Scoil Phurt le Moirrey School Improvement Plan and the School Vision

AuthorityDepartment of Education, Sport and Culture
Date received2021-02-01
OutcomeSome information sent but part exempt
Outcome date2021-02-24
Case ID1655645

Summary

The requester asked for the School Improvement Plan and School Vision for Scoil Phurt le Moirrey for the past five years. The Department of Education, Sport and Culture provided the plans for academic years 2015/16 through 2019/20, noting that the vision is included within each plan, but redacted personal information.

Key Facts

  • School Improvement Plans were released for the academic years 2015/16, 2016/17, 2017/18, 2018/19, and 2019/20.
  • Each School Improvement Plan includes the school's vision statement.
  • Personal information within the documents was redacted under Section 25 of the Freedom of Information Act.
  • The response was issued on 24 February 2021 following a request received on 1 February 2021.
  • The requester had previously been advised to contact the school directly before making this FOI request.

Data Disclosed

  • 2015/16
  • 2016/17
  • 2017/18
  • 2018/19
  • 2019/20
  • 1 February 2021
  • 24 February 2021
  • 10th Dec 2020
  • 31 Jan 2021
  • Section 25
  • Article 5
  • Article 6
  • 1655645

Exemptions Cited

  • Section 25 of the Freedom of Information Act (absolutely exempt personal information)
  • Data Protection principles under Article 5 of the General Data Protection Regulation
  • Conditions for lawful processing under Article 6 of the GDPR

Original Request

Please could you make available for each of the past 5 years the following documents for Scoil Phurt le Moirrey: 1) School Improvement Plan 2) School Vision

Data Tables (30)

