Abbey School Improvement Plan 2020-21
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Abbey School Improvement Plan 2020-21
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Abbey School Improvement Plan 2020-21
At Abbey, children are at the heart of what we do. We will foster a love of learning and make learning fun. We will take sensible risks leading to memorable, challenging learning. We will help our children to learn to think, challenge and have confidence to shape their world. Our children will have a voice. We recognise that each child is unique and celebrate the successes of all. We will promote tolerance and mutual respect as part of a global community. We want all our children to thrive and lead happy, healthy lives.
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Abbey School Improvement Plan 2020-21
Quality of Education*
Behaviour & Attitudes
Personal Development
Leadership, management & governance
• III links to the new EIF and where the intentions from the SIP fit into the EIF.
Intent
Implementation Innovate T4W
Impact
SEMH interventions
SEND/LA mathematics & Inclusion
SEMH intervention
Parental workshops
QA policy review
EEF intervention review
Review library use
Mental health & well- being
Bucket, life & soft review
NPQML embedding
Proportions at ARE YN & YR
Sp & L review
Phase 6 phonics KS2
Rights respecting schools
UPS staff VFM
Draft EYFS framework expectations update
Home-school EYFS bags
5% uplift non-core ARE
Mental health & well- being
Senior leaders’ two -way communication
CPA secure mathematics
Non-core overarching aims
SRE 2020
Central resource
Maths close the gap
Non-core learning journey
Non-core assessment
Bucket, life & soft review
Steps to success agreed practice
Non-core assessment
Link Governors: See committee terms of reference and termly governor visit schedule.
Current situation as at June 2019. Both schools are now OE 2 (Inf @ May 2013 (full) and October 2017 (S8); Jr @ May 2015 (full) and December 2019 (S8)). Teaching is consistently good and progress is good across all key stages and rising at key stage 2 – sig + in R, Wr & Ma. Behaviour and attitudes is good and personal development is outstanding. Leadership and Management is good overall with strengths in Senior Leadership Team, NPQML & Governance. Safeguarding has been externall y scrutinised by the Local Children’s Safeguarding Board and is outstanding; Financial audit has rated infants as ‘satisfactory assurances’; Juniors as ‘Outstanding assurances’; deficit recovered at infants and budget remains balanced. Infants new build block replacement completed June 2019.; 50K annual investment for Key Stage 2 each and every year for three years; three-year budget within 5% of carry-forward although DFE funding review places considerable strain on the school(s) and a staffing reduction may be necessary. School has been awarded BSQM; AFPE; Music Mark; NAPTA; Sainsbury’s Gold; Speaker’s Award; PE Premium Award, ICT M ark, Coachmark. Double Gold Artsmark October 2018; BSQM re-assessment July 2018.
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Abbey School Improvement Plan 2020-21
Expectations by Summer 2021 – Overarching outcomes statement.
In Y1,3,4,5 the proportion of children making expected and better than expected progress against the school’s own curriculum is 90%/35%.
In Y2 & Y6 the school’s attainment places us close to Fischer Family Trust (FFT) 20 therefore in t he top 20% of schools for progress. (Note below re: published assessment information)
In EYFS the Good level of Development (GLD) remains at national or above; the proportion of pupils making good progress again st the school’s curriculum is 90%/35% (pending new year baseline assessment)
Pupil premium children attainment and progress match the non-pupil premium in-school group and diminish the difference to the national non-disadvantaged group or is rapidly improving.
Note: following Coronavirus there were no statutory tests/tasks at any key-stage and consequently no IDSR for 20- 21. School’s own assessment used to inform priorities. Success criteria (measuring the desired outcomes) – see individual section plans below and- Additional possible avenues to share success – Basic Skills Quality Mark (BSQM); E-Safety 360 Quality Mark; ICT Mark; Inclusion Mark; Arts Mark; Investors in People; PSQM; Anti-bullying mark; RRS award; Note: The ‘When’ column indicates the start time of most of the aspects. The grid below shows where aspects will be returned to so that the SIP spreads developments across the academic year.
