Parkland Primary School Improvement Plan 2017 2018 Web viewImproving the average scores for pupils eFSM and closing the gap in the average scores between ... Through these engagements,

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This document is based on the Welsh Government regulations 155/2014

Parkland Primary School Improvement Plan

2017 - 2018

Parkland Primary School

Targets for 2017 - 20181. Improve standards Increase the %age of pupils achieving a SS of 115+ in Year 3 Expected Outcome: ˃28% in reading, ˃19.7% in procedural and ˃18% in reasoning Improve boys’ performance in Year 3 English and maths and begin to close the gender gap at the expected level +1 Expected Outcome: Eng - ˂25.5%, maths - ˂21.3% Improve boys’ performance in science at the expected level +1 in every year group to reduce any gender gap Expected Outcome: gap to be less than 6% Improve boys’ performance in English at the expected level +2 in every year group to reduce any gender gap Expected Outcome: gap to be less than 8% Target performance in science at the expected level +2 in every year group to reduce any gender gap Expected Outcome: gap to be less than 8% Improve the performance of pupils eFSM in the national tests Close the gap between pupils eFSM and pupils not eFSM in achieving a SS of 85+ in the national reading

test in Year 6 Close the gap between pupils eFSM and pupils not eFSM in achieving a SS of 115+ in the national tests in all year groups, except Year 3 2017/Y4 2018 in reading2. Complete the bridging curriculum and improve provision3. Refine self evaluation and school improvement including stakeholder voice

Timeline Date Staff Members and GBPlanning September 2017 Anne Lloyd, Rachel Leahy, Felicity Poole, Alison Hughes, Catrin Parton, all staff,

Chair of Governors, James Ellis.

Reviewing Half Termly As above + all staff and governors

Contents PageContextual information 2

Targets 4

Progress since last inspection 7

School and Governing Body’s appraisal of progress with 2015-2016 priorities 8

School’s three-year priorities 2015 - 2018 9

Priorities 2017 - 2018 10

Checklist 14

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Contextual InformationCurrent National Category Standards Leadership, Teaching and

LearningColour

2014 - 2015 2 A Green2015 - 2016 1 A Green2016 – 2017 1 A Green2017 - 2018

Strategic Overview 2016-2017

Workforce Planning: number of fte TEACHERS 20 equivalent 15.8 FTE

Workforce Planning: number of fte SUPPORT STAFF Foundation Phase: 20 Other: 15

Grant Finance 2016-2017Source of Funding Purpose Sum

Education Improvement Grant / Foundation Phase Grant

Ensure each pupil profits from excellent teaching and learning, focusing on Improving Literacy Improving Numeracy Breaking the link between disadvantage and educational attainment

£182,263.00

Pupil Deprivation Grant Breaking the link between disadvantage and educational attainment Improving Literacy – achieving above the standardised score of 85 and

especially 115 for pupils eFSM Improving Numeracy – achieving above the standardised score of 85

and especially 115 for pupils eFSM Improving the average scores for pupils eFSM and closing the gap in

the average scores between pupils eFSM and pupils not eFSM

£42,300.00

Foundation Phase Grant Support staffing to fulfil the Foundation Phase philosophy Part of EIG this year

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2015-2016 Nursery Reception Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 TotalNumber of PupilsGirls / Boys

7728 / 49

5929 / 30

6127 / 34

6025 / 35

69(3STF)

30 / 3964(3STF)

31 / 3363

35 / 2863 (2STF)

25 / 38 516

Eligible for Free School Meals 8 6 7 8 6 3 6 44

Child Protection 1 1Child in Need 1 1 1 2Social Services Intervention 1 1TAF 1 1

Looked After Children 3 1 2 6

English as an Additional Language 29 14 20 21 25 27 27 21 184

Number of latecomers 0 9 12 16 14 24 17 14 105

Number of Leavers 2016/2017 13 3 2 1 4 1 3 4 – mid year

63 – KS343

Special Educational Needs 0 3 1 6 14 10 6 8 48School Action 0 0 0 3 7 4 3 4 21School Action Plus 0 0 1 1 2 3 3 2 12Statement 0 3 0 2 5 (3STF) 3 (STF) 0 2 (STF) 15

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Target Setting Foundation Phase Targets

FPh

2018 2019

Current Year 2 Current Year 1

Boys Girls Pupils Boys Girls Pupils

Coh

ort

Full Cohort 34 26 60 35 27 62

Number of FSM 2 3 5 4 3 7

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O5+ O6+ O5+ O6+ O5+ O6+ TargetO5+

TargetO6+ O5+ O6+ O5+ O6+ O5+ O6+ Target

O5+TargetO6+

Num

ber a

chie

ving

exp

ecte

d ou

tcom

e

LCE 94.1 32.4 96.1 61.5 57 27 95% 45% 100 57.1 100 59.3 62 31 100% 58.1%

LCW(2ndL) 100 45.7 100 33.3 62 25 100% 40.3%

MDT 97.1 44.1 96.2 61.5 58 30 96.7% 46.7% 100 62.9 100 63 62 39 100% 62.9%

PSD 100 61.8 100 80.8 60 42 100% 70% 97.1 88.6 100 92.6 61 56 98.4% 90.3%

FPI 94.1 96.1 97.1 100 61 98.4

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Foundation Phase targets – pupils in receipt of Free School Meals (Minus STF)

FPh 2018 – Current Year 2 2019 – Current Year 1

FSM Non FSM pupils FSM Non FSM pupils

Cohort

Full 5 55 60 7 55 62Welsh Medium 0 0 0 FSM Non FSM 0 0 0 FSM Non FSM

O5+ O6+ O5+ O6+ O5+ O6+ Target O5+ TargetO6+ Target O5+ Target

O6+ O5+ O6+ O5+ O6+ O5+ O6+ Target O5+

TargetO6+

Target O5+

TargetO6+

Number achieving expected level

LLC 2 3 52 24 57 27 100% 60% 94.5% 43.6% 7 0 55 31 62 31 100% 0% 100% 56.4%

Welsh 7 0 55 25 62 25 100% 0% 100% 45.5%

MD 4 1 51 29 58 30 100% 20% 96.2% 52.7% 7 0 55 39 62 39 100% 0% 100% 70.9%

PSD 3 2 55 40 60 42 100% 40% 100% 72.7% 0 6 55 50 61 56 85.7% 85.7% 100% 90.9%

FPI 5 52 57 40 7 55 61 85.7% 100%

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Key Stage 2 Targets (Minus STF)

KS2 2018 – Current Year 6 2019 – Current Year 5 2020 – Current Year 4

Boys Girls Pupils Boys Girls Pupils Boys Girls Pupils

Cohort Full 36 25 61 28 35 63 31 30 61

L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+


English 94.4 50 96 84 58 39 95.1 (3) 63.9 (1) 96.4 60.7 94.3 51.4 60 35 95.2 55.6 (2) 96.8 64.5 96.7 60 59 38 96.7 (3) 62.3 (1)

Welsh(2ndL) 94.4 19.4 92 32 57 15 93.4 24.6 92.9 28.6 94.3 34.3 59 20 93.7 31.7 93.6 32.3 96.7 43.3 58 23 95.8 37.7

Mathematics 97.2 80.6 96 80 59 49 96.7 (3) 80.3 (1) 96.4 67.9 94.3 54.3 60 38 95.2 (3) 60.3 (2) 96.8 61.3 96.7 66.7 59 39 96.7 (3) 63.9 (1)

Science 97.2 58.3 96 56 59 35 96.7 (3) 57.3 (2) 100 64.3 97.1 51.4 62 36 98.4 (3) 57.1 (2) 96.8 64.5 96.7 60 59 38 96.7 (3) 62.3 (1)

CSI 94.4 96 57 95.1 (3) 96.4 94.3 60 95.2 96.8 96.7 59 96.7

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Key Stage 2 targets – pupils in receipt of Free School Meals (Minus STF)

CA2 2018 – Current Year 6 2019 – Current Year 5 2020 – Current Year 4

FSM Non FSM pupils FSM Non

FSM pupils FSM Non FSM pupils

Cohort

Full 5 56 61 3 60 63 6 55 61

Welsh Medium 0 0 0 FSM Non FSM 0 0 0 FSM Non FSM 0 0 0 FSM Non FSM

L4+ L5+ L4+ L5+ L4+ L5+ Target L4+

TargetL5+

Target L4+

TargetL5+ L4+ L5+ L4+ L5+ L4+ L5+ Target

L4+Target

L5+Target

L4+Target

L5+ L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ Target L4+ Target L5+


English 2 3 53 36 58 39 100% 60% 94.6% 64.3% 3 2 57 32 60 35 100% 66.6% 95% 53.3% 4 2 53 36 59 38 100% 33.3% 96.4% 65.5%

Welsh 4 1 52 16 57 17 100% 20% 92.9% 28.6% 3 1 56 17 59 20 100% 33.3% 93.3% 28.3% 4 2 52 21 58 23 100% 33.3% 94.5% 38.2%

Mathematics 4 1 54 48 59 49 100% 20% 96.4% 85.7% 3 1 57 35 60 38 100% 33.3% 95% 58.3% 3 3 53 36 59 39 100% 50% 96.4% 65.5%

Science 3 2 54 33 59 35 100% 40% 96.4% 58.9% 3 1 59 33 62 36 100% 33.3% 98.3 55% 5 1 53 37 59 38 100% 16.7% 96.4% 67.3%

CSI 2 52 57 100% 94.6% 3 60 100% 93.3% 3 53 59 100% 96.4%

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Progress since the Last InspectionDate of Last Inspection:16.09.’15

Current Performance: Good Capacity to Improve: Good Subsequent Monitoring: None/LA/Estyn/ GS/MA

Recommendation Very good progress Strong progress Satisfactory progress Limited progressTackles the recommendation in every

wayTackles the recommendation on the

wholeTackles the recommendation in many

waysDoes not satisfy the recommendation

Definition Does not require any further attention to any aspect.Very good effect on the quality of provision.

Requires attention only to minor aspects.Positive effect on standards and / or the quality of provision.

Continues to require substantial attention to some important aspects.Limited effect on standards and / or quality of provision.

Each aspect or many important aspects continue(s) to require attention. No effect on standards and / or quality of provision.

R1: Increase the proportion of pupils achieving the higher than expected outcome 6 at the end of Foundation Phase

%age of pupils achieving O6+ at the end of Foundation Phase The school has made very good progress in meeting this recommendation. However, continuing improvement or maintaining these high standards will need continual monitoring. In addition to the high standards in the end of Foundation Phase teacher assessments, children achieved well in the national tests:

Average standardized scores & %age of children scoring over 115

2012 2013 2014 2015 2016 2017 Rdg Prcd Rsg

LLCS 16.4% Q4 30.5% Q3 49.2% Q1 69% Q1 62% Q1 54% Q12014

104 98 102

MD 9.8% Q4 33.9% Q2 54.2% Q1 67% Q1 65% Q1 49.2% Q2 16.7% 10% 28.3%

PSD 13.1% Q4 42.4% Q3 94.9% Q1 95% Q1 88% Q1 96.7% Q12015

112 115 119

45.9% 52.5% 63.9%

2016110 108 114

40% 26.7% 51.7%

108 110 110

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2017 34.3% 37.5% 34%

R2: Ensure that more able pupils are consistently challenged

Work scrutiny indicates the more able children are challenged. Teachers’ have high expectations. Short term planning focuses on the more able and work is differentiated to at least two other learning stages. The percentage of children achieving the higher levels at the end of the key stage continues to place the school in the top quarters and compares favourably to the family group, LA and national percentages. The percentage of pupils achieving a standardised score above 115 is higher than the averages of the local authority and wales, in most instances since the introduction of the tests. The school has an excellent record of meeting its aspirational targets and exceeding floor targets. Lesson observation records indicate effective differentiation with challenge for children at all levels of ability.

Progress since the Last Inspection Cont/dDate of Last Inspection: 17.09.’13 – 19.09.’13 Current Performance: Good Capacity to Improve: Good Subsequent Monitoring: None/LA/Estyn/ GS/MA

Recommendation Tackles the recommendation in every way

Tackles the recommendation on the whole

Tackles the recommendation in many ways

Does not satisfy the recommendation

Definition Does not require any further attention to any aspect.Very good effect on the quality of provision.

Requires attention only to minor aspects.Positive effect on standards and / or the quality of provision.

Continues to require substantial attention to some important aspects.Limited effect on standards and / or quality of provision.

Each aspect or many important aspects continue(s) to require attention.No effect on standards and / or quality of provision.

R3: Improve the quality of teaching in a small minority of classes

%age of teacher good or better:

2011 - 90% 2012 – 100% 2013 – 97% All teaching staff delivered lessons judged overall as adequate or above (those not considered at least good were delivered by an NQT). A range of strategies are being used to monitor the quality of teaching including team teaching and peer observations encompassing time for reflection. All teachers have received training on moving teaching from good to excellent. Work scrutiny and learning walks indicate the quality of teaching over time is of a high quality.

2014 – 100% 2015 – 89% 2016 – 100% 2017 – 95.2%

R4: Continue to work to improve attendance

2009 –93% Q4 2010 –93.4% Q3 2011 –93.7% Q3 2012 –94.2% Q3 Attendance has risen for eight of the last nine years. For three of the past four years the school has been in the second quarter. The school awaits the quarter the school has been placed in for 2016/17. However, when using the benchmarking boundaries for 2015/2016, the school would be placed in the second quarter. Attendance will continue to remain a priority and the impact of actions will be closely monitored.

2013 – 94.3% Q2 2014 –95.4% Q2 2015 – 95.6% Q2 2016 – 95.4% Q3

2017 – 95.6%

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School and Governing Body appraisal of the progress with 2016/2017 priorities

Priority 1: Raise standards (expected outcomes): GoodProgress

Strong Progress

Satisfactory Progress

Limited Progress

Measureable Pupil Outcomes (success criteria):A. pupils’ outcomes in reading and writing to be more in line with oracy in KS2 (at level 4+)2016 L4+ Oracy: +STF = 92.4% / -STF = 96.8% Reading: +STF = 92.4% / -STF = 96.8% (0%) Writing: +STF = 87.9% / -STF = 92.1% (-4.7%)2017 L4 + Oracy: +STF = 93.4% / -STF = 96.7% Reading: +STF = 93.4% / -STF = 96.7% (0%) Writing: +STF = 91.8% / -STF = 95% (-2.7%)

2016 L5+ Oracy: +STF = 62.1% / -STF = 65.1% Reading: +STF = 60.6% / -STF = 63.5% (-1.6%) Writing: +STF = 57.6% / -STF = 60.3% (-4.8%)2017 L5 + Oracy: +STF = 67.2% / -STF = 70% Reading: +STF = 54.1% / -STF = 56.7% (-13.3%) Writing: +STF = 54.1% /-STF= 56.7% (-13.3%)

B. pupils’ skills in using and applying mathematical knowledge, skills and understanding are strengthened through providing tasks rich in problem solving and reasoning

C. KS2 science outcomes at level 5+ to be more in line with those for English and maths – focus specifically on developing and reflecting and pupils learning specific scientific knowledge to attain level 5+

2016 L5+ English: 66.7% Maths: 63.6% Science: 59.1%2017 L5+ English: 60.7% Maths: 75.4% Science: 54.1%

Ensure all pupils’ learning needs are consistently met (expected outcome): all pupils receiving additional support and intervention achieve their targetsAll pupils met their targets, with varying degrees of success; most pupils met most of their targets and a minority met all or nearly all their targets.

Appraisal: Activities undertaken have been successful in the main in focusing actions on groups and individual learners. Staff were clear about intended outcomes and worked towards achieving these. Reading and writing at Level 5+ will continue to be a focus and will form part of the pupil progress meetings. Short reasoning activities will be used across the school as part of maths teaching, in addition to reasoning focused lessons. Science will continue to be a focus with tasks related to understanding scientific concepts being introduced and engaging all teachers in all year groups in focusing on pupils achieving upper levels in science across all age groups. A new cycle will now begin, following data analyses and drilling down to identify next aspects / pupils for action.

Evaluation:A. The gap between performance in reading and writing, compared to oracy at Level 4+ has

closed slightly, the remaining gap is due to two pupils with dyslexia who achieved Level 4+ in oracy and reading but not writing . However, the gap at Level 5+ has increased. This needs targeting and monitoring, following target setting in October 2017.

B. Work scrutiny indicates pupils are engaged in regular problem solving and reasoning tasks. Reasoning test scores remain strong across the school, with a smaller percentage of pupils achieving a standardised score of less than 85 than the national sample. When looking at the percentage of pupils achieving a standardised score of over 115 the school’s average percentage is above the national average. However, Year 2 (Year 3 in 2017 – 2018) needs

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targeting in reasoning skills for those pupils able to achieve a SS of 115+ .C. The gap between outcomes in science and English has slightly decreased, but this is due

to a lower percentage in both subjects achieving L5+. The gap between science and maths has increased due to a greater percentage achieving L5+ in maths and a smaller percentage achieving L5 in science. This is due, in part, to a new approach to maths provision. Work to bring science outcomes in line with maths and English will continue across the school next year and the provision offered needs investigating.

School and Governing Body appraisal of the progress with 2016/2017 prioritiesPriority 2: Continue to plan a new curriculum, in line with the Successful Futures review, to take account of all AoLEs, skills, including wider skills and the Digital Competency framework, underpinned by the four core purposes:

Good Progress

Strong Progress

Satisfactory Progress

Limited Progress

Measureable Pupil Outcomes (Success Criteria): new curriculum designed, ready for full implementation in September 2017

Evaluation:All teaching staff are very aware of the Four Core Purposes, these underpin all planning and will inform curriculum development across the whole school. Pupils have been involved in familiarizing other pupils with the our Core Purposes.Long-term compact and extended skills continuums for each of the six Areas of Learning and Experience and a draft whole school curriculum map have been developed. These have been used to plan the first themes for the autumn term. After much discussion the draft whole school map has been populated with a mixed economy of year group and whole school themes. However, this will be returned to during the next academic year as there needs to be consideration of ‘open’ themes, which will allow the school to follow themes of current interest to pupils and the world in which they live. During the autumn term, context maps will be developed which will be used to guide the content upon which to place pupils’ skills development. During the next academic year, the school’s ‘bridging curriculum’ needs to be completed and its impact upon standards and engagement needs to be evaluated.

Priority 3: Continue to develop partnerships and stakeholder voice

Measureable Outcomes: greater input by pupils, staff, governors, parents and community into self-evaluation, school improvement and school activities to benefit learners

Evaluation:Pupil voice groups have undertaken a range of activities including reviewing the Home Learning, Behaviour and relationships and the Anti-Bullying policies. Also, the Anti Bullying Ambassadors and the School Council have undertaken self-evaluation and improvement activities in behaviour, home learning, and bullying. School Council reported back to governors regarding their views on the Home Learning Policy. Their views have been discussed by staff and governors and will inform the review of the policy. The Criw Cymraeg have undertaken a range of activities to improve the use of welsh across the school. The Criw Cymraeg have also worked with the Digital Heroes on reviewing the school website, in order to plan for improvements. Year 5 pupils have undertaken activities to inform their peers across the school of the changes which are planned as part of the Successful Futures review. Meetings with staff across the school have been more regular, however, not as regular and planned as they need to be. As a result, some staff have been unaware of the meetings, the meetings will be set beforehand, with agendas prepared in advance, which all can add to. Governors have undertaken a range of link activities and information provided has been made more explicit and purposeful. Link activities has included undertaking learning walks, meeting with co-ordinators and subject leaders and learner voice groups. This has strengthened governors’ feelings about how well informed they are to make strategic decisions. The

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school has undertaken a range of activities within the community which has ensured the school continues to engage well with the community. Through these engagements, the school has benefitted, providing an audience for performances for the orchestra and the choir, having a community member who served in the armed forces in WW2 visiting the Year 6 classes, discussing his experiences and answering the pupils’ questions. Through this the pupils were able to gain an understanding via engaging with a primary source. Information from questionnaires completed by governors, pupils, parents and staff have fed into self-evauation and the formulation of the School Improvement Plan.

Strategic Plan for Improvement - Three-Year Priorities 2017 – 20202017-2018

(high level priorities)2018-2019 2019-2020

Inspection Area 1:Standards

Improving all pupils, but especially boys’ standards and progress overall (P1)

Explore the impact of an on line spelling assessment on pupils’ outcomes (P1)

Improving standards and progress overall and in skills

Improving standards and progress overall and in skills

Inspection Area 2:Wellbeing and attitudes to learning

Pupil voice groups to impact upon pupils’ perceptions of behaviour (P3)

Embed the growth mindset approach to impact upon attitudes to learning (P2)

Begin work on mindfulness and metacognition (P2)

Foster independent learning in areas of pupils’ individual interests (P2)

Continue to focus on attendance (P4) Focus on well being (P4)

Pupils’ behavior in and around the school at all times

Growth Mindset and Visible Learning approaches and philosophies impact upon attitudes to learning

Attendance and well being

BehaviourGrowth Mindset and Visible Learning approachesAttitudes to learningAttendance

Inspection Area 3:Teaching and learning experiences

Pupil voice groups and curriculum experiences to impact upon pupils’ perceptions of behaviour(P3)

Implementing changes to provision to address achievement of identified groups (P2)

Finalise the ‘bridging curriculum’ to be in line with the Successful Futures review by Donaldson(P 2)

New curriculum development Provision for Welsh Outdoor learning

Provision within new curriculum

Inspection Area 4:Care, support and guidance

Monitor and track the progress of pupils Healthy School Committee and School Council to

promote healthy lunches and lunch boxes (balanced diet) (P3)

Pupil voice groups to impact upon pupils’ perceptions of behavior, bullying and stereo typing (P3)

Develop a comprehensive assembly programme (P4)

Tracking and assessment of pupils’ outcomes and progress in learningPupil voice to impact upon attitudes to learning, health and wellbeing and behaviorIndependence in learningEnsure assembly encourages reflection

Tracking and assessment of pupils’ outcomes and progress in learningPupil voiceIndependent learning

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Introduce an on-line system for recording all concerns (P4)

Inspection Area 5:Leadership and management

Monitor the impact of provision on all pupils but especially boys’ and pupils eFSM achievement (P1)

Monitoring the impact of digital learning and curriculum changes (P2)

Monitor the impact of CPD (P3)

