Atherstone Nursery School & Early Years Teaching Centre Bedworth Heath Nursery School & Early Years Teaching Centre Single Integrated Development Plan September 2015 – July 2016 Bright Start, Bright Future
‘Chances to explore, discover and grow’ Atherstone Nursery School & Early Years Teaching Centre
Bright Start, Bright Future: chances to explore, discover and grow’
• We offer a warm, safe, enabling environment for children and their families where they can learn
and discover
• We support each other and work as a happy, reflective team, sharing best practice and ideas
• We strive for the best outcomes for all children and families in an inclusive environment
• We value parents as partners and work together to provide the opportunity for children to reach
their individual potential
• We embed integrated working with other agencies and each other to support all children and
families
Bedworth Heath Nursery School & Early Years Teaching Centre
Vision
‘ You Make the Difference, Today, Tomorrow, Together’
At Bedworth Heath Nursery School and Early Years Teaching Centre staff, governors and parents
work in partnership with the local community and other stakeholders to create an inclusive
organisation where everyone feels safe, welcome, respected and valued. We strive to create an
environment, which is challenging, stimulating, creative and enjoyable. All participants are
supported and encouraged to achieve their own potential, making the difference in becoming
independent and lifelong learners who are able to make a positive contribution to our society
Aims
• To provide a rich and stimulating environment enabling the unique child to become a
competent learner
• To provide a warm, friendly, welcoming environment where partnerships are built, valued and
understood
• To work together for our local community
The Schools share a single integrated development plan with some common and some shared elements
Priority
1: Achievement: Ensure high quality teaching and effective learning environments lead to pupils making good or outstanding progress relative to their starting
points
All groups will make at least Good progress in relation to their starting points, because the planned continuous provision will focus on skill progression
P1.A
P1.B Vulnerable groups and those with SEN/d will make outstanding progress to narrow the gap
P1.C More able and EAL pupils will make the same progress as their peers because teaching will meet their needs
Priority 2: Curriculum: Develop the quality of teaching and ensure the planned curriculum focuses on skill development alongside knowledge acquisition
P2.A
Emphasis on Creativity and Critical thinking will support pupils ability to plan, choose how to approach a task, solve a problem, persevere, take proportionate risks and reach a
goal, with the impact of extending the more able
P2.B
OFSTED 2014 ANS: Give staff training on the newly acquired equipment for information and communication technology, so that they can use it to maximum effect in promoting
children’s learning.
Explore each area of learning and consider the progression of skills will be planned for and reflected in the enhancements made to provision
P2.C
P2.D Build upon previous video reflection / VERVE training to facilitate staff to improve practice
Priority 3 ANS: Improved facilities support outstanding achievement
P3.A: Develop the outdoor learning environment at Atherstone Nursery School so that it reflects the quality of provision provided inside.
Priority 4: Raising aspiration and working to narrow the attainment gap: Families support their children’s learning with increased confidence
P4 A Work closely with families to encourage their engagement and understanding about how young children learn and develop, building their aspirations for what their child can
achieve
both academically and socially
P4.B – Implement the Achievement for All programme alongside wider strategies /action plans to involve parents in their children’s learning throughout the year
Priority 5 Leadership and Management: To build capacity and develop the work of the federation and EYTC
P5.A Build the capacity of the Early Years Teaching Centre as a route to financial sustainability and to develop quality across the sector, locally and nationally
P5.B
Involve Senior early years educators in the quality monitoring process to develop middle leadership
P5.C - OFSTED 2014 ANS: Build on the good work done by staff who take a lead in particular aspects of the school’s work, by extending their opportunities to share their expertise
colleagues and improve each other’s practice.
with
P5.D: OFSTED 2014 BHN - Increase the excellent work undertaken with partner organisations by:
• Giving staff in the two schools in the federation more opportunities to work together and share expertise, in line with current plans
• Extending, in liaison with the LA, the work done to support other early years providers so that the staff’s high levels of expertise benefit more children beyond this school.
