School Improvement Plan 2007-2008
The School Improvement Plan 2007-2008
The School Improvement Plan focuses on raising standards of pupil achievement by enhancing the quality of teaching and developing the learning experiences of all pupils. The objectives are judged by pupil outcomes and the quality of teaching and learning within the school. This work is carried out by the three Curriculum Teams: Expressive Thinking Team, Reflective Thinking Team and the Critical Thinking Team; the Leadership Team and the Improving Standards Team.
The remit of the Curriculum Thinking Teams is to look at curriculum development, to review our approach to teaching and learning and to ensure continuity and progression in learning skills.
The remit of the Improving Standards Team is to track pupil progress, to identify under-achievement and look at ways of ensuring children of all abilities are supported and challenged in their learning.
Target Setting
Schools with KS2 children in England set targets for their Y6 pupils. We want all children to leave Year 6 with the necessary skills and confidence to face the challenges presented in their secondary school. We also set targets for attainment at the end of KS1.
Some aspects of a child’s progress can be measured eg through Teacher Assessment and Standard Assessment Tasks, but we are interested in the progress children make in all areas of their education. These aspects cannot be easily measured. For example: motivation, confidence, attitude to learning, ability to co-operate and work with others. We want them to become effective, enthusiastic, independent learners who are committed to life-long learning.
We believe in a broad and balanced education and want our children to have enriching and exciting opportunities enabling them to achieve well in all areas of the curriculum, including sport, music and the creative arts.
‘Primary education is a critical stage in children’s development – it shapes them for life. As well as giving them the essential tools for learning, primary education is about children experiencing the joy of discovery, solving problems, being creative in writing, art, music, developing their self-confidence as learners and maturing socially and emotionally.’ Excellence and Enjoyment (2003)
Enjoy and Achieve
Attainment Targets for 2008
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KS1 TA Targets 2008 |
KS2 SATs Targets 2008 |
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Speaking and Listening L2+ 95% |
English L4+ 92% |
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Speaking and listening L3 53% |
English L5+ 45% |
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Reading L2+ 95% |
Maths L4+ 90% |
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Reading L3 48% |
Maths L5+ 38% |
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Writing L2+ 95% |
Science L4+ 92% |
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Writing L3 16% |
Science L5+ 53% |
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Maths L2+ 95% |
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Maths L3 47% |
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Science L2+ 95% |
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Science L3 57% |
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Enjoy and achieve Achieve Economic Well being |
Success Criteria |
Longer term developments |
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To continue to raise standards throughout the school by · Ensuring consistent high quality teaching and learning across the school (including the Foundation Stage) · Implementing effective assessment for learning strategies · Effective use of tracking systems · Developing children’s independent learning · Engaging and motivating children in their learning through high quality topic work · Reviewing the Renewed Frameworks for English and maths and incorporating ideas and activities to improve current planning |
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Targets |
Characteristics of independent learners: Ø Self knowledge, they have a positive image of themselves as a learner Ø Self motivation Ø Ability to transfer/apply learning Ø Can think for themselves Ø Can manage their own learning Ø Can solve problems Ø Takes responsibility for their own learning Ø Can reflect on their learning/performance Ø Can evaluate achievements
· The foundations for Independent learning are well established in the Early Years
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· School targets (including KS2 SATs and TA at KS) consistently met for all year groups · Improve Y2 and Y6 results over the next 2 years especially in writing · Improve attainment in comparison with all schools and those judged to be similar to Western · Monitoring shows that the quality of teaching and learning is consistently high across the school · Children can apply independent learning skills |
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Area |
Strategies/Tasks |
Responsibility / Timescale |
Resources / training needs |
Outcome / success criteria |
Monitoring Who will check tasks have been undertaken? |
Evaluation How will success be judged? |
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Consistent high quality teaching and learning.
Developing children’s independent learning. Engaging and motivating children in their learning through high quality topic work. Review current planning to ensure it meets needs of all chn. |
INSET sessions on Topic work, ICT, writing.
Year teams to meet every 3 weeks to review planning.
Monitoring schedule published and feedback given to staff after monitoring.
Curriculum Thinking Teams to meet regularly to develop teaching and learning. The Early Years Team apply the principles of the Early Years Foundation Stage to their own practice. |
HT, DHT, English Manager during 2007-2008 ICT inspector to lead session in Feb 2008 All teachers 2007-2008
Leadership Team 2007-2008
All teachers 2007-2008
Early Years Team 2007-2008 |
Staff to attend INSET sessions
Twilight sessions
Shared observations
Twilight sessions. New furniture, equipment. Training sessions. |
Staff understand good practice and what they need to do to improve their own practice. Planning is reviewed to ensure all pupils’ needs are met through appropriate levels of support and challenge. Children involved in their own learning, motivated and engaged through active learning opps. Early Years classrooms run as a unit demonstrating good practice. |
Leadership Team
Early Years Team Leader Leadership Team |
Reports from Subject Leaders and Curriculum Team Leaders HT report to governors
Report from Early Years Team Leader
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Effective assessment for learning strategies
Effective use of tracking systems
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Children involved in assessing their own work. Learning ladders established in writing and maths. Establish an annual timetable. All staff keep records in dedicated folders for easy access. Detailed analysis of SATs and other data undertaken/published
Learning Support Co-ordinator identifies and tracks progress made by chn with SEN and implements Wave 2 and 3 programmes. Able Child Co-ordinator supports staff to identify Gifted and Talented chn, collects data and sends to DfES. Shares good practice with staff.
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IST and Expressive and Critical Thinking Teams
Improving Standards Team
DHT/IST
Learning Support Co-ordinator
Able Child Co-ordinator
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Twilight meetings |
Children clear about goals and targets and how to improve their work.
Assessment timetable adhered to and deadlines for information met.
Analysis identifies strengths and weaknesses in provision Intervention programmes in place, monitored and evaluated. Children with SEN make good progress. Gifted and Talented Register completed. Parents informed. Gifted and Talented chn make good progress. |
Leadership Team through monitoring.
IST
HT/ School Improvement Partner. Performance Management Team Leader, HT
Performance Management Team Leader, HT
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Reports from IST, ETT and CTT
Report from IST to GB Report from SIP Report form LSC to Curriculum Comm.
Report from Able Child Co-ordinator to Curriculum Comm. |
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Being Healthy, Stay Safe, Enjoy and Achieve, Making a Positive Contribution and Achieving Economic Well Being |
Success Criteria |
Longer term developments |
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To continue to meet children’s personal, social and emotional needs by providing pupils with opportunities to
· develop safe practices · learn in a safe environment · make a positive contribution to the community. · develop team working skills · be enterprising and think of others
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Children eat and drink healthily, take regular exercise, understand the dangers associated with smoking and substance abuse. The learning environment promotes positive relationships and an ethos that values the contributions of all. Children’s views are integral to the school’s development eg through the School Council. Children have opportunities to work with different people within and beyond the school. The school is awarded Healthy Schools status.
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Targets |
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· Children have access to 2 hours of PE a week. · Children will bring healthy snacks to school. · Reduce still further any incidents of bullying in school. · Reduce the number of serious accidents in school. · To become a Healthy School. |
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Area |
Strategies/Tasks |
Responsibility / Timescale |
Resources / training needs |
Outcome / success criteria |
Monitoring Who will check tasks have been undertaken? |
Evaluation How will success be judged? |
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Healthy Lifestyles
Pupil voice |
Monitor the provision of PE throughout the school. Investigate extending the Fruit and vegetable scheme into KS2.
Vote for School Council reps. Identify member of staff to take on responsibility for School Council. Develop the School Council by identifying dates, times and focus for discussions. Allocate some funding to the school council. |
PE Subject manager
RTT Leader
Staff to decide |
MAST |
How much time do chn spend on physical activity in school?
School council meets regularly, agenda and minutes.
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RTT
RTT HT |
Reports from PE Subject Leader and Reflective Thinking Team Leader HT report to governors
Minutes of school council meetings. Actions reported to Curriculum Comm |
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Healthy Schools Status |
Action Plan drawn up. Co-ordinate work that is currently going on and present in file. Identify areas for further development. |
RTT RTT Leader |
Management time |
Healthy School status awarded by Autumn 2008 |
Action Plan to go in SIP HT |
Portfolio |
Contents of the School Improvement Plan Section:
- Expressive Thinking Team Action Plan Summary 2007 -2008
- Reflective Thinking Team Action Plan Summary 2007 - 2008
- Critical Thinking Team Action Plan Summary 2007 - 2008
- Early Years Action Plan Summary 2007 - 2008
- Special Educational Needs Action Plan Summary 2007 - 2008
The detail behind these plans is available separately.