Strategic Plan Woodlands Community Primary School/ Ysgol Gynradd Gymenodol Woodlands - September 2020 to July 2021 - Woodlands Community Primary ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Woodlands Community Primary School/ Ysgol Gynradd Gymenodol Woodlands
Strategic Plan
September 2020 to July 2021
Learning and sharing, respectful and caring
1Due to the COVID pandemic and its unpredictable impact on schools I have written 2 SDPs: the first is to do with our current situation related to the virus and the
actions that are necessary as a result, the second is to do with the strategic aims we have for teaching and learning should we be unaffected by the virus.
Specific actions to be taken in light of the Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring RAG Rated
(Ongoing – action and evaluating Progress
Covid Pandemic Outcomes respon resource
unless stated outcomes
sible Implicati otherwise)
ons
Safety Staff and children are safeguarded Head Nil By 1st Regular reviews as necessary
September based on staff feedback
Revise risk assessment in line with WAG against the virus spreading in school
2020 Termly report to the GB
guidance. Procedures established for every
Consult with staff and Governors. eventuality.
Publish risk assessment for scrutiny by the Risk assessment is signed off by LA.
school and wider community.
Staff Absence Limited impact on children’s Head Cost of By 28th Regular review with all staff
September to agree what is working and
Establish procedure for covering staff in the education cover and
2020 what is not – revise as
event that numerous staff are affected by the Limited impact on budget additional necessary
pandemic: wages for TA and test information to
Cover for class – who, when TAs evaluate children’s progress
Report to GB on staff
Provision of curriculum – who, how
absence termly
Communication with parents
Agree protocol with TAs
Accelerated Learning Grant Most (90%) pupils inc FSM achieve Head to ALP Starts Monitor progress
map out £13,294 to
Release TAL4 for 3 days to target intervention their targets (see target sheets for September termly: Salford
provision.
release 2020
with identified pupils Y2 to Y6: each year group) and make 0.5 level/ TAL4
TAL4 3 reading test to
TA
• Identify underachieving pupils 1 outcome progress in a year. Teachers days per ascertain progress
• Select appropriate action to identify week and termly.
employ an
underachievement. Strong progress shown by all data in Termly assessment of
additional
• Appropriate intervention identified to each intervention. TA for 5 RWI.
address the child’s needs. Intervention days. Review of TA on
carried out with the view that ‘little and INCERTS and
often’ is best. intervention bi-
• Corrective Reading – Y3 upwards where annually.
no progress made Regular informal
• Small Group Support – KS2 reviews with TAs and
• Homework Club for FSM pupils teachers to assess
• Parent Project with parents of children progress.
2who still don’t make progress Book scrutiny termly.
Employ an additional TA for 5 days to target
intervention with pupils Y1 and Y2. Report to GB on all
• Identify underachieving pupils progress
• Select appropriate action to identify
underachievement.
• Appropriate intervention identified to
address the child’s needs. Intervention
carried out with the view that ‘little and
often’ is best.
• N, R, Y1 – Speech and Language
programmes.
• Read, Write Inc 1 to1s - R to Y4
Blended Learning Blended Learning strategy in place Head and Staff Completed Report to GB on
Deputy meeting
Establish a strategy for blended learning that and understood by all school by 9th Blended Learning Policy
time October
takes account of the needs of all learners, community. termly.
2020
including those from vulnerable groups:
• Establish BL lead Positive feedback from children, Review and evaluation
• Review current BL including what has parents and staff. of quality assurance
worked and why measures and feedback
• Establish BL policy in consultation with Consistency evident across the whole to staff and
children, parents and staff. school. Governors.
• Communicate the BL policy and strategy
to the school community. Children’s education is not
• Identify and provide any necessary interrupted and most children
training for staff. achieve their targets at the end of
• Quality assure to ensure consistency. the year.
• Feedback, support and provide further
staff training where necessary.
3Note this is a working document and is subject to change depending upon the needs of the school as identified through the self evaluation process.
The following have been identified as areas for improvement in the ESTYN Report 2019 (ER), Self-Evaluation Activities 2018/20 (SER), the EAS profile report
2018/2019 (EAS) and in response to local and national priorities. This strategic plan sets out how we have prioritised and planned to address these areas over three
years and is written in more detail for this current year. In addition, please see action plans that are written by other leaders across the school. N.B. Due to
lockdown in March, the data used as a baseline in this SDP is from 2018/2019.
