Danescourt Primary School Improvement Plan 2016-17
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Danescourt Primary School
Improvement Plan 2016-17
To further improve standards of Teaching and Learning
through the rigorous self- assessment of their own teaching by
teachers, leadership and of their own learning by learners ensuring
high levels of challenge for all.
To improve standards in Writing and Oracy, by increasing
accuracy in grammar and organisation.
To improve standards in procedural Mathematics
To improve the attainment of pupils vulnerable to
underachievement
To develop questioning across the Curriculum
To prepare teaching staff and pupils for new curriculum and
digital competency
Danescourt Primary School
Chair of Governors- Dr. Dirk Wilson
Headteacher- Judith M. Davies
Deputy Headteacher- Kate Haynes
LEA- Cardiff
Challenge Adviser- Alison BotarelliContents
Background Context
6 The School Context
7 The School Self Evaluation and Improvement Cycle
Action Plans
9-13 Priority 1
To further improve standards of Teaching and Learning through the rigorous self- assessment of
their own teaching by teachers, leadership and of their own learning by learners ensuring high
levels of challenge for all.
14-17 Priority 2
To improve standards in Writing and Oracy, by increasing accuracy in Grammar and Organisation.
18-21 Priority 3
To improve standards in procedural Mathematics
22-28 Priority 4
To improve the attainment of pupils vulnerable to underachievement
29-32 Priority 5
To develop questioning across the Curriculum
33-37 Priority 6
To Prepare teaching staff and pupils for new curriculum and digital competency.
What Informs the SIP?40 The School Vision
41 National/ Local priorities
42-44 Self- Evaluation Findings
45-57 Summary of Key performance Data
58 Estyn Recommendations
59-63 Peer Enquiry- February 2016
64-69 Mathematics Review – October 2015
70-99 Review of progress on previous SIP 2015-16
101-104 Summary of School Improvement Targets and Termly
milestones for tracking data.
105-106 Summary of Priorities for 3 years
( high level priorities, actions and targets)
Appendices
108-113 Full School Targets and benchmarks
114-120 Staff Structure and roles/responsibilities
121 Key External Challenge and Support
122 Summary of Development of school finances including EIG and PDG
123-124 Summary of Staff Development Programme
125 Summary of partnership proposals to engage wider community including work with other
schools126-132 Monitoring, evaluation and review- arrangements and timetable- including governing body
monitoring and reviewDanescourt Primary School and Nursery Danescourt Primary School and Nursery caters for around children aged 3 to 11. The school is set in extensive land and in the centre of the Danescourt housing estate in the Llandaff area of Cardiff. The primary school was created in September 2008 when Danescourt Infant and Danescourt Junior Schools were amalgamated. Between July 2009 and September 2010 the school underwent an extensive building refurbishment programme to provide ‘state of the art’ two form accommodation for the children. There are currently around 420 pupils on roll and pupils are arranged in a mixture of single age and mixed age classes housed in well -resourced indoor and outdoor learning areas.
Danescourt Primary School Self – Evaluation and Improvement Cycle
Area of Learning Year 2 Year 3 Year 4 Year 5 Year 6 Year 7
Learning Team /SLT 2016-17 2017-18 2018-19 2019-20 2020-21 2021-2022
Literacy Language
Literacy Autumn Spring Autumn Spring Autumn Spring
Communication
Numeracy Mathematical Development
Spring Autumn Spring Autumn Spring Autumn
Digital Science and Technology
Competency Spring Autumn Summer Spring Autumn Summer
RE inc. Global Personal Social
Citizenship Development/ESDGC Summer Autumn
Welsh Welsh 2nd Language/MFL
Summer Summer Summer
Science inc. Science and Technology
K&U Autumn Spring Summer
History Humanities
Autumn
Geography inc. Humanities/
Ed. Sustainable ESDGC Spring Summer
Dev.
PE inc. Physical Physical Development
development Spring Summer
DT
Summer Spring
Art Expressive
Arts Summer Spring
Music
Autumn SpringAction Plans
Danescourt Primary School Subject or Aspect Action Plan: Teaching and Learning
Action Plan 2016-17
Priority 1: Standards of Teaching and Learning Source: Lesson Observations, SER, Peer Enquiry
Target: To further improve standards of Teaching and Learning through the rigorous self- assessment of their own teaching by teachers,
leadership and of their own learning by learners ensuring high levels of challenge for all.
Success Criteria :
Regular self- evaluation of teaching will have improved % of teaching at ‘good’ and ‘excellent’ to between 80-90%
Audit of teaching Continua to be used and analysed in Oct, Feb and May to establish progress
Planned observations of lessons complete across phases inform school self- review process of the standard of Teaching and Learning.
Scheduled observations of Language/ Literacy, Maths/Numeracy, Digital Competency, Science, Geography, RE and Art by learning leaders and co-
ordinators.
Evaluative Summary of findings recorded on the Subject Self- Evaluation in preparation for feeding into main school Self Evaluation Report.
Curriculum Teams will be reviewed and given hands on training in school self- evaluation activities;
Teaching Staff will be confident listening to learners, and scrutinising work and STP planning to make accurate evaluation of standards.
