Grendon Primary School - Improvement Plan 2020-2021 - Approved by the Full Governing Board September 2020
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Grendon Primary School
Improvement Plan
2020-2021
Approved by the Full Governing Board September 2020
1
Contents
School Ethos, Vision and Aims Page 3
Strategic Improvement Process Page 4
Progress towards Ofsted Key Issues Page 5
Evaluation of School Improvement Plan 2019-2020 (third of three-year plan) Page 6
Long Term Strategic Priorities 2020 - 2023 Page 7
Key Area for Improvement 1 Medium Term Plan 2020 – 2021 (first year) Page 8
Key Area for Improvement 2 Medium Term Plan 2020 – 2021 (first year) Page 11
Key Area for Improvement 3 Medium Term Plan 2020 - 2021 (first year) Page 12
Key Area for Improvement 4 Medium Term Plan 2020 - 2021 (first year) Page 14
Pupil Premium Medium Term Plan April 2020 – April 2021 Page 16
Abbreviations Page 19
Short Term Plans Cycle 1 September 2020 – February 2021 Page
Short Term Plans Cycle 2 February 2021 – July 2021 Page
2Our School Ethos Our School Vision
… provide the knowledge and skills to unlock learning through: -
a pastoral curriculum removing barriers and
developing strength of character
an academic curriculum providing effective
structure and opportunity
In order that all of our children have the
keys to embrace their future and
believe…
And So We Can…
Provide teaching that develops knowledge and skills so children learn and progress effectively.
Offer enriching activities, events and experiences.
Work together to remove barriers and ensure equality.
Build independent and resilient learners who are able to communicate confidently.
Listen to and treat each other and all members of the community with respect, tolerance and concern.
Recognise ability, maximise potential and prepare children well for their future and life in modern Britain .
3The Strategic Improvement Process at Grendon
The Leadership Team and Strategic Improvement Committee of our Governing Board, have identified through rigorous self-evaluation and
external assessment, three Strategic Priorities for improvement. These will be the focus for our School Improvement Plan over the next three
years and ensure that we continue to drive the school forward to achieve our vision.
The function of our School Improvement Plan is to break down Strategic Priorities into Key Areas for Development for the academic years
2020- 2021, 2021 - 2022 and 2022 – 2023. Key Area Medium Term Plans detail actions, expected impacts and provide costings to illustrate how
we plan to achieve our Strategic Priorities over the coming year. Key Area Medium Term Plans are evaluated at the end of the academic year
and next actions identified for the second year of the Long Term Plan.
To ensure the process is rigorous, robust and focussed, each Key Area Medium Term Plan is further divided into two Short Term Plans fitting in
with the school’s Monitoring and Evaluation cycle. Short Term Plans detail small steps for improvement. They are reviewed by School Leaders at
all levels and the Governors Strategic Improvement Committee who measure their impact.
Identification of three year Strategic Improvement priorities – to secure school vision
1 year Medium Term Plan – the School Improvement Plan
Actions broken down into 2 sets of Short Term Plans, with clear actions and expected impacts as a measure progress
Cycle 1 Short Term Plan Mid Term Review and Cycle 2 Short Term Plan Final Review and Evaluation
(Sept – Feb) Evaluation (Feb – July) Report to Governors
Next Actions Planned
Report to Governors
Evaluation of School Improvement Plan – identification of priorities for next year
Every third year – Summary of progress against Strategic Improvement Priorities and identification of new priorities
4Progress Towards Ofsted Key Issues from July 2019
Leaders and those responsible for governance should ensure that:
a. they continue to work with targeted families so that the rate of b. they continue to support all pupils to make strong
persistent absence is reduced further. progress in writing and mathematics, so that all pupils,
including the most able and those who are
disadvantaged, can achieve the progress of which they
are capable of.
Persistent absence fell from 15.5% (data from Summer 2019) to 12.85% (data from Autumn Data from December 2019 shows that the majority of children were making
2019) as a result of the action taken in the school improvement plan. Further work is strong progress in Maths, (51%), and Writing, (53%).
needed to ensure this figure falls further and the gap closes between school and national
data. Data from December 2019 showed that gaps between children who are
disadvantaged and their peers were closing. Between July 2019 and
Data for Spring term 2020 is not available as school closed on 20th March due to COVID-19 December 2019, gaps in attainment in Maths reduced or remained the
lockdown. Attendance prior to closure was falling quickly, as anxiety increased and families same for 11 out of 12 classes as a result of accelerated progress made by
followed Government advice to self-isolate for 14 days if anybody in their household has this group. For Writing, gaps reduced or remained the same for 10 out of 12
symptoms. classes, again indicating strong progress was made.
In line with guidance, school worked tirelessly to not only ensure that vulnerable children Data from December 2019 shows that for the most able, 94% in Writing and
and children of critical workers attended school during closure, but that school opened on 92% in Maths made at least expected progress during the Autumn term
1st June with all children in Reception, Year 1 and Year 6 being offered places. Although although, when compared with all children, fewer (45% in Writing and 39%
attendance was not compulsory and parents were not penalised for absence at this time, in Maths), made strong progress. Data from Spring 2020 shows that in Year
attendance data for June reflected our drive and determination. 19% of children were in 6, 8 children in Writing and 9 children in Maths were working at a greater
school at this time, compared with a Department for Education estimate of 9.1% nationally. depth. For this cohort at KS1 only 4 children in Writing and 6 in Maths
41% of children with EHCPs or a Social Worker were in school, compared with 18% achieved a greater depth. This indicates strong progress was made across
nationally. the Key Stage for this cohort. This now needs to be consistent for all
cohorts in school.
