School Improvement Plan (SIP) November 2020 - November 2021 - Droxford Junior ...
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School Improvement Plan (SIP) November 2020 – November 2021 To be read in conjunction with: English impact summary / Action Plan Mathematics impact summary / Action Plan Termly Monitoring and Evaluation Schedules (MES) School Self Evaluation 2020-2021 (SSE) Staff Development Plan (SDP) Staff Development Meetings objective overview 2020 - 2021 Termly HT reports Contents School Aims
Contents
⮚ Strategic Improvement Plan (SIP) summary (page 3)
⮚ School Aims (page 4)
⮚ Skills for Learning and Values (page 5)
⮚ Priorities and how these and the SIP are monitored (page 6)
⮚ Objectives and School Improvement Plan (linked to priorities) (Pages 7 – 15)
School Vision
‘Equipping our children with the knowledge and skills to navigate life successfully.’
There has been a conscious decision made to have school Aims (page 4). These provide greater explanation to our core purpose and the tangible link between achieving our
Vision and the meaningful connection between our Values (page 5), ‘Skills for Learning’ (page 5), curriculum, positive behaviour management strategies and life in our
school. If we are successful with teaching the ‘Skills for Learning’; if the school Values are instilled; if children can self-regulate their behaviour and we achieve our school
Aims then we will achieve this Vision.
2
3
Aims
We aim …
⮚ For our children to be happy, have fun and enjoy school.
⮚ To motivate and inspire children to enjoy learning and face all challenges with confidence and maturity.
⮚ To provide a school environment where children and adults feel safe and secure.
⮚ To provide children with curriculum experiences that enables them to make appropriate decisions and keep themselves safe.
⮚ To deliver a meaningful (contextual) and well planned curriculum which offers enrichment and challenge and is led by knowledgeable
subject leaders.
⮚ To provide the highest of expectations for teaching, learning and outcomes.
⮚ To provide opportunities for all children to participate in outdoor learning including a physically active and healthy curriculum.
⮚ For our children to establish positive mindsets within a supportive environment where failure leads to success and new learning.
⮚ To provide strategies for children to independently overcome various challenges by teaching our ‘Skills for Learning’ in order to be
successful now and in their future lives.
4Skills for Learning and
School Values
Children will be taught and encouraged to use their ‘Skills for Learning’
every day. To be Tenacious: is being resilient; to persevere; showing
grit and determination and being positive in times of adversity. Tenacity
helps with problem solving and overcoming challenges – physical and
mental. Tenacious people share their tenacious spirit. Being Creative:
helps to solve problems and ensure we know there is more than one
way to do this; creativity is personal and individual; is literal (linked to
the arts) and can be about invention and enterprise. Creative people
are resourceful and can share this resourcefulness. Being Curious is
important when we are inquisitive and test new theories; is about asking
questions to find new learning; is about discovery; being open minded
and positive and being courageous – understanding new learning
comes from mistakes. Curiosity is about being proactive not passive!
Finally Collaboration is about teamwork and communication skills;
working with a variety of teams and individuals in and out of school
including parents, governors and members of the wider community.
Collaboration can happen in school or out. Collaboration takes place on
school trips and all these ‘Skills for Learning’ will be used on residentials!
We feel that these positive characteristics and habits of mind are not
only important to display now but also in secondary school and vital in
later lives and careers.
5Priorities
1. Curriculum – Ensure the progression of knowledge, skills and vocabulary are clearly mapped in order to have a greater impact on learning
across our curriculum.
2. Curriculum – Develop the whole school strategic leadership of PDL and well-being.
3. English - Improve the teaching of English in order to increase progress and attainment for ‘developing’ and ‘at risk’ attainers.
4. Maths – Develop coherent learning journeys in order to embed opportunities for over learning.
Monitoring the SIP
⮚ This SIP is monitored by governors through a termly monitoring and evaluation schedule. This schedule is based upon the roles of
governors supporting the SIP. An agenda is set each term based upon the termly milestones laid out in the SIP.
⮚ SLT and staff complete a termly assessment of SIP and SSE objectives.
⮚ School Council and parents are informed of the contents of the SIP. Progress is reported in monthly newsletters. Other school actions
and tasks are decided by the SLT and School Council. The school council RAG (Red, Amber and Green) each task at the end of each
academic year.
