‘Moving Good into Outstanding’€¦ · a range of partners. These support moderation work, the...
Transcript of ‘Moving Good into Outstanding’€¦ · a range of partners. These support moderation work, the...
CRIGGLESTONE ST. JAMES CE
PRIMARY ACADEMY
PART 1: SELF-EVALUATION (5 PAGE SUMMARY)
AND
PART 2: ACADEMY DEVELOPMENT PLAN
2017-2018
‘Moving Good into Outstanding’
ST JAMES
SELF EVALUATION AND DEVELOPMENT
PLANNING PRINCIPLES & CYCLE FOR IMPROVEMENT
WHERE DO WE WANT TO BE?
WHAT DO WE WANT TO SEE?
CONSIDER THE IMPACT WE WANT TO SEE FROM ANY
FUTURE ACTIONS
2
SO WHEN DO WE NEED TO DO THIS BY?
MILESTONES
Not too many.
They must be achieveable.
3
HOW WILL WE DO IT?
CREATE ACTION PLANS & RESPONSIBILITIES
Consider budget.
Regularly RAG Rate.
4
WHERE ARE WE? SELF EVALUATION
TRIANGULATE THE STORY OF THE SCHOOL
FINDING 'TYPICALITY'
BEING OBJECTIVE 'LOOKING THROUGH THE PANE OF GLASS'
1
Crigglestone St James CE Primary Academy ‘Moving Good into Outstanding’ Our Journey Part 1: Self-Evaluation Position Statement
Autumn Term 2017
Note
This document does not attempt to cover evidence available elsewhere (e.g. external data ASP, IDSR). It relates clear, pertinent, succinct actions that
have taken place in the last 12-18 months to impact positively on the progress of the academy. This document should be read alongside the current,
updated 17/18 ADP (Part 2). This provides the why, how and what around our current focus areas and is the natural outcome to our self-evaluation
work – one should naturally feed into the other. It would also be useful to look at the 16/17 ADP to add further context to this current position. The
movement between development plan priorities and self-evaluation processes are constant and should be read in collaboration with each other.
Current Context (Not Externally Available)
The academy aims and values are rooted in our ‘Achieving Together’ approach and encompass high standards and high expectations both socially and academically.
We have strong links with our local community, vicar, church and parish which enrich pupils’ religious, spiritual, moral and social education.
The Headteacher is in the third year of his headship. Senior Leadership is operating under a new model from September 2017 - comprising Headteacher, Deputy
Headteacher and two Assistant Headteachers. Staff in middle leadership posts, from September 2017, take on a temporary role to lead an aspect of whole school
development. A review of Pupil Premium was commissioned by the Headteacher and Governors – Autumn 2016. A review of Governance was commissioned by the Headteacher and Governors – Autumn 2016 and the next annual
review is in December 2017. As a ‘stand-alone academy’, a major current area of work is to ensure external challenge and accountability through
a range of partners. These support moderation work, the monitoring and validation of SLT judgements and ongoing CPD requirements.
We are currently considering our long term future with the Diocese of Leeds on the possibility of a future MAT being formed with similar ‘stand-alone’ outstanding and good academies and LA church schools in the region. This work is at an early stage.
St James is part of the All Saints Church Schools Partnership, a group of 7 church schools and academies from across Wakefield, working together to preserve distinctive context, strengthen church links (via community projects) and, most significantly, as an method for providing challenge, moderating judgements and providing school-to-school support and networks.
St James is part of the Aspire Teaching School Alliance. Much of the academy’s current and forthcoming CPD is facilitated by this partnership.
St James is part of a newly established Moderation, Assessment and Subject Knowledge Triad – which supports teacher assessment judgements in the core subjects across school.
NOR March 2017: 317. The academy is always full (315 when full). The school is 1 ½ form entry, 11 classes, and standard admission number of 45. Class sizes range from 29-31 – due to
Fair Access and SEN admissions. SIAMS inspection (March 2014) judged the academy as ‘Outstanding’ in all areas. The school serves a residential area outside of the main ‘inner city’ Wakefield area: the children come from a mix of
different socio-economic backgrounds, although many live in private housing. Pupils are drawn mainly from the surrounding Crigglestone and Sandal local area, with a decreasing number from
outside of catchment – this is now being affected by a large, new housing development adjacent to the academy which contains families from a mixture of socio-economic backgrounds.
Pupils in receipt of Pupil Premium funding remain consistent (42) and is low in comparison to many schools nationally, each cohort has single figures within this.
Historically attainment on entry has been broadly in line with the national average, with some slight variation (cohort specific). Most pupils have had experience of quality play and exploration before they enter reception; almost all have attended pre-school or nursery and come from a range of pre-school settings.
Areas for Improvement (from last inspection – July 2014)
‘It is not yet an outstanding school because……..
The outstanding teaching that exists in the school is not shared widely enough.
Pupils do not always precisely know how to improve their work so that they can learn from their mistakes.
Middle leaders, some new to their role, are still developing their skills to check and improve the quality of teaching
and learning in their subject.’
Areas which were identified at the last inspection as needing improvement have been addressed. Monitoring and coaching
opportunities are timetabled consistently to target identified staff with precise areas to focus upon and ensure that existing
outstanding teaching is influencing the practice of colleagues across a sustained period of time. The two newly appointed
Assistant Headteachers have a strong and sustained record of outstanding teaching and they lead upon this work – as a core
aspect of their role. Two further teachers with strong classroom performance are currently within the TLR3 development
plan role – which is focusing upon the quality of teaching in the non-core subjects. The decision was taken to recruit an
additional member of staff to enable leaders at all levels to undertake the aforementioned activities and increase capacity to
do this. The latest external review (Autumn 2016) stated the impact of this work:
‘Through monitoring you are aware that there are some variations in skill levels of teachers in meeting the needs of different
abilities and use outstanding practice to bring about necessary improvements.’
As a result of intensive work to refine approaches to marking and feedback, pupils know how to improve their work and
understand their vital role within this. This is a particular strength within school. We have ensured that middle and new
senior leaders have the skills required to carry out their role and are accountable for the success of that role. Non-core
subject leaders, through dedicated leadership time, are able to measure achievement, the quality of the curriculum and lead
identified change and development.
Safeguarding
Safeguarding is effective.
