Snaresbrook Primary School
2016-2017

Action Plan for subjects or whole School Initiatives

Dear Staff,

For those staff leading a curriculum area or a whole school initiative, you will need to complete an action plan for the Friday 20th January 2017.

An Action Plan is a tailored and carefully planned document to ensure the best possible outcomes for the subject or whole school initiative in which you lead. The plan must have clear actions and success outcomes which are measurable in terms of curriculum development and outcomes for pupils.

It is a working document and will be amended/added to on a regular basis over the course of the year. Therefore, the information included in the Summer and Autumn Terms sections will not require as much detail at this current time.

When completing the document, please ensure that links are made to the school’s areas for development for 2017 which are laid out below under 10 priorities. Please speak to a member of the Senior Leadership Team should you require support.

Subject or Whole School Initiative / Name
Reading / Colleen
Writing / Brittani
Maths / Barry
Science / Claire
Humanities / Vacant
Design and Teachnology / Tracy
Art / Vacant
Music / Javier
Computing / Parvin
PE / Ashley
SMSC and Religious Education / Juliette
Vulnerable Groups / Phillipa
SEN / Nicola
EMA / Ben
Please speak to Graham is you currently do not have a responsibility and would like to lead a vacant subjector initiative

Snaresbrook Primary School
2016-2017

Subject or Whole School Initiative Action Plan for Science

Coordinator: Claire Plummer

(Moving the school forward)

Coding Key

The coding system identifies the key documents and systems that have informed the tasks.

A / Reception – Baseline, EYFS profileData Analysis (Annual Statistical Report, Raise on Line, Data Dashboard)
B / Internal and External Observations and Moderation
C / Ofsted Report
D / Subject Leader Action Plans/Questionnaires
E / Government Initiatives

School Areas for Development

School / School and LA / School and National / National
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Communicating high expectations including Yearly Years
C / Reasoning in maths
A B D / Closing the gap between SEN and Non-SEN children within school and nationally
A B / Creative and challenging homework
C / Boys and Reading
A B D E / Closing the gap between Disadvantaged (Pupil Premium) and Non-Disadvantaged children within school and nationally
A B C D E / Extending most able Disadvantaged (Pupil Premium)
A B C D E / Positive impact of Learning Assistants on children they support
A B E / Impact of Middle Leadership Team (Instructional Leaders) on strategic direction of the school
C E / Underachievement of white British boys
E
Subject Areas for Development
Please link to the whole school areas for development where possible. / Activities
(highlighted once complete) / Lead by, Timescale and Costs / Success Outcomes
To use new assessment model to assess and excel progress
SDP: 1, 3, 6, 7, 9, 10 /
  • New assessment grids to be introduced to all staff: ‘working scientifically’ and ‘subject knowledge’.
  • Criteria to be changed on O’Track to allow staff to assess and monitor progress accurately (summer term)
  • Staff meeting on how to assess science and inputting data onto O’Track (deeper learning)
/ Autumn Term /
  • Teachers to feel confident with assessment
  • To use objectives/assessment as a planning tool

Science Network – research carried out in year 4 (two classes) in 2015/16 – this year to roll out across the whole school
Research based on whole school staff/pupil questionnaire
Pupil voice
Book scrutiny
SDP: 1, 3, 6, 7, 9, 10 /
  • New assessment grids to be implemented
  • Different types of enquiry (independence)
  • Children to develop independence when recording
/ To be gradually implemented across the whole year /
  • Teachers to feel confident with assessing science
  • Children to feel more confident with their own assessment
  • Children to plan their own investigations and take ownership
  • Teachers and children feel more confident with planning and carrying out different types of enquiry
  • Recording to be purposeful

Participate in Primary Science Quality Mark, enabling the school to evaluate and strengthen science provision
SDP: 1, 3, 6, 7, 9, 10 /
  • Action plan for PSQM
  • CPD log
  • Science calendar log
  • Evidence of objectives
/ Whole year /
  • To improve science across the school
  • To publicly celebrate your school's commitment to excellent primary science
  • To systematically evaluate and develop all aspects of science teaching and learning in your school

Science Principles
SDP: 1, 3, 6, 7, 9, 10 /
  • To create science principles as a whole school
/ Autumn Term /
  • Teachers to use science principles as a tool for teaching
  • Key areas of development for whole school

Science Games
SDP: 1, 3, 6, 7, 9, 10 /
  • Staff meeting on science games
/ Autumn Term /
  • To assess children at the beginning or end of a topic
  • As an exciting ‘hook’ for learning

To develop children’s independence and scientific enquiry skills
SDP:1, 3, 6, 7, 9, 10 /
  • Staff to have CPD (staff meeting) to develop an enhanced understanding of the five types of scientific enquiry and provide children with opportunities to experience these
  • Staff to use ‘super heroes’ in classroom display and introduce to children
/ Autumn Term /
  • Staff to be more confident with planning for different types of enquiry
  • Children to feel more confident when planning their own type of enquiry

To use class track on O’Track as a planning and assessment tool
SDP: 1, 3, 6, 7, 9, 10 /
  • Staff to trial using class track at the end of each term
/ Autumn/Spring Term /
  • Teachers to feel more confident with using class track as an assessment and planning tool

Science Workshop
SDP: 1, 3, 6, 7, 9, 10 /
  • ‘Hands on Science’ for year 1, 2 and 4 in the autumn term
  • Workshop to be booked for rest of school in the spring and summer terms
/ Termly /
  • Children to experience a range of scientific enquiry
  • To enhance children’s opportunities to wonder, think and enquire about the world around them and generate questions and investigations

High quality science displays in corridors
SDP: 1, 3, 6, 7 /
  • Interactive science display in the school – to be changed termly
/ Termly or half-termly /
  • Children to be excited about science – enjoy responding to questions

To develop independence in different types of recording
SDP: 1, 3, 6, 7, 9, 10 /
  • Staff to have CPD (staff meeting) to develop an enhanced understanding of the different ways to record
/ Spring Term /
  • Staff to provide opportunities for children to be more independent and take ownership of investigations, including recording

Book monitoring
SDP: 1, 3, 6, 7, 9, 10 /
  • Book scrutiny to identify areas of strength and weakness
/ To be carried out termly /
  • Staff to feel supported with moving forward
  • Children to be challenged
  • Marking to be of a high standard – following marking policy

Science learning walk/pupil voice
SDP:1, 3, 6, 7, 9, 10 /
  • Carry out science learning walk
  • Carry out pupil voice interviews
/ Spring term /
  • To identify areas of strength and weakness
  • To ensure that teaching and the environment is of a good standard

To develop a Science team (teachers), with advocates from each year group to drive the teaching and learning in Science forward
SDP: 1, 3, 6, 7, 9, 10 /
  • Create a team of science advocates across the school
  • Whole school responsibility in achieving PSQM – advocate to drive in each phase
/ Spring term /
  • Success Criteria linked to PSQM SC

Science resources
SDP: 1, 3, 6, 7, 9, 10 /
  • To assess resources and order any resources needed
/ Spring/summer Term /
  • There is a range of stimulating and high quality resources for all

To create aScience Club
SDP: 1, 3, 6, 7 /
  • Science clubduring lunchtimes or after school
/ Spring/Summer Term /
  • To raise the profile of science in the school

Science Week
SDP:1, 3, 6, 7, 9, 10 /
  • To plan a successful science week
  • To book a science workshop for the whole school
  • To invite parents in for an open day
/ Summer Term
£1000 /
  • Children to participate in a range of science investigations – different types of enquiry
  • Parents to understand and experience the importance of science in school
  • To promote science at home

Analysing data
SDP: 1, 3, 6, 7, 9, 10 /
  • To assess progress across all year groups – focusing on ‘working scientifically’
  • To identify groups who are underachieving
  • To identify groups who are showing an excelled rate of progress
/ Spring/Summer/Autumn term /
  • To identify groups who are underachieving
  • To set up intervention groups where need be
  • To ensure that children are being challenged

Annual Budget

What is the budget to ensure that the objectives are achieved?
£1,500
£1,000 – Science Week
£500 – Resources /

Impact of Action Plan to be

Please Review Termly

/

Overall Evaluation

This is a summary report of the impact of your objectives on raising achievement within your subject. What have been the key successes, what still needs to be achieved and what new issues need to be addressed?

Autumn 2016

All teachers are using new assessment sheets (target sheets) and logging progress on O’Track

  • Science Principles created – to be reviewed on 1st July 2017
  • Staff meetings carried out: assessment, science games and different types of enquiry
  • ‘Hands on Science’ workshop for years 1, 2 and 4
  • Beginning to use interactive science displays – needs developing
  • Book scrutiny to identify areas of strength and weakness.

Spring 2017

Summer 2017

Autumn 2017

Planning Notes for Spring 2018