wiltonandbarford.wilts.sch.ukwiltonandbarford.wilts.sch.uk/.../SIAP-16-17v6.docx · Web viewWhilst children’s skills in whole word reading has steadily improved and phonic teaching

Wilton and Barford CE VC Primary SchoolSchool Improvement Action Plan 2016-17

Context:Following a “good” Ofsted in February 2015, analysis of external result, in house monitoring of learning and teaching and drive towards outstanding, the school has identified the following areas of strength and focus for improvement during the academic year 2016-17:Strengths

1. Quality of teaching is securely good across the school2. Books are marked well with clear identified steps for pupil improvements3. Phonic achievement has improved following the introduction of a new scheme of work4. Behaviour in school is good 5. Incidents of bullying has reduced6. Leadership is good with succession planning in place7. Governance is good with a range of governors taking responsibility to challenge and support the HT8. Safeguarding is very good with systems in place to ensure all children are kept safe9. SEND provision is very good for all children whether in resources base or mainstream classes10. The school works well with local schools. The HT is a mentor for new HT and a coach for established HTs. 11. Writing assessment and consistency in expectations is secure across the school. This was verified by LA

moderation in Y2, phonics and EYFS. Areas to develop to raise attainment and accelerate progress across school.1. Improve standards of writing (particularly grammar and punctuation) across the school with a particular emphasis on Y2

and Y6 2. Improve the quality of learning in reading, in particular comprehension (inference) skills3. Improve the standards of achievement and progress in mathematics across the school with a particular emphasis on Y2

and Y64. Develop Assessment and tracker systems to enable teachers to fully incorporate assessment in teaching5. Develop the use of coaching for staff improvement with a particular emphasis on using coaching with support staff6. Develop leadership across the school including the role of middle leader (AA and AM) 7. Improve SEND knowledge of support staff and new teachers so that SALT children are successfully included in

mainstream classes

8. Review school values, vision and mission statement. 9. Improve leadership of worship and use of worship tables and reflective practice to encourage children’s’ spiritual

development. 10. Improve Parental engagement (PEPP) in children’s learning11. Review behaviour policy focusing on independent learning and respecting all members of staff. 12. Successfully manage school building project with minimum disruption to learners.

SEF areas Overall effectiveness. OE Effectiveness of leadership and management. L&M Quality of teaching, learning and assessment. TLA Personal development, behaviour and welfare. PDBW Outcomes for children and learners. OCL

Review/ evaluationsGreen = governors Purple = SLT Dec 16Blue – SLT April 17

Measurable Targets for 2016-17By December 2016 By April 2017 By June 2017Quality of Teaching

Teaching, including data, observations, learning walks, book scrutinise and pupil voice, across the school is good plus 20% outstanding



EYFSBy end of FS

- 75% (20 children) children (excluding statement children) achieve GLOD (Above NA)

- Increase average point to 2.3- Improve outcomes for summer born chdn in

literacy, maths and speakingY1 phonics

75% children secure in phonics taught 80% children secure in phonics taught Intervention groups have impacted upon %

Maintain high % (85%) of children passing Y1 phonics check

Y2 phonics

All none EHCP children (3) pass Y2 phonics check

KS1 Incr

ease

at

tain

men

t in

Yea

r 2

to:

Children are secure in all objectives taught in

Reading – 65% Maths- 65% Writing – 55%

Children are secure in all objectives taught in

Reading – 70% Maths- 70% Writing – 60%

Children achieve the expected standard in Reading – 75% Maths- 73% Writing – 65%

Atta

inm

ent

Y1,3

,4,5

CR

B

55% children are secure in all objectives taught in reading

60% children are secure in all objectives taught in reading

65 % children are secure in all objectives taught in reading

KS2

Incr

ease

at

tain

me

nt in

Y6

to

55% are secure in all objectives taught in • Reading• Writing• GPS • Maths

60% are secure in all objectives taught in Reading Writing GPS Maths

65% children achieve the expected standard in GPS Reading Maths Writing

Progress By end of KS2 all eligible children will have made at least expected progress (RM -5, w-7)

Attendance

Improve whole school attendance to 96.5% Improve unauthorised absence to 0 (holidays) Reduce number of children with attendance

below 90% to 3 Reduce Persistent Absences from 6 to 3

Target 1 To improve the quality of children’s writing in English and across the curriculum Context 2016 writing at the end of KS1 and Ks2 are below expectations (school and national). Analysis of writing

has shown the need to improve children’s opportunities for extended writing, application of grammar knowledge and skills and improvements in children’s spelling.Students use one book for English and other curriculum areas (except science and RE) to ensure that the same high expectations for writing in English are consistent in all writing. However Book Looks by SLT have identified a need to provide students with the opportunity for more extended writing across the curriculum.

Planned impact of actions – what will happen?

End of KS tests results improve % of children working at ARE in Y2 & Y6

improves to be in line with National Expectations.

% of children achieving ARE in GPS (Y2 and Y6) improves to NE

High quality writing is planned and taught in all curriculum subjects

Standards in writing improve across the school.

EVALUATION How we will know we have been successful

By X we will have done October’s Book Look will show writing

opportunities across the curriculum are being provided in Y1-Y6

December’s data will show gaps in skills which are then planned and closed by April

December’s data will be analysed and target intervention groups will be put in place

By April intervention groups will have closed gaps

Key tasks Who Start /End Resources SEF area Impact & Evaluation 1.1. English leader to write detailed

action planJB Sept 2016 NA OCL,

L&M, TLA, OE

R/W SLAPS on display in SR. Clear plan of action in place to raise standards in writing Action plan reviewed and amended

1.2. Develop basic punctuation and spelling in children’s writing (Ofsted)

JN Dec 16June 17

NA OCL PDM Nov importance of and actions –Book scrutiny showed small improvements. Ongoing action

1.3. Develop children’s writing across the curriculum (Ofsted)

JB Sept – June 17

Curric books OCL High quality writing skills used across curriculum subjects; marking symbols for writing used consistently across subjects.

1.4. Purchase key texts to match curriculum topic focuses

JB Sept 16 Books - £150 OCL Key books used T1 and 2 that make links to cross curriculum subjects has enabled teachers to cover English in history and history knowledge through English R&W

1.5. Complete termly Book Looks and JB SLT Oct 16 SLT meetings OCL, Book looks highlighted need for whole school focus on basic

planning for writing Feb 17May 17

L&M, TLA, OE

punctuation - added to writing SLAP

1.6. Complete termly data analysis JN JB Dec 16April 17July 17

NA OCL RAISE analysis Nov 16 confirmed school self-evaluation to target basic punctuation

1.7. Plan targeted and focussed intervention

JN BD Dec 16 – April 17

NA OCL Intervention planned and implemented based on data and pupil progress, for target children.

1.8. Pupil progress meetings JN T Jan 17April 17

PPA TLA Held Dec and March. Target children

1.9. Monitor intervention delivery BD Jan 17March 17

SENDCo release time

OCL TA intervention observations were good.

1.10. Moderate assessment of writing termly in team and 2x year within cluster

All Oct 16Feb 17May 17

PPA time TLA Consistency across school agreed Writing leader meets weekly with teachers to moderate writing

1.11. Writing to be modelled by teacher regularly as part of the teaching of writing

All Ongoing NA TLA Observations – all good

1.12. Children to complete fortnightly Big Writes which are assessed with improvement prompts, improved and redrafted

All Ongoing NA TLA Big writers have highlighted need for focus on basic punctuation

1.13. Visit school with similar catchment and higher results to see best practice

JB Jan 17 NA L&M OCL

1.14. Develop children’s oracy and storytelling skills by targeted narrative therapy in EYFS

BD Sept 16 SALT TA salary OCL Early language skills developing and knowledge of stories developing through effective deployment – evidence – pupil discussions

