Milford Haven Community Primary School

School Development Plan 2021 – 2022

Croeso i Ysgol Gynradd Gymunedol Aberdaugleddau Welcome to Milford Haven Community Primary School

At Milford Haven Community Primary School, we aim for our School Development Plan to allow all stakeholders to work closely in partnership with us and achieve our targets. We strive to improve through employing ongoing, rigorous self-assessment. As a result of detailed analysis of school data and continuous self-evaluation we have four priorities this year. It is vital that everyone in our school community can understand our priorities and implement them. This way, we strengthen our cohesion as a learning community. We work hard to share these recommendations in a variety of ways. We share our vision and priorities for improvement through newsletters, assemblies, displays around our school, social media, noticeboards, parental meetings and Governing Body meetings …etc… In order to ensure the recommendations, set out in our SDP are met, our Performance Management targets will be directly linked during the academic year 2021-2022. The four SDP targets are as follows: Target 1 SDP- To develop pupils’ reading skills in English.

To develop pupils’ oracy and bilingualism in Welsh Target 2 SDP- To improve standards of numeracy for all groups of learners in key stage 2

To develop a more structured approach to catch up in numeracy for basic skills and ALN pupils across the school Target 3 SDP – To ensure all teaching is at least good or better across the school

Target 4 SDP - To ensure health and wellbeing for pupils and staff is strong

SDP Target 1: To develop pupils’ reading skills in English. To develop pupils’ oracy and bilingualism in Welsh. “Our teachers help us to improve our reading skills “Pupil Voice and “Our teachers help us to speak in Welsh” Pupil Voice SDP Target 2: To improve standards of numeracy for all groups of learners in key stage 2. To develop a more structured approach to catch up in numeracy for basic skills and ALN pupils across the school “Our teachers help us all achieve the best we can in maths and use different mathematical skills in all subjects.” Pupil Voice. SDP Target 3: To ensure all teaching is at least good or better across the school

“Our teachers allow us to choose how and what we learn. Our teachers help us become more independent learners” Pupil Voice SDP Target 4: To ensure health and wellbeing for pupils and staff is strong “Our teachers help us to understand how mindfulness and being healthy can help us” Pupil Voice

We are always focused on ‘Aiming for Excellence Together’. MHCPS is committed to reaching our targets together for the benefit of the pupils in our care.

Literacy Priority Action Plan, 2021-2022

Target 1

• To develop pupils’ reading skills in English

• To develop pupils’ oracy and bilingualism in Welsh

• (Ongoing target – To further improve extended writing)

What does self-evaluation tell us needs to improve? Reading June 2021 - By the end of year 6 many pupils (efsm 81.5%) and (nonfsm 85%) pupils demonstrate age appropriate or better reading skills. However, by the end of year 2 only a majority of efsm (59%) and nonfsm (64.6%) pupils demonstrate appropriate or better reading skills.

Writing Talk for Writing’ (TfW) is having a positive impact on developing the writing skills of all groups of learners across the school. By the end of the foundation phase all groups of pupils can evidence the use of talk to plan and use it to organise their writing. There is a positive attitude to writing. By the end of year 2 hot tasks indicate a good understanding of text types of writing, however stamina for extended writing for all groups of learners needs to improve. By the end of KS2 pupils are familiar with a range of narrative and non-narrative texts, and nearly all groups of learners are able to write imitating these genres. In May 2021 year 6 above average pupils across the year group can consistently use imaginative vocabulary choices, using words precisely, with generally good spelling of more complex words; e.g. a 5-part story is clearly evident with thought given to effective openings and endings and other text types included (letter, portal). Simple and complex sentences are organised into accurate paragraphs. Generally, a range of punctuation is used accurately. Most work is well presented, and it is all legible. However, across key stage 2 proof-reading as a skill requires consolidation so that all learners ensure that they re-read and self-correct their work, and each other’s as a matter of course.

Welsh By the end of year 2 most pupils can communicate simple information and can answer questions. With support they can ask questions. Most pupils know basic vocabulary, including colours, numbers and emotions. A majority of pupils are able to show they understand short items spoken by a familiar voice by responding non-verbally or in short spoken phrases. However, only a minority of pupils in year 2 are able to show they understand short items spoken by a familiar voice by responding in short spoken phrases with understandable pronunciation and intonation. They are beginning to see that reading and writing are based on symbols and that these symbols have sounds and meanings. They are developing the ability to get things across by copying correctly and by writing words, and some simple and familiar phrases, from memory. However, very few are able to independently read simple passages.

What will success look like after 1 year? Reading By end of Year 1 of plan -

➢ Most pupils are reading at their age-appropriate reading age or better by end of year 6 by July 2022

➢ Many pupils are reading at their age-appropriate reading age or better by end of year 2 by July 2022

-Pupils across the school are more confident readers and show comprehension of what they have read. - Pupils across the school are engaged and show enjoyment in reading a range of texts. By end of Year 2 of plan -

• Nearly all pupils are reading at a functional literacy (reading age 9.2) or better by end of year 6 by July 2023

• Most pupils are reading at their age-appropriate reading age or better by end of year 2 by July 2023

Writing - Pupils across the school are able to sustain their writing to achieve extended pieces (appropriate to their age) through a variety of text types and genres, throughout the curriculum. - Most pupils by the end of KS2 can independently proof-read and edit their work and know their ways forward for improvement. Welsh By end of Year 1 of plan -

• Strong enthusiasm and engagement for bilingualism by all pupils across the school.

