed improvement


Agreed improvement



Key Priorities 2019/2020Area – Behaviour and Attitudes There is a positive ethos and climate for learning across the school. Pupils behave well. Our attendance remains a key focus, although we are improving, we must continue to deter parents from taking pupils on holiday during term time. We will continue to issue penalty notices for all parents this applies to. We will also continue to challenge parents early on if a pupil’s attendance falls below an acceptable level, so they are encouraged to develop positive attitudes to attendance and punctuality. Pupils are polite. Pupils make a good contribution to a safe and positive learning environment. They demonstrate a pride in themselves and in school. Pupils show respect for, courtesy and good manners towards each other and adults, which is always commented on by both internal visitors to school but also when the pupils attend inter school events, trips and residentials. Their behaviour in and outside of lessons is good and we have active learners in each lesson. Lessons flow smoothly and any disruption is dealt with swiftly. Pupils’ attitudes to learning are good We have an excellent pastoral team who support our most vulnerable children and families. Some of our pupils have significant challenges to overcome and need the support daily in some cases. Systems are robust and secure to keep our pupils safe. School is developing a good reputation because of its caring attitude towards pupils and also the additional support offered to our families who maybe be struggling with social inequalities. In order to develop Behaviour and Attitudes further we need to: -

Ensure that pupils have excellent attitudes to learning and not just good attitudes. Reduce the number of persistent absences and unauthorised absence Embed behaviour tracking system Reduce further the numbers of incidents of low level disruptive behaviour To ensure playtime and lunchtime activities are providing structure and engagement in healthy play

Success Criteria: Behaviour policy is applied consistently by all staff. Reduced number of Incidents of low level poor behaviour. Children’s self-esteem improves. Children more resilient Whole school PDM’s for all staff to receive coherent information, based on well-being and other areas of knowledge Whole school RE and collective worship reflect the diverse society in which we live Pupils are regularly leading collective worship to year groups then the whole school Collective worship has a positive impact upon all stakeholders in school. The whole school attendance will improve, reaching the whole school target or better The number of SEN Support PA pupils reduces so that it is at least in line with national figures. Behaviour in all areas of school will improve. Attitudes to learning will continue to improveIntent Implementation Impact

Priority Action Key Staff Time Line Resources Monitoring Summer 19 Autumn 19 Spring 20Ensure that pupils have excellent attitudes to learning and not just good attitudes.

Peer observations to be used to identify areas for development in learning opportunities for resilience and independence

All staff September onwards

HT/SLT Transition meetings with new

teacher and expectations

shared with pupils

Pupils come back to school ready to

learn

Children fully engaged in

learning


Reduce the number of persistent absences and unauthorised absence

PA or potential PA pupils identified

HT/Safe Guarding

Officer/Learning Mentors/EWO

September 19 onwards EWO time

weekly

SGO time with families

HT/SGO/EWO/GB PA pupils identified

Reduction in no of PA pupils

Reduction in no of PA pupils

Referrals made to safeguarding officer

Families contacted to meet with EWO

Targets set for individual families Families contacted to meet with EWO

Review meetings held to celebrate success or offer additional support through EWO

Embed behaviour tracking system

DHT to ensure all new staff are confident to implement behaviour system procedures

DHT September 19 onwards

DHT time HT/GB/DHT

DHT to monitor ABC forms and ensure the tracking system is kept up to date and reviewed

DHT/VH VH time weekly

Reduce further the numbers of incidents of low level disruptive behaviour

Children are aware of the high expectations expected at all times, including lessons. Behaviour systems fully embedded by all staff.

