Federation Improvement Plan
2016/17
1
Federation Improvement Plan Contents
Page Contents
3-6
7-9
10
11-12
13
Whole school improvement priorities overview
Priority 1: To diminish the difference in attainment between Whipton pupils and children with
similar starting points nationally, particularly at KS2, where this gap is largest by:
 Continuing to close the gap for disadvantaged pupils across the federation
 Ensuring that teaching and therefore learning, is consistently good or better.
 Ensuring that the curriculum truly meets the needs of all pupils
Priority 2: To improve parental interest in pupils’ learning.
Priority 3: To ensure that Whipton schools are the first choice for parents in our designated area.
Community
Priority 4: To continue to improve attendance and punctuality.
14
Priority 5: To improve the schools’ effectiveness in managing social, mental and emotional health
in “high needs” pupils, particularly in relation to impact on learning.
16
Priority 6: To ensure that the federation governing body works effectively, with a focus on the
strategic direction of the federation
18
Standards
Behaviour and
safety
Leadership
School Improvement Budget Allocation
2
Whole Federation Improvement Priorities Overview
Standards
Priority
To diminish the difference in
attainment between Whipton
pupils and children with similar
starting points nationally,
particularly at KS2, where this
gap is largest.
Reason

Attainment and progress in KS2 has been below national
for more than three years and is not improving.
o In bottom 5% schools nationally for attainment
in Reading and Maths (average scaled scores)
o In bottom 8% schools for attainment in Reading,
Writing and Maths combined.
o In bottom 15% for progress in Reading, Writing
and Maths

The % of pupils in EYFS achieving GLD has fallen and has
not risen over time in line with Devon and national.

The gap between disadvantaged pupils, their peers and
all pupils nationally fluctuates but is not narrowing
consistently across the federation.

Teaching and therefore learning, is not yet consistently
good across the federation.

The curriculum is not sufficiently developed to fully
engage all learners and therefore behaviour for learning
is not consistently good.
Measureable outcomes
EYFS


At least 95% of cohort make at least expected progress
through EYFS
All pupils 30-50 months (mid and high) on entry achieve
GLD
GLD target of 70% is achieved




At least 90% of Y1 pupils meet phonics standard
At least 80% of Y2 pupils reach standard in Reading
At least 75% of Y2 pupils reach standard in Writing
At least 77% of Y2 pupils reach standard in Mathematics

