Cape Primary School

Cape Primary School Improvement Plan 2018-19

School Improvement Plan 2018-19

 Contents

Page Number
An overview of key priorities 2018-19 3

Curriculum Subjects key priorities 5

Raising Attainment and Pupil Progress plan 7

Teaching, Learning & Assessment plan 9

Personal Development, Behaviour & Welfare plan 11

Leadership and Management plan 13

EYFS plan 15

English plan 17

Maths plan 19

Inclusion plan 21

Attendance plan 24

Pupil Voice 25

Budget Plan 26

2 Cape Primary School Improvement Plan 2018-19

 AN OVERVIEW OF SCHOOL DEVELOPMENT PLANS FOR YEAR 2018-19
Copy to all governors and staff – displayed on all classroom notice boards.
Please ensure all Desired outcomes, Success criteria and Planned actions are Specific,(Small steps) Measurable, Achievable, Realistic, Time related – SMART.
KEY PRIORITY 1. KEY PRIORITY 2. KEY PRIORITY 3. KEY PRIORITY 4. KEY PRIORITY 5
Raising Attainment and Pupil Progress Teaching, Learning & Assessment Personal Development, Behaviour & Leadership. Management and EYFS
1. To improve standards in reading, 1. To implement a mastery for all Welfare Governance 1. A mastery for all approach will be
writing and maths for all groups of approach to the teaching of Maths. 1. More children will attend school on 1. To develop a holistic approach to adopted for all subjects to ensure
pupils across each key stage. (MATHS) time and more of the time. the monitoring of teaching and children are being exposed to an
2. To ensure next step interventions 2. To ensure consistency across the 2. To continue to embed the Cape 8 into learning across the school. age-related curriculum.
allow children to apply their learning school regarding the moderation of the school lessons and ethos. 2. Phase leaders’ key priority focus to 2. The outdoor Reception area will be
across all curriculum areas. judgements in Non-Core subjects. 3. Targeted Learning Mentor and work in class with all staff to developed to ensure children are
(INCLUSION) 3. Target resources (non-teaching staff) Creative Therapy Support, via behaviour improve standards for targeted receiving high quality outdoor
3. Teachers to use RAG rated data based on the needs of individual tracking system. groups and quality of teaching and learning.
analysis to inform practice in English cohorts of children. 4. To support parents and pupils to have learning. 3. Early Years staff will take part in
and Maths. (TEACH/LEARN/ASSESS) 4. To refine the Long Term Plans for a deeper understanding on ‘online safety’ 3. Support new and developing the Local Authority project to
English to ensure a balance of skills and how to keep their children safe leaders through CPD and accessing Language First.
across the range of genres taught. online in the home. professional qualifications.
(ENGLISH) 4. Through governor self-review days
5. RAG rate all groups through pupil ensure all governors are able to
progress to support teachers in triangulate the evidence presented
analysing data to inform practice. at board meetings.
5. Through robust non-core
assessment, leaders use
information to inform future
priorities.
Persons responsible: HT/Governors Persons responsible: Teachers, LSPs, Persons responsible: Whole School Persons responsible: HT/Chair & Vice Persons responsible: EYFS lead
Support: AHT SMT, SLT Support: Chair Support: SLT
Staff team: Teachers, LSPs, SMT, SLT Support: Staff team: Support: SLT/SMT/Governing body Staff team:
Link Governors: Staff team: Link Governors: Team Link Governors:
Link Governors: Link Governors: Chair and V-chair
Current situation as at June 2018 Current situation as at June 2018 Current situation as at June 2018 Current situation as at June 2018 Current situation as at June 2018
 Targets for 2017-18 broadly met  Standards rise as a result of the  Attendance outcomes improve, and  The impact of governance  GLD exceeds targets set.
(EYFS/Y1/KS1) impact of intervention back in the there is a measurable reduction in triangulation is evident through  The learning journey for all children
 The Cape Charter is implemented classroom. PA. governance review. is clear to see through provision.
across the school  Assessment and tracking systems are  All stakeholders share a healthy body  Leaders and managers have an
used effectively to drive standards by and healthy mind approach to accurate view of the school.
all staff. personal development.
DESIRED OUTCOMES BY JULY 2019 DESIRED OUTCOMES BY JULY 2019 DESIRED OUTCOMES BY JULY 2019 DESIRED OUTCOMES BY JULY 2019 DESIRED OUTCOMES BY JULY 2019
 Targets are broadly met.  Targets are broadly met.  To ensure attendance of pupils and in  Leaders and managers across the  All children will make at least good
 EYFS 60% GLD  EYFS 60% GLD particular those pupils who are school clearly demonstrate how the progress from their starting points.
  regularly late for school improves in OFSTED KI have been addressed.  The GLD will continue to show an
KS1 2019 Target KS1 2019 Target order to narrow the gap towards increase on previous years.
Attainment No % Attainment No % national.  Planning will show challenging
 To continue to embed the Cape 8 in activities that have clearly been
Exp 63 72 Exp 63 72 all lessons and other informed by assessment.
R/W/M R/W/M
GDS 4 5 GDS 4 5 curriculum/SMSC areas, with view to  Planning will show that all children
Exp 67 77 Exp 67 77 health, fitness and mental health. will be exposed to age related
Reading Reading
GDS 14 16 GDS 14 16  To use SIMs tracking system to learning.
Exp 66 76 Exp 66 76 continue to record and analyse  Staff expectations of what different
Writing Writing
GDS 5 6 GDS 5 6 behaviour and achievement. children can achieve will be

3 Cape Primary School Improvement Plan 2018-19

 Exp 68 78 Exp 68 78  To ensure parents at the school increased and greater challenges
Maths Maths
GDS 6 7 GDS 6 7 understand the importance of online during child initiated will be
safety for their children at home and provided
KS2 2019 Target KS2 2019 Target
how to monitor this.  All staff will be able to observe and
Attainment No % Attainment No % check on children’s progress and
learning during sessions and to use
Exp 55 59 Exp 55 59 this information to clearly plan
R/W/M R/W/M
GDS 8 9 GDS 8 9 children’s next steps
Exp 62 67 Exp 62 67  The environment will provide
Reading Reading
GDS 18 19 GDS 18 19 enriched opportunities for children
Exp 55 59 Exp 55 59 to develop skills independently in
Writing Writing Writing, Reading and Mathematics
GDS 9 10 GDS 9 10
Exp 62 67 Exp 62 67 throughout the EYFS learning
Maths Maths environment
GDS 17 18 GDS 17 18
  Nursery provision will now take
‘Rising 3’s’ with the aim to increase
the achievement in the Prime Areas
before the children enter Reception
Success criteria (measuring the desired Success criteria (measuring the desired Success criteria (measuring the desired Success criteria (measuring the Success criteria (measuring the
outcomes) outcomes) outcomes) desired outcomes) desired outcomes)
 Desired outcomes met regarding  Mastery approach to the teaching  Reduction in P/A figures and EWO  Quality assurance monitoring has  Summative and formative data will
standards. of Maths is embedded across the monitoring reports indicate this, to developed well to improve reflect the progress made.
 School meet Fischer 20 targets for school. bring school in-line with National outcomes for children and  The GLD will increase 60%
English and Maths.  In house moderation against the figures. professional development for staff.  Planning scrutinies will evidence
 The proportion of children making school’s own curriculum evidences  Children to use the Cape 8 to  Additional support and CPD the way children are being
expected or better than expected consistency in judgements. enhance their learning and provided by phase leaders leads to challenged and will show the
progress against the school’s own  Support staff are used effectively behaviour/problem solving skills. improved outcomes for children opportunities for children to be
tracking systems is RAG rated as to meet the needs of the different  Analysis of behaviour is effective and and professional development for exposed to age related learning.
green or purple. All children are cohorts of children so that productive leading to a reduction in staff.  Observations and learning walks
expected to make 2.5 points outcomes for all children improve behaviour incidents.  New leaders demonstrate a secure will show a challenging learning
progress (apart from DSEN pupils). and all children make at least  Children and Parents in Y3 to receive knowledge and understanding of environment, where all adults are
expected progress against the a programme of work called ‘Safety their areas for responsibility. encouraging children to move their
schools own tracking systems. Net’ (rolling transition programme) to  Governors are able to evidence learning on.
 Long Term plans for English ensure children understand their how they have triangulated their  Baseline and End data for
demonstrate a balance of skills responsibilities online including judgements. WELLCOMM will show that children
taught across the range of genres. keeping safe. Parents of other year  Governors are able to identify the have made at least good progress
 Teachers use RAG rated data groups to receive training via Cape next steps for the school through from their starting points showing
analysis to inform their practice so Can programmes and FSW led their triangulation of evidence. the impact of the LA developing
that outcomes improve for pupils courses. language project.
and all pupils make at least  Children will now be able to start
expected progress against the Nursery in the term they turn 3.
schools own tracking systems.  Attainment in the Prime Areas will
show an increase by the end of
Nursery. A greater percentage,
50%, will be age related at their
Reception starting point.

4 Cape Primary School Improvement Plan 2018-19

Curriculum subject areas – Key Priorities
 Agreed KS1 and KS2 whole class reading planning
format in use, with consistent planning and
delivery of lessons. Whole class reading texts
purchased and in use in KS1.
 Long term plans for KS1 and KS2 will reflect
practice and will also include writing
focus/progression of skills. A reading progressions
of skills with support focus for the teaching of
reading.
 Introduction and use of Word Aware for teaching
vocabulary. Staff will use a STAR approach
(Select, Teach, Activate, Review)
 Spelling of National Curriculum word lists will be
tracked. An additional midpoint assessment to be
in place and spelling data across school tracked.
 Children to have editing and improving modelled
and taught. Opportunities for editing in place and
children trained to spot own errors. Use of tracing
paper for clear editing process.
 Children who demonstrate a GDS
knowledge of computing are
provided with challenge and
opportunity to develop their skills
and understanding.
 To develop the effective use of
our technical resources.
 To make stronger cross curricular
links with computing.
 Continue to promote importance
of online safety across staff and
children.
5 Cape Primary School Improvement Plan 2018-19
 All children will make at least good progress from
their starting points.
 A higher percentage of children will be meeting
the age related expectation in Maths.
 Assessment will show a smaller range of
attainment in each year group
 Planning will show challenging activities that have
clearly been informed by assessment.
 Planning will show that all children will be exposed
to age related learning.
 Staff will be confident in teaching the ‘Mastery for
All’ approach through CPD sessions throughout
Autumn 1
 Next steps interventions will focus on the gaps
children have that stop them from reaching age
related expectations in Maths.
 Maths books will form a ‘journal’ approach where
children are encouraged to write down the process
of working out an answer rather than just finding
the answer.
 To continue to embed a more creative approach
to the delivery of the RE curriculum ensuring
that AT1 and AT2 (now combined in new
assessment criteria) are covered equally.
 To continue to develop the use of religious
visits/visitors both into and out of school to
support units of work and reinforce learning.
 To monitor the completion of the new
assessment tool and monitor progress and
coverage across the whole school.
 To maintain and update an electronic SMSC tool
in order to provide a detailed record of whole
school RE/PHSE experiences.
 To reintroduce and reinforce the Cape 8 values
across school to encourage the embedding and
use of these throughout as a means of
developing life during and after primary school.
Could CPD be required, cluster group meetings

to be introduced and arranged amongst
Sandwell schools
 Staff to use KPI’s to plan inspiring lessons
that fit in with topics.
 Make sure that cross-curricular links are
included when writing up experiments and
observations. (Maths)
 Set up Science ambassadors that
complete projects e.g. secret garden.
 Use Testbase/Rising Stars questions in
plenaries to develop assessment.
 Improve the school habitat to invite
animals and insects into the environment.
 Planning will show opportunities for children in
the HAG to be challenged through extension
tasks.
 Planning will include more opportunities for
historical enquiry through targeted questioning.
Children will develop their questioning skills and
ability to analyse sources of evidence objectively.
 Writing opportunities in KS1 in creative
curriculum will be closely linked with genres
taught in English lessons so that skills are more
transferable.
 Lessons will have a clearer focus on the aim and
how this addresses skills which need to be
taught.
 Ensure more opportunities for independent
learning are embedded into the curriculum.
 Standards of achievement will be consistent
across classes within the same year group.
 The STEP approach will be fully embedded in all
PE Lesson and evident on planning. A display
board will be created and used to support
children’s understanding of how to challenge
their own PE skills.
 We will achieve the Gold Award in the
Sainsbury’s Games.
 Every child will have a PE Learning Log that will
used when a PE lesson is unable to take place.
 A Sports Council will be set up across both Key
Stage 1 and Key stage 2.
 Developed a good relationship with The WBA
Foundation who will run our lunchtime
clubs/activities, afterschool football club,
breakfast clubs and SEND PE. They will also run
extra-curricular activities to support reading and
maths skills.
 Children will begin to be more active throughout
the school day, not just during PE lessons.
 Embed a new assessment system and use to
inform gaps and future practice.
 Embed, ‘Language Angels’ and develop it to be

more personal to our school.
To develop the generic planning system, to ensure
it is personal to our school and children.
Embed, ‘Language of The Month’ to celebrate the

diversity at Cape Primary.
 Use pupil voice to inform and develop a new extra-
curricular club.
 Develop the children’s awareness of MFL through
experiences and visitors, across the key stages.
 To develop the structure of lessons to ensure there
are opportunities for the children to be exposed to
a range of experiences that encompass speaking,
listening, reading and writing.
 Develop the pen pal opportunity with schools that
are abroad.
  To continue to create healthy,
independent and thoughtful
British citizens.
 To continue to ensure the safety
and happiness of the children.
 To continue to ensure the voice
of Cape’s pupils’ is heard.
 To further improve the lunch-
time experience for pupils.
6 Cape Primary School Improvement Plan 2018-19
 Staff will take responsibility for
teaching and assessing all class
music lessons.
 Opportunities for choir
performances both inside and
outside school.
 Staff confidence in teaching music
through the use of Charanga.
 Internal workshops and external
visits to expose children to a
broad range of musical activities
and genres.
 Priority Raising Attainment and Pupil Progress - To raise standards in all subjects and at all levels
to ensure the gap between the school and National diminishes.
What Will be 1. To improve standards in reading, writing and maths for all groups of pupils across each key stage.
2. To ensure next step interventions allow children to apply their learning across all curriculum areas.
different for the
(INCLUSION)
children? 3. Teachers to use RAG rated data analysis to inform practice in English and Maths. (TEACH/LEARN/ASSESS)

Targets Success Criteria

What we will achieve:- How we will know we have achieved it:-
 Targets are broadly met. 1. Fischer targets are met and/or exceeded at the
 EYFS 60% GLD
end of each key stage.
 Y1 Phonics screening 85% pass rate
 2. Children who receive intervention and are
KS1 2019 Target predicted 2.5 on the tracker achieve ARE by the
Attainment No % end of the year.
Exp 63 72 2a. Standards rise as a result of the application of
R/W/M
GDS 4 5 basic skills post intervention. LSP/teacher
Exp 67 77 accountability.
Reading
GDS 14 16
3. Books reflect the application of achievements in
Exp 66 76
Writing
GDS 5 6 interventions.
Exp 68 78 3a. Teachers lead pupil progress meetings and can
Maths
GDS 6 7 talk about the impact of their work on individuals
KS2 2019 Target and groups, identify next steps and put into practice.
Attainment No %
Exp 55 59
R/W/M
GDS 8 9
Exp 62 67
Reading
GDS 18 19
Exp 55 59
Writing
GDS 9 10
Exp 62 67
Maths
GDS 17 18
Key People, including Leader Funding & resources
SMT/SLT 1. Funding for training and support
Governing Body 2. funding for training and support
3. See English & Maths subject plans
4. See English & Maths subject plans
Tasks Who? When Check
What we will do to achieve the targets:-
Leadership & Management
1a. Provide staff with quality CPD to introduce new SL By 12/18
approaches to English and Maths.
1b. Monitor the impact of the new teaching SL 11/18,
strategies. 01/19,
04/19, 07/19
2a. Ensure next step intervention data forms part SLT Half termly
of pupil progress meeting including the impact
across all curriculum areas.
3a. Ensure teachers have regular opportunities to SLT Half termly
moderate judgements across all curriculum areas.
3b. Ensure teachers share examples of pupil’s work SLT Half termly
and progress at pupil progress meetings.
Teaching, Learning & Assessment
1c. Staff to implement Maths CPD in order to move Teachers 09/18
towards mastery approach.
1d. English lead to work with consultant to refine consultant Begin 09/18
long term plans.
2b. Teachers to evidence the application of skills CT ongoing
taught through next step interventions.

7 Cape Primary School Improvement Plan 2018-19

 3c. Regular opportunities to moderate both in CT Half termly
house and across schools.
Outcomes
1e. Use of the QA policy to monitor provision and SMT Weekly
standards. (L&M) activities
1f. Monitor progress against FISCHER and in house SLT Half termly
data.
2b. Incorporate intervention data into pupil SLT Termly
progress meetings.
3d. Books demonstrate and triangulate with SIMs CT ongoing
data.
Personal Development, Behaviour & Welfare
1g. The Cape 8 skills are used to improve CT ongoing
outcomes for pupils.
Evaluation Who How will they Who will outcomes be
evaluates? evaluate? reported to?
Each half term SMT will have a programme of SMT Phase The impact will be
monitoring activities to complete to ensure all specific reported to SLT,
actions are in place. SMT will meet regularly to action plans governing body and
RAG rate the action plans and amend as necessary. in place. RAG parents.
rated action
plans.

8 Cape Primary School Improvement Plan 2018-19

 Priority Teaching, Learning & Assessment
To include OFSTED KI - Improve the quality of teaching, including in the early years, in
order to increase the progress and raise attainment of lower-attaining pupils by ensuring
that:

What Will be 1. To implement a mastery for all approach to the teaching of Maths. (MATHS)
different for the 2. To ensure consistency across the school regarding the moderation of judgements in
children? Non-Core subjects.
3. Target resources (non-teaching staff) based on the needs of individual cohorts of
children.
4. To refine the Long Term Plans for English to ensure a balance of skills across the
range of genres taught. (ENGLISH)
5. RAG rate all groups through pupil progress to support teachers in analysing data to
inform practice.
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
 Targets are broadly met. 1. Mastery approach to the teaching of Maths is
 Y1 phonics screening 85% pass rate
embedded across the school.
 EYFS 60% GLD
 2. In house moderation against the school’s own
KS1 2019 Target curriculum evidences consistency in judgements.
Attainment No % 3. Support staff are used effectively to meet the needs
Exp 63 72 of the different cohorts of children.
R/W/M
GDS 4 5 4. Long Term plans for English demonstrate a balance
Exp 67 77 of skills taught across the range of genres.
Reading
GDS 14 16
5. Teachers use RAG rated data analysis to inform their
Exp 66 76
Writing
GDS 5 6 practice.
Exp 68 78
Maths
GDS 6 7
KS2 2019 Target

Attainment No %
Exp 55 59
R/W/M
GDS 8 9
Exp 62 67
Reading
GDS 18 19
Exp 55 59
Writing
GDS 9 10
Exp 62 67
Maths
GDS 17 18
Key People, including Leader Funding & resources
SMT/SLT 1. Budget for quality texts
Governing Body 2. CPD for staff
3. Budget for resources and CPD
Tasks Who? When Check
What we will do to achieve the targets:-
Leadership & Management
1a. Provide staff with quality CPD to introduce SLT 09/18
new approaches to English and Maths.
1b. Monitor the impact of the new teaching SMT 11/18, 01/19,
04/19, 07/19,
strategies/plans.
2a. Provide staff with opportunities to moderate SLT CPD
non-core subjects and agree judgements sessions
2b. Non-core subject leaders to monitor SL Half termly
standards against submitted data.
3a. DHT to work with staff to identify how SLT Half termly
support should be targeted for groups of pupils
and how resources are used.
4a. English lead to work with staff to refine long SMT Half termly
term plans and implement into teaching.
5a. Pupil progress meetings to be structured to SLT Half termly
give teachers time to analysis RAG rated data
and action plan next steps.

