St Monica’s School Improvement Plan 2018-19€¦ · The vision for our school: At St Monica’s...

St Monica’s School Improvement Plan 2018-19

St Monica’s C/W Primary School Chair of Governor – Mrs Loretta van Rijn

Head Teacher – Abigail Beacon

LA – Cardiff

Challenge Adviser – Duncan Heryett


Where every child has the chance to shine 2

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Contents

3 School Vision and Aims

4 Class Structure and School Organisation

7 Contextual Information

8 Analysis of Data

12 Summary of progress on Priorities 2017-18

16 School Improvement Priorities for 2018-2019

17 Priority 1 To reduce variation in standards of teaching across the school.

19 Priority 2 To continue to develop Welsh language skills across the school.

20 Priority 3 To continue to develop a whole school approach to pupil wellbeing.

22 Priority 4 ALN – ensuring all aspects of the ALN Act 2018 are planned for and implemented whenever possible.

25 Other aspects for development in the next 3 years



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The vision for our school:

At St Monica’s we believe that God loves us and we are made in God’s

image.

We work together to provide a safe and happy school where the Christian

values of love, respect and forgiveness surround us and every child has the

chance to shine.

Everyone will have the confidence to make choices in line with God’s

purpose, achieve beyond their expectations and share the riches of God’s

creation.

SHINE

Successful – all our children can achieve and find success in something

Happiness – we aim for all members of our school community to feel safe and happy

Inclusive – we are all special to each other and to God

Nurturing – everyone in the school community will be cared for and encouraged

Evolving – we are constantly learning and moving forward in a positive way



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Class Structure Sept 2018

Class

Enfys Coch Oren Melyn Gwyrdd Glas

Colour

Age

Reception

Year 1&2

Year 2&3

Year 3&4

Year 4&5

Year 5&6

Teacher

Mrs O’Gorman + Mrs Meakins

Miss Hampson

Mr Wycherley

Mr Thomas

Mr Thomas (DHT) + Mrs Chandler

Miss Briggs

Teaching Assistant/s

Mrs Smethurst Mrs Vaughan

Miss Driscoll

Miss Brooks

Anticipated number in class

20 25 25 25 25

could go to 30

28 could go

to 30

Teaching Team Leader

Mrs O’Gorman

Mrs Meakins Mr Thomas

(Deputy Head)

Possible interventions with approximate age groups

Language Links - Mrs Smethurst

SAIL - Miss Driscoll

Maths Factor + Rapid Readers - Mrs Roberts

Maths Factor + Rainbow Readers - Miss Phillips

Emotional Literacy Support (ELSA) - Miss Watts

Speech Links + Handwriting Motorway – Miss Watts



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School Organisation

Mrs Abigail Beacon

Head Teacher School leadership and organisation Staff and pupil welfare and behaviour (+ Health and Safety) Child Protection Officer Performance Management Leader + CDP Manager Assessment and Thinking Skills Curriculum overview, planning and organisation Equal Opportunities Coordinator

Mr Richard Thomas

Deputy Head Teacher First Aider

Class teacher Year 4 and 5 (Gwyrdd) Additional Needs Coordinator (ALNCo) Teaching Assistant Mentor Team Leader – Gwyrdd + Glas Deputy Child Protection Officer Learning Coordinator for Science and Technology (Lead)

Mr Zack Wycherley

Teacher Class Teacher Year 2 and 3 (Oren) Learning Coordinator for Mathematics and Numeracy (Lead) Safety Committee

Miss Lucy Briggs Teacher Class Teacher Year 5 / 6 (Glas) Curriculum Coordinator for Languages, Literacy and Communication (Lead) Pupil voice – including School Council

Mrs Karan Chandler

Teacher

Class Teacher Year 4 / 5 (Gwyrdd) Learning Coordinator for Health and Wellbeing (Shared Lead) incl. RE Healthy Schools Officer

Mrs Tanya Meakins

Teacher Class Teacher Reception (Enfys) Learning Coordinator for Health and Wellbeing (Shared Lead) incl. RE Team Leader – Coch, Oren + Melyn NQT Mentor Pupil voice – including Eco Committee

