BRYNNAU PRIMARY SCHOOL ‘Helping each other to succeed –Helpu’n gilydd i lwyddo’

School Improvement Plan

2019 – 2020

1. General School Information

Address William Street, Brynnau, RCT, CF72 9QJ

Telephone 01443 237828

Fax 01443 222152

Email head.brynnaupri@rctcbc.gov.uk ; admin.brynnaupri@rctcbc.gov.uk ; vanessa.c.mccarthy@rctcbc.gov.k

Website www.brynnauprimary.com @brynnauprimary DES LA Number 6742061

Headteacher Mrs Vanessa C McCarthy

Chair of Governors Cllr C Parker

Director of Education Mrs Gaynor Davies

2. Staffing Structure – Teaching Staff

Name Position Responsibilities Planned CPD training Please highlight any leadership training

Teaching posi-tion

1. V.C.McCarthy HT CSC Delegate HT ,CSC Chair Ex-pressive Arts AOLE, Regional Net-work Lead Expressive Arts

Safeguarding L3 updates, first aid, Con-tinua, Leading Regional Networks

2. B. Atkin DHT Health & Well-being Lead, Attend-ance, Deputy L3 Safeguarding of-ficer, FP Alliance Lead CSC

Safeguarding L3 updates, first aid, Leading a FP Hub , Mindfulness, Senior ITE men-tor, Skype, On-line safety, Developing rich tasks Continua, CLA 2&3, pedagogy,

Yr 2

3. S Wilson SLT UPS3 DHT .2

TLR FP, LLC, Deputy L3 Safe-guarding Officer, FP Alliance Lead CSC

Safeguarding L3 updates, first aid, Leading a FP hub, skype, on-line safety, Mindful-ness, Continua, developing effective col-laboration for the DCF, pedagogy triads

N/R

4. S Dennett-Jones ( (TLR until Spring term 2020)

SLT UPS3

TLR KS2,Humanities Lead Assessment

Safeguarding, first aid, ITE mentoring Mindfulness, skype, Primary coding pro-gramme, exploring coding and the curricu-lum for Wales,, Continua, FP practice into yr3&4, pedagogy triads

Yr 3/4

5. C Roderick (Seconded T&L lead Cardiff school until Spring term 2020)

SLT ALNCo, Maths & Numeracy, Deputy L3 Safeguarding Officer

Safeguarding, first aid, ALNCo, , on-line safety, pedagogy triadsMindfulness, Senior ITE mentor, Continua

Yr 6

mailto:head.brynnaupri@rctcbc.gov.ukmailto:admin.brynnaupri@rctcbc.gov.ukhttp://www.brynnauprimary.com/

6. C Thomas UPS3 LLC Lead Safeguarding, first aid, Siarter Iaith, Pie Corbett, Voice 21, Welsh and the DCF, Continua, on-line safety, pedagogy triads

Yr 5

7. S Jones UPS3 Science & Technology, DCF Lead, MIEE, Microsoft Showcase School Lead

Safeguarding, first aid, Hwb digital leader, Microsoft C 21st leader, Developing digital competency across the curriculum Con-tinua, pedagogy triads, On-line safety Lead

Yr 1

8. I Harris UPS3 Maths & Numeracy Lead Safeguarding, first aid, Mindfulness, Data and Computational thinking, FP practice into Yr 3&4, On-line safety; Continua,peda-gogy triads

Yr 3/4

Staffing Structure – Support Staff

Name Position Responsibilities Planned CPD training

Intervention Class sup-port

T. Phillips TAL3 PPA cover, Expressive Arts First Aid, Safeguarding, Mindful-ness,Hwb+, Continua, pedagogy triads

Media Stud-ies

N-Yr 6

K Rees TA L3 ALN interventions, Expressive Arts

Catch-up 3 training, Mindfulness, Safeguarding, first aid, ELSA up-date, Thrive, ALNCo cluster sur-geries

Basic skills, Emotional & social literacy

KS2

B Gallagher TA L1 ALN interventions, LLC Mindfulness, phonics Safeguard-ing, first aid, ELSA

Basic skills Yr 1&2

E Madge NNEB Maths &Numeracy Safeguarding, first aid, Mindful-ness, Thrive, pedagogy triads

N/R

S Morgan L3 LLC Speech & Language links, Mind-fulness, pedagogy triads

N/R

K Duggan TA L3 TA L4 (.1)

LLC and W2L Safeguarding, first aid, Mindful-ness, Thrive, pedagogy triads

N/R

N. Jones TA L3 LLC, W2L Safeguarding, first aid, Mindfull-ness, , pedagogy triads

N/R, Yr 5

N John TA L3 Lunchtime supervisor

Health & Well-being, First Aid Safeguarding, first aid Mindful-ness, Thrive, pedagogy triads

N/R

M Clarke TA L3 PSWBD, LLC Safeguarding, first aid Mindful-ness, Thrive, pedagogy triads

Yr 1

D Doyle TA L1 TA L3 (.1)

CLA support, ALN interventions, Expressive Arts

Safeguarding, first aid Mindfulness, ELSA, Jenny Moseley, Thrive

Basic Skills Yr 5&6

C Richards SNSA 1:1 support Statement medical Expressive Arts

Safeguarding, first aid, manual handling ,Mindfulness, Thrive, PEG feeding, stoma training

Medical Yr4 pupil

Y Evans SNSA 1:1 (J Share) support Statement medical, Science & Technology

Safeguarding, first aid, Manual handling update, Mindfulness, Thrive, PEG feeding

Medical Yr 4 pupil

J Morris SNSA 1:1 support Statement medical Humanities

Safeguarding, first aid, manual handling Mindfulness, Thrive, PEG feeding

Medical Yr1 pupil

S. Langdon

SNSA 1:1 (J Share) Statement medical 1:1 statement support Health & Well-being

Safeguarding, first aid, Manual handling update, Mindfulness, Thrive, PEG feeding

Medical Yr 1 pupil Yr 4 pupil

E. Wilson

SNSA 1:1 (J Share) Statement medical LSA L1

Safeguarding, first aid, Manual handling update, Mindfulness, Thrive, pedagogy triads

Medical Yr 2 pupil

L Davies

SNSA Lunchtime supervisor

1:1 statement medical Humani-ties

Safeguarding, first aid Mindful-ness, Thrive

Medical Yr 2 pupil

A Rees Brass tutor Expressive Arts

Safeguarding, first aid Mindful-ness

FSM Yrs3-6

D Tyler Senior Administrator Safeguarding, first aid Mindful-ness, Thrive, SIMS

R North Attendance Clerk (PT) Safeguarding, first aid Mindful-ness, Thrive, SIMS

Y Evans Admin Clerk (PT) Safeguarding, first aid Mindful-ness, Thrive, EVC

1. 3 Year Strategic Overview 2018 – 2021 (Priorities are subject to change where necessary to respond to the National Mission and ALN Bill)

National Mis-sion

Year 1 – Aims & Aspira-tions:18/19

National Mis-sion

Year 2 – Aims & Aspira-tions:19/20

National Mis-sion

Year 3 – Aims & Aspirations: 20/21

Transforma-tional curricu-lum Strong and in-clusive schools High quality education pro-fession Robust as-sessment and accountability

Continue to improve our provision and assessment of literacy in cross curricu-lar context

Continue to improve our provision and assessment of numeracy in cross-cur-ricular contexts

To develop rich tasks to incorporate the DCF strands

To continue to improve pupil attendance

To introduce the new

teaching and learning

standards

Prof T&L Standards: Con-tinua model to improve capacity to identify and implement excellent teaching practices/strate-gies

To develop moderation procedures and standard-ised portfolios to ensure consistency of teacher as-sessment within cross-curricular contexts across the school/ Cluster/SIG

Transforma-tional curricu-lum Strong and inclusive schools High quality teaching pro-fession Robust as-sessment & accountability Inspirational leaders work-ing collabora-tively

Raising standards in Literacy in authentic contexts,

Raising standards in Numeracy in authentic contexts

To develop rich tasks to incorporate the DCF strands

To improve pupil at-tendance

To continue to embed PT&L Standards via the development of co-coaching, peer-moni-toring triads to im-prove capacity to iden-tify and implement ex-cellent teaching prac-tices/strategies

Continue to develop moderation procedures and standardised port-folios to ensure con-sistency of teacher as-sessment within school and across Cluster/SIG

Embed leadership ca-pacity of SMT and UPS3 colleagues to strategically plan and lead whole school/ Cluster/SIG/CSCJES

Transforma-tional curricu-lum Strong and in-clusive schools High quality teaching pro-fession Robust As-sessment and accountability

Raising standards in Liter-acy in authentic contexts,

Raising standards in Nu-meracy in authentic con-texts

To develop rich tasks to in-corporate the DCF strands

To improve pupil attend-ance

To continue to embed PT&LStandards via the de-velopment of co-coaching, peer-monitoring triads to improve capacity to identify and implement excellent teaching practices/strate-gies

Continue to monitor/analyse performance data and tar-geted support to improve outcomes for all pupils

Continue to improve our provision and assessment of numeracy in cross-curric-ular contexts

Strong and in-clusive schools Inspirational leaders work-ing collabora-tively Strong and in-clusive schools High quality teaching pro-fession Transforma-tional curricu-lum

Continue to refine analy-sis of/monitor perfor-mance data (Including National test data) to in-form planning and provi-sion to ensure all pupils are appropriately sup-ported and challenged to meet their maximum po-tential.

Further increase leader-ship capacity of SMT to strategically plan and lead whole school, Cluster, SIG and CSCJES

Introduction and response to Schools as Learning Organisations materials

To revisit and refine ALN policies and provision to ensure needs of vulnera-ble pupils are met.

Develop cluster IDP pro-files in response to ALN Bill

Achieve National Healthy Schools Award re-accred-itation

Introduce structured pro-vision for H&Well-being

To establish FPhase hub to share excellent practice with CSCJES schools

To monitor and develop cross-curriculum provision mapping

Transforma-tional curricu-lum Robust as-sessment and account-ability

Embed Schools as Learning Organisations model of self-evalua-tion

Raising standards in Science& Technology and Expressive Arts in authentic contexts (STEAM)

To continue to monitor and develop cross-cur-ricular provision map-ping

Continue to network with our SIG group to implement the DCF in authentic contexts

Evaluation of Readi-ness toolkit

Continue to moni-tor/analyse perfor-mance data and tar-geted support to im-prove outcomes for all pupils

Review intervention strategies and their success in improving outcomes for vulnera-ble pupils

Achieve National Healthy Schools final phase

Strong and in-clusive schools Transforma-tional curricu-lum Inspirational leaders work-ing collabora-tively

Further develop moderation procedures and standard-ised portfolios to ensure consistency of teacher as-sessment within cross-cur-ricular contexts across the school/ Cluster/SIG

Review intervention strate-gies and their success in improving outcomes for vul-nerable pupils

Achieve National Healthy Schools final phase

Embed structured provision for H&Well-being

Further develop cluster ALN model

To continue to monitor and develop our AOLE cross-curricular provision map-ping

Review provision of oppor-tunities for physical devel-opment

Siarter Iaith pilot – Interim Welsh Language provision

Continue to network with our SIG group to monitor the implementation of the DCF

AOLE teams to audit, moni-tor and provide progress re-port to GB

Readiness toolkit evaluation

Continue to develop op-portunities for oracy to raise standards in writing

Continue to network with our SIG group to imple-ment the DCF in authentic contexts

