school improvement plan 2016/17 - fir bank primary school

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School Improvement Plan 2016/17

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CONTENTS

Page

1. Aims and Values 3

2. Annual Plan 4

3. Strategic Plan 7

4. Reading 20

5. Writing 24

6. Mathematics 28

7. SEN 32

8. EYFS 34

9. Assessment/Pupil Premium 36

10. ICT 40

11. Governance 42

12. Building & Grounds 45

13. Health & Safety 49

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Where everybody matters.

Aims

We aim to serve our community by providing an education of the highest quality for all children. We believe in working

together to make sure that school is a safe, secure, friendly place where children are safe, encouraged, challenged and

supported to do their best and learn.

Values

We value ensuring all children are literate, numerate and are able to make informed life choices and have the capacity to

be successful.

We value inspiring the love of learning and at all times challenging the capacity of the individual to attain their greatest

potential.

We value ensuring all children are independent, resilient, confident, self- disciplined and have a sense of self- worth.

We value developing understanding, consideration and mutual respect for other religions, races, cultures, gender people

with disabilities and the environment.

We value ensuring truthfulness; compassion and love are present in everything we do.

We value the support in everything we do from our parents, local community and professionals visiting our school

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Fir Bank Primary School - School Improvement: Annual Plan 2016-17

Term Autumn 16 Spring 17 Summer 17 Governors Meetings, sub-meetings, preparing, appraisal, planning, target setting, budget etc.

SEF update

Training days

CPD identified and trainers booked

Costings linked to SDP

SDP – subject evaluations and reports

GB meeting

HT report

Monitoring

Budget up date

RAISE on line analysis

Induction of any new Governors

Committees and terms of reference

HT appraisal

Monitoring

Staff appraisal

Governor review for improvement

Targets

Health and safety

Safeguarding update

SEF update RAISE monitoring SDP review

HT meeting Subject leader reports Training reports Monitoring Governor visits

Monitor finance Budget updates Progress to targets Health and safety Safeguarding update

Budget meeting

SEF update

SATS results

Class results

Self-evaluation

Finance review

Full Governor meeting

HT report

Job chats and Job description update

Health and safety

Safeguarding update

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Curriculum and assessment Baseline assessments Targets setting etc.

Base line assessments

Whole school target setting

Writing assessment

From 2016 Whole school PT assessments

Individual targets set

Subject leader review and action planning

Staff appraisal linked to priorities

Classroom observations

Book scrutiny

Pupil progress meetings

SEND review and mapping

Update pupil tracking

Parents evening

Christmas performance lower school

EYFS profiles and analysis

Term 2 assessments

Subject leader reviews

Mid-year appraisal


Book scrutiny


Parents evening

Spring performance year. 3& 4

Update pupil tracking

KS1 and 2 SATs tests

EYFS profiles and analysis

Term 3 assessments

Subject leader reviews

Appraisal


Book scrutiny


Parents evening

Summer performance Year 4&5

Update tracking

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Parents report writing, interviews Parent Curricular Training evenings

Regular FofFB meetings/fundraisers run throughout the year

FofFB AGM Parents evening SEN Reviews Mini PCR reviews Curriculum evening for parents


Parent consultation evening Inform of key aspects of our SDP SEN Reviews Mini PCR reviews SAT information distributed Residential visit parents meeting Curriculum evening for parents Meet the Governors Prospective Parent Visits


Reports issued with targets Open evening, consultations offered SAT information distributed Meeting for New Starter Parents SEN Reviews Mini PCR reviews Meet the Governors Parent consultation evening SEN Reviews Curriculum evening for parent s Residential Trip meeting (every other year)

Community Festivals, celebrations, social events.

Harvest Festival Remembrance week Christmas production Christmas afternoon Christmas Fair Christmas carol service

Easter service Easter eggstravanza Year 3 and 4 production

Leavers Service Year 5&6 production Musical evening

Pupils Events and activities run by school sports partnership run throughout the year

Clubs Children in Need day Competition Tuesday Christmas event Christmas fair Christmas dinner, Party Pantomime

Clubs Competition Tuesday Science show and or history Year 6 booster World book day Whole school cross country

Clubs Year 6 induction days Competition Tuesday Enterprise week Leavers service Sports Day

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Fir Bank Primary School 2015-2018 School Improvement: Three Year Strategic Plan

Target or focus for improvement

Year 1

Year 2

Year 3

2017/2018

Autumn 2015 Spring 2016 Summer 2016

Autumn 2016

Spring 2017

Summer 2017

CURRICULUM AND STANDARDS Improve quality and consistency of teaching.

To improve rates of

progress and challenge

for identified pupils in

writing.

To develop a greater

understanding of

evidence for

assessment in reading

To show progress in

lessons using, WAGBA

sheets for all Maths and

English lessons.

To develop pre and post

learning for all new

learning

Mathletics to improve

maths skills

Develop opportunities

for problem solving

Improve instant recall

skills

Use art and IT to raise

attainment in writing and

close the gap

To increase the

proportion of good and

outstanding teaching

and the progress pupils

make.

To improve rates of

progress in reading

ensuring that all children

are making good

progress

Science lesson

observations

Ensure pupil premium

children make progress

at the same rate as all

other children

To narrow the gap in

literacy for identified

groups and ensure

interventions are well

targeted to meet pupil’s

needs.

Develop the use of Fix

its L by to enable pupils

themselves to

understand how best to

improve their own

learning.

Monitoring of teaching

and learning through

learning walks and

formal observations –

objective: all lessons to

be judged at least good

All subject leaders

expected to monitor

their subject and

provide positional

feedback to staff and

governors


formalised and a

template completed

prior to the meeting This

template then annotated

if necessary at the

meetings then forward

to HT

Review Appraisal

Targets.

To develop

accountability of subject

leaders for raising

attainment.

To ensure that all

identified groups of

children are making the

expected progress

Booster teacher for year

6 and year 2

Attend moderation in

the collaborative and

arrange with Westwood

academy

To increase the

proportion of good and

outstanding teaching

and the progress pupils

make.

