· ∑ To ensure class teachers contribute to the development of ... 8| Page ∑ To develop schemesof work for ... ∑ Long term planning including mapping out maths ...

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Introductionv The developing excellence plan reflects the vision aims and values of the Grange Academy Trust, incorporating Bramley Grange Primary School where children are at the heart of all aspects of school

improvement and where we aim to create a vibrant learning centred community of excellence through aspiration, strong outcomes and high expectations of all.v The developing excellence plan is reviewed termly in order to break down annual objectives into smaller focussed actions.v The developing excellence plan has been formulated using information gathered from data analysis (Attainment and Progress data), monitoring and evaluation activities including: regular drop in’s, work scrutiny

and planning scrutiny as well as feedback from staff, governors, parents/carers and children. The Academy budget is matched to the priorities for the developing excellence plan.

The Grange Trust has a vision of excellence for all. The trust operates around five key principles:

∑ Children always come first

∑ Inclusive education for all including those who are the most vulnerable (SEND, LAC, FSM)

∑ High quality teaching and Learning

∑ Positive partnerships are key – collaboration through Sharing and supporting

∑ Investing in staff development and progression through high quality support and professional development. All staff given opportunities to be the best they can be.

Bramley Grange Primary School aims to achieve both academic and personal excellence. To achieve an excellent educational experience we need to:

1.Have high expectations2.Uphold high standards of academic performance3.Sustain high standards of behaviour 4.Inspire all to be the best they can be5.Teach dynamic, challenging lessons which create a buzz for learning and meet the needs of all learners6.Ensure the learning environment promotes excellence whilst being nurturing, secure and welcoming7.Celebrate achievements 8.Build strong partnerships with parents, governors and services to improve outcomes for our children and our families.

To achieve personal excellence we need to actively teach and promote:

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Raising Standards

To achieve high outcomes for our learners, improvement will be focussed on four key priorities:

v Outcomes for pupils encompassing raising attainment and accelerating progress across the whole schoolv Raising standards of teaching, learning and assessment to outstanding across schoolv Maintaining high standards of personal development, behaviour and welfare for all learnersv Continued development of leadership and management across the school

Key PrioritiesOutcomes for pupils ∑ To raise attainment in relation to all children meeting expected standards in reading, writing and maths (Combined

Measure)∑ To increase the % children exceeding expectations in maths and writing∑ To maintain current outcomes in writing at the end of KS2 ∑ To raise attainment in writing in Y5, LKS2 and KS1

To Improve the quality of teaching, learning and assessment

∑ To increase the proportion of outstanding teaching ∑ To ensure assessments inform teaching∑ To develop the teaching and learning of foundation subjects through developing the curriculum and assessment∑ To tweak current assessment practise∑ To ensure assessments feed into learning∑ To meet the needs of higher ability learners, particularly in maths

Maintaining High Standards of personal development, behaviour and welfare for all learners

∑ To ensure children are punctual to lessons.∑ To encourage an active lifestyle through developing the provision at lunchtime∑ To introduce peer buddies

To continue to develop leadership and Management across the whole school

∑ To ensure class teachers contribute to the development of the whole school, particularly Expert teachers∑ To develop the leadership skills of maths and english leaders∑ To ensure middle leaders develop their curriculum areas∑ To develop the role of CEO∑ To expand the academy trust

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Where Are We Now?

Successes From Previous Term Current Areas For Action Future Areas Identified for Action¸ New assessment procedures in place with

end of year targets set and new materials in use by teachers.

¸ New Assessment procedures in place, incorporating tracking materials, use of data and assessment to evaluate how well we are doing as well as termly Pupil progress meetings

¸ New process for teaching writing in place. Clear impact on End of KS2 results 91% achieving Expected standards

¸ Rigorous monitoring of key policies beginning to secure consistency across school.

¸ Strong Performance in Y1 Phonics with % Pass

¸ KS1 Strong performance in reading 83% achieving expected standard

¸ EYFS 90% achieving GLD strong improvement on previous years

¸ KS2 Strong performance in all areas with results above national expectations

¸ Progress KS2 reading writing significantly above national

¸ New Writing assessment implemented Y1 Y3 Y4 Y5

¸ Tweaking of assessment system to focus on raising attainment more able and combined measure

¸ More able policy written and implemented¸ Review of SEND completed¸ Revised school vision¸ Electronic tracking introduced¸ Electronic tracking will facilitate better

use of assessments for driving teaching and learning.

