SCHOOL IMPROVEMENT PLAN 2019-2020

SCHOOL IMPROVEMENT PLAN 2019-2020

Priory Primary School SCHOOL IMPROVEMENT PLAN 2019-2020 Date produced by SLT: Sept 2019 Date Quality Assured by ​roej@yhclt.net​: First Trust Review (RAG) date: Second Trust Review date: Third Trust Review date:

2019-2020 TARGETS KEY PRIORITY 1: Ensure outstanding pupil attitudes and ethos in school and community (data given is for Priory - please insert your own) 2018-2019 OUTCOMES TARGET Positive Attitudes to Learning Pupil attitudes in lessons 100%+ve (SISRA) SISRA Attitudes to Learning ≥ 90% Met Attendance School 96.3% National 95.8% Exceed 96% Persistent Absence School 7.8% National 8.7% In line with national Punctuality School 11% pupils >60 minutes late ≤10% Constituency Voices Parent Voice 96% Agree / Strongly Agree Pupil Voice 94% Agree / Strongly Agree Staff Voice 90% Agree / Strongly Agree Parental ≥ 95% Agree / Strongly Agree Pupils ≥ 95% Agree / Strongly Agree Staff ≥ 95% Agree / Strongly Agree KEY PRIORITY 2: Ensure outstanding attainment and progress of ALL pupils 2018-2019 OUTCOMES (Compare with National) AT EXS AT EXS AT GD Prog.

TARGET EYFS GLD School 73.1% National 71.8 / In line with National Y1 Phonics School 79.7% National 81.9 / Above 2019 National figure Y2 Reading School 73.3% National 74.9% School 25.0% National 25% / Within 5% National EXS and maintaining GD Y2 Writing School 70.0% National 69.3% School 20.0% National 14.8% / At National EXS and maintaining GD Y2 Maths School 75.0% National 75.6% School 23.3% National 21.7% / At National EXS and maintaining GD Y2 RWM School 66.7% National 64.9% School 16.7% National 11.2% / At National EXS and maintaining GD Y6 Reading School 89.1% National 73% School 17.4% National 27% XX Ahead of National by 10% + EXS with an increase in GD to national plus 5% Y6 Writing School 89.1% National 78% School 28.3% National 20% XX Ahead of National by 10% + EXS and maintaining GD Y6 Maths School 89.1% National 79% School 37% National 27% XX Ahead of National by 10% + EXS and maintaining GD Y6 EGPS School 87.0% National 78% School 37.0% National 36% / Ahead of National by 10% + EXS with an increase in GD to national plus 5% Y6 RWM School 84.8% National 65% School 10.9% National 10% / At National EXS plus 15% and National plus 4% GD QoT&L Summer 2019 95% ‘met / 90%+ Met in Summer Term

AIM 1 Ensure outstanding pupil attitudes and ethos in school and community KEY SUCCESS CRITERIA +ve Attitudes in lessons = 95%; Attendance= 96.1%;Persistent absence = 8%: Pupils with >60 minutes absence

