STRATEGIC IMPROVEMENT PLAN
2016-2019
We aim “to create a happy, caring, secure and stimulating environment in which children are supported to accelerate progress and grow
as individuals, and where the community enjoy our facilities to promote life-long learning.” (From school aims)
Through our Strategic Improvement Plan we hope to meet these aims and move towards becoming an outstanding school and the school of
choice for Wigston6
We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then
teach; if it is to encourage, then give encouragement; if it is giving, then give generously; if it is to lead, do it diligently; if it is to show mercy, do it cheerfully.
(Romans 12: 3-8)
1
Section 1:
Long term goals and priorities for development.
The Context for development:
School profile:
We have 275 pupils on roll: 133 boys, 141 girls, and
27 in our pre-school. Our roll has increased by 55%
in 1 year There are high levels of vulnerable children
of pupils receive Free School meals, 35% are
children causing concern and 33% have Special
Needs. Mobility is slightly above average at 14% and
this year there has been a continued significant
improvement in attendance which is now above
national expectation at 96%
Standards and progress:
From very low entry points (agreed by HMI), in 2014,
70% of pupils reached a ‘good level of development’
in the Foundation Stage, in line with National
Average. This demonstrates good and outstanding
progress. Pupils have made good and some
outstanding progress through Key Stage 1 and
attainment at the end of Key Stage 1 is consistently
improving. Our 2016 standard results were broadly
in line with national outcomes within the context of
a
new
testing
regime
and
curriculum.
However there is
more to do to
embed
early
reading
and
language
development with
our
youngest
pupils to ensure
they
are
well
prepared for the
KS2
curriculum
and narrow gaps for pupils with complex levels of
disadvantage.
At Key Stage 2, pupils make good progress, and by
the time pupils leave All Saints at the end of Yr 5
they have closed attainment gaps with their peers
nationally. By supporting and strongly developing
pupils’ resilience and focus on basic skills we are
working to ensure all pupils make excellent progress
and they take on a higher challenge level of the new
curriculum and master their learning. As with all
schools nationally we continue to develop and
extend our work in assessment and tracking to
ensure all children make excellent progress. The vast
majority make above expected progress in reading
writing and maths. Pupils in receipt of the Pupil
Premium grant perform equally well and in some
cases produce outstanding standards. All in all there
is a consistent picture of improving progress across
the school. However there remains opportunity to
continue to narrow the gender gap. Girls perform
especially well in writing, and boys’ in maths. On
average SEN children make good to outstanding
progress across the school. Our nurture provision is
well established, as pupils make emotional as well as
academic progress. Nurture continues to be a
priority as the work of the Family Link Workers
develops. This is especially important in emotionally
supporting pupils so they are ready to learn.
Leadership and
Management:
In our March 2016
we were graded
good by Ofsted,
the
Inspection
report clearly states
the
impact
of
strong
leadership
on the school and the focus of the school to
develop middle leadership further. We continue to
work with partner schools to build the capacity of
our own staff team and support other schools. Our
FS and Literacy Leads are both recognised develop
outreach work, and we are involved in projects
across the school and locality to enhance research
and development.
Our Section 48 Inspection (Diocese, April 2012)
was good, and we expect to repeat this in our next
inspection in the Summer term 2017. We continue
to develop our identity as a Church of England
School with the needs of parents and families who
attend our school in the community of Wigston. The
role of Foundation Governors is central to this. Our
thriving ‘FAST’ team and Parental partnership
continues to improve and use of the community
centre is healthy, yet there is more work to be done
to improve the conditions of the environment to
inspire all learning and teaching
Our next challenge is to ensure a smooth transition
for leadership as we have and new Chair of
Governors and deputy head. We have rapidly
increasing numbers and we will maintain our strong
focus on development of each individual child,
especially Social, Moral, Spiritual and Cultural
development as well as academic outcomes. As part
of this we will embed provision for our Year 6 pupils
from September 2016, and ensure excellent
outcomes at KS2 to match those at KS1. Alongside
this we will be revisiting and developing
implications for Academy Status for pupils and
families at present, and develop our provision for
SEN pupils, especially ASD provision, and continue
to challenge and remove barriers for all children in
learning and development to ensure that we are
‘All Saints: all growing, all learning, altogether’.
.
2
OUR MISSION STATEMENT : All Saints: all learning, all growing, altogether.
We are committed to serving our local neighbourhood by offering in
our school an education of the highest possible quality in order that
our children may realise their full potential; and the facilities and
resources of our Community Centre to promote education, health and
leisure for everyone.
We are a caring community where attitudes of mutual respect and
responsibility are fostered and promoted; where everyone is valued;
where personal endeavour is encouraged and where achievements are
recognised.
We aim to ensure that Christian values underpin the
ethos of the whole establishment and the curriculum
provision.
We strive to maintain our buildings, facilities and resources in the best
possible condition in order to provide a safe, welcoming and attractive
environment for the whole community.
We attach high priority to developing good relationships
and strong links within the wider community.
This mission statement is the culmination of consultation with teaching
and support staff, governors and parents. It is owned by everyone and
is intended to underpin all policies and practices of the school and our
Pre-School.
To embed this, our goals for the next three years 2016-2019 are:
Effective Learning Environment:
The enabling environment facilitates raised attainment,
accelerated progress and holistic development for each
child. The school acts as a central learning hub for families,
providing safe, attractive and inspiring learning space
making All Saints the school of choice for Wigston.
 Maintain attendance consistently above National Expectation (95%) and in line with the National Average.
 Effective partnerships with stakeholders embedded to support effective outcomes for pupils, Effective and
efficient IT network across school: ICT mark,
 Embed specific provision for SEND Sensory provision, ASD provision, Dyslexia friendly school status.
 Systematic redecoration programme in place to maintain and upkeep quality of the environment
Governance and Leadership:





