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Edwalton Primary School – School Improvement Plans – 2015-16

Flying High Trust - Edwalton Primary School

School Improvement Plan 2015-2016November 15 update


The central vision for our school continues to be: -

“To have a happy, unique achieving school with a creative, dynamic curriculum.”

The school works in partnership with local, regional and national organisations such as Flying High Trust, Teaching School Alliance, National College, Local Authority Schools, National organisations such as FACE, School Farms Network, Growing Schools for the work we

do with Sustainability.

The school continues to work closely with the Family of Schools, which includes the local secondary school, Rushcliffe Academy as well as other schools for the next phase of education.

The school also belongs to an association of 32 schools, which forms the Rushcliffe Partnership of schools which includes all the schools within the local authority boundary of Rushcliffe. This partnership includes a range of urban, rural and different group sized schools. This

partnership offers a range of expertise and talents to draw upon.

The school also is part of The Candleby Lane Teaching School Alliance. This cluster of 51 schools forms an alliance linked to the National College, DFE and other Outstanding schools and individuals that help guide and inform our CPD.

The school converts to Academy status within the Flying High Trust Academy on 1st October 2015.

The School Aims

To strive to put children first and in provide opportunities to enjoy success both inside and outside the classroom.

To create a rich and dynamic modern primary curriculum alongside recent statutory guidelines

To promote a multi-intelligence model of education which values all areas of development across all areas of learning.

To promote outstanding positive behaviours of responsibility, confidence, perseverance, enjoyment, creativity and aspiration.

To create an atmosphere of trust, security and mutual respect.


The school continues to evolve an inspirational and powerful cross-curricular approach, which draws strength from a refreshing play based Early Years approach. This will be influential in developing our pupils’ individual strengths and characteristics.

To promote a positive and friendly community spirit within our school and with all our stakeholders in the community.

To deliver high standards of Teaching and Learning across the curriculum by providing meaningful, rewarding and memorable ex-periences.

To provide a safe, stimulating, vibrant and motivating environment, which children are happy to explore, learn from and respect.

Our School Improvement Plan endeavours to be at the heart of all we do. It is the hub that drives the priorities for our school.

It is a document that has evolved from the various advice and support that informs the school. As a working, changing plan it sign-posts the way forward for our school and community.

It provides leadership and clear direction for us all in our quest to create an outstanding, self-evaluating school.

It is flexible and adaptable to changing priorities

The Aims of the School Improvement Plan:

Focuses attention on a school’s and partnership organisations its educational vision, aims and aspirations

Provides a common sense of purpose and direction along with a co-ordinated approach to all aspects of planning for improvement

Facilitates the effective management of controlled change

Links longer-term purposes to short term targets, plans and actions

Ensures that a school’s financial planning and deployment of limited resources reflects its educational priorities

Supports the effective monitoring and evaluation of the implementation and outcomes of planned action

Edwalton Primary School – School Improvement Plans – 2015-16 Shapes and enhances the quality and impact of staff improvement and training

Enables schools to give secure and reliable accounts of themselves

Fosters an active and meaningful partnership between the governing body and staff of a school and other external agencies

The School Improvement Plan also aims to promote and continue the overall aims and ethos of the school:

To enable children to develop to their full potential intellectually, socially, emotionally, physically and spiritually

To build the essential partnership between home and school

The school is at the heart of the wider community and engages with it as much as possible.

To maintain the highest quality of care amongst all

To encourage an awareness of the religious dimension of life with special reference to all within our wider community

To deliver the curriculum in its broadest terms to the children, to the best of our ability and give the children their entitle-ment because they are at the centre of all we do

To develop a sense of self-discipline, personal responsibility and moral responsibility for caring and sustainability for the school, the wider community, the local and global environment

To build a creative, dynamic school with strong academic traditions and an inclusive ethos

The school is committed to continuous improvement

The Improvement Plan should also be a living, working document, which supports our Action Plan and other reports and reviews.

Our Improvement Plan reflects the Flying High Trust Principles.

Edwalton Primary School – School Improvement Plans – 2015-16Drawing up the Improvement Plan:

The Plan has evolved from::

An audit of where we are and where we should be.

The Reports from subject leaders and Performance Data has been the core material here.

A review of the previous School Improvement Plan

A review of our Action Plan, Due Diligence Reports from the Flying High Trust, Local Authority Performance Dialogue through Phase inspector Jo Sharpe / Jenny Digges, Leadership Team Meetings and Governor Meetings

Senior Leadership Team Meetings

Staff Meetings listing strengths, weaknesses, priorities and how to move forward

Consultation with children on strengths, weaknesses and their priorities

Supporting the business and operations of our school

The linking of our SIP to the FHT three year school budget plan, which will provide a central support team for finance, personnel and resource operations

Consultation and Governors approval as well as partner support post consultation

Copy of the plan within the school website that will, over time, demonstrate trust wide strategies for Finance, ICT and Estates Man-agement.

All Staff Professional Training:

Staff professional training is also linked to the SIP and FHT Improvement Plan.

A comprehensive log is kept of all training by the School Business Manager and reported to various partners


The impact of training is included within our Performance Management strategy and accountability measures.

This is reported via the Head Teacher to Governors and staff as well as strategic Heads and Governor Meetings.

The Flying High Trust Academy School Improvement PlanThe Improvement Plan covers an academic year. It defines the school’s year-long priorities for improving the teaching and learning opportunities for all at Edwalton Primary School. It is informed by information gained from children, staff, parents, governors, OFSTED and reports from the Local Authority and a Due Diligence Report.In April 2015 a thorough and detailed Due Diligence Report by the Flying High Trust helped shape many of the priorities. Therefore, we have NEW SCHOOL PRIORITIES as listed below and the Key Performance Indicators are:

Edwalton Primary School – School Improvement Plans – 2015-16School makes a successful transition to Academy Status within the Flying High Trust

1) Current prediction is school successfully transfers over to Academy status on 1.10.15.

2) Collaborative Strategic Development the school will endeavour to develop the collective understanding of each individual school to deepen the partnership

and support that meets the needs of our school facilitate collective development across all staff with our schools strengthen the robust nature of our QA Encourage formal and informal networking For additional information please refer to Appendix Flying High Trust Improvement Plan 2015-16 circulated to SLT, staff

and governors.

3) Improve quality of teaching to raise standards in WRITING and to “close the gap” across the school by en-suring:

lessons are well-paced and pupils get plenty of opportunity to practise their skills, develop their learning and complete their tasks (PACE in TEACHING)

all work is well matched to pupils’ abilities (DIFFERENTIATION of ALL SECTIONS OF LESSONS) questions are used to probe understanding and develop pupils’ learning (HIGHER ORDER QUESTIONING) More pupils are writing at the higher levels as they progress through Key Stage Two (MORE ABLE WRITERS) Delivering high quality Spelling, Punctuation and Grammar teaching and learning (also linked to MORE ABLE WRITERS)

4) Improve teaching to raise standards in FSM and SEN PUPILS across the school (especially in Maths) by en-suring:

lessons are well-paced and pupils get plenty of opportunity to practise their skills, develop their learning and complete their tasks (PACE in TEACHING)

all work is well matched to pupils’ abilities (DIFFERENTIATION of ALL SECTIONS OF LESSONS) questions are used to probe understanding and develop pupils’ learning (HIGHER ORDER QUESTIONING) New Code of Practice implemented at the earliest opportunity.

5) Implement high quality formative ASSESSMENT processes continuing to ensure that:

Edwalton Primary School – School Improvement Plans – 2015-16 pupils’ progress is tracked in smaller steps and books / folders are checked more frequently, so that any pupils in danger

of falling behind in their work are quickly identified and given suitable help and guidance (ASSESSMENT TRACKING AND ANALYSIS). Other evidence is drawn upon to inform the shared, moderated judgement of staff.

Building upon previous excellent tracking and monitoring of EYFS, Phonics, Reading, Writing and Maths ready for assess-ment without levels.

Initial targets for Teacher and Learning in relation to age related expectations are 85% across the school.

6) Continue to strengthen quality of LEADERSHIP and management by ensuring:

all leaders have the skills to make accurate judgements about the quality of teaching so that they can provide secure and informed guidance for improvement (JOINT OBSERVATIONS, LEARNING WALKS / SENIOR LEADERSHIP) – as the new Assistant Head teachers take up their Team Leader responsibilities.

pupils’ progress is tracked in smaller steps and checked more frequently, so that any pupils in danger of falling behind in their work are quickly identified and given suitable help and guidance (ASSESSMENT TRACKING AND ANALYSIS – in light of a ‘life without levels’)

governors continue to sharpen the challenge they offer school leaders and managers, especially in evaluating the effec-tiveness of GOVERNORS’ MONITORING of the SCHOOL IMPROVEMENT PLAN.

7) New National Curriculum - Implement high quality new CURRICULUM ensuring:

Coverage of all subjects. Coverage of key objectives from the new national curriculum. Continuity of learning from one year to the next. No repetition.

The priorities for the plan are derived from those identified in the various reports and feedback. Curriculum Leaders all write their section of the Improvement Plan and indicate how the responsibilities for monitoring are shared out. The Improvement Plan is monitored by all staff at least 3 times annually and twice yearly by governors.

8) Continue to work with Teaching School, TSA and FHT in strategic areas of recruitment, talent management and retention

This priority is identified as a key area and within the FHT SIP.

Edwalton Primary School – School Improvement Plans – 2015-169) Continue to work with FHT to take forward the key issues identified within the Due Diligence Report Develop the capacity of the front of house team Develop clarity in the role, duties and responsibilities of the Site Management Team. Develop the role of the SLT team. Develop an ICT vision that spans the whole school.

SCHOOL IMPROVEMENT PLAN: Foundation

School: Edwalton Primary School Year: 2015-16Area for improvement: (Broad themes in which the priority is located: standards teaching and learning, and leadership and management)Improve teaching to raise standards in writing: Continue to develop writing areas within continuous provision.To improve standards within groups of children: - Embed practice from last year - Focus on summer born children and boys, especially within P.S.E and CLL development - Develop reading interventions. -Continue to develop speech and language supportTo implement the new baseline assessments.