  • Develop PSHE and RSE programme to meet the needs of the children and meet statutory requirements for 2020
  • Review Jigsaw materials referring to statutory requirements ○ AM working with MG (Chiltern) to ensure meeting requirements through Jigsaw programme ○ Training for AM on Jigsaw materials ​to be disseminated to all staff ○ Update PSHCE policy ○ Training to review Jigsaw materials and share information with teaching staff ○ Review use of School Nursing team in delivering elements of the RSE curriculum ○ Half termly staff meeting to discuss content and progression through the programme ○ Check with staff regarding confidence levels ○ Plan for PSE and RSE learning for most vulnerable groups of pupils ○ Consult with and share information with parents / carers AM/AT Autumn 2 Autumn 2 / Spring 1 Spring Spring Spring 2 Ongoing Ongoing / by the end of the year By end of Spring 2 Understanding of requirements of RSE Staff meeting Reviewed policy Staff meeting notes Meeting notes Clear understanding of programme Parent views and final curriculum ready From Headstart membership Ensure that the most disadvantaged children are benefiting from a wide variety of high quality opportunities that recognise the disadvantage of our community promoting social justice for our children
  • Review who is accessing clubs and other wider curriculum events including visits ○ Ensure that staff are aware of vulnerable groups in their classes ○ Share funded opportunities with parents of DA children ○ Offer opportunities to DA groups of children
  • Structured interventions to support academic progress and identify areas of talent ○ Gardening ○ Music ○ Art ○ Sport AM/AT AM/AT Ongoing / termly Ongoing / termly Venn diagrams prepared and shared DA chn are aware of clubs and numbers attending have increased Interventions structured to accommodate increasing numbers of DA chn £3000 visits / clubs DA £2000 intervention s
  • Actively promote the wellbeing of our whole school community
  • Teaching Staff
  • Support Staff
  • Parents
  • Children
  • Complete the Headstart MOE
  • Staff ○ Create Teaching / Teaching Assistant / Admin Team Wellbeing Committee with staff volunteers from the range of job roles and across the breadth of the school ○ Create Kitchen / Lunchtime / Cleaning Wellbeing Committee with staff volunteers from the range of job roles ○ Conduct a wellbeing survey/audit to assess the areas of priority ○ Create a Wellbeing and Mental Health Policy for staff ○ Implement strategies for managing workload, raising staff morale and looking after the mental health of all staff
  • Children ○ Pastoral Lead Mental Health training ○ JLT to take a lead in auditing emotional wellbeing of children (Pupil Voice) ○ ELSA programme for most vulnerable children ○ Set up emotional literacy support groups ○ Continue to embed Growth mindset approaches ○ Peer massage ○ PSHCE Jigsaw programme update ○ ACES training
  • Parents ○ Pastoral Lead training - Parental conflict ○ Focused events at coffee mornings ○ Pastoral room to be developed ○ Investigate options for funding for community room development ○ Upgrade Fareshare offer ○ Jigsaw Families AT, AM KJ AM (All staff) Mel (school nurse) AM AM AM End of Aut 1 End of Aut 1 Spring Aut 2 Aut 2 Ongoing Aut 1 Ongoing Ongoing Spring Ongoing Autumn Spring Aut 1 Aut 2 Ongoing Spring Summer Autumn Autumn/ ongoing Achieve the MOE Minutes from meetings Minutes from meetings Results from survey Policy completed Attendance at course Minutes from JLT meeting ELSA groups Emotional Literacy groups Discussions with chn, LW School nurse has delivered training to all children Staff teaching new RSE Attendance at training Parent feedback Attendance at training Attendance at coffee mornings Pastoral room in use Community room developed More options available for parents inc chilled foods and appropriate storage Parents attending sessions alongside children Explore budget for the community room project.
  • AIM 2 Ensure outstanding attainment and progress of ALL pupils KEY SUCCESS CRITERIA GLD at 2018 national; Y1 phonics >national; Y2 reading >2018 national; Y2 writing at National; Y2 maths at national; Y2 RWM >national; Year 6 reading at national, writing at national, maths at national, RWM at national. GD in Yr 2 and Yr 6 closes the gap further on National. Priorities (from SEF) Key Actions Staff By End Evidence, Monitoring & Evaluation Resources & Approx. Costs Leadership and Management Ensure high quality CPD for staff to improve their curriculum expertise
  • Complete an audit of staff’s knowledge and expertise within each curriculum subject
  • Develop a high quality CPD programme for the year which will develop teacher knowledge, skills and expertise in the teaching of identified areas of weakness ○ Use inhouse expertise for CPD (including opportunities for peer obs and team teaching) ○ Use specialist expertise from Heritage Learning, Hull Music Hub, NAPA and Physical Foundations
