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Chipstead Valley Primary and Children’s Centre Coulsdon

Nursery School
Introduction

This document provides a summary of the key objectives for school improvement in the academic year
2010/2011, along with associated tasks. It should be considered alongside Vision 2015, from which the
objectives are drawn*. The objectives are grouped under the four inter-relating themes outlined in Vision
2015. They are:

Standards and Achievement

Care

Provision

Partnership and Community

These are followed by a section on Leadership tasks, which in many cases overarch the above

For each of the objectives, key tasks are outlined,

A second document, ‘School Improvement – Targets’ is also published. This document allows staff and
governors to track progress against the targets using the achieved, partially achieved and not achieved
boxes.

There is a further tier of objectives which form the basis of Subject Action Plans. These are constructed
by individual subject leaders and are not included here.

The plan also draws on the following:

Self Evaluation Form (SEF)

Data from Fischer Family Trust (FFT), RAISEonline and the school’s internal systems.

Summary of Objectives

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Standards and Achievement

 Raise attainment in writing (with particular reference to boys) [Year 2 of 3]


 Raise standards in reading through the improvement of guided reading delivery and other
strategies [Year 2 of 3] (see Literacy Action Plan for further details)
 Ensure able pupils are sufficiently extended in their learning [Year 2 of 3]
 Embed the use of Annual Tracking Masters and Records of Attainment (Green and
Yellow Boxes) to monitor the performance and progress of all cohorts

Care

 Ensure that all vulnerable children and their families are identified and supported
 Ensure attendance levels are in excess of the highest Ofsted category (>95.6%) and that
Persistent Absenteeism is eradicated
 Ensure that all children develop fitness skills, positive eating patterns and health for life
 All children feel safe, secure and valued

Provision

 Design and implement approach to operating an integrated curriculum alongside stand-


alone curriculum elements
 Fully refurbish and re-locate new fitness gym, for curriculum and extra-curricular use
(see ‘care’)
 Develop Key Stage One Hall into a multi-use facility including the upgraded gym
equipment and a performance suite
 Enhance the quality of teaching and learning in the Art curriculum
 Integrate the new sensory room facility into the CNS curriculum
 Develop each corridor area into a focus for learning and achievement

Partnership and Community

 Enable all parents to contribute actively to their children’s education


 Ensure the school has a ‘succession plan’ for the future leadership of the school
 Further develop the schools’ partnerships with others in local, national and global
locations
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Leadership

 Embed Vision 2015 as the key driver for improvement and Performance Management
 Re-define role of Early Years Leadership Team to focus on ‘continuity and collaboration’
and Vision 2015 goals
 Devise and implement plan to ensure that Fronter (MLE) impacts on educational quality
and standards for all children
 Build on excellent cluster school initiatives to include further work on collaborative
developments
 Identify best approach to school meals provision following withdrawal of Local
Authority involvement
 Raise quality of subject leadership through a collaborative approach
 Address issues arising from new 15 hour entitlement

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Standards and Achievement
Objectives and Associated Tasks
Raise attainment in writing (with particular reference to boys) [Year
2 of 3] (see Literacy Action Plan for further details)
Use whole school data analysis to set targets for boys performance

Identify, share and implement successful strategies (see LAP) for raising attainment through KS1 and
KS2

CNS (Foundation 1) and Reception (Foundation 2) to share and implement strategies for encouraging
boys to participate in early writing activities

Embed and monitor APP writing and target setting from Reception to Year 6

Use Every Child a Writer (ECaW) leader to work across identified year groups

Seek views of boys towards writing

Review improvement against targets

Raise standards in reading through the improvement of guided


reading delivery and other strategies [Year 2 of 3] (see Literacy
Action Plan for further details)

Embed and monitor APP reading through Guided Reading in Years 1 - 6

Monitor and develop changes introduced in 2009/2010

Embed and further develop library facility to support literacy outcomes

Secure and extend new approach to teaching and learning of phonics, including transition from CNS

Measure impact of adapted phonics approach at CNS in early stages of Reception

Embed new phonics strategy into CNS/Reception/KS1/Year 3 and identified children from upper KS2

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Ensure all children in danger of failing to attain Level 2/ 4 at end of Key Stage One/Two are additionally
supported and tracked using under-attainment register as a key tool

Ensure able pupils are sufficiently extended in their learning


[Year 2 of 3]
Leadership Team to monitor planning and conduct specific lesson observations to ensure appropriate
activities are in place and effectively delivered. Deputy Head at CNS to focus observations on quality of
interaction and experiences for able children

Monitor and evaluate progress of able children and ‘Exceptionally Able’(EA) children through the year
using tracking procedures and EA Register. Early identification at CNS of EA children leading to
register and monitoring of progress

Provide activities at CNS to specifically support identified able children

Literacy Team to support, monitor and review planning to ensure differentiation meets the requirements
of the able and exceptionally able children

Subject leaders to ensure teaching staff have access to appropriate learning material

