2017-18

School

Improvement Plan

(SIP)

Contents:

Teaching, learning and Assessment

Outcomes

Leadership and Management

Personal Development, Welfare and Behaviour

EYFS

Parental Engagement

Teaching, Learning and Assessment

1. To act on data analysis to improve teaching and learning in focus areas. 2. To improve quality of teaching in outdoor learning environments. 3. To transfer assessment system to reflect Rochford recommendations.

Specific target Action Lead Cost Timescale Success criteria Monitoring & Evaluation

To develop staff subject knowledge of teaching of computing throughout school To improve the attainment of children across P levels

Timetabled computing session in each class & display in computing suite.

Staff training - development of planning and delivery.

Development of use of IT for pupil voice. Monitoring of Photo book evidence. iPad app staff meeting. Moderation meetings.

CDG - ASH

Staff training cost.

Autumn 17 Summer 18

Increased staff confidence in planning and delivery of computing. Lesson observations to inform future training and planning – 90% lessons to be outstanding in observations. NQT/ RQT’s to have good lessons with outstanding features.

Termly report to share with Governors. Refer to action plan.

To develop strategies and opportunities for teaching of receptive language throughout school.

Review track back planning in line with Rochford review.

Development of pre phase 1 phonics -receptive language skills.

Boardmaker training. Non fiction week (October 2017) Communication display and/or area in all

classes. Lesson observations. Development of Talking Mats with target

classes/children. Twilight: phonics Fiction week (March 2018)

CDG - CP

Overtime for inset. £300 Staff time £2200 creative weeks

Autumn 17 Spring 18

Training will impact on planning and delivery. 90% observed lessons to be outstanding. NQT/ RQT’s to have good lessons with outstanding features. Rigorous data collection to improve planning and pupil progress - 80% to achieve target.

Termly report to share with Governors. Refer to action plan.

To develop and implement new Science scheme of work & assessment tool.

Implementation of new scheme of work and assessment tool.

Timetabled science session in each class. Formalization of a planning format. Whole school science week. Monitoring of science evidence. Review of planning, assessment & SOW.

CDG - DW

£1500 Science week 1500

Autumn 17 Spring 18 Summer 18

Increased staff confidence in planning and delivery of science. Pupil progress to be closely monitored in line with the new SOW.

Termly report to share with Governors. Refer to action plan.

To raise attainment through

high standards and appropriate challenging

relationships through restorative approaches.

RA meetings to be held regularly. Staff trained and revisit RA termly.

Team meetings to be held restoratively.

SB

KW & LH

SLT

Staff time Summer 2018 Children will make good progress

due to high standards set by staff in teams.

Evidence of

paperwork/data

To develop relevant and challengoing learning experiences in an outdoor learning environment.

Enhanced creative learning experiences through the effective use of the outdoor learning environment

Staff to develop opportunities in a specific area of the curriculum.

All classes to implement and timetable outdoor learning sessions on a weekly basis and embedded in planning.

Monitor SLT learning walk and class discussions

Pupil voice supported through school council

Measure staff confidence through initial baseline study, mid and end of year evaluations (Leuven)

INSET January 2018

SLT & GL

£1000 inset

Autumn 17 Spring 18

Training will impact on planning and delivery. Staff will be confident in delivering outdoor learning opportunities. Outdoor learning opportunities being planned for and enjoyed continuously throughout the year. 5% of teaching and learning opportunities to be within an outdoor setting.

SLT & GL to monitor.

To move to Rochford Pre-Key Stage standards in English and Maths.

Expand on and breakdown PKSS in Reading, Writing and Maths.

Pupil Progress meetings to transfer children from P-levels to PKSS in reading writing and Maths.

Introduce and develop engagement scale for cognition and leaning for pre-subject specific learners.

Develop assessment folders to reflect Rochford and Pre-subject specific engagement profiles.

Evaluate use of B Squared in line with new assessment procedures.

Analyse end of year data.

GL LH

Autumn 17 Autumn 17 Ongoing Ongoing Summer 18

All staff will have a good understanding of the new Rochford levels. All pupil’s attainment in reading, writing and maths will be assessed using PKKS by the end of the year. Pre subject specific pupils progress will be assessed via the engagement profile.

Outcomes

1. Use new assessment Rochford guidelines to raise standards in English and Maths 2. To extend 7 areas of learning; embed sensory curriculum to develop cognitive and communication 3. To develop confidence and social interaction for disadvantaged pupils 4. Track pupils to improve performance across speaking & listening, science and computing

Specific target Action Lead Cost Timescale Success criteria Monitoring & Evaluation

To monitor standards in Maths and English through the use of the new Rochford assessment tool. Introduce new Rochford scale for Maths, Reading and Writing1

Target setting in September for end of year English and Maths level

Each child Year 1-Year 6 to have their own completed Assessment Folder with evidence of levels

Tracking grid linked to assessment/ evidence of Maths and English in moderation files.

Progression grids to be completed in Oct/ Feb/ May with introduction of Rochford scales in Nov 2017

Pupil progress meetings half termly.

GL & LH

£150 for new assessment files

Throughout year Monthly Sept - May Oct/ Feb & May Half termly

90% pupils achieve end of year targets. Production of a transparent and robust system to track and analyse pupil progress with transfer to Rochford scales by Feb 2018. LEA requires P level data June 2018

See modified assessment calendar & SMT monitoring overview

To introduce the 7 areas of learning for PMLD children or those who require a sensory based curriculum to show progress

Staff to monitor engagement using the chart and scale.

To assess engagement indicators and monitor areas of development linked to Responsiveness, Curiosity, Discovery, Anticipation, Persistence, Initiation, and Investigation

GL, LH & ASH

£50 assessment files

Throughout year Monthly Sept - May Oct/ Feb & May Half termly

Data will show visible increase in progress in one or more of the seven areas of learning The engagement profile and scale to be used to support assessment of children where progress is less evident using P Scales.

To focus on the first two areas of need which are cognition and learning and communication

To improve accuracy of tracking pupil progress in Speaking & Listening through moderation and assessment files.

To develop a school based system of tracking progress in receptive and expressive language.

Termly moderation of receptive / expressive language development.

CDG Termly Detailed internal tracking of pupil progress through assessment grid and files 80% of pupils to be on target to achieve or exceed expected levels by Feb 2018.

Data analysis. SLT and CDG to monitor and track progress.

Consistent approach to assessment of Speaking and Listening throughout classes.

To develop confidence and social interaction through cultural activities for disadvantaged pupils. To develop cultural education within the school / LEA.

To consolidate and build confidence levels using pupil premium funding to facilitate specialist teaching opportunities – dance, music, cultural experiences.

Foster links with Dial Park / Restorative Captains – supporting key children to access inclusive experiences

SLICE to work collaboratively with Stockport SEN schools and other cultural education specialists to develop opportunities for our learners.

GL Refer to pupil premium income. Links with Dial Park School Specialist Leader in Cultural Education Programme

Throughout year

100% of disadvantaged pupils will access an enriched curriculum and a range of learning experiences. Staff will have training in a range of extra-curricular cultural experiences

Termly head teachers report. End of term progress report from specialist teachers.

To identify areas of strength and weakness linked to specific groups of children in Speaking and Listening, Science and Computing. Tracking system evaluation as highlighted on the assessment grid (green / pink)

To ensure all staff are aware of identified groups within classes.

Pupil progress meetings to review progress linked to identified school focus (Speaking and Listening, Science and Computing).

Data analysis.

LH GL

Autumn Summer Half termly Tracking during Pupil Progress Meetings

Intervention strategies for highlighted pupils/pupil groups – weakness and strength. 80% of pupils to be on target to achieve or exceed expected levels by Feb 2018. Progression data to feed into CPD.

SLT and CDG to monitor and track progress. Termly head teachers report.

Leadership and management 2017-18

1. Take further opportunities for establishing joint ventures with other settings.

2. Improve the wellbeing, ensuring equality and raise attainment through high standards, positive nurturing and appropriately

challenging relationships through restorative approaches.

3. Build leadership capacity at all levels including subject leaders, so all can deliver, monitor and evaluate high quality provision that

allows pupils to succeed.

Specific target Action Lead Cost Timescale Success criteria Monitoring &

Evaluation

To liaise with Dial Park and

create at least one joint venture per term to support

pupils’ development and achievement.

Hold a meeting with HT at Dial Park.

Create several opportunities for breaks/assemblies/social times for

children to access their setting.

SLT

JB

N/A First session by

January 2018.

Children at Lisburne will

have accessed Dial Park. By the end of the academic

year, children will be used to attending inclusion there.

Ongoing review by the

SLT. Meetings/emails held

with SLT in both settings.

To enable students in our

setting to access activities with children in other classes.

SLT to discuss with class teachers suitable tasks/activities that

children could access in other classes throughout Lisburne

School.

