Woodlands Park School Improvement Plan (SIP) 2021-22

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Woodlands Park School Improvement Plan (SIP) 2021-22

Executive Summary – Rationale

In 2015, OFSTED graded the school as being outstanding in all areas.

Since it’s highly successful OFSTED inspection in 2015 the school has been through many changes, most significantly in terms of leadership and more recently its structure.

The school has been part of Westcountry Schools Trust (WeST) since September 2016.

Year 6 outcomes were high between 2017 and 2019, especially in writing.

In 2019, KS1 attainment was below the national average in maths. Significant changes to teaching and learning in KS1 led to improved outcomes in 2021.

In 2018, the school made significant changes to teaching and learning in maths which has started to impact on outcomes as a result of good or better teaching over time.

The school started a review of its curriculum during the summer term in 2019, significant adaptations were made in the 19/20 academic year

During the 2020/21 academic year, the school moved from 11 classes to 14 as the PAN increased from 45 to 60. The school embedded changes to its curriculum.

During 2020/21 Catch-up funding was used and curriculum adaptations were made to maximise pupil progress.

Executive Summary – Target Position

To embed changes to the school’s curriculum and to evaluate and refine further through WeST’s curriculum training.

For all teachers and TAs to be delivering a systematic synthetic phonics scheme with confidence, consistency and fidelity.

Reading for Pleasure principles are embedded across the school with targets in action plan achieved.

To evaluate, clarify and refine teaching pedagogy across the curriculum. Make key principles more visible and update teaching and learning policy.

To use additional funding to target year groups and vulnerable groups most affected by the interruptions to their learning through COVID.

Outcomes across KS1 increase to above the national average in all subject areas, including phonics. KS1 children make good progress from foundation outcomes.

Maths progress in Year 6 is positive.

Contents Prioritising Objectives

Section 1: Leadership and Management Section 2: Q of E, Teaching and Learning Section 3: Q of E, Maths Section 4: Q of E, Literacy

Section 5: Q of E, Phonics Section 6: Behaviour and Attitudes Section 7: Personal Development Section 8: Early Years

Bold and Underlined Objectives – High Priority – achievement and impact evaluated through internal and/or external monitoring and the governing body/MAT. Objectives in standard font – Medium Priority – achievement and impact evaluated by the senior leadership team and may involve the governing body/MAT.

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Section 1 - Leadership and Management

Current Position / Rationale:

During the last 4 years, the school has been through many changes in terms of senior leadership.

In September 2020, due to an increase in pupil numbers, the school increased from 11 classes to 14 classes.

During the 19/20 academic year, Mike Tuckwell completed the NPQSL course and Lyndsey Walker is undertaking the NASEN award.

In 2021, Karen Hunter started the NPQH course. Karen is due to complete the course in early 2022.

Karen Hunter became safeguarding lead January 2019 (when she was promoted to deputy head). Safeguarding procedures and processes have been described as ‘exemplary’ in previous audits and strengthened further since Karen’s appointment due to her leadership and her work with WeST and MAST.

Steve Bone appointed Hub leader for the Devon Hub within WeST in January 2020.

The school had a number of middle leadership changes in September 2020, notably phonics, ICT, KS1, Pupil Premium and development of the maths leadership team.

Collaborative work across the MAT improves teaching, learning and provision in all school.

Target Position:


For all teachers and TAs to be delivering a systematic synthetic phonics scheme with confidence, consistency and fidelity.

Reading for Pleasure principles are embedded across the school with targets in action plan achieved.

To evaluate, clarify and refine teaching pedagogy across the curriculum. Make key principles more visible and update teaching and learning policy.

To use additional finding to target year groups and vulnerable groups most affected by the interruptions to their learning through COVID.

To develop subject knowledge and skills of the leadership team through the completion of the NPQH (KH).

Further embed I-Track during the autumn term to enhance the tracking of all pupils and vulnerable groups.

To apply principles of working memory and cognitive load to ensure that lessons promote the acquisition of long term memory and that learning is well-sequenced.

