Bridport Primary school ‘believing in a world of possibilities…..’
Single Action Plan 2014/2015
Bridport Primary School
Summary of the School Single Action Plan
Attached here is a summary of our more detailed action plan; a copy of which is available on request from the Headteacher. It
aims to succinctly express:
(a) Our priority areas for improvement
(b) The strategies we intend to use to address these areas
(c) The outcomes we plan to achieve through our rigorously focused work and ongoing self-evaluation
We recognise the importance and value of seeking support, advice and expertise from beyond that already within our school
and we plan to source this from a wide range of providers, including (but not limited to):
 The Local Authority
 Our School Evaluation Partner
 A Local Leader of Education
 Outstanding teachers and outstanding schools, both locally and further afield
 External training providers
 Teaching Schools
 The National College for Teaching and Leadership
Updated April 2016
Bridport Primary school ‘believing in a world of possibilities…..’
Single Action Plan 2014/2015
The School’s most recent Ofsted inspection completed in November 2014 reports that for the school to
improve further it needs to:
Priority 1
Raise achievement by improving the quality of teaching so that it is good or better by ensuring that all teachers:
 1.1 Develop the ability to provide the right level of challenge for different groups of pupils, especially the most able
 1.2 Raise expectations of pupils’ presentation of their work and their handwriting
 1.3 Teach spelling skills systematically so that pupils become accomplished spellers
 1.4 Extend their skills in managing behaviour so that the learning flows smoothly and without interruption
Priority 2
Increase the effectiveness of leadership and management by making sure that:
 2.1 All leaders judge the school’s performance rigorously and accurately
 2.2 Subject leaders and middle leaders evaluate sharply the impact of their actions to improve teaching
 2.3 Governors to check systematically the impact of improvement plans for themselves in order to hold leaders to account
more effectively.
An external review of governance should be undertaken in order to assess how this aspect of leadership and management may
be improved.
We have focused on these priorities for the last 16 months and are secure in our ability to demonstrate
progress in all areas suggested by the Ofsted team.
This document has now been RAGGED (RED/AMBER/GREEN) to show progress towards targets (April 2016)
Updated April 2016
Bridport Primary school ‘believing in a world of possibilities…..’
Single Action Plan 2014/2015
Red = not on track Amber = securely on track Green = achieved
TARGET AREA
Raise achievement by improving the quality of teaching so that it is good or better by ensuring that all
teachers:
PRIORITIES
Updated April 2016
1.1 Develop the ability
to provide the right
level of challenge for
different groups of
pupils, especially the
most able
CORE STRATEGIES
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1.2 Raise expectations
of pupils’
presentation of their
work and their
handwriting
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1.3 Teach spelling skills
systematically so that
pupils become
accomplished spellers
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PLANNED OUTCOMES
Ensure we all understand what OUTSTANDING teaching looks
like and how this impacts on progress over time.
Improve the relationship between curriculum planning and
classroom delivery.
Improve the quality of Afl/improvement time (responding to
marking) across the school.
Review and simplify marking and feedback policy.
Ensure clarity in understanding the raised expectations of the
NEW curriculum and what GOOD progress looks like in core
subjects.
To ensure that all staff understand what ‘deepening learning
means’ to enable them to plan and deliver this effectively in
the new curriculum.
To improve attainment and ensure rapid and sustained
progress for MA pupils.
To Improve purposeful screening as ongoing assessment tool
for ensuring progress.
To improve tracking and analysis of achievement data by
teachers of all / groups / subject.
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Presentation policy to be written (Including a PEN LICENCE
section).
Handwriting policy to be reviewed alongside presentation
policy/re-launched.
Train all Teaching Assistants and less-confident teachers in
cursive handwriting in line with policy.
Celebrate good presentation through display.
Improve teachers’ subject knowledge and understanding of
the new curriculum expectations in key areas of Spelling and
PAG.
To establish and implement a Y6 and Y5 catch up programme
in reading (PHONICS) in order to make accelerate progress
from current starting points.
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Progress data shows results in line with national for
exceeding expected progress in Read/writing and
maths from higher achievers and other starting
points
Firm, systematic remedial action in place
The 2014 NC will be deeply embedded in not only
core planning, but across Foundation subject
planning as well. WALTs across the wider curriculum
will reflect this.
Progress over time is clearly evidenced in books as
chn respond and improve their learning. Teachers /
TLAs and chn provide feedback and next steps.
Teacher & TLA feedback (oral and written) is
consistently evidenced in pupil; books. Clear feedback
and marking facilities chn’s next steps in learning.
next steps in learning
GOOD progress is demonstrated in KS2 SATs results
and across school in own tracking data.
At least good progress relative to their starting point.
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Consistency in the approach to the setting out of all
written work
Increased level of pride shown by children in their
work and the care they take of their books
An outstanding model of presentation to be provided
by all adults
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Evidence of systematic learning and progress of SPAG
objectives in books. Evidence of marking and
improvement time.
Rising standards in assessment tasks. At least good
progress relative to their starting point.
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Increase the effectiveness of leadership
and management by making sure that:
Bridport Primary school ‘believing in a world of possibilities…..’
Single Action Plan 2014/2015
Updated April 2016
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To establish systematic ongoing teaching of phonics in Y3 and
Y4.
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2015-16 chn will have gained ground and be on track
to meet Age Related Expectations.
1.4 Extend their skills
in managing
behaviour o that the
learning flows
smoothly and without
interruption
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To Review Learning behaviour across the school so that a
baseline is established.
To Re-establish the Rights respecting ethos across school.
To Re-establish our Non-Negotiable classroom expectations
(learning behaviours and environment).
To train any staff who need specific strategies for ensuring
low level ‘unsettled’ behavior is well managed.
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2.1 All leaders judge
the school’s
performance
rigorously and
accurately
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To grow leaders throughout the school who take
responsibility for and are accountable for progress in all
areas.
To improve w/s timetable to ensure consistency in teaching
of all core subjects and allow MLT to confidently see and
challenge standards.
To improve the CPD offer to meet the needs of all individual
staff and the needs of the school.
To improve strategic monitoring of quality of teaching to
ensure progress is good or better (Ofsted criteria).
Rewrite HEADLINE SEF in line with Ofsted feedback and
action/progress already evidenced.Use Ofsted GOOD criteria
as next steps. RAG it.
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All adults will use the language of Rights to manage
the learning behaviours in classes and around school
Pupils will report that time is not ‘wasted’ in lessons
due to other children not settling to tasks.
Non-negotiables will be in place across the school
All staff will report confidence in managing low level
behaviour issues and use consistent respectful
approaches.
Teachers as leaders ‘lead’ their subject, being aware
of the curriculum, how progress is evidenced,
coverage and depth. They can talk knowledgeably
about the development of their subject.
Teachers understand and can communicate how the
CPD has supported their own prof development AND
impacted on the school.
MLT and SLT confident and competent in addressing
Govs, answering challenging questions and
understand their subject / group in terms of a SEF
(quality of teaching / achievement).
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Bridport Primary school ‘believing in a world of possibilities…..’
Single Action Plan 2014/2015
2.2 Subject leaders
and middle leaders
evaluate sharply the
impact of their actions
to improve teaching
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Hold an external review of
governance
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Updated April 2016
2.3 Governors to
check systematically
the impact of
improvement plans
for themselves in
order to hold leaders
to account more
effectively.
To ensure MLT are coached in being effective (subject/group
leaders/phase leaders).
To continue to upskill SLT and MLT in understanding and
using RAISE & FFT.
To continue to upskill SLT and MLT in using SPTO effectively
as leaders and in a supportive role to teachers.
To ensure that SLT and MLT work in a consistent and
systematic way using consistent evidence based analysis to
further secure good progress.
To improve the effectiveness of TRIOs to underpin the raising
of achievement through outstanding teaching.
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To establish MLT succession planning.
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Improve the way governors systematically evaluate the
impact of school provision for all pupils including PP funding
and Sports funding
Contribute effectively to the school’s accurate self-evaluation
and understand its strengths and weaknesses by reviewing
impact linked to development plans
Support the Headteacher by reorganising governors in a way
that relieves her of unnecessary ‘management’ tasks so she
can focus on the core purpose.
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MLT and SLT are more autonomous and confident in
their approach. MLT and SLT update relevant parts of
the school SEF.
MLT and SLT confident and competent in addressing
Govs, answering challenging questions and
understand their subject / group in terms of a SEF
(quality of teaching / achievement).
Teachers will confidently articulate what Outstanding
teaching and learning looks like and know where to
see it in school.
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School evaluation will be effective and accurately
judged based on robust monitoring systems
The School Self Evaluation Cycle will be overseen and
Challenged by governors with the knowledge to do so
The Headteacher will not attend unnecessary
meetings and be able to hold governors to account in
their leadership role. The Head will be able to resume
position as leader of teaching and learning.
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