Mrs Kelly O’Gorman

Teacher

Class Teacher Reception (Enfys) Learning Coordinator for Expressive Arts (Lead) including learning environment and display Monitoring Speech Links and Language Links programmes

Miss Sarah Hampson

Teacher Class Teacher Year 1 / 2 (Coch) Learning Coordinator for Humanities (Lead)

Mr Richard Thomas

Teacher Class Teacher Year 3 / 4 (Melyn) Curriculum Coordinator for Languages, Literacy and Communication (Welsh)

Mrs Sarah Pain Teacher PPA cover EMTAS Member of Languages, Literacy and Communication team

Miss Ruth Phillips

Higher Level Teaching Assistant

Interventions - Maths Factor & Rainbow Readers Member of Mathematics and Numeracy team – physical maths

Mrs Colette Smethurst

Teaching Assistant First Aider

FP TA Intervention - Language Links Member of Expressive Arts team Breakfast Club Co-ordinator



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Miss Vikki Watts

Teaching Assistant ELSA and FP TA Interventions – Speech Links and Handwriting Motorway Member of Health and Wellbeing team Daily Mile Co-ordinator

Miss Lucy Driscoll

Teaching Assistant FP TA Intervention - SAIL Member of Science and Technology team Fire Warden Safety Committee

Mrs Jane Roberts

Teaching Assistant Interventions - Rapid Readers, Maths Factor & STARS Member of Mathematics and Numeracy team

Lizzie Brooks Teaching Assistant SEN 1:1 support Member of Science and Technology team Pupil Participation (Playground Buddies)

Miss Debra Williams

Office Manager Senior Leadership Team (acting)

Mrs Jozefina Fedorova

Admin Assistant

Mr Gary Wood Estates Manager

Breakfast Club Mrs Colette Smethurst, Miss Andrea Domeova, Mrs Jane Brown Mrs Judy Caesar

Lunchtime Supervisors

Mrs Judy Caesar, Mrs Bushra Bibi, Miss Andrea Domeova All teaching assistants on a rota basis

Curriculum Teams

Expressive Arts

Health and Wellbeing (incl RE) Humanities

Kelly O’Gorman Colette Smethurst

Karan Chandler Tanya Meakins

Vikki Watts

Sarah Hampson Abi Beacon

Languages, Literacy and Communication

Mathematics and Numeracy

Science and Technology

Lucy Briggs Richard Thomas (Welsh)

Sarah Pain

Zack Wycherley Ruth Phillips Jane Roberts

Richard Thomas (DHT) Lucy Driscoll Lizzie Brooks

Health & Safety Committee First Aiders Zack Wycherley Richard Thomas (Deputy Head) Lucy Driscoll - Fire Warden Colette Smethurst Colette Smethurst Tanya Meakins Ruth Phillips School Council (members of Premises, H&S and Finance Sub-committee)



St Monica’s Church in Wales Primary School - Contextual Information

St Monica’s CW Primary School is a small inner city, Church in Wales school which caters for children from the ages of four to eleven years. The school is in a beautiful Grade 2 listed Victorian building in the center of Cathays, Cardiff. The school relocated to our current site in 2005 and underwent an extensive building refurbishment programme. From the PLASC January 2018 census there were 123 pupils on roll arranged in mixed age classes and 17 teaching and support staff. 55 boys and 74 girls. 26% were eligible for free school meals and 33.3% of all pupils were on the SEN register at School Action or above. 1 pupil had a statement of Special Educational Need.

The school population has been very fluid in recent years, due in part to the number of student families in the area as well as Czech/Slovak/Romanian Roma and asylum seeker families who do not always remain in the locality.

Between September 2017 and beginning of July 2018 35 pupils left and 54 pupils joined mid-year, not including Year 6 and Reception aged pupils. 19 pupils arrived and left within the same academic year (16 of whom were on the ALN register at School Action or above). Last year’s School Improvement Plan was written with the 2017/18 cohort pupils in mind – 12 of the 35 leavers were on the ALN register at SA or above, of the 54 new pupils, 34 have significant ALN at SA or above and have received additional support in school.

