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Information on Improvement and Progress at Southglade 2017 – 2018

Every year, Senior leaders at school analyse our performance, and look into areas where we need to improve. We then produce detailed plans that will support our school’s development, and increase the quality of education at our school. These include behaviour, literacy, numeracy, safety, teaching and learning, leadership and many more. We also identify areas where we feel we need to concentrate our efforts.
This year we have identified 5 key areas for development:

SIP 1 – Teaching and learning
Reading (English)
To increase the outcomes of reading at the end of EYFS, KS1, KS2 and all other year groups.
We will do this by improving pupil attitudes towards reading, including reading for pleasure through the promotion of the school library and a new reading initiative; improving the teaching of reading through staff training and development; introducing and implementing a new reading initiative (Rapid Read) for year 2 to year 6 pupils; introducing a new banded books scheme across school from EYFS-Year 6 and new phonics reading books to support; providing more opportunities in Foundation 2 for the independent application of phonics into reading and introducing reading comprehension checkpoints for all pupils in years 1 -6.
Parents can support this by listening to their child read as often as possible, encouraging their child to visit the school (and local) library and engaging in conversations with their child about reading to develop a love for books.

SIP 2 – Teaching and Learning
Reasoning (Maths)
To improve the teaching and provision of reasoning in maths.
We will do this by improving the teaching of reasoning through staff training and development; ensuring that reasoning is evident in all maths lessons and has a high profile across school with staff and children.
Parents can support this by involving their children in ‘real life’ situations involving maths eg shopping (how much will it cost? How much change will I get? I have £10, can I afford to buy all these items?), baking (weighing out ingredients, scaling up and down recipes eg how much flour will I need if I want to make 20 cakes), measuring (what is the length and width of the kitchen? What is the area of the lounge carpet? How much will it cost me to tile the kitchen floor?)

SIP 3 – Behaviour, Welfare and Safety of Pupils
To reduce the number of pupils classified as persistent absentees.
We will do this by re-writing our attendance policy to tighten procedures regarding persistent absentees; closely tracking the attendance of all children classed as persistently absent on a half termly basis; developing our attendance team to work closely with children and families who are classed as persistently absent including improving the communication (both written and verbal) between school and parents and introducing home visits.
Parents can support this by making sure their child attends school regularly, is on time and ready to learn. A child will be classed as a persistent absentee if their attendance falls below 90% - this equates to missing more than 4 weeks of school a year.

SIP 4 – Leadership, Management and Governance
To develop leadership capacity at all levels across school.
We will do this by undertaking a staffing restructure in light of the recent changes at school; building relationships and partnerships by working with other schools and head teachers in Nottingham City; ensuring that all SLT (senior leadership team) and MLT (middle leadership team) members develop their understanding of leadership by providing training both in house and externally; ensuring all leaders focus on improving teaching and learning so that all children increasingly experience at least good, if not outstanding, teaching and learning; establishing a new governing body with defined roles and responsibilities.

To improve outcomes for pupil premium children across the curriculum, in order to close any gaps in attainment at the end of F2 between these children and all children nationally.
We will do this by establishing F1 and F2 targeted booster groups for pupil premium children, focussing particularly on Communication and Language skills (F1)’ literacy and maths (F2) and SALT (speech and language therapy); establishing a toddler group for pre-nursery aged children, introducing home visits for new F1 children to engage parents and make them feel welcome at our school before their children start; encouraging parental engagement through workshops, assemblies, open afternoons and home/school activities; providing enrichment activities across the year to ensure all children have the same opportunities and experiences; staff training on developing self-regulation and resilience to strengthen independent learning.

Parents can support with this by listening to their child read and sharing books at home as often as possible, reinforcing the work their child has being doing at home and attending parents meetings and events.

If you would like any further information about the School Improvement Plan, please feel free to speak to any of the Senior Leadership Team (Mrs Hyland, Mr Pegram, Mrs Barron, Mr Shuttleworth or myself).