⮚ The termly Monitoring and Evaluation Schedule (MES) ensures school leaders fulfil their duties in terms of Professional Development
Meetings (PDMs) (appraisal system / performance management), observations, book monitoring, learning walks, pupil conferencing and
Pupil Progress meetings.
⮚ HT reports, twice a term to governors, on the priorities and objectives in the SIP.
⮚ PDM objectives for all staff are aligned to SIP and are evaluated in Spring and Summer term.
⮚ Leaders monitor and evaluate curriculum and T&L – aligned to SIP and PDM objectives.
6Curriculum – Ensure the progression of knowledge, skills and vocabulary are clearly mapped in order to have a greater impact
on learning across our curriculum.
Action Success Criteria Milestones
● Finalise all progression grids for ● Subject leaders finish all progression grids Autumn 2020:
every subject in the curriculum (knowledge, skills, vocabulary) for their Formal half termly core subject
subjects for the whole of the two year cycle book looks and termly foundation
● Subject leaders aware of KS 1 curriculum subject monitoring afternoon takes
● Leaders aware of what progression through visiting linked Infant schools. place.
means for their subject ● Ensure all new subject evaluations are
responsibilities, how this is completed and children are able to show Spring 2021: All progression grids,
understanding in their learning linked to action plans and complete subject
monitored termly and develop action
vocabulary. leader ‘files’ (for leaders CPD not
plans / impact summaries ● Termly subject monitoring, including book workload) in place for 2 year cycle
accordingly. looks, planning, pupil voice and analysis of by Febuary half term.
data (including monitoring and reporting to
and with governors) embedded in school Summer 2021: Subject leaders /
practice. SLT begin to visit Infant schools
● Subject leaders update action plans through (linked / county / out of county)
the monitoring process.
Monitoring:
Govs: Staff continue to show govs the principles of subject progression mapping – Autumn term. Choose 2 foundation subjects
in spring term and 2 foundation subjects in summer term and ask subject leaders about findings from monitoring and to talk
through progression grids. Talking to children.
Staff: Formal half termly core subject book looks and termly foundation subject monitoring afternoon takes place.
Subjects Leaders to monitor subjects on a termly basis using new monitoring pro-forma. Can be used to report to all staff,
Governors, parents, LA and Ofsted.
Children: Discussions with subject leader
7Curriculum – Ensure the progression of knowledge, skills and vocabulary are clearly mapped in order to have a greater impact
on learning across our curriculum.
Action Success Criteria Milestones
● Vocabulary to be displayed in all ● Displays have relevant vocabulary linked to Autumn 2020: Subject evaluations
classrooms / subjects to aide progression grids / subjects – highlighting begin to reflect new system.
(conceptual) understanding and meaning / reflective questions
learning. ● All staff observed using vocabulary Spring 2021: Topic evaluations
● Children observed using language related reflect understanding / learning.
● Foundation subject evaluations discrete subjects – some cross curricular
developed for all topics to provide usages Summer 2021: All topic
children with the opportunity to ● Topic / subject evaluations provide evidence evaluations completed for year and
evidence their understanding and the children able to use vocabulary a sequence of progression
attainment of each subject. appropriately to show good understanding of evidenced across the school.
topic / concept / subject taught (including tier
3 words).
● Evidence of 5 tier 2 words on display and
used on a regular basis in each classroom
(these are found in curriculum planning
framework).
Monitoring:
Govs: Learning walk around the school – focus Core subjects – vocab – Autumn term. Choose 2 foundation subjects in spring
term and 2 foundation subjects in summer term and look in classrooms for evidence of vocabulary and see children’s topic
evaluations. Talking to children.
Staff: Subjects Leaders to monitor subjects on a termly basis using new monitoring pro-forma (This can be done by book looks,
conversation with children, monitoring planning and informal learning walks.)
Children: Subject leaders to talk to children about their learning as part of their monitoring.
8Curriculum – Develop the whole school strategic leadership of PDL and well-being.