Provide effective support for Early Careers Teachers.

To increase opportunities for summative assessment against key performance indicators for the foundation subjects through integrated topics.

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Target / Ref / (MAT SIP Link)

Lead Person Persons Involved (Including

Governors)

Timescales Resources / Costs

Target Position Progress / Impact RAG Rating

L&M1 - Implement changes in KCSIE through school procedures and Level 2 training including SVSH.

KH AM, RW (WeST) September Leadership Time.

All staff receive and apply level 2 training and are skilled to support regarding SVSH.

L&M2 - Update behaviour policy to reflect changes to KCSIE; especially SVSH.

KH AM, RW (WeST) Autumn Term Leadership Time.

Safeguarding profile increased in behaviour policy.

L&M3 - Embed MAST package offer to support most vulnerable.

KH Leadership team Autumn Term Leadership Time. MAST subscription.

MAST actions improving

provision for safeguarding

and SEND children and

their families.

L&M4 - Embed MAST package offer to widen CPD for all staff.

KH Leadership team On-going MAST subscription.

Combination of whole

school and individual

training sessions increase

skill set of Woodlands

team.

L&M5 - Effective monitoring of teaching and learning to reduce inconsistencies and ensure that teaching across the school is improving and is good or better.

MT, KH, SB, LP, LW, RC, EP Autumn 1 – Book scrutiny and lesson observation. Autumn 2 – Book scrutiny and follow up lesson observations. Throughout year.

Leadership time.

Teaching and learning is consistently good or better across the school. All teachers are improving through relevant target setting.

L&M6 - Update subject curriculum maps in line with changes to FS curriculum.

LW, JS All teachers Spring Term Staff meeting time.

Subject curriculum maps reflect changes to the curriculum.

L&M7 - Develop assessment systems for foundation subjects.

SB All teachers Spring Term Staff meeting time.

Meaningful and manageable assessment

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opportunities through key performance indicators.

L&M8 - To adapt SEND cycle to increase review meetings for EHCP children.

LW All teachers From Autumn Term

£1000 – PP – Teacher release.

Increased pupil progress and understanding of need.

L&M9 - To implement Edukey for provision mapping and SEND support.

LW All teacher Year 3 – Autumn Term All year group – Spring Term

SEND leadership time.

Enhanced tracking of pivotal pupils and increased clarify of the cost of SEND provision.

L&M10 - To monitor planning to evaluate pitch, progress and cognitive load principles.

SLT Team leaders Autumn Term

Spring Term

Leadership time.

Planning pitched to needs of pupils (single year groups) and is sequenced.

L&M11 - Update T&L policy based on WeST’s curriculum modules and T&L principles.

SB RL, RW (WeST) Spring Term Leadership time.

Increased visibility and attainment of core principles across the school.

L&M12 - To maintain team dynamics as we move to single year groups – collaboration, monitoring, monitoring.

Team leaders, SB, KH

All teachers On-going Staff meeting time.

Teaching and learning continues to be enhanced by wider collaboration across the teaching team.

L&M13 - To provide effective support for Early Career Teachers.

CH SB / KH

RW (WeST)

On-going Funded release time.

Enhanced progress for both NQT+1 teachers through in-school coaching and external training.

L&M14 - To complete NPQH and apply leadership principles and research outcomes in school.

KH Course providers Autumn, Spring NPQH cost in last year’s budget.

Action research impacting on SIP targets.

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Section 2 - Quality of Education - Teaching & Learning


There has been a significant improvement in the teaching and learning of maths. The maths lead has trained to become a Professional Development Lead through the NCETM, and led significant professional development for all staff within the school and the MAT. All lessons are now planned and delivered using mastery principles. Staff are using Maths No Problem as a basis for their planning and adapting this for the needs of their children. This has reduced the inconsistences within and across teams.

The quality of the text books and teaching guidance from MNP is high which has had a positive impact on teacher’s workload, giving them the time to discuss pedagogy.

