Werrington Primary School School Improvement Plan …€¦ · Werrington Primary School – School Improvement Plan 2017-18. Together we succeed. Improving teaching and learning is

Werrington Primary School – School Improvement Plan 2017-18.

Together we succeed.

Improving teaching and learning is at the heart of our School Improvement Plan

‘Together we succeed’

Our vision is to ensure that our children become successful learners who enjoy their learning, are challenged in their thinking, make good progress and excel

in an environment where everyone is valued and respected.

Our children will ‘shine’. We will empower our children to become resilient and respected citizens to make valuable contributions both locally and globally in

a learning environment where curiosity and discovery are fostered, where children are prepared for our rapidly changing technological world and in which

spiritual, moral, social and cultural development is encouraged

The key values central to our ethos are:

Respect

Resilience (Self belief)

Excellence

Friendship

Kindness

Cooperation



We are working together to: Raise achievement through a commitment to high standards and expectations

Enable every child to succeed as an independent, enthusiastic and confident learner

Provide active, co-operative and independent learning through dynamic and high quality teaching

Create an atmosphere where each child is valued as an individual, enabling them to develop a positive self-image, self discipline and respect for others

Ensure equality of opportunity at all times, so that each child is given appropriate support and enrichment

Create an inclusive learning community which challenges and enables every learner to flourish, prosper and develop aspirations for a successful future

Provide a welcoming, secure, stimulating and enriched learning environment

Provide an innovative, creative and integrated curriculum which inspires and motivates children to learn and which takes account of different learning styles

Celebrate our rich diversity and work in partnership with parents, children and the wider community Aims of the School Improvement Plan

To set challenging targets in the curriculum and whole school environment to raise achievement and attainment for all pupils

To raise expectations and standards of learning and teaching

To provide high quality resources throughout the school ensuring quality and appropriate provision at all stages of children’s development

To provide staff with appropriate resources and training to enable them to improve their practice and carry out teaching more effectively

To provide inclusive and fully integrated curricular provision to enable children to fulfil their potential

To provide a safe and secure learning environment which enables children to continue to treat others with understanding & respect Leadership and School Organisation

To continue to provide strong, cohesive and effective leadership with a clear direction on improving standards, provision and achievement across the school

To enable staff with leadership responsibilities to be accountable for high standards and achievement

To increase involvement of parent and carers in children’s learning Staff Development

To develop the role of subject leaders in monitoring, evaluating and leading children’s learning

To ensure performance management and review is effective in supporting professional development for all staff

To ensure that all staff continue to have opportunities for the professional review of their work



Our Beliefs:

We believe that every child deserves a Champion

We believe that we can all improve as teachers & educators

We believe in the limitless potential of people

We believe that truly great teaching is that which improves pupils’ progress

We believe that teaching requires dedication and sweat

We believe that you cannot just wish teachers & pupils to improve – You have to create the conditions for them to grow

We believe that basic English & Maths skills are essential to pupils making good progress

We believe that feedback to pupils should be timely and respond to the needs of the individual so that they can engage with

the feedback & improve as a result

We expect every teacher to plan lessons which include ‘challenge’ and clear differentiation

We believe that hard work is the key to success for staff and pupils

We admire generosity of spirit and commend staff who ‘go that extra mile’

We acknowledge that we all make mistakes

We live by the values of: Respect, Resilience, Excellence, Friendship, Kindness and Cooperation





Our School Improvement Cycle

How well are we doing?

How much better should

we aim to achieve?

What must we change to

achieve this?

Planning for improvement

Implementation & review

Tailor responses to meet emerging needs

Regularly monitor pupil progress against targets

Agree plans for each teaching group – based on ‘challenging’ curricular targets

Agree/set non negotiables

Identify target groupings & relevant intervention strategies

Identify CPD to improve teaching & learning

Ensure staff structure / timetabling enables identified pupils to receive appropriate support

Ensure curriculum is relevant to all

Analyse all cohorts at pupil level and do ‘would’ and ‘could’ predictions

Set ‘challenging’ targets at pupil, group & cohort level – basic skills

Develop non negotiable passport

Analysis of results at individual, group & subject level

Analysis of RAISE online

Use of ‘Tracker’ to analyse actual progress against expected progress

Analysis of Non negotiable passports to assess basic skills

Analysis of pupil interviews

Pupil

Attainment

At Werrington we frequently and

regularly evaluate and review how

well pupils make progress relevant to

their starting points, and against their

‘challenging’ targets, so that we can

identify vulnerable groups and

recognise any significant variation in

progress between groups of pupils. To

do this we:

Track the progress made by

all pupils

Identify and track vulnerable

groups

Take early action to address

progress below that expected

Evaluate/analyse impact of

usual provision and of

additional

support/interventions given

(Effectiveness of

interventions)

Adjust our practice to

maximise strengths and

improve weaknesses in our

teaching & learning



Connect the learning to:

What we already know What we will learn How we will learn it Why we will learn it

The Learning Process

Demonstrate:

Show they know Share knowledge & understanding Exchange ideas Secure understanding Present findings

Consolidate:

What have we learned? How have we learned it? Why did we bother? What next?

Activate by:

Modelling Good use of questions Problem solving/Discovery A variety of learning styles

(VAK) Offer choices



Best Value Statement

Werrington Primary intends that the 'Best Value' principles should be applied to all matters within school where resources management and allocation are considered. These principles are:

· Compare · Challenge · Compete · Consult

Compare

The use of target setting, performance management and benchmarking is informed by the use of data available to the school and to individual teachers. RAISE Online, Tracker reports, value added graphs and the results of QCA & SAT tests as well as other classroom assessments are considered regularly by the teachers. The use of soft data and the results of questionnaires inform judgements concerning the school's performance in relation to other schools locally and nationally

Challenge

The School Improvement Plan uses the information gained to set targets, to inform the best next steps and to consolidate previous developments. The Headteacher sets targets for all year groups, liaising with the class teacher, to give realistic but challenging targets for all children. The children are encouraged to self evaluate and work with both group and individual targets.

Compete

The school strives to ensure that it receives value for money through seeking competitive prices for goods, services and works. For projects which are estimated to exceed £5 000 the school seeks at least three written competitive quotations. Approval for works in excess of £25 000 is only made following the school’s tendering procedure. Consult

In developing policies, all stake holders are consulted directly where relevant. Questionnaires are used to seek parental views when appropriate. Parents' views are also sought through meetings both formal and informal, parent forum and from parent governors. We continually monitor our performance to ensure that we are meeting the needs of our pupils. Our Pupil Premium allocation provides extra curriculum support for identified children and ensures that they have access to extra-curricular music and sporting activities. Regular review of the School Improvement Plan, performance and the budget is made against this statement. At all times we want to know that we are operating as efficiently and effectively as possible.