Action Success Criteria Milestones
● Raise the ● Child / Parent mental health and wellbeing information incorporated into Healthy Autumn 2020:
profile of Schools newsletter. INSET day led by HT, SENCo,
wellbeing at ● Termly staff wellbeing newsletter in place and on website. ELSA outlines aims and
DJS (to ● Wellbeing curriculum work embedded in PDL curriculum and evidenced in PDL objectives of priority. Content to
support books / journals and through pupil conferencing. include Zones of regulation for
children, ● Children and staff able to employ resilience strategies to overcome challenges children; self-regulation for staff /
rather than react ineffectively. parents
staff and
● Supportive display(s) in school for children
parents)
● Display for staff, suggestions box, signposting organisations and ideas to support Newsletters inform all
enabling stakeholders of school practice
in staffroom.
greater
● Establish wellbeing / PDL strategic leadership team and act as a way of signposting.
resilience in ● Identify staff ambassador – Sarah Cook (TA) – included in the team above. Conduct a parent / pupil survey.
the school ● School council focus / pupil wellbeing ambassador Spring 2021: Governors
community. ● Make staff celebration box to celebrate successes along the way curriculum monitoring visit used
● INSET outcomes used to plan next steps to establish progress on success
● Wellbeing Gov in place and acts as a conduit between and governing body criteria. February INSET Day
● Well being strategies and practice evaluated / monitored and revisited on a half used for wellbeing of staff.
termly basis through being an agenda item at all levels of meetings
● Workload wellbeing survey issued again with a greater proportion of positive Summer 2021:
statements Revisit and redo staff wellbeing
● Pupil and parent wellbeing survey sent out to support on going action planning. and workload survey. Complete
● Class Dojo in place to share positive messages to parents. parent / pupil survey.
Monitoring:
Govs: Wellbeing governor attend INSET day training and then gives feedback to governors. – Spring / Summer term. As part of
curriculum committee monitoring speak to PDL / well-being team and look at work and speak to children where possible.
Staff: Termly agenda item for wellbeing. Book / journal looks conducted by PDL / wellbeing team linked to curriculum work. Analyse
surveys.
9Curriculum– Develop the whole school strategic leadership of PDL and well-being.
Action Success Criteria Milestones
● Establish a detailed, ● Strategic PDL team established (HT, SENCo, ELSA and PE Autumn 2020:
coherent, lead) Curriculum in place for new academic
progressive PDL ● Consultation process with parents, staff, children and governors year. RSE policy adopted. Staff
curriculum which completed and new RSE policy adopted by governors. meeting time and INSET day used to
incorporates all ● A completely rewriten and resourced PDL curriculum support staff. Audit staff’s confidence
statutory elements of (incorporating for example: PHSE, Healthy Schools, ELSA, RRR to target future CPD.
PSHE and RSE curriculum) in place and on system for teachers / TAs to use.
● Staff meeting time / CPD used to inform staff of changes and Spring 2021:
expectations. Establish PDL monitoring. Governor
● Audit staff confidence and skills; staff training and CPD in new involvement. Assessment system
statutory elements and general teaching of curriculum. being trialled
● Training provided for PDL leaders cascaded to all staff (CPD)
● Share planning and resources with staff and ensure teachers Summer 2021:
know how and what outcomes are expected and how to deal Conduct end of year staff confidence
with any difficult scenarios. survey linked to original T&L of PDL.
● Establish PDL Monitoring – speak to children and teachers; PDL Summer reports contain new report
journal reviews on how they are working – summer term evaluation for ‘Skills’, Values, PSHE
● PDL/DSL team to gain greater knowledge and understanding of and PDL.
organisations and support for families and experiences – Early
help framework Newsletters for parents and staff go
● Establish a meaningful form of assessment for PSHE / PDL out on a termly basis.
● Simple reporting system completed by staff and children.
Monitoring:
Govs: Wellbeing governor attend INSET day training and then gives feedback to governors. – Spring / Summer term. As part of
curriculum committee monitoring speak to PDL / well-being team and look at work and speak to children where possible.
Staff: Book / journal looks conducted by PDL / wellbeing team linked to curriculum work.
10English - Improve the teaching of English in order to increase progress and attainment for ‘developing’ and ‘at risk’ attainers.