Gifted and talented co-ordinator to monitor the provision for identified pupils

Embed the use of Annual Tracking Masters and Records of


Attainment (Green and Yellow Boxes) to monitor the performance
and progress of all cohorts
Review and interpret relevant data

Set targets for each teacher/class ensuring that success will enable school targets to be met in KS1 and
Fischer Family Trust ‘D’ indicators to be met in Key Stage 2

Produce explanatory document for relevant staff indicating class/set and cohort targets

Review progress against targets on regular (usually half-termly) basis

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Care
Objectives and Associated Tasks
Ensure that all vulnerable children and their families are identified
and supported
Provide continuity of care, across all three inclusive settings, ensuring early identification of need and
on-going support for vulnerable families through the continued development of the cross-phase Early
Years Leadership Team

Identify vulnerable children by May, prior to entering nursery or Reception in September. Hold
discussions with parents/carers and outside agencies so that provision and care plans are put in place
before admission in order to maximise opportunity for early support

Secure links with cross border agencies including health and prison services to ensure out-borough
families don’t go unsupported

Identify, and provide for, children needing support who are on Free School Meals including a one to one
mentor, together with equipment for home use from the Disadvantage Subsidy (£3,000), as part of
extended school funding

Extend school facilities for out of school use to support those families who do not have access to
computers and the internet

Make the sensory room at CNS available for children with special needs within the community through
communication with local ‘cluster’ schools

Ensure attendance levels are in excess of the highest Ofsted category


(>95.6%) and that Persistent Absenteeism is eradicated
Review attendance policy in line with borough guidelines and cluster group schools, adding information
on Fixed Penalty Notices, providing a consistent policy throughout all schools in the area;

Include attendance policy in induction pack for new parents at both CNS and CVPS and include in talk
at new parents’ evenings;

Report weekly to all parents/carers/children and staff on whole school percentage figures

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Send out regular letters of praise for improved attendance and put in place support strategies for those on
attendance below 90%, using children’s centre support and outside agencies where necessary

Inclusion Leader to hold weekly attendance meetings for all children on less than 85%.

Ensure that all children develop fitness skills, positive eating


patterns and health for life
Bring together the high quality strands of the teaching and learning of Health and Fitness into a cohesive
programme. To include: PSHE, sport, physical fitness, science and food technology

Use the schools’ and children’s centre gardens as an active learning environment for healthy eating, with
the children continuing to grow and eat their own vegetables

Introduce a fitness diary for all KS2 children and extend physical fitness bench-marking activities

CVPS and CNS to achieve enhanced healthy school status’ working in conjunction with local ‘cluster’
schools. This work to be started at the children’s centre with family support on healthy meals

Parents in all settings to have the opportunity to seek advice through the school nurse or ‘Boost’ when
there are concerns about a child’s physical health; training courses at the children’s centre on healthy
living to be available to families in need.

All children feel safe, secure and valued

Ensure that safeguarding remains a key priority and all extra-curricular staff from outside agencies and
volunteers receive an induction pack detailing safeguarding practice;

100% of children, through yearly questionnaire (October 2010), indicate that they have an adult they can
go to in school if they have a worry; every incident of bullying, racism, homophobia is taken seriously
and dealt with effectively with the involvement of parents and carers

The Inclusion Leader to be the recognised point of contact for all parents and carers if they have
concerns. To be publicised through newsletters, parent-mail, new parents’ evenings and playground
walks.

Inclusion Leader to be available at play time and lunch time for children’s drop-in.

Additional resources to be put in place for vulnerable children when moving from one setting to another
or to new classes within the school.

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Families in the local community are supported in keeping children safe through centre based and
outreach support

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Provision
Objectives and Associated Tasks
Design and implement approach to operating an integrated
curriculum alongside stand-alone curriculum elements
Ensure timetabled opportunities to allow different year groups to work alongside each other on a regular
basis

Identify planning model to ensure clear objectives for learning

Select suitable themes, which allow for active pupil engagement

Fully refurbish and re-locate new fitness gym, for curriculum and
extra-curricular use (see ‘care’)
Source new equipment provider

Allocate funding (initially £15,000) from Vision 2015 provision

Install equipment

Provide training for ‘sports assistant’

Develop Key Stage One Hall into a multi-use facility including the
upgraded gym equipment and a performance suite
Purchase and install new, gym/fitness equipment

Design and install new ‘performing arts’ area, including staging, sound system and seating

Install partition system across hall to allow for whole school productions

Enhance the quality of teaching and learning in the Art curriculum


New Art Leader to establish whole school action plan to include significant training element for
teaching staff

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Increased funding from curriculum allocation to support delivery

Develop a school art gallery as a visual demonstration of excellence in order to raise status of subject
amongst children and staff

Integrate the new sensory room facility into the CNS curriculum
Identify suitable opportunities within the Foundation curriculum for use of the room to enhance
learning