Safeguarding pupils is a high priority in this school. The Designated Safeguarding Lead, Learning Mentor and Inclusion Leader
spend a great deal of time making sure this role is carried out effectively. All staff are well trained – including child protection
training and procedures. They know who they should turn to if they have any concerns. Staff have every confidence that
senior leaders will be robust in dealing with any issues. Pupils have confidence that any problems they have will be dealt with
appropriately. They speak of how the adults in school are always there to help them (Stakeholder Evaluation 2017). We have
strong relationships with parents, and this supports our effectiveness in the role. Our knowledge of every pupil in school is
detailed and this helps us to deal with each child in a manner that is appropriate for their needs. Rigorous records are
appropriately recorded and stored. The Designated Safeguarding Lead works effectively, when required, with other agencies
to ensure that issues are robustly dealt with in a timely manner. This work is now further enhanced through the
collaboration of DSLs within the All Saints Partnership through regular forums and meetings to share expertise.
Evaluation of Impact
As a result of our self-evaluation processes, we have taken the following actions to achieve the necessary improvements in
targeted areas. These are the main actions taken in the last, and current, academic year and, most importantly, the impact
we have seen (including brief rationale).
Despite strong achievement indicators in phonics and reading in EYFS, KS1 and KS2, our internal triangulated monitoring
consistently highlighted a lack of application from reading into writing. Whereby successful readers were not transferring non-
negotiable ‘core’ phonic skills to the point of writing and, as such, were leaving their key stage as less secure, less confident and
less fluent writers. As a result, Read Write Inc. was introduced into reception, KS1 and for a target group in year 3. Current
monitoring, both internal and through external consultants, is showing impact upon the targeted group of pupils in year 1 and 2.
These pupils can now generate short, effective texts that demonstrate their ability to write with clarity, greater pace and fluency
and check their work to ensure RWI non-negotiables are in place. The pupils in year 3 are increasingly confident as a result of the
daily, systematic programme and despite performing below national expectations are making sustained progress.
After undertaking end of academic year stakeholder evaluations, we decided to further develop our values work
within school to ensure the vital importance of attitude and social development runs equally with academic
achievement. As such, reward systems, pupil leadership opportunities, collective worship, the topic based curriculum
and curricular theme days have been re-designed to place our British and Christian Values at the centre of our pupils’
daily experiences. We now have pupil leaders in each class – positively influencing the attitude or classmates during
learning and, in particular, at social times of the day. Parents are clear about our new reward systems, are happy
with how they operate and most importantly understand the importance of attitude within this.
Upon the new academy leadership taking post, a central priority was to ensure that greater account was taken of
pupils individual starting points to further accelerate progress. Monitoring at the time showed how some learning
could be lost for a small minority of pupils working at an inappropriate pace and level of challenge. Work was
undertaken to re-shape learning initially in mathematics and then into English - alongside a carefully identified
external partnership (Outwood Institute for Education). We now see mathematics lessons which from the outset
consider pupils prior learning and attainment and use formative assessment as step one in tomorrow’s work (i.e.
pre-learning tasks, response to marking, fast tracked starting points or graded starting points). This model is now
increasingly strong, with appropriate revisions, in English. We are seeing pupils consistently understanding the need
to check and reflect. They understand that learning from mistakes is a vital process. They focus upon less but in
greater detail and see a process of learning rather than simple completion of task. During Summer Term 2017,
capital funding and ring-fenced, carried forward monies have been deployed to re-develop the school building to
enable smaller groups with a narrower range of starting points to be taught on a daily basis.
As a result of staff feedback in the stakeholder review, senior leaders generated a triad partnership which focuses
upon moderation, assessment and subject knowledge in relation to the new national curriculum and expected
standards. This has increased the confidence of staff, their ability to plan effectively for necessary coverage and is
developing their range of methods for gathering appropriate evidence. The group also offers supportive, yet clear
challenge and acts as a measure of standards within year groups.
Governors and senior leaders are constantly aware of the rapidly changing landscape of e-safety. As such, the
academy embarked upon a full review of policy and curriculum and undertook whole school training with the
Bradford District Cyber Team – this involved staff, pupils and parents (including governors). Staff now have
heightened awareness and confidence in this area. Parents have increased knowledge and awareness about their
role and the importance of it. Pupils are happy to talk with staff about e-safety and any concerns they have. Pupils
feel safer as a result of these continuing actions.
During Autumn Term 2016, the academy was successful in an application to Barnado’s Anti HBT Bullying Fund
Programme 2016-2019. The involved extensive work with whole staff and pupils regarding HBT related
discrimination, how to support individuals and tackle instances that may occur. As a result, the academy now has
pupil BEAM Ambassadors in the playground each day and a dedicated zone to support this – in addition to enhanced
policy and recording practices. The academy has now placed an application to become a Beacon School for the
programme to support other schools.
During the 2015/2016 monitoring cycle the outdoor provision in reception was highlighted as an area in need of
immediate development. As a result, capital funding was used during Summer 2016 and Autumn 2017 to develop a
new reception setting with a highly enhanced outdoor learning space. This is now in full use and, after time to
embed the plans for the use of space, the pupils are able to engage in well prepared opportunities to learn within a
range of settings not previously possible. This, alongside additional training for all staff in reception, is resulting in
pupils making at least good progress across this academic year.
Summative Judgements
Judgement on the Overall Effectiveness of the School Grade 2 – Good
Decisive and effective leadership provided by the Headteacher, leadership team and governing body ensures that pupils benefit from good teaching and quality learning experiences. It ensures that their achievement is at least good and that they make at least good progress from expected starting points in reception and, in particular, from KS1 to KS2. The good leadership takes effective action to enable most pupils to reach their full potential. Again, clear and effective leadership ensures that children behave well and that they are safe in school. The academy uses its resources efficiently, effectively and economically to provide a good education for all its pupils.
Overall Judgement on the Effectiveness of Leadership and Management Grade 2 – Good
The Headteacher, supported by a highly effective Deputy Headteacher and wider leadership team, provides the school with a pro-active, forward thinking philosophy which is based on a clear vision for the future. They are committed to securing the highest standards and to continuous improvement in all areas. Leaders have very high expectations for pupils and of staff and constantly review and challenge practice to ensure this is the best it can be. To this end, rigorous and continual systems are in place to check the quality of teaching and learning, so that it is clear where there are strengths and where improvements are needed. The leadership then quickly addresses these areas, as a result staff are held to account and CPD is then designed effectively to support improvement. The curriculum is broad and balanced and the pupils have a wide range of opportunities to learn. The leaders and governors are pro-active in seeking external consultants and establishing partnerships with other schools so that there are external evaluations to verify the accuracy of internal judgements and actions. The school’s arrangements for safeguarding pupils meet all statutory requirements in full and they are effective in providing an environment in which children can thrive and do well. Information gathered on the quality of teaching and pupils’ outcomes is used to inform governors regularly about the school. Governors use this information to offer appropriate challenge, which they do well.
