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School Improvement Plan

Contextual Information:

Current Contextual information (June 2017)

School

National (RAISE 2016)

Number on role

587

275

Whole School Attendance

96.6%

 

% SEN pupils at FD

8.5%

12%

%EHCP pupils at FD

3.7%

1.3%

%EAL pupils at FD

9.5%

20%

% FSM pupils at FD

8%

25%

% Pupil Premium pupils at FD

11%

 

% CiC pupils at FD

1.8%

 

% Girls pupils at FD

50.9%

49%

% Boys pupils at FD

49.1%

51%

Number of Exclusions

36 sessions-4 pupils (September 2016 –May 2017) 9.4%

0.49%

 

Ofsted Previous Grading (September 2014):

 

Ofsted 2014 areas for improvement:

 

2016-17 SEF Judgements

  • Outcomes for pupils-Outstanding (1)
  • Teaching, learning and quality of assessment-Outstanding (1)
  • Personal development, behavior and welfare-Outstanding (1)
  • Leadership & Management-Outstanding (1)

 

Priorities derived from 2016-17 SEF:

Leadership:

  • Coaching for appraisal to enable staff to reflect upon the way they teach. This will include SMART appraisal targets, new lesson observation feedback form and book scrutiny feedback form.
  • Pupil Premium pupil outcomes (Diminishing the gap across the school) and impact of funding aided by a new Pupil Premium Leader appointment
  • Governance roles and responsibilities
  • Deployment of the Sports grant and the impact at whole school level.
  • Introducing a new broad and balanced curriculum, with greater opportunities for teaching reading, writing and mathematical skills in a range of subjects.
  • Parents are well informed as to their child’s attainment and progress during the academic year.

 

Outcomes for pupils:

  • 90%+ pupils gaining age expected by the end of the academic year in reading, writing, SPAG and mathematics and 3+ points progress in an academic year (KS2).
  • 25%+ gain greater depth in reading, writing and mathematics by the end of the academic year in reading, writing, SPAG and mathematics (KS2).
  • 90% of pupils in Year 1 pass the phonics screening check.
  • 90+% of pupil gain age expected by the end of the academic year in reading, writing and mathematics and make 3+ steps progress (KS1).
  • 25%+ of pupils are working at greater depth within expected by the end of the academic year in reading, writing and mathematics (KS1).
  • 85%+ GLD (Good Level of Development) by the end of Year R.

 

Teaching & Learning:

  • 28% of NQT/UQT teaching is good and 72% of teaching is outstanding to be achieved through TGROW coaching model, greater collaboration with other outstanding schools, focused appraisal, a leader responsible for teaching and learning to ensure outstanding CPD opportunities and team teaching role for NQTs/UQTs.
  • Consistency in marking and feedback in pupils’ books, including time for pupils to edit/improve their work.

Behaviour, Safety & Well-being of pupils:

  • Introducing and embedding Core Values and Community Code across the school to promote high standards of behaviour, especially at lunchtimes.
  • Establish a multi-stakeholder E-Safety working group to prioritise risks and safety of pupils.
  • Increasing the attendance of vulnerable groups.

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