SEND

SEND Annual Information Report – July 2021

 

Name of SENDCo:  Sarah Brownlie                   Dedicated time weekly: half a day

Contact email: [email protected]

Contact Phone Number: 02392 465531

Name of SEND Governor: Sarah Speller

School Offer link:  https://www.hants.gov.uk/educationandlearning/admissions/applicationprocess

During the Covid-19 pandemic we kept our children with SEND safe by:

  • Social distancing measures including ….
    • Class bubbles
    • Staggered starts and end times
    • Separated bubble lunchtimes in designated areas
    • Separated bubble breaks/playtimes in designated areas
    • One way system to enter and leave the school site
    • Face coverings essential for all adults
    • No cross over of staff between bubbles
    • Separate bubble staff rooms
  • All adults and visiting professionals wearing masks in the school building
  • Self testing twice weekly for all staff
  • Virtual meetings whenever possible
  • Face-to-face teaching for vulnerable pupils
  • Virtual teaching for pupils self-isolating
  • Physical resources supplied to SEND children whilst isolating
  • Speech and Language delivered via Zoom with known adults

Whole School Approach to Teaching and Learning:

  • High Quality Teaching and Learning – All teachers are responsible for the learning and progress of every child in their class, including those with SEND.
  • An inclusive, differentiated and personalised approach to enable all learners, including those with SEND, to engage with all aspects of school life.
  • Refer to Teaching and Learning Policy.
  • Additional adults will support learning where necessary.

Our Graduated Response for Learners:

At Mill Rythe Infant School we use the graduated approach to intervention as specified in the SEND Code of Practice which involves a four-part cycle of assess, plan, do, review this is reflected in the schools SEND flowchart used by all staff.

All teachers and support staff who work with your child will be made aware of your child’s needs, the outcomes sought, the support being provided and any teaching strategies or approaches that are required. We will regularly review the impact of the support/interventions and the impact they have had on your child’s progress.

  • Continual monitoring of the quality of teaching
  • Your child’s progress is monitored and tracked against national curriculum expectations/age related expectations/teacher assessment and is based on the work your child produces independently from entry in Year R through to Year 2
  • Identification of where your child is making improvement and where further support is required is made by class teacher continually assessing your child
  • All children’s progress is assessed at 5 points across the year (Every 9 school weeks).
  • Progress for children working towards individualised, specific targets, e.g. those set by an external agency, will be determined using their entry baseline and ongoing review as set by afore mentioned external agencies.
  • If your child is not making the expected progress this will be identified through pupil progress meetings held with class teachers, senior leaders, SENCo and a representative from the Governing Body.
  • During these meetings discussions take place about an individual child’s barriers to learning and what further support can be given to support their progress.
  • Parents/carers receive verbal feedback from the teacher and discuss this at regular parent’s evenings.
  • The above process and the use of the SEND flowchart enables consideration of application for Education, Health and Care Plan if necessary.
  • All children/young people identified as requiring SEND Support, or with an Education, Health and Care Plan are on our SEND register.

How we identify children/young people that need additional or different provision:

When children join our school we liaise with previous settings, parents/carers and, if joining us in Reception, will arrange a home visit.  We use the information gathered to help to assess each child’s current skills and attainment and then we build upon these assessments once the child joins us starting from the baseline assessment in conjunction with observations.

In each year group class teachers will make regular assessments and adaptions to learning as part of Quality First Teaching.  As part of this process, identification is made of those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

At Mill Rythe Infant School it is not just children’s attainment that is monitored. We also monitor other areas which include social development and emotional wellbeing.

Slow progress and low attainment does not automatically mean that we will record a child as having SEND.

Using our SEND flowchart we monitor and track the desired outcomes, including expected progress and attainment in conjunction with the views and wishes of the parents and the child.  We will use this to determine the support that is needed and whether we can provide it by adapting our core provision, or whether something different or additional is needed.

We work closely with outside agencies and utilise their knowledge and experience in supporting the identification of SEND.  Contact will be made with outside agencies where adaptions have been made to our core provision but the progress being made is identified as being in one of the above categories.

Where your child has known SEND prior to joining us we will liaise with parents and relevant outside agencies already involved to ensure that we have a good understanding of your child’s needs and how best to support these.  Wherever possible we will also visit your child in their previous setting to observe and speak face to face with key adults involved in their care. A transition meeting may also be held in order for all those involved to discuss your child together.

Screenings in specific areas of learning and development may also be undertaken to support the identification of specific learning difficulties and or needs. Where it is necessary to use screenings that do not form part of our baseline assessments parental permission would be sought before these screenings are carried out.

We take a holistic approach by all aspects of a child’s development and well-being.  Our pastoral support arrangements for supporting the emotional and social development of all children/young people, including those with SEND, is set out in our School Offer.  Our measures to prevent bullying can be seen in our Relationships Policy.

 

How we listened to the views of children/young people and their parents:

What Who When
Informal Discussions All pupils Daily
Parents’ Evenings/Reports All pupils Termly
Home-School Book Individual children Daily
Assess, Plan, Do, Review meetings Those on SEND Flowchart At designated review points individualised to children
Team Around the Child/Family Meetings Individual pupils At least Half Termly
School Council Representatives from each class Monthly
Questionnaires

Year R parents

All parents

Following transition Following mid-point in year after parents evening
Parent / Headteacher Meetings Open to all parents As requested
Transition meetings Vulnerable pupils Annually at a minimum

 

NB During the COVID-19 Pandemic, all meetings and Parent Evenings have been held virtually.

The Assess, Plan, Do, Review Cycle:

For children/young people on our SEND Register and those on our Flowchart an Assess, Plan, Do, Review cycle is used by the SENCo in partnership with the child/young person, their parents and the class teacher.  Please see our SEND Policy for further details.

This year, provision made for children/young people on our SEND Register has been:

In school places offered to all children on our SEND register. If attending school standard provision maintained as would have been pre-covid based on their individual support plans.

  • Communication and Interaction – Zoom speech and language sessions delivered weekly by known adult to children or in school if attending.
  • Cognition and Learning – Adapted work, learning packs containing specific resources to support individual children’s identified needs provided when isolating and in school if in attending
  • Social, Emotional and Mental Health – Regular calls home if children not attending school, keyworkers in school, designated learning space, individualised curriculum, ELSA support
  • Sensory and/or Physical Needs – physiotherapy exercises delivered to children as per individual plans

During the 2020/2021 academic year, we had eight children receiving SEN Support and one child with Education, Health and Care Plans.

Of those pupils on our SEND Register a total of one child with EHCPs, and one on SEN Support continued to attend school throughout the Covid-pandemic restrictions.

Zero children with EHCPs and zero children on SEN Support were isolating at home throughout the Covid-pandemic restrictions.

We supported those isolating at home by: see above

We monitored the quality of SEND face-to-face provision by using individual support plan targets, liaison with outside agencies and the Hampshire SEN Team.

We monitored the quality of SEND virtual provision by: using individualised support plan targets, liaison with outside agencies.

We measured the impact of provision by implementing the planned assessment schedule in school as detailed above.

Support Staff Deployment:

Support staff were deployed in a number of roles:

  • Support in Classroom
  • Virtual support
  • 1 : 1 Provision
  • Small group intervention
  • Playground support
  • Lunchtime support
  • PPA Cover (HLTAs)
  • First Aid
  • Support for medical needs

We monitored the quality and impact of this support through observations, professional conversations between teachers and support staff, assessment and review of individualised support plans.

Distribution of Funds for SEND: ensure this matches your LA’s  funding policy

SEND funding was allocated in the following ways:

  • Support staff
  • External Services (See School Offer)
  • Teaching and Learning resources
  • Well-Being Provision
  • Staff training

Continuing Development of Staff Skills:

Individuals’ CPD this year:

Area of Knowledge/Skill Role of Staff undertaking cpd Training Received from
Attachment and Trauma awareness Led by Headteacher, SENCo, FEIPS, Admin Manager and Governor Virtual School
Thomas Training SENCo Hampshire EP
Meeting the needs of the Year R LAC Designated Teacher for LAC Virtual School
NVR facilitator FEIPS Family Support Service
Inclusive Leaders, Inclusive Schools Headteacher HIAS
Fluency in numbers Maths/English Lead HIAS
Healthy Minds Conference Headteacher/SENCo HIAS
Role of the Key Adult Designated Teacher for LAC Virtual School
PEP toolkit training Designated Teacher for LAC Virtual School

 

Whole Staff / Group Training (INSET)

Area of Knowledge/Skill Roles of Staff undertaking cpd Training Received from
Attachment and Trauma awareness All staff Headteacher
     
     

We monitored the impact of this training by reviewing the children’s individual support plans and the SEND flowchart.

Partnerships with other schools and how we manage transitions:

We have worked with a number of schools in the area in the following ways:

  • Transitions to support moving to and from new settings
  • Liaison with other SENCo’s
  • To support siblings attending different settings

This year, one child requiring SEN Support and one child with Education, Health and Care Plans joined us from other schools.

Two children on our SEND Register in 2020/2021 made a successful move to other schools. This included two pupils moving onto Key Stage 2.

We supported the transition from our local pre-school settings into our Reception classes by speaking with all parents individually, providing Social Stories to all local pre school settings and families. Stay and Play sessions with parents/carers, stay and play sessions without parents/carers and home visits were all carried out.

