Twerton Infant School and Nursery

Combined Self-Evaluation Form and

School Development and Improvement Plan SEF & SDIP & PDP George Samios, Kath Patterson & Hala Langan

2014 - 2015

2015 - 2016

2016 - 2017

P o o l e m e a d R o a d, T w e r t o n, B a t h, B A 2 1 Q R

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April 2015 7.4.15

School Context and Circumstances Twerton Infant School is a smaller than average infant school with slightly more girls than boys. It is located in Twerton, a suburb on the western side of Bath, which has low levels of economic prosperity. The area is recognised as having the highest index of multiple deprivations in the LA and some of the catchment area falls in the lowest 20% of deprived areas in the country. The percentage of children living in poverty, according to the most recent report of the Campaign to End Child Poverty, stands at 38%. This is the highest in the Local Authority and considerably higher than the national average of 25%. Life expectancy in Twerton is considerably lower, compared to the rest of the South West Region; on average 9.2 years lower for males and 8.7 years lower for females. The proportion of pupils known to be eligible for support through the Pupil Premium is more than double the national average (53.7% ROL 2014). Most pupils are from white British heritage (94.7% White British ROL 2014). We have high numbers of children with special needs (17.6% SA+ or Statement ROL 2014) and several children on our child protection register. Our school moto: ‘Succeed at Twerton, the school that cares’ clearly states our twin aims: that children succeed both academically and socially because of the effective, individual care that they receive from our highly committed staff team. We work together to enable children to leave the school with high self-esteem, knowing that they are effective, creative learners capable of further learning and of leading happy, successful lives. st

Since the last Section 8 monitoring visit by Ken Buxton (HMI) on Friday 21 November 2014 there have are been the following staffing changes: st  The Headteacher has been absent due to illness since 1 December 2014. th  The anticipated return of a KS1 class teacher on 6 January 2015, following a long sickness absence, has been delayed further by the bereavement of a close family member.

Pupil’s Achievement

Self-Evaluation Grade: Good

End of Foundation Stage Many children enter our Foundation Stage in Nursery or Reception classes with development that is below that which is typical for their age. These children will be expected to make rapid progress in order to meet the Early Learning Goals at the end of the Foundation Stage. In The EYFS we use the DfE Early years Outcomes guide and the B&NES guidance document ‘Demonstrating Progress in the EYFS’ to support judgements when making on-entry assessments for Reception children. This guidance is also used to measure achievement at the end of the Foundation Stage in terms of progress made e.g. rapid progress, typical progress or not enough progress depending on individual start points. In July 2014, 55% of our children achieved a Good Level of Development (increased from 44% in 2013). In the Prime areas of PSED 76.5% met or exceeded the ELG (2013- 60.4%) and in Communication and Language 76.5% met or exceeded the ELG (70.8%). Our on entry data for 2013/14 shows that across PSED only 18% of children entered Reception with development which was ‘typical’ for their age. Similarly in Communication and Language only 20% of children demonstrated communication and language skills that were ‘typical’ for their age. The children’s achievements at the end of the Foundation Stage demonstrate the rapid progress that they have made. Our Baseline data for 2014/15 shows that in PSED, 35% of children demonstrate development ‘typical’ for their age with a similar figure of 37% for communication and language. Whist this is a significant increase on the previous year’s on entry data (primarily due to the make-up of the cohort) over 60% of children join Reception at levels below ‘typical development’. As such the Prime areas of PSED and CL remain a priority in our school. To meet these needs highly individualised learning programmes are provided to enable children to settle to learn. As children’s social and emotional needs and communication and language needs are identified and catered for they are able to learn much more effectively and make the rapid progress necessary to reach the Early Learning Goals.

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Pupil’s Achievement

Self-Evaluation Grade: Good

Year 1 Phonics Screening Check In 2012 36% of our children passed the Year 1 Phonics Check, compared to 58% nationally. Since then, the Senior Leadership Team have systematically transformed the teaching of Phonics which led to an improvement in June 2013, with 63% Year 1 pupils meeting the standard (69% nationally), and a further improvement in June 2014 with 79% of our Year 1 pupils meeting the standard, which was in excess of the national average of 74%. Year 2 Phonics Re-Screening Check In June 2013, 27 out of 31 children, who retook the Phonics Screening Check in Year 2 met the expected standard, representing 87% of the cohort (69% nationally). In June 2014 there were only 11 pupils who needed to be rescreened in Year 2, and 10 of these met the expected standard, representing 91% of the cohort (66% nationally). The recent successes in Phonics were achieved by collaboratively rewriting the Phonics Teaching and Learning Policy to establish clear age-related expectations and agree a structured progression map and a framework for delivering the systematic teaching of Phonics in differentiated groups. A single Pupil Tracking system was adopted across the school in 2013 and close monitoring of pupil progress each term has allowed Wave 2 Rapid Phonics interventions to be provided for children who were at risk of underachieving. Reading In 2014, standards in Reading at KS1 were slightly above, but broadly in line with the National Average. [Attainment APS end of KS1 2014 School APS: 16.6, National APS: 16.5 (ROL 2014)] However, Reading continues to be a focus for school improvement, as our boys do not achieve quite as well as our girls - but boys performed well against the national standard at end of KS1 2014. [Attainment APS end of KS1 2014 for Reading – School Boys: 16.1, National Boys: 15.9; School Girls: 17.1, National Girls 17.0]. However, the attainment of boys in Reading is improving as a result of the significant developments in Phonics and in 2014 it was the best in 5 years at KS1. [Attainment APS end of KS1 for Boys Reading: 2010: 15.0, 2011: 15.2, 2012: 13.9, 2013: 15.2, 2014: 16.1] The attainment of disadvantaged pupils in Reading has also increased from 16.2 APS in 2012 (National Other pupils 16.1 APS) to 17.4 APS in 2014 (National Other pupils 16.4 APS). As a consequence, the percentage of disadvantaged pupils achieving Level 2 or above at Key Stage 1 in Reading has increased and the gap to the national average has now closed. [Percentage L2+ in Reading :- 2012: School 77%, compared to National Other 90%; 2013: School 80%, compared to National Other 92%; 2014: School 96% compared to National Other 92%]. In 2014, disadvantaged pupils significantly outperformed their ‘more privileged’ peers In 2014 both in school and nationally. [Reading Attainment APS end of KS1 2014 School FSM: 17.4, School Non FSM: 15.2; National FSM: 15.0, National Non FSM: 17.0 (ROL 2014)] The improvement in Reading in the last year is a result of the additional opportunities provided for Guided Reading within the KS1 Curriculum. This was achieved by the strategic use of the Sports Premium Grant to provide simultaneous Multi-Skills sessions, allowing KS1 Teachers and TAs to run concurrent Guided Reading groups every week. We have also actively promoted reading at home, through Weekly Prizes in Assembly and providing eBooks and interactive Phonics games which can accessed through tablets, iPads, smart phones and PCs.

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Pupil’s Achievement

Self-Evaluation Grade: Good

Writing Standards in Writing at KS1 are significantly above the National Average [Attainment APS end of KS1 2014

School APS: 16.4, National APS: 15.1 (ROL 2014)]

At KS1 in 2014, our boys significantly outperformed boys nationally in writing and almost attained as well as girls nationally. [Attainment APS end of KS1 2014 for Writing – School Boys: 15.8, National Boys: 14.4; School Girls: 17.1, National Girls 15.9 (ROL 2014)]. In 2014, our boys attained to the highest standard in the past five years [Attainment APS end of KS1 for Boys Writing: 2010: 14.7, 2011: 15.2, 2012: 13.2, 2013: 14.7, 2014: 15.8 (ROL 2014)]. Our disadvantaged pupils have outperformed National Other Pupils in 2 of the last 3 years. The attainment of disadvantaged pupils has increased from 15.6 APS in 2012 (National Other pupils 15.2 APS) to 17.0 APS in 2014 (National Other pupils 15.6 APS). In 2014, our disadvantaged pupils actually outperformed their ‘more privileged’ contemporaries [Writing Attainment APS end of KS1 2014 School FSM: 17.0, School Non FSM: 15.4; National FSM: 13.7, National Non FSM: 15.6 (ROL 2014)] As a consequence, the percentage of disadvantaged pupils achieving Level 2 or above at Key Stage 1 in Writing has increased and the gap to the national average has now closed. [Percentage L2+ in Writing :- 2012: School 77%, compared to National Other 87%; 2013: School 72%, compared to National Other 89%; 2014: School 93% compared to National Other 89%] In 2014, more children achieved at the highest level in Writing than in the previous year and in 4 out of the past 5 years standards in Writing have been significantly above the National average. Handwriting Correctly forming and joining letters when writing continues to be quite a challenge for a number of children, particularly boys. In a recent writing moderation exercise with another local infant school, our Year 2 teachers were impressed by the quality of cursive writing being produced at other schools. Since September 2014 the FS2 teachers have taught daily letter formation and intervened early on with children struggling with letter formation. Improving Handwriting is a current School Improvement Priority. Mathematics Standards in Maths at KS1 are significantly above the National Average [Attainment APS end of KS1 2014 School APS: 17.2, National APS: 16.2 (ROL 2014)] In 2014, both boys and girls attained better than their peers nationally with girls doing even better than boys. [Attainment APS end of KS1 2014 for Mathematics – School Boys: 16.9, National Boys: 16.2; School Girls: 17.6, National Girls 16.3 (ROL 2014)]. In 2014, our boys attained well above the national average and almost matched our best standard in the past five years. [Attainment APS end of KS1 for Boys Maths: 2010: 16.5, 2011: 16.1, 2012: 15.7, 2013: 17.1, 2014: 16.9 (ROL 2014)]. Our disadvantaged pupils have outperformed National Other Pupils in 2 of the last 3 years. The attainment of disadvantaged pupils in Maths has increased from 16.9 APS in 2012 (National Other pupils 16.4 APS) to 17.9 APS in 2014 (National Other pupils 16.7 APS). In 2014, our disadvantaged pupils significantly outperformed their ‘more privileged’ contemporaries in Maths [Mathematics Attainment APS end of KS1 2014 School FSM: 17.9, School Non FSM: 16.2; National FSM: 15.0, National Non FSM: 16.7 (ROL 2014)] As a consequence, the percentage of disadvantaged pupils achieving Level 2 or above at Key Stage 1 in Mathematics has increased and the gap to the national average has now closed. [Percentage L2+ in Mathematics :- 2012: School 84%, compared to National Other 93%; 2013: School 88%, compared to National Other 94%; 2014: School 96% compared to National Other 94%]

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Pupil’s Achievement

Self-Evaluation Grade: Good

SEN Children with SEN achieve well in the school. Those without a Statement, outperformed their national peers in Reading (School APS: 13.6, National APS: 12.7), Writing (School APS: 13.6, National APS: 11.5) and Maths (School APS: 14.9, National APS: 13.2) at the end of KS1. Children with School Action also outperformed their national peers in all areas: Reading (School APS: 13.7, National APS: 13.1), Writing (School APS: 13.4, National APS: 11.9) and Maths (School APS: 14.6, National APS: 13.5) at the end of KS1. Children with School Action Plus also outperformed their national peers in all areas: Reading (School APS: 13.6, National APS: 12.2), Writing (School APS: 13.9, National APS: 11.0) and Maths (School APS: 15.3, National APS: 12.7) at the end of KS1. Disadvantaged and vulnerable learners. July 2014, the end of KS1 results show that disadvantaged children achieve very well in the school and also in the Year 1 Phonics Check. Local Authority and Inter-School Moderation In June 2014 the Year 2 end of KS1 teacher assessments were fully moderated by the lead local authority moderator and assessment procedures were found to be extremely rigorous resulting in accurate judgements. In November 2014 Year 2 teachers met with colleagues at another infant school in Bath to share best practice and informally moderate examples of writing from all ability ranges in the school. In November 2014, the school’s Literacy Subject Leader was invited to join the Local Authority’s Moderation Team to take part in the moderation of other schools. Achievement - To be outstanding we need to further raise attainment in reading and continue to narrow the gap between girls and boys and other vulnerable groups. Reference to Post Ofsted Improvement Plan (2014-15) – [POIP 3.1] Improve standards through the school.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

A1. To raise attainment of reading. [POIP 3.1.3 Ensure that the End of KS1 results for Year 2 children surpass national averages in all aspects: Phonics, Reading, Writing and Numeracy]

A1.1 To provide weekly opportunities for all children to take part in Guided Reading across KS1.

A1.2 Celebrate Reading at Home and raise its profile through weekly raffle prizes and regular mention in Newsletter.

Success Criteria (How we will know our actions were effective)

Lead (Who is responsible)

32% of Y2 children L3 at Literacy SL end of KS1 July 2015. 27% KS1 Leader of Y2 children L2A. 90% Y1 children at or exceeding ARE in Y1. Children read more often at home term on term. (Y2 children to count the number of raffle tickets each week to monitor).

GS

Literacy SL

Timescale (When will it start, be reviewed and finish)

Start Sept ’14 (T1) Review Dec ‘14 (T2) and March ’15 (T4)

Ongoing (as above)

GS

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Monitoring & Evaluation (How we will we monitor achievement and success)

SLT and SENCO monitor impact through Termly Pupil Progress Meetings. Termly reporting to GB Link Governor Visits to observe Guided Reading.

Weekly monitoring by children counting raffle tickets. Termly reporting to GB.

Cost/Resources (What are the costs involved and resources needed)

Use of Schools Sports Funding to provide Multiskills coach two afternoons a week in KS1. Cost: £50 per session, 2 sessions per week = £3800 Purchase of reading books as prizes to give out in Friday’s assembly, 2 per week. Cost 39 x 2 x £3(ish) = £250

Impact (To be completed after actions have been taken)

T3 – Year 2 above track in Reading (3.7 APS progress). T3 – Year 1 Class 3 70% on track and Class 4 83% on track in Reading. T4 Review of Raffle Tickets shows an increase in reading at home, with new names appearing (v. encouraging).

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

A1.3 Regular use of Reading Eggs application by children to develop phonic knowledge and skills in EYFS and KS1.

A2. Teachers to maintain an up-to-date and accurate Class Profile of Need to allow better planning to meet the needs of all children, including those eligible for the Pupil Premium grant.

[POIP 1.2.5 school’s performance managed by range of Senior Leaders]

80% Y1 children meet the expected phonics standard in June 2015. GLD end of EYFS.

A1.4 Develop children’s comprehension skills so more children achieve at highest level at end of KS through additional resourcing and Y2 Boosting for Reading in T3, T4 and T5.

More children attain Level 3 and L 2A in Reading in end of KS1 assessment in 2015 than 2014.

A2.1 PP budget is used to raise

Children in receipt of PPG make at least good progress (at least 6 points progress in Y2, reduce gap to ARE in Y1 and GLD in EYFS)

the standards of those specified children.

A2.2 An audit of PP children’s needs is performed and resources are bought to ensure progress is sustainable.

[POIP 1.2.3 check impact of PPG]

A3. To ensure that the most able pupils are challenged appropriately so their learning continues to make rapid progress.

Success Criteria (How we will know our actions were effective)

A3.1 Access NACE (National Association for Able Children in Education) website for useful resources

A3.2 Secure effective transition

Lead (Who is responsible)

Literacy SL GS

Literacy SL GS

Head and SLT

Timescale (When will it start, be reviewed and finish)

Start Sept ’14 (T1) Review Dec ‘14 (T2) and March ’15 (T4)

Start Sept ’14 (T1) Review Dec ‘14 (T2) and March ’15 (T4) Autumn Term 2014 begin audit. Allocate and spend by Spring 2015.

Impact of additional provision funded by PPG shows VFM and accelerated progress.

HAPs make at least good progress (at least 6 points progress in Y2, reduce gap to ARE in Y1 and GLD in EYFS).

Monitoring & Evaluation (How we will we monitor achievement and success)

Teachers to monitor children’s usage of Reading Eggs website twice a term and report to Literacy SL and SLT.

Teachers report to Pupil Progress Meetings

SLT monitor the impact of PPG spending by ensuring data is collected at the start of any new intervention and at the end.

Cost/Resources (What are the costs involved and resources needed)

Cost of Reading Eggs annual license.

Cost: £550

Purchase 2 x The Comprehension Box, collection of ranked texts and questions for HAP in Y2 to undertake independently. £400 After audit, ascertain effective ways to spend PPG.

Impact (To be completed after actions have been taken)

Teachers regularly using Reading Eggs in Class and children using it at home. Reading Eggs After-School Club started in T4.

HAP using resources 3 times a week during ERIC in Year 2.

Individual reading in YR. Targeted TA support in Y1. Wave 2 Rapid Phonics Intervention in Y1 and Y2.

Termly reporting to BG.

HL G&T Coordinator

2015-16 Term 1 onwards.

Termly reporting by teachers in Pupil Progress Meetings.

NACE membership £185 annually.

Termly reporting to BG.