Edwalton Primary School – School Improvement Plans – 2015-16To strengthen leadership and management- Charlotte Hamer to undertake an initial teaching training degree at NTU

Priority for improvement: (what exactly do we want to improve?)Improve teaching to raise standards in writing: Continue to develop writing areas within continuous provision- to have more children writing independently within continuous provision (inside and outside) and to develop a more of a desire/passion to write. Practicing writing during continuous provision should have an impact on their writing in writing sessions.To improve standards within groups of children: - Embed practice from last year- to embed our practice within continuous provision, assessment and teaching and learning from last year. - Focus on summer born children and boys, especially within P.S.E and CLL development- To raise the amount of children who reach a good level of development for summer born children and boys within these areas. - Develop reading interventions. -Continue to develop speech and language supportTo implement the new baseline assessments successfully within the team.To strengthen leadership and management- Charlotte Hamer to undertake an initial teaching training degree at NTU- to bring outstanding practices and training into our provision

Context: (Why is this a priority? How is it linked to the outcomes of any self-evaluation activities?)To build on the model used last year. To keep moving Foundation forward and to adapt to different staffing.Current position: (What is already being done?)We would like to embed practice from last year but to improve some of the areas.Success Criteria: (We will know we have succeeded when?)Embed practice from last year- to embed continuous provision from last year, teaching and learning will be good or above at all times and assessments of children’s progress will be used to influence planning weekly.Speech and language- an in-depth program of a variety of activities will be made.P.S.E and CLL development- children will be better at listening and talking and be less physical with each other.Continue to develop writing areas- children to have writing opportunities within a variety of areas.Develop reading interventions- children heard read each week- target group for children- reading for understanding group to start earlier.Introduce new baselines- staff will be confident to implement the new baselines.

Overall responsibility for leading : Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?).

Key Tasks : in order to address the area for improvement we will have to:

Leadresponsibility

Resources(Time & money costs and sources of funding)

Timeline(to be complete by…)

Monitoring: (Who will check it is happening, when and how?)

Edwalton Primary School – School Improvement Plans – 2015-16T1 Develop writing areas throughout the Foundation area:

Classrooms to have mark making/ writing ar-eas in as many different areas as possible eg. Reading area, Maths area, construction area.

Outdoor area-to have a variety of areas where children can mark make/write,

LP/COJ/LG/CH NA End of September LP

T2 P.S.E and CLL development-

Timetable to include from the beginning:

-key worker time

-circle time

-Woodland work.

To be monitored and timetable to be amended as and when needed.

LP/COJ/LG/CH NA Ongoing LP

T3 Speech and language development-

To embed program from last year.

To build a bank of activities for children

To work with Karen Roberts on building her role as a speech and language teacher.

KR NA Ongoing LP

T4 Embed provision and practice from last year

Embed continuous provision

Develop assessment and planning cycle.

Develop how CH/LG teaches groups for inputs and how we plan.

The importance of the prime areas to underpin the timetable and planning

LP/COJ/LG/CH NA Ongoing LP

T5 Develop guided reading and reading interventions

-evaluate the range of materials we use for guided reading.

-How children read during guided reading.

-guided reading materials available in the classroom

LP/COJ NA Ongoing LP

Edwalton Primary School – School Improvement Plans – 2015-16-reading to adults on a weekly basis.

-reading for understanding target groups to start by Spring term.

-Switch on reading in Summer term

T6 To implement the Early Excellence Baseline assessment.

Train staff on how to implement the baseline- INSET day.

Conduct assessments before October 16th.

Report to governors.

LP Inset day training October 16th LP/BJO/Governor

T7 Charlotte Hamer to undertake an initial teaching degree at NTU- to bring back good practice into our provision

CH Supply to cover-£1,100-finded

Ongoing LP

T8 Work with NTU to conduct an ECHERS assessment on provision

LP/NM NA End of Autumn term LP

T9 COJ to take responsibility for the outdoor area- resources and equipment/ appearance/health and safety.

COJ NA Ongoing LP

T10 To review Funfit sessions and incorporate physical development into continuous provision.

Lisa G NA Summer 1 LP/LG

Total cost for this priority

£1,100 (funded)

KS1 - SCHOOL IMPROVEMENT PLAN:School: Edwalton Primary School Year: 2015-16

1.Priority for improvement: (what exactly do we want to improve?)

Teaching is at least consistently good and strives to be outstanding. Writing attainment continues to be improved across KS1 and SPAG (rainbow grammar) introduced. Implement high quality new curriculum High quality formative assessment is implemented and impacts on learning. To continue to strengthen leadership and to build a strong KS1 team and ensure expectations, policies and procedures are clear.

Success Criteria: (We will know we have succeeded when?)

Edwalton Primary School – School Improvement Plans – 2015-16T1: (i) 80% of lessons are good or better with 30% outstanding. Lessons are well planned, paced and challenging in order to raise standards. The play based provision is embedded and supports, extends and challenges all learners. (ii) All classes have 65% of children above ARE

T2: End of Key stage results in writing and SPAG will be at least in line with National or better. Children’s progress will be evident in books through regular scruitinies at KS meetings/SLT time, through learning walks, displays and formative/summative assessments. Impact of Rainbow Grammar will be evident in planning, book scrutinties, learning walks and formative/summative assessments.

T3: Continue to embed new curriculum implemented last year. Evident in planning, delivery of lessons, progress and expectations regarding attainment.

T4: Formative assessments inform planning and interventions for specific groups/individuals in order to ‘close the gap’. End of Key stage results in writing will be at least in line with National or better.

T5: Best practice is shared. CPD is accessed across the TSA, FHT and other partnership organisations. This is disseminated to all relevant staff.

Overall responsibility for leading :Nicola Middleton

Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) NM and BJO.


Leadresponsibility




T1 Continue outstanding teaching and learning

LW carried out across KS1 by NM and with support from other members of SLT.

Feedback given and areas for devel-opment focused on.

Best practice to be shared through observations across team e.g. shadow role of floating adult, observe phonics groups to develop practice.

Regular book scrutinties to be carried out, planning audits, shared practice at fortnightly KS1 meetings and SLT release time.

NM with support from SLT and KS1 staff

SLT release time

KS1 meetings

NQT/PPA release time

Learning walks to begin w.b 5th October. At least 2 learning walks per term.

NQT to observe experienced teachers w.b

Book scruitinties, planning audits, sharing practice to take place fortnightly at the beginning of each KS1 meeting.

NM/BJO

LW observation notes

KS1 meeting minutes

NQT action plan

Book scrutiny notes

T2 Continue to raise standards in writing

Continue teaching and monitoring the impact of Talk for Writing and Big/ex-tended Write across KS1.

Year 1 to alternate between Big Talk/Talk for writing and Big Write during first half Autumn term and focus on

NM and KF SLT release time

KS1 meetings

Books/practice shared fortnightly at KS1 meetings

Learning walks to begin w.b 5th October. At least 2 learning walks per term.

NM, KF, BJO

LW observation notes

KS1 meeting minutes

Book scrutiny notes

Edwalton Primary School – School Improvement Plans – 2015-16Big Write with elements of Talk for Writing from October half term on-wards.

Ensure work scrutiny and regular moderation takes place to continue to raise standards in writing and ensure significant progress is being made.

Ensure there are plenty of opportuni-ties to develop a love of writing within the continuous provision building on children’s interests.

Year 1 and 2 to target children and provide booster sessions e.g. poten-tial Level 3 writers.

To introduce and monitor the impact of Rainbow Grammar.

Formative assessments monitored.

T3 Continue to embed new curriculum

Ensure that the new curriculum com-pliments current practice and the es-tablished creative curriculum remains.

New curriculum objectives seen in books and in planning.

All staff have a clear understanding of changes and challenges of the new curriculum including higher expectations in their year groups and teaching for greater depth.

NM and all staff NM SLT release time

KS1 meetings

Book scruitinies

Planning scruitinies

NM/BJO

Monitored weekly during PPA in teams where books and planning shared.

Monitored during fortnightly KS1 meetings where planning/books/challenges are shared.

T4 Ensure high quality formative assessment

Class track (Sheffield Stat) used as a formative and summative assessment tool. Rising stars assessments used and moderated to inform assess-ments.

These assessments tools should be used to inform planning and interven-tion groups.

NM and all staff NM SLT release time

KS1 meetings where progress of pupils is shared/discussed.

Class track updated regularly at the end of units of learning.

Progress closely monitored and tracked

NM/BJO

Three data drops

per year.

Edwalton Primary School – School Improvement Plans – 2015-16T5 Continue to strengthen leadership and build

strong KS1 team

All staff to access CPD across the TSA, FHT and other partnership organisations. This is then disseminated to staff back at school.

Updates in practice shared and disseminated to all staff.

Staff aware of current ‘best practice’ through access to EY Hub.

NM and staff NM SLE/SLT release time

CPD shared and impact monitored.

NM/BJO


SCHOOL IMPROVEMENT PLAN: Key Stage 2 (Dan Graney)

School: Edwalton Primary School Year: 2015-16

Edwalton Primary School – School Improvement Plans – 2015-16Priorities for improvement: (Broad themes in which the priority is located: standards teaching and learning, and leadership and management )

1. Improve quality and consistency of teaching and learning (KPI 3)2. New Curriculum implementation (KPI 7)3. Ensure formative assessment is used effectively across the Key Stage (KPI 5)4. Strengthen the leadership of staff across the key Stage (KPI 6)

Success Criteria: (We will know we have succeeded when)

1. 80% (11/14) of lessons are good or better with 30% (4/14) outstanding. None are unsatisfactory. All classes have 65% at or above ARE this year and 85% within 2 years.

2. Application of planned new curriculum seen in weekly and MTP. All staff have a clear understanding of changes and challenges of the new curricu-lum including higher expectations in their year groups.

1.All teachers and some TA’s using ‘Class Track’ and Sheffield Stat for formative assessment. This then informs planning and intervention strategy. Interventions are flexible and as immediate as possible in order to ensure children don't fall behind.

2.Subject leaders and TA’s access CPD across the TSA, FHT and other partnership organisations. This is then disseminated to staff back at school.

Overall responsibility for leading : DG Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) DG to BJO


Leadresponsibility


Timeline(to be completed by…)



T1

Improve quality and consistency of teaching and learning

- KS2 staff will carry out paired observations with DG/ JH as facilitator. The purpose will be to share good prac-tice and stimulate discussion around effective teaching and learning. This will hopefully continue a culture of shared feedback between staff and be seen as devel-opmental rather than judgmental.

- KS leaders JH/DG to conduct learning walks termly

DG and other KS2 Staff

DG leadership time and KS2 meeting time -Paired obs

wb 9.11.15DG, JH, BJO

T2

New Curriculum implementation

New curriculum objectives seen in books and in planning. All staff have a clear understanding of changes and challenges of the new curriculum including higher expectations in their year groups and teaching for greater depth.

DG DG leadership timeBook scrutinywb 23.11.15

DG BJO

T3

Assessment and moderation

Class track (Sheffield Stat) used as a formative and summative assessment tool. Rising stars assessments used and moderated to inform assessments.