We helped children to make the move from the Early Years Foundation Stage to KS1 by provision of a social story, transition morning, additional visits to KS1/see new class teacher where necessary.

For children/young people with SEND, we also liaised with the settings SENCOs, held transition meetings involving outside agencies.  Parents were included in this process through attending transition meetings and telephone liaison.

Ongoing development:

We work hard to ensure that any areas of support for our learners that can be improved are identified and that strategies are put in place to make those improvements.  We do this through our School Improvement Plan and our SEND Development/Action Plan.  These can be found on our website.

Our complaints procedure:

Anyone wishing to make a complaint with regard to SEN support and provision should Make reference to our complaints policy which is available to view on the school website or requested from the school office.

This year we received zero complaints with regard to SEN support and provision.

Other relevant information and documents:

The Designated Safeguarding Lead in our school is Lucy Ford, Charlotte Tighe, Clair Jerram.

The Designated Children in Care person in our school is Sarah Brownlie.

The Local Authority’s Offer can be found at https://fish.hants.gov.uk/kb5/hampshire/directory/localoffer.page

Our Accessibility Policy can be found on our website https://docs.google.com/document/d/18kiwW0bJy1mt5_uDCmXb9sLRyz3xXTsJ/view

Our SEND Policy and School Offer (our contribution to the Local Offer) can be accessed via the links on our website.

Details about our curriculum, including how it is made accessible to children with SEND can be viewed on our website.

Details of how we keep children safe can be found in our Safeguarding Policy and Child Protection Policy which can be viewed on the school website.

Our SEND Policy, School Offer and Annual SEN Information Report have been written in accordance with the Disability Discrimination Act 1995, the Equality Act 2010 and the Children and Families Act 2014.

 

 

 

 

 

 

 

 

 

Strategic School Improvement Plan 2021-22

From Good to Outstanding

2021-2022

This Strategic Plan shows the ongoing development process for the school for the coming academic year; it is designed to address the key priorities from our Ofsted Inspection (May 2017) along with additional actions from our annual LLPR day and forms the basis of the journey from Good to Outstanding. Discreet subject action plans are linked to this plan and its priorities.  This plan is, in parts, a continuation of last two year’s SIPs due to the school’s partial closures resulting from the Covid-19 pandemic. In 2021-22 the school will improve outcomes for all pupils by focusing on the following key strategic improvement priorities:

Quality of Education

There is teacher assessed minimum sufficiency data for KS1 along with ELG data.

The teacher assessed attainment data for 2020-21 showed the following:

The percentage of children achieving a GLD is 79.4% (The cohort missed approximately 40 days of schooling due to the Covid partial closure.)

The proportion of Year 2 children who reached Hampshire’s Minimum Sufficiency standard in Reading was 90%, Writing 77.5% and Maths 87%

The percentage of Y2 pupils meeting the expected standard in the phonics check taken in the Autumn term was 88.7%

Therefore the foci shall be:

Writing

  • Increasing the proportion of PPG and vulnerable children who attain ARE+ (Numbers of PPG children have risen over the course of the pandemic)

Maths

  • Increasing the proportion of PPG and vulnerable children who attain ARE+ (Numbers of PPG children have risen over the course of the pandemic)

Early Years

  • To adopt the new Early Years Framework including baseline
  • Meet the Speech and language needs of the cohort to ensure “good progress” is made by all children including those who are deemed to be vulnerable

“There is some teaching, learning and assessment practice that is highly effective” OFSTED 2017

Lessons are well planned and teachers set clear tasks that support pupils’ learning well.

There is clear evidence, observed as part of this visit, that the school is making good progress improving the whole school curriculum for the benefit of the children. The school is also proactive in meeting the needs of vulnerable children through professional development and changing provision. (LLPR Jan 2020)

Planning clearly supports the varied needs of the children through a clear sequence of learning from teaching, practice (with supportive scaffolds so that children can access the learning) and application.

Pupils learn well from their mistakes.

Therefore, the foci will be

  •  Developing teaching pedagogy within foundation subjects utilising the six cognitive strategies and existing good practice

Effective Leadership and Management (including Governors):

 Leaders and governors plan, monitor and refine actions to improve all key aspects of the school’s work.

Teaching is consistently strong across the school and the online learning offer is matched to the pathway teaching used in school.

The broad and balanced curriculum engages pupils well and ensures that they make good progress across a wide range of national curriculum subjects.

The school prepares pupils well for life in Modern Britain.

Governors hold senior leaders stringently to account for all aspects of the school’s performance, including the use of pupil premium and SEN funding, ensuring that the skilful deployment of staff and resources delivers good outcomes for pupils.

Therefore, the foci will be

  • All leaders will establish monitoring and assessment procedures to ensure effective teaching, learning and attainment.  (SPP)
  • Governors will demonstrate their understanding of “effective leadership” and enable the school leaders to reach this standard.

