School Improvement Plan

2015 / 2016

“Achievement, ambition and progress for all…”

INTRODUCTION

This plan establishes our priorities for school development for April 2015 – July 2016 together with longer-term strategic targets for the following 3 years.

The purpose of the plan is to identify how we can further improve and develop the work of the school, how we will manage change, and how we can make best use of resources and new opportunities available to us. Priorities are identified in relation to the extent to which they:

o maintain and raise standards of achievemento improve the quality of teaching and learningo broaden and enrich children’s educational experienceo provide for children’s social development and self-esteemo improve facilities offered to pupils and staffo improve facilities for familieso provide outstanding value for moneyo develop the partnership with Torridon Junior School.

We have considered priorities for the school year ahead in the light of: pupil outcomes 14/15 outcomes from our own monitoring and evaluation since the Ofsted inspection in Nov 2013 consultation with staff, children and stakeholders discussion and evaluation with external support such as Challenge Parents, PiXL and the School Improvement Advisor the financial position and opportunities to generate income, including applying for grants current National initiatives including the ongoing development of the Curriculum and related assessment systems

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CONTENTSIntroduction Page 1Vision – school principles Page 2Context, process and consultation Page 3Strategic aims Page 4Key school plan targets for 2013 / 2014 Pages 5 -11Long term learning and teaching / curriculum review programme Page 12Self evaluation wheel 2013 - 14 Page 13

John Ball Primary School Principles

In John Ball Primary School we believe:

· that all learning should be highly engaging and fun!

· in the right to feel safe, healthy and happy within the school environment.

· in respecting individuality and valuing everyone equally, irrespective of their abilities, interests or difficulties.

· in the importance of building relationships and working together, embracing opportunities and creating positive changes in our school, local community and the global context.

· that all members of our school community have the right to engaging learning experiences which will unlock their potential.

· that our school should inspire everyone to become a life long learner.

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CONTEXTThis development plan recognises the context of the school: the change to the law that sees John Ball exempt from regular OFSTED inspection as an outstanding school with OS for all areas Nov 2013;

the need therefore to self challenge and quality assure our work. We know we are risk assessed and need to ensure we maintain this grading.

the school is in the second year of a partnership with Torridon Junior School (April 2014 to July 2016). the school’s role within the LA, as an established member of Challenge Partners and PiXL; the HT’s role as a Local Leader of Education (LLE)

and being invited to be a member of the Mayor of London’s Gold Club. the school roll will increase to 582 in September 2015. All classes are at or close to their maximum size of 30 pupils. The school continues to

be highly over subscribed at application for reception class. We have expanded now be a 3 form entry school, with the first 3 FE cohort will begin with us in Sept 2015.

the important role and strong reputation the school has in the local community, local authority and beyond. the school site is the centre for successful and popular extended school services, some run by the school others run by the Superkids or

external organisations.

PROCESS AND CONSULTATIONThis plan was drawn up from during term 3 2014/15 with consultations involving:

all parents through questionnaires staff through feedback from working groups, informal and formal staff meetings, feedback from audits and planning of middle leaders governors, through attending committee meetings and visiting the school discussions between and EHT the SLTs of both JB and TJ to identify areas of shared work for 15/16 - to be called “Partnership targets”.

MONITORINGThe plan will be monitored in senior leadership and senior management meetings, in staff meetings and at Governors committees with written progress updates included in Headteacher reports to full governing body meetings and at termly SAR meetings with the School Improvement Partner. Link governors for each of the main SIP targets will continue to monitor progress and report back to full GB meetings. Governors will be expected to visit the school prior to each GB meeting to ascertain the progress and impact of each SIP target and then report back nm this to the GB. Detailed plans and proposals will be discussed with the School Council and progress on certain issues is reported to parents through regular newsletters.

SIP targetsThis year’s SIP has 6 targets. Within each target there are several tasks and the scope of the targets mean that it is an ambitious plan, focused specifically on responding to the new national curriculum, changes to assessment and embedding the school’s learning approaches, thus raising achievement even further. A key aspect of the plan is the part that stakeholders and especially children have played and that they will be involved in each stage as well as the scope to develop areas of shared practice across the partnership. The school budget plan is cross referenced to the action points.

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The SIP allows for ongoing evaluation by staff, governors and at SAR meetings with the inclusion of a “How will we know we have been successful?” space in each of the main targets.

Strategic aims 2013 – 2016

Strategic Aim 1

To continue to develop the curriculum across the partnership in line with national developments, to ensuring that it is highly engaging, creative and relevant to the local, national and global community in which we live.

Strategic Aim 2

To establish John Ball and Torridon Juniors as centres of learning and teaching excellence where all learning and teaching is consistently good and the vast majority is outstanding.

Strategic Aim 3

To ensure that pupil achievement across the partnership remains well above national average for all pupil groups and that “in school” gaps between them continue to close.

Strategic Aim 4

To continue to develop and embed high quality leadership structures and systems across the partnership which have significant impact on learners’ achievements.

SIP 2015/16 - targets at a glance

Target 1: to continue to develop and embed our curriculum in line with national developments

Target 2: to continue to embed the new assessment systems in line with national developments

Target 3: to improve and develop provision and strategies to support pupils experiencing social, emotional and attachment difficulties

Target 4: to increase the amount of OS learning and teaching over time through lesson study

Target 5: to continue to develop leadership capacity across the partnership

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Target 6: to celebrate learning and achievement by developing the learning environment

Target 7: to review the schools’ anti bullying strategy and related policy / curriculum provision

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Key stage Outcomes for 2014/15 – what are we building on?

Attendance from the beginning of theAttendance from the beginning of the school year until the date of submittingschool year until the date of submitting

the data sheetthe data sheet

Year 1 Phonic Screening CheckYear 1 Phonic Screening CheckProportion meeting the standardProportion meeting the standard

All pupils Pupil Premium Pupils All pupils Pupil Premium Pupils96.2% 94.06% 85% 75%

End of the Early Years Foundation Stage% of children achieving a Good level of development (GLD) GLD is defined as the percentage of children achieving

‘expected’ or better in ALL the early learning goals in the prime areas of learning (personal, social and emotional

development; physical development; and communication and language) and All the early learning goals in the specific

areas of mathematics and literacy.

All pupils Pupil Premium Pupils80% 67%

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98 98 98 100 98 100 98 98 95 86 90 98 100 100 100 98 97

Year 2: Year 2: actual outcomes for 2015 end of Key Stage 1 assessments

No. of pupils Reading Writing Maths Reading, Writing and Maths

combined

All PupilsL2+ 59 93% 93% 98% 93%L2b+ 59 91% 90% 88% 86%L3+ 59 58% 46% 54% 30%

Pupil Premium

Pupils

L2+ 6 100% 100% 100% 100%L2b+ 6 100% 100% 83% 83%L3+ 6 33% 33% 17%(1 child) 17%

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No. of pupils Reading%

Writing%

Maths%

Reading, Writing and Maths combined

%At and

above RWMBE

below

AEat

EEexcee

dBE

belowAEat

EEexcee

dBE

belowAEat

EEexcee

dBE

belowAEat

EEexcee

dYear 1 12% 44% 44% 11% 60% 29% 24% 58% 18% 28% 58% 14% 72%

Year 2 (2B) 8% 5% 87% 10% 15% 75% 12% 12% 76% 30% 2% 68% 70%Year 2 (2C) 7% 2% 91% 5% 3% 90% 2% 10% 88% 7% 7% 86% 93%

Year 3 16% 44% 40% 23% 41% 36% 17% 58% 25% 27% 51% 22% 73%Year 4 22% 26% 52% 24% 32% 44% 22% 47% 31% 29% 45% 26% 71%Year 5 13% 41% 46% 27% 31% 42% 16% 37% 47% 27% 41% 32% 73%Year 6 0% 34% 66% 0% 29% 71% 1.7% 22% 76% 1.7% 46% 52% 98%

Year 6: Year 6: actual outcomes for 2015 end of Key Stage 2 assessmentsNo. of

pupils

Reading Writing MathsReading, Writing &

Maths

Grammar Punctuation & Spelling

Reading Progress

Writing Progres

sMaths

Progress

All Pupils

L4+58

100% 100% 98.3% 98.3% 91.4% EP 100% 100% 100%L4b+ 95% 95% 98.3% 93% 83%L5+ 66% 70.7% 76% 52% 74% MEP 47% 62% 83%L6% 0% 14% 28% 0% 12%

Pupil Premiu

m Pupils

L4+7

100% 100% 100% 100% 86% EP 100% 100% 100%L4b+ 86% 86% 100% 71% 71.4%L5+ 57% 57.1% 57% 29% 43% MEP 57% 71.4% 57.1%L6% 0% 0% 0% 0% 0%

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Main School Priorities 2015/16Target 1: Partnership Shared Targetto continue to develop and embed our curriculum in line with national developments

Leader (s): Beth Budden / Bijal PandyaLink Governors: Rachel and Louise

Resources / FinanceLink to Learning resources / subject leader budgetsSBMs can provide further details on request inc budget vs actual.Approx. £20K in each school, broken down into subject leader lines

Timescale July 2015 – July 2016

Monitoring and Evaluation Staff meetingsOngoing lesson obs and learning walksParent f/b and questionnairesPupil council meetingsSL evaluations / team meetings / 1:1GB visits and reports

Tasks / Action Needed*see individual subject leader action plans attached as appendices

Ensure English and Maths leads have shared new KS tests and raised expectations with all staff and that these continue to be reflected in both curriculum, polices and staff planning from Sept 2015.

Review 2014/15 curriculum maps and identify WWW and EBIs. Identify IPC topics which have been successful and keep within maps. Identify any not yet trialled which could be introduced in 15/16.

Ensure that British Values and anti-radicalisation agenda is clearly identified in curriculum policy and maps. Link to revised SG policy July 2015.

Revise maps ready for 2015/16. JB to write new map based on M Tidd’s jigsaw model.

Link maps to “Take one picture.” projects across both schools. See target 6.

Identify a RRS champion for TJ – aim to launch to staff during 2015/16.

Aim to have JB assessed at Level 2 RRS by Easter 2016 – DP and TW.

Accreditations for 2015/16

Torridon John Ball

Rights Respecting Schools

Level 1 by July 2016 Level 2 by Easter 2016

Inclusion Quality Mark IQM By Easter 2016 COE By Dec 2015

Artsmark By July 2016 By July 2016

Humanities Quality Mark

Begin during 15/16

How will we know if we’ve been successful?

There is clear evidence in planning, books, tracking meetings and discussions with pupils that the new curriculum expectations are being taught and met accordingly.

Revised curriculum maps are clear and being used by all – again reflected in planning, books and learning observations. Maps published on the website as per legal requirements.

The school’s strategy regarding British Values and anti-radicalisation is clearly understood by all staff, parents and governors.

New and revised maps are accessible to all and clearly outline the whole curriculum over each KS in line with the NC.