Monitoring impact of curriculum changes on pupil outcomes

Management and planning for outdoor learning

Monitor curriculum changesStaff development for embedding the new curriculum

Strategic Plan for Improvement - Priorities for 2016 – 2017 Foci: Standards and Progress

Links: SER CIF/ESTYN UNCRC Nat. / local priorities Governors Pupil GroupPriority 1 IA 1 Articles 28 & 29 Literacy, numeracy, reducing the impact of poverty DR Outcomes Learning Explorers

Improve standardsA. Increase the %age of pupils achieving a SS of 115+ in Year 3B. Improve boys’ performance in Year 3 English and maths and begin to close the gender gap at the expected level +1C. Improve all pupils, but especially boys’ performance in science at the expected level +1 in every year group to reduce any gender gapD. Improve boys’ performance in English at the expected level +2 in every year group to reduce any gender gapE. Target performance in science at the expected level +2 in every year group to reduce any gender gap

Very good progress Strong progress Satisfactory progress Limited progressActions / Milestones/

Success Criteria

Who?(named

)

When?(actual dates)

Intended outcomes Type of monitoring & reporting mechanism

Who?(named)

When?(actual dates)

CostRAYG rating of

progressAut. Spr. Su.

A. Scrutinise data and target pupils able to achieve a SS of 115+ in year 3 in reading, procedural and reasoning numeracy and aim to increase the %age of pupils achieving a SS of 115+

RL, IM Sept ‘17

On-goingOn-going

Increased %ge of pupils achieving a SS of 115+˃28% in reading, ˃19.7% in procedural and ˃18% in reasoning

Pupil Progress meetings Work and data scrutiny,

book looks, data, work and progress analysis

RhJo, VM & AJ

Oct ‘17Feb ‘18April ‘18May ‘18

Class cover time(in budget)

Y

B. Scrutinise data and target boys in Year 3 able to achieve English and maths at the expected level +1

RL, IM Sept ‘17

On-goingOn-going

Increased %age of boys achieving at the expected level +1Eng - ˃25.5%, maths - ˃21.3%



RhJo, VM & AJ



Y

C. Scrutinise data and target boys’ performance in science at the expected level +1 in every year group

All CTs Sept ‘17

On-goingOn-going

57%+ of pupils to achieve L5+ in science and gender gap to be ˂6%



RhJo &HK Oct ‘17Feb ‘18April ‘18May ‘18


Y

Amend planning and tracking to enable provision for and identification of underperformance in every year group

A

D. Scrutinise data and target boys’ performance in English at the expected level +2 in every year group

All CTs Sept ‘17

On-goingOn-going

Increased %age of pupils and especially boys achieving at the expected level +2, ˂5.4% of pupils and 5.3% of boys



RhJo & VM Oct ‘17Feb ‘18April ‘18May ‘18


Y

E. Scrutinise data and target pupils’ performance in science at the expected level +2 in every year group

All CTs Sept ‘17

On-going

Increased %age of pupils achieving at the expected level +2, ˂3.2%


book looks, data, work and

RhJo &HK Oct ‘17Feb ‘18April ‘18


A

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On-going progress analysis May ‘18

Resources Costs CPD required CostsFunds for monitoring and pupil progress meetings Built into budget ADDs on target setting and use of data and information £0.00

Governing Body work with the community Attend and support events designed to involve parents / carers in developments which will impact upon pupil progress

Impact statements from reports and final evaluation of outcomes: Strengths / Areas for Development / Ways Forward / ImpactActions / Milestones Autumn Spring Summer

A. Scrutinise data and target pupils able to achieve a SS of 115+ in year 3 in reading, procedural and reasoning numeracy and aim to increase the %age of pupils achieving a SS of 115+

Data scrutinised and pupils identified. Provision in place to challenge pupils and extend their skills. Progress will be monitored

B. Scrutinise data and target boys in Year 3 able to achieve English and maths at the expected level +1

Data scrutinised and pupils identified. Provision in place to challenge pupils and extend their skills. Progress will be monitored23.11.’’17

C. Scrutinise data and target boys’ performance in science at the expected level +1 in every year groupAmend planning and tracking to enable provision for and identification of underperformance in every year goup

Data scrutinised and pupils identified. Provision in place to challenge pupils and extend their skills. Progress will be monitoredTracking is being amended and developed to enable the identificationof under and value added performance23.11.’’17

D. Scrutinise data and target boys’ performance in English at the expected level +2 in every year group


E. Scrutinise data and target pupils’ performance in science at the expected level +2 in every year group



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Foci: Standards and Progress

Links:SER CIF/ESTYN UNCRC Nat. / local priorities Governors Pupil Group

Priority 1 Cont/d IA 1 Articles 28 & 29 Literacy, numeracy, reducing the impact of poverty DR

OutcomesLearning Explorers, School Council

Improve standardsF. Improve the performance of eFSM pupils in the national tests Close the gap between pupils eFSM and not eFSM in achieving a SS of 85+ in the reading national test in Y6G. Close the gap between pupils eFSM and pupils not eFSM in achieving a SS of 115+ in the national tests in all year groups, except Year 3 2017/Y4 2018 in readingH. Explore pupils scores in spelling and the impact of an on-line spelling assessmentI. Close the gap in outcomes of oracy and reading and writing at L5+

Very good progress Strong progress Satisfactory progress Limited progress

Actions / Milestones/Success Criteria

Who?(named)

When?(actual dates)

Intended outcomes Type of monitoring & reporting mechanism

Who?(named)

When?(actual dates)

CostRAYG rating of

progressAut. Spr Su.

F. Scrutinise test data and identify pupils eFSM in each year group, in each test, plan to close any gaps between the SS of pupils eFSM and the pupils not eFSM

All CTs Sept ‘17

On-going

Increased average SS for pupils eFSM achieving in each year group (except Y4 & 5 procedural and Y4 in reasoning – however, these monitoring, especially where new pupils have entered the year group)



RhJo, VM & AJ



Y

G. Scrutinise test data and identify pupils eFSM on the cusp of achieving a SS of 85+ and 115+ in each year group, plan to improve the SS

All CTs Sept ‘17

On-going

Increased %ge of pupils eFSM achieving a SS of 85+ and 115+



RhJo, VM & AJ



Y

H. Administer the spelling test manually and compare scores to ascertain accuracy of the on line assessment of pupils’ spelling abilities

All CTs Sept ‘17

On-going

Improved understanding of pupils spelling skills and improvement in abilities

I. Pupil Progress meetingsJ. Work and data scrutiny,


RhJo & VM Sept ‘17 Class cover time(in budget)

G

K. Scrutinise data, target pupils and plan to improve reading and writing across the school

All CTs Sept ‘17

On-going

Pupils reading and writing skills are improved, closing the gap

L. Pupil Progress meetingsM. Work and data scrutiny,

book looks, data, work

RhJo & VM Sept ‘17 Class cover time

G

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Amend planning to enable provision for reading and writing at the expected level +1 in all year groups

and progress analysis (in budget)

A

Resources Costs CPD required CostsFunds for monitoring and pupil progress meetings Built into budget ADDs on target setting and use of data and information £0.00Governing Body work with the community Attend and support events designed to involve parents / carers in developments which will impact upon

pupil progress

Impact statements from reports and final evaluation of outcomes – Strengths / Areas for Development / Ways Forward / ImpactActions / Milestones Autumn Spring Summer

P. Scrutinise test data and identify pupils eFSM in each year group, in each test, plan to close any gaps between the SS of pupils eFSM and the pupils not eFSM


Q. Scrutinise test data and identify pupils eFSM on the cusp of achieving a SS of 85+ and 115+ in each year group, plan to improve the SS


