Fagley School Improvement Plan 2016-2017
Early Years
No. Objective
Key Area: Effectiveness of leadership and management
1 To ensure all arrangements are in
place to protect all children
and to meet all statutory
and other government
requirements.
2 To actively promote British
Values in all EYFS settings
3 Incisive evaluation of the impact
of staff practice leads to
rigorous performance
management.
4 Highly effective partnership
working leads to improvement in
provision and outcomes for
children and their families.
Responsibility Actions Timescales How to monitor
Inclusion Staffs are trained to identify and support Inclusion manager
Manager children who may be at risk of regret or Work with partner agencies
SLT abuse and report any concerns. to safeguard children
K.Burnsall welfare is effective
SLT Participate in British / Yorkshire Cities Autumn 1 It is demonstrated through
Early Years week. all its practices preventing,
practitioners Produce an exhibition to show case the including and tackling any
British Values work. instances of discrimination
and being alert to potential
risks from radicalisation and
extremism.
SLT All staff to be good or better in lesson SLT / School improvement
observations focusing on key areas of partner to observe Early
learning. years. 05.10.2016
Early Years What to expect when booklet to be shared Provide parents with the first
practitioners with parents. part of the booklet at
C. Greenwood Go through the ages and stages with the consultation day.
Inclusion parents at consultation day so that they are
Manager aware of how to use the information when
K.Burnsall they receive future copies.
Liaise with the children centre regularly to
gain a better understanding of the support
they can provide and ensure a better
understanding about families requiring

5 To actively seek the views of
parents.
Parents views are valued parents
feel their views are valued.
6 Highly effective monitoring
identifies where children
may be slow to develop
skills.
Gaps in achievement between
groups especially those with
additional funding are closing.
Fagley School Improvement Plan 2016-2017
Early Years
extra support.
Visible display for parents This week we
are learning
Communicate with home via letters, school
website and text messages.
C. Greenwood Parent views recorded and valued daily and 100 attendances at
Early Years at consultation events. consultation days.
practitioners 100% attendance to be met by rescheduling Early years staff to send
catch up appointments where necessary. home regular learning journal
Parents to receive regular learning journal reports.
reports from early essence. Parents to attend termly drop
in session to view their childs
learning progress.
SLT Introduce Early Essence in all settings. Staff provide with training
K.Burnsall Provide training for all early years staff. and a support contact for any
Early Years Baselines to be completed by set dates. difficulties they may
practitioners Data discussed and shared in each age encounter.
group.
Interventions and initiatives adopted where
necessary to rapidly improve areas of
learning.
Early Years Disadvantaged children identified in each Collect and analyse data
practitioners age group. regularly. Closely monitor the
K.Burnsall All staff aware of the different groups of different groups to ensure
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7 Highly successful strategies
engage parents, including those
from different groups, in their
childrens learning both in the
setting and at home.
8 Streamlined transition from one
setting to another.
Fagley School Improvement Plan 2016-2017
Early Years
children. rapid progress is closing the
Close monitoring at pupil progress meetings gaps.
to ensure the PP funding is being spent well
and having a positive impact on closing the
gap.
Early Years Provide a range of activities/ courses for Attendance registers at Early
practitioners parents to attend to help them support Years events.
C.Greenwood their child/ren. Monitor Facebook / school
IN 2016-17 school will provide: website usage
Parent and child cooking sessions Discuss with parents best
Rhyme time means of communication
Forest schools Parent Questionnaires
Christmas crafts
Family learning sessions
Parent volunteer opportunities
Book start
Family links
Parent Gym
Parents will be kept up to date about what
is on offer regularly.
Introduction of the schools new Facebook
page will provide another way of parents
accessing information about Fagley Primary
School.
All Staff Key workers to meet with previous key Parent Questionnaires
C. Greenwood worker to discuss the individual children Allocate time for staff to
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Families are supported during
all stages of transition.
9 Effective links with the childrens
centre. Support for families with
children aged under 5.
10 To ensure all arrangements are in
place to protect all children and
to meet all statutory and other
government requirements.
Fagley School Improvement Plan 2016-2017
Early Years
Inclusion ready for smooth transition. meet and discuss transition
Manager Transition events for all children to attend. Records of home visits
Close working relationship with the
different setting throughout the year so
that children will already be familiar with
their new classroom.
Home visit for every children in Nursery
and 2 year olds.
C Greenwood Provide families with information about Questionnaires to parents at
Early Years what the children centre has to offer. consultation day to ensure
practitioners Share holiday activities newsletter with all they feel well informed.
Inclusion families. Display newsletter in each early
manager years setting.
K.Burnsall Promote school Facebook page as an
additional source of information for
parents.
Encourage parents to check the school
website regularly to keep up to date with
what has been happening in school.
SLT Staff is trained to identify and support Analysis of incidents
Inclusion children who may be at risk of neglect or reported and cause for
Manager abuse and reporting concerns. concerns recorded
Work with partner agencies to safeguard All new staff inducted
childrens welfare is effective. All documentation provided
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 Fagley School Improvement Plan 2016-2017
Early Years

