SCHOOL IMPROVEMENT PLAN
Amberley C.E. First School
November 2014
The aim of the plan is to ensure that the school is judged to be at least good in all areas by summer 2015
The key areas for improvement (AfI) are :
1.
2.
3
4.
Leadership & Management – to ensure that there is dispersed leadership and accountability throughout the school
Teaching – to ensure that all teaching is good or better
Attainment – to ensure that children are making progress and attainment at least in line with national
Writing – to ensure that children at Amberley develop a love of writing and are making progress and attainment as above
1
Area for
Leadership and management
Improvement
AfI 1
Success criteria (What do we want to achieve?)
To ensure that there is dispersed leadership and accountability throughout the school
Actions
1.1
Establish middle management responsibilities and
ensure that all middle and senior leaders are effective
in their contribution towards whole school
improvement
1.2
Review governors roles and responsibilities, carry out a skills
audit, follow up with training to ensure governors carry out
an effective leadership role within the school
1.3
Recruit a clerk to governors
1.4
Establish regular weekly leadership meetings with the Chair
of Governors
1.5
Establish clarity of role for Senior Teachers and establish
regular leadership meetings
1.6
Share detail of the SIP through a RAP [Raising Attainment
Timescale
Who will lead this
work
How will the
school evaluate
this work
(who , when ,
how)
On-going to Sept
2015
JG
Autumn and
spring terms
JG, Chair of GB
Autumn term
Chair of GB
Governance Team
support
Autumn term –
first half
JG
Chair of Govs
Weekly diary slot
Autumn term
JG/SC/SW
Work delegated
carried out to
required standard
Chair of Govs
Half termly meeting
Spring term
JG and SLT
Staff feedback
JG
Revised RAP for
Action plans for all
curricular subjects
Staff Inset to
provide training on
Curricular
leadership roles and
two write action
plans
Planning scrutiny
Work scrutiny
Lesson
observations
Learning / subject
walks
Performance
reviews
GB minutes
Governor presence
in school
Who will
monitor(who,
when , how)
What resources
will be needed?
Governing Body
Locality Adviser
Leadership time –
budget check
JG
Locality Adviser
Governors training
programme
2
Plan] showing weekly actions, responsibilities and progress
1.7
Accurate SEF [Self-evaluation form] written showing
evidence against all areas
Progress identified
and traffic lighted
on SIP and RAP
On-going.
Initially to be
completed by JG
with the support
of JS and RC
JG / JS / RC
JG and LA advisers
to complete using
the New OfSTED
framework u
Amberley
Locality Adviser
3
Area for
Improvement
Teaching
AfI 2
Success criteria (What do we want to achieve)
To ensure that all teaching is good or better
Actions
2.1
Ensure teaching across the school is at least good with quality
First teaching in evidence in all lesson observations
Higher order questioning
High expectations
Each class teacher to have a minimum of 1 formal
observation every term
Regular learning walks, using agreed criteria
Establish/agree criteria for on learning environments
2.2
Improve feedback and marking, so that is timely and provides
clearly identified next steps for learning
Ensure children have time to respond to feedback
Staff meeting to review the school’s marking and feedback
policy;
Purchase of stamps to ensure quality AfL feedback is given;
Work scrutiny;
Ensure all staff are using LI labels in books and are
highlighting accordingly;
Ensure teachers planning has adequate time for children to
respond to marking and feedback
-
Timescale
Who will lead
this work?
How will the
school evaluate
this work
(who , when ,
how)
Who will
monitor(who,
when , how)
Each class teacher
to have a minimum
of 1 formal
observation every
term
JG
JG to carry out
observations and
feedback.
JG
All staff to have
been observed in
first half of Autumn
term and to have
received feedback
with clear areas of
improvement
defined.
Observations focus
–writing.
All staff to have
been observed in
the first half of the
Spring term –
Observation Focus:
maths
1.Staff meeting to
review the school’s
marking and
feedback policy;
2. Purchase of
stamps to ensure
quality AfL
feedback is given;
3. Work scrutiny;
4. Ensure all staff
are using LI labels
in maths and
writing books and
are highlighting
accordingly;
5. Ensure teachers
planning has
adequate time for
children to respond
JG and curricular
leaders
1.
2.
JG
JG
What resources
will be needed?
AfLstamps
JG
3 & 4 Curricular
Leaders
5. Class teachers
4
to marking and
feedback
2.3
Learning environments
Write clear guidance for each teacher on quality learning
environments
Developing the use of working walls
Ensure children can easily access resources to support their
own learning eg spelling / writing prompts/frames
Establish reading/writing/role play areas within each
classroom
Conduct a learning walk around the school and audit the
learning environments;
Introduce the working walls theme at a staff meeting
Conduct a learning
walk around the
school and audit
the learning
environments;
JG and GB
Introduce the
working walls
theme at a staff
meeting
Curricular leaders
Visit other STARS schools to observe learning environments
Class Teachers
2.4
Ensure greater opportunities to use talk for learning, eg
through Learning Buddies, Talk partners etc
On-going in class
practice
Written report to
the GB
JG and curricular
leaders
Report shared with
staff at staff
meeting – Dec
2014
Feedback given at
staff meetings and
good practice
reflected in
classrooms
JG and curricular
leaders
Possible purchases
of classroom
resources ie
number grids,
grammar posters
etc
Organise visits
when Head is at
school to avoid
cover costs
A partial focus
during lesson
observations.
JG
Are talk partners
and Learning
Buddies apparent
in teachers’
planning?
JG and curricular
leaders
5
Area for
Attainment & progress
Improvement
AfI 3
Success criteria(What do we want to achieve)
To ensure that children are making progress and attainment at least in line with national
Actions
3.1
Monitoring pupil progress through timely and
consistent use of pupil progress data;
Teachers responsible for ensuring accurate assessment
data entered onto Progress Catcher half termly &
ready for Pupil Progress meetings
Analysis of data with identified barriers to learning and
interventions/support, x % of pupils making expected
/ good progress
3.2
Pupil progress meetings
3.3
Teachers reporting to parents – progress meetings to give
accurate update on progress against targets and next steps
for learning
Timescale
Who will lead
this work
How will the
school evaluate
this work
(who , when ,
how)
Who will
monitor(who,
when , how)
What resources
will be needed?
On-going
JG
Accuracy of
assessment data
100% of pupils
making good or
better progress
HT
GB
Locality Adviser
Progress Catcher
Training/CPD ?
JG & JE
Greater number of
pupils identified on
target
100% pupils
making good or
better progress
GB, Locality
Adviser
SENCo time
Positive parental
feedback
HT, JE, GB
November 2014
See pupil progress
meetings below
Half termly
w/b 3.11.14
w/b 8.12.14
November 2014
C
lassteachers
6
Area for
Reading
Improve
ment
AfI 4
Success criteria (What do we want to achieve)
To ensure that children at St James develop a love of reading and are making progress and attainment as above
Actions
4.1
Writing Assessment and Progress
To introduce and then develop an unaided writing book which
is used for assessment purposes and passed on through the
school
4.2
Parent workshops
To run parent workshops to help with the development of
writing throughout the school from EYFS to KS2
4.3
Writing environment
To ensure writing environments in classrooms has a high
profile by :

Developing writing working walls in each class;
Timescale
Who will lead
this work
How will the
school evaluate
this work
(who , when ,
how)
Who will
monitor(who,
when , how)
What resources
will be needed?
Introduce in Jan
2015
SW
Individual progress
books will be used
during any form of
writing assessment
including at pupil
progress meetings
and moderation
exercises, both
internal and
external.
SW and JG
One writing
exercise book per
child with enough
pages to follow the
child up through
the school.
One workshop each
term beginning in
the Spring term
SW supported by
the class teachers
Monitor attendance
and feedback from
parents;
Use any feedback
to evaluate
workshops and to
plan ahead for
future workshops;
Do the workshops
affect children’s
attainment?
Measure pupils
progress of those
children whose
parents attend.
How can we involve
the ‘hard to reach’
parent?
JG and SW
On-going from
November 2104
JG / SW
How does the
introduction of
these initiatives
JG / SW / GB
7


Establishing writing areas in every classroom;
Including writing as part of the reading carousel i.e.
keeping a reading journal / free writing / diary
raise standards?
Is this reflected in
the children’s
attainment?
Acronyms
SENDCO
SLT
AfI
SIP
PPM
LO
SC
CPD
AfL
Special Needs and Disability Co-ordinator
Senior Leadership Team
Area for Improvement
School Improvement Plan (Action Plan)
Pupil Progress Meeting
Learning Objective
Success Criteria
Continuing Professional Development
Assessment for Learning
8