prospect primary school improvement plan 2017 18 prospect

Prospect Primary School Improvement Plan 2017_18

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PROSPECT PRIMARY SCHOOL

SCHOOL IMPROVEMENT PLAN

2017-2018


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FOCUS FOR DEVELOPMENT Literacy

TARGETS 1. Response to Intervention - To have consistent implementation of the Response to Intervention Framework to develop emergent literacy skills in Reception and Years 1, 2 and 7 students 2. Balanced Literacy - To have consistent understanding and application of pedagogy of balanced literacy

Code PoA16 PoA17

Insp

Action (s) Lead

Person Support Persons

Start Review

End Dates

Monitoring (Are the actions happening as and

when planned?)

Evaluating the effectiveness – Impact of the Action (Have the actions had the effect we wanted?) Next Steps

How? How? Who?

Res

po

nse

to

Inte

rven

tio

n (

RTI

) Rec

epti

on

, KS1

Conduct professional development for Principals, senior management teams and teachers on the developmental continuum of early literacy skills and effective use of the resource bank.

Literacy Specialist

Lead Literacy

ETFS Team

Sep 2017

System and school professional develop (PD) calendars

PD reflection forms

PD proposals

PD Attendance

PD Logs

Emergent literacy skills and effective use of resources reflected in planning (e.g., long range, medium term, unit, weekly, etc.)

Evidence of incorporation of developmentally appropriate emergent literacy skills in lessons and use of resources through documented informal and formal observations

Teacher/coach feedback

Teacher reflection forms after PD session(s)

Literacy Specialists

KS1

Conduct professional development to train Interventionists and Special Education Needs Coordinators (SENCOs) to support the Response to Intervention (RTI) process

Literacy Specialist

SENCO

VP

Aug 2017

Monitoring of the delivery of interventions

As above

Teacher reflection forms after PD session(s)

Increase in student achievement as evidenced by data as a result of quality instruction in intervention

Literacy Specialists

KS1

Provide effective regular assessment and monitoring of the Response to Intervention (RTI) framework to ensure fidelity:

administer DIBELS benchmark assessments in Years 1 & 2 for September, January, and June

administer DIBELS progress monitoring assessments in Years 1 & 2 at least once every 3 weeks for students in Tier 2 and Tier 3 interventions

conduct 6-8 week progress monitoring meetings for Response to Intervention (RTI)

Principal SENCO

VP

Overseen by MJR

Sep 2017

Data entered into DIBELS database in a timely manner and spot-checks complete

Progress monitoring meetings will occur

Principals provide feedback to SSIOs

Data collected from benchmarking and progress monitoring assessments used to inform decision making for students requiring interventions

Data collected from benchmarking and progress monitoring assessments used to inform in class planning for the regular classroom and interventions (e.g. whole class and small group instruction by classroom teacher).

Informal and formal observations

Teacher/Coach feedback

Principal to SSIO and Literacy

Specialists


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Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

KS1

Monitor the delivery and fidelity of daily interventions as prescribed by the Response to Intervention (RTI) framework

Principal SENCO VP

Sep 2017

Feedback sessions with interventionist, Special Education Needs Coordinators (SENCOs), principal and Literacy Coach and Year 2 teachers

Lesson observations

Informal and formal observations

Teacher Survey data

Teach/Coach feedback

Principal to SSIO

and Literacy

Specialist

KS1

, KS2

Inventory, organise and use literacy resources for shared learning experiences

Principal Lead Literacy

Sep 2017

Summer

Term

Observations of lessons

Accessible and central location of resources

Resource inventory

Teacher use of resources in lessons

Teacher feedback

Literacy coach reports

Circulation data

Principal to SSIO

KS1

, KS2

Create and catalogue classroom libraries in all Early Years, KS1 and KS2 classrooms in all primary schools.

Vice Principal

Lead Literacy Phase Leads All Teachers Librarian

Sep 2017

Regular checks by Literacy Specialist and SSIOs

Growth shown in student achievement in reading as measured through DRA levels and NC levels from Reading Rubrics.

Increased opportunities for daily self-selected independent reading.

Student surveys on attitudes towards reading.

Length of time of sustained reading.

Inventory of resources – number of classrooms in the school with classroom libraries, number of books in each of those books in each classroom library

Principal to Literacy Specialist

Ass

essm

ent

All

Moderation of Writing: 1) Year Group Moderation in Collaborative

time (looking at a range of pieces of writing). – Half Termly (supported by PYP-Coord.

2) Vertical Moderation – x3 per Year (Termly – month of Assessment Deadlines).