Language/ Literacy, Maths/Numeracy, Digital Competency, Science, Geography, RE and Art will all be reviewed and self-evaluation to include lesson
observation, scrutiny of planning and books, listening to learners and environmental audit.
Role of governing body in the evaluation of progress towards School Priorities will be consolidated.
Governors will be assigned to a school priority from the Autumn Term and receive updates from Priority Lead on progress termly.
Each priority will be subject to an evaluative learning walk at the beginning of June to verify progress and provide an evaluative commentary.
Pupils contribution to learning process has become more evaluative
Role of Learning Forum has further enhanced to feed into the school self- evaluation process.
Pupils have self-assessed their own learning and identified areas for improvement.
Pupils have trialled the Learner’s Continua and are confident in knowing their next steps in learning.
Strategically Planned Actions On Lead Time Scale RAG
Tasks/ Skills: Track Person(s) Analysis
Involved Start EndIntroduction of Performance Management Teams to be reformed on a Key HT Sept Sept
revised Teaching Phase basis. 16 16
Continua Tracker
Performance Management Leaders to receive introductory HT/ Jun Sept
training on facilitating new systems Teaching 16 16
Continua
Introductory training session to be held and Teaching Staff to self HT Oct Oct
– assess their own teaching against the given criteria 16 16
Each Teacher to meet with their Team Leader to assess the PM Team Oct Oct
areas of their teaching they wish to target improvement in. Leaders 16 16
One area will be selected and agreed as performance PM Team Oct Oct
management target for each teacher. Leaders 16 16
Check- in meetings to happen half termly PM Team Nov Jul
Leaders 16 17
Teaching Continua to be updated at regular intervals by Teacher, Teachers Oct Jul
At least half termly 16 17
Composite of all results to be tracked for overall levels of HT Jul Jul
teaching termly and summatively in July. 17 17
Observation of each teacher by performance management team PM Team Jun Jun
leader with a focus on the aspect jointly agreed at the beginning Leaders 17 17
of the cycle.
Review of Autumn Term LL and Nov Nov
standards of Leader for Learning for Literacy to lead a review of standards of team 16 16
Teaching and writing carrying out agreed self-evaluation activities (Talking to
Learning in Learners, scrutiny of books and planning, environmental audit and
designated subject sample lesson observations.
areas
Literacy Learning Team to evaluate finding and record on LLC Nov Nov
Subject evaluation. Learning 16 16
Team
Leader for Learning for Science to lead a review of standards of Sc Nov Nov
Science carrying out agreed self-evaluation activities ( Talking to Leader 16 16
learners, scrutiny of books and planning, environmental audit and team
and lesson observations
Science Learning Team to evaluate finding and record in Subject Sc Nov Nov
evaluation. Learning 16 16
TeamSpring Term Numeracy Jan Jan
Leader for Learning for Mathematics and Numeracy to lead a Lead and 17 17
review of standards of procedural maths carrying out agreed self- team
evaluation activities (Talking to Learners, scrutiny of books and
planning, environmental audit and sample lesson observations).
Mathematics and Numeracy Learning Team to evaluate finding MD/ Jan Nov
and record in Subject evaluation. Numeracy 17 17
Learning
Team
Leader for Learning for Digital Competency to lead a review of Leader Feb Feb
standards carrying out agreed self-evaluation activities ( Talking for E 17 17
to learners, scrutiny of books and planning, environmental audit Learning
and lesson observations). and team
Science and Digital Competency Team to evaluate finding and Science Feb Feb
record in subject evaluation. and 17 17
Technology
Team
Learning co-ordinator for the Humanities to lead a review of Humanities Mar Mar
standards in History/Knowledge and Understanding of the World Learning 17 17
carrying out agreed self-evaluation activities (Talking to learners, Team
scrutiny of books and planning, environmental audit and lesson
observations).
Humanities Learning Team to evaluate finding and record in Humanities Mar Mar
subject evaluation. Learning 17 17
Team
Summer Term Humanities Apr Apr
Leader for Learning for Humanities to lead a review of standards Learning 17 17
of teaching and learning in RE. carrying out agreed self- Team
evaluation activities (Talking to Learners, scrutiny of books and
planning, environmental audit and sample lesson observations).
Humanities Learning Team to evaluate finding and record in Humanities Apr Apr
Subject evaluation. Learning 17 17
Team
Expressive May May
Leader for Learning for Expressive Arts to lead a review of Arts 17 17
Learningstandards of teaching and learning in Art, carrying out agreed Team
self-evaluation activities (Talking to Learners, scrutiny of books
and planning, environmental audit and sample lesson
observations).
Expressive Arts Learning Team to evaluate finding and record in Expressive May May
Subject evaluation. Arts 17 17
Learning
Team
Learning Forum to Members of Learning Forum to be nominated by teachers of Teachers Sept Septem
develop their role Year 2 to 6. 16 ber 16
further in the
evaluating of learning
Learning Forum to devise their own questions re learning to be LF Oct Oct
added to the annual questionnaire of pupils. 16 16
Learning Forum to collate and analyse the results of the half HT and Nov Nov
termly rubric of learning (HOM) LF 16 16
Learning Forum to formulate simple action plan of activities they LF Oct Nov
wish to undertake to monitor and improve learning 16 16
Pupils’ Learning Selected strands of the pupil continua to assess their own HT and Jan Jul
Continua to be learning and set next steps for improvement. DH 17 17
introduced to pupils
Deepening of GB GB to be formed into six teams- one for each current school HT Oct Oct
involvement in the priority. 16 16
evaluation of
Teaching and
Learning Each team to be provided with termly update on progress against SLT Nov May
the priority by priority lead. 16 17
Each team to carry out a self-evaluative learning walk and Gov Body June 17
provide an evaluative commentary to feed into the SER
Resources (time; finance; staff development; equipment) Budget Allocation Budget Source
Cost of Staff Training
Teaching Continua- Training and Set up £1300 Delegated budget- Teaching Materials
Supply Costs for covering Leaders for Learning- 12 days £1800 Delegated Budget-Agency costsSupply cover for Performance Management- 10 days £1500 Delegated Budget- Performance
Management
Monitoring Evaluation
How? Who? When? How? Who? When?
By Report, PM Paper
work, Monitoring of HT. Performance Half Termly and
Governing Body and Termly and
Teaching Continua Leaders, SLT and GB Termly as By SLT and HT reports
Challenge Advisor summatively in June
and subject Self Learning Teams approprpiate
Evaluation Reports
Monitoring Commentary Evaluation Commentary
Danescourt Primary School Subject or Aspect Action Plan: Literacy
Action Plan 2015-16
Priority 2 : Writing and Oracy Source: Core Data Analysis, End of In Year and End of Key Stage Teacher
Assessment
Target:
To improve standards in Writing and Oracy, by increasing accuracy in Grammar and Organisation.
Success Criteria :
Percentage of pupils achieving Outcome 6 in LLC increased to between 50-55 %
Percentage of boys achieving Outcome 6 in LLC increased to between35-45%
Percentage of pupils achieving Level 5 in Writing increased to between 50-60%
Percentage of boys achieving Level 5 in Writing increased to between 45 -55%
Percentage of pupils achieving Level 5 in Oracy increased to between 50-60%
Strategically Planned Actions Lead RAG
Time Scale Analysis
Tasks/ Skills: Person(s)
Involved Start End
To improve standards School to become a member of NACE HT Sept 16
of writing for MAT
th
learners. NACE course: ‘The MAT Learner: challenge in the everyday classroom.’ Literacy 5 Oct 16
(See also Priority 4) Leader/HT
Training Day to Identify criteria for MAT Learners at our school and Literacy Nov 16
looking at provision for MAT learners at DPS- enrichment and Leader/HT
enhancement strategies
MAT to be identified in each class and a register of gifted children to be All Nov 16
established. Teachers
Plan regular opportunities to use ICT in the publishing writing.( Link with All Sept 16 Jul 17
Priority 6) Teachers Engage with positive male role models e.g. Dads, Grandads, to take part LL/ ELSA Sept 16 Jul 17
To work in writing workshops (see Priority 4)
collaboratively Male writers celebrated throughout the year, e.g. Roald Dahl Day, World
with partner storytelling Day, assemblies etc.
schools to bring
about Continue to develop more meaningful opportunities for boys as writers LL/NL Oct 16 Nov 16
improvement in through Contexts for Learning.
boys motivation Recap on opportunities for consolidation through meaningful contexts
for and standards (joint Twilight INSET with Numeracy Leader)
in writing Medium term mapping to include opportunities exist to cover a range of
skills monitored by book scrutiny, PPA team meetings, INCERTs
analysis.
Book Fairs: Groups of boys to decide on commission to be spent Pupils Nov 16 Nov 16
Celebration of pupil learning as part of display and whole school DH/HT Termly
assemblies. ‘Write here Write now’. 50% of writing to be boys.
Boys’ handwriting groups to be set up: series of fun activities which LL Oct 16 Jul
develop fine motor skills. 17
Revisit pen passports: aim for all pupils to have graduated to pen by the All Sept Jul
end of Year 5. Teachers 16 17
To meet with other member schools of SIG5 (Significant Improvement LL/ SIG Sept 16 June 17
Group) to schedule a series of workshop sessions to encourage boys convenor
writing. Each school to offer a workshop session to enhance boys writing
E.g. encouraging boys as writers in the early years, using Thinking Maps
to inspire boys to write.
Course to be provided by outside provider (tbc) for representatives of SIG Feb
each SIG member school on how to build a culture where boys are Convenor 17 tbc
inspired to write.
DPS to set challenging in-year targets for boys’ writing and progress to SLT Sept 16 Jul 16
be monitored at 3,6 and 9 months. Data across member schools to be collated. SIG Jul 16
Convenor
To improve levels of Twilight INSET: revisit ‘prompt posters’ as devised last year; review how Literacy
spoken and written grammar is taught throughout genres of writing. Non-negotiables’ of Leader
grammar across the grammar on display in every classroom.
Nov
school.
16
OUP grammar resources used to support teaching. All Sep July 17
Teachers 16
Revision of ‘starters’ in English lessons. LL Nov 16
Twilight INSET (with Numeracy Leader): Asking good questions to promote Literacy Nov 16
enquiry – use of Q-Matrix, Thinking Buddies system, TASC Wheel (See and
Numeracy/
Priority 5: Thinking) Thinking
Leaders
Use of i-Pads for AFL, tracking oracy skills on INCERTS Snap Literacy Sept 16 Jul 17
Leader/who
le staff
FP – Speech and Language Links interventions (see Priority 4) Literacy Oct 16 Jul 17
Leader/AL
Nco
INSET: developing the use of drama and role play across the school. Role Literacy Feb 17
play areas set up across school. Leader
Resources (time; finance; staff development; equipment) Budget Allocation Budget Source
1.Membership of NACE £170 Delegated Budget- memberships
2. Supply cover for SIG activities £800 SIG grant
3. NACE conference £340 EIG
Monitoring Evaluation
How? Who? When? How? Who? When?
In-year target setting, Report to GB,
Literacy Leader 3,6,9 months GB/ Challenge Adviser June 2017
book looks, feedback Evaluative learningmarking. walk, in-year and end
of KS2 writing TA.
Monitoring Commentary Evaluation Commentary
Danescourt Primary School Subject or Aspect Action Plan: Mathematics- Procedural
Action Plan 2016-17
Priority 3: Mathematics Source: In Year Target Setting, End of Key Stage Assessment and National
Test Analysis.
Target:
To improve standards in procedural mathematics.
Success Criteria:
Evidence of Increased opportunities in books and planning for children to use numeracy through context
The number of boys achieving Outcome 6 has risen to between 50 and 55%
The percentage of pupils achieving Outcome 6 has risen to between 55% and 60%
The percentage of pupils achieving Level 5 has risen to between 53 and 55%
The percentage of pupils achieving Level 4 and Outcome 5 has been at least maintained.
National percentage of pupils in Years 2-6 achieving a standardized score of 115+ on procedural numeracy test has risen to between 16 and 20%
Strategically Planned Actions On Lead Time Scale RAG
Tasks/ Skills: Track Persons Analysis
Start End
Involved
Place value: Utilize cyclical planning format presented as part of Abacus and CL Sept 16 July 16
Improvement of pupil embedded as part of weekly planning (all staff) to ensure
understanding coverage.
Monitor planning to ensure pupils’ understanding of how NL Oct June
numbers are composed and how they relate to each other is 16 17
being systematically developed through progressive teaching of
PV
Purchase Manipulatives: classroom equipment such as Dienes NL Sept 16
apparatus to reinforce the connection between mental and
recorded calculations.
Introduce exemplar question cards to all staff to develop talk NL Oct 16
within mathematics as an integral part of daily learning. Provide
opportunities for children to talk about why and how calculationswork (links to school priority 2)
Distribute mathematical language synonyms using posters in NL Oct 16
classroom and linked to thinking maps. All classroom to display
procedural mathematical board in classroom and relevant
number lines
Purchase of mathematical dictionaries NL Sept 16
Action research project to develop baseline tool on types of NL Sept 16 July 17
questions asked as part of mathematical learning. Comparison
after further development of Q Matrix (see Thinking Action Plan)
Complete Long Term curriculum mapping of skills linked with CfL LL/NL Oct 16
Using Mathematics in Recap on opportunities for consolidation through meaningful LL/NL Jan 17
context contexts (joint Twilight INSET with Literacy Leader)
Medium term mapping to include opportunities to cover a range NL
of skills (number, measure, data handling etc) monitored by book
Oct 16
scrutiny, PPA team meetings, INCERTs analysis.
Pupils mentioned in Celebration assemblies regularly for Teachers Sept 16 July 17
applying their maths skills.
Maths displays to highlight achievement in mathematics and it’s Teachers Sept 16 July 17
application across the curriculum.
Stepped word Twilight INSET: Analysis (whole staff) of procedural results (LNF) NL Sept 16 Sept 16
problems to feed into teacher planning
Staff training on ways to provide practice in stepped problems CL Nov 16
through modelling and guiding leading to independent practice
Opportunities planned for whole school and/team moderation NL Nov 16
(planned into PPA timetable) exercises with a procedural focus.
Review of Procedural Maths to include; NL and Jan 17
Book looks Maths
Monitoring of planning – to ensure opportunities exist for MA Learning Lesson observations Team
Listening to learners
INCERTs analysis
To establish Revisit homework platform as part of whole school assembly to NL Oct 16
homework platform promote and embed the learning tool
Monitor the usage of homework platform on weekly basis CTs Oct 16 Jul 17
Provide weekly opportunity for children without computer access SLT Oct 16 Jul 17
to complete homework in school at lunchtime
Distribute questionnaire and evaluate comments on the NL Jan 17
effectiveness of using platform to support, consolidate and
extend children’s procedural skills
To embed Target Planned task in PPA – team leaders to work with staff to assign Sept 16
setting bookmarks
Monitoring of book mark usage during Maths Review Jan 17
Resources (time; finance; staff development; equipment) Budget Allocation Budget Source
Training Costs: Delegated budget
Resources costs:
Maths Resources ( Manipulatives and dictionaries) £500 Delegated budget- teaching materials
Supply cover costs for Long Term Planning mapping £300 Delegated budget- agency
Supply cover for Maths Review £300 Delegated budget- agency
Monitoring Evaluation
How? Who? When? How? Who? When?
Feedback from staff SLT and GB priority 3,6, 9 months Report from SLT Systems Leader June 17training, Task Force team Governor’s evaluative GB Evaluative Team
meetings, Learning commentary.
Forum and
Observations, report to
GB
Monitoring Commentary Evaluation Commentary
Danescourt Primary School Subject or Aspect Action Plan: Additional Learning Needs
Action Plan 2016-17
Priority 4 :Raising Achievement of Vulnerable Pupils Source: National Tests, INCERTS, teacher assessment, baseline and end of key
stage data
Target: To improve the attainment of pupils vulnerable to underachievement
Success Criteria :
65-75% targeted pupils make better than expected progress and return to within average range of scores in literacy, speech and
language and numeracy interventions ( baseline and final test)
90-100% of FSM pupils achieve estimated targets (end of year pupil progress review)
75%-85% of MAT pupils achieve aspirational outcomes and levels ( end of year pupil progress review)
90-100% of ME pupils to achieve estimated targets ( end of year pupil progress review)
90-100%of pupils with EAL to achieve estimated targets ( end of year pupil progress review)
Attendance of targeted pupils to improve by 5% ( SIMS attendance calculator)
Strategically Planned Actions On Lead Time Scale RAGTasks/ Skills: Track Person(s) Start End Analysis
Involved
Literacy Interventions Pupils to be targeted using baseline assessments, teacher ALNco, September 2016
targeted pupils to assessment and NNS + NLS analysis DH
receive literacy Wellcom- Nursery TA & Oct
interventions All pupils in Nursery to be assessed using the Wellcom ALNCo 16
intervention.
Pupils identified as needing extra help to be grouped according TA & Nov July
to need and receive targeted intervention from T and TAs. ALNCo 16 17
Progress to be monitored at 3,6, and 9 month intervals TA & Jan ’17
ALNCo May ’17
July ‘17
Language Links- Reception CT, TA & Sept ‘16 Oct ‘16
All pupils in Reception to be assessed using the Language Links ALNCo
programme
Pupils identified as needing extra help to be grouped according CT, SLTA Oct ‘16 Jul 17
to need and receive targeted intervention from T and TAs. & ALNCo
Progress to be monitored at 3,6, and 9 month intervals CT, SLTA Jan ’17 May ’17
& ALNCo July ‘17
Speech Links – Reception CT, SLTA
Targeted pupils to receive a minimum of 2 sessions per week & ALNCo Oct’16 July ‘17
with a TA upon the successful completion of the Language links May’17
(if chn needed Lang
screening. Links intervention
first)
Progress to be monitored and assessed. CTs Jan ’17 April ’17
July ‘17
Speech Link – Year 1 CT, SLTA Oct ‘16 July ‘17
Target group of Year 1 pupils to receive a minimum of 2 sessions & ALNCo
per week from TA
Progress to be monitored and assessed. SLTA & Jan ’17 April ’17
CT July ‘17
ALNco
SAIL- Year 1 SAIL TAs Jan ‘17 July ‘17
Target group of Year 1 pupils to receive a minimum of 4 sessions CT, DH &
per week from TA. ALNCo
Interim progress to be assessed after 3 and 6 months. SAIL March ’17
TAs, CT, June ’17
DH &ALNCo
Baseline test to be repeated after 6 months SAIL TAs June ‘17
CT, DH &
ALNCo
SAIL- Year 2 SAIL Sept‘16 Dec ‘16
Target group of Year 2 pupils to receive a minimum of 4 sessions TAs, CT,
per week from TA. DH &
ALNCo
STARS –Group Y2 HLTA, Oct ‘16 July ‘17
Target group to receive group session with HLTA CT, DH &
ALNCo
Interim progress to be monitored at 3,6 and 9 month intervals DH, Jan ’17 April ’17
ALNco, July ‘17
PK & CT
Rapid Readers – Y3 and 4 DH, RR Oct ‘16 July ‘17
Target group to receive individual/group session twice a week TA
with TA ALNCo,
CT & CP
Rainbow Readers – Y4, Y5 and 6 HLTA Oct ‘16 July ‘17
Target group to receive individual/group session with HLTA
Motorway Handwriting HLTA Oct ‘16 July ‘17
Targeted individuals to receive individual session with HLTA
Numeracy Catch Up Maths - Year 1 NL, CT & Oct ‘16 July ‘17
Interventions Target group of Year 1 pupils to receive a minimum of 3 sessions TA
Targeted pupils to per week with a TA
receive numeracy Catch Up Maths – Year 2 NL, CT, Oct ‘16 July ‘17
interventions Target group of Year 2 pupils to receive a minimum of 3 sessions TA
per week from TA
To ensure Equal Equalities support from Shaun Evans-Pask HT & Oct 16 Nov 16
Opportunities in place Writing annual Equality Report, Strategic Equality Plan DHT
for pupils in school.