School Improvement Target 1: To create a shared vision for Scoill Phurt le Moirrey
Objec1ve: To provide a vision that has been agreed communally seNng goals and standards for the whole school. Priority Leaders: Redacted Overall Success Criteria •core values agreed and set •shared vision agreed •research groups organised and themes set with guiding ques;ons •research completed and presenta;ons given with recommenda;ons
Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review
Start OUR Network process Colla;on of documenta;on to send to Redacted Redact Early Sept 2016 None • inquiry probes iden;fied and selec;on made
Phase 1 of OUR Network process completed Staff working together to agree communal ideas and a vision that can be researched. Staff sugges;ng and vo;ng for core values for the school Redact All staff By mid-Oct 2016 2 twilights • vision versions 1, 2, 3, 4 and 5 completed • basic core values agreed
Phase 2 of OUR Network process completed Senior Management Team (SMT) to work with Redactedto develop themes for research groups Staff to be a part of the decision making process for deciding teams and respec;ve guiding ques;ons Redact All staff By early Nov 2016 None • SMT agree themes and allocate statements • staff know which research group they are working in and what the theme is
Phase 3 of OUR Network process completed Research groups meet and spend ;me answering their guiding ques;on. Presenta;ons wriQen on behalf of all colleagues Redact All staff By end July 2017 1/2 twilight/s Possible other depending upon type of research undertaken • groups working collabora;vely in an organised way • presenta;ons completed
Phase 4 of OUR Network process completed Presenta;ons given to whole staff with recommenda;ons made clear. Plan of ac;on made regarding recommenda;ons Redact All staff Sept 2017 None • presenta;ons considered by whole staff • recommenda;ons for implementa;on voted on and agreed
School Improvement Target 2: To raise expecta;ons and aspira;on amongst teachers and pupils in order to have a posi;ve impact on levels of aQainment across the school.
Objec1ve: To explore reasons for under-performance iden;fied in data analysis and implement a system where all pupils are working towards aspira;onal targets. Priority Leader Redacted Overall Success Criteria •data analysis undertaken at the start of the year, with ownership being accepted by class teachers •aspira;onal targets set for all pupils and regularly reviewed •robust Pupil Progress Mee;ngs (PPM) every half term with data analysis in Feb 17 •core subject ac;on plans in place •end of year data analysis by class teachers •end of year data analysis by core subject leaders •staff meet performance management targets rela;ng to pupil progress
Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review
Teachers to understand the whole school posi;on regarding end of year data for 2015/16. Teaching staff to take part in discussion about whole school core subject data analysis. Subject leaders form ac;on plans Redacted Early Sept 2016 and ongoing INSET ;me Possible subject leader release ;me •INSET data presenta;on delivered •teacher understanding confirmed through discussion and raising of ac;on points •ac;on plans wriQen and implemented by subject leaders
Class teachers to be well informed to set aspira;onal targets. Teachers to iden;fy strengths and areas for development for own class within core subject areas. Individual targets to be set for pupils reflec;ng plans for increased achievement and higher levels of aQainment. Redacted Sept 2016 None •pupil groupings are made for core subjects •class ;metables are set to allow for best use of curriculum ;me •interven;ons are planned for individuals and groups •targets are set for individual pupils
Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review
To ensure pupils are making expected progress. Iden;fy reasons for less than expected progress and strategies to address this. PPM to be held each half term for every year group, including Injebreck pupils. Group targets to be assessed at least every half term. Redacted Teachers Late Sept 2016 and every half term to June 2017 Release ;me for teachers or staff mee;ng ;me •end of year target sheets and target data analysis sheets reflect high expecta;ons for all pupils •PPM summary sheets contain accurate informa;on pertaining to pupil performance •pupils making expected progress
To ensure assessments are accurate and evidence based Regular modera;on of assessment within core subject areas. Founda;on Stage Modera;on visits in October 2016 and June 2017. Redacted FS modera;on team Termly and ongoing Release ;me for subject leaders or staff mee;ng ;me FS teacher release ;me •modera;on ac;vi;es iden;fied in subject leader ac;on plans •teacher confidence in assessment of core subject levels •teacher confidence in assessments at FS
To assess school posi;on in core subject areas with regard to levels of aQainment Data analysis completed for English, Maths and Science mid-year and end of year. Analysis informa;on shared with staff. Redacted Feb 2017 July 2017 Release ;me for subject leaders staff mee;ng ;me •mid-year data analysis (Feb half term) shows a posi;ve impact on levels of aQainment •end of year data analysis (2016/17) shows a posi;ve impact on levels of aQainment •teacher understanding confirmed through discussion and raising of ac;on points
Accurate handover informa;on to be communicated Handover mee;ngs to take place between current and future teachers. Teachers July 2017 Possible release ;me for teachers •new teachers well informed of future pupils •target data analysis sheets give relevant progress and aQainment informa;on
School Improvement Target 3: To develop a shared understanding of AfL to ensure consistency of prac;ce and appropriate levels of challenge.
Objec1ve: To develop Assessment for Learning prac;ce across the school. All staff will understand and adhere to an AfL policy, which sets out the principles of consistent prac;ce within our school. Priority Leader Redacted Overall Success Criteria •development of an agreed AfL Policy •embedded and consistent use of AfL across the school •success criteria used as an integral part of everyday learning •feedback linked to next steps •pupils respond to ‘growth mindset’ challenge in their learning
Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review
Staff to have access to AfL training AfL training to be organised and delivered. Staff to take part in training and make required changes within day to day teaching and learning. 10 principles of Assessment for Learning to be shared with staff. Redac Possible support from DEC Ongoing By April 2017 Staff mee;ngs Possibly 1 twilight Observa;ons •staff aQend training •AfL prac;ces evident in observa;ons and learning walks •pupil interviews reflect children commen;ng on consistent AfL prac;ce •book scru;nies show evidence of AfL and feedback to pupils •posi;ve impact on staff aQainment of performance targets
AfL Policy wriQen and agreed Research and evalua;on of AfL policies and good prac;ce to inform our own policy. Policy to be shared with staff for comments and amendments at different stages. Redact By end Dec 2016 None •whole staff contribu;on to AfL Policy •AfL Policy to be considered as expected prac;ce in school
Success Criteria commonly used in all classrooms and in learning opportuni;es throughout the school Training on success criteria to be delivered to staff. Sharing of impact of success criteria on pupil’s learning. Redact Possible support from DEC Ongoing By July 2017 Staff mee;ngs •staff understand the importance of success criteria to learning •success criteria evident in planning documents •success criteria evident in independent learning opportuni;es and teacher-led learning •posi;ve impact on staff aQainment of performance targets
Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review
Feedback and ques;oning are understood as developmental parts of the learning process Teaching staff refresh their understanding of these important aspects of AfL. Redac Ongoing By July 2017 Possible staff mee;ng ;me. Observa;ons •observa;ons show feedback and ques;oning are used effec;vely in lessons and learning opportuni;es •pupil interviews reflect pupil expecta;ons of feedback and ques;oning in their learning •posi;ve impact on staff aQainment of performance targets
‘Growth Mindset’ principles embedded in learning Teaching staff incorporate a growth mindset philosophy within everyday teaching and learning opportuni;es, including independent tasks and challenges. Teachers Ongoing By July 2017 None •pupil surveys show pupils understand ‘growth mindset’ thinking and expect challenge in their learning •posi;ve impact on staff aQainment of performance targets
School Improvement Target 1: We are developing an understanding of powerful learning for pupils and staff
Objective: To start to develop a whole school understanding of ‘powerful learning’ through definition, collaboration and visual representation Mental Models: We are lifelong learners Everyone is a learner We believe that learning happens anytime/anywhere Priority Leaders: Redacted Overall Success Criteria • the school community recognises the value of powerful learning • pupils and staff are starting to talk about powerful learning with common understanding • the power of learning is explicitly visual throughout the school • consistent learning language and practices are agreed and developed through the school
Key Objective Action Required Action Leader Time Scale Resource Implications Success Criteria Evaluation and Review
• action plan created to develop AfL training for staff • training delivered Redacted Action plan created by Dec 17 Staff meeting/ Twilight time Possible guest speakers • AfL practice is consistent across the school and strategies developed through training are evident in classrooms
• monitoring and evaluations timetables for: - lesson observations - learning walks - pupil interviews - book scrutinies Redacted Monitoring and evaluation s to be complete by end June 2018 Staff release time • there is evidence that the AfL Policy is adhered to • there is evidence of AfL in all areas of learning across the school • observations and learning walks show that AfL has an impact on pupil’s learning
• through AfL develop a shared definition and understanding of the elements of powerful learning so that these elements are present in all learning Redacted By Easter 2018 Staff meeting/ Twilight time • success criteria are embedded and where possible co- constructed with pupils • feedback is developmental and linked to next steps for learning • self assessment is valued and used effectively alongside peer assessment • pupils ask and answer questions to challenge themselves and others within their learning • pupils understand that learning involves 2-way feedback and target setting is an integral part of learning
To develop consistent and developmenta l practice, which supports powerful learning for all • discover approaches used in different classrooms and areas of learning • describe and promote individual practice for others to learn and understand • evaluate the range of approaches being used in school to promote powerful learning e.g growth mindset, thinking maps, BLP, De Bonos hats, Learning to Learn (Claxton), Challenging Learning (Nottingham), GRIT (Redacted ), Chimp Management, Learning Zones, understanding how the brain works • new initiatives or practices are discovered, considered and evaluated e.g. Looking for Learning Redacted By end of school year - July 2018 Staff meeting/ Twilight time Each member of staff to be prepared to discuss approaches used • evidence of practice used in classrooms through visual representation (display) • understanding for all of different approaches used and developed over the year • research and evaluation into new initiatives completed • communal agreement for the new school year (2018-19) - practice is developmental throughout the school
To develop an agreed common language for learning in school • develop an understanding of metacognition for pupils and staff through an understanding of the 6Rs and personal well-being • develop common language for T4W learning • develop common language through understanding of different strategies and practices across the school • refine common AfL language Redacte Ongoing - should see this from Aut Term onwards Staff meeting time • there is a consistent learning language across school • pupils understand the language of learning from Reception to Year 6, including Injebreck Class
To explore core values in greater depth and how they can influence the learning journey • action plan created to develop embedding of core values Redacted Action plan created by Dec 17 Possible core values days or workshops Possible involvement of School Council • core values are explicitly displayed throughout the school • core values are referred to in lessons and part of everyday school life • the whole school community knows and understands our core values
School Improvement Target 2: We are a curious school
Objective: To develop curiosity and wonder within school Mental Models: There is wonder in everything Be curious - ask questions! Explore possibilities Priority Leader: Redacted Other Leaders: Redacted Overall Success Criteria • pupils and staff are passionate about the role ‘wonder’ plays in learning • curious objects are readily available and used within school • a dedicated curious room is a distinctive part of our school
Key Objective Action Required Action Leader Time Scale Resource Implications Success Criteria Evaluation and Review
To turn the ‘resource room’ into a ‘curious room’ • detailed action plan for timescales and work to be undertaken • room made available for use and classed as a ‘curious room’ • work to be undertaken to clear unnecessary items from the room and prepare it to be ‘curious’ • items to be purchased, where necessary and structural work completed Redacted Action plan by end Nov 2017 Room establishe d by 9th Feb 2018 Staff meetingStaff meeting/Twilight time Budget for work/ objects - see action plan • curious room established
To utilise the expertise of Redacted to effectively embed the use of this within our existing curriculum • develop a relationship with Redacted through email and possible onsite visits • promote any ideas/ understanding from Redacted within the school community • encourage interaction by staff for development of wonder and curiosity Redacted Aut Term 2017 Possible visit time? • Redacted involved in the development of our school • influence of Redactedevident in school • staff forge relationships with Redacted
