Molescroft Primary School School Improvement Plan January ......Molescroft Primary School Everybody...

Molescroft Primary School School Improvement Plan January to December 2019

SUMMARY OF PRIORITIES PREMIER DIVISION

• CREATION OF “IN LOCO PARENTIS” PROGRAMME o Specifically, being aware of those in need of backup support incl. Mental Health Strategies including:

§ Boys of Concern, § SEND, § Pupil Premium, § Low Prior Attainment, § Girls of Concern, § Summer Born, § Emotionally Vulnerable § Those requiring immediate Intervention in FY

• LOVING READING

• DEVELOPING THE NEW TEAMS

• CURRENT Y2 Pupils in Reading

• CONSIDER SPELLING SHED

CHAMPIONSHIP DIVISION

• Review of Curriculum Policies o Incl. a review of the Curriculum Spread, o Computing, o Music Curriculum and PPA.

• Continuing to Develop MATHS MASTERY

• STAFF TRAINING NEEDS: COMPUTING

FIRST DIVISION • TEACHING SCHOOL Financial Security

o TSA NLE SCHOOL SUPPORT PROGRAMME / SSIF o TSA ITT - CPD

• Review Health & Safety Policies & in D&T

• RESTRAINT TRAINING

• TA Training New teams

• ISA & Green Flag

• FUNDING SUPPORT BUILT IN TO BUDGET FOR FY EQUIPMENT

• PE BLEEP TEST & Gymnastics

• MFL PHONICS

• ARTS MARK & Process

GOVERNOR LINKS Committee Structure Curriculum & Quality Assurance: All governors are members Chair: Ade Adamson To consider the quality of teaching, learning, assessment and pupil outcomes. Finance & Personnel: The Chair of Governors, Head Teacher and ½ the governing body (not including other staff governors) Chair: Karen Towse To scrutinise, monitor and prioritise the financial arrangements for the school to ensure the most effective use of resources, human, financial and physical. To ensure financial planning supports the ethos, and values of the school and the priorities of the School Improvement plan. Safeguarding, Health & Safety and Premises: The Chair of Governors, Head Teacher, staff governors plus the remaining governors not on the committee above. Chair: Richard West To consider and ensure all areas of Safeguarding are effective and robust. Ensure that the learning environment ensures every possible opportunity for personal development. To promote the highest standards of behaviour and welfare. Curriculum including automatic links to the School Improvement Plan Objectives: Maximum 1 per governor To fulfil these roles governors will need to maintain regular contact with the named teacher(s). There should be at least ½ termly contact by phone or email or in person. Governors should visit the school when the children are working at least once a year to see the subject(s) being taught. Governors should attend at least one of the school organised focus tours particularly if it links with his or her monitoring focus. Subject Links English (named teacher, Matthew Britton): Kathryn Ratcliffe Maths (named teacher, Richard Atkinson): Adrian Adamson S.T.E.(M) (named teachers, DT - Bryony Crofts, Science - Carolyn Cameron): Gonzalo Villalta Puig Arts (named teachers (Sophie Power, Penny Walker, Helen Ripley Defender of the Arts): Sarah Crawford & Katy Hansom History & Geography (named teachers, Ben Rowsell, Jonathon Williams): Helen Ross Religious Education (named teacher, Katie Spencer): Pat Beckley P. E (named teachers, Martin Wood & Kate McClarron): Karen Towse, includes attending B.A.H.L.O.W PSHE, Pupil Council, Citizenship, Sex & Relationships, Educational Visits, Environment, Green Team (named teachers, Sarah Grainger & Suzie Hulse): Richard West includes attending some Pupil Council meetings and the Green Team Meetings.

Computing (named teacher, Simon Morton): Ian Blanchard Primary Languages & Internationalism includes attending D.I.E.D.R.E (named teacher, Sam Henderson-Tucker): Brian Stillings Pupil Groups Links including automatic links to the School Improvement Plan Objectives Maximum 1 per governor: To fulfil these roles, governors will need to be able to make regular visits to school to meet with the named teacher; not necessarily always when the children are present. Governors should visit at least twice a year when the children are present in order to see the pupils at work. (not *) Pupil Premium Champion (named teacher, Matthew Britton): Kathryn Ratcliffe SEND & Low Achievers Champion (named teachers, Julie Hakner, Sarah Charlton): Brian Stillings Other Vulnerable and Minority Groups Champion * (named teacher, Matthew Britton): Richard West

Ethnic Minorities, English as an Additional Language, Persistent Absence, Emotionally Vulnerable, Behaviour for learning, Looked After Children, Young Carers, Missing the Phonics threshold.

Talented & High Achievers Champion (named teacher, Jonathon Williams): Gonzalo Villalta Puig Early Years (named teacher, Richard Atkinson): Pat Beckley Safeguarding including Child Protection * (named teacher, Matthew Britton): Chair of Governors: Adrian Adamson Assessment (named teachers SMT) Helen Ross Training Link Governor: Pat Beckley

ENJOYMENT FOR LEARNING, ENGAGEMENT, ACHIEVEMENT and PROGRESS

Molescroft Primary School Everybody Cares, Everybody Learns, Everybody Matters

School Improvement Plan 2019

• FOCUS: CREATION OF “IN LOCO PARENTIS” PROGRAMME • Specifically, being aware of those in need of backup support including Mental Health Strategies, to include: o Boys of Concern, SEND, Pupil Premium, Low Prior Attainment, Girls of Concern, Summer Born, Emotionally

Vulnerable & those requiring immediate intervention in FY • & CONSIDER SPELLING SHED

Regarding:

Pupil Premium Children GOVERNOR LINK: KATHRYN RATCLIFFE

Regarding:

SEN and PRIOR LOWER ATTAINERS GOVERNOR LINK: BRIAN STILLINGS

Regarding:

ENGLISH GOVERNOR LINK: KATHRYN RATCLIFFE

Regarding:

MATHS GOVERNOR LINK: ADE ADAMSON

KEY AREA FOR DEVELOPMENT SECURING EVERY POTENTIAL PROVISION FOR THOSE CHILDREN IN SCHOOL WITH OFTEN COMPLEX AND OVERLAPPING NEEDS, PARTICULARLY WHEN THE HOME ENVIRONMENT IS UNABLE TO SUPPORT

Monitoring Responsibility MAL AT JH RA MB

TARGET • Pupils in these categories achieve their potential

SPECIFIC TARGETS 2019

Number of pupils % GLD

EYFS 60 80%

Number of pupils % Target Year 1 Phonics 60 92% Year 2 Phonics 60 95%

Key Stage 2 2019 No. of pupils = 59

% working at expected

standard (EXS)

% Greater depth Standard (GDS)

% % Reading 98% 53%

Writing 98% 48%

GPS 98% 67%

Mathematics 98% 43%

Science 98% RWM 85% 28%

Key Stage 1 2019 No. of pupils = 60

Working at expected standard (EXS)

Greater depth standard (GDS)

% %

Reading 88% 20% Writing 90% 20% Mathematics 93% 30% Science 93% GPS 90% 20%

Additional Information from the 8th January 2019 SMT Meeting. To investigate possibility of using Breakfast and Tea Club time as the time for In Loco Parentis Support. All interventions would have to be teacher led. Arrivals could be staggered School could pay for Breakfast Club & Tea Club The Breakfast Club could act as a Buffer Zone for children between home and school.

ACTION Tasks Staff Responsible, Timescale/Milestones &

Resources Success Criteria / Outcomes

IDENTIFICATION MAPS • Create Venn diagrams for each year group identifying the

overlapping needs of all children with additional needs. • Include information from the Data Tracker to show current

performance of these children. • Cross reference with Interventions and support packages

being used. • Engage parents

GAPS IN PROVISION • Having identified the above, demonstrate where there are

gaps in support and provision. • Develop new programs and initiatives to fill these gaps;

stage 1 being to focus on the provision in the classroom. • Create new systems to ensure that where Home Support,

for example in reading or with homework is not forthcoming, replacement opportunities are provided at school.

• Formalise the response to parents when they refuse to support a child attending a Booster or Pre-learning Class.

FOUNDATION STAGE • Include in the Pupil Progress Meetings in January an early

assessment of pupils displaying concern and automatically of any PP Children.

• Action plans for these children to be enacted immediately. MENTAL HEALTH STRATEGIES

• To increase the awareness of how to recognise, support and care for those with Mental Health Issues. This to include those with Attachment Difficulties and Anxiety.

• To create a whole-school therapeutic environment through staff awareness and training. Ref to courses attended by JH & SC

• Create ‘safe areas’ where children can reflect, relax, talk with key adults.

• Increase ELSA provision • Formalise Kevin’s therapeutic role • In line with the above to create a provision map specifically

for these children and flow charts of how support will be offered.

JANUARY 8th SMT & RM & SC JANUARY 8th SMT & RM & SC JANUARY JANUARY 1 X INSET IMPLEMENT ASAP IN 2019 WITH FURTHER REVIEW WITH THE NEW BUDGET SETTLEMENT IN APRIL 2019 REVIEW APRIL 2019 1 X INSET REVIEW SEPT 2019 1 X INSET JANUARY 8th SMT & RM & SC JANUARY SPRING TRAINING 1 X INSET IMPLEMENT ASAP IN 2019 WITH FURTHER REVIEW WITH THE NEW BUDGET SETTLEMENT IN APRIL 2019 REVIEW APRIL 2019 1 X INSET (see above) REVIEW SEPT 2019 1 INSET (see above)

There is a clear picture of the overlapping needs of named vulnerable pupils in the school. This is visually easy to access and refer to. There is a clear and well understood web of support programmes, initiatives and routes used for these identified children and those still to be identified in the future. Parents realise their responsibilities, even if they choose or are unable to act on them. There is a clear strategy for filling the gap of experience, particularly in reading when the home does not engage. This may particularly relate to reading at home. There is a clear understanding of the impact of Mental Health issues on children in school and how the classroom and school environment impacts on them and teaching and learning practices. Staff and the school as an institution has the clear means to recognise, understand and respond to mental health issues amongst the pupils.

CONSIDER HOW PPA TIME COULD POSSIBLY PROVIDE WINDOWS FOR SUPPORT

• PPA group of the identified children to possibly spend an hour each week being offered support with various adults. This could be reading, small Lego Therapy groups, friendship sessions or ELSA support.

