Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Priority One: To develop extended writing through theme and ensure high expectations match that of English teaching.
Priority Two: To continue to develop the teaching of maths across the school to ensure pace, challenge and consistency has a positive effect on pupil progress.
Priority Three: To ensