· Web viewCourses for KS2 boys wr i ting, Big Write and NQT completed in Autumn Term (see CPD) Embed Big writing – and hour of silence By Oct half-term Improvement in all pupils

Rhayader Church in Wales School Development Plan2016 – 2019

This document is based on the Welsh Government regulations 155/2014

Timeline Date Staff Members and GB

Planning INSET DAYS September 2016

1st and 2nd September 2016 AGMSeptember 2016

Reviewing January Staff meeting termly plus focus in staff meeting on SDP priorities

Governors at each full meeting

Reviewing May Staff meeting termly plus focus in staff meeting on SDP priorities

Governors at each full meeting

Contents Page1 | Page

Contextual information 2

Targets 4

Progress since last inspection 7

School and Governing Body’s appraisal of progress with 2015-2016 priorities 8

School’s three-year priorities 2016 – 2019 9

Priorities 2016 – 2017 10

Checklist 14

Contextual Information

Current National Category 2 B

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Strategic Overview 2016-2017

Workforce Planning: number of fte TEACHERS 9.4

Workforce Planning: number of fte SUPPORT STAFF Foundation Phase: 4 Other: 7 (including 1 school secretary)

Grant Finance 2015-2016

Source of Funding Purpose Sum

Education Improvement Grant Ensure each pupil profits from excellent teaching and learning, focusing on• Improving Literacy• Improving Numeracy• Breaking the link between disadvantage and educational attainment

£ 11,816

Pupil Deprivation Grant Breaking the link between disadvantage and educational attainment £ 25,700

Other LAC £ ? to be confirmed

2015-2016 Nursery Reception Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Total

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Eligible for Free School Meals 0 4 5 4 4 2 3 3 26

Children in Need 0 0 0 1 0 0 0 0 1

Looked After Children 0 1 0 0 0 0 0 0 1

English as an Additional Language 0 1 0 1 0 0 0 0 2

Number of latecomers to Welsh 0 0 0 0 0 0 0 0 0

Special Educational Needs

School Action 0 1 6 3 2 5 4 5 16

School Action Plus 0 2 0 2 2 2 2 1 11

Statement 0 0 0 0 0 0 2 0 2

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Target Setting : Foundation Phase Targets

FPh 2017 2018Current Year 2 Current Year 1

Boys Girls Pupils Boys Girls Pupils

Coh

ort Full Cohort 11 14 25 11 19 30

Number of FSM 2 2 4 2 1 3

O5+ O6+ O5+ O6+ O5+ O6+Targ

etO5+

Target

O6+O5+ O6+ O5+ O6+ O5+ O6+

Target

O5+

Target

O6+

Num

ber a

chie

ving

ex

pect

ed o

utco

me LCE 6 3 6 2 12 5 90.9

%35.7% 9 4 11 4 20 8 100% 40%

LCW 4 1 6 5 10 6 100% 54% 2 1 8 2 10 2 100

% 30%

MDT 10 5 12 6 22 11 100% 50% 11 5 19 6 30 1 100% 36.6%

PSD 10 8 12 10 22 5 100% 50% 11 10 19 18 30 28 100% 93.3%

DCS 2 19 0 100% 11 19 0 100%

Key Stage 2 Targets

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KS2 2017 – Current Year 6 2018 – Current Year 5 2019 – Current Year 4

Boys Girls Pupils Boys Girls Pupils Boys Girls Pupils

Cohort Full 15 3 18 12 10 22 10 13 23

Welsh Medium 3 2 5 1 3 4 5 8 13

L4+ L5+ L4+ L5+ L4+ L5+Target

L4+

Target

L5+L4+ L5

+ L4+ L5+ L4+ L5+Target

L4+Target

L5+L4+ L5+ L4+ L5

+ L4+ L5+Target

L4+Target

L5+

Number achieving expected level

English 15 7 3 1 18 8 100% 44% 11 1 9 5 24 6 90.9% 30% 9 4 12 5 21 9 92% 39%

Welsh 3 1 2 1 5 2 100% 40% 1 0 3 1 4 1 100% 25% 5 2 8 3 13 5 100% 38%

Mathematics 15 7 3 1 18 8 100% 44% 11 1 9 5 24 6 90.9% 30% 9 4 12 5 21 9 92% 39%

Science 15 7 3 1 18 8 100% 44% 11 1 9 5 24 6 90.9% 30% 9 4 12 5 21 9 92% 39%

CSI 15 3 18 100% 11 9 24 90.9% 9 12 21 92%

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Key Stage 2 targets – pupils in receipt of Free School Meals

CA2 2017 – Current Year 6 2018 – Current Year 5 2019 – Current Year 4

FSMNon FSM

pupils FSMNon FSM

pupils FSMNon FSM

pupils

Cohort

Full 3 15 18 2 20 22 1 22 23

Welsh Medium 0 5 5 FSMNon FSM 0 4 4 FSM

Non FSM 0 13 0 FSM

Non FSM

L4+ L5+ L4+ L5+ L4+ L5+ Target L4+

Target

L5+

Target L4+

Target

L5+L4+ L5+ L4+ L5+ L4+ L5+ Target

L4+Target

L5+Target

L4+Target

L5+ L4+ L5+ L4+ L5+ L4+ L5+ Target L4+

Target L5+

Target L4+

Target L5+

Number achieving expected level

English 3 1 15 7 18 8 100 33.3 100 46.6 2 1 18 5 20 6 100 50 90 25 1 1 2

0 8 21 9 100 100 90.9 36

Welsh - - 5 2 18 8 - - 100 40 - - 4 1 4 1 - - 100 25 - - 8 3 13 5 - - 100 38

Mathematics 3 1 15 7 18 8 100 33.3 100 46.6 2 1 18 5 20 6 100 50 90 25 1 1 2

0 8 0 0 100 100 90.9 36

Science 3 1 15 7 18 8 100-

33.3- 100 46.6 2 1 1

8 5 20 6 100 50 90 25 1 1 20 8 0 0 100 100 90.9 36

CSI 3 15 18 100 100 2 18

20 100 90.9 1 20

0 100 90.9

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Progress since the Last Inspection

Date of Last Inspection:

March 2014

Estyn follow up monitoring visit

January 2015

Current Performance:

Adequate

Capacity to Improve:

Good

Subsequent Monitoring:

None / LA / Estyn / GS / MA

RECOMMENDATION

Recommendation Very good progress Strong progress Satisfactory progress Limited progress

Tackles the recommendation in every way

Tackles the recommendation on the whole

Tackles the recommendation in many ways

Does not satisfy the recommendation

Definition Does not require any further attention to any aspect.

Very good effect on the quality of provision.

Requires attention only to minor aspects.

Positive effect on standards and / or the quality of provision.

Continues to require substantial attention to some important aspects.

Limited effect on standards and / or quality of provision.

Each aspect or many important aspects continue(s) to require attention.

No effect on standards and / or quality of provision.

R1:

Develop pupils’ ability to apply their extended writing skills across the

School has thoroughly reviewed its curriculum planning. Planning clearly identifies opportunities for extended writing and is in line with the literacy framework. In nearly

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curriculum in English and Welsh first language

all classes, pupils apply their writing skills consistently across the curriculum. Pupils write in a range of non-fiction genres.The spelling and handwriting policies have secured good improvements in standards of spelling and handwriting.

R2:

Improve pupils’ oral, reading and writing skills in Welsh second language

School has revised its welsh second language policy and scheme of work effectively. All staff have received purposeful training and appropriate support. Suitable materials have been provided to ensure a greater number of opportunities to promote the use of Welsh. ’Welsh afternoons’ are planned regularly and promote welsh speaking. Tocyn cymraeg is embedded well. Attainment of Year 6 pupils is rising each year. Since September 2015 deg munud y dydd has been embedded. September 2016 the school started the Cymraeg Campus charter and set up Criw Cymraeg.

R3:

Increase the level of challenge for more able pupils

Effective steps are taken to identify more able pupils and ensure lessons are challenging. Staff have had purposeful training. Planning has been reviewed. The work in pupils’ books reflect the curriculum planning well and there are consistent examples of challenging work. O6 and L5 performance places the school in the top 25% of schools in the past 2 years,

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although there is a comparison between the O6 and L5 performance in the Welsh Stream.

R4:

Improve the quality of teaching so that it is good or better across the school

Nearly all lessons observed by leaders for permanent teachers are judged as good or better. Teachers share learning objectives with pupils and build on prior learning effectively. Teachers have visited other schools to observe good practice. Teachers mark books regularly and provide written feedback. Books have been used for good practice in other schools.

R5:

Improve attendance rates

The school has developed effective strategies to improve and monitor attendance. The school works closely with the EWO and targets persistent absentees. The school celebrates the best class and individual pupil attendance. School regularly sends letters to parents to inform them of attendance rates as a whole school as well as their child’s attendance.

School and Governing Body appraisal of the progress with 2015/2016 priorities10 | Page

Good Progress

Strong Progress

Satisfactory Progress

Limited Progress

Priority 1: To improve reading for all pupils in the Ffrwd Cymreag in both languages so all pupils are confident and capable readers by the end of Key Stage 2

Key Question and Quality Indicator: 1.1 .1 and 1.1.4

Many staff members have implemented all of the suggestions and resources made by Rachel Owens and Delyth Jones. In Foundation Phase the reading evidence provided in moderation and during school monitoring for listening to learners the Foundation Phase pupil (Year 1 and Year 2) read accurately and fluently and could talk about the texts read. However, in Key Stage 2 the higher order reading skills are underdeveloped in pupils. They can decode and read texts accurately but do not provide explanations or discuss texts read. The National Reading Test standardized for May 2016 are similar to 2015 results. This priority will be a focus in 2016/2017.

Priority 2: To ensure all groups of learners achieve their full potential

Key Question and Quality Indicator: 1.1

Pupils with identified needs are given appropriate interventions and support. Progress is tracked by ALNCo and class teacher to show pupils make good

progress and targets set are being met by many pupils. External agencies are involved promptly when need is identified to ensure all

pupil’s needs are being met. Support Assistants and teachers know clearly what differentiation is needed

for identified pupils. All staff are aware of IEPs, targets and Behaviour Plans and strategies

where require and follow the targets consistently. THRIVE training has been given to 2 members of teaching staff, all pupils

have been assessed and screened. Nurture groups are set up and Thrive

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action plans are in place for all identified pupils. This will continue in 2016/2017.

School Action pupils all achieved Level 4 or outcome 5 at the end of the key stage/phase only School Action Plus pupils did not achieve Level 4 or Outcome 5.

Priority 3: To develop numerical skills of all pupils and ensure reasoning opportunities and are planned for Year 1 to Year 6

Key Question and Quality Indicator: 1.2.1

All staff focused on teaching specific areas following diagnostics from 2015 NRT of Fractions, temperature, money, mental recall.

Real life scenarios for problem solving used by all staff. In many lessons observed there is good differentiation of tasks in maths lessons for the different groups of learners. Maths lessons observed have practical activities to help understanding of all pupils

ICT is incorporated effectively to maths lessons. Topic books show opportunities for pupils to develop numeracy skills across

the curriculum. NRT reasoning test results have increased from 2015 results, procedural

results are similar to 2015. NSP training and resources have improved planning for rich tasks including

numeracy activities. Outcome 6 and Level 5 results for 2016 have decreased since 2015 due to cohort

differences but this continue to be a focus in 2016/2017.

Priority 4: To continue to improve attendance of pupils

Key Question and Quality Indicator: 1.2.2 and 2.3

The Autumn Term 2015 attendance is above the attendance rate of Autumn Term 2013 and 2014, showing the attendance levels are set to remain high.

Autumn Term attendance: 2012 – 93.1%, 2013 – 94.8%, 2014 – 95%, 2015 – 96.6%.

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The Spring Term attendance has improved from 92.89% in 2015 to 95.92% in 2016.

The total for 2015/2016 is 96.16%. This is above the target of 95.5% Each term the EWO met with Headteacher every two weeks and carefully

monitored all absences. The school nurse, SENCO, EWO and Headteacher met with a parent to discuss absence of a pupil and an action plan was agreed; during the Autumn Term the action plan worked and attendance rose to over 90%. However, the pupil then had holidays and a FPN was issued. This is currently being discussed with Local Authority. 4 other FPNs have been issued following the ERW attendance policy, none have been enforced.

All staff notify office of any absence so first day response phone call can be made by school secretary. Teachers remind pupils the importance of regular attendance in school. SAM (School Attendance Matters) is displayed in all classes.

Data is scrutinised weekly and monthly newsletters have recorded 100% attendance. Certificates given to all pupils with 100% and an award given for 100%.

Priority 5: To develop the pupils’ ICT skills across the school


Pupils use ipads daily and use ICT as part of their lessons (see lesson observations/learning walk). Core Visit 2 reported pupils’ skills are good.

Pupils can use a variety of apps and programmes confidently. All pupils use the Hwb and j2e well. All pupils have received safer internet training by PC Davies and 360 degree safety

audit started. Digital team set up for September 2016. Teachers have visited Ysgol Pennant in April 2016 and have many improvements to

make to the school environment eg. Green screen for videoing, new apps to use in class, QR in books and on displays, Aurusma book reviews, coding skills in KS2

Hwb is used by the teachers effectively. All moderation was uploaded as required for April 4th.

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QR codes evident around school and ICT is a big part of school display and lessons. Teachers ICT skills have improved through training with Mike Isted. Hwb used for singing practice and to share planning and work with teachers in other

linked schools.

Priority 6: To develop the role of the Deputy Headteacher in preparation for NPQH


Teachers respect Deputy Headteacher and go to him for advice and support. Communication has not suffered with a part-time headteacher.

Training needs have been met through careful planning and tracking of the EIG.

EIG was spent appropriately and was not a massive overspend so tracking of costs was effective.

The role of Leader of Assessment has led the preparation of pupils work for moderation across the school; all staff have received good quality training and support and all know exactly what to prepare and how to prepare books and profiles. All learner profiles were signed off and agreed by Cluster, none were moved even by sub-levels.

Good communication with Iteach, Mike Isted and Alex Millen have resulted in collecting of evidence on ipads easily for all staff and upload issues have been overcome.

Training for ICT has been purposeful and useful for teaching and learning. Parents are happy to discuss concerns with Deputy Headteacher and they

report that matters are dealt with effectively. The headteacher is kept aware of all meetings.

External visitors to school comment on the strong leadership partnership at the school.

Deputy Headteacher was appointed as Acting Headteacher at a cluster Primary school in September 2016 for a minimum 12 month secondment.

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Three-Year Priorities 2016 – 2019

Key Question 1 Key Question 2 Key Question 3

2016-2017 Raise standards in literacy and numeracy across the curriculum to improve end of key stage results 2017, particular focus in Ffrwd cymraeg.

Ensure digital competency framework is implemented consistently across the school.

To embed Cymraeg Campus across

Review self-evaluation practices and procedures and ensure especially to ensure that all stakeholders contribute to the process.

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school.

