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Ysgol Gynradd Dyfnant Dunvant Primary School

School Development Plan 2018 - 2021

Aim, Believe & Achieve

Anelwch, Credwch a Chwbwlhewch

2018-2019 Nursery Reception

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Total

Eligible for Free School Meals 0 0 6 4 2 1 4 7 24

Children in Need 0 0 0 0 0 0 0 0 0

Looked After Children 0 0 0 0 0 0 0 1 1

English as an Additional Language 2 1 1 4 1 2 4 5 20

Number of latecomers to Welsh Na Na Na Na Na Na Na Na Na

Special Educational Needs 2 5 2 10 9 8 6 10 52

School Action 0 0 0 5 5 4 2 5 21

School Action Plus 2 0 0 2 2 1 2 2 11

Statement 0 5 2 3 2 3 2 3 20

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Dunvant Primary SchoolTarget Setting: Foundation Phase Targets

FPh2019 2020

Current Year 2 Current Year 1

Boys Girls Pupils Boys Girls Pupils

Coh

ort Full Cohort 23 20 43

Number of FSM 2 0 2

O5+ O6+ O5+ O6+ O5+ O6+ TargetO5+

TargetO6+

TargetO5+

TargetO6+

Num

ber a

chie

ving

exp

ecte

d

LCE22

95.6%

5

21.7%

20

100%12

60%

42

97.8%

17

40.9%- - - -

LCW - - - -

MDT22

95.6%

11

47.8%

20

100%

11

55%

42

97.8%

22

51.4%- - - -

PSD 22 15 20 20 42 35 - - - -

3

outc

ome

95.6% 65.2%100%

100% 97.8% 82.6%

FOI 89.2%91.6%

- -

Key Stage 2 Targets – Targets as of October 2018

KS2 2019 – Current Year 6 2020 – Current Year 5 2021 – Current Year 4

Boys Girls Pupils Boys Girls Pupils Boys Girls Pupils

Cohort Full 26 18 44

Welsh Medium 0 0

L4+ L5+ L4+ L5+ L4+ L5+ Target L4+

Target

L5+L4+ L5+ L4+ L5+ L4+ L5+

Target L4+

Target L5+ L4+ L5+ L4+ L5+ L4+ L5+

Target

L4+

Target L5+

Number achieving expected level

English 85% 42% 100% 55% - - - - 0 0 - -

Welsh 85% 42% 100% 55% - - - - 0 0 - -

Mathematics 85% 42% 100% 55% - - - - 0 0 - -

4

Science 85% 42% 100% 55% - - - - 0 0 - -

CSI - - 0 -

Key Stage 2 targets – pupils in receipt of Free School Meals- October 2018

CA2 2019 – Current Year 6 2020 – Current Year 5 2021 – Current Year 4

FSM Non FSM pupils FSMNon FSM

pupils FSMNon FSM

pupils

Cohort

Full 7 37 44 0 0

Welsh Medium 0 FSM Non FSM 0 FSM Non FSM 0 FSM Non FSM

L4+ L5+ L4+ L5+ L4+ L5+ Target L4+

Target

L5+

Target L4+

Target

L5+L4+ L5+ L4+ L5+ L4+ L5+ Target

L4+Target

L5+Target

L4+Target

L5+ L4+ L5+ L4+ L5+ L4+ L5+ Target L4+

Target L5+

Target L4+

Target L5+

Number achieving expected level

English 100% 29% 89%

54%

85%42%

- - - - 0 0 - - - - 0 0 - - - -

Welsh 100% 29% 89%

54%

85%42%

- - - - 0 0 - - - - 0 0 - - - -

Mathematics 100% 29

% 89%54%

85%42%

- - - - 0 0 - - - - 0 0 - - - -

Science 100% 29% 89%

54%

85%42%

- - - - 0 0 - - - - 0 0 - - - -

CSI - - 0 - - 0 - -

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Progress since the Last Inspection

Date of Last Inspection: Current Performance: Capacity to Improve: Subsequent Monitoring:

None / LA / Estyn / GS / MA

RECOMMENDATION

Recommendation Very good progress Strong progress Satisfactory progress Limited progress

Tackles the recommendation in every way

Tackles the recommendation on the whole

Tackles the recommendation in many ways

Does not satisfy the recommendation

Definition Does not require any further attention to any aspect.

Very good effect on the quality of provision.

Requires attention only to minor aspects.

Positive effect on standards and / or the quality of provision.

Continues to require substantial attention to some important aspects.

Limited effect on standards and / or quality of provision.

Each aspect or many important aspects continue(s) to require attention.

No effect on standards and / or quality of provision.