SLT

JB

Staff

meeting time.

By Spring term

2018.

Children will have accessed

suitable lessons/sessions through the school day.

Ongoing review by the

SLT.

Through Restorative

approaches, improve the wellbeing of staff to best

support the children.

Healthy minds training in September.

Staff check in at team meetings.

Appraisal targets set and SLT support staff through the year.

Robust appraisal cycle

Regular opportunities for training.

SB

GL SLT

Staff

time in or after

school.

By the end of

Spring term 2018.

Children will benefit from

improved approaches to teaching and learning which

will have a positive impact on our children.

SLT – discussions and

documents linked to appraisals.

To cascade best practice for specialist provision with other

schools (including mainstream, resource and special)

Hold moderation meetings with other links schools.

Support resource provisions inviting them in to watch lessons

All SLT Staff time.

Staff meetings

Spring 2018. Outstanding provision is provided to children in other

settings

To further develop position

statements to create a culture of continuous improvement to

support succession planning of future leaders.

Evaluate the evaluation tool amongst staff to redesign for next academic year.

Staff meeting time to write position statements/reports yearly

of what has been covered

SLT

ASH

Staff

meeting time.

Summer 2018 Staff are aware of their

areas of strength and developments for the

following year.

Staff meeting time. SLT

discussions. Position statements collected.

To build leadership capacity at all levels, including subject

leaders, so that all leaders can deliver, monitor and evaluate

high quality provision that allows all pupils to excel.

Time given half termly to subject leaders to develop and embed

their area.

Regular opportunities for CPD in house.

Learning walks conducted

Ensure accountability of middle leaders.

Subject leaders to monitor their own subject data and present to SLT.

Ensure subject leaders have up to date security of knowledge and share with colleagues.

UPS teachers monitored through their leadership

MPS teachers monitored through class observations.

SLT Staff meetings.

SLT meetings

Staffing

in class time to

cover DW,

ASH & CP

Summer term 2018

Staff feel more confident in delivering their subject /

area of leadership.

Levels of attainment improved and positive

progress measured due to increased subject knowledge.

Through learning walks and scrutiny of

meetings.

Accountability with middle leaders.

GL/JB – TAs / staff meetings / inclusion

package LH –HLTA appraisals &

pupil progress meeting ASH: NQT/RQT &

Computing CP: English & pupil

voice RB – Hollywood park

management and line manage LR

Personal development, welfare and behaviour

1. Enhance the recording and analysis of behaviour and safeguarding.

2. Measure the impact of the school voice to best support all the children in our school

3. Improve school attendance to at least 94% for pupils.

Specific target Action Lead Cost Timescal

e

Success criteria Monitoring & Evaluation

To secure the behaviour of 80%

of our pupils through consistently applied behavior

management.

To continue to use CPOMS to record behaviours.

To monitor and analyse incidents.

For SLT to update CPOMS with actions.

SB

ASH

CPOMS

yearly costs.

By the end

of Autumn term 2017.

Rigorous, consistent

reporting of incidents to improve planning

enabling pupil progress.

Ongoing review by member of SLT.

Termly report to share with Governors.

To extend opportunities for Pupil voice within school council and

other areas through 2017-18

To run fortnightly school council meetings with an

agenda.

To work with our classes next year to engage our children’s participation in a range of

forums including outdoor learning.

SB LH

N/A By Spring 2018

Pupils are involved in changes in school life.

They will contribute to the development of

Lisburne School.

Fortnight minutes of school council meeting.

SLT meeting updates.

To improve school attendance to at least 94% to ensure no pupils

are disadvantaged by low attendance.

To monitor attendance. To limit holidays to a minimum.

To hand out certificates termly to children with excellent attendance.

To adapt the school policy in light of register QA in July 17 regarding

authorised absences.

SB KW

FS

Staff time.

By Summer 2018

School attendance will be 94% and above for

85% of the children.

Half termly attendance figures analysed and compared. Cohorts and

classes tracked. Meetings with parents where

necessary with FLCs.

EYFS Curriculum ACTION PLAN

2017-2018

Success Criteria: For all children in EYFS to access the curriculum.

Staff lead on the EYFS curriculum

All children will be given the opportunity to learn in a creative and encouraging learning environment which encompasses a range of learning and teaching styles

Evaluation:

EYFS attainment data.

Review meetings with assessment lead.

Monitoring of teaching and learning through scrutiny of planning and teaching and moderations. To ensure that the provision at Hollywood Nursery mirrors that at Lisburne.