To have improved

outcomes for children

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ASSESSMENT Raise standards of progress throughout the school

Review current science assessment grids

Embed strategies for

pupil’s self-assessment

Subject leaders to

monitor their own

subject

Review homework

policy

Homework club

Ensure consistency in

marking and feedback

Review of new tracking

system

Training for delivery of

2016 tests

Implementation of 2017

tests

GL assessments

Analysis for 15/16

Post SATs action plan

written and delivered

Meet with LA regarding

data


Base line assessments

To evaluate the impact

of marking on children’s

work.


Subject leader feedback

Use of target tracker

statement and steps

Baseline assessment

progress

Moderation of work

within school and with

other schools

To evaluate the impact

of marking on children’s

work.


Subject leader feedback

Use of target tracker

statement and steps

Baseline assessment

progress

STAFFING To ensure the staffing structure matches the needs of the school and pupils.

Teachers within cluster

have opportunity for

collaborative planning /

CPD / Assessment /

moderation

Leaders in school have

opportunity for

collaborative school

development

Staff encouraged to

continue professional

development linked to

performance

management

Evaluate the teaching

staff structure based on

projected numbers

2016/17

To investigate

partnership working with

staff at local schools

Booster teacher for year

6 and year 2

Back fill year 2 with MH

from upper KS2

Possibility of staff

restructuring and

redundancy with falling

PP monitor this

situation

EARLY YEARS

Team assessment

meetings rigorously

moderated with Royton

Hall and Blackshaw

Lane

Introduce Base new

baseline assessment

Improve parental

involvement

Raise attainment in

writing

Raise attainment in

reading

Raise attainment in

numeracy

Assess effectiveness of

teaching through end of

year test to ascertain

progress in EYFS year

To provide high quality

and well-resourced

outside learning to

develop children’s talk

and communication

skills

Moderate within collaborative Demonstrate progress for all children and an increase in the numbers of children attaining national expectations and above.

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Raise attainment in

PSED

Analysis of Position and

identification of areas of

improvement

Identification of children

needing support and /or

boosting. Evaluate this

to demonstrate

improvement

Moderation with

collaborative

Staff all trained in

ELKIN speech and

language

Priority given to reading,

writing and maths

Moderate within

collaborative

PUPILS Vulnerable and SEN

WELCOMM assessments Develop personalised provision and learning conversations.

Review and amend SEN code of practice

Develop a structured cycle for monitoring and evaluating SEN

Ensure school offer is updated and included on website

Hightened level of monitoring of SEN and vulnerable in school. Identification through referral system Plan do review cycle annotated and evidenced

Improved achievement of SEN and vulnerable children in school Moderate within collaborative

GOVERNORS

Complete Governor improvement plan Understand roles and responsibilities Analyse RAISE and subject reviews Set and agree targets Head teacher Perf. Man Governor training

Begin cycle of review with meetings with class teachers and subject leaders Complete reports Monitor targets Governor training

Review subject reports Monitor targets Monitor improvement plan Governor training

Governor audit and review Set targets for 16/17

Have an understanding of standards of 26/17 and the reasons behind this

Evaluate SIP and self-evaluate

Review against target

sets.

SEF training

Action planning from

Pupil premium review

and from Teaching and

Learning review.

Hold subject leaders to account

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STANDARDS SCHOOL DEVELOPMENT PLAN AUTUMN 2016/2017

Key Objective: To evaluative data identifying SMART actions that impact & improve standards in pupil learning with a particular emphasis in reading, writing and maths

Measure: Teacher Assessment data / EYFS Assessments / End of Year Expectations / Assessment analysis data.

Objectives BE - Below Expectations WT - Working towards Expectations ME - Meeting Expectations EE - Exceeding Expectations

End of Year Success Criteria

Actual End of Year Scores

Target missed by 2+ pupils Target ~reached or exceeded

Evaluation From last year:

READING 1, To reduce the number of BE/WT pupils to 4 per year in every subject – especially particular pupil groups. 1.1To ensure disadvantaged children make good progress in year 1 and 2 2. To increase the number of pupils EE in Y1. 3. To increase the number of pupils EE in Y2. 4. To increase the number of pupils EE in science in Y2 .

Y1 (30 pupils) WT+ LA group 87% (26) ME+ Core group 80% (24) EE Extended group 43% (13) Disadvantaged group (4) BE 25% (1) WT+ 75% (3) ME + 50% (2) Y2 (30 pupils) WT+ LA group 100% (30) ME+ Core group 85% (26) EE Extended group 15% (5) Disadvantaged group (8) WT+ 100% (8)

Y1: Issues: * Need to reduce the number of pupils BE in reading & writing. (current figure of 4) * Need to increase number of pupils EE in all subjects, especially in maths Y2: Issues: * Need to increase the ME core group in writing, maths & science. Need to increase EE group in all areas.

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ME+ 75% (6) EE 25% (2)

* Need to increase number of pupils EE in science. * Need to increase the number of pupils WT to 1-2 in writing.

WRITING 1. To reduce the number of BE/WT (Y1 and Y2) pupils to 1-2 per

year in every subject. 1.1. To ensure disadvantaged children make good progress in year 1 & 2 2. To increase the number of pupils EE in Y1. 3. To increase the number of pupils ME in Y2. 4. To increase the number of pupils EE in writing in Y2.

Y1 (30 pupils) WT+ LA group 93% (28) ME+ Core group 77% (23) EE Extended group 33% (10) Disadvantaged group (4) WT+75% (3) ME+ 50% (2) EE Nil Y2 (30 pupils) WT+ LA group 90% (27) ME+ Core group 85% (26) EE Extended group 15% (5) Disadvantaged group (8) WT+ 75% (6) ME+ 63% (5) EE 25% (2)

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MATHS 1. To reduce the number of BE/WT (Y1 and Y2) pupils to 1-2 per year in every subject. 1.1To ensure disadvantaged children make good progress in year 1 and 2 2. To increase the number of pupils EE in Y1 in all areas. 3. To increase the number of pupils ME in Y2 in all areas. 4. To increase the number of pupils EE in maths in Y2 .

