Little Snoring Primary School SIDP 2013-14
Overall success criteria:
Attainment: By Feb and Jul 2014, all pupils are making appropriate improvement towards the targets set for them.
Achievement: By Feb 2014 90% of children are making expected progress and 70% are making good progress.
By July 2014, 100% of children are making expected progress and 80% are making good or better progress.
Teaching: By Feb 2014, 100% of teaching is at least satisfactory and 75% is good or better. By July 2014, 100% of teaching is satisfactory and
90% is good or better.
1. Ensure all teaching is at least good to improve pupils’ progress by:Issue
(a)
Ensuring
all staff
make
effective
use of
assessmen
t
information
to:
-plan
appropriate
ly
challenging
lessons,
particularly
for H.A
pupils so
that all
pupils
reach the
standards
they are
capable of
-adjust
work
during
lessons to
ensure that
Success criteria
Strategies & Tasks
Teachers know
national
expectations for
children in their
class and where
individual pupils
are in relation to
these
Teachers to use Pupil Asset to
monitor pupil attainment and
progress against end of year
target July 14
Whole school standardisation
meetings held mid- half term
and moderation meetings at
the end of half term
Teachers clear
about the
learning children
will have
achieved by the
end of the
lesson and how
to pace the
lesson to ensure
this is achieved
Activities are
clearly
differentiated
and set at an
appropriately
challenging level
for all pupils,
especially the
more-able
Teachers and TAs held to
account for the progress of
pupils in their class and group
APP grids and
sub levelled
targets
Every child given clear targets
for writing, reading & maths by
teachers
Training for T
& TAs re
expectations
Planning supported by SL to
improve teachers’ subject
knowledge and ensure a clear
understanding of appropriate
activities that are well matched
to the full range of pupils’
abilities
Visits to other
schools
Assessment for
learning used in
Use of TAs to ensure all
children are supported but
encouraged to struggle to
reach challenging
expectations
INSET &
Resources
Pupil Asset
Training
Class teacher
Assessment
files &
standardisatio
n materials
provided
Head
teacher/coordinator
Cover for
teacher pairs
to visit other
schools/work
with coordinators/atte
nd training
Cover PPM
with HT
Responsibility
Budget
4xdays
supply
5xdays
supply
Monitoring
Evaluation
Planning
Displays
Book scrutiny
monitoring by
HT/SL
Lesson obs by
HT/SL/
external
professionals
HT to
evaluate
success
criteria
against
outcomes &
act
decisively &
immediately
to address
individual
concerns
HT to report to
Govs on
lesson
observations
each term
Learning
walks by
HT/Governors
to report
progress of
pupils/groups
towards
targets to
Learning and
Achievement
Committee
each term
Co-ordinators
provide report
Impact
learning is
appropriate
ly paced
and
challenging
every lesson to
check progress
throughout
lesson and
adjust work as
appropriate
Termly APVA to
show good
progress
APS for end of
year to be at
least in line with
national
expectations
•
Y3 - 18
•
Y4 - 22
•
Y5 - 25
•
Y6 - 28
In pairs teachers visit other
schools to see outstanding
practice
Observe/team teach/plan with
good teachers in school
Pupil Progress Meetings
[PPM] held each half term.
Pupils at risk of falling behind
identified and actions taken to
accelerate their progress.
Teachers CPD needs
identified and addressed
to HT on
progress
made by year
groups and
groups.
Formal
analysis each
half term
based on
assessments
2. Raising achievement in English and particularly in mathematics by:Issue
Success
criteria
Strategies & Tasks
(a)
Ensuring
that
marking,
particularly
in maths,
always
helps
pupils to
improve
their work
All pupils books
are marked in
line with whole
school policy
which is
consistently
applied across
the school
(b) Giving
pupils
more
opportuniti
es to
explore
and find
out things
for
themselves
Marking is
developmental
telling pupils
how well they
have done, how
they can
improve their
work and/or
what their next
steps in learning
are.
Pupils respond
to comments
and improve
their work
Evidence of
open-ended
activities and
challenges in
mathematics
planning and
pupils’ work.
