SCHOOL IMPROVEMENT PLAN - 2019-2020 Priory Primary School Date produced by SLT: Sept 2019 Date Quality Assured by : First Trust ...
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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%
Parent Voice 96% Agree / Strongly Agree Parental ≥ 95% Agree / Strongly Agree
Constituency Voices Pupil Voice 94% Agree / Strongly Agree Pupils ≥ 95% Agree / Strongly Agree
Staff Voice 90% 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
School 89.1% National 73% School 17.4% National 27% XX Ahead of National by 10% + EXS with an increase
Y6 Reading
in GD to national plus 5%
School 89.1% National 78% School 28.3% National 20% XX Ahead of National by 10% + EXS and maintaining
Y6 Writing
GD
School 89.1% National 79% School 37% National 27% XX Ahead of National by 10% + EXS and maintaining
Y6 Maths GD
School 87.0% National 78% School 37.0% National 36% / Ahead of National by 10% + EXS with an increase
Y6 EGPS
in GD to national plus 5%
School 84.8% National 65% School 10.9% National 10% / At National EXS plus 15% and National plus 4%
Y6 RWM
GD
QoT&L Summer 2019 95% ‘met’ / / 90%+ Met in Summer TermAIM 1 Ensure outstanding pupil attitudes and ethos in school and community
+ve Attitudes in lessons = 95%; Attendance= 96.1%;Persistent absence = 8%: Pupils with >60 minutes absenceDevelop PSHE and RSE ● Review Jigsaw materials referring to statutory requirements AM/AT From
programme to meet the ○ AM working with MG (Chiltern) to ensure meeting Autumn 2 Understanding of Headstart
needs of the children and requirements through Jigsaw programme requirements of RSE membership
meet statutory ○ Training for AM on Jigsaw materials to be disseminated to all Autumn 2 / Staff meeting
requirements for 2020 staff Spring 1
○ Update PSHCE policy Spring Reviewed policy
○ Training to review Jigsaw materials and share information with Spring Staff meeting notes
teaching staff
○ Review use of School Nursing team in delivering elements of the Spring 2 Meeting notes
RSE curriculum
○ Half termly staff meeting to discuss content and progression Ongoing Clear understanding of
through the programme programme
○ Check with staff regarding confidence levels Ongoing / by
○ Plan for PSE and RSE learning for most vulnerable groups of the end of the
pupils year
○ Consult with and share information with parents / carers By end of Parent views and final
Spring 2 curriculum ready
Ensure that the most ● Review who is accessing clubs and other wider curriculum events AM/AT Ongoing / Venn diagrams prepared £3000 visits /
disadvantaged children are including visits termly and shared clubs DA
benefiting from a wide ○ Ensure that staff are aware of vulnerable groups in their classes DA chn are aware of clubs
variety of high quality ○ Share funded opportunities with parents of DA children and numbers attending
opportunities that ○ Offer opportunities to DA groups of children have increased £2000
recognise the ● Structured interventions to support academic progress and identify areas AM/AT Ongoing / Interventions structured intervention
disadvantage of our of talent termly to accommodate s
community promoting ○ Gardening increasing numbers of DA
social justice for our ○ Music chn
children ○ Art
○ SportActively promote the ● Complete the Headstart MOE AT, AM End of Aut 1 Achieve the MOE Explore
wellbeing of our whole ● Staff KJ budget for
school community ○ Create Teaching / Teaching Assistant / Admin Team Wellbeing End of Aut 1 Minutes from meetings the
● Teaching Staff Committee with staff volunteers from the range of job roles and community
● Support Staff across the breadth of the school room
● Parents ○ Create Kitchen / Lunchtime / Cleaning Wellbeing Committee Spring Minutes from meetings project.
● Children with staff volunteers from the range of job roles
○ Conduct a wellbeing survey/audit to assess the areas of priority Aut 2 Results from survey
○ Create a Wellbeing and Mental Health Policy for staff Aut 2 Policy completed
○ Implement strategies for managing workload, raising staff Ongoing
morale and looking after the mental health of all staff
● Children AM
○ Pastoral Lead Mental Health training Aut 1 Attendance at course
○ JLT to take a lead in auditing emotional wellbeing of children Ongoing Minutes from JLT meeting
(Pupil Voice)
○ ELSA programme for most vulnerable children Ongoing ELSA groups
○ Set up emotional literacy support groups Spring Emotional Literacy groups
○ Continue to embed Growth mindset approaches (All staff) Ongoing Discussions with chn, LW
Mel (school Autumn School nurse has
○ Peer massage nurse) delivered training to all
○ PSHCE Jigsaw programme update AM Spring children
○ ACES training AM Aut 1 Staff teaching new RSE
● Parents AM Attendance at training
○ Pastoral Lead training - Parental conflict Aut 2 Parent feedback
○ Focused events at coffee mornings Ongoing Attendance at training
Attendance at coffee
○ Pastoral room to be developed Spring mornings
○ Investigate options for funding for community room Summer Pastoral room in use
development Community room
○ Upgrade Fareshare offer Autumn developed
More options available for
parents inc chilled foods
○ Jigsaw Families Autumn/ and appropriate storage
ongoing Parents attending
sessions alongside
childrenAIM 2 Ensure outstanding attainment and progress of ALL pupils
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,
KEY SUCCESS writing at national, maths at national, RWM at national. GD in Yr 2 and Yr 6 closes the gap further on National.
CRITERIA
Priorities (from SEF) Key Actions Staff By End Evidence, Monitoring & Resources &
Evaluation Approx.
Costs
Leadership and Management
Ensure high quality CPD ● Complete an audit of staff’s knowledge and expertise within each KJ, VC Aut 1 Audit results analysed £5500,
for staff to improve their curriculum subject Plus £3800
curriculum expertise ● Develop a high quality CPD programme for the year which will develop KJ, VC Ongoing Specialist expertise and for RWI
teacher knowledge, skills and expertise in the teaching of identified areas (termly CPD inhouse expertise CPD led whole
of weakness events) for all staff, evidenced in school
○ Use inhouse expertise for CPD (including opportunities for peer planning and LOs training.
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 KRo, JM Ongoing Specialist expertise and
(termly CPD inhouse expertise CPD,
events) evidenced in LOs
● Teacher Development Review research projects to develop teacher Reviewers, Ongoing TDR forms, peer obs,
pedagogy Reviewees (reviewed Spr, discussion with reviewer
Aut 2020)
● Senior Curriculum Leaders to attend Chris Quigley Curriculum training to KRo, JM, KJ, Aut 2 Impact on curriculum team
further support work in developing curriculum to meet and challenge all VC and design
groups of learners
● Develop clear roles and responsibilities for each of the Curriculum Team KJ, VC, JM Aut 2 Subject leaders assigned
roles roles with clear
responsibilities
Support and develop the ● Complete the Stepping Up to Middle Leadership Programme NK Ongoing Evaluation of programme Within
Trust’s Computing expert ● Audit Computing Curriculum planning and delivery across the Trust NK Autumn 1 Google forms audit Trust offer
in her new role ● Update the Computing Curriculum NK Ongoing Curriculum documentation
JM ● Develop Assessment system NK & Trust Spring 2 Assessment criteria
Computing
leads● Support through coaching as the role develops. JM Ongoing Regular coaching
conversation records
Develop the SLT in their ● YHCLT Stepping up to Senior Leadership Programme AS,VC Summer 2020 Evaluation of programme
new leadership roles ● YHCLT Stepping up to Middle Leadership Programme NK, NW Summer 2020 Evaluation of programme
● Coaching through Development reviews All staff Autumn 2020 TDR records and research
programmes
Foundation Stage to Y6 Generic Issues
Further develop Early ● To monitor the teaching of reading throughout the school including SLT Ongoing Learning walks book £2000
reading and the reading learning walks, book scrutinies, pupil discussions, including the teaching of scrutinies pupil discussions
culture across the school - phonics, GR and home reading provision
Big Idea 1 Teachers’ records/phase
AG/ LA ● To ensure children in KS1 are heard reading individually at least once a AG/LA Ongoing meetings
week, KS2 every two weeks
● To work collaboratively with the English Hub to ensure the effective AG/AT 13/12/19 Children’s workbooks and Purchase
delivery of the Read Write Inc programme: reading records various
○ To train staff in the delivery of phonics through Read Write Inc 21/11/19 - first RWI
○ To assess and group children in order to organise groups for of five visits resources -
phonics from English £6000
○ To monitor the delivery of phonics sessions as the staff are SLE contributi
developing their skills on from
○ The reading leader to coach staff during sessions English Hib
○ To organise, order and buy further resources to ensure the with
smooth delivery of the Read Write Inc scheme. approxima
● To set up and resource a home reading scheme for KS2 LA Ongoing Choice and variety of books tely £4000
○ Supplement KS2 reading scheme, with a particular focus on in each basket from
non-fiction School
○ To develop assessment accuracy of children’s reading in KS2 to budget.