Marking and Feedback procedures were updated in 2019 follow a teacher led review. As a result, shallow marking expectations remain high however next step marking has been significantly reduced ensuring that written comments are meaningful, manageable and motivating.

The review of the curriculum over the last 2 years re-established the purpose of the Woodlands Curriculum and embedded the school’s 10 key principles for effective teaching and learning into all lessons. The curriculum review has led to the review of timetabling across the school to give teachers increased opportunity to provide a broad and balanced curriculum. School leaders have developed the ‘Big Picture’ of the Woodlands curriculum and used these principles to produce ‘Big Pictures’ of the topics they teach and the subjects they lead.

During the summer of 2021, subject curriculum maps were updated to ensure curriculum coverage and the progression of knowledge and skills.

School staff are knowledgeable about working memory principles and cognitive load. They have trialled knowledge organisers in their classes.

Target Position:


Further embed I-Track during the autumn term to enhance the tracking of all pupils and vulnerable groups.

To further develop learning outside the classroom opportunities through school curriculum and local trips.

Fully embed I-Track. All teachers are able to evaluate pupil progress; especially the progress of vulnerable groups through quality first teaching and targeted interventions.

Computing curriculum is developed through the implementation of the Teach Computing curriculum, whole staff CPD and collaboration across the Devon Hub.

Knowledge Organisers are used consistently across the school to facilitate long term memory acquisition and to ensure that learning sequences are well structured and focused.

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Governors)



T&L1 - To evaluate and adapt school curriculum through WeST curriculum modules.

SLT RL, RW (WeST) Termly Leadership time. Non- pupil days.

Curriculum design and implementation enhanced through effective CPD.

T&L2 - To evaluate and adapt teaching and learning policy through WeST curriculum modules.

SLT RL, RW (WeST) Spring Term Leadership time. Non-pupil days.

Teaching and learning policy adapted through effective CPD. Effective teaching and learning is more visible.

T&L3 - Knowledge organisers used consistently across the school.

JF SLT Autumn Term Leadership time.

Knowledge Organisers deployed effectively following key principles to increase retention of key topic information.

T&L4 - To fully embed I-Track.

SB, KH All staff Autumn Term Summer Term

Staff meeting time.

All teachers are using I-Track effectively to monitor the progress of classes and vulnerable groups between key data points.

T&L5 - To further increase connection to locality through trips and visits.

RC All staff On-going PE Grant - £3000.

Connections to school’s locality increased further through targeted local visits.

T&L6 - Computing curriculum is developed through the implementation of the Teach Computing.

CH All staff

Devon Hub

On-going

External CPD sessions booked for Autumn Term

Fully funded CPD.

Staff meeting time.

Increased subject knowledge and confidence in year group units of work.

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Section 3 - Quality of Education - Maths


There has been a significant improvement in the teaching and learning of maths. In 2019, the maths lead completed the Professional Development Lead course through NCETM and led significant professional development for all staff within the school. All lessons are now planned and delivered using mastery principles. Staff are using Maths No Problem as a basis for their planning and adapting this for the needs of their children. This has reduced the inconsistences within and across teams.

The quality of the text books and teaching guidance from MNP is high which has had a positive impact on teacher’s workload, giving them the time to discuss pedagogy.

Attainment at the end of KS2 in 2018 was slightly above national. In 2019 attainment at the end of KS2 continued to be higher than national with the percentage of children at greater depth increasing significantly. Progress at the end of Year 6 has also improved to be broadly in line with national.

Attainment in KS1 was slightly below national in 2018 and further reduced in 2019. This was a key area for develop in 2019/20. The impact of Covid19 has resulted in the school not having external assessments.

Target Position:

Children to make rapid progress at the start of the academic year. Target groups continue to make rapid progress and close gaps through effective use of catch up funding.

Single age classes provide effective pitch and match and specialist environments are developed (e.g. Year 1).

Adapt and further embed Maths No Problem, including in the Foundation Stage.

KS1 attainment and progress increased to above the national average through effective whole class teaching and learning and consolidation through KS1 principles.

