Danescourt Primary School Improvement Plan 2020-2021
● To establish Danescourt Primary School as a Rights and Responsibilities School. ● To further improve the mechanisms to monitor and improve pupils’ wellbeing ● To continue to review and evolve the new curriculum in preparation for 2022. ● To continue to review and evolve Assessment and tracking to reflect changes in the curriculum. ● To establish Danescourt Primary as a Thinking Schools Hub across South Wales. ● To continue to improve standards of Science and Technology across the school
Danescourt Primary School
Chair of Governors- Rowena Criddle
Headteacher- Judith M. Davies
Deputy Headteacher- Kate Haynes
LA- Cardiff
Improvement Partner- Duncan Heryett
Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21
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DPS School Improvement Plan 2020-21 Contents Background Context 5 The School Context
6 The School Self Evaluation and Improvement Cycle
7 Links to DPS Self- Evaluation Report Action Plans
10 Priority 1 To establish Danescourt Primary School as a Rights and Responsibilities School.
14 Priority 2 To further improve the mechanisms to monitor and improve pupils wellbeing
20 Priority 3 To continue to review and evolve the new curriculum in preparation for 2022.
27 Priority 4 To continue to review and evolve Assessment and tracking to reflect changes in the curriculum.
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DPS School Improvement Plan 2020-21 29 Priority 5 To establish Danescourt Primary as a Thinking Schools Hub across South Wales.
33 Priority 6 To continue to improve standards of Science and Technology across the school.
What Informs the SIP? 40 The School Vision 42 National/ Local priorities 43 Estyn Judgements and Recommendations Appendices 45 Staff Structure and roles/responsibilities 52 Summary of Development of school finances including EIG and PDG 54 Summary of Staff Development Programme 55 Summary of partnership proposals to engage wider community including work with other schools 56 Monitoring, evaluation and review- arrangements and timetable- including governing body monitoring and review
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DPS School Improvement Plan 2020-21
Danescourt Primary School and Nursery
Danescourt Primary School and Nursery provides a vibrant education for children aged 3 to 11. The school is set in extensive land and in the centre of the Danescourt housing estate in the Llandaff area of Cardiff. The primary school was created in September 2008 when Danescourt Infant and Danescourt Junior Schools were amalgamated. Between July 2009 and September 2010 the school underwent an extensive building refurbishment programme to provide ‘state of the art’ two form accommodation for the children. There are currently around 475 pupils on roll and pupils are arranged in single age classes housed in well -resourced indoor and outdoor learning areas including a Multi-use Games Arena, Forest School Site, Cycle Track and allotment and poly tunnel.
The school is an accredited Thinking School (University of Exeter) working as a hub school for thinking Matters throughout South Wales and is a Lead practitioner school training and teaching PGCE students from Cardiff Met University.
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DPS School Improvement Plan 2020-21
AOLE Team Area of Learning 2020-21 2021- 2022- 2023- 2022 2023 2024 Literacy, Language and Miss. K. Haynes, Mrs. A Skuse, Mrs. K. Jenkins. Mrs. S. Summer Summer Spring 2 Spring 1 Pardoe, Mrs. P. Kerrigan, Mrs. J. Johnson Mrs. Wilson- 2 1 Communication Jones, Miss. S. Smith, (Including Welsh 2nd Language) Mathematics and Miss. C. Lawton, Mr. T. Fryer, Miss. J. Ellis, Mr. G. Autumn Summer Summer Spring 2 Vanstone, Mrs. J. Williams, Mrs. C. Perkins, Miss. C. 1 2 1 Numeracy Morris, Mrs. S. Campbell, Mr. G. Cope
Science and Technology Mrs. S. King, Mr. T. Howard, Mr. D. Lewis, Miss. J. Autumn Autumn Summer Summer Walters, Mrs. A. Andrews, Mrs. L. Wade, Miss. L. 2 1 2 1 Nand
Health and Wellbeing Mrs. J. Deek, Mrs. M. Rees, Mrs. S. Davies, Miss. E. Spring 1 Autumn Autumn Summer Blackie Mrs. E. Loney, Mrs. E. Hedges, Mrs. Richards, 2 1 2 ,Mrs. L. Irwin,
Humanities Mrs. R. Ford, Mrs. Sian Bell, Mrs. D. Diment, Mr. D. Spring 2 Spring 1 Autumn Autumn Lewis, , Mrs. R. Hockey, Mrs. Bowen, Mrs. K. 2 1 Pritchard-Crighton, Mrs. Ling, Mrs. B. Lyons
Expressive Arts Mrs. J. Davies, Mrs. E. Capel, Miss. E. Hawkes, Miss. Summer Spring 2 Spring 1 Autumn A. Walker, Mrs. R. Moreno, Mrs. L. Cheesman, Mrs. K. 1 2 Withnall, Miss. H. Abdulla
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DPS School Improvement Plan 2020-21
Links to Danescourt Primary School Self- Evaluation Report and School as a Learning Organisation Current Priorities Links to SER School as a Learning Other Links Organisation Priority 1 1A2- ● Developing a shared UNICEF charter of Rights and To establish Danescourt Primary School as a Wellbeing vision centred on the learning Responsibilities Rights and Responsibilities School. of all learner Cardiff Council Priority Children’s Commissioner for Wales priority
Priority 2 IA2 ● Embedding systems for ACEs/Thrive Training and Readiness To further improve the mechanisms to monitor Wellbeing collecting and exchanging Tool and improve pupils wellbeing 1A4- Care, knowledge for learning Support and Guidance
Priority 3 1A3- Teaching ● Establishing a culture Curriculum 2022 document To continue to review and evolve the new and Learning of enquiry, innovation and Successful Futures curriculum in preparation for 2022. exploration Welsh Government Professional ● Modelling and growing Teaching and Leadership Standards learning leadership ● Learning with and from the external environment and wider learning system
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DPS School Improvement Plan 2020-21 Priority 4 IA1b and IA4- ● Embedding systems for To continue to review and evolve Assessment and identified area collecting and exchanging tracking to reflect changes in the curriculum. of knowledge for learning development in SER. Priority 5 IA5- ● Learning with and from University of Exeter Cognitive To establish Danescourt Primary as a Thinking establishing the external environment and Education Department.- Advanced Schools Hub across South Wales. partnerships wider learning system Accreditation Criteria ● Promoting team learning and collaboration among all staff ● Creating and supporting continuous learning opportunities for all staff ● Modelling and growing learning leadership ● Establishing a culture of enquiry, innovation and exploration
Priority 6 IA1a- ● Promoting team Curriculum 2022 document To continue to improve standards of Science and Standards learning and collaboration Successful Futures Technology across the school. identified area among all staff Welsh Government Professional of ● Creating and Teaching and Leadership Standards development supporting continuous DCF in SER. learning opportunities for all 1A3- Teaching staff and Learning
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DPS School Improvement Plan 2020-21
Action Plans
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DPS School Improvement Plan 2020-21
DPS School Improvement Plan 2020-21 Priority 1: To establish Danescourt Primary School as a Rights and Responsibilities School. Source: Cardiff Council, Office of the Children’s Commissioner for Wales
Target: To achieve Silver status as a Rights Respecting School
Success Criteria : ● Inform staff about CRC (Convention of the Rights of the Child) ● Carry out school launch ● Set up a new school steering group ● Baseline questionnaire established and revisited ● Articles of the CRC will be reflected in different areas of the school ● Pupils to complete work based upon the articles
Strategically Planned Tasks/ Skills: Actions Lead Person(s) Involved Milestones RAYG Analysis Children, young people and the wider school community know about and ● Launch Rights Class Teachers (RRS understand the CRC and can describe how it impacts on their lives and Respecting Schools by Leads) December on the lives of children everywhere. showing the video 2020 prepared by steering group last academic year
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DPS School Improvement Plan 2020-21 ● Begin assembly Class Teachers (RRS December launch of focus article as Leads) 2020 chosen by steering group ● Staff CPD to Class Teachers (RRS January introduce the CRC and Leads) 2021 explain RRSA. ● Copies of the CRC Class Teachers (RRS January to be distributed amongst Leads) 2021 staff. ● Steering Group Class Teachers (RRS promote CRC-display Leads) January relevant Articles around 2020 the site. ● Parental workshop Class Teachers (RRS to be held to inform Leads) February parents of RRS - digital 2021 video launch ● Children in Need- Class Teachers (RRS Greater focus on children Leads) November understanding the reasons 2020 and impact of the charity. In school children and young people enjoy the rights enshrined in the ● Discuss how the Class Teachers (RRS United Nations Convention of the Rights of the Child. School’s Mission Leads) January Statement intertwines 2021 with RRS. ● Training for RRS Leads lunchtime staff to January introduce CRC and 2021 develop Rights Respecting (RR) language.
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DPS School Improvement Plan 2020-21 ● Link to various All Staff councils and clubs, January including Eco Committee 2021 and Branching Out. Relationships are positive and founded on dignity and a mutual respect ● Link behavior for Class Teachers (RRS for rights. learning with language of Leads) Spring 2021 respect for rights. Link with restorative approach. ● Link to wellbeing All Staff Spring and You Can Do it. 20201 Children’s social and emotional well-being is a priority. They learn to ● Link with new Class Teachers (RRS develop healthy lifestyles. curriculum of becoming Leads) healthy, confident individuals, where children Spring 2021 build their mental and emotional well-being, by developing confidence, resilience and empathy. ● Link to SNAG Class Teachers (RRS Spring 2021 committee aims and map. Leads) Children and young people value education and are involved in making ● Pupil Offer. Class Teachers decisions about their education. Children plan ways of Spring 2021 implementing articles in Summer their context for learning 2021 lessons. Achieve Silver ● Submit evidence RRS Leads for Silver accreditation July 2021
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DPS School Improvement Plan 2020-21 Resources (time; finance; staff development; equipment) Budget Allocation Budget Source
Twilight Staff Training Time-2 hours Nil
NQT for Training preparation Supply cover x 4 days Professional Learning £600 Grant
Resources for display of Rights around school £300 Delegated Budget- Teaching Materials
Virtual Silver Accreditation £500 + VAT
Monitoring Evaluation
How? Who? When? How? Who? When? Update reports Regular to GB meetings Self-evaluation, L2L, Book Scrutiny, Environmental Walks, observation of RRS leads timetable Focused Evaluative Governi and Self - Steering Group and SLT opportunit Learning Walks ng Body Evaluative ies Learning Walk July 2021. Monitoring Commentary Evaluation Commentary ● ●
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DPS School Improvement Plan 2020-21
Subject or Aspect Action Plan: Additional Learning Needs Source: ALNET Legislation, Thrive Assessment, Pupil progress meeting records, In Year target setting, End of Key Stage Teacher Assessments, ACE/Trauma Informed Readiness tool and ALNET Readiness tool.
Priority 2: To develop and improve the mechanisms to monitor and improve pupils wellbeing
Success Criteria :
2a Thrive/ACE ● One additional qualified licensed practitioner ● Revisit whole staff training ● All Class Thrive assessments will be complete ● Thrive interventions based on the recovery curriculum due to COVID-19 ● Emotional Literacy programme has been revised to enable Thrive findings to be reflected ● To make further progress towards being an ACE aware school
2b Preparation for ALNET ● ALNcos will have completed training on early resolution of disputes ● Parental workshops will have been held to inform parents of forthcoming changes ● Pupil progress meetings will be fully embedded and actions ● Actions identified from the readiness tool will have been begun or completed
2c Healthy Schools ● Tasks identified on the Healthy Schools action plan will have been completed ● Level 5 Healthy Schools Award will have been achieved 14 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21 Strategically Planned Tasks/ Skills: Actions Lead Person(s) Involved RAYG Milestones Analysis 2a Thrive/ ACEs
To Establish Danescourt Primary ● Use PASS and Thrive data to target ALNCos Autumn 2nd half as a Thrive School ELSA/Thrive and play therapy provision Term ● ● Attend Licensed Practitioner Thrive ALNCos/FLO training for teacher and the school’s Family Autumn 1st half Liaison Officer (FLO) term ● ● Provide Thrive induction training to all ALNCos End of Autumn staff half term 1 ● ● Complete whole class Thrive CT/FLO assessments Autumn half term ● ● Revisit whole class Thrive assessments CT/FLO Termly ● ● Create Thrive groups/individuals and ALNCos/FLO establish a timetable Termly ● ● Allocate a Thrive working ALNCos/FLO space/resources etc Autumn half term ● ● Further develop My Space provision with ALNCos Autumn 2nd half Thrive activities Term ● ● Allocate protected time for staff HT Termly wellbeing 15 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21
● SLT to attend two day Thrive Training. SLT Autumn 2 ● ● One additional member of staff to train ALNcos as a Thrive Practitioner. Spring 1 ● To Revise You Can Do It (YCDI) ● YCDI practitioners to meet for training AHT programme to reflect Thrive and session Autumn 1 Thinking Frames ● To develop emotional literacy
programme to re ● Whole Class Thrive assessments to be used to identify possible activities to include in Autumn 1 the emotional literacy programme ● Activities to be trialled and practitioners Aut 2 Spr 1 to met to review ● Pattern for planning future lessons to be Spr 2 agreed and embedded. To become an ACE aware and ● Continue Triad work relating to the ALNCos& Triad group trauma informed school introduction of Mindfulness into our classrooms Ongoing ● ● Arrange whole staff Mindfulness training ALNCos in readiness for Spring Term 2020 Autumn term ● ● Complete and return to the ACE/Trauma ALNCos Informed school readiness tool and identify Ongoing areas for development 2c Preparations for ALNET
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DPS School Improvement Plan 2020-21 To undertake the preparations and ● Develop pupil progress meetings with ALNCos/HT met the legal requirements of class teachers to discuss individual pupil needs Each term ALNET and agree ways forward ● Monitor agreed tasks and expected ALNCos/HT Each term outcomes from pupil progress meetings ● Invite families to attend ALN reform ALNcos workshops to discuss concerns/share ALNET Spring term reforms ● Identify CBI/SA/SA+ pupils and closely ALNCos monitor progress Ongoing
● Provide INSET training for all staff on the ALNCos ALN reforms/ staff needs relating to Additional Learning Needs ● Embed the understanding of the ALNCos Graduated Response for ALN needs and monitor the gathering of evidence using new proformas Autumn 1st half for recording/new systems for the ALN class term files
● Undertake training on avoiding ALNCos disagreement and early disagreement Spring Term resolution training
● Work collaboratively with cluster schools ALNCos on preparations for ALNET Ongoing
● Complete tasks identified on the ALNET ALNCos readiness tool and our targeted areas for Ongoing development
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DPS School Improvement Plan 2020-21
2c Healthy Schools ● To begin work on model SRE policy when SLT published Summer 1
● To carry out consultations and SLT workshops with parents to advise them of Summer 1 changes in curriculum
● To complete actions identified in Healthy HSL Schools action plan to achieve Level 5 Ongoing
● To invite assessor to visit school to assess against Level 5 criteria Summer 2
● To achieve level 5 accreditation. Summer 2
Resources (time; finance; staff development; equipment) Budget Allocation Budget Source Supply Cover – half termly for Emotional Literacy meetings £1,500 PDGLAC grant -Thrive Practitioner Meeting to be held half termly at DPS
Resourcing- new furniture and resources for Thrive Practitioner room £500 Delegated Budget
Non- Contact Time for Class Teachers to review individual pupil needs with HT and £800 Agency- Teaching ALNCos. ( Sept and repeat in Jan and May)
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DPS School Improvement Plan 2020-21 Monitoring Evaluation
How? When? Who? When? How? Who?
ALNCOs/ HT Review Meetings
Listening to learners GB Evaluative Termly Data Analysis July 2019 Analysis of data Learning Walk
Monitoring Commentary Evaluation Commentary ● ●
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DPS School Improvement Plan 2020-21 DPS School Improvement Plan Subject or Aspect Action Plan: Curriculum Development Action Plan 2020-21 Priority 3: Curriculum Reform Source: Donaldson Report, CSC training, Welsh Government guidance. SER IA 3- Teaching and Learning
Target: To continue to review and evolve the new curriculum in preparation for 2022.
Success Criteria : ● To have made progress towards achieving Silver Level of ‘Siarter Iaith’. ● Self- and peer-assessment will be used as part of daily practice consistently across the school. ● Pupils and parents will have a firm understanding of the core purposes of the new curriculum. ● Pedagogy will be central to teaching and learning
Strategically Planned Tasks/ Skills: Actions Lead Person(s) Involved RAYG Milestones Analysis
To develop Pedagogy
Teachers to work in triads on ● Twilight INSET Research Champion classroom based research projects sessions half termly: teachers to work in collaborative action November 2020 and to run research teams to evaluate at half-termly intervals current practice and trial ideas around the 12 Principles
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DPS School Improvement Plan 2020-21 To work Cross Cluster to develop ● Cluster project work Science and Technology Leads cross-phase curriculum project. across KS2/3 to enhance pedagogy through sharing Throughout the year expertise on curriculum design and development To develop a continuum for The Four ● Staff to work in AOLE leads Purposes phase teams to develop a Staff Training Day Spring Danescourt Primary Term Continuum for the Four Core Purposes. To skill map ‘What’s Matters’ ● Current Contexts for DHT/AHT Four Days throughout statements Learning to be mapped Autumn and Spring Term. against the statements To Innovate learning experiences To map progress steps and skills to SLT to meet Autumn 2 20 Arranged for 13th Nov existing long term planning and subsequent weeks INSET day to Jan to Jan 21 disseminate to staff. To map and develop the four core Year group teams to All Staff Termly Four Purposes planned purposes continue Mapping Four for Autumn Term Core Purposes to existing planning along with ‘pupil offer’ – curriculum design To further develop Action Research Triad Teams to continue to Teacher Triads Summer Term 21 ARP to continue in cycle Teams develop ideas based on 20-21 due to Covid outcomes from previous restrictions. enquiry e.g. AFL triad: develop continua for AFL practices
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DPS School Improvement Plan 2020-21 To work with partner schools across To form working party with Y6 Teacher Aut 2 phase cluster schools and Radyr Comprehensive to plan cross phase humanities project. Regular meetings to take Y6 Teacher Half Termly place to plan context Work to be carried out with Y6 Teacher Summer 2 Year 6 pupils Context to be evaluated Y6 Teacher Summer 2 and adapted for future use To lead and work Collaboratively
To work as a lead School to complete Attend Learning and ITE Co-ordinator, Senior Mentors Teaching Steering Group a cycle of School Led Training for Autumn Term PGCE sessions at Cardiff Metropolitan University Students. Host SLT Days (School-Led ITE Co-ordinator/SLT Frist training day Training Days) throughout Half- termly prepared and will the academic year launch 12th Nov 20. Develop the role of the ITE Research Champion -CL RC has attended several Research Champion webinars and has met Ongoing through work with Cardiff students to discuss Met resea. Oct 20. To host students on ‘clinical ITE Co-ordinator/ Senior Mentors/ Training has taken Mentors Autumn and Spring Terms practice’ place. Begins 30th Nov 20-21 20. To contribute to the School Representative to attend HT Half-termly Improvement Group SIG 5 meetings
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DPS School Improvement Plan 2020-21 Identify triad to present Triad Team to be identified findings of school-based action research (on an Summer Term aspect of new curriculum) at SIG meeting in Summer term Work with partner school Planning meeting to be HT/ Welsh Lead from both schools held with Ysgol Pencae to Aut 2 plan activities as part of the collaboration Activities to be carried out Targeted Yr Grp staff Spring Term with targeted year groups Impact to be evaluated Welsh Lead Apr 2020 To develop strong AoLE Teams AoLE Teams: Twilight INSET time All Staff devoted to AoLE teams to develop understanding of January 21 ‘What Matters’ statements within the context of the school. Mathematics and Year 1,3, 4 staff Begun to use in Numeracy AoLE team to Ongoing practice. Maths Lead to trial mastery approach in Evaluated at interim points meet with team. years 1,3,4. Twilight Inset on mastery All staff Resources ordered to Autumn 2 20 approaches e.g. CPA model support inset. Listening to learners re Summer Term 21 AOLEs Parents invited to a Jan 21 ‘feedback’ Q and A session 23 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21 To develop Welsh language and Campus Cymraeg culture Apply for bronze Welsh lead to be accreditation Spring 1 21 released to assess in Autumn 2. Share new ’Silver’ level Welsh co-ord/DHT aims with staff through Spring 2 21 Twilight INSET Criw Cymraeg to decide Welsh Co-ord Adapted to fit into upon Welsh Award winners restrictions and and present awards Throughout the year develop ownership. (certificate) in Celebration Assemblies fortnightly. Regular updates to HT/Welsh Co-ord T&L Committees as Governors via Teaching and scheduled Learning Committee Revise ‘Siarter Cymraeg’ Welsh co-ord display board success Spring 2 21 criteria to reflect new ‘Silver Level’ targets. Parents: All staff ● Welsh progress to HT/ E leader be part of parents’ evening. ● Siarter Cymraeg: Spring 1 regular updates to be included in newsletters ● Welsh language parent group to be set up To develop relationships and Independent Learning and developing resilience: wellbeing (See Priorities 1 and 2) To continue to develop the HT Autumn 2 independent learning 24 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21 strand of the teaching continua
To continue to develop All staff learner confidence in assessment of own learning Summer 2010 – Self and peer assessment strategies developed with pupils (see AFL) ● Twilight INSET to DL/AS R & R co-ordinators introduce R and R vision for Summer 2021 schools Resources (time; finance; staff development; equipment) Budget Allocation Budget Source
Release Days for ITE Co-ordinator £1200 Cardiff Met
Release Days for Research Champion £600 Cardiff Met
6 hrs of Twilight Staff Training Time
Non- Contact Time for Welsh Co-ord- 1 day
Subscription to Bore da magazine Delegated Budget- Teaching Materials
Monitoring Evaluation
How? Who? When? How? Who? When? Self-evaluation: use of ‘readiness ● Regu ● Focused Evaluative ● GB ● July 2021 SLT tool’. lar Learning Walks ● Challenge Adviser On scheduled visits
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DPS School Improvement Plan 2020-21 Activities L2L, Book Scrutiny, timetabled ● Readiness Tool Environmental Audit, learning walks. opportunitie shared s Monitoring Commentary Evaluation Commentary
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DPS School Improvement Plan 2020-21 DPS School Improvement Plan
Priority 4: Assessment and Tracking Source:
Target: To continue to review and evolve Assessment and tracking to reflect changes in the curriculum.
Success Criteria : ● New Tracking Folders in place- pupil progress clearly mapped and underachievement clear ● Non-Negotiables of AfL embedded in school pedagogy ● Teachers informed and trained ready to prepare for new assessment procedures
Strategically Planned Tasks/ Skills: Actions Lead Person(s) Involved Milestones RAYG Start Finish Analysis To develop assessment practices and ● New tracking folders to be developed HT End of track progress of all learners including and distributed to all teachers Autumn Term vulnerable groups. ● Meeting during PPA sessions set to clarify SLT End of expectations on cohort data collection Autumn Term ● ALN overviews and Pupil Progress ALNCOs/HT/Class teachers Termly Meetings taking place once per term ● To continue with in-year target setting HT
for all year groups ● To introduce whole-class Thrive Aut 2 Aut 2 Assessments (See Priority 2) Return to the non-negotiables of AFL across the DHT school to evaluate progress. SPr 2
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DPS School Improvement Plan 2020-21 To embed and enhance current Introduce visual Success Criteria across SLT Autumn
strategies for Assessment for Learning Foundation Phase as a new strategy for AfL 2019 (AfL). Introduce Peer-Assessment Class Contracts SLT Autumn
across KS2 2020 Twilight INSET: Introduce the SeeSaw App to Sc and Tech Lead October 2019 assist in assessment (see Priority 6a) Twilight INSET: Evaluate use of the SeeSaw App Sc and Tech Lead June 2020 (see Priority 6a) To prepare for new assessment Disseminate key information to staff HT/Curr Lead Throughout the procedures year ( Curriculum 2022) Hold training event using exemplar materials to HT/Curr Lead Sum 1 moderate Resources (time; finance; staff development; equipment) Budget Allocation Budget Source Staff Development – 2hrs Nil NilA 3x Staff Training Twilights Nil N/A
Monitoring Evaluation
How? Who? When? How? Who? When? Through pupil progress meeting and Self -Evaluative Learning HT/DHT Termly GB Team July 2019 feedback from staff training walk and termly reports Monitoring Commentary Evaluation Commentary ● ●
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DPS School Improvement Plan 2020-21
DPS School Improvement Plan Priority 5: Thinking Schools Source: University of Exeter Advanced Thinking School Criteria, Successful Futures
Target: To establish Danescourt Primary as a Thinking Schools Hub across South Wales.