R1 Raise standards inwriting, numeracy, ICTand thinking skillsacross the curriculumin key stage 2



The school’s planning and provision for pupils to develop skills in literacy, numeracy are effective and developing in ICT. In the foundation phase, pupils have worthwhile opportunities to practise their literacy and numeracy skills through a good range of well-planned activities. As they move through the school, most pupils learn to apply their skills well in work across the curriculum.Many pupils start school with literacy, numeracy, personal and social skills that are above those expected for their age. Beneficial moderation at whole school and cluster level of baseline judgements has been undertaken. As they move through the school nearly all pupils make good progress. Most pupils in Year 2 write successfully for different purposes. They use basic punctuation well to organise their work. Their spelling of common words is often correct and they learn to form letters and develop their handwriting effectively. By the end of key stage 2, nearly all pupils speak confidently and clearly. They work well together and respect each other’s views. Most pupils develop joined handwriting effectively by the end of the key stage. They use their writing skills well to choose expressive vocabulary across a wide variety of genre. Most pupils develop their mathematical skills well in the Foundation Phase. By the end of key stage 2, most pupils apply suitable calculation strategies using the four rules of number to solve problems. They use their number skills effectively across the curriculum. Most pupils are beginning to develop their information and communication technology (ICT) skills well, however a comprehensive whole school planner for the DCF is at an early stage of development. As they move though the school most become competent at storing and accessing work on an electronic system. By theend of key stage 2 most pupils use word processing packages confidently to draft and present their work. Most research

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on the internet competently. Data from TA in 2018 shows rising standards across all indicators with most indicators in the 1 st and 2nd quartiles (unverified)

R2 Raise standardsand improve provisionin Welsh across theschool



Standards in Welsh are good. The percentage of pupils achieving level 4 is rising: In 2012-13- 65.4%, 2013-14 70.2%, 2014/15-88.5%; 2015/16 93.5% at level 4 and 48.4% at level 5, which places the school in quartile 3. The school has set a target of 100% at level 4, for 2017-18. This has been achieved, along with 43% achieving level 5, placing the school provisionally in the second quartile. All teachers use incidental Welsh and follow the National Curriculum. All staff have a positive attitude, including slot ddrilio as part of the daily routine. Helpwr y dydd,drilio and guided reading continue to develop standards. The Foundation Phase has a strong team of staff delivering Welsh in a fun and effective way. Pupils are clearly enthusiastic and confident. There is now a ‘Welsh Crew’ in every class. Classes are resourced with age appropriate materials and are aware of age-appropriate language patterns. All planning includes opportunities for writing across the curriculum and Welsh forms part of the school’s drive towards ‘Successful Futures’.

R3 Improve the qualityof teaching and long termplanning in keystage 2 to ensure thatteachers consistentlychallenge pupils of allabilities



Most teachers plan lessons effectively, deliver them creatively and enthuse pupils successfully. There has been a successful move away from onerous weekly planning due to insufficient medium term planning in being in place. Teacher planning is effectively monitored by subject leaders using Building Blocks via dedicated ADDS sessions. Activities provide good opportunities for pupils to work collaboratively, for example when designing a Tudor Banquet. Many pupils have extensive opportunities to choose what and how they would like to learn and to develop independent learning skills through their ‘EPIC’ planning. The school’s planning and provision for pupils to develop skills in literacy, numeracy are effective and developing in ICT. In the foundation phase, pupils have worthwhile opportunities to practise their literacy and numeracy skills through a good range of well-planned activities. As they move through the school, most pupils learn to apply their skills well in workacross the curriculum. The school provides a good range of different programmes and beneficial intervention groups to support pupils withadditional learning needs in literacy and numeracy, however this is at an early stage for personal and social need. Most teachers collect information effectively and discuss assessment and pupil tracking regularly via a bespoke school system. In this way, the school identifies all pupils in need of support successfully. The school successfully identifies all pupils at risk of underachieving and puts in place appropriate individual plans to support them. High quality training in in place for staff providing these interventions. Teachers write high quality IEPs for pupils and a PCR approach is in place for annual reviews, however, this is at an early stage of development. As evidenced by the lesson observation undertaken during the past 9 months, most of the teaching, and its impact on most pupils’ learning and progress, is consistently good.All staff have a shared understanding of the characteristics of excellent and good teaching and most demonstrate these in classroom practice.Significant work has been done in this area over the past 18 months. Strategies to identify and share effective practice are generally successful in improving learning and teaching across the school as a whole. Again, a consistent approach in expectations has shown significant improvement in this area. Processes to track pupils’ progress, identify needs and provide support are robust and effective in most cases. The recent introduction of pupil review meetings has had a powerful effect on the provision and support individual children receive. The progress of all children is

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robustly discussed in termly meetings and the outcomes of the discussions quickly acted upon. There is a calm and purposeful atmosphere to the whole school. Teachers place a high priority on promoting pupils’ wellbeing. Most teachers use a good range of questioning strategies to check on pupils’ understanding and to promote their thinking skills. Teachers and teaching assistants know their pupils well and intervene at appropriate times. This nurturing ethos enables nearly all pupils to make good progress. Teachers deploy their assistants effectively and they work in purposeful partnership to enhance provision for example when supporting groups outdoors. Nearly all teachers have high expectations of pupils. They set clear learning objectives and use a range of approaches to stimulate learning, including a differentiated challenges approach for all abilities.

R4 Strengthenassessmentprocedures andassessment forlearning in key stage 2



Marking and feedback in most classes is effective in providing ways forward for pupils. Nearly all pupils respond appropriately to the feedback they receive. Due to the introduction of a robust system of pupil review meetings, most leaders and staff now analyse and use performance data, evidence about the quality of learning and teaching and pupils’ work effectively to identify strengths and improvement priorities. This is evidenced by the improved SER which honestly identifies strengths and areas for development.Processes to track pupils’ progress, identify needs and provide support are robust and effective in most cases. The recent introduction of pupil review meetings has had a powerful effect on the provision and support individul children receive. The progress of all children is robustly discussed in termly meetings and the outcomes of the discussions quickly acted upon.Teacher assessment is consistent and accurate in the main.

R5 Further developdistributed leadershipand the role ofgovernors as criticalfriends



Through the highly effective leadership of the Headteacher, leaders and staff have a clear emphasis on raising standards. Through its targets theschool has high expectations for the future achievement of its pupils. Again, pupil review meetings have been instrumental in ensuring all pupilsreceive the support they require. Leaders and staff take advantage of opportunities to work with schools and other partners. Collaboration is developing well and makes an important contribution to capacity building and improvement. Book looks in the cluster of schools and the school's sharing of differentiated success criteria have been powerful in this area.Governors have a good understanding of the school’s strengths and areas for improvement. Their work to support and challenge the school’sperformance is strong. The Governing Body now robustly challenge and support the school. They are fully involved in the strategic life of the school through effective meetings, the scrutiny of information provided by the Headteacher and visits to the school. This is evidenced by the improvement in the consistency of provision and good standards at the school.The roles and responsibilities of leaders and staff are defined and communicated clearly and professional standards are met successfully in the main. There has been highly successful work done in this area to create a consistent approach to the expectations of the school. A 'Team Dunvant' approach successfully permeates the work of the school. Due to the introduction of a robust system of pupil review meetings, most leaders and staff now analyse and use performance data, evidence about the quality of learning and teaching and pupils’ work effectively to identify strengths and improvement priorities. This is evidenced by the improved SER which honestly identifies strengths and areas for development.

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R6 Embed self-evaluationprocessesand ensure that self-evaluationfocusesrigorously on raisingstandards

Does not require any further attention to any aspect.

Very good effect on the quality of provision.

Through revised and well understood processes, self- evaluation is now accurate, robust, systematic and well established. Self-evaluation is highlyeffective in contributing to improving standards, learning and teaching. Through more robust and refined self-evaluation procedures, leaders and staff are clear about the priorities that need to be addressed in the school’s improvement plan. Action, and the use of resources, are effective in securing improvement in key indicators for most pupils including for pupils eligible for free school meals and other vulnerable groups.

School and Governing Body appraisal of the progress with 2017/2018 priorities

Good Progress

Strong Progress

Satisfactory Progress

Limited Progress

Priority 1: To develop the quality and effectiveness of leaders at all levels

Appraisal: The Headteacher and other senior leaders demonstrate a very strong capacity to plan and implement change and sustain improvement successfully innearly all respects. They engage all staff and other partners very effectively in the change process. This has seen significant improvement since the last Core Visit in Autumn 2016. The Headteacher and other senior leaders demonstrate a very strong capacity to plan and implement change and sustain improvement successfully in nearly all respects. They engage all staff and other partners very effectively in the change process. This has seen significant improvement since the last Core Visit in Autumn 2016

If targets were not reached, then a short statement should be included on the reason for this, and an outline of any remedial steps to be taken. This statement should not include any reference (direct or indirect) to individual members of staff.

Priority 2 To develop a broad, balanced and appropriate curriculum that excites and challenges all learners

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Appraisal: Most teachers plan lessons effectively, deliver them creatively and enthuse pupils successfully. There has been a successful move away from onerous weekly planning due to insufficient medium term planning in being in place. Teacher planning is effectively monitored by subject leaders using Building Blocks via dedicated ADDS sessions. Activities provide good opportunities for pupils to work collaboratively, for example when designing a Tudor Banquet. Many pupils have extensive opportunities to choose what and how they would like to learn and to develop independent learning skills through their ‘EPIC’ planning.

Priority 3: To refine pupil progress reviews so that all pupils receive appropriate intervention and support

Appraisal: Due to the introduction of a robust system of pupil review meetings, most leaders and staff now analyse and use performance data, evidence about the quality of learning and teaching and pupils’ work effectively to identify strengths and improvement priorities. This is evidenced by the improved SER which honestly identifies strengths and areas for development.Processes to track pupils’ progress, identify needs and provide support are robust and effective in most cases. The recent introduction of pupil review meetings has had a powerful effect on the provision and support individual children receive. The progress of all children is robustly discussed in termly meetings and the outcomes of the discussions quickly acted upon.

Priority 4: To ensure that nearly all pupils are making expected progress in their phase in English (LLC) and mathematics (MDT)

Appraisal:KS2 – Progress from FPEnglish Progress measure: 97% made at least expected progress. 27.7% made better than expected progressMaths Progress measure: 94.4% made at least expected progress. 9.5% made better than expected progressFoundation Phase- Progress from BaselineLLC Progress measure: 94% made at least expected progress. 33% made better than expected progressMDT Progress measure: 94% made at least expected progress. 41.6% made better than expected progress

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Priority 5: To develop a strategic view of pupil voice, so that it is integral to school life

To ensure that nearly all pupils feel safe in school through a clear and systematic approach and policy to developing and sustaining well-being

Appraisal: Nearly all pupils behave very well when moving around the school and on the playgrounds. They have a strong sense of fair play. Pupils treat adults with respect and maturity and greet them pleasantly. A strength throughout the school is the positive attitude and enthusiasm that most pupils have for learning. In discussion with pupils, they could comprehensively describe what makes a good learner including being sensible, working hard,trying your best, having a growth mindset ‘I cant do it yet,’ pushing yourself, persevering and learning from your mistakes. Many pupils throughout the school take on roles of responsibility readily. Pupils vote for various groups and committees. They speak enthusiastically about the range of leadership roles available including their Eco Committee and School Council. These committees report back regularly to the rest of the school.Many pupils have extensive opportunities to choose what and how they would like to learn and to develop independent learning skills through their ‘EPIC’ planning.

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Three-Year Priorities 2018 – 2021

2018-2019New Estyn Framework

1. 1. Standards2. Well-being and attitudes to

learning3. Teaching and Learning

Experiences4. Care guidance and support5. Leadership

To develop the quality and effectiveness of leaders at all levels

To ensure that nearly all pupils are making expected progress in their phase in English (LLC) and mathematics (MDT)

To improve welsh oracy across the school

To develop a broad, balanced and appropriate curriculum that excites and challenges all learners

To refine pupil progress reviews so that all pupils receive appropriate intervention and support

To refine pupil progress reviews so that all pupils receive appropriate intervention and support

2019-20201. Standards2. Well-being and attitudes to

learning3. Teaching and Learning

Experiences4. Care guidance and support5. Leadership

To review systems to ensure that nearly all pupils are making expected progress in English (LLC) and mathematics (MDT)

To review provision and progress in Improving skills (literacy, numeracy, ICT, thinking, Welsh)

To Further develop Pupil Tracking to enhance systems of monitoring and inform planning (Building blocks)(Using this to inform pupil progress reviews)

TO IMPROVE ATTENDANCE AND PUPIL PARTICIPATION (particularly eFSM)

To review the curriculum in line with Donaldson so that it excites and challenges all learners. (Reviewing planning for: themes / topics (considering Successful Futures curriculum), rich tasks, maths, outdoors)

To review provision for IT

To improve the range and quality of teaching approaches across the curriculum so that 100% is good or better

LD 1a)To review the quality and effectiveness of leaders at all levels, so that they impact on outcomes for all learners (Appraisal for TAs )

LD1b)To review the work of the governing body so that they have an impact on the standards for pupils through first-hand self-evaluation

To review processes to effectively involve all stakeholders (in particular pupils) in school development planning and improvement and in self-evaluation

To ensure that nearly all pupils feel safe in school through a clear and systematic approach and policy to developing and

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sustaining well-being

2020-20211. Standards2. Well-being and attitudes

to learning3. Teaching and Learning

Experiences4. Care guidance and

support5. Leadership

Improve standards in numeracy across the curriculum

Improve standards in literacy across the curriculum

Improve standards in welsh across the curriculumImprove standards in science

To improve the range and quality of teaching approaches across the curriculum so that 100% is good or better

To improve planning for all learners so that challenge is appropriate for all.

TO IMPROVE ATTENDANCE AND PUPIL PARTICIPATION (particularly eFSM)

To review the impact of pupil progress reviews on pupil progress

To develop middle leaders so that they impact on outcomes for all leaders

Monitoring impact of digital learning

To review the impact of policy and approach to developing/ sustaining well being

Priorities for 2018– 2019

Priority: To develop the quality and effectiveness of leaders at all levels

Key Question and Quality Indicator: 5- Leadership

Related to the Post Estyn Inspection Plan: Rec 5, Rec 6

Success criteria in terms of standards or quality:

AoL teams have completed self- evaluations, development planning

SLT completed SDP and evalautions SLT taken part in and led core visits Governing body- action plan, evaluation visits

Internal Accountability: KT Accountability to the Governing Body:

DD, FGB

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Very good progress

Strong progress

Satisfactory progress

Limited progress

Actions Who? When? Monitoring

(Who? What?

When?)

Professional Development

Needs

Source of Finance and Cost Evaluation Rag Rating

Term 6 (Pre Plan Actions)

1. Review 2018-19 SDP with all stakeholders

HT and all staff,

pupils, govs

1x Adds Governing Body

None None Minutes of meeting

2. Review SER with SLT and governors

3. Complete pupil questionnaires

HT and all staff,

pupils, govs

1x Adds

By end of term 6

Governing body

None None Minutes of meeting

4. Complete data analysis for national tests

5. Complete/ finalise data analysis for Phase/ Key stage

KW, EC

HT

By 22nd July

2X supply for 1 day

By end of term

1x supply day for CD

KT, TD

KT

To be completed

with SLT

KT to support CD/ TD/ CM/ST

Cost Centre:

Supply

3x supply teachers

Report compiled for SLT

1x SLT

1x SLT

6. Complete PM reviews for all teaching staff TD, CD, CGS By end of INSET

September

KT None None All PMs completed

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KT to monitor

7. All teaching staff to complete Gareth Coombes continua evaluations

8. HT, SLT to complete Gareth Coombes continua analysis

All teaching staff/ HLTA

KT, TD, CD, CGS

13th July

20th July

KT

KT

As stated

As stated

9. To ensure that full handover of year group on a page, data analysis occurs in all year groups

All teaching staff/ SLT

INSET- September

KT None None

10. Review area of learning teams/ leaders are clear and established

11. Review Trust Trios for September

All staff 1xINSET- September

KT None None

12. KT/ TD to review self-evaluation guidance booklets on curriculum guidance, marking policy, differentiation, displays, building blocks, assessment, moderation, slot drillio to ensure a corporate approach

KT, TD 20th July GB None None

13. Review prefect/ head boy/ girl expectations and roles Working party

By end of term

KT None none

14. Order ELRS welsh expectations for each year group.

15. Slot Drillio weekly wagoll

KT

CD/ AC

End of term KT None Resource budget

16. Add safety squad to pupil voice groups. Liaise with Year 6 pupil council for safety squad responsibilities.

KT/ JB End of term KT None None

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17. Review assembly rota- to include pupil voice groups KT End of term KT None None

18. Update APP for new year. ADDs/ rotas for term 1.

19. CPD timetable- Andrews’s time plus TAs

SLT End of term KT None None

Term 1- Complete all tasks on self-evaluation timetable, cross reference to ADDs timetable

1. KT/ TD to share booklets to demonstrate agreed expectations for key tasks- Team Dunvant from last year plus Slot Drillio, Clubs, Twitter, rota of songs for singing. Planning expectations- engagement, FP pedagogy, community

2. Establish trust trio teams to support self-evaluation of key tasks

3. PM management reviews- To be completed iNSET days

KT/ TD, all staff

All staff

INSET day-September.

KT None None

4. Share new SER/ SDP/ data analysis with key messages with all staff and governors

5. Foundation Phase Pedagogy Training/ Role of the TA- in Foundation Phase- What does good practice look like? (The Key) Discussion time for KS2 to discuss how this could work- agreement stated as expectations.

6. Share SDP with pupils (assembly) and parents (Via newsletter)

HT, DHT, FP leader

All staff

As above

INSET day September

Week 1

KT

CM/ CD

None

None

None

None- AC cover timetable

7. Trust Trios Self / Peer evaluation Focus: Foundation Phase Pedagogy

All teaching staff

1xAdds

Week 3

TD/CD

KS2, FP leaders

TD, CD support as necessary

None

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8. Informal SLT self-evaluation tasks- Focus: FP pedagogy

listening to learners

Book scrutiny

Learning Walk

All staff

GB-

Week 5

wb

KT, FGB None None

9. AoL Release Time- autumn term. Focus: Look at Autumn Term planning- engagement, community, outdoor learning.

Development plan tasks

Areas of learning teams

1x Adds KT To be completed with SLT in

first instance

None Proforma report needed.

10. Team leaders to complete performance management planning/ target setting meetings with all teaching staff and teaching assistants

All teachers/ teaching

assistants

1xAdds KT None None

11. Complete ACV with challenge adviser HT, DHT, CoG

1 day KT None None ACV report by CA

12. TD/ CGS to begin survey of community skills- make contact with key community groups- Coop, Dunvant Rugby club, friends of Dunvant Park

TD/ CGS 1 day KT None Supply


1. Middle leaders to review pupil progress reviews for their subject and complete analysis of progress.

KW, EC 1 day supply for each

KT To be completed with SLT in

first instance

Cost centre:

Supply teaching

2x days

Report to SLT

1x SLT

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2. A. Trust Trios Self / Peer evaluation Focus: Slot Drillio

B. Phase meetings to discuss areas of strength, practice worthy of sharing, areas of support

All teaching staff

1xAdds

Week 3

TD/CD

KS2, FP leaders


None

3. HT/ Governing body self-evaluation tasks- Focus: Engagement, Foundation Phase Pedagogy


Book scrutiny, planning scrutiny

Learning Walk

All staff

GB-

Week 5

wb

KT, FGB None None

4. AoL monitoring- See above. ERW schemes of work review. Development plan tasks


1x Adds KT None None Report to be completed using agreed format (linked to Estyn questions)

5. Pupil progress reviews/ moderation/ data updates KT/ All teaching

staff

PPA time

1x Adds

KT None

To be completed with HT in

first instance

2x supply teachers Report to be completed using agreed format

6. HT to complete data analysis for governors for FGB KT By FGB Term 2

FGB None None

Term 3- Complete all tasks on self-evaluation timetable, cross

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reference to ADDs timetable

1. Middle leaders to review pupil progress reviews for their subject and complete analysis of progress.

KW, EC 1 day supply for each

KT To be completed with SLT in

first instance

Cost centre:

Supply teaching

2x days

Report to SLT

1x SLT

2. Trust Trios Self / Peer evaluation Focus: Foundation Phase Pedagogy, Outdoor learning, community

All teaching staff

1xAdds

Week 3

TD/CD

KS2, FP leaders

TD, CD support as necessary None

3.

4. HT/ Governing body self-evaluation tasks- Focus: Teaching and learning overview. Core Visit 2



Learning Walk

All staff

GB-

Week 5

wb

KT, FGB None None

5. AoL monitoring- Standards. Building Blocks, books, work scrutiny. Development plan tasks



Term 4- Complete all tasks on self-evaluation timetable, cross

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reference to ADDs timetable

1. A. Trust Trios Self / Peer evaluation Focus: Engagement, Slot drillio, FP pedagogy, outdoor learning



All teaching staff

1xAdds

Week 3

TD/CD

KS2, FP leaders


None

6. Complete PM half point reviews for all staff All staff 1x Adds HT None NA

1. AoL monitoring- Development Plan tasks Areas of learning teams


7. HT/ Governing body self-evaluation tasks- Focus: Teaching and learning overview.- T and L that needs improvement



Learning Walk

All staff

GB-

Week 5

wb

KT, FGB None None


FGB None None


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1. A. Trust Trios Self / Peer evaluation Focus: TBC

2. Book scrutiny, planning scrutiny


All teaching staff

1xAdds

Week 3

TD/CD

KS2, FP leaders


None

HT/ Governing body self-evaluation tasks- Focus: Teaching and Learning that needs improvement. Core Visit 3.



