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St Therese’s Primary SchoolYsgol Catholig San Therese
School Improvement Plan (SIP) 2020
2020-2023
Croeso i Ysgol Catholig San Therese.
Welcome to St. Therese’s Primary School.
At St. Therese’s Primary School, we endeavour to involve all stakeholders to work closely in partnership with us in the production of our School Improvement Plan and achievement of our targets.
We strive to improve through employing rigorous self-assessment. As a result of detailed analysis of school data and ongoing continuous self-evaluation we have 3 priorities this year. Our pupils have a ‘child friendly’ version so that all of our stakeholders understand our shared goals.
We work hard to share these priorities in a variety of ways. It is vital that everyone in our school community can understand them and implement them. This way, we strengthen our cohesion as a learning community. We share our vision through newsletters, assemblies, displays around our school, social media, noticeboards, parental meetings and Governing Body meetings etc.
In order to ensure the priorities set out in our SIP are met, our ‘Performance Management’ targets will be directly linked during the academic year 2020/2021.
The 3 SIP targets are as follows:
Target 1 - To improve pupils’ Welsh Oracy skills (initiating conversation/ incidental Welsh)
Target 2-To identify and support vulnerable learners post COVID-19 lockdown and going forward.
Target 3 – To improve pupils’ independent skills.
Priority 1:
T1: To improve pupils’ Welsh oracy skills (initiating conversation/ incidental Welsh)
“Our teachers help us speak to each other confidently in Welsh.”
Priority 2:
T2: To identify and support vulnerable learners post COVID-19 lockdown and going forward.
“Our teachers help us to feel safe and happy and to do the best we can.”
Priority 3:
T4: To improve pupils’ independent skills.
“Our teachers help us to learn new things independently either on our own or with others.”
Mission Statement
Be Joyful, Learn and Keep The Faith
St Therese’s Catholic Primary School is a Catholic School of the Diocese of Menevia. Our mission is to care, protect and present a model of Christian living for our children that is clear to all.
Specifically, we aim to:
- stand out as a happy caring community, noted for the strength of its beliefs, its ethos and the treatment of the people within it;
- provide an education that develops the God-given gifts of the whole person irrespective of faith, age, gender, ability or ethnicity;
- celebrate, through prayer and worship, all that God has given us;
- develop the relationship between the school, home, parish and the local community;
- be a witness of Christ’s values to the wider world
School Improvement Priority 1
To improve standards of Welsh Oracy and Bilingualism
What does self-evaluation tell us needs to improve?
What will success look like after 1 year?
In September 2019, the Welsh curriculum leader completed an evaluation of Welsh oracy skills, attitudes towards Welsh and knowledge of Welsh culture. Most of the pupils interviewed across the school enjoy learning Welsh and have a clear enthusiasm for the language and a positive Welsh ethos is evident in all schools.
September 2020 – Welsh curriculum leader’s evaluation of Welsh oracy skills, attitudes towards Welsh and knowledge of Welsh culture remains pertinent due to COVID-19 lockdown and closure of schools from March – July 2020. In the FP, a majority of pupils are able to answer and ask a range of questions confidently with a good degree of accuracy. The majority respond to questions with correct pronunciation and intonation. Most of the younger pupils know a reasonably wide range of vocabulary, including feelings, weather words, a range of colours and can count to 20. However, where standards are weaker, younger pupils know a limited range of Welsh vocabulary and key stage 2 pupils use a limited range of phrases and sentence patterns. Around half of pupils cited spelling and reading as the most difficult parts of learning Welsh. Overall, we need to ensure that pupils:
Use a wider range of vocabulary and language patterns with confidence Consistently extend responses to questions with the use of connectives such as ‘achos’, ‘ond’ and ‘mae’n well da fi…’ , when expressing opinions.
Many pupils in the upper foundation phase will display a wide range of vocabulary and language patterns relevant to their stage of learning.
Many pupils in key stage 2 will consistently extend their responses to a range of questions through the use of appropriate connectives.
Many pupils in FP will read and spell using Welsh phonics.
What will success look like after 2 years?
Most pupils in the upper foundation phase will display a wide range of vocabulary and language patterns relevant to their stage of learning.
Most pupils in key stage 2 will consistently extend their responses to a range of questions by using appropriate connectives.
Most pupils in FP will read and spell using Welsh phonics.
Most pupils in the upper foundation phase will display a wide range of vocabulary and language patterns relevant to their stage of learning.
Most pupils in key stage 2 will consistently extend their responses to a range of questions through the use of appropriate connectives.
Many pupils will use Welsh consistently in different contexts around the school.
What will success look like after 3 years? Continue to develop provision for Welsh in line with the four core purposes of the new
curriculum
Most pupils will display strong standards of oracy skills and will use Welsh consistently in different contexts around the school.
Planning and Action Stage Target 1Action Lead
PersonTime and
CostWhat will
success look like? What will
be the impact of
Evaluation and Review of progress
the action be?
To monitor and evaluate Welsh Oracy
Lead staff to undertake a ‘listening to learners' exercise to evaluate pupils Welsh Oracy skills and response to patterns and identify a baseline
L. Cross
Supply Cover
SMT and coordinators will have a clear understanding of pupils’ Welsh oracy skills, including strengths and areas for development in order to inform school improvement planning.
Completed in academic year 2019-2020 and remains pertinent to academic year 2020-2021
VisionWhole staff meeting to discuss this SIP target and to further develop and share vision for Welsh Oracy skills at St. Therese’s Primary.
All staff Adds session October 19
Revisit Adds on 13.10.20
Vision has been shared and all staff are aware of this target.
1st Adds completed in academic year 2019-2020
Curriculum and Pedagogical PrinciplesReview the school’s curriculum for Welsh Oracy. What are the strengths? Areas for development? Are there inconsistencies in practice? Missed opportunities to strengthen provision? Review current pedagogy for teaching Welsh against the 12 pedagogical principles.
All Staff Oct/Nov 19 Curriculum has been reviewed and strengths and areas for improvement have been noted and communicated back to staff.
Completed during audit in Autumn Term 2019 and remains pertinent to academic year 2020-2021
Identify opportunities to embed the four purposes and consider how the curriculum may need adapting with regards to the AoLE and What Matters statements.
All staff March 2021
Opportunities for embedding the 4 core purposes in regard to Welsh have been identified and highlighted.
ADDs Spring term- teachers to look for opportunities to incorporate the language journey into topics.
Implement language journey planning for KS2 staff and adapt according to changes with new ‘Building Blocks’ scheme.
L.Cross
All staff
March 2021
Curriculum map will be a working document which can be adapted and developed according to new curriculum, changes to ‘Building Blocks’ scheme.
Monitor in March 2021 whether Welsh planning is uploaded and assessed on Building Blocks.
Pupils use apps, ebooks and websites to enhance learning and teaching. iPads are used to record oracy activities and all classes have lists of suitable welsh apps.
L. Cross
M. Rees
Jan 2021
Cost: £100 for APPs
Pupils use apps in class. Pupils are able to record oracy activities.
ResourcesComplete an audit of Welsh resources. Identify gaps in provision and purchase new resources as required.
L. Cross/ All staff
Dec 2019 – ongoing
Cost: Nil
There will be adequate learning resources for the teaching/learning of Welsh based on current needs.
Completed autumn 2019.
Order remainder of resources needed to deliver Pod/ Fflic a FFlac using Language Journey Planning.
Oct 2019
Cost: £500
Staff have sufficient resources to deliver SOW.
Completed autumn 2019
Professional LearningDevelop school’s ethos as a learning organisation through creating and supporting continuous learning opportunities for all staff.
Welsh Co-ordinator to provide training to all staff focused on the outcomes of the review (see above)
L. Cross Oct 19-June 20
£500
Learning opportunities for staff have been created focused on the outcomes of the review
EC and LC- Cansing course Jan ‘20
Lowri G- Tric a Chlic training autumn 2019
FS – Headteachers Everyday Welsh
Leanne G and TL – Weslh everyday for Teaching assitants.
Identify opportunities for further staff training via post
COVID-19 provision.