These assessments tools should be used to inform planning and intervention groups.

DG Staff meetings / KS2 meeting time

Ongoing throughout the year, focus times after termly assessments.

DG, JH, BJO3 data drops

decided (Oct, Feb and May)


T4

Strengthen leadership and subject knowledge cross staff

All staff to access CPD across the TSA, FHT and other partnership organisations. This is then disseminated to staff back at school.

2 TA’s have been on Maths Hub maths CPD in October to be fed back in TA meetings

DG CPD Courses Ongoing DG BJO


SCHOOL IMPROVEMENT PLAN: Special Educational NeedsSchool: Edwalton Primary School Year: 2015-16 Top priorities

Priority for improvement: (what exactly do we want to improve?) Standards Deployment (teaching and learning) Assessment without levels for tracking impact and value for money

To ensure staff confidently and competently track progress and impact using new assessment systems without levels.To use assessment systems and professional sharing (coaching culture) to identify pupils with SEND and access support as soon as possible.To monitor the impact of focused interventions and small group work within school, using new assessment systems and provision map tracking.To ensure inclusive practice and quality first teaching across school in terms of deployment - leading to improved academic progressTo monitor the impact of pupil premium spending on attainment, achievement, attendance and pupil well-being.To train staff to use structured conversations to increase parental engagement toward improving academic achievement.

Sharing of workload and points of contact for parents in schoolStrengthen the knowledge of staff and parents on the new SEN Code of PracticeParents understanding of the support their child receives and targets they are setCPD network for TAs and empowering the role of TA to lead other TAsSuccess Criteria: (We will know we have succeeded when?)

Termly progress/whole year progress and Data meetings for teachers/TA appraisals show improvements in pupil progress Provision maps and intervention timetables demonstrate a whole year group picture with Teachers and TAs responding to

children’s needs and closing the gap. Learning walks over the year show a consistency in practice/deployment and implementation of information given at team/staff

meetings

Percentage increase in engagement from parents who are reluctant to engage (not attending parent meetings, parent evenings, not doing homework etc) – Using achievement for all model.

More parents coming into school and asking about services that will benefit/ help their children. There will be an increase in adult take up to Parent Drop In and parent’s signing up to speak to the variety of people.

Another pupil and parent questionnaire at the end of the year to look at the differences (improvements and areas of development) Higher engagement of hard to reach parents (%)


Overall responsibility for leading : Special Educational Needs Jenny Hodgkinson

Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) Jenny Hodgkinson, HT and Leadership Team, Governor, SIP, HLTA SEN.

.Key Tasks : in order to address the area for improvement we will have to:

Leadresponsibility




T1 – Making a successful transition to Academy status

FHT KPI 2

To review the use of Dropbox for sharing information and tracking children, as well as having a central place to store electronic SEN resources. This will endeavor to increase TAs understanding of data.Ensure all files with sensitive information are encrypted with password on SEN memory stick, not on Dropbox.Respond to feedback in DD report from FHT

System in place – A need to measure impact and use in appraisal meetings – targets set for TAs linked to whole school improvement plan.

Jenny Hodgkinson TA meetings after school and

learning walks

First week of October 15

BJO, SEN governor

FHT KPI 2

FHT KPI 3

FHT KPI 4

FHT KPI 7

To keep up with developments relating to SEN and TA training in the FHT

Attend SEN/TA network meetingsAttend team meets relating to teaching and learning and invite TAs where workshops sound relevant

Jenny HodgkinsonTrish Gilbert/Liz

Godber as HLTAs/ TA Appraisal team

leadersSLT

After schoolPPATA meeting time – feedback on Network meetings to the team

Possibly shared INSET/ interschool

Ongoing

SEN/ TA Network meeting dates CLTSA13-10-15 TA meeting Autumn

BJO, SENCO, SEN gov


Organise peer sharing with other SENCOs in the FHT.Organise peer sharing between TAs in the FHT.

visits – this needs investigating with the FHT to establish opportunities and relevance.

Other training dates in ical/ training log

T2 – To improve teaching to raise standards in Writing across the school

FHT KPI 1FHT KPI 2

FHT KPI 3

FHT KPI 8 – Phonics provision led by SLE (in EY - who is our KS1 leader)

LearningPhonics groups are identified in week 1 of Autumn term using Leics Small Steps tracker and TAs continue to work in buddies to plan (in line with school policy for Phonics teaching led by EY specialist SLE/KS1 leader) for effective phonics intervention across KS1 and 2.

Rainbow grammar is used across the school and TAs receive training on this in a TA meeting.

Dyslexia friendly provision in place in all classes seen on learning walks

Writing frames and mats used for SEN pupils to ensure access to English curriculum in writing. Other support material provided to children needing it – eg writing ramps etc.

Jenny HodgkinsonKatie Flacherty LIT

co

TA meeting timePPA planning time (TAs to attend at least part of this time)

2-9-15 and 15-9-15 TA meetings

2-9-15 KF

14-9-15 JH

Shared at 14-9-15 staff meeting JH

BJO, SENCO, Sen gov, Lit gov

T3 – To improve teaching to raise standards in PP/FSM

Pupil PremiumTo provide ways of supporting children’s learning using the 1:1 pupil premium moneyBreakfast club starts straight

Jenny HodgkinsonEleanor

Foderingham (Shadowing SENCO

and supporting

SENCO release day

Autumn term BJO, SENCo, SEN governor

Edwalton Primary School – School Improvement Plans – 2015-16and SEN pupils across the school (especially in boys writing)

FHT KPI 1FHT KPI 2

FHT KPI 3

away. New register and tracking system. Review of attendees and invite new pupils on PP as necessary. This can be used to improve attendance and attainment. Clear monitoring system to start.PP Tuition – ITP needs to be written by the class teacher with clear, specific targets and signposting to resources needed.Training session needed for PP tutors in how to use Securing Levels materials for maths.ITPs written in Autumn term (found in each year groups data folder under PP) - impact to be assessed in Spring Term through data and annotated ITPs.Tracking system for attendance data and attainment for impact of Breakfast club linked to registers.Initial and termly benchmarking for funfit – qualitative assessment on sensory, confidence, coordination and revisit to assess progress/impact.Progress, impact and continuity ensured through record keeping systems.Termly contextual groups data reports compares PP to Non PP and SEN to non SEN.PP/SEN and PP/nonSEN needs to be monitored too. Assessment leader to support and otrack to

Pupil Premium provision)

Alex Knight to support in data

analysis of vulnerable groups.

By Oct 23-10-15 Half term

16-10-15 – liason with Rushcliffe

Staff meeting 14-9-15

By 23-10-15

18-12-15

Edwalton Primary School – School Improvement Plans – 2015-16create a report for this.PP report to governors termly by SENCO

FHT KPI 1FHT KPI 3 – as this will inform teaching

Introduce AfA approaches as a pilot with identified vulnerable groups – CLA, PP (underperforming), SEN, EAL whole school decision to do structured conversations with these pupils’ parents.Training in structured conversations for SENCO, SEN HLTA and Y5-6 teachers/TAs. Include as focus of TA meeting, run as pilot, then widen to other age groups if successful.Identify PP pupils to pilot and track parental engagement, academic attainment, progress and attendance for these pupils. Pre and post data and pupil/parent/ staff Q’aire to monitor qualitative as well as quanititative impact.

JH/ TG/ TAs in Y5-6 intially (then

disseminating wider if outcomes suggest

benefit)

Roll out to other years with TAs/Ts in pilot as buddies to support wider CPD

and delivery – Spring2 / Summer term if Autumn/ Spring 1 pilot successful.

SENCO relearse day, TA time to meet with parents / T meeting with parents (can be after sch)

staff training 13-10-15 (TAs) and 12-10-15 (teachers) JH

JH, SEN HLTA, SEN GOV, BJO

FHT KPI 1 To train staff in writing and using different formats of Behaviour plans and the Boxall Profile as part of the graduated approach

SENCO to share training from Rushcliffe Behaviour team (Caroline Graham) with staff and share resources. HH, EF and TG to support in staff training as they also attended the original training. TAs can also support T as were trained in TA meeting in Summer 15.

Jenny HodgkinsonTAs

TG, EF, HH to support.

Staff meeting time staff meeting 14-9-15

BJO, SEN Governor

Edwalton Primary School – School Improvement Plans – 2015-16Staff training for TAs in Summer 15.All teaching staff in Autumn 15 at staff meeting of 14-9-15. All resources in SEN resources on Dropbox for Behaviour Plans (templates) and staff meeting resources on Edwalton Assessment in Pupil Premium part of Whole school tracking of vulnerable groups

FHT KPI 1FHT KPI 2

FHT KPI 3

LearningTo complete learning walks around school to ensure inclusive practice and effective deployment of TAs so that it has the greatest impact on learningTo monitor the use of TA time in the morning – carpet time, supporting class teaching, the role of the floating adult (ongoing)Monitoring of ongoing assessment for intervention/PP support termly TA meeting focus to review how ongoing assessment and recording procedures are going – evaluate effectiveness and efficiency.

Jenny Hodgkinson/other staff completing

observations

SENCo Release day and feedback in staff meetings

and other occasions

Learning walk dates in ical:

20-11-1519-1-1619-2-1619-3-1619-4-1619-5-1619-6-1619-7-16

BJO, SEN Governor

FHT KPI 2 To assess the use of space within school and ensure time is not wasted between interventions and in travel time (ongoing)

Plan on the SEN wall in the staff room for people to sign up to

Jenny Hodgkinson, TAs and SLT

completing learning walks

SENCO release day and others

SLT times

All year – half termly reviews in

TA meetings

BJO, SLT, SEN governor

Edwalton Primary School – School Improvement Plans – 2015-16space around school. Use learning walks to assess effectiveness and pupil interviews. Updated for new academic year with new cohorts.

T4 – To implement high quality formative assessment (including through new OTRACK system – in line with AWL)FHT KPI 1

Data – progress and attainmentChange in practice – year group provision maps were created in order to track the cohort throughout their school career and updated with data on a termly basis. Provision maps have worked well but now need to transfer to new assessment system – CPD implications for 2015-16.Termly data discussions with the heads of phases to look at who requires support and is significantly behind expected progressTermly progress meetings with TAs to discuss children’s progress and impact that they have had.Termly data analysis by the SENCo – vulnerable groupsTargeted Support Plans to be put in place for those children who are around a level or more behind predicted. – new tracking system for ongoing assessment – reviewed regularly (half termly)Progress rates are expected to be at least ‘good’ for SEN pupils.

