1. Tidcombe Primary School Improvement Plan

2. Resilience Enquiry Confidence Empathy Aspiration
What Tidcombe Primary School is trying to achieve:
Overview
Vision
For every child to be a well-rounded person with the moral and social values, skills and confidence to achieve their goals as they move on from Tidcombe school.
A. Purpose
Values
Resilience Enquiry Confidence Empathy Aspiration
Strategic Objectives
1. Exemplary provision in all subjects enables all pupils to progress well
2. Effective assessment informs teaching and drives high levels of achievement
3. Accurate monitoring and evaluation shows impact of improvement at all levels
Wider curriculum progression
Mastery in Maths
Link assessment and planning
Incisive and timely feedback
Culture of Accountability
Monitoring cycle and timetable
B. Direction & Perf Mgmt
Priorities
Strands
Planning time, high expectations, coaching, pupil progress meetings, outdoor learning
C. Actions

3. A. Purpose of Tidcombe Primary School
For every child to be a well-rounded person with the moral and social values, skills and confidence to achieve their goals as they move on from Tidcombe school.
Vision
Values
Resilience Enquiry Confidence Empathy Aspiration
For pupils this means:
I am in a safe place to learn. I know what is expected of me. I am treated as an individual. Learning opportunities are relevant, interesting and meet my needs. I have help if I need it. I am challenged to reach my potential and understand what I need to do to progress my learning. I am learning how to deal with life through strong social and moral values. School is enjoyable.
A. Purpose
For parents this means:
I am included in and supportive of my child’s learning journey. The school listens to me and wants the best for my child. I feel that my child is special and known to everyone. I feel confident that the school keeps me informed of my child’s progress and growth as a individual.
For staff and Governors this means:
I am highly valued in my role. I have a key part to play in ensuring every pupil achieves their very best. I support the ethos in the school. I want pupils and their parents to be part of a shared approach to learning. I constantly seek ways to develop in my role. 3 3

4. B. Direction & Performance Management Framework
Strategic Objectives
1. Exemplary provision in all subjects enables all pupils to progress well
There is clear curricular progression in all subjects across the key stages
Broadening the curriculum with rich and meaningful learning experiences, and opportunities to apply English skills
Embedding staff knowledge and skills in teaching for mastery in Maths
2. Effective assessment informs teaching and drives high levels of achievement
Formative assessment accurately and dynamically informs planning so pupils progress rapidly
Summative assessment in all subjects is accurate, informing school improvement planning
Feedback from, to and between pupils is more precise so that all pupils know how to improve and make strong progress
3. Accurate monitoring and evaluation shows impact of improvement at all levels
Subject leaders become more effective at evaluating (rather than narrating) their subjects
A monitoring and evaluation schedule supports good strategic leadership and governance
Teachers are challenged and supported by leaders at all levels to help those pupils making less than typical progress to catch up
B. Direction & Perf Mgmt
Priorities and Indicators
Wider curriculum progression
1.1 Subject leaders’ evaluations demonstrate good pupil progress and curricular progression across the whole curriculum
1.2 Pupil voice evidences a rich, wide and enjoyable curriculum
Mastery in Maths
1.3 Closing the attainment gap between Reading and Maths with both in line with or above national average
1.4 Primary Mastery Self-evaluation document shows progress in teachers knowledge and skills in teaching for mastery in Maths
Link assessment and planning
2.1 Monitoring of planning shows that planned learning addresses pupils’ needs
2.2. Internal/external moderation shows that judgements in all subjects in all year groups are increasingly accurate
Incisive and timely feedback
2.3 Books evidence feedback is ensuring pupil progress
2.4 Pupil voice evidences that feedback ensures they know what they can do and what they need to improve
Culture of Accountability
3.1 Actions generated by pupil progress meetings are followed up and improve outcomes for pupils
3.2. There is evidence that governors are supporting and challenging all leaders responsible for school improvement
3.3 Teachers have the highest expectations for pupils to take pride in their work
Monitoring cycle and timetable
3.3 Subject leaders’ termly reports show evaluation of impact of school improvement actions
3.4 Improved monitoring schedule in place and adhered to by all staff and governors at all levels 4 4

