Bishopston Primary School
SDP
2016-2017
Contents / PageContextual Information / 1-2
Target Information / 3-5
Progress since last inspection (2012) / 6
Context of the School Development Plan / 7
Evaluation of progress against the previous year’s priorities / 8
Overview of priorities for next 3 years / 11
10-14
15-17
18
Appendices / i. SDP Termly Report Format / 19
ii. Outline of how the Governing Body (either directly or through the staff and pupils) will work with the wider community
iii. SER - Informing SDP targets at every level
Contextual Information
Strategic Overview 2016-2017
Workforce Planning: number of fte TEACHERS / 13.4
Workforce Planning: number of fte SUPPORT STAFF / Foundation Phase: / Other:
Grant Finance 2016-2017
Source of Funding / Purpose / Sum
Education Improvement Grant / Ensure each FP pupil profits from excellent teaching and learning, focusing on
• Improving Literacy
• Improving Numeracy
• Breaking the link between disadvantage and educational attainment / 96,483
Pupil Deprivation Grant / Breaking the link between disadvantage and educational attainment / 21,900
Other
2016-2017 / Nursery / Reception / Yr 1 / Yr 2 / Yr 3 / Yr 4 / Yr 5 / Yr 6 / Total
Eligible for Free School Meals (10/16) / 0 / 1 / 1 / 2 / 1 / 1 / 2 / 3 / 11
Children in Need / 0
Looked After Children / 1 / 1 / 1 / 3
English as an Additional Language / 1 / 1 / 2
Number of latecomers to Welsh / n/a
Special Educational Needs
School Action
School Action Plus
Mainstream Statement / 2 / 2 / 2 / 1 / 1 / 1 / 9
STF Statement / 1 / 3 / 2 / 6 / 3 / 15
Target Setting: Foundation Phase Targets
Key Stage 2 Targets
Progress since the Last Inspection
Date of Last Inspection:May 2012 / Current Performance:
Adequate / Capacity to Improve:
Good / Subsequent Monitoring:
Estyn (2013)
RECOMMENDATION
Recommendation / Very good progress / Strong progress / Satisfactory progress / Limited progress
Tackles the recommendation in every way / Tackles the recommendation on the whole / Tackles the recommendation in many ways / Does not satisfy the recommendation
Definition / Does not require any further attention to any aspect.
Very good effect on the quality of provision. / Requires attention only to minor aspects.
Positive effect on standards and / or the quality of provision. / Continues to require substantial attention to some important aspects.
Limited effect on standards and / or quality of provision. / Each aspect or many important aspects continue(s) to require attention.
No effect on standards and / or quality of provision.
R1&R5: Standards in English & Maths, particularly in the FP / 2013: Largely addressed
2016: Poor year in FP E+1 (apart from PSD)
R2: Ensure work is more closely matched to pupils abilities (differentiation / 2013: largely addressed
2016 monitoring showing continued focus
R3: Opportunities for pupils to write at length across the curriculum / 2013: fully addressed
Review of opportunities during 2014/15 but largely covered through LNF
R4: Improve provision for ICT / 2013: fully addressed
Sustained focus in 2014/2015
ICT Mark October 2014
Use of Hwb 2015-16
Chrome books development 16-17
R6: Improve aspects of the schools accommodation / Further developments: junior girls toilets, yard sweep, cctv, smoke alarms,
Yard resurfacing, class furniture replacement, infant girls toilet, play equip,ment / 2013: partly addressed / R6: Improve aspects of the schools accommodation
Context of the School Development Plan
This plan was written after consultation and input from the staff, Governors, parents and pupils. The consultation was carried out through INSET days, questionnaires and School Council meetings. Due regard is given to the school’s comparative data and pupil outcomes when creating the plan. Key members of staff contributed to the writing of the plan by detailing elements in their particular focus.
The plan is formulated as part of the school’s self-evaluation procedures and has three main foci; one each for Outcomes, Provision, and Leadership, in line with Estyn’s 3 Key Questions. Other foci are listed in the plan (also under the headings of Outcomes, Provision, and Leadership) and are ongoing developments that might become the main focus in their respective areas in future development plans.
Progress against the plan will be reported in each Headteacher’s Report to Governors and through the work of the self-evaluation committee. The plan is reviewed at the end of each term by the CMT a progress report is provided, by those accountable, with: completed action, impact and next steps. The plan is fully reviewed in full and updated annually. Copies of the plan are given to the Governing Body and every member of school staff. A summary is available to other stakeholders on request.
