Ulceby St Nicholas Post Ofsted Action Plan - PARENTS
Urgently Improve Safeguarding Arrangements
Key (who is responsible and also used when action is complete):
LAAT
School
School and LAAT
Priority
No
1i
1
Priority
Iron out any confusion about
accountability by putting in place
effective arrangements to regularly
check procedures and recording.
Actions
Timescale and Lead
Success criteria/Impact
Directors from the LAAT to
oversee the Governing Body.
LAAT
Wb 26/11/16
DCEO
Monitoring is frequently taking
place to ensure Governors are
effective in their role.
Scheme of Delegation is
placed upon the Ulceby St
Nicholas website as well as
the LAAT website.
Monitoring calendar in place.
School
Immediately
Executive Head/Head of
School
School
Wb 26/09/16
Executive Head
Ongoing
Delegated responsibility is now
clearly identifiable.
Restructure of the Leadership
within school to ensure greater
accountability and rigour.
LAAT - DCEO
Executive Headteacher
appointed 26/09/16
The calendar clearly shows
rigorous monitoring timescales
throughout the year.
This allows for robust evaluation of
policies and procedures on a
frequent and identified basis.
Draft action plan immediately in
place to address weaknesses.
Leadership has been strengthened.
Systems are more robust and the
school meets statutory
requirements for Safeguarding.
1ii
Thoroughly audit all aspects of
safeguarding policy and practice,
then take action to correct any
shortcomings.
Improve the quality of
recording keeping.
Continue to ensure that
confidential Child Protection
information is kept secure.
Confidential files transfer form.
School
W/c 26/9/16 Executive Head
Keep the Single Central
Record up to date
Fire drill procedures to carry
out, record and review practice
LAAT
Immediately DCEO
School
Wb 10/10/16
Termly
Executive Head
Ongoing
School
Immediately
Executive Head/Head of
school
School carries out own audit of
current safeguarding and child
protection needs.
Ensure all gaps are
addressed.
LAAT to arrange for a
safeguarding audit to be
2
LAAT
10/11/2016 DCEO
*1. A standard proforma for
recording safeguarding and CP
concerns is in place to improve the
quality of record keeping,
monitoring and consistency of
practice. This is now used by all
staff.
Safeguarding folder containing key
policies and proforma now made
easily accessible to staff in main
office and used for staff induction.
Other systems for recording forms
of prejudice are also in place.
These make it easier to monitor
and identify patterns.
School have evidence of files being
safely and securely transferred to
and from other schools.
All files and documentation now
follow exemplary practice, as seen
at another LAAT school.
SCR meets statutory requirements.
Fire drill procedures and record
keeping are robust and changes
have been made to further improve
practice.
School now meets statutory
requirements.
Actions in place to demonstrate
exemplary practice (see *1 above).
Safeguarding now meets statutory
requirements – as evidenced in
1iii
Ensure all staff and governors are
trained to a better standard,
updating training regularly and
checking that all adults fully
understand all of their duties.
carried out by a current Ofsted
Inspector and Education
Consultant.
Visit a school identified as
exemplary in safeguarding and
child protection procedures
and practice.
Staff given up to date
information on safeguarding
and child protection
documents and procedures.
Barton Local Collaborative
Trust (BLCT) Annual
Safeguarding training day for
all staff and open to governors
too.
3
23/11/16
DCEO arranged
School for staff
LAAT for Governors
26/11/16 and 3/10/16
Ongoing as new information
arises.
Executive Head – Vicky
Matthews and Head of
School – Chris Smith
(Designated Safeguarding
Lead) and SENCO –
Rebecca Proctor (Deputy
Designated Safeguarding
Lead)
05/01/17 BLCT Executive
Board
Independent review by current
Ofsted Inspector and Education
Consultant
Ideas brought back by Executive
Headteacher and Head of school.
School’s own procedures match
that of exemplary practice seen.
Staff and Governors are fully aware
and understand the Keeping
Children Safe in Education 2016
document and the current
Safeguarding and Child Protection
policy.
A standard proforma for recording
safeguarding and CP concerns is
in place to improve the quality of
record keeping, monitoring and
consistency of practice.
Staff fully understand that everyone
is accountable for safeguarding
and child protection.
Specific information, such as who
are the Designated Safeguarding
Leads and Children’s Services
contact details, are known by all
adults.
Staff have increased knowledge
through participation in a range of
workshops that cover all aspects of
safeguarding, including Level 2
Child Protection, neglect, mental
health and domestic violence and
the impact on the child.
Designated Safeguarding
Lead, plus additional member
of staff to undergo full
Designated person training as
a refresher.
LAAT
Arranged 22/09/16 DCEO
Delegated Responsibility
removed from Governing
Body. DCEO has DSL and
Safer Recruitment Training.
Director with Safeguarding
responsibility to monitor.