All staff September 19 onwards

HT/SLT Transition meetings with new

teacher and expectations

shared with pupils

Pupils come back to school ready to

learn

Children fully engaged in

learning

To ensure playtime and lunchtime activities are providing structure and engagement in healthy play

Jenny Mosley training for lunch time supervisors

Pupils to be involved with redesign of the existing and new play space Resources to be ordered

Playleaders in Y5 and Y6 to be trained alongside Lunch time supervisors and re-introduced

HT/DHT/Lunch time staff/

July 19 onwards

£1000 HT/DHT/SLT Lunch staff attend JM training

Resources sortCompetition for

childrenMeeting with Bee Active to set up

play leaders training for pupils

Pupils identified6 Weeks in the moment play

leader training LTS involved with

children in trainingObservations show

high majority of pupils engaging in

healthy play

% of playground incidents show reductions over

time

Key Priorities 2019/2020


Area – Personal Development – Our curriculum offer is designed to extend beyond academic skills. We aim to offer opportunities for all our pupils, in particular our disadvantaged pupils the opportunities to develop and discover their interests and talents. We aim to ensure our pupils are developing deep resilience in all aspects of the curriculum and life. We want them to develop independence in their learning and the confidence to test themselves in unfamiliar areas. We are mindful of the physical and mental wellbeing of the pupils and tailor the opportunities both within the school day and outside of this to meet the needs of the cohorts of pupils.We want the experiences and opportunities given to our pupils to lead them to being respectful, active and respectful citizens both now and when they leave St Paul’s for the next stage of their learning and lives. We want our children to be good citizens and feel a part of the local community and know how they can contribute to this community. Our children are taught to celebrate and embrace diversity and the enrichment diversity brings to our school. We want to ensure the mental and physical health of our pupils is also a high priority for school and home. We also want our children to have high aspirations for themselves whatever their starting points in life. In order to develop Personal Development further we need to: -

Further develop pupil voice (Pupil Parliament) Embed and adapt the PSHE/Life Skills Curriculum Further develop pupil aspirations for their future education and work. Ensure the mental health of our pupils is a high priority for all staff Ensure all our pupils are aware of how the keep physically healthy Ensure all pupils are given opportunities to discover new talents and interests Ensure all our children are well prepared for their next steps Ensure our pupils know what it means to be a good citizen

Success Criteria Maintain the high level of mutual respect between pupils through continuing to embed the Values-Based ethos in the school Further develop strategies and systems to support improved pupil wellbeing Ensure that the mental wellbeing coordinator is fully supported Enrich the very good knowledge of Christian values and concepts by linking them more closely with the narrative and example of Jesus’ life and teaching,

and stories of people of faith. Generate opportunities across the curriculum to provide experiences and develop understanding of the diverse nature of the Christian faith. Children from St Paul’s will be active citizens Children at St Paul’s will have a better understanding of future life beyond school, with regards to careers, life skills, aspirations and make informed

choices of what they want to do with their lives Children will feel valued and feel that they have a voice to make decisions about their schoolIntent Implementation Impact

Priority Action Key Staff Time Line Resources Monitoring Summer 19 Autumn 19 Spring 20Further develop pupil voice (Pupil Parliament)Embed and adapt the PSHE/Life Skills Curriculum

Current school council to be canvassed on how to move forward with the pupil parliament

HB/HT July 2019 Time for HB out of class (DJ to

cover)

HT/SLT Children informed at transition day of

the new opportunities and

how to apply.

Children apply for position. Elections

take place. Children start

working to support whole school change

Review


Further develop pupil aspirations for their future education and work

Embed the Skills Builder principals within PSHCE and all curriculum areas

HT/RW/MH/SLT Summer term 19 onwards

£3000 OA

HT/RW/MH/SLT Arrange training session for September

Training September 19

Start to use resources

Staff and pupils using resources

regularly

Arrange Careers activities whole school

Spend monies in virtual wallet on

career based activities

Meet with Kelly to arrange dates for

activities

Activities to promote careers

take place

Embed Children’s University Promote SU create passports

Update passports Some children graduate

PSHCE/Life Skills Curriculum Develop curriculum

Start to teach Children improving understanding of

working lifeEnsure the mental health of our pupils and staff is a high priority for all staff and pupils

Well Being Group continues PT/HT/SLT/All staff Summer term 19 onwards

PT/HT/SLT New staff induction

Lego Therapy

New Counsellor identified

10 minutes each morning

timetabled

Regular item on SLT/Staff meeting

agendas for identification of

vulnerable pupils

Additional Training for Learning Mentors and Safe Guarding Officer to support childrenContinued SLA with Younger Minds CounsellorEmbed the Nurture in Mind training for MindfulnessWhole school timetabled Mindful Moments