Improved Outcomes and Narrowed Gaps
 Embed good judgment by Ofsted January 2019 onwards, improving towards outstanding
 Proportion of Y6 pupils meeting national floor targets steadily increases, demonstrating closing gaps, and
Increased outstanding teaching ensures all pupil groups make sustained progress
 There is shared commitment and responsibility across the school to ensure pupils close gaps and are very well
prepared for KS3, following performance at Y6 thresholds.
 Challenging barriers and hard to reach pupils and families are systematically met through innovative practise
based on robust pedagogy
Curriculum provision and development:





Academy status is established, underpinned by embedded
Christian values. School is supported by active governance
and dynamic staffing structure. Yr 6 return effectively
secures improved outcomes for pupils. SIAS inspection
maintains good/better judgement. Effective System
leadership works in collaboration with partner schools,
supporting All Saints as the school of choice for Wigston
and there are increasing elements of ‘outstanding’ in
preparation for Ofsted 2019
Sustained improvements consistently show year on year,
increase in raised attainment and accelerated progress for all
pupils, especially navigating the most challenging barriers
Conditions for learning and assessment processes secure
progress and enable achievement gaps to narrow and pupils
to master skills, securing All Saints as the school of choice
for Wigston
Curriculum amplification has a sustained positive impact
upon outcomes through mastery and relevant learning of life
skills and preparation for adult life in 21st century Britain. The
curriculum promotes social cohesion and Christian values
through purposeful experiences based in SMSC which
teaches and contextualises British values .
Embed good judgment by Ofsted January 2019 onwards, improving towards outstanding
Secure academy status with appropriate staffing and governance structures.
Leadership of Business and facilities infrastructure is developed to effectively meet demands of academy status.
Effective Senior leadership is sustainable and robust in driving forward vision and outcomes for pupils
Co-working with partnership schools is firmly embedded through EDT Peer Review programme and growing
systems leadership support through Teaching School and Multi-Academy Trust structure.
 Middle leadership is embedded across the school to ensure consistent improvement and growth of the school
in pursing outstanding Ofsted judgement.
Embed good judgment by Ofsted January 2019 onwards, improving towards outstanding
High quality provision for Y6 ensures outcomes that are at least good and some outstanding.
Highly motivating curriculum and delivery inspires, engages and motivates pupils to learn deeply,
Specialist provision for SEND, especially autism and dyslexia needs
ICT effectively embedded across teaching and learning and the management of the school.
The priorities for the current academic year 2016-2017 are:
Effective Learning Environment:
To ensure the learning environment continues
facilitates effective conditions for pupil’s learning
that enable inspirational teaching & accelerated
progress.
Robust Governance and Leadership:
By May 2015 secure Ofsted grading of good or
better, to reflect consistently improving outcomes
and an increase in above expected progress for
pupils
Removing Barriers to Narrow Gaps
and raise attainment:
Progress and Attainment: Sustain consistency in
progress across all year groups and increase
acceleration of attainment so that outcomes for all
pupils improve and are at least in line or better than
national expectations.
Disadvantaged Groups: Deeply challenge barriers to
learning for double disadvantaged (eg Pupil
Premium/FSM/SEND pupils) and close gaps for specific
pupils within ongoing continuing gap closure. in
feedback & response especially for English
Focused Curriculum Development:
Priority areas for development : Subjects RE and Computing,
specific characteristic group




Establish further strategies to engage and involve hard to reach parents and families in pupil learning and school life, with
direct focus on attainment bands for progress especially Y2 & Y6
Develop IT capacity so that the infrastructure in the school and hardware effectively supports use of IT mobile devices to
enhance teaching and learning.
Develop specific provision for SEN groups: Autism, dyslexia , ADHD sensory environment, and embed reflection spaces
Establish 4 year plan for redecoration
Review Health and Safety procedures, policy and practise. Review Mid day supervisor role and routines







Secure at least good SIAS judgment Inspection due Spring/Summer 2017.
Review implications for Academisation with partner schools and plan for development
Embed new chair of governors and continue close leadership work between govs, SLT and extend to middle leaders.
Enhance senior leadership through increased systems leadership, induct new DHT, & increase leadership capacity of SLT
Introduce and engage in SPP (Schools Partnership Programme) to ensure robust secure self-evaluation and improvements
Enhance role of Middle leadership to lead research & innovation on impact of T&L on pupil outcomes,
Establish robust staff appraisal for business and facilities staff to sustain excellent front/back office functions

Targeted curriculum areas: Raise specific attainment: in Reading, writing and maths to embed greater consistency for all groups of
pupils.




Reading: Pupils embed comprehension and reading for pleasure, especially boys and FSM pupils
Writing:
CLLD: increase rate of phonic development and application for early readers, and those not at the phonic standard across the school.
Support parents with early reading at home. Enhance quality of All Saints library and links to Wigston Library
Maths: Mastery of reasoning strengthens as pupils show increased confidence and .in manipulating number bonds and X/÷ facts.
Participation in Mastery Teaching Research Group.

Teaching, Learning and Assessment targets:












Ensure continuity & consistency of high performance in teaching across the sch, embedding & embracing new staff team
Extend introduction of mastery pedagogy, especially in maths, linking into Maths Hub research group.
Through action research further embed secure systematic and robust formative assessment procedures (Shirley Clarke)
extending use of learning questions, ‘uncapped’ differentiation and impactful feedback.
Embed and strengthen questioning strategies across all staff
Review assessment tracking methodologies to better incorporate mastery v progress and utilisation of SAT standards in Y2
and Y6 and assessment continuum across SEN pupils and in to mainstream.
Introduce and embed Y6 curriculum, ensuring all staff understand challenges and content, and progression FS – Y6
Embed new RE syllabus and ensure at least good rating in for RE curriculum provision in SIAS inspection
Enhance computing curriculum further and embed new hardware arrangements for laptops and ipads,
Develop provision for skills progression in foundation subjects including assessment and tracking of this, and secure exit
activities in IPC based topics. review rolling programme for 2017-18
Develop provision for Food for life Silver award, enhanced Healthy Schools for Anti-bullying & work towards esafety & IT
marks
Embed homework support and ‘super’ curriculum activities to enhance Core subjects and attainment
Secure further parental engagement supporting basic skills?
Section 2:
2016-17 Action Plan
1.Effective Learning Environment:
To ensure the learning environment continues facilitates effective conditions for pupil’s learning that enable inspirational teaching & accelerated progress.
Target
1)
i. Establish further strategies to
engage and involve hard to
reach parents and families in
pupil learning and school life,
with direct focus on
attainment bands for progress
especially Y2 & Y6
1)
ii. Develop specific provision for
SEN groups: Autism, dyslexia ,
ADHD sensory environment,
and embed reflection spaces
1)
iii. Establish a 4 year plan for
Input, activities and tasks
Timing
Resources
Monitoring
Sept 16
Staff mtg time
£500
AV
JLM
By Nov
16
Oct +
Aug+
Feedback and comments
from parents
Parent footfall & feedback
KT
Lead
a) Establish introductory meetings for transition into each
phase
b) Establish Homework support for parents in especially in
UKS2
c) Continue family Learning support across school
d) Embed use of ‘Neglect Tool Kit’ to establish benchmarks
for expectations of parenting
e) Embed anti-bullying charter with parents and continue to
embed approach and strategies to ensure parents
understand policy
f) Embed outreach work with external; agencies supporting
pupils’ needs ADHD solutions, Hype group, ADHD sibs etc.
a) Secure ASD specialist and link to SEN dev plan to embed
ASD skills across WHOLE school team
b) Secure use of ‘Music Room’ to become ASD hub and
develop interior as required, including redecoration,
including grants for this
c) Secure development of SENCo office and sensory room in
Y6 build
d) Utilise contacts with Birkett house and S.Wisgton College
to develop resources as necessary including redecoration
e) Identify scope for reflection area across with support from
RE co-ordinator.
f) Design needs and secure funding though Alderman
Newton Trust
KW/KT/
KEH/AV
KW
a) Review needs{ aesthetic/basic conditions/repair/rebuild
b) Plan strategy to meet need internally and externally
Uptake of Family Learning
Nov+
AV time
Nurture Panel
time
KT time
50% increase of specific targeted
hard to reach families involvement
in home based learning to support
pupil outcomes in end of key stage
tests.
Parent surveys shows
improved understanding
of school’s procedures
90% of Pupils Targeted hard to
reach families meet targets as set by
TT
KW/AV
Aug+
Senco time
Milestone monitoring
KW/AV
Aug+
£18K
DJ
Oct+
£500
Learning
walks/observations
Milestone
Skills to support ASD needs evident
in 100% lesson observations, 90%
being at least good provision
KW
By Dec
£300
Milestone
Autism Outreach notes of visit
highly commend provision for all
ASD pupils.
KW/DJ
By Nov
DJ time
Milestone
KEH/DJ
By Nov
KEH & DJ time
Milestone
KEH/DJ
As
needed
£500 bid
Milestone
DJ
By Nov
DJ time
a) Review footfall and building use in line with growing
numbers
b) Secure training for SBM to ensure H&S continues to be
systematic
c) Embed succession planning for Governors in H&S subcommittee
d) Review current systems and procedures and
e) Embed actions from LA H&S audit and action plan
f) Root and branch review of Mid-day supervisors in line
with growing numbers
DJ
By Nov
DJ time
DJ
£150
DJ/Govs
As
available
Nov-Jan
DJ
DJ
DJ
Dec
Dec
Dec
DJ time
DJ time
DJ time
redecoration
1)
iv. Review Health and Safety
v.
procedures, policy and
practise.
Review Mid-day supervisor
role and routines
Success criteria
Gov time
JLM 1:1 meetings to track
plans
Govs Premise
subcommittee review
plans
JLM 1:1 meetings to track
plans
Govs Premise
subcommittee review
plans
Govs Leadership
Committee review plans
Milestones
ASD pupils outcomes show
increased positive trajectory as
measured by AET pupil tool kit
Provision across school rated at least
good by whole school level AET tool
kit.
Plans in place to inform budget and
manage increasing footfall and
numbers.
School is presented well to pupils
and families and the community
H&S systems are embedded with
new staff across school
School remains a safe environment
with systems that respond to
increasing numbers throughout the
day
Strong leadership of MDS ensures
that growing numbers are well
managed and pupils continue to
enjoy lunchtime and are safe.
2.Robust Governance and Leadership:
By May 2015 secure Ofsted grading of good or better, to reflect consistently improving outcomes and an increase in above expected progress for pupils.
Target
2)
i. Secure at least good SIAS
judgment Inspection due
Spring/Summer 2017.
2)
ii. Review implications for
Academisation with partner
schools and plan for
development
2)
iii. Embed new chair of
governors and continue
close leadership work
between govs, SLT and
extend to middle leaders.
2)
iv. Enhance senior leadership
through increased systems
leadership, induct new DHT,
& increase leadership
capacity of SLT
Input, activities and tasks
Lead
Timing
Resources
Monitoring
Success criteria
As detailed in the Governors’ development plan
a) To sustain membership of a skilled Full
Governing Body
b) To ensure accountability of the school including
the scrutiny of data (*quantitative & qualitative),
to secure impact on pupil out comes.
c) To measure and assess impact in term of the
Governing Body’s contribution to school
improvements
d) To develop contacts with other schools and
sectors of the school community.
a) Explore local arrangements with Diocese MultiAcademy and Trust and how this might be realised
in the light of existing good practise partnership
with CofE schools in the Wigston/Oadby area and
alliances therein.
b) Establish links with local potential trust partners
c) Establish action planning and to suit
d) Ensure capacity in school to meet pressures on
leadership