R. Administer the spelling test manually and compare scores to ascertain accuracy of the on line assessment of pupils’ spelling abilities

Spelling test administered and scores of handwritten tests were higher than computerised word processed administered tests. This will need considering when administering the tests at the end of this academic year.23.11.’’17

S. Scrutinise data, target pupils and plan to improve reading and writing across the school

Data scrutinised and pupils identified. Provision in place to challenge pupils and extend their skills. Twilight session on achieving upper levels in writing delivered by MD. Mid-term planning will be amended by the spring term.23.11.’’17

17 | Page


Foci: Teaching, Learning and Curriculum

Links:SER CIF/ESTYN UNCRC Nat. / local priorities Governors Pupil Group(s)

Priority 2 IA 3 & 4 Articles 28 & 29 Curriculum Review – literacy, numeracy, digital competence COB

ProvisionDigital Heroes, School Council, Learning Explorers

Complete the bridging curriculum; improve provision and engagement in learningVery good progress Strong progress Satisfactory progress Limited progress


Who?(named)

When?(actual dates)

Intended outcomesType of monitoring

& reporting mechanism

Who?(named)

When?(actual dates) Cost

RAYG rating of progress

Aut. Spr. Su.- - Improve provision in LLC - English and

Welsh in oracy and reading and in Welsh writing

- Improve pupils’ confidence in in Welsh oracy, reading and writing

All CTs Immediately and on going throughout the year

More quality opportunities for pupils to use and interact with Welsh and English language

Listening to learners, work and planning scrutiny

VM & VD Nov ‘17 Feb ‘18 May ‘18


A

A

Improve provision in Science and technology- Further increase the number of pupils

achieving higher levels in science, across the school, in all classes

- Improve pupils’ data and modelling skills across all AoLEs

- Create a digital portfolio and improve our on-line presence

- Monitoring the impact of digital learning


Increased %age of pupils at the expected level +1 on last year’s resultsImproved pupil independence and use of skills across the curriculumImproved marketing of the school and communication with the community

Pupil Progress meetings

Work and data scrutiny, book looks, data, work and progress analysis


HK & LSG Nov ‘17 Feb ‘18 May ‘17


AA

A

A

RImprove pupils’ reasoning and quick recall of times tables:- increase the use of reasoning in daily

lessons by integrating starter activities in daily lessons

- improve the provision, tracking, and monitoring of times tables, using TTRS


Improved daily provision for reasoning and time tables recall, resulting in improved pupils’ skills


AJ Nov ‘17 Feb ‘18 May ‘18


A

A

R

18 | Page


- - Review provision and improve the quantity of evidence for humanities, especially RE

- Improve pupils’ oracy, literacy, numeracy and digital skills through providing rich tasks linked to Humanities


Increased opportunities to apply skills within humanities and increased evidence of humanities’ skills and knowledge within pupils’ books


LD & RL Nov ’17 Feb ‘18 May ‘18


A

- A

Resources Costs CPD required CostsFunds for monitoring Built into budget ADDs sessions for discussion, planning and feeding back £0.00Governing Body work with the community Link with key personnel to discuss and monitor progress and feedback to the Governing Body.

Impact statements from reports and final evaluation of outcomes: Strengths / Areas for Development / Ways Forward / Impact

Actions / Milestones Autumn Spring Summer- Improve provision in LLC - English and Welsh

in oracy and reading and in Welsh writing

- Improve pupils’ confidence in in Welsh oracy, reading and writing

English training delivered in writing and planning to be reviewed before the spring term. Shwmae day has been held. CT has been delivering targeted intervention work in Welsh in KS2. Nerine has been in and undertaken monitoring with VD. She has also advised on oracy and reading, aiming to push level 5. FP is attended a moderation meeting in cluster. LLC planning for Welsh writing will be amended to target texts in line with those studied in English LLC. Older children are planning to read with the younger children. The Welsh 2nd L network on HWB will be accessed by all CTs and the resources will be used to promote confidence in Welsh.23.11.’’17

Improve provision in Science and technology- Further increase the number of pupils

achieving higher levels in science, across the school, in all classes

- Improve pupils’ data and modelling skills across all AoLEs

- Create a digital portfolio and improve our on-line presence

Data analysed and pupils identified. Twilight delivered in achieving upper levels in science. Stuart Jabcon (ERW) will be delivering twilight on Jan 25th. Each class is undertaking shorter activities during the weeks to provide pupils with the knowledge and understanding to achieve more highly during investigations. Planning is being amended and the science map is under review.

Twilight session training has been delivered by GM. Staff are following new planning. This will need to be monitored.

CTs are beginning to tweet and have agreed that each year groups will tweet at least once each week.

19 | Page


- Monitoring the impact of digital learning The first monitoring is planned for the spring term.23.11.’’17

Improve pupils’ reasoning and quick recall of times tables:- increase the use of reasoning in daily lessons

by integrating starter activities in daily lessons

- improve the provision, tracking, and monitoring of times tables, using TTRS

Weekly reasoning lessons and daily reasoning starters are being used from Y1 upwards.

All classes from Y2 up are using TTRS. A tracking format is being planned for recording TTRS scores and will be implement from the spring term.

- Review provision and improve the quantity of evidence for humanities, especially RE

- Improve pupils’ oracy, literacy, numeracy and digital skills through providing rich tasks linked to Humanities

All years have focused on humanities and all except Y6 have studied aspects of RE.Y4 and Y6 have undertaken rich tasks linked to humanities. Other year groups plan to undertake rich tasks linked to humanities in subsequent terms.23.11.’’17


20 | Page


Foci: Teaching, Learning and Curriculum

Links:SER CIF/ESTYN UNCRC Nat. / local priorities Governors Pupil Group(s)

Priority 2 Cont/d IA 3 & 4 Articles 28 & 29 Curriculum Review – literacy, numeracy, digital

competenceCOB

ProvisionLearning Explorers, Digital Heroes, School Council

Complete the bridging curriculum; improve provision and engagement in learningVery good progress Strong progress Satisfactory progress Limited progressActions / Milestones/

Success CriteriaWho?

(named)

When?(actual dates)

Intended outcomes

Type of monitoring & reporting mechanism

Who?(named

)

When?(actual dates)

CostRAYG rating of

progressAut. Spr. Su.

Improve the provision of and evidence for Health and Wellbeing- Raise awareness/change perceptions of what bullying is- Review the behaviour policy and the use of dojo points, in

line with growth mindset principles- Plan for pupils’ learning in H&WB across the curriculum

and evidence it in pupils’ work- Improve children's awareness of the importance of

movement, for physical and mental well being- Improve pupil's oracy, literacy, numeracy skills through

providing rich tasks linked to health and well being- Develop awareness of the effects of sugar on everyday

diet incorporating home school links

EM & RoJe Immediately and on going

- Pupils have a clear understanding of what constitutes bullying, poor behavior and what to do to keep healthy and with good well being

- Quality H&WB lessons are planned for and evidenced within pupil books

Listening to learners, book looks, work and planning scrutiny

EM, AM Nov ’17,Feb ‘18May ‘18June ‘18


A

AY

R

A

R

A

- Improve pupils’ opportunities for exploring different pieces of work across Expressive Arts

- Improve pupils’ creating and performing skills across Expressive Arts by evidencing learning further and by providing more opportunities

- Improve pupils’ abilities to appraise different pieces of work across expressive arts

IM, LN & RS

Immediately and on going

Provision for Expressive Arts is improved and impacts upon pupils’ achievement

Listening to learners, book looks, work and planning scrutiny

RoJe, IM, LN

Nov ’17,Feb ‘18May ‘18June ‘18


A

A

R

Foster independent learning in areas of pupils’ individual interests

All KS2 CTs Immediately and on going

Pupils in KS2 plan and work with independence

Work scrutiny, listening to learners, learning walks

AL, RL Oct ‘17Feb ‘18June ‘18


A

Begin work on mindfulness and metacognition (Visible All staff Spring term Pupils learning and Lesson observations, AL, EM May ‘18 TBC – From A

21 | Page


Learning) onwards attention is improved

learning walks, listening to learners

April ’18 onwards

Resources Costs CPD required CostsSupport materials for mindfulness and / or

metacognition £ TBC Training in mindfulness and / or metacognition £ TBC

Governing Body work with the community Link with key personnel to discuss and monitor progress and feedback to the Governing Body.

Impact statements from reports and final evaluation of outcomes: Strengths / Areas for Development / Ways Forward / Impact

Actions / Milestones Autumn Spring Summer

Improve the provision of and evidence for Health and Wellbeing- Raise awareness/change perceptions of

what bullying is

- Review the behaviour policy and the use of dojo points, in line with growth mindset principles

- Plan for pupils’ learning in H&WB across the curriculum and evidence it in pupils’ work

- Improve children's awareness of the importance of movement, for physical and mental well being

- Improve pupil's oracy, literacy, numeracy skills through providing rich tasks linked to health and well being

- Develop awareness of the effects of sugar on everyday diet incorporating home school links

Firework safety has been focused on and the PCOs have delivered an assembly.Y6 have studied cyber bullying, class assembly delivered to whole school. Y5 are taking part in the Creative Schools’ Project, developing a film on Anti Bullying.Policy reviewed, Learning Explorers are planning rewards linked to growth mindset principles.

Y6 has undertaken cycling, a residential to Pendine and a kick boxing session. This needs to remain a focus in future themes.

Reception are doing Squiggle While You Wiggle, Digit Dance and Dough Disco. Y3 have been doing Cyfru Cilometri. This needs to be planned for in future themes with aspect above.Rich tasks need planning for subsequent terms. Nursery are undertaking a rich task on healthy eating before the end of the term.

Vegetable snacks are being provided in FPh promote less sugary snacks. Fruit is being sold in KS2 to promote healthier choices.23.11.’’17

22 | Page


- - Improve pupils’ opportunities for exploring different pieces of work across Expressive Arts

- Improve pupils’ creating and performing skills across Expressive Arts by evidencing learning further and by providing more opportunities

- Improve pupils’ abilities to appraise different pieces of work across expressive arts

Lichtenstein has been studied in Y3. The STF have studied Richard Long and linked outdoor learning and art, using mud paintings. Y1 have looked at Ogwen Davies and based their work on hers. Reception have held an art show to display their work to their parents/carers.23.11.’’17

Foster independent learning in areas of pupils’ individual interests

Project afternoons have been undertaken, enabling pupils to follow their own interests and make decisions on how to present their work. Next term pupils will focus on current affairs, deciding on how to present their research. EPIC planning is offering all pupils the opportunity to input into their learning.23.11.’’17

Begin work on mindfulness and metacognition AL and RL have visited a school in Cardiff to look at undertaking metacognition through visible learning. EM has attended a MIPS (mindfulness in Primary Schools) training session and will attend further training on how to use mindfulness across the school.23.11.’’17

23 | Page


Foci: Self Evaluation and School Improvement

Links:SER CIF/ESTYN UNCRC Nat. / local priorities Governors Pupil Group

Priority 3

AI 1, 2, 3, 4 & 5

Articles 12, 13, 28 & 29

Successful Futures Curriculum Review – literacy, numeracy, digital competence, reducing the impact of poverty

KS - Leadership

Learning Explorers, School Council, Anti-Bullying Ambassadors

Refine self evaluation and school improvement including stakeholder involvementVery good progress Strong progress Satisfactory progress Limited progress


Who?(named)

When?(actual dates) Intended outcomes

Type of monitoring & reporting mechanism

Who?(named)

When?(actual dates) Cost


Aut. Spr. Su.Pupil Voice groups to work with pupils across the school to develop aspects of health, safety, wellbeing, ethos, learning philosophy and the role of pupil voice within the school- Improve pupils’ self awareness and the

impact of what they do and say on their peers- Unpick and address pupils’ negative

perceptions of other pupils’ behavior and bullying

- Develop communication processes to outline procedures for the safe use of the school and the outdoors including the woodland area

CP, EM, RoJe

Sept ’17 and on going

Sept ’17 and on goingOct ’17 and on going

Jan’18

Safeguarding, health and safety is improved

Data gathered from questionnaires, listening to learners, monitoring incidents of poor pupil behavior

AL Nov ‘17Feb ‘18May ‘18


A

A

A

R

24 | Page


Redefine the process for governors to review the SIP in sub-committee meetingsReview and develop the use of questionnaires within relevant sub committees to inform governor development to impact upon self-evaluation and school improvement

AL, JE Sept ‘17Dec ‘17March ‘18June ‘18

All governors are well informed to support their evaluations and strategic decision making

Data gathered from questionnaires, discussion with governors

AL, JE Dec ‘17March ‘18June ‘18

£0.00 Y

R

Further develop community input and involvement including wider community links through e-twinning and national and international links

CP, RoJe Sept ’17, on going Provision for pupils is improved as a result of staff networking

Data gathered from questionnaires, discussion with staff

AL, IM On going throughout the year

£0.00 A

Monitor the impact of CPD AL, FP, RL Sept ’17, on going Staff skills are enhanced Web based tracking tool FP Oct ’17 & March‘18

£0.00 R

Ensure all associate staff receive Performance Management

FP, RL Oct ‘ 17 Staff skills are enhanced Questionnaires, PM meetings

AL Oct ’17, March’18 & July ‘18

£0.00 A

Hold regular meetings with associate staff FP, RL Sept ’17, on going Improved communication Scrutiny of minutes AL Half termly £0.00 Y

Resources Costs CPD required Costs Release time for meetings and monitoring Built into budget Training on e twinning £0.00Governing Body work with the community Support events and links with the community

Impact statements from reports and final evaluation of outcomes: Strengths / Areas for Development / Ways Forward / ImpactActions / Milestones Autumn Spring SummerPupil Voice groups to work with pupils across the school to develop aspects of health, safety, wellbeing, ethos, learning philosophy and the role of pupil voice within the school- Improve pupils’ self awareness and the impact

of what they do and say on their peers- Unpick and address pupils’ negative

perceptions of other pupils’ behavior and bullying

- Develop communication processes to outline procedures for the safe use of the school and the outdoors including the woodland area

Peacemakers to be trained in FPh in restorative practice and emotion coaching to be used across the school. Pupils will be identified to work across KS2. Theatre company have delivered a performance on the topic of bullying, highlighting its effects.Questionnaire ton forms to be used to further unpick perceptions of bullying across the school.23.11.’’17

Redefine the process for governors to review the SIP in sub-committee meetingsReview and develop the use of questionnaires within relevant sub committees to inform governor development to impact upon self-evaluation and school improvement

This has been undertaken with the Leadership Committee. This needs to be undertaken with the Outcomes and Provision Sub Groups next term.28.11.’17

Further develop community input and involvement including wider community links through e-twinning and national and international links

Following the training in E Twinning last year, teachers will be using E Twinning as a way of developing learning across the curriculum.Four teachers will be involved in funded trips to

25 | Page


Europe to collaborate on the topics of wellbeing, digital competence and XXXX23.11.’’17

Monitor the impact of CPD The Teaching Continua will be completed by teaching staff within the next two weeks.23.11.’’17

Ensure all associate staff receive Performance Management

KS to advise AL on suitable processes for admin staff to ensure all associate staff receive appraisal/performance management.28.11.’17

Hold regular meetings with associate staff Intervention TA meetings held twice each half term. All school TA meetings held the first Tuesday of every month and a folder has been placed in the staff room for any anonymous issues to be raised.23.11.’’17

Priority 4 & Other Continuing Aspects to be Improved (e.g., Eco Schools, Healthy Schools, attendance, punctuality, premises)

Focus of Improvement Lead CIF Cost Intended Outcome Monitoring Mechanism

Evaluation


Aut. Spr. Su.

