Ox Close Primary94% of Y6 to progress 2 levels between KS 1 and 2 in Maths(40% 3 levels) Key Stage 2 – Level 4+ in Reading, Writing and Maths 86% of Y6 to achieve L4+ in Reading,

Ox Close Primary School School Improvement Plan

2014-15

Ox Close Primary School Improvement Plan 2014-15

T

arg

et

1-

Ac

hie

vem

en

t a

nd

Pro

gre

ss

Target / Outcome

Actions / Strategies to facilitate target: (By May 2015)

Evaluation (Include emerging priorities)

1a) Accelerate pupil progress and raise attainment in EYFS- Baseline assessments wk 4 and targets to be formulated then targets set.(Percentage of GLD- 56% in 2013-14) 1b) Accelerate pupil progress and raise attainment at the end of KS 1, particularly boys and more able pupils in reading, writing and mathematics Achieve or exceed KS 1 targets: 81% of Y2 pupils to achieve L2B+ (Reading) 25% of Y2 pupils to achieve L3+ (Reading) 68% of Y2 pupils to achieve L2B+ (Writing)

13% of Y2 pupils to achieve L3+ (Writing) 80% of Y2 pupils to achieve L2B+ (Maths) 25% of Y2 pupils to achieve L3+ (Maths)

1c) Accelerate pupil progress and raise attainment in reading, writing and mathematics at the end of Key Stage 2, particularly of pupils with low prior attainment (<13 points at Key Stage 1) and more able pupils Achieve or exceed KS 2 targets: 94% of Y6 pupils to achieve L4 in Reading (89% 4b)

60% of Y6 pupils to achieve L5 in Reading

83% of Y6 pupils to achieve L4 in Writing (75% 4b)

40% of Y6 pupils to achieve L5 in Writing

91% of Y6 pupils to achieve L4 in Maths (81% 4b)

50% of Y6 pupils to achieve L5 in Maths Key Stage 1 to 2 – Progress Measures 100% of Y6 to progress 2 levels between KS 1 and 2 in Reading(40% 3 levels)

91% of Y6 to progress 2 levels between KS1 and 2 in Writing (40% 3 levels)

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

Using and Applying

Shape and Space

Sentence Structure

Composition and effect

Reading and Spelling

Handwriting Key Strategic Developments:

1. Read Write Inc to be further embedded to develop teaching of systematic, synthetic phonics.

2. Read Write Inc to become a 3 day `split` model to provide more opportunities for Reading into Writing. Daily phonics to continue

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

4. New Reception staff to have training on EYFS framework

5. New staff to receive suitable support and induction- NQT+1`s to have support from AHT

6. Teachers to be given the opportunity to plan together.

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

8. High levels of skilled TA support throughout the school, especially with Y1/2 to `catch them early`

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

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

11. New Curriculum to allow opportunities for `Blue

94% of Y6 to progress 2 levels between KS 1 and 2 in Maths(40% 3 levels)

Key Stage 2 – Level 4+ in Reading, Writing and Maths 86% of Y6 to achieve L4+ in Reading, Writing and Maths (70% 4b in all based upon more than 4 points plus)

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

70% of pupils to pass the phonics test

70% of pupils to pass the re-test in Y2

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

1f 88% of children to achieve a Level 4 in the Y6 SPAG test

1g To exceed a target of 96% attendance. Continue Whole School Weekly ‘Attendance Award’ and ‘Perfectly Punctual Award.’ Introduce a trophy for the winning class and a trophy for a randomly selected person in that class who had 100% attendance that week. Continue termly colour coded attendance certificates for parents / carers Introduce Formal Attendance Procedures -

Joint half-termly monitoring activities with EWO

Attendance and lateness letters/fines to be issued termly

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

Carpet` activities. 12. Further development of Assessment for Learning-

spreading best practice. Develop assessment in light of `Life without levels`

13. To make pupil target setting integral to the teaching and learning process and to increase the involvement of children in this process. See Target 3.

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

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

16. Standards and Achievement Process to continue. Pupil progress meetings to continue, with Key Stage leaders involved on a half termly basis.