CB / FEW FEW / KL MJR

Phase Leaders

Literacy Coach

Oct 2017

VP to monitor that meetings take place and to analyse moderated data. MJR to ensure moderation events are on the school PD diary. Monitored through PD Minutes

Teacher assessment of writing increases in accuracy and the assessment data is secure. Where data is showing low attainment or progress in term 1 or term 2 support is put in place. PD for whole staff and individuals based on findings of moderation events. Planning is responsive to assessment.

MJR to SSIO


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FOCUS FOR DEVELOPMENT Numeracy

TARGETS

1. Contextual Experiences -To have consistent mathematical experiences in problem solving, reasoning and communication provided across the curriculum 2. Assessment - To have consistent understanding and application of assessment to inform teacher planning and instruction

Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

Ass

ess

men

t

KS1

, KS2

Conduct professional development sessions for principals, school senior management and teachers that convey the different assessments that are to be used to track student progress and achievement in mathematics. As part of the Leadership Forum.

Numeracy Specialist

Principal VP Math Lead

Aug 2017

Notification or invitation to SPA – Curriculum and SSIO regarding training session

Attendance records

Completed feedback forms

Staff discussion notes

School Senior Management Team (SMT) can explain what assessments are used and their purpose

Principal able to assist with formative assessment training for their staff with support from the school SMT

Principal able to drive effective use of formative assessment in their schools

Numeracy Specialist

KS1

, KS2

Refine mathematics rubrics – characteristics of each sub-level. Whole staff PD on rubrics once final version released. Use to be monitored as part of Learning Walks and Obs.

Numeracy Specialist

Math Lead

Principal

Aug 2017

Documents produced

Evidence of schools using these as part of formative assessment Numeracy

Specialist

KS1

, KS2

Utilise assessment strategies and outcomes in lessons (planning and implementation) to track student progress and achievement in mathematics (action for teachers to implement)

Principal Principal and VP to monitor

fidelity and accuracy.

Sep 2017

Peer assessments

Walk-throughs

Planning and book review

Analysis of lesson planning

Teacher planning and instruction connects to scaffolding, eliciting and supporting and extending student learning as evidenced through lesson observations and walk-throughs

School Senior Management teams are ensuring that teachers are utilising the right assessment strategies to assess students’ knowledge, skills and understanding.

School Senior Management are collecting formative assessment data and recognise the implications of that data

Students make progress as demonstrated through data

Principal


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Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

KS1

, KS2

Implement team planning at least termly within and across Year Groups and/or Schools. The termly team planning should provide evidence of the impact of assessment on planning and instruction (horizontal and vertical planning**See IB-PYP)

Principal IB-PYP Coordinato

r

Math Lead

Sep 2017

Planning discussion notes or lesson plans

Senior member of staff present

Meeting minutes

Instruction meets the students’ needs

Growing teacher confidence in the math curriculum

Conduct review meetings to measure impact of curricular progress

Ability to identify elements of good practice and issues in teaching and learning

Dissemination of good practice is evident

Principal

Ped

ago

gy

KS1

, KS2

Numeracy team to work with the lead numeracy teachers to ensure they are able to assist educators in their respective school with mathematics pedagogy

Numeracy Specialist

Math Lead Aug 2017

Attendance records

Lead Numeracy Teachers implement training with teachers in school Numeracy

Specialist

KS1

, KS2

Produce a calculation strategy document. To cascade to staff at point it is released. Share with parents at PTA meeting.

Numeracy Specialist

Math Lead Jan 2018

Documents produced

Use as part of school Numeracy policy

Evidence of schools using these both in developing teaching and in informing parents Numeracy

Specialist

KS1

Implement Maths Recovery utilising Interventionists Principal Interventio

nists monitored

by VP

Aug 2017

Screeners completed

Students identified

Interventions take place

PD support for interventionists

Evidence of initial improvement of students receiving intervention

Evidence of continued development on return to classroom

Principal

KS1

, KS2

Utilise the Mathematics Strategy document for teacher self-reflection. Principal Math Lead Aug

2017

Schools using the document to get teachers to set appropriate targets

Are targets easy to recognise in terms of putting into action

Evidence of teachers using the document to set targets

Schools providing support for meeting targets

Numeracy Team supporting target achievement

Principal

KS1

, KS2

Conduct professional development sessions for principals, school senior management and teachers to develop strategies for making sense of the Mathematics Strategy document including looking at videos of mathematics teaching

Numeracy Specialist

Math Lead Aug 2017

Attendance records



Leaders display confidence in insightful observations and feedback to teachers

Leaders show evidence of across school consistency

Leaders supporting teachers in developing targets that can be actioned

Numeracy Specialist


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Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

Ped

ago

gy

KS1

, KS2

Refine Units and Sample Lessons in line with Mathematics Strategy document and support teachers in refining their teaching strategies Maths Advisor and Coaches to deliver PD and support developing teacher’s pedagogy.

Numeracy Specialist

All Teachers

Aug 2017

DES website

Increase clarity about the teaching approaches (matched to teacher targets)

Teacher feedback of implementation is documented

Walkthroughs which note both teacher and student behaviours

Reasoning, problem solving and communication are embedded within the units of study and sample lessons

Units of study and sample lessons reviewed

Teachers make good use of lessons and use initiative in planning

Increase in student achievement as evidenced by data as a result of quality instruction

Numeracy Specialist

KS1

. KS2

To hold 2 to 4 parents’ math Workshop Evenings around understanding Math as taught in school and the new calculation strategy. ‘math – what can I do to support?’

Numeracy Specialist

Teachers by Phase.

PTA

Oct 2017

Production of guidance document for parents

Circulation of Calculation Strategy.

Implementation in all year groups in all schools

Teachers participate in workshops

Numeracy Specialist

Ass

ess

men

t

All

Ensuring all teachers use information from diagnostic assessment and marking to inform planning. Teachers will use DATA to track student progress. Ensure assessment procedures link to IB-PYP framework and are consistent with IB-PYP guidelines and expectations.

Principal

IB-PYP Coordinat

or

All Teachers

September 2017

Data entered by the dates identified

Student’s performance is monitored and regularly reviewed.

Data informs planning.

Lessons planned are diagnostic and specific to the needs of the class.

Students are aware and know what their target levels are.

Resources for SEN students are appropriately and effectively allocated.

Identify trends and address biases

Principal and Numeracy

Lead

Ass

ess

men

t C

ycle

SLT

SMT to develop a clear monitoring cycle / calendar document driven by DES Assessment Circular 2017-18 and the SIP- expressed through staff calendar to include PPM (Pupil Progress meetings year team and subject - data meetings and analysis), learning walks, work scrutinises, observations, DIBELs, Target Setting, Data walls.

SLT All Oct

2017

Monitored by SMT on a 4 to 6 week cycle and identified as a core part of monitoring cycle.

Directly linked to PM in Dec. & at mid-point review.

Review to be carried out termly and built into SMT monitoring cycle Principal


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Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates

Monitoring (Are the actions happening as

and when planned?)


How? How? Who?

Tab

les

Bas

elin

e

Ensure that Times Tables are taught and practiced regularly in all year groups from 1 to 6. From Year 3 onwards this must include working with the inverse functions and beginning to know the tables ‘out of order’. Set up Class / Year group weekly practice ‘test’ or contests to encourage students. Principal to seek support and advice from Numeracy Team to meet this target.

Weekly mental Maths practice

Daily tables practice.

Maths Lead

SLT

All Teachers

January 2018

Walk thorough monitoring and planning scrutiny to identify whether or not systems are being put in place in each class. Production of guidance document Supply of relevant tasks/activities

The majority of students will be confident with their times tables at an age or stage appropriate level – guidance here from Maths Team. Math Assessment. Use screener or similar on Y1, Y2, Y3 and Y4?

Review to be carried out termly and built into SMT monitoring cycle

Review of planning Pupil voice

All Staff

Uti

lisin

g A

sse

ssm

ent

Info

rmat

ion

to

In

form

Pla

nn

ing

All

Year

s

Teachers in Y1, Y2, Y3 and Y4. must ensure that the teaching of the concepts bellow identified from screening. Teachers must ensure that their classes understand these key points from Screening:

Count on correctly from given number e.g. 27.

Count back correctly from a given number e.g. 23. Often

crossing the decade is a problem.

Complete simple addition (e.g. 9 + 6) or subtraction (e.g. 14

-3) correctly. A tiny number of students recognised that 9 + 6

= 10 + 5 and that 14 -3 can be done using 4 – 3 but the

majority do it by counting on or back.

Count successfully beyond 100 but this is a year 3 focus. This

needs to be an extension activity in Yr 2.

Cross the decade (up or down).

Tackle confusion of teen numbers (e.g. 15) with decade

numbers (e.g. 50). A significant number confused 18 with

80. 17 with 70 etc.

Recognise accurately written numbers so students do not

for example, say 71 instead of 77 or 99 instead of 66.

Number bonds to 10 and 20.

Shared with all staff.

Maths Lead

Numeracy Specialist

Phase Leaders

Principal

September

2017

Monitoring of planning will show that these key concepts are being covered / re-covered. Teachers will assess their own classes to ensure that they understand these concepts.

Students understand these key concepts. Math Assessment. Use screener or similar on Y1, Y2, Y3 and Y4?