We are rightly concerned that attendance will become a significant issue for school from
September and are not yet sure what Government guidance about attendance will be from School closed on March 20th due to Covid-19 lockdown. We are rightly
that point. This is an area that will need to continue to be a focus for school improvement. concerned about the impact of this prolonged closure and resulting isolation
not only on children’s mental health, but on their progress and attainment.
Identification of gaps in learning and high quality teaching and intervention
will be a focus for school improvement in order for children to continue to
make strong progress.
5Evaluation of School Improvement Plan 2019-2020
Long term More children work at or above expected Exceptional skills in pedagogy and deep subject Strategic development of structured roles within
Strategic levels across school knowledge improve teaching and learning school further strengthens leadership at all levels
Priority
SIP Key Area 1.1 Reduce the attainment gap between 2.1 Ensure effective implementation of the curriculum, (foundation 3.1 Ensure Leaders new to roles have a clear understanding of
for disadvantaged and their peers. subjects). roles and responsibilities and are effective in securing
1.2 Remove barriers to learning, ensuring all children 2.2 Develop strategies for improving communication, independence, improvement.
Improvement access the curriculum. challenge and resilience across the curriculum. 3.2 Review and adapt the school’s monitoring and evaluation
Year 1 1.3 Ensure changes to the design of the curriculum 2.3 Plan, implement and evaluate changes to current policy and process, in light of changes to leadership roles and the Inspection
2019-20 focus on children acquiring the skills and practice in Maths across the school. Framework.
knowledge required to reach age related 2.4 Embed changes to policy and practice in Reading securely and 3.3 Embed, monitor and evaluate strategies and practices to
expectations. consistently across the school. improve pupil’s attendance and punctuality.
3.4 Ensure best communication among stakeholders and build on
opportunities to increase parental engagement.
SCHOOL CLOSED TO MOST PUPIL ON 20th MARCH. FEW ACTIONS ON CYCLE 2 SHORT TERM PLANS COULD BE COMPLETED. SCHOOL HAD TO REFOCUS, REPLAN TO ADDRESS NEEDS AND
RESPOND TO A FAST CHANGING PICTURE. THIS HAS HAD A SIGNIFICANT IMPACT ON SCHOOL IMPROVEMENT.
Evaluation Data from December 2019 showed that gaps between Our monitoring and evaluation cycle has shown that the intent is clear Actions taken to improve attendance have been effective.
July 2020 children who are disadvantaged and their peers were and implementation of the curriculum has improved significantly during Persistent absence fell from 15.5% (data from Summer 2019) to
closing. Between July 2019 and December 2019, gaps this year. It is rightly focused on teaching skills and knowledge and 12.85% (data from Autumn 2019). Further work is needed to
in attainment in Maths reduced or remained the same staff and pupils report that their subject knowledge in specific subjects ensure that this falls further and the gap between school and
for 11 out of 12 classes as a result of accelerated is much improved. Links within and between learning are clear and national data closes. Attendance is likely to be a significant issue
progress made by this group. For Writing, gaps ensure children are making sense of their learning. The Summer term moving into the next academic year as a result on non-statutory
reduced or remained the same for 10 out of 12 classes, curriculum has not been taught as a result of Covid-19 school closure attendance during school reopening.
again indicating strong progress was made. and therefore using data to track progress is not possible at this time. Parent survey results showed that most parents (80%) felt
Our monitoring and evaluation cycle has shown that Reading policy and practice is embedded across the school. Survey communication between home and school was good. School
the intent is clear and implementation of the curriculum results show staff are confident and that skills and understanding of closure has highlighted this issue during the last term, and although
has improved significantly during this year. It is rightly pupils have improved significantly. Feedback from lesson observations information has been shared clearly and well received, there are
focused on teaching skills and knowledge and staff and shows teaching and learning in Reading to be good or better. aspects such as having email contacts for all parents and
pupils report that their subject knowledge in specific Outcomes from monitoring and evaluation show that communication, introducing a two-way online learning platform that we are now
subjects is much improved. Links within and between resilience and independence are becoming embedded across the keen to explore further.
learning are clear and ensure children are making curriculum. Work of Lead Practitioners has been highly effective in The school’s monitoring and evaluation system is effective. It is
sense of their learning. The Summer term curriculum developing this further in particular year groups. accurate and provides the information needed to move the school
has not been taught as a result of Covid-19 school Covid-19 school closure has meant that actions planned to further forward. All are clear about their roles in this process and it remains
closure. improve teaching and learning in Maths have not been completed. at the heart of the school improvement system.
This is an area for continued development. Leadership again has changed this year, as a result of the
appointment of a new Headteacher and an Acting Deputy Post.
Despite challenging circumstances as a result of Covid -19
closures, Leadership continues to be good.
Future Continue with curriculum development plans – regular Plan, implement and evaluate changes to current policy and practice in Continue to reduce persistent absence.
Actions subjects and Maths Maths across the school. Continue to improve communication between all stakeholders.
Identified Review curriculum for next year in light of gaps in
learning.
Continue to support particular groups in school and
remove barriers arising as a result of school closure.