Develop support materials for pupils to encourage each other to speak Welsh through posters, visual display showing the advantages of learning Welsh and Welsh mascots to be taken home initially in FP/Lower KS2 as home school links and support parents at home.
L.Cross October 2019 – ongoing
Cost: £500
A visual display of the advantages of learning Welsh. Children will be enthusiastic taking home mascots and writing a diary in Welsh using simple Welsh patterns.
Rhiannon Roberts (Welsh Artist) visited school 20.01.20 to create visual display celebrating local area.
David Marchant created wall grafitti with KS2 pupils spring 2020.
David Marchant to create Welsh posters for resources for the yard and Wall grafitti in FP.
Develop school’s ethos as a learning organisation through promoting team learning and collaboration among all staff with regards to the teaching of Welsh. School to introduce the practise of “Learning Triads” or “Learning Partners” to encourage peer observations and self-evaluation regarding their own teaching of Welsh.
All staff Team learning and collaboration among all staff with regards to the teaching of Welsh has been initiated. School has introduced the practise of “Learning Triads” or “Learning Partners” to encourage peer observations and self-evaluation regarding their own teaching of Welsh.
Postponed due to COVID-19 Guidance for reopening schools staffing restrictions
Support staff to use basic Welsh when working with groups and throughout the day.
L. Cross
CDO
TDO
Jan 2020 Staff will have a thematic based scheme to follow ensuring consistency with language patterns. Monitoring will show most pupils are able to use language patterns.
Alison to deliver TA training Spring Term COVID-19 permitting
Performance ManagementTeachers to be provided with performance management target linked to the Welsh target and appropriate training to meet their individual needs
SMT and all staff
October 2020 and ongoing
Teachers have been provided with a PM target relating to this area which has impacted on teaching and learning.
Ongoing
Non-NegotiablesAll teachers to deliver daily Welsh oracy essions in line with training provided.
All staff October 2020 and ongoing
Daily Welsh sessions are being delivered appropriately.
Ongoing
Extra- CurricularDevelop school’s ethos as a learning organisation through learning with and from the external environment and wider learning system with regard to Welsh.
Sustain and develop links with the Urdd to provide an enriching learning experience and to promote the enjoyment of Welsh.
L.Cross
SMT
Termly Pupils develop a positive attitude to the Welsh Language. Use of Urdd Apprentice/ visit to Cardiff Bay.
Year 3 and 4 attended residential with the URDD in Cardiff Bay in October 2019. All pupils in these classes have received URDD membership.
Year 3 and 4 to participate in URDD art competition.
Ongoing links with the Urdd coming into school COVID-19 permitting.
Pupils are to be invited to be part of Welsh enrichment activities.
L. Cross
All staff
Termly
Cost: £500
Pupils will have participated in a variety of Welsh enrichment activities.
St Dwynwen day celebrations held in school 27.01.20 and ongoing
Welsh Week to take place in preparation for St David’s Day and ongoing
Older pupils to take part in Welsh Oracy sessions with the
L. Cross Half-termly starting
Older pupils are using their skills
Criw Cymraeg were delivering Patrwm
younger pupils regularly.
April 2020 in Welsh to work with younger pupils.
y Wythnos weekly in assembly during 2019 – now on hold due to COVID-19 restrictions
Develop systems to enhance the incidental use of Welsh outside the classroom such as outdoor language trail, bilingual yard games, and outdoor signage.
L. Cross
SMT
TDO
Summer 2021 – ongoing
Cost: £500
Pupils read and play welsh language games with help of Criw Cymraeg.
MonitoringLearning walks and listening to Learners activities with members of the governing body to evaluate progress towards achieving the SIP target. Develop action plan based on areas identified for improvement
L. Cross
SMT
TDO
Jan 2021 - ongoing
An action plan based on areas identified for improvement has been drawn up and reported back to staff.
Analysis of individual pupil progress (Building Blocks: compare baseline with end of year performance
L. Cross
SMT
TDO
Oct 2020 - ongoing
Individual pupil performance in Welsh has been tracked in Welsh and analysed.
Discuss with staff in ADDs WS weekly Welsh activity e.g Oracy week.