 Context:  In May 2017, the school was judged by Ofsted to be good.  The following were identified as further areas for development:

  1. Improve the quality of teaching, learning and assessment so that pupils make rapid progress by ensuring that:

– the existing good practice is shared effectively across the school

– teachers consistently plan tasks that are more carefully matched to the differing needs of pupils

  1. Ensure that pupils of all abilities reach their potential in mathematics by:

– providing more opportunities for pupils to apply their mathematical knowledge in a range of subjects

– ensuring that the most able, including those who are disadvantaged, are challenged consistently in lessons by giving them                          opportunities to tackle tasks that test their thinking skills

  1. Continue to raise pupils’ achievement in phonics so that it is at least in line with others nationally.

In March 2021 Hampshire assessed the school as “low priority” and suggested the following area for development:

  • Continue to explore, develop, and embed consistent and coherent assessment strategies for foundation subjects, so that leaders at all levels can confidently evaluate the impact of curriculum provision.
  • Support leaders, through coaching, to be able to confidently articulate the impact of their actions.

Additional foci for whole-school development to be completed in addition to the content of this SIP:

  • Attachment and Trauma Awareness professional development to become an attachment friendly school including a new behaviour policy

2021 Year 2 Minimum Sufficiency Data (Unvalidated)

 Reading

 

  Not Minimum Sufficiency Met Minimum Sufficiency
All children (71) 10% (7) 90% (64)
Pupil Premium (20) 15% (3) 85% (17)
Non-Pupil Premium (51) 8% (4) 92% (47)

 

Writing

 

  Not Minimum Sufficiency Met Minimum Sufficiency
All children (71) 22.5% (16) 77.5% (55)
Pupil Premium (20) 30% (6) 70% (14)
Non-Pupil Premium (51) 20% (10) 80% (41)

 

 Maths

  

  Not Minimum Sufficiency Met Minimum Sufficiency
All children (71) 13% (9) 87% (62)
Pupil Premium (20) 20% (4) 80% (16)
Non-Pupil Premium (51) 10% (5) 90% (46)

 

Phonics Data (Internal)

 

Year 1 Not passed 2018 check Passed 2018 check
All children (52) 38% (20) 62% (32)
Pupil Premium (11) 45% (5) 55% (6)
Non-Pupil Premium (41) 36.5% (15) 63.5% (26)

 

 

Key Strategic Improvement Priority 1: Quality of Education

 Ofsted

 Improve the quality of teaching, learning and assessment so that pupils make rapid progress by ensuring that:

– the existing good practice is shared effectively across the school

– teachers consistently plan tasks that are more carefully matched to the differing needs of pupils

Good to Outstanding

 Writing

·         Increasing the proportion of PPG and vulnerable children who attain ARE+ (Numbers of PPG children have risen over the       course of the pandemic)

Maths

·         Increasing the proportion of PPG and vulnerable children who attain ARE+

Early Years

·         To adopt the new Early Years Framework including baseline

·         Meet the Speech and language needs of the cohort to ensure “good progress” is made by all children including those who are deemed to be vulnerable

Whole School

·         To establish foundation subject specific approaches to assessment in line with the action research undertaken in Metacognition (the 6 strategies for effective learning).

Position Statement:  

There are no teachers who are new to the school. However, 4 teachers are moving year group and one is stepping into the role of EYFS lead.  There will be new support staff due to the complex needs of the new Year R cohort and there is a new TA 3 within Year 2.  Support staff are based in class to support the enrichment and consolidation approach with release time for adjusted Wave 3 interventions during afternoon sessions. Pupil passports are used to adjust in class provision for those on the SEND flowchart at stage 3.  Core curriculum tracking is robust. Teachers have a thorough knowledge of the requirements of ARE and GDS. Ham framework is being used throughout the entire school with the 4th phase being used to address cohort specific needs. AHT is an experienced and quality assured KS1 Moderator. PM Benchmarking is used across the school to support the assessment of reading. Moderation clusters are established and ensure consistency of expectation and standards. Open and transparent dialogue is held with the Junior school regarding transition and assessment.

 

KEY OBJECTIVES
AUTUMN 2021 SPRING 2022 SUMMER 2022

INSET for all staff in Sept. Identify what vulnerability (including for PPG) looks like in both learning behaviours and conduct behaviours.

 

Each vulnerable child’s individual needs to be identified and brought to initial Pupil Progress and plotted onto Target Tracker.

 

Screen all vulnerable children as a minimum using speech and language tool (Language Links)

 

 

TA CPD on effective use of questioning and supporting in class to minimise cognitive overload.

Provision to be adapted to meet the needs of each cohort following input from the HT and Inclusions Team.

 

 

 

PPG/ vulnerable are making progress at least in line with those who are not disadvantaged by Feb Pupil Progress.

 

 

Audit current speech and language provision including high quality inclusive teaching and the impact on progress.

 

 

All adults use a consistent approach with S + L children in their class including during GG sessions.

 

 

 

 

Provision to be further adapted to meet the needs of each cohort with TPA and internal transition meetings held to ensure there are no gaps in provision.

 

 

PPG/ vulnerable are making good progress at April Pupil Progress.

 

 

Pupil Premium children attain in line with their non pupil premium peers.

 

 

 

All adults use a consistent approach with S + L children in their class including during GG sessions and whole class interactions.

EYFS team to deliver new baseline.

 

Whole Year R team to be secure in the requirements of the new framework.

EYFS lead to liaise with individual subject leads to discuss provision.

 

 

 

 

 

EYFS lead to deliver CPD to all staff about the Year R curriculum.

 

 

All subject leads to create action plans (including the SENCo) using OFSTED subject reviews where applicable.

 

 

CPD series on lesson structure and pedagogical approach (utilizing En and EYFS leads’ project on Metacognition)

 

 

 

 

Subject specific pedagogy CPD.

 

 

HT/SLT to support leads to observe current practice across the school including EYFS.

 

 

Subject leads will review the medium term plans against the pedagogical approach.

 

 

 

Identify subject specific approach to assessment once pedagogical approach and lesson structure is secure in identified subjects (tbc).

 

AHT to work with SPP to explore approaches to assessment in foundation subjects.

 

Subject specific pedagogy CPD.

 

 

Subject leads will carry out triangulation activities

independently, feeding development points back to staff.

 

 

Subject leads will review the medium term plans against the pedagogical approach and review the long term overview.

 

 

Identify subject specific approach to assessment once pedagogical approach and lesson structure is secure in the remaining subjects.

 

Whole school approach to assessment to be pulled into a Curriculum Assessment policy

 

Subject specific pedagogy CPD.

 

 

Subject leads will carry out triangulation activities

independently, feeding development points back to staff.

Staff to assess Year R cohort to identify speech and language needs.

 

Training to be carried out to ensure all staff are confident with the Schools Therapy pack as a minimum.

Provision adapted to meet speech and language needs of the cohort. Children with identified speech and language needs make good progress, supported by trained staff.

 

HOW WILL THIS BE MONITORED?

AUTUMN 2021 SPRING 2022 SUMMER 2022

Initial pupil progress plus end of phase. Attended by governor and fed back to FGB by attending gov.

 

TAs’ confidence in questioning strategies is baselined then assessed after CPD.

 

 

Subject leads to FGB on rotation.

 

SENCO to take a sample of children’s work across the school to check quality first teaching and highlight any CPD required.

 

Scrutiny records to be kept in subject lead files for examination at SLT.

 

 

End of Phase 2 pupil progress.  Attended by governor and fed back to FGB by attending gov.

 

 

LLPR to include audit of support staff focusing on the support of those with speech and language barriers.

 

 

Subject leads to FGB on rotation.

 

Review of SEND flowchart (Stage 2) to ensure regular adjusted provision is having impact.

 

Evaluation and response to provision put in place at Feb Pupil Progress.

 

Governors to review the impact of TA CPD.

 

SENCo to monitor All adults use a consistent approach with S + L children in their class including during GG sessions.

End of phase 3 pupil progress. Attended by governor and fed back to FGB by attending gov.

 

 

Governors to speak to staff about the impact of the speech and language CPD on practice.

 

 

Subject leads to FGB on rotation.

 

SEND governor to meet with SENCo to look at a case study to show the impact of adjusted provision on a vulnerable child.

 

Action plans to SLT. Same weekly format for core subjects to report to SLT.

 

One /two foundation action plan reviews to SLT at end of every half term (LIST in G2O)

 

SENCo to report to SLT half termly at lunch time meeting. Priority, actions, impact.

 

Action plans to SLT. Same weekly format for core subjects to report to SLT.

 

One /two foundation action plan reviews to SLT at end of every half term (LIST in G2O)

 

SENCo to report to SLT half termly at lunch time meeting. Priority, actions, impact.

Action plans to SLT. Same weekly format for core subjects to report to SLT.

 

One /two foundation action plan reviews to SLT at end of every half term (LIST in G2O)

 

SENCo to report to SLT half termly at lunch time meeting. Priority, actions, impact.

AHT as Assessment Lead to formulate data for governors once a term.

Pupil interviews regarding half of all foundation subjects to inform review of action plan.

 

AHT as Assessment Lead to formulate data for governors once a term.

 

LLPR will include a focus on curriculum developments to date particularly assessment.

 

Work scrutiny

 

 

Pupil interviews regarding last half of all foundation subjects to inform review of action plan.

 

 

Work scrutiny

 

Report on curriculum developments to FGB with specific focus on assessment.

 

AHT to report to FGB on developments so far and share Curriculum Assessment Policy.

 

Key Strategic Improvement Priority 2: QUALITY OF EDUCATION (PUPIL OUTCOMES)

 

Ofsted

Continue to raise pupils’ achievement in phonics so that it is at least in line with others nationally. (National 81.9%, MRIS 91.4% 2019)

Good to Outstanding:

 Writing

  • Increasing the proportion of PPG children who attain ARE+ (Numbers of PPG children have risen over the course of the pandemic)

Maths

  • Increasing the proportion of PPG children who attain ARE+ (Numbers of PPG children have risen over the course of the pandemic)

 

Position Statement:

There will be a substantial focus on the quality of focused provision for PPG children using the funding to meet individual needs in this academic year. The school has a robust tracking system in place which is used to inform pupil progress meetings which are attended by Governors. Minimum sufficiency data is used to inform target setting as is FFT data to ensure that the school has high enough expectations. Individual targets are set with each teacher and reviewed as part of each pupil progress meeting which is attended by a governor and fed back to FGB. School’s commitment to becoming an Attachment and Trauma Aware Setting will support those who are more vulnerable. A whole school approach to speech and language development will support all children especially the most vulnerable.

 

KEY OBJECTIVES
AUTUMN 2021 SPRING 2022 SUMMER 2022

Ensure all staff have consistency of approach and expectation in the teaching and application of phonics with an eye to the adjusted requirements for the academic year 2022-23.

 

 

Ensure the school’s preferred resources support effective delivery of phonics consistently through the school with reference to the new requirements.

Embed phonics teaching and consistency of application by pupils so that all books, in all subjects reflect high standards of applied phonics and a consistent approach to the teaching of spelling.

 

Adults use preferred resources consistently across the school.

 

At least 90% of pupils are on track to achieve the pass rate in the Year 1 phonics screening

 

 

All books reflect high standards of application in phonics and spelling.

 

At least 90% of pupils achieve the pass rate in the Year 1 phonics screening.

 

At least 90% of pupils achieve the pass rate in the Year 2 phonics screening (no Y1 screening due to Covid-19)

 

Teachers to pupil conference their pupil premium children to gain understanding of their individual needs.

 

 

English lead to work with staff to implement a cohesive method of teaching vocabulary including through comprehension.

 

PPG Panel established – half termly meetings to identify barriers to progress. (AW to lead)

 

 

 

PPG/ vulnerable are making progress at least in line with those who are not disadvantaged by Feb Pupil Progress.

English lead to work with staff to review and amend the teaching of vocabulary including through comprehension as required.

 

75% of Pupil Premium children to be on track for ARE+ in Writing.

 

89.5% of Pupil Premium children to be on track for ARE+ in Maths.

PPG/ vulnerable are making good progress at April Pupil Progress.

 

 

English lead to work with staff to measure the impact of the teaching of vocabulary on both reading and writing outcomes.

 

PPG Panel– focus for Summer 2 “how to help me transition well.”

 

75% of pupil premium children to achieve ARE+ in Writing.

 

89.5% of Pupil Premium children to meet ARE+ in Maths.

All staff to review medium term plans in the core subjects to ensure transition information regarding GLD and minimum sufficiency has been incorporated.

 

All staff to speak using full sentences and model this to the children, scaffolding children’s responses to encourage articulate and clear communication.

 

 

The EYFS team will work with core leaders to identify tiny developmental steps in both Maths and Literacy. These will be plotted as e/c pathway linked to the medium term plans once all children have been baselined.

All staff to review medium term plans in the core subjects to ensure the current progress of the cohort has been responded to.

 

All staff to speak using full sentences and model this to the children, scaffolding children’s responses to encourage articulate and clear communication.

 

Speech and language requirements will be incorporated within the e/c pathways for core subjects and the medium term plans for the foundation subjects.

All staff to review medium term plans in the core subjects to ensure the current progress of the cohort has been responded to with a view to improving outcomes.

 

All staff to speak using full sentences and model this to the children, scaffolding children’s responses to encourage articulate and clear communication.

 

 

Speech and language requirements will be incorporated within the e/c pathways for core subjects and the medium term plans for the foundation subjects.

 

Maths lead to create an apparatus progression document to support the use of concrete resources throughout the school to disseminate to staff by Oct half term.

 

Maths lead to deliver CPD on the place of problem solving within the e/c pathways and the phased teaching model.

 

 

Maths lead to review progress data to track impact at Feb pupil progress.

 

 

 

Review of Maths curriculum shows children have sufficient time to practice without cognitive overload before problem solving.

 

 

 

Maths lead to review progress data to track impact at April pupil progress.

 

 

 

Problem solving is carefully planned for and allows children to develop the appropriate skills without cognitive overload.

 

 

Maths lead to work with SENCo to look at the use of pre teach and over teach in Maths with a focus on vocabulary acquisition.

 

Maths lead to analyse assessment data, work and planning for KS1 and formulate time limited actions for each year group.

Maths lead and En lead to look at vocabulary teaching within Maths and set CPD actions.

 

 

Maths lead to monitor teaching and learning setting targets with follow up actions agreed.

 

 

Maths lead to monitor teaching and learning esp the use of subject specific vocabulary and it’s impact on PPG and HHL children.

 

Maths lead to review the use of the NCETM Teaching for Mastery assessment tasks.

HOW WILL THIS BE MONITORED?
AUTUMN 2021 SPRING 2022 SUMMER 2022

English Lead to induct all new members of staff in Phonics delivery, assessing their knowledge and organizing peer observations if required.

 

English lead to baseline the school’s current provision against the revised governmental direction.

English lead and AHT to carry out learning walks and lesson observations to identify the quality of teaching in Phonics and to what extent adults use phonics resources consistently across the school

 

At least 90% of pupils are on track to achieve the pass rate in the Year 2 phonics screening (no Y1 screening due to Covid-19)

 

SLT to monitor books to establish to what extent all books reflect consistently high standards of applied Phonics.

 

Approaches to comprehension observed across the school with time limited feedback given to year groups.

 

English lead and AHT to carry out learning walks and lesson observations to identify the quality of teaching in Phonics and to what provision and practice has secured specific improvements from Autumn term

 

Data shows that:

At least 90% of pupils are on track to achieve the pass rate in the Year 1 phonics screening

 

SLT to monitor books to establish to what extent all books reflect consistently high standards of applied phonics and with pupils editing independently.

 

Approaches to comprehension observed across the school with time limited feedback given to year groups.

 

English lead and HT to carry out learning walks and lesson observations to identify the quality of teaching in Phonics and to what provision and practice enables pupils to apply these consistently and independently

 

 

Data shows that:

At least 90% of pupils achieve the pass rate in the Year 1 phonics screening

 

SLT to focus on a core subject weekly with agenda items to include the progress of the PPG children and other vulnerables.

 

 

 

SLT and Governors to monitor the impact of pupil premium spending on the confidence and attainment of children.

 

Lesson observations to focus on Pupil Premium children’s interactions and provision, including level of challenge. This will also encompass pupils who are less experienced or vulnerable.

 

 

SLT to focus on a core subject weekly with agenda items to include the progress of the PPG children and other vulnerables.

 

 

 

SLT and Governors to monitor the impact of pupil premium spending on the confidence and attainment of children, adjusting as necessary.

 

Lesson observations to focus on Pupil premium children’s interactions and provision, including level of challenge. This will also encompass pupils who are less experienced.

 

 

SLT to focus on a core subject weekly with agenda items to include the progress of the PPG children and other vulnerables.

 

 

 

SLT and Governors to monitor the impact of pupil premium spending on the confidence and attainment of children, adjusting as necessary to ensure that a greater proportion reach ARE.

 

Book scrutinies will track learning journeys for pupils who are off the pace, establishing opportunities for moving learning quickly on using the pathway and next step marking.

English lead to monitor teaching of comprehension including vocabulary acquisition alongside the quality of reading activities. (Parental support dipped during the pandemic)

English lead to monitor teaching of comprehension including vocabulary acquisition. Attainment is discussed at pupil progress and fed back to FGB.

Reading engagement data gathered and fed into actions by the English Lead.

English lead to monitor teaching of comprehension including vocabulary acquisition. Attainment is discussed at pupil progress and fed back to FGB.

EYFS lead to work alongside English and Maths lead to review the teaching of these core subjects with input from the SENCo regarding guarding against cognitive overload.

 

Learning walks by SLT in English to include focus on how EYFS are supporting children in their Speech and Language development.

 

 

Learning walks by SLT in English to include focus on how EYFS are supporting children in their Speech and Language development.

 

Progress in the areas of speaking, understanding, listening and attention accelerate over the year and are fed back to FGB as part of the termly data report.

 

 

Key Strategic Improvement Priority 3: EFFECTIVE LEADERSHIP AND MANAGEMENT

 

Ofsted:

 To ensure that the existing good practice is shared effectively across the school

 Good to Outstanding:

 All leaders will establish monitoring and assessment procedures to ensure effective teaching, learning and attainment.  (SPP)

Governors will demonstrate their understanding of “effective leadership” and enable the school leaders to reach this standard.

 

Position Statement:  

Leaders work collaboratively to drive coherence and consistency across the school. There is a shared understanding of the right of every child to receive the highest quality provision regardless of any vulnerabilities. Governors hold all leaders to account, probing their action plans and scrutinizing the impact. All staff have a good understanding of workload versus impact and make decisions based on these considerations. There has been considerable work to reform the wider curriculum offer for the children. This year’s focus will be developing monitoring and assessment procedures to ensure effective teaching, learning and attainment. This will be overseen by the AHT in her role as curriculum lead.

 

KEY OBJECTIVES
AUTUMN 2021 SPRING 2022 SUMMER 2022

All subject leads will have action plans clearly aligned with the SIP with SMART targets incorporated.

 

 

Foundation subject leads to be able to articulate progression in their subject from Year R to Year 2 having completed lesson monitoring alongside the AHT or HT.

All subject leads will have reviewed action plans clearly aligned with the SIP with progress plotted towards targets set.

 

Independent monitoring is presented to SLT and is purposeful and fed back to staff leading to improvements in teaching and learning.

All subject leads will have reviewed action plans clearly aligned with the SIP along with an identification of next steps to feed into next year’s SIP.

 

Independent monitoring is supported by SLT and is purposeful and fed back to staff leading to sustained improvements in teaching and learning.

All teachers to draw up an action plan including development of approaches to assessment across the school, monitoring taught progression and the incorporation of tiered vocabulary.

Leads will investigate assessment arrangements including recording.

 

 

 

Protocols will be established for recording attainment in foundation subjects.

 

Children’s progress within the wider curriculum is tracked to ensure provision supports and challenges all equally.

 

Governors to receive presentations by staff a week in advance in order to formulate questions focusing on intent, implementation and impact. A consistent format will be created by SLT to support this.

 

Governors to receive presentations by staff a week in advance in order to formulate questions focusing on intent, implementation and impact. Using the format created by SLT.

 

 

Governors to receive presentations by staff a week in advance in order to formulate questions focusing on intent, implementation and impact. Using the format created by SLT.

 

All staff to participate in our action research project on Metacognition, concentrating predominantly on retrieval.

 

Ensure all leads take full responsibility for their role, including the administration of their action plan using the HT and AHT in coaching capacity only.

 

 

LLPR day to include examination of the impact of the work on retrieval to support the children to remember more.

 

Utilise SPP cluster to develop staff skillset and adjust CPD accordingly. Provisional plan for staffing, keeping long term goals in mind.

 

 

 

English lead and EYFS lead to present to FGB about the impact of the metacognition work on the attainment of the children.

 

Opportunities for staff to participate in reciprocal visits to shadow across the cluster.

 

 

 

SLT to write the Equalities Action Plan including the desired impact on both core and foundation teaching. Equalities champion will be appointed to review the progress of Equalities Action Plan and feedback to SLT and FGB.

Equalities champion will review the progress of Equalities Action Plan and feedback to SLT and FGB.

 

SLT will be able to verbalise the impact of the Equalities Action Plan on their subject.

 

HOW WILL THIS BE MONITORED?
AUTUMN 2021 SPRING 2022 SUMMER 2022

Weekly SLT meetings to include review of each core subject within a specific year group as well as the progress of the PPG children.

 

Half termly review of action plans (including Equalities and Safeguarding) by SLT to identify areas for improvement which may have arisen and to identify current impact.

 

Subject leads to carry out learning walks alongside AHT or HT to identify the quality of teaching and to be able to articulate progression in their subject.

 

Weekly SLT meetings to include review of each core subject within a specific year group as well as the progress of the PPG children.

 

Half termly review of action plans (including Equalities and Safeguarding) by SLT to identify areas for improvement which may have arisen and identify current impact.

 

Subject leads to document the impact of their full or part PDM on the quality of teaching, progression in their subject and the use of tiered vocabulary.

 

Knowledge organisers to be shared with curriculum governor.

Weekly SLT meetings to include review of each core subject within a specific year group as well as the progress of the PPG children.

 

Half termly review of action plans (including Equalities and Safeguarding) by SLT to identify areas for improvement which may have arisen and identify current impact.

 

Report to FGB. EYFS Lead, English lead, Ma lead, Science and HT to carry out learning walks alongside subject leads to identify the quality of teaching and to what extent intervention by the middle leaders has secured specific improvements from Spring term.

 

The work of the subject leads including the impact of their PDMs to be reviewed with the Curriculum Lead to feed into new action plan. 

 

 

 

 

 

 

 

Evidenced in governor minutes

Evidenced in governor minutes

Chair of governors to oversee implementation

Governors will review questions asked over the year to establish areas for improvement.

SLT monitoring implementation of action plans

 

Report to governors with anonymised Performance Managements

LLPR report to SLT and governors

 

Report to governors on staff development

Data from core leads to be included in HT report. Governors to arrange meetings with core leads to discuss data.