1.15. Quality differentiation used by all teachers

JB Nov 16 OCL

Target 2 Improve the quality of learning in reading, in particular comprehension (inference) skillsContext Whilst children’s skills in whole word reading has steadily improved and phonic teaching has improved

as evidenced in Y1 Phonic check 2016 writing at the end of KS1 and Ks2 was below expectations (school and national). Analysis of reading has shown the need to improve children’s inference and comprehension skills in all year groups. This also included developing children’s vocabulary. The need

was identified in academic year 15/16 and 2 teachers have now attended CPD Removing Barriers (Leicester LA). To support middle leadership across the school reading will be led by a member of the school middle leadership team. IN 2015-16 she ran PDM for all teaching staff on developing children’s inference.



improves to be in line with National Expectations.

High quality guided reading is planned and taught focussing on inference

Standards in reading improve across the school.


By July we will have done Intervention groups are established in

T1 and T2 Timetable changes implemented to

allow 40 minute sessions twice a week

Observations show effective teaching of inference

Pupil discussions will show a growing skill in acquiring vocabulary

Vocabulary walls on display in all classes

December’s data will show gaps in skills are closing

Impact of intervention groups is clearly shown through data

Key tasks Who Start /End Resources SEF area Impact & Evaluation 2.1 Reading leader to write detailed

action planAA Sept 2016 NA OCL, L&M,

TLA, OEClear plan of action in place to raise standards

2.2 INSET revisiting teaching of inference

AA Sept 16 NA OCL, L&M, TLA

Staff trained in teaching specific inference skills. Impact will be measured at end of term

2.3 Intervention groups identified JN BD Sept 16 NA OCL Target groups identified 2.4 Pupil Progress meetings held JN T Sep 16 PPA OCL Targets set for Y1,2,6 using FFT2.5 TA CPD AA Sept 16 Release time L&M, TLA CPD held to ensure that

inference group intervention is taking place in each class

2.6 T1 and T2 intervention for target children

BD Sept 16 TA salaries OCL Reading intervention groups show good progress (see data)

2.7 Observe teaching of GR AA JN Sept 16Oct 16

Release AA L&M, OCL, TLA

JN observed GR – changes made as independent task was too long. Children able to discuss

Dec 16 new skills already.2.8 PDM guided reading AA Sept 16

Dec 16Release AA TLA AA led PDM – changes made

and reviewed to GR2.9 Visit school with similar

catchment and higher results to see best practice

AA Oct 16 NA L&M OCL

2.10 Analyse data and plan next steps AA JN Dec 16 Release AA OCL2.11 Monitor effectiveness and impact

of intervention BD Oct 16

Dec 16SENDco time OCL Reading intervention groups

show good progress (see data)2.12 Vocabulary wall on display in

every classJN Sept 16 NA TLA Vocab wall used by all children.

Weekly words made into class book

2.13 High quality books read to children daily with focus on comprehension and vocabulary

All Sept 16 Books 6 x 8 x£5 = £250

OCL Children’s writing shows influence of authors

2.14 Class set of books for class readers UKS2 purchased

AA Sept 16 Books- 6 x 15 x £5 £450

OCL Whole class reading being taught – focused inference questions

2.15 Quality differentiation used by all teachers

AA Sept 16 OCL Reading books support range of reading levels

2.16 Monitor teaching of whole class reading

AA June 17 Release time (student)

OCL

Target 3 Improve the standards of achievement and progress in mathematics across the school with a particular emphasis on Y2 and Y6

Context 2016 maths at the end of KS1 and Ks2 are below expectations (LA and national). Analysis of maths has shown the need to improve children’s ability to answer test style questions and apply their mathematical and calculation skills and knowledge in test situations. Analysis of KS2 test papers showed fractions to be a key area of development.



improves to be in line with National

EVALUATION How we will know we have

By July we will have done Intervention groups are established in

T1 and T2

Chris Neave, 30/10/16,

fractions

Chris Neave, 30/10/16,

Expectations. High quality maths is planned and

taught, focussing on application of calculation skills

Standards in maths improve across the school.