Success Criteria : ● Accreditation as an advanced thinking school achieved ● Established as a network of schools that we are working with on a consultancy basis ● New staff training completed on Metacognition and Holistic Wellbeing ● Have contributed to national network events of Thinking Matters ● Parental video distributed
Strategically Planned Tasks/ Skills: Actions Lead Person(s) Involved Milestones RAYG Analysis Achieve accreditation as an advanced thinking ● Submit electronic evidence Cognitive Lead school to Exeter University Jul 20 ● To receive confirmation as CL, Think Tank Oct 20 an ‘Advanced Thinking School’ To respond to critical feedback from Universcity ● Consider the use of Cog Lead/ Sc Tech Lead/ Oct 20 Tech Lead Evaluatio of Exeter technology in developing thinking n points added
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DPS School Improvement Plan 2020-21 ● Begin to develop staff All staff individual targets, utilizing thinking Oct 20 tools and skills as a means to
reflecting on own practice
● Raise the profile of Think Think Tank Autumn 2 Tank to continue the well - 20 established thinking ethos ● Further develop pupil voice Pupils - Learning Forum, Spring 1 in school’s decision making process Think Tank 21
● Develop opportunities for
pupils to use metacognitive Summer 1
21 strategies across all contexts and beyond the school
Establish a network of schools with which we are ● Establish a termly Teach Cog Lead/HT working collaboratively meet programme to host schools we are working alongside to share Spring 2 current thinking projects as well as 21 established ‘Thinking Schools’ in South Wales virtually ● Thinking Matters Cog Lead/HT First session Nov 30th 20 consultants to lead virtual training Ongoing days Whole school training: Supporting emotional ● All staff to attend Holistic Cog Lead All staff wellbeing through metacognition Approach to Wellbeing training Aut 2 20 ● Develop holistic tasks Summer 2 supported by established
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DPS School Improvement Plan 2020-21 metacognitive tools/thinking strategies ● Restructure emotional Cog Lead First term has been planned wellbeing programme supported and is currently being Ongoing through use of thinking frames and implemented appropriate thinking strategies ● Review progress - half Cog Lead Ongoing termly cycle Refresh of Thinking Strategies ● All staff to attend refresh Cog Lead training on metacognitive visual Autumn frames: reflective lens supported by 1 20 other thinking tools/strategies ● All staff to attend revisit of Cog Lead Autumn visible thinking routines 2 20 ● Triad Action research to Triad Team Summer feedback research findings 2 21 School has contributed to the national network of ● School has made a Cog Lead/HT Contribution to Thinking events contribution to the national work of Matters newsletter. Thinking Matters by speaking at Ongoing webinars, writing articles, attendance at Zoom Meetings etc Parental Video ● Create parental video to all Cog Lead and Think Tank Spring 2 parents on what makes Danscourt a 21 thinking school Staff Training Completed for Motivatinal Mapping ● Staff yet to be trained to do Thinking Matters so ahead of launch of programme Consultant Spring 2 next year.
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DPS School Improvement Plan 2020-21 Resources (time; finance; staff development; equipment) Budget Allocation Budget Source Addition Training for 5 Teachers Motivational Matters Trainig £500 Learning Grant Books purchased for Wellbeing Matters Programme £200 Teaching Materials budget
Release time for preparation of consultant led days £500 ST supply budget
Monitoring Evaluation
When Who How? Who? How? When? ? ? Course participants, Univ of On DPS Evaluation of training, accreditation Evaluative Learning July 21 Exeter going GB Monitoring Commentary Evaluation Commentary ● ●
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DPS School Improvement Plan 2020-21 DPS School Improvement Plan 2020-21
Priority 6: To improve standards of Science and Technology Source: Data analysis, monitoring, SER across the school.
Target: 6a ● To improve standards of Science teaching leading to a rise in attainment in Science.
Success Criteria :
● To raise attainment in Science to within 2% of attainment in English and Maths. ● 30-40% of children to make 2+ sub levels of Progress in Science in order to achieve the related above age attainment ● Pupil voice responses re-analysed to establish an improvement in enjoyment levels of Science lessons.
Strategically Planned Actions Lead Person(s) Milestones RAYG Involved Tasks/ Skills: Analysis To begin to develop ● Begin to develop new Science topics in line with the new Science Leader Science Teaching and Science and Technology AoLE. Science and Summer 2 Technology Team Learning in line with the ● Deliver staff training on the new Science and Technology Science Leader new Wales Curriculum AoLE Science and Spring 2 2022. Technology Team ● Further develop the Science and Technology committee. Science Leader Science and Summer 2 Technology Team To monitor standards of ● Monitoring of learning focusing on pupil voice Science Leader Science and Science and Technology. questionnaires, book looks, listening to learners and timetables. Summer 2 Technology Team
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DPS School Improvement Plan 2020-21 ● Monitoring of books and planning to ensure coverage is Science Leader evenly spread across all areas of Science and Technology. Science and Spring 2 Technology Team Provide Whole Staff ● Staff audit to identify gaps in knowledge and confidence Science Leader All Staff Spring 1 Training Opportunities levels ● Staff training plan to be developed based on results of Science Leader Spring 1 audit. All Staff ● Science and Technology team to further their Science Leader Spring 1 understanding of the new AoLe. All Staff To develop STEM in the ● Members of the Science and Technology team to Science and Technology Team Summer 2 curriculum across the undertake additional online STEM CPD. school. ● Introduce mini ‘STEM’ projects as part of science teaching. Science Leader Science and Summer 2 Technology Team ● Plan a whole school Science week to include STEM Science Leader Science and activities and STEM Ambassadors. Spring 2 Technology Team All Staff To develop the teaching ● Science and Technology team to develop ways to promote Science Leader Spring 2 and learning of Computer Computer Science across the school. Science across the school. ● Staff to further develop Computer Science projects. Science Leader Summer 2 ● Staff to receive further programming training. Science Leader Summer 2 ● Evidence to be collated from pupil's Computer Science Science Leader Summer 2 work. Resources (time; finance; staff development; equipment) Budget Allocation Budget Source Resourcing of STEM week £800 Delegated budget- Teaching Materials
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DPS School Improvement Plan 2020-21 Non-contact time for Science and Technology Team to monitor standards 9 x £ 1350 Professional Learning Grant supply days
Monitoring Evaluation
How? When? When? Who? Who? How?
Termly reports from Monitoring of books, Science and Technology Science and Technology SeeSaw, Learning Team/SLT/ Challenge Termly Governors July 2021 Lead, Evaluative Walks, L2L. Adviser Learning walk
Monitoring Commentary Evaluation Commentary ● ●
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DPS School Improvement Plan 2020-21 DPS School Improvement Plan
Priority 6: To improve standards of Source: 360O Safe Assessment Criteria, Monitoring of pupil folders and books. Science and Technology across the school.