JANUARY 8th SMT & RM & SC See above

Monitoring Strategy Through regular staff meetings see schedule. SMT ANALYSIS GOVERNOR FOOTPRINTS Kathryn Ratcliffe, Brian Stillings, Ade Adamson Pupil Progress Meetings SMT Book Scrutiny / Learning Walks

Evaluation SMT Reports Standards Report 2019

Molescroft Primary School

Everybody Cares, Everybody Learns, Everybody Matters School Improvement Plan 2019

• FOCUS: RAISING ACHIEVEMENT – Continuing to Develop MATHS MASTERY and the DEVELOPMENT OF MASTERY INTO OTHER AREAS OF THE CURRICULUM

GOVERNOR LINK: ADRIAN ADAMSON

KEY AREAS FOR DEVELOPMENT FURTHER EMBEDDING MATHS MASTERY AS THE MAIN DRIVING FORCE FOR MEETING THE EXPECTATIONS OF THE MATHS CURRICULUM TAKING THE KEY CONCEPTS OF MASTERY LEARNING TO INVESTIGATE HOW THIS COULD BE USED TO BENEFIT LEARNING IN OTHER AREAS

Monitoring Responsibility RA MAL AT JH

TARGET Attainment for all year groups is above National for attainment and progress at Expected and Above Expected Measures as measured by SATS and NFER scores



Areas for development PROGRAMME of SPECIFICS

• Identify areas through the NFER test results in 2018 where our teaching was “less” successful.

• Through in house CPD led by MaST, to investigate how we can improve the outcomes for our pupils in these areas through effective Mastery Teaching.

• Consider introducing the concept to our pupils and parents of Swimmers, Snorkelers and Divers!

• Primary Maths Specialist Role of RA is developing and will need specific consideration in the staffing plan for academic year 19/20

MASTERY IN WRITING: Staff in-house CPD to discuss:

• Recognising the success, we have in teaching GPS, are we already using mastery techniques which we can learn from? Or are we using an Accelerated Learning Style or are they the same?

• How can we move a Swimmer in Writing to become a Diver?

RA AT identification in JANUARY 2 X INSET IN SPRING RA 1 X INSET IN SUMMER RA 1 X INSET IN AUTUMN RA SALARY COSTS AND IMPLICATIONS FOR RA & BUDGET 1 X INSET SUMMER MB

Maths Mastery is fully consolidated across the school. Security of understanding is above national in all year groups and attainment at a greater depth continues to rise. The allocation of Richard’s Time for his outreach work is planned into the staffing of the FY Writing Policy is reviewed and has been able to take account of the principles of mastery teaching. Children are therefore, like in Maths secure in their understanding of the use of the language and embed this and demonstrate this through consistent high

• Encourage Pilot Programmes with a view to alterations to the Writing Policy in September 2019.

MASTERY IN READING Staff in-house CPD to discuss:

• The Guided Reading Programme is key to the development of a deep reader. We are successful at enabling keen and able children to achieve high levels in Reading, however how can we develop the mastery of all children in Reading? How can we embed the core skills of reading comprehension for any child on any text, i.e. Mastery of Literary Criticism?

• How can we move a Swimmer in Reading to become a Diver?

• Encourage Pilot Programmes with a view to alterations to the Reading Policy in September 2019.

• Refresh the use of the Reading Journal and have a redesign of the pages ready for a re-launch in Sept 2019.

MASTERY APPROACHES IN OTHER SUBJECTS Staff in-house CPD to discuss:

• Having agreed the core principles of Mastery Teaching, each Coordinator of other subjects to take these core themes of and to investigate in their own practice how mastery approaches could be used to develop the teaching in their subject.

• School conference to discuss how across the curriculum and across all age groups children can become divers in all their learning.

• Subject Policies are updated in September 2019 APPLICATIONS to be purchased to enable all teachers to link iPads to screens whilst teaching. Training to be provided

1 X INSET SPRING MB SMT to Redesign in SUMMER 2 X INSET SUMMER ML TRAINING DAY SEPTEMBER 2019 ML SUMMER1 X INSET MB APP INVESTMENT £300 per teacher

quality written work and performance in GPS assessments. Reading Policy is reviewed and has been able to take account of the principles of mastery teaching. Children are therefore, like in Maths secure in their ability to interrogate texts. They have a core set of skills which develop year on year and enable them to become natural literary critics. Each subject leader has a clear understanding of how mastery approaches can be applied and are relevant to their subject. Policies for each subject are reviewed and published reflecting the newly agreed ‘mastery’ approach.

Monitoring Strategy Through regular staff meetings see schedule. SMT ANALYSIS GOVERNOR FOOTPRINTS; Ade Adamson (Maths) and all governors linked to subjects Pupil Progress Meetings SMT Book Scrutiny / Learning Walks

Evaluation Annual Governor Report SMT Reports Standards Report 2019



• FOCUS: RAISING ACHIEVEMENT: LOVING READING and also focussing on the CURRENT Y2 Pupils in Reading

GOVERNOR LINK: KATHRYN RATCLIFFE

KEY AREA FOR DEVELOPMENT PROMOTING A TRUE, DEEP AND LIFE LONG LOVE FOR READING

Monitoring Responsibility MB & SMT

TARGET To ensure that the pupils have the opportunities to engage deeply with texts chosen for them and chosen by them and therefore in conjunction with Guided Reading and Writing programmes, to be able, with ease and enjoyment to demonstrate a high level of interaction with text, whether by reading it of creating it.

ACTION Tasks Staff Responsible, Timescale/Milestones

& Resources Success Criteria / Outcomes

Develop strategies to increase opportunities for reading for both pleasure and enquiry to improve reading skills for your pupils and use them effectively to improve teaching and pupil outcomes. To target children with SEN support to achieve security.

• Create areas within classrooms and throughout the school to celebrate and promote reading, supporting less experienced members of staff if needed.

• Use more Story themed projects in the Foundation Stage. • Use assembly and the Website to promote fiction. • Ensure a class novel is always on going in every class and

engage in regular reading with the class, discussing high level vocabulary as a priority and coaching others with this where needed.

• Make regular use of the library time allocated to your class to promote positive reading practices; discuss strategies with Teaching Assistants and less experienced colleagues

• Focus on developing vocabulary development through reading a variety of texts with and to pupils; discuss strategies with Teaching Assistants and less experienced colleagues

IMMEDIATE EFFECT JANUARY 2019 MB 1 X STAFF MEETING SPRING MB

Children are exposed to opportunities to read for pleasure every week. Children are inspired to read for pleasure and actively seek out the opportunities to do this in their lives. Children have discovered the authors they and genres of fiction that they like. Children are producing higher quality written work due to the extended vocabulary they are developing. Talk to extend vocabulary is evident. Deep and well lead questioning in Guided Reading leads children to become confident literary critics and questioners. This leads them to become at ease in comprehension scenarios. They can recognise clues, infer and verbalise their understanding, and then find putting this onto paper a natural process.

• To identify strategies in each class to ensure that those with SEND support receive the necessary support to reach potential and are progressing to security of learning in Reading.

• A Reading Café is introduced. • There is regular promotion of fiction in class, in assembly,

around the school and on the website. Pupils naturally contribute to this.

• Include Cultural Opportunities in the above. • Loving Reading: Keeping on the correct track

All of the following are specifically linked to the Reading Development Programme. Refer also to the In Loco Parentis Programme above. Refer also to MASTERY in Reading above Refer also to MASTERY in Writing above Refer also to Professional Partnerships Programme (Lesson Study) below.

1 X STAFF MEETING SPRING SMT (following SMT Review and Pupil Progress Meetings) (see above) 1 x STAFF MEETING EACH TERM MB

Those with SEND have the skills to achieve their potential in reading. The Reading café is popular and well used. Cultural opportunities are provided for those who need to see a higher horizon for their aspirations and awareness of what is on offer. This inspires the reluctant or literary deprived children to engage with literature.

Monitoring Strategy Through regular staff meetings see schedule. SMT ANALYSIS GOVERNOR FOOTPRINTS: Kathryn Ratcliffe SMT / COORDINATOR Scrutiny

Evaluation SMT Reports Standards Report 2019


School Improvement Plan 2019 • FOCUS: ARTS MARK & PROCESS

GOVERNOR LINK: SARAH CRAWFORD & KATY HANSOM

KEY AREA FOR DEVELOPMENT ARTS MARK

Monitoring Responsibility HR SP PW

TARGET To successfully be reassessed as a Gold Standard Arts Mark School



ART • As part of the Arts Mark application, continue to roll out the

new “portfolio” system of collecting sketches, marks, materials, samples etc. in order to help the children build up their own reference of skills learnt for future use.

• To continue to develop how children are involved in the process of art and to have elements of process within art displays to reflect this. (without detracting from the finished examples).

• To renew teachers’ skills in art notably: • Painting with powder paint used as an oil paint, and

why we use a limited range of base colours. • How to teach children how to sketch and the pencils

and other mark makers to use. • Using oil pastels. • Working with textiles and collage – remind staff of

the fabric and wool storage and use of systems. • Working in clay.

• Re-establish the base resource for Sketching, Painting and using pastels; possibly with four Art Trolleys which are

SUMMER ½ TRAINING DAY SP HR “ “ “ “ “ “ “ “ AUTUMN 1X INSET SP HR AUTUMN 1 X INSET SP HR SUMMER 2019 £800

The Arts Mark Gold is reaccredited because of the further development of the arts across the school and continues to inspire new creative responses to life, the world, the environment, events and the broader curriculum. Teachers skills in teaching core skills in Art are replenished. Specifically for 2019: Spring term: Sculpture - Y1 Textiles - Y2 Sculpture (withies) - Y3 Sculpture - Y4 Digital art & drawing skills - Y5 Sculpture (withies) & drawing skills - Y6 Summer term: Painting & mixed media - Y1 Clay work - Y2 Painting - Year 3 Textiles - Y4 Claywork - Year 5 Drawing, painting, -Y6

stocked with the essentials and are taken to class when needed. Each trolley is equipped for a class.

• Range of Brushes, • Powder paint; 2 blue, 2 red 1 yellow, 1 white 1 black • Mixing trays, water pots, paint pots • Oil Pastel Packs • Sketching Pencils

Refer also to the review of the Curriculum Below. Refer also to the Mastery across the curriculum initiative.

Monitoring Strategy The Arts Team report on progress directly to link governor Governors’ Annual Report, also through the Standards Report. GOVERNOR FOOTPRINTS

Evaluation The Submission is evaluated by the Arts Council


School Improvement Plan 2019 • FOCUS: STAFF TRAINING NEEDS COMPUTING

GOVERNOR LINK: IAN BLANCHARD

KEY AREA FOR DEVELOPMENT COMPUTING

Monitoring Responsibility SM

TARGET To further develop the skills of teachers to take over the teaching of Computing Y5/Y6 (possibly all KS2) and TAs who cover the younger age groups. It is planned that Computing will feature less in PPA lessons particularly for younger children.



