St Mary the Virgin CoE Primary, Hartfield SCHOOL IMPROVEMENT PLAN 2015 … · 2019-12-28 · ST...

ST MARY THE VIRGIN COE PRIMARY SCHOOL, HARTFIELD

SCHOOL IMPROVEMENT PLAN 2015-2016

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St Mary the Virgin CoE Primary, Hartfield

http://www.hartfieldschool.co.uk

SCHOOL IMPROVEMENT PLAN 2015 – 2016

‘Children at the Heart’

Nurturing and cherishing children's talents and uniqueness through

engaging and creative learning with the key Christian values of love,

respect and trust (LM3.6)

http://www.hartfieldschool.co.uk/



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SECTION 1: CONTEXT

Leadership at the school is ambitious, committed and unafraid to make difficult decisions. There is an uncompromising demand for high standards and an unwavering ambition

for adults and children at the school to realise every last bit of their potential. This new culture has enabled and realised creativity within the learning team and an eagerness to

share better practice. The impact has been increased involvement from the pupils expressing joy, desire and a sense of achievement in their learning.

2014-2015 pupil outcomes have shown an improving trend since 2013 with significant improvements in July 2015.

This dynamic and exciting shift in culture is the embodiment of our school vision: Be more You. Believing and investing in adults at the school is enabling the capacity for

improvement.

We are a small rural school in the heart of the village currently with 4.5 classes and 89 pupils on roll.

Class Number on roll (sept) now

Maple Class (Reception) (12) 14

Cherry Class (Year One) (12) 13

Cherry Class (Year Two) (14) 14

Larch Class (Year Three) (14) 16

Willow Class (Year Four) (12) 13

Lilac Class (Year Five) (9) 11

Lilac Class (Year Six) (8) 8

Roll numbers have fluctuated greatly in recent years dropping to its lowest in September 2015 (83 pupils) in the last ten years (2005 – 123 pupils, 2012 – 110 pupils 2014 –

100 pupils) School pan is 120. However the school has had 10 new pupils start across the age ranges since Sept 2015 and 36 families have shown interest for 2016-2017

(compared to 12 this time last year). The children come from a range of locations including Tunbridge Wells, Edenbridge and Forest Row. The school is predominantly white and

from higher socio-economic households.

Group Percentage

Children eligible for Free School Meals 3.4%

Children SEN 8.3%

Children with English as an additional language 1.1%

Disadvantaged Children 3.4%

Over the last two years, there have been significant strategic changes made in terms of leadership, Governance, staffing, curriculum, behaviour & assessment systems, school

structure and environment. The changes are expected to continue to have a positive dramatic impact on the school.



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The governing body and head teacher are developing a close working relationship, with the governing body supporting and challenging all areas of the school with a sharp focus

on robust monitoring and evaluating with an increasing focus on the long term strategic plan. An office restructure (Sept2015) has been the main strategic focal point

throughout the Autumn Term.

60% of teaching was good or better in 2014-2015 and there is a history of inadequate teaching. In order to secure good to outstanding teachers and to drive forward the

standard of teaching and learning in the school, we undertook a high impact creative recruitment campaign which resulted in the appointment of two very high quality teachers.

One of whom wasn’t able to start until Jan 2016. To set high standards, the headteacher recruited a highly skilled and experienced teacher for the interim period. As part of the

drive to increase standards of teaching within the school, a further recruitment drive has been necessary due to the resignation of a teacher.

Staff Roles and starting date

Headteacher Nov 2015

Deputy headteacher VACANCY

SENCO G and T / Assessment / TA line manager - Jan 2015

Y5/6 Teacher NQT - Sept 2015 (History / Geog / ART / DT)

Y4 Teacher Maths / Science / DT - Jan 2016

Y3 Teacher ICT / Music – Jan 2016

Y1/2 Teacher English / History / Geog– Jan 2014

Reception Teacher EYFS / SIAMs / RE / PSHE / PGCE tutor

TAs X3

Bursar Jan 2016

Secretary 2003

PE PPA cover and PE co-ordinator

French MFL co-ordinator

The school has had two inspections as Satisfactory (April 2012) and requires improvement (July 2014). A section 8 HMI visit in October 2014 stated that the school was taking

effective action to tackle the areas that required improvement.

There have been external advisor and evaluator visits carried out Jan, Feb, April, June, July, Sept, Dec 2015 and a Safeguarding Review and follow up visit July and December

2015.

We are a Church of England (VA) school with strong links to the parish church. The last SIAMS inspection was in 2012 and was graded Good. The school has undergone

refurbishment and reorganisation in 2014 with funding from the Diocese.



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SECTION 2: KEY ISSUES

LEADERSHIP AND MANAGEMENT TEACHING AND LEARNING PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE OUTCOMES OFSTED JULY ’14 & OCT ‘14

Leaders work to improve teaching has yet to ensure it is consistently good for all classes and in all subjects. Leaders do not make full use of information about pupil’s progress to

identify where teaching is effective and where it needs to improve.

Older pupils have too few opportunities to study all the subjects of the curriculum in enough depth.

Teaching is not consistently good, notably in EYFS

TAs do not consistently make enough difference to pupils learning

The school does not always plan effectively to meet the needs of disabled pupils and those with SEN. Communication with the parents and carers of these pupils is not timely on

some occasions

TAs do not always supervise behaviour in the playground closely enough

The way the school records behaviour incidents lacks attention to detail and leaders do not review this information fully to identify patterns in pupils behaviour so they can be

tackled swiftly

Achievement is not good with too few pupils achieving the national standard in R, W & M at end of KS1 and KS2

EXTERNAL REVIEWS

Governors maintain scheduled visits and continue to monitor data (Jan 2015)

Revise the SDP / SEF (Feb 2015)

The SAP needs completing fully to enable the school and governors to clearly see what progress is being made towards becoming a good school. There are a number of practice

indicators that have not been met (April 2015)

SLT need to communicate consistently high expectations to secure good teaching (April 2015)

There remains too much inconsistency in the implementation of policy and rates of pupil progress. Senior leaders should re-iterate their expectations regarding policy, practice

and high expectations, and ensure all teachers are targeting appropriately those children whose progress needs to accelerate, An absolute focus on securing good progress for all

pupils needs to be maintained (April 2015)

Teachers are not being held to account effectively (June 2015)

The SEF needs: more detailed analysis and next steps in relation to pupil achievement, more detailed account of the actions taken to secure improvement and their impact; it

should be updated to reflect triangulation practise (June 2015)

The key priorities of the 2014/15 improvement plan were not fully met (July 2015).

Progress on increasing the overall effectiveness of the school is not rapid enough (July 2015)

Governors have a key role to play in monitoring data closely every term and holding leaders and teachers to account for ensuring pupils make expected or better progress (July

2015)

Maintain support for teaching and use of TAs (Jan 2015)

The target for the percentage of teaching was not met (April 2015)

Teacher’s planning needs to further continue to meet individual children’s needs (June 2015)

There is too much inconsistency between classes and there is still the need for practice to be developed further (July 2015)

To continue to implement the safeguarding action plan and update as appropriate (Dec 2015)

Behaviour is at a point where the school’s SEF should be raised to ‘Good’ (Jan 2015)

SCR needs to be brought in line with the guidance in CZone and Keeping Children Safe (July 2015)

Revise the staff code of conduct (July 2015)

Revise the recording procedures to meet the requirements in the guidelines for causes for concern and Child Protection files and to show the oversight of the designated



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Safeguarding Lead (July 2015)

Ensure that the statutory training and induction requirements are adhered to (July2015)

Make sure that there are robust mechanisms in place to ensure that the external provider has received appropriate training in safeguarding and child protection and has provide

evidence of appropriate policies and procedures for safeguarding children (July2015)

Further sharpen data analysis (Jan 2015)

Maintain tracking of all classes (Jan 2015)

Identify where progress is still not good enough (Feb 2015)

Securing good progress for all pupils (April 2015)

In the analysis of data, it is insufficiently clear how much impact there has been in improving pupils’ rates of progress and increasing the percentages of children at Age Related

Expectations.

There are still too many pupils who do not appear to be on track to make good progress (April 2015)

Continue to focus on ensuring PPG children secure more than expected progress (April 2015)

In current Year1 and Year 4, attainment needs considerable acceleration to reach age expected levels (July 2015)

Progress has improved compared to last year, although this is not consistent or high enough across the school (July 2015)

THE SCHOOL’S OWN SELF EVALUATION – FEB 2016



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SECTION 3 WHOLE SCHOOL TARGETS

ATTAINMENT AND PROGRESS TARGETS: RECEPTION

Area of learning Historic

(end of

reception)

Targets Term

1

Term 2 Term 2 Term

3

Term

4

Term 5 Term 6

20

13-

14

2014-

15

Natio

nal

2015

School

end of

year

ARE

30-

50S+

ARE

40-

60E+

ARE

40-60E+ ABL data

added

(new pupil

at EOT2)

ARE

40-

60D+

ARE

40-

60S+

ARE

ELG E+

ARE

ELG E+

Communication and

language

Listening and

attention 100% 100% 83% 83%

85% 100

%

Understanding 100% 100% 83% 92% 92% 84%

Speaking 100% 100% 75% 92% 92% 92%

Physical

development

Moving and handling 100% 100% 58% 100%

92% 100

%

Health and self-care 100% 100%

100

% 100%

92% 92%

Personal, social and

emotional

development

Self-confidence and

self-awareness 100% 100% 75% 83%

77% 84%

Managing feelings

and behaviour 100% 100%

100

% 83%

77% 92%

Making relationships 100% 100% 92% 83% 77% 84%

Literacy Reading 92% 85% 50% 92% 92% 76%

Writing 83% 85% 67% 92% 92% 76%

Mathematics Numbers 92% 92% 92% 100% 92% 84%

Shape, space and

measures 100% 100%

100

% 100%

92% 92%

Understanding the

world

People and

communities 100% 100% 67% 92%

92% 92%

The world 100% 100% 83% 83% 77% 84%

Technology 100% 100% 67% 83% 77% 100

%

Expressive arts and

design

Exploring and using

media and materials 100% 100% 67% 100%

92% 76%

Being imaginative 100% 100% 83% 100% 92%



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ATTAINMENT TARGETS: WHOLE SCHOOL 2015-2016

Reading

Roll info Targets

Historic (for cohort)

Term 2 T3

Term 4 Term 6

FFT 20

NN+

Or above

FFT

20

AM

Year 2

outco

mes

Nat ’15

/

SMV15

EOY

2014

ARE

EOY

2015

ARE

EOY

2015

4/6pts

+

%

-WT

%

WT

%

BB+

%

ARE

WW+

%

ARE

BB+

%

WT %

ARE

BB+

%

ARE

WW+

%

ARE

SS+

%

WT %

ARE

BB+

% ARE

WW+ Or

above

%

ARE

SS+

YE

AR

6

July 7

Target

88% 38% 2b+

88%

89%

/92% 100% 86% 71%

0% 25% 75% 0% 75%

13% 13% 75% 0%

13% 0% 88% 38%

Sept 8

Actual 0% 13% 88% 0% 88%

Now 8

Gap

0% (+)1

2%

(+)12

% 0% +12%

YE

AR

5

July 9

Target

90%

0%

2b+

70% 86% 88% 78% 75%

10%

60% 30% 0% 30%

10% 60% 30% 0%

10% 0% 90% 30%

Sept 10

Actual 10% 60% 30% 0% 64%

Now 11 (Jan) Gap 0% 0% 0% 0% +34%

YE

AR

4

July 16

Target

91% 50%

2b+

75%

78% 75%

88% 81%

9% 41% 50% 0% 50%

9% 41% 50% 0%

9% 0% 91% 50%

Sept 12

Actual 0% 17% 58% 25% 84%

Now 13 (Nov)

Gap

(+)9% (+)2

4% +8% +25% +34%

YE

AR

3

July 16

Target

81% 38% GLD

50%

94%

(2b+)

88% TBC 94%

88%

13% 44% 43% 0% 43%

13% 44% 43% 0%

0% 13% 87% 43%

Sept 14

Actual 13% 6% 81% 0% 79%

Now 16 (Nov)

Gap

0% (+)3

8% +38% 0% +36%

YE

AR

2

July 13

Target

92% 54% GLD

68.8% /93.8% 68.8%

1a

47%

1b

73%

67%

8% 38% 54% 0% 54%

8% 38% 54% 0%

0% 8% 92% 54%

Sept 13

Actual 0% 7% 93% 0% 93%

Now 13 (-1 then

+1)

Gap (+)8% (+)3

1% +39% 0% +39%

YE

AR

1

July 13

Target

GLD

83.8% 73% 83.8% tbc

23% 54% 23% 0% 23%

23% 54% 23% 0%

0% 23% 77% 23%

Sept 12

Actual 15% 15% 69% 0% 85%

Now 13 (Sept /

Dec)

Gap

(+)8% (+)3

4% +46% 0% +62%

-WT = working well below EOY ARE Exceeding target

WT = working towards EOY ARE Above target

Target tracker On targets

BB+ = Beginning EOY ARE Below target

WW+ = Woking at EOY ARE Well below target

SS+ = In depth EOY ARE

Comment [U1]: Stayed above target T3

Comment [U2]: Moved to exceeding target T3

Comment [U3]: Increased exceeding target T3

Comment [U4]: Stayed exceeding target T3 dropped to all pupils now with

data

Comment [U5]: No change T3 exceeding target




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WRITING

Roll

Info Targets

Historic

(for cohort)

Term 2 T3 Term 4 Term 6

FFT 20

(NN+)

Or

above

FFT

20

AM

Year 6/2

2015

National

/ SMV

2015

EOY

2014

ARE

EOY

2015

ARE

EOY

2015

4/6pts

+

%

-WT

%

WT

%

BB+

%

WW+

%

BB+

%

-WT %

BB+

%

WW+

%

SS+

%

-WT %

BB+

%

WW+or

above

%

SS+

YE

AR

6

July 7

Target

88% 38%

2b+

88%

89%/10

0% 88% 86%

86%

13% 25% 63% 0% 63%

13% 25% 63% 0%

13% 0% 88% 38%

Sept 8

Actual 13% 13% 75% 0% 88%

Now 8 Gap 0% (+)12% +12% 0% +25%

YE

AR

5

July 9

Target

90% 10% Y2

55% 86% 67% 67% 50%

10% 80% 10% 0% 10%

10% 80% 10% 0%

10% 0% 90% 10%

Sept 10

Actual 20% 70% 10% 0% 64%

Now 11 (Jan) Gap -10% (+)10% 0% 0% +54%

YE

AR

4

July 16

Target

91% 41% 2b+

40% 67% 40%

81% 75%

9% 50% 41% 0% 41%

9% 50% 41% 0%

0% 9% 91% 41%

Sept 12

Actual 8% 8% 83% 0% 92%

Now 13 (Nov) Gap (+)1% (+)42% +41% 0% 0%

YE

AR

3

July 16

Target

87% 56%

Gld 69%

82%

(2b+) 81% TBC

82%

88%

13% 31% 56% 0% 56%

13% 31% 56% 0%

0% 13% 87% 56%

Sept 14

Actual 25% 25% 50% 0% 60%

Now 16 (Nov) Gap -12% (+)6% -6% 0% +10%

YE

AR

2

July 13

Target

92% 31% GLD

68.8% 81.3%

GLD

68.8%

1a

27%

1b

67%

60%

8% 54% 31% 0% 31%

8% 54% 38% 0%

0% 8% 92% 31%

Sept 13

Actual 8% 21% 71% 0% 84%

Now 13 (-1

then +1)

Gap 0% (+)32% +40% 0% +52%

YE

AR

1

July 13

Target

GLD

83.8% 66%

GLd

83.8% tbc

23% 54% 23% 0% 23%

23% 54% 23% 0%

0% 23% 77% 23%

Sept 12

Actual 23% 23% 53% 0% 85%

Now 13 (Sept

/ Dec)

Gap 0% (+)31% +30% 0% +62%








Comment [U8]: Moved from below target to exceeding target T3


Comment [U10]: Moved from below target t3 to above target


Comment [U12]: Increased exceeding target T3 and only 15% now below ARE T2 had been WT focus for accelerated progress



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MATHS Current

number

in Group

Targets

Historic for Cohort Term 2 T3 Term 4 Term 6

FFT20

NN+

Or

above

FFT

20 AM

Year

6/2

2015

Nat

ional

/

SMV

15

EOY

201

4

ARE

EOY

2015

ARE

EOY

2015

4/6pts

+

%

-WT

%

WT %

BB+

%

WW

+

%

BB+

%

-WT %

BB+

%

WW+

%

SS+

%

-WT %

BB+

%

WW+

or

above

%

SS+

YE

AR

6

July 7

Target

88% 25% 2b+

88%

87%

/

93%

75% 86% 100%

13% 50% 38% 0% 38%

13% 50% 38% 0%

13% 0% 88% 38%

Sept 8

Actual 13% 25% 63% 0% 88%

Now 8 Gap 0% (+)25% +25% 0% +50%

YE

AR

5

July 9

Target

90% 0% Y2

64% 86% 89% 56%

38%

30% 50% 20% 0% 20%

30% 50% 20% 0%

0% 30% 70% 20%

Sept 10

Actual 30% 20% 50% 0% 72%

Now 11 (Jan) Gap 0% (+)30% +30% 0% 0%

YE

AR

4

July 16

Target

91% 41% 2b+

65%

56% 65%

88% 69%

9% 9% 41% 0% 41%

9% 50% 41% 0%

0% 9% 91% 41%

Sept 12

Actual 9% 0% 91% 0% 92%

Now 13 (Nov) Gap 0% (+)9% +50% 0% +51%

YE

AR

3

July 16

Target

87% 50%

Gld

69%

87%

(2b+) 88% TBC 87% 87%

0% 34% 53% 0% 53%

0% 34% 53% 0%

0% 13% 87% 53%

Sept 14

Actual 6% 19% 75% 0% 72%

Now 16 (Nov) Gap -6% (+)15% +22% +19%

YE

AR

2

July 13

Target

100%

54% GLD

68.8% 88%

GLD

68.8

%

1a

40%

1b

87%

53%

0% 46% 54% 0% 54%

0% 46% 54% 0%

0% 0% 92% 54%

Sept 13

Actual 0% 29% 71% 0% 77%

Now 13 (-1

then +1)

Gap

0% (+)17% +17% 0% +23%

YE

AR

1

July 13

Target

Gld

83.8% 87%

GLd

83.8% tbc

16% 46% 38% 0% 38%

0% 16% 46% 0%

0% 16% 85% 38%

Sept 12

Actual 23% 15% 62% 0% 77%

Now 13 (Sept

/ Dec)

Gap -7% (+)31% (+)24% 0% +36%









Comment [U15]: Change in fig due to pupil added to data T3 remained exceeding target

Comment [U16]: Change due to pupils added 24% below ARE T3


Comment [U18]: Increased exceeding target T3 Below ARE is 23% for T3



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Reading +Writing + Maths combined Roll Info Term 2 Term 4 Term 6

% -WT %

WT and

above

% BB+

and

above

%

WW+

And

above

%

SS+

%-

WT

%

WT % BB+

And

above

%

WW+

and

above

%

SS+

%

WT

% BB+

And

above

%

WW+ and

above

%

SS+

yea

rYE

AR

6

July 7

Target 13% 88% 50% 0% 0%

13% 0% 88% 50% 0%

13% 88% 88% 50%

Sept 8

Actual 13% 88% 63% 0% 0%

Now 8 Gap 0% 0%

YE

AR

5

July 9

Target 30% 70% 0% 0% 0%

10% 90% 70% 0% 0%

10% 90% 70% 0%

Sept 10

Actual 40% 60% 0% 0% 0%

Now 11

(Jan)

Gap -10% -10%

YE

AR

4

July 16

Target 8% 91% 33% 0% 0%

8% 0% 92% 33% 0%

8% 92% 91% 33%

Sept 12

Actual 17% 83% 83% 0% 0%

Now 13

(Nov)

Gap -9% -8% +50%

YE

AR

3

July 16

Target 0% 87% 27% 0% 0%

0% 0% 87% 27% 0%

0% 87% 87% 27%

Sept 14

Actual 27% 73% 53% 0% 0%

Now 16

(Nov)

Gap -27% -14% +26%

YE

AR

2

July 13

Target 15% 85% 30% 0% 0%

0% 15% 85% 30% 0%

15% 85% 85% 30%

Sept 13

Actual 21% 79% 71% 0% 0%

Now 13 (-1

then

+1)

Gap -6% -6%

+41%

YE

AR

1

July 13

Target 15% 77% 23% 0% 0%

15% 0% 77% 23% 0%

15% 77% 77% 23%

Sept 12

Actual 46% 54% 46% 0% 0%

Now 13

(Sept

/ Dec)

Gap -31% -23%

+23%

Comment [U19]: On track for ARE as pupils are WT - Monitor T3

Comment [U20]: Below – not one child - focus on: reading and writing

Comment [U21]: Below for ARE - One pupil focus reading and writing

Comment [U22]: Below for ARE two pupils focus on writing

Comment [U23]: Below - 2 pupils focus on writing and maths

Comment [U24]: Below - focus on writing and maths



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PROGRESS : SEE ADDITIONAL SHEET FOR MORE DETAILED BREAKDOWN

Year group

Progress 15

Cohort

Prog 15

Term 2 % Progress T3

%

Term 4 % Progress Term 6 %Progress

Current

number

in Group

%

EP

%

MTEP

%

EP

%MT

EP

0

EP =

1-3

MTEP

4-5

MTEP

6+

EP =

2+

0

EP =

1-3

MTEP4-

5

MTEP

6+

0

1-3 Good progress

4-5

MTEP

6+

yea

rYE

AR

6

(20

14

/1

5)

Reading

8

92% 46% 71% 71% 25% 63% 13% 0%

86%

Writing 100% 46% 86% 43% 25% 75% 0% 0%

100

%

Maths

100% 46% 100

%

29% 25% 63% 13% 0%

71%

YE

AR

5

Reading

10

71% 71% 75% 0% 70% 20% 0% 10%

88%

Writing 86% 43% 50% 13% 80% 10% 0% 10%

88%

Maths

100% 29% 38% 0% 40% 30% 20% 10%

44%

YE

AR

4

Reading

12

75% 0% 81% 31% 8% 75% 8% 8%

88%

Writing 50% 13% 75% 8% 0% 57% 41% 0%

92%

Maths

38% 0% 69% 25% 0% 82% 17% 0%

92%

YE

AR

3

Reading

16

81% 31% 88% 6% 7% 93% 0% 0%

100

%

Writing 75% 8% 88% 25% 20% 80% 0% 0%

64%

Maths

69% 25% 88% 13% 20% 80% 0% 0%

63%

YE

AR

2

Reading

13

88% 6% 67% 13% 7% 72% 21% 0%

92%

Writing 88% 25% 60% 6% 7% 78% 7% 0%

92%

Maths

88% 13% 53% 13% 7% 57% 21% 0%

77%

YE

AR

1

Reading

13

67% 13% 39% 47% 14% 0%

100

%

Writing 60% 6% 46% 23% 30% 0%

100

%

Maths

53% 13% 46% 39% 15% 0%

92%

83% GLD 2015

Comment [U25]: Improved progress in T3 by one pupil only one pupil no progress

Comment [U26]: All pupils now made progress T3

Comment [U27]: Increased progress in T3 by one pupil. All pupils made progress

Comment [U28]: Huge increase in progress T3. One pupil no progress

Comment [U29]: Huge increase in progress T3. One pupil no progress

Comment [U30]: One child moved to progress T3. 66%one step. Three pupils no progress

Comment [U31]: 1 pupil still no progress - difference to new pupils added

Comment [U32]: All pupils made progress

Comment [U33]: All pupils made progress

Comment [U34]: All pupils now have made progress in T3

Comment [U35]: 93% pupils made progress. One child no progress T3

Comment [U36]: 77% pupils made progress. 3 pupils no progress T3

Comment [U37]: All pupils have made progress T3

Comment [U38]: 1 pupil no progress T3

Comment [U39]: 85% progress – 3 no progress

Comment [U40]: All pupils progress T3

Comment [U41]: All pupils progress

Comment [U42]: 1 pupil no progress



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SEN PROFILING AND PROGRESS / PPG

Year Group R 1 2 3 4 5 6 SEND (not

including EHCP)

EHCP

Communication

and language

1 1 0

Cognition and

learning

1 1

(Med)

2 1 5 0

Social,

emotional and

mental health

1 1 0

Sensory/and or

physical needs

0 0

TOTAL SEND 7 0

% of the year

group/school

1/12

8.3%

0/13

0%

0/14

0%

2/15

13.3%

1/12

8.3%

2/10

20%

1/8

12.5%

7/84

=

8.3%

SEN update T3: 2 additional pupils added to SEN and no previous attainment data so represented under no progress

One pupil has made one step progress in reading since T2.

All pupils have made progress in writing (except one) since T2. In T2 no pupils had made 4,5,6 steps progress

2 pupils have made progress in maths since T2. Closing the Gap for current disadvantaged children: Two children joined Sept 2015; one joined Nov 2015

1 x pupil made progress in 2/3 prime areas. Receiving support for PSED Pupil’s progress - Target child for T3 – PPG Thrive access Jan 2016

1 x pupil made 2 P levels progress in reading and three p levels progress in Maths and English – Target child for T3 – PPG Thrive access Jan 2016

1 x pupil no progress data as new arrival Nov 2015 - target children for T3. PPG access to Homework Club in T3 – PPG Thrive access Jan 2016

T2 summary: Progress is varied – some making excellent progress in

some subjects.

Of those that made no progress: there is no significant year group or

subject.

One child in Reception with speech and language made no progress in

three areas – but has made huge developments with social

interactions and has now been discharged from speech and language

support. Consideration of alternative methods of measuring progress

will be considered if no progress is seen at SEN reviews in February.

One child in Y5 has made no progress in two areas (reading and

writing). This child has dyslexia and will be part of the new upgraded

Nessy programme. Their participation and motivation has improved

since Y4 and his progress is in line with his peer group as 6/ 10

children made no measurable progress in reading and writing.