5. C1. Actions Target position (Success Criteria) Implementation process
Lead person
Time scale
Staff Development
Likely resources
1.1 Subject leaders’ evaluations demonstrate good pupil progress and curricular progression across the whole curriculum
A planning day each term for teachers to ensure high-quality medium term plans in all subjects
Subject leaders monitor curriculum map and signpost resources that support learning
Subject leaders evaluate curricular progression and pupil progress
English subject leader supports and advises class teachers on linking a range of writing genres to the wider curriculum
EYFS staff to ensure the outdoor area is fully integrated into the curriculum all year round
JM/SS
Subject Leaders
Every term –July 2019
Guidance on, and time for planning
Release days for staff to plan
£4800 = 3 days x 8 classes
Curriculum resources
1.2 Pupil voice evidences a rich, wide and enjoyable curriculum
Teachers use pupil voice as part of the planning process
Teachers ensure that pupils do enjoy a broad and balanced curriculum that includes all subjects as well as Maths and English
JM/HE
Every term – July 2019
In-house training
No financial cost
1.3 Closing the attainment gap between Reading and Maths with both in line with or above national average
Teachers carefully plan lessons that cover small steps in the curriculum to ensure that all concepts and skills are mastered. They use “keep-up” sessions to support children in danger of falling behind
Termly pupil progress meetings identify actions needed to ensure all pupils make good progress and these actions are implemented by teachers
HE/CG
Every term -July 2020
1.4 Primary Mastery Self-evaluation shows progress in teachers knowledge and skills in teaching for mastery in Maths
Teachers implement the teaching for mastery approach in their classes
Use Jurassic Hub grant money to continue support for teaching for Mastery – TRG, resources, CPD
Maths subject leader delivers a continuing programme of CPD on teaching for mastery in Maths
HE/SG
Every Year – July 2020
£4000 (from Jurassic Maths Hub grant)
C1. Actions

6. Implementation process Lead person Time scale Staff Development
Target position
(Success Criteria)
Implementation process
Lead person
Time scale
Staff Development
Likely resources
2.1 Monitoring of planning shows that planned learning addresses pupils’ needs
Teachers use elicitation tasks at the beginning of learning sequences in each subject to inform planning
Teachers reflect on the learning after each session to modify the learning for the next lesson to meet learner needs
Teachers refer to the advice on checklist in the front of their planning files to ensure planning is meeting all learners’ needs
Teachers seek advice from subject leaders or senior leaders if they are unsure whether their planning is effectively meeting learners’ needs
SG/HE
Every term – July 2018
Coaching by HE
No financial cost
2.2 Internal/external moderation shows that judgements in all subjects in all year groups are increasingly accurate
Subject leaders to provide teachers with, or work alongside teachers to generate, the end of unit criteria that the subject leaders will need to evaluate their subject
Teachers seek advice from subject leaders if they feel uncertain about the end of unit criteria they are using to evaluate a subject
Teachers to work alongside colleagues within school and from the wider MAT/ learning community to moderate judgements
JM/SG
Subject Leaders
Every term – July 2019
In-house training/
within MAT training
Release time may need to be provided for MAT meetings
2.3 Books evidence feedback is ensuring pupil progress
HT to reiterate to staff the advice given previously on the purpose of feedback and marking
Where teachers are unsure about the effectiveness of their feedback and marking, to seek advice from senior leaders
SLT to monitor by frequent and scheduled scrutiny of books
Every half-term to July 2018
Professional dialogue with staff
2.4 Pupil voice evidences that feedback ensures they know what they can do and what they need to improve
Teachers use pupil voice to find out whether teacher feedback is effective
HT/SLT regularly interview groups of pupils to monitor effectiveness of feedback
JM/HE
In-house training
C2. Actions

7. Implementation process Lead person Time scale Staff Development
Target position
(Success Criteria)
Implementation process
Lead person
Time scale
Staff Development
Likely resources
3.1 Actions generated by pupil progress meetings are followed up and improve outcomes for pupils
Termly pupil progress meetings will follow-up on and evaluate actions from previous meetings
CG/SG
Every term – July 2018
£600 – day per term to release staff for pupil progress meetings
3.2 There is evidence that governors are supporting and challenging all leaders responsible for school improvement
Governors have input into the monitoring plan and carry out actions
Governors review reports and meet key leads each term
Chair of Governors/SG
Time for governors and school leaders to work together
3.3 Teachers have the highest expectations for pupils to take pride in their work
Teachers have consistently high expectations for the presentation of pupils’ work including joined handwriting, spelling, the careful use of books etc.
Pupils build on the expectations set in the previous year group to make sure that there is no “slippage” and the quality of work continues to improve
Pupils know what the expectations are and can say when their work is of the highest quality
SS/JM
Every term – July 2020
Clear message to staff on inset day
No financial cost
3.4 Subject leaders’ termly reports show evaluation of impact of school improvement actions
Each term the subject leaders will report on the strengths and needs in their subjects and on pupil progress
HT will coach subject leaders on what is required for evaluative reports
JM/SS
Coaching
3.5 Improved monitoring schedule in place and adhered to by leaders and governors at all levels
SLT and governors create a school planner that links monitoring, reporting, SEAL and other whole school initiatives so workload is spread throughout the year and there is systematic accountability
Monitoring schedule is evaluated at the end of the year for impact
Lead person in this document will produce an impact report on SIP progress each term
SG/HE
All staff to refer to planner
C3. Actions