Overall Judgement on the Quality of Teaching, Learning and Assessment Grade 2 – Good
All teaching in reception, KS1 and KS2 is good with some outstanding areas. The quality of teaching is being enhanced by developing an approach which enables the pupils to become more reflective, independent and critical learners – ensuring the review, refine, practice, apply and consolidation of learning is given priority over coverage. This approach is making a strong contribution to standards of achievement and pupils’ progress – this remains ongoing. The teaching of reading, writing, communication and mathematics is effective – mathematics is working noticeably well.
Overall Judgement on the Quality of Personal Development, Behaviour and Welfare Grade 2 – Good
Pupils behave well. They speak of how they enjoy coming to school and how they have good friends in school. The vast majority of pupils’ ‘general behaviour’ is very good with many exemplary pupils beyond this. Many pupils’ ‘attitude to learning and academy life’ is outstanding and is a strength of the academy and this makes an excellent contribution to the increasingly strong ethos for learning and social development. The appointment of a Learning Mentor, Inclusion Leader and pupil leadership initiatives has made a significant, positive impact upon standards in this area. Dedication from staff at all levels - in getting to know the needs of pupils in school, both socially and academically, is central to our successful approach. All adults share this vision and, as a result, pupils feel happy, secure and that their needs are well met. The excellent relationships they have with adults mean that pupils know they can speak to any adult if they are worried. Pupils say that bullying is rare, they have an accurate knowledge of what bullying is and say that they are confident concerns will be dealt with swiftly. Other principal aspects of the academy’s work in this area are always at least good – most notably a system has been established to record all types of inappropriate behaviour by pupils, identify patterns of behaviour and measure the impact of actions to sustain and further improve this aspect. Further enhancement of the positive attitude that leads to ‘active, independent, resilient learning’ for a minority of pupils is key to moving this grade firmly into outstanding.
Overall Judgement on Outcomes for Pupils Grade 2 – Good
Outcomes for many pupils are good or better by the time they leave school. During their time in reception and in both Key Stages, the vast majority of pupils, including disadvantaged** and those with special educational needs**, make sustained progress in all subjects from their starting points. Intense analysis of pupils’ outcomes enables leaders and
teachers to have an accurate picture of the progress pupils are making. This information is used to address any issues of less than good progress as soon as they arise. A positive climate for learning exists and pupils and groups of pupils have highly positive experiences at school so that they are well prepared for the next stage in their education. ** The small numbers of children in the disadvantaged and SEND groups mean individual analysis is often required beyond analysing group outcomes.
Overall Judgement on the Effectiveness of Early Years Provision Grade 2 – Good
All teaching in reception year is good. The pupils are motivated and interested by the experiences and activities that are created and are increasingly focused when faced with challenging activities aimed at increasing their stamina. Planning is based upon pupil’s current needs and starting points, whilst the environment is designed to aid independence. All pupils make at least typical progress and many children make progress that is better than this from their starting point. Assessment shows that children whose starting points are below those of other children of their age are catching up quickly in most cases.
Next Steps (Immediate Priorities for 2017/2018) – This must be read alongside the rationale within the ADP action plans.
Increase independence and resilience in pupils – specifically through ESAs effective deployment and interaction during learning.’
Develop the wider non-core curriculum to ensure it is broad, balanced, engaging and purposeful leading to high achievement levels in non-core subjects matching that of the core areas.
Enhance the Christian character and British Values of St James through the implementation of the new syllabus and
the development of the international partnership.
Introduce a revised approach to academy reading scheme – building upon current phonics successes and current levels of achievement.
Priority areas for pupil outcomes in 2017/2018 This is drawn from scrutiny of summative achievement data (including internal tracking & 2017 IDSR & ASP).
The high attainment band pupils in REA, WRI and MA, across Y3-6, are working at greater depth and remain on track to achieve this at the end of KS2.
The ‘blue’ focus pupils at the lowest ends of the prior middle attaining band reach expected levels in Y2-6 – with a
particular focus on WRI outcomes (most notably disadvantaged progress in WRI).
*** NOW MOVE TO PART TWO – THE ACADEMY DEVELOPMENT PLAN – TO SEE
THESE ASPECTS PUT INTO ACTION WITH CLEAR SUCCESS CRITERIA ALONGSIDE THE
RATIONALE UNDERPINNING THIS. ***
ADP: Headline Priorities 2017/2018
‘Moving Good into Outstanding’ Our Journey Part 2: Academy Development Plan
2017'2018
PRIORITY 1:
‘Increase independence and resilience in pupils –
specifically through ESAs effective deployment and
interaction during learning.’
PRIORITY 2:
‘Develop the wider non-core curriculum to ensure
it is broad, balanced, engaging and purposeful
leading to high achievement levels in
non-core subjects matching that of the core
areas.’
PRIORITY 3:
‘Enhance the Christian character and British
Values of St James through the
implementation of the new syllabus and the development of the
international partnership.’
PRIORITY 4
‘Introduce a revised approach to academy
reading scheme – building upon current phonics successes and
current levels of achievement.’
EQUALITY OBJECTIVES FOR
17/18*
* See separate policy.
PRIORITY AREAS FOR PUPIL OUTCOMES:
'The high attainment band pupils in REA, WRI and MA, across Y3-6, are working at greater depth and remain on track to achieve this at
the end of KS2.'
'The ‘blue’ focus pupils at the lowest ends of the prior middle
attaining band reach these expected levels in Y2-6 – with a
particular focus on WRI outcomes.'