Children make
links in their
learning
because of
appropriate
questioning by
teachers
Teachers
incorporate
INSET &
Resources
Responsibility
Budget
Monitoring
Evaluation
Staff training in marking policy
of the school
Time built into the day for
pupils to respond to marking
Book scrutiny by whole staff
(groups of books ie maths
HAP chn) once a term
Subject Coordinator book
scrutiny once a term [subject
and topic]
Staff meeting
All teaching staff
2 x days
cover –
Coordinator
time
Book scrutiny
each half term
If any
teacher is
not following
the school
marking
policy they
will be
spoken to by
the HT. If
this does not
improve
then the HT
will take
actions
following the
school’s
staff
capability
procedures
Opportunities to share good
practice regular SMt agenda
item
Training on questioning –
System Leader – Teaching
School
Paired observations of
teachers from other schools
Training led by numeracy
coordinator
Training on thinking skills and
independent learning
strategies to support enquiry
based learning
Staff training and support in
class including modelling
Staff meeting
Learning
walks
Lesson
observations
All teaching staff
Inset
training
session
with
teaching
school £?
Lesson
observations
Planning with
key questions
Learning
walks
Take action
if
observations
, planning &
learning
walks
suggests
that success
criteria are
not going to
be met
Impact
(c)
Enabling
pupils to
practise
and refine
their
mathemati
cal skills in
different
subject
areas
opportunities for
enquiry, drama,
independent
research and
presentation of
findings in topic
work in order to
apply English
and
mathematics
skills
Teachers
incorporate
opportunities for
enquiry, drama,
independent
research and
presentation of
findings in topic
work in order to
apply
mathematical
skills
Evidence in
planning of
maths across
the curriculum
Pupils’ apply
mathematical
skills and
knowledge
across the
curriculum
80% children
make good
progress in
maths from start
of KS.
Newly appointed coordinator[MAST teacher]to
support staff and lead inset on
planning
Teachers to identify and
create opportunitites for pupils
to use mathematics across the
curriculum, particularly in topic
work.
Use of maths contexts in
planning
Staff meeting
LN/JJ
Planning
meetings
LD
Timetable
LN
Planning –
collected each
week
Book scrutinyhalf termly
Learning
walks/displays
Take action
if planning,
book
scrutiny &
learning
walks
suggests
that success
criteria are
not going to
be met
Little Snoring Primary
School Improvement and Development Plan 2013/2014
Target 3: Behaviour and Safety – For children to feel safe, be happy and healthy - Parents, staff and pupils are unreservedly positive about
both behaviour and safety. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work.
Monitored by Premises and Community Committee
Objectives
Actions
Who
Start - End
Attendance
Monitor each half term individuals attendance
Speak to parents when childs attendance
reaches 95%
Letter to parents and alert Attendance Officer
[AO] when attendance reaches 90%
Continue with children’s incentives [half termly
attendance certificates] and regular item on
newsletter
No holidays to be authorised.
HT/ School
Administrator
/AO/
Parent Support
Adviser
[PSA]
Sept 13
ongoing
Ensure broad and balanced curriculum
through monitoring of medium and long term
plan.
Plan for a range of learning styles and include
individual, group and whole class learning
opportunities.
Develop staffs creative teaching repertoire –
independent learning and thinking skills
Staff to attend training on the new curriculum
Core subject leaders to attend termly network
meetings to keep abreast of updates.
SL to be aware of changes to the programmes
of study for their subject areas
SL
[Aut 13]
Review behaviour policy, including rewards
and sanctions.
Regular timetabled PSHE sessions in each
class
Regular class council/school council meetings
All staff
[Sept 13]
To maintain or improve
attendance to achieve
target of 95%
Resources
Inset
Cost/
Budget
Success Criteria
Monitoring/Evaluation
.
Attendance target for
2013/14 achieved
[95%]
Attendance figure shared at each
Full Governing Body meeting and
Learning and Assessment Meeting
Improvement in
individual attendance
Improvement in
progress of children
who identified
previously as poor
attenders
Behaviour
The school’s curriculum
promotes and sustains
a thirst for knowledge
and a love of learning.
It covers a wide range
of subjects and
provides opportunities
for academic, technical
and sporting
excellence.
It has a very positive
impact on all pupils’
behaviour and safety,
and contributes very
well to pupils’ academic
achievement, their
physical wellbeing, and
their spiritual, moral,
social and cultural
development.
Pupils are positive about
behaviour and safety.