ÿ Raising attainment Y2 Y6ÿ Embed Electronic trackingÿ Continue to Embed the use of assessments to drive teaching

and learning and raise attainment in all year groupsÿ Continue to Raise attainment of higher ability learners

through developing mastery teaching and curriculum provision

ÿ Develop maths curriculum to incorporate cross curricula maths teaching

ÿ Develop the wider curriculum through developing schemes of work for all foundation subjects

ÿ To extend assessment processes to assessing foundation subjects ÿ To track attainment and progress in foundation subject areas annually

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¸ Mastery maths impacting in Y6 attainment at exceeding

¸ Subject leaders begun to draft schemes of work for subject areas

¸ SEN Provision revamped resulting in reduction of SEN register and facilitating a graduated response

¸ Targeted support for SEN children resulting in better progress.

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Yearly Overview of Improvement

Key Priority Autumn 2016 Spring 2017 Summer 2017

Outcomes for pupils ∑ To review, evaluate and tweak assessment systems

∑ To track attainment in Reading, writing, maths combined measure across the whole school

∑ To implement grids for writing assessments

∑ To embed writing moderation across the whole school

∑ To ensure assessments feed into learning particularly in writing

∑ To investigate best practise in relation to raising attainment for higher ability learners

∑ To moderate assessments in writing

∑ To review outcomes Autumn term- where are we now/Are we on track?

∑ Implement necessary actions including intervention

∑ To target higher ability learners in the pursuit of high outcomes


∑ To evaluate raising achievement work for higher ability learners

∑ To evaluate tracking of attainment in Reading, writing, maths combined measure across the whole school

∑ To moderate writing standards

To Improve Quality of Teaching, learning and assessment

∑ To develop role of expert teacher ∑ Staff to self -audit teaching skills

according to career stage and identify areas to develop feeding into appraisal

∑ To investigate good practise in teaching for higher ability children

∑ To agree challenge questions and challenge language

∑ To share across phases practise in challenge for higher ability learners

∑ To embed use of planning tool kit for meeting needs of higher ability learners

∑ To trial mastery approach to maths in Y5 Y3/4

∑ To agree whole school approach to teaching maths for higher ability children

∑ Implement whole school approach.

∑ Sharing good practise from outstanding teacher programme

∑ Carry out lesson study – Higher ability children

∑ Develop assessment across the wider curriculum

∑ Implement policy – more able children

∑ Enrol second member of staff for outstanding teacher programme

∑ Use lessons learnt regarding higher ability maths provision across the curriculum

∑ Implement assessment across the wider curriculum

∑ Embed policy – more able children∑ Consider assessment across the wider

curriculum∑ Schemes of work for foundation subjects

written

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∑ To develop schemes of work for all foundation subjects

∑ Teacher to commence outstanding teacher programme

∑ Develop teaching of computing curriculum

∑ Policy –more able children

Maintaining High Standards of personal development, behaviour and welfare

∑ To implement peer buddying system

∑ To develop lunchtime provision including active play

∑ To set expectations in relation to being punctual for the start of lessons

∑ To plan and develop facilities for positive play on the infant yard

∑ To develop use of SIMS for recording welfare concerns

∑ To review school meals- develop action plan

∑ To embed peer buddying system∑ To embed lunchtime provision

including active play∑ To develop provision for infant

play∑ To implement actions in relation

to school meals

∑ To audit and review effectiveness of safeguarding (Annual Requirement)

∑ To review behaviour policy∑ To review impact of actions in relation to

school meals

To develop Leadership and Management

∑ To develop academy Trust∑ To develop role of CEO∑ NPQSL –Deputy Head∑ Middle leader reviews – English and

Maths∑ Curriculum leaders developing

subject areas∑ To audit GB skills and develop

action plan∑ To implement parents forum

∑ NPQSL –Deputy Head∑ English and Maths leaders

implementing action plans∑ Curriculum leaders developing

curriculum and assessment∑ To expand academy Trust∑ Development of CEO∑ To implement action plan –GB∑ To Implement parents forum