Action Success Criteria Milestones
● To ensure rapid ● Due to the national picture and school closures aim for Autumn 2020: Teachers identify ‘at risk’ readers
progress of aspirational 75% ARE or above in each year group for and writers (especially those in the developing
‘developing band’ (at Reading and Writing. band) and share with TA. Baselines after school
risk) so that summer ● Teachers to identify children ‘at risk’ of not reaching closures to help lead this. Autumn 2 Book
data has a higher ARE (based on KS1 data.) Ensure that TAs are aware of monitoring to focus on ‘at risk’
percentage of children these children. children.Moderation of ‘at risk’ readers and
meeting ARE ● Evidence of boostering ‘at risk’ children seen in book writers to be held in PPA teams.
particularly for writing. monitoring.
● At risk readers (especially those with poor fluency) Spring 2021: Summative tests analysed and
heard read at least weekly. whole school writing moderation held.
● Evidence of ‘at risk writers’ shown to have extra support
in class or through interventions and writing Pupil Progress meetings held focusing on
conferences. ‘developing band’ (at risk children). Spring 1
● Implement the new ‘at risk’ readers intervention program Book Look & Pupil progress meetings focus on
‘Fluency Reading Project’. ‘at risk’ readers & writers- evidence in books of
● Half termly team moderations of writing and whole reading and writing boosters and class support
school
● Gaps in reading skills addressed (may be based on AfL ‘Fluency in reading’ project introduced and
or summative tests) and this mapped out in planning trialled on a small group.
● Pupil progress meetings to address ‘at risk’ children and
strategies discussed with teachers on a child by child Summer 2021:
basis. As above.
Fluency reading project rolled out to a bigger
group
Monitoring:
Govs: HT / English leads can give feedback to govs via HT reports / data presentations.
Staff: Pupil Progress meetings; Book monitoring fed back to staff Data drops – using INSIGHT; PPA sessions, PDMs
Parents: Termly reporting to parents with children’s progress and targets. More regularly for at risk children if needed.
Children: Pupil Voice – involve School Council – text provision – library links.
11English - Improve the teaching of English in order to increase progress and attainment for ‘developing’ and ‘at risk’ attainers.
Action Success Criteria Milestones
● Improve the ● Planning to follow a new pro-forma making differentiation, questions, Autumn 2020: Overviews for cycle B
progression progression, vocabulary explicit building up to writing. to be completed. All staff using new
of learning in ● All children to have a clear understanding of audience, purpose and form for pro-forma for planning with learning
planning their writes. journies building on skills over time.
● Overviews to show Learning Objectives to build on reading, writing and
grammar progression. These then fed into planning. Use any information Spring 2021: Introduce diolgical talk.
from post school closure baselines to adapt overviews in order to fill gaps. Monitor planning and progression in
● Planning to consider building on skills over the learning journey to make books.
outcomes more focused eg. For a police report, formal language to be a
grammar focus. Summer 2021: Evidence seen in
● Planning to allow for small chunks of writing to be carefully modelled. Longer monitoring of dialogical talk
writing to be slow and steady with feedback being given at the end of each
day for children to adapt before moving on leading to more independence as
the year progresses.
● Purple polishing time to be focused and frequent (for example, at the end of
the introduction.) Children using teacher feedback to make changes.
● Questioning in planning to be noted down- consider a range of skills from the
‘Teaching Reading for Comprehension Toolkit’ and VIPERS
● Introduce diological talk
● Spring and Summer data to show an increased number of children meeting
ARE in reading and writing.
Monitoring:
Govs: Question children about purpose audience and form and their process of writing Autumn term.
Staff: Book looks to show progression and teacher marking of writing Autumn term Book monitoring shows a better progression of reading,
writing and grammar skills. Monitor data to assess if more children are meeting ARE Spring term
Children: Discuss home learning and quantity of English learning that they have undertaken. Conduct pupil voice about the teaching of
English termly. Autumn 2020
12English- Improve the teaching of English in order to increase progress and attainment for ‘developing’ and ‘at risk’ attainers
Action Success Criteria Milestones
● To better understand KS1 ● English managers to visit infant schools to speak to Autumn 2020:
overviews and the skills, English lead about the teaching of reading and observe
knowledge and vocabulary lessons
taught to allow for smoother
● English managers to understand the progression of
transition and better progress Spring 2021: Visit infant schools if not
reading within KS1 and how this is monitored (including restricted, meeting with English leads.