Y1 (30 pupils) WT+ LA group 93% (28) ME+ Core group 72% (22) EE Extended group 13% (4) Disadvantaged group (4) WT+75% (3) ME+ 25% (1) Y2 (30 pupils) WT+ LA group 100% (30) ME+ Core group 77% (23) EE Extended group 15% (5) Disadvantaged group (8) WT+100% (8) ME+ 77% (7) EE 38% (3))

SCIENCE 1. To reduce the number of BE/WT (Y1 and Y2) pupils to 1-2 per year in every subject 2. To increase the number of pupils EE in Y1. 3. To increase the number of pupils ME in Y2. 4. To increase the number of pupils EE in year 2.

Y1 (30 pupils) WT+ LA group 87% (26) ME+ Core group 80% (24) EE Extended group 43% (13) Disadvantaged group (4) BE 25% (1) WT+ 75% (3) ME + 50% (2) Y2 (30 pupils) WT+ LA group 100% (30) ME+ Core group 87% (26) EE Extended group 33% (10)

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KS2 STANDARDS SCHOOL IMPROVEMENT PLAN AUTUMN 2016/17

Key Objective: To evaluative the data identifying SMART actions that impact & improve standards in pupil learning KS2 reading and writing

Measure: Teacher Assessment data / End of KS1 Assessment / End of Year Expectations / Assessment analysis data.

Objectives

BE - Below Expectations

WT - Working towards Expectations

ME - Meeting Expectations

EE - Exceeding Expectations

End of Year Success

Criteria

Actual End of Year

Scores

Target missed by 2+ pupils

Target ~reached or exceeded

Evaluation

From last year:

Disadvantaged group (8) WT+ 100% (8) ME+ 75% (6) EE 25% (2)

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READING

In all year groups

To ensure that all groups make good progress with particular emphasis on

disadvantaged

1. To increase the number of pupils ME+ in Y3.

2. To increase the number of pupils EE in Y4.

3. To decrease the number of pupils WT in Y4

4. To increase the number of pupils ME in Y5.

5. To increase the number of pupils EE in Y5.

6. To increase the number of pupils MT in Y 6

7. To increase the number of pupils EE in Y6

Y3 (33 pupils) WT+97% ME+ Core group 91% (30) EE Extended group 30% (10) Disadvantaged group (4) Reading WT+100% ME+100% EE+ 50% Y4 (30 pupils) WT+ 83% (25) ME+ Core group 60% (18) EE Extended group 27% (7) Disadvantaged Group (5) WT+ 100% ME+ 60% EE nil Y5 (30 pupils) WT+ 93% (28) ME+ Core group 80% (24) EE Extended group 33% (10) Disadvantaged group (5) WT+ 100% ME+ 60% EE Nil Y6 (30 pupils) WT+ 87% (26) ME+ Core group 70% (21) EE Extended group 40% (12) Disadvantaged group (10) WT 80% ME+ 60% EE50%

Y3:

Issues:

Needs to increase

the number of

children ME in all

areas

* Need to increase

the number of pupils

EE in reading writing

& maths.

* Need to increase

number of pupils EE in

science.

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WRITING

In all year groups

To ensure that all groups make good progress with particular emphasis on

disadvantaged

1. To increase the number of pupils ME+ in Y3.

2. To significantly increase the number of pupils EE in Y4.


4. To decrease the number of pupils WT in Y5.

5. To increase the number of pupils ME in Y5.

6. To increase the number of pupils MT in Y 6

7. To increase the number of pupils EE in Y6

. Y3 (33 pupils) WT+91%(29) ME+ Core group 76% (25) EE Extended group 12% (4) Disadvantaged group (4) WT+ 75%(3) MT+ 50% EE 25% Y4 (30 pupils) WT+93% (28) ME+ Core group 80% (24) EE Extended group 23% (7) Disadvantaged group (5) WT+ 100% ME+ 80% EE nil Y5 (30 pupils) WT+ 90% (27) ME+ Core group 73% (22) EE Extended group 10% (3) Disadvantaged group WT+ 80% ME+ 60% EE Nil Y6 (30 pupils) WT+ 83% (25) ME+ Core group 70% (21) EE Extended group 27% (8) Disadvantage group (10) WT+ 60% (6) ME+ 40% (4) EE 10% (1)

Y4:

Issues:

* Need to

significantly

increase number of

pupils EE in reading

writing maths &

science.

* Need to increase the

number of pupils ME

in reading writing

maths & science.

Need to ensure that

children with barriers

to learning are

identified and

strategies put in place.

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KS2 STANDARDS SCHOOL IMPROVEMENT PLAN AUTUMN 2016./.17

Key Objective: To evaluative the data identifying SMART actions that impact & improve standards in pupil learning KS2 maths

Measure: Teacher Assessment data / End of KS1 Assessment / End of Year Expectations / Assessment analysis data.

Objectives

End of Year Success

Criteria

Actual End of Year

Scores

Evaluation

From last year:

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MATHS

In all year groups

To ensure that all groups make good progress with particular

emphasis on disadvantaged


2. To significantly increase the number of pupils ME in Y4.




6. To increase the number of pupils ME in Y6

Y3 (33 pupils) WT+ 94% (31) ME+ Core group 76% (25) EE Extended 15% (5) Disadvantaged group (4) WT+100% (4) ME+ 50% (2) EE 25% (1) Y4 (30 pupils) WT+ 87% (246 ME+ Core group 77%(23) EE Extended group 23% (7) Disadvantaged group (5) WT+ 100% ME+ 80% EE nil Y5 (30 pupils) WT+ 90% (27) ME+ Core group 77% (23) EE Extended group 20% (3) Disadvantaged group WT+ 100% ME+ 80% EE Nil

Y6 (30 pupils) WT+87% (26) ME+ Core group 70% (21) EE Extended group 30% (9) Disadvantaged group (10) WT+ 90% (9) ME+ 60% (6)

Y5:

Issues:

* Need to

decrease

number of pupils

WT in reading,

writing & maths.

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SCIENCE

1. To increase the number of pupils ME and above in Y3.

2.To increase the number of pupils ME+ in Y4.