Profile of Leadership Responsibilities (Excluding Administration & Finance Roles) 2017-2018
Teaching Staff Additional Responsibilities
Glyn Denton Headteacher SLT, Deputy Designated Person for Child Protection, Safeguarding, H&S, Teaching & Learning, Governance, Finance,
Collective Worship, Curriculum Lead, Staff CPD, Academy Development Plan, Stakeholder Partnerships (Parent Forum,
Governor View, Staff View), Teacher Appraisal Lead, Academy Partnerships, Tracking Pupil Progress, Academy Website
Lee Swift Deputy Headteacher/
SENCO
SLT, Designated Person for Child Protection, Safeguarding inc. E-Safeguarding & Prevent, Mathematics Subject Leader,
ESA Training & Line Manager (inc. appraisal), Behaviour, Development Plan Lead, LAC Designated Teacher, Assessment,
Tracking Pupil Progress, LGBTQ, Lead Practitioner
Alexa Hambleton Assistant Headteacher SLT, English – Reading/Phonics/CLLD/RWI, Early Years, Development Plan Lead, Lead Practitioner, ITT & Student
Placements, Attendance, Pupil Voice (Stakeholder)
Becky Hirst Assistant Headteacher SLT, English – Writing, Development Plan Lead, Lead Practitioner, Educational Visits Co-ordinator, Extra-Curricular
Learning, G&T/Pupil Leadership, Parent View (Stakeholder)
Vicki Bennett Class Teacher Music Leader
Diane Brown Class Teacher Science Leader
Jenny Butterworth Class Teacher Religious Education Leader
Sarah Clarke Class Teacher DT Leader
Elizabeth Court Class Teacher Art Leader
Sam Howgate Class Teacher Geography Leader
Charlotte Joyce Class Teacher History Leader
Dinah Lewis Class Teacher Collective Worship Leader/MFL Leader
Michelle Purves Class Teacher Computing/E-Safety Leader
Christine Shallcross Class Teacher Sports ‘Change 4 Life’ Leader
Tim Wildey Class Teacher Sports ‘Change 4 Life’ Leader
Support Staff
Yvonne Grant Inclusion Leader Inclusion, Management of ESA Provision alongside DHT/SENCO,
Deputy Designated Person for Child Protection
Helen Lloyd Learning Mentor ‘Disadvantaged/Vulnerable’ Pupils, LAC, Pupil Premium, HLTA, LGBTQ, Prevent,
Deputy Designated Person for Child Protection
Barbara Rawlinson Senior Technician
Jenny Ingham Sports Play Manager Lunchtime & Extra-Curricular
ESAs
Jenny King (HLTA), Claire Parsons (HLTA), Claire Treherne, Fiona Shaw, Donna Harding, Michelle Bramald, Emma Tomlinson-Drewell, Nikki Day, Kate Wainwright, Chris
Barns, Louise O’Connor, Andrea Paton, Tina Critchlow, Catherine Wightman-Smith, Flick Walsh
LSAs
Sarah Waldron (Relief LSPM), Julie Dyson, Diane Ely, Bev Woodward
ADP ACTION PLAN
ADP ACTION PLAN: PRIORITY 1 – EFFECTIVE ESA DEPLOYMENT ‘Increase independence and resilience in pupils – specifically through ESAs effective deployment and interaction during learning.’
Lead: LS Governor Lead: CW Supporting ADP Team: Teachers, HL & YG WHY?
Our Rationale:
Evidence from the monitoring of teaching and learning shows there is an increasing number of children in every class, and of different ability groups, that tend to rely on
adults, particularly Education Support Assistants, to help them complete their work when there is little or no need for them to do so. Adults are being used as a first
option of help for children – they are not showing other self-scaffolding strategies that children should show. They are showing little desire to complete work
independently and show very little resilience when they find something challenging, despite monitoring showing that the work being set is appropriately differentiated.
Support staff can also tend to over-help children with their work which is making the children want to seek adult help more than they should. Adults also tend to be too
focussed on task completion which can negatively affect the amount of progress the children make, as they are supporting the children too much in order to ensure the
work is finished on time. Without a focus on this, a number of children in each class will struggle to make expected progress, which will also have a negative effect on their
attainment.
IF WE ARE SUCCESSFUL WE WILL SEE THE FOLLOWING SUCCESS CRITERIA MET:
Children of all ability groups are demonstrating self-scaffolding strategies before seeking adult help – there is an increase in the number of children who are able to
complete work independently.
All adults, in particular ESAs, are implementing the Scaffolding Framework Pyramid in order to provide children with the minimal amount of help in order to achieve. This I
leading to increased resilience and independence.
TO ACHIEVE THESE WE MUST……
Actions Who Resources Milestones to Measure Progress and Impact RAG Rating
Ensure ESAs are clear about what the children
they are supporting will be learning that week
so they are able to more positively impact on
progress within lessons
Class Teachers
ESAs
N/A – built into timetables ESAs are clear about
what the children they
are supporting will be
learning during the week
Autumn wk 1
Conduct ESA appraisals to ensure they have a
clear objective to focus on and are held more
to account
LS
ESAs
DHT Release time ESAs achieve appraisal
objectives
Autumn wk 1 – Objective
Setting
Spring wk 4 – Midyear
review
Summer wk 12 – End of
year review
Deliver fortnightly training to ESAs based on
the theories and strategies suggested in the
‘Teaching Assistant’s Guide to Effective
Interaction’
LS
ESAs
DHT release time to deliver training
and monitor
ESAs timetabled on rota basis
ESAs effectively
implementing Scaffolding
Framework Pyramid
when supporting children
Beginning Autumn Week
2 until Summer Term
Review dates:
01/11/17
07/02/17 – support
morning from external
consultant
17/01/18
25/01/18 – EXTERNAL
CHALLENGE EVENT
18/04/18
27/06/18
Organise and enable training on effective
questioning (Craig Batley)
Craig Batley
LS
ESAs
½ day cost for external consultant ESA able to demonstrate
effective questioning in
the classroom
External consultant is able
to see evidence of impact
Autumn wk 5
Review dates:
01/11/17
07/02/17 – support
morning from external
consultant
17/01/18
25/01/18 – EXTERNAL
CHALLENGE EVENT
18/04/18
27/06/18
Ensure all teachers are aware of the increased
expectations of ESAs with relation to the
Scaffolding Framework Pyramid in order to
ensure ESAs are deployed effectively
LS
Class Teachers
N/A – staff meeting time Teachers are able to
deploy and hold to
account ESAs more
effectively
Autumn wk 7 – staff
meeting
Review dates:
01/11/17
07/02/17 – support
morning from external
consultant
17/01/18
25/01/18 – EXTERNAL
CHALLENGE EVENT
18/04/18
27/06/18
ADP ACTION PLAN: PRIORITY 2 – WIDER CURRICULUM REVIEW AND RE-DESIGN ‘Develop the wider non-core curriculum to ensure it is broad, balanced, engaging and purposeful leading to high achievement levels in non-core subjects
matching that of the core areas.’