6Long Term Strategic Priorities for Improvement 2020-2023
Strategic Priority 1 Strategic Priority 2 Strategic Priority 3 Strategic Priority 4
2020-2021 2020-2021 2020-2021 2020-2021
Curriculum intent and Pupils display positive attitudes Pupils develop strength of Leadership is clear and
implementation is clear, and make a positive contribution character as a result of the high ambitious, providing high quality
ambitious and embedded to school life and the wider quality pastoral support and professional development for
securely and consistently to community. enrichment opportunities staff, high quality education for
ensure the best outcomes for all provided. children and effective
groups of pupils. engagement with all
stakeholders.
Key Area for Improvement Key Area for Improvement 2 Key Area for Improvement Key Area for Improvement 4
1 Year 1 2020-21 3 Year 1 2020-21
Year 1 2020-21 Year 1 2020-21
2.1 Embed strategies to further 4.1 Provide high quality
1.1 Adapt our curriculum reduce persistent absence and 3.1 Implement and evaluate the professional support to
intent and implementation ensure punctuality. statutory RSE framework. ensure:
in order to close gaps in 2.2 Increase opportunities for and 3.2 Review and adapt the a) staff are effective and
learning created by impact of pupil voice in school school’s programme for efficient in delivering a
Covid-19 closure. life. curriculum enrichment. pastoral response to Covid-19.
1.2 Accelerate progress for 2.3 Embed the teaching of growth 3.3 Ensure that the pastoral b) subject leaders are
the disadvantaged and mind-set in order to impact on curriculum is effective and increasingly able to monitor and
SEND groups. children’s attitudes towards focussed on removing evaluate teaching and learning.
1.3 Maximise opportunities for learning. barriers to learning as a result c) increased opportunity for
and focused teaching of of Covid-19 closure. training of Teaching Assistants.
communication, 4.2 Ensure best
independence and communication among
resilience. stakeholders and build on
1.4 Improve the intent and opportunities to increase
implementation of Maths, parental engagement.
French, RE and PE
curriculum.
7 related to issues arising from Covid-19 school closure.
Key Areas for Improvement shown in bold are directlyStrategic Priority 1: Curriculum intent and implementation is clear, ambitious and embedded securely and consistently
to ensure the best outcomes for all groups of pupils
Actions shown in bold are directly related to issues arising from Covid-19 school closure.
Key Area for Improvement 1: Medium term Plan 2020 – 2021
Action Expected Impact Resources Cost Time Personnel Monitored by
What? What effect? With what? How When? Who? Who?
1.1.1 Plan, implement and evaluate a Covid- Progress is accelerated because the curriculum is Emergency and Recovery much?
1/8 x £51454= Aut 20 All Staff Academic Team
19 response curriculum focussed on closing identified gaps curriculum document – £6431.75 Spr 21- Sum 21 Evaluate for short
leadership time 1/8 x £57154= term plans
Cover for 0.5 days/week £7144.25
PPA Time Weekly 16 x £200= £3200
N/A
1.1.2 Provide an effective programme of Progress is accelerated because staff are well 1 x INSET N/A Sept 20 All Staff Leaders evaluate at
transition for children informed of individual needs and children are happy Teaching and learning INSET Leadership Meeting
and confident with staff planned as part of Emergency
Emergency Curriculum Curriculum
taught during
Aut 20
1.1.3 Adapt assessment policy and practice School has a clear baseline from which to measure Pira/Puma tests £500 Aut 2020 HR shares with HR evaluates action
in response to curriculum changes progress and progress towards age related Assessment Policy N/A all staff on short term plans
expectations can be tracked Addendum
1.1.4 Use accurate data analysis and self- Appropriate interventions are planned because 3 x Leadership Meetings N/A 1 meeting per All staff HR to plan and
evaluation to identify gaps in learning school data and analysis provides an accurate 3 x INSET term HR to lead evaluate data on short
following baseline assessment picture of attainment and progress term plans
1.1.5 Use pupil progress review to identify More children in each year group work at the 2 x Teacher Days N/A November All staff HR to evaluate pupil
children working just below the expected expected standard during the year because plans 1 x INSET January HR to lead progress termly and
standard and write plans to accelerate ensure gaps are closed and progress accelerated April report to Leadership
progress
1.1.6 Plan, implement and evaluate Children make accelerated progress and more Early Years Talk Boost 0.5 x £15234 = 3 x afternoon 1 x Teaching Intervention data
interventions to close identified gaps in the reach expected standards because interventions £7617 weekly Assistant reported on short term
EYFS are effectively delivered and close gaps in learning Speech and Language 0.3 x £30539 = Aut 20 – Sum 21 plans
£9161.70
1.1.7 Plan, implement and evaluate Project X Code 0.3 x £30539 = 3 x afternoon 3 x Teaching
interventions to close identified gaps in KS1 £9161.70 weekly Assistant
and KS2 Aut 20 – Sum 21
Direct Phonics 0.3 x £21982 =
£6594.60
Training (Direct Phonics) £160
Emotional Literacy Support 0.3 x £24425 =
£7324.50
Training (ELSA) £350
81.1.8 Work with external agencies to remove Feedback from monitoring and evaluation shows School Nurse £7800 Aut 20 – Sum 21 Lou Proudlock Pastoral Team
barriers to learning that targeted children are increasingly able to Sweet Project £4000 Project Workers evaluate as part of
access education and gaps in learning close as a Behaviour Support £3000 Steve Brown Pupil Premium Plan
result of strong progress made Psychologist £3661 Claire Jarvis
Pupil School Support N/A Sarah Smith
CAT Team N/A
