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Grangetown Primary

School Improvement Plan

School Improvement Plan

Introduction

  • The SIP sums-up our main priorities for this year, across a number of key areas.
  • Our priorities are based on our ongoing self-evaluation activities, and match the needs of the school.
  • The overall aim is to enhance teaching and learning, and to continue to raise standards of pupil achievement.
  • We operate an ‘in focus’ system at GPS, whereby (usually) one curriculum subject each term is focused upon for extensive development. This year we are altering our approach, to enable a focus on Recovery, and to ensure that we commit time to our our Quest 2 Curriculum initiative
    - Autumn Term 2021: (i) Reviewing our Recovery Strategies. (ii) Further developing the ‘content, coherence & sequencing’ across all areas of the curriculum, linked to updating & refining our Medium Term planning.
    - Spring Term 2022: ‘Content & Sequencing’ initiative to continue, maintaining the focus on Medium Term Planning across the Curriculum (Quest 2)
    - Summer Term 2022: In-Focus area: Science.
  • English and Maths are always core elements of the SIP – they are always ‘in-focus’. Early Years and SEND feature in every School Improvement Plan.
  • We have decided as a school that PSHE and PE should always feature prominently in our annual School Improvement Plan. Indeed, these take on added importance for schools this year, after nearly 2 years of covid-related disruption.
  • For other curriculum areas, each coordinator draws up a ‘light touch’ annual Action Plan (unless the subject is ‘in-focus’), and these subject leaders are provided with non-contact time so that they can develop and monitor their subject area – we call this ‘active maintenance’. This year, we are including the ‘light touch’ plans in the SIP – we took this decision because, with the ‘content & sequencing’ initiative, every curriculum subject is undergoing change and development.

Summary - Key Priorities for 2021-22

Leadership & Management

To continue to develop and improve the quality and impact of leadership and management, across the school.

  • Ensure all appropriate procedures are in place, to enable a ‘Covid-Safe’ school environment
  • Take appropriate steps to help the school (children, staff) continue to ‘recover’ from the closure period - specific document in place, linked to learning - plus various well-being measures.
  • Continue to develop the our Quest Curriculum, so that it makes a positive contribution to teaching & learning at GPS
  • Maintain, and accelerate, our ‘content & sequencing’ curriculum project - final stages of this, then we will review/evaluate/refine.
  • Ensure momentum in the key areas of English and Maths - for example our new phonics scheme.
  • Further strengthen the effectiveness of the governing board in supporting and challenging the school.
  • Develop the skills & roles of subject leaders across the school, so that they make effective contributions to developing teaching & learning in their subject areas - coaching, training, etc.
  • Continue to update all Policies, in a systematic way, building on work done so far.
  • Continue to develop role of TAs, so that they make a highly effective contribution to teaching, learning & pupil progress.

 Developing the GPS Governing Board

To continue to develop the effectiveness of the Governing Board in supporting and challenging the school, so that the school continues to develop and improve.

  • Further develop the skills of FGB, to monitor, set goals, evaluate and review school improvement and pupil achievement.
  • Ensure that Governors are engaged with school & know the school well – which in turn will give them the knowledge upon which to make judgements & decisions.
  • To ensure GB is at full strength, and that attendance remains strong.
  • Raise awareness of the governor role within school and with parents.

 Teaching, Learning, Curriculum and Assessment

To ensure that curriculum content (knowledge & skills) in each subject is well defined & carefully sequenced. To continue to develop and improve the quality of teaching, learning and assessment.

  • Raise attainment for all children by continuing to improve and develop the quality of teaching.
  • To ensure that TA support in school has a positive impact on the progress ad attainment of identified children
  • Further develop our Curriculum, particularly around ‘content and sequencing’ (Med Term plans).
  • Ensure that assessment is well-structured, & that it provides ongoing diagnostic information, as well as periodical summative snapshots of progress & attainment, and that this information is well-used.
  • To provide support for the Subject Leaders who have provided ‘light-touch’ action plans, to ensure that they are able to meet their objectives – thus securing a positive impact on pupil learning.

SEND

To raise the attainment of SEND children and ensure that children with SEND make similar rates of progress as their non-SEND peers. To ensure the early identification and appropriate support for children with SEND.

  • To revisit the 0-25 SEND Ranges with all staff. Use these to identify children with additional or special educational needs and plan appropriate support through QFT, additional support or intervention and referral to external agencies/funding.
  • To place each child identified as having SEND within the appropriate range for each of the SEND Areas of Need. Ensure a robust termly assessment of needs is in place.
  • To introduce and then place children with SEND on the whole school Provision Map as advised by Together for Children; Sunderland
  • To research, plan and ensure delivery of appropriate, high quality and structured interventions. To monitor the impact of interventions across school.
  • To improve outcomes for children with SEND and ensure that they make at least similar rates of progress as their peers.
  • To identify any additional mental health needs of children and plan the most appropriate steps to address these needs.

English

To raise standards in reading and writing, and ensure good or accelerated progress for all children.

  • To identify and implement a new phonics policy in line with the new DfE accreditation list.
  • To identify a clear pathway for those children who are falling behind in early reading and reading fluency
  • Devise a writing curriculum which matches the needs of the children and is progressive within and across year groups
  • Devise a clear guided reading curriculum, across fiction, non-fiction and poetry, which matches the needs of the children and is progressive within and across year groups
  • To develop a consistent approach to the teaching of reading across Key Stage 1 & Key Stage 2
  • Develop teachers’ approaches to the assessment of writing
  • To identify the steps required to progress, close gaps and aid the recovery of lost learning

Maths

To raise standards and accelerate progress in Mathematics.

  • To develop pupil’s confidence and strategies in mental maths calculations in order to improve rapid recall – including multiplications tables
  • Ensure that all pupils routinely deepen their ability to use and apply learning in mathematics by providing open ended problem solving and reasoning tasks
  • Encourage links between maths and the rest of the curriculum - thinking about how we use the community, visits and visitors in maths
  • Identify a clear pathway for those children who are falling behind in early mathematics – with a particular focus on number
  • To identify the steps required to progress, close gaps and aid the recovery of lost learning

Science

To further develop the planning and teaching of science across the school, to ensure a coherent & engaging curriculum and high standards of pupil achievement.

  • To further develop our Science curriculum - a clear focus on enquiry.
  • To raise the profile of science across the school.
  • To maintain the high quality of teaching and learning.
  • To further develop the assessment of science across the school.
  • To apply for and gain the Green Trees School Award and in turn enrich the science curriculum.

EYFS

To raise standards and ensure the EYFS settings are of a high quality.

  • To implement the new EYFS curriculum across the 3 age ranges, ensuring progression and challenge
  • To implement our new tracking and assessment systems
  • To implement a new synthetic phonics programme in Nursery & Reception
  • To continue to support and lead our 2 year old provision (Little Butterflies), working closely with our team, ensuring progression across all age ranges.
  • To review Early Years policies to support the new statutory and non-statutory guidance
  • To make accurate assessments at the beginning (Baseline- RBA) and at end of Reception using the new profile assessment statements

Behaviour and Attitudes/PSHE

To support pupils’ readiness for and engagement with school and learning. To promote emotional health and well-being to help children understand and express their feelings, and build their confidence and emotional resilience and their capacity to learn.

  • To continue to implement the Jigsaw PSHE scheme throughout school
  • To develop a cross phase group to lead PSHE across school
  • To monitor that school is continuing to meet all of the requirements for the Statutory Guidance for RSE including parent consultation
  • To monitor the impact of Jigsaw across school and explore how we assess
  • To adapt the role of the buddies to ensure children support one another effectively
  • To review and update the whole school Peer on Peer Abuse police in keeping with KCSIE 2021
  • To identify any additional mental health needs of children and plan the most appropriate steps to address these needs.
  • To achieve Sunderland Mental Health Charter Mark

Physical Education

To ensure the profile of PE and sport across the school remains high, increasing the engagement of all pupils in physical activity and ensuring all children have a positive attitude towards an active and healthy lifestyle.

  • To increase the engagement of all pupils in regular physical activity.
  • To establish the new SLA provision across school, ensuring children have access to a wide range of sporting opportunities
  • To increase the confidence, knowledge and skills of all staff in teaching PE and Sport.
  • To re-establish our Change4Life club, to encourage less active children to take part in physical activity.
  • To ensure a range of competitive sports are delivered for intra/interschool competitions.
  • To maintain the gold award for the School Games Mark.
  • To ensure that Sports Premium funding is used to enhance pupil participation, prof devt, and resources.

Full School Improvement Plan: 2021-22

Our SIP is a collaborative endeavour:

  • Discussion in SLT and in Staff Meetings
  • Discussion with Governors
  • Subject Leaders' draft their Action Plans, leading to further discussion in SLT, Staff Meetings and with Governors.
  • Valued input from the external partners we work with - for example TfC English, Maths and EYFS consultants, from our local Sports Partnership, and from our very experienced Clerk to Governors.
  • Where appropriate, input from our Parent Surveys, Pupil Surveys and from our School Council.

Our 2021-22 School Improvement Plan can be viewed or downloaded here.