Pupils were from a wide range of ethnic backgrounds: Arab, Asian, Bangladeshi, Chinese, Czech, Egyptian, German, Greek/Greek Cypriot, Gypsy Roma, Indian, Iraqi, Kurdish, Malaysian, Nepali, Nigerian, Pakistani, Polish, Romanian, Slovakian, Somali, Spanish, Sudanese, White and Black African, White British and Mixed British. The largest groups were White British 31.7%, Czech, Slovak and Roma 16.2%, Pakistani 10.6% and Iraqi and Arab pupils 8.1%. The percentage of White British pupils has fluctuated in recent years. This year there has been a significant increase in the number of Czech Roma pupils. PLASC January 2018

55.5% of pupils were Christian, 29.9% Muslim, 5% have no faith and 9.6% from other faiths. 4.6% of pupils were asylum seekers, this is an increase from last year. There are no looked after pupils currently on roll.

25 different languages were spoken in school. The highest percentage of first languages spoken are English 35.8% (28.9% last year), Arabic 12.2% (18.5% last year) and Czech/Slovak/Roma 16.2% (19.3% last year) . Other languages include Bengali, Cantonese, Dutch, Greek, Hindi, Hindko, Igala, Igbo, Kurdish, Nepali, Panjabi, Pashto, Persian/Farsi, Polish, Portuguese, Romani, Sinhala, Spanish, Tamil, Urdu and Yoruba. Of the 123 pupils on roll, 65.9% of pupils (68.1% last year) are developing their language acquisition skills, New to English = 8.9% (17% last year), Early Acquisition = 18.7% (26.7% last year) and Developing Competence = 30.9% (18.5% last year). PLASC January 2018

Cohorts of children are frequently very small and this has a significant impact on percentages in end of key stage assessments.


Where every child has the chance to shine

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Analysis of Data - Foundation Phase



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o Year 2 = 27 children in cohort, 1 pupil = 3.7%

o All targets exceeded in all areas of learning, at all levels

o More Able learners slightly lower than Welsh average in English and Maths (O6)

o 100% of eFSM pupils achieved at least Outcome 5 or above (8 eFSM)

o 75% eFSM pupils achieved Outcome 6 in PSD, 0% in LLC or MD



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Analysis of Data - Key Stage 2



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o Year 6 = 20 children in cohort, 1 pupil = 5%

o Targets not met due to pupil mobility – at both upper and lower levels

o Attainment exceeds Welsh averages at Level 4 in all subjects and CSI

o Attainment at expected level +1 is slightly lower than Welsh average in Maths and Science

o 100% of eFSM pupils achieved at least Level 4 or above (3 eFSM)

o 33% eFSM achieved Level 5 in all core subjects



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Summary of Progress - School Priorities 2017-18 Priority 1: Teaching Standards Source: Lesson Observations, SER

Target: To reduce variation in standards of teaching across the school.

Success Criteria :

Regular self- evaluation of teaching will have improved % of teaching at ‘good’ and ‘excellent’

Observations of Literacy and Numeracy lessons completed across school triangulate judgments about the quality of teaching.

Teaching staff will be confident listening to learners, and scrutinising work and short term planning to make accurate evaluation of standards

Evaluation Commentary

Regular self- evaluation of teaching will have improved % of teaching at ‘good’ and ‘excellent’ Achieved – see monitoring folder

Observations of Literacy and Numeracy lessons completed across school triangulate judgments about the quality of teaching Achieved – see monitoring folder

Teaching staff will be confident listening to learners, and scrutinising work and short term planning to make accurate evaluation of standards Achieved – see monitoring folder

Priority 2 : Writing Source: Core Data Analysis

Target: To improve standards of writing particularly at outcome 5 and level 5 (by improving the opportunities/provision for pupils)

Success Criteria :

To improve standards in writing at Outcome 5 in excess of 85%, Outcome 6 in excess of 20% (1 child = 3.7%)

To raise standards in writing at Level 5 in excess of 50% (1 child = 5%)