Siarter Iaith Pilot - review of Interim Welsh language provision

Respond to draft new cur-riculum

Trial AOLE strands within STEAM context

Evaluation of Readiness toolkit

Four core purposes – mapping opportunities for the development of within provision

Strong and inclusive schools Transforma-tional curricu-lum Robust as-sessment and account-abiity

Embed structured pro-vision for H&Well-being

Siarter Iaith - review In-terim Welsh Language provision

Liaison with Profes-sional Alliance schools to further develop cur-riculum provision

AOLE teams to audit, monitor and provide progress report to GB

Further develop mod-eration procedures and standardised portfolios to ensure consistency of teacher assessment within cross-curricular contexts across the school/ Cluster/SIG

Further embed leadership capacity of SMT and UPS3 colleagues to strategically plan and lead whole school/ Cluster/SIG/CSCJES

Liaison with Professional Alliance schools to further develop curriculum provi-sion

Embed Schools as Learn-ing Organisations model of self-evaluation

Targets 18/19 Why a priority? Funding Allowance

To improve the performance of pupils in literacy

Analysis of Ffynon data National priority

EIG, PDG

To improve the performance of pupils in Maths Analysis of Ffynon data National priority

EIG, PDG

Preparation for Curriculum Reform National priority EIG, PDG, PLG

To ensure healthy lives and promote well-being for all National priority EIG, PDG Welsh: Siarter Iaith National priority EIG, PDG

Priority 18/19 IMPACT Next Steps

Literacy

1. Most targeted pupils show improvement in their National tests and Salford standard-ised scores for reading 2019

2. All targeted pupils achieved expected or better than expected progress in TA scores (SIMS) during and at the end of the intervention programmes

3. 100% KS2 pupils achieving L4+ 4. E-fsm pupils in line with Non-Efsm at expected level / outcome 5. 32% (8 pupils) FP pupils achieving higher than expected progress 6. Improved performance FP boys – nearly all achieving O5

1. Underperformance of pupils at higher levels

Maintain focus to ensure most pupils achieve their maximum potential.

Improve performance of pupils at L5 and 06+ p

Improve outcomes of e-FSM pupils at the higher levels

Maths 1. Performance of most boys at O6 and L5 in line with that of girls 2. Most targeted pupils show improvement in their N Reasoning and NPM test scores

3. Strategies for teaching calculation embedded 4. All targeted girls show expected or better than expected improvement/progress in TA

scores (SIMS) 5. Outcomes of e-FSM pupils in line with Non E-fsm pupils at 6. 32% (8pupils)FP achieving higher than expected progress

1. Underperformance of pupils at O6+ and L5 Improve performance of girls at O6 Improve performance of boys at L5 Improve performance of E-fsm pupils at higher levels

Curriculum Reform

1. Pedagogical approaches strengthened 2. Staff awareness of the new Professional Standards for Teaching and Learning raised 3. Action research model to professional development introduced 4. STEAM Expressive Arts & Science and Technology trialled 5. Core learning vision and values shared with and shaped by teaching and support staff 6. Provision is more aligned to the Four Purposes

i. Curriculum model to be further explored using 10 Principles of curriculum design. Ii Further develop a process driven curriculum model based on authentic contexts for learning, influenced by pupil voice which reflects the unique setting of our school. iii. Vision and values to be shared with and further developed by pupils, and stakeholders iv. Continua to be re-visited as PM tool to embed staff awareness of new T&L Standards

Education improvement Grant the school has to spend for financial year 2019– 20

£80,634.

Employment of 4 L3 (27.5hrs)and 2 L1 (16.5hrs)Teaching assistants to meet statutory adult ratios in F.Phase and raise standards in Literacy, Numeracy,Well-being

£76,454

EIG AVAILABLE BALANCE £4,180

TOTAL EIG SPEND £5250

VARIANCE £1070 (School Budget, AOLE Chair funded)

Amount of EYPDG = £4,200 PDG = £24,150 28350 Activities Amount Outcome(s)

Employment of Attendance Clerk

Provision of intervention and support for vulnerable pupils who are undera-chieving in basic skills and are in dan-ger of disengaging

Subsidising additional music provision

Subsidising school visits

Subsidising Well-being & Mindfulness sessions

Subsidising Creative movement ses-sions

£24,150 £4,200

Close monitoring and early intervention to improve absence rates of vulnerable pupils Gap between FSM and NFSM pupils no greater than 6% in all cohorts CLA pupils to achieve ARE levels of attainment in all cohort Equality of access for vulnerable pupils to curriculum enrichment opportunities.

PROGRESS 2019/2020: COMPLETED ACTIONS CURRENT ACTIONS OUTSANDING ACTIONS

To improve the performance of pupils in literacy

Success Criteria:

At least 80% of pupils to achieve expected Level / Outcome in Writing

All targeted pupils show expected or better than expected improvement/progress in TA scores (SIMS) during and at the end of the intervention programme

Performance of boys at higher levels/outcomes to be equitable to girls

Improved O6 pupil outcomes 2020

Improved L5 pupil outcomes 2020

Improved outcomes of e-FSM pupils at the higher levels

Opportunities for transfer of genre skills in authentic contexts are maximised and can be evi-denced

Actions

Personnel Timescales Resources/ Costs

Monitoring and evaluating impact

Amend SIMS tracking tool to break down LLC into Oracy, Reading and Writing

SD-J, VMc Autumn 19 Nil (SLA) Improved accuracy in identification of whole school and Phase trends in LLC

