Development & Improvement Plan 2015-2016€¦ · ∑ Adjusting pupils targets to provide additional...

Carleton Rode VA Primary School

A Jigsaw Partnership School 1


Development & Improvement Plan 2015-2016

Raising standards together.

Reviewed By R Denny, A Severn and All Teaching Staff

Written: July 2015Reviewed Jan 2016, Feb 2016, April 2016



Our VisionTo inspire, motivate and engage children in all aspects of learning so that every individual can fulfil their potential.

Aims and Values∑ We help everyone be the very best that they can be.∑ Our lessons are creative, engaging and exciting.∑ Our schools are positive and friendly places where children and adults respect and value each other.∑ We care about our local community and beyond.∑ We work together to get the best results.∑ We are healthy, happy and safe.

This vision has been created in consultation with all stakeholders and will be reflected in all our activities in our learning community – September 2013



IntroductionThe priorities identified in this school development plan have arisen from a number of different documents and audits. This includesIdentifying key issues to help us achieve our vision and aims

∑ Areas of improvement identified from our last Ofsted inspection March 2014∑ Monitoring and Updating that has taken place within the Self Evaluation Form∑ Results from parent and pupil questionnaires,∑ Staff Inset∑ Key issues from RAISE on line, Norfolk’s key data and school tracking information∑ Taking into account local and national initiatives

This plan outlines the improvement or development opportunities that the stakeholders in the school have identified. The plan will identify the actions, resources, responsibilities, time-scales and success criteria associated with each opportunity and make best use of available funding or resources in order to raise standards. Each section has a progress report which will be updated half termly. The School Development Plan is our prime tool in ensuring purposeful budget planning for the future. It sets out our priorities and our strategic planning to improve upon our past best.

Outcomes from the previous School Improvement Plan (2014-5)Of the priorities in our previous school improvement plan, we have successfully implemented <number> priorities, which have led to improvements in the quality of provision and pupils’ progress.

Priority 1: Improve the Quality of teaching so it is consistently good or betterDuring the course of the last year, the school has replaced staff that were causing us some concern. Since then our new EYFS and Year 3-4 teacher have been judged as consistently good. This judgment has been made through lesson observations, work scrutinies, pupil progress meetings, moderations and learning walks. Data Analysis has demonstrated that pupils have made good progress in the Key Stage 2 classes this year. In all subjects Yr 6 children made an average of 3.25 APS in all subjects. In Yr 5 it was 4.42 APS, Yr4 - 4.33 APS and Yr 3- 3.5 APS. Our EYFS/ KS1 teacher has been with us one term and progress will be monitored as the year progresses.

A new position of Learning Leader was established in the school who has focused on Maths improvement. She have been given increased responsibility and has led staff through dialogue, joint lesson observations and INSET. A mentoring program was established with the Learning Leader working with the deputy at Kenninghall to establish what we should be looking for in good or outstanding teaching in Maths. The Learning Leader has also been on the Outstanding Teacher program and developed her teaching as a result. Governors have also observed good practice through their Deep Dive Days. Marking for Progress policy has been established with children been given the opportunity to improve and reflect and improve on their learning. The learning policy has also been implemented with staff having a clear understanding of what is expected with learning at Carleton Rode.



As a result the progress of children in this last academic year has been good. Marking for Progress has been established with children been given the opportunity to improve and reflect on their learning.

Priority 2: To raise teachers expectations of what can be achieved by pupils in MathsMaths Leader was established in the school who has promoted Maths across the whole school and has worked with two Maths advisors. In the Autumn term LC worked with Paul Andrews raising the profile of Maths throughout the school and developed good Maths practice. Learning challenges were established to ensure that teachers give children sufficiently challenging work. The schools marking policy addresses the issue for guidance with children and their work. These two points have been established and used as part of the staff’s everyday practice to raise standards.