To improve NRT standardised scores for Czech/Roma pupils across the school so all (who are not at SA+) attain a standardized score of 85+


To improve standards in writing at Outcome 5 in excess of 85%, Outcome 6 in excess of 20% (1 child = 3.7%) Achieved – Outcome 5 = 100% Outcome 6 = 28%

To raise standards in writing at Level 5 in excess of 50% (1 child = 5%) Level 5 = 45%, 1 child = 5%

To improve NRT standardised scores for Czech/Roma pupils across the school so all (who are not at SA+) attain a standardized score of 85+ 33% achieved 85+, 2 new children unknown to school at time of writing SIP, 1 missed the test as was absent.



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Priority 3 : Pupil Voice Source: Pupil questionnaires, GB Learning Walk, SER

Target: To continue to develop a whole school approach to pupil wellbeing

Success Criteria :

Improved attendance of vulnerable learners – Czech Roma pupils – target 93%, those eligible for FSM – target 95%

Improved engagement levels of all pupils, target – 90% of homework returned, target – 90% of all pupils bring PE kit for each session


Improved attendance of vulnerable learners – Czech Roma pupils – target 93%, those eligible for FSM – target 95% See monitoring sheet

Improved engagement levels of all pupils, target – 90% of homework returned, target – 90% of all pupils bring PE kit for each session Achieved – see Pupil monitoring log GB Learning Walk

Members of school council understand their committee structure, that it reflects the GB structure. Both were part of the interviewing process for new teachers and felt their opinions were counted.

PCSO’s – understand their roles well, they say children feel safe at school – without exception and they are making their community feel safer. The PCSOs feel they are learning valuable skills

Tech Gang – help other pupils learn how to use new technologies in the school, they look after equipment and make it ready for use, they value learning to take responsibility and helping others

Eco-Committee – very knowledgeable about school procedures and was very complimentary about the school and teachers. They understood the action and felt the school had progressed very well towards this. They hope to earn the eco flag very soon

Team Captains – very positive about their experiences in school, they understood the bullying procedure and felt the school was largely bullying free. They were very complimentary about keeping healthy and had many opportunities for sports and other activities and felt that ‘every child had a chance to shine’

Young interpreters – classroom and teachers always make me safe and they try to help new children in their language or by drawing diagrams. They feel very safe in school and would like to help more

Events + Office teams – everyone is included, everyone has a job, everything is organised and focused



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Priority 4 : Mathematical Development Source: NNF, teacher assessment and end of key stage data

Target: To improve standards of mathematics (number / procedural) particularly at outcome 5 and level 5 (by improving the opportunities/provision for pupils).

Success Criteria :

To improve standards in mathematical development Outcome 5 in excess of 85%, Outcome 6 in excess of 15% (1 child = 3.7%)

To raise standards in mathematics (number) Level 5 in excess of 50% (1 child = 5%)

To improve NNF test (procedural) standardised scores for vulnerable pupils across the school so all (who are not at SA+) attain a standardized score of 85+


To improve standards in mathematical development Outcome 5 in excess of 85%, Outcome 6 in excess of 15% (1 child = 3.7%) Outcome 5 = 100%, Outcome 6 = 32%

To raise standards in mathematics (number) Level 5 in excess of 50% (1 child = 5%) Level 5 = 45%, 1 child = 5%

To improve NNF test (procedural) standardised scores for vulnerable pupils across the school so all (who are not at SA+) attain a standardized score of 85+

All eFSM across the school achieved at least Outcome 5 or Level 4 in maths. Of the children who didn’t achieve 85+ who are also eFSM 5/7 are from a Czech/Roma background Y2 eFSM = 100% achieved 85+ Y3 eFSM = 50% achieved 85+ Y4 eFSM = 83% achieved 85+ Y5 eFSM = 0% achieved 85+ Y6 eFSM = 66% achieved 85+



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Priority 5 : ICT Source: ESTYN Inspection Framework, Digital Competence Framework Audit

Target: To continue to develop the use of technology as learning and assessment tools within the classroom, pupils collaborating with pupils in other schools (applying the Digital Competence Framework).