1.1.9 Use Lead Practitioner support to High quality first teaching as a result of the effective Leadership Time 0.125 x £49815= Aut 20 – Sum 21 AN/LP TPS evaluations to
improve curriculum implementation implementation of whole school strategies 1/8 salary £6226.88 leadership team
1/10 salary 0.1 x £59506=
Cover 0.5 days a week £5950.60
2(16x200) =
£6400
1.1.10 Further improve the use of feedback Progress is accelerated because children have a 2 x INSET N/A Spr 21 HR HR evaluated action
on learning better understanding of what they are doing well on short term plan
and how to improve further
1.1.11 Ensure that the curriculum intent and All stakeholders can talk clearly about the Provision and Performance N/A Nov 20 HR Lead HR evaluated action
it’s intended impact is shared with all curriculum intent, how it links to school ethos, vision Governing Board Committee on short term plan
stakeholders and aims and how it translates into implementation meeting
1.2.1 Use Pupil Premium Plan to accelerate Progress is strong for the majority of pupils and, as See Pupil Premium Plan
progress and close gaps for disadvantaged a result, gaps in learning close
children
1.2.2 Implement whole class strategies to Gaps between disadvantaged and their peers 1 x INSET N/A Aut 20 All staff Leaders report on
accelerate progress of disadvantaged pupils continue to narrow Classroom Strategies HR leads M&E feedback
1.2.3 Use targeted support, including Target children make good progress against targets 1 to 1 Tuition £5000 Aut 20 – Sum 21 Staff Tutors Staff evaluate
tutoring to ensure disadvantaged pupils Small group tuition interventions for short
‘catch-up’ National Tutoring term plans
Programme
1.2.4 Continue to improve provision for SEN pupil make good progress because learning is 1x INSET N/A Spr 21 SENCO LS evaluates for short
children with SEND by working with staff to pitched at the correct standard and effective Cued Spelling PSS hours (no Aut 20 term plans
ensure intervention closes gaps cost)
a) access to curriculum strategies are Direct phonics See 1.1.7 Aut 20 –Sum 21
implemented Speech and Language See 1.1.6 Aut 20 – Sum 21
b) Appropriate interventions are planned,
implemented and evaluated
1.3.1 Use monitoring cycle to evaluate Changes made are effective because they are Lead Practitioner Included in Oct 20 Leaders Leaders evaluate as
effectiveness of opportunities to embed based on accurate assessment of school strengths Leadership Time Leadership Time, part of monitoring and
communication, resilience and independence and areas for improvement see 1.1.9 evaluation cycle
1.3.2 Research, plan and implement Teaching improves because chosen strategies Lead Practitioner Included in Aut 20 – Sum 21 AN/LP AN/LP evaluate action
approaches to increase opportunities for impact on learning Leadership Time Leadership Time, on short term plans
resilience and independence see 1.1.9
1.3.3 Improve communication skills by ensuring Communication skills improve because they are 3 x INSETs N/A 1 INSET per Leadership Leadership team
a) children understand and using the correct taught effectively, explicitly and embedded across PPA time weekly N/A term Team evaluate for short term
technical vocabulary in the academic curriculum the curriculum Word Aware Training £200 plans
b) children are supported to use vocabulary to
explain thoughts, feelings and anxiety in the
9pastoral curriculum
c) strategies to develop communication and
language in the EYFS are researched, planned
and implemented
1.4.1 Plan, trial and evaluate units of work and The academic curriculum is broad, balanced and Lead Practitioner Included in Maths LP, CH, MW, Subject leaders
assessment criteria that are focused on ambitious. Knowledge and skills are introduced Leadership Time Leadership Time, Aut20-Spr 21 KR, SR, HF evaluate action for
teaching knowledge and skills at the expected progressively and are well matched to age related see 1.1.9 short term plans
standards for expectations 3 x INSET N/A
a) Maths Subject Leader Release 6 x £200 = £1200 Spr 21 – Sum
b) ‘Regular’ Subjects - PE, RE and French time 4 x £200= 21
c) New EYFS curriculum 2 days per subject £800
2 days EYFS staff EYFS Aut 20
1.4.2 Improve teaching and learning in Maths Teaching and learning in Maths improves because Lead Practitioner Included in Aut 20 – Sum 21 LP leads LP evaluates action
by: subject knowledge is at least secure and pedagogy Leadership time leadership time – All staff on short term plan
a) increasing opportunities for problem solving, is consistent and progressive across the school. see 1.1.9
reasoning and explaining
b) Evaluating and making changes to lesson External EYFS Maths CPD £500 Spr 21 SR
structure
c) Improving planning so that units build
progressively on isolated skills
d) Improving multiplication skills in Years 3 and
4
e) Ensuring appropriate challenge and stretch
for higher attainers
f) Further developing subject knowledge and
pedagogy in EYFS maths
1.4.3 Plan and implement early adoption of the Early years curriculum improves because it better LF Leadership time Included in Aut 20 LF leads LF evaluates for short
new EYFS curriculum prepares children for the National Curriculum in EYFS Curriculum Leadership Time – Reception Staff term plans
Year 1 see 1.1.1
1.4.4 Evaluate the impact of new curriculum Plans become increasingly effective as issues are LF/SC Leadership Time Included in Dec 20 LF/SC LF/SC evaluate action
design termly and plan changes to the next term quickly identified and new plans improved Leadership Time – April 21 for short term plan
accordingly see 1.1.1 July 21
Total Cost £101,883.98
10Strategic Priority 2: Pupils display positive attitudes and make a positive contribution to school life and the wider community
Actions shown in bold are directly related to issues arising from Covid-19 school closure.
