School Development Plan

2017-2018

DfE number – 103981

Introduction

In July 2016, the school was judged ‘Good’ by Ofsted and recognised for the rapid improvement made. This plan now identifies the schools priorities to continue on the journey to achieve outstanding.

 

Organisation

The plan is organised into 6 main areas;

  1. Leadership and Management (MH/AM)
  1. Quality of Teaching, Learning and Assessment (AM)
  2. Outcomes for children (MH)
  3. Personal Development, Behaviour and Welfare (TB/LP)
  4. The effectiveness of the early years provision: quality and standards (JM)
  5. Governance Assurance Plan (DW)

 

Monitoring and Evaluation of Progress  

  1. Senior Leaders will RAG rate and review the plan termly and provide a self evaluation report to the HT and governors.
  2. Middle Leaders will review their plans termly and provide a report to Senior Leaders and governors.
  3. A Governance Assurance plan will be written so governors can continue to monitor the impact against the SDP priorities.

 

 

Key Issue 1: Leadership and Management

Ensure that the quality of L&M is judged as outstanding at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

  • Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.
  • Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.
  • The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.
  • Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the primary PE and sport premium, Year 7 literacy and numeracy catch-up premium and special educational needs funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups and between disadvantaged and other pupils nationally.
  • Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.
  • Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.
  • Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.
  • The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning.
  • Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.
  • Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school prevents any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.
  • Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan.
  • Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.
Context:

·       Ofsted judged leadership and management as ‘good’ in July 2016

·       New Co-Headship model introduced September 2017 due to secondment of the current Headteacher

·       There are now 4 temporary TLRs (Dec17) responsible for Healthy minds, a Deputy SENCO, 2 academy heads

·       There has been a change in Governance due to the retirement of the Chair (new chair to be appointed Sep 17)

Leaders: MH and AM

Leadership and Management Governor: DW

 

 ObjectiveActionLeadResourcesTimescaleImpact / Success CriteriaProgress and impactRAG
1.1Monitor the effectiveness of the Implementation of the Co-Headship model1.      Embed roles and responsibilities

2.      Governors to regularly review effectiveness of the co-headship model

3.      Co-Heads self evaluate impact and effectiveness of leadership and management

1. Govs

2.Govs

3. M.H/A.M

1. N/A

2/3 Time to meet and review

 

Aut1, Aut 2, Spr1, Spr 2, Sum1 & Sum 21. Roles and responsibilities are embedded

2. Reviews demonstrate that the co headship model is effective with the school continuing to be judged as Good.

 
1.2Raise the profile of reading across the school

(Further developed in reading SDP)

1.      Set up reading retreats on the playground

2.      Hold reading competitions

3.      Implement new reading reward system

4.      Further develop reading areas

5.      Set up ‘reading buddies’ system – older children reading with younger children

1.      SR

2.      SR

3.      SR

4.      SR

5.      SR

1.      N/A

2.      Rewards for prizes

3.      Rewards for prizes

4.      Cost for furniture etc

5.      N/A

1.      Aut 2

2.      Spr 1

3.      Aut 2

4.      Aut 1

5.      Sum 1

1.      Children read with parents/DD before the start of the school day

2.      Increase in number of children reading for pleasure

3.      Children reading more frequently and gain rewards

4.      Children make regular use of the reading areas, encouraging them to read more for pleasure

5.      All children involved develop their reading ability and increase in confidence in reading out loud

 
1.3Implement joint professional development for all staff to further improve and reflect on their practice

(Further developed in reading, writing and maths SDPs)

1.      More opportunities to share effective practice through staff and phase meetings.

2.      Opportunities for staff to observe practice at other schools.

3.      Peer coaching – review model.

4.      Staff room swap shop to share useful resources.

 

 

1.      SLT

2.      SLT

3.      AM

4.      LP/SR/NS

 

1.See staff mtg termly calendar

2.Time/cover

3. Recording equipment

4.Staff/phase meeting time

 

1.      Termly

2.      Aut2 & Spr1

3.      Staff meeting – Jan 18

4.      Half termly Aut 1

11/9   25/9   9/10

6/11   20/11   4/12 (To be reviewed for Spring/Summer)

1.      Staff are continually reflecting and improving their own practice and as result the teaching is at least good or better.

2.      Staff are confident in sharing effective practice and supporting newer teachers.

3.      Improved practice at all levels

4.      CPD logs to support new learning for all staff and ensure staff reflect on new training.

 
1.4Governors to self evaluate effectively

 

1.      Governors to access further training in areas identified

2.      Governors to continue to challenge leaders about attainment gaps

3.      Governors continue to challenge leaders about funding for PP and Sports Premium

4.      Governors to write, monitor and review their own action plans

5.      Governors to input into termly SEF

1.      Chair

2.      Govs

3.      Govs

4.      Chairs of committees

5.      Chair and vice

1.      Training calendar £500

2.      Gov mtgs

3.      Gov mtgs

4.      Mtg room

5.      Meeting time

1.Ongoing

2.Gov mtgs

3.Gov mtgs

4.Termly

5.Termly

 

1.      Governors receive up to date training

2.      Govs provide appropriate challenge to all leaders

3.      Govs provide appropriate challenge to all leaders

4.      Govs are accountable for monitoring school SDP

5.      Governors are part of schools self evaluation

 

  

 

1.5Coach middle leaders to complete the SEF

(Further developed in writing SDP)

1.      AM/MH to receive SEF training from SIA

2.      AM/MH to train MLT to complete own SEF

3.      MLT to complete SEF alongside SLT

1.JL

2.AM/MH

3.NS,LP,SR

 

1.Time for training

2.SLT meeting time

3.Managament time to complete

1. 27.09.17

2. Aut 1

3. Sum 1 (Date tbc)

1. SEF is completed and reviewed by MH/AM

2. Training completed and MLT effective in completing SEF

3. MLT contribute to SEF

 
1.6Improve leadership of lunchtime provision1.      Evaluate current lunchtime provision

2.      HLTAs to meet with current lunchtime lead to crate action plan for lunchtimes

3.      HLTAs to deliver training for lunchtime staff

 

1. KB/AO

2. KB/AO

3. KB/AO/KR

1. Learning walk time

2. Time for action plan

3. Time for trining

1. Aut 1, Spr 1, Sum 1

2. Sep 17

3. Sep 17

1. New resources purchased and used during lunchtimes to promote positive play in line with values

2. Action plan written, RAG rated and future actions agreed

3. Lunchtime staff engage pupils and promote positive behaviour.

 
1.7Provide subject leaders with opportunities for effective leadership of their subject

(Further developed in reading and maths SDPs)

1.      Subject leaders evaluate staff needs and create action plan

2.      Subject leaders source/engage with training opportunities

3.      Subject leaders provide training for staff

4.      Evaluate impact of training

1. AM

2. AM

3. Subject leaders

4. Subject leaders/SLT

1. Management time to create action plan

2. Time/cost training £££

3. Staff meeting time to train

4. Management time

1. Aut 1

2, 3 & 4See subject leader action plans

1.      Actions plan completed and RAG rated

2.      Subject leaders have received subject specific training

3.      Training opportunities have been provided by subject leaders through phase and staff meeting time

4.      Action plans RAG rated and quality of T&L in all subjects has improved.

 
1.8Create CPD programme

(Further developed in maths SDP)

1.      Identify ‘good’ current practice for teaching and learning

2.      Staff to self evaluate their current CPD needs alongside appraisers

3.      Create BPS tiered CPD package to support practitioners at all levels

4.      Staff to access CPD relevant to their needs/areas for development

5.      Evaluate CPD provided for effectiveness

1.SLT

2. Appraisers

3. AM/TB

4. Academy Heads

5. AM/TB

1. SLT meeting time

2. Appraisal time

3. Time to create package

4. Training costs £££

5. Time to evaluate

1. Aut 2

2. Aut 1

2. Spr 2

3. Sum 2

4. Sum 2

1. Good practice has been identified to form CPD content

2. Staff identified their own needs, accessed relevant CPD opportunities and improved practice because of this

3. CPD package created with menu of training opportunities for staff to access

4. Staff have received relevant training

5. CPD has improved practice across the school

 
1.9Continue to develop parental partnerships

 

(Further developed in reading, writing and maths SDPs)

1.      Hold termly coffee mornings

2.      Provide parent workshops for reading, writing and maths

3.      Invite parents to inspire workshops

4.      Set up reading retreats on playground

5.      Introduce parent drop in sessions with family liaison officer

1.SLT

2.Subject leaders

3.CTs

4. SR

5. KH

1. Cost of refreshments

2. Time for meetings

3. Resources for workshops

4. N/A

5. N/A

1. Aut 2, Spr 2, Sum 2

2. Aut 2

3. Indicidual class dates – one per class per year

4. Aut 2

5. Aut 2 and ongoing

1. Parents meet with SLT where concerns are addressed

2. Parents understand the reading, writing and maths curriculum and know how to support their child

3. Parents share positive experience with their child and have understanding of topic they have covered – relationships between parents and teachers further developed

4. Children read with parents/DD before the start of the school day

5. Parents meet with KH to address concerns and feel supported by the school

 

 
1.10 1.      
  2.      
  3.      
1.11 4.      
Milestones;

·          SLT/Middle Leader action pans termly RAG rated (A2, Sp2, Su2)

·          All monitoring records – termly MEANI grid (A2, Sp2, Su2)

·          CPD programme – April 18

·          Termly governor meetings (A2, Sp2, Su2)

·          Termly attendance at SEF meeting (A2, Sp2, Su2)

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Issue 2: Quality of Teaching, Learning and Assessment

Ensure that the quality of teaching, learning and assessment is judged as outstanding at the next S5 inspection.

In order to be judged outstanding the following criteria will need to be met:

Outstanding (1)

  • Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.
  • Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.
  • Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.
  • Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.
  • Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.
  • Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.
  • Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.
  • Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.
  • Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.
  • Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.
  • Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
  • Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.
Context:

·       Summer term profile of teaching was 100% good and 70% outstanding

·       Peer coaching to continue for academic year 2017-18

·       Peer mentoring to be introduced as next step to facilitate sharing good practice

·       2 new teachers in Year 5

Leader: AM (TB)

Teaching Governor: SA/JB

Additional action plans; Maths Leader, English Leader, Phase Leader, HLTA

 ObjectiveActionLead

Person

ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

RAG
2.1Sustain the proportion of outstanding teaching so that

80% of teaching is outstanding.

 

(Further developed in reading, writing and maths SDPs)

1.      Peer mentoring to continue,   sharing outstanding practice – extended to middle leaders supporting academy staff

2.      Teachers to develop the use of ICT effectively to enhance learning and support independent learning

3.      Provide target children with learning kits to ensure they are well equipped for every lesson

4.      Support teaching of greater depth through introduction new maths planning and pre/post tasks

5.      Raise profile of reading across school (see Reading subject leader action plan)

6.      Quality of teaching in all academies is consistent

1. SLT

2. SLT

3. AM

4. LP/SLT

5. NS

6. SR

 

1. None

2. Purchase of new APPs

3. Learning kits

4. N/A

5. New spelling scheme

6. None

7.None

 

 

1/2. Half termly monitoring

3. December 2017

4. January 2018

5. Aut 1

6. Half termly monitoring

7.Ongoing

1.      Percentage of outstanding practice increases to 80% by Summer 2018

2.      Pupils know when ICT will support their learning and choose when to use it

3.      Pupils are independent, embracing opportunities to take ownership of leading their own learning.

4.      Children’s greater depth of understanding in maths is developed across the school

5.      Profile of reading is raised. Reading results are as good as writing and maths results. Children read widely and for pleasure, in particular boys.

