School Improvement Priorities

2017-18 Academic Year

 

Areas for improvement

The areas for improvement identified by Ofsted in May 2017 are

Improve leadership and management by ensuring that:

  1. pupils in all classes are provided with a rich and stimulating curriculum that develops their skills in all subjects, particularly in science
  2. leaders systematically check teaching and work in pupils’ books to set clear actions for improvement and to ensure that teachers follow up these actions
  3. management systems are simplified by reducing unnecessary paperwork so that leaders rapidly gain a clear picture of the progress made by different groups of pupils

 Improve the quality of teaching by making sure that:

  1. teachers have a secure knowledge of the standard at which pupils are working and that they plan work that is at the precise level for all pupils so that it builds upon and extends what pupils already know
  2. all teachers have the highest expectations for the standard and quality of work that pupils produce
  3. teachers make clear to pupils exactly what it is they want pupils to learn

 Raise pupils’ standards, particularly in writing, mathematics and science, by:

  1. making sure that pupils have secure basic skills, including spelling, punctuation and grammar and that they use these correctly in their writing
  2. providing opportunities for pupils to deepen their mathematical understanding by reasoning and explaining their ideas
  3. moving pupils on more rapidly when they have demonstrated that they have understood their work

 

Context

In order to identify and prioritise future school improvement actions, the school draws upon a wealth of information, which includes: results and analysis of national tests and summative teacher assessments; formal monitoring of teaching and learning; analysis of feedback from consultation with children, parents, staff and governors; feedback from external monitoring and advisory figures (e.g. Ofsted, HIAS Leading Learning Partner); results of audit processes (such as the annual safeguarding review and financial audits); feedback from cluster and county moderation activities.

Staff and governors have been involved throughout the development of the plan and are fully committed to achieving the planned impact.

 

September 2016 – August 2017

Update on actions completed during this academic year – February 2017

School Improvement Blogs

Areas for improvement

The areas for improvement identified are:

Key Issue 1: Raise achievement of all groups of pupils in reading

  1. Improve the quality of teaching and the use of assessment to ensure that pupils’ skills in reading accuracy, fluency and comprehension are developed more quickly and securely
  2. Reinvigorate a ‘love of reading’ culture across the school community

Key Issue 2: Improve the quality of teaching

  1. Ensure that all teaching is at least consistently good or better
  2. Build upon the improvements in practice in the teaching of Maths and Writing
  3. Further improve professional development opportunities maximising the impact on colleagues and pupil progress
  4. Develop the monitoring of teaching and learning to ensure rapid impact on pupil progress

Key Issue 3: Raise the achievement of groups – SEND, Higher Attainers, Disadvantaged

  1. Enhance the schools newly developed tracking system to allow the progress of groups and individuals to be reviewed easily and used to support pupil progress
  2. Improve the use of information of pupil progress to plan activities that are suitably challenging for all groups
  3. Ensure feedback provides precise guidance for pupils on how to improve their work to which they are able to respond promptly

Key issue 4: Improve the effectiveness of leadership and management

  1. Develop the new English Team to ensure school improvement priorities are a consistent focus for all year groups
  2. Increase the impact of subject managers on the quality of teaching and learning of their subject across the school
  3. Improve the quality of information provided to governors from subject managers allowing them to then hold the school to account more effectively

 

Key Issue 1: Raise achievement of all groups of pupils in reading

Outcome Targets for Reading

Percentage of pupils working at ARE or beyond

EYFS – Cohort 2023 End of Term 1 (40-60m+) End of Term 2 (40-60m+) End of Term 3 (ELG)
Understanding 60% 85% 70%
Reading 60% 85% 70%

 

Percentage of pupils attaining expected standard in phonics screening

Cohort 2022 – Year 1 Phonics Screening Test 80%
Cohort 2021 – Year 2 Phonics Screening Retest 100%

 

Percentage of pupils working at ARE or beyond

End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year      July End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year      July
Year 1 – Cohort 2022 65% 70% 75% 75% Year 2 – Cohort 2021 65% 70% 75% 75%
Year 3 – Cohort 2020 60% 65% 70% 70% Year 4 – Cohort 2019 65% 70% 75% 75%
Year 5 – Cohort 2018 65% 70% 75% 75% Year 6 – Cohort 2017 65% 70% 75% 75%

 

Improve the quality of teaching and the use of assessment to ensure that pupils’ skills in reading accuracy, fluency and comprehension are developed more quickly and securely

Reinvigorate a ‘love of reading’ culture across the school community

In order to achieve this we will:

Ø  ensure all improvement plans have high expectations of pupil achievement;

Ø  ensure that the English Reading curriculum supports pupils in developing skills more quickly and with greater levels of mastery;

Ø  improve the quality of teaching and learning so it is at least consistently good;

Ø  ensure a clear tracking system and assessment process is in place to monitor progress and provide early intervention as soon as underachievement is noted;

Ø  increase the profile of reading across the school community through the role of reading champions and the involvement of parents;

 

This means that:

1.1         the outcome targets identified above will be met;

1.2         revised planning documents will support the cohesion of units of work and ensure the expectations of the National Curriculum are met;

1.3         teaching staff will have good subject knowledge and confidence in the use of strategies that support pupil progress;

1.4         the quality of teaching throughout the school will never be less than good and will show steady improvement over the life of this action plan;

1.5         assessment procedures will support teaching staff in delivering the curriculum effectively to ensure all groups of pupils make progress;

1.6         parents recognise the importance of reading and support pupils in the development of skills;

1.7         more pupils read for pleasure;

Key Issue 2: Improve the quality of teaching

December 2016 April 2017 July 2017
The quality of teaching and learning across all other year groups is at least good.