Progress has been seen within band and is clear in books. This child

made excellent progress in maths (6 steps)

3 children made no progress in one subject (one in Reading, one in

writing and one in maths) – see SEF



13

QUALITY OF TEACHING AND TARGETS

CONTEXT:

Quality of teaching 2013 – 2014:

Quality of teaching 2014 – 2015: 60% good or better

There is a history of inadequate teaching. In order to secure good to outstanding teachers, to drive forward the standard of teaching and learning in

the school, we undertook a high impact creative recruitment campaign which resulted in the appointment of two very high quality teachers. One of

whom wasn’t able to start until Jan 2016. To set high standards, the headteacher recruited a highly skilled and experienced teacher for the interim

period. As part of the drive to increase standards of teaching within the school, a further recruitment drive has been necessary due to the

resignation of a teacher.

Quality of teaching has improved by 19% since July 2015.

Ensuring high standards in teaching and learning has required a proactive and strategic approach due to teacher absence specifically in two

classes. One class: 43% attendance; another class 75%

TERM ONE TERM TWO TERM THREE TERM FOUR TERM FIVE TERM SIX

No of Good +

4 of 6 3 of 5 5 of 6 6 of 8

% Good +

66 60 83 80

% RI 33 40 16 20

% Inadequate 0 0 0 0

Overall term good + 64% 79%

Target

100 100 100 100 100 100



14

ATTENDANCE TARGETS

Historic

(cohort)

Term 1

9/10 Term 2 Term 3 Term 4 Term 5 Term 6

WH

OLE

SC

HO

OL Target 97.0 97.0 97.7 97.7 97.7 97.7 97.7

Actual 96.1 96.3 96.2

YE

A

R 6

Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5

Actual 97.0 96.3 96.4

YE

A

R 5

Target 97.0 97.0 97.0 97.0 97.0 97.0 97.0

Actual 95.4 91.0 95.4

YE

A

R 4

Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5

Actual 97.1 95.0 97.2 98.7

YE

A

R 3

Target 97.0 97.0 99.0 99.0 99.0 99.0 99.0

Actual 96.0 98.7 95.4 90.6

YE

A

R 2

Target 97.0 97.0 98.00 98.00 98.00 98.00 98.00

Actual 93.3 97.9 96.2

YE

A

R 1

Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5

Actual 96.9 96.9 96.8

RE

CE

PTIO

N Target 97.5 97.5 97.5 97.5 97.5 97.5 97.5

Actual 100 96.5 92.6

Introduction of Attendance Ted: Autumn Term; letters out to all parents about the impact of absence.

A1 and start of A2 – one pupil Y2 – school refuser – no follow up letters out A1 or A2 for attendance

S1 – 28 possible letters out for below 95% attendance: 6 pupils due to prolonged illness/ hospital; 3 children due to timetabling; 5 pupils in Reception

leaving 14 pupils focus for improvement in attendance – picked up in T3 PPM

Comment [U43]: +0.1% improvement but below target

Comment [U44]: +4.4% improvement but below target

Comment [U45]: +1.5% improvement and now above target

Comment [U46]: -3.3% decrease and below target






15

Current Judgement: RI -

Good THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015 - 2016 PLAN WRITTEN BY: EM, LS

INITIAL DATE: July 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW: Feb 2016

CONTEXT

Leadership at the school is ambitious, committed and unafraid to make difficult decisions.

There is an uncompromising demand for high standards and an unwavering ambition for adults

and children at the school to realise every last bit of their potential.

There are high expectations across the community with leaders setting an example

Monitoring and evaluating are improving

Rigorous performance management has been established across the school

Good practice and CPD is being shared across the school and improving practice

Governors work closely with the Headteacher to improve outcomes for all pupils

With trips out, specialist teaching and visitors in, there are a wide range of opportunities for

pupils to learn

British Values and Pupils SMSC are promoted and being developed; at the start of BV many

pupils said they did not think Britain had values or an identity: this is changing.

There is a positive school culture with pupils reporting they are learning more (are no longer

bored) feel safer and that there are more resources for them to use.

90% July ‘15 (52% July ’14) of parents and carers feel the school is well led and managed,

80% July ’15 (53% July ’14) of parents and carers believe the school responds well to

concerns they have

Leadership & Management are moving confidently towards ‘Good’ – SEF

KEY ISSUES

To implement a robust assessment system across the school to that all learners make expected or more

than expected progress – see outcomes of all pupils

To raise expectations and standards of all stakeholders across the school to raise achievement and

increase the profile of the school

To ensure efficiency and foster high expectations and aspirations

To strengthen leadership across the school so that tight monitoring systems are in place that enable the

triangulation of evidence in any activity to raise achievement in the school

Objective

Action Lead

People

Success Criteria & Milestones and performance

indicators

Dates refer to end of calendar months

Monitoring/Assessment

When? Who? How?

(Schedule elements cited)

Evaluation

When? Who?

(Schedule

elements cited)

Costing & Budget

Headings

LM1

To raise

expectations

and

standards of

all

stakeholders

across the

school to

raise

achievement

1.Clarify all school systems are in handbook

Share in September and when new

staff start and refer to termly

Annotate throughout the year (termly)

Update for Sept 2016 (July)

2. Review policies with staff to ensure

consistency of implementation

Create timetable for sharing and

review (July 2016)

3. Share and keep all stakeholders up to date

with SDP and schools progress (start of every big

term: Sept; Jan; April)

EM /

Office

EM /

SLT

EM

1. Sept, Dec- School handbook up to date and in

use.

2. Sept, Nov, Jan, March, May, July - classroom visits

evidence consistent policy implementation,

fortnightly newletters; MTT; website and workshops

reflect SDP priorities

3. Sept Inset, Nov, Jan, Feb, April, June – staff and

stakeholders can articulate the school priorities each

term and contribute to progress (bananas). This is

used to RAG SDP

1.HT / SLT / Office

2.Gov – Governor day

3.HT / GOV – MTT,

Newsletters,

Governor Day

Academic

committee

Monthly governor

monitoring of

SDP

INSET DAY required

4. Supply cover for

PM

6. Coaching cost –

Training day HT

and GOV



16

4.Carry out robust performance management of

all staff

Set targets Oct

Review mid year (Jan)

Final review (July)

5.Maintain staff profiles and chronology of

achievements and coaching CPD (across every

term- T1, T2, T3 T4, T5, T6)

6.Address areas of concern and weakness

through coaching and peer to peer support

(T1,T2,T3,T4,T5,T6)

7.Tracking of pupils attainment and progress are

discussed in PPM and teachers are held to

account (T1,T2,T3,T4,T5,T6)

EM / CT

CT

EM / SL

4. Oct, Feb, July - Targets set in PM raise

achievement in school. Attainment to be 85% and

progress at 90%+ HA 30+%

5. Oct, Dec, Jan, Feb, April, June– teachers use

profile to observe other lessons and to set actions

for SDL. Lessons modelled for each other and

profiles are shared between teachers

6. Oct, Dec, Jan, Feb, April, June– proportion of good

and outstanding teaching increases.

7. Oct, Dec, Feb, March, May, July – targets set and

QFT techniques discussed in detail. Outcomes and

strategies are agreed for SEN children. PPM show

improvement termly towards target

4. HT / CoF – Performance

Management

5. HT; SL; Co-ordinators

SDL, Teacher Profiles,

Learning walk

Lesson Observations

6. HT -Teacher Profiles,

Lesson observations.

Learning walks, book

scrutiny,

7. HT / SLT / Co-ordinators

– Pupil Progress Meeting

Minutes; structured

conversations

LM2

To ensure

efficiency

across the

school and

to ensure the

financial

viability with

an

increasingly

challenging

budget

1.Ensure all staff positions are filled (T1:T2; T3;

T4; T5;T6)

2. Check all staff know their job roles and what is

expected of them. Cascade targets down from

CoG / HT meeting to SLT to staff meeting, to TA

meeting, to office meeting

3. Create clear office procedures for: new

entrants and leavers(Dec; April; June)

4. Establish clear induction for new staff (Jan)

Establish check list for new staff (H&S

and for T&L sept 2016)

Have whole staff checklist as above

(sept 2016)

5. Establish clear role and hours and appoint a

new bursar (Dec)

Induct and train bursar in school (Jan)

Performance management (Feb)

Develop role throughout year and

review (July)

6.Benchmark school financially against other

similar sized schools (February)

7. Further develop clear strategy to ensure the

financial viability of the school (February)

EM

EM

EM

/OFFICE

EM /

OFFICE

EM

Bursar

1.Dec – there are no school job vacancies

2. Dec – staff can articulate their job role highlighting

the key features of their job spec; minutes from

meetings reflect each other

3. Sept, Nov, Jan, April - All staff can articulate

procedures for new entrants, events and leavers

4. Jan , April, June – policy is consistently

implemented and new staff swiftly demonstrate good

or better performance.

5. Jan – new bursar in role and clear induction

program underway

6&7 – April, May, July, Oct, Dec – clear financial links

in SDP and these compared to other similar sized

schools

1. Headteacher Report to

Gov - Sept, Jan, April

Interview notes

2. PM meetings – HT /

CoG

3.Gov Day

4.Ht - Teacher voice – staff

meeting minutes, Learning

walk

5 – 7. Governor business

meetings

Govs

SIP

Mentor

Business

committee

1.Recruitment

round cost – TBC



17

LM3

To improve

the profile of

the

School to

fulfil potential

of PAN and

ensure

sufficient

budget share

1.Play an active and central part in village and

church events termly (T1,T2,T3,T4,T5,T6)

2.Take part in community events termly

(T1,T2,T3,T4,T5,T6)

3.Include church, playschool and partnerships in

events school based and vice versa termly

(T1,T2,T3,T4,T5,T6)

4.Hold seasonal open days

Oct for applications 2016-17

April for those without first place

June celebration

5.Communciate and collect feedback on key

parental events present and new: MTT, PC

(T1,T2,T3,T4,T5,T6)

Banners outside school

Stories on facebook

Information packs

Update boards outside school

Keep website updated

6.Revisit school vision statement

Timeline to be confirmed for new vision:

Be more you will need to: Update

leaflets; Update prospectus; Update

website

WS

WS

EM / AS

EM /

WS

EM

WS

1.Sept, Nov, Dec, Feb, March, April, May,June, July -

High attendance and participation seen.

2&3 Oct, Dec, Feb, April, June– newspaper reviews

seen in the courier, school / playschool represented

at school and church events visits timetabled

4. Oct, April, July - High attendance seen at open

days and 2016 application numbers increased.

1,2,3,&4 Oct - July pupils on roll increases 87 Oct

census and 90s in summer census

5. Sept, Nov, Jan, Feb, April, July – attendance at

events increases and feedback

6. March- All stakeholders can articulate the school

vision of children at the heart

1-3 Fortnightly Newsletter;

Courier paper clippings,

website traffic

Headteacher report to

governors

Attendance figures at

events

Feedback surveys

(Spring/ Summer)

Gov visits

Gov meetings

SIP

Mentor

Monthly governor

monitoring of

SDP

4. £300 for

information packs

and prospectus

LM4

To develop

middle

leadership to

foster high

expectations,

aspirations,

excellence

and

accountability

across the

school to

raise pupil

outcomes

1.Assign a subject to each teacher (January)

2.Train teachers to write action plans for their

subjects (Throughout T3-T4)

3.Create long term overviews for every subject

for start of academic year 2016-2017)

4.Assess, monitor and evaluate pupil progress

and attainment in TT in every subject (September

2016)

5.Provide opportunities for teachers to

triangulate evidence for their subject in termly

monitoring schedule (T3, T4, T5,T6)

6. Enable English and Maths co-ordinators to

attend EIP and network meetings termly

EM

SLT

CT

CT

CT

EM

CT

1.Jan, Feb, March, April, June, July – all teachers are

linked to a subject specialism, understand their

subject and are having an impact

2. Feb, March, April, June, July – actions plans reflect

EIP and folders are established are in place -

Subject leaders can outline strengths and areas for

development in their subject

3 July – Website has clear overview of each subject

and what is being taught when, by who and broadly

speaking how

4. Oct 2016– attainment reported on all subjects in

TT and HA, SEN and G&T pupils identified in all

subjects

5. Feb, March, April, May, June– co-ordinators are

taking part in monitoring - learning walk, book

scrutiny, lesson observations

6. Jan, Feb, April, June – minutes and actions from

meetings are fed into subject action plan

1 -2. Academic committee

meetings, Gov Days,

3. Gov Days

4. HT – Gov website audit

and Academic Committee

5. HT / SLT – Academic

Committee

6-8 -. HT / SLT - Co-

ordinator files,

Meeting minutes,

Staff Development Logs,

Teacher Profiles

Gov day

CoG meetings

SIP

Mentor

Monthly governor

monitoring of

SDP

1 supply cover for

training



18

(T2,T3,T4,T5,T6)

7. Deliver whole school learning journeys that

enable that provide mathematical and literacy

opportunities with coherent SS, MM and FF (Aut;

Spr, Sum)

8. Establish and implement a whole school

leadership policy for Sept 2016 that outlines job,

purpose, way of working etc…

CT

7. Dec, April, July – extended writing and maths

activities recorded in LJ books and vice versa.

Curriculum overviews show links between subjects

and clear progression

8.April., July - leaders are reporting to governors

LM 5 To foster and strengthen links with other schools at all levels to efficiently benefit from shared practice and consequently pupil outcomes

1.Attend network meetings at all levels – Head,

EIP, co-ordinators every term (T1,T2,T3,T4,T5,T6)

2. Establish moderation and other working

relationships with Crowborough alliance at least

once a big term (Aut, Spr, Sum)

3. Hold events at St Mary’s EG Jan 5th 2016

EM / CT/ SL

EM /CT

EM / WS

1-3.Sept, Oct, Nov, Dec, Jan, Feb, March, May, June,

July- Other schools are visiting the school and vice

versa to share best practice; school calendar

includes events with other schools to enhance

curriculum, learning and sharing of best practice.

3. Jan - Cava inset

1-3 CPD records, Meeting minutes EM

Monthly governor monitoring of SDP Mentor

LM6 To develop a curriculum that prepares children for modern life in Britain

1.Ensure all staff are up to date and familiar with

British Values (Aut, Spr, Sum)

Audit staff understanding

Train staff in the areas

Provide opportunities to make links in

their subjects

Teach children the values explicitly –

link to EU referendum

Share values with wider community

2. Improve pupil choice and involvement in the

running of the school

Get involved in school development

project (spring term)

Offer day where pupils run the school

(summer term)

Develop pupil responsibility across the

school– registers, playleaders,

librarians

Hold elections for house captains,

school and for other choices (Sept)

3. School has regular visitors into school to

enhance, enrich and support the curriculum

(T1,T2,T3,T4,T5,T6) and traditions are

maintained (T1,T2,T3,T4,T5,T6).

4. Develop a clear timetable that shows

CT

CT / WS

EM/ SCHOOL COUNCIL

EM / AS

CT

CT

WS

1.Dec, April, May - British Values are embedded

throughout the curriculum

Staff and pupils can articulate the values

giving examples in life and school

BV builds up the experiences pupils have in

school

1-6 – Dec, Mar, May - Children articulate British

Values and can say how they apply to daily life and

life at St Mary’s. Displays and curriculum map

reflect and demonstrate the values in practice.

2. Fortnightly meetings with school council; Sept

elections held; Dec, March, May - pupils can

articulate the role they play in school and give

examples of the impact of their ideas and voice

across the school, school council have visited

parliament by July 2016

3-4. Dec, Mar, May – Curriculum map demonstrates

a range of different visitors in school and on and off

site activities that have clear curriculum learning

links and impact positively on children learning and

experience

1-6 Pupil Voice, Meeting minutes, Planning scrutiny, Learning walk 2.Evidence on website, school councils board, minutes of meetings, learning journey boards . Evidence on website, school councils board, minutes of meetings, learning journey boards

1.Gov Day

2. Pupil voice

3.HT

4-6 HT / Govs

Monthly governor monitoring of SDP



19

opportunities on and off site that engage and

support pupils learning and talents

(T1,T2,T3,T4,T5,T6)

5. Ensure whole community respect and fulfil

understanding of equality and diversity (March)

Parent information sharing evening

(march)

PSHE curriculum activities focused on

this aspect (April)

Whole school event focused on this

aspect(April)

Review policies and check reflect

equality, diversity and vision statement

5. Equality and diversity are celebrated across the

school (July 2016)



20

Current Judgement:RI THE QUALITY OF TEACHING, LEARNING AND ASSESSMENT

PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-2016 PLAN WRITTEN BY: EM, LS

INITIAL DATE: July 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW:Feb 2016 CONTEXT

Quality of teaching 2014 – 2015: 60% good or better

There is a history of inadequate teaching. In order to secure good to outstanding teachers, to drive forward the standard of teaching and

learning in the school, we undertook a high impact creative recruitment campaign which resulted in the appointment of two very high quality

teachers. One of whom wasn’t able to start until Jan 2016. To set high standards, the headteacher recruited a highly skilled and

experienced teacher for the interim period. As part of the drive to increase standards of teaching within the school, a further recruitment

drive has been necessary due to the resignation of a teacher.

Quality of teaching has improved by 19% since July 2015.

Ensuring high standards in teaching and learning has required a proactive and strategic approach due to teacher absence specifically in two

classes. One class: 43% attendance; another class 75%

Moving Forwards Together Parent Workshops revealed parents and carers enjoy the Whole School Learning Journey and that children are

enthusiastic and enjoy learning

100% of parents feel their child is always (40%) or sometimes (60%) taught well (71% in July ’14), In July ’14 - 65% feel their child receives

appropriate homework for their age, 59% of parents and carers would recommend the school to another parent (Parentview)

KEY ISSUES

To improve the quality of teaching using a

coaching model across the school so that

100% is consistently good or better to raise

attainment and further improve the progress of

all pupils

To ensure TAs have a positive impact on pupil

outcomes

To raise attainment and further improve the

progress of all pupils especially in Writing and

maths, Y2 and y5

Objective

Action Lead People

Success Criteria & Milestones and performance indicators

Dates refer to end of calendar months


When? Who? How? (Schedule elements

cited)

Evaluation When? Who?

(Schedule elements

cited)

Costing & Budget Headings

QTL 1 To raise

expectations

1.Set and agree non negotiables for year based on teaching standards (Sept, Jan revisit, April revisit) 2. Encourage self review / reflection against standards Performance management Meetings ( Oct, Jan, July) 3. Expose teachers to outstanding practice (T1,T2,T3,T4,T5, T6) 4. Define what high quality looks like in learning environment, books, planning and observations (T1,T2,T3,T4,T5,T6) 5. Develop teacher profiles based on TS and expectations (Oct establish Teacher profile, links to teaching standards June2016)

EM

CT

CT

CT

EM / CT

1.Sept – lesson observations show non negotiables are in place and practice 2.Jan – evidence is collected against standards for performance management. Teachers know their areas for improvement and their progress towards these. 3. Oct / Feb / May – teachers have made links with other schools and visited each other to review and reflect on practice 4. Oct / Feb / May -Staff can demonstrate quality provision in their classrooms. They show what good books, classroom and planning looks like 5. Oct / Feb / May - staff given feedback in teacher profile and are making good progress

1. HT, SLT, Mentor Teacher profiles 2.HT – PM notes, Teacher Self review against Standards 3. HT - SDLs 4-5 . Learning walks, Book and planning scrutiny - HT

Monthly governor monitoring of SDP

QTL 2 To ensure the

classroom environment

meets the needs of all pupils

(everyone) and reflect learning

1. Set and agree non negotiables for classroom at the start of every big term (Sept, Jan, April)

T&L policy needs review 2.Ensure resources are age appropriate, accessible and encourage independence (T1,T2, T3, T4, T5, T6) 3.Organise visit to outstanding schools to develop links and develop ideas (Autumn Term all, pick up new staff Spring term, Summer teacher arrange own visits)

EM / CT

CT

EM / CT

EM / CT

1.Sept, Nov, Jan, March, April – teachers are clear about room organisation and classrooms reflect the T&L policy 2.Oct, Nov, Jan, March, April – pupils are engaged, on task in activities and are readily able to talk about and use resources 3. Oct / Feb / May – teachers have visited another setting (Newick) and Staff Development Log shows actions / reflections from visits

Termly Learning walks Book Scrutiny Pupil Voice School Development Logs

1.Gov Day FGB 3.Academic committee – Headteacher report 1-5 SIP, Mentor visits



21

4. Provide opportunities for staff to carry out learning walks

Learning walk with CoG( Autumn)

Learning walk for Staff Meeting (Spring)

Learning walk with pupils (Summer) 5.Share best practice and encourage research and action points from monitoring and coaching

Recent research articles shared at meetings once a term (T1, T2,T3, T4, T5, T6)

One staff meeting a term about practice ( T1, T2, T3, T4, T5, T6)

Impact of Inset shared and monitored by Gov (spring)

6 .Ensure requirements of H and S are known by all staff and being met (April)

CT

CT / SS

4&5 Oct / Nov/ Feb / April / May – staff can talk about the different environments picking out the strengths and areas for development. Classroom environment visits evidence increasing quality and provision. 6. Feb / April / July– HSE monitoring identifies no urgent action areas

QTL3 To further develop

differentiation to meet the needs

of all pupils

1.share pupil’s attainment from T6 and make comparison from levels to steps (sept) 2.Hold structured conversations for SEN pupils (Autumn, Spring, Summer )

Parent survey on SC for feedback (Spring)

Pupil voice on SC for feedback (Summer)

Established Passports for each SEN child (Spring)

3. Identify HA / G&T pupils and monitor as a separate group (T1,T2, T3, T4,T5, T6) 4. Provide opportunities for teachers to talk cross age ranges in support 5. Use blooms taxonomy for questioning, activities, learning intentions

Staff meeting needed for this (Summer)

Monitoring of implementation with timescales needed (Summer)

6.Train staff in techniques - independence station, high ceiling low threshold activities,

5B’s displayed and in practice in school (Autumn)

Inset (Jan)

Staff Meeting on low threshold, high ceiling activities (Summer)

Share progression of learning for key A4D EG Grammar, genres, mental and written calculation (Summer)

7. Progression in Grammar and calculation are being implemented and followed across the school (including learning in depth)

CT

SL / CT CT CT EM / CT CT

1.July – Oct – PPM confirm teachers knowledge of children’s attainment and can demonstrate actions to move on each individual 2&3 –Oct, Feb, July – individual targets for groups of pupils identified and can be seen in planning 4. Jan, Feb, April, June -PPA and other inset / training times are being used to share best practice. Teachers are sharing their strengths and areas for development on their profiles 5. Oct, Dec, Feb, March, May, July – pupil outcomes show progression of Bloom’s Taxonomy 6. Jan INSET, Feb, March, May, June – teachers are using a range of strategies in the classroom to meet the needs of all pupils 7. Oct, Dec, Feb, April, –Staff and co-ordinators are readily able to articulate different stages of learning (including learning in depth) and refer to different subject progression (specifically grammar and calculations). Pupil voice and books reflect this progression.

Planning and book scrutiny Pupil Voice PPM, Structured conversation and staff meeting minutes




22

Co-ordinator priority for action plans (spring)

Review current practice (spring)

Establish areas of strength and then how use to develop across the school (summer)

QTL 4 To ensure AFL techniques are embedded in

practice

1.Train teachers in theory and understanding of AFL and techniques that can be used in the class room

Identify steps from training to implement and record SDL (Jan)

Use these in daily practice (T3)

Review them at follow up staff meeting before refresher (Feb)

Monitored by Governors in Gov Day (T4)

Identify strengths across school to add to profiles and to further develop others (T4)

Implement new strategy (T5) 2. Annotations are completed on planning or recorded straight onto tracking system this is discussed and recorded at PPM (T1,T2, T3, T4,T5, T6) 3. Next steps and targets are set for all pupils in light of AFL

Whole school approach to target sharing with pupils is organised (T4,T5,T6)

EM / CT

CT

EM / co-ordinators CT CT

1. Jan, Feb, March, May, June – all teachers can confidently talk about AFL and are demonstrating the use of a range of techniques in the classroom 2. Jan, Feb, March, May, July – PPM are using gap analysis and pupils are clear about what they know, what they ned to learn and their next steps and are making good progress and this is reflected in next MTP 3. Pupil know and can share targets (Summer)

Lesson Observations Planning scrutiny Book Scrutiny Pupil voice


QTL5 To ensure

feedback is effective and

moves pupils on

1.Review policy in light of AWOL and separate out Assessment from Feedback and marking policy

Write assessment policy (Autumn)

Update F&M policy (Spring) 2.Train teachers in a range of techniques for feedback

F&M policy keepers: Tickled pink / Green for growth, Next steps, verbal feedback (Autumn)

Jan inset - WAGOLL, WASOLL, 3-2-1, WT, A M from Target Tracker refleced (Spring)

Developments from training (MB) shared and implemented by other staff (Spring)

3. Displays in the classroom reflect the process of learning in the classroom not just the finished product (T1,T2, T3, T4,T5, T6)

EM

CT

SLT

1.Jan: staff are using assessment policy to make both formative and summative judgements about pupils achievement, attainment and progress, new staff are aware and using policy (Feb) April: F&M in all books reflect updated policy 2..Jan, Feb, March, April, June – consistency across the school seen in giving feedback and marking in books Training and actions from Teaching profiles to feed into FTM and then feedback into TP (LINK to LM) 3.Dec, Jan, Feb, March, April, June – pupils are making good progress and can talk readily about their learning and next steps

Lesson Observations Planning scrutiny Book Scrutiny Pupil voice

1.Gov Day FGB 3.Academic committee – Headteacher report 1-5 SIP

QTL6 To ensure TAs have positive

impact on pupil outcomes

1..Share the guidance report March 2015 ‘Making

best use of TAs with staff (Autumn)

Review school practice against these

(Spring)

2.Review use of TAs and timetables and that time is

well spent (Autumn, Spring, Summer) to ensure TA

to supplement teacher not replace teacher

3..Train TAs to avoid task completion but instead

concentrate on helping pupils to develop ownership

EM / CT

SL CT SL

1.Oct, Dec, Feb , April, June -Class teachers are acting on the guidance report for TAs and this is reflected in the timetabling and planning for TAS 2.Fortnightly - TA meeting held to set up and organise interventions and this is reviewed and adhered to 2. Oct, Dec, Jan, Feb, March, April, June, July -Planning and timetable show TA working with a range of pupils and not always the LA 3. Jan, Feb, March, April, May, June – TAs involved in inset and teachers share staff meeting minutes with TAs. Meetings with

