Aspiring to achieve our best: moving forward together!
HPS school Improvement Plan 2016/17
Tier 1 Action
Plans
Tier 2 Action
Plans
Effectiveness of leadership and
management
Building
Learning
Power
EYFS
Quality of teaching, learning
and assessment. Outcomes for
children and learners
Maths
English
SEND
Personal development,
behaviour and welfare
PE and
Sports
Other
subject,
team and
initiative
plans
At Heathcoat Primary School, we are striving to provide an outstanding education to every single one of our children irrespective of their
needs and starting points. The aim of this plan is to direct the actions that we take in school to ensure that this happens. The main audience for
this plan is the staff and governing body at HPS. It is also aimed at offering an explanation of our school improvement focuses to parents,
members of the community and other interested parties. The plan is not static but will grow and change as impact is measured and as new or
different priorities become obvious.
Tier 1 plans are our main school improvement drivers for the year. They inform performance management targets for all staff and are regularly
reviewed by school leaders and governors.
Tier 2 plans are held by leaders across the school and are focused on a subject, age phase or initiative. These plans have extra layers of detail
and are used to inform the overarching actions listed in tier 1 plans.
1
Aspiring to achieve our best: moving forward together!
Quality of teaching, learning
and assessment. Outcomes
for children and learners
Effectiveness of leadership and
management
HPS school Improvement Plan: What are we trying to achieve?
2
1.Ensuring provision is
outstanding
The SLT, Team leaders and leaders within teaching and support staff have an uncompromising
and highly successful drive to strongly improve outcomes for children. They are highly
ambitious and lead by example.
2.Development of middle leaders
Middle Leaders focus relentlessly on improving teaching and increasingly children experience
an outstanding level of teaching and learning. Vulnerable groups and individuals make good or
better progress and gaps are closed.
Staff
3.Holding to account
Governors
4.Understanding and knowledge
The Governing Body robustly hold the school leaders to account to ensure continued
improvements in standards of achievement for all children.
The Governing Body is committed to working effectively with the Head teacher and staff to
embed their strategic vision and maintain a rigorous programme of continuous self-review
and development.
All groups of pupils make sustained progress that leads to outstanding achievement.
Staff
5.Learning and teaching
The curriculum is broad and balanced. Cross curricular links are developed and children are
inspired to achieve their best.
CPD develops staff so that their impact on learning is maximised.
Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring
and active citizens in school and the wider society.
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Personal development, behaviour and
welfare
6.Assessment
3
Staff
7.Behaviour and safety
8.Welfare: Further developing
pastoral support
Teachers use assessment to establish pupils starting points and to plan future lessons.
Assessment is effectively used to target provision so that gaps are closed and so that the
progress of all children is at least good.
Parents, staff and pupils are unreservedly positive about behaviour within the school. Children
are kept safe. They have a developed sense of what it means to be safe and how to ensure
that this happens.
Children who are identified as having social, mental and emotional health difficulties receive
appropriate support that they ready to learn and so that they can thrive.
Aspiring to achieve our best: moving forward together!
Heathcoat Primary School Improvement Plan 2016-17
Effectiveness of leadership and management
Action Plan
Focus
Highly effective leaders, at all levels, ensure that all learners achieve the best possible outcomes.
Strategic Lead
Jayne Keller
Link
Governors
Overarching outcomes: What will success look like?





The SLT, Team leaders and leaders within teaching and support staff have an uncompromising and highly successful drive to strongly
improve outcomes for children. They are highly ambitious and lead by example.
Leaders focus relentlessly on improving teaching and increasingly children experience an outstanding level of teaching and learning.
Vulnerable groups and individuals make good or better progress and gaps are closed.
Leaders ensure that the early year’s provision is highly effective.
The Governing Body will robustly hold the school leaders to account to ensure continued improvements in standards of achievement
for all children.
The Governing Body is committed to working effectively with the Head teacher and staff to embed their strategic vision and maintain
a rigorous programme of continuous self-review and development
Ensuring provision is outstanding
1.1
4
Outcome
Actions
Led by
The SLT, Team leaders and
leaders within teaching and
support staff have an
uncompromising and highly
All FLT members ensure that they are
developing the understanding of leadership
by undertaking regular reading and keeping
up with research and initiatives.
DH
Staff
involved
FLT
Completed by Resources
Ongoing
Books, resources,
TES etc
£200
Aspiring to achieve our best: moving forward together!
1.2
1.3
1.4
1.5
1.6
1.7
5
successful drive to strongly
improve outcomes for
children. They are highly
ambitious and lead by
example.
FLT meetings are used to focus solely on
outcomes for children and barriers to
progress. SLT robustly challenge team leaders
where sufficient progress is not being
evidenced. FLT are solution focused and
collaborative in finding solutions where needs
are identified.
FLT Performance management targets
provide a clear focus related to both
achievement of children, particularly those in
vulnerable groups, and on developing and
modelling highly effective leadership skills.
All leaders are unapologetic and unrelenting
in challenging low expectations and are
consistent in communicating the school’s
vision that all children achieve the best that
they possibly can.
Roles and responsibilities of subject leaders
are clarified.
Using triangulation, leaders continuously
evidence progress against objectives and
ensure that actions are timely and successful.
Where outcomes are not forthcoming,
leaders re-evaluate next steps and are
relentless in pursuing success particularly for
children within vulnerable groups.
Leadership roles within the support staff are
clearly identified and developed. Outcomes
for leaders are clarified and progress against
them is measured through performance
management and ongoing monitoring.