For all staff to become agents of wonder • develop training opportunities for awe and wonder • develop links with other schools to share ideas • develop relationships with CRHS to enhance transition Redacted By end Jan 2018 Possible release time for staff to attend training/ visit other schools • staff are positive about their understanding of awe and wonder • curiosity is evident within areas of learning and classrooms • pupils and staff promote curiosity within the school community using a shared language
To re-introduce/re- embed P4C within the curriculum • audit use of P4C within classrooms • identify any training needs • encourage collaboration of P4C learning within the school community Redacted By end Jan 2018 Staff meeting time • P4C part of timetable for all classes • pupil development of thinking and questioning skills is evident in pupil interviews • working towards bronze award for P4C
To support our work in T4W • audit of impact of T4W on writing skills (progress and achievement) • monitoring of curiosity elements used in T4W • analysis of how curiosity can support development of writing Redacted By end Dec 2017 Release time for audit/ monitoring/ analysis Staff meeting time to develop support for T4W • evidence that awe and wonder support T4W principles • evidence that standards of writing have improved
School Improvement Target 3: School leaders promote the development of the school vision and support staff and pupils to embed core values, with expectations for all to achieve their potential and beyond.
Objective: To improve the efficiency and effectiveness of the Senior Leadership Team Mental Models: Collaboration is crucial Leaders support and encourage Leaders are learners We are all leaders Priority Leaders: Redacted Other Leaders: Redacted Overall Success Criteria • SLT establishes itself as a developing and improving part of the school • Commitment to being a good role model is paramount • Training and development for individuals and the team is implemented • Teamwork and distributed leadership is recognised and developed • School results improve
Key Objective Action Required Action Leade r Time Scale Resource Implication s Success Criteria Evaluation and Review
Leaders promote and support teachers in taking ownership of whole school and class based information to set aspirational targets for pupils to achieve their potential and beyond. • appropriate pupil progress objective is set as part of appraisal Redacted By end November 2017 Release time for meetings • appraisal process shows targets met by teachers relating to pupil progress
• clarification for all staff of monitoring and evaluation requirements and why these are being done • monitoring and evaluation includes: - book scrutinies - lesson observations - planning scrutiny - data on Arbor - regular moderation to support consistency of assessment Redacted By February 2018 Release time to complete moderation and evaluation timeline • monitoring and evaluation arrangements show that assessment is robust and reliable • external reading and maths moderation confirm good practice • Assessment and AfL Policies adhered to
• continue to develop Talk4Writing practice across school Redacted Ongoing to the end of July 2018 Possible staff meeting time • impact of T4W assessed and improvements in writing visible in data, particularly at KS2
• through Pupil Progress Meetings and the setting of aspirational targets, pupils are expected to achieve to their highest potential. Redacted Ongoing to the end of July 2018 Release time for meetings • improvement in GLD percentage at Foundation Stage • percentage of girls achieving L3+ at end of KS1 in core subjects has improved
clarification for all staff of monitoring and
evaluation requirements and why these
are being done
To establish how leadership is viewed in school • source feedback from pupils on how they view leadership: - pupil interviews - pupil surveys • source feedback from staff on how they view leadership: - staff questionnaires/surveys - training/staff meeting feedback - comments on monitoring and evaluation arrangements • ensure notes/minutes kept from SLT meetings Redacted By end December 2017 - may need to be repeated in Summer term 2018 Possible staff meeting time and time to formulate and analyse surveys and questionna ires • feedback from pupils shows that the leadership team promote good practice within the school • staff feel that the leadership team is effective • school community reflects that leaders motivate and inspire
To establish clear roles and expectations for leaders • identify specific responsibilities, clearly outlined in job description and other documents e.g. SIP • regular leadership team meetings are timetabled with action points recorded • develop a shared understanding amongst the team about effective senior leadership • evaluate the leadership structure and consider any necessary changes for the future Redacted Responsibil ities outlined by Easter 2018 Meeting time • job descriptions updated and agreed • SIP completed with clear expectations of involvement and areas to lead • ‘Good practice within an effective leadership team’ document agreed • evaluation of leadership structure has lead to decisions for the future
To develop appropriate and timely training for leadership team • SLT to self-evaluate training needs and seek out relevant personal and team opportunities • co-ordinate suitable training opportunities (e.g. Insights) and timeline for members of SLT to attend training • establish reflection time in SLT meeting timetable Redacted Timetable established Autumn Term 2017 Meeting time • leaders have undertaken training to develop a better team ethos • leaders report that training has had a positive impact on their role
To establish
how
leadership is
viewed in
school
source feedback from pupils on how
they view leadership:
- pupil interviews
- pupil surveys
source feedback from staff on how they
view leadership:
- staff questionnaires/surveys
- training/staff meeting feedback
- comments on monitoring and
evaluation arrangements
ensure notes/minutes kept from SLT
meetings
feedback from pupils shows that
the leadership team promote good
practice within the school
staff feel that the leadership team is
effective
school community reflects that
leaders motivate and inspire
job descriptions updated and
agreed
SIP completed with clear
expectations of involvement and
areas to lead
‘Good practice within an effective
leadership team’ document agreed
evaluation of leadership structure
outlined in job description and other
documents e.g. SIP
regular leadership team meetings are
timetabled with action points recorded
develop a shared understanding
amongst the team about effective senior
leadership
evaluate the leadership structure and
consider any necessary changes for the
future
SLT to self-evaluate training needs and
seek out relevant personal and team
opportunities
co-ordinate suitable training
opportunities (e.g. Insights) and timeline
for members of SLT to attend training
establish reflection time in SLT meeting
timetable
leaders have undertaken training to
develop a better team ethos
leaders report that training has had
a positive impact on their role
governors comment on and
