academy improvement plan for curriculum subjects lindfield...

Raising achievement Plan

1

Academy Improvement Plan For

Curriculum Subjects

Lindfield Primary Academy 2019-20

End of year review 2020

2

ART

Key

Area

Where are we

now?

Include identified

gaps, data etc.

Where do we want to be?

Measurable KPIs

What are we going to do to get

there? Who? By when?

How will it be

measured?

Impact and

RAG

1.

WEBSITE

-Subject Intent

-Promotion of

Subject

Website will be current and

purposeful throughout the year

- Update website with reviewed curriculum statement about INTENT

- Updated whole school curriculum map available

- Examples of what each year group are learning throughout the year in ‘virtual portfolio’

- Photos galleries created of special events in Art, including enrichment activities and cross curricular learning, visits etc

RS This will be

ongoing

throughout the

year.

Scrutiny of

website

Website clearly

outlines our

curriculum

intent and up

to date

curriculum

information is

available to all.

Examples of

work available

to show quality

of art across

academy.

TEACHING AND

LEARNING

IMPLEMENTATION

Planning and teaching to match new

whole school art plan

- Planning scrutiny to ensure weekly plans match new medium term plans across the whole school

- Staff meeting good practice to feature refreshers on art techniques and resources

- Use of Access Arts website to continue to inform planning and teaching art as a ‘journey’

RS Autumn term

planning

scrutiny

Spring term

Sketchbook

‘look’

Evidence of

work in

sketchbooks

(KS2).

Art plans on

short and

medium term

Staff

understand

importance of

focus on

process rather

than product.

Use of pro-

forma to

support their

planning of a

unit of work.

3

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be

measured?

Impact and

RAG

- Book scrutiny of sketchbooks to ensure process of artwork is recorded, not just outcome

planning

formats.

Staff act on

feedback from

sketchbook

looks outlining

areas for

development.

ASSESSMENT-

IMPACT

Evidence of progression in art

through the school

- Ensure statements on target

tracker match up with

curriculum being taught.

- Sketchbook scrutiny and

examples of EY/KS1 art work

collected for virtual

portfolio/website

- Use Access Arts progression

document to update whole

school skills map

RS Summer 2020 Range of

artwork

showing

progress from

range of year

groups on

display

around

school and on

website

Sketchbook

look as

evidence of

areas of

strength in

teaching of art.

Examples of

this evidence in

online

portfolio.

Work on walls

and on display

shows clear

progression

through the

school in terms

4

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be

measured?

Impact and

RAG

of skill and

technique..

SUPPORT FOR

STAFF

Staff to be confident teaching the

new planning chosen from Access

Arts

- Staff survey to analyse staff confidence in different areas of art

- Good practice time in staff meeting to share good practice across year groups

- CPD modules on Access Arts made available to staff

- ‘Week of drawing’ to launch use of sketchbooks and provide ideas/stimulus for promoting drawing as start to sketchbooking

RS

All staff

Autumn Term

Ongoing

Staff survey

results.

Quality of

planning and

work

produced in

lessons.

Evidence of

drawing in

sketchbooks

from Autumn

Term

Drawing week

and whole

school events

ensure

sketchbooks

were used

regularly so

children

become used

to using them

to record ideas

informally as a

process.

Staff meetings

to demonstrate

process of

artwork and

guidance/time

given to plan a

sequence of

5

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be

measured?

Impact and

RAG

work following

key steps.

ENRICHMENT

(MORE

ABLE/SEND/PUPIL

PREMIUM)

Workshops and off site visits to

promote art among pupil groups

(MA, SEND, PP)

- Contact local art venues/museums about options for school visit

- Plan an off-site visit to arts-based venue

- Link up with other locality primary schools for art competitions or workshops

RS/VS/RC By summer

Term

Photos on

school

website.

Links with

community

crew, building

cultural capital

and

strengthening

community

links.

SECONDARY LINKS

Regular work with art teacher in

local secondary school

- Plan workshops linked to themed weeks or whole school events

- Meetings with Oathall art department to build on links.

- Children to visit art department at Oathall for further links

- Identify areas for staff CPD and have Oathall staff run this

RS/VS Throughout

year

Art from

workshops on

display

around

school.

Photos and

examples of

work on

website.

Communication

with local

feeder school

maintained and

used as

opportunity for

children to see

future

progression of

skills and

experience new

technique. CPD

opportunity for

6

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be

measured?

Impact and

RAG

staff from

experience art

teachers.

7

COMPUTING

Key

Area

Where are we now?

Include identified

gaps, data etc.


Measurable KPIs

What are we going to do to

get there? Who?

By

when?

How will it be

measured? Impact and RAG

2.

WEBSITE 1.1.

-Subject Intent

-Promotion of

Subject

1. Statutory information currently up to date.

2. Staff use of website could be improved.

3. Currently not using the terms Intent, Implementation and Impact.

4. Computing curriculum workshops for parents offered but not well attended.

5. We participate in E-safety Day and Computer Science Week

1. Statutory information is present and up to date.

2. Staff to update the News section of the website. Year group content to be refreshed for the new academic year.

3. For the computing area of the website to include the terms Intent, Implementation and Impact.

4. Computing curriculum workshops to be well attended and parents / carers to have a better understanding of what we do at school.

5. E-safety Day and Computer Science Week to have a bigger impact on children and parents.

1. Regularly update the E safety section on the website refer to Trust audit.

2. Remind staff at the beginning of the new academic year and in AOB each term to check the website content. Review the website once a term.

3. Write computing curriculum Intent statement and upload to website.

4. Change the format to be workshop based and exciting sounding. Parent and child workshops?

5. PurpleMash workshop for parents to coincide with Computer Science Week. Digital Leaders take a larger role in E-Safety Day

1. RA check

2. All staff

3. RA

4. RA

5. RA

Termly

Termly

End of

Autumn

term

Termly

Successful website

review by the Trust

Website will have more

current content

(website review)

We will be having a

new website launched

after Easter. All pages

have been checked

and relevant

information updated.

Year groups will

update appropriate

pages termly.

News items may be

easier to manage

when new website is

launched.

All subjects now have

curriculum intent and

implementation

statements.

PurpleMash

workshops for parents

used digital leaders

and were both well

attended.

8

Key

Area

Where are we now?

Include identified

gaps, data etc.


Measurable KPIs


get there? Who?

By

when?

How will it be


Termly

Feedback from

parents.

Internet Safety Day

due to take place on

11th Feb.

TEACHING AND

LEARNING

IMPLEMENTATION

1. Most year groups are following the PurpleMash scheme of work.

2. It is not always possible to complete all the units within a year and it is unclear what has been missed.

1. For all year groups to be confidently teaching computing.

2. Use data anyalysis to identify gaps. Gaps to be filled by year groups focusing the next year where content has been missed the previous year.

3. Teachers adapting plans to use other software and devices eg Sphereos, Scratch.

1. Teachers to be given time to look through the year group curriculum and amend Learning Journey.

2. Honest audit of what has been taught each academic year to be shared with computing lead and next year group. Eg if creativity is missed in year 2 due to restrictions in time, that could start the following year.

Termly

Summer

Term

1. Planning scrutiny, evidence in Learning Journals, discussions with teachers.

2. Check gap analysis on TT. Discussions with teachers.

1. Data analysis identified some gaps on Target Tracker. (18/19 first full year assessing all subjects). These have now been addressed on the curriculum map, alongside guidance on how to assess. Informal book look

showed high quality

lessons taking place

Planning scrutiny /

book look cancelled re

covid.

2.Audit will change to

teachers reviewing

children’s knowledge

9

Key

Area

Where are we now?

Include identified

gaps, data etc.


Measurable KPIs


get there? Who?

By

when?

How will it be


and skills following

covid (some will have

made more progress,

others will have

missed learning).

ASSESSMENT-

IMPACT

1. Absence of pupil voice.

1. Children are able to talk about their learning and identify progress they have made and next steps.

1. Talk to children to get pupil voice about their learning.

RA Summer

term

Children will be able to

talk about what they

have learnt / enjoyed

and what they think

their next steps might

be.