JK
The FLT
Ongoing
Meeting time
JK
DH
Oct 2016
PM meetings and
reviews
Supply costs
£150 x 15 = £2250
SLT
FLT
July 2017
JK
Subject
leaders
Wider
leadership
(Teachers)
Sept 2016
Meeting time
July 2016
PPA time
Leadership time
(supply costs)
£150 x 4 = £600
Wider
leadership
(TAs)
July 2017
SLT
FLT
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1.8
1.9
1.10
1.11
1.12
1.13
1.14
6
CPD for teachers and support staff is directed
in order that staff develop areas of expertise
in which they support other colleagues. Staff
are conscious of, and act upon, the schools
expectation that all good practice is modelled
and disseminated.
Coaching is used to target individual staff in
developing their understanding of leadership
behaviours.
SLT
FLT
Ongoing
CPD course costs
£2000
Supply costs
£150 x 14 = £2100
GR
SLT
Ongoing
Release time
(supply costs)
£150 x 6 = £900
Coaching fees
£900
Leaders understanding of the skills required
to lead well are developed through reading
and reflective dialogue. Staff are directed
towards articles and research that is relevant
to their context and experience.
All staff, at all levels, have clear performance
management targets related directly to
outcomes for children and therefor the
quality of their practice.
JK, DH
FLT
Ongoing
PM
leaders
JK
21st Oct
(teachers)
25th Nov
(TAs)
PM meeting time
(supply costs 1.6)
The PM cycle reinforces this focus and where
necessary additional support and challenge is
provided to ensure that teaching and learning
is never less than good. Middle and senior
leaders model expected behaviours and
practice at all times.
Where improvements are not forthcoming,
further action is taken in consultation with
the SLT.
Leaders use research findings to inform
developments in the curriculum and in the
PM
leaders
Middle and
senior
leaders
Review
meetings in
Spring term 2
PM meeting time
(supply costs 1.6)
FLT
SLT
As necessary
Leadership time
FLT meetings
FLT
SLT
Ongoing
Leadership time
FLT meetings
Aspiring to achieve our best: moving forward together!
1.15
1.16
1.17
Development of middle leaders
1.18 Middle Leaders focus
relentlessly on improving
teaching and increasingly
1.19 children experience an
outstanding level of teaching
and learning. Vulnerable
groups and individuals make
good or better progress and
gaps are closed.
1.20
7
provision of interventions. Leaders consult
research further when progress is not being
made or sustained.
Leaders work closely with external agencies
so that families are expertly supported to
meet the holistic needs of their children.
Senior leaders work closely with the
governing body to identify future
partnerships in line with the developing
political requirements related to MATs.
Leaders look at inconsistencies in the subjects
or teams and analyse the impact of this.
Where appropriate, actions are taken to
ensure that a consistent approach is taken
PR
JK
As necessary
JK
Govs
Ongoing
FGB
Other meetings
FLT
SLT
Ongoing
Leadership time
Team/Subject
meetings
CP and SP attend leadership development
with FM to grow leadership skills and
understanding.
Team and subject leaders regularly access
coaching aimed at exploring the robustness of
their leadership.
SIG
CP
SP
Dec 2016
£840
GR
EN, AD, CP,
BB
Ongoing
Release time
(supply costs)
£150 x 15 =£2250
Coaching fees
£2250
Team leaders have a robust monitoring
schedule that prioritises work scrutiny. The
evidence from monitoring is used to direct
challenge and support so that teaching
practices improve and outstanding practice is
shared.
EN, AD,
CP, BB
All
Ongoing
Leadership time.
Team meeting time.
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1.21
1.22
1.23
1.24
1.25
1.26
8
Subject leaders plan their monitoring cycle so
that they are fully informed about progress
and attainment in their subject area.
Where progress or attainment in a subject
area is seen to be slow, subject leaders (in
partnership with team leaders) support staff
members to make improvements in provision
and hold them to account for making these
improvements.
Subject and initiative leaders have regular
meetings with FLT where they are held to
account for progress and attainment in their
subject area.
Subject and initiative leaders carefully analyse
provision and, where appropriate, create
action plans that are targeted at improving
outcomes for children with a focus on
vulnerable children.
Team leaders monitor and present data on a
half termly basis. Where progress of
individuals or groups is slower than expected,
team leaders challenge and support class
teachers to evidence improved learning.
If disadvantaged children are failing to make
good or rapid progress, team leaders explore
issues fully with the class teacher and create a
clear plan to support that child. As a priority,
team leaders direct resources to meet these
aims and are robust in ensuring that
improvements in outcomes are quickly
forthcoming.
Subject
leaders
FLT
Ongoing
PPA time
Leadership time
Subject
leaders
FLT
Ongoing
PPA time
Leadership time
Subject
leaders
FLT
Ongoing
PPA time
Leadership time
FLT meeting time
SLT
Wider
leadership
(Teachers)
July 2016
PPA time
Leadership time
(supply costs)
£150 x 10 = £1500
Team
leaders
SLT
Half termly
Leadership time
FLT meetings
Team
leaders
SLT
Four weekly
Leadership time
Team meeting time
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1.27
1.27
1.28
1.29
1.30
9
Subject leaders and teams monitor
assessment in subject areas on a half termly
basis. Where attainment or progress is of
concern they scrutinise planning and teaching
and then provide additional support to ensure
that improvements are made.
Subject leaders and teams monitor the impact
of any support provided and make
adjustments where impact is too slow.
Subject teams review the delivery of the
wider curriculum at the end of each term with
a particular focus on outcomes for children in
terms if improved knowledge and
understanding. Where topics have been
highly successful, teams identify the main
factors leading to success and ensure that
these elements inform planning for the next
term. Where issues are identified, teams
identify solutions.
The EYFS leader regularly reviews the
progress of children and quality of teaching
across the unit. Where groups or individuals
are failing to make good progress, the
curriculum and provision is reviewed.
The EYFS leader works with staff to identify
areas where children’s understanding is
weaker and then ensures that the unit’s
provision is targeted to address these more
universal needs. Where appropriate links to
external support such as the speech and
language team, are drawn upon to provide
additional advice and support.
Subject
leaders
SLT
Half termly
PPA time
Subject team
meeting time
Subject
leaders
SLT
Ongoing
Subject
leaders
SLT
Last week of
each term
PPA time
Subject team
meeting time
PPA time
Subject team
meeting time
£80 x 12 x 3 = £2880
EN
JK
Four weekly
Leadership time
Team meeting time
EN
JK
Four weekly
Leadership time
Team meeting time
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1.31
1.32
1.33
1.34
Holding to account
1.35 The Governing Body robustly
hold the school leaders to
account to ensure continued
improvements in standards
of achievement for all
children.
10
The assistant SENDCo ensure that children
with additional needs are identified early and
is rigorous in ensuring that their needs are
meet through engagement of additional
services and support.
The EYFS leader and assistant SENDCo visit
nursery settings and work closely with their
practitioners to ensure that there is early
identification of children with additional
needs so that there is support in place before
they join the school.
The EYFS leader and staff prioritise working
closely with parents of these young children
so that consistency between home and school
can be maximised. Development of wow slips
and other sharing devices are refined in order
that communication between home and
school is maximised.
Subject leaders identify how they can best
support parents in supporting their children
within that subject area at home. They
produce resources and organise activities that
promote learning in their subject area.
KF
PR, EN
EYFS
teaching
staff
Oct half term
Class time and team
meeting time
EN, KF
JK, PR
Summer term
2017
Release time
(supply costs)
£150 x 2 = £300
EN
EYFS staff
December
2016
Parent meeting time
(supply costs)
£150 x 3 = £450
Before and after the
school day
Parents eve
Subject
leaders
FLT
Ongoing
Parent meeting time
(supply costs)
£150 x 10= £1500
Resources to send
home £300
The Governing Body monitors the work of the
school, primarily relying on school leaders to
provide this in a format that is useful and
accessible. It is also vital that it is released in
an appropriate and timely fashion, allowing
non-professionals the opportunity to fully
engage with the information so that they can
VS, JK, JL
The GB
Ongoing
Reports,
information, data
Preparation time
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1.36
1.37
1.38
11
prepare for meetings where they hold school
leaders to account.
All Governors regularly improve or update
their understanding of RAISE online and the
school’s current data as well as comparing it
to external sources and interpretations, such
as Ofsted, HMI and external reviews, the FFT
Governor Dashboard and the Ofsted data
Dashboard. In-school work on interpreting
data should be supplemented by external
training when appropriate to ensure a strong
understanding of the school’s strengths and
weaknesses and the commitment to asking
challenging questions.
The framework for governor visits to the
school sets out a robust set of expectations
and clarifies purposes, reporting and
responsibilities. Monitoring areas have been
identified from data and school priorities,
with governors allocated to each one. The
focus and frequency of visits will be
negotiated with the appropriate lead and
Governor reports will be shared with staff as
feedback and triangulation, alongside
external reports.
Senior leaders provide the GB with
information necessary to monitor progress
against annual development priorities, targets
and budgets. This includes information on the
progress of groups of students, quality of
teaching, staff performance and financial
information which are the remit of two
JK, AWe,
AWi
The GB
Ongoing
Training fees, copies
of documents, data
etc.
£400
AWe, JK
The GB
Ongoing
Meeting time
JK, AWe,
AWi
The GB
July 2017
Meeting time
Training costs
£200
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committees. A review of individual and
collective governor responsibilities will be
carried out to further improve knowledge and
understanding of the key aspects of the
school’s work across the GB, including reallocation of roles.
Understanding and knowledge
1.39 The Governing Body is
committed to working
effectively with the Head
teacher and staff to embed
their strategic vision and
maintain a rigorous
programme of continuous
self-review and
1.40 development.
1.41
1.42
12
The Chair gives the Governing body a clear
lead and direction, ensuring that the
governors work as an effective team,
understand their accountability, statutory
responsibilities and the part they play in
driving school improvement. There are good
relationship with the Head and staff, based on
trust and respect.
The GB will review the skills audit to identify
and redress gaps and inform a new governor
specification to be used as the basis of
governor appointment and interview. The
induction pack and process will be reviewed
to ensure that it is embedded in practice.
Continue to support the professional
development, skills and understanding of the
Clerk through robust performance
management and further training, keeping
the GB fully updated on legal requirements
and providing oversight of induction and
development needs.
Extend and embed a culture of improvement,
including regular, relevant training and using
regular reading, research and membership of
AWe, JK
The GB
Ongoing
Meeting time
AWe, AWi,
JL
The GB
Nov 2016
Meeting time
AWi, JK
JL
Ongoing
PM Meeting time
Training
support/fees
£300
AWe, JK,
JL
The GB
Ongoing
Training costs,
£200
NGA membership
fees, (Gold), web
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professional organisations to underpin
strategy and practice.
1.43
1.44
1.45
1.46
1.47
1.48
13
Carry out a 360° review of the performance of
the Chair and elect a new Chair each year to
ensure that leadership is strong and effective.
Carry out an annual review of each governor’s
contribution to the GB’s performance in
relationship to adopting the highest standards
and achieving ongoing self-improvement.
Identify and prioritise ambitious, long-term
actions for the school, with costed actionplanning and regular points for monitoring
and review.
Ensure that the current planning cycle and
policy review schedule is fit for purpose,
driving the GB’s activities, agenda setting and
compliance.
Build on the present, positive stakeholder
links by engaging actively in a programme of
consultation, review and reporting with
pupils, families and staff to tailor the future
vision and respond to their view of current
and future need and provision.
Continue to lead and develop the strong links
with the LA, across the local schools’
community and wider Devon, making use of
HPS Governors and staff to support school-toschool improvement, including the Excellence
for All programme. Further harness the
access, resources,
policy updates,
meeting expenses
etc.
£260
PM Meeting time
Travelling costs
£50
Meeting time
DAG/SWSF The GB
Dec 2016
July 2017
AWe, AWi,
JL
The GB
Ongoing
programme
AWe, JK
The GB, HPS
staff
Ongoing
Meeting time
AWe, JK,
JL
The GB
Termly
Meeting time
JK, KS
The GB
Ongoing
Meeting time
Materials
£20
AWe, JK
The GB
Ongoing
Meeting time
Travelling costs
£30
Aspiring to achieve our best: moving forward together!
collaborations established nationally to drive
innovation and secure improvement in all
areas of school activity.
Heathcoat Primary School Improvement Plan 2016-17
Quality of teaching, learning and assessment. Outcomes for children and learners.
Action Plan
Focus
Raising attainment and progress:
All groups of children, in particular disadvantaged, SEND (including disabled) and more able children, making sustained progress that
leads to outstanding achievement
Strategic Lead
Team leaders
Link
Governors
Teaching and Learning committee
Overarching outcomes: What will success look like?
Identifying groups within each year group that are not making sustained or accelerated progress.
 Target teaching and interventions to ensure accelerated progress is being made for these groups.
 Having a range of evidence that shows progress.
A more creative approach to teaching topic across the school.
All subjects are highly effectively taught.
Subject teams have a clear understanding of the objectives which are being taught in each year group and whether pupils have met ARE expectations.
Outcome
Learning and teaching
2.1
All groups of pupils make
sustained progress that
leads to outstanding
achievement.
14
Actions
Led by
Staff
involved
Completed
by
Resources
Teaching is monitored to ensure that it is
consistently good or better. Manageable
targets are set and support provided,
where teaching is identified as not being
Team leaders
All staff
On going
Time
Aspiring to achieve our best: moving forward together!
good or outstanding. Team/subject leaders
review progress after 3 weeks and take
further action as necessary.
2.2
Peer observations to share good practice
to ensure that all teaching is consistently
good or better.
Team leaders
and English and
Maths subject
leaders
Team leaders
and English and
Maths subject
leaders
All staff
On going
Supply costs
£1275 (15X £85 am
supply)
2.3
Monitor the impact of peer observations
on the quality of teaching. Where impact
is not sufficient, work with the teacher to
ensure that improvements are made.
All staff
On going
Time
2.4
Regularly scrutinise books to ensure there
is progression across the school, and week
on week the work shows progress for each
child.
Look at groups of pupils such as
disadvantaged/more able/boys/girls.
Provide support and clear next steps for
staff if books are not showing clear
progression.
Team leaders
All staff
On going
Time
2.5
Use data and books to identify groups of
children that are not making sufficient
progress. Ensure that quality first teaching
is meeting their needs. If not look at
implementing appropriate interventions.
Team leaders
All staff
On going
Time
2.6
Monitor interventions and review every 3 4 weeks to ensure the children are making
progress. If they are not then why. What
do we need to put in place?
Team leaders
and feedback to
FLT
TAs
Class
teachers
On going
Time
15
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2.7
Team leaders regularly observe
interventions and provide feedback.
2.8
Team leaders and SENCO observe TAs
during the teaching input of lessons.
Team leaders
and feedback to
FLT
Team leaders
and SENCO
TAs
Class
teachers
All staff –
teachers and
TAs
All staff –
teachers and
TAs
On going
Supply costs
£80 x 4 x 3= £960
On going
Supply costs
£80 x 4 x 3= £960
2.9
Good practice is shared with all TAs to
ensure there is consistency in the effective
use of TAs during the teaching input.
Team leaders
and SENCO
TH
2.10
Monitor the impact of sharing good
practice and peer observations of TAs
through regular learning walks. Where
impact is less that sufficient, provide
support and accountability measures to
ensure that practice is improved.
Team leaders
and SENCO
All staff –
teachers and
TAs
On going
2.11
Regular CPD and meetings for TAs
focussing on developing practice linked to
areas for development identified in whole
school monitoring.
Team leaders
and SENCO
All staff –
teachers and
TAs
On going
TA meetings
2.12
Use TAs across the year group to support
interventions and teaching and learning.
Team leaders
TAs
Class
teachers
On going
Time
2.13
Use pupil interviews with disadvantaged
pupils to find out what their barriers to
learning are and then put in place
appropriate support.
Team leaders
and SS. Feedback
to FLT
On going
Time
2.14
Resources are made available for pupils to
use to support their learning. Teams
discuss what the pupils may need to
ensure consistency.
Team leaders
On going
£4000
16
All staff
On going
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2.15
All teachers to consider and purchase texts
that link to topic and give opportunities to
embed reading, writing and
communication across the curriculum.
Team leaders
All staff
On going
£2000
At the start of the topic, children are asked
what they already know and then pose
questions about what they would like to
find out. Teachers use this information,
alongside the National Curriculum, to plan
future learning experiences.
Team leaders
All staff
On going
Hamilton trust
plans
£120
2.16
Topic is visible and clear to all on entry to
each classroom via creative use of learning
environment. E.G – Egyptian tomb or
make a sarcophagus during 1st week of
term.
Team leaders
All staff
Ongoing
Time
2.17
Timings of trips and visits (visits out – or
visitors into school) are considered. As a
result, trips are planned in regularly and
use effectively to inspire or consolidate
children’s learning.
Team leaders
All staff
On going
Disadvantaged PP
funding to pay for
trip fees as
appropriate
2.18
Teachers utilise their freedom to plan for
the needs of children rather than feeling
that they have to follow specific ways of
teaching e.g. Talk for Writing.
Team leaders
All staff
Ongoing
2.19
Hamilton Trust planning is used, where
appropriate, to support topic teaching and
to ensure a cross curricular approach.
Team leaders
All staff
On going
Hamilton trust
plans
2.20
Foundation subjects, including art, are
taught through a topic based approach to
provide an engaging experience.
Team leaders
All staff
On going
Time
17
The curriculum is broad
and balanced. Cross
curricular links are
developed and children are
inspired to achieve their
best.
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2.21
Practical elements of the curriculum
promote performance which inspires
learning and promotes thoughtfulness and
confidence.
Team leaders
All staff
Ongoing
2.22
Each class has a learning wall for English
and Maths and it is clear when entering
the classroom what the topic focus is.
There is a display for topic. These walls
provide support for learning and are also
be a celebration of children’s work.
Team leaders
All staff
On going
2.23
Regular learning walks are used to monitor
the learning environment. Where learning
environments are untidy or used poorly to
support learning, teachers and TAs are
supported and held accountable for
improvements.
Team leaders
and feedback to
FLT
All staff
On going
Leadership time
Teachers research an area of educational
theory to develop classroom practise.
Teachers read and adopt strategies which
they put into practise within their own
classroom.
SLT
Teachers
On going
Research
Staff meetings
Team meetings
2.25
Teachers monitor and evaluate the
effectiveness of the new strategies within
the classroom. Findings are then shared,
with staff across the school, through
discussions and presentations.
SLT
Teachers
On going
Team meetings
Staff meetings
2.26
Monitor the impact of peer observations
on the quality of teaching.
SLT
FLT
Teachers
On going
PPA
Team meeting
2.24
18
Developing the
effectiveness of staff so
that they have maximum
impact on pupils learning.
Aspiring to achieve our best: moving forward together!
2.27
Teachers to film their own practise and
critically reflect, looking for areas of
improvement.
SLT
Teachers
On going
Video cameras
£400
2.28
All teachers and TA’s have access to high
quality internal and external CPD,
including the opportunity to complete a
masters.
FLT
Teachers &
TA’s
On going
CPD training costs
Supply costs
£1000
SMSC team regularly monitor the teaching
of SMSC to ensure the needs of pupils are
being met.
SD & GC
All staff
On going
‘British values’ are taught explicitly
throughout the year and prominent
displays around the school relate to British
values.
Monitor the teaching of British values and
the impact on children’s learning.
PSHE is taught each week using SEAL and
‘Health for life’ to enable pupils to be
thoughtful, caring and active citizens in
society.
Staff to receive regular updates on the
PREVENT and CSE initiative and complete
training as it arises.
New staff members to complete PREVENT
training.
SD & GC
All Staff
SD, GC
Team
leaders
All staff
On going
LW, SD, DH
Team
leaders
On going
SLT
On going
The school council meet regularly to act as
a voice for all children.
Begin the school year with a “family day”
to celebrate family differences and to
NP
New
members of
staff
SLT
SD & GC
Teachers
Autumn
Term
2.29
2.30
2.31
2.32
2.33
2.34
2.35
2.36
19
Pupils’ spiritual, moral,
social and cultural
development equips them
to be thoughtful, caring
and active citizens in
school and the wider
society.
.
SD, GC
On going
SEAL resources
Online training
Policies
On-going
Resources
Aspiring to achieve our best: moving forward together!
2.37
2.38
2.39
Assessment
2.40
Teachers use assessment
to establish pupils starting
points and to plan future
lessons.
2.41
2.42
20
draw attention to cultural differences.
Children to complete a variety of activities
relating to this.
Children regularly learn how to keep
themselves safe from harm and
exploitation when using the internet.
(Internet safety)
Teachers regularly teach key internet
safety rules to the children so that they
are fully aware of all of the dangers
involved with using the internet.
Teachers teach the NSPCC Pants rules
explicitly every term, and then have a
discussion/ refresher every half term to
ensure that children are aware of their
own personal safety.
SH
Teachers
On going
Resources
SH
Teachers
On going
Resources
SD & GC
Teachers
Each term to
teach a full
lesson, every
half term to
have a quick
refresher.
Resources
Teachers to assess core subjects – reading,
writing, SPaG and Maths - using teacher
assessment every half term and tests at
the end of each term. Input data half
termly.
Team leaders
All staff
Ongoing
PPA time
Discuss with FLT and action as appropriate,
the use of APP style use of Pupil Asset
objective tracking for one child per group,
in order to assess gaps in learning across
classes/cohorts.
Subject teams to check planning and
curriculum coverage for their subject area
FLT
All staff via
discussion
December
Staff meeting times
Subject teams
All staff
On going
Staff meeting time
Aspiring to achieve our best: moving forward together!
2.43
2.44
2.45
2.46
2.47
2.48
2.49
21
half-termly by looking at planning and
books.
All non-core subjects will be assessed and
results recorded on Pupil Asset at the end
of each unit.