Staff’s release time to liaise with Junior schools.

Link Governor Visits to observe provision for HAPs.

between Year 2 and Year 3 for all pupils including most able by liaising with colleagues at St Michael’s Junior School from Term 4 onwards.

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HL to set up for 2015-16 as offer of involvement in BANES 6 School Place2Be has arisen in 2014-15.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

A4. To target support and additional provision directly to children eligible for PPG through providing each “FSM 6 Ever” with their own iPad to use in school.

A4.1 Obtain quotes in T3. A4.2 Prepare a range of scenarios for 2015-16 and 2016-17 budgets for consideration by GB.

Success Criteria (How we will know our actions were effective)

Children in receipt of PPG make at least good progress (at least 6 points progress in Y2, reduce gap to ARE in Y1 and GLD in EYFS)

Lead (Who is responsible)

(When will it start, be reviewed and finish)

Head Preparation and budgeting in Term ICT Manager 3. (GS) Installation in Easter

Impact of additional provision funded by PPG shows VFM and accelerated progress.

[POIP 1.2.3 check impact of PPG]

Timescale

Monitoring & Evaluation (How we will we monitor achievement and success)

Cost/Resources (What are the costs involved and resources needed)

For 2016/17 there are 40 children who are eligible for the PPG.

Holidays.

SLT monitor the impact of PPG spending by ensuring data is collected at the start of any new intervention and at the end.

In use from Term 5.

Termly reporting to BG.

Also a good time to upgrade the Wifi in the school and will be necessary with additional demand.

40 x £200 (ish) + cabinet etc = £9,000*

Impact (To be completed after actions have been taken)

Two quotes received, report on impact of current iPads undertaken (YR Sampling underway).

£2,500 ** * Funded PPG ** Part funded (55%) by PPG

A5. To narrow the gap in progress made between children on the SEN register and non-SEN children.

A5.1. SENCo to attend Pupil Progress Meetings. A5.2. SENCo and Acting Head to meet weekly to discuss SEN provision. A5.3. Clear monitoring procedures put in place using Targeted Outcomes Plans from the new SEN Code of Practice.

Children on the SEN Register make at least good progress… Impact of close monitoring and staff CPD show that the needs of children with SEN are being met and barriers to learning are being overcome.

SENCo/ HL Acting Head GS

Targeted Outcome Plans system to be in place by T4.

Staff CPD ongoing 2014-2015

SLT, SENCo and SEN Governor to monitor the progress of children on the SEN register; celebrating, capturing and sharing practice that leads to good progress and adapting practice where low progress is made.

Use of existing SENCo time.

Use of existing SENCo, SLT time.

No Cost

SENCo and Head meet regularly to discuss SEN issues. SEN has a higher profile within the school. Targeted Outcome Plans established for all SEN children. Copies held by SENCo.

Provision Mapping system completed by T5

A5.4. Teachers to receive training on their responsibilities regarding children with SEN (Teacher’s Standards) and to ensure Quality First Teaching is in place.

SENCo now attends all Pupil Progress meetings. This highlights any additional needs and prompts referrals to outside agencies.

SENCO to monitor delivery T5. Staff Meeting/INSET time

A5.5. Develop a new Provision Mapping system in line with the new Code of Practice.

Staff Meeting time allocated in T5 to re-visit training on Teacher’s Standards and Quality First Teaching.

Provision Map completed.

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The Quality of Teaching and learning

Self-Evaluation Grade: Good

Recent lesson observations now show that the quality of teaching that all our children receive is now at least ‘Good’. Underperformance of individual teachers is closely managed by senior leaders and Performance Plans are quickly established to address areas of concern and to rapidly improve teaching. When necessary the Local Authority’s Human Resources department work closely with the school. With continued support and encouragement it is expected that the quality of teaching will continue to improve and there will be more Outstanding teaching across the school. Significant improvements have been made in the quality of learning in Phonics across the school through a systematic overhaul of how Phonics is planned, taught and assessed. This is reflected in the very pleasing raising of standards over the past three years. In May 2014, Teachers and Key Stage Leaders agreed new expectations for maintaining stimulating and enabling learning environments within the classrooms. A new system for managing pupil’s targets was successfully introduced in KS1 in November 2014 and this has already greatly improved children’s understanding of their next steps in learning. Teachers have strengthened the quality of marking and the use of the school’s Tickled Pink diagnostic marking policy is closely monitored through regular work scrutinies and termly moderation activities in both Key Stage Meetings and Staff Meetings. Teachers have a good understanding of pupil’s development and a single system, Classroom Monitor, is used to track pupil’s progress very thoroughly across the school. Regular analysis of the attainment and progress of different groups of children by class teachers and Key Stage Leaders is discussed at Termly Pupil Progress Meetings and also reported to the Governing Body. Early interventions are targeted for children at risk of underachieving and the effectiveness of these is reviewed every term. There are several highly experienced Teaching Assistants who support learning very effectively in the classrooms and also in Wave 2 Interventions across the school. Teaching Assistants support daily st differentiated Phonic Bug teaching and Rapid Phonics Wave 2 interventions. A dedicated KS1 Wave 2 Intervention TA also support 1 Class @ Number to support vulnerable pupils achieve Level 2 at the end of Key Stage 1. In 2015, children have started to develop a greater awareness of their own Learning Powers through the Effective Lifelong Learning Inventory (ELLI). This will develop more resilience and resourcefulness in children’s attitudes to learning. The vast majority of observations of teaching have been undertaken by the Headteacher. In 2014, Lesson Study was introduced as a means for teachers to collaborate in mutually beneficial professional development. Initial evidence has shown this has been effective in focussing in on meeting the needs of vulnerable children and it have also helped to create a more collegiate culture within the school. In KS1 the statutory requirements of the New Curriculum are being met by teachers adapting and refining the planning and resources provided by Wordsmith and Abacus schemes of work. A review of the rest of the Curriculum is now taking place, from Term 4 2014-15, to map out the requirements of the new curriculum tailored to meet the needs of the school in Twerton.

Teaching - To be Outstanding we need to build upon our consistently good teaching by differentiating more effectively to ensure that all learners, including the most vulnerable, make at least good progress in every lesson. We also need to design a stimulating and challenging curriculum to engage all children and to comply fully with National Curriculum 2014. Reference to Post Ofsted Improvement Plan (2014-15) – [POIP 1.1] Increase the amount of good and outstanding teaching.

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Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

T1. To plan a thematic and creative curriculum that promotes whole school inclusion and high aspirations for all children. [POIP 5.1 response to new curriculum]

T1.1 Curriculum Leader collaborates with Partner School to ensure curriculum is compliant with Curriculum 2014.

Success Criteria (How we will know our actions were effective)

Effective coverage of the new National Curriculum is achieved and documented in Medium Term Planning.

Lead (Who is responsible)

Curriculum Leader (KP)

Timescale (When will it start, be reviewed and finish)

Start in T4 2014/15 and develop throughout Spring and Summer 2015.

Monitoring & Evaluation (How we will we monitor achievement and success)

Regular progress discussion at SLT and Bi-termly reporting to Teaching and Learning Committee.

Planning Scrutiny. Medium Term Curriculum Plans (Topic Maps) on School Website at beginning of each term.

T1.2 Whole school curriculum themes matched against the requirements of the new National Curriculum.

The school has a bespoke curriculum that continually stimulates children ‘curiosity and provides challenge.

Curriculum Leader (KP)

T1.3 Subject Leader release time to ensure long and medium term plans show progression across year groups.

All stakeholders are engaged with the curriculum. Pupil conferencing & CAT team feedback.

Curriculum Leader (KP)

T1.4 Develop the use of focus groups to monitor different aspects of the curriculum.

Governors hold the school to account through Subject Leader Reporting and Link Governor visits.

Curriculum Leader (KP)

Termly curriculum review meetings within focus groups.

T1.5 Subject Leaders regularly monitor standards in individual subjects and report to SLT and GB.

All teachers are leaders in the school and contribute to the ongoing development and improvement of the curriculum. Evidence of more writing across the curriculum.

Curriculum Leader (KP)

Planning and work scrutinies. Pupil conferencing. Classroom displays.

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Cost/Resources (What are the costs involved and resources needed)

Impact (To be completed after actions have been taken)

3 x Twilight CPD sessions to develop the School Curriculum in Term 4, Term 5 and Term 6.

Curriculum Leader report to BG on 13.4.15. Detailed information about the School Curriculum now on website:

Staff release time £1000.

http://www.twerton-infantschool.co.uk/cms3/drupal6.24/?q=node/19

Planned in staff meeting time for Focus Group activity.