Lead: CJ/MP Governor Lead: VW Supporting ADP Team: GD WHY? Our Rationale: The 2017 Stakeholder Evaluation demonstrated that time was right to review the current approach to the curriculum beyond
English, mathematics and to an extent science (after its focus in 2016/2017). Common threads from pupils related to the fact that afternoons with too
much emphasis upon maths and English based outcomes within the non-core subjects were creating a degree of de-motivation and reducing chances to
work in-depth with a range of subjects. Interestingly, staff explained the same feeling without being aware of pupil voice at that stage. New TLR3 posts
were created and advertised internally for two strong teachers with the skills to lead this review.
Monitoring of teaching and scrutiny of work (alongside subject leaders) also demonstrated the need for a greater emphasis upon deeper thought and
study within the curriculum – in effect with less being more. Furthermore, when scrutinising current planning and outcomes in books there was still a
feeling that too many activities without clear purpose were evident. This formed a strong piece of evidence when triangulated alongside the stakeholder
views, whilst the current curriculum takes full account of the new National Curriculum and with the current stronger position in the core areas this was
the ideal moment to prioritise this body of work – which is likely to go beyond the 2017/2018 academic year.
As a post-script, it was interesting to read the current national perspective regarding the wider curriculum in primary schools during Summer and
Autumn 2017. Clearly this is a priority beyond our school but further creates that mandate for review and development.
IF WE ARE SUCCESSFUL WE WILL SEE THE FOLLOWING SUCCESS CRITERIA MET:
The ‘new’ wider curriculum will place SMSC development, equality and diversity at the heart of its design and subsequently placed prominently within the pupils
learning experiences.
The pupils will receive their full broad entitlement to the curriculum – but with a small number of clear outcomes designed to foster pupil independence.
Pupil outcomes across the curriculum (academic achievement and standard of work) will match the strong, sustained performance in English and mathematics.
TO ACHIEVE THESE WE MUST……
Actions Who Resources Milestones to Measure Progress and Impact RAG
Rating
Review stakeholder evaluation 2017, as first
phase of current curriculum provision analysis.
MP/CJ 1 x ½ day release for MP & CJ is
built into working budget and
enabled through the staffing budget
which includes the necessary
HLTA roles.
KS General budget enables the
purchase of resources as required
to support the practical stage of
curriculum re-design. (Funding is
reserved with KS General for this.)
TLR 3 Posts – as previously stated
– enable MP/CJ to undertake
leadership work at appropriate
scale.
Reviewed current pupil
and staff voice opinions
within this document and
present thoughts and
proposals to GD.
End of Autumn Term 1
Establish drivers which underpin the vision for
the wider curriculum.
MP/CJ/GD (SLT) Work with GD and
current research and
outstanding school models
to generate drivers.
End of November 2017
Generate planning frame and projected
timetable.
MP/CJ Create structure for
chosen curriculum
approach. Outlining
timetable implications.
End of Autumn Term 2
Test curriculum in own classes (extend to KS
teams if required).
MP/CJ
(Class teachers in
own phase.)
Undertake new
curriculum in afternoon
timetable.
Spring Term 1 & 2
Roll out new curriculum during Spring and
Summer Term 2018.
All Teachers Staff Meetings to roll out
initial term and initial
design.
Spring Term Wk 6/7/8
Summer Term Wk 5/6
Half-termly report to stakeholders on
progress.
MP/CJ
(VW Governor)
Attend 5 Governing Body
meetings with Position
Reports.
Autumn Wk 11
Spring Wk 4/8
Summer Wk 4/12
ADP ACTION PLAN: PRIORITY 3 – RELIGIOUS EDUCATION ‘Enhance the Christian character and British Values of St James through the implementation of the new syllabus and the development of the international
partnership.’
Lead: BH Governor Lead: Reverend Kevin Greaves Supporting ADP Team: JB/DL WHY? Our Rationale: The annual Stakeholder Evaluation (2017) – including pupils’ review of Collective Worship highlighted their interest in looking at other contrasting approaches to the Christian faith in order to
see how they live and worship (Global Christianity). This alongside our successful new partnership with Ragata in Tanzania – as a result of the June 2017 visit from Canon Arthur Mauya – led to
the conclusion that they development of the Tanzania link could also become the focus for expanding these aforementioned comparisons.
At the same time, Understanding Christianity has been launched within the diocese and senior leaders had been successfully trained in its use. Reverend Gill Johnson has already supported the
academy’s Summer 2017 trials and therefore the expansion of this across the curriculum during 2017/2018 was clearly a priority. The impending launch of the new Diocesan Syllabus for RE
also highlighted the significance of the curriculum revision to take account of this document at the same time.
Staff’s views of the current Religious Education assessment systems (Stakeholder Evaluation 2017) also highlighted that this was the time to renew this aspect of our work – with several new
members of staff since the 2014 outstanding SIAMS inspection. 50% of the teaching staff have arrived since the last inspection and highlighted assessment, in this subject area, as a priority.
IF WE ARE SUCCESSFUL WE WILL SEE THE FOLLOWING SUCCESS CRITERIA MET:
Understanding Christianity and RE Diocesan Syllabus embedded across school.
Evidence collated to show the sustained and developed links with Tanzania – incorporating revised collective worship diary and file of evidence depicting evaluations of
worship from a range of stakeholders.
Revised curriculum to include revised, supporting assessment system for RE and all staff confident in the delivery and assessment of the subject.
TO ACHIEVE THESE WE MUST……
Actions Who Resources Milestones to Measure Progress and Impact RAG Rating
Undertake ‘Tanzania Theme Day/s’ – Autumn
& Summer Terms
BH/DL
Class Teachers
DL absent due to
illness so BH taking
over.
DL released for preparation time for
Tanzania Day – making links with
visitors.
Cost:/cover - 1 x ½ Day Cover
Friday16th October
DL released for Tanzania Day 2 –
making links with visitors.