Progress of Maths has been monitored throughout the year and interventions used where identified. An audit of Maths was produced and staff are beingadvised on strategies to improve Maths. Our Maths leader has led INSET with staff on how to deliver the on Fluency, Reasoning and Problem Solving in lessons. Approaches to Maths standardisation and moderation were established with our next Advisor, Anna Hogg and a plan of how how to further improve Maths is underway.

There has been some improvements of Maths this year. In KS2, all four children achieved L4+, with two achieving L5. All children made at least two levels progress. Children made 5 APS on the year alone. Yr 5 children made 5APS, Yr 4 - 4PS and Yr 3 - 3APS. However this will be a target to continue next year to further develop Maths and embed teaching according to the new curriculum and continuing effort to improve standards.

Priority 3: To improve leadership and managementMany aspects in this priority are covered in the earlier two priorities. Learning Leader was established by moving the Early Years teacher to KS2. She has been leading learning through Work scrutinies, lesson observations and lesson plan scrutiny. Monitoring across the school has increased also with regular monitoring every half term. Support from Maths adviser has been mentioned earlier and continues to be used in the school.

A new School Lead was appointed in Easter 2015 who is also assisting in school improvement and leading the school in the headteachers absence. The School Lead forms part of the SLT with the two schools that form the Jigsaw partnership.

Accountability of governors has increased with School Improvement committee being established and meeting every half term and continuation of Deep Dive Days which gives governors a real insight into all the improvement strategies happening in the school and monitoring of school performance.

Good progress been made but this priority but will continue in line with the recommendations from the Ofsted Inspection. Next year we will be promoting distributive leadership throughout the school as the capacity for school improvement has increased.



School FinanceThe total school budget available to support the implementation of existing priorities was £317,606. This figure includes £41,779 in grants and other funding provided by the DfE to support school improvement.

Based on the figures that are currently available, it is anticipated that there will be around £31,240 available to support the priorities in this school improvement plan, including £41,779 in grants and other funding.

Summaries of the school budget and forecasts are attached to this plan.

The governors formally adopted this school improvement plan on: 23rd September 2015



Criteria to be reviewed by the Senior Leadership Team and steering group of governors

Achievement ofpupils

Further accelerate pupils’ progress through developing an innovative and exciting curriculum that raises levels of enjoyment and equipspupils to apply their basic skills. Thereby raising standards and narrowing the gaps in learning. Ensure that pupils make good progress by:

∑ Adjusting pupils targets to provide additional challenge∑ Set targets for reading, writing and maths on 2 sublevels per year as the assessment system currently stands∑ Formal progress meetings with class teachers to ensure sustained focus on pupils’ progress and achievement∑ Performance management targets linked to pupil data∑ Monitor teaching across the school – through lesson observations, work scrutinies, learning walks, standardization and

moderation∑ Raise the profile of reading and recognise achievement∑ To make accurate assessments of reading, writing and maths in all year groups

Quality ofTeaching

Increase the percentage of good or outstanding teaching, giving children ownership of their learning by:∑ Empowering the children to make decisions in their learning∑ Providing time for reflection∑ Quality feedback and marking using ‘Purple Pen of Progress’ and ‘Think in Pink’∑ Inclusive teaching with a variety of learning styles∑ Supporting the most vulnerable pupils∑ Ensuring stimulating lessons with pace∑ Effective marking and assessment with clear next steps∑ Quick intervention for those children with mis-conceptions and identified gaps on learning∑ Develop creative curriculum to encourage and motivate pupils to become independent learners.∑ To develop the potential of our outdoor learning space as a resource to be used in all weathers for all ages

Behaviour &Safety

Consistent clear behaviour management strategies resulting in a purposeful ethos of support and engagement∑ Children have space to talk, to think and to be listened to∑ E- Safety and anti-bullying to be strengthened including information for parents∑ Behaviour issue records, including incident logs, records of any complaints, use of exclusions, poor attendance matters to be clear

and organised.∑ Continued development of Talking Partners, Learning Behaviours and Growth Mindsets∑ Develop whole school ethos



