Rollesby Primary School and Nursery SIDP 2016-2017

ROLLESBY PRIMARY SCHOOL AND NURSERY

SCHOOL IMPROVEMENT AND DEVELOPMENT PLAN

2016/17

1 Rollesby Primary School and Nursery SIDP 2016-2017

CONTENTS

Page  Introduction 3

 Aims and Vision 4

 School Staff and Key Responsibilities 5 - 6

 The Governing Body 7

 Standards 8-10

 Impact of SIDP 2015/16 11-12

 Priorities for development 2016/17 13-19

Introduction

This School Improvement Plan is designed to cover the period from the beginning of the Autumn term 2016 to the end of the Summer term 2017. It is designed to build on the strengths and weaknesses of the school and to enable the school to develop according to its needs. It provides detailed action and costing for all maintenance and development of the school for the life of the plan.

The Plan is the result of: * discussions between the School Governors, Teaching and Support Staff

* decision making by the School Governors in partnership with the Staff

All those who have an interest in the School have access to a copy of the Plan and are invited to comment on it. The Chair of Governors and the Headteacher are happy to respond to any questions about the Plan and the implications for the operation of the School. There will be a copy available for loan in the school office.

LIFE OF PLAN BUDGET YEAR RESOURCE ALLOCATION

2016 -17 16–17 / 17-18 £483,894 (16/17)

School Characteristics Rollesby Primary school and Nursery is a smaller than average rural school which became a full primary school in September 2009, having previously been a first school. The Governing Body manages childcare for children from the age of two to four. It also provides the Earlybird and Ladybird before and after school sessions for pupils from the age of four to eleven. Our Early Years and extended school provision was judged ‘Outstanding’ by Ofsted in January 2015. The main school was judged ‘Good’ by Ofsted in June 2014.

Key indicators higher than the National average (RAISE online 2015):  Percentage of girls  Percentage of pupils supported with Special Educational Needs and Disabilities Attendance is slightly better than the national average.

Key indicators lower than the National average (RAISE online 2015):

 Percentage of pupils from minority ethnic groups or first language believed not to be English.  Percentage of pupils known to be eligible for Free School Meals.  The school’s deprivation indicator.  The average percentage of adults in the ward accessing higher education.  Fixed and permanent exclusions.

Number on Roll September 2016 Reception to Year 6 - 137 Nursery - 29 Aims

Mission Statement: to extend and continue to improve the quality of learning and teaching that is available to the children in our school, in a caring and supportive environment.

We aim to provide equal opportunities for all pupils to fulfill their potential and, through a programme of active learning, motivate all the children to develop skills and extend their knowledge and understanding of the world around them.

We aim to provide as broad a curriculum as the school and staffing allow and which is relevant to the present and future development of the children, in accordance with all stages of the National Curriculum.

Our Three Year Development Plan Vision (2014 – 2017)

 Pupils’ achievement in Reading, Writing and Maths at the end of each Key Stage will be at least in line with, or above, National Standards.

 Teaching and learning is of the highest standards.

 To develop excellence, enjoyment and diversity in the curriculum.

 To become an ‘Outstanding’ school.

 To build leadership capacity within the school.

 To expand the school roll.