85% Children know number facts relevant to their year

been successful

Timetable changes implemented to allow 40 minute sessions twice a week

Observations show effective teaching of Guided number.

Pupil discussions will show a growing skill in acquiring mathematical vocabulary

Vocabulary walls on display in all classes

December’s data will show gaps in skills are closing

Impact of intervention groups is clearly shown through data

Key tasks Who Start /End Resources SEF area Impact & Evaluation 3.1 Maths leader to write detailed action plan

CN Oct NA OCL L&M Clear plan of action in place to raise standards

3.2 Intervention groups identified JN BD Dec 16 NA OCL Target groups identified for intervention.

3.3 Pupil Progress meetings held termly

CN T Sep 16 PPA OCL Targets set for Y1,2,6 using FFT

3.4 TA CPD CN Jan 17 Release time L&M, TLA Thinking blocks PDM T5 for TA3.5 T3 and T4 intervention for target

childrenBD Jan 17 TA salaries OCL Intervention monitored through

end of term 4 WR dataIntervention groups ran for target children. Observations were good

3.6 White Rose SoW implemented, monitored and impact reviewed

CN DecAprilJuly

CN Release L&M OCL White Rose impact to be measured and compared

3.7 Observe teaching of GN CN JN Sept 16Oct 16Dec 16

Release CN L&M, OCL, TLA

Guided number observations completed throughout the school, all lessons judged as good.

3.8 Visit school with similar catchment and higher results to see best practice

CN Dec 16March 17

NA L&M OCL Time spent at Manor Fields

3.9 Implement PDM following observations

CN Sept 16Oct 16Dec 16

Release CN L&M, OCL, TLA

Observations of Guided number completed (03/17)

3.10 PDM guided number /thinking blocks (15/16)

CN Jan 17March 17

Release CN TLA Thinking Blocks PDM completed 03/17

3.11 Analyse data and plan next steps CN Sept 16 Release CN OCL Analysis of RAISE showed need to focus on basic times tables and understanding of fractions

3.12 Monitor effectiveness and impact of intervention

BD Feb 17April 17

SENDco time OCL Intervention tracking data sheets being used. Monitoring showed improvements in children’s progress.

3.13 Number facts on display in every class

CN Sept 16 NA TLA Facts are supporting children’s learning

3.14 Fraction policy written and implemented

CN Dec 16 CN release L&M, OCL, TLA

Policy in place to ensure progression

3.15 Calculation policy reviewed, amended and published

CN June 2017 L&M OCL

3.16 School bank opened to develop children’s financial knowledge (15/16)

CN May 2017 CN OCL

3.17 Quality differentiation used by all teachers

CN Dec 16 CN OCL Book Scrutiny completed during at Maths leaders, differentiation present in all books. Teacher Slides also show this.

Target 4 Develop Assessment and tracker systems to enable teachers to fully incorporate assessment in teaching

Context The school has effectively used in house class trackers to monitor children’s leaning and identify their next steps in their learning. This, together, with Wilshire tracker to monitor progress has been used since the introduction of assessment without levels. However the school has identified a need for a more effective system that doesn’t measure progress as points but is aesthetic picture in looking at the development and depth of skills and the number of children working at ARE


Assessment tracker implemented across school

Assessment aids teachers in knowing what next to teach and if child has achieved target

Tracker forms part of teacher’s every day assessment


By October purchased new tracker system

By December new tracker will be used in all classes

SER meetings will show tracker is used effectively and informs governors on progress of learners

Key tasks Who Start /End Resources SEF area Impact & Evaluation 4.1 Purchase FLIC assessment tool JN Sept 16 £2000 OE TLA FLIC purchased and in use form

Oct 164.2 PDM using FLIC JN Oct 16 NA TLA Staff taught how to use FLiC.