3.To increase the number of pupils ME+ in Y5

4. To increase the number of pupils ME+ in Y6

EE 20% (2)

Y3 (33 pupils) ME+ Core group 94% (31) EE Extended group 30% (10) Y4 (30 pupils) ME+ Core group 77% (28) EE Extended group 23% (7) Y5 (30 pupils) ME+ Core group 90% (27) EE Extended group 33% (10) Y6 (30 pupils) ME+ Core group 70% (21) EE Extended group 40% (12)

* Need to

increase the

number of pupils

EE in reading

writing & maths.

Need to ensure

children identified

as SEN have

strategies in place

so they can make

progress

Y6:

Issues:

* Need to

increase number

of pupils EE in

reading, writing

and maths

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SCIENCE

1. To increase the number of pupils ME and above in Y3.

2.To increase the number of pupils ME+ in Y4.

3.To increase the number of pupils ME+ in Y5

4. To increase the number of pupils ME+ in Y6

* Need to

increase the

number of pupils

achieving ME in

reading, writing

and maths.

Need to identify

barriers to

learning and

ensure that all

children make

progress and

this is carefully

tracked.

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Key area

To raise achievement in reading across the school.

No. Target Actions Time scale

Who Cost/ resources

Evaluation of Impact

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To ensure Reading is taught to a high level across the school.

Conduct a school subject audit Analysis of data (Yr2/ Yr6 SATs 2016, FFS, TT Conduct staff subject (confidence) audit) to determine training requirements and peer support Conduct resources audit to identify if reading matter is matched to needs and interests of pupils Each class to ensure quality text is used to support development of reading comprehension skills

Autumn 16 Aut 16/ Termly Aut 16/ Sum 17 Aut 16 Aut 16

DM, HM DM, HM DM/ All staff DM (KS1/ KS2meetings) Class Teachers

SL time SL time Training of staff £?? Reading stock £?? Staff meeting

Increase in level of attainment. Sufficient reading material in each book band to ensure pupils have a wide choice. Training delivered (as required)

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improvement of spelling in children’s work

2.

To ensure a wide range of Reading strategies are taught in lessons.

Half termly monitoring of planning Conduct a work scrutiny to evaluate standard of recording/ marking and feedback Conduct Pupil interviews Carry out lesson observations each term

Autumn 16 Aut/ Spr/ Sum Aut 16/ Sum 17 Aut/ Spr/ Sum

DM Half termly / termly monitoring during subject leadership time.

Planning shows increased matched activity to ability. Pupils can demonstrate a range of reading strategies: Reading on, Use of context, Knowledge of grammar, Familiarity with fiction and non-fiction language Progress demonstrated through work scrutiny

3 To ensure assessment of reading is robust and in accordance with Fir

All staff will have access to the assessment policy.

Spring 16

DM/ Class teachers

Half termly moderation meeting.

Teachers will develop clear and precise assessments.

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Bank Assessment Policy.

Evidence requirements to support assessment to be shared with all teaching staff Target tracker to be updated half termly – statements to be updated. TT data to be monitored GLS assessments to be carried out Teachers attend in reading collaboratives. All children in Year 2 and Year 6 will be assessed interim standards and presented to the Standards committee.

All data supported by robust breadth of evidence Evidence that assessments will be used to inform next steps of learning. Evidence of progress. Specific pupil learning needs identified and appropriate interventions determined

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To encourage a love of reading.

Conduct a pupil questionnaire regarding book choice Ensure reading materials are available to support Topic

Aut 16 Spr 17 Spr 17

DM DM (Class Teachers

SL Time Assembly

Pupils speak positively of their reading experiences. Pupils read a wide range of text which is evidenced. Pupils can recommend books to their peers

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Create a platform for children to share their enthusiasm and book recommendations in assembly Create an in-class book recommendation scheme

Spr 17

DM- class teachers DM- class teachers

Staff meeting

and explain their reasons 100% of pupils have recommended 1 book by Sum 17 50% of pupils have recommended 2 or more books

5 To secure parental support for reading at home

Ensure induction for FS parents emphasises reading focus. Ensure a rigorous system in place to follow up pupils who are not reading at home.

Aut 16 Spr 17

Class Teachers/ DM DM/ CC/ HM

Nil Vulnerable pupils in FS identified and support put in place. ?% increase in children reading at home

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To raise the achievement in writing across the school

No. Target Actions Time scale

Who Cost/ resources


1

To raise the attainment of spelling scores across all year groups especially Year 2 and Year 6.

All teachers are teaching spelling strategies a minimum of 4 times each week. (Age appropriate words) Phonic lessons are streamed. Children from year 3 and 4 who did not pass their phonics test will be assessed and placed in appropriate phonics group. After October half term a spelling scheme will be used from Reception to year 6 Spelling staff meetings once per half term. .

Autumn 16

R Mc, RW, HM

Spelling scheme??? Staff meeting time one per term £500 Assertive mentoring spelling scheme has been ordered.

Evaluate half termly to check for progress and impact. Improvement in spelling scores at end of year assessments. improvement of spelling in children’s work Children will be retested after a 6 week block to check for progress. As part of the plan, do and review process. Improvement of spelling in children’s work. (less spelling fix its)

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Sample children’s baseline to scrutinize for spelling fix it. Improve average spelling score from 10.6 in year 6 by 25%.

2.

To ensure consistency of the teaching of writing across the school.

Half termly monitoring of children books/ children interviews. Writing frames will be provided for children who need extra support.

Autumn 16

R MC Half termly monitoring during leadership time.

Quality of children’s learning in books will be improved. Books will show good progress throughout school. Yr. 2 and 6 T/A scores will be improved by 25%. To narrow the gap so school will be within 10% of national average E.g. 67% national, within 10% of that.

To ensure that PP children make at least the same rate

Monitor the progress of PP children throughout the school.

On-going RMc Release time Track progress on Target Tracker to ensure that PP children are

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of progress as non PP children.

making at least the same amount of progress as non PP children. Termly Teacher pupil progress meetings to ensure progress is made. Average progress for all children is 6 points

3 To ensure teaching assessment of writing is tight and secure.

Introduce new writing frame. Ensure that teachers assess two pieces of writing each half term Attend termly writing moderation across the collaborative. Teachers attend in house writing moderation staff meeting half termly. All children in Year 2 and Year 6 will be assessed interim standards and presented to the Standards committee. Monitor statements on Target Tracker.

Spring 16 Class teachers

Half termly moderation meeting.

Teachers will develop clear and precise assessments.

Assessments will be used to inform next steps of learning. Year 6- 70% of children will make the national expected standard in wiring. (Beat progress scores)

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Updated and monitored.

4

To raise the standard/profile of writing across the school

Set up a writing hall of fame display in the hall. Each teacher will nominate one child’s piece of writing to be displayed. Certificates given out during assembly.

R Mc Achievement badges £50

Children will want their work to be displayed. Presentation and quality of writing will be improved. Monitor using base line writing.

5 To ensure a high level of presentation in all books.

All staff will have access to the marking and presentation policy and followed. Monitor children’s handwriting in all books. Pen licenses to be awarded to children to continually form their letters correctly and show a good level of presentation in all their books.

Teachers RMc

Presentation will be improved; children’s handwriting will be improved. Letter formation will be improved. Spellings will be improved.

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To raise the achievement in maths across the school

No. Target Actions Time scale Who Cost/ resources Evaluation of Impact

1

To ensure children are working at an age appropriate level

Staff to be using Rising Stars Maths as a planning tool. Monitor planning. Monitor children’s books and Rising Star work books at least half termly.

On going RW £2000 to purchase scheme Staff meeting 5th December to review implementation with Rising Stars rep

An increase in children working at the expected level and above at the end of KS 1 and 2

2.

To improve outcomes in reasoning at end of KS1 & KS2

Years 2 and 6 to teach 2 reasoning lessons after Christmas Evidence of reasoning in children’s books. Children can talk about their learning

Jan 2017 onwards

All staff White Rose Hub materials NCTEM documents

Children achieve at or above the national average at the end of key stage assessments

3

To ensure evidence is being collected for end of key stage moderation

Check that evidence against the interim statements is being

On going RW LW

Coordinator release time

We are able to present to moderators

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collected in years 2 & 6. Report to Governor’s Standards Committee half termly

4 To track pupil progress throughout the year

Baseline assessment (September 2016) 2nd assessment (January 2017) 3rd assessment (June 2017) Monitor recorded progress on Target Tracker GL assessments October 2016 , June 2017

All teaching staff AG (assessment coordinator)

Coordinator release time

Data comparison looking at individual standardised scores in the GL assessment. Analysis to identify: improver; stuck children; children falling behind.

5 To effectively use Education City and Mathsletics to support the learning of numeracy

Activities on Education City and Mathletics are being used to support relevant units in mathematics.

ongoing Implementation – all staff Monitoring RW

Subscriptions Education City ends July 2017 Mathsletics Oct ’16 – Oct ’17 £738 for KS2

The gap between school and the national score has been narrowed at the end of KS1 and 2. 2016 expected and above KS1 School 21.9%

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Teachers to ensure that children only have access to age appropriate activities. Children record their activities in their maths book. Play Live to be used only in Golden Time

only. This gives the children access at home. Staff Training Mathletics 10.10.16 Education City 12.10.16

National 90.4 KS2 School 46.5% National 87.1

6 To keep up to date with developments in maths education

Attend LIME events and any other relevant courses

Throughout the year

RW After school meetings

Relevant information is fed back to teaching staff

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To raise the achievement of Pupil Premium children across the school

Pupil premium children targets to meet age related expectations

Year group Number of PP Children

Reading Writing Maths

Year 1 4 50% 50% 25%

Year 2 8 75% 63% 77%

Year 3 4 100% 50% 50%

Year 4 5 60% 80% 80%

Year 5 5 60% 60% 80%

Year 6 10 60% 40% 90%

No. Target Actions When Who Cost/ resources Evaluation of Impact and Future Development

1

To ensure Maths Intervention to support children with gaps in their mathematical knowledge Run by TA’s Reading and writing Intervention

Initial assessment of all children making 1. slow progress in maths 2. falling behind TAs to work with children on Maths interventions, to find and fill any gaps in knowledge from the previous year, allowing

From Sept 16 Increase focus from Jan 17

All staff £1400

PP children make accelerated progress. Gap teaching allows misconceptions to be clarified. Gap between PP attainment and non-PP attainment closes.

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them to fully access the next phase. Weekly assessments to ensure Progress. Starting at 8.45am daily

2 To identify and overcome the barrier to learning caused by speech and language difficulties

Speech and Language trained TA to work with targeted children in the Early Years -speech and language exercises and the improvement of communication skills. A speech and language trained TA to work with targeted children in KS1 and 2 to develop social use of language and communication

Sept 16 J S and class teachers

£1680 Children identified as struggling with language development are supported to develop communication skills which will feed into oracy and writing at a later date. Children have specialist support to pronounce sounds correctly and help correct speech difficulties which leads into supporting reading and writing. Teachers and TAs have specialist advice and support for ideas to support these children.

3 To use the Community support manager to help to over come barriers to leaning

To provide pastoral care for disadvantaged children and work closely with families /CIN meetings etc. Support behaviour/ social skills. Referrals made to social care and follow up interventions

Sept 16 reviewed throughtout the year

HW and class teachers

£9844 School works with other agencies to ensure that children and their families are safe and supported. Support system in place for vulnerable children and families.

4 To provide TA support year 5 to

TA to support needs of the children under the

Sept 16 Ongoing

Year 5 teacher

£5535 PP children make improved rate of progress

33

ensure that disadvantaged children make additional progress

direction of the teachers in Maths and English alongside the class TA. Full year 16hrs weekly

and TA support

TA support in year 3 & 4 to ensure that disadvantaged children make additional progress

Additional TA to support needs of the children under the direction of the teachers in Maths and English alongside the class TA. Spring term only 4 days weekly

Jan 17 Spring term

Years 3 and 4 class teachers Additional TA SM

£3954 Individuals who have difficulty retaining information ensure a repetitive approach to learning. PP children make accelerated progress. Gap teaching allows misconceptions to be clarified.

5 To provide extra intervention work by a teacher for a term to identified children in year 2 and year 6

To provide extra intervention support for a term for children in years 2 and 6 10 PP children in year 6 8 PP children in year 2

Spring term CT and DS

£12000 To boost children’s confidence and enable them to work more independently in English and maths and build their resilience. Improved outcomes for PP in years 2 and year 6

6

34

SEN Action Plan 2016 – 2017

To ensure that children with SEN make better than expected progress

No. Target Actions When Who Evaluation of Impact and Future

Development

1

To ensure that staff recognise the needs of individual children and plan at an appropriate level.

Staff meeting to remind staff About their responsibilities in teaching and learning for all children Children to be identified and mini PCR’s carried out every six weeks - actions set and addressed

Ongoing throughout the year

HMc RC, CF, HW

Planning should accurately match the needs of children and progress should be made.

2

To ensure that SEN children’s progress is frequently monitored

Staff meeting Sep inset – expectations for tracking/class provision mapping, SEN exercise books etc. Teachers to complete class provision maps each term to help monitor provision. Teachers to track SEN children who require PIVATs (ensure in SEN books along with evidence of interventions).

Staff meeting time Ongoing throughout the year At the beg of each term

CF, RC, HW teachers

Teachers will closely track children’s progress, identify those that are not progressing adequately and put provision in place. This will help to inform whether ‘catch up’ children do catch up or are actually SEN. Provision for ‘catch up’ and SEN children will be carefully tailored to match needs and records of this provision effectively kept.

35

Teachers to also submit detailed timetables of SEN children and reviewed every 7th week for progress

Every 7 weeks

CF, RC, HW teachers

3 To support staff in delivering appropriate provision for children with SEN

Co-coaching as necessary via strengths and specialisms of staff in school.

Ongoing throughout the year

All Staff will have greater knowledge/skills in providing appropriate provision for children with SEN.

4 To ensure that SEN children receive appropriate support and provision

Timetables of all children on SEN register to show provision. Class provision maps – updated every 7 weeks Evidence of intervention and impact for PCR’s and mini reviews

Half termly – teachers to submit class provision maps and timetables- or as they change

RC,CF, HW teachers

Timetables and maps will show (provision map) how provision/resources etc. are allocated in school and used effectively.

5 To ensure that all teachers follow the assess – plan – do – assess – review cycle.

Expectation that all children in receipt of an intervention, including S&L have at least a mini PCR and targets should be set at these meetings for both home and school

Sep 16 RC, HW and H Mac

All staff will follow assess – plan – do – assess – review cycle when addressing needs.

6 To ensure that all identified children have completed a range of in school assessments according to their needs

GL assessment rests such as dyslexia screening Cats 4 and Pat for potential Yarc for reading.

From Sept 16 RC HW CF and H Mac

36

To improve the quality of teaching and learning in EYFS

No. Target Actions When Who Cost Evaluation of Impact and Future

Development

1 2

To ensure that 90% of children reach the expected level or better in communication and language. To increase the percentage of girls achieving expected or above in Maths.

Assess all children using the welcom pack. Identify children who need support with listening and understanding proved targeted support to ensure children are working at age related expectation. Identify children working below age related expectations in maths. (Baseline assessment)

Autumn 2016 Autumn 2016

AT , JK, AT, MS, LK

37

Introduce number of the day and daily maths challenges to encourage girls to access. Use NRICH problems introduced during keyworker time to ensure children have a mastery of maths. Maths problems to include bar modelling and using numicon.

Autumn 2016 Autumn 2016

3

Increase the percentage of children achieving the expected level or above in literacy to 80%. (2016 - 63% reading, 60% writing)

Pre teach children who are working below age related expectation to ensure they can access the adult led teaching of phonics are able to make progress. Hold a phonics meeting for parents to introduce and explain how we teach phonics in school

Autumn September 2016

JK, MS, LK, AT JK

38

4

Introduce tapestry online learning journey.

and how they can support their child at home. Introduce daily phonics challenges to reinforce phonics teaching. Sign up to tapestry. Hold unit meeting to train staff how to use it. .

September 2016 September 2016

£90

39

Key area for improvement – Assessment No. Target Actions When Who Cost Evaluation of Impact and Future

Development

1

To track pupil achievement and progress using progress data from reception to year 6 ensuring that children are targeted for support / intervention if required.

Teachers to provide H Mac and AG with information on each child’s progress linked to pupil progress meetings 3x per year. (pro-forma sent to all teachers) Using FFT information to set in year targets for year groups and shared with teachers Pupil progress meetings shared with all staff and profoma completed Analyse results for updating SEF and SIP

Autumn 2016 January 2017 Termly meetings Jan 2017

H Mac AG, Teachers SLT and AG

FFT subscription

Proformas used in pupil progress meetings. Analysis of RAISE shared with Governing body Targets set with staff

2

To ensure progress in lessons and subjects is clear

WAGBA sheets used for all new learning (We are getting better at Children self-assess against these Ongoing lessons to have learning objectives Pre and post learning activities for new areas of learning including topic.

Sept 16 On going

H Mac Teachers

Nil Children are aware of what they need to learn. Evidence of progress for all children

40

Evidence of these in exercise books and scores in mark books. Base line assessments to be held in reading, writing, maths and SPag in year group 2-6 with year 1 from Christmas (see assessment policy)

Termly

Teachers

All children demonstrating progress from their starting points

3 To invest in an assessment solution to ensure that we identify gaps in knowledge and gain a good understanding of attitude to learning

GL assessment solution Purchased Repurchased Dec 16 Children in years 2 -6 to complete GL assessments in reading, spelling and maths, during autumn term 1 and in summer term 2. SEN children to take appropriate tests within the bank from GL assessment

Dec 16 Autumn and summer

AG Class T

£3000 On line assessments gaps identifies and shared with parents. Follow up work clear to fill gaps monitored Report to Governors Parent reports generated to be used on parent’s evenings. Year 1 parents to receive print out from target tracker

4 Ensure staff are consistent in their marking and feedback to children so they know how to improve.

Monitoring books to ensure marking and feedback are being given appropriate to age and policy – subject leaders expected to look at books during all subject leader time and report back to staff and governors. All actions are expected to have taken place so it would be unexpected to have ongoing comments

Monitoring to take place weekly for writing and maths and monthly for reading

AG none Staff clear of expectations and marking policy. Children improving Report to Governors a written report on reading , writing and maths to be available 1 week prior to each standards meeting.

