Centre Improvement Plan 2019-2020 - Effra Early Years Centre
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Centre Improvement Plan 2019-2020
Introduction
The priorities for action have been identified through rigorous analysis of the data and through meticulous monitoring. The format of the plan is
aligned to the Ofsted framework September 2019 and has been developed following school self-evaluation. The plan will be monitored by staff and
governors. The areas for development align with the six Ofsted areas, although the overall effectiveness heading will not have its own specific
actions.
The school currently grades its overall effectiveness as Outstanding. The Childcare for two year olds is also graded as outstanding by the senior
leadership. Both are also considered to be outstanding by the Lambeth School Improvement Adviser- Kay Beckwith in the academic year 2018-19.
The previous year the Centre was considered to be outstanding by the Lambeth School Improvement Advisors- Richard Blackmore 2017-18 and Clare
Dudman 2016-17.
The new Ofsted Inspection Framework from September 2019
The heading for inspection judgements in the new framework will be as follows:-
1. Overall effectiveness
2. Quality of Education
3. Behaviour and Attitudes
4. Personal development
5. Leadership and management
6. Evaluating the quality of early years education in schools (Linked to two year olds as well as nursery)
Current Grades
1Both the maintained nursery school (July 2015) and the childcare provision (Spring 2014) are currently graded as ‘good’ by Ofsted. In July 2019 it was
graded as #############Listed below are the reasons given for the provision ‘not yet being outstanding’
Ofsted Key issues identified at the last SECTION 8 inspection June/July 2019
Ofsted Key issues identified at the last Childcare inspection: June 2014
It is not yet outstanding because
There is capacity to engage and involve all parents in their children’s learning and development of the nursery
Section 1 – Nursery School
The Quality of Education
Objectives:
The Curriculum Intent document is embedded for all staff and they have an understanding of how it supports curriculum development
The curriculum and accurate EExAT assessment identifies gaps and the curriculum will provide a sequenced structure to address gaps in knowledge and skills
The curriculum is broad and includes forest school and STEM to ensure breadth and enhancement for all children
The progress of all children is tracked and measured against their individual starting point
The nursery school prepares children well for the next stage of their education in primary school
The Federation governing body to monitor the quality of education three times per year in school and childcare. SEND twice per year. Safeguarding three times per year
ACTION Lead Resource Timescale Success Criteria Monitoring
Person s / cost
1.1 Ensure all staff are familiar and beginning to Time March Staff questionnaire March
embed Effra Nursery school Curriculum Intent 2020 2020 elicits responses
document. Through staff meetings / INSET and in reflecting a growing
house CPD. understanding of
curriculum intent.
Curriculum intent is
evident in planning.
1.2 All staff contribute to planning the sequencing of Time July 2020 Implementation
the curriculum delivery across the year and £? document will be
develop the long term implementation plan. completed detailing all
aspects of EYFS, STEM and
Forest School Teaching
reflecting the sequential
delivery of our holistic
curriculum.
21.3 Key Persons regularly check children’s CB Time July 2020 Use of EExAT for gap
understanding of concepts, knowledge and skills analysis and curriculum
to ensure our teaching sequence is matching the focused staff meetings
needs of all children. reflect the sequence of
teaching is correct and
meeting the needs of all
children
1.4 To gain the Evelina Communication Friendly RJ LEAP July 2020 With support from LEAP
Environment Award with support and funding funded Speech Therapists the
from LEAP INSET X2 learning environment,
days. lunchtimes and extended
Day 1 day provision are all able
2nd Sept to offer a communication
all day friendly environment to all
Day 2 tbc children and uphold the
requirements of the
award.
Award attained.
1.5 The early Reading Curriculum gives children a love CB Time Feb 2020 Staff meeting in the
of books and the use of ‘Core Books’ provides a CLPE Inspirational CLPE library,
cohesive link for holistic curriculum planning. confirm Webber Street SE1
visit Family Reading Day – Oct
/early Nov
1.6a The Reading curriculum enables children to enjoy CB Feb 2020 Monitoring evidences that
and engage with repeated refrains, rhyme and children are confident to
phonological awareness as the building blocks for play with rhyme and
independent reading. alliteration during group
sessions and in their play
1.6b Letters and Sounds Phase One is fully embedded CB Feb 2020 Monitoring evidences
in group provision. effective teaching of
Phase One, which
supports children to
demonstrate phonological
awareness.
1.6c All staff provide more opportunities for children to CB Feb 2020 Children are enjoying and
enjoy singing and experience opportunities for becoming familiar with a
rhyming. Children take part in games that develop repertoire of at least ten
an awareness of rhythm. well known songs in the
classroom, at lunchtimes
and in extended day
provision.
