school-improvment-plan-final-v1.1-16-17-2

School Improvement Plan 2016-17

AN OVERVIEW OF SCHOOL DEVELOPMENT PLANS FOR 2016-17. Grey summary is hyperlinked to relevant section.

Raising Attainment and Pupil progress

Quality of teaching

Behaviour and safety

E.Y.F.S.

Leadership. Management and Governance

a. FP 1 – Comprehension, SPAG and cross-curricular writing (KI OFSTED) b. FP 2 Practical Maths and mastery application; cross curricular. BP 3 – Skills progression through topic; bucket list; ‘be brave’. Link Governors: Laura Wheatley; Marios Hadjianastasis

a. BP 2‘I Can’ Killer questions b. BP 2 Moderation

a. BP 4. PE and wider sport opportunities; STEP principle.

a. BP 6 – Outdoor learning

a . BP 1 Middle and senior leader role development b. BP 1 Specific feedback to focus upon learning (OFSTED KI)

against new curriculum c. BP 2 Adults focus on the progress of all groups (KI OFSTED) d. BP2 2-Primary Assess

b BP 5 EAL; SEMHS; Behaviour Management.

e. BP 7 Computing & mobile technology

Link Governors: Laura Wheatley, Pam Eling,

Link Governors: Patrick Redmond; Jane Gowing; Clive Williams; Rob Hart

Link Governors: Jane Gowing; Miriam Atkins

Link Governors: Patrick Redmond; Laura Wheatley

Note: Governors linked either to the specific FP, BP or overarching headline area. Current situation as at May 2016.

Both schools are now OE 2 (Inf @ May 2013; Jr @ May 2015). Teaching is consistently good and progress is good across all key stages and rising at key stage 2. Behaviour is good and safety is outstanding. Leadership and Management is good overall with strengths in SLT & Governance. Safeguarding has been externally scrutinised by the LCSB and is outstanding; Financial audit has rated infants as ‘satisfactory assurances’; Juniors as ‘Outstanding assurances’; deficit recovered at infants and budget remains balanced. Infants due for building solution within three years; 50K annual investment for KS2 each and every year for three years; three-year budget within 5% of carry-forward. Within 15-16 school has been awarded BSQM; AFPE; Music Mark; NAPTA; Sainsbury’s Gold; Speaker’s Award. Expectations by Summer 2017 Expectations by Summer 2017 Expectations by Summer 2017 Expectations by Summer 2017 Expectations by Summer 2017

The proportion of children making expected and better than expected progress

The proportion of teaching is consistently good and a growing

In-house S&L provision established EAL provision fully in place In-house ‘Early help’ menu of support in place.

Outdoor learning effectively planned and delivered Range of roles for adults Next steps clearly articulated

Middle leaders’ specific feedback focuses on learning. Aspiring leaders secure a good understanding of the school Improvement Planning, review cycle.

proportion is outstanding. Skills mapped

is in line with the national group of children.

progressively across the school; bucket list and soft skills further embedded. Adults focus upon all groups within lessons. Computing effectively taught discretely and cross-curricular

*This measure will be unknown until late autumn 2016.

Success criteria (measuring the desired outcomes) – see individual section plans

Additional possible avenues to share success – Basic Skills Quality Mark (BSQM); E-Safety 360 Quality Mark; ICT Mark; Inclusion Mark; ArtsMark; Investors in People; PSQM; Anti-bullying mark. 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.

ASPECT

English

Mathematics

L&M

AFL

Curriculum

PE

Inclusion

EYFS

Computing Number

September

5

October

4

November

5

December

3

January

4

February

3

March

4

April

3

May

3

June

2

July

3

Focussed priority 1 What Will be different for the children?

ENGLISH Click here to return to the summary

The proportion of children making expected and better than expected progress is in line with the national group * of children. Children will be confident to communicate their spoken ideas skilfully through their writing, drama activities and oral presentations. Children will use a wide range of grammatical features accurately throughout a variety of curriculum areas. Children will enjoy reading for pleasure through a variety of texts and experiences, including reading, writing and reciting poetry. * This measure will not be available until the autumn of 2016 following the first round of national progress data against the new NC tests.

Targets – What we will achieve: 1 - Encourage reading for pleasure across the federation

Success Criteria – How will we know we have achieved it? 1- Teachers model positive attitudes to books through reading (e.g. class readers, attractive indoor and outdoor reading areas, scheduled class library time, i-pads available for reading at playtimes/lunchtimes) -Pupil conferencing will show positive attitudes to reading - Children will be given opportunities to read purely for pleasure (e.g. book clubs, E.R.I.C, ongoing development of the story treasure chests) 2- Evidence of the application of writing skills through cross-curricular writing tasks (shown in books other than English books- reference cross-curricular stickers in WOW books) Ensure that sentence types, elements of SPAG, T4W skills all evident in cross- curricular writing. 3 – CPD for staff/ Staff meetings –SPAG expectations and progression will be clear (e.g. glossary of terms, ideas for ‘snappy SPAG’) -SPAG resources widely available to staff to assist with planning and delivery -Planning scrutinies will show that SPAG is being taught in each year group and skills are progressive. All staff have a good understanding of Appendix 2 of the new National Curriculum; evidenced through planning and observed effective models of grammar. SPAG is linked to shared writing, not taught in isolation and children can apply their knowledge across the subjects. 4 – A range of sentence types will be evident in the texts used during T4W. -Children will apply the different sentence types to independent writing across the subjects. - Each year group will know which sentence types they need to focus on (both consolidation of prior knowledge and new learning). - Sentence types on display in each year group. 5 – Staff are clear about when and how to teach spellings. Spellings are progressive throughout the federation. Children have the opportunities to practically apply phonic and spelling knowledge. More spelling activities are evident on planning. - Children can apply their knowledge of spelling patterns and familiar words in their writing across the subjects. 6. – Planning will show that ICT is being used effectively in different areas of English (e.g. use of e-books, SPAG Apps, education city, etc…) - Children can articulate the different ways in which ICT is used in English lessons and in English out of the classroom 7. – Children have more opportunities to experience theatre/drama in and out school, including workshops. Links are established with local high schools (e.g. Lordswood Girls) to improve outcomes for children. - A variety of speaking, listening and drama activities are evident through lesson observations/learning walks/planning. - Children have the opportunity to practise/perform in front of an audience -Links are built within the local community (e.g. old people’s homes, theatres,

2 Ensure cross-curricular writing allows a range of opportunities for ‘second bite’ application of skills.

3 Develop staff confidence and the effective teaching of SPAG across the federation

4. Ensure sentence types are progressive and ‘fit for purpose’.

5. Develop a progressive approach to the teaching of spelling.

6. ICT is used to enhance areas of the English curriculum.

7. Use a variety of speaking and listening activities (including drama) to develop children’s oral skills and confidence with public speaking.

Focussed priority 1

ENGLISH Click here to return to the summary

libraries, etc…) to make children’s learning/performances purposeful.

Key People, including Leader. PP, HL - DP, GJ, RP, AG

Funding & resources.

Tasks

Who?

When

Check

What We will do to achieve the targets: -

Source quality resources for the teaching of SPAG Each class will have a class book which will be read regularly Each class will have an attractive reading area/displays to promote enjoyment of reading Staff will plan together to ensure children have varied opportunities to use ICT and time to visit the library Ensure our progressive SPAG document is being used by all staff Develop the use of e-resources for reading Staff CPD for SPAG (particularly spelling and grammar) One cross-curricular writing per half term to demonstrate writing skills Monitor use of sentence types in English books, WOW books and cross-curricular areas Staff to be supported with planning for ICT opportunities including useful English APPS/Websites Year groups to include links with local community when planning English speaking and listening opportunities/bucket list/’soft skills’ Using the broad range of monitoring evidence gathered across the school – 5 x ½ termly Planning scrutiny, Pupil Voice, Learning Walk, Lesson observations and book scrutiny. Evaluation

PP HL RK

September

All staff

September

All staff

End of A1

All staff

Ongoing

PP HL

September

RK PP HL TF ES

Ongoing

All staff

September

All staff

Ongoing 1 per half term Ongoing

HL PP RK TF

HL PP ES MS AV

Ongoing

All Staff

Ongoing

Who evaluates?

How will they evaluate?

Who will outcomes be reported to?

Summative scrutiny of range of monitoring

Phases, composite school report and summary for GB.

SMT group & Link Governors

Focussed priority 2

MATHEMATICS Click here to return to the summary

What Will be different for the children?

The proportion of children making expected and better than expected progress * is in line with the national group of children. Children will be confident to apply their mathematics through ‘Finale Friday’ weekly (R- Y4) problem solving/puzzles weekly (Y5-Y6) and develop a ‘deep’ understanding to mastery of the aspects within the year group programme of study. * This measure will not be available until the autumn of 2016 following the first round of national progress data against the new NC tests.

Targets – What we will achieve:

Success Criteria – How will we know we have achieved it?

1.For all staff to understand ‘Mastery’ is for all children.

The proportions of children reaching ‘mastery’ within each year group mirrors that national group of pupils at ARE at the end of KS1 & 2. The concept of mastery is well understood by all as fluency, Reasoning and problem solving at ARE. The use of concrete, Pictorial representations are further embedded in planning and are well evidenced through the taught and planned work. Develop the notion of what mastery looks like in a unit of planning and use the ‘Mastery examples’ for starting questions for the explanation and reasoning. Ensure that planning and the grouped units are relevant to the maths skills being taught together e.g. Fractions, division multiplication. Presenting concepts in a variety of ways Eg,20 divided by 5 1/5 of 20 pictorial of fifth of 20etc. Each class has a bank of resources in each classroom available for all aspects of number. Photos taken for evidence of practical aspects- (IPad the Cloud!). The resources are used and planned for including LSP. Opportunities for the application of skills are taught at least once a week. Fluency, reasoning, problem solving weekly- marked off on planning sheet. (E.g. Finale Friday) Resources box to highlight what practical resources have been used A central bank of resources for other areas of maths (KS2) in classrooms (KS1) resource table with easy access to children. Staff trained to use the resources in an effective way. Teaching staff E.g. base 10, Numicon, digit counters. Ethos of e-resources are a positive thing for all children. Resources can be used to challenge. Sharing good practice in maths (AOB staff meeting) Quality Assurance monitoring half termly. Evaluation of use of resources and need for additional resources. Impact- mastery of maths skills, better progression. 1 example of cross-curricular maths in Autumn.(In book full lesson) 2 examples of cross-curricular maths in Spring. 2 examples of cross-curricular maths in Summer. (There should be coverage of all the subjects stated.) Maths skills, questioning and reasoning throughout other subjects to enable in context. E.g. Angles when teaching the javelin. What angle are we approximately, measuring accurately for catapults DT. Science reasoning prove it, timing. History measuring. Highlight cross-curricular maths and the subject in MTP. All staff will have a bank of resource/ideas for teaching cross-curricular maths. Email and sharing good-practice for resources use and activities for cross-curricular. Any examples showing the mathematics is stickered on put in front of Science/Topic books (any other examples are put in Topic books. Share ideas through pictures and putting in a folder T: drive Cross curricular maths ideas. E.g. Angles of 45/ 90 degrees during PE