KS1
Year 6





At least 68% of pupils reach standard in Reading
At least 61% of pupils reach standard in Writing
At least 70% of pupils reach standard in Mathematics
At least 48% of pupils reach standard in EGPS
At least 48% of pupils reach standard in R, W, M combined
Other year groups
 All amber and green pupils make at least expected progress
and red pupils make accelerated progress
Quality of teaching
 At least 90% of triangulated observations are at least good
across the federation by summer half term 2017
3
Community
Priority
Reason
Measureable outcomes
To improve parental interest in
pupils’ learning.
•
1. Parents report that they are receiving good information
about children’s achievements
2. Analysis of Earwig shows good take up by parents
3. Communications with parents are clear and well received
4. Improvement in the learning behaviour of selected
children
•
•
•
To ensure that Whipton
schools are the first choice for
parents in our designated area.
•
•
•
Anecdotal evidence that many parents of underachieving
pupils do not sufficiently discuss, celebrate or support their
children’s learning.
Research (Hattie, J) shows that true parental engagement
will have a demonstrable effect on pupil achievement over
time.
Historically some parents, particularly those of
underachieving pupils have been reticent in engaging with
school and their children’s learning.
Many parents struggle with providing adequate support for
their children outside school.
The school roll is significantly below capacity of 630
(currently 75% capacity). This will present the federation
with significant financial difficulties in three years’ time.
Nursery numbers are falling and planning for the admission
of two-year olds has stalled with the withdrawal of capital
funding.
Imbalance in social make-up of the school contributes to
potential culture of low-aspiration.
1. Less outward mobility from parents moving pupils from Whipton
when spaces become available in other schools
2. Increasing role in EYFS over time
3. Higher proportion of parents who visit Whipton chose to enrol
their children
4
Behaviour and safety
Priority
Reason
To continue to improve
attendance and punctuality.
•
•
•
To improve the schools’
effectiveness in managing
social, mental and emotional
health in “high needs” pupils,
particularly in relation to
impact on learning.
•
•
•
•
Measureable outcomes
Absence rates of all pupils are still too high:
o % attendance Juniors: 95.8
o % attendance Infants: 94.6
Absence rates of groups are still too high:
o Pupils in receipt of FSM are absent more
frequently than their peers across the federation
o Boys are absent more frequently than boys across
the federation
o Pupils with SEN are absent more frequently than
their peers
Too many children arrive late to school
•
Fixed term exclusions are too high (Junior exclusion rate
four times national average and % of pupils excluded is six
times the national average)
Pupils who experience exclusion are less likely to reach agerelated expectation than their peers
Groups of children across the federation have a negative
impact on their peers’ learning
The federation behaviour policy lacks clarity and does not s
1. Exclusion rate drops to below national average and pupils in
danger of exclusion have a clear plan in place to minimise that
risk.
2. Rates of behaviour-related incidents on CPOMs drops
significantly, particularly those logged by teachers receiving
additional support with the management of pupils emotional
and behavioural needs.
3. Lesson observations demonstrate that “high needs” pupils are
successfully included and do not detract from the learning of
other pupils.
Overall attendance rate increases to:
o KS1: 95.5%
o KS2: 95.8%
• Attendance rates of pupils in receipt of FSM increases from
94.2% to 95%
• Attendance rates of boys increases from 94.9% to 95.5%
• Attendance rates of pupils with SEND increases from 93.7% to
94.5%
• Lates after registration closes fall from 194 occasions (37 KS1
and 157 KS2) to less than 140 occasions
• Lates before register closes falls from 733 occasions (165 KS1
and 568 KS2) to less than 500 occasions
5
Leadership
Priority
Reason
To ensure that the federation
governing body works
effectively, with a focus on the
strategic direction of the
federation
•
•
•
Measureable outcomes
Governor vacancies are still too high and efforts to recruit
1. The governing body is an effective, well organised team and there
have not been successful
is a high level of commitment. There is a commitment to training
There are too many staff governors compared to non-staff.
and a culture self-improvement. Governors understand their role
This has the potential to dilute the effectiveness of
and lead by example.
independent challenge.
2. There is clear succession planning for the future leadership of the
Despite a review of governance (including skills audit), there
governing body.
is not enough
3. The governing body is committed to undertaking a strategic rather
than an operational role. It ensures that its members understand
what this means and the head teacher commits to supporting the
governing body working strategically.
