Broad Town CE Primary School
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School Development Plan
September 2016 – 2017
Living and Learning,
Sharing and Giving
School Development Plan 2016 – 2017
Position StatementThe School Development Plan was written after reviewing our previous School Development Plan and then deciding on the priorities for the following year. Discussions took place at staff meetings, TT days and governors meetings. Different members of staff are leading on different aspects of the school Development Plan.
Leadership and Management
Over the last year, we have had new staff and we want to further develop their subject leadership roles. We have a newly formed senior leadership team. We have a TA that has taken over the role as lead TA. Depending on staffing, we will have a lead MDSA from January. We also want to further develop the children’s leadership roles.
Teaching and Learning and Assessment
Following up from whole school training on the ‘Transforming Teaching Programme: Developing Aspects of Outstanding Practice’, attendance on the Shirley Clarke training, Challenge Partners training and cluster work, Effective Teaching and learning will be a focus for the next academic year. This will enable us to ensure that introduced strategies are being applied consistently and effectively across the school as we have had a large turnover of staff during the last academic year. We will also share the ideas when a member of staff attends the Outstanding Teacher Programme.
We have introduced Target Tracker across the school to support with assessment and tracking. We now need to further develop our knowledge, understanding and ability to use it as an analytical tool. We also need be able to develop our ability to track progress for different groups of children.
Peer assessment, the use of success criteria and pupils’ positive response to marking are approaches that we want to ensure are consistently and effectively used across the school.
Writing
With the new expectations of the curriculum, interim criteria for Y2 and Y6 for writing and the changes in expectations for spelling, writing will continue to be a whole school area of focus for the next academic year. At KS2, we only had 56% of children meeting the required standard in writing. Four out of the sixteen (25%) have a specific difficulty in spelling. These children would have achieved the expected standard under the old curriculum.
At KS1, only 5 out 13 (38.56%) achieved expected in writing. The new expectations for spelling and with spelling now being part of the writing, it has brought down the number of children that would have previously achieved expected in writing. Four SEN children were predicted not to achieve the expected standard but to make good progress from their starting points. Two children (15.36%) with difficulties in spelling would have previously achieved the expected standard but did achieve expected with the new spelling expectations.
Vulnerable Learners – SEN, Pupil Premium and Traveller children – Miss Dent
From analysis of data, new children that have joined our school are not making expected progress in reading, writing and maths in relation to the expectations on Target Tracker. They are however making progress on their individual learning targets. SEN children from three families with a range of barriers to learning, are not making expected progress. For some of our vulnerable children, the focus continues to need to be on behaviour, attitudes to learning and catering for their social emotional needs. We need to ensure that interventions are targeted at their needs and we have supporting evidence to show the progress they have made on their individual learning plans.
Spiritual, Moral, Social and Cultural –Miss Dent and Miss Long
As a church school this is a key area of focus for our school. Over the last two years, the composition of our school has changed and we now have 28% SEN which is double the national figure. We have an increasing number of children with autism and with social and emotional needs. We also have an increasing number of Traveller children and some of them have had no previous schooling or pre-school experience.
A whole school focus on learning behaviours to develop children’s social, emotional and behaviour skills. This focus will also help us to integrate new children to our expectations and reinforce our school ethos.
School Development Plan 2016 – 2017
Subject Leader Action Plans
Reading / Bridget Long and Helen LawrenceMaths / Chris Dawkins
ICT / Chris Dawkins + Helen Lawrence
Design Technology / Chris Dawkins
Music / Chris Dawkins and Dale Floyd
Science / Dale Floyd
Geography / Dale Floyd
History
More Able /Thinking Skills/ P4C / Bridget Long/ Gretchen Dent
PSHE / Bridget Long
PE / Bridget Long
Art / Sarah Whetham and Helen Lawrence
MFL / Shirley Clark
School Development Plan 2016 – 2017
School Development Plan 2015 – 2016
School Development Plan 2016 – 17
Key areas of focus / Member of staff to leadLeadership and Management / Senior Leadership Team
Teaching, Learning and Assessment / Senior Leadership Team and Subject Leaders
Writing – including phonics and SPAG / Helen Lawrence
Vulnerable learners – SEN / Pupil Premium / Travellers – / Gretchen Dent (SENCO)
Spiritual, Moral, Social and Cultural / Gretchen Dent
Broad Town C of E Primary School Development Plan
September 2016 - 2017
Area for Improvement: Leadership and ManagementSuccess Criteria:
A range of professional development opportunities are provided to develop leadership capacity and to promote effective practice across the school
All staff members and children in the school to see themselves as ‘leaders’.