Leadership & Management

Improve community cohesion and transition with recognised impact on pupils progress∑ Improve parental partnership, especially for identified vulnerable groups∑ Develop a range of activities to support both schools in the Jigsaw Partnership∑ Involve all stakeholders in driving forward improvement - including pupil voice∑ Members of the governing body challenge the school and hold it to account∑ Improve the building and layout of the school prioritising school refurbishment



PRIORITY 1 – Improving the quality of Writing across the school ACHIEVEMENT OF PUPILSRationaleAttainment in Writing for Year 2 last year was down on the previous year. We take into account the cohort of children but this is still an area that needed to be addressed. KS2 results demonstrated that all non-mobile children made two levels progress though attainment could be improved. There are also changes to the curriculums which means that expectations in writing has been risen. School has placed large emphasis on developing reading skills through phonics and reading for pleasure. Although achievement improved in reading, this did not have the expected knock-on effect of improving writing standards.

Actions Success Criteria Start Date

Lead Person

Resources/ Finance

Milestone 1 Milestone 2 Milestone 3

1.1 Implement new curriculum assessment ∑ Teachers will use standardisation to ensure accurate assessments on the new curriculum and to identify next steps.

∑ Parents will be aware of next steps through reporting using new curriculum statements

Sept HM/ JW

3 x cluster meetings KS2 writing (Release time for KS and HM)

All staff using the assessment grids- share the results of this at the end of Aut1 (staff meeting)

Standardisation and moderation staff meetings(Before Spring term assessment)

N/A

1.2 Mapping the English curriculum with more focus on children reading a variety of high quality books

Every child experiences a rich variety of: traditional or classic tales, contemporary fiction, well-loved stories, poetry, non- fiction and picture books every year. Children are given opportunities to respond to what they have read in their writing.

Sept HM Shakespeare and More website

Buying books from the long term planning

Plans shared at July 2015INSET

Buy books by the end of the first half term

Monitoring the impact through planning scrutiny, case studies etc.

1.3 Raising the profile of writing. For example:

∑ Writing competitions∑ Writing section on the website ∑ Rewards for writing- half termly

writing prize.

Standards of writing will improve. Children’s attitude to writing will improve. (pupil surveys?)

Sept HM Prizes for competitions etc.

Clip frames for writer of

Book in partnershipauthor visits (KS1 and KS2)

Writing shared on website

Writer of the month

Summer 1-Writing competition by the end of half term



∑ Writing displays ∑ Author visits ∑ Using technology to inspire

writing

the month

Author visit £400?

board

1.4 Improve the quality of teaching in writing

∑ Review use of success criteria in writing.

∑ Children have a clear and engaging for purpose for writing.

∑ Teachers to complete directed tasks linked to writing and share good practice- E.g. how to create a writing environment.

∑ More able children are challenged through success criteria that is differentiated and raises expectations

Sept HM Supply costs to free up teachers for team teaching

Plan directed task

Sum 16 Team teaching of writing across partnership schools.

1.5 Cross curricular opportunities for writing in KS1

∑ Cross curricular planning shows opportunities for writing across the curriculum

Sept HM, JS, CT

No cost (books linked to topics?)

Aut 15 Organisation of lessons to allow more

writing across topics

Spr 16Case study review –leading to development of plans with JW

1.6 Improve the presentation of writing ∑ Children will write in lined topic books to improve the presentation

∑ Children will be reminded of the presentation policy

Aut 15 Book Scrutiny – staff to be given feedback

Spr 15 Book Scrutiny –staff to be given

Sum 15 Book Scrutiny –staff to be given


A Jigsaw Partnership School10

∑ At least one session of teaching handwriting per week

∑ HM to look into speed up programme for handwriting

feedback feedback

EvaluationX



PRIORITY 2 – Improving the quality of provision and teaching of EYFS RAISING ACHIEVEMENTRationaleAs EYFS is the children first experience of education, we recognise that the learning experience needs to be improved if children are going to have a firm basis in which they can progress in KS1. The teaching has been judged as consistently good. Jigsaw has analysed, through monitoring and discussions with teachers and TAs, the areas to address that can improve outcome for all pupils.The most recent Ofsted framework now has a separate judgement for EYFS. The SLT have analysed the areas that will be inspected and put in the support that will move this judgement to Outstanding.