Monitoring evidences that
children are confident to
3play with rhyme and
alliteration during group
sessions and in their play
1.7 The Curriculum provides ample opportunities for CB/RJ Time Feb 2020 In house data and
developing children’s long term memory including Staff observations of children
games, songs and rhymes to improve memory. meeting demonstrate an ability to
CPD opp recall prior learning and to
use it in their play.
1.8a The STEM curriculum enables children to develop SC Staff July 2020 EExAT data and
an understanding of age appropriate maths meeting observations show
concepts and begin to use the correct children are using
mathematical language to explore the concepts. mathematical
language and
concepts in their play
especially when the
learning theme has a
particular STEM
leaning.
The percentage of
children achieving at
and above for number
will increase from80%
to 84%
1.8b The STEM curriculum enables children to develop SC Ogden July 2020 EExAT data and
an understanding of age appropriate scientific Trust / observations show
concepts, in particular physics and begin to use BLC children are using
the correct scientific language to explore the Time mathematical language
concepts. Staff and concepts in their play
meeting especially when the
learning theme has a
particular physics leaning.
1.9 The EYPP plan to focus on Communication & RJ EYPP July 2020 To reduce the difference
Language, Reading, Number and Understanding funding between EYPP eligible and
the World (See EYPP Plan) non- eligible in the four
target areas (See EYPP
Plan)
1.10 DATA Target- using the breakdown of UTW areas AB £250 July 2020 The At and above
to develop a clear focus to target to improve percentage for UTW will
outcomes increase from 76% to
80%+
41.11 To track past pupils attainment at the end of RJ/CB December EYFS profile data reflects a
reception to ensure Effra continues to prepare 2019 solid preparation for
children for the next stage in their education. school and school
Support from Lambeth research and stats team readiness and pupils are at
least at ARE
1.12 To use National Online Safety to deliver relevant RJ/CB £500 April 2020 Essential training for staff
training for staff/parents linked to all aspects of relating to online safety
online safety including social media and social media means all
staff are aware of
potential issues and are
able to maintain the
reputation of Effra when
engaging with social
media including the Effra
Twitter account
1.13 To develop the use of SCERTS for SEND for RJ In house July 2020 Evidence based case
children, families and support staff. training studies show how the use
of SCERTS prepares
children for their next
stage of education
1.14 To embed SCERTS approach using transitional RJ In house July 2020 All staff to have an
objects to move children to new activities training understanding of why
transitional objects are
more effective for moving
children.
A reduction in anecdotal
instances of children being
‘led’ to different activities.
1.15 To use the SCERTS framework to set effective RJ In house July 2020 SEN support plan targets
targets in SEN support plans training are incremental and lead
to improved medium term
outcomes for all SEND
children
1.16 To further improve the use of visuals to support RJ External July 2020 Jen Warwick CPD use of
children with social communication and speech training visuals delivered to all
and language needs. school staff and two
leaders from childcare to
cascade to other CC staff
via staff meeting.
Consistency of approach
evident during learning
walks. Monitoring shows
increased staff confidence
5and children with SEND
are responding to use of
visuals
1.17 To ensure routines and rules are embedded across
the centre.
The learning environment is calm and engaging.
Behaviour and Attitudes
Objectives:
Attendance monitored three times per year and reported to governors in the context reports
Children with attendance below 85% sent a letter to explain how many sessions they have missed and the impact on learning opportunities
Three behaviour rules and symbols adopted across the centre
Routines, rotas and planning evident across the centre particularly regarding new entrants to the centre
Positive attitude and commitment to early learning through building resilience alongside a caring attitude for others is fostered by all centre staff
Dignity and respect at work and for all children and families is promoted regularly and children develop an age appropriate understanding of its importance
ACTION Lead Resource Timescale Success Criteria Monitoring
Person s / cost
2.1 To monitor attendance termly and feedback at RJ time termly The contexts
ISC meetings to governors via context report reports show
(attendance to be monitored following a term monitoring is
in school) having a positive
impact on those
with lower than
85% attendance
2.2 To work with parents and carers to inform them RJ Time As needed Letters to support
of the link between low attendance and lower parents and carers
progress. to improve child’s
attendance are
positively received
and the school
offers support to
the family to
overcome any
obstacles to
attendance
2.3 Introduce the three rules and visual symbols RJ/CB/A Staff December All staff have the
into childcare including extended day and meal B/BG meeting 2019 visuals on a lanyard
supervisors to ensure consistency of message and use them
for all children across the centre consistently to
support
6appropriate
behaviour across all
areas of the centre.
