2017-2018 School Improvement and Development Plan (sidp)
Summary of Outcomes

1. Meeting the needs of children with disabilities and special educational needs (SEND) 

March 2017 - SMT have reviewed the SENCO role and decided that in 2017/18 SY will take over completely so there will be no need of an EYFS SENCO. We have reviewed the provision provided by Ladybirds class and decided that it needs to be changed in 2017/18 to a mornings only interventions class to support children in Years 1 and 2 who need to catch up with their peers. This will mean that the two Reception classes will be bigger next year but as building work to make the classrooms bigger and better equipped is planned this should not cause any problems. We will be working on ways to offer emotional support to children using an Art Therapist for targeted interventions. PSA is attending a course on Emotional Literacy which will be able to be used to support vulnerable children. Several applications for EHC plans are underway.

June 17 – Recent discussions on meeting this target have focused on entry criteria for the LSU in Key Stage 1. We have also had to discuss a venue owing to the building works being so far behind schedule. It has been reluctantly agreed to collapse the new Space Station – Library and computers- temporarily to enable the KS1 LSU to operate as soon as possible after the beginning of term in September.

Teachers have highlighted children that may need this level of intervention and testing will be carried out during the summer. The Salford Reading Test and Sandwell Maths Test will be used. The teacher for the class has altered her timings to ensure that she will be available to teach every morning from September (part time teacher).

The emotional support using Art Therapy has proved very successful, children assessed on entry using the Boxall Profile have made significant progress and we are now considering some extra support targeting LAC for the rest of the summer term and into the autumn. This will use the extra LAC funding and will operate on an additional day.

2. Governance 

March 2017 - A full agenda was set up at the last meeting and we now have to schedule a further

Finance Committee to address the SFVS. Pat Marsden continues to come in to school regularly on a Friday and Julie attended the recent Carol Service alongside Pat. Kirsty came into school to look at lunchtime arrangements over the Christmas period and Pat regularly attends assemblies.

June 2017 - Governors are dedicated and they are a continuous presence in school. 

Pat comes in to hear reading every Friday and so is usually at our Good News Assemblies, making her a part of the whole school experience.

Daniel has often been in to help with Simply Breakfast, supervising and serving children. We have also been pleased with his help and support at lunchtimes when he came to observe the impact of Premier Sport lunchtime support.

Julie has been in to support parents at attendance meetings and has attended parent’s evenings where she has been able to be a visible Governor presence and an advocate for the parents and the school working together.

Sonia came to look at teaching throughout the school and used her teaching expertise to evaluate the quality of teaching and learning. She found that our children have consistent high quality experiences in the classroom and at break times. She was impressed by the behaviour and attitude to learning and the subject knowledge and motivation of our teachers.

Paula, Julie and Pat regularly attend our Budget meetings which gives them a good understanding of the impact of the latest educational spending restrictions and how we manage to keep a very high ratio of adult to child in spite of money being squeezed tighter and tighter.

This year our Finance committee have been involved in a consultation over the After School Care provision which has resulted in changes, the impact of this is that the facility is making a small profit for the first time in several years.

Pat is a member of our Sunflowers Nursery Committee who meet regularly to discuss how the Nursery is running and any improvements that are necessary.

Kimberley and the Health and Safety committee have worked together to undertake a walk round to assess this aspect of the school, Kimberley is responsible for compiling risk assessments for a variety of events and for individual staff and children as necessary.

Sarah has been instrumental in obtaining grants which have gone towards extra funding for school educational visits. She also has many contacts in local government and uses these to keep a high profile for our school. 

Paula is active in local government which ensures that the best interests of our school are prioritised within the local community.

A learning walk was carried out on Thursday 15^th June and the Head Teacher’s Performance interim review followed this.

We were pleased to see so many Governors at the tea party in May and would like to make this an annual event.

3. The curriculum and opportunities for Fundamental British Values and Equality

March 2017 - During this term Claire and Laura will be writing a Year 5 curriculum which will look at how this can be addressed as well as ensuring that equality issues are covered (11). The School Council will be involved in the building project and have already taken part in the frog move to the new pond organised by Morgan Sindall. Consideration is given to ensuring that there is no discrimination in our school. We try to translate communications to parents where possible and to use translators for external meetings. Our aim is to include everyone no matter what their barriers to learning may be.

June 2017 - Year 4 ran a hugely successful Election Campaign to coincide with the one happening nationally. There were 5 parties represented – Kindness and Sharing, Celebrating Diversity, Fairness and Equality, Healthy Living and Achieving Your Full Potential. Each party had to write a Manifesto, launch their campaign with speeches and make a video to show the school. The campaign started with a whole school launch assembly, the parties made posters and banners and rosettes, went around classrooms and staff explaining their policies and canvassing for votes. The assembly before voting used the publicity videos that had been made by the children and we had an authentic election with a presiding officer, election booths and a black box. The votes were counted by independent scrutineers and the winning party will be meeting with me later this term to discuss some of their policies with a view to incorporating them into school procedures.

Winning party was Kindness and Sharing – their strap line was “because sharing means caring”. The Year 5 and Year 6 curriculum will use Fundamental British Values as their theme for PSHE taking a different topic each term.

4. CPD for staff and Subject knowledge 

March 2017 - The cluster have set up some network meetings for Humanities, Science, Maths, EYFS, English and MFL. Staff have been encouraged to extend their subject knowledge through attending a variety of courses and we have organised “in house” mathematics INSET for all teachers this term. The school continue to support trainee teachers with 2 SCITT students, 1 PGCE student and one Straight to Teaching student, staff acting as mentors for these students have opportunities to further develop their knowledge through regular liaison with the providers.

MFL (French) INSET has been provided for all Key Stage 2 teachers and the HLTAs who currently teach this in Years 3 and 4. The school will be aiming to attain Linguamarque status by November 2017, which will form a significant goal in the SIDP for 2017/18, although much of the work will span two years – 2016/17 and 2017/18.

June 2017 - Our student numbers have risen this term and we now have 3 SCITT, 1 PGCE and one

“Straight to Teach” student. In September two of these will be running our Year 5 classes with Claire Andrews in charge and acting as NQT mentor. There are 3 TAs who have met the criteria to go on to do the HLTA qualification and these should qualify next term or the term after. This will significantly alter the Teaching Supply budget. Cluster networks have met and we had a whole cluster moderation meeting for cross-curricular writing last term. We were very encouraged by the quality of work produced by our children in comparison with those in other schools. We always budget for every teacher to have a high quality CPD opportunity and most have benefitted from that this year. Courses include Maths, Comprehension, Humanities, Science and ICT. We have plans for our new Computing coordinator to have regular non-contact time over the coming term and into the next academic year to ensure that she has sufficient time to make the subject as good as possible in school. We have specifically targeted online safety and joined with a company called Gooseberry Planet to raise the profile of this in school and with our parents. There are plans to include an online safety bulletin every term from next September.

This term every member of staff has been required to complete an interim assessment questionnaire to ensure that their Safeguarding knowledge is up to date. Safeguarding is refreshed at the beginning of every term with a targeted session of at least 3 hours at the beginning of the year. Any staff joining the school at different times have “top up” training provided by the Head Teacher.

5. Assessment information and how it is used to inform progress and Current standards and progress March 2017 - Extensive work with SIMS providers has meant that new spreadsheets have been built for us to record and track progress which can be analysed and used to inform pupil progress meetings. We continue to review and refine assessment systems, using the “Headstart” programme to create assessments based on the actual areas taught in Maths and English. Teachers are becoming more familiar with the recording systems and have agreed a system based on but not the same as APP to track different abilities. Key Stage Leaders Sarah Young and Claire Andrews will present Data analysis at the forthcoming meeting.

June 2017 - We are not encouraged by the way that the new spreadsheets are supporting the tracking of progress in school and have decided to move away from this. We will not be inputting data for the end of year because this process is not giving us any knowledge that we don’t already have using teacher assessment. The statements do not fit our curriculum or the profile of our children. We are researching other systems and have decided to trial an assessment program called Balance for the coming academic year. This is a combined, planning, marking and assessment package which can be used by teachers in the classroom and does not assume progress being a linear process, something that takes it above many other systems that we have seen.

There will be training on the use of this early in the new term. In the meantime teachers are keeping evidence for 5 children in every class these are Very Able (G&T), High Achieving Pupil (HAP), Average Achieving Pupil (AAP), Low Achieving Pupil (LAP) and EAL or LAC or Very Low Achieving pupil (LLAP). This work will form an exemplar for moderating the year group and will be replaced every year with the next classes’ work.

At the Governors meeting in June the only data analysis to be presented will be the EYFS, End of Key Stage 1 and the phonics screening results.

We have NFER tests provided through the Norfolk Schools in Transition programme which will be taken by Years 3 and 4 later in the term.

6. Evaluation of teaching and learning and High expectations of different groups and Progress of the most able

March 2017 - EAL staff and pupils are encouraged to contribute to the life of the school, we have an EAL group to celebrate different cultures and nationalities. There is equality of opportunity for every child whether in receipt of Pupil Premium or not and interventions are offered to everyone on the basis of individual need. A comprehensive club programme is offered to all children every day of the week. Staff are aware of the need to offer extension opportunities for the more able and this is embedded in planning and teaching. Observations of every Teacher in maths will be undertaken over the coming term to ensure that the plans provided by Ralph Manning are having an impact on Teaching and Learning. This will include work scrutinies in every class.

June 2017 - Maths observations have been undertaken and show evidence of clear progress in every class. Work scrutinies also show good progress and high quality teaching is evidenced through comprehensive marking and different methods of recording using work in books, group work, photographic evidence of practical work and individual achievement. A selection of high quality challenge opportunities is available in every class for high achieving pupils and I have purchased new books to use for the ongoing development of this over the coming year. We continue to ensure appropriate interventions to target all groups as appropriate and collect evidence over the year of ongoing progress. We continue to run a successful Children’s University programme and the Reading Challenge is open to everyone to celebrate reading achievement on a weekly basis with reward strategies available to everyone. There is a weekly Maths Challenge to target the most able and Times Tables achievement is recognised throughout the school.

Every teacher will produce a subject evaluation report for the end of the summer term and there will be Year group reports to evaluate evidence of the appropriateness of the curriculum.

7. Attendance and punctuality monitoring 

March 2017 - Our PSA continues to work with Attendance Improvement Services to ensure that attendance and punctuality have a high profile in school. Weekly celebration assemblies focus on good attendance and punctuality.

June 2017 - We have recently had an Attendance Audit with favourable results. Support is available to all parents struggling with attendance and punctuality. Our PSA works in collaboration with PSA from the High School to target families who are struggling and she sometimes collects children who have difficulty arriving in school on time. This is also a focus for safeguarding and children are monitored carefully if subject to Child In Need (CIN) or Child Protection (CP) Plans. We are assiduous in following up all concerns promptly and appropriately.

Overall School Attendance 2016-17: 94% which met our target for the year.

Individual Class Attendance:

Butterflies	94%	Centipedes	94%
Grasshoppers	92.8%	Caterpillars	94.2%
Ladybirds	93.1%	Jupiter	96.1%
Spiders	93.8%	Saturn	95.1%
Bumble Bees	93.7%	Mercury	94.6%
Dragonflies	92.1%	Neptune	94%

8. Current standards and progress Year 2 end of Key Stage 1 Results

Year 2 assessments using SATs tests and Teacher Assessments; results were scrutinised and moderated by Norfolk County Council who upheld all of our judgements this year.

Standard achieved	Reading	Writing	Maths
Working at Greater Depth (high achieving pupils)	18%	11%	16%
Working at the expected standard for the age	51%	32%	47%
Working towards the expected standard	10%	33%	14%
Working below the expected standard	20%	23%	22%

69% are working at or above the expected standard in Reading, 43% in Writing and 64% in Maths.

Year 1 phonics check – 69% of our Year 1 pupils passed the check, a few missed by just one word and when all of these are added the score rises to 75%. 

.

Early Years Foundation Stage Results

The children in Reception were assessed at the beginning of the year, this showed that a very low number of children started school within the “expected” attainment range (17%).

Children are assessed in Communication and language, physical development and personal, social and emotional development.

At the end of the summer term the children were reassessed to look at the progress made and of 59 children in Reception 47.5% achieved a Good Level of Development (GLD).