web viewschool development plan. for the academic ... strengthen and develop appropriate grip and...

Warren Wood Primary School

School Development Plan 2016 - 2017

Having embedded the expectations of the National Curriculum 2014 over the last two academic years, we continue to focus on improving standards throughout the curriculum. Reading, Writing and Maths remain our priorities in terms of monitoring progress and attainment throughout school. All staff know and value the importance of maintaining the high expectations in these areas and these are monitored by the HT, SLT and Subject Leaders throughout the year. This also is quality assured by learning walks with the SSIP and through the monitoring and evaluation schedule conducted by all

School Development Plan

For the Academic Year

2016 – 2017(Version 1 – September 2016)

Warren Wood Primary School

http://www.google.co.uk/imgres?q=warren+wood+primary+school&hl=en&safe=active&sa=X&tbo=d&biw=1240&bih=732&complete=0&tbm=isch&tbnid=URfmqQI1x0RzzM:&imgrefurl=http://vle.warrenwood.stockport.sch.uk/&docid=UPzBV8ESduUnXM&imgurl=http://vle.warrenwood.stockport.sch.uk/file.php/1/logo.JPG&w=468&h=621&ei=yWT2UPGVOaHL0QXQ5YG4DQ&zoom=1&iact=rc&dur=3&sig=114163171826653000067&page=1&tbnh=150&tbnw=113&start=0&ndsp=18&ved=1t:429,r:6,s:0,i:99&tx=51&ty=98


staff throughout the year. The main focus for these areas is at 10, 20, 36 weeks where progress and attainment are monitored for all groups of pupils and interventions identified to support school improvement.

All other subjects are taught, evaluated, re-addressed and redeveloped in a creative and cross-curricular way, taking into account the commitment and belief we have as a school in our own creative curriculum, which teaches children the skills necessary for life, learning about topics of interest that are relevant to their own life experiences, but also expand their understanding and tolerance of their community and the wider world. Subject Leaders will continue to further develop their own roles in the close monitoring and evaluation of these subjects.

We acknowledge that subject leaders are at various stages of their own development within their role and have a deep commitment to the development of teachers as leaders and managers outside of their own classrooms as Subject Leaders, Middle Leaders and Senior Leaders. Staff have a clear understanding of their own roles within the structure of school and know how vital their role is within school in terms of what they contribute to school and the impact their leadership and teaching have upon the learning that takes place, attainment and achievement. A commitment of time and resources to monitor and achieve this has been given to all staff for their own continuing professional development needs. Their development this year focuses on the further development of skills of lesson observation and professional feedback to colleagues, including newly and recently qualified teaching staff who are new to the role of subject leader.

Senior Leaders are focussed on the development of their skills in line with safeguarding procedures and professional skills of coaching others. The staff are fully committed to the shared vision of providing a high quality education in a caring and supportive learning environment following our school motto of ‘Care, Courtesy and Consideration’.

Our key priorities for the forthcoming school year are:

Reading – To develop, promote and enhance reading provision and the profile of reading throughout the school. Writing – To develop the use of ambitious vocabulary across the curriculum to improve the content of children’s writing To develop the teaching of grammar across school Maths - To ensure depth and mastery in Maths teaching.Differentiation – To ensure that differentiated activities, which are tailored to meet the individual needs of pupils, are impacting positively on the progress made by each pupil.Assessment – Focus on the use of progress data alongside attainment data in the pursuit of raising standards, including staff training in how to use data to inform their teaching and to develop how this can positively impact upon learning opportunities.Monitoring and Evaluation – Further develop the use of a monitoring and evaluation schedule to maintain and raise standards throughout the school in key areas of teaching and learning, leadership and management,, personal development and welfare and outcomes for learners.Community – To develop relationships with the school community to improve and enhance provision, communication and opportunities offered to all at Warren Wood. To achieve the Leading Parent Partnership Award.

Warren Wood Primary School School Development Plan – Curriculum

2016-17

Sept2016 Action Plan for Early Years



Key

Prio

riti

es

To raise the level of pupils with GLD. To develop early writing skills. To raise the attainment of boys. To develop an appropriate outdoor learning environment. To establish a new Reception Team and develop a moderation and monitoring cycle for Teachers and TA’s.

School Improvement Focus

Action to be Undertaken(including monitoring,

assessment and how will this improve

attainment/progress/standards)

Responsibility(Staff and Governor)

Timescale Resources Evidence of Impact(with dates)

To raise the level of pupils with GLD. Baseline assessments. 10, 20,36 week progress meeting. Note ‘months on observations and work, using ‘Development Matters’ outcomes. Be proactive in ensuring the ‘settling in’ process runs smoothly and children feel confident when coming into school.

EYFS By July 2017 SL non-contact timeModeration meetingsStaff meetings

To develop early writing skills.To raise the attainment of boys.

Early grip assessment and then development activities to strengthen and develop appropriate grip and motor control. - Funky Fingers, Dough Disco.Train new Reception Team in recognising and promoting the steps to successful early writing.Continue to promote Talk for Writing.Include ‘boy friendly’ writing themes and interests.Regular moderation meetings. Note ‘months on observations and work. Be mindful of writing opportunities and assessments in setting.

EYFS Team By July 2017 Staff MeetingsTeam MeetingsPlay dough and fine motor control resources.

To develop an appropriate outdoor learning environment.

Visit local settings to gather ideas. Consult staff, parents and children and gather ideas for outdoor learning. Liaise with Early Excellence to gain advice. Have fund raising days and send requests to parents and the wider community for resources and ideas.

EYFS Team By July 2017 Contact EExForest SchoolSL non-contact time

To establish a new Reception Team and develop a moderation and monitoring cycle for Teachers and TA’s.

Andrea Deaden to support new Reception Team in developing a monitoring and moderation cycle for teachers and TA’s.Value new ideas and create an atmosphere of trust and collaboration.To inform staff of EYFS updatesTo welcome a new teacher into the team during DP’s maternity leave.

EYFS Team By July 2016 EYFS Network Meetings.SMBC Moderation meetingsAndrea Deaden


2016-17

Sept2016 Action Plan for Enquiry Based Learning



Key

Prio

riti

es

To embed enquiry based learning into planning and curriculum. To embed ‘Stop the Clock’ days and use them as an opportunity for staff to be facilitators and become outstanding in asking open questions, setting a

positive learning climate and embedding learning behaviours in our pupils.







To embed enquiry based learning into planning and curriculum.

Pupil voice questionnaireLesson observationsMonitoring evidence collecting procedures.Consolidate cross-curricular links and where it fits in the curriculum.Advice from EEx

Helena Hill July 2016 Non-contact timeStaff meetings

To embed ‘Stop the Clock’ days and use them as an opportunity for staff to be facilitators and become outstanding in asking open questions, setting a positive learning climate and embedding learning behaviours in our pupils.

STCD observationsJoint whole school planning meetings to inspire.Pupil voice questionnaires.Staff meeting about the role of the teacher as a facilitator.

Helena Hill July 2016 Non-contact timeStaff meeting


2016-17

Sept2016 Action Plan for Reading



Key

Prio

riti

es

To monitor teaching and learning in reading and to measure how these contribute towards making a positive impact upon standards.To further develop teacher skills of assessing readingTo raise the profile of reading generating a love of reading using our new library.To review policy

School Improvement FocusAction to be Undertaken

(including monitoring, assessment and how will this improve attainment/progress/standards)


Timescale ResourcesEvidence of Impact

(Expected and Actual)(with dates)

To monitor the assessment of individual reading/guided reading using the skills checklist, ensuring that all children make consistently good progress.To monitor in light of updated reading tracking

Ensure regular guided reading sessions taking place (weekly)

To use individual target sheets for colour band tracking

Pupil progress meetings including team moderation and 10, 20, 36 week meetings

All staff

On-going- full review in July

Staff meeting and moderation time to be scheduled on timetable

To promote reading throughout the curriculum- developing areas in the new building and developing an accessible, resourceful and exciting new library for Teachers, Parents and children.

To promote our new library To promote reading through school , key

authors and themes linked to our creative curriculum

To invest in new guided reading books

SLTAll staff and Governors On-going- full

review in July

New library resources, furniture and books.

To review the English policy To write a new English policy covering reading and assessment of reading

AC and JB

Teaching Staff

By July ‘17 Time

Sept2016 Action Plan for Writing

Key

Prio

riti

es

To raise the attainment in writing across the school.To review and develop assessment of pupil progress and attainment in writing.To raise the profile of using ambitious vocabulary






To use reviewed writing criteria to assess emergent, expected and exceeding writers across KS1 and 2

Monitor the impact of planning and the progression between year groups.

Regular moderation in key stage teams. SLT to monitor writing on a termly basis,

looking at coverage, progression, marking, assessment, expectation and skills used.

Continue to track pupil progress at 10, 20 and 36 weeks showing accountability.

HT

SLT

Teaching Staff

Ongoing – review in July

Reviewed criteria

Pupil Progress meetings - HT

To develop the use of ambitious vocabulary across the curriculum to improve the content of children’s writing

To develop the teaching of grammar across school

Vocabulary rich environment. Vocabulary dress up day

Visible, working vocabulary displays relevant to the topic.

Staff meeting training to raise the ‘ oomph’ of writing but still maintain spelling and grammar

Expectation for short focussed writing tasks alongside main skills

Specific skills training focussing on terminology and year group expectations

Teaching Staff

SLT

AC and JB

Ongoing Staff meetings

English planning

To review the English policy To write a new English policy covering

writing, spelling, handwriting and grammar

AC and JB

Teaching Staff

By July ‘17 Time

Warren Wood Primary School School Development Plan – Curriculum 2016-17

Warren Wood Primary School School Development Plan - Curriculum 2016-17

Sept2016 Action Plan for Maths





Key

Pri

orit

ies

To raise attainment in Maths across the school, focusing on appropriate differentiation.To develop depth and mastery in Maths.To continue to ensure a focus on ‘real life’ Maths.







To ensure depth and mastery in Maths teaching

White Rose Mastery documentation shared

Assessment criteria reviewed Weekly team planning meetings Staff meeting on Mastery Links with Fairway School (scrutiny of

work and planning)

SLTMaths subject leaders

Staff meetings in Autumn 1Other items ongoing through year

White Rose maths hub/Oxford Owl documentationStaff meeting time

To ensure differentiation in Maths teaching

Medium term planning reviewed Learning walks Book scrutiny in Spring 1 Catch up groups TA training for maths

intervention

SLTMaths subject leadersAll staffTAs (Motivational Maths)

Catch up to start Aut 2016Learning walks Autumn termBook scrutiny Spring

TA training

To continue to focus on embedding ‘real life’ maths across the school.

Stop the clock days Enquiry based learning Staff training on ‘real life’ focus

SLTMaths subject leadersAll staff

Staff meeting Autumn 1Ongoing through year

Staff meeting time

Warren Wood Primary School School Development Plan - Curriculum

2016-17Sept2016 Action Plan for Science



Key

Prio

riti

esTo conduct a school-wide book scrutinyTo identify CPD opportunities for teaching staffTo build links with other schools and organisations to enhance learningTo explore the possibility of becoming a forest school







To achieve bronze PSQM…

…to conduct a school-wide book scrutiny

…to identify CPD opportunities for teaching staff

…to build links with other schools and outside organisations to enhance learning

Review ‘Deep Dive’ feedback

SL to monitor curriculum coverage, continuity and pupil progress

SL to audit staff areas for development to inform CPD needs

Network with necessary contacts Attend ‘hub’ meetings

D. Prior

D. Prior

D. PriorTeaching staff

D. Prior

by July 2017

Spring 2017

Autumn 2016

Autumn 2016

- PSQM website

- Books-SL non-contact time

- Learning Leads

- Science advisors- Subject leader meetings

To explore the necessary requirements to achieve forest school status

Explore training opportunities for the Level 3 qualification

Identify a possible forest school practitioner (member of teaching staff)

D. PriorSLT

Autumn 2016 - Forest School Association website- SL non-contact time


Sept2016 Action Plan for Computing



Key

Prio

riti

es E-safety, especially the understanding the dangers of social network sites.

Develop and promote the use of computing – new laptops

Continue to develop basic word processing skills alongside coding







To develop the school’s commitment to computing, including purchase/replacement of hardware, software and peripherals.

Discuss with staff how resources are being used to access curriculum.

Purchase new equipment- laptops Liaise with school IT technician to ensure

software/hardware are in working order and updates are in place.

Computing subject leader

All staff

HY-finance

July 2017On-going

Money

Non-contact time for subject leader

It technicians

To ensure children are fully aware of e-safety issues and that the new policy is being put in place.

Monitoring the use of social network sites outside school

Provide children with skills to stay safe on line.

Tanya Cross to come in and do a parents meeting.

Promote E-Safety day Ensure the school E-safety policy can be

accessed on school website Provide information for parents on website

about E-safety/safeguarding issues/priorities


All staff

January 2017

July 2017

Tanya Cross parents meeting.


To continue to develop basic skills through cross curricular subjects.

Teaching of basic word programming skills to continue to be developed including, word processing, PowerPoint, Excel and Publisher

All staffOngoing Laptops.


2016-17Sept2016 Action Plan for History



Key

Prio

riti

es To include cross curricular links with drama to engage and stimulate the children and aid their learning. To create a whole school interactive timeline to aid chronological understanding. To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.







To include cross curricular links with drama to engage and stimulate the children and aid their learning.

Staff training on drama to show appropriate strategies to use

Lesson observations Feedback of effectiveness in lessons to

staff

whole staff responsibility

By July 2017Non-contact time

To create a whole school interactive timeline to aid chronological understanding.

Blank timeline to be put up in the hall Children from class to display history work

next to the era they learning about on the timeline

Pupil interviews to establish effectiveness of display

History subject leader and staff By July 2017

Resources to create the timeline (card/paint)

To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.

Cross reference the National Curriculum with new topic planning

Identify any gaps and discuss with teachers how to cover those

Book scrutiny

History subject leader and staff By July 2017

Non-contact time


2016-17

Sept2016 Action Plan for Geography



Key

Pr

iori

ties

To include cross curricular links with PSHE to ensure ‘Global Learning’ is being covered throughout the school. To create a whole school interactive atlas to boost geographical understanding. To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.







To develop pupils understanding of global issues, through ‘Global Learning’

Coordinator training (PSHEE and geography)

Training fed back to staff in staff meetings

Issues to be taught through a range of topics and subject areas

Review pupils understanding of global issues using GLP Assessment

Work scrutiny / pupil interviews

Geography and PSHEE coordinator and staff

By July 2017Global Learning training

Non-contact time

To create a whole school interactive world map to boost geographical understanding.

World map to be displayed in hall Children from class to display geography

work next to the region they learning about on the map

Pupil interviews to establish effectiveness of display

Geography subject leader and staff By July 2017

Non-contact time

To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.