Key Area for Improvement 2: Medium term Plan 2020-2021
Action Expected Impact Resources Cost Time Personnel Monitored by
What? What effect? With what? How much? When? Who? Who?
2.1.1 Communicate attendance policy and expectations Attendance is improving because all Attendance policy N/A Aut 20 SJ SJ reports to
to all stakeholders following Covid-19 closure stakeholders have a clear Parents letters 0.5 x £53187= leadership
understanding of expectations Leadership time £26593.50
2.1.2 Remove barriers arising as a result of Covid-19 Attendance improves as barriers are Attendance policy See 2.1.1 Aut 20 – Sum 21 SJ SJ reports to
closure that impact on attendance removed Parents letters leadership
Leadership time
Outside agencies See 1.1.8
2.1.3 Improve the use of data analysis as an evidence Appropriate actions are planned as ASP data, census data N/A Jan 21 SJ and HR SJ to evaluate short
base for judgements and evaluation of attendance they are based on accurate self- and planned meetings Apr 21 term actions
procedures evaluation
2.1.4 Implement Fast-Track attendance system, including Persistent absence is reduced SJ Leadership time See 2.1.1 Aut 20 – Sum 21 SJ SJ to evaluate short
Early Help Action and the holidays during term time because processes are effective in term actions
process improving attendance
2.1.5 Plan inset for stakeholders to ensure there is a The profile of attendance as a key INSET time N/A Sep 20 SJ to deliver SJ to evaluate short
shared understanding of the Fast – Track system across issue will be raised and the policy is Governing Board Meeting term actions
the school community applied consistently as a result of
shared understanding
2.1.6 Review and evaluate policy and research and Persistent absence is reduced and SJ Leadership time See 2.1.1 Aut 20 SJ SJ to evaluate short
introduce new strategies to further improve attendance the gap between school and national term actions
and reduce persistent absence data closes because processes are
effective
2.2.1 Further develop the role of the school council in Pupils are increasingly involved in Teaching Assistant non- 0.1x £24415= Aut 20 – Sum 21 Teaching Teaching Assistant
collecting, evaluating and presenting the pupil voice policy decisions made and in wider contact time 1 afternoon a £2441.50 Assistant reports to HR
school life week
2.2.2 Ensure pupil voice is heard and actioned through Pupils play an increasing part in Monitoring and evaluation N/A Aut 20 – Sum 21 Teaching Leaders evaluate for
a) monitoring and evaluation cycle school life and as a result, confidence schedule N/A Assistant short term plans
b) enrichment programme and levels of engagement increase Enrichment programme N/A All leaders
c) pupil questionnaire Questionnaire
d) school newsletter Teaching Assistant non- See 2.2.1
contact time 1 afternoon a
week
2.3.1 Continue to research, plan, implement and monitor Pupils display increasing positive Lead Practitioner Included in Aut 20 – Sum 21 LP/AN LP/AN Report to LF
whole school approaches to developing growth mind-set. attitudes because strategies are Leadership Time Leadership Time –
implemented consistently and see 1.1.9
effectively across school.
Total Cost £29,035
11Strategic Priority 3: Pupils develop strength of character as a result of the high quality pastoral support
and enrichment opportunities provided
Actions shown in bold are directly related to issues arising from Covid-19 school closure.
Key Area for Improvement 3: Medium term Plan 2020 - 2021
Action Expected Impact Resources Cost Time Personnel Monitoring
What? What effect? With what? How much? When? Who? by
Who?
3.1.1 Use PHSE and PSED curriculum to Barriers to learning are identified quickly and Emergency Curriculum See Key Area 1 Aut 20 All staff Leaders
address issues arising and barriers to support can be given in order to ensure access See Key Area 1 action 1.1.1 evaluated for
learning identified as a result of Covid-19 to the academic curriculum 1.1.1 short term plans
closure
3.1.2 Ensure a clear and shared understanding All stakeholders understand curriculum intent 1 x INSET N/A Sep 2020 SR to lead SC evaluates for
of the intent and implementation of the new RSE and are able to discuss progress and links. 1 x Provision and short term plans
curriculum within our PSHE curriculum Children and parents understand what they are Performance Committee Nov 2020 SC to present to
learning, how and why Meeting Governors
Year group emails Aut 20 – Sum 21
3.1.3 Plan, trial and evaluate new medium term Lessons are planned and taught effectively Units of work, appropriate £400 Aut 20 – Sum 21 All staff SR to monitor as
PSHE and PSED units and lessons because clear guidance is given and future resources, part of monitoring
lessons are adapted as a result of feedback Scarf subscription (Life and evaluation
Education) cycle
3.1.4 Improve implementation of RSE by Teaching of RSE improves because it is well Units of work, appropriate See 3.1.4 Aut 20 – Sum 21 SR leads all staff SR to monitor as
ensuring: structured in terms of time and content, is resources, part of monitoring
a) resources are accessible and appropriate supported by appropriate resources and teacher Scarf subscription (Life and evaluation
b) Support for teaching identified units is subject knowledge deepens and confidence Education) cycle
available increases
c) actions are planned and implemented
following monitoring and evaluation
d) timings for and length of units are appropriate
3.2.1 Further improve enrichment programme School aims are met and ethos and vision is Enrichment section of the N/A Sept 20 SC leads all staff SC to monitor for
by ensuring: clear. They are translated into the school curriculum short term plans
a) it is well matched to school aims curriculum.