2. To ensure the consistent use of practical resources in daily lessons using appropriate resources for specific year groups and targeted children effectively.

2. Develop the cross-curricular teaching of maths across geography, history, science, D.T.

Focussed priority 2

MATHEMATICS Click here to return to the summary

lesson on 25.5.16 Use of PE lesson to develop maths skills and use of the outdoor space. Eg Hop scotch, target boards. LSP trained on the implementation of effective and proven intervention programmes. (Numeracy Catch-up, 5 minute Box, computer apps) Develop the use of ‘Maths surgeries’ as and when it is appropriate to the child’s learning. As a result there will be a narrowing of the gaps in curriculum, well evidenced through the surgery outcomes.

3. Develop a bank of effective intervention programmes for maths. (Please refer to SEN)

4 . To ensure that mental strategies are developed .Eg Snappy Maths

10- 15 minutes daily outside the maths lesson.

Key People, including Leader. RK, TF, DW, NR (All staff)

Funding & resources. INSET £1000 Consultant support £100 Resources to ensure practical £1000

Tasks Practical maths

Who?

When

Check

What We will do to achieve the targets: - Audit equipment across the Federation

DW, NR, KM

Sept 2015 Aut 1 2015

Sept 2015 Aut 1 2015

Boxes of resources provided to each class across the federation- with a list of ideas to use it. Training of use of resources across the federation. Staff meeting) Monitoring half termly of use of the practical maths. Recording of practical maths on I Pad-training (phase meeting) Task 2: Cross-curricular maths Supply bank of resources and ideas for cross- curricular maths.(Phase meeting) All staff to ensure that cross-curricular maths is planned on MTP, ‘Finale-Friday’ is extended across the school. Task 3: Effective intervention programmes for maths. New Inclusion Manager to audit provision; map against the current ‘menu’ and then look to extend training and support across phases. Utilise the ‘Sutton Trust’ intervention website for best practice ideas

DW, NR,

TBA

Aut 1 2015

Aut 1

DW/NR/RK, TF All EYFS staff

Half termly

Aut/Spr/Sum

Aut 1

Termly

DW,NR, KM (Maths Team)

Aut 1

Termly

All staff

Termly

Aut 1, Spr 1, Sum 1

SENCO

Aut term

Review half termly or after completion date.

Task 4: To use maths apps.

Staff in phases agree 2 maths apps to test out in Aut term.

All staff

Review termly

On going but reviewed each half term so that new apps are added to the collective bank of resources. On going but reviewed each half term so that new apps are added to the collective bank of resources. Who will outcomes be reported to?

Review in phase meetings how effective and feed back to maths team.

All staff

Half termly

Evaluation

Who evaluates?

How will they evaluate? Summative scrutiny of range of monitoring.

Using the broad range of monitoring evidence gathered across the school – 5 x ½ termly Planning scrutiny, Pupil Voice, Learning Walk, Lesson observations and book scrutiny.

SMT group & Link Governors

Phases, composite school report and summary for GB.

Background Priority 1

LEADERSHIP & MANAGEMENT Click here to return to the summary

What Will be different for the children?

To develop the role of subject and middle leadership across the school so that existing post holders and aspiring post holders secure a well-developed understanding of improving aspects of provision. The proportions of good or better achievement within all lessons, of all subjects, is in line with Core subjects and supports a good or better outcome against the new OFSTED (2015) framework

To ensure that staff deployment is fluid dependent upon the changing needs of the children/cohorts

To further develop the constructive change to QA policy that involves more staff in supporting our consistent vision.

Targets – What we will achieve: Provide INSET for incumbent and aspiring leaders on the broad range of leadership tools and activities that support the school’s QA policy.

Success Criteria – How will we know we have achieved it? Incumbent and aspiring leaders will be able to: Audit a subject; Complete a book scrutiny focussing on both attainment and progress; Complete a pupil conference session; Complete a learning environment scrutiny; Complete pupil progress meetings focusing on ‘big picture’ and group data; Chair meetings effectively; Develop strategies for ‘courageous conversations’; Complete lesson observations and provide written and oral feedback that focus on learning; Develop the use of coaching as a tool to develop professional growth; Write a summative review (pithy sheet) and subject action plan; meet with link Governors. Next steps are sharply focussed and worked on during future CPD/QA monitoring Coaching is a whole school programme for supportive CPD that links to the SIP and individual development. Staff actively seek coaching partner to support the initiate developments through the SIP and individual needs as necessary. Coaching systems, structures and protocol for use are embedded across the school Coaching is used for support and challenge to remove barriers to successful implementation of the wider SIP.

