ox close primary...systematic, synthetic phonics to improve . see target 1d `flying start` read...

Ox Close Primary School School Improvement Plan

2015-16

Ox Close Primary School Improvement Plan 2015-16

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Target / Outcome

Actions / Strategies to facilitate target: (By May 2016 )

Evaluation (Include emerging priorities)

1a) Accelerate pupil progress and raise attainment in EYFS- New Baseline assessments and targets to be formulated then targets set.(Initial target 68%) 1b) Accelerate pupil progress and raise attainment at the end of KS 1, particularly boys and more able pupils in reading, writing and mathematics Achieve or exceed KS 1 targets: 75% of Y2 pupils to reach expected levels (Reading) 25% of Y2 pupils to exceed expected levels(Reading) 71% of Y2 pupils to reach expected levels(Writing)

20% of Y2 pupils to exceed expected levels (Writing) 75% of Y2 pupils to reach expected levels (Maths) 35% of Y2 pupils to exceed expected levels (Maths) (NB targets may be adjusted in light of information from FFT Aspire when it emerges and after further guidance from the Government) 1c) Accelerate pupil progress and raise attainment in reading, writing and mathematics at the end of Key Stage 2, particularly of pupils with low prior attainment (<13 points at Key Stage 1) and more able pupils Achieve or exceed KS 2 targets: 85% of Y6 pupils to reach expected levels in Reading

40% of Y6 pupils to exceed expected levels in Reading

85% of Y6 pupils to reach expected levels in Writing

25% of Y6 pupils to exceed expected levels in Writing

85% of Y6 pupils to reach expected levels in Maths

30% of Y6 pupils to exceed expected levels in Maths

80% of Y6 pupils to reach expected levels in GPS

35% of Y6 pupils to exceed expected levels in GPS

See Whole School Literacy and Mathematics Curricular Target Action Plans (Literacy and Mathematics files) to enhance partnership working with parents and to improve the quality of teaching and learning of:

Using and Applying

Shape and Space

Sentence Structure

Composition and effect

Reading and Spelling

Handwriting Key Strategic Developments:

1. Assessment Without Levels- new system implemented which uses ongoing Teacher Assessment through Classroom Monitor.

2. Training to be provided to all staff on new summative assessments.

3. Information to be given to Governors and parents on Assessment Without Levels and what it means in practice at Ox Close.

4. Read Write Inc to be restored to a 5 day model to increase the progress in phonics.

5. Increased opportunities for writing to continue through a 5 day model for Literacy across the school

6. New Reception staff to have training on new Baseline Assessment (INSET Day)

7. New DHT to receive suitable induction and development.

8. Increased opportunities and accountability for subject leaders- leadership coaching with Chris Jones and development with DHT and WSPPL.

9. Whole School Pupil Progress leader to liaise closely with the Headteacher and new Deputy Headteacher to increase progress and further improve the quality of provision across the school.

10. New staff to receive suitable support and induction 11. Possible extension of the school to be considered

(NB targets may be adjusted in light of information from FFT Aspire when it emerges and after further guidance from the Government) Key Stage 1 to 2 – Progress Measures

Increased proportions of children to be working at expected levels in Reading, Writing and Maths (in comparison with Y2 2012)

Increased proportions of children to be working beyond expected levels in Reading, Writing and Maths (in comparison with Y2 2012)

1d To increase the percentage of children passing the Y1 phonics screen

85% of pupils to pass the phonics test

80% of pupils to pass the re-test in Y2

1e 90% of children in all year groups to be working at age related expectations in Science by the end of the year ( await guidance)

1e To exceed a target of 96% attendance. Continue Whole School Weekly ‘Attendance Award’ and ‘Perfectly Punctual Award.’ Introduce a prize draw to reward those children who are perfectly punctual. Continue termly colour coded attendance certificates for parents / carers Introduce Formal Attendance Procedures -

Joint half-termly monitoring activities with EWO

Attendance and lateness letters/fines to be issued termly

FLSA to initiate TAFs where appropriate Improved and regular communication to parents reinforcing whole school attendance policy via school newsletters / website etc. All term time holiday requests to be recorded as unauthorised (unless there are exceptional circumstances) Parents exceeding 9 days holidays within term time to be fined Hays Travel continue to sponsor – Annual 100% Attendance Awards. School to link with FLSA to refer cases to her whenever necessary. To arrange for some parents to access specialist services

and planned for if necessary. 12. Teachers to be given the opportunity to plan

together. 13. Whole School Pupil Progress leader to lead the

`Good to Great` teaching programme to increase the proportion of outstanding teaching.

14. `Flying Start` initiative to be launched to ensure that maximum progress is made across the school in the Autumn term.

15. End of year targets produced for each Year Group and these are to be broken down into termly targets. HT,DHT and WSPPL to meet with phase leaders to review progress ever half term.