At least 20% of teaching and learning is judged to be outstanding.

The quality of teaching and learning across all year groups is consistently good or better.

At least 30% of teaching and learning is judged to be outstanding.

The quality of teaching and learning across all year groups is consistently good or better.

At least 40% of teaching and learning is judged to be outstanding.

 

Ensure that all teaching is at least consistently good or better

Build upon the improvements in practice in the teaching of Maths and Writing

Further improve professional development opportunities maximising the impact on colleagues and pupil progress

Develop the monitoring of teaching and learning to ensure speedy impact on pupil progress

In order to achieve this we will:

Ø  ensure that performance management targets are linked to pupil achievement;

Ø  ensure that the delivery of the English and Mathematics curriculum supports pupils in developing skills more quickly and with greater levels of mastery;

Ø  raise teachers’ expectations of what all groups of pupils can achieve;

Ø  provide targeted professional development opportunities;

Ø  develop a staffing structure to allow increased flexibility of targeted teaching sessions;

Ø  improve the monitoring of teaching and learning feedback and review;

This means that:

2.1     teaching in all years groups will be consistently good or better;

2.2     teaching staff will have good subject knowledge and confidence in the use of strategies that support pupil progress;

2.3     planning will address needs of groups and individuals as a result of effective Assessment for Learning;

2.4     the gap will be narrowed for pupils receiving additional targeted teaching sessions;

2.5     identified areas of development in teaching are quickly addressed with appropriate support provided and progress reviewed;

 

Key Issue 3: Raise the achievement of groups – SEND, Higher Attainers and Disadvantaged

End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year July
Percentage of SEND pupils achieving personal targets 80% 80% 80% 80%
Percentage of SEND pupils making good progress 55% 60% 65% 70%
Percentage of SEND pupils closing the gap 5% 10% 15% 20%

 

End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year July
Percentage of pupils working at greater depth 10% 15% 20% 25%

 

End of Phase 1 November End of Phase 2 February End of Phase 3 May End of Year July
Percentage of PP pupils making good progress 60% 70% 80% 90%
Percentage of PP pupils making accelerated progress 10% 20% 30% 35%

 

Enhance the schools newly developed tracking system to allow the progress of groups and individuals to be reviewed easily and used to support pupil progress

Improve the use of information of pupil progress to plan activities that are suitably challenging for all groups

Ensure feedback provides precise guidance for pupils on how to improve their work, which they are able to respond to promptly  

In order to achieve this we will:

Ø  ensure there is a robust system for the assessment and tracking of progress and targets for individuals and groups of pupils;

Ø  use the information of pupil progress to plan activities that are suitably challenging for all groups;

Ø  ensure teachers are consistent in their practice of providing feedback, including marking, so that all pupils know how to improve;

Ø  ensure analysed assessment information is shared with governors at the end of each phase so they are able to monitor the effectiveness of school improvement plans; holding the school to account;

This means that:

3.1      staff make effective use of Assessment for Learning;

3.2      teaching staff confidently and effectively use the revised assessment procedures and documents;

3.3      all pupils have a clear understanding of what they need to do to improve;

3.4      parents understand the progress their child is making and what they can do to support them;

3.5      pupil progress review supports the early identification of underperformance of individuals and groups so that provision and planning can address this;

3.6      learning tasks are designed so that all groups are appropriately challenged and reach targets set;

3.7      governors are able to monitor the impact of school improvement on the achievement of pupils;

Key issue 4: Improve the effectiveness of leadership and management

December 2016 April 2017 July 2017
New English able to report to governors on impact of school improvement actions, allowing governors to be able to challenge the progress of pupils

 

All subject managers have devised professional development plans for colleagues and have started the implementation of these

PE Manager able to report improvement in the quality of teaching and learning as a result of targeted CPD

Music Manager able to report improvement in the quality of teaching and learning as a result of targeted CPD

All subject leaders will be able to report in detail to governors the quality of teaching and learning in their subject, allowing governors to be able to challenge the progress of pupils and the impact of school improvement

 

Develop the new English Team to ensure school improvement priorities are a consistent focus for all year groups

Increase the impact of subject managers on the quality of teaching and learning of their subject across the school

Improve the quality of information provided to governors from subject managers allowing them to then hold the school to account more effectively

In order to achieve this we will:

Ø  create subject improvement plans that link to the school improvement plan priorities

Ø  develop a detailed cycle of monitoring and self-evaluation with greater involvement of subject managers;

Ø  ensure information, including data analysis, is shared with governors frequently so they are able to monitor the effectiveness of school improvement plans;

Ø  improve the monitoring of teaching and learning in all subjects to provide targeted professional development;

This means that:

4.1.   the English Team will support strategic planning for the school and be held account by the governing body;

4.2  all subject managers will support school improvement through the implementation of robust subject improvement plans;

4.3  the governing body will have detailed knowledge of the quality of teaching and learning in all subjects and be able to challenge the progress of pupils and impact of school improvement;