REFER ALSO TO THE REVIEW OF THE CURRICULUM BELOW REVIEW OF COMPUTING STRUCTURE

• Complete review of the Computing Units • Complete a review of who is teaching Computing and when • Train teachers and relevant TAs to deliver the revised units

particularly making use of the iPads, removing any reliance on the ageing computer suites.

• Look at safe storage and charging of iPads. Plan for the redevelopment of the Library /IT Suite into a sharing and performance space which also works for the Afternoon Tea Club and Dance Classes.

SMT MARCH “ “ “ SUMMER TERM SPRING SMT prior to Budget in April £3000 CAPITAL FUNDING

Computing skills are taught by staff fully trained in the newly refreshed units. Sufficient time is allocated to the teaching of computing. A new system of charging of iPads is established. The redesign of the Computer suite accounts for the multi-use of the space and acknowledges the fact that the teaching of Computing skills is achieved through iPads.

Monitoring Strategy Through regular staff meetings see schedule. Standards Report GOVERNOR FOOTPRINTS: Ian REPORT TO GOVERNORS: Curriculum Committee

Evaluation Standards Report 2019


School Improvement Plan 2019 • FOCUS: Review of Curriculum Policies

o Incl. a review of the Curriculum Spread including Computing , Music Curriculum and PPA.

COMPUTING GOVERNOR LINK: IAN BLANCHARD

MUSIC

SARAH CRAWFORD

FULL CURRICULUM GOVERNOR LINK: ALL GOVERNORS

KEY AREA FOR DEVELOPMENT TO COMPLETE A THREE YEAR REVIEW OF THE CURRICULUM

Monitoring Responsibility SUBJECT COORDINATORS as per subject

TARGET To embrace innovations from the Mastery debate (See above) within a review of Curriculum Policies. To review the distribution of the Curriculum particularly to give more time to Computing and review the distribution of subjects across PPA Time.



REFER TO THE REVIEW OF COMPUTING ABOVE REFER TO THE DEVELOPMENT OF MASTERY ABOVE Complete a review of the distribution of time across the Curriculum in conjunction with a review of PPA Time. Consider moving more PE to PPA Time and reducing Computing in PPA time thus enabling teachers to have more responsibility for aspects Computing particularly in KS2. ALSO CONSIDER HOW PPA TIME COULD POSSIBLY PROVIDE WINDOWS FOR SUPPORT (See In Loco Parentis above)

SMT FEBRUARY As above

PPA time and the distribution of units taught within it is complete ready for implementation in September 2019. Time allocated to Computing is specifically reviewed.

PPA group of the identified children to possibly spend an hour each week being offered support with various adults. This could be reading, small Lego Therapy groups, friendship sessions or ELSA support. MUSIC SPECIFIC

• To continue to develop more classical listening within the curriculum.

• To continue to develop the theory worksheets. • To include opportunities to compose during recorder

sessions. • To source more current music reading apps on a small

number of iPads that can be used during PPA sessions. • To find a way of keeping a forward momentum in PPA

recorders. Review and publish new Curriculum Policies which may reflect new practice relating to Mastery, Assessment and scheduling. Review and update Handbook Charters, i.e. guides to subjects. • Art and Design

Assessment, Recording, Reporting and Target Setting Computing Design and Technology Effective Teaching and Learning English E Safety Foundation Stage Geography Gifted and Talented History Languages Marking and Feedback Policy Mathematics Music Overarching Arts Policy P.E. and Sports P.S.C.E. R.E. Science S.E.N.D.

PW AND MAL MEETING IN SPRING PUBLICATION IN SEPTEMBER 2019 See MASTERY CURRICULUM REVIEW above ALL STAFF involve NQTs

Music in PPA is refreshed with a development of the Recorder Sessions to include additional skills. All Subject Policies are reviewed and Charters in the Handbook.

Monitoring Strategy SUBJECT SEFS/ STANDARDS REPORT COORDINATOR LEARNING WALKS GOVERNOR FOOTPRINTS; Ian Blanchard, Helen Ross and all governors linked to their subjects.

Evaluation Standards Report

FOCUS: ENTERPRISE, GOVERNANCE and INVESTMENT in our PROFESSIONS


School Improvement Plan 2019 • FOCUS: TEACHING SCHOOL Financial Security

o TSA NLE SCHOOL SUPPORT PROGRAMME / SSIF o TSA ITT - CPD

GOVERNOR LINK: FINANCE COMMITTEE CHAIR: KAREN TOWSE

KEY AREA FOR DEVELOPMENT TEACHING SCHOOL

• Ensure future Financial Security and sustainability of the Teaching School

Monitoring Responsibility AT MAL

TARGET To continue to develop systems which ease the process of providing System Leadership and to capitalise on resources in the Alliance and the Riding Forward School Partnership Team. To launch new initiatives to ensure the financial security of the TSA.



To fully implement the Riding Forward TSA Action Plan (separate) acknowledging the particular factors which relate to the staff of this school. To maintain the capacity and ethos to manage and develop a Teaching School Partnership from Molescroft Primary School whilst not impacting negatively in any way on the lives, education and progress of the children, staff and parents of the school. To maintain the financial security of the TSA through

• open mornings at MPS advertised through East Riding Schools and Universities for ITT candidates; to include a tour and then discussion with AT.

• Riding Forward works with the LA in the marketing of the East Riding as a great place to work and train as a teacher.

• Continuing to provide new CPD opportunities using SLEs and our staff notably in Foundation Subjects. “Exceptional Teaching and TA Courses” Consider how effectively these courses are being marketed.

AT WHOLE YEAR AT MAL WHOLE YEAR AT MAL WHOLE YEAR

Riding Forward TSA maintains a balanced budget year on year and is projected to maintain this without there being any drain on the Molescroft Primary School Budget. The balanced budget is achieved is also achieved through the provision of excellent school to school support and training across the alliance, which is popular and highly valued. ITT through Riding Forward is providing more places due to successful marketing, recruitment and identifying the unique strengths of the Riding Forward Family. Riding Forward continues to be recognised for the effective way it supports schools to good from R.I and from Good to Outstanding.

• NQT programmes • ERSIP school to school support & development plans • FLiC development and marketing • GPS Slides • New Leadership Development Programmes • Engage with the LA to promote the East Riding as a great

place to do ITT and keep up the advertising opportunities for Riding Forward ITT.

• Engage in the new NLE School Support Programme To ensure the TA meet the new essential KPIs for Teaching schools SEE BELOW:

SPRING LAUNCH ONE PER HALF TERM

Riding Forward works successfully through the new DfE School to School Support Programme.

What is expected of teaching schools? In order to ensure a self-improving, school-led system, teaching schools are required to operate by the following principles: Effective Delivery Each teaching school alliance effectively delivers across all three areas of core activity:

• ITT; • CPD & leadership development (CPLD); • school-to-school support.

KPIs set out the minimum requirements for a teaching school alliance to achieve. Accountability In order to ensure credibility and high impact of all teaching schools, they must adhere to requirements set by NCTL and co-operate with necessary reporting processes. System leadership and engagement Teaching schools build an effective alliance of schools, and work strategically with other schools and providers within their regional and sub-regional networks to ensure every school can engage in school-led improvement. Continuous Improvement Each teaching school is required to pursue continuous improvement supported by the peer review process in order to develop and achieve/sustain maturity of provision. Role of teaching schools: Teaching schools have an important role to play in a school-led system and school improvement. Teaching schools are centres of excellence, taking a focused role that prioritises:

• co-ordinating and delivering high quality school-based ITT • providing high quality school-to-school support to spread excellent practice, particularly to schools that need it most • providing evidence-based professional and leadership development for teachers and leaders across their network School-led Initial teacher training (ITT)

Teaching schools are expected to provide school-led ITT through School Direct (as a lead or partner); by running a SCITT or by offering placements working in partnership with a SCITT and achieve positive impact on trainee outcomes. In addition, drive improvement externally by ensuring newly qualified teachers are recruited to schools in areas of need. Continuing Professional Development and Leadership Development (CPLD) Teaching schools are expected to ensure participants are engaging in a range of evidence-based CPLD which:

• focuses on improving and evaluating pupil outcomes; • is underpinned by robust evidence and expertise; • includes collaboration and expert challenge; • be sustained over time; and • be prioritised by school leadership.

School to school support (StSS) Teaching schools are expected to diagnose and provide high quality support to schools in need, by quickly matching supply and demand including identification of individuals with appropriate skills to provide high quality support. Visit the Teaching school webpages at gov.uk for further information about the role of teaching schools.

Key performance indicators: Teaching schools are required to go through a robust and rigorous assessment process at point of designation to ensure each newly designated teaching school has sufficient track record in delivery of initial teacher training (ITT), continuing professional and leadership development (CPLD) and school-to-school support (StSS). To evaluate impact and retain credibility of the programme, NCTL will continue to monitor delivery across these core areas at both a national level and individual alliance level, throughout the designation period. In addition, we will continue to review the ongoing eligibility of teaching schools through the review of designation process. 1 Key Performance Indicator School-led Initial teacher training (ITT) 1.1. At least 15 teachers trained per year 1.2. Percentage of trainee teachers who have secured a teaching post within 6 months is at or above national averages Continuing Professional Development and Leadership Development (CPLD) 2.1. At least 50 evidence based CPLD4 days delivered per academic year 2.2. At least 90% of participants believe5 that the CPLD activity they attended has or will help improve practice in their school and agree that the benefits of the CPD activity outweighed any short term impact on workload School to school support (StSS) 3.1. Provide at least 30 days of deployment6 per academic year, to schools identified as in need of support7 3.2. At least 90% of support provided is rated as good or better by the supported school. KPI footnotes/definitions: 1 A teaching school alliance (TSA) is defined as a group of schools and other partners, who actively engage in collaborative improvement of the school system, led by 1 or more teaching school. Teaching schools report on the activity of those schools and organisations that actively contribute to the ongoing delivery of their alliance. 2 Teaching school alliances are monitored on the number of teachers trained per year through school-led training routes only. Teaching School alliances also work in partnership with higher education institute(s) (HEI) to offer placements. However, teaching schools will not be monitored on the scale of delivery for this route. 3 The national average for school-led trainees is subject to change annually. The national average relative to the year the teaching school alliance is reporting on is applied. 4 Teaching school alliances are monitored for the number of evidence-based CPLD days delivered including HEI research driven CPLD. CPLD provision is the means by which professionals maintain, improve and broaden their knowledge and skills through activity, which is intended to be of direct benefit to the individual, or school and aim to improve the quality of outcomes of children and young people. For teaching school alliances, this includes working in collaboration with other schools, and with other partners, in the planning, design, development, delivery and evaluation of CPLD provision. NCTL will also collect quantitative data through ‘the hub’, about the number of CPLD participants reached annually. 5 Satisfaction rates for CPLD activity will be defined in the satisfaction template provided by NCTL. Alliances are required to collect ratings based on these definitions. 6 School to school support deployment is defined as bespoke support packages for schools in need that lead to positive impact with measurable outcomes. Teaching schools designated to support cold spot areas will be measured against KPIs for school-to-school support activity within cold spot areas only. 7 Schools in need are defined as either schools, who meet the Strategic School Improvement Fund eligibility criteria and/or those that are graded ‘Requires Improvement’ by Ofsted and are located in challenging areas of the country. The latter would be defined as ‘Category 5 & 6’ Areas’ (this is a group of Local Authority Districts defined in 2016 as having low standards and limited capacity for school-led improvement)

Monitoring Strategy The Core Group Minutes to Governing Body Finance & Personnel Committee

Evaluation Head Teacher Reports to Governors / TSA Minutes


School Improvement Plan 2019 • FOCUS: FUNDING SUPPORT BUILT IN TO BUDGET FOR FY EQUIPMENT

GOVERNOR LINK: PAT BECKLEY

KEY AREA FOR DEVELOPMENT MAINTAINING OUTSTANDING IN THE FOUNDATION YEAR

Monitoring Responsibility RA KMcC JH

TARGET Ensuring that the provision in the FY is resourced automatically and is secured and protected in the long term.



