€¦ · Web viewAN OVERVIEW OF SCHOOL DEVELOPMENT PLANS FOR 2015-16 21.10.15. KEY PRIORITY 1. The effectiveness of Leadership, Management

AN OVERVIEW OF SCHOOL DEVELOPMENT PLANS FOR 2015-16 21.10.15 KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance1a.Governance – a deeper understanding of roles and responsibilities to offer further support (reconstitution from Sept 15 due to expansion of Federation)1b. Induction of staff who are new to the school and staff entering new roles to ensure they have the maximum impact on standards across the school. 1c. The pursuit of excellence to successfully drive the highest levels of achievement and personal development for all pupils over a sustained period of time. 1d. To develop the role of the subject leader and ensure they have thorough knowledge of their subject and how well pupils do.

KEY PRIORITY 2.The Quality of Teaching, Learning and Assessment2a. Further improve staff subject knowledge in relation to the new National Curriculum (particularly in relation to Year 2 and Year 6)2b. Develop effective pedagogy where effective planning and formative assessment procedures are integral.2c. Establish summative assessment procedures and ways to share assessment information with parents.

KEY PRIORITY 3.Personal Development, Behaviour and Welfare3a. Pupils need even greater opportunities through the curriculum to develop key learning behaviours.3b. Further improve behaviour at lunchtimes3c. Further developing the promotion of British values within the school’s Christian ethos.

KEY PRIORITY 4.Outcomes for PupilsIncreasing attainment beyond that which is nationally achieved so that a greater percentage of pupils make at least the expected progress at the end of KS2 by:4a. Raise maths attainment with a particular focus on those pupils with prior middle or high attainment at KS1.4b. Raise writing attainment with a particular focus on those pupils with prior middle or high attainment at KS1.4c. Raise attainment in English Grammar, Spelling and Punctuation across KS2

KEY PRIORITY 5.The effectiveness of the Early Years Provision: Quality and Standards5a. Further development of the outdoor continuous provision to support learning in mathematics and literacy in EYFS5b. Embed the use of ICT to support assessment procedures.

Lead Person: CGStaff team: ELT/SLT members and all staffLink Governors: Edgar Hastings & Elaine Aldridge

Persons responsible: 2a. LH/ED2b. LH2c. CG/EDStaff team: 2a. LD / GG2b. All staff

Persons responsible:3a: LH3b: ST3c: EDStaff team:3a. ED3b. All staff

Persons responsible:4a. LH4b. Lisa D/ED4c. Lisa D/EDStaff Team:4a. All staff4b. All staff

Persons responsible: EDStaff Team: CK, and EYFS TA team.Link Governor: Edgar Hastings

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2c. All staffLink Governors: FGB (assessment)

3c. All staffLink Governors: Curriculum committee, Carl Steventon and Edgar Hastings. Rev’d Hodson

4c. LD/ GG/ SO/ JC/ CKLink Governors: Kay Blackford, Elaine Aldridge

Current situation as at Sept 151a. The federation between St. Mary’s Bluecoat School and Worfield Endowed expanded at the beginning of September 2015 to include Beckbury CE Primary School. As a result the existing federated governing body was dissolved on 31st August 2015 and a new Instrument of Government issued. 1b. The previous Headteacher retired in July 2015. As part of The Trinity Federation, the school is now led by an executive headteacher. A Lead Teacher took up post at Beckbury School in September 2015. The Lead Teacher has responsibility for the effective day-to-day running of the school. The governors have taken over the running of the pre-school and as such a number of teaching assistants are now employed by the school. 1c. The teaching profile of the school was consistently good or better over the course of 2014/15. The school recognises the need to sustain and build upon this and believes the increased leadership capacity of the school in 2015/16 will support this core aspect.1d. The school has needed to review its subject leadership

Current situation as at Sept 152a. 2015/16 academic year is the first year of teaching the Year 2 and Year 6 programmes of Study from the National Curriculum. New national testing materials and methodology will be used to measure progress and attainment at the end of the year (assessment without levels). We recognise that good teacher subject knowledge is essential.2b. Mrs Holt has been studying the very latest thinking and research into formative assessment without National Curriculum levels; this research explores the practices of many of the world’s highest performing education systems. The school is now in a position to build this into its teaching and learning pedagogy. 2c. Until July 2015, all schools within the federation still tracked pupil attainment and progress using N.C. levels. In light of the government’s removal of levels, during the academic year 2014/15 we have used the last academic year to research thoroughly alternative approaches to assessment and participate in trails. This has ensured that we have begun this academic year with a clear vision for summative assessment across the

Current situation as at Sept 153a. Through our monitoring, we recognised a need to further support pupils in their development of key learning behaviours. 3b. Whilst behaviour is generally very good and incidents of serious disruptive behaviour are very few, the school recognises the need to reduce even further any occurrences of inappropriate behaviour during lunchtime break both in the dining areas and outside.3c. Following a review of our curriculum in 2014/15 we are now in a position to make explicit our teaching of Fundamental British Values.

Current situation as at Sept 154a. The school are aware that for pupils identified as middle and higher attainers in mathematics at the end of KS1 that their progress over time is often below that of national equivalent groups and therefore we intend to focus CPD, monitoring and support on raising attainment for this group of pupils.4b. The curriculum offers a wealth of opportunities for pupils to write extended pieces in all subjects. We recognise the need to exploit these opportunities to their maximum effect; expecting high standards of all our pupils but particularly increasing the expectations of our prior middle and higher attainers so that they might exceed the standards nationally expected by the end of KS2.4c. At the end of KS2 2014/15, fewer pupils than nationally achieved a level 4+ in the English grammar, spelling and punctuation test. The school recognises the need to focus CPD

Current situation as at Sept 155a. The federated governing body took over the running of the pre-school from September 2015. Staff previously employed by ‘the committee’ in the pre-school are now employed by the school. Nursery and Reception pupils are taught together within a newly refurbished EYFS unit. Our new EYFS unit provides our children with a high quality learning environment but the school recognises that there is even more that can be done to further develop the continuous provision in the outdoor environment to support pupils’ development in mathematics and literacy.5b. The school have purchased the NFER Baseline Assessment for 2015/16. IPads have also been bought for staff use when assessing children against the Early Learning Goals. The 2Simple App will be used on IPads to record pupil progress against the Early Learning Goals. This will replace the paper processes used in 2014/15.

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structure. The leadership of English and Maths is now a federation role across the three schools. Within the school, new and experienced staff are being allocated other subject responsibilities.

federation.

DESIRED OUTCOMES BY JULY 20161a. Outcomes for pupils are improved as a result of an effective single federated governing body. Senior leaders and governors have an accurate knowledge of the school’s strengths and know where further improvements can be made still.Relationships between staff and governors are positive with governors challenging the work of the school professionally and appropriately.Governors are well trained for and have a clear understanding of their role.Governors engage in regular monitoring activities in line with the agreed procedures.1b. New staff are part of a cohesive school staff team and know the expectations of staff working within the school. There are appropriate induction procedures in place to support new staff at all levels. Teaching staff quickly know and understand the non-negotiable expectations for their classroom practice.1c. A cohesive executive leadership team is evident where all leaders focus relentlessly on improving teaching and learning and

DESIRED OUTCOMES BY JULY 20162a. Staff teaching in Year 2 and Year 6 have a sound subject knowledge in relation to their pupils’ curriculum. The school has appropriate resources available to support the teaching of the curriculum. 2b. The school places a high value on day-to-day formative assessment and it is used to support continuous improvement in teaching practice.Feedback to pupils contributes to improved learning and is focused on specific and tangible objectives; Pupils know how to improve.Children have increased ownership of their learning and have a wealth of opportunities to make independent choices.There is appropriate challenge for all pupils.There is a fully inclusive approach to assessment and staff have the same high expectations of pupils with SEND as of all other pupils. Pupils feel secure in their learning and so are willing to take risks. All teachers and teaching assistants have well-developed questioning skills which elicit pupil understanding and help to

DESIRED OUTCOMES BY JULY 20163a. The curriculum promotes the key drivers – Aspirations, Resilience, Independence and Communication. Pupils’ attitudes towards their learning have a strong and positive impact on their learning. The school has a growth mind-set culture.3b. Behaviour is managed consistently well during lunchtimes. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs. The behaviour of the vast majority of pupils is very good. Where incidents do occur, these are appropriately logged and followed up with pupil, teacher(s) and parents (as appropriate). Pupils behave well for all adults and demonstrate respect for each other.3c. The broad and balanced curriculum inspires pupils to learn with fundamental British Values at the heart. Through our curriculum pupils learn social skills that encourage agreeable interactions between their peers as well as adults, treat everyone in an equal manner, irrespective of gender, race, class or disability and they develop personal and moral values that are respectful

DESIRED OUTCOMES JULY 20164a. Staff have excellent subject knowledge in mathematics and know how best to support all pupils, especially those with prior medium or high attainment, to develop their mathematical understanding.Staff voluntarily attend bite sized maths workshops throughout the year leading to their upskilling in key aspects of maths.A robust calculation policy is in place across the school and understood by all teachers and teaching assistants.The teaching of maths is never less than good for all pupils. Teachers use their subject knowledge and knowledge of individual pupils to plan learning that sustains pupils’ interest and challenges their thinking. Teachers know the age related expectations for their year group.Pupils are given a wealth of opportunities to apply their mathematical understanding to problem solving to ensure depth of understanding before moving to the next step in their learning.The use of Numicon is fully embedded throughout EYFS and KS1

DESIRED OUTCOMES JULY 20165a. The outdoor continuous provision in the EYFS unit offers pupils access to high quality resources which are linked to assessment and levelled around the ability of pupils. Continuous provision will encourage engagement and where possible will be linked to pupils’ interests. Open ended resources will encourage investigation, exploration and thinking in mathematics. Continuous provision engages pupils in high quality interactions with each other and with adults to promote the development of their language and communication skills. Staff working within the EYFS unit plan effectively for outdoor continuous provision; identifying the ‘what’ and the ‘why’.5b. Pupil profiles are maintained in an electronic format and judgements are supported by a wealth of pupil evidence. All children are known by all staff working within the EFYS Unit and as a result, planning based on assessment information appropriately supports pupils’ next steps.

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provide focused professional development for all staff, especially those that are newly qualified, at an early stage of their careers and new to post. Leaders at all levels support the Executive Headteacher’s vision for the school and the federation.Senior Leadership support and challenge to ensure quality of teaching is never less than good.Performance Management for all staff is effective in providing suitable support and challenge and linked to the school’s pay policies.1d. All leaders to be confident at leading their own subject, evaluating and embedding areas for development.

move pupil learning forwards. All teachers set clear learning objectives and success criteria so that all pupils know what they are learning.There is meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents. 2c. There is an effective assessment system in place which: Gives reliable information to parents about how their child, and their child’s school, is performing, Differentiates attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.Is reliable and free from bias. Produces recordable measures which can demonstrate comparison against expected standards and reflect progress over time.

of others, leading to their appreciation and toleration of other religions and other ways of life.

4b. Teachers have excellent subject knowledge in English and particularly in the aspect of writing. Teachers have high expectations of all pupils and provide a wealth of opportunities across the curriculum for pupils to develop their skills in writing; pupils’ skills in writing are developed across all subjects.High quality teaching and learning supports the development of writing.The delivery of Big Writing is consistent across the whole school and helps to raise standards in writing in all year groups in the four basic skills;Grammar: The use of correct grammar/standard English at all times.Handwriting: accurate and flowing preferably in a cursive style. At a minimum, neat and legible.Spelling: Accurate in all sight words and the majority of ambitious vocabulary and demonstrating the full range of phonic strategies appropriate to their phase of development.The use of Big talk encourages learning through talk.There are no significant differences in attainment between girls and boys.4c. Improved pupil outcomes in Spelling, Grammar and Punctuation test at the end of KS2.Children’s improved knowledge is evident in their extended writing.

Success criteria (measuring Success criteria (measuring Success criteria (measuring Success criteria (measuring Success criteria (measuring 4

the desired outcomes1a. A committee structure is in place which enables governors to be effective in their work across three schools.Monitoring records show that governors are able to find out a wealth of information about the school for themselves without being over reliant on the Executive Headteacher or senior leaders.Governors are able to demonstrate a deep and accurate understanding of the school at inspection (Ofsted and SIAMS) particularly in relation to the school’s outcomes for different groups of learners.Minutes of FGB meetings and committee meetings shows that governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the Sport Premium and SEN funding, secures excellent outcomes for pupils.1b. Staff new to the school or new to their roles report through appraisal records that they feel well supported. Staff questionnaires show that appropriate provision is made for individuals’ professional development. Lesson observations and informal drop-ins of new staff provide evidence of an awareness of non-negotiable expectations for classroom practice. 1c. A robust appraisal system, understood by all, is in place for

the desired outcomes)2a. End of year statutory assessment data shows that pupils have made at least expected progress with many making above expected progress. Attainment is at least in line with national in all subjects.2b. Book scrutinies show that whole school Marking and Feedback policy is adhered to by all staff including support staff.Monitoring including lesson observations and informal drop-ins evidence improvements in teaching over time for individuals.Pupil interviews reveal that pupils know their next steps in their learning and value the feedback they are given.Progress in lessons is at least good, with much outstanding, as evidenced by pupil progress data and lesson observations. Lesson observations evidence that teachers systematically and effectively check pupils’ understanding throughout lessons and through constructive feedback and high quality ‘in class intervention’ they may intervene providing notable impact on the quality of learning as evidenced in observations. 2c. The school has tracking data available for all of its pupils.Minutes of termly pupil progress meetings show that senior leaders hold class teachers to account for the performance of

the desired outcomes)3a. Monitoring shows that all pupils are fully engaged in lessons and are increasingly demonstrating a growth mind-set approach towards their learning.Pupil interviews demonstrate that the vast majority indicate that the level of engagement and enjoyment in their learning has improved. Pupils make a connection between hard work and success as evidenced in monitoring activities, lesson observations and pupil interviews and questionnaires.3b. Monitoring shows that pupils’ behaviour at all times is at least good. Lunchtime behaviour logs show very few instances of inappropriate behaviour and subsequent actions taken by staff show that behaviour management systems are used consistently and fairly.Behaviour management strategies are successful in reducing poor behaviour at lunchtimes.Visitors to the school such as supply teachers, report good behaviour.The vast majority of pupil and parent questionnaire responses agree that the school makes sure its pupils are well behaved and the school deals with bullying effectively.3c. An audit of our curriculum identifies a wealth of opportunities for the explicit teaching of Fundamental British Values.Incidents of homophobic bullying

the desired outcomes)4a. The attainment of pupils who had prior medium and high attainment in maths is at least in line with National equivalent measures at the end of KS2.In mathematics, individual pupils have made good progress from their starting points.Monitoring shows the teaching of maths is never less that good.4b. A greater percentage of pupils exceed the standards nationally expected in writing by the end of KS2 than in 2014/15.The attainment gap in writing between girls and boys at the end of KS1 closes.4c. The overall attainment of pupils increases in Grammar, Spelling and Punctuation at the end of KS2 bringing attainment at least in line with national equivalents.

the desired outcomes)5a. In the areas of mathematics and literacy a greater number of pupils exceed the early learning goals.5b. Monitoring of the use of children’s Learning Journals shows that relevant and sufficient evidence is gathered to support assessment judgements. Regular moderation with all EYFS staff across the federation validates assessments made and ensures a depth of understanding across the phase.Planning shows that pupils’ interests and individual needs are catered for based on assessment outcomes.

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all staff (inc.TA’s and admin team) All teaching is judged to be good or better with much outstanding.All teachers meet the teachers’ standards and receive incremental pay awards.All teaching assistants meet their required professional standards at their appropriate level.All administration staff meet their required professional standards at their appropriate level.Staff questionnaire responses show that the overwhelming majority of staff agree that the school is well led and managed and that they know what the school and federation is trying to achieve. 1d. All subject leaders have evidence showing the quality of Teaching, Learning and Assessment for their responsibility. An analysis of Pupil personal development, Behaviour and Welfare as well as Pupil progress and attainment, evaluation of the resources needed for the curriculum and an outline vision for the next 3 years

their pupils against expected outcomes.There is an agreed approach to whole school assessment, documented in a policy which is followed by all. Through parent questionnaire responses, the overwhelming majority of parents state that their child’s school keeps them well informed about their child’s progress and attainment.The school is able to report to governors, the LA, Ofsted or a SIAMS inspector the attainment of pupils of different abilities and in different groups.Cross federation monitoring of assessment data supports the view that the data is reliable and free from bias. School level data can demonstrate comparison against expected standards and reflect progress over time.

or racism are zero.All staff in regular contact with children have participated in Prevent training.

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SDP ACTION PLAN 1a- LEADERSHIP, MANAGEMENT AND GOVERNANCE

KEY PRIORITY 1The effectiveness of Leadership, Management and Governance

1a.Governance – a deeper understanding of roles and responsibilities to offer further support (reconstitution from Sept 15 due to expansion of Federation)

Desired outcomes for July 20161a. Outcomes for pupils are improved as a result of an effective single federated governing body. Senior leaders and governors have an accurate knowledge of the school’s strengths and know where further improvements can be made still.Relationships between staff and governors are positive with governors challenging the work of the school professionally and appropriately.Governors are well trained for and have a clear understanding of their role.Governors engage in regular monitoring activities in line with the agreed procedures.

Success criteria1a. A committee structure is in place which enables governors to be effective in their work across three schools.Monitoring records show that governors are able to find out a wealth of information about the school for themselves without being over reliant on the Executive Headteacher or senior leaders.Governors are able to demonstrate a deep and accurate understanding of the school at inspection (Ofsted and SIAMS) particularly in relation to the school’s outcomes for different groups of learners.Minutes of FGB meetings and committee meetings shows that governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the Sport Premium and SEN funding, secures excellent outcomes for pupils.

Lead Person: CGStaff team: ELT members and all staffLink Governors: Edgar Hastings and Elaine Aldridge

Focus - Impact on pupils Priority action tasks Personnel involvedResources and costs

MonitoringBy whom, to whom

Key milestones and date achieved.

1a.i. Review committee structure More efficient across the Federation

1. September 2015 – design new committee structure for single federated governing body which will ensure maximum efficiency and impact.

2. Present draft structure to new FGB for consideration (13/10/15) at inaugural meeting.

3. Terms of reference for new committee structure to be drafted.

4. Make any necessary changes to proposed draft structure

prior to December FGB meeting.

CG (nil costs) EH – Chair of governors by end of Sept prior to inaugural meeting.

13.10.15 new committee structure agreed by FGB and membership of committees determined.

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1a.ii.Review roles and responsibilities – protocols for carrying them out.

a. All governors know their role.

1. Governor Handbook revised in the light of third school joining the federation to include;

a. Revised governor code of conduct expanding on NGA document,

b. Protocols for school visits; meetings with school staff and visits to classrooms during the school day.

c. Expectations of governors from the school and expectations of the school from a governor perspective.

2. ALL governors to read and sign revised Governor Code

of Conduct.

