School Improvement plan

SIDP 2020-21

 These are our key foci this year in school. These form the basis of everything we do and they are linked to the Ofsted action plan for improvement.

  1. The curriculum in Key Stages 1 and 2, other than phonics, is poorly planned. Pupils do not develop a sufficient understanding of subjects over time or achieve as well as they should. Leaders need to ensure that the curriculum in Key Stages 1 and 2 allows pupils to build on their knowledge, skills and understanding so they are well prepared for the next stage in their education.

 Success Criteria:

  • put robust systems in place to monitor and improve the impact and effectiveness of the school’s curriculum 
  • External consultant verifies that the leadership team has systems in place to monitor the impact and effectiveness of the school’s curriculum and that this is leading to pupils making at least expected progress.
  • 80% of children in all year groups (1-6) reach expected in reading, writing and maths. 80% of Reception children achieve a good level of development by the end of the year.
  • Reaching expected is measured using: Termly NFER and previous SATSs tests in reading, GPS, and mathematics and Tapestry observations in Reception
  • Moderation with other schools and end of year expected criteria used for writing.
  • Quality of Leadership and Management is ‘good’.

           

  READING & WRITING

  • implement an ambitious curriculum that is coherent, well-structured and sequenced across KS1 and 2
  • ensure teachers are suitably trained and guided, so they are able to implement the curriculum
  • External consultant validates that the school’s reading and writing curriculum is coherently planned and sequenced and that this has been implemented in all classrooms. Quality of Education is ‘good’ or better.
  • 80% of children in all year groups (1-6) achieve at least expected.
  • Moderation with Gresham Village and Cromer Junior School and end of year writing outcomes criteria will be used to assess writing.

           

  MATHEMATICS

  • implement an ambitious curriculum that is coherent, well-structured and sequenced across KS1 and 2
  • ensure teachers are suitably trained and guided, so they are able to implement the curriculum
  • External consultant validates that the school’s mathematics curriculum is
  • Coherently planned and sequenced and that this has been implemented in all classrooms. Quality of Education is ‘good’ or better.
  • 80%+ of children in all year groups (1-6) will reach at least expected in mathematics.

          

   SCIENCE & FOUNDATION SUBJECTS

  • External consultant validates that the school’s science and foundation subject curriculum is coherently planned and sequenced and that this has been implemented in all classrooms. Quality of Education is ‘good’ or better.
  • 80% of children in all year groups (1-6) will reach at least expected in Science and Foundation Subjects.
  1. Pupils are given tasks that do not take account of their existing knowledge, skills and understanding. Pupils then complete tasks quickly and are not sure what to do next. This leads to low-level disruptive behaviour and it slows the learning of the pupils and others around them. Leaders should ensure that teachers plan work that extends and deepens pupils’ learning.

 Success Criteria:

  • support leaders with the necessary funding and resources to enable teachers to deliver well planned and differentiated learning to mixed age classes on a daily basis.
  • External consultant reports that teachers in all phases plan and deliver well sequenced and structured lessons that build on children’s existing skills and understanding. Lessons extend and deepen children’s learning and children’s learning behaviour is exemplary.
  • 80% of all children in year groups 1-6 reach the expected standard or above across the curriculum
  1. Trustees and governors have not done enough to tackle all of the weaknesses identified at the previous inspection. They have not checked that leaders have brought about the required improvements in key stages 1 and 2. The quality of education has declined rapidly. Leaders and trustees have an inaccurate and overgenerous view of the school’s effectiveness. Trustees should take prompt and decisive action to increase the capacity and effectiveness of the school’s leadership and governance to bring about urgent improvements to the quality of education.

Success Criteria:

  • Ensure the school has the leadership and governance capacity needed to deliver the required improvements.
  • Establish robust and regular quality control to ensure Trustees and school leaders have an accurate view of the school’s effectiveness.
  • Provide effective support and guidance to the school’s leadership through the utilisation of expertise across the trust and external school improvement partners.
  • External school improvement partner reports that school leadership team have the required capacity to deliver positive and rapid change.
  • Leaders are held to account for the quality of education.
  • Leadership team and teachers are fully supported and equipped with the necessary knowledge and systems to enable rapid change.
  1. Trustees and governors have not maintained the school’s website effectively. It is significantly out of date and does not provide either parents or members of the public with relevant and recent information. Leaders should ensure that the school’s website meets the government’s requirements for what should be published online. They should check that it acts as an effective and up-to-date communication tool for parents.

 Success Criteria:

  • Create a website that informs stakeholders and promotes the philosophy of the school.
  • Ensure the website is regularly maintained and meets government requirements for what should be published online.
  • The school website meets all the DfE requirements.
  • Parents’ Survey in July 2021 reports that overwhelming majority of parents consider that communication has improved, and they have better access to school information.

5. School leadership, Trustees and governors have a structure and arrangements to inform parents, carers and stakeholders of the plans, strategies and effectiveness of interventions, and to take their views into account

 Success Criteria:

  • Be available at parent consultation evenings to meet parents and carers and listen to their views
  • Monitor the frequency and quality as well as the impact of newsletters, blogs and parent mail communication
  • Use parent questionnaires to measure potential impact
  • Parents Questionnaire in February 2021 reports that overwhelming majority of parents consider that communication is good - this needs to continue.
  • Parents know they have access to all relevant school information, are fully informed about their child’s learning and progress.