contribute to the attainment of SIP
priorities - formal meetings in
January/May/September 2018
governors’ report received
regarding School Council
presentations for “Investing in
Children”
contribution to the monitoring
process recorded and
acknowledged
record of governor training and
development oportunities and the
impact on the school
contribution to the SSRE
commentaries recorded and
acknowledged
To establish clear roles and expecta6ons for leaders •iden6fy specific responsibili6es, clearly outlined in job descrip6on and other documents e.g. SIP •regular leadership team mee6ngs are 6metabled •develop a shared understanding amongst the team about effec6ve senior leadership Redact By end of December 2018 Mee6ng 6me •job descrip6ons updated and agreed •appraisal documents refer to leadership roles •SIP completed with clear expecta6ons of involvement and areas to lead •‘Good prac6ce within an effec6ve leadership team’ document agreed
To develop appropriate and 6mely training for leadership team •SLT to self-evaluate training needs and seek out relevant personal and team opportuni6es •co-ordinate suitable training opportuni6es (e.g. Insights) and 6meline for members of SLT to aMend training •establish reflec6on 6me in SLT mee6ng 6metable Redact Timetable establishe d Autumn Term 2018 Mee6ng 6me •leaders have undertaken training to develop a team ethos •leaders report that training has had a posi6ve impact on their role •reflec6on 6me evaluated for impact
To con6nue to develop prac6ces rela6ng to the involvement of the Governing Body in the development of the vision and strategic direc6on of the school • support governors in understanding the SIP • encourage ac6ve involvement with School Council “Inves6ng in Children” process • iden6fy monitoring ac6vi6es that governors can be involved in • share SSRE commentaries with governors for comment Redact Ongoing througho ut the school year Mee6ng 6me •governors comment on and contribute to the aMainment of SIP priori6es - formal mee6ngs in January/May/ September 2019 •governors’ ac6ons in obtaining evidence for “Inves6ng in Children” process •contribu6on to the monitoring process recorded and acknowledged •governor feedback on the impact of their training on the school •contribu6on to the SSRE commentaries recorded and acknowledged
iden6fy specific responsibili6es, clearly
outlined in job descrip6on and other
documents e.g. SIP
regular leadership team mee6ngs are
6metabled
job descrip6ons updated and agreed
appraisal documents refer to
leadership roles
SIP completed with clear expecta6ons
of involvement and areas to lead
‘Good prac6ce within an effec6ve
leadership team’ document agreed
SLT to self-evaluate training needs and seek
out relevant personal and team
opportuni6es
co-ordinate suitable training opportuni6es
(e.g. Insights) and 6meline for members of
SLT to aMend training
establish reflec6on 6me in SLT mee6ng
6metable
leaders have undertaken training to
develop a team ethos
leaders report that training has had a
posi6ve impact on their role
reflec6on 6me evaluated for impact
governors comment on and contribute
to the aMainment of SIP priori6es -
formal mee6ngs in January/May/
September 2019
governors’ ac6ons in obtaining
evidence for “Inves6ng in Children”
process
contribu6on to the monitoring process
recorded and acknowledged
governor feedback on the impact of
their training on the school
contribu6on to the SSRE
commentaries recorded and
acknowledged
Reason for action 1: Continued development of learning for all involved in the school community to ensure that pupils and their families understand how we learn at SPLM and why learning is important
What we want to achieve by the end of the school year: For parents and pupils to be able to talk about how we learn at SPLM and be positive about learning experiences and achievements Staff involved: Redacted SLT All staff Impact on pupils: • the school community values learning • pupils understand themselves as learners and can talk about their learning at an age appropriate level • pupils believe they are powerful learners and are starting to share this in their wider lives
Objective How will we get there? Who When What we need Success Criteria Evaluation and Review
To develop learning environments • Ongoing consideration of learning areas around school • Research and discussion about the areas that should and could be improved • Involvement of pupils • Indoors and outdoors considered • Work with outside agencies for maximum improvement • Liaise with other gov depts to ensure support and collaboration • Work with Parents and Isle of Play to develop outside areas Redacte SLT Teachers Support Staff Ongoing - as necessary • Budget from school • Time for discussion • Staff buy-in • Fundraising to enhance outdoor areas • Visibly improved areas • Pupils talk about the improvements and how this affects their learning • Good relationships with outside agencies and other government departments • Pupils enjoying learning in different spaces - the ‘feeling’ in school • Outdoor learning improved and enhanced
Reason for action 2: Continued development of the curriculum to develop the opportunities for all learners in a motivating and challenging environment
What we want to achieve by the end of the school year: Staff to be confident and skilled in delivering an exceptional curriculum. Pupils to enjoy their learning and feel part of curriculum choices. Staff involved: Redacted SLT All staff Impact on pupils: • all learners are engaged, challenged and motivated • pupils are experiencing an exceptional curriculum and achieve their best • new curriculum opportunities are explored and developed as appropriate - pupils are involved in finding and implementing ideas
Objective How will we get there? Who When What we need Success Criteria Evaluation and Review
Development of Maths Mastery • Ongoing training and support • Purchase of necessary resources • Freedom to develop practice within settings • Pupils know they are involved in a new style of learning, which will improve their maths skills Redacte All staff Throughout the year • Budget for resources and training • Flexibility in maths learning to try new things • Pupil engagement • Monitoring of maths lessons shows positive impact on maths learning • Pupil interviews confirm engagement in maths and an understanding of new styles of learning • Resources purchased and used by all • Teacher interviews confirm a confidence in maths mastery teaching skills
Progression of Literacy learning • T4W continues to be monitored and evaluated to provide best writing opportunities for pupils to achieve well • External writing moderation • Literacy input from Redacted • Reading and writing data monitored and action taken to support pupils/ groups of pupils where necessary • Support staff trained and responsible for interventions and feedback to teacher Redacted Throughout the year • Release time for Redacted • Staff meeting time allocation • SLT meetings • Positive feedback from writing moderation by DESC •Redacted staff meeting and other input confirmed as having positive impact by teachers • Individuals and groups identified through Pupil Progress Meetings and intervention impact tracked • Support staff confirm they are empowered to support literacy learning for individuals/groups

Full Response Text

Corporate Services Division Department of Education, Sport and Culture Hamilton House Peel Road, Douglas IM1 5EZ Telephone: (01624) 685808 Website: www.gov.im/dec Email: dec@foi.gov.im Our ref: 1655645 24th February 2021 Dear ### We write further to your request which was received on 1 February 2021 and which states: "Dear Sir, I requested both the School Improvement Plan and the School Vision from DESC for Scoill Phurt le Moirrey on 10th Dec 2020, who replied that I should ask the school directly. Which I thought seemed a bit odd since DESC should receive all these documents from the School Governors. I then wrote to Scoill Phurt le Moirrey on 10th Dec 2020 and requested latest School Improvement Plan and School Vision, and to date 31 Jan 2021 have not received a reply from the head. Please could you make available for each of the past 5 years the following documents for Scoill Phurt le Moirrey: 1) School Improvement Plan 2) School Vision Thanks" Our response to your request is as follows: I have enclosed copies of the school improvement plan for Scoill Phurt le Moirrey for the following academic years: 2015/16 2016/17 2017/18 2018/19 2019/20 Please note each school improvement plan includes the schools vision statement.

Redacted content Some information received in relation to the school improvement plans contained personal information and under section 25 of the Freedom of Information Act (absolutely exempt personal information) is exempt and has therefore been redacted. The reasons why that exemption applies are that: • the Department is satisfied that the information amounts to personal data of which you are not the data subject; and • the Department is satisfied that disclosure of the information would contravene one of the data protection principles as set out at Article 5 of the General Data Protection Regulation as it applies in the Isle of Man pursuant to The Data Protection (Application of GDPR) Order 2018, namely that the Department of Education Sport and Culture can only disclose the information where it would be fair, lawful and meet one of the conditions for lawful processing in Article 6 and in this case, none of those conditions have been met.

