School Improvement 2010 2011 1

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CHIPSTEAD VALLEY PRIMARY AND CHILDREN·S CENTRE

COULSDON NURSERY SCHOOL

2010/201

School Improvement

Summary of

Objectives and Tasks

arising from Vision

2015



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Introduction

This document provides a summary of the key objectives for school improvement in the

academic year 2010/2011, along with associated tasks. It should be considered alongside

Vision 2015, from which the objectives are drawn*. The objectives are grouped under the four

inter-relating themes outlined in Vision 2015. They are:

Standards and Achievement

Care

Provision

Partnership and Community

These are followed by a section on Leadership tasks, which in many cases overarch the

above

For each of the objectives, key tasks are outlined,

A second document, ¶School Improvement ² Targets· is also published. This document allows

staff and governors to track progress against the targets using the achieved, partially

achieved and not achieved boxes.

There is a further tier of objectives which form the basis of Subject Action Plans. These are

constructed by individual subject leaders and are not included here.

The plan also draws on the following:

Self Evaluation Form (SEF)

Data from Fischer Family Trust (FFT), RAISEonline and the school·s internal systems.



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Summary of Objectives


y Raise attainment in writing (with particular reference to boys) [Year 2 of 3]

y Raise standards in reading through the improvement of guided reading

delivery and other strategies [Year 2 of 3] (see Literacy Action Plan for

further details)

y Ensure able pupils are sufficiently extended in their learning [Year 2 of 3]

y Embed the use of Annual Tracking Masters and Records of Attainment

(Green and Yellow Boxes) to monitor the performance and progress of all

cohorts

Care

y Ensure that all vulnerable children and their families are identified and

supported

y Ensure attendance levels are in excess of the highest Ofsted category

(>95.6%) and that Persistent Absenteeism is eradicated

y Ensure that all children develop fitness skills, positive eating patterns and

health for life

y All children feel safe, secure and valued

Provision

y Design and implement approach to operating an integrated curriculum

alongside stand-alone curriculum elements

y Fully refurbish and re-locate new fitness gym, for curriculum and extra-

curricular use (see ¶care·)y Develop Key Stage One Hall into a multi-use facility including the

upgraded gym equipment and a performance suite

y Enhance the quality of teaching and learning in the Art curriculum

y Integrate the new sensory room facility into the CNS curriculum

y Develop each corridor area into a focus for learning and achievement



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y Enable all parents to contribute actively to their children·s education

y Ensure the school has a ¶succession plan· for the future leadership of theschool

y Further develop the schools· partnerships with others in local, national and

global locations

Leadership

y Embed Vision 2015 as the key driver for improvement and Performance

Management

y Re-define role of Early Years Leadership Team to focus on ¶continuity and

collaboration· and Vision 2015 goals

y Devise and implement plan to ensure that Fronter (MLE) impacts on

educational quality and standards for all children

y Build on excellent cluster school initiatives to include further work on

collaborative developments

y Identify best approach to school meals provision following withdrawal of

Local Authority involvementy Raise quality of subject leadership through a collaborative approach

y Address issues arising from new 15 hour entitlement



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Objectives and Associated Tasks

Raise attainment in writing (with particular reference to boys)[Year 2 of 3] (see Literacy Action Plan for further details)

Use whole school data analysis to set targets for boys performance

Identify, share and implement successful strategies (see LAP) for raising attainment

through KS1 and KS2

CNS (Foundation 1) and Reception (Foundation 2) to share and implement strategies

for encouraging boys to participate in early writing activities

Embed and monitor APP writing and target setting from Reception to Year 6

Use Every Child a Writer (ECaW) leader to work across identified year groups

Seek views of boys towards writing

Review improvement against targets

Raise standards in reading through the improvement of

guided reading delivery and other strategies [Year 2 of 3] (see

Literacy Action Plan for further details)

Embed and monitor APP reading through Guided Reading in Years 1 - 6

Monitor and develop changes introduced in 2009/2010

Embed and further develop library facility to support literacy outcomes

Secure and extend new approach to teaching and learning of phonics, including

transition from CNS



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Measure impact of adapted phonics approach at CNS in early stages of Reception

Embed new phonics strategy into CNS/Reception/KS1/Year 3 and identified children

from upper KS2

Ensure all children in danger of failing to attain Level 2/ 4 at end of Key Stage One/Twoare additionally supported and tracked using under-attainment register as a key tool

Ensure able pupils are sufficiently extended in their learning

[Year 2 of 3]

Leadership Team to monitor planning and conduct specific lesson observations to

ensure appropriate activities are in place and effectively delivered. Deputy Head at

CNS to focus observations on quality of interaction and experiences for able children

Monitor and evaluate progress of able children and ¶Exceptionally Able·(EA) children

through the year using tracking procedures and EA Register. Early identification at CNS

of EA children leading to register and monitoring of progress

Provide activities at CNS to specifically support identified able children

Literacy Team to support, monitor and review planning to ensure differentiation meets

the requirements of the able and exceptionally able children

Subject leaders to ensure teaching staff have access to appropriate learning material

