Our School Improvement
Plan for 2023 - 2024
The information which follows sets out our plans for improvement in the four priority areas
1. Quality of Education
2. Behaviour and Attitudes
3. Personal Development
4. Leadership and Management
In addition there are six focus areas.
Quality of Education
CORE CURRICULUM - PHONICS AND READING
Continued development of the use of TWINKL phonics scheme continue to use Phonics tuition funding used to support as many pupils as possible.
Development of our reading scheme to continue including the build-up of a suitable range of resources. Work to develop additional reading support e.g. Parental support, Reading Army
To strengthen the teaching and application of common exception words
Purposeful links between reading and writing are made through a carefully planned sequence of lessons detailed on weekly planning sheets.
Staff use research driven strategies to strengthen the teaching of writing. Ongoing CPD and team teaching to explore and embed these strategies.
CORE CURRICULUM MATHEMATICS AND SCIENCE
Continue to embedded White Rose Mathematics scheme throughout the school and to enrich mathematical studies with the use of other materials.
Continue to develop the school’s science curriculum and assessment of science.
FOUNDATION SUBJECT AREAS
To continue to develop our curriculum within the school with an agreed deep focus on identified Key Foundation subject areas.
Key Identified Foundation Curriculum areas
COMPUTING - Complete work on the scheme of work and progression. Begin to develop assessment.
HISTORY - Complete work already started on progression. Develop resources. Begin to develop assessment.
Other Foundation Curriculum areas
GEOGRAPHY - Complete work already started on progression.
ART – Start work on scheme progression checking Kapow content. Support the development of art with a variety of creative events for classes and whole school.
PE – Establish new Sports Apprentice in role and ensure the high quality of sporting achievement within the school is maintained. Establish a range of active after school clubs.
RE – Review Discovery RE scheme to ensure it still meets need.
PSHE – Transfer to new co-ordinator and ensure Jigsaw still meets need of the school
DT – Start work on scheme progression using Kapow
MUSIC – Review the use of Charanga, continue to work with music specialist teacher
MFL – Establish scheme
FOREST SCHOOL – Develop the site once building has been completed and establish a set year to complete Forest School
ALL AREAS OF CURRICULUM
To have an umbrella focus for the whole school for the year e.g. retrieval
Further tighten medium term plans for all areas of the curriculum
Build-up of resources in all curriculum areas, check storage after changes due to build.
To develop greater depth learning in all areas
Clarification of homework expectations throughout the school
Variety of trips and visitors to support a variety of areas of the curriculum to be increased. Each class at least one visit a year.
Creative Arts events and experiences to be built into the curriculum. These to be mapped out for the year,
Parent share events to enhance curriculum experiences. Each class to do two Parent Shares each year.
Extend the number and variety of after school clubs available for all children in the school
Behaviour and Attitudes
RELATIONAL BEHAVIOUR POLICY
Continued work to embed the policy in the school and ensure all staff understand the theory behind it.
Restorative Practice –simplify the ladder to make it more manageable in the classroom, ensure consistency
Zones of Regulation – introduce a morning log in using a photo or name card in each classroom and this followed up immediately
Tighten low level behaviour in all areas of school
Ongoing development of the use of Emotional language and regulation techniques.
Increased contact with parents through Emails and phone calls home when there are issues in school
Clear expectations for classroom learning and outdoor behaviour
Parents clear about expectations for their child and themselves including uniform, PE kit
Managing stressful times for pupils through the use of Chill out and soft starts to the day
Nurture groups introduced and developed at various times of the day.
Nurture room set up
Building Learning Power / characteristics of learning revisited and included within learning
Continue to develop Forest School
School Council (Eco and Sports)
Leadership and Management
DEVELOPING SUBJECT LEADERS
Ensure all curriculum areas are covered by a subject leader.
Co-ordinator non- contact time available to monitor subject
Using teacher expertise in particular subject areas by class swops
DEVELOPING TEACHING SUPPORT ASSISTANTS
Training of Teaching and Learning support staff and preparation time with class teacher
Teaching and Learning Support staff supporting subject co-ordinators with the development of their subject
Development of the role of Key Workers within the school
Deployment of teaching and learning support staff in the school to maximise impact for all children
Regular meeting times for TAS and catch up on information
CPD FOR ALL STAFF
Cradle to Career – Alderbrook
Team Teaching opportunities to support subject development
Visiting other schools
National College / Synergy courses and opportunities.
Time for teachers to meet regular to work on curriculum development and Reporting back to Teaching and Learning Support Assistants
SPECIFIC FOR THIS YEAR
ADDITITONAL FOCUS AREAS
Management of the build and expansion of the school and development of new learning environment
SEPTEMBER 2023 CHANGES
Set up all the new classrooms in the school for Year 1 to Year 6 this includes moving furniture and ensuring appropriate technology is in place,
Set up temporary areas for EYFS (Playgroup, Nursery, Reception)
Ensure other areas of the school are set up appropriately for use including office, staffroom, meeting rooms
JANUARY 2024 CHANGES
Move EYFS from their temporary space to the new EYFS unit
Ensure all area of the school including the grounds are suitable for use.
RE-ESTABLISHING THE LEARNING ENVIRONMENT
Allocation of spaces for interventions and group work
Displays – organisation and allocation. Try to simplify.
Organisation of resources, some curriculum resources may need to move to new areas.
ACROSS PLAYGROUP AND NURSERY
Set up both temporary learning areas and new EYFS areas
Set up new routines
PSE focus and work on Dingley’s Promise.
Ensure use of ‘Evidence Me’ by all staff
PM Curriculum reviewed
Support new teacher and teaching support within Reception
Ensure learning areas are set up appropriately and review resources
Review phonics teaching.
EHCPs – purple books
Appropriate training to enable maximum impact and progress
NURTURE / SENSORY SPACE
Chimps Extended School Provision
Secure all staffing including Before and After School Leader/s
BOOKINGS AND PAYMENT
Ensure that the booking system is still meeting need and consider if any changes are needed to improve efficiency
Promotion of provision especially Playground and Wraparound
Chimps will have additional indoor space (shared with Playgroup / Wraparound) from January 2024 that will need planning.
The outdoor space will also provide additional opportunities that will also need planning to ensure maximum benefit.
A condition of planning permission was that extended school provision continues to grow this will need consideration regarding sports clubs.
Relationships with parents through Meet the Teacher, Workshops, Celebration assemblies and Parent Share events
Development of a text messaging service for quick reminders and updates to cut back on the amount of letters going home.
Partnerships PTA – Class representative approach to be continued and developed
Provide a Calendar for the year to support parents with forward planning
Continue to develop Newsletter to share positive achievements within school
Blythe families and focussed support for these families
Improve overall parental awareness of the impact of poor attendance through letters and posters etc. Meet the Teacher event
Streamline the process of following up poor attendance and ensure the process is consistently followed
Support families as needed to improve attendance
Consider incentive schemes for classes and individuals to encourage good attendance
Support pupils finding it difficult to come to school.