Ensure all our pupils are aware of how the keep physically healthy

To encourage a physical daily class activity

SD/SP/AE/HT September 19 onwards

Sport Premium Funding

HT/SD/SP/SLT/GB Meeting with BeeActive

Consultants to discuss school

needs and agree a time frame

Set up the clubs Review

Invite only club to engage pupils

After school club for all of Reception ChildrenTo work towards Silver Food for life award

Ensure all pupils are given opportunities to discover new talents and interests

Ensure pupil voice is consulted regarding clubs and extra -curricular activities

HT/HB/SD/SP/AE September 2019

ongoing

OA Funding

HT/SLT/HB/AE Meeting with children

Timetable clubs

Allocate first places for children

Review

Set up Forest Schools whole school

HT/AE/CW Source training for CW

Ensure all our children are well prepared for their

Ensure that transition meetings with external providers continue

HT/DHT/SLT Spring 2020 onwards

HT/SLT/GB Meetings arranged Meetings happen


next steps Cover for EYFS lead

Teacher cover for Y6

Teacher cover time

Source excellent practice and arrange visit Set up timetable

HT to contact high schools to discuss

Alter timetableMore formality summer term for Rec moving into Y1Transition altered last 6 weeks to one afternoon/day a weekDevelop better links with local high schools for teachers to come into school and our teachers to go into high schoolContinue stay and play (consider variation for other year groups)

Ensure our pupils know what it means to be a good citizen

Set up links with local elderly care home

HT/SLT September onwards

£150

HT/SLT/GB NF to set up meeting with AMK

at Willow Barns

Agree timetableChildren working with the residents

Review and adjust

Develop links with St Gregory’s Primary Academy

NF to meet with Margaret Yates

Set up timetable children working

togetherContinue links with St Paul’s Church and parishioners

Discuss activity sessions with John

AlessiParticipate in local democracy events

Apply to participate

HB/HB

Introduce random act of kindness awards

Source CertificatesDiscuss with staff

and pupils


Key Priorities 2019/2020Area – EYFS Our Early Years provision provides our children with a very good start to their formal education. We see nursery as the beginning of their educational journey and have invested heavily in staffing to ensure that children make at least good progress from their very low starting points. Our Acting Early Years Leader is working to improve the provision within EYFS. Before starting school, all parents and children are invited in for open evenings/play sessions and all families receive home visits.This year nursery children started fulltime in September and this has allowed children to settle quickly and a school readiness assessment has been undertaken which sits alongside our own teacher assessment which provides us with an accurate starting point from which we can measure progress. Opportunities for families to work alongside their children have developed due to our Family Fun Learning sessions and workshops (including joint workshops with Stoke Speaks Out and The School Ready team.Teaching within Nursery and Reception is improving, as a result, progress is very good from a very low starting point.In order to develop the EYFS further we need to:

Ensure all children, including SEND, PP pupils and the most able are making substantial and sustained gains so that they are able to achieve ARE at the end of reception.

Develop ways to engage parents and carers, in their children’s learning in school and at home. Continue to develop the outdoor provision. Improve opportunities for writing within the EYFS Fully implement the RWI Programme into EYFS

Success Criteria Independent activities are engaging and pertinent to learning needs. They enable all pupils to be actively engaged. Children achieve in line with national in all areas of the EYFS profile. More children exceeding expectations at the end of Reception Children will enter KS1 with a more developed vocabulary and improved early reading Children’s writing is improving more rapidly Provide a stimulating, engaging learning environment both inside and outside, to develop children’s experiences and their potential for rich, learning opportunitiesIntent Implementation Impact

Priority Action Key Staff Time Line Resources Monitoring Summer 19 Autumn 19 Spring 20Ensure all children, including SEND, PP pupils and the most able are making substantial and sustained gains so that they are able to achieve ARE at the end of reception.

