broadtown.wilts.sch.uk€¦ · web viewbroad town ce primary school _____ school development plan...
Post on 21-Jun-2018
213 Views
Preview:
TRANSCRIPT
Broad Town CE Primary School __________________________________________________________
School Development Plan September 2016 – 2017
Living and Learning,Sharing and Giving
As a church school, we aim to develop Christian values which encourage children to be kind and considerate towards each other and to provide a caring and Christian environment where stimulating learning encourages self esteem, self discipline and confidence, within the partnership of home, school and the community
School Development Plan 2016 – 2017Position Statement
The School Development Plan was written after reviewing our previous School Development Plan and then deciding on the priorities for the following year. Discussions took place at staff meetings, TT days and governors meetings. Different members of staff are leading on different aspects of the school Development Plan.
Leadership and Management
Over the last year, we have had new staff and we want to further develop their subject leadership roles. We have a newly formed senior leadership team. We have a TA that has taken over the role as lead TA. Depending on staffing, we will have a lead MDSA from January. We also want to further develop the children’s leadership roles.
Teaching and Learning and Assessment Following up from whole school training on the ‘Transforming Teaching Programme: Developing Aspects of Outstanding Practice’, attendance on the Shirley Clarke training, Challenge Partners training and cluster work, Effective Teaching and learning will be a focus for the next academic year. This will enable us to ensure that introduced strategies are being applied consistently and effectively across the school as we have had a large turnover of staff during the last academic year. We will also share the ideas when a member of staff attends the Outstanding Teacher Programme.
We have introduced Target Tracker across the school to support with assessment and tracking. We now need to further develop our knowledge, understanding and ability to use it as an analytical tool. We also need be able to develop our ability to track progress for different groups of children. Peer assessment, the use of success criteria and pupils’ positive response to marking are approaches that we want to ensure are consistently and effectively used across the school.
WritingWith the new expectations of the curriculum, interim criteria for Y2 and Y6 for writing and the changes in expectations for spelling, writing will continue to be a whole school area of focus for the next academic year. At KS2, we only had 56% of children meeting the required standard in writing. Four out of the sixteen (25%) have a specific difficulty in spelling. These children would have achieved the expected standard under the old curriculum.
At KS1, only 5 out 13 (38.56%) achieved expected in writing. The new expectations for spelling and with spelling now being part of the writing, it has brought down the number of children that would have previously achieved expected in writing. Four SEN children were predicted not to achieve the expected standard but to make good progress from their starting points. Two children (15.36%) with difficulties in spelling would have previously achieved the expected standard but did achieve expected with the new spelling expectations.
Vulnerable Learners – SEN, Pupil Premium and Traveller children – Miss Dent
From analysis of data, new children that have joined our school are not making expected progress in reading, writing and maths in relation to the expectations on Target Tracker. They are however making progress on their individual learning targets. SEN children from three families with a range of barriers to learning, are not making expected progress. For some of our vulnerable children, the focus continues to need to be on behaviour, attitudes to learning and catering for their social emotional needs. We need to ensure that interventions are targeted at their needs and we have supporting evidence to show the progress they have made on their individual learning plans.
Spiritual, Moral, Social and Cultural –Miss Dent and Miss Long
As a church school this is a key area of focus for our school. Over the last two years, the composition of our school has changed and we now have 28% SEN which is double the national figure. We have an increasing number of children with autism and with social and emotional needs. We also have an increasing number of Traveller children and some of them have had no previous schooling or pre-school experience.
A whole school focus on learning behaviours to develop children’s social, emotional and behaviour skills. This focus will also help us to integrate new children to our expectations and reinforce our school ethos.