17. After school 1:1 work in Maths and Writing for disadvantaged and off track children in the autumn

18. Booster programme to target key groups and individuals in Y2 and Y6- spring term- in school and out of school activities.

19. Improve the effectiveness of homework across the school

20. Develop an improved cursive script across the school

How will we monitor and evaluate this improvement?

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

Termly Standards and Achievement Review Meetings

Pupil Progress Meetings

Regular sampling of planning and books in SLT meetings

Regular Monitoring Activities – See Monitoring Timetables

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

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

Evaluation

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

Activity Parent workshops- include some from 5pm

Regular interim reports

Bokwa- joint parent and child sessions

Pre school parents to be involved in reading project

Internet and Social Media Awareness- SLA utilised to organise workshops

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

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

Opportunities for parents to view Learning Journals

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

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

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


T

arg

et

2-

Te

ac

hin

g a

nd

Le

arn

ing

Target / Outcome

Actions / Strategies to facilitate target

Resources Person(s) responsible:

Timescale: Evaluation

2aLITERACY Reading i To continue to use systematic, synthetic phonics to improve reading. See Target 1d ii To continue to develop reading skills through a discrete lesson in KS2 See Target 1c iii To continue to develop reading skills through consistent, regular Guided reading in KS1 and KS2 See Target 1c

Read Write Inc training for new staff. RWI implemented. Materials purchased. LB to organise and monitor- management time. Track pupils with pre assessment and regular assessments throughout. Support new staff. Read Write Inc to be taught over 3 days in a `split` manner but daily phonics to continue. No visits to be booked on RWI days. No visits until after the Y1 Reading Test. 1:1 reading coaches to be trained to work on catch up.

Practice tests for Y1 screen to be held at mid way point and 4 weeks before actual screen. To evidence progress and identify any issues that need to be addressed Extra staff recruited to ensure smaller groups and focus on SEN and disadvantaged. NB increased number of support staff in Y1/2 Fresh Start purchased. Chdn in KS2 who need phonics to receive it as part of intervention programme. Necessary Fresh Start materials purchased. Extra 30 minute weekly reading lesson outside of the daily Literacy lesson. Lessons to be taught to a narrow assessment focus, as shown in training by HT in training 2011-12. Focus of Sept staff meeting. Teacher to model answers and strategies. Develop techniques and questions to centre around assessment sheets. Link with laminated AF cards. Guided Reading staff training to be held in Sept (INSET). Key principles outlined again- adapted for KS1. 15/20 minute daily lesson required. Develop extended thought through verbal and written rehearsal of answers to questions based upon AF cards and reading assessment sheets. Guided

£3800-cover Practice materials £100 Use existing materials Assessment sheets AF Cards Assessment sheets AF Cards Existing materials plus possible

LW,all staff. HD, MA, LW MB and AHTs to organise and monitor SH to monitor DHa,MB, SH,KS2 staff

Sept 2014-July 2015 Jan- June 2015 Sept 2014-July 2015 Sept 2014-July 2015 Sept 2014-July 2015

sessions to be based upon one objective and activities to be matched to this. Guided Reading sessions to be class rather than set based to allow more flexibility. GR must happen at least 4 days a week and according to method outlined.

new resources. £500


Ta

rge

t 2

- T

ea

ch

ing

an

d L

ea

rnin

g

Target / Outcome




iv To develop early reading and communication skills See Targets 1a,b

v To develop reading skills through a calendar of events See Target 1c

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

Families Reading Together programme with Seven Stories, nursery, Rec parents and other pre school groups. Reading buddies activities on a Weds. Hooks into books packs purchased for every Key Stage at the beginning of each term, class texts. World Book Day built into the blue carpet. Subject leaders to monitor the implementation of Hooks into books closely. Igniting Writing to be reviewed Increased opportunities to write through the new curriculum ( writing through topics). Increased opportunities to write in Key Stage 1 through a 5 day Literacy model. Reading into writing. Outlined during INSET in September 2014. Ensure that writing is for a set purpose- l/w the new curriculum. Ensure boy friendly opportunities for writing Focus of monitoring in the autumn term. Ensure higher quality of standards and presentation in topic books and science books Further develop the Ox Close newspaper/media team NB importance of writing for a purpose and link to the `Blue Carpet` Teachers to concentrate on the consolidation of key skills with writers in afternoon sessions ( see new intervention model) Durham CCC`s Literacy programme in spring-