16. Continued high levels of skilled TA support throughout the school, especially with Y1/2 to `catch them early`. Monitor the impact of this.

17. Continue with the weekly TA meetings- led by the DHT.

18. Performance Management to be introduced for all staff

19. Increased staff involvement in tracking through the continued implementation of Classroom Monitor.

20. New Curriculum to be embedded and evaluated in terms of the impact upon the consolidation of key skills- NB curriculum related to age related expectations (Rainbow Continuum). Importance of class texts. Monitor the impact of the new curriculum.

21. New Curriculum to allow opportunities for `Blue Carpet` activities

22. Further development of Assessment for Learning- spreading best practice. Develop assessment in light of `Life without levels`

23. To make pupil target setting integral to the teaching and learning process and to increase the involvement of children in this process.

24. Targeted early intervention programme line managed by DHT, WSPPL and SENCO. Extra staff employed., including 1 extra teacher to facilitate an 11 class model, 2 qualified teachers to work with less able Y5`s and extra TA to reduce group size in Read, Write Inc. Priority given to `Ever 6` children. Small group and 1:1 tuition and coaching. Money from Pupil Premium.

25. Sets organised across the 3 Y3/4 and Y5/6 classes to further reduce group sizes and narrow the gap. Y1/2 to facilitate similar arrangement from Spring onwards. Favourable adult-pupil ratios and high level of TA support.

26. Pupil progress meetings to continue on a half

termly basis 27. After school 1:1 work in Maths and Writing for

disadvantaged and off track children in the autumn 28. Booster programme to target key groups and

individuals in Y2 and Y6- spring term- in school and out of school activities.

29. Improve the effectiveness of homework across the school

30. Further develop an improved cursive script across the school

31. Increased opportunities for children to work outdoors and to access the Community Garden.

32. New website, lap tops, server and wireless network to allow more effective use of ICT as a learning tool.

How will we monitor and evaluate this improvement?

Classroom Monitor / Whole School Assessment Systems / KS Agreement Trialling Activities

End of Year and end of term targets for each year group

Half Termly Standards and Achievement Review Meetings with Phase leaders

Pupil Progress Meetings

Regular sampling of planning and books in SLT meetings

Regular Monitoring Activities – See Monitoring Timetables

Pupil and Parent Feedback / Questionnaires following parent workshops / development of e-learning materials

Ox Close Primary School Curricular Target Action Plan- Parental Roles and Action Targets

Evaluation

Target To develop parents’ understanding of how to support their child’s literacy development To further involve parents in their children’s learning

Activity Evening workshop on Assessment without levels

Parent workshops- include some from 5pm?

Regular interim reports

Bokwa- joint parent and child sessions?

Pre school parents to be involved in reading project?

Opportunities for parents to come in to view end products at the end of topics, ie at the `landing` stage

E-learning for parents: support through the website with short demonstration videos

Parent comment sheet to register difficulties with weekly homework? (could be used to inform planning of workshops)

Opportunities for parents to view Learning Journals

Invite specific parents to observe their child participating in an intervention activity in school

Continue to provide parents of EYFS children with ‘Parent Observation Sheets’ to contribute to their child’s Foundation Stage Profile.

Evidence % of parents attending workshops Tracking of parents using the e-learning pages on the website (if possible) Parent questionnaires at end of year Children’s homework % of parents contributing to EYFSP


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Target / Outcome

Actions / Strategies to facilitate target

Resources Person(s) responsible:

Timescale: Evaluation

2aLITERACY Reading i To continue to use systematic, synthetic phonics to improve reading. See Target 1d

`FLYING START` Read Write Inc training for new staff. RWI implemented. Materials purchased. LB to organise, analyse and monitor- management time. Track pupils with pre assessment and regular assessments throughout. Support new staff. (TLR3) Read Write Inc to be taught over 5 days to address concerns over phonics coverage. No visits to be booked on RWI days. No visits until after the Y1 Reading Test. 1:1 reading coaches to be trained to work on catch up. Practice tests for Y1 screen to be held at mid way point and 4 weeks before actual screen. To evidence progress and identify any issues that need to be addressed Extra staffing levels from 2014-15 maintained to ensure smaller groups and focus on SEN and disadvantaged. NB high number of support staff in

£3800-cover Plus TLR3 costs Practice materials £100

LW,all staff. LW, JP,HD, GR

Sept 2015-July 2016 Dec 2015- June 2016

ii To continue to develop reading skills through a discrete lesson in KS2 See Target 1c iii To continue to develop reading skills through consistent, regular Guided reading in KS1 and KS2 See Target 1c

Y1/2 Fresh Start purchased. Chdn in KS2 who need phonics to receive it as part of intervention programme. Necessary Fresh Start materials purchased. Extra 30 minute weekly reading lesson outside of the daily Literacy lesson. Lessons to be taught to a narrow assessment focus, as shown in training. Focus of autumn staff meeting. Teacher to model answers and strategies. Develop techniques and questions to centre around assessment sheets. Link with laminated AF cards. Guided Reading staff training to be held in autumn. Key principles outlined again- adapted for KS1. 15/20 minute daily lesson required. Develop extended thought through verbal and written rehearsal of answers to questions based upon AF cards and reading assessment sheets. Guided sessions to be based upon one objective and activities to be matched to this. Guided Reading sessions to be class rather than set based to allow more flexibility. GR must happen at least 4 days a week and according to method outlined.