Update Access Plan and take to GB for approval HT & Oct 16 Nov 16
DHTPublish Strategic Equality Report, Annual Report and Equality HT Oct 16
Impact Assessments on Untethered Ltd website
Equality impact assess new policies HT/DHT Oct 16 Jul 17
FSM Group FSM Group HT Sept ’16 Dec ’16
FSM group identified and progress monitored ALNCo March ’17 June ‘17
at 3,6,and 9 months to ensure that they are making two sub levels a
year and at least expected progress
Aspirational targets set for pupils informed by teacher assessment HT, CT’S Sept ‘16
and FFT data. & ALNCo
MAT Learners School to become a member of the National Association for Able HT
Children in Education (NACE)
Attend NACE conference about strategies for more able pupils in the HT/DHT Oct 16
classroom
Staff Training Day to look at strategies to engage and challenge HT/DHT 14th Nov 16
More Able pupils within the classroom.
More Able and Gifted pupils to be identified and in -year targets Nov 16 Dec 16
verified for challenge level.
Progress of identified pupils to be monitored at 3, 6, and 9 month CT & Jan ’17 April ’17
intervals by scrutiny of books and planning. MAT co- July ‘17
ord
Workshop sessions to be held in Spring and Summer to allow for MAT Co- Jan Jul
the sharing of good practice ord 17 17
Whole Day Staff training on Growth Mindsets delivered by Will Cog Lead Mar
Ord 3rd
ME & EAL Pupils Complete annual needs survey ALNCo Nov 16
Complete new entrant forms with parents of any new EAL pupils ALNCo Sept Jul
To identify any additional needs 16 17
Progress to be monitored at 3,6, and 9 month intervals CT & Jan ’17 April ’17
ALNCo July ‘17
Emotional Literacy Standardised questionnaire PASS to be used to identify areas of ELSA, Sept ‘16 July ‘17
underdeveloped emotional literacy which may hamper progress CT &
e.g. self esteem ALNCoELSA ALNCo + Sept ‘16 July ‘17
Sessions for pupils with profiles revealing high anxiety of low ELSA
confidence/self-esteem
Emotional literacy measure to be revisited at 3 and 6 month ALNCo + Jan ’17 March ‘17
intervals ELSA
To Establish Forest Staff to attend training as Level 3 Forest Schools Practitioners ELSA Sept 2016
School within School and FS
TA
To develop Forest School Site and buy equipment ELSA Oct Nov
and FS 16 16
TA
To work with small groups of the whole Reception cohort in team FSTA Nov Jul
building and confidence building activities 16 17
To work with small groups of pupils who are disengaged from ELSA Nov Jul
learning or emotionally vulnerable in team building and 16 17
confidence building activities
Investors in Families Parents – You Can Do It! ALNco & Oct ‘16 Nov ‘ 16
To engage the parents of 6 week block of sessions for identified families (FSM / ELSA
learners who are attendance / improving levels of engagement with school)
vulnerable to Parents – You Can Do It! ALNco & Jan ‘17 Feb ‘17
underachievement 6 week block of sessions for identified families (FSM / PLO
through targeted support
attendance / improving levels of engagement with school)
and intervention
programmes and to Parents – You Can Do It! IiF co- April ‘17 May ‘17
develop a whole school 6 week block of sessions for identified families (FSM / ordinator
approach to pupil attendance / improving levels of engagement with school) & PLO
wellbeing Investors in Families IiF Co- Oct 16
Provide all evidence to IiF to gain award ord
join the network of IiF and collaborate with other schools also IiF co- Oct 16
wishing to work more extensively with parents. ordinator
& PLO
Engagement with dads and grandads IiF co- Nov 16
Run writing workshop for dads and grandads to encourage ordinator
engagement in writing & LL
Dads and Grandads project to develop the Forest School Site PLO Oct 16
Parent
Liaison
OfficerAttendance Pupils with attendance of less than 90% which is not explained HT & Sept ‘16 July ‘17
Interventions by exceptional circumstances targeted. Attendance
Targeted pupils to be Officer
monitored to achieve Governors attendance cups for FP and KS2 are awarded during HT Sept ‘16 July ‘17
improvements in their Celebration Assembly
attendance Half Termly to parents of pupils whose attendance is causing HT Sept ‘16 July ‘17
concern and visits from attendance support officer where
appropriate.
Attendance certificates awarded to pupils whose attendance is in HT Sept ‘16 July ‘17
excess of 95%
Prizes given to pupils with 100% attendance for the academic HT Sept ‘16 July ‘17
year
Longer term tasks and objectives (3 year plan)
To further develop the Forest Schools Project
To further develop use of data from PASS
Resources (time; finance; staff development; equipment) Budget Allocation Budget Source
Cost of Teaching Assistant time to run interventions £56,400 Delegated budget- NT Support
£16,500 PDG
Forest School Training Costs
£3,000 PDG
Forest School Equipment £300 PDG
Investors in People- Annual Fee £600 Delegated budget- accreditations
PASS- Annual Fee £500 PDG
Supply Costs for Parenting Course £2,400 PDG
Monitoring Evaluation
How? Who? When? How? Who? When?
ALNco SLT
Revisiting baselines
LLC and MD co- 3,6,9 month intervals Comparison of scores Challenge Adviser GB 3,6,9 month intervals
Termly Report to GB
ordinators Evaluative TeamDanescourt Primary School Subject or Aspect Action Plan: Thinking Skills
Action Plan 2016-17
Priority 5: Thinking Skills Source: Data, Non- Statutory Skills Framework, Curriculum 2014
Target:
To develop questioning across the curriculum.
Success Criteria:
75% of staff have achieved Level 1 accreditation in P4C
School will achieve advanced accreditation as a Thinking School from the University of Exeter.
Questionnaires show an improvement in the range and type of questioning used by teachers and learners.
Thinking in Mathematics:
The number of boys achieving Outcome 6 has risen to between 50 and 55%
The percentage of pupils achieving Outcome 6 has risen to between 55% and 60%
The percentage of pupils achieving Level 5 has risen to between 53 and 55%
The percentage of pupils achieving Level 4 and Outcome 5 has been at least maintained.
National percentage of pupils in Years 2-6 achieving a standardized score of 115+ on test has risen to between 16 and 20%
Strategically Planned Actions On Lead Time Scale RAG
Tasks/ Skills: Track Person(s) Start End Analysis
Involved
Embedding of P4C Regular opportunities planned for P4C enquiries through Medium Think Sept 16 July 17
Term Plans, monitored by Think Tank Tank
Members
INSET discussion: All classrooms to display a relevant P4C Cognitive Sept 16 Sept 16
board using stimulus tool e.g. picture, QR code, question Ed Lead
INSET: professional discussion on development of P4C within Cognitive Sept 16 Jul 17
classroom setting. Regular agenda as part of Twilight INSET Ed Lead
Staff to provide evidence for portfolio and upload onto server on Staff Sept 16 Jul 17
a regular basis
Training of new staff via drop-in workshops Cognitive Oct 16 Dec 17
Ed Lead
Think
Tank All staff who underwent initial training to submit information to Ts and Sept 16 Feb 17
complete Level 1 accreditation TAs
Develop the use of the Action research programme to develop baseline tool on types of Cognitive Sept 16 Jul 17
Q Matrix grid questions asked as part of mathematical learning. Comparison Ed Lead
after further development of Q Matrix (see Maths Action plan)
Teachers to complete types of questions used as a baseline and Teaching Nov 16 July 17
compare after development. staff
INSET: Revisit questioning types. How the Q Matrix can be used C Lawton Nov 16
to develop the use of deeper levels of questioning in the
classroom setting
Scrutiny of data – questionnaires C Lawton Sept 16 Jul 17
Think
Tank
Re-introduce the Twilight INSET: Reintroduction of TASC wheel and overview of Year 2 Oct 16
TASC wheel project and
Cognitive
Lead
Year 2 action research programme= centred on the development Year 2 Sept 16 July 17
of the TASC wheel team
Cognitive
Lead
Work in partnership on a regular basis with identified thinking Year 2 Sept 16 July 17
partner school to develop research programme team
Regular updates on progress via half termly Think tank meetings Think Oct 16 Jul 17
Tank
Data collected and analysed as part of project. Feed into final Year 2 Sept 16 Jul 17
Cognitive
report and shared with Think Tank and wider school community Lead
Introduce Attend training day to develop understanding of thinking strategy Cognitive Sept 16 Sept 16
Growth Mindset Lead
Staff Training Day- Growth Mindsets- Speaker Will Ord All Staff 3rd March 17
The Learning Pit Training day (As above).
Making of classroom resources to support strategies SLT Nov 16
Scrutiny of lesson planning to include level of challenge for Feb 17
learners School website updated with relevant information Cognitive Feb 17
lead
IT Lead
Parental workshop overview of Growth Mindset and The Cognitive May 17
Learning Pit lead
HT
Resources (time; finance; staff development; equipment) Budget Allocation Budget Source
Training Costs:
Resources costs:
Growth Mindset Conference- Danescourt Primary School £3200 £1100- Whitchurch Primary School.
£2,100- contributions from invited
delegates
(Zero cost to DPS)
Supply Cover for Action Research Project £300 Delegated budget- Agency
Attendee at Midset Conference- Blaenavon £170 Teaching Materials
Supply cover £150 Supply Cover
Monitoring Evaluation
How? Who? When? How? Who? When?
Feedback from staff
Systems Leader
training, data analysis, SLT, Think Tank 3,6, 9 months Report from SLT July 16
GB Evaluative Team
scrutiny cycle
Monitoring Commentary Evaluation CommentaryAction Plan 2016-17
Priority 6 : ICT Source: ESTYN Inspection Framework, 360o Assessment criteria, DCF and
staff skills audit results.
Target:
To prepare teaching staff and pupils for the new curriculum and digital competency.Success Criteria :
Teachers confidentially use the DCF to plan and deliver high quality ICT lessons across the curriculum.
All staff are equipped to support learners to develop and use their ICT skills for learning.
Pupils are able to apply their digital skills across the curriculum.
Lesson observations reveal that at least 80% standards of teaching in ICT across the curriculum are at least good.
Staff skills audit responses re-analysed to establish an improvement in confidence levels:
- Uploading to Forest Nas Drive 70%– 80%
- Using iPad functions and apps
- Accessing and using J2e software through Hwb
Teachers are confident in delivering Computing Unlocked lessons.
Staff skills audit responses re-analysed to establish confidence levels.
Confidence levels:
- Data Handling 70% - 80%
- Multimedia 70% – 80%
- Our Digital World 70% – 80%
- Programming 70% – 80%
The profile of e safety is raised within the school.