6.      Teaching is consistent in all academies

 
2.2Marking and feedback is consistent and effective in all classes and in all subjects.

 

(Further developed in reading, writing and maths SDPs)

1       Teachers and TAs use effective feedback to ensure progression of skills. This is evident in books

2       New target tasks provide children with ‘next step’ linked to stage targets

3       Teachers and TAs consistently apply presentation policy- unacceptable presentation addressed

4       SLT and Academy Heads to monitor books in line with monitoring calendar

1. AM

2. AM

3. AM

4.SLT/AHs

Time for monitoring of books1. Half termly monitoring

2. Weekly on going

3. Weekly on going

4.Termly monitoring

1.      Marking policy is applied consistently across school in all pupil books

2.      Progress is made in every lesson by every pupil due to effective marking and feedback – evidence is seen in books

3.      Policy is embedded in all classes. All pupil books display perfect presentation and any presentation issues are addressed.

4.      Rigorous monitoring and revisiting of actions from monitoring ensures progress in basic skills is visible in pupil books following effective feedback.

 
2.3Embed AfL so that it is used effectively, in particular peer assessment by all teachers, TAs and pupils.

 

(Further developed in writing and SDP)

1       AM to train staff on use of peer assessment within their lessons to ensure progress

2       AM to provide staff with peer assessment rules to ensure a consistent approach across all year groups

3       Re launch talk partners to support use of peer assessment as well as to promote independent and collaborative thinking/working

4       Re launch ‘Stuck strategies’ to be used in class with the pupils (SNOT)

5       Staff to provide children with startegies to use to peer assess, allowing pupils opportunity to reflect on their learning at regular intervals

6       Implement principles of growth mindset to promote independent learning

1. AM

2. AM

3. AM

4. AM

5. SLT

6.LP

1. N/A

2. Peer assessment rules

3. N/A

4. N/A

5. N/A

6. Staff meeting time

 

 

 

1/2/3/4. Staff mtg Spr term

 

5.Lesson observation

6. Spr term

1.      PA is evident in pupil books at least once a week and supports progress of pupils

2.      All classes use same peer assessment rules to ensure consistency across the school

3.      Talk partners are used effectively in promoting independent learning.

4.      Pupils use SNOT as a strategy when stuck.

5.      Pupils regularly reflect on their own learning during lessons using strategies including ‘dish the dirt’, exit passes etc.

6.      Children are independent in their learning using growth mindset techniques

 
2.4Improve the teaching and assessment of phonics

 

(Further developed in reading and writing SDPs)

1       All staff to use Phonics Bug to teach phonics

2       Set up small group interventions for those children who need targeted support

3       Children to be issued with a phonics bug book to support their learning in the phase they are working towards

4       Ensure phonics assessment is regular and rigorous to enable accurate planning through detailed montioring

1.SR/Y1

2. SR/Y1

3. Y1

4. SR/Y1

 

1.N/A

2.Resources for groups inc laptops

3. N/A

4. Time to complete assessments

1-4 Aut 1 ongoing1.Teaching of phonics is at least ‘good’ with many sessions outstanding

2. All children make expected progress with phonics knowledge and reach expected stage (EYFS 80% Y1 78% Y2 70%)

3. Children read phonics book with confidence and are able to fully decode all unknown words

4. Assessments are accurate and used to inform future planning.

 
2.5Further develop the teaching of mathematics

 

(Further developed in maths SDP)

1.      Implement the new maths planning linked to stage targets

2.      Monitor quality of maths lessons through observations/learning walks etc

3.      Provide refresher training for use of apparatus, challenging the more able, use of target tasks

4.      Ensure staff are supported in the teaching of ‘mastery’

5.      Accurately plan for and assess children’s knowledge though use of new pre/post learning tasks.

1.LP

2.LP

3.LP

4.LP

5.LP

1. N/A

2. N/A

3. N/A

4.N/A

5.N/A

1. Aut 1

4.9.17

2. w/b 25.9.17

3. 4.10.17

4. Spr 1

5. Aut 1 w/b 20.10.17

1. All staff plan and teach from the new MTP linked to stage targets

2. All maths lessons are at least ‘good’ with a high proportion judged ‘outstanding’

3. All staff have up to date training and use this to improve their planning/lessons, ensuring aspects of maths are taught to ‘greater depth’

4. Children are beginning to ‘master’ aspects of maths and staff use the language of ‘mastery’

5. All children make progress in all lessons as planning is accurate due to analysis of pre/post learning tasks.

 
2.6Ensure that teaching and learning non negotiables are consistent across the school

 

(Further developed in reading, writing and maths SDPs)

1.      All teachers and TAs to follow the non negotiables

2.      Monitoring to focus on non negotiables and highlight any not being followed

3.      Provide support for staff with relation to non negotiables as needed

 

1.CT/SLT

2.SLT

3.SLT

N/A1.Aut 1

2. Aut 1 ongoing

3. As needed

1. Non negotiables seen in all classrooms and a consistent approach across school in each area

2. Any issues have been addressed and appropriate action taken

3. Staff have receive appropriate support and have developed their skills in the area which was identified

 

 
2.7Ensure that handwriting and spelling skills are transferred into children’s books

 

(Further developed in writing SDP)

1.      Teachers to demonstrate correct joins and perfect presentation when modelling writing and in marking in books

2.      Children to ensure their handwriting is as neat in all books, including maths and topic.

3.      Teachers to address spelling errors in all children’s books

4.      Commonly mis spelt words to be used as ‘think pink’ or sent home as spellings

5.      Teachers to issue weekly spellings and test children on these.

6.      Writing lead to attend training on writing and disseminate to staff as needed.

1.CT/SLT

2.CT

3.CT

4.CT/SLT

5. CT

6. NS

 