Rapid progress of pivotal pupils across the school to close or narrow the gap to ARE and target greater depth.

Achieve a positive maths progress measure (Year 6 outcomes).

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Governors)



M1 - Introduce Maths No Problem – FS – class teaching.

KH JS, LW Autumn 1 FS PPA time. Mastery practise in the foundation stage.

M2 - Introduce Maths No Problem principles – FS – CP.

KH JS, LW Autumn 1 FS PPA time. Mastery practise in the foundation stage.

M3 - Develop fluency in line with understanding of working memory.

KH, JF All staff Autumn 1 Leadership time.

Children are able to fluently select the most appropriate method or resource to support their learning.

M4 - Implement Mastering Number – fluency sessions for Foundation and KS1.

KH Foundation and KS1 staff

Autumn 1 Leadership time.

Children are fluent in subitising and number bonds.

M5 - Year 4 children to attain above national in the multiplication check. Teaching during fluency, MNP, Times Table rockstars, practise checks.

KH/LP All staff Autumn 2 Leadership time.

Percentage of Year 4 passing the times table test is above national average.

M6 - Review principles and approaches of mastering curriculum and MNP.

KH All staff Autumn 1 initial staff meeting

Leadership time.

All staff secure understanding of rationale of mastery approach.

M7 - To monitor fluency planning to evaluate pitch and memory principles.

KH, JF All staff Spring 1 Leadership time.

Effective sequencing of learning in fluency sessions leads to the retention of key skills.

M8 - To adapt provision to enhance progress for key year groups and vulnerable groups.

KH SLT, JS, BW, All staff

Termly £5000 – PP.

Gaps to national average narrowed for key year groups.

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Section 4 - Quality of Education - Literacy


Vocabulary principles embedded through Babcock vocabulary project has impacted on teaching and learning across the school.

In 2018, attainment in literacy was outstanding. In 2019, Year 6 attainment was again well above national in reading and writing.

Outcomes in KS1 were slightly below national in reading and in line with national in writing in 2018. In 2019, outcomes in KS1 remained in line with national in reading and writing.

In 2021, KS1 outcomes were in line with the 2019 national average in reading and above in writing. Outcomes in KS2 were well above the 2019 national average in reading and above the national average in writing.

Phonics outcomes have been slightly above the national average in recent years. The school are implementing a systematic synthetic phonics scheme in 21/22. As a result, there is a separate section in the school improvement plan for phonics this year.

The new school library opened October 2019, new books were purchased linked to Accelerated Reader. The library is at the heart of the school and is one of the many approaches that the school uses to promote a love of reading.

The school has started a research project with Teresa Cremin, the Ilsham English Hub and The Open University to further develop reading for pleasure principles across the school.

Target Position:

Single age classes and year group curriculum provide effective pitch and match and specialist environments are developed (e.g. Year 1).

Reading for Pleasure principles are further developed through the achievement of targets in the Reading for Pleasure research project. Outcomes evident in terms of teachers’ subject knowledge and the attitudes of learners.

Implementation of RWInc results in increased progress of pupils, especially bottom 20% in reading and writing.

Staff are highly skilled in the delivery of RWInc reading and writing through effective training, mentoring and evaluation.

Target rapid progress within the Year 2 cohort to narrow attainment gaps.

Teachers are effectively structuring learning sequences across the curriculum – application of working memory theory, cognitive load.

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Lead Person Persons Involved (Including Governors)



L1 - To develop an action plan to enhance Reading for Pleasure principles.

MT All staff See RfP action plan

Leadership time.

CPD Budget - £1000.

Effective implementation of Reading for Pleasure principles.

L2 - To develop teachers’ subject knowledge relating to Reading for Pleasure principles.


Leadership time.


Highly skilled teachers through effective CPD.

L3 - To evaluate Reading for Pleasure principles.


Leadership time.


Effective implantation through evaluation, feedback and adaptation.

L4 - Increase progress of Year 2 children in reading; especially pivotal pupils.

MT, RC, EP SLT On-going Leadership time. £2000 – Pupil Premium.

End of year attainment in line with the national average.

L5 - Reading planning and writing teaching sequences reviewed in line with understanding of working memory.

MT All staff Summer Term Leadership time.

Knowledge developed and used to construct curriculum.

Deferred until 21-22 as a result of delays to working memory CPD.

L6 - To adapt provision to enhance progress for key year groups and vulnerable groups.

MT SLT, JS, BW, All staff

Termly £5000 – PP (including £2000 in L4).

Rapid progress of key year groups and vulnerable groups.

L7 - To monitor english planning to evaluate pitch and memory principles.

MT, JF All staff Autumn 2 Leadership time.

Effective sequencing of learning in fluency sessions leads to the retention of key skills.

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L8 - To implement RWInc in foundation, KS1 and for key learners in KS2.

EP, MT SLT, All staff WeST training

Autumn 1 – foundation phonics Spring Term – RWInc full roll out

£22,000. £18K – WeST £4K English Hub.

Successful implementation of RWInc principles. Children making rapid progress.

L9 - Develop an overview of texts read in class and audit to consider cultural capital, British values etc..

MT All staff Spring 1 Leadership time.

Children experience a range of texts which develops their cultural capital.

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Section 5 - Quality of Education – Phonics


For a number of years, Woodlands has achieved phonics outcomes slightly above the national average.

Until July 2020, phonics was led by an SLE for phonics who developed a consistent approach for delivery using Letters and Sounds and supported by Jolly Phonics.

In September 2020, Emma Pope started her role as phonics leader and supported colleagues to maintain the consistent implementation of key principles.

During 2021, the teaching of phonics was prioritised through the home learning package and vulnerable pupils were able to access face to face teaching through provision for on-site education.

Since March, the curriculum has been skewed to increase phonics whole class teaching and catch up funding has been used to target key groups in foundation and KS1.

During 2021, the school has also delivered NELI to increase progress.

The school commissioned an external phonics audit in May 2021 to support the school with identifying school improvement targets for 21/22.

Target Position:

For phonics outcomes to be significantly above the national average.

To implement a synthetic phonics scheme so that the delivery of phonics has fidelity and principles of the scheme are taught consistently across the school.

For all teachers and teaching assistants to develop their subject knowledge of phonics teaching and the specifics of RWInc.

For children to be making rapid progress in phonics; especially the bottom 20%.

For phonics to be timetabled across the foundation stage, KS1 and KS2 to ensure all children’s learning is well pitched.

To make progress against all key actions from English Hub phonic audit (May 2021).

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Lead Person Persons Involved (Including Governors)



PH1 - To align timetables across foundation, KS1 and KS2 to support phonics provision and progress.

EP SLT September Leadership time.

Timetable support pupil progress (especially bottom 20%).

PH2 - To implement RWInc phonics in foundation.

EP, LW, JS MT, KH, SB Autumn 1 £4000 – Funded through English Hub.

RWInc phonics principles applied with new foundation cohort.

PH3 - To implement RWInc phonics across KS1 and KS2 groups.

EP, MT, SLT Teachers TAs

Spring 1 £18,000 – MAT funding.

RWInc phonics principles applied with all target year groups.

PH4 - To ensure complete consistency of resources to support teaching and learning in phonics.

EP, SB All staff Autumn 1 Spring 1

Part of £22K total across both orders.

Fidelity to scheme. Cognitive load for all children reduced.

PH5 -To ensure that all books are fully decodable as children move to RWInc.

EP, SB All staff Autumn 1 Spring 1

Part of £22K total across both orders.

Effective match for all home reading.

PH6 -To develop assessment principles in phonics so ensure pitch and support data analysis for teachers and leaders.

EP, SB All staff Autumn 1 Spring 1 Summer 2

Part of £22K total across both orders

Provision / groupings adapted based on regular assessments. Phonics data readily available for all leaders.

PH7 - Phonics leadership time is in place for phonics specific pupil progress meetings with particular focus on the bottom 20%.

