School Improvement

St Cuthbert’s Primary School Development Plan 2019-20

Overview of Key Priorities

 

Priority Area 1 – Effectiveness of Leadership and Management 

  • To ensure our combined score for reading, writing and mathematics increases to be above the national average – target 75% by July 20.
  • Ensure that staff are confident with the New Ofsted Framework and can use the language of Intent, Implementation and Impact when sharing information about teaching of all subjects. 
  • To improve the well being of staff. Reviewing of marking policy to ensure efficiency of time and that children move on in their learning quickly through strategic comments or verbal feedback. 
  • Ensure that all Governors take an active role within school and have a strategic and systematic approach, so that senior leaders are more effectively supported and challenged to improve the school. 

 

Priority Area 2 – Quality of Teaching, Learning and Assessment

  • To continue to improve outcomes in writing by improving pupils self-editing skills, strengthening the teaching of grammar, punctuation and spelling in context and improving handwriting.
  • To raise attainment in mathematics particularly in upper KS2.
  • To review and develop the teaching of and provision for vulnerable groups, particularly pupils eligible for Pupil Premium Grant
  • To ensure teaching assistant time is targeted for maximum effectiveness in raising standards, targeted intervention, enhancing provision for all children. 
  • To introduce a skill based curriculum, ensuring coverage of Foundation Subjects and subsequent assessment. Developing the process of acquiring the essential knowledge, skills, understanding and behaviours required for deep understanding.

 

Priority Area 3 – Personal Development, Behaviour and Welfare

  •  Ensure that we maintain a good standard of behaviour and safety in the school through high expectations and involvement of parents in support of this.
  • Embedding restorative approaches practice into the way we approach times of conflict between pupils.
  • Embedding and developing Positive Play Provision – OPAL 
  • Providing engaging and well-differentiated learning tasks that engender a positive attitude to learning, promote high levels of engagement and build learning to learn capacity. Children to demonstrate a positive growth mindset – ‘I can’t do it yet!’
  • Improving the engagement of the most troubled children by ensuring all adults are fully engaged in managing and modifying the children’s behaviour   ‘The success of our policy will not be tested by the absence of problems but the way in which we deal with them’. 
  • To support our SEND children through the introduction of a nurture room and a specialist teacher to enhance inclusion. 
  • Ensure attendance rises to 97%+  

 

Priority Area 4 – Outcomes for Pupils             

  • Ensure that the proportion of pupils making expected/ more than expected progress from their starting points meets or exceeds national figures in all subjects at the end of EYFS, Year 2 and Year 6.
  • Identifying pupils that are not making expected or better progress and intervening effectively to accelerate their learning and resolve the underachievement promptly.
  • Improving assessment and tracking of pupils with SEN and use this to inform teaching and learning 
  • Ensure consistency of progress made by pupils with SEN and Pupil Premium
  • Ensure the value added for all pupils is positive and in line with national. 

Headlines of SIP 2018/2019 Review

Priority Area 1 – Effectiveness of Leadership and Management 

Senior leaders to increase the impact that middle leaders have on improving the quality of teaching, learning and assessment, enhancing their capacity to lead the school and ensuring that % of children achieving the expected standards in reading, writing and maths combined to be above National average in KS1 and KS2 (target 75%) by July 2019 

  • Providing a strategic direction for improving standards and driving improvements across the whole school.
  • Monitoring systems are used to measure the impact of training and deployment of resources on pupils’ progress.
  • Increasing the frequency and rigor of monitoring processes to evaluate the quality of provision and focus improvement work.
  • Ensure all aspects of the last Ofsted report are addressed and improvements evident.
  • Systematically evaluating the impact of school improvement work and report findings to key stakeholders, particularly parents and carers.
  • Improving the quality and focus of professional development training to meet whole school priorities and strengthen the teaching profile.

Ensure that all governors have a clear understanding of their roles and of the crucial balance between the strategic and operational leadership of the school, so that senior leaders are more effectively supported and challenged to improve the school.

 

REVIEW: 2018 /2019

  • Staff received Local Authority training to moderate Greater Depth writing, ensuring that sufficient opportunities are given to reach GD from an earlier stage in the year. 
  • Local cluster of schools met regularly to moderate work in writing and maths and to collate evidence of standardized work that is being further moderated by the Local Authority. 
  • Primary Science Quality Mark award to celebrate a commitment to excellence in science teaching and learning. 
  • In school tracking data shows that most classes have 80%+ ARE in Reading, Writing and Maths. Year 5 in Reading and Writing were below the target set but above 70%. Year 6 were below across all subject within SATs but in Teacher Assessments were closer to the 80% target. Where Year 6 didn’t make the progress was with Pupil Premium and this brought down the overall progress against ARE.
  • GD across the school was 15% and above in most subjects and year groups. However not in writing which will be a focus for next year.
  • Middle leaders were given further training and support to ensure they are able to lead their subjects with greater rigour. They reported to governors and produced action plans for their subject areas. 
  • All subject leaders attended network meetings to be updated on any new developments. 
  • Regular monitoring visits held by governors and meetings with Head Teacher to review the SIP. 
  • Termly Head Teacher reports shared with the Full Governing Body and questions recorded by the Clerk from the Local Authority.

 

Priority Area 2 – Quality of Teaching, Learning and Assessment

Strengthen teaching so that all lessons are good or better by:

  • Ensuring that assessments are frequent, accurate and used to plan well-pitched lessons that result in good progress for all pupil groups.
  • Using Key Assessment for learning strategies routinely to strengthen learning, resolve misconceptions and evaluate the impact of provision
  • Improving the quality and impact of differentiation across the school, in groups and in all classes.
  •  Increasing level of active participation by pupils in lessons
  • Ensuring that learning tasks are relevant, engaging and matched to pupils’ individual learning needs. 
  • Ensuring that pupils and their parents/carers are aware of their current attainment standards

To continue to improve outcomes in writing by improving pupils self-editing skills, strengthening the teaching of grammar, punctuation and spelling in context and improving handwriting.

To develop and review the teaching of and provision for vulnerable groups, particularly pupils eligible for Pupil Premium Grant

To ensure teaching assistant time is targeted for maximum effectiveness in raising standards, targeted intervention, enhancing provision and the smooth running of the school. 

To introduce a skill based curriculum, ensuring coverage of Foundation Subjects and subsequent assessment. Developing the process of acquiring the essential knowledge, skills, understanding and behaviours required for deep understanding.

 

REVIEW: 2018 /2019

  • Subject leaders have attended Local Authority network meetings to keep up to date with the new Ofsted framework and greater emphasis on Foundation subjects. 
  • Whole school progression of skills has been a key focus to ensure that children are constantly building on prior knowledge and skills within all subjects. 
  • Assessment of foundation subjects has been revitalized so that children can be tracked and provision made for challenge and support in all subject areas. Also allowing subject leaders to have an overview of standards within their areas.
  • Spelling continues to be an area for development next year. 

Prior   Priority Area 3  -Personal Development, Behaviour and Welfare

Ensure that we maintain a good standard of behaviour and safety in the school by: 

  • Providing engaging and well-differentiated learning tasks that engender a positive attitude to learning, promote high levels of engagement and build learning to learn capacity.
  • improving the engagement of the most troubled children by ensuring all adults are fully engaged in managing and modifying the children’s behaviour   ‘The success of our policy will not be tested by the absence of problems but the way in which we deal with them’.
  • Incorporating restorative approaches practice into the way we approach times of conflict between pupils.
  • Embedding and developing Positive Play Provision – OPAL 
  • Ensure that C-Poms is effectively used and is an accurate tool for recording all safeguarding issues and concerns
  • Ensure attendance rises to 97%+ by :reducing the number of children who are persistently absent from school and reducing the number of parents taking family holidays during term time 

 

REVIEW: 2018 /2019

  • Overall attendance only a slight increase from 95.52% in 2018 to 95.81% in 2019.

Although in every class there is a very slight increase in attendance and decrease of unauthorised. Persistent  absenteeism has gone down however we will be working on achieving 97%+ next year. 

  • Restorative justice approach used fully in school by all staff including lunchtime supervisors.
  • Opal Platinum award achieved. 
  • Various training has been accessed by staff to support children with their emotional well being.

Priority Area 4 – Outcomes for pupils

  • Ensure that the proportion of pupils making expected/ more than expected progress from their starting points meets or exceeds national figures in all subjects. 
  • Identifying pupils that are not making expected or better progress and intervening effectively to accelerate their learning and resolve the underachievement promptly.
  • Improving assessment and tracking of the pupils with SEN and use this to inform teaching and learning 
  • Exploring the reasons for gaps in achievement in different classes and ability groups
  • Ensuring consistency of progress across Year Groups and across Key Stages 
  • Ensuring consistency of progress made by pupils with SEN and Pupil Premium

REVIEW: 2018 /2019

  • Development of further strategies to ensure that Pupil Premium children make greater progress in line with national average.
  • Planned timetable of booster sessions implemented to target key skills for those children not meeting standards.
  • Greater use of homework clubs to be implemented to support children.