1. I have spoken to

children from year 5, 3

and 1 about their

learning. – see folder

SUPPORT FOR STAFF

1. Teachers are using Target Tracker to assess the children using the statements.

2. We have recently purchased Sphereos but at present, staff don’t know how to use them.

1. Teachers will be confident when assessing the children against the criteria.

2. All teachers will have used the new equipment at least once.

1. Organise a drop in service where teachers can complete Target Tracker with me available to support explaining statements teachers may be unsure of.

2. Staff training on Spheros x2 Staff Meetings including computing curriculum powerpoint.

End of

spring

term

data time

Summer

term

Gap analysis on Target

Tracker should present

a clearer picture.

Evidence in Learning

Journals.

1.TT assessment

criteria explained in

staff meeting and

print out shared.

I did a book look

midway through the

Autumn term. There

was evidence of

computing in all year

groups – will need to

encourage use of a

ditty to explain the

learning.

10

Key

Area

Where are we now?

Include identified

gaps, data etc.


Measurable KPIs


get there? Who?

By

when?

How will it be


Gap analysis not

typical for year

following covid.

2.Evidence of children

using Spheros in

Learning Journals for

KS2.

ENRICHMENT (MORE

ABLE/SEND/PUPIL

PREMIUM)

Digital Leaders

provides an

enrichment

opportunity for yr

5/6 children.

Technology is used

to support SEN / PP

children.

Extension activities

and challenges are

available for more

able children

1. Enhanced provision for More able / SEND / PP

2. Greater use of technology to support SEN children – dictate into iPads – ability to print

3.

1. Sphereo session specifically for target groups.

2. Subject leader time with SENCO and technician to see what else we can do.

Spring

term

Photographic evidence

/ website?

1.Enrichment sessions

for More Able / SEND/

PP postponed (Covid)

Year 5 SEND / PP

digital leaders to

support most at risk.

2.Worked with SENCO

to look at how

children can be

supported in

computing. Cross

curricular support for

SEND shared with

staff.

11

Key

Area

Where are we now?

Include identified

gaps, data etc.


Measurable KPIs


get there? Who?

By

when?

How will it be


alongside supporting

other pupils.

SECONDARY LINKS

There are currently

no links for

computing with local

secondary schools.

1. To have a link with a local secondary school.

1. Contact local secondary school and see what links could be established.

Autumn

term

1.Contact made with

Oathall to establish

links – waiting for

computing co-

ordinator to

correspond.

SAFEGUARDING

There is currently

only 1 password for

all children across

the school for both

PurpleMash and the

network. All

children currently

log on to the server

as Student

1. All children in KS2 to have personal passwords to PurpleMash.

2. All children in KS2 to personal logins to the school server with personal passwords.

1. Check all PurpleMash usernames are correct and any children who have left / joined are accounted for. Change passwords for KS2.

2. Export PurpleMash usernames / passwords into a spreadsheet for the technician to transfer and create user accounts to the village domain.

RARA

RA

Early

Autumn

term

Summer

term

1.KS2 children will have

personal username and

passwords for

PurpleMash

2.KS2 children will have

individual passwords

for the academy

domain.

1.KS2 children have

personal passwords

for PurpleMash

2. Waiting for IT

technician to create

them. (Covid)

12

DESIGN AND TECHNOLOGY

Key

Area

Where are we now?

Include identified gaps, data

etc.

Where do we want to

be? Measurable KPIs

What are we going to do

to get there? Who?

By

when?

How will it be


1.

WEBSITE

-Subject Intent

-Promotion of Subject

The DT page has been added to

the website including an

introduction, aims for the

subject and a whole school

plan. Headings need to be

updated and a gallery of images

added.

A gallery images

added to create a

website section to

show the

Implementation of DT.

Headings need to be

updated.

1.1.

Source specific images

from year groups

showing the variety of

food skills, mechanisms,

design and work with

structures that take place

throughout the

Academy.

JR July

2020

Visitors, current and

potential parents will

be informed about the

broad range of DT

knowledge, skills and

experiences provided

by the Academy.

Subject Intent for

Design and Technology

has been added to the

Academy website along

with Implement and

Impact statements.

Headings have been

updated. The

curriculum map has

been updated and

added to the site.

Images for a gallery

have been sourced but

photo permissions need

checking.

13

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


TEACHING AND LEARNING

IMPLEMENTATION

The whole school plan for DT

has been updated through

discussion with year groups and

a review of breadth and depth

across the school.

Children will increase

their understanding of

where food comes

from, of seasonality

and of how

ingredients are grown,

reared, caught and

processed.

1.2.

Year 5: Introduce the

‘Grow Your Own

Potatoes’ scheme.

Year 4: Update resources

to include seasonality.

Year 3: Support planning

healthy drinks focused

on fruits grown in Africa

Year 1: Introducing

Traffic Light Food Game

and where it grows

activity.

JR July

2020

Cooking and Nutrition

Target Tracker

Statements will be

assessed at WT/ A or M

for all children.

The ‘Grow Your Own

Potatoes’ scheme has

been implemented but

children will be unable

to harvest this year due

to Covid 19. I

have created

PowerPoints for Year 5

cooking to include

seasonality and learning

about the impact of

Fairtrade.

Year 1 have received

and used their Traffic

Light Food game and I

have created a Where it

Grows activity.

I have written plans and

created resources for

Year 3 incorporating

seasonality, healthy

eating, sugar content

and work involving

where food comes from.

14

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


ASSESSMENT- IMPACT

Whole school DT plan has been

updated to include topic

relevant learning experiences

that cover all tracker

statements.

10% of tracker statements are

assessed as ‘Not Begun’ which

will be addressed when revised

Whole school plan is

implemented.

100% of Target

Tracker Statements

will be assessed at

WT/ A or M for all

children.

1.3.

Ensure guidance and

resources are created for

all new or revised

learning experiences.

JR July

2020

100% of Target Tracker

Statements will be


for all children.

Guidance, resources and

support has been

provided for Year 1,

Years 3 and 4 and will

be able to assess every

tracker statement for

DT. Year 2 are able to

access every tracker

statement for DT.

Further support and

analysis needed to

review the DT in Years 5

and 6.

SUPPORT FOR STAFF

Through discussion year group

teachers have developed ideas

for new learning experience to

provide greater breadth and

depth. Several year groups will

be initiating new Design and

technology projects and

challenges.

The Whole School

Design and

Technology plan will

continue to be

updated as Year

groups implement and

review new projects.

1.4.

Health and Safety

Training for JR

Ensure guidance and

resources are created for

all new or revised


JR Sep

2020

100% of Target Tracker

Statements will be


for all children.

Evidence collected

showing quality of

products and

experiences.

Health and Safety

training has been

completed: Health and

Safety in Education,

Level 2.

Guidance and resources

have been provided for

EYFS wheels and for

Using electrical

components in products

in Year 4. Year 4 are

now teaching exploded

diagrams and Year 3

15

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


Write planning and

create resources for a

Year 3 building challenge

to develop the whole

school progression in

structures.

have introduced

fastenings to their

Textiles work.

I have written plans and

created resources for a

series of lessons about

structures for 3.

ENRICHMENT (MORE

ABLE/PUPIL PREMIUM)

Pupil Premium children were

invited to a whole day

workshop of collaborative

Design and Technology creating

shared products from recycled

materials.

Through awareness of

both current and past

inspirational people

that work in the field

of Design and

Technology children

foster ‘an

appreciation of

human creativity and

achievement’.

1.5.

Reinforce Design heroes

as an introductory

resource for specific

projects.

Ensure guidance and

resources are provided

support a deeper

awareness of a design

brief e.g. fair-trade,

caring for wildlife, food

miles etc.

JR July

2020

Evidence collected

showing quality of

products and

experiences.

Design heroes are being

used to introduce

learning in most Year

groups.