TA meeting minutes

Lesson observations

TA performance

management

Fortnightly meetings

with TAs – minutes

Seasonal Gov day Weekly CoG meetings Termly Lesson observations Planning scrutiny – termly



23

skills and to enable the planning of next steps

4.Provide time for TA and teacher and SENCO to

meet and talk (once a Term minimum

(T1,T2,T3,T4,T5,T6)

5.Give TAs planning and feedback

6. Allow targeted intervention outside of class at the

direction of SECNO

7.Use evidence to set up interventions and run these

using entry and exit data

8.Link interventions run outside of class to everyday

classroom practice

SL CT / TAs SL SL TAs

inclusion manager to discuss tracking of SEND interventions

emphases identifying and recording errors

4.Dec, April, July - Inclusion manager has met with each TA

undertaking SEND interventions Nov 15

5. Oct, Dec, Feb, April, June – TAs are able to articulate the learning journey, know the success criteria and evaluate the lesson. Record of learning and feedback is given by the TA on

sessions

6&7. Oct, Dec, Feb, April, May, July Timetable and tracking

sheets established for SEND interventions including initial and

final assessments. SEND pupils are making at least expected

progress

8.Feb, April, July– TAs are using the techniques shared in inset

in intervention sessions



24

Current Judgement: Good PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE


INITIAL DATE: June 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW: Feb 2016 CONTEXT

Pupils’ attitude to learning are good across the school

These attitudes have a strong impact on the progress pupils make. Pupils demonstrate pride in themselves and their school. ( External Advisor April

2015)

Pupils’ behaviour is managed consistently well. The playground is well supervised and incidents are recorded and reviewed (External Advisor April

2015)

Support staff are clear about their roles and actions they should take. (April 2015)

Pupils respond quickly to staff’s instructions and requests. This helps learning to proceed smoothly and low level disruption is rare. (April 2015)

There is a positive ethos in and around the school. Pupils conduct themselves well at all times of the day. (April 2015)

The school’s strategies to achieve high standards of behaviour are working well (April 2015)

The minor injuries records are being thoroughly monitored and actions have been taken as a result and incident reviews feed into weekly briefing

meetings in the welfare section which is standing agenda item (Dec Safeguarding follow up visit Dec2015)

There are visual e-safety reminders to effectively support the learning in classroom activities. ChildLine posters are more widely displayed and then

raise pupils’ awareness of it. There is an anti-bullying display following anti-bullying week. The week was used to support pupils feeling safe in

school; there is a new worry box system that the DSL reported is working well. The school have completed pupil voice and fed this back with actions

on children's views on staying safe. Incident reviews also feed into weekly briefing meetings in welfare section which is standing agenda item

(Safeguarding Review Follow up Dec 2015)

Pupils feel safer in school (Pupil voice Dec 2015)

Attendance has been sustained at above National Average: Introduction of Attendance Ted has raised importance and profile of attendance and is

addressed in Pupil Progress meetings

Stakeholders surveys now have a regular programme with parents and carers being asked to contribute to various school issues 6 times a year

Moving Forwards Together Parent Workshops (2015) revealed that parents feel the school is extremely nurturing, inclusive and is a safe environment

for children to grow

79% (2014) of parents and carers feel their child is happy at school, 100% (70% - 2014) feel their child is safe at school (60% always, 40%

sometimes), 67% (’14) of parents and carers feel their child is well looked after at this school, 50% (’14) of parents and carers feel the school

makes sure its pupils are well behaved, 89% (62% - 2014) of parents and carers feel the school always or sometimes deals effectively with bullying

(Parentview)

KEY ISSUES

To safeguard all pupils in

the school

To develop pupils ability

to assess and manage

risk appropriately and

keep themselves safe

To promote responsibility

and respect and develop

further pupils attitude to

learning

Objective

Action Lead People

Success Criteria & Milestones Monitoring/Assessment When? Who? How?




Costing & Budget Headings

PDBW1

To safeguard

all pupils in

the school

1.Update safeguarding action plan in light of July review (Sept) 2.Ensure actions are carried out and monitoring is robust with minutes and actions clearly set out (T1,T2,T3,T4,T5,T6)

EM ./ SL

SLT

EM

1.sept, April – action plan in place and shared with SLT and other relevant people 2.Oct, Dec, Feb, April, May, July – action plan is RAged with notes 3.Dec, Mar – external visit shows school has completed

Gov SCR visits SLT Monitoring and evaluating schedule

Review follow up visit reports Govs – T2,T4, T5, T6

Follow up visit =



25

3.Book a follow up safeguarding review visit (Dec, March) 4. Complete the safeguarding audit (Dec) 5. Update safeguarding action plan in light of follow up visit (Jan) 6. Embed documents and evidence into safeguarding audit (April) 7. Complete a final follow up visit (March)

EM EM EM

actions from initial review 4.Dec –safegaurding audit RAGed with evidence and returned to county 5.Feb – new action plan in place and shared in SLT 6. Feb, Mar, May, July- Audit has evidence added to it as actions from action plan are implemented 7. March – no revisit needed good progress established and action plan Raged and on track

SIP – termly

PDBW 2

To develop

pupils ability

to assess and

manage risk

appropriately

and keep

themselves

safe

1.Analysis of behaviours completed so most common

risks are known (T1,T2,T3,T4,T5,T6)

2.Feedback to pupils about their behaviour in line with

behaviour policy (T1,T2,T3,T4,T5,T6)

3.Provide space for pupils to reflect on behaviour and

opportunity given to put things right

(T1,T2,T3,T4,T5,T6)

4.Enable pupils to access a range of safety learning

opportunities outside the classroom (Aut, Spr,

Summer)

5.Pupils are able to share their worries and concerns

and know how to manage and deal with these.

Reporting where needed. (T1,T2,T3,T4,T5,T6)

6.Display and make links to the values for the year and

draw attention to them in lessons, assemblies and

collective worship (T1,T2,T3,T4,T5, T6)

7.Review and develop a clear SRE policy and approach

to teaching SRE (Sept)

8.Provide opportunities for children talk about

managing and taking risks (T1,T2,T3,T4,T5,T6)

9. Monitor and cross reference behaviour and Leuven

scales to attainment and progress (T1,T2,T3,T4,T5,T6)

SL

EM / CT

CT / TA

EM / SL CT / TA WS AS / EM CT / TA CT

1.Nov, Dec, Feb, March, May, July – all staff are aware of

risks and carrying out suggested actions – recurring

incidents reduced

2.Fortnightly meetings with School Council and weekly

assembly remind pupils. Behaviour improves and

incidents reduce.

3. Nov, Dec, - Quiet room in place for pupils needing a

safe place to go. Feb, April, June -Pupils will self-

regulate at lunchtimes and will be able to articulate

issues when doing a reflection.

Worry box being established Nov 15 for children to

request ‘time to talk’

4. Dec, Mar, June - Children will take part in Safety in

Action, Cycling proficiency, swimming

5. Oct, Dec, Jan, April, June - Every classroom to have

reflection area, behaviour file and posters to prompt

reflection. Posters placed around the school

6. Nov, Dec, Jan, April, May – Spiritual journals and whole school displays show reflection 7.July - SRE delivery reflects up to date policy practice. 8. Oct, Dec, Jan, April, June -worry box established and in

in use. Time to talk requested and being acted on.

9. Oct, Dec, Feb, March, May, July – PPM reference

Leuven scales and Target tracker includes this facility.

Nov, Mar ,Jul - Well being and attitude is reported to

parents and increase seen on scales.

First aid and playground book monitoring Meeting Minutes MTPs / LTPs Behaviour files Spiritual Journals School council minutes

Gov Day

SIP

Mentor visit

PDBW 3

To promote

responsibility

and respect

and develop

further pupils

1.Challenge behaviour that is not exemplary at every

level and tackle incidents of behaviour in the first

instance (T1,T2,T3,T4,T5,T6)

2. Use Growth mind-set across the community

(T1,T2,T3,T4,T5,T6)

Whole

staff

1&2 Dec, March, June - Children will readily be using

positive language of learning when interviewed / pupil

voice and classrooms will show positive mindset and

using language for learning

3. Dec, March, June - pupils self regulating and self

Playground book

Playground tokens

PPM

Gov Day

SIP

Mentor visit



26

attitude to

learning

3.Embed independence use of resources, looking after

belongings, spot checks of classrooms and cloak

rooms at the end of the day for pupils and staff areas,

making mistakes in learning and managing emotions

(T1,T2,T3,T4,T5,T6)

4. Implement and review behaviour policy; looking for

trends in behaviour, keeping chronologies of pupils

who have more than three incidents

(T1,T2,T3,T4,T5,T6)

5. Display playground rules around the playground

(April)

6. Train playleaders and further develop the

playground with playground markings and pupil

independence. (Sept: train, March Review, April Train )

Whole

staff

referring. Pupils can articulate their problems using the I

message and issues are resolved swiftly with restorative

justice. Reports include pupils’ involvement and well

being and attainment and progress is measured against

these.

4. Dec, March, June – consistent approach across the

school. GTBGGTBG will be operational in every

classroom. Records of Head teachers awards will be

kept for each class. Behaviour folders will be kept up to

date.

5. Oct, Dec, Jan, Feb, March, May, June - New pupils new

to school were identified as not always knowing the rules

for the playground. Younger children YR initially needed

support for how to play with older children appropriately

6. Oct, Dec, Jan, Feb, March, May, June - Pupils are

running the playground activities and high levels of

engagement are seen

Learning walks

Pupil Voice



27

Current Judgement: Good OUTCOMES FOR CHILDREN AND LEARNERS


INITIAL DATE: June 2015 MOST RECENT REVIEW: December 2015 NEXT REVIEW:Feb 2016 HISTORICAL CONTEXT

Attainment in 2015, in EYFS, in Year 2 and in Year 6 is better than the previous year and is above the national

outcomes from 2014. In a number of year groups, progress has improved compared to last year (External advisor

2015)

In EYFS, there is an improving trend with the % of pupils achieving a good level of development above national and

improving: 2013: 50% (National 52%); 2014 69% (National 60%); 2015 83% (National 75%) Raiseonline 2015

In KS1: Attainment in Reading, Writing and Maths is above National Average and an improving trend. There has

been a significant increase at 2a and level3 in Reading, and at 2a in Maths. (Raiseonline 2015)

In KS1, there is a three year improving trend in APS in all subjects, Reading, Writing and Maths with this moving

above national in Writing and Maths this year. There is a significant positive difference between National and School

in Reading and maths. SEN APS is higher than National in all subjects, Reading and Maths but below in Writing.

There is a difference between the APS of SEN pupils and non SEN pupils (Raiseonline 2015)

In KS2, attainment in Reading is above National at level 4, 4b and level Five. In Writing attainment is above at level 4

but not level Five. In GPAS, attainment is below National at level 4 and 4b+ but above at level 5, in Maths,

attainment is above at level4 and level five but not at 4b. (Raiseonline 2015)

In KS2, APS in all subjects has increased year on year and is above National for the first time in three years. This is

the same for Maths. In Reading and Writing, there is also a rising trend and it has been at least at or just above

National for the last two years. There is a rising trend in GPAS but it is just below National. (Raiseonline 2015)

In KS2, Value Added for Reading and Writing is around 100 and rising (Reading 100.5 and Writing 100.6). Maths is

just below (99.9) but there is no rising trend (girls VA is less than boys). There is a significant positive difference for

SEN in writing.

KS2 value added was broadly average or above in all subjects and for disadvantaged pupils and those who have

special educational needs (Inspection dashboard 2015)

KS2 value added in all subjects was broadly average or above.

From at least 5 out of every 6 starting points, the proportions of KS2 pupils, and disadvantaged pupils, making or

exceeding expected progress in reading, writing and in maths were close to or above national figures (Inspection

dashboard 2015)

Disadvantaged KS2 pupils had an average point score equal to or above the national score for other pupils in

reading and writing. (Inspection dashboard 2015)

The proportion of disadvantaged KS2 pupils that attained level 4 was equal to or above the national figure for other

pupils in reading and writing (Inspection dashboard 2015)

The proportion of disadvantaged KS2 pupils that attained at least Level 5 was equal to or above the national figure

for other pupils in writing (Inspection dashboard 2015)

The proportion of Y1 pupils that met the expected standard in phonics was above the national figure. (Inspection

dashboard 2015)

71% of parents and carers feel they receive valuable information from the school about their child’s progress, 62% of

parents and carers feel their child makes good progress at this school (Parentview 2014).

KEY PRIORITIES:

To establish assessment without levels across the school

To ensure secure good progress across the school

To achieve above national expectations

To raise standards in writing and maths targeting pupils whose

progress needs accelerating

To ensure the gap in progress between PPG and non PPG /

SEN pupils remains closed.



