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Stokes Wood School Improvement Overarching Priorities 2019-20 As Agreed at Staff Governor Meeting on Thursday May 9Th 2019 to Co

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Stokes Wood School Improvement Overarching Priorities 2019-20 As Agreed at Staff Governor Meeting on Thursday May 9Th 2019 to Co Stokes Wood School Improvement Overarching Priorities 2019-20 as agreed at Staff Governor meeting on Thursday May 9th 2019 To continue to strive to increase the % of pupils achieving Age Related Expectation in KS1 (particular focus) and KS2 in reading (particular focus), writing and mathematics separately and combined, comparing favourably/close the gap, with and exceeding national data(including % of reception pupils achieving GLD). To continue to increase the progress measures in R, W and M of all pupils but particularly vulnerable groups: pupil premium, white British and pupils with prior lower attainment. To further increase % of pupils achieving Age Related Expectations in Science across the school. To continue to work with families to ensure fewer absences and increased punctuality to school. To continue to work with families to embed the understanding of the importance of their contribution to their children’s learning and progress. To increase the number of pupils reading to an adult at home or at school at least once a week. To improve the reading culture at home: encouragement to read, improved strategies for reading purposefully. To support senior leaders in further developing and monitoring the planning and assessment of the core subjects in their relentless drive to raise standards in the teaching of and pupils’ achievement in reading, writing and mathematics through cross curricular and discrete teaching. All leaders, at all levels to collaborate and develop the whole curriculum to ensure that all pupils receive a broad and balanced curriculum in a context relevant to their needs, where skills and knowledge are built upon in a logical way as pupils move through the school. To support development of leadership skills in all staff for succession purposes. Contextual Statement Stokes Wood Primary School was opened in 1972 and is a co-educational school for three hundred 3- 11 year olds, approximately 50% coming from White British backgrounds. The proportion of pupils with learning difficulties and or disabilities is well above average. The proportion eligible for free school meals is above the national average. The proportion of pupils with English as a second language and from other ethnic backgrounds is approximately 50% and now is above average and increasing. The school provides for children in the Early Years Foundation Stage in 2 part time Nursery classes with full time available and 2 reception classes. The school is situated on the edge of the New Parks Council Estate close to Groby Road. The school building is spacious and well equipped. It was extended by 3 classrooms in 2014 and a further 2 classrooms in a modular build in 2017. The planned admission number is 60 with a bulge admission in the present Y3 and Y4 to 90. There are 19 classrooms, activity areas, foundation areas, intervention rooms, a main hall, gym, medical room and administration areas. At the last two OFSTED inspections in November 2013 and in May 2018, the school was judged to be good. Overarching Priority 1. To continue to strive to increase the % of pupils achieving Age Related Expectation in KS1 and KS2 in reading (particular focus), writing and mathematics separately and combined, comparing favourably/close the gap, with and exceeding national data(including % of reception pupils achieving GLD). To continue to increase the progress measures in R, W and M of all pupils but particularly vulnerable groups: pupil premium, white British and pupils with prior lower attainment. To further increase % of pupils achieving Age Related Expectations in Science across the school. Specific Priority Targets Actions Measurable Who will lead this Milestones Evaluation Jan Outcomes/Success 2019 Criteria To increase the % of Y2 pupils Nursery and Reception: % achieving at least Reception and Y1 December 2019 achieving ARE or above and the % Further focus and monitoring of expected attainment in teachers Tracking will show of Reception pupils achieving GLD implementation of phonics and all areas increases 64% R pupils on development of shared and guided including groups: EAL, track 33% secure writing delivery. PP and SEN pupils March 2020 Develop and embed objective led All pupils GLD> 42% May 2020 planning and continuous provision ( Aim for 60%) June 2020 in EYFS alongside focus discrete EAL >48% teaching in RWM, together with a PP >26.7% new curiosity approach, including SEND >0% a major change in the learning CORE >51% (Aim 60+%) environment. Focus on reading through developing leadership, teaching delivery, pupil motivation, learning environment and parent engagement. Targeted intervention and rigorous tracking of vulnerable groups over the year. KS1: to increase the % achieving To focus on reading through Y1/2 leader, October 2019 EXS/ ARE 2 w+/secure(target pupils developing leadership, motivation, Increase % of pupils department Jan 2020 at 1 beginning/+ and within) EXS at parent engagement. achieving EXS/ARE from leaders Tracking will show end of Y2 Head teacher 55%/50% on track Particularly in reading and writing Greater focus on 1 to 1 reading R 45% W 38% M 46% to achieve EXS R coaching for those pupils falling 52% W 53% M 53% behind as well as other successful Target 55% IN R and M secure. interventions. March 2020 50% in writing July 2020 Improve reading skills by: EYFS and KS1 staff receiving RWM 34% (aim for 50%) refresher CPD in phonics and guided and shared reading. Close the gap between Deputy head continuing to work school and national on reading strategies to develop better comprehension with KS1 Increased knowledge, staff skills and confidence in Analyse 2019 SATS questions, staff when teaching using implement reading inference the KTC strategies. interventions. Increased confidence and Regular monitoring of shared and knowledge when guided reading across the school. teaching reading Engage parents in reading strategies for activities. comprehension skills. Increase 1 to 1 reading for pupils Increase % achieving EXS falling behind in addition to Reception 45% Aim 60% successful interventions. Y1 phonics 82% Develop motivating incentive to End of KS1 R 45% Aim increase reading miles at home. 55% Continue with regular work Y2 phonics 84% Aim 95% scrutinies and moderation of assessment judgements within year groups, across year groups and across partner schools. Ensure phonic knowledge is applied to pupils’ writing. Support from SIP and Y2 moderator from EMPS to identify Pupils able to talk about areas for improvement in teaching their understanding with and learning during learning walks. teachers and peers in Continue to develop Maths No Maths. Pupils able to Problem throughout the school apply understanding, use Colleagues particularly focussing reasoning. on differentiating for pupils who Increase % of pupils need more support (pre -teaching) working at ARE/EXS/GDS and more challenge. from Teachers who have attended Y1 57% mastery maths CPD to support Y2 46% ( Aim 55%) colleagues in implementing planning and delivery. KS2: To further increase % working Extra teacher employed to support Increased knowledge, Y5/6 teachers, October 2019 at ARE/EXS in RWM. SEN pupils in English and Maths in skills and confidence in SENCO and Jan 2020 Particularly reading the mornings in Y4/5. staff when teaching using Maths/Lit 72%/78% on track To focus on reading through the KTC strategies. leaders. to achieve EXS developing leadership, motivation, Increased confidence and R 55% W 62% m parent engagement and test knowledge when 62% secure preparation at end of KS2. teaching reading March 2020 Implement reading coaching strategies for July 2020 (inference intervention) for Y3-6 comprehension skills. pupils to close gap between attainment of pupils below ARE and expected standard at the end Increase to national: R of KS2. from 69% ( 104) to nat -analyse 2019 SATS questions, (104 )72% implement reading coaching in Y3- 6 (inference interventions), further W from 76% to nat 78% To develop teaching expertise In improve test preparation in Y6. KS2 reading including planning and Regular monitoring of shared and Maintain/increase delivery in Y5 guided reading across the school. further: Engage parents in reading SLT activities. M 88% ( 108) (nat Increase 1 to 1 reading for pupils 104/79%) falling behind in addition to successful interventions. Develop GPS 85% (109) (nat 106 Learning walk dates motivating incentive to increase 78%) in addition to reading miles at home. Continue above. with regular work scrutinies and RWM 66% ( nat 65%) Observation moderation of assessment outcomes record judgements within year groups, improvements for across year groups and across Close the gap between identified teachers partner schools. school data and national and particularly in Increased number of support staff data in reading and delivery of reading in Y6 to accelerate progress and writing strategies. support vulnerable pupils. DHT to work with all KS2 staff and Pupils able to talk about more focus with Y5 staff. their understanding with Continue to develop Maths No teachers and peers. Problem throughout the school Pupils able to apply Colleagues particularly focussing understanding, use on differentiating for pupils who reasoning. need more support (pre -teaching) Increase % of pupils and more challenge. working at ARE/EXS/GDS Teachers who have attended from mastery maths CPD to support Y3 47% colleagues in implementing Y4 50% planning and delivery. Y5 41% To increase the % of pupils on track Set challenging targets for each Termly tracking of pupils Class teachers,
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