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SEND and inclusivity

EYFS provision

Safeguarding

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Arboretum - safeguarding, OPAL, personal development, 

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Arboretum - safeguarding, OPAL, personal development, 

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The development of The Orchard -

Reduction of pupils on PTT and reintegration into the classroom

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Nursery and Early Help provision

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Small School Curriculum

Personal Development

Spirituality/SMSC

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EYFS and KS1 mixed class

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St Werburgh’s Early Years - strong leadership, great teamwork and inclusive practice

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Vision and values

Family support work

Relational behaviour work

Early childhood development (pedagogical approach)

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Oracy, Personal Development

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Early help provision

Christian distinctiveness

Suite of learning

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Safeguarding, inclusion, FBV etc, progress, teamwork/staff wellbeing, early years.

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Safeguarding, inclusion, FBV etc, progress, teamwork/staff wellbeing, early years.

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Inclusion Team

Early Years and curriculum

Phonics and Early Reading

Enabling environments

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Early Years eduction & provision.

Governance.

SEND leadership & inclusion.

Personal development.

Consistency in end of KS outcomes.

Reading & phonics teaching & outcomes.

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Vision and values

Relational approach to behaviour and learning

Personal development

Inclusion

SIAMS and Flourishing

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Inclusion Team

SEND

Behaviour

Phonics/ Early Reading

Nursery

Enabling environment

KS2 data

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Vision and Values, Community, Enrichment opportunities, Personal Development

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EYFS, SEND support, positive teaching team open to change/development.

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Community links, attendance - getting hard to reach children through the door, early help offer, extra curricular opportunities, upper ks2 reading outcomes

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Family support

Christian distinctiveness

Curriculum across mixed age classes

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attendance - follow policy and procedures and now at national and above

Reading - little wandle viper reading comprehension big cat books in juniors led to good reading outcomes

Inclusion and behaviour - follow restorative justice no exclusions part time tables excellent provision

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Everyone is valued and included shown through our changing demographics and feedback from families.

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pupil voice

Lunchtime play

School dinners

Nurture support

Eyfs

Behaviour

Attendance

Relationships with parents

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We have seen significant improvements in our behaviour and culture due to a review and implementation of clearer structures and systems to support the culture we want. This has focused on uniform, punctuality and relationship between staff and students.

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Inclusion - team established including own FSW

LTC - shared governance

Nurseries opened - enabling environments support strong foundations in learning

Shared teaching and learning pedagogy - all children benefit from established approach that builds on prior learning and revisits key knowledge.

Shared training and expertise enabling professional development and collaborative peer support within schools

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Wider curriculum offer

Early Help Offer / nurture

Collective Worship and spirituality moments

Parental partnership

EYFS

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SEND and inclusion

Individual needs met, children included in class, behaviour good

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Good relationships with parents

Strong team of staff/teamwork who all support each other. Staff all open to change/new practice.

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Getting the conditions right for learning (micro transitions, sensory movement breaks)

Upskilling of support staff to play a key role in daily read aloud

A shared consistent understanding across school of spirituality

New EYFS leadership - embedding this

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Precise assessment and refined adaptations for disadvantaged children and those with SEND.

Use of precision assessment tools to pinpoint next steps.

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adaptive teaching for SEND/DA

CPD, Appraisal, SIP 1

then monitoring, data from SPs, pupil voice

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Oracy

EYFS KS1 transition

Further improve inclusivity offer

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Improved writing outcomes in KS2.

Further develop our approach to inclusion.

Build pupil learning resilience and pride in their work.

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Embed a consistent approach to behaviour for learning expectations

Review marking and presentation policy

Children to learn through talk - oracy

Improve outcomes

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Improve pedagogy and assessment

Increase overall attendance

Phonics /reading

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- Curriculum and key learning progression

- Reading curriculum beyond phonics

- Introduce a toddler group and nursery provision

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Writing - especially for children with no or very limited English. Making links to real life experiences.

Oracy - developing existing skills, focus on linking talking and writing.

Attendance - any ideas would be appreciated!!

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evidence based approaches to teaching and learning (embedding T&L strategy)

Developing skill in teaching writing

Embedding disciplinary skills in mixed age classes- focus on History and Science first

Effective use of TAs

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1. Curriculum-oracy sustainability and physical activity.