Inclusion manager inducts all new staff/ and signed for upon receipt
volunteers. Staff sign to say they have
received training and received current
safeguarding documents.
11 To actively promote British Early Years Participate in British / Values cities week. Participation in whole school
Values practitioners Produce an exhibition to show case the work exhibition
SLT of the children. Lesson observations
Celebrate British events and traditions in Floor book to showcase work
the setting.
It is demonstrated through all its practices,
preventing, including, tackling any instances
of discrimination and being alert to
potential risks from radicalisation and
extremism.
All staff prevent trained.
Term 1 Updates:
1. All Early Years staff has received Hate crime, FGM, Prevent and Safeguarding training this academic year. Staff signed attendance registers
and these are logged with the Inclusion Manager.
2. Reception and Nursery children took part in Yorkshire Cities Week. They studied the city of Bradford. They showcased their work at the
Yorkshire cities exhibition.
3. Preschool, Nursery and Reception all received lesson observations focusing on areas of provision WC 3 rd October and learning behaviours WC
27th February. All settings were judged to be good or outstanding. Both lesson observations were quality assured by Colleen Jackson 9School
Improvement Partner), Anne Springer (School Governor) and Amanda Robinson (Deputy Head Fernville).
4. Parents have received the ages and stages booklets focusing on Reading following the sharing stories sessions and rhyme time session parents
attended.
5. 100% attendance at Consultation day. Open door policy and sharing of learning journals at parents request.
6. Early Essence is well embedded in all three settings. Two training session have been provided to all staff since September 2016. Staff have
access to support helpline.
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 Fagley School Improvement Plan 2016-2017
Early Years

7. Disadvantaged children monitored, tracked and reported on. Disadvantaged children discussed at pupil progress meetings. Funding for Early
Year PP is tracked separately and reported to SLT and governors.
8. Appointment of Parent Liaison Worker Claire Greenwood September 2016. Courses provided this year for Early Years parents; Parent Gym,
Family Links, Christmas Crafts, Parents and Child Cooking sessions, Rhyme Time and Sharing Stories. School Facebook Page was launched in
January 2017.
10. Excellent links with the childrens centre. Information is shared effectively by both settings advertising up and coming events. Childrens
Centre have reported at Governors about the changes to the restructure of the Centres and the services they are providing.
Key area: Quality of teaching, learning and assessment
1 To ensure all practices have high Early years Lesson Observations All lessons to be good or
expectations including the practitioners Work Scrutinise better
most able and most SLT Closely monitor and assess the most able All disadvantaged to make
disadvantaged Early years and most disadvantaged. good or better progress
governor Work alongside the assistant head and All staff to know who these
deputy head children are
Ensure all staff are aware of who these Reports to governors
children are in the different settings,.
Teaching is consistently of a very high
quality, inspirational and worthy of
dissemination to others; it is highly
responsive to childrens needs.
Rigorous tracking of disadvantaged and
most able children.
Regular Pupil progress meeting to track
significant groups.
Regular reports and feedback to SLT and
governors.
3 To raise the standards in the Early Years All staff to ensure reading is high profile at Staff training