∑ Appointment of Deputy Head∑ Expansion of academy trust∑ Development of CEO∑ Curriculum leaders embedding assessment

work∑ Review action plan – GB∑ To evaluate impact of parents forum

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Termly Overview

Key Priorities April May June JulyOutcomes for pupils ∑ Carry out PPM ensure focus

on more able and intervention as well as intervention to ensure more children achieve combined measures


∑ To ensure assessments are feeding into planning

∑ Introduce e-mag for tracking

∑ Use of E-Mag for formative assessment

∑ To ensure assessments feed into learning particularly in writing

∑ To ensure needs of more able and SEND learners are met within classroom practise

∑ Revisit writing policy –ensure opportunities are given for drafting, editing and review

∑ Focus on use of teacher focus groups for writing intervention

∑ Tweak assessments bands to incorporate a stepped approach

∑

∑ To embed writing moderation across the whole school

∑ Review of outcomes –impact of work, key strengths, areas to develop

To Improve Quality of teaching, learning and assessment

∑ Embed process for teaching maths

∑ To develop role of expert teacher

∑ Development and sharing of schemes of work foundation subjects

∑ Development of teaching reasoning and problem solving maths

∑ Embed process for teaching maths

∑ Fluid groupings to meet needs of children

∑ Long term planning including mapping out maths curriculum

∑ Ensure cross curricula provision for maths

∑ Quality of teaching and learning review

∑ Identify next steps ∑ Teacher appraisal

focus on moving to the next level of performance.

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Maintaining High Standards of personal development, Behaviour and welfare

∑ To ensure high expectations are implemented across all aspects of school life

∑ Sharing of high expectations with parents

∑ Closer monitoring of attendanceEmbed Attendance awards

∑ Promotion of high expectations across all aspects of school life

∑ Closer monitoring of attendance

∑ Attendance awards∑ SIBS intervention∑ Active Play – Junior yard



∑ Attendance awards∑ SDQ for all children to

assess mental health

∑ Review Personal Development, behaviour and Welfare



∑ Attendance awards∑ SDQ analysis to

identify those in need of pastoral support

To Develop Leadership and Management

∑ To develop academy Trust-raising profile in community

∑ Governance Self Review∑ Governance re organisation∑ To develop role of CEO∑ Middle leader development

(English and maths)

∑ To develop academy Trust-Raising profile

∑ Expansion of trust board∑ Governance re

organisation∑ To develop role of CEO∑ Middle leader

development∑ Curriculum leaders

developing subject areas

∑ To develop academy Trust- Strategic Plan

∑ To develop role of CEO∑ Middle leader



∑ Review Leadership and Management

∑ To develop academy Trust – Strategic Plan

∑ To develop role of CEO∑ Middle leader



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Developing Excellence 3 Year Plan 2016-2019

Key Priorities 2016-2017 2017-2018 2018-2019Raising Achievement ∑ Sustain improvements made in

‘expected ‘measures for reading, writing, maths

∑ Raise attainment in maths and writing at exceeding levels

∑ Raise attainment in combined measure – reading writing and maths across the whole school ensuring performance at end of KS2 is above floor standards

∑ To raise attainment in writing Y2 Y3 Y4 Y5 – higher % children meeting ‘expected’ measures

∑ To ensure application of key policies

∑ Sustain improvements made in ‘expected ‘measures for reading, writing, maths and combined measure

∑ Raise attainment in maths, reading and writing at exceeding levels

∑ Raise attainment in combined measure – reading writing and maths across the whole school Particularly at exceeding

∑ Raise attainment and accelerate progress in humanities – history and Geography

∑ Raise attainment in CLL across the whole school∑ Establish curriculum changes to result in high

standards of attainment and outstanding progress

To Improve Quality of teaching

∑ To share effective practise in a wider context

∑ To increase and sustain outstanding teaching and continue to increase proportion of outstanding lessons

∑ To develop curriculum –computing,

∑ Staff to share teaching and learning beyond their own classroom

∑ Develop assessment of writing∑ Review and tweak assessment to

include tracking of combined measures

∑ Embed assessment in the wider curriculum

∑ To secure provision for more able learners

∑ Increase and sustain outstanding teaching and learning

∑ Share teaching beyond the school

∑ To sustain outstanding teaching ∑ To ensure interventions accelerate progress of

identified learners

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To maintain high standards of personal development, behaviour and welfare