28

Objective

Action Lead People

Success Criteria & Milestones Practice Indicators


When? Who? How? (Schedule elements

cited)



Costing & Budget

Headings

OOC1 For all

Stakeholders

to understand

AWoL criteria

and use them

accurately to

make

judgements

1.Train staff about new assessment expectations and procedures (sept, Jan for new staff) 2. Carry out baseline assessments to agree pupils

starting points in new system (sept / Oct))

3. Communicate changes to parents and governors (Aut,

Spr, Summer) 4.Agree and assess pupils against statements ( use of Target Tracker to record class formative assessment) Termly PPM T1,T2,T3,T4,T5, T6 5. Carry out termly assessments to support summative judgement T2, T4, T6 6. Update assessment policy in light of AWoL and use of Target Tracker (Oct) 7. Present and report outcomes using new system T1,T2,T3,T4,T5, T6 8. Analysis of pupil attainment and progress is based on steps and bands in Target tracker. Termly PPM T1,T2,T3,T4,T5,T6 9. Carry out moderation of steps and assessments( Aut, Spring, Summer) 10. Evaluate AWoL procedure.(Summer) 11. Extend usage of steps and bands of target tracker to all curriculum areas (Summer)

EM EM / CT EM CT CT EM EM Office SLT CT HT / SENCO

1.July, Sept, Oct, Dec, Jan, April– staff are using the language of AWoL 2.Oct, Dec, Feb, April, May, July Teachers agree, understand and demonstrate steps in PPM 3.Sept (MTT) and Oct (Academic Committee) –parents and governors understand the use of bands and steps 4&5. Oct, Dec, Feb, Mar, May, July evidence seen at PPM- staff have used agreed criteria based on Bloom’s Taxonomy to make judgements and can demonstrate this in practice 6.Oct, Dec, Feb, Mar, May, July - PPM demonstrate staff using the policy effectively to make judgements 7 Dec, Feb, April , July – governors are using the governor section of TT at meetings to challenge attainment and progress of individuals and groups of pupils 8 Oct, Dec, Feb, April -attainment and progress of different groups of pupils is being discussed at PPM 9. Feb / April – staff are making accurate assessment judgements moderated with other schools 10. July, Sept, Oct, Nov, Dec, April, July – attend meetings with other schools using TT to maximise usage and understanding of new system 11. April / July – pupils attainment and progress in all subjects is recoded on target tracker

SLT –monitor usage of TT by teachers MTT minutes and Academic committee minutes PPM minutes Term One show steps Performance Management folder Staff Meeting minutes Schedule of visits to other schools and meeting regarding TT

SIP termly Chair of Governor meetings with Head Teacher weekly Govs - T2, T4, T5, T6

Training in TT Initial set up costs = Annual subscription to Target Tracker=

OOC2

To implement

new

assessment

tracking

system and set

end of year

aspiring

targets

1.Train staff to use target.tracker (July, Sept, Oct, Jan)

2.Cross over made with pupils end of year levels

similated into steps on Target tracker (sept)

3. Carry out regular updates for new pupils to keep information current and live (T1,T2, T3,T4,T5,T6)

4.Create individual pupil targets on TT and check they

are in line with FFT20 and show good or accelerated

progress from previous attainment (sept)

TT EM EM/ Office SLT EM

July, Sept, Oct, Dec, Jan, March, April – Target tracker on laptops and staff are accessing system on a regular basis and inputting data and recoding assessment information for individual pupils 2.Aug, Sept, Oct data transfer and attainment starting points set at PPM Term one. 3. July, Sept, Nov, Jan, April – All pupils represented on Target tracker and regular updates occurring 4. Oct, Dec, Jan, Feb, March, June, July – pupils are on track

Termly PPM minutes Staff meeting minutes Performance management meetings Termly scrutiny – see Matrix and Monitoring/Assessment cycle

SIP – Termly Govs- T2, T4,T5. T6 Chair of Governor meetings weekly

Training costs Initial Data Transfer =



29

5.Develop attainment and achievement milestone

targets for pupils (sept)

6. Set and link targets to performance management.

Oct, Jan, July

7. Meet with teaching staff to monitor and evaluate

targets PPM, FTM, PM

and making progress 5,6 &7. Oct - staff are aware of targets and accountability. Pupils are on track to meet targets: Dec, April, July 6. Dec, March, July - pupils are on track to meet targets: 7. Oct, Dec, Feb, April, May, July PPM used to evaluate progress towards target :

OOC3

To ensure

robust termly

pupil progress

meetings are

held and pupils

are precisely

targeted for

intervention

1.Hold termly PPM evaluating set milestones of

progress and attainment

2. Adjustments made to planning and QFT

3. Evaluate impact of targeted intervention

4.Use tracking system to carry out gap analysis for

individuals and groups and plan for these

5. Data used by teachers to provide for all groups of

children in class, SEN, MA / HA, G&T, SEN

6..Compare in year progress and progress to previous

years and challenge /support this in PPM

EM /SL CT/SL CT CT EM

1. Oct, Dec, Feb, April, May, July – Termly milestone met: 2&3. Oct, Dec, Jan, Feb, March, May, July – Interventions and QFT have expected impact from term to term 4&5. Oct, Dec, Feb, Aril, May, July - Provision mapping is effective and pupils continue to make accelerated progress and reach aspiring attainment targets. 5.Oct, Dec, Feb, March, May, July - Data demonstrates all groups of pupils making good progress 6. Oct, Dec, Jan, Feb, March, May, July -Progress rates across the school improve and show consistency from one year group to the next

PPM Termly scrutiny

SIP –Termly Govs - T2, T4,T5, T6 Chair of Governor meetings weekly

OOC4 To target

pupils whose

progress needs

accelerating

(including and

SEN) to make

at least

expected

progress

1.Identify vulnerable groups and individuals that are at

risk of underachievement (Termly PPM T1,T2,T3,T4,

T5, T6)

2.Create intervention groups and monitor and evaluate

these for impact (Aut, Spr, Sum)

3.Target teaching (QFT) to raise standards of

achievement (notably grammar, writing and maths

across the school)

4. Record and analyse data by groups identified PPM –

T1, T2,T3,T4,T5,T6

5..Hold structured conversations to involve parents

and teachers in the process for SEN (Oct, Feb, June)

6. Structured conversation to plan provision and support

in afternoons through provision mapping (Oct, Feb, Jun)

7. Create a G and T list and action plan (Summer

2016)

SL SL CT EM SL CT SL / CT SL SL

1.Oct, Feb, June - Intervention timetable will show who and

what is being targeted and why.

2.Oct – Jan – April Tracking sheets in place for TA led

interventions including week1 &10 assessments. Where

required case studies will be established

3. Oct, Nov, Feb, April, June, July - Planning to identify SEN and

their targets noting steps and evidence to achieving target

Jan Feb, Mar - English and Maths action plans reflect the

need to raise achievement in:SEN writing; more able writers;

GPAS and boys. For maths raise attainment in girls in middle

ability

4. Oct, Dec, Feb, March, May, July - analysis reports will be

pulled off TT for specified groups of HA, MA, SE

Jan and ongoing data reviews analysis done by groups: SEN,

Boys, Girls, PPG

5. Oct, Feb, June - Barriers to learning discussed at structured

conversations for Ei/SEND children

6. Oct, Feb, June - Structured conversations will show progress

and impact of intervention and teaching towards targets

7. Oct, Feb, June - G&T groups identified and supported

Termly SEN

report

Termly

Structured

conversation

minutes

Termly PPM

notes

Chair of Governor meetings weekly SIP – Termly Govs - T2, T4, T5, T6



30

OOC5

Ensure the gap

in progress

between PPG

and non-PPG

pupils remains

closed

Jan 2016 (Three Pupils) 1.Ring fence funding for disadvantaged pupils and use money for greatest impact (April) 2. Allocate adult to work with pupils where underachieving in maths and English (T3,T4,T5,T6) 3. Use data to closely monitor the progress of PPG pupils 4.Use fortnightly teacher meeting to communicate needs of PPG children (T3,T4,T5,T6) 5. Thrive training underway and pupils are completing sessions (T3,T4,T5,T6)

EM SL CT

1-4 .Jan, Feb, Mar, May, July - assessment identifies pupils making at least equivalent progress as peers if not better from their starting points 1. April –Thrive up and running and having impact on pupils well-being and achievement 5. Jan, Feb, March, April, May, June, July – training courses attended, pupils assessed and action plans underway, pupils social and emotional development improves and this impacts positively on behaviour and learning

Fortnightly meeting notes Termly PPM Thrive records

Govs - T2, T4, T5, T6

OOC6

Ensure all

pupils know

their target

tracker targets

and that these

are reviewed

termly and

they know

what progress

they are

making

Ensure all pupils know their target tracker targets and

that these are reviewed termly and they know what

progress they are making (Auumn Term Spring term,

Summer Term)

CT 1. Jan, Feb, Mar, May, July - Pupils will be able to share and

talk confidently about their targets and progress

2. Jan, Feb, Mar, May, July -Pupils are meeting their Target

Tracker targets

Pupil voice PPM Learning Walks

Govs - T2, T4, T5, T6



31

Current Judgement:

Good SIAMS

PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-2016 PLAN WRITTEN BY:EM, LS, AS

INITIAL DATE: June 2015 MOST RECENT REVIEW: Sept 2015 NEXT REVIEW: Oct 2015

CONTEXT

SIAMS Inspection 10th May 2012 Good

SIAMs Audit completed by AM and AS July 2015

Change in Rector at St Mary’s Church – Rev Julie Sear Dec 2013

The Collective worship has had a significant impact on the school in term 1

and 2 (Governor Day Dec 2015)

The Value and time for reflection is reinforced in the school hall displays and

reflection time and is also visible in each classroom (Governor Day Dec 2015)

At the end of each meal time, the children are invited to spend a few minutes

looking at the reflection area in the hall and are invited to read the questions.

They are invited to place a prayer in the prayer box. These prayers are read out

during assemblies if the child has given permission. There was clear evidence

that these areas are being used and having an impact. (Governor Day Dec

2015)

There are also prayer areas in each class (Governor Day Dec 2015)

The Theme of Trust and Peace has also been imbedded in the home work and

class time (Governor Day Dec 2015)

Question for the week goes home on the homework sheet and the parents

and children share their reflections (Governor Day Dec 2015)

KEY ISSUES

To develop a distinctive Christian character to meet the needs of our learners

To improve the impact of collective worship on the school

To improve the effectiveness of RE

Objective

Action Lead People Success Criteria & Milestones Monitoring/Assessment

When? Who? How?




Costing & Budget

Headings

SI1

To develop a

distinctive

Christian

character to

meet the needs

of our learners

1.Create a whole school vision statement of spirituality

and for this to be shared throughout the community

2.Share the values for the school year across the

community

3.Introduce a weekly reflection question to be shared and

discussed with pupils that links to weekly assembly. Put

this on school weekly board, newsletter, website,

homework sheet

4.Re-establish use of reflection area and prayer box in

each classroom

JS / Govs

HT

EM/ AS

AS / JS

AS / Class

teachers

1.Sept – vision work is shared with staff and the

approach to collective worship and spirituality is

reflected in practice

2.Sept Display and prayer space in hall will reflect

value and learning

3. Oct, Dec, Jan, March, April, June - Class spiritual

journals will reflect value and school ethos and

weekly responses from pupils will be recorded.

Prayer box in hall will be in use

4. Dec, March, June - Reflection area will have all

items on check list in it

Termly monitoring

Governor days –

T2, T4 , T6

SIP – Diocese T3,

T5



32

5.Clearly identify opportunities for spiritual development in

the curriculum

5. April Collective worship timetable will have

speakers from other faiths included MTPs and long

term overview will show spiritual development. 6.

Dec, March, April - Children will be able to confidently

talk about their spiritual growth

SI2

To improve the

impact of

collective

worship on the

school

1.Create a robust timetable of worship that reflects the

above, engages and includes all staff, pupils and visitors

and provides pupils time to reflect on learning

2Create a rota for classes to lead prayers once a term and

to share what prayer means to them

3.High priority is given to RE and Acts of Worship to leads

to highly effective practice

4.Children have an opportunity to respond to spiritual

issues.

5.Ensure children are introduced to a diverse range of

spiritual leaders and religion

AS 1.Dec, March, June -Pupils know and can readily talk

about the terms value and what it means to them in

practice and in school

2.Oct, Dec, Jan, Feb, April, May, July - Classes will

share prayers in assembly

3.- Oct, Dec, Jan, Feb, April, May, July Staff to take

assembly on a rota basis (Staff have all been taking

assemblies this term)

4. Dec, March, June - Pupils understand the purpose

of worship and can talk about spirituality. Post it

notes show children responding to questions values

etc…

5.March, June - Timetable of speakers and visits to

places of worship is in use

Termly monitoring

Governor days –

T2, T4 , T6

SIP – Diocese T3,

T5

SI3

To improve the

effectiveness of

RE

1.Adopt RE syllabus so that a scheme of work can be

rolled out across the school

2.Train staff so they can confidently deliver and assess

the teaching and learning of RE

3.Develop statements on Target tracker so teachers can

confidently assess pupils in their learning

4.Dedicate leadership time for CW and RE to be set aside

5.Meet the clergy at least termly with worship co-ordinator

to provide liaison with church and support

1.Oct Purchase RE syllabus – Diocese of Rochester

2. Jan, March, June -planning shows syllabus is being

followed

3. April – July pupils are banded in RE

Feedback to be more formal and include feedback

from all members of staff and children

4. Oct, Dec, Jan, Feb, April, June – half day once a

term for RE and CW

5. Dec, March, June - Collective Worship is led by a

range of leaders including from other Christian

traditions. Class led prayers once per term

Termly monitoring Governor days –

T2, T4 , T6

SIP – Diocese T3,

T5



33

Current Judgement:

Good EYFS

PERIOD COVERED BY PLAN: ACADEMIC YEAR 2015-2016 PLAN WRITTEN BY:EM, LS, AS

INITIAL DATE: June 2015 MOST RECENT REVIEW: Dec 2015 NEXT REVIEW: Feb 2016 CONTEXT

Most pupils join the school with levels of learning which are expected for their age. Ofsted July 2014:

Teaching is improving because leaders have set clear expectations about how lessons will be planned to take

account of pupils’ different starting points.