Learning Walk

All staff

GB-

Week 5

wb

KT, FGB None None

1. AoL monitoring- Curriculum Coverage. Development plan tasks Areas of learning teams



1. Evaluation of plan written for FGB with next steps for all staff

1. Review and evaluate the work completed in the trust trio. All teaching staff

1xAdds TD/CD TD, CD support as

None

21

Week 3 KS2, FP leaders

necessary

2. HT/ Governing body self-evaluation tasks- Focus: Overview/ Review of the year.



Learning Walk

All staff

GB-

Week 5

wb

KT, FGB None None

3. Performance Management reviews completed for all staff All staff 1x Adds HT None NA

4. AoL monitoring- Development plan tasks. SER. Areas of learning teams



FGB None None


Priority: To develop a broad, balanced and appropriate curriculum that excites and challenges all learners

Key Question and Quality Indicator: Teaching and Learning

Related to the Post Estyn Inspection Plan: Rec 1, Rec 3


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Year 2 plans written and evaluated Pupil voice groups report positive engaging learning

experiences Year 1 LOL plan completed

Internal Accountability: KT, SLT, Curriculum Leader, AoL leads

Accountability to the Governing Body:

Very good progress

Strong progress


Limited progress


(Who? What?

When?)


Needs



20. 1 To refresh whole school staff in FP pedagogy and to introduce roll out, throughout KS2, in line with Donaldson.

CD/CM July 2018 Rolling out FP pedagogy throughout

school.

Sept. 2018

FP Consultative

Leader to support

CD/CM for training needs.

1 day, 2 X TA (0.5) supply cover for CD/CM approx.. £90.00

21. To improve the quality of T & L of Welsh through the re introduction of year group expectations

ST/Language

Team

July 2018 Order ELRS Welsh

Language Pattern posters.

Prices TBC (Simon to source)

3. To provide a creative curriculum through the development of clear guidelines for all teaching staff.

All staff ADDS

July 2018

AolE/SMT None None

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- New plans

4. To foster community links to further develop embedding of 4 Core purposes. Develop skills matrix proforma

TD/CGS July 2018 Skills matrix proforma

None None

1. 5. DCF – scheme of work to be sourced to identify training needs

CM July 18 Scheme of work

None None

Term 1

1 To refresh whole school staff in FP pedagogy and to introduce roll out, throughout KS2, in line with Donaldson

CD/CM

ST/ Lang. Team

Sept. 2018

Sept. 2018

INSET delivery

To all staff ?

Expectations to be shared with all staff during INSET.

SD/RR/CT – access to courses

All KS2 staff booked on Cath Delve training “Taking FP pedagogy into KS2” 3x Teacher supplies

£360

Supply cover needed.

1 X Teacher and 2X TAs (£300.00)

2 To improve the quality of T & L of Welsh. Criw Cymraeg to monitor slot drilo across the school.

Criw Cymraeg.

St/Lang. Team

Sept. 2018

ADDS 11/09/18

NG

Daily monitoring of

Slot Drilo

Nerine to meet with individual

teachers to discuss any issues (new year group

expectations.

ST shared Welsh

None N/A

24

Language Expectations

for Oracy, Reading and Writing with

whole school.

3. To provide a creative curriculum through implementation of Term 1 plan

NONE

Roll out plans

Term 1 See leadership plan

None None

4. . To foster community links to further develop embedding of 4 Core purposes. TD to write to in order to develop further links. Monitor community links and add to whole school overview from term 1 plans

Links with Dunvant RFC 5/6

Friends of Dunvant Park

Coop (y1/2)

TD/staff Sept 2018 Monitor through

#DVPScommunitylinks

None None

5. DCF- Provide 1 x ADDs to implement new scheme of work All staff 1 x ADDS

Term 2


All staff. Oct. 2018 Trust Trios to discuss how practice is impacting in class.

.

21. To improve the quality of T & L of Welsh. Training with Athrawes Fro to review oracy .

All Staff Oct. 18 ADDS – Nerine to

25

Nerine Griffiths

refresh WAGOLL (oracy/books)

3. To provide a creative curriculum. Follow WAGOLL at beginning of term.

Enrichment days

Planning

Out doors

All staff

All staff

Planning for spring

term (New topics?)

Week 10

Enrichment day

1x ADDS None None

Term 3

3.Creative curriculum. AoL leads to monitor WAGOLLs for their area.

A0Le leads January 2019 AoLE time Leads monitoring

Creative curriculum in

their areas

3. To develop community links through medium term planning.

Topic dependent e.g. surgery

January 2018 Aole can monitor

through#DVPScommunityli

nks


Term 4


CD/CM Feb. 2018 Monitor areas within

the classroom.

2 x TAs supply cover ( £180.00)

26

NG April 2019

Listen to learners.

Welsh box1ok scrutiny/ listen to learners.

3. To provide a creative curriculum. Follow WAGOLL at beginning of term.

Enrichment days

Planning

Out doors

All staff

All staff

Planning for spring

term (New topics?)