The plan identifies in each focus the relevant links to the School’s Vision, and the Common Inspection Framework. The plan reflects the Welsh Government’s (WG) commitment to the United Nations Convention on the Rights of the Child (UNCRC) and the seven core aims set out in the WG document ‘Pupils and Young People: Rights to Action in which WG reiterates its commitment to the UNCRC by setting out the seven core aims of:
1. A Flying Start in Life / 2. A Comprehensive Range of Education, Training and Learning Opportunities / 3. The Best Possible Health, free from Abuse, Victimisation and Exploitation4. Access to Play, Leisure, Sporting and Cultural Activities / 5. Pupils Treated with Respect / 6. A Safe Home and Community
7. Pupils not being disadvantaged by Poverty /
Summary of progress regarding last year’s priorities
Priority 15-16 / Progress and next steps (if applicable)Achieve improvement in Literacy (especially E+1) / Targets not me in FP. There were three long term absences in the 3 Y2 classes between mid-Feb and May. Despite a re-organisation of staff this proved to be a problem in achieving the targets set. KS2 target exceeded: NS – achieve target in 2017
Achieve improvement in Numeracy (especially E+1) / Ditto; achieve target in 2017
Achieve improvement in PSD(especially E+1) / Target exceeded, NS – to embed progress
Achieve improvement in Science (especially E+1) / Target met NS – to embed progress
ICT/Hwb / All targets were met: NS to get pupils fully involved in Hwb & use Hwb for collaboration between schools
Poverty/PDG / Pupils e-FSM achieved expected levels apart from those with SCN in the STF
Governors Links / Governors links set; 50% of class links and subject links worked well; NS – to increase this %
Tracking the LNF / Not fully met: NS to fully meet the target as part of the SDP
Attendance / Despite actions rate remains at 3rd quartile: NS – new actions in SDP
Accommodation / Refurbishment of Yard surface, and classroom furniture undertaken; NS – ongoing process
Development Plan Priorities for Next 3 Years
2016-2017 / 2017-2018 / 2018-2019
Raising standards in all subject areas, but particularly Literacy, Numeracy, Science, Welsh, ICT through:
Improved monitoring systems – planning, lesson observations, book scrutiny, tracking, outcomes
Improving Teaching &/for Learning – Trios of Trust, lesson observations, development of plcs through Gower Consortium (GC)
Improving tracking/assessment of LNF – use of Incerts to target identified areas.
Developing middle management – through use of management time, GC Plcs, preparing for the new curriculum, Welsh: Siarter Iaith, ICT: DCF
Attendance
Developing the school grounds / Developing the new curriculum
Maths
English
Science
PSD
Middle Management –
- Reports on how their area is going, format given
Welsh: Siarter iaith Cymraeg
ICT: DCF
Donaldson: long term/middle term planning / Standards in Literacy & Numeracy (R1 & R5)
Development of ICT (R4)
Improving aspects of the school’s accommodation (R6)
Developing the new curriculum
\Priority 1: Raise standards in reading, spelling, writing presentation in…
Cross reference / links:
SER / Vision / CIF/ESTYN / UNCRC / Nat. / local priorities / Link Governors
Page ref… / Personal to school aims / KQ 1.1 / Article 28
Article 29 / Literacy, Numeracy and Impact of Poverty / A.Roberts
Measurable pupil outcomes (SC):
i. Foundation Phase 50% of current Y2 to achieve O6
ii. KS2 – Dis-aggregated data to be in the top quartile
iii. KS2 - Dis-aggregated 50% to achieve L5 at end of KS2
iv. L6 to be considered for some children
v. E-FSM pupils to achieve 2+ sub-level progress raise from 66% to >85% / Individual Year targets (LLC/E)
E E+1
R
Y1
Y3 85 35
Y4 95 60
Y5 80 30
Actions / Who? / When? / Intended outcomes / impact / Type of monitoring & reporting mechanism / Who?
(named) / When?
(actual dates) / Costs / RAYG rating of progress
Aut. / Spr. / Su.