● SENCo and English managers to the texts that are studied and how book bands are Meet with secondary English lead.
consider structure of English used.)
lessons to ensure progression of ● Understand how phonics is taught in the infant schools.
phonic skills from KS1 – lower ● Discuss with infant schools what boosters and strategies
and upper KS2 (through both they use for lower attaining readers and writers
Summer 2021: Attend moderation of
planned phonic interventions and ● English Manager and year 3 teachers to be involved in a
reading session with infant school if
delivery as well as whole feeder infant moderation process for reading and writing allowed due to restrictions
class/group discrete teaching ● Children who were less confident with phonics show
opportunities) increase in confidence / reading age.
● Share VIPERS strategies with feeder infants so they are
aware of our progression. Children in year 2 will be
familiar with year 3 strategy through sharing strategies.
●
Monitoring:
LLP/Govs: SENCo shares progress of Phonics provision – Autumn. English leads inform Govs of the progress made in KS1 in terms of
teaching and learning strategies and transition - Summer
Staff: Teachers / TAs feedback on training / resources established this year. Reflection / coaching journals used to store CPD and link
Impact.
Children: Pupil conferencing / surveys about support. Parental enagement discussions reveal home successes.
13Maths – Develop coherent learning journeys in order to embed opportunities for over learning.
Action Success Criteria Milestones
● Ensure the long and ● Long Term Plans will be followed at a sufficient pace to ensure Autumn 2020: all staff reminded of
medium-term plans complete coverage of the curriculum expectations for planning (LTP, Hot
for mathematics are ● Learning journeys will be obvious from cold task to hot task and Cold Tasks, Task Design, etc.)
coherent, with ● Task design will include a mix of reasoning, problem solving and Book Looks to focus on learning
learning building on fluency questions journeys.
prior knowledge ● Regular book monitoring will show appropriate pitch so that all
children are challenged/supported as necessary. Spring 2021 onwards: Monitor
progress through LTPs. Monitor
● Teachers or TAs give boosters as soon as possible to the point
planning expectations and learning
of learning in order to fill gaps in understanding to ensure
journeys through book looks.
children do not fall behind.
● Boosters are recorded in books.
● Coaching of staff members to ensure planning is building upon
prior knowledge.
● Evidence of overlearning through recap either in EMAs, Fast 5 or
in lessons.
Monitoring:
Govs: Book monitoring, learning walks and conferencing.
Staff: Maths manager to assist with governor monitoring.
Children: Discussions with subject leader, pupil voice.
14Maths - Develop coherent learning journeys in order to embed opportunities for over learning.
Action Success Criteria Milestones
● Improve ● Ensure use of ‘Friday Maths’ in Y3/4 which focus on mathematical Autumn 2020: Monitor use of new
mathematical fluency, retention and times table recall part of weekly ‘diet’. Mental Maths Booklets. Monitor ‘Friday
fluency and the Reorganise Friday Maths in Y3/4 to focus on mathematical Maths’ in Y3/4 and use of Maths EMA
fluency, retention and times table recall part of weekly ‘diet’. time in Y5/6 to aid retrieval skills
overlearning of
mathematical ● Fast 5 introduced as a starter before most lessons covering
arithmetic that has been taught so far this year or previous year. Spring 2021: Monitor attainment in
concepts across Spring arithmetic tests.
● Maths EMA time in Y5/6 is used effectively to aid children’s
the school
retrieval skills. Summer 2021: Monitor attainment in
● Increase in scores from summative tests (improvement seen from Summer arithmetic tests. Monitor MTC
Spring to Summer standardised tests.) Aim for most children to result
get 70% or more on arithmetic tests in class. Most year 6 children
to score 30+ on their SATs Arithmetic Paper.
● Evidence in planning and books of arithmetic overlearning and
boosters to address gaps.
● Monitor progress in times tables and arithmetic scores.
● Continue to push TT Rockstars as a whole school initiative (see
below).
● Purchase new Mental Maths/Arithmetic Books for use in Friday
Maths.
Monitoring:
Govs: Observe Fast in 5 being taught / used. Speak to children. Speak to maths manager / teachers regarding progress.
Staff: Maths manager to monitor data from arithmetic tests. Learning walk & book look conducted in Spring & Summer term.
Children: What do children think should be in the Fast in 5? Do they like it?
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