All Staff


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FOCUS FOR DEVELOPMENT Science

TARGETS Pedagogy - To have consistent practices in science

Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

Ped

ago

gy

Ke

y St

ages

1 a

nd

2

Develop Science Strategy and Policy documents through consultation with educators STEM

Specialist

IB-PYP Coordinator

Aug 2017

Regular meetings with stakeholders

Strategy developed with stakeholder buy-in

Strategy being utilised in all schools

Students have more relevant science investigative experiences and make progress

STEM Specialist

Principal

Identify or develop skill-based baseline assessments (formative and criterion referenced) STEM

Specialist All Staff Oct

2017

Consultations with Ministry, DES and Principals

Various skill-based baseline assessments reviewed

Teachers able to identify gaps in students’ content area knowledge/skills and provide a basis for planning lessons to fill those gaps

Students demonstrate scientific investigative skills and show progress in formative assessments.

STEM Specialist

Principal

Develop a scope and sequence document aligned with the National Curriculum for science -

spiralled with increasing levels content and skills

STEM Specialist

IB-PYP Coordinator

Oct 2017

Regular meetings with stakeholders

Teachers utilise scope and sequence to scaffold science lessons

Observations and walkthroughs demonstrate a vertical coherence aligned with the National Curriculum.

STEM Specialist

Ministry

Conduct professional development workshop for principals to review/discuss the training plan for teachers (KS2 only)

STEM Specialist

KS 2 Staff Aug 2017

Attendance records

PD feedback forms

This is to ensure that schools leaders are aware of and have partaken in the training to be provided for teachers and can provide insightful science observation feedback.

STEM Specialist

Develop and implement a plan for professional development in science for Leaders of Science and teachers that targets science pedagogy (KS2 only)

STEM Specialist

KS 2 Staff Aug 2017

Attendance records

PD feedback forms

Evidence of increased confidence of teachers teaching scientific investigation skills and science specific content. Primary science leaders are able to support the development of science related pedagogy

STEM Specialist

Review and catalogue science resources and identify gaps with the intent to order resources, where necessary, in the next budget cycle

Principal All staff Oct 2017

Principals and primary science leaders working closely with CIFEC interns

Orders checked against resource catalogues for all schools

Fully catalogued, centralised science resource areas in all primary schools

All orders are completed in line with resource gaps identified in schools

PPS Staff


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FOCUS FOR DEVELOPMENT Special Education Needs and/or Disabilities (SEN/D)

TARGETS SEN/D Policy - To produce a revised Special Education Needs Policy and Code of Practice

Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

SEN

/D C

od

e o

f P

ract

ice

an

d S

ervi

ces

Ke

y St

ages

1 a

nd

2

SEN Code of Practice - Consultation phase with stakeholders through focus groups SPA

Inclusion

n/a Sep

2017

Distribution of information and stakeholder meetings held as arranged

Consultation feedback

Appropriate feedback received from stakeholders SPA Inclusion

Revise the Draft SEN Code of Practice based on feedback from the consultation with stakeholders SPA

Inclusion n/a Oct

2017

Revised draft completed SEN Code of Practice is reviewed utilising appropriate stakeholder feedback SPA Inclusion

Implement the SEN Code of Practice after approval from Education Council Principal

SENCO Principal

All relevant Specialists

Jan 2017

Accurate records kept for students with special educational needs

Appropriate assessments and services provided for students with special educational needs

School staff understand that not all students with gaps in their learning have a special educational need

SSIO and SENCO

Complete audit of SEN services in order to establish what support services are currently offered in each school (match info from student services with actual provision – principals to verify info sent from student services).

SSIO – SEN/D

SENCO

Principal

All Specialists

Jan 2018

and

May 2018

Data from audit to be submitted to the Director of the Department of Education Services

This information will be matched to needs of each school and will also be used to determine if principals/schools are aware/utilising resources. Linked to the Online Student Profile.

Identification of gaps in provision


Principal

SPA Inclusion

Review and revise, where needed, current models of service at Student Services (Ed. Psychologist, Occupational Therapist, music therapist, etc.) looking at how services and resources are delivered to match services with the needs of students identified. Keeping in mind that not all students will need services from student services.

SSIO – SEN/D

SENCO Dec 2017

Review of student services timetables with outline of services provided

Principals evaluation through the Performance Management system

Termly reporting to the line manager

Revised service model developed SPA Inclusion


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Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

All

Design and introduce Provision Map. SENCO and Principal to develop a tracking provision map in line with the new code of practice designed to act as Additional Provision Register. Outlining all students receiving additional support, nature and impact of support.

