Sharing the Vision

Wychbold First and Nursery School

School Development Plan

2017 - 2018

Shared with Governors: September 2017

Shared with all Staff: September 2017

Wychbold First and Nursery School is committed to securing high quality outcomes for all children in order that they achieve well and make the most of the many and varied opportunities on offer during their years at our school. This improvement plan outlines a framework for the school’s improvement over the next year: 2017/2018.

It builds on the actions taken to address the priorities in the plans from 2016/2017 as well as Ofsted’s findings of the July 2016 inspection when Wychbold was judged to be a “Good School”.

Inspectors suggested that in order to move to outstanding, the school needs to address the following areas for improvement:

·boys attain as well as girls in all key stages so that attainment gaps close

·teachers challenge pupils, especially the most able pupils, so that more reach above age-related expectations

·the school development plan is focused sharply on the main school priorities and leaders evaluate the impact of actions taken during the year

·the attendance of pupils who have special educational needs and/or disabilities improves.

This detailed plan for 2017/2018 identifies our major aims for this year as part of a longer term strategy. It includes in it the tasks and targets that are required to meet the long term objectives in order that:

·all children enjoy their learning and show determination to achieve the very best they can;

·all children make at least good progress in their learning to attain as highly as they can;

·every child at Wychbold has a safe & stimulating environment in which to learn;

·all children are given a wide range of opportunities to stay healthy in mind and body;

· all children understand the importance of belonging to, feeling valued by and making a contribution to a wide and varied community and are well prepared for life in modern Britain;

· every child is well prepared for the next steps in their learning.

A wide range of self - evaluation activities will form the monitoring and implementation of the SDP.

These include:

Wychbold First and Nursery School

·Lesson Observations/Drop Ins;

·Learning Walks;

·Work Scrutiny;

·Pupil Voice/ pupil parliament ;

·Governor Voice – competencies and skills matrix;

·Staff Voice;

·Parental Feed Back (questionnaires);

·Attainment & Progress Data analysis and benchmarking;

·Financial Benchmarking

Wychbold First and Nursery School

Our Vision

At Wychbold School we believe in the concept of lifelong learning and the idea that both adults and children learn new things every day. We maintain that learning should be a creative, rewarding and enjoyable experience for everyone. We believe that in approaching all aspects of school life we should apply ourselves to the best of our ability to be proud of ours and others’ achievements. This is summarised in our mission statement:

School Context

2017 School and National Data

KS1 data

Phonics Screening

Number of pupils / Girls (10) / Boys (6) / All / Worcestershire / National
16 / 100% / 100% / 100% / 81% / 81%

End of KS1

Reading

Number of pupils / Girls (8) / Boys (14) / All / Worcestershire / National
22 / 87% / 72% / 73% / 79% / 76%
Greater Depth / 48% / 28% / 25%

Writing

Number of pupils / Girls (8) / Boys (14) / All / Worcestershire / National
22 / 87% / 68% / 64% / 70% / 69%
Greater Depth / 23% / 17% / 15%

Maths

Number of pupils / Girls (8) / Boys (14) / All / Worcestershire / National
22 / 87% / 72% / 74% / 78% / 75%
Greater Depth / 23% / 22% / 20%

EYFS

Number of pupils / Girls / Boys / All / Worcestershire / National
29 / 92% / 69% / 76% / 70% / 71%

Key Points

EYFS /

Data demonstrates that pupils make good progress through year from just below expected standard of 40-60- months to attain above average however, there is an apparent overall gender gap in early attainment
Focus areas remain in writing and design and technology

Year1 /

Year 1 Phonics has been a strength with 100% current pupil pass rate
High attainment in reading with children making or exceeding expected standard
Maths and writing data increased but still areas of focus

Year 2 /

Pupils attainment increased from last year to just below national average
Pupils exceeding attainment significantly above national average in reading and above in maths and writing
Key focus on boys’ spelling