ensure they are accessing the correct level of book
○ To redesign the Reading Journal for KS2 to reflect the new stages Home
● To promote the enjoyment of reading AG/LA and Ongoing Club lists readers
○ To start an audio reading club in KS1 and 2 All staff Pupil discussions
○ To ensure that all children are hearing a story at the end of the Displays
day Use of library
○ To set up reading buddies within classes, train the children to Twitter Non-fictio
comment on their partner’s reading n books
○ 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○ 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) AG/LA and
● To promote parental engagement all staff Spring 1 Info pack on website
○ To develop an information pack for parents about ‘how to read Volunteers trained and
with children’ reading in school
○ To ask for volunteer parents to hear children read in school and
train the volunteers 13th and 14th
○ To set a date for parents to listen to teachers reading in class Nov
We will further develop ● Identify the GD learners and those with GD potential in all areas of the JM, VC, KJ Autumn 1 Monitor the curriculum Within
our curriculum to meet curriculum through learning walks, school
the needs of all learners ● Track progression of knowledge across year groups, key stages and work scrutinies and pupil budget
while also ensuring high subjects (vertically, horizontally and diagonally) VC, KJ Spring 1 discussions, outcomes lines
levels of challenge for all- ● Identify ‘end points’ for each of the Foundation Subjects, Computing for (using new assessment
Big Idea 2 KS1 and KS2 VC, KJ Spring 1 systems)
● Ensure that the curriculum is enhanced by a broad range of visits, visitors VC, KJ and Ongoing
and wider opportunities across all curriculum areas including the class
introduction this year of the following :- teachers
○ 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 JM, VC, KJ, Completed and
subjects, Science and Computing which recognises GD learners JMi, NK implemented
Summer term
● Create tracking and monitoring system to ensure that DA are accessing KJ, VC, JM End Autumn 1
opportunities which will broaden experiences (inc residential visits, clubs,
targeted provision to raise attainment)
● Continue to work within the International Schools Award accreditation to VC, HC, CW, Ongoing
further strengthen links with Safinatu Nahaja in Sierra Leone and use this KJ
as a platform to develop other links internationally and further raise global
awareness
● Achieve Headstart Mark of Excellence AM, AT Autumn 1 MOE achieved
● Achieve Primary Science Quality Mark JMi, NW Spring 2021 PSQM Gilt achieved
● Achieve School Sports Award Gold / Platinum SV Summer 2 Gold Sport award achieved
Develop our Internal ● Develop curriculum to meet the needs of children to develop basic skills AT Ongoing Curriculum developed to meet Within
Inclusion Unit, The and close gaps in learning the needs of children school
Sisra recordsOrchard ● Regular observations in The Orchard to monitor provision and teaching AT/JM Ongoing budget
● Meetings with teachers and TAs to discuss successes and areas for lines
development DB/Class Termly
● Moderate and quality assure assessments teachers At PP meetings
● Monitor progress and attainment through half termly PP meetings AT/DB Termly PP meeting records
● Well-being and behaviour assessment DB Termly
● Ensure that resources are appropriate and respond to interests
● Ongoing CPD as needed for all staff DB Ongoing Resource reviews
● Tweendykes review of provision and sharing of ways forward AT/JM
AT/DB By end of Review notes and ways
forward
Spring
Foundation Stage Specific Issues
Further develop our ● Introduce Big Body play - rules and focus area. This will develop GMS and FS Staff Ongoing Monitoring RS/SLT £2000
teaching and the learning core strength alongside PSHE, following rules and working cooperatively. RS/SLT grant
environment (indoors and ● Introduce opportunities for Weapon Play to promote Role Play received
outdoors) to ensure boys opportunities which will feed into creativity and widening vocabulary and £1000
continue to achieve well budget for
● Provide appropriate resources to develop gross motor skills and core
items.
strength - further develop large construction area and gardening area (CPD for
● Further develop Woodwork area - FMS training
● Embed the ‘In the moment planning’ approach to teaching and learning in day for
the EYFS including the staff new to Nursery CPD
● Continue to develop our F1 provision to complement the F2 provision - budget.)
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
Ensure that our teaching ● Focus weeks responding to individual children’s interests and developing FS Staff Ongoing Monitoring £2000
is based on each child’s the environment to respond to interests and needs RS Learning Journeys grant
interest and need (with a ● Curriculum document which shows progress across curriculum areas over SLT Data received
focus on reducing the the year - to be used in conjunction with individual assessment and need and £1000
● Additional small group work to over learn when required, promoting budget for
achievement gap)
accelerated progress items.