9 Cape Primary School Improvement Plan 2018-19

 Teaching, Learning & Assessment
1c. Plan and deliver Maths lessons using the CT 09/18
mastery for all approach
2c. Ensure Non-Core subjects are clearly mapped CT Half termly
against the schools’ own curriculum.
2d. Provide evidence at pupil progress meetings CT Half termly
of how judgements have been met.
3b. Support staff work with targeted groups All staff Ongoing
based on data analysis. reviewed at
PP
4b. Staff to implement and assess against the CT Half termly
refined long term plans.
5b. Following pupil progress meetings staff will CT Half termly
implement next step actions
Outcomes
1d. Monitor the impact of new strategies against SLT Half termly
the assessment system.
1e. Compare data from previous year to monitor SLT Half termly
the impact of new strategies.
2e. Moderate judgements through triangulation CT Half termly
of books, data and observations.
2f. Triangulate evidence and compare to the data SMT Half termly
set through pupil progress.
3c. Half termly pupil progress meetings monitor CT Half termly
outcomes of pupils with additional
intervention/support.
3d.5c. Plan for a fluid approach to the use of CT Half termly
targeted support to ensure the attainment gap
diminishes.
Personal Development, Behaviour & Welfare
Ensure new staff have access to the clear SLT September
induction package set out by the school. 2018
Evaluation Who How will Who will outcomes be reported
evaluate they to?
s? evaluate?
Each half term SMT will have a programme of SLT Phase The impact will be reported to SLT,
monitoring activities to complete to ensure all actions specific governing body and parents.
are in place. SMT will meet regularly to RAG rate the action plans
action plans and amend as necessary. in place.
RAG rated
action plans.

10 Cape Primary School Improvement Plan 2018-19

 Priority: To ensure personal development, behaviour and welfare of pupils remains at least ‘good’
PDBW across the school.
To include the Ofsted KI- Leaders continue to work with families to improve the attendance
of a small number of pupils who miss too much school or arrive late too often without good
cause.
What will be 1. More children will attend school on time and more of the time.
different for the 2. To continue to embed the Cape 8 into the school lessons and ethos.
children? 3. Targeted Learning Mentor and Creative Therapy Support, via behaviour tracking system.
4. To support parents and pupils to have a deeper understanding on ‘online safety’ and how
to keep their children safe online in the home.
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
1. To ensure attendance of pupils and in particular 1. Reduction in P/A figures and EWO monitoring
those pupils who are regularly late for school reports indicate this, to bring school in-line with
improves in order to narrow the gap towards National figures.
national. 2. Children to use the Cape 8 to enhance their
2. To continue to embed the Cape 8 in all lessons and learning and behaviour/problem solving skills.
other curriculum/SMSC areas, with view to health, 3. Analysis of behaviour is effective and productive.
fitness and mental health. 4. Children and Parents in Y3 to receive a programme
3. To use SIMs tracking system to continue to record of work called ‘Safety Net’ (rolling transition
and analyse behaviour and achievement. programme). Parents of other year groups to
4. To ensure parents at the school understand the receive training via Cape Can programmes and FSW
importance of online safety for their children at led courses.
home and how to monitor this.
Key People, including Leader Funding & resources
SMT/SLT Bespoke resources advised by external agencies
Governing Body Rolling Programme of Training
EWO EWO ‘buy in’ service
FSW’s Creative Therapy ‘buy in’ service
Learning Mentor Safety Net resources an training
Creative Therapist SIMs
All staff Cape Can sessions
PCO’s/ Police PCO’s/Police training sessions
Mental Health training
Governing body reports
Tasks Who? When Check
What We will do to achieve the targets:-
Leadership & Management
1a. EWO to monitor and target potential PA EWO/SLT ongoing
pupils and consistently late arrivals before
they hit trigger point.
2a. PSHE/RE leads continue to monitor and PSHE lead ongoing
embed Cape 8 across the school. RE Lead
School Council
3a. Analyse data and referrals to Learning SLT ongoing
Mentor and Creative Therapist.
4a. Computing Lead and FSW’s deliver the Computing Lead Sept 2018
‘safety net’ package to parents and children FSW
in Y3.
4b. DSL to organise the Police/PCO’s and DSL Sept 2018
FSW deliver on line safety training sessions to FSW
parents. Police
Teaching, Learning & Assessment
1b. EWO to meet with parents and talk SLT Ongoing
through strategies. EWO
1c. EWO to hold assemblies and class talks to CT ongoing
improve attendance and lates. EWO
2b. PSHE lessons/clubs/assemblies to provide PSHE lead ongoing
opportunities for children to develop healthy RE Lead
bodies and minds. School Buddies

11 Cape Primary School Improvement Plan 2018-19

 2c. PSHE lessons/assemblies will build on PSHE lead Sept 2018
well-being and mental health. RE Lead
3b. Use SIMs to analyse behaviour for LM ongoing
referrals to Learning Mentor or appropriate CT
agencies.
4c.Y3 teachers to teach ‘safety net’ to the Computing lead Sept 2018
children to keep them safe online. CT
Outcomes for pupils
1d. EWO to meet with parents and EWO ongoing
governors, and track where attendance has SLT
improved. Governors
2d. Monitoring/QA will ensure that lessons SLT Sept 2018
and assemblies are planned to work on Cape PSHE lead
8 skills and Mental Health and well-being. RE Lead
Class Teachers
3c.Monitor patterns in behaviours and groups CT/FSW/SLT/LM ongoing
and refer quickly to Learning mentor or Creative
Creative Therapist. Therapist
Inclusion
Support
4d. Y3 children to have a transition Computing Lead Sept. 2018
programme that supports their needs for Class Teachers
online safety at home.
4e. Y3 parents to have a transition Computing Lead Sept. 2018
programme that supports their needs for Class Teachers
online safety at home. FSW
4f. Parents to attend Cape Can sessions to Computing Lead Sept. 2018
support their understanding of online –safety FSW
at home. Police
Personal development, behaviour & wellbeing
2e. Children to confidently support PSHE Lead ongoing
themselves and know when it is good to talk C/T
about their feelings and how they are feeling Learning Mentor
3d. Complete pupil voice and PASS surveys to SLT ongoing
collect evidence of outcomes. LM
SENCo
4g. Children will become fully aware of online Computing Lead Sept. 2018
dangers and apply this independently at Learning Mentor
home. C/T
4h. Parents will become fully aware of online Computing Lead Sept. 2018
dangers and safe guard their children FSW
independently at home. Police
Evaluation Who evaluates? How will Who will outcomes be reported
they to?
evaluate?
 EWO reports and updates to SLT See SG Files The progress will be reported
SLT/Governing Body EWO See SENCo to SLT, SMTm SIA, IS,
 Learning Mentor Analysis of PASS SIA Files Governing Body and parents
survey IS Micro data
 Parental questionnaires /surveys Murray Hall Evaluation
 PSHE/RE leads monitoring Learning Mentor sheets
evaluations Computing Lead SIA records
 Analysis of ‘Safety Net’ PSHE Lead Governing
 Analysis of Creative therapy work RE Lead Body reports
FSW