FRT resources from Seven Stories Facilitated by 7S staff £1200 (subject to accessing funding) £630 Podcast £210 for gift vouchers £40 for new journals £1500

MB, JP, DH, LSh (funding investigations) DH,MB,LW DH

Spring 2015 Sept 2014-July 2015 Sep 2013-July 2014

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

project for writing and other possible project Further work with Amy Goodwin of the LA- use SLA for this Introduce new spellings associated with NC appendices. Teach rules associated with specific letter strings etc. Develop whole school approach. Staff meeting. Teach appropriate punctuation and grammatical features in line with changes to NC. Monitor impact.


T

arg

et

2-

Te

ac

hin

g a

nd

Le

arn

ing

Target / Outcome




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

MB to investigate a cursive scheme of work. Staff meeting and training in week 5. Cursive to be implemented from November onwards. Visit Lingey House. Weekly awards for Handwriting- Star of the Week to be awarded by the `Calligraphy Queen` (Heather Groarke) Calligraphy lunch time group High level of TA support to facilitate discussion: introduce, explain and use new vocabulary. Develop suitable role play areas and activities to enhance speaking and listening. Provide new opportunities by taking children around the local area/garden to provide a stimulus for discussion. Buddy time to increase children’s speaking and listening skills Encourage high levels of performing arts through assemblies. Linked carefully to topics/blue carpet. Have ‘question words’ and questions around the room to encourage discussion. Develop polished performances in events like Celebration of Excellence. Training to be delivered on new approaches to written methods in light of changes in NC. Posters given to staff with clearly defined progression. Monitor throughout the year via lesson observations, planning and book scrutinies.

Cursive scheme Calligraphy pens £50? Role play provision £600

MB HG,DH All staff JP

October 2014 Autumn 2014 Sept 2014-Jul 2015 INSET Sept

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

Planets competition. Sheets produced and certificates. Children to progress from planet to planet. Display in KS1 and KS2 corridor. Competitions in Thursday assembly- 2 chdn drawn from that week`s successful chdn Increased practical opportunities to be given to children e.g with capacity. Relate Maths to real life context- staff meeting on this too. Photographs taken as evidence of practical work. Children to be given an opportunity to apply their knowledge and calculation strategies to word problems within lessons. Raise awareness of APEX Maths. Monitor implementation. Focus on the language of questions and integrate this into 2j. Develop techniques for answering graph questions. Use Test Base regularly. Monitor implementation. Increased practical work. Use of ITP`s, Test Base questions, iPads. Develop techniques and reasoning.

DH JP/AS, LP and all staff

Sept 14- Jul 15 Sept 14- Jul 15


T

arg

et

2-

Te

ac

hin

g a

nd

Le

arn

ing

Target / Outcome




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

Work samples analysed regularly at SLT meetings Whole School writing to be moderated to ensure that targeted marking is being employed effectively. Writing moderated at each assessment round. Classroom Monitor - Staff to have ownership of data and to input information. Increased knowledge of disadvantaged children and other significant groups. Data strategy meetings to be held between DH and AHTs and then with entire SLT at the beginning of each half term. Review interventions/support in light of findings. Share best practice to increase consistency. Marking policy to be referred to in Key Stage meetings at beginning of the year. Ensure that marking offers an opportunity to improve. Learning dialogue to ensure that feedback is of a high quality. Test Base. . Review assessment procedures over the year and adjust in 2015-16 Amy Goodwin- Reading Assessment Early intervention, using Classroom Monitor and Teacher Assessment. SH and JP to oversee. 2 Extra TAs employed to help facilitate, plus use of existing TA`s and some teaching time. Programme to be continuously monitored and parents informed and involved. SLCN focus in Reception.