Many pupils are making sound progress in their Welsh across key stage 2. By the end of year 6 many pupils can express an opinion simply and show an understanding of short points in a discussion. They can present information and talk about experiences, asking and responding and volunteering some comments. They can understand and respond simply to pieces of writing that include an increasing range of words, phrases and short passages in familiar situations. They can read simple pieces of writing quite clearly. They can write short, basic sentences using suitable and familiar vocabulary and sentence patterns to get across simple factual and personal information that they are familiar with fairly accurately. However, only a few year 6 pupils show a good understanding of the spoken language in familiar situations.

• Many pupils by the end of year 2 are able to show they understand short items spoken by a familiar voice by responding in short spoken phrases with understandable pronunciation and intonation.

• Many pupils by the end of year 6 show a good understanding of the spoken language in familiar situations.

By end of Year 2 of plan -

• Most pupils by the end of year 2 are able to show they understand short items spoken by a familiar voice by responding in short spoken phrases with understandable pronunciation and intonation.

• Most pupils by the end of year 6 show a good understanding of the spoken language in familiar situations.

SLT / Lead staff responsible for plan: Claire Goronwy, TLR3 Literacy Nicola Warlow and Leanne Allen – AOLE LLC team leads for Welsh Jeanne Shaw – AOLE team lead for international languages

Link Governors for plan: Pia Morgan, Claire Byrne and Alex Lloyd

Strategically planned tasks Lead person &

staff involved

Timescale Resources Cost & Budget

Source

RAYG

Start date

End date

Reading

Reading Non-negotiables

• Guided Group Reading (GGR) – daily in FP (Autumn term for Y3 and assess need for GGR or CGR during transition period)

• Class Group Reading (CGR) – daily in KS2

• Reading interventions for ALN and BS pupils across the school.

CG All teaching staff

Ongoing Ongoing Possible new topic ‘spine texts’ in line with new long-term map and development of Curriculum for Wales (CfW) – School budget

• Home reading as per Homework Guidance for Parents. (RADY) - All teachers to target disadvantaged pupils for support with their home reading

• FP home reading books sent home at least once a week.

• KS2 – Further develop the use of Oxford Owl, books assigned/monitored weekly.

• Reading corners in all classrooms.

• Daily Letters & Sounds (L&S) for FP and Year 3.

• Daily L&S intervention for Year 4, 5 and 6 for those not yet achieving Phase 5.

• Daily reading of Spine text within class.

Pupil Engagement

Develop an awards scheme that can be used throughout the school, e.g. book bingo, reading rewards, reading challenges, etc. Discuss with staff to generate ideas. (RADY) - All teachers to ensure disadvantaged pupils achieve awards. Develop class set of reading rules/charter for reading that is signed by all pupils and staff in the class. Share good examples and theory with staff. Liaise with Milford Library regarding regular visits to the library. All pupils to sign up for a library card to be used in school and at home. (RADY) - Consider how disadvantaged pupils can be better assured to pay visits to the library. Also investigate using Pembrokeshire Libraries and their online catalogue Library - Search result (pembrokeshire.gov.uk) .

CG All staff CG CG

09/21 09/21 09/21

12/21 09/21 11/21

Any costs to facilitate awards – School budget

Visitors – authors and storytellers. Plan how to fit with topic or TfW planning. Involve Cynefin wherever possible. Cluster and school involvement in EmpathyLab training programme. Scholastic Book Fair and World Book Day.

CG Year leaders CG, MP, cluster CG, all staff

09/21 Autumn 2021 Spring 2022

11/21

Cynefin resources - tbd – School budget

Reading Areas

Establish KS2 library and develop timetable for use. (RADY) -Disadvantaged pupils to have lead roles in running KS2 library Establish FP library and develop timetable for use.

CG KS2 staff FP staff

09/21 Autumn term 2021

12/21 Furniture - £1000 funds already raised

Parent Engagement

Letter sent home as home/school agreement to reading at the beginning of the year. Audit staff for ideas for parental engagement. Encourage pupils and parents to participate in other reading opportunities e.g. the Summer Reading Challenge https://summerreadingchallenge.org.uk/

CG MP CG MP CG MP

09/21 10/21 07/21

09/21 12/21 09/21

Buddy Reading

Establish buddy reading scheme between FP and KS2 (Covid permitting).

CG Year leaders

11/21 - 12/21

ongoing

New Curriculum Pedagogy

Ensure that reading is being approached considering the new curriculum. Are we meeting the 12 pedagogical principles in preparation for September 2022?

CG LH PP SP

Spring term 2022

Summer term 2022

Performance Management

Pupil progress target linked to reading targets of class. Appropriate training to meet individual needs, as identified through PM.

SLT team appraisers, all teachers

October 2021

September 2022

Writing Non-negotiables

• Continue to follow the TfW process to cover a range of text types to improve stamina in writing (reference TfW PowerPoint).

• Individual targets established with each pupil and referred to with every piece of writing. (RADY) - Disadvantaged pupils to be key focus of teachers e.g. their books to the top of the pile when reviewing learning.

• KS2 – Spellings. 10 words following a pattern or rule, tested weekly in class. Individual spelling challenge cards with 5 ongoing words.

09/21 09/21 09/21

Ongoing Ongoing Ongoing

Welsh Non-negotiables

➢ Tric a Chlic – When many pupils in P1 and P2 (Y1, 2 and 3) are at Phase 3 or above in Letters and Sounds ensure they are experiencing weekly Tric a Chlic to develop oral and reading skills in Welsh.