Data accessible to all, 4.3 Monitor use of FLIC through

discussions with teachers JN Nov 16

June 17NA TLA Informal initial discussions are

showing positive feedbackSLT and subject leaders actively using FLiC to identify target objectives, CPD and groups of children

4.4 Analyse data and reports produced through FLIC

JN SLT Dec 16April 17July 17

Release time TLA OE Reports used for SER

4.5 Review and rewrite assessment and marking policy

JN CN Dec 16Jan 17

Release time L&M T&L Policy now reflects practice Reviewed policy monitored – being used effectively across school SIA

4.6 Share data with governors at SER meetings

JN Jan 17April 17

NA L&M

4.7 TA CPD in using FLIC JN July 17 Release time L&M, TLA4.8 Pupil progress meetings identify

children and gaps in learningJN T Dec 16

April 17July 17

PPA OE OCL TLA PPM held Dec and March. SLT aware of needs for each subject

Target 5 Develop the use of coaching for staff improvement with a particular emphasis on using coaching with

support staffContext Coaching has been used over the last 12 months to effectively develop teaching skills and discuss

leadership opportunities and development. Members of the SLT and MLT have attended CPD in the use of coaching as a tool to improve teaching. The school has successfully achieved Coach mark Bronze and has used coaching as a key strategy in PSHE learning through the use of 21st Century Legacy. In the next steps of development and working towards Coach Mark Silver the school has identified the need to use coaching with support staff.


TA skills and confidence improve which will impact on children’s learning

HT will achieve L5 ILM Coaching and mentoring


Governor discussions with T/TAs show that they have benefitted from coaching sessions and that it has impacted on their daily practises

Coach mark silver criteria met

Key tasks Who Start /End Resources SEF area Impact & Evaluation 5.1 Coaching sessions by SLT for all T

staff form part of T&L monitoring and feedback

JN Oct 16Feb 17May 17

NA OE TLA All Ts have had personal coaching to focus on aspect of improving their teachingCoaching session for DH

5.2 Coaching sessions for Tas planned and implemented

JN Nov 17April 17

NA TLA TA coaching sessions have begun. Further dates to be planned.

5.3 CPD attended by SLT in use of coaching

SLT As available £2000 L&M Coaching CPD attended by HT March 17

5.4 Governor meeting with Tas to evaluate effectiveness of coaching

CoG Feb 17 NA OE

5.5 ILM level 5 completed by HT JN July 17 £900 OE Part way through first essay. Reflection on coaching Submitted April

5.6 Coaching allows teachers to reflect on impact of CPD

JN Oct 16 Release L&M Teachers can clearly say what has helped and what hasn’t. do not overload T!

Target 6 Develop leadership across the schoolContext In term 5 of 15/16 academic year the DH was seconded into acting HT at a cluster school. Succession planning for

the role of DH and SLT needs to be planned for. 2 teachers completed NPQML in 15/16 and 1 teacher will be completing NPQML in 16/17.Succession planning in governance also needs to be planned for so that if needed there are key governors who can step up to the role of vice /chair.


HS+ award achieved through AM completing NPQML Standards in reading improved in line with ARE through

successful leadership by AA Governors willing to take role of V or CoG if needed DH begins Med


AM completes NPQML AA is confident in

implementing improvements on SLAP

Governors Taking the Chair course

Key tasks Who Start /End Resources SEF area Impact & Evaluation 6.1 AM completes NPQML project AM Sept 16/July

17Release £1000

L&M AM attended NPQML – taking ownership of PSHE. Healthy School week planned

6.2 School achieved Healthy School Status

AM July 17 As above PDBW Audit for Healthy School status is being undertaken and is nearly complete

6.3 Governor’s Action plan to show how they will hold school to account with a specific focus on raising standards

SR Nov 16 NA

6.4 Governors attend relevant CP to develop breadth of knowledge

GovsSR

As available NA L&M This is also an outstanding action for 15/16

6.5 JN completes ILM L5 in Coaching and Mentoring

JN Nov 16 NA (£1K paid 15-16)

L&M Essay to be submitted in April

6.6 DH enquires about MEd Leadership

JB Jan 17 TBC L&M DH secured Med and HT!