There is clear evidence of the improved art outcomes for all as part of “Take one picture” – links to outcomes in Target 6

Both schools achieve accreditation marks by deadlines identified. Pupils are achieving targets agreed in English and maths in all year groups – see Target 2. Both schools are at least in line or above new Floor targets for KS2.

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Target 2: Partnership Shared Targetto continue to develop and embed new school based assessment systems in line with national developmentsLeader (s) BB, JM, CB, DF, GFLink Governors: Catherine and Ian

Resources / FinanceLearning ladders fee – waived for 14/15 and 15/16 due to ambassador school statusEarly excellence feeCost of related CPD and cover for WG where appropriateCosts of EYFS online product tbc for JB

Timescale June 2015 – July 2016

Monitoring and Evaluation Lesson observation, Pupil book scrutiny, Data analysis, SL evaluations / team meetings / 1:1, GB visits and reportsTasks / Action NeededBoth schools

Working group (WG) to finalise Learning Ladder online system for partnership by July 2015. Finalise all Y1, 3, 4 and 5 data against new NC for SARs – wk beg 13th July 2015. SLT to begin to

use LL for SAR prep and analysis. WG to agree strategy to baseline new Y3 cohorts against NC in September 2015. Provide all staff with ongoing Inset over 15/16 including training on Inset day 1. WG to provide

clarity over process i.e. online system vs paper based targets etc. streamline with reporting to parents’ process.

WG to complete draft assessment policy to be tabled with GBs July 2015. WG to review in school and cross partnership moderation opportunities for 15/16. To be agreed

by July 2015 and written into 15/16 Year planner. WG to work with LL schools to create bank of exemplars of AE, BE and AB E for reading, writing

and mathsJohn Ball only –(see EYFS action plan for further detail)

Implement new baseline system from Sept 2015 – Early Excellence (RS, JB EYFS leader) RS to review online assessment systems available. Decide on a new system by Dec 2015.

How will we know if we’ve been successful?All teaching is consistently good and more than 50% consistently OS – tbc during CP review March 2015.

Impact on pupil outcomes 2014/15EYFSIncrease current % of pupils achieving exceeded ELG in core subjects by 5 % to 85%

KS1Improve % of Yr 1 pupils achieving threshold in Phonics screening check to 85%+Maintain % AE+ R, W & M by end of Year 2 2016 i.e. 95%+Aim for % EE of R, W & M to be 30%+Aim for % of FSM pupils achieving EE of R, W & M to be between 20 – 30% in July 2016 thus further closing gap between FSM and Non FSM pupils

KS2 – See below*review EE % for reading in Y6 – to be at least in line with writing

KS2 predicted outcomes

No. of

pupils

Reading Writing MathsReading, Writing &

Maths

Grammar Punctuation & Spelling

Reading Progress

Writing Progres

sMaths

Progress

All Pupils

BE89

5% 5% 5% 5% 5% EP 100% 100% 100%AE+ 95% 95% 95% 95% 95%EE+ 61% 71% 75% 60% 75% MEP % % %

Pupil Premiu

m Pupils

BE12

8 % 8 % 8 % 8 % 8%AE+ 92 % 92% 92% 92 % 92% EP 100% 100% 100%EE+ 50% 50% 58% 42% 50% MEP % % %

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Target 3: Partnership Shared Targetto improve and develop provision and strategies to support pupils experiencing social, emotional and attachment difficulties

Leader (s)Bijal Pandya and Jacqui NoakesLink Governors: Vanessa / Matthew

Resources / FinanceCost of Inset speakers offset by charging for external attendees

Timescale Sept 2015 – July 2016

Monitoring and Evaluation Lesson observationData analysis – eg behaviour statsSL evaluations / team meetings / 1:1JST minutes

Tasks / Action Needed

Deliver Inset day conference entitled “Attachment difficulties,

blurred lines: ASD or AD?”. To be delivered by Dr Jenny Nock and

Sally Donovan. Inset 3 21/9/15. All JB staff to attend with identified

TJ staff. Not inset day at TJ. Jenny Nock to deliver twilight CPD at TJ

on same day.

Staff to review current practice and provision in both schools

through SMs following Inset. IMs to identify strategies and provision

in a staged approach within the inclusion policies i.e. what can be

achieved at class level, school level, external support in school and

agencies to support out with school.

Complete: Audit and review current tiered provision for MHWB in house and at LA level by Aut 1. Reflect in Inclusion policy. Continue to develop provision with Mary Dolly foundation in both schools.

Review PSHE curriculum in both schools to ensure that it provides opportunities for pupils and staff to learn about interpersonal relationships / how to handle difficult situations etc. Review resources and staff confidence / subject knowledge.

Review provision around identified pupils in light of Inset. Ensure that IEPs / BSP reflect any new ideas and strategies. Identify timeframe for review and impact measures.

Link back to school behaviour policies – ensure that these are in line with advice and best practice. Revisit restorative justice with all staff – provide CPD.

How will we know if we’ve been successful?

Evidence of pupils’ needs being well met in light of Inset via observations and learning walks, IEP / BSP evaluations, ind pupil reviews. Evidence that ASD and attachment disorder are being clearly diagnosed and provision meeting need where it has been.

Staff report and show and increased awareness of attachment disorder and how to best meet needs.

JB to achieve IQM centre of Excellence by Dec 2015

TJ to achieve IQM by Eater 2016

Exclusion rates monitored and reviewed half termly; evidence of a decrease in internal and external exclusions in both schools.

In Jan 2016 all staff rate provision for SEBD pupils higher than in 14/15 staff questionnaires.

Evidence of improved PSHE curriculum provision in both schools

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Review lunchtime activities, provision and supervision by MMS

Target 4 PARTNERSHIP SHARED TARGET:to increase the amount of OS learning and teaching practice over time through lesson study

Leader (s) M Roach, EHT and SLTsLink Governors: Sandrine and Angela

Resources / FinancePossible cover costs tbc

Timescale Sept 2015 – July 2016

Monitoring and EvaluationSee school self-evaluation wheel

Tasks / Action Needed:

Research fully approaches to lesson study that will suit our context – MR EHT

Identify common goals / area of study/improvement e.g. differentiation/ AfL techniques/ meeting pupils needs - SLT

Identify groups of 3 or 4 / year groups or phases - SLT

Launch lesson study to staff via staff meeting Aut. 1 - EHT

Cycle (Plan-do-review-learn-apply) includes: plan lesson, teach lesson with other teachers observing, debrief and discuss lesson. Revise lesson and teach again, following cycle twice.

SLT to plan cycles around PPA and identify cover requirements.

Identify Inset or SM for staff to share findings from lesson study e.g. Jan 2016 inset.

How will we know if we have been successful?

Feedback from pupils on learning experiences

Developmental feedback from teachers –improvements in teaching experience and professional craft knowledge

Improvements in learning and teaching overtime – monitored through planning and book scrutinies, observation, pupil conferencing and data.

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Target 5: Partnership Shared Target

To continue to develop leadership capacity across the partnership

Leader (s): M Roach, EHTLink Governors: Erica / Jarlath

Resources / FinanceGB SLA with LACost of any external courses and visits to support MLsCosts of sending leaders on CP reviews / IOE / NPQH – CPD budget

Timescale June 2015 – July 2016

Monitoring and EvaluationSee school self-evaluation wheelGB meeting minutes & committee, working group minutesML action plan updates inc 1:1EHT report to GB / SEF

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Tasks / Action Needed:

EHT to support new HOS at JB & TJ through bespoke coaching programme – ongoing. HOS at TJ to begin NPQH – support from JM at JB.

Identify capacity to send more SLT on CP reviews during 14/15.

Send Maths and English leaders on Beyond Monitoring course – Aut term.

Members of SLT to begin new “Stepping up to SLT” course through IOE / Brindishe schools partnership and Leadership course via Woodhill PS Greenwich.

DHT Inclusion at TJ to begin SENCo training in Aut 1. Support from JN at JB.

Identify any other members of SLT for NPQH and NQSL through Aut PM.

Link leaders to CP Hub leadership group if continuing.

All SLT involved in reviewing draft SIP and writing own action plans Sum 2 14/15.

Run twilight CPD on Ofsted framework for all SLT – Aut 1 15/16.

Ensure EYFS leader at JB is confident with revised EYFS FW – write separate EYFS section for SEF with JB HOS end of 14/15.

Ensure all leaders fully aware of roles and responsibilities in relation to SE wheel and GB policy review schedule – EHT by July 2015.

How will we know if we’ve been successful?

Clear appraisal systems in place for all SLT. Leaders report back positively at PM review Aut 1 and midterm reviews (Spring 2016) about process.

Increased number of leaders involved in CP reviews, external courses and qualifications. Evidence through GB visits, SEF and SAR visits that these courses etc are impacting positively on both schools in terms of achievement and quality of L and T.

Bespoke coaching courses are rated well be leaders.

Actions plans of all SLT show a clear understanding of school improvement process and who to evaluate the quality of provision and its impact.

Quality of leadership teams is rated highly in both schools’ CP review Spring 2016

Target 6: Partnership Shared Target

Leader (s) CB/JM HOSLink Governors: Sandrine and Angela

Resources / FinanceCover costs for meetingsPotential costs of recommended provision TBC

Timescale Sept 2015 – July 2016

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to celebrate learning and achievement by developing the learning environment

Monitoring and EvaluationSee school self-evaluation wheel

Tasks / Action Needed:

Draft a new learning environment policy for the partnership – EHT / HOS by July 2015.

Share with all staff on Inset day 2 15/16.

Send key staff to see best practice at other schools e.g. Foxfield and Deansfield in Greenwich, during Sum / Aut term.

Establish an annual cycle of “Take one picture project” across the partnership over 2015/16 to support the preparation of pupils learning in shared spaces.

Further research an Artist in residence (AIR) at John Ball, utilising an empty classroom. Create programme of art teaching to classes by AIR at JB. This is staff CPD not PPA.

Identify opportunities to link AIR to TJ.

Establish whole school project at JB to create installation in new entrance foyer.

JB to apply for Artsmark Gold accreditation by July 2015 (SB / JT)

Quality of display and learning environments improves in all classes and shared areas – e.g. more evidence of displaying pupils learning vs displaying teaching prompts.

Staff are clear on expectations of the new policy – monitored through annual cycle of lesson observations and learning walks.

Quality of pupil’s art work improves in line with staff confidence in teaching art.

Staff at JB report improved subject knowledge and confined in teaching art.

Leader (s)Link Governors: Kate and Linda

Resources / Financetbc

Timescale Sept 2015 – July 2017

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Target 7: Partnership Shared Targetto review the schools’ anti bullying strategy and related policy / curriculum provision

Monitoring and Evaluation Lesson observationData analysis – eg behaviour / bullying statsSL evaluations / team meetings / 1:1JST minutes

Tasks / Action Needed*Link to target 3

Establish a joint working group across the partnership

Working group to meet in the autumn term to agree its own action plan for the year.