Cost: 1 x ½ Day Cover - Friday 27th
April
Cover: 1 x ½ Day - Friday 27th April
Autumn Week 8 &
Summer Week 3 – DL
deliver quick staff meeting
about week.
Autumn Wk 8
Summer Wk 3
Day 1
Day 2
Tanzania Display and
global community
‘scrapbook’ contains a
variety of outcomes from
the day/s.
End of Autumn Term
End of Summer Term
Day 1
Day 2
Establish a revised Collective Worship
programme for the academic year –
incorporating above focus upon global
Christianity.
DL
SLT , VB/SH
DL absent due to
illness so BH taken
DL released for preparation of
programme and gathering of evidence.
Cost/cover: 1 x ½ Day Cover - 4th
December
Cost: 1 x ½ Day Cover - Monday 2nd
July
Collective Worship rota
– every half term.
Evaluations from
Collective Worship
Autumn 7, Autumn 15,
Spring 6, Spring 11and
Summer 8.
Ongoing
over. Committee and DL.
Collective Worship
planning notes
Raise the profile and evidence generated within
Holy Week.
BH/DL
Class Teachers
DL absent due to
illness so BH taken
over.
DL released for preparation for Holy
Week staff meeting and monitoring of
CW/Tanzania.
Cost: 1 x ½ Day Cover - Monday 5th
March
Spring week 8 – DL
deliver quick staff meeting
about week.
Pupil voice provides
evidence of knowledge.
Evidence book contains a
variety of outcomes from
the day.
Spring Wk 8
Spring Wk11
Implement revise curriculum incorporating
Understanding Christianity and the RE
Diocesan Syllabus 2017.
JB/DL/BH
Class Teachers
DL absent due to
illness so JB leading
with BH support if
needed.
o JB and DL released for half a day to
collaborate on trialled units in KS1
and KS2.
o JB release a further half a day to
prepare for staff training.
o Cost/Cover: 1 x ½ Day Cover and 1
x full day cover - 20th November
o JB released to prepare for leading
staff training, including staff
questionnaire.
o Cost/cover: 1 x ½ Day Cover - 27th
November
o JB released to observe teaching and
learning and monitor books and
creation of curriculum map.
o Cost/cover: 1 x full day cover -
Monday 5th February
o JB released to observe teaching and
highlight the impact of training.
o Cost/cover: 1 x full day cover -
Monday 25th June
Monitoring of RE during
Spring and Summer Term
demonstrates consistent
implementation of
curriculum.
RE Curriculum Map
shows long term coverage
of new curriculum
End of Spring Term &
Summer Term –
Monitoring Summary
Spring Wk 6 (with BH)
then Spring Wk 9 (staff)
Revise current assessment practices to dovetail
with curriculum 2017/2018.
JB/BH
JB released to prepare for assessment
training.
Cost/cover: 1x ½ day cover -
Monday 23rd & 30th April
System for new
assessments
disseminated.
Assessments highlighted
and used for summative
data.
Summer Wk 4 (share
with BH)
Summer Wk 6 (share with
staff)
Summer Wk 10
ADP ACTION PLAN: PRIORITY 4 – WHOLE SCHOOL READING ‘Introduce a revised approach to academy reading scheme – building upon current phonics successes and current levels of achievement.’
Lead: AH Governor Lead: SS Supporting ADP Team: GD/LS/BH WHY? Our Rationale:
Firstly, achievement in writing at both KS1 and KS2* is below that of reading (please see specific pupil outcomes action plan priority 5), our monitoring and pupil voice
evidence clearly demonstrates a correlation between those pupils (not matching, or not currently being on course to achieve, expectations or better for their prior attainment
group) and those pupils who read less and have an poorer attitude to reading. The impact of a language enriched curriculum must therefore have impact on the standard of
writing across KS1 and KS2. * Raise 2016, Inspection Dashboard 2016, Internal Transition Matrices – Summer 2017, Tables Checking Exercise 2017, IDSR 2017
Secondly, although our reading outcomes remain strong over time, monitoring of teaching, learning and assessment – alongside the Stakeholder Evaluation 2017 – highlighted
the need to capitalise upon the current success of the RWI phonics scheme and develop an enhanced whole- school approach to reading. Our vision, leading from this
mandate, is to create an environment that values and encourages reading through our learning environment as well as in our curriculum. We want to instil a love of reading
and provide opportunities in which children value reading for pleasure. Reading must be a prominent and valued part of school-life that provides our children with the
necessary skills to provoke curiosity and discussion and allow books to provide inspiration, thought and reflection. Our children are telling us that that there needs to be more
of this and the staff wish to build upon the 2015/2016 and 2016/2017 enhancements.
IF WE ARE SUCCESSFUL WE WILL SEE THE FOLLOWING SUCCESS CRITERIA MET:
Consistent approach to reading across school building upon RWI format (including consistent use of reading scheme).
Reading is a prominent, valued part of daily and weekly classroom life for all pupils.
Writing progress is accelerating for those targeted pupil groups.
A greater % of ‘prior attaining group pupils’ are on course to meet expectations and beyond.
TO ACHIEVE THESE WE MUST……
Actions Who Resources Milestones to Measure Progress and Impact RAG Rating
Band all reading books across school as part of a whole
school INSET.
AH to lead
All Staff
INSET day used for internal
training.
SLS already built into academy
SLA budget.
Spring Term INSET
activities complete.
Parents informed of the
new system.
Identify gaps at particular
levels and replenish stock
using SLS & refresh class
reading areas.
Spring Wk 1
Spring Wk 2
Spring Term
Generate groups, drawn from writing ‘blue group’,
targeted for intervention and daily support by peers and
staff.
Time to introduce and manage
built into AHT leadership release
– already accounted for in
staffing budget.
Focussed book group ‘BERT’ (Boys Enjoy Reading
Time) to begin with targeted groups across school-
lunchtime/afternoon intervention (to be decided)
Spring 1
Buddy reading systems in place KS2 children with
Rec/KS1 children.
Spring 1
KS2 Guided Reading Process to be reviewed and a whole
class reading method to be trialled.
AH
Class Teachers
Time to introduce and manage
built into AHT leadership release
– already accounted for in
staffing budget.
Monitoring of current
systems complete.
Introduce revisions to
staff.
Monitor progress of
reading method.