£3000 JP and ST £26000 (Pupil Premium)

All staff DH/AHTs DH and all staff

Sept 2014- July 2015 Sept 2014-July 2015 Sept 2014 Sept 2014-July 2015

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

See Targets 1b,c,d

JP/LW, SH to hold regular meetings for support staff to review interventions and other aspects. NB Specific programmes for specific difficulties but INSTANT response by the TEACHER to needs arising from formative assessment Assessment information used to organise children from Y5/6 small, narrow groups for Maths and Literacy. To further reduce group sizes. Very favourable adult-pupil ratios and high level of TA

support. . Maintain numbers at low level as best

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

Introduce to Y3/4 and Y1/2 2 Extra teacher employed to facilitate this. Parents information meetings, Y2 and Y6. Identify groups of children and to encourage them to `Be the best they can be.` Carefully planned 2b, Level 4,5 work, plus possible Level 6. NB Peter Taylor to work with ¾ children as well as 4c to 4b. WhitworthPark staff to work with Level 6 children.

£58,000 (Pupil Premium) £6000 Incl materials

All staff

Sept 2013-July2014 Meetings- Autumn 2014 Spring 2015 Booster


Ta

rge

t 2

- T

ea

ch

ing

an

d L

ea

rnin

g

Target / Outcome

Actions / Strategies to facilitate target Timescale:

Person(s) responsible:

Evaluation:

2e TEACHING- ref 1a,b,c,d iTo promote consistency in lesson observation judgement and feedback and how this is used to improve teaching and learning iiTo share and disseminate good practice iii To ensure that there is a flow within planning (post RWI) iv To model answers and strategies vTo ensure that active learning strategies are used to engage children vi To ensure that there is effective differentiation 2f CURRICULUM AND PROVISION- see targets 1a,1b and 1c i To develop key skills across the curriculum

Refer closely to OfSTED schedule. Close discussion during SLT meetings. Paired observations, including some with the LA Literacy advisor,EDP. Cross authority moderation arrangement with Lingey House- staff arranged in reciprocal lesson observation process. (use JP for cover Aut). `Good to Great` teaching programme driven by ST (AHT) Database of expertise established- eg AfL, Guided Reading, Gymnastics etc. Opportunities to shadow and observe. Teacher swap arranged in spring- focus on active learning strategies. AHT w/w NQT +1`s, JTh, NH. Literacy- think of final written outcome and work backwards. Immerse, analyse, model, build, plan, write, edit and improve. Work based around a theme or a book. Sentence level activities to have relevance to current work. Flow and cohesion required within lessons too. Monitor in SLT. Monitor this in planning, work scrutiny and observations. Extra reading lesson- skill taught and modelled. Writing needs to be modelled, as do strategies and question techniques in Maths and other subjects. Monitor this in observations. Staff training in modelling writing, including with LA consultant Autumn 2014 Use of strategies such as talk partners, pot of pressure etc to ensure that all children are involved. Maximise involvement throughout all lessons. Make exposition phase productive. Monitor during observations. Staff training Autumn 2014

Focus of monitoring early in autumn term- books, observations and planning New curriculum Focus on age specific requirements and teach objectives with breadth. Allow opportunities for cross curricular links to

Sept 2014-July 2015 Sept 2014-July 2015 Sept 2014-July 2015 Autumn 2014 Sept 2013-July 2014 Sept-Oct 2014 Sept 2014-

DHa,SH, JP All staff All staff DH,MB, SH Amy Goodwin DH,MB All staff,DH DH,AHTs All staff, subject leaders

ii To evaluate the quality and impact of the curriculum iii To develop social responsibility through the use of the local context in the curriculum

promote writing across the curriculum, embedding skills. After the first half term, evaluate provision. Look at all elements – planning, teaching and learning and assessments. Make necessary improvements after discussions with teachers. Use the local area/garden to foster social responsibility. Broaden curriculum to use art gallery, town hall, mining museum as well as competing in local sporting competitions

July 2015


Ta

rge

t 2

- T

ea

ch

ing

an

d L

ea

rnin

g

Target / Outcome

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

Timescale:

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

Outdoor learning training by LS for all staff early in autumn term. Identify opportunities and resources, especially for new staff. Monitor implementation. NB link to whole school writing, plus photography mentioned above Children to write a song about the Garden with Brendon Renwick Reception- further development of outdoor area- raised bed area, water area. Strong emphasis on opportunities for children outside. Enhance through purchase of canopy to encourage year round ‘outdoor learning’. Reception children to visit and access Nursery Garden.