Week 10

Enrichment day

1x ADDS None None


Term 5

3. To provide a creative curriculum- team teaching

All staff April 2019 Opportunities for teachers to work with colleague for

CPD

?AC

To develop community links through medium term planning. Topic dependent e.g. surgery



nks

27


Term 6

1. To refresh whole school staff in FP pedagogy and to introduce roll out, throughout KS2, in line with Donaldson

CD/CM June 2019 Review WWW and way ahead.

To develop community links through medium term planning. Topic dependent e.g. surgery



nks

An overview and review progress made this year.



Priority: To refine pupil progress reviews so that all pupils receive appropriate intervention and support

Key Question and Quality Indicator: 4 Care Guidance and Support

Related to the Post Estyn Inspection Plan: Rec 4


Intervention logs consistent and demonstrating progress for individuals

Successful PPR Pupil voice/ parent feedback positive from enrichment

days

Internal Accountability: AoL lead for wellbeing, Inclusion Team


David Mac

Very good Strong Satisfactory Limited

28

progress progress progress progress


(Who? What?

When?)


Needs



1. Review current intervention logs and identify priority children for next year including nurture.

2. Compile year group on a page.

3. Look at provision/resources for nurture group.

4. Familiarisation with PASS in preparation for implementation in September

5. Draw up assembly rota for pupil voice groups – CC, EC, SC etc

CM and ST with all

teaching staff

CM and ST with KB/LC

CM and ST

JB

July 2018

July 2018

July 2018

July 2018

CM and ST with all

teaching staff

CM/ST Possible visit to Nurture

groups

Some petty cash to buy games (£200)

Resources budget

Term 1- Ongoing tasks- Assembly rota, pupil voice groups

Plan years priorities for intervention and support including nurture group provision.

CM/ST with KB/LC

KT to

Inset Day 1

September

CM/ST in Week 7

None None

29

Revisit growth mindset and Team Dunvant expectations. Introduce Gareth Coombes Four Core Purposes and Safety Squad expectations

Revisit Restorative Practice principles- Bev Phillips to review with all teaching staff

Interview Safety Squad

Launch Walk a Mile/Fitness/Ospreys

Introduce PASS with KS2 staff

KS2 pupils to complete PASS questionnaire and nurture group pupils to be identified from findings

Review intervention and support

introduce and all

teaching staff

BP

KT, CM, ST

JB to launch in assembly

CM and ST

All class teachers

and CM, ST to evaluate

CM, ST

5th in assembly and the

school day

Adds session

Week 2

Assembly Week 2

Adds session Week 2

Week 2

Week 8

Date?

Report for HT provided.

None

ALN release time

30

Term 2

Whole school enrichment day – Maths/Science and Technology


Review Pupil voice assemblies with pupils

All class teachers – TD/AC to

lead

CM/ST

Pupil interviews-

cross section of pupils KS2

Week 10

Week 12

Week 12

Pupil Questionnair

es

Report for HT

Report for HT

We will need to review the success of this through a pupil voice

questionnaire. Feedback should shape the next day.

Term 3

4. Review intervention and support CM/ST Week 6

Report for HT

Term 4

Whole school enrichment day – Expressive Arts/LLC

5. Review intervention and support

6. Review Pupil voice assemblies with pupils

All class teachers – RR, KW to

lead

CM/ST

Week 5

Week 6

None

HT report

Pupil Voice review

ALN release time

Term 5

31

1. Review intervention and support CM/ST Week 6 HT report ALN release time

Term 6

Whole school enrichment day – Humanities/health and well being


Review Pupil voice assemblies with pupils

All class teachers – CD, JB to

lead

CM/ST

Week 3

Week 6 HT report

Pupil Voice review

ALN release time


Priority: To ensure that nearly all pupils are making expected progress in their phase in English (LLC) and mathematics (MDT)

To improve welsh oracy across the school

Key Question and Quality Indicator: Standards

Related to the Post Estyn Inspection Plan: Rec 1,2


Improved outcomes in welsh oracy across the school PPR demonstrate that nearly all pupils make expected

progress across phases from starting points.Internal Accountability: AoL LLC

SLT, HT


TBC

Very good progress

Strong progress


Limited progress

32


(Who? What?

When?)


Needs



1.Update pupil progress trackers

2.Phase moderation

All staff in phases

June 2018 KT Supply cover

8 x TA all day £680

2x teachers 0.5 £120

Term 1

2.Cross phase Moderation and assessment

All staff 1 x ADDS KT As stated ADDs time

Term 2

1.Update Pupil progress tracker sheet

All staff 1 x Adds KT As stated None

2.Cross phase Moderation and assessment All staff 1 x ADDS KT As stated ADDs time

Term 3

7. Cross phase Moderation and assessment

All staff 1 x ADDS KT As stated ADDs time

Term 4

2. Update Pupil progress tracker

All staff 1 x Adds KT None None

Term 5

2. 2.Cross phase Moderation and assessment All staff 1 x ADDS

KT

33

Term 6

1.Update Pupil progress

All staff 1 x Adds KT None None

2.Cross phase Moderation and assessment All staff 1 x ADDS KT As stated None

(red = statutory) Policy Review

Year Autumn (statutory annual) Spring Summer2018-19 Child Protection Policy

Health and Safety PolicyBehaviour, rights and expectationsPolicyEquality (Equal Opportunities) PolicySEN policyPerformance Management PolicyTeachers’ PayTarget SettingRegister of Business interestsInstruments of governmentEqual Opportunities PolicyStaff discipline conduct, capability &grievance PolicySex Education Policy