Actions 1.5 1.5a Ensure rigorous monitoring & use of data 1.5b Further raise boys aspirations using engagement programmes, including ‘peer leader’ and Police Cadets 1.5c Ensure appropriate & effective classroom interventions are in place – investigate 1:1 ‘booster’ 1.5d Develop ‘Boy friendly’ – resources, activities, role models, competition, challenge

Actions 1.1 1.1a Ensure challenge for higher ability writers (Author workshops) 1.1b Increase opportunities for ‘purposeful’ sustained writing 1.1c Middle Leaders to develop ‘communication friendly spaces’ / ‘breakout’ areas across the school – develop oracy/vocab. 1.1d Introduce initiatives/incentives to improve ‘presentation’ 1.1e Embed & monitor effectiveness of Daily spelling tests 1.1f Embed ‘Mark-Plan-Teach’ 1.1g All children given opportunity to read independently for extended periods of time on a weekly basis 1.1h Implement robust, targeted interventions – half termly forensic analysis of data to monitor effectiveness 1.1i Ensure there is regular moderation in school and across schools 1.1j Develop oracy – opportunities for film making/presenting/debating 1.1k Introduce timetabled ‘comprehension’ lessons

Actions 1.2 1.2a Embed ‘Maths Mastery’ 1.2b Develop/embed ‘fluid’ groupings in Maths 1.2c Embed planning format – fluency, reasoning, problem solving 1.2d To increase the rate of progress made by children in maths through securing mental maths skills and strategies through daily testing 1.2e Half termly, forensic analysis of data to inform intervention planning 1.2f Make explicit to parents & children, the facts that children are expected to know Key Instant Recall Facts) – Test regularly 1.2g Embed ‘Mark-Plan-Teach’

Actions 1.3 1.3a Monitor planning to ensure that SEND pupils are accessing first quality teaching 1.3b Target interventions through provision map 1.3c Monitor delivery of interventions and provide further training in light of monitoring /Restructure interventions 1,3d Ensure there is clear entry and exit data for individuals accessing interventions 1.3e Use data to monitor progress and re allocate interventions – improve use of data analysis ton inform planning 1.3f Ensure SEN Code of Practice is understood & embedded across the school.

Success Criteria – by July 2018 By January 2018, progress in all year groups is measured to be at least ‘good’ in core subjects (using ARE for whole cohorts as

well as other triangulated information)

By January 2018, pupils’ books provide good evidence of writing skills being developed across the curriculum and good

evidence of progress over time in writing

By January 2018, pupil presentation and quality of writing in books is at least good in all year groups

By May 2018, feedback within lessons and in marking is clear about what children need to do to improve (Next Steps).

By July 2018 teachers planning, lesson observations, book scrutinies and pupil voice interviews show that: all activities are

matched to pupils learning needs; teachers rapidly identify, plan for and teach aspects that are misunderstood; teachers

assess pupils learning effectively during lessons and modify tasks accordingly; pupils move on to more challenging work when

they show they are ready; high expectations are explicit

By July 2018 the proportion of pupils across the school “making or exceeding expected progress” exceeds national

expectation figures - Progress of children at all levels, but especially SEN and boys, is evident in school data

By July 2018 the proportion of pupils achieving ARE in English and Maths at Key Stage 2 exceed the national figures (R,W,M)

By July 2018 the proportion of pupils achieving ARE in Reading, Writing and Maths at Key Stage 1 are above the national

figures.

By July 2018 the proportion of pupils across the school making or exceeding expected progress compares favourably with

national figures.

Year on year variability is reduced through close monitoring and analysis of teaching and progress across the school.

Strands 1.1 Increase the proportion of pupils making good or better progress in reading and writing across the school

1.2 Increase the proportion of pupils making good or better progress in maths in KS2

1.3 Ensure that rapid progress is being made by SEND pupils in reading, writing and maths

1.4 Ensure that accelerated progress is made by ‘disadvantaged pupils’ in reading, writing & Maths

1.5 Ensure that boys make accelerated progress & close the gender gap 1.6 Introduce a robust system for monitoring pupils identified in pupil progress meetings to ensure they meet their targets and that teachers are held to account

Outcomes for Pupils – Raise attainment and

accelerate the progress made by pupils in

identified groups so that they make progress in

line with or above those expected nationally for

their age group in reading, writing and Maths.

Actions 1.4 1.4aMonitor effectiveness of Pupil Premium Champion in helping to secure improvement in progress and attainment of disadvantaged pupils 1.4b Monitor planning to ensure that pupil premium pupils are accessing first quality teaching 1.4c Target interventions through provision map 1.4d Monitor/restructure delivery of interventions and provide further training in light of monitoring 1.4d Ensure there is clear entry and exit data for individuals accessing interventions

Actions 1.6 1.6a Re visit individual target setting procedures to ensure targets set reflect cumulative progress 1.6b Continue interim monitoring of pupils identified in PPM’s 1.6c Report outcomes of targeted pupils to School Improvement committee, focusing impact on attainment, progress and vulnerable groups 1.6d Review effectiveness of TAs – revisit deployment of TAs/restructure interventions 1.6e Monitor effectiveness of TA interventions



Actions 2.1 2.1a Monitor curriculum coverage to ensure progression of skills and knowledge 2.1b Use of book scrutinies, data analysis and pupil voice to ensure curriculum is interesting, relevant and challenging – Review cross curricular links 2.1c Review Maths curriculum 2.1d Ensure curriculum provides rich, varied & imaginative experiences for pupils / Review visits (Investigate purchase of minibus) 2.1e Continue to develop teacher subject knowledge to support the successful implementation of our new curriculum & assessment expectations – linked to Performance Management/ CPD

Actions 2.2 2.2a Review (and respond to) the school assessment system to ensure that it is proving effective and the impact is raising standards - CPD planned to ensure accurate judgements 2.2b Data is forensically analysed by Deputy Head and by Head of Key Stages on a half termly basis and recorded actions put into place to rapidly close gaps and ensure all pupils make at least expected progress 2.2c Regular cross school writing standardisation with Seven Stars to ensure consistency in moderation 2.2d Continue regular moderation activities with Seven Stars, and other collaborations, to continue to ensure that all assessment is accurate 2.2e Teachers use the outcomes from each year group and other forms of assessment effectively to track pupil progress and adapt planning to meet the needs to all pupils 2.2f Ensure assessment procedures enable pupils to make progress & achieve well 2.2g Assessment arrangements for foundation subjects enable a clear understanding of where pupils are 2.2h Ensure assessment is accurate & that provision across all areas of learning is planned meticulously so that every child undertakes highly challenging activities 2.2i Realign writing assessment statements to LA expectations

Actions 2.3 2.3a All KS2 children encouraged to self-assess against end of year expectations 2.3b Assessment system, & explicit targets for achieving ARE, provide pupils with maximum opportunity to progress & reach their end of year potential 2.3c AFL used by teachers to provide pupils with clear guidance to acquire and improve skills, knowledge & understanding 2.3d Clear Year Group ‘non negotiables’/ expectations established & shared with all 2.3e KIRF/Knowledge Organisers updated

Success Criteria - by July 2018 New curriculum is embedded, providing full curriculum coverage

English & Maths standards are consistent across the curriculum

Assessment is ‘fit for purpose’ and is understood by staff, pupils, parents & colleagues in feeder Secondary School

Assessment is used effectively to benchmark achievement against year group expectations – It is effective and its

impact is raising standards

All teaching staff and learning support staff are aware of where all children are against national expectations

Teachers use the outcomes from each year group and other forms of assessment effectively to track pupils

progress & adapt planning to meet the needs of all pupils

Regular English & Maths moderation takes place with reference to learning outcomes for each year group to

identify next steps in learning

Maths ‘mastery’ curriculum embedded.

Profile of Science and Computing is raised across the whole school community

Strands 2.1 Review & monitor implementation of new Werrington curriculum – Monitor impact of new curriculum on standards 2.2 Ensure that effective assessment is used to maximise the impact of teaching upon pupil outcomes 2.3 Ensure year group expectations are made explicit to parents and pupils 2.4 Ensure that the profile of Science, incorporating monitoring & evaluation, is raised across the school 2.5 Ensure Computing provision is effective and ‘fit for purpose’ -

2. Embed new curriculum and assessment

expectations to ensure that assessment is used to

effectively benchmark achievement against year

group expectations

Actions 2.4 2.4a Improve attainment and enjoyment by allowing pupils to lead science investigations 2.4b Half termly staff meeting given to staff CPD (Reachout) 2.4c Develop links with Ogden Trust/ Keele University to promote Science 2.4d Develop Seven Stars gifted scientists group 2.4e Introduce ‘Science Ambassadors’ 2.4f Raise aspirations – encourage girls to be involved in science.

Actions 2.5 2.5a Install wifi across the school 2.5b Review effectiveness of IT suite 2.5c Computing lead to have regular input at Staff Meetings to highlight online safety and to lead staff CPD 2.5d New Online Safety Policy & Social Media Protocols introduced



Actions 3.1 3.1a Plan/Improve the opportunities provided for teachers to develop their professional practice – Improve teacher effectiveness & impact 3.1b Provide peer learning/observation opportunities 3.1c Provide opportunities for staff to engage in ‘action research’ – Continue to develop ‘Teachmeet’ 3.1d Review effectiveness/deployment of Learning Support Staff 3.1e Ensure that there is always an exciting & clear purpose & context for learning 3.1f Provide good quality display areas to celebrate achievement/work 3.1g Ensure our observation model supports strategic aim of improving teaching & learning – raise proportion of ‘outstanding’ teaching 3.1h Increased pupil participation in lessons through planning more ‘practical’ activities 3.1i Establish consistent non-negotiables for quality of teaching throughout the school – Staff to establish the features of ‘outstanding’ and produce a checklist 3.1j Ensure that feedback from regular SLT drop ins (Informal Obs) is used to inform further support & training, driving higher expectations 3.1k Ensure quality induction, support & monitoring of NQTs 3.1j Termly forensic analysis of data, lesson observations and book scrutinies are used to support ‘good’ teaching & learning. 3.1k Implement revised system of monitoring feedback to a coaching model which incorporates greater professional dialogue & a greater level of teacher self-evaluation of areas for development

Actions 3.2 3.2a Provide opportunities for staff to see good practice at other schools (Seven Stars, local cluster) 3.2b Embed ‘Fix it time’ – children can articulate/explain ‘next steps’ 3.2c Embed ‘next steps’ within marking 3.2d Continue to monitor effective use of feedback and guidance marking in all subjects – CPD/Staff meetings to be led by DH/T and follow up monitoring activities arranged with Seven Stars schools. 3.2e Half termly book scrutinies with particular focus on ensuring that marking addresses basic errors (‘No Nonsense Spellings’ programme introduced to support eradication of basic spelling errors), presentation of work and provides effective guidance on ‘next steps’ – ensure pupil progress meetings correlate progress with effective marking/ feedback

Actions 3.3 3.3a Enhance links with Maths Hub / TRG 3.3b Ensure colleagues from Secondary school understand our approach to Maths Mastery 3.3c Continue to deliver training to staff on mastery 3.3d Visit schools where approach is embedded 3.3e Investigate mastery approach to writing 3.3f Continue to build resources to support the approach 3.3g ‘Knowledge Organisers’/ essential knowledge sheets/ expectations developed & shared with children & parents.

Success Criteria – by July 2018 All teaching will be judged to be good or better.

By January 2018 100% of classes are meeting school presentation expectations in books. On-going regular checks confirm that standards and

expectations are maintained and that pupil expectations are maintained

By January 2018 book scrutiny of feedback marking provides evidence that 100% of teaching provides clear measurable next steps which pupils

respond to, leading to pupil progress being evident in books. On-going and regular checks confirm that standards and expectations are maintained

Lesson observations and monitoring of planning show that teachers consistently check pupils’ understanding and adjust tasks accordingly so that

pupils make good or better progress

By December 2017, lesson observations, book looks and monitoring of planning provides evidence of good opportunities to apply skills in English and

maths across the curriculum

By December 2017, lesson observations, book looks and planning show that teachers provide tasks and activities that challenge pupils’ thinking skills

so that they make consistently good or better rates of progress

By January 2018 lesson observations and book scrutinies provide good evidence that teaching ensures checking for progress and understanding in

lessons

By January 2018, lesson observations provide good evidence that teaching assistants are consistently used well across the school and enable pupils to

make good progress

All staff demonstrate a secure subject knowledge in Maths, English and Science, with a focus on SPAG and phonics through whole curriculum

Maths mastery is embedded and has a positive impact on pupil progress

Provision in EYFS is consistently ‘good’ with many ‘outstanding’ elements

3. Quality of Teaching and Learning – improve the

quality of teaching and learning so that all pupils make

good or better progress

Strands 3.1 Develop outstanding teaching and learning to maximise the impact of teaching upon pupil outcomes 3.2 Continue to improve quality & effectiveness of marking & feedback to ensure that it has a direct impact on outcomes for pupils 3.3 Develop understanding of the ‘mastery’ approach to teaching 3.4 Maintain & enhance provision & learning experiences in EYFS

Actions 3.4 3.4a Ensure high quality daily reading/phonics takes place in Nursery & Reception 3.4b EYFS team to work with Head of KS1/EYFS & Deputy Head to track progress and forensically analyse half termly data to inform daily planning 3.4c EYFS lead to ensure that planning for all three classes reflects differentiation that support rapid progress and gap closing 3.4d Monitor use & provision of mark making areas in outdoor areas 3.4e



Actions 4.1 4.1a Fully investigate all options for potential MAT partners 4.1b MAT working party established 4.1c MAT Non-negotiables established – consultation with all stakeholders 4.1d Create MAT Business Plan and successfully apply to DfE