➢ Slot Drilio in P3 to be delivered daily ➢ Incidental Welsh daily following schemes and Siarter Iaith

NW, LA Sept 2021

Ongoing

Autumn term 2021

• Staff audit of the Welsh scheme

• Staff twilight to discuss Welsh in school and our plan going forward.

• Restart Siarter Iaith Gwobr Efydd. Focus on Target 1: Establishing Welsh ethos and Target 5: Gwasanaeth (Assemblies)

• Review topics to incorporate Cynefin – Y Gromlech/Roald Dahl Day/Shwmae Day

• Investigate guided reading Welsh books to be covered each half term as part of the half-termly topic in both key stages.

• Tric a Chlic / Slot Drillio training for staff who require it with Catrin Phillips

Pupil engagement -

• Introduce Tocyn Iaith reward system. (RADY) - All teachers to ensure disadvantaged pupils achieve awards

• Set up Criw Cymraeg. (RADY) - Consider proportional representation of disadvantaged pupils in Criw Cymraeg

NW/LA NW/LA NW/LA/all staff NW/LA/all staff NW/LA NW/LA NW/LA/all staff NW/LA/all staff

Sept 21 Sept 21 Sept 21 Sept 21 Oct 21 tbd Sept 21 Sept 21

Sept 21 Sept 21 Ongoing Ongoing Ongoing July 22

Any resources required – school budget School budget

Spring term 2022 ❖ Siarter Iaith – Continue with Target 1 and 5. Introduce

Target 2: understanding and respect for the culture of Wales.

❖ Eisteddfod/St. David’s Day/Dydd Miwsig Cymru / Cynefin

All staff NW/LA/all staff

Ongoing March 22

Ongoing March 22

Summer term 2022

• Siarter Iaith – Continue with Target 1, 5 and 2. Monitor achievement of these throughout the school.

NW/LA/all staff

April 22

Ongoing

New Curriculum Pedagogy -

Ensure that Welsh is being approached considering the new curriculum. Attend ERW / PCC training and liaise with county / cluster groups and translate into MHCPS LLC AOLE plans.

NW/LA Sept 21 July 22

Parent engagement Discuss with staff opportunities for better parental engagement e.g. Taste of Wales events

NW/LA/ all staff

Spring 22

Ongoing

School Budget

International Language

- Liaise with MHS to develop scheme to introduce French at PS2 and PS3.

- Attend AOLE cluster meetings to plan for the introduction of an international language across the cluster.

JS Autumn term 2021

Monitoring

How? Reading in English –CGR in KS2 and GGR in FP and Y3 - sessions observed and Lto L Extended writing across the curriculum in FP and KS2 - work scrutiny by year groups and LtoL by TLR3 for literacy Next stages of Literacy monitoring to be determined as a result of initial monitoring Siarter Iaith in all classes Tric a Chlic and Slot Drilio

Who? TLR3 for Literacy TLR3 for literacy to oversee, to be led by year groups LLC AOLE – Welsh leads LLC AOLE – Welsh leads

When? Autumn 1 term 2021 term Autumn 2 2021 term Autumn 1 2021 term Spring 2022 term

Work scrutiny and Lto L

LLC AOLE – Welsh leads

Summer 2022 term

Evaluation

How? Headteacher and GB to review first-hand evidence and reports provided, as per timetable above

Who? HT, GB

When?

• Ongoing for quality assurance by HT and SLT, as per timetable above

• Governors regular involvement

• Termly reports to GB

Evaluation commentary – termly

Evidence to support judgement

Next steps (following evaluation):

Numeracy Priority Action Plan, 2021-2022

Target 2

• To improve standards of mathematics and numeracy across the curriculum for all groups of learners in key stage 2.

• To develop a more structured approach to catch up in numeracy for basic skills and ALN pupils across the school

What does self-evaluation tell us needs to improve? Over time nearly all pupils make very good value-added progress in developing numeracy skills by the end of the foundation phase. July 2021 pupil progress analysis indicates that at the end of FP all pupils have made higher than expected value-added progress (3 outcomes of progress since reception baseline) with most making much higher than expected value-added progress (4 or more outcomes of progress since reception baseline). By the end of year 2 all abilities are able to apply a range of number skills using strategies acquired. E.g. all pupils are effectively able to link partitioning work into everyday money activities using a range of suitable strategies. More-able pupils have evidence of performance at outcome 6 and average pupils are evidencing performance at outcome 5. However, basic skills and ALN pupils are under-achieving when compared to pupils of a similar age.

Standards in numeracy by the end of key stage 2 have historically indicated underperformance. July 2021 pupil progress analysis indicates that by the end of year 6 many pupils have made expected progress (2 levels of progress) across the key stage (L4+ at 76.59%). Detailed analysis has been undertaken of those pupils who did not make expected progress. Many pupils can order, add and subtract negative numbers. Many pupils are developing the ability to interpret frequency diagrams and simple line graphs. Many are beginning to develop their own strategies for solving problems. By the end of year 6 MAT and Average pupils have evidenced achievement at appropriate levels of ability and also that they can independently apply their learning e.g. they demonstrate that they can apply the teach, practice and apply in a variety of situations, for instance the application of shape, space and measures as part of their transition to high school project. However extra support is required for basic skills and ALN pupils to apply their learning.

What will success look like after 1 year?

• Continued high value-added performance in standards of mathematical development and numeracy across the curriculum for all groups of learners, especially disadvantaged learners, in the Foundation Phase.

• Improved standards of achievement of basic skills and ALN pupils in the FP and in key stage 2 through a structured whole-school approach to catch up.

• Most pupils achieve Level 4 +/equivalent by the end of year 6 in 2022 and can demonstrate that they can apply this in different contexts.