To improve the progress in communication for non-verbal children.

To enhance outdoor learning opportunities in all areas of EYFS.

Specific target Action Lead Cost Timescale Success criteria Monitoring & Evaluation

To set up Early Years class based at Hollywood Nursery.

Make sure that provision mirrors that provided at

Lisburne and includes – SALT, OT, Music, Dance and Forest

School.

For teachers of both classes to work closely

together to plan and provide the same

curriculum for both classes.

RB ER

Spring Term.

For children at Hollywood to have the same curriculum and

experiences as children attending Lisburne.

Progression in all areas to reflect Lisburne’s expectations.

Class teachers and HLTA’s to take part in monitoring

and termly assessment and evaluations.

Teachers to meet weekly for planning.

To improve communication for non-verbal children and those

needing visual support to help improve their progress in the

area of Communication and Language.

To join with whole school initiative and focus.

Join appropriate training and implement SALT

programs.

RB ER

Baseline – Autumn Progress data -

Spring

Data by end of Year 2017-18

For 50% of non-verbal pupils to make one stage of progress

in all three strands of communication.

For 25% of pupils to exceed one level of progress.

Class teachers and HLTA’s to take part in monitoring,

termly assessments and evaluations.

EYFS lead to analyse end of year data.

To enhance learning in all areas

of EYFS by providing quality outside continuous provision.

Whole school training for

teachers and HLTA’s which is filtered through to

staff teams. Purchase resources and set

up outside areas.

RB

ER

£600 Evaluate in Spring

Data by end of

Year 2017-18

For overall progress in all

areas to be above EYFS 40mths.

Class teachers and HLTA’s

to take part in monitoring and termly assessments

and evaluations. EYFS lead to analyse end

of year data.

Parental Engagement.

1. To provide an increased awareness of SEND to all stakeholders.

2. To extend analysis of parental engagement, and reach key families as highlighted, to attend school events.

3. To engage parents/carers in Restorative Approaches, and how this is developing within school.

4. To establish regular Food Clinics collaboratively with SALT/OT, and parents/carers to provide a consistent approach.

Specific target Action Lead Cost Timescale Success criteria Monitoring &

Evaluation To increase SEND Awareness for both

parents/carers & professionals/ other

educational provisions.

Provide a SEND Awareness day, to highlight

understanding of specific areas of need. To include

outside organisiations.

SB/FLCs/ working

party.

Staffing- £200.00

Autumn 2017.

Increase in tolerance and understanding to enhance

strategies/approaches to our pupils from all school

users. Develop understanding of agencies

to offer support.

Feedback via Evaluation/ analysis following event.

Included in annual report to Governors/ website.

To identify Target Families to engage in parental

activities, and increase attendance to 70% to

each event for whole school.

FLC’s to further extend analysis and use this to

inform Target families for school events. Share

information with appropriate class teams..

KW//FS/ class

teachers.

Non additional

Whole academic

year 2017-2018

Attendance of Target families to at least 1 event

throughout the academic year to aid in the above.

Analysis/ follow up of attendance by FLCs. New

format via excel document for immediate feedback.

Completion of evaluometer/ registers.

To increase awareness and

implementation of Restorative Approaches

within school.

To provide an RA Workshop

for parents/carers detailing use of RA in school, and

how to extend this to the home environment.

LH/KW Resources

£100.00

Autumn 2

2017- Summer

2018.

Attendance of workshop

and follow up activities/ evaluation demonstrating

understanding/use at home.

Evaluation/analysis following

event to be included in report to Governors/website.

To establish joint working

for children with feeding difficulties/ food related

sensory issues, as identified within school.

Food clinics to run

fortnightly with SALT/OT input and facilitated with

class teachers/FLC. To include parents/carers.

SALT-

K.McConkey/ OT/

FLC/Class teams.

£500.00 Ongoing

throughout the year.

Attendance to clinics and

improvement in eating/ tolerating of foods.

Joint analysis/ outcomes with

SAL/OT/School/Home. Report for SLT/Governing Body.

To implement/ update

Parental Engagement Policy throughout the

school.

Meet once per term to

review content/ action plan/ implementation.

Working

party/FLCs.

Non

additional

1st meeting

by end of Autumn term

17.

Supported parental

engagement and awareness within school staff. Changes

to reflect Parental Engagement SIP action

plan.

Minutes from meetings. Review

of policy. Included in report to Governors

termly.