Use existing materials Assessment sheets AF Cards Assessment sheets AF Cards Existing materials plus possible new resources. £500

LW, DHT, WSPPL and MB to organise and monitor SH to monitor DHa,MB, SH,KS2 staff

Sept 2015-July 2016 Sept 2015-July 2016 Sept 2015-July 2016


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Writing i To increase opportunities for writing throughout the school See Targets 1b,c

. Igniting Writing to be reviewed Increased opportunities to write through the new curriculum ( writing through topics). Increased opportunities to write in Key Stage 1 through a 5 day Literacy model. Reading into writing. Outlined during INSET in September 2014. Ensure that writing is for a set purpose- l/w the new curriculum. Ensure boy friendly opportunities for writing. Increased access to the Community Garden. Staff training with Sam Jackson Focus of monitoring in the autumn term. Ensure higher quality of standards and presentation in topic books and science books Further develop the Ox Close newspaper/media team NB importance of writing for a purpose and link

£210 for gift

vouchers £40 for new journals

£1500

Circa £3000

DH, AB,SH,MB

Sep 2015-July 2016

Ii To monitor progress of GPS throughout the school. See Targets 1b,c

to the `Blue Carpet` Teachers to concentrate on the consolidation of key skills with writers in afternoon sessions ( see new intervention model) Durham CCC`s Literacy programme in spring- project for writing and other possible project Further work with Amy Goodwin, Jayne Kennedy and Kirsty Larsen of the LA. Focus upon moving the children between key boundaries across the school, slow moving pupils in Y3/4 and more able in Y5/6 Revisit new spellings associated with NC appendices. Teach rules associated with specific letter strings etc. Develop whole school approach. Staff meeting. Teach appropriate punctuation and grammatical features in line with changes to NC. Monitor impact.

18hrs of SLA time

MB,SH


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Writing continued Handwriting and Presentation iii) To develop consistent and improved cursive handwriting and presentation See Targets 1a,b,c Speaking and Listening I To develop and improve children’s vocabulary, particularly in F/KS1 See Targets 1a,b,c Other Literacy- see teaching and curriculum and provision 2bMATHS iTo ensure that there is appropriate progression in written methods

To further develop a fluent, consistent cursive style of handwriting across the school. Staff to model cursive style in their teacher comments- further practice in INSET September 15. Labels etc around school to be in cursive Continue Weekly awards for Handwriting- Star of the Week to be awarded by the `Calligraphy Queen` (Heather Groarke)? Calligraphy lunch time group? (Depending upon availability of HG) Maintain high level of TA support to facilitate discussion: introduce, explain and use new vocabulary. Develop suitable role play areas and activities to enhance speaking and listening. Provide new opportunities by taking children around the local area/garden to provide a stimulus for discussion. Buddy time to increase children’s speaking and listening skills Encourage high levels of performing arts through assemblies. Linked carefully to topics/blue carpet. Have ‘question words’ and questions around the room to encourage discussion. Develop polished performances in events like Celebration of Excellence. Further training to be delivered on new approaches to written methods in light of changes in NC. Posters given to staff with clearly defined progression. Monitor throughout the year via

Cursive scheme Calligraphy pens £50?

MB,SH, all staff HG,DH All staff JP,LP

September 2015-July 2016 Autumn 2015 Sept 2015-Jul 2016 September staff meeting

See Targets 1a,b,c Ii To develop instant recall of multiplication and division facts See Targets 1b,1c iii To develop problem solving skills iv To ensure that word problems are integral to teaching v To develop question techniques viTo improve the reading of scales See Target 1a,b,c Other Maths- see teaching and provision

lesson observations, planning and book scrutinies. Planets competition to take on higher profile. Sheets produced and certificates. Children to progress from planet to planet. Display in KS1 and KS2 corridor. Competitions in Thursday assembly- 2 chdn drawn from that week`s successful chdn. NB Increased practical opportunities to be given to children e.g with capacity. Relate Maths to real life context- staff meeting on this too. Photographs taken as evidence of practical work. Children to be given an opportunity to apply their knowledge and calculation strategies to word problems within lessons. Further raise awareness of APEX Maths. Monitor implementation. Focus on the language of questions and integrate this into 2j. Develop techniques for answering graph questions. Use Test Base regularly. Monitor implementation. Increased practical work. Use of ITP`s, Test Base questions, iPads. Develop techniques and reasoning. SLA hours used to help focus upon the slow moving pupils in Y3 and to break down the next steps in learning for slow moving less able Y5 and 6 pupils