Engagement in CSC ‘Voice 21’ pilot project working collaboratively with Y Pant to trial strategies and develop a whole school ap-proach to the teaching of oracy to impact on writing

CT, SW, VMc

Aut & Sp19/20

Nil (CSC) Improved confidence of staff to deliver strategies for teaching of oracy

Moderation of standards in writing All staff Termly Nil (INSET twilights)

Consistency in Teacher assessment of writing and task differentiation

Monitoring of opportunities for writing in cross-curricular context: authentic contexts to have a literacy focus each half term (to include a digital focus)

All staff LLC team

Autumn term On-going

Nil

Genre mapping amended where appropriate .At least 80% pupils in each cohort operating within ex-pected levels / Outcomes

Embed the use of ‘genre hooks’ as a stimulus for writing: Pobble 365, Literacy Shed, Into Film, Hamilton Trust

All staff, LLC team

Autumn term On-going

Nil Genre mapping amended to include annex of availa-ble image-driven and book-driven hooks. Increased staff confidence in use of hooks to engage writers.

Pi Corbett strategies for the teaching of writing to be re-visited CT Autumn term £125 Increased staff confidence in teaching of genre, im-proved standards in writing .

Hamilton Trust & Literacy Shed subscriptions LLC team Autumn term £tbc @ £200 Capitation

Scaffolds for writing texts used consistently to sup-port delivery of strategies for writing across agreed genre.

Writing Mats at 3 levels trialled for yrs 1-3 for teacher reference, 4-6 pupil books

Teaching & Support staff

On-going Photocopy-ing costs

Improved standards writing O6 and L5+

CSC ‘Support for spelling’ Toolkit to be utilised to revise spelling lists and group activities

CT, SMT Aut 19 Nil Group activities and revised lists embedded, im-proved spelling evident in pupil written responses.

Book Scrutiny – focus: writing VMc Termly Nil Consistency in frequency of opportunities for transfer of genre in authentic contexts. Majority of learners working within expected levels/outcomes

L2L reviews : writing focus, genre hooks LLC team Spring term £125x2 Positive response from pupils informs staff use of book and image driven stimuli

Identify, monitor and track upper middle band pupil within each co-hort with the potential to achieve an additional sub-level

HT, SLT, all staff

Half termly Nil LSA cover

Pupil progress half termly meetings identify strate-gies for targeted pupils and progress made.

Additional intervention timetables for targeted pupils CR, KR, BG, DD

Half termly Nil Timetables amended half termly to reflect pupil pro-gress meeting decisions

Intervention staff to work alongside class teacher in implementing identified strategies for intervention pupils in reading and phonics

KR, BG,DD On-going Nil Effective, timely, team work to impact on pupil pro-gress ensuring consolidation of targeted areas.

Assessments, as appropriate, undertaken and recorded on SIMS for all targeted pupils e.g. National tests, PTE, Salford reading ages, SWST

All staff On-going Nil Value-added celebrated and shared at pupil pro-gress meetings

ALNCo to audit cohort standardised scores and teacher assessments to identify pupils in need of intervention and support

CR Sept 18 June 19

Nil built into timetable

Data analysis utilised to identify individuals with spe-cific needs eg dyslexic tendencies and provision amended accordingly

Head teacher and SMT to scrutinise national test and internal data for reading and English/LLC for all pupils

SMT, HT

Termly £125x4 Correlation between TA and standardised scores

Language Llinks assessments to be undertaken with Reception, Yr 1 and new pupils

SM By October half term

Nil built into timetable

Data analysis utilised effectively to identify and target pupils in need of support in expressive and receptive language

Language Links staff member to work alongside class teacher to pro-vide intervention and support for identified pupils

SM, SW, DD On-going Nil built into timetable

Improvement in receptive and expressive language skills evident and celebrated in pupil progress meet-ings

Language Links data to be analysed and report generated SM, SW, DD CR

On-going Nil Positive impact of data on quality of individualised programmes

Welcom assessments to be undertaken with Lower FP SA+ pupils and shared with parents/carers

SW, DD, EW Aut &Spr Nursery be-low Baseline

Nil, built into timetable

Positive impact of programme on pupil development, parents accessing support with activities.

Cluster moderation of pupil English and LLC profiles (Writing) JL, BA May 2020 tbc

£125x2 Consistency of teacher assessment across cluster

Book scrutiny to be undertaken: differentiation, genre coverage, presentation.

HT, SLT & Challenge Adviser

Termly Nil Improved quality of presentation, frequent opportuni-ties for genre transfer evident

LLC team to report progress within target to GB LLC team Spr & Summ NIL Celebration of improved standards for efsm, O6 & L5

EIG EXPENDITURE: TOTAL EXPENDITURE

£1,375 £1,450

EVIDENCE

Pupil progress meetings LLC team evaluations FPA Writing audits Pupil voice evaluations Book scrutiny Course evaluations Policy documents Cohort moderation files. LLC curriculum team annual reports

SIMS termly pupil progress analysis SIMS progress report progress v target set Writing audits, Gender bias audits - enhanced and continuous provision Language Links analysis reports Welcome assessment analysis reports INSET evaluations Cohort assessment files. Genre mapping

To improve the performance of pupils in Numeracy

Success Criteria: • Performance of boys at O6 and L5 to be in line with that of girls • Opportunities for application of M&N skills in authentic contexts are maximised and can be evidenced • At least 80% of pupils achieving expected Level / Outcome progress • Improved outcomes of e-FSM pupils at the higher levels • All targeted pupils show expected or better than expected improvement/progress in TA Scores (SIMS)

Actions

Personnel Timescales Resources/ Costs

Monitoring and evaluating impact

NPT &NRT assessment data analysis to support Teacher Assess-ments when grouping / streaming pupils within Yrs3 - 6

KS2 staff Sept 19 June 20

Nil Accuracy in differentiation of appropriate provision of maths tasks.