The group’s key remit is to review the current anti bullying polices for both schools as well as linking in with target 3:

Audit and review current tiered provision for MHWB in house and at LA level by Aut 1. Reflect in Inclusion policy. Continue to develop provision with Mary Dolly foundation in both schools.

Review PSHE curriculum in both schools to ensure that it provides opportunities for pupils and staff to learn about interpersonal relationships / how to handle difficult situations etc. Review resources and staff confidence / subject knowledge.

The group should aim to share the outcome of its work with all staff on Inset day 4 – PM session.

The group should also aim to plan and deliver an anti-bullying week in the Spring term 15/16, building on the work done in “different families week” 14/15.

How will we know if we’ve been successful?

A clear and revised policy and strategy is share with all staff and clearly understood – by January 2015. This should include clarity about how to record, report and deal with any reported incidents of bullying.

Staff, pupils and parents feedback in Spring term via annual questionnaires that the school deals effectively with reported incidents of bullying.

Reported and recorded incidents of bullying decrease over 15/16 in comparison to 14/15.

Pupils are able to clearly articulate what they understand by bullying and what they would do to deal with it if it happened to them or someone they know.

The revised PSHE curriculum clearly provides opportunities for pupils to learn about bullying and how to respond to it as well as why it is wrong.

Inset day programme overview 2015/16

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Day and date Torridon Juniors John BallInset day 1 – 1/9/15 Assessment policy briefing

English policy briefingMaths policy briefingClassroom prep (PM)

Assessment policy briefingEnglish policy briefingMaths policy briefingClassroom prep (PM)

Inset day 2 – 2/9/15 Safeguarding policy briefingH and S policy briefingLearning environment policy briefingWorking together expectationsClassroom prep (PM)

Safeguarding policy briefingH and S policy briefingLearning environment policy briefingNew building update and briefingClassroom prep (PM)

Inset day 3 – 21/9/15 *not an inset day at TJ – a 2 hour CPD session based on the morning session at JB will be delivered to staff.

Blurred lines; attachment or ASD conference

Inset day 3 – 1/11/15 Assessment and moderation *Not an inset day at John Ball

Inset day 4 – 4/1/16 Partnership dayAM – Safeguarding biannual training – lead by Daphne McKennaPM – Review of the partnershipPM – Anti bullying policy – working group feedback

Inset day 5 – 27/6/15 TBC – consultation on SIP 16/17

Four Year Plan for Curriculum Review

D – Subject in ‘development Mode’ M – subject in ‘maintenance mode’All aspects are provisional dependent on national / local priorities yet to be identified.

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Subject Aspect 2015 - 16 2016 - 17 2017 - 18 2018 - 19Curriculum Planning – continuity, balance, progression, identification of skills

D M D

English D M DMaths D M DComputing M M DScientific and technological understanding

M D M

Historical, geographical and socialunderstanding

D M D

Understanding physical development, health and wellbeing

D D M

Understanding the arts M D DModern foreign languages Religious Education M D MAssessment D D DPSHE D D DEarly Years Foundation Stage M D MAssembly / School Ethos M M MProvision for Gifted Talented and More Able Children

M D M

Development mode: The subject will be reviewed and standards will be extensively checked. Release time will be available for observation of lessons, sampling children’s work, reviewing and updating documentation, reviewing medium term plans, leading meetings. The subject may be identified in the School Improvement Plan for review.

Maintenance mode. The subject leader will advise and support staff, keep up to date with national developments and report to staff, identify resource needs and manage budget, ensure resources are well organised and accessible, maintain subject file, agreement trialling at staff meetings/ Key Stage meetings (core subjects). Limited management time may be available in the school day for the subject leader.

Phase and Subject leader action plans 2015/16

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Subject Area

English

Leader Donna Karpel

Resources / FinanceCLPE – renew of bronze subscription (£200)Spelling & Grammar (Lindsay Pickton programme) £500 for Year 1-6SPAG.COM for Year 6 £114.00Guided reading resources for Year 3&4 £200Stage books to be replenished as some are in poor condition – we also need to be ready for the bulge reception class coming in to Key Stage 1 £1000-£2000Reading books for Year 5 book corner £Bug Club £1600 (TBC if funded by The Friends)

Total - £4614.00

Author visitsDrama workshopsTheatre tripsCPD

Timescale July 2015 – July 2016

Monitoring and Evaluation Observe teaching and learning

in English across the school Book scrutiny/planning Moderations across year and

phase groups Conversations with staff and children Monitoring of classroom

display e.g. Working walls/reading corners

Monitor intervention groups Drop-ins and learning walks

Where are we now?PhonicsThis year, 85% of children passed the phonics screening check. This means that we have maintained our pass rate from last year. There has been earlier intervention in Year 1, delivered by Ruth Morgan and targeted timetabled booster groups with TAs using ‘Word Shark.’ There is still continuous rigorous teaching of phonics in Year 1 and due to the new curriculum, we have been delivering elements of Phase 6 Letters and Sounds. There was also a ‘phonics check’ meeting delivered to Year 1 parents, which offered them clear advice on how to support their child and we have continued to send home the ‘Dandelion’ readers scheme for additional support. We hope to fund ‘Phonics Bug’ next year as an additional resource for parents to use with their children at home. The English Leader will continue to deliver Phonics training for SD/NQTs and support any new TAs in Key Stage 1.

ReadingWe now have two volunteers who have been trained by Ruth Morgan to run discreet reading sessions. These volunteers are now supporting the over learning sessions in Key Stage 1. We have also used our Beanstalk volunteer to work with three targeted children in Year 6. These children have now moved a whole level in reading and have reached national average. The Beanstalk volunteer has agreed to share her practice and our volunteers will be observing one of her sessions so that they can support Year 6 pupils next year.In Key Stage 1, the attainment stayed the same for children achieving 2c in reading 93%, and there was an increase of children achieving 2b from 88% to 91% and level 3 from 48% to 58%. In Year 6, we achieved our prediction of 100% of pupils achieving level 4c+, however we did not realise the predicted % for L5c+ or L6. Whilst 67% of pupils achieved L5 we need to review again our pupil performance at EE to ensure it is in line or above the % for writing.By trialling Bug Club next year, we will be able to provide e- books for Ipads during guided reading sessions and class teachers will be able to allocate different genres of texts to the children for additional homework.

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WritingJohn Ball has four senior LA moderators from across 3 phases. This has ensured accuracy and consistency in levelling within school and has provided us with an opportunity to benchmark ourselves against other schools in the LA. In the summer term, our Year 6 teacher (NQT) was moderated by the LA and his judgements in writing were confirmed as being accurate. We have continued to carry out moderation sessions across year groups, phase groups and with Torridon Junior School to ensure consistency, using the ‘Learning Ladders’ criteria. Staff are now benchmarking children in writing as below, working at and working above. The Phase Leaders and Subject Leaders have supported these sessions and helped teachers with their judgements. There have also been additional moderation sessions between EYFS and the Year 1 team in order to agree which children are exceeding in writing. The English Leader and The Assessment Leader have attended a cluster moderation at a local secondary school to begin to agree standardisation for what expected progress will look like in Year 6 using the new curriculum. These meetings will continue into next year and we will disseminate the outcomes with the new Year 6 team.

In KS1, writing results have risen. 2c 93%, 2b 90%. Level 3 has increased from 39% to 46%. The English Leader has been working with Polly Mason to deliver Talk 4 Writing in Year 1 so it is now being rolled out across Year 1 and 2. Year 6 attainment is still to be updated. The English Leader has carried out two book looks this year and given detailed feedback to staff about these outcomes. Due to pen licenses and handwriting pens being given out across Key Stage 2, there is a higher percentage of children using a pen in their writing and using joined up writing consistently.

We were very pleases with our KS2 outcomes of 100% L4c+, 71% L5c+ and 14% L6. The % of pupils making expected progress was 100% and 71% made exceeded progress.

To ensure that poetry was being taught across the school there was a poetry appreciation day at JB and each year group was asked to produce a particular type of poetry around the theme of school dinners. The English team have organised for these poems to be published into a book and the proceeds from this book have gone towards books for the school.

CPDStaff have received grammar CPD delivered by Lindsay Pickton. This has supported staff with their subject knowledge and there is evidence in a range of children’s books that staff are using the activities that he modelled as being good practice. Additional assessment resources for the Year 6 SPAG test were purchased. This has allowed children to practise and improve their scores via homework and have been used for targeted SPAG intervention groups. The Year 6 team have really focused on the explicit teaching of spelling and the mock SATS GPS outcomes were very positive. Year 5 have been delivering daily SPAG sessions in preparation for next year.

Staff have also received training on how to plan for extended pieces of writing using the CLPE teaching sequences and given time to plan a unit of work. This was a key area of focus after looking at the books in the Autumn term. In the latest book look there was more evidence of independent writing across the school. This is something we want to keep developing. The English Leader then continued to work with two Year 3 teachers to further support them in using the three circle planning format and observed one of these teachers delivering one of the sessions from their planning.

SpellingStaff have had spelling CPD delivered by Lindsay Pickton. Jane Grove and the English leader also bought in additional resources for the school and these are shared on the server and are being used by staff. Next year we hope to roll out a SPAG teaching programme from Year 1-6 that has been written by Lindsay Pickton and staff will be need to be trained to use this resource. Staff in Key Stage 2 are using the statutory spelling lists during handwriting and using a word of the day/week display to reinforce this.

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ResourcesDue to there being 4 reception classes starting in September, we will need to ensure that there are enough ‘levelled’ stage books for each class. We will also need to replenish our stage books in Key Stage 1 to accommodate the bulge class moving through the school. Year 5 will also be moving into the music room so will need additional resources for their book corner. Due to a higher % of Year 1 children reading Stage 10 books, we have had to buy in more of this particular level and over the next few years, we will need to replace our ‘levelled’ stage books as they are starting to look very tatty.

A team of parents have approached me about a possible ‘temporary’ library in the school and have offered to help with the design and organisation of this. With a quieter play being offered to the children at lunchtimes, one of these parents has offered their time to run a ‘book club.’ Next year we want to continue showcasing the children’s Art and English from their IPC units.

Other developmentsNewspaper club will continue to be run by a parent volunteer.The English team will now consist of Donna Karpel, Stephen Mitchell, Pericles Hatzikiriakidis and Amy Lucas.Tasks / Action Needed

Reading

Two volunteers to continue to deliver 1:1 reading sessions in Key Stage 1 with targeted children and to observe our successful ‘Beanstalk’ volunteer so that they can work with particular children in Year 6 next year.

To deliver a refresher session for the teaching of effective guided reading sessions.

Ensure that all staff continue to use high quality CLPE core texts.

Continue to promote a ‘reading for pleasure culture’ throughout the school. Keep trialling the school book club to raise funds for new books in the school. English leader to look at book corners at the start of the year and advise/support any new staff. Possibility

How will we know if we’ve been successful?

Working group will continue to feel confident in delivering these sessions. There will be clear progress on those children’s reading ladders.

Staff will be familiar with the new curriculum for reading and the increased expectations and will be aware of the responsibility for teaching that content within their year group. Year 5 to share P.E.E strategies for guided reading and Year 4 to share how they are trialling whole class reading.

The English Leader to look at long term plans to see what books are being used. Observe or drop in to reading sessions.

Team of parents are ready to support the possibility of a temporary library.

There will continue to be a visibly positive celebration of reading through displays and assemblies. Reading corners will also ensure high

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of identifying common areas for celebrating reading- especially in the new building and setting up a Learning Zone.

Writing

To continue to hold termly moderation sessions. These will be across year groups and phase groups. More informal moderations will also take place half-termly during phase meetings. English leader to keep liaising with assessment co-ordinator about how to track progress in reading and writing.

Continue to monitor the teaching of handwriting as outlined in our school policy and ensure that teachers are modelling joined handwriting in their shared writing sessions, as well as ensuring that display boards in the classroom showcase joined up writing.

Staff will continue to mark in line with the JB school policy. NQTs and new staff will need to be supported with this.

profile for reading. Conversations with children will indicate that they enjoy reading as an independent activity.

Year partners and phase transition partners will be more confident in assessment and levelling writing and develop more agreement of judgements.

Progress Scorecard points

Below expected progress Less than 100 per year

Expected progress 100 points per year

Outstanding progress Over 120 per year

100% of children to make expected progress (100 points per year) and 85% of children to reach expected scores or above for their year.

English Leader to work with assessment co-ordinator to ensure that there are non-negotiable targets for each year group.

Staff will follow planning for handwriting as outlined in the JB school policy and this will be evident in the children’s extended pieces of writing. More children will acquire pen licenses.

Marking and feedback in books will show clear next steps, with children responding in green pen. Staff meeting to clarify WMG across both Maths and English.

Evidence will be clear to see in the books.

Ensure that new staff are confident in their subject knowledge. Page 21

To continue to support staff with increased expectations of grammar and spelling in the new curriculum. Buying in grammar programme for Year 1-6 which is written by Lindsay Pickton.

The English Leader to identify staff that would be happy to deliver 1:1/small group CPD for others in their area of expertise and create a register of expertise.

To observe the teaching of English across the school and identify excellent practice for sharing. This will contribute to the CPD programme and will help me to identify who needs advice or challenge.

Phonics

English leader to continue to work with EYFS leader and Key Stage 1 Phase Leader to implement tracking assessment. This will help to aid intervention groups and monitor progress for the Year 1 teachers.

There will be two new teachers joining reception in September. Personalised CPD will need to be delivered to these teachers and provision made for opportunities to observe ‘outstanding’ practice in Phonics. The English Leader to deliver this training in-house.

Jack Jefferies will be running intervention groups for those children who did not pass the phonics check in Year 1 or who have been identified as needing extra support. She has been identified as showing ‘best practice’.

The English Leader and EYFS co-ordinator to hold a meeting in September to introduce ‘Phonics Bug.’

Monitor books/ Working walls to ensure each year group is teaching the correct skills and using the correct terminology e.g. fronted adverbials.

Staff to be audited on areas of ‘expertise, confidence, interest and support to target CPD more effectively.

From September there will be an agreed pro-forma created for Reception/Key stage 1 teachers that will allow the class teacher to track children’s progress through each of the phases. This tracking can then be used at handover meetings.

New members of staff in Reception will feel confident in the teaching of phonics and progress will be evident on the tracking proforma.

English leader and Phase Leader will support Jack Jefferies in delivering this intervention. Progress will be measured by % of children passing phonics test in Year 1.

Parents will be accessing the website and we can track how many books are being read on-line.

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Subject Area:

Mathematics

2015/16

Leader (s)Thomas Weddell Maths Subject LeaderRebecca Suffield EYFSPolly Mason KS1Symeon Spooner KS1 (L)Thea Patsias Upper KS2 (U)Link governors:

Resources / Finance

Yet to be confirmed

Monitoring and Evaluation Monitoring of ML action plans by SLT Progress meetings (Phase Groups)Termly Book ReviewHalf Termly meeting of maths team (review termly targets)Half termly ML/SLT meetings Governor visitsChallenge Partners (CP) review

Timescale

Academic Year 2015 / 2016

Where are we now?EYFS: Y1: Below Age Expected: 24% At Age Expected:72% Above Age Expected: 14%Y2: L2C+: 98% L2B+: 88% L+: 54%Y3: Below Age Expected: 17% At Age Expected: 83% Above Age Expected: 25%Y4: Below Age Expected: 26% At Age Expected: 74% Above Age Expected: 32%Y5: Below Age Expected: 15% At Age Expected: 85% Above Age Expected: 47%Y6: L4B+: 98% L5C+: 76% L6+: 28%

The data paints a very positive picture of progress throughout the school. The maths results in both SATs years are the highest results we have ever achieved. Our FSM cohort also performed exceptionally closing the gap in both Y2 and Y6. These results will put us in the top three performing schools for mathematics in the borough.

Targets for next academic year:Maintain levels achieved in Y1, Y3, Y4, Y5 who have achieved exceeding age expected progress. Aim for age expected progress floor target of 85% for all year groups. Year 2 Sats Target: 85% of our children to be at age expected target. We are aiming for 30% to be exceeding age expected target.Year 6 Sats Target: 95% at Age Expected (685 - 700 points on Learning Ladder system). We are aiming for 100%+ for age expected progress. Exceeding age expected target is 50%

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Tasks / Action Needed How will we know if we have been successful?

Embed new curriculum in line with national developments – support teachers to ensure that it is highly engaging, creative and relevant to local, national and global community.

1. Continue to develop staff subject knowledge and confidence of teaching new curriculum - through support and inset this will be achieved through: introduction of new medium and long term maths planning for progression which will result in children gaining a greater appreciation of the links in mathematics across the learning ladder strands. Introduce weekly planning model and affirm the expectations of what is on the plan.

2. Embed Learning Ladders assessment procedure and ensure that teachers are using our assessment system to create short term (weekly) progressive plans.

3. Maths Leader to run inset training on Singapore maths methods that we may add to our calculation policy. Maths leader to contact Holbeach Primary School to discuss impact of this approach and disseminate back to JB staff.

4. Revisit must, should, could, might lesson structure. Our aim is to show progression in each session by creating ‘short’ activities that allow a child to secure knowledge and move on to the next target. This will be delivered by the maths lead teacher over a number of staff meetings.

5. Develop maths team ensure that the team meet every half term and are involved in book looks etc…

Embed new curriculum in line with national developments – support teachers to ensure that it is highly engaging, creative and relevant to local, national and global community.

1. Feedback from staff / sharing of practice / successful staff meetings that embed outstanding practice / staff knowledge in this area noted during internal and external observations. Carry out planning checks alongside book moderation.

2. Feedback during moderation meetings and assessment review / target setting meetings. Carry out data reviews at the end of each half term of each year group.

3. Evidence of picture models used in children’s maths books and on classroom maths strategies displays.

4. Evidence in children’s maths books. To be focus of moderation target.

5. Half termly team meetings to be held.

6. Meetings with SLT and English lead to be held and process to be adapted to suit our needs.

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6. Review moderation and book look process. Work with English lead to create a more effective structure to manage and have impact as a result of book looks.

Embed new curriculum in line with national developments – targeted resources to support the creative and engaging teaching of mathematics.

1. Resources audit and purchase concrete resources that are suitable for the new curriculum for every class in the school. Focus on resources for F,D,P and R.

2. Adapt calculation policy to include picture models from ‘Singapore’ method to support abstract mathematical thinking in KS1 and Y3/ Y4 KS2.

3. Continue to embed new ‘activity’ resources purchased in the last academic year.

4. New expectations of what is contained in a maths book. Encouraging open ended investigations, exploding questions, pupil response (green pen) and problem solving to take centre stage in the maths books. We are looking for solid calculations, evidence of reading to understand a problem, evidence of problem solving and colour and life in our books.

5. Review our approach to homework and our use of MyMaths as our main tool for setting homework.

To ensure that pupil achievement remains well above the national average for all groups and that in school gaps continue to close.

6. Ongoing data analysis and feedback to staff at moderation meetings, staff meetings and pupil

Embed new curriculum in line with national developments – targeted resources to support the creative and engaging teaching of mathematics.

1. Ensure that during maths observations, observers are looking for evidence of resources being used. This should be recorded on observation sheets.

2. Evidence of picture models used in children’s maths books and on classroom maths strategies displays.

3. Evidence in teachers’ medium term and weekly planning. Re-introduce new materials (purchased last year) at maths staff meeting. Look for examples of materials use in moderation and book look.

4. Evidence of targets met in maths books. This will be reviewed more regularly than termly moderation. The maths team will carry out informal book looks each term.

5. Maths Lead to check every week that MyMaths is being set. Feedback to staff during staff briefings about the consistency of its use. Ensure expectation is clear that one piece of times tables homework and one piece that matches the topic (that has been studied that week) is set every week.

To ensure that pupil achievement remains well above the national average for all groups and that in school gaps continue to close.

6. Use of detailed learning ladder assessment by staff to find ‘gaps’ in an individual’s learning; set learning targets (short and medium term) for groups; use as a basis to update IEPs to ensure all children are achieving the maximum of their capability.

7. Feedback from Y5/6 Phase Leader and the TA staff who will be running the PIXL maths groups. Maths team to create Y3 and 4

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progress meetings.

7. Continue to run PIXL maths groups in Y5 to track ‘key marginals’ on their journey through Y5 and Y6. Maths lead to develop our own bespoke Y3/4 maths intervention package based on PIXL model.

8. Continue to monitor ‘invisibles’ tracker of children who do not fall under our FSM / SEN remit. These children will need to be teacher / TA focuses within the classroom to ensure that they are supported to make expected progress.

9. Set up ‘exceeding progress’ tracker of children who are working above age expected level.

10. Support parents to be engaged and involved with their child’s mathematical education. This will be achieved through parent workshops and use of our school website to set up a maths support page (online tutorials and videos)

Review Assessment processes and ways to target, support and accelerate progress in maths

11. Review marking system (maths subject leader to lead). Expectation is that each child has written feedback from staff teacher (every week) and this is responded to by the child in green pen. Next step targets or challenge extensions should also be included in teacher’s written feedback. Other marking form consists of simple tick marking that informs the next session targets or groupings.

12. Ensure that consistent strategies and layout is used in maths books to ensure continuity across the school. This is to be in line with our calculation policy and video tutorials online.

intervention package and maths lead to run with TA support in the phase. The new Y3/4 package will be based on key performance indicators that build from the child’s previous academic year targets and scaffold current targets. This will close the gap and be evident on our learning ladder data.

