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School Improvement Plan (2016/2018)

Overarching Aim – For an outstanding Federation, which all staff and pupils are happy and proud to belong

Key: RAG Rating

Green= Outcomes Secure Completed or on track to be completed as planned

Amber= Outcomes Secure No risk to completion but amended in some way to ensure outcomes achieved

Red= Outcomes at Risk Risk to outcomes being achieved and therefore contingency plans implemented

Context This School Improvement Plan (SIP) is a working document used to set priorities and monitor progress throughout the year. It is written in the context of our newly federated schools; Wroughton Primary Federation, which consists of Wroughton Infant School and Wroughton Junior School. We are an ambitious school and we have high expectations for all our children and staff. We wish to be outstanding in all aspects of our work. This document sets out the strategic priorities agreed by the Governing Body, Executive Head teacher, Heads of Schools and Senior Leaders. It is informed by the school’s rigorous self-evaluation system, the most recent Ofsted report and by the School’s Vision.

2 Wroughton Primary Federation School Improvement Plan 2016-18

Vision When pupils join our community of learners, they are at a critical stage in their development as young people. Each child brings with them a unique and complex web of skills and needs. As passionate educators, we seek to enhance these skills and respond to these needs so that they feel confident in aspiring to a positive future. We strongly believe that whilst in our care, every child

deserves the opportunity to realise their fullest potential. By promoting an environment which seeks to remove barriers to learning and nurture individuals, we encourage the very best from our pupils. The Wroughton Primary Federation is committed

to helping children recognise and develop their many talents and, at all times, be ‘Proud to Belong’.

At the Wroughton Primary Federation we are ambitious and aspirational for all groups of pupils; we strive to create a culture of high expectations for all stakeholders within the federation. Leaders and governors are working to create a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff.

Our aim is to provide a safe, caring and inspirational environment conducive to learning.

Where all adults work in close collaboration to ensure that children are happy, safe and can achieve.

Where learning is recognised as a valued and lifelong experience.

Where every child is recognised and valued as an individual.

Where the learning and developmental experience is stimulating and varied, memorable and meaningful.

Where children develop a sense of self-worth through their confidence, creativity, social skills and interests.

Where children are encouraged to develop their intellect and academic potential.

Where children are encouraged to reflect on their accountabilities as learners and have ownership of the process.


Where an awareness of citizenship and their role within the local and wider communities is fostered in each child.

Where parents, staff, pupils and governors are justifiably proud of the children and the school.


Our Strategic Plan embodies our total commitment to ensuring every child at The Wroughton Primary Federation makes good progress. It is linked to the 2020 Vision Document as a preliminary audit of needs for the 21st Century Learner and in response to Shift Happens – a snapshot of the acceleration effect of globalisation and new technologies.


STRAND 1 Leadership and Management: To provide strategic direction for improving standards and driving improvements across our newly federated school

Context: The federation of both schools (Wroughton Infant & Wroughton Junior) has presented challenges for leaders at all levels. The roles and responsibilities of all leaders who may or may not be new to their roles and/or phases, will be re-structured, developed and aligned to achieve equity in knowledge and skills specific to that role. Linked Governors: Paul Gibbs and Sandra Parsons

Objective Actions Key Dates Person Responsible

Outcome RAG Status

1.1 Build leadership capacity at all levels, including governance, so that all leaders can deliver, monitor and evaluate high quality provision that allows all pupils to excel.

Senior and Subject leaders, will …

Participate in appropriate leadership training, peer mentoring and collaboration to develop their role, and to maximise the impact on pupil achievement across all phases (EYFS and Key Stages 1& 2).

New job descriptions in place for Year Group Leaders. Training to take place for meeting the JD and expectations of the role, and thereby strengthening leadership capacity.

Autumn Term 2016 & on-going thereafter

Middle and senior leaders & Governors

Leaders and governors are ambitious and have high expectations of pupils and staff and:

Leaders and governors have a clear understanding of the strengths of the school and the areas for improvement

Performance Management is being used to encourage, challenge and support teachers’ improvement and facilitate high quality professional development

The curriculum is broad and balanced, appropriate to the school’s context and inspires pupils to learn.

1.2 Improve the quality of teaching so that learning outcomes and


Regularly monitor and evaluate teaching across the school

Termly Senior leaders HT/EHT

Evidence through monitoring shows that at least 90% (100% by term 6) of teaching and learning across the federation is good or better. Where teaching and learning does not


pupil’s attitude to learning are consistently good to outstanding.

especially for their specific subjects/Year groups.

Track the progress of groups of pupils to ensure that none falls behind and underachieve

Ongoing CPD for observations and effective feedback: joint observations with senior leaders and external CPD.

meet this standard, a rigorous programme of support has been implemented to ensure rapid and sustained progress.

The school’s actions have secured substantial improvements in pupil’s progress, especially for disadvantaged pupils and identified underachieving groups.

1.3 Monitoring systems are quality assured so that they are sufficiently robust to challenge performance and raise standards


Improve the quality of data its analysis and use, to inform strategic planning.

Integrate systems from both schools to improve effectiveness in terms of time and resources.

Use meetings and monitoring systems to improve effectiveness of staff at all levels such as administrative, subject leadership, year group.

Performance Management CPD in place for all leaders to ensure that PM is rigorous targeted and supports the SIP.

Termly All leaders

The use of data is effective in driving improvements: Systems are monitored and evaluated for

their effectiveness, reviewed and adapted where necessary.

All staff are confident in using data efficiently and effectively throughout the school to inform their planning and assessment.

Governors have a clear understanding of the data collected, its analysis and how it is used to drive improvements.

Performance management is an effective tool for school improvement.

1.4. Governors will: Challenge senior leaders on how staff and resources are

Governors will:

Implement an Induction programme for new governors

Termly EHT

Governors use effective questioning to challenge the performance of the school.

Governors’ contributions and interventions ensure they provide outstanding strategic


deployed to secure excellence. Consider the views of pupils, parents and staff when monitoring and evaluating the impact of their actions on school improvement.

and ensure they are clear about their roles.

Governors seek the views of all stakeholders to inform your evaluation of the school’s performance.

Facilitate suitable training for governors so that they make valuable contributions and interventions to secure and sustain improvements.

guidance and support. Governor’s engagement with stakeholders

secures and sustains improvements.


STRAND 2 Leadership & Management: Curriculum Development Leading, developing and implementing the Mathematics and English Curriculum

Maths Context:

In recent years, our data has highlighted low attainment in maths, especially in: I. Reasoning and the language surrounding Reasoning, and

II. children’s conceptual understanding of number and the application of number

Internal monitoring has identified: I. A lack of secure knowledge in number skills including place value, number bonds and written methods for calculations.

II. Inconsistency in teaching methods III. Inconsistency in teacher expectations and challenge IV. Progress made by prior higher attainers (girls) is not as high as that made by boys V. Low progress made by children identified as having SEN and children entitled to PP

English Context:

There are groups of underachievement in Reading, writing, SPAG and phonics that need addressing and areas where the attainment of pupils is below that of the National and Local figures.

See also Maths Action Plan See also English Action Plan

Linked Governors: Rebecca Jankinson and Andrew Moreton- Maths Linked Governors: Andrew Marsden and John Brodie-Literacy

Maths Objectives Actions Key Dates Person Responsible

Outcome RAG Status

2.1 Teaching, learning and Assessment. CPD priority and investment is given to consistently good and

Senior and Subject leaders, will

Monitor books for written examples of the school’s policy regarding the teaching of number and calculation.

Monitor books for impact of evaluative

December 2016 March 2017 July 2017

Senior Leaders and GB

Termly monitoring reports (work sampling & lesson observations) demonstrate:

A balance of conceptual understanding with written proficiency


outstanding teaching. and diagnostic marking on pupils’ progress over time.

Identify, through observations, whether number skills are taught explicitly and revisited as is appropriate for that group/Year

Raising teacher expectations

To ensure quality of teaching in all year groups is raised to at least good.

Strong practitioners to share their practise – peer observations.

Training to be put in place Developing Reasoning and the language of reasoning and basic number

To raise the profile of reasoning through whole Federation CPD

* Liz Hopkins to lead a reasoning staff meeting at Juniors for Federation. * LH to lead staff meetings to support the teaching of reasoning skills and how to embed within daily maths teaching. Ensuring Infant children are consistently conceptually secure:

To monitor and assess the impact of DUO and ensure that all staff and pupils are clear on what this means and looks like.

To ensure that appropriate and relevant CPD is booked and that this cascades to all members of staff.

To enhance the use of ICT in Maths

Sept 2018

Use of dialogue to promote conceptual understanding, highlighting the importance of good questioning and flexible planning.

The transition process between Key Stages addresses any gaps

Schemes of work reflect the school’s context and identifies the bigger picture by encouraging pupils to link skills and concepts from different areas of maths

An increased emphasis on the teaching of number skills in KS1&2 and balancing conceptual understanding with high levels of proficiency in arithmetic

Quality of teaching consistently good or above across the federation.

Problem solving and Reasoning to be embedded in every day teaching of Maths.

Scrutiny of maths planning shows evidence of reasoning opportunities embedded into daily maths lessons.

Pupils develop reasoning skills so they are able to follow a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. They can confidently talk about DUO and the impact it has on their work.

Good coverage of the Maths curriculum.

Children’s learning will be supported


lessons.

New ICT resources to be purchased.

Staff training on using ICT to support Maths teaching.

Share expertise of use of ICT in the junior school through peer observations.

Term 3 1/3/2017 3-4:30pm Term 1 Term 5

through use of ICT. All children to receive appropriate

intervention. Rapid Maths to be used to support

children’s learning across the federation.

The junior school will have a consistent, quantifiable termly assessment system. This will enable year group leader to closely monitor the progress of maths within their year group and also enable Maths

CPD priority and investment is given to consistently good and outstanding teaching as the first point of intervention for disadvantaged pupils.

Support staff, particularly teaching assistants, are highly trained and understand their role in helping pupils to achieve.

2.2 To identify those children that are prior higher attainers and to ensure a range of greater depth content is embedded into all lessons To ensure that prior attainment, at all levels is built on so that all pupils make good progress from their starting points

Senior and Subject leaders, will Raising teacher expectations



High quality CPD is planned and links with identified areas for development and PM.

Use data effectively to track and monitor the progress of all groups

Monitor and track the impact of interventions that are in place to ensure that they are effective and are raising attainment.

Monitoring to identify greater depth opportunities.

Greater depth booster clubs running for year 2 (from Terms 3-5).

CPD opportunities on greater depth embedded within the curriculum.

DUO is embedded

All teachers Senior Leaders and GB

2.3 Challenge for all learners is evident, to ensure rapid progress towards greater depth


2.4 Raise attainment and progress of identified underperforming groups PP, Gender, SEN and Able pupils

To embed the 2018 Pupil Premium Strategy and actions raised in the external review (January 2018)

2.5 Raise attainment across all phases, particularly in the areas of number and reasoning

Senior and Subject leaders, will

Implement second cycle of monitoring (work sampling & observations)

Analyse data to inform teaching and curriculum planning

Implement assessment methods that are consistent with local and national expectations

Raising SEN attainment and progress

To ensure that all year groups have the necessary set up and intervention groups in place, once gaps have been identified, to accommodate the needs of the pupils

To ensure that TAs work effectively to support pupils learning at all times.

Year 5 and 6 both have small focussed maths classes (daily) of lowest attaining pupils taught by SW & LK. Monitor impact

Ensure effective SEN maths provision across the Federation

Monitor effectiveness or interventions and maths express.

Review the role, purpose and impact of TAs across the Federation.

Detailed review of TAs involvement in planning, with TAs to be released to

March 2017

All teachers


observe other TAs on how to actively support children during carpet work and interventions.

To train TAs on the use of Rapid Maths and role this out in intervention groups across the Federation.


Mathematics Assessment in the Juniors

To implement the use of ‘Abacus’ across the Junior School to assess all pupils termly.

Developing Fluency in The Fundamentals of Methods

Have an up to date calculation policy showing a clear progression of both mental and written methods across the federation.

Provide calculation workshops to all parents at the juniors and infants modelling the written calculation methods taught and showing maths apparatus that is used to support conceptual understanding within each year group. Filming these sessions for the school website.

Nov 2016 Abacus Rep


English Objectives Actions Key Dates Person Responsible

Outcome RAG Status

2.1 Teaching, learning and Assessment. CPD priority and investment is given to consistently good and outstanding teaching.

All leaders and staff will…

Ensure that all year groups have new and appropriate resources to enhance the introduction of new Schemes ie Read, Write Inc. / Bug Club and Handwriting. Implement new curriculum plans and assessment materials throughout the infant school.

