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Rudston Primary School

School Development and Improvement Plan

2017/2018

DREAM, BELIEVE, ACHIEVE

The School Development Plan enables the school’s vision to be shared and understood by the whole school community. Our aim is to work and learn together as a community in order to improve and be the best that we can be. The School Development Plan should give everyone an understanding of where the school is going and what actions will be taken to ensure we get there. We set clear timescales for implementation and determine how to effectively use both human and material resources to support specific goals. It also helps us plan and prioritise our budget and guides how we plan and organise staff training. The School Development Plan is designed to give a sharp, clear focus to those aspects of our work which we believe are most in need of improvement.

Everyone has the chance to contribute ideas as to how our school can improve. Staff, our LSIP and Governors meet termly to review how successful our improvements have been and agree priorities for the coming year. We ask parents, staff and children to share their ideas through questionnaires and the school council. We want everyone to support us and help us improve and this can only happen if we are all involved. We are constantly reviewing everything we do at Rudston Primary School based on assessments, observations, feedback from all stakeholders and most importantly the needs of all children in school. These reviews help us to inform our School Improvement plan. In addition we seek to implement new national and local initiatives. School Improvements are implemented in various ways including revised curriculum delivery, events, training, schemes and resources, focused initiatives and through partnership with colleagues.

There are four key priorities for the plan. We wish to achieve each target as fully as possible; therefore they will drive our training, resources, teaching and learning, monitoring, evaluation and review over the next year.

Professional development INSET days are an important part of this process. This academic year they will be taken as 10 identified twilights and tailored to staff group needs. In addition to this, all staff are keen to keep up to date with new initiatives. Therefore, individual teachers and support staff have undertaken and will undertake training throughout the year in order to further their own professional development and to strengthen the subject expertise on the staff. This includes collaborative work with local and regional schools.

Phase Leaders and Subject Leaders develop their own Subject Leader Plan which identifies key areas for development within their own curriculum area for the academic year. The subject lead plans form the ‘Curriculum Improvement Plan’ and the Phase plans are developed throughout the year following monitoring , evaluating and analysis on a regular basis to set milestone targets and desirable outcomes.

DREAM, BELIEVE, ACHIEVE

School Development Plan 2017/2018

Safeguarding StatementMission Statement Long Term VisionOfsted Priority PlanBackground Priority PlanPriority 1 Action PlanPriority2 Action PlanPriority 3 Action PlanPriority 4 Action PlanBest Value StatementEquality Action Plan & Access Action PlanBuilding and Premises Development Plan

SAFEGUARDING STATEMENT

“Rudston Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and

volunteers to share this commitment”.

Rudston Primary School Mission statement

‘To develop a love of learning, enabling all children to reach their full potential’.

Respect, Responsibility, Challenge, Enjoyment, Resilience

Rudston Primary School Aims

We aim:

1. To be an inclusive school and to put into place the practice in all aspects of our work that ensures that all learners are given equality of opportunity and treated fairly.

2. To promote and achieve high standards for all by providing teaching and learning of the highest quality.3. To use data and tracking to ensure all pupils make outstanding progress and they are involved in understanding their next steps to learn. 4. To treat learners as individuals and to differentiate teaching and learning to take account of their individual and any additional needs .5. To provide well for learners’ physical, mental, social, spiritual, moral and cultural needs.6. To provide well for learners’ care, health and safety.7. To ensure that all learners benefit from a rich, broad, balanced curriculum presented in an interesting, exciting and imaginative manner with lots of

opportunities for purposeful experiences that enable pupils to learn to learn. 8. To teach basic skills and core subjects well and to give great emphasis to the foundation subjects and RE through a thematic and creative approach.9. To make connections between subjects and aspects of learning and to apply basic skills across the curriculum. To give consideration to pupils input

into the direction of the learning and to listen to their feedback acting accordingly. 10. To enliven and enrich the curriculum by visits, visitors and extensive use of the environment 11. To make parents and the wider community partners with the school and to involve them in the evaluation of its success.12. To build an ethos marked by a welcoming, friendly, bright and lively, happy place where learners feel secure. A place where good behaviour and

attitudes to learning are expected and where learners enjoy growing up and staff feel valued. Through implementing Communication Friendly Spaces principles we aim to make this school a comfortable and secure place of enjoyment where success is celebrated and acknowledged and we continually strive to improve and be the best we can be.

We will continually strive to achieve the school’s aims through the formal curriculum and through all the other experiences offered to our children. High quality education will raise the children’s standards of attainment, enabling them to:

develop their use of English and Maths which provide the foundation for all their other learning learn social skills that encourage agreeable interactions between their peers as well as adults treat everyone in an equal manner, irrespective of gender, race, class or disability develop personal and moral values that are respectful of others, leading to their appreciation and toleration of other religions and other ways of life learn in a safe and secure environment, in keeping with Health and Safety Regulations that are in the interests of all whom work in the school.

School Context

This is a larger than average Primary school (NOR 415) with a PVI Nursery –Bright Stars and Children Centre on site. The school serves an area of low levels of deprivation (0.1) compared with national (0.2) and low FSM entitlement (17.5%) compared with national (25.8). The number of pupils on roll has increased following amalgamation in January 2012 to 415 pupils and have been oversubscribed for admissions into Reception in the last 3 years. We were 2nd in Liverpool out of over 100 schools for ratio of applications per place (2.9). Our data for Ethnicity indicates 9.5% of our children belong to minority ethnic groups which is lower than the national average(31.1). A proportion of pupils have barriers to learning and additional needs (12.1%) which is slightly above national averages (11.9%). We have less than national SEN with a statement or EHC plan 0.2% compared with 1.4% national. The school’s leadership team includes the HT, DH, and 3 assistant heads. The 3 AH have a responsibility as Phase Leaders (Early Years Phase, Middle Phase and Upper Phase).In September 2017 we appointed a new DHT and AT (Early Years Phase). We have 4 TLR post holders for 2017/2018 focused upon SEN, Reading, Wider Curriculum (inc British values, PSMC and RSE) and Active school and Apprentice Co coordinator. The SEN TRL is currently undertaking the National SENCO Qualification and AHT is undertaking NPQSL. PPA and additional time is covered by specialist teachers in Art, MFL (Spanish) and PE and Science. The Chair and Vice Chair of Governors is experienced and has worked with Rudston for many years. There has been some changes to the Governing body in September 2017. All contribute on a daily basis consistently as advisors or volunteering within the school.

The Learning Challenge Curriculum is in place at Rudston and the Communication Friendly Spaces philosophy has been rolled out across school. The school has had to address maintaining raising standards and progress expectations over the three years and has been effective in achieving this through a range of initiatives and approaches. Our provision now needs to support improved outcomes for our disadvantaged children and more able children. We need to improve progress from EOKS1 to EOKS 2 from in line with national to above. Outcomes for Reading at the end of KS 2 needs addressing to ensure we are above National .Performance Management, staff development, coaching and mentoring have been instrumental in ensuring staff progress and professionally develop further to ensure consistent approaches across the sites and key stages. We will continue to use PM to drive the quality of teaching, learning and assessment.

Rudston was judged as ‘Good’ in all areas by Ofsted Jan 2014. We are driving towards being ‘Outstanding’. Since Ofsted (Jan 2014) all school stakeholders have continued to commit to the developed mission -DREAM, BELIEVE, ACHIEVE and values – Respect, Resilience, Enjoyment, Challenge and Responsibility. Standards in all areas have risen across school now being above national in EYFS Good Levels of development (81.4% 2017 compared with national 70.7% 2017), Phonics Screening at Year 1 (84% compared with 81% Nationally) ,EOKS 1 ARE Reading, Writing and Maths have fallen slightly from 2016, Reading is in line with Naational (71%) however writing and maths have fallen below National. EOKS 2 ARE isin line in reading and above in Writing, Maths and EGPS. The number of children at ARE in each class has risen in 2017 compared with 2013 ,2014 & 2015. We need to maintain standards across KS2 and to focus on improving levels of GD for MA pupils. At KS1 we need to improve standards to ensure we are above National in RWM. Feedback and marking policies needs evaluating to ensure consistently and impact on improving outcomes for children. Co coaching methods will be employed to enable staff to share good practice and target setting needs to demonstrate high expectations of all pupils. The Phase Leaders will need to lead their phase, identifying with staff the areas of focus and interventions and strategies necessary termly in response to the SDP. Our use of O Track has ensured effective assessment of Reading, Writing and Maths and during 2017/18 this will be extended to ensure robust assessment of Foundation Subjects through delivery of Learning Challenge Curriculum, this is crucial to maintaining good provision moving toward outstanding. Having implemented and summarised data sets in line with the new assessment system, a programme of standardisation and moderation will continue throughout 2017/ 2018 with a network of local schools for comparable standards for each year group and a local group of 3 context comparable schools . Rudston remains in partnership with Hope University and is now a Lead Partner with LJMU as well as being a key member of the G10 local schools network. We contribute to and access support from the Liverpool Learning Partnership. Many staff have delivered specialist lectures and workshops for local Universities. The newly appointed Head teacher will work closely with HT mentor, LSIP and network groups as well participating in a Peer Review project with 2 local schools.SLT and Phases have had meetings through the year to look at Ofsted guidance and make judgements with evidence of where we lie and what we need to do further to improve. This has informed the 2017/18 SDP alongside the School Self Evaluation September 2017.

Supporting Data

Rudston Primary SchoolAll 2017 National comparisons are based on provisional (unvalidated) data

End of Early Years Foundation Stage (EYFS) assessments NOR: 2016-592015 school

2015 National

2016 school

2016 National

2017 school

2017 national

GLD 75% 66% 81% 69% 81% 71%Reading 77% 76% 90% 77% 85% n/aWriting 77% 71% 83% 73% 83% n/aNumber 85% 77% 92% 79% 90% n/aShape Space and Measure (SSM)

85% 81% 97% 82% 90% n/a

GLD: 2015 Disadvantaged children: how many in cohort 4 How many GLD 50%GLD: 2016 Disadvantaged children: how many in cohort 9 How many GLD 56%GLD: 2017 Disadvantaged children: how many in cohort 9 How many GLD 56%

GLD – Gender (2016-17)

Boys Girls Diff GLD 2016 65% 92% 27GLD 2017

Year one phonics screening - all pupils:2015School

National

2016School

National 2017School

National

93% 77% 92% 81% 84% 81%

Year two phonics screening – all pupils:2015School

National

2016School

National 2017School

National

100% 90% 97% 91% 95% 91%

Gender – phonics

Year 1 Boys National

Diff Girls National

Diff

2016 91% 77% +14%

93% 84% +9%

2017 78% N/a 89% N/a

Year 2 Boys National

Diff Girls National

Diff

2016 97% 89% +8% 100% 93% +7%2017 97% N/A 100% N/A

Phonics - Pupil Premium: number in cohort and number who met the standard- Year 12016 – 78% (7/9)2017 – 71% (5/7)End of Key Stage 1 – all pupils – number on roll: 2016 - 58 pupils 2017 -59 pupils

2016Expected +

2016 higher

standard

2017 Expected +

2017 higher standard

School

National

National

School

National

School National

Reading 78% 74% 24% 24% 76% 76% 27% 25%Writing 71% 65% 10% 13% 64% 68% 8% 16%Mathematics 81% 73% 25% 18% 71% 75% 10% 21%RWM combined

n/a 7% n/a 59% n/a 5% n/a

End of Key Stage 1 – disadvantaged pupils - 7 in 2016; 10 in 20172016

Expected +2016

higher standard

2017 Expected +


School

Nationalother

School

National other

School

National other

School Nationalother

Reading 80% 78% 20% 27% 70% n/a 20% n/aWriting 40% 70% 0% 15% 60% n/a 0% n/aMathematics 80% 77% 20% 20% 70% n/a 0% n/a

RWM combined

n/a n/a 60% n/a 0% n/a

End of Key Stage 2 – all pupils – number on roll: 2016 –56 pupils 2017 -58 pupils2016

Expected +2016

Greater depth

2017 Expected +

2017 Greater depth

School

National

School

National

School

National

School National

Reading 63% 66% 21% 19% 71% 71% 34% 25%Writing 80% 74% 27% 15% 79% 76% 14% 18%Mathematics 57% 70% 16% 17% 86% 75% 31% 23%EGPS 80% 73% 13% 22% 86% 77% 31% 31%RWM combined

43% 53% 5% 64% 61% 12% 9%

End of Key Stage 2 – disadvantaged pupils - 9 in 2016; 17 in 20172016

Expected +2016

higher standard

2017 Expected +


School

Nationalother

School

National other

School

National other

School Nationalother

Reading 33% 72% 0% 23% 53% N/A n/aWriting 67% 79% 11% 18% 79% N/A 6% n/aMathematics 33% 76% 10% 20% 82% N/A n/aEGPS 78% 78% 10% 27% 65% N/A n/aRWM combined

11% 60% 0% n/a 47% N/A n/a

Average scaled score2016

School2016

National

2016 diff with nat

2017 School

2017 Nationa

l

2017 diff with Nat

Reading 103 103 0 104 104 0

Maths 102 103 -1 106 104 +2

EGPS 104 104 0 106 106 0

Disadvantaged: Average scaled score

2016 School

2016 National

other

2016 diff with nat 2017

School2017

National other

2017 diff with Nat

Reading 98 104 -6 100 104 -4

Maths 99 104 -5 104 104 0

EGPS ? 104 102 106 -4

2016 Floor and coasting standards

School 2016 Floor Coasting

Expected RWM 43% 65% 85%

Reading progress 0.52 -7 -2.5Writing progress 1.41 -5 -3.5

Mathematics progress

-0.92 -7 - 2.5

2017 Floor and coasting standards (as yet not confirmed

School 2017 Floor Coasting

Expected RWM 64%Reading progress +1.60

Writing progress +1.45Mathematics progress

+3.66

2016: Percentile distribution of schools’ progress scores

Percentiles

Reading

School DP Writing School DP Maths School DP

Top 5% 4.6 and above

4.4 and above

4.3 and above


3.6 and above

3.3 and above


1.9 and above

1.6 and above

Top 40% 0.7 to 1.7

0.8 to 1.8

1.41 1.28 0.6 to 1.5

Middle 20%

-0.6 to 0.6

0.52 -0.5 to 0.7

-0.6 to 0.5

Bottom 40%

-0.7 and below

-0.6 and below

-0.7 and below

-0.92

Bottom 25%

-1.7 and below

-2.30 -1.7 and below

-1.7 and below

-3.19

Bottom 10%

-3.1 and below

-3.6 and below

-3.3 and below

Bottom 5%

-4.1 and below

-4.9 and below

-4.1 and below

RUDSTON PRIMARY SCHOOL – SUMMARY SCHOOL IMPROVEMENT PLAN – 2017-2018

1. Outcomes for pupils1. Increase EOSK 1 combined from 59% to be above 65% by improving writing and maths outcome through quality first teaching and targeted intervention. Maintain

EOKS 2 combined score (2017 64%) at above National (Nat 2017 61%) . Improve EOSK 2 reading outcome to above National through quality first teaching of guided and reciprocal reading. Increase EXC (GD) in RWM at EOKS1& 2 to above national through target setting, challenge and delivery of a mastery curriculum.

2. Increase % pupils achieving a ‘high combined’(GD) score from 5% at EOKS 1 and maintain 12% EOSK 2 through level appropriate guided reading and implementation of reciprocal reading techniques.

3. Reading - Improve progress and attainment in reading, especially for PP, by improving the level of challenge in guided reading sessions, implementation of reciprocal reading and focus on group intervention to diminish difference.

4. Writing – Reduce the number of pupils who are below age related expectations in writing and accelerate the progress of PP at EOKS 1 so that the gap between PP and cohort attainment is reduced ( EOKS 1 60% compared to 64% ). Maintain and increase number of pupils who achieve a GLD in writing to above national. (Additional teacher , intervention , immersive text, CPD)

5. Increase the proportion of children that meet and exceed national expectations in Spelling, Punctuation and Grammar through whole school focus on spelling and phonics. Evaluate impact of SPAG and phonics on improving writing outcomes by evaluating standard of application.

6. Mathematics – Increase the proportion of pupils achieving age related outcomes and above age related outcomes in all year groups .improve EOSK 1 outcome (71% at ARE compared to 75% Nationally) through quality first teaching of Singapore maths, Pre and Post teaching, intervention and high expectations. In Yr 6 maintain outcomes 86% (75% National). Research Maths quality mark criteria. Collaborative partnerships.

7. Accelerate the progress of SEND, disadvantaged and pupils with low prior attainment so that the attainment gap is reduced Introduction of programmes, reciprocal reading, pre and post teaching, CPD, pupil feedback and learning styles planned for. Use O track to highlight vulnerable groups and plan effective intervention.

8. Ensure that 100% of more able pupils achieve above age related expectations and make good progress across school systematic tracking through progress meetings, quality first teaching. Feedback and marking strategies, Maths No Problem, guided reading approaches and provision.

2. Teaching, Learning and Assessment1. Improve the quality of teaching so that all teaching over time is judged as good or better including that provided by intervention, group and support teaching staff

through CPD, coaching, collaboration and effective resourcing ( Min of 50% teaching to be considered outstanding over time. (Increase from 33%). Use co coaching and mentoring strategies, school visits comparable year groups and consultancy targeted support. Improve the quality of teaching to ensure pupils below ARE and MA are making better than good progress and a higher % attain ARE and GD.

2. Improve the quality of teaching by ensuring that the support provided by teaching assistants is never less than good by evaluating impact and high quality training with new programmes and resources and implement a new appraisal policy and procedures.

3. Improve the quality of assessment information and tracking used to inform planning in the immediate learning and through pre and post teaching4. Improve the quality of teaching and learning by ensuring that the work set for pupils challenges all ability groups, especially the more able and enables pupil at all

levels to deepen their thinking with raised expectations and expected high levels of responsibility and resilience. 5. Improve the quality of learning by providing effective developmental feedback and ensuring that children have the time to respond to the feedback and improve

the quality of learning by making effective use of peer and self-assessment. Develop individual target setting for writing and Maths6. Improve the impact of guided reading by designing an approach in each KS (guided reading and reciprocal reading) that is relevant whilst making sure the level of

challenge is more demanding for different ability groups3. Personal development, behaviour and Safety

1. Pupils become confident self- assured learners through a better understanding of the learning process and themselves as learners- A of B, PSHE, SEAL2. Develop the characteristics of our learners to be resilient, motivated with high aspirations through young leader programmes, SEAL, Art of Brilliant, collective

reflection, young enterprise and collaboration with Universities and schools. 3. Raise attendance to 96.59% for all pupils and reduce the rate of persistent absence to below 4% of pupils (2016/17 6.8%) – target PP children and families4. Raise awareness of safeguarding and Keeping Safe through a developed wider curriculum (PSHE programme, SEAL, RSE) in all year groups and delivered through

curriculum

5. Ensure consistency in behaviour systems and reporting across school to monitor and analyse impact of provision and the impact upon outcomes and progress using O Track behaviour log.

4. Leadership and Management1. To embed new members into SLT (new HT, DHT and AH) and develop a leadership structure that has clear lines of accountability across school – SLT, TLRs, UPS,

RQTs and contribution to whole school committed to Mission and vision. Implement program and provision to embed aims. Develop an inclusive MLT to work with SLT (e.g. TLR 3s)

2. To continue to develop leadership at all levels and ensure senior and middle leaders make frequent checks on the quality of teaching through regular book scrutiny and learning walks and discussions with pupils following a developed programme of monitoring to evaluate through year

3. To extend 0 Track to assessment of foundation subjects which will enable senior staff, co ordinators and governors to monitor the progress of cohorts and groups across the whole curriculum. To lead the use of it systematically to impact upon targeting pupils and planning that picks up children at the appropriate time and level. To set realistic yet challenging termly and end of year targets based on prior attainment to ensure all children are making at least expected progress.

4. Develop an individualised programme of monitoring and support for teaching staff following a collective programme in Term 1:1. Develop use of co coaching to share good practise and develop a supportive ethos among all staff.

5. To further improve communication with parents so that parents are fully informed about; expectations for their child and of school, their child’s curriculum, attainment and progress, behaviour and well-being, as well as events at the school and how the school is improving (Booklets, web, Twitter, workshops, pupil presentations, film, radio broadcast, breakfast and books, Nativities, assemblies etc)

6. Develop governance by ensuring governors have the continued skills to support and challenge the school through effective monitoring and regular involvement with the developed provision. Use govn audit to evaluate and plan for improvement. Govn use Appraisal and PM to hold staff to account. New governors embedded into committee and governors linked to year groups or subject areas, Governors expected to visit at least once a year.

7. Plan a programme of targeted staff development and training to improve staff knowledge, skills and expertise in guided reading and reciprocal reading, phonics, SPAG and differentiation of the mathematics (No Problem) curriculum . Develop this each term following a monitoring and evaluating programme that targets individual and group needs.

8. Improve safeguarding by increasing the level and frequency of staff training for all staff with regular feedback sessions and updates including the meetings of the ‘vulnerable child team’. Review policies and documents incl Keeping Children Safe 2016 Part 1.

9. Ensure that the reviewed curriculum promotes British values and the 9 protected characteristics and enables children to develop self-confidence and resilience so that they are able to keep themselves safe from the dangers of; abuse, sexual exploitation and radicalisation and extremism

10. LCC reviewed and updated with regard for children’s interests. Enterprise is included. Range of trips, visitors and creative are planned by all. Art, science, music and drama specialists in place, high schools provide sessions and Hope University. Sport Premium is used and evaluated rigorously.

5. Early Years foundation Stage Improve children’s progress in reading and writing (Esp EXC ) by creating more opportunities for children to engage in mark making both indoors and outdoors,

providing high quality reading sessions and development of reading for pleasure Maintain the number of children achieving a GLD as 80%+ through continued quality teaching and learning opportunities – PM, supervision& appraisals. Work

alongside HOPE uni, Early Excellence. Implement ECCERS and CFS criteria. Integrate provision between Bright Stars & Rudston Diminish the difference of PP and Non PP achieving a GLD (55.6% compared to 86% in 2017) 30.4% gap (9 children) Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the

next stage of their education. Independent work to be evidenced to show unique child and application of skills at distance from learning. Analyse the progress from Bright Stars through O track and Baselines to consider impact for Phonics etc on entry at FS2.

To develop the quality and impact of phonics teaching through a systematic approach with evidence of clear application opportunities planned.

2017/2018 Priorities to achieve summary objectives

Target 1 For all children to reach their full potential because all of their learning, emotional & pastoral needs are met.Expected Impact Sustain and improve the outcomes for all groups of pupils across the school in all areas of the curriculum. To evidence a high

proportion of children enjoying school displaying good attitudes and demonstrating good progress. Differences between groups (SEN, PP, LA, disadvantaged) are diminished with all children achieving their full potential: % achieving GDS above National in RWM at EoKS1 & 2. Demonstrate effective use of assessment data to plan intervention and challenge to consistently demonstrate high expectations of all children; including MA. PM shows 100% teaching is at least good across school.

School Budget £10,000 (incl. Staff development and Immersive Learning Event with History focus)

Target 2 To develop a wider curriculum where everyone feels valued and encouraged, positive relationships are seen as important and there is a safe and secure school environment that is conducive to learning. Expected Impact To deliver a wider curriculum which helps children and young people deal with the real life issues they face as they grow up. To

provide a curriculum which covers issues which are central to children and young people’s wellbeing: nutrition and physical activity; relationships and sex; emotional health and wellbeing and British Values. To support the wider curriculum through our school ethos, where everyone feels valued and encouraged, positive relationships are seen as important and there is a safe and secure school environment that is conducive to learning.

School Budget £5,000

Target 3 To raise standards in reading and create a culture of reading for pleasureExpected Impact Reading at EOKS 1 will be above national at ARE and EXC. Children will sustain achievement from Yr R for age related. At KS2 children

will achieve ARE and GDS above national. Progress will be above national. Children will report they enjoy reading and are able to analyse and respond to text. There is a systematic approach as a minimum to deliver reading POS and achieve learning outcomes.

School Budget £4,000 (including expenditure whole school INSET training and Reading Quality Mark).

Target 4 To develop the use of assessment information and strategies of feedback in Foundation Subjects to plan appropriate teaching and learning for all pupils.

Expected Impact Staff use O track to track individuals progress across Foundation subjects and can pick up children more effectively to ensure at least 85% are at ARE and to diminish differences in groups at end of Key Stages. 100% of children make at least good progress. Effective feedback enables children to understand what they have done well and how they can improve and there is evidence of them responding to their targets and next steps.

School Budget £1,000

Background Priorities - Objectives 2017/2018

Objective Success Criteria

To embed the National Curriculum to ensure there is consistent and rigorous coverage across all year groups using the Learning Challenge Curriculum- broad and balanced curriculum provision.

Staff to evaluate coverage of the National Curriculum 2014 and LCC through professional development opportunities as teachers and subject leads. Learning Challenge Curriculum developed and in place.Develop use of O Track to assess attainment in Foundation subjects to ensure at least 85% ARE across all subject areas with an increased % at Greater depth. Develop the ‘Rudston Recipe’ to the curriculum to ensure that British Values are embedded through curriculum delivery. Improve standards in reading implementing whole school approach to guided and reciprocal reading approach.

To ensure the effective use of Sports Premium Review how this funding will be used for governors, parents and staff. Place on website. Audit and then evaluate its impact in July 2017. Plan for new annual expenditure. Monitor quality of provision and revised use of delivery and outcomes. Consider involvement by all as well as excellence. Develop use of apprentice to deliver P.E. PPA provision and additional provision of PP children

To ensure the effective use of PPG Review how this funding will be used for governors, parents and staff. Place on website. Audit and then evaluate its impact in July 2017. Plan for new annual expenditure. Monitor quality of provision and revised use of delivery and outcomes. This will be regularly tracked-pupil progress funding is evaluated and the impact is regularly monitored throughout the year.

Monitoring the use of marking and Assessment for Learning in lessons and books

Teachers to use AfL strategies and evident through lesson observations, planning, book scrutiny and pupil consultations. Marking to reflect AfL principles and self and peer assessments to be undertaken at all levels. Children to effectively have raised expectations that promote confidence to achievement.To challenge, motivate and support all learners to achieve their potential.Greater understanding of what, how and why of their learning. Greater understanding of how to improve their learning. Strategies support ‘Assessing without Levels and use of ‘O Track’ system to plan and make provision for all chn. All children understand what they have done well and how they can improve. Children have individual targets for writing and maths.

Research and purchase online system to record PM, lesson observations and book monitoring

Effective platform implemented to triangulate PM, lesson observations, and book monitoring will enable all staff to participate in target setting and school improvement.

New appraisal system to be implemented for LSPs & support staff

Appraisal policy and procedures to be developed and approved by governors. Put into place for new 2017/2018 cycle to enhance the teaching and learning as well as contributing to CPD. Raised no of children moving from emerging to expected through effective and systematic intervention. Evidence of pre and post teaching.

To be familiar with the new Ofsted guidance and framework Training attended by SLT and MLT. Staff meeting and CPD for all staff to be familiar with expectations.

October 2017 as a set of standards to be judged against. Literature distributed. Evaluated against standards. SIP delivered training and information. SDP & SSE reflects changes. Phase meetings to evaluate provision against new criteria led to focused improvement plans and reflected upon judgement decisions .

Priority Target 1 : For all children to reach their full potential because all of their learning, emotional & pastoral needs are met.

Expected Impact

Sustain and improve the outcomes for all groups of pupils across the school in all areas of the curriculum. To evidence a high proportion of children enjoying school displaying good attitudes and demonstrating good progress. Differences between groups (SEN, PP, LA, disadvantaged) are diminished with all children achieving their full potential: % achieving GDS above National in RWM at EoKS1 & 2. Demonstrate effective use of assessment data to plan intervention and challenge to consistently demonstrate high expectations of all children; including MA. PM shows 100% teaching is at least good across school.