Pupils in Year R are benefitting from the greater experience and skills of the teacher now teaching this class.

Activities are well planned, enabling pupils to make better progress towards the learning goals. Ofsted October

2014

The average point score (APS) increased significantly in 2015 to complete a very strong 3 year upward trend. The

2015 APS is high – well above (+6.6) the national figure for 2014. All the girls reached or exceeded expected levels

of development in all areas of learning. Two boys reached or exceeded expected levels of development in all areas

of learning; the other two boys did not reach the expected level in literacy but did reach at least the expected level

in all other areas of learning. The proportions of pupils reaching or exceeding expected levels in reading, writing,

mathematics and shape, space and measures were all significantly higher than the results in 2014( External

Adviser October 2015)

The teacher has a good knowledge of the children and the judgements made were externally moderated as sound.

Communication between the teacher and the parents has been very successful and effective systems were put in

place to include parents' contributions on a weekly basis to the ongoing assessment of the children. Parents'

feedback on their child's learning was an integral part of the children's profiles. A smooth transition to year one

was put in place with the children being taught more formally during T6 and then being taught by their new year

one teacher for three afternoons a week at the end of the year. Growth mindset and learning from mistakes is the

ethos and children are encouraged to take owner ship of their learning and are involved in target setting. Good

links are being developed between the school and nursery and a successful transition timetable was carried out for

pre school children coming to St Mary's. This included visits both ways: Teddy bears picnic, meeting Y6 buddies

and planting seeds to see their plants grow when they arrived back at school. Action is to develop stronger links

with pre-school to ensure greater uptake in Sept 2016 (External Advisor October 2015)

KEY ISSUES

To ensure consistently high expectations of standards in

EYFS

To improve transition to school

To improve the outside environment to ensure that

there are opportunities for challenge and risk taking to

enable children to meet ELGs

To improve the method of tracking the progress of all

children.

To improve children’s levels of involvement and

motivation in their learning.

To ensure that provision across all areas of learning is

planned meticulously. It is based on rigorous and

sharply focused assessments of children’s achievement

so that every child undertakes highly challenging

activities.

To continue to use and develop highly successful

strategies to engage parents and carers, in their

children’s learning in school and at home.

Objective Action Lead People Success Criteria & Milestones

Dates refer to end of calendar month

Monitoring and

Assessment

When? Who? How?

Evaluation

When? Who?

Costing&

Budget

EYFS 1

To ensure consistently

high expectations of

standards in EYFS

1. Establish and implement an

Early Years Policy to ensure that

all staff know what is expected.

AS and SLT January -AS to talk to other EYFS leaders

February - AS to present draft copy to SLT

March – Present to governors.

EOT4

SLT

Meeting minutes

T1 2016

EM with Class

Teacher.

AS to be

released

when

student is

teaching.

EYFS 2

To improve transition

to school

1.Create a checklist and file

explaining ‘How we do things in EYFS

at St Mary’s’ to be shared with

parents during home visits

2.Carry out home visits

AS and SLT 1. January -AS to talk to other EYFS leaders

February - AS to present draft copy to SLT

March – Present to governors.

2. September 2016 (Dates and times

arranged in June 2016 after open evening).

1.T4 SLT

Meeting minutes

2. Start of T1 2016

Class teacher and TA

1. T1 2016

EM with Class

Teacher.

2. T1 2016

EM with Class

AS to be

released

when

student is

teaching.



34

3. Create a timeline of events for

pupils to get involved in before they

start school.

4. Liase with playschools and carry

out shared activities in each setting

to establish links.

3. April, May, June .Ensure dates are in school

diary. Nurseries to be contacted in T6 to

organise visits. Dates to be shared with new

parents at Open Evenings and put on website.

4.January - Phone Debbie at Play School and

arrange a time for Maple to share learning

with Play school for T3/T4

3.EOT4, SLT

4. EOT4 EM

Teacher.

3. EOT6 and T1

2016 EM with

Class Teacher.

4. EOT6 EM with

Class Teacher.

EYFS3

To improve the outside

environment to ensure

that there are

opportunities for

challenge and risk

taking to enable

children to meet ELGs

1. Work with PGCE student to

develop outside area as part of her

professional development.

2.Create clear labels and signs that

enable pupils to take part in highly

challenging activities independently.

3. Upkeep of area to be consistently

maintained.

AS

SM

Caretaker

1. October 2015, January - February 2016 -

SM to visit other EYFS settings.

2. January, February - Make signs to clearly

identify ‘zones of learning’. Put learning

prompts and key questions out on display.

3. January, February and continuous months -

Communication with caretaker needed -

access to ladders etc.

1.AS to monitor –

T2,3,4

SM’s file

2&3 Governor

Learning walks in T4

AS, SM and NB to

observe impact on

learning through

regular observations.

1&2 EOT5 –

Class teacher to

evaluate impact.

Discuss with EM

3. EM to monitor

along with Class

teacher and

caretaker.

Need to

purchase

outside

cleaning

equipment:

Broom.

Need to

purchase

substantial

signage.

Paints for

outside

markings.

EYFS 4

To improve the

method of tracking the

progress of all

children.

1.Use EXBAA Baseline assessment

at the start of the year to gain

children’s starting points.

2.Use Target Tracker alongside

Development Matters to track and

analyse children’s progress.

AS/ Class

teacher

EM

1.July 2016 For new teacher to attend

training on using EXBAA . This will need to be

shared with class TA

2. June – July 2016 - New Teacher to attend

training on TT

To use TT to create termly targets and record

progress within PPM

1&2 EM to discuss

with Class teacher in

T1

1&2. EM at PPM

at T1

EYFS5

To improve children’s

levels of involvement

and motivation in their

learning.

1.Continue to use ‘New stars in

brain’ approach.

2. Establish an area in the

classroom for the children to display

their individual work/ models and be

able to reflect and improve on them.

3. Through the use of the puppets,

teach children the skills they are

learning and developing so they can

reflect more specifically on their

AS

SM

NB

1.Continuous throughout the year -Parents to

write new learning in stars. Teacher and TA to

write them as children achieve them through

the day.

2. Continuous throughout the year - Use a

table in the classroom for children to display

what they have made in response to

challenge question. Encourage children to

reflect on new skills acquired and think of

ways to improve designs.

1&2 AS and EM to

monitor impact

through analysis of

progression data in

PPM

3.EM to monitor

children’s knowledge

of their learning

through questioning of

1,2,3: Class

teacher and EM

to evaluate

effectiveness

throughout

school year.



35

learning.

3. Continuous throughout year - Use ‘Puppet

School’ for children to ‘teach’ puppets what

they have learned. Use puppets to help

children articulate the skill they have

developed.

children in lesson

observations.

EYFS6

To ensure that

provision across all

areas of learning is

planned meticulously.

It is based on rigorous

and sharply focused

assessments of

children’s

achievement so that

every child undertakes

highly challenging

activities.

1.Develop existing Provision plan to

include:

a. Reference to Development

Matters assessment for each area of

learning;

b. Key questions for practitioners to

ask during child initiated learning to

improve quality of observations.

c. Weekly challenges that all children

must complete.

AS

SM

NB

1. To be in action in January 2016 by AS and

SM

EM and SLT to

monitor planning and

provision through

triangulation and

lesson observations.

Class teacher

and EM to

evaluate

effectiveness in

T3,4,5,6

EYFS7

To continue to use and

develop highly

successful strategies

to engage parents and

carers, in their

children’s learning in

school and at home.

1. Communicate to new parents how

to use homework sheets to establish

a clear dialogue about child’s

development between home and

school.

2. Provide regular times for parents

to come into the classroom and

share learning with their child.

Encourage parents to make

comments in child’s profiles during

these times.

3. Continue to give out stars to

parents to record their child’s

achievements at home to be shared

in class.

AS 1. September 2015, November 2015,

January 2016, April 2016, September 2016

To be discussed at the start of each new term

at MTT meetings.

2. Continuous throughout the year - Each

Term to have two Pop in and Play dates

shared with parents through meetings and

email.

Profiles to be up to date for these meetings.

1. EM and AS –

ongoing. (Monitor

children who are not

given support at home

and compare with

progress data).

2. AS to make a

record of which

parents have

attended Pop in and

Play. EM to monitor.

AS to monitor –

ongoing.

EM and AS

meetings

throughout

T3,4,5,6



36



37



38

Monitoring and Evaluation Programme 2015-2016

Colour code this against areas of SDP to check overview – check against ME columns and complete SDP

Term 2 2015

Week 1

WB 2/11

Week 2

WB 9/11

Week 3

WB 16/11

Week 4

WB23/11

Week 5

WB30/11

Assessment WK

Week 6

WB7/12

Week 7

WB 14/12

Governing

body

Activity and

Focus

LS

Learning walks with

all staff – as if

parent on tour to

give teacher chance

to see school in

operation and reflect

on practice in light

of SDP priorities

Meeting with Rotherfield

Governors

Teaching and

learning Behaviour and

safety

SCR

Review SDP

File complete

How it changes

SEF

Governor day

Raiseonline

Governor pages

Focus on

Closing the gap

County

categorisation

letter

Leadership and

management

Staff structure for

Jan 2016

Review SDP

Think ahead to

Middle leaders

Process mapping

the vision for Jan

2016

Leadership Day

Governors

Other

Academic Commitee Safeguarding check in with

Julie Sear

JS Gov training Governor review of

SCR

HR, Audit and

finance training

Governor day

Agenda out for

Academic

committeee

Academic

Committee

Head

teacher

priorities

Priorities

(Strategic)

Reporting progress

of pupils to parents:

A whole school

approach

SDP updated in light of SEF

Safeguarding review and

policy writing

Teaching and learning

SDP

Behaviour and

safety

Outcomes of

pupils

Securing Staff

structure for T3

SDP term 3

Key activities

(operational)

Presentation of TT to

Governors

Non Negotiables all

areas check in

East Sussex Heads

Meeting

Class Reps Meeting

Checking parent forms in light

of SLT

Volunteer Review meeting

Revisit of Expectations

required

DSL time

Anti bullying week

SIP meeting

Teacher profile actions

monitoring

Cava Heads Meeting

Performance

management of staff off

sick

Parent workshop -

learning walk of

grammar on WW

Review of HI 5

from LS email SCR

Safefgaurding

audit complete

Safeguarding

policy completed

Check Cat letter

against SDP and

PM

Check actions

Nativity

Interviewing

teachers

AWOL

BB+WW+SS+for

staff meeting

DSL meeting

PPM



39

Academic

committee draft

agenda sorted

Meetings

SLT

Successes of last

term

SDP RAGing

M&E term T2

Reporting to parents

TA timetabling

PPM follow up

Teacher Profile check actions

and priorities

Monitoring of SDL

DSL meeting re safeguarding

Teaching and learning

Grammar staff meeting

SEF review

H and Safety

Safeguarding

review time with

AS

Audit and policy

TT training

Raise online

Progress in

Celebration

book

Score in relation

to TT

CC to report

back

Interview new

teachers

PPM preparation

Venn Diagrams

RWM combined

HPTFA Meeting

SDP priorities for

Jan 2015

Staff

Successes of last term

Agree parent consultation

format and preparation

Class assembly

Parent consultations

Class Assembly

Teaching Grammar and

progression of Grammar

Class Assembly

Y56 training in

playleading

Cluster Writing

Moderation

Class Assembly

School Council – Meet

Nus Ghani

Xmas Fair prep

AWOL TT

Assessment week

Fantastic Finish

PPM preparation –

moderation and

AWOL

Julie Sear in for

advent blessing

TAs

New Timetable shared

Playground and Lunchtime

Changes

Training

(CPD)

Head

Mentor Meeting Tribal training – how the

new framework affects

your school

Mentor meeting

FHR, Audit, Finance

training 4-7pm

SLT Coaching CC -

planning scrutiny

SEN Reporting

(Hastings)

Co-ordinators Maths Network meeting DSL EIP meeting EYFS Moderation CC – Target Tracker at

Rotherfield

PPM

NQT Teachers new to Y6 ORA training NQT ORA Training

TAs Observations and

Performance

management

External

Evaluator Activity

Safeguarding

review follow

up



40

Monitoring and Evaluation Programme 2015-2016

Colour code this against areas of SDP to check overview – check against ME columns and complete SDP

Term 3 2016

Week 1

WB 4/1

Week 2

WB 11/1

Week 3

WB 18/1

Week 4

WB 25/1

Week 5

WB 1/2

Assessment WK

Week 6

WB 8/2

Gov

body

Activity

and Focus

Priority

Policy Review

M and Evaluating

Schedule

Meeting with stakeholders

(parents at MTT)

Policies

SEND

Budget

Ofsted

External Advisor visit with PG

FGB meeting

HT Performance

Management

School SEF, Governors

Action Plan, Ofsted

Gov visit with Karen Bye

Governors Day

Action

JS to meet with EM

LS to have M and E

schedule for term to

review

Distribution of governor

recruitment leaflets and

newsletter from Governors’ Day

HR meeting with EM re policies

LS to meet SL re SENd

AP to meet RT and EM re 16-17

budget strategy and ’15-’16 budget

monitoring LS, HR & AP meet re

readiness for Ofsted

25/1 – meeting 8pm

25/1 External evaluator visit

actions

27/1 FGB

Agenda for BusCom meeting

Review of SEF and Governor

Action Plan with Karen Bye

Meet with EM 8/2

Set agenda

Head

teacher

priorities

Priority

Updating: SDP, SEF,

Data System, T&L

profiles, PPM,

Set Expectations and

priorities for T3/4

LM1.3; 2.3;5.3

QTL6.4

SI2.3

Are expectations being carried

through?

British Values / Equality

LM1.2; 3.5

QTL 2.1;2.2

PDBW1.1; 2.2; 2.5;2.6;2.8

OOP6.1

SI 1.3;3.2

How has our Teaching Profile improved?

LM1.5;1.6

LM2.4;2.5

QTL3.6;5.1-2; 6.3

External Evaluator

Leadership and

management Review visit

QTL 3.4; 3.6; 4.1-3

PDBW2.2

Are accurate and consistent

judgements being made

across the school?

LM4.2; 4.7;5.1

QTL6.4

OOP 2.1;2.3;6.2

Are all pupils making at least

expected progress or better?

Are all roles being fulfilled fully?

LM1.4;1.7

QTL1.2; 3.1; 4.4-5

PDBW 2.2

OOP2.4; 3.2-3;2.6;4.2-4;5.1; 6.2

Action

SLT share SDP SEF

Staff meeting share

T&L profile, check

PPM understood.

Share M &E schedule

Office update SIMS for

Data update

Monitoring of MTPs, Coverage,

Folders, Learning Walk

Lesson Observations

Agenda FGB out

Book Scutiny

Follow up on outcomes of

visit and update – SDP, SEF

Pupil Progress Meeting

Preparation

Moderation of Maths and

English

Pupil Progress meetings

Structured conversations

Performance Management Mtgs?

Meetings

Chair of

Govern

ors

11/1Feedback M&E schedule

Website / Academic Committee

minutes

12/1 – FGB Agenda prep

13/1 – CIN

22/1 – Prep EE visit 25/1 – EE visit

25/1 – gov mtg 8pm

27/1 – FGB

29/1 – EE follow up

1 /2 - HTPM

Progress follow up from

Meeting

M and E – review evidence

of QTL – look at Summary

Profile

Impact of Jan INSET on T&L -

SDP

Governor Day Preparation

Head

6/1 SIP visit – SDP

and SEF

improvements

Policy meeting with

JSe 8/1

Coaching 7/2

CoG 11/1, 12/1

DSL 13/1

Coaching 14/1

20/1 – volunteer review

25/1 – External advisor visit

26/1 – CH diocese visit

27/1 – FGB

28/1 – mentor mtg

1st feb – CoG mtg –

1/2 – HTPM Review

8/2 – CoGPrep for Gov day

Pupil Progress meetings with

teachers

11/2 – RT PM

PM with teachers ?



41

SLT Feedback M&E, SDP, JA visit, prep

for PG visit - paperwork

Teaching and Learning Profile across the

school

Feedback re Visits – update

schedule etc..

Pupil Progress Preparation

and moderation

Structured conversation feedback

Staff

Staff Meeting:

Setting expectations /

Sharing priorities

Mtt, key dates, timetables,

folders, M&E schedule,

Staff Meetings,

MTT with parents – update

contact details and medical

needs, curriculum update,

expectations, key dates,

attendance

Stunning Start

Prevent Training all staff

Teaching and Learning coaching

session

Co-odinator roles and

responsibilities?

Moderation of Writing / Maths

Moderation of writing done for Y6

EM & MB

How to incorporate more writing

across the curriculum - Writing

staff meeting

Pupil Progress Meetings

TAs Meeting with SL Meeting with SL Meeting with SL

School

Council

Meeting Meeting Meeting

Training

(CPD)

Head Performance Management

SLT

Office Bursar sharing: KS / RT

SEC: SIMS update for pupils

FMS training Day 1 - RT Budget planning training - RT 26/1

Bursar Conference 9-16

4/2-FMS training day 2 RT Performance Management

Co-ordinators Y2 Assessment and reporting

Arrangements – CC

3/2 -English Co-ordinator

conference – GPAS

NQT

TAs EB thrive 6/1 -7/1 (PPG) EB Thrive – 9- 10/2

External

Adviser

Activity Jon Annis in 6/1/16

9-12pm

SENCO review SL Governor services visit

Focus SDP and SEF

EIP / CAVA

group

Activity Inset Day ; Clare Gadsby

– 5 schools 89 staff

EIP English Co-ordinators coaching

at Laughton EIP Maths EIP Maths

Focus

Effective feedback

Deepening learning

Increasing

independence

Developing English Action Plans Mastery Shanghai

Programme

Mastery Shanghai

Programme

External

Evaluator

Activity 25/ 1 -PG visit

SIP visit

Focus

SDP,SEf, M&E schedule, Data

Analysis14-15, progress data,

closing gap analysis, PPG report,

Outcomes 15-16, attendance

data, QofT analysis, RAGed

safeguarding action plan



42

Meeting and training schedule

Term 4 2016

Week 1

WB 22/2

Week 2

WB 29/2

Week 3

WB 7/3

Week 4

WB 14/3

Week 5

WB 21/3

Assessment WK

Governing

Body

25/2/16 9am Business Committee

Meeting

CoG meeting focus: Preparing for Gov

Day / Stakeholders Surveys

1/3/16: Governors Day

CoG Meeting focus: outcomes of pupils

(progress from T1-T3 and specific

groups of pupils)

10/3/16 Safeguarding Visit JS and LS involved

CoG meeting focus: RAG SDP following

Governors day

17/3/16 – Crisis Management meeting

17/3/16 – Business committee

meeting

CoG Meeting focus: Preparing for

Ofsted

Academic Committee Meeting – CC to

present English Action Plan – where at

and focus on her impact across the

school – real examples of what done

CoG meeting focus: Look ahead – open

day preparation and marketing of school

Head

teacher

FTM – MB / RP / LF

25/3/16 – Ofsted briefing meeting

Teacher Performance Management

FTM – CC / AS

29/2/16 – Keith and Kevin introduction

1/3/16 Governor Day

2/3/16 – SIP visit with HMI

3/3/16 – New to Headship training (Diocese)

4/3/16 – Heads Meeting

Email heads RE office cover and check in with

agency too


8/3/ 16 Budget planning day with RT

DSL network meeting

10/3/ 16 – Safeguarding review follow up visit

11/3/16 – Coaching with ST

FTM – CC / AS

Assessment Week

14/3/16 – H&S induction

16/3/16 – mobilisation meeting

17/3/16 – Crisis management meeting

18/3/16 - Pupil Progress Meetings


21/3/16 – budget planning drop in

21/3/16 – Academic committee meeting

22-23/3/16 - Parent consultations

26/3 data collected E Sx

SLT

SATs arrangements for Y2/Y6

Book look: English and LJ writing –

CC to attend

Safeguarding action plan review - Share

feedback from LS / JS visit last week

Look at Gov Checklist – JS

Book Allegations against staff training

Book DSL training for SL

Karate, violin teacher and volunteer check

on Safeguarding policy and when trained

Access arrangements of Assessment Week – adult

support needed especially for Y6:

HR,DR,AJ,JS,EM,SL,SP,LW,NS

Pupil Progress preparation

Reporting to parents – check comments etc…

Deadline for access arrangements for extra

time

Staff /

Teachers /

NQT

25/2 Marvellous Middle

CAVA Subject co-ordinator getting to know

you and your subject specialism – setting

up a file

Getting to know your subject:

Book look

Self audit

2/3 Maths Moderation at St Marys 3/3 Laughton

4-5.30pm Y2 and Y6

Writing an action plan for your subject:

What are the priorities – how do they fit into the SDP

10/3 – equality and diversity talk by E.Sx

Standardization in writing and maths –

creating profiles

16/3 Jane Branson 1.30 – 4.30 Lit

TAs Lunchtimes Article shared 1:1 with SL EB – Thrive Training 15/3 – 16/3

Lunchtime follow up

School

Council

Feedback on Library Operation

How to use the buddy bench

Organising a visit to Parliament

Do children know their targets and how well

they getting on?

Follow up on visit / competition for parliament

What work are they wanting to share at PC

meetings

Fire safety talks

Office Attendance Figures by Yr group T3 –

letters to parents

VSB check:

SCR and action plan update;

Newsletter;

email Y6 parents SATs;

Supply cover needed

Parents evening for Y6 SATs preparation

French trip Follow up

VSB check

Fantastic finish check; supply cover needed

Email for helpers re Y6 andY5 SAts

Order Jacket pots for staff on Gov day and

govs

Supply cover ?

Areas of school needing deep clean:

interruptions for cleaning T5/6

VSB check

Newsletter

SCR check

Supply cover?

Parent consultation preparation

VSB check

Easter service preparation

SCR check

Handover to new staff cover

Supply cover?

Newsletter



43

Monitoring and Evaluating Schedule spread and link to SDP

Week 1

WB 22/2

Week 2

WB 29/2

Week 3

WB 7/3

Week 4

WB 14/3

Week 5

WB 21/3

Assessment WK

Gov

body

Safeguarding Monitoring Visit LS & JS

SCR and Safeguarding action plan

PDBW1.1-7

CoG: Stakeholders surveys

Business Committee: 2015 – 2016 budget

Governors Day: British Values

LM6

CoG: Outcomes of pupils

Safeguarding External Evaluator

CoG: RAG SDP

Budget for 2016 -2017

CoG Preparation for Ofsted –

evidence folder check

Academic Committee Meeting:

Co-ordinator presentation -

outcomes of pupils T4

Head teacher

LM1.2 – Learning Walk

LM1.3 – Email updated SDP

LM1.4 – PM of staff

QTL 6.4-9: TA focus with SL

LM 4.6 Staff meeting book look:

SI2.2-3; 3.4

LM 2.6, 2.7 Budget planning day

PDBW 1.1-7 safeguarding review

follow up

OOP 6.1 – school council children can

talk about their targets

Assessment Week

QTL2.6 – feedback H&S

LM2.6, 2.7 Budget drop in with county

LM3.1 – church service

LM3.5, OOP 1.3 – Parent consultations

/ parent view collection

SLT

Book Look: Opportunities for writing

PDBW2.1 – SL playground / 1st Aid / Behaviour

folders

Safeguarding PDBW1.1-7

OOP1-6 – access arrangements for

SATs

PDBW2.9 – PPM prep cross reference

behaviour, attendance and

achievement

OOP2.4, 4.3-7, 5.1-4 – check at PPM

how far off targets

Reflect on PPM OOP4.1, 4.3-7

QTL6.1-9 Impact of interventions / TAs

Staff

LM1.4 – PM of staff

QTL 2.4-5 – Team teaching in Y3/4

LM4.7, LM5.1 – Co-ordinator networking

Staff meeting

QTL 2.4-5 – Team teaching in Y3/4

QTL 3.3 – G&T for Subject co-

ordinators

LM4.3 – Action plan writing staff

meeting

OOP 1.4-9 -Assessment Week

LM1.7, QTL 3.5, 3.7, 4.4-5,

OOP3.1-6 Pupil Progress

Meeting

LM4.7 5.1; OOP1.9 –

standardization meeting

LM3.5 – Parent consultations / parent

view collection

External Adviser

SIP visit with HMI QTL1.3-5 – Y1/2

and Y5/6 focus writing

Safeguarding review follow up

PDBW1.1-7

Health and Safety PDBW2



44

T5 and 6 schedule move Staff training to top – CPD and development: look for slippage SEN staff meeting: start of term 5

INSET days x 2 – Currciulum overview / Target tracker developments for each subject – what dates – training etc…? SDP sharing and writing for 2016-2017 Growth Mindset Slippage

F&M

Recording Learning and Progress at St Mary’s: 12 examples of outstanding practice - cameras / ippads etc..

Vision work: strengths based

Co-ordinator visits to other schools – Ja 15min drop ins with Middle leaders – interview their subject; Sept 2016-17 Subject leaders present their subjects non neg; WAGOLLto staff for SM 1 and 2 of term; then conduct learning

walk

19/4 – 9.30 – 11.30 KS1 teachers - Jane Branson 1.30 – 3.30 KS2

15/6 9-12 Lit co-rodinators

13/4 Reading moderation St Marys or 21/4 laughton Y2 and Y6 4-5.30pm

30/6 data collection E Sx

20/5 deadline for use of scribe

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St Mary the Virgin CoE Primary, Hartfield SCHOOL IMPROVEMENT PLAN 2015 … · 2019-12-28 · ST...

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