12 Cape Primary School Improvement Plan 2018-19

 Priority Leadership & Management - OFSTED KI - Improve the impact of leadership and
management by making sure that:
 leaders and governors check on the progress of different groups of pupils, including in
the early years, with greater care and attention.
 leaders and governors have an accurate understanding of how well the school is doing
and use this information to drive sustainable school improvement.
What Will be 1. To develop a holistic approach to the monitoring of teaching and learning across the
different for the school.
children? 2. Phase leaders’ key priority focus to work in class with all staff to improve standards for
targeted groups and quality of teaching and learning.
3. Support new and developing leaders through CPD and accessing professional qualifications.
4. Through governor self-review days ensure all governors are able to triangulate the
evidence presented at board meetings.
5. Through robust non-core assessment, leaders use information to inform future priorities.
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
 Leaders and managers across the school clearly 1. Quality assurance monitoring has developed well to
demonstrate how the OFSTED KI have been improve outcomes for children and professional
addressed. development for staff.
2. Additional support and CPD provided by phase
leaders leads to improved outcomes for children and
professional development for staff.
3. New leaders demonstrate a secure knowledge and
understanding of their areas for responsibility.
4. Governors are able to evidence how they have
triangulated their judgements.
5. Governors are able to identify the next steps for the
school through their triangulation of evidence.
Key People, including Leader Funding & resources
TLR post-holders 2. Cover costs for staff completing NPQML
Aspiring TLR post-holders
HT, DHT, AHT
Governing Body
Tasks Who? When Check
What We will do to achieve the targets:-
Leadership & Management
1a. SLT to organise release time for phase HT July 2018
leaders and SLT to monitor T&L across the
school.
1b. Staff/GB to agree an amended QA policy that HT/staff July 2018
demonstrates how monitoring will support / GB
provision.
1c. 2a. SLT to work closely with SMT to share SLT/SM ongoing
information to support professional development T
of all staff.
2b. On a rolling programme phase leaders to SMT ongoing
work with staff and pupils to improve outcomes.
3a. Enrol new leaders on relevant National DHT 09/18
Professional Qualifications (ML)
4a. Governors to attend termly review days and GB Termly
set agenda for triangulating provision
5a. Non-Core subject leaders to ensure SL July 2018
curriculum map is accurate and shared with staff.
Teaching, Learning & Assessment
1d. SLT to complete cycle of monitoring in class SLT ongoing
and feedback to teachers at the end of the
session.
1e. SLT to feedback to SMT next steps to ensure SMT ongoing
high quality support and CPD is provided by
phase leaders.

13 Cape Primary School Improvement Plan 2018-19

 2b. On a rolling programme phase leaders to SMT ongoing
work with staff and pupils to improve outcomes.
3b. New leaders use the QA policy and support SMT As required
from colleagues to inform judgements. through PM
4b. GB/SIA to triangulate the evidence provided GB/SIA Termly
through monitoring activities.
4c. Governors visit lessons and have a clear GB Termly
understanding of teaching and learning to help
triangulate their evidence base.
5b. Non-core leaders to complete monitoring SL Termly
cycle and triangulate against SIMs data.
Outcomes
1f.2c. Leaders to ensure checks are made to SMT Termly
evidence how support has had an impact on
outcomes.
2d. Phase action plans clearly target specific SMT Termly
pupils or groups of pupils to improve outcomes.
3d. New leaders analyse groups of pupils and the New Termly
impact on outcomes and feedback to SLT/GB/SIA leaders
4d. GB/SIA to triangulate the evidence provided GB/SIA Termly
through monitoring activities.
5c. Outcomes for pupils are monitored by Non- DHT/SL Twice per
core subject leaders and information used year
strategically to plan next steps and future
priorities.
Personal Development, Behaviour & Welfare
2e. The analysis of behaviour will inform leaders SMT Termly
about vulnerable groups and targeted groups of
pupils for the learning mentor.
Evaluation Who How will Who will outcomes be reported
evaluate they to?
s? evaluate?
Perceptions of staff on the effectiveness of SLT Anonymou Report to SMT and summary to
coaching and mentoring s survey GB
and 1:1
interview

14 Cape Primary School Improvement Plan 2018-19

 Priority EYFS
To continue to raise standards to narrow the gap on national achievement
What will be A mastery for all approach will be adopted for all subjects to ensure children are being
different for the exposed to an age-related curriculum.
children? The outdoor Reception area will be developed to ensure children are receiving high quality
outdoor learning.
Early Years staff will take part in the Local Authority project to Language First.
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
1. All children will make at least good progress from Summative and formative data will reflect the progress
their starting points. made.
2. The GLD will continue to show an increase on The GLD will increase 60%
previous years. Planning scrutinies will evidence the way children are
3. Planning will show challenging activities that have being challenged and will show the opportunities for
clearly been informed by assessment. children to be exposed to age related learning.
4. Planning will show that all children will be exposed Observations and learning walks will show a challenging
to age related learning. learning environment, where all adults are encouraging
5. Staff expectations of what different children can children to move their learning on.
achieve will be increased and greater challenges Baseline and End data for WELLCOMM will show that
during child initiated will be provided children have made at least good progress from their
6. All staff will be able to observe and check on starting points showing the impact of the LA developing
children’s progress and learning during sessions language project.
and to use this information to clearly plan children’s Children will now be able to start Nursery in the term they
next steps turn 3.
7. The environment will provide enriched opportunities Attainment in the Prime Areas will show an increase by
for children to develop skills independently in the end of Nursery. A greater percentage 50% will be age
Writing, Reading and Mathematics throughout the related at their Reception starting point.
EYFS learning environment
8. Nursery provision will now take ‘Rising 3’s’ with the
aim to increase the achievement in the Prime Areas
before the children enter Reception
Key People, including Leader Funding & resources
SMT/SLT
Governing Body
Tasks Who? When Check
What We will do to achieve the targets:-
Leadership & Management
EYFS will oversee the induction and EYFS lead Termly Termly
implementation of the ‘Rising 3’s’ Admissions
Monitoring will take place to ensure high ALL STAFF Weekly (See QA In accordance with QA
standards are kept by all staff. policy and policy
annualised planner)
Teaching, Learning & Assessment
All staff will be involved in the Local Authority ALL STAFF On-going
project
A mastery for all approach will be adopted in All staff- FK to Weekly On-going
all areas of learning to ensure ALL children are monitor
exposed to an age appropriate curriculum.
Child initiated will be purposeful and provide ALL STAFF WEEKLY On-going
challenges to move the children on in their JC to monitor
learning.
Outcomes for pupils
Ensure that groups make at least good ALL STAFF HALF TERMLY July 2019
progress from their starting points through FK TO
careful monitoring and intervention. MONITOR
Ensure the gaps in attainment between ALL STAFF Half termly Half termly
groups are narrowed. FK, JC, MC to
monitor

15 Cape Primary School Improvement Plan 2018-19

 Children will have access to a challenging and FK From September
motivated Nursery provision from the term MC to
they turn 3. implement
Personal development, behaviour & wellbeing
To ensure all staff, are confident in delivering FK December 2018 Ongoing
a challenging ‘Mastery for All’ curriculum All staff to
support
Evaluation Who How will they Who will outcomes be
evaluates? evaluate? reported to?
Each half term SMT will have a programme of SLT Phase specific action The impact will be reported to
monitoring activities to complete to ensure all plans in place. RAG SLT, governing body and
actions are in place. SMT will meet regularly to RAG rated action plans. parents.
rate the action plans and amend as necessary.

16 Cape Primary School Improvement Plan 2018-19

 Priority To improve achievement and standards across the school in order to narrow the gap with
English national standards for all groups.
What Will be As a results of measures put in place:
different for the 1. Whole class reading will be consistently planned for and delivered across school to a high quality.
children? 2. Reading and writing progression across school will be mapped out to ensure progression of skills.
3. Children will have improved vocabulary through use of Word Aware approach to teaching
vocabulary.
4. Word list spellings will be taught, monitored and tracked across school.
5. Children will be skilled in editing and improving their writing.
6. KS1 writing outcomes will increase by 10% through Manor Teaching school KS1 writing project.
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
1. Agreed KS1 and KS2 whole class reading planning 4. Whole class reading planning in place and used effectively.
format in use, with consistent planning and delivery of Coverage of texts and skills are sufficient.
lessons. Whole class reading texts purchased and in 5. Reading and writing progression of skills in place and being
use in KS1.
used by staff in their planning and delivery.
2. Long term plans for KS1 and KS2 will reflect
6. Word Aware implemented in classrooms to teach vocabulary.
practice and will also include writing focus/progression
of skills. A reading progressions of skills with support 7. Spellings tracked and data shows improvement of spellings
focus for the teaching of reading. from National Curriculum lists.
3. Introduction and use of Word Aware for teaching 8. Children implementing editing and improving skills.
vocabulary. Staff will use a STAR approach (Select, 9. Head/English lead to have completed coaching programme on
Teach, Activate, Review) reflective teaching. English leaders development programme
4. Spelling of National Curriculum word lists will be supported increased capacity to improve the quality of
tracked. An additional midpoint assessment to be in teaching and learning. Year 1 and 2 teachers involved in
place and spelling data across school tracked.
teaching and learning programme to improve T & L.
5. Children to have editing and improving modelled
Intervention programme used to increase support staff subject
and taught. Opportunities for editing in place and
children trained to spot own errors. Use of tracing knowledge and improve writing progress in KS1. SLE
paper for clear editing process. supported the project half a day per week.
6. Development of English lead. Improved T & l of
writing in KS1. Improved progress through T & L and
improved interventions.
Key People, including Leader Funding & resources
SMT/SLT 1. Whole class reading texts purchased for KS1 form English
budget.
2. English co-ordinator time to develop progression of skills. Staff
Governing Body time to update and improve long term plans with skills.
3. Resources for Word Aware already purchased. Staff meeting
English co-ordinator time.
4. English co-ordinator time to track data/spot gaps.
5. Tracing paper/relevant resources form English budget
All staff. 6. Use of SLE ½ day per week provided by project. Release of
staff/head. English lead covered by the project.
Tasks Who? When Check
What We will do to achieve the targets:-
Leadership & Management
1.Roll out format, support with completion and English co- Sept 2018 format
ordinator Monitor
monitor planning of whole class reading.
Autumn/Summer
1. Purchase quality texts for whole class English co- Ready for Autumn
ordinator 2018. Other terms as
reading in KS1.
needed.
2. Long term plans for KS1 and KS2 will reflect English Co- Start for Autumn and
ordinator adapt so that fully in
practice and will also include writing
All Staff place by the end of
focus/progression of skills. A reading the year.
progressions of skills with support focus for the
teaching of reading.
3. Introduction and use of Word Aware for English co- Intro Autumn 2018
ordinator Run out across year
teaching vocabulary. Staff will use a STAR
approach (Select, Teach, Activate, Review)
4. Spelling of National Curriculum word lists English co- Collect data start of
ordinator year
will be tracked. An additional midpoint
Staff Midpoint test start of
assessment to be in place and spelling data March
across school tracked. End of year data

17 Cape Primary School Improvement Plan 2018-19

5. Children to have editing and improving English co- Start Autumn 2018
ordinator and run across year
modelled and taught. Opportunities for editing
in place and children trained to spot own Staff
errors. Use of tracing paper for clear editing
process.
6. Head/English lead to have completed Head/English Starts Autumn 2018-
lead continues across year
coaching programme on reflective teaching.
6. English leaders development programme English lead Starts Autumn 2018-
continues across year
supported increased capacity to improve the
quality of teaching and learning.
Teaching, Learning & Assessment
3. Introduction and use of Word Aware for English Co-
ordinator Intro Autumn 2018
teaching vocabulary. Staff will use a STAR
All Staff Run out across year
approach (Select, Teach, Activate, Review)