6.7 AA begins NPQSL AA June 17 £1000 L&M6.8 LH enrols for Aspiring SBM Cert TH Oct 16 Not yet enrolled – unable to

apply for vacancy SBMLH enrolled on SBM course

6.9 Embed new curriculum (15-16) CN JN Sept – May NA L&M Continual review of curriculum to ensure needs of current learners are metCurriculum map reviewed for 17-18

Target 7 Improve SEND knowledge of support staff and new teachers so that SALT children are successfully included in mainstream classes

Context Due to building works that will be taking place from January 17 there may be some disruption to classrooms. To minimise the number of children this will affect the school made the decision to relocate

CIRB classroom so that they can be included into mainstream classes if needed once building work commences. Support staff are experienced at including children but to ensure that all their needs are fully met there will be the need to upskill and improve the Tas knowledge of supporting children with a language/communication additional need fully.


SEND children fully included into mainstream class

TA have skills to support and challenge all learners with additional needs


CIRB children happy and making progress in mainstream classes

Governor discussions with support staff will show that they are confident in meeting SEND needs

Key tasks Who Start /End Resources SEF area Impact & Evaluation 7.1 Audit TA needs BD Oct Release time PDW OCL PDMs and in house training

implemented 7.2 TA CPD to address needs BD JN Nov 16 Release time PDW OCL Range of CPD organised to

meet needs of schoolNew TAs have completed online SEND training through IDP and upskilled knowledge of SEND

7.3 Monitor inclusion through observation in classroom

BD JN Feb 17 NA PDW OCL Classroom observations have been good.

7.4 Plan further CPD if required BD March NA PDW OCL Ongoing TA CPD sessions are being planned to address needs as they arise3 TAs enrolled for NVQs

7.5 Gov discussions with learners and support staff

Govs April 17 NA PDW OCL

7.6 Monitor progress of learners with additional needs/CIRB children

JN April 17 NA OCL FLiC tracker used to monitor vulnerable learners

7.7 Termly (3x) SENDco and Teacher meetings

BD Sept, Jan April

NA OCL SEND needs and support identifiedAdvice sought and given

7.8 Observations of learning show that TAs are using new skills effectively

SLT Oct, Feb, May

NA OCL Observations show TAs very effectively deployed but still a reliance on working with LAPsRecent observations showed TAs working with groups other than LAPs.

7.9 Support EAL learners – PDM & JN Jan NA OCL EMAS PDM for support staff and

CPD Ts.EMAS surgery and bilingual conference held.

Target 8 Review school values, vision and mission statement Context The school reviewed its mission statement, values and vision in June 2014 as part of its Christian ethos

self-evaluation. The values are fully embedded in the school’s daily ethos. To move the school forward we have identified the need to revisit our values, ensure that they are embedded and share these with the wider community


INSET day will have ensured all are clear on what makes W&B unique

Values will be clear & represented through simple symbol/picture


A simple symbol will have been agreed to represent the school’s ethos.

Stakeholders will be able to articulate what makes W&B unique

Key tasks Who Start /End Resources SEF area Impact & Evaluation 8.1 INSET Previsioning day – What

makes W&B uniqueJN SR Sept TA overtime

£1000SIAMPDWB

Values led PDM. Uniqueness clear form all staff – ethos committee to be established

8.2 Review vision/mission statement JN SR Oct NA SIAM PDWB Mission statement agreedRevist with new HT 2018

8.3 Complete SIAMs SEF Fdn Govs

Nov – Feb 17

NA SIAM PDWB

8.4 Ensure use of worship tables in all classrooms

JN CR Oct NA SIAM All classes have worship table. School worship council to monitor use See below

