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, September 2019 to achieve expected progress and pupil in KS2 shows pupils are on track English, Maths October 2019 ARE by the end of KS2. Focus on reading through to achieve AT LEAST leaders and team January/February developing leadership, motivation, expected progress in leaders, SENCO 2020 parent engagement and Reading, Writing and AHT/HT Mid- year teaching/delivery of reading Maths by the end of KS2, performance strategies particularly monitoring management AHT to set Performance progress of SA/ SA+/PP review Management pupil progress and other vulnerable Identified pupils targets using data from TT to groups (those in making accelerated ensure accelerated progress is intervention groups) progress to achieve made towards ARE for at least a across the school. or moving towards proportion of the pupils. Gap between the % target. progress made by PP, July 2020 SEN and EAL pupils and

all pupils in present Y6 closing. Increase % of Y6 achieving EXS in RWM from: 66% Aim 70%

AND

Whole school

Y1-6 6 steps + average progress 74.3% (pp 72% non-pp 75.8%) Aim 80% 5 steps+ 81.6% ( 80.5%pp non pp 82.4%)

10.8 % missing data ( 7.4%pp 13.1% non-pp) To further increase the percentage Further development of Lesson 100% of teaching judged SLT October2019 of outstanding learning and Study Project; outstanding as at least good with AHT for data January/February teaching observed in lessons, to teachers working with those who outstanding features and DHT 2020 See above continue to accelerate pupil are good. Continuing use of at least 70% of teaching HT June 2020 progress so greater % are working teaching strategies which deepen judged as outstanding at ARE. pupils’ learning and Increase ARE in RWM in understanding, collaborative pupil all year groups from: learning. Leaders look closely into the Y1 52% research around curriculum as soon as possible in order to ensure Y2 34% maximum impact – memory recall strategies, cognitive load, etc Y3 34% (Aim 50%) Deputy Head Teacher supporting Y5 and Y4 teachers in planning and Y4 41% delivery of curriculum. Continue to develop the use of Y5 17.2% data to support learning and assessment for learning and the Y6 66% (Aim 70%) teaching of key skills to support pupils in taking ownership of their own learning through self and peer assessment, particularly in writing. Monitored by regular book scrutinies by SLT and HT. Support given to NQTs and less experienced teachers. AHT to set performance management pupil progress targets using assessment data. To accelerate the progress of pupils Plan the whole curriculum so English Lead, October2019 who are close to national pupils having extended Standards in writing Speaking and January/February expectations at the end of KS1 and opportunities to develop and increased from Listening lead 2020 see above 2 to ensure they have the necessary enrich vocabulary – spoken and teacher June 2020 vocabulary and skills to achieve that written Reception 42% (60%) and all class level Continue to develop and monitor End of KS1 38% EXS teachers the curriculum so that: (45%) 9% GDS - writing in foundation subjects is of a consistent quality with that in End of KS2 76% EXS(80%) Literacy 25% GDS - curriculum in foundation subjects is progressive across the school 85% EXS/54% GDS GPS and is appropriate for the pupils at Stokes Wood. -curriculum across the school builds on previous learning of knowledge and skills and is designed with reference to research into curriculum in order to ensure maximum impact – memory recall strategies, cognitive load, etc Review led by DHT in consultation with staff, pupils, parents. Continue with regular book scrutinies and moderation of assessment judgements within year groups, across year groups and across partner schools. To improve outcomes for pupils Monitor provision and track Increased % of all SEN SENCO October2019 with SEND where they are working progress in pupils Assistant Head January/February significantly below ARE. teacher SENCo , 2020 See above Stokes Wood Super Stars: achieving good progress DHT June 2020 afternoon interventions for ASD, within the p scales. 6 weekly ADHD pupils and those with All interventions used intervention specific learning needs; showing impact. evaluations And NT’S intervention for Y4 to Y6 Improve progress pupils working significantly below outcomes from: ARE. 6 steps + progressY6 R9 (90%) W9 (90%) M 9 (90%) Support teachers and monitor Y5 R9 (64.3%) W8 (57.1%) M differentiation for other lower 10 (71.4%) achieving and SEND pupils in the Y4 R (63.6%) W 5 (45.5%) M 6 (54.5%) classroom. Y3 R5 (45.5%) W 4 (36.4%) Develop and embed the use of M 6 (54.5%) new tracker software package to Y2 R2 (25%) W 1 (12.5%) M 2 (25%) track progress and impact of Y1 R 7 (53.8%)W 6 interventions more rigorously. (46.2%)M 8 (61.5%) Boxhall assessments of pupils show significant improvement in self - Embed strategies to support pupils esteem and well- being Y1 lead teacher in the nurture group for Y1. and nurture staff, Use Boxhall Profile to effectively Assistant Head measure progress. Teacher Develop use of curiosity approach and implement new interventions