JP,LP JP, LP and all staff 12 hours of SLA time JT,LW

Sept 15- Jul 16 Sept 15- Jul 16 Sept 15-May 16


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Target / Outcome




2cASSESSMENT AND TRACKING- (ref to 1a,b,c and d) Marking, data strategy meetings i To use assessments accurately and informatively. ii To use data strategically iiiTo further improve the use of assessment for learning to raise standards

Assessment without levels to be implemented. Focus upon integral continuous teacher assessment, part of `Flying Start`-INSET. Transfer from old system to new system. DHT and WSPPL to oversee. SLT to monitor effectiveness. Identify end of year tests and provide staff training in these. NB tests to be used to back up teacher assessment act as teacher assessment. Information meetings to be held with Governors and parents to introduce new system and share the raised levels of expectations. Work samples analysed regularly at SLT meetings Whole School writing to be moderated to ensure that targeted marking is being employed effectively. Writing moderated at each assessment round. Classroom Monitor - Staff to have ownership of data and to input information. Increased knowledge of disadvantaged children and other significant groups. End of year targets set for each year group and these to be broken down into termly targets. Data strategy meetings to be held between SH, AB and DH and then with phase leaders at the beginning of each half term. Review interventions/support in light of findings. Share best practice to increase consistency. SH to model best practice and to organise triads with good to outstanding group. Marking policy to be referred to in Key Stage meetings at beginning of the year. Ensure that marking offers an opportunity to improve. Learning dialogue to ensure that

INSET, Classroom Monitor £3000

DH, DHT, WSPPL All staff DH and all staff

Sept 2015- July 2016 Sept 2015-July 2016 Sept 2015

ivTo use tracking to `narrow the gap` See Targets 1b,c,d 2dINTERVENTION iTo use intensive small group and 1:1 tuition to `narrow the gap` See Targets 1b,c,d ii To continue sets across Y5/6, Y3/4 and Y2 (close to SATs) `narrow the gap` See Target 1c iii To use an effective Booster programme to raise standards

See Targets 1b,c,d

feedback is of a high quality. Test Base. Review assessment procedures over the year. Early intervention, using Classroom Monitor and Teacher Assessment. AB to oversee TAs. 2 Extra TAs employed in 2014-15 to help facilitate, plus use of existing TA`s and some teaching time. Programme to be continuously monitored and parents informed and involved. SLCN focus in Reception. AB, SH to hold regular meetings for support staff to review interventions and other aspects. NB Specific programmes for specific difficulties but INSTANT response by the TEACHER to needs arising from formative assessment Assessment information used to organise children from Y5/6 small, narrow groups for Maths and Literacy. To further reduce group sizes. Very favourable adult-pupil ratios and high level of TA

support. . Maintain numbers at low level as best

as poss, as many Y6`s in more able gps as poss.

Introduce to Y3/4 and Y1/2 2 Extra teacher employed between 2012 and 2014 to facilitate this. Parents information meetings, Y2 and Y6. Identify groups of children and to encourage them to `Be the best they can be.` Carefully planned `close to boundary` work, plus work on the `exceeding` at Y6. NB Peter Taylor to work with Y5/6 in Maths and WSPPL to do the same in Writing. Possible use of AS to further reduce group sizes and allow focused afternoon work in the spring of 2016.DHT plus Jill Hilditch to work with `Level 6 equivalent`.

£26000 (Pupil Premium on extra staff) £58,000 (Pupil Premium on 2 teachers across the school) £10000 Incl materials

DHT All staff

Sept 2015-July 2016 Sept 2013-July2014 Meetings- Autumn 2015 Writing and Maths Booster throughout the year. Spring 2016 Booster


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Target / Outcome

Actions / Strategies to facilitate target Timescale:

Person(s) responsible:

Evaluation:

2e TEACHING- ref 1a,b,c,d iTo promote consistency in lesson observation judgement and feedback and how this is used to improve teaching and learning iiTo share and disseminate good practice iii To ensure that there is a flow within planning (post RWI) iv To model answers and strategies vTo ensure that active learning

Refer closely to OfSTED schedule. Close discussion during SLT meetings. Paired observations, including some with the LA Literacy advisor and EDP. Cross authority moderation arrangement with Lingey House- staff arranged in reciprocal lesson observation process. `Good to Great` teaching programme driven by WSPPL and DHT. DHT to mentor 3 teachers. Model practice, coach and set up triads. Database of expertise established- eg AfL, Guided Reading, Gymnastics etc. Opportunities to shadow and observe. Teacher swap arranged in spring- focus on active learning strategies. DHT w/w JTh, LSi and other TAs who request it. Literacy- think of final written outcome and work backwards. Immerse, analyse, model, build, plan, write, edit and improve. Work based around a theme or a book. Sentence level activities to have relevance to current work. Flow and cohesion required within lessons too. Monitor in SLT. Monitor this in planning, work scrutiny and observations. Extra reading lesson- skill taught and modelled. Writing needs to be modelled, as do strategies and question techniques in Maths and other subjects. Monitor this in observations. Staff training in modelling writing and modelling reading answers autumn 2015 Use of strategies such as talk partners, pot of pressure etc