School Development Plan 2016 – 2017
Subject Leader Action Plans
To further develop leadership at all levels
To ensure that teaching and learning
is good or better across the school
To improve provision and attainment in
writing with a focus on SPAG
To ensure the curriculum meets the needs of vulnerable
learners
To promote Spiritual, Moral, Social and
Cultural development of all
Reading Bridget Long and Helen LawrenceMaths Chris DawkinsICT Chris Dawkins + Helen LawrenceDesign Technology Chris DawkinsMusic Chris Dawkins and Dale FloydScience Dale FloydGeography Dale FloydHistoryMore Able /Thinking Skills/ P4C Bridget Long/ Gretchen DentPSHE Bridget LongPE Bridget LongArt Sarah Whetham and Helen LawrenceMFL Shirley Clark
School Development Plan 2016 – 2017Areas of Focus for Subject Leaders and Monitoring
School Development Plan 2016 – 17
Key areas of focus Member of staff to lead Leadership and Management Senior Leadership Team
Teaching, Learning and Assessment Senior Leadership Team and Subject Leaders
Writing – including phonics and SPAG Helen Lawrence
Vulnerable learners – SEN / Pupil Premium / Travellers –
Gretchen Dent (SENCO)
Spiritual, Moral, Social and Cultural Gretchen Dent
Broad Town C of E Primary School Development PlanSeptember 2016 - 2017
Area for Improvement: Leadership and ManagementSuccess Criteria:
A range of professional development opportunities are provided to develop leadership capacity and to promote effective practice across the school
All staff members and children in the school to see themselves as ‘leaders’.
All staff to effectively lead areas of the curriculum to support in improving standards and provision.
The role of leaders , including governors is developed so that they continue to have a great impact on helping the school to improve
(with a focus on outcomes and provision)
Continued improvement in the quality of the monitoring of teaching and learning and the impact this has on standards
Parents are engaged in different ways to support the children.
Actions to be taken Start Date Resources Needed / Cost Monitoring and Evaluation
Establish leadership roles for the children
School Council (Miss Long) PE Shed monitors, OHP monitors (Mr Dawkins) Newspaper group (Mrs Lawrence), Energy Eagles / Eco-School Group (Mrs Floyd), Vision and Ethos Group (Miss Dent), Digital Leaders (Mr Dawkins), Tuck Trolley monitors (Miss Long)
September 2016 Allocated time for groups to meet and feedback to the school.
Displays, surveys, photographs, evidence on the school website, in school newspaper and newsletters and discussions with pupils
DF Challenge Partners Assessors Training July 2016 Release time and cover to attend training Discussions with Headteacher and sharing information with staff
Staff involved in lesson observations of the quality of teaching and learning, linked to Challenge Partners training.
See monitoring timetable
Release time
Appropriate forms and resources
Observation forms
Summary of What Went Well and Even Better If ..
Fortnightly Senior Leadership meetings See SL Meeting timetable
As identified for each meeting. Sharing information in staff meetings and on TT days and working alongside colleagues
Review the Curriculum Map – led by subject leaders and class teachers
June & July Curriculum Maps from previous years (staff share)
Discussions, meetings
Actions plans written by subject leaders to be clear and concise – follow up time schedules set
Sept 2016 Subject Action Plans Built in time to review Action Plans
Tracking and monitoring of pupil progress , all staff able to articulate how they are supporting the needs of Sen pupils and more able pupils
Ongoing and assessment timetable
Assessment and progress meeting timetable
Target Tracker for all year groups including EY
Review meetings and discussions with staff meetings and with colleagues.
SEN TA to support and work collaboratively with new teaching assistants: to liaise and provide feedback from training and keep fully informed.
Ongoing and during prep time
Resources from training Discussions with TA lien manager, Headteacher and staff.
Governors Action Plan is reviewed and updated.
A working party established to focus on the Governor’s Action Plan
September Meeting time and previous Action Plan Review at every FGB meeting and led by a member of the Action Plan working Party
SEF (Self Evaluation Form) to be reviewed by staff and then updated by the headteacher
TT day 31st Oct
13th Dec
28th March
8th June
Previous SEF, Ofsted documents and any new updates etc.
Discussions on review dates and identifying next steps to further move the school forward
PE and Sports Premium Action Plan September Review of action plan and sharing of information on the school website
Review how parents are engaged to support the children September Surveys for parents
HT meetings, parent workshops
Surveys from parents
Discussions in meetings
Broad Town C of E Primary School Development Plan
September 2016 - 2017Area for Improvement: Quality of teaching, learning and assessmentSuccess Criteria:
Attainment % Good or better teaching in all classes. All staff have consistently high expectations of what each child can achieve, including most able and disadvantaged pupils. A range of provision is in place to cater for the needs of all children Questioning is used skilfully to gain pupil responses and develop children’s understanding to move learning forward. Pupils are given time to review what they are learning and to develop further. Assessment information is used to plan appropriate teaching and learning strategies and to give feedback to children.