Overall Aims 2020- 2023
1. To maintain and raise standards in literacy focusing on writing strategies including spelling and grammar, resources,
presentation and handwriting. (Estyn focus on spelling and grammar). To develop pupils as ambitious, capable learners.
2. To maintain and raise standards in mathematics and numeracy throughout the school. To develop pupils as ambitious
capable learners.
3. To maintain the high standards in science and technology across the school through the development of project learning,
developing pupils as ambitious, capable learners and enterprising, creative, contributors.
4. To raise standards in and through the expressive arts: To develop pupils as enterprising, creative contributors and
healthy, confident individuals. (See New Curriculum Leader’s Strategic Plan)
5. To maintain and raise standards of wellbeing by further developing Health and Well Being as an AOLE as well as positive
attitudes to learning and inclusion, including ALN reform and to develop our pupils as healthy, confident, individuals.
6. To develop all staff as leaders of learning and to develop the strategic role of governors in relation to: Curriculum
Reform; The National Mission; Professional Standards for Teachers, Leaders and Teaching Assistants; Schools as
Learning Organisations.
Estyn Recommendations 2019
• R1 Refine pupils’ skills in spelling and grammar, to secure greater accuracy when writing. In particular, for pupils who are
more able
4Aim 1. To maintain and improve standards in literacy focusing on writing strategies including spelling and grammar, resources,
presentation and handwriting (Estyn recommendation – grammar and spelling). To develop pupils as ambitious, capable learners.
Please also see Literacy Lead’s Strategic Plan
• Maintain and improve expected level standards LLC in FP and KS2 (18/19 FP 91%; KS2 89%)
• Build on increase in higher level LLC (18/19 FP 24% +6% increase; KS2 47% +14% increase)
• Continue to improve standards in spelling across the school (Baseline average in Jan 2019 43% below their CA Y2 to Y6 in SWST) and
grammar (Estyn recommendation)
• Maintain the upward trend in boys and girls at level 5 and continue to narrow the gap at level 5 for boys
• Improve pupil understanding of their next steps in learning through revision of A4L strategies and the introduction of pupil conferences.
Specific actions to be taken Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring RAG Rated
(Ongoing – action and evaluating Progress
Outcomes respon resource
unless stated outcomes
sible Implicati otherwise)
ons
Standards, higher level and narrowing the gap Aspirational targets set and met SLT Staff Target HT to meet with staff
meetings
• Biannual meetings with HT and Teachers (Results: 18/19 FP 91%; KS2 89%) and SMT to review targets and
completed by
and TAs to discuss each child’s target, Pupils targets in line with previous Meeting 1/11/20 progress of pupils in
attainment and progress. Use of previous performance. time Feb 2021.
performance of pupils having taken TA Further increase in pupils achieving NCT for ALNCO MAT
termly.
and test information into account. the higher levels across the school ALNCo DHT to report on
• ALNCO, FP lead and HT to challenge and (Results: 18/19 FP 24% +6% planning half termly.
support target setting process to ensure increase; KS2 47% +14% increase)
more able cusp pupils are identified and FSM FP and KS2 pupils targeted ALNCO to report on
targeted from Nursery to Y6. Focus on appropriately – need core data set progress of ALN and
FSM FP more able cusp pupils in and results from staff. MAT pupils termly.
particular.
• Provide additional support for MAT Report on all progress
pupils where necessary. bi-annually to GB.
• SC to monitor FP planning and feedback
to staff on provision. Link Governor to
• ALNCO to monitor progress of MAT report on progress
pupils termly via data, learning walk with following visit.
link Governor and listening to learners.
5• SMT Annual moderation of cusp more
able pupils from year groups other than
Y2 and Y6.
Standards Most (90%) pupils inc FSM achieve Head to PDG and EiG Starts Sept Monitor progress
map out funding
• Identify underachieving pupils their targets (see target sheets for each year termly: Salford
provision.
used for
• Select appropriate action to identify each year group) and make 0.5 level/ TAs
support reading test to
Teachers
underachievement. 1 outcome progress in a year. staff ascertain progress
• Appropriate intervention identified to termly.
ALP to
address the child’s needs. Intervention Strong progress shown by all data in Termly assessment of
release
carried out with the view that ‘little and each intervention. TAL4 3 RWI.
often’ is best. days per Review of TA on
• N, R, Y1 – Speech and Language week. And INCERTS and
employ an
programmes. intervention bi-
additional
• Read, Write Inc 1 to1s - R to Y4 TA for 5 annually.
• Catch Up Reading – KS2 days. Regular informal
• Corrective Reading – Y3 upwards where reviews with TAs and
no progress made teachers to assess
• Small Group Support – KS2 progress.
• Homework Club for FSM pupils Book scrutiny termly.
• Parent Project with parents of children
who still don’t make progress. Report to GB on all
progress
Further improve standards of writing, Writing strand TA shows upwards Lit CC 1 Staff INSET Lit lead to analyse
meeting 1/9/20
spelling, grammar, presentation, handwriting trend across the school. results for TA -
NCT for Autumn 20
• Continue with Vocabulary attack – catch monitoring biannual, Spelling/
learning
up staff meeting, resources distributed, Further improvement in presentation and grammar Jan 21 and
walk
establish 2 strategies per year group. in books and consistency across observing. Handwriting and report
• Embed and ensure consistent use of classes shown in book scrutiny. to SMT.
Woodlands Wishes, especially with
teachers that have moved year groups Uplift in spelling results.
and our new 2 teachers. (Baseline average in Jan 2019 43%
• Embed and ensure consistent practices below their CA Y2 to Y6 in SWST)
with the use of pupil editing, pit stops Many (75%) pupils make expected
and purple pen. progress with their spelling ability.
• Share good practice identified in UKS in (Baseline average in Jan 2019 65%
the teaching of spelling across Y2 to Y4 had made the expected progress)
6– staff meeting, modelling, learning walk/
lesson observation. Handwriting
• Introduce ‘flicks’ into letter formation in Year Currently End of
Reception. Pupils to start joining in Y2. Group Joining year
• Lit lead to monitor progress of above in, Y2 0 30%
learning walk with link Governor and by Y4 56% 75%
listening to learners. Y6 85% 90+
A4L Strategies and Pupil Conferences Most pupils understand the next Head to NCT to visit Review A4L Listening to Learners
lead other
• Review our current A4L strategies by steps in their learning and begin to in Spring walk with Link
schools and term
researching the work of Dylan William take more responsibility for their research. Governor.
Pupil
and visiting exemplar schools. learning. Support in
Conferences
• Revise policy and procedures for A4L class from Link Governor reports
TAs during w/b
where necessary. 12/10/20 to Governors.
Pupil
• Introduce pupil conferences half termly Conference 1/2/21
where quality feedback is given by the s.
teacher prior to Parents’ Evenings
7Aim 2. To maintain and raise standards in mathematics and numeracy throughout the school. To develop pupils as ambitious
capable learners.
Please also see Maths and Numeracy Lead’s Strategic Plan
• Maintain expected level standards in maths in KS2 and raise expected level in maths in FP (reduced trend since changes in outcomes).
(18/19 FP 80%; KS2 89%)
• Maintain increase in higher level (18/19 FP 20% +2% increase; KS2 44% +13% increase)
• Develop maths in the new curriculum
• Maintain the upward trend in boys and girls at level 5 and continue to narrow the gap at level 5 for boys
Specific actions to be taken Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring RAG Rated
(Ongoing – action and evaluating Progress
Outcomes respon resource
unless stated outcomes
sible Implicati otherwise)
ons
Standards, higher level and narrowing the gap Aspirational targets set and met SLT Staff Target HT to meet with staff
meetings
• Biannual meetings with HT and Teachers (Results: 18/19 FP 80%; KS2 89%) and SMT to review targets and
completed by
and TAs to discuss each child’s target, Pupils targets in line with previous Meeting 1/11/20 progress of pupils in
attainment and progress. Use of previous performance. time Feb 2021.
performance of pupils having taken TA Further increase in pupils achieving NCT for ALNCO MAT
termly.
and test information into account. the higher levels across the school ALNCo DHT to report on
• ALNCO, FP lead and HT to challenge and (Results: 18/19 FP 20% +2% planning half termly.
support target setting process to ensure increase; KS2 44% +13% increase)
more able cusp pupils are identified and FSM FP and KS2 pupils targeted ALNCO to report on
targeted from Nursery to Y6. Focus on appropriately – need core data set progress of ALN and
FSM FP more able cusp pupils in and results from staff. MAT pupils termly.
particular.
• Provide additional support for MAT Report on all progress
pupils where necessary. bi-annually to GB.
• SC to monitor FP planning and feedback
to staff on provision. Link Governor to
• ALNCO to monitor progress of MAT report on progress
pupils termly via data, learning walk with following visit.
link Governor and listening to learners.
• SMT Annual moderation of cusp more
8able pupils from year groups other than
Y2 and Y6.
Standards Most (90%) pupils inc FSM achieve Head to PDG and EiG Starts Sept Review of TAPAS for
map out funding each year
• Identify underachieving pupils eg Y3 their targets (see target sheets for provision. individual children
used for
girls in maths. each year group) and make 0.5 level/ TAs
support termly.
Teachers
• Select appropriate action to identify 1 outcome progress in a year. staff Review of TA on
underachievement. INCERTS and
ALP to
• Appropriate intervention identified to Strong progress shown by all data in intervention bi-
release
address the child’s needs. Intervention each intervention. TAL4 3 annually.
carried out with the view that ‘little and days per Regular informal
often’ is best: week. And reviews with TAs and
employ an
• N & R – small group work teachers to assess
additional
• Y1 – Numeracy Catch Up. TA for 5 progress.
• Y2 to Y6 – Maths Catch Up days. Book scrutiny termly.
• Y1 to Y4 – Parent Project
• Y5 to Y6 – After school maths Report to GB on all
progress
New Curriculum (See also Curriculum Lead’s All staff aware of what maths in the Math and Courses Courses w/b HT to report on
PL lead 21/9/20
Strat Plan) new curriculum looks like. £600 PL progress with training
Cluster
• MATHS LEAD to attend training on Curriculum and teaching revised as a Grant training Aut and project to GB.
Maths in the new curriculum result. 2 staff 20
• Joint training with cluster school on New style teaching shows a positive meetings Triad school Link Governor to view
project
maths in the new curriculum for all staff impact on standards. Aspirational NCT for maths teaching and
starts Aut 20
• Y1 and Y3 teacher to attend year group aim is that all lesson observations Triad to May 21 report to GB.
specific training. will show high impact on learning project
• Triad school project on maths in the new (18/19 Baseline 94% secure impact £1000 PL
curriculum: SMT visit to triad school, on learning, 81% high impact on Grant
then teachers visit – disseminate ideas learning).
and good practice, share data.
9Aim 3. To raise standards in science and technology across school through the development of project learning, developing pupils as
ambitious, capable learners and enterprising, creative, contributors.
Please also see STEM/ Science and IT Lead’s Strategic Plans
• Maintain high standards in Science and IT (18/19 Science KS2 93% expected; 53% higher)
• Further adapt our science teaching to incorporate the ideals of the new curriculum
• Digital Leaders to introduce their new school app to the rest of the pupils and staff
• Digital Leaders to further develop programming through using the Edison Robots, Parrot Drones, Sphero and Lego Wedo 2.0.
Specific actions to be taken Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring RAG Rated
(Ongoing – action and evaluating Progress
Outcomes respon resource
unless stated outcomes
sible Implicati otherwise)
ons
Standards and new curriculum All staff aware of what science in Stem NCT for Termly JW to report to SMT
planning annually on STEM and
• Continue with the teaching of STEM by the new curriculum looks like. lead visits
Science work.
incorporating the method of teaching Curriculum and teaching revised as a Joint
into project work where possible rather result. panning HT to report on quality of
than stand-alone STEM projects. New style teaching shows a positive meetings teaching bi-annually to GB
• JW to visit STEM project schools in our impact on standards. Aspirational 2x a term
Triad – YCG and Clytha to gather ideas aim is that all lesson observations
and resources. will show high impact on learning
• STEM car project with 6 other schools. (18/19 Baseline 94% secure impact
Children to design and build their own on learning, 81% high impact on
car for race against schools in June learning).
2021.
10Aim 5. To maintain and raise standards of wellbeing by further developing Health and Well Being as an AOLE as well as positive attitudes to learning
and inclusion, including ALN reform and to develop our pupils as healthy, confident, individuals.