Identify, monitor and track upper middle band pupils within each co-hort with the potential to achieve an additional sub-level

HT, SMT, all staff

Half termly Nil LSA cover Pupil progress half termly meetings identify strategies for targeted pupils and progress made At least 80% of pupils achieving expected Level / Outcome progress

Assessments, as appropriate, undertaken and recorded for all targeted pupils e.g. National tests, TA data recorded in SIMS da

All staff On-going Nil Value-added celebrated and shared at pupil progress meetings

Book scrutiny to be undertaken by MD curriculum team and SMT MD curriculum team SMT

Spring term 19

£125 M&N skill transfer opportunities evident. Pupils success-fully deploying skills at expected level / outcome

INSET day: Moderation of standards in Numeracy All staff Spring term Nil Consistency in Teacher assessment of Numeracy and task differentiation

Pupil voice sampling to be undertaken: opportunities to transfer skills in authentic contexts

IH Spring term £125 Increased pupil confidence in transfer of computation and problem-solving skills

Analysis of NPMT and NNRT SD-J, HT Sept 19 £125 Improvement/progression in National tests standardised scores of targeted pupils. Yr 2-6 pupils achieving expected progress level

Cluster moderation of pupil Mathematics and MD profiles CR , BA May 20 £125x2 Consistency of teacher assessment across cluster

SIMS analysis of end of year TA SMT July 20 Nil Performance of girls at O6 and L5 in line with that of boys All targeted pupils show expected or better than expected improvement/progress in TA scores (SIMS) Improved L5 outcomes for boys 2020 Improved outcomes of e-FSM pupils at the higher levels

MD team to report progress within target to GB MD team Spr & Sum NIL Celebration of improved standards in Numeracy for efsm, O6 & L5 Girls

EIG EXPENDITURE:TOTAL EXPENDITURE:

£625

EVIDENCE - MATHS

Pupil progress meetings MD team evaluations ALNCo analysis report Pupil voice Book scrutinies Computation policy documents

Cohort moderation files Cluster moderation reports MD curriculum team annual reports Cohort assessment files SIMS Discover termly pupil progress analysis SIMS progress report progress v target set

Preparation for Curriculum Reform

Success Criteria:

Core learning vision and values are shared with and shaped by all stakeholders

Provision is aligned to the Four Purposes

All staff are familiar with the new Professional Standards for Teaching and Learning

Enquiry / research model to professional development established to further develop pedagogi-cal approaches

Learning environments and resources facilitate child-influenced, teacher -directed exploration and encourage independent, individual thinking and responses

Actions

Personnel Timescales Resources/ Costs

Monitoring and evaluating impact

Embed Four Purposes into whole school merit and values pro-

cesses

All staff and

pupils

On-going Nil Raised pupil awareness, ownership of and engage-

ment with 4 purposes.

Revisit and amend existing provision statement for each strand of

each Purpose

All staff On-going Staff meet-

ings, Twilights

Consensus of expected experiences and achieve-

ment. BPS curriculum is bespoke to our context and

meets the needs of our pupils in realising their

development towards the four purposes

Amend long, medium, and short-term planning to reflect Four Pur-

poses

VMc, Teach-

ing staff

On-going Nil Learning experiences are shaped by Four Purposes

Identify and agree progression in the development of Four Pur-

poses pupil ‘attributions’

All staff Autumn 19 Nil Agreed statements used by teachers, learners and

parents / carers to support progression

Refine reporting to parent proformas to reflect / include four pur-

poses attributes, AOLE, pupil voice

SLT Autumn 19 £125 x 3 Report formats inform parents and learners as to next

steps in learning , description and celebration of

progression

Develop authentic context for learning which stimulate cognition,

metacognition and creativity

All staff On-going INSET, Twi-

lights, staff

meetings

Content and process clearly established in the context

of real and present problems to be solved and

questions to be answered. .Learning is meaningful

and pupils are actively engaged.

Authentic contexts for learning to be pupil-influenced utilising:

We Know, We wondered , We could, We discovered

All staff and

pupils

On-going Lesson time Pupils are engaged with learning and are provided

with opportunities to shape their learning journey as

independent, creative, critical thinkers

Central focus learning journey displays in each classroom

: Discovery Detectives - Juniors, Little Explorers - FP

All staff and

pupils

On-going Display mate-

rials – school

budget

Interactive celebration of enquiry ensures

engagement, supports knowledge and skill

acquisition.

G Coombes & H Bowen INSET ‘Supporting your school in develop-

ing LLC

SW, CT Sept 19 £125 x2

£190 - fees

Good practice LLC model shared with all staff LLC

curriculum evaluation tool developed, model for LLC

action plan established

CSC ‘Developing Rich Tasks’ DCF Producing strand CT, SW 23/10, 22/1, 26/2, 1/4

PLG Improved learning and teaching experiences and

outcomes for learners; progression in provision of

authentic contexts for learning across the curriculum

CSC , ‘Planning opportunities for Collaborating’ DCF Collaboration

strand. Developing opportunities for collaboration within and across

schools.

SD-J 10/10, 21/11,

14/1

PLG Increased staff knowledge of and confidence in use of

collaboration tools within Hwb; planned progression

for collaboration using ‘hooks’ as starters across the

curriculum.

CSC ‘ Data & Computational Thinking’ DCF Data strand. Develop-

ing use of data and computational thinking in authentic contexts IH 15/10, 26/11,

21/1, 10/3

PLG Planned progression for Data and Computational

Thinking across the curriculum,

CSC ‘DCF across the Curriculum’ SJ TBC £125 x 3 Opportunities for application and progression in CCR mapped across the curriculum

DCF network meetings SJ 25/10,4/2, 22/6,

£125x3 Increased confidence of co-ordinator to lead and

share a progressive approach to whole school devel-

opment of DCF

CSC ‘Developing coding from FP to KS2’ SJ / S D-J TBC £125 x 2 Progression in provision for coding opportunities

within authentic contexts

SWGFL Online Safety Updates SJ 20/1/ £125 Whole school procedures and policies for On-line

Safety amended as appropriate in line with current

best practice

Audit current provision against the 10 principles of curriculum de-

sign

All staff On-going Staff meeting

time

Raised awareness of the complexity of curriculum

construct, clarity of design of current provision

Further develop year 3&4 learning environments to reflect FP peda-gogy

SD-J, IH Aut 19, on-go-ing

£125x4 Physical and emotional provision supports active engagement of learners

Planned use of outdoor environment to enhance problem-solving, risk-taking and collaboration

All staff weekly/fort-nightly

Nil Increased learner confidence, independence and ability to collaborate in challenging circumstances. Increased staff confidence to facilitate learning

Pupil voice surveys to be undertaken, focus: i. Creative and critical thinking ii. Pupil influence on shaping their learning

VMc, SLT Spr & Sum 20 Nil Analysis of data impacts on future provision.

Awareness-raising sessions delivered to share strategies for implementing Curriculum for Wales

SLT, staff, parents, pu-pils

Autumn Open even-ing, website

Raised stakeholder awareness of curriculum reform agenda, significance of 4 purposes

Preview of draft 6 AOLE What Matters statements HT, SLT January -April staff meetings Prior access to proposed content

Consider implications for mapping of What Matters statements

against provision

All staff April 19 ongo-

ing (CF)

Staff meeting Inter-disciplinary approach to curriculum model further

trialled, identification of gaps

Pedagogy strand of new Professional T&L standards to continue to be used to form performance management targets as identified via Continua evaluations

All staff On-going Performance management meets

Pedagogical approaches strengthened, increased staff familiarity with new professional T&L standards

Dedicated reading time sessions for consideration of research ap-pertaining to pedagogy principles enquiry

All staff On-going Staff meets, twilights

Staff use enquiry and research to inform and develop their pedagogy

Teaching triads/pairs to trial strategies and shape whole school pedagogical approaches

All staff On-going £6150 PLG Positive impact of agreed strategies on pupil engagement and progress Balance of pupil-influenced and teacher-directed exploration supported by deployment of appropriate pedagogy.

Map LNF & DCF cross-curricular opportunities / activities SJ,SLT, On-going £125 x 4 Opportunities and areas for further development identified and celebrated

Trialling of e-portfolio development models All staff Aut 19 Nil W. Government - TBC

EIG EXPENDITURE: TOTAL EXPENDITURE

£2750 £5916 PLG

EVIDENCE – CURRICLUM REFORM

Staff meeting minutes Audit of provision against Four Core Purposes INSET materials Four Core Purposes progression statements Agreed pedagogical principles glossary Curriculum provision statement

LN DCF tracking tool Pupil voice surveys: Thinking skills, creativity, problem-solving, learning journeys Reports to Governing Body Triad evaluations Planning proforma Reporting proforma T&L policy

To ensure healthy lives and promote well-being for all

Success Criteria:

All targeted pupils show expected or better than expected progress in confidence and emotional resilience during and at the end of the intervention programme

Improved PSEWBCD O6 outcomes for pupils 2019

Improved Well-being progression steps for identified pupils in KS2

Improved staff knowledge and understanding of Well-being and emotional needs of pupils

Actions

Personnel Timescales Resources/ Costs

Monitoring and evaluating impact

Cognitive behaviour therapy awareness-raising INSET TP, KR Aut 19 Nil – INSET day

Increased staff awareness and skill set to use CBT strategies to de-sensitise conflict and secure emotional resilience.

Mindfulness coach delivering sessions to all year groups during cir-cle time

C.C-O 19 – 20 Salary costs Main budget

Increased pupil confidence, self-regulation and resili-ence

Six sessions to be run for each year group based on the Paws B and Present Programme

CCO On-going Part time member of staff

Increased pupil confidence and knowledge to address their own emotional needs

Thrive up-date training for identified members of staff KR Autumn 19 Nil Cluster funded

Individuals complete training and receive accreditation

Thrive assessments to be undertaken for identified pupils KR, Class teachers

After training is completed

Nil Assessments undertaken and suggested strategies im-plemented in sessions and in class

Identified pupils to receive Thrive sessions to address individual emotional needs

KR On-going Salary costs Timetable of support sessions in place. Individual targets monitored within their plan

Re-assessment of Thrive pupils KR, CR Summer 20 Nil Positive impact of programme on pupil well-being and emotional needs Pupil progress half termly meetings identify strategies for targeted pupils and progress made

Pupil well-being surveys to be undertaken by the School Council School Coun-cil, KR, BA

Autumn 19 Nil Surveys completed Nursery up to year 6

Analysis of well-being surveys to be completed by the school coun-cil and shared with staff and governors.

School Coun-cil, KR, BA

Autumn 19 Nil Trends from survey utilised to develop School Council targets

Staff well-being surveys to be undertaken for the Rights Respecting Schools data

BA Autumn 19 Nil Trends from survey utilised to develop RRS Silver Award targets

RRS action plan to be completed and identify targets for the Silver Award

BA Autumn 19 Nil Action plan identified RAG rating and key areas for de-velopment as a school

RRS Silver Award targets to be shared with staff and pupils BA, SW By October half term

Nil Staff briefing held to disseminate RRS targets and way forward

RRS Assessment to be undertaken by an external provider BA, Summer 20 £125 x 1 Achievement of the Silver Award

Healthy School evidence to be identified, celebrated and collated BA On-going £125x1 (HS funded)

Maintain the NQA award

School assemblies to promote the school values in line with the Rights of the Child Charter, Mindfulness and the Four Purposes

KR, TP On-going

Nil Pupil well-being enhanced and awareness raised of the Rights of a Child Charter and School Values

Encourage physical fitness and well-being of pupils and staff through daily activities. (Mile a day, Five a day fitness, Play to learn, PESS and woodland experiences)

All staff On-going Nil Timetables and planning identify opportunities for physi-cal development. Use of 3G all weather facilities timeta-bled Increased levels of fitness and well-being of pupils.

