North Baddesley Infant School

Botley Road, North Baddesley, Southampton, SO52 9EE, United Kingdom
Tel: (023) 8041 2412, Fax: (023) 8041 2413, E-mail: adminoffice@northbaddesley-inf.hants.sch.uk
Click here for map

School Improvement Plan - How Are We Improving?

The School Improvement Plan enables the school’s vision to be shared and understood by the whole school community. Our aim is to work and learn together as a community in order to improve and be the best that we can be. The School Improvement Plan should give everyone an understanding of where the school is going and what actions will be taken to ensure we get there. We set clear timescales for implementation and determine how to effectively use both human and material resources to support specific goals. It also helps us plan and prioritise our budget and guides how we plan and organise staff training. The School Improvement Plan is designed to give a sharp, clear focus to those aspects of our work which we believe are most in need of improvement.

Everyone has the chance to contribute ideas as to how the school can improve. Staff and Governors meet annually to review how successful our improvements have been and agree priorities for the coming year. We ask parents and children to share their ideas through questionnaires and the school and parent councils. We want everyone to support us and help us improve and this can only happen if we are all involved.

Once we have agreed the priorities, the senior leadership team sets targets for improvement by writing the school improvement plan. This is then shared with everyone.

There are three core targets for the plan and each one relates to one of our eight school aims. We wish to achieve each target as fully as possible; therefore they will drive our training, resources, teaching and learning, monitoring, evaluation and review over the next year.

Professional development INSET days are an important part of this process. In addition to this, all staff are keen to keep up to date with new initiatives. Therefore, individual teachers and support staff have undertaken training throughout the year in order to further their own professional development and to strengthen the subject expertise of the staff.

This is the summary of the school improvement plan for 2009/2010. Please click one of the links below to view our Targets:

Target 1   |   Target 2   |   Target 3


  • SCHOOL IMPROVEMENT PLAN TARGET 1, 2009-2010 - DIFFERENTIATION

    Key Target 1 Aim: to improve differentiation and the resulting progress and standards for all children

    The Staff and Governors will:
    Improve the quality of differentiation by:
    •Delivering staff training on differentiation.
    •Providing good examples of planned differentiation.
    •Identifying a range of effective differentiation strategies.
    •Identifying barriers to learning and strategies to overcome these and review their effectiveness through analysis of progress.
    •Enabling staff to visit other settings to identify good practice in differentiation and use this to improve own practice.
    		 We will know we have succeeded when:
    •Differentiation is good or better – monitoring of quality of teaching.
    •Children make good progress in core subjects (at least 2 sublevels) – data analysis.
    •Differentiation is appropriate to children’s abilities and identifies effective success criteria – scrutiny of planning and drop-ins.
    •Teachers are confident to identify barriers to learning and put in place effective strategies that enable these children to make good progress – outcomes of health checks, data analysis and analysis of SEN provision.

  • SCHOOL IMPROVEMENT PLAN TARGET 2, 2009-2010 - PERFORMANCE MANAGEMENT AND COACHING

    Key Target 2 Aim: to ensure that systems for performance management and coaching support school improvement and raises standards

    The Staff and Governors will:
    Improve the system for performance management by:
    •Using a range of evidence to identify improvement needs.
    •Modelling using guided writing plans with staff through peer coaching.
    •Using team milestones to support individual improvement targets and evaluate progress towards these.
    •Evaluating the impact and quality of improvements.
    Develop systems to raise attainment by:
    •Setting short term targets related to progress and attainment.
    •Coaching to support progress and attainment.
    •Holding regular progress meetings (health checks) to review progress and attainment and identify targets.
    •Developing an effective system for evaluating the impact of training.
    		 We will know we have succeeded when:
    •We are evaluating the quality of improvements and not just monitoring compliance.
    •Targets and improvement priorities are based on a range of evidence and there are effective arrangements in place for identifying staff’s individual needs objectively.
    •Training clearly identifies the skills that staff are expected to develop.
    •Training is evaluated for impact and value for money.

  • SCHOOL IMPROVEMENT PLAN TARGET 3, 2009-2010 - WRITING

    Key Target 3 Aim: to improve standards and progress in writing

    The Staff and Governors will:
    Improve the quality of guided writing by:
    •Delivering staff training on using guided writing plans.
    •Model using guided writing plans with staff through peer coaching.
    •Monitoring guided writing sessions regularly.
    Improve the quality of shared writing by:
    •Delivering staff training on shared writing.
    •Peer coach according to training needs.
    Improve target setting for writing by:
    •Holding regular health checks to review effectiveness of target setting.
    •Deliver training on how to mark effectively.
    		 We will know we have succeeded when:
    •All shared and guided writing sessions are good or better - monitoring of quality of teaching.
    •Children make good progress in writing (at least 2 sublevels) - data analysis.
    •Guided writing happens daily, is purposeful, appropriate to genre and differentiated to children’s abilities and identifies effective success criteria - scrutiny of planning and drop ins.
    •Marking helps children make progress - monitoring of books, health checks, pupil conferencing.
    •Teachers are confident in their abilities and want to teach writing as a result - teacher self assessment/questionnaires and outcomes of health checks.