Evaluate the impact of new resources on pupils’ progress.

Evaluate new systems for Reading and Handwriting

Identify necessary staff training

Actions from external reviews addressed across the Federation and embedded into the Pupil Premium Strategy

December 2016, March 2017 July 2017

EHT/HT/ Year Group Leaders/ English Leader

So that by July 2018 …

All pupils are meeting and/or exceeding national expectations in all aspects of literacy with no underperforming groups.

Pupils demonstrate high levels of literacy by: Reading and writing with

confidence, fluency and understanding

Having an interest in books, reading with enjoyment and evaluating and justifying their preferences.

Having knowledge and understanding of a range of genres in fiction and poetry, and an understanding and familiarity with some of the ways that narratives are structured.

Understanding and using a range of non-fiction texts.

Applying a full range of reading cues (phonic, graphic, syntactic, and contextual) to monitor and self-correct their own reading.

Planning, drafting, revising and self-editing their own writing

Demonstrating an interest in words and word meanings and in developing their vocabulary

2.2 Challenge for all learners is evident in all subjects to ensure rapid progress towards greater depth. To ensure that prior attainment, at all levels is built on so


Monitoring to identify greater depth opportunities

Greater depth booster clubs running for year 2 (from Terms 3-5)

CPD opportunities on greater depth in the curriculum

Ensure all new prior attainment


that all pupils make good progress from their starting points

tracking sheets are used to move learning on and teachers and TAS are confident on how to move on progress from different starting points


Understanding the sound and spelling system and using this to read and spell accurately.

Writing fluently and legibly. Presenting their work to a high

standard. Evidence shows that differences are

being diminished that all groups of pupils are making good progress and that progress trends on the IDSR are addressed:

KS2 Progress Trend Writing progress was in the bottom20% for at least two years for middle prior attainers, disadvantaged pupils KS2 Progress of Disadvantaged pupils Writing progress was significantly below the national for disadvantaged pupils for at least two years for overall disadvantaged, disadvantaged middle

2.3 Raise attainment and progress of identified underperforming groups PP, Gender, SEN and Able pupils

All leaders and staff will… Raising teacher expectations



Training needs to be identified and put in place.

Use data effectively to track and monitor the progress of all groups.

Monitor and track the impact of interventions that are in place to ensure that they are effective and are raising attainment.



All teachers Senior Leaders and GB

2.4 Monitoring systems are used to

All senior and subject leaders will:

Monitor books for evidence of pupils

Dec 2016 March

EHT/HT/ Year Group


measure the impact of training and deployment of resources on pupils’ progress.

progress over time

Observe and evaluate teaching to identify gaps in subject knowledge and address teacher lapses.

Monitor the impact of training on teaching especially the explicit teaching of writing through modelling.

Facilitate training where necessary/peer collaboration

Implement robust moderating practices for quality assurance.

Track data to identify underachievers

Implement interventions

Raised expectations at KS1 (x4 pieces of work per week)


2017 October 2018

Leaders/ English Leader

STRAND 3a Teaching, Learning & Assessment Embed high quality teaching and learning in all phases and subjects to challenge and sustain high quality achievement for all groups of pupils.

Context: As a recently federated school we need to ensure the new curriculum is fully implemented and embedded in all phases and across all subjects; that pupils make progress in their acquisition of knowledge and skills; that progress is explicit in planning, assessment and reporting; underpinned by robust monitoring systems that are regular and efficient. The removal of National curriculum levels means that we, as a school, are now responsible for designing and implementing an assessment system that show


clear co-relation between performance indicators in Years R, 1, 3, 4, and 5 and those at the end of Key Stages 1 & 2. We will be aspirational and ambitious for all groups of children. We want every child to succeed, and we will never give up on any child. We must tackle low expectations and help young people to raise their aspirations and unlock their talents. Linked Governors: Gary Porter and Katy Tatem


Outcome RAG Status

3.1 To review and update our curriculum, ensuring that it meets all statutory requirements and is relevant and interesting for our children; enhancing the learning opportunities for all groups of children.

Subject leaders to:

Participate in appropriate leadership training so they are confident in implementing the New Curriculum for their subject.

Facilitate and support teachers in implementing and embedding the Curriculum.

Monitor the Curriculum and identify next steps.