Gifted and talented co-ordinator to monitor the provision for identified pupils

Embed the use of Annual Tracking Masters and Records of

Attainment (Green and Yellow Boxes) to monitor the

performance and progress of all cohorts

Review and interpret relevant data

Set targets for each teacher/class ensuring that success will enable school targets to

be met in KS1 and Fischer Family Trust ¶D· indicators to be met in Key Stage 2



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Produce explanatory document for relevant staff indicating class/set and cohort

targets

Review progress against targets on regular (usually half-termly) basis



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Care


Ensure that all vulnerable children and their families areidentified and supported

Provide continuity of care, across all three inclusive settings, ensuring early

identification of need and on-going support for vulnerable families through the

continued development of the cross-phase Early Years Leadership Team

Identify vulnerable children by May, prior to entering nursery or Reception in

September. Hold discussions with parents/carers and outside agencies so that

provision and care plans are put in place before admission in order to maximiseopportunity for early support

Secure links with cross border agencies including health and prison services to ensure

out-borough families don·t go unsupported

Identify, and provide for, children needing support who are on Free School Meals

including a one to one mentor, together with equipment for home use from the

Disadvantage Subsidy (£3,000), as part of extended school funding

Extend school facilities for out of school use to support those families who do not have

access to computers and the internet

Make the sensory room at CNS available for children with special needs within the

community through communication with local ¶cluster· schools

Ensure attendance levels are in excess of the highest Ofsted

category (>95.6%) and that Persistent Absenteeism is

eradicated

Review attendance policy in line with borough guidelines and cluster group schools,

adding information on Fixed Penalty Notices, providing a consistent policy throughout

all schools in the area;



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Include attendance policy in induction pack for new parents at both CNS and CVPS

and include in talk at new parents· evenings;

Report weekly to all parents/carers/children and staff on whole school percentage

figures

Send out regular letters of praise for improved attendance and put in place support

strategies for those on attendance below 90%, using children·s centre support and

outside agencies where necessary

Inclusion Leader to hold weekly attendance meetings for all children on less than 85%.

Ensure that all children develop fitness skills, positive eating

patterns and health for life

Bring together the high quality strands of the teaching and learning of Health and

Fitness into a cohesive programme. To include: PSHE, sport, physical fitness, science

and food technology

Use the schools· and children·s centre gardens as an active learning environment for

healthy eating, with the children continuing to grow and eat their own vegetables

Introduce a fitness diary for all KS2 children and extend physical fitness bench-marking

activities

CVPS and CNS to achieve enhanced healthy school status· working in conjunction

with local ¶cluster· schools. This work to be started at the children·s centre with family

support on healthy meals

Parents in all settings to have the opportunity to seek advice through the school nurse

or ¶Boost· when there are concerns about a child·s physical health; training courses at

the children·s centre on healthy living to be available to families in need.

All children feel safe, secure and valued

Ensure that safeguarding remains a key priority and all extra-curricular staff from

outside agencies and volunteers receive an induction pack detailing safeguarding



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practice;

100% of children, through yearly questionnaire (October 2010), indicate that they have

an adult they can go to in school if they have a worry; every incident of bullying,

racism, homophobia is taken seriously and dealt with effectively with the involvement

of parents and carers

The Inclusion Leader to be the recognised point of contact for all parents and carers if

they have concerns. To be publicised through newsletters, parent-mail, new parents·

evenings and playground walks.

Inclusion Leader to be available at play time and lunch time for children·s drop-in.

Additional resources to be put in place for vulnerable children when moving from one

setting to another or to new classes within the school.

Families in the local community are supported in keeping children safe through centre

based and outreach support



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Provision


Design and implement approach to operating an integratedcurriculum alongside stand-alone curriculum elements

Ensure timetabled opportunities to allow different year groups to work alongside each

other on a regular basis

Identify planning model to ensure clear objectives for learning

Select suitable themes, which allow for active pupil engagement

Fully refurbish and re-locate new fitness gym, for curriculum

and extra-curricular use (see ¶care·)

Source new equipment provider

Allocate funding (initially £15,000) from Vision 2015 provision

Install equipment

Provide training for ¶sports assistant·

Develop Key Stage One Hall into a multi-use facility including

the upgraded gym equipment and a performance suite

Purchase and install new, gym/fitness equipment

Design and install new ¶performing arts· area, including staging, sound system and

seating

Install partition system across hall to allow for whole school productions



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Enhance the quality of teaching and learning in the Art

curriculum

New Art Leader to establish whole school action plan to include significant training

element for teaching staff

Increased funding from curriculum allocation to support delivery

Develop a school art gallery as a visual demonstration of excellence in order to raise

status of subject amongst children and staff

Integrate the new sensory room facility into the CNS

curriculum

Identify suitable opportunities within the Foundation curriculum for use of the room to

enhance learning

Provide staff training for safe use of facility on both a group basis and for children with

additional needs

Identify children with additional needs who would benefit from room use and build

into timetabling

Develop each corridor area into a focus for learning and

achievement

Identify each area for different focus, building on the concept of the art and writing

galleries



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Enable all parents to contribute actively to their children·seducation

Repeat 2008 survey to parents on ¶helping at home·

Establish MLE (Fronter) as an effective tool for home learning and communication

Devise additional support plan for children from disadvantaged backgrounds

Increase the number and range of parental support activities at both schools inresponse to parental requests and new initiatives such as Fronter

Respond to 2010 children·s centre questionnaire by ,for example, introducing parent

run ¶stay and play· sessions and extending the role of dads through the Saturday

sessions

Ensure the school has a ¶succession plan· for the future

leadership of the school

Governor sub group to meet with schools· leaders to work towards a long term plan

for effective leadership

Further develop the schools· partnerships with others in local,

national and global school communities

Expand the links between the school and it·s Cote D·Ivoire and Vancouver partners to

include electronic communication

Establish local link school outside the school cluster, which has a significant number of

children from disadvantaged backgrounds

Explore further links with schools nationally which has children living in a rural

environment



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Leadership


Embed Vision 2015 as the key driver for improvement andPerformance Management

Share Vision with the wider parent body

Develop ¶child friendly· interpretations of themes and goals

Analyse goals to devise annual planning documents

Ensure that Vision 2015 remains in focus for all stakeholders

Develop ¶2nd tier visions· for all subjects and areas so that plans have a long term view

Introduce new procedures for performance management to staff across all three

facilities

Provide Performance Management training for ¶Reviewers·

Re-define role of Early Years Leadership Team to focus on

¶continuity and collaboration· and Vision 2015 goals

Team to meet on a half termly basis to consider objectives and work towards

enhanced continuity of education and care between phases

CNS Deputy to chair group

Chair to report to Leadership Team after each meeting



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Devise and implement plan to ensure that Fronter (MLE)

impacts on educational quality and standards for all children

Establish timeline for agreed action including live access for stakeholders

Consider appropriate use of Fronter as a teaching/learning environment

Establish ¶safe use· policy

Consider and implement solutions for those children without home access ensuring

inclusive practice

Build on excellent cluster school initiatives to include further

work on collaborative developments

Use shared INSET day as catalyst for cross school projects

Ensure effective use of joint register of good practice

Continue with Head Teacher joint observations to assist in school improvement and

Ofsted preparations

Identify best approach to school meals provision following

withdrawal of Local Authority involvement

Establish working group to identify and research range of possibilities and put forward

proposals with likely financial implications for school/families

Governing Body to evaluate proposals and decide on way forward

Implement from April 2010



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Further improve quality of subject leadership through

extension of collaborative approach

Assistant Head Teacher to chair subject leadership team with a view to developing

shared action plan which supports the raising of standards across the school

Leadership Team to review all plans for 2010/2011, ensuring common format and clear

targets and that they are designed to impact on learning

Subject Leaders to work with Leadership Team to ensure readiness for any potential

Ofsted subject inspection

Develop subject portfolios as exemplars of practice and standards

Address issues arising from new 15 hour entitlement at CNS

Identify staffing/organisational issues arising from new arrangements, making internal

adjustments as necessary

Inform Finance Committee of any changes with budgetary implications



Improving Provision 2010/2011

Including funding sources

Facility Objective Cost/funding source

(for further detail see FC

minutes and HT Reports)

Reception/KS1 Lnk To enhance the transition

curriculum, staff cohesion and

safety and security of children·s

movements

£23500

Formula Capital and agreed

school budget contribution

Y3/4 and Y5/6 Entrance Porches To enhance security in KS2

building

£12,000

Formula Capital

Disabled Toilet To provide the Breakfast and

After-school club children within situ toilet facility

£12,500

Formula Capital

New fitness gym equipment To maintain school·s position as

leading practitioner in

children·s fitness

£18,000

Vision 2015 Fund

Food Technology (kitchen) To support developments in the

integrated curriculum, food

technology and enhanced

healthy school status

£5,000

Vision 2015 Fund

KS1 Refurbishment To enhance teaching and

learning environment

£15,500

School Budget Allocation

Year 2 Shared Area To provide focus for use of areaas multi-purpose teaching

environment, including role-

play, library base and ICT

provision

£4,000School Budget and PTFA

Corridor conversions To develop all corridor spaces

as exciting teaching and

learning environments

£9,400

School Budget ad PTFA

Reception Outdoor Improvements To provide improved

opportunities for gross motor-

skills development

£2,500

PTFA

Year ¾ Quiet Area To improve variety ofplayground facilities

£4,000PTFA

Sensory Room Installation To provide a multi-sensory

facility for children with

additional needs in the local

area, alternative internal space

within the nursery and

independent access

£33,500

Local Authority children·s

centre funding and CNS

budget allocation

Documents

School Improvement 2010 2011 1