b) it has a clear definition and pictorial Provision and November 20
representation Performance Committee
c) categories are clear and stand alone Meeting
d) it is informed by pupil voice
e) it is clear and well represented on the school
website
f) it maximises opportunities to develop
communication, resilience and independence
g) it is clearly communicated to all stakeholders
h) before and after school club provision is
maximised
3.2.2 Plan, monitor and evaluate the enrichment The enrichment programme is at least good Monitoring and Evaluation N/A October 2020 SR SR evaluates as
programme for the academic year because changes and plans are based on Cycles 1 and 2 part of monitoring
accurate information from monitoring and February 2020 and evaluation
evaluation cycle cycles
123.3.1 Review and develop the Pastoral The Pastoral Curriculum is well matched to 2x Pastoral Team meeting N/A Aut 20 HR/SJ/AD AD/SJ evaluate
Curriculum document school’s vision and aim, and details how we 1 x INSET for short term
remove barriers and build strength of character plans
3.3.2 Provide high quality staff CDP is Staff are up-skilled and can provide an effective 2x INSET £500 Aut 20 SJ/AD AD/SJ evaluate
aspects identified following Covd-19 closure response to issues arising. This ensure barriers Additional to be for short term
are removed effectively and efficiently and arranged during plans
children access academic curriculum. Autumn Term
3.3.3 Ensure safeguarding policy and Safeguarding policy and practice is effective and Safeguarding policy N/A Sept 20, Jan 21, HR/AD/SJ/LS DSLs evaluate
practice is effective in response to Covid-19 ensures access to appropriate support where Termly DSL meeting Apr 21 action for sort
closure required Termly report to term plans
safeguarding governors
3.3.4 Plan interventions to remove barriers to Barriers to learning are identified and removed School Nurse See Key Area 1 Aut 20 – Sum 21 LS/SJ/AD Pastoral team
learning through: quickly, in order to ensure children access the Sweet Project action 1.1.8 evaluate for short
a) introduction of nurture groups academic curriculum. Behaviour Support term plans
b) 1-1 tutoring Pupil School Support
c) referral to outside agencies Psychologist
d) use of emotional literacy support Speech and Language See Key Area 1
assistant ELSA training action 1.1.7
e) targeted support for children exhibiting
challenging behaviours
3.3.5 Improve communication between Expectation of and information for all Class email accounts N/A From Aut 20 Leadership team Leaders evaluate
stakeholders about resources and pastoral stakeholders is shared in an efficient manner Emailed information and RG for short term
support available ensuring parents can play a greater role in their Twitter account plans
child’s learning Website
3.3.6 Use enrichment programme to address Identified needs are met efficiently through Mental Health awareness £500 Aut 20 SC to plan. SC evaluates for
identified issues arising from Covid-19 whole school support in order for children to day Identified staff to short term plans
closure at a whole school level access the academic curriculum more quickly Junior Leadership Team plan and
Days implement days
Total Cost £1400
13Strategic Priority 4: Leadership is clear and ambitious, providing high quality professional development for staff, high quality
education for children and effective engagement with all stakeholders
Actions shown in bold are directly related to issues arising from Covid-19 school closure.
Key Area for Improvement 4: Medium term Plan 2020 - 2021
Action Expected Impact Resources Cost Time Personnel Monitoring
What? What effect? With what? How much? When? Who? by
Who?
4.1.1Ensure CPD and training for all staff is Pastoral response is increasingly effective DSL Training £500 Sept 20 LS Leaders report to
focussed on issues arising form Covid-19 and because they access to high quality training and Whole school response N/A Sept 20 SJ Leadership Team
school closure CPD training
Behaviour Support £500 Aut 20 SJ/SB
Mental Health CPD £500 Sep 20 HR Leads
ELSA See Key Area 1 Aut 20 Teaching
action 1.1.7 Assistant
4.1.2 Develop roles and responsibilities of subject Subject Leaders can talk clearly about the SC Leadership Time Included in Aut 19 - Sum 20 SC Leads SC evaluates
leaders across school with a focus on curriculum intent, implementation and impact of Weekly Leadership Time, All subject actions on short
a) subject knowledge their subject see 1.1.1 Leaders term plan
b) Monitoring and Evaluation 2x teacher day N/A Nov 20
External subject £2000 Jan 21
leader training Spr 21
4.1.3 Set challenging targets for improvement and Outcomes of performance management show Leadership time and Included in Aut 20 – Sum 21 All Leaders HR/AD/LF
use rigorous performance management that leadership continues to improve and meets training identified above Leadership time and evaluate as part of
procedures to ensure that subject leaders and or exceeds Head/Teacher Standards training costs above performance
teaching assistants continue to develop further management
4.1.4 Ensure high quality professional development The quality of teaching improves as a result of INSET timetable N/A Aut 20 – Sum 21 Leadership team Leaders evaluate
of teaching assistants by deepening subject knowledge and pedagogy ELSA training See 1.1.7 Aut 20 lead teaching as part of short
a) ensuring that training for specific interventions is Direct Phonics Training See 1.1.7 Aut 20 assistants term plans
given Cued Spelling training See 1.2.4 Aut 20
b) opportunities are taken to include assistants in Speech and Language £240 Aut 20
whole staff training
c) professional standards are used in performance
management
4.1.5 Make changes to monitoring and evaluation All Leaders have a clear role in monitoring and 2x Leadership meetings N/A Sep 20 All Leaders HR evaluates for
cycle to ensure evaluation and are increasingly skilled at making Feb 21 short term plan
a) Teaching assistants are given clear advice judgements on practice July 21
about improvement Monitoring and evaluation N/A Oct 20
b) subject leaders are increasing able to monitor cycles Feb 21
and evaluate their subjects
4.2.1 Plan and implement a move towards Action taken on deficit reduction plan impacts on Website N/A From Aut 20 All staff HR monitors as
paperless communication system reducing costs. Messages and information are Email contacts part of short term
shared with all stakeholders quickly and Twitter account plans
efficiently
144.2.2 Research and evaluate options to Communication is efficient and parents are more Twitter account N/A From January 21 RG HR monitors as
increase use of social media as a informed about and engaged in school life part of short term
communication platform plans
4.2.3 Research, plan and implement a platform School is better prepared for future closures and Microsoft 365 £1500 Aut 20 PF PF reports to HR
to support distance learning children are able to access work easily Specialist partner support (DfE grant)
4.2.4 Hold a series of learning together Parents support children’s learning more N/A N/A Calendar of AD oversees AD evaluates
sessions effectively because they have a shared and events between Class teachers action for short
a) EYFS stay and play improved understanding of expectations, Aut 20 – Sum 21 implement term plans
b) Y1/6 Learning together and welcome strategies and methods used.