8. Teachers acting on tracker supplied by maths subject leader to actively support individuals who have not made expected progress by x point in the academic year.

9. Level of challenge for ‘exceeding progress’ children is evident. Children who are exceeding their peers rate of progress will move onto the next year groups’ targets. As set out by the new national curriculum.

10. Feedback from parents who have attended workshops and evidence on the school’s website of tutorials and videos created by our own children.

Review Assessment processes and ways to target, support and accelerate progress in maths

11. Staff meeting to be held to review what our maths books look like and review what marking should look like in our maths books. From this point the books should contain evidence that can be reviewed at moderation and informal book looks by the maths team.

12. Evidence that the school’s calculation policy is embedded by teachers and used by children and tutorial videos used in class and at home.

13. Ladders will be evident at the back of maths books. This will be updated three times every year.

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13. Continue to ensure that all staff understand the use of ladders and how this can be adopted as an initial starting point to fill gaps for learners.

Subject AreaScience

Leader (s) Beth Budden (temp) Resources / Finance£500 science budget (PSTT Prize money)

Timescale September 2015 – July 2016

Monitoring and Evaluation

Where are we now?

Achieved PSQM Gold for 2014-15 – first school in Lewisham to receive this award. New primary science curriculum introduced through the IPC. Continued maintenance of PSQM Gold award standard –enquiry led science investigation. Overall, science learning and teaching remains strong across the school.

Tasks / Action Needed

New primary science curriculum requires more detailed monitoring and evaluation through a subject specific delivery of science. Science to be taken out of the IPC and topics allocated to year groups

Science policy requires some adjustment to accommodate this change.

Science assessment ladders need adjusting to reflect year group content rather than phase group content. Teachers to begin to use these for AfL. Some monitoring required.

How will we know if we’ve been successful?

Monitoring of science learning through books scrutiny, observations and planning audits.

An updated science policy written and shared with teaching staff

Science learning ladders updated for year groups and assessment records used by teachers effectively to impact learning and monitor attainment.

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Continued maintenance of PSQM Gold award standard –enquiry led science investigation.

Pupil to record science separately in order to facilitate more accurate monitoring of science learning and coverage.

A range of new science equipment to be ordered to replace old stock as required.

Monitoring of science learning through books scrutiny, observations and planning audits shows continued high standards of science learning and teaching.

Coverage and progression in science learning is clear from monitoring of science recording through books scrutiny.

Science resources updated and available to teaching staff

Subject Area

EYFS

Leader (s)Becky Suffield

Resources / FinanceFurniture for extension class and bulge class.New resources in key CC areas for additional two classes.Key outdoor equipment.

Timescale Sept 2015 - July 2016

Monitoring and Evaluation Learning walks, Staff observations, Mentoring. Audit of learning environmentsData Tracking and moderation meetings

Where are we now? The New Nursery teacher successfully used the tracker to impact her teaching and track children’s progress. With support she

introduced phonics through play and a sound a week has been become a routine in the Nursery. This has supported higher end of year scores in Literacy and CLL. The Nursery indoor environment was improved through training and creating more workshop style areas that could be enhanced with different provision each week. The children in Nursery have made good to outstanding progress, with some children working above ARE.

Outdoor clothing was purchased for the Nursery children and has begun to be used as part of the everyday provision when needed. During the winter months the blocked drains were still a big problem on site. This significantly reduced usable outside learning space. These are to be sorted in the summer as part of the building/expansion works. The Nursery teacher improved some key learning areas outside but this is something that still needs to be improved.

The moving of the two Reception Classes at Spring half term was completed successfully with little impact to the children. Although the Nursery child have had a reduction in the size of their outside space the provision has been enhanced to compensate for this. The move to the main school for the Reception children has supported transition into Year one.

The GLD was 1% lower than last year, which reflects the cohort. It is still above last year’s LA score and well above last year’s national picture.

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The number of children achieving an Exceeding judgement in writing is slightly lower this year and in RG no children achieved this. This was mainly the result of long term staff absence through the year, which prevented intervention for key children to take place and extension groups. The children in this class also baselined lower with a significant number coming in below ARE. Progress with in this class was high and the number of children with a GLD was higher.

For the first time we have had several children achieving an exceeding judgement in Number. This is a result of quality teaching and planning by the staff in RP and being able to use the Year One Learning Ladders for direction.

Funky Fingers and additional support for boys writing was introduced at a very early point in the year. This began to impacted, but was unable to continue due to long term staff absence.

Tasks / Action Needed

Maintain the Reception GLD with the addition of two new classes and an increase in this year group by 50% more children.

Mentors and mentoring system needs to be put in place for the two new NQT’S starting in Reception. They need to access training course provided by the LA to ensure they pass the year and develop good teaching practices.

Train all staff on the new Early Excellence baseline so that children can be successfully baselined with in the first half term.

Research and look into Learning Ladders for EY to see if we can switch to this tracking method or develop one with them.

Research and cost digital Learning Journey’s.

How will we know if we’ve been successful? The end of year GLD development should not be below 79%. Every class

should have an individual GLD that is similar to this. Progress should be visible through tracking and the observations made by staff. Children should be displaying comfort and an eagerness to learn.

The data should be in line with previous years.

NQT’S should be passing their induction year successfully in the summer term. They will have attended relevant training to support their understanding of the EY Curriculum and be seen putting what they have learnt into practice.

They will have completed and been supported with lesson observations through the year, showing progress through the teaching standards.

They will have attended in house training and be seen using best practice in the classroom.

All staff will have shared in the completion of the baseline that will be sent at the end of October.

All teachers will have taken part in the training being provided by the LA in June and Nursery Nurses will have taken part in half a day in house training in Sept ran by Phase Leader.

The data we receive back form Early Excellence should be reflective of that year’s cohort.

Groups of children will have been identified and needs met through teaching and provision or interventions.

Staff will be using Learning Ladders to track their children and classes (If available for EY)

Staff will be able to track and produce their own progress and attainment data for their own class. They will be able to share this

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Start to develop the new outside area in Nursery and Reception. Develop new areas so they are safe and functional for all to use and provide Curriculum coverage.

Develop new routines and timetables so that all children have a fair and equal access to all provision.

Support Nursery through a change of teacher at Christmas so that children are not affected by this change.

confidently in feedback, moderation and tracking meetings. Groups should be in place all year to support learning and progress. Data should remain above NA and LA.

Information collected and decision made by SLT team to whether this is a good purchase.

New purchases should be visible and being used by the children and staff. They will be functional and fit for purpose.

The outside area will be seen being used every day all year round, with all Curriculum areas being covered and accessible by all.

The large flooded areas should not appear in front and at the side of the Nursery building when it rains if the drainage has been sorted. Children should be seen accessing the space all year round.

All children will be seen accessing the environment equally so that outstanding Early Years principals are met.

End of year data should reflect the ability of the cohort and be maintained from previous years.

Children should be seen happy and content with little disturbance in January.

Other Nursery staff should have been constant and not changing.

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PhaseKey Stage 1

Leader (s)Cassey Kiely

Resources / Finance

Storage boxes for resources in learning walls (Approx £250 for 4 classes)

Desk top stands for KS1 library (£64), double sided book rack £83.99

Maths workshop/show for whole of KS1

Timescale

Across the year-some are short term targets/some long term targetsMonitoring and Evaluation

Book scrutiny Conferences with children Monitoring of classroom

environments Monitoring of SMART

intervention groups across the Key Stage

Observe teaching in all curriculum areas

Drop-ins and learning walks

Where are we now?

Year 1 (Last year)

Reading Writing MathsAPS 12.0 11.8 12.1Points progress 6.2 6.1 6.4

-85% of children met the threshold for the Phonics Check 2014Year 1 (This year-58 children)

Below expected At expected Exceeding

(AWAITING DATA PICTURE)-Predicted outcome for the Phonics Check=86% (if threshold is at 32). This will be a 1% increase on last year.

Year 1:-English Leader joined the KS1 team and is a teacher in Year 1-Assessed the children on the new learning ladder system (below age expected, age expected, exceeding)-Good/outstanding lessons observed in both classes on the three occasions where observations have been done

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-New Curriculum firmly in place and the staff have planned accordingly. The children have enjoyed the challenge of learning specific vocabulary for grammar, alternative sounds in Letters and Sounds, fractions, spelling days of the week etc.-Learning ladders are firmly in place as a tool for assessment. Frequent moderations amongst the staff team have meant that the staff are assessing accurately and we continue to have discussions about next steps for those children who may not be making the expected progress that we would have hoped for.-Reading recovery teacher has been taking out x6 YR1 children for intervention with reading and writing. This has been going on for whole term now and is making an impact on their reading and writing.X3 out of the 6 failed the phonics check but these children have more significant needs than the other three children in the other class.

Year 2 last year (88 children):

Reading Writing MathsAPS 17.4 16.9 17.4Points progress 5.0 4.8 4.7

Level Reading Writing Maths2C 93% 92% 98%2B 88% 88% 91%3 48% 39% 41%

Year 2 this year: (89 children)Attainment picture is high and the point’s progress is good in writing and mathematics and outstanding in reading.

Reading Writing MathsAPS 18.2 17.1 17.8

Points progress 6.4 5.5 5.8

Overall percentage of children achieving Level 2 and above in Year 2:

Level Reading Writing Maths2C+ 93% 93% 98%2B+ 91% 90% 88%3 58% 46% 54%

Much improved attainment picture this year with good gains in all four subject areas. There is clearly an increase in children achieving a level 3.

4 children did not achieve a level 2C in reading and writing, and 2 children did not achieve a level 2C in mathematics. 2 children are twin siblings in the same class and arrived at John Ball last Easter with no English.

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Their progress is as follows:

R W M ALL4.6 3.2 4.8 4.2

Not far off making good progress in reading and mathematics but writing is a concern-EAL intervention to be put in place in September. 1 child has significant learning needs and is extremely young (summer born) and the other child is Autistic and relies heavily on his

learning support assistant to generate ideas for writing. Two of the other children have spent the year working on their English, general behaviour and independence for learning.

Free School meals:

Pupil Premium

Pupils

L2+ 6 100% 100% 100% 100%L2b+ 6 100% 100% 83% 83%L3+ 6 33% 33% (2 children) 17% (1 child) 17%

Pleasing to see all children achieve a level 2+ which is an improvement on last year. However, it was disappointing to see only 17% (1 child) achieve a level 3 for reading, writing and mathematics combined. Year 2 tracked these children effectively and identified early on those children capable of achieving a level 3 but unfortunately despite targeted provision, was unable to make the level 3 we were hoping for.

The one child who did not achieve a level 2b+ has made good progress but attendance is still a concern which we believe has impacted her attainment in mathematics.

Maths intervention and direct home learning will be a key area of focus next year considering that 50% of the current YR1 FSM children are below expected in maths.

