School Improvement Plan - King David Primary School

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