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.
•
Intent
Implementation
Impact
Curriculum to narrow gaps
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. Diversity images refreshed to reflect Abbey population and global perspective
Metacognition and self-regulation supports enhanced focus on tasks - leading to stronger progress
Parental workshops
NPQML & SL embedding
Non-core curriculum assessment
Bucket, life & soft review, revise & refresh Mental health & well-being active mindfulness
UPS staff VFM
Non-core domain specific language and small-steps sharpened
BSL review
Marking and feedback workload reform
EYFS DFE CPD
Disciplinary knowledge sharpened
Workload remains manageable and retention good
Marking & Feedback workload reform through digital
Pupils talk confidently about the curriculum learning journey
Diversity promotes SMSC and FBV
Pedagogy and Meta-cognition consistent practice
Proportions at ARE YN & YR; Pedagogy of all adults strengthened
BSL enhance the national curriculum by bespoke Abbey aspects; pupils use and talk confidently.
Diverse images permeate the curriculum.
5% uplift non-core ARE
Expert LSP ‘hub model’ to strengthen and cascade effective practice
Workload tasks evaluated for VFM
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 situaton as at Spring 2023. The school has successfully become a hard-federaton 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 commited to raising standards. Our IDACI rank is 9488 out of 32844 placing us in the botom 30% for deprivaton. KS2 is housed in a Victorian building built in 1901; KS1 has benefted from a partal new-build (Summer 2019); EYFS is in two separate blocks. We are part of a ffeen-school cluster who have successfully supported each other through a planned programme of network meetngs for middle and senior leaders. Additonally, the school is part of the Oakham Alliance and an afliate partner to the University of Wolverhampton -providing BA (Hons) places to support new teacher training recruits. We are commited to developing our staf and run a range of CPD for teaching and non-teaching staf at all levels. Succession planning is strong and a number of staf have completed NPQML and NPQSL. Also, the HT fulfls the role as ‘School Improvement Advisor’ for a range of demographically diferent schools in the West Midlands providing training, support and challenge to the schools and their middle, senior and Governing Body teams as well as being both a lead and additonal Inspector (both Graded & Ungraded) for OFSTED since 2007 – this supports the school with self-evaluaton. Despite extraordinarily challenging budget forecasts, leaders have been proactve in reducing commitments and ensuring that appropriate support is in place for learners, without the need for any redundancy. Leaders have made sensible and strategic curriculum adaptatons to help mitgate Covid-19. Leaders at all levels contribute to ensuring that the quality of educaton is good and the school has received a number of awards supportng the self-evaluaton 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 2024 – 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.
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