Please also see Wellbeing, ALN, Family Engagement, Pastoral Lead’s Strategic Plans
• Build on improvements made in 18/19 and further improve punctuality
• Deliver ACE 2 Training
• Revise the Behaviour policy and procedures to incorporate the strategies from Thrive and ACE
• Increase pupil understanding of bullying through the work of the Pupil Wellbeing Team.
Specific actions to be taken Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring RAG Rated
(Ongoing – action and evaluating Progress
Outcomes respon resource
unless stated outcomes
sible Implicati otherwise)
ons
Behaviour Policy reviewed and consistently Policy Policy agreed by GB
• Review behaviour policy in light of ACE 2 implemented. Agreed sanctions and WB NCT for completed Summer 21
training and Thrive suggested practices. rewards. lead JM Spring 21 HEAD to report to staff
Log of red/ yellow cards decreased. and Governors on
Persistent offenders decreased. behaviour log.
ALN All teaching staff are familiar with and ALNCo NCT for Sept 20 to ALNCo to monitor IDPs
Training on: able to comply with, in their context, the ALNCo July 21 and provision and report
• Provision mapping requirements of the ALN bill. Release to GB in May 21.
• IDP training for course
• Person Centred Planning on IDP
• PCP tools training
Specific actions to be taken Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring RAG Rated
(Ongoing – action and evaluating Progress
Outcomes respon resource
unless stated outcomes
sible Implicati otherwise)
ons
11Punctuality HEAD Time Ongoing HEAD to report to GB
• All late arrivals come through the main Improved punctuality, particularly for HJ termly on punctuality
entrance. HJ asks parents to complete a late FSM pupils. JS analysis
from explaining why they are late. Pupils are Baseline data:
asked for a reason. Late Before Register
• HJ does a random spot checks on gate to 17/18 18/19 19/20
ascertain level of lateness and to challenge 0.64 0.53 (+0.11)
repeat offenders. Once a week.
• Staged response to poor punctuality – mild Late After Register
letter, strong letter, meeting with parent, 17/18 18/19 19/20
involvement of EWO. 0.11 0.12 (-0.01)
• Establish reward/ incentive system for
individual persistent offenders. Late Before Register
• School to provide support for vulnerable 17/18 18/19 19/20
families or school haters through Pastoral FSM 1.23 0.78
Worker and Attendance Officer eg (+0.45)
collection, meet and greet, Breakfast Club, Non- 0.35 0.34
1to1 support for parent, facilitate contact
FSM (+0.01)
with external agencies eg. Building Resilient
Families, Housing, Families First, Families
Late After Register
Focus Team, Social Services etc
17/18 18/19 19/20
FSM 0.22 0.19
(+0.03)
Non- 0.05 0.06
FSM (+0.01)
12Aim 6. To develop all staff as leaders of learning and to further develop the strategic role of staff and governors in relation to:
Curriculum Reform; The National Mission; Professional Standards for Teachers, Leaders and Teaching Assistants; Schools as
Learning Organisations.
• To further create and support professional learning opportunities for all staff
• To ensure all staff are familiar with the ETLF. (SMT and teachers already trained)
• To ensure all staff are familiar with the Professional Standards (recap) and in particular the Professional Practices section (PM objective for
teachers)
• To continue to establish a culture of professional enquiry, innovation and exploration through research and practice (PM objective for
teachers)
• To ensure that leadership is of the highest quality at all levels.
• To ensure that teaching is high quality, collaborative, and driven by a deep understanding of pedagogy and excellent subject knowledge
• To ensure that all new Governors (2) are fully inducted into their role in order that they can carry out their SER duties and act as a critical
to the school
• Continue to develop school to school working through professional networks (Estyn Recommendation)
Specific actions to be taken Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring RAG Rated
(Ongoing – action and evaluating Progress
Outcomes respon resource
unless stated outcomes
sible Implicati otherwise)
ons
13Professional Learning Review aims for developing SLO in SMT 1 staff SLO survey HEAD to report to GB about
reviewed PM reviews and professional
Review the SLO survey with SMT and staff. strategic plan. meeting 2/9/20.
training termly as part of HT
Prioritise, plan, do, review. A programme of Professional on SLO/ Considered by
report to Governors.
SMT 8/9/20.
Team Leaders will carry out Performance Learning will be devised for all staff Prof Action Plan
Management Reviews with all staff – discussion based on Performance Management Learning completed
25/9/20
around Professional Standards and Performance. reviews and SER evaluations as well EAS CPD SMT PM
Training needs will be identified and agreed. as the aims of the Strategic Plan. External Reviews
INSET agendas planned according to need. CPD October 2020.