2. SEND-meeting the needs of increasing numbers and complex needs.

3. Standards-collective teacher efficacy, TA deployment, quality first inclusive teaching in all curriculum areas.

4. Foundation Stage-writing framework, physical development and transition project.

5. PSHE-journaling, trauma informed classrooms, healthy lifestyles.

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Careers aspiration and awareness.

Contribution to the wider community in line with vision and values.

Pupil recruitment.

Development of school environment.

Attainment - proportion of children achieving GDS.

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Attendance - reducing persistent absence, improving attendance of Eastern European families, moving towards national - what more can we do?

Outcomes - all phases

EYFS - further develop provision to ensure high outcomes

Teaching and learning - embed pedagogy with a clear focus on revisit and wider curriculum focus

Inclusion - early intervention, bespoke support, outcomes, CPD for staff

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1. Strengthen further the use of WGES suite of learning (teaching and learning model) for ECTs

2. Inclusion - implementation of AET progression framework and neuro diverse affirming approaches.

3. Outcomes - Writing across school with focus on greater depth

4. Inclusion - further embed whole school relational practice and emotional literacy

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Adaptive teaching

Embed nursery curriculum

Opportunities to engage with and contribute to the community

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Improve outcomes in writing - use writing checklists so children are clear on next steps, staff ensure previous objectives are consistent in writing.

Use WalkThrus to introduce a common language for learning

Improve outcomes in maths by focussing on fluency.

Introduce a relational approach to behaviour

Ensure interventions rapidly fill gaps in learning

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Develop writing so that children’s confidence in both fluency and technical ability improves, leading to better outcomes in writing and a more enjoyable experience for children.

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Enabling environments & resource to more effectively support children requiring specialist provision in a mainstream school.

Managing increased SEND need but reduced teaching support due to budget.

Stabilising staff team following a period of staff mobility (teachers & admin team especially). Provide relevant CPD for these roles.

Review teaching timetables to support staff delivery - staff are finding it very challenging to meet the demands of the curriculum to ‘fit everything in’. So, for adding further maths fluency teaching…’what gives?’

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-Consistency in teaching approaches across the school.

-Continue to contribute / work with the community

-Outcomes for disadvantaged/vulnerable children (PP, SEN, children known to SC)

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Strengthen work on attendance and EBSA

Maths outcomes KS1 and KS2

Strengthen subject leadership quality assurance

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Be clear to pupils about what is good about their writing and what they need to do to make it a bit better

Securing multiplication facts through a greater range of teaching and learning strategies

Consistent approach to handwritings from

R to Y6

Supporting send pupils in foundation subjects

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St Werburgh’s

Learning behaviours

Guided reading KS1

Develop nursery provision

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Writing - children knowing how to improve their own work.

Identifying and addressing misconceptions across the curriculum.

Reasoning and problem solving in maths.

SEND adaptations.

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SIAMS

Outcomes - inline with national

Inclusion - supporting student academically as well as their social development

Behaviour - relational/kindness v rigour and high expectations. Finding the balance

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Attendance - consistency to reduce persistent absence and lateness

Outcomes and developing teaching and learning pedagogy

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Improving attendance, reducing persistent absence and lateness

Improving the capacity for inclusion from leadership to provision

Ensuring all children receive consistently challenging learning

Improving outcomes particularly for disadvantaged children

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Attendance - staffing and capacity to focus on attendance, risk of pushing families further away - Accessing ISAS (we haven’t seen any progress yet but its very early days)

Maths outcomes - capacity for intervention and addressing gaps due to high need for 1:1 support

QA - Capacity to cover subject time, staff workload - utilising Deputy Headteacher non-contact time but this not financially sustainable long-term

Everything is held back by budgets

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Huge increase in children with SEND needs and no funding. Banding changes have made receipt of any funding very difficult.

Safeguarding - a rise in number of referrals that no longer meet threshold. Social workers changing frequently or leaving - makes relationships difficult.

New Ofsted framework:

Teaching and curriculum - “children make progress from their individual starting points”

Attainment - “children’s progress and attainment is broadly in line with national average”

Which one is it?!!! For some schools these two are very far apart!

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Time and capacity of staff

More money

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SEND-LA no support, funding not there to meet need, recruitment-quality of applicants.

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-TA retention, recruitment, absence, quality

- Good induction, mentoring, supervision, more money.

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Transition of vulnerable pupils from KS1 to KS2

Budget - release for development

Funding for pupils

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stick to priorities

Limit training to that which is relevant to priorities

Manage expectations of your self and your staff

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Finance; staffing capacity; time to get into teaching and learning

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increasing SEND needs with a lack of resources

Capacity generally in small schools

Pupil numbers, keeping recruitment high

Balancing the need to improve with capacity and staff workload

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Budget

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Trying to change too much all at one time - identify the most important and efficient drivers for change.

Not sticking to priorities - be clear about what we want to change.

Excessive workload - manage expectations.

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We are a newly established leadership team and as such coaching and mentoring are needed thus reducing time and capacity.

Raising Attendance in the city is challenging, this is a culture shift and will take time. Again a new team managing this.

Safeguarding demands are high

Some challenging behaviour, SEND and unmet need. Limited support or alternative provisions from county

Outcomes - Will take time to improve quality of teaching and plug gaps. Keeping high expectations

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Increasing SEND need - better strategic approach to support

Outcomes - support with curriculum review in subject specific areas

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Attendance - time and capacity. Developing a team response to protect this priority.

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Finance / budget

Staffing

Teaching commitment / time out

Small school / NOR

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Meeting increasing SEND need & amount of TA support we are able to deploy.

Staff well-being & response to increased demand, both in achieving strong outcomes but also meeting pupil needs.

Focus across the Trust on shared improvement work to develop teaching & learning in core areas or strands of learning.

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Budget/costs

Staffing

Capacity to lead/support improvements

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Quality of teaching and learning due to staff motivation and performance management

Limited staff members to fulfill all requirements of the National Curriculum in a small school

Managing increased SEND with limited resources

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Visit local school in Hub that have shared areas to develop. ASJ, DCT and St.G and BPG

Support from colleagues

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Possibly create a list of the strengths seen in SSIO visits and use the experts within the Trust. Schools/Staff who require support in certain areas could be directed to a different school or a member of staff that are exceptional in a particular area (as long as they are happy to help)! I know this does happen in some cases. Sometimes you don’t know how amazing other people/schools are so a list of today’s strengths would be great if it could be shared.

The Hub meetings are great - really good way of sharing local issues and successes. Can we have more of them… Jonathan?

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SIP - our focus on behaviour, flourishing, inclusion, outcomes and T&L has been crafted to ensure the output is all Sunday’s flourishing and reaching their Hod given potential.

Collaboration - networks are being built. Already we are visiting a school for their inclusion approach and BDAT in November

Leader - support and training to meet the priorities of the school. For others, empowering others to take ownership over the areas that develop the SIP and education of all

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Increase in the number and levels of need for SEND - wider systems support, increasing bespoke provision, fair, transparent proactive funding

Increasing levels of poverty reducing opportunities and experiences for more children particularly disadvantaged families and children - redirection to/increasing resources for pupil premium children

Staff retention and recruitment - increased support and capacity to build our own and for succession plans

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To collaborate:

Internal and external…and even wider

To flourish:

Stay grounded

Keep core purpose at the forefront of the decision making process

Live everything out with kindness

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Training led by Kat @ St Chad’s

Work with Bishop Lonsdale re attendance

SAS supporting staff esp through mental health

2 mental health first aiders

Menopause support group

Optional wellbeing activities

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Visit Bishops to further improve attendance for some individuals.

Develop writing moderation in our Hub to improve outcomes.

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To collaborate:

Internal and external…and even wider

To flourish:

Stay grounded

Keep core purpose at the forefront of the decision making process

Live everything out with kindness

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My SLT will be on their way to see strengths at other schools. I’ve written you down! 😊

Our ‘sensational’ star flows through everything we do for staff and pupils.

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Develop writing moderation in our Hub

Visit Griffe re learning resilience

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Support and training from Kat for relational behaviour

Working with other schools to moderate writing

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Staff buy in to vision/values and shared understanding of school culture. Support and training for staff. Shared practice and resources across partnership and trust. Support for staff wellbeing through wellbeing charter.

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Visits/working with

Griffe - EYFS

William Gilbert - retrieval strategies

Hardwick- oracy

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relationships help us flourish (and sustain us!)

Working with other schools

Sometimes the ‘macro’ work like building strategies is less helpful day to day in terms of flourishing than the ‘micro’ supports - coming into school, talking things through, having suggestions, links, practical examples

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visits/working with

Griffe - EYFS

William Gilbert - Retrieval strategies

Hardwick - oracy

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Planned opportunities to share provision and visit schools focused on Hub and Trust needs