High Park School Improvement Plan2018 - 2019

The School Development Plan identifies the key priorities we will be focussing on to ensure continued improvement to teaching and learning and consequently the outcomes for our pupils this term. The plan is based on careful evaluation of the school’s performance and reflects the priorities identified by Ofsted.

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Our ethos and values

At High Park School we:Respect, trust and value ourselves and each other.

Aim for our personal best and share in our successes.Hear every voice.

See change as a chance to grow.Make learning fun.

Our vision:

We believe that every child and young person is a unique learner and must have a personalised learning pathway which will promote progress in every aspect of their development. The bespoke child-centred curriculum has communication and interaction at the heart of all teaching to enable deep, life-long learning.

We are committed to creating a school which: maintains the highest personal expectation of all, recognising and developing strengths and talents ensures that creative and inspirational teaching promotes active learning, independence, flexibility and resilience provides a learning environment that promotes positive behaviour and teaches skills in emotional and physical well-

being develops curious, inquiring and creative minds through a meaningful and relevant curriculum develops a sense of self and others as members of the learning community delivers innovative teaching using an integrated multi-disciplinary approach which is grounded in current research builds and sustain strong partnerships for the benefit of the whole community celebrates the success and achievements of all

Our School Improvement Plan is divided into the four main Ofsted judgement areas.2

Quality of Teaching, Learning and AssessmentPriority 1: Improve the quality of teaching through the development of the Curriculum specifically in

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Quality of Teaching, Learning and Assessment

1) Improve the quality of teaching through the development of the Curriculum specifically in

i. communicationii. scienceiii. using and applying strand of Maths

2) Increase opportunities for active learning through physical activity.

Personal Development, Behaviour & Welfare

3) Maximise opportunities to develop independence, persistence & flexibility across the curriculum.

4) Increase group activities and across the curriculum to increase social interaction opportunities with peers.

5) Use SCERTS targets and BOP to measure progress in well-being.

6) Increase opportunities for pupil voice and use to inform curriculum planning.

Effectiveness of Leadership & Management

7) Subject leaders ensure progression within their subject area.

8) Achieve the Mental Health Mark.

9) Develop a coaching culture to enable teachers to extend their leadership skills.

10) Governors establish strong evidence base for holding the Senior leadership to account.

Outcomes for Pupils

11) Increased progress in independence, persistence & flexibility for all pupils.

12) Improved communication skills (identify specific groups).

13) Improved social interaction skills (identify groups and contexts).

14) Improved scientific skills and knowledge for all pupils.

15) Improved skills in using and applying for all pupils

i. communicationii. scienceiii. using and applying strand of Maths

Success criteria: Actions Lead

Person

Short term outcomes

Monitoring Governor activity

Timeframe

a) Purchase Equals scheme of work for English (communication), Maths & science for KS1-4.

HC Teachers are familiar with the SoW and are using these in planning.

Monitoring of medium and short term planning

Autumn 2

b) Focused learning walks around these areas completed termly and feedback given to teachers.

RM Strengths in practice are shared and a breadth of opportunity is observed. Areas for development are identified and addressed.

Learning walk feedback

Governor Whole School learning walk RM

Autumn, Spring & Summer

c) The development of PiP targets- training for teachers, development of guidelines for completing PiPs, specific support for individual teachers, training for support staff from class teachers, focussed Twilight session.

HC Pupils have appropriate, short term targets that are achievable and understood by support staff.

Moderation of PiP targets and EoP books, teachers meetings, lesson observations

Autumn 2 & Spring 1

d) Change to Evidence of Progress reporting- training for teachers, development of guidelines for completing EoP books, specific support for individual teachers, training for support staff from class teachers, focussed Twilight session.

HC EoP books reflect accurate, incremental steps of the pupils’ learning journey.

Moderation of PiP targets and EoP books, teachers meetings, lesson observations

Autumn 2 & Spring 1

e) Rigorous moderation around Evidence of Progress book by SLT, subject leaders and teachers.

HC The quality of EoP books demonstrate quality and consistency

Moderation of PiP targets and EoP books, Extended Leaders meetings, lesson observations

Governor involvement in moderation

Autumn 2 & Spring 1

f) Training for teachers around developing their understanding of the subject area, both for pupils working at a pre subject specific level

HC Planning and teaching reflects a clear understanding of

Scrutiny of planning, lesson observations, learning walks,

Spring 2- teachers

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and a subject specific level. subject areas and breadth of learning opportunities within them.

teachers meeting minutes

meetings

g) Subject leaders for English (communication), Maths & science to develop a detailed medium term plan for their subject and share with teachers.

HC Planning and teaching reflects a clear understanding of subject areas and breadth of learning opportunities within them.

Subject medium term plans

Subject leaders to present to LGB

Spring 1 & 2

h) Teachers to show case good practice for pupils working at both pre subject specific and subject specific levels for English (communication), Maths & science.

HC Teachers develop confidence in the teaching of English (communication), Maths & science.

Scrutiny of planning, lesson observations, learning walks, teachers meetings, moderation of PiP targets and EoP books

Autumn 2019

Priority 1 - Impact December 2018 – New Equals documents have been purchased and the 3 Year overview for English, Maths and science has been reviewed to ensure breadth and coverage. Evidence of Progress books have been completed in the new format.January 2019- all pupils now have PiP targets. Evidence of Progress books have been moderated and areas of strength and areas for development have been identified and shared. Teachers have made adjustments according to feedback given by their colleagues. March 2019- a recent communication focussed learning walk highlighted an increase in the choices that pupils are being offered. Every class now has a ‘choose’ board available with a wider variety of choices being offered. May 2019- a Maths focussed learning walk evidenced the wide range of opportunities available for pupils to develop their problem solving skills, some of which have been personalised for individual pupils to promote challenge and to extend their learning. July 2019 – Lesson observations have shown a clear curriculum offer of activates which stretch and challenge pupils’ learning in all 3 areas. There is a greater consideration of how these subject areas are taught through outdoor learning. Teaching in Science has resulted in pupils making increased progress, particularly for our dependent learners. PiP targets demonstrate that teachers have continued to develop their understanding of the key aspects of what pupils need to learn in English and Maths, particularly in problem solving and communication.

Priority 2: Increase opportunities for active learning through physical activity.

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Success criteria: Pupils engage in physical activity which supports their emotional regulation and well-being and improves their learning across the curriculum.Actions Lead

PersonShort term outcomes

Monitoring Governor activity

Timeframe

a) Review current offer in every class with focus on age and stage appropriateness. Discussion to identify what is appropriate in each Base.

RB All teachers know how their teaching of P.E. fits into whole school plan.

Review timetable, learning walks, Teachers’ meeting notes

Autumn 1

b) Identify leads with specific focus to extend opportunities in every Base – Sports Champions e.g. running, cheerleading, sensory circuit, rhythm & resonance

RB Champions identified who understand their role.

Feed back to Extended Leaders group.

Governor discussion Sports Champions

Spring 2

c) Focussed physical activity lesson observations and learning walks to take place

RM Clear picture impact of P.E. across the school

Lesson observations & learning walks

Governor Whole School learning walk RM

Spring 1 & 2

d) Review impact of increased P.E. using progress (including well-being) & behaviour data

HC Teachers able to identify which pupils benefit from increased P.E.

Pupil progress reviews Progress review with HC & RM

Summer 1

Priority 2 - Impact November 2018 - Oak Base have changed their morning exercise routine to be more age appropriate and with consideration given to transitions to Post 19. Acorn Base have increased the physical activity offer, making more effective use of the Middle space which has led to a greater number of pupils engaging in the activities. Sports Champions are being developed in Ash and Oak Bases. December 2018 - Ash Base has adapted the morning exercise routine (removed the plasma) which is now more age appropriate and engaging for pupils. The running club has been adjusted to allow for time for pupils to transition and take a more active part. As a result 2 more pupils now take part in both exercise and running. Another pupil now joins Oak Base exercise which meets his needs.February 2019Acorns 3 & Beech 1 now have clearly structured PE lessons which have improved engagement of pupils which has resulted in an increase in positive behaviour during these lessons.March 2019 Beech Base now have regular Rhythm & Resonance sessions. In Ash Base there is now a ‘gym ball’ session and increased opportunities for ‘Safe Physical Play’. Ash 1 have introduced twice daily walking groups which has had a positive impact on pupils’ wellbeing. Oak Base have increased walks in the local community and Oak 3 successfully visit Lister Park as a whole class on a regular basis. These trips are carefully risk assessed and are ambitious. The success of these trips has enabled us to plan for 48 pupils to visit Nell Bank over a week including some residential aspects. May 2019A group of pupils in Ash Base now accesses the Pavilion on a daily basis which has had a significant impact on their independence and has positively supported their transitions in a number of situations. This has prompted discussion around plans to extend these transitions to outside of school.

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June 2019Beech Base have further extended their PE sessions in the studio to include a range of activities such as athletics and relay races which are linked to the EQUALs documents. This has had an impact on the pupils’ engagement in other more formal aspects of the curriculum and also now includes the whole class, whereas previously only a small number of pupils were able to access this lesson. July 2019 – The detailed medium term plans are being used by Oak Base to plan structured PE activities. There has been a greater range of physical activities including games and PE skill based activities. Every Base has developed their PE offer to include a stronger focus on skills and with more structure as appropriate to the pupil group.

Personal Development, Welfare and Behaviour

Priority 3: Maximise opportunities to develop independence, persistence & flexibility across the curriculum.Success criteria: Pupils demonstrate increased independence, persistence & flexibility allowing them to access a wider curriculum offer.Actions Lead

Person

Short term outcomes Monitoring Governor activity

Timeframe

a) Review short term planning and include learning objectives for independence/persistence/flexibility

HC Planning includes learning objectives for independence/persistence/flexibility

Planning and Evidence of Progress Books.

Autumn 1

a) Review EHCP SMART annual targets & produce appropriate Progress in Provision targets taking into account independence/ persistence/flexibility

HC & RM

Teachers have clear understanding of how PIP targets build incrementally to enable pupils to achieve EHCP SMART annual targets

Planning EOP book scrutiny Pupil Progress meetings Pupil Assessment meetingsEHCP reviews

Autumn, Spring & Summer

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Feedback from parents and carers.

b) Base and class meetings with a focus on promoting and developing pupils’ independence/ persistence/flexibility

Base Leaders

Support staff develop greater understanding of their role and skills in supporting pupils’ independence

Lesson observationsLearning walks

Parent Governor discussion with support staff

Spring 2

c) Review pupil progress including BOP scores and evidence of progress books – Subject Leaders (core subjects) involved in scrutinising each other’s evidence of progress books with focus on one of the 3 themes

HC & RM

EOP books accurately reflect learning journey for pupils related to independence, persistence and flexibility.

Pupil progressFeedback from Subject Leaders

Feedback to LGB meeting

Spring 1

Priority 3 - Impact November 2018 - established new recording system (EOP books) and PIP target recording.December 2018 – All pupils now have PiP targets which has enabled clearer recording of progress for this half term.February 2019- Evidence from learning walks has highlighted good practice across the school regarding the three themes- pupils are given increased opportunities. In particular, support staff have developed their understanding and skills when promoting independence, flexibility and persistence. March 2019- PiP targets now reflect these priorities and successful community visits evidence pupils’ achievements. May 2019- recent learning walks have evidenced the range of opportunities available for pupils to develop their problem-solving skills which impacts on their resilience and persistence. Pupils in Ash 2 are now accessing the Pavilion on a daily basis which has impacted on their independence skills. A number of pupils (exact figures??) have accessed the Purple Patch session in the studio, highlighting their ability to participate in new and unfamiliar activities. June 2019- a recent Cinema Club session during the school day took place which a number of pupils across the school accessed, in addition to another successful Purple Patch session. The studio is a less familiar environment in school for a number of our Secondary pupils as well as this being a new activity, which demonstrates excellent flexibility. Discussions in Pupil Assessment meetings highlighted the progress that individual pupils have made related to independence skills, such as pupils in Beech Base who now independently choose their own dinner from the serving station.July 2019 – Pupils in the intermediate and more able group have made increased progress in PHSE, particularly these areas. 2 Base leaders are planning their NPQML project around developing these skills with dependent learners with a particular focus on outdoor learning. A greater proportion of pupils have demonstrated their progress in independence, persistence & flexibility during a range of activities. Staff are challenging pupils to fully engage across the curriculum and some pupils are beginning to challenge themselves for instance a pupil performing on the microphone at the Summer Fair, pupils having a go at the assault course when previously they have refused.

Priority 4: Increase group activities and across the curriculum to increase social interaction opportunities with peers

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Success criteria: Pupils are accessing increased group activities and have improved social interaction skills.Actions Lead

Person

Short term outcomes Monitoring Governor activity

Timeframe

a) Review timetables and lessons where group work can be developed

HC Timetables include appropriate level of group activities

Timetables and learning walks/drop ins

Autumn 1

b) Base Leaders work with teachers in their Base to identify activities where there can be collaboration between classes & Bases

HC Classes access joint activitiesLearning spaces are used more effectively

PlanningLearning Walks

Learning Walks (Priority 2)

Autumn 1

c) Teams of staff with similar cohorts discuss successes and opportunities for group work. Teachers feedback to the teaching team. Plan next steps.

HC Classes access joint activitiesStaff are confident working collaboratively with other classes

Lesson observationsLearning Walks

Governor attendance at parents evening

Autumn 2

d) Plan timetable of whole school events- Science curriculum themed day, Saturday Summer Fair, Primary and Secondary evening cinema clubs and discos during the school day. Business Support Team to work collaboratively with Base Leaders to enable this.

ST Greater opportunities are planned across the year for pupils to take part in activities which extend their social interaction skills.

Observation of pupils at events.Feedback from parents and carers.

Governor attendance at events

Autumn 1

Priority 4 - Impact November 2018 – In every class there has been an increase of group activities including lunchtimes, tooth brushing, physical activities, creative activities and quiet times, including peer massage before lunch and home time.December 2018 – Vocational Class now take turns to choose and listen to music together, the Keighley College visit has been extended to include boys from Ash & Oak. Pupils are developing a tolerance and enjoyment of having their hair wash and styled. In Ash Base there are a number of pupils who are more interested and responding positively to their peers. Acorns pupils are more flexible and are engaging in group sessions such as music and movement, PE in the Studio.March 2019- There are now a number of whole Base activities that are taking place on a regular basis, both within the school and also in the wider community. Teachers plan carefully to enable these group activities to happen. We are beginning to facilitate some community visits and Curriculum activities with pupils across two Bases, both in Primary and Secondary. Attendance at the half-termly Saturday Stay and Play sessions has increased and includes families from both Primary and Secondary. The feedback from families is positive and these sessions are highly valued. This has also enabled us to plan a holiday Stay and Play session at Nell Bank which is available for the whole school and also a swimming session at the Inclusion Project. June 2019- recent lesson observations have demonstrated the increase in offer of group activities across the school, for example food technology sessions and creative activities. These are being further developed on a regular basis. Pupils have been able to access new

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activities such as the Purple Patch sessions and the Cinema Club. July 2019 – The Nell Bank residential/day visit, Roller Disco, trip to see Matilda at BelleVue Girls, Purple Patch Day, Steel Pans sessions, Holiday Club are examples how pupils have successfully engaged with social activities with their peers and less familiar people. More families are beginning to access out of school activities. The Saturday Summer Fair was attended by the most families we have ever had for one event and our pupils managed an unpredictable event which was very busy with many unfamiliar people.

Priority 5: Use SCERTS targets and BOP to measure progress in well-being.

Success criteria: Conclusions on pupil progress are based on a greater range of evidence and provides clear information on progress in well-being.Actions Lead

Person

Short term outcomes Monitoring Governor activity

Timeframe

e) Review progress from July baseline each term HC Teachers develop deeper understanding of what affects pupils’ well-being.

Pupil progress reviews, lesson observations

Discussion with teachers

Termly

f) Discuss data in pupil progress meetings and include in decisions about planning and provision

HC Teachers have evidence of well-being progress & can adjust provision accordingly.

Pupil progress reviews, lesson observations, EHCPs

Attend Pupil Progress Review (priority 2)

Autumn 1

g) Agree markers for expected/better than expected progress

HC Shared understanding of what good or better progress.

