Post on 25-Aug-2020
St Mary’s Catholic Primary School
School Improvement Plan 2018-2019
Mission Statement As we build God’s Kingdom on earth, we grow together, learn together, play together, pray together and stay together
Core Values
School Improvement Priority Key Issue/Development Area
Key Objective 1: Quality of teaching and provision Key governors: Donal Collins
Increase the percentage of good or better teaching over the course of the year so that all teaching is at least good by July 2018. In particular focusing on teaching and learning for all groups of children so that the most vulnerable including SEND make progress.
Key priority 2 Raising attainment and accelerating progress Key governors: Giovanna Roberts, Roger Lillie, Anne Berger
Raise standards in the teaching and learning of reading, writing and maths throughout the school by ensuring all pupils make consistent (year on year) progress and are aware of what they need to do in order to progress. In particular teachers use data to inform planning which meets the needs of all pupils
Key Priority 3 Improve the capacity of leadership to sustain improvement Key governors: Carmen Tweed
Improve leadership and management so that: monitoring and evaluation is rigorous, core subject leaders lead on school improvement actions in their areas and have measurable impact on teaching and learning and pupils’ progress, governors play a full and active role in the school self-evaluation process Attendance is improved for persistently absent children.
Key Priority 4 Further develop the Catholic ethos of the school to support the SMSC development of all learners Key governors: Fr. Pio, Sandra Dugan
Develop staff involvement in self-evaluation Increase the percentage of good or better teaching of RE The Catholic ethos of the school is clearly evident in the whole school environment
Data Targets 2018-2019
Summer 2018 FFT Targets (Average 50% - High 20%) School target 18/19
Autumn 2018 Spring 2019 End of Year Data including Y2 and Y6 end of key stage results
END KS2
Current R W M RWM R W M RWM R W M RWM R W M RWM RWM
Y6 (30)
63% 60% 56% 50% FFT 70% - 78% High PA R40% W17% M30% RWM 37% 70% - 75% Predictions
50% (0%) 53%-73%
60% (0%) 57%-67%
63% (7%) 63%-70%
43% (0%) 53%-67% 50%
60%-65% GDS 20%
70% - 75%
Y5 (39)
86% 75% 81% 67% FFT 70% - 78% High PA R 13% W 0% M13% RWM 5% 70% - 75%
72% (5%)
54% (5%)
62% (5%)
46% (0%) 67%
71%
75% - 80%
Y4 (38)
77% 62% 74% 59% FFT 58% - 69% High PA R13% W 0% M 0% RWM 0% 70% - 75%
68% (0%)
53% (0%)
68% (0%)
47% (0%) 59%
66%
75% - 80%
Y3 (39)
73% 66% 66% 61% FFT 67% - 73% High PA R21% W8% M13% RWM 13% 70% - 75%
87% (13%)
69% (0%)
74% (8%)
56% (0%) 61%
69%
75% - 80%
END KS1
Y2 (34)
83% 72% 75% 67% 70% - 75% Phonics retakes 100% High PA R29% W15% M18% RWM 6%
76% (9%)
71% (9%)
74% (12%)
68% (6%) 67%
TBC
NA 2018 R 75%, W 70% M 76%
Y1 (31)
79% 77% 91% GLD 77%
80% - 85% Phonics 90% High PA R6% W3% M3% RWM 3%
71% 68% 68% 61% 77%
77%
80% -85%
YR on entry (30)
80% - 85%
80% -85%
Key Priority 1 Increase the percentage of good or better teaching over the course of the year so that all teaching is at least good by July 2018.
In particular focusing on teaching and learning for all groups of children so that the most vulnerable including SEND make progress.
Objectives Strategies (Who and when?) Resources Monitoring (what, who and when?)
Development of Teaching and subject knowledge
Staff meeting to: Define what makes great teaching and learning at St Mary’s and create non negotiables (in books, in lessons, in planning for the learning environment, for reading, writing, maths and spelling) dates: SM 10/01/19 and following SM to include book looks using these Revisit the curriculum at age related expectations in reading, writing and maths: dates: moderation prior to pupil progress meetings 31/10/18, 08/11/18, 26/02/19, 16/05/19; Pupil Progress Meetings; half termly pupil progress meetings; Year 6 ‘Knowing the Standard in Maths’ 17/10/18, Year 5 moderation out of cluster 08/10/18, cluster moderation TBC, EYFS moderation visits 21/11/18 and 22/05/19, EYFS Moderation 05/02/19 and Year 2 standardisation Feb 2019 TBC, Year 6 standardisation Feb 2019 TBC, SLE support in Y6 Autumn and Spring term weekly Responsive teaching - LLP time commissioned to carry out staff meetings regarding responsive AfL in lessons – initial input, gap task and review impact dates: SM 25/09/18 and 21/11/18 Breakaway groups (guided work using information from responsive teaching and Pupil Progress to plug gaps) date: 18/01/19 Planning for a learning journey in English dates: 05/12/18 and 12/12/18 with HIAS English Inspector, follow up SM TBC 06/02/19 What does challenge for higher attaining pupils look like in reading, writing and maths – dates: SM GR challenge 28/01/19, SM GR review and maths planning 28/03/19, SM follow up 25/04/19, HIAS English Inspector SM 06/02/19, Maths Inspector twilight TBC Spring term, follow up SM planned for Summer term, SM Teaching and learning of spelling dates: HIAS English Inspector Spring term TBC 13/02/19 twilight Research the acquisition and development of vocabulary across the curriculum- SM 14/03/19, 08/05/19, 11/06/19 Models and images in mathematics - SM 22/01/19, SM 28/02/19, SM 05/03/19, Teachers to have regular opportunities to discuss pupil outcomes using books, planning and non-negotiables. Discuss and disseminate best practice beginning of SM 10 mins to carry out book looks against non-negotiables Secure foundations for reading and spelling through developing a consistent phonics programme 03/09/18 and 04/09/18 RWI INSET, follow up 02/10/18, drop ins/coaching Teachers to use information from responsive teaching and pupil progress meetings to:
plan maths to support the development of key calculation skills, key reasoning skills and the opportunity to apply skills through problem solving, rich tasks and use of CPA.
plan for pupil fluency through a focus on developing age appropriate mental calculations (number of the day, etc).
Time: SM and leadership time Cost: no cost/ internal cover Phonics Time: initial 2 day INSET Cost: £2700 Plus £500 resources Time: LT release time Cost: In-house cover
SLT monitoring Governor monitoring and reports to committees LLP school performance monitoring 04/12/18, 16/01/19, 25/02/19, 25/03/19 Maths Inspector visits 11/10/18 Y6, 05/11/18 Y2 foci, 14/11/18 Y6 foci, 18/01/19 Y3/4 foci, 08/03/19 maths manager support, 25/03/19 English Inspector visits 05/12/18, 12/12/18, 26/02/19 Y2/Y6 writing moderation Phonics half termly assessments by RWI Reading Leader
plan for reading using whole class guided reading approach
plan for writing using learning journey approach, modelling high quality WAGOLLS
plan progression and challenge for groups of children given prior attainment
plan to show variation in task design for all groups of children including SEND
plan for the development and acquisition of vocabulary English lead to introduce phonics programme through:
Whole school training in Read Write Inc
Assessment of all children in EYFS and KS1 and assigned phonics groups
Effective use of time and adult support for phonics
Teachers to develop the quality of responsive teaching through:
Finding out what the children already know and identify where they are struggling
Setting clear goals and planning the learning journey to where they need to be
Use assessment in the lesson through questioning and discussion to identify and correct misconceptions
Implement training and coaching programme to share best practice across the school
Identified teachers to attend Pioneer Teaching Alliance Outstanding Teaching Programme and feedback their learning to rest of staff during staff meeting time
SLE commissioned to support identified teachers – improve teaching and learning, enhance middle leader capacity dates: 1 day per week Autumn term week beginning 02/10/18 and Spring term 1 day per week
Coaching programme developed with teachers from OTP Programme to focus on enhancing learning through responsive teaching and metacognitive modelling dates: Spring term and Summer term
NQT to undertake regular observations of best practice within and outside of school and feedback how this learning will impact classroom practice dates: to be discussed with mentor and half termly opportunities planned
Time: OTP Programme 7 release days, 3 half days Cost: supply £175 per day and internal cover SLE/LP support: 1 day per week for Aut 1 Cost: MP £505 per day
Pioneer Review of Impact SLE weekly log, reviews with Director of Teaching School 03/12/18, 25/02/19, 29/04/19 SLE expertise Aut term each Tues Y6 English wk beg 01/10/18, SLE expertise Spr term Y6 maths, weekly dates TBC
Develop the quality of LSA support in class and through intervention to secure all children’s progress.
SENCo to:
Implement and evaluate effective IEPs and IBPs each half term through pupil progress.
Support teachers in planning for SEND children each week through rolling programme of “surgeries” using children’s books and data dates: weekly beginning 12/11/19 and ongoing until all classes seen then adjusted as needed
Ensure all teachers plan for and use TA effectively through weekly planning surgery.
Plan, and evaluate impact of fortnightly training opportunities for all TAs dates: programme to be implemented Spring term and ongoing
Plan and evaluate the quality of provision of interventions for children with SEND
TA’s to evaluate training sessions
Identified TAs to attend outstanding TA programme dates: 6 week programme beginning 01/11/18 – 06/12/18
Time: SEN LT time 0.5 day per week for surgeries 12/11/18 – 17/12/18 0.5 day per week in class observations Fortnightly TA training to begin wk beg 19/11/18
SENCO observations termly SENCO drop in and follow up half termly SLT monitoring LLP school performance monitoring 04/12/18, 16/01/19, 25/02/19, 25/03/19
Develop opportunities to learn outside the classroom in EYFS
EYFS Leader to:
Commission outdoor area review and long term plan for enhancement – Autumn term
EYFS teachers to attend training at Alver Valley delivered by Leading Practitioner –Autumn term
Build outdoor provision from these evaluative points, enhancing provision as needed – Spring and Summer term
GDC Time: EYFS LT release time Cost: TBC PTA to fund some Alver Valley Course £57 per person
EYFS Moderation visits 21/11/19 and 22/05/19 EYFS standardisation course Feb 2019 (5/02/19 and 07/02/19 TBC)
By end Of Autumn term 2018 By end of Spring term 2019 By end of Summer term 2019
64% teaching consistently good or better
Planning for all classes follows consistent format, is adapted where appropriate to meet pupil need
Evidence from monitoring shows that all staff are beginning to use AfL strategies in their lessons and marking
Evidence from monitoring of teaching, books and planning show differentiation is clear
86% teaching consistently good or better
AfL informs split inputs and flexible groupings
Evidence from monitoring of teaching, books and planning show differentiation is effective
Marking and feedback are consistent with clear evidence of positive impact in pupil work
Teaching is consistently good across the school Planning is appropriately varied to enable all groups of pupils to make progress and be challenged Basic skills are consistently taught at a high standard across all subjects Responsive teaching strategies are evident including pupils using feedback, both written and verbal, effectively to improve their work Teachers are confident in modelling WAGOLLs in English, maths and guided reading Guided groups are used alongside flexible cutaway groups to accelerate progress
December 2018 Review
Learning drop ins/ book looks validated by LLP show that 2/3 of teaching is good evidenced through improved standards in books
Guided reading planning consistent whole class format
English writing learning journey unit planning consistent and adapted into short term planning. Next steps STP key principles to be developed further
Maths planning LTP in place, STP consistent format although adapted by some classes. Next steps MTP to be developed.
Monitoring, validated by LLP, shows AfL strategies being used e.g. split inputs, TA and teacher working with focus group, misconceptions being identified in lessons and addressed. Now need to ensure feedback/AfL for target pupils clearly addresses their next steps.
Differentiation for SEN pupils – SEN surgeries helped to identify how to adapt provision. Next steps – to ensure this is consistent and impacts on progress.
Differentiation partly in place and teachers beginning to use variation of tasks. Next steps – to ensure challenge for more able identified on planning and evidenced in books.
Key priority 2 All pupils make consistent (year on year) progress and are aware of what they need to do in order to improve their learning. In particular teachers to use data to inform planning which meets the needs of all pupils.
Objectives Strategies (Who and when?) Resources Monitoring (what, who and when?)
Develop strategic tracking through pupil progress meetings, ensuring all teachers enhance their skills in using data to identify vulnerable groups of pupils and intervene
Half termly
Maths, English leaders and SENCo lead pupil progress
Analysis of data to identify strengths, weaker domains and CPD needs
All meetings are used to identify children not on track and plan the intervention required.
Venn diagrams plotted for each cohort and linked back to PA
Moderate judgements for ‘marker’ children Following half termly pupil progress meetings maths and English leaders and SENCO to: team plan, team teach and pupil conference ‘stuck’ children with teachers to identify strategies and ensure progress for groups is sustained and where needed accelerated.
Teachers to use responsive teaching by:
Using HAM and books to identify children who need to accelerate progress and their barriers to learning.
Ensure focus children are named on planning and planning adapted as needed. SLT to: use Question Level Analysis tools in ASP data to identify key domains pupils need to secure, analyse internal school data and identify whether KS2 data patterns match weaker domains across the school Teachers adapt long term overviews to provide increased opportunities to apply identified areas for development and secure weaker domains – ongoing
Time: LT release time Cost: internal cover Time: staff meetings CPD Cost: £none
Pupil Progress Meeting Records SLT Monitoring File
Enhance assessment systems and strategic tracking in EYFS
Introduction of Tapestry to support teacher assessment in EYFS September 2018
Work with good/outstanding partner schools to further support effective use of Tapestry
Investigate data analysis tracking systems to further support strategic analysis of pupil progress
Provide opportunities for Early Years Leader to visit other schools to see effective tracking systems dates TBC: Spring and Summer
Time: LT release time Cost: internal cover
Data drops Nov 18, Feb 19, May 19, June 19 EYFS moderation visits
Develop the quality of feedback and marking through responsive teaching
Staff meeting to review action research undertaken regarding effective feedback SM 19/12/18
Detailed book look and pupil conferencing to analyse responses to feedback/marking –
SENCo to review effectiveness of current feedback in ensuring progress for SEN pupils half termly
Policy for feedback and marking amended to reflect key principles based on research and practice in school to be finalised by Autumn 2 and in place Spring 1
Teachers to use responsive teaching strategies by:
Trialling strategies for feedback and marking from staff meeting input
Through book looks to identify best practice
Agree and follow new policy
Time: staff meetings CPD LLP support time 25/09/18 and 21/11/18 Cost: 0.5 MP and 0.5 CF
Feedback and Marking Policy SLT Monitoring File Teacher Profiles
Impact/success criteria
By end of Autumn term 2018 By end of Spring term 2019 By end of Summer term 2019
All staff know the prior attainment of their pupils and their individual targets for end of year expectations
All groups of children identified on planning
Pupil Progress Meetings identify correct target children
EYFS Leader ensures planning and provision challenges more able children throughout the year and data in December 2018 shows more able children close to GLD
Data drop in December 2018 shows more able children on track for greater depth, if not on track then gaps identified and interventions in place
SENCo ensures planning and provision challenges SEN pupils throughout the year and data in December 2018 shows accelerated progress and pupils in line with NA for areas unaffected by their SEN need
Pupil Progress Meetings identify targeted children and provision is implemented to ensure they catch up
EYFS Leader ensures planning and provision challenges more able children throughout the year and data in Spring 2019 shows more able children close to GLD and provision enables them to work towards exceeding
Planning and task design provides challenge for all
Data drop in Spring 2019 shows a greater number of more able children on track for greater depth, if not on track then gaps identified and interventions in place
Planning and provision challenges SEN pupils throughout the year and data in Spring 2019 shows accelerated progress and pupils in line with NA for areas unaffected by their SEN need
Staff are confident in using data to monitor class progress, identify gaps and adjust provision
Pupil progress meetings show all groups in line to meet targets set
Planning and provision in EYFS challenges more able children throughout the year and that sufficient evidence has been built up to show children have achieved exceeding
Planning and task design enables progress for all groups of children across domains
Planning and provision challenges SEN pupils throughout the year and data in Summer 2019 shows accelerated progress and pupils in line with NA for areas unaffected by their SEN need
December 2018 Review
PA trackers set up which show EOY checkpoints and prior attainment. Next steps – ensure teachers using these to identify adapted provision for pupils on planning.
