the effective appraisal of performance. On-going monitoring of the agreed actions and impact on the school. Ensure that new governors swiftly receive the training they need to enable them to carry out their responsibilities effectively. Match training to audit. Chair HT July 17 Gov monitoring Chair and HT reviews HT appraisal Chair Focus on building the wider leadership team. Develop middle leaders so that they can impact on the quality of teaching across the school. Middle leaders have further CPD as identified have a thorough idea of the strengths and weaknesses of delivery of the subject area across the school the skills, time and resources to support identified areas for development. PT, LB, HN, AP, JB, AC, RB Maths, English, KS1, Behaviour, KS2 and Inclusion leads have minimum 50% non class teaching time to get round to all classes to develop their area of responsibility so that teaching and resourcing is improved resulting in better attainment and progression across the school. Reports submitted to SLT termly, leaders invited to present report and advise SLT / Governors. MRF termly report Inclusion and behavior manager to establish their teams to improve effective interventions and monitor attainment and progress of PP children. KG to support HLTA’s and TA’s to improve their knowledge and practice. RB to work with Learning Mentors to establish their work in addressing behavior concerns across the school. KG RB Teachers are able to use TA’s / LM’s effectively. Timely and effective interventions take place PP children are making improved progress and attainment. Feedback to staff and HT. Lesson observations. Book trawls and interviews with pupils. Attainment and progress measures. MRF termly report IDENTIFIED KEY PRIORITIES SINCE PREVIOUS OFSTED KEY ISSUES FOR ACTION: Pupil Progress and Attainment Key leader: P Thompson Planning Monitoring/ Evaluation Target Action Staff Target Date Cost Success Criteria Monitoring Procedure Reports Leaders to monitor planning to ensure all key elements are included and implemented. SLT to monitor planning and delivery to ensure that there is evidence of appropriate differentiation, SLT Phase leaders and SENCO undertake joint monitoring of planning. Lesson observations Termly MRF meeting
(differentiation, language, opportunities for developing independent learning, LA’s and SC’s etc) planned activities, LO’s SC’s, etc. Discussions / support with staff Provide opportunities for peer observation and support. Middle and senior leaders identify and work with those adults who need support to raise standards PT SLT July 17 % children new curriculum age related expectations has increased by the end of the year (60% average across each phase – KS1, Y3/4 and Y5/6) Staff meet appraisal targets SLT monitoring will provide evidence. To govs and HT through learning logs etc. Continue to ensure good pupil progress and maximise standards of attainment (SIP visits) Standards in reading, writing and maths are closely monitored. 1:1 or small group interventions are identified and carried out with pupils. HT and SLT 2017 On-going moderation of all 5 key areas throughout each term with interventions for pupils and staff as identified. Termly MRF
Coaching and mentoring of teachers and TA”s to support improvements in pupils active engagement in learning KEY ISSUES FOR ACTION: Teaching and Assessment for Learning Key leader: P Thompson Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reports To use Blooms taxonomy to structure planning and teaching a unit of work and assessment in writing and reading Establish staff understanding of Blooms hierarchy and language Share the language with the children so that they can recognize their stage Marry the A4L assessment strategies to Blooms Review and assess impact throughout the year. SLT July 2017 More staff are utilizing Blooms beyond their planning and questions so that they can assess a child’s depth of understanding. Review of planning Lesson observations Pupil conferencing Termly MRF Marking policy and procedures are further developed to actively engage children of all ages in the processes. Maintain up to date review of current recommended practices Evaluate effectiveness of current practise in school and amend when necessary HT lead’ Marking, verbal or written, has a direct impact on children’s progress in all year groups. Book trawls Pupil conferencing. MRF report KEY ISSUES FOR ACTION: Working With Parents Key leader: S Hovington going going
Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reports To continue to support parents to engage in their child’s learning and to complete weekly homework tasks. - To ensure all parents are familiar with school’s homework policy. - To encourage parents to attend workshops and joint learning opportunities. - To make sure that home school communication is developed and evaluated for improvements. On going Weekly homework is completed and children who are not supported at home are supported in school, e.g. homework club, staff to support child to complete homework tasks. Communication achieved through parent evenings, letters, topic letters, website, texts and Dojo Homework record sheets Parent evening attendance Dojo conversations Informal conversations with staff Termly To continue to develop LPPA. Introduce rigorous systems for analysing and evaluating all initiatives and provide effective summaries to enable senior management to review, develop and refine its parental engagement strategies. Involve and ensure that all staff are fully engaged, take ownership of and fully embed the LPPA principles and practice within their class groups. Extend and develop the provision for parents’ own learning to enable them to become confident co-educators of their children. PT HN LB KG SH CW On going Monitoring is completed after each relevant event and analysed to pick up on possible improvements. Staff to have copies of LPPA aims, with reference made in staff meetings as necessary Parent attendance at courses etc are noted and analysed. Look for links between courses and improvements in the child’s learning or commitment to learning. Review of evidence collected so far. Identify gaps. Collect new evidence. Collate evidence. Termly
KEY ISSUES FOR ACTION: KS1 & KS2 Miss Bodin / Mrs Nock Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reporting To develop parent involvement in child’s education. -Engaging parents in homework through changes to types of homework set - improving feedback parents receive about child’s homework. -Notify PSA (CW) about hard to reach parents and develop support systems for the child or parent. - Contact parents who don’t attend parent’s evening and organize alternative. - organize opportunities for parents to work alongside their child in class. - Set up a homework club (possibly after school with learning mentors) LB HN CW 15 days April 2016 Children able to recall basic facts and use skills independently and with greater confidence and speed. Staff differentiating homework to allow children to be independent. Pupils understand the importance of homework. Parent feedback from community group is positive. Parents using Dojo site to communicate with staff. Monitoring systems in class for tracking homework completion. Speak to parents at community meetings. Register from parents evening Attendance at homework club Data from OFSTED parent’s questionnaire. PT To ensure consistency of quality in books across key stage/phases. -Development with staff of addendum to marking policy, including new system for wobbly wallets. -Termly book trawls with SLT/middle leaders -Use of unit overviews for children to self-assess their learning to be developed in maths and literacy. -Sharing good practice and ideas in staff meetings. - Develop use of children’s target books. Work with other members of SLT to LB HN PT 25 days July 2017 Books show progression. New addendum to marking policy being implemented effectively by all staff. Narrowing the gap feedback has impact on progress data. Children know their targets and attainment level, and what they are learning and why in a particular lesson. Quantity of work and quality in books is suitable Book trawls (formal and informal) Moderation PT/SLT
rewrite/research more child friendly versions. for age and stage of the child. Develop effectiveness of middle leaders in supporting teaching and learning across the school. – SLT to seek feedback about observation findings and development areas for staff -Coaching/mentoring about projects and issues tackling alongside staff -check staff who middle leaders are working alongside are willing and have taken on board advice. LB HN weekly ongoing Middle leaders are using plan, do, review style to their leadership. Continuous prof discussions following observations to coach and mentor middle leaders. Teaching and learning in key stage improves. Observations Book trawls SLT minutes PT Improve number of chd reaching expected by end of key stage. - Pupil progress meetings with Y2/6 staff - Moderation in year groups, school and with other schools -Data is analysed by staff and target groups identified. -Supporting teaching and learning in lessons and through planning. Setting up booster groups and procedures for wobbly wallets as required. -Begin using Sheffield STATS for data analysis, deciding which reports are most useful to use on management reviews and for SLT data file. -Track data for different groups of pupils LB HN July 2017 Number of chd achieved expected standards in RWM increases from last year. Targeted children are receiving needed support through lessons and interventions. Data reports and tracking Notes from pupil progress discussions Leadership logs/timetables PT KEY ISSUES FOR ACTION: Foundation Stage Miss Hovington
Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reports To run the REAL Project in Nursery (REAL=Raising Early Achievement in Literacy) - To ensure all N. staff are familiar with REAL project including the early home learning environment, environmental print in early literacy and oral language in early literacy. N. CW Sept. 2016 July 20176 2017 Time - N. Team are a high performing and a cohesive team and will engage with parents. - REAL planning covers the four key strands – environmental print, books, oral language and early writing. - All new N. staff have the skills and knowledge to facilitate high quality REAL learning. - REAL sessions are completed and all N. staff are deployed effectively. REAL sessions Nursery meetings Termly To plan and deliver a series of ‘Inspire Workshops’ for R. parents. - R. staff to work in partnership with each other to complete planning proformas for effective delivery of ‘Inspire Workshops’. - SH to touch base with R. staff to ensure all staff understand importance of ‘Inspire Workshops’ and how we can utilize parents to help raise the attainment of R. children. - To liaise with AT and JD to ensure R. staff have the resources for the successful delivery of these workshops, resource gaps are highlighted and resources are purchased to ‘plug’ any gaps. - To monitor these sessions through informal drop in’s. R. SH 2016 Spring 2017 Spring 2017 Time - Sessions are planned and delivered to ensure maximum engagement of all parents. - Planning covers all aspects of EYFS curriculum so parents can learn how best to support their child so s/he can reach their potential. - R.staff have knowledge and skills to facilitate high quality engagement of parents and so ‘Inspire Workshops’ are successful. - Any resource gaps are identified and resources are purchased accordingly. - Informal “drop in” sessions by PT/SH/CW are conducted showing good teaching and effective learning during these ‘Inspire Workshops’. ‘Inspire Workshops’ Reception meetings Termly
To ensure R. teaching staff are working well together, planning sessions are effective and resources are shared to ensure children are successful in E.Y.F.S. profile. - Ensure all R. staff are kept informed of all day-to-day / weekly developments and occurrences. - Compare and analyze end of term assessment results and ensure all children are making progress. - Key skills are taught and assimilated for an easy transition into year 1. - Plan for early intervention to ensure children not making progress are targeted. - Facilitate moderation between reception staff to focus on key skills and progress SH R. staff On going 2017 On - Any weekly issues are resolved at planning sessions Encourage an open dialogue between the two R. teachers -Assessments are used to group children appropriately. -Groups are planned for and taught effectively and teaching monitored. -Learnt key skills are applied in classroom and curricular work. -75% of children reach the expected standard at the end of Year 1 phonic check. PPA sessions Assessments Planning Book trawls Data analysis Termly KEY ISSUES FOR ACTION: To continue to develop effective practice and curriculum development including transition from EYFS and transition into KS2 HN Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reporting To further develop knowledge of EYFS practice Professional discussions with SH (nursery) and AT (Reception) Observe lessons/sessions taught in EYFS HN SH EYFS staff On going July 2017 Good knowledge of EYFS development Good understanding of assessment procedures Good understanding of EYFS curriculum delivery Leadership log PT/ SLT To secure assessment judgements from EYFS to Y3 Facilitate moderation sessions for Rec/Y1 staff and Y1/Y2 and Y2 and Y3 staff in school All staff On going July 2017 Staff have a sound understanding of key skills Key skills are being embedded in Minutes of moderation meetings Key Skills document for year groups PT/SLT Governors
Analyse assessment data from Sheffield and 15/16 SAT papers for Yr 2 and 6. Evaluate coverage and content of Maths curriculum. school and then take steps to address them. Eg: Develop a planning format. Develop a basic structure to a maths unit. Moderate assessments. Ultimately resulting in improved attainment and progression. practice across the school. Improve basic skills/ knowledge of pupils Possibly introduce new schemes. Rejuvenate 99 Club. Monitor and observe teachers and pupils to identify areas for development. Analyse assessment data from Sheffield and 15/16 SAT papers for Yr 2 and 6. JB and all staff Acc yr End of acc yr 16-17 courses, cover. Raise status of maths and key skills across the school. Ultimately resulting in improved attainment and progression SL to spend majority of Autumn term informally observing and evaluated maths practice across the school. PT/SLT Develop Subject Leader’s subject knowledge, awareness of strengths and areas for development within the whole school and how to lead/manage these effectively. Visit other schools with successful results in Maths. Informal observations, book trawls, pupil interviews, staff interviews. Any CPD as/if required. Analyse assessment data from Sheffield and 15/16 SAT papers for Yr 2 and 6. JB End of acc year 16-17 cover. SL to be able to confidently and accurately evaluate maths practices across whole school. SL to be able to develop teachers’ skills, subject knowledge and pedagogy with measurable impacts where necessary. Ensure all subject areas within mathematics are covered appropriately. SL to gain greater knowledge of schemes, resources, courses available and their Weekly updates with SLT. SL to spend majority of Autumn term informally observing and evaluated maths practice across the school. Then advance to implementing strategies necessary to address areas identified for improvement. PT/SLT scheme