Children from other schools and Durham University to use the garden . Teachers from Durham and the SCITT to be trained by Ox Close in PHSCE in the garden. Curriculum to be Literacy focussed. Extra writing lesson- whole school focus. Cross curricular writing in KS2 (see Literacy section). Forest school activities to be ran by Mrs Shepherd. Encourage writing activities in Science and Topic to consolidate skills learned in the morning. End of year concert for parents once again. Improved school performances. - All of Key Stage 1 to experience a course from Brendan

Renwick. - Year 3/4 classes to receive an hour of brass tuition

every week. - Year 5/6 players to continue to receive tuition and band

sessions. - Year ¾ classes to have a term each learning the harp. - Year 5/6 classes to have a term each learning to play

the guitar with Mr Woods. - Year 5/6 children to receive drum tuition (TBC). - Choir to continue- Young Voices - Joint Xmas concert with Spennymoor Town Band and

£2,000 £2000 SLA (£4000) plus £1500

LS All staff, AHTs (Curriculum Leads) SH,DHa

October 2014 Sept 14- July 15 Sept 14- July 15

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

Spennymoor Youth Band to give both chn and parents opportunities to get to know each other and share experiences. Concert to be held at Town Hall.

- End of year performance at the Town Hall. - Christmas performance opportunities for Brass and

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

players and parents to encourage more chn to continue playing.

- Continue to raise money to buy instruments. New staff to get training in use of iPads . Visualisers to be used in plenaries and also in assembly Audit staff, children and provision. Identify training needs and deliver in line with new NC. Support from LA at end of Autumn term. Specialist teaching – LSm, SH and LW. LSm to drive forwards. Plan to complete Sept 14. Yikkety Yak parent café to develop language skills. International Week. Cherie (v popular in Mandarin)

RC LSm

Sept-December 2014 Sept 14-July 15


T

arg

et

2 –

Te

ac

hin

g a

nd

Le

arn

ing

Target / Outcome




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

To ensure breadth and excellence in provision- table tennis, golf volleyball etc….. Utilise expertise of outside coaches including Transform Fitness, Simply Sport, Mr Football, Sunderland AFC and SSP. Continue partnership with Pink Gym. Utilise the expertise of Sports Assistant and AS (Gymnastics). Kite Mark Gold application. To spread best practice- teachers `upskilled` by coaches. AS to develop gymnastics skills. NH to work with staff in a range of sports. To develop MAT children- provision from AS and NH To create further opportunities for sports teams- Table tennis competition, Y3/4 football, Girls Football, Tag Rugby, Netball, SSP competitions. Host the Ox Close Games, Netball fixtures and the Ox Close Ryder Cup. To develop structured lunch time provision- yard to be zoned and Freddy Fit equipment to be utilised by Sports Assistant. Refresher training for Freddy Fit YL. Sports Assistant to award medals for leadership and for effective play.

JT,LW, AC to drive Science- Science week in March Use the outdoors to enhance science. Use Literacy and Maths skills to record findings. Science Club on a lunch time Guidance on display- include prose plus all of the process and clear deadlines Develop staff skills for the new curriculum. DaHa to work with each team on planning and on skills. Art audit during INSET in September. Staff training to result from this. Purpose for Art- Cauliflower Cards link with Christmas, Art Gallery in the Spring. Take One Picture theme across the school in the Spring- DaHa and DHa to attend training in London. EYFS- staff training and use of outdoors (see earlier sections)

£20,000 £500 £1000

JT, RW, DH AS, NH RC, NH, AS JT, NH, RW JT, NH JT,LW,AC DaHa,DHa

Sept 14-July 15 Sept 14-July 15 Sept 14- July 15

xii To review and improve homework provision

AHTs to consult with parents and children and to visit other schools. Identify best practice, plan and implement new method. Review once in place. Modify policy as a result.