Lead Person

Resources/ Finance


2.1 Improve the outdoor provision The outdoor area compliments and improves the learning environment and presents opportunities for children to learn through play and for the staff to effectively assess their progress.

June 15 AS £2000 –funded by Friends

Resources ordered by June 15

Resources deployed by Sept 15

Outdoor resources ordered and deployed

2.2 Introduce Baseline Assessment and develop assessment strategies leading up to EYFS profile

Pupils make sustained progress and reach age related expectations by July.Data is reliable and accurate.

Sept 15 AS, SLT Cost of course –funding of materials

Oct 15 –Baseline assessment carried out

Nov 15 –Baseline assessment analysed

July 16 –Progress analysed. Effectiveness of assessment evaluated

2.3 Effective deployment of staff to support EYFS development

Staff are able to support and guide children as they progress through the learning.

Ensure all children, including more able are sufficiently challenged

Spring15

AS, EW N/A Deployment of staff & monitor

Spr 16RD monitorRD/ AS discuss ways for best deployment

Sum 16RD monitor. EYFS profile analysed for impact



2.4 Identify and implement early intervention for children in Reception

Quickly identify learning behaviours and barriers that prevent children from progressing through the EYFS. Staff are able to use. a number ofintervention strategies where necessary.

Oct 15 AS, EW TA training Nov 15 –Baseline assessment analysedPupils identified

Feb 16 -Intervention pupils identified –support from additional TA in class.

2.5 Develop EYFS section of SEF to accurately reflect provision and impact of EYFS strategies

Headteacher can accurately demonstrate, evidence and show the impact of the EYFS teaching and improvement plan.

Sept 15 RD, AS, CT

PerspectiveCOSTS

July 15 – RD to write with input from AS

Spr 16 - RD to review SEF with evidence

Sum 16 - RD to review SEF with evidence

EvaluationBaseline Assessment was abandon by the government as it was deemed unreliable data that could not be compared with all other assessments. Is now used as an indicator for the cohort of children joining the school. Invention



PRIORITY 3 – Improving the Quality of Maths RAISING ACHIEVEMENTRationaleMaths is an area analysed by RaiseOnline that needed to be improved in 2014. Although 82% made level 4 and above only 36% made level 5. This was also recognised by Ofsted

as an area that needed improvement at the last inspection ("In mathematics, teachers do not give pupils sufficiently hard work or provide enough guidance for them ..." A great deal of success last year was made by establishing the Learning Leader who focused on Maths with external advisors - Anna Hogg from Norfolk LEA and Annie Catlin (School2School support). Staff have a much better understanding on how to teach maths and in raising expectations among children. Our Maths teacher, working with external advisors have been able to identify how to approach the teaching of Maths with the new curriculum and so this year we will develop our skills further to ensure reasoning, fluency and problem solving are integrated to our approaches to teaching and assessing Mathematics. As a result we should see Maths progress even greater at the end of the academic year.


Lead Person

Resources/ Finance


3.1 Training on delivering concepts to underpin calculation to be delivered by Anna Hogg – Norfolk Maths adviser. Follow up Lesson observation plus review of planning twice to gather questions for Anna Hogg.

Teachers are presenting new maths concepts effectively (in particular calculation) and with the support of the appropriate resources

Two twilightINSETSept 2015

Anna Hogg(adviser)

Anna Hogg costs

Aut 15INSET Delivered

Spr 16Monitor and evaluate results

Sum 16Monitor and evaluate results

3.2 Achieve depth of understanding through problem solving elements in lessons.∑ Maths subject leader observing

lessons and feedback to teachers.∑ Teachers self-auditing lesson plans.∑ Training with Anna Hogg to ensure

have secured understanding of depth of understanding/mastery

Ensuring teaching is challenging and engaging children

Ensure teaching is addressing the problem solving, reasoning and fluency elements of the new curriculum to make the children stronger and long- term mathematicians.

Summer 2015

LCAll StaffAnna Hogg

Anna Hogg NIEAS costs

July 15Lesson Observations

July 15 –Maths audit

Aut 15A Hogg INSET

Spr 16Lesson Obsand teachers self audit

3.3 Reasoning and thinking skills to be improved via∑ Questioning skills Annie Catlin ∑ Investigation, “Don’t do it all for

them” approach.

Ensuring teaching is challenging and engaging children particularly for more able children

Ensure teaching is addressing the problem solving, reasoning and fluency elements of the new curriculum to make the children stronger and long- term

29/06/15

A CatlinA Hogg, LC

A Catlin –cost from DFE

July 15 –A Catlin INSET

AutMonitor



mathematicians.3.4 Improve intervention resources and

timetabling for both MA and LA children.∑ Maths Leader to do research to

ensure have a choice of effective interventions that can choose from to fit child’s needs.

∑ use TA currently in place to specialise in intervention.

∑ Look at time-tabling of maths intervention to reach all children that require support.

∑ Free up teacher in assembly time to do short term booster sessions.

Focus on intervention both short-term booster and long term with review of invention programmes, support and training given to a designated TA and monitoring.

Aut 15 LC TA INSET training -£400 budget

July 15Review of staffing anddeployment at school

Spr 16 – TA Implement intervention

Spr/ Sum 16Monitor and adapt where necessary

3.5 Improve number sense and fluency through regular practice planned in every lesson: 10 mins start at lesson on top of starter and main lesson. Maths Subject Leader to talk to teachers in staff meeting.

Ensure teaching is addressing the problem solving, reasoning and fluency elements of the new curriculum to make the children stronger and long- term mathematicians.

Aut 15 All Staff n/a Aut 15 -Monitor with learning walks and lesson observations

Spr 16-Monitor with learning walks and lesson observations

Sum 16Monitor with learning walks and lesson observations

EvaluationX



PRIORITY 4 – To improve pupils learning behaviours at school ACHIEVEMENT OF PUPILSBEHAVIOUR & SAFETY

RationaleThe general conduct and behaviour of children in this school is good. We want to address pupils’ behaviours towards learning at school. In Growth Mindsets by Carol Dwack, she explores the concepts of closed and open mindsets. If we can open children’s minds and get them to believe that everyone, including themselves have the ability to succeed and learn successfully. If we are able to get children to believe this, then their attitude and attention to work could be increased and therefore enable all children to make significant progress.We started looking at learning behaviours last year. Our action plan started by ensuring that parents had confidence and felt that the school was a good place where their children can learn. We have been successful in this because our end of year survey suggests that 100% of parents agree that their children enjoy school and that they make good progress. The staff have identified the learning behaviours they want to encourage with the children in their class. The teacher will be taking the role of ‘trainer’, motivating their pupils to develop more effective practices, behaviours and thought processes.The metacognitive approach has according to John Hattie, have one of the biggest size effects in boosting children’s learning.


Lead Person

Resources/ Finance


4.1 Staff identify the learning behaviours to focus for the school and ensure children know and are able to identify their learning behaviours as a result.

∑ PHSE lessons identify each learning behaviour. Children have good understanding what they are.

∑ Displays in classroom reinforce and identify individual behaviours.

∑ Motivational posters displayed throughout the school reinforce the message

July 15 Class teacher

RD

None neededLesson time –identifiedPosters downloaded from internet

July – Oct 15.Monitor priority –learning walks, lesson obs, displays

Spring 16Monitor priority –learning walks, lesson obs, displays

Summer 16 Monitor priority –learning walks, lesson obs, displays

4.3 RD to lead INSET on what Growth Mindsets are how we can build upon the measures we have implemented so far.

Staff have developed their knowledge and strategies and are able to implement practical strategies in the classroom.

Sept 15 RD Mindset in the classroom

Aut 15 - RD to deliver INSET during staff meeting

Spring 16Monitor priority

Summer 16Monitor priority

4.4 Introduce children to the idea of Growth mindset in Assemblies

Children understand what growth mindsets are and how it can help improve their learning.

Sept 15 RD None Sept 15 -Assembly delivered at school

Spring 16 -Review action point. Reinforce w. assembly

Summer 16 -Review action point. Reinforce w. assembly

4.5 Teachers identify and encourage as part of classroom practice.

Staff have implemented strategies identified by H Meek:

Aut 15 HMClass

Book –Outstanding

Aut 15Strategies

Spr 16Review

Sum 16Review



Mindset lessons on Brain development are taught every term

∑ Ideas for promoting resilience and independence

∑ Celebrating positive learning behaviours

∑ Collaborative LearningChildren learn how the brain work and in turn allows them to all have the capacity to improve.

teachers Teaching: Engaging Learners by A Griffiths, M BurnsMindsets in the classroom

implemented

Strategies / lessons adapt and refine – GET THIS FROM CASE STUDIES

Strategies / lessons adapt and refine

Evaluationx



PRIORITY 5 – Effective Support for Pupil Premium Pupils ACHIEVEMENT OF PUPILSRationaleThe school has received £23,040 in Pupil premium grants for 2015/6. We have closely analysed the pupils with pupil premium funding and this action plan identifies the best use

of this money to ensure these pupils make the best progress possible and have all the opportunities to be successful in Primary educationActions Success Criteria Start

DateLead Person

Resources/ Finance


5.1 Enable the school to have 2 classes at Key Stage two

Two classes in KS2 to will allow the school to fund two class teachers ateach education phase at KS2. Pupil premium children would then get quality education with learning challenges appropriate to their age.

There are 14 PP children in KS2 - 7 in 3/4 and 7 in 5/6. There are 20 altogether. Therefore it is only fair to focus this funding on PP children’s main education

June 15 RD 14/20 x £23,040 = £16,128. Split for class teachers £8,064 each teacher

Analysis ofPP children and work out costs to be allocated towards class teacher

5.2 Interventions support Staff identify PP children during pupil progress meetings and the type of intervention required.

Staff leading those interventions will be funded according to the PP children in each of their intervention

Sept 15 RD –class teachers

£5,910 Sept 15 –Identify PP chn and strategies from Summer 15 assessment.

Jan 16 –Identify PP chn and strategies from Autumn 15 assessment.

April 16 –Identify PP chn and strategies from Spring 15 assessment.

5.3 Pupil Premium children will receive Ipads to support their learning at home.

Ipads are distributed to pupils to support their learning at home. Apps are assigned to each ipad according to the needs of the child.

Sept 15 Ipad already available for pupils

Sept 15 –identify chn for ipads and allocate apps

Jan 16 –identify chn for ipads and allocate apps

April 16 –identify chn for ipads and allocate apps



5.4 School fund music tuition and cost for children to attend school trips.

All children have equal access to the activities school offer for the school year.

Sept 15 £500 – music tuition£500 –school trips

Idenitify PP children and offer music opp

PP parents are aware funding is available and enquire according to the trip

-

EvaluationX



PRIORITY 6 – Improve Leadership and management LEADERSHIP & MANAGEMENTRationaleAfter a number of years of disruption Carleton Rode now have a stable set of staff that have demonstrated to capacity to grow. Therefore it is at the right time to distribute the leadership of the school to give staff key focusses and responsibilities to take pupils forward. Each of the areas actioned below will lead to improvement for the pupil’s learning in the school and lead to pupil progress continuing. This is an action that was identified from the last Oftsed and will develop this strategy further.


Lead Person

Resources/ Finance


6.1 Andrew Severn to lead the development of EYFS

The school and partnership have effective EYFS led across

July 15 AS £2000 July 15 - RD meet with AS to discuss and implement action plan

Jan 16 -Monitor and develop action plan

June 16 -Assess impact

6.2 Liz Churchill to continue to raise standards as Learning Lead focus on Maths

Profile of Maths is maintained amongst all staff and Liz is able to lead improvements throughout the school – Support from Anna Hogg –Norfolk Maths Adviser

June 15 LC TBA June15 - RD meet with LC to discuss with development of action plan



6.3 Jon Wheater to shadow and developLiteracy as a future role at our school

Jon has developed his talents through working with Hannah Meek in leading improvement in Writing throughout the school

July 15 HM/ JW

CPD for JW July 15 –HM to meet and create action plan with JW



6.4 Sally Hatcher to develop the teaching of RE at school

The profile of RE remains high - now focussed on leading the teaching of RE and reflecting the Christian ethos throughout the school

July 15 SH CPD for SHResources for RE

Sept 15 –RD to meet with SH to discuss developments of RE

Oct15 –SH and RD to create action plan for RE

May 16 -Monitor and develop action plan



6.5 Increase the frequency of monitoring and feedback using planning scrutiny, book scrutiny and learning walks – use of external advisers support

Half termly learning walks, planning and book scrutiny with developmental feedback given to maintain continuous development of staff

Staff meetings led by Annie Catlin – LLE Support - effective questioning and talk partners

Sept 15 RD Not needed Aut 15 –carry out monitoring activities. SIC to ensure being carried out

AC – deliver staff meetings and follow up with observations

Spr 16 –carry out monitoring activities. SIC to ensure being carried out

Sum 16 –carry out monitoring activities. SIC to ensure being carried out

6.6 Governors to closely monitor the school's progress through School Improvement Committee and Deep Dive Days

Regular meeting to monitor progress against action plan

Speed decision making and response to needs.

Sept RD/ NP Not needed Nov 15 -Deep Dive Day

June 15 –Deep Dive Day

EvaluationX



Carleton Rode Monitoring Plan and Time Frame

Developmental/ Coaching activities Evaluation Governor Monitoring and Evaluation

Action September 15 October November December January February March April May June July1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14

1.1 - Monitor HM SIC HM SIC HM SIC SIC HM SIC HM SIC

1.2 - Work Scrutiny HM SIC HM SIC SIC HM SIC HM SIC1.3 - Monitor SIC HM SIC HM SIC SIC HM SIC HM SIC1.4 - Lesson Obs RD

HMRD HM

1.5 - Learn Walks SIC SIC SIC SIC SIC SIC1.6 - Work Scrutiny HM SIC HM SIC SIC HM SIC SIC HM SIC2.1 Monitoring RD SIC RD SIC RD SIC RD SIC RD SIC RD SIC2.2 Data Analysis SIC RD SIC RD

ASSIC SIC SIC SIC RD

AS2.3 Learn. Walks RD SIC RD SIC RD SIC RD SIC RD SIC RD SIC2.4 – Pupil progress RD

StafSIC SIC RD

StaffSIC SIC RD

StaffSIC SIC RD

AS2 . 5 - S E F RD

ASRDAS

RDAS

RDAS

3.1 – INSETLesson Obs

Steer

AHLC

AHLC

Steer RDLC

Steer Steer Steer

3.2 Mat Monitoring SIC LC SIC LC SIC SIC LCSIC

SIC

3.3 - Monitoring SIC LC SIC LC SIC SIC LCSIC

SIC

3.4 - Intervention RDLC

SIC SIC RDLC

SIC SIC RDLC

SIC SIC

3.5 – Learn. Walks RD SIC RD SIC RD SIC RD SIC RD SIC RD SIC4.1 – Learn Walks RD SIC RD SIC SIC RD SIC SIC RD SIC RD4.2 - INSET RD RD RD RD RD4.3 - Assem RD RD RD RD RD RD4.4 & 4.5 – s meet & mon HM SIC HM SIC SIC HM SIC HM SIC SIC HM5.1 & 5.2 P. Progress RD SIC SIC RD SIC SIC RD SIC SIC5 . 3- I p a d s Staf Staf Staf5.4 - Music LW LW LW6 . 1 – 6 . 4P e r M a n

RD Steer

Steer Steer Steer RD Steer RD

6.5 - Monit SIC WGB SIC SIC SIC WGB SIC SIC6.6 - DDive WGB WGB



identified in SIDP

Future Priorities2016-2017 2017-2018

Raising achievement ∑ Narrow gap for groups of pupils∑ Ensure more able pupils are well challenged∑ Improve the attainment in Maths and Writing

∑ Sustain improvements in Reading, Writing and Maths∑ Establish curricular changes to result in high standards of

attainment

Quality of teaching ∑ Increase proportion of outstanding teaching and theprogress pupils make

∑ Ensure all interventions are well matched to pupils needs and accelerate progress for identified pupils

∑ Continue to develop pupils learning behaviors

∑ Sustain good and outstanding teaching∑ Continue to ensure interventions are well matched to

pupils needs and accelerate progress for identifies pupils∑ Sustain improvement in learning behaviors

Behaviour and Safety ∑ To further develop children’s ability to effectively managetheir own behavior

∑ Improve attendance∑ Create an outstanding learning environment

∑ Embed peer mentoring throughout the school∑ Peaceful problem solving well embedded in all parts of

school life∑ Sustain attendance improvement

Leadership andManagement

∑ Develop accountability and distributed leadership further∑ Further strengthen links to both school

∑ Sustain and further develop distributed leadership∑ Sustain and improve link between both schools.



Tasks to be carried out by committees of the Governing Body or individual members in supporting Leadership and Management

Autumn term Spring term Summer termSteering Group: Personnel, Finance and PremisesInterim Review headteacher performance (Per)Review performance management policy (Per)Performance management of staff (Per)Consider staff salary increases. (Per)Review expenditure and spending (Fin)Review budget (Fin)Review Finance policies (Fin)Review premises (Pre)Review Asset Management Plan (Pre)Review spending priorities and impact (Pre)Health & Safety audit (Pre)

School Improvement Committee:Achievement of pupils, data and tracking informationLearning Environment Walks – use of questioning, talking partners, Marking and Feedback policy – work sampling and progressionMonitor School Development PlanEYFS Baseline Introduction

WGBReports from committeesSelf-Evaluation Form UpdateOversee arrangements for Educational VisitsAttendance Update Policy ReviewsSEND, Pupil Premium, Safeguarding visits & reports

Nov - Deep Dive Day – Focus on implementation of SIDP

Steering Group: Personnel, Finance and PremisesReview expenditure and spending (Fin)Review and set budget (Fin)Review Statement of Internal Control (Fin)Review Best Value Statement (Fin)Review Fair Funding Scheme (Fin)Review spending priorities and impact (Fin)Health & Safety – risk assessment check (Pre)Role of distributed leadership portfolio analysis (Pre)Personnel items and issues (Per)

School Improvement Committee:Classroom observations based on spiritual and moral developmentAchievement of pupils, data and tracking informationMonitor intervention groups and impactMonitor School Development Plan

WGBReports from committeesSelf-Evaluation Form UpdateParents Questionnaire feedbackAttendance UpdateInformation on websitePolicy ReviewsOversee arrangements for Educational Visits

SEND, Pupil Premium, Safeguarding visits & reports

May - Deep Dive Day – Focus on impact of SIDP so far

Steering Group: Personnel, Finance and PremisesImplement headteacher performance (Per)Implement School Development PlanReview staffing structure (Per)Review expenditure and spending (Fin)Review budget (Fin)Review Service Level Agreements (Fin)Finance Audit - SFVS (Fin)Review spending priorities and impact (Fin)Health & Safety policy and procedures review (Pre)Review Critical Incident procedure (Pre)

School Improvement Committee:Achievement of pupils, data and tracking information SEN standards and intervention groupsEYFS update on next steps – reviewing learning journeys

WGBReports from committeesSelf-Evaluation Form UpdateAttendance UpdateLearning environment walks –positive behaviour and well-being of pupils and staffObservation of collective worshipPolicy ReviewsReview information and arrangements for new intakeOversee arrangements for Educational Visits

SEND, Pupil Premium, Safeguarding visits & reports

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