Actions 4.2 4.2a Engage in regular standardisation and moderation activities with partner schools 4.2b Develop ‘Gifted and talented’ workshops/ events 4.2c Ensure that collaborations support recruitment and retention of staff 4.2d Economies of scale – investigate joint procurement 4.2e Establish joint CPD opportunities 4.2f Create ‘Guarantee’/ ‘Entitlement’ for ‘Seven Stars’ pupils 4.2g Create ‘Guarantee’/ ‘Entitlement’ for ‘Seven Stars’ staff 4.2h Initiate Seven Stars pupil wellbeing conference

Actions 4.4 4.4a Engage with Worcester University – international links 4.4b Investigate potential links with British Council Explore class/year group links with an overseas school 4.4c Attend SASCAL and other appropriate leadership conferences/ networking events – involve middle leaders in senior leadership network events

Success Criteria – by July 2018 Governors & stakeholders agree prospective MAT partners and have begun formal process of conversion Regular moderation activities with network partners confirm accuracy of our teacher assessment Established networks & collaborations have a positive impact on school improvement Successful liaison with PVIs to ensure that all eligible families can smoothly access 30 hours nursery funding Pupil voice finds that collaborative working practices are a regular part of teaching & learning and that pupils have the skills, and see the importance of,

collaborative working Seven Stars Wellbeing Conference takes place

4. Enhance sustainable capacity for school self-

improvement by extending collaborative working

opportunities with local, national and international

colleagues

Strands 4.1 Successfully apply for, and develop, a MAT to enhance provision and outcomes for pupils 4.2 Ensure that established local collaborations are effective and have a positive impact on school improvement 4.3 Further develop effective transition links with feeder High Schools and with PVIs 4.4 Develop international links/ collaborations 4.5 Prepare pupils for collaborative working

Actions 4.3 4.3a Ensure effective transition for pupils moving to High School 4.3b Extend & develop joint working opportunities – joint moderation, High School staff to deliver subject specific workshops at Werrington 4.3c Extend reading opportunities with ‘Ambassadors’ from High School 4.3d Further develop links with PVI providers to coordinate 30 hours Nursery funding/provision

Actions 4.5 4.5a Develop opportunities for pupils to work collaboratively with pupils from other schools, and from different cultural and social backgrounds 4.5b Extend Seven Stars collaborative working – School Council, Gifted & Talented workshops, Wellbeing Conference, etc 4.5c Plan collaborative working opportunities within year groups/classes 4.5d Plan collaborative working opportunities across year groups (‘Buddy’ systems)



Actions 5.1 5.1a All CPD to have a required (measureable) impact which will be recorded – The writing of this is the responsibility of the person(s) receiving the CPD and will be collated by CPD Lead. Results of this shared with Governors/Senior Leaders to ensure impact is consistently evident 5.1b Deliver termly input on middle leadership 5.1c Coordinators to work with LA / 7Stars on role of subject leader – develop networking groups 5.1d Develop succession planning through development teams/shadowing systems - Provide effective induction programme for new staff is in place to maintain quality first teaching 5.1e Update yearly monitoring plan/overview and ensure it is adhered to 5.1f Identified UPS teacher to become accredited coach and to lead this in school – Classroom based Coaching/Mentoring systems in place led by Middle leaders 5.1g Improve standards & leadership through collaboration with 7Stars schools/ Networking groups 5.1h Leaders have confidence in their abilities as leaders & can clearly articulate/demonstrate their impact 5.1 i Prioritise school-based, staff-led training over off-site training – develop staff skills as CPD leaders/In house CPD; CPD linked to SIP 5.1j Establish special interest groups/communities of practice within the school with a shared professional learning focus 5.1k Ensure that CPD programme for teachers new to year group/NQTs results in an outstanding teacher profile for the school

Actions 5.2 5.2a Ensure all governors understand data from both internal and external sources; 5.2b Governors to question provision and data to measure impact on children’s progress and attainment; 5.2c Governors to monitor closely the SIP within committees and feedback to FGB.- ensure Improvement Plan remains on track

Actions 5.3 5.3a Teaching assistants provided with opportunities to observe each other’s practice, and identify aspects they can develop in their own practice – 5.3b Teaching assistants continue develop personal teaching assistant development plans to support their own bespoke developments 5.3c Restructure ‘interventions’ to ensure they provide the best possible outcomes

Success Criteria – by July 2018 Leadership has established a systematic and robust programme for CPD and monitoring the impact of teaching on pupil outcomes

Key leaders consistently communicate high expectations and ambition

The school’s self-evaluation is judged to be accurate – teaching is good and improving as a result of accurate monitoring, effective performance

management and CPD closely matched to the needs of staff

The Governing Body are rigorously holding senior leaders to account – They systematically self-evaluate effectiveness & demonstrate deep

knowledge of the context & challenges, including provision for vulnerable groups

All governors spend at least 1 day per term in school

Governors are confident that they know the school well and are able to articulate their knowledge of priorities and actions that have been taken to

address the issues raised in this plan – termly governor monitoring visits take place

Learning Support staff provide good value for money and can be seen to have a significant impact on outcomes for targeted groups of pupils

The school leadership structure & accountability maximises the impact of teaching upon pupil outcomes

Middle leaders have a detailed and clear understanding of the relevant attainment & progress data for their phase/subject area

Middle leaders have sufficient leadership time to undertake their monitoring & evaluation role and responsibilities

5 Leadership and Management – Continue to

build leadership capacity at all levels, including

Governance, so that all leaders can deliver,

monitor and evaluate high quality provision

that enables all pupils to excel.

Strands 5.1 Embed quality CPD programme ensuring that all CPD is focused on maximise the impact of teaching upon pupil outcomes 5.2 Ensure that governors have the skills and knowledge to be better able to hold school leaders to account 5.3 Ensure that all Learning Support staff are having a positive/effective impact on pupil outcomes/progress 5.4 Improve rigour in which Leadership team monitors, challenges, improves & supports teaching & learning - Ensure school structures maximise the impact of teaching upon pupil outcomes 5.5 Staff encouraged to engage in ‘action research’ – innovative teaching methods, …………..