December 2016, March 2017 July 2017

SLT/Subject leaders

So that by July 2018 …

Monitoring systems for planning, assessment and reporting are rigorous and evaluated termly:

Leader’s evaluation of teaching and its impact on learning is robust and secures improvements.

Teachers make effective use of data to establish pupils’ starting points (baseline) and modify teaching so that all pupils’ achieve their potential by the end of the year or key stage.

Differences are successfully diminished.

Teaching is highly effective across the school: Staff can reflect on and debate the

way they teach. Staff are deeply involved in their

own professional development. Staff are and confidant and

3.2 An effective assessment system is in place.

All leaders and staff to:

Investigate a number of assessment options

Agree on an assessment system that identifies explicit progress in knowledge and skills for Key Stages 1&2.

Staff are familiar with the performance indicators for their Year group in core

SLT/Subject leaders


and foundation subjects

motivated to take risks and innovate in ways that are appropriate for their pupils.

3.3 Improve the quality of data management systems, analysis and strategic planning

All staff to:

Participate in appropriate training opportunities to ensure that data generated is used sensibly and is effective in driving improvements.

Ensure that data is sufficiently robust to inform planning for all pupils at all stages and is suitably flexible to meet the needs of groups and individuals.

All staff

3.4 Extension and development of learning behaviours in EYFS and KS1


Junior school learning behaviours toolkit to be revisited so that all children are aware of what are good learning behaviours. The toolkit to be adjusted to meet the needs and support the learning in KS1 and EYFS

Appropriate CPD for staff and pupils

Parent workshops

Resources created

All staff Positive learning behaviour is embedded throughout the Federation:

Pupils are prepared for the transition between KS1 to KS2, and are confident learners with positive learning behaviour.

Common vocabulary linked to learning behaviour is used confidently throughout the federation.

Monitoring shows that teaching and learning is at least consistently good across the Federation

Differences are diminished Support staff (particularly teaching

assistants) are highly trained and understood there role in helping pupils to achieve

3.5 CPD priority and investment is given to consistently good and outstanding teaching as the first point of intervention for disadvantaged pupils.


SIP, PM and the school’s monitoring systems are used to inform CPD, ensuring that it is high quality, targeted and has impact.


m


Strand 3b EYFS Provision: these three main areas a focus for improvement

Context: The focus, this year will be on embedding excellent practice and developing those that are highlighted below. See also EYFS SEF Linked Governors: Paul Gibbs and Sandra Parsons


Outcome RAG Status

3.6 Have a separate EYFS SEF to set context, reflect on journey, identify improvements and measure impact .


Implement a robust monitoring system that evaluates provision and measures the impact on pupils’ progress.

Spring half term

EYFS leader/EHT/HT

The SEF is in place by spring half term (March 2017), measuring the impact of the following on pupil outcomes:

Curriculum

Assessment system

Data analysis

Transition

Staff training/development/Performance Management

3.7 Improve provision in EYFS so that the play based learning better reflects the characteristics of effective learning as identified in the framework, both indoors and outdoors


Develop sensory activities

Use corridor area and outdoors to extend space since indoor space is limited.

Maximise the use of corridor space by conducting risk assessments and exploring opportunities for further activities.

To further develop outside resources and role play areas/ zones, and to ensure that

Phase 1: Autumn Term -rolling programme

EYFS Leader/staff

Progress is visible by the spring half term: A balance of adult initiated/led and

self-initiated active learning across all areas of learning.

Children are focused on learning in outdoor as well as indoor activities

Sufficient opportunities for independent learning.

Adults facilitate learning in a meaningful manner, questioning


they are embedded within the curriculum. children, modelling language and intervening when appropriate to maximise learning opportunities.

3.8 Respond to the needs of pupils with SEN and PP by improving provision for learners.


Provide more resources (hands on and

visual support) which helps to make

learning more to accessible

Actions from external reviews addressed

across the Federation and embedded into

the Pupil Premium Strategy

Spring half term

EYFS Leader/Staff

Planning:

Makes provision for SEN/PP children at different stages in their understanding/learning.

Resources are used to support learning.

Learning Objectives are clear with related activities reflected in both indoor and outdoor areas.

3.9 Increase parental involvement through the induction process


Introduction of further family learning

opportunities.

Targeted parent workshops throughout

the year.

Improved communication, particularly

with harder to reach parents.