meetings
c) Y2/6 SATs information meeting
d) sharing learning from new units of work
e) pastoral support for Covid-19 related issues
4.2.5 Adapt school events and celebrations to School life can continue and be celebrated in a N/A N/A Aut 20 – Sum 21 Leadership Team Leaders evaluate
ensure accessibility in light of Covid-19 safe manner as part of short
restrictions term plans
4.2.6 Increase involvement of parents and School and wider community are increasingly Enrichment opportunities N/A Aut 20- Sum 21 AD AD evaluates for
volunteers in school academic and pastoral involved in school life and it’s improvement Website communication short term plans
activities Pastoral newsletter
Total Cost £5240
SCHOOL IMPROVEMENT PLAN TOTAL SPEND £137,558.98
15Pupil Premium Strategy Document 2020 – 2021
School Overview
School Name Grendon Primary Number of Pupils 365
Proportion of Disadvantaged Pupils 188 = 52% Pupil Premium Allocation £252,860
Publish Date April 2020 Review Date April 2021
Pupil Premium Lead Helen Ridley Governor Lead Joanne Baker
Performance Data – Disadvantaged Pupils (July 2019)
Key Stage and Measure Reading Writing Maths
School National School National School National
EYFS (at least expected) 63% 79% 63% 76% 67% 84%
Phonics Screening (pass) 62% 84%
KS1 (at least expected) 59% 78% 59% 73% 59% 79%
KS2 (at least expected) 63% 78% 63% 83% 75% 84%
KS2 Progress Score 1.13 -0.62 -0.32 -0.5 0.98 -0.71
Barrier to Raising Strategy to Address Identified Barriers School
Attainment for Improvement
Disadvantaged Pupils Plan Links
A Pupils entering Reception Accelerate progress and increase percentages working at or above the expected standard 1.1.5,6,7,8,9
working significantly below age at the end of each year in reading, writing and maths through high quality first teaching and 1.2.1,2,3
related expectations effective use of targeted intervention. 1.4.1,2
B Progress of disadvantaged Accelerate progress by ensuring pupils can access the curriculum and through the use of 1.1.5,6,7,8,9
SEND pupils from their starting effective targeted intervention. 1.2.1,2,3
points Work with families and outside agencies to remove barriers and close gaps in learning. 1.4.1,2
C Poor communication skills Maximise opportunities to pupils to develop communication skills across the curriculum. 1.3.1,2,3
Ensure high quality staff CDP with a focus on teaching communication skills.
Work with specialist support and outside professionals to improve speech and language
skills.
D Limited opportunities and life Plan and implement a whole school enrichment programme. 2.2.2
experiences for pupils Ensure ‘wow’ opportunities in quality first teaching. 3.2.1,2
Ensure enrichment opportunities inspire and reward success.
E High levels of persistent Work with families and outside agencies to remove barriers to attendance. 1.1.8
absence Use whole school strategies to improve attendance, including Fast-Track process. 2.1.1,2,3,4,5,6
16Pupil Premium Medium Term Plan April 2020 – April 2021
Barrier Action Personnel Time Resources Monitored Cost Expected Impact
by
Strand 1: Improving Teaching and Learning for all Pupils
A,B,C,D Lead practitioner in reach work to focus on AN, LP Aut 20 – Spr 2/10 of LP salary 2(0.2x49815) LP report to Standards in teaching and learning improve
making further improvements to the quality of 21 Cover for 0.5 day each = £19926 Leadership Team throughout the year because all targets for
teaching and learning week 2(16 x 200) improvement are met as a result of effective
= £6400 support.
A,B Maintain staffing levels to ensure class sizes Class Teacher Sum 20 –Spr Salary for additional £34233.70 HT report to Data shows that the majority of children make
are kept as small as possible 21 teacher Governing Body good progress and more reach the expected
standard.
D Improve the curriculum by ensuring Aut 20-Spr 21 Passport Days SC reports to Conversations with children reveal that they
enrichment is planned and embedded £1000 Leadership team are excited by and engaged in their learning
including BW Whole School Days and playing an active role in school life.
Implementing the Grendon Passport Junior Leadership Team £1000 The curriculum is exciting and engaging and
of Challenges Leadership Days offers real life, first hand opportunities and
Planning and running junior Team and experiences.
leadership days and whole school Subject Leaders External Providers for £2000
days before and after school
Increasing after school clubs and clubs
activities
A,B Improve standards in English and Maths by AD Jan 21 Revision Scheme £2000 AD/LF/SC evaluate More children are on track to reach the
Purchasing and implementing short term plans expected level by the end of the year.
