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 conversations lead to updates, improvement and amendments to narrow gaps
90%/35% of pupils make better than expected progress through the school’s curriculum.
Behaviour curriculum review to further secure effective BA & PD.
Parental workshops
NPQML & SL embedding
Marking & Feedback impact on misconceptions
Bucket, life & soft review consistent promotion. Safeguarding across the curriculum review Behaviour curriculum review to further secure effective BA & PD.
UPS staff VFM
Non-core domain specific language and small-steps sharpened
Safeguarding across the curriculum review
Pedagogy and Meta-cognition consistent practice
BD, BA & Safeguarding curricular sharpened
SEND leadership to support rapid progress and in-class support
Expert LSP ‘hub model’ to strengthen and cascade effective practice
Disciplinary knowledge sharpened
Workload remains manageable and retention good
New induction of staff at all levels
Pupils talk confidently about the curriculum learning journey
Concept maps add to learning journey
Proportions at ARE YN & YR; Pedagogy of all adults strengthened
Enhanced SEND support
BSL enhance the national curriculum by bespoke Abbey aspects; pupils use and talk confidently.
5% uplift non-core ARE
SEND assessment and small step learning
LSP experts sharply focus on curriculum gaps
LSP focussed training and coaching
Link Governors: See committee terms of reference and termly governor visit schedule.
Current situation as at Spring 2023. The school has successfully become a hard-federation the Infant school good S5 (May ’13) & again S8 October 2017 & March 2023; the Junior School Good (May ’15) S5 & again December 2019 S8. Our school is a racially harmonious community, which we celebrate widely and are proud of. We are highly committed to raising standards. Our IDACI rank is 9488 out of 32844 placing us in the bottom 30% for deprivation. Current situation as at July 2024. Teaching is consistently good and progress is good across all key stages – the latest IDSR (Oct 2023) shows progress post Covid-19 average KS2 with sig + maths; attainment matches national with little difference between pupil premium and non-disadvantaged. This is replicated in KS1 & EYFS; a strength in Y1 PSC and GDS reading at KS1. Behaviour and attitudes are 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 a robust culture; Financial audit has rated both schools’ procedures as highly effective. 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; Sainsbury’s Gold; Speaker’s Award; PE Premium Award, ICT Mark. Double Gold Artsmark October 2018 & again March 2023; BSQM re- assessment Sept 2022; Bronze Healthy School’s award x 2 2022; Rights Respecting Schools award 2021 and most recently PSQM April 2024. Leaders at all levels contribute to ensuring that the quality of education is good and the school has received a number of awards supporting the self-evaluation of the quality of curriculum. Our mission statement drives the strategic decision taken by leaders. [NOTE: Leaders can be read as ‘leaders at all levels’]
Expectations by Summer 2025 – 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. 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: No National progress measures 23-24 and 24-25 therefore draw upon in-house longitudinal progress from PAG EYFS-KS1-KS2.
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