BRADSHAW HALL PRIMARY: SCHOOL DEVELOPMENT PLAN 2016-17
A 5 Year Vision for Learning and Teaching at Bradshaw Hall Primary School. September 2015-2020.
This is our 5 year vision/commitment for Bradshaw Hall Primary School; to embed further a culture that enables children and staff to excel and shine spiritually, morally, socially and educationally, ‘Who You Are Makes A Difference…’
Bradshaw Hall drives to instil the values, skills and attributes as laid down in our Golden Rules and Golden Principles.
Bradshaw Hall is committed to meeting the need of its Community. Our Governors believe that Inclusion and our inclusive policy is at the heart of everything we do.
Improved outcomes for children and staff will be driven through:
· Ensuring our Golden aims and principles are realised: Successful Learners, Confident Individuals and Responsible Citizens.
· Creating models of outstanding practise that ensure agreed and approved consistency of approach by staff.
· Planning of activities that provide children with ‘mastery’ of subjects, the ability to be divergent thinkers, resilient and confident learners.
· Focussing on those aspects of learning we know make the greatest impact on children based on educational research: creating assessment literate children, meta-cognition, feedback on learning.
· Spending a greater time on planning, learning, teaching, reflection and assessment to meet the above. Providing outstanding CPD, monitoring and reflection rather than over analysis of data.
· Calculated risk taking, trials and the roll out of programmes and models of learning will be used as drivers for innovative pedagogy.
· Greater time will be spent monitoring the outcomes of children by all staff: observations (of children and staff) pupil voice, work scrutiny against agreed reflection and feedback policy, supplemented by further evidence including data. These will be used to monitor the impact of teachers, TA’s and leadership on childrens’ outcomes.
· Committing totally to equity, raising the ambition of disadvantaged children, providing the opportunities to excel.
· Creating leaders of the future, raising the ambition of staff, increasing still further the outstanding capacity to improve. Reflection and professional debate is integral to our approach.
· A commitment to the broad and balanced curriculum (our reaction to the Curriculum 2014), ensuring children develop the skills to play a vital and integral part of modern Britain in the future. Outcomes for the curriculum will be different: utilising technology, personalisation, children raising and answering their own questions, acting like scientists/historians, enquiry, problem solving, collaboration and debate. As a consequence the traditional approaches will be different with the process seen as more important than finished product.
· The use of technology to model, create opportunities and to ensure children’s welfare and safety. Children will be skilled in the use of multi-media and use technology wherever relevant in the curriculum.
· A total commitment to music- all children reading music by Year 6 and a total involvement in sport and competitive sport.
· Providing premises and policies that ensure a culture of vigilance, welfare and safety for all. Staff will continue to be well trained and versed in carrying out policy and procedures. Our School Principles have been designed to ensure children make informed and measured decisions: be it playing in the park, on the Internet in their bedroom. Our PSHCE curriculum will continue to provide challenge, debate and raise posing questions. Children will be taught how to stay safe and to respond to any concerns or scenario they may find themselves now and in the future.
· As a consequence of the above children will be taught to be respectful, but to challenge extremism and uphold British values that mirror our School Principles.
As a consequence of the changes to testing at Year 6 in 2016, and the drop in attainment found nationally and at Bradshaw Hall, there will be rigorous focus on the technical aspects of grammar, punctuation, spelling and handwriting, whilst ensuring that the core aims and values of the school highlighted above are not lost.
Strategy Targets / AUTUMN12016 / AUTUMN 2
2016 / SPRING 1
2017 / SPRING 2
2017 / SUMMER 1
2017 / SUMMER2
2017
The following features will be evident in all curriculum developments:
· A positive learning culture is developed in line with growth mindset principles: high expectations for all children, no children are labelled, groupings are fluid, mistakes are valued and children feel cherished by staff.
· Appropriate tasks are set for those 30% of children working toward age related expectation. Children are not taken on to greater depth until the formal technicalities of the core areas are addressed.
· Challenging tasks are set; they are backed up by meaningful feedback that is internalised and acted upon by children.
· Learning is made visible to children through clear targets and learning goals, ongoing and timely scaffolds, exemplification and support: this allows for meaningful and focused collaboration between children.
· Children are involved in the process of reflecting on their achievements, drawing up personal targets and planning their learning.
All of the teaching and learning developments in 2016/17 will be the subject-specific outworking of our central vision: to make learning visible, to cultivate a dynamic classroom environment which meets individuals’ learning needs and to enable children to become assessment literate.
Reading
Line of Enquiry:
To raise standards in reading for the following groups:
To ensure that DW model provides added value for higher ability children from KS1 to KS2.
To raise % of disadvantage children, particularly boys, to are through
increase involvement and interest in reading and increase stamina for disadvantaged and boys / Motivators:
READING FOR PLEASURE INITIATIVE IMPLEMENTED
Baseline discussions with children
Increase expectation of reading stamina in Discovery Workshop lessons
Ensure total roll out of benchmarking into KS2 up to ‘Sapphire.’
Visual representation of children’s book bands overview displayed by all staff / Year 6 trial into reading for pleasure/increase of stamina initiatives directed at focus group of PPG/boys
Reading with children in school each week
Marking and feedback policy adapted / Increase reading for pleasure through:
Book club
Use of radio station/blogs for book reviews
World Book Day
‘Extreme Reading’
Library/Simply book visit
Book vouchers
Cafe trips
Use of graphic novels with ipads / Measure impact of trial through book scrutiny, pupil voice.
Findings:
Pupil Interviews
07.03.13 (PPG/Y5)
· Wider reading selection required
· Greater parental involvement
· More time available to read in school / Actions
ü Purchase books from Simply books
ü Reading mornings in Year 5
Distribute letter encouraging children to read
To consistently outwork the Feedback and Marking Policy in Discovery Workshop, providing diagnostic feedback to children against specific learning goals which are understood and acted on by children. / Discovery Workshop Model
Improve collaboration in independent reading tasks: explore ways to scaffold learning and facilitate purposeful dialogue particularly for PPG/boys booster group children.
Explore the form of learning outcomes in independent tasks, and how feedback is provided for PPG/boys to promote further collaboration and discussion. / Formalise Discovery Workshop Model at LKS2 for PPG booster group children.
Coaching and lesson observations of lead teachers through Discovery Workshops.
Pupil progress meetings
Marking and feedback policy adapted / Outcomes from RAISE online and question level analysis explored and implemented:
Monitor reading tasks provided for children
Introduce White Rose Hub reading assessment tests.
Learning mentors assigned from pupil progress meetings
Findings:
Spring 1
Test analysis:
· Children made significant progress in half term.
Actions:
ü Continue with boosters with expanded Year 5 boys group. / Lesson observations around Discovery Workshop model
Monitor impact of DW model through:
Independent tasks for children at greater depth standard
Building reading stamina for middle attaining boys and PPG
Feedback on learning and use of support in class is leading to accelerated outcomes. /
Findings:
Lesson observation
in Y5 and 6:
· DW model caters for ARE and above.
· Explore ways to meet needs of WTDs group. / Data input AM7
OATests
Pupil progress meetings
Pupil individual and cohort reports
Actions:
ü Distribute Cracking comprehension across the key stage (teachers and TAs up-skilled)
GPS/Writing
Line of Enquiry:
To raise standards in writing through the impact of Grammar, Punctuation and Spelling.
To ensure that the cold, warm and hot write meets the needs for all groups particularly for PPG (and middle banding boys) / Look at data tracking.
Audit of current provision and standards cohort report.
Implement new writing assessment checklist for each cohort. SPAG objectives built into C.W.H write
Amend the Marking and Feedback Policy, with specific focus placed on the ability of children to respond purposefully to GPS
Writing model adapted to ensure a greater focus on GPS between Cold, Warm and Hot writes
Cursive handwriting script, ensuring consistency between year groups, starting points and expectancy.
Children selected for writing / handwriting intervention / Data, standards and pupil progress meetings
Monitor CHIMP time and fix it/feedback time through book scrutiny
Meeting with Michelle Cundle literacy advisor for SPAG
Lesson observations
Book scrutiny and learning walks around writing model
Consistent use of Letter Join across school (and with parents) / Booster groups set from pupil progress meeting and learning mentors assigned
Using the classroom environment working wall to accelerate learning.
Book scrutiny and learning walks with pupil voice for identified children / Lesson Observations
What excellence looks like modelled by staff at all stages of learning
Roll out Talk for Writing principles for LKS2
Findings:
Book scrutiny
Spring 1
· Grammar embedded in success criteria for writing
· More focused outcomes for emerging children before turning to greater depth
Monitor progress of identified groups and children for progress in tests and through the Cold, Warm and Hot Write model
Actions
ü Analysis of test scores on GPS tracking grids.
Pupil progress meetings.
SPAG
To develop the teaching of grammar through Discovery Workshop, guided reading, and discreet teaching. (See action plan)
School spelling policy adopted in Autumn Term / Teachers in all year groups to have clarity on how to build SPAG objectives within literacy planning – there is a consistent approach across school.
Overlearning of SPAG principles delivered daily.
INSET DAY:
Strategy formulation and prof development Exploring how effective feedback can raise attainment in grammar and in reading comprehension.
Implement the Rising Stars Grammar Programme and half term assessments adopted by KS1 and 2 / How links are made between discrete grammar teaching and writing, including how grammar objectives are built within writing success criteria. Exemplify best practice where grammatical understanding improves outcomes in writing. Write and adopt a Grammar/Punctuation Model
Implement school spelling policy through adoption of: No Nonsense Spelling.
Implement and m spelling intervention groups across KS2
Test analysis to inform next stages of learning
Question level analysis of KS2 SATs papers / Grammar in Action learning walks. Monitoring of SPAG at KS1. Book scrutiny / Pupil interviews, questionnaires and feedback on lessons for GPS / materials/end of year assessment checklists
Maths
Line of Enquiry:
Raise standards by ensuring that the Maths Learning Cycle is accelerating progress for middle banding girls and disadvantaged children / Introduce Visual Calculation Policy (including EYFS) and lead staff training on use of bar modelling to make maths concepts visual
Embed the new marking policy in maths. Marking will become more effective in meeting the needs of the child and provide a greater emphasis on developing mastery within each area of study.
Update and embed the use of the ‘Writing Effective Questions’ documents to deepen learning and add greater variety to questioning. / The calculation policy
Increase the involvement of children into the learning process through differentiated choice activities.
Coaching sessions for support staff in implementing visual calculations policy and writing/responding to effective questions, with a focus on children working toward are.
Implementation of White Rose Maths Hub Assessments to inform assessment judgements and inform future planning
Data, standards and pupil progress meetings
Maths leader to work alongside Year 1 team to develop maths learning cycle / Question level analysis from Autumn assessments used to inform classroom support. Staff training and coaching to focus on practical ‘immersions’ maths lessons with a focus on the use of equipment and images at the start of a unit.
Maths leader to work alongside EYFS team to develop maths learning cycle
Media share is used to provide scaffolds within lessons on calculations policy
Basic rules of number/arithmetic priority and video calculation to support consistent approaches across school
Coaching and support to upskill staff in the use of equipment and images to introduce maths topics to a unit of work (TAs)
To develop the use of calculation videos as learning tools for independent learning.
Pupil progress meetings
Implement peer tutoring with a 2 year gap.
Findings:
KS1 Observations
· Greater clarity on concrete, pictorial and abstract methods
· Visual models are embedded in KS1
Findings:
Analysis of arithmetic methods Y5 and Y6
· Children don’t have consistent methods of calculation
· Basic rules of number is a pressing need that needs to be addressed in current maths model / Question level analysis from Spring assessments used to inform support. Staff training and coaching on going in identified areas. Gaps analysis.
Actions:
ü Greater evidence of CPA approach around the classroom (This may need expanding on – speak to Simon.)
Actions:
ü Booster sessions (3x a week) set up in Y6
ü KS2 agreement over arithmetic weekly activities
ü Regular testing of arithmetic methods
End of year data cohort reports.
Learning and Teaching,
Curriculum, Creativity and Innovation Team
Involvement of Children / Council elections
Eco’s and school councillors set week 1.
Include British values work (see timetable)
Feedback on learning- to amend marking policy for ‘booster group’ children
Implement playground initiative and use of restorative approaches by all staff
Pupil voice:
Training in use of new playground areas. / Restorative training for SLT 3 day course