Pupil progress reviews

Discussion with HC

Spring 1

Priority 5 – Impact December 2018 – There is now a baseline score and progress scores for every pupil. This correlates with pupil progress data and well-being tracking. This has supported teachers to review and adapt provision with support of the Therapy and Positive Behaviour Support Team where appropriate (See Pupil Progress Meeting notes and TPBT referrals). Teachers are beginning to pre-empt what might impact on pupil well-being and are putting provision in place earlier.July 2019 – Teachers are able to take part in high quality discussions at pupil progress meetings and make explicit links to the successful strategies and barriers to improving pupil wellbeing and achievement. Teachers are even more reflective about how we support independence for pupils and are integrating the work of the Therapeutic and Positive Behaviour Support Team more

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consistently.

Priority 6: Increase opportunities for pupil voice and use to inform curriculum planning.

Success criteria: Staff will understand and capture pupil voice and pupils will have greater influence on curriculum planning.

Actions Lead Person

Short term outcomes Monitoring Governor activity

Timeframe

a) Review how do we record pupil voice now and brainstorm ideas for ways to improve opportunities for pupil voice.

ST All staff know what pupil voice is and understand the importance and impact of increasing pupil voice.

PlanningLesson observations and learning walks.

Autumn 1

b) Teachers research pupil voice and share ideas at Teachers’ meeting. Opportunities for increased meaningful choices for pupils will be established.

ST Staffs’ understanding of importance of pupil voice raised.

Teachers’ meeting notesLearning WalksLesson observations

Governor observation in Base and discussion with teacher

Spring 2

c) Implement strategies in each Base, ensure consistent strategies across similar cohorts

ST Teachers are confident and use a range of effective strategies which enable pupils to share their views and be actively involved in the wider school.

Learning WalksLesson observations

Summer 1 & 2

d) Produce Pupil Voice document which describes our work to share with all stakeholders. Business Support Team to produce document with Base Leaders.

ST Pupil voice understood and captured by staff.

Pupil Voice report ST present at LGB meeting.

Summer 1 & 2

Priority 6 - Impact December 2018 – Staff training session resulted in shared document identifying good practice and ideas for all classes. During

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transitions, staff are giving pupils time to process and make the transitions at their own pace. Lunchtimes now provide opportunities for pupils to make a greater number of choices which promotes independence.March 2019- learning walks and lesson observations have highlighted that pupils are being given increased opportunities to make independent choices. Some classes have developed the use of the choose board to ensure pupil voice is promoted and encouraged. June 2019- an increased number of pupils in Beech Base now independently choose their dinner from the serving station which has led to a more varied diet for some pupils who previously had a very limited diet. Pupils’ interests are incorporated into more structured lessons to further promote engagement. July 2019 – Pupil voice better informs teachers’ planning particularly for activities within the community when pupils from several classes are grouped together which widens their opportunities for social interaction and curriculum experiences.

Effectiveness of Leadership and Management

Priority 7: Subject leaders ensure progression within their subject area Success criteria:

Actions Lead Person

Short term outcomes Monitoring Governor activity

Timeframe

a) Review current offer in every class with focus on age and stage appropriateness through drops ins & discussions with teachers

HC Teachers develop understanding of curriculum progression across the Key Stages.

PlanningTeacher discussionsDrop ins

Autumn 1 & 2

b) Subject leads feedback on the development of subject at teachers meetings

HC Clear understanding of strengths and gaps in curriculum.

Teachers’ Meeting notes.

Governor attend Whole School and Teachers’ Meeting

Spring 1

c) Timetables reviewed to reflect the breadth of curriculum

HC Greater breadth in teachers planning

Timetables, planningLearning walksDrop ins

Autumn1

d) Review subject policies HC Effective Subject Policies Policies Policies Spring 2 &

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PlanningLesson Observations

approved by LGB

Summer 1

e) Review subject medium term plans and revise accordingly.

HC Improved medium term plans lead to greater breadth of curriculum offer

Progress reportsLesson observations

Spring & Summer

Priority 7 - Impact December 2018 – English, Maths and PHSE long term plans have been reviewed, medium terms plans are now been written which ensure age appropriate content, breadth of coverage and differentiation.April 2019 – English & Maths subject leaders have drafted Medium term plans.July 2019 – English, Maths and Science Policies were agreed at Governors.

Priority 8: Achieve the Mental Health Mark.Success criteria: All staff have clear understanding of how to improve their own and pupils’ well-being and how to access support when required. Actions Lead

Person

Short term outcomes Monitoring Governor activity

Timeframe

a) Audit of staffs’ understanding of strategies to support mental health.