Target 6b: ● To continue the implementation of the Digital Competency Framework. ● To continue to gather evidence for the Online Safety Mark. ● To develop home learning technologies.
Success Criteria : ● To continue the implementation of the Digital Competency Framework. ● Pupils are able to apply their digital skills across the curriculum. ● Lesson observations reveal that standards of teaching in ICT across the curriculum are at least good. ● To further develop the Online Safety Mark portfolio. ● Staff and pupils are able utilise home learning technologies confidently and effectively.
Strategically Actions Lead Person(s) Milestones RAYG Planned Tasks/ Involved Analysis
Skills: To implement ● Provide staff training on how to use SeeSaw both in E-Learning Leader Autumn 1 home learning school and for home learning. technologies. ● Provide staff training on how to use Google both in E-Learning Leader Autumn 1 school and for home learning. ● Update AUPs and policies to reflect SeeSaw and Google E-Learning Leader Autumn 1 Classroom usage for home learning. ● Provide video tutorials and step by step guides on E-Learning Leader Autumn 1 Google Classroom to support parents and guardians.
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DPS School Improvement Plan 2020-21 ● Provide video tutorials and step by step guides on E-Learning Leader Autumn 1 SeeSaw to support parents and guardians. ● Set up pupil and staff accounts on Bug Club E-Learning Leader Autumn 1 Independent. E-Learning Leader ● Train staff on how to use Bug Club Independent. Autumn 1
● Provide parents with a step by step guide on how to use E-Learning Leader Autumn 1 Bug Club Independent. ● Continually monitor Digital Deprivation amongst pupils. E-Learning Leader
Autumn 1
To monitor the ● Continue to develop the use of Google Classroom in E-Learning Leader Summer 2 application of the KS2. KS2 Staff DCF across the ● Monitoring to include, listening to learners, pupil E-Learning Leader Summer 2 curriculum. folders, planning, use of DCF overview tool, book looks. ● Staff to complete DCF monitoring tool every half term. E-Learning Leader FPh and KS2 staff Summer 2
E-Learning Leader ● Evidence to be collated to create DCF portfolio. Summer 2 FPh and KS2 staff Continue the ● Further develop the role of the Digital Leaders. E-Learning Leader Summer 2 process to achieve ● Continue to promote online safety to parents through E-Learning Leader Autumn 2 the online safety online meetings, letters, tweets, etc. ● Continue to use 360o Safe self-review tool to review E-Learning Leader mark. Summer 2 online safety provision. ● Evidence collated to achieve the online safety mark. Learning Leader Summer 2
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DPS School Improvement Plan 2020-21 ● Online safety committee to meet every half term. E-Learning Leader Selected staff and Summer 2 children ● Staff to develop additional online safety activities to E-Learning Leader Summer 2 supplement the online safety SoW and to provide evidence. All Staff Resources (time; finance; staff development; equipment) Budget Allocation Budget Source NCT to prepare for training events for parents and governors 1 day supply Delegated Budget short term supply
Accreditation preparation and assessment 2 days supply Delegated Budget -short term supply
Cost of assessment process £800 Delegated budget- accrediations and subscriptions Monitoring Evaluation
How? Who? When? How? Who? When? Completion of the accreditation process Monitoring Commentary Evaluation Commentary ● ●
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DPS School Improvement Plan 2020-21
What Informs the School Improvement Plan?
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Nurturing, Growing, Thriving Meithrin, Tyfu, Llwyddo
Danescourt Primary aspires to be: ● a pioneer in education with high aspirations ● at the heart of our community working in partnership to provide a welcoming , motivating learning experience for all ● a provider of a vibrant, relevant curriculum where everyone is challenged and inspired to shine
Our aims for pupils as learners are that they are: ● culturally and socially accepting and tolerant, making positive contributions to Danescourt Primary and the wider community ● globally and ethically informed, ready to adapt to an ever-changing world and respectful of their local and global environment ● emotionally resilient and confident, able to face challenges with assurance, learn from mistakes and take responsible risks ● mindful of and responsible for their own health and wellbeing ● flexible and creative with a positive attitude to life and learning ● organised and inquisitive, taking responsibility for their own learning ● collaborators, who build positive relationships based on mutual respect Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21 ● numerate, literate and technologically skilled, have high expectations of themselves and their work ● equipped for the technological age and use technology responsibly ● aware that their actions have consequences and are able to take responsibility for the impact on the school community, on-line and on the wider world
Our school ethos is one that promotes: ● the child at the core of everything
Our non-negotiable aspiration as a school is that: Danescourt Primary is a happy school where everyone is valued and inspired to give of their best.
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DPS School Improvement Plan 2020-21 Danescourt Primary School and Nursery
Current National Priorities
● Raising standards in literacy
● Raising of standards in Numeracy
● Raising of Standards in Digital Competency
● Closing the Gap in achievement for pupils from disadvantaged backgrounds
● Preparations for the new Wales Curriculum 2022
● Establishing support systems for pupils who have suffered Adverse Childhood Experiences
● Healthy Schools Initiative
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DPS School Improvement Plan 2020-21
Estyn Recommendations from Report following Inspection in Nov 2016
R1 Improve pupils’ ability to work independently
R2 Improve Foundation Phase practice to provide pupils with greater opportunities to learn through practical experiences
R3 Strengthen the link between the self-evaluation document and the school improvement plan
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DPS School Improvement Plan 2020-21
Appendices
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DPS School Improvement Plan 2020-21
Danescourt Primary School
Class Structure Sept 2020
Year Class Class Teacher(s) Teaching Assistants SEN provision Group N1 Oak Mrs. J. Deek Mrs. E. Hedges Assistant Headteacher Mrs. J. Ling Miss. S. Smith Rec Beech Miss. E. Hawkes Mrs. R. Moreno Mrs. B. Wilson-Jones Rec Birch Mrs. R. Ford Miss. C. Morris Assistant Headteacher Mrs. Richards Miss. G. Johnson (Agency) 1 Cherry Mr. D. Lewis Mrs. L. Wade Mrs. E. Batten TLR holder (Agency)
1 Cedar Mrs. D. Diment/ Mrs. K. Bowen Mrs. S. Campbell Mrs. S. Bell 2 Sycamore Mrs. A. Skuse Mrs. K. Withnall Mrs. L .Cheesman TLR holder
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DPS School Improvement Plan 2020-21 2 Spruce Miss. E. Blackie Miss. G. Johnson ( Agency) 3 Mulberry Miss. C. Lawton Mrs. J. Johnson/Mr. Mrs. J. Williams Assistant Headteacher Cope
3 Magnolia Mrs. K. Jenkins/Mrs. J. Ellis
4 Hazel Mr. T. Fryer Mrs. B. Lyons Mrs. Perkins
4 Hawthorn Mrs. S. Pardoe/Mrs. S. Davies Mrs. Pritchard- Crighton 5 Larch Miss .J. Walters Miss. L. Nand Mrs. L. Irwin
5 Lime Mrs. E. Capel TLR Holder /Miss. E. Lade 6 Elder Miss. K. Haynes* Mrs. P. Kerrigan Miss. H. Abdulla Deputy Headteacher HLTA
6 Elm Mr. T. Howard TLR Holder
PPA R-Y6 Mrs. M. Rees
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DPS School Improvement Plan 2020-21 ELSA/ Thrive R-Y6 Mrs. E. Loney Practitioner
Danescourt Primary School Structure 2020-21