Class teacher and TA

TA timetableTA meetings on TuesdaysTA Appraisal meetings by either lead TAs, SENCo and HeadteacherStaff meeting

AWL training – otrack 21-9-15

Provision map update – including input from structured conversations 12-10-15

Termly progress meetings - dates tbc

SENCO – data reports last 2 Fridays of each term

From 14-9-15

BJO, SEN Governor.

Edwalton Primary School – School Improvement Plans – 2015-16T5 – To continue to strengthen leadership and management FHT KPI 2

DocumentationTo review the SEN policy, SEN information report and new parent booklet in line with the new SEN Code of Practice

Jenny Hodgkinson SENCo release day

9-11-15 BJO, SEN governor

FHT KPI 2 To inform parents about the new SEN code of Practice and the effect it may have on themStaff can share via class blogs

Jenny Hodgkinson SENCo release day

9-11-15 BJO

FHT KPI 1FHT KPI 2

FHT KPI 3

Professional DevelopmentTo provide CPD training that is fed back in TA meetings to enhance understanding and practices

TAs aware of buddies, line managers for appraisal and weeks for appraisal (each term in diary for year in week 1).TA meeting agenda for each term to be set and include peer sharing from CPD/ working together to share good practice.Priorities: Assessment without levels (new system on o-track and ‘understanding Sheffield Stat’ and KPIs for TAs); Dyslexia Friendly; Structured conversations; sharing of courses attended already (Autism BJ, SEN i-pads JS), Feedback from safeguarding training attended by JH/TG

Jenny HodgkinsonTAs

SENCO Release day

TA meetings

Ongoing throughout the

year

15-9-2015 – TA meeting

BJO, SEN Governor, Teacher Governor

Edwalton Primary School – School Improvement Plans – 2015-16where appropriate at whole staff level).

To train all staff in updates in safeguarding (ongoing throughout the year -response to ongoing gov updates), including a focus on the Prevent agenda, CSE etc (changes to Keeping Children Safe in Education July 15).

Intro to Prevent duty – 12&13-10-

15

FHT KPI 1FHT KPI 2

FHT KPI 4

MonitoringTo complete learning walks around school to ensure inclusive practice and effective deployment of TAs so that it has the greatest impact on learningTo monitor the use of TA time in the morning – carpet time, supporting class teaching, the role of the floating adult (ongoing)Monitoring of ongoing assessment for intervention/PP support

Jenny Hodgkinson/other staff completing

observations

SENCo Release day and feedback in staff meetings

and other occasions

See dates above BJO, SEN Governor

FHT KPI 2

FHT KPI 4Succession planningSupport for SENCO from NQT+1 shadowing the role and supporting with PP impact trackingEF to monitor impact of

Jenny Hodgkinson (SENCO)

Performance management line

After schoolSENCO time

Release time for EF/AK (Cover

internally) - tbc

PP report data JH with support from AK/KF – 10-10-15

PP tracking – Breakfast club and

BJO, SEN Gov, SENCO, Performance management line managers.


FHT KPI 1FHT KPI 4

Breakfast club, Funfit and monitor Place to Be lunchtime Nurture drop-in – to include data tracking of attendance, attainment and progress of pupils attending Breakfast club and track qualitative grading at start to end of Funfit course and the focus of the intervention per child. Look at ways of measuring impact on coordination, sensory and confidence with TAs.

AK (NQT +1) during this year – Support SENCO in data analysis report creation and in ensuring whole school quality provision for Gifted and Talented pupils.

managers

BJO/SLT

Funfit – EF - By Oct 23-10-15 Half

term

Termly data reviews and

benchmarking

FHT KPI 2

FHT KPI 4CommunicationTo use results from the SEN questionnaire to impact on practiceResults of Summer SEN Qaire analysed and fed into ‘Meet the new teacher meetings’ in Autumn 15

Jenny Hodgkinson SENCO release day and SLT

meetings

End of Autumn (December) and End of Summer

Term (July)

BJO, SEN governor

FHT KPI 2 Review Policy and Parent leafletUpdated policy and leaflet to be uploaded to websiteParent meeting to be organized December/ January to share update on policy and new code of practice and how this may affect them and their child.

Jenny Hodgkinson SENCO release day and SLT

meetingsTA meeting

Share with staff at a briefing

November 2015 BJO, SEN governor

Edwalton Primary School – School Improvement Plans – 2015-16Acquire leaflets and documentation to support the parent drop in afternoonsAdvertise specific sessions well in advance via newsletters, contact with individual parents and the use of the noticeboard.School nurse health Rushcliffe drop-ins (happening in Oct 15) advertised around school on posters; Children’s centre paediatric first aid and other opportunities advertised around school - Sept 15

Jenny Hodgkinson SENCO release day.

Continued throughout the year

BJO, SEN Governor

To develop a successful place to advertise useful resources, sessions and support.Utilise class blogs, website, class dojo messenger (as appropriate) / parentmail.

Jenny HodgkinsonTAs to support and

advise on any leaflets and info

needed

SENCO release day

Fortnightly Tuesday meetings

Continued throughout the year

BJO, parents

FHT KPI 1 Hold half termly Drop in Afternoons (one for SEN and one for other areas) – ask parents for feedback on how they are working and the changes to themEntered into diary for academic year 15-16

Jenny HodgkinsonTrish Gilbert

SENCO release day.

Ongoing throughout the year – dates are in ical in advance are shared with school nurse and Framework housing

BJO, SEN Governor, parents

T6 – The New Curriculum – to Implement a high quality new curriculum

To use time intelligently for interventions – eg maths straight after lessons to close the gap – adopting methods from shanghai maths in a mastery curriculum.TA deployment needs to be planned for by teachers in teams in PPA, also use of peer buddies and timetabling to ensure

Jenny HodgkinsonTAs/ TeachersTeam leaders

PPATA meetingsAfter school

Continual throughout the year – learning walk dates as above and some unannounced

BJO, SEN governor


FHT KPI 1FHT KPI 2

FHT KPI 3

FHT KPI 8 – Maths intervention and Mastery curriculum guidance led by SLE (in Maths - who is our KS2 leader)

intervention follows gaps from the days lesson during the same day.Intervention choices are informed by data analysis and review of provision maps.TA/intervention timetables are monitored to ensure deployment is optimized. All timetables on dropbox by first week and intervention groups identified by mid week 2 of Autumn term.

FHT KPI 1FHT KPI 2

FHT KPI 3

To refresh Dyslexia Friendly training so that all staff ensure curriculum is delivered in Dyslexia Friendly context. (Number of new staff since last training)Training delivered 14-9-15 and ‘Nottinghamshire Guide to Dyslexia Friendly Schools’ (Sept 15 version) with resources shared (in handouts) with staff and in TA room. Copies of Rushcliffe Family Dyslexia Friendly Policy shared too.

Jenny Hodgkinson Staff Meeting Continual throughout the year

14-9-15, then in response to learning walk outcomes

BJO, SEN governor

To display work produced in group and individual times with TAs in the learning hub in order to raise the status of children’s work and progress – ongoing

Jenny Hodgkinson, TAs

TA meetings and after school

Continual throughout the

year

BJO, SEN governor

Edwalton Primary School – School Improvement Plans – 2015-16T7 – To embed assessment without levelsFHT KPI 1

To ensure all TAs and Teachers understand the new assessment system and use TA meeting time to update provision maps and otrack.

Jenny HodgkinsonTAs

Assessment leaders/ team

leaders

TA meetingsand after school

AWL training – otrack 21-9-15, then updates in

staff meetings and TA meetings – on

TA meeting schedule.


FHT KPI 1FHT KPI 2

FHT KPI 3

To provide CPD training that is fed back in TA meetings to enhance understanding and practices

TAs aware of buddies, line managers for appraisal and weeks for appraisal (each term in diary for year in week 1).TA meeting agenda for each term to be set and include peer sharing from CPD/ working together to share good practice.

Jenny HodgkinsonTAs

SENCO Release day

TA meetings

Integral in TA meeting schedule and in response to

additional opportunities

arising



SENCO release dayTraining costs – supply cover for termly SEN network meetings


SCHOOL IMPROVEMENT PLAN: Maths


Priority for improvement: (what exactly do we want to improve?)

Improve teaching to raise standards of low prior attainment students and vulnerable groups (KPI 4)

3. Implement high quality formative assessment (KPI 5)3. Effective ‘Mastery Curriculum’ implementation (KPI 7)- Raise the standards and consistency of books• New framework for planning integrated and used effectively to make links


T1: (i) 80% (11/14) Lessons are good or better with 30% (4/14) outstanding. Well paced, engaging and suitably challenging in order to raise standards.

(ii) All classes have 85% of children at or above ARE in 2 years.

T2: Use of effective, regular formative assessments to inform teachers’ planning and interventions in order to catch misconceptions early.

T3: Teachers are more confident (%) on the new curriculum and the 3 aims as well as ‘mastery’ approaches and this is demonstrated in all lessons/planning.

T4: 100% of books are consistent across year groups, all marking addresses misconceptions and children are suitably challenged and supported.

T5: Teachers will be confident with planning using the new framework (Kangaroo Maths, NCETM and Abacus) as well as choosing effective resources to support new curriculum teaching approaches. E.g NCETM/nRich


Overall responsibility for leading : DG Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) DG to BJO


Lead

responsibility

Resources

(Time & money costs and sources of funding)

Timeline

(to be completed by…)


T1

No teaching will be less than good for Maths lessons and CPD, paired observations and videoing can and will be used to improve and share practice

Track closely the performance of Low Prior Attainment Pupils (LPAPs) in order to ensure they are closing the gap.

All Class teachers

DG

OngoingDG

T2

Rising stars diagnostic assessments (carried out prior to each new topic) should be used both to in-form the planning of the unit and to show progress throughout each topic.

Teachers and TA’s should use AFL strategies such as questioning to catch misconceptions and estab-lish death of understanding but moreover to inform intervention groups which will be carried out within the same day where possible.

DG

Management times to plan and prepare staff meetings

Ongoing - will be checked half termly

DG

T3 Staff meetings to improve confidence and unde-standing of new approaches and effective teaching strategies for new curriculum amongst teaching staff.

DG Management time Staff meetings wb 1.9.15 and 28.9.15

DG / BjO


Observations of Maths lessons to be carried out across the school to establish use of mastery ap-proaches in maths lessons. Moreover, approaches which challenge and which allow children to gain a depth of understanding of maths concepts.

Observations/learning walks wb 19.10.15

T4

Undertake termly book scruitiny to ensure:A consistent approach to marking across the school. Corrections completed in purple pen by the children. Misconceptions are being addressed,Suitable level of challenge including the use of ex-tensions and rich tasks. See www.Nrich.maths.org/6299

DG

Management timeBook trawls – 1 day termly (alternate the half term with lesson observations)

wb 19.10.15 DG – Pupil Interviews, termly(vulnerable groups)

T5

Staff implementing new Abacus planning and re-source framework alongside NCETM assessment materials and Kangaroo maths when planning lessons.

Use of rich tasks and problem solving to deepen understanding.

All staff to use the online homework feature of the Abacus in order to allocate differentiated, engaging and challenging homework to children to complete online.

DGStaff and KS meetings

Ongoing

Book scrutinies wb 19.10.15 DG

Total cost No extra cost

English School Improvement PlanSchool: Edwalton Primary School Led by Katie Flaherty.

Year:2015-2016Priority for improvement: (what exactly do we want to improve?)

1. To improve the quality of teaching to raise standards in writing and to ‘close the gap’ (boy’s writing) (KPI- 3)2. Implement high quality new curriculum ensuring coverage of all subjects and key objectives (KPI- 7)3. Implement high quality assessment processes (KPI- 5)4. Continue to strengthen quality of leadership and management (KPI 6) )5. To develop and improve the teaching of spelling, punctuation and grammar (using ‘Rainbow Grammar’)6. To raise the standards of handwriting across the school.7. To continue to raise the standards of reading across the school

Success Criteria: (We will know we have succeeded when?)1. (i) 80% (11/14) Lessons are good or better with 30% (4/14) outstanding. Well-paced, engaging and suitably challenging in order to raise standards.

(ii) All classes have 85% of children at or above ARE in 2 years(iii) 100% of books are consistent across year groups, all marking addresses misconceptions and children are suitably challenged and supported.Team meetings, Key Stage, SLT meetings, pupil progress meetings will provide a vehicle for strengthening the quality of teaching and learning and will show accelerated progress. Improved quality of teaching and learning should be evident in learning walks and teaching observations and regular moderation of books.Half-termly work samples, planning audits and combined data analysis will demonstrate raised attainment in writing. These reflect increasing consistency within and across teams, as well as more accelerated progress in classes. All data will be triangulated with book scans, pupil interviews, planning scrutinies, learning walks and regular moderation of writing (within and across key stages, teachers will share books on a fortnightly basis as agreed in Moderation and Evaluation Schedule.)

2. % of teachers will be confident in delivering the new curriculum. Planning audits and learning walks will show high quality new curriculum implemented in 100% of classes.

3. Staff meetings will focus on new assessment procedures and regular moderation will take place to ensure staff are confident with new systems. % of staff will feel confident when using the new assessment process

4. Attending the Flying High Trust and Teaching School English network meetings will facilitate moderation across the network. Leadership skills will de-velop with continued experience in the role, networking and attending any necessary courses. English leadership time will be planned in advance to en-sure it is put to best use.

5. 100% of classes will have implemented Rainbow Grammar. English learning walks, book scutinies and planning moderations will focus on embedding ‘Rainbow Grammar’ across the school. English staff meetings will be led by staff need and will always focus on improving all staff subject knowledge.

6. 100 % of classes will be teaching a weekly handwriting lesson with 100% of KS2 classes teaching cursive handwriting. A consistent approach to hand-writing and an improvement in presentation and quality of handwriting should be evident in books and displays across the school. This will be looked at during regular book scrutinies across key stages.

7. All classes will aim for 65% at expected level for reading. % of Star Readers will increase. 100% of classes will teach weekly guided reading sessions, 80% of which will be good.


Overall responsibility for leading: KF Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) KF to BJO and LS

Key TasksIn order to address the areas for improvement we will have

to…

Lead responsibility

Resources(Time & money costs

and sources of funding)

Timeline(to be completed

by...)

Monitoring(Who will check it

is happening, when and how?)

1. To improve the quality of teaching to raise standards in writing and to ‘close the gap’

- Embed the practice of ‘Guided Writing’through-out the school, allowing children a scaffolded and supported approach to improving their writ-ing.

- Continue to teach and monitor ‘Extended Write’ across the school

- Carry out regular moderation of books to ensure 100% of books are consistent across year groups, all marking addresses misconceptions and children are suitably challenged and sup-ported.

- Embed ‘Rainbow Grammar’ across the school to support children with not only the subject knowl-edge of grammar, but also to support their writ-ing.

- Carry out regular learning walks to ensure high quality teaching of writing throughout the school.

- Have a half termly English staff meeting to focus on improving writing- sharing best practice, talk for writing, guided writing, rainbow grammar etc.

- Work with SENCO and TAs to ensure high quality writing interventions are in place for children who need to ‘close the gap’.

KFWith support from:SENCO- JHKey stage/phase leaders- LP, NM, JH, DGAll class teachers

1 staff meeting every half term

Cover for KF to carry out book moderations, learning walks and planning scrutinies.

Resources to support Rainbow Grammar- coloured card.

Extra training/support for Rainbow Grammar?

Guided writing staff meeting took place in Summer 2015.Guided writing to be implemented in 100% of classes by 23/10/15

Rainbow Grammar INSET training – 02/09/15Rainbow Grammar to be implemented in 100% of classes by 23/10/15

KF will deliver and moderate and will report to BJO and team leaders.Book moderations to take place fortnightly at Key stage meetings- KF, NM, JH, DGBook moderation and planning scrutinies to be carried out by English coordinator every half term. KFLearning walk plan (KF)- Autumn 1-

guided writing- Autumn 2- Rain-

bow Grammar- Spring 1 – ex-

tended write- Spring 2 – English

lesson- Summer 1 & 2-

dependent on outcome of previ-ous learning



- Celebrate writing and raise the profile of writing across the school using Good Work Assembly, Star Writers and sharing good work with parents using Dojo messenger.

walks.

2. Implement high quality new curriculum ensuring coverage of all subjects and key objectives (KPI- 7)

- Create a whole school curriculum overview to share on website

- Moderate each year groups long term and medium term planning to ensure coverage of writing genres and objectives

- Moderate weekly English planning to ensure clear learning objectives link to medium term plans and show progression from previous year groups.

- Monitoring a high quality curriculum through learning walks, book scans and pupil interviews

KFWith support from:SENCO- JHKey stage/phase leaders- LP, NM, JH, DGAll class teachers

Cover for KF to carry out book moderations, learning walks and planning scrutinies.

Time in team meetings to look at medium term plans.

Year group curriculum overviews completed and on website by September 2015

Medium term plans completed by:Aut 1- 01/09/15Aut 2- 02/11/15Spring 1 - 05/01/16Spring 2 – 23/02/16Summer 1- 18/04/16Summer 2- 06/06/15

Book moderations to take place fortnightly at Key stage meetings (KF, NM, JH, DG)

Book moderation and planning scrutinies to be carried out by English coordinator every half term (KF)KF to monitor and report to BJO and LS (gov)

3. Implement high quality assessment processes (KPI- 5)

- Ensure staff are trained to use and understand new assessment framework and system (Sheffield STAT and O’Track)

- Ensure staff are able to give children accurate baselines and make suitable predications for the end of the year

- Ensure assessments take place every half term, data is inputted onto O’Track and saved into as-sessment dropbox

- Regularly moderate teachers judgements against age related expectations

KFWith support from:Key stage/phase leaders- LP, NM, JH, DGAK- assessment coordinatorAll class teachers

1x staff meeting for Sheffield STAT and O’Track training2x staff meeting for initial writing moderation/predicationsTermly team meetings to moderate judgements

Sheffield STAT/O’Track training completed by 30/09/15

Writing moderation for age related expectations and predictions – 28/09/15 and 05/10/15

BJOKFDGNMJHAK



Termly team meetings to moderate judgements- this will depend on when each year group complete assessments.

4. Continue to strengthen quality of leadership and management (KPI 6)

- Plan leadership time in advance- Work alongside other leaders in school (DG, NM,

JH)- Attend Flying High Trust ‘English Network’ meet-

ings every term.- Access any further opportunities provided by

FHT (courses, teach meets etc)

KF and BJO Cover for:1 network meeting every term (all day)At least 1 afternoon every half term for leadership time.

Quality of leadership will be discussed at termly performance management meetings.

KF and BJONM (performance management)

5. To develop and improve the teaching of spelling, punctuation and grammar (using ‘Rainbow Grammar’)

- All staff to receive training on the Rainbow Grammar approach

- Monitor the planning and teaching of Rainbow Grammar to ensure it is happening in 100% of classes.

- Continue training of subject knowledge in Eng-lish staff meetings throughout the year.

- Monitor the impact of Rainbow Grammar through learning walks, book scans and pupil in-terviews

KFWith support from:Key stage/phase leaders- LP, NM, JH, DGAll class teachers

Half inset day for initial training1 staff meeting to consolidate trainingCover for KF to carry out book moderations, learning walks and pupil interviews.

Rainbow Grammar INSET tr+aining – 02/09/15Rainbow Grammar to be implemented in 100% of classes by 23/10/15Rainbow Grammar learning walk and pupil interviews to take place by 18/12/15

KF will deliver and moderate and will report to BJO, LS (gov) and team leaders.

6. To raise the standards of handwriting across the school.

- KS2 children to have a weekly handwriting les-son to implement cursive handwriting

KFWith support from:

Cover for KF to carry out book moderations and learning walks.Display board in the

All classes to deliver weekly handwriting lessons shown in weekly timetables on

KF to monitor and report to BJO and LS (gov)



- FS and Year 1 to have a weekly handwriting les-son to focus on letter formations

- Year 2 to consolidate letter formations and move onto cursive handwriting by the end of the year

- Monitor the teaching of handwriting through scans of weekly timetables, book scans and ob-servations of handwriting lessons if necessary.

- Celebrate presentation and handwriting through Good Work Assembly, Star Writers and sharing good work with parents using Dojo messenger.

All class teachers hall for Star Writers dropbox.

Fortnightly good work assemblies

7. To continue to raise the standards of reading across the school

- Continue to celebrate our Star Reader scheme (half termly for KS1 and termly for KS2)

- Review library books and conduct pupil inter-views to keep library up to date and in line with children’s interests.

- Hold events to celebrate and encourage a love of reading e.g. Read to a Pet, World Book Day, Book Swap Shop, Mystery Reader, author visits etc.

- Monitor the teaching of guided reading, through pupil interviews, guided reading folders, reading diaries.

KFWith support from:Class teachersJP - library

Cost of Star Reader prizes and certificates

Cost of new books – cost will be dependent on outcome of library review.

Star readers monitored every half term in KS1 and termly in KS2.World Book Day in Spring term.