Overarching Priority 2. 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 increase % of pupils achieving Library will be open on the same Positive Feedback from SLT Autumn Term 2019 ARE in reading across the school evening every week for borrowing. Annual survey 2018 and Increased number Parents can attend sessions before conversations with of parents engaging school to read with their child. stakeholders. through library, Class rooms will open at 8.30am Increased % of pupils reading and open and parents can sit with their child achieving ARE in reading evenings. Parents and read. After school the library Reception 45% (Aim supporting their will be open for parents to sit and 60%) children in read with their children until 3.45 Y1 phonics 82% + attending targeted pm. End of KS1 R 45% (Aim interventions after Reading activities for parents to 55%) school once a join with children. Y2 phonics 84% week. Launch of motivating incentives to End of KS2 69% (Aim encourage pupils to read more at 72%) home, not necessarily to an adult. Increase the following also: Y1 R 60% + Y3 R 41% + Literacy Intervention, LCFC Y4 R 50% + Premier League Reading Stars: Y4 Y5 R 22% + reluctant and low achieving readers will attend a 10 week x 2 hour session after school in Autumn term. Y3 in summer term. Weekly reading inference/phonics intervention every Monday at 3.30 for targeted pupils.

To increase % of pupils achieving To support families in improving Continue to increase Admin officer, Autumn term 2019 ARE in RWM across the school their children’s attendance and individual attendance Head teacher, Attendance on punctuality by providing a walking and school attendance Assistant Head target to achieve bus each morning for targeted from Y1-6 Teacher Learning 96% families and by regular Target 96% and Behaviour communication with the more To reduce the % of mentor. vulnerable families in this respect. persistent lateness. Termly letters to remind parents of the importance of good attendance and punctuality sent out.

To continue to raise the Increased participation All staff and aspirations and expectations of all by all stakeholders in all Governors stakeholders by encouraging actions/activities involvement in a range of activities affecting the school and held at the school. consequently increase in standards, See above Overarching Priority 3. 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.

To increase % of pupils achieving Further develop and implement A committed SLT Head Teacher, Autumn Term 2019 ARE in RWM across the school the lesson study project to focus providing a positive role DHT, SUBJECT Any further work clearly on the individual needs of model for the whole LEADERS and needed to follow . teachers. school community. Governors up in Spring and Foundation subject leads to embed See above under summer terms with /improve work/activities with a achievements and individual staff small group of Y2 and Y6 pupils on standards. Curriculum plan in an age related task to: place by end of -moderate quality of T and L Autumn term -progress made by pupils -confirm pupils are working at ARE -maths and literacy is being promoted and used across the curriculum. Review of whole curriculum led by DHT, to develop effective implementation and monitor impact, ensuring content is progressive and coherent across the school and appropriate for the pupils at Stokes Wood Primary School. To accelerate the progress of pupils DHT to review and develop Feedback from DHT Autumn Term 2019 who are close to national History/ geography and Art teachers/pupils. See above expectations at the end of KS1 and curriculums, to link them % of pupils achieving ARE 2 to ensure they have the necessary coherently to complement the in each subject increased vocabulary and skills to achieve that core subject and ensure level progression across the school with appropriate cultural content for the pupils at Stokes Wood Primary School. To increase % of pupils achieving develop the Assistant Head Increase % of pupils AHT for data October2019 ARE in RWM across the school Teacher’s assessment role to: working at ARE in RWM January/February -rigorously analyse data (TT data) from: 2020 -rigorously track progress and June 2020 attainment of pupil premium Y1 52%+ Pupil premium pupils pupils tracking -produce analysis packs for SLT Y2 34%(SATS) 34% (TT) showing closing of and teachers (Aim 55%) the gap. Xxx pupils -identify gaps in learning secure for EXS in Y2 -monitor impact of interventions Y3 34%+ and XX in Y6 for all pupils -monitor impact of interventions Y4 41%+ for pupil premium pupils. School to school review. Y5 17.2%+ To set pupil progress targets for Performance Management. Y6 66% (nat 65%) (Aim 70%) Close gaps: R pp 57% non pp 78% W pp 78% non pp 86% M pp 78% non pp 91%

Gap between pp/non pp for progress Y1-6 Y1-6 6 steps + average progress 74.3% (pp 72% non-pp 75.8%)

5 steps+ 81.6% (80.5%pp non pp 82.4%)

Close the gap between school data and national data in R, KS1 and KS2 R,W. Close the gap between To support mental health of pupils attainment of pupil through AHT and Learning premium pupils and non- AHT for pastoral behaviour mentors. pupil premium pupils. care /AHT for Implementation and embedding % of pupil premium data and Learning of interventions, strategies, Route pupils achieving ARE in Behaviour mentor to Resilience, 6Rs RWM increased. To develop character muscles. Achievement of Mental Health accreditation. Autumn Term 2019 Commented [JKG1]: