St Oswald’s C.E. Primary School...Develop a Love for reading with Book reviews. Pupil voice books which promote reading and inference for girls. Develop comprehension techniques;

St Oswald’s C.E. Primary School

School Improvement Plan 2018-2019

‘Learning and Growing Together’

Overarching Aim; to spire to be an outstanding school to which all staff and pupils are proud to belong.

Context; This School Improvement Plan (SIP) is a working document used to set priorities and monitor progress throughout

the year. It is written in context of the recent reorganisation of our school to become a Primary School. We are an

ambitious school and we have high expectations for all our children and staff. It is our aim to be outstanding in all

aspects of our work developing wisdom, knowledge and skills for all members of our school community.

This document sets out the strategic priorities agreed by the Governing Body, Headteacher and staff. It is informed by

the schools rigorous self-evaluation system, monitoring and moderation from the local authority, peer to peer review,

the most recent Ofsted report (January 2014) and by the schools vision. This plan is underpinned by detailed plans for

each subject/curriculum area written by the subject leaders in school.

The School Improvement Plan is interwoven with the schools ‘Key Lines of Enquiry’ these have been written following the

end of year attainment data. During the Summer Term 2018 we will be reviewing our Vision for the school and aligning

to the Christian Context of the school.

Strand 1 The effectiveness of Leadership and Management

Context In September 2017 St Oswald’s was designated as a Primary School. The roles and responsibilities of

all leaders who may or may not be new to their roles and phases will be developed to achieve

wisdom, knowledge and skills for all learners and staff.

Key Issue To support and increase senior leaders and subject leaders knowledge of the Key stage 2

curriculum and its expectations by;

Providing opportunities to spend time undertaking peer to peer review and support.

For subject leaders to liaise and network with subject leaders from other schools- Weston on

Trent, Overseal Primary School, Dale Primary School

Providing opportunities for subject leaders to continue to moderate and assess with KS2

practitioners and teachers in other schools as well as internally.

For leaders to understand what “expected” looks like in reading, writing and mathematics at

the end of Year 3 and Year 4.

To continue to observe and sample books across both Key Stage 1 and Key stage 2 and ensure

seamless transition and progress can be seen.

For all members of staff; teachers and TA’s to develop their knowledge of Key Stage 2

Success criteria All subject leaders have a developed knowledge of what the expected outcomes for a year 3

child, year 4 child and a year 5 and 6 child.

100% of subject leaders to be confident in data analysis and pupil progress in Key stage 2

using the I track system

All subject leaders have the opportunity to undertake work sampling, lesson

observations/learning walks and moderations both in house and with other schools in the

locality.

Actions Performance milestones Lead

person

Monitoring

strategy

Gov Board

link

Outcome RAG

status

To ensure the SLT

and teaching staff

have a wider

knowledge of KS2

expectations in

writing and maths

Visit other KS2

settings with mixed

age classes.

Look at age related

expectations and the

documentation

produced by DFE

BW Evaluation

and feedback

to other staff

T&L SLT and teachers

develop their

knowledge of KS2

expectations

To ensure that all

teaching staff and

TA’s are familiar

with the key stage

2 curriculum;

particularly year 3

and year 4

Staff training on the

Year 3 and Year 4

expectations

Staff trainings on

Year 5 expectations

Moderation- in house

and external summer

term 2018, Autumn

term 2019

BW and DM

MD

Training

evaluation

Observations

of learning

and teaching

Planning

No more

marking

system

T&L comm 100% of staff

have an improved

knowledge of the

expectations at

year 3 and year

4, 5 and 6

To ensure that the

maths subject lead

has an

understanding of

the calculation

process at KS2

MD & SH working on

the Maths Mastery

Programme and

approach with Maths

Hub and Dale Primary

MD SH Observations

Action plans

Policy

LB Gov MD produce

calculation policy

and has

confidence in

supporting

teachers at KS2

MD disseminate

information to all

teachers

To develop a

consistent approach

to the teaching of

mathematics across

the school

Concrete, pictorial

and…. Methods

MD shares learning

and CPD techniques.

Use of White rose and

Maths no problem

information

MD leading

with all

staff

Observations,

lesson plans,

policy,

resources

LB and

T&L Govs

Children have a

consistent

approach to the

teaching of

mathematics.

To ensure that the

English/mathematics

subject lead have

the opportunities to

assess standards in

KS2 work sampling

and learning walks.

Working with a

teacher from a local

school to moderate

and ensure a

consistent approach to

the teaching and

implementation of

grammar and genres.