Staffing 2016 – 2017

School Staff Mrs. Rachel Alexander Teaching Assistant, Nursery Mrs. Catherine Barnard Part time teacher KS2, 0.8 FTE Mrs. Sally Brown Teaching Assistant, Nursery Mrs. Elaine Bultitude School Caretaker/Cleaner Mrs. Cindy Burrell Midday Supervisor Mr. Joshua Cook Full time teacher Year 1 Miss Annette Cooper Full time teacher KS2 Miss Jane Cox Midday Supervisor / Nursery Assistant Mrs. Natasha Curtis Midday Supervisor Miss Cat Davidson Full time Teaching Assistant, Nursery Mr. William Downes Full time teacher EYFS Miss. Sarah Edmonds Midday Supervisor Mrs. Juliette Elwick Part time teacher Nursery, 0.6 FTE Mrs. Lynn Fakes Part time Teaching Assistant Mrs. Glenda Fielding Full time Teaching Assistant Mrs. Sarah Floate Dining Room Assistant Mrs. Kerri Funnell Full time Nursery Manager Mrs. Mickayler Gallant Full time Teaching Assistant Mrs. Rosie Guymer Midday Supervisor Mrs. Tracy Guymer School Secretary and Bursar Mrs. Diane Howlett Full time HLTA Mrs. Louise Hinton Headteacher (including 1 day teaching commitment) Mrs. Tessa Jones HLTA EYFS Nursery am Mrs Carol Marsden Part time Teaching Assistant Mrs. Laura May Full time Teaching Assistant/ MSA Mrs. Melanie Millar Part time Teaching Assistant/MSA Mrs. Sally Morgan Part time teacher Y2/Y3, 0.4 FTE Miss Aimee Pendergast Part time Teaching Assistant / MSA Mrs. Amanda Starling Dining Room Assistant

Mrs. Liz Wiggett Part time teacher Y2/Y3, 0.6 FTE Mrs. Barbara Woodrow School Crossing Patrol

The school recognises the important role that teaching assistants play, supporting a diverse range of educational needs. Our teaching assistants are targeted on the timetable very carefully. They are used to support individuals or groups in Maths, English, Science and other curriculum areas; individual and small group teaching following additional support strategies; taking responsibility for devising support and teaching programmes as required with the support of the Headteacher.

Responsibilities

Louise Hinton Safeguarding SEN (including Gifted and Talented) Assessment Educational Visits PSHE Music Collective Worship

Annette Cooper English Primary Languages Y6 transition

Joshua Cook Art and Design Alternate Designated Professional for Safeguarding

Liz Wiggett Computing / Online Safety

Catherine Barnard Maths / Design Technology

Sally Morgan History / Geography / RE

William Downes Outdoor Learning

Diane Howlett PE

Juliette Elwick Early Years Designated Professional for Safeguarding in Nursery (am) SENCo (Early Years)

Kerri Funnell Nursery Manager (pm) Designated Professional for Safeguarding in Nursery (pm) SENCo (Early Years)

The Governing Body

Tina Brown Partnership Governor (Chair) Shaun Cramer Parent Governor Geoff Hudson Local Authority Governor Mark Siddall Partnership Governor Mike O’Reilly Co-opted Governor Emma Tacon Co-opted Governor Mr. Shaun Flaxman Parent Governor Louise Hinton Headteacher Annette Cooper Staff Vacancy Co-opted Governor Julia McNelly Clerk to Full Governors Rachel Shirley Clerk to Committees

Curriculum and Effectiveness Committee Miss Cooper, Mrs. Tacon, Mr. O’Reilly, Mrs. Brown

Finance, Personnel. Pay and Premises Committee Mr Hudson, Mr. Siddall, Mr. Flaxman

Performance Management / Headteacher Review Officers Mr. Shaun Flaxman, Mr. Mike O’Reilly and Mr. Siddall Pupil and Staff discipline committees to be arranged where necessary. Mrs. Brown, Mrs. and Tacon to sit on any committees that are necessary to convene.

Additional Governor Responsibilities SEN - Mr. Siddall Early Years Foundation Stage – Mrs. Tacon Safeguarding and LAC, Safer Recruitment trained – Mrs. Brown Safer Recruitment – Tina Brown, Mike O’Reilly Health and Safety – Mr. Siddall Pupil Premium Governor – Mike O’Reilly Sports Premium Governor – Mr. Hudson KS1 Focused Governor – TBC KS2 Focused Governor – Tina Brown Governors also have their responsibilities linked to specific sections of the School Improvement and Development Plan

Standards

This report has been compiled based on current data gathered from end of Key Stage tests taken in the Summer term 2016 and current assessments of pupil progress. Attainment EYFS Cohort number: 24 pupils 2014 2015 2016 School 2016 Norfolk 2016 National EYFS GLD (% 82 89 79 69 69 Exp/Exc in all strands of CL, PHY, PSE, Lit and Ma) EYFS CL (% 82 95 83 82 82 Exp/Exc in each strand) EYFS PHY (% 100 95 83 90 88 Exp/Exc in each strand) EYFS PSE (% 82 95 88 85 85 Exp/Exc in each strand) EYFS Lit (% 82 89 79 73 72 Exp/Exc in each strand) EYFS Ma (% 100 95 79 79 77 Exp/Exc in each strand) EYFS Average 38 36 32 32.8 34.5 total points EYFS GLD (%) 0 50 100 No data No data PPG

The percentage of pupils achieving a Good Level of development at our school has dropped slightly this year but still remains well above the national average. Our average points score is however below the national average.