Please quote the reference number 1655645 in any future communications.

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Redacted

Together we learn – Skills for life.

School Vision Statement We believe that it is a privilege to work with children. We value our school as a community, where each individual is respected. It is our purpose to provide opportuni;es to develop independence and transferrable skills for the future, whatever that future will be. Learning how to learn is crucial to this. We want the community of Scoill Phurt Le Moirrey to have high aspira;ons for themselves and the world they will inherit. In partnership with all members of our school community we encourage boundless imagina;on, cri;cal thought, teamwork, social responsibility and effec;ve communica;on. Together we learn – Skills for life. School Improvement Priori1es for September 2016 - September 2019 1. To create a shared vision for Scoill Phurt le Moirrey. 
 Using the OUR Network principles of:
 - Ownership of our teaching, our learning, our educa;on
 - Unifying around a shared vision we create together
 - Releasing the human poten;al locked away in each of us 
 we will agree core values and set a vision for moving forward. This will include whole school decision making processes and communal agreement. Research groups will be made up of people from all areas of school life and ;me will be allocated to allow all groups to work effec;vely together. Presenta;ons will reflect learning undertaken by staff and recommenda;ons will be made for future school improvement.
will support the school through the process. 2. To raise expecta1ons and aspira1on amongst teachers and pupils in order to have a posi1ve impact on levels of aDainment across the school. Teachers will be able to take ownership of whole school and class based informa;on to establish strategies and interven;ons to support pupils to succeed. Through Pupil Progress Mee;ngs and the seNng of aspira;onal targets, pupils will be expected to achieve to their highest poten;al. 3. To develop a shared understanding of AfL to ensure consistency of prac1ce and appropriate levels of challenge. Training and prac;cal applica;on of shared prac;ces will lead to an increased posi;ve impact of assessment on pupil progress and aQainment.
Consistency in the applica;on of principles surrounding AfL will ensure that pupils understand and respond to a system that allows them to be involved in direc;ng their own learning. Redacted Together we learn – Skills for life. School Improvement Target 1: To create a shared vision for Scoill Phurt le Moirrey Objec1ve:
To provide a vision that has been agreed communally seNng goals and standards for the whole school. Priority Leaders:

Overall Success Criteria • core values agreed and set • shared vision agreed • research groups organised and themes set with guiding ques;ons • research completed and presenta;ons given with recommenda;ons Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review Start OUR Network process Colla;on of documenta;on to send to Early Sept 2016 None • inquiry probes iden;fied and selec;on made Phase 1 of OUR Network process completed Staff working together to agree communal ideas and a vision that can be researched. Staff sugges;ng and vo;ng for core values for the school

All staff By mid-Oct 2016 2 twilights • vision versions 1, 2, 3, 4 and 5 completed • basic core values agreed Phase 2 of OUR Network process completed Senior Management Team (SMT) to work with to develop themes for research groups Staff to be a part of the decision making process for deciding teams and respec;ve guiding ques;ons

All staff By early Nov 2016 None • SMT agree themes and allocate statements • staff know which research group they are working in and what the theme is Phase 3 of OUR Network process completed Research groups meet and spend ;me answering their guiding ques;on. Presenta;ons wriQen on behalf of all colleagues

All staff By end July 2017 1/2 twilight/s Possible other depending upon type of research undertaken • groups working collabora;vely in an organised way • presenta;ons completed Phase 4 of OUR Network process completed Presenta;ons given to whole staff with recommenda;ons made clear. Plan of ac;on made regarding recommenda;ons

All staff Sept 2017 None • presenta;ons considered by whole staff • recommenda;ons for implementa;on voted on and agreed Redacted Redacted Redact Redact Redacted Redact Redact Redact Together we learn – Skills for life. School Improvement Target 2: To raise expecta;ons and aspira;on amongst teachers and pupils in order to have a posi;ve impact on levels of aQainment across the school.
Objec1ve: To explore reasons for under-performance iden;fied in data analysis and implement a system where all pupils are working towards aspira;onal targets. Priority Leader