Groups of pupils identified on planning – not yet consistent across school. Next steps, SM to agree key principles and expectations.
Pupil Progress meetings identified correct target pupils and provision. Next steps to ensure the planned provision takes place and is effective in ensuring children make progress to be reviewed at half termly pupil progress meetings.
EYFS predictions for GLD 73%(22/30) - 80% (including +2 children). Next steps to ensure provision targets more able pupils to increase % predicted to reach exceeding by EOY
Phase 1 data drop identified that teachers not secure in identifying ‘beyond’ children. Next steps to explore what planning for challenge looks like.
Key priority 3 Improve leadership and management so that: monitoring and evaluation is rigorous, core subject leaders lead on school improvement actions in their areas and have measurable impact on teaching and learning and pupils’ progress, governors play a full and active role in the school self-evaluation process
Objectives Strategies (Who and when?) Resources Monitoring (what, who and when?)
New leaders are supported to be effective in post in order for succession planning and improving capacity
Through MAST time and staff meetings (SM 07/01/19, 04/04/19, 30/04/19) all subject leaders to:
attend relevant training in order to develop own subject knowledge
audit provision of their subject through observation, pupil interviews, book and planning scrutiny
take stock of current equipment
map key skills and progression within their subject
write an action plan linked to school key priorities
develop portfolios to show progression of skills and exemplars of planning and work outcomes
provide CPD
report impact of their leadership to SLT and/or governors
Time: MAST time/internal cover Cost: Use of HIAS support time CF
Termly reports to governor committees LLP school performance monitoring 16/01/19
Strengthen outcomes for pupil premium pupils
Attend ‘Improving outcomes for pupil premium children’ to develop strategic analysis of provision and to secure improved outcomes – dates: 15/10/18, 06/12/18, 11/03/19, 29/04/19, 13/06/19
Analyse data to correctly identify barriers to learning including: pupil conferencing and book looks – data drops and half termly PPM, SLT monitoring focus on PP children
Assemble a Pupil Premium Strategic Team with clearly defined responsibilities 06/12/18
Define and refine an action research question to improve outcomes January 2019
Time: LT time Cost: £250 + additional LT release time
HT termly report to governors LLP school performance monitoring 04/12/18, 16/01/19, 25/02/19, 25/03/19
Improve attendance for persistently absent pupils
HT to analyse attendance weekly and identify children at risk of poor attendance
Analyse data half termly and compare to previous year
Meet with parents of pupils who are causing concern and agree improvement strategies and targets
Engage external support agencies where appropriate
Raise profile and importance of attendance - newsletters, whole school rewards, attendance display
Termly headteacher report to governors
Time: LT time 4 week monitoring for identified pupils, half termly Cost: LT time
HT termly report to governors LLP school performance monitoring 04/12/18, 16/01/19, 25/02/19, 25/03/19
Develop governor involvement in strategic work and self-evaluation
Each term the Governing body:
Lead the successful performance management of the Headteacher
Receives and discusses reports from curricular managers
Takes part in whole school Governor training
Ensures that underperformance or areas of concern are challenged
Undertake monitoring in accordance with governor strategic monitoring plan
Helps to form the SEF
Discuss data collected and its role in assessing performance at whole school level Over the course of the year ascertain the views of pupils, parents and staff.
Time: governor meetings and monitoring activities termly Cost: LT and governor time
Governor minutes Governor training records
Build long term capacity through the recruitment of a permanent SLT
Governors to work with Local Authority to plan for the recruitment of a permanent Head and Deputy and attend relevant training
Timeline for recruitment in place
Time: governor training Cost: £2500
Governor minutes Governor training records
Success criteria
All leaders have an accurate understanding of the strengths and areas for development in their subjects/ area
All leaders secure high standards in their subjects for all pupils and ensure the teaching of basic skills is highly effective with opportunities for application and mastery
Shadow subject leaders are in place for core subjects, where identified, and take greater responsibility for ensuring monitoring activities are carried out
Subject portfolios are in place and consistent – focusing on impact of actions, exemplars of planning and outcomes
The governing body monitor and evaluate the strategic plan and challenge the school to ensure high expectations and ambition are met
By end of Autumn term 2018 By end of Spring term 2019 By end of Summer term 2019
Core leaders are showing an impact on teaching and learning
All staff have clear performance management targets
Leaders in English, Maths and SEN have undertaken focused reviews of planning/books and lessons and have provided a written report on strengths and improvements
Governors have a clear monitoring plan in place and are using this to support and challenge the school
Governors have begun recruitment process for SLT
Staff are clear about their strengths and what they need to do to improve
Middle leaders have observed teaching across the school
Middle leaders have undertaken focused book and planning looks, are clear about strengths / improvements to be undertaken and have implemented improvements
Governors have a clear, accurate understanding of school strengths and next steps and have undertaken monitoring activities
All leaders have an accurate understanding of the strengths and areas for development in their subjects/ area
All leaders secure high standards in their subjects for all pupils and ensure the teaching of basic skills is highly effective with opportunities for application and mastery
Shadow subject leaders are in place for core subjects, where identified, and take greater responsibility for ensuring monitoring activities are carried out
Subject portfolios are in place and consistent – focusing on impact of actions, exemplars of planning and outcomes
The governing body monitor and evaluate the strategic plan and challenge the school to ensure high expectations and ambition are met
Governors have successfully recruited permanent SLT
December 2018 Review
Learning walks/ book looks, evidenced by LLP, show improved standards in books – presentation, pitch, opportunity and outcomes.
AHT responsible for Y2 planning to ensure consistency until longer term solution found – book looks show improved standards.
SLT focus on supporting guided reading through planning, teaching/modelling.
SLT book looks/ conversations with teachers identified where further development needed and HIAS support changed to reflect this
OTP and SLE support improving reflective classroom practice, evidenced by LLP monitoring. Next steps to introduce coaching programme to disseminate effective practice.
PM targets to be refined following pupil progress meetings
Governor monitoring plan in place and followed – governors improving understanding of school performance
Recruitment underway for HT and DHT
Key priority 4 Further develop the Catholic ethos of the school to support the SMSC development of all learners
Objectives Strategies (Who and when?) Resources Monitoring (what, who and when?)
Develop staff involvement in self-evaluation
Invite School Standards Support Officer to offer advice in preparation for inspection 04/12/18
Identified teachers to attend Diocesan training – teachers new to diocese
Continue programme of staff training on spirituality, RE, Collective Worship and Diocesan expectations SM 17/02/19, 19/03/19, 16/05/19, 20/06/19
Continue to build partnerships with linked support in order to support effective leadership of RE linked to St Jude’s HT and RE Lead meeting 18/12/18 to develop action plan
Ensure core subject leaders attend relevant training in order to develop own knowledge and leadership capacity see above
Key leaders and staff gather evidence for self-review and evaluation
Self-review and evaluation is complete and RE leaders develop a subject leader action plan from this to implement improvements needed
Time: LT release time HLTA time £ none &budget for supply £175 per ½ term NQT release time Diocesan RE Leaders Day NQT Diocese Day
Joint LA and Diocesan monitoring visit 04/12/18 Spring term RE review committee report to governors Summer term RE review committee report to governors
Increase the percentage of good or better teaching of RE
New RE Lead to develop a robust monitoring plan - key foci include: ensuring learning journeys for each unit are being taught, there are a range of outcomes for each unit, at least one quality written outcome is evident, pupil reflection is more evident in books
RE lessons observations to assess the quality of teaching and learning, and to identify best practice and further CPD – wk beginning 17/12/18 and half termly
Plan staff professional development meetings to develop teacher subject knowledge – half termly SM 17/02/19, 19/03/19, 16/05/19, 20/06/19
Time: LT release time HLTA time £ none &budget for supply £175 per ½ term
Spring term RE review committee report to governors Summer term RE review committee report to governors Half termly book looks RE Leads
The Catholic ethos of the school is clearly evident in the whole school environment
Plan a focus week exploring the school mission statement and what it means in action in order to ensure a high profile and consistent understanding September 2018, March 2019
Undertake regular ethos walks to evaluate the school against key inspection criteria – school as a Catholic community, curriculum, spiritual and moral development Spring 1 and Spring 2 invite HT of St Anthony’s for ethos walk
Use the website, newsletters and public displays to share the Catholic ethos more effectively Spring 1 and ongoing
Develop the use of prayer tables and areas to ensure they have an impact on children Spring 1 and Spring 2 invite HT of St Anthony’s for ethos walk
Develop spiritual areas around the school and outdoor spaces
Review and update worship/spiritual development policy
Time: LT release time HLTA time £ none &budget for supply £175 per ½ term
Spring term RE review committee report to governors Summer term RE review committee report to governors
Priority 4 : Ensure the Catholic ethos of the school is developed and supports the SMSC development of all learners Impact /success criteria
All staff have an understanding of the criteria for good/outstanding and what is expected in Diocesan inspection
Gospel values are embedded across the school and support positive behaviour/relationships
Catholic vision and values are evident in the curriculum, collective worship, and religious education
All members of the school community are able to express an understanding of spirituality
Collective worship inspires a high level of spiritual and moral reflection
Good or better teaching and learning are demonstrated consistently in RE
Pupils’ work indicates that attainment is above average and matches standards in literacy, where appropriate
By end of Autumn term 2018 By end of Spring term 2019 By end of Summer term 2019
RE lead has undertaken focused book and planning looks and is developing an accurate understanding of strengths and areas to develop
All staff aware of what a high quality unit and expected outcomes look like
All staff are referring to the Gospel values in their everyday teaching
All staff are referring to the Gospel values to support positive behaviour and relationships
Spiritual areas within the school are developed to become more high profile
RE lead has undertaken a variety of monitoring; is clear about strengths and has begun to implement improvements
All staff are clear about expectations for good or better teaching and outcomes in books are consistently good
All staff are developing opportunities to use Gospel values in their teaching
All staff are demonstrating Gospel values to support positive behaviour and relationships
Self-review and evaluation has begun, involving all stakeholders
RE lead is highly ambitious for all pupils evidenced by their impact on the quality of teaching and learning across the school
Teaching and outcomes in books are consistently good
Staff and pupils are confidently using Gospel values in their everyday teaching and learning
Staff and pupils are confidently demonstrating and using Gospel values to support positive behaviour and relationships
Self-review and evaluation complete and action plan in place
December 2018 Review
RE Lead planned book look wk beginning 17/12/18
Monitoring visit 04/12/18 identified that: o the school environment is presenting well as faith
setting o all classrooms and hall show clear prayer focal point
linked to liturgical season with quality resources o RE boards linked to Advent in all classes. Next steps
to re-phrase LO and questions to stimulate thinking and discussion
Next steps o Quality of work in books needs to improve quickly
to demonstrate more opportunities for deep reflection. Journey through Primary RE document to be shared with all staff to exemplify expectations, SM to follow up
o Subject leader needs to build capacity and skill quickly, support sought from HT at St Jude’s
School Improvement Priority
Governor Evaluation Questions
Key Objective 1 Quality of teaching and provision
What percentage of teaching and learning is good or better? Is there any variation between subjects? How has this improved since last term? What do observations of learning and teaching focus on? Which aspects of learning and teaching across the school are less secure and what action will be taken in respect of this? Does the data reflect the improvements in the quality of teaching? If AfL is a school focus across the year, what is the evidence that this is having an impact on the quality of teaching and standards? How does marking/feedback give opportunities for pupils to demonstrate progress in their learning? How do learning environments support pupil progress? How does differentiation support learning? What impact has it had on progress rates? What boosters and interventions do we deliver and what impact do they have? What support is there for teachers regarding the quality of teaching? What impact has this had?
Key priority 2 Raising attainment and accelerating progress
What does school performance look like against local and national context? How do you ensure that targets set are aspirational? What systems are in place to ensure that pupils’ progress is regularly checked? What CPD is in place to support this? What does the data in maths show? Are there any areas/domains which are weaker? What actions are being taken to address these? What areas do the KS2 Question Level Analysis highlight as being weaker? How does this compare to data across the school? What support is there for teachers regarding the quality of teaching? What support is in place from HIAS and how effective is this? What is the performance of different pupil groups? What actions are needed to target the areas for development? What are the gaps between groups in each year group across the school in key data drops? What is happening across the year to narrow the gaps? How effective are the English and Maths leaders at identifying the gaps, working with teachers to create action plans, monitoring progress etc?
Key Priority 3 Improve the capacity of leadership to sustain improvement
How is a culture of high aspirations created within the leadership team and how is this shared across the school? How well do leaders use formative and summative assessment to ensure children are achieving the expected standard? To what extent is assessment moderated internally and externally? What evidence is there? How well do leaders demonstrate the capacity for improvement? How rigorous is self- evaluation and is it identifying the areas which require improvement? How are these then targeted? Evidence and impact? How effectively are middle leaders developed? What succession planning is in place? How effectively are the leaders implementing the performance management policy and what impact has this had?
Key Priority 4 Further develop the Catholic ethos of the school to support the SMSC development of all learners
How are staff demonstrating Gospel Values? Evidence? What percentage of RE teaching is good or outstanding? What are the strengths and areas to improve in teaching and learning? How has the RE curriculum been reviewed? What changes have been made? How are Prayer Tables having an impact? How do we know? How do we know collective worship is inspiring a high level of spiritual and moral reflection?
Termly Improvement Calendar - Autumn 2 2018
Week Beginning
29/10/18 05/11/18 12/11/18 19/11/18 26/11/18 03/12/18 10/12/18 17/12/18
Professional Development Meetings
31/10/18 Reading moderation 01/11/18 Writing moderation
08/11/18 Maths moderation
14/11/18 data due phase one 15/11/18 RE staff CPD liturgies
22/11/18 Year 6 project group Data drop phase 1
Pupil progress meetings
04/12/18 Working wall non-negotiables 05/12/18 HIAS English planning support Y5/Y4 12/12/18 Y3/4 and Y1
12/12/18 Sharing updated SIP Review resources in PPA room Book look guided reading
19/12/18 Modelling/ metacognition follow up with a specific focus on feedback and marking Book look guided reading
School Improvement training
30/10/18 OTP 01/11/18 OTAP
05/11/18 OTP 06/11/18 SLE Y6 08/11/18 OTAP
12/11/18 OTP 13/11/18 SLE Y6 14/11/18 Maths Inspector planning and Y6 14/11/18 SEN surgery 15/11/18 OTAP
19/11/18 OTP 21/11/18 Responsive teaching follow up LLP
22/11/18 OTAP
26/11/18 In-school practice visits OTP
06/12/18 OTAP 04/12/18 PBS training on behaviour with lunch team
11/11/18 OTP
School Improvement training for each year group
Each week SLT to use LMT to:
Pupil conference close to and below and model this to teachers. Team teach and team plan learning journeys, weekly plans and hot/cold tasks to ensure a visible learning journey. Support marking within the learning such that learning is moved forward in the lesson Develop AFL in the lesson through questioning. Use the "grow" model to support teaching to become outstanding in all classes.