Actions 5.4 5.4a Ensure all staff are equipped & supported to promote our school vision to improve learning & progress for all 5.4b Further extend responsibilities of SLT so as to increase their accountability for school improvement actions (linked to performance Management) - Ensure that all leaders produce an impact statement of any actions explicitly on improving outcomes for children (attainment &/or progress over time 5.4c To embed school vision across all stakeholders 5.4d to ensure/change the school structures to maximise the impact of teaching upon pupil outcomes 5.4 e Assessments in English & Maths moderated across the school & ‘network’ termly & inform action plans for the following term 5.4f Extend the responsibilities of the SLT so as to increase their accountability for school improvement actions 5.4g Create a school self-evaluation calendar, including relevant middle leader monitoring and evaluation activities, which are linked to their Subject/Phase Action Plans 5.4h To develop distributed leadership to ensure high expectations, high quality leadership & high standards - Ensure that middle leaders are fulfilling the roles of effective subject leaders by ensuring action plans are created & revisited regularly and that monitoring is rigorous & regular

Actions 5.5

5.5a Explore ‘cognitive load theory’ to inform teaching & learning 5.5b Working party to use ‘Magic of Words’ to looking at teaching vocabulary in EYFS 5.5c Leadership to develop set of school values/principles linked to school motto (Action research) & launch with community 5.5d Action research to develop ‘communication friendly spaces’ 5.5e ‘How words cast their spell’ – action research on improving spelling 5.5f Continue to develop ‘Teachmeets’



Actions 6.1 6.1a Ensure all safeguarding protocols are effective 6.1b Hold online-Safety Weeks 6.1c Organise online safety workshops for parents 6.1d Build termly online safety lessons into ICT curriculum 6.1e Update online safety information on the school website 6.1f New Online Safety Policy and Social Media Protocols introduced 6.1g Develop ‘staying safe’ programmes with PCSO Steve 6.1h Maintain & develop ‘bikeability’/ Road safety initiatives 6.1i The importance of ‘good’ attendance reinforced/promoted 6.1j Maintain vigilance against ‘radicalisation’ – high profile 6.1k Establish and practise emergency planning – ‘Lockdown’, etc 6.1l Promote NSPCC ‘Pants’ programme

Actions 6.2 6.2a Develop school Mental Health Strategy (Including CPD) 6.2b Ensure clear systems and processes to help staff identify children with possible mental health problems 6.2c Appoint Mental Health Lead from SLT 6.2d Play lead role in collaborative Mental Health initiatives 6.2e Introduce/adapt ‘Six ways to Wellbeing’ across the school 6.2f Become ‘Attachment Aware, school 6.2g Develop ‘nurture/wellbeing group’ 6.2h Appoint Wellbeing Mentor 6.2i Investigate potential of more water coolers in school 6.2j Hold pupil wellbeing conference

Actions 6.3 6.3a Ensure effective use of PE Premium to promote healthy lifestyles 6.3b Develop ‘Eco Schools’ participation – ‘Grow and Eat’ 6.3c Maintain SLA with Younger Minds 6.3d Continue to improve the learning environment to promote ‘good health’ – Development of forest/woodland area, upgrade internal lighting 6.3e Wellbeing and PE/Health CPD planned for all staff 6.3f ‘Counselling’ sessions led by Rev. Steve Parker 6.3g TA led lunchtime games – ‘Playground leaders’ trained. 6.3h Begin journey to become a ‘Forest School’ – staff training.

Success Criteria – by July 2018 New online safety & social media usage policies are in place & are understood

by all. Pupil voice – children feel safe and happy at Werrington Wellbeing/Nurture groups are running and are judged as effective Werrington becomes an ‘Attachment Aware School’ Good mental health is actively promoted across the whole school community A member of staff is an accredited Forest Schools leader Staff report that they have a healthy work-life balance – unnecessary

paperwork & processes have been identified and removed ‘Communication Friendly spaces’ have been developed in EYFS and KS1

6. The wellbeing, safety, emotional resilience

and happiness of all children and staff

continues to be a high priority for all leaders

and governors

Strands 6.1 Staying safe – Continue to develop children’s understanding of keeping themselves safe in the real and virtual world 6.2 Promote positive mental health across the school community 6.3 Promote healthy living 6.4 Develop resilience and raise aspirations of pupils 6.5 Support staff with work-life balance whilst ensuring school priorities are delivered 6.6 Ensure that Werrington Primary School is a ‘happy’ place to be for staff and pupils

Actions 6.4 6.4a Continue to develop children’s understanding of U.N. Rights Respecting agenda – collate portfolio of evidence, move towards RRS accreditation, continue to ensure that all children are prepared for life in modern Britain 6.4b Continue to raise children’s aspirations – ‘Werrington Wall of Fame’; Links with industry/Universities 6.4e Embed Werrington ‘Principles’ 6.4f Run Junior Police Cadets groups 6.4g Nurture/ Wellbeing group developed – staff trained 6.4h Continue to develop/enhance links with ‘Mindzone’ – North Staffs MIND

Actions 6.5 6.5a Establish working party to research, review & feedback key issues 6.5b Working party proposes solutions & recommendations re: Work-life balance 6.5c Survey staff on time management 6.5d Mindfulness INSET 6.5e Investigate ‘supervision’ for staff 6.5f Develop peer coaching – middle leaders 6.5g Further develop professional ‘triads’

Actions 6.6 6.6a ‘Seven Stars’ School Councils to develop and introduce ‘Happiness Manifesto’ 6.6b Introduce ‘Passport of Entitlement’ for staff and for pupils 6.6c Celebrate achievements – involve parents in school achievements 6.6d Encourage ‘talking’ – Communication friendly spaces developed 6.6e ‘Wellbeing’ target to be included in staff performance management



Our Teaching & Learning Priorities for 2017/18 are:

Collaboration – Together we succeed

Feedback, Assessment & Improvement - Mark-Plan-Teach

Reading – A planned daily diet of reading opportunities

Health and wellbeing – Fit for learning

Hard work & Challenge - Teach to the top, High Expectations for & by all

Mastery – Enhance Mastery in Maths

Motivation – A reason/purpose for learning

Drive & Passion – Reinforcing expectations; Raising aspirations



Our School Improvement Plan 2017/18

Outcomes for Pupils – Raise

attainment and accelerate the

progress made by pupils in

identified groups so that they

make progress in line with or

above those expected

nationally for their age group

in reading, writing and Maths.

Embed new curriculum and

assessment expectations to

ensure that assessment is used

to effectively benchmark

achievement against year

group expectations

Quality of Teaching and

Learning – improve the quality

of teaching and learning so

that all pupils make good or

better progress

The wellbeing, safety,

emotional resilience and

happiness of all children and

staff continues to be a high

priority for all leaders and

governors

Leadership and Management –

Continue to build leadership

capacity at all levels, including

Governance, so that all leaders

can deliver, monitor and

evaluate high quality provision

that enables all pupils to excel

Enhance sustainable capacity

for school self-improvement

by extending collaborative

working opportunities with

local, national and

international colleagues



The ‘Foundations’ of our School:

Academic Learning.