Achieve 100 revision scheme
Read, Write Inc Phonics Reading LF Aut 20 Spelling Scheme £1500
Books in EYFS & KS1 Phonics Scheme
Renewal Read, Write, Inc Spelling Sum 20 Resources £500
Providing quality texts and LF/SC
resources linked to curriculum Aut 20 £2500
subjects Curriculum Resources
TOTAL = £71,059.70
Strand 2: Targeted Academic Support
A,B Plan and implement a programme of one to Teaching Staff Aut 20- Spr 21 Staff salary £2690 Intervention data More children are working at the expected
one tuition with a focus on moving children to 10 x 1 hour sessions per (topped up reported to standard as gaps in learning are closed and
expected standard. child with Leadership progress is accelerated.
Catch – Up
funding)
A,B,C,E Implement Emotional Literacy Support TA Aut 20 – Spr 0.3 x TA Salary 0.3 x 24415 LS reports Data from intervention tests show that
Intervention 21 = £7324.50 evaluation for short children make good progress
term plans
A,B,C Implement Talk boost Intervention in EYFS TA Aut 20 – Spr 0.5 x TA Salary 0.5 x £24414 LS reports Data from intervention tests show that
and KS1 21 = £7617 evaluation for short children make good progress
term plans
A,B Implement Direct Phonics Intervention across TA Aut 20 – Spr 0.3 x TA Salary 0.3 x 24415 LS reports Data from intervention tests show that
KS2 21 = £7324.50 evaluation for short children make good progress
term plans
17A,B,C Implement Speech and Language small group TA Aut 20 – Spr 0.3 x TA Salary 0.3 x 24415 LS reports Data from intervention tests show that
intervention in EYFS and KS1 21 = £7324.50 evaluation for short children make good progress
term plans
A,B Plan and carry out targeted support HR Aut 20 – Spr 0.2 x salary 0.2 x £89678 TSP evaluations to More children are on track to reach the
interventions to accelerate progress and raise LF 21 0.5 x salary = £17,935.60 Leadership Team expected standard because they make good
standards 0.5 x £57154 progress against TSP targets
Y6 Maths and English = £28577
Y2 Maths and English
A,B Small group interventions for targeted children AWW Aut 20 – Spr salary £15,000 AWW report Most children make good progress against
with EAL in KS1 and KS2 21 progress to HR TSP targets
A,B Plan and carry out Project X Code intervention 2 x TA Aut 20 – Spr 2(3/10 x TA salary) 0.3 x 30539 TA report data to HR Data from the intervention shows that children
to improve standards in reading 21 = £9161.70 are making good progress
0.3 x 24415
= £7324.50
A,B,C Employ specialist speech and language Speech Sum 20 – Spr Speech Therapist £14000 Speech therapist Assessments made by WMISLT shows that
therapist to support identified individuals therapist 21 reports to LS most children meet their targets for
intervention
TOTAL = £124,279.30
Strand 3: Wider Pastoral Support
E Senior Learning Mentor to run Fast Track SJ Aut 20-Spr 21 Salary Difference £14,276 SJ reports to Fast Track is run effectively and persistent
Programme between Pastoral Leadership Team absence is reduced
Manager and Senior
Learning Mentor
D,E Incentives including trips, visits and prizes are SJ Apr 19 – Coach hire, cinema £5000 SJ reports to Numbers of children achieving reward trips
planned and implemented termly to reward Apr 20 visits, book prizes Leadership Team increase and therefore attendance improves
good attendance for individuals
A,B,E Employ school nurse to remove specific School nurse Sum 20– Spr School nurse £7000 School Nurse The school nurse is effective in accessing
barriers to learning for identified children 21 reports to SJ support and removing barriers to learning for
targeted children.
A,B Increase support staff in identified year groups TA Sum 20 – Spr salary £24,245 SJ reports to HT Support is effective in improving behaviour of
in order to provide 1-1 support for identified 21 and access to the curriculum for targeted
children children.
A,B,E External care and control guidance for staff Steve Brown Sum 20 – Spr Consultant £3000 SJ report to HT Behaviour and children’s access to learning
and 1-1 support for targeted children 21 improves as a result of effective support.
A,B,E Work with Sweet Project to remove barriers to Project Workers Sum 20 – Spr Project funding £4000 Project worker Sweet project is effective in accessing support
learning for identified children and families 21 reports to SJ and removing barriers to learning for identified
children.
TOTAL = £57,521
PUPIL PREMIUM TOTAL = £252,860
18Abbreviations
SATs Standardised Assessment Tasks INSET In-service Training DHT Deputy Head Teacher
CPD Continued Professional Development SIP School Improvement Plan NC National Curriculum
EYFS Early Years Foundation Stage MTP Medium Term Plan STP Short Term Plan
TA Teaching Assistant TSP Targeted Support Plan STSP Targeted Support Plan (SEND)
BeCo Behaviour Co-ordinator LA Local Authority DfE Department for Education
SEF Self-evaluation form KPI Key performance indicator LP Lead Practitioner
AfL Assessment for Learning M&E Monitoring and Evaluation APS Average Points Score
HT Head Teacher EAL English as an additional Language ELG Early Learning Goal
SEND Special Educational Needs and disabilities PSHE Personal, social, health education SLM Senior Learning Mentor
AHT Assistant Head Teacher PSED Personal, social & emotional development RSE Relationships and Sex
Education
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