SLT / Lead staff responsible for plan: Philippa Parry, Andrew Deacon

Link Governors for plan: Adrian Armstrong, Brett Rickard and Zoe Jenkins

Strategically planned tasks Timescale Resources RAYG

Lead person &

staff involved

Start date End date Cost & Budget Source

Maths non-negotiables

• Planning Long term - White Rose Maths scheme to be followed for long term overview with links to Abacus and Big Maths Medium term - Plans to detail progression of skills at level to be taught Short term - Big maths to be used from Nursery to Year 4 to develop consistency through transition. Supporting resources of Abacus and Big Maths to be utilised (see supporting materials which link two schemes).

All staff

September

2021

ongoing

White Rose SOL Mapping/linking tool for White Rose and Abacus. Licence £200 RCSIG

• Progression steps to be highlighted on planning sheet. All staff September 2021

ongoing

• Short term - Tasks to be challenging and targeted at correct skill level using the must, should, could and challenge success criteria / marking proforma. (RADY) -When reviewing learning teachers to prioritise disadvantaged learners.

Numeracy AOLE team

September 2021

ongoing Access to White Rose on-line resources. What matters and Progression Steps for Mathematics AOLE Big Maths and Abacus supporting materials Marking proforma Medium term plan

• Working page on the left hand page in Maths books, where appropriate, to be used from Year 1 to Year 6

Numeracy AOLE team and all staff

September 2021

ongoing Maths books – school budget

• Catch up To choose an appropriate catch up maths programme for FP and KS2 basic skills and ALN children. ALNCO to arrange timetable in order for the interventions to take place.

RT and All staff

September 2021

July 2022 Numicon/Springboard/Rising Stars – To be decided – school budget

• Reasoning skills: Every Maths lesson to start with a reasoning question linked to what is being covered specifically during Maths. Practitioner to model how learners could approach question and show children how they could solve the question collaboratively.

Numeracy AOLE team and all staff

September 2021

ongoing Mathematics and Numeracy medium term plan. Big Maths introduction (where applicable i.e. R-Y4)

• LNDCF coverage checker to still be completed termly, to ensure appropriate skill level coverage.

Numeracy AOLE team and year group leaders

September 2021

Ongoing Skills coverage form (part of ARR)

• Numeracy across the Curriculum: Medium term planning to show Foundation Phase MD Framework and KS2 Programme of Study skills - to include detailed numeracy skills at appropriate level for all groups of learners. These will be adapted in light of new AoLE for mathematics and numeracy.

Numeracy AOLE team and all staff

September 2021

Ongoing Skills planning proforma and coverage form

New Curriculum Pedagogy

• Develop CPA (Concrete, Pictorial, Abstract) approach following training from Kate Andrews.

Numeracy AOLE team and all staff

September 2021

Ongoing Working page Prompts to be used with children: 1.Prove it 2.How do you know?

• Use/create a reasoning activity at the end of every half term to assess understanding and the ability to apply skills taught from the current half term (include all aspects of Maths covered within the half term).

All staff

September 2021

ongoing Generate reasoning questions based on what has been taught during the half term

• Numeracy across the curriculum lessons to be clear and evident on short term planning. Skill slips (marking proforma) to highlight the specific numeracy level of skill that is being taught during Maths and then applied in topic. Skill to be highlighted in blue to show numeracy.

Numeracy AOLE team and all staff

September 2021

ongoing Planning will show explicitly where Numeracy is being taught across the curriculum. All groups of pupils applying skills across the curriculum at the same level as their mathematics skills.

Pupil Engagement

• To develop the use of RM Easimaths during independent activities.

Numeracy AOLE team and all staff

September 2021

ongoing RM Easimaths licence - RCSIG

Pupil / Parent Engagement

• To develop the use of TT Rockstars from Y1 – Y6 and ensure it is used as a home learning resource.

Numeracy AOLE team and all staff

September 2021

ongoing TT Rockstars licence - RCSIG

• Consistent approach to homework across FP and KS2, as per Homework Guidance to Parents.

Reception – Y4 – CLICS and Learn its fortnightly. Numeracy activities set on termly home challenge sheet in FP. Y5 and Y6 - Numeracy homework fortnightly on Google Classroom.

All staff

September 2021

ongoing

(RADY) All teachers to prioritise that disadvantaged pupils and parents are effectively supported with their numeracy homework.

Monitoring

How? Monitoring by Numeracy leads – (Covid19 dependent) Check progression through: 1. Book scrutiny to link to plans 2. Monitoring planning 3. Listening to learners 4. Monitoring of Big Maths 5. Monitoring of learning environment Year group leaders to oversee planning from year group

Who? AOLE team for numeracy and Mathematics Year group leaders to oversee planning of year group.

When? As per plan, above

Evaluation

How? Review of monitoring reports Overview of progress of plan to GB via headteacher’s termly report to GB

Who? HT and link governors GB

When? As and when reports, as per plan above Termly

Evaluation commentary – termly

Evidence to support judgement

Next steps (following evaluation):

Teaching Priority Action Plan, 2021-2022 Target 3

To ensure all teaching is at least good or better across the school There are three elements to the plan:

1. To ensure all teachers have a good understanding of the Pedagogical Principles and demonstrate in application. 2. To ensure 4 Purposes are integral to all learning. 3. To ensure Pupil Voice leads the learning

What does self-evaluation tell us needs to improve? Nearly all Early Years pupils have positive attitudes to learning. However, as pupils progressively get older this attitude is less confident and the most recent PASS survey indicates that only many pupils have a positive attitude to learning by the end of Key Stage 2. The schools work in developing Healthy Confident individuals through Mindfulness across the school is a strong aspect ….... however, pupil voice requires further development towards the Healthy Schools award. Across the school the quality of teaching indicates that a few teachers are consistently good with excellent features, around half the teaching is good and a minority of teaching is adequate overall with no teaching being unsatisfactory. Many pupils demonstrate independently that they can work together effectively and enthusiastically in pairs and groups. Most staff appreciate that groups need to be well considered and based on the most suitable mode to ensure greatest learner progress. Most teachers make well considered adjustments to the ongoing organisation in class. Ability setting is well planned across the school and is used in specific instances when there is clear evidence of impact in terms of learner progress and self-esteem; for example, setting in maths groups from Year 4 to Year 6 pre-covid. Most pupils in many classes make good progress when learning individually or in groups. However, in a minority of

What will success look like after 1 year?

• Most pupils by the end of Key Stage 2 have a positive attitude to learning.

• Most teaching across the school is good or better.

• Nearly all teachers have an understanding of four purposes and how they drive learning. Four purposes referenced within long term planning map. Visible display regarding 4 purposes, which most learners will be able to reference.

• Each theme is introduced with a launch and land day giving pupils numerous opportunities to suggest future learning within AOLE’s. Days to include rich learning activities.

• Independent mission/busy bee activities part of everyday activities and on display, within the class, to enhance independent learning. Evidence of contributor of activity to show pupil voice.

classes group and individual working is corresponding to emotional support but is not always corresponding to achieving high academic standards for nearly all pupils

• All pupils, as age appropriate, to be able to self-assess and peer assess learning.

• Pupils have an understanding of what each AOLE requires in relation to their age and ability.

• Well established, proportionally represented, school council where children meet regularly, information is shared and celebrated throughout the school and with parents.

• Children representatives, proportionally represented, through Criw Cymraeg and Digi Wizards are established and celebrated.

SLT / Lead staff responsible for plan: Philippa Parry, Leah Humphreys, Sarah Phillips

Link Governors for plan: Rev John Cecil, Steve Stretch, Hannah Sayers, Cllr Rhys Sinnott

Strategically planned tasks Lead person &

staff involved

Timescale Resources Cost & Budget

Source

RAYG

Start date End date

1. Ensure all teachers have a good understanding of the Pedagogical Principles and demonstrate in application.

All teachers to continue to use Teaching Continua as a self-reflection tool to develop pedagogical principles using WILLWIGs and WILLWIEs as a guide to ensure all teaching is at yellow or better.

All teachers

Sept 2021 Most teacher July 2022 Nearly All July 2023

Teaching Continua tool - cost to be provided - RCSIG budget

Establish teaching triads as a coaching model to embed pedagogical principles across the school Initially first half of Autumn term -

• Staff to be placed in triads across the school

• Training on Coaching model and expectations for all staff Sessions 1- Pedagogical principles and elements of a good lesson 2. Plan elements for class 1– all observe / evaluate 3. Plan elements for class 2- all observe / evaluate 4. Plan elements for class 3- all observe / evaluate 5. Revisit pedagogical principles and elements of a good lesson.

• Autumn 2 Triads to continue working together through coaching model on pedagogical principles requiring further development, as identified in Autumn 1 Planning, review of practice and feedback to take place during twilight and Friday afternoon sessions. Autumn term twilights and Friday afternoons to be prioritised for this initiative. Spring and summer 2022

• Lesson observations by team appraisers at beginning of Spring 2022.

• Coaching model on pedagogical principles to continue for teachers still identified as adequate.

• Action research model on pedagogical principles for those identified as good or better.

Identified lead teachers, Lead Practitioners, All staff

Sept 2021 Jan 2022

Dec 2021 July 2022

Release time for lead practitioners /coaches. LH – NQT through WG NQT scheme to take 5LH to release LH for autumn term 2021. PLG / RCSIG to fund release of other coaches or other staff, if required.

Teachers who are currently good to embark on bespoke Action Research to refine practice, in light of Pedagogical Principles.

Jan 2022 July 2022 Release time for staff - tbd – PLG / RCSIG; Continua (as above); Being an Effective Primary Teacher ( Cath Delve) books (£1000 - RCSIG).

Lead Practitioners and Triad leads to use action research to develop own practice to assess the impact of coaching model.

Identified lead teachers, Lead Practitioners

Sept 2021 July 2022

Individual plans to link to individual performance management ‘teaching’ objective for 2021-2022 PM cycle

All teachers

October 2021

Sept 2022

Costs as above

2.Ensure 4 Purposes are integral to all learning.

Share with staff survey ‘Understanding Four Purposes’. Staff to assess initial understanding and then reassess after each term and after addressing four purposes within long term and short-term plans.

PP SP LN

Sept 21 July 22 ERW survey as shared during 4 purposes cluster workshop; Teaching Continua

Deliver ERW training and support packages for all staff to develop further their understanding of four purposes.

PP SP

Sept 21 July 22 ERW Welsh Government

Develop 4 purposes with children- agreed language about learning to be shared with learners and used regularly within classroom.

SP All Staff

Dec 21 July 22 Gareth Coombes Continua for Kids; MHCPS bespoke resource

Develop a mascot to promote four purposes. School Council

Sept 21 Dec 2021

Ensure 4 four purposes are visible within each classroom. Each class to ensure displays show four purposes and examples of learners showing them in their work and actions.

All staff Sept 21 July 22

AOLE teams to identify four purposes within curriculum development plans. Identify characteristics of the four purposes within their AOLE Eg. What do Ethically Informed Citizens in Expressive Arts look like?