ELSA staff (x3) to provide sessions for identified pupils KR, DD, RG On-going Salary costs Increased levels of confidence and resilience of the identified individuals Improved levels of performance of identified individuals

Each class to plan for Circle time throughout the week based on in-dividual needs of the class in line with the Values and RRS PAWSB sessions

All staff Sept 18 Jan 19 July 19

Nil Timetables and planning identify opportunities for Circle time and Well-being. Monitoring undertaken by the Well-being team.

Participation in Swansea Univ HAPPEN research project (Health and Attainment of Pupils in a Primary Education Network)

Pupils, SLT, Parents/Car-ers

Autumn 19 Nil Evaluation of response data influences provision to fur-ther develop a climate supportive of holistic develop-ment

EIG EXPENDITURE: TOTAL EXPENDITURE

£250.00 +salary costs

EVIDENCE

Pupil progress meetings ALN Team meetings Well-being team evaluations Pupil well-being evaluations Staff well-being evaluations Rights Respecting Schools File and data Healthy Schools Evidence files Course evaluations Policy documents

Teachers Planning Well-being (Paws B and The Present) Overview/planners Evaluations of Well-being input/interventions Thrive assessment reports and data analysis INSET evaluations

Welsh

Success Criteria: 1 Increased use of Welsh spoken around the school

2. Silver Award Welsh charter achieved

3. 80% of yr 2,4,6 learners achieving expected level at year end 4. Secure Cluster moderation at end of KS2

Actions

Personnel Timescales Resources/ Costs

Monitoring and evaluating impact

Crew Cymreig team established to monitor speaking of Welsh Pupils, CT On-going Nil Raised awareness of opportunities to use Welsh other than in the classroom

Crew Cymreig monitoring of progress within Welsh Charter tar-gets

Pupils, CT On-going Nil Good progress within each of the 10 target areas of the Welsh Charter

Crew Cymreig delivery of Cymru yn y canol assemblies focus-sing on WC targets

Pupils On-going Nil 10 Welsh Charter target activities a consistent focus

Welsh Charter Hall display to identify targets and progress within

CT, DD On-going Nil 10 Welsh Charter target activities a consistent focus and pro-gress celebrated

CSC ‘Welsh and the DCF’ CT 8/10 £125 Evidence for successful completion of Silver award in place

Listening to learners Welsh oracy standards yrs 2,4,6 CT Autumn 19 Summer 19

£125x2 80% of learners achieving expected level at year end

SIMS tracker up-dated to record KS2termly progress in Welsh KS2 Staff On-going Nil Standards in Welsh monitored and progress celebrated termly

SIMS targets to be set for Welsh KS2 KS2 staff Autumn 19 Nil Progress against targets show good progress and standards

Cluster links and Welsh ambassador to be developed HT, CT On-going Nil Regular contact with Cluster resulting in consistency of judge-ments during moderation

Progress against Welsh Charter targets reported to GB CT, GB link member

Spring 20 Summer 20

Nil Successful achievement of Silver Award. Raised GB awareness of progress against 10 targets.

EIG EXPENDITURE: TOTAL EXPENDITURE

£375.00 £375.00

EVIDENCE

Crew Cymrieg display Welsh Charter evidence files Bronze award Crew Cymreig tocen Iaith records

Welsh yard games Cymru yn y canol assembly files Hall display Progress against targets Crew Cymreig display

Self-Evaluation Actions Timetable – Autumn Term

Activity Personnel Link to CIF Activity Personnel Link to SER

Whole School Assessment Tracking Data Analysis SLT IA1 July analysis disseminated. Half termly pupil progress meetings review of progress v tar-gets agreed. December submission of tracking to LEA

HT, SLT

All Wales Core Data Analysis

HT IA 1 Sept analysis used to generate SER IA1

CSC School and Individual Data Pack Analysis SLT IA 1 Draft disseminated, final to be used in support of categorisation meeting

HT, SLT

Review IA1 – SER SLT IA1 Dec SLT

Individual and Cohort Target Setting HT

Sept and re-visited October during pupil pro-gress meetings

ALN team, all teaching staff

ALN Provision Map for Interventions 2018-2019 CR Revisited September, October ALN team, HT, SLT

MAT Provision 2017-2018

SD-J Differentiation criteria revisited September. Cohort moderation files contain evidence of MAT pupil profiles

All staff

Draft SIP and Updated SER to Consortium Portal HT, Amended version uploaded in September HT, SLT

Baseline Assessments SW Undertaken within set timelines. Baseline spreadsheet developed in collaboration with SIMS team to be used to record

Reception TA’s, HT

HT Report to GB & Final SIP Approval HT Autumn Term GB meeting. Inclusion in new Hwb website for perusal

GB HT

Year Group Information Evenings SD-J, SW, BA Termly information letters and events calen-dar provided for all parents. New Nursery Par-ents coffee morning very well attended. ALN coffee morning workshop in Sept.