Success Criteria :

Improved teacher confidence in the use of IT in teaching and learning across the curriculum, INCLUDING using the Digital Competence Framework and Building Blocks

Teachers deliver high-quality weekly National Curriculum ICT lessons during PPA sessions


Improved teacher confidence in the use of IT in teaching and learning across the curriculum, INCLUDING using the Digital Competence Framework and Building Blocks

Achieved

Teachers deliver high-quality weekly National Curriculum ICT lessons during PPA sessions Observations by RT



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School Priorities 2018-19

Priority 1

To reduce variation in standards of teaching across the school.

Priority

2

To continue to develop Welsh language skills across the school

Priority 3

To continue to develop a whole school approach to pupil wellbeing.

Priority 4

ALN – ensuring all aspects of the ALN Act 2018 are planned for and implemented wherever possible



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Priority 1: Teaching Standards Source: Lesson Observations, SER

Target: To reduce variation in standards of teaching across the school.

Success Criteria :

Regular self- evaluation of teaching will have improved % of teaching at ‘good’ and ‘excellent’

Observations of Literacy and Numeracy lessons completed across school triangulate judgments about the quality of teaching.

Teaching staff will be confident listening to learners, and scrutinising work and short term planning to make accurate evaluation of standards

Strategically Planned Tasks/ Skills:

Actions On Track Y/N

Lead Person/s Involved

Time Scale RAG Analysis Start End

To continue regular and systematic evaluation of teaching

Teachers and teaching assistants to film own teaching and evaluate against agreed strands from Teaching Continua and new professional standards for teachers and assisting teachers

All Teachers

Oct 2018

July 2019

20 min observation to take place half termly to evaluate focus strands – teachers to share their own films with others in their team and discuss/complete session observation forms

HT Nov 2018

July 2019

Feedback to teachers and process is then repeated the next half term. HT Feb 2019

July 2019

Data analysed to ascertain overall levels of teaching within the school. HT Feb 2019

July 2019

To continue regular and systematic evaluation of standards

Teams to meet, look at previous year’s books and moderate standards, comparing this year’s cohort with last year, repeat each half term. Make a judgment about standards for each year group

RT, TM, KO’G

Oct 2018 May 2019

Building Blocks – set all pupils at ‘at’ then comment by exception – ensure all children’s skills (especially those with a spikey profile) are correctly assessed for each activity – at least weekly Planning to be downloaded onto Drive – into Planning monitoring file for Abi

HT Fortnightly Autumn term

as needed in Spring and Summer



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Class teachers to undertake Listening to Learners exercises for both literacy and numeracy in another class. Feedback to either the FP or KS2 team. As a team make a judgment about standards for each year group

RT, TM, KO’G

Oct 2018 May 2019

eFSM Group Aspirational targets set for pupils informed by teacher assessment Pupils progress to be monitored at 3,6,and 9 months to ensure that they

are narrowing the gap and making at least expected progress (Building Blocks to identify gaps in skills attainment)

HT + SLT Sept ’18 Dec ’18 March ’19

June ‘19

To develop collaboration between teams

Whole staff visit to National Education Show ‘Visible learning in the classroom’ and ‘Mantle of the expert’ are the two most popular seminars chosen by staff to develop Teachers to film own teaching and watch/evaluate in team – focus on interactions (pupil to pupil, pupil to staff), outdoor learning, levels of independence and phases within lessons

Whole staff

Nov 2018 July 2019

Resources (time; finance; staff development; equipment) Cost of Staff Training Non Contact Time supply costs

Budget Allocation £600 (4 days supply cover)

Budget Source Delegated budget – supply

Monitoring Evaluation

How? Who? When? How? Who? When?