HC Understand of strategies and when staff use them effectively.

Well Being TrackingStaff attendancePupil progressCAMHS Clinics

Summer 2

b) Teachers and key staff understand how to request support for pupils to maintain their well-being with reference to the School Nurse and CAMHS as appropriate.

ST Teachers will know where and when to request support.

Behaviour dataReferrals to Positive Behaviour Support & Therapeutic Team

David Sims to discuss pathway with teachers

Spring 2

c) Provide support for staff to maintain their own well-being including a resource pack.Whole school meetings to collate ideas to support well-being.

LI Staff will know where and when to request support.

Staff attendance, Return to work meetingsWhole School Meetings

Governor to attend whole school meeting

Spring 2

d) Set targets which link to EHCPs for individual pupils which focus on well-being.

HC Parents/carers & pupils will have greater understanding how to maintain well-being. Effective strategies will be used consistently

IEPSPupil ProgressAnnual Review and End of Year reports

Summer 1

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across all appropriate settings.e) Deliver specific autism training

to develop staffs’ understanding of link between autism and mental health (PDA, Attachment Disorder, Autism & Mental Health – DAP training day)

HC Staff will understand specific issues related to autism and mental health.

Staff questionnaireAppraisals

Governor attend training.

Autumn 1

f) Deliver positive behaviour support training to develop staffs’ understanding of link between behaviour and mental health.

ST Staff will understand specific issues related to anxiety/behaviour and mental health.

AppraisalsPupils Progress MeetingsBase Meetings

Summer 1

g) Provide information & training for parents on strategies and organisations to support their well-being and mental health.

HC Parents will have increased understanding and knowledge of strategies to support their child’s and their own well-being.

Attendance at trainingQuestionnaire

On going

Priority 8 - Impact July 2019 - Training for staff on stress busting was delivered by the Cellar Project (initial session delivered June 2019). Staff reported that they had found the course useful and there were strategies which they could start to use.

Staff wellbeing activities were positively received and more have been planned for the Summer and Autumn Term – the evaluation forms reflect this. Staff attendance has increased this year

Training for specific parents in Positive Behaviour Support was delivered by Matthew Hodder – Affinity trust.This priority will be continued next year to build on the positive work done so far and achieve the Mental Health Mark.Priority 9: Improve the quality of teaching across the curriculum through the use of Coaching and increased self-reflection

Success criteria: Teachers are self-reflective and continuously improve their leadership skills in collaboration with their colleagues.Actions Lead

Person

Short term outcomes Monitoring Governor activity

Timeframe

a) Revisit values and ethos of Coaching and create code of conduct for coaching at High Park.

RM Teachers understand, implement principles and commit to coaching

Teachers’ Meetings notes and feedback to RM

Spring 1

b) Create structure for giving feedback in the RM All contribute Teacher Meetings LO attend Autumn 1

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Staff Attendance 2017-18 2018-19Teachers 97.5% 98.15%Classroom Support Staff 87.5% 91.57%Business Support Team 96.8% 99.55%

teachers’ meeting. notes Teachers’ meeting- share coaching experiences

c) Training session on coaching and GROW model – Twilight 25th September. Follow up sessions to explore themes and issues.

RM Teachers developed understanding of coaching

Attendance and evaluation of session

Autumn 1 & 2

d) Use learning from coaching to reflect on aspects of individual teachers professional development through the appraisal process

RM Teachers reflect on the impact of coaching on their leadership skills

Teachers meeting notes and appraisals

Spring 2

Priority 9 - Impact December 2018 – SLT and Base Leaders have reviewed impact of Incremental Coaching and the need to relaunch ‘authentic coaching’. Base Leaders are trialling coaching partners before this is shared with teachers in January.March 2019- teachers were keen to be involved in the new coaching partners and were involved in discussions about the importance of this on their professional development. Teachers now meet on a regular basis and are starting to share feedback about the impact of this on their leadership skills. May 2019- SLT are now also involved in coaching partners which is strengthening the importance of coaching on both staff wellbeing and leadership skills. This is now a standing item on the new Teachers Leadership meetings. Issues such as managing workload are being reflected on during coaching conversations.July 2019 – The development of coaching has been beneficial for some teachers and this is evidenced through the improvements in the quality of teaching in some classes/Bases. However there are some teacher who have not fully engaged this way of working for various reasons.

