Newlands Primary School School Improvement Plan 2012-2015€¦ · Newlands Primary School –...

Our inquiry based curriculum inspires children and helps to improve the quality of teaching and learning

in all subjects.

Most of the lessons taught throughout the school are ‘Good’, resulting in progress that is at least ‘Good’ in every

class

We are a positive, optimistic team that gets the

best out of each other

Our school is a place where you can develop

your talents to the highest standards.

Parents know how to support the

school and their children

There are a range of extended

opportunities on-site to support

family learning.

Newlands Primary School – School Improvement Plan 2012-2015

To develop

partnership

working with

other schools in

order to raise

standards

throughout the

school.

To develop questioning skills across

the curriculum, embedding RRR in all

year groups.

To raise the % of ‘good’

or better teaching to 90%

of observed lessons by

July 2013

To develop an inquiry based

curriculum (through P4C) and

improve outcomes for all pupils

in English

To develop P4C/

questioning skills by all

members of staff,

developing subject and

middle leadership

To enable effective learning

through support by parents

through focused community

events & attitudes.

To develop rigorous and

consistent approaches to

the teaching of English in

KS2

To develop a systematic

approach to the teaching

of phonics/reading

To ensure the school

grounds and

community links

enhance the

curriculum and

develop SMSC skills

Newlands Primary School – School Improvement Plan 2012-15:

Learning over time

Objectives –

- To raise the % of ‘good’ or better teaching to 90% of observed lessons by July 2013

- To maintain a consistent leadership focus upon the quality of teaching and learning, evidenced through books, data and through lesson

observations

- To develop a monitoring timetable that clarifies the work of senior teachers

- To ensure appropriate levels of support for new staff to ensure that consistency of provision is maintained

Success Criteria:

All groups pupils making at least 2 levels of progress in English from KS1 to KS2.

All groups of pupils in every year group attaining outcomes in line with at least FFT B estimates.

Teaching - at least 90% rated ‘good’ or better across the year for Literacy-based lessons.

Activities/Tasks (What?)

Responsibility (Who?)

Staff development

(How?)

Monitoring Cost Timetable (When?)

Outcomes

Time £ Start-End 1)Continue to ensure effective use of Assessment for Maths through

DHT Maths co-ord HT

Moderation training/CPD Book Monitoring

HT/DHT 3 x CPD

- September 2012 – July 2013

Continued accurate teacher judgments & effective subject leadership for

moderation and subject leader support/evaluation documents

Maths.

2)Moderate judgements of the quality of teaching with whole staff, related to OFSTED criteria, developing subject leadership through joint observations

DHT/ HT / CB / SLT

CPD, visits to other settings, sharing good practice. Moderation Time

HT/SLT 2 x CPD - September 2012 - July 2013

Secure judgements across the whole team in terms of the quality of teaching using OFSTED criteria.

3) Train all staff in P4C and questioning techniques & ensure interventions demonstrate clear use of strategies to raise levels of pupil progress HT to complete next phase of Ofsted training

HT Class teachers SENCO

INSET/P4C training/ SEN update meetings Ofsted training / Peer observations

HT/SLT 3 x twilight CPD, 2 x INSET Weekly SEN CPD/support

P4C Level 2

training

£??(JM to

confirm)

Ofsted training

- £2000

September 2012 - July 2013

All class teachers and TAs are focused, reflective and able to demonstrate the effectiveness of strategies that raise the quality of teaching and learning.

4) Utilise lesson observations and partnership work to improve the quality of teaching and learning in English

HT SLT English co-ord (MF)

Subject leader observations with HT

HT / SLT 3 x progress meetings +CPD


Progress in English +90% of pupils making 2 levels of progress from KS1 to KS2

5) Develop and monitor socratic questions to extend thinking in all groups of pupils,

Maths co-ord & G&T co-ord, Literacy co-ord./HT.

Subject lesson observation/mentoring Whole School Displays to reflect this (CB to lead)

HT / SLT 2 x CPD & continuous support (P4C)

Training costs (see staff development budget)


Raised progress in English across the school, with

focusing on medium and short-term planning & a cross curricular approach to planning.

Big questions / P4C to be included on topic webs

at least 4 points average progress in each year group (1-6).

6) Develop the teaching of phonics and reading comprehension through systematic and consistent approaches

English co-ord INSET (Read Write Inc.) HT/SLT 2 x INSET (1st to be shared with Frogmore Infants)

RWInc training September 2012 – January 2013

Improved outcomes on Y1 phonics screening check -*80%+ Improved outcomes in Y5/6 reading assesments

Impact indicators School Improvement Priority 1 – Summary

1) Books are consistent across the school in recording the learning journey.

2) Analysis of KS2 pupil progress data shows at least 4 points of progress across each year.

3) Evaluation of interventions & cohort reports.

4) Monitoring file of lesson observations

5) School displays reflect excellence in writing, P4C and the development of questioning skills.

- All staff will have a focus on raising attainment and progress in English for all groups of pupils.

- Staff will be able to achieve this by developing Socratic questioning skills, improving teaching, providing accurate assessments and effective interventions.

- Lessons and planning will reflect a strong ‘inquiry’ approach.

6) 80%+ outcome for phonics check (Y1) - Data for reading in KS2 is accelerated to Sig+

-


Achievement

Objective – To increase attainment and progress in reading/phonics for KS1 pupils.

- To increase attainment and progress in English for KS2 pupils

Success Criteria:

Y1 pupils attaining at least 80% in Y1 phonics screening check

All pupils making at least 6 points of progress for reading across key stage 1.

All pupils making 12+ points for reading & writing by the end of KS2

All groups of pupils attain above national average levels of attainment by the end of KS1.



Staff development

(How?)


Outcomes

Time £ Start - End

1)Continue to emphasise handwriting policy & ensure consistency across the whole school.

English Co-ord Whole staff training Moderation meetings Work sampling and support from subject leader.

HT/SLT 3 x moderation meetings

£100 (Pen license and badge awards)


A consistent approach and handwriting style across the whole school, increasing legibility in all pupil groups.

2)Evaluate and extend the use of reading scheme &

English Co-ord. English co-ord. Training/CPD Lead teacher

HT/SLT 3 days + continuous support

(See training plan)


All teachers using guided reading effectively; KS1

guided reading in all year groups, with a focus on KS2 pupils.

observations & support Moderation Time

attainment significantly higher than national average for reading.

3)Use international activities to promote writing opportunities and exchange high quality written work.

G&T Co-ord / International Co-ord English Co-ord

Whole school planning for shared activities

HT/SLT 7 x days + ‘International Week’

£3000 October 2012 – March 2013

KS1/2 pupils producing extended pieces of writing inspired by the international school links that we have.

4)Create extended opportunities for KS1/2 pupils in all subjects, with a focus on high quality speaking and listening interventions.

DHT/ HT DHT/KS1/FS staff HT / G&T Co-ord

2 x days + ongoing

- September 2012 – July 2013

KS1/2 pupils have a range of extended curriculum opportunities.

5) Moderate books and the use of APP judgements to support progress in writing for all groups of pupils.

English Co-ord / Assessment co-ord

APP training, whole school moderation

HT/ SLT / SENCo/Assessment Co-ord.

3 x days + ongoing

£500 September 2012 – July 2013

Teachers have accurate assessments for pupils’ levels of attainment in writing.

6) Ensure consistent approaches to the teaching of phonics, with focused interventions for key pupils in KS1 and the FS.

HT/SENCo/S&L LSA?

Speech and language interventions modelled and shared by specialist TAs/outside agencies. RWInc. Training (whole staff)

HT/SENCo/SLT/English Co-ord

Weekly support/interventions +INSET

£1400 (matched

funding)

January 2012 – April 2013

Key vulnerable FS & KS1 pupils make accelerated progress in reading (1 point per term) with sig+ KS1 results.


1)Work samples & handwriting displays around the school from a range of ability groups

2)Guided reading/APP records fully in place.

3)Writing portfolio/samples of work. Parent/pupil interviews re – impact.

4) Register of SEN & vulnerable pupils linked to personalised IEP/interventions and provision. Parent/pupil interviews

5)APP records for all pupils. Accuracy between actual(test data) and teacher assessments.

- All KS1/FS staff will have a focus on raising attainment and progress for pupils in English.

- Staff will be able to achieve this by developing questioning skills, improving phonics teaching, providing accurate assessments and effective interventions.


Leadership and Management

- To increase effectiveness in middle/subject leadership

Outcomes:

- All subjects led effectively - All subject co-ordinator files to be updated and reviewed on a regular basis - Effective middle leadership structure in place - Increased % of teaching and learning to be observed as ‘Good’ or better in each subject (evidenced through subject

specific observations).



Staff development

(How?)

Monitoring

Cost Timetable (When?)

Outcome

Time £ Start – End

1)Teachers take part in P4C training to develop their skills in questioning/reflection.

HT/SLT/P4C ‘champion’ (LB)

Whole staff INSET 3 x CPD (2 x twilight, 2 x full day) 2 x full day P4C champion training

HT/SLT/L Baigent

2 days + 2 days

£600 ‘champion’ training

September 2012- November 2013

Staff skilled in higher order questioning skills.

2)Provide coaching/ sharing of best practice and effective peer mentoring for each subject area.

Class teachers/ HT/ FGB/ DHT

NQT/ middle leadership development, 2 x CPD

HT/DHT/ FGB

1 day - (HLTA

release

time)


Quality of teaching and learning is 100% ‘Good’ or better, 50%+ outstanding.

3)Enhance current provision for foundation subjects

Science co-ord / Assessment co-ord/

Science/Foundation subject assessment training

HT/DHT / SLT

3 days Curriculu

m budget


Non-Core Assessment in is in place and

through planning and assessment review.

Liaison with other schools Science/Foundation subject network meetings.

supporting clear progress for all groups.

4) Gain RRS award level 2 and ‘Fair TradeSchool’ award to help ensure ‘Good’ teaching or better in PDL.