41

5 To ensure that all teachers know who their pupil premium children are and monitor them. To ensure that groups specific to Fir Bank are identified and tracked for their progress

Teacher lists Monitoring evidence Pupil progress meetings Mark books On analysis of RAISE identify groups in school and inform teachers that children are in these identified groups And ensure that these children make progress

Autumn 16 Dec 16

H Mac /AG AG

Leadership time

All PP children identified and monitored. Pupil progress pro forma to include

7 To identify on timetable the added extra children receive to help them to close the gap

Time table – provision maps Small group work identified Pupil progress meetings and teachers updating target tracker when children have evidenced progress.

On-going from Sept 16

Teachers Support staff All PP children receiving additional support in their learning.

8 Children identified for extracurricular activities including competitive sport and afterschool activities which would support their development – identify children who would benefit from attending breakfast club

Sports leaders Time tables club Sports club After school club lists analysis and PP children identified leading to discussion with parents to ensure accessibility. Music lessons tuition available for fast graspers as identified by music teachers Breakfast club places offered to identified children

On going CT AG H Mac SB H W Club leaders

None or cost as appropriate

Children taking up opportunities in school.

9 To ensure children in years 2 and 6 make

Appoint a booster teacher for Spring term mainly for yr.

Spring term 17

AL/ H Mac for monitoring

£!20000 Expecting to see a greater number of children achieving national standard. Evaluate the impact every two weeks

42

improved progress and attainment

6 boosting in reading, writing and maths. Children will be expected to make a minimum of 4 steps progress during the term (on Autumn 2 assessments) Boosting with identified groups 1 x hour reading daily, 1 hour writing daily and 1 hour maths daily for 4 days. Top 15 children in the class so that teacher can work with the lower 15, including the SEN group. Shared planning time Friday afternoons Year 2 boosters MH 1 hour each day and Teacher from 12.45 until 2.00 each day for 4 days

Class teacher daily monitoring of progress

43

To Improve the Quality of ICT Provision


Development

1

Sound Surround System for Hall

To investigate sound system for school hall ensuring equipment safe during active play

Summer

2016

SBM/ICT Technician

£2100

Good quality sound produced for various hall activities

2

Installation of Smartboards Y3 & Y5

To enhance teaching and learning

Summer

2016

SBM/

ICT Technicians

£4500

To ensure we are staying current in

IT development.


Installed as part of ICT SLA Technician contract – reduced costs considerably.

3 ICT Learning

Equipment


Summer 2016

SBM/ICT

Technician

£10000

36 new laptops purchased


4 Wi-Fi Upgrade


Summer 2016

SBM/ICT

Technician

£3000


Autumn 2016 – impact not felt maybe due to problems with internet connection. Internet

44

connection now transferred to another line.

5 To ensure that the computing curriculum has been introduced and taught in each year group

All year groups taught the computing curriculum. Statements identified on target tracker and highlighted to show understanding for individual children

Jan 17 Teachers No additional cost

All children should have improved computing skills and e safety is addressed

45

To improve the quality Governance


Development

1

To develop governors ability to provide appropriate challenge and support for the school

Training both on line and face to face. Sharing of learning in meetings with committee and full governors. Join the Key and use this to support learning Collaborate with other governing bodies Governor software to be purchased

Autumn 2015 January 2016 April 2016

All governors All governors Business manager

£350 £400

Thorpe governors in June Sara to let Governors know when conference is Sat 12th Nov Civic Centre All governors expected to attend

2

To continue to fulfil our roles and responsibilities and strive towards excellence

Booklet provided to all governors to be signed and dated to acknowledge read and understood, responsibilities Governors allocated specific roles for improvement and monitoring purposes Governors to visit classes and meet with subject leaders and complete a report on findings. To increase understanding of progress.

July 2015 September 2015 Ongoing

H Mac and Chair Chair Governors

None Minutes – now on trust governor and profile indicates that roles and responsibilities has been read. Governors more informed about their subject areas and progress in year groups Not all governors have achieved this and will form a separate governor action plan for individuals Records of visits and reports Good structure in place for this

46

3 To provide a more knowledgeable platform to challenge appropriately

Governors to visit with class teachers, talk to children and meet with subject leaders Interact with RAISE and FFT information

Spring term 16

Governors None Reports of challenge and actions (see individual action plan for governors)

4 To promote positive relationships between governors and staff.

Increase dialogue between staff and governors – through class visits And a celebration evening in school to celebrate the achievement sin all areas

On going June 16

Staff and governors

£100 Recognition of achievements - meal July Meeting with staff in May and June with and end of year, meal July Feedback from staff on governor class and subject leader visits verbal feedback reported in governor meetings

5 To make significant progress towards the Governor Mark standard

All governors aware of and working on the action plan Governors have a clear understanding of roles and responsibilities. Attend meetings regularly Governors are proactive members and challenge as and when necessary Invite other Governing bodies with the award to attend a meeting Evaluate progress in Sept 16

On going Chair H Mac

None Until GM application

Action plan shows progress. Action plan written by governors and evaluated by governors. Governors have an understanding of roles – see Trust Governor More challenge – challenge needs to be shown in bold on the minutes Await academy status decision

6 To be more vigilant when reviewing policies to ensure they meet with statutory requirements.

To be aware of requirements All changed areas in reviewed policies to be highlighted

On going H Mac None Policies meet with the statutory requirements. Polices challenged and all Governors responsible to indicate having read them

47

7 To strengthen and develop relationships and communication between Governors and parents and carers.

Ensure parents know who the governors are and that they are approachable. Representation from Governors attend Parent and child school lunches. Governors attend parents evening and have a drop in at these so parents have an opportunity to talk to them. Termly newsletter from Governors to parents Governors commitment to their statutory duties Representation on the PTA

Specific events and assemblies 3 x annually 2 meeting per year Termly On going 6 meetings per year

Governors None Parents have a greater understanding of who the governors are and what they do. Everything on the web site – still awaiting pictures and some of the texts. Jennifer – picture and text Rachel – picture no text Sara - picture no text Nigel – nothing Hazel – nothing these need updating Parent governors attend school lunch events. Reviewed this to 2 per year 1, in Autumn term and one in Summer term Summer term needs to be completed by end of June. Parent Governors attend events and receive minutes

48

BUILDINGS AND GROUNDS

No. Target Actions Time

scale

Who Cost/

resources


49

1

Enhancement of

School Grounds

Installation of Canopy

outside Unit 3 area.

Surface to be

tarmaced

Repairs to playground

equipment - monkey

bars and wobbly

bridge.

Re-surfacing around

remainder of school.

To include enhanced

surface main entrance.

Summer

2016

Completed

Summer

2016

Completed

Spring

2016

Completed

Spring

2017

SBM/

Site Manager

To provide 3

written quotes

School

Council/

SBM/

Site Manager

SBM/

Site Manager

£22000

£1500

£21900

Update of outdoor environment.

Shelter for Parents.

Children can play Table Tennis

when raining.

Extension of PTA functions in

the school hall.

Upgrade of playground

equipment to reduce the risk of

injury. Popular activity with

children.

Enhancement of front of school.

Reduce trip/fall risk due to

regular uplifting flags

50

2.

Playgroup

Refurbishment

Stage 1

Renew Kitchen Units.

Install Working Wall, 1

fitted cupboard and

three free standing

cupboards

Stage 2

Install new stud wall

with vision panel.

Remove old heating

system and replace

Feb/March

2016

Completed

Completed

October

2015

Feb/March

2016

Completed

Spring

2016

Summer

2016

Completed

SBM/

Site Manager/

To provide

three verbal

quotes

SBM/

Site Manager/

To provide

three written

Quotes

SBM/

Site Manager/

To provide

three written

Quotes

£1460

£8285

£13200

Upgrade of kitchen

(13 years old)

More storage for Playgroup and

Before/After School Club.

More room Year 1 classroom as

fridge/freezer to be

accommodated in Playgroup.

Improved arrangement of space.

Heating upgrade and

enhancement of area.

51

with 2 slim line

radiators.

New flooring and

redecorate

Repainting of fence

Summer

2017

Site Manager

£200

To maintain fence and make

more attractive

3

Year 2 Classroom

To provide more

storage, consider

cupboards in top of

Year 1 working wall,

purchase of units for

Year 1 or Working Wall

Year 2

Summer

2016

SBM/

Site Manager/

To provide

three written

quotes

£6000

Increase storage capacity for

Unit 1

Not completed - further

monitoring and evaluation

regarding increase in storage

capacity

4

Memorial

To install 2 friendship

benches

Spring

2016

Completed

Spring

2016

SBM

£500 x 2

To remember the fatality at

school Summer 2014.

To encourage the children to

make friends and talk who do

not want active play.

5

Disabled Toilet

Refurbishment

To incorporate shower

cubicle and nappy

changing facilities

Summer

2016

Completed

SBM/

Site Manager/

£10140

To improve sanitary conditions

for children especially

Reception.

52

To provide

three written

Quotes

To offer additional facilities for

staff

6

Upgrade Intruder

Alarm

System obsolete,

difficulty in sourcing

new parts.

Summer

2017

To monitor

SBM/

Site Manager/

Service

Provider

£1500

To ensure system is serviceable

and repairable when required.

7

Installation of

kitchen units in

Learning Area

To improve

safeguarding.

To reduce preparing

and cleaning up time

when room booked

out.

Summer

2016

Completed

SBM/Site

Manager

£2800

Learning Area can be accessed

independently from school.

Provides all facilities

8

Roof

To monitor roof in a

view to

repairing/replacing

2016-17

Summer

2017

SBM/

Site Manager

£1800

Maintenance of classroom.

No leaks

9 KS2 Playground

Installation

Feedback from pupils

and parents regarding

outside areas

Summer

2017

School

Council/Head/

SBM/Site

Manager

£20000 To provide enhanced play area

for KS2 playground. School

Council inputted into design

53

HEALTH & SAFETY

No. Target Actions Time

scale

Who Cost/

resources


54

1

SafetyMark Audit

Risks

Assessments to be

undertaken where

appropriate in a

suitable and

sufficient manner

Strategic Review of

Risk Assessments.

To ensure that the

load is spread with all

staff across the school

being given

responsibility of

undertaking and

updating risk

assessments that are

linked to their work.

Risk Assessment

training for identified

staff.

To make assessments

part of lesson plans or

by including children

in simple assessment

exercises.

Autumn

2016

SBM/Head

Teacher/Site

Manager

Training/Meeting

time

Every member of staff takes

responsibility for Health &

Safety.

To improve the safety in

school for adults and

children.

To increase safety

awareness in children

To further reduce accidents

55

Additional risk

assessments to be

undertaken for: -

Kitchen

Kitchen equipment

Accidents to be

investigated

thoroughly and to

include

recommendations to

prevent recurrence.

Improve existing

system of reporting

and recording of near

miss accidents.

Implement a lockdown

procedure within the

school and practise

regularly

Autumn

2016

On-going

Improved

staff

awareness

On-going

Laminated instructions

placed over all kitchen

equipment

To identify near misses and

act accordingly before

accidents arise

Added line of defence to help

ensure the safety of the

school’s children and staff

members.

57

2

New Allergen

Information Rules

To ensure all

guidelines are

addressed

Implementation of

new allergy form to

include

more detail for pupils

To be displayed in

kitchen and inside

classroom cupboards.

Mid-days to be

provided with

information on key

rings

Letter to go out to

parents requesting

information and proof

if child has been

tested.

Reminder notice on

classroom doors,

website, on-line

payments to update

on any changes.

Autumn

2016

Completed

Autumn

2016

SBM/

Administrator/

School Cook

None

To be fully compliant in

providing Allergen

information

for identified children to

reduce risks of allergic

reactions

58

Annual data collection

form sent out to

parents to update

information

To implement risk

assessment

Add Epi-pen

information and

allergy procedures to

First Aid Policy and

Staff Handbook

school improvement plan 2016/17 - fir bank primary school

Documents