Priority 10: Governors establish strong evidence base for holding the senior leadership to account.

Success criteria: Governors are confident about their role and provide appropriate challenge and support to the schoolActions Lead

Person

Short term outcomes Monitoring Governor activity

Timeframe

a) Governors take account of information shared by CEO at the Away Day – 13th July 2018 & at training delivered by Tracy Millard – 21st September 2018

LO Governors understand what is required of them to be able to hold the SLT to account.

LGB Meeting minutes

Attend Away Day & TrainingShare learning at LGB meetings.

Autumn 1

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b) Governors agree and carry out pattern of school visits and tasks to gather evidence

LO Governors are actively involved in monitoring the work of the school.

Governor visits planLGB Meeting minutes

See plan

Autumn 1

c) Principal provides information as requested by Governors to develop their understanding and knowledge of the school.

AA Governors have relevant information from a variety of sources.

LGB Meeting minutes

Request specific information from a range of sources.

Across the year

d) Governors use resources such as Governor Training, NGA website and support from NLG to support their skills in providing appropriate challenge and support.

LO Governors feel empowered in their role and demonstrate skill and competence in their role.

LGB Meeting minutesDAP School ReviewDiscussion with CEO

Attend training, access NGA website

Across the year

Priority 10 - Impact December 2018 – Governor Meeting minutes evidence greater challenge of information presented at meetings. Governors visit school regularly with a clear focus linked to their area of responsibility. March 2019 – Questions at Governors meetings evidence rigorous challenge and appropriate support for the Principal. Input from a range of staff at each meeting provide Governors with relevant information which enables them to deepen their understanding of the school at every level. Governors are now proactive in asking for specific information to be shared at meetings including staff they would like to present information.July 2019 – The Governors are confident to challenge the Principal and the Senior Leadership Team. Their planned and focussed activities enable them to see in practice what they are told in meetings and enables them to triangulate information through a range of methods planned across the year. (See Governor Activity & Visits Plan). Governors regularly visit school and feedback at every LGB meeting. A range of staff and Senior Leaders attend governors meetings to feedback on all aspects of the strategic and operational activities. The Safeguarding Governor undertakes rigorous and frequent monitoring where she follows lines of enquiry, asking searching questions of a range of staff to check their understanding as well as observing practice.

Outcomes for PupilsPriority Outcom

e of actions in priority:

Progress

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11. Increased progress in independence, persistence & flexibility for all pupils.

1, 2, 3, 4, 5, 6, 7, 8

The increase in pupils’ independence, persistence & flexibility is evident from the pupils’ behaviour for learning and their response to activities both in and out of school. Pupil progress meetings and Evidence of Progress books also confirm this. Through monitoring and moderation

systems, we are beginning to see pupils consolidate and be able to transfer their skills across a wider range of environments. This shows evidence of lateral and embedded learning which is critical particularly for pupils with autism.

Teachers are now ambitious when predicting levels of progress and learning journeys and are less likely to identify progress as ‘better than expected’.

12.Improved communication skills (identify specific groups).

1, 2, 3, 4, 5, 6, 7, 8

The number of pupils in primary who are making better than expected progress has been increased from 17% to 30% in speaking and from 10% to 20% for listening.The number of boys who are making better than expected progress has also increased from 24% to 33%.

13.Improved social interaction skills (identify groups and contexts).

1, 2, 3, 4, 5, 6, 7, 8

Pupils across the school are now engaging in a greater range of activities in both small and larger groups. They are tolerating each other during these activities and we are seeing pupils becoming more aware and interested in each other and some pupils are beginning to develop friendships.

14.Improved scientific skills and knowledge for all pupils.

1, 2, 3, 4, 6, 7,

The number of pupils in the Pupil Premium group who were less than expected has reduced from 10% to 5%.

15.Improved skills in using and applying for all pupils

1, 2, 3, 4, 6, 7,

The number of pupils in primary who are making better than expected progress has been increased from 7% to 12%.The number of pupils in the Pupil Premium group who were less than expected has reduced from 11% to 6%.

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