• As always, provision areas become over used and the toys, particularly the outdoor construction toys. These are suffering from repeated use and the weather. Plastic toys degrade in the sun, wooden equipment begins to rot. Therefore, establish an annual replacement fund set in stone in the school budget.

SUMMER 2019 ALLOCATION OF FUNDING IN ALL BUDGETS £2000 pa

The learning environments are always maintained at the highest standard, supported by all the resources they require to achieve this.

Through regular staff meetings see schedule. SMT ANALYSIS SMT Book Scrutiny / Learning Walks GOVERNOR FOOTPRINTS: Pat Beckley



School Improvement Plan 2019 • FOCUS: DEVELOPING THE NEW TEAMS

o Incl. TA Training New teams

GOVERNOR LINK: CURRICULUM COMMITTEE CHAIR: ADE ADAMSON

KEY AREA FOR DEVELOPMENT COACHING MODEL TO EMBED AND DEVELOP PROFESSIONAL SKILLS IN EACH YEAR GROUP TEAM, REFLECTING THE MAJOR SHIFTS IN STAFF DEPLOYMENT IN SEPTEMBER 2018

Monitoring Responsibility AT supported by JH

TARGET To work with partner teachers through the Lesson Study project 2019 “Professional Partners” by observing teaching in the target area & interviewing pupils from vulnerable groups as part of the process. Particular focus on those with SEND Support and how to effectively meet their needs in Reading.



FOCUS: ENGLISH and particularly Guided Reading • Teachers in each year group to watch each other teach (not plan

together). Share observations noting how they do things differently and what they would like to implement in their own teaching. Include an opportunity to talk with pupils.

• TAs also to observe each other in action and engage in a discussion of what they have learnt and the difficulties they experience and how these could be overcome (with UPS or M6 teacher support).

• Teachers to share each other’s books together (across a wider spectrum)

• Teachers and TAs to agree a joint communique identifying what has been learnt from each other and how they can move forward to ensue even greater continuity.

JANUARY 2019 ½ INSET JANUARY AT MARCH 1 X INSET AT

Teachers and TAs continue to enhance their practice through Lesson Observations and partner programmes. New Teams are comfortable with their new curriculums and expectations and innovations are promoted and developed. Teaching and learning are maintained at an Outstanding Level and never less than good.

Monitoring Strategy Year Group Teams supported by Key Stage Leads

Evaluation Report by AT to the Curriculum Committee


School Improvement Plan 2019 • FOCUS: MFL PHONICS & SUPPORT OF THE ERSIP PROJECT

GOVERNOR LINK: BRIAN STILLINGS

KEY AREA FOR DEVELOPMENT ENSURE THAT PRACTICE AND POLICY AT MPS PROVIDES AN EXCELLENT EXAMPLE OF THE TEACHING OF PRIMARY LANGUAGES IN LNE WITH THE ERSIP MFL PROJECT

Monitoring Responsibility S H-T

TARGET PHONIC DEVELOPMENT IN PRIMARY LANGUAGES IS DEVELOPED AND EFFECTIVELY SUPPORTS PUPILS WORK IN FRENCH AND SPANISH



• Ensure follow up tasks are always completed following the lesson with the specialist.

• To ensure continuity and regularity in the teaching of phonics.

• To identify more children who are enhancing and look for ways to spot this and include challenge in lessons.

• To add aspects of ‘Grammar’ to FLiC for assessment purposes so that objectives are totally in line with the ‘Age related Expectations’ which are used across the East Riding.

• To provide a model of success to share with other schools in the East Riding. (ERSIP PROJECT)

IMMEDIATE EFFCET JANUARY 1 X INSET SUMMER S H-T “ “ SUMMER 2019 AVAILABLE FROM MARCH 2019

The teaching of Primary Languages is maintained effectively by all staff following the outstanding modelling of the subject by the Subject Specialist. The Molescroft Model is seen by the LA as a successful way to teach Primary Languages.

Monitoring Strategy GOVERNOR FOOTPRINTS: Richard West COORDINATOR LEARNING WALK ERSIP REPORTS


HEALTH, SPORT, FITNESS and WELL-BEING


School Improvement Plan 2019 • FOCUS: PE BLEEP TEST & Gymnastics

GOVERNOR LINK: KAREN TOWSE KEY AREA FOR DEVELOPMENT REVIEW THE ALLOCATION OF THE PE CURRICULUM WITHIN CLASS AND PPA ENSURE THE BLEEP TEST or SIMILAR IS FOLLOWED THROUGH ENSURE THE TEACHING OF GYMNASTICS IS PROVIDED IN A MANNER WHICH ENSURES APPROPRIATE PROGRESSION

Monitoring Responsibility MW KF

TARGET Sport and PE at Molescroft meets national expectations in all areas. Provision and engagement are outstanding and the teaching in all aspects of PE is at a standard to ensure progression according to national expectations.



• Review the distribution of PE units in class and PPA. Possibly look at increasing PE in PE so that it is more frequently a weekly PE activity incorporating the MUGA.

• Make a decision on the teaching of Gymnastics. If it is to remain in the class PE activity, provide training for the teachers. If it is to return to PPA, specifically identify the Gymnastics coaches and either train them up or buy them in to ensure a high level of teaching and attainment.

• Embed “Bleep Test” and another event for Personal Competition aspect of Sports Mark.

• -Ensure “Personal Challenge” is achieved by all classes. • -Ensure participation levels are kept high to ensure GOLD

standard again-look into requirements -for platinum level. • -Ensure new all-weather pitch is used effectively to increase

club and outdoor PE teaching opportunities. Include use of MUGA for playtimes for sporting activities.

• -Ensure “fair and well monitored” selection for events. • Have the Orienteering Course redone to reflect changes to the

school grounds.

See Computing INSET above SMT FEBRUARY See Computing INSET above MW KMcC to CHECK IMMEDIATE EFFECT MW KMcC Learning Walk MW KMcC Learning Walk JANUARY MAL JH ALSO, SMT FEBRUARY IMMEDIATE EFFECT JANUARY READY FOR SEPTEMBER 2019

Review of the distribution of PE Units is complete including the distribution in PPA. Sept Launch. Whoever is teaching Gymnastics has the skills to develop the pupils’ skills according to age related expectations. Children measure and therefore are aware of their progress in fitness. The MUGA is used to increase sporting provision across the school.

Monitoring Strategy MW / KF: SEF COORDINATOR LEARNING WALKS GOVERNOR FOOTPRINTS: Karen Towse

Evaluation Governor Footprint Standards Report 2019

SAFEGUARDING:

PROTECTION & MANAGING RISK within a SECURE and INSPIRATIONAL ENVIRONMENT


School Improvement Plan 2019 • FOCUS: Review Health & Safety Policies & in D&T

• RESTRAINT TRAINING GOVERNOR LINK: RICHARD WEST

KEY AREA FOR DEVELOPMENT REVIEW OF HEALTH & SAFETY POLICIES

Monitoring Responsibility RJ RW (Governor)

TARGET TO MAINTAIN COMPLIANCE and SECURITY in all aspects of SAFEGUARDING



HEALTH AND SAFETY Complete three-year review of all HEALTH AND SAFETY Policies

Accident Incident Investigation Guidance ERYC Accidents and Incidents Reporting ERYC Asthma Information Anaphylaxis Information Asbestos Guidelines ERYC Asbestos Policy Confined Spaces Safety ERYC Construction, Design and Management Corporate Health and Safety Policy Corporate Health and Safety Policy Report COSHH Safety Guidance ERYC Data Protection Act Dealing With Stress Diabetes Information Display Screen Equipment Drugs and Alcohol Policy Educational Visits Policy Electricity At Work Guidance ERYC Employee Personal Protection Epilepsy Information

SPRING 2019 MAL RJ

The school maintains full compliance with all Health & Safety requirements. Everyone maintains their full knowledge and understanding of all Health & Safety Practices. It is second nature, and everyone maintains their role in taking all aspects of safety extremely seriously. The Site Manager attends ALL BAHLOW meetings.

Events on Council Land (and Buildings) Fire Safety Guidance ERYC Food Policy Guidance for School Safe Working Head Lice Advice Health and Safety Manual Health and Safety Policy Hold Open Device Guidance ERYC Homeworking Safety Guidance Infection Control Safety Guidance Legionella Code Of Practice and Guidelines ERYC Moving and Handling of Objects Safety Guidance ERYC Moving and Handling of People Safety Guidance Musculoskeletal Safety New and Expectant Mothers Safety Guidance Noise at Work Personal Emergency Evacuation Plans PPE Safety Guidance ERYC Safer Working Practices Use of Reasonable Force Use of Tools in D & T Vibration at Work Wellbeing at Work Policy ERYC Work Equipment Lifting Safety

Retrain Teachers and TAs through a practical INSET in the Use of Tools in D&T All staff have their Child Protection Training Renewed and Documentation updated.

Part Training day JANUARY ML JANUARY Training Day with Tony Marsh

Following the completion of the Audit and the requirements on the Actions List, the school will be fulfilling everything possible to ensure the greatest safety and security for our pupils. All teachers and TAs fully understand the safe practice of using tools in D&T. Every D&T unit engaging children in resistant materials starts with a Health and Safety Lesson. All staff have up to date Training on Child Protection and all documentation is updated.

Monitoring Strategy Health & Safety & Premises Committee GOVERNOR FOOTPRINTS: Richard West

Evaluation Governor Minutes Committee Minutes Stakeholder Surveys / Standards Report

CITIZENSHIP within a LOCAL & GLOBAL COMMUNITY, & SUSTAINABILITY



• FOCUS: GREEN FLAG GOVERNOR LINK: RICHARD WEST

KEY AREA FOR DEVELOPMENT RENEWAL OF THE ECO SCHOOL Green Flag Award

Monitoring Responsibility SHu

TARGET To maintain standards and develop new initiatives through the Green Team to ensure Eco School Green Flag Status



MAINTAINING THE ECO SCHOOL GREEN FLAG Global Perspective – Fair Trade: LEADER / LINDA HEMPHILL

• Weekly stall - accounts /stock/set up and cash up • Annual presentation to class groups – PP prepared, and

knowledge passed on to Steering Group (to run over 14 weeks)

• Fair Trade fortnight – organise activities (penalty shootout/big brew on the playground/afternoon tea and quiz/ decorate a fair trade bun)

• Fair Trade Assembly – prepare and deliver • Hot chocolate Fridays – buy stock and organise • Member of Beverley Fair Trade Group

Litter: LEADERS / DAVE PLATTEN & MICHAEL LONCASTER • General condition of school ground i.e. fencing/gates in

wildlife area • General litter awareness activities (POD) (in RWC

AFTERNOONS) Waste: LEADER / THE GREEN TEAM under Suzie’s direction

• Waste assembly followed by weighing food waste generated in the dining hall over a five-day period – feedback findings to Green Team/Management

• Regular audit plus weighing of classroom waste paper bins – reuse where possible (wet playtime or notepads) Children to collate information and present as a graph to feed back to school and to go on Eco Board.

LH ONGOING LH SPRING 2018 LH SPRING 2018 LH ONGOING ONGOING – H&S CHECK EACH TERM MAL DP DP, VW DK DG NR ONGOING SHu SUMMER SHu ON GOING

Green Flag Status was last renewed in 2017 The Eco – Sustainability agenda is maintained symbiotically with the life of the school. The ‘Really Wild Curriculum’ is reviewed and prioritises in this order:

• Appreciation of the Environment • Maintaining the Environment • Growing Produce • Protection of Habitats • Recycling • Taking Inspiration from the Environment • Using Natural Resources

A new Wild Flower Meadow is created incorporating a plan for its long term maintenance and development.

• Compost bins – MORE TO BE PROVIDED • Compost dug into school garden – Big Weed

Energy: LEADER / THE GREEN TEAM under Suzie’s direction and Dave’s provision of data

• Collate information of energy used and generated • Appoint a Solar Panel monitor • Analyse information with children and format into graphs –

display graphs Transport: LEADERS / MICHAEL LONCASTER & SARAH GRAINGER

• Travel Plan • Bikeability • Cycling Champions • Road Safety Officers • Scoot the Route • Pedestrian Skills

Healthy Living: LEADER /SARAH GRAINGER • HEALTH WEEK AND AGENDAS THROUGH THE YEAR

Water: LEADERS / THE REALLY WILD TEAM • Collate information of water used from water butts • Analyse information with children and format into graphs –

display graphs School Grounds: LEADERS / THE REALLY WILD TEAM

• Maintain conservation area and vegetable garden • School planters – front of school window boxes • Planting up Easter Garden – distribute /organise and plant

up 200 plants! • Empty and monitor compost bins • Provide a digester for Kitchen waste • Friends Garden - general maintenance (esp. weeding!) • WEEDING! vegetable. Big Weed with Volunteers twice a

year. • Biodiversity: LEADERS / THE REALLY WILD TEAM • Outdoor activities – pond life/habitats/bug hotel • New initiative to create a Wild Flower Meadow

POD Activities: LEADERS / THE REALLY WILD TEAM Organise activities from the nine topics, photos taken - these then have to be uploaded and blogged. Children encouraged to blog on the site PPA Afternoons: LEADERS / THE REALLY WILD TEAM Organise FS – Y6 420 children on a rota basis! Plan indoor and outdoor lessons in case of poor weather

SHu ON GOING SHu ON GOING SHu DP ONGOING DP SHu ONGOING SHu ONGOING SHu VW DK DG NR ONGOING ONGOING SG EVERY AUTUMN SG SHu ONGOING SHu VW DK DG NR ONGOING MAL VW DK DG NR SPRING AUTUMN SHu VW DK DG NR ONGOING MAL VW DK DG NR SHu VW DK DG NR ONGOING VW DK DG NR ONGOING

Use the Tony Knight Centre as a base. Purchase and source resources (Garden Centres/Supermarkets and freebies!) RSPB – Big Bird Watch – organise audit any birds that come into the grounds – submit results on-line to RSPB: LEADERS /THE REALLY WILD TEAM Vegetable Plot – LEADERS / THE REALLY WILD TEAM (note FY, Y1 & Y2 have their own plots) Purchase plants/seeds/compost and source resources Keeping greenhouse organised and tidy Yorkshire in Bloom: LEADERS / MICHAEL LONCASTER SUZIE HULSE Be available to support staff with planters as required On Line application Get area ready for inspection! Meet and greet judges Prepare slide show and brief children on what is expected during the day Holidays May to September: LEADER / DAVE PLATTEN Water plants window boxes/planters/vegetable garden Green Mole Page: COLLATOR OF IDEAS / SUZIE HULSE. PUBLISHER / MICHAEL LONCASTER Submit ideas and photos to Suzie / Michael ECO Board: LEADER / SUZIE HULSE To be regularly updated and ‘refreshed’ NOTE THE REALLY WILD TEAM is Debra Goff, Nicole Roberts and Victoria Webster

VW DK DG NR SPRING SHu VW DK DG NR SUMMER AUTUMN MAL SHu SUMMER DP DG MAL SUMMER 2 SHu MAL ONGOING SHu ONGOING

Monitoring Strategy D.E.I.D.R.E GOVERNOR FOOTPRINTS: Richard West

Evaluation D.I.E.D.R.E MINUTES


School Improvement Plan 2019 FOCUS: INTERNATIONAL DIMENSION

GOVERNOR LINK: BRIAN STILLINGS

KEY AREA FOR DEVELOPMENT MAINTENANCE OF THE INTERNATIONAL SCHOOL STANDARD including the 2019 International Festival THE CARIBBEAN

Monitoring Responsibility MAL JW

TARGET The school continues to be a beacon of International Understanding and openness.



ONGOING ACTIVITIES ACTIVITIES • My Life in a Box • My Town and My Country in a Box • Around the World on a Plate • Fair Trading Post • United in Sport:

o Celebrating World Rugby o Celebrating World Cricket o Commonmole Games

• Handball; Germany links Lemgo • Harvest for the World • Hosting Danish Teaching Students • Hosting Swiss Teachers • Hosting German Work Placement Students • Maintaining links with Lemgo and Bremerhaven

o Students visiting from Poland and Germany to share their Life in a Box with our pupils.

• Plan for the ISA Action Plan

MAL BR/SG MB/JW ONGOING MAL ONGOING LH SUMMER / AUTUMN 2018 KMcC/MW SUMMER 2019 SP/ KS AUTUMN 2019 MAL MARCH 2019 MAL SM JUNE 2019 MAL Y6 AUTUMN MAL FY MARCH 2018 ML /JW DIEDRE COMMITTEE SUMMER MAL

Please refer to ISA Plans for the details for the ongoing international Projects. Molescroft continues to be recognised as a leader in INTERNATIONALISM.

o To include all the above and the 2020 International Festival which will be somewhere in Europe.

o In addition, there will be a return visit to Lemgo and Bremerhaven. Hopefully also a return visit from Lemgo Staff and Bremerhaven Staff.

INTERNATIONAL FESTIVAL 2019: THE CARIBBEAN • INITIAL PLANS Year 1: Trinidad & Tobago !, Grenada " Year 2: Dominican Republic #, Barbados $ Year 3: Bahamas %, Antigua & Barbuda & Year 4: Jamaica ', Martinique ( Year 5: Haiti ), Saint Lucia * Year 6: Cuba +, Guadeloupe , [email protected] Proposed Dates Launch: Wednesday 23rd January James Sutton: 28th Jan, 4th Feb, 5th Feb, 11th Feb, 12th Feb, Geography Workshops: 29th Jan PM, 30th Jan AM, 31st Jan AM, Headdress Day: Tuesday 5th February Dancing with Laura: 6th. 7th February Solid Steel: Tuesday 12th February Solid Steel: Wednesday 13th February Evening: Wednesday 13th February Art FY - Year 1 - 3D Sculpture: head-dresses, masks, like floats Year 2 - Textiles: shells, beach theme Year 3 - Small scale withie: replica of Bahamas fish to create underwater experience Year 4 - Wire & mod-roc [James Sutton booked]: male and female athletes Year 5 - Mixed media: Haitian shanty towns Year 6 - Large scale sculptures: for Carnivals Workshops Dance - rumba led by Laura Steel Pan band - http://www.solid-steelband.com/workshops/ Day 1 Day 2 9am - 9:30 Y1SC 9am - 9:30 Y2KS

2020 MAL JW DIEDRE & ALL TEACHERS

OUTCOME On the evening of 13th February 2019, the school family will be invited to a Caribbean Cruise Festival. The event will be extended to the local community. The evening will begin at dusk on the playground with Carnivals of the Caribbean. Each year group will celebrate two Caribbean Islands life, culture, history and geography with activities for families to engage in. These will be guided by passports, which ensure there was something for everyone from Steel Drumming to Snorkelling. Catering will be provided by the school cooks and provided for all. The school will be themed as a Cruise Ship with the classrooms as Islands. It will be the nearest experience to Cruising the Caribbean, possible without actually being there. There will be a Caribbean meal to mark the end of the festival. Children will enjoy dance, art, language, food, cultural and musical workshops with a specific Geographical workshop provided by our Geography coordinator.

9:30 - 10:15 Y3MW 10:15 - 11:00 Y3EW 11:00 - 11:30 Y1JT 11:30 - 12:00 FY Lunch 1:15 - 2:00 Y6JW 2:00 - 2:45 Y6MB 2:45 - 3:30 Y5BR

9:30 - 10:15 Y4SM 10:15 - 11:00 Y4 SHT/CC 11:00 - 11:30 Y2SP 11:30 - 12:00 FY Lunch 1:15 - 2:00 Y5SG/BR 2:15 Assembly to school

Food - Create a Caribbean stew Geography workshop Evening All guests dressed in carnival type clothes School like a cruise liner with different decks Hall: Starlight Lounge, cabaret feel with music and dance. Drinks? Friends’ Garden: Rum shack (using willow screening for roof) Library: Slave trade mural Pupil Kitchen: Caribbean banana fritters Centre Point Room: Catering - jerk chicken, rice and peas FY Bottom Room: Make your own mocktails Y1 JT: Y1 SC: Creating masks for carnival

Y2 SP: All things coconut 🥥 Y2 KS: Beach with palm trees - holiday experience. ‘The Coconut Coast’ Y3 MW: Spanish galleons, diving for treasure of The Bahamas. Y3 EW: Snorkelling experience using withie art work and UV lighting. Find the fish. Y4 SM: Jamaican music room (Reggae, Mento, Folk, Ska). Rasta caps, drums, guitars. Y4 CC/SHT: Art work? Y5 SG/BC: Earthquake survival room Y5 BR: Create a voodoo doll Y6 MB: bracelets made from black watermelon seeds, red cornilla seeds and black jaboncilla seeds Y6 JW: Film room - Cool Runnings MUGA: ‘Are you quicker than Usain Bolt?’ Music

Steel pan band, calypso, Reggae Language Would we include a language session? Mainly English, some Spanish, French and Dutch islands. Dance led by Laura Rumba, Mambo, Danzon, Cha Cha Cha, Salsa 1 hour session, simple salsa type since Routines from now, Laura, Sophie and Kate will teach more of a routine so those children can lead in the evening. 1 min max. Sport Cricket. Football. Athletics. Costumes/Clothing Rastacaps Carnival masks Geography Tourism, climate, food, human, physical, flora/fauna, history, wildlife, currency, population, agriculture, coral reefs Workshops - to give overview led by JW in an afternoon. Food Pepper pot (a thick rich slightly spicy soup), Jerk chicken, rice and beans, rice pudding Banana fritters Papaya. Plantain. Yam. Do we try and include Roots? Drinks Rum cocktails, mocktails, banana milk, ginger beer Decorations Bunting, flags, palm trees, pineapples, pirates Evening Opening Visuals projected onto the school building of the Caribbean introducing the idea that the school was becoming a cruise ship and the parents/children were going on a journey. Other thoughts/ideas Palm trees, coconuts, pirates, earthquake Treasure island

Bermuda Triangle Mocktails Club Tropicana

Monitoring Strategy D.E.I.D.R.E And Minutes to the Governing Body GOVERNOR FOOTPRINTS: All governors

Evaluation Evidence and evaluation will be available through reports to D.I.E.D.R.E

SCHOOL INSET PROGRAMME 2019 SPRING: 12 WEDNESDAYS Safeguarding/Security/Health & Safety / Data Protection Annual New Year Re Induction Quiz Incl. D&T 1 hour TRAINING DAY Partnership Programme (lesson Study) ½ hour TRAINING DAY Child Protection Training with Tony Marsh 1 hour TRAINING DAY Identification Maps and Provision Maps 1 January Mental Health 1 DIEDRE BAHLOW 1 Mastery in Reading 1 Maths Mastery: Teaching our weaker areas 2 Consultation Evening 1 Loving Reading 1 Key Stage Meetings 1 International Evening 1 Appraisal Reviews (April) 1 Developing Vocabulary in Reading and Writing 1 Mid-Year Pupil Review (Disaggregated ½ TD July) SUMMER: 12 THURSDAYS Painting, Sketching, Pastels ½ TD Identification Maps and Provision Maps 1 April Partnership Programme (lesson Study) 1 Primary Languages: Phonics & Higher Ach’ 1 Appraisal Reviews (July) 1 Mastery in Writing 1 Maths Mastery: Teaching our weaker areas 1 Mastery across the curriculum Incl. Teaching with an iPad and Screen 2 DIEDRE BAHLOW 1 Loving Reading 1 Key Stage Meetings 1 Residential Week 1 AUTUMN: 14 MONDAYS Business – Year ahead ½ TD Mastery: Curriculum Policy Reviews ½ TD New Faith ½ TD DIEDRE BAHLOW 1 CONSULTATION EVENING 1 Key Stage Meetings 1 Textiles and collage 1 Clay 1

Loving Reading 1 Maths Mastery: Teaching our weaker areas 1 Towards the new SIP SUBJECT SEFS 1 Identification Maps and Provision Maps 1 September 3 to allocate probably Computing Training 3 BUDGET IMPLICATIONS International Week £ 3 000 + £2 000 pc Learning Communities £ 500 FY Equipment £ 2000 Guided Reading Books £ 2 000 Science Sacks for Playgrounds £ 500 Art Trolleys £ 800 Apps for linking iPads and screens £ 200 Redesign of Library £ 3 000 CAPITAL FRIENDS ASSOCIATION BIDS 2019 iPads £ 10 000 Outdoor Table Tennis Tables £ Bean bags £ CAPITAL DEVELOPMENTS FUTURE Redesign of the Library / IT Suite £ KS1 Adventure Playground £20 000

COMPLETED ACTIONS OF 2018 ENJOYMENT FOR LEARNING, ENGAGEMENT, ACHIEVEMENT and PROGRESS

FOCUS: BRIDGING THE LEARNING GAP Boys of Concern

Middle (low) Prior Attainers Intervention in Y2

READING AND WRITING Investment to replace tired stock and enhance the provision in Y1 / Y2

Consistency in Writing and Reading Terminology RENEWAL OF THE BASIC SKILLS QUALITY MARK

Regarding:

Pupil Premium Children GOVERNOR LINK: KATHRYN RATCLIFFE

Regarding:

SEN and PRIOR LOWER ATTAINERS GOVERNOR LINK: NICOLA BAILEY

Regarding:

ENGLISH GOVERNOR LINK: KATHRYN RATCLIFFE

Regarding:

MATHS GOVERNOR LINK: ADRIAN ADAMSON

RAISING ACHIEVEMENT – SECURING LEARNING FOR ALL BOYS OF CONCERN / PRIOR MIDDLE ATTAINERS (LOW)

• Create a register of Boys of concern and Middle Attainers at risk. • Cross reference with Interventions and support packages to be used. • Establish a team of mentors and a weekly set time for mentor meetings. • Where necessary set up a mentor programme to ensure the children have appropriate ‘back up’ to keep them on track and on target.

INTERVENTION IN Y2 CONFERENCE TO DISCUSS THE FOLLOWING AND FIND SOLUTIONS READING Areas for consideration

1. Increase the number of children achieving the Expected Standard in Reading. i. Can this be done by doing more test preparation in the Spring Term? ii. Should children be reading a greater volume of text within their heads? iii. Do we allow enough time to develop the skill of reading in our head?

4. Increase the number of girls achieving Greater Depth in Reading. v. Do our Guided Reading books provide enough challenge? vi. Are our Guided Reading books too boy focused?

7. Progress from an Expected level in EYFS to the Expected Standard in Year 2. viii. Is the transition from EYFS to KS1 effective? ix. Can we identifying the children who are ‘wobbling’ earlier and put intervention in place for them? x. Review the structure of Guided Reading in KS1 and look at the role of the teacher with key groups.

11. Attainment & Progress of our SEN children in Reading. xii. Are our interventions effective? xiii. Do we need to focus more on the one thing that is preventing that child from achieving? If it is decoding, do they need to do that in a small group or 1:1 every day to

close the gap? xiv. How can teachers find the space and appropriate environment to support these children?

WRITING Areas for consideration 1. Increase the number of children achieving the Expected Standard in Writing.

i. How can we increase the opportunities to write? ii. Review the teaching of the technical elements of writing effectively? iii. Should we consider more performance based models in the teaching of writing.

2. Increase the number of children achieving Greater Depth in Writing. iv. Are children being given enough opportunities to write independently to develop their own style? v. Are we being too cautious in our assessments of Greater Depth writers?

6. Increase the number of boys achieving Greater Depth in Writing. vii. Are we suitably engaging boys with the way we are teaching? viii. Is this because of the level of maturity required to achieve Greater Depth in writing, are our boys less mature than girls?

4. Attainment & Progress of our SEN children in Writing. ix. How can we increase the effectiveness of our interventions? x. Do we need to focus more on the one thing that is preventing that child from achieving? If it is writing different sentence types, do they need to do that in a small

group or 1:1 every day to close the gap? xi. How can teachers find the space and appropriate environment to support these children?

MATHS Areas for Consideration 1. Increase the number of children achieving the Expected Standard in Mathematics.

i. Will this improve once Maths Mastery is fully embedded? ii. Will the Maths Mastery approach and consistency of teaching help to improve performance and attainment?

2. Increase the number of girls achieving Greater Depth in Mathematics. iii. Are girls suitably challenged in maths? iv. Do they have a similar desire to be challenged?

3. Progress from an Expected level in EYFS and not achieving the Expected Standard in Year 2. v. the transition from EYFS to KS1 effective? vi. Are we identifying the children who are ‘wobbling’ early enough and are we putting enough intervention in place for them? vi. Will Maths Mastery help to resolve this issue? vii. Are we being too tough in our Year 2 assessments?

4. Attainment & Progress of our SEN children in Mathematics. xii. Are our interventions not effective enough? xiii. Do we need to focus more on the one thing that is preventing that child from achieving? If it is number elements, do they need to do that in a small group or 1:1 every day to

close the gap? xiv. How can teachers find the space and appropriate environment to support these children?

PUPIL PREMIUM Continue to make observations to be made of how Pupil Premium and Prior Low Attaining Pupils are being supported in class. SPECIFIC ACTIONS: READING • Review range of guided reading texts in Y1/Y2 • Review the challenge of reading texts in Y2 • Review the expectation of coverage of reading materials in Y2 in school and at home. • Replace tired stock of guided reading materials • Staff INSET on the consistent use of correct terminology in Reading from FY through to Y6. • Implement additional reading interventions to support children. • To continue to invest in fiction and non-fiction books for the library. • To appoint a member of staff to oversee the running of and maintenance of the library. • To encourage class teachers to use the library in lesson time as a way of inspiring children’s love of reading and as a way of enhancing their understanding of how a library works. • To continue to run the Reading Buddy scheme in Year 3 and to expand in to Year 4 if there is a need. SPECIFIC ACTIONS: WRITING • Further writing moderation meetings across the school to take account of changing expectations / requirements and to create an on line definitive case study of work meeting criteria

and exceeding criteria for each year group. • To continue to investigate and employ strategies in writing to inspire the children who are still developing. • To give children time to improve their writing within lessons. To place a more-needed focus on editing and proof-reading work (spelling and punctuation) • To continue to teach spelling strategies and patterns to counteract the difficulty of the new curriculum. • To continue to moderate writing within and across year groups. • Monitor the transition between Foundation and Year 1 with regards to phonics. Also, ensure all strategies are in place to make the transition from emergent writing to writing as smooth

as possible. • Assess whether the spelling terminology taught in Foundation and Year 1 is being employed in other year groups. This may lead to staff training being needed. • Look in to current thinking about basing writing on whole class books. Do we have a good balance of stimulus material for writing including cross-curricular links?

BASIC SKILLS QUALITY MARK • Complete evidence portfolio for assessment of the BSQM in January. Referencing the 10 areas o THE ELEMENTS RELATING TO ASSESSMENT, TARGET SETTING, PLANNING, MONITORING & EVALUATING IMPACT o TARGET SETTING FOR THE IMPROVEMENT OF THE SCHOOL’S PERFORMANCE IN BASIC SKILLS o A WHOLE SCHOOL STRATEGY AND PLANNING TO IMPROVE PERFORMANCE IN BASIC SKILLS o AN EFFECTIVE PROCEDURE FOR MONITORING PLANNING AND ASSESSING IMPROVEMENT IN PERFORMANCE IN BASIC SKILLS o BASIC SKILLS IMPROVEMENT PLANNING FOR PUPILS UNDERATTAINING AND/OR UNDERACHIEVING o REGULAR REVIEW OF THE PROGRESS MADE BY PUPILS UNDERATTAINING AND/OR UNDERACHIEVING IN BASIC SKILLS o A COMMITMENT TO IMPROVING THE SKILLS OF ALL STAFF IN THE SCHOOL TO TEACH AND EXTEND BASIC SKILLS o THE USE OF A RANGE OF TEACHING APPROACHES AND LEARNING STYLES TO IMPROVE BASIC SKILLS o THE USE OF APPROPRIATE TEACHING AND LEARNING MATERIALS TO IMPROVE BASIC SKILLS o THE INVOLVEMENT OF PARENTS AND CARERS IN DEVELOPING THEIR CHILD’S BASIC SKILLS o Teachers must continue to recognise their own talent in taking responsibility for those children who have the potential to be secure and are however only developing.

FOCUS: RAISING ACHIEVEMENT – CONTINUING TO EMBED MATHS MASTERY

GOVERNOR LINK: ADRIAN ADAMSON CONTINUING TO RAISE ACHIEVEMENT – EMBEDDING MATHS MASTERY AS THE MAIN DRIVING FORCE FOR MEETING THE EXPECTATIONS OF THE MATHS CURRICULUM • Look again at the team’s confidence in making assessments. Are the supressed assessments associated with unnecessary objectives or are some elements of the curriculum simple not

being covered? • Continued support for the development of the Mastery curriculum. ‘The Mastery Legacy’

• Essential: Continued support by the two MaST (Mathematics Specialist Teachers) at Molescroft for curriculum development and mastery pedagogy. o Create time for staff to seek support and be supported during the school day. An extension of the support offered last year by the mathematics co-ordinator to observe and/or

teach with teachers across school. Essential: ‘Mastery Legacy’ CPD in staff meetings. Continued support for the implementation of the curriculum and associated pedagogical changes.

FOCUS: RAISING ACHIEVEMENT: 2018 YEAR OF SCIENCE – MAKING SCIENTIFIC MOLES

GOVERNOR LINK: GONZALO VILLALTA PUIG RAISING ENGAGEMENT – SCIENCE KS1 SPECIFIC • To raise the profile to make science exciting, fun and relevant where possible across the Key Stage. • To utilise the opportunities available for scientific visitors to work with the younger children e.g. McCain’s field to fork programme • To make time to meet with the KS1 team to discuss science across the key stage and review what is working well and what could be improved. To feedback from the Science course

attended in June 2017 and follow up from the email sent to KS1 team in June regarding ideas moving forwards e.g. wonder labs, weekly investigation pack, classroom displays, recording work.

• To continue to have a KS1 Science STEM morning during STEM week with fun hands on activities and rotate groups through these activities. Possibly arrange a TA to assist if possible, to make the best use of time.

• To provide positive scientific role models to the younger children through play e.g. play people set in small world play.

• As science co-ordinator to do a science learning walk in KS1 and observe some science being taught. • To look at the science books and ensure the objectives being taught are in line with what is expected and relevant to the year group ensuring progression. • To continue to teach as much science as possible outdoors as the younger children have expressed their enjoyment in learning in this way. • To include fun activities e.g. slime making as part of ‘being a scientist’ and developing scientific investigation skills. KS2 SPECIFIC • Develop science week further to encourage more ‘Working Scientifically’. • Continue to develop how Science is being celebrated throughout the school. • Further staff-meetings to consolidate progress in Science and discuss ways forward to promote ‘Working Scientifically’. • Consider links to business. Look at ASE challenges. STEM clubs for PP and GT • Meetings with STEM co-ordinators to discuss progress and ways forward. • Further staff meetings to ensure the subject has greater prominence in the school and children are learning through the ‘Working Scientifically’ aspect of the subject. (& KS1)

‘Counterintuitive Science’ science experiments to inspire – ASE book – give WOW factor. • Introduce the ‘Generating questions’ spin board. (& KS1) • Look at the new curriculum and see how hours are allocated – can some units gain hours by consolidating others? • Stock-take the resources to ensure all classes have what is required. Purchase “It’s not fair ... or is it” • Look at ways of using other internet resources such as ‘Explorify’ and the ‘BBC Terrific Scientific’. • Look at ways to make STEM week more of an ‘event’ which motivates children and then extend this enthusiasm throughout the year. Maybe give the week a theme. • Extending home/school links in Science through half termly challenges. • Support for pupil groups notably PP and GT. Consider a STEM club. Could be run byhttp://www.labrascals.co.uk/. £6 per child per session. Could run 5-10 weeks. Consider funding

from PP, Enthuse and ASC.

FOCUS: ARTS MARK RENEWAL GOVERNOR LINK: NICOLA BAILEY

ARTS MARK ART

• As part of the Arts Mark application, review the way in which we use our sketchbooks in order to help the children build up their own reference of skills learnt for future use. • Seek opportunities in the curriculum when we can have our upper KS2 children work with lower KS2/KS1 children to help develop skills. • Staff meeting to explain how children can be more involved in the process. • Review the curriculum in order to place an emphasis on the development of drawing and painting skills throughout the whole school. • Continuation of Arts Award Explore with children in the Gifted and Talented Art Club. • Implementing the new Arts Mark format across the school – introducing related targets to staff. • Submit completed evidence for assessment.

FOCUS: DEVELOPING OUR USE OF FLiC and SOUND ON GOING ASSESSMENT CLOSELY MONITIOR THE PROGRESS OF THE CURRENT Y4/Y5

GOVERNOR LINK: HELEN ROSS

ASSESSMENT FOR LEARNING Support staff in the use of FLiC to ensure: • Effective use of FLiC to demonstrate clear Assessment for Learning • Consistent assessment throughout the year • Staff fully trained to make regular analysis of their own assessments throughout the year. • Full assessment of all objectives in all subjects by the end of the school year • That all objectives are relevant to the year groups and that any which are irrelevant are removed to ensure 100% coverage • SPECIAL CONSIDERATIONS FOR CURRENT Y4/Y5 and IMPLICATIONS FOR Y3 STAFF PROGRESS ALERTS Key Stage leaders to take staff back to the medium term plans to reiterate the actual requirements of the curriculum units and their expectations for assessment.

FOCUS: REVIEW OF THE TEACHING UNITS IN HISTORY and GEOGRAPHY (R.E) To ensure subject objectives are explicitly clear in units

Review the FLiC Assessment objectives in RE and HISTORY REVIEW COMPUTING PLANS Y1 to Y4

HISTORY

GOVERNOR LINK: HELEN ROSS GEOGRAPHY HELEN ROSS

R.E GOVERNOR LINK: PAT BECKLEY

COMPUTING GOVERNOR LINK: IAN BLANCHARD

REFINING PRACTICE AND EFFECTIVENESS IN ELEMENTS OF LISTED SUBJECTS HISTORY • History planning format – Potentially create a new planning format or just advise on what history planning should include which is a balance of a skill and knowledge-based curriculum.

Promoting children to think about the how and why as appose to purely the when and what. • Staff meeting time to look again at effective history teaching and draw teachers’ attention back to the history skills.

• FLiC objectives – reassess FLiC objectives to potentially mirror the history skills section of the curriculum. • History objectives: Based on a learning walk following the work completed on Hull History Day and some previous history work, there are concerns concerning historical skills still being

overlooked. History objectives on FLiC should be more skill-based to allow for simple assessment against each skill area. • Enhancing levels: Enhancing levels are still very low in Year 1-3 showing staff perhaps do not have an understanding of what enhancing means in history. Skills-based objectives and

planning will allow teachers to assess enhancing with greater confidence. GEOGRAPHY • Planning for more able/gifted and talented children to increase the number of children reading an enhancing level. • Location Knowledge/Place Knowledge security must increase and the percentage of objectives FliCed must increase, therefore during the International Fortnight Miss Johns and Mr.

Williams plan on leading a Geography Experience focusing on the location and place knowledge • Revisit year group allocation of learning objectives to make all the learning objectives achievable within the year.

RE • Ensure that all staff are FLiC’ing the relevant objectives within the curriculum.

Revisit year group allocation of learning objectives to make the learning objectives achievable within the year

FOCUS: ENTERPRISE, GOVERNANCE and INVESTMENT in our PROFESSIONS

FOCUS: TEACHING SCHOOL

GOVERNOR LINK: FINANCE COMMITTEE CHAIR: KAREN TOWSE TEACHING SCHOOL Ensure future Financial Security and sustainability of the Teaching School To fully implement the Riding Forward TSA Action Plan (separate) acknowledging the particular factors which relate to the staff of this school. To maintain the capacity and ethos to manage and develop a Teaching School Partnership from Molescroft Primary School whilst not impacting negatively in any way on the lives, education and progress of the children, staff and parents of the school. To review the financial situation with the renewed pressure caused by the LA deciding not to use Associate Advisors, the reduction in School Direct Places and the financial constraints on schools leading to a reduction in application for training places. • New CPD opportunities using SLEs and our staff notably in Foundation Subjects • NQT programmes • ERSIP school to school support plans • FLiC development and marketing • New Leadership Development Programme • New Exceptional Teaching and TA Courses • Seek funding from SSIF for County Support Projects

FOCUS: INVESTMENT IN THE FURTHER DEVELOPMENT OF SUPPORT STAFF IN THE FOUNDATION YEAR

INVESTMENT IN SMALL WORLD EQUIPMENT AND THE MAINTENANCE OF THE LEARNING ENVIRONMENT IN THE CENTRE POINT ROOM

GOVERNOR LINK: PAT BECKLEY MAINTAINING OUTSTANDING IN THE FOUNDATION YEAR • As always, provision areas become over used and the toys, particularly the outdoor construction toys. These are suffering from repeated use and the weather. Plastic toys degrade in

the sun, wooden equipment begins to rot…we are attending further training with YPO this autumn term so the voucher could be used to offset some of this cost. • Training is critical so that Molescroft remains an outstanding setting. With the heavy expectations placed upon our teaching assistants we must ensure that they are part of the training

cycle as well. Either in house or with our partner schools in the Teaching School Alliance.

FOCUS: TO FURTHER DEVELOP PERSONAL DEVELOPMENT OF TEACHERS THROUGH THE COACHING MODEL

GOVERNOR LINK: CURRICULUM COMMITTEE CHAIR: ADE ADAMSON COACHING MODEL TO FURTHER DEVELOP PROFESSIONAL SKILLS DEVELOPMENT • The 2018 coaching programme is to enable teachers to focus on an area of their practice that they wish to develop. • Lessons to be jointly designed and taught by the teacher and partner teacher, focussing closely on chosen relevant issues aimed at developing practice. • Teachers can also nominate potential colleagues they would wish to work with. • Areas selected however should match personal targets and or the priorities of the School Improvement Plan or from their Subject SEF.

HEALTH, SPORT, FITNESS and WELL-BEING FOCUS: REVIEW OF THE ALLOCATION OF SPORTS PREMIUM FUNDING

GOVERNOR LINK: KAREN TOWSE MAKING THE MOST OF THE OPPORTUNITIES PROVIDED BY THE SPORTS PREMIUM • Ensure participation levels are kept high to ensure we maintain the GOLD standard again. • Involve children in leadership training. • Be aware of and develop ideas for 30 Active minutes per day and also the new elements of the Sports Mark- personal competition. Establish the strategy for “Random Acts of

Physical Activity” RAPA MOLES! • Coordinators to attend events offered by Sports Partnership. • Intro “Bleep Test” and another event for Personal Competition aspect of Sports Mark. • Conduct a full review of the spending and provision offered by new Sugar Tax funding feeding into the Sports Premium money. • Establish a spreadsheet of all PHYSICAL ACTIVITY planned for and also available for each year group. • Engage Y3 in the Lunchtime Physical Activity schedule

FOCUS: MODESHIFT

GOVERNOR LINK: RICHARD WEST TRAVEL PLAN promoting safe cycling TRAVEL PLAN ACTIONS 2018 To finalise all the evidence to demonstrate that the school has met the requirements for the GOLD standard of Modeshift NATIONAL SCHOOL TRAVEL AWARDS.

SAFEGUARDING:

PROTECTION & MANAGING RISK within a SECURE and INSPIRATIONAL ENVIRONMENT FOCUS: SAFEGUARDING:

REVIEW SAFEGUARDING POLICIES and the EMERGENCY PLAN GOVERNOR LINK: SAFEGUARDING, HEALTH & SAFETY AND PREMISES COMMITTEE CHAIR: RICHARD WEST

REVIEW OF BEHAVIOUR POLICIES AND EQUAL OPPORTUNITIES GOVERNOR LINK: BRIAN STILLINGS

REVIEW OF SAFEGUARDING POLICIES Complete three-year review of all Safeguarding Policies

Keeping Children Safe in Education Sep 2016 Keeping Children Safe in Education (Part 1) Sep 2016 Child Protection and Safeguarding Policy Child Protection and Safeguarding – Staff Guidance Acceptable Use Policies Code of Conduct E Safety Policy Good Behaviour Policy Looked After Children Policy Molescroft Publication Scheme Initial Allegation Management Inspecting Safeguarding in Early Years, Education and Skills Settings Overarching Safeguarding Policy Prevent Duty Guidance PREVENT Flowchart Safeguarding Children and Young People and Young Vulnerable Adults Policy Safeguarding – Whistleblowing Staff Email Use Policy (LA Adopted) Recruitment and Selection Policy Sex and Relationships Education Supporting Pupils with Medical Needs

Visitors to School Policy Volunteer Helpers Policy Working Together to Safeguard Children 2015 What to do if you’re worried a child is being abused Young Person’s Guide to Working Together to Safeguard Children

SPECIFICALLY RELATED TO GOOD BEHAVIOUR POLICY REVIEW: • Complete three year review of the effectiveness of the key rules with all pupils • KEY STAGE COORDINATORS to work closely with teachers TAs and lunchtime staff to reinforce expectations of engagement with the children, methods of patrol, prevention and

anticipation, activities and use of props, games and initiative. SPECIFICALLY RELATED TO EQUAL OPPORTUNITIES

• A review of Equal Opportunities is discussed with the Pupil Council • A debate is opened at the DIEDRE & BAHLOW committees to discuss the pupils’ ideas and to review how our procedures actively promote equal opportunities. • An explanation of procedure is explained to parents/carers

SSSA SPECIFIC ACTIONS FROM THE ACTION PLAN

• Designated safeguarding Governor to put in a Footprint once a term having met with Matthew. • KCSiE part 2 to be handed out annually to all staff and staff to sign a sheet indicating they have received it and understand their responsibility to read it and seek clarification if they

do not understand any of it. • Book an annual e-safety update training session – Ade Adamson for teachers. • Consider using the ONLINE CHILD PROTECTION MONITORING – CPMS

FOCUS: NEW Ensuring the school is fully compliant with the new Data Protection and General Data Protection Regulation May 25th2018

GOVERNOR LINK: ADE ADAMSON CHAIR OF GOVERNORS ENSURING THE SCHOOL HAS ALL THE PROTECTIONS IN PLACE TO ENSURE THAT EVERYONE UNDERSTANDS THEIR ROLE IN DATA PROTECTION AND THAT THE SYSTEMS IN SCHOOL ENSURE FULL COMPLIANCE. • Complete the Preparing for GDPR Tracker Sheet • Create an inventory of the Data we hold. • Appoint Data Controller • Appoint Data Processor • Appoint Data Protection Officer i.e. LA as our expert • Train all staff on what constitutes data and how it must be protected. • Complete E Learning Package for all staff who have data access. (LA March 2018) • Understand the principles of consent • Reduce the data storage to a minimum

• Design Privacy Notices • Establish the processes of data processing and handling • Produce Data Protection Policy based on the LA Template (due March 2018) • Set up new safeguards re email / memory sticks / Google Drive / the Cloud / lap tops / passwords / encryption / security • Check the security of contractors who handle our data. • Apply all regulations and security to FLiC

CITIZENSHIP within a LOCAL & GLOBAL COMMUNITY,

& SUSTAINABILITY FOCUS: ECO SCHOOL

GOVERNOR LINK: RICHARD WEST MAINTAINING THE ECO SCHOOL GREEN FLAG Global Perspective – Fair Trade: LEADER / LINDA HEMPHILL

• Weekly stall - accounts /stock/set up and cash up • Annual presentation to class groups – PP prepared, and knowledge passed on to Steering Group (to run over 14 weeks) • Fair Trade fortnight – organise activities (penalty shootout/big brew on the playground/afternoon tea and quiz/ decorate a fair trade bun) • Fair Trade Assembly – prepare and deliver • Hot chocolate Fridays – buy stock and organise • Member of Beverley Fair Trade Group

Litter: LEADERS / DAVE PLATTEN & MICHAEL LONCASTER • General condition of school ground i.e. fencing/gates in wildlife area • General litter awareness activities (POD) (in RWC AFTERNOONS)

Waste: LEADER / THE GREEN TEAM under Suzie’s direction • Waste assembly followed by weighing food waste generated in the dining hall over a five-day period – feedback findings to Green Team/Management • Regular audit plus weighing of classroom waste paper bins – reuse where possible (wet playtime or notepads) Children to collate information and present as a graph to feed back to

school and to go on Eco Board. • Compost bins – MORE TO BE PROVIDED • Compost dug into school garden – Big Weed

Energy: LEADER / THE GREEN TEAM under Suzie’s direction and Dave’s provision of data • Appoint a Solar Panel monitor

Transport: LEADERS / MICHAEL LONCASTER & SARAH GRAINGER • Travel Plan • Bikeability • Cycling Champions • Road Safety Officers • Scoot the Route • Pedestrian Skills

Healthy Living: LEADER /SARAH GRAINGER • HEALTH WEEK AND AGENDAS THROUGH THE YEAR

Water: LEADERS / THE REALLY WILD TEAM • Collate information of water used from water butts

School Grounds: LEADERS / THE REALLY WILD TEAM • Maintain conservation area and vegetable garden • School planters – front of school window boxes • Planting up Easter Garden – distribute /organise and plant up 200 plants! • Empty and monitor compost bins • Friends Garden - general maintenance (esp. weeding!) • WEEDING! vegetable. Big Weed with Volunteers twice a year. • Biodiversity: LEADERS / THE REALLY WILD TEAM • Outdoor activities – pond life/habitats/bug hotel • PPA Afternoons: LEADERS / THE REALLY WILD TEAM • Organise FS – Y6 420 children on a rota basis! • Plan indoor and outdoor lessons in case of poor weather • Use the Tony Knight Centre as a base. • Yorkshire in Bloom: LEADERS / MICHAEL LONCASTER & LINDA HEMPHILL • Be available to support staff with planters as required • On Line application • Get area ready for inspection! • Meet and greet judges • Prepare slide show and brief children on what is expected during the day • Water plants window boxes/planters/vegetable garden • Green Mole Page: COLLATOR OF IDEAS / SUZIE HULSE. PUBLISHER / MICHAEL LONCASTER • Submit ideas and photos to Suzie / Michael • Morrison’s Lets Grow: LEADERS / FOMS • Collect, count vouchers, order and distribute gardening tools and seeds • ECO Board: LEADER / SUZIE HULSE • To be regularly updated and ‘refreshed’ • NOTE THE REALLY WILD TEAM is Kirsty Iveson, Debra Goff and Detta Kilford

FOCUS: INTERNATIONAL DIMENSION

GOVERNOR LINK: BRIAN STILLINGS MAINTENANCE OF THE INTERNATIONAL SCHOOL STANDARD including the 2018 International Festival NORDIC COUNTRIES ONGOING ACTIVITIES ACTIVITIES • My Life in a Box • My Town and My Country in a Box

• Around the World on a Plate • Fair Trading Post • United in Sport:

o Celebrating World Hockey o FIFA World Cup in Russia o Commonmole Games

• Handball; Germany links Lemgo • Harvest for the World • Maintaining links with Lemgo and Bremerhaven

o Students visiting from Poland and Germany to share their Life in a Box with our pupils. INTERNATIONAL FESTIVAL 2018: NORDIC COUNTRIES

Molescroft Primary School School Improvement Plan January ......Molescroft Primary School Everybody...

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