Phonics screening test pass rate results 2016: Year 1 Pupils Wt Wa %Wt %Wa %Wa %Wa total 2015 2014 School School All Pupils 22 5 17 22.7 77.3 (81 89 69 nationally) Boys 11 3 8 27.3 72.7 Girls 11 2 9 18.2 81.8

Wt – Working towards the required standard Wa – Working at the required standard Pass threshold for Wa was 32 1 pupil= approximately 5% therefore the difference between our overall results and national results are not statistically significant. We will however, aim to raise attainment in the phonics test next year.

Year 2 Retakes Pupils total Wt Wa %Wt %Wa All Pupils 2 0 2 0 100 Boys 0 0 0 0 0 Girls 2 0 2 0 100 We are pleased with these excellent results.

Year 2 Teacher Assessments 2016 Cohort: 13 pupils, (including Pupil Premium Grant 3 pupils) 2016 KS1 results are not comparable to previous years as the curriculum being assessed, and the teacher assessment methodology have changed significantly. Our results at Year 2 were moderated this year and found to be correct.

2016 % Expected Standard (EXS) and % working at Greater depth standard (GDS). PPG % given in brackets where known.

Reading Writing Maths RWM School EXS 69 (67) 69 (67) 77 (67) 69 (67) School GDS 39 31 31 23 National EXS 74 66 73 60 National GDS 24 13 18 9 Norfolk EXS 75 (63) 70 (57) 74 (62) 63 (50) Norfolk GDS 28 16 21 11

These results put us in line or above National Average results which is excellent.

KS2 Year 6 2016 From September 2014 the new National Curriculum introduced more challenging technical content in English and Maths and was tested for the first time in 2016. Nationally, early provisional data shows that 53% of pupils achieved the new EXS in Reading, Writing and Mathematics which shows this was significantly more demanding than the previous level 4 where 80% achieved the EXS. 2016 also saw a change to a very different model of teacher assessment. To achieve the ‘expected standard’, the pupils must have a scaled score of 100 or more. To achieve the higher standard, the pupils must have a high scaled score of 110 or more. Cohort: 10 pupils (including PPG 2 pupils)

KS2 2016 School 2016 Norfolk 2016 National Reading Writing Maths 60 49 53 % Expected Standard (EXS) RWM % Higher 0 4 5 standard RWM % EXS PPG 0 35 No data Reading % progress -2.3 -0.5 overall Writing % progress 0 0.6 overall Maths % progress -2.3 -1.6 overall Reading (test) % 70 63 66 Reading (test) % 0 18 19 higher standard Writing (TA) % 90 76 74 expected standard Writing (TA) % 10 17 15 Greater Depth standard Maths (Test) % 70 62 70 expected standard Maths (Test) % higher 10 11 17 standard GPS (Test) % expected 90 66 72 standard GPS (Test) % higher 30 17 23 standard Reading (test) – 102 102 103 average scaled score Maths (test) – average 102 101 103 scaled score GPS (test) – average 105 102 104 scaled score

Impact of School Improvement and Development Plan 2015/16 Priority 1: To develop excellence, enjoyment, creativity and diversity in the curriculum.

Review

A long and medium planning structure has been agreed and a rolling programme organized to support the delivery of the curriculum until 2021. The curriculum supports a more cross curricular and enquiry approach which is engaging for the children and relevant to their age group. All the requirements of the new curriculum are included. The cross-curricular approach also allows more time for English and Maths to be taught across the week in all classes.