Tasks / Action Needed for 2015/16Key Stage 1:

FSM identified to whole team early on to ensure provision is in place in order for them to be expected/exceeding at the end of both year groups

-Continue to discuss provision/needs of the children at our Key Stage meetings.-Open communication with parents to discuss child’s learning needs.

EAL provision/intervention in place from September

Polly to work with EAL children in YR1 and YR2 for x15

How will we know if we’ve been successful?

FSM children to have made good/outstanding progress. All FSM’s to be at least expected with some exceeding at the end of the

year. 25% of FSM to be exceeded in reading, writing and mathematics (Year 2)

Children are able to access the curriculum by understanding instructions as well as being able to articulate their ideas/learning. Polly to put things in place before she leaves for maternity leave. Jacqui Jeffrey to continue provision.

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minutes daily. EYFS Phase leader to let me know a suitable time for her to do this.

All children to make good progress across the year in reading, writing, mathematics and science.

More children exceeding in all three curriculum areas across the Phase. More able children to be challenged.

Identify IPC Units that have been successful in both Year 1 and 2 and keep within maps for the year. Relate it to the new jigsaw model that is being used at TJ.

-Continue to make cross-curricular links in foundation subjects

Children identified much earlier during handover or beginning of new academic year as to the early intervention they require. Phase Leader to sit it on handovers to ensure relevant information is being passed on/new teacher aware of provision. If provision is successful it needs to be continued. If it is unsuccessful then provision needs to be changed accordingly.

-Staff within the Key Stage identified to run those sessions based on previous CPD Handwriting/Fine motor group=SophieMaths group=SharonWord shark and number shark=WendyJacqui=Word shark/Sounds writeWendy=Basic counting/number recognition/number formation/Plus 1

Children to have gained 100 points over the course of the academic year. If they are slightly below that, then we need to ensure things are in place in order for them to achieve the good progress marker.

Increased percentage of children exceeding in all three curriculum areas assessed.

MA children stretched accordingly and next steps clearly given to the children/parents.

Children will be completely engaged in all Units covered because teachers have taken further ownership of them and made indirect links with the Foundation subjects.

Early identification will mean all staff are aware of the children’s next steps and early support will ensure they make at least good progress over the course of the year.

Open and honest communication amongst staff team across Key Stage will ensure provision is right at all times for those children.

Staff will be running interventions based on their own CPD interest(s) which encourages them to take ownership of the sessions they are running.

Interventions the children are receiving are of high quality with efficient pace-little and often will be the key!

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Claire (volunteer)=Continue Ruth’s boxes for YR1 and YR2 children

Timetable of interventions to be created during September INSET so everything can start as they mean to go on!

Improve Reception to Year 1 Letters and Sounds tracking

KS1/English Leader to liaise with Reception to put a more formal tracking system in place to assess Letters and Sounds. As they come to Year 1, it has been unclear as to where the children are at with their phonics knowledge.

Ensure ALL staff are working online to update their learning ladders from September 2015

Ensure all staff are working online on a regular and rigorous basis to ensure accurate assessment reporting. Have a key stage meeting early on to encourage TA’s to look again at the ladders and talk about systems we can put in place to allow us to assess during lessons and record immediately when required. Key Stage leader to regularly check in with the learning ladders and offer feedback to staff who are not doing it regularly enough/accurately etc.

Ensure parents are fully aware of score print out that will now be offered in replacement of the paper ladders.

Support Assessment co-ordinator and Head of School in ensuring parents are well informed and aware of what the score sheet means.Use Autumn PTI’s to answer parent(s) questions/queries.

Learning environment(s) in the New Building (both inside the classroom and in the corridor) to be kept tidy with no clutter and display boards to be both interactive, engaging and a true celebration of the work the children have been producing in class.

Jane T to take a lead on learning environment/take one

Year 1 teachers are more aware of where the children are with their phonics. That way, vital gaps can be identified and plugged early on to ensure it does not hinder their reading and writing progress.

Reception teachers will complete a phonics assessment before the children enter Year 1 (Phase 3 and 4) so YR1 teachers are aware of gaps (digraphs and trigraphs) during the handover.

Assessment picture is up-to-date and accurate to ensure teachers are using it effectively to inform planning both short and medium term.

Have effective systems in place in the classroom to ensure the class team are offering their input into the data. TA’s to spend x1 Key Stage meeting every month going through the data with the CT to offer input, understand next steps for key children/groups of children.

Moderation fortnights in the school calendar are used to confirm/question judgements in a supportive environment. They will not be used to input data!!!

Parents fully aware of the score card they have been given. CT to explain them during the Autumn PTI.

Clean, tidy and well organised classrooms with the learning walls being used to effectively store resources/children’s belongings.

Displays are child-centred/led. All work will be uniform in terms of the mounting with the card used being consistent.

No work on windows or walls. Blue-Tac is not allowed on windows and walls either.

Class teachers to support each other in ensuring they are teaching high Page 35

picture projects throughout the year. In our first meeting as Key Stage clear expectations need to be set. Art Leader and Phase Leader to liaise together to ensure staff are meeting expectations. Learning walks to be used as a gauge!!

KS1 teachers to be fully on board with the lesson study. Group ¾ to come together to plan, teach, observe a lesson and offer WWW’s and EBI’s

Ensure ‘Growth Mind-set’ is introduced to children during transition phases at the beginning of the academic year.

Must, should, could, might is accessible to all children. High expectations encouraged with children being independent in their choice of what tasks they choose (Year 1 will need support with this at the beginning)

Year 2:

Aim for all FSM children in cohort to be ‘expected’ in maths by the end of the year

Ensure teachers are teaching to New Curriculum, keeping an eye on the new assessment (in line with NC) in English (SPAG, Writing) and Mathematics.

Support Josh transition/learningSupport Symeon and Jacqui Jeffrey in the initial transition for Josh. Ensure they are meeting to

quality lessons consistently which will result in the children making outstanding progress.

Class teachers are aware of strengths and even better if’s they need to work on to develop themselves professionally.

Children are using the growth mind-set phrases to ensure learning is seen in a very positive light.

During learning walks in the Autumn term, Phase Leader to ask the children some specific questions with regards to the growth mind-set.

Observations/learning walks-SLT to see children self-selecting tasks to ensure no ceiling is placed on individual learning. This will result in every single child achieving to their full potential.

Extra intervention to happen daily in the PM. TA to do a maths problem on the carpet with whole class, whilst class teacher goes over previous learning to embed key concepts.

Direct home learning (mymaths) given to those children with specific tasks set so parents can support at home. Target those parents at Autumn PTI’s.

Consider ‘matching the maths’ as suggested by the Maths Leader. Pair children with each other where one child is the coach and is able to teach their learning buddy the next steps in their own mathematical learning and development.

Good/outstanding results achieve(To be quantified when the new term begins)

Children have been fully prepared for the testing-x3 session a week where the children will have SPAG activities in class to help in preparation. CT to monitor how the children are getting on. May need a SPAG intervention for certain children!

Josh is able to access Year 2 Curriculum. Symeon to be one step ahead in terms of thinking about how is teaching

needs to be tweaked to ensure he is inclusive towards Josh. Inclusion Manager/Alison to support the class team.

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discuss provision, making Jo S aware of the resources she needs to make, keep open communication with Josh’s parents.

Year 1:

Teachers to improve on results from last year now that they have a much more secure understanding of the expectations of the new curriculum. Ensure all children make at least good progress across the year. Maths is the subject area where results need to be improved.

Improve on last year’s phonics check result of 85%. 86% and above is our aim.

Year 1 to produce medium term planning in mathematics to ensure full coverage of New Curriculum.

Secure assessment in maths using the learning ladders to ensure gaps are identified. Member of staff running the Intervention group to be kept well informed from CT as to what needs to be gone over/covered again.

Early intervention from Class Team as well as Reading Recovery teacher to ensure gaps in children’s phonics knowledge are plugged.

Little and often intervention.

Phase 3 and 4 Action PlanAim: To continue to raise the quality of education and standards of attainment and achievement by carrying out the following activities in theArea / aspect of: Phase 3 and 4 Years Staff/governors responsible: Beth BuddenAchievements in 2014/2015 to build on: Implementation of new curriculum and new assessment procedures across the phase in 2015. Year 3 R 84% at expected or above; W 77% at expected or above; M 83% at expected or aboveYear 4 R 78% at expected or above; W 76% at expected or above; M 78% at expected or aboveYear 3 and 4 in RWM: Good progress under new curriculum and new assessment, continued gaps analysis and catch up required. New Year 3 (2K & 2T): R 90% at expected or above; W 74% at expected or above; M 45% at expected or abovePosition Forecast for 2015/17 (2 year projection)Target of 100 points progress for all children (with some making accelerated progress) to reach minimum 85% at or exceeded for R,W,M for Yrs 3 & 4.Achieved good to outstanding progress for FSM and SEN across the phase.Maintain and develop good to outstanding teaching performance across the phase.

Actions for 2015/16 Timing Responsibility Means/Resources Success Indicators EvaluationWhen? Who? How?/ With what? Budget? How well?

Refer to StandardsWhat now?

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To support and facilitate any gaps in the attainment and achievement of pupils in phase 3 and 4.

Support progress in reading, writing and maths for FSM and SEN across the phase, a particular focus on 4W to catch up.

September and on going

Class teacherssupported by BB

Identify FSM and SEN in new classes. Target progress of these children. Facilitate intervention where necessary. Check –in progress meetings with teachers.

Good to outstanding (100 or 110+ points) progress of FSM and SEN across the phase.

Target Year 3 Writing and MathsTarget Year 4 Writing

September and on going

Class teacherssupported by BB

Facilitate/support interventions.Check-in progress meetings.

Accelerated progress for writing and

maths .To support and facilitate the quality of teaching in Phase 3 and 4 To facilitate and support quality first teaching in the phase.

On going Supported by BB

Team teaching, practice sharing, phase meetings

Children’s learning within observations/ performance indicators: books/feedback.

To support and facilitate the curriculum in Phase 3 and 4To monitor and support the curriculum across the phase.

on going BB Work with subject leaders to monitor curriculum coverage/progression .Support teachers planning or core and new foundation curriculum.

Curriculum coverage

achieved/progression clear.

To ensure the quality of leadership and management of Phase 3 and 4

Monitor and support my expertise as phase leader (and assessment/curriculum lead).

as require

d

BB Attend training as required to support role

Expertise developed

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Subject AreaUpper KS2

Leader (s)Sophi Bettesworth/Sophi Cole

Resources / Finance

Pixl membership.

Timescale

End of 2016Monitoring and Evaluation See Self-evaluation wheel

Where are we now?We are in a good place. Year 6’s results are predicted to be very high.

R ALL R FSM W ALL W FSM M ALL M FSM RWM ALL

RWMFSM

6C+ 12% 0% 14 0% 25% 0% 11% 0%5C+ 82% 57% 72% 57% 81% 29% 67% 29%4B+ 98% 100% 95% 86% 96% 100% 95% 86%4C+ 100% 100% 100% 100% 98% 100% 98% 100%

The gap has very much been closed with regards to level 4, and closing with regards to level 5. No FSM achieved level 6.