AoLE Teams

Sept 21 May22 AOLE meeting time – Friday PM

Evaluate long term plans to ensure equal emphasis placed on each purpose within the topic.

Year group Leads PP SP Cath Delve

Sept 21 July 22 Work with external consultant – RCSIG / PLG

Governor and parental training disseminated via web-based video clips and guidance as found on ERW and Welsh Government websites. (RADY) Target disadvantaged families when disseminating guidance

SP PP

Sept 21 July 22

3. Ensure Pupil voice leads the learning

Introduce Launch and land days Launch days-

• Discuss with learners the topic for the term, giving some background knowledge and setting the standard/level of work, age and stage appropriate.

• Inform pupils of what is included in each AOLE.

• Encourage pupils to suggest ideas for learning within the topic and each AOLE.

Land Day to celebrate all learning that has taken place during the theme.

Year group teaching teams, PP, Cath Delve

Sept 21 July 22 Training with PP and Cath Delve during visits

School Council members to be elected, ensuring disadvantaged learners are proportionally represented (RADY).

Each class Sept 21 July 22 School Council badges – school budget

School Council meetings to be held regularly. Brief minutes to be taken by staff member (alongside the children) and distributed to all classes so teachers and pupils have an awareness of what has been discussed

Health and Wellbeing AOLE – School Council lead

Sept 21 July 22

Time allocated within classes and assemblies for School Council to feedback. (How and when this is done to be decided by Pupils)

School Council

Sept 21 Sept 22

Parents to be regularly informed of progress within school council. Once per half term School Council provide an article for newsletter.

Health and Wellbeing AOLE – School Council lead

Sept 21 July 22

Each class to display independent mission/Busy Bee activities. Activities to be linked to prior learning. Busy bee tasks- Mr Must Be Done- Displayed on chalk boards/ black paper-(system to be embedded across Foundation Phase) Missions- displayed on Mission boards

All Teachers

Sept 21 July 22

Pupil’s on-going involvement in decision making with planning and learning Pupil voice board to be displayed in each classroom and referred and updated regularly. Learners name/picture to be displayed next to suggestion made/follow up taken. Ensure disadvantaged learners are proportionally represented (RADY).

Sept 21 July 22

Pupil’s self-reflection on learning to continue, via self and peer assessment through use of pink and green post-its.

Criw Cymraeg members to be elected by peers, ensuring disadvantaged learners are proportionally represented (RADY). Welsh Assemblies to be held regularly with Criw Cymraeg members an active part.

LLC AOLE team

Sept 21 July 22 Criw Cymraeg badges – school budget

Digi Wizard applications to given out and children appointed per class ensuring disadvantaged learners are proportionally represented (RADY). ‘Digi wizard training camp’ TBC

Science and Technology AOLE team

Sept 21 July 22 Digi wizard badge – school budget

Further develop opportunities / focus groups to increase pupil voice through -

• Mindfulness & Wellbeing pupil focus group

• Healthy Eating focus group

• ECO club Link to health and wellbeing priority action plan RADY - Ensure that there is a proportional representation of disadvantaged pupils through the groups.

Staff leads for pupil focus groups – AOLE team

Sept 21 July 22 Budgets for groups to manage – school budget

Pupil voice involvement in reporting to their parents/carers on their learning to be continued. Each term there will be pupil involvement e.g Literacy learning shared via Google Classroom in autumn term, numeracy learning in spring term and then open afternoon for parents to visit each class and see all learning in the summer term (Covid dependent).

All staff Autumn 2021

Summer 2022

Monitoring

How? 1.

• Coaching feedback

• Lesson observations

• PM lesson observations 2 and 3 Planning documents School Council Meetings Listening to Learners Learning Walks AoLE team meetings at school and cluster level

Who?

• Lead teachers / lead practitioners

• HT, team appraisers

• Team appraisers Lead practitioners Associate Headteacher Health and Wellbeing AoLE team

When?

• Every half term

• Beginning of spring 2022

• Beginning of summer 2022 Termly progress

Evaluation

How? 2 and 3 QA of monitoring strategies as above Learning walks and Listening to Learners

Who? Headteacher Associate Headteacher

When? Termly Spring and Summer Term 2022

Evaluation commentary – termly

Evidence to support judgement

Next steps (following evaluation):

Health and Wellbeing Priority Action Plan, 2021-2022 Target 4 To ensure health and wellbeing for pupils and staff is strong

What does self-evaluation tell us needs to improve? Pupil and staff wellbeing is a strong aspect of MHCPS. Nearly all pupils feel safe, happy and secure at school and are confident that the school supports them well if they have worries or concerns and that adults address any cases of bullying effectively. This is effectively supported by daily check in’s and, for a very few individual pupils, FP Clubhouse or KS2 specific nurture support linked to PSPs. Nearly all pupils show a good awareness of the school’s rules and values. Nearly all pupils and adults show a high level of kindness and respect to each other. Relationships between pupils and adults are strong. Vulnerable pupils are included and supported well to enable them to have every opportunity to follow the school rules. Overall, behaviour is good in lessons, break times and moving around the school. In the very few instances where behaviour is not at the level expected, this is managed very effectively by staff. The school’s work in developing healthy, confident individuals through Mindfulness across the school is a strong aspect of this work. Most pupils are happy to take part in regular exercise as part of the schools be-spoke provision through weekly Pembrokeshire Sports lessons from Reception to Year 6. Most pupils can identify how they can become healthy through what they eat and drink. In FP pupils understand how to keep their teeth healthy and nearly all take part in the Design to Smile campaign. However, pupil voice requires further development, including towards the Healthy Schools Award. Pre-covid pupils from year 1 to year 6 participated in a range of clubs and extra-curricular activities offered such as rugby, football, netball, sports club, choir, homework club, cookery etc...Clubs were always full and pupil evaluations highlighted that nearly all pupils enjoyed attending the clubs where everyone was treated fairly. However, the school is yet to target its proportional representation of disadvantaged groups within extra-curricular clubs, having previously accepted everybody who expressed a wish to join. Nearly all early years’ pupils have positive attitudes to learning. However, as pupils progressively get older this attitude is less confident and the most recent PASS survey indicates that only many pupils have a positive attitude to learning by the end of KS2. Improving attendance remains a constant focus of the school. The school has strong systems and processes in place including, daily phone calls and text messages, weekly tracking and monitoring of all pupils’ attendance and relevant letters / referrals to EWO. Pupils and parents understand why good attendance is important. However, the school recognises that despite all their best efforts attendance pre-Covid remained