Continue to focus on the attendance of specific pupils who have had histories (2+ years) of less than good attendance (less than 96%)

RL IA2 £0.00 Improved attendance Daily, weekly, monthly, termly checks.

A

- Pupils to complete the Pupil Complaint leaflet- School Council to share information with pupils about

how to input into school evaluation and improvement- Discuss last year’s review of home learning by School

Council with all pupils to inform policy update- Healthy School committee to monitor school lunches

and lunch boxes

CP IA4 £0.00 Pupils are empowered and impact upon school improvement

Reports from pupil voice leaders and groups

R

R

R

R

26 | Page


Ensure that all pupils are aware of their IEP targets to encourage independence

AH IA4 £0.00 Pupils understand their learning, impacting upon progress

Listening to learners

A

Review key policies to be in line with the new curriculum:- Home learning Policy- Behaviour and Relationships- Teaching and Learning

AL IA3 £0.00 All aspects of school life are coherent, maximizing progress and ethos

Ratification of policies

R

R

R

Develop a Lock Down Policy AL IA4 £0.00 Children’s safety is ensured at all times Ratification of policy

R

Develop a new Policy for Safe and Effective Intervention: Use of Reasonable Force and Searching for Weapons

AH IA4 £0.00 The school is an orderly environment and all pupils are always safe

Ratification of policy

R

Ensure everyone is aware of the School’s Equality Plan AL IA4 £0.00 All staff are well informed of their equity Discussion with staff

A

Outline line management and team leadership and ensure ALL staff are aware of policies and procedures and where to find them

AL IA5 £0.00 All staff are informed of practices and procedures

Discussion with staff

A

HT to attend training in Signs of Safety AL IA4 £0.00 Best practice is used at all times NA R

Develop a comprehensive assembly programme RoJe IA4 £0.00 Provision for collective worship is engaging and stimulating

Scrutiny of file and delivery of contents

Y

Introduce an on-line system for recording all concerns AL IA4 £760.00 All concerns are logged and acted upon Scrutiny of logs G

Priority 4 & Other Continuing Aspects to be Improved Cont/d(e.g., Eco Schools, Healthy Schools, attendance, punctuality, premises)

Focus of Improvement Lead CIF Resources/Cost

Intended Outcome Monitoring Mechanism

Evaluation

27 | Page


Staff Development Plan

Priority Focus of Improvement Dates Staff Lead Resources/Cost

Intended Outcome

Monitoring Mechanism

Evaluation

2 Growth Mindset and P4C training ‘mop up’ training

27.09.’17 AmHaAnHoCL

AL £120.00 All staff fulfil the school’s growth mindset philosophy

Listening to learners, learning walks

1 Ensuring challenge in pupils’ learning 30.11.’17 All CTs FP & RL £0.00 Pupils are challenged improving their outcomes

Work scrutiny, lesson observations, learning walks, listening to learners, planning scrutiny

1 Providing challenge and achieving upper levels in English writing

12.10.’17 All CTs & PPA HLTAs

AL £0.00 Pupils are challenged improving their writing outcomes


1 Providing challenge and achieving upper levels in science

09.11.’17 All CTs & PPA HLTAs

AL £0.00 Pupils are challenged improving their science outcomes


28 | Page


1 & 2 Intervention Provision 08.03.’18 All CTs & TAs AH £0.00 High quality provision, improving outcomes

Observations, work scrutiny, data analysis

2 Language, Literacy and Communication Provision

18.01.’18 All CTs VM & VD £0.00 High quality provision, improving outcomes

Work scrutiny, lesson observations, learning walks, listening to learners, data analysis, planning scrutiny

2 Mathematics and Numeracy Provision 23.11.’17 All CTs AJ & RhJo £0.00 High quality provision, improving outcomes


2 Science and Technology Provision 19.04.’18 All CTs HK & LSG £0.00 High quality provision, improving outcomes


2 Humanities Provision 08.02.’18 All CTs LD & RL £0.00 High quality provision, improving outcomes


Visible Learning TBC All staff AL TBC (From April onwards)

Practice is centers on the most effective

Staff Development Plan Cont/d

Priority Focus of Improvement Dates Staff Lead Resources/Cost

Intended Outcome

Monitoring Mechanism

Evaluation

2 Expressive Arts Provision 07.06.’18 All CTs IM, LN & RoJe

£0.00 High quality provision, improving outcomes


2 Health and Well Being Provision 15.02.’18 All CTs EM £0.00 High quality provision, improving outcomes


1 & 2 Team Teaching / Peer Observations 19.10.’1714.12.’17

All CTs & PPA HLTAs

FP £0.00 Effective practice is shared, improving provision

Discussion with staff and scrutiny of evaluations

1 Target setting – using all data and information – setting aspirational, but achievable targets

28.11.’17 All CTs RhJo £0.00 Challenging targets are achieved

Tracking of targets, pupil progress meetings, scrutiny of tracking data

29 | Page


2 Modelling and data skills 05.10.’17 All CTs & PPA HLTAs

LSG £425.00 Staff are confident and provision is at least good, impacting on pupil outcomes


3 E Twinning 21.09.’17 All CTs CP £0.00 Staff network to share effective practice

Discussion with staff, learning walks, planning scrutiny

2 Digital Competence 17.05.’18 All CTs & PPA HLTAs

LSG £0.00 Staff are confident and provision is at least good, impacting on pupil outcomes


PDG & EIG SPEND PLAN

SIP Priority Description Intended Outcomes Staff Cost Impact(RAYG)

- Growth mindset training and action research in teams (staff development) undertaken in 2016 – 2017- Staff development in teaching grammar and using writing walls- Training in Digital Competence- Training in outdoor learning

PDG Allocation£40,500.00

April 2017 – April 2018

PDG _ £34,500.00EPDG - £6,000.00

£7,790.01 April ’17 – July ‘17£32,709.99 September ’17 – March ‘18

1

2

Expected Outcomes:- KS2 - 100% of pupils eFSM achieving CSI.

L5 – English = 60%, maths = 80%, science = 40%.

- FPh - 78% of pupils eFSM achieving the FPI, with the remaining 22% being targeted aspirationally, but if not achieving the FPI then making above expected progress (3 sub outcomes).O6 – LLC = 44.4%, MD = 33.3%, PSD = 55.6%

- All pupils in receipt of well-being intervention to make progress as measured by the Boxall Profile

FP, VM, RJ, EM, all staff

SM, all staff

Sept ’17 – March ‘18

April ’18 –July ’18

£32,709.99

1 Intervention and support for core subject / area Achieve success criteria above TA Support £13,084.00

30 | Page


skills

1 Intervention and support for well being Achieve success criteria above ShM StM £19,626.00

Total Spend £32,709.99

EIG Allocation £181,773.00

Severe & Complex Needs Allocation £87,370.00

Total Allocation £269,143.00

1 Intervention and support in literacy, numeracy and well being

100% of pupils in receipt of intervention achieve their targets.Aspirational targets for end of phase/stage are achieved. The school maintains high standards in the national test results.