Principal Principal

SENCO

Ed. Psych

Sept 2017

SENCO to monitor fidelity to IEPs / Additional Needs Plans. 6 weekly monitoring and review process.

VP to monitor Impact on student progress.


School staff understand that not all students with gaps in their learning have a special educational need but with support that these gaps can be closed and individual learning needs met.

SPA Inclusion

3

2

1 QFT

1) Referal to SENDCO

2) assessment by SENDCO

3) Initial Provision and

monitoring

4) Review by SENDCO and

Teacher

5) Back to stage (2) or

dismiss or (6)

6) Assessment

Quality First Teaching: The general high quality provision provide universally to all students. Includes marking and feedback,

PBIS, differentiation. Meets PM Standard 3+.

Tier 1 / Phase 1: IEP Phase 1 or Additional Support Plan – Produced and delivered by the teacher. Additional and extra. PD for

Teachers or advice provide by SENCO and Specialists but teachers responsibility. Monitored by SENCo and VP.

Tier 2 / Phase 2: Time Limited / Intensive / Short Term Focused Intervention or Program this may include specialists’

interventions or may be provided by SSA, AT, RTI or Class Teacher with input and advice from specialists etc..

Tier 3 / Phase 3: Ongoing, increased intensity and incidence of support this may include specialists’ interventions or may be

provided by SSA, AT, RTI or Class Teacher with input and advice from specialists etc..

Assessment


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SENCO ensures the Provision Map is kept up to date.

SENCo monitors implementation of IEPS. Ongoing.

Every 6 Weeks IEPs are reviewed and SEN register updated. The decision is made each time to either:

Continue as they are;

Rewrite – 1) completely new IEP or 2) altering existing;

Take students off SEN register.

If after two cycles a student is not progress consider assessing for phase two. Evidence must be in place that the IEP has been

implemented!

New SEN referrals or new students with SEN needs will have their needs assessed by the SENCo. Where a child is identified as

Phase 1 they will be included on the SEN Register, please remember that not all referrals will lead to a child being included on

the SEN register. An IEP must be written within 2 weeks of their inclusion on the register.

These students IEPs will then be reviewed in the same cycle as described as above.

SENCo monitors implementation of IEPS.

June - Year teams must collate the SEN folders for the September classes if the classes are being mixed. (Monitoring: SENCo to ensure this is

completed before the end of term).

June – Hand over meetings between existing class teacher and new class teacher (where both members of staff are already currently at PPS).

Where there is no way for staff to meet because one has not yet joined the school and one is leaving. The staff who are leaving PPS must write a

narrative report about each of their SEN students. These must then be attached to the students summer IEP and added to the class SEN file

ready for hand over.

August / September - Hand over meetings between last year’s class teachers and the new class teacher (where one of the members of staff is

new to the team).

(Monitoring: SENCo to ensure all hand over meetings occur or notes are made where relevant).

By Week two of Term 1 all staff must have handed over their SEN Folders to the new class teachers.

(Monitoring: SENCo to ensure hand overs are complete).

The existing IEPs from the summer term are to be continued with from the first week of term.

By Week three in September teachers to identify any new students for the SEN register and refer these students to the SENCo.

Week 4 review Existing IEPs and either:

Continue as they are;

Rewrite – 1) completely new IEP or 2) altering existing;

Take students of SEN register

Update on SIMS. Sign IEP and submit to SENCO.

During this period SENCo will be available to support / advise on the process above and to carry out initial assessment of any new

referrals to establish if they are Phase 1. If the pupils are Phase 1 they will need an IEP written and to be included on SEN register.

SENCo speaks to any staff who need support to complete this task and then having offered support refers any staff who have not completed the above to the Principal.

This outline will be

updated to reflect the

new Code of Practice


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FOCUS FOR DEVELOPMENT Positive Learning Environments

TARGETS Positive Behaviour Interventions and Supports - To have consistent and effective management of low-level behaviour in schools that adversely affects the school climate

Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

Po

siti

ve B

ehav

iou

r In

terv

enti

on

s an

d S

up

po

rts

Fram

ewo

rk

Ke

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ages

1 a

nd

2

Embed Tier 1 classroom and school wide expectations by:

Conducting professional development

Establishing routines, teaching expectations, rewards and sanctions for at least the first two weeks

Principal VP Behaviour Specialist SENCO Phase Leaders

Aug 2017

Monitor through observation of teaching, sight of lesson planning and data regarding minor and major incidents related to conflict

Improved school climate evidenced through reduction of target behaviour (office referrals) and positive feedback from stakeholders.

Improvements evidenced by walk-throughs, observations and feedback from students through the School Council.