a) Induct and embed new Chair and Vice Chair of Govs
b) Build capacity to support Govs through
i.
development of size of school,
ii.
possible academisation programme
c) Develop Govs action plan to embed new govs’ skills
and prepare for possible academisation and
d) Embed joint SLT meetings with Govs’ T&L
Committee
e) Introduce joint Mid LT meetings with Govs
JC/JL
M
Sept +
Additional
Governor
training
package
As per milestones on
Governance Action Plan
Governors effectively support the
leadership and management of
the school so that leadership is at
least good and there are improved
outcomes for pupils
SEF for Teaching and Learning is
accurate and is effective in
accelerating pupil progress.
JLM time
Report back to
Governors’ Academies
Working committee
Academisation partners and
process is right for All Saints.
There is a clear programme of
development for academisation
with timeline, and milestones.
HT Full Gov Body
Report
There is capacity to support
academisation development,
sustain quality provision.
Leadership capacity is sustained
through a period of change
 Govs continue to hold school
to account for outcomes
 Govs maintain effective
development to move school
forward
 Senior and middle leadership
extends expertise internally
(MLT) and externally SLT
a) Induct new DHT and ensure clear pathway for
leadership network and collaboration across schools.
b) Develop capacity of DHT in line with needs of
academisation
c) Engage with maths Mastery Project and develop
d) Embed interior roles of Literacy SLE and SLE support
for F1/0
e) Develop external role of SLEs to lead across school
networks
f) Secure SLE role for SEN/Y6 leader
g) Review structure of senior leadership to support
JLM/
KG
Aug+
JLM
JLM
JLM/
KG
JLM
JLM/
KG
Aug+
As app
As app
KG/
JLM
JLM
Sept+
HT time
Nov+
Nov+
Sept+
HT time
Govs training
£500
SLT time
Evidenced in Govs’
minutes as reported
actions and as impact
on outcomes
Milestones
Govs Mins
Oct+
Milestones
Staff meeting and SLT
meeting minutes
JLM
Nov+
Staff Mtg
time
JLM
& KT
Aug+
Time
1:1 sessions with JLM
DHT has capacity to support
academisation process as necessary
JLM
Aug+
Release time
TA supply
Milestones
KT
KEH/A
V
KEH/A
V
KW
JLM/
SLT
Oct+
Aug+
SLT members are engaged in inter
school partnership which support
succession planning in leadership
TA supply
1:1 sessions with JLM
TA supply SLT
Time
1:1 sessions with JLM
Nov +
Jan +
HT
Time
1:1 sessions with JLM
External support is secured through
inter school support from external
expertise to impact T&L and pupil
outcomes.
HT Report to Govs
Middle leadership training is effective
2)
v. Introduce and engage in
SPP (Schools Partnership
Programme) to ensure
robust secure selfevaluation and
improvements
2)
vi. Enhance role of Middle
leadership to lead research
& innovation to on impact
of T&L on pupil outcomes,
OFSTED
Develop the role of foundation
subject leaders so they can be
more accountable for
improving and monitoring the
quality of teaching and
learning within their subject
areas.
2)
vii. Establish robust staff
appraisal for business and
facilities staff to sustain
excellent front/back office
functions
school of growing size/ Academy of growing size
h) Enhance accountability for strategic development
across the school
i) Develop strategy of succession planning to widen
leadership expertise across the school
j) Utilise skills of outstanding Year 6 teacher already in
school to prepare and support colleagues in partner
schools.
a) Nominate and train Improvement Champion for All
Saints to contribute to Systems leadership across
schools
b) Secure additional training for HT in SPP process
c) Define areas of All Saints SPP in line with PIP
d) Embed SPP process through co-working with
Partner schools and with OLP
JLM
a) Develop and enhance UP3 whole school roles to
lead and inspire colleagues in areas of expertise and
responsibility and in line with performance
management requirements
b) Shadow leadership areas in action research in school
to support the development of formative assessment
c) Support middle leaders in developing in house
support for Teaching assistants and student
placements in developing and aspects of pedagogy
d) Training for Co-ordinator/leader training for
Foundation Subject leads
e) Release middle leaders to carry out co-ordination
duties to monitor and develop Foundation subjects
especially in Y6,
f) Establish Govs/Middle leadership meetings
g) Establish Middle leadership team meetings to
develop provision in subject areas and beyond.
JLM
JLM
JLM/K
T
Nov
Termly
a) Embed regular 1:1 meetings with SBM and headship
JLM
DJ
JLM
team
b) SBM to attend SLT meetings as necessary
c) SBM standards as principles to inform staff appraisal
for SBM role used to influence performance
management
d) Secure succession planning for roles across back
office functions
e) Ensure capacity for additional support in response to
development in academisation.
f) Secure ongoing SBM role support to strengthen
delivery
Nov+
in supporting SLT to extend
accountabilities
HT Time
JLM
Nov+
JLM/
KW
Nov+
JLM/
KEH
Up to
Aug
JLM
JLM/
SLT
Sept
Oct
On
going
HT Time
KW time
TA supply
Staff Appraisal review (6
months)
Middle leadership extend succession
planning for system leadership across
the school
£1k
(inc TA supply
cover for KEH)
Milestones
SPP provides a viable method to
secure school improvement and this
shows through:
 Findings of All Saints review
implemented through the PIP to
impact on pupil outcomes
 SLT widen experience of working in
partner school,
 Expertise in systems leadership is
enhanced across SLT.
100 % of highly experienced staff
ensure that objectives impact on n
whole school outcomes of pupils.
PIP monitoring
JLM time
Pip Monitoring
HT report to Full Gov Body
HA/AF
/BM/H
G
KW/KE
H/AV/
KT
AF/HG
Mid
leader
DJ
Aug+
(Staff
App)
Oct+
Staff appraisal objectives
SLT time &
additional PPA
AMP meeting minutes
NOV+
Learning walks
100% of lesson observations and
learning walks show consistent
development and embedding of
formative assessment
SLT time
Sept
£40 x2
TA supply
TA supply
Use of Mid Leader time
St mtg time
Milestone
Non contact
time
Milestone
Aug+
JLM time
Milestones /JLM
Jan +
Nov
DJ time
Milestone/ JLM
Accountability of leadership of
facilities staff and functions
established.
DJ time
1:1 sessions
100% of Staff appraisal objectives
structured to maximise facilitation
of school to maximise outcomes.
DJ time
1:1 sessions
£cost?
1: 1 sessions/ impact on
outcomes (Staff app
review))
Termly
Feb+
DJ
JLM
JLM time
Feb+
Jan+
Middle leaders can evidence how their
actions impact on pupils outcomes
Milestones/Staff appraisal
review(6 mthly)
Middle leaders are clearly accountable
for aspects of specific strategic
development
3:Removing Barriers to Narrow Gaps and raise attainment:
To meet the academic targets for accelerated progress and raised attainment for all pupils through enhanced teaching and timely and
well-focused interventions.
Lead Timing Resources
Target
Input, activities and tasks
Monitoring
Success criteria
3.i)
JLM
Attainment and progress
targets
Progress and Attainment:
Sustain consistency in
progress across all year