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teaching of Reading.
Greater staff awareness of age
related expectations.
Clarity about what the statement
mean in a practical terms
and how we record this in
observations.
4 Ensure an extremely sharp focus
on helping children to
acquire communication and
language skills.
5 To increase the number of
children working above age
related.
6 Highly successful strategies
engage parents, including those
from different groups, in their
childrens learning, both in the
setting and at home.
Key worker system engages
parents including those reluctant
to contribute.
Fagley School Improvement Plan 2016-2017
Early Years
Practitioners all team meetings. External school review
V.Rutherford Reading ARE expectations to be displayed in report by Colleen Jackson
SLT each area of provision for staff, volunteers Classroom observations
and parents to refer too. Participation in literacy year
Minimum of 2 books to be read to the of language programme
children every day.
S.Long Inviting and attractive book areas in each Library timetable highlighting
setting. allocated class slots
Variety of books related to each theme. All teacher trained in using
Regular visit to the school library. junior librarian
Early Years Identify children who have the ability to Pupil progress meetings
Practitioners attain above ARE. Data analysis
K.Burnsall Plan and provide a curriculum for these Lesson obersvations
children to reach their full potential. Planning
Learning journals
Early Essence
Early Years All 2 year old and nursery children receive a Parent feedback
Practitioners home visit before thy start at Fagley Parent Questionnaires
Key Workers Primary school. Children are gifted with a Home visit evaluation sheets
Claire book to which they read together with the Report by Parent Liaison
Greenwood visiting teacher. worker
Parent Liaison Open door policy to all parents and carers. Registers to show attendance
worker Daily contact with key workers at the
beginning and end of every day / session.
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The Key Worker system engages
parents including those reluctant
to contribute.
7 Accurate assessment, including
through high quality observations,
is rigorous and sharply focused
and includes all those involved in
the childs learning and
development.
Fagley School Improvement Plan 2016-2017
Early Years
Rhyme time (Nursery) 15 minutes before
the end of the session parent invited to
participate alongside their child.
Ages and stages sent home fortnightly
focussing on a different area of learning.
Bilingual staff to communicate with no
English speaking families to enable them to
share information about their child.
All children are allocated a key Worker.
Parent Liaison Officer has been appointed
September 2016 to liaise with parents and
continues to build home school relationships.
Clare has previously worked in the Children
Centre and already has strong relationships
with the Fagley Parents.
Early Years Introduction of Early Essence Termly reports
Practitioners Gaps in assessment easily identified and Pupil progress meetings
SLT rigorously planned for in the next steps EYFS Team meetings
K Burnsall sessions. Consultation Days
Characteristics of learning identified in all Parent drop in sheets
observations. Parent email system
Introduce parents to early essence
September 2017. Allowing parenst to add
to their children learning journey.
Sharing of early essence at half termly
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 Fagley School Improvement Plan 2016-2017
Early Years

drop in for parents.

Introduce parent email to allow parent to
email pictures for their childs profile
Term 1 Updates
1. Preschool, Nursery and Reception all received lesson observations focusing on areas of provision WC 3rd October and learning behaviours WC
27th February. All settings were judged to be good or outstanding. Both lesson observations were quality assured by Colleen Jackson (School
Improvement Partner), Anne Springer (School Governor) and Amanda Robinson (Deputy Head Fernville). Early years data has been reported
to governors see governor report Autumn 2. Disadvantaged pupil lists are regularly given to staff in Nursery and Reception with each new
census and half term. Class overview attainment sheets report solely on Disadvantaged children. Progress and attainment is tracked and
discussed regularly at pupil progress meetings.
2. Reading has been the main focus in early years. Reading areas have been developed and are now effective in all 3 settings. Nursery and
Reception have introduced a book reveal prior to each new book to get the families and children excited about their next text. Sharing stories
was a successful event where parents were invited into school for the morning / afternoon to engage in a variety of activities based around the
class text. All children were given a copy of the text to take home and share with their families. Participation in the Reception Year of
language has been successful. Staff have received three CPD days Rhyme time, Sharing stories and FRED programme. We have been
appointed Ruth Thompson the SLE from Bradford Academy. She visited school on 27.02.2017 to complete an audit focusing on areas of
provision and boys writing. Ruth has written a report about her visit. The report is very positive. She will return to school on Wednesday 29 th
March 2017 to lead a staff meeting focusing on developing writing across the different areas of provision.
3. Rizwana Ali has been appointed as the WELLCOMM practitioner September 2016. All children in early years are part of the WELLCOMM
speech and language programme. All children have been assessed. They are currently receiving a minimum of 2 sessions per week. The initial
assessment (February 2016) showed that no children were working a ARE. December data now shows that 8 children in AM nursery, 6 children
in PM nursery and 12 children in Reception are now at ARE in speech and language. WELLCOMM is monitored by the school speech and language
therapist Harriet Jones. H Jones produced a detailed report for SLT and Governors January 2017.
5. All children have a key worker. 100% of children received a home visit before starting in their setting. Key workers available every day to
talk to parents.
6. Early essence is used in all 3 setting as an assessment and monitoring programme. Gaps in assessment are easily identified and shared with
teachers at pupil progress meetings. Teachers are provided with data packs termly that contain data analysis from the previous term and next
steps for the coming term. A further development will be to introduce the parent contribution element of early essence. Parents have been
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 Fagley School Improvement Plan 2016-2017
Early Years

invited to input into their children learning development. Each setting has created an email address where parent scan email pictures or
information about events their child has taken part in outside of school. This hasnt been as successful as we had hoped so teachers are now
requesting specific information from parents in the hope to gather more evidence about the whole child. Early essence has been shared with
parents at consultation days and is available to them upon request.