SSIO

Implement a conflict resolution programme to educate students on how to effectively resolve issues.

Principal

Behaviour Lead

Counsellor

PYP Coordinator

Oct 2017

Monthly SBST meeting are scheduled

SBST minutes are available with aligned tier 2 and tier 3 interventions in place for individual students.

Students will resolve conflicts in an acceptable manner thus reducing the need for much adult intervention for low level issues.


Students’ behaviour incident reports will show a decline in conflicts and aggressive behaviour.

Evidence of well-planned lessons linked to correct subject content. Students and teachers can use text based resources effectively as reference material. Improvement in student outcomes/NC

Policy Advisor for Safer Schools

Implement a PBIS framework for Tier 2 & 3 supports Principal All Staff Oct

2017

Evidence of PD sessions undertaken.

PD evaluation forms available

Data base of individuals trained and certified in C-SMARRT training.

Data shows a decrease in the incidents in the targeted behaviour areas


Students’ behaviour incident reports will show a decline in conflicts and aggressive behaviour.

Principal to SSIO


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Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

Po

siti

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ehav

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terv

enti

on

s an

d S

up

po

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Fram

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1 a

nd

2

Professional development for all school based staff on intervention response to behaviour:

physical intervention strategies;

raising awareness and understanding of how to support students with mental health issues.

ASD / ADHD INSET for all teachers.


Ed. Psych Aug 2017

Monitored and analysed at school-based team meetings, with oversight and comparative trends identified

PD attendance records

Behaviour data in the Student Information Management System (SIMs)

Staff working with the students will improve ways in which they deal with students at risk students will learn new ways of coping and responding to stressors – results noted decrease in the number of incidents of antisocial behaviour of students on the ‘At Risk Register’.

Reduction in Tier 2 and Tier 3 behaviours and associated consequences e.g. suspensions and exclusions.


Students’ behaviour incident reports will show a decline in conflicts and aggressive behaviour

Principal

feedback to SSIO and


Utilise accurate reliable data (Student Information Management System (SIMs)) to make informed decisions by:

conducting professional development

ensuring staff understand the importance of accurate and timely data input. Continued focus. Following new action plan data input in second half term improved.

Principal VP

SCAT

Aug 2017

Documentation will be published disseminated and adopted by the agreed date. Consistent implementation of consequences will be monitored in the Student Information Management System (SIMs).

SBST and SCAT teams are making informed decisions based upon data.

School and National data trends are highlighting improvements and areas of concern

Resourcing and strategic policy directives are based upon and are informed by data.

Principal and SSIO

All

Evaluate and report on the progress of school based PBIS interventions and initiatives through co-ordination with the Area Coaches network.

Principal SCAT Nov 2017

School and National update reports will be produced on a monthly basis, which give specific data on PBIS fidelity checklists.

Consistent application of positive and negative consequences will be evidenced through greater alignment of behaviour and reward data in the Student Information Management System (SIMs).

Consistent agreement, understanding and application of positive and negative consequences linked to student actions.



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Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

PB

IS

All

Plan and build capacity for consultation, information sharing and professional development sessions relating to the Education Law and Regulations. Sean Cahill to work with SLT to develop school policy. –Sept 2017.


To follow Sep

2017 Workshops/presentations to

be listed in the PD calendar.

Actions as a result of workshops/presentations to be reported.

Evaluation sheets to be correlated and summarized for further action.

Progress data, especially the Tiered Fidelity Implementation Checklist will inform on the effectiveness of implementation.


Beh

avio

ur

For

Lear

nin

g A

ll

Develop consistent expectations and approach to behaviour management and develop strategies to promote effective ‘behaviour for learning’. See new PBIS action plan.

Principal SLT

Sept 2017

Data Analysis

Lesson observations and learning walks

PASS

Student Council Feedback

The school and staff encourage students to apply themselves actively to their own learning, developing the self-management skills needed to focus on their own learning moving away from the belief that it is more important to be ‘good’ rather than be ‘good learners’.

Principal to SSIO

Safe

guar

din

g

All

Audit school practice to ensure we comply with Child Protection, Safer Environment and Child Abuse Policy - Audit environment and practice to ensure they meet requirements. – Review with public works if vision panels can be put in all doors. - Re-circulate to all stakeholders school level policies.

Annual Whole Staff PD on Safeguarding Targeted PD for New staff.

Principal Deputy Principal Counsellor SENCO

Sept 2017

Report to Principal and SSIO

Whole school audit

Students safe, systems in place to protect children in line with Policies and Audit.