4. The governing body ensures clarity of vision, ethos and strategic
direction and communicates high expectations and ambition.
5. The governing body understands the school’s strengths and
weaknesses and the priorities for improvement in the school
improvement plan and focuses its time and attention on these
matters.
6
School Improvement Priorities 1 to 6
Priority 1:
To raise standards by diminishing the difference in attainment between Whipton pupils and children with similar starting points nationally, particularly at
KS2, where this gap is largest.
Measurable outcomes:
EYFS
KS1
Year 6
Other year groups
Quality of teaching and
At least 95% of cohort make at At least 90% of Y1 pupils meet
At least 68% of pupils reach
curriculum
least expected progress through phonics standard
standard in Reading
At least 90% of triangulated
Year 3
EYFS
observations (lesson observation,
Reading – 88%
At least 84% of Y2 pupils reach At least 61% of pupils reach
standards in books, progress data)
Writing – 81%
All pupils 30-50 months (mid
standard in Reading
standard in Writing
are at least good across the
Maths – 83%
and high) on entry achieve GLD
federation by summer half term
Year 4
At least 77% of Y2 pupils reach At least 70% of pupils reach
2017
Reading – 88%
GLD target of 70% is achieved
standard in Writing
standard in Mathematics
Writing – 83%
Curriculum timetabling and
Maths – 86%
At least 79% of Y2 pupils reach At least 48% of pupils reach
balance meets the needs of all
standard in Mathematics
standard in EGPS
children
Year 5
Reading – 74%
At least 48% of pupils reach
Writing – 66%
standard in R, W, M combined
Maths – 74%
Key actions – Teaching and Learning
Lead staff
member
Time
required
Start date
Deadline
Drawing on most recent research (eg: Sutton Trust – Developing Teachers) and evidence, create a
federation-wide professional development programme and culture that focusses on:
 Improving teachers’ subject knowledge
 Improving teacher instruction, eg: questioning, AfL, modelling, etc
 Improving the classroom climate, eg: expectations of learning behaviour and challenge
 Improving classroom and time management to ensure, for example, effective use of
resources, timetabling and improved behaviour
GR, AH,
GW, JN
SLT days
over one
half term
November
2016
In place for
January
2017
£
Cost
12000 (PPG)
7
Introduce clear teacher support programme based around existing lesson observation, book scrutiny
and summative assessment cycle: a teacher support programme as a pathway to good and
outstanding teaching based on improving teaching pathway outlined in Beyond Monitoring. The
pathway will be led by GR, AH, JN and GW. They will hold monthly supervision meetings to share and
plan most effective approaches to supporting key teachers.
GR
NA
8000 (PPG)
AH, JN, GW Ongoing
(formal
support
plans)
GR, GW,
NA
JN, AH
October
2016
In place for
November
2016
November
2016
Lead staff
Time
required
member
AH working Leadership
with Exeter
University
Start date
In place for
planning
meetings
Nov 16
Deadline
January 17
Spring 2
£
Cost
200 (FIP)
All staff trained in the delivery of Babcock spelling programme. Training delivered by SR and JS.
English leaders given 3xafternoons to plan and prepare training
SR and JS
Dec 16
480
Purchase, set up and train staff and children in the use of Accelerated Reader in KS2. Use SLS to
support book banding and the reorganisation of KS2 library stock.
SR and JS
with WW
December
2016 and
termly
December
2016
Simplify and improve teacher appraisal so that the process is clear, transparent and supports
teachers in improving practice. Objectives should focus on pupil achievement (evidence-based
relating to prior attainment of individual pupils) and individual professional objectives derived from
professional dialogue
Key actions – Curriculum
Draw up a strategy to ensure that approaches to teaching and developing speaking and listening
skills are consistent across the federation and match the needs of pupils (based on S and L gapanalysis) – in conjunction with Debra Myhill and the University of Exeter.
AH to purchase resources for and deliver training on daily mental maths and maths fluency across
the federation.
AH
Redraft school calculation policy to emphasise mental maths and mathematical fluency. Ensure it
contains common misconceptions and approaches to addressing these.
AH
Re-training staff in the application of the school’s calculation policy (regular staff meetings – year
group specific)
1 staff
meeting
per term
1-day
release for
SR and JS to
set up.
1 staff
meeting
per term
1 staff
meeting
per term
Leadership
time and 1
staff
meeting
per term
November
2016 and
termly
December
2016 and
Termly
Pupils start
using AR
Jan 2017
November
2016
Dec 16
NA
6242 (PPG)
2000 – bookstock and
resources
(FIP)
120 (FIP)
NA
8
Review class timetables to ensure they match the collective needs of each class, maximise teaching
time and ensure curriculum balance. Feedback to teachers and amend timetables ready for January
2017.
GR, JN, GW Leadership
time
November
16
End of Nov
16
Key actions – Support Staff
Lead staff
member
CU and AH
Time
required
Start date
Deadline
Leadership
time
January
2017
In place for
summer
term

Improved induction and basic training for TAs to ensure that there is an established basic
skill set:
o Thrive
o Behaviour management
o Phonics
o Marking and feedback
o Calculation policy
 TA appraisal reviewed to ensure that clear objectives are set and mirrors the teacher
support programme.
Key actions – Assessment and Tracking
GW
NA
£
Cost
500 (SEND)
2000 (CPD)
Time
required
Start date
Deadline
Create annotated exemplification materials in writing and maths and a portfolio of evidence in
reading. To use in staff meetings, book scrutiny and teacher assessment to clarify expected
standards.
Create key objectives in R, W, M and EGPS for use in formative assessment.
Lead staff
member
AH and SR
with JN and
GW
AH and SR
3 days
November
2016
1 day
November
2016
End of
autumn
term 2016
December
10th 2016
Write these into SPTO and ensure all teachers can use these effectively.
JN
Two staff meetings per term to ensure effective use of elicitation tasks to inform planning; including
reinforcing “no fixed groups” policy to ensure clear staff understanding of the need for direct
teaching of flexible groups.
AH
1 staff
meeting
5 staff
meetings
PUMA and PIRA tests in mathematics and reading purchased and staff trained to ensure that all
pupils are given the correct support to access the tests. Staff trained to use test analysis tool to
enable tests to be used formatively.
Lead governor committee: Teaching and Learning
JN
1 staff
meeting
per term
November
2016
NA
November
2016
November
16 then
termly
£
Cost
540 (FIP)
180 (FIP)
NA
2000
(Assessment)
Sign-off:
9
Priority 2: To improve parental interest in pupils’ learning.
Measurable outcomes:
• Parents report that they are receiving good information about children’s achievements
• Analysis of Earwig/SPTO shows good take up
• Communications with parents are clear and well received
• Improvement in the learning behaviour of selected children
Key actions
Develop “Earwig” across the federation to give parents and wider family members regular
information about their children’s achievements. In order for this to be effective, we will need to:
 Invest time in staff training
 Brief parents very clearly about Earwig use and how to respond positively to their children’s
school work (consider targeting key parents)
 Invest in more ipads
Review homework policy in line with “Visible Learning” research (Hattie, 2008). Ensure that all staff
and parents are clear about the value and purpose of homework. It should:
 Reinforce what children have recently learnt
 Not take up too much time
 Be easy for parents to support and praise (ie: we can give parents guidance on how to
support homework)
 Not be “project-based”
Review reporting to parents so that the process enables parents to best support their children’s
learning. Include parents’ forum of invited parents in process.
Review and improve all communication between school and home to include:
 Morning handover and morning challenge
 Letters
 Newsletters
Hold parent forum of selected parents to discuss the effectiveness or otherwise of the above.
Lead governor committee: Teaching and Learning
Lead staff
member
Time
required
Start date
Deadline
KW
1 day
planning
time
November
2016
In place by
Feb half
term 2017
2 x staff
meetings
£
Cost
1296 ipad
lease –
(ICT)
2000
(Eawig)
GR, JN,
GW, AH
1 day
planning
2 x staff
meetings
May 2017
July 2017
2017
NA
GR, JN,
GW, AH
GR, GW,
JN, CM
Leadership
March
2017
Autumn 2
In place for
Sept 17
January
2017
200 (FIP)
1 forum
afternoon
NA
SLT time
Sign off:
10
Priority 3: To ensure that Whipton schools are the first choice for parents in our designated area.
Measurable outcomes:
• Less outward mobility from parents moving pupils from Whipton when spaces become available in other schools
• Increasing role in EYFS over time
• Higher proportion of parents who visit Whipton chose to enrol their children
Key actions
Lead staff
Member/s
Time
required
Attracting more pupils to EYFS/Nursery (Induction):
1. Review EYFS and Infant induction procedures to ensure that they are focussed on the
needs of the parents. It is vital we attract as near to 100% of the parents who visit the
nursery and EYFS.
2. The induction procedures will be re-planned so all staff (particularly the admin team) are
GW and KW 3 days
clear about what happens before, during and after the visit/induction programme. This will
include keeping records of those parents who have shown an interest in the nursery/school
and follow up contact with parents to provide further information and help.
3. Creation of nursery/EYFS specific welcome packs (link to prospectus)
Attracting more pupils to EYFS/Nursery (Building):
Start date
Deadline
October
2016
MidNovember
2016
£
Cost
£200
1. NA
1. July
1. £483,149.
2017
(EFA and
2. Feb half 2. Spring
Devon)
term
term 2 2 and 3.
3. Feb half 3. Feb half £5000 (SBS)
term
term
1. Build a nursery base to accommodate two-year olds for September 2017. A funding
application is currently in to the EFA to fund this
GR, KW, GW
2. To redecorate and re-fit existing nursery space so that it is fit for purpose and has a modern
feel.
Improving first impressions and induction for new parents:
Re-write prospectus and prospectus cover. This will be simply worded, attractive and show-case a
rich curriculum with professional photographs of children and staff. Professional production and
print of federation prospectus cover.
GR
NA
October
2016
October half £480
term
photography
(FIP)
£500 print
(FIP)
11
Remodel website and host: - set up basic, simple and accessible website compatible with mobile
platforms.
GR
Improving first impressions and induction for new parents:
1. Plan and embed effective open days for nursery, infant and junior schools to include follow- 1. KW,
up in order to gather more accurate information about why parents are or are not choosing
GW, JN
to send their children to Whipton
Improving first impressions and induction for new parents:
1. Remodelling of entrances of both schools. In the short term this will involve redecoration of
junior entrance. Any major work will be reliant EFA funding through the PSBP2 in main
GR, JH, KW
junior teaching block.
2. Redecoration of Y4/5 areas of junior school
3. Improve first impressions of both sites by clearing all areas, pruning trees, clearing around
fences, re-positioning signs, cleaning and re-pointing walls, re-planting along nursery
entrance drive.
4. 5 year re-decoration programme for both sites (external contractors)
Improving first impressions and induction for new parents:
Maintain high quality learning environments and shared spaces. JN and GW to ensure that display
policy in classes and shared areas is adhered to by all staff.
Improving first impressions and induction for new parents:
Create a dedicated “press officer” role and system of communication to ensure that all relevant
Whipton events and high quality curriculum activities and effectively publicised.
Lead governor committee: Resources
Half a term
October
2016
End
November
2016
2000 (Admin)
2 days
November
2016
January
2017
£500 (FIP)
1. 1 week 1. October
2. 1 week
half
3. Half
term
term
2. Feb half
4. Ongoing
term
3. Autumn
2
JN and GW
Ongoing
Ongoing
GW and JH
NA
October
2016
As start
date
1. £1000
(FIP)
2. £2000
(Repairs)
3. £1000
3 December
(Repairs)
2016
4. £3K
annually
(Repairs))
Ongoing
NA
Ongoing
NA
Sign-off:
12
Priority 4: To continue to improve attendance and punctuality.
Measurable outcomes:
•
•
•
•
•
•
Overall attendance rate increases to:
o KS1: 95.5%
o KS2: 95.8%
Attendance rates of pupils in receipt of FSM increases from 94.2% to 95%
Attendance rates of boys increases from 94.9% to 95.5%
Attendance rates of pupils with SEND increases from 93.7% to 94.5%
Lates after registration closes fall from 194 occasions (37 KS1 and 157 KS2) to less than 140 occasions
Lates before register closes falls from 733 occasions (165 KS1 and 568 KS2) to less than 500 occasions
Key actions
Lead
staff
Time
required
Start date
Deadline
£
Cost
Review attendance policy
JN, GW
X1 half day
Oct 2016
Jan 2017
NA
Vulnerable groups to be monitored every half term
JN GW
X6 half day
sessions per
school
Oct 2016
July 2017
NA
A named attendance governor to be assigned
MB (gov) NA
April 2017
NA
Lead governor committee: Children and Communities
Sign-off:
13
Priority 5: To improve the schools’ effectiveness in managing social, mental and
emotional health in “high needs” pupils, particularly in relation to impact on learning.
Measurable outcomes:
•
Exclusion rate drops to below national average and pupils in danger of exclusion have a clear plan in place
to minimise that risk.
• Rates of behaviour-related incidents on CPOMs drops significantly, particularly those logged by teachers
receiving additional support with the management of pupils emotional and behavioural needs.
• Lesson observations demonstrate that “high needs” pupils are successfully included and do not detract
from the learning of other pupils.
Key actions
Lead staff
member
Re-write federation behaviour policy to contain the following six elements:
1. To ensure that through the actions outlined in federation priority one, lessons are accurately
pitched and matched to the needs of pupils. This will include some review of curriculum
provision (but not whole-scale curriculum review).
2. Provide high quality training for all staff to reinforce the importance of developing good quality
relationships with all pupils but particularly those with challenging behaviour. This will be based
around Thrive and attachment theory.
Time
required
GR. AH, JN,
GW
See FIP
priority one
GR
2 staff
meetings
and 6xhalf
days during
school year
Focus group
time. Two
staff
meetings
per term
Half day and
staff
meeting
See 2 above
and BCP
below
3. Shift the focus of the federation behaviour policy from “reward” to “recognition”. This will