Sept 2015-July 2016

SLT WSPPL DHT HT, DHT, WSPPL, MB WSPPL

strategies are used to engage children vi To ensure that there is effective differentiation 2f CURRICULUM AND PROVISION- see targets 1a,1b and 1c i To develop key skills across the curriculum ii To evaluate the quality and impact of the curriculum

to ensure that all children are involved. Maximise involvement throughout all lessons. Make exposition phase productive. Monitor during observations. Staff training Autumn 2015

Focus of monitoring early in autumn term- books, observations and planning New curriculum Focus on age specific requirements and teach objectives with breadth. Allow opportunities for cross curricular links to promote writing across the curriculum, embedding skills. Select text types to allow children opportunity to refine and develop skills across key boundaries After the each half term, evaluate provision. Look at all elements – planning, teaching and learning and assessments. Make necessary improvements after discussions with teachers.

All staff DHT, all staff


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Actions / Strategies to facilitate target Resources Person(s) responsible:

Timescale:

CURRICULUM AND PROVISION CONT... iiiTo develop the use of outdoor learning vTo ensure that the curriculum is heavily weighted to the development of Literacy see target 1b,c viTo further develop music provision

Outdoor learning training for all staff in autumn term by Sam Jackson. Identify opportunities and resources- Key Stage leaders discussed these in July. DHT to monitor implementation. NB link to cross curricular writing opportunities for boys. Each class to work with Sam Jackson in the Garden for 4 weeks (Thursday PM). Ensure progression from year group to year group. Session to help provide CPD for teachers. LS possibly to support? It`s Up To You funding for the Garden- discuss the practicalities of tools etc further with Sam Jackson and LS. Potentially purchase equipment Lunch time Garden/Nature Club- LS? Children to write a song about the Garden with Brendon Renwick Reception- further development of outdoor area (see Section 4).Strong emphasis on opportunities for children outside. Reception children to visit and access Nursery Garden. Children from other schools and Durham University to use the garden . Teachers from Durham and the SCITT to be trained by Ox Close in PHSCE in the garden. Curriculum to be Literacy focussed. Extra writing lesson- whole school focus. Cross curricular writing in KS2 (see English section). Encourage writing activities in Science and Topic to consolidate skills learned in the morning. End of year concert for parents once again. Improved school performances. - All of Key Stage 1 to experience a course from Brendon

Renwick. - Year 3/4 classes to receive a term each playing brass.

Y3 for 1 hour and then Y4 for 1 hour. - Year 5/6 players to continue to receive tuition and band

sessions.

Circa £4500 (Grant) SLA (£4000) plus £1500

Sam Jackson Sam Jackson, LS? DHT, HT, Sam Jackson, AAP, LS DHT, WSPPL, MB WSPPL, JP?, HT?

Autumn 2015 Autumn 2015 onwards Autumn 2015 Sept 2015- July 2016 Sept 14- July 15 June 2015

vii To use ICT to enhance learning across the curriculum viii To develop and improve MFL across the school

- Year 3/4 classes to have a term each learning the harp. - Year 5/6 classes to have a term learning to play the

guitar with Mr Woods. - Choir to continue- Young Voices - End of year performance. - Christmas performance opportunities for Brass and

choir to be organised in local area/ Beamish. - Performance afternoon to be organised for Brass ¾

players and parents to encourage more children to continue playing.

- Classes to record videos of year group singing and these are to be put on the website.

- Continue to raise money to buy instruments. Staff to get training in use of iPads-RC INSET . Visualisers to be used in plenaries and also in assembly Audit staff, children and provision. Identify training needs and deliver in line with new NC. Support from LA at beginning of Spring term- INSET: In particular:

E-safety audit and action plan. This is a high priority with OfSTED, -Developing a planned progressive e-safety curriculum. -Children creating digitally and using things like podcasting etc. New lap tops and wireless network to enhance provision School website to be given a revamp to bring it back up to speed. Launch in September 2015. Specialist teaching – LSm, SH and LW. LSm to drive forwards. Plan to complete Sept 14. Yikkety Yak parent café to develop language skills. International Week. Cherie to continue in Y3/4 (v popular in Mandarin)

£2000

WSPPL Key Stage leaders RC Paul Hodgkinson(LA) LSm, LW, WSPPL

Autumn 2015 Sept 2015 Jan 2016 Sept 2015-July 2016


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ix To further develop sporting provision NB Sports premium x To further develop investigative skills in Science xi To further develop Art and DT provision

To ensure breadth and excellence in provision- Utilise expertise of outside coaches including Transform Fitness, Mr Football, Sunderland AFC and SSP. Continue partnership with Pink Gym. Utilise the expertise of Sports Assistant and LSi (Gymnastics). Kite Mark Gold application. To spread best practice- teachers `upskilled` by coaches. LSi to develop gymnastics skills. TC to work with staff in a range of sports, giving input during planning and taking sections of lessons under teacher guidance.

