School improvement plan
Priorities
How do we continue to promote the “can do“ culture of the whole school community?
How do we raise attainment in maths reasoning across the whole school?
How do we meet the needs of all our transient pupils?
How do we teach inference effectively to all ages?
Next Steps.
To close the gap between pupil premium pupils and non pupil premium pupils in reading and writing.
Leadership.
Clearly defined projects for all middle leaders.
Timetable for leadership work.
Impact evaluation for all leadership projects completed.
Middle leaders to be part of Enquire Learning Trust enquires
in our school and other Trust schools.
Delyse/Kim/Karen
To create more opportunities for the governing body to
systematically challenge senior leaders- new format of
governing body meetings, new format of head teachers
report.
Inclusion in learning walks.
Learning to learn.
Following on from talk partners, embed the progression of
Talk for Learning and collaborative work through talk
phrases.
Introducing dialogical learning- Karen.
Building learning powers- Delyse/Dawn.
Staff to attend Dylan Williams training led by the Trust.
Mastery and depth-Karen/Dawn .
Link to problem solving maths priority.
Link to reading inference priority.
The curriculum team to continue to plan a project/enquiry based curriculum.
Leader responsible for ensuring mastery and depth is planned for across the
curriculum and across all year groups.
Produce a whole school document outlining what mastery looks like in each
year group and each curriculum area.
How do we continue to promote the “can do“ culture of the
whole school community?
SLT lead: Delyse
Parental engagement.
To continue to involve parents in phonics, maths, and
reading workshops throughout the year.
Termly child led exhibition events (children’s exit point).
Linked to maths priority.
Introduce parents/grandparents in lessons dayCarol/Natalie/Lucy/Nicola
Aspire Room- Kim Glasby /Cheri Jollands.
Identifying and implement a bespoke programme with
children using the Aspire room.
To ensure a seamless transition between classroom and
Aspire provision.
Introduce art therapy to identified pupils. YM/SP/CJ
Introduce play therapy to identified pupils. CJ
Attendance- Christine Mahoney/Delyse.
Continue to raise profile of good attendance even further.
To identify and work with children and families very early in autumn term
with emerging attendance problems.
Identify gaps in learning of children with attendance and punctuality issues
and address the gaps through intervention work with CM.
Introduce termly celebration for 95% attenders.
What will this look like?
All members of the school community being respectful and respected.
Narrow the gap between school and national attendance.
Very few incidents of inappropriate behaviour.
Parents supporting children with their learning.
A vibrant learning environment where everyone values learning and believes
everyone can succeed.
All members of the school community show passion to all aspects of school
life.
Middle leaders and governors are able to narrate the story of the school
with confidence and passion.
Parents
Maths workshops for parents-Oct 2016
Family problem solving hook day-Summer term 2017.
Maths after school club-Autumn term 2016
Maths calculation and problems solving examples on
website.
Teaching and learning staff
Maths planning to have a real life purpose whenever possible
To include an element of problem solving in each terms family home
learning offer.
To have opportunities for children to explain their reasoning in every lesson.
To create a culture where it is safe to make mistakes in problem solving.
Teachers to create a climate within their classroom which encourages all
children to see themselves as mathematicians.
To plan a weekly investigation/problem solving maths lessons which
challenges all learners.
Maths working walls in every classroom to include examples of different
strategies used to solve problems.
To include problem of the week on display as a challenge in every classroom.
To implement Learning Behaviours in every classroom.
Maths Team to attend Humber cluster maths team
Learners
Children to be given more opportunities to understand the
skills they need for problem solving.
Introduction of learning power.
Staff to attend Dylan Williams training led by the Trust.
Leaders
Maths leaders to triangulate evidence of reasoning skills of all pupils to
narrow the gap in attainment between school and national.
Complete gap analysis of 2016 tests.
To support staff by working alongside them in classrooms, giving planning,
resource and pedagogy advice.
Carry out work scrutiny, Enquiry walks, interview children in school and
across Trust.
Staff training in September – evaluation of last year’s maths priorities and
move forward with reasoning priority.
Maths leaders to report to governors on current standards, progress impact
of past AIP and next steps.
Audit of maths provision to ensure inclusion of less able and challenge more
able in mathematical problem solving lessons.
To introduce a problem of the week for whole school.
Focus of Trust Enquiry walk in summer term 2016.
Governors to be involved in regular book trawls.
What will this look like?
Children reaching age related expectation in maths in line with national
expectations.
Children will be more confident when tackling mathematical problems.
Children have a growing repertoire of problem solving skills to use in maths.
Children are confident in transferring mathematical skills to problem solving.
Children work autonomously.
Children know their next targets and can talk about what they need to do to
get there.
How do we raise attainment in maths reasoning across the
whole school?
SLT lead: Karen
Natalie Parrinder/ Natalie Barker.
Links
Linked to culture –creating a “can do” attitude in maths.
Linked to raising attainment of transient pupil
Resources
Training for staff –how to teach problem solving skills.
Training for staff – progression of skills.
Sharing good practice across the whole school and across the
Trust schools.
Set up a teacher resource sharing area on google drive.
Weekly staff meeting agenda- sharing problem solving
activities.
Staff training-critical thinking.
Staff training - learning behaviours.
Staff training- using numicom to improve reasoning.
Staff training Guided reasoning.
Learning Wales website-learning.gov.wales
Focus Education mastery and problem solving £200.
Parents.
Parent fully inducted. (Ensure all new families meet SLT lead
for induction)
Follow up meeting after two weeks.
Learners
Children to peer support- buddy scheme.
Teaching and learning staff
Ensure effective deployment of the TAs to support new
children. Class teacher to feedback to SLT lead.
Gaps identified quickly and focused interventions put in place
immediately.
Leaders
Keep register of all pupils- in and out.
Middle leader ensures new class teacher, intervention staff, reading leader,
SENCo etc have all the relevant information to make sure all needs are meet.
Track progress of all transient pupils and respond to information
appropriately.
How do we meet the needs of all our transient
pupils?
SLT lead: Kate.
Resources
Written induction procedure created to ensure consistency of
transition across the school.
Links
Raising attainment maths priority
Raising attainment in reading inference priority.
Linked to culture priority.
What will this look like?
Children entering the school to meet age related expectations at the end of
each key stage.
All children to follow school rules, procedures and expectations.
Children and parents to be happy and confident in their new school.
Teaching & Learning Staff
All classes reading a good quality class novel above the
reading age of the children (everyday).
Guided reading to take place in all classes.
Distinct teaching of inference skills- books, film and pictures.
A language rich environment in every classroom. Introduce a
word of the week.
Identify children and put in place bespoke intervention for
identified pupils at risk of not meeting age related
expectations.
Identify year 5 children for inference intervention.
Ensure all classes have opportunity for Big Question every
week in Literacy & Language.
Staff sharing their favourite book display.
Year 2 and Year 6 teachers cross moderation with Trust
members.
Links
Transient pupils.
Culture
Learners
Children to complete weekly home learning target – Remarkable Readers
KS2 and reading Challenge KS1.
Children to read a range of books – genres/authors.
Children to pair up with a younger/older reading buddy.
Children to have opportunity to attend lunchtime reading club.
Children to be able to retell and talk about traditional tales and nursery
rhymes
How do we teach inference effectively to all ages?
SLT Lead: Karen
Carol/Lucy
Parents
Parent workshop on using inference at home.
Produce a parent booklet for each key stage –suggestions of
using inference at home reading.
Resources
Inference training for two members of year 5 staff.
Power of Reading – training and ICT licence led by Trust.
Replenish home reading books.
Train new staff -RWI
CPD for support staff – inference skills
Leaders
Reading leader to continue to coach RWI inc teachers.
Focus for lesson observations and Enquiry walk with member of senior
leadership.
Focus for Spring Enquiry.
Include in calendar of monitoring.
What will this look like?
Children meeting national age related expectations.
Children confidently talking about their reading in depth.