Priority 2: To raise the attainment of pupils who are eligible for Pupil Premium and those who are identified as having SEND.

Review

The SENCO’s attendance on the Special Needs National Award has led to a comprehensive understanding of best practice and the provision of training for staff. Provision for pupils with SEN in the school has improved through more targeted interventions which are measured. Teachers have high expectations for pupils with SEN throughout the school and their progress is carefully tracked.

A Pupil Premium Review resulted in an action plan whereby target groups were created for PPG pupils and a new termly data analysis system was created which tracks the percentage of PPG pupils working at Age Related Expectations and compares them to Non PPG pupils. As a staff we reviewed interventions in order to implement the most effective support and interventions for PPG pupils.

The progress of both groups (SEN and PPG) is continuously monitored and challenged during termly pupil progress meetings. Attendance is also now tracked to ensure it is as good or better than non PPG and non SEN pupils. PPG pupils attend school at a higher percentage than any other group.

Priority 3: To develop the teaching and learning of Computing across the school Review

CEOP training was attended by Mrs Wiggett and training has been given on online safety for staff and for teaching online safety within the curriculum. Consequently, all staff know the importance of teaching online safety and teach it regularly. Whole school termly e-safety sessions have also involved parents. Staff meetings were dedicated to discussion of computing curriculum and in particular programming. Purple Mash was purchased to help teach the programming element of the curriculum and to embed ICT across the curriculum subjects. As a result, staff are beginning to feel more confident at teaching programming and have the resources to do so.

A long term curriculum plan is in place for computing enabling effective and progressive teaching and assessment across the school. IPads are being used effectively in Saturn class increasing the

independence and confidence of the children. Facebook is being used to share whole school achievements and class dojo has been used in classes to share pupils learning.

Good progress has been made in this priority. Actions to develop this further will be: - Continue to develop awareness and teaching of online safety, ensuring involvement of pupils, staff, parents and governors. - Develop effective methods to keep the iPads maintained and updated. Ensure staff supported once more iPads have been purchased. - Continue to develop assessment methods to ensure effective teaching of computing. - Time within staff meetings to discuss effective teaching methods and resources for computing and the use of technology across the curriculum. - Continue to develop blogging as a way to share learning and engage pupils.

Priority 4: To become an ‘Outstanding School’

Review

Monitoring has shown that pupils have excellent attitudes to learning which has a strong positive impact on their behaviour and progress. The school’s results at all key stages are either in line or above national averages and the staff are uncompromising in their ambition to improve these results each year. The progress and attendance of all groups is rigorously monitored and challenged. The data shows that progress at KS2 is an issue for our school. Consequently this will form a key priority in the new development plan.

Parents and pupils have been consulted on the school’s effectiveness with the results overwhelmingly positive in all classes. Staff are beginning to work more collaboratively through weekly joint planning sessions and subject leader observations. The curriculum across the school has been reorganized to continue to provide rich, varied and imaginative experiences.

An additional priority was added part-way through the year as concerns grew over the pupils’ ability in spelling under the requirements of the new curriculum. As a result the profile of spelling was raised throughout the school, a new scheme was purchased and a spelling age assessment used as a baseline for progress measured. This test was repeated at the end of the year with the majority of pupils making excellent progress. We will continue the monitoring of spelling ages for those pupils whose spelling age is still below their chronological age.

Action Plans for Key Priorities 2016 – 17

 To ensure pupils make consistently strong progress.

 To develop effective policy and practices in assessment across the curriculum.

 To develop the teaching, learning and integrity of Art and Design in the curriculum and across the school.  To promote positive mental health for pupils and staff across the school.

