Sense check and links to EIF aspects - triangulate with the SEF and ‘Why are we still good documents’
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.
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Intent
Implementation
Impact
Curriculum to narrow gaps
Curriculum conversations lead to updates, improvement and amendments to narrow gaps Non-core low-stakes assessment used well for gap planning and checks on learning Pupils talk confidently about the curriculum learning journey
90%/35% of pupils make better than expected progress through the school’s curriculum.
Metacognition and self-regulation supports enhanced focus on tasks - leading to stronger progress Resilience and ‘stickability’ impact on pupil attitudes (see RSHE subject plan)
Parental workshops
NPQML & SL embedding
Non-core curriculum assessment - RE
Bucket, life & soft review, revise & refresh Mental health & well-being active mindfulness
UPS staff VFM
BSL review
<10% YR below ARE Phonics
Succession planning Inclusion Phased retirement Governors develop understanding of Academies handbook.
EYFS adult interactions
Proportions at ARE YN & YR
Audit and check that curriculum plans fully meet and match the Abbey skills/knowledge big picture. Develop EYFS staff confidence to articulate the learning and adult interactions needed to promote accelerated progress.
5% uplift non-core ARE
EYFS adult interactions linked to pedagogy choices
Successful succession plan
BSL enhance the national curriculum by bespoke Abbey aspects; pupils use and talk confidently.
Continuity and progression checks ensure effective curricular cohesion.
Pedagogy and Meta-cognition consistent practice
Domain specific language including EYFS Word Aware
Link Governors: See committee terms of reference and termly governor visit schedule.
Current situation as at Feb 2022. 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 good with outstanding elements. Leadership and Management is good overall with strengths in Senior Leadership Team, NPQSL/ML & Governance. Safeguarding has been externally scrutinised by the Local Children’s Safeguarding Board and is outstanding; Financial audit has rated infants as ‘satisfactory assurances’; Juniors as ‘Outstanding assurances.’ 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 Mark. Double Gold Artsmark October 2018; BSQM re-assessment July 2018; Bronze Healthy School’s award 2021; Rights Respecting Schools award 2021.
Expectations by Summer 2023 – 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 the 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 against 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 and new IDSR expected October 2022 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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