T4W training

Working with a

teacher from a local

school to moderate

and ensure a

consistent judgement

for mathematics (Gill

Gorman, Teacher

from Dale Primary)

HM MD Observations

Action plans

Policy

Work scrutiny

T&L Work sampling

has occurred and

links to

assessments

made.

Learning walks

highlight high

quality standards

in English and

mathematics

To ensure that the Working with science BM SH Observations T&L Science leader

science subject

leader has a wider

understanding of

the investigative

skills required for

KS2 science

subject leader from

local school.

Use cornerstones

curriculum to ensure

coverage and progress

at KS2

Continued Use of

“Let’s investigate”

materials and using

the T4W approach to

write up

investigations

Moderate science

investigations.

Track 3 children;

work sampling,

discussions with

children

Action plans

Policy

Work scrutiny

(SH) has improved

understanding of

investigative skills

in science at KS2.

Networking with

other schools and

across clusters to

ensure that the

children’s curricular

needs are being

addressed.

Attending network

groups.

Attending cluster

meetings

Attending moderation

meetings

MD HM BW

DM SH

All subject leaders

attend network

meetings.

To further Subject leaders visit All staff Observations T&L All staff have an

strengthen the

process for visiting

lessons and

providing

developmental

feedback

lessons more

frequently to

ascertain standards in

their subjects

Feedback provided to

all staff in order for

the children’s leaning

to improve and staffs

knowledge and skills

to develop

Feedback linked to

wisdom, dignity,

character

development, etc..

learning walks improved

understanding of

standards across

the whole school

Build high

leadership capacity

at all level,

including

governance so that

all leaders can

deliver, monitor

and evaluate high

quality provision

that allows all

pupils to excel.

Participate in

appropriate leadership

training peer

mentoring and

collaboration to

develop their role and

to maximise the

impact on pupil

achievement across all

phases.

Governors participate

in training that is

BW DM Governing

board strategy

updated

All Govs Governing board

strategy updated

and Governors

have a deeper

understanding of

what is required

at KS2

appropriate to their

context/role IDSR,

child protection and

safeguarding, SEND

Transition

opportunities for KS2

Years 3 and 4

To review SIAM’s

inspection criteria

to ensure the school

can meet the SIAM’s

agenda

Training in the new

SIAM’s inspection

materials

Training disseminated

to staff

Staff review as a

school the key aspects

of being a church

school.

Review of the school’s

vision

BW Action plans

Monitoring

Mini SIAM’s

inspection

Foundation

Governors

All staff have up

to date knowledge

of SIAM’s

To reflect on

‘Workload’ managing

staff work load

within the school.

Discussions with

staff.

Reallocation of time

Change in data input

systems

Change in

moderation.

Planned opportunities

BW DM

Governors

Discussion

Staff meeting

minutes

Governor

minutes

FGB Staff feel that

they have a

better work life

balance.

£1500

supply

days

for staff to have time

to reflect

Overall Financial cost for this=

6 days of supply costs- this will be covered in house by HLTA- no cost to school budget

Science investigation CPD- £340.00 full day training

Moderation App- £546

Strand 2 The Quality of Teaching Learning and Assessment

Context St Oswald’s is currently going through the process of great change, having recently been designated as

a Primary School. The development of a creative and relevant Key stage 2 curriculum is at therefore

at the front of our minds. Ensuring high quality teaching and assessment and enabling staff to meet

the academic and spiritual needs of our learners.

Key issue 1 To raise levels of attainment in reading, writing and maths in Key Stage 1 and Key stage 2 by;

Increasing the proportion of outstanding teaching. Strengthening assessment for learning

Ensuring that teaching and support promotes outstanding learning and progress

Raising the attainment of girls in writing and mathematics (inspection dashboard)

Raising the attainment of disadvantaged children to attain greater depth in reading and at least

expected in writing. (inspection dashboard)

To improve the % of children achieving expected and exceeding attainment at the end of Year 1 and

at the end of KS1 in writing by;

Using the schools monitoring and evaluation framework to enable learners and teachers to make

judgements about the % of outstanding teaching and learning.

Moderating work across the school and across the wider ADVTSA

Diminishing the difference for disadvantaged children, EAL and CiC.

Children being confident self-assured learners, having excellent attitudes to learning and have a

strong positive impact on learning.( enabling children to have aspiration for themselves and

developing strong characters)

Target setting and monitoring case study work.