Gather views of parents and pupils on

the induction process, quality and

quantity of workshops and

communication.

to engage more with PP families using

range of successful strategies

On-going EYFS Leader, Head of School

By July 2018… 100% of parents will be involved in

School Home Visits. 100% of parents will have attended

parents evening 60% of parents will have completed

parent feedback forms. 75% of parents will have attended

parent workshops EYFS Attendance is at 96%

3.10 Development of Language, improving children’s rates of progress in relation to their starting points.


Continue to use and embed talk based

interventions, such as Time to Talk

Continue to use and embed the work

By July 2018… Pupil premium – diminish differences

in the attainment of PP and SEN and the rest of the cohort

Children consistently make a high


agreed for the further development of

improving pupil vocabulary and RWI

comprehension.

To raise standards of literacy with

introduction of ‘tree of triumph’ to

develop English working walls in line with

rest of school.

To ensure the maths scheme of work is

taught consistently across the year group

to improve the standards of number and

reasoning in EYFS.

rate of progress from their starting points and that they are prepared for the next stage in their learning.

Children’s language ability has improved, so that they can articulate their knowledge and understanding clearly.

classroom provision and practise is set up to be language rich and all adults constantly model and encourage children to extend and develop their language and communication skills

Everyone Can Succeed The new maths scheme is embedded

as is the belief that all students can succeed in mathematics. A positive teacher mind-set and strong subject knowledge are key to student success in mathematics and are evidenced in our teaching of maths and pupils progress.

3.11 To deepen practitioner knowledge of children’s learning experiences in Reception and Year 1


Year 1 baseline/benchmark on entry

Year 1 teacher to visit EYFS classes

EYFS-Year 1 parents survey and child/pupil voice

Develop outdoor learning in Year 1

Year 1 to develop a proud wall or chosen piece of work for transition display.

Improved transition to be a priority of SIP until practise has improved to meet

September 2016-Term 6 2017 and 2018

SLT/Head/EYFS/Year 1 teams

Accurate assessments of children at start of year 1 so that learning is well pitched for all learners.

Year one teachers are familiar with children and children know their new adults and feel comfortable about moving to their new class.

Parents/children’s views on transition are collected and collated and the school is aware of what worked well, what needs further development

Children are using outdoor


the expectations of this policy.

Year 1 team to access full range of school play/role play resources

EYFS teachers to teach Year 1 in term 1 to see if work is well matched (class swap)

Year 1 teachers to be involved in moderation

environment to support their learning on a regular basis.

A review has shown what has worked, what resources used and needed, impingements and next steps.

Planning and evaluations:

Children feel valued and appreciated, boosting self-confidence and having familiar display space in their new classroom.

Transition is seamless and no learning time is lost in children struggling to settle into new environment/ work is well matched to all learners needs so that rapid progress can be achieved.

All year one children have access to full range of school resources for role play, small world play, outdoor play, sand and water play.

All teaching is well matched and builds on children’s prior learning

Year 1 teachers know children’s level of development and are secure in what their prior learning is.

STRAND 4a Personal Development, Behaviour and Welfare: To plan, deliver and embed outstanding SMSC throughout the Federation and at all levels. Ensuring that the curriculum, ethos and vision reflect our drive and ambition for


all pupils.

Context: In line with the curriculum for SMSC, the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. The school’s strengths are in:

Safeguarding

Promoting all forms of equality and in fostering greater understanding of and respect of diversity

Keeping pupils safe and providing additional support for those who are vulnerable

Curriculum Linked Governors: Nicola Fitchett and Dean Connaghan


Outcome RAG Status

4.1To ensure SMSC is delivered as a whole-school approach with cross-curricular links to different subjects.


Year Group Leaders to identify all current opportunities for SMSC in their Yearly Overview.

Subject leaders to then identify further opportunities for implementing SMSC in their subjects, and to produce a whole school overview.

English Coordinator to consider cultural texts used across year groups and order more if required, and to produce a whole school overview.

Art coordinator to audit artists and styles studies to ensure the plans reflect a wide range of cultures.

Current affairs to be embedded

Dec 2017 Completed by Jan 2018 Dec 2017 Nov 22nd/Dec 4th

Year leaders/Subject Leaders English Coordinator Art Coordinator

The school actively promotes: The values of democracy in lessons and in

wider school life. The importance of identifying and

combating discrimination In history/PSHE/RE pupils know about and can confidently discuss and give views on:

The democratic process and the difference between the executive and judiciary systems

The difference between the law of the land and religious law

Pupils actively challenge opinions or behaviours that are contrary to fundamental British values through discussions and debates, showing respect for others’ ideas and points of view.


into planning and opportunities given to explore local and current affairs. First News will be ordered to be used in class across all years.