PiXL has been run in both Year 5 and 6. We ran the ‘Bridging materials’ for the first time in 5 and this proved effective. Those who attended made significant progress especially with the higher expectations of the NC. Year 6 results were high, once again due to an effective PiXL year. We are looking to further perfect our PiXL provision next year, by ensuring the objectives looked at each week are relevant to the whole class learning. Additionally we trialled whole class GR sessions for 2 days a week in year 5, and found them beneficial. The children enjoyed not being placed in a GR group all year, and the mixed ability setting allowed children to make accelerated progress through peer-peer modelling. We have identified the chn in Year 5 who will need support in 6, and also the team who will deliver these sessions. Additionally due to the slightly lower SPaG score and the trajectory of this over the past 2 years, we are running SPaG PiXL instead of writing up until Christmas, and will then review.

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Year 5 had a mixed year with staffing due to ill health and jury service. This stabilised over the spring and summer terms, with the quality of teaching improving. Assessment has been introduced with regards to LL, with the staff team becoming more au fait with it. They have begun to get into regular routines, and also embedded the objectives in their plans. This has ensured the new curriculum has been taught. The Year 5 team feel confident with new curriculum and will be using the plans (as much a possible) next year. Due to both year 5 teachers remaining in their current year groups, we have faith that will ongoing support and challenge they will have another successful year.

Beyond the core curriculum the children had a wonderful trip to Land and Wave, which will be repeated next year. Our relationship with Sayer’s Croft has come to an end due to the slightly dated resources/accommodation and a wish to establish a relationship with wide Horizons. As of Sep 2016, all school journeys will be with WH. Year 4- Margaret MacMillan, Wrotham; Year 5- Townsend, Swanage; Year 6 Bryntisilio, Wales. We have managed to secure reduced costings for the parents due to this 3 year plan, and certainly the year 6 cost is far less.

Tasks / Action Needed

How will we know if we’ve been successful?

Narrow the gap between different groups of learners

JN (Inclusion) and Upper Key Stage 2 Leader (UKS2 Leader) to attend Pupil Progress meetings to ascertain which interventions may be required for individual children.

Staff, UKS2 Leader and JN/JM to identify trends within class data and those who are not achieving good/outstanding progress. Staff kept up-to-date with the needs of pupils, IEPs made available. Parents to be informed & involved in any interventions their child is participating in.

Use of Pixl to reduce the gap. Supporting staff with differentiation, and ‘Flipped Learning’. Ensure the use of ‘Must’ ‘Should’ ‘Could’ in both English and Maths. Ensuring ‘ceilings’ have not been placed on any

child/groups of children. To ensure that the curriculum in the phase is vibrant, creative and engages all learners well. Aim for 100% ‘Age-related’ across the board. Liaise with JN (Inclusion) to identify vulnerable students and devise appropriate intervention strategies Promoting the use of Pixl across the phase- using the bridging materials in year 5, and also the old flipcharts. Audit interventions and their impact via PP meetings, IEP reviews, teacher assessment and Tracker data. Informal meetings each week to discuss ‘key marginals’.

Ensure the new curriculum is being embedded.

Further support staff with regards to the new expectations Help with the new science curriculum when taught outside of IPC. Support the planning of year 5, and be on hand to offer advice. Provide resources to further support especially in year 6 with the new tests.

Create cohesion across the phase

See Year 5 and 6 as a ‘2 year learning journey’. Ensure continuity for mathematic strategies. Ensure that planning formats and balance of non-fiction to fiction is being taught. Decide which grammar targets to be taught in each year, based on the new curriculum. Extend the potential above age related mathematicians, readers and writers once secure at their own ‘age related expctations’ Updated webpages regularly. Invite parents into class/year group assemblies. Hold phase meetings 3 out of 4 weeks on a Monday.

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Ensure CIS are being sent out termlySupport the assessment of work/children through regular moderation

Regular meetings-some will include moderation of specific groups within year groups. Blind levelling of books to improve teacher’s levelling ability and confidence with the new terminology. Further assisting teachers with the use of Learning Ladders. Supporting teachers to maximise LL and to sue all of the functions to compare key groups.

Develop student responsibility

Continue to Develop Student Leaderso House Captains (Heads-Year 6, Deputies-Year 5)o Sports Leaderso Reading Buddieso Peer Mentors and Peer tutors across Year 5/6 with Year 3/4

Ensure consistently good behaviour management across the school.

Behaviour plan adhered to by all staff and supporting new staff to become familiar with it. Ensure all incidents are logged on the system. Students/parents made fully aware of the Behaviour plan High expectations at all times especially within transitions and in assembly. Maintain the use of the Year 6 prefects in assemblies. Maintain the Head/Dep Head roles. Ensure the language used for behaviour issues relates directly with ‘Rights and Responsibilities’. Communicate issues across the whole team.

Become confident with the new KS2 SATs

Attend course pertaining to this. Keep abreast any new resources. Work within the collaborative/partnership to find further moderation/resources. Work alongside the Lewisham Writing Moderating Team to inform Year 6 on Lewisham’s method of moderation.

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Subject AreaPhysical Education

Leader (s)Anna Townsend

Resources / Finance

New Government funding Sainsbury’s Vouchers

Timescale September 2015 onwards

Monitoring and Evaluation Middle leader

observation and feedback to staff

Peer observations Feedback from staff to

middle leader

Where are we now?Jonny Murray has been appointed to deliver PE across the school as an unqualified teacher temp for the academic year 15/16 whilst Anna Townsend will continue to lead PE at John Ball. Laura Joyes will continue as Dance specialist.The implementation of the IPC and the New Curriculum has provided teachers with material to deliver creative PE units which deal with Healthy Eating, Exercise and looking after your body. Within these units, clear PE learning targets are outlined and detailed lesson plans for PE. This may continue to run in addition to the PE PPA provision at the class teacher’s discretion. We have installed the new Astro-Turf and have ordered resources for September.We have continued to work with the Lewisham School Games Association and hope to continue this into 2015/16 especially as this will provide additional training for Jonny Murray as part of our package.I have a calendar of events which will I will share with Jonny to ensure pupils across the key stages are able to have the opportunities for inter-school competition for 2015/16.The second Heath for Health fun run took place in May 2015. This was hugely successful and is now an annual event. In 2016 we will not work with All Saints on this and instead look to work with the Torridon Schools more closely.Tasks / Action Needed

Support Jonny Murray with the delivery of the PE curriculum. Ensure that this ties in with the Lewisham Sport Competition Calendar.Sign post Jonny to relevant training as provided by the association.

How will we know if we’ve been successful?

We will have provision which is consistently high quality. There will be plans made available for PE leader and teaching staff. Children will be identified if they are displaying exceptional talent and sign posted to the relevant clubs.

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Help Jonny develop a system to assess the children in PE.Share the PE Scheme of Work which AT has developed over the last two years.

Introduce TRI-Golf to the KS2 curriculum

Continue to provide CPD to staff where required.

Ensure provision for least active/ FSM/ challenging children is maintained (Movers and Shakers)

Apply for Gold Games Mark to maintain level awarded in 13/14

Jonny Murray to attend Tri-Golf CPD provided by Lewisham Association.

Through discussion with MR/JMC

Through discussions with D Parish.

Achieving Gold for academic year 15/16

Subject Area Leader (s)Julie Odeje

Resources / FinanceSwitched on Coding £965MacBook Pro £999

Timescale July 2015 onwards

Monitoring and Evaluation Team teaching coding with

class teachers

Where are we now? For the majority of the autumn term, I was able to teach computing to all KS1 and KS2 classes. This enabled the class teachers to see

how to deliver the new curriculum. We have 30 iPads and 30 laptops for teaching and learning. I have been able to track who is using laptops and iPads by evaluating the weekly log sheets. I delivered a computing staff meeting in the spring term which dealt with needs ascertained from a staff IT audit carried out in the

autumn term. Discovery Education Coding was purchased to help facilitate the delivery of the new computing curriculum. Active Touch panels were purchased and installed in the new KS1 building.

What hasn’t happened? We still haven’t purchased a MacBook Pro which would be very crucial for synchronising all the iPads. I was meant to do an ActivPrimary training session for TAs but it was cancelled and has not yet been rescheduled. The IT policy was not updated

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Tasks / Action Needed

The current Wi-Fi signal in year 6 and the music room needs attention as there is no signal at the moment.

Get the school re-established as a code club.

Revise the ICT Policy to incorporate new technology in the school (laptops and iPads).

Buy a MacBook Pro.

Buy ‘Switched On Coding’ to continue facilitate the coding curriculum as the Discovery Education Coding has been exhausted by many KS2 classes/

How will we know if we’ve been successful?

A strong and reliable Wi-Fi signal will be available in all these areas of the school.

Another volunteer will run a code club in September 2015.

The policy will be current and addresses all e-safety issues and the use of mobile devices.

Apps will be able to be downloaded and software updates will be deployed to all iPads and iPad Minis at once.

Teaches will eventually be able to deliver the new coding curriculum independently

Subject Area

Music and Performing Arts

Leader (s)Sophi Bettesworth/Sophi Cole

Resources / Finance

Money to replace old/broken instruments. (Drums)

Timescale

July 2015 – July 2016Monitoring and Evaluation Observations and performance management.

Where are we now?

We have successfully entered MFY with the The Rock Band and The Chamber Choir, Lewisham Live and Pixl Celebration with Glee Club, the Chamber Choir performed at Blackheath Halls Christmas concert. Feedback for the Chamber Choir was very good and they liked the repertoire of music. The Rock Band received praise this year, and MD had worked on the notes from last year. We won the opportunity to open the Pixl Celebration in London and this is a particularly high accolade we are proud of. Y5&6 presented an excellent musical version of The Jungle Book in July. Our peri-teachers entered children for certain exams with great success especially with the piano exams. Thomas (Our African Drumming teacher) is leaving the country, but is now not leaving until November. At the start of the year, we will look to appoint a new teacher, and have sought advice on this. Young Voices went well; our sabbatical is next year.

The Rock Band performed at the Rock Band Evening with other schools and also at various Friends’ school events and were very well received. The standard of some of the peri teachers is still a little inconsistent and so setting expectations next year is essential. We have

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hired many new teachers. Evie O'Driscoll has become our new cello teacher, and has settled in well. Heather Bourne is our new violin teacher, and she has also settled in well. All peri-teachers have been extremely flexible with the current music room situation, and have been delivering sessions in any available spaces.

The Year 3+4 showcase went well. Issues pertaining to music suitability has not arisen this year, and we’ve been careful to select from a range of genres and also triple check lyrics/connotations. Collaborative choir did not happen this year due to JB not being able to hold it and no other school across the collaborative stepping forward. Next year we hope to re-instigate it.

5B were asked to participate in Blackheath Does Broadway at Blackheath Halls after rehearsing for 6 weeks beforehand. The feedback was fabulous, and the children relished in the opportunity to be on stage.

We have ended the employment of Victoria (Tori) Longdon due to financial issues. She had a successful year with the Chamber Choir, but we felt issues with BM meant the KS2 assemblies weren’t as strong. SB will take over the singing assemblies as from September. We will be working on a piece for the opening ceremony of the new build, and potentially creating our own. We will also be removing the last Recital Assembly due to it being too busy at the end of term.Tasks / Action Needed How will we know if we’ve been successful?

Audit the coverage of music against the new curriculum.

Ensure all of the objectives are being met and not just the learning an instrument objective. We would like the children to leave with a sound understanding of notation, note values, time signatures and an appreciation of a wide genre of music.

Improve consistency of singing assemblies Alongside the year planner, map out the songs for the year so that there is consistency and progression. Include within this, warm ups.

Instigate singing playgrounds initiative. Bring in the Rights Ambassadors and teach them some playground songs. Allow this to filter through the school.

Consider monitoring the peri teachers especially any new arrivals.

Our exam results will continue to be high, and there will be more of an uptake for new learners for the instruments. Generally just monitor the children’s reactions to their lessons, and the quality of the performances for the recitals. Also the successes when entering the MFY competitions will be informative. Speak to the peri teachers about whether they would like to enter any more children.

Improve links with Blackheath Halls and The Conservatoire

Enter it into the calendar before it is published in Autumn term. Make sure the Peri teacher have a copy of the calendar. Ensure the new staff know what is expected of them and speak about how the Christmas concert will be different next year.

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Organise instruments in new Music Room All instruments will be in labelled cupboards and drawers making it easier to locate instruments. All old stock, resources, paperwork to be binned if unnecessary.

Check instruments are in good condition. All instruments will be in good condition and no damage to any. These will be recorded and will try to replace any in poor condition.

Consider gaining the next SingUp and ArtsMark awards.

Check the diary/ speak to MR/JM to see whether this is something we can commit to this year

Steel pan band Speak to TJ about using their instruments by meeting with music coordinator at TJ. We will need to consider how we would achieve this realistically.

Subject AreaRE

Leader: Theo Fowler Resources / Finance£2500 approx for Philosophy teaching in KS2£500 for subject artefacts and any speaker fees for RE Days

Timescale 2015-2016

Monitoring and Evaluation: Staff planning for RE daysLearning walk during RE dayDiscussions and feedback from staff, pupils and parentsAnnual questionnaire

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Where are we now?

Curriculum planned for two years; coverage across a phase group, for example they might meet a target in year 3 or year 4. I have practiced a Philosophy lesson with my class, and am eager to do this more, particularly as part of RE days. Impact of P4C can be

seen in children’s ability to listen to, and understand different points of view, deeper thinking skills, respect for others in the playground and greater reasoning skills

RE days have been successful and have happened each half term (except Christmas and Spring 2), these need to be scheduled on the year planner and ensure teachers are aware when they are.

This system worked in terms of coverage and the children enjoyed each lesson, particularly because they got to be in different classrooms with different teachers. Teachers did get bored of the lesson towards the end, but could see the value of this system.

There is a good cross curricular coverage in this system, which meant the lessons were creative and interesting for the children.Tasks / Action Needed

Purchase more resources- books for each religion Set up an RE book so that the work from each lesson

can be stored somewhere Specify dates for RE in 2015/2016- including

scheduled date for autumn 2 Organise a trip to a place of worship for a year

group. Integrate Philosophy more into the curriculum after

going on the P4C course (2nd & 3rd July) Meet with HT in early part of the autumn term to

discuss P4C in the curriculum, either as CPD for entire staff or as staff meeting etc

Create store for resources in new cupboards Add note to RE days memos about anti-

radicalisation, recap what was covered in PREVENT session for teachers to look out for

How will we know if we’ve been successful?

Children can demonstrate their understanding of the religions covered in the work they produce in RE days.

RE day is an established part of the curriculum- children make links between religions and show their knowledge on RE days.

Children gain a more balanced understanding of religions across UK and world.

Transfer of skills- children use their understanding in variety of contexts in the curriculum.

There is an impact on the Personal, Social, Emotional health of pupils. Children with faith feel they have more identity in the school and that

their peers have a greater understanding and respect. Greater cohesion in the school community. More embedded metacognition skills as a result of further Philosophy

sessions.

Subject AreaHumanities

Leader (s)Annette Gordon

Resources / Finance Timescale May 2015 onwards

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Fee for Geography Mark Primary Quality MarkFee for Historical Association primary Quality Mark £180Set of ks1 atlassesSet of class compassesDigimap resource £69paKs1 Banarby Bear glove puppet £12.99Geography badges £12.99/100

Monitoring and Evaluation Middle leader

observation and feedback to staff

Peer observations Feedback from staff to

middle leader

Where are we now?Humanities is covered through the IPC curriculum (see attached coverage). Looking solely at the learning objectives in each IPC unit there is strong coverage but a detailed look at the content of many of the units reveals many gaps when compared with the new National Curriculum objectives for history and geography. Subject leader is currently planning and teaching geography topics for Years 1 and 3 linked to IPC but focussing on key geographical skills.There has been no observations of humanities teaching across the school but there is evidence of creative and engaging lessons through IPC topics.Most teachers will be unaware of progression of history and geography throughout the school and specific skills required.

Tasks / Action Needed10 days

Audit of humanities resources and secure funding to ensure it is fully resourced.

To register with GA and HA primary quality marks.

To introduce geography locational knowledge competition at ks1 and 2 assemblies as a way of targeting NC requirements.

Half term Middle leader to support class teachers with the

humanities provision outlined in the new IPC framework.

Arrange CPD/ Team Teaching to share resources and ideas linked with humanities.

How will we know if we’ve been successful? Identify and share best practice and monitor/observe teaching

throughout the year to assess the quality of teaching and pupil achievement.

GA/HA PGQM audit and action plan is completed by the end of the summer term.

Staff and PE middle leader are clear on how humanities fits in with the new IPC curriculum (to be discussed during INSET).

CPD will be provided and teachers will confidently provide high quality humanities teaching. A significant amount of staff will be using resources such as digimap, google earth, geocaching in their planning and teaching.

Following a cycle of observation and moderation, the middle leader and SLT will review the teaching of humanities, the quality of the curriculum and pupil achievement against the Ofsted guidelines.

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Establish links with other humanities leaders to share resources and set up potential class pen pal exchanges.

6 months To begin monitoring/observing the teaching of

humanities across both key stages to identify and share best practice.

Benchmark the quality of the teaching, the curriculum and the achievement of pupils in humanities against the Ofsted guidelines.

Set up Humanities page on John Ball website.

Humanities will be fully resourced and teachers will be able to access and use equipment to teach.

Teachers are confident in delivering high quality Humanities lessons. Transferring skills over to the IPC unit.

Significant number of children in key stages one and 2 demonstrating geographical knowledge through the geography competition.

John Ball Primary School Policy Review Schedule

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Analysis of data from subject

leaders

Summer 2015 – Summer 2018

Summer2015

Autumn2015

Spring2016

Summer2016

Autumn2016

Spring2017

Summer2017

Autumn2017

Spring2018

Summer2018

Full GB Safeguarding and Managing allegations against staff ComplaintsGB TOR PolicyInstrument of Government - FTD

Equality data objectivesEqual opportunities policySEN / InclusionAdmissions (LA)

Food policyHome learning

Safeguarding and Managing allegations against staff

SEN / InclusionAdmissions (LA)Attendance and punctuality

e-safety Safeguarding and Managing allegations against staff

Exclusion of pupilsHome school agreementSEN / InclusionAdmissions (LA)

ComplaintsGB TOR Policy

Behaviour for learningSREEnglish inc handwritingMaths

Learning & teachingLearning environmentAssessment

AssessmentCurriculum

Science English inc handwritingMaths

Learning & teachingLearning environmentAssessment

Behaviour for learningSRE

C and F Charging and remissionsLettings

Health and safetyAdministration of medicationSVFS

Data protection and Info Security

Charging and remissionsLettings

Health and safetyAdministration of medicationSVFS

Charging and remissionsLettings

Health and safetyAdministration of medicationSVFS

Data protection and Info Security

Personnel CapabilityStaff appraisalDisciplinaryGrievance Staff absence

Staff use of social media

CapabilityStaff appraisalDisciplinaryGrievance

CapabilityStaff appraisalDisciplinaryGrievance

CapabilityStaff appraisalDisciplinaryGrievanceStaff absence

Pay Pay Pay Pay Pay

*FTD – frequency of review to be determined by GBOther docs and policies to note from DfE audit tool:

SCR - Single Central Record: live and kept by the SBM GB minutes – set kept in school office and can also be made public on w/s – tbc Website information – kept up to date by EHT / HOS and admin team Admissions register – kept live by admin team Attendance register – kept live by admin team

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SAR / SEF Update SEF

AUT 1SUM 2

SPR 1SPR 2

Subject leader’s analysis of data/attainment in subject to LG

EHT & SLT Performance Management

Monitor books and plans

LessonObservations

RAISE online data analysis

Monitor books and plans

Talk to children / monitor planning

Middle Leader meetingPresent action plans

Audit resources

Set provision for Autumn term from

data

Monitor books and plans

Full GB

Meeting

Governors’ Committee Meetings

GB Day Nov

Governors’ Committee Meetings

PerformanceManagement Meetings – all

staff

Full Governing Body Meeting

Governors’ Committee Meetings

Full Governing Body Meeting

Ongoing SE / QA activities

Governors’ Committee meetings

ML meetingPresent

Action Plan review

Review action plans for term

Review action plans for term

Review action plans for term

PerformanceManagement review meetings

Revise support provision

Governors’ ½ Day review

Full Governing Body Meeting

Governors’ Committee Meetings

Update SEF / SAR

ML meetingPresent

Action Plan review

Collate key areas of SIP

for final review

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AUT 2SUM 1

SENCO reviewswith class teachers

John Ball Primary School Monitoring and

Evaluation cycle2015/2016

HO to new teacher

ModerationFortnight

SATs, QCA tests and moderationFortnight

Talk to children

Leadership Group

Subject Leaders

Children/Teachers

Questionnaires to whole school community

JST - Revise support provision

Pupil Target meetings / Agree W/S targets

Moderation Fortnight

SENCO reviewswith class teachers

SENCO reviewswith class teachers / optional PTIS

Pupil Progress Meetings

Pupil Progress Meetings

Governors

Reports

Update SEF

JST - Revise support

provision

Meet the teacher

Parents’ Evening

The timing of actions in italics is flexible

Inclusion Inset

PM Lesson observations

JST - Revise support provision

Open afternoon

Challenge Partners

2 day School Review

Y3/4 concert & open

afternoon

Yr 6 Review PTIs

JST - Revise support

provision