PDL co-ordinator - TR & School Council Governor – A Risius

1 x CPD & business meetings & cluster meetings, 2 x staff visits to Kenya. School Council meeting. UNICEF training

SLT, FGB, AR & TB

3 hours + PPA time, 3 x cluster meetings, 2 x 1 week visit

£3,400 (including Connecting Classrooms travel) £200 – RRSA training

October 2011 April 2013

Achieved RRS level 2 by Summer 2013, Pupils and staff understanding of RRR and global citizenship increased

6)Implement training for TAs in order to develop a wider understanding of effective speech and language interventions.

SENCO / SLT Weekly meetings & 1 whole staff LSA training day

SLT Weekly x 30mins development meetings

£800 – ASD & specialist courses

September 2012 – April 2013

Attainment and progress data demonstrates expected progress (or higher) for SEN identified pupils.

7)Evaluate G&T provision in PE/Games - Research & support staff in helping to provide appropriate extension opportunities.

PE Co-ordinator Peer mentoring, CPD sessions. Network meetings. Liaison with NEHSSP

SLT 1 x CPD session £200 (courses?)

February 2012 – April 2013

G&T pupils identified in PE/Games and record of provision established.

8)Develop questioning skills for HA pupils in MFL

MFL Co-ordinator Monitor, evaluate, training and CPD sharing of best practice. Network meetings.

Assessment co-ord / G&T Co-ord.

1 x CPD session. INSET supports questioning skills

September – July 2013

G&T pupils identified in MFL with successful opportunities for them to share their learning.

9) To develop the role of the subject Leader at a strategic level. Each subject leader to complete data analysis as a result of continuous assessment and monitor interventions and progress.

All Subject Leaders Invited to SLT meetings when their subject links to school improvement

SLT SLT meetings/Gov meetings

Termly All subject leaders to have a deeper understanding of the strategic direction of the school and their role within that as Subject Leader

Impact indicators School improvement 3 – Summary

1)Staff development notes and evaluations

2)HT/Phase Leader/LA monitoring and lesson observation records

3)Science action plan in place and priorities for further development identified

4)RRS award – level 2 achieved.

- All staff will have a focus on leading their subject area effectively, with an emphasis on planning, assessment and provision for HA pupils.

5)Summative SEN pupil progress data

6)Parent/pupil interview + records of provision

7)’Exit point’ community event – parent/pupil interview.

8) Feedback through subject Leaders/phase leaders’ report and action plan


SMSC

Objective – to embed RRR throughout the culture of the school commuity

Success Criteria:

Pupils show excellent independence; they think critically and can articulate their beliefs and values

Visitors and school visits promote high quality learning experiences that give pupils the opportunity to apply and extend their sense of enjoyment, use of imagination and creativity

Pupils can articulate the difference between right and wrong and consistently evaluate their own and others’ views

There is a wider understanding of RRR in the school community



Staff development

(How?)


Outcomes

Time £ Start - End

1. Governor of the month visits to the school with observations linked to the key improvement objective

All governors Agreed governor observation format. Agreed governor observation protocol

Review as FGB item

- - Annually – Sep-July

Records of observations noting pupil independence and links to RRR

2.Governor attendance on residential visits/school trips and activities

Volunteer governors Volunteer induction Governor observation records shared at FGB meetings

- - Spring/Summer 2013

Records of visits with an emphasis on enjoyment, imagination and creativity

3. Staff & Governors to produce ICT pupil

Nominated governor to collect

HT to input survey onto surveymonkey.

Results shared at FGB meeting

½ day - Autumn 2012 – repeat

Pupils able to articulate the

questionnaire to be completed within school (surveymonkey)

and share results Class teachers to organise task completion

Summer 2013

difference between right and wrong and consistently evaluate their own and others’ views.

4. Governors to promote a wider understanding of RRR in the community: promoting ‘Parent View’, attending community events where possible, sharing and promoting the school’s vision.

All Governors Share ‘embedding RRR in the primary school’ conference feedback during FGB meeting

Parent questionnaire linked directly to RRR and the school’s vision to be completed at the beginning of the summer term.

Meeting time - Sep2012 -July 2013

A wider understanding of RRR in the community


1. Governor of the month observation records

2. Governor observation records from residential visits/trips

3. Pupil questionnaire results and minutes of FGB discussion

4. Increase in ‘Parent View’ responses

- Governors will have a clear understanding of the school’s vision; how this is shared and promoted in the wider community and the impact that it has on pupils’ attitudes

Priorities 2012-15

1. - All staff will focus on increasing rates of progress for all groups of pupils in English through the effective use of inquiry based approaches, P4C and higher-order questioning techniques. This will have a significant impact on outcomes for HA pupils

2. - There will be a focus on raising attainment and progress for pupils in English - Staff will be able to achieve this by improving phonics subject knowledge and teaching as well as improving comprehension skills in KS2 - providing accurate assessments and effective interventions for all groups of pupils.

3. – The SLT will be working to establish secure subject and middle leadership

3-year improvement aims:

Secure accelerated progress for English and Science in KS2 through accurate teacher assessment and focused interventions

Ensure effective subject leadership is established for all subjects

Develop optimism, coaching, and P4C as strategies for learning – in staff and pupils

Newlands Primary School School Improvement Plan 2012-2015€¦ · Newlands Primary School –...

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