LAAT
From 22/09/16 LAAT has
monitored.
LAAT Headteacher with
exemplary practice identified
to support – 23/11/16 –
Gareth Smith at Wainfleet
(identified by Ofsted
Inspector and Education
Consultant as exemplary
during recent audit.
LAAT
Ongoing planned Governor
training events for Ulceby
22/11/16 – Scheme of
delegation and Monitoring
role.
14/12/16 – Safeguarding
LAAT
December 2016
DCEO to arrange for Carol
Acheson to carry out an
external review / audit of
Governors.
Safeguarding meets statutory
requirements.
The school now works to the
standard of the exemplary practice
of identified school (see *1 above).
Timescale and Lead
Success criteria/Impact
Train Governors so that they
are better able to carry out
their role of monitoring and
challenge.
Exemplary Chair of Governors
to audit the Governing Body at
Ulceby St Nicholas.
All Designated Safeguarding Leads
have up to date training and
understand the expectations.
Training 18 & 19/10/2016
Governors are fully equipped to
carry out their role of monitoring
and challenge in order to ensure
best practice is in place at Ulceby.
Strengths and areas of
development for Governors are
clearly identified.
A plan will be in place to strengthen
and train Governors in areas
identified.
Improve Leadership and Governance
Priority
4
Priority
Actions
No
2i
5
Ensure senior and middle leaders
carry out regular, robust and
rigorous checks on the quality of
teaching and its impact on pupils’
learning.
Monitoring calendar introduced
which includes:
Robust performance
management with bespoke
targets for school improvement
and personal development
Termly teaching and learning
reviews
½ termly pupil progress
meetings
Book scrutiny
Pupil voice
Data analysis
Termly earning walks
Fortnightly drop-ins
School and LAAT
Termly
DCEO
SIP
Exec Head
Head of School
Governors
Train middle leaders and
ensure time is built in for
monitoring their subject
(observations, work scrutiny,
data analysis, sharing good
practice).
School with support from
LAAT and BLCT
Training:
November/December/
January
Executive Head
Head of School (English
Lead)
Fortnightly leadership time.
Termly BLCT network
meetings
The quality of teaching and learning
is good or better throughout the
school.
Any weaknesses are addressed with
appropriate support in place,
including CPD and bespoke targets
for improvement.
Impact of the pupils’ learning is
identified through their attitude to
learning in lessons observed and
clear progression visible in their
work.
Impact of pupils’ learning is also
evident by the rise in attainment and
progress.
The triangulation of observation
outcomes, work scrutiny and data
interlink and show an accurate
picture of school improvement.
Teaching and Learning reviews
grade all areas of the school good or
better, which is confirmed by HMI
and OfSTED at the next inspection.
Middle leaders have increased their
knowledge and understanding of
their role and can accurately judge
the quality of teaching and its impact
on learners within their subject.
6
Introduce and embed a new
on-going formative
assessment system.
Links with identified
outstanding practitioners
from LAAT and partner
schools.
School
17/10/16
Ongoing
Introduction of Testbase and
additional testing materials
LAAT for all schools
13/10/16
Maths work scrutiny
School
18/10/16
Monthly
Maths Subject Lead
A new formative assessment system
is in place to ensure consistency of
practice; increased accuracy of
assessment and which clearly
monitors progress as well as
attainment, identifying who is on
track and not on track for age related
expectations.
Assessment is used as a working
document to support planning and to
address misconceptions and gaps in
learning at a faster rate.
Progress and attainment has
increased and is at least in line with
National results.
There is an increase in the children’s
awareness of the range of
comprehension questions, which
further develops their test skills in
reading and maths and builds up
stamina in test situations.
Progress and attainment has
increased and is at least in line with
National results.
Subject Lead has monitored
children’s books throughout the
school to ensure that staff have
taken on board any recent training.
Children’s work shows evidence of a
much wider variety of maths
reasoning and problem solving.
Work scrutiny in English and
across the curriculum
School
Monthly
English Subject Lead
Pupil Progress meetings
School with LAAT
½ termly
DCEO/Executive Head
Head of School
Subject Leads
School with LAAT
21/11/16
½ termly
Executive Head
DCEO
Head of School
Subject Leads
Data analysis
2ii
7
Strengthen improvement plan,
identifying precise targets that can
be measured at regular points
throughout the year.
Create an effective
improvement plan which
addresses all areas of
weakness identified in the
recent OfSTED.
LAAT with School
13/10/16
DCEO and Exec Head
Most able are having their learning
moved on at a faster rate through
additional challenge given within
lessons.
Subject Lead has monitored
children’s books throughout the
school to ensure that staff are
implementing recent training and
initiatives.
Children’s work shows good
progress and an increased level of
challenge within each year group.
Most able are having their learning
moved on at a faster rate through
additional challenge given within
lesson.