5. Children to have editing and improving English co- Start Autumn 2018
ordinator and run across year
modelled and taught. Opportunities for editing
in place and children trained to spot own Staff
errors. Use of tracing paper for clear editing
process.
6. Year 1 and 2 teachers involved in teaching KS1 staff Start Autumn 2018
and run across year
and learning programme to improve T & L.
6. Intervention programme used to grow KS1 support Start Autumn 2018
staff and run across year
capacity of KS1 support staff to improve
subject knowledge so that they can more
effectively target pupils to make rapid and
sustained rates of progress over time in
writing.
Outcomes for pupils
1.Better reading comprehension through whole English co- Autumn 2018 –
ordinator through year
class teaching of reading.
Staff
3.Increased vocabulary through Word Aware English co- Intro Autumn 2018
ordinator Run out across year
approach
Staff
5.Ability to edit and improve own writing English co- Start Autumn 2018
ordinator and run across year
effectively.
Staff
6. Improved progress through T & L and English lead Start Autumn 2018
KS1 staff and run across year
improved interventions.
Personal development, behaviour & wellbeing
1.Develop love for and understanding of English co- Autumn 2018 –
ordinator through year
reading through whole class approach.
Staff

Evaluation Who How will they Who will outcomes be reported

evaluates? evaluate? to?
English co-ordinator to evaluate and check English 1.Whole class reading planning in Head teacher
place and used effectively.
targets are met and collect evidence for co-ordinator SMT
Planning scrutiny.
evaluation. SMT 2.Skills progression documents in Governors
place. Monitor and check fit for
purpose.
3. Word aware in place and used.
Lesson obervations, planning
scrutinies.
4. Spelling data collated. Assess
for patterns, gaps etc
5. Book scrutiny for evidence of
children implementing editing and
improving skills.
6. Monitor progress of KS1 writing
project. Collate and monitor data
to track progress.

18 Cape Primary School Improvement Plan 2018-19

 Priority Maths - To narrow the gap in attainment across the school.

What will be different for A ‘Mastery For All’ approach will be adopted in Maths across the school to ensure
the children? that all children are exposed to an age-related curriculum.
Maths will focus on the process rather than the outcome.
Children will be confident in using a range of methods to try and find an outcome.
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
1. All children will make at least good progress from 1, 2& 3 Summative and formative data will reflect the
their starting points. progress made.
2. A higher percentage of children will be meeting the 4&5 Planning scrutinies will evidence the way children
age related expectation in Maths. are being challenged and will show the opportunities
3. Assessment will show a smaller range of attainment for children to be exposed to age related learning.
in each year group 4&5 Lesson observations will show children working
4. Planning will show challenging activities that have with age related material and being supported
clearly been informed by assessment. appropriately.
5. Planning will show that all children will be exposed to 6. Lesson observations and staff feedback will show
age related learning. staff confidence in delivering Maths improving.
6. Staff will be confident in teaching the ‘Mastery for All’ 8.Book scrutinies will show a shift in the way work is
approach through CPD sessions throughout Autumn 1 presented in Maths books.
7. Next steps interventions will focus on the gaps
children have that stop them from reaching age
related expectations in Maths.
8. Maths books will form a ‘journal’ approach where
children are encouraged to write down the process of
working out an answer rather than just finding the
answer.
Key People, including Leader Funding & resources
SMT/SLT 5. Release time for Maths lead to monitor the delivery
Governing Body of the new approach.
6. Money to ensure all classes have sufficient
resources to allow children to be independent in
their learning.
Tasks Who? When Check
What We will do to achieve the targets:-

Leadership & Management

Monitor progress of groups to ensure the gap is SLT/SMT Half termly data Half termly
closing between the lowest attaining pupils and collection and pupil
the highest attaining pupils progress
Deliver 6 CPD sessions to staff to ensure a SB/FK On-going Half termly
consistent approach to teaching Maths across the
school.
Teaching, Learning & Assessment
To adopt a ‘Mastery for all’ approach to Maths. ALL STAFF On a
Ensuring all children are exposed to age related daily/weekly/termly
work. basis
To assess children on the year group they are ALL STAFF Half termly
working in.
To ensure all children have access to a daily ALL DAILY
‘Maths Challenge’ so that they are constantly STAFF-
exposed to age appropriate Maths activities Maths
Lead
Outcomes for pupils
Ensure that groups make at least good ALL STAFF HALF TERMLY
progress from their starting points through FK TO
careful monitoring and intervention. MONITOR

19 Cape Primary School Improvement Plan 2018-19

 Ensure that the gaps are narrowing between the ALL STAFF Half termly reviews
higher attaining pupils and the lower attaining FK and MC
pupils. Ensure next steps interventions address to monitor
any gaps in knowledge children have.
Personal development, behaviour & wellbeing
To ensure all staff are confident with the new FK/SB December 2018
approach to delivering Maths SLT
Evaluation Who How will they Who will outcomes be
evaluates? evaluate? reported to?
Each half term SMT will have a programme of SLT Phase specific action The impact will be reported to
monitoring activities to complete to ensure all actions plans in place. RAG SLT, governing body and
are in place. SMT will meet regularly to RAG rate the rated action plans. parents.
action plans and amend as necessary.

20 Cape Primary School Improvement Plan 2018-19

 Priority: To ensure all groups of pupils make at least expected progress.
INCLUSION To include the Ofsted KI- to improve the quality of teaching, including the Early Years, in order
to increase the progress and raise attainment of lower-attaining pupils by ensuring that:
 The new SIMs assessment system tracks progress with precision and is used to inform
teachers planning to meet pupils needs
 Class Teaching builds upon effective additional support that pupils who have Special
educational needs and/or disabilities receive extra support both inside and outside the
classroom.
What will be 1. DSEN children to be effectively tracked in terms of progress and outcomes.
different for the 2. Children who have received interventions will be tracked back in class once the intervention is
children? completed using the ‘Next Steps’ procedure.
3. Planning/assessment/pupil progress to show Teachers and LSPs work with the lower ability
pupils
4. Continue to use therapies and other services to provide support for pupils’ needs and staff
CPD.
5. To look at strategic operational interventions/support across the school (inclusive of high-
needs children).
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
1. Pupil progress meetings will include a tighter 1. Leaders can articulate and analyse the data for DSEN pupils
focus on tracking of DSEN pupils. and all DSEN pupils make at least expected progress.
2. Intervention data and follow up impact will 2. Class teaching will build upon the success of interventions
form part of monitoring and pupil progress through next steps procedure.
meetings. 3. Monitoring/drop-ins/pupil progress discussions evidence all
3. All staff to work regularly with all children as staff work with all pupils.
shown in planning and in pupil progress 4. A new interventions and therapies; the impact of services
discussions. demonstrates good outcomes for all pupils.
4. 4. The new selection of therapies and 5. Strategic LSP deployment to support the graduated
interventions to support the pupils needs and approach and independence skills.
support Staff CPD.
5. Analysis of VFM and strategic operational
outcomes of LSPs.
Key People, including Leader Funding & resources
SMT/SLT Additional notational budget
Governing Body ‘Next Steps’ proforma
SENCo IS Excel data sheets
Assistant SENCo VFM analysis sheets
FSW’s Bespoke resources advised by external agencies
Learning mentor Additional SaLT support purchased
All staff Additional EP hours purchased
Additional SAT-L hours purchased
Rolling Programme of Training from IS and other agencies.
MITA costings and analysis/programme
Tasks Who? When Check
What We will do to achieve the
targets:-
Leadership & Management
1a.Leaders will analyse the data for SENCo/SLT Half termly
DSEN pupils accurately to inform GB
and outside agencies.
1b. The SENCo to attend pupil progress SLT/SENCo Termly
meetings and analyse data for those
children categorised as DSEN.
2a. Leaders to monitor next steps in SMT/SENCo TERMLY
class to see the impact and by
analysing data post intervention.
2b.Monitor the impact of the ‘Next SMT/SENCo Termly
steps’ through QA monitoring activities.
3a.. QA monitoring ensure that all SMT/SENCo Half termly
children are worked with regularly.