An image to represent each strand of SMSC to be created so that teachers can use this in planning, on Smart Boards and in books to highlight where SMSC is be used in in what context.

Designated Staff meeting time will be given to plan a SMSC Day across the Federation, where teachers will spend the day exploring aspects of SMSC and introduce/embed the language/images to be used. School governors to be invited.

Teachers to use display as a tool for promoting SMSC within the classroom and school.

Early morning tasks/Changing times for PE to include opportunities for SMSC e.g. Moral dilemmas/watching Newsround.

Prove it Homework will be used for further opportunities to develop strands (Planned as a year group).

Marking will respond to SMSC ideas/thoughts questions and further challenges will be given. This will be reflected in the school

2017-on going

Throughout the school, staff and pupils actively talk about aspects of SMSC and understand and use the language: Spiritual, Moral, Social, Cultural

Staff promote SMSC through every curriculum area and with purposeful, deep thinking opportunities.

Pupils are able to respond thoughtfully and appropriately.

Evidence of SMSC can be seen in classroom, books and around the school

Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.

Pupils understand that the freedom to choose and hold other faiths and beliefs is protected in law.

Tolerance is promoted between different cultural traditions by enabling students to acquire an appreciation of their own and other cultures

Pupils understand and celebrate differences and ask questions thoughtfully and appropriately

Pupils make positive contributions to the life of the school and their community

Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.


marking policy.

4.2 To implement an annual SMSC calendar which will include cultural festivals and themed weeks, such as anti-bullying week.

PHSE co-ordinator to monitor use of resources, gather feedback from children and staff and to monitor the impact of the introduction of Jigsaw

Aim to cover first aid basics with all children through a theme week during Health & Sports Week

Anti- bullying week activities planned

RE co-ordinator to discuss how new RE curriculum can link with PHSE curriculum and SMSC. To monitor the quality and impact of the new SACRE plans and resources.

Each term, whole school assemblies will include SMSC aspects, either through opening slides with images/questions or linked to current affairs issues/cultural celebrations of a particular time. These could also be linked to year group questions and include Pupil Voice.

Visiting speakers will be invited to lead assemblies E.g. Nicola Wood (Refugee Charity Worker), Diwali Dance/Art, Jewish Rabbi etc.

Res introduce themed cultural lunches. Once a term-this needs

Year leaders/PSHE Leaders/ RE Leaders Heads of School Catering Team


to be linked to festivals

4.3 To develop SMSC content in conjunction with pupils, parents and the wider school community to make it fully inclusive.

PHSE co-ordinator to gather feedback from children through pupil voice, meet with parents and governors to discuss new SRE policy and SMSC in the school .

Newsletters, the school website and assemblies to be used as a way to inform and celebrate SMSC with parents and stakeholders

Website to include SMSC explanations. Teachers to celebrate SMSC opportunities on their website pages. Blog to be used to capture pupil/parent voice.

New policies to reflect SMSC aspects. Behaviour policy to be updated to include “Pay forward” approach- a chance to talk about feelings of all children involved in an issue and an opportunity to choose a way to “pay” for mistakes made.

SMSC Policy to be written and agreed.

Display for outside quiet area to be used for SMSC questions/images/thoughts to include Play leaders in the development of SMSC.

March 2017 Oct 2017 Dec 2017 2018 Term 3 & 4 2018

Year leaders/PSHE Leaders All Exec Head Heads of School Learning Mentor

By July 2018…. We have consulted with all stakeholders

when planning the content and resources for the delivery of SMSC.

Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.


Well Being Council to gather pupil Voice on Social/Spiritual aspects of SMSC and report back.

STRAND 4b Personal Development, Behaviour and Welfare PE and Sports Provision

Context: The school is allocated annual funding to provide high quality and sustainable PE provision to all children; with the aim of developing physical literacy skills and lifelong sport participation

See Sport Premium Funding and Impact Report Linked Governor: Dean Connaghan

school improvement plan (2016/2018) overarching aim for an ... · school improvement plan...

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