  • Develop a CPD programme to support the TAs
  • Teacher Development Review research projects to develop teacher pedagogy
  • Senior Curriculum Leaders to attend Chris Quigley Curriculum training to further support work in developing curriculum to meet and challenge all groups of learners
  • Develop clear roles and responsibilities for each of the Curriculum Team roles KJ, VC KJ, VC KRo, JM Reviewers, Reviewees KRo, JM, KJ, VC KJ, VC, JM Aut 1 Ongoing (termly CPD events) Ongoing (termly CPD events) Ongoing (reviewed Spr, Aut 2020) Aut 2 Aut 2 Audit results analysed Specialist expertise and inhouse expertise CPD led for all staff, evidenced in planning and LOs Specialist expertise and inhouse expertise CPD, evidenced in LOs TDR forms, peer obs, discussion with reviewer Impact on curriculum team and design Subject leaders assigned roles with clear responsibilities £5500, Plus £3800 for RWI whole school training. Support and develop the Trust’s Computing expert in her new role JM
  • Complete the Stepping Up to Middle Leadership Programme
  • Audit Computing Curriculum planning and delivery across the Trust
  • Update the Computing Curriculum
  • Develop Assessment system NK NK NK NK & Trust Computing leads Ongoing Autumn 1 Ongoing Spring 2 Evaluation of programme Google forms audit Curriculum documentation Assessment criteria Within Trust offer
  • Support through coaching as the role develops. JM Ongoing Regular coaching conversation records Develop the SLT in their new leadership roles
  • YHCLT Stepping up to Senior Leadership Programme
  • YHCLT Stepping up to Middle Leadership Programme
  • Coaching through Development reviews AS,VC NK, NW All staff Summer 2020 Summer 2020 Autumn 2020 Evaluation of programme Evaluation of programme TDR records and research programmes Foundation Stage to Y6 Generic Issues Further develop Early reading and the reading culture across the school - Big Idea 1 AG/ LA
  • To monitor the teaching of reading throughout the school including learning walks, book scrutinies,​ pupil discussions, including the teaching of phonics, GR and home reading provision
  • To ensure children in KS1 are heard reading individually at least once a week, KS2 every two weeks
  • To work collaboratively with the English Hub to ensure the effective delivery of the Read Write Inc programme: ○ To train staff in the delivery of phonics through Read Write Inc ○ To assess and group children in order to organise groups for phonics ○ To monitor the delivery of phonics sessions as the staff are developing their skills ○ The reading leader to coach staff during sessions ○ To organise, order and buy further resources to ensure the smooth delivery of the Read Write Inc scheme.
  • To set up and resource a home reading scheme for KS2 ○ Supplement KS2 reading scheme, with a particular focus on non-fiction ○ To develop assessment accuracy of children’s reading in KS2 to ensure they are accessing the correct level of book ○ To redesign the Reading Journal for KS2 to reflect the new stages
  • To promote the enjoyment of reading ○ To start an audio reading club in KS1 and 2 ○ To ensure that all children are hearing a story at the end of the day ○ To set up reading buddies within classes, train the children to comment on their partner’s reading ○ Develop a book library for parents and KS1 children ○ To set a termly reading challenge for KS2 children to replace challenges in Reading Journal ○ To identify children in Year 6 who would like to volunteer and set up a reading club ○ To create a Bookflix display to promote reading and give recommendations, each class in KS2 to take it in turns to recommend books SLT AG/LA AG/AT LA AG/LA and All staff Ongoing Ongoing 13/12/19 21/11/19 - first of five visits from English SLE Ongoing Ongoing Learning walks book scrutinies pupil discussions Teachers’ records/phase meetings Children’s workbooks and reading records Choice and variety of books in each basket Club lists Pupil discussions Displays Use of library Twitter £2000 Purchase various RWI resources - £6000 contributi on from English Hib with approxima tely £4000 from School budget. Home readers Non-fictio n books
  • ○ To carry out a book fair for the parents to buy children affordable books ○ Children to send photos via Twitter of reading in unusual places, staff to join in (create canvases etc)
  • To promote parental engagement ○ To develop an information pack for parents about ‘how to read with children’ ○ To ask for volunteer parents to hear children read in school and train the volunteers ○ To set a date for parents to listen to teachers reading in class AG/LA and all staff Spring 1 13th and 14th Nov Info pack on website Volunteers trained and reading in school We will further develop our curriculum to meet the needs of all learners while also ensuring high levels of challenge for allBig Idea 2