Guidance and resources

have been provided

introducing Fairtrade in

Year 4 and in Year 1

children are considering

the needs of wild birds

and learn about.

I have created lessons

and resources for Year 3

involving food miles.

SECONDARY LINKS Reestablished links

with Design and

Technology team at

1.6. JR Sep

2020

Children with a flair or

particular interest in


Children have attended

a Cooking Masterclass

this year at Oathall

16

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


The Oathall DT Masterclasses

were unavailable during this

academic year.

Oathall Community

College.

Show support for

Masterclasses.

Make contact with


team at Oathall.

will take part in

specialist workshops at

Oathall College.

Community College as

organized by Healthy

Schools CW.

17

GEOGRAPHY

Key

Area

Where are we now?

Include identified gaps,

data etc.

Where do we want

to be? Measurable

KPIs

What are we going to

do to get there? Who? By when?

How will it be


1.

WEBSITE

-Subject Intent


Website will be

current and

purposeful

throughout the

year

Update website

regularly.

Focus on the

curriculum statement

about INTENT.

SG This will be ongoing

throughout the year.

Scrutiny of website The website has been

updated, so the

Geography

curriculum statement

includes a statement

about intent.


IMPLEMENTATION

All children to

reach expected

standard in

Geography across

all year groups

-Develop the use of

‘enquiry skills’ to

promote the teaching

of Geography through

staff meetings.

- Focus on the

medium term plan to

help develop a

learning journey for

Geography.

-Learning journal

book scrutiny.

SG/JA This will be ongoing


This will be ongoing


Geographical focus

activities integrated

into planning

Planning scrutiny

showing cross

curricula links

The use of enquiries

to develop the

teaching of skills has

been introduced at a

curriculum staff

meeting. The Whole

School Geography

plan has also been

updated to include a

progression of skills.

Informal Learning

Journal scrutinies

have taken place.

These were to be

repeated in term 4,

18

Key

Area

Where are we now?


data etc.

Where do we want

to be? Measurable

KPIs



How will it be


- Use learning walks

to ensure coverage of

Geographical

knowledge.

Autumn/Spring/Summer

terms

Termly

Development of

geographical skills

Book scrutiny

Evidence of

geographical

displays

however the school

shut for lockdown.

Monitoring of

Geography linked

displays has taken

place. Staff to be

encouraged to

maintain a

Geography linked

display/area in class.

ASSESSMENT- IMPACT

All children to

reach expected

standard in

Geography across

all year groups

Monitor children’s

progress on Target

Tracker.

Look at Target tracker

to ensure statements

SG

JA/VS

Spring Term/Summer

Term

Analysis of target

tracker

Pupil progress

meetings

Analysis of target

tracker relating to

coverage and

progress in relation

to the Geography

plan undertaken prior

to staff meeting,

where adjustments

were made to Year

19

Key

Area

Where are we now?


data etc.

Where do we want

to be? Measurable

KPIs



How will it be


match our curriculum

map.

Look at the IMPACT

across all year groups.

SG

JA/VS

SG

Summer term group pans. Further

monitoring limited by

lockdown.

Statements from

target tracker have

been matched to the

curriculum map on

the Whole School

Geography plan. Year

groups have been

encouraged to use

this to help plan their

teaching and ensure

the Geography

curriculum is

covered.

SUPPORT FOR STAFF

For all children to

reach the expected

standard in

Geography across

all year groups

-Staff meeting on

using Big Questions to

help promote the use

of Geographical

knowledge and skills.

Link to History.

SG/JG

Spring term

This has been trialed

in Year 3, when

teaching staff worked

together to plan a

series of enquiry led

Geography lessons.

These formed part of

a whole school

20

Key

Area

Where are we now?


data etc.

Where do we want

to be? Measurable

KPIs



How will it be


Invest in additional

resources to support

learning

-CPD opportunities

SG

Active use of

resources - photos

Attendance on

courses

observation schedule.

This was shared with

staff at a staff

meeting , to guide

staff to plan their

own enquiries linked

to Learning through

Stories week.

SG and JA attended a

Geography

Conference to

support further

development of our

Geography

curriculum.

We have subscribed

to Digimap to support

map work. The

Primary Connected

Geography (Collins)

has been purchased

by the PTA. This will

be used to support

21

Key

Area

Where are we now?


data etc.

Where do we want

to be? Measurable

KPIs



How will it be


teaching across all

year groups.

ENRICHMENT (MORE

ABLE/SEND/PUPIL

PREMIUM)

An enrichment

afternoon for all

children (whole

school focus)

Develop an

enrichment session to

target children across

year groups.

Liase with secondary

school for subject

expertise.

SG/NG

and SLT

To be determined by

the school diary

Photos and displays

around the school

During the Autumn

enrichment

afternoon a number

of activities had a

Geography focus eg

orienteering Year

5/6, map skills with

Digimap Year 3/4

SECONDARY LINKS

Meet with Geography

department at

Oathall.

Work towards

stablishing sessions

for Y3,4,5 at Oathall

to promote links and

to develop

Geographical


SG

SG

Autumn term

Spring term

Summer term

Photos and displays

A meeting took place

with a representative

of the Geography

department at

Oathall. It was hoped

a map skills session

would come from this

– on hold due to

lockdown.

22

HEALTHY SCHOOLS

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


1.

WEBSITE

-Subject Intent


Website will be

current and

purposeful

throughout the year

Update website

regularly with a focus on

the curriculum

statement about

INTENT.

CW This will be

ongoing

throughout

the year.

Scrutiny of website. Green – website

updated on an ongoing

basis.


IMPLEMENTATION

Healthy School status

maintained

- Use of Phunky Foods

Resources to guide


children.

- Healthy Schools

assembly delivered by

Chartwells to promote

healthy meals.

- Hidden sugars

assembly to be given by

Phunky foods.

- Promotion of Captains

Table

CW/All

CW/MS

CW

This will be

ongoing

throughout

the year.

Term 3

Term 5

Evidence of Healthy

Schools activity on

website and in Leaning

Journals.

Amber

Promotion of healthy

diet – visit by Mike

Martin nutritionists

with talks to Years 4

(31st Jan) and 5 (14th

Feb).

Captains Table ongoing.

Meeting with CPD to

arrange hidden sugars

assembly and

promtopn of Phunky

23

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


CW/NG

This will be

ongoing

throughout

the year.

Foods resources at staff

meeting. (On hold due

to Covid 19)

ASSESSMENT- IMPACT

1.3.

SUPPORT FOR STAFF

Staff confident and

aware of Phunky

Food resources and

support.

CPD opportunities

-Maintain links with

Phunky Foods – promote

Healthy Schools

education with

reminders of resources

available.

CW This will be

ongoing

throughout

the year.

Amber

CPD course to be

attended 1st Feb with

Phunky Foods.

See above for reminder

about available

resources.

ENRICHMENT (MORE

ABLE/SEND/PUPIL PREMIUM)

Children to be given

opportunities with

secondary schools – see

below

CW/RC

/JR/NG

Term 5

2020

Green 13 Jan 20

10 puils visited Oathall

to make low sugar

cookies. Very positive

24

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


experience for both

schools.

SECONDARY LINKS

Contact Oathall

Community College to

try and establish

opportunities for

Lindfield Children to visit

and experience Healthy

Cooking sessions.

CW Term 5

2020

Green See above.

Further children to visit

Oathall post GCSEs

25

HISTORY

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


1.

WEBSITE

-Subject Intent


Website will be

current and

purposeful

throughout the year

Update website

regularly with a focus

on the curriculum

statement about

INTENT.

JA This will be

ongoing

throughout

the year.

Scrutiny of website Intent updated,

alongside with

Implementation and

Impact, and presented

to staff in a staff

meeting.


IMPLEMENTATION

All children reaching

expected standard in

History across all

year groups

-In a staff meeting show

staff how to develop

the use of Enquiry skills

to promote the

teaching of History.

- Focus on the medium

term plan to help

develop the historical


children.

JA This will be

ongoing

throughout

the year

Book scrutiny and

planning scrutiny.

Analysis of Target

Tracker data

Focus on History days

integrated into the

planning

Staff introduced to a

progression of skills

that can also be used in

Geography, History and

Science. These skills

have been added to

information in

curriculum files to

support staff and

planning of a variety of


26

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


- Use learning walks to

ensure coverage of

historical knowledge.

Promote History

through the Learning

Through Stories weeks


Think about teaching

History in the mornings.

Evidence of historical

displays

Learning walks have

shown good coverage

of History in all Year

groups.

Evidence of these to be

updated on the

website.

Focus on History/

Geography to be the

focus on the next

Learning Through

Stories week in March

2020.

Year 4 curriculum is

currently being

reviewed and the

Autumn term topic title

has been renewed to

allowed flexibility and

focus on key texts and

enquiry based learning.

27

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


Monitoring of this will

take place in

September after

Lockdown. COVID 19

During home learning

History formed a key

part of the curriculum

and children were

given opportunities to

develop historical

learning.

ASSESSMENT- IMPACT



History across all

year groups


progress on Target

Tracker, making sure

statements match our

curriculum map.

Look at the IMPACT


JA/VS Spring

Term/Summer

Term

Analysis of Target

Tracker data

Pupil progress

meetings

What will the IMPACT

look like in terms of

endpoints?

Impact has been

introduced in the

refinement of our

Learning Journey. This

was designed to help

year groups and subject

co-coordinators plan a

range of experiences

for our children, which

can be tracked along TT

statements.

28

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


A document has

recently been

introduced to staff to

help them consider the

range of skills and

experiences given to all

children.

SUPPORT FOR STAFF



History across all

year groups

-Staff meeting on using

Big Questions to help

promote the use of

historical knowledge

and skills. Link to

Geography.

-CPD opportunities

-Introduce good quality

resources and key texts.

JA/SG Spring Term Use of historical skills

in children’s lessons

and books.

Attendance of courses

and links with

secondary school

A staff meeting

introduced Big

Questions to use in

History. An example

already used in Year 3

was shared with staff.

A follow up staff

meeting is scheduled in

March to support

teachers planning of

the Learning Through

Stories week.

Encouragement of

these Big Questions will

29

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


be a focus alongside

Geography as well.

This staff meeting took

place just before

Lockdown so further

monitoring could not

take place.

ENRICHMENT (MORE

ABLE/SEND/PUPIL PREMIUM)

Children will be

involved in an

enrichment

afternoon to support

writing and reading

across the

curriculum.

Develop an enrichment

session to target

children across the year

groups.

JA/NG

and SLT

(Whole

School

focus)

TBC Photos and displays

around the school

Enrichment afternoons

are planned once a

term. 2 have already

taken place ….History

and Art were linked

with a session on

Mayan Art.

SECONDARY LINKS

Regular sessions for

Y3,4,5 at Oathall to

promote links and to

develop historical


Link with Enrichment

afternoon.

JA Summer Term Photos and displays. An initial meeting was

set up with Oathall.

Unfortunately, no

History Co-ordinator

attended and it has

been difficult to follow

up any further links.

Currently looking at

promoting other links

with Cumnor and

linking it with Science.

30

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


Also making links with

Horsham Museum and

planning workshops

with them.

31

MATHS

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs


to get there? Who? By when?

How will it

be

measured?

Impact and RAG

1.

WEBSITE

-Subject Intent


Website will be

current and

purposeful

throughout the year

Update website regularly

including parent

workshop PowerPoints

and sections on problem

solving and reasoning

JS Ongoing –

throughout the

year.

Website updated for all

year groups. Parent

workshop did not happen

due to Covid -19. Some

calculation videos on

website as a replacement.

32

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG


IMPLEMENTATION

85%+ children

reaching expected

standard in Maths

across all year

groups

Booster Groups from Year

2 – 6

JS/Year

groups

Set up in

Autumn for

Spring Term

Booster groups underway

from November in Year 2

with Jennie Adams every

Tuesday.

Booster groups underway

in Year 3/4 with Dawn

Smith from January on

Wednesday afternoons

Booster groups in Year 6

underway with Dawn Smith

on Tuesday and Wednesday

after school. Increase from

1 to 2 groups this year due

to increased need in Year 6.

Year 5 groups in Summer

Term did not happen. (CV-

19)

Lesson drop ins JS/LM 2 mornings per

year for

33

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

Learning Walk –

1 x Aut and 1 x

Spr/Sm

Book scrutiny (including

Fluency Time & TTR) to be

conducted every term

JS/VS/LM

NG/LD

6 afternoons a

year (1 per half-

term)

Times Table Rockstars to

be monitored as a ‘paper’

exercise once a week in

Year 3 & 4

JS/Year 3/4

teachers

Monitored as

part of the

book scrutiny

(3 times per

year)

JS dropped to see 12

teachers across the school

- EYFS to Year 6. Report to

be shared with staff.

Learning Through Stories

Week – 2 times per year

JS/LD/JA Aut Term and

then Spring

Term

Host parent workshops on

the Four

Functions/Calculation

Policy but more links to

problem solving

Monthly Maths Challenge

JS/LM

Spring Term

1 conducted in Aut 1 and

feedback given verbally to

individual year groups. 1

conducted in Aut 2 and Best

Practice Checklist created

and shared with staff. Spr 1

completed using checklist

and feedback given verbally

and at staff meeting. Spr 2,

34

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

JS/LM

Launch Aut

Term

Sm 1 and Sm 2 did not

happen – CV-19

LM has monitored this and

all year groups are

achieving it once and week.

Not part of book scrutiny –

LM conducts this

separately.

LTS Week conducted in

Autumn – display up and

great cross-curricular work

produced. Maths was a

focus. LTS Week II set for

March 16th did not happen

– CV-19

35

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

Parent Workshop on

fractions and problem

solving set for 19th March –

did not happen – CV-19.

Calculation videos online

instead.

ASSESSMENT- IMPACT

85%+ children

reaching expected

standard in Maths

across all year

groups

Monitor the White Rose

Assessments every term

and look at effectiveness

of fluency and problem

solving

JS/LM Spring Term &

again in

Summer Term

LM and JS had morning out

in February to analyse data

fully – good year on year

progress apparent.

LM and JS to have

afternoon out to conduct

focus groups and write

questionnaire to be

Look at groups of children

on TT to evaluate

effectiveness of

interventions

JS/VS Aut/Spr/Sum

36

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

Pupil Voice focus groups –

all years

JS/LM Aut Term distributed in March – did

not happen – CV-19

Pupil Voice -

questionnaire

JS Spring Term

SUPPORT FOR STAFF

85%+ children

reaching expected

standard in Maths

across all year

groups

Staff Meeting on STEM

sentences

JS/LM Aut Term Staff Meeting on 15/10/19.

STEM sentences was

included but not main focus

as other priorities including

’What is problem solving?’

arose. Lots of resources

shared. E.g. Hands on

maths, I see reasoning.

Two other staff meetings

on topics TBC

JS/LM Spr/Sum

CPD courses for teachers

and Tas

JS Throughout the

year

Resources – purchase

new resources after result

of last year’s audit to

promote mastery

teaching

JS/LM Autumn Term

Spring – Maths update

meeting during INSET in

February

37

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

Summer Staff meeting – did

not happen – CV-19.

Replaced with CPA and Bar

Modelling video training

from White Rose for ALL

staff (including TA’s)

CPD courses for SO, BO,

KM. With CM/EC set to join

a TRG for EYFS in Spring

Term.

SA and KM went on TA

courses in Autumn Term

Some new resources

bought after discussion

with staff.

38

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

ENRICHMENT (MORE

ABLE/PUPIL PREMIUM)

20%+ children reach

GDS (s+ on TT or

110 scaled on SATs)

in all year groups

Brighton University

students to come in and

deliver ‘More Able’

sessions for children from

Year 1-5 in Spring or

Summer Term depending

on placements of

students

Ardingly students to come

in and support more able

children through

workshops on problem

solving

JS Summer Term

Summer Term

(Ardingly)

Spoken to Lesley Hope

Brighton University and

students set to come down

in June. She will liaise with

2nd year students once their

placement is over in March

– did not happen – CV-19

Email sent to Ardingly. Will

occur in Summer Term for

3rd straight year as this was

successful last summer –

did not happen – CV19

SECONDARY LINKS 85%+ children

reaching expected

standard in Maths

Regular sessions for Y3, 4,

5, 6 at Oathall with KS3

lead to promote links and

JS Throughout the

year

Year 3 and Year 6 have

been down to Oathall for

39

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

across all year

groups

problem solving. Possibly

look at Y6 as well.

sessions. They were a great

success.

Year 5 will be going down

this term with plans for

Year 4 after that – did not

happen CV-19

Meeting with PG (Oathall

link) once a term

JS Once a term

Meetings have facilitated

the regular sessions at

Oathall. Constant email

communication also.

SALT meeting – links with

Oathall and WP at these

meetings

JS/LM Twice a term

40

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

Links with secondary

schools lacking at SALT

meetings however, these

meetings have produced

some great ideas that have

been shared with staff at

Lindfield and led to some

fantastic collaboration

between the local HH

primary schools.

SEND

Teachers to be

confident in

assessing gaps and

designing Learning

Sequences for

LA/SEN children in

maths

TAs to be more

confident with their

use of

mathematical

language to support

Jane Robinson to run staff

meeting to support

teachers to undertake this

task throughout the year

JS/JR to run TA training on

language used for

mastery

JR

Autumn Term

Autumn Term

Idea from maths SALT of

using ‘Hands on Maths’ for

Learning Sequences across

the school. Implemented at

staff meeting on 15/10/19.

Training not planned yet.

Needs to be scheduled for

Summer Term – did not

happen – CV-19. Replaced

with CPA and Bar Modelling

video training from White

41

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it

be

measured?

Impact and RAG

leaners and run

interventions

Look into Faye Heath

coming in to support with

this.

JS/JR

JS

Autumn Term

Rose for ALL staff (including

TA’s)

Training not planned yet.

Needs to be scheduled for

Summer Term – did not

happen – CV-19. Replaced

with CPA and Bar Modelling

video training from White

Rose for ALL staff (including

TA’s)

Y4 Times Tables Assessment 70% of children in

Y4 to get 20+ marks

on the Times Table

assessment with

40% getting 25/25

See Y4 action plan JS/Y4 team Throughout the

year

Average score is 20.39

(0.9% above national) and

30% of children scored

25/25 (6% above national).

43

MFL

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs


get there? Who? By when?

How will it be


2.

WEBSITE

-Subject Intent

-Promotion of

Subject



• Update website ‘Overview’

section with a revised

curriculum statement focusing on INTENT.

• Expand gallery of photos of

chn engaged in Languages activities across the school.

• Upload examples chn’s MFL

learning across the school.

SV

SV &

Teachers

SV &

Teachers

Ongoing

throughout

the year.

Scrutiny of website. Curriculum statement,

Intent and

Implementation have

been written and added to

website.

Website includes photos

of Language learning and

examples of children’s

work from the Enrichment

Days. To be expanded

with work from other year

groups.

TEACHING AND

LEARNING

IMPLEMENTATION

Languages taught for 30 minutes

per week in KS2 and 20 minutes

per week in KS1.

• Staff meeting time to

explore resources and

support for non-specialist

French/Spanish Teachers

on the Primary Languages

Network.

• Use of Primary Languages

Network curriculum and resources to support staff and guide learning journey

for chn.

SV &

Teachers

Ongoing

throughout

the year.

Look at a sample of

French books/Learning

Journals to ensure

coverage of new Primary

Languages Network

curriculum.

Evidence of examples of

French vocabulary

displayed in KS2

classrooms during

A dedicated Staff Meeting

was held to discuss the

teaching and learning of

Languages.

Primary Languages

Network website and

scheme of work was

44

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be


• Staff meeting good practice

and drop-ins with MFL Subject Leader.

Teachers

SV &

Teachers

Learning Environment

Walks.

introduced to staff and

key features explored.

Lesson ideas were

modelled.

Staff are starting to use

the Primary Languages

Network curriculum and

resources in their planning

and lessons.

Good practice session in

staff meeting to be

arranged. Delayed owing

to Covid-19.

Staff have started to pop

in to MFL Subject lead for

advice.

ASSESSMENT-

IMPACT

All KS2 chn to reach the expected

standard within band in French

for listening, speaking, reading

and writing (see DfE Attainment

• Start to use ‘Puzzle It Out’

Assessments for KS2 French

from Primary Languages

Network.

KS2

Teachers

Summer

2020

Analysis of Target Tracker

data.

Languages are being

tracked on Target Tracker

on a termly basis.

45

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be


targets for each element

below*).

• KS2 staff to update class

data for Languages on

Target Tracker on a termly

basis.

KS2

Teachers

Look at a sample of

‘Puzzle It Out’ Assessment

sheets.

Assessment tools will be

introduced once staff are

more confident about

using the Primary

Languages Network and

once this is embedded in

our teaching and learning.

Delayed owing to COVID-

19.

SUPPORT FOR

STAFF

Staff having improved confidence

in delivering French lessons 30

minutes per week in KS2 and

Spanish lessons 20 minutes per

week in KS1.

• Staff training on effective

use of Primary Languages Network in a staff meeting slot.

• Optional online CPD for

staff to improve their French using the ‘Upskilling’ tool via the Primary

Languages Network.

• Staff meeting good practice

and drop-ins with MFL Subject Leader.

SV &

Teachers

KS2

Teachers

Autumn

2019

Ongoing

throughout

the year.

Increased evidence of

Languages teaching from

examples of work in

books/Learning Journals.

Questionnaires about

teacher confidence with a

sample of staff.

Improvement in scores

from staff using the online

Upskilling CPD tool.

Staff concerns and CPD

needs were discussed in a

staff meeting dedicated to

Languages.

MFL Subject Lead

explained how the Primary

Language Network was a

CPD tool – slides with

embedded native

speakers, Click2Teach

lessons, etc.

46

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be


SV &

Teachers

Ongoing

throughout

the year.

Staff have started to pop

in to MFL Subject lead for

advice.

Good practice session in

staff meeting to be

arranged. Delayed owing

to COVID-19.

Optional online CPD to be

introduced during good

practice staff meeting

session. Delayed owing to

COVID-19.

ENRICHMENT

(MORE

ABLE/SEND/PUPIL

PREMIUM)

Chn being immersed in an

additional language and the

culture of another country.

• Whole school half-day of

enrichment opportunities on the European Day of Languages (26 September 2019).

SV &

Teachers

September

2019

List of planned Language

activities designed for

each year group.

Photographic or written

evidence of chn engaged

in European Day of

Languages activities.

A whole school half-day of

enrichment opportunities

was held on the European

Day of Languages.

Each year group learnt

phrases in a different

language and completed

associated activities in

Spanish, Italian, Arabic,

Russian and Mandarin.

47

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it be


Year 3 and 4 children were

involved in Languages

workshops on two

separate Enrichment Days.

The first focused on

French and the second on

Polish.

SECONDARY LINKS

Improving the transition of

Language learning between

primary and secondary

education.

• Make links with the MFL

department at Oathall

Community College to develop Language activities and staff confidence.

SV Summer

2020

Photographic or written

evidence of staff and chn

from Oathall Community

College engaged in

Language activities with

Lindfield chn and staff.

Initial contact was made

with the Languages

department at Oathall in

the Autumn term.

Delayed further owing to

COVID-19.

*DfE Attainment targets for Languages in Listening, Speaking, Reading & Writing by the end of KS2:

LISTENING

• Listen to spoken language and show understanding.

• Explore patterns and sounds of language.

SPEAKING

• Engage in conversations.

• Speak in sentences.

• Develop accurate pronunciation.

48

• Present ideas and information orally.

READING

• Read carefully and show understanding.

• Appreciate written French.

• Broaden vocabulary.

WRITING

• Write phrases from memory.

• Describe people, places and things.

• Understand basic grammar.

49

MUSIC

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it

be

measured?

Impact and

RAG

3.

WEBSITE

-Subject Intent

-Promotion of

Subject



- Update website regularly with a focus on the curriculum statement about INTENT.

- Photos of year groups music sessions.

- Examples of what each year group are learning about.

HM/HD This will be

ongoing

throughout the

new academic

year.

Scrutiny of

website

Continuing

TEACHING AND

LEARNING

IMPLEMENTATION

100% children reaching expected

standard in music across all year

groups.

(On year group bands)

- Use learning walks to ensure coverage of new music curriculum.

- Staff meeting time to plan I cans… from whole school plan.

- Staff meeting good practice. - Resources provided for staff on

the system.

HM/HD This will be

ongoing

throughout the

new academic

year

Examples of

work in

learning

journals.

Analysis of

Target

Tracker data

Examples of

work on

Displays

updated –

New

resources

ordered by

PTA.

50

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it

be

measured?

Impact and

RAG

music display

in WA Hall.

ASSESSMENT-

IMPACT

KS1

By the end of their time at Lindfield

children will be able to:

- play and perform

- play a range of instruments

- recall sounds

- listen and appraise a range of music

from different traditions from great

composers and musicians

KS2

By the end of their time at Lindfield

children will be able to:

- play and perform

- play a range of instruments

- improvise and compose

- appreciate and understand a wide

range of high-quality live and

recorded music

- Examples of work in year group

learning journals.

- Learning walks.

- Pupil voice questionnaire.

- Analysis of target tracker steps.

- Statements analysis on target

tracker – do we use?

HM/HD Autumn 2020 Analysis of

Target

Tracker data

Pupil

progress

meetings

More work

in learning

journals

showing

music being

taught.

Autumn

term steps

analysed

and year

groups

individually

contacted.

51

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it

be

measured?

Impact and

RAG

- listen and appraise a range of music

from different traditions from great

composers and musicians

SUPPORT FOR

STAFF

Ensure all children have had access to

wide curriculum resources and

lessons. Referring directly to national

curriculum impact.

- Staff meeting to evaluate the resources provided.

- Possible further Charanga training to be hosted at Lindfield

- Good practice time in staff meeting to share practices across year groups.

HM/HD

All staff

Autumn 2020 Examples of

work in

learning

journals.

Examples of

work on

music display

in WA Hall.

New

resources

approved

by the PTA

ENRICHMENT

(MORE

ABLE/SEND/PUPIL

PREMIUM)

Taking part in music workshops

outside of the school.

- Possible work alongside All Saints church and new parents in reception.

- Link with choir. - Link with West Sussex Music

Service.

HM/HD

SR

Autumn 2020 Photos and

displays

around the

school and

on website.

Voice in a

million

2019

Discussion

with Oathall

re More

Able and

Orchestra

52

Key

Area

Where are we

now?

Include identified

gaps, data etc.


Measurable KPIs



How will it

be

measured?

Impact and

RAG

SECONDARY LINKS

Working alongside music department

in local secondary school Oathall.

- Accept invitation to Big Sing in Autumn Term.

- Meetings with Oathall music department to build links.

- Working with year 10 or 11 music GCSE students?

HM/HD Autumn 2020 Photos and

displays.

Big Sing

now in

October

2020.

Meeting

with Oathall

to begin to

build links.

53

PSHE

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


4.

WEBSITE

-Subject Intent

-Promotion of

Subject

Website will be

current and

purposeful

throughout the

year

Photos will

reflect learning

from the

academic year

2019-2020

Update website regularly with

a focus on the curriculum

statement about

INTENT/IMPLEMENTATION

and IMPACT

MF Web Updates:

- AUT1 - SPR1 - SUM1

Scrutiny of website

Talking to SLT and

colleagues about

potential improvements.

Website has been

updated and now has the

intent/implementation

and impact clearly

displayed. Photos are up

to date. Progression of

skills document is

viewable.

Yellow shows task

incomplete due to

lockdown. To be

completed AUT1 in new

academic year.

Progression of skills map will

be written and uploaded onto

website

MF Uploaded by AUT2 Document will be

uploaded and approved

on the school website.

TEACHING AND

LEARNING

IMPLEMENTATION

100%+ children

working within

band.

Use of Jigsaw curriculum to

guide learning journey for

children.

MF AUT 1 Book look

focus on matcing I

cans to Jigsaw

scheme. How are

we doing?

AUT 2 Develop


Learning walks + audits

Analysis of Target

Tracker data

So far I have carried out

two learning walks and

two book looks. In staff

meetings the use of target

tracker has been

explained for PSHE.

54

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


map and carry out

a learning walk and

book look focusing

on matching this to

our curriculum.

SPR2 Book look

and learning walk

with VS to see how

we have improved

since previous

scrutiny.

Feedback to year groups

given:

- Children who need to be focused on (not at ARE)

- Gaps in the progression of skills document.

- Ways forward (refer to subject folder)

Each class has a PSHE

display with:

- Jigsaw piece - Learning intention - Examples of

children’s work.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

Use learning walks to ensure

coverage of PSHE curriculum.

MF AUT1 alongside

music corrdinator

to see how PSHE is

displayed and

celebrated across

the school

Evidence of PSHE

displays (updated in the

rotunda + classroom

displays)

Monitor use of

Target Tracker

Upload new statements onto

Target Tracker

MF Autumn 1 Email updates about

target tracker us in PSHE

55

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


regarding PSHE

– how are we

using it? Is it

working?

Staff meeting time to establish

how we will be using TT to

assess in PSHE.

Provide each year

group with a

prompt sheet to

help with inputting

TT data.

and prompt sheet in all

year group spotty

folders.

ASSESSMENT-

IMPACT

100%+ children

working within

band.

Monitor children’s progress on

Target Tracker

Look at the IMPACT across all

year groups.

Pupil voice with the school

council.

MF AUT1 – analyse

previous year data

and provide

colleagues with a

list of children not

currently at ARE.

SPR 2 – pupil

survey about PSHE

with the school

council. What do

they want to learn?

What do they take

away from PSHE?

Etc.

SUM2 – allows

staff to input a

Analysis of Target

Tracker data

Completed pupil

questionnaires to

examine and feedback to

staff. What has been

raised? Possible

assemblies/workshop

linked to this?

Previous year data

analysed in Autumn 2019.

85% were within band.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

56

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


couple of data

drops for myself to

examine in detail.

SUPPORT FOR STAFF

100%+ children

working within

band.

Staff questionnaire – survey

monkey about areas of least

confidence

CPD opportunities

• Inquire about training opportunities.

MF AUT1 – SRTRC staff

training

AUT2 – staff

questionnaire

SUM2 Use this data

to explore possible

CPD opportunities.

Use of PSHE skills in

children’s lessons and

books.


In staff meetings the use

of target tracker has been

explained for PSHE. Class

teachers have been given

a list of requirements

regarding displays within

classrooms. Progression

of skills document has

been shared with

colleagues.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

ENRICHMENT (MORE

ABLE/PUPIL

PREMIUM)

Develop an

enrichment

group to target

children across

Creation of the Community

Crew.

MF AUT 2 Develop the

‘Community Crew’

to provide children

across KS2 with

Photos and displays

around the school

Wednesday assemblies

have included several

guest speakers.

Community Crew is now

up and running, visiting

57

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


the year

groups.

opportunities for

cultural capital.

Throughout the

year enquire with

local places of

interest about

possible visits.

Assemblies – child led.