Linked Plans: Early Years Foundation Stage, Equity Plan, Curriculum Action Plan 2017/2018, Staff Development Plan, SEND Plan, PSHE Policy and safeguarding Policy Liverpool Plan: Improve educational outcomes for all children, Liverpool PromiseEYFS: Principles of four themes from document

Priority Developments Actions IMPACT WHO Time byClearly identify all vulnerable groups and ensure that their needs arerepresented in planning

Ensure all staff are aware of groups within their class – PP, LA, SEN & MA

Lesson observations, book scrutiny, planning and learning walks demonstrate that provision is tailored to maximise the potential of all groups of learners through appropriate and challenging provision

Pupil progress meetings (3X year) demonstrate high expectations of all groups of learners

Termly and end of year targets ensure that 100% of all children make at least expected progress from previous year and end of previous KS

To improve % achieving ARE in RWM and combined by diminishing the difference between PP and cohortIncreased PP combined to 65% (currently 60%) EoKS1 and 65% (currently 47%) EoKS2

WW,AM,RBClass teachers

Termly

July 2018

Ensure that high quality day-to-day teachingmeets the needs of each learner, rather thanrelying on interventions

Lesson observations, book scrutiny, planning and learning walks demonstrate at least good quality first teaching which is effectively differentiated to meet the needs of all groups of learners.

Staff meeting to support all staff in delivery of high quality differentiated quality first teaching

Staff meetings, INSET and Twilight sessions improve delivery of quality first teaching

Working walls support and challenge learning in Literacy and Numeracy

Spelling stops and maths help desks are accessed regularly by all children to support learning

Each classroom reflects current learning to maximise outcomes, motivate and engage all learners

At least 100% of teaching is good with 50% outstanding. Pre and post teaching removes barriers to learning with majority of children accessing quality first teaching in classStaff have improve knowledge of range of needs on class and planning shows effective differentiation that meets the needs of all groups of learners


Termly

July 2018

Ensure that teachers are aware of SEN and LA children in their class and ensure that their needs arerepresented in planning

Lesson observations, book scrutiny, planning and learning walks demonstrate that provision is tailored to maximise the potential of SEN group of learners through appropriate and challenging provision

Learning walks demonstrate use of appropriate resources to support SEN and LA learners in reaching their full potential

Pupil progress meeting demonstrate high expectations of SEN and LA children thorough appropriate provision and support

Pupil progress meetings demonstrate that teachers have an effective knowledge of range of needs in their class and tailor provision to meet these needs.To improve % achieving ARE in RWM and combined by diminishing the difference between PP and cohortIncreased PP combined to 65% (currently 60%) EoKS1 and 65% (currently 47%) EoKS2All SEN children to make 100% progress with 40% making more than expected progress to diminished the difference between cohort groups


Termly

July 2018

Refine provision mapping procedures to simplifyevaluation of interventions: securing efficientinformation collection whilst assessing impactand value for money

Supervision meeting to set targets for all LSPs to highlight any training needs to ensure high impact of interventions

Pre and post teaching quickly addresses any children who are falling behind cohort

Impact of interventions is tracked and analysed to provide most impact on improvement of children’s outcomes

Interventions are having greater impact on pupil outcomes with increase PP combined to 65% (currently 60%) EoKS1 and 65% (currently 47%) EoKS2All SEN children to make 100% progress with 40% making more than expected progress to diminished the difference between cohort groupsProvision map is amended to provide most impact on outcomes


Termly

July 2018

Ensure that all teaching staff know which pupilsare eligible for Pupil Premium and thisinformation is evident in planning and provision.

All PP information is up to date on O Track to ensure teachers know who is receiving PPG

PP grids show additional provision for PP children PP children and additional provision is shared and impact evaluated

during pupil progress meetings

PPG expenditure used effectively to improve % achieving ARE in RWM and combined by diminishing the difference between PP and cohortIncreased PP combined to 65% (currently 60%) EoKS1 and 65% (currently 47%) EoKS2


Termly

July 2018

Maximise the use of LSPs to attend planning meeting to raise understanding of provision Needs analysis of LSPs results in WW,AM,RB Termly

Teaching Assistants ineveryday classroom contexts

for all groups of learners and to provide consistency in delivery during pre and post teaching sessions

Supervision meetings to highlight CPD needs for LSPs Co coaching triads to support LSPs in delivering high quality provision

during whole class and small group teaching

appropriate and tailored CPDTeaching of all interventions is at least good with 20% outstanding

LSPsJuly 2018

Use pupil premium to continue to harnessopportunities to enhance pupils‟ response toaesthetic, sporting & cultural stimuli.

Develop use of PPG to provide additional sporting opportunities for PP children

Develop use of PPG to provide Forest school opportunities for PP children

Use PPG to support engagement in extracurricular clubs and School visits

Pupil voice questionnaire to ascertain views to all pupils and analyse any differences between groups of children

PPG expenditure used effectively to improve % achieving ARE in RWM and combined by diminishing the difference between PP and cohortIncreased PP combined to 65% (currently 60%) EoKS1 and 65% (currently 47%) EoKS2

WW,AM,RBHelen McLindenGovernors

Termly

July 2018

Ensure governors are aware of the PP and howeffectively it is used to “diminish the difference‟ inpupils‟ progress and attainment data

Appoint PP Champion from Governing body to liaise with HT and DHT to ensure effective expenditure of PPG

HT to report termly impact of PPG to governors

Governors have a greater understanding of the use and impact of PPG

WW,AMHelen McLindenPP ChampionGovernors

Termly

July 2018

Continue to look for opportunities for MAchildren, within school.Implement agreed strategies to identify MAlearners: update register

All MA information is up to date on O Track to ensure teachers know who is MA

Lesson observations, book scrutiny, planning and learning walks demonstrate at least good quality first teaching which is effectively differentiated to meet the needs of all groups of learners which is appropriately challenging to support MA children in achieving GD in RWM .

MA children and additional provision is shared and impact evaluated during pupil progress meetings

Improved % of children achieving GD EoKS1Reading – 30% (currently 27%0Writing – 25% (currently 8%)Maths - 30% (currently 10%)

Maintain and improve EoKS2 GDReading – 35% (currently 35%)Writing – 25% (currently 14%)Maths - 31% (currently 31%)

WW, AM,CJ, HM, NB, AKJ

Termly

July 2018

Pastoral groups meetings highlight children at risk of failing to reach full potential due to social and emotional barriers.

Half termly pastoral team meetings highlight children with social and emotional barriers.

Provision is quickly and effectively implemented to remove barriers to learning

Teachers have a good knowledge of all children in their class and are sensitive to needs of all children

Participation in LLP Mental Health Champion pilot RAW

Majority of children are accessing full curriculum for 100% of school day as social and emotional barriers have been removed

WW, AM, RB, PC

School nurseSG governor (GD)

Termly

Improve attendance for all children and reduce PA

Implement Attendance action plan to improve attendance, especially for PP children

Attendance improved to 97.5% from 96.59% (2016/2017)

WW, TS, EWO

Half termly

Termly and end of year celebration for 100% attendance Children with 100% celebrated on school website Mr Potato heads initiative implemented in both Key Stages Termly meetings with EWO , attendance clerk and parents to address

issue of low attendance Participation in LA celebration in recognition of 100% attendance and

improved attendance

PA reduced from 6.8% (2016/2017) to 4%

Support family engagement in learning and school life

Parents workshops for Phonics, reading, AoB Breakfast and books and breakfast with maths sessions held annually Class welcome sessions share year group expectations Website, Twitter, newsletters and Rudston App share learning

experiences on a regular basis Coffee morning drop ins held termly for parents to meet HT and DHT

to share ideas, comments and concerns Regular parent booklets share information on school life e.g.

homework, year group expectations, and theme weeks

Parents have a greater understanding and involvement in school life and learning.100% attendance at parent consultations

WW, AM, Class teachers

Termly

July 2018

Collate a number of case studies that exemplifythe school’s practices in relation to vulnerable groups and the impact of the school’s actions

Development of range of case studies (SEN, LA, PP & MA)demonstrate effective provision which maximise outcomes for all groups of learners

Impact of interventions and support in maximised by regular analysis and reviewingDifference is diminished between vulnerable groups

WW, AM, RB

Termly

July 2018

To ensure that staff wellbeing is a high priority

Develop Wellbeing plan with a policy for staff and children for a supportive and positive culture.

Retain the Staff Wellbeing Charter. Therapist (PC) will offer sessions for all.

Staff absence is reduced from 93 % (2016/2017)Teaching 97.7%Non Teaching 89.6%

Total = 93%

WW, AM, PC

OngoingJuly 2018

Key monitor Monitoring Strategy Date Evaluation Date Reported to Governors

Wendy Walters

TEAM: Allison, Rachel, Christina, Pat, Tracey, Natalie, Ian, Jamie, Jessica

PP Champion Governors

SENCO

1. Teaching and Learning and SDP development Plan reviewed

2. SSE Policy and system3. Monitoring by learning walks , lesson

obs, PM, book and planning scrutiny4. Discussion with staff and evaluation5. Pupil Consultation6. Questionnaire for sample of parents,

children and staff7. Analysis & comparison of data

Date as undertaken and reviewed

Review

Priority Target 2 : To develop a wider curriculum where everyone feels valued and encouraged, positive relationships are seen as important and there is a safe and secure school environment that is conducive to learning.

Expected Impact

To deliver a wider curriculum which helps children and young people deal with the real life issues they face as they grow up. To provide a curriculum which covers issues which are central to children and young people’s wellbeing: nutrition and physical activity; relationships and sex; emotional health and wellbeing and British Values. To support the wider curriculum through our school ethos, where everyone feels valued and encouraged, positive relationships are seen as important and there is a safe and secure school environment that is conducive to learning.

Linked Plans: Early Years Foundation Stage, Equity Plan, Staff Development Plan, Wider curriculum action plan, PSHE PolicyLiverpool Plan: Improve educational outcomes for all childrenEYFS: Principles of four themes from document

Priority Developments Actions IMPACT WHO Time byTo embed British Values across the curriculum

Staff meeting to develop staff awareness and understanding of British Values in Primary School

Theme week focusing on British Values to develop children friendly definition of British Values

British values evident in planning, learning walks, school displays and book scrutiny’s

Audit of British values and map of opportunities shared on website

Pupil questionnaires demonstrate improved understanding of British values and how they affect the way we behave

To produce a British values week booklet for parents

Common language and understanding of British values evident throughout school

NBSLTClass teachers

Termly

July 2018

To develop a whole school, age appropriate approach to teaching of PSHE which develops concepts such as:

making relations/ anti bullying

transition and emotions internet safety fire/road/water/electrical

safety money matters

To provide children with the knowledge, understanding, skills and attitudes to enable them to make informed decisions about their lives

To plan a whole school approach to PSHE which is progressive and age appropriate

Staff meeting to develop staff awareness and understanding of British Values in Primary School

To embed principles of PSHE across the curriculum, exploiting all opportunities

Set up a sub-committee from the school council called the food committee to focus on healthy eating and school meals

To produce and implement a PSHE action plan

The quality of learning and teaching in PSHE will be raised and embedded throughout the curriculum.Improved children’s understanding of issues around emotions, healthand growthChildren will begin to make healthy choices for themselves now and in the future.Children will be able to makechoices about healthy eating in their future adult lives

NBSLTClass teachers

Term 2

July 2018

To develop a whole school approach to delivering RSE to ensure all pupils build their confidence and self-esteem, recognise and manage their feelings, play and work cooperatively together, and understand and treat each other with respect.To help children develop healthy relationships now and in the future.

To produce an progressive and whole school approach to delivering RSE

Staff meeting to support staff in delivering RSE in an age appropriate manner

All children demonstrate: Enhanced self-

awareness and self-esteem

Healthy and respectful friendships and relationships

An understanding of and a healthy attitude to human sexuality and relationships in a moral, social and spiritual framework

Responsible behaviour and the ability to make informed decisions

A sense of value for family life and marriage

An appreciation of the responsibilities of parenthood

Appreciation of the value of human life and the wonder of birth

NBSLTClass teachers

Term 2

July 2018

To develop the underpinning qualities and skills that help promote positive behaviour and effective learning through a whole school commitment to SEAL

To ensure SEAL is delivered weekly in all classes and linked to weekly assemblies

Every class to have a SEAL display to promote principles Year groups to record learning in SEAL in floorbook

Children demonstrate skills such as understanding another’s point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries

NBSLTClass teachers

Termly

July 2018

To embed Rudston Core Values throughout school

To continue to embed Rudston Core Values into everything we do in school

Celebrate demonstrating of core values through star of week and Dojo points

To produce and distribute Core Values booklet for parents Negative incidents to be logged on O Track

Children demonstrate core values in attitudes to learning and to each other. Reduction in incidents of negative behaiours.

NB, JLSLTClass teachers

Termly

July 2018

To provide opportunities for Year 6 children to prepare for the transition to High school by:

Develop role of young leaders in supporting infant children at lunchtime through provision of active play and structured peer support at lunchtime

Year 6 children are ready for transition to High school.Children demonstrate core

NB, IRSLTClass

Termly

July 2018

To develop self esteem and mutual respect

To provide opportunities for Young leaders to learn more about themselves and others through support younger children and

To give all children opportunity to recognise leadership skills in themselves and other people.

To develop new skills. To learn more about

relationships with your peer group, other children and adults.

To encourage co-operation, teamwork, self-confidence, independence and communication

To further develop the Buddy system through joint events, reading sessions, trips and in class support. Extend the buddy system to continue into year 1.

To provide opportunities for young leaders and school councillors to support HT in escorting visitors on visits to the school

To ensure that all year 6 children have a role as young leaders during final year at Rudston Primary School

To select and support a range of charities during the year through the planning of fund raising activities

values in all aspects of school life.Reduction in frequency of negative behaviours

teachers

To build upon the pupils voice through the SchoolCouncil.

School council to work with SLT to develop child friendly version of SDP

Sub committees to be set up to focus on projects throughout the year

School council to be given £200 budget to develop financial understanding

School council to develop specific projects in school decided upon in their regular meetings with a focus on improving learning and linked to SDP.

School council to develop their own Action Plan School council to report to governors on their work at the end

of term 3.

Children are involved to a greater level in theirlearning and determining the direction the learning will travel.Gov’s better informed of the work of the LC and itsimpact on learning

IRWW

SBM

Governors

Half termly

July 2018

For Eco-Monitors to help develop and monitor strategies for saving energy and reducing waste, encouraging the recycling and composting of as much waste as possible and think of new ways the school can be more sustainable.

Hold an annual Walk to school week to raise issues of congestion and pollution

Elect Eco monitors in each class to plan new initiatives Eco Monitors in each class will help remind classmates and

teachers to switch things off and recycling. Hold Eco projects throughout the year to improve

understanding of recycling, reducing and reusing

To ensure that Rudston Primary School sustains its efforts in being an ‘eco-friendly’ school.

DSWW, HMcLLA (Eco governor)

Termly

July 2018

To support 2%er Champions to help children develop their emotional intelligence. To raise the level of happiness, confidence and resilience of every child; embedding positivity and a

Elect 2%er Champions in each class to embed the principles of Art of Being Brilliant (AoB):

Choose to be positive Take personal responsibility Do random acts of kindness

All will know: that they can choose

to be positive in situations.

that they can take

CM

Class teachersAll staff

Half termly

July 2018

sense of personal responsibility into school and home life.

Understand your impact Have resilience Play to your strengths Set some HUGGs (huge goals) To hold AoB clubs to support children with low self esteem to

enable them to ‘choose to be positive’ and ‘play to their strengths’

To develop a culture of AoB throughout school, at home and in the local community through staff meetings, parent sessions, theme weeks and community events

To ensure all staff and children use to common language that promotes positivity and resilience

personal responsibility for their thoughts, actions, behaviour and their learning

that they can have a positive impact (or negative) on those around them.

that if they choose to, they can bounce back from setbacks and view mistakes as positive learning experiences. They can develop resilience.

that random acts of kindness can make themselves, the school and home happier places.

that everyone is good at something and we feel happy if we do what we are good at.

that if they set themselves goals taking small steps will help them achieve them.

To use the CFS principles to ensure that we provide a secure and “safe” environment for children which isstimulating and supportive.

Each classroom to have reading area which is age appropriate and resources with relevant text

To provide a consistent ethos around school which is supportive in developing independence and positive attitudes to learning

Learning walks to demonstrate that classrooms and displays reflect current learning in a supportive culture

Environment in school is inclusive and non-

discriminatory environments

positively promote talk in the environment.

supports positive socialisation of children with peers

demonstrates awareness and practice of child-centred, active

RM

All staff

Termly

July 2018

learning opportunities for

children to participate fully , engaging and influencing the learning environment


Natalie Bronstein (TLR)

All staff

1. Wider Curriculum action plan2. SSE Policy and system3. Monitoring by learning walks , lesson


children and staff7. ½ Term Monitoring Plan 8. Floor books


Review:

Priority Target 3 : To raise standards in reading and create a culture of reading for pleasure

Reading at EOKS 1 will be above national at ARE and EXC. Children will sustain achievement from Yr R for age related. At KS2 children will achieve ARE and GDS above national. Progress will be above national. Children will report they enjoy reading and are able to analyse and respond to text. There is a systematic approach as a minimum to deliver reading POS and achieve learning outcomes.

Linked Plans: Foundation Stage, English & ICT, Curriculum Action Plan 2017/2018, English development plan, Phase plans, Reading Policy and statement (Website) Liverpool : Improve educational outcomes for all children, Narrow the gap between groupsEYFS: Principles of four themes from document

Priority Developments Actions IMPACT WHO Time by

To develop standards of reading across school

INSET training and staff meeting to develop whole school approach to reading across the whole taking into account Guided and reciprocal reading techniques.

Renewal of Reading Quality Mark with support from LLP Reading Coordinator Jenny Holder

Ensure all classes use the reading area and that it is current, challenging and inspiring

Create reading displays in both buildings that promote a love of reading in school

Use a text to develop literacy skills in reading and writing that is linked to the Learning Challenge Curriculum

Use O Track and pupil progress meetings to identify children for support for reading in each term. Ensure their provision is tracked through O Track.

Give regular and effective feedback through reading sessions that impacts upon attainment.

Set termly and end of year targets based on prior attainment Monitor pupil progress to ensure targets are met for pupil

through reviews and progress meetings for reading. Provide workshops for parents and families to provide

details of how to support. Provide booklets for parents for ARE and guidance

Young Reading leaders-Librarians, Buddy Reading system, Reading Advocates, School Council Agenda on Reading

Establish different approaches to teaching reading – guided and reciprocal reading

Analysis of KS 2 SATS questions to plan effectively

Reading is a priority across school and delivery is consistent and of high quality. EYFS Exit data will ensure standards are maintained in reading. (83% ). Raise % of children exceeding at EYFS in reading, Reading journals implemented and observations show reading opportunities for all children with focus on differentiated provision.

EOKS 1 77% ARE and 27% GD. Improve ARE by 10% and GD % by 3% Improve % PP at ARE from 70% to 76% & PP GD % from 20% to 27%

EOKS2 Improve from 71% to 80%( Nat 71%) and maintain GD at 35% Improve % PP at ARE from 50% to 80% & PP GD % from 14% to 35%

Reading Quality Mark is

SLT, English Team

Phase Leads

LA Consultancy

HOPE consultancy

July 2018

Feb 2018

renewed Feb 2018To ensure effective interventions are in place to support all pupils in making outstanding progress.

To use pupil progress meetings to discuss which children need extra support groups or booster groups.

Create a timetable for the 1:1 and group LSPs to follow. Monitor the progress of all children in intervention groups

to ensure that the extra intervention groups are effective. Monitor the children’s work to ensure that the work

provided in the intervention groups are challenging and effective for its purpose. Have discussions with the 1:1 teachers about the selected children.

Provide intervention groups for MA to ensure they make at least expected progress and achieve GD EoKS1 and EoKS2

Intervention for reading is of a high quality – review of schemes and programmesChildren make good progress and catch up is evident for pupils. PP and Dis pupils are targeted and gap is decreasedLSPs and volunteers are skilled

AM, RB, English team

WW and SLT

LA etc

Each term review and feedback – changes made where necessary2017/18

To improve the reading delivery across school through a whole approach to guided and reciprocal reading

INSET training delivered by Katherine O’Neil (HOPE) to develop whole school approach to guided and reciprocal reading at an age and attainment appropriate level

Establish Guided and Reciprocal reading system in school in Term 1 , following visits and training develop this.

Ensure Rudston approach to reading and Phonics is shared on school website

Visit local schools for looking at guided and reciprocal reading ideas

Staff meeting training for reciprocal and guided reading to share good practise

Review resources being used for guided reading including planning and IEP delivery.

Guided and reciprocal reading is delivered effectively with no pupil wasting time. Plans show pupils are targeted and O track has been used effectively. Outcomes are as cited above

English teamSLT (Phase Leads) WW, AM, RB

Dec2017

March 2018July 2018

To develop and improve the delivery of SPG and Phonics teaching and focus upon application of SPG and Phonics in reading and writing

To have non-negotiable time tabled sessions for Phonics and SPG 4x weekly min

To develop a consistent, whole school approach to planning and delivery of phonics- Jenny Truddaiu support, SIL training, CPD

Half termly spellings shared with parents to improve application in writing

SPG and Phonics learning is planned in outdoors and in class through curricular learning

Marking reflects high expectations for SPG and Phonics in all areas/ books

Improve outcomes of Phonics from 84% to 86% and maintain SPG 86%.

Application is more evident and spelling is improved through reading and writing. (Book scrutiny). % pupils achieving in Grammar is maintained in SPG KS2 test.

CP areas include phonics in FS and year 1

SLT, RM, RB

WW, Jessica C, Jay C, RM, LHorton

Termly

Term 1 and 2

Term 2 , 3

Term 2

To create reading areas in and around the school environment.

Ensure each class has a relevant, engaging and inspiring reading area which is resourced with challenging texts which reflect current learning

Work with Reading subcommittee of school council and LLP reading coordinator to redesign junior library to create a child friendly reading space

High engagement and enjoyment of readingGood attitudes evidencedReading areas used wellInspired to read by environment, books and staff

CJ, Volunteers, LSPs , WW, IR

Dec2017March 18

July 2018

Ensure a reading display in each building promotes a love of reading

KS2 have greater motivation to access to library

To maintain teacher’s ability to moderate and level reading using O Track

Monitoring Plan in place to ensure children & their progress are a key focus.

O Track is used systematically alongside reading sessions to establish progress

Pupil Progress meetings termly to discuss children in depth with a focus on those that are in need of support regardless of ability. Target progress and groups.

Pupil Progress information is clear to use as a prompt for all discussions

Moderation training through LA and in school sessions EYFS use 2 Simple to share assessments and observations

with staff and parents SLT &English leads to monitor reading through listening

regularly to children read

Assessments are accurate for children and next steps are clear and understood by class teacher. Through co-coaching and local group networks discuss through samples of pupils work. (What is ARE for each year and on track to be ARE and GD )Outcomes sustain and improve as above.

English teamSLT (Phase Leads) AM

Termly pupil progress meetings

Half termly moderation

July 2018

To engage the children in key texts that they can explore with great depth across all Key Stages

Reading subcommittee to provide collections of texts linked to LLC topics for each year group

Develop skills from reciprocal reading to support children in analysing text to develop inference and deduction skills

Plan and link to English lessons Provide exerts for home or text list for parent support and

engagement – link to year group author study

Monitoring and book scrutiny shows high quality learning stimulated by key texts. Plan in place on website in Curriculum infoReading area contains range of text linked to LLC

English team, CT and J.Long

Dec2017

March 2017

July 2018To review and develop the home reading approach for families across school and involve parents and carers as partners in our children’s learning

Questionnaire parents, staff and pupils regarding home reading system via HT drop in sessions and questionnaires

Review engagement by children and families by analysis of Bug Club access at home and its impact upon progress of pupils

Provide reading and phonic workshops for parents in Reception

Term 2 Reading and books sessions for each year group Provide plans for each year group- website and signpost to

reading section of school website Create a booklet for each year group with end of year

expectations Class welcome sessions to share expectations and topics

over coming year

Parents feedback they are happy and satisfied with the home reading scheme as a majority. Increase % pupils are completing their HMK

English team SLT

Termly parent drop in sessions

Oct 2017

Support staff confidence and raise expectations through enhanced training opportunities – courses, consultancies, visits.

Staff Audit of subject knowledge and confidence linked with quality of teaching evidence

Visits to local schools and settings. Staff audit at end of year and analysis of Quality of Teaching

and Pupil progress data .

All staff have a raised level of confidence and knowledge in teaching reading across school Evidence of a planned

SLTEnglish team

Term 1

Ongoing

TWILIGHT, staff meeting time focused upon professional development & mastery. (Inc. differentiation), access to SIL training programme

Reading staff training and development plan in place – observing and team teaching reading.

programme of staff development which shows positive evaluation and impact upon raised standards and QTQL

CT and LSPs Term 2Sept 16 Term 2Weekly

Monitoring and Evaluation


TEAM: Clare J - Reading Lead (TLR)

Class teachers

English Govn – Lucy Atkinson, Jean Doran

1. Monitoring by learning walks, lesson obs, PM, book and planning scrutiny

2. Discussion with staff, pupils, govn parents

3. Pupil Consultation – learning walks4. Questionnaire for sample of parents

and parent drop in sessions5. Analysis & comparison of data6. Moderation and standardisation files7. SIP visits and monitoring/ review8. Curriculum Subcommittee (Teaching

and Learning )

See SSE annual plan


Review

Priority Target 4: To develop strategies of feedback and the use of assessment information to plan appropriate teaching and learning for all pupils.

Expected ImpactStaff use O track to track individuals progress across Foundation subjects and can pick up children more effectively to ensure at least 85% are at ARE and to diminish differences in groups at end of Key Stages. 100% of children make at least good progress. Effective feedback enables children to understand what they have done well and how they can improve and there is evidence of them responding to their targets and next steps.

Linked Plans: EYFS, Staff Development, Curriculum Action Plan 2016/2017, Behaviour Plan, Marking and Feedback Policy,Pupil Premium PlanLiverpool Plan: Improve educational outcomes for all childrenEYFS: Principles of four themes from EYFS documents

Priority Developments Actions IMPACT WHO Time To ensure on going accurate assessments of Foundation subjects are made across the school and over time

Staff meetings dedicated to developing high expectations and subject knowledge for Foundation Subjects.

Embed O Track as assessment tool for all foundation subjects Term 1.2

LCC displays and corridor displays reflect current learning and high expectations

All subject leaders to attend SIL network groups AM and RB to target children with IEPs to pick up and develop

plans for LSPs and volunteers to deliver weekly. Year groups to visit local schools with outstanding results-yr plan Moderation files are developed by SLT, MLT and subject Leads.

Foundation subjects led by Allison Mulvaney as Curriculum Lead. LSIP, Governors and external support moderate quality of

teaching and learning and assessment policy and procedures termly.

CT have attended training or meetings within year group or phase to moderate workCT are confident and accurate making judgements about ARE each yearStandards files are complete for Foundation subjects Planning and book scrutinies show differentiated learning to meet the needs of pupils. This is supported by pre and post teaching for PP, LA and MA groups.At least 85% achieving ARE across all foundation subjects and 30% at GD

Foundation subject leads

AA (LSIP)

SLT, MLT and CT

AM

LSIP, GOVN, SLT

Dec 2018

Term 1,2,3

Throughout year

July 2018Through year

To ensure planning for pupils as a result of phase moderation on a half-termly basis – ensure each pupil makes good or better progress

Planning and book scrutiny demonstrates effective differentiation of all foundation subjects to challenge groups of learner and maximise outcomes for all children.

Half termly pupil consultations demonstrate that children know what they do when and how they can improve

Children are applying literacy and numeracy skills consistently across all subjects

O track used to inform planning to ensure all children make at least expected progress

100% of children making expected progress based on previous year attainmentAt least 85% achieving ARE across all foundation subjects and 30% at GD

Foundation subject leads

WW, AMClass teachers

Termly

July 2018

Subject Leaders have a clear understanding of their role and how this impacts on pupil

Subject Leads complete action plans with clear SSE for Curriculum overview 2017/2018.Repeat in July for 2018/2019 with comparables that show progression in achievements. Identify

Leads share expertise within the school to improve the standards of teaching so raised standards in

SLT, MLT and Leads

Sept 2017July 2018

performance achievement strengths and weaknesses. Subject Leads identified, attend regular SIL training and deliver

staff meetings Consultant support delivered by SIL (S Wells) LCC staff meeting to ensure subject coverage , WOW starter and

‘presentation’ of learning British values and PSHE is mapped across school and curriculum

and linked to all curriculum areas Learning Walks undertaken by subject leads to ensure coverage

and challenge Subject leads collate evidence to make standards files with

exemplifications at each level. Subject Leads attend courses through the year and LA subject

Lead meetings in each term. Feedback in staff meetings Subject Leads to present to Govn in Term 3:2 Subject Leads coordinate a display of their subject in the main

corridors of each building to raise profile of subject Subject Leads to coordinate/ lead visits and enrichment Science is taught weekly by Scientist – Eileen Edwards Art taught weekly by J.Kelly – Art specialist PE is taught by AS and supported by HMc , IR,JC, TC for football

etc

all subjects. Analysis of groups show diminished differences. Lesson Study will be embedded as part of professional CPD. Staff will benefit from a supportive culture of shared improvement.Subject Leaders will understand how their subject is taught and be able to contribute to improvement so that the quality of teaching and pupil outcomes are improved.Pupils feedback they have enjoyed all subjects and are able to talk about subject specific concepts and knowledge. Staff feedback they are confident to deliver in all subjects

Stephanie Wells (SIL)

Subject Leads and LSPs

EE, TCJKAS

Oct 2018Through year

June2018May 2018

Through year

Whole school Marking and Feedback policy adhered to in all books by all staff including support staff.

Review marking across school as a team and ensure it is consistently applied in LCC books to address literacy errors

Undertake a pupil consultation to establish impact Update a developed policy with clear strategies Support and co coach staff as necessary to mark consistently Review and guide for procedures to be in place to help learners

know exactly what they need to achieve Staff meeting to make sure there is conclusive evidence of pupils

demonstrating sufficient gains in knowledge, skills and understanding. Book scrutinises in phases and cross phases

Collate evidence of pupils’ understanding being checked and adjustments made from lesson to lesson

Collate evidence of work linked directly to year group expectations in standards files and through book scrutinies.

Check for evidence of high expectations and learning being challenging enough by MLT and SLT each ½ term in each subject.

Collect samples of excellent modelling that is gained through a systematic and sequential lesson

Provide parents with information about feedback and marking through parent meetings – Nov 2016 and March 2017

Undertake case studies in each phase about impact of feedback and assessment on pupil progress – AM

Monitoring of marking shows all teachers follow marking policy consistently in all subjects.Book scrutiny shows that children’s work is well presented, progress is clear, targets are evident that help move every child on. Chn can talk about the impact of marking that has helped them progress. There is a range of activities through each year group challenging the children and their use of vocabulary is developing well. Work is clearly linked to year group expectations and different genres of text being used to meet the needs of the curriculum.

WW and SLT

WW, AM and CT

Phase Leads, AM

Subject leads

Subject Leads and SLT

By Dec2017 and on going through year

Feb 2018

Oct , Dec 17June 2018

Review and monitor termly. Consistent approach by March

Pupil Questionnaire / consultation about how feedback helps them.

2018

To engage families and parents in the assessment process with a greater understanding of the system

Provide parents with booklets on how we assess at Rudston and track progress and attainment

DH to liaise with Subject Leaders so that end of year expectations for all subjects are available on the school website and shared at class welcome sessions.

Provide a workshop for Governors and parents Keep parents informed regularly through monthly newsletters Give guidance at parent Evenings and show exemplifications of

expectations in each year group.

Parents feedback they have an understanding of assessment and tracking at Rudston for their child. Information is clear to enable parents and families to support school and families work together for the childSchool reports are useful and informative, covering all subject areas.

WW, AM,

CT

Leads, SLT, MLT

Oct 2017

Jan 2017

Monthly

July 2018


Wendy Walters, Allison Mulvaney

All staff

1. Assessment action plan2. SSE Policy and system3. Monitoring by learning walks , lesson


children and staff7. ½ Term Monitoring Plan


Review:

2017/2018 BEST VALUE STATEMENT

IntroductionThe governing body is accountable for the way in which the school’s resources are allocated to meet the objectives set out in the school's development plans. Governors need to secure the best possible outcome for pupils, in the most efficient and effective way, at a reasonable cost. This will lead to continuous improvement in the school's achievements and services

What Is Best Value?Governors will apply the four principles of best value: Challenge - Is the school’s performance high enough? Why and how is a service provided? Do we still need it? Can it be delivered differently? What do

parents want? Compare - How does the school’s pupil performance and financial performance compare with all schools? How does it compare with LEA schools? How

does it compare with similar schools? Consult - How does the school seek the views of stakeholders about the services the school provides? Compete - How does the school secure efficient and effective services? Are services of appropriate quality, economic?

The Governors’ Approach

The Governors and school managers will apply the principles of best value when making decisions about: the allocation of resources to best promote the aims and values of the school. the targeting of resources to best improve standards and the quality of provision. the use of resources to best support the various educational needs of all pupils.

Governors, and the school managers, will: make comparisons with other/similar schools using data provided by the LA and the Government, e.g. RAISE, quality of teaching & learning, levels of

expenditure challenge proposals, examining them for effectiveness, efficiency, and cost, e.g. setting of annual pupil achievement targets require suppliers to compete on grounds of cost, and quality/suitability of services/products/backup, e.g. provision of computer suite, redecoration consult individuals and organisations on quality/suitability of service we provide to parents and pupils, and services we receive from providers, e.g. Sex

and Relationships Education, pupil reports, assigned inspector, OFSTED, maintenance consultant, borough Energy Group

This will apply in particular to: staffing use of premises use of resources quality of teaching quality of learning

purchasing pupils’ welfare health and safety

Governors and school managers: will not waste time and resources on investigating minor areas where few improvements can be achieved will not waste time and resources to make minor savings in costs will not waste time and resources by seeking tenders for minor supplies and services

The pursuit of minor improvements or savings is not cost effective if the administration involves substantial time or costs. Time wasted on minor improvements or savings can also distract management from more important or valuable areas.

StaffingGovernors and school managers will deploy staff to provide best value in terms of quality of teaching, quality of learning, adult-pupil ratio, and curriculum management.Use of PremisesGovernors and school managers will consider the allocation and use of teaching areas, support areas and communal areas, to provide the best environment for teaching & learning, for support services, and for communal access to central resources, e.g. the library, children’s centre and Bright Stars integrated approach Use of ResourcesGovernors and school managers will deploy equipment, materials and services to provide pupils and staff with resources which support quality of teaching and quality of learning.

TeachingGovernors and school managers will review the quality of curriculum provision and quality of teaching, to provide parents and pupils with:

a curriculum which meets the requirements of the National Curriculum, , The Early Years Foundation Stage Curriculum, the LA Agreed RE Syllabus, and the needs of pupils

teaching which builds on previous learning and has high expectations of all children’s achievement and progress LearningGovernors and school managers will review the quality of children’s learning, by cohort, class and group, to provide teaching which enables children to achieve nationally expected progress, e.g. setting of annual pupil achievement targetsPurchasingGovernors and school managers will develop procedures for assessing need, and obtaining goods and services which provide “best value” in terms of suitability, efficiency, time, and cost. Measures already in place include: procedures for accepting “best value” quotes, which are not necessarily the cheapest (e.g. suitability for purpose and quality of workmanship) procedures which minimise office time by the purchase of goods or services under £1000 direct from known, reliable suppliers (e.g. stationery, small

equipment)

Pupils’ WelfareGovernors and school managers will review the quality of the school environment and the school ethos, in order to provide a supportive environment conducive to learning and recreation.Health & SafetyGovernors and school managers will review the quality of the school environment and equipment, carrying out risk assessments where appropriate, in order to provide a safe working environment for pupils, staff and visitors.

MonitoringThese areas will be monitored for best value by:1. In-house monitoring by the Headteacher, School Business Manager , SLT, governors and curriculum managers, e.g. classroom practice, work sampling2. Annual Performance Management & Appraisals3. Risk Management and Continuity planning4. Annual Budget Planning5. Analysis’s of school pupil performance data, e.g. SATs results, standardised test results, results against all schools, LA schools, similar schools6. Analysis’s of LA pupil performance data7. Analysis of DFE pupil performance data, e.g.Raise, FFT8. Analysis of Pupil Premium and accountability for expenditure incl review of impact9. OFSTED inspection reports10. LSIP Reviews and Target Setting11. Governors’ full termly meetings12. Governors’ Annual Finance Review13. Governors’ Annual Development Plan Meeting14. Governors’ Annual Report to Parents15. New Financial Management Standards Value Audit 16. LA SLA Support – Monitoring and reporting

Equality Duty Objectives 2017-20

Aim:To meet the requirements of the Equality Act 2010 by setting challenging improvement objectives that demonstrate Rudston’s desire to eliminate discrimination between groups of children and the community.

Linked Plans: School Development and Improvement Plan, PSHE, SEAL , Disadvantaged (PP) plan, Curriculum, Building, Gifted & talented Action PlanAims: AllECM: All

Aims and Actions Time Impact on Pupils Person(s) responsible and

costs

Monitoring Evaluation and success criteria

Priority 1: To increase the number of children known to be eligible for FSM attaining ARE in English and maths.

To ensure Pupil Premium spend targets the entitlement of all LAC, FSM, EV6 and services children.

July 2020 Those children from disadvantaged backgrounds will be given the same opportunities as those who are more advantaged peers.

WW/AM/SBM Termly tracking and intervention adjustments.Financial tracking to ensure best value.

The number of children attaining ARE in English and maths is at least 85% annually and that no significant difference exists with non-FSM children. Diminish difference between PP and NON Nationally .

Priority 2: To increase the number of children attaining the highest levels in English & maths.To better meet the needs of the more able pupils by matching provision to level of need including differentiation.

July 2020 The more able children will receive a differentiated curriculum and provision that better serves their academic level.

WW / SLT / AM,RB/ NB, AKJ

Termly tracking and adjustment of timetables.

The number of children attaining MA (exceeding) in English and maths is at least above nat annually and that no significant difference exists compared to national and local scores.

Priority 3: To improve the attendance and punctuality of FSM children currently with less than 95% attendance.To specifically track the attendance & punctuality of all FSM, PP children on a daily / weekly basis.

July 2020 Improved safeguarding, outcomes and sense of confidence in children by providing first day response and wrap around care.

WW/TS/PC & EWO

1/2 termly reports to Headteacher. HT to analyse and meet families as identified

The overall attendance of FSM children to show no significant difference to the whole school % figure.

Priority 4: To improve the progress SEN pupils make within an academic year. To review the SEN IEP ‘s, intervention programmes being used and deployment of LSPs and LSO’s

July 2020 SEN pupils will achieve their IEP targets and make progress as targeted

AM,RB, SLT & MLTSA, LS

SEN MonitoringMonitoring-QTQLLSP AppraisalsPupil Progress Meetings

The SEN group achieves in line with national as a minimum. Case studies demonstrate good progress for all SEN pupils

Equality Action PlanEquality Objectives 2017 – 2020 in response to the Equality Act 2010

The General Duty Objectives Action Key Personnel Success Criteria Evaluation1. To eliminate

discrimination, harassment, victimisation and any other conduct that is prohibited by and under this Act

To enhance the children’s and parents’ understanding and empathy for people who are protected by the Act.

To involve representatives from all stakeholders in the development of actions to meet the general duty.

To ensure zero tolerance to bullying. (Policy) PSHCE

Develop school council to develop,support and promote activities that highlight the Act e.g.Fair Trade, British values week, Sports , Art and Wellbeing Week.To invite people in / visitors to focus upon disability awareness.

Invite governors through their awareness and involvement in sub committees such as the Curriculum Committee Involve parents through parent forums and family learning to become involved with the development and enhancement of the children’s learning. To feedback to staff and governors and parents through governor meetings, staff meetings and newsletters. To continue high focus on our Art of Being Brilliant.Participation and planned activities to promote ‘Anti Bullying Week , British Values week and themed weeks. Programme of events and activities planned. To identify and further enhance appropriate curriculum links to promote awareness of understanding and celebrating cultures including each individual child’s own.

Wendy Walters, Allison Mulvaney, Pat Charnock & SLT

Wendy Walters

Wendy WaltersChristina Mitchell, Natalie Bronstein, Jamie Long, Ian Robinson, Jessica CavanaghAllison Mulvaney

Wendy Walters

Pat CharnockHelen McElhinneyNatalie BronsteinJamie LongIan RobinsonJessica Cavanagh

All staff

Allison MulvaneyAll staff, SLT

Children, staff , governors and parents understand the importance of serving the common good and their responsibility towards others. Views of children are taken into account and acted upon.Representative of all groups across schoolFun workshops and activities enthusing commitment of whole community.Children celebrate cultural diversity and value each person as unique. The curriculum includes positive images of people from different backgrounds, ages and abilities. Participation positively promoting mutual respectEffective partnerships supporting work within the school No or few Bullying incidents in school. All those dealt with sensitively and effectively.SEAL supporting social and emotional development, independent children.

2. To Advance equality of

To maintain existing high standards of

Attend SEN accredited training , completing any tasks and

Wendy Walters, Rachel Burke, Learning Support

SENCOs trained and continue to develop

opportunity between persons who share a relevant 9 protected characteristics and persons who do not share it.

inclusive practice and procedures

To narrow the gaps in attainment between boys and girls in writing, reading and mathematics at the end of KS2, KS1 and exit Foundation Stage.To narrow the gap between FSM , PP children and non FSM children at the end of KS 1 in reading, writing and mathematics.

To narrow the gap of attainment of pupils with low attendance rates

To ensure the equality of physical access for all children and staff

assignments

Partner work with SENCos through SEN consortia meetingsMaintain and further develop work and provision linked to SEN and personalised learning(Intervention Programmes and differentiated learning provided )

Target pupil premium to provide appropriate intervention and resources to make provision for FSM children.

Record and analyse attendance data weekly .Target families of children who have poor attendance with EWO serviceReview policies and procedures for improving attendanceEncourage children through improved curriculum and provision and communication.To enhance areas in school to ensure all adults , visitors, staff and groups of children have access to the facilitiesTo meet any outstanding requirements from our access audit (See Access plan)

Practitioners

Allison Mulvaney, Rachel Burke, SEN ConsortiaMulti Agencies, All staff

All staff

Allison Mulvaney, Rachel BurkeWendy WaltersLSP’sTeachers

Wendy WaltersSBMAdmin TeamEWO ServicesSEN ConsortiaParentsRob (Site Maintenance and management)Governors, LA support

professionally keeping abreast with current advices and strategies This is disseminated at staff meetings

Provision mapping in place with entry and exit criteria being used effectively. Strategies in place ensuring progress and achievement of potential. IEPs/ IBPs used where necessary All pupils make expected in one academic year.

Improved attendance for all pupils (97% target)Attainment improved for poorer attenders.

Improved facilities throughout the school meeting the requirements of the access audit.

3. To foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

To promote community cohesion through the curriculum

Promotion of Vision, Sporting and Art’s Values across the curriculum

To promote spiritual, moral, social and cultural development through the teaching of PSHE, thematic work , English and Literacy

To further enhance the curriculum to include more frequent experiences and opportunities for the children to be aware of, understand and celebrate a variety of cultures (including their own ).

Develop the Buddy system in school and liaise with Year 5 and Reception classes and throughout school

Health and Wellbeing Week organised and delivered in each class across the school and through

Wendy Walters, Katie Todhunter, Natalie Bronstein, Aimi Kinsey Jones &All staff

Ian Robinson, All staff

Natalie Bronstein

Natalie Bronstein, Clare

A developed and shared sense of belonging in the school, and in the school’s neighbourhood.

Values understood and practiced supporting good relationships and mutual respect.

Children appreciate the positive role models represented by visitors to school and have more deepened understanding of cultures and their traditions.

with particular reference to issues of equality and diversity

To maintain and continue to improve our relationships with parents and their involvement in school life.

a thematic approach.Annual surveys of children and undertaken and of parents and their attitudes and thoughts about Rudston Primary School and its provision.The website, Twitter and App is used to promote and share relevant guidance and websites.E Safety involvement with the community through various agencies and brochures, curriculum etc.

Involve the Parents in developing ways to educate children about different cultures etc. To communicate suggestions to staff and governors.

jones, Aimi Kinsey-Jones, Ian Robinson

Helen McElhinney, Pat Charnock and Natalie Bronstein, Jamie Long

Helen McElhinney and all staff

Wendy Walters, Katie Todhunter

SBM, Wendy Walters and Jamie Long

Wendy WaltersChristina Mitchell

Peer Massage is delivered in class on a regular basis by all staff.

Sports, wellbeing and Health Week is successfully delivered and evaluated . Children are consulted.

Questionnaires are collated and analysed. Actions are identified and shared with all school stakeholders.Parents, carers and children access and use the website.Parents and children understand the dangers concerning e safety and know how to deal with adverse situations or who to approach for help. Discussion and ideas developed through Family Learning forums, parent meetings and questionnaires. Parents information and suggestions are acted upon and this impacts teaching and learning in school.

PREMISES DEVELOPMENT PLAN 2017/18

A school’s premises, including its land and buildings, are a valuable asset and require careful management.Key benefits of managing the school’s premises, land and buildings, fall into four main categories:

Financial – inappropriately designed (e.g. not fit for purpose) or poorly maintained buildings (e.g. which may need to be replaced) can become a substantial drain on resources.

Educational – the school needs to have the right physical resources (e.g. appropriate storage furniture, classroom furniture ppropriate to age of pupils) to ensure that its curriculum meets the diverse needs of its pupils (including pupils with special educational needs).

Motivational – the condition of the premises and the way the buildings are used can affect the motivation and effectiveness of the pupils and staff who work in them.

Image – where there is competition for resources (pupils, staff sponsorship etc.), the condition of the school can be a factor in attracting pupils and staff.The objective of this Premises Plan is to outline how we plan to maintain or improve the accommodation and grounds to provide a suitable, stimulating, healthy and safe environment for learning. In doing this we will take account of:Maintaining the current premises so that they are fit for purpose.

Maintenance requirements. Quality and fitness for purpose. Health and safety issues resulting from risk assessments.

Making the best use of the premises. Utilisation of current space. Comparison with space standards.

Planning necessary changes/improvements to the premises. Current and future initiatives in the School Development Plan. Future numbers of pupils and staff required. Curriculum developments. Teaching and learning strategies.

NOTE: In planning premises changes/improvements it is necessary to consider the Disability Discrimination Act (DDA) which imposes a duty to make reasonable adjustments if the premises substantially disadvantage a disabled person compared with a non-disabled person. Examples of adjustments might be the installation of a ramp for a wheelchair, a lift for access to the upper floor area.

Condition issues Options and solutions Approx. costs Contribution to raising Timescale

identified forimprovement/investment.

standards (if anydirect link)

School Security Annual review of school security and safeguarding across whole site.

£3,000Delegated budget Risk Insurance initiative matched funding via LA

Safeguarding Health & Safety

April 2018

Update of Foundation Barn Area

Replacement of roof and replacement of windows Awaiting advised funding from LA (2018)


Expected start date 2018

Update of Foundation Barn Area

Repair walls where appropriate. Paint internal and external walls.

£1,000Delegated Budget

Educational outcomes &Motivational

April 2017

Interior paint work in KS 1and KS 2 building

Repair and paint internal walls where necessary £10000Delegated Budget


Rolling programme

Finger guards Repair and replace internal finger guards £1,000Delegated Budget


October 2017

Infant building roof Replacement of roof Awaiting advised funding from LA (2018)


Expected start date 2018

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