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Enabling children to put down roots and grow to be the best they can be


Pre-school improvement plan 2018-2019

Robust and effective (evidence based) self-evaluation, is carried out regularly and practice is monitored and reflected upon throughout the year. This process inevitably leads to the development of an annual Pre-school improvement plan. The plan is drawn up after input from internal stakeholder’s views i.e. staff, children, parents/carers, committeeand fromexternal

stakeholder’s views i.e. Pre-School Learning Alliance (PLA), Local Authority (LA) and Ofsted.The changing needs of the setting and the local area, are always taken into account during this process of self-evaluation.


Our priorities for this year are:


Leadership and management


  • Ensure that GDPR (general data protection regulations) are fully implemented.


  • Ensure that staff are aware of termly data collection regarding children’s progress, through reporting at staff meetings and discussion during supervisions. An overview to be provided to committee at AGM each year.


· Develop training opportunities for parents/carers though regular stay and play sessions

and at coffee mornings to be held at Sure Start centre e.g. MAKATON, nutrition advice,

home play/learning opportunities and so on.


· Develop succession planning for key roles: senior leadership team, committee, admin.


  • Improve and monitor the well-being of staff.


Quality of teaching, learning and assessment


  • Instill a culture of moderation within phonics and mathematical teaching and learning, observations and assessment.


  • Develop peer on peer observations as a method of supportive and constructive monitoring and development of staff, in relation to teaching and learning and delivery of curriculum.


  • Ensure opportunities for early communication and building relationships skills are evident in all areas of provision (both indoors and outdoors).


· Develop staff knowledge around ‘sustained, shared thinking.’


Learning environment


  • Promote personal development, characteristics of effective learning and good behaviour in a culture of high expectations for all.


  • Develop and improve all outside learning spaces and incorporate more green space and a food growing area.


  • Encourage parents/carers to complete questionnaires and develop suggestions board/box for parents and children to contribute ideas.


· Develop positive behaviour strategies within the whole staff team

and be able to demonstrate effective practice to parents/carers so they can confidently use the same strategies at home.


Outcomes for children


  • Raise levels of attainment and rates of progress so that all children progress well from their starting points.


  • Ensure that children are highly motivated, eager to join in and demonstrate curiosity, concentration and are able to use their imaginations. Staff to develop their skill and learning in order to ensure sustained, shared thinking is always evident in their interactions with children.


  • Continue to encourage parents/carers to recognise what is expected at each stage of their child’s learning journey.


  • Embed interventions such as homework packs, home visits, stay and play sessions, Makaton, Class Dojo etc to support children (and families) who are at risk of falling behind expected levels of development.


  • Improve children’s well being.