2017-2018

(high level priorities)

To ensure Science skills of all pupils is developedContinue to develop ICT skillsTo develop creative skills of pupils through Creative Lead Schools

Ensure provision of skills for new curriculum including Digital competency through revising all schemes of work to reflect new coverage and expectations.

Review all responsibilities of all staff to ensure everyone understands the accountability of their role in improving pupil standards/outcomes.

2018-2019

(high level priorities)

Science

Literacy

ICT

Mathematics

Embed new curriculum requirement across school.

Further develop distributed leadership as a management tool to improve pupil outcomes.

Priorities for 2017 – 2018

Priority 1: To improve language skills of pupils in the Ffrwd Cymraeg

Key Question and Quality Indicator: 1.1 .1 and 1.1.4

Related to the Post Estyn Inspection Plan: No

Success criteria in terms of standards or quality:

Increase the average standardized score in National Reading Skills for all year groups by at least 5.

Pupils achieving O5+ and L4+ Welsh reading to be above family

Internal Accountability:

Headteacher – Linda Crockett

Accountability to the Governing Body:


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and Wales average (using 2016 results as the benchmark)

% of pupils achieving Outcome 6 and Level 5 in Welsh to increase to 54% Year 2 and 60% Year 6.

Very good progress

Strong progress

Satisfactory progress

Limited progress

Actions Who? Milestone Term 1

Milestone Term 2

Milestone Term 3

Professional Development Needs

Source of Finance and Cost

1.1 Review timetables and scheme of work currently followed, ensuring balance between languages in KS2.

LCRD

Timetable agreed and in place for 12th September

Monitoring of books by 19th October to evidence of writing and reading in English and Welsh

All pupil books show improvement in standards and achievement. Review targets 2017(24/2/17)

100% of pupils achieve personal targets set for end of key stage level/outcome – Yr 2 and Yr 6

NQT support from Trust Trio teachers and school mentor.

None.

All training during staff meeting time.

1.2 Ensure oracy and reading is given sufficient time in timetable.Develop higher order reading skills of pupils ensuring teachers use the 8 behaviours of reading.Target set pupils to achieve level 5 in orcy and reading in Welsh. Embed Swper Siarad and Super Talk activities.Build evidence bank in Hwb of oracy and reading tasks following moderation examples.

RDAELC

Reading focus in staff meeting, ensure teachers know expectations.Hwb check Nov 5th 2016 to see evidence.View reading

Listen to learners Y2 and Y6 readers, observe guided reading sessions.

Book monitoring to


Y2 - 100% O5 54% O6

Literacy coordinator to work with AE and RD

Literacy coordinator to attend training and cascade to all staff

Tracking of pupils to ensure all pupils are

None.Staff meeting time.

Non-contact/management time

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sessions in classes.

evidence all pupils have reading and oracy activities.

Review Hwb to ensure evidence for all classes(6/3/17)

Y6 - 100% L4 60% L5

Books to show the evidence and reflect the outcomes/level

NRT results to increase for all pupils and reflect the level/outcome in books

inline to meet targets (termly reviews)

1.3 View good practice in Ffwrdd Cymraeg in ‘excellent’ schools – identified by Challenge Advisor

RDAE

Arrange visit to good practice school and cascade to staff (11/11/16)

Lesson observation to view impact of activities and techniques on pupils levels/outcome

Improvement in all pupils books in half termly book scrutiny. O6


Y2 - 100% O5 54% O6

Y6 - 100% L4 60% L5


View good practice and research time

Supply costs – 2 teachers - £300 EIG and NQT

School support 1 day supply cost

1.4 Train new teacher in Big Write/Geiro Gwych and improving writing in boys.RD to attend NQT training.Use big writing and Pie Corbett Talk for writing to give boys a range of writing strategies, including meaningful texts to inspire boys to higher levels.

RD Courses for KS2 boys writing, Big Write and NQT completed in Autumn Term (see CPD)

Improvement in all pupils books in half termly book scrutiny.

Review targets set for pupils do all books reflect


Courses Course and supply £400£360 EIG and NQT

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Attend relevant courses (English and Welsh)Embed Big writing – and hour of silenceBy Oct half-term

aspirational targets set – action if not.

All books show quality teacher feedback and pupils responding to teachers feedback, self assessment, peer assessment and uplevelling.

Y2 - 100% O5 54% O6

Y6 - 100% L4 60% L5


1.5 Monitor books with other cluster schools to compare standards and network with teachers. Ensure consistency between streams in school.

Track groups of learners to ensure all achieve their aspirational targets and move O5 to O6 and L4 to L5.

All staff Book review and listening to learners feed into Impact Assessment Dec 2016

All books to show pupils are on track for aspirational targets

All pupil books show improvement in standards and achievement. Review targets 2017(24/2/17)


CPD of teaching staff ‘lesson observation with focus on success criteria and self-peer marking’

Tracking of pupils through test results and pupil book scrutiny. Hwb evidence for reading/oracy.

Supply costs for teachers to view lessons (school to school) £300 - EIG

1.6 Ensure progress of eFSM pupils is tacked so they achieve targeted outcome/level. Especially at O6 and L5.

All staff All books to show pupils are on track for aspirational targets

PDG teacher/ALNCo report to show outcomes/levels

All pupil books show improvement in standards and achievement

PDG teacher/ALNCo report to show outcome/level

Year 2 – 100% O5

Year 6 – no pupils efsm

English pupils –Year 2 – 25% Outcome 5Year 6 – 66.6% Level 5

PDG teacher time given to all eFSM pupils (identified October 2016, register tracked by ALNCo

£16,113.00 PDG teacher Autumn/Spr PDG funding

Linked to Priority 6 of SDP

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How can the wider community of the school enrich the priority?

Governors and SLT to monitor standards through listening to learners and book scrutiny.Share reading resources with parents.

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Priority 2: To ensure that there is coherent provision for pupils to apply their numeracy skills within a broad and balanced curriculum




Mathematical procedural and reasoning tests average for every year group to be above 100.

Pupils achieving 06 and L5 mathematics to be above Wales and the family schools mean (2016 averages in All Wales data Sets to be used as the benchmark).

Increase % of Outcome 6 to

Increase % of Level 5 to


Sian Protheroe (Numeracy Leader)


Sian Protheroe (Numeracy Leader)

Dr John Buchan (Numeracy Governor)

Very good progress

Strong progress


Limited progress


Milestone Term 2

Milestone Term 3



2.1 SLT to evaluate diagnostics for reasoning and procedural test for May 2016 and prepare action plan to raise standards.

SP & Num Team

All KS2 teachers have breakdown and action plan for numeracy(15/9/16)

Action plan reviewed through monitoring of books, listening to learners and lesson observations(17/3/17)

Pupils procedural results standardized scores to improve by at least 5. (Individual targets set for

Staff meeting/INSET time No cost

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Book scrutiny October 2016 – all books to show evidence of reasoning activities and numeracy across the curriculum.

All pupils without ALN to have age appropriate maths knowledge and good mental recall.

All books to show evidence of problem solving tasks

pupils in school)

2.2 All classes develop a numeracy rich environment. Maths challenge areas and daily problems. Practical displays to develop skills such as temperature, fractions etc.

All staff Feedback from NSP training day to develop a numeracy rich environment (1/10/2016)

Learning walk and num team impact assessment mar 2017


Staff meeting/INSET time

NSP training day

£160 course fee

2.3 All teachers plan for and embed daily mental recall sessions to improve pupils mental arithmetic.

All staff Numeracy team review planning and develop resources for IWB, convince me cards etc. (October half-term)

Mid year assessments

Moderation (April 17)


Staff meeting and PPA time

No cost

2.4 Provide training for All Stars Rock Time tables and implement across the school. Parent awareness session for use at home

LDAll staff

Training September and accounts set up.

Observation of pupil use Y3 to Y6 NovemberGovernor

Monitoring by numeracy team and progress report produced

Listening to learners Feb 17 – times tables focus.


Management time/headteacher to work with governors

Supply cost £140

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reports by October half-term

Governor reports for each half-term

2.5 Develop rich tasks that focus on numerical reasoning that provide progression in pupils skills throughout the school. Develop materials for daily mental starters (powerpoints, llygaid maths, regular use of convince me cards)

Classes to have maths challenge areas to develop reasoning skills.

SP and Num team

Rich tasks prepared and shared with all staff8/10/16Observation of mental maths starters in lesson obs Oct 2016

Rich tasksEvaluated through book reviews

Listening to learners, mental recall session Feb 2017

Increase in reasoning and procedural results May 2017 by at least 5 per pupil

Non contact time for numeracy team

£800

2.6 Ensure progress of eFSM pupils is tacked so they achieve targeted outcome/level. Especially at O6 and L5.

All staff All books to show pupils are on track for aspirational targets

PDG teacher/ALNCo report to show outcomes/levels

Track pupil progress to

ensure they are on target for end

of Key Stage.

All eFsm pupils achieve expected levels and 66.6% at Yr 6 achieve L5 and 25% in Y2 achieve O6.

PDG teacher time given to all eFSM pupils (identified October 2016, register tracked by ALNCo

£16,113.00 PDG teacher Autumn/Spr PDG funding

Linked to Priority 6 of SDP


Numeracy day for pupils and workshop for parentsTimes tables ideas shared with parents, links on twitter/facebookLearning logs have a numeracy focus

Priority 3: To further develop the pupils’ welsh oracy, reading and writing Related to the Post Estyn Inspection Plan: No

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skills across the school by implementing the Siarter Iaith Cymreag Campus

Key Question and Quality Indicator: 1.1.5 and 2.1.2


100% pupils in FP and KS2 achieve targets set September 2016

School/ERW to monitor standards of Welsh throughout the school including incidental daily Welsh to achieve Bronze AwardInternal Accountability:

Emma Evans and Liz Dingle


Emma Evans and Liz Dingle

Very good progress

Strong progress


Limited progress


Milestone Term 2

Milestone Term 3



3.1 Identified leaders to attend training and develop the Language Charter at school. Training September 2016.Cascade to all staff and sign up to Hwb network.

LDEE

TrainingStaff meeting notesDisplay up – Sept 2016

Bilingualism team action plan – impact assessment Feb 2017

Bronze Award by ERW achieved by July 2017

100% Ks2 pupils achieve L4 W2L

Training days with ERW

Non-contact time

Staff meeting/Team time

Supply costs EIG - £600

3.2 Conduct ERW baseline questionnaire with all KS2 pupils in September 2016 and evaluate data. Set up Criw Cymraeg to lead Welsh language around the school. Criw Cymraeg run a croeso competition, plan playtime games, phrase of the week – videoed for parents.

All staff Training for staff – September 2016 INSET daysQuestionnaire completed by KS2 children – Oct half-term.Baseline

Criw Cymraeg to conduct mid year impact evaluation. – Feb 2017

Observation of welsh in

Questionnaire to assess impact May 2017. Evaluation by Team – June 2017

Non-contact time/staff meeting time

Links with other schools/Network via HWB

No cost

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Sept 2016 the playground etc.

3.3 Ensure Welsh collective worship every Wednesday is led by Criw Cymraeg.

Guided reading session in Welsh held each week.

All Staff Criw cymreag selected and supported until half-term, then more led by pupils by song, prayer and a drama/story.

Observation of welsh guided reading and scrutiny of guided reading records.

Video evidence of assemblies. Criw cymraeg interviews with governors and audit of confidence in welsh by pupils show an increase.

Increase in L5 reading to 46.2% Y6

100% Y6 L4


Staff meeting/Team time £600 supply and course costs

3.4 Further develop the schools participation in local and regional Eisteddfods. Link with Mentor Brycheiniog for Clwb Yr Urdd after school club.

EE, AE, LD

Evidence collated in monitoring file, videos of pupils performances – Dec 2016Registers of clwb yr Urdd and feedback from pupils

Evidence collated in monitoring file, videos of pupils performances, writing feedback/report from Mentor – Apr 2017


After School Club and out of school hours for competition

No cost

3.5 Develop staff Welsh skills through in school training and encouraging courses for improving language. Improve signage around school and promote welsh with parents through workshops and training.Encourage the use of more welsh apps at home as well as in school.

EE, AE, RD, LD

November 2016 – organize welsh time/phrases

More welsh spoken around the school


Staff meeting time No cost


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Link with Mentor Brycheiniog Bethan PriceOrganise Welsh classes/workshops for parents at the school by Elen Greason-WalkerImprove staff Welsh skillsFacebook and twitter used to share welsh phrases and events with parents and community

Priority 4: To review self-evaluation practices and procedures and ensure especially to ensure that all stakeholders contribute to the process.







Linda Crockett

Very good progress

Strong progress


Limited progress


Milestone Term 2

Milestone Term 3



4.1 To conduct an in-depth analysis of National Test data – individual pupil, subject, pupil groups, age groups, whole school with NSP to show best practice to SLT and governors

Data governors, SLT

ERW data pack, benchmarking analysed in depth(Sept 2016 and Oct 2016)Areas to improve identified for SDP by (15/9/16)

Review of SDP and data targets

All data to improve from TAs and tests May 2017

NSP support - cost of mentor time

EIG -£360

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4.2 Evaluating the quality of pupils’ written and practical work with support of ERW Challenge Advisers

Governors SLT

Core Visit (20/10/16)Monitoring visit by Govs/SLT 12th October

Book monitoring with SLT Feb 2017

Book monitoring with SLT June 2017

Management time for SLT

No cost

4.3 Evaluating the quality of curriculum planning – ensuring progression and ARR – particularly literacy and numeracy across the curriculum with NSP

GovernorsSLT and NSP link

NSP support for governors and SLT by Nov 2016

Planning reviewed and books monitored – Feb 2017

All pupils results/data to improve – July 2017

NSP support see 4.1 See 4.1

4.4 Moderating teacher assessment – ensuring consistency – in house and cluster networks

Headteacher Oct/Nov 2016Pupil target setting Oct 2016

Feb/Mar – in house and cluster moderation

All levels/outcomes agreed by cluster.All data to improve from TAs and tests May 2017

4.5 Ensuring that the Governing Body play an effective role in the self-evaluation process through direct observation, book monitoring and listening to learners regularly – NSP support

Chair of governor and headteacher

NSP support for governors and SLT by Nov 2016

Book monitoring, lerning walks, listening to learners and SER update Feb 2017

Governors review and update SER with staff - June 2017

NSP support see 4.1 See 4.1

4.6 Good practice shared with other schools. Headteacher to be mentor to acting headteacher in cluster school

Headteacher

Meeetings/visits to cluster schoolHeadteacher report/school to school visit form

Meeting between headteachersVisit to schoolHeadteacher report/school to school visit form

Meeting between headteachersHeadteacher report/school to school visit form

Management time £600 School support funding

4.7 New Governors will undertake statutory training and others governors will continue to develop their knowledge and skills in line with the Governing Body self-assessment.

Existing governors attend relevant training and undertake

Arrange induction for new governors and buddy governors

Learning walk calendar adhered to.

Training

Learning walk calendar adhered to.

Training

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learning walks, school visits to ensure they have first hand experience of school to feed into school self-evaluation

Training calendar kept up to date and feedback given at each full governors meeting

Reports completed and targets set for school

attended and feedback given in full governors meeting.

Reports completed and feed into SER and Impact Assessments

attended and feedback given in full governors meeting.

SER updated with stakeholders and new SDP prepared


Links with cluster schools eg. Llanbister, Nantmel, Trefonnen

Priority 5: Further develop ICT provision across the school to develop staff and pupils’ skills




Lesson observations show all pupils can use ICT confidently and effectively

Displays contain ICT such as QR codes

Digital framework planned for effectively




Linda Crockett

Very good progress

Strong progress


Limited progress


Milestone Term 2

Milestone Term 3



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5.1 Develop a team for Digital Champions including pupils, staff, governors and parents to develop ICT skills across the curriculum.

Volunteer ICT specialist to work with Year 5 and 6 and staff weekly to develop programming and coding skills.

School to focus on Digital Citizenship and data and computational thinking (2016/2017) and Producing and Interacting and collaborating (2017/2018)

Headteacher

Safeguarding governor

All staff

Digital Champions recruited by 30/9/16

Coding starting 27th Sept. assess impact Nov 2016Training courses for e-safety HT ad governor – Oct 2016

Digital competency shared with all staff in staff meeting and action plan agreed.

Review of pupils work.Observation and impact assessment – Feb 2017

Training for all staff and follow up to observe/evidence impact.

Governor interview for learners using Estyn questions

Coding skills evaluated and reviewed against baseline

Evidence collected to show pupils safety understanding and use of data programs

ERW Core visit 2 to focus on ICT and numeracy – report to evaluate progress and standards

Meetings in school time – staff covered in house

No cost

Data and computational thinking training – School support

5.2To embed the ICT action plan incorporating 3600 safety. To complete the WA audit and embed digital literacy resources (see audit with actions that change regularly)

ICT team Pupil and staff targets set by October 21st

Feb 2017 safer internet day . parents and pupils workshops & questionnaires

ICT team to evaluate recommendation and feedback to governing body meeting July 2017.

Time meetings No cost

5.3 To organize and arrange Safer internet Day. Embed safer surfing.

ICT team ICT team/digital champions make arrangement and make newsletter/blog

Feb 2017 safer internet day . parents and pupils workshops & questionnaires

ICT team to evaluate recommendation and feedback to governing body meeting July 2017.

No cost??

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Oct/Nov 2016

5.4 Ensure training for ICT skills for staff by Mike Isted and iteach.

headteacher

Training for staff – By October 2016

I teach training – Feb 2017

Review of skills and prepare new action plan – May 2017

I teach – training

M Isted - ?ERW support?

Cost £?

5.5 Pupils to use Hwb regularly (see action plan agreement by Mike Isted Summer 2016)

HeadteacherReview HWB usage and monitoring by MI byOctober 21st 2016

Review HWB usage and monitoring

Review HWB usage and monitoring

Not applicable No cost


Safer Internet day for pupils and parentsDigital Champions to hold parent workshops termly

Priority 6: Ensure pupils receiving Free School Meals perform as well as non-Free School Meal pupils.

Key Question and Quality Indicator:



School performance is in line with LA performance and better

eFSM pupils in school achieve higher than All Wales average




Linda Crockett

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Very good progress

Strong progress


Limited progress


Milestone Term 2

Milestone Term 3



6.1 Ensure all staff know vulnerable pupils and correct support is given to pupils. Emotionally and educationally.

Head/ ALNCo

September all vulnerable pupils discussed in staff meeting & THRIVE assessments carried out – Oct 2016

Review progress of all pupils on THRIVE action plan

Final review of THRIVE action plans and evaluate progress. Data for end of KS and NRT – June 2017

Data training by LA and in school.

FFT data on governor dashboard training

No costs (governors do not claim expenses)

6.2 Target set eFSM pupils aspirational targets and provide support for language (English and Cymraeg) and maths through PDG teacher. Timetable for all eFSM in place to provide additional support and challenge for pupils either in class or by individual or small group withdrawal.

All teachers

Targets set by October half-term.

Book scrutiny to evidence the targets set are achievable and discussion with staff for identified pupils

Book scrutiny to evidence the targets set are achievable and discussion with staff for identified pupils

PDG teacher/ALNCo progress tracking shows pupils are making good progress and inline for targets

All eFSM pupils achieve their targets outcome and levels including higher levels

L5 – 50%

O6 – 25%

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6.3Ensure all staff have THRIVE awareness and identified pupils have action plan. Work with parents to develop development of skills including emotional and resilience.

All staffALNCo

THRIVE training/INSET for staff and governors – September 2016

Parent meeting/pupil reviews Spring term

Evaluation of results/progress. Staff appraisal.

Non contact time THRIVE coordinator

Parent workshop resources

THRIVE training – 3 days (2 staff)

£1,200 - EIG

6.4 Incredible Years Training for foundation Phase staff and embed Incredible Years ethos in all Foundation Phase classes focusing on emotional well being and social skills.

Staff training identified by October 2016

Monitoring of Incredible Years

Evaluation of incredible Years. End of KS results and NRT data

Incredible Year s Training 6 days 2 staff

£1,200 - EIG

6.5 Embed Kiva in KS2, questionnaire for baseline of bullying, social awareness.

KIVA training for support staff/MDSWorkshop and Launch for teachers and parents

Monitoring of KIVA

Reports of bully interviews reviewed by SLT

Online questionnaire to show changes/impact

Questionnaire annual cost

£180 - PDG

6.6 Identify 4 key members of staff to attend Attachment Training for FSM/LAC pupils – 2 days training – CF

Action plan for intervention and support. Cascade information to rest of staff.

Staff training identified by October 2016Training Nov 2016

Monitoring of ction plan and support records

2 day training Jan 17

Evaluation of impact of training and program of support on FSM and LAC pupils

Supply costs for 2 teachers

£600 - EIG


Parental involvementGovernor involvement

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Policy Reviews

2016-2017 2017-2018 2018-2019

Statutory Statutory Statutory

Annual policies –Child ProtectionHealth and SafetyPay Review PolicyData ProtectionPerformance ManagementSafeguardingMarking PolicyComplaints policyNumeracy PolicyLiteracy PolicyCurriculum PolicyStrategic Equality Plan

Annual policies –Child ProtectionHealth and SafetyPay Review PolicyData ProtectionPerformance ManagementSafeguardingMarking PolicyComplaints policyNumeracy PolicyLiteracy PolicyCurriculum Policy

Annual policies –Child ProtectionHealth and SafetyPay Review PolicyData ProtectionPerformance ManagementSafeguardingMarking PolicyComplaints policyNumeracy PolicyLiteracy PolicyCurriculum Policy

Non-statutory Non-statutory Non-statutory

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Behaviour and Discipline Visitors Staffing (Conduct & Capability)

Anti-Bullying More Able and Talented Grievance

ESDGC Governor Expenses Disciplinary/ Suspension

Privacy History Sickness Absence management

CCTV Physical Restraint Inclement Weather

Other Continuing Aspects to be Improved(e.g., Eco Schools, Healthy Schools, buildings…)

Aspect Resources / personnel Target Date and Evaluation

Attendance Linda Crockett/Rhys Thomas/Sian Protheroe Assessment December 2016 – Impact Assessment May 2017

Healthy Schools Julie Rimmer Impact Assessment December 2016 and May 2017

Collective Worship and RE Linda Crockett/Caroline Bevan-Jones Impact Assessment December 2016, May 2017

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Staff Development Plan

Priority Focus of Improvement Staff Resources, Cost Evaluation

P 3 Cymraeg Campus Emma EvansLiz DingleBilingual Team

CourseSupply - £380Non-contact time - £380

Other RE Coordinators Linda CrockettCaroline Bevan-Jones

Church Schools PLC - £180

P1, P2 & P5 Rich Tasks for new curriculum Linda Crockett Course cost - £160Supply - £180

P6 ALNCO training day Sian Protheroe

P6 Incredible Years Jayne DaviesLou DaviesAnneka Price

Supply - £1,200

P1 DEVELOPING BOYS WRITING ks2 Rhian DaviesEmma Evans

Course Cost - £200Supply - £360

P1 Literacy Coordinator Days Emma Evans

P1 Targeting Level 5 in English Rhian Davies Course - £100

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Supply - £180

P6 Attachment Awareness and Support Sian Protheroe Course - £100

P6 Emotional Literacy Support Assistants (ELSA)

Carys Jones Course - £100

P4 Performance Management Training Sian ProtheroeGovsLinda Crockett

Course - £200

P4 Difficult conversations Linda CrockettGovernors

Other NQT Rhian Davies

P6 KiVA Robyn VaughanLou DaviesAnneka PriceLiz DingleRhian Davies

P1 Datblygu ysgrifennu bechgyn (CA2) Rhian Davies £200£180

P1 Rhwydweithiau ar gyfer Cydlynwyr Llyhrennedd

Rhian Davies

P1, P2, P6 Viewing good practice in green schools

Rhian DaviesAnwen Evans

Other First Aid All Staff £350

other Child Protection All staff

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Fora Sian ProtheroeLinda Crockett

Other Manual Handling All Staff £80

P4 New Governors will undertake statutory training and others governors will continue to develop their knowledge and skills in line with the Governing Body self-assessment.

Governors No costs – twilight training

Also – Dyslexia training – Sian Protheroe

Checklist

Regulation

Raising standards in Literacy

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Raising standards in Numeracy

Focus on minimising the effect of poverty on attainment

3-year plan

SDP approved by the Governing Body

Copy of SDP distributed to all staff and governors

Summary copy of SDP available through the school Governors Annual Report to parents

SDP monitored in each meeting of the full governing body

GB have reviewed and updated the SDP where appropriate

SC clear and quantifiable

Attention given to leadership development

Accountability noted clearer

Financial resources clearly recorded

Workforce development clearly noted

Development Needs of all staff clearly noted

Review of the previous SIP

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Documents

· Web viewCourses for KS2 boys wr i ting, Big Write and NQT completed in Autumn Term (see CPD) Embed Big writing – and hour of silence By Oct half-term Improvement in all pupils