AHTs Sept 14- July 15

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


T

arg

et

3-

En

ga

ge

me

nt

an

d E

tho

s

Ta

rge

t 3

- E

ng

ag

em

en

t a

nd

Eth

os

Target / Outcome




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

Assemblies to re-enforce. Nominations made by staff. And focus upon the banner values and especially BTBYCB. KS2 assembly on a Thursday by HT to have themes from the banner. Staff to give constant reminders of the ethos. What does it mean in relation to each element of school? Mention on newsletters and website. Positive reinforcement- all staff to value and celebrate children who are carrying out this ethos. Good phone calls home. Positive post cards. Award of Gold Coins. Dojo points. Pirate teams, Pirate day in September. Rewards for winning teams- money raised from the Pirate day- incentive to all. Winning team each term to to attend Leisure Centre KS1 and KS2 assemblies. Behaviour Policy to be reviewed by teachers on INSET Day Sept 14- revise `steps`, `sanctions` and rewards Smaller class sizes in KS2 and strategic groupings. Sets across Y5/6 and then Y3/4 after Christmas. High levels of support staff. Staff to uphold highest standards of behaviour in classrooms, corridors, the hall and all around the school- go over routines and supervision Sept 14. NB ALL classes to be supervised on their way out of school. Cloakrooms to be supervised. Further input with lunch time staff. Red and Yellow Card system, Lunch time staff to give out rewards. Vulnerable children to be targeted

Cards, Stickers £50, £360 reward trip See costs in section 2 £150 £1700

DH all staff All staff, DH DH,AHTs, lunch staff AHTs, all staff All staff DH, AHTs

Sept 2014- July 2015 Sept 2014-July 2015 Sept 2014 Sept 2014-July 2015 Autumn 2014

3c To involve the children as key stakeholders 3d To audit and improve anti bullying work 3e To challenge and extend all groups of children

for lunch time supervision by the support staff. Wii purchased as incentive (Best behaved class- least cloudy time) Cloudy time sanctions to be instant. Letters home to parents to inform of behaviour. Review Sept 14. Provision set up with Behaviour Support plus LACES Freddy Fit, Sports Assistant, Mr Football activities at lunch time. Junior Playground leaders- revived. Other provision organized by Lunch time staff. New equipment. Provision regularly monitored and children consulted on this. Medals awarded Children to develop enterprise skills by making things to sell and compete against each other at Coffee afternoons. Regular pupil consultations- see above and section 2 School Council to visit Houses of Parliament. School Council to write a ` Children`s School Improvement Plan` based on this document. Continued use of Action Groups. Scooter Charter produced by School Council launched Anti Bullying group to meet regularly with HT and do a podcast on the website. Assemblies. Some parents invited. Y3/4 in autumn, Y5/6 in spring. Y1/2 in the summer. Focus upon Cyber Bullying, Social networking etc. Input from the LA. Workshops facilitated by LA. Initiatives with the Local Councillors. Ox Close to host another event for MAT children in the area. RC to organise. See section 2.

See section 2 and 5 for costs £1000

JT,NH DH,LSm DH, LSm DH,JT RC

Sept 14-July 15 Sept 2014 Sept 2014- July 2015 Spring 2015 Sept 2014-July 2015 Sept 2014-July 2015 Sept 2014-July 2015

3f To engage children through broad based school provision 3h To update staff on good Health and Safety practice 3i To maintain and improve Safeguarding procedures

See New Curriculum Advanced level training for LS, DF, ED. Another member of staff to do paediatric First Aid (NC, NH?) Review Single Central Record- Headteacher and Deputy Headteacher. Monitoring- Safeguarding Trail- Headteacher, AHTs Level 2 Training for JP, SH, LW

AHTs DHa DHa, AHTs

Autumn 2014 September 2014

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


Ta

rge

t 4 L

ea

rnin

g E

nv

iro

nm

en

t

Target / Outcome




4a To enhance the outdoor environment 4b To enhance the indoor environment

Investigate funding streams for outside classroom- toilet and heating Investigate the possibility of an extension to the school Trim trail to be fixed by Batsons Await findings from Capita Survey of 2012-13 Demountable roof to be `fixed` Channel to be created to prevent future flooding through KS1 classrooms Field drains to be revamped Canopy to be built outside of Reception class to allow for continuous outdoor play throughout the year in all weathers Bark chippings to be replenished in Reception outdoor areas Mural on gable end of Reception classroom to be `touched up` Playground to be `zoned` on a lunch time to help to create positive play Investigate the possibility of an outdoor Table Tennis table Library to be rehoused inside of the Music room. Shelving put up inside of the room to house books. Energy Conservation- new person appointed to be in charge of the Eco team. Children to get involved in monitoring energy consumption. To raise awareness amongst staff and children. Weekly reports to be filed. Role play areas enhanced throughout the school and especially in KS1 to