N/A1 -6 Aut 1 and ongoing1.      Teacher’s handwriting demonstrates perfect presentation and clearly shows how to use cursive script with correct joins

2.      Children take pride in all of their work and their handwriting is consistent across all books

3.      Spelling errors are highlighted, corrected by the child and spelt correctly the next time that word is used.

4.      Think pink targets contain commonly misspelt words. The children are aware of these and spell them correctly within given time

5.      Children learn new spellings each week and spelling improves overall

6.      Writing lead has up top date training and uses this to support staff in school.

 
2.8Ensure the teaching of reading is consistent across all years

 

(Further developed in reading SDP)

1.      Continue to embed reciprocal reading

2.      Implement new reward scheme.

3.      Implement online home reader access.

4.      Monitor and review reading provision.

5.      Raise parental engagement through workshops, information sheets, communication in planners etc

6.      Ensure stage targets are used regularly and effectively to inform planning and to assess progress

7.      Teach discreet reading skills sessions to ensure all skills/objectives covered throughout the year

1.SR

2.SR

3.SR

4.SR

1. N/A

2. ££ rewards

3. N/A

4. N/A

1.Aut 1

2. Aut 2

3. Aut 2

4. Aut 1 and ongoing

1.      Teaching of reading is at least ‘good’ across the school with many areas of outstanding practice

2.      Highly motivated pupils

3.      Children have more opportunities to read at home

4.      Continual self evaluation

5.      Parents are involved with reading with their children and encourage them to read regularly

6.      Stage targets are shown on planning and ticked off as a record of what each child has achieved.

7.      Discreet reading skills sessions are taught fortnightly and children are assessed against these.

 
2.9Effective use of moderation

 

(Further developed in reading, writing and maths SDPs)

1.      Moderation to be used in all classes to moderate reading, writing and maths termly

2.      Plan in cross school moderation sessions to allow teachers to moderate with other year groups and other schools

3.      Teachers to use moderation to adapt assessments accordingly

1.HT

2.HT

3.CT

1. SLT

2. SLT

3. CT/SLT

1. Time to moderate

2. Time to visit other schools

3. N/A

1.      All years, in particular Year 2 and Year 6 moderate reading, writing and maths levels at regular intervals throughout the year

2.      Teachers have moderated reading, writing and maths with a local school and have accurate and agreed judgements

3.      An increasing number of stage targets are achieved as staff are more confident in their decisions.

 
Milestones;

·       80% of teaching judged ‘outstanding by July 2018

·       Target tasks implemented and used effectively January 2018

·       Peer assessment used in all classes by children July 2018

·       New maths planning in place September 2017

·       Handwriting and spellings showcased in all children’s books July 2018

·       Reciprocal reading embedded Dec 2017

·       Teaching of phonics consistent across KS1 October 2017

·       All children using new home reading books and planner effectively to demonstrate reading at home July 2018

·       Reading retreat used every morning December 2017

·       Moderation completed July 2018

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Issue 3: Outcomes for children

Ensure that outcomes for children are judged as at least good at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

  • Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge, understanding and skills, considering their different starting points.
  • The progress across the curriculum of disadvantaged pupils and pupils who have special educational needs and/or disabilities currently on roll matches or is improving towards that of other pupils with the same starting points.
  • Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold thoughtful conversations about them with each other and adults.
  • Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age.
  • Pupils in Year 1 achieve highly in the national phonics check.
  • For pupils generally, and specifically for disadvantaged pupils and pupils who have special educational needs and/or disabilities, progress is above average across nearly all subject areas.
  • From different starting points, the progress in English and in mathematics is high compared with national figures. The progress of disadvantaged pupils from different starting points matches or is improving towards that of other pupils nationally.
  • The attainment of almost all groups of pupils is broadly in line with national averages, if below these, it is improving rapidly.
  • Pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant qualifications. Compared with the national average for all pupils, higher proportions of pupils and of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training. These destinations strongly support their career plans.
Context:

2016-2017 Results

·       GLD: 70%, in line with national (71%)

 

Key Stage 1

 EXP+NatGDSNat
Reading71%76%23%25%
Writing68%68%13%16%
Maths73%75%25%25%
 Y1 Y2 
Phonics77%

(69% of Y2 retake inc 3 SEN)

81%  

 

KS2

 EXP+NatGDSNat
Reading71%71%17%24%
Writing83%76%8%18%
Maths84%75%19%22%
GPS86%

 

77%28%22%
COMBINED70%61%9% 
·       KS1 in line or above National

·       KS2 in line or above National

·       EYFS in line or above National

 

 

 

Leader: MH

Outcomes Governor: DW

Additional action plans; English, Maths

 ObjectiveActionLead

Person

ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

RAG
3.1Sustain attainment at the end of all Key Stages, including groups, being in line or above with national.

 

(Further developed in reading, writing and maths SDPs)

1.      Ensure all monitoring records for monitoring activities are completed and sent to SLT

 

2.      SLT and middle leaders analyse data of individuals and groups half termly.

3.      Present progress data to Governors .

 

 

4.      Complete and evaluate MEANI grids.

 

 

5.      Class Teachers identify pupils in need of intervention and plan actions for these both at PPM’s and in between.

 

6.      Phonics lead to monitor individuals and groups across the year, ensuring gaps (particularly gender) are identified and interventions planned for and narrowing the gaps.