All staff to effectively lead areas of the curriculum to support in improving standards and provision.
The role of leaders , including governors is developed so that they continue to have a great impact on helping the school to improve
(with a focus on outcomes and provision)
Continued improvement in the quality of the monitoring of teaching and learning and the impact this has on standards
Parents are engaged in different ways to support the children.
Actions to be taken / Start Date / Resources Needed / Cost / Monitoring and Evaluation
Establish leadership roles for the children
School Council (Miss Long) PE Shed monitors, OHP monitors (Mr Dawkins) Newspaper group (Mrs Lawrence), Energy Eagles / Eco-School Group (Mrs Floyd), Vision and Ethos Group (Miss Dent), Digital Leaders (Mr Dawkins), Tuck Trolley monitors (Miss Long) / September 2016 / Allocated time for groups to meet and feedback to the school. / Displays, surveys, photographs, evidence on the school website, in school newspaper and newsletters and discussions with pupils
DF Challenge Partners Assessors Training / July 2016 / Release time and cover to attend training / Discussions with Headteacher and sharing information with staff
Staff involved in lesson observations of the quality of teaching and learning, linked to Challenge Partners training. / See monitoring timetable / Release time
Appropriate forms and resources / Observation forms
Summary of What Went Well and Even Better If ..
Fortnightly Senior Leadership meetings / See SL Meeting timetable / As identified for each meeting. / Sharing information in staff meetings and on TT days and working alongside colleagues
Review the Curriculum Map – led by subject leaders and class teachers / June & July / Curriculum Maps from previous years (staff share) / Discussions, meetings
Actions plans written by subject leaders to be clear and concise – follow up time schedules set / Sept 2016 / Subject Action Plans / Built in time to review Action Plans
Tracking and monitoring of pupil progress , all staff able to articulate how they are supporting the needs of Sen pupils and more able pupils / Ongoing and assessment timetable / Assessment and progress meeting timetable
Target Tracker for all year groups including EY / Review meetings and discussions with staff meetings and with colleagues.
SEN TA to support and work collaboratively with new teaching assistants: to liaise and provide feedback from training and keep fully informed. / Ongoing and during prep time / Resources from training / Discussions with TA lien manager, Headteacher and staff.
Governors Action Plan is reviewed and updated.
A working party established to focus on the Governor’s Action Plan / September / Meeting time and previous Action Plan / Review at every FGB meeting and led by a member of the Action Plan working Party
SEF (Self Evaluation Form) to be reviewed by staff and then updated by the headteacher / TT day 31st Oct
13th Dec
28th March
8th June / Previous SEF, Ofsted documents and any new updates etc. / Discussions on review dates and identifying next steps to further move the school forward
PE and Sports Premium Action Plan / September / Review of action plan and sharing of information on the school website
Review how parents are engaged to support the children / September / Surveys for parents
HT meetings, parent workshops / Surveys from parents
Discussions in meetings
Broad Town C of E Primary School Development Plan
September 2016 - 2017
Area for Improvement: Quality of teaching, learning and assessmentSuccess Criteria:
- Attainment %
- Good or better teaching in all classes.
- All staff have consistently high expectations of what each child can achieve, including most able and disadvantaged pupils.
- A range of provision is in place to cater for the needs of all children
- Questioning is used skilfully to gain pupil responses and develop children’s understanding to move learning forward.
- Pupils are given time to review what they are learning and to develop further.
- Assessment information is used to plan appropriate teaching and learning strategies and to give feedback to children.
Actions to be taken / Start Date / Resources Needed / Cost / Monitoring and Evaluation
Challenge Partners areas of focus are discussed and shared in staff meetings so that they can be implemented across the school. Challenge, Questioning, engagement and learning / Term 2
2nd November / Mrs Floyd to share elements from the Challenge Partners training attended / Lesson Observations and monitoring planning
Question skills to reduce disruption and increase pupils’ confidence as learners. / September / Attendance and cost of Teaching Conference / Observation of lessons
Attendance at outstanding teaching training / Term 3 / Release and cover - £500 / Lesson observations
Co-constructive Planning / Term 2 revisit / Subject leader release / Interviewing pupils, evidence in planning. Ideas and WWW to be shared with staff after monitoring by Mrs Lawrence
Introduce P4C strategies
Staff to use strategies across the curriculum / 31st October 2016 / Global Learning credits and travelling expenses £50
Trainer – Flick / HT to observe P4C in classrooms and in planning – 8th December 2016
7th December – staff to share P4C activities they have used in class – WWW and EBI
Use of toolkits and practical resources to support learning / September / Word mats, key vocabulary, practical maths resources, artefacts / Lesson observations and discussions with the children
Assessment Literate children- marking, feedback and peer-assessment / Marking criteria displayed, success criteria grids etc. / Lesson observations
Peer coaching
Staff to introduce where appropriate / Term 4 / Staff Meeting / WWW and WBI in staff meeting in term 4
Attend Accelerating Pupil Progressthrough assessment for learning, effective questioning and feedback, learning to learn and collaborative learning. / 26th January
23rd February
16th March / Cost of training £205
Staff meeting
TA meeting / Observation of TA and teacher sessions and monitoring planning
Attend ‘Switch on to Reading and Writing’ Training. Introduce the intervention and share the strategies at a staff meeting / Term 2 and 3 / Cost of training
Cover for class teacher / Observations of sessions and start and finish assessments to show progress.
Introduce and use a range of self and peer assessment strategies. / Sept / Display prompts for children / Learning walk.,
Staff meeting
Interview children
Mastery Focus
Opportunities for children to apply the curriculum in a higher order way, in more depth using more complex and sophisticated methods / September / Maths mastery resources from Liz Hopkins, maths mastery resources purchased
Mastery resources provided to staff on training and available on the internet. / Bring evidence of mastery in your planning and children’s work.
Self and Peer Assessment Strategies
model self/ peer assessment using unknown pieces of work. Best to use a good example. Teachers need to be demonstrating language
Implement peer assessment rules
Respect the work of others. • Identify successful features. • Think about the learning objective and the success criteria when suggesting improvements. • Word suggestions positively.
Classroom quick check assessment scheme.
Change of langauge – instead of I can’t do it, Im a yellow
Use of questioning to be increased and have a higher presence both by the teacher and the children.- Blooms taxonomy, key questions in planning
Coloured question cards - BL
Ensure success criteria’s are used effectively and the language is accessible by all.Creating co-constructive success criteria
To introduce a WWW and EBI to the end of lessons. These then need to be identified and used in the next lessons planning. Children can share theses verbally or they can be written down
Higher presence of self –editing own work
Broad Town C of E Primary School Development Plan
September 2016 - 2017
Area for Improvement: Writing and SPAGSuccess Criteria:
To provision and attainment in SPAG across the school.
Improved targeted teaching of phonics and spelling with children being in groups that best meet their needs
To raise standards and accelerate progress in all year groups in writing to ensure that all standards across the school are in line with or exceeding the national expectations for attainment
To ensure that children make the expected 5/6 stepsof progress in their writing throughout the year.
To improve the quality and presentation of handwriting across the school.