effectiveness/ appropriateness. Eg: Singapore Maths, Big Ant Maths, Lego Maths etc. KEY ISSUES FOR ACTION: Science Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure To monitor the quality of teaching in Science To observe all staff teaching Science by December 2016. Identify and support staff whose standard of teaching could be raised. To carry out and analyse pupil questionnaires and staff questionnaires. AP All staff will be teaching lessons that are at least ‘good’. Pupil and staff questionnaires will show that all children enjoy Science and that it is being taught thoroughly throughout the school. Meeting notes Assessment from staff. Leadership log. Observation notes and report. Pupil and staff questionnaires. To ensure that the curriculum is engaging, diverse and covers all aspects of the national curriculum. Identify key areas of the national curriculum that need to be develop. To identify creative ways of covering the national curriculum. To liaise with outside agencies that can add to the science curriculum. AP Dec 2016 All areas of the National Curriculum will be covered. Science to be integrated into other subjects where appropriate. Discrete units will be taught where appropriate. Teachers will independently source outside support/agencies. Leadership log. Audit of curriculum coverage. Monitoring of planning Diary of outside visitors. To ensure that assessment results improve on the previous years and that progression is evident in all year groups. Monitor the assessment results that are submitted. Assessment evidence from staff. Moderation of teacher assessments. AP July 2017 Results in Science will be maintained at 90% and will be at least 62% in KS2. Leadership log Monitoring of Science data. Analysis of data. going going going
KEY ISSUES FOR ACTION: Behaviour, social, emotional and mental wellbeing Mr Barker Planning Monitoring/ Evaluation Target Action Staff Target Date Cost Success Criteria Monitoring Procedure Reporting - Developed a positive behaviour structure that works successfully throughout the school. - Develop behaviour recovery and good to be green schemes to suit out school. - Go on a Behaviour Recovery course. - Develop the use of the class dojo and other positive strategies. - Develop the use of Inside out characters to help with emotional coaching. - Emotional Coaching course. - Make behaviour areas positive and resourceful. - Help staff develop their understanding of Behaviour Recovery. - Track data using reflection sheets. - Use relevant courses to help develop scheme. Visit other schools with successful behavior schemes. RB, PT, SNAT team On – July 2017 On – Going - Each year has less behaviour issues as a result of the structure. - Positive ethos is seen throughout the school and staff. - Emotional Coaching is a predominant strategy to deal with negative behaviour. - Observe the staff using emotional coaching and Behaviour Recovery strategies - Track the progress of the children’s behaviour. - Review Reflection sheets and their effectiveness. -Learning walks to evaluate reflection areas, teachers relationship and atmospheres. - Pupil conferencing. - Staff questionnaire. - Compare data from previous year. Termly - Organise and develop Learning Mentor team for effective mentoring and coaching for children with behavioural difficulties - Develop the procedures Learning Mentors need to follow. - Provide initial and basic training for the Learning Mentors - Track progress. - Develop interventions and strategies for learning mentors to use. - track data for the children being mentored. RB, PT, SNAT team On - July 2017 On – Going - Learning mentors have a positive and effective relationship with children (and mentees). - Learning mentors begin to understand and identify children who need their support. - Learning Mentors begin to develop a whole school approach to their practice. - Interventions and strategies have a positive impact on the children’s social, emotional and mental well being. - Hold fortnightly meetings with Learning Mentors to monitor. progress and introduce new procedures. - Keep training record of the staff. - observe mentors delivering emotional coaching and interventions. - compare and monitor progress. - Staff questionnaires. - Pupil conferencing. - Parent conferencing. Termly