Review planning to ensure that there are regular opportunities for Welsh Oracy skills sessions. Feedback regularly on planning in ADDs sessions/ governors
L. Cross
SMT
TDO
Half termly Planning is being regularly reviewed and good practice and areas for improvement have been identified and reported back to staff.
Work scrutiny to ensure that there are appropriate opportunities for Welsh skills across the curriculum . Feedback regularly on work scrutiny in ADDs
L. Cross
SMT
Termly Work is being regularly reviewed and good practice and areas for improvement have been
sessions/ governors. identified and reported back to staff
Link Teacher – Lindsay Cross
Link Governor – Fr P Brophy
School improvement Priority 2 T2: To identify and support vulnerable learners post COVID-19 lockdown and going forward.
“Our teachers help us to feel safe and happy and to do the best we can.”
What does self-evaluation tell us needs to improve?
What will success look like after 1 year?
In September 2020, the school completed an in-depth baseline assessment of returning pupils to St. Therese’s Primary post COVID-19 national lockdown in order to identify and support vulnerable pupils and/or those who have suffered a gap in their attainment.
This baseline utilized data from the following sources:
MyConcern (Wellbeing and welfare record)
Salford Reading Test (KS 2 pupils) GL Reading Test (Foundation Phase
pupils) Letters and Sounds assessment HFW checklist (Letters and Sounds and
Oxford Reading Tree) Teacher assessments in class Reading Book Tracker sheets Language Link Speech Link WellComm SIMMs attendance data
Specific data obtained from the above assessments has detailed a significant and concerning shortfall in the Foundation
Relevant catch-up or 1:1 programmes will have been initiated and carried out fully with most targeted pupils achieving meaningful value-added progress in their reading ages and Letters and Sounds Phonic Phase.
Most pupils will have closed the gap between their reading age and actual age.
Most pupils will have made value added progress on relevant math programmes e.g. Maths Seeds.
Any pupil not making appropriate or accelerated progress will have been identified via close tracking and monitoring processes and either more personalized programmes will have been initiated (1:1) or referrals made to relevant outside agencies.
All staff will have planned consistently using Building Blocks to ensure appropriate basic skills will have been addressed across the curriculum for targeted pupils.
Evidence of increased differentiation in targeted pupils’ books to match pupils’ ability to ensure progression.
Enhanced communication will have been initiated and successfully continued between home and school regarding the initiatives put in place for targeted pupils
Phase classes and Lower KS2.
In Year 1, many pupils have attained a ‘low/very low’ reading score of <70 in the GL reading assessment test. Many children were still on Phase 2 sounds and also had not started blending. Many children were banded ‘red’ or below average on the reading tracking system. Some pupils had scored so low that individual programmes for a very few children has been initiated.
In Year 2, many pupils have attained a ‘low/very low’ reading score of <70 in the GL reading assessment test. Many children were still on Phase 3 sounds and also had not started blending accurately. Many children were banded ‘red’ or below average on the reading tracking system. Some pupils had scored so low that individual programmes for a very few children has been initiated.
In Year 3, a minority of pupils have attained a ‘low/very low’ reading score of <70 in the GL reading assessment test. However, many children were banded ‘red’ or below average on the reading tracking system. Some pupils had scored so low that individual programmes for a very few children has been initiated.
In Year 4, a minority of pupils have attained a ‘low/very low’ reading score of <70 in the GL reading assessment test. However, many children were banded ‘red’ or below average on the reading tracking system. Some pupils had scored so low that individual programmes for a very few children has been initiated.
In Foundation Phase a minority of pupils have been placed on Speechlink, WellComm and Language Link programmes to address their individual
and home support will have been supplemented with relevant resources.
Vulnerable pupils with SEBD will have been referred to the relevant agencies for additional support or will have received in-house support via the class teacher and programmes where necessary.
Pupils with continued poor attendance due to ongoing parental concerns over COVID-19 will have been referred to the EWO service and close home/school links formed in order to support home learning.
Close links will have been formed with Social Services and Team Around the Family to ensure the most vulnerable pupils will have been significantly targeted for wellbeing support.
needs.