KF to monitor and report to BJO and LS (gov)


Phonics - SCHOOL IMPROVEMENT PLAN:School: Edwalton Primary School Year: 2015-16Priority for improvement: (what exactly do we want to improve?)

To continue to provide high quality phonics sessions To continue to raise standards in phonics across

Success Criteria: (We will know we have succeeded when?)T1: Phonics sessions are hands on, interactive and stimulating with 80% of lessons good or better with 30% outstanding.T2: The Year 1 Phonics test will show at least 86% pass rate and continue to be above national.Overall responsibility for leading :Nicola Middleton

Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) NM and BJO.


Leadresponsibility




T1 High quality phonics

LW carried out show sessions are good or better.Planning details the 4 step model of delivery and evidence of use of outdoors, computing and tricky word focus.Sessions are hands on, interactive and stimulating to engage children.

NM SLT release time

£120 per year Phonics play subscription

LW begin wb 5.10.15

Planning scrutiny to be completed by 2.11.15

NM/BJO

T2 Raise standards

Phonics is taught across EYFS-KS1 in small, phase appropriate groups.Most skilled staff teach phonics in order to raise standards.Specific children/groups are identified and targeted.Progress in phonics is tracked and recorded on phonics tracker.Practice tests carried out are analysed to identify any gaps in learning.

NM SLT release time

Targeted children to be identified w.b. 28.9.15

Practice phonics test 10 real/10 pseudo

w.b. 5.10.15

Practice phonics test 10 real/10 pseudo

w.b.7.12.15 to monitor progress

Progress tracker to be updated by w.b 2.11.15

NM/BJO


£120


SCHOOL IMPROVEMENT PLAN: ScienceSchool: Edwalton Primary School Year: 2015-16


Provide pupils with increased opportunities in, and knowledge and understanding of science Ensure staff use a variety of approaches to encourage secure understanding of each key block of scien-

tific knowledge and concepts Identify a way to assess and record children’s achievments and progress in science Raise the standards and consisitency of books


T1:Teachers are clear on the aims of the new curriculum and these are demonstrated in all lessons and planning.T2: All teachers will be confident with planning as well as choosing effective teaching approachesT3: Identified and implemented a whole school approach of assessing science without levelsT4: Ensure books are consistent across year groups, all marking addresses misconceptions and children are suitably challenged and supported

Overall responsibility for leading : RS Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) RS to BJO


Leadresponsibility




TI

Complete a planning audit ( LTP asnd MTP) for each year group

Focus will be on the used – do these challenge and al-low children to gain a depth of scientific understand-ing, as well as focusing on the key features of scientific enquiry.

Coordinator time Spring 2015 RS /BjO


T2

Observations of Science lessons to be carried out across the school, focus will be on effective teaching approaches

Present new guidance and updates from Teaching Al-liance Science Network Meetings, to staff through staff and KS meetings.

RS

Non-contact time

Staff and KS meetingsOngpoing

Spring 2015 RS/BjO

T3

Review current assessment strategies used – focus groups Y2 and Y6.

Identify effective range of AfL strategies which may be used to promote childrens learning in science

Identify how staff can integrate and embed assess-ment practices into their science teaching.

RS

Liaise with Teaching School Alliance Science Network

Group

Termly RS/BjO

T4

Undertake regular book scrutinies to ensure:

- A consistent approach to marking across the school.

- Misconceptions are being addressed,- Effective use of challenging targets to raise

pupils’ achievement.

RS

Coordinator timeTermly book trawls

Termly RS/BjO

Total cost for this priority No extra cost

Edwalton Primary School – School Improvement Plans – 2015-16SCHOOL IMPROVEMENT PLAN: Geography



Improve the creativity and autonomy of learning in topic planning Raise the standards and consisitency of books Increase the quality and quantity of writing in topic work- use English targets in topic Improve feedback and pupil response in topic work

Success Criteria: (We will know we have succeeded when?)T1:Teachers are clear on the aims of the new curriculum and these are demonstrated in all lessons and planningT2: Ensure books are consistent across year groups, with suitable challenge identified.T3: Books will demonstrate more writing and progress will be clear.T4: Ensure all marking addresses misconceptions and children are suitably challenged and supported

Overall responsibility for leading : LD Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) LD to BJO


Leadresponsibility




TI

Complete a planning audit ( LTP asnd MTP) for each year group

Focus will be on children’s activities and learning.

Observations of topic lessons to be carried out across the school, focus will be on engagement and autonomy of the children.

Pupil interviews to see if the children enjoy topic lessons and understand their purpose.

LD

Non-contact time 5th November 2015

17th December 2015

17th December 2015

LD /BjO


T2


- Effective use of challenge to raise pupils’ achievement.

- Opportunity for writing is allowed.- Progress in knowledge is evident.

LD

Non-contact time

Staff and KS meetingsOngpoing

Half-termly LD/BjO

T3


- Writing is embedded in topic work.- Progress in writing is evident.- Writing targets are being referenced in topic

books.

Pupil interviews to see if children use writing targets to help them in their topic work.

LD

Non- contact time Half- termly LD/BjO

T4


- A consistent approach to marking across the school.

- Misconceptions are being addressed,

Pupil interviews to see if they understand marking in their topic work and the value of feedback given.

LDNon- contact timeTermly book trawls

Half- termly LD/BjO


No extra cost

Edwalton Primary School – School Improvement Plans – 2015-16SCHOOL IMPROVEMENT PLAN: RE

School: Edwalton Primary School Year: 2015-16Area for improvement: (Broad themes in which the priority is located: standards teaching and learning, and leadership and management ) Monitoring of adherence to RE requirements Development of directory of online RE resources

Priority for improvement: (what exactly do we want to improve?) Monitoring embedding of new Agreed Syllabus Induction of new staff in RE at Edwalton Continuing improvements to resourcing (where necessary)

Context: (Why is this a priority? How is it linked to the outcomes of any self-evaluation activities?) Changes in staffing and staff deployment Ensuring RE curriculum in line with new Notts Agreed syllabus Resourcing for some faiths less extensive than others

Current position: (What is already being done?) Periodic monitoring by RE co-ordinator

Success Criteria: (We will know we have succeeded when?) Comprehensive implementation of RE curriculum RE resourcing improved Co-ordinator monitoring of new RE curriculum

Overall responsibility for leading :MJ, BJO

Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) BJO, MJ


Leadresponsibility




T1 Induction / refreshing staff understanding MJ Staff mtg/Co-ordinator time July 2016 MJ, BJO

T2 RE resourcing improved MJ Co-ordinator time July 2016 MJ, BJOT3 Co-ordinator monitoring of degree to which

new curriculum is embedded MJ Co-ordinator time July 2016 MJ, BJOTotal cost for this priority £ 0

Edwalton Primary School – School Improvement Plans – 2015-16SCHOOL IMPROVEMENT PLAN: Music

School: Edwalton Primary School Year: 2015-16Area for improvement:To maintain opportunities for children to access music within school.Priority for improvement:Ensure appropriate coverage and progression of skills across the year groups.Ensure staff feel confident delivering a range of musical concepts and skills, particularly new teachers as we haveContext:Edwalton has a long-standing tradition of providing a range of musical opportunities for children outside of class.Current position:There are established activities in the school such as choirs and singing assemblies as well as individual and ensemble music tuition sessions, including recorders for year 2. There are some activities where music is shared with the wider community, e.g. care home visits in the Christmas season and through inviting parents to share in events. Also there are various performances and concerts throughout the school year, exhibiting vocal and instrumental musical achievements. We need to ensure we provide everyone a well-rounded knowledge and experience of music in lessons.Success Criteria:Regular music lessons based on Music Express programme of study in all year groups.Increased understanding of new music curriculum and how to teach it.Overall responsibility for leading : Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive

and discuss the outcomes of monitoring?)

Key TasksIn order to address the area for improvement we will have to:

Leadresponsibility

Resources(Time & money costs

and sources of funding)

Timeline(to be complete

by…)

Monitoring:(Who will check it is

happening, when and how?)

T1Class teachers to provide an outline for music curriculum for the year based on Music Express

H Harvey Time to co-ordinate November 2015 Headteacher/ SLT

T2Assess the training needs of staff and address gaps (either through training in staff meetings or an external trainer)

H HarveyTime in staff

meetings/funding for staff training

July 2016 Headteacher/ SLT

T3 Take an inventory of equipment and increase use in planned lessons. H Harvey 1 Afternoon December. 2015 Headteacher/ SLT


1 Afternoon's cover, possible cost of training

SCHOOL IMPROVEMENT PLAN: Art and DT

Edwalton Primary School – School Improvement Plans – 2015-16School: Edwalton Primary School Year: 2015-16Priority for improvement: (what exactly do we want to improve?)

Ensure progression of knowledge, skills and understanding in Art and DT Children to make connections with other subjects Develop the use of sketch books within KS2 in order to be in line with new Art curriculum

Success Criteria: (We will know we have succeeded when?)T1:Clear schemes of work for Art and DTT2: Evidence of cross curricular planningT3: Regular use of sketch books in KS2T4: Develop bank of photographic evidence for Art and DT



Leadresponsibility




TIPlanning audit to monitor coverage in Art and DT of na-tional curriculum and skills progression. HL

Non-contact time Termly HL/BJO

T2Gather evidence of cross curricular planning in Art and DT from each Year group. HL Non-contact time Termly HL/BJO

T3

Ensure all KS2 children have sketch books.Develop ideas for teachers in how to use sketch books HL Cost of sketch books

KS2 team meeting time

Autumn Term HL/BJO

T4Develop photographic/video evidence for Art and DT across age ranges in Dropbox HL Ongoing HL/BJO


No extra cost


SCHOOL IMPROVEMENT PLAN: Spanih (MFL)School: Edwalton Primary School Year: 2015-16

Priority for improvement: (what exactly do we want to improve?)To continue to ensure high quality teaching of Spanish and ensure progressionTo continue integrating Spanish across the curriculumTo develop a workable link with a Spanish speaking school

Success Criteria: (We will know we have succeeded when?)All staff are using more Spanish within lessons and everyday classroom routines – Spanish teachers to support classteachers with Spanish input into display and classroom labels.Links to Spanish school to enable applied writing and conversationLook for projects to be carried out across the link – Comenius and Erasmus, which could be linked within FHT as a collaborative.Letter writing, sharing on a theme at KS2 – family, locality, culture, history and other areas such as food and festivals.

Overall responsibility for leading: Jenny Hodgkinson

Evaluation: (Who is going to assess the impact and how will it be done? Who will receive and discuss the outcomes of monitoring?)


Leadresponsibility

Resources

time & money costs /

sources of funding

Timeline

to be completed by…

Monitoring

who will check it is happening, when /

how?

