St Nicholas CE VA Primary School EYFS Action Plan 2016-2017 (Linked to SEF / Appraisal / SDP 2016-17) Objective Links to Key Areas Actions Time span Cost Success Criteria Evaluation / Next Steps to strengthen leadership as we move towards Academy Effectiveness of Leadership and Management Liaise with other EYFS leads in the Pyramid -Attend Pyramid INSET Follow up mtgs Visit another local school to observe RWI / explore outstanding provision for AA / look at outdoor / indoor provision 3RD January ? 21st February £ 60 £120 Leadership has moved to outstanding Miss Ireland has attended a number of moderation meetings within the Pyramid to scrutinise books etc and share good practise across the EYFS curriculum. Next steps: arrange visit to another school to view provision and particularly the outdoor learning environment. To ensure continuous flow between indoor and outdoor learning environment. Quality of Teaching , Learning and Assessment Personal Development, welfare and behaviour Use research and materials to deepen understanding of how to manage this provision and ensure a positive impact Visit other settings to observe outstanding practice Make explicit outdoor provision in planning _ link indoor and outdoor provision July 2017 New resources Outdoor / indoor provision has enhanced the provision and impacted positively on the children’s outcomes Staff have a deeper understanding of how to plan for and manage this provision Ongoing. Miss Ireland and Mrs Brewer are trialling different systems to see which works more effectively. Next steps: Continue to trial different systems and talk to other schools about how they manage this area.
-consider effective management in relation to space and supervision To ensure a range of writing across the ability groups ( SDP Focus ) Quality of Teaching , Learning and Assessment SDP focus 2017 Deliver x1 literacy session per week in addition to the x4 RWI sessions Build in time for children to consolidate their phonic writing through independent and guided sessions / opportunities ( Emphasis on AA pupils ; Boys ) July 2017 None Range of writing evident in the children’s books Increased opportunities for children to choose Children confidently using their phonics AA writers increasing independent and beginning to engage in their own assessment There is evidence of this in the children’s learning journeys. The new Read Write Inc scheme is proving successful as the children are applying their phonics well in other areas of their learning e.g. writing. Independent activities for AA writers identified at the planning stage. Next Steps: continue to scrutinise books with other colleagues as part of staff meetings and with the Head Teacher. Miss Ireland has introduced strategies such as thumbs up / thumbs down and the children are now taking responsibility for marking their own work with a green pencil (just in phonics lessons at the moment). They know
that green means ‘green for great’ in their work. Next Steps: continue to work on the above. Begin to involve more able children in the assessment process . Age appropriate strategies Quality of Teaching , Learning and Assessment SDP focus 2016-17 Through the RWI programme begin to involve the children in their own assessment Use Guided sessions to promote this skill , particularly the AA children Review Spring Term July 2017 Children consistently being encouraged to articulate their understanding of what they have done well and what they need to do next ( Links to Marking Policy ) Literacy and maths planning identifies key questions to be asked during teaching inputs to help children articulate their thinking and understanding. Next Steps: build in more opportunity for children to reflect on their wok and identify their next steps. Ensure clear differentiation across the ability groups and make sure this is evidenced in the children’s work / books ( Appraisal focus / SDP focus 2016-17) Quality of Teaching , Learning and Assessment Outcomes (Appraisal Objective 2016-17) SDP 2016-17 Differentiation is explicit at the planning stage Incorporate GW sessions to ensure next steps are targeted Review Spring Term July 2017 Percentage of children exceeding in the Specific Areas ( RD WR MA) at the end of EYFS has increased ( SDP Focus 2016-2017) Books reveal increased opportunities for AA and good rates of progress as a result of targeted planning and effective teaching Careful thought goes into the planning stage across the above three key areas to help to ensure that HA children are being sufficiently challenged and reach their potential. There is evidence of this in the children’s learning journeys. Next Steps:Continue with the above and seek opportunities to speak to other colleagues, e.g. the Year 1 Teacher for