ACHIEVEMENT (Attainment and Progress) Leadership Managers: Nicola Nelson Stacey Rosenberg Natalie Jayson Sheree Ailion Sammy Morhaim Governors: Key Priorities: 1) To continue to focus on the number of pupils making better than expected progress in every key stage 2) To continue to develop strategies and opportunities to ensure that progress and attainment in writing becomes as strong as in reading and maths ACTIONS 1) -To continue to monitor and review the number and impact of interventions used with pupils who have been identified as under-achieving in each year group, including the use of TAs to support individuals and small groups -To review opportunities to work with an identified cohort of Gifted and Talented pupils including using Assertive Mentoring as a tool for accelerating progress -To continue to invest in coaching trios across the school as a means of sharing best practice amongst staff. Consider linking focus of coaching trios to PM targets. -Investigate IRIS CONNECT as a tool for improved peer observations -Build a bank of recorded best practice RESPONSIBILITY TIMESCALE F. Epstein; SLT May, 2015 onwards RESOURCES Timetabled pupil progress meeting time MONITORING HT termly reports to governors SUCCESS? Gaps in learning quickly identified and teaching tailored to needs of pupils The impact of on-going interventions can be measured and reported SLT Ongoing Leadership time SLT report progress of individual pupils Accelerated progress for this group of gifted and talented pupils SLT/All staff Ongoing Time Feedback from staff/HT reports to governors Best practice across the school is shared and staff feel empowered to continue to develop their practice Meeting time NN to report back to SLT Time SLT meetings/HT Detailed information about a potentially efficient way of analysing behaviour in school Ensure continuity in the ‘King NN June/July 2015. SLT/all staff September, lessons to be used as examples of the ‘King David’ standard for new/inexperienced teachers ACTIONS 2) -All teachers to continue to take part in termly writing moderation including with other schools - To continue to develop the number of opportunities to write across the curriculum by reviewing curriculum content and coverage in other subjects including Jewish Studies 2015 onwards David Standard’ when new staff start working at the school MONITORING SUCCESS? RESPONSIBLE TIMESCALE SLT/LoLs September onwards Meeting time Lols/SLT meetings and reports to governors Continued professional development of knowledge about assessing pupils’ written learning SLT/SM July onwards Time Curriculum maps/lesson observations/planning Curriculum increasingly reflects creative strategies for developing writing in an integrated way In-Year Progress Notes for achievement Key Priority 1 Key Priorty 2 September 2015 onwards: September 2015 onwards: RESOURCES report to governors QUALITY OF TEACHING, LEARNING AND ASSESSMENT Leadership Managers: Governors: Nicola Nelson Stacey Rosenberg Natalie Jayson Sheree Ailion Francine Epstein Key Priorities: 1) To continue to develop the use of assessment and tracking systems in order to accurately plan for each pupil’s next steps in learning 2) To further develop and embed the role of the teaching assistant in supporting learning in the classroom 3) To continue to develop the use of ICT to enhance learning in the classroom ACTIONS 1) - All staff to complete Target Tracker training RESPONSIBILITY RESOURCES MONITORING SUCCESS? NJ/All staff June-August 2015 Meeting/INSET day time PPMs/HT report Target Tracker is embedded and staff are confident to use it aid assessment and target setting NN/NJ September, 2015 Meeting time Feedback from parents via questionnaires/discussion Parents report that they feel confident about understanding the new assessment system and understand how to use is as a tool to support assessment and tracking -To communicate new assessment processes to parents through a series of Curriculum meetings TIMESCALE SLT minutes/HT report -To successfully trial the new GL assessments in EYFS SA/NJ/LE September 2015 All staff Ongoing FE Ongoing -Continue to develop and embed the use of guided reading across the school 2) -Training and development plan to remain in place for TAs based on ongoing skills audit Time Time/Costs of adhoc training courses SLT/all staff Ongoing -To continue to embed the marking policy, ensuring that all staff are following the ‘read and respond’ model of developmental marking 3) -Embed the new ICT curriculum across the school Time JN September 2015 onwards Time Time EYFS teachers gain an understanding of the new assessment systems and make an informed decision about assessment from September 2016 onwards Lesson observations/PPMs/Tracking data Lesson observations/TA performance management Continued accelerated progress and attainment in reading across the school All TAs and teachers are confident about the role of the TA in the classroom ‘Book looks’/lesson observations/HT report All books are marked consistently and offer solid, constructive feedback which pupils can use to set targets for further progress Lesson observations/’dropins’ ICT is used on a regular basis to enhance learning in all subjects In-Year Progress Notes Key Priority 1 Key Priorty 2 Key Priority 3 LEADERSHIP AND MANAGEMENT (incl. Governance, Curriculum). Leadership Managers: Governors: N Nelson S Rosenberg S Ailion N Jayson J Dennis Key Priorities: 1)Performance Management continues to support staff training and development 2) To continue to develop a cycle of staff lesson observation based on a ‘self-improving’ coaching approach 3) To continue to develop the role of the subject leader including the introduction of assessments in foundation subjects 4) To develop the roles and responsibilities of members of the governing body 5) To continue to develop close links with both the private nursery , the high school and other primary schools 6) To review curriculum coverage and impact in the new topic-based curriculum 8) To continue to monitor the use and impact of PE funding and Pupil Premium funding ACTIONS 1) -Performance Management continues to focus on links to the Teachers’ Standards, School priorities for improvement based on self-evaluation and staff training needs 2) -All staff (including JS teachers) to continue to take part in ‘Coaching trios’ based on the Lesson Study model. RESPONSIBILITY NN/GB/SLT All teachers TIMESCALE September, 2015 onwards September, 2015 onwards RESOURCES Meeting time Non-contact time MONITORING Staff feedback . Feedback sheets termly from each trio SUCCESS? All staff have meaningful PM targets rooted in solid selfevaluation. All staff feel supported to continually improve their practice and knowledge through the school’s training and development plan. Staff feel challenged and supported by their ‘trio’ and report that it is supporting their further professional development ACTIONS RESPONSIBILITY TIMESCALE RESOURCES MONITORING SUCCESS? 3) All teachers Ongoing PPA time Performance management meetings/lesson observations All foundation subjects to include termly assessments to gauge progress and attainment NJ/All Teachers Ongoing PPA time Performance management meetings/lesson observations All subject leaders have a clear overview of the quality of learning and teaching in their subject area. NN/GB Ongoing Meeting time once a term with relevant staff GB reports to HT/GB GB develop a better understanding of the priorities for the School as it continues to improve. GB/NN On-going Meeting time -To continue to develop the use of assessment in foundation subjects -Subject leaders to continue to monitor the quality of teaching in their subject area, feeding their findings into their action plans 4) -GB to agree to be attached to an area of the School Improvement Plan and/or a subject area -GB sub-committees continue to embed a consistent approach to agenda-setting and minute taking 5) -Continue to work with the Private Nursery in developing and monitoring their curriculum in order to match it the School Nursery S Ailion/Cath Needham/Kathryn Taylor Ongoing Time GB S Ailion report to SLT GB committees have a consistent, transparent reporting and monitoring system which contributes effectively to School improvement planning Regular planning meetings continuing to happen each term Transition data is passed effectively to School nursery at relevant points throughout the year. ACTIONS -Continue to investigate opportunities for further collaboration with members of the High School RESPONSIBLE NN/SLT TIMESCALE Ongoing -further develop links with other primary schools (eg. Park Road Primary; New Moston Primary; BJPS) in order to continue to share best practice and offer staff the very best CPD NN; Leaders of Learning On-going -establish a Leadership Forum between KD Primary/BJPS and NCJPS NN/Heads and DHT of other schools 6) Continue to review and revise topicbased curriculum 7) -Complete a review of the way that PE RESOURCES Time MONITORING HT report to GB/SLT SUCCESS? Regular link meetings with Heads of Department in the high school/further improved transition arrangements for children moving into Year 7 PPA and leadership release time HT report to GB/SLT/staff voice July 2015 onwards Time HT report to governors NN; Leaders of Learning Ongoing Leadership time; staff meeting time HT report to governors; SLT; staff and pupil voice Curriculum continues to provide good coverage and is enhancing the learning of all our pupils. The curriculum is contributing to st developing our pupils as 21 century citizens NN; EH September, Leadership time Website; GB Review of funding is shared on At least two reciprocal visits per term to another primary school in order to share best practice Established leadership forum where head and DHTs can learn from each other and share best practice funding was spent in ’14-‘15 2015 -Create an action plan to account for the way that the funding will be spent in ’15‘16 8) -Review the impact of Pupil Premium funding on the progress and attainment of this cohort of pupils -Create an action plan for the way the funding will be spent in ’15-‘16 In-Year Progress Notes Key Priority 1 Key Priorty 2 the School website minutes; SLT minutes NN; EH October, 2015 Leadership/PPA time SLT minutes SRos; NN September, 2015 Leadership time; internal and external assessment results SLT minutes; GB minutes All pupil premium pupils making accelerated progress and reaching KD expectations SRos; NN October, 2015 Leadership time SLT minutes; GB minutes Plan in place for how money will be spent on which interventions Key priority 3 . Key priority 4 Key Priority 5 Action plan is available on the School website Key Priority 6 Key priority 7 . Key priority 8 PERSONAL DEVELOPMENT, BEHAVIOUR AND SAFETY (incl. Attendance, Punctuality, Safeguarding). (UPDATED July, 2014) Leadership Managers: Governors: Sue Fagelman N Nelson S Ailion Key Priorities: 1)To develop a consistent approach to addressing behaviour management focussed on an ethos of mutual respect (following the principles of Team Teach) and with a ‘no shouting’ approach, including during lunchtimes and extra-curricular clubs 2) To continue to review safeguarding procedures and ensure training is up to date including awareness of the ‘Prevent Duty’. 3) To continue to safeguard the School grounds and buildings 4) To continue to support the role of pupils in managing their own behaviour ACTIONS 1) -Continue to regularly remind all staff about rewards and behaviour systems in full staff meetings -Continue to roll out Team Teach training for all staff RESPONSIBILITY TIMESCALE RESOURCES MONITORING SUCCESS? NN/Sros/Leaders of Learning On-going Staff meeting time Behaviour logs monitored by LoLs There is a consistently calm, learning-conducive ethos throughout School NN As training becomes Cost of training two members of staff to Learning walks By July, 2016 all staff have completed level 1 of Team each available become trainers: approx.£ 2000 Pupil voice training and two members of staff are qualified trainers To investigate the introduction of ‘Restorative Approaches’ NN/FE Autumn Term ? SLT Training is delivered and used effectively by all staff -Continue to work with LOs on developing a consistent approach to managing behaviour at lunchtimes M Rose June 2015 onwwards Meeting time with Los (cost of extra hours to attend free training) Roving duty feedback Number of reported incidents at lunchtime reduced Behaviour at lunchtime is as consistently positive as it is during lesson time Number of recorded incidents at lunchtime decreases TIMESCALE ACTIONS RESPONSIBLE RESOURCES MONITORING SUCCESS? 2) -To continue to maintain a volunteers’ register and ensure they have all completed Level 1 safeguarding training -Continue to ensure that Safeguarding Governors and members of SLT to complete Safer Recruitment training -To review procedures for off-site visits (residential and non-residential) and ensure School is fully compliant -To ensure that risk assessments are completed and reviewed annually -To ensure that procedures for reporting and recording accidents are rigorously maintained NN/S Buchanan On-going Time NN/GB/SLT June, 2015 onwards Time NN/Leaders of Learning October onwards PPA time/release time to attend training course LH October onwards NN/SBuchanan/all staff Time Monthly DBS/CRB check Register is kept fully updated Report back to SLT and Full GB By July, 2015 at least 4 governors and all of SLT have completed Safer Recruitment training Report back to SLT HT report to governors By March, 2016 procedures are updated and completed with efficiency By December, 2015 an annual calendar of reviewing risk assessments is in place Time Ongoing HT report to governors All accidents are reported efficiently 3) -Investigate the cost of fitting Key pad entry system fitted to all external corridor doors NN/S Buchanan/external company October, 2015 ?? S Buchanan to liaise with company Key pad fitted and parents/visitors can no longer enter the School alone 4) - To investigate the introduction of Philosophy 4 Children -Continue to review the roles of the Pupil Leadership Team and review the purpose and function of the School Council M Rose/Healthy School M Rose to report back to SLT Ongoing Time/cost of course SLT/LE Lunchtimes Ongoing M Rose/L Edwards report back to SLT By January, 2016 P4C is being trialled in at least one KS1 By January, 2016 there are clear descriptions of the expectations of the PLT and these are being carried out effectively Members of the PLT report that they feel involved in the organisation and leadership of the School OTHER KEY PRIORITIES. Leadership Manager: 1)N Nelson 2) S Morhaim/S Rosenberg 3) S Ailion Key Priorities: 1) To continue to improve provision for ICT throughout the curriculum. 2) To embed the introduction of Ivrit and French in Years 1-6. 3) To continue to develop our outdoor learning environment in EYFS and further improve outdoor learning opportunities. 4) To continue to focus on improving the School lunches provision with the help and input of the Pupil leadership Team and the School Council 5) Continue to work towards achieving the RRSA level 1 award ACTIONS 1) -Continue to audit current ICT provision against the new National Curriculum requirements and produce fully costed action plan -Continue to promote the use of new technologies in lessons such as Twitter and tablets in order to enhance learning opportunities 2) -Ensure that Ivrit and French is being delivered throughout the Primary school and that lessons being delivered are of a good quality RESPONSIBILITY J. Neill TIMESCALE Ongoing RESOURCES MONITORING PPA time Report to SLT Staff meeting time Learning walks/lesson observations SUCCESS? Report produced and action points agreed On-going J. Neill/all staff NN/MGruber/Y Zegze/S Morhaim/all staff Ongoing Time Learning walks/lesson observations/staff feedback All staff using new technologies in lessons on a regular basis in order to promote VAK learning and in order to make the st curriculum relevant to the 21 century learner By December, 2015 all MFL lessons are judged good or better 1) 2) 3) 4) Fit an outdoor canopy in the EYFS outdoor play area and enhance the whole outdoor play area so that the curriculum can be delivered more effectively. Continue to develop the indoor environment and aesthetics of the school Continue to focus on improving the School lunches provision with the help and input of the Pupil leadership Team and the School Council Continue to work towards achieving the RRSA level 1 award NN/S Aillion/Parents’ Guild Ongoing Approx. £10000 (pending lottery bid) S Ailion/S Buchanan to liaise with construction company Approx. £5000 SLT minutes/HT report to governors Time SLT minutes/governor reports Children and parents report that food has improved/ Food becomes visibly healthier. Meeting time HT report to governors Award is achieved and RRSA increasingly begins to pervade what we do in school NN Ongoing NN/Pupil Leadership Team/LE/Kitchen staff/N. Joseph Ongoing Ongoing LE/NN/L.Rosenfield/C. Brown In-Year Progress Notes: Other key Priorities Key Priority 1 Key Priority 2 Key priority 3 Equipment fitted and being used effectively by pupils. Improved learning outcomes for all. Monitoring of School Improvement Plan Progress towards key priorities and action points identified in this plan will be monitored in the following ways :• within weekly School Leadership Team meetings • as a fixed agenda item on Full Governing Body committee meetings • a Governor is linked to each of the aspects of the School Improvement Plan and their visits/discussions will focus on monitoring progress in their aspect • during visits from our School Improvement Partner • by subject leaders Evaluation of School Improvement Plan The progress and impact of the key priorities and action points identified in this plan will be evaluated by the :• Governing Body during termly meetings • School Improvement Partner Measuring Impact The impact of each key priority will be measured in a number of ways including :• meeting targets set both within school and during School Improvement Partner visits • meetings with staff eg. performance management review meetings etc. • external validation eg. Results; OFSTED
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