School Improvement Plan 2019-20

18 Oct

This is the content we covered with parents who attended the School Improvement Meeting on 15th October 2019.

Where are we now - the three year trend

We have seen improvements in attainment and progress by the end of Year 6 in all areas. This reflects the impact of our key aspect of school improvement in 2018 – 19 Outcomes are not yet in line with national and rapid improvement to close any gaps in learning remains a priority for school improvement
We have seen improvement in the average point score for pupils in the Early Years, reflecting the wider opportunities in the curriculum, allowing more pupils to exceed the early learning goals.
Phonics is beginning to show some improvements on the previous year and we have taken action to make rapid further improvement in this academic year
There is a slight decline in outcomes by the end of KS1 reflecting some of the turbulence experienced in this year group last year. Interventions in Year 3 are targeted at pupils who did not make expected progress. This may be within a whole class, small group, or on an individual 1:1 basis

The headteacher provides clear leadership for the school and is developing leadership capacity.
There is momentum within school improvement work and there have been clear improvements in a wide range of aspects of provision since the last monitoring visit.
The proportion of strong teaching is increasing. The school improvement plan is sharply focused on improving teaching and learning
Outcomes improved in 2019, but in most measures remain below national average. The headteacher is targeting attainment at least in line with national average in every phase in 2020. Based on the pace of current developments this is realistically achievable.
Provision for a small number of pupils with complex social, emotional and mental health needs and staff expertise in managing pupil behaviour have strengthened.

Are key to everything in the school and we are weaving them into more and more aspects of school life.

Belonging - everyone is welcomed every day as a valued member of an inclusive community, where everyone feels safe, secure and happy.
Excellence - we set no limits on what can be learned or who is able to learn.
Support - we celebrate achievements and help people when they need support.
Trust - our children develop a sense of trust in themselves to make positive choices and positive contributions.

Is based on the following principles:

Appreciate – to be equipped with a breadth of language, the inclination to learn something new and a sense of wonder
Participate – to be actively engaged in the entire curriculum experience, as appropriate, using our ‘Keys for Success.’
Innovate – to have the aspiration and expectation that a new idea, method or product will be created as part of the curriculum experience

Are the behaviours we instil in our children in their attitude to learning.

In order to continue to improve outcomes so that they are at least in line with national, the school’s key areas for improvement in 2019/20 are:

Implement the Schools’ Curriculum Strategy with a focus on oracy, early reading, writing (including handwriting) and basic numeracy
Improve progress, pastoral support and provision for all pupils including disadvantaged and those with SEND
Ensure that teachers have the subject and pedagogical content knowledge to enhance the teaching and the appropriate use of assessment
Embed positive behaviour and attitudes to learning
Improve attendance, particularly for disadvantaged

The school’s curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before and towards its clearly defined end points for all pupils
There is a rigorous and sequential approach to the reading curriculum that is closely connected to phonics knowledge
Teachers are able to respond and adapt teaching effectively so that all pupils, including disadvantaged and those with SEND, can secure the basic skills of speaking, reading, writing and maths
Assessment is used to embed and use knowledge fluently, including for higher attaining pupils, or to check understanding and inform teaching.

There is a well understood behaviour policy with clearly defined consequences that are applied consistently and fairly by all staff.
There is a whole school approach to tackling attendance and punctuality linked to positive attitudes to learning and improving outcomes
There is a clear and well understood policy for tackling any incidents of bullying

The Stanmore Curriculum has planned opportunities that strengthen personal development including SMSC, each year and over the whole Primary School experience
Pastoral support is targeted appropriately to support the most vulnerable pupils in R2L and across the school.
All pupils can articulate what it means to ‘belong’ to Stanmore Primary School
All pupils participate actively in an interest that brings them joy and motivates them to thrive well

The shared intellectual capital of the distributive leadership team,including governance, is used effectively to improve the quality of education and raise standards for all pupils including HA pupils, Disadvantaged and pupils with SEND
A teacher is given responsibility to lead the teaching of phonics so that it is consistently good and improved pupils’ reading
The additional funding for disadvantaged pupils is used effectively to improve their outcomes
Continuing professional development for teachers and staff is aligned with the curriculum, and has clear milestones so everyone knows what needs to be achieved and by when.
The safeguarding culture is effective and underpinned by rigorous systems

Encourage children to attend on every possible occasion and arrive on time
Work in partnership to support the ethos of the school – Belonging Excellence Support and Trust (BEST)
Notice children using the Keys for Success they will make a difference to successful lifelong learning
Attend Parents’ Evenings
Strengthen work ethic by supporting homework
Enjoy, celebrate and wonder

School Improvement

Chris Lindsay