All teaching staff

IEP Target Setting CR July initial setting, re-visited October All teaching staff

Attendance Review HT October Weekly monitoring of attendance by Attendance Clerk , HT and GB member

HT, RN, CP

GB and CSC Data Analysis Meeting HT,GB Oct GB meeting GB, HT

Literacy team to meet with Link Governor CT October CT CP

Numeracy team to meet with Link Governor IH October IH, RKT

ALNCo to meet with Link Governors CR October CR, J J Tackling Poverty Leader to meet with Link Gover-nor

HT December progress report generated and statement included in HT report

HT, SD-J, CP, JJ, CR

Standardisation of pupils’ work SLT July staff meetings, standardised portfolios in place

All staff

GB Standards and Curriculum Sub Committee to meet

HT, CP November date set GB committee members

GB Finance Sub Committee to meet

HT, CP Meeting held prior to Oct full GB meeting. GB Finance com-mittee

Parent Consultation Evening SW, SD-J Second week of Autumn half term All teaching staff

IEP Targets Monitoring CR, Undertaken October SMT

HT PM Evaluation & Target Setting to Portal HT November meeting with CA HT performance management sub -committee HT, Challenge Ad-visor

Self-Evaluation Actions Timetable – Spring Term

Activity Personnel Link to CIF Activity Personnel Link to SER

End of Autumn Term SIP Update

HT Complete Jan INSET day and shared with staff SLT

All Wales Core Data Sets – Attendance and FSM / Non-FSM Data

HT AWCDS utilised to inform SER and SIP Sep-tember 18 Awaiting receipt of attendance data

GB, SLT

CSC Primary Data Pack to include attendance DHT, RN Awaiting receipt

Progress on SIP

HT On-going but to be reviewed by SLT Feb and March

SLT, GB, all staff

HT Report to GB & Update on SIP HT, CP Included in Oct GB meeting report HT GB Pupils Progress Against Targets Meetings HT, CD-J Oct pupil progress meetings to be held All staff

Half Yearly Attendance Letters to Parents BA, RN To be provided week commencing February 19th

Standardisation of pupils’ work SD-J, SW Staff meetings: Jan INSET day All staff IEP Targets Review and Target Setting CR Undertaken Oct to be reviewed Feb ALN team, all

staff

Performance Management Interim Meetings HT March Teaching and non-teaching staff

Budget Review & Plan 2018 – 20189 (Financial Year)

HT, CP March finance committee meeting

GB finance com-mittee

Premises Review 2018 – 2019 (Financial Year) HT, AD March GB premises link member, Chair and Vice Chair

Review of PDG, EIG

HT, October GB finance committee held SLT meet-ing March, staff meeting dissemination

SLT

Performance Management Lesson Observations HT, SW, CR Nov, April Teaching and non-teaching staff

GB Sub Committees to meet

HT, CP Ongoing GB and teaching staff representa-tives

Review of Categorisation of teaching, assessment and safeguarding

SLT SLT meeting March SLT

Review & Update SER

SLT SLT meeting March SLT

HT report to GB HT March VMc, SLT

Termly Self-Evaluation Actions Timetable – Summer Term

Activity Personnel Link to CIF Activity Personnel Link to SER

Review of Financial Year (Period 13) and finalise school budget for the year and approved by GB

HT GB finance committee meeting April VMc, RKT, CP, SG, DE

HT Report to GB & Update on SIP

HT Full GB meeting April VMc

Governor Questionnaire, Training Needs Analysis & Skills Audit

BA GB curriculum committee members to circu-late and collate

CP, AD

National Tests Administered

SD-J May TBC SLT

All school based assessments (AoL)

SD-J, SW Salford testing by July 1st for inclusion in re-ports. Reception baseline by advised date for entry to SIMS. Thrive assessments by October half term

CR SW VMc, CR, KR

Cluster Moderation

SW, BA, CR April TBC CR, VMc CR VMc BA, VMc, SW BA, VMc, SW

School Councillors presentation to GB

BA Full GB October. Update of progress in agreed projects

BA, School Coun-cil representa-tives

Y2/ Y6 EOKS Data submitted to DEWi SD-J, HT TBC SD-J, VMc, CR, BA

Moderation of pupils’ work SLT June twilight literacy in topic books VMc book scrutiny

All staff VMc

GB Premises Sub Committee to meet

HT, AD April TBC VMc, A.D.

GB Finance Sub Committee to meet

HT, CP April TBC

VMc, RKT, CP, SG, JM

Transition Arrangements CR, HT TBC by Y Pant and Pencoed CATS Yr 6 Y Pant TBC

Evaluate PM Targets SW, BA, HT July INSET day All staff

Evaluate current SIP and review outcomes SLT May staff meeting SLT, teaching staff

Target Setting – compare with actual results SD-J. HT June staff meeting SLT ,Teaching staff

Individual and Cohort School Based Tracking Spreadsheets Finalised

SD-J July 10th – for school purposes but this may be earlier TBC by LEA

SLT and Teaching staff

Link CAP/CPD Plan to SIP / PM Targets SLT On-going over term.

Draft SER/ SIP 2018– 2019 produced

HT July 20th Draft VMc, CR,BA,SW,SD-J

End of Year Pupil Reports

SW, SD-J To VMc by July, to parents Mon July All teaching staff

Update School Prospectus

SLT By first week of final half term VMc

Meet with new parents

HT, SW June tbc 5.30pm Nursery staff, VMc

Y2/ Y6 EOKS Data, MAT and ALN information sub-mitted to High School

CR, HT, SD-J TBC by high school and transferred digitally SD-J, CR, VMc

IEP Targets Review CR IEP reviews completed CR, all teaching staff

Parent, Pupil & Staff Questionnaires

BA Provision questionnaires to be circulated No-vember re: parents evening and April re: pro-vision Pupil questionnaires by school council in April Staff and GB questionnaires February

SLT

NOTES: