St Peter S School Development Plan 2017-18
St Peter’s School Development Plan 2017-18
Confident, Compassionate, Creative
Mission Statement
As a Church of England School we seek to provide a Christian education for the children of the parish of St. Peter’s London Docks and for those who elect to come to our school. Children are presented with the teachings of the Christian faith as the revelation of God’s truth and are encouraged to grow in that faith, respecting the beliefs and cultures of others.
Education is seen as being concerned with excellence in learning and for the spiritual and social growth of children, developing the individual potential of each child to the fullest.
St Peter’s Vision
“Bright beginnings- faith for the future”
Every day at St Peter’s Primary School, the staff & governors work to make sure that St Peter’s children;
1)have respect for themselves and others
2)are enthusiastic, enquiring learners
3)know what it feels like to have done their best and achieve
4)understand the value of prayer and its place in their lives
5)understand the importance of goodness, honesty, and hard work
6)have a clear set of values; understanding their rights and responsibilities
7)have the skills and opportunity to work collaboratively
8)have shared friendship & learned how to get along well with other people
9)have happy memories of their time with us
10)have aspirations to embrace every opportunity to further their education, knowledge, skills and interests, throughout their lives
L.I.G.H.T- St Peter’s Values
Love/ Inspiration / Grace
/ Hope
/ Truth
Goodness
Joy
Friendship
Collaboration
Service
Self-discipline
Thankfulness / Faith
Belief
Reverence
Creativity
Courage
Encouragement
Ambition / Kindness
Forgiveness
Peace
Humility
Compassion
Consideration
Politeness / Resilience
Patience
Confidence
Perseverance
Enthusiasm
Faithfulness
Diligence / Respect
Honesty
Justice
Stewardship
Wisdom
Trustworthiness
Peacemaker
Covers all the British values / Individual Liberty / Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. / Democracy / Rule of Law
2017-18 Budget Allocation Summary
SDP Area / CFR Code / Area of Expenditure / Cost / SDP Area / CFR Code / Area of Expenditure / CostStaff salaries / E01- E08 / Total staff costs / £1,299,099 / ICT / E20 / ICT learning resources / £29,150
CPD / E09 / Staff development & training, including Schools Direct / £33,000
(including £18,000 for 2 School Direct trainees) / Admin / E22 / Administrative supplies / £23,950
Premises / E12,13,14,15,17,18 / Building Maintenance, grounds, water rates, rates and security / £36,361 / Supply cover / E26 / Agency supply staff / £7,500
Energy / E16 / Gas and Electricity / £18,000 / SLAC / E27 / Bought in professional services - curriculum / £38,045
Learning
Resources / E19 and E21 / Learning resources (not ICT) / £43,450 / SLAO / E28 / Bought in professional service - other / £28,243
Catering / E25 / Catering supplies / £51,935 / Extended Schools / E31 / Breakfast club, Stay and Play and clubs / £47,500
Insurance / E11 and E23 / Insurance / £ 5,041 / TOTAL ANNUAL
INCOME / £1,642,164 / TOTAL ANNUAL
EXPENDITURE / £1,656,374 (drawing on £14,210 carry forward)
SDP 2017-18
“Confident, Compassionate, Creative”
Standards(Outcomes for children) / All
(Personal Development Behaviour and Welfare) / Learning
(Teaching, Learning and Assessment) / Together
(Leadership and Management)
Year / Vision / SDP Focus
2016-17 / Standards / Thoughtful Conversations- children are able to articulate their knowledge, understanding and skills developing their “pupil voice” and responding to feedback. Peer to peer support improves outcomes for all children and children have the skills for collaborative learning
Inspirational ICT- children use ICT widely to support and extend their learning.
Strategies for Stretching Students- more able pupils in all classes make exceptionally good progress
All / Readiness for the Real World- children have opportunities to take on range of roles and responsibilities within the school to develop confidence, self-control and lead to school improvement
Coaching Culture- staff and children develop coaching skills for problem solving
Personal Development Passports- children understand and build on personal development skills
Learning / Who Do You Think You Are? Project to explore identity, diversity and build confidence.
Creative Curriculum- developing links to teach a broad, interesting curriculum with particular focus on the arts.
Parents as Partners- continue parental engagement as central to school improvement.
Peer Review- work closely with other schools to develop and evaluate self-reveiw
Together / Learning Logs- staff record and evaluate their CPD for impact on outcomes for children. All staff have PM targets linked to outcomes for higher ability and pupil premium children
Safeguarding and Prevent- all information and systems fully embedded and tested through external audit
Outward looking- continue to work closely with deanery and other schools to provide support and challenge
Overall Effectiveness / Internal and external Data shows exceptionalattainment and progress / Children’s communication and social skills fully equip them for the next stage of their education / Creative curriculum engages and inspires learning / Parental engagement work inspires collaboration and trust to improve outcomes for all children
Grade descriptors for outcomes for pupils
Outstanding (1)Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge and understanding, considering their different starting points.
The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points.
Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold thoughtful conversations about them with each other and adults.
Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Children in Year 1 achieve highly in the national phonics check.
For pupils generally, and specifically for disadvantaged pupils and those who have special educational needs, progress is above average across nearly all subject areas.
From each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally.
The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly.
Pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant qualifications. Compared with the national average for all pupils, higher proportions of pupils and of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training. These destinations strongly support their career plans.
Standards
What we’re aiming for / What we’re going to do / Who / When / Evidence of ImpactThoughtful Conversations / Focus on effective feedback- whole school review marking policy. Action learning project to see impact of policy on outcomes for children. Measured through pupil feedback to adults within and beyond the school, including governors
Collaborative Learning- children have a range of opportunities to collaborate; including purposeful activities that develop reasoning skills and promote articulation of knowledge and understanding. Evident in planning and lesson observation
Reading Widely- children have access to a range of high quality literature and have opportunities to discuss what they have read with others in and beyond school. Includes book clubs, Reading Gladiators, cross phase reading partners and Pet Therapy
Ongoing work on values, restorative justice, critical thinking, Rights Respecting Schools and P4C gives children the skills and confidence to explore a range of issues and develop their voice and personal presentation skills
Introduce Peer mentoring maths projects with children from year 5 trained to work with year 2 children in counting and place value / Assistant Heads
Class Teachers
All staff
Alena
Georgina
/Alena / Autumn Term / Book looks, lesson studies and pupil feedback show impact on progress
Evident in planning, SLT walk rounds and lesson studies
Reading assessments show continued improvement
Library well attended.
Children lead a range of assemblies. Presentations within and beyond the classroom recorded and shared e.g website, newsletter or internal screen
Inspirational ICT / Staff are well trained in range of ICT resources available, including switched on
Children understand their “digital footprint”, their social responsibilities and the skills to evaluate the range ad validity of information available.
Comprehensive ICT action plan, timetabled and implemented throughout the year.
ICT assessment ideas explored
ICT evident across all curriculum areas, including “Learning outside the Classroom”, “Who do you think you are”? and Art focus on photography and film. / Laurence and Georgina
Class teachers
Laurence / Autumn Term
Ongoing
Summer Term / ICT evident in lesson observations, book look, displays, pupil and parent feedback
ICT plan fully implemented and evaluated
ICT assessment tool introduced to staff for consideration
Collated images, power-points, files for curriculum areas
Strategies for Stretching Students / Teachers accurately assess children’s starting points and plan challenging activities from range of starting points.
Planning ensures all children have challenge. Support staff introduce children to extension activities during whole class teaching
INSET focuses on developing these strategies and building in review and evaluation for impact. Part of cross school lesson study focus / Class teachers
Assistant Heads
HT / Autumn introduction
Ongoing
Autumn introduction and summer review / Lesson observations and book looks show differentiation and challenge
HA ability progress is excellent in all year groups and evidenced on the tracker and in end of key stage assessments
Lesson study feedback. Effective strategies shared in briefings
All – Personal Development, behaviour and welfare, (including SMSC)
Outstanding (1)Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.
Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.
High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.
Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.
Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.
Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.
For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.
Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.
Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language.
The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.
Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.
Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.
What we’re aiming for / What we’re going to do / Who / When / Evidence of Impact
Readiness for the Real World / Train children for range of roles and responsibilities in the school
1)Introduce head boy and head girl- need to apply and have vote
2)Head of house from years 4,5 or 6- voting
3)Mediators- trained to support children in the playground
4)Prefects
5)School council
6)Librarians
7)Healthy lives ambassadors- fruit
8)Assembly leads
9)Music and collective worship group
Develop apprenticeship programme for children to train others. Include reading with younger children.
Introduce Head for the Day
Financial literacy taught across the school / SLT
Subject leaders
Head boy/girl
Ongoing / Start Autumn and then ongoing
Spring term
Summer term / SMSC audit and pupil voice
Behaviour logs, assemblies, playground observations
Children have range of roles in school. Pupils have increased confidence and self-control
My Money Week
Coaching culture / Children use questions and coaching for problem solving in all areas of life from learning to behaviour
Trained in key strategies, including focus on questioning
Train key children, starting with school councillors / HT and class teachers / Introduced in assemblies / Behaviour log shows evidence of children using coaching to resolve issues
Personal development passports / Children understand and build on personal development skills and their progression (bronze, silver, gold goals) to link to curriculum learning and light values. / Assistant Heads
Sarah- Bigfoot / Continued from summer 2017 / Collated evidence of children’s progress through bronze, silver and gold standards
Learning , Teaching and Assessment
Outstanding (1)Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.
Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.
Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.
Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.
Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.
Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.
Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.
Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.
Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.
Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.
Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.
St Peter’s Vision for Teaching and Learning and Assessment
Teaching is engaging, children are interested and motivated to learn. Staff and children can talk about the next steps to improve their work.
100% of teaching and learning observed is at least good throughout the year
What we’re aiming for / What we’re going to do / Who / When / Evidence of Impact
Who Do You Think You Are?- 5 week programme / Identity and diversity project
Linked to all aspects of the curriculum
Cookery across the world
World music
ICT- global perspective
Art from around the world / SLT / Introduced Autumn term. Ongoing / Celebrate London History Day in My 2018
Creative Curriculum - / Curriculum review to maximise links and teaching time. Focus on the arts evident in displays across the school
WOW days planned for
Prior knowledge assessed and used to develop planning and curriculum.
Each class to plan range of outdoor experiences for children using immediate and local environment / All class teachers / Throughout the year
Each term
Ongoing
1 per term / End of year summary written for each class.
Evidence in quality of curriculum and outcomes
Pupil feedback shows positive view of curriculum
Parents as Partners / Review homework policy.
Information shared with parents in range of formats e.g meetings, reports, newsletters, website.
Survey parents for their views
Range of activities on offer through the Parental Engagement Team, (PET) / All staff / Autumn and spring terms / Homework policy reviewed and implemented
Parents understand their child’s attainment and progress
PET action plan fully implemented
Positive parent feedback
SSAT Peer Review / Work in a triad with 2 other schools to evaluate teaching practice. Staff have opportunities to work with colleagues from other schools / SLT / Throughout year / Practise improved in agreed area of teaching. Positive feedback from staff and evidence in outcomes
Together: Leadership and Management