groups and increase
acceleration of attainment so
that outcomes for all pupils
improve and are at least in
line or better than national
expectations.
PIP targets for attainment:
EYFS 65% GLD
Phonics: 85% meet phonic standard
Y
%R %W %M
Comb
1
68
68
80.6
61.3%
2
63.3
63.8
73.2
63.3%
3
72.7
66.6
66.6
66.6%
4
62
56.8
62.6
56.8%
5
63
54.5
6
66
66
54.5
54.5%
66
66.6%
32.ii) Disadvantaged
Groups:
Deeply challenge barriers to learning
for double disadvantaged (eg Pupil
Premium/FSM/SEND pupils) and
close gaps for specific pupils within
ongoing continuing gap closure.
a) Ensure continuity & consistency of high
performance in teaching across the sch, embedding
& embracing new staff team
b) Introduce additional PPA ‘token time’ to embed
SEN work and research and development
JLM
KT
c) Extend introduction of mastery pedagogy,
especially in maths, linking into Maths Hub research
group.
d) Through action research further embed secure
systematic and robust formative assessment
procedures (Shirley Clarke) extending use of
learning questions, ‘uncapped’ differentiation and
impactful feedback.
JLM/All
Staff
KT/KEH
e) Embed and strengthen questioning strategies
across all staff
Staff mtg time,
Inset days and
ongoing
coaching, Staff
Appraisal time
Lesson Obs
Learning walks
Book Scrutiny
Pupil Progress mtgs
Aug+
PE staff and TA
cover
Learning conversations re
use of time
DHT time
TA supply to
release CB
Learning walks
Learning conversations re
maths mastery
CPD feedback
Progress and attainment
data Data dives termly
Nov +
Jan for
TRG
Oct +
Nov +
(Compre
hension)
Texts fro all
new staff
Staf Mtg time
Ops to embed
through Cocoaching (TA
Supply)
f)
KW/AV
Learning walks
Lesson Obs
Book Scrutiny
Learning conversations re
formative assment
Staff Appraisal review
(Mar)
Staff Mtg time
Learning walks
(TA specific)
Lesson Obs
SLT time DHT
additional
release
Milestone
SEN time
SEN surgeries
Pupil Progress mtgs
Jan+
(Mths)
KT/SLT
Review assessment tracking methodologies to
better incorporate mastery v progress and
utilisation of SAT standards in Y2 and Y6 and
assessment continuum across SEN pupils and in to
mainstream
SEN
Embed systematic management SEN processes and
procedures across the school.
On
going
through
PIP
Consistent teaching that is at least
good, alongside pedagogical mastery
for Literacy and Maths ensure pupil
individual targets are met.
Clear understanding of progression
and tight differentiation alongside use
of data to support targeting and
planning ensures that progress and
attainment targets on PiP are met
.attention
to teachers addressing
misconceptions ensures that progress
is accelerated.
High quality FS provision raises early
attainment in R,W & M and readiness
for sch at Y1.
Pupil Progress data triangulated
with work in books
Attainment increases in line with
PIP targets
At end of KS2 66.6% pupils are
at expected standard for end
of KS2
Sept +
Ongoing
through
PIP
Data dives termly
Induct new SEN Governor.
KW/Av/
KG
Oct +
Embed pedagogical approaches to ensure ‘every
teacher is a teacher of SEN’.
KW/AV
Aug+
Milestone
Inset day 25/8
Pupil interviews
SEN i)
a) 80% of SEN Pupils rated green on
their individualised dashboard
b) 100% pupils make 4 steps progress,
c) 25% make 8 steps progress.
Systematic targeting of gap closure
and consistent quality first teaching
ensures that all groups of pupils make
SEN
i) a 80% of SEN Pupils rated
green on their individualised
dashboard
b 100% pupils make 4 steps
progress,
c: 25% make 8 steps progress.
ii) Embed pedagogical
approaches to ensure ‘every
teacher is a teacher of SEN’.
iii) Establish ASD hub to support
ASD provision across the school.
Introduce SEN Passports for all staff access to pupils,
needs
AV
Embed Dyslexia specialist provision and expertise for
screnning and testing.
AV/KW
Establish ASD hub to support ASD provision across the
school
KW
Ensure all staff are training and have developing
expertise in AET level 1 training and above
KW
PPG & HSC
i) 90% of PPG pupils make at
least 6 steps progress or show
mastery in their band.
ii) Embed pedagogical
approaches to ensure effective
removal of barriers to learning
PPG & HSC
Embed pedagogical approaches to ensure effective
removal of barriers to learning
JLM/KT
/KW/
AV
Join OLP Research group to further embed best practise
to remove barriers
KT
Introduce Neglect Tool Kit for hard to reach families
JLM
Aug+
Introduce and embed targeted work with families to
support basic skill and pupils’ homework.
JLM/KT
AV/KW
Jan
Embed PPG Health checks with staff
KT
Nov
Token time
Jan +
Pupil progress
mtgs
G&T
In line with maths, introduce and embed mastery
3.iii) Curricular targets:
Raise specific attainment:
a)EYFS:
65% of pupils make a Good level
of development (expected
standard)
13.3% exceed expectation in
Reading , writing and maths
(number)
Oct +
Oct +
(screening)
Jan +
(Provision)
SEN time/ SEN
surgeries
through ‘token
time’
Staffing costs
Staffing costs
+ resources
(Alderman
Newton?)
Sept
Training costs
Inset day time
(diss agg)
JLM/KT
Ensure data tracking systems account for mastery in
band,
KT/JLM
EYFS:
Establish extended provision for 2 FS classes.
AV
Aug +
Token time
embedded
DHT time
Sept
Oct +
Aug+
Staff mtg
time./Nurture
Panel FLW
time
SLT meetings
EYFS leader
time
Oct +
Enhance sustained shared thinking to support higher order
thinking and reasoning lang development
Intensify reading support through enhanced provision for
support at home, family phonic support/phonic bug.
Aug+
Sept+
Review and intensify writing provision and pre-writing skills
and behaviours
Oct +
Learning conversations re
SEN pupils and removing
barriers
Milestone
Feedback from
stakeholders
SEN surgeries
Milestone
Feedback from
stakeholders
Progress and attainment
data
Learning conversations re
ASD provision Learning
walks, Lesson Obs
Learning conversations re
PPG pupils and removing
barriers
G&T and more able pupils sustain high
levels of performance as they continue
to be challenged and so make
progress that is at least good across
the school.(RWM)
SEN Code of practice is refreshed after
one year to ensure effective SEN
provision enables all pupils to reach
pathway progress goals.
PPG
i) 90% of PPG pupils make at least 6
steps progress or show mastery in
their band.
PPG Health checks
Pupil interviews
Progress and attainment
data
Data dives termly
Uptake of mtgs
Progress and attainment
data
Learning conversations re
PPG/HSC pupils and
removing barriers
Pupil Progress mtgs
Learning conversations re
Mastery for G&T pupils
Data dives termly for
progress and attainment
1:1 supervisons
Milestone
Progress evidence in
books and learning
journeys
Pupil interviews
Parent feedback
Pupil Progress data
Progress interviews
External
progress that is at least good, with
some that is outstanding
G&T
100% make at least 6 steps
progress demonstrating mastery
or above in their band
Enabling environment (outdoor and
indoor) supports pupils to make
extended progress in EYFS
Language development supports
cognitive progress in supporting
maths and literacy concepts.
Staff training enhances quality
interaction to provoke deeper thinking
and sustained thinking

R 65% Exp, 13.3%Exc
OFSTED Provide pupils in the
Reception class with more
opportunities to develop their
writing.
b)Reading
i) 90% of pupils make at least 6
steps progress or show mastery
in their band.
ii) Reading for pleasure is
embedded across the school, so
that July 2017 there is
improvement in pupil reading
behaviours, higher order reading
comprehension and as a result
pupil outcomes improve in line
with targeted attainment.
c) Writing
i) 90% of pupils make at least 6
steps progress or show mastery
in their band.
ii) “Attainment in writing in is
within 3% for each cohort target
Develop enhanced maths provision to support maths mastery
across the school
Jan+
Strengthen links with pre-school to support development of
provision for 2 years olds and basic skills for 3 years
Nov +
Reading
 Explore pedagogical mastery within reading (esp
authorship and linking reading to writing) to underpin
this.
 Review library facility and quality of provision and
management of use
 Build links with Wigston library

Embed library monitoring and housekeeping, and
facilitation.
 Review key learning focus in reading to augment
embedding of pedagogical mastery of comprehension.

Raise status of reading for pleasure, especially for boys.

Repeat whole school reading challenge to motivate and
inspire readers

Support, resource and embed specific text to drive boys’
reading to influence their writing. (Wide ranging text and
reading books)
 Embed Reading partners across the school
 Introduce additional reading interventions
 Develop use of reading comprehension to secure and
enhance inferential and deduction skills in understanding
reading.
 Develop provision to support and explore in band mastery
for exceptional readers
KEH
Writing :
 Review writing policy and explore pedagogical mastery
within writing (esp authorship and linking reading to
writing through Novel Study ) to underpin this.
 Review key learning focus in writing to augment
embedding of pedagogical mastery of composition.
 Embed talk for writing through Pie Corbett approach to 3
(4) ‘I’s approach, and embedding pedagogical mastery
through understanding authorship.
 Embed spelling and grammar strategies both through
discrete teaching in preparation of GPAs and embedded
within writing to enhance authorship.
 Ensure systematic assessment of writing, especially
through cross curricular transfer of skills.
 Use specific texts and teaching strategies to engage boys
KEH
By Dec
training as
needed
Pre-school
leader time
Research time
Learning conversations re
Maths mastery
Learning walks
Lesson Obs
Milestones
1:1 supervisions: JLM/Av
and AV/ET


W 65% Exp 13.3% Exc
M 65% Exp 13.3% Exc
Milestone
1:1 supervisions
Curricular targets for maths and
literacy are met ensure consistent
improvement for all pupils across the
school.
Milestone
Pupil interviews
Footfall and book use
Discrete & focused curriculum in place
to focus pedagogical mastery in
reading , writing and maths
By Nov
Leader
time/KG time
By Feb
By Oct
By Dec
Sept+
New comp
books and
stand tests
Funded 201617
Sept+
£1K books
Jan
Sept+
Nov+
Staff mtg time
Comp
resources, TA
training time
Feb+
By Feb
Leader time
DHT time
Learning conversations re
Reading comprehension
Learning walks
Book Scrutiny
Lesson Obs
Progress and attainment
data
Data dives termly
Milestone
1:1 supervision
Learning conversations re
progress in inference and
deduction
Progress and attainment
data
Data dives termly
Milestone/1:1 supervision
Nov
Nov+
Training for
new bods as
available
Sept+
Staff mtg time
By Feb
Book Scrutiny
Learning walks
Book Scrutiny
Progress and attainment
data
Data dives termly
Learning walks
Jan+
Staff mtg time
Pupil interviews
Accruacy in spelling improves as
determined by spelling age
Acuracy in reading improves as
determined by reading age
Accuracy in arithmetic improves as
determined by screening.
Reading for pleasure improves across
the school as pupils increasingly read
widely and often.
Boys’ range of reading increases and
this shows in their writing
Range of reading is evidenced in
written work as they master
authorship.
Spelling, grammar and handwriting is
embedded across all subjects and
marking and feedback supports all
pupils to make progress.
PIRA standardised scores show
increase in embedded knowledge.
Progress and attainment gaps are
narrowed especially gender gaps and
double disadvantaged pupils (PPG
&FSM)
Y1-Y6, and gender gap overall is
reduced by 3 percentage points
from Autumn 1 to summer 2.

OFSTED Improve teaching and


accelerate achievement by ensuring
more consistency in feedback to
pupils on how to improve their skills
in spelling, punctuation and
handwriting.
d) CLLD/Phonics
85% meet phonic standard in Year 1
in their writing, linking to Novel Study
Develop provision to support and explore in band mastery
for exceptional writers
Revisit and refresh CLLD audit
Work with parents to support phonics and reading at
home
 Target and track specific groups of pupils and ability
groups to ensure accelerated progression and secured
outcomes.
Maths
Join Teacher Research Group to develop Mastery approach to
teaching mathematics (Shanghai model), Introduce
development of pedagogy

e)Maths

i) 90% of pupils make at least 6 steps
progress or show mastery in their
band.

ii) Trial and explore various
approaches to embed maths mastery
so that by July 2017 there is a an
increase in pupil
independence in applying reasoning
in problem solving, and pupil
outcomes improve in line with
targeted attainment