T1

Further resources (to be specified after consultation with Spanish teachers) to be purchased.Subscriptions to Babelzone (KS1) to be renewed.Continue to embed La Jolie Ronde curriculum

J HodgkinsonRachel GrayPerry Ambler

MFL Budget January 2015 Jenny HodgkinsonBrian OwensLearning Walks, Book scans, pupil interviews – coverage should match the agreed scheme of work.

T2

Annual audit of Spanish resources available in school.

Jenny Hodgkinson PPA time 1st December 2015 - RG

J Hodgkinson/ RGAudit sheet to be completed and shared with Brian Owens, R Gray and P Ambler.


T3

Observe Spanish lessons. J HodgkinsonAll Spanish teachers to peer observe across KS1/ 2 to support effective transition if possible. Pos video lessons if timetabling is an issue.

R Gray Each teacher seen once per term

J HodgkinsonBrian Owens

T4

Development of assessment of progress in Spanish

J HodgkinsonR Gray – lead development of system with Perry Ambler

Records kept to track progress and attainment.

OngoingNew record keeping system to be in place by Easter 2016

J HodgkinsonBrian Owens

T5

Monitor planning / work scrutiny.

Peer sharing of learning outcomes – video or books.

J HodgkinsonR GrayPerry AmblerTeachers have access to each other’s books, folders and record keeping. Moderation of coverage and evidence base.

PPA time Ongoing J HodgkinsonBrian Owens

T6

Incorporate Spanish in classroom displays. J HodgkinsonR GrayPerry AmblerSpanish teachers to take responsibility for adding Spanish vocabulary to displays and around the classroom.

PPA time Ongoing J Hodgkinson

T7

Maintain email and letter writing contact with Spanish speaking school. Create projects and link using Skype to create conversational opportunities with Spanish peers.New link teacher in Spain: Jesús Vicente Vázquez de Juan

J HodgkinsonP Ambler – support provision of link in KS1 - Skype to present a rhyme or song to Spanish childrenR Gray – Skype to practice conversationLetter writing

PPA time Ongoing

One to two school link projects before July 2015

J HodgkinsonR Gray


T8

Apply for Comenius grant to enable a potential visit to link school; visit link school and arrange possible projects.

J Hodgkinson.R Gray – support

PPA timeCover cost, travel cost if any

July 2015 J HodgkinsonBrian Owens

T9

Continue to incorporate writing bilingual letters in the KS2 curriculum

J HodgkinsonR GrayPerry Ambler

PPA timeLesson timeStationery / postage costs

Ongoing J HodgkinsonBrian Owens

Total cost for this priority =

£99 renewal of Babelzone and £300 renewal of Linguascope

£30 Figure dependent on amount of postage needed to send work to Spain.

SCHOOL IMPROVEMENT PLAN: Physical Education

Edwalton Primary School – School Improvement Plans – 2015-16School: Edwalton Primary School Year: 2015-2016

Area for improvement: (Broad themes in which the priority is located: standards teaching and learning, and leadership and management)

Ensure that after school clubs continue to offer a variety of sports and target non participants introducing new clubs (aerial gymnastics, circus skills). Use “club” money to update resources, namely new football goals Maintain and develop attendance at family, area and county competitions, continue inclusion of all children at these event The role of the “Young Sporting Ambassadors” in school to drive forward Intra-school competition and increase opportunities to engage others in competitive

activities during lunchtimes. Maintain a raised profile of PE/ school sport and recognize effort, progress, determination of our ‘typically non sporty’ children with sports awards Create new links with community clubs to provide an outlet to our talented performers Informative way of tracking progress in PE Create Intra-School Competitive opportunities so that Sports Day is not the only time our pupils get to work competitively against one another. Pupils not always grouped effectively in ability for PE lessons which often means progress through a skills set is slow and the less confident children under-

perform. Work on the success of 2014-2015 groupings. Sainsbury’s School Sports Award Status to improve from Bronze to Silver All pupils leaving school being able to Swim 25 metres. Create a sports council as pupil voice and help develop leadership opportunities

Priority for improvement: (what exactly do we want to improve?)Continue to offer a wide range of after school activities which aim to engage all children and ensure that we maintain appropriate %’s of SEN, FSM and ethnicity groups attending clubs. Introduction of new activities to engage a wider group of studentsRange of resources to enable the delivery of new activity areas.Ensure that we maintain appropriate %’s of SEN, FSM and ethnicity groups having opportunities to represent the school at festivals / competitionsYoung Leader role developed and maintained within the school using Young Ambassadors to lead at clubs/lunch times and support at inter-school fixtures and intra-school events managing teams or refereeing games. Work with Sports Council to provide leadership opportunities.More staff to take on responsibility to lead a sports club/activity area so less over-reliance on Julia Kang to provide all extra-curricular activities or co-ordinate inter-school teams/fixtures.Introduce a way of tracking progress in PE through a simplified PE Passport/profile containing termly fitness test results, sports hall athletics results (Decathlon/Pentathlon Awards), swimming assessment data, attendance at extra-curricular clubs, inter-school competitions.

Edwalton Primary School – School Improvement Plans – 2015-16Context: (Why is this a priority? How is it linked to the outcomes of any self-evaluation activities?)Support for all pupil groups including vulnerable children to participate in / benefit from PE lessons / club and sports festivals / competitions (link to pupil premium money)Offer activities / opportunities for all children, not just the “sporty” ones, listen to the children’s ideas through sports council and regular meetings with pupil panel.

Current position: (What is already being done?)Typically the same children attend after –school clubs and representation at sporting events does not always include ‘new’ children.New activities have been introduced to try and encourage attendance from those children who have previously showed little interest in engagement. These include Aerial Fitness, Circus skills clubs.

The attendance at after-school clubs continues to be high for all activity thus providing a source of funding for new equipment. We are hoping to purchase new football goals that are portable and easy to store. The current goals are unsafe and children continually swing on the crossbar weakening the anchor in to the grass. Moveable goals will also provide flexibility in teaching spaces.

Young Bronze Ambassadors Training is taking place on 17th November. 4 pupils to attend a workshop at Nottingham Trent University run in conjunction with the Rushcliffe Schools Sports Partnership. The Bronze Ambassadors will support the delivery of athletics after school clubs, take the lead on the sports council and support the delivery of more intra-school competitions.The ambassadors are looking to develop an ongoing timetable of intra-school mini competitions on a half term basis, to raise intra-school completion opportunities for all pupils. This will be integral to helping us achieve a Silver Sports Mark Status.We will look to develop other intra-school competition opportunities by using a virtual indoor athletics league, though the results they have achieved on their Sports Hall athletics programme using the British Athletics Virtual league.

The sports awards Julia introduced last academic year were a huge success and this will continue with the same format. This has helped to recognize those children who work tirelessly during their PE lessons showing determination and progress but are not necessarily high achievers. This has helped to attach positive values/attitudes to PE/school sport and all children are working with effort and enthusiasm being encourages by the awards.

Edwalton continues to make and maintain links with local clubs / companies- Nottingham Rugby who delivered a ‘Day of Rugby’ on their World Cup Promotion 15 th September; Score Coaching ( Nick Gordon-Brown); Tri Golf delivery to all year 6 (Dan Parkes). We are looking to continue to work with Tash O’Flaherty (Boots Hockey Club Coach and parent volunteer), to receive support with the delivery of hockey in PE lessons and after-school clubs. We hop to increase the number of children attending Boots Hockey club.

We continue our links with the Nottinghamshire Talented Athlete Academy which will be coming in the screen the Year 3.We have created new links with Forest in the community who will provide another block of specialist coaching to our more able footballers and create pathways to the Forest Development programme at Rushcliffe School.

Julia Kang has developed a PE profile for all KS2 pupils that enables progress to be tracked through all PE activities. Fitness tests are completed on a termly basis and activities tailored to help enable pupils to make progress though these fitness components. These are an informative way of demonstrating progress levels to parents at parents evenings and have been useful in recoding swimming criteria levels and athletics performance through the British Indoor Athletics Decathlon/Pentathlon ladder of success.

PE classes will be re-grouped in all of KS2 so that PE is continues to be delivered in ability groups and not class groups. This has enabled pupils to make rapid progress and the less confident children are now able to perform confidently. Activity drills are easier to differentiate between the ability groupings and all pupils are appearing to enjoy this set up and working hard to progress ore quickly over each lesson.

We are evidencing our schools sports involvement through club registers, links with local clubs, bronze ambassador’s programmes, newsletters and notice boards of teams at events. We will aim to report our sporting achievements more regularly than half termly newsletters, using blogging and tweeting by-weekly so that we meet the Sainsbury/s Sports Mark Status of Silver or above.


Julia Kang has been attached to the non-swimmer groups at Rushcliffe and has been able to provide 1 on 1 support in the water with those pupils who can not swim unaided. All non-swimmers will have had access to this support and with a goal of having all pupils in year 3-6 who are able to swim without floating aids.

Sports day success will be carried over and a planning group created to link with Parent Committee so that the event can run smoothly

Success Criteria: (We will know we have succeeded when?) After-School Clubs Target Non Attenders evidenced by registers of club attendance and % engaged Club money to develop resources and new football goals purchased Attendance at family events continues to thrive Sports Ambassadors deployed to deliver competitive events and supported at Intra-school level Sports Council created to raise the profile of school sports and create pupil voice and support to ambassadors programme Continued the high profile of PE/School Sports through sports awards and ‘non sports’ children recognized for effort, progress and

achievements. Community Club links in place to support talented performers, Boots Hockey Club, Notts Athletic Development Academy (NADA), new links

with Rushcliffe Schools Water Hub though talent scout testing workshop, Forest in the Community coaching (Lawrie Dudfield) PE profiles in place for all KS2 pupils to inform parents of child’s progressin Fitness, Swimming and Athletics All pupils involved in intra-school opportunities other than sports day evident on excel data sheet of intra-school engagement. Sports day delivered with support from Parent committee for refreshments and smoother running of event. Sports Leaders from Rushcliffe

School deployed to help run KS2 event and Y6 to run KS1 event Performance levels increasing through ability groupings in PE, evident though improved results in fitness tests, PE profiles and

performances at Inter-School events. Sainsbury’s School Games Sports Mark status achieved by the end of this academic year with an improvements from Bronze to Silver Status

Overall responsibility for leading: Julia Kang Evaluation: (Who is going to assess the impact and how will it be done? Who will receive and discuss the outcomes of monitoring?)


Leadresponsibility

Resources

time & money costs /sources of funding

Timeline

to be completed by…

Monitoring

who will check it is happening, when / how?