Provide staff training for safe use of facility on both a group basis and for children with additional needs

Identify children with additional needs who would benefit from room use and build into timetabling

Develop each corridor area into a focus for learning and achievement

Identify each area for different focus, building on the concept of the art and writing galleries

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Partnership and Community
Objectives and Associated Tasks
Enable all parents to contribute actively to their children’s education
Repeat 2008 survey to parents on ‘helping at home’

Establish MLE (Fronter) as an effective tool for home learning and communication

Devise additional support plan for children from disadvantaged backgrounds

Increase the number and range of parental support activities at both schools in response to parental
requests and new initiatives such as Fronter

Respond to 2010 children’s centre questionnaire by ,for example, introducing parent run ‘stay and play’
sessions and extending the role of dads through the Saturday sessions

Ensure the school has a ‘succession plan’ for the future leadership of
the school
Governor sub group to meet with schools’ leaders to work towards a long term plan for effective
leadership

Further develop the schools’ partnerships with others in local,


national and global school communities
Expand the links between the school and it’s Cote D’Ivoire and Vancouver partners to include electronic
communication

Establish local link school outside the school cluster, which has a significant number of children from
disadvantaged backgrounds

Explore further links with schools nationally which has children living in a rural environment

Leadership
Objectives and Associated Tasks

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Embed Vision 2015 as the key driver for improvement and
Performance Management
Share Vision with the wider parent body

Develop ‘child friendly’ interpretations of themes and goals

Analyse goals to devise annual planning documents

Ensure that Vision 2015 remains in focus for all stakeholders

Develop ‘2nd tier visions’ for all subjects and areas so that plans have a long term view

Introduce new procedures for performance management to staff across all three facilities

Provide Performance Management training for ‘Reviewers’

Re-define role of Early Years Leadership Team to focus on


‘continuity and collaboration’ and Vision 2015 goals
Team to meet on a half termly basis to consider objectives and work towards enhanced continuity of
education and care between phases

CNS Deputy to chair group

Chair to report to Leadership Team after each meeting

Devise and implement plan to ensure that Fronter (MLE) impacts on


educational quality and standards for all children
Establish timeline for agreed action including live access for stakeholders

Consider appropriate use of Fronter as a teaching/learning environment

Establish ‘safe use’ policy

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Consider and implement solutions for those children without home access ensuring inclusive practice

Build on excellent cluster school initiatives to include further work on


collaborative developments
Use shared INSET day as catalyst for cross school projects

Ensure effective use of joint register of good practice

Continue with Head Teacher joint observations to assist in school improvement and Ofsted preparations

Identify best approach to school meals provision following withdrawal


of Local Authority involvement
Establish working group to identify and research range of possibilities and put forward proposals with
likely financial implications for school/families

Governing Body to evaluate proposals and decide on way forward

Implement from April 2010

Further improve quality of subject leadership through extension of


collaborative approach
Assistant Head Teacher to chair subject leadership team with a view to developing shared action plan
which supports the raising of standards across the school

Leadership Team to review all plans for 2010/2011, ensuring common format and clear targets and that
they are designed to impact on learning

Subject Leaders to work with Leadership Team to ensure readiness for any potential Ofsted subject
inspection

Develop subject portfolios as exemplars of practice and standards

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Address issues arising from new 15 hour entitlement at CNS
Identify staffing/organisational issues arising from new arrangements, making internal adjustments as
necessary

Inform Finance Committee of any changes with budgetary implications

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Improving Provision 2010/2011
Including funding sources

Facility Objective Cost/funding source


(for further detail see FC minutes
and HT Reports)
Reception/KS1 Lnk To enhance the transition curriculum, £23500
staff cohesion and safety and security Formula Capital and agreed school
of children’s movements budget contribution
Y3/4 and Y5/6 Entrance Porches To enhance security in KS2 building £12,000
Formula Capital
Disabled Toilet To provide the Breakfast and After- £12,500
school club children with in situ toilet Formula Capital
facility
New fitness gym equipment To maintain school’s position as £18,000
leading practitioner in children’s Vision 2015 Fund
fitness
Food Technology (kitchen) To support developments in the £5,000
integrated curriculum, food Vision 2015 Fund
technology and enhanced healthy
school status
KS1 Refurbishment To enhance teaching and learning £15,500
environment School Budget Allocation
Year 2 Shared Area To provide focus for use of area as £4,000
multi-purpose teaching environment, School Budget and PTFA
including role-play, library base and
ICT provision
Corridor conversions To develop all corridor spaces as £9,400
exciting teaching and learning School Budget ad PTFA
environments
Reception Outdoor Improvements To provide improved opportunities £2,500
for gross motor-skills development PTFA
Year ¾ Quiet Area To improve variety of playground £4,000
facilities PTFA
Sensory Room Installation To provide a multi-sensory facility £33,500
for children with additional needs in Local Authority children’s centre
the local area, alternative internal funding and CNS budget allocation
space within the nursery and
independent access

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