Years 3 and 4 /

Positive increase in progress and attainment at the end of both years
Significant progress made by year 4 cohort although still remained low on exit

SEND /

Pupils make good progress against IEP targets
KS2 SEND pupils generally narrowed the gap to working at expected standard however they remained considerably far off
Pupils with SEND in YR made progress towards expected standard
Focus on pupils’ attainment and access of the curriculum in Mastery Maths

Pupil Premium /

75% KS1 pupils attained in line or above peers attaining at or exceeding expectation
KS2 pupils without SEND attained at or above expected progress

Girls’/boys’ /

Still disparity between gender groups to varying degrees in Year 1, Year 2 and Reception
Year 2 cohort of boys a focus group
Attainment of boys in line with girls at KS2

Summary of Progress Against 2016-2017 School Development Plan
Whole School Action / Outcomes 2017
To Attain /

To exceed national standards in Year 1 Phonics screening—90%
To increase % attaining Age Related Expectation (ARE) across all year groups
To ensure under attaining groups including boys’, Pupil Premium and SEND attainment and progress is narrowing the gap with higher attainers

100% phonics pass rate achieved
Increased percentage of ARE against last year
Pupil premium children narrowing or exceeding gap across school
SEND pupils making good progress againstIEP targets

Whole School Action / Outcomes 2017
To Master /

To provide opportunities for pupils to master new skills
To ensure pupils are exposed and succeed at working at a greater depth to exceed expectations

Pupils attained above national average in exceeding expectations in KS1 and phonics
Effective enrichment activities and high quality first teach evident

Ofsted Key Judgement / Whole School Action / Outcomes 2017
To Lead /

To develop staff skills in monitoring and developing subject area
To ensure governors have opportunity to effectively monitor and review key areas

Pupil tracking sheet identifies provision and attainment tracked and addressed
CPD delivered by leadership team highly effective as quality of teaching never less than good
Curriculum reviews very positive, pupils inspired to learn, attitudes positive – curriculum leader monitors and sees impact throughout school
Subject leaders effectively monitor whole school data and compare with local and national expectations

Ofsted Key Judgement / Whole School Action / Outcomes 2017
To communicate /

To provide pupils with valued opportunities to communicate with school development through pupil parliament
To engage with parents and the community to ensure that the school if a hub of development

Pupil Parliament reported directly to FGM on outcomes of year
Weekly pupil parliament meetings successful
Whole school regular voting system
Change of new school motto
Relationships created with Fortis Housing, Parish Council and local community groups

Ofsted Key Judgement / Whole School Action / Outcomes July 2017
To be safe /

To ensure new nursery build is safely and securely developed
To enable pupils to risk assess situations including cyber situations
review health and safety procedures

Safe construction of new Nursery with children engaging in Site Safety process
Review of Health and Safety procedures and policy with external audit

Overview of Key Priorities of School Development Plan 2017-2018
Ofsted Key Judgement / Whole School Action / Proposed Outcomes / Key Priorities
Effectiveness of
Leadership & Management / The continued drive to improve learning experiences and outcomes for pupils successfully creates a culture of high expectations, aspirations in inspiring learning environments. /

The gap is closing between the attainment and progress of boys with girls
Quality of teaching is highly effective across school with opportunities for sharing outstanding practice
The broad and balanced curriculum inspires pupils to learn with whilst providing constant opportunity for greater depth learning
Safeguarding is highly effective.
Pride is instilled in all aspects of school life

Develop further the opportunity for leaders to ensure schools actions secure substantial improvement in progress and attainment of all pupils.
Professional development opportunities for staff is a priority to enable them to lead on outstanding practices
Continued development of online safety within our effective broad and balanced curriculum.
Ensure the opportunities for ICT at all levels is maximised for all stakeholders
To ensure pupils are provided with diverse cultural opportunities to underpin British Values

Quality of Teaching, Learning and Assessment / To be judged as ‘outstanding’ the teachers are determined that pupils achieve well, they have deep knowledge and understanding of the subjects they teach and have high expectations of all. /

Teachers plan lessons very effectively and the content is progressive and demands more of pupils and resourced age-appropriately in all subjects
Teachers expectations for pupil presentation and standards is relentlessly high
Teachers embed andenhance the experiences of reading and writing through focused initiatives allowing pupils to apply skills to all aspects of the curriculum at an age appropriate level
Pupils demonstrate greater depth skills for conceptual maths

To ensure phonics is delivered at a consistentlyhigh level and pace
To enrich the experience of reading through developing whole class texts across the school
To develop provision of regular opportunity for extended writing to apply skills
To monitor and review the learning environment of the school and the presentation of pupils’ work
To develop the Conceptual vs procedural maths method into division and multiplication

Personal development, behaviour and welfare / To enable pupils to behave impeccably at all times, especially at unstructured time. /

Absence rates reduce across the whole school to meet and exceed 96% target
Pupils can explain accurately and confidently how to keep themselves healthy and safe.
Parents, staff and pupils are positive about behaviour and safety.
Pupils are equipped to be thoughtful, caring and active citizens in school and in wider society.

Attendance monitored and tracked to ensure persistent absence rates reduced. Individual targeting to provide support promotes higher attendance rates.
Develop the role of the Pupil Parliament in decision making through school
Apply the amended Behaviour Policy throughout the school day to reward good behaviour
Engage community groups in Friday Enrichment

Outcomes for pupils / To ensure standards continue to rise by pupils making substantial and sustained progress. /

The % of pupils attaining the phonic standard in Year 1 remains above 90%
Ensure Writing attainment at KS1is continuing to increase and therefore exceeds National expectations.
Ensure highReadingstandards in KS1 maintained and continued into KS2
Maths attainment at KS1 increases % of pupils exceeding expectations to significantly above National
Standards in KS2 continues to narrow the gap to National across all subjects for all pupils

Continue enhanced phonic provision and monitoring of pupils to maintain high standard.
Embed the thorough and systematic approach to teaching Reading through Whole Class Texts
To encourage extended writing and the application of skills through fortnightly Big Write sessions
Continued focus on application of skills in maths
To ensure pupils attain the best outcome by continued targeted and individual support.
Progress of pupils demonstrates ‘substantial and sustained’ progress across all years.

Effectiveness of the Early Years / To ensure children in Early Years are ‘school ready’. /

% pupils reaching GLD continues to be above National Average
Pupils’ writing % increases with pupils engaging in writing through choice
Parents confident to support pupils at home through clear and regular communication of progress

Outstanding practice observed in the EYFS – by providing stimulating and engaging learning environment both in and out.
Writing is a priority – children encouraged to engage in writing in all areas of continuous provision
Provision and planning reflects the needs of the boys to ensure maximum progress, adapt to meet the needs of boys.
Home – school communication developed to engage families in support children at home

Glossary

EY - Early Years (nursery & reception classes)

EYFS - Early Years Foundation Stage

KS 1 - Key Stage 1 (years 1&2)

KS 2 Key Stage 2 (years 3,4,5&6)

LKS2 - Lower Key Stage 2 (Years 3&4)

HT - Head Teacher

DHT - Deputy Head Teacher

SLT - School Leadership Team

SENDCO - Special Educational Needs and Disabilities Co-ordinator

LAC - Looked After Child

SEF - Self Evaluation Form

AfL - Assessment for Learning

CPD - Continuing Professional Development

JPD - Joint Professional Development

VA - Value Added

PD - Personal Development

UW - Understanding the World

MFL - Modern Foreign Language

APS - Average Points Score (a national measure related to attainment)

SSE School Self Evaluation

HCP - Health Care Plan

FFT - Fischer Family Trust (Data measures and comparison)

NC - National Curriculum