Explicit Knowledge

Expert Teaching

Reading

Challenge

Mastery

Relevant Curriculum

Cross curricular links

Trips & Visits

Personal

Development

Resilience

Confidence

Employability

Sport for all

Outdoor education

Community

Care

Parents as partners

Belonging

Equality & diversity

Celebrating

achievements

Leadership

Trust

Collaboration

Accountability

Innovation

Behaviour

Responsibility

Resilience

Respect

Kindness

Safety

Good manners





Management of School Policies

Most school policies are reviewed on a 3-year cycle (statutory policies in bold are reviewed annually, other statutory policies are reviewed every two years). Local Authority’s policies in italics

Year 1 (2015/16)

Autumn term Spring term Summer term

STATUTORY POLICIES Child Protection/Safeguarding

Performance Management incl Staff Appraisal

Health & Safety (including Risk Assessments)

Disability Equality Scheme/ Accessibility

OTHER POLICIES Anti Bullying Code of Conduct

Attendance Looked After Children

Behaviour Teaching & Learning

Cover Dress Code

STATUTORY POLICIES Admissions Home School Agreement

Special Educational Needs Whole School Pay

Looked After Children Pupil premium

Sports Funding

OTHER POLICIES SRE (Sex & Relationships) Smoking Fire Safety

Able, Gifted & Talented Confidentiality E -Safety / Internet use

Equal opportunities Lifting Children Nappy Changing

STATUTORY POLICIES Lettings

Staff Discipline, Conduct and Grievance (Capability)

OTHER POLICIES Inclusion Drugs

CPD/Professional Development Supporting pupils with medical needs

Library Managing aggressive behaviour

Monitoring/Lesson Obs Presentation of Work

Assessment

Year 2 (2016/17)


STATUTORY POLICIES Child Protection/ Safeguarding

Performance Management

Health & Safety

Collective Worship

OTHER POLICIES Vision into Action Dignity at work Missing Child

Absconding Pupil Medicine

Marking & Feedback Non collection of child

STATUTORY POLICIES Admissions Sports Funding



OTHER POLICIES Safe recruitment Charging & Remission Home visits

Welfare & Well Being Complaints Dyslexia friendly

Race equality Critical Incidents Self Esteem

STATUTORY POLICIES Behaviour/Discipline

OTHER POLICIES Whistle blowing Monitoring/Lesson obs

Early Years Governor visits

Homework Social network protocol

Looked After Children

Year 3 (2017/18)


STATUTORY POLICIES Child Protection/ Safeguarding

Performance Management incl Staff Appraisal

Health & Safety (including Risk Assessments)

Disability Equality Scheme/ Accessibility

OTHER POLICIES Absconding Pupil Records management

Educational visits Data protection

Mobile Phones Gritting

Uniform Asthma

STATUTORY POLICIES Admissions Sports Funding



OTHER POLICIES

NQT (Induction) Personalised Learning First Aid

Persistent complaints Display

Adult Volunteers/Helping in School

STATUTORY POLICIES

OTHER POLICIES School Environment Monitoring/Lesson obs

Parent helpers / Volunteers Planning

Work Placements School Self Evaluation

Finance Policies Restraint

CPD/ professional Development Looked After Children



Monitoring of School Improvement Plan

Progress towards key priorities and action points identified in this plan will be monitored in the following ways :-

within weekly Senior Leadership Team meetings

as a fixed agenda item on Full Governing Body committee meetings

during visits from our School Improvement Partner &/or external consultant

termly Headteacher network meetings (Seven Stars)

by subject leaders within termly dedicated leadership time. A programme of subject leader monitoring is in place. This requires subject leaders to undertake lesson

observations, work and planning scrutinies, pupil perception interviews, data analysis, climate walks and resources audit in order to identify strengths and areas of

development in each subject area.

Evaluation of School Development Plan

The progress and impact of the key priorities and action points identified in this plan will be evaluated by the :-

Governing Body during termly meetings

School Improvement Partner

Local Authority consultants as appropriate

Measuring Impact

The impact of each key priority will be measured in a number of ways including :-

meeting targets set both within school and during School Improvement Partner visits

analysing outcomes of pupil, parent, staff and governor questionnaires

meetings with staff eg. performance management review meetings etc.

external validation eg. LA consultant visits, Seven Stars Heads Group, External bought-in consultant, Ofsted etc.



Staffing Structure

Headteacher

Deputy Headteacher

(Teaching & Learning)

Assistant Headteacher

(Pastoral)

Assistant Headteacher

(Curriculum)

Learning

Support Staff

Admin. Staff

Site Staff

Head of KS2

Head of KS1 /

EYFS

Lunchtime Supervisors

KS1 / EYFS

Teaching Staff

KS2 Teaching

Staff



Long Term Priorities

Achievement and Standards Personal Development and Well-Being

Quality of Provision Leadership & Management Premises

Year 1 (2017/18)

Respond to RAISEonline/ASP & internal tracking systems Continue to raise pupil achievement & standards in all subjects All pupils make progress at least in line with National expectations; Many make better than expected progress Continue individual target setting & tracking of pupils Moderate & evaluate the quality of teaching & learning, focusing on provision of ‘vulnerable’ groups & higher achievers Continue to develop & promote pupil self assessment strategies & opportunities – pupils to provide ‘expert’ feedback to peers. Develop choice of ‘targets’ by pupils Continue to improve attainment of pupils in writing in EYFS. Continue to raise standards in Literacy by developing strategies for writing across the whole school Continue to raise attainment in using & applying Maths skills (Problem solving) – ensure sufficient opportunities for pupils to use maths skills in different ways to solve problems, or to record their work in their own way. Whole school focus on improving ‘spelling’ – more formal teaching of ‘spelling’ Develop/plan explicit opportunities for collaboration within the classroom & across the school ‘Why?’ – ensure context for learning is made explicit Continue to improve phonics score in Y1 check Embed Maths mastery

Review Safeguarding Procedures with all staff and Governors. Embed current support structures by further enhancing care & one-to-one guidance Review SEN Passport format & effectiveness Develop eco-schools participation – recycling project – Develop awareness/ understanding of environmental issues Continue programme of strong liaison with parents – develop community celebration events. Develop ‘Grow & Eat’ Behaviour audit – review Behaviour Policy. Look at involving/informing parents re: +ve behaviour/celebrations. Maintain outstanding standards of behaviour in order that behaviour never impedes learning (Behaviour for learning) Continue to develop ‘collaborative’ working in the classroom, between year groups and between schools (Seven Stars) Develop ‘Werrington Childrens Charter’ to set out basic entitlement for every child – The Werrington Passport. Promote/celebrate cultural diversity – themed weeks (British Values) Raise profile of reading across the school – Create ‘Research Centre’ Run parent workshops to support children at home with core skills and strategies Continue programme of strong liaison with parents – ‘workshops’ every ½ term plus ‘getting to know your school’ presentations Develop further opportunities for

Clarify expectations for teaching and learning through developing own criteria for a ‘good’ or ‘outstanding’ lesson Continue to develop learning through play activities in FS, particularly those that develop literacy (R&W) & numeracy skills Review homework tasks. Werrington assessment criteria in common use & understood by pupils Continue to develop high quality cross curricular links across a growing range of subjects Review teaching of spelling Review presentation expectations Ensure AfL is used to reshape and amend lessons, if necessary, within the lesson as a result of children’s comments, learning and feedback Improve impact of LSA support upon learning within lessons through CPD and setting own criteria for LSA support Appoint apprentice TA & clerical staff Ensure effective & efficient use of additional ‘sports’ funding Continue to embed ‘fix it time’ Develop collaboration with 7S partners to enhance quality of provision (Subject leaders network) Develop pupil ‘learning logs’ – continue to develop ‘home learning challenges’ Develop pupil awareness/ understanding of peers skills to enable delegation of tasks within groups