To ensure the % of expected and greater depth continues at KS2 within Yr 3, 4 , 5, 6

Success Criteria At least 85% of pupils in all year groups make the expected level of attainment.

The proportion of pupils meeting or exceed the national standard increases; Reading 75% increased to

85%. Writing 67% increases to 75% Mathematics increases from 69% to 80%

The number of children working below the expected level for reading and writing and SPAG reduces

each term

The targeted teaching of focus groups of children identified impacts upon improved outcomes.

Identification of pupils who require additional support improves outcomes

The renewed calculation policy enables staff to extend learning through the various calculations

enabling children to be challenged and deepen understanding.

The written advice and feedback enables children to make prompt improvements.

Progress reports to parents provide parents with a firm basis of knowledge of where their child is at

and next steps in order for them to help their children progress.

Pupil progress meetings highlight the links between targeted teaching and progress.

Actions Performance milestones Lead person Monitoring

strategy

Gov

Board

link

Outcome RAG

status

To enhance the

writing

Cold and Hot task writes

termly

HM

BW

Observations

Work scrutiny

T&L Writing across the

school improves.

standards in

the school

Toolkits used specifically for

each genre when they are

taught specifically.

Further develop and

enhance Oracy and story-

telling prior to writing.

Non negotiables for each

year group

Talk for writing training

March 2018)- all staff to be

trained and it implemented

through school

Modelling genres of

writing.

A wide range of genres

modelled and seen in books;

this shows high

expectations.

Grammar that is taught

discretely is also seen

within big writes in books.

Literacy leader monitors

work via book samples and

observations/learning

walks.

Continue to incorporate

Planning

moderations

89% attain ARE or

above this.

The gap for

disadvantaged

children diminishes

non-core subjects into

literacy books.

To further

develop and

enhance

comprehension

techniques with

specific

reference to

inference.

Key questions written in GR

files. Teachers ask

questions and record

children’s answers to

provide evidence for

moderation and standards.

Continue ERIC time and use

Reading Cloud @ KS2 to

develop book reviews

Develop a Love for reading

with Book reviews.

Pupil voice books which

promote reading and

inference for girls.

Develop comprehension

techniques; read a small

text and draw a picture. To

show that they demonstrate

understanding.

Children write their own

questions linked to the text

for their buddy to answer.

Annual Parental workshops

HM BW Observations

Work scrutiny

Planning

Guided

Reading files

moderations

T&L Children’s

comprehension

skills improve

particularly with

reference to

inference.

to support and explain

inference techniques.

To maintain the

quality and

consistency of

grammar with

at least 85% of

children attain

the expected

grammar

standard in

each year

group

All children to be assessed

against the common

exception words half

termly.

Never Heard the word

sheets.

Spelling tests. Which link to

work and writing completed

in class

Grammar teaching

translated into work and

genres of writing in class.

Family home school packs

created to share

expectations.

HM Observations

Work scrutiny

Planning

GR files

moderations

T&L 85% of children

have met ARE in

grammar

To develop

mastery and

greater depth

concepts in

mathematics

Children to develop their

reasoning skills by

explaining what and how

they have worked out a

problem.

Mastery to be woven into

the maths curriculum for

every aspect.

Partner work in maths

MD Observations

Work scrutiny

Planning

GR files

moderations

T&L 35% of children

achieve mastery in

maths

Developing Oracy and

explanation skills in

mathematics.

To ensure high

quality displays

throughout the

school

Language rich

Tidy

Relevant

Support learning within the

classroom

Celebrations of learning

Working walls.

All staff

responsibility

Observations

Learning

walks

All

Govs

Displays are high

quality


Talk for Writing- CPD Cost £850

Mastery Maths training- £500

Strand 3 The Quality of Personal Development, Behaviour and Welfare

Context Behaviour and Safety across the school is judged as Outstanding under our previous inspection and

judged by ourselves in our SES. As we grow as a Primary School our aim is to remain outstanding

through continuing to educate the children in all aspects of safety, RSE and PSHRE and Wellbeing

Key Issue 1 To improve the rates of attendance for persistent absence particularly for FSM, boys and SEND

support

Success Criteria The proportion of pupils who are persistently absence reduces for boys and FSM children.

Absence for SEND Support children is monitored and support offered to ensure that their

attendance is above 96%


strategy

Gov

Board

link

Outcome RAG

status

To work in

conjunction

with families to

promote good

attendance

Families identified

Support offered

Multi agency team

involved to support.

Referrals made to support

individual cases.