Premises ManagementRecruitment & vetting checksregisterSchool UniformWritten and oral feedbackCurriculum leadership

Governors Annual Report to ParentsProspectusGovernor Development PlanManaging AbsenceLeave of absenceCurriculum PoliciesSelf-EvaluationSchool Development Plan

2019-20 Child Protection PolicyHealth and Safety Policy

Premises ManagementRecruitment & vetting checks

Governors Annual Report to ParentsProspectus

34

Behaviour, rights and expectationsPolicyEquality (Equal Opportunities) PolicySEN policyPerformance Management PolicyTeachers’ PayTarget SettingRegister of Business interestsInstruments of governmentComplaints ProcedureICT acceptable use including SocialMedia and the use of images andmobile technologyActs of Collective worshipSustainable development

registerSchool Toilet PolicyHarassment PolicyStress PolicyFood & Fitness PolicyMonitoring Policy

Governor development planWhistleblowingCurriculum PoliciesSelf-EvaluationSchool Development Plan

2020-21 Child Protection PolicyHealth and Safety PolicyBehaviour, rights and expectationsPolicyEquality (Equal Opportunities) PolicySEN policyPerformance Management PolicyTeachers’ PayTarget SettingRegister of Business interestsInstruments of governmentCharging PolicySubstance MisuseLearning & Teaching Policy

Premises ManagementRecruitment & vetting checksregisterStrategic Equality Policy &Accessibility PlanBusiness Continuity PlanComplaints ProcedureHomework

Governors Annual Report to ParentsProspectusGovernor Development PlanLettingsSafeguardingCurriculum PoliciesSelf-EvaluationSchool Development Plan

As and when Possible Curriculum Policies Delegated to daily runningAudit and action planUse of Physical interventions

Spiritual, Moral, Social and CulturalPolicy

Admission and attendance registersRegister of pupils

35

Safety for learning outside theclassroomRarely CoverGovernors allowancesFreedom of information publicationschemeAction plan following inspectionHome/school agreementPersistent Complaints

Knowledge and Understanding of theWorld PolicyCreative Development PolicyICT PolicyPhysical Development PolicyNumeracy policyLiteracy PolicyPhysical Development Policy

Other Continuing Aspects to be Improved 2017-18(e.g., Eco Schools, Healthy Schools, buildings…)

Focus of Improvement Lead Resources/Cost

Intended Outcome Monitoring Mechanism Evaluation

Apply for assessment for the National Healthy Schools Award (1.1.2)

JB £0.00 Award achieved Application and supporting evidence completed, presented to SMT then submitted to assessing body

To be completed Autumn 2018

Introduce additional rewards for positive attendance (1.2.2)

TD According to budgetary limitations

Further increase in attendance %age

Regular scrutiny of attendance data

Individual, class and whole school attendance incentives are in place. Attendance at 95.7% This is up from 95.6% last year and 95.2% the year before. Currently quartile 2.

Continue with toilet upgrades (3.4.2)STF provision

KT According to budgetary limitations

Improved toilet facilities

N/A Completed

Next phase for this year.

36

Continue with furniture replacement (3.4.2) KT According to budgetary limitations

Improved classroom environments

N/A Ongoing, but completed for this financial year.

Update the current website AL/ JA 2 hours a week AL

Website up to date Weekly check of website (KT)

Website up to date. Updated weekly with newsletter.

Continue with development/ clearance of cupboards

KT/ AB 2.5 days a week Areas cleared and sorted

Weekly check (KT) Ongoing but much better!!

Refurb of demountable for nursery KT/AB 2.5 days a week Area fit for purpose Weekly check (KT) Completed- nursery are in situ!

All h&s files etc up to date KT/ID/TD)

£0.00 Health and safety up to date

Fortnightly meeting with caretaker

Completed but this is ongoing.

Begin to develop outdoor areas for FP (surfacing)

KT, AB 2.5 days a week FP areas resurfaced to prevent water logging

Weekly check (KT) Playground has been painted. Resurfacing of nursery garden booked in.

Other Continuing Aspects to be Improved 2018-19

Focus of Improvement Lead Resources/Cost

Intended Outcome Monitoring Mechanism Evaluation

Apply for assessment for the National Healthy Schools Award

JB £0.00 Award achieved Application and supporting evidence completed, presented to SMT then submitted to assessing body

Continue with toilet upgradesVictorian Building/ Yard Toilets

KT According to budgetary limitations

Improved toilet facilities

N/ANext phase for this year.

Continue with furniture replacement KT According to budgetary limitations

Improved classroom environments

N/A Ongoing, but completed for this financial year.

Maintain the current website AL/ JA Website up to date Weekly check of website

37

(KT)

Continue with development/ clearance of cupboards

KT/ AB 2.5 days a week Areas cleared and sorted

Weekly check (KT) Ongoing but much better!!

All h&s files etc up to date KT/ID/TD)

£0.00 Health and safety up to date

Fortnightly meeting with caretaker

Completed but this is ongoing.

38

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