Children respond
positively to the
consistent
approach and are
aware of the
expectations of
behaviour
2.4 Routines are embedded for all children and use RJ/CB Time Ongoing Children are
of visual timetables supports children to learn confident in the
the routines. This is consistent across the year learning
regardless of the start date for children environment and
operate
independently.
They are aware of
routines and
expectations and
support younger
peers and new
starters
2.5 Use daily strategies to build resilience for all CB/SC £200 July 2020 Through direct
children relevant to their needs. teaching during the
school day and
forest school,
children develop
their resilience and
are more able to
cope with
difficulties in their
learning as well as
managing
behaviour when
frustrated
2.6 Work with children to develop an age RJ/CB time July 2020 The whole staff
appropriate understanding of dignity and team are role
respect. models for dignity
and respect. They
consistently show
respect to the
children and
support them to
7show respect
towards each
other. The overall
outcome is that
children know that
they have a right to
dignity and respect
by behaving
appropriately
towards everyone
in nursery.
Personal Development
Objectives:
Children will be supported through the provision to develop in many diverse aspects of life promoting personal development and developing a sense of personal wellbeing.
Development of responsible, respectful and active citizens who are involved in public life (charity work, environmental work, supporting and developing community projects)
Retaining an inclusive centre policy where all children and families continue to be welcomed irrespective of age, disability, gender reassignment, race, religion or belief, sex
or sexual orientation or SEND requirements
To develop metacognition and support children to build their resilience giving them the capacity to recover quickly from difficulties.
To make SMSC opportunities clear in planning across the centre (festivals observed, developing creativity, understanding the world and their place in it developing people
and communities via Stonewall ‘getting Started’ Document, understanding right and wrong as choices with positive and negative consequences, supporting community
events and charities, awareness at an age appropriate level of British values, understanding and celebration of their cultural heritage, harmonious working regardless of
difference.)
ACTION Lead Resources Timescal Success Criteria Monitoring
Person / cost e
3.1 To prioritise wellbeing for all children and develop SC/AB £250 July Children
provision to include aspects to promote well being. 2020 develop an
This will include the following awareness of
1. Regular opportunities to be outside and how to
enjoying the natural world- including but recognise how
not restricted to forest school being outside
2. Participation in environmental projects and in nature
such as recycling, litter awareness and its supports them
impact on the environment to feel positive
and strong
(mentally)
Involvement in
environmental
projects
promotes their
8personal
development
supports
children to see
how their
actions play an
important part
in the world
around them.
3.2 Support children to become active citizens in their CB/Ali B Time On going Children are
local community and wider society through:- aware of how
1. Involvement in charity fundraising for donating to
others by supporting Children in Need, charities helps
Crisis at Christmas and Brixton Soup others in the UK
Kitchen and overseas.
2. Making links with a local care home where They are
children can go in small groups to sing, hear actively
stories and play with residents involved in
3. Active participation with environmental fundraising and
projects (see 3.1) collecting food
donations to
support others
Children make
connections
with older local
residents giving
well being
support as a
reciprocal
process
3.3 To maintain the inclusivity of Effra through RJ/CB £150 On going Through the
financially challenging times. Ensure all staff, behaviour
parents, carers and the local community are aware policy and
of the inclusive nature of the centre group times
children are
aware of how
they can include
everyone in
nursery in their
play
Through the
people and
communities
9teaching
children learn
about and
celebrate
difference,
acceptance
regardless of
age, disability,
gender
reassignment,
race, religion or
belief, sex or
sexual
orientation or
SEND
requirements
The curriculum
challenges
gender
stereotypes in a
meaningful way
and children
learn they can
do anything and
learn and
achieve without
limits
3.4 The curriculum supports the development of RJ/CB Staff July Children have
metacognition meeting 2020 developed an
awareness of
their own
knowledge,
strengths and
areas for
development.
They have belief
in themselves
as learners
They have
developed an
ability to
regulate their
own actions and
10apply
knowledge to
make choices to
overcome any
difficulties they
face related to
learning or
behaviour
3.5 SMSC is clearly evident in planning showing all CB/RJ £250 for July The EExAT
opportunities to celebrate festivals relevant to the books to 2020 statements
children. Through the people and communities support linked to people
aspect of UTW children have many opportunities to the and
share their home experiences and develop an Stonewall communities
understanding of difference and acceptance aspects of show more
the children are
Use of the Stonewall document to support the staff curriculum achieving at
team to develop a curriculum that celebrates least ARE at the
difference, develops an environment that supports end of the
all family make ups, makes no assumptions about assessment
children’s experiences, knowledge or skills, period
challenging gender stereotypes. Children show a
positive sense
of self and have
demonstrated
an awareness of
difference as
well as an
acceptance
3.6 All staff to work together to ensure a harmonious CB/RJ/SC July Data at the end
working and learning environment through a time of 2020 of July for
change and financial restrictions. The provision of leavers reflects
an inclusive and harmonious environment provides the progress
children with a safe and secure space to explore and attainment
their creativity and develop the necessary skills and required to
knowledge to prepare them for the next stage in make a good
their education. start in
reception.