5 visits throughout the

year:

- St Pauls - Mosque - Evangelical

church

local businesses and

places of worship. They

have reported back to the

school in these

assemblies.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

Run PSHE

focused

assemblies to

celebrate

diversity

(covering

issues such as

racism and

identity).

Invite in a range of workshops

to school the address areas of

need.

MF SRTRC OCTOBER

Dog’s Trust –

SEPTEMBER

NSPCC – FEBRUARY

Staff/children’s work and

feedback.

Displays and newsletter

updates

So far this year, several

workshops and visitors

have come to school.

Staff training in tackling

racism in school.

58

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


Lindfield to run

Anti-Bullying

Week + Mental

Health Week,

along with

other themed

weeks to

increase

awareness of

these issues.

Carry out whole school

themed weeks to raise

awareness of local/national

celebrations and festivals.

MF Anti-bullying week

+ display

NOVEMBER

Equality week +

display JANUARY


feedback.


updates

We have had two themed

weeks as stated.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

SECONDARY LINKS

Develop

secondary

contacts

particularly in

respect to staff

CPD

opportunities

Contact with PSHE staff at

Oathall for advice.

MF Summer 2 Photos/displays and

planning.

Ongoing

Yellow shows task

incomplete due to

lockdown. To be


academic year.

60

PE

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


1.

WEBSITE

Whole School PE plan is on the

website

Sport is promoted on the

website via twitter.

All Sport news to be

on the front page of

the website.

Promote PE sessions

as well as

competitions and

festivals

Continue to tweet

about all sport

competitions and

festivals

-Send over sport news to

the website after each

event

-Tweet about each event

-Photograph PE sessions

and put in newsletter

and twitter. Each class to

have PE evidence on the

website each term.

SO/CG

All staff

who

attend

an event

All staff

Ongoing The website and

twitter will be up to

date.

Twitter linked to

website. Sport news up

to date

Twitter updated

regularly with news of

sporting events.

Need to tweet pictures

and info from lessons


IMPLEMENTATION

We have just purchased the

Real PE scheme of work and

All teachers delivering

one session of Real PE

a week.

Audit of PE lessons

Provide everyone with a

log in to Real PE

MS/SO

Ongoing Teacher audit Teachers

will feel confident in

delivery Real PE.

All teachers have access

to Real PE and one

session a week is taught

across year groups.

61

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


begun using it after some CPD

sessions.

All chn taking part in

the daily run 3 times a

week.

Chn are given the

opportunity to

explore new sports

Promote the daily run in

assembly

Use Sport Crew to help

monitor and track

children’s performance

Invite in external

agencies to promote

alternative sports

Put on sport taster

afternoons

Take children to festivals

SO/Sport

Crew

Children will be Making

progress across the

fundamental

movement skills via

assessment tools.

Daily run is

implemented across all

year groups

Fencing and archery day.

Golf and Cricket were

planned but had to be

cancelled/postponed

due to the Covid-19

restrictions

62

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


We received Platinum in the

School Games Mark

And Gold in the KS1 Quality

Start Mark

Remain at platinum.

Engage 70%+ KS2 in

sporting clubs

Target the less active

children.

More KS1 chn

attending clubs 60%

across the year.

Create links with closs

close by to offer

inclusion festivals.

Continue to offer a

diverse range of after

school clubs.

Review Club data and

target less active with a

club during the school

day.

Open up range of KS1

clubs

Attend all KS1 festivals

We kept our Platinum

Award and also received

a Virtual School Games

Mark in recognition of

our efforts in keeping

families active over

lockdown.

Many after school clubs

on offer and good take

up in KS2.

A change for life club

was due to be

implemented in Summer

but due to school

closure it is still ongoing.

KS1 Athletics was

booked in for Summer

Term - ongoing

KS1 festivals were

booked - Cricket,

63

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


Keep notice boards up

to date

Print twitter pages for

display.

Sport crew to take

ownership of the board

Contact t-shirt

manufacturers and speak

with SMT about PE kit.

Badminton and Golf. -

ongoing

Display board managed

by sports crew.

Ongoing

64

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


Raising the profile of PE across

the school

Staff PE kit to raise

awareness – can our

sporting successes be

included on tshirts to

make community

aware of what we

have achieved?

ASSESSMENT- IMPACT

The Real PE

framework to be put

on to target tracker

Teachers to be

assessing against the

Real PE statements on

TT

Teachers to identify

less active, LA and GD

chn in PE and

Speak to TT and adjust

statements

Use staff meeting good

practice time to promote

Real PE assessment

framework. Show staff

how it can be used.

SO/CG

SO

Autumn

Term

Autumn

Term

Framework will be on

TT and being used

Staff logging in to

Jasmine and updating

the assessment

framework once a

term.

Looked in to but very

expensive

In process of identifying

which TT statements are

best suited to each year

group - Do some need to

be removed?

Ongoing

65

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


communicating

details to SO

Teachers to send over

less active and GD

children to SO in Autumn

term.

Mark them on TT so it is

clear.

All staff

Autumn

Term

SO to receive data by

October

SUPPORT FOR STAFF

Staff to feel

supported and

confident to deliver a

varied PE curriculum.

Staff to feel confident

in using the materials

and equipment.

Send staff on CPD

courses run by MSA.

Ensure NQTs are booked

on to all first step

courses.

Staff audit /

questionnaire to be

completed in the

Autumn and Summer

term including

suggestions on which

areas they need support

in.

SO/ All

staff

Ongoing Evaluate staff audit in

Autumn and Summer

Term to determine

progress.

CPD courses being run

throughout the year and

many teachers have

attended

Ongoing

Due to Covid-19

66

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


Staff to understand

the need to develop

leaders and personal

challenge within PE

sessions

PE co-ordinator to

attend CPD sessions and

feedback to all staff.

PE Co-ordinator to

remind staff of the

importance during staff

meeting.

Staff to receive Real PE

training materials via

email when new updates

are published.

Staff will be promoting

personal challenge and

developing leadership

opportunities in PE

sessions.

The Virtual School

Games provided an

opportunity to focus on

personal challenge. All

staff were informed of

the challenges and how

it would work. Teachers

promoted this to

children and used

similar methods on the

return to school in June.

ENRICHMENT (MORE

ABLE/PUPIL PREMIUM)

Greater number of

children taking part in

inter school

competitions to

develop skills and

Ensure the more able

children are sent to

competitions in areas

they excel in.

SO /

Class

teachers

Ongoing PEST analysis

Lindfield have entered

all competitions and

festivals available across

the whole school with

67

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


Children attending many

competitions

have a wider range of

competitive

opportunities.

Pupil Premium

children to have the

chance to take part in

a sporting event.

More able to have

opportunities to attend

festivals to develop new

skills.

PP to have opportunities

to attend festivals to

develop new skills. 80%

of PP children to attend.

many children taking

part.

We attended everything

we could during AUT

and SPRING. We were

2nd in Mid Sussex for

participation during the

‘Virtual School Games’

Inclusion festivals x 2

targeted at PP children.

SECONDARY LINKS

Continue to use

Oathall leaders to run

events in the summer

term.

Provide greater

opportunities for

Oathall leaders to come

in and deliver a session

to each year group.

Speak to PE dept at

Oathall about running

SO/CG Summer

Term

PEST Analysis

68

Key

Area

Where are we now?


etc.

Where do we want to

be? Measurable KPIs


to get there? Who?

By

when?

How will it be


Lindfield to visit

Oathall and for them

to come here to work

with our children and

our leaders.

year group events over

at Oathall.

This was unable to

happen due to Covid-19

and lockdown. It will be

rolled over to next year.

69

RE

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


2.

WEBSITE

-Subject Intent

-Promotion of

Subject

Website will be

current and

purposeful

throughout the

year

Photos will

reflect learning

from the

academic year

2019-2020

Update website regularly with

a focus on the curriculum

statement about

INTENT/IMPLEMENTATION

and IMPACT

MF Web Updates:

- AUT1 - SPR1 - SUM1

Scrutiny of website

Talking to SLT and

colleagues about

potential improvements.