Cross reference the National Curriculum with new topic planning

Identify any gaps and discuss with teachers how to cover those

Book scrutiny

Geography subject leader and staff By July 2017

Non-contact time


2016-17

Sept2016 Action Plan for Art



Key

Prio

riti

esTo review the key skills being taught in line with the new curriculum to ensure consistency and continuity between year groups and progression of skills throughout school








To oversee the development of pupils individual sketch books through KS1 to Ks2

Staff to ensure each child provided with sketch book when enters school in Early Years

Ks1-3 pieces of art per year to be evidenced in sketch books -10, 20 and 36 weeks (minimum beg/ end of year for early years) to show progression

Ks2- to use sketch book to record art work as and when appropriate in order to show progression of skills and evidence coverage. (i.e. use as a sketch book!- so more entries). An inside cover to be placed in sketch book to mark the start of KS2 at year3

Subject leader monitor use of sketch books and evidence of teaching of key skills of key skills through KS1 to KS2 via sketch books

Review and check impact on learning/quality of evidence –July 2017

To begin the process of Artsmark application

Attend course outlining the Artsmark and criteria need

Investigate Artsmark criteria and audit our arts provision to asses our ability to apply and for which grade of Artsmark

To identify criteria that we need to meet and to draw up a plan of action e.g. artists to link with school. Community opportunities, links with high schools etc

Decide timescale/which round the application will be possible

Subject leader July 2017 Non-contact time


2016-17

Sept2016 Action Plan for Design Technology



Key

Prio

riti

esTo review the key skills being taught in line with the new curriculum to ensure consistency and continuity between year groups and progression of skills throughout school







To check the coverage of key skills in new curriculum / medium term planning, identifying budgeting needs(costs) and equipment resources required

Staff meeting to go through D and T planning in teams to assess the budgeting costs and resource requirements for each D and T topic.

List and timeline budget and resources

Subject leader to lead and staff to attend staff meeting

November 2016

.

To audit the coverage of Food Technology in line with the new curriculum , the resources available/needed and the Healthy School ethos

Staff meeting to go through planning and new curriculum expectations to identify learning opportunities for Food Technology

Budgeting for food technology opportunities linked to planning in order to have prior permission for purchases

Resource requirements eg. Cookers –discuss/action solutions

Subject leader lead staff meeting as above.

November 2017


2016-17Sept2016 Action Plan for Physical Education



Key

Prio

riti

es

*Whole school review of PE planning and provision*Sainsbury’s School Games Mark*Developing links with local schools and sports clubs to raise the level of sports participation and competitions.


(including monitoring, assessment and how will this improve




To review whole school planning and provision

*Collect and review PE timetables and planning to ensure consistency in provision.*Review Sports Coach provision and develop assessment procedures for the coaches to add to class teachers assessments.*Sports Premium Review & School Website Update

J.Belsten

PE Co-OrdinatorSports Coaches

Autumn Term Timetables

Planning

Lesson Obs

Sainsburys School Games Mark Bronze/Silver Award

linked to this…

Develop lunchtime/after school sports clubs in addition to those provided currently by the sports coaches.

To gain the Bronze or Silver Games Mark at the end of this academic year. Bronze requirements:

ParticipationPlans in place to provide all pupils with two hours of physical education and school sport per week inclusive of extra curriculum provision;Engage at least 20% of students in extra curricular sporting activity every week.CompetitionUse the School Games formats to provide the opportunity for both boys and girls to take part in the appropriate level of competition.Change for Life – Training Child Ambassadors to lead playtime sports and games.

J.Belsten

PE Co-OrdinatorSports Coaches

Spring&

SummerTerms

Stockport Schools Sports Partnership (SSSP)

Schools Competitions

*Build teams to attend SSSP Competitions & take part in the National School games programme*Development of school/community/local sports club links*Develop PE co-ordinator role through PE Conference and CPD Programme (different staff can attend so we can develop as a school)

J.Belsten

PE Co-ordinator

AutumnSpring

Summer

Terms

PE Budget:SSSP Member(Level TBA)


2016-17

Sept2016 Action Plan for Music



Key

Prio

riti

es

To extend the range of extra-curricular music opportunities available in school Monitor and review new Music Express programme







To extend the range of musical opportunities available to pupils.

New clubs to be offered:GLEE club,RecordersChoirWarren Wood Brass Band

Christmas and Summer term productions

Introduce in the Autumn Term to then continue throughout the year.

High quality music lessons delivered by the class teachers.

*Monitor and review the Music Express Programme.*Extend with visits from outside agencies.*Team teach planning to maximise use of staffs musical talents.*CPD for staff linked to teaching Music

By July 2017 Music Express

CPD

Warren Wood Primary School School Development Plan - Curriculum 2016-17 Sept 2016 Action Plan for Modern Foreign Languages



Key

Prio

riti

es To develop a whole school plan for the teaching of MFL from year 3 to year 6.

To establish links with high schools to support teaching and provide transition data for year 6 to year 7.







To develop a whole school plan for the teaching of MFL from year 3 to year 6 based on cross curricular learning.

Review of current practicethrough planning

Staff meeting for KS2 to link to investigate links to topics

All KS2 staffMFL subject leader

By Summer 2017

Scheme of work – Kathryn CheaterNiveau Bleu packageLanguages networkmaterials

Complete overview of MFL planning for KS2

To establish teaching of MFL by outside staff

Meet with HT/Subject leader Price use of outside agency for

MFL teaching Contact companies offering

service and meet Set up timetable

Headteacher

School Business Manger

MFL subject leader

KS2 staff

Spring 2016 Budget implications

Teaching by specialist staff


2016-17Sept2016 Action Plan for Social, Moral, Spiritual & Cultural – Religious Education



Key

Pr

iori

ties

To ensure the teaching and learning of RE is good or outstanding throughout the school.To implement the new syllabus into teaching







To implement the new syllabus into the teaching of RE

Staff meeting to induce new syllabus

Collection of medium term plans

Attended subject leader meetings

Liaise with staff about changes and expectations

Rebecca McCabeShona Mason (subject leaders)

December 2016

New RE syllabus

Staff meeting

To promote world religion and celebrate community

Multicultural market organised by the ethnic diversity services

Stop the clock day to coincide with multicultural market

Liaise with appropriate contacts

Staff meeting/brief discussion to organise the event


June 2016 Ethnic diversity services

Staff meeting


2016-17

Sept2016 Action Plan for Social, Moral, Spiritual & Cultural – P.H.S.E



Key

Prio

riti

es To ensure that PSHE is being taught across the schoolTo ensure that PSHE remains as an integral part of the foundations to the ethos of the school- Care, Courtesy, Consideration







Teachers to implement the new PSHE scheme of work

Observations of class teaching Pupil interviews Collection of medium term

plans that are in line with the new scheme

Collection of evidence of work Attended PSHE subject leader

meetings


June 2016 None contact time

For the school to partake in global PSHE events

School awareness of events PSHE and Global learning

calendar to be given to staff Off time table opportunities Liaise with other schools Attended PSHE subject leader

meetings


June 2016


2016-17Sept2016 Action Plan for Global Learning



Key

Prio

riti

es To develop pupils understanding of global issues. Teachers use a range of teaching approaches to support pupils skills and values development.







To develop pupils understanding of global issues.

Issues to be taught through a range of topics and subject areas

Review pupils understanding of global issues using GLP Assessment.

Sample of pupils work and lesson plans

Subject Leader – Rebecca McCabe

Dec 2016

Global Learning Website

Termly Global Learning meetings and training

Teachers use a range of teaching approaches to support pupils skills and values development.

Teachers to look at the Global Dimension website

Staff Meeting in Autumn 2 to discuss practise and share ideas

Subject Leader – Rebecca McCabe

Dec 2016

Global Learning Website

Termly Global Learning meetings and training


Sept2016 Action Plan for Drama



Key

Pr

iori

tie

s

- To use drama as a stimulus to aid creative writing.- To enrich the curriculum in a cross curricular way and provide links to other subjects eg. history and MFL- To liaise with other ‘Arts’ Co-ordinators in order to obtain Arts Mark Award.






Stimulus for creative writing- To use drama to hook the

children in and to aid the generation of ideas.

- Embed drama as a hook in lessons.- To use Stop the Clock Day as an opportunity

to explore drama as a stimulus.- Observe taught lessons and feedback to

teachers to show the effectiveness of drama in lessons.

- To lead a staff meeting on drama strategies for staff to use in lessons.

Megan Cope (subject leader)

July 2017 Subject leader time

Provide cross- curricular links- Use drama throughout the

curriculum to ensure engagement and as an aid to learning.

- Develop children’s learning through enquiry based learning eg. Stop the Clock Day.

- Observe taught lessons.- Possible after school club (Rebecca

McCabe)- To lead a staff meeting on drama strategies

for staff to use in lessons.

Megan Cope (subject leader)

July 2017 Subject leader time

Obtain Arts Mark- To work alongside other co-

ordinators to research criteria and ensure coverage and delivery of what is required to obtain the reward.

- Possible after school club (Rebecca McCabe)

- Liaise with arts co-ordinators to ensure coverage of what is required.

- Research the criteria for the mark.- Feedback to staff on what is required to

obtain the mark.

Megan Cope (subject leader)Arts co-ordInators

Ongoing/ until achieved.

Subject leader time


2016-17

Sept2016 Action Plan for Assessment



Key

Prio

riti

e To review the updated assessment criteria procedures maintaining a consistent approach between classes and key stages.To monitor 10/20/36 week review meetings in light of new assessment criteria.To analyse the new RAISE online and data pack and monitor the impact on teaching and learning







To update the assessment criteria processes for reading and writing(emergent, expected, exceeded)

Staff team moderation meetings Criteria evident in team planning

and individual monitoring 10/20/36 week review meetings Use new specific outcomes to

determine met/not met for writing To use guided reading tracking and

targets (see English SDP)

HT and Assessment lead

All staff

On-going week by week with 10/20/36 weekreview

Updated criteria

breakdowns for maths and

writing

To update the assessment criteria processes for maths(emergent, expected, exceeded)

Staff team moderation meetings Criteria evident in team planning

and individual monitoring 10/20/36 week review meetings Use new specific outcomes to

determine met/not met for and maths

HT and Assessment lead

All staff

On-going week by week with 10/20/36 week review

Staff trainingNew guidance materialsAuthority Training

To analyse the new RAISE online and data pack and monitor the impact on teaching and learning

Review new data Analyse impact – What next? Review small group support and

extension ( G and T)

SLTGovernors

December ?If available

Meeting timeSIP inputSEF

Warren Wood Primary School School Development Plan - Inclusion 2015-2016

Sept2016 Action Plan for SEND (Special Educational Needs and Disabilities)



Key

Pr

iori

ties

Update of SEND policyStaff training*catch-up groups started 2nd week in September, monitoring to take place by SENDCo*Staff training specific to Restorative Approaches, mental well-being and disabilities







Catch-up groups for identified children based upon data from 2015-16.

Catch-up groups startedMonitoring to take placeEvaluation of impactTA training in Motivational MathsCourses attended relating to specific needs of children already in place with a named TA

Class TeachersSENDCo and class teachersTAs

September 2016

onwards

SENDCoLSS training

coursesPsychology

Service

TA training with regard to SEND children

Courses attended relating to specific needs of children already in place with a named TAMeetings with TAs on regular basis regarding SEND

TAs who work 1:1SENDCoClass teachersBSS

ongoing LSSBSS

Begin work on gathering of evidence for Inclusion Mark

Staff meetingGathering of data and evidence

SENDCoAll staff

ongoing Stockport LEASEND team

Other school

Warren Wood Primary School School Development Plan - Inclusion 2016-17

Sept2016 Action Plan for Able, Gifted and Talented



Key

Prio

riti

es+ To track/check the progress of the current cohort of AGT (exceeding) children with their new class teachers (just prior to the end of the first half-term).

+ To raise the profile of Warren Wood as a Gifted / Talented centre, hosting events at school (through the Authors’ Abroad network).

+ To check that differentiation of class materials (by all teachers) still nurtures AGT learners.







Tracking childrenSubject leader to speak to each staff member to see how previous exceeding children are meeting demands of the new curriculum

* Subject leader to liaise with all staff members to check progress and identify next steps to support learning (including liaising with previous teachers where necessary).

Subject leader – Philip Boardman

To be completed by w/c 17.10.16

Tracking grid

WW as AGT centreSubject leader to network with ‘Author’s Abroad’ and similar services to allow WW to host AGT events, inviting local schools (in all year groups)

* Subject leader to establish links with specialist AGT providers who could use WW as a base to provide events for all ages of children, allowing our children to work with like-minded children from other school (raising their attainment).

Subject leader – Philip Boardman

All the time (ongoing all

year)

AGT events providers like

‘Author’s Abroad’

DifferentiationTeachers to use a range of teaching approaches to support pupils accelerated learning

* Staff Meeting x2 in Autumn 1 to discuss the role of the NCETM booklet for each year group to identify what ‘mastery’ (met) and ‘mastery to greater depth’ (exceeding) looks like and how to create those learning opportunities.* Book scrutiny by SLT throughout the year.

Class Teachers

SLT

All the time (ongoing all

year)

E.g. Mastery to greater depth class materials

(maths)

Warren Wood Primary School School Development Plan – Resources

2016-17Sept2016 Action Plan for Continuing Professional Development



Key

Prio

riti

es

To ensure that all subject leaders share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.To train all staff in areas of specialist provision to maximise impact upon learning throughout school.To continue to provide, deliver and access high quality INSET training to support the completion of awards for excellence for school.






To share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.

Subject leaders to observe one another and provide constructive feedback on the quality of teaching and learning according to new Ofsted guidelines

Reform clusters to allow staff to share expertise with other colleagues, working alongside each other in learning trios as part of the Outstanding Teaching and Learning Project

SLT to form own cluster to share outstanding practice amongst one another.

HT

SLT

SSIP

Oct – SSIP to work with HT

Nov- set datesSpring/Summer observations/

feedback

Non- contact time

Senior Leadership time for school improvement work

To train all staff in areas of specialist provision to maximise impact upon learning throughout school.

Specialist training offered to all teachers and teaching assistants in the support of specific needs for all learners

Teaching Assistants to be skilled up in areas of need of tailored support such as ‘Motivational Maths’

Team Teach

HT

SSIP

SENDCO

Outside Provider - BSS

On-going until July 2017

October 31st 2016

Non- contact time

INSET Training

To continue to provide, deliver and access high quality INSET training to support the completion of awards for excellence for school.

Primary Science Quality Mark – Training to be attended by Subject leader, support given to staff and follow up work and requirements outlined

Arts Mark training to be accessed by subject leader, support given to staff and follow up work and requirements outlined

Science Subject Leader

Art Subject Leader

Application made – September 2016

Training – September 2016

Ongoing work towards award

Non- contact time

INSET Training


2016-17Sept2016 Action Plan for Achievement and Attainment

Key

Prio

riti

es

To ensure that pupils make progress in reading, writing and maths that is consistently good if not better, relative to their starting points. To ensure consistency of progress, relative to the starting point of each pupil, is consistent to age related expectations in reading, writing and maths. To ensure that the progress of all named groups of children (disadvantaged/FSM/EAL/SEN is at least in line with that of their peers, relative to their

starting points.





Responsibility(Staff and Governor) Timescale Resources Evidence of Impact

(with dates)To ensure that pupils make progress in reading, writing and maths that is consistently good if not better, relative to their starting points.

To deliver this through tailored and differentiated support in class.

Track the progress of all children at 10, 20, 36 weeks using the new bespoke assessment system.

Monitor that the progress all children make. Monitor underperformance and track key groups of

pupils, identifying areas of support to aid performance Intervention/catch ups identified prior to September

2016 in order to initiate work immediately to avoid gaps in learning

Differentiation in class work to be monitored through lesson observations/appraisal process.

Introduce the monitoring and evaluation schedule through the yearly calendar in school.

HT

Class teachers

Governors to raise questions with HT/SLT about rates of progress of all pupils

Autumn 2(10 weeks)

Spring 1(20 weeks)

Summer 2(36 weeks)

School assessment system

To provide high quality teaching and learning opportunities to all pupils as part of the monitoring and evaluation schedule for school and for this to positively impact upon the outcomes for learners.

Highlight focus for each key area every month. Act upon feedback and feed forward to staff in order to have positive impact upon teaching and learning opportunities offered in school.

All staff

HT to monitor

Half termly review or focal point for

monitoring

Book Scrutiny

Cross school/phase moderation

To ensure consistency of progress, relative to the starting point of each pupil, is consistent to age related expectations in reading, writing and maths.

Track progress in reading, writing and maths for all pupils, relative to their own starting points and in line with age related expectations according to the new curriculum

Lesson observations to ensure quality of teaching and learning opportunities

HT

Class teachers

Governors to raise questions with HT/SLT about rates of progress of all pupils and the new assessment system.

Autumn 2(10 weeks)

Spring 1(20 weeks)

Summer 2(36 weeks)

Non-Contact Time for staff to observe

To ensure that the progress of all named groups of children (disadvantaged/FSM/EAL/SEN is at least in line with that of their peers, relative to their starting points.

Monitor groups of children to ensure that progress is at least in line with that of their peers

Differentiation to support the needs of all learners Intervention groups to support the learning of pupils

who fall below the necessary rate of progress

HT

Class teachers

Governors to raise questions with HT/SLT about rates of progress of all pupils

Autumn 2(10 weeks)

Spring 1(20 weeks)

Summer 2(36 weeks)

New school assessment system


2016-17Sept2016 Action Plan for Teaching and Learning

Key

Pri

orit

ies To share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.

To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children in Reading, Writing and Maths.To deliver tailored high quality support and challenge to children of all abilities through the delivery of appropriately differentiated support in class.To provide high quality teaching and learning opportunities to all pupils as part of the monitoring and evaluation schedule for school.









To share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.

Subject leaders to observe one another and provide constructive feedback on the quality of teaching and learning according to new Ofsted guidelines

Reform clusters to allow staff to share expertise with other colleagues, working alongside each other in learning trios as part of the Outstanding Teaching and Learning Project

SLT to form own cluster to share outstanding practice amongst one another.

HT

SLT

SSIP



feedback

Non- contact time


To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children in Reading, Writing and Maths.

HT to work with SSIP on leadership of teaching and learning

HT/SSIP to work with SLT on observations and impact upon teaching and learning

HT

SLT

SSIP



feedback

Non- contact time


To deliver tailored high quality support and challenge to children of all abilities through the delivery of appropriately differentiated support in class.

Differentiation in class work to be monitored through lesson observations/appraisal process.

Whole school staff training/moderation of work to look at differentiation for all year groups.

HT

SLT Ongoing INSET training

To provide high quality teaching and learning opportunities to all pupils as part of the monitoring and evaluation schedule for school.


Highlight focus for each key area every month. Act upon feedback and feed forward to staff in order to have positive impact upon teaching and learning opportunities offered in school.

All staff

HT to monitor

Half termly review or focal point for

monitoring

Book Scrutiny

Cross school/phase moderation


2016-17Sept2016 Action Plan for Personal Development, Behaviour and Welfare

Key

Prio

riti

es

To monitor the personal development, behaviour and welfare of all pupils as part of the monitoring and evaluation schedule for school.To positively contribute to the personal development, behaviour, welfare, mental and emotional well- being of all pupils through the Relax Kids programme.To ensure children are fully aware of e-safety issues and that the new policy is being put in place.








To monitor the personal development, behaviour and welfare of all pupils as part of the monitoring and evaluation schedule for school.


Highlight focus for each key area every month. Act upon feedback and feed forward to staff (teaching, support, midday) in order to have positive impact upon behaviour and welfare in and around school.

All staff

HT to monitor

Half termly review or focal

point for monitoring

Pupil Voice Interviews

To positively contribute to the personal development, behaviour, welfare, mental and emotional well- being of all pupils through the Relax Kids programme.

Whole school training on Relax Kids objectives and aims

All infant pupils to be provided with Relax Kids sessions during PPA provision

KS2 pupils to be offered extra-curricular Relax kids to help develop strategies which promote emotional well-being

Tanya Cross parents meeting.


Weekly sessions for all - ongoing

Pupil Voice Interviews

Monitoring and Evaluation schedule

To ensure children are fully aware of e-safety issues and that the new policy is being put in place.