To develop MAT children- provision from LSi, BMcH and TC To create further opportunities for sports teams- Table tennis competition, Y3/4 football, Girls Football, Tag Rugby, Netball, SSP competitions. Host the Ox Close Olympics, Netball fixtures and the Ox Close Ryder

Cup. To develop structured lunch time provision- yard to be zoned and Freddy Fit equipment to be utilised by Sports Assistant (TC 5 days). Refresher training for Freddy Fit YL. Sports Assistant to award medals for leadership and for effective play.

AB and AC to drive Science- Science week in March. AC to assist AB in the running of Science. AC to model investigative practice to staff? Use the outdoors to enhance science. Use Literacy and Maths skills to record findings. Science Club after school Faculty Style leadership Guidance on display- include prose plus all of the process and clear deadlines Develop staff skills for the new curriculum. DaHa to work with each team on planning and on skills?Da Ha to work with LW on Artsmark, subject leadership in both Art and DT and whole school projects. LSi to provide practical skills and techniques Art and DT audit during INSET in September. Staff training to result from this.

£10,000 £500 £1000

JT, RC, DH JT, LSi JT, LSi, RC JT, TC, LSi, BMcH JT,LW,AC LW, LSi,DaHa,

Sept 15-July 16 Sept 15-July 16 Sept 15- July 16

xii To review and improve homework provision

Purpose for Art- Cauliflower Cards Christmas, Gallery at the Town Hall- Winter Scenes? Take One Picture theme across the school in the Spring-LW, LSi, DaHa or DHa to attend training in London. DT `products` to be of a good quality. Display to parents when completed. EYFS- staff training and use of outdoors (see earlier sections) DHT, HT and WSPPL to consult with children and to visit other schools. Identify best practice, plan and implement new method. Review once in place. Modify policy as a result.

DHT, WSPPL, HT

Sept 15- July 16

How will we monitor and evaluate this improvement? Staff questionnaires, Pupil questionnaires, Parent questionnaires, Work scrutiny, Planning analysis and monitoring, Data to illustrate performance and progress. SIP reviewed on a half termly basis.


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3a To continue to incorporate `BE THE BEST YOU CAN BE` to all aspects of school Impacts upon all aspects of measurable outcomes 3b To encourage positive behaviour Impacts upon all aspects of measurable outcomes

Assemblies to re-enforce. Nominations made by staff. And focus upon the banner values and especially BTBYCB. KS2 assembly on a Thursday by HT to have themes from the banner. Staff to give constant reminders of the ethos. What does it mean in relation to each element of school? Mention on newsletters and website. Positive reinforcement- all staff to value and celebrate children who are carrying out this ethos. Good phone calls home. Rainbow status .Positive post cards. Award of Gold Coins. Dojo points. Pirate teams, Pirate day in September. Rewards for winning teams- money raised from the Pirate day- incentive to all. Winning team each term to to attend reward trip. KS1 and KS2 assemblies. Behaviour Policy to be reviewed by teachers on INSET Day Sept 15- revise `steps`, `sanctions` and rewards Smaller class sizes in KS2 and strategic groupings. Sets across Y3/4, Y5/6 and then Y1/2 after Christmas. High levels of support staff, especially in KS1. Staff to uphold highest standards of behaviour in classrooms, corridors, the hall and all around the school- go over routines and supervision Sept 15. NB ALL classes to be supervised on their way out of school.

Cards, Stickers

£50, £360 reward

trip

See costs in section 2

£150

DH all staff All staff, DH HT, DHT, lunch staff WSPPL,DHT, all staff All staff

Sept 2015- July 2016 Sept 2015-July 2016 Sept 2015 Sept 2015-July 2016

3c To involve the children as key stakeholders 3d To audit and improve anti bullying work