3. Terms of reference for FGB and committees are reviewed and agreed.

4. All governors to participate in bespoke programme of training activities throughout the year to include.

5. New Ofsted Framework and expectations of governors.

6. Monitoring –review the previously agreed governor monitoring calendar with all governors and advise on best practice.

7. CG to be named link governor for training. Worfield office to keep log of governor training attended. Time allocated within each FGB meeting for governors to feed-back impact of any training session attended so that all governors might benefit. (where appropriate this can be a verbal report or written report)

8. FGB to have due consideration to succession planning e.g. Vice-Chair to engage in ‘Taking the Chair’ training.

9. Governors to receive feedback from the Chair on their monitoring to ensure monitoring documentation is robust and captures the key messages.

CG

Individual FGB membersFGB

FGB /CG

FGB

FGB/JH

CG/FGB

CG

Governor handbook approved 13.10.15 unanimously. See minutes.

Code of conduct signed by all governors.

Spring term 1

1a.iii. Develop improved communication –between governorsUse technology to keep governors more informed more quickly.

1. Governors to consider the appointment of a professional clerk for Finance and Premises committee meeting as well as School Curriculum and Standards Committee meetings to ensure detailed minutes are kept and circulated in a timely manner in-line with agreed

FGB 13.10.15 FGB determined to use a professional clerk for Finance and Premises and

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protocols.

2. Develop the governors secure area of the Worfield website to enable the publication of governor information and draft minutes of meetings to ensure matters arising are addressed in a timely manner.

3. Governors’ calendar maintained on Office 365 email system – requirement for all governors to be set up with a Worfield based Office 365 email address to access calendar. Training to be provided to governors wishing to use this facility.

Ruth Suter/CG

Alan Brown

Invite SC to carry out website audit

School’s Curriculum and Standards Committees.

End of Jan 2016 Ongoing

1a.iv. Develop improved communication – with parents and community

a. Improved governance transparency.

1. All governors to acknowledge the new requirement for information about them to be published on the schools’ websites. (Inaugural FGB meeting 13.10.15)

2. Information about governors to be published.

3. Letter to be sent to all parents and staff confirming the membership of the new single governing body for the federation following the inaugural meeting.

4. Governors to produce a brief paragraph summarising discussions and recent decisions (as appropriate) after termly meetings.

FGB/CG/LD

CG

FGB – Chair/Vice Chair

Website audit End of Jan ‘16

October 2015

Following FGB each term

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SDP ACTION PLAN 1b- LEADERSHIP, MANAGEMENT AND GOVERNANCE

KEY PRIORITY 1. The effectiveness of Leadership, Management and Governance

1b. Induction of new staff to ensure consistency of pedagogy across the school.

Desired outcomes for July 20161b. New staff are part of a cohesive school staff team and know the expectations of staff working within the school. There are appropriate induction procedures in place to support new staff at all levels. Teaching staff quickly know and understand the non-negotiable expectations for their classroom practice.

Success criteria1b. Staff new to the school report through Appraisal records that they feel well supported. Staff questionnaires show that appropriate provision is made for individuals’ professional development. Lesson observations and informal drop-ins of new staff provide evidence of an awareness of non-negotiable expectations for classroom practice.





1b.i.To ensure new members of Teaching Staff are supported and meet expectations.

1. New staff assigned a mentor.

2. Staff to receive quality CPD for identified needs.

3. Weekly PDMs and/or coaching meetings to support all new staff.

4. Opportunities to meet with federation colleagues working in same year group(s) – Professional Development days, and meetings (see timetable)

5. All new staff aware of federation wide appraisal processes

6. Review induction processes and policy supported by evaluations from new staff.

ED = CGCK = LH

CG/LH

CG – Staff questionnaires - outcomes reported to ELT and Personnel Committee

Summary Teaching and Learning report to CG and Curriculum and Standards Committee / FGB.

(LH supporting allocated mentors Oct 2015)

Min. once per month joint federation PDMs plus 5 PD Days jointly.

10/11/15 Standards Tracker launch

Summer 2

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SDP ACTION PLAN 1c- LEADERSHIP, MANAGEMENT AND GOVERNANCE


1c. The pursuit of excellence to successfully drive the highest levels of achievement and personal development for all pupils over a sustained period of time.

Desired outcomes for July 20161c. A cohesive executive leadership team is evident where all leaders focus relentlessly on improving teaching and learning and provide focused professional development for all staff, especially those that are newly qualified, at an early stage of their careers and new to post. Leaders at all levels support the Executive Headteacher’s vision for the school and the federation.Senior Leadership support and challenge to ensure quality of teaching is never less than good.Performance Management for all staff is effective in providing suitable support and challenge and linked to the school’s pay policies.

Success criteria1c. A robust appraisal system, understood by all, is in place for all staff (inc.TA’s and admin team) All teaching is judged to be good or better with much outstanding.All teachers meet the teachers’ standards and receive incremental pay awards.All teaching assistants meet their required professional standards at their appropriate level.All administration staff meet their required professional standards at their appropriate level.Staff questionnaire responses show that the overwhelming majority of staff agree that the school is well led and managed and that they know what the school is trying to achieve.





1c.i.To ensure Performance Management for all staff is effective in providing suitable support and challenge and linked to pay policy. a. A robust appraisal system,

understood by all, is in place for all staff (inc. TA’s and admin team)

b. The school maintains an up-to-

date picture of the level of skill of each member of staff against the National Standards.

1. Federation to purchase Standards Tracker.

2. School to work with Standards Tracker personnel to set up the on-line appraisal programme for 2015/16 appraisal cycle.

3. Training for appraisers inc. Admin staff and HLTAs.

4. Launch event of Standards Tracker including staff completion of self-assessment against teaching standards/HLTA/TA/Admin standards.

5. All staff provided with a Performance Management Reviewer.

6. Current Appraisal and Capability Policies shared with all

Launch event: 10.11.15 Sarah McTear£400 approx Beckbury contribution

1/12/15 John Hemmings appraisal trainingCG

CG – termly October 2015

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c. All teachers meet the teachers’ standards and receive incremental pay awards.

d. All teaching assistants meet their required professional standards at their appropriate level.

e. All administration staff meet their required professional standards at their appropriate level.

staff.

7. Pay Policies (Teacher and Leadership) 2015 approved by Personnel Committee and subsequently shared with all staff.

8. Teaching Standards and Career expectations shared with all staff.

9. Yearly cycle for Performance Management embedded throughout school.

10. Staff upload evidence throughout the appraisal cycle to be reviewed by their appraiser.

All staffTermly anonymised reports for key governors showing the impact of work being done through appraisal

1c.ii. All teaching is judged to be good or better with much outstanding.

a. Staff questionnaire responses show that the overwhelming majority of staff agree that the school is well led and managed and that they know what the school is trying to achieve.

b. Staff evaluations are positive of the support received during each term.

1. Robust appraisal processes support the development of teaching across the school.

2. Coaching and mentoring for individual members of staff linked to their personal objectives.

3. Leadership team takes clear and decisive action to address underperformance.

4. Formal lesson observations and drop-ins are carried out regularly.

5. Review Appraisal policy in light of feedback re: Standards Tracker.

CG/LH

Personnel committee

Summary reports to Personnel Committee

EHT report to FGB on running of appraisal cycle 2015/16

Termly

Review: July 2016

Autumn 1 2016

1c.iii. Leaders at all levels support the Executive Headteacher’s vision for the school and the federation.

a. Senior Leadership support and challenge to ensure quality of teaching is never less than good.

b. Lead teacher is accountable for the day-to-day running of the school.

c. Timescales for key tasks are met by ELT and SLT members.

1. All staff contribute to the SEF which leads to the SDP.

2. Key staff create action plans for the SDP.

3. New federation leadership structure shared with all staff including; Job descriptions for ELT roles

4. New staff handbook shared with all staff outlining key policies, procedures and expectations.

5. The Lead Teacher job description is reviewed in the light of this new post as part of the post holder’s appraisal review.

6. Lead teacher is introduced to Key Protocols of the post (see document)

CG lead PD Day Sept 7th 2015

Sept-Oct 2015

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d. Effective lines of communication exist between SLT and ELT

.e. ELT have effective and

established protocols for communication with SLT and all staff.

7. SLT calendar of meetings to be agreed to include Lead teacher meetings with director of teaching and learning on a bi-monthly basis.

8. ELT calendar of meetings to be agreed to include a monthly ELT meeting.

9. Established federation monitoring calendar known and understood and implemented by ELT, Lead Teacher and key staff (See calendar)

10. In-house training for staff new to monitoring calendar, documents and processes.

11. Those new to senior leadership roles participate in bespoke SLT training to ensure they have a clear understanding of their role, have an awareness of different leadership styles to employ in their roles and recognise their impact on the successful running of the school.

12. Joint lesson observations as appropriate to coach staff new to observing colleagues and giving feedback.

13.Leaders at all levels and staff understand the context of the school and its position in relation to inspection– to include an understanding of RAISE and Ofsted grade descriptors.

All lead teachers and subject leaders

JH/CG staff training PD Day

Monitoring outcomes feed into termly EHT report to Governors, staff meetings and SDP review.

23.10.15

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SDP ACTION PLAN 1d- LEADERSHIP, MANAGEMENT AND GOVERNANCE


1d. To develop the role of the subject leader and ensure they have thorough knowledge of their subject and how well pupils do.

Desired outcomes for July 20161d. All leaders to be confident at leading their own subject, evaluating and embedding areas for development.

Success criteria1d. All leaders have evidence showing the quality of Teaching, Learning and Assessment for their responsibility. An analysis of pupil personal development, behaviour and welfare as well as pupil progress and attainment, evaluation of the resources needed for the curriculum and an outline vision for the next 3 years.





1d,i. All Subject Leaders to have a clear understanding of their role and their contribution and impact in their subject based on pupils outcomes.

a. All leaders to have an analysis of Pupil personal development, Behaviour and Welfare as well as Pupil progress and attainment, evaluation of the resources needed for the curriculum and an outline vision for the next 3 years.

1. In negotiation with staff, allocate subject responsibilities across staff including federation wide subject leader roles (as appropriate).

2. Review job descriptions as necessary (make any pay recommendations re: payment of TLR to PR Committee as appropriate)

3. Job Descriptions shared with all on the ELT/SLT team.

4. Subject leaders have an appraisal objective linked to their role.

5. Staff PD meeting regarding subject leader responsibilities and expectations. Non negotiables regarding maintaining subject leader files.

6. Subject leaders to complete termly evidence trails in line with monitoring calendar.

7. Monitoring and gathering of evidence by relevant subject leaders using agreed documentation with specific reference to their impact and pupil outcomes.

All staff who are not NQTs to have a subject responsibility

CG delivers training for subject leaders across the federation

Pay Review Committee Oct/Nov ‘15

Lead Teacher and subsequently CG to receive M documents in-line with whole school monitoring calendar.

LH to respond to any issues via lead teacher and subject leader discussions.

Jan 2016

Feb 2016

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8. Support from Director of Teaching and Learning as necessary in line with findings.

9. Develop Assessment procedures for own subject to gather essential data in light of new N.C. and assessment without levels

10. Establish a portfolio of work with standardised pieces of evidence.

11. Access LA Network meetings to keep up to date

12. Access any required subject leader training

13. New Ofsted Handbook shared and changes noted with all Leadership

14. Further bespoke training as required

Costs within EIS SLA

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SDP ACTION PLAN 2a- QUALITY OF TEACHING, LEARNING AND ASSESSMENT

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment

2a. Further improve staff subject knowledge in relation to the new National Curriculum (particularly in relation to Year 2 and Year 6)

Desired outcomes for July 20162a. Staff teaching in Year 2 and Year 6 have a sound subject knowledge in relation to their pupils’ curriculum. The school has appropriate resources available to support the teaching of the curriculum.

Success criteria2a. End of year statutory assessment data shows that pupils have made at least expected progress with many making above expected progress. Attainment is at least in line with national in all subjects.

Lead Person: ED/LHStaff team: LD / GGLink Governors: FGB


MonitoringBy whom, to whom?


2a.i. Staff subject knowledge in teaching English improves.

a. Staff know the demands and expectations for their year group in the National curriculum and this raises standards in the classroom.

b. Lead teacher is the exemplar of modelling best practice in teaching English.

1. Staff revisit English National Curriculum orders with a particular focus on the increased expectations in all year groups

2. Year 2 and Year 6 teachers attend Local Authority training regarding new style SATs as available.

3. Teachers attend CPD meetings on PD Days/PDM meetings.

4. Raise expectations and implement consistent practice in the following:Guided ReadingBig Talk Big WritingEGPS inc. Spelling homework (see Key Priority 4)

LH/LD/GG all staff

LD/GG

LH/CG/Lisa D/CA lead PDMs as appropriate

Literacy leader (Lisa D) plus all class teachers and TAs working in Y2 and Y6

LH/ED/Lisa D

DTL with CG monitor impact of Lead teacher in leading day-to-day teaching and learning across the school.

July/Aug/Sept 2015

Nov/Dec 2015

Autumn term

Ongoing – see key priority 4

2a.ii. Mathematics:a. Staff subject knowledge

in teaching mathematics improves.

b. Staff know the demands

1. Raise expectations and implement consistent practice in the following:

2. Use of manipulatives, representations to aid conceptual understanding

PDM, PD Days and Bitesize maths CPD training led by Director of Teaching and Learning

LH Lesson observations of maths lessons and sample book scrutiny half-termly

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and expectations for their year group in the National curriculum.

c. Staff plan in accordance with Year group objectives

d. Teachers attend CPD meetings on PD Days, PDM meetings and apply their learning in their teaching.

e. The lead teacher is the exemplar of modelling best practice in teaching maths and other subjects in the National Curriculum.

3. Planning maths lessons

4. Staff referred to NCETM website materials to aid planning and assessment

5. DTL provides coaching support for staff.

6. Regular PDMs are timetabled to enable Year groups/ class teachers to work together to plan, share and compare practice and assess work.

7. Year 2 and Year 6 teachers know and plan lessons with high expectations and standards in line with National Curriculum year group objectives.

8. Y2 and Y6 teachers meet with Year 6 and Year 2 colleagues from schools within federation to exchange books and share practice. Colleagues set up class exchange visits to see “Good and Outstanding” teaching of mathematics. Y2 and Y6 teacher lesson observations take place.

9. Year 2 and Year 6 teachers attend Local Authority training regarding new style SATs as available.

LH each term

From Autumn and every term.

LH from autumn term

LD/GG

DTL report for FGB

Appraisal evidence.

Year 2 and Year 6 monitored by federation DTL each term.

2a.iii. ScienceStaff subject knowledge for science improves.

a. Teachers plan science lesson which meet expectations in National curriculum.

Link to (2b) ICT and (4a) Maths Action Plan

Science1. Staff attend PDM CPD

2. Purchase additional data loggers (as required) to

support teaching/ learning in science and maths

3. Teachers plan lessons which include pupil use of data loggers to apply mathematics and computing skills.

Led by LW (Worfield)

LD

All staff

DTL(April)

Summer term

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SDP ACTION PLAN 2b- QUALITY OF TEACHING, LEARNING AND ASSESSMENT

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment

2b. Develop effective pedagogy where effective planning and formative assessment procedures are integral.

Desired outcomes for July 20162b. The school places a high value on day-to-day formative assessment and it is used to support continuous improvement in teaching practice.Feedback to pupils contributes to improved learning and is focused on specific and tangible objectives; Pupils know how to improve.Children have increased ownership of their learning and have a wealth of opportunities to make independent choices.There is appropriate challenge for all pupils.There is a fully inclusive approach to assessment and staff have the same high expectations of pupils with SEND as of all other pupils. Pupils feel secure in their learning and so are willing to take risks. All teachers and teaching assistants have well-developed questioning skills which elicit pupil understanding and help to move pupil learning forwards. All teachers set clear learning objectives and success criteria so that all pupils know what they are learning.There is meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.

Success criteria2b. Book scrutinies show that whole school Marking and Feedback policy is adhered to by all staff including support staff.Monitoring including lesson observations and informal drop-ins evidence improvements in teaching over time for individuals.Pupil interviews reveal that pupils know their next steps in their learning and value the feedback they are given.Progress in lessons is at least good, with much outstanding, as evidenced by pupil progress data and lesson observations. Lesson observations evidence that teachers systematically and effectively check pupils’ understanding throughout lessons and through constructive feedback and high quality ‘in class intervention’ they may intervene providing notable impact on the quality of learning as evidenced in observations

Lead Person: LHStaff team: All staffLink Governors: FGB




2b.i. Whole school Marking and Feedback policy adhered to by all staff including support staff.

a. Pupils report that written feedback is useful in helping them to improve.

1. Review Marking and Feedback policy building in existing good practice across the federation.

2. ELT to agree draft of Marking and Feedback Policy.

3. Share with Lead teacher and all staff including

LH – Autumn term

ELT

LH with all schools

LH/ED monitor impact of marking and feedback policy through lesson observations, book scrutiny and pupils views.

January 2016 new Marking and Feedback policy in

18

b. School progress and

tracking data shows that improved marking and feedback is impacting positively on rates of progress and the quality of teaching over time.

support staff.

4. SLT/ELT feedback to individual staff is acted upon by staff as appropriate to ensure consistency of practice across the school.

5. Individual support provided to key staff as necessary by lead teacher and/or DTL.

ELT/SLT and subject leaders through their monitoring

Cover costs for individual staff coaching

place

March Curriculum and Standards committee to approve Final Marking and Feedback policy

2b.ii. Staff CPD focusses on formative assessment strategies.

a. Staff understand the non-negotiables for lesson planning – clear learning objective(s) separated from the context of the lesson and success criteria.

b. All staff attend CPD on formative assessment and Growth Mindset and there is subsequently evidence of a developing Growth Mindset culture within classrooms.

c. Formal Lesson observation, drop in and learning walk has formative assessment in action.

d. Pupils understand success criteria as a series of 1,2,3 star challenges or similar (e.g. Hot, Spicy, Mild).

e. Pupils have a template LO and SC glued into books for each lesson and know the purpose of their learning.

1. LH Introduction to inclusive formative assessment principles and good practice. Introduce all staff to the principles which underpin a Growth Mindset’ and make explicit how it links to formative assessment.

2. All teaching staff participate in refresher training on writing SMART Learning Objectives and Success Criteria

3. Staff work collaboratively to plan and trial formative assessment methods.

4. Lead teacher with DTL support and coaching, models and leads use of formative assessment strategies for staff.

5. School purchased staff copies of formative assessment literature for reference and self-study. All staff to read Outstanding formative Assessment – Shirley Clarke.

6. Josie Bradford (Worfield) leads a PDM on formative assessment tool linked to Growth Mindset.

7. Lindsey Williams leads a PDM on science and formative assessment and tracking. Science book scrutiny.

8. Director of Teaching and Learning to put best practice in formative assessment into whole school practice and policy.

9. Formative Assessment policy drafted and shared with ELT. Policy shared with all staff as agreed ‘non-negotiable’ practice.

All staff inc TA’s and admin

CG

Lead/LH

LH;

LH to present at curriculum committee Spring term.

LH lead

Impact of training through book scrutiny

Lesson observations and pupil progress meetings

Books sampled using the Science interim assessments.

DTL identifies best practice through monitoring activities inc. lesson observations, talking to pupils and book scrutinies.

DTL leads monitoring

PD Day September and October 2015

PDM: Autumn 1

Autumn term

Autumn term

Spring Term 1

By February 2016

Spring term 2016

Spring Term 2016

19

f. Teacher’s lesson planning shows clarity in learning objectives and success criteria.

g. Pupils begin to exhibit learning behaviours and metacognition.

h. Pupils aspire to and enjoy challenges.

10. Staff build up a repertoire of formative assessment strategies e.g. talk partners, SLANT (Sit up, Listen, Ask/Answer questions, Nod head, Track the teacher), inclusive lolly sticks.

11. Staff Lesson Study focus on formative assessment. Staff work in triads to embed agreed formative assessment techniques.

12. Books shared and compared across the federation

13. Formative assessment agreed practices are embedded across the school.

All staff

of impact of policyLH (Maths), LW (science), LD (English) Learning walks and lesson observations each term.

Termly

Summer term 20162b.iii. HLTAs and TAs develop practice on questioning to impact positively on pupil progress

a. HLTAs and TAs gather accurate formative assessment information.

1. TAs and HLTAs are aware of their key professional standards and their expected impact on pupil progress.

2. HLTA training on effective questioning techniques led by CG/ST.

3. Class teachers support the development of effective questioning techniques through their planning and dialogue with TAs/HLTAs.

4. Class teachers and TAs/HLTAs maintain a two way communication on the effectiveness of questioning through reflection and monitoring of individual pupil progress.

5. TA monitoring and appraisals focuses on questioning and formative assessment techniques which accurately assess pupil’s progress in lessons and contribute to teacher’s formative assessment.

ST

CG/ST with HLTAs and TAs- Spring Term 2016

All staff

TAs

ST monitoring of TAs/HLTAs will focus on use of questioning.

Standards Tracker launch event – November

Appraisal cycle 2015-16

2b.iv. Teachers develop subject knowledge of science and formative assessment practice.

a. Year 2 and Year 6 class teachers attend CPD and liaise with science subject leader from Worfield

1. Teachers in Year 2 and 6 to become aware of expectations for gathering evidence for end of year assessments in June (Science interim assessments)

2. LW to support other members of staff in assessing without levels using the emerging/expected/exceeding format. Autumn 2 2015 use science assessment tool below to support

LH/ED/LW

Meeting LW and Year 2 and 6 teachers

LW to monitor science book sampling and scrutiny.DTL

Spring and summer term 2016

20

b. Staff implement formative assessment strategies in science.

c. Staff have a clear understanding of pupils’ progress and know their next steps

d. Year 2 and Year 6 class

teachers use criteria sheets and keep a record of pupil evidence of attainment.

e. IPads purchased and used to gather evidence.

f. Worfield subject leader for science provides support, CPD, coaching and mentoring to staff.

g. Lead Teacher gathers pupils views about science.

judgements.

3. Teachers to begin to use Science assessment: school self-evaluation tool (TAPS pyramid tool) on http://www.pstt.org.uk/resources/assessment.aspx which provides examples of assessment and a structure for schools to evaluate their assessment processes. This will be updated at regular intervals throughout the year to measure development of teacher’s assessments

4. Year 2 and 6 teachers to work through criteria sheets, identifying where each subject is taught and where the evidence is, e.g. prior work, work in Yr 6, end of year assessments/tests.

5. Discuss using Ipad apps to support gathering and recording evidence- see tracker sheet

6. LW and LH to support members of staff to team teach/ observe enquiry based lessons, make formative assessments and link across the curriculum, e.g. with maths and computing. E.g. linking maths and measuring with gravity in space on different planets.

7. All staff to use: shropshirescience.blogspot.co.uk to download assessment materials and pupils science assessment ladder for self-assessment.

8. Focus groups with staff and children to elicit ideas and feelings about science- what it is, how it’s taught, how often it’s taught, etc.

9. All teachers comply with the requirement to teach the new science curriculum either weekly or blocked. LW to offer support by creating ‘Questions to promote Enquiry based science’ resources.

From Autumn 2 for years 2 and 6,

From Autumn 2 for years 2 and 6. Spring 1 for other members of staff.

PDM December 2015.

Lead Teacher Summer Term 2016

Spring Term 2016

LW support and leads

Outcome of pupil responses shared with all staff at staff meeting in spring term.

From autumn 2.

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http://www.pstt.org.uk/resources/assessment.aspx

SDP ACTION PLAN 2c- QUALITY OF TEACHING, LEARNING AND ASSESSMENT

KEY PRIORITY 2. The Quality of Teaching, Learning and Assessment2c. Establish summative assessment procedures and ways to share assessment information with parents.

Desired outcomes for July 20162c. There is an effective assessment system in place which: Gives reliable information to parents about how their child, and their child’s school, is performing, Differentiates attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.Is reliable and free from bias. Produces recordable measures which can demonstrate comparison against expected standards and reflect progress over time.

Success criteria2cThe school has tracking data available for all of its pupils.Minutes of termly pupil progress meetings show that senior leaders hold class teachers to account for the performance of their pupils against expected outcomes.There is an agreed approach to whole school assessment, documented in a policy which is followed by all. Through parent questionnaire responses, the overwhelming majority of parents state that their child’s school keeps them well informed about their child’s progress and attainment.The school is able to report to governors, the LA, Ofsted or a SIAMS inspector the attainment of pupils of different abilities and in different groups.Cross federation monitoring of assessment data supports the view that the data is reliable and free from bias. School level data can demonstrate comparison against expected standards and reflect progress over time.

Lead Person: CGStaff team: all staffLink Governors: FGB




2c. i. New summative mathematics and reading assessments introduced to assess pupil progress and attainment at the end of each term.

a. The school has tracking data available for all of its pupils

b. Pupil progress meetings take place with all class

1. PUMA mathematics tests purchased and used to assess pupils at end of Autumn term, Spring and summer. PIRA Reading tests purchased and used to assess pupils at end of Autumn term, Spring and summer.

2. The data will be recorded following testing periods each term.

Creation of a bespoke electronic tracking/progress programme to enable detailed analysis of pupil

CG purchase test papers.

LH/ED Each term Report written.

Detailed analysis of data by CG - termly

CG/ST lead pupil progress meetings termly

November 30th 2015 – testing week

22

teachers to ensure all teachers are aware of their accountabilities to pupil progress and attainment.

c. Diagnostic assessment

tools support the delivery of targeted teaching to meet individual pupil needs.

d. Minutes of termly pupil progress meetings show that senior leaders hold class teachers to account for the performance of their pupils against expected outcomes.

tracking data to present to staff, governors, LA and inspectors as appropriate.

Staff made aware of the new requirements for summative assessments.

Results analysed by class teachers and discussed with EHT and SENCO at pupil progress meetings. Results analysed by class teachers and discussed with EHT and DTL at pupil progress meetings. Revise format of ‘record of pupil progress meetings’

Children identified as making little or no progress will complete the YARC diagnostic assessment and/or the Sandwell maths Diagnostic assessment tool.

3. ST to train a group of TAs/HLTAs in administration of YARC.

4. Review assessment policy in the light of new tests and procedures including use of NFER Baseline assessment.

5. Review annual report format for reporting children’s attainment to parents.

6. Parents are encouraged to complete parent questionnaire.

Cost of half day visit plus 5 x full days to develop programme plus £400 annual charge (license)

ST and TAs/HLTAs

ST/CG

CG

CG

Class teachers provide summary report and Action Plan on attainment and gaps in learning/teaching.

By February 2016 – FGB March 2016

End of Feb 2016

June/July 2016

23

SDP ACTION PLAN 3a – PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

KEY PRIORITY 3.Personal Development, Behaviour and Welfare

3a. Pupils need even greater opportunities through the curriculum to develop key learning behaviours.

Desired outcomes for July 20163a. The curriculum promotes the key drivers – Aspirations, Resilience, Independence and Communication. Pupils’ attitudes towards their learning have a strong and positive impact on their learning. The school has a growth mind-set culture.

Success criteria3a. Monitoring shows that all pupils are fully engaged in lessons and are increasingly demonstrating a growth mind-set approach towards their learning.Pupil interviews demonstrate that the vast majority indicate that the level of engagement and enjoyment in their learning has improved. Pupils make a connection between hard work and success as evidenced in monitoring activities, lesson observations and pupil interviews and questionnaires.

Lead Person: LHStaff team: ED plus all staff teamLink Governors: Curriculum committee




3a. i. Long term curriculum planning shows progression.

a. Planning meets National curriculum expectations.

b. Teacher’s planning is creative and rigorous. Planning promotes inclusion for SEN, lower attainers and most able.

c. Teachers are able to plan lessons which excite, engage pupils and that make learning irresistible.

d. Parents are informed about how well their child is doing and what learning their child is doing in school.

1. Review and revise whole school long term curriculum plan to comply with requirements of new national curriculum for Year 6 and Year 2.

2. Rewrite Medium Term Planning documents to comply with National curriculum in respect of new mixed year groups and new NC requirements for Year 2 and 6.

3. Review and create short term planning with guidance on effective lesson planning with a particular focus on new staff. Teachers meet with federation partner on PD days and PDMs to plan together - raising expectations and consistency in practice across the federation. Regular “book exchanges” allow class teachers to moderate their pupil’s exercise books and topic books.

4. Staff meeting to discuss ‘What outstanding teaching looks like in our school’ and ‘what we want to achieve for pupils at Worfield School’. Document this vision and share with all staff.

LH with Lead Teachers, Curriculum subject leaders from within the federation

Spring and summer term.2016

LH – September 2015

All staff attendance at staff meetings/PD Days – directed time

Curriculum and standards committee termly meetings

Lead teacher monitoring of weekly planning

By the end of the Spring term the Long term plans, medium term and short term have been reviewed and revised.

24

e. School website updated. Curriculum statement, homework, topic information and class dedicated page created.

5. DTL leads PDM meetings and coaches on a creative, rich curriculum planning.

6. Non negotiables shared with staff; Residential visit

planned for Y6 and Y4, and one off-site visit per term for each year group.

7. Parents receive a termly topic information sheet. It is also published on the School website.

8. School website updated to be curriculum compliant.

Each class has a page on the site which is regularly updated with photos and messages about the children achievements.

HLTA additional hours costs

Spring 1

Spring 1

Autumn 1 Class teachers

LD ICT support

CG to ensure Ofsted compliance

Termly

3a.ii. The curriculum promotes the key drivers – Aspirations, Resilience, Independence and Communication.

a. Teachers and TAs improve their understanding of the strategies that will help pupils to develop growth mindsets

b. School and class culture promotes Growth Mindset though personal feedback, displays, posters and certificates.

c. Growth Mindset ethos is

promoted by all school leaders.

d. Pupils develop positive learning behaviours

e. Pupils know what they need to do to be good learners. They are developing the characteristics of growth

1. DTL leads CPD and coaches on Growth Mindset. Teachers undertake personal study to understand the principles of Growth Mindset.

2. Purchase series of Growth Mindset literature for a teacher’s reference library in the staffroom.

3. Lead teacher is exemplar of Growth Mindset in all aspects of school life. Teachers adopt Growth Mindset to raise aspirations for all children. All staff are encouraged to take informed risks, to be challenged and learn from mistakes in a school culture of support and development.

4. Class teachers deliver a series of lessons for children about brain-ology to ensure pupils know what their brain does and where it is. They know how to stretch their brains.

5. Children are taught key growth mindset messages such as: We have “grit”. Mistakes are great. Hard work is fantastic.

6. Staff take every opportunity to illustrate growth mind-set characteristics through stories and anecdotes from visitors

LH / PD day 07.09.15

LH - Autumn term £100 books.

All staff

Class teachers – Autumn term

From Autumn 2015.

LH Lead teachers, subject leaders monitor class teachers planning.

Lesson observations, gathering children’s views. Lead teacher report to ELT / governors.

SLT/ELT lesson observations / learning walks

PD day 07.09.15

25

mindset.

f. Pupils speak the language of “growth mindset”

g. Children talk about their brains, what they are, do and how they can be stretched.

h. Parents report an improvement in their child’s growth mindset.

i. Children recognise and value growth mindsets in our own learning and in the learning of others. “He wanted to climb on the tyre, he was really good he persevered”

j. Children are reminded about growth mindset when something challenges them- they are not afraid to give it a go and get things wrong, they will tell people that mistakes are good.

7. Celebrate growth mindset with positive praise, modelling and celebrate with certificates in assembly.

8. Presentation of Growth Mindset principles to Curriculum and Standards Governor Committees

9. Introduce a Wow board which celebrates growth

mindset.

10. Growth mindset to be discussed in parent workshops.

11. Growth mindset documents to be published on school website.

12. Staff to talk the language of growth mindset in conversations with parents.

13. A ‘Growth Mindset Policy is created which builds on existing good practice, evaluation of impact in action and reflection.

From Autumn term 2015

LH

Lead by LH supported by lead teacher - Cover costs

CS

LH – Summer 2016

Teachers display topic and other exemplars of pupils work for governors at a “Meet and Greet”.

Meet and Greet Autumn Term 24.11.15LH with Lead teacher first curriculum committee meeting 30.11.15

FGB receive Growth Mindset policy Aut term ‘16

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SDP ACTION PLAN 3b - PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

KEY PRIORITY 3.Personal Development, Behaviour and Welfare

3b. Further improve behaviour at lunchtimes

Desired outcomes for July 20163b. Behaviour is managed consistently well during lunchtimes. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs. The behaviour of the vast majority of pupils is very good. Where incidents do occur, these are appropriately logged and followed up with pupil, teacher(s) and parents (as appropriate). Pupils behave well for all adults and demonstrate respect for each other.

Success criteria3b. Monitoring shows that pupils’ behaviour at all times is at least good. Lunchtime behaviour logs show very few instances of inappropriate behaviour and subsequent actions taken by staff show that behaviour management systems are used consistently and fairly.Behaviour management strategies are successful in reducing poor behaviour at lunchtimes.Visitors to the school such as supply teachers, report good behaviour.The vast majority of pupil and parent questionnaire responses agree that the school makes sure its pupils are well behaved and the school deals with bullying effectively.

Lead Person: ST Staff team: ED plus all staff teamLink Governors: Carl Steventon and Edgar Hastings




3b. ii. Pupils will be clear of the behaviour expectations, sanctions and rewards at lunchtimes

a. All pupils to have positive playtimes

b. Pupils enjoy playtimes.

c. New activities and opportunities minimise behavioural issues.

d. Over time, pupils who have difficulty with social

1. Establish lunchtime supervisor working party across Federation to write lunchtime policy to include rules, strategies, sanctions and rewards to encourage good choices

2. Create list of games (and available resources) to be played weekly for pupils to join in with supervisors

3. Zones within playgrounds to be established to meet needs of all pupils

4. Reward system to be established weekly for lunchtime behaviour

ST to implement

ST, ED and lunchtime supervisors

ST/CG/ED

half termly meeting with ST/lead teacher

Spring term

February 2016

27

situations and make poor behaviour choices in unstructured times, will make improved choices and take responsibility for their actions.

5. Friendship stops, buddy system etc to be established

6. Run play-leader training for identified pupils to enable them to be effective in their peer roles.

7. Visual prompts to remind pupils around school/playground of behaviour choices

8. Extend range of lunchtime clubs offered.

9. Social skills interventions to be established in school –key stage 1 and 2 for key pupils finding behaviour choices difficult at playtimes.

10. Strategies to be developed to support playtimes

11. Use of middle classroom for nurture activities as appropriate

12. Appropriate inside and outside playtime equipment for each class to be ordered – involvement of pupils in choosing equipment.

Jo Berrow (additional costs)Lindsey DillionSports SLA

HLTA s to liaise with lunchtime supervisors.

CG/ST Plan half termly interventions, monitor impact.

Summer term

28

SDP ACTION PLAN 3c– PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

KEY PRIORITY 3.Personal Development, Behaviour and Welfare3c. Further developing the promotion of Christian and British values within the school ethos.

Desired outcomes for July 20163c. The broad and balanced curriculum inspires pupils to learn with Christian Values and the fundamental British Values at the heart. Through our curriculum pupils learn social skills that encourage agreeable interactions between their peers as well as adults, treat everyone in an equal manner, irrespective of gender, race, class or disability and they develop personal and moral values that are respectful of others, leading to their appreciation and toleration of other religions and other ways of life.

Success criteria3c. An audit of our curriculum identifies a wealth of opportunities for the explicit teaching of Fundamental British Values linked to our teaching of Christian Values.Incidents of homophobic bullying or racism are zero.All staff in regular contact with children have participated in Prevent training.

Lead Person: EDStaff team: all staff teamLink Governors: Rev’d Keith Hodson

Focus - Impact on pupils Priority action tasks Personnel involved

Resources and costs



3c.i. Displays of agreed core values to be evident in ALL reflection areas in classrooms and in communal reflection areas including school hall.

a. Whole school worship to introduce agreed values.

b. Core values are intrinsic part of the school ethos and referred to during daily curriculum opportunities and behaviour management systems.

c. More explicit links

1. Re-establish school council(s) to include Safer Schools (democracy)

2. School councils to discuss what they feel the core values are in school – what is most important to them? (Approx. 4-6)

3. RE subject leader to hold staff voice (including Foundation governors) activity to establish what they feel the core values of the school are.

4. Agreed core values to be published on school website and within the school.

5. RE subject Leader to meet with Reverend Hodson to agree a set of biblical teachings in line with the agreed core values and the ‘Values for Life’ scheme

LD/ED

Dedicated time for school council.

ED, Teaching staff, TAs, Rev Hodson

ED/LD (ICT)

ED/KH

ED subject leader monitoring in-line with monitoring calendar

September 2015

January 2016

By Feb half term.

29

between Christian teachings and biblical links are made with the core Christian values and Fundamental British values.

and identify explicit links to Fundamental British Values.

6. Staff PDM to introduce teachings matched to values.ED Summer term

3c.ii. The school meets its statutory duty to the Prevent Agenda

a. All staff understand their part in the Prevent Agenda

b. All children are safeguarded from extremism in that staff know to report concerns regarding a child to any of the designated leads for child protection

c. Pupils know what to do if they think they are being bullied.

d. Pupils feel safe at all times.

1. All school staff to attend the Home Office approved RAP training.

2. School policy for preventing extremism and radicalisation is written and shared with all staff (and parents via the school website).

3. Through PSHE and RE lessons staff will explore FBV in the context of our children’s own lives.

4. The school’s Anti-Bullying policy will be reviewed and shared with the whole school community.

5. Conduct pupil interviews with samples of children from each year group.

6. Staff to plan classroom ‘anti-bullying’ activities using SUMO and SEAL materials.

Whole federation staff

CG

All staff

All staff

ST

All staff

ELT – behaviour logs half termly (min)

Governors through EHT/Lead teacher termly reports.

