|PRIORITY 1 – Raising Achievement||SUCCESS CRITERIA||LONGER TERM DEVELOPMENTS|
|To raise writing standards in KS1 and EY with a focus on – bridging from EYU to Year 1 and providing more formal learning opportunities in EYU
To close the gap between boys and girls in writing.
To ensure that currently lower attaining pupils based on end of Y1 and KS1 data make faster progress this academic year.
To build a better partnership with parents that enables lower attaining readers to make faster progress
To further develop maths reasoning and problem solving skills throughout school.
|A good range of evidence for writing in EYU is built up over the academic year
A higher percentage of children attain the highest score (3) in writing by the end of EY
A higher percentage of pupils leave Foundation Stage ready for the challenges of Year 1 writing and number (2017 %)
Children continue to make faster than expected progress in writing in Year 1 (2017 +3.8)
Writing attainment is in line with the national average at the end of Year 2
Boys are making faster progress in their writing and closing the gap with girls
A ratified EYU to Year 1 bridging policy is in place
Planners are consistently used as an effective home school communication tool in all phases
Parents can use teacher/TA comments in their child’s planner to support the development of specific skills
Parents are even more able to support their children in their reading and this is impacting on the progress that the children make
Modelling the method will be common practice in all classes
EY & KS1 children will use Number sense when working on calculations
|PRIORITY 2 – Learning, Teaching & Assessment||SUCCESS CRITERIA||LONGER TERM DEVELOPMENTS|
|Teachers are better able to support pupils with EAL and this group continues to make faster than expected progress – closing the gap with their mono-lingual peers.
Pupils know how to use talk to help them problem solve, think more creatively and help others deepen their thinking and further their understanding.
To facilitate lasting learning experiences and develop lifelong learners through collaborative working, peer mentoring and meta-cognition.
|Teachers have a wider range of strategies and resources that they can use to support their EAL children
Children are able to talk about how they have used the key skills in their learning and they understand why these skills are important
Children’s work shows evidence of creativity, problem solving and collaborative activities
Teachers expect a high level of learning response and interaction between learners and adults in the classroom
Teachers have had the opportunity to work together to establish creative, responsive and effective approaches to teaching and learning
Pupils are able to set goals and monitor and evaluate their own academic development
PP and lower attaining pupils have made faster progress due to collaborative working, peer mentoring and meta-cognition
Greater amount of collaborative learning through school
All teaching is good and significant percentage is outstanding
New and effective ways of teaching and learning have been implemented and are having an impact in the classroom
PP children are benefiting from the EEF interventions and making faster progress
|Run training events for the other schools in the cluster – SEN and TA training
|PRIORITY 3 – Personal Development, Behaviour and Welfare||SUCCESS CRITERIA||LONGER TERM DEVELOPMENTS|
|To develop mental health and wellbeing awareness for staff and pupils.
To prioritise staff well-being and mental health.
To support children to develop resilience and to develop whole school strategies to deal with anxiety/stress.
To better support a small group of individuals who display very challenging behaviour – particularly during more unstructured times.
|Staff talk more openly about mental health and wellbeing
Higher level of positive work-life balance recorded in staff surveys
All MSAs are able to effectively manage accidents and incidents
Relax Ed sessions are embedded into the curriculum and delivered on a weekly basis
Dedicated ELSA area is ready and well resourced
Groups and individuals with specific SEMH needs have been supported to make progress as evidenced by impact of provision document.
All staff are more able to manage challenging behaviour
The incidents of unacceptable behaviour have reduced
|PRIORITY 4 – Leadership and Management||SUCCESS CRITERIA||LONGER TERM DEVELOPMENTS|
|To develop the effective use of teaching assistants to ensure maximum impact – with a focus on accelerating the progress of lower attaining pupils
To improve outcomes through a collaborative model of peer review and school improvement facilitated by the schools partnership programme
To ensure that academisation allows Fishergate to maintain its unique character, ethos and core values. That it enhances the learning experiences of all adults and children and has the support of the vast majority of the school community
|Fishergate is judged to be at least good in its next Ofsted/HMI visit
Currently lower attaining pupils, based on end of key stage data make faster progress this academic year when compared with 2016/17.