EP All staff On-going Part of £2000 for implement-ation – Pupil Premium.

Rapid progress of pupils in bottom 20%.

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PH8 - To widen approaches to support and engage parents through parent meetings and access to online resources.

EP All staff Autumn 1 – Foundation, Year 1, Year 2

Part of £2000 for implement -ation – Pupil Premium.

Increased subject knowledge and engagement of parents. Effective use of online resources.

PH9 - Maintain parental engagement and develop their capacity for support through the drip drip approach to CPD.

EP All staff Termly meetings and wider use of online materials

Part of £2000 for implement -ation – Pupil Premium.

Increased subject knowledge and engagement of parents. Effective use of online resources.

PH10 - Implement recovery curriculum – additional QFT in Year 1 and 2 in autumn term.

RC / EP SH / AW Autumn Term PPA time. Rapid progress to ARE for all children; especially bottom 20%

PH11 - Increase the capacity for phonics teaching in foundation the autumn term through early baseline. Strong start.

LW / EP JS Autumn 1 Leadership time.

Rapid literacy baseline assessment. Phonics teaching to start in FS on 20/9/21.

PH12 - Effective implementation through – mentoring, modelling, team teaching.

EP SLT On-going Part of £2000 for implement - ation – Pupil Premium.

Key principles applied consistently by all practitioners. Effective feedback / quality of modelling narrows gaps.

PH13 - Home learning – principles clear and expectations high. Increased accountability through reading record.

EP RC / SH / AW / JS / LW

Autumn 1 Reading records - £300 curriculum.

Reading accountability home raised and monitored more closely for the bottom 20%.

PH14 - Extend and adapt books in library accessed by Year 2 children who have moved on to AR.

EP / JF - Spring 1 £2000 – Library budget.

Reading stock supports effective pitch and maintains engagement for lower AR bands.

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PH15 - Develop opportunities for phonics leadership and all practitioners to develop through collaboration across the trust.

SB EP On-going Part of £2000 for implement-ation – Pupil Premium.

Implementation deepened through effective collaboration.

PH16 - Adapt implementation timescale and targets based on external feedback from RWInc and English Hub.

EP / SB RWInc Development Day

TBC Part of £2000 for implement-ation – Pupil Premium.

Implementation timescale adapted where appropriate.

PH17 - To evaluate timetables and curriculum to ensure RWInc writing is supplemented by relevant writing opportunities.

EP, MT All staff Autumn term Part of £2000 for implement-ation – Pupil Premium. Literacy leadership time.

RWInc supplemented by additional writing opportunities whilst maintaining broad curriculum offer.

PH18 - Develop an action plan for 21/22 and adapt implementation timescale where appropriate.

EP SLT Summer 2 Part of £2000 for implement-ation – Pupil Premium.

Relevant targets to embed RWInc during second year of implementation established.

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Section 6 - Behaviour and Attitudes


OFSTED Judgement (2015) – Outstanding.

SEF Judgement – Summer 2021– Outstanding.

In all lessons children demonstrated a strong desire to learn and a passion to succeed. They were confident to talk about their learning and the majority of children felt well supported to build on prior knowledge (MAT QAR).

Children’s conduct is exceptionally good in school and they demonstrate positive learning behaviours both in class and around the school (MAT QAR).

SMSC and British Values are woven through the curriculum and whole school assemblies so that the children have a range of opportunities to develop into positive citizens of the world.

During the 19/20 academic year, the school implemented the Jigsaw PSHE into the school’s curriculum to further develop behaviours and attitudes. Jigsaw was embedded further during the 20/21 academic year; including the relationships and sex education unit.

Whilst the children’s motivation was exceptional during lockdowns and self-isolation periods in the 20/21 academic year, the impact of COVID is evident in some behaviours; particularly at lunchtime.

The school subscribed to the Plymouth Multi Agency Support Team (MAST) in March 2021. This was originally budgeted for September 2021 but brought forward to support the reintegration of all children back in school.

Target Position:

For cross-school approaches for personal development to be impacting on key cohorts and key individuals.