Highly consistent
Network
meetings
[£1,350]
£500
additional
training
£500 supply
cover
HT primary
curric dev
meetings - £95
Behaviour
Books
E-safety
posters
Govs to monitor impact of training
by meeting with SL and
receiving regular information
with regard to inset
Govs to visit lessons and talk to
pupils about their attitude to
learning
School is
ready to
implement
the new
curriculum
in Sept 14
Pupil and
parent
questionn
aire
evidence,
increase
in number
of pupils
who enjoy
school,
learn well,
have
opportunit
y to make
their own
choices.
Supply
cover
Improved behaviour in
and out of lessons
-fewer incidence
recorded in Behaviour
Book.
Governors to visit school during
lessons, play and lunch times to
carry out observations.
Governors to interview/speak
behaviour management in
place.
Pupils understand what
constitutes unsafe
situations and know how
to keep themselves and
others safe.
Pupils are aware of
different forms of bullying,
including cyber bullying
and prejudice based
bullying, and actively try to
prevent it from occurring.
Be Healthy
Pupils understand how to
be healthy and are able to
make independent
choices.
Pupil’s voice is listened to.
To improve levels of pupil
fitness and activity.
displayed in
school
with behaviour as agenda item
Consistent roles for Playground Pals/Team
Captains/Table Leaders supported by adults
Termly e-safety sessions –recalling rules
which displayed
SEAL focus in assembly
Behaviour book used consistently by all staff
and monitored by HT
Consistent communication between school
and parents
Yr 6 to attend Crucial Crew session
Develop peer mentoring and use of restorative
approaches – visit St Eds/ Eastgate school
Discussion with children about where they do
not feel safe in school
Displays /posters relating to good behaviour
Anti-Bullying week held in Nov 14
Pupils, Staff and Governors to review antibullying leaflet/policy.
Regular school and class council meetings
Regular planned SEAL/PSHE sessions
Improve availability of water during lessons
and breaks – water bottles available in classes
and new water fountain installed in
playground.
Inset training
[Jan 14]
Increase in positive
responses in parent
and pupil questionnaire
All staff, pupils
and parents
Sept 13
Sept 13
Staff to visit Langham Primary
Oct 13
Fruit snacks only – with fruit provided by
school
Increase availability of sport’s/fitness clubs and
opportunities for competitions
Sept 13
School Council, Governor to carry out Healthy
School Review
Spring 14
PE funding used to purchase outdoor gym
equipment to increase physical activity at
break and lunch times
Governors to visit school during
lessons, play and lunch times to
carry out observations.
Governors to interview/speak
informally to pupils.
Look to change hot meal provider based on
parental comments, pupil responses and staff
observations.
Children and staff to have meal at APHS
informally to pupils.
Increase in positive
response to this area
in pupil questionnaire
PE funding £8,000
Number of obese
pupils reduced in
school nurse Yr R-6
weights and measures
survey.
Increased attendance
at sports clubs – all
groups represented in
these activities.
Governors to visit school and have a
school lunch. Sit with and informally
speak to children/parents.
Governors to attend afterschool club
or a sporting competition.
Governors to monitor
break/lunchtime to assess impact of
equipment.
To review safeguarding
procedures to ensure they
meet statutory
requirements
Safeguarding audit to be completed
Safeguarding Governor to receive training
Staff to attend Group A training[Sept 13]
Lanyards and visitors badges to be purchased
Staff to be accessible and ready to listen to
children [Sept 13]
Review safeguarding policy
HT/
Safeguarding
Gov/ All staff
Sept 13 ongoing
Safeguarding
Training
[Inset Sept
13]
Governor
training [Jan
14]
Lead
Professional
training [Oct
13]
Update staff
handbook
[Sept 13]
Children in the school
feel safe and secure as
evidenced in pupil
questionnaire and
parent questionnaire
Safeguarding in the
school is appropriate
Premises and community committee
to review audit
Little Snoring Primary
School Improvement and Development Plan 2013/2014
Target 4: Leadership and Management – Excellence in all of the school’s activities is demonstrated by an uncompromising and highly
successful drive to strongly improve, or maintain, the highest levels of achievement and personal development for all pupils over a sustained period of
time.
Monitored by Learning and Achievement / Resources Committee
Actions
Who
Start –
End
Governors stringently hold
senior leaders to account
for all aspects of the
school’s performance.
Governors committees have identified role
for monitoring targets in SIDP
Autumn 13
and ongoing
Leaders focus relentlessly
on improving teaching and
learning and provide
focused professional
development for all staff.
This is underpinned by
searching performance
management that
encourages, challenges
and supports teachers’
improvement. As a result,
teaching is improving.
Review of Pay and Performance
Management policies
Regular information with regard to staff
training, monitoring and performance
management
Staff and governors provided with a copy
of the Teacher Standards
Subject leadership to be developed to
include work scrutiny, lesson drop-ins and
discussion with pupils
SL understand their role and have action
plans in place to improve provision and
attainment in their subject areas
SL of core subjects monitor and evaluate
the progress of all children in core subjects
termly.
Subject leaders have action plans which
show an awareness of standards and
areas for development
[See also Target 2]
HT/all
teaching staff/
Govs
[Sept 13 –
ongoing]
Up date website information
Train all staff on editing and updating
website
Ensure relevant links are included to
support home learning
Autumn 2013
Website includes statutory information and
policies
Autumn 13
Parents and prospective parents have free
access to information
Objectives
To ensure the school policies
and school website meet the
statutory requirements
Resources
Inset
Cost/ Budget
Success Criteria
Monitoring/Evaluation
Governors feel confident in their ability to
fulfil their role and answer questions with
regard to the school
Governors self-review
Governors visit school regularly
and speak formally and
informally to staff, pupils and
parents
Governors receive appropriate training and
information to enable them to carry out
their role effectively
Sept 13
Pay and Performance Management
policies meet requirements
Teaching has improved to 90% being
good by July 14
SLs have a positive impact on teaching
practice and children’s learning. 90% of
pupils making good progress in core
subjects by July 14
Aut 13 0ngoing
HT to monitor provision and carry
out scrutiny of pupils' work in all
subjects. Linked to individual SL
action plans.
Governors receive information on
% of pupils achieving expected
levels of attainment
Governors meet with SL
½ day cover
per person per
half term
Gov to monitor termly
Objectives
The school’s curriculum
promotes and sustains a
thirst for knowledge and a
love of learning. It covers a
wide range of subjects and
provides opportunities for
academic, technical and
sporting excellence.
It has a very positive
impact on all pupils’
behaviour and safety, and
contributes very well to
pupils’ academic
achievement, their physical
wellbeing, and their
spiritual, moral, social and
cultural development.
Highly successful strategies
are in place for engaging
with parents to the benefit
of pupils.
Parents know who the school
Governors are and their role
within the school community
Actions
Who
Start –
End
Resources/Ins
et
Cost/ Budget
Success Criteria
Monitoring/Evaluation
Ensure broad and balanced curriculum
through monitoring of medium and long
term plan.
Plan for a range of learning styles and
include individual, group and whole class
learning opportunities.
Develop staffs creative teaching repertoire
– independent learning and thinking skills
Staff to attend training on the new
curriculum
Core subject leaders to attend termly
network meetings to keep abreast of
updates.
SL to be aware of changes to the
programmes of study for their subject
areas
SL
[Aut 13]
Network
meetings
[£1,350]
School is ready to implement the new
curriculum in Sept 14
Govs to monitor impact of
training by meeting with SL and
receiving regular information with
regard to inset
A parent forum held each term with HT
Parent views collected and considered
Governors surgeries held each term – to
coincide with a parent event
Parents meetings to be non-threatening
Reading/Maths cafes
Encourage parent volunteers to support in
school and at clubs
Increase number of opportunities for
parents to see homework/class
assemblies
Governor notice board in reception area
with photographs of Governors
Autumn 13
Spring 14
Summer
14
Governor feature each half term in
newsletter
Governors to attend school events;
parents evening, activity days, school trips
£500
additional
training
Pupil and parent questionnaire evidence,
increase in number of pupils who enjoy
school, learn well, have opportunity to
make their own choices.
Govs to visit lessons and talk to
pupils about their attitude to
learning
£500 supply
cover
Parents understand and help formulate the
vision and strategic direction of the school
Learning effectively reinforced at home
Attendance at Meetings
monitored to see if effective use
of time
Parental Questionnaire
Children have improved progress and
attainment levels
Autumn 13
And ongoing
Parents understand the role of Govs –
improved response on parent
questionnaire.
Gov monitor annually