∑ To develop active play∑ Develop assessment of personal

development∑ Ensure consistency in application

of behaviour policy∑ Develop PSHE lead∑ To develop tracking of behaviour

and welfare through use of SIMS

∑ Review behaviour policy∑ Explore possibility of attendance officer∑

∑ Review behaviour policy

To Develop Leadership and Management

∑ To develop distributive leadership∑ To identify future leaders and

coach/mentor them∑ To consider structure of

leadership team∑ To develop Academy Trust

To review SEND provision – DH to lead

∑ To sustain and further develop distributive leadership

∑ To identify future leaders and coach/mentor them∑ To consider structure of leadership team∑ To develop Academy Trust

∑ Well developed and established distributive leadership team

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Developing Excellence PlanAcademy Trust Directors Action Plan

Key Improvement Targets Key Actions Monitoring Of OutcomesAdvisory board is actively involved in setting the priorities in the developing excellence plan for Bramley Grange Primary

To involve governors in monitoring DEP priorities Termly monitoring data shared at advisory board meeting

Advisory board to discuss what’s going well and areas for improvement

Advisory board to monitor developing excellence priorities through school visits

Advisory board to feed monitoring visits into improvements

Revisited policy with key governors. Agreed to use CHT to develop in spring term,

Develop the academy trust Develop wider partnerships with other schools to impact on outcomes and school improvement

Revisit SponsorshipBecome an approved DFE sponsorConsider bidding for Waverley SchoolMarket Grange Trust beyond the local communityFacilitate partnership working with other schools

Sponsorship Application made.Application for Waverley SchoolFacebook Page for promotion of school in wider community.

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School Self Evaluation Schedule 2016/2017

Achievements Teaching and Learning Behaviour/Safety/Attendance

Leadership and Management

Developing Excellence

September ∑ HT/GB to evaluate whole school data

∑ Phase leaders Analysis of baselinetests.

∑ Feedback to phases from baseline assessments

∑ Action plans∑ SLT to set targets

for all phases

∑ Learning walk’s EYFS∑ Learning walk – new staff∑ Planning scrutiny – long term plans∑ RWI Monitoring

∑ Pastoral/TA to monitor attendance

∑ EWO to accept new referrals

∑ DSP to monitor provision for LAC/CP children

∑ Learning walk – Behaviour expectations

∑ Learning walk – behaviour policy

∑ Playground walks – parents∑ Lunchtime monitoring∑ Trust audit∑ Review school meals provision∑ SEN Review

Assessment without levels

Writing Assessments

October ∑ Staff to ensureassessments feed into planning

∑ SLT – Ensure appropriate interventions planned particularlyY2 Y6

∑ Share achievements with parents

∑ Literacy lead teaching of writing learning walks

∑ Literacy lead Workscrutiny

∑ Maths lead teaching of maths learning walks

∑ Maths lead work scrutiny∑ Visits to schools – mastery

maths∑ Use of maths hub


∑ DSP to monitor provision for LAC/CP children Informal observations of behaviour in class, at playtime, assembly, lunchtime.

∑ Class teachers to discuss attendance issues with parents

∑ SEF update∑ SENCO update SEN register ∑ SENCO review of SEN

provision∑ Evaluate provision for pupil

premium including expenditure.

∑ Trust AGM∑ Parental Questionnaires∑ Website up to date∑ Changes to school meal

provision – Pupil discussions

∑ SEN Audit

Assessment without levels

Writing assessment

Mastery Maths

November ∑ Y2 Y6 Assessments∑ Review

interventions Y2 Y6∑ Progress/Achievem

ents in books

∑ Appraisal observations

∑ Generic work scrutiny

∑ Medium Term plans

∑ DEP Monitoring


∑ Staff to complete attitude to learning profiles

∑ Informal observations of behaviour in classrooms

∑ Analysis ofquestionnaires

∑ SENCO adjust procedures

∑ Appraisal reviews non -teaching staff

Writing Moderation

Assessment without Levels

Mastery maths

More able

December ∑ Analysis of autumn term achievements

∑ English leader report and action plan

∑ Evaluate behaviour records ∑ Evaluate actions taken and consider actions

∑ SEN Action Plan

More able

Mastery Maths

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∑ Pupil progress meetings

∑ Intervention Plans∑ Share achievements

with advisory board

∑ Maths leader report and plan

∑ DEP Monitoring∑ Pupil Discussions

∑ Interim Appraisal Reviews

January ∑ Review phase and intervention plans

∑ Feed assessments into planning particular focus writing

∑ Learning Walks generic T+L

∑ Short term planning scrutiny


∑ DSP to monitor provision for LAC/CP children Informal observations of behaviour in class, at playtime, assembly, lunchtime.