8.5 Develop use of reflection as part of daily practice

JN T Sept NA PDBW Reflection used in worship but needs to be developed in class PDM needed

8.6 Establish worship council CR Oct Release time £1000

PDBW Worship council begins Dec 16WC meeting and actioning items

8.7 Develop children leading worship CR JN January NA PDBW Children taking a more active role in worship . Chdn leading prayers and deciding on hymns

8.8 Contribute to vision day SR MW September NA L&M Staff and govs secured vision of school and core values of CRT

8.9 Develop relationships with staff/ governors

Govs Sept – July NA L&M

Target 9 Improve leadership of worship and use of worship in classroomsContext Pupil discussion has shown that children would like to take a more active role in leading worship – both

whole school and in the use of worship tables in the classroom.Planned impact of actions – what will happen?

All classes will proactively use class worship tables

Worship council will be established Children will take leading role in

delivering whole school worship


Discussion with children will reflect growing use of worship tables

Children and governor discussion will show that children are taking responsibility for leading worship

Key tasks Who Start /End Resources SEF area Impact & Evaluation 9.1 All classes to set up worship table T Sept NA SIAM PDWB All classes have worship table

Feedback from Worship Council is that they are not effectively used. Target PDM Term 6

9.2 Worship display changed termly to reflect worship values

JN 6x per year Printing SIAM PDWB Consistent focus on values across school. worship linked to value and linked to school valueChildren all know values and contribute to value reflection display in hall

9.3 Worship council meet termly to plan worship

JN 6x per year NA SIAM PDWB Worship council meet T2 – DecClaire to feedback to TsActive voice growing

9.4 Children lead worship – prayer, reflection and evaluation

JN 6x per year Na SIAM PDWB Children increasing in confidence to share reflections Children participating in worship and leading prayers

9.5 Gov meeting with children SR May 2017 NA SIAM PDWB 9.6 Improve pupils’ understanding of

Christianity as a world faith and that modern Britain is a multi-cultural and multi-faith country (15/16)

CR Sept 16 Curriculum resources

SIAM RE addressing this through making links with other religions and customs in other countries

Target 10 Improve Parental engagement (PEPP) in children’s learning

Context The school has identified the need to actively engage with hard to reach families. In April 2016 it enrolled on a pilot programme through the Bath University, with Dr Janet Goodall. The purpose of this programme is to look at innovative ways to work with families to help children make progress in their learning


25% of hard to reach parents will attend workshops

Progress made for vulnerable learners


Project evaluation completed and will show success

Key tasks Who Start /End Resources SEF area Impact & Evaluation 10.1 Contact Rob Loe to enrol on

research projectBD Oct 16 NA PDBW JN BD met with RL. Awaiting funding

results Initial meeting 16/3/17

10.2 Complete evaluation BD FC Oct 16 Release time OCL Completed and fed back to JG10.3 Plan INSPIRE days JN Sept 16 NA OCL Attendance for KS1 good – target

KS210.4 Plan family learning events JN Oct 16 NA OCL Time!

Family Learning not happening this year due to building works

10.5 SEND parent café DN BD 3x per year Refreshments OCL, PDBW

Target parents attended – support given Well attended by all target parents

10.6 FLP contact and engages hard to reach families

DN 3 per year FLP salary OCL, PDBW

2 target families contacted and attended meetings Supporting with CAF

10.7 Parent’s evening to be refocussed from reporting to supporting

JN 3 per year NA OCL, PDBW

Feedback informally positive form both parents and teachers

10.8 Meet the teacher sessions T Sept NA OCL< PDBW

Timetable restrictions. All T met with parents early T1

10.9 Induction sessions to be reviewed and refocused

GS JN May 17 NA OCL

10.10Plan days out for families that attend family learning activities

SLT Jan 17 Coach and entrance - £1500

OCL, PDBW

Due to space FL events have not happened t school so this action/

10.11 Increase visibility of governors with parents

Govs Oct 16 JN OCL, L&M

Monthly contributions on newsletters. Governors in school – however school needs to be more directive and inform parents when Gov days are