Respond/adapt to demands & expectations of being an Academy

Ensure quality of teaching and learning is good or better Deliver ‘success criteria’ from Post Ofsted Action Plan To continue to safeguard & promote the well-being of every child & to protect children in our care – review safeguarding roles & systems. Increase opportunities and focus of science throughout the school – Science week held Raise proportion of outstanding teaching. Ensure that the quality of teaching & learning is consistently good or better. Regular standardisation & moderation exercises planned & are routine – teachers & support staff actively engaged. Ensure consistency in teacher assessment – Engage in Seven Stars activities Play an increasingly lead role in 7S and Academy Trust Subject leaders to take on more responsibility for enhancing their subject area through leading projects/theme weeks/events and ensuring these are publicised to parents and in the local press. – Paired observations planned Development of ‘senior’ middle leaders – action research projects Improve contributions of LSAs to the effective delivery of guided reading through training workshops – review role of LSA & their ‘value for money’ Set basic yearly budget for all subject leaders (£15K plus IT) Review marking/feedback across the school Empower ‘risk taking’ in the classroom Succession planning / retention & recruitment - Develop middle leaders/leaders for the future Quality CPD for all staff & governors planned Engage all stakeholders in SEF review Identify support & models of outstanding practice with cluster of local schools Subject leaders & member of SLT to participate in joint observations to develop shared understanding of high quality T & L & to ensure consistency in judgements – further develop role & accountability of subject leaders Develop/extend regular ‘sharing networks’/ cooperative working with partners Raise pupil aspirations by developing links with local businesses & universities

Play lead role in 7S and Academy Trust

Investigate ‘Communication Friendly Spaces’ – (Elizabeth Jarman) Create a ‘CFS Action Plan To engender an even greater care of the school site Replace outdated furniture on a rolling programme Develop ‘breakout’ areas within the school Upgrade internal lighting Wifi throughout school Explore ways of increasing learning opportunities within school grounds – trees planted (Forest schools); Hobbit House developed Replace outdated furniture on a rolling programme starting at Y3 Continue school playground development Install new telephone system Phased wifi introduction Programme to replace IWB & projectors – 3 per year min



Review effectiveness of Pupil premium strategy Ensure challenge for most able writers – sustained writing opportunities Continue to develop and quality assure assessment systems Improvements to collection of evidence for reading assessment Investigate using NFER assessments to quality assure teacher assessment

reflection in the outside and inside environment – development of learning environment/ learning spaces Raise children’s awareness of multicultural Britain Continue to develop positive working relationships with parents to improve outcomes for learners & raise aspirations Increase pupil participation within lessons through planning more practical activities, inviting pupil views about learning and themes, pupils creating own learning objectives and success criteria, peer and self assessment. Set up structured conversations with parents to discuss children who have SEN or are identified by the school as vulnerable Continue to develop communication between home and school with a focus on key areas for school improvement Enhance Seven Stars links Mental health strategy/ training introduced Nurture/Wellbeing group established Promote NSPCC ‘Pants’ programme Add parents in school achievements to whole school celebration assemblies Improve global awareness through developing international links Minibus purchased/ leased Further develop ’Dads’ involvement in school life (Den building, construction activities, story-telling, etc )

Further develop outdoor learning opportunities The role of ‘learning Ambassadors’ developed Further develop links with industry – ‘Enterprise’ weeks Reading for Pleasure – involve community in ‘celebrating’ reading Ensure Marking & feedback Policy is consistently & effectively followed Ensure all areas used for learning – develop ‘breakout’ areas Continue to provide high quality learning opportunities in Foundation Stage Increase proportion of outstanding teaching & learning in all year groups To work with 7S to achieve ‘economies of scale’, better value CPD & shared teaching Create ‘word-rich’ classrooms – vocabulary building opportunities

Raise profile of reading across the school

Develop outstanding standards of leadership & management across whole school

Continue to close the gender gap

Continue to challenge/ extend our more able pupils

Review the effect of intervention strategies

Continue to enrich curriculum through extending links with local business, schools, higher education partners & other groups in our community – raise aspirations through careers day/events Ensure strategies in place to support spelling across the school To systematically provide leadership development opportunities to all teachers – develop partnership with 7S Further develop role of Governing Body & raise their profile – develop Governor ‘Open days’. Review curriculum aims of Academy – conduct full teaching & learning review Review state of ICT in school (Look at laptop/ tablet/ desktop) - Continue to upgrade and replace technology to allow ICT to become an integral part of teaching provision. Embed problem solving skills across the curriculum throughout the school Further explore ways of developing pupil involvement in planning to ensure a well-developed sense of ownership of their learning Plan to use Pupil Premium effectively Share good practice/training for all staff Review Homework Policy in light of internet based homework (Learning Platform) – develop home learning challenges Develop peer assessment opportunities & ‘reflection’ skills (Introduce ‘Reflection Time’). Train pupils to provide ‘expert’ feedback Review purpose of ‘playtime’ – ethos, zones, Houses, resources (Playground Leaders) Focus on ‘personal learning journey’ in our Teaching & Learning Position Statement to ensure differentiation is even more explicit (Especially in challenge for more able) Provide further opportunities for staff engagement in research informed CPD Sustain secure financial framework to ensure outstanding teaching & learning opportunities & facilities are maintained/enhanced

Identify more opportunities for staff to observe & evaluate best practise Develop subject leaders understanding & knowledge of observing colleagues & delivery of constructive feedback Review induction processes for new staff and pupils Systematic evaluation of ‘schemes of learning’, ensuring an effective curriculum design that aims to put feedback and assessment at the core of our teaching Ensure a more rigorous quality assurance process, including a review of book scrutiny and lesson observation forms





Year 2 (2018/19)

Respond to RAISEonline/ASP & internal tracking systems – robust data analysis system involving ALL staff is in place Further raise pupil achievement & standards in all curriculum areas : Continue to raise standards in Maths & Writing by end of KS2 All pupils make progress at least in line with National expectations; Most make better than expected progress Improve ‘spelling’ across the school Continue to develop strategies for writing across the whole school Develop strategies for increasing pupil engagement in assessment & tracking Further develop & maintain effective collaborative/ sharing networks Ensure all work has sufficient/ appropriate differentiation / challenge Continue to provide opportunities for extended problem solving activities – ensure sufficient opportunities for pupils to use maths skills in different ways to solve problems, or to record their work in their own way. Revise existing school guidelines for ‘pride in presentation’ and relaunch to all staff and pupils