Mrs. Judith Davies Headteacher School Leadership and organisation (Member of the School Staff and pupil welfare Leadership Team) Discipline Designated Safeguarding Lead Curriculum overview planning and organisation Assessment Leader Performance Management Leader Training and Development Manager Health and Safety Officer Miss. Kate Haynes Deputy Headteacher Class Leader Year 6 ( Member of the School MAT Leader Leadership Team) Teaching and Learning Lead On Maternity Leave until 1.2.21 Deputy Designated Safeguarding Lead Performance Management Team Leader Equal Opportunities Co-ordinator Literacy Leader Miss. Claire Lawton Assistant Headteacher Class Teacher Year 3 Curriculum Leader for Numeracy 47 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21 ( Member of the School Cognitive Education Lead Leadership Team) Research Champion Performance Management Leader NQT/EPD mentor Deputy Designated Safeguarding Lead
Mrs. Sarah King Assistant Headteacher Class Teacher Year 1 ( Member of the School E Learning and Science Leader Leadership Team) E Safety Co-ordinator On Maternity Leave until Website Co-ordinator
Mrs. J. Deek Assistant Headteacher Class Teacher- Nursery ( Member of the School Additional Needs Co-ordinator Leadership Team) Family Co-ordinator Learning Co-ordinator for Health and Wellbeing Senior Mentor and Co-ordinator ITE
Mrs. R. Ford Assistant Headteacher Class Teacher- Year R ( Member of the School Additional Needs Co-ordinator Leadership Team) Learning co-ordinator for The Humanities and ESDGC Senior Mentor and Co-ordinator ITE Miss. Elisabeth Hawkes Teacher Class Teacher Year R Learning Co-ordinator for Expressive Arts Global Links Co-ordinator Mrs. Debbie Diment Teacher (Job –Share) Class Teacher Year 1 Learning Co-ordinator for the Humanities
Mrs. Sian Bell Teacher (Job –Share) Class Teacher Year 1 Learning Co-ordinator for the Humanities
Mr. David Lewis Teacher Class Teacher Year 1 TLR holder Technology and E Safety Lead. Rights and Responsibilities Lead Mrs. Amy Skuse Teacher Class Teacher- Year 2 TLR holder Year 1/2 Lead 48 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21 Rights and Responsibilities Lead Learning Co-ordinator Literacy Miss. Emma Blackie Teacher Class Teacher- Year 2 Learning Co-ordinator for Health and Wellbeing
Mrs. K. Jenkins Teacher (Job-Share) Class Teacher Year 3 Learning Co-ordinator for Welsh Language and Cwriculwm Cymreig Miss. J. Ellis Teacher Class Teacher Year 3 Learning Co-ordinator for Mathematical Development Miss. J. Walters Teacher Class Teacher- Year 4 Learning Co-ordinator for Digital Competency and Science
Mrs. Sam Pardoe Teacher (Job –Share) Class Teacher Year 4 Learning Co-ordinator for Language, Literacy and Communication Mrs. Sarah Davies Teacher (Job –Share) Class Teacher Year 4 Learning Co-ordinator for Health and Wellbeing
Mr. Tom Fryer Teacher Class Teacher Year 4 Learning Co-ordinator for Mathematical Development Eco Lead Mrs. Emily Capel Teacher ( job-share) Class Teacher Year 5 TLR holder Year 5/6 Lead Learning Co-ordinator for Expressive Arts Mrs. Kerri Young Teacher part time Class Teacher Year 5 ( 1 day a week) ( Agency) N, R and Y2 ( 2.5 days)
Mr. Tim Howard Teacher Class Teacher Year 6 TLR holder Science and Technology lead Miss. Alix Walker Teacher Class Teacher Year 6 Learning Co-ordinator for Expressive Arts
Mrs. Mel Rees Teacher PPA Teacher 49 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21 Part -time Learning co-ordinator for Health and Wellbeing. Mrs. Philippa Kerrigan HLTA Learning Support and interventions
Miss. Louise Nand Teaching Assistant Learning Support and Interventions Year 5
Mrs. Bethan Lyons Teaching Assistant Learning Support and interventions Year 4
Mrs. Juliet Johnson Teaching Assistant PT Learning Support and interventions Year 3
Mrs. Robyn Hockey Teaching Assistant PT Learning Support and interventions Year 3 Currently on Maternity Leave
Mr. Graham Cope Teaching Assistant PT Learning Support and interventions Year 3
Mrs. Katie Withnall Teaching Assistant Learning Support and Interventions Year 2
Mrs. Lisa Wade Teaching Assistant Year 1 SAIL and Speech Links- Literacy interventions Mrs. Karen Bowen Teaching Assistant Learning Support and interventions Year 1
Mrs. Rose Moreno Teaching Assistant Learning support and Interventions Reception
Mrs. Bethan Wilson-Jones Teaching Assistant Learning Support and Interventions Reception
Miss. Chloe Morris Teaching Assistant Learning Support and interventions Reception
Mrs. Fleur Richards Teaching Assistant Reception and Forest Schools Leader
Miss. Georgina Johnson Teaching Assistant Reception and Year 2 Learning Support and (Agency) Interventions Mrs. Emma Hedges Teaching Assistant Nursery
Mrs. Jane. Ling Teaching Assistant Nursery
Mrs. Sophie Smith Teaching Assistant Nursery 50 Nurturing, Growing, Thriving -Meithrin, Tyfu, Llwyddo
DPS School Improvement Plan 2020-21
Mrs. Sue Campbell Teaching Assistant 1:1 Year 1
Mrs. Emma Batten Teaching Assistant 1:1 Year 1
Mrs. LInda Cheesman Teaching Assistant 1:1 Year 2 Mrs. Jayne Williams Teaching Assistant 1:1 Year 3
Mrs. Kath Pritchard- Crighton Teaching Assistant 1:1 Year 4
Mrs. Carol Perkins Teaching Assistant 1:1 Year 4
Mrs. Lorraine Irwin Teaching Assistant 1:1 PT Year 5
Miss. Hannah Abdulla Teaching Assistant 1:1 Year 6
Mrs. Emma Loney Teaching Assistant Emotional Literacy Support Assistant and Parental Support Worker Mrs. Cath Lewis-Davies School Business Manager
Mrs. Cherie Scott School Administrator
Mr. Jason Bates Estates Manager
Breakfast and lunchtime Mrs. A. Davies, Mrs. A. Simmons, Mrs. A. Carey*, Mrs. T. Said, Miss. K. Wallace. Supervisors
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DPS School Improvement Plan 2020-21 Spending Plans- Danescourt Primary School 2020-21 Education MEAG Pupil Deprivation Grant Early Years Pupil School Improvement Professional Learning Improvement Grant Deprivation Grant Grant Grant EIG £141630 £6030 PDG £50600 EYPDG £4716 SIG £1000 PLG £5399 2020-21 2020-21 2020-21 9 Teaching £141630 1 Teaching £6030 Fund cost of £15787 Fund cost of £4716 Supply agency costs £675 Subscription £499 Assistants assistant ELSA/ ELSA/ to prepare for and for Creative within the supporting Attendance Attendance attend learning Education FP EAL pupils. Officer/ Parent Officer/ conference. Three Liaison Post- Parent Liaison Teachers for 1.5 20.2 hours a Post- days each week 5.8 hours a Fund Cost of £9337 week Fund Pupil Voice £325 Excellent £2500 TA working on Meets for School Teaching Close the Gap council Course projects – 2 Representatives days a week Fund cost of £12283 Classroom £2400 Forest School research Leader Post 15 x supply 13 hours per days week Subsidies, £13,193 grants and training Music Bursaries for pupils eligible for FSM
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DPS School Improvement Plan 2020-21 Residential Trip Bursaries Forest School Training Costs (Second Leader) Investors in Family Subscription Emotional Literacy Measure ( PASS) subscription Training Fund- supply costs for Thrive Training Total £141,630 £6030 £50,600 £4716 £1000 £5399
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DPS School Improvement Plan 2020-21 Staff Development Programme 2020-21 Draft
Whole School Staff Training Days
1.Parental Consultations
2. Parental Consultations
3. Classroom Research Presentations. Adverse Childhood Experiences and Thrive Programme
4. Excellent Teaching Course
5. New Curriculum 2022- Cluster of Schools Preparation Day
6. New Curriculum 2022- School based Curriculum Development
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DPS School Improvement Plan 2020-21
Partnerships
School Improvement The school is part of a nine school partnership which is currently working on individual projects on curriculum Development to Group 5 be disseminated at a learning conference in Summer Term.
Thinking Matters Hub school for Thinking Matters providing training and consultancy for schools in South Wales on their journey towards becoming an accredited Thinking School ( Exeter University). Cardiff Met Lead Alliance Partnership school with direct input into the Initial Teacher Training Programme with Cardiff Met University
ELSA Network Member of ELSA network in Cardiff – used as an example of excellent practice.
Cluster Transition Working in partnership with cluster schools on MAT, Attendance, Moderation Procedures and the development of Curriculum Group 2022.
PONT Partnered with Mwbamba school in Mbale Uganda through the Pont network of schools in South Wales.
Peer Enquiry Member of the Peer Enquiry Programme run by CSC Programme
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DPS School Improvement Plan 2020-21 Danescourt Primary School Annual Cycle of Self-Evaluation Activities 1. Analysis of planning 2. Learning environment 3. Observing teaching and learning 4. Work scrutiny 5. Listening to learners 6. Data analysis 7. Evaluating the views of stakeholders 8. Pupil progress discussions
SEPTEMBER Focus Who Self-Evaluation Action Inspection Area and Aspect Data Analysis SLT External comparisons Area 1 HT DHT Building on the June, in-school data analysis, analyse data against comparators: including benchmarks, family, LA, national TLR and FFT, (average and the best performers). Themes to be compared include: Expected level (EL), EL+1, gender, FSM performance, eFSM, and that of vulnerable groups. Finalise SDP and a revise HT DHT Complete SDP 5.2 overview three-year plan TLR Ensure SDP has been updated with any new information and there are direct and explicit links from the SER. 5.3
Data CT Administer and record National Baseline in accordance with requirements. 2.1 4.1 Baseline testing N/R This should be used to support the School Context information for Estyn. 5.2 Data analysis: HT, Review of previous term and previous academic year. 2.2 Attendance Admin 4.1 Finalising pupil targets Class Confirm challenging provisional targets set in July, for all pupils. 1.1 teachers The provisional data target should have been set in the July by the sending and receiving teacher. This should be for all pupils, 4.1 not just ends of phases. Ensure targets have sufficient challenge. Learning Environment and Phase Focus: How the learning environment supports learning 2.2 Listening to Learners leaders. ⮚ The alignment of each class with the school’s agreed features of an effective learning environment. 3.1 ⮚ Listening to learners should focus on the extent to which the learners are aware of how the environment supports 3.3 their learning with such things as modelling, scaffolding and available resources.
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DPS School Improvement Plan 2020-21 AENCo Report AENCo Detailed analysis of AEN: register, learning support, systems to support AEN (and pupils just above AEN) current year. 4.1 5.4 Safeguarding Review HT Reviews by senior managers. Use Estyn guidance. 4.3 Listening to Learners TLR Establish a learning voice baseline 2.1 holders Consider using a resource that provided comparisons across a range of themes: 2.2 UPS/ 1. Pupil attitudes to school and self (PASS). Curric. co- 2. Assessing/determine pupils’ views on issues that will be developed as part of the SDP in the current year. ord 3. Using Estyn’s pupil questionnaire. It is important to show that the school is responding to findings of pupil voice. 4. Develop means of assessing progress against Successful Futures key elements (‘soft skills’) Continua for Kids? Book scrutiny and Teachers Using pupils’ books and listening to learners, for an early analysis of: 1.1 Listening to Learners TLRs ⮚ standards of teachers’ feedback 1.2 Literacy ⮚ pupils’ responses to feedback 2.2
Numeracy ⮚ pupils’ awareness of their targets 3.1 ARR co- ⮚ Presentation. ord. The above focus is to ensure expected practices are enacted with consistency (‘Strong and Sustained’ for Estyn excellence).
OCTOBER Focus Who Self-Evaluation Action Area and Aspect Classroom practice: SLT Short drop-ins towards ends of sessions to support teachers in assessing progress against success criteria and attitudes to 1.1 1.2 ‘looking for learning’ learning. 1.3 2.1 drop-ins 2.2 Stakeholders Views: SLT Taking account of parents and carers’ views: 5.2 Parent consultations ⮚ specific or general questionnaire annually undertaken and/or others as ⮚ based on an area to be focussed on in coming year in order to give a data baseline. relevant Pupil Progress Meetings: Class Analysing individual pupil performance progress. Crucially, have pupils made a good start? Are all pupils making appropriate 1.1 SLT with teachers teachers progress? 1.2 SLT 4.1 NOVEMBER Focus Who Self-Evaluation Action Area and Aspect Classroom practice: SLT and Focus on a key aspect of teaching e.g. AfL, Differentiation, a Pedagogical Principle. 3.1 Learning walk teachers Consider: 2.1 2.2 ⮚ Strengths within, and across classes 1.1 1.2 ⮚ Areas to develop within, and across classes 1.3 ⮚ Continuity and progression
Performance management HT/SLT Have things began well? 3.1 5.3 57
DPS School Improvement Plan 2020-21 ⮚ Evaluate learning and teaching get an early view of progress towards objectives. If not on-track, more frequent monitoring meetings should be scheduled for those individual staff, as necessary ⮚ This will include evidences from other sources. ⮚ Professional learning in place
Book Scrutiny and TLR Using pupils’ books and listening to learners, for an analysis of: Area 1 Listening to Learners holders ⮚ Standards and progress, including of different groups 2.2 Lit. ⮚ Teachers’ feedback/feed-forward 3.1 Maths ⮚ Pupil responses ARR co- ⮚ Differentiation ord ⮚ Pupil targets
DECEMBER Teams/Curricular co- Curric. Themes should focus on how well the term’s curriculum: 1.1 1.2 1.3 ordinators evaluation of Co-ords ⮚ Responds to input from pupil voice. 2.1 2.2 provision with termly Learning ⮚ Engages learners. 3.2 3.3
review of curriculum and teams ⮚ Addresses the Four Core Purposes and Standards set out in CIF Areas 1 and 2. 4.2 Enables and applies literacy, numeracy and Digital Competency. 5.4 the impact on standards. ⮚ ⮚ Is appropriate, broad, balanced and provides for continuity and progression. ⮚ Meets resource requirements. Pupil Progress Meetings: Each Analysing individual pupil performance progress. Crucially, have pupils continued to make at least appropriate progress? 1.1 1. SLT with teachers class 2 teacher 1.2 2. and SLT 2 2.2 3.1 4.1
Evaluation of School Head, Has a strong start been made? 5.1 Development Plan SLT Evaluate current year’s progress. Use in report to governors. If off-track, take ameliorative action immediately. 5.2 5.4 JANUARY Focus Who Self-Evaluation Action Area and Aspect Learning Environment and Phase Analysis of each classroom in terms of coherence with agreed features of an effective learning environment. This will include: 2.2 listening to learners leaders. ⮚ a specific focus on literacy and numeracy, (scaffolds etc.) 3.1 3.2 ⮚ Celebration of application of skills in displays and increasingly the Four Core purposes 3.3
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DPS School Improvement Plan 2020-21 Attendance analysis EWO, Data from previous academic year now available. Compare with best practice, benchmarking 2.2 HT, Previous term. 4.1 Admin FEBRUARY Focus Who Self-Evaluation Action Area and Aspect AENCo Report to HT AENCo Reviews by senior managers detailed breakdown of register, IEPs learning support and progress 1.2 4.1 4.2 Classroom practice: SLT Short drop-in towards ends of sessions to support teachers in assessing progress against success criteria and attitudes to Area 1 Progress drop-ins learning. Gather brief evidence. Focus on groups of learners. 2.1 ‘looking for learning’ 2.2 3.1 Performance management Is good progress clear? Area 1 ⮚ Evaluating learning and teaching- progress towards objectives. If not on-track, more frequent monitoring meetings 2.1 2.2 should be scheduled for those individual staff, as necessary 3.1 ⮚ Clear focus on pupil progress ⮚ Professional learning Book scrutiny and TLR Using pupils’ books and listening to learners, for an analysis of: Area 1 Listening to Learners holders ⮚ Standards of pupils’ work 2.2 Lit Co. ⮚ Progress made by pupils 3.2 3.3 Num. co. ⮚ Teachers’ feedback leading to pupil progress in LLC, MD, Welsh and science. ARR co ⮚ Application of literacy and numeracy ⮚ Curriculum coverage. Are there necessary elements missing? If so, address asap in planning and action. ⮚ Gather materials to support moderation.
Pupil Progress Meetings: Class Analysing individual pupil performance progress. 5.3 1. SLT with teachers teachers ⮚ Have pupils continued to make appropriate progress? 2 SLT ⮚ Focus substantially on the agreed ‘key marginal’ pupils, what do they specifically need to achieve their target outcome? 5.4 2. ⮚ What precisely are pupils missing in order to secure the targeted level? Consider whether the missing elements are due 2 to a lack of curriculum coverage. Record actions on class Targeted Outcome Plan. 2.2 3.1 4.1 MARCH Focus Who Self-Evaluation Action Area and Aspect Classroom practice: SLT and Focus on a key aspect of teaching e.g. AfL, Differentiation, a Pedagogical Principle. 3.1 Learning walk teachers Consider: 2.1 2.2 ⮚ Strengths within, and across classes 1.1 1.2 ⮚ Areas to develop within, and across classes 1.3
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DPS School Improvement Plan 2020-21 ⮚ Continuity and progression
Evaluation of SDP SLT Is progress on track? Evaluate current year’s progress. Use in report to governors. If off-track take ameliorative action 5.1 immediately. 5.2 5.4 APRIL Focus Who Self-Evaluation Action Area and Aspect Review of financial year HT Govs Does the school give value for money? 5.1 5.4 Evaluation of EIG WEG Head SLT Was resourcing effective? VfM? 5.4 PGD monies Is resourcing aligned to priorities: national and school? Are legal requirements are met? Teams/Curricular co- Curric. Themes should focus on how well the term’s curriculum: 1.1 1.2 1.3 ordinators evaluation of Co-ords ⮚ Responds to input from pupil voice. 2.1 2.2 provision with termly Learning ⮚ Engages learners. 3.2 3.3 review of curriculum and teams ⮚ Addresses the Four Core Purposes and Standards set out in CIF Areas 1 and 2. 4.2 Enables and applies literacy, numeracy and Digital Competency. 5.4 the impact on standards. ⮚ ⮚ Is appropriate, broad, balanced and provides for continuity and progression. Meets resource requirements. Pupil Progress Meetings: Class Analysing individual pupil performance progress. Crucially, have pupils continued to make appropriate progress? Focus 1.1 1.2 SLT with teachers teacher substantially on the agreed ‘key marginal’ pupils in each class, especially EOFP/ EOKS. Discussion format as previous. Keep 1.3 2.1 SLT previous focus on: What precisely are key pupils missing in order to secure the targeted level? Consider closely whether the 2.2 3.1 missing elements are due to a lack of curriculum coverage. Record agreed action on Targeted Outcome Plan. Evaluation of School Head, Evaluate current year’s progress. 5.1 Development Plan SLT Use in report to governors. If off-track, take ameliorative action. 5.4 MAY Focus Who Self-Evaluation Action Area and Aspect Attendance analysis EWO, Analysis of previous term. 2.2 HT, 4.1 Admin Learning Environment and Phase Analysis of each classroom in terms of coherence with features of an effective learning environment and pupil voice. Including: 2.2 Listening to Learners leaders. ⮚ A specific focus on literacy and numeracy, (scaffolds etc.) 3.1 ⮚ Celebration of application of skills in displays and evidence of the Four Core purposes 3.2 3.3 Classroom practice: SLT Short drop-in towards ends of sessions to support teachers in assessing progress against success criteria and attitudes to 1.1 1. Progress drop-ins, ‘looking learning. Gather brief evidence. 2 for learning’ 1.2 2. 1 60
DPS School Improvement Plan 2020-21 2.2 3.1 JUNE Focus Who Self-Evaluation Action Area and Aspect Classroom practice: SLT and Focus on a key aspect of teaching e.g. AfL, Differentiation, a Pedagogical Principle. 3.1 Learning walk teachers Consider: 2.1 2.2 ⮚ Strengths within, and across classes 1.1 1.2 ⮚ Areas to develop within, and across classes 1.3 ⮚ Continuity and progression
Data Analysis: CT, HT Analysing pupil performance data: 1.1 1. End of KS data analysis, Internal data analysis against targets, prior performance etc. Success of intervention programmes etc. 2 individual pupil progress Identification of which pupils did not achieve expected outcomes and levels with clear, succinct evidence recorded. 1.3 3.1 Ensue pupil progress is evaluated. Listening to Learners CT, Re-visiting themes from first term to assess impact of actions. 2.1 2.2 Questionnaire/focus pupils ⮚ Pupil attitudes to school and self (PASS). 3.1 3.2 groups ⮚ Assessing/determine pupils’ views on issues that will be developed as part of the SDP in the current year. 4.2 ⮚ Using Estyn’s pupil questionnaire. It is important to show that the school is responding to findings of pupil voice. ⮚ Assessing progress against Successful Futures key elements (‘soft skills’) Continua for Kids? Classroom Practice: HT/SLT Performance management determination of progress, no surprises 3.1 5.2 Performance management Evaluating learning and teaching through performance management. 5.3 Reaching decisions re progress towards objectives. Record appraisal statements. Teams/Curricular co- Curric. Themes should focus on how well the term’s curriculum: Area 1 ordinators evaluation of Co-ords ⮚ Input from pupil voice. 2.1 2.2 provision and Standards Learning ⮚ Meet the Four Core Purposes and standards achieved. 3.2 3.3 of current term and whole teams ⮚ Application of literacy, numeracy and DC. 4.2 Evaluating the term’s curriculum for appropriateness, breadth and balance. 5.4 year. ⮚ ⮚ Resource issues. Also, the curriculum provision for the year against each point above. Book Scrutiny and TLRs Using pupils’ books and listening to learners, an analysis of standards including: Area 1 Listening to Learners Lit, Num ⮚ Teachers’ feedback for LLC, MD and core subjects, and pupils progress as a result 2.2 ARR co- ⮚ Standards of all pupils including groups 3.1 ord ⮚ Pupils application of skills across the curriculum. ⮚ Also, curriculum coverage for gaps and overlaps. (Still time to address gaps).
AEN Provision review AENCo Auditing practice against policy and procedures 4.1 Subject Intervention programmes: impact 4.2 Leads Evaluating entry and exit criteria for intervention programmes 5.4 61
DPS School Improvement Plan 2020-21 Teams/Curricular co- Curric. Themes should focus on how well the term’s curriculum: 1.1 1.2 1.3 ordinators evaluation of Co-ords ⮚ Responds to input from pupil voice. 2.1 2.2 provision with termly Learning ⮚ Engages learners. 3.2 3.3 review of curriculum and teams ⮚ Addresses the Four Core Purposes and Standards set out in CIF Areas 1 and 2. 4.2 Enables and applies literacy, numeracy and Digital Competency. 5.4 the impact on standards. ⮚ ⮚ Is appropriate, broad, balanced and provides for continuity and progression. Meets resource requirements. JULY Focus Who Self-Evaluation Action Area and Aspect Analysis of National tests TLR and National tests 1.1 DH Detailed analysis by class. Class review for current teacher to adjust practice. Next teacher to be aware of class new class’s needs. Check alignment of TA and national test outcomes. Annual AENCo Report to AENCo AEN review 1.2 4.1 HT Impact of learning support, interventions and progress. 4.2 Stakeholders Views: Parents/ Determining progress 5.2 Parent’s survey HT Asking parents the same questions provided in September. A focus on the areas developed over the year as they relate to parents. Attendance review EWO/HT Current term, whole school (unvalidated) 2.2 Admin Using school generated data analysis of current term’s performance. 4.1 Evaluation of School Head, Impact of SDP and sustainability 5.1 Development Plan SLT Evaluate current year’s progress. Use in report to governors. If off-track, take ameliorative action. Assess sustainability issues. 5.4
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DPS School Improvement Plan 2020-21
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