Late Log

Notices in Newsletters to

remind families

Rewards

Healthy School promotions

The attendance policy

reflects the Christian

character of the school

BW and KW Weekly and

monthly data

monitoring.

Letters sent

home and

reasons

recorded for

absence

SS

CFL

Improved

attendance for

persistent

lates/absences

Staff well-

being is

reflected in the

Schools

Christian ethos

and the staff

are all treated

with dignity

Staff well-being policy

Schools vision is revisited

and it rooted in the

teachings of Jesus.

Staff meetings to discuss

and prepare

BW

DM

Vision is

articulated

Learning walks

VM

JW

SS

Staff feel respected

and are treated

with dignity

and respect

Key Issue 2 To further develop the quality of personal development by incorporating KS2 objectives and having a

“wellbeing pathway” from EYFS to year 6- a whole school approach by;

Children having access to a strong coherent PSHRE curriculum

Children having emotional resilience

To develop a Growth Mind Set attitude to learning and teaching

Ensuring children and adults are aware of what constitutes a health body and mind.

Success Criteria All children have access to a good PSHRE curriculum throughout the school.

100% of children and staff in the school have an understanding of emotional wellbeing and how

to teach this

Actions Performance Milestones Lead person Monitoring

strategy

Gov

Board

link

Outcome RAG

status

To develop the

school’s ability

to support

children’s

emotional needs

in Key stage 2

Staff meeting to consider

well-being pathway

through the school.

Well-being pathway

created for our children.

As a school look at the

document ‘Valuing All

God’s children’ and how

this can permeate our

PSHRE curriculum- Dignity

and Respect.

BW and MD Wellbeing

pathway in

school

SS Wellbeing pathway

created and all

children have an

understanding of

their own health

and mind set.

To develop the

Growth mind

Promote work on

resilience

BW and DM Pupil voice,

Questionnaires

CFL

com

Children develop

resilience and a “I

set curriculum

further.

Look at the Character

Education toolkit; I can, I

have I am.

Put information on the

school website re Growth

Mindset

Look at Growth Mind Set

Lessons- every child a

learner- implement within

school

mittee can attitude” to

learning.

To continue

implementation

of the

behaviour

management

Maintain the zones on the

playground and develop

different playground

sports, games, activities.

Behaviour code of

conduct signed by the

children.

Review termly behaviour

throughout the school.

Reward system

implemented by the

children; ‘Let’s Shine’

approach. This is rolled

out Summer Term 2018

The behaviour policy

reflects the Christian

BW

BW

All MDS and

staff

All MDs and

Staff and

children

Policy seen in

action and

used by staff.

Reward system

used in action

SS Behaviour

management policy

implemented and all

staff received

training

Reward system

implemented

character of the school.

To review the

Anti Bullying

Policy

As a staff review the ABC

Policy and its impact

within the school.

Whole school collective

worship to look at this.

Learning within the

classroom focused on

PSHE and ABC work

All staff BW

and MD

leading

Observations

Implementation

SS

CfL

Refreshed

understanding of

the ABC approach

across the school

To provide

opportunities

for children to

provide quality

opportunities

for pupils to

explore

situations of

injustice, and

inequality

Explore social justice as a

school and how we

support social action

within our community.

Continue with charitable

activities which impact

upon our society and the

global society.

BW SIAM’s

documentation-

character

development:

hope,

aspiration

JW Children can

explore and

challenge

themselves


No cost to the school budget- covered in staff meeting time

Strand 4 Outcomes for Pupils/ pupil achievement

Context St Oswald’s is currently going through the process of great change. As an infant school we are

reorganising to become a Primary School taking children from EYFS to Year 6. The development of a

creative and relevant Key stage 2 curriculum is at therefore at the front of our minds. Ensuring high

quality teaching and assessment results in high achievement

Key Issue To strengthen the quality of provision for pupils to improve outcomes in all subjects at Key stage 1 and

Key stage 2 by;

Promoting the enquiry based learning approach through Corner stones.

ensuring that the expectations regarding children’s learning is as high as it is for work in core

subjects

develop questioning and investigative skills in science

providing a wide range of interventions which enable the differences in attainment to diminish

Providing a range of homework activities which will engage and support learning.

Success Criteria Learning tasks are linked throughout all key stages and pupils are highly motivated.

The proportion of children reaching ARE in non-core subjects are as high as in core subjects.

Monitoring shows that children’s learning is secured through the provision of appropriately

challenging and proficient tasks.

Monitoring and data analysis shows that interventions used in school close the gap.