Children
demonstrate
confidence in
their abilities
and their play
and learning
11shows
embedded
learning over
time.
Leadership and Management
Objectives:
Head teacher to do a full handover to Deputy Head teachers prior to redundancy – date July 31st 2019
To conduct regular termly monitoring across the centre focused on the education provided by the school and childcare- this includes monitoring key person planning in the
school and in childcare the circle time and focus activity planning
External monitoring by Lambeth SIP
Develop a new leadership structure and ensure all staff are clear about line management and roles and responsibilities. Structural chart shows devolution of leadership
To have a clear monitoring cycle for governors
Safeguarding is effective
To have clear links between the CIP, SEF, staff meetings and appraisal targets for all staff
ACTION Lead Resources Timescal Success Criteria Monitoring
Person / cost e
4.1 Exiting head teacher provides a full handover to the JB/CB/RJ time By July The heads of
heads of school to ensure a smooth transition in 23rd school are able
September. 2019 to pick up in
September and
continue to
move the
centre forward
4.2 Termly monitoring in place for the academic year RJ/CB time July The monitoring
focused on the following 2020 cycle is adhered
1. Reading to and provides
2. Phase one evidence
3. Rhyme and alliteration towards the
4. Use of visuals successful
Other aspects will be monitored via open ended completion of
learning walks the CIP by July
2020
Feedback to
individuals and
the whole team
affords the
opportunity to
develop the
provision and
improve aspects
as required
124.3 External monitoring by the Lambeth SIA to be RJ/CB Time July Feedback to the
discussed and feed back to all staff 2020 staff will allow
them to see
what an
external person
sees as
strengths and
areas for
development.
All staff have
appraisal
targets that are
linked to the
CIP. External
validation via
the SIA will
support their
evidence base
for
achievement of
targets.
4.4 Revise the devolved leadership structure and roles RJ/CB Time January All staff
and responsibilities document to ensure all staff Staff 2020 understand the
have clarity of the line management structure as meeting to organisational
well as areas of responsibility share structure within
structure the centre and
and the wider
supporting organisation of
document the federation
There is clarity
for all staff
regarding roles
and
responsibilities
and who to
seek for support
4.5 To encourage all governors to actively monitor the RH Time On going The governing
provision within the centre including SEND, quality body have first
of education, personal development and behaviour hand
and attitudes, Leadership and management knowledge and
experience of
the centre in
action and can
13communicate
these
experiences to
Ofsted at the
section 5
inspection
4.6 Safeguarding updates are presented at each INSET RJ/CB Time By Safeguarding
day and all supporting paperwork is signed for October remains
(KCSIE, Declaration forms) The safeguarding audit is 31st effective as all
completed in the autumn term and returned to the 2019 required
LA in good time documentation
is in place and
all staff are
aware of any
updates.
4.7 The CIP, appraisals, monitoring and staff meetings RJ/CB Time October The approach to
are all linked together to ensure a cohesive 2019 school
approach to school improvement improvement is
consistent and
cohesive. It has
been shared
with all staff
and they have
clarity about
their role in the
improvement of
the centre as a
whole.
Section 2 – Childcare Provision
Evaluating the quality of early years education in schools
Objectives:
The Curriculum Intent document is embedded for all staff and they have an understanding of how it supports curriculum development so children learn from a meaningful
holistic curriculum
The sequence of learning is pre planned to ensure a coherent curriculum delivery is in line with the Curriculum Intent Document 2019
The curriculum and accurate EExAT assessment identifies gaps and the curriculum will provide a sequenced structure to address gaps in knowledge and skills
The progress of all children is tracked and measured against their individual starting point
The childcare prepares children well for the next stage of their education in the nursery school
14Action Lead Person Resources Timescale Success Criteria Monitoring
1.4 To gain the Evelina Communication Friendly RJ LEAP July 2020 With support from
Environment Award with support and funding from funded LEAP Speech Therapists
LEAP INSET X2 the learning
days. environment in
Day 1 2nd childcare is able to
Sept all day offer a communication
Day 2 tbc friendly environment to
all children and uphold
the requirements of
the award.
Award attained.
15You can also read
