School Priorities

Our vision is to ensure that our children become successful learners who enjoy their learning, are challenged in their thinking, make good progress and excel in an environment where everyone is valued and respected.

In order to do this, each year we produce an Improvement Plan. The plan is the result of an analysis of the School’s needs, strengths and weaknesses as identified by our own monitoring, assessment and evaluation systems, as well as inspections, The Local Authority and our work with the Seven Stars group of schools. The School Improvement Plan contains the long term priorities and ambitions which the school wishes to work towards, and also short term actions which will ensure that the long term priorities are achieved.

Please use to following links to read an overview of our plan for parents, carers and other interested parties and/or our School Improvement Plan for 2017:


Analysis of Strengths, Areas for Development and ‘Next Steps’ – July 2017

Strengths Areas for Development Next Steps When/Who
  • Improvements in teaching & learning – now consistently good or better across whole school
  • Pupils attitude to learning/ Behaviour for learning
  • Teaching and learning, outcomes and the Learning environment in EYFS
  • Strong senior leadership team
  • Strong, emerging middle leaders
  • Networks/ collaborations – Seven Stars, SMSLC, Moorside, MMU, Painsley Maths Hub, Ogden Trust
  • Promotion of British values/SMSC across the school
  • Successful introduction and development of Maths Mastery
  • Parental communication/ relationships
  • New curriculum
  • Outcomes for reading, writing and maths
  • Data tracking
  • CPD investment/provision – development of whole school learning community
  • Behaviour of pupils / behaviour management
  • Developing Resilience/Growth mindset of staff & pupils
  • Relationships – staff/staff, staff/pupil, pupil/pupil
  • Teachers know their pupils well – assessment of core subjects is increasingly accurate (Mark-Plan-Teach)
  • Pastoral care – Pupils feel safe and happy
  • Pupils are engaged, enthused and know what ‘good learning’ is
  • School ethos (‘Together we succeed’) is evident in all lessons
  • Impact of Pupil Premium Champion
  • Secure safeguarding procedures in place
  • Continue to raise attainment and accelerate progress of all groups of pupils. Maintaining consistently good or better teaching & learning – increasing ‘outstanding’ teaching & learning
  • Spelling
  • Presentation – continue to use marking & feedback to inform improvement
  • Effective use of learning support staff/ interventions
  • Continual development of middle leadership group – embed effective whole school learning community
  • Continue to develop profile/strength of Governing Body
  • Continue to embed Maths mastery – improve performance in Maths
  • Continue to develop opportunities for ‘reasoning’ across the whole school
  • Continue with challenge for most able writers
  • Ensure that all staff use consistently high quality and constructive (Next steps) feedback/marking to make sure all pupils make rapid, sustained gains
  • Progress of ‘disadvantaged’ pupils – Continue initiatives to ‘close the gap’/ Close gender gap
  • Continue to embed ‘growth mindset’, particularly in higher ability girls
  • Develop role of ‘Playground Leaders’
  • Continue to develop/enhance online safety awareness
  • Promote Communication Friendly Spaces
  • Continue to improve use and accuracy of assessment in writing
  • Ensure attendance of pupil groups is consistently good (FSM)
  • Ensure safeguarding procedures remain robust
  • Ensure investment in Science CPD has positive impact on outcomes for children
  • Increase opportunities for pupils to ‘work scientifically’
  • Tracking of foundation subjects
  • Regular monitoring of teaching & learning – Lesson observations (Paired), book scrutinies (ensure ‘basic errors’ are addressed), learning walks, half termly data analysis, pupil voice interviews, shared good practice
  • Half termly Pupil Progress Meetings to identify any children not ‘on track’ & plan appropriate interventions
  • Half termly forensic data analysis (Deputy HT & KS leads)
  • Monitor impact of regular spelling sessions
  • Maintain planned programme & commitment to quality CPD – ‘Teachmeet’, strategies to increase subject knowledge (Science), peer learning/observation opportunities (including Seven Stars), Maths Mastery (TRG, Local Maths Hub) – evaluate impact
  • Marking to be developed to make explicit ‘next steps’ – staff peer monitoring/CPD
  • Continue daily spelling tests & embed ‘No Nonsense Spelling’
  • Presentation mark introduced – ‘Dazzling presentation’ celebrated on blog
  • Half termly training for all TAs (GC to lead). Apprentice TA to observe good practice at Seven Star School. Seven Stars INSET training to be planned for TAs
  • ‘Senior’ Middle leaders to receive training in coaching & supported to develop ‘action research’ projects linked to School Improvement Plan (‘Communication Friendly Spaces’ & ‘School Values’)
  • KS2 children encouraged to self asses (Use of writing grids)
  • Monitor effectiveness/impact of new curriculum – Lesson observations (Paired), book scrutinies, learning walks, half termly data analysis, pupil voice interviews – ensure coverage, challenge & progression of skills & knowledge
  • Half termly monitoring of planning (Looking for challenge & evidence of ‘Mark-Plan-Teach’)
  • Continue to develop links with Seven Stars – School Council to develop Mental Health initiative, Passport of Entitlement developed, joint INSET, joint procurement (Beeactive), moderation
  • Online safety – regular newsletters, assemblies, regular ‘drop in’ sessions, Governor training, staff training
  • Use PE Premium to train Playground Leaders (LMA) / Use of TAs to run lunchtime activities
  • Monitor effectiveness of ‘Pupil premium Champion’. Review effectiveness
  • Restructure learning support staff to enhance delivery of ‘interventions’ – monitor every two weeks.
  • Half termly review of effectiveness of intervention (Data analysis)
  • Continue to develop effective strategies for boys engagement (Links with older boy role models, etc)
  • Embed ‘Growth Mindset’ – monitor through pupil voice/observation
  • Develop ex-pupils ‘Wall of Success’ (Raising aspirations/Growth Mindset)
  • Use of SGOSS to recruit new Governors with specific skills/knowledge (IT/Data Protection, Educational professionals, Business leader)
  • Continue to promote good attendance – Monitor effectiveness of systems & intervention; EWO Attendance Clinics
  • Half termly safeguarding focus of staff meetings; Liaise with Safeguarding Governor to monitor effectiveness & review procedures
  • Author visits planned (Workshops for most able writers) – AM Blank
  • Continue monitoring & CPD to embed maths mastery
  • Monitor effectiveness of ‘working scientifically’ across the school
  • Safeguarding audit/walks
  • Ongoing – monthly. SLT
  • Half termly – SLT
  • Deputy Head/KS leads
  • Dep HT / HT – ongoing
  • Dep HT / HT – ongoing
  • Ongoing – HT
  • Ongoing – All staff
  • Ongoing – SL/KH
  • Half termly – GC
  • Ongoing – HT
  • KS2 lead /SL
  • Curriculum team – ongoing
  • D HT/ HT
  • HT – ongoing
  • HT, D.HT & MC
  • HT & HS
  • HT – ongoing
  • CP & GC
  • D.HT & KS leads
  • Ast Head (SL)
  • HT – ongoing
  • HT – ongoing
  • HT – ongoing
  • Ast Head (GC)
  • HT
  • Ast head (SL) & JL
  • D.HT
  • D.HT
  • D.HT
  • HT & Governors