Autumn 1 training

Spring term

Spring 2

Summer 2

30

SDP ACTION PLAN 4a – OUTCOMES FOR PUPILS

KEY PRIORITY 4.Outcomes for Pupils

Increasing attainment beyond that which is nationally achieved so that a greater percentage of pupils make at least the expected progress at the end of KS2 by:4a. Raise maths attainment with a particular focus on those pupils with prior middle or high attainment at KS1.

Desired outcomes for July 20164a. Staff have excellent subject knowledge in mathematics and know how best to support all pupils, especially those with prior medium or high attainment, to develop their mathematical understanding.Staff voluntarily attend bite sized maths workshops throughout the year leading to their upskilling in key aspects of maths.A robust calculation policy is in place across the school and understood by all teachers and teaching assistants.The teaching of maths is never less than good for all pupils. Teachers use their subject knowledge and knowledge of individual pupils to plan learning that sustains pupils’ interest and challenges their thinking. Teachers know the age related expectations for their year group.Pupils are given a wealth of opportunities to apply their mathematical understanding to problem solving to ensure depth of understanding before moving to the next step in their learning.The use of Numicon is fully embedded throughout EYFS and KS1

Success criteria4a. The attainment of pupils who had prior medium and high attainment in maths is at least in line with National equivalent measures at the end of KS2.In mathematics, individual pupils have made good progress from their starting points.Monitoring shows the teaching of maths is never less that good.

Lead Person: LH Staff Team: ELT supported by whole staff team.Link Governors: Kay Blackford

Focus - Impact on pupils Priority action tasks Personnel involved Monitoring Key milestones

31

Resources and costs By whom, to whom? and date achieved.

4a i. Subject KnowledgeImprove staff subject knowledge, pedagogy and practice in key curriculum areas: mathematics.

a. All teachers have a clear understanding of the expectations of the mathematics curriculum, aims and expectations for each year group.

b. Teachers share the DTL’s vision for best practice in mathematics teaching (Haylock and Cockburn 2008).

c. Early years use manipulatives and representations to deepen and embed conceptual understanding of number.

d. HLTAs and TAs trained in maths intervention support

CPD1. Teachers attend after school maths Bite size CPD for

Early years, multiplication and division, addition and subtraction. Repeat as required.

2. Provide coaching, mentoring and support for teachers Year 2/ Year 6 and NQTs specifically.

3. Set up opportunities for teachers to observe good and outstanding maths teaching across the federation.

4. Teachers attend Maths Hub courses e.g. Mastery (Y1) and PD day and PDM training sessions throughout the year.

5. All teachers register with NCETM to access on-line self-evaluation modules to improve mathematics subject knowledge.

6. PDM and PD day CPD delivered in house provides mathematics training on: teaching multiplication, division, addition and subtraction, problem solving. Early years practice, use of representations and manipulatives ie Numicon. Planning maths lessons to ensure depth and support to support arithmetic proficiency.

7. TAs receive further training in mathematics intervention and support from qualified HLTAs within federation.

LH Autumn term and Spring Term PDM calendar. No cost.

PD Day September and October 2015.No cost.

Federation PDM meetings.

Worfield HLTA/TAs collaborate with St Marys TAs/HLTAs

LH Autumn term and Spring Term Monitoring Calendar M10 report to Governors end of Autumn term and Summer.

Lesson Observations November 2015, February 2016, May 2016. Action Plans for NQT on target.

Lesson drop-ins led by subject leader November and Spring and Summer term.

4a.ii.Teaching is consistent and in line with new school calculation policy. New calculation policy reflects current best practice and complies with higher expectations and year group objectives in National Curriculum.

a. Teachers use N’rich to improve range of deeper problem solving tasks

Mathematics Policy and Practice

1. Subject Leader in collaboration with class teachers and teaching assistants and HLTAs, pinpoint common difficulties that are holding children back and resulting in underperformance in maths at the end of Key Stage 1. (Conceptual difficulties, recording or place value?)

2. Calculation policy rewritten in line with latest national curriculum expectations and objectives for each year group. All teachers adhere to new policy. Attendance

ED/LH/ST planned maths intervention groups to close the gap.LH Bitesize maths sessions for teachers and TAs Autumn Term 2015 and repeated Spring Term 2016.Policy written Spring

SS/LH/ST

LH monitoring compliance to calculation policy

Spring term 2016

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offered to pupils to challenge most able and deepen learning.

b. Pupils develop learning behaviours of resilience and know that mistakes are important aspects of growth in new learning.

c. Mathematical graphics/mark making in EYFS supports the development of early number, understanding and skills.

d. Provision for mathematics talk and dialogic teaching in Early Years is planned.

e. EYFS Point scores show an increase .A greater % of pupils achieve expected or exceed Number ELG.

f. The greater majority of pupils from Year 1 – 6 achieve or exceed an age related standardised score at the end of the academic year.

g. Vulnerable groups receive

targeted support.

h. Appropriate resources available in each classroom to ensure all children can make at least the expected progress in Maths.

i. High quality teaching evident for all pupils to

at Bitesize meetings compliments this new policy and ensures consistency in teaching practice across the federation

3. Teachers understand the pedagogy of inclusion and “low threshold-high ceiling” maths lessons which inspire all learners to achieve. Children not set in pre-set ability groups. Grouping in class is flexible. Differentiation either deepens or supports pupils learning.

4. Teachers use N’rich for rich problem solving planning.

This is linked to important Growth Mindset messages to raise attainment and aspiration to success for all learners including the most able and previously lower attainers and pupils withSEND. (PD Day Growth Mindset CPD) Class teachers promote the Christian Value of perseverance.

5. EYFS team receive CPD to improve and update practice in early mathematics.

6. EYFS teachers introduce Mathematics Graphics/Mathematics Mark Making to promote emerging mathematical recording. EYFS read Carruthers and Worthington to update practice.

7. EYFS create open –ended problem solving play scenarios to promote dialogic mathematics play.

8. Provide guidance, support and challenge teachers in maths lesson planning to enable all pupils have equal access to first quality teaching,

9. Target prior middle and higher attainers with intervention support as appropriate and challenge in the classroom.

10. TAs attend in house training in use of mathematical equipment e.g. Numicon.

11. Targeted pupils assessed using Sandwell Early Number Assessment materials as a diagnostic tool.

Term 2016

From PD Day September 2015LH Lesson observations

From November 2015 all staff.

ED plus TAs

Spring term

LH/ST/ED support class teachers

with sample of books and maths intervention groups Spring 2013.

LH monitoring in book sampling and exchange at Staff meeting Spring term 2016

EYFS drop-in autumn and spring 2016

LH/ST and HLTAs from Worfield plan and lead mathematics training

Consistency in all maths teaching by end of Easter term 2016.

33

close the gap between girls and boys.

j. Observations of teaching, drop-ins, learning walks, book scrutinies support a judgment of good teaching of mathematics in all classrooms.

12. Conduct maths resource audits in each classroom.

13. Purchase mathematics resources to equip each classroom with the basics necessary to teach mathematics and promote conceptual understanding:: bead strings, bead bars, pegs and peg boards, range of scales, base 10, Numicon, place value counters etc., subscription to My maths, Subscription to Number gym

14. Advisor for LA mathematics visits school and D of TL for guidance and support.

15. Link Governor Kay Blackford monitoring visits. During visit, governor will talk to pupils about their confidence in maths. Trying to pin down where they feel secure, stuck, what help they would like.

16. Book half day visit for Cathryn Hardy to meet LH ref maths. Book scrutiny, action plan, learning walk.

TAs carry out audit.

Raise purchase order Spring 2016.£1000max

KB

for TAs.Spring and summer term 2016.

Spring term 2016AB with LH (2016-17 budget)

Monitor use of resources through lesson observations and learning walks Summer term.

All classes well equipped by end of spring term.

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SDP ACTION PLAN 4b - OUTCOMES FOR PUPILS KEY PRIORITY 4.Outcomes for PupilsIncreasing attainment beyond that which is nationally achieved so that a greater percentage of pupils make at least the expected progress at the end of KS2 by:4b. Raising writing attainment across KS2 with a particular focus on those pupils with prior middle or high attainment at KS1.DESIRED OUTCOMES JULY 20164b. Teachers have excellent subject knowledge in English and particularly in the aspect of writing. Teachers have high expectations of all pupils and provide a wealth of opportunities across the curriculum for pupils to develop their skills in writing; pupils’ skills in writing are developed across all subjects.High quality teaching and learning supports the development of writing.The delivery of Big Writing is consistent across the whole school and helps to raise standards in writing in all year groups in the four basic skills;Grammar: The use of correct grammar/standard English at all times.Handwriting: accurate and flowing preferably in a cursive style. At a minimum, neat and legible.Spelling: Accurate in all sight words and the majority of ambitious vocabulary and demonstrating the full range of phonic strategies appropriate to their phase of development.The use of Big talk encourages learning through talk.There are no significant differences in attainment between girls and boys.

Success criteria (measuring the desired outcomes)4b. A greater percentage of pupils exceed the standards nationally expected in writing by the end of KS2 than in 2014/15.The attainment gap in writing between girls and boys at the end of KS1 closes.

Persons responsible: Lisa DStaff Team: ED and all staffLink Governor: Elaine Aldridge

Focus and Impact on pupils Priority action tasks Personnel involved Monitoring Milestones 35

Resources and costs By whom and what aspect?

achieved (and date):

4b i. The delivery of Big Writing is consistent across the whole school and helps to raise standards in writing in all year groups in the four basic skills

1. Federation English Leader to conduct a staff meeting for all staff on Big Writing procedures.

2. English Leader to lead staff meetings for whole school on Areas for Development in Big Writing based on previous year’s monitoring outcomes.