Actions to be taken / Date / Resources needed / Cost / Monitoring and Evaluation
All individuals to have targets for writing indicated on Target Tracker at the start of the year. (Taking into account previous years progress and the need to accelerate some individuals by setting challenging but attainable targets and provide additional support for other children. / Sept / SENCO time for support timetables
Cost of support / Target tracker
Looking at targets in books
Regular whole school moderation of Writing / 28th September
Term 2
Term 4
Term 6 / English books and pieces of writing which include the children’s targets - SLT
Subject leader release
Staff Meeting / Senior leadership meeting and then a staff meeting
Discussion with Headteacher and feedback to staff
See separate monitoring timetable
Focused interventions to support children with the Writing process (those identified as needing additional support in June PPMs) ie. Developing writing in meaningful contexts
Introduction of ‘Switch onto Writing’ intervention / Every term / TA time – cost of any interventions and training / Intervention timetable
Results from intervention
Continue to improve the quality of ‘next steps’ guidance and green bubble questioning and further challenge / Throughout the year / Book scrutiny
Staff meeting share good practise
Monitoring the progress of a ‘focus’ group of writers in each class ie. Maybe 2 or 3 children who need to particularly be accelerated in their writing progress / Term 1 set up / Subject leader to discuss at a staff meeting and with staff / Literacy co-ordinator to monitor
Promoting enjoyment in writing by writing for real purposes eg. Broad Town News , the school website , reviews etc… Author visits , Everybody Writes Days (co-incide Hot Writes if pos ?) / Throughout the year / Cost / Subject leader to nterview children about how they feel about writing
Ensure that all staff are up to date with all new assessments and any changes / Course – cost of course / Staff meeting to share.
Information regarding our writing schemes to be given to parents and put on the school website / Term 1 / HL to put information onto website
All pupils to be given targets, year 1,3,4,5 to use target sheet. Year 2 and 6 to use writing interim sheet / Second week term 1 / Book scrutiny
All classrooms to have non-negotiables up on the wall for the children to see. / Term 1
Agree a whole school handwriting policy . Purchase of a scheme such as Hand for Writing – Cripps that all children follow. Handwriting to be taught 3 times a week. This could be an activity during guided reading time. Agreed font used for all displays and resource sheets throughout the school – for example ‘Hand for Writing HfW’ / Term 1 / Cost of writing policy / Staff meeting to discuss policy
SPAG to be taught explicitly throughout the week and then be linked into big write. / Term 1 / SPAG resoruces to support learning / Planning moderation
Use of literacy walls need to support the literacy planning. Walls need to be updated regularly and support the children’s needs / Term 1 / To set up class 2 as an example / Classroom observation
Common exception words need to be done at least 3 to 4 times a week. Specific words need to be focused on each term. / Term 1 / Spelling time needs to be set aside in each class- guided reading time. / Student interview – presence and impact of spelling in their writing
Tool kits set up on tables for children to access – to include sound cards, examples of adjectives and punctuation etc / Term 2 / Cost of printing and laminating
Additional resources / Classroom walk around
Pupil interview- how do they use them?
Intervention for children whose spelling is below expected. / Term 2 / Spelling interventions - cost
TA time- cost / Progress meetings and TA impact reviews
Ensure all appropriate SPAG is taught and that teachers to set up assessments to identify weak areas. / Throughout the year / SPAG tests
Medium term plans / Literacy subject leader to monitor this and discuss possible actions with the head teacher.
Use a range of ipad games to support SPAG / Term 3 / Cost of IPAD apps / Literacy and ICT subject leaders to monitor through lmonitoring planning and lesson observations.
Trial setting for phonics and spelling and then decide whether to introduced across the school, across two classes etc. / September 2016 / Sufficient staff to teach the different phonic phases and spelling ability groups. / Discuss at a staff meeting and revisit. HT lesson observation of sessions
Question and Talk – Talk for writing
Better use of talk partners throughout the school / Term 2 class 2 and 3
Term 5 class 1 / Partners pictures – name generator
Broad Town C of E Primary School Development Plan