10.12Plan careers convention JN June 17 L&M OCL

Due to building work disruption this is on hold

Target 11 Review behaviour policy Context Over the last 2 years behaviour across the school has significantly improved. However there are still isolated

incidents involving vulnerable learners. The majority of these incidents occur at lunch times where staff are less confident in positively managing behaviour. There is also a parental perception that certain children are bullies. This usually relates to children with additional needs and support is needed to helping these children learn how to effectively communicate in free time.


Lunch time incidents will decrease Vulnerable children are empowered to

react positively to free time and friendships


Parental perception of bullying has decreased – gov meeting with parents

Pupil perception of bullying and how it is managed is positive - gov discussions

Key tasks Who Start /End Resources SEF area Impact & Evaluation 11.1 Recruit new MDSA JN Sept £2500 PDWB 1 MDSA recruited. Ratio improved.

Incidents reduced 11.2 Train MDSAs in positive

languageJN JB Sept Overtime £250 PDBW Completed in Dec 16- early

observations on impact positive11.3 Supervise playground by SLT

at lunchtimeSLT Sept NA PDBW Monitored. New TA needed

New TA x 2 recruited with roles at lunchtime

11.4 Intervention groups set up for target children

JN BD Oct ELSA salary PDWB ELSA supported X children to date with positive impact on emotional wellbeing – see assessment sheets

11.5 PSHE lesson – tolerance and friendship

T Termly NA PDWB Less incidents of poor behaviour on playground at lunchtimes and playtimes are being reported

11.6 Review policy with stakeholders

JN SR Sept NA PDWB A few minor tweaks to policy

11.7 Rewrite policy JN Sept NA Policy on webpage 11.8 Review anti bullying policy JN Nov 16 NA PDBW11.9 Purchase new PSHE SoW JN Nov 16 NA PDBW New SoW purchased plus INSET for

201711.10 Implement THRIVE with

support of BSS teamBD Nov – July NA PDBW THRIVE assessment completed for

child with MSPBSS held discussions with Y6 teacher – work with target group

11.11Open CAFs for children whose behaviour impacts home life

JN December Time PDBWOCL

Target families attended anxiety and parenting courses run by FLP. CAFs opened

Target 12 Successfully manage school building project with minimum disruption to learners.Context Over the last 12 months the school has grown significantly and has now reached a point where the

accommodation does not meet the needs of the children. The school has been supported by the LA to extend with new classroom, studio, and staffroom and office space.The building works are due to begin in January 17 and will cause disruption to the school.


Classroom provision meets needs of learners

No children taught in corridors Office space supports working

environment


Building works completed on scheduleObservations and general day to day management regularly monitors impact of building works and deploys resources to ensure impact on T&L is minimal

Key tasks Who Start /End Resources SEF area Impact & Evaluation 12.1 Appoint builders Workin

g groupOct NA OE A Hammonds appointed. Building

works to commence Jan 17

12.2 Manage project TH Ongoing NA OE Building works being effectively managed. H&S audit highlighted level of care taken by school. HT working closely with PM to ensure tight timescales are kept.

12.3 Minimise disruption to learners JN Jan 17 NA OE Reviewed project time frame and emended to minimise disruption. However noise levels at times have been a disruption. Generally children have continued to focus. Diamond children are finding small room confining.

12.4 Plan opening event JN Sept July

NA OE No reply for HRH Date pencilled in for welcome event – sport’s day and afternoon tea for families- Thursday 28/9/17

12.5 Monitor completion of new build F&P Ongoing NA OE

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Documents

wiltonandbarford.wilts.sch.ukwiltonandbarford.wilts.sch.uk/.../SIAP-16-17v6.docx · Web viewWhilst children’s skills in whole word reading has steadily improved and phonic teaching