Involve a wider group of staff in on-going positive, constructive monitoring.

Ensure that there is a consistent message from SMT across all phases.

Ensure a sharp focus upon ‘next steps’ that address areas for development and contribute to a grade boundary change. Use the enhanced staff meeting time (2 hours) to support the whole SIP and a distinct focus upon the LSP development. Role out the coaching programme to a wider group of staff including LSP staff. Coaching is used to support personal, professional growth. Key People, including Leader. SLT as role models to provide training RK using Leadership Development aspects of EdD Current and aspiring leaders

Funding & resources. Release for incumbent and aspiring leaders estimated that 6 x ½ day across any half term.

Tasks

Who?

When

Check

What We will do to achieve the targets: -

Complete a book scrutiny focussing on both attainment and progress Complete a pupil conference session

SLT & TLR & Aspiring leaders SLT & TLR & Aspiring leaders SLT & TLR & Aspiring leaders SLT & TLR & Aspiring leaders

Autumn 2

SLT

Autumn 2

SLT

Complete a learning environment scrutiny

Spring 1

SLT

Complete pupil progress meetings focusing on ‘big picture’ and group data and complete summative reports.

Spring 2

SLT/Governors

Chair meetings effectively

Incumbent and aspiring leaders

On-going to rehearse and practice through staff meetings and phase meetings Link to coaching – observe/role play

SLT

Develop strategies for ‘courageous conversations’

SLT

Complete lesson observations and provide

SLT & TLR &

Spring 2

SLT

Background Priority 1

LEADERSHIP & MANAGEMENT Click here to return to the summary

written and oral feedback that focus on learning Develop the use of coaching as a tool to develop professional growth. Offer the NPQML & NPQSL as optional tools for professional growth. SMT to rotate to different phases to ensure consistent messages Develop a programme of tailored CPD for LSP staff following the audit of NAPTA and SIP self-review day. Ensure that ‘next steps’ are sharply defined and followed up effectively, triangulated to the broad range of evidence Use a wider group of staff to share in the consistent use of the QA policy so that developing skills can be supported. Using the broad range of monitoring evidence gathered across the school – 5 x ½ termly Planning scrutiny, Pupil Voice, Learning Walk, Lesson observations and book scrutiny. Evaluation

Aspiring leaders

SLT & TLR & Aspiring leaders Incumbent and aspiring leaders

Spring 1

SLT

As per availability

RK, TF & JS

Each half term

SLT

SMT

Autumn and Spring

SLT

SMT

Each QA period

SLT

All staff

Each QA period

SLT

Who evaluates?

How will they evaluate? Summative scrutiny of range of monitoring

Who will outcomes be reported to? Phases, composite school report and summary for GB.

SMT group & Link Governors

Background Priority 2

ASSESSMENT FOR LEARNING Click here to return to the summary

What Will be different for the children?

To develop the use of summative assessment for the new curriculum, using new technologies. To embed the range of AFL style ‘killer questions’ and ‘I Can’ statements across subjects and further involve children in the process. To develop knowledge of and consistency in moderating the judgements of ‘emerging, expected and exceeding’ against the new national curriculum. To ensure that all adults are focussed on the progress of all groups within the lessons (Ofsted KI) The proportions of good or better achievement within all lessons, of all subjects, is in line with Core subjects and supports a good or better outcome against the new OFSTED (2015) framework

Targets – What we will achieve: Provide INSET for staff on the use of 2-Primary Assess. Build in explicit modelling and engagement with the use of success criteria to focus peer/self/next step prompts. Moderation of Reading, Writing, Maths for Emerging, Expected and Exceeding – prior to data entry. Adults check upon the progress of groups within lessons (Ofsted KI) Ensure that EYFS can sharply focus next-steps learning and evidence through planned provision Further develop the notion of mastery and mastery at all levels

Success Criteria – How will we know we have achieved it? Staff confident to use 2-Primary Assess in collecting evidence of achievement and application of skills. Bank of AFL for Reading, Writing, Maths that support the assessment of these areas against the new NC Planning supports modelling of success criteria and its explicit use within the classroom. Children can demonstrate why and how the process is used. Staff able to assess against the new NC. School will have a portfolio of moderated assessments to support judgements. Within lessons, children work as hard as they can and appropriate support/challenge is in place to ensure that all groups make good or better progress. (Ofsted KI) Mastery has specific meaning to those children at ARE or above and a separate, but targeted specifically, mastery for those BARE (emerging).

Key People, including Leader. SMT

Funding & resources. Release for leaders to develop the AFL materials. Staff meeting time. Stickers to support AFL in English.

Tasks

Who?

When

Check

What We will do to achieve the targets: -

INSET on 2 Primary assess

RK/TF

Autumn 1

SLT SLT

Staff meetings to embed the killer question/ ‘I-can’ statements

Working party

Each half term

Staff to explicitly plan and model the use of success criteria for peer and self- assessment and develop into non-core too Regular INSET internally, course phase, cluster school and LA wide to moderate judgements Continue to develop a bank of agreed moderated aspects following the moderation Develop non-core peer/self-assessment and the use of I-can statements linked to the success criteria to support summative Attainment and progress judgements. EYFS planning and continuous provision reflects the plethora of ‘next steps’ identified through AFL Using the broad range of monitoring evidence gathered across the school – 5 x ½ termly Planning scrutiny, Pupil Voice, Learning Walk, Lesson observations and book scrutiny. Evaluation

All class teachers

Each half term

SLT/Governors & pupil voice

All

Each half term

SLT

SLT

Each half term

SLT

All staff

Spring 1

SLT

EYFS

Au 1 and ongoing

EYFS lead.

Who evaluates?

How will they evaluate? Summative scrutiny of range of monitoring

Who will outcomes be reported to? Phases, composite school report and summary for GB.

SMT group & Link Governors

Background Priority 3

CURRICULUM Click here to return to the summary

What will be different for the children?

1. Create a definitive ‘bucket list’ of 100 experiences 2. Be Brave Days - Staff to programme in a minimum of two days per term 'Be Brave Days' to suit year group, project and skills 3. Soft skills opportunities evident through planning and provision including class assemblies (to build in a range soft skills) 4. Foundation Subject Progression of Skills - guidance provided for staff in each year group to enable children to experience a wider curriculum of progressive skills throughout the school, ensuring continuity, progression and a breadth of experience. 5. CPD for areas where the staff feel they need to be 'up skilled' - Art/Design, RE, MFL (Rising Stars for MFL) 6. Outdoor learning to become a regular feature of provision- Forest schools experience across YR & Y1, developing in other year groups where appropriate.

Targets – What we will achieve: 1.

Success Criteria – How will we know we have achieved it? 1. Staff audit the experiences at the end of the academic year. Children are engaged and happy to come to school and are left with memories that develop life skills, evidenced through pupil voice. 2. Planning shows provision. Evaluations completed. Opportunities to evaluate soft skills through observation and pupil voice. Children are engaged in their learning at a high level. 3. Production of the 'Abbey Foundation Curriculum' -. Leading to accurate assessment of children in a foundation area (emerging art, expected art etc) A register of skills and interest - who can you turn to for guidance. 4. CPD from enthusiastic presenters, which develop skills for teaching art, D&T, RE rising stars for MFL and equipment. Standards rise. Children make good or better progress. 5. Cross curricular working is evident. Application of skills from core subjects are clear and well evidenced alongside the discrete foundation subject skills. The proportion of children making expected and better than expected progress is in line, or above national. The proportion of children reaching ARE in foundation subjects broadly mirrors the core subjects.

Create the 'Definitive Bucket List' - Year groups to agree age appropriate experiences to plan and build into the curriculum. The expectation that staff will plan and deliver an engaging and 'off timetable' project - 'Be Brave Days' Staff will have guidance of progressive skills for Foundation Subjects for art/design Hist/geog.

2.

3.

4.

Quality training/CPD for staff.

5.

Devise activities that use the outdoors in a creative way. To work towards developing a forest school throughout KS1 and other year groups as appropriate.

Key People, including Leader. Curriculum teams, one from each phase.

Funding & resources.

Budget for each curriculum area (one for each site)

Tasks

Who?

When

Check

What We will do to achieve the targets: - 1. Bucket List Staff meeting to agree content for each year group . 2. Create a long term ‘soft skills’ plan. SLT to write up an agreed list for each year group and then share with teams. (This needs to be done early in the term so that staff can plan and embed throughout the

all

Sept 2016

RK/TF with SLT

Autumn

Background Priority 3

CURRICULUM Click here to return to the summary

year). 2.Year group planning day to prepare for the Autumn 'Be Brave Days'. Agreement that a minimum of two days will be planned to meet soft skills delivery and creative curriculum. Be Brave Days/Let’s do it days. 2. Create a 'guru list' - staff who have a skill, talent or interest that could be used as a point of reference for others. 3. Class assemblies. Create a rota so that staff know their schedule/time slot. Share expectations of the class assemblies in staff briefing and ask SMT to share with phase meetings. 4. Progression of skills guidance for art/design, history and geography. Share with staff.

Year group teams

Summer 2016

Share in SMT. Phase meeting to gather info. TF coordinate audit and prepare list.

Autumn 2016

TF

Autumn 2016

TF Art and Design

Autumn 2016

DP Hist/Geog

4. Accurate Assessment of children in foundation subjects (emerging, expected and exceeding in art/design).

SLT to discuss and create assessment records and expectations.

End of each half term.

5. CPD for art/design, MFL, RE

RK/TF to arrange CPD SLT to coordinate timetables. Staff to plan and deliver experiences (ie refer to NCTEM outdoor maths)

Autumn Term Spring Term Autumn, Spring and Summer Term.

6. Outdoor Learning and Forest Schools.

Forest Schools experience for each year group.

Planned outdoor learning opportunities leading to quality cross curricular work.

Evaluation

Who evaluates?

How will they evaluate?

Who will outcomes be reported to?

Using the broad range of monitoring evidence gathered across the school – 5 x ½ termly Planning scrutiny, Pupil Voice, Learning Walk, Lesson observations and book scrutiny.

Summative scrutiny of range of monitoring

Phases, composite school report and summary for GB.

SMT group & Link Governors

Background Priority 4

PHYSICAL EDUCATION Click here to return to the summary

What will be different for the children?

PE Action Plan Objective A : To inspire and enthuse children to lead healthy, active lifestyles, by providing outstanding provision across the Federation, supported by Sports Funding. Objective B: More outstanding teaching, more of the time, ensuring that all groups make 'at least good progress'

Targets – What we will achieve:

Success Criteria – How will we know we have achieved it?

1a. The new PE Curriculum is devised and embedded throughout the whole school 1b. Ensure that Long term planning is completed and shared across the Federation. 1c. New physical development programme in place in EYFS. Staff will effectively teach and assess quality in fundamental movement skills. 2.Ensure that extra- curricular activities are high quality and well attended. 3. Ensure children have opportunities to compete in regular inter-school competitions 4a. Develop and improve teaching of Dance differentiation to ensure good learning for all children. Staff will have internal CPD to up-skill their use of AfL and the STEP principle. 5. A range ICT to be used frequently in PE for delivery and assessment. 6. Develop leaders in school who can take responsibility, communicate effectively, and confidently organise games for themselves and others. 7. Children will be inspired and enthused to take part in sport by celebrating achievement and participation in whole school assembly. 8a.Provide opportunity for 'target groups' to participate in Fun Fit sessions to improve their physical development. 8b. Staff will be up-skilled to recognise gaps in physical development (gross and fine motor) and Gymnastics across the federation. 4b. Lessons will be planned with clear

1a. Staff will be have improved understanding and confidence. Teaching will be consistent and pupils will demonstrate the values of sport throughout school life. 1b. Planning will be distributed across the Federation. Staff will express increased confidence from having a solid base to build on and a reliable resource. 1c. More children will be physically literate and will therefore demonstrate more confidence and competence in their fine and gross motor skills. 2. Sessions observations and pupil feedback will be good. Data i.e. registers will show high levels of participation. 3. By monitoring pupil participation in school sport, successfully secure Sainsbury's School Games Kitemark. Pupils representing school demonstrate values of sport in daily school life, staff will report positive/improved behaviour due to school sport opportunities. 4a. Staff will express improved confidence by accessing external CPD in dance and gymnastics. Pupils will enjoy performing, learning and make good or better progress. 4b. Medium term plans will show clear differentiation, and will be reflected in teaching and learning ensuring good pupil progress. 5. ICT will be used to model good practice in PE so that pupils gain further understanding by putting success criteria into context. Staff and pupils will use ICT to provide evidence of T&L in PE. 6. Pupils will demonstrate leadership skills by assisting Lunchtime supervisors with activities at lunchtime, assisting with the organisation and running of wider school events. 7. Participation in clubs and competition will continue to increase. Pupil feedback will show more pupils joining clubs outside of school. 8a. Pupils' fine and gross motor skills will improve having direct impact on handwriting. Staff will report improvements in pupils' class work. 8b. Children will have early intervention and will be able to meet age related expectations within a more acceptable time frame.

Key People, including Leader. Miss Abbie Hinton -PE lead All Staff SLT

Funding & resources. 1.

Sports Premium Funding

2.

Notional Budget for SEND

3.

In house CPD

4.

External CPD

5. Extra Curricular Activities (Birmingham City ITC, The Albion Foundation, Epic Dance, Complete Kidz)

Sainsbury's School Games Calendar

Tasks

Who?

When

Check

Background Priority 4

PHYSICAL EDUCATION Click here to return to the summary

What We will do to achieve the targets: - 1a. Short term planning will reflect themes set out in Long term plan 1b.Long Term Plan completed and shared 1c. Physical Development curriculum devised and shared with staff. Including staff CPD to support delivery (to follow). 2. Ensure extra-curricular activity is high quality by observing sessions and monitoring attendance registers. 3a. Enter Sainsbury's School Games competitions (Kitemark) 3b. Run school sports teams that compete in regular league fixtures. 3c. Plan and deliver whole school Sports Day 4a. External CPD arranged to equip staff with the knowledge and confidence to plan and deliver Dance and Gymnastics effectively. 4b. Internal CPD arranged to identify non-negotiable standards in PE teaching, and embed consistent use of AfL and STEP principle. 5. ICT utilised through online through the use of Ipads and apple TV. Also used as a method of assessment via 2simple app. 6. Pilot 'Abbey Ambassadors' leadership course, written and delivered in house. 7. Sporting achievement celebrated in school assembly every week. Participation celebrated and shared through weekly newsletters and on school website. 8a. Run Fun Fit sessions 3times per week (minimum) for target groups 8b. Staff up skilled to deliver new physical development programme (EYFS). Wider staff trained to identify pupils who have motor skill difficulties. Who will outcomes be reported to?

AH Lead All Staff AH lead All Staff

On going

Sept 2016

AH & KS lead EYFS Staff

Sept 2016

AH Lead

On going

AH Lead

On going

AH Lead

On going

AH Lead

June 2017

AH / RK All Staff

Sept 2016-Feb 2016

AH / RK All Staff

Sept 2016-Feb 2016

AH Lead All Staff

On going

AH Lead

June 2017

AH Lead

On going

AH & KS Lead JDS & RM AH & KS Lead

On going

On Going

SLT team SIA - Julie Andrews Governors Staff in regular staff meetings Parents - via website/newsletter

Background Priority 5

INCLUSION – DSEN – SAFEGUARDING Click here to return to the summary

What Will be different for the children?

Pupils will be able to interact, communicate and access the curriculum with confidence. Vulnerable pupils/groups will have access to a planned programme of social and emotional interventions to support attitudes/behaviours to school and others. All stakeholders will have knowledge of the menu of opportunity for learning and P.S.H.E interventions.

Targets – What we will achieve:

Success Criteria – How will we know we have achieved it?

To develop the support for EAL.

EAL children will receive high quality intensive language acquisition programme to ensure smooth integration into the school. Staff will have a wide understanding and knowledge of identified interventions, their diagnostic use and the associated resources that can support addressing the needs of the pupils identified. These interventions form part of provision mapping and Pupil Profiles. The development of a consistent approach to behaviour across school to include lunchtimes and playtimes with associated Rewards and Consequences. All staff having knowledge and understanding of the School’s Behaviour Policy and how to implement it effectively. A reduction in the levels of anxiety both in children and staff when dealing with children with complex needs. An observable increase in staff confidence when implementing strategies and approaches specific to children’s individual needs.

To identify effective interventions and promote staff knowledge and understanding for greater impact.

To develop a whole school understanding of behaviour management across school, both during structured and unstructured times.

To develop an understanding of children with more complex needs and the strategies and approaches to support them effectively.

Key People, including Leader. HT, DHT, AHT (Inclusion), LSPs, Class Teachers, Lunchtime Staff

Funding & resources. 

Notional Budget

Pupil Premium

External Training

SEN budget

Tasks

Who?

When

Check

What we will do to achieve the targets: -

Identify ‘proven’ successful interventions along with training opportunities and refreshers to ensure sufficient staff are trained and ‘experts’ to support current and future needs. Ensure the pastoral team timetable interventions to support PSHE work across the school. Additionally, ensure that that the staff have a working knowledge of the interventions available to support and inform provision mapping. Ensure that provision mapping is informed by the trained menu of opportunity.

Inclusion, SEN

Autumn 2016

Ongoing assessment

Inclusion, SEN

Autumn 2016

All staff

Autumn 2016

Background Priority 5

INCLUSION – DSEN – SAFEGUARDING Click here to return to the summary

Evaluate the impact of the PSHE programmes through the use of the PASS survey or other standardised assessment

Inclusion Team

Autumn 2016

benchmark; Feb and July updates.

Timetable for interventions to be delivered Inclusion, SEN

Autumn 2016

Ongoing assessment

Identify training opportunities and time for staff to observe ‘good practice’ in relation to effective behaviour management across the school. Identify training opportunities in specific areas of need and time for staff to share their approaches and strategies when supporting children with complex needs.

Inclusion, SEN, HT, DHT

Autumn 2016

Inclusion, SEN

Autumn 2016

Evaluation; Pupil Voice, Learning Walk, Session Observations, Pupil Profile Reviews.

Who evaluates?

How will they evaluate? Analysis of impact

Who will outcomes be reported to? SMT group & Link Governors

Inclusion Team

Background Priority 6

EYFS Click here to return to the summary

What will be different for the children?

 Outdoor areas will continue to be well planned.  Outdoor areas will be well resourced with weatherproof equipment.  Literacy and Maths curriculum will include more mastery and higher level requirements to enable more children to attain as exceeding.  Children will have wider access to the area used by forest school to pursue extended outdoor learning.  All children will have access to specific gross motor sessions developing quality movement.

Targets – What we will achieve: 

Success Criteria – How will we know we have achieved it?  5% More children than in previous years will attain ELG 3 at the end of EYFS, across all 17 areas of learning.  Children assess and take risks.  Children will demonstrate collaborative learning.  Most children will be ready to begin the NC Literacy & Maths on transition to Y1.  Children will demonstrate better core strength and coordination enabling them to achieve across a range of learning areas e.g. writing, PE, outdoor activities etc.  There will be documented evidence of conversations, meeting & moderation with local nurseries.  All adults will be able to articulate how ‘next steps’ have been integrated into future planning and planned opportunities.  Core strength and cross-lateral movement will support the PD aspects and core skills in writing.  Staff are clear about and use a range of direct instruction, Providing assistance, guided interaction, play participation

To provide opportunities for extended outdoor learning using the forest school environment. To resource existing outdoor areas with weatherproof equipment and a sensory garden. To extend the requirements of Literacy & Maths in the EYFSP to take into account the requirements on entry to Y1.

To provide PE & gross motor movement session.

To ensure that all adults can articulate ‘next steps’ opportunities. To ensure that all adults fulfil, over time, all aspects of the varied roles of practitioners in EYFS.

Key People, including Leader. All EYFS staff.

Funding & resources. EYFS budget for resource updates: 

Minimum of £1000 additional funding

CPD for staff to ensure a common effective understanding of outdoor learning:  to work with AH & KS to gain training in delivering effective gross motor sessions.  To train new staff to EYFS and refresh existing staff skills in all aspects of EYFS practice, including play partner, 2Simple, observations, interventions etc.

Tasks

Who?

When

Check

What We will do to achieve the targets: - To purchase good quality, easily accessible, weatherproof resources. To plan use of the area designated to forest school on a regular basis.

HT/EYFS leader.

Autumn 1

EYFS leader/staff From Autumn 1

To erect all-purpose shelters.

HT/EYFS lead/site manager EYFS staff

From Autumn 1 as budget allows

To continue to plan effective adult- directed, adult-le & CIL outdoor activities. To provide a wider range of structured gross motor interventions

Autumn 1

EYFS staff

Autumn 1

Background Priority 6

EYFS Click here to return to the summary

using a range of outdoor spaces. To develop an extended curriculum than currently exists in the EYFSP to support transition to NC in Y1.

HT/DT/EYFS leader/EYFS team

Discussion through

Autumn term. In place Spring 1

To contact local nurseries and set-up regular meetings and liaison.

EYFS leader

Autumn

Evaluation

Who evaluates? HT/DT/SMT/EYFS staff

How will they evaluate?

Who will outcomes be reported to? HT/DT/Governors

Using the broad range of monitoring evidence gathered across the school – 5 x ½ termly Planning scrutiny, Pupil Voice, Learning Walk, Lesson observations and book scrutiny.

Summative scrutiny of range of monitoring

Phases, composite school report and summary for GB.

SMT group & Link Governors

Background Priority 7

COMPUTING Click here to return to the summary

What will be different for the children?

As a result of these measures put in place: 1. The proportion of children making expected and better than expected progress is in line with the national* group of children;

2. Children will continue to receive a richer, adventurous and more varied curriculum, which meets the objectives of the Computing curriculum through all subject areas;

3. Use of tablets and new resources will be further developed and used consistently to support teaching and learning, raising standards across all subjects and in a variety of learning environments.

* This measure will not be available until the autumn of 2016 following the first round of national progress data against the new NC tests.

Targets – What we will achieve:

Success Criteria – How will we know we have achieved it? 1. Planning scrutinies will show that assessment is built into the final unit lesson and a range of assessment opportunities are utilised;

1. The majority (80%) of children will have achieved or surpassed age related expectations by the end of the 2016/2017 academic year; 2. Staff will be supported, where appropriate, with the delivery and assessment of aspects of Computing. An overview of topics and relevant resources will be collated from EYFS to Y6, including digital literacy and information technology. This will ensure a range of progressive skills through all year groups, designed to raise standards by interesting and challenging all learners; 3. iPads and other technologies will be used in Computing lessons and across the school less discreetly to meet all areas of the curriculum and deliver high quality teaching and learning to the children.

2. New curriculum map in place and being delivered across the school. Staff will be confident in delivering newer aspects of the curriculum with the support of key Computing staff and pupils. Staff to evaluate units and work with a group of trained pupils to assess the effectiveness of the curriculum and decide on any future amendments. Share good practice in Computing and across all subjects;

3. Use of iPads and other technologies is tracked and evident across all phases, years and subjects, both in Computing and other curriculum areas.

Key People, including Leader: Network Manager Richard and Tracey Alice/Emma/Mark; ‘Tech Team’ of pupils across each year group/phase.

Funding & resources: 1. Release time for subject leaders to scrutinise planning and provide informal support. Staff meeting time or workshop(s) on assessment in Computing; 2. Release time for subject leaders to train ‘Tech Team’ to provide informal support with delivering curriculum. Discussion with subject leaders. Time in coaching pairs/staff meetings to share good practice and develop staff confidence; 3. Release time for subject leaders to produce and collate a curriculum overview/long term plan across the Federation, making use of existing planning for digital literacy and information technology. Time in assemblies/staff meetings to evaluate effectiveness and share good practice;

Tasks

Who?

When

Check

Background Priority 7

COMPUTING Click here to return to the summary

What We will do to achieve the targets: -

1a) Build assessment opportunities into the final lesson of each unit.

Teaching staff

End of Autumn 1, continue until end of Summer 2. End of Autumn 2, Spring 2 and Summer 2.

1b) Monitor use of assessment at end of curriculum units.

Subject leaders

2a) Collate a curriculum map/ overview of digital literacy and information technology across all year groups and distribute to teaching staff. 2b) Deliver curriculum map through discrete Computing lessons and cross curricular links. 2c) Staff to evaluate units delivered by completing an end of unit survey of strengths/weaknesses/amendments.

Subject leaders

Autumn 2016

Teaching staff

Ongoing

Subject leaders Teaching staff

End of Autumn 1; continue until end of Summer 2. End of Autumn 1; continue until end of Summer 2. Autumn 1 and review regularly to assess need.

2d) Share good practice of the use of technology in teaching and learning.

Teaching staff

2e) Identify and train a small group of children from each phase to become a ‘Tech Team’ to support delivery of the curriculum through team teaching and technical support. 2f) Arrange twilight sessions with a focus on building confidence and refreshing subject knowledge. 3a) Varied use of iPads and other technology across school in Computing and other curriculum areas. 3b) Use of technologies tracked for impact.

Subject leaders; ‘Tech Team’

Network manager Subject leaders

Autumn 1 and review regularly to assess need. INSET Sept 2015

‘Tech Team’; teaching staff

Subject leaders

Ongoing

Evaluation

Who evaluates?

How will they evaluate? Post unit evaluations; map provision across school; tablets tracker; planning scrutiny; pupil conferencing; collection of assessment data.

Who will outcomes be reported to?

Leadership

Subject leaders to evaluate and check targets are met and collect evidence for evaluation.

Subject leaders

and

SMT.

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