Key area: Personal development, behaviour and welfare

1 Provide a highly stimulating
environment and wide range of
activities ensure that children
are highly motivated and very
eager to join in.
Early Years Good teacher subject knowledge of the Lesson Observations
Practitioners EYFS curriculum. Support from SLE Bradford
Well-resourced areas of provision academy
Regular staff training and sharing of ideas

2 Consistently showing the
characteristics of learning.
Early Years Early essence allows teacher to ensure Early Essence Reports
Practitioners every observation has the characteristics Pupil Progress Meetings
of learning clearly identified.
Moderation of learning journals between
each age group and also external in Fagley
school review.

3 Childrens health, welfare and Early Years Policies checked, read and understood by all Governor meetings
well-being are significantly Practitioners staff members. Team Meetings
enhanced by the consistent SLT Risk assessments current and up to date. EYFS meetings
implementation of robust policies, Staff Training
procedures and practice.

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 Fagley School Improvement Plan 2016-2017
Early Years

4 Children increasingly show high Early Years They develop a positive sense of themselves Focus weeks road safety
levels of confidence in social Practitioners and their place in the world. Learning journals
situations. All staff Develop a very good understanding of how Classroom displays
to keep themselves safe and how to manage Inclusion manager
risks and challenges. Assemblies
School website
5 Practitioners give children a wide Early Years Participation in Faith Days in the House Reflection activities
range of experiences that Practitioners Groups. Photographs
promote understanding of people, Participation in House Mornings (Reception) Floor Books
families and communities beyond Recognise and celebrate religious events Classroom Displays
their own.
Term 1 Updates
1. Subject knowledge is strong in all 3 settings. Teachers have introduced child lead learning maps, where they can log children interests to build into
the planning and provision. This has been successful and is a key strength in the 2 year old setting. Areas are well resourced Collen Jackson Early
Years report supports this. Staffs have received 3 CPD training days. 2 Nursery staff and 1 2 year old staff have attended first aid training this
year.
2. Reception teacher Sarah Long has attended the first EYFS moderation session the focus was Reading.
3. Staff are regularly updated regarding changes. All policies have been ratified by governors in accordance with our policy overview system.
4. Weekly class assemblies focus on different learning behaviours. Children are exposed to the language; resilience, proactive, confident, respectful,
motivated and independent.
5. Reception participated in our March 2017 faith day Hinduism. All early years settings have celebrated the Chinese New Year.

Key area: Outcomes for pupils achievement

1) Children make consistently high Early Years All groups of children to achieve well. Data analysis
rates of progress in relation to Practitioners 100% of children to make expected Pupil Progress Meetings

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their starting points and are
extremely well prepared for the
next stage of their education.
100% of children to make
expected progress and 75 % to
make more than expected
progress.
2) Children are highly motivated and
very eager to join in. They
consistently demonstrate the
characteristics of effective
learning.
3) Continue to raise the rising trend
with the aspiration of reaching
national targets.
Fagley School Improvement Plan 2016-2017
Early Years
progress. Lesson Observations
75% to make more than expected progress.
Quality first teaching.
Involvement in Reception Year of Language
programme
Sharing of good practice.
Rigorous Pupil progress meeting.
Early Years Engaging and exciting learning environment. Library book records
Practitioners Teaching of children in provision. Lesson Observations
Greater awareness of all staff of the age Parent questionnaires
related expectation of all children in each
setting.
Model reading to parents.
Add Qs to the back of class reading /
library books to help parents to ask their
children to correct questions.
Early Years Children to aspire to achieve national in End of year data
Practitioners GLD. EYFS data report
SLT Participate in the Literacy year of language Pupil Progress Meetings
FRED Father read everyday project
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 Fagley School Improvement Plan 2016-2017
Early Years

Term 1 updates.
1. In January after one term average progress in Reception is 0.9. 43% have currently made expected progress. 37% have made more than expected
progress. In Nursery the average progress after one term is 0.7, morning nursery 0.8 and afternoon 0.5. Morning nursery has made more progress
than afternoon. This is now being closely monitored in Pupil progress meetings and daily nursery sessions. 10% have made expected progress. Good
practice has been shared by our Reception with Fernville Primary School who we are supporting with improving teaching and learning.
2. Staff meeting focusing on developing writing in the different areas of provision will also help to ensure that staff have a good understanding of age
related expectations. .
3. GLD prediction have been made and are predicted to be 10% higher than the previous year. It is predicted that GLD will be 63% in July 2017.

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