For targeted interventions through MAST to be impacting on behaviours of top 2%.

For school values to be embedded through September curriculum.

Develop children’s ability to make links between behaviours, school values and British Values.

Review behaviour systems across the school.

Increase self-motivation for all learners; especially PP and other vulnerable groups.



Governors)



B1 - Develop children’s ability to make links between behaviours, school values and British Values.

KH All staff On-going Leadership time.

School values further embedded and linked to British Values.

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B2 - Continue review of behaviour systems across the school.

KH SLT, All staff and governors.

Spring 1 Leadership time.

Increased subject knowledge.

B3 - Further develop behaviours and attitudes at lunchtime.

SB MTAs, all staff. Autumn term, on-going.

Leadership time. MTA meetings.

Behaviour and attitudes consistently high during lunchtimes.

B4 - To complete and evaluate parent survey.

KH/SB SLT and governors Autumn 2 Leadership time.

Parents’ views taken into account regarding behaviour policies.

B5 - Pupil Voice – behaviour and rewards and sanctions.

KH SLT and governors Autumn 2 Leadership time.

Pupil voice taken into account regarding behaviour policies.

B5 - MTA training and develop connections with class teacher to build relationship.

SB/KH MTAs and class teachers

Autumn 1 Leadership time.

MTAs build relationships with children and class teachers.

B6 - PACE principles to build positive relationships.

KH /MAST All staff Spring 1 Leadership time.

Continue to develop relationships.

B7 - Update behaviour policy – skew towards relationships.

KH SLT and governors Spring 1 Leadership time.

Behaviour policy updated and evident across the school.

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Section 7 - Personal Development


OFSTED Judgement (2015) – Outstanding.

SEF Judgement (2021) – Outstanding.

Safeguarding audit – Spring 2019 – Safeguarding procedures are in place and all areas apart from one were marked as green.

The PSHE curriculum is embedded across the school and will be developed further in 2020-21 with the support of the Jigsaw PSHE curriculum.

Principles to develop learning behaviours are embedded across the school, especially in foundation and KS1 where learning characters are used to make metacognition explicit to the pupils.

The school are seeing the impact of fewer opportunities for cross-school personal development due to COVID in 20/21 – from lunchtime Glade provision to learning mentors.

The school subscribed to the Plymouth Multi Agency Support Team (MAST) in March 2021. This was originally budgeted for September 2021 but brought forward to support the reintegration of all children back in school.

Target Position:

Increase the profile of health and fitness, including mental health and well-being through the school’s curriculum, extra-curricular opportunities and active travel.

Further develop daily physical activity in school.

Further develop building learning power approaches, especially in KS2.

To further develop approaches to support personal development through Boxall principles and share case studies for pilot pupils.

Jigsaw curriculum, school values and updates to KCSIE (including SVSH) empowers children to communicate their feelings and make appropriate choices in specific situations.

The school can evaluate the impact of MAST provision on initial cases where MAST’s involvement has ceased and on ‘live’ cases for SEND / SEMH and safeguarding.



Governors)



PD1 - Increase the profile of health and fitness, including mental health and well-being through the school’s curriculum.

RC, SB AH Spring term Leadership time.

Increased profile in curriculum.

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Target Lead Person Persons Involved (Including

Governors)



PD2 - Increase the profile of health and fitness, including mental health and well-being through active travel.

RC, SB Projects throughout the year

PE Grant £1000.

Increased proportion of children attending school using an active form of travel.

PD3 - Further develop daily physical activity in school.

RC, BW All staff On-going Lesson time.

Whole school daily physical activities lift profile and active minutes in school.

PD4 - Further develop building learning power approaches, especially in KS2.

SB All staff Autumn 1

Leadership time.

Clarity of language and approaches across the school.

PD5 - Embed approaches to support personal development through Boxall principles.

LW, MR, JP, KH

All staff Introduction – Autumn term

Leadership time.

Emotional support team have subject knowledge and systems to support pupils. Key principles shared with all staff to support children's SEN within classrooms.