What will success look like after 2 years? Strong processes will have been developed to quickly identify vulnerable pupils and
relevant support put in place. Strong progress will have been made to close the attainment gap created by the
COVID-19 lockdown (and continued uncertainties) will have closed for most pupils. Those pupils who have not closed the gap significantly will continue to be targeted
for relevant programmes and in-class support. Use of new home/school communication systems will have been embedded into
school life and utilized freely by both staff and parents to support the targeted pupils.
What will success look like after 3 years? Most pupils will have now closed the attainment gap created by the COVID-19
lockdown (and continued uncertainties). Those pupils who have still not closed the gap significantly will continue to be
targeted for relevant programmes or referred to outside agencies for additional support.
Planning and Action Stage Target 2Action Lead
PersonTime & Cost
What will success look like? What will
the impact of the action be?
Evaluation and Review of progress
VisionHeadteacher to discuss in ADDs the importance of all staff recognizing and supporting vulnerable and disadvantaged pupils due to the COVID-19 lockdown.
C. Welsh Sept 2020
All staff will recognize the vision and. importance of supporting vulnerable and disadvantaged pupils due to the COVID-19 lockdown.
Curriculum and Pedagogical PrinciplesUsing the results of the assessment data, pupils are to be targeted with the relevant programmes and
F. Sartori October 2020
Relevant pupils have been targeted with the relevant programmes and timetables set-up
timetables set-up to focus TA support where needed.
to focus TA support where needed. Programmes are up and running. Pupils are regularly attending groups.
In-class strategies, relevant pedagogy and assessment for learning techniques to be identified in planning to support targeted pupils in class.
All teachers
October 2020 and ongoing
In-class strategies, relevant pedagogy and assessment for learning techniques will have been identified in teachers’planning to support targeted pupils in class and these will be having a meaningful impact on their progress.
All staff to plan consistently using Building Blocks to ensure appropriate basic skills are addressed in the core subjects and across the curriculum for targeted pupils.
All teachers
Sept 2020 and ongoing
All staff will have planned consistently using Building Blocks to ensure appropriate basic skills will have been addressed via differentiation across the curriculum for targeted pupils.
ResourcesCommunication methods with parents such as Class Dojo, SCHOOP, school website, Hwb and See-Saw to be introduced or importance enhanced especially in
C. Welsh
M. Rees
October 2020 and ongoing
Cost: £1000
Parents and school will have strong liaison and communication links regarding home learning support for targeted pupils where necessary.
relation to supporting home learning for targeted/vulnerable pupils.
Additional home learning online programmes and hardware to be purchased and prioritized to the most vulnerable and targeted pupils.
C. Welsh
M. Rees
October 2020 and ongoing
Cost: £1000
Targeted and vulnerable pupils will have monitored access to the relevant hardware and online learning platforms such as Reading Eggs, Maths Seeds, Rapid Reading, Teach Your Monster to Read and Espresso.
Professional LearningRefresh training of all relevant teaching assistants regarding catch-up programmes or additional strategies to be used.
Rapid Reading Rapid Phonics Precision
Teaching Reading Eggs Maths Seeds Intervention
support booklets
F. Sartori
M. Ryan
October 2020 and ongoing
All necessary TA staff are confident in using the specific programmes being used. Monitoring of programmes demonstrates that pupils are making expected or accelerated progress.
Performance ManagementTeachers’ PM target to focus on closing the attainment gap of the targeted and vulnerable pupils post COVID-19 lockdown. Achievement of target will be data driven.
C. Welsh October 2020
Teachers’ PM target will have focused on closing the attainment gap of the targeted and vulnerable pupils post COVID-19 lockdown. Most pupils targeted will have achieved meaningful
valued added progress.
Non-NegotiablesAll teaching staff must adhere to the following non-negotiables:
Targeted pupils for reading will be heard every day by a member of staff.
Close home/school communication and liaison will have been achieved to support additional home learning.
Any concerns with vulnerable or targeted pupils will be logged on MyConcern so SMT are aware of any issues.