Only interventions with proven effectiveness are run in school
Fishergate have collaborated with a partner school in order to investigate a line of enquiry regarding the effectiveness of TAs
Pupils with prior low attainment have greater self-confidence and resilience
Teachers are better informed about the content of interventions and support the work of TAs more effectively
Bespoke peer review has been driven by school improvement needs
A sustainable, self-improving, school led system, where schools are jointly responsible for improvement of themselves and other has been embedded.
Improved end of Key Stage outcome
Fishergate’s unique nature and ethos is maintained and nurtured
The school community feels informed about Fishergate’s future plans
Pupils and staff continue to benefit from well-established links with other schools/setting
|Arrange external CPD for middle and senior leaders
|PRIORITY 5 – Safeguarding||SUCCESS CRITERIA||LONGER TERM DEVELOPMENTS|
|To provide a safe environment for children to learn in.
To identify children who are suffering or likely to suffer significant harm, and to take appropriate action to make sure they are kept safe both at home and in the education setting
|Areas for improvement identified in the health and safety audit (general, fire and asbestos reviews) have been actioned
Premises Development Plan has been used to ensure that the school provides a safe learning environment
All personnel files contain the necessary information to ensure that safer recruitment processes have been followed and any historic gaps have been shared with FGB
All staff and volunteers have a sound understanding of their role in helping to safeguard children
Work with the Local Area Team is continuing to offer support to more vulnerable families and impacts positively on the progress that the children from these families make
School is fully compliant with the new General Data Protection Regulation (GDPR) which come into force May 2018
IT security of user accounts and emails
More children on the playground – possible changes to supervision
PRIORITY 1 – Raising Achievement
PRIORITY 2 – Learning, Teaching & Assessment
|To ensure that the children who arrive in EYU with limited speech and language skills can begin to close the gap with their peers.
To raise writing standards in KS1 ensuring that the % of pupils who attain the expected standard is above national.
To ensure that a higher proportion of lower attaining readers can make faster progress and leave Fishergate ‘secondary ready’.
To raise attainment levels in maths by improving reasoning skills through school.
To close the gap between boys and girls in reading and writing attainment.
|To raise the profile of science; systematically evaluating and developing all aspects of science teaching and learning. To use science as a tool in our drive to more actively engage all pupils in their own learning and achievement.
To continue to develop inspirational teaching; enabling children to be active learners who make their own decisions and work with less teacher direction.
To ensure that feedback and marking is consistent, motivational, meaningful and manageable, leading to good progress and high standards throughout school.
To ensure that the new assessment and tracking system is a powerful tool that is used to further raise standards and leads to accelerated progress.
PRIORITY 3 – Personal Development, Behaviour & Welfare
PRIORITY 4 – Leadership & Management
|To further enhance the inclusive nature of Fishergate by building links with the Melbourne Centre, engaging with the Archbishop’s Citizenship award and expanding the role of the school council and Champions for Change.
To ensure that pupil premium strategies offer good value for money and are closing the gaps between vulnerable groups and their peers.
To meet an increasing numbers of learners’ needs by enhancing our Curriculum through the use of Forest Schools and outdoor learning.
|To further develop the role of middle leaders; ensuring that they are able to lead their subject with aspirational vision and that they can demonstrate real impact on teaching and learning.
To ensure that all new members of staff are assimilated into the Fishergate community and given the necessary support to enable them to flourish; ensuring that every phase team is strong and effective.
To ensure that Fishergate maintains its unique character, ethos and core values and that any future partnership or collaborative working arrangement enhances the learning experiences of all adults and children and has the support of the vast majority of the school community.