Autumn 2
Spring 1
Spring 2
Raise the profile of daily reading in school – through the
following methods:
o Reading Blog
o Rise and Read
o New reward systems
o Bedtime Stories
o Book Drive
o Whole School Reading
AH/GD
Class Teachers
Time to introduce and manage
built into AHT leadership release
– already accounted for in
staffing budget.
‘Rise and Read’ sessions to begin, inviting families to
come into school at 8.30am and read with children.
From Autumn 2
Reading blog- using the school website to create a
reading blog. Children to be able to share
rating/recommendations of books as well as
celebrating their reading achievements.
From Spring 1 – Link to reward system
Whole school reading reward system to be
established and children’s reading ‘minutes’ to be
tracked and rewarded in school. Reward to be
established with the help of the reading committee.
Autumn Wk 12
Reception ‘Bedtime Stories’ event to begin,
encouraging the love of reading amongst the youngest
children and introducing the book fair to Reception
parents.
Autumn Wk 10
Maintain and enhance the whole-school designated
reading time, timetabled daily opportunities for
children to read.
Autumn – Ongoing
Post-Christmas ‘book drive’, families invited to donate
unwanted books to school.
Spring 1
Liaise with staff and discuss how to make reading
prominent within the school environment- reading
areas to be working walls.
Autumn 2/Spring 1
ADP ACTION PLAN – PRIORITY AREAS FOR PUPIL OUTCOMES Lead: GD Governor Lead: CW Supporting ADP Team: LS/AH/BH
WHY? Our Rationale:
Raise & Dashboard 2016, Tables Checking Exercise 2017 and current internal data for September 2017/2018 highlight the reduced progress measures in REA and MA at KS2
and the continued lower progress score in WRI also at KS2, whilst this is not a trend it is significantly lower than in the previous 2015/2016 data (5.58 > 0.9 REA, -0.09 > -0.7
WRI), (4.8 > 0.4 MA). This is due, primarily, to the lower numbers of pupils from the prior ‘high attainment band’ in y2 not achieving the ‘high scaled score’ measure in REA
and MA and the conversion of enough children in prior middle and high attainment bands in WRI at Y2 to at least expected standards or greater depth in KS2. Current
internal tracking shows similar high number of pupils in these bands moving forward and therefore provision must focus upon these to ensure stronger progression and
attainment of expected outcomes for these groups. This will mean 2016/2017 will not form part of a downward trend.
Outcomes from monitoring of teaching stressed the importance of precise input taking account of pupil starting points – where provision is strongest in terms of streaming
and deployment of the maths ‘bronze to platinum’ system we see the strongest progress. Hence the extension of this system is the correct next step. Internal data also shows
the importance of measures taken to ensure the ‘blue group’ (vulnerable prior middle attainment band pupils) as being vital. These pupils must remain on track to achieve end
of key stage expectations, they remain a significant and large group – most specifically in writing.
IF WE ARE SUCCESSFUL WE WILL SEE THE FOLLOWING SUCCESS CRITERIA MET:
The high attainment band pupils in REA, WRI and MA, across Y3-6, are working at greater depth and remain on track to achieve this at the end of KS2.
The ‘blue’ focus pupils at the lowest ends of the prior middle attaining band reach expected levels in Y2-6 – with a particular focus on WRI outcomes (most notably
disadvantaged progress in WRI).
TO ACHIEVE THESE WE MUST……
Actions Who Resources Milestones to Measure Progress and Impact RAG Rating
Introduce streamed groups for English across
KS2 – in line with current KS1 16/17 systems.
SLT Establish
Class Teachers
MPS5 teacher for streamed groups.
2 x additional teachers to enable
groups.
(Budget working document details
costings.)
Streamed groups are
operational.
Autumn Wk 2
Introduce a fourth class for KS2 English. GD Lead
AHTs/DHT
Monitor
Class Teachers
Establish
Fourth class groups
prepared and families
informed.
Groups are smaller in
number – below 25.
Autumn Wk 2
Re-design classroom layout to facilitate learning
spaces for the four groups.
SLT Use of academy reserve funding for
classroom and office conversion – see
separate budget documentation.
Classrooms ready for
expanded use.
Autumn Wk 1
Embed the current successful maths
differentiation systems ‘bronze to platinum’.
Class Teachers
Subject Leaders –
monitor
No finance related aspects.
Teacher response time built into daily
timetable.
Systems ready for review. Review dates:
20/09/17
01/11/17
25/01/18 – EXTERNAL
CHALLENGE EVENT
18/04/18
27/06/18
English and maths leaders to use monitoring AHTs/DHT 2 x AHT release per week. 1 day AHTs demonstrate work Timetable will change
time to enhance provision of highlighted
colleagues.
minimum covered from staffing
budget. Utilising MPS 5 cover teacher
salary and HLTA G7 salary.
in teacher timelines and
written feedback.
according to each
colleague.
Increased Pupil Progress meetings. (Monthly
Y2, Y5, Y6) Half-termly (REC, Y1, Y3, Y4).
HT/DHT
Class Teachers – as
required.
Class teacher cover x 2 (per meeting).
Utilise HLTA timetable to enable this.
REC, YR1, 3 & 4 Mtgs Autumn wk 4
Autumn wk 5
YR 2, 5 & 6 Mtgs Aut wks 4, 5, 9 & 13, Spr
wks 2, 6 & 10, Sum wks
4, 7 & 11
STAFF MEETING CALENDAR 2017/2018 Each meeting is preceded by a briefing. This is a working document.
AUTUMN 1 2017 AUTUMN 2 2017 SPRING 1 2018 SPRING 2 2018 SUMMER 1 2018 SUMMER 2 2018
A1
9.00
2017/2018 ORGANISATION &
EXPECTATIONS/APPRAISAL
PREPARATION (GD)
A8
3.30
MARGARET CUMBERLAND
TRAINING
S1
INSET DAY TRAINING
S7
3.30
DEVELOPMENT PLAN:
NEW CURRICULUM (MP/CJ)
SU
1
3.30 BRIEFING ONLY
SU
7
3.30 BRIEFING ONLY
A2
3.30
STAR OF SAFETY & BASELINE
PUPIL PROGRESS DATA (GD)
A9
3.30
SAFEGUARDING
(LS)
S2
3.30 BRIEFING ONLY S8
3.30
DEVELOPMENT PLAN:
NEW CURRICULUM (MP/CJ)
SU
2
3.30 PUPIL PROGRESS WEEK
SU
8
3.30 PLANNING MTG
A3
3.30 BRIEFING ONLY
A1
0 3.30
STATUTORY SAFEGUARDING
(IAN PRICE)
S3
3.30: ACADEMY VISION S9
INSET DAY TRAINING
SU
3
3.30 PUPIL PROGRESS WEEK
SU
9
KINGSWOOD NO MTG
A4
3.30 PLANNING MTG KS1/REC
UKS2 & LKS2 PUPIL PROGRESS
(GD) A1
1
3.30 BRIEFING ONLY S4
3.30: PUPIL PROGRESS WEEK
S1
0
3.30 PLANNING MTG
SU
4
MAY DAY HOLIDAY
SU
10
3.30
STAFF STAKEHOLDER
EVALUATION (GD)
A5
3.30 PLANNING MTG LKS2/UKS2
KS1/ RECEPTION PUPIL
PROGRESS (GD) A1
2 3.30
DEVELOPMENT PLAN: RE
CURRICULUM (JB)
S5
3.30 BRIEFING ONLY
S1
1
3.30 SUBJECT LEADERSHIP
SU
5
3.30 BRIEFING ONLY
SU
11
3.30 SUBJECT LEADERSHIP
A6
3.30
(AH)
A1
3 3.30
DEVELOPMENT PLAN: RE
CURRICULUM (JB)
S6
3.30: PUPIL PROGRESS WEEK
SU
6
3.30 SUBJECT LEADERSHIP
SU
12
3.30 SUBJECT LEADERSHIP
A7
3.30 – 5.00
DEVELOPMENT PLAN:
INDEPENDENCE & RESILIENCE –
DEPLOYMENT OF ESAs
(CRAIG BATLEY)
A1
4 3.30
DEVELOPMENT PLAN: RE
CURRICULUM (JB)
SU
13
3.30 PLANNING MTG
A1
5
3.30 PLANNING MTG FOR
SPRING TERM RE SU
14
SHORT WK NO MTG
GOVERNOR CALENDAR 2017/2018
AUTUMN 1 2017 AUTUMN 2 2017 SPRING 1 2018 SPRING 2 2018 SUMMER 1 2018 SUMMER 2 2018
A1
FULL GOVERNING BODY 1
Thursday 7th September @ 6.00 A8
REVIEW DAY 1 WITH SLT
Wednesday 1st November @ 8.30-
12.30
STANDARDS COMMITTEE 2
Friday 3rd November @ 9.00
S1
STANDARDS COMMITTEE 3
Friday 12th January @ 9.00 S7
HEADTEACHER APPRAISAL
Wednesday 28th February @ 1.30
STANDARDS COMMITTEE 4
Friday 2nd March @ 9.00
SU
1
REVIEW DAY 3 WITH SLT
Wednesday 18th April @ 8.30-12.30
STANDARDS COMMITTEE 5
Friday 20th April @ 9.00
SU
7
RESOURCE COMMITTEE 6
Friday 8th June @ 9.00
A2
GOVERNOR CHALLENGE 1:
SAFEGUARDING
Tuesday 12th September @ 9.00
STANDARDS COMMITTEE 1
Friday 15th September @ 9.00
A9
SCHOOL MEALS REVIEW
Monday 6th November @ 12.00
RISK MANAGEMENT REVIEW
WITH SBM
Friday 10th November @ 9.00
S2
S8
RESOURCE COMMITTEE 4
Friday 9th March @ 9.00 SU
2
RESOURCE COMMITTEE 5
Friday 27th April @ 9.00 SU
8
A3
PARENT PARTNERSHIP FORUM 1
Monday 18th September @ 6.15
PAY & APPRAISAL COMMITTEE 1
Tuesday 19th September @ 9.00
A1
0
RESOURCE COMMITTEE 2
Friday 17th November @ 9.00 S3
PARENT PARTNERSHIP FORUM 2
Monday 22nd January @ 6.15
REVIEW DAY 2 WITH SLT
Thursday 25th January @ 8.30-12.30
RESOURCE COMMITTEE 3
Friday 26th January @ 9.00
S9
FULL GOVERNING BODY 4
Thursday 15th March @ 6.00 SU
3 PARENT PARTNERSHIP FORUM
3
Monday 30th April @ 6.15 SU
9
A4
EXTERNAL TRAINING: ACADEMY
LEADERSHIP @ CEDAR COURT
Wednesday 27th September @ 9.00
A1
1 FULL GOVERNING BODY 2 &
AGM
Thursday 23rd November @ 6.00
S4
PAY & APPRAISAL COMMITTEE 2
Tuesday 30th January @ 9.00
FULL GOVERNING BODY 3
Thursday 1st February @ 6.00
S1
0
SU
4
FULL GOVERNING BODY 5
Thursday 10th May @ 6.00 SU
10
A5
HEADTEACHER APPRAISAL
Tuesday 3rd October @ 1.30
GOVERNOR CHALLENGE 2: INCLUSION
Wednesday 4th October
RESOURCE COMMITTEE 1
Friday 6th October @ 9.00
A1
2
S5
S1
1
GOVERNOR CHALLENGE 4:
RELIGIOUS EDUCATION
Wednesday 28th March @ 9.00
GOVERNOR REVIEW TO
PARENTS 4
Wednesday 28th March
SU
5
SU
11
A6
EXTERNAL TRAINING: ACADEMY
LEADERSHIP @ CEDAR COURT
Wednesday 11th October @ 9.00
GOVERNANCE PARTNERSHIP
MTG WITH SANDAL CASTLE
Friday 13th October ?????
A1
3
GOVERNOR CHALLENGE 3:
BEHAVIOUR
Wednesday 6th December @ 9.00
S6
GOVERNOR REVIEW TO
PARENTS 3
Thursday 15th February
SU
6 GOVERNOR REVIEW TO
PARENTS 5
Thursday 24th May SU
12
ADP PLANNING MTG
Wednesday 11th July @ 9.00 – 12.15
FULL GOVERNING BODY 6
Thursday 12th July @ 6.00
A7
GOVERNOR REVIEW TO
PARENTS 1 Friday 20th October A
14 GOVERNOR REVIEW TO
PARENTS 2 Friday 15th December
SU
13
STANDARDS COMMITTEE 6
Wednesday 18th July @ 9.00
GOVERNOR REVIEW TO
PARENTS 6
Wednesday 18th July
A1
5
SU
14