- Children with behavioural needs improve their learning in class. - evaluate interventions and strategies. KEY ISSUES FOR ACTION: Creative curriculum Miss Bodin Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reporting Research into creativity in new curriculum. Visit other schools (what topics, creativity, books/recording, marking, text rich topics, assessment). Book trawl of topic work currently in school. Planning scrutiny. Establish a pupil voice group and gather their opinions. Staff questionnaires about WWW and develop areas. Primary Matters company – any CDP and purchase publication of text rich LB, HN SH 5 days End Oct 16 Approx. £200 Know ways to make the curriculum more accessible to our children. Have a bank of quality texts linked to different topics. SLT to support ideas and share the vision. To consider teacher and pupil voice. Book trawls Pupil voice data/analysis Staff questionnaire data analysis School visits notes PT/ SLT
topics with reading suggestions. Share findings with SLT to make final decisions about steps we needs to take. Keep staff up to date with progress in staff meetings. Create new topics across the school which meet the needs of our children and promote text rich learning. Staff to ask children in class the types of topics that want to do. Year groups to decide upon 3 main topics per year and their key focus, including texts. Analysis of year groups initial ideas. Overlaps? Coverage of NC across school? Staff to add to overview based on set criteria EG: an artist focus, food technology, visits, outdoor, etc… Analysis of coverage against criteria. Share ideas with pupil voice group. Feedback to staff. All staff 2-3 staff End Nov 16 - Staff and pupils have greater ownership over teaching and learning of foundation subjects. Coverage of NC considered. Minutes from staff meetings Overview of topics document to be produced. Pupil voice data/analysis PT/SLT Governors To plan objective coverage and creative projects for new topics. Create topic web plans for each topic, including NC objectives and initial creative ideas. Share with pupil voice group. Feedback to staff. Feedback to SLT. Check for repetition of ideas across year groups, meet with staff concerned and find solution together. All staff with 1 day per year group (7 days) of Dec Poss. Supply cover - £600 New £3000 A more creative foundation curriculum which is more closely matched to our children’s needs. Type of skills across different curriculum areas developed each year. Long term planning created which can be modified during and following delivery. Topic webs Long term plan of NC objectives. Pupil voice data/analysis PT/SLT
Staff are given time to develop topics. To evaluate the impact of new topics. Book trawls of work for newly designed topic – completed by LB and by staff during staff meeting. Look at how each year group has decided to short term plan for topic. Pupil voice – ask pupils opinions, including what could have made it better. Staff to evaluate/review and amend long/medium term planning. LB HN SH 4 days + 1 staff meeting End of spring term - Children are enjoying topics, and can speak confidently about their learning in foundation subjects. Books have enough work evidenced and quality has improved from start of year. Staff are adapting planning to suit needs of their class. Sharing good practice across the school. Book trawls Pupil voice data/analysis Staff questionnaire data analysis School visits notes PT/SLT/All teaching staff Future 2017: (To be developed following other targets being completed) To develop effective short term topic planning. ?To improve quality and presentation of topic books? Differentiation with SENAT team Clarity of children knowing what they are learning and why. All staff April KEY ISSUES FOR ACTION: Development of ICT Mr Bywater Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reporting To establish implementation of iPads within the classroom - Feedback from staff in staff meetings. TB and End of academic year. Cover, some staff - All classrooms have access to at least an iPad which includes the necessary applications. - Discussing what is/isn’t well with staff. PT/SLT going
environment, particularly the use of verbal feedback through recording. - Further support/training in staff meetings in the use of iPads within the lesson environment. - Sharing good practice. - Supporting staff with ideas. - Testing and evaluating a variety of educational applications, and feedback the success of them in the classroom. all staff - Teachers are using their iPads correctly and for the purpose of enhancing the children’s learning; not just because they have them. - Reviewing of applications. - Observing the use of iPads within the classroom. - Compare a child’s work before and after the use of verbal feedback. To improve school internet connection throughout, including speed and coverage, negating any inaccessible/poor service areas. - Discuss quotes with different providers. - Discuss with staff the speed of their internet and the