Termly RAG Rating and evaluation of the Single Integrated Development Plan • The Senior Leadership team use a colour‐coded system to document on going progress towards the actions as detailed below. This provides us with a working document to use at strategic meetings and when looking at the development plan with Governors. • One Governor reviews the progress and impact with the Head of Federation and this is fed back to the performance and standards committee • We also complete an impact review at the end of the year Actions completed and evidenced / fully met Action underway and Partially completed on track to be achieved Behind schedule / not achieved Priority 1: Achievement: To ensure that high quality teaching and rich learning environments lead to pupils making good or outstanding progress relative to their starting points Outcome – what will be
achieved?
Links to other priorities:
Actions – what do we need to do to reach the outcomes – who will lead this? when
will it be completed by
Resources - what do we
need to be successful
Evidence Base / Monitoring
P1.A All groups will
make at least Good
progress in relation to
their starting points,
because the planned
continuous provision will
focus on skill
progression
P1.B Vulnerable groups
and those with SEN/d
will make outstanding
progress to narrow the
gap
Review the continuous provision at each site across the year identifying the skills
progression and resource base to enhance the provision.
Draw this up into a long-term skills progression plan for both schools. Led by SLT &
QTS – agenda item at staff meetings and staff briefings
Mtg Time, ABC materials
- £35 a school
Governor P+S committee to monitor progress
and report to full Governors
SEYE backfill to Release
X1 day a term over 3
terms for QTS to work on
ideas - £180 ANS £180
BHN
Long term skills progression plan completed
for July 2016
£2,700
Governor P+S committee to monitor progress
and report to full Governors
Maintain progress meetings with SEYE’s SLT December and April
Implement Achievement for All to a greater extent with pupils with SEN/d and the top
10% of those identified as vulnerable – complete impact report termly SH Lead –
year round project x 3 impact reports
PP statement placed on both websites - SK AU term
£1,5000 offset by pupil
premium funding – split
time across both schools
Research Education, Endowment fund tool kit to look for best practise SLT
Utilise AFA ‘bubble’ for wider research and support QTS / SEYE’s
Research Education Endowment fund bidding process AK / SK / SH September 15
AK to share practice & outcomes from secondment with both teams AK – on going
Consider if our approaches to planning are supportive of these groups? CPD led by
RG January 2016
SEYE’s & QTS at both schools to identify ‘more able’ children & EAL children &
complete a group IEP for their development by October half term 2015 - updated
termly & used at progress mtgs
P1.C More able and
EAL pupils will make the
same progress than
their peers because
SLT & QTS to complete research in these areas and share best practice / CPD with
teaching will meet their the teams: Spring term 2016 focus
needs
Audit the environment for both MA and EaL QTS by the end of the Autumn term
2015 and revisit in the summer term. SLT / QTS monitoring to include interval
tracking of a child in each group at each school October and December, February,
April & June – set up rota by 30/9/15
Next Steps / New
Priorities Arising
Previously paid for
PPA Time / lower
numbers in AU term so
rota for release can be put
in place so IEP’s can be
written
Progress meetings lead to P1.A achievement
– seen in data reports / minutes of meetings
Termly impact reports / AfA coach reports
Data reports
Staff training plans evidence research &
impact
Successful bid facilitates wider work with
vulnerable groups
Staff briefing minutes evidence outcomes of
LIO research
Governor P+S committee to monitor progress
and report to full Governors
SLT interval tracking / progress meetings
and monitoring diary
Group IEP’s and group progress data
Training plans and planned CPD
Priority 2: Curriculum: Develop the quality of teaching and ensure the planned curriculum focuses on skill development alongside knowledge acquisition
Outcome – what will be achieved?
Actions – what do we need to do to reach the outcomes – who will lead this? Resources - what do we need Evidence Base / Monitoring
When will it be completed by
to be successful
Links to other priorities
P2.A Emphasis on Creativity and
Critical thinking will support pupils
ability to plan, choose how to approach
a task, solve a problem, persevere,
take proportionate risks and reach a
goal, with the impact of extending the
more able
•
Audit resources at both Schools and identify specific resources
which can support this characteristic of learning – SEYE’s –
February 2015
•
ALL staff to contribute to an ideas bank, generated through
research around this characteristic – Key questions to be
considered and reported on working in small groups are: (Mar –
July 2015)
•
How well do we support children of all ages to follow their own
ideas?
•
How do we observe each child to see which things, places or
experiences particularly fascinate them?
•
How could we extend the range of resources to stimulate children’s
creative thinking and expression & stimulate curiosity and creativity?
•
Do we look hard enough for opportunities to support creative
thinking across all areas of learning and development in the EYFS?
•
Is planning flexible enough to give Ch time to explore their own
ideas?
•
Do we capitalise on the learning opportunities inherent in exploring
with children why some ideas ‘don’t work’, or are we always looking
for the ‘right answer’
BHN
P2.B OFSTED 2014 ANS: Give staff
training on the newly acquired
equipment for information and
communication technology, so that
Link use of ICT to daily routines – such as BBC weather app / tallying snack
bar access.
• Ipads to be used to support learning, i.e. making a google search to find
out more information or taking photographs to support a learning
experience. Staff training opportunity to explore this further.
After school one evening
£0
Through SLT and governor
monitoring
they can use it to maximum effect in
promoting children’s learning.
•
•
P2.C + P1.A Explore each area of
learning and consider the progression
of skills will be planned for and
reflected in the enhancements made to
provision
Review the continuous provision at each site across the year identifying
the skills progression and resource base to enhance the provision.
Mtg Time, ABC materials £35 a school
Draw this up into a long-term skills progression plan for both schools.
SEYE backfill to Release X1
day a term over 3 terms for
QTS to work on ideas - £180
ANS £180 BHN
ICT resources to support continuous provision to be identified on planning.
Skills progression in ICT to be identified and planned for over 3/4/5 terms.
(link to P2.c)
•
•
•
Learning outcomes statements to be used as a starting point for
identifying skills progression.
Skills progression teaching to be identified in short term planning.
Observation of skills being utilised independently to be evidenced
through observation and included in learning journals as appropriate.
Led by SLT & QTS – agenda item at staff meetings and staff
briefings
P2.D Build upon previous video
reflection / VERVE training to facilitate
staff to improve practice, evidenced in
monitoring which shows sustained
outstanding practice.
Explore wider ways audit the quality of
practitioner interaction
Next Steps / New Priorities Arising
ANS staff to access VERVE training September 2015 - led by SaLT
team
Access training for SEYES, SLT and QTS related to the new SSTEW
Scales October 2015 - SLT AU training then implementation SP &
SU January - April 2016 – Use SSTEW Scales and video reflection
within a team approach to consider which type of interactions lead to
higher level learning
Staff training one evening after
school £0
Time to share with staff and
monitor implementation
Time
£500 for training - up to £700
across both schools to pay
staff to attend or give TOIL
Time
Governor P+S committee
to monitor progress and
report to full Governors
SLT monitoring of continuous
provision, adult led teaching
time and planning.
Long term skills
progression plan
completed for July 2016
Progress meetings lead to
P1.A achievement – seen
in data reports / minutes of
meetings
SLT Monitoring outcomes
Pupil Data
SSTEW audit outcomes
and impact of actions
taken – documented in HT
report to Governors and
SIDP reviews.
Priority 3 ANS: Improved facilities support outstanding achievement
Outcome – what will be achieved ?
Actions – what do we need to do to reach the outcomes – who will lead this Resources - what do we need to be Evidence Base /
? When will it be completed by
successful
Monitoring
Links to other priorities
P3.A: Develop the outdoor learning
environment at ANS so that it reflects
the quality of provision provided inside.
•
•
•
•
•
•
•
Audit current resources and layout of enabling environment.
SK to lead, session after school. Sept 15
Staff to contribute ideas for development of areas within the
outdoor environment – ideas to be utilised through the development
of the outdoor area. SK to facilitate with staff team. Sept 15
Good practice visits to be arranged to Outstanding outdoor areas.
Safety surface to be re-laid – design to be altered to incorporate
removal of large slide structure and replaced with a hill . KB to
facilitate with Danny . Oct 15
Storage to be ordered – wooden storage for building blocks and a
shed for grab and go resources and bikes etc. Sept 15
Pond area to be restored to its original state SLT. March 2016
Areas of learning to be clearly defined, well resources and
opportunities for extension and challenge to be included SK/PB.
Ongoing
Staff team to audit
SLT and governor
monitoring
Ideas to be incorporated into plan
Observations in learning
journals
Shed and storage to be ordered
Pond cleaning company to be
identified and quotes sourced.
Resources list to be identified.
Priority 4: Raising aspiration and working to narrow the attainment gap: Families support their children’s learning with increased confidence
Outcome – what will be achieved ?
Actions – what do we need to do to reach the outcomes – who will lead this ? Resources - what do we Evidence Base / Monitoring
When will it be completed by
need to be successful
Links to other priorities
How do we measure and document the outcomes of this ?
Formalise parental engagement strategy across both schools – SH/QTS
Provide parents with accessible information re EYFS through information,
displays and provide workshops relating to learning journals, homework, and
ending libraries, sharing success through certificates, display and
newsletter/Facebook page. SH to coordinate ALL STAFF to facilitate
Organise journaling opportunities for parents within nursery sessions/open
sessions. – QTS/SEYE
Develop PICL questionnaire (parental involvement in children’s learning) to
measure confidence, understanding and support. - SH/QTS/SEYE
Initiate parental engagement tracker (PET) to monitor levels of engagement
and actions taken to improve, identifying vulnerable families. – SH to set
up/coordinate, staff to collect information in line with activity
P4.B – Implement the Achievement for Staff to receive training from AfA coach – AUT & SPR term
P4 A Work closely with families to
encourage their engagement and
understanding about how young
children learn and develop, building
their aspirations for what their child can
achieve both academically and socially
All programme alongside wider
strategies /action plans to involve
parents in their children’s learning
throughout the year
Facilitate extended conversations with families identified
Provide access to specific AfA home learning resources
Time
Time
Strategy in place/
Parental feedback/Workshop
attendance/Facebook/PET
Planning time
Parental attendance/monitoring of
LJ’s and PET/PICL anlaysis
PICL
Time/parent
consultations withn PPA
Time
Training costed in AfA
fee
Possible additional staff
cover – 7 hours per term
£250
Already purchased
Attendance data/PET/assessment
data
Priority 5 Leadership and Management: To build capacity and develop the work of the federation and EYTC
Outcome – what will be Actions – what do we need to do to reach the outcomes – who will lead this ? When Resources - what
will it be completed by
do we need to be
achieved ?
successful
Links to other priorities
P5.A. Build the capacity of
Deliver programme of courses through WEAVE each term with the aim of generating
Make best use of
the Early Years Teaching
£3,000 towards Library costs SLT Ongoing
available capacity
Centre as a route to
to enable courses
Generate
£3,000
through
library
rental
to
LA
Advisory
Team
AK
financial sustainability and
to be planned and
to develop quality across
delivered
AK LIO work to generate £18,000 – research and training with 15 schools with
the sector, locally and
identified early years gap issues 0.2 fte AK Ongoing
nationally
Bid for 0-5 strategy group money to develop sector wide work on Narrowing the Gap
Time
SLT Oct – November 2015
Organisation and practice
exceeds minimum EYFS
welfare requirements and
builds on previously
outstanding performance
P5.B Involve Senior early
years educators in the
quality monitoring process
to develop middle
Deliver Pen Green Being 2 - year three strategy to develop PVI sector and parental
knowledge about SEN/d pathways and the local offer – reporting directly to the DfE –
secure £5,000 income to school to cover release costs of HT AK / DJ / CW
September to April 2015
Implement work plans to support delivery of broad range of functions across two sites
and offer further clarity to staff about their role, its link to strategic development and
what the core expectations are. SLT September 2015
Time
Reshape performance management targets to ensure they are more directly related to
performance against job descriptions SLT September 2015
Time
Governors to monitor SCR half termly Governors – 6 visits
Time
Time
BHN: Develop monitoring rota with SEYE’s for the learning environment and displays,
consider how all staff can contribute to this. Autumn 2015. MM / BC Build on this at
group supervision so that reflection, action and improvement become documented by
the team as well as by the SLT
Evidence Base / Monitoring
Finance reports / Resources
committee can show how Library
costs are supported
Strategies from LIO work are
evidenced to be implemented at
both Schools – HT report to
Governors, Staff briefing minutes
Quarterly reports to the DfE
Time / LA staff
Time
SLT and Governor Monitoring
SEYE monitoring and ITERS /
ECERS audits
Safeguarding Governor
Governor P+S committee monitor
progress and report to full
Governors
HT report to evidence the
leadership
ANS: Spring term 2016: SLT / QTS complete peer monitoring with all staff – perhaps
utilise Governors if capacity is an issue, so that they begin to enter dialogue with SLT
with regard to how quality improvement is generated at SEYE / practitioner level as
well as via SLT and Governors
P5.C - OFSTED 2014 ANS: Ask practitioners in both teams to identify what they perceive to be their particular
strengths.
Build on the good work
done by staff who take a
• Determine with them three approaches to disseminating and sharing practice>
lead in particular aspects of
Internally, across the federation and across the locality.
the school’s work, by
• How will the impact of the shared practice be measured?
extending their opportunities
• What do they perceive to be the barriers?
to share their expertise with
• How will they surmount these? Spring term 2016: March SLT / QTS to lead
colleagues and improve
each other’s practice.
OFSTED 2014 BHN Increase the excellent work
undertaken with partner
organisations by:
• Giving staff in the two
schools in the
federation more
opportunities to work
together and share
expertise, in line with
current plans
Continue to support the Schools Direct Process and develop this to include placement
at ANS
Offer bespoke training, support and consultancy
Organise and deliver a Bedworth Consortium Early years Conference for 90 early
years practitioners 2.11.15
Contribute to the development of the ILS
P5.D: Extending, in liaison
with the LA, the work done
to support other early years
providers so that the staff’s
high levels of expertise
benefit more children
beyond this school.
1. Work with the LA to develop and implement an early years quality improvement
board
2. Leadership mentoring process
3. Setting to setting support processes
4. Warwickshire quality accreditation
5. SFF review
6. Narrowing the gap action research project
7. Development of an Early Years Information Hub
8. SEN/d pathways in the Bedworth Locality AK / SLT / Governors
X 7 staff for 1 hr 30
x 3 days SLT /
Governor time £650
Questionnaire,
leading to full team
discussion planned into
briefing time.
outcomes of this approach
PM / reviews and Training plans to
act as the practitioners views of
this process
End of year questionnaire to all
staff and any locality settings
supported to gauge the impact of
sharing good practice, internally,
across the federation and across
the locality
On going – Various staff
Time / capacity
release costs for
SLT and
determining who
can support the
school
Completion of the actions:
1,2,3,4,5,7
Impact reports for items 6 and 8
Governors can only monitor the
impact on the schools and the
success of the schools in
influencing and improving support
across the locality – the SLT can
not make it happen on its own