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John Clifford Primary & Nursery School ‘Be your best. Celebrate success. Together we will be successful.’

School Improvement

Planning for Improvement 2017-2018

 

The School Improvement Plan (SIP) has been co-constructed by a wide team of governors, senior leaders and staff.  Whole school monitoring mechanisms have supported our understanding alongside external feedback and government agendas. Within the SIP, the following priorities have been identified:

 

Priority 1: Effectiveness of Leadership and Management.

1.1 To create a culture that enables pupils and staff to excel

  • To develop the role and responsibility of SLT.
  • To successfully  induct and support our NQT.
  • To strengthen appraisal practices.

1.2 To challenge policy and practice around support for disadvantaged pupils

  • To revisit policy and procedure with regard disadvantaged pupils.
  • To ensure value for money – PE and sport premium.

1.3 To support the greater development of pupils’ spiritual, moral, social and cultural development

  • To develop the role of the PSHE Leader.
  • To enhance provision for PSHE across the school.

1.4 To protect pupils from radicalisation and extremism

  • To ensure the safe environment of the school.
  • To consider the role of the volunteer/work experience individual and promote policy around this

Priority 2: Quality of Teaching, Learning and Assessment.

2.1 To embed AfL practices daily in support of TL&A of the highest quality.

  • To enhance AfL practices in maths and English.
  • To develop the role of Science within KS1 and KS2.
  • 2016-2017 2.1 to establish an effective programme of transition throughout the school and within the family of schools

2.2 To develop basic skills of reading writing, math and communication -reading

  • To promote speech and language throughout school.
  • To meet needs of the children across F1 and F2 who need speech and language support.
  • To promote reading for all children with a particular focus on the under 5s.

2.3 To develop basic skills of reading writing, math and communication -writing

  • To develop spelling throughout school.
  • To enhance English teaching by developing high standards of literacy across foundation subjects.
  • To develop presentation in all books.

2.4 To To develop basic skills of reading writing, math and communication -math

  • To increase capacity for recall and application of multiplication.
  • To increase challenge across the school.
  • To develop a Mastery Approach in mathematical teaching and learning (2 years).

Priority 3: Personal development, behaviour and welfare.

3.1 To develop and challenge ideas and perceptions/leadership

  • To develop and enhance the Faith Council.
  • To develop and enhance the voice of the children.
  • To develop and enhance Pupil Leadership.

3.2 To develop transition and aspirational futures

  • To develop internal security for transition of children and their information.
  • To develop external partnerships to ensure that transition to KS3 is smooth.

3.3 To maintain a healthy profile of attendance and punctuality for all children

  • To support families in achieving good to better attendance and punctuality.
  • To consider the management of F1 and offered provision.

3.4 To develop practices to ensure that children are healthy and fit and safe of mind

  • To engage the children in healthy lifestyles.
  • To continue to develop independence through outdoor learning.
  • OFSTED recommendation – ‘Early Years staff plan more focussed activities that fully utilise the outdoor space’.
  • To consider and revise E-safety practices.
  • To develop First Aid practices that support staff and parents.

Priority 4: Outcomes for Pupils.

4.1 To diminish the difference between disadvantaged/vulnerable groups across the school

  • Y3 Reading: disadvantaged children and other from 20% to less than 10%.
  • Y5 Writing: disadvantaged children and other from 26% to less than 10%.
  • Y4 Maths: disadvantaged children and other from 30% to less than 10%.
  • Y5 Maths: disadvantaged children and other from 29% to less than 10%.
  • Y4 Writing: EAL children and other from 32% to less than 10%.
  • Y6 Writing: EAL children and other from 20% to less than 10%.

4.2 To increase attainment from baseline to the summative point outcomes by set and measurable %s

  • Increase Phonics pass rate for children in Year 1 from 53% to 78%.
  • Y2 Reading: to increase % @ARE from 49% at the end of Y1 to 65%.
  • Y6 Reading: to increase % @ARE from 55% at the end of Y5 to 65%.
  • Y2 Writing: to increase % @ARE from 51% at the end of Y1 to 65%.
  • Y5 Writing: Increase % @ARE from 44% at the end of Year 4 to 65%.
  • Y5 Maths: Increase % @ARE from 47% at the end of Year 4 to 65%.

4.3 To support the development of able children through effective differentiation

  • Y2 Writing: increase GD in writing from 14%.
  • Y5/6: increase GD from in all subjects.

4.4 To improve outcomes for children from baseline

Baseline Data:
Making relationships –

  • 72%(F2) 100%(F1) below ARE
    Self confidence and self awareness – 63%(F2) 100%(F1) below ARE
    Managing feelings and behaviour – 72%(F2) 87%(F1) below ARE

Alongside this School Improvement Plan sits a detailed Premises Improvement Plan and an IT Improvement Plan. These contain short, medium and long term projects that we hope to work towards, budget depending. 

Planning for Improvement 2016-2017

 

The School Improvement Plan (SIP) has been co-constructed by a wide team of governors, senior leaders and staff.  Small teams have worked with knowledge about the school and children to identify priorities for this year and beyond. Whole school monitoring mechanisms have supported our understanding alongside external feedback and government agendas. Within the SIP, the following priorities have been identified:

 

Priority 1: Effectiveness of Leadership and Management

 

To engender greater opportunities for learning and development for all learners.

1.1 To extend the programme of CPD for senior and middle leaders (inc. subject leaders).   

1.2 To embed rigour into the monitoring of the curriculum and engage in relevant tracking of progress.

1.3 To strengthen appraisal procedures to include TA appraisal.  1.4 To explore succession planning for SLT and governors. 

Priority 2: Quality of Teaching, Learning and Assessment

 

To increase working together within teaching, learning and assessment.

2.1 To establish an effective programme of transition throughout the school and within the family of schools.

2.2 To establish an effective way of tracking children.

2.3 To innovate and implement assessment and feedback practices across the school.

2.4 To set challenging out of school activities that enhance school based learning.

Priority 3: Personal development, behaviour and welfare

 

To maintain and enhance the very high standards of personal development, behaviour and welfare.

3.1 To enhance the teaching of RE and establish a faith council to support all learners within the curriculum.

3.2 To support the development of thoughtful, caring and active citizens.

3.3 To develop confident and self-assured learners.

Priority 4: Outcomes for Pupils

 

To provide positive outcomes for all children.

4.1 To improve spelling, handwriting and vocabulary development across the school.

4.2 To raise the percentage of children at ARE in reading in Year 5 from 35% to 69% (internal target).

4.3 To improve outcomes for pupils entitled to the Pupil Premium and close identified gaps in reading, writing and mathematics.

4.4 To consider the bespoke needs of the children identified as SEND and devise assessment that will contribute to outcomes.

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