Cloakrooms to be supervised. Staff to be at classroom ready for when children come off the yard at lunch time. Further input with lunch time staff. Red and Yellow Card system, Lunch time staff to give out rewards. Vulnerable children to be targeted for lunch time supervision by the support staff. Wii purchased as incentive (Best behaved class- least cloudy time) Cloudy time sanctions to be instant. Letters home to parents to inform of behaviour. Review Sept 15. Provision set up with Behaviour Support plus LACES for targeted children. NB possibility of Nurture Group over lunch time and afternoon for targeted children. Freddy Fit, Sports Assistant, Mr Football activities at lunch time. Junior Playground leaders- revived. Other provision organized by Lunch time staff. New equipment. Provision regularly monitored and children consulted on this. Medals awarded Children to develop enterprise skills by making things to sell and compete against each other at Coffee afternoons. Regular pupil consultations- see above and section 2 School Council to visit Houses of Parliament. School Council to write a ` Children`s School Improvement Plan` based on this document. Continued use of Action Groups. Further input on e-safety. Anti Bullying group to meet regularly with HT and do a podcast on the website. Assemblies. Some parents invited. Y3/4 in autumn, Y5/6 in spring. Y1/2 in the summer. Focus upon Cyber Bullying, Social networking etc. Input from the LA. Workshops facilitated by LA. Initiatives with the Local Councillors.

£1700

See section 2

and 5 for costs

£2000 (grants to access)

HT, DHT WSPPL(LAC) JT,TC HT, DHT, LSm DH, LSm, RC DH,LSm

Sept 15-July 16 Sept 2015 Sept 2015- July 2016 Sept 2015-July 2016 Sept 2015-July 2016 Sept 2015-July 2016

3e To challenge and extend all groups of children 3f To engage children through broad based school provision 3g To update staff on good Health and Safety practice 3h To maintain and improve Safeguarding procedures

Ox Close to host another event for MAT children in the area. RC to organise. Training for RC in MAT See section 2. See New Curriculum Advanced level training for further staff. Another member of staff to do paediatric First Aid (BM, ER, TC) Review Single Central Record- Headteacher and Deputy Headteacher. Monitoring- Safeguarding Trail- Headteacher, DHT Level 2 Training for AB

£1000

RC All staff HT, DHT HT, DHT

Sept 2015- July 2016 Sept 2015- July 2016 Autumn 2015

How will we monitor and evaluate this improvement? Pupil questionnaires, Parental questionnaires, Pupil consultation outcomes (withdrawn groups), Lesson observations. SIP reviewed on a half termly basis.


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Target / Outcome




4a To enhance the outdoor environment

Investigate the possibility of installing a wood pellet stove to provide heating in the outdoor classroom. Landlord`s approval sought, permission required. Quotes, insurance and installation arranged if Landlord`s approval granted. Felting on the log cabin roof to be replaced Reeds to be removed from the pond and pond to be maintained on a regular basis. Approach local companies to request volunteers through the Company Volunteer Scheme. Trim trail to be maintained and tested on an annual basis. Caretakers to check on a daily basis. Field drains to be revamped Outside contractor to provide enhancements in grassed area and water area in outside area of EYFS. Autumn- water wall, artificial grass added and a border around the grass to create a quiet seating area, as well as having an outside small world area Spring- develop the bottom of the garden to encourage wildlife and to develop plants and a digging area Summer- develop a multi sensory

AAP Grant Funding

£1500

Grant awarded plus £3000 school contribution

£200

LS,HT, DHT DHa, LA HT, appointed contractors LA, contractor DHT HT,DHT, TD,EB LA LSm contact

Sept 2015

4b To enhance ICT facilities within school 4c To enhance the indoor environment

area outside which includes a music area Friends to possibly assist with helping to match funding. Fence to be built across to block access to where the former cycle gate was. Playground to be `zoned` on a lunch time to help to create positive play Investigate the possibility of an outdoor Table Tennis table Computing facilities to be enhanced. New wireless network installed, along with new curriculum server. 20 new lap tops to be purchased, taking the total new machines to 30 (Friends purchased 10 earlier). Lapsafe charging cabinet purchased to securely and efficiently store the new machines, thus protecting the investment. Whiteboards monitored- rolling programme will be required iPads and iPad minis purchased if funds allow. New equipment bought in light of the new curriculum Medical Room to be installed. Fridge moved into Rainbow Room, screen purchased and units adjusted by AMBIC. Landlord`s approval sought and awaiting next instructions (Jul 2015) Energy Conservation- new person appointed to be in charge of the Eco team. Children to get involved in monitoring energy consumption. To raise awareness amongst staff and children. Weekly reports to be filed, reports made during assembly. Use SLA Role play areas enhanced throughout the school and especially in KS1 to help to give increased opportunities for

£1900 server (cap)

£3900 wireless network and 1 year licence (cap) £3300 lapsafe (cap?)

£4900 20x new lap tops

£4000

£1500

TD,EB? JT, SC, RC HT, PC Trends LW, HT, DHT HT,RC GR, Eco Team

4d To plan for the possibility of a school extension

speaking and listening plus reading for fun. New classroom chairs to be purchased, plus chair for HT room Continue to liaise with Graeme Plews and Sheila Palmerly. New studio hall, MUGA, playground, turning circle and extended car park requested as part of the scheme. Careful consideration to be afforded and balanced picture to be presented to Governors. Investigate modes of transport of all children and produce an updated School Travel Plan.