Agenda and
Courses booked. Cluster Training
INSET days arranged. working devised termly
by 1/9/20
Meeting 1/1/21
Time 1/4/21
PL Grant
20/ 21
£3723
ETLF All staff familiar with the tools in DHT 1 staff Autumn 2020 Report on all SER activities
to SMT/ staff/ Governors as
Joint training with Coed Eva school on the ETLF the ETLF and able to use the tools and meeting
appropriate.
as a recap for teachers (Teachers and SMT when conducting SER activities. HEAD Teachers
already trained). 1 staff
Training to be adapted and disseminated to meeting
Teaching Assistants. for TAs
Professional Standards All staff have a clear understanding HEAD NCT Autumn Term Report on PM procedures to
2020 – GB in Autumn 20 and Spring
Incorporate the Professional Standards for of what their strengths and areas Meeting
Review and 21.
Leadership into Performance Management for development are with regards to Time set targets.
procedures. Staff review their leadership the Professional Standards. Supply February 21
against the Professional Standards before Each staff member has 1 PM target costs for review
targets.
Performance Management meetings. related to leadership. release.
Job Descriptions revised in light of new Job descriptions revised. £600
Professional Standards.
Professional Enquiry Pedagogy will be influenced as a HEAD NCT for Staff to Staff to report to staff
identify ‘itch’ meeting biannually and
Staff will identify an ’itch’ that they would like result of Professional Enquiry. to staff.
by 1/10/20. complete pro-forma to
to explore, This ‘itch’ will be related to their Measurable improvement in pupil lead. PL Grant Mid year document steps taken and to
class of pupils or their leadership role. It will outcomes shown. £3723 Review Feb show any impact on pupil
focus on a way to improve outcomes for pupils. 21. Full review outcomes.
and feedback
Staff to then research, trial and feedback.
July 21.
14Teaching Aspirational aim is that all lesson HEAD 6 staff PPA and HEAD to report to GB on
meetings support quality of teaching annually.
Meeting time to plan in phases and adjacent year observations will show high impact on to
per year – organised by Evaluation of Book Scrutiny
groups. learning (18/19 Baseline 94% secure lead and Progress reported on
end of 1/9/20
Revise PPA timetable so that teachers have time impact on learning, 81% high impact biannually to staff and
each term.
to plan together where possible. on learning). Governors.
Supply
Devise programme of support for teachers, Every book scrutiny judged as ‘Good’. cover
especially teachers who are new to their role. (Baseline – most in 18-19 were £600
R/Y1 teacher – plan with FP graded as at least ‘Good’ with Course
LB teacher – external support from LB expert different lines of enquiry. costs
and maths course Progress of most pupils in each £500
Y3 teacher – shared PPA with Y4 teacher, maths teacher’s class is judged at least from PL
course ‘Good.’ grant
Use of self-evaluation tools to identify any AODs identified and acted upon in
strengths and areas for development according order to rectify/ improve.
to AME cycle.
15Leadership
SMT
NPQH Training HEAD to report to GB on
Deputy Head starts preparation for NPQH. Roles and responsibilities clearly HEAD training and PM cycle termly
release Plan Sept
SMT members attend leadership course. defined. to as part of HT Report.
time 2020
Further develop role of Wellbeing, STEM, and NPQH achieved. lead
Cost of
Pastoral Co-ordinators through training and Standards are maintained. course
support. Improvements made. £1000 PL
All lesson observations and book grant
scrutiny are at least good and show
Middle Leaders consistency and continuity and 2 staff
Develop AoLE Teams progression across the school. meetings
Teams to be involved in planning for and CCs understand their roles and can
NCT for
monitoring their AoLE. show that they have had an impact
monitoring
AoLE Teams/ CCs to be involved in monitoring of on the standards in their areas.
their subjects – learning walks, book scrutinies. Teachers able to identify strengths
AoLE Teams/ CCs to lead a staff meeting/ and AODs accurately and give
organise training where appropriate. feedback where appropriate.
Teachers TAs aware of needs and improve
Develop leadership role of teachers by giving their performance. NCT for
them responsibility for assessing the All staff aware of responsibilities lesson
performance of their team and giving feedback and can show impact of their work on observatio
ns
using ETF checklist. standards.