 

 

1.AM

 

 

 

2 Academy Heads /SLT

 

3. SLT/MH

 

 

 

4. A.M

 

 

 

5.Academy Heads

 

 

 

6.S.R/N.S

O-Track/MEANI grid

 

Teacher profiles

 

O-Track

 

 

 

Monitoring schedule/ MEANI grid

 

Pupil progress reviews

Dashboard Commentary

 

O-Track data

1.Ongoing –

please see termly monitoring calendar

2.Half termly PPM’s

A1 A2 Sp1 Sp2 Su1 Su2

3.Half termly at Gov meets

A1 A2 Sp1 Sp2 Su1 Su2

4. Ongoing –

please see termly monitoring calendar

5. Termly

A2 Sp2 Su2

6. Half termly.

1.      All teaching will continue to be at least good, with an increasing percentage of outstanding.

2.      Groups falling behind and not making expected progress are identified quickly and intervention is put in place.

3.       Governors hold school leaders to account.

4.      Identified actions are completed and have a measurable impact on learning.

5.      Attainment and progress measures are in line or above national/on track for this.

 

6.      % of children achieving the national requirement for phonics is on track or in line with national.

 
3.2To increase the attainment of boys in both Key stages.

(Further developed in reading, writing and maths SDPs)

1.      Teachers regularly assess the progress of identified boys, planning appropriately for increased progress, including the use and deployment of TA’s.

2.      Subject leaders to monitor planning, teaching and assessment, addressing any training needs that may be required.

3.      R,W,M & Phonics lead to monitor individuals and groups across the years, ensuring gaps (particularly gender) are identified and interventions planned for and narrowing the gaps.

 

1.Class teachers/A.M

 

 

2.S.R, L.P, N.S

 

 

 

3.S.R, N.S, L.P

 

 

 

 

Monitoring schedule

 

Pupil progress reviews

 

Peer Coaching

 

PP/SEN folders

 

O-Track/Excel tracker

 

TA’s planning

1. Weekly (planning)

 

 

 

2. Half termly

 

 

 

 

3. End of each half term

 

 

1.      Pupils in both Key Stages will achieve in line or above National and gaps between groups, particularly boys, will have narrowed.

2.      All TAs and teachers are effectively supporting pupils through in class support and interventions.

3.      Gaps between groups, particularly boys will have narrowed or remained closed in all areas.

 

 

 

3.3To increase the progress and attainment in science, in KS1.

 

1.      All staff are confident in planning appropriately pitched lessons and planning differentiation (including interventions) to ensure accelerated progress.

2.      Appropriately challenging targets are set for all pupils to achieve at age related expectations.

3.      Progress is analysed half termly to identify any gaps and required intervention.

4.      Science leads ensure progress in science is being made through appropriate training, resourcing and moderation.

1. A.M/K.EW/LR

 

 

2.A.M/K.EW/LR

 

3.A.M/LP

 

 

4. A.M/ K.EW/LR

 

Planning and books/

O-Track

 

 

Planning and books

PPMs

Planning and books/

O-Track

 

Staff meetings and Networking

1. Corner stones planning

 

 

 

2.Half termly:

A1 A2 Sp1 Sp2 Su1 Su2

 

3. Half termly

A1 A2 Sp1 Sp2 Su1 Su2

 

4. Half termly

A1 A2 Sp1 Sp2 Su1 Su2

 

1.      Attainment of groups is broadly in line with national averages or, it is improving rapidly.

2.      Aspirational targets are set for all pupils in lessons.

3.      Planned interventions are effective in accelerating progress of groups not making expected progress.

4.      Science leads have provided relevant training, resources and moderation to enable teachers to plan and teach for effective age related attainment.

 

 
Milestones;

·       Pupil premium and SEN folders are in place and used regularly by TA’s enabling middle leaders, SEND and PP Leads to review impact of support.

·       All monitoring records are completed and in termly monitoring folders

·       Data tracking and analysis of groups (particularly boys) shows that gaps are closing and pupils on track for National expectations. (A1 A2 Sp1 Sp2 Su1 Su2)

·       Progress data reported to governors (A1 A2 Sp1 Sp2 Su1 Su2)

·       Greater numbers of pupils are on track/are at, age related for their year compared to starting points in R,W,M, and Science.   (A1 A2 Sp1 Sp2 Su1 Su2)

 

 

 

 

 

 

 

 

 

 

 

Key Issue 4: Personal Development, Behaviour and Welfare

Ensure that personal development, behaviour and welfare is sustained as outstanding at the next S5 inspection.

In order sustain outstanding, the following criteria will need to be met:

  • Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.
  • Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.
  • In secondary schools, high quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.
  • Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.
  • Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.
  • Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.
  • For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.
  • Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.
  • Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language.
  • The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.
  • Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
  • Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites.

Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Context:

·        

Leader: TB

Link Governor: SDS

 ObjectiveActionLeadResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

RAG
4.1School attendance to continue to be in line/above national average for the academic year 2017 – 20181.      Leaders / Governors to continue meeting with parents of persistent absenteeism / lateness to find solutions for improvements made.

 

2.      Continue to track and monitor vulnerable families attendance (case studies).

 

3.      Continue to include attendance / late figures to school newsletter so parents are informed.

 

4.      SLT to continue weekly meeting with Attendance Officer to review case studies and attendance monitoring.

 

5.      Develop attendance display in school to promote improved attendance.

1. PP / SLMT / Gov

 

 

2. PP/MH/ SLT

 

3. PP/AR

 

 

 

4.PP/MH/SLT

 

 

5.PP/MH/LP

1.SIMS Attendance figures / reports

 

 

2. SIMS figures/ reports

 

3. SIMS figures /Newsletter

 

 

4. SIMS figures / reports

 

 

5.Display board

1. Ongoing

 

 

 

 

2.Weekly

 

 

3.Half termly

 

 

4.Weekly

 

 

 

5.Weekly

1. Attendance of PA and late figures continue to be in line/above national.

 

 

2. Case loads decrease and attendance figures remain in line with national.

3. Less term time holidays and improved attendance.

 

 

4. Attendance figure continue to be in line with national.

 

 

5. Attendance figure continue to be in line with national.

 
4.2To introduce Growth mindset1.      Year 6 to trial ‘Growth Mindsets’ Leicester Programme exploring concepts of Growth Mindset.