Overall Success Criteria • data analysis undertaken at the start of the year, with ownership being accepted by class teachers • aspira;onal targets set for all pupils and regularly reviewed • robust Pupil Progress Mee;ngs (PPM) every half term with data analysis in Feb 17 • core subject ac;on plans in place • end of year data analysis by class teachers • end of year data analysis by core subject leaders • staff meet performance management targets rela;ng to pupil progress Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review Teachers to understand the whole school posi;on regarding end of year data for 2015/16. Teaching staff to take part in discussion about whole school core subject data analysis. Subject leaders form ac;on plans

Early Sept 2016 and ongoing INSET ;me Possible subject leader release ;me • INSET data presenta;on delivered • teacher understanding confirmed through discussion and raising of ac;on points • ac;on plans wriQen and implemented by subject leaders Class teachers to be well informed to set aspira;onal targets. Teachers to iden;fy strengths and areas for development for own class within core subject areas. Individual targets to be set for pupils reflec;ng plans for increased achievement and higher levels of aQainment. Sept 2016 None • pupil groupings are made for core subjects • class ;metables are set to allow for best use of curriculum ;me • interven;ons are planned for individuals and groups • targets are set for individual pupils Redacted Redacted Redacted Together we learn – Skills for life. Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review To ensure pupils are making expected progress. Iden;fy reasons for less than expected progress and strategies to address this. PPM to be held each half term for every year group, including Injebreck pupils. Group targets to be assessed at least every half term.

Teachers Late Sept 2016 and every half term to June 2017 Release ;me for teachers or staff mee;ng ;me • end of year target sheets and target data analysis sheets reflect high expecta;ons for all pupils • PPM summary sheets contain accurate informa;on pertaining to pupil performance • pupils making expected progress To ensure assessments are accurate and evidence based Regular modera;on of assessment within core subject areas. Founda;on Stage Modera;on visits in October 2016 and June 2017.

FS modera;on team Termly and ongoing Release ;me for subject leaders or staff mee;ng ;me FS teacher release ;me • modera;on ac;vi;es iden;fied in subject leader ac;on plans • teacher confidence in assessment of core subject levels • teacher confidence in assessments at FS To assess school posi;on in core subject areas with regard to levels of aQainment Data analysis completed for English, Maths and Science mid-year and end of year. Analysis informa;on shared with staff. Feb 2017 July 2017 Release ;me for subject leaders staff mee;ng ;me • mid-year data analysis (Feb half term) shows a posi;ve impact on levels of aQainment • end of year data analysis (2016/17) shows a posi;ve impact on levels of aQainment • teacher understanding confirmed through discussion and raising of ac;on points Accurate handover informa;on to be communicated Handover mee;ngs to take place between current and future teachers. Teachers July 2017 Possible release ;me for teachers • new teachers well informed of future pupils • target data analysis sheets give relevant progress and aQainment informa;on Redacted Redacted Redacted Together we learn – Skills for life. School Improvement Target 3: To develop a shared understanding of AfL to ensure consistency of prac;ce and appropriate levels of challenge. Objec1ve: To develop Assessment for Learning prac;ce across the school. All staff will understand and adhere to an AfL policy, which sets out the principles of consistent prac;ce within our school. Priority Leader Overall Success Criteria • development of an agreed AfL Policy • embedded and consistent use of AfL across the school • success criteria used as an integral part of everyday learning • feedback linked to next steps • pupils respond to ‘growth mindset’ challenge in their learning Key Objec1ve Ac1on Required Ac1on Leader Time Scale Resource Implica1ons Success Criteria Evalua1on and Review Staff to have access to AfL training AfL training to be organised and delivered. Staff to take part in training and make required changes within day to day teaching and learning. 10 principles of Assessment for Learning to be shared with staff.

Possible support from DEC Ongoing By April 2017 Staff mee;ngs Possibly 1 twilight Observa;ons • staff aQend training • AfL prac;ces evident in observa;ons and learning walks • pupil interviews reflect children commen;ng on consistent AfL prac;ce • book scru;nies show evidence of AfL and feedback to pupils • posi;ve impact on staff aQainment of performance targets AfL Policy wriQen and agreed Research and evalua;on of AfL policies and good prac;ce to inform our own policy. Policy to be shared with staff for comments and amendments at different stages.

By end Dec 2016 None • whole staff contribu;on to AfL Policy • AfL Policy to be considered as expected prac;ce in school Success Criteria commonly used in all classrooms and in learning opportuni;es throughout the school Training on success criteria to be delivered to staff. Sharing of impact of success criteria on pupil’s learning.

Possible support from DEC Ongoing By July 2017 Staff mee;ngs • staff understand the importance of success criteria to learning • success criteria evident in planning documents • success criteria evident in independent learning opportuni;es and teacher-led learning • posi;ve

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