Actions to be taken Start Date Resources Needed / Cost Monitoring and Evaluation
Challenge Partners areas of focus are discussed and shared in staff meetings so that they can be implemented across the school. Challenge, Questioning, engagement and learning
Term 2
2nd November
Mrs Floyd to share elements from the Challenge Partners training attended
Lesson Observations and monitoring planning
Question skills to reduce disruption and increase pupils’ confidence as learners.
September Attendance and cost of Teaching Conference Observation of lessons
Attendance at outstanding teaching training Term 3 Release and cover - £500 Lesson observations
Co-constructive Planning Term 2 revisit Subject leader release Interviewing pupils, evidence in planning. Ideas and WWW to be shared with staff after monitoring by Mrs Lawrence
Introduce P4C strategiesStaff to use strategies across the curriculum
31st October 2016
Global Learning credits and travelling expenses £50
Trainer – Flick
HT to observe P4C in classrooms and in planning – 8th December 2016
7th December – staff to share P4C activities they have used in class – WWW and EBI
Use of toolkits and practical resources to support learning September Word mats, key vocabulary, practical maths resources, artefacts
Lesson observations and discussions with the children
Assessment Literate children- marking, feedback and peer-assessment
Marking criteria displayed, success criteria grids etc.
Lesson observations
Peer coachingStaff to introduce where appropriate
Term 4 Staff Meeting WWW and WBI in staff meeting in term 4
Attend Accelerating Pupil Progress through assessment for learning, effective questioning and feedback, learning to learn and collaborative learning.
26th January
23rd February
16th March
Cost of training £205
Staff meeting
TA meeting
Observation of TA and teacher sessions and monitoring planning
Attend ‘Switch on to Reading and Writing’ Training. Introduce the intervention and share the strategies at a staff meeting
Term 2 and 3 Cost of training
Cover for class teacher
Observations of sessions and start and finish assessments to show progress.
Introduce and use a range of self and peer assessment strategies.
Sept Display prompts for children Learning walk.,
Staff meeting
Interview children
Mastery FocusOpportunities for children to apply the curriculum in a higher order way, in more depth using more complex and sophisticated methods
September Maths mastery resources from Liz Hopkins, maths mastery resources purchased
Mastery resources provided to staff on training and available on the internet.
Bring evidence of mastery in your planning and children’s work.
Self and Peer Assessment Strategies
model self/ peer assessment using unknown pieces of work. Best to use a good example. Teachers need to be demonstrating language
Implement peer assessment rules Respect the work of others. • Identify successful features. • Think about the learning objective and the success criteria when
suggesting improvements. • Word suggestions positively.
Classroom quick check assessment scheme.
Change of langauge – instead of I can’t do it, Im a yellow Use of questioning to be increased and have a higher presence both by the teacher and the children.- Blooms taxonomy, key
questions in planning Coloured question cards - BL
Ensure success criteria’s are used effectively and the language is accessible by all. Creating co-constructive success criteria To introduce a WWW and EBI to the end of lessons. These then need to be identified and used in the next lessons planning. Children
can share theses verbally or they can be written down Higher presence of self –editing own work
Broad Town C of E Primary School Development Plan
September 2016 - 2017Area for Improvement: Writing and SPAGSuccess Criteria: To provision and attainment in SPAG across the school. Improved targeted teaching of phonics and spelling with children being in groups that best meet their needsTo raise standards and accelerate progress in all year groups in writing to ensure that all standards across the school are in line with or exceeding the national expectations for attainment To ensure that children make the expected 5/6 steps of progress in their writing throughout the year. To improve the quality and presentation of handwriting across the school.
Actions to be taken Date Resources needed / Cost Monitoring and Evaluation
All individuals to have targets for writing indicated on Target Tracker at the start of the year. (Taking into account previous years progress and the need to accelerate some individuals by setting challenging but attainable targets and provide additional support for other children.
Sept SENCO time for support timetables
Cost of support
Target tracker
Looking at targets in books
Regular whole school moderation of Writing 28th September
Term 2
Term 4
Term 6
English books and pieces of writing which include the children’s targets - SLT
Subject leader release
Staff Meeting
Senior leadership meeting and then a staff meeting
Discussion with Headteacher and feedback to staff
See separate monitoring timetable
Focused interventions to support children with the Writing process (those identified as needing additional support in June PPMs) ie. Developing writing in meaningful contexts
Introduction of ‘Switch onto Writing’ intervention
Every term TA time – cost of any interventions and training
Intervention timetable
Results from intervention
Continue to improve the quality of ‘next steps’ guidance and green Throughout the year
Book scrutiny
bubble questioning and further challenge Staff meeting share good practise
Monitoring the progress of a ‘focus’ group of writers in each class ie. Maybe 2 or 3 children who need to particularly be accelerated in their writing progress
Term 1 set up Subject leader to discuss at a staff meeting and with staff
Literacy co-ordinator to monitor
Promoting enjoyment in writing by writing for real purposes eg. Broad Town News , the school website , reviews etc… Author visits , Everybody Writes Days (co-incide Hot Writes if pos ?)