∑ SEF update∑ Website update∑ Implementation of SEN Plan

Subjects across the curriculum

More Able

Mastery maths

February ∑ Review assessments Y2 Y6 – Are we on track

∑ Interventions Y2 Y6

∑ Appraisal observations

∑ Generic work scrutiny

∑ Short Term Plans

∑ Learning walk with focus group – where do you feel safe?/Where do you not feel safe? Which areas do you like/Dislike? What could be changed

∑ SEN – Provision to meet needs

Subjects Across the curriculum

Mastery Maths

Writing Moderation

March ∑ Phase leaders to analyse Spring term data and report to HT

∑ Literacy and Numeracy leaders to analyse Spring Term data and report to HT ∑ Phase leaders to

produce termly action plan

∑ Class teachers to participate in progress reviews with class action plan

∑ HT to evaluate whole school data report to advisory board

∑ Subject leads – Work sampling

∑ Assessments into planning

∑ Informal observations of behaviour in class, at playtime, assembly, lunchtime.


∑ Class teachers to discuss attendance issues with parents

∑ Evaluate behaviour/ bullying log which children? When? Why?

∑ Parent Questionnaire∑ Pupil Questionnaires∑ Interim Appraisal Reviews∑ SEF Updates∑ Pupil Premium Review∑ PE expenditure review∑ Website update∑ Implementation of SEN plan


Mastery Maths

Writing Moderation

April ∑ Review assessments Y2 Y6 – Are we on trackInterventions Y2 Y6

∑ Review coaching plan∑




∑ Subjects Across the curriculum

Mastery Maths

Writing Moderation

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May ∑ Y2 Y6 Assessments

∑ Subject leads – learning walks



∑ Discussions with children about behaviour and bullying

∑ Pupil discussions – what do you like about your school? What would you change?


Mastery Maths

Writing Moderation

June ∑ Phase leaders to analyse Summer term data and report to HT

∑ Transition plans∑ HT to evaluate

whole school data∑

∑ Appraisal Lesson observations

∑ Work Scrutiny∑ Planning Scrutiny∑ Transition



∑ Staff Questionnaires Subjects Across the curriculum

Mastery Maths

Writing Moderation

July ∑ Leadership team –progress through work scrutiny

∑ Achievements and standards whole school analysis

∑ Subject leads reports and action plans



∑ SEF updates∑ Analyse stakeholder views∑ HT Appraisal Review∑ Teaching Staff Appraisal

Evaluate Impact and consider annual priorities

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Training Plan 2016-2017

Area Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Raising Achievement Assessing without Levels –

Teaching assistants

Developing Teacher Assessment

Computing Curriculum

Mastery Teaching

Assessing Writing

OFSTED – Teaching staff

RWI Grammar – all staff

Writing Moderation all teaching staff

KS1 Statutory Assessment


Reading/Writing higher ability learners

Assessment EYFS



Assessment Matters

EYFS Moderation

To Improve Quality of Teaching and Learning

Maths leader: Reasoning and problem solving

Maths Leader: Mastery Maths

Outstanding Teacher Programme

Maths Leader: Road Map to Mastery

KS2 Writing

Reasoning in maths Y3/4

Reasoning in Maths KS1

Early years maths mastery

Maths leader: Mastery Maths

Cross Curricula Literacy

T+L English

Maintaining High Standards of Behaviour SafeguardingCSEPositive HandlingFire Training

SafeguardingCSEDSP -RC

New staff: SafeguardingDSP-ML

New staff safeguarding



To Develop Leadership and Management Middle Leader Challenge

NPQSL - DH

Middle Leader Challenge

NPQSL –DH

Peer Review

Early years leaders


NPQSL –DH

New to subject leadership


NPQSL –DH

Early Years Leaders

New to subject leadership



NPQSL –DH

Early Years Leaders


NPQSL -DH

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· ∑ To ensure class teachers contribute to the development of ... 8| Page ∑ To develop schemesof work for ... ∑ Long term planning including mapping out maths ...

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