1 Monitoring Systems (see Monitoring Plan)
1.1 Planning / AOLL / Improved continuity and consistency in implementation of agreed processes / AOLL / JA/ / See plan / £120 x 36 weeks/2
£2000
1.2 Book Scrutiny Reading Record Scrutiny / AOLL / JA / See plan
1.3 Lesson Observations
Trios of Trust / All staff / HT/JA / See plan
1.4 Tracking / CMT / HT/JA / See plan
2. Improving Teaching and/for Learning
2.1 Trios of Trust / All teachers / Autumn
Spring / Improvement of Teaching through dissemination of good practice and observations
ditto / Use of ERW observation tool and reporting back system / HT
HB/JO / 11/16
03/16 / £240 per trio (£960) x2 / n/a
2.2 Sharing of Good Practice / All teachers / Autumn
Spring / Reports to HT / CMT / 10/16
02/16 / PPA Time
Adds Sessions / Self assess
2.3 Gower Consortium / All teachers as agreed by GC HTs / Autumn – EY & MAT / Reports back to HT / HT/CMT / 21/09 / Twilight & teacher release / MAT
Heads
EY
2.4 Lesson Observations / CMT
HT / Autumn
Spring / Use of ERW observation tools / HT / 11/16
04/16 / £650
HT time
3 Further development of LNF
3.1 Track reading through the LNF (Incerts) / All Teaching staff / Half-termly / Guided reading to have specific LNF foci within planning; children to be grouped by data / Monitoring of Incerts; Monitoring of planning (looking at relevant objectives being used); Monitoring GR folders; Listening to Learners / John Owen – ARR Co
Jayne Allchurch -English Coordinator / Nov, Feb, Jun / £150 (1xday) / Targets set
2.0 Develop links between home and school in order to improve standards in spelling / All Teaching staff; parents; children / Ongoing / Many children to use HWB+ to support learning of weekly spellings. Most children to achieve 80% + spelling scores by the end of Spring 1. / Feedback in first ADDS of October regarding HWB+ / Richard Williams -ICT Co
Jayne Allchurch -English Co / October / £75 (½ day) / Scheme agreed no h/s link
1.1 Guided reading lessons to ALWAYS have Literacy framework objectives / All teaching staff and TAs / Weekly / Nearly all children to progress one sub-level by end of Aut term, and a further sub-level by end of Spring term / CMT to monitor LNF tracking – Incerts Reading;
Planning scrutiny / Jayne Allchurch & John Owen / ½ termly / £75 (½ day)
1.2 Implementation of school spelling programme / All teaching staff and TAs / Weekly / Many children (70%+) to achieve 80% + spelling scores by the end of Spring 1 / Class spelling Data / Jayne Allchurch & John Owen / ½ termly / £300 – for prog’
4 Other Developments
Development of FP pedagogy / All FP staff / Ongoing / Improvement in pupils independent learning / Observation of planning/learning/ / HT
ChAV / ½ termly
Termly / Ongoing / Work started; need to track
Extending L5 / All KS2 staff / Pupils achieving L6 / Y6 planning teams / HT / Termly / PPA
1.6 Standardising EOKS target levels for each year group / All Teaching staff / Termly / children (60%+) to achieve O6 in LLC in the FP;
A majority of children to achieve L5 in English at KS2 / PPA meeting in Autumn 1 to focus on EOY target levels when standardising. / All Teaching staff / Aut 1 / £0 / PPA and staff meets
2.0 Develop links between home and school in order to improve standards in spelling / All Teaching staff; parents; children / Ongoing / Many children to use HWB+ to support learning of weekly spellings. Most children to achieve 80% + spelling scores by the end of Spring 1. / Feedback in first ADDS of October regarding HWB+ / Richard Williams -ICT Co
Jayne Allchurch -English Co / October / £75 (½ day)
2.2 Reduce impact of poverty through focused intervention for children with FSM / All Teaching staff; Teaching Assistants / Ongoing / ALN-Co
Jayne Allchurch / PDG / Groups identified work started
Resources / Costs / CPD required / Costs
New spelling scheme??? / ADDS session for all staff, run by JA on reading behaviours
ADDS session on new spelling programme
Inset training might cost?
Impact statements from reports and final evaluation of outcomes
Maths/Numeracy – mental and number work Outcomes/Provision/Leadership
Cross reference / links:
SER / Vision / CIF/ESTYN / UNCRC / Nat. / local priorities / Link Governors
Page ref… / Personal to school aims / KQ 1.1 / Article 28
Article 29 / Literacy, Numeracy and Impact of Poverty / A.Roberts
Measurable pupil outcomes (SC):
i. Foundation Phase 65% of current Y2 to achieve O6
ii. KS2 – Dis-aggregated data to continue above median
iii. KS2 – 50% of Year 6 to achieve L5 in maths
iv. E-FSM pupils to achieve 2+ sub-level progress raise from 66% to >85% / Individual Year targets (Num./M)
E E+1
R
Y1
Y3 90 35
Y4 95 60
Y5 80 30
Actions / Who? / When? / Intended outcomes / impact / Type of monitoring & reporting mechanism / Who?