Staff Development INSET Days:  1st and 2nd September 2016 – Safeguarding annual update and SEND training.  4th January 2017 – training to be confirmed 2 additional days to be taken as 5 twilights:  ‘Learning Ladders’ – 7th September 2016  ‘Deaf Awareness’ – 19th October 2016  3 additional training sessions to be confirmed

Priority 1: To ensure pupils make consistently strong progress. Assigned Governors: Overall Success Criteria: Progress should be in line with or above national averages at KS2. Age to age progress is the minimum progress which should be made in every year group. The percentage of Year 1 pupils passing the phonics screening test meets national average or above. The average total points score at the end of EYFS to be at national average or above. Action Personnel Timescale INSET & Impact Cost  ‘Learning ladders’ is introduced All staff Autumn 1 x Pupils know the next steps in their from Reception to Year 6 to track 2016 twilight learning. Pupil progress is tracked pupils’ progress and for pupils and onwards via Learning ladder scorecard and teachers to identify the next steps built into performance in learning (Ofsted action) management. Key pupils targeted. Value added at KS2 is at 0 or above in core subjects.

 Teachers challenge the higher All Autumn Twilight Higher ability pupils are ability pupils in all lessons through teachers 2016 training challenged, learning is extended activities that extend their learning courses and progress is maximised. Value or ensure greater depth. TBC added at KS2 is 0 or above in reading, writing and maths.

 Progress tracking of all groups in All Autumn None Key groups – FSM, HAPs, LAPs, reading, writing and maths teachers 2016 Gender, EAL identified, tracked onwards and targeted to make consistently strong progress.

 To track progress in phonics. WD, JC, Autumn None Progress in phonics is maximised. EW, SM 2016 The percentage of pupils passing onwards the phonics screening test meets national average or above.

 To introduce pre and post unit All Autumn None Impact of teaching is evaluated by assessments in maths and SPAG teachers 2016 teachers themselves. Gaps in pupil onwards knowledge can be identified and intervention planned accordingly.

 Attendance of SEN pupils. All Autumn None Percentage attendance for pupils teachers 2016 with SEN is close to non SEN onwards thereby maximising potential attainment and progress for pupils with SEN.

 In EYFS, to promote ‘Knowledge and WD / GF Autumn Resource In ‘Knowledge and Understanding Understanding of the World’ and 2016 s £100 of the World’ and ‘Expressive arts ‘Expressive arts and design’ through onwards and design’, the percentage of planned opportunities. pupils attaining expected or exceeding to be in line with other

areas and at or above national average.

WD / GF Autumn Resource  In EYFS, to plan and provide 2016 s £100 In Reading, Writing and Maths, the children with ample opportunities to onwards percentage of pupils attaining apply both their maths and literacy expected or exceeding to be in line skills through child initiated with other areas and at or above learning. To use gap analysis to national average. identify where additional support and intervention is needed as well as providing support and challenge for more able pupils.

Priority 2: To develop effective policy and practices in assessment across the curriculum. Assigned Governors: Overall Success Criteria: Assessment policy is developed and implemented for assessment in all subjects across the curriculum, both formative and summative, underpinned by a rationale for accelerated and consistent progress throughout the school. Action Personne Timescal INSET & Cost Impact l e Methods/procedures To embed learning (AC led) Spring Creating Greater Depth and Mastery Teachers plan and implement high challenge All term within the Broader Curriculum, By quality teaching of the new learning curriculum teachers Clive Davies book and DVD. £75, to challenges which meets the needs of all be shared with all teachers as INSET pupils.

To link writing and (AC led) Autumn AC to research and share good Effective teaching in English is built on, SPAG through the All Term practice from other schools via the consolidated and extended. English is new curriculum teachers Norfolk Primary English Network, taught in contexts that are relevant NG2B and through Professional and meaningful, with a genuine purpose. websites such as the Key.

To develop (AC led) Autumn to Audit of current assessment - the range Assessment is aligned with the full assessment All Summer of practices, consistency across classes, range of learning objectives of the procedure and teachers evaluating the impact of current whole school curriculum and becomes an practice for assessment practices on pupil motivation integral part of teaching. recording and improvement combines qualitative and quantitative children’s Prioritise areas for improvement. data of different kinds, from a variety attainment in non- Plan a cohesive range of assessment of individual and group learning core. approaches across the curriculum to build activities including pupils’ self- up a comprehensive picture of each assessment, to inform decisions about pupil’s progress. pupils’ learning and achievements. Possible in school training on new procedures and practices

Priority 3: To develop the teaching, learning and integrity of Art and Design in the curriculum and across the school. Assigned Governors: Overall Success Criteria: Art and Design is taught effectively and progressively throughout the school. Planning, resources and staff skills/confidence are aligned with new curriculum. Art and Design is integral to creative curriculum planning. Profile of Art and Design is raised through school working towards Artsmark award, provision of extra-curricular Art and Design clubs and its accessibility for all pupils including FSM pupils. Action Personnel Timescale INSET & Cost Impact Monitoring & Evaluation

 Review and update current planning Art Co- Autumn None Planning for Art and Design is Art Co-ordinator and Head and provision of Art and Design. Ordinator 2016 updated to meet new National monitor planning. Report to Curriculum using Suffolk curriculum govs. resources and made accessible to all staff.

 Establish current staff abilities, All staff Autumn Course Costs Staff become more confident Art co-ordinator and Head strengths and weaknesses. Organise Term 2016 Cascade in staff and skilled in teaching Art and evaluate staff confidence Training for Art and Design Co- meetings Design. Training is targeted through informal monitoring. ordinator and cascade this teaching to towards staff need. staff.

 Register school for Artsmark and Art Co- Autumn Artsmark School achieves Artsmark. Art Art co-ordinator and Head attend a development day, creating an Ordinator Term 2016 registry cost across the curriculum is monitor implementation of action plan. and Head recognised and planned. action plan.

 Incorporate Art and Design into All Staff Autumn None Creative curriculum ensures HT and subject leader curriculum through cross-curricular Term Art and Design becomes an monitoring of policy and creative curriculum and develop integral part of curriculum. planning. Assessments are assessment in line with new policy. Assessment reflects new documented and used for policy. reporting purposes.

 Provision of skill based extracurricular JC / other Throughout £500 Resources Skill based art clubs are run, HT and subject leader activities in school to complement staff 2016/17 promoting inclusion and equal monitor to ensure access clubs already in place. members opportunity. for all.

Priority 4: To promote positive mental health for pupils and staff across the school. Assigned Governors: Overall Success Criteria: Pupils requiring support have access. Attachment and resilience in children is developed to enable them to maximise their potential. Staff well-being improves Action Personnel Timescale INSET & Cost Impact Monitoring & Evaluation

Child Focus JE/CB Autumn Supply cover Ideas generated to develop HT / project leaders  Visit to school with an established nurture support in Rollesby. monitor implementation of well bring Centre – (Caister? Action plan targeted action plan. North Denes?) Meet with Matthew further. Thomas – Clinical psychologist at Flegg High.

 Lunch time club set up for JE/CB/SM Autumn Resources Emotional support is Classteachers monitor and targeted individuals and £100 provided to individuals in evaluate impact of Nurse/advisor for lunch time drop need. Children can access emotional support. in. advice and support.

 Play time buddy system to be set SM Autumn N/A Children experience a safe All school staff monitor up for all children and happy play time. effectiveness of buddy system at break and lunchtimes.

 Parental drop in session to be set LH Autumn Parent support Parents can access advice HT / project leaders up to allow parents to access advisor. and help so they can monitor uptake of support. advice/support support their children.

Staff Focus Cat/Juliet Autumn N/A Support for staff is HT / project leaders  Staff questionnaire to assess te targeted. Action plan monitor implementation of wellbeing and ideas for targeted further. action plan. development.

 PD day/twilights to Centre around Louise Ongoing Delegated Staff work together in a HT / project leaders team building, communication and budget share. more co-operative and monitor effectiveness of staff cohesion. £500 productive manner. staff training.

 Half termly staff events to be Cat/Sally Ongoing N/A Positive and supportive Staff well being organised. (Cinema, meal, bowling, staff relationships are questionnaire repeated at drinks etc.) promoted. Staff well being end of year to evaluate improves. effectiveness of actions.  Weekly cake/chat session to be Sally Autumn N/A Reported to curriculum organized on a Rota. govs.

 Staff entry in sporting event Cat Spring/ N/A and/or team building event e.g. summer mud run/paint run (5k?) to promote healthy lifestyle and team work