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Abbey School Improvement Plan 2020-21
Aspect
Notes
English
Mathematics
L&M
TLA
Non-core curriculum
Inclusion, SEND & Safeguarding
PD & BA
EYFS
Month Number check
In-service training (INSET) and Curriculum continuing professional development (CPD) time links directly to
the non-core TLR & non-Core AHT Quality Assurance (QA) process.
September
Pupil Progress Pedagogy - Metacognition
INSET 2-5 Design Technology Music Computing
Mental Health & well-being
INSET 1 Behaviour Phil Beadle
INSET 2/2 Outdoor learning
6 x CPD in summer 2 for transitional moderation
5 x CPD work-life balance Parent consultation; start INSET week and last week of the academic year
Non-core longitudinal
October
Bare bones/Toolkits
Stem Sentence
History
Life skills, soft, bucket
EEF best value TLA current research
November
Longitudinal methods
Pupil premium
CPA
Non-core TLR QA structure: Skills audit against thematic plan Bucket list, soft skills and life skills check against thematic planning Resource audit and link to school’s budget planning Pupil voice non-core curriculum Book scrutiny against identified skills Learning observations Subject report Phase updated CPD for whole staff Reporting to link/ committee governors
December
Purple Mash
January
Pedagogy - Value of talk
Pupil Progress
Non-core assessment MFL
Steps to success
February
March
Pedagogy - differentiation Pupil Progress
Pedagogy - PECTS
April
May
June
Pedagogy – Transition & Attachment Cross- school moderation
July
Cross-school moderation
Cross-school moderation
Cross- school moderation
Cross-school moderation
Cross-school moderation
Cross-school moderation
Cross- school moderation
Aspect number check
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Abbey School Improvement Plan 2020-21
Priority:
TFW development; Library refresh enhance culture of reading; Phase 6 KS2; Phase 5 Y2 following pandemic (click here to return to summary)
Lead Person : MPM
ENGLISH
Intent What do we want to achieve in the next 12 months? Our rationale .
Implementation How are we going to achieve and what do we need to do?
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? More varied, personal and creative writing from our children.
Time scale for completion
Personnel
RAG
Staff meetings to share successes so far.
Summer 2021
MPM
Develop a bank of:
Regularly share the horizontal and vertical structures through phases and staff meetings.
All teachers
Compiled booklets support planning expectations and teacher pedagogy.
Bare bones structures
• •
Teaching toolkits
Moderate and challenge for pitch and consistency.
5% uplift in pupils working at GDS across the school.
All linked to the texts/genres taught through the school.
Compile booklets split by genre specific areas across the school to form a vertical booklet i.e. non-fiction instruction toolkits in YR, Y1,Y2 etc. Bare bones following the same pattern.
Compile these into a guide for year groups to ensure consistency in the terminology used both horizontally (across classes) and vertically (between year groups) across the school.
Re-stock the library from books held in classrooms, from book fair commission etc Train additional librarians, so that every class has at least 2.
Children will have access to a broader range of reading materials, encouraging reading for pleasure.
October 2020
MPM
Re-vitalise library, so that children are trained to use it regularly and correctly – selecting, reading and returning books in a timely manner.
MO
Children will develop a reading routine where responsibility and independence are encouraged. Staff will have a greater awareness of children’s reading habits.
All Staff
Develop regular reports showing which books each child has had and for how long.
[Carried over from SIP 19-20]
Allocate regular time-slots for each class to visit the library.
Develop system to extend to KS1
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Abbey School Improvement Plan 2020-21
Continue teaching of phase 3-5 phonics in Year 1, to consolidate learning and support spelling. Continue teaching of phase 5 phonics in Year 2, to consolidate learning and support spelling [incomplete following pandemic] Continue teaching of phase 6 phonics in Year 3, to consolidate learning and support spelling.
Y1 are enabled to rapidly catch-up and begin phase 5
Autumn 2020
MPM, CJ & all KS1 staff; Y3
Screen all pupils on entry to new academic year to capture gaps and inform the teaching sequence
Consolidate learning and support spelling throughout Y2 – majority pupils pass a phonic screen Consolidate learning and support spelling throughout KS2; Y2-3 transition pupils pass the phonic screen
Begin part way through phase 3-5, from Autumn term in Y1
Begin part way through phase 5, from Autumn term in Y2
All pupils securely spell the HFW & CEW from the NC Y3/4 expectations by the end of Y4.
[As a result of pandemic]
Begin re-teaching phase 6, from Autumn term in Y3 & Y5 catch-up
Whilst maintaining broad and balanced – ensure sufficient catch-up to meet ARE Y2/6.
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions
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Abbey School Improvement Plan 2020-21
Priority:
Securing mastery of the CPA approach to teaching mastery; SENI; Talking Maths (click here to return to summary)
Lead Person : NR
MATHEMATICS
Intent What do we want to achieve in the next 12 months? Our rationale . To improve the quality of teaching and learning across maths by ensuring all staff are clear and consistent about the learning journey.
Implementation How are we going to achieve and what do we need to do?
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? Stem sentences are used consistently well by pupils to support peer and self-assessment. Teachers (and children) understand the sequence of learning and how it builds up on prior knowledge and understanding. This will support lower-middle and lower ability make rapid progress. Staff to use and ensure all children are using the agreed vocabulary for each unit of work and organisation of their resources.
Time scale for completion
Personnel
RAG
Update the STEM sentences following 19-20 teaching sequence
10/20
NR class teachers
Secure staff’s mastery of the CPA approach
12/20
Staff to present the longitudinal teaching methods to revise and secure wider staff understanding of the methods and how they develop. Subject lead and working group to audit the maths year, and create a ‘Abbey Mastery’ approach guide.
10/21
There will be a consistent approach to mastery maths at Abbey.
7/21
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Abbey School Improvement Plan 2020-21
To close the gap in the number of children on a different POS for maths:
Teachers to use the resources and CPA training to deploy staff effectively in maths interventions from the provision maps. Ensure that the sequence of lessons are structured effectively for children who need more support. Teachers to choose with support of SENDCO the most appropriate LSP for the specific intervention. Develop the use of ‘Talking Maths’ Develop the use of SENI (Sandwell early numeracy intervention)
More children will be on the programmes of study for their relevant year group.
9/19
SENDCO & NR
5% reduction in those working BARE, by the end of summer 2021.
Term 1
Use the diagnostic tools from talking maths and SENI to shape intervention.
10/20
Following ‘Talking Maths’ training before Covid & September INSET 2020 SENI
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions.
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Abbey School Improvement Plan 2020-21
Priority:
Overarching NC aims; learning journey; review BSL; resource store (click here to return to summary)
Lead Person : CJ
NON-CORE CURRICULUM
Intent What do we want to achieve in the next 12 months? Our rationale . To refine the non-core subjects ’ progression of skills that embed the overarching aims of the National Curriculum
Implementation How are we going to achieve and what do we need to do? Subject leads to work collaboratively to refine the current curriculum provision for non-core subjects. Subject leads to ensure the coverage of skills clearly matches the overarching aims of the National Curriculum.
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? There will be a fluidity across the range of subjects that ensures opportunities to embed learning are maximised. The refined curriculum content clearly identifies the overarching aims of the National Curriculum. Staff are clear about the progression of skills taught and how their ‘bit of the jigsaw’ impacts on the ‘big picture’ of learning. The school will have a refined curriculum statement that clearly maps how the learning journey for children at Abbey meets the needs of our community.
Time scale for completion
Personnel
RAG
07/21
Non-core subject leads & All staff
10/20
Specific INSET on EYFS outdoor learning, D&T, Music & Computing
09/20
External providers to work with subject leads/phases with ideas for implementing progress of skills tailored to Abbey.
09/20
Uplift of 5% the proportion of pupils reaching ARE across non-core subjects.
NPQML check coverage of missed key skills from summer 2020. Use this to produce summary document to inform teachers of where missing elements may be critical to current and future teaching.
Knowledge grids and teaching sequence adjusted to ensure that missing skills are combined into the lesson planning/teaching so that non-core rates of progress remain high.
[As a result of pandemic]
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Abbey School Improvement Plan 2020-21
To ensure life skills/soft skills are effectively planned for, shared and embedded.
Class teachers to revise and amend the current life skills and soft skills and have them clearly displayed in the classroom.
Staff and children will both be aware of the value and importance of the life/soft skills.
09/20
Non-core subject leads & All staff
Children will be able to confidently articulate their understanding of the life skills gained and why they are doing them. There will be minimal overlap between skills and where there is, it will be purposeful and developed upon.
[Carried over from 19-20, pandemic]
Staff to ensure that there is progression within the life skills across the school.
Ongoing
Staff to continue to use the non-core front cover to regularly discuss soft/life skills with the children. Staff to create an up to date and relevant bucket list ensuring that it incorporates the children’s ideas. Staff to share life skills with parents throughout the year. Audit equipment across both schools.
Ongoing
07/21
To implement an electronic system to organise resources across the federation
Lessons will be easily and effectively resourced.
By 12/20
Create a checking in and out system to monitor where resources are.
[Carried over from 19-20, pandemic)
Staff will be aware of resources available and location.
Staff to take responsibility for maintaining the system.
Subject leads will be able to easily identify equipment that needs replacing.
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions.
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Abbey School Improvement Plan 2020-21
Priority:
CPA to secure automaticity of number bonds; outdoor renewal; I-pad specific EYFS apps (click here to return to summary)
Lead Person : SG
EYFS
Intent What do we want to achieve in the next 12 months? Our rationale .
Implementation How are we going to achieve and what do we need to do? Use NCETM, Power Maths and Maths hub resources to develop a programme of activities to meet the objective. Integrate the EYFS Anthony Ready CPA so that pupils develop and refine their sense of number. Number of the day extends to include more opportunities for representations to embed and develop pupils’ understanding and recall.
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? 75% of pupils exit YN secure at 30-50S in Number & SS&M; 15% of pupils exit YN working within 40-60 in Number. 75% of pupils exit YR secure at ELG2 in number and SS&M; 15% of pupils exit YR secure at ELG3 in number & SS&M.
Time scale for completion
Personnel
RAG
Develop opportunities to play, rehearse and manipulate patterns with number.
December 2020
SG, NR & EYFS staff
Develop mental and CPA session so that pupils recall number bonds 0-5 in YN and 0-10 in YR, including partitioning, off by heart. Note: draft EYFS framework from 2020 is very likely to becoming policy and the expectations are higher of pupils.
[Carried over from 19-20, pandemic]
Develop the YR outdoor area following the phased demolition of the old infant block.
Site survey to examine possibilities for outdoor use.
Site allows for full access to EYFS curricular demands.
October half- term
SG, NR & EYFS staff
GLD remains close to national or above.
PD remains a key aspect of EYFS provision and supports our work on gross-motor
Developmentally appropriate activities and managed, sensible risk areas for pupils to challenge and extend themselves.
[Carried over from 19-20 due to delays to building work of new school (only finished April 20) and pandemic]
INSET September 2020 ‘EYFS outdoor on a shoestring’ .
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Abbey School Improvement Plan 2020-21
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions
Priority:
Intervention review; Develop in-house Sp & L; (click here to return to summary)
Lead Person : JS
INCLUSION, SEND & SAFEGUARDING
Intent What do we want to achieve in the next 12 months? Our rationale . To review the interventions provided by school staff to support the learning and SEMH needs of both SEND children and children identified for support on the Provision Map. Check interventions against EEF, local Inclusion support recommendations and draw upon wider staff knowledge to ensure the most efficient and effective practice is shared, used and understood. [Carried over from 19-20 due to incomplete assessment information, pandemic]
Implementation How are we going to achieve and what do we need to do? Review and then refine the number of ‘evidence based’ interventions available in school identifying the most effective with the greatest impact. Review the SEND maths interventions and, where applicable, include more opportunities to enhance children’s visualisation skills through the use of concrete and pictorial resources. Incorporate on the provision map where an intervention will take place to reduce / limit the disruption to children’s learning . Implement a workshop for teachers to inform their knowledge and understanding of the interventions available which will enable children to be selected for intervention appropriate to their needs.
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? Staff will be able to access a smaller list of ‘evidence based’ interventions to identify the best su pport to meet children’s individual needs.
Time scale for completion
Personnel
RAG
Autumn Term
JS
Children will have more opportunities to enhance their visualisation skills and therefore, increase their maths understanding and ability to work more independently. The proportion of pupils working at BARE reduces (compare 19-20 to 20-21)
Children will be able to access an intervention with limited disruption to their learning.
Teachers will have an increased understanding of the interventions available most suited to meet the individual needs of each child. Provision mapping is sharpened to meet the needs of all.
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Abbey School Improvement Plan 2020-21
In light of the Sp&L Service stopping their service to schools, we need to identify an alternative way of providing for our children with Sp&L difficulties.
Identify the support that the Service will be providing e.g. will they still assess children’s needs following referrals from Parents and produce a report identifying support?
Children will continue to have their Sp&L needs assessed either through the Sp&L Service or through trained school staff.
Autumn Half Term
JS
Targets will be identified appropriate to each child’s individual needs and a programme of support implemented by identified LSPs / LSAs.
Note: 3 staff trained in the ELKLAN programme February 2020. Unable to implement March 2020 due to closure for pandemic.
In Early Years and where appropriate, some KS1 children, use the WELLCOM assessment tool to identify children’s Sp&L needs and ensure training for staff implementing it is given.
Targets will be monitored and reviewed termly in school by the SENCo.
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions
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Abbey School Improvement Plan 2020-21
Priority:
Rights, respecting schools; Embed well-being & mental health work; SRE 2020 (click here to return to summary)
Lead Person : TF
PERSONAL DEV., BEHAVIOUR AND ATTITUDES
Intent What do we want to achieve in the next 12 months? Our rationale .
Implementation How are we going to achieve and what do we need to do?
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? Staff have an understanding of the bigger picture and understand the end goal. They will know about the resources that they can access that help them deliver this.
Time scale for completion
Personnel
RAG
To achieve the Rights Respecting Schools Award
Staff training with A Vickers & J Bevan – lead on the award
09/19
A Vickers & J Bevan and all staff
The school’s UNICEF Rights Respecting Schools Award threads through the whole school. It will help develop pupils’ acceptance of difference and diversity, and provides them with a strong moral compass
Staff and pupil survey to be conducted during Summer Term 2019 in readiness for the launch in September
06/19
AIS/AJS staff and pupils
Involving all staff and a use of a shared language aides’ consistency across the Federation.
Use of a shared Language (right, responsibility, respect)
Shared language for class rules ensures that all staff are using a consistent approach Involving children from the onset will encourage ownership and steer its development to meet the needs of our school. Mission statement/script helps staff articulate this to pupils and parents. Parents feel involved and understand the aims of the school Children have involvement in charity work and see how to support global issues. They understand the collective impact of their involvement in charity work A display ensures that all visitors, staff and children regularly see the aims of RRS award and the benefits it has to the school
06/19
Class rules and terminology – AV to send the template to all staff before whole school transition day – guidance on a class activity. Preparation for September. Staff to display in a prominent position. Steering group – UNICEF school council, friendship buddies and involvement with children
All staff
[Carried over from 19-20 due to pandemic school closure]
09/20 ongoing
RK and A Vickers & J Bevan
Embed into collective worship & PSHE programme
09/20
TF and A Vickers & J Bevan
Develop a web- page as part of the ‘class pages’ section detailing the journey to inform parents and stakeholders. Staff to be aware that there a natural links with Religious Education and British Values and where possible make links to RRS.
A Vickers & J Bevan
09/20
School achieves RRS award.
Set up a prominent display in school –
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Abbey School Improvement Plan 2020-21
that all staff, visitors and children can refer to
Embed and develop the work that we have done on Wellbeing and Mental Health across the school by integrating the school’s HRSE programme supplemented by Jigsaw’s commercial scheme. Partially carried forward from summer 2020 (closed due to pandemic) where the first stage of integration, following parental consultation, would have taken place.
Refine the well-being assemblies programme and update the themes - managing emotions, relationships, kindness, anti-bullying, looking after our physical and mental health. Staff have an easy to follow programme of work and a bank of resources to use. They have guidance to follow and feel confident to tackle issues such as managing emotions and talking about mental health.
Well-being of children and mental health is good. Children have strategies and life skills that they can draw on to cope with life in and outside of school and beyond. Relationships between children are dealt with in an effective way – squabbles are easily managed. Yoga. Mindfulness and breathing techniques are used by children to help calm emotions or steady nerves. Children develop important life skills about looking after your mental and physical health. Staff around the school talk about looking after your physical and mental health, using a ‘shared approach and language’. Children, ‘TELL’ staff if they are worried about mental health, bullying, managing emotion. They feel confident to share with trusted people or adults around the school; including pupil groups; PCSOs, Friendship Buddies, Sandwell Safeguarding Champions. The incidents of children who are not able to deal with feelings and arguments decreases.
09/2020 & on- going through terms
TF, AHTS and SLT and all staff
All staff
09/20
Staff
Note: extra-curriculum time subject to need.
09/20
AHT/SLT/Staff rota
Embed the strategies known to pupils calm e.g. ‘ready, steady, calm; yoga, breathing techniques and mindfulness activities. Staff and lunch time staff use the key phrases such as ‘Ready, steady, calm’, the analogy of the bucket filling up and over with emotions, S.T.O.P (tackling bullying) and ‘Big and Little feelings and emotions’ (mental health).
All staff
09/20
09/20
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Abbey School Improvement Plan 2020-21
Develop a shared understanding of ‘what does good behaviour look like?’ at Abbey. Ensure sufficient cross-year and longitudinal expectations support staff and pupil well-being.
Update staff on Ofsted’s spring conference 2020. Reflect and review the school’s behaviour policy. Equal weight to sanctions and positive affirmation Draw up a staff agreement for conduct
Good behaviour is good for everyone. Staff and pupils benefit from a greater level of consistency and shared understanding of what good behaviour looks like. Staff are consistent in the strategies they use.
Dec 2020
Learning behaviours are stronger; pupils make consistently good progress.
rewards and consequences Phil Beadle INSET Sept 2020
Staff are consistent in expectations, enactment of policy.
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions
Priority:
Revise agreed TLA; Non-core assessment; (click here to return to summary)
Lead Person : RK
TEACHING & LEARNING & ASSESSMENT
Intent What do we want to achieve in the next 12 months? Our rationale .
Implementation How are we going to achieve and what do we need to do?
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria?
Time scale for completion
Personnel
RAG
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Abbey School Improvement Plan 2020-21
Revise the agreed Abbey ‘steps to success’ to reflect the pedagogical changes made to 2019-21. Ensure staff understanding about the menu of agreed practice and how/when it is appropriate to use these techniques across all subjects.
As part of directed time CPD, review with stakeholders. Draw upon self-review, current educational thinking and leaders’ vision and ambition for the school to ensure clarity and consistency of our agreed TLA systems and structures. Ensure that all leaders drive the consistent message about how and when to choose from our agreed ‘steps to success’ to ensure good or better learning.
A new and revised agreed Abbey practice document is drawn up.
Jan 2021
All subject leads
Through the application of the QA policy, the agreed practice is supported, challenged, monitored and its impact on learning checked against books and pupil progress information.
Abbey’s TLA remains co nsistent across the school.
Teacher take-away used to keep CPD current and referred to,
Develop a bank of non-core assessment material in the form of tasks and some ‘tests’ that inform staff use of assessment information to inform provision across subjects.
Tasks link directly to taught units. Tasks are not standalone ‘tests’ but are used as part of the learning journey to inform next-steps and summative assessment of learning.
Summative and formative judgements of non-core subjects improve.
Jan 2021
CJ, NPQML & UPS staff
Pupils’ understanding of what to do to improve and what they do well, in non-core, increases.
[Carried over from 19-20 due to pandemic school closure]
Attainment at ARE, across all non-core subjects improves.
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Abbey School Improvement Plan 2020-21
Widen staff knowledge of current pedagogy to inform discussion, challenge provision and inform whole school practice.
Dedicate one staff meeting per half term to review and discussion of selected academic journals to promote staff engagement of pedagogy. Focus papers on elements of the SIP or the ‘Abbey non - negotiables’ to keep current thinking fresh.
Abbey’s agreed non -negotiables is based upon a shared understanding of effective TLA. Staff are engaged and drive updates to practice. Updated non-negotiables draws upon research evidence.
Each half term
RK & SMT
Staff 2-way consultation and positive discussion about roles, responsibility within school.
All staff have the opportunity for 1:1 with phase leads on a termly basis.
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions
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Abbey School Improvement Plan 2020-21
Priority:
Revise QA; Embed NPQML; UPS VFM; Communication strategy (click here to return to summary)
Lead Person : RK
LEADERSHIP and Management
Intent What do we want to achieve in the next 12 months? Our rationale .
Implementation How are we going to achieve and what do we need to do?
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? QA policy is re-drafted, consulted and agreed with all stakeholders.
Time scale for completion
Personnel
RAG
To revise the Quality Assurance ‘QA’ policy.
SMT to re-draft the QA policy.SMT & NPQML enact the policy.
By the end of October 2020
RK & wider SMT
Ensure that the mechanisms for checking, training and support are fit for purpose.
Checks are sufficient, timely and used to inform L&M time, CPD and wider INSET needs of staff.
QA policy demarcates the split between core and non- core subjects to increase the frequency of non-core tasks.
Leaders’ time is spent in a balanced way to secure enough information to assure leaders, governors and external scrutineers of the quality of education. Following on, provide sufficient CPD to ensure new initiatives are supported well and that on-going agreed practice is consistently good.
Grow the responsibility of those who are well trained, including UPS staff, to develop the culture of learning among staff to keep the school consistently good. Governors’ role develops to a balance of both focussed visits (current practice) to working with leaders on implementation of the QA policy.
Leaders spend as much time working alongside staff as the time spent in formal monitoring. This will reduce the frequency of formal QA but provide a dialogue of professional support and challenge to impact upon daily practice. Governors increase the amount of time in classrooms, alongside leaders and staff, to supplement their already embedded focussed visits.
Evidence from the QA supports all aspects of the new EIF 2019.
Leaders provide in-school CPD for the support staff who, through their directed hours, do not attend twilight sessions.
On a rota-basis, linked to whole school initiatives or the QA information – provide 1hour CPD on specific aspects.
Non-teaching staff receive additional CPD to ensure best practice and value for money.
Twice a month on an agreed day – Monday L&M time.
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Abbey School Improvement Plan 2020-21
Ensure that UPS staff contribute fully to the learning culture within school by enacting the UPS standards consistently and fully.
Strengthen the opportunities and expectations of the UPS staff so that the standards are fully met consistently well.
Initiatives are co-led by SMT, subject leads and that UPS staff drive leaders’ ambition for the changes to provision. UPS staff are instrumental in ensuring a consistent message of provision is enacted in their classroom/phases. Succession planning both for Abbey and other schools’ is supported. Greater shared vision and quantity of quality leaders drive the school forward. Rates of progress remain high.
By PM set-up meetings through reviews and next steps planning by 31/10
SMT
NPQSL & NPQML staff complete accredited course to enhance and strengthen leadership of the school.
Support NPQML & NQPML with directed time, release time and coaching by senior leaders. Tasks link, where possible, to SIP.
July 2021
Evaluation: Leaders monitoring of SIP Governors monitoring of the SIP
This section will be updated at the end of each term to link QA tasks to evaluating the impact of actions
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Abbey School Improvement Plan 2020-21
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Abbey School Improvement Plan 2020-21
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Abbey School Improvement Plan 2020-21
NOTES:
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Abbey School Improvement Plan 2020-21
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Abbey School Improvement Plan 2020-21
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Abbey School Improvement Plan 2020-21
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