Curriculum Leader has scrutinised medium term plans for T5 and T6 to monitor coverage.

(Focus Groups will be implemented in 2015/16)

Curriculum Leader is coordinating the programme of Subject Leader Monitoring from T4.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

T2. To increase the amount of good and outstanding teaching [POIP 1.1]

T2.1 Teachers use marking that gives guidance for pupils to improve, follow up their comments and ensure that pupils respond [POIP 1.1.1]. T2.2 Monitoring focuses on the impact of teaching on the progress made by different groups of pupils and identifies areas of improvement [POIP 1.1.2]. T2.3 Teachers have individual Performance Plans linked to performance management targets to ensure at least good teaching. T2.4 Provide PPA time for parallel teachers in KS1 so they can review the impact of recent teaching and plan collaboratively for the next two weeks.

T3. To develop consistency in the quality of termly planning across the school (to meet requirements of New Curriculum in KS1). [POIP 5.1]

T3.1 Teachers to produce

Medium Term Planning and Curriculum Summaries for each Term and also provide a simple overview for parents (to publish on the website).

Success Criteria (How we will know our actions were effective)

Children regularly receive clear feedback on how to make the next steps in their learning in line with the school’s Tickled Pink Marking Policy, so children make at least good progress in Writing and Mathematics and more children attain at the highest levels.

Lead (Who is responsible)

Head KS1 Leader

Timescale (When will it start, be reviewed and finish)

Ongoing from T3 (Jan 2015)

(How we will we monitor achievement and success)

Termly (6 in year) books scrutinies by Subject Leaders (GS and RP) Termly (6 in year) Key Stage Moderation of learning in books.

EYFS Leader

Teacher Self-Review and Quality Assurance in T1, T4 and T6.

The attainment gap is narrowed between vulnerable groups of children and their counterparts.

SLT monitoring through Pupil Progress Meetings. Planning Scrutinies and moderation in Key Stage Meetings.

Greater consistency in the quality of teaching across the school. Evident in monitoring of quality of teaching and progress between classes.

The expectations of the new National Curriculum are effectively met in a bespoke new School Curriculum Map.

Monitoring & Evaluation

Curriculum

Start T4 (14/15)

Leader (KP)

(What are the costs involved and resources needed)

Impact (To be completed after actions have been taken)

Existing Key Stage Meeting time.

Ongoing book scrutiny through lesson observations and “dropins” by SLT and Link Governors shows that teacher’s marking is in line with school policy and expectations.

Release time for teachers to attend Pupil Progress Meetings. 4 x £90 = £360

SLT use a Lesson Observation Framework that focusses on the needs of all learners through addressing differentiation, TA deployment, resourcing, questioning and progress of all groups in a lesson (and over time).

Performance Management of teachers with closer support for developing teachers.

School’s new Teacher Observation Framework is used to monitor key aspects of Quality First Teaching.

Deployment of HLTA and HT to provide PPA cover for parallel KS1 teachers. Additional benefit: HT teaches all children in KS1 in every two week period.

Termly planning to be given to the Headteacher at the beginning of every term.

Teachers to use PPA arrangements.

Survey parents before and after sharing medium term planning.

Clear progression in knowledge and skills for children and parents and carers are informed of their children’s learning at school, to improve engagement.

Cost/Resources

Parent questionnaires in Term 3 and Term 4. School Website to host Family Friendly Termly Overviews.

An Individual Performance Plan has been used successfully to improve the quality of teaching in a KS1 class. Greater consistency across classes and accuracy of assessment judgements through ongoing moderation. Curriculum Jigsaws on the school website. Year Group Topic Webs also on website and on Parent Noticeboard in school. Parents completed initial Survey in Term 3. http://www.twerton-infantschool.co.uk/cms3/drupal6.24/?q=node/39 Further survey planned for T6.

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Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

T4. Use Individual Targets to focus children on their next steps of development to accelerate progress. [POIP 1.1]

T4.1 KS1 teachers display

curriculum targets in classroom. T4.2 Target stickers used in

books. T4.3 Teachers’ diagnostic

Success Criteria (How we will know our actions were effective)

Lead (Who is responsible)

Children understand and familiar with their current learning targets.

Literacy SL

Children, parents and all teaching professionals can quickly find any child’s current target.

Numeracy SL (KP)

At least match last year’s 79% of Y1 pupils meeting standard in June 2015.

New Phonics Leader (KB)

Timescale (When will it start, be reviewed and finish)

Start T3 1(4/15)

(GS)

Monitoring & Evaluation (How we will we monitor achievement and success)

Termly (6 in year) books scrutinies by Subject Leaders (GS and KP) Termly (6 in year) Key Stage Moderation of learning in books.

marking regularly responds to pupils’ individual learning targets.

T5. Embed good standards in Phonics in Y1 and across the school. [POIP 3.1.2 Year 1: Increase the expectation for children’s progress in Year 1 to contribute more effectively to KS1 progress]

T5.1 Differentiated daily

phonics teaching across the school. T5.2 Wave 2 Rapid Phonics

Intervention for children at risk of underachievement in KS1.

Increase the number of Year 2 children meeting the phonics standard in the recheck in June 2015. Target: 92% Year 2 to meet the standard at the re-check.

Start in T1 2014/15

Termly reporting by Phonics SL on standards:

 in KS1 Classes  FS2 classes  TA led differentiated teaching groups

 Wave 2 Phonic interventions. Termly Reporting to GB

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Cost/Resources (What are the costs involved and resources needed)

New Displays for Writing Targets in KS1 classrooms (including VCOP Superheroes) from Term 3

Impact (To be completed after actions have been taken)

Writing Targets used in Year 1 and Year 2 from Nov’ 14.

A4 sheets of labels for putting writing targets into books.

Use of existing directed time and PPA time of UPS3 teacher plus additional release time to each term to compile reports. 4 x £90 = £360

Progress is very good in Phonics across whole school. Prediction for Year 1 in June Phonics Check is for 51/57 (89%) of children to reach the expected standard. (In 2014, 79% achieved the standard, compared with 74% Nationally).

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

T6. Enhance provision in school for promotion of reading by improving the library. [POIP 3.1 improving standards through the school]

T6.1 Reorganise the library

over the Christmas Holidays (Dec ’14). T6.2 Maintain the tidiness

of the library through the year. Keep mentioning it in staff meetings! T6.3 Buy new books to

appeal to all readers (including boys). T6.4 Configure iPads and

train staff in reading eBooks.

T6.5 Take part in Read for

My School Competition (either alone or in collaboration with St Michael’s Junior School).

Success Criteria (How we will know our actions were effective)

Old tatty books removed and remaining books organised more effectively. It will stay tidy all year (weekly checking).

Lead (Who is responsible)

Timescale (When will it start, be reviewed and finish)

GS / School Librarians

T2/T3 holiday

School Librarians

T3 onwards

Monitoring & Evaluation (How we will we monitor achievement and success)

Review at start of T3.

Cost/Resources (What are the costs involved and resources needed)

New bookshelves - £330

Impact (To be completed after actions have been taken)

Library smartened up in Christmas holiday and Year 2 librarians keep it tidy each week.

Weekly checks by Librarians.

AF/EP Children will be excited about reading and visiting the library. (Pupil conferencing).

Literacy SL GS

T3

Children reading eBooks, both in library and Guided Reading Groups.

ICT Coordinator GS

T3

Literacy SL

T4

Children are motivated to read a large number of books, some of which will be online.

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Report on Pupil Conferencing to Literacy Link Governor.

£600 for order of new library books.

Bi-termly scrutiny of children’s Reading Records by Literacy SL.

eBooks available through current licences for Bug Club and Rapid Phonics.

Teachers keep track of the books read during the 2 month competition period. Report to Lit SL and on to GB.

No cost.

CAT team co-ordinated children’s views on current books – indicating a wide spread of tastes!

Order of new books pending resolution of unforeseen fiscal challenges.

Sadly only appropriate for KS2 and above.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

T7. To ensure barriers to learning are removed for vulnerable learners, including children with SEN, through Quality First Teaching.

Success Criteria (How we will know our actions were effective)

T7.1. Class Profile of Needs are regularly updated and used as a prompt for teachers to accommodate the needs of vulnerable learners in their teaching and planning.

Impact on progress and attainment can be seen in vulnerable learner groups.

T7.2. Children with SEN are directly referenced on planning or have a separate plan if necessary.

Children will be more engaged in their learning with barriers removed.

T7.3. Teachers ensure the preparedness of TA’s (working directly with children with SEN) through regular debriefing and careful planning led by the teacher, including the delivery and review of Targeted Outcome Plans.

Teachers will be confident about meeting expectations laid out in the Teachers Standards.

T7.4. Staff CPD and sharing of good practice on QFT and removing barriers to learning in Wave 1 teaching.

1:1 TA’s will feel higher levels of preparedness due to increased collaboration with the Class Teacher.

Lead (Who is responsible)

SLT GS, KP SENCo

Timescale (When will it start, be reviewed and finish)

Monitoring & Evaluation (How we will we monitor achievement and success)

Cost/Resources (What are the costs involved and resources needed)

Impact (To be completed after actions have been taken)

Class Profile of Needs to be updated by start of T4

SLT to receive updated Class Profile of Needs by start of T4.

No Cost

All classes have updated Class Profile of Needs.

SEN children to be referenced in planning from T4

SLT to monitor evidence of children with SEN being referenced in planning by Wk 2,T4

No Cost

SENCo has set expectations of SEN children being referenced on planning to teachers.

HL

Monitor T5 Teachers to find a suitable system of debriefing 1:1 TA’s (fitting in with working hours of TA’s) by T4

SENCo to liaise with 1:1 TA’s and class teachers to ensure de-briefing systems are successful.

SENCo has met with teachers and has outlined the importance of the preparedness of TA’s . Monitor T5

Report to SLT.

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Use of existing SENCo time.

Staff meeting/INSET time

Staff Meeting time allocated in T5 to re-visit training on Teacher’s Standards and Quality First Teaching.

Self-Evaluation Grade: Good

Pupil’s Behaviour and Safety

Pupils enjoy school and state that they feel safe and well looked after with incidents of poor behaviour being rare. When they do happen they are dealt with effectively by adults in the school in line with the robust policies and recorded in the Class Behaviour Log, or School Behaviour Log, which is reviewed each term. All staff members have high expectations for children’s behaviour and assemblies are regularly used to recognise the positive choices that children make in supporting each other, with ‘Leaves’ for the Celebration Tree often being awarded to children who set a good example, or have been kind, to others. Teachers and Teaching Assistants have excellent relationships with children, which is based on respect for each child and a deep understanding of his or her needs (emotional, social and physical in addition to their academic needs). Teachers maintain a Class Profile of Need which gives an overview of the needs of children in each class, and this is informed by the use of Thrive, which is a diagnostic screening tool to identify the emotional needs of children. Adults in the school support children’s emotional and social develop by empowering children to solve any difficulties and fallings out whenever possible. All staff members use Emotion Coaching to show identification with the strong emotions that children can feel and to explore with children positive solutions to resolving issues. From the EYFS and throughout KS1 the school provides Nurture Groups to allow children to make healthy relationships with staff and other pupils and to develop their social skills. The school works very closely with the Parent Support Advisor and School Nurse to support vulnerable children and their families. The school is very supportive of parents and provides a twice weekly Toddlers Group. This allows a regular opportunity for the Parent Support Advisor to meet with parents, both by prior arrangement or as needs arise. Children clearly enjoy learning across the Nursery and School. The high expectations and aspirations that all staff have of children’s behaviour and academic progress are supported by praise and recognition for children’s efforts as they apply themselves to their learning activities. Behaviour for Learning has recently been improved by CPD that staff have received on Mindset and the introduction of the Effective Lifelong Learning Inventory in classrooms to allow children to reflect more about the ways they learn most effectively, both on their own and when collaborating with others. Safeguarding procedures are robust and recent developments in recording the monitoring of vulnerable children have strengthened practices further. The school works closely with the Local Authority’s Children’s Safeguarding Board, to provide training for all staff members, and also the LA’s Designated Officer (LADO) to ensure Safer Working expectations are met by all staff members. The Headteacher regularly attends the Local Authority Behaviour Panel and referrals are made to a range of partner agencies when the specific needs of children are such that they cannot be met from the school existing provision or knowledge. Policies, Staff Expectations and Guidance documents are regularly reviewed and copies of all materials are kept in the school’s Quality Framework (copies in every classroom and the school office). Since May 2014, the school has made huge strides in improving the attendance of children at the school. In 2013-14 the overall attendance was 93.2%. In Term 1 2014-15, school attendance was 93.9%, in Term 2 2014-15 it rose to 95%, which is an all-time high for the school. Overall, the attendance for the first two terms is 94.5%. The target is to achieve 95% by the end of this academic year. The SLT, Teachers and Office Team are working effectively together, following the new Attendance Policy and Strategy which were introduced last summer. The Headteacher and the Site Manager meet every week to review the condition of the fabric of the school and grounds and to prioritise repairs and monitor progress of improvement projects. As with all meetings there are minutes which record the key points and agreed actions.

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Behaviour and Safety - To be outstanding we need to improve the outdoor provision for play and learning, develop effective evacuation procedures for all times of the day and embed the improvements in attendance already made to secure very good attendance overall. Reference to Post Ofsted Improvement Plan (2014-15) – [POIP 1.1] Increase the amount of good and outstanding teaching.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

Success Criteria (How we will know our actions were effective)

Lead (Who is responsible)

Timescale (When will it start, be reviewed and finish)

B&S 1.1 Twice-termly meetings to review attendance with Rod Dixon CMEO.

Early intervention to engage with parents/carers of children with deteriorating/low attendance, so attendance of individual children rapidly improves.

B&S 1.2 Celebrate excellent attendance 3 times in the year with Gold Certificates (and other incentives!)

Attendance % increase. More children have 100% attendance each ‘old’ term.

B&S 2. To establish clear evacuation procedures for all times of the day (including lunchtime) in the event of an emergency.

B&S 2.1 Termly drills to monitor efficiency of evacuation procedures.

Children and staff safely evacuate the school buildings in less than 2 minutes.

B&S 3. To develop the external environment and school grounds to better take advantage of opportunities to engage all children (including boys) in learning activities across the curriculum.

B&S 3.1 Alterations to the lower field/wood to section off the bottom corner of the wooded area with a new fence and gate in the existing steel handrail.

Children accessing wooded areas of the school for outside learning activities.

GS

B&S 3.2 Planting and growing to be mapped out in the School Curriculum.

All children in the school plant flowers and vegetables regularly.

KP

Term 4 onwards

B&S 3.3 Forest School CPD (Twilight session)

All teachers feel equipped to lead Forest School.

HL

Term 1 2015-16

B&S 1. Raise school attendance to at least 95% [POIP 1.2 – improve leadership and management]

B&S 2.2 Review lunchtime provision. B&S 2.3 Fire Safety CPD (Twilight session).

All staff members know where they should be and who they are responsible for.

GS

GS

GS

KP / SLT

Term 1 onwards

Monitoring & Evaluation (How we will we monitor achievement and success)

Attendance and Welfare Review Meetings; circulate minutes and report to Board of Governors.

(What are the costs involved and resources needed)

2 x 3 hour meetings with CMEO and follow up letters and meetings every term.

3 (times in year) x 30 (children with 100% attendance) x £1 (cost of prizes given) + £10 (cost of printing and laminating Gold Certificates) = £100

End of Terms 2, 4 and 6.

Termly

Cost/Resources

Fire Drill log (for termly recording) and reporting to GB.

3 hour Twilight Training with Gary Derrick from B&NES Health & Safety Team = £300

Impact (To be completed after actions have been taken)

At end of Term 4 attendance overall was 94.1%. In 2014 it was 93.5%. When 4 children with significant challenges to attending school are taken out of the data, the attendance in school is 95%

At end of T4, 27 children had 100% attendance for T3 and T4, a further 33 children had 97% attendance or better.

Fire Safety Training took place th on 10 March 2015 for all staff. Fire Drills have taken place in T2 and T3.

Term 3 and then termly.

Term 4 (ready for Term 5)

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Alterations to improve access to the school grounds has begun (gate has been built to give easier access to the bottom field).

The Leadership and Management in the School

Self-Evaluation Grade: Good

Senior Leaders in the school work very effectively. At a strategic level they plan, collaboratively, with the Governing Body to focus a range of improvement activities to achieve the school’s development priorities. These are formalised in this plan and the linked Subject Leader Action Plans. Ongoing analysis of performance data by senior leaders, together with regular monitoring and quality assurance activities, highlight any areas of underperformance in the school. These concerns are quickly brought to the attention of the SLT and Governing Body which allows for st timely intervention and remedial action. Ken Buxton (HMI) visited the school on Friday 21 November 2014 and agreed that “Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection.” Both the SLT and Board of Governors are ambitious and clear in their aspirations and vision for the school and these are shared with and by teachers and all staff. There is a new appraisal system, clearly linked to the School Development and Improvement Plan and training priorities. The strengths and weaknesses of staff are identified and the appropriate level of support is provided for each member of staff to allow challenging development targets to be set. The Governing Body of the school is currently very strong. The Chair of the Governing Body is a National Leader of Governance and she has led the transformation of the governing body. Governors have a clear understanding of their roles and responsibilities. They have made a significant impact developing and strengthening the work of the school. Governors are increasingly holding the school leaders to account for the quality and impact of their work. Governors monitor the progress of groups of children from the data provided by school leaders. The quality of data and analysis of pupil progress provided by school leaders to Governors has significantly improved and this allows Governors to challenge the school and hold it to account, which is evident in the minutes of Teaching and Learning Committee meetings. The school has made significant improvements with communication both within the school and to the wider parent community. Senior Leaders regularly update the school’s website with important news and revised policy documents. The school also uses an SMS messaging service to reach staff and parents with important messages and urgent alerts. Weekly Staff Meetings and Friday Briefings are well attended and the minutes are distributed to all members of the school usually on the same day. The school’s weekly Newsletter is an increasingly important means through which we celebrate the achievements of children within the school and communicate with parents. It has been used very effectively to improve pupil attendance at the school. The school continues to work effectively with parents/carers, from initial Open Days, Induction Evenings and Home Visits, before children join the school, to close liaison throughout their child’s time in the school. The school works closely with the Parent Support Advisor and School Nurse to support vulnerable children and their families and a member of the SLT is leading in the deployment of Thrive, a diagnostic screening tool to identify the emotional learning and support that individual children need. Safeguarding procedures and systems are thorough and pupils are kept safe through in house training, effective relationship s with outside agencies and continuing and regular reviews of policies and their implementation. Senior Leaders are now working closely with colleagues in neighbouring schools through involvement in the South Bath Cluster. This is proving to be particularly helpful in the development of Subject Leadership within the school which is a current priority for improvement. Involvement in the local cluster has also been central to developing a robust Performance Management process for 2014-15. The Headteacher is currently absent due to illness and the Deputy Headteacher is now being supported through the deployment of Local Leader of Education (LLE), a successful Headteacher from within the Local Authority. This was arranged by the Local Authority School Improvement Service, who has provided intensive support to improve and strengthen the quality of leadership and management within the school.

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Leadership and Management - To be outstanding we need to develop the role of Subject Leadership and engage fully in the South Bath Learning Cluster.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

Success Criteria (How we will know our actions were effective)

Lead (Who is responsible)

Curriculum Leader (KP)

Timescale (When will it start, be reviewed and finish)

L&M 1.1 Take part in meetings at Subject Leader/Teacher level within the South Bath Learning Cluster.

Teachers effectively lead the development of the curriculum and their subjects within the school.

L&M 1.2 Provide CPD for teachers to develop their Subject Leadership skills and knowledge.

Children’s engagement and the outcomes achieved in all subjects rises.

Curriculum Leader (KP)

T4 – Twilight 3.3.15

L&M 1.3 Collaboration with Partner School to develop the role of Subject Leaders.

All teachers contribute to the ongoing development of the curriculum and monitoring of standards.

Curriculum Leader (KP)

T5 – Twilight 14.4.15 (Review)

L&M 2. To link the performance management of Teachers and TAs to the key priorities of the SDIP and improved pupil outcomes.

L&M 2.1 Performance management targets are set in line with the SDIP.

Teachers and TAs focus on development activities that are aligned with the SDIP.

Head / SLT

L&M 2.2 All monitoring of performance links to SDIP priorities.

Staff receive ongoing feedback to improve their performance to achieve the goals of the SDIP.

Head / SLT

L&M 3. To provide strong leadership and management across all areas of the Headteacher’s role responsibilities in the absence of PMB.

L&M 3.1 Weekly mentoring and accountability meetings with Matt Cottrell from St John’s Primary School in Keynsham.

L&M 1. To develop strong Subject Leadership within the school. [POIP 6.1 distributed leadership]

Term 3 begin involvement I n the cluster.

Monitoring & Evaluation (How we will we monitor achievement and success)

Teacher’s Performance Management. TLC reporting to Govs.

Cost/Resources (What are the costs involved and resources needed)

Costs covered by LLE School-to-School Deployment.

The targets set out in this SDIP are delivered. AHT is supported to channel his energy and resources productively.

For TAs in Term4 and Term 5. CoG

Term 3 onwards

LA Education Improvement Service

L&M 3.2 AHT Performance Management by Governors.

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Teacher Performance Management includes Subject Leader targets. New Subject Leader Job descriptions implemented.

Termly feedback to BG.

Appraisal Meeting for Teachers in Term 3.

Impact (To be completed after actions have been taken)

Curriculum Leader report to SLT and GB.

Partnership with St John’s CEVC Primary School ongoing from T4. Curriculum Leader conferencing on 23.2.14. Curriculum INSET rd Twilight on 3 March. Teachers working enthusiastically.

Teacher’s Performance Management.

Teachers Directed Time and SLT time.

TLC reporting to Govs.

Teacher Performance Management is linked to priorities of SDIP. Appraisal Meetings to agree targets in T3. Observations

Termly feedback to BG

Mid-Year meetings planned for T5. CoG, AHTPR Panel, Margaret Simmons-Bird

Costs covered by LLE School-to-School Deployment.

LLE Partnership working very effectively. Recent positive feedback from Ken Buxton (HMI) and Liz Taylor (SAP) following visits in late March.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

L&M 4. Improve efficiency of Admin Team following recent appointment of new Finance Officer and School Secretary.

L&M 5. Promote British Values throughout the school.

L&M 4.1 Weekly meetings and regular briefings with School Secretary/Finance Officer

L&M 4.2 Focussed training form Dawn Turner, Business Manager at Widcombe Junior School.

L&M 5.1 Hold elections for membership of the CAT team.

Success Criteria (How we will know our actions were effective)

Office runs smoothly and efficiently and looks ahead and prepares for known events in the admin calendar. School Secretary requires less frequent support and training from Dawn Turner and proactively draws on advice from an established network of colleagues.

Lead (Who is responsible)

Timescale (When will it start, be reviewed and finish)

Monitoring & Evaluation (How we will we monitor achievement and success)

Cost/Resources (What are the costs involved and resources needed)

GS

Term 3 onwards

GS and Governors.

No additional cost.

GS / WD

Term 2 onwards

GS / DT and Governors

£2,400

No additional costs.

Impact (To be completed after actions have been taken)

(interval increasing between support)

Class elections are held early in the academic year and children determine who represents them.

HT

Term 1

School Newsletters & School Website, Reporting to Governing Body

L&M 5.2 Establish 5 Golden Rules across the school.

Everyone in the school knows and respects the 5 Golden Rules.

SLT

Ongoing

HT, Behaviour Log Reviews reported to Governors

Assemblies are used effectively to promote democracy, rule of law, mutual respect, individual freedom and tolerance of other faiths and beliefs.

HT

L&M 5.3 Celebrate diversity, respect and tolerance through Collective Worship calendar and RE syllabus.

HT and RE Subject Leader

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RE link governor reporting.

CAT team elected in Term 1 and very active across the school (recycling bin competition, B.E.S.T. Competition Winners http://www.bathchronicle.co.uk/Pup ils-Twerton-Infant-Nursery-Schoolwork-hard/story-26267887detail/story.html

Year 1 and Year 2 following locally agreed RE syllabus Awareness, Mystery and Value.

Self-Evaluation Grade: Good

Early Years Provision

Our Early Years provision begins in our 2 Year old room where we currently have 25 children on roll. Whist very much part of the school, our 2 Year old room is registered under the Day Care Registration framework and received a successful Ofsted rating ‘Good’ in April 2014. The success of this provision is evident in that it is now up to capacity and has a waiting list. The Nursery Manager and 2 Year Old room leader work closely with the Local Authority ‘New to Two’ advisory team, attending clusters and using the ‘New to Two Tool Kit’ (which we had a significant input into). Our two year old room is an important resource and link in the local community and provides both funded and fee-paying places for up to 15 hours per week. Currently 72% of children in our two year old room are in receipt of Two year old funding. This provision is already supporting the school’s work in better preparing children for the next stage in their learning journey. As soon as a child in our two year old room reaches the age of three (or for fee-paying child, the term after their third birthday) they are eligible to move into the three year old room (PreSchool Room). Transitions are seamless as the rooms are adjoining and all children are familiar with the staff and the environment. rd

Our main Nursery provides 52 places of morning, afternoon or all day sessions. Families are entitled to 15 hours of free provision a week from the term after their child’s 3 birthday. Families are able to buy additional hours if required. We aim to be as flexible as possible in meeting the needs of families and work hard with parents and other professional such as health visitors to ensure that individual children’s needs are met. Our main entry points are September, January and April. Children entitled to a free school meal are able to join the rest of the school at lunch time. Parents are also able to buy hot school meals. Our Reception year is made up of 2 parallel classes and is effectively led by our Early Years leader. Our Early Years leader has developed rigorous systems for assessing children’s performance ensuring that staff have a good understanding of each child’s development. Planning is robust and clearly differentiated to ensure that children are developing their knowledge, skills and understanding across all the areas of learning, with an initial focus on the three prime areas as the foundation for all other learning. We value creative and imaginative learning and encourage children to develop these skills by providing opportunities for both structured play and independent learning both inside and outside. Assessment is carried out daily by careful observations of individual children and next steps are clearly recorded and planned for. As part of the schools commitment to strengthening teaching, work books for Literacy and Mathematics have been recently introduced into Reception. These very clearly show the progress children are making. Child initiated learning is recorded in each child’s Learning Journal. Early identification of need and the implementation of interventions are crucial if children are to maximise their potential. A detailed transition and induction programme begins before the child starts school through liaison with pre-school settings, parents and any outside agencies. Great care and consideration is taken synthesising this information. We offer home visits to all families and, in one-to-one consultations with parents and carers, a clear picture of every child’s aptitudes, interests, knowledge and understanding is developed prior to a child joining the school. Consequently both teachers and teaching assistants are highly responsive to children’s individual needs from the outset. The school is also part of the Local Authority ‘Get Set for School’ and ‘Being Kept in Mind’ programme. Both these programmes support children and their families in the sometimes difficult transition from pre-school to school. During the child’s early weeks at school the class teachers carry out baseline assessments to establish each child’s start. From this baseline next steps are planned to facilitate, in many cases, the rapid progress that is needed to meet ELG. Progress is tracked termly and concerns and next steps discussed at termly pupil progress meetings. Plans are discussed and put in place for children who are under achieving and where progress needs to be accelerated. Across the whole Foundation Stage staff work closely with parents to ensure they are fully involved in their child’s learning and development. Information is provided about what children are learning in school and how parents and carers can help their child at home. Regular key worker coffee mornings and parent consultations ensure parents are fully informed of their child’s learning and development and our open-door policy ensures effective communication between school and home.

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Early Years Provision - To be outstanding we need to increase the number of children achieving a Good Level of Development (GLD)

Success Criteria

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

EYFS 1. To identify additional needs early and implement interventions to meet the ELG expectations in the Prime areas of development particularly PSED and C&L.

EYFS 1.1 Whole class Thrive screening to identify gaps in social and emotional wellbeing followed by individual screening of those pupils who are highlighted as an immediate cause for concern and then implementation of individual action plans.

Timely implementation of individual action plans leading to measurable improvements in outcomes.

[POIP 3.1.1 continue to access all additional support for our youngest children, including 2-year olds to achieve maximum progress to Good Levels of Development]

EYFS 1.2 Using the Communication Guide assess Communication and Language skills of those children displaying development which is below that which is typical for their age. Early referral to Speech and Language Inclusion Partnership service to establish plans with timely and specific targets. Set up intervention groups such as Talk Boost.

The number of children reaching the ELG in the Prime Areas is in-line with the local authority average.

(How we will know our actions were effective)

Regular re-screening showing progress against targets.

Lead (Who is responsible)

KP/HL

Timescale (When will it start, be reviewed and finish)

Monitoring & Evaluation (How we will we monitor achievement and success)

By end of Term2

KP to support teachers across the EYFS and monitor Thrive action plans.

Review action plans termly. Set new targets.

KP to monitor class behaviour log termly

End of EYFS On entry assessments with termly reviews through pupil progress meetings End of EYFS

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KP/HL to analyse entry and exit data using Early Years Outcomes statements HL to monitor S&L concerns and track progress across the EYFS. Termly -HL to monitor to ensure the consistent use of Inclusion Plans, TOPS plans and the weekly monitoring sheet.

Cost/Resources (What are the costs involved and resources needed)

All actions to be completed in existing SLT release time (1.5 days per week).

Impact (To be completed after actions have been taken)

FS1 and FS2 classes completed Thrive Screening in Term2/ 3. Individual Action Plans now in place for some children.

Preschool Nursery is working closely with S&L Therapists to identify specific need and target specific interventions.

Current need in FS2 does not warrant Talk Boost intervention and so this has been targeted at Year 1 children.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

EYFS 2. Increase the number of children achieving or exceeding the ELG in Reading [POIP 3.1.1 continue to access all additional support for our youngest children, including 2-year olds to achieve maximum progress to Good Levels of Development]

EYFS 2.1 Differentiated phonics teaching with additional booster phonics groups for low attainers and or those with additional needs. (link to Phonic action plan) EYFS 2.2 Teacher/TA to listen to individual readers at least weekly and more frequently for disadvantaged pupils EYFS 2.3 Termly phonics screening to include Tricky and High Frequency Words.

Success Criteria (How we will know our actions were effective)

Increased confidence and fluency in reading with children accessing a range of strategies to read/decode words.

Lead (Who is responsible)

KP/HL

Timescale (When will it start, be reviewed and finish)

On-going with termly reviews to track progress End of EYFS

Monitoring & Evaluation (How we will we monitor achievement and success)

KP to monitor through pupil progress meeting challenging and hold class teachers to account.

Cost/Resources (What are the costs involved and resources needed)

All actions to be completed in existing SLT release time (1.5 days per week).

SLT drop-ins and teacher observations

Progress in phonics as evidenced in termly assessments and pupil progress meetings.

[POIP 3.1.1 continue to access all additional support for our youngest children, including 2-year olds to achieve maximum progress to Good Levels of Development]

EYFS 3.1 Introduce writing targets into Literacy books. EYFS 3.2 Daily differentiated group work where phonic knowledge is applied in writing activities and clearly identifiable next steps are planned. EYFS 3.3 Daily handwriting practice focussing on letter formation using pen –pals for handwriting. EYFS 3.4 Additional training for TA’s to support early writing

Booster Groups are helping to narrow the gap between boys and girls attainment in Phonics in FS2. Additional TA support has meant that FSM Girls are making better progress in T4.

TLC GB

On-going assessment has helped direct precision teaching and a higher percentage of children are on track be secure in Phase 3/Phase 4 by the end of FS2.

Children catch up with development typical for their age by the end of the Reception Year.

EYFS 2.4 Additional training for TA’s to support early reading.

EYFS 3. Increase the number of children achieving or exceeding the ELG in Writing .

Impact (To be completed after actions have been taken)

TAs working effectively in Guided and Shared Reading and providing wider support for reading. TA’s competent in using ICT to support reading. The number of children achieving the ELG in writing and therefore the GLD will be more in line with the national average. Clear evidence of progress over time in Literacy and Handwriting books.

KP/HL

On-going with termly reviews of progress through pupil progress meetings End of EYFS

Individual pupil tracking Pupil progress meeting Teaching and Learning Committee meetings In house moderation – across Reception classes Cluster moderation

The number of children achieving the ELG in writing and therefore the GLD will be more in line with the national average.

Termly FS meetings SLT Governors TA performance management. Cluster moderation.

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All actions to be completed in existing SLT release time (1.5 days per week).

For children who are secure in 4060 month age band in T4, writing targets are being introduced in Literacy books in T5, which will maximise the number of children reaching or exceeding the ELG for writing. Daily differentiated group work is fully embedded and ensures all children make at least good progress each day. Handwriting in FS2 is better than it has ever been.

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

EYFS 4. To continue to increase the number of children achieving or exceeding the ELG in mathematics. [POIP 3.1.1 continue to access all additional support for our youngest children, including 2-year olds to achieve maximum progress to Good Levels of Development]

EYFS 5. To plan more specific learning opportunities for the outdoor curriculum across the EYFS so that children practice and apply reading, writing and mathematics both inside and outside.

EYFS 4.1Continue to access any CPD opportunities offered by the LA EYFS 4.2Introduce Maths work books to monitor and track progress over time and clearly identify next steps in learning.

Success Criteria (How we will know our actions were effective)

% of children achieving the ELG in mathematics and therefore GLD will be more in line with National average

Lead (Who is responsible)

KP/HL

Timescale (When will it start, be reviewed and finish)

On-going

(How we will we monitor achievement and success)

Individual pupil tracking Pupil progress meeting Teaching and Learning Committee meetings

Cost/Resources (What are the costs involved and resources needed)

All actions to be completed in existing SLT release time (1.5 days per week).

In house moderation – across Reception classes

Clear evidence of progress over time in maths books

Cluster moderation

EYFS 4.3 to facilitate mathematics booster sessions for low attainers and/or those with additional needs EYFS 5.1 Reading, writing and maths opportunities both inside and outside to be part of continuous provision planning.

Monitoring & Evaluation

Book scrutinise and class drop-in’s

Clear evidence in Learning Journals of pupils accessing reading, writing and maths in child initiated learning.

KP/HL

On-going

In house moderation of Learning Journals. Attendance at LA cluster/moderation meetings.

Improved outcomes (particularly for boys) in reading, writing and maths.

Class drop-ins by senior leaders.

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All actions to be completed in existing SLT release time (1.5 days per week).

Impact (To be completed after actions have been taken)

AA was unable to attend Maths CPD due to illness. Maths Workbooks, with clear learning objectives, are enabling FS2 teachers to identify progress and gaps more easily so that teaching can address areas that children find more challenging through precision teaching and booster groups.

Both FS2 classes have been taking advantage of opportunities to use the outside environment to enhance learning.

Self-Evaluation Grade: Good

Spiritual, Moral, Social and Cultural (SMSC) Development

The Collective Worship Leader plans a full and varied calendar of assemblies throughout the academic year that link to the main festivals that are celebrated in multi-cultural Britain. Each term the Headteacher leads assemblies which link directly to the six themes of Social and Emotional Aspects of Learning and these are followed up by class teachers in Circle Time and planned PSHE activities. Assemblies are also used to celebrate achievement and diversity in the school. Sharing Assemblies take place twice termly when children share their learning achievements in front of the school and parent community. A Poetry Assembly has recently been introduced to promote the enjoyment of public reading and the sharing of quality verse; these will take place every term. Children engage with the local community through frequent visits to the local market and City Farm. There are links to the local church, St Michael’s, and children visit the church around the time of significant Christian Festivals. The school has a Community Action in Twerton Team, known as the CAT Team. This has two representatives from each class and they meet twice every term with the Headteacher. The CAT team bring ideas from the classes to improve the school and they also help lead a range of ECO Schools Projects. Currently the CAT team are monitoring how effectively energy is used in the school and are taking turns to spy on each class to check that lights and projectors are switched off when they are not being used.

SMSC - To be outstanding we need to develop the children’s understanding and respect of contrasting cultures and communities.…

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

SMSC 1. To ensure that all children take part in educational visits.

SMSC 1.1 Introduce a

SMSC 2. To create a Forum for Pupil Voice in the school.

SMSC 2.1 Two children from

termly payment system to allow parents and carers to contribute towards the cost of school trips. £24 for the year (£4 each term).

each class are elected to represent their class in the school’s Community Action in Twerton Team (CAT Team).

Success Criteria (How we will know our actions were effective)

Children in all classes take part in a range of school trips; taking advantage of opportunities in the local area and those further afield. Children engaged in the life of the school and contributing ideas to improve it further.

Lead (Who is responsible)

EVC Educational Visit Coordinator

Head

Timescale (When will it start, be reviewed and finish)

Monitoring (How we will we monitor achievement and success)

2015-16 T1 onwards

Positive impact on standards in the curriculum. Evidence of further writing across the curriculum. Greater engagement from children in curriculum activities.

T1 onwards

CAT Team activities are reported to classes and in assemblies. CAT Team updates to the school website.

CAT Team members can talk about their role in improving the school.

Cost/Resources (What are the costs involved and resources needed)

IHT time (12 x 30mins)

Impact (To be completed after actions have been taken)

CAT team elected in Term 1 and very active across the school (recycling bin competition, B.E.S.T. Competition Winners http://www.bathchronicle.co.uk /Pupils-Twerton-Infant-NurserySchool-work-hard/story26267887-detail/story.html

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Success Criteria

Targets

Actions

(What is to be achieved)

(Key tasks necessary to achieve the targets)

SMSC 3. To develop a better understanding of and respect of life in Japan.

SMSC 3.1 Apply for a grant

to the Japan Foundation to employ a Japanese language teacher. SMSC 3.2 Appoint a

language teacher to work across the school.

Lead

(How we will know our actions were effective)

Children and staff start to learn the Japanese language. Children become aware of the diversity in the world.

(Who is responsible)

Curriculum Leader (KP)

Timescale (When will it start, be reviewed and finish)

Apply for grant in Term5

Monitoring

Cost/Resources

(How we will we monitor achievement and success)

SLT reporting to BG

(What are the costs involved and resources needed)

Impact (To be completed after actions have been taken)

Grant available from Japan Foundation.

Set up for teaching Japanese for 2015-16

Children develop a healthy curiosity and respect for other cultures.

Estimated costs suggested within this SDIP:

INSET Days 2014-2015 rd

Wednesday 3 September

Ethos Day Values, mission statement and school aims.

rd

Thursday 23 October 2014

Excellence Teaching and Learning Spencer Cartwright Teamwork Kate Murphy

th

Tuesday 26 May 2015

Report Writing Day Teachers are given a day towards writing their reports, this can be taken in school or at home.

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th

Monday 20 July 2015

st

Tuesday 21 July 2015

Disaggregated: two evening twilights.

Disaggregated: two evening twilights.

Twilight 1: Tuesday 3rd March Curriculum Development

Twilight 3: Tuesday 14th April Curriculum Development

Twilight 2: Tuesday 10th March Fire Safety

Twilight 4: Curriculum Development – T.B.C.

Premises Development plan (PDP) for 2014 - 2017 Year 2014/2015

Targets (What is to be achieved)

Actions (Key tasks necessary to achieve the targets)

Success Criteria

PR 1. Build a new SENCO office in the library.

JK to undertake project in summer holidays prior to September 2014.

SENCO office completed by end of summer holidays and ready for

PR 2. Repair and repaint gates and railings.

Gasarc Engineering to complete over summer.

Main gate looks smart and welcoming.

PR 3. Update School Signage.

Request 3 tenders and appoint contractor to complete work by end of T2.

Clear signs explaining the different entrances and directing people to the reception.

PR 4. Update display boards in classrooms where necessary.

JK to remove and replace display boards that are in poor repair.

PR 5. Energy Efficiency Lighting Upgrade.

Secure Capital Loan from Schools’ Finance. Take part in Local Authority Bulk Buy scheme.

Lead

PR 6. Repair doors to meet UK fire standards.

JK to work through schedule of doors.

Doors meet requirements and provide adequate protection in the event of a fire.

PR 7. Insert gate into railings to make easier access to bottom field.

JK/NF to remove section of railings and insert gate post and gate.

Children able to access back field regularly.

PR 8. Add Fire Exit Signage to meet requirements.

JK to source and fix suitable signs.

All fire exit routes are clearly labelled so that all occupants can quickly and safely exit the buildings.

PR 9. No smoking sign to be fixed to stone wall by main gate.

Design and procure new signage.

Cost/Resources

Impact

(When will it start, be reviewed and finish)

JK

Before September 2014

Done

PMB

Before September 2014

Done

Term 2

Done

PMB

JK

Annual energy savings that will pay back the costs of the installation within 4 years, and then make further savings.

Timescale

(Who is responsible)

GS / WD

(What are the costs involved and resources needed)

(To be completed after actions have been taken)

Term 3 onwards

Spring Half-term Holidays March 2015

£4198. Funded through School Capital Loan over 4 years.

Done

Payback period of 4 years. JK

GS

JK

GS / JK

Fix sign to wall.

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Term 3 onwards

Half-term holiday T3/T4

Done

Term 3 onwards

Term 3

£90

Done

Year 2015/2016

Targets (What is to be achieved)

Actions (Key tasks necessary to achieve the targets)

Success Criteria

Lead (Who is responsible)

Timescale (When will it start, be reviewed and finish)

Cost/Resources (What are the costs involved and resources needed)

Impact (To be completed after actions have been taken)

PR 10. Improve site security by upgrading external doors. PR 11. Improve telephone system. PR 12. Improve décor of the Hall. PR 13. Smarten up and decorate the Workroom

Painted room Easter 2015.

PR 14. Repaint corridors.

PR 15. Add sound dampening to the hall ceiling. PR 16. Install projector in Computer Suite. 2016/2017

PR 17. Redecorate offices PR 18. Replace carpet on stairs and landings.

Estimated costs suggested within this PDP:

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