Review Safeguarding Procedures with all staff and Governors. Ensure that the teaching of social, moral, spiritual and cultural development/ British Values is embedded throughout the school. Continue to develop independent learners with focus on ‘basic skills’ and resilience Develop ‘presentation’ skills – groups to make presentations to other classes about their learning challenges Maintain outstanding standards of behaviour Further develop purposeful ‘playtimes’ – invest in/develop ‘scrap pod’ on playground Continue to develop positive relationships with parents to improve outcomes for learners and raise aspirations Extend wellbeing/mindfulness opportunities – promote ‘social thinking’ skills Review accessibility plan EYFS – Use ‘Tapestry’ to further involve parents/carers in their child’s education at home and at school Enhance engagement with ‘hard to reach’ parents Develop staff counselling offer – trained member of staff to deliver

Health - big ‘push’ on PE, healthy eating, walk to school, healthy lifestyles – pupils & parents to be engaged Extend development of Maths problem solving skills (Cross curricular) Develop pupil research skills (Independent learners) Continue to ensure all pupils are ‘challenged’ (Effective differentiation in all lessons) Continue to develop/enhance high quality cross curricular links/ application of skills Home work – series of workshops with parents to develop homework menu for pupils Enhance school dining experience Apply for Science Mark Review extra-curricular offer and try to ensure that activities on offer meet the needs of as many pupils as possible Investigate ways to further enhance creativity – Art/Drama/Music Develop ‘Family reading’ in EYFS Hold Poetry day/week Planned programme for oracy – recitals, debates, etc

Ensure quality of teaching & learning is consistently good or better – Full teaching & learning review Develop as lead school in 7S and Academy Trust Review effectiveness of assessment systems Embed ‘Reflection time’ Plan effective use of pupil premium – Full review Continue to develop quality feedback systems – pupils as ‘experts’, pupils setting own targets, peer/self assessment, review marking policy Review ‘teaching standards’ - Ensure all teaching staff know, understand and follow new teaching standards Maintain eco school involvement Develop links with outdoor ed providers (Shugborough, YHA?) – use of pupil premium to provide residential experiences Ensure teacher appraisal structure is consistent & robust Conduct full review of school improvement plan – create new school improvement plan Ensure monitoring processes are focused & support improvement CPD programme responds to School Improvement Plan Develop ‘forest schools’ / outside learning opportunities – Nature trail developed in grounds Continue to develop action research opportunities for staff – create staff blog to share findings/thoughts Sustain secure financial framework to ensure outstanding teaching & learning opportunities & facilities are maintained/enhanced To become a more sustainable school through a range of actions led by pupils & Governors Increase visibility of Academy Trust by hosting a ‘cutting edge’ and sought after event Conduct full review on effectiveness of learning support staff ICT – install network points in Hall & EYFS. Upgrade all computers (whiteboard, laptops & ICT suite) Revisit ‘vision’ – Create ‘2020 vision’ Identify capacity building strategies to ensure that we maintain high quality outcomes Investigate ‘mastery’ in English

Refurbish Year 1 classrooms Develop outdoor areas for communication, reading & drama – Hobbit houses Poly tunnel in school grounds – ‘Grow your own fruit/veg’ Review lighting – use to create ‘calm’ areas Maintain focus on developing ‘Communication Friendly Spaces’ Create ‘Research Centre’ – Link ICT suite & Library (Knock through?) Wifi throughout school Replace outdated furniture on a rolling programme Programme to replace IWB & projectors – 3 per year min Continue to develop playground



Develop class visit model – A self-regulating process for providing effective collaboration, personal reflection and professional growth Provide increased opportunities for staff to read research & try new ideas out in the classroom – Then feedback to other staff Further improve skill base of school leaders To engage all staff in a form of personalised CPD – expand our current programme of training to build in routes for career progression and external qualifications Enhance the expertise of support staff by making full use of apprenticeship levy in providing high quality, targeted staff training





Year 3 (2019/20)

Respond to RAISEonline/ASP & internal tracking systems All pupils make progress at least in line with National expectations; Most make better than expected progress Ensure explicit differentiation within & across year groups Review challenge of more able pupils Ensure mapped curriculum opportunities for all pupils to engage in extended learning projects

Review Safeguarding Procedures with all staff and Governors. Ensure that the teaching of social, moral, spiritual and cultural development is embedded throughout the school – address equalities agenda (race, gender, disability, etc). Continue to develop independent learners with focus on ‘basic skills’ and resilience Continue to ensure that learning behaviour does not impede on teaching & learning – Improve behaviour & attitudes to learning (Ethos) Develop explicit ethos around aspirations & excellence – continue to build links with Universities & industry Develop ‘Anti Bullying Ambassadors’ Review ‘routines’ within school Arts project – seek Arts Council funding Review school rewards systems – pupil consultation Digital leaders (Y5 & Y6) assist in leading innovative practice in computing across the school – hold animation/game creation week Hold ‘Careers Week’ to enable children to learn about a range of careers and to reflect on their aspirations

Further develop individual pupil use of portable devices (Tablets?) within lessons to further develop independent learning & research skills Ensure mapped curriculum opportunities for all pupils to engage in extended learning projects Ensure cross curricular links (& standards) embedded Ensure pupil opportunities for enterprise, problem solving and innovation Seven Stars Art event (Celebration of cultural diversity) Apply for Arts Mark Outdoor learning and Forest skills embedded across the curriculum IT further developed – investigate options for 3D printer, robotics, CAD A ‘forest campus’ set up, providing opportunities for scientific and sustainability learning International link established with a contrasting school (European)

Challenge - to change the school structures to maximise the impact of teaching upon student outcomes Review the effect of curriculum on developing ‘basic skills’ – Review curriculum provision/relevance Review school expectations in aspects of teaching & learning Ensure quality of teaching & learning is consistently good or better Review effectiveness of assessment systems Sustain secure financial systems Review SEN offer Embed structures to establish culture of research engaged practice & CPD for ALL staff – review staff career development pathways in multi academy trust (Including for support staff & volunteers) Undertake review of all SLT roles & responsibilities – do SLT members know which staff are demonstrating best practice & in what curriculum areas? Review job descriptions of all staff Enhance ICT infrastructure Continue to update literacy resources Develop children’s leadership roles – ‘Eco Warriors’, ‘Digital Leaders’, etc Health check on school’s ‘culture for learning’ Review curriculum – is it broad & balanced with expert knowledge, life skills and values at its core? Highly effective leadership teams drive our world class curriculum Staff at all levels engaged in continued personal and professional development Coaching is used effectively to develop outstanding practice across the school All stakeholders are actively involved in school improvement plan & it is highly effective tool for school improvement Member of SLT to become specialist leader in education (SLE) in Maths to share best practice

Refurbishment of Year 2 classroom Continue to develop outdoor areas for communication, reading & drama Replace dining room furniture

Documents

Werrington Primary School School Improvement Plan …€¦ · Werrington Primary School – School Improvement Plan 2017-18. Together we succeed. Improving teaching and learning is