Throughout the year
Cost Subject leader to nterview children about how they feel about writing
Ensure that all staff are up to date with all new assessments and any changes
Course – cost of course Staff meeting to share.
Information regarding our writing schemes to be given to parents and put on the school website
Term 1 HL to put information onto website
All pupils to be given targets, year 1,3,4,5 to use target sheet. Year 2 and 6 to use writing interim sheet
Second week term 1
Book scrutiny
All classrooms to have non-negotiables up on the wall for the children to see.
Term 1
Agree a whole school handwriting policy . Purchase of a scheme such as Hand for Writing – Cripps that all children follow. Handwriting to be taught 3 times a week. This could be an activity during guided reading time. Agreed font used for all displays and resource sheets throughout the school – for example ‘Hand for Writing HfW’
Term 1 Cost of writing policy Staff meeting to discuss policy
SPAG to be taught explicitly throughout the week and then be linked into big write.
Term 1 SPAG resoruces to support learning Planning moderation
Use of literacy walls need to support the literacy planning. Walls need to be updated regularly and support the children’s needs
Term 1 To set up class 2 as an example Classroom observation
Common exception words need to be done at least 3 to 4 times a week. Specific words need to be focused on each term.
Term 1 Spelling time needs to be set aside in each class- guided reading time.
Student interview – presence and impact of spelling in their writing
Tool kits set up on tables for children to access – to include sound cards, examples of adjectives and punctuation etc
Term 2 Cost of printing and laminating
Additional resources
Classroom walk around
Pupil interview- how do they use them?
Intervention for children whose spelling is below expected. Term 2 Spelling interventions - cost
TA time- cost
Progress meetings and TA impact reviews
Ensure all appropriate SPAG is taught and that teachers to set up assessments to identify weak areas.
Throughout the year
SPAG tests
Medium term plans
Literacy subject leader to monitor this and discuss possible actions with the head teacher.
Use a range of ipad games to support SPAG Term 3 Cost of IPAD apps Literacy and ICT subject leaders to monitor through lmonitoring planning and lesson observations.
Trial setting for phonics and spelling and then decide whether to introduced across the school, across two classes etc.
September 2016
Sufficient staff to teach the different phonic phases and spelling ability groups.
Discuss at a staff meeting and revisit. HT lesson observation of sessions
Question and Talk – Talk for writing
Better use of talk partners throughout the school Term 2 class 2 and 3
Term 5 class 1
Partners pictures – name generator
Broad Town C of E Primary School Development PlanSeptember 2016 - 2017
Area for Improvement: Spiritual, Moral, Social and Cultural Development
Success Criteria:
Spiritual The children are able to reflect about their own beliefs religious or otherwise, to help inform their perspective on life
Children show respect for different people’s faiths, feelings and values.
Imagination and creativity is used in learning
Moral
The children demonstrate an understanding of the consequences of their behaviour and actions
Social
A range of social skills are used in different contexts and with a range of different people.
Children cooperate well with others and are developing skills to be able to resolve conflicts effectively
Promotion of British Values at the heart of the school’s work.
Cultural
The children demonstrate and understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
They show an understanding and appreciation of the range of different cultures within school and further afield
Broad Town C of E Primary School Development PlanSeptember 2016 - 2017
Area for Improvement: Spiritual, Moral, Social and Cultural Development
Actions to be taken Date Resources needed / Cost Monitoring and Evaluation
Opportunities for reflection are provided through lessons, assemblies and special events e.g. Bible week
Ongoing As Idnetified in planning Staff meeting for staff to share how they build reflection into their lessons, assemblies and special events - September
All classes to use their Reflective Diaries on a Weekly basis
Sept Reflective Dairy. RE subject leader to monitor on Ethos Learning Walk with children
Staff meeting on imaginative, creative and reflective activities.