During half termly e-safety weeks, teachers deliver high quality e-safety lessons.
The e-safety mark has been achieved by September 2018.
Strategically Planned Actions Lead RAG
Time Scale Analysis
Tasks/ Skills: Person(s) Start End
Involved
Teachers confidentially use the DCF to plan and deliver high quality ICT lessons across the curriculum.
Pupils are able to apply their digital skills across the curriculum.
To embed the DCF SLT to agree strategic vision for cross-curricular digital competence and SLT Sept Sept
across the curriculum. how this will translate into practice. 2016 2016Launch DCF to staff. E-Learning Oct Oct
Leader 2016 2016
Staff trained to implement DCF. E-Learning Oct Dec
Leader 2016 2016
DCF portfolio created – staff to submit samples of work on agreed Twilight E-Learning Oct July
INSET dates. Leader 2016 2016
Teaching
staff
Planning scrutiny, lesson observations and listening to learners. E-Learning Feb Feb
Leader 2017 2017
Monitoring of learning (pupil output) via book looks/ IT folders, INCERTS E-Learning Feb Feb
data capture, ensure pupils’ digital work is sitting alongside written work, Leader 2017 2017
linked via QR codes, etc.
Set up a digital competence council to facilitate pupil voice and expertise. E-Learning Dec July
Leader 2016 2016
All staff are equipped to support learners to develop and use their ICT skills for learning.
Staff Training Audit of staff ICT skills to establish confidence levels. RT July Sept
E-Learning 2016 2016
Leader
Develop a detailed staff training programme based on the results of the E-Learning Sept Sept
staff skills audit. Leader 2016 2016
Staff training on uploading work to the Forest Nas Drive. E-Learning Oct Oct
Leader 2016 2016
Staff training on iPad features. E-Learning Dec Dec
Leader 2016 2016
Staff Training on using targeted apps. E-Learning Dec Dec
Leader 2016 2016
Staff progress and confidence levels to be monitored. E-Learning Oct July
Leader 2016 2017Pupils are supported to publish writing using word processing EL and LL
programmes. ( Priority 2)
Teachers are confident in delivering Computing Unlocked lessons.
To increase staff Develop a detailed staff training programme based on the results of the E-Learning Sept Sept
confidence levels when staff skills audit. Leader 2016 2016
teaching Computing
Unlocked. Staff training on Multimedia strand. E-Learning Nov Nov
Leader 2016 2016
Staff training on Programming strand. RC Nov Feb
SD 2016 2017
E-Learning
Leader
Staff training on Data Handling strand. E-Learning Jan Jan
Leader 2017 2017
All Staff
Staff training on Our Digital World strand. E-Learning Mar Mar
Leader 2017 2017
All Staff
Staff progress and confidence levels to be monitored. E-Learning Oct July
Leader 2016 2016
All Staff
The profile of e safety is raised within the school.
To raise the profile of e- Staff training on the new digital literacy curriculum. E-Learning Oct Jul
safety within the school Leader 2016 2017
All Staff
Introduce half termly e-safety weeks. E-Learning Jan Mar
Leader 2017 2017
All Staff
Planning scrutiny, lesson observations and listening to learners. E-Learning Jan Jul
Leader 2017 17
All StaffTech Gang to complete Childnet Digital Leaders programme. E-Learning Apr Jul
Leader 2017 2017
Tech Gang
Tech Gang to deliver e-safety activities to the rest of the school. E-Learning June On
Leader 2017 going
Tech Gang
Start process to achieve Completion of 360o self-review tool to review e-safety provision. E-Learning Sept July
the e-safety mark. Leader 2016 2016
Update the school’s current e-safety policy, password policy, data E-Learning Oct Oct
protection policy, AUP. Leader 2016 2016
SLT
Set up an e-safety committee – The e-safety committee will seek to include E-Learning Nov Nov
representation from all stakeholders. This group will include: Leader 2016 2016
• SLT member/s
• Child Protection/Safeguarding officer
• Teaching staff member
• Support staff member
• e-safety coordinator
• Governor
• Parent/Carer
• Pupil representation – for advice and feedback
Develop e-safety committee terms of reference to include calendar of E-Learning Nov Nov
duties. Leader 2016 2016
SLT
Deliver INSET to governors about e-safety. E-Learning Jan
Leader 2017
Increase parental Provide e-safety information through the school newsletter. E-Learning Oct July
involvement with e- Leader 2016 2016
safety Hold e-safety meetings throughout the year. E-Learning Nov July
Leader 2016 2016
E-safety newsletter for parents. E-Learning Oct July
Leader 2016 2016
Develop the e-safety section of the school website. E-Learning Oct July
Leader 2016 2016Resources (time; finance; staff development; Budget Allocation Budget Source
equipment)
Childnet Digital Leaders programme. £500 Delegated Budget- Training
Supply Costs for Monitoring of ICT £600 Delegated Budget- agency
Monitoring Evaluation
Who? When? How? Who? When? How
E Learning Leader Book Looks, Planning GB Termly Reports
GB Termly
Apr, June 2017 scrutiny, Listening to and Evaluative
Challenge Adviser summatively in June
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