Website has been

updated and now has the

intent/implementation

and impact clearly

displayed. Photos are up

to date. Progression of

skills document is

viewable.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

Progression of skills map will

be written and uploaded onto

website

MF Uploaded by AUT2 Document will be

uploaded and approved

on the school website.

TEACHING AND

LEARNING

IMPLEMENTATION

100%+ children

working within

band.

Use of Discovery curriculum

to guide learning journey for

children.

MF AUT 1 Book look

focus on matching I

cans to Discovery

scheme. How are

we doing?

Learning walks + audits

Analysis of Target

Tracker data

So far I have carried out

two learning walks and

two book looks. In staff

meetings the use of target

tracker has been

explained for RE.

70

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


AUT 2 Develop


map and carry out

a learning walk and

book look focusing

on matching this to

our curriculum.

SPR2 Book look

and learning walk

with VS to see how

we have improved

since previous

scrutiny.

Feedback to year groups

given:

- Children who need to be focused on (not at ARE)

- Gaps in the progression of skills document.

- Ways forward (refer to subject folder)

Each year group has

updated and blurbed a

piece of work for the

whole school RE display.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

Use learning walks to ensure

coverage of RE curriculum.

MF AUT1 alongside

music corrdinator

to see how RE is

displayed and

celebrated across

the school

Evidence of RE displays

(updated in the rotunda

+ classroom displays)

Monitor use of

Target Tracker

Upload new statements onto

Target Tracker

MF Autumn 1 Email updates about

target tracker use in RE

71

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


regarding RE –

how are we

using it? Is it

working?

Staff meeting time to establish

how we will be using TT to

assess in RE.

Provide each year

group with a

prompt sheet to

help with inputting

TT data.

and prompt sheet in all

year group spotty

folders.

ASSESSMENT-

IMPACT

100%+ children

working within

band.

Monitor children’s progress on

Target Tracker

Look at the IMPACT across all

year groups.

Pupil voice with the school

council.

MF AUT1 – analyse

previous year data

and provide

colleagues with a

list of children not

currently at ARE.

SPR 2 – pupil

survey about RE

with the school

council. What do

they want to learn?

What do they take

away from RE? Etc.

SUM2 – allows

staff to input a

couple of data

Analysis of Target

Tracker data

Completed pupil

questionnaires to

examine and feedback to

staff. What has been

raised? Possible

assemblies/workshop

linked to this?

Previous year data

analysed in Autumn 2019.

85% were within band.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

72

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


drops for myself to

examine in detail.

SUPPORT FOR STAFF

100%+ children

working within

band.

Staff questionnaire – survey

monkey about areas of least

confidence

CPD opportunities

• Inquire about training opportunities.

MF AUT1 – SRTRC staff

training

AUT2 – staff

questionnaire

SUM2 Use this data

to explore possible

CPD opportunities.

Use of RE skills in

children’s lessons and

books.


In staff meetings the use

of target tracker has been

explained for RE. Class

teachers have been given

a list of requirements

regarding displays within

classrooms. Progression

of skills document has

been shared with

colleagues.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

ENRICHMENT (MORE

ABLE/PUPIL

PREMIUM)

Develop an

enrichment

group to target

children across

Creation of the Community

Crew.

MF AUT 2 Develop the

‘Community Crew’

to provide children

across KS2 with

Photos and displays

around the school

Assemblies – child led.

Wednesday assemblies

have included several

guest speakers.

Community Crew is now

up and running, visiting

local businesses and

73

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be


the year

groups.

opportunities for

cultural capital.

Throughout the

year enquire with

local places of

interest about

possible visits.

5 visits throughout the

year:

- St Pauls - Mosque - Evangelical

church

places of worship. They

have reported back to the

school in these

assemblies.

Yellow shows task

incomplete due to

lockdown. To be


academic year.

Run RE focused

assemblies to

celebrate

diversity and

major events –

Harvest, etc.

Invite local

places of

worship into

school to carry

out assembles

Celebrate major festivals with

an assembly, etc.

MF OCT – Harvest

DEC – Hanukah

FEB – Chinese New

Year


feedback.


updates

So far this year, we have

strong relations with the

local churches who come

into school to carry out

assemblies.

Harvest was celebrated

and food was donated to

the local foodbank.

Yellow shows task

incomplete due to

lockdown. To be

Church assemblies taking place

every two weeks.

MF Keeping in contact

with Val from the

church every term.


updates

74

Key

Area

Where are we now?

Include identified

gaps, data etc.

Where do we

want to be?

Measurable

KPIs



How will it be



academic year.

SECONDARY LINKS

Develop

secondary

contacts

particularly in

respect to staff

CPD

opportunities

Contact with RE staff at

Oathall for advice.

MF Summer 2 Photos/displays and

planning.

Ongoing

Yellow shows task

incomplete due to

lockdown. To be


academic year.

75

SCIENCE

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


1.

WEBSITE

-Subject Intent


Website will be

current and

purposeful

throughout the year

Update website

regularly with a focus

on the curriculum

statement about

INTENT.

JA/SG/R O’B This will be

ongoing

throughout

the year.

Scrutiny of website Started Lindfield

Laboratory club.

Updated the website

the impact, updated

whole school plan,

updated new photos

of science in the

school.


IMPLEMENTATION

100%+ children

reaching expected

standard in Science

across all year

groups

-In a staff meeting

show staff how to

develop the use of

Enquiry skills to

promote the teaching

of Science.

- Focus on the medium

term plan to help

develop the scientific


children.

JA/SG/R O’B This will be

ongoing

throughout

the year

Book scrutiny and

planning scrutiny.

Analysis of Target

Tracker data

Focus on Science

days integrated into

the planning/

Completed a book

scrutiny with SG, RO’B

and VS. Gave

feedback to teachers

a staff meeting.

Gave opportunities

for teachers to share

examples of work

across the year

groups.

76

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


Link “Working

Scientifically” within

the Knowledge of the

Science curriculum.

Look at sentence

stems for Science to

support the writing.

Link Science with

Learning Through

Stories weeks


Introduce famous

Scientist days.

Evidence of Scientific

displays

77

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


ASSESSMENT- IMPACT

100%+ children

reaching expected

standard in Science

across all year

groups


progress on Target

Tracker, making sure

statements match our

curriculum map.

Look at the IMPACT


JA/VS/SG/RO’B Spring

Term/Summer

Term

Analysis of Target

Tracker data

Pupil progress

meetings

What will the

IMPACT look like in

terms of endpoints?

Updated our skills of

progression to ensure

it matches the target

tracker statements

and the National

Curriculum.

SUPPORT FOR STAFF

100%+ children

reaching expected

standard in Science

across all year

groups

-Staff meeting on

using Big Questions to

help promote the use

of scientific knowledge

and skills. Link to

Geography and

History.

-CPD opportunities

JA/SG/R O’B Spring Term Use of scientific skills

in children’s lessons

and books.

Evidence of “Working

Scientifically” linked

to the subject

knowledge.

Attendance of

courses and links

78

Key

Area

Where are we now?


etc.

Where do we want

to be? Measurable

KPIs



How will it be


-Introduce good

quality resources and

key texts.

with secondary

school

ENRICHMENT (MORE

ABLE/SEND/PUPIL

PREMIUM)

Children will be

involved in an

enrichment

afternoon to

support writing and

reading across the

curriculum.

Develop an

enrichment session to

target children across

the year groups.

SG/R O’B/NG

and SLT

(Whole School

focus)

TBC Photos and displays

around the school

Enrichment

afternoons have

included science

opportunities.

SECONDARY LINKS

Regular sessions for

Y3,4,5 at Oathall to

promote links and to

develop scientific


Link with Enrichment

afternoon.

SG/R O’B Summer Term Photos and displays. Met with Oathall and

discussed

opportunities to

sharing resources and

opportunities to visit.

Booked sessions with

Cumnor House to visit

and attend

workshops.

academy improvement plan for curriculum subjects lindfield...

Documents