Subject teams to ensure results on Pupil
Asset, end of unit assessments for noncore subjects, are checked half termly to
track % of pupils who have met ARE.
Feedback to FLT.
Non-core subject teams to track pupils to
ensure that at least 85% are working at
ARE by the end of the Key Stage.
Monitor the impact of the termly tests and
evaluate how realistic they are and how
informative they are for the teachers.
Use assessment to analyse progress of
specific groups – including a focus on DA
and higher ability children. Specify and
feedback which groups are to be the focus.
Use to inform discussions in teaching and
learning teams.
Marking – ensure the marking policy is
followed through regular book scrutinies.
Ensure clear next steps. Allow pupils in KS2
to respond to marking. Teachers to make
reference to progress that has been made.
Eg. I can see you have used full stops which
you hadn’t done on 23.06.15.
Next steps will be short and achievable so
pupils can respond immediately.
Subject teams
All staff
ongoing
PPA/Staff meeting
time
Subject teams
All staff
On going
Staff meeting time
Subject teams
All staff
On going
Staff meeting time
English and
maths subject
teams
Team leaders,
English and
Maths subject
team leaders
All KS2 staff
Dec
Meeting time
All staff
Ongoing
Management time
Team leaders
Teachers
On going
Time
Team leaders
Teachers
On going
Time
Aspiring to achieve our best: moving forward together!
2.50
TAs to develop marking so that they
indicate in books the level of support given
(to assist teachers) and giving immediate
oral feedback, detailing brief notes about
what was discussed with child, alongside
the work.
Team leaders
PR in TA team
meeting
Teaching
assistants
ongoing
2.51
Discussions with pupils about the
importance of next steps and how this
helps them with their learning.
Team leaders
Teachers
On going
Time
Continue to work and liaise with local
schools to ensure consistent use of the
formative and summative assessment
across the learning community.
DH to speak to
Castle
All staff
By October
half term
Meeting time
Monitor effectiveness of the use of Pupil
Asset to inform teaching and learning, and
for communicating information to the next
teachers within HPS.
As a learning community, create a bank of
standardised work which can be stored on
the tracking system. Use this work to
moderate internal school judgements
against.
DH/JK/CP/BB
EN
All teachers
December
On going
Meeting time
On going
Meeting time
2.52
2.53
2.54
A clear approach to
formative and summative
assessment across the
learning community with
improved transition with
THS.
DH/KD/ST/FJ/DW All staff
PJ
Heathcoat Primary School Improvement Plan 2016-17
Personal development, behaviour and welfare.
22
Aspiring to achieve our best: moving forward together!
Action Plan Focus
Personal development, behaviour and welfare
Strategic Lead
Pam Roberts
Link
Governor
Adrian Webber
Whole School Support Focus
Overarching outcomes: What will success look like
Parents, staff and pupils are unreservedly positive about behaviour within the school. Children are kept safe. They have a developed sense of what it
means to be safe and how to ensure that this happens.
To ensure that children who are identified as having social, mental and emotional health difficulties receive appropriate support that they ready to learn
and so that they can thrive.
Outcome
actions
Led by
Staff involved
Completed
by
Resources
Monitor the impact of the Building Learning EG DH
Power action plan.
All staff
On going
On line BLP resources
Staff meeting time
Lesson time
£2112
Investigate with parents to understand
concerns they have regarding behaviour in
the school.
DH
All staff
Sept 2016
Questionnaires
Regular training to update staff about
restorative justice.
JK/DH
All staff
Sept 2016
Jan 2017
April 2017
Staff meetings
TA meetings
MTA meetings
Behaviour and safety
3.1
3.2
3.3
23
Pupils are confident, selfassured learners.
Their excellent attitudes to
learning have a strong
positive impact on their
progress.
Pupils love the challenge of
learning and are resilient
to failure.
Parents, staff and pupils
are unreservedly positive
about behaviour within the
school.
Aspiring to achieve our best: moving forward together!
3.4
Consistent message shared with children,
parents and staff regarding:
 Acceptable behaviour in class.
 Acceptable behaviour around the
school.
Use PSHE to develop consistent messages
across school regarding behaviour etc.
JK
All staff
On-going
Assembly time
PSHE time
PSHE
team
Teachers
On-going
3.6
Use of consistent language across all staff
regarding behaviour.
JK/DH
All staff
On-going
3.7
Celebration of good behaviour seen within
school.
DH
All staff
On-going
Letter to go out about expectations for
uniform and PE Kit.
Staff monitor school uniform and discuss
with parents when appropriate.
Staff reminded about dress code for school.
Review and update ‘Good to be green’
scheme.
Up dated ‘Good to be green scheme’
shared with parents in a newsletter and on
website.
‘Good to be Green’ is used consistently
across the school to improve behaviour.
Children who struggle to regularly access
the ‘Good to be green’ scheme have a
separate behaviour scheme.
JK
July 2016
PSHE time
PPA time
Planning meetings
Staff meetings
TA meetings
MTA meetings
Assembly time
Team points
Lunchtime Top table
Certificates
letter
time
3.5
3.8
3.9
3.10
3.11
3.12
3.13
3.14
24
Parents, staff and pupils
have high expectations for
presentation and general
behaviour.
Incidences of low-level
disruption in lessons are
extremely rare and are
dealt with quickly and
effectively.
JK/DH
All staff
On going
JK
JK/DH
All staff
Teachers
On going
Sept
JK/DH
All staff
On-going
PR
Teachers
On going
JK
Staff meeting
Governors meeting
Newsletter
Website
Golden treat
£3000
Aspiring to achieve our best: moving forward together!
3.15
3.16
3.17
3.18
3.19
3.20
3.21
3.22
25
All groups of pupils are
safe and feel safe in school
and at alternative
provision placements at all
times. They understand
very clearly what
constitutes unsafe
situations and are highly
aware of how to keep
themselves and others safe
in different situations,
including in relation to e
safety.
Learning walks to monitor the transition
points during lessons to ensure learning
time is maximised. Poor practice is
challenged
Good practice of effective transitions is
shared during team meetings
Assessments undertaken and advice
followed, by Ed Psych and behaviour
support team where standard behavioural
management strategies fail to have an
impact.
Monitor and track the incidents of
behaviour from CPOMS.
If behaviour is not improving for individual
children review support and intervention.
Stringent safeguarding measures and
checks are in place and used robustly to
ensure that only appropriate adults have
access to children.
DH team
leaders
All staff
On going
Time
Team
leaders
PR
All staff
On going
Team meeting time
Teachers
As
appropriate
EP and BST time
PR
JK/DH
Termly
PR
All staff
Termly
Time
CPOMS
Time
JK
AB
PR/DH/MP
On-going
Any work experience students in for more
than 3 days are DBS checked before
starting their experience.
DH
AB
JK/PR/MP
On going
All volunteers are DBS checked and meet
with DH to discuss expectations before
starting in school.
DH
AB
DH/AB/MP
On going
Single central record
DBS checks
Suitability for working
with children
disclosures
Single central record
DBS checks
Suitability for working
with children
disclosures
Single central record
DBS checks
Suitability for working
with children
disclosures
Time
Aspiring to achieve our best: moving forward together!
3.23
All volunteers have initial safeguarding
training with PR within the first 2 weeks of
starting in school.
The behaviour and conduct of all adults on
site is on-goingly monitored and where
issues are identified they are addressed
quickly and with the appropriate level of
gravitas.
Further investigation with parents to
understand concerns they have regarding
safety in the school.
PR
Team
leaders
As
appropriate
3.26
Consistent message shared with children,
parents and staff regarding:
 Safety within school – what we
need to do, what children need to
do and what parents need to do.
Team
leaders
On-going
Lesson time
Newsletters
Parent’s eves
3.27
All staff and governors complete online
Prevent training and have a good
understanding of what to do if they are
concerned about radicalisation.
Any new staff complete online Prevent
training when they start at HPS.
All staff receive refresher training in Child
Protection and tackling child sexual
exploitation each year.
All staff are vigilant for signs of
radicalisation and child sexual exploitation
and take action as appropriate
Train additional staff at level 3 safeguarding
JK
PR
April 2107
Yearly
Staff meetings time
JK
New staff
On going
CPD time
JK
All staff
Sept/Oct
2015
Staff meetings and CPD
time
JK
All staff
On-going
JK
EN, BB
26th and 27th
Sept
3.24
3.25
3.28
3.29
3.30
3.31
26
JK/PR/DH
Time
All staff
On-going
CPOMs
Whistle blowing policy
Cost of training £180 x
2= £360
Aspiring to achieve our best: moving forward together!
3.32
3.33
3.34
3.35
3.36
3.37
3.38
27
Cost of supply £140 x 4
= £560
Total £720
Supply costs £140 per
day
Cost of courses
Forms
Safeguarding officers to keep up to date
with safeguarding training – conference or
forums.
Marks on arrival form used in EYFS to
record any marks on children as they come
to school.
Staff receive updated training on Evolve
and trips and visits.
JK
DH/PR/MP/JK
JK EN
All EYFS staff
DH
All teachers
All trips and residentials are carefully
planned and risks are fully assessed. Staff
use EVOLVE to track and record within the
time period required.
At the start of each term teacher’s review
the PANTs rule in PSHE and this is followed
up in key stage assemblies and info sent to
parents in a letter and newsletter.
https://www.nspcc.org.uk/preventingabuse/keeping-children-safe/underwearrule/
At the start of each term teacher’s remind
children about the e safety rules in
ICT/PSHE and this is followed up in key
stage assemblies and info sent to parents in
a letter and newsletter.
On line safety workshop for parents.
DH
Teachers/TAs
As
appropriate
EVOLVE
PPA time
SD/SB/JK
All staff
Start of each
term: Sept,
Jan, April
Lesson time
Assembly time
Newsletter
Website
PANTs resources
SH
All staff
Start of each
term: Sept,
Jan, April
Lesson time
Assembly time
Newsletter
Website
E safety resources
Time
Resources
PCSO Rob Moss
SH
PCSO Rob
Moss
Sept and
then on
going
Sept
Dec 2016
Staff meeting time
Aspiring to achieve our best: moving forward together!
All classes take part in safer internet day,
display work in ICT and share in newsletter
and website.
http://www.saferinternet.org.uk/news/sav
e-the-date-safer-internet-day-2017
Use road safety week to discuss road safety
in PSHE and assemblies.
http://www.roadsafetyweek.org.uk/educat
ors
SH
All staff
7th Fe 2017
Safer internet resources
Lesson time
Newsletter
Website
SD SB
All staff
21st – 27th
Nov 2016
Consistent message shared with children,
parents and staff regarding:
 Bullying – what is bullying, how it is
dealt with.
 Specific activities around cyber
bullying.
Termly assemblies as whole school and key
stage that focus on bullying and what it is.
JK
All staff
On going
Resources from BRAKE
Lesson time
Assemblies
Newsletter
Website
Assembly time
Lesson time
Newsletter
Website
SD/SB
All teachers
Termly
Assembly time
Resources for teaching
bullying
Termly focus on PSHE and circle time on
bullying
SB/SD
All teachers
Termly
Lesson time
Resources
3.44
Take part in anti-bullying week.
http://www.antibullyingalliance.org.uk/anti-bullying-week/
SD/SB
All teachers
14th – 18th
Nov 2016
Assembly time
Teaching time
3.45
Consistent reporting of incidences to
parents so that all issues are dealt with to
prevent escalation of issues.
Team
leader
JK
All teachers
On going
Time
3.39
3.40
3.41
3.42
3.43
28
Pupils are fully aware of
different forms of bullying,
including cyber-bullying
and prejudice-based
bullying, and actively try to
prevent it from occurring.
Bullying and derogatory or
aggressive language in all
their forms are very rare
and dealt with highly
effectively.
Aspiring to achieve our best: moving forward together!
3.46
All staff consistently tackle derogatory,
homophobic language.
SD SB
All staff
On going
3.47
Spend a week looking at different families
as part of the curriculum.
SD, SB
All staff
1st week in
Sept
Lesson time
Resources
On going
Time
Meetings
Visits
CPOMs
Welfare: Further developing pastoral support
3.48
3.49
29
Development of pastoral
support within the school
by further developing
‘holistic approach’ to
children.
Early identification of vulnerable children
and families through:
 CPOMS – all staff to record
concerns and this to be monitored
to identify changes in behaviour
etc.
 Liaison/visits with previous
educational provision to ensure
that all relevant information is
collected to support smooth
transition of children and an
understanding of concerns gleaned
– including targeting of all
Nurseries within the area.
Use of meaningful assessment to ensure
that all intervention and support has an
impact; to either resolve issues or provide
evidence that additional professional
support needs to be accessed from outside
agencies:
 Use of MALS, Boxall, SDQ and
Thrive assessments which are
reviewed regularly and acted upon.
JK
All staff
PR/EN
KF/PR/CB/SH
Ongoing
Assessment materials
Time to attend
meetings
PR
KM/LD/JB/
EL/GB
On-going
Aspiring to achieve our best: moving forward together!

3.50
3.51
30
Use of Pastoral Support
Intervention Record to evidence
impact.
 Development of liaison with
outside agencies that can either
provide general advice or specific
support to children (Children’s
Centre, Early Help Initiative).
Further development of SEMH activities to
support children measuring outcome:
 Thrive based activities
 Counselling sessions
 Joint parent/child sessions
 Further access to parenting courses
PR
KM/LD/JB/
EL/GB
On-going
JK
JK/DH/PR/
LD/KM
As
appropriate
Further develop Family Support Worker
role in school to support vulnerable
families:
 External supervision opportunities.
 Development of parent based
activities that increase
engagement.
 Develop the FAF to include the
wider community.
 Develop tea and toast to include
other families.
 Provide Solihull parenting courses
each term
JK
On-going
KM
KM
KM/LD
DH/LD
KM/EL/GB/JB
JB
KM/EL/GB/JB
DH/LD
Children’s
Centre/
LD
LD GB
On going
Time
Visits
Supervision costs
Aspiring to achieve our best: moving forward together!
3.52
Karen Moore to continue to be mental
health champion as part of the 5 year plan
with Virgin care.
KM JH
All staff
On going
Time
3.53
Regular supervision with Janet Hiley for
staff working with children displaying
mental health needs.
KM JH
All staff
Time
£140
3.54
Consultation slots with JH to identify
children to refer to CAMHS or other
support they might need.
KM JH PR
26th
September
21st Nov
Half termly
Half termly
3.55
Training for all staff in attachment disorder.
KM JH PR
All staff
Dec 2016
Staff meeting time
TA meeting time
3.56
1 day induction to mental health training.
KM JH PR
All staff
Non pupil
day 18th Nov
Time
3.57
Karen to attend Annual behaviour
conference.
KM
KM
18th Nov
2016
Course £155
3.58
Karen to receive supervision training.
KM
KM
3.59
Staff are trained in calming strategies and
ways to express their anger.
KM
All staff
Dec 2016
Staff meeting time
TA meeting time
MTA meeting time
3.60
During PSHE teachers regularly discuss and
share ways that they can express their
anger and calm down.
KM
Team
leaders
All teachers
On going
Lesson time
31
Children are ready to learn
and have developing skills
to manage their emotions.
Time
Cost of course
Aspiring to achieve our best: moving forward together!
3.61
Share mentoring resources with all staff so
they have an understanding of the process.
KM
All staff
Dec 2016
Staff meeting time.
3.62
Continue to work with individual pupils on
the mentoring technique.
KM
KM EL JB GB
On going
Time
Attendance is regularly monitored to
ensure that any high level of absence is
prevented.
DC PR
Teachers
On going
Time
Analysis
Letters
Attendance is monitored at whole school
level but also at group level to ensure that
any group doesn’t have a high absence
rate.
Interventions are put in place to tackle any
poor attendance with the support of other
professionals.
PR DC
On going
Time
Analysis
PR SN
Teachers
LD
On going
Time
3.66
Calls are made home on the day of the
absence when children are not at school
and no reason has been given for absence.
DC
Teachers
On going
Time
Cost of calls
3.67
Regularly meet with EWO to discuss
children’s attendance.
DC PR SN
On going
Time
3.68
The importance of attendance and the
impact of poor attendance are regularly
shared with parents in the newsletter.
JK
On going
Newsletter
Welfare: attendance
3.63
3.64
3.65
32
No groups of pupils are
disadvantaged by low
attendance.
The attendance of pupils
who have previously had
high rates of absence is
rapidly improving.