What will success look like after 1 year? - Nearly all pupils actively engaged in physical activities

and proportional representation indicates they are equally motivated to join in with sessions

- Most pupils continue to be well behaved - Nearly all pupils to have a strengthened sense of

wellbeing evidenced through learning walks and surveys

- Disadvantaged pupils have better opportunities

- Improved pupil voice evident across the school - School to improve attendance

- Most pupils in KS2 to have a positive attitude to

learning, as evidenced by PASS survey data

- A Mindfulness approach is embedded in all staff. All pupils are able to participate in the school’s Mindfulness strategies. Parents are aware of the school’s Mindfulness approach.

at around 93 /94%. As a result of covid attendance has dropped to 88.79% In staggered start times, most pupils arrived on time.

SLT / Lead staff responsible for plan: Suzanne Williams, Sian Thomas and Kath Quant

Link Governors for plan: Joe Welch, Karl Rozblat, Suzanne Picton-Evans, Cllr Kathy Grey

Strategically planned tasks Lead person &

staff involved

Timescale Resources Cost & Budget

Source

RAYG

Start date

End date

MINDFULNESS - (Year 3 of Long-term Whole-school Mindfulness Programme) Wellbeing of staff

Timetable wellbeing Toolkit training sessions for Mindfulness in schools programme for support staff to enable all learners to have a frame of support with emotional literacy and mental wellbeing.

Rachel Dean Support staff

Autumn Term 2021

Autumn Term 2021

Toolkit training sessions -ongoing for support staff - RCSIG

Embed Milford Mindfulness Moments (MMM) into the school day and monitor across all year groups – Using resources provided, at first once a day then build up to each morning and after lunch

All teaching staff/SLT/AOLE team

Autumn Term 2021

Ongoing

toolkit

Wellbeing Wednesdays weekly drop in sessions Half termly mindfulness sessions with planned activities Staff check in – develop system for staff to check in as and when needed

All staff invited KQ to lead

Autumn Term 2021

To be evaluated

Wellbeing session with staff

Elected ambassadors / mentors to lead sits – initially using scripts provided, others to lead once gained confidence in process.

All staff invited KQ to lead

Autumn Term 2021

To be evaluated

Wellbeing session with staff

Train selected members of teaching staff to undertake the Paws b (7-11) 3 day training course , with a focus on a specific year group

Designated staff

Autumn 2021 TBC

Summer 2022

Training sessions TBC- RCSIG funded

Year 3 of Long-term Whole-school Mindfulness Programme Pupil wellbeing

For learners to experience high quality mindfulness provision as part of a spiral curriculum throughout their learning journeys as an intrinsic part of the Health and Wellbeing AoLE (also link with Jigsaw Resource)

AOLE / Year leads/SW All staff

Autumn /Spring Term 2021/22

Summer Term 22

Jigsaw Breathe toolkit

Embed Pupil Mindfulness and Wellbeing Tool Kit to enable all learners to have a frame of support with emotional literacy and mental wellbeing. Embed Milford Mindfulness Moments (MMM) into the school day – Using resources provided, at first once a day then build up to each morning and after lunch

All staff

September 2021

ongoing

Pupil Mindfulness and Wellbeing Tool Kit

Set up a Mindfulness & Wellbeing pupil team (similar to school council) – monthly or half term meetings to discuss and develop wellbeing needs of pupils, staff and school – Pupil voice surveys to feed into whole school approach Mindfulness champions to help teachers model mindfulness techniques in class and take part in assemblies, meetings with parents and wider school staff

AOLE team

Spring Term 22

Spring Term 22

Pupil Mindfulness and Wellbeing Tool Kit

Ensure that there is an equal proportional representation of RADY pupils through all elements of the project.

All staff Autumn Term 2021

Summer Term 2022

Year 3 of Long-term Whole-school Mindfulness Programme Parent wellbeing

Parents to receive introductory / taster training Mindfulness sessions

Rachel Dean / AOLE team

Autumn Term 2021

To be evaluated

Parent/pupil sessions – targeted year groups Any costs met by school budget

Year 3 of Long-term Whole-school Mindfulness Programme Whole School Community

Governors to receive updates and to attend taster sessions as appropriate

AOLE team

Autumn Term 2021

Summer Term 2022

Teams meet / face to face sessions / Governors reports

ATTENDANCE

Continue to monitor the attendance for all cohorts and groups of learners across the school on a weekly, monthly and termly basis in order to support families where necessary. RADY - Ensure that disadvantaged pupils continue to be supported by FLO as necessary and are a more targeted focus for good attendance by all staff and with specific support.