21 Cape Primary School Improvement Plan 2018-19

 3b. Discussions in pupil progress to SLT/SENCo Termly
ensure strategic purpose to groupings,
targeted support by all staff.
4a. SENCo to buy in new VIP training, SENCo DEC 2018
SAT-L training for SENCo’s.
4b. To continue to buy in Creative SENCo SEPT 2018
therapy; SaLT Therapy; SAT-L hours;
EP hours
5a. School to look at strategic outcomes SLT/SENCo April 2019
for the children with VFM for LSPs.
5b. Leaders to analyse a more strategic SLT/SENCo April 2019
way of LSPs working across the school
inclusive of high-needs pupils.(MITA)
5c. Leaders to analyse a more strategic SLT/SENCo Sept 2018
way of implementing a graduated
approach and independence for high
needs children.
Teaching, Learning & Assessment
1c. To ensure that the pitch is correct, CT Termly
using pupil progress/planning/QA and
next steps skills.
2c. Teachers to be clear on the next CT Termly
steps and demonstrating impact of
interventions in class.
2d. Teachers to show through work in CT Termly
class that the next steps have been
embedded.
3b. All teaching staff to evidence on CT Termly
planning and in practise (QA) that they
work with and support all groupings of
children.
4c. LSPS/SENCo to implement new LSPs/CT/ April 2019
training to support closing gaps and SENCO/SLT
streamlining individual assessments.
5d. Strategic functional support for LSPs/CT/ April 2019
DSEN children to be operationally SENCO/SLT
streamlined.
5e. High needs children to have a LSPs/CT/ Sept 2018
graduated approach and an SENCO/SLT
independence skill set approach to
learning.
Outcomes for pupils
1d. SENCo/SLT to track DSEN pupils to SENCo/SLT TERMLY
ensure good progress.
2e. Teachers to show evidence of next CT Termly
steps in monitoring and in pupil
progress discussions.
3c. DSEN pupils to make good progress CT/LSPs Termly
after receiving support from all staff.
3d. Teachers to ensure the pitch of the CT Termly
lesson is correct for DSEN pupils.
3e. Teachers to plan ‘next step’ skills CT/LSPs Termly
into daily lessons to so that the DSEN
pupils apply the skills they have learnt
in interventions.
4d. Children are referred to agencies as SENCo/LM/CT Ongoing
appropriate and swiftly dependent on
inhouse tracking.
4e. Bespoke SaLT/SAT-L/EP additional SENCo/LM ongoing
hours purchased to support DSEN
needs across the school.

22 Cape Primary School Improvement Plan 2018-19

 5f. Strategic support will target those LSPs/CT/SENCo Sept 2018
groups/children quickly and will give &
VFM and independence. April 2019
Personal development, behaviour &
wellbeing
4e. Children to receive swift support LM/SENCO/CT ongoing
through therapies purchased i.e.
Creative Therapy; SaLT therapy.
5g. High Needs children to develop an LSPs/CT/SENCo Sept 2018
independent approach to learning,
building confidence and skills.
Evaluation Who How will Who will outcomes be reported to?
evaluates? they
evaluate?
Each half term SMT will have a SLT/SENCos Phase The impact will be reported to sLT,
programme of monitoring activities to specific governing body and parents.
complete to ensure all actions are in action
place. SMT will meet regularly to RAG plans in
rate the action plans and amend as place. RAG
necessary. rated
action
plans

23 Cape Primary School Improvement Plan 2018-19

 Priority To ensure attendance continues to rise and the gap between school and national narrows.
Attendance
What will be 1. Reward and celebrate pupils and families achieving 100% attendance.
different for the 2. Increase the focus on pupils falling into the government revised PA category.
children?
Targets Success Criteria
What we will achieve:- How we will know we have achieved it:-
1. Ensure pupils and families are rewarded for coming to 1. An increased proportion of children coming to
school every day. school every day.
2. EWO will focus on pupils and families falling into the 2. The number of children falling into the PA
PA category of under 90%. Follow school policy for category will be reduced currently 9.46%.
these children.
Key People, including Leader Funding & resources
Sally Beasley – EWO; Mandy Saunders – Office staff EWO Salary 1 day per week
Head Teacher Rewards and certificates
Governor responsible for attendance
Tasks Who? When Check
What We will do to achieve the targets:-
Leadership & Management
1a/2a. Half termly attendance analysis in SLT/EWO Half termly
collaboration with EWO.
2b. Amend school attendance policy to reflect SLT
changes to PA figures.
2c. Governor responsible for attendance to meet SLT/EWO/ Termly
with attendance officer and SMT to discuss GB
attendance levels
Teaching, Learning & Assessment
1b. Ensure assemblies and citizenship curriculum CT Annual
highlights the importance of coming to school every calendar
day.
Outcomes
1c. 100% attendance rewards, every term EWO/ SMT Termly
1d. To incorporate 100% attendance into weekly SLT/ SMT Weekly
PRAISE Assembly, to highlight and reward children
who are always at school
1e. Wall of Fame in the school entrance/prominent EWO/ SMT Half termly
area to show to children and parents who have
achieved 100% with no lates.
Personal Development, Behaviour & Welfare
1f/2c. To track SEND children and their P.E SL All Year –
attendance/engagement into lunchtime and after termly
school clubs updates
2d. Use outside agencies, including police, to visit EWO/DHT
school to talk about the importance of coming to
school every day.
Evaluation Who How will Who will outcomes be reported
evaluates? they to?
evaluate?
Half termly attendance analysis Sally Evaluation SLT & GB
Beasley & of CMIS
Mandy database
Saunders &
Head
Teacher

24 Cape Primary School Improvement Plan 2018-19

25 Cape Primary School Improvement Plan 2018-19
26 Cape Primary School Improvement Plan 2018-19
27 Cape Primary School Improvement Plan 2018-19