  • Identify the GD learners and those with GD potential in all areas of the curriculum
  • Track progression of knowledge across year groups, key stages and subjects (vertically, horizontally and diagonally)
  • Identify ‘end points’ for each of the Foundation Subjects, Computing for KS1 and KS2
  • Ensure that the curriculum is enhanced by a broad range of visits, visitors and wider opportunities across all curriculum areas including the introduction this year of the following :- ○ Yearly Geography fieldwork trip (KS2) ○ Wider opportunities Steel pan lessons for Y4, Y5 ○ More Able writers ○ Dance workshops ○ ROH Ballet projects Y4 ○ Environmental conference
  • Further develop and use an assessment system for the Foundation subjects, Science and Computing which recognises GD learners
  • Create tracking and monitoring system to ensure that DA are accessing opportunities which will broaden experiences (inc residential visits, clubs, targeted provision to raise attainment)
  • Continue to work within the International Schools Award accreditation to further strengthen links with Safinatu Nahaja in Sierra Leone and use this as a platform to develop other links internationally and further raise global awareness
  • Achieve Headstart Mark of Excellence
  • Achieve Primary Science Quality Mark
  • Achieve School Sports Award Gold / Platinum JM, VC, KJ VC, KJ VC, KJ VC, KJ and class teachers JM, VC, KJ, JMi, NK KJ, VC, JM VC, HC, CW, KJ AM, AT JMi, NW SV Autumn 1 Spring 1 Spring 1 Ongoing Completed and implemented Summer term End Autumn 1 Ongoing Autumn 1 Spring 2021 Summer 2 Monitor the curriculum through learning walks, work scrutinies and pupil discussions, outcomes (using new assessment systems) MOE achieved PSQM Gilt achieved Gold Sport award achieved Within school budget lines Develop our Internal Inclusion Unit, The
  • Develop curriculum to meet the needs of children to develop basic skills and close gaps in learning AT Ongoing Curriculum developed to meet the needs of children Sisra records Within school
  • Orchard
  • Regular observations in The Orchard to monitor provision and teaching
  • Meetings with teachers and TAs to discuss successes and areas for development
  • Moderate and quality assure assessments
  • Monitor progress and attainment through half termly PP meetings
  • Well-being and behaviour assessment
  • Ensure that resources are appropriate and respond to interests
  • Ongoing CPD as needed for all staff
  • Tweendykes review of provision and sharing of ways forward AT/JM DB/Class teachers AT/DB DB DB AT/JM AT/DB Ongoing Termly Termly Termly Ongoing By end of Spring At PP meetings PP meeting records Resource reviews Review notes and ways forward budget lines Foundation Stage Specific Issues Further develop our teaching and the learning environment (indoors and outdoors) to ensure boys continue to achieve well
  • Introduce Big Body play - rules and focus area. This will develop GMS and core strength alongside PSHE, following rules and working cooperatively.
  • Introduce opportunities for Weapon Play to promote Role Play opportunities which will feed into creativity and widening vocabulary
  • Provide appropriate resources to develop gross motor skills and core strength - further develop large construction area and gardening area
  • Further develop Woodwork area - FMS
  • Embed the ‘In the moment planning’ approach to teaching and learning in the EYFS including the staff new to Nursery
  • Continue to develop our F1 provision to complement the F2 provision - enriching the offer for all our children.​ (New staff)
  • New to FS teacher to be supported by a member of FS lead to plan, observe and teach.
  • New teacher to Priory to be supported in following our FS ethos and practice
  • TAs supported by peer coaching, through observations and modelling of interactions
  • Provide CPD where required to ensure staff are knowledgeable about all areas of learning
  • Extend and improve the outdoor environment to accommodate the increasing number of FS children FS Staff RS/SLT Ongoing Monitoring RS/SLT £2000 grant received and £1000 budget for items. (CPD for training day for CPD budget.) Ensure that our teaching is based on each child’s interest and need (with a focus on reducing the achievement gap)
  • Focus weeks responding to individual children’s interests and developing the environment to respond to interests and needs
  • Curriculum document which shows progress across curriculum areas over the year - to be used in conjunction with individual assessment and need
  • Additional small group work to over learn when required, promoting accelerated progress
  • Provide developmentally appropriate opportunities in response to observational knowledge and assessments FS Staff RS SLT Ongoing Monitoring Learning Journeys Data £2000 grant received and £1000 budget for items.