 

2.      Year 6 to trial using Reflection Journals to record work on Growth Mindset.

 

3.      Staff to be trained on the vocabulary of Growth Mindset

 

4.      Introduce language of Growth Mindset to children in school.

 

5.      Implement Growth Mindset/reflection sessions into the school week.

1. LP/TK/ MB

 

 

2. LP/TK/ MB

 

3. LP/TB

 

 

4. LP/TB/ SLT

 

5. Y1-6 /SLT

1. Leicester De Montford Uni. Course and materials

2. Small exercise books

 

3. Staff meeting & vocab. Sheets

 

4. Assembly time

 

5. Time in timetable

1. Autumn/ Spring term

 

 

2. Autumn/ Spring term

 

3. Spring term

 

4. Spring term

 

5. Spring term

1. Year 6 become ‘experts’ in Growth Mindset and a program of work is evaluated.

 

2. If successful, this could potentially become a whole school agenda.

3. Staff use positive language when encouraging children in their learning.

4. Children build self esteem and confidence in own ability

 

5. Children have the opportunity to reflect often.

 
4.3Pupil committees to increase their impact1.      Committee roles are refined with clear direction in school.

 

2.      Pupils are more involved in the creation and implementation of committee action plans

 

3.      Pupils meet with committee staff leads on a regular basis to evaluate roles.

 

4.      Continue to present in assembly time

 

5.      Share actions from committees on school website and newsletters.

1. LP/TB/ Lead TA’s

 

2. LP/ TB/ Lead TA’s

 

 

3. Lead TA’s

 

4. Lead TA

 

5. LP/TB/ AR/ KB

1. Launch assembly

 

2. Meeting time

 

 

 

3. Meeting time

 

 

4. Assembly –Fri

 

5.Website/ newsletter

1. Previous Summer

 

2. Ongoing

 

 

 

3. Half termly

 

4. Weekly

 

5. Half termly

1. Children are clear on their roles and complete them well

 

2. Children are effective and active in the committee actions

 

3. Staff lead committees effectively for best impact

 

4. Ideas shared whole school

 

5. Parents aware of actions being completed in school

 
4.4To increase children’s understanding of future options through improved career guidance1. Year 6 children participate in a careers day practising skills in CV writing and researching future jobs they wish to have.

 

2. Visitors from different professions to visit Blackheath to speak to children.

 

1. LP/TB/ Y6 staff/ NR (Gov)

 

2. LP/TB

1. Day off timetable. Availability of NR (governor)

2. Visitors in school

1. Summer

 

 

 

2. Summer

1. Children understand requirements for their desired profession & write an accurate CV.

2. Children are inspired by visitors into school.

 
4.5Continue to improve the provision for children accessing Healthy minds1. Continue to ensure that Healthy Minds/Nurture sessions run each afternoon and an updated rota is in place after each cycle.

 

2. Continue to monitor provision and teaching of yoga and Jigsaw assemblies in class time

 

3. Introduce play dough therapy to classes

 

4. Celebrate whole school events such as International Peace Day ensuring provision is in place for mindfulness and healthy minds.

 

5. Further develop the peace garden.

 

1. SB/SLT

 

 

 

 

2. SB/SLT

 

 

3. SB/SLT

 

4. SB/TB

 

 

 

5. SB/EB/ Eco committee

1. Staffing for nurture groups/ rota of sessions

 

 

2. Management time for SB

 

3. Staff meeting

 

4. Management time for subject leaders

 

5. Time for committee to work on this/ gardening tools

1. Ongoing

 

 

 

 

2. Termly

 

 

3. Spring?

 

4. 22/09/17

 

 

 

5. Ongoing

1. Healthy minds provision is effective and shows progress and impact for individual children from BOXALLs

 

2. Yoga and Jigsaw is being taught regularly and effectively across school.

3. Used a strategy for mindfulness across school.

4. Children participate in a range of activities linked to Peace Day for mindfulness, RE and music.

5. The peace garden is maintained and developed further to a high standard.

 
4.6To introduce children to and train children for Peer mediation1. Children to be trained by ‘Peacemakers’ on peer mediation (x24 Y5 children – 3 days of training)

 

2. Peer mediation (P.M) staff leads to share training and mediation strategies whole school

 

3. Peer mediation base set up in school as a place where disputes can be resolved with the mediators.

1. Ext. Company/ LP/SLT

 

2. P.M leads

 

3. LP/TB/ SLT/ P.M leads

1. 3 days of training -Peacemakers/ Hall

2. Staff meeting time

 

3. Location in school for base/ staff supervision

1. 28/09/17, 29/09/17, 02/10/17

 

2. Autumn 2

 

 

3. Autumn 2

1. Mediators are equipped with skills and strategies to resolve disputes in school.

 

2. All staff are familiar with language to resolve disputes between children effectively.

3. Child mediators are effective in resolving disputes in a central location independently

 
4.7To improve business, community and European Links

 

(Further developed in reading SDP)

 

1. Form links with both National and International schools for Pen Pals program with Blackheath.

 

2. Explore possibilities of enterprise activities with local businesses in the community for Year 6 Post SATs

1. LP/TB

 

 

 

2. LP/TB

1. Contacts within different schools

 

2. Contacts within the local community

1. Ongoing

 

 

 

2. Summer

1. GLP is embedded across school.

 

 

2. There are strong links with the local community.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Issue 5: The effectiveness of the early years provision: quality and standards

Ensure that Early Years is judged as at least good at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