Lesson Observations HT Nov – Jan - Mar-Jun

2018/19 Analysis of Observations

Challenge Adviser GB Evaluative Team

July 2019

Monitoring Commentary



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Priority 2 : Welsh Source: Welsh Language Charter

Target:

Success Criteria :

See Welsh Language Development Plan – written with Amanda Mathias



Lead Person(s) Involved


Staff training with Amanda Mathias Adamsdown primary School – collaboration to continue Welsh Language Charter Developments

Longer Term Tasks / Objectives (3 year plan)

Resources (time; finance; staff development; equipment) Staff Development Time NCT for LL to do Observations ( 2 days)

Budget Allocation £300 (2 days supply cover)

Budget Source Delegated budget – supply



Building Blocks Assessment Tracker, TAs,

SLT 3,6,9 mths Analysis of end of KS TA

data Challenge Adviser and GB Evaluative Teams

July ‘19




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Priority 3 : Pupil Voice Source: Pupil questionnaires, GB Learning Walk, SER

Target: To continue to develop a whole school approach to pupil wellbeing

Success Criteria :

Improved attendance of learners who are below expected level/outcome – whole school target = 95%

Improved engagement levels of all pupils, target – 90% of homework returned, target – 90% of all pupils bring PE kit for each session



Lead Person(s) Involved


Pupil Voice - Further develop pupil groups in the school including the development of the Pupil Senedd

School Council Elections by peers of council members. Mirror committee structure of Governing Body and share workload to report to Governing Body sub-committees and full Governing Body * Standards – engagement levels of pupils including monitoring homework and PE kit, winning classes have a special mention during Praise and Celebration * Vision and Values – following school rules, monitoring how many children remain ‘Green’ each day, winning classes have a special mention during Praise and Celebration * Premises, H&S and Finance – completing a modified H&S audit each term, reporting to the school’s Safety Committee Eco Committee To continue to work with the school’s Travel Champion to improve Active Travel to and from school Active travel team – year 5’s Achieve the Eco Flag award Break and Lunchtimes Training of TA and pupils as Playground Buddies to zone the playground and make break times and lunchtimes more fun Office Support Training of pupils to provide support in the school office at lunchtimes

TM LB Travel Champion (LvR) Buddies Supervisor (EB)

Sept ‘18 July ‘19


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Events Team Training of pupils to provide refreshments and welcoming services (including ICT) to visitors

Additional support for ME pupils and those with EAL, priority given to those with NEWBEs status

Young Interpreters to work with ALNCo and identified groups of EAL pupils to support language development and integration across the school

ALNco Sept ‘18 March ‘19

Longer term tasks and objectives (3 year plan)

Forest Schools (our own customized urban version)

Resources (time; finance; staff development; equipment) ELSA (VW) 12 hours per week Czech support (JF) 10 hours per week TA (JR, RP) 16 hours per week Other various TAs to cover Language Links, Speech Links, Handwriting Motorway

Budget Allocation £54,940 to cover all interventions

Budget Source PDG + MEAG Grant



Revisiting baselines SLT 3,6,9 month intervals Comparison of scores SLT

Challenge Adviser GB Evaluative Team

3,6,9 month intervals




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Priority 4 : ALN Source: ALN Act 2018

Target: ALN – ensuring all aspects of the ALN Act 2018 are planned for and implemented wherever possible

Success Criteria :

Interventions to have started by end of Sept 2018

Value added for each intervention tracked and PARM referrals made if progress is less than expected


Actions Lead Person(s) Involved


Statementing Check statement and provision for: Year 6 – NG Reception – KG

Dep Head Sept 2018

Sept 2018

Team Around the Child Meetings

Invite all relevant professionals plus parents (and translation) for the following pupils: Year 6 – IK (need to book a date) Alistair Barker + Rebecca O Year 4 – JG Year 2 – KG Rec – KG Nicky Andrews + SALT – all 3 on Fri 14th Sept

Dep Head Sept 2018

Sept 2018

Specialist Teachers Check dates and timings for all specialist teachers – SALT - regular visits for VS + DG, termly review for L T-K HI – regular visits for DG (Y6), NG (Y6), DG (Y5), JG (Y4), KG (Y2) + KG (Rec) Lit/Num Support Team – hopefully for IK (Y6)

Dep Head Sept 2018

Sept 2018

Education Psychologist Visits

Consider: Year 2 KG – SALT requesting Non-verbal scores Year 3 NJ – Specific Learning Difficulty - ?Dyslexia? Year 3 RD – attention issues + Specific Learning Difficulty - ?Dyslexia? Year 4 NK – General Learning Difficulties Year 4 LH - re-test re spikey profile

Dep Head Sept 2018

Oct 2018

Analysis of data - highlighting vulnerable groups (eFSM, Czech/Roma and

Value added from 2017/18, deciding on areas of most need – triangulation of data (end results plus screening and LNF results)

SAIL

Maths Factor

Dep Head Sept 2018

Sept 2018


23

Slovak/Roma)

Rapid Readers (if pupils in KS2 fall below the criteria for Rapids, the have 1:1 sessions with JR – STARS)

Rainbow Readers

Timetable pupils, staff and rooms for interventions Dep Head Sept 2018

Oct 2018

Language Links – screening for Year 1 plus 2 pupils in Year 2 (VS + KG) Reception (after 6 week settling in for non-EAL, in Spring term for EAL)

CS Sept 2018

Oct 2018 Jan 2019

Speech Links triage – screening of pupils who may benefit from programme VW Sept 2018

Oct 2018

Handwriting Motorway – screening of pupils who may benefit from programme VW Oct 2018

Oct 2018

IEPs or IDPs Cohort Files to be updated Individual pupil overview sheets to be annotated upon with interventions/results

Dep Head Sept 2018

By end of Sept

Some Reception pupils may need IDPs (formal reviewed at least once per year)

Dep Head Oct 2018

By end of half term

One page profile – with targets on the back, for all pupils in the school at SA+ or above

Dep Head Oct 2018

By end of half term

Year 1 – Year 6 IEPs for all children receiving an intervention

Dep Head Oct 2018

By end of half term

Needs Assessment for EAL – S Pain to complete (Dep Head to release) Dep Head Nov 2018

Nov 2018

Review of IEPs and or IDPs – all pupils on ALN register

Dep Head Dec 2018 By end of term

Update SIMs as needed – ready for PLSC return Dep Head Dec 2018 By end of term

Write new IEPs, add to IDPs or remove from ALN register Dep Head Jan 2019 By end of half term


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Dep Head Easter 2019

By end of term

Write new IEPs, add to IDPs or remove from ALN register Dep Head April 2019

By end of half term


Dep Head July 2019

By end of term

Annual Reviews Year 6 Annual Reviews – invite HI team, High Schools, Case Work Officer (if a question about placement in High School)

Dep Head Feb 2019 Feb 2019

Reviews for interventions SAIL Review every 5 weeks, final review after 20 weeks, Marie Clay observation survey to be sent to Lit/Num Support Link Teacher in June 2019 New screening for next year to start in June 2019

LD Every 5 weeks

June 2019

Maths Factor Assessments/reviews every 10 weeks

JR + RP Every 10 weeks

July 2019

Rapid Readers + Rainbow Readers Salford A (Sept or when they start the programme) + B (June/July or when they finish the programme)

JR + RP Ongoing July 2019

Language Links Re-screen 2017/18 cohorts

CS Sept 2018

Speech Links + Handwriting Motorway When they finish the programme

VW Ongoing July 2019

NEWBES CATE – baseline Identify targets and strategies for any new arrivals Set up a NALDIC graph for each new arrival

Head Ongoing

Review CATE targets and strategies Track progress on NALDIC graph

Head Termly

Longer term tasks and objectives (3year plan):

Keep up with new legislative changes following the ALN Bill 2018


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Resources (time; finance; staff development; equipment) 1/2 day per week non-contact time for ALNCo

Budget Allocation

Budget Source



Discussion Pupil progress meetings

Head Oct, Jan, Mar, June Report of ALNCo SLT

GB Evaluative Teams July 2019



Other aspects for development in the next 3 years

The development of exciting urban outdoor provision for Foundation Phase and Key Stage 2

Continuing to develop the curriculum in line with recommendations from the Donaldson review

Welsh language development for all staff - consider Welsh language sabbaticals (part of a Welsh Assembly scheme)

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St Monica’s School Improvement Plan 2018-19€¦ · The vision for our school: At St Monica’s...

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