(CPD for training

  • Ideas and concepts are revisited to ensure that knowledge is committed to long term memory
  • Stories shared twice daily to promote love of reading (including acting own stories, writing a shared story etc) day for CPD budget.) Further develop Early reading and the reading culture across the school - Big Idea 1
  • To train staff in the delivery of phonics through Read Write Inc
  • To assess and group children in order to organise groups for phonics
  • To monitor the delivery of phonics sessions as the staff are developing their skills
  • The reading leader to coach staff during sessions
  • To organise, order and buy further resources to ensure the smooth delivery of the Read Write Inc scheme.
  • Read Write Inc information for parents
  • Stories shared twice daily to promote love of reading (including acting own stories, writing a shared story etc)
  • Library visits weekly
  • Look at creating Library Book Bags (see Nursery provision)
  • Parents visit to share books and read
  • Age appropriate books in reading area (after sharing for a week in class) Reading Lead AT/AG/RS FS staff Ongoing Observations Learning Walks Reading Records/Assessments Learning Journeys See REading section - RWI resources. Continue to provide and seize opportunities for reading and writing within the environment
  • Develop the use of Read, Write Inc as a teaching tool
  • Monitor assessment and teaching of phonics across the EYFS and support new teachers and teaching assistants with delivery of sessions
  • Continue to use story-scribing, modelling writing and writing with a purpose within the environment
  • Ensure children have access to writing and reading materials in all areas of the environment
  • Model opportunities to read and write
  • Opportunities to follow written instructions within the environment
  • Give opportunities for staff to observe good practice and incorporate into own practice Reading Lead FS staff RS Ongoing Monitoring KS1 Specific Issues To ensure the boys and disadvantaged make rapid progress to close gender and non disadvantaged gaps.
  • Ensure that all teachers are aware of the identified DA children and boys in their classes who are not meeting the expected standard or GD standard and therefore in danger of not making good and better progress from their starting points ○ Teachers’ planning and teaching to target the identified groups ○ Monitoring to focus on targeted groups ○ Pupil progress meetings to focus on the targeted children ○ Challenge is appropriately planned for all learners AG/EY/SLT All Staff Autumn 1 Drop ins Book scrutinies Pupil progress meetings Pupil discussions Outcomes Within budget KS2 Specific Issues Closely monitor Yr 6 teaching and learning to ensure pupils approach
  • Implementation of strategies to address issues identified through analysis of previous year’s reading test papers AS, SV Ongoing Autumn 1 Drop ins Book scrutinies Pupil discussions Within budget

tests with confidence, resilience and pace and make the best possible progress AS / JM ○ Additional text analysis questions are being added into existing guided reading sessions to scrutinise understanding. ○ Combine ‘challenge’ questions with main body of questions given to the children, so that the expectation is that these will be attempted, rather than them being an ‘add-on’ ○ An extra reading session, using high quality text, has been added to each week which will often be subject linked, but will further develop stamina, speed and analysis of text.

  • ○ Increased opportunities for the children to tackle SATs style questions ○ Identified issues shared with Y5 team to enable Key Issues to be addressed if appropriate
  • Baseline testing of current Y6 and analysis of where gaps are in all subjects
  • Target setting based on prior attainment which ensure good and better progress across RWM
  • Half termly PP meetings with the Y6 team - to track and monitor progress and attainment in RWM
  • Monitoring which focuses on the most vulnerable groups / individuals to support in providing appropriate intervention
  • YHCLT S2SS - Termly moderation and book scrutiny. Peer observation with Y6 colleagues from other YHCLT schools.
  • AS, SV, MC, VC JM, AS, SV JM, KJ SLT Trust Autumn 1 Autumn 1 Ongoing End of autumn 2 Outcomes Pupil progress meetings To ensure the DA children in current Years 6, 4 and 3 make rapid progress to close DA and non DA gaps
  • Ensure that all teachers are aware of the identified DA children in their classes who are not meeting the expected standard or GD standard and therefore in danger of not making good and better progress from their starting points ○ Teachers’ planning and teaching to target the identified DA ○ Monitoring to focus on DA who are being targeted ○ Pupil progress meetings to focus on the targeted DA children
  • Provide frequent opportunities to read (at least four times a week) which might include reading to class teacher/ HLTA/ TA/ peer/ reading buddy. Inference training
  • Identify opportunities for intervention to promote engagement, confidence and progress - eg. Maths pre learning, Kelvin HA maths, music lessons, sports opportunities, gardening, clubs SV, AS LA, JM NK, NW SV, AS LA, JM NK, NW Autumn 1 ch identified Ongoing Drop ins Book scrutinies Pupil progress meetings Pupil discussions Outcomes Home Reading Journals Feedback from discussions with pupils Within budget To ensure the boys in Year 4 and Year 3 make rapid progress to close the gender gap
  • Ensure that all teachers are aware of the identified boys in their classes who are not meeting the expected standard or GD standard and therefore in danger of not making good and better progress from their starting points ○ Teachers’ planning and teaching to target the identified boys ○ Monitoring to focus on boys who are being targeted ○ Pupil progress meetings to focus on the targeted boys
  • Provide frequent opportunities to read (at least four times a week) which might include reading to class teacher/ HLTA/ TA/ peer/ reading buddy Inference training LA,NK,JMi,N W Autumn 1 ch identified Drop ins Book Scrutiny Pupil Progress meetings Pupil discussions Outcomes Home reading journals Teachers reading records Within budget
You can also read
Next part ... Cancel