Continue to involve all staff in partnered Performance management reviews
observations. will show that all staff have met SMT and
Continue to involve all co-ordinators in book their targets related to their area. Staff
scrutiny with SMT and in staff meeting time bi- meeting
annually so that they understand what time
represents a good standard in their subject and
across the school
Teaching Assistants/ Support Staff
Continue to take responsibility for given area.
Course
Training needed. Eg. Training for caretaker on
costs
aspects of H&S.
16Governors (In light of 1 new Governor joining All Link Governors aware of HEAD NCT for First visit Link Governor to
team in Autumn 20) strengths and AODs and able to and 1 CC completed feedback to GB.
Governors using EAS documentation – Link feedback to GB. new by Dec Evidence in GB
2020 then
Governors and Challenge and Support Docs. Gover minutes.
termly.
Link Governors attend school to: nor
Look at books as part of SMT.
Discuss strengths and AODs with CC
Learning walk to review particular focus of
strategic plan eg. provision in FP.
School to school HEAD to report to GB on
Lead Network School – support/ train 14 other schools in Welsh standards continue to improve. Build on DHT NCT To continue effectiveness of school to
Welsh. Benefit from extra support from EAS Welsh current upward trend. (See Welsh Plan) Sept 2020 school working and impact on
Advisory . standards to GB bi-annually.
Curriculum lead share practice with cluster schools and New curriculum starts to take shape and DHT NCT Continue Sept
further afield. Joint training on maths in the new curriculum become embedded. (See Curriculum Plan) Joint staff 2020
and ETLF. meetings
AoLE Transition work with CHS and cluster primaries on new New curriculum starts to take shape and DHT NCT Continue Sept
curriculum – Humanities Project. become embedded. Writing standards Joint staff 2020
improved further across the cluster (See meetings
Curriculum Plan)
Triad working on Maths in the new curriculum with YCG and New curriculum starts to take shape and MATHS Time to Commence
Clytha primaries. – Joint training, lesson observations, become embedded. Maths standards LEAD visit and Sept 2020
meetings and sharing resources. maintained and raised. share
training/res
ources
Joint working on profiles in KS2 and KS3. Teacher Assessment accurate. Profiles NCT Continue Sept
Moderation of work in each school. agreed. Good practice shared. Lit lead 2020
and
Maths
lead
17Specific actions to be taken Success Criteria/ Intended Staff Costs / Time-scale Methods of monitoring action RAG Rated
(Ongoing – and evaluating outcomes Progress
PDG Outcomes respon resource
unless
sible Implicati stated
Intervention from additional TAs: ons otherwise)
Speech and Language intervention – following eFSM children and those children FP PDG EY Ongoing Analysis of progress
teachers £39,100
specific and general S&L programmes in the who have poor language skills or made bi-annually using
Nursery, Reception and sometimes Y1. We have global delay make good progress in TAs and annually using
3 different levels of intervention that we use line with peers. screening tools.
for children with general delay in their speech. Pupils removed from S&L
support.
If no progress identified children will be
referred to COMIT team.
Intervention Programmes include: Most (90%) FSM pupils make the Teachers PDG Ongoing Analysis of data:
and TAS £108,100
Read, Write Inc 1 to1s - R to Y4 expected level of progress across RWI assessment half
Maths Intervention – Y2 upwards the school. termly
Catch Up Reading – KS2 FSM pupils do as well as non-FSM in Catch up group Salford
Corrective Reading – Y3 upwards English and maths across the school tests termly.
Small Group Support – KS2 including higher levels in FP. TAPAS monitoring
After school maths club for Y5 and Y6 Attendance in line with non-FSM. INCERTS tracking
Homework Club for FSM pupils progress bi-annually.
Maths Catch Up End of year TAs and
Parent Project with parents of children who still tests.
don’t make progress.
Pastoral Support for FSM children: For those pupils: Pastoral As above Ongoing Analysis of:
Lead
Grief/ Bereavement/ Trauma Behaviour good Attendance
Attendance Reduced exclusions Behaviour records
Self Esteem Improved attendance Academic progress.
Behaviour – Social Skills Improved wellbeing Boxhall Profile
Thrive Pass survey
Breakfast and Lunchtime Club Thrive assessments
Play Therapy
18You can also read