All intervention staff and classteachers £85,389.00

Cost of Foundation Phase Staff used by EIG & SCN allocation £183,754.00

1 Total Cost of Foundation Phase Staffing£252,253.00

-£68,499.00 supported by

Delegated Budget

Policy Reviews2017-2018 2018-2019 2019-2020

Statutory Statutory StatutoryGovernors’ Annual report to Parents (FGB, Dec ‘16) Governors’ Annual report to Parents (FGB - Every autumn term) Governors’ Annual report to Parents (FGB - Every autumn term)

SEP Annual Report (AL – Leadership) SEP & SEP Annual Report (AL - Leadership) SEP Annual Report (AL – FGB, April ’17)

Instrument of Governance (AL – FGB, Sep ‘17) Instrument of Governance (AL – FGB) Instrument of Governance (AL – FGB, Sep '17)

Performance Management (FP - Leadership) Additional Learning Needs (AH Provision, Apr’16) Charging and Remissions (AL – Provision, Oct ‘16)

Disciplinary (AL- LA Policy - Leadership) Anti-Bullying (AP Outcomes, Mar’16) Complaints (AL – Leadership, Nov ’16)

Teacher’s Pay Policy (AL- LA Policy - Leadership) Admissions (AL Outcomes, Mar’16) Conduct (AL– Leadership, Nov ’16)

Grievance (AL- LA Policy - Leadership) Child Protection (AL Outcomes, Mar’16) Governors’ Allowances (schemes for payment) (AL - see Expenses for Governors 2019-2020 Apr,16)

Capability (AL- LA Policy - Leadership) School Session Times (AL Outcomes, Mar’16) ERW Capability Policy for Teachers & HT (LA ERW - FGB Mar '17)

Restorative Practice and Behaviour (AL - Provision) Home School Agreement (AL Outcomes, Mar’16)

31 | Page


Sex and Relationships Education (AL - Provision)

Transition Policy (FP &RL - Provision)

Freedom of Information Publication Scheme (AL - Provision)

2017-2018 2017-2018 2017-2018

Non-statutory Non-statutory Non-statutoryLetting Policy (AL - FGB ,Sep'17) Letting Policy (AL - FGB ,Sep'17) Letting Policy (AL - FGB ,Sep'17)

Home Learning (RL – Provision) Parental involvement (AL - Provision) Speaking and Listening (VM - Provision )

Curriculum (including planning) (AL - Provision) School Uniform Guidance (AL – Outcomes, Mar’16) Home Learning (FP – Provision, Jan ‘17)

Welsh Dimension and International Perspectives (VD -Provision) Appropriate Use of the Internet and Email (LSG – Provision Apr’16) Science (HK – Provision, April ‘17)

2017-2018 2018-2019 2019- 2020

Non-statutory Non-statutory Non-statutorySkills Across the Curriculum (FP - Provision) Data Protection (AL – Provision,

Apr’16)Handwriting (VM Provision, April ‘17)

Feedback and Marking (RL & FP) Restrictive Physical intervention for Managing Challenging Behaviour (AL – Provision)

Whistleblowing (AL – Leadership, Jan ‘17)

Health and Well Being (EM & AM – Provision) Intimate Care (KM – Provision) Arrears (AL– Leadership, April ‘17)

Humanities (LD& RhLe - Provision) Welsh (VD - Provision) Harassment (AL- Leadership, May ‘17)

Expressive Arts (IM & LN – Provision) Art (RS - Provision) Reading (VM – Provision, April ‘17)

Language, Literacy and Communication (VM & VD – Provision) Geography (RL - Provision)

Acceptable Use Policy (LSG – Leadership, Jan ‘17)

Mathematics and Numeracy (AJ & AH – Provision) Speaking & Listening (VM - Provision) Safeguarding (AL – Outcomes, Nov ‘16)

Science and Technology (HK & LSG – Provision) Mathematics (RJ - Provision) Toilet (AL – Outcomes, Nov ‘16)

Health and Safety (AL to meet with COb - Provision) Music (Rob J - Provision) Job Share (AL - Leadership)

Fire Assessment (AL to meet with COb – Provision) Collective Worship (RL – Provision Apr'16) Leave of Absence (AL - Leadership)

Attendance (AL [&SM] - Provision) Recruitment (AL - Leadership, May ‘17)

32 | Page


School Prospectus (AL - Provision) School Prospectus (AL - Provision)

School Prospectus (AL - Provision)

Educational visits (CP - Provision)

Inclusion (AL - Provision)

Management of Absence (AL - Leadership)

Privacy Notice (AL - Provision)

Redundancy (AL - Leadership)

School Internet (and Consent Form) (LSG - Provision)

Sun Protection (AL - Provision)

Use of Images (LSG - Provision)

Bilingualism (VD - Provision)

Foundation Phase Policy (RL - Provision)

2017-2018 2018-2019 2019- 2020

Non-statutory Non-statutory Non-statutoryAdministration of Medicines (AL - Leadership)

Assessment, Recording and Reporting (RhJo – Provision)

Food and Fitness (LN - Provision)

Healthy School (LN - Provision)

Spelling (VM – Provision)

Education for Sustainable Dev & Global Citizenship (CP- Provision)

Promoting High Achievement (AH - Provision)

English as an Additional Language (AH - Provision)

Substance Misuse (CP - Leadership)

Continual Professional Development (CPD) (FP/RL - Provision)

Display (FP/RL - Provision)

33 | Page


Mentoring (AL - Provision)

Self-Evaluation (AL - Leadership)

Teaching and Learning (AL - Provision)

Job Share (LA Policy) (AL – Leadership)

Leave of Absence (LA Policy) (AL – Leadership)

Key: Policy Reviewed in 2017 - Ready to be ratified by GB

Checklist

Regulation Comments

Raising standards in Literacy Priority 1 and Staff Development Plan, use of budget, IEG & PDG

Raising standards in Numeracy Priority 1 and Staff Development Plan, use of budget, IEG & PDG

Focus on minimising the effect of poverty on attainment Priority 1 and Staff Development Plan, use of budget, IEG & DPG

3-year plan Focusing on internal drivers and external drivers including literacy, numeracy, counteracting the impact of deprivation upon learning and the development of a new curriculum

SIP approved by the Governing Body Draft discussed in detail (10.10.’17) Placed on Hwb on 12.10.’17

Copy of SIP distributed to all staff and governors Presented in draft to all staff on 04.09.’17

Summary copy of SIP available through the school Governors Annual Report to parents

To be tabled in the report to be sent out in the Autumn Term

Relevant SIP priorities monitored in each relevant governing body sub committee Included in the planned agenda

GB have reviewed and updated the SIP where appropriate Included in the planned agenda

34 | Page


SC clear and quantifiable Linked to data targets and specific qualitative outcomes where possible

Attention given to leadership development Priorities 2, 3, 4 and Staff Development Plan

Accountability noted clearly Lead personnel, monitoring / reporting processes identified for each action

Financial resources clearly recorded Each action is costed and linked to budget or already included in budget

Workforce development clearly noted Priorities 2, 3, 4 and Staff Development Plan

Development Needs of all staff clearly noted Priorities 2, 3, 4 and Staff Development Plan

Review of the previous SIP Included prior to current SIP

Parental involvement and impact Priority 3

35 | Page

Documents

Parkland Primary School Improvement Plan 2017 2018 Web viewImproving the average scores for pupils eFSM and closing the gap in the average scores between ... Through these engagements,