include a review of “Golden Time”, house points and other whole-class behaviour reward
systems. The change in focus will come through working with selected groups of children and
parents and all staff. In these discussions, we will explore the work of Carol Dwek and others into
the effects of extrinsic rewards on pupils’ resilience.
4. Clarify staff procedures relating to behavioural incidents (Appendix 1 of the behaviour policy).
These are in place but not consistently applied across classes.
GR, CU, JN,
GW, AH
5. Provide staff with more support in relation to pupils with SEND (see 2 above and BCP meetings
below). Ensure that approaches and expectations are clearly written into the behaviour policy.
CU and GR
GR, CU, JN,
GW, AH
Start date
Deadline
£
Cost
November
2016
Complete
July 2016
2200 (PPG)
November
2016
New policy
in place
summer
term 2017
200 (FIP)
November
2016
December
2016
NA
14
6. Draw up a clear and well-planned support programme for parents to provide them with support
in understanding a managing the behaviour of their children. This could include the provision of
the Solihull Parenting Programme delivered by Whipton staff. It will also include:
a. Thrive awareness and practical approaches
b. Learning: reading, phonics, calculation
c. Domestic violence – pattern changing
d. Solihull parenting
e. Time Together – parents working alongside their children
f. Family Thrive
Family support work:
1. Re-write role descriptions for FSW and FSW support role to include clear working practices
and guidance.
2. Put in place regular supervision for FSW
3. Improve parenting capacity through the delivery of school-based Solihull
CU, CM, KE
1200 (PPG)
GR, JN, GW,
AH
600 release
for planning
and
resource
costs (PPG)
Commission Matt Jones from Babcock LDP to deliver two staff meetings to all staff focussing on
attachment theory and practical approaches to developing relationships between adults and high
needs pupils. Matt will also work with those teachers who are recording high rates of behaviour
incidents on CPOMs and/or who have identified themselves as requiring support in this area.
Commission an external review into SEND provision across the federation particularly focussing on
the deployment of support staff for high needs pupils (in relation to the quality of feedback on
learning and support for challenging behaviour). The review will inform the SEND action plan which
will be completed by January 2017.
Set up termly Behaviour Care Plan days at which key staff will be invited to review and contribute to
individual pupils’ plans. Key staff to include class teacher, class TA, key MTA, head of school, SENDCo
and will include the views of the child. The assistant SENDCo will type up the reviewed BCPs during
the meeting.
GR – see 2
above
1. CU and
CM
2. CU
3. GR
CU
CU
Create BCP summaries (photograph, do’s and don’ts possible “this helps me” view from child). Share CU
these will all staff (including MTAs) termly and be explicit about the importance of following
common approaches matched to each child’s needs.
Lead governor committee: Children and Communities
1 day and
half termly
supervision
1 day plus
follow-up
planning
time
10 days
supply (two
days per
term for
both
schools)
December
2016
In place Jan
2017
Solihull –
Jan 2017
Solihull
summer
2017
NA
November
2106
December
2016
July 2017
1800 (PPG)
November
2016
Termly
MTA cost
450 (PPG)
Sign-off:
15
Priority 6: To ensure that the federation governing body works effectively, with a focus on the strategic direction of the federation
Measurable outcomes:
1. The governing body is an effective, well organised team and there is a high level of commitment. There is a commitment to training and a culture self-improvement.
Governors understand their role and lead by example.
2. There is clear succession planning for the future leadership of the governing body.
3. The governing body is committed to undertaking a strategic rather than an operational role. It ensures that its members understand what this means and the head
teacher commits to supporting the governing body working strategically.
4. The governing body ensures clarity of vision, ethos and strategic direction and communicates high expectations and ambition.
5. The governing body understands the school’s strengths and weaknesses and the priorities for improvement in the school improvement plan and focuses its time
and attention on these matters.
6. A decision is reached on whether or not to become a full member of the Tag Wragg MAT
Key actions
Lead
Time
Start date
Deadline
£
governor
required
Cost
member
1.
Co-chairs
FGB
Nov 16
Jan 17
250
meeting
(Governors)
 Update current skills audit with new governors’ skills
 Use updated skills audit to highlight gaps and identify governors willing to undertake training
in those areas
 Allocate governors to school improvement areas
 Governors to take on lead governor roles and identify training opportunities
2.