coverage - Ensure the new internet connection purchased would be capable of running numerous iPads in the future. PT, TB, CF, Easter? End of academic year. £10,000 - - All classrooms have an excellent internet connection for streaming things such as cyber coach, educational videos, etc. - The internet is strong enough to have multiple devices running without compromising speed. - Discussing with wifi provider strength and successfulness . PT, CF To ensure laptops are being used to enhance the children’s learning and not being neglected. - Feedback from staff in staff meetings. - Sharing good practice. - Supporting staff with ideas. - Ensuring all classrooms have enough laptops and chargers so that children and teachers have easy access. TB and all staff End of academic year. Cover, some staff - All classrooms have access to at least one laptop between every two children. - Teachers and children are using their laptops correctly and for the purpose of enhancing the children’s learning. Children can then create presentations, word documents, etc to present to the teacher/class. - Discussing what is/isn’t well with staff. - Observing the use of laptops within the classroom. PT/SLT going meeting
KEY ISSUES FOR ACTION: Development of PE Miss Benton Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reporting Quality assure lessons to ensure they are planned and delivered in line with new NC and improve core skills of pupils. Further CPD from premium where necessary. Support staff in PPA mainly with planning for areas they are less confident in. PE leader and apprentices to help resource for lessons (activity cards, lesson plans, game activities etc). PE leader to observe staff and grade using the High Quality and PE in schools observation sheet. Observe lessons with previous PE leader/ Sue Trotman/ Head Teacher to moderate levels given. Consult SSCo for continued support in weaker areas of PE. Leader CPD with monitoring/ feedback skills. Produce strategies for recording progress and impact of CPD. VB and all staff End of acc yr 16-17 and cover Lessons will contain 80% activity. Core skills will be taught more confidently across school (through obs and questionnaires) Improved practice will be seen across the school and subject knowledge, based on targets set from observations, will increase (through obs and questionnaires) Staff confidence/competence will improve as well as subject knowledge in targeted area of PE NC. PE leader will know abilities/ competencies of all staff. Annual obs, looking for improvements/ developments from first to latter based on individual staff targets. Targeted CPD using WBA trained instructors. PT/SLT Maintain the use of Skills2Achieve as an effective method to monitor/assess impact of pupil premium and begin Leader to attend CPD and networks to develop and implement. Lesson observations – filmed and evaluated. VB Current Acc yr End of acc yr 16-17 Cover and Have an established monitoring/evidence folder that will show evidence of impact/ data. Have an established folder that will show PT/SLT
to see it used more widely as a tool to focus teaching. Staff/pupil surveys. PE leader will look at the data to see which year groups and clusters of children (EAL, pupil premium, girls etc) need to have more provision allocated. Moderation to be considered. Is the scheme being followed across the school? Skills to achieve used to fill the gaps in learning. MTP indicating the areas needed to work on. Monitoring/evaluating the impact of WBA to justify the sport premium spend, Use of assessment strategies for progress will be shown in lesson observations, assessment data etc. Staff more confident in its use and use it to plan units/fill gaps. Pupil premium ch show progress due to more focused intervention. Staff showing outcomes/ progress of children using ICT. evidence of impact/ data. Use of assessment strategies for progress will be shown in lesson observations, assessment data etc. PE leader to develop leadership skills and implement strategies to improve PE across the school. . PE leader to learn what good leadership looks like from network meetings and other staff/SLT. PE leader to learn how to appropriately grade lessons from network meetings and other staff/SLT. PE leader to observe lessons and give constructive feedback to staff. PE leader to work alongside apprentices and head teacher to successfully support other staff to deliver PE. VB Current Acc yr End of acc yr 16-17 costs and cover PE leader has become more confident in role. Lessons are graded more accurately offering constructive feedback for staff to work with. PE leader and apprentices support staff when needed. More KS1 children attend sporting activities; at lunch and after school. A wider variety of activities offered throughout the school. School achieved the play maker award. Health and activity links with parents made. Transfer links with high schools made. Have an established folder that will show evidence of impact/ data. PT/SLT