Ensure that learning is purposeful and linked directly to learning outcomes

Ensure that EYFS is a language rich environment (spoken, written, type, texts)

Initial baselines are undertaken and areas of development become key priorities

PT/AB/SLT Sumer 2019 onwards

TBC HT/SLT/GB/PT Use moderation data to enhance the curriculum

Source assessment system to support

identifying gaps

Phonics assessments

Implement changes ensuring rapid intervention

when needed

Review

Develop ways to engage parents and carers, in their children’s

To ensure that parents are involved more widely with phonics, early language, reading, and other key areas of

PT/AB/SLT/HT Summer 2019

onwards

TBC HT/SLT/GB Devise self-help and work shop

sessions to engage parents

Create a timetable and start to

provide sessions

Review and adjust


learning in school and at home.

development

Continue to develop the outdoor provision.

To further develop the effectiveness of outdoor provision in nursery and reception in contributing to high outcomes for pupils

AE/PT/HT/SLT Summer 2018

onwards

Source additional

funding streams

HT/SLT/GB/PT/AB EYFS team to develop curriculum

for September 2019

Implement the timetable

Children actively learning outdoors

Review and resource

Improve opportunities for writing within the EYFS

English Lead and EYFS lead to work strategies to improve writing opportunities with support from SIP

English Lead/EYFS Lead/SIP

Summer 2019

onwards

HT/English Lead/EYFS Lead/SIP/GB

Agreed improvement


Fully implement the RWI Programme into EYFS


CLLD Lead Summer 2019


HT/CLLD Lead/SLT/English Hub



Resources Purchased


Assess childrenImplement

Program



Key Priorities 2019/2020Area – Buildings ImprovementsThe vision is to provide a school environment that is not only safe but also stimulating and one that will encourage children to respect property and resources. It is also the intention to revitalise standard decorations to ensure that school is a bright and welcoming place of learning for all. Governors want children to know that they are investing in high quality resources both on the playground and in the classroom, including new technologies.In order to develop the buildings and premises further we need to:

Improve that decoration is maintained Resurface the KS1 playground Provide a safe surface for one of the football pitches Ensure that future technologies are available to enhance the learning experience Ensure health and safety needs are reviewed regularly

Success Criteria School will look bright and engaging providing a purposeful learning environment KS1 children will have an improved playground experience Children will have a safer surface to play football/sports on Children will have access to quality resources to help support them with the computing curriculum Any issues that arise with dealt with quickly and efficientlyIntent Implementation Impact

Priority Action Key Staff Time Line Resources Monitoring Summer 19 Autumn 19 Spring 20Improve that decoration is maintained

Set up continuous timetable for decorating

RW/HT July 2019 onwards

£1500 RW/HT Decorators in school during

holidays

Decorators in school October

half term

Decorators in school February

half termResurface the KS1 playground

Source funding streams to support Source suitable surfaces

RW/HT/JS/MH September 19 onwards

Estimate £16,000

RW/HT NF/RW attend funding session

Funding applications

Timetable works

Provide a safe surface for one of the football pitches

Source funding streams to support Source suitable surfaces

RW/HT/JS/MH September 19 onwards

Estimate£11,500

RW/HT NF/RW attend funding session

Funding applications

Timetable works

Ensure that future technologies are available to enhance learning experience

Set up life cycle for technology within school.Source new technologies to support computing curriculum

RW/SB/HT/Computing

Lead

May 2019 onwards

£11,000 in 19/20 budget

RW/HT NF/RW/Evolve meeting to plan

the life cycle replace of IT equipment

Laptops and Ipads installed on system and ready for use

September 19 onwards

Review meeting

Ensure health and safety needs are reviewed regularly

Ensure that all works are identified and carried out with immediate effect.Ensure all RAs are in placeEnsure training needs identified and training undertaken

RW/DJ/HT/GB September 19 onwards

£500 RW/HT Works identified and undertaken in

holidays

Staff training to be sourced and undertaken

H&Safety review


stpaulsprimaryschool.org.uk · web viewall leaders including governors, have high expectations for...

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