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
90%/35% of pupils make better than expected progress through the school’s curriculum. Covid-catch up puts children back on-track to their pre-Covid trajectory
RSHE taught and evaluated leads to stronger behaviour. Metacognition and self-regulation supports enhanced focus on tasks - leading to stronger progress
Parental workshops
QA policy review
Non-core curriculum assessment
Bucket, life & soft review, revise & refresh Mental health & well-being active mindfulness
NPQML & SL embedding
Non-core assessment tasks support next steps.
BSL review
UPS staff VFM
Pupils talk confidently about the curriculum learning journey
EYFS new framework
Marking and feedback workload reform
Proportions at ARE YN & YR
Marking & Feedback workload reform through digital
EYFS framework consistently delivered
5% uplift non-core ARE
Wider leadership involvement & development
BSL enhance the national curriculum by bespoke Abbey aspects; pupils use and talk confidently.
Pedagogy and Meta-cognition consistent practice
Link Governors: See committee terms of reference and termly governor visit schedule.
Current situation as at June 2021. 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, Coachmark. Double Gold Artsmark October 2018; BSQM re-assessment July 2018; Bronze Healthy School’s award 2021; Rights Respecting Schools award 2021.
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 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.
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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