  • The pursuit of excellence by leaders and managers is shown by an uncompromising, highly successful drive to improve outcomes or maintain the highest levels of outcomes, for all children over a sustained period of time.
  • Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly focused professional development improves the quality of teaching.
  • Safeguarding is effective.
  • There are no breaches of statutory welfare requirements.
  • Children’s health, safety and well-being are greatly enhanced by the vigilant and consistent implementation of robust policies and procedures.
  • Leadersuse highly successful strategies to engage parents and carers, including those from different groups, in their children’s learning in school and at home.
  • A highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative experiences.
  • Teaching is consistently of a very high quality, inspirational and worthy of dissemination to others; it is highly responsive to children’s needs.
  • Assessment is accurate and based on high quality observations. It includes all those involved in the child’s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children’s achievement so that every child undertakes highly challenging activities.
  • Children are highly motivated and very eager to join in. They consistently demonstrate curiosity, imagination and concentration. They are highly responsive to adults and each other. They do not distract others or become distracted easily themselves.
  • The vast majority of children are developing a very good understanding of how to keep themselves safe and manage risks. They demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others.
  • Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress.
  • Gaps between the attainment of groups of children and all children nationally, including disadvantaged children, have closed or are closing rapidly. Any gaps between areas of learning are closing.

 

·  Context: GLD – School 70%; National 71%; Areas of Learning for development (to achieve school target – YN 70%; YR 80%): Literacy and UtW – People and Communities and ICT

·  There are gaps that between significant groups PPv nonPP and more significantly Boys v Girls. The gap between boys and girls achievement is greater than in previous years – especially in Health & Self-care; Understanding; Reading and Writing; SSM; People and Communities; ICT; EA&D

·  Consistent teachers in EYFS; 1 new Learning Support Practitioner. 75% of teachers are graded as outstanding, 1 teacher is good (In 2nd year of teaching)

· OFSTED Inspection July 2016 graded Early Years Provision as good.

Leader: JM/ JR

Link Governor: JB/SA

 

 

 ObjectiveActionLead

Person

ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

RAG
5.1To continue to develop leadership and management opportunities across EYFS1.    To continue to develop other staff towards and within a middle leadership role – JR (EYFS Basic Skills Award)/ KE and LR (Basic skills- English & Maths) (See Explorers SDP – 1.1)

2.    To continue to empower teaching staff to take the lead on EYFS areas – ED KUW People and Communities; KE – YN Phonics/Reading (See Explorers SDP – 1.2)

3.    To empower LSPs to take the lead on EYFS areas – SB (Forest School) LR –Parental Engagement SK – Music (See Explorers SDP – 1.3)

1. JM/JR/ KE/LR

 

 

 

 

2. KE/ED

 

 

3. JM/JR/

LSPs

Release cover time – YN Jolly Phonics/ RML

 

Release cover time

 

Phase Meeting time

 

1. Half termly

A1 A2 S1 S2 Su1 Su2

 

 

2. Termly Aut, Sum, Spr

 

 

3. Termly Aut, Sum, Spr

Staff are taking the lead in areas – continually reflecting and improving their own and others practice and as result current good EYFS practice is sustained in all areas (to include Parental Engagement/ Phonics/ Literacy/ICT KUW Peoples and Communities – leading to a judgement of outstanding 

 

 ObjectiveActionLead

Person

ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

RAG
5.2To sustain outstanding teaching and learning in EYFS1.    To begin the Basic Skills Quality Mark – Early Years role (See Explorers SDP – 2.1)

2.    To audit and sustain planning for a challenging, varied and imaginative environment and increased opportunities for independent learning in CIT (See Explorers SDP – 2.1)

3.    Staff to support each other in improving own practice – observing, modelling lessons and peer mentoring (See Explorers SDP – 2.2)

4.    Raising the profile of Reading across EYFS – parent workshops and children challenges (See Explorers SDP – 2.3)

5.    Raising the profile of ICT across EYFS – new resources and engaging parents (See Explorers SDP – 2.4)

1. JM/JR

 

2. All EYFS staff

 

3. All EYFS staff

4. All EYFS staff

5. All EYFS staff

Cost for Basic Skills Quality Mark – Early Years

 

 

Peer coaching/

mentoring time

 

1.  Ongoing throughout 2017-18

2.  Half–termly

A1, A2, Sp1, Sp2, Su 1, Su 2

 

3. Termly

A1, A2, Sp1, Sp2, Su 1, Su 2

 

4. & 5. Beginning Sep 2017 and ongoing

Observation termly -A, Sp,S

1.  Basic Skills Quality Mark – Early Years application successful

2. Improved practice at all levels

 

 

 

3. Staff are confident in sharing effective practice and supporting new staff

 

 

4. & 5. All children make good

progress compared to their starting points in Reading and ICT

 
5.3To sustain the consistently high rates of EYFS children’s progress in relation to their starting points in UtW (Peoples and Communities & ICT); further closing the gap between significant groups of children in Literacy   -Boys vs Girls/ PP vs Non-PP/G&T)To further improve attainment in:

1. Phonics: through focus on delivery & increased pace of teaching in YN

2. Reading & Writing: through fostering a ‘love of reading/books in children (particularly boys and pre-school children) – REAL Raising Early Achievement in Literacy   in YN (See Explorers SDP – 3.1)

3. Understanding the World: through ensuring opportunities to celebrate cultural events with parental support and ensuring all areas of learning have explicit ICT opportunities (See Explorers SDP – 3.2)

And closing the gap in significant groups:

4. Boys Literacy – Reading and Writing – Close monitoring, intervention work & planning explicit opportunities to engage boys

5. PP vs Non-PP children in writing through close monitoring and providing support for PP pupils and utilising technology to impact on attainment

6. G&T pupils across EYFS in Reading through extension opportunities/activities

(See Explorers SDP – 3.3)

 

1. JM/JR/

KE/ ED

2. JR/ JM/ ED/KE

 

 

 

3. JM/JR/ ED

 

 

4. & 5. & 6.