£1000

County Council funding,

capital reserves for furniture, cloak room alterations etc?

JS HT, DHT, PS GR, DCC

How will we monitor and evaluate this improvement? Questionnaires from visiting schools. Review SIP on a half termly basis


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Target / Outcome


Resources Person(s) responsible

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5a To further develop leadership capacity

Leadership Coach to work with all teachers on the purpose of school leadership and the link between teaching and learning and school and subject leadership New DHT to receive suitable induction and development Whole School pupil Progress Leader to work closely with HT and DHT, as well as liaise with KS leaders to ensure consistent practice and procedure. WSPPL to deputise for DHT in her absence HT, DHT and WSPPL to work together to improve practice and to develop leadership amongst teachers (Good to Great) DHT to undertake Level 2 Safeguarding training DHT and WSPPL to create PDP and to work with Leadership Coach WSSPL to continue with NPQSL Subject leaders to have the opportunity to present to Governors To network with other school leaders- partnerships with Lingey House, Byers Green, Wynyard C of E and SCITT SLT to carry out partnership work with Diamond Hall, Lingey House, Wynyard C of E and Byers Green Leadership code of conduct revisited Staff code of conduct revisited Weekly meetings of the SLT. SLT involved in monitoring, data into

£2250

SLA

Supply costs

Chris Jones, HT HT, DHT HT,DHT, WSPPL HT,DHT, WSPPL HT,DHT Chris Jones, DHT, WSPPL Subject leaders HT, DHT, WSPPL HT SLT SLT

Sept 2015 Sept 2015- July 2016 Sept 2015- July 2016 Sept 2015- July 2016 Autumn 2015 Autumn 2015 Summer 2015 Sept 2015- July 2016 Sept 2015 Sept 2015- July 2016

5b To distribute leadership and accountability

strategy, SEF and SIP. Key Stage leaders to take more direct responsibility for their own phase, following half termly Standards and Achievement meetings with SLT. Various leaders to attend to share knowledge and experience on aspects of leadership- eg Alan Smith, Alan Thomas, Chris Armstrong, Christine Jones? To use Chris Armstrong as professional partner to HT to help drive standards forwards. LW to become SBM for SCITT and to attend training in September LW to drive forward improvements in Phonics WSPPL to mentor 3 teachers WSSPl to become PT for SCITT DHT to shadow WSSPL with regard to PT role. Both to attend training at the SCITT base. LP, LSm, RC, JP, LW, HD all to be considered for role of subject tutor and to deliver to trainee teachers at the SCITT HT to continue with application to receive OfSTED training Leadership coach to work with subject leaders on creating action plans. Then to return to carry out coaching sessions with the subject leaders. Subject leaders to undertake audits with all staff during INSET. Leaders then produce an action plan of no more than 4 targets. Identify training and development needs in view of the new curriculum. Subject leaders to drive this plan forward. All subject leaders must be involved in monitoring and observation at some point over the academic year and produce a brief report to Governors against each of their subject targets. This will be shared at

TLR3

£2250

Key Stage Leaders HT LW WSPPL DHT, WSPPL LP, LSm, RC, JP, LW, HD, SCITT HT Chris Jones Subject leaders

Sept 2015- July 2016 Sept 2015-July 2016 Sept 2015-July 2016 Sept 2015 Sept 2015-July 2016 Sept 2015-July 2016 Sept-Dec 2015 Sept 2015-July 2016 October 2015 Sept 2015 Autumn, Spring 2015-2016 Summer

an informal Staff-Governor after school event. Audits repeated at the end of the year to demonstrate progress. Subject leaders to be given the opportunity to visit other settings if desired. All subject leaders to have the opportunity to run a staff meeting at some point over the year. Some limited subject leadership time will be available but should be arranged within phases, using existing resources. Faculty style leadership model to operate in Art and DT, Science and PE. Model to utilise the expertise of TAs- LSi in Art, DT and PE, BMc and TC in PE and AC in Science. To develop the leadership capacity of those TAs as part of the process. Opportunity offered to all TAs. DH bought in to assist LW with subject leadership, to model practice and coach others in Art and DT. Opportunities for shadowing senior leaders Cross authority moderation arrangements Opportunities for all subject leaders to create links with counterparts in other good and outstanding schools. To share good practice and establish the requirements of moving from good to great. Work closely with the Governing Body. Standards Committee work integral. See above

DHT, LW, JT, RC, DH Various subject leaders HT to arrange SLT, Governors

2015 Sept 2015-July 2016 Sept 2015-July 2016 Sept 2015-July 2016 Sept 2015-July 2016 Sept 2015-July 2016 Sept 2015-July 2016

How will we monitor and evaluate this improvement? Staff questionnaires. Review SIP on a half termly basis.

ox close primary...systematic, synthetic phonics to improve . see target 1d `flying start` read...

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