T1Target non-attenders and provide opportunities at ‘new activity’ clubs

Julia Kang Aerial Gymnastics ClubCoaching support from Kat Bailey

Term 1- October Julia Kang

T2

Club money to update resources Julia Kang Football GoalsReplace worn equipmentPurchase Size 4 footballs for club useLeather Match netballs

January 2016OngoingSeptember 2015

September 2015

Julia Kang


T3

All family festival invitations accepted and Edwalton representing some events with 2 full teams instead of 1.Focus sports highlighted so that specialisms strengthen team performances

Julia Kang Julia Kang plus additional staff required to support events which run during school day (festivals, gala, Tag Festival).Parental support for transport to and from events.Danny Thompson deployed to provide help with events or cover Julia Kang’s lessons if fixtures occur during lesson time.

Ongoing Julia Kang

T4

Young Ambassador Programme Planned so that regular competitive activities are taking placeSports Council set up to strengthen ambassador programme.

Julia Kang Ambassadors training 17th November.Chris Owens-Jones to facilitate Young Ambassadors/Sports Council meetings so that planning can take place. Use assembly time or lunchtimes and meet bi-weekly

November 2015 Julia KangChris Owens-Jones

T5

Raise the profile of school sports through sports awards

Julia Kang Purchase new shield and medals£120Presentation of awards termly

December 2015 Julia Kang


T6

Maintain links with local clubs and establish new links to support our most able pupils

Julia Kang Maintain links with local clubs and encourage pupils’ participation through invited letters and club representative visits to school.Boots Hockey Club new membersTalented Academy Emmanuel new membersForest in the community

January 2016

April 2016

Julia Kang

T7

Pupils Passports to Track PE Progress Julia Kang Julia to modify PE passport so it reflects a selection of sports on the Programme of Activities (swimming, fitness testing, indoor athletics). Make these available to class teachers for parents evenings and discussions.A5 version more suitable for storage and costingsCompletion of passports ongoing

In place September 2015 and used termly

Julia Kang

T8

Ability Groupings for PE Julia Kang Julia to Liaise with Rachel Grey for established ability groupings for all Y2 classes.Class lists compiled by Julia KangNew Groupings working successfully across all KS2 groups

January 2016 Julia Kang


T9

Sainsbury’s Sports Mark Status Julia Kang Evaluate last year’s success criteria and areas for developmentRe-Register with School GamesUpdate School Games Notice Board and by weekly sports reports through blogs/tweetsLog participation at Intra-Schools and Inter-school events.Sports Council running

Ongoing Julia Kang

T10

Sports Day Julia Kang Evaluate last years successes/area for improvementParent/pupil questionnairesSupport from Parent Committee to provide refreshmentsRushcliffe School to provide sports leadersDate set early in Calendar and reported to parents early

January 2016 Julia KangSports Day Planning Group

T11Julia timetabled to teach school swimming Julia Kang Timetabled activity September 2015-

February 2016Julia Kang

Total cost for this priority =

SCHOOL IMPROVEMENT PLAN: History

Edwalton Primary School – School Improvement Plans – 2015-16School: Edwalton Primary School Year: 2015-16


Improve the creativity and methods of learning in topic teaching Raise the standards and consisitency of books Increase the quality and quantity of writing in topic work- extended writing to be seen in topic books, use English targets in topic marking

where approriate Improve feedback and pupil response in topic work


T1:Teachers are clear on the changes and aims of the new curriculum and these are demonstrated in all lessons and planning

T2: Ensure books are consistent across year groups, shared planning.

T3: Books will demonstrate more writing and progress will be clear.

T4: Ensure all marking addresses misconceptions and time given to up-leveling and correcting mis-conceptions



Leadresponsibility




TI

Observations of topic lessons to be carried out across the school, focus will be on engagement and autonomy of the children.Focus will be on children’s activities and learning, is teaching creative and engaging.(could be done with Geography lead)

Pupil interviews to see if the children enjoy topic lessons and understand their purpose.

CH

PPA Autumn Term CH / SLT

T2

Regular topic book scrutinies to ensure:

- Challenge is used to raise pupils’ achievement.- Opportunity for writing is evident.- Progress in knowledge is evident.

CH

PPAStaff and KS meetings

OngoingHalf-termly CH/ SLT


T3


- Extended writing is evident in topic work.- Progress in writing is evident.- Writing targets are being referenced in topic books.

Pupil interviews to see if children use writing targets to help them in their topic work.

CH

PPA Half- termly CH/ SLT

T4


- A consistent approach to marking across the school.- Misconceptions are being addressed and time given

for ‘purple penning’

Pupil interviews to see if they understand marking in their topic work and the value of feedback given.

CHPPATermly book trawls

Half- termly CH/SLT


No extra cost

SCHOOL IMPROVEMENT PLAN: EcoSchool: Edwalton Primary School Year: 2015-16



Provide pupils with an increased understanding of sustainability. Increase the presence and impact of Eco Club in and around school. Improve biodiversity of the school’s grounds. Improve the efficiency of the school. Improve the school’s international links through Global Citizenship. Sustain the Food Share project and use it to enhance community links.


T1:Every teacher will teach a unit on sustainability, including use of the school grounds.

T2: Maintain standards for the Green Flag Award.

T3: More species of plants and wildlife are identified in our school grounds.

T4. Bill anlaysis will show a reduction in the cost of energy consumption and the impact of green initiatives.

T5: Links with Bangalore Army School will be embedded and the potato project will be underway.

T6: Links with the community will be strengthened and the produce harvested will be increased.

Overall responsibility for leading : LD, EF, BjO and GT Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) LD to BjO

TI

Complete a planning audit ( LTP asnd MTP) for each year group. The planning should include outdoor learn-ing and should have a focus on sustainability. LD Non-contact time 17th December

2015LD /BjO


T2

See Eco Action Plan.7 priority areas- Litter, waste, school grounds, global citizenship, biodiversity, water and energy.

Submit Green Flag application

LD

In weekly Eco meetings. Weekly for

upkeep

Non-contact time for

application by May 2016

LD/BjO/ EF

T3

See Eco Action Plan

Start the Eco Garden and plant species that we need to make our wildlife more biodiverse.

Audit our biodiversity- ponds, woods, farm, poly tunnel and gardens- to identify any gaps.

LDWeekly Eco meetings Weekly LD/BjO

T4

Monitor our energy consumption through classroom monitoring.

Undertake bill analysis to see if there is a reduction in our energy use and it’s cost.

LDWeekly Eco meetings Termly- 17th

December, 8th

April and 20th

July

LD/BjO

T5

See Action Plan

Monitor the impact of the potato project on our inter-national links.Track with JH to see the impact of international links.Planning audit to see if classes are involving them-selves in the potato project/ links with Bangalore school.

LD

Weekly Eco meetings


T6

Share what we are doing in Food Share in our Eco as-semblies.Audit the amount and variety of produce being har-vested. Use this to inform future decisions.Continue to share our produce with the community and use our school as a pioneering school if possible.Idenitfy and display who our head gardeners are and al-low them time to share their ideas and experiences with the rest of the school.

JS/ GT/ BjO Weekly Food Share every Friday

Weekly Food Share every

Friday LD/ GT/ BjO/ JS


£300 (TBC)


SCHOOL IMPROVEMENT PLAN: Gifted and TalentedSchool: Edwalton Primary School Year: 2014-15Area for improvement: (Broad themes in which the priority is located: standards teaching and learning, and leadership and management )Standards in Teaching and Learning. Enrichment Opportunities. Accelerated progressPriority for improvement: (what exactly do we want to improve?)Improve provision for G&T through clubs and enrichment opportunities. Ensure G&T is catered for in lesson planning –through a ‘challenge first’ approach. Audit how children view their learning. Ensure that this group of children are making accelerated progressContext: (Why is this a priority? How is it linked to the outcomes of any self-evaluation activities?)New members of staff, including NQTs.New mastery curriculum leads to need for deeper challenges for GTpupilsProgress of HA pupils in writing and reading to be monitored to optimize pupils making 3 levels combined progress from Y3-6, securing an increasing percentage of Level 6 attainment in Year 6 and Level 3 in Year 2. ( New assessment system will need to be embedded for staff tracking pupils across the phase – Assessment without levels.Current position: (What is already being done?)Good links with the family of schools. Leaflet produced for parents. Set of criteria agreed for placement on the register – all completed by family of schools in 2010-2011, so now embedded. TA in Year 6 works with Level 6 pupils for increased differentiation and in supporting KS2-3 transition.Success Criteria: (We will know we have succeeded when?)G&T student interviews conducted and results fed back to staff.G&T children offered access to enrichment activities/clubs relevant to their talents and abilities.G&T pupils progress increases as teaching and learning standards increase with a focus on this group of learnersOverall responsibility for leading :J Hodgkinson/ A Knight

Evaluation: (Who is going to assess the impact and how will it be done?) Who will receive and discuss the outcomes of monitoring?) J Hodgkinson, A Knight HT and Leadership Team, Governor, SLT


Leadresponsibility




T1 G&T register to be updated and parents be notified in parents evenings – also those added through discussions at parents evening

Gifted and Talented Co-ordinatorsTeachersTAs to support GT as a form of SEN.

SENCO time Termly after assessments are completed.

Gifted and Talented Co-ordinator/SENCOIn dropbox split into two key stages in Edwalton Assessment Specific groups

T2 Audit lesson plans for evidence of G&T provision - How are pupils challenged in all subject areas?

Gifted and Talented Co-ordinator

Release day Spring term Gifted and Talented Co-ordinator and Headteacher

T3 Conduct pupil interviews to discover Gifted and Talented Release day Termly Gifted and Talented Co-ordinator

Edwalton Primary School – School Improvement Plans – 2015-16attitude towards learning and appropriate challenge within lessons

Co-ordinator

T4 Audit children’s access to relevant clubs/enrichment events and establish new ones if needed. Enroll a parent or member of the community to run a puzzle club. Ask PTA to support funding Minestorm lego robots – problem solving and higher order thinking.


Release day Ongoing throughout the year


T5 Monitor the progress of these children to ensure it is accelerated in their areas of learningCompleted as part of contextual groups analysis termly


SENCO/SLT time Data drops three times a year

Gifted and Talented Co-ordinator and Headteacher

T6 Update resources to offer challenge in response to audit/ need arisingInvestigate cost of Good Morning Children challenges subscription – cost dependent

GT coordinator SENCO time ongoing Gifted and Talented Co-ordinator and Headteacher


Funding for Minestorm robots – need to cost this.Puzzle club resourcesGood Morning children challenges? Need to cost this.

£

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