AAP Grant Funding £600

LS DHa, LA, Governors Steven Batson DHa LA LA LA JP, DHa TD,BR All support staff JT,RW, DHa TD,BR, DHa Action Groups plus lead teacher

Sept 2014

4c To enhance ICT facilities within classrooms

help to give increased opportunities for speaking and listening plus reading for fun. Whiteboards monitored- rolling programme will be required iPads purchased. New equipment bough in light of the new curriculum

£5000

RC

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


Ta

rge

t 5-L

ea

ders

hip

an

d M

an

ag

em

en

t

Target / Outcome


Resources Person(s) responsible

:


5a To further develop leadership capacity

AHT model to be implemented to cover for loss of CMi- Summer and Autumn 2014 (Model potentially used after school expansion) DHa to divide the DHT duties amongst the AHTs. AHTs to have weekly leadership development with Pam Sneath (Fridays) AHTs to create PDP and to work with Leadership Coach (joined by another aspiring leader) SH to do NPQSL- Spring 2015 AHTs to undertake safeguarding Level 2 training New DHT to be recruited to start either Jan/Apr/Sept 2015. AHTs to liaise with new DHT. To network with other school leaders- partnerships with Lingey House, Byers Green, L4NE, SCITT LSmi to continue to undertake National SEN qualification SLT to carry out partnership work with Diamond Hall, Lingey House, Esh Village and Byers Green Leadership code of conduct revisited Staff code of conduct revisited Weekly meetings of the SLT. SLT involved in monitoring, data into strategy, SEF and SIP. Various leaders to attend to share knowledge and experience on aspects of leadership- eg Alan Smith, Alan Thomas, Chris Armstrong, Christine

Supply costs, £1000 Supply costs Supply costs

DH, AHTs DHa Pam S DHa, AHTs, Chris Jones SH LW,JP,SH AHTs DH,SLT LSm SLT DHa SLT

Sept 2014-Jan 2015 Summer 2014 Autumn 2014 Autumn 2014 Spring 2015 Autumn 2014 Sept 2014-July 2015 Sept 2014- January 2015 Sept 2014 Sept 2014- July 2015

5b To distribute leadership and accountability

Jones To use Chris Armstrong as professional partner to HT to help drive standards forwards. Development of NQT mentor. LW to share PT role with SH- training Sept 2014 SH to mentor NQT+1`s and assist with aspects of subject leadership Subject leaders to undertake audits with all staff during INSET. Leaders then produce an action plan of no more than 4 targets during next day of INSET. Identify training and development needs in view of the new curriculum. Subject leaders to drive this plan forward. All subject leaders must be involved in monitoring and observation at some point over the academic year and produce a brief report to Governors against each of their subject targets. This will be shared at an informal Staff-Governor after school event. Audits repeated at the end of the year to demonstrate progress. Subject leaders to be given the opportunity to visit other settings if desired. All subject leaders to have the opportunity to run a staff meeting at some point over the year. Some limited subject leadership time will be available on a Thursday afternoon. Opportunities for shadowing senior leaders Cross authority moderation arrangements Opportunities for all subject leaders to create links with counterparts in other good and outstanding schools. To share good practice and establish the

£2250

DHa SH All leaders CE DHa All leaders

Sept 2014-July 2015 Sept 2014- Jan 2015 Sept 2014- July 2015 Sept 2014 Sept 2014- July 2015 Sept 2014- July 2015 Sept 2014- July 2015

requirements of moving from good to great. Work closely with the Governing Body. To continue with the application for Governor Mark status. Standards Committee work integral. See above

Governors

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

Documents

Ox Close Primary94% of Y6 to progress 2 levels between KS 1 and 2 in Maths(40% 3 levels) Key Stage 2 – Level 4+ in Reading, Writing and Maths 86% of Y6 to achieve L4+ in Reading,