26th September Ideas from the training led by Mercedes from the diocese as we now have different staff
Monitoring planning, lesson observations, work in books, on display and discussions with the children
Philosophy for Children (P4C) staff training and then use the ideas across the school
31st October 2016
Global learning credits £500 and travelling expenses £45
Any additional resources required
Discussions in staff meetings, observations, monitoring planning, discussions with School Council.
Use ideas from Book of Thunks
Book of Thunks Discussion with children, observations
Whole school focus on Rules, class, golden, playtime, lunchtime etc.
September Revisit
Rules
Assembly resources
Discussions with staff and School Council
Opportunities to discuss moral and ethical issues built into lessons and assemblies
Ongoing Governors to interview children
Social skills groups to support the needs of children Support timetable and teaching assistant time Impact reviews from TAs
Observation of pupils in the class and playground
Social skills developed throughout all elements of school life through the Gem Powers
Poster for assembly, Class 3 videos of gem powers, certificates for celebration assembly
Governors to interview children
Restorative Justice Principles used to facilitate children in resolving conflicts
Ongoing RJ Questions Observations of how all staff facilitate children in resolving conflicts
Kelso’s Wheel, displayed and modelled in class and the playground
September Kelso’s wheel HT discussions with pupils at School Council
Different elements of British Values is built into every term.
British Values display in all classrooms which is used and referred to
British Values Flag display by the School Ethos group, followed by an assembly and used in assemblies throughout the year
September
October
School values, Collective Worship, Links to PSHE, British Values and Learning gems overview sheet
Twinkle posters
Ethos group meeting -Flags
Discussion with pupils at school Councils, monitoring planning, lesson observations.
Governors to interview children about British values
Children are taught about different cultures within the school and further afield.
Overview of when this is happening Discussion with staff
Increase the range of visitors from different cultures to contribute to assemblies and lessons (including different forms of Christianity)
Ask Staff, parents, HT cluster, Rev Rachma and the church community for contacts
Governors to interview children.
Discussions in School Council
Plan whole school cultural events that link into areas of focus on the assembly plan and the curriculum map e.g. Chinese new year
Programme and timetable of events and related resources
Governors to interview children
Whole school focus on cities of culture Term 3 Information and resources linked to cities of culture
Governors to interview children
Broad Town C of E Primary School Development PlanSeptember 2016 - 2017
Area for Improvement: Vulnerable PupilsSuccess Criteria:
The school works collaboratively with outside agencies to support the needs of vulnerable children Advice and reports are used to ensure the provision meets the needs of the vulnerable children Pupils are grouped to enable the teaching to best meet their needs. The progress of vulnerable pupils is monitored effectively. We are able to evidence the progress of the vulnerable children Governors are kept up to date about the use and impact of Pupil Premium Funding
Actions Date Resources Needed / Cost Monitoring & Evaluation
Traveller Support
Referrals to Traveller Support
Meetings with Traveller support to set and review targets
Additional support for traveller children by traveller support and school TAs
Ongoing
Termly
SENCO Time
Meetings with Headteacher and or the SENCO
Progress of the children from ongoing assessments and linked to their individual targets
Switch onto Reading and Writing training and implementation of the new intervention programme
Term 2 Dependent on the training
Allocated time for the support programme
Assessments at the beginning and end of the programme
Implementation of a range of support programmes to meet the academic, emotional and social needs of the vulnerable children and additional training if required.
Termly TA support timetables
Provision Map Impact Review Reports
Meetings with outside agencies and parents Ongoing Release time for meetings Actions from meetings and
outcomes
Target Tracker is used to support in monitoring the progress of groups of pupils
October Target Tracker and related reports Analysis of reports and discussions at staff, SL and progress meetings.
Headteacher to update the Pupil Premium information on the school website
November Time to update the school website Pupil Premium Page
Impact of the use of pupil premium funding is discussed and analysed throughout the year when support and training are reviewed.
Files are set up to evidence the progress of vulnerable pupils
September Vulnerable pupil files Headteacher meetings with SENCO, Senior Leadership Meetings and Progress meetings
‘Setting’ in phonics to meet the needs of all children on a daily basis. Consider for maths
September 2016
Timetables, planning, appropriate resources
Review phonics setting and consider setting for maths
Lesson Observations Term 1 HT observations of pupils
Headteacher observations of the quality of T & LTerm 2 Peer Observations
Phonics Observations and SPAGGuided Reading Observations
Term 3 Challenge Partner Observations Observations of SEN childrenMaths Observations ICT Observations
top related