At the beginning of each academic year, in September, the school sets itself School Improvement Plans. School Improvement Plans are plans that normally last one year but can cover a longer period. They are developed using information gathered from analysis of attainment data and feedback from all stakeholders, including staff, governors, parents, carers and children. This information is used to evaluate the impact of the school’s work and identify the key areas in which the school can improve over the coming year. School Improvement Plans, or SIPS, outline the action to be taken in each key area, and who is responsible for making sure that this action is taken. The school budget is set using the information identified in the SIPS.

The 2015/6 target for school improvement was to further close the gap in progress between the children who qualify for Early Years Pupil Premium Funding and those who do not.

Our recent evaluation of this target follows:

With reference to the Summer term data 2016, we can see that the target of achieving a gap of less than 10% between target groups and the whole school is achieved in areas of development except for Number and The World. The headline data here is that in the prime areas, the building blocks for all development, we see very small gaps, closing rapidly.

We can see that the gap has been closed and that the EYPP exceeded the percentages of age typical development in Moving and Handling, Self Confidence and technology. This encouraging improvement is most significant in self-confidence as there has been a strong and evidently successful element of building children’s well-being in the interventions that have been delivered.

The EYPP group statistics demonstrate a rapidly closing gap, with a gap of less than 5% in Listening and Attention, Understanding, Health and Self Care, Reading, Writing & Exploring and Using Media/Materials. These demonstrate the effectiveness of choice and delivery of small group language based activities.

The EYPP group statistics are closing rapidly, with a gap of less than 10% in Speaking, Managing Feelings and Behaviour, Making Relationships, Shape Space and measure, People and Communities and being Imaginative. After only 13 months of funded and targeted provision these demonstrate very encouraging progress in closing the gap.

In the two areas where gaps exceed 10% and have not closed as rapidly as others, there is encouraging evidence that children’s strengths, particularly in ICT and Moving and handling might be used to support activities which will close the gap in the World (14%) and number (25%). The school is already working to evidence based activities and approaches into the curriculum.

 The Nursery School improvement plans for 2016/7 are:

To develop increasingly sophisticated assessment systems to ensure that impact analysis and planning for needs is as informative and helpful as possible

To create a school community of mathematics lovers

To strengthen daily organisation and transition processes so the needs of each child are met as well as they can be

School Annual Report 14-15

School Annual Report 13-14

School Annual Report 12-13