Monitoring the use of social network sites outside school

Provide children with skills to stay safe on line.

Tanya Cross to come in and do a parents meeting.

Promote E-Safety day Ensure the school E-safety policy can be

accessed on school website Provide information for parents on website

about E-safety/safeguarding issues/priorities


All staff

January 2017

July 2017

Advisory team for PHSE/E safety

INSET/staff training


2016-17Sept2016 Action Plan for Leadership and Management

K

eyPr

iori

ties

To promote the skills of leadership as part of the monitoring and evaluation schedule for school.To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children throughout the curriculum.To further develop the role of governors as partners in the process of raising standards for all in school.









To promote the skills of leadership for senior leaders and subject leaders as part of the monitoring and evaluation schedule for school.


Highlight focus for each key area every month.

Share feedback to individual teachers based on Ofsted expectations for teaching, learning and outcomes for learners

All staff

HT to monitor

Half termly review or focal

point for monitoring

SLT release time each week for

monitoring and evaluation and strategic school improvement

issues

To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children throughout the curriculum.

HT to work with SSIP on leadership of teaching and learning

HT/SSIP to work with SLT on observations and impact upon teaching and learning

HT

SLT

SSIP

Oct – SSIP to work with HTNov- set dates

Spring/Summer observations/

feedback

Non- contact time

Senior Leadership time for school improvement

work

To further develop the role of governors as partners in the process of raising standards for all in school.

Governors involvement beyond that of GB meetings, including support from SSIP

Class Governors assigned to each class/key stage and to visit/liaise with classes when possible

Governors to feedback to GB on training that will impact positively upon school improvement issues.

GB

SSIP

HT

Ongoing GB Training

GOVAS Training

Warren Wood Primary School School Development Plan – Premises

2016-17

Sept2016 Action Plan for Buildings and Maintenance

Key

Pri

orit

ies To manage and ensure the safe completion of defects from the school rebuild and remodel project and to create a

scheme of work for the future.









To work and manage closely the defects on the school build

To create a schedule of works to be done once the defects in school are complete.

Work alongside contractors, Carillion, governors and school staff to maintain safety at all times during repairs.

Create a clear schedule of work where needed now main works are complete.

Prioritise works to be carried out.

Health and Safety Governor

HT

Caretaker

School Business Manger

All staff

Contractors

Council

September 2016 –

August 2016Physical materials

connected to the jobs to be

completed

Warren Wood Primary School School Development Plan – Resources

2016-17

Sept 2016 Action Plan for Budget and Finance



Key

Prio

riti

esTo monitor and control the budget effectively throughout expansion of classes within school, supporting the need for tight financial constraint and prudent budgeting.

To achieve SFVS (Schools Financial Value Standard) in 2017.







To monitor and control the budget effectively throughout the building and expansion work, supporting the need for tight financial constraint and prudent budgeting.

Half termly monitoring reports Resources Committee – GB to be

reported to termly Money saving purchases and best

value purchases/costings to be sought

HT

School Business Manager

Resources Committee – Governing Body

On-Going

Termly GB committee meetings

SBM/HT time and governor meetings.

To achieve SFVS (Schools Financial Value Standard) in 2017.

Documented evidence and return to be submitted

HT

School Business Manager

Resources Committee – Governing Body

To be submitted by 31st March 2017

SBM/HT time and governor meetings.


2016-17Sept2016 Action Plan for Community



Key

P

rior

itie

s

To develop relationships with the school community to improve and enhance provision, communication and opportunities offered to all at Warren Wood.

To work towards the achievement of the Leading Parent Partnership Award.







To develop relationships with the school community to improve and enhance provision, communication and opportunities offered to all at Warren Wood.

Community events in the new school building, including coffee mornings, HT meet and greets with parents, PTA events

Parental questionnaire to gain ideas of areas of strength in school and areas in need of further development or action

Establish new core group for the PTA

HT

GB

PTA

Staff

Ongoing – events

throughout the year

Funding for events

PTA support

To work towards the achievement of the Leading Parent Partnership Award.

Research information on the LPPA Source schools who have already achieved

the award, use case studies and find ways of supporting areas in need of development.

HT

GB

Staff

Parents

Ongoing

December 2016 - onwards

LPPA Registration fee


2016-17



Sept2016 Action Plan for Health and Safety

Key

Prio

riti

es To safely manage the new school site, running checks for new systems :fire alarm, school alarm, water, Velux windows etc

To ensure the safety of the school community in the new building by establishing new routines.







To safely manage the new school site, running checks for new systems :fire alarm, school alarm, water, Velux windows etc

To ensure the safety of the school community in the new building by establishing new routines.

To safely complete outstanding snagging and defects from the rebuild project.

Staff training for the relevant staff members on the use of the fire alarm (for safety checks), the new water/boilers, Velux windows etc.

Whole school to practise fire drills according to new safety points

Act upon and adapt to snagging/default issues as they arise for the safety of all members of the school community.

HT

SBM

Caretaker

Ongoing

September 2016 onwards

Training from Whitfield and

Brown re manuals for handover

Contractors to complete snags

and defects

web viewschool development plan. for the academic ... strengthen and develop appropriate grip and...

Documents