SSIO


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FOCUS FOR DEVELOPMENT Data Systems

TARGETS Reliable and Valid Data Systems - To have consistent structures for data collection and to ensure that data is reliable and valid

Code PoA16 PoA17

Insp

Action (s) Lead Person Support Persons

Start Review

End Dates


when planned?)


How? How? Who?

Rel

iab

le a

nd

Val

id D

ata

Ke

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ages

1 a

nd

2

Conduct early screening to identify students who are likely to require additional (small-group) support to address issues of academics, socialisation and self-regulation. Note – Screeners are for students new to primary school

Principal RTI, ICT PST, SENCO, VP

Sep 2017

Data from screeners to be submitted to the School Based Support Teams and SSIO

Students identified who need additional small group support

SSIO

Conducting professional development for principals and teachers to implement the Online Student Profile, which focuses on collating and using data to inform interventions

Head of Professional

Development

TBC Sep 2017

Notification or invitation to relevant staff regarding sessions

Attendance records



Principals and teachers can explain the purpose of the student profile

Principals and teacher able to provide training to their staff on the use of the profile

Principals and teachers able to drive effective use of the student profile and ensure interventions for the Tiers are being carried out

TBC

Implement the Online Student Profile by inputting accurate and timely student data. Linked to Monitoring and Data Cycle Develop the process of observing and reviewing the quality of teaching. Involve phase leaders and subject leads in formal observations, learning walks, subject learning walks (Frank Eade leading development of maths subject walks, similarly English lead to carry out learning walks focused on implementation of the 90 minute block).

Principal TBC Sep 2017

Student Profile/Passport is monitored and reviewed regularly by SBST and SSIO

Interventions may include: Literacy, Numeracy, Social Skills, Anger Management, Self-Esteem, Check-In, Check-Out, PASS

link to PM & SIP.

Implementation of the early screening identification process

Creation of the student profile/passport in the Student Information Management System (SIMs)

TBC

Research and agree on a national primary summative assessment, with an associated transition plan - **Senior Policy Advisor and Manager Curriculum

** TBC

Aug 2017

Updates provided during DES/Ministry Meetings

Accurate measurement of national standards end of primary TBC


Page | 16

Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

C

lass

Lev

el

Dat

a

Track year groups and individual classes from Years 1-6. Use triangulation of TA, ongoing marking, rubrics and summative assessment to assess students levels.

SLT All Staff Sept 2017

Pupil Progress Meetings

PM

Collaborative Panning Meetings / Sims Monitoring

Data provides an in depth look at students as they move through the year groups and inform interventions as well as informing staff allocation.

SSIO

SIM

S

Ongoing professional development for Principals, Special Education Needs Coordinators (SENCOs), Teachers, and Executive Officers on the Student Information Management System (SIMs)

Ensure all SENCOs are trained and confident in creating the Individual Education Plans (IEPs), recording of data in SIMs. Dan Pride met SENCO Dec.

Data Manager

DP

BPE

Aug 2017

Evidence of PD sessions undertaken.

PD evaluation forms available

Interventions are identified and monitored.

We will have the necessary data available to advise students on their progress and what is needed for graduation.

Mar

kin

g an

d F

eed

bac

k

All

To ensure staff make effective use of Assessment for Learning:

When marking and assessing students’ work, provide regular, clear direction as to how they can improve and link this to students’ targets.

Increase the pace of lessons so that students complete more work in the time available.

Review the assessment, marking and feedback policies. Take feedback from all staff.

Where individual staff are identified through monitoring this must be challenged initially through feedback and fed into PM if needed.

Students have time to respond to feedback and to improve their work in light of feedback.

Principal Vice Principal PYP Coordinator SMT

Sept 2017

Improved marking and feedback evident through reviews of marking.

SMT to interview pupils to understand impact of new marking policy on learning.

Pupil Progress Meetings

Students can identify their next steps in learning and how to improve their work. Quality of marking improves significantly and is consistent across the school. Teachers use assessment to guide teaching and show students how to improve, and to close the gap when students were falling behind.

Principal SSIO


Page | 17

When planning and teaching lessons, use information and evaluation of lessons to provide for the different abilities of students.

Ensure work is effectively differentiated.

Ensure targeted questioning is a central aspect of teaching.

SENCo Principal

Vice Principal PYP Coordinator SMT

Sept 2017

Through observation and monitoring ensure that all students’ needs are met.

VP / SENCO’s regular reporting.

Differentiation of work effectively meets the needs of students leading to accelerated learning and higher rates of progress. Students can identify their next steps in learning and how to improve their work. Teachers regularly adapt work in lessons to address the needs of different abilities within the class.

Principal SSIO

Continuing focus.

Targ

et S

etti

ng

Year

s t

o 6

CAT information should be considered when targets are set for individuals and cohorts.

SLT All Pupil Progress Meetings

PM

Collaborative Panning Meetings / Sims Monitoring

Targets set: using a triangulation using the Formative assessments as well as the CAT projections. Targets must not be set in such a way that they deviate too far from the CAT projections. Targets can be set as a range. This range will not exclude the CAT projections but will allow schools to include and justify the adjustments they have made.

SSIO Targets set in line with triangulation and CATS predictions – GREEN SHEET.


Page | 18

FOCUS FOR DEVELOPMENT Technical and Vocational Education and Training (TVET)

TARGETS Opportunity - To increase teachers, students and parents understanding of the benefits of TVET – including education, training and career opportunities (and thus reducing negative perceptions)

Code PoA16 PoA17

Insp

Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

Op

po

rtu

nit

y

Ke

y St

ages

1 a

nd

2

Develop effective links between the Primary School (KS2) and High School to raise awareness of TVET opportunities.

Principal

PCC Mar 2018

Updates provided during DES/Ministry Meetings PCC Minutes

The programmes will give our students more first-hand experience in industries where there are opportunities for young Caymanians to be trained and gain employment. Students have an improved understanding of the work place environment and develop a range of skills required for a variety of career opportunities.

Students have a better understanding and awareness of TVET opportunities in High School and begin to employ these within the Primary Curriculum

PCC Minutes

Schools or learning communities organise a career fair annually and ensure that TVET careers are duly represented

Principal Charmaine Bravo

June 2017

Press release on career fairs

Survey of students to determine how helpful the information was.

Survey of parents gauging their support of the fair

Data on student subject choices made; survey for student feedback

Tran

siti

on

Year

6

Put in place a transition programme for Year 6 to prepare students for KS 3 and the change in school. Post SATs studies related to transition and Yr 6 Visit

Principal and

Year 6 Team

PCC

Term 2

ITT

All

To Work with UCCI to host Students teachers. To Work with CIFEC to provide placement opportunities for INTERNS on work experience.

Principal / November to End of Year

Report to SSIO through narrative Reports

Feedback to tutors and mentors

Assess impact at end of placements – productive placements that also provide resource for PPS.

Terrassa Parker CIFEC SSIO


Page | 19

FOCUS FOR DEVELOPMENT International Baccalaureate® (IB) Primary Years Programme

TARGETS To respond to feedback and points of development arising from final published report of PPS re-accreditation visit 2017.

IB-PYP Action (s) Lead


Start Review

End Dates


when planned?)


How? How? Who?

Draft - This section will be updated once the final inspection report is released by IB-PYP it will include relevant aspects and information from the 2016_17 Action plan.

Po

ints

fo

r D

evel

op

men

t

All

Development of a teacher planning file which incorporates IB-PYP requirements, Daily 90 Minute Balanced Literacy Block and Math Units / Sample Lesson Plans reflected in Conceptual Lens and timetables and PST support / planning.

IB-PYP Coordina

tor

Principal Oct

2017

Monitoring of planning.

Learning Walks.

Lesson observations.

Planning consistent with the IB-PYP seen in all areas of the curriculum.

The school makes use of the PYP planner for planning in the single-subject areas.

Ensure all staff (**Reception) have adequate collaborative planning time. Ensuring horizontal and vertical planning are a feature of school practice – linked to moderation. Ensure Primary subject specialists are more fully integrated into curriculum planning to ensure the work they do supports LRPs and IB. Carry out a curriculum and planning review to ensure that the curriculum is fully integrated and that PSTs, Literacy and Math are more completely incorporated and reflect Unit Themes.

IB-PYP Coordina

tor

Principal Oct

2017

PSTs planning and delivery is an integrated part of the IB-PYP Units, reflected in the long range plans (LRP)

Pro

fess

ion

al D

evel

op

men

t

All

Principal to undertake Cat 2 Training - Pedagogical Leadership. To be organised by Kiva Powel. Options: Pedagogical Leadership sessions are December 2nd in Baltimore or June 28th in Colorado. Ongoing / Online training for identified and new staff (New to IB training for SH) to ensure they can implement the programme and its philosophy.

KP

IB-PYP Coordina

tor

Principal Oct

2017

Ongoing self-evaluation (all stakeholders).

Learning Walks.

Lesson observations.

All staff understand, implement and reflect IB-PYP through all aspects of their practice. SSIO

KP

Develop a Cayman IB Forum allowing staff and management form IB schools to meet regularly, share practice and train together.

KP

IB

Coordinators

PD Calendar

Feedback to KP / SSIO from PYP leads and Principals

Cayman IB Forum established

Regular joint PD Days / Opportunities KP


Page | 20