All teaching
staff
SMT
Oct 2020 and
ongoing
By adhering to these non-negotiables consistency in practice will be achieved across the school, enhancing pupils' experiences and attainment.
MonitoringSMT to closely monitor the progress of all vulnerable and targeted pupils both in class and in any support groups set up via:
Half-termly book band tracking
Regular Work scrutiny
Regular Data tracking of catch-up programmes or Rapid Reading etc.
Termly Teacher/SMT pupil progress
SMT Sept 2020- July
2021
Regular monitoring will have highlighted good practice and areas for improvement. Pupils will be making value added progress and when this is not happening, SMT will have stepped in to initiate more personalized 1:1 programmes or relevant referrals to outside agencies.
meetings PM progression MyConcern
monitoring.
Link Teachers – Fran Sartori
Link Governor – Pat Curran
School improvement Priority 3
To develop pupils’ independent learning skills
What does self-evaluation tell us needs
to improve?
What will success look like after 1 year?
Pupil interviews and learning walks highlight the following areas in need of development:
Ensure key stage 2 pupils’ are aware of and use strategies to independently overcome difficulties with their work
Many key stage 2 pupils will be aware of and use strategies to independently overcome difficulties with
Further develop pupils’ problem solving and thinking skills through their independent challenges
Further develop pupils’ collaboration skills (COVID-19 restrictions permitted)
Ensure pupils in key stage 2 are involved in writing their own success criteria to help them understand the learning/skills that they need to be successful
Ensure pupils are reflective about the learning that has taken place and how this can help them to improve
Lower key stage 2 teachers are trialling new approaches to developing pupils’ independent learning skills through pupils undertaking independent ‘missions’, however, this is in the early stage of development. (COVID-19 restrictions mean that this trial will need to be postponed)
their work.
Many pupils will develop effective problem solving and thinking skills through undertaking independent challenges
Many pupils will display strong collaboration skills
Many pupils will be involved in writing their own success criteria to help them understand the learning/skills that they need to be successful
Many pupils reflect on their learning effectively through the use of success criteria and editing/correcting their work and identify suitable areas for development
What will success look like after 2 years?
What will success look like after 3 years?
Planning and Action Stage Target 3Action Lead
PersonTime & cost What will success look
like? What will the impact of the action be?
Evaluation and Review of progress
VisionWhole staff meeting to feedback results of monitoring; discuss this SIP target and to further develop and share vision for independent learning skills at St. Therese’s.
A. Herbert
Nov ‘19
nil
Staff have received feedback results of monitoring; discussed this SIP target and vision for independent learning skills at St. Therese’s has been shared.
Andrew Herbert attended Adds on 03.12.20 to feedback results of monitoring.
Revisit feedback in autumn 2 term 2020
Professional LearningSchool leaders/teachers to undertake research and visits to other schools to identify highly effective practice in independent learning eg Cadoxton; Cwmbrombil etc.
F. Sartori
D. Perry
Autumn term 2019
Other schools have been visited to identify highly effective practice in independent learning and inspirations fed back to staff.
Completed.F.Sartori and D.Perry have visited both Cadoxton and Cwmbrombil and shared ideas with staff.Revisit feedback in autumn 2 term 2020
EC to attend training with Cath Delve on developing independent learning in lower key stage 2.
E. Carlse
n
Autumn term 2019
EC has attended training with Cath Delve on developing independent learning in lower key stage 2 and ideas fed back to staff.
Completed in autumn 2019
Revisit feedback in autumn 2 term 2020
EC and DP to be provided with opportunities to undertake lesson collaborations/joint work scrutiny to evaluate the strengths and areas for development of new approach to independent learning in Year 3 and 4.
E. Carlsen
D. Perry
Spring Term 2021
EC and DP have undertaken lesson collaborations/joint work scrutiny and have refined their practice as a result.
On hold due to COVID restrictions
DT to provide whole staff training on strengthening the level of challenge within independent tasks (Blooms
Debbie Thoma
s
Spring term 2021
DT has provided whole staff training on strengthening the level of challenge within independent tasks
On hold due to COVID restrictions
Link Teachers – Chris Welsh
Link Governor – Pat Bennett
