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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:
Care
Provision
These are followed by a section on Leadership tasks, which in many cases overarch the above
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.
Data from Fischer Family Trust (FFT), RAISEonline and the school’s internal systems.
Summary of Objectives
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Standards and Achievement
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
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
Secure and extend new approach to teaching and learning of phonics, including transition from CNS
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
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
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
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
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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
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%.
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.
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
Fully refurbish and re-locate new fitness gym, for curriculum and
extra-curricular use (see ‘care’)
Source new equipment provider
Install equipment
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
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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
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
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 ‘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
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Consider and implement solutions for those children without home access ensuring inclusive practice
Continue with Head Teacher joint observations to assist in school improvement and Ofsted preparations
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
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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
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Improving Provision 2010/2011
Including funding sources
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