Ensure non-staff governors chair committees
All governors to be on the school mailing list to receive letters and newsletters detailing
upcoming events
Draw up “ideal” FGB structure as a model for which the FGB can aim
Co-chairs
Clerk
FGB
meeting
Nov 16
Jan 17
NA
NA
Ongoing
Jan 17
NA
Co-chairs
3.


Governors to familiarise themselves with the Governors’ handbook and be proactive in
seeking training to develop their skills
All monitoring to be linked to the Federation Improvement Plan using in agreed format for
information gathering and reporting.
All govs
16

Cycle of review and evaluation of impact built into the Annual Cycle of Business for the GB


Creation of a Three Year Strategic Plan from which the Federation Improvement Plan is
developed annually
Using newsletters and the school website, FGB expresses aims and expectations of the
school



Federation Improvement Plan standing item at every FGM.
Governors to question successes/ failures and impact upon the children
Cycle of review and evaluation of impact built into the Annual Cycle of Business for the FGB
Co-chairs
and GR
Clerk
Nov 16
Co-chairs,
FGB
GR and FGB meeting
Jan 17
Jan 17
NA
Clerk
Governors
Clerk
FGB
meeting
Nov 16
Ongoing
NA
FGB
FGB
meeting
Summer
2017
NA
4.
5.
6.

Governors to arrange briefing meeting with Rob Bosworth, Debra Myhill and Moira Marder
to receive a briefing on Whipton Federation’s potential to become a full member of the Ted
Wragg Trust.
 Governors to plan timeline with key actions if the decision to become a full member of the
TWT is taken.
Lead governor committee: Full governors
January
2017
Spring 2
2017
Sign-off:
17
Federation Improvement Plan budget allocation
Priority 1: To diminish the difference in
attainment between Whipton pupils and children
with similar starting points nationally, particularly
at KS2, where this gap is largest.
Priority 2: To improve parental interest in pupils’
learning.
FIP
1520
PPG
26242
200
SEND
500
Assess
2000
EFA
Repairs
Admin
3296
Priority 3: To ensure that Whipton schools are the 2680
first choice for parents in our designated area.
£
Priority total
32262
3496
11000
Priority 4: To continue to improve attendance and
punctuality.
Priority 5: To improve the schools’ effectiveness
200
in managing social, mental and emotional health
in “high needs” pupils, particularly in relation to
impact on learning.
Priority 6: To ensure that the federation governing 250
body works effectively, with a focus on the
strategic direction of the federation
CPD
2000
Budget line - £
ICT
Repairs
480149
8000
2000
23680
0
6250
6450
250
Total FIP Budget 66138
18