3. Regularly review Big Writing to ensure that the structure remains in line with school policy and that there is consistency across school.

4. Federation Moderation of Big Writing to establish consistency.

5. Big Writing practice is amended in line with the New National Curriculum.

Federation English Leader Lead TeacherClass teachers

Led by Lisa D termly

Federation English Leader with class teachers

Outcomes of moderation recorded and analysed LD/CG

Date to be confirmed

Termly

4b ii. Pupils’ spellings are accurate in all sight words and the majority of ambitious vocabulary; and demonstrating the full range of phonic strategies appropriate to their phase of development.

1. Displays in all classrooms of tricky words/ spelling strategy skills. Ambitious vocabulary linked to topic/lesson displayed in classroom – working walls showing process

2. Regular monitoring of vocabulary displays in classrooms

3. Spelling homework sent out /tested weekly

4. Monitoring of spelling scores- class teacher / track persistent low score- change strategies in class.

5. Introduce Magpie books in KS2 to record ambitious vocabulary

Class Teacher

Federation English Leader

Class teacher/ Federation English Leader /STClass Teacher

Federation English Leader to classrooms

Termly subject leaders reports to EHT

Half termly

Termly

Spring term

4b iii. The attainment gap between girls and boys in writing closes from July 2015 to July 2016.

1. CG and English leader to attend training on ‘Engaging and Supporting Boys and reluctant writers’ 03.03.16

2. Disseminate key messages from training to all staff to embed practical strategies within their teaching and teaching support.

3. Class teachers to increase the use of graphics, pictures, and storyboards in class

CG/Lisa D Cost £340 Federation English Leader to gather the views through use of pupil voice for sample of boys from each cohort

Spring term prior to training / summer term after strategies implemented.

36

sessions as prompts for writing.

4. Class teachers to provide project-based sessions in which the teacher facilitates hands-on, kinaesthetic learning.

4b iv. Pupils’ skills in writing are developed across all subjects.

1. Conduct a staff meeting on Alan Peat sentences/ Sue Palmer writing frames.

2. Monitor use of Alan Peat sentences in writing across all subjects.

3. Monitor use of Sue Palmer writing frames for planning writing across all subjects

.4. Reading aloud to students in all classes

happens daily.

Federation English Leader and all staff

Class teacher

Federation English Leader to look through Book samples across subjects provided by class teacher.

Discuss during Big Write Staff Meeting

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SDP ACTION PLAN 4c – OUTCOMES FOR PUPILS KEY PRIORITY 4.Outcomes for PupilsIncreasing attainment beyond that which is nationally achieved so that a greater percentage of pupils make at least the expected progress at the end of KS2 by:4c. Raise attainment in English Grammar, Spelling and Punctuation across KS2

DESIRED OUTCOMES JULY 20164c. Improved pupil outcomes in Spelling, Grammar and Punctuation test at the end of KS2.Children’s improved knowledge is evident in their extended writing.

Success criteria (measuring the desired outcomes)4c. The overall attainment of pupils increases in Grammar, Spelling and Punctuation at the end of KS2 bringing attainment at least in line with national equivalents.

Persons responsible: Lisa DStaff Team: ED and all staffLink Governor: Elaine Aldridge

Focus and Impact on pupils Priority action tasks Personnel involvedResources and costs

MonitoringBy whom and what aspect?

Milestones achieved (and date):

4c. Staff have a clear understanding of the needs of each pupil in their class.

Staff have made a concerted effort to further extend their professional knowledge of strategies for the teaching of Grammar, Spelling and punctuation which are appropriate to the needs of their pupils.

1. Identify barriers to learning and take steps to address these before diagnosing and applying particular interventions ie. Pastoral support, speech and language…

2. Literacy leader to explore kinaesthetic and creative approaches to the teaching of punctuation e.g. blu tack approach to sentence spacing, or to improve the application of correct spelling using a competitive word sorting game.

3. Training for staff in a range of creative strategies to apply in their classrooms

4. Consistent use of vocabulary and grammar mats.

5. Increased use of existing subscriptions to online EGPS resources for target pupils.

Lisa D, ED and class teachers

Lisa D

CA (St Mary’s)

All staff

LD

ELT through termly Literacy leader M10s

Pupil progress meetings

Classroom observations

Spring 2 2016

38

6. Increase parental engagement of pupils to support development of EGPS at home – workshops in teaching strategies for parents as appropriate.

ED / Lisa D / GG

Summer 2016

SDP ACTION PLAN 5a - THE EFFECTIVENESS OF THE EARLY YEARS PROVISION: QUALITY AND STANDARDS

KEY PRIORITY 5.The effectiveness of the Early Years Provision: Quality and Standards5a. Further development of the outdoor continuous provision to support learning in mathematics and literacy in EYFS

DESIRED OUTCOMES JULY 20165a. The outdoor continuous provision in the EYFS unit offers pupils access to high quality resources which are linked to assessment and levelled around the ability of pupils. Continuous provision will encourage engagement and where possible will be linked to pupils’ interests. Open ended resources will encourage investigation, exploration and thinking in mathematics. Continuous provision engages pupils in high quality interactions with each other and with adults to promote the development of their language and communication skills. Staff working within the EYFS unit plan effectively for outdoor continuous provision; identifying the ‘what’ and the ‘why’.

Success criteria (measuring the desired outcomes)5a. In the areas of mathematics and literacy a greater number of pupils (than 2014/15) exceed the early learning goals.

Persons responsible: EDStaff team: supported by EYFS TAsLink Governor: Edgar Hastings




5a.i. Children engaging in activities both inside and outside as part of continuous provision displaying independent skills as taught in sessions. Children to be taking a proactive role in their own learning.

1. Audit of the current environment to be carried out

2. Provide an increased range of sensory outdoor experiences and physical equipment for children in the EYFS.

To include…

EDAudit of current provision

July 2015

Sept 2015

Spring 2016

39

a. Children will have access to a high-quality environment, well resourced, aiding effective learning both adult and child initiated.

b. Observations made show children highly involved in their learning

c. Children will benefit from a newly created outdoor area conducive to high quality learning.

d. Children using the environment appropriately and it forwards their learning.

e. Effective planning will be leading to quality learning experiences for all children.

f. Careful tracking of children’s attainment informs planning.

g. Continuity and progression is evident in planning across EYFS

h. EYFS staff will work collaboratively to ensure continuous provision.

A maths rich outdoor learning environmentA language and communication (Literacy) focus areaA sensory garden area.

Large Sandpit

3. Order new and appropriate resources for indoor and outdoor areas.

4. Access consultant support from LA as appropriate

5. EYFS leader to carry out observations at outstanding EYFS settings with focus on environment to inform development of own provision and identify aspects of good practice in child initiated learning and free flow access which could be incorporated into our EYFS.

6. All staff to work together to create and display key literacy and maths resources as part of the provision to ensure all learning opportunities are enabled.

7. Organise EYFS training as appropriate

8. Review and update risk assessments in the light of new indoor and outdoor areas.

9. Clear planning linked to tracking for individual children

10. Activities planned to support the learning

11. Carousel of activities both indoor and outdoor as part of the continuous provision provided linked to the why and how. Develop free-flow opportunities in EYFS whilst ensuring robust safeguarding of children.

Carry out fund raising activities to contribute towards costs involved

ED

ED and staff team

JA

ED

ED plus TAs

Monitor use of outdoor space/impact on learning

EYFS Profile scores

Observations

Feedback to ELT/Govs

Minutes of staff meetings

Continuous provision planning shared and evaluated

Half termly review of children’s progress across all aspects of literacy and maths with evaluations and action being planned from the data and analysis

Spring term 2016

From Spring term 2016

Summer term 2016

40

SDP ACTION PLAN 5b - THE EFFECTIVENESS OF THE EARLY YEARS PROVISION: QUALITY AND STANDARDS

KEY PRIORITY 5.The effectiveness of the Early Years Provision: Quality and Standards

5b. Embed the use of ICT to enhance existing assessment procedures

Desired outcomes for July 20165b. Pupil profiles are maintained in an electronic format and judgements are supported by a wealth of pupil evidence.

Success criteria5b. Monitoring of the use of children’s Learning Journeys shows that relevant and sufficient evidence is gathered to support assessment judgements. Regular moderation with all EYFS staff across the federation validates assessments made and ensures a depth of understanding across the phase.

Lead Person: EDStaff Team: EYFS TAsLink Governors: Edgar Hastings




5b.i. Pupil profiles are maintained in an electronic format and judgements are supported by a wealth of pupil evidence.

a. All children are known by all staff working within the EFYS Unit and as a result, planning based on assessment information appropriately supports pupils’ next steps.

1. Staff to be trained in using the 2simple to build a profile software

2. Staff to consistently use the programme to build banks of evidence linking these to early learning goals and developmental statements

3. Staff to review the evidence when building profiles

4. Use profile evidence to complete tracking grids and track progress.

5. Provide termly outcomes to ELT and governors as

2 x Ipads at £750

£200 software

All EYFS staff

ED

ED

Moderation meetings within federation and LA

Meetings with federation EYFS staff

Termly pupil progress

Following use of NFER baseline assessment (October 2015)

41

requested meetings

See also detail in EYFS leader/Lead Teacher action plan.

42

Documents

€¦ · Web viewAN OVERVIEW OF SCHOOL DEVELOPMENT PLANS FOR 2015-16 21.10.15. KEY PRIORITY 1. The effectiveness of Leadership, Management