● Provide developmentally appropriate opportunities in response to (CPD for
observational knowledge and assessments training● Ideas and concepts are revisited to ensure that knowledge is committed to day for
long term memory CPD
● Stories shared twice daily to promote love of reading (including acting own budget.)
stories, writing a shared story etc)
Further develop Early ● To train staff in the delivery of phonics through Read Write Inc Ongoing Observations See
reading and the reading ● To assess and group children in order to organise groups for phonics Reading Learning Walks REading
culture across the school - ● To monitor the delivery of phonics sessions as the staff are developing Lead Reading section -
Big Idea 1 their skills AT/AG/RS Records/Assessments RWI
● The reading leader to coach staff during sessions FS staff Learning Journeys resources.
● 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)
Continue to provide and ● Develop the use of Read, Write Inc as a teaching tool Reading Ongoing Monitoring
seize opportunities for ● Monitor assessment and teaching of phonics across the EYFS and support Lead
reading and writing new teachers and teaching assistants with delivery of sessions FS staff
within the environment ● Continue to use story-scribing, modelling writing and writing with a RS
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
KS1 Specific Issues
To ensure the boys and ● Ensure that all teachers are aware of the identified DA children and boys in AG/EY/SLT Autumn 1 Drop ins Within
disadvantaged make their classes who are not meeting the expected standard or GD standard All Staff Book scrutinies budget
rapid progress to close and therefore in danger of not making good and better progress from their Pupil progress meetings
gender and non starting points Pupil discussions
disadvantaged gaps. ○ Teachers’ planning and teaching to target the identified groups Outcomes
○ Monitoring to focus on targeted groups
○ Pupil progress meetings to focus on the targeted children
○ Challenge is appropriately planned for all learners
KS2 Specific Issues
Closely monitor Yr 6 ● Implementation of strategies to address issues identified through AS, SV Ongoing Drop ins Within
teaching and learning to analysis of previous year’s reading test papers Book scrutinies budget
ensure pupils approach Autumn 1 Pupil discussionstests with confidence, ○ Additional text analysis questions are being added into existing Outcomes
resilience and pace and guided reading sessions to scrutinise understanding.
make the best possible ○ Combine ‘challenge’ questions with main body of questions given Autumn 1
progress to the children, so that the expectation is that these will be
AS / JM attempted, rather than them being an ‘add-on’
○ An extra reading session, using high quality text, has been added Autumn 1
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 Ongoing
questions
○ Identified issues shared with Y5 team to enable Key Issues to be AS, SV, MC, End of autumn
addressed if appropriate VC 2
● Baseline testing of current Y6 and analysis of where gaps are in all subjects Pupil progress meetings
● Target setting based on prior attainment which ensure good and better JM, AS, SV
progress across RWM
● Half termly PP meetings with the Y6 team - to track and monitor progress JM, KJ
and attainment in RWM
● Monitoring which focuses on the most vulnerable groups / individuals to SLT
support in providing appropriate intervention
● YHCLT S2SS - Termly moderation and book scrutiny. Peer observation Trust
with Y6 colleagues from other YHCLT schools.
To ensure the DA children ● Ensure that all teachers are aware of the identified DA children in their SV, AS Autumn 1 ch Drop ins Within
in current Years 6, 4 and 3 classes who are not meeting the expected standard or GD standard and LA, JM identified Book scrutinies budget
make rapid progress to therefore in danger of not making good and better progress from their NK, NW Pupil progress meetings
close DA and non DA gaps starting points Ongoing Pupil discussions
○ Teachers’ planning and teaching to target the identified DA Outcomes
○ 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 SV, AS Home Reading Journals
might include reading to class teacher/ HLTA/ TA/ peer/ reading buddy. LA, JM
Inference training NK, NW
● Identify opportunities for intervention to promote engagement, Feedback from discussions
confidence and progress - eg. Maths pre learning, Kelvin HA maths, music with pupils
lessons, sports opportunities, gardening, clubs
To ensure the boys in ● Ensure that all teachers are aware of the identified boys in their classes LA,NK,JMi,N Autumn 1 ch Drop ins Within
Year 4 and Year 3 make who are not meeting the expected standard or GD standard and therefore in W identified Book Scrutiny budget
rapid progress to close danger of not making good and better progress from their starting points Pupil Progress meetings
the gender gap ○ Teachers’ planning and teaching to target the identified boys Pupil discussions
○ Monitoring to focus on boys who are being targeted Outcomes
○ Pupil progress meetings to focus on the targeted boys Home reading journals
● Provide frequent opportunities to read (at least four times a week) which Teachers reading records
might include reading to class teacher/ HLTA/ TA/ peer/ reading buddy
Inference trainingYou can also read