Areas for Development (Data Dashboard 2016)

  • KS1 Reading (Emerging to Expected or GD)
  • KS1 Writing (Expected to Expected or GD)
  • KS1 Maths (Emerging/Expected to Expected or GD)
  • KS1 Attainment (Girls Expected / Boys Emerging)
  • Attendance for FSM
  • Persistent Absence for FSM & SEN

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School Priorities 2017

At Werrington Primary School we have looked at the results and progress for all of our pupils. We have consulted staff and pupils on what is good about our school and what we most need to improve. Based on the outcomes of our discussions and analysis we have developed plans to address the priorities below.


Pupil Outcomes

We are working on helping our pupils to do better by the end of Y6 and to ensure that even more of them get to the expected standard in Reading, Writing and Maths and continue to improve their progress.

We are doing this by:

  • Tracking children based on their prior attainment at the end the EYFS for KS1 pupils and at the end of KS1 for KS2 pupils.
  • Continuing to hold half termly pupil progress meetings.
  • Introduction of Maths Mastery across the whole school.
  • Introduction of No Nonsense spelling programme from Year 1 to Year 6.
  • Making sure that Marking and Feedback are effective.
  • Half termly forensic data analysis.
  • Ensuring that all staff are held accountable for pupil progress.
  • Ensure that pupils eligible for ‘Pupil Premium’ make ‘good’ progress.
  • Daily Mental Maths and Spelling tests introduced.
  • Provide more opportunities for boys to be challenged in their writing.

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Personal Development, Behaviour and Welfare

We are continuing to work hard in school to promote positive behaviour and attendance at school so that all pupils show respect and care for each other.

We are doing this by:

  • Rewarding good attendance and embedding ‘first day contact’ procedures.
  • Embedding learning about safety into our curriculum and assemblies including online safety.
  • Linking our Assembly themes to the school’s values and principles.
  • A behaviour policy which is consistently applied by all staff and includes both sanctions and rewards.
  • Continuing to improve the presentation of work.
  • Continue our work with staff and pupils from the Seven Stars schools.
  • Training ‘Playground Leaders’.
  • Ensuring safeguarding policies and procedures are robust.
  • Developing an action plan to promote good mental health.

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Teaching, Learning and Assessment

We are working hard with all of the teachers and teaching support staff to ensure that all teaching is of high quality and meets individual needs. We aim to ensure that our curriculum is exciting and engaging for all pupils.

We are doing this by:

  • Using what we know about our pupils to plan their learning (Mark-Plan-Teach).
  • Making sure that teachers are well trained and always learning.
  • Making sure our Governors understand what we are doing and challenge us.
  • Sharing good ideas and moderating our assessments with each other and teachers from across our own school and with teachers from ‘The Seven Stars Collaboration.’
  • Exploring the learning experiences of our most able pupils to ensure that they meet their potential.
  • Embedding ‘Growth Mindset’ across the school – The ‘Power of Yet’.
  • Ensuring that marking and feedback is effective and ‘moves pupils on’.
  • Monitoring teaching and learning through regular lesson observations, book scrutinies, learning walks, pupil interviews, planning trawls and data analysis.
  • Monitoring the progress of all groups of pupils.
  • Developing ‘Maths Mastery’ across the whole school.

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Leadership and Management

We are working to ensure leaders and the Governors in school to have a good knowledge of their subjects and standards.

We are doing this by:

  • Giving subject leaders time to find out what is happening in their subjects and time to plan how to improve them.
  • Further developing senior leaders through courses/training. Ensure that the significant investment in professional development is effective.
  • Maintaining our website to enhance communication with parents, governors and the community.
  • Building the profile of our Governing Body through targeted recruitment.
  • Regular monitoring of all teaching and learning and of the effectiveness and impact of our curriculum.
  • Continuing to develop our work with local networks, including the ‘Seven Stars’ and ‘SMSLC’.
  • Provide staff with opportunities to engage in ‘action research.’

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Early Years

We are further developing work in our early years based upon an analysis of results in 2016.

We are doing this by:

  • Continuing to develop high profile, exciting reading and writing areas in each classroom.
  • Making improvements to both the indoor and outdoor learning environments.
  • Further develop role play areas to have more maths-based elements.
  • Continue to provide opportunities for assessment in Expressive Art.
  • Continue to enhance communication with parents – develop use of ‘Tapestry’ system.

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Partnerships

Ensuring we work better with parents and keep them fully informed of how their children are doing and how they can help them at home

We are doing this by:

  • Having more parent workshops in school.
  • Continuing to develop our communication through newsletters, website, social media and Class Dojo.
  • Ensuring parents understand how to keep children safe online.

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Other things that we are working on this year are:

  • Continuing to celebrate and promote ‘reading for pleasure’.
  • World Book Day, we enjoyed seeing the children in their fancy dress costumes.
  • Fund raising to purchase a minibus.
  • Using stories from ex-pupils to help raise aspirations of current pupils.

How can you help us:

  • By reading with your child every day.
  • By encouraging your child to attend school every day and on time.
  • By attending parental consultation and workshop events.
  • By supporting your child with homework.
  • By responding to parental questionnaires.

We hope you find this brief outline of what we are doing useful. Please come and talk to us if you have any questions and ideas. Thank you for your continued support.

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Please use to following links to download pdfs of the above Analysis of Strengths, Areas for Development and ‘Next Steps’ and our School Improvement Plan for 2017:

 


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