PD6 - Re-establish – school council, learning mentors etc..

LA SLT Autumn 1 Teaching timetable.

Emotional development of key learners enhanced through specific systems.

PD7 - PSHE curriculum and behaviour policy adapted in relation to the raised profile of SVSH.

KH SLT Termly Leadership time

Expectations from KCSIE in place in school.

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Section 8 - Early Years


OFSTED Judgement 2015 - Outstanding.

SEF Judgement – Outstanding.

Teaching and Learning in the Early Years is a strength of the school (MAT QAR).

From their starting points, children make good or rapid progress resulting in standards that are consistently above national in all areas. This has been sustained over a period of time.

Effective leadership of the foundation stage has led to a seamless transition from our range of nursery settings enabling them to settle into school quickly and with ease.

Historically, parents attend a variety of open mornings where they have the opportunity to share their child’s learning and are guided in strategies that enable them to support their children as they enter this stage of their education.

A mastery approach to the teaching of maths in the Foundation Stage has developed through a Maths Hub project in 2019/20. Staff have had the opportunity to work with colleagues and visit other outstanding settings. This has been shared with staff across the school so that there is a shared understanding of how mastery is being developed in foundation. This has had a positive impact on quality first teaching and continuous provision of maths within the Foundation Stage.

Uncertainty relating to the school securing the funding for a new reception building has led to lack of investment in outdoor learning. This remains a priority for the school.

The foundation team will be the first to implement RWInc in September, initially only phonics. This will be extended to other year groups and to full RWInc sessions over the year.

Target Position:

To implement RWInc in September for phonics and widen to RWInc sessions later in the term.

Assessments, especially in phonics, are adapted to monitor the progress of all children and especially the bottom 20%.

To implement changes to the foundation curriculum.

To implement the new foundation baseline assessment and to rapidly complete the literacy assessments to increase phonics teaching time.

To implement the new Maths No Problem scheme for foundation in line with the rest of the school and using mastery principles from maths hub engagement.

That effective collaboration with the Year 1 team has enabled them to successfully implement continuous provision into their timetable.

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Target Lead Person

Persons Involved (Including

Governors)



EY1 - Implementation of new baseline assessment with rapid literacy assessment to increase teaching time.

LW JS, DF, MM, JP First 2 weeks Class teaching time.

Rapid baseline assessment increases teaching time.

EY2 - Implementation of RWInc for phonics.

EP LW, JS, DF, MM, JP From 20th September

Part of £22K.

See phonics action plan.

EY3 - Implementation of full RWInc session.

EP LW, JS, DF, MM, JP Dictated by assessments

Part of £22K.

See phonics action plan.

EY4 - Implementation of changes to foundation curriculum.

LW JS, SLT Termly PPA time. Curriculum and assessment is adapted to support journey to ELGs.

EY5 - Implementation of changes to the assessment of the foundation curriculum.

LW JS, SLT Half termly PPA time. Tracking of bottom 20% through efficient documentation and effective practise.

EY6 - Implementation of Maths No Problem in whole class teaching.

LW, KH JS, DF Autumn 1 £2500 - PP. Mastery principles developed further through successful implementation.

EY7 - Implementation of Maths No Problem principles and resources in continuous provision.

LW, KH JS, DF Autumn 1 As above. Mastery principles developed further through successful implementation.

EY8 - Update foundation stage curriculum map and subject curriculum maps.

LW JS Spring 2 PPA time. Subject leaders adapt curriculum maps to reflect changes.

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EY9 - To provide opportunities for cross school moderation of early learning goals

SB, LW JS Termly PPA time. Increased subject knowledge and accuracy of judgements.

EY10 - Enhance physical development opportunities in continuous provision

RC, JS, DF LW Autumn 2 PE leadership time.

PPA time.

Physical development gaps narrowed for bottom 20%. Improvements to environment increase engagement.

Woodlands Park School Improvement Plan (SIP) 2021-22

Documents

Transcript of Woodlands Park School Improvement Plan (SIP) 2021-22