Fagley Primary School Improvement Plan 2014 2015

Key area: Achievement of pupils at the school

No: Objective
Responsibility
To accelerate progress for
SLT &
1
disadvantaged pupils across all
classes, the proportions need to be
similar to or rapidly approaching those
for other pupils nationally and in the
school.

Actions

Caroline
Sutcliffe
All Teachers

To be prepared to an exceptional
standard for the next stage in their
education, training or employment.

Carol Blythe
SLT
Teachers

To better the learning of disabled and

those who have special educational
needs to be consistently good or
better.

SLT
SENCo
All Staff

To better the learning of the most

able pupils to be consistently good or
better.

SLT & Class

Teachers

Through staff meeting, ensure all staff

have deeper understanding of
disadvantaged pupils study Lambeth best
practice documentation
Develop understanding of the key worker
policy
Half termly pupil progress meetings for all
disadvantaged pupils in reading, writing and
maths
Refer to pupil premium action plan
To complete year 6 questionnaires re:
future aspirations
To consider aspirations of all children at
consultation day
To visit a university
To visit college/upper school re: job fair
To invite professional/trades people to
speak with children
To secure the best possible practice for
transition for all
To consider training/employment in
Bradford
Ensure local offer is fit for purpose,
shared with Governors and staff and on the
website
Ensure DSEN has an allocated governor
SENCO attends local training
Termly pupil progress meetings
Refer to DSEN action plan
Develop an accessibility policy
Identify children who have previously been
recognised as been most able and ensure
they accelerate progress to ensure are

Timescales

How to monitor

On-going

Staff meetings
Lesson observations
Learning walks
Pupil interviews
Book scrutiny

On-going

Pupil Interviews
Questionnaire Feedback
Photos/reflections of
the events

On-going

SENco reports
SEN action plan
Parent consultation
Progress meetings

Autumn 1
initially then
on-going

Data
Progress meetings
Lesson observations

most able again (at least 2 points about

ARE)
Recognise potential in children who could be
most able
Ensure our targets meet national
expectations
o Level 2a and KS1
o Level 5 and KS2

Book scrutiny

Key area: Quality of teaching in the school

No:
Objective
Responsibility
The school needs to improve much
SLT
1
teaching over time in all Key
Stages and all subjects to
outstanding and never less than
consistently good for all groups of
children.

All staff

Actions

The school needs to ensure that

lessons are planned using highly
effective differentiation
strategies to enable pupils to learn
exceptionally well across the
curriculum.

SLT

The school needs consistent, high

quality marking and constructive
feedback from teachers ensuring
that pupils make significant and
sustained gains in their learning.

SLT
Teachers

To input coaching programmes where and

when necessary as identified through
lesson observation, moderation of work and
pupil progress meetings
To share good practice and outstanding
practice in school and others
NQTs to observe good and outstanding
practice in school and others
To share monitoring and evaluation
programme with all staff
To use skills developed through staff
meetings and other training in teaching
To embed the cursive script across school
To use well judged teaching strategies
together with clearly directed and timely
support and intervention to match pupils
needs accurately.
To ensure planning formats facilities high
quality aspects of learning
To share AFl best practice across the
school
To ensure the delivery of the curriculum is
exciting and engaging
To differentiate planning and thereby
ensure work is accurately matched to the
need of the child
Ensure challenge is developmental and
evidence in lessons
AFl strategies incorporated into all
teaching and learning
Provide time for children to respond
To share good practice across the whole
school
Teachers to use the marking and feedback
policy to develop next steps for children

Timescales

How to monitor

On-going

Monitoring and
evaluation programme
and feedback

Autumn
term input
then ongoing

Monitoring and
evaluation programme
and feedback

Autumn
term input
then ongoing

Monitoring and
evaluation programme
and feedback
Staff meetings

To increase the attainment gap to

more than 2 APS above other
pupils in reading, writing and maths
for most able pupils.

SLT
Teachers

Teachers teach the spellings of incorrectly

spelt words in books; children practise in
words in sentences and then used correctly
in further writing
Monitoring planning
Pupil interviews
Evaluate effectiveness of child
development time
Ensure use of higher order questioning
Blooms Taxonomy
Setting high level of challenge across the
curriculum

On-going

Staff meetings
Pupil interviews
Data
Pupil Progress
Reading journals/books
etc

Key area: The behaviour and safety of pupils at the school

No:
Objective
Responsibility Actions
Pupils behaviour outside lessons is
Alex Gavin
Update Behaviour Policy with outstanding
1
impeccable. Pupils pride in the
school is shown by their excellent
conduct, manners and punctuality.

Carol Blythe

Pupils are fully aware of difference

forms of bullying, including cyber
bullying and prejudice based
bullying, and actively try to prevent
it from occurring. Bullying and
derogatory or aggressive language
in all their forms are very rare and
dealt with highly effective.
All groups of pupils are safe and
feel safe in school and at
alternative provision placements at
all times. They understand very
clearly what constitutes unsafe
situations and are highly aware of
how to keep themselves and others
safe in different situations,
including in relation to e-safety.

Carol Blythe

Alex Gavin
Newsletter

Alex Gavin
Carol Blythe
Chris Mayoh

based on learning behaviours

To meet half termly with lunchtime
supervisors
Inclusion Manager to audit lunchtime staff
responsibilities
Audit provision for playground and order
resources as necessary
To ensure the School Council leads on
timely reminders in classrooms
Termly e-safety assemblies
Share information with parents
Introduce weekly safeguarding theme

Introduction of safety focussed

assemblies
Regular e-safety assemblies
E-safety lessons
E-safety staff and parent meeting

Timescales

How to monitor

Autumn 1

Behaviour records
Learning walks
Lunchtime staff
meetings

Autumn 2
then ongoing

Books produced during

Anti-Bullying week
Assembly timetable
Pupil interviews

Autumn 2
then ongoing

Pupil interviews
Questionnaires
Fagley Blog

Key area: Quality of leadership and management of the school

No:
Objective
Responsibility Actions
Governors,
or
those
with
a
similar
Chris Parfitt
To develop a programme for the year to
1

Timescales

How to monitor

On-going

Governor Visits
Governor meeting
minutes

To write a reading policy and action plan

To write a talk for writing policy and action
plan
To write a SPAG policy and action plan
To wire a phonics policy and action plan
To share policy and action plan with all
staff
To line the Improvement Plan to Staff
Appraisal
To analyse with outstanding staff what can
be shared with others so as to move from
good to outstanding through discussion and
coaching.
Use lesson study to share good practice
Ensure best possible start for NQT
Work with partnership school to share
books, moderation, planning, pupil
interviews and training

Autumn 2

Updated action plans

Staff meetings
Subject reports

On-going

Lesson observations
Lesson study reviews
Moderation programme
feedback

Through staff meeting, ensure all staff

have deeper understanding of
disadvantaged pupils study Lambeth best
practice documentation
Develop understanding of the key worker
policy
Half termly pupil progress meetings for all
disadvantaged pupils in reading, writing and
maths
Refer to pupil premium action plan

On-going

Staff meeting minutes

Pupil progress meetings
Key worker interviews

responsibility need to stringently

hold senior leaders to account for all
aspects of the schools performance.

link Governors to classes and subjects,

being clear re: purpose and outcome

Excellent policies underpin practice

that ensures that pupils have high
levels of literacy, or pupils are
making excellent progress in
literacy.

Daniel Paradine
Sarah Long

Jayne Morgan
Claire Murray
Above staff

Leaders focus relentlessly on

improving teaching and learning and
provide focused professional
development for all staff, especially
those that are newly qualified and at
an early stage of their careers. This
is underpinned by searching
performance management that
encourages, challenges and supports
teachers improvement. As a result,
the overall quality of teaching is at
least consistently good and
improving.
The schools actions have secured
improvement in achievement for
disadvantaged pupils, which will rise
rapidly, including in English and
Mathematics.

Chris Parfitt

Alex Gavin

SLT
Teachers

Through highly effective, rigorous

planning and controls, governors
ensure financial stability, including
the effective and efficient
management of financial resources
such as the pupil premium funding.
This leads to the excellent
deployment of staff and resources
to the benefit of all groups of pupils.

Chris Parfitt

Alex Gavin

Leaders have ensured that early

years is highly effective

Nicola Bower

Define clearly the expectations of the

keyworker policy
To present Pupil Premium report to
Governors
To compile Pupil Premium file so as to
account for finance and impact of practice
To monitor and measure interventions
To investigate vulnerable groups of pupil
premium children e.g. white, most able boy
with pupil premium
To put in place Early Years Improvement
Plan

On-going

Governor finance
meetings
Pupil progress meetings
Data analysis

Autumn 2
then review

Learning walks
Classroom environment
Pupil interviews
Data
Pupil progress meetings