Review tracking materials and develop assessment in line
with a mastery curriculum
Review materials and resources to support teaching and
learning
Embed maths challenge to raise status of mental
arithmetic.
Revisit, embed and make consistent strategies to teach
and apply number bonds and multiplication/division facts
Through coaching further embed reasoning and problem
solving teaching strategies to enhance and apply maths
skills and pedagogical mastery
Extend TA skills in supporting pedagogical mastery and
maths functions.
Carefully track progress in maths to identify where gaps
might be appearing (Girls/FSM&PPG/SEN)
Feb+
KEH
By Dec
Leader time
SPP review
Sept/Oct
Jan
Leader time
Learning conversations re
progress for G&T pupils
and application of mastery
teaching.
Audit tool & Learning
walks, book scrutiny and
data scrutiny. SPP review
Pupil progresss tracking
Data dives termly
KT
Jan
DHT time
CB release (TA)
Staff meeting
time
Oct/Nov
Milestone, 1:1 supervisions
Progress and attainment
data – reviewing impact
Book Scrutiny
Lesson Obs
DHT time
By Dec
Increase in phonic skills raise
attainment in reading and spelling
Milestone, 1:1 supervisions
Mastery strategies are introduced
across the school and impact on
outcomes indicates next steps for
development.
Pupils, skills in handling place value
and basic functions support
confidence in developing problem
solving and reasoning.
£500
Sept+
Jan
Use of new materials,
Learning conversations re
use of text books
/apparatus and other new
materials
Learning walks
Pupils’ skills in reasoning improve as
pedagogical mastery
Learning conversations re
development of maths
mastery
Maths vocabulary and use of language
improves and this shows because
pupils are able to discuss
mathematical reasoning with
confidence.
Teaching of reasoning and opportunity
for cross curricular reasoning increases
as evidenced in books.
Jan/Feb
CPD feedback
Data
dive
Dec/Mar
DHT time
(+CB)
Progress and attainment
data
Book Scrutiny
Lesson Obs
Data dives termly
Exceptional pupils are specifically
challenged and benefit from maths
mastery enrichment.
Enriched Curriculum Provision and focused Curriculum Development:
To extend experiential learning through a creative curriculum delivery that is responsive to the academic, social and emotional
needs of pupils at All Saints.
Target
4 i)Introduce and
embed Y6 curriculum,
ensuring all staff
understand challenges
and content, and
progression FS – Y6
Input, activities and tasks
a)
b)
c)
d)
e)
f)
g)
h)
4 ii)Embed new RE
a)
syllabus and ensure at
least good rating in for
RE curriculum
provision in SIAS
inspection
b)
c)
d)
e)
4 iii)Enhance
computing curriculum
further and embed new
hardware
arrangements for
laptops and ipads,
a)
b)
c)
d)
e)
f)
g)
h)
Lead Times
cale
Resources
Monitoring
Success criteria
Review age related expectations in core subjects
across whole school with all staff.
Revisit expectations of KS1 and KS2 SATs
Review SATs papers with all staff to understand
Expectations and pressures upon pupils and Y6/Y2
staff.
Review Assessment and tracking methodologies in
line with Interim Assessment Frameworks across each
year group in R/W/M
Work alongside other OLP schools to moderate
tracking and assessments in Y6
Work with development group based colleagues and
LA to support return of Y6
Introduce standardised testing in RWM to support
assessment in Y6
Support pedagogy in Y6 and Y2 by extending
opportunity for all staff to observe and contribute to
Y6 teaching and learning (Included in Staff appraisal)
KW/
JLM
Aug +
Inset day
Milestones
Aug+
Repeated St
Mtg and
Training
sessions
Milestones
Staff Appraisal shows that all staff have
an awareness of Y6 curriculum and
have participated and observed T&L in
Y6
Aug+
KT/
JLM
SeptNov
KW
Sept+
SLT time
Accrued
resources
Learning conversations
increase
Milestones
Whole school contributes to
supporting Y6 outcomes to maximise
pupil outcomes
Minutes of meetings
SLT time
KW
Sept+
KT
Dec
£750
SLT
Nov+
Release time
(TA Supply)
Staff appraisal objectives
School is confident in outcomes for Y6
because progress and attainment is
standardised and moderated.
Review SEF in line with new Syllabus delivery and
response to ‘text to meaning’ element of
‘Understanding Christianity’ Syllabus
Introduce new Leics RE syllabus to all staff and Govs
Additional training for TAs in new syllabus
Attend 5 day training for DBE additional syllabus for
Understanding Christianity
Work alongside All Saints Clergy to deliver training
aspects of ‘Understanding Christianity’
KEH/
JLM
Sept+
SLT release
time 2 days)
Milestones
Inset day
QFT in RE Observations
and learning walks
New RE syllabus ensures the quality of
teaching, learning and assessment in
RE has impacted on pupil outcomes
and as a result 90% are at least on
band for outcomes. 90% pupils make
at least 6 steps progress in RE
Additional training for Computing co-ordinator
Skills of staff to meet match needs of computing
curriculum in KS1 and KS2
Review options for Large scale computing in EYFS.
Review of additional lap tops and ipads to
supplement local use in classrooms across the school
Enhance computing curriculum for Y6 pupils
Review use of ‘Apps’ across all subject areas to
supplement use of ipads in cross-curricular subjects
Additional training for whole school in developing
coding across the curriculum
Review computing curriculum in whole school
BM
BM
KEH
Aug
KEH
Inset day
Sept+
KEH
Attendance at mtgs and
contributions therein
through mins
Standardised testing shows
accumulation of progress over time –
standardised to 100 in RWM. This
provides a framework to target
outcomes better.
Nov+
Disseminated training in St
Mtgs and Pupil survey
SLT time
Milestones
Sept+
£500
Nov+
BM/AV
BM
Sept
Time
BM/K
W
Sept
Mar+
Sept+
Staff meeting
Time
BM
Jan Inset
day
Inset day
BM
Mar
St meeting
time
Learning walks, staff
feedback and learning
conversations
Milestones
Impact on T&L – Lesson
Obs
Planning, weekly and mid
term
Feedback and evaluation
for next steps, increasing
in learning conversations
Evidence of coding across the school
in each year group and in each class.
Ipads Apps extend provision across all
subject areas and this is evident in
work scrutinies
Training meets skill base gaps of staff
Increase in pupils attainment at age
expected band
i)
j)
4 iv) Develop
provision for skills
progression in
foundation subjects
including assessment
and tracking of this,
and secure exit
activities in IPC based
topics. review rolling
programme for 201718
4 v) Develop
provision for Food for
life Silver award,
enhanced Healthy
Schools for Antibullying & work
towards esafety marks
4 vi) Embed
homework support and
‘super’ curriculum
activities to enhance
Core subjects and
attainment
4 vii) Secure further
parental engagement
supporting basic skills?
curriculum map.
Review and benchmark expectations for year group
age related expected assessments.
Review and audit provision for esafety award
a) Work with Oadby learning Partnership/other providers to
support CPD for subject leaders in network groups
(History,art,geography)
b) Ensure moderation and scrutiny of work in all areas;
develop strategies to capture learning across the
curriculum using electronic methods when best.
c) Monitor progress and performance in foundation subjects
through work scrutinies, ensuring marking and feedback is
used effectively
d) Review content of curriculum to ensure skills have ample
opportunity to embed
BM
Jan +
Time and
training
BM/
JLM
Feb
SLT time
JLM
Sept+
OLP mtg time
Milestones
Milestones
Milestones towheads
achieving award.
Tracking meetings
Jan +
SLT
St Mtg time
Leader
s/JLM
Mar+
JLM/
KT
Mar+
MLT release
(TA supply)
e) Handover of FFL to new co-ordinator
f) Review/audit provision to date and plan milestone
developments for silver award.
g) Develop further links with Wigston Growing projects and
gardening/growing elements of FFL
h) Review Anti-bully procedures and effectiveness of antibullying charter to support new areas of work for antibullying award.
AV/CB
Oct+
CB
By Nov
CB/AV
Oct+
a) Develop homework clubs: lunchtime support and after
school support – Y6 specific and also across the whole
school
b) Develop range of super curriculum activities to enhance
application of key skills – e.g. enterprise/Book
club/newspaper/coding/cookery
a) Introduce termly parent information sessions for each
phase to make clear expectations for each age group in
line with curric ’14 and new SATS for KS1 and 2.
b) Embed Y6 homework support with parents
c) Work with Family learning to develop partnership
workshops between pupils and parents
KW/A
V
KT
MLT release
time (TA
Supply
Nov
Time
Learning walks/book
scrutiny indicate impact
and next steps for
development
Adjustments to curriculum
over time
Mile stone
Action Plan
Mtg with
Master
Gardeners
DHT time
Nov+
St Mtg schedule. Impact
on outcomes detected by
Leaders
Budget cost
£1k/existing
timetabled
time
SLT/all
staff
Nov+
SLT
Sept/
Jan/
April
St Mtg time
KW
AV
Jan
Jan
Additional
support £500
Leaders identify aspects of skills base
to develop from data and monitoring
Achievement in subjects is evidenced
through a range of media
Pupil attainment at age related
expectation increases because middle
leaders have specifically lead
improvement to narrow gaps in
provision.
Plans in place for Silver accreditation
and by July 2017 50% of objectives are
met
Esafety award 50% met by July 2017
Increased growing activity
Refreshed Anti-bullying
charter
Footfall at sessions
Increased footfall for
targeted families
Range of activities
supports core skills
Attendance to sessions
Attendance at sessionsincreased for targeted
families.
Anti- bullying Healthy school award is
triangulated by continued high profile,
low actualisation of bullying.
Targeted group of pupil increase
incidence of completed homework by
80%.
This has an impact on increased
outcomes for R/W/M
85% + parents involved in additional
support for their children.
Parents of targeted children increase
engagement by 70%.