SW/JJ/BD JJ, BD, all staff

1.9.21

1.9.21

End of summer term 2022 End of summer 2022

EWO weekly monitoring meetings PDG Budget allocation for positive reinforcement attendance rewards

HEALTHY SCHOOLS AWARD

Continue to work towards the 7 areas of the Healthy Schools Award in order to achieve the National Qualification Award for Healthy Schools. RADY - Ensure that there is proportional representation of disadvantaged pupils through all elements of the project.

ST All staff

1.9.21 End of summer term 2022

Any costs met through School Budget

Sport Pembrokeshire/Real PE Rainbow project – Year 1

Train Team leader (Sian Thomas) - 4 sessions

Create training / ST

Summer Term 2021

Summer Term 2022

Create training – Real PE resources – Pilot project and therefore

Whole school staff training for teaching staff in the delivery of Real PE scheme Mentoring sessions for staff to ensure confident delivery of scheme Staff training using Jasmine platform where the focus will be on planned lessons/activity sessions and progression steps Real leader training – 2 designated members of staff to coordinate a real leaders scheme throughout Y5 and Year 6. Real play training for staff to coordinate real play through the FP RADY - Ensure that there is a proportional representation of disadvantaged pupils through all elements of the project and in particular target disadvantaged pupils to participate in extra-curricular clubs.

Sports Pembs / Create trainers ST/Sports Pembs ST/Sports Pembs Create training/ST/AD ST/CW SW/AOLE team

1.9.21 “ “ “ “ “

Summer Term 2022 “ “ “ “ “

all resources funded by LA “ “ “ “ “ “

HEALTH AND WELLBEING CURRICULUM

Train whole school staff (teaching and support) in the use of the Jigsaw PHSE Online Resource to improve pupil attitude towards learning and support PHSE sessions.

KQ/ST/CM

Date TBC

Autumn Term 2021

Training session via Teams

Timetable the Jigsaw Resource and evidence in medium term and short term plans to ensure consistent coverage across all year groups Monitor the implementation of the Jigsaw resource through teaching and learning walks Evaluate pupil /staff response through evidence collated –Jigsaw pupil and staff survey PASS pupil survey Spring Term

All staff / AOLE team “ “ SW, SN

Autumn Term 2021 “ “ Spring 2022

Summer Term 2022 “ “ Spring 202

Monitoring

How? Listening to learners to ascertain value of pupil voice and how successful Pupil mindfulness and wellbeing sessions are received. Monitoring attendance figures for individuals, cohorts and groups of learners Monitoring percentage of RADY pupils involvement in all projects Monitor implementation of the Jigsaw Resource as evidenced on short and medium

Who? SLT / AOLE team SW JJ, BD and EWO SLT AOLE team

When? November 2021, February 2022, May 2022 Weekly, fortnightly and monthly Termly analysis Termly

plans. To also include listening to learners /work scrutiny Monitor effectiveness / implementation of the Real PE project. To also include listening to learners /work scrutiny, pre project survey

ST/Pembrokeshire Sports

Termly staff mentoring sessions

Evaluation

How? HT and GB to receive reports of monitoring above Learning walks and Lto L to see strategies in action i.e. Mindfulness, Pupil Voice, PHSE sessions and PE sessions Ongoing monitoring of attendance

Who? HT and GB link governors HT, Associate HT and GB link governors HT and GB link governors

When? As per timetable above Spring and summer 2022 Ongoing, at least monthly

Evaluation commentary - termly

Evidence to support judgement

Next steps (following evaluation):

Areas to continue to develop and monitor for impact

Outcome statement (What will it look like if successful)

How will you monitor the impact

ALN reform Meet all requirements of new ALN Bill Regular working with LA staff. Continued attendance at half termly TAPPAS

Priority from previous year that still needs monitoring – Talk for Writing

See Literacy priority action plan

Expressive Arts Project See cluster transition plan

This school Improvement Plan supports the following Local Authority Estyn Recommendations (highlight the ones that your plan supports)

1. Raise standards in schools, particularly in literacy, numeracy and Welsh second language 2. Improve the outcomes for all groups of learners, including those eligible for free school meals and those who are more able. 3. Improve the effectiveness of the authority’s work to improve teaching and school leadership. 4. Strengthen the quality of evaluation by officers at all levels to improve the precision of planning for improvement.

Pembrokeshire vision Enable every learner, regardless of their background, to become the best they can be. Inspire every learner to be ambitious, capable, confident, responsible and resilient. Create a nurturing environment where every learner can thrive, make progress and express themselves using the Welsh language. Equip learners to be confident multilingual global citizens, rooted in their Welsh language and culture.

Available Resources & Grant What resources does the school have to support the achievement of its

priorities? School Budget 2021-22

Sum Aspect: ALN Year 1 of 3

Total £314,992

Total delegated Funding 2021-2022 Sum £2,654,256

Decrease comparison of 2020/2021 £44,003

Additional Grants

Grant Purpose Sum Pupil Deprivation Grant (PDG) Plasc 2020

Breaking the link between disadvantage and educational attainment £163,300

Early Years PDG Breaking the link between disadvantage and educational attainment for pupils aged 3 - 5

£56,350

RCSIG To be linked to four priority action plans for 2021-2022 £36,980

PLG Professional Learning Grant Yet to be allocated

RRRS 2021-22 April 22 – August 22

Recruit, recover, Raise Standards: Accelerating Learning Programme (RRRS)

£43,867

(September 21-March22 £27,134

April 22 – Aug 22 £16,733)