All EYFS staff

JM/JR

 

 

 

Release cover time

 

 

 

 

1.Weekly 1 hour and 20 minutes

 

2&3. Weekly

Monitor planning termly

A, Sp, Su

Observation termly

A, Sp, Su

 

 

 

4&5. Data Analysis – half termly

1.  A1, A2, Sp1, Sp2, Su1, Su2

1. & 2. All children make significant progress in Literacy; attainment is in line/ above national

3. All children make significant progress in UTW; attainment is in line/ above national

4.& 5. Boys and PP pupils achieve in line with National expectations and begin an upward trend from previous cohort

6. G&T pupils achieve

ELG 3 in Reading

 
5.4Ensure PDBW continues to be outstanding within EYFS1.    EYFS attendance to be improved in line with National average through weekly awards (See Explorers SDP – 4.1)

2.    Embedding Healthy Minds and Growth Mindset and Initiatives – VIP award/ termly celebrations/ Explicit acknowledgement of CofEL (See Explorers SDP – 4.2 and 4.3)

1. JM/JR/PH/ All EYFS staff

2. JM/JR/ All EYFS Staff

 1. Weekly – Oct 17 and ongoing

 

2. Beginning Aut 1 2017 and ongoing termly

1. Improvement in EYFS attendance from previous cohort

2. Reduction in the number of behaviour incidences recorded on o track

 

 

Milestones for success
Lesson Observation/Walks/Check-ins– JM/JR – Termly: A, Sp, Su

Peer on peer Learning Environment checks – All staff – Half–termly: A1, A2, Sp1, Sp2, Su1, Su2                                                         Work Scrutiny – Books/Learning Journeys – JM/JR – Termly: A, Sp, Su

Planning – JM/JR – Termly: A, Sp, Su                                                                                                                                                               Data Analysis – JM/JR/Teaching staff – Half–termly: A1, A2, Sp1, Sp2, Su1, Su2

Basic Skills Quality Mark – JR – Early Years successfully achieved – By 2018

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Issue 6: Governance Assurance Plan

Ensure that Governance is judged as outstanding at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.

Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.

The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.

Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the primary PE and sport premium, Year 7 literacy and numeracy catch-up premium and special educational needs funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups and between disadvantaged and other pupils nationally.

Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.

Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.

Context:                                                                                                                                                                                                                                                           

·       The governing body committees are aligned with the new Ofsted areas

·       Governors have received training on analysis of data and monitoring of teaching and learning

·       Each committee has a lead governor who is responsible for monitoring and reviewing the school development plan (new lead govs to be appointed Aut 1 2017)

·       Each lead governor is responsible for RAG rating their own action plan termly

 ObjectiveActionsLead

Person

ResourcesTimescaleImpact
6.1LEADERSHIP AND MANAGEMENT

Ensuring that governors’, actions are entirely focussed on continuing to improve the quality of educational provision so that pupils’ achieve as well as they should.

1. Governors challenge leaders about priorities identified from the Ofsted report in July 2016 and the SDP 2017

2. Ensure all leaders, in particular Reading, are supported and challenged

3. Governors RAG rate action plans termly

4. Chair and Vice Chair contribute to termly SEF

 

Chair1.      Gov meetings

2.      Meetings

3.      Action plans

4.      Meeting time

 

1.Termly

2. Mtgs with leaders

3.Termly

4. Termly

 
6.2QUALITY OF TEACHING, LEARNING AND ASSESSMENT

Ensuring all teaching continues to be at least consistently good with an increase in outstanding teaching

1.      Ensure the marking policy continues to be effective and new target tasks are used consistently

2.      Learning walks to focus on quality of teaching, in particular Reading

3.      Monitor the quality of teaching to ensure good teachers are receiving appropriate support to be outstanding through peer coaching and CPD

4.      Book trawls and learning walks to focus on use of peer assessment

 1.      Time with SLT

2.      Time for learning walk

3.      Termly gov mtgs

4.      Mtg for book trawls and learning walks

1.Dec 2017/Feb 2018/July 2018

2.Termly

3.Termly

3.Termly

 
6.3OUTCOMES FOR LEARNERS

Ensuring all pupils, and groups of pupils, make at least good progress in Reading, Writing and Mathematics, and a greater proportion of pupils exceed expected progress

1. Share Data Dashboard with governors

2.MH to provide written and oral report on pupils’ progress and achievement – including pupil groups

3.Middle Leaders to report termly on any gaps, focussing specifically on standards in RWM

4.DW to monitor progress of gender/PP in all year groups with a particular focus on any gaps

 

 1. DD analysis from MH

2.Report from MH

3.Release time for LP/NS/SR/JR

4. Time for meetings

1.Nov 2017

2.Outcomes and Teaching committee meetings

3.Termly

4.Termly

 

 

 

 
6.4PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Ensuring pupil’s attendance is in line or above national averages

1.      Attendance – ensure whole school attendance is in line   with or above national average

2.      Governors meet with parents of pupils who are persistently absent (PAs) or late

3.      Ensure new attendance policy is adhered to and parents are held to account

 

 1.Half termly report

2. Ongoing meetings

3. Half termly reports

1.Time with MH

2.Ongoing

3.Ongoing

 
MILESTONES

·       Governor visit forms show the impact on raising standards – ongoing – JR to monitor

·       Termly attendance report at governor meetings A2 Sp 2 Su 2

·       Teacher profile summary shows 100% good teaching has been maintained

·       Teacher profile summary shows increased percentage of   teaching is outstanding

·       School targets are met July 2018