Gaps in children’s knowledge and
understanding are being addressed
through timely and appropriate
interventions.
Data shows an increase in progress.
Data shows evidence that the
percentage of children on track for
age related expectations has
increased across the school and any
underperforming groups are being
addressed rigorously.
Good progress is evident across the
school and within groups.
The action plan is robust with targets
that quickly and effectively drive
school improvement.
2iii
Ensure that Governors are properly
trained and that they receive more
detailed information so they can
challenge leaders effectively.
Train Governors so that they
are better able to carry out
their role of monitoring and
challenge.
LAAT
Ongoing planned events
CEO & DCEO
22/11/16 – Scheme of
delegation/monitoring role.
14/12/16 – Safeguarding
Training
Governors are fully equipped to
carry out their role of monitoring and
challenge in order to ensure best
practice is in place at Ulceby.
Further Improve Teaching so that Pupils’ Outcomes Improve
Priority
No
3i
8
Priority
Bring all teaching up to the
quality of the best in school.
Actions
Timescale and Lead
Impact
Establish a robust system of
observation with clear
setting of targets to ensure
that staff improve their skills
in order to maximise
progress for pupils.
Introduce a system of Peer
coaching both within school
and across LAAT to upskill
teaching staff and share
best practice within school
and across the Trust and
our partners.
LAAT and School
Half termly observations
followed target setting
and identification of
support needed.
Consultation with staff and
monitoring of effective
marking.
School
17/10/16
monthly
Executive Head
The quality of teaching further increases so
that 100% is at least good by July 2017.
Greater evidence of Outstanding teaching is
taking place throughout school.
40% of teaching should be seen as
outstanding over time by July 2017.
Quality of teaching improves and best practice
is shared.
The quality of teaching further increases so
that 100% is at least good by July 2017.
Greater evidence of Outstanding teaching is
taking place throughout school.
40% of teaching should be seen as
outstanding over time by July 2017.
Staff understand how to be more time efficient
while maintaining maximum impact in their
marking feedback, so that children fully
understand what they need to do to improve
and know the next steps in their learning.
Children are given time to respond to effective
marking and work shows clear progress as a
result.
LAAT and School
DCEO and Executive
Headteacher
3ii
9
Make sure that teachers
identify the most able pupils
and consistently give these
pupils challenging work so
Rearrange the school
timetable.
School
28/11/16
Executive Head
Follow a monitoring
calendar that includes:
Robust performance
management with bespoke
targets for school
improvement and personal
development
Termly teaching and
learning reviews
½ termly pupil progress
meetings
Book scrutiny
Pupil voice
Data analysis
Termly Learning walks
Fortnightly drop-ins
School with LAAT
Termly
DCEO
SIP
Executive Head
Pupil Progress meetings
School with LAAT
½ termly
Executive Head and
DCEO
New timetable allows for maximum learning
time e.g. moving break and collective worship
to create better learning blocks.
Same day interventions have ensured that
misconceptions are addressed quickly.
Same day and pre-learning interventions have
a greater impact on pupil progress and
attainment across the whole school.
The quality of teaching and learning is good or
better throughout the school.
Pupils are taught well and make good progress
within lessons and over time.
Any weaknesses are addressed with
appropriate support in place, including relevant
training and bespoke targets for improvement.
Impact of the pupils’ learning is identified
through their attitude to learning in lessons
observed, and clear progression is visible in
their work.
Impact of pupils’ learning is also evident by the
rise in attainment and progress.
The triangulation of observation outcomes,
work scrutiny and data interlinks and it shows
an accurate picture of school improvement.
There is consistency of practice throughout
school.
Teaching and Learning reviews grade all areas
of the school good or better, which is
confirmed by HMI and OfSTED at the next
inspection.
Most able children are accurately identified;
interventions are in place and appropriate
challenge is evident throughout their work.
Data shows children have made increased
progress.
more of them reach higher
standards.
Moderation within and
across other schools –
using LAAT and BLCT
Teachers use accurate
ongoing assessment to
inform planning
3iii
Increase opportunities for
pupils to routinely attempt
‘really tricky problems in
mathematics’ and to develop
their reasoning skills.
Ensure that pupils are able to
break down multi-step
problems and clearly identify
the order of work.
Ensure that all maths work is
given a real life context or
application in greater depth.
3iv
10
Improve pupils’ reading
comprehension skills.
Whole school book scrutiny
Staff training on:
Maths Reasoning
Maths Problem Solving
Head of School Subject
Leads
Data shows an increase in the number of
children reaching the higher standard.
School with LAAT and
BLCT
½ termly
Executive Head
School
Daily
Executive Head to
monitor ½ termly
Most able are accurately assessed and are
achieving the higher standard.
Most able make good progress from their
starting point and from Key Stage 1.
Assessment is accurate and informs planning
so that the most able children are working at a
greater depth and reach a higher standard.
Pupils achieve good progress as well as
attainment in all areas.
Staff have reviewed current and best practice,
and as a result, have adapted their teaching
and learning to ensure they have taken on
board the Mastery approach to mathematics.
Their subject knowledge has improved and
there is clear evidence of raised aspirations of
reasoning and problem solving incorporated
into the teaching and learning.
Maths reasoning and problem solving is
explicit throughout the school
The triangulation of observation outcomes,
work scrutiny and data interlink and show an
accurate picture of school improvement.
School
3/10/16
½ termly Exec Head
7/11/16 Exec Head
14/11/16 Exec Head
Further CPD TBA
Learning walk
School - Ongoing
Share good practice within
and across schools
School - On-going
DCEO
Executive Head
Carry out a reading audit of
resources; use of library;
use of home/school reading
records; pupil survey;
homework
Staff training:
Reciprocal reading
Teaching and learning
reading skills
School
November/December
Executive Head/English
Subject Lead
Audit has highlighted areas that need
strengthening and these are being addressed.
School
Exec Head
Dr Jeannie Bulman
Staff subject knowledge has increased.
The teaching of reading shows improved
outcomes for all groups of children.
Observe good practice of
guided reading – TAs
Train reading volunteers
Learning walk
Teaching and Learning
Review of reading:
Observe guided reading,
interventions, phonics,
cross-curricular lessons
with a reading focus
Listen to children read
Book scrutiny
Analysis of data
School
December/January
Executive Head /Subject
Lead
School
January 2017
Executive Head /Subject
Lead
School - Termly
DCEO
SIP
Executive Head
School and LAAT
Termly
DCEO
Executive Head
Reading volunteers have increased knowledge
of developing children’s reading skills.
Reading, as a priority, is explicit throughout the
school environment.
The triangulation of observation outcomes,
work scrutiny and data interlink and show an
accurate picture of school improvement.
More children are achieving age related
expectations.
Results show an increase in attainment and
progress.
Improve Provision in the Early Years
Priority
No
4i
11
Priority
Conduct more rigorous risk
assessments.
Actions
Observe outstanding
practice across other
schools and apply it to
own procedures.
Develop close link with
exemplary practitioner.
Create a rigorous risk
assessment file
Timescale and Lead
LAAT
Wb 21/11/16
29/11/16
DCEO/EYFS Lead
Ongoing
School and support school
W/b 26/10/16 On-going
Impact
Risk assessments are being adapted and
annotated as part of weekly planning to ensure
they carefully match the activities.
Risk assessments are now robust and used on
a daily basis to ensure resources are safe to
use.
4ii
4iii
12
More fully involve parents in
their children’s learning and
assessment.
Improve the quality of
resources inside and outside
ensuring that children are
challenged in their
independent play and
exploration.
Parents consultation
afternoon
Learning journeys and
Tapestry shared with
parents.
Introduction of learning
journeys for parent/child
activities
Photographs of children’s
learning, with appropriate
labelling, is made explicit
in the inside and outside
environment
Observe outstanding
practice across other
schools and apply it to
own teaching so that there
is a strong impact on
children’s learning.
Audit current resources.
Replace worn out
resources with equipment
that will maximise
learning.
Budget for equipment has
been identified of up to
£10,000 for revitalising the
EYFS provision.
EYFS Lead
School
Wb 5/11/16
Termly
Early Years Lead
School
Termly
Early Years Lead
School
Ongoing
Early Years Lead
LAAT
Wb 21/11/16
29/11/16
Executive Head /EYFS Lead
School
Wb 21/11/16
EYFS Lead
Support from St Peters in
Eastgate
Parents are given the opportunity to be fully
involved in their child’s learning by spending
time in the Early Years environment to gain a
further insight into learning through play.
Opportunities to consult with the class teacher
with regards to their child’s progress and age
related expectations.
Parents are able to view children’s work so that
they can monitor their child’s learning.
Parent surveys indicate an increase in
involvement.
Parents are provided with a range of activities
to do with their child with an opportunity to
respond to their child’s learning.
Parents have the opportunity to view ongoing
learning on a daily basis.
Planning, assessment and effective use of
resources allow for increased challenge.
Early Years data shows that children make
good progress from their starting points.
GLD is at or above National.
Early Years provision is graded good or better.
Regularly monitor and
evaluate the Early Years
provision
Improve the quality of
provision in Early Years.
13
Move the school’s
strongest teacher to teach
in Early Years.
Termly
LAAT - DCEO
SIP
Exec Head
LAAT- DCEO
28/11/16 onwards
Training and support from
outstanding settings to help the
transition.
Early Years is a vibrant and engaging learning
environment both inside and outside.
Sessions motivate children to learn and to
make rapid progress.
Number of pupils achieving a GLD to increase
to above national average.