Children enjoy learning take pride in their work and are keen to succeed

Children are able to demonstrate the characteristics of a good learner and know what to do to

become more proficient.

Children engage in all the homework activities provided


strategy

Gov

Board

link

Outcome RAG

status

To assess the

effectiveness of

the RE

As a staff explore

theological concepts.

Revisit the Understanding

BW RE teaching

and standards

are assessed

L&T

comm

Chidlnre have a

deeper knowledge

of concepts and

curriculum-how

does the RE

curriculum help

develop

religiously

literate pupils

Christianity

documentation/materials

with all the staff.

RE training led by Alison

Brown

theological

knowledge is

broadened.

To further

develop

questioning and

investigative

skills in science

and design

technology to

enable 80% of

children in each

year group to

attain ARE in

AT1

CPD opportunities external

trainer

Lego clubs

Cornerstones science

learning sequences

Conduct learning walks

Undertake work scrutiny

and pupil interviews to

evaluate the quality of

provision and the impact

on pupils learning and

engagement

SH and BM Observations

Pupil

interviews

Work scrutiny

planning

L&T

comm

Standards of

attainment and

achievement is ARE

or above

To ensure

standards are

high across the

whole of the

school in all

subjects- to

review the

curriculum in

Staff training to look at

expectations in all subject

areas.

Subject leaders work with

staff in other schools.

Evidence collated and

monitoring of standards in

all subjects

All staff

All subject

leaders

Observations

Pupil

interviews

Work scrutiny

planning

L&T

comm

Standards of

attainment and

achievement is ARE

or above

the light of

specific

challenging

questions;

Focus on the following

questions; how have we

designed the curriculum?

How does it promote our

school culture and aims?

How does it promote SMSC

and British Values? How

does it ensure deep

learning, engagement,

breadth and balance?

Use the ‘Valuing All God’s

children’ materials


SIAMs training for all staff- £200

PSHRe IT Curriculum Leader training - £680

Strand 5 Safeguarding

Context As St Oswald’s grows to become a Primary School training for staff in safeguarding Junior aged

children will be necessary. The Action plan will be followed as a result of the S175 Audit.

Key Issue To further develop our safeguarding curriculum by;

having a safeguarding curriculum which reflects KS2 online safety

Incorporating SRE, friendship, Bullying, PSHE, stranger danger into a KS2 curriculum for our

school.

“Online safety” training awareness for parents

Parent information evenings to support

Success Criteria 100% of children participate in the safeguarding curriculum.

100% of children sign the acceptable use policy for KS2 children


strategy

Gov

Board

link

Outcome RAG

status

To write a

safeguarding

curriculum for

KS2

Safeguarding curriculum

written.

Shared with staff at staff

meeting.

Annual training provided

for staff with regards to

safeguarding

Training provided for

parents/governors with

regards to safeguarding

Anti-bullying policy

written and charter

updated.

Use of IPAd’s within

school and pupil logins

and ID

Alan McKenzie-

safeguarding Guru to

revisit and train pupils

BW

James

Illesley

MD

DM

Observations

Review via

questionnaires

planning

SS Safeguarding

curriculum

implemented and

seen in action

across the school

and staff.

Information about online

safety on website and

extend knowledge of

privacy settings to parents

To clearly make

aware our

safeguarding

expectations

through clear

lines of

communication

Letters to parents about

mobile phones/ walking

home alone

Website updated- online

safety, privacy settings,

ratings, examples of

website support.

BW KW Audit of the

website

SS Parents are aware

of our expectations

in safeguarding.

Total cost to school budget;

Alan McKenzie approx. cost £1000 per day

Acronyms;

ARE- Age Related Expectations

ERIC- Everyone read in Class

EYFS- Early Years Foundation Stage

CFL- Climate for Learning Committee

GR- Guided Reading

KS1- Key Stage 1

KS 2- Key Stage 2

PSHRE- Personal, Social, Health and Relationship Education

RSE- Relationship and Sex Education

SEND- Special Educational Needs and Disability

SLT- Senior Leadership team

T&L- Teaching and Learning Committee

Staff Initials and Names

BW= Becky Wood

DM= Di Mansfield

MD= Michelle Dawson

SH= Sarah Higton

HM= Holly Massey

KA= Katie Austin

JS= Josh Sears

SS= Stephanie Shearer

KW= Kay Wright

Documents

St Oswald’s C.E. Primary School...Develop a Love for reading with Book reviews. Pupil voice books which promote reading and inference for girls. Develop comprehension techniques;