SLT and planned School Improvement + Monitoring
SLT
Y2 planning
SLT
Y2 planning
SLT
Y2 planning
SLT
21/11/18 EYFSP Statutory Moderation 21/11/18 CLA progress visit Y5 GR planning
SLT
Pupil progress Safeguarding SCR check Y5 GR team teaching
SLT
Y3/4 GR team teaching 03/12/18 OTP visit 04/12/18 LLP school performance monitoring 05/12/18 LLP Y2/Y6 pupil conferencing, triangulation of data
SLT
Follow up working walls and identified points from monitoring visit Guided reading follow-up
SLT
Pupil progress follow up on close to and below Guided reading follow-up RE book look and feedback
Other Parent’s evenings Nativities
Termly Improvement Calendar – Spring 1 2019
Week Beginning
07/01/19 14/01/19 21/01/19 28/01/19 04/02/19 11/02/19
Professional Development Meetings
09/01/19 What makes great teaching? Create agreed book look proformas Book look focus: guided reading
17/01/19 Responsive teaching – planning for pupils identified in pupil progress meetings Book look: target pupils RWM (Y6 – parent eve 15/01/10 and 17/01/19)
21/01/19 Maths – what makes a great maths learning journey/ resources to support this (bar models) Book look focus: writing
Half termly pupil progress meetings Guided Reading – planning for challenge Book look focus: maths
07/01/19 What makes an effective subject leader? Book look focus: guided reading
17/2/19 RE Book look focus: RE follow up from St Jude’s
School Improvement training
07/01/19 In-school practice visits OTP 10/01/19 Y6 Project
14/01/19 In-school practice visits OTP 16/01/19 LLP follow up to LLPR/ SIP review and middle leader planning 17/01/19 Y2 Maths Standardisation 18/01/19 Maths PPI work with Y3/4
21/11/19 OTP 0.5 OTP trial of in-school coaching programme TBC 23/01/19 RE Moderation at St Jude’s
28/01/19 In-school practice visits OTP 01/02/19 Y6 Writing Standardisation
06/02/19 English Inspector task design/challenge/ variation
07/02/19 OTP
13/02/19 Spelling twilight
14/02/19 Maths PPI Y2/Y6 strategic plan
OTP trial of in-school coaching programme TBC 18/02/19 Eng/Ma shadow to join learning walk/book look
School Improvement training for each year group
Each week SLT to use LMT to:
Use the "grow" coaching model to support teaching to become consistently good in all classes. SEND surgeries weekly to support planning and challenge for SEND and TA training Pupil conference close to and below Team teach and team plan learning journeys, weekly plans and hot/cold tasks to ensure a visible learning journey. Support marking within the learning such that learning is moved forward in the lesson Develop AFL in the lesson through questioning.
SLT and planned School Improvement + Monitoring
SLT
AHT join PPA sessions Y2 HT join PPA Y6 Book look GR Planning look W SLT Focus on PP SEN follow up from surgeries
SLT
AHT phonics drop ins/coaching and join PPA sessions Y3/4 HT join PPA Y5 Planning look M SLT Focus on PP SEN follow up
SLT
AHT join PPA sessions Y2 Book look W Planning look GR SEN follow up from surgeries Working wall follow up
SLT
AHT phonics drop ins/coaching AHT join PPA sessions Y3/4 HT join PPA Y6 Book look M Planning look W SEN follow up from surgeries
SLT
AHT join PPA sessions Y2 HT join PPA Y5 Book look RE Planning look: M SLT Focus on PP
SLT
AHT phonics drop ins/coaching AHT join PPA sessions 1/2 15/02/19 LLP data review and books Y2 and Y6
Other Coms Swimming starts
Termly Improvement Calendar – Spring 2 2019
Week Beginning
25/02/19 04/03/19 11/03/19 18/03/19 25/03/19 01/04/19
Professional Development Meetings
26/02/19 HAM Principles and moderation
Data drop phase 2 05/03/19 Maths bar models Book look focus: writing
Pupil progress meetings 14/03/19 Developing vocabulary tier 1,2,3 language Book look focus: maths
19/03/19 RE Book look focus: guided reading/ spelling
28/03/19 Planning for challenge review GR and focus on maths Book look focus: topic
04/04/19 Effective subject leadership Book look focus: RE
School Improvement training
27/01/19 Y2 Reading/Writing Standardisation
05/03/19 LLP middle leaders work 08/03/19 Maths Inspector to work with new maths lead
11/03/19 OTP follow up coaching
Attachment/trauma training TBC
25/03/19 OTP follow up coaching
05/04/19 En/ Maths shadow to attend joint learning walk and book look
School Improvement training for each year group
Each week SLT to use LMT to:
Pupil conference close to and below Team teach and team plan learning journeys, weekly plans and hot/cold tasks to ensure a visible learning journey. Support marking within the learning such that learning is moved forward in the lesson Develop AFL in the lesson through questioning. Use the "grow" model to support teaching to become outstanding in all classes.
SLT and planned School Improvement + Monitoring
SLT
25/02/19 OTP visit 25/02/19 LLP review against SIP and expected outcomes, learning walk 26/02/19 English Inspector moderation Y2/Y6
Book look GR Planning look: W SLT Focus on PP
SLT
AHT joins PPA sessions Y1/2 HT join PPA Y4/5 Book look-W Planning look: M SEN surgeries
SLT
AHT joins PPA sessions Y2 HT join PPA Y6 Book look: M Planning look: GR SLT Focus on PP SEN surgeries
SLT
AHT joins PPA sessions Y3/4
HT join PPA Y5 20/03/19 LLP data and standards check Y2 and Y6
SEN surgeries
SLT
AHT joins PPA sessions Y1 HT join PPA Y6 25/03/19 LLP school performance monitoring visit including Maths PPI
SEN surgeries
SLT
AHT joins PPA sessions Y2 HT join PPA Y6 Follow up on spelling and working walls
SLT
Other Coms Parent’s evening
Termly Improvement Calendar – Summer 1 2019
Week Beginning
22/04/19 29/04/19 06/05/19 13/05/19 20/05/19
Professional Development Meetings
Half termly pupil progress meetings 25/04/19 Planning for challenge Book look focus: maths
30/04/19 Effective subject leadership Book look focus: writing/ spelling
08/05/19 Developing vocabulary/ bar models follow up Book look focus: guided reading
14/05/19 Moderation 16/05/19 RE Book look focus: RE
Data drop phase 3 Book look focus: topic/ spelling
School Improvement training
OTP in-school coaching programme
30/04/19 Maths/English shadow to attend book look
OTP in-school coaching programme
21/05/19 English/ Maths shadow to attend book look
School Improvement training for each year group
Each week SLT to use LMT to:
Pupil conference close to and below Team teach and team plan learning journeys, weekly plans and hot/cold tasks to ensure a visible learning journey. Support marking within the learning such that learning is moved forward in the lesson Develop AFL in the lesson through questioning. Use the "grow" model to support teaching to become outstanding in all classes.
SLT and planned School Improvement + Monitoring
SLT
AHT joins PPA sessions Y2 HT join PPA Y6 Book look: maths Planning look: writing SLT Focus on PP SEN surgeries/follow up
SLT
AHT joins PPA sessions Y1/2 HT join PPA Y5 Book look writing Planning look: guided reading SEN surgeries/follow up
SLT
AHT joins PPA sessions Y3/4 HT join PPA Y6 Book look guided reading Planning look: RE SLT Focus on PP SEN surgeries/follow up
SLT
SLT join PPA as needed Book look RE Planning look: follow up as needed SEN surgeries/follow up
SLT
HT join PPA Y5 Book look topic Planning look: follow up as needed SLT Focus on PP SEN surgeries/follow up
Other Coms SATS KS1 TBC SATS KS2 SATS KS1 TBC
Termly Improvement Calendar – Summer 2 2019
Week Beginning
03/06/19 10/06/19 17/06/19 24/06/19 01/07/19 08/07/19 15/07/19
Professional Development Meetings
Pupil progress meetings Book look focus maths
11/06/19 English/Maths developing vocabulary/ bar models Book look focus writing/spelling
20/06/19 RE Book look focus guided reading
25/06/19 Planning for transition/new classes Book look focus RE
EOY data drop
Wk beg 08/07/19 Pupil progress handover meetings
Wk beg 15/07/19 Pupil progress handover meetings
School Improvement training
OTP follow up OTP in-school coaching programme
OTP follow up OTP in-school coaching programme
Maths and English shadows to join monitoring
Maths and English shadows to join monitoring
Maths and English shadows to join monitoring
Maths and English shadows to join monitoring
School Improvement training for each year group
Each week SLT to use LMT to:
Pupil conference close to and below Team teach and team plan learning journeys, weekly plans and hot/cold tasks to ensure a visible learning journey. Support marking within the learning such that learning is moved forward in the lesson Develop AFL in the lesson through questioning. Use the "grow" model to support teaching to become outstanding in all classes.
SLT and planned School Improvement + Monitoring
SLT
SLT join PPA as needed SLT Focus on PP Book look: maths Planning look: writing SEN surgeries/follow up
SLT
SLT join PPA as needed Book look writing Planning look: guided reading SEN surgeries/follow up
SLT
SLT join PPA as needed Book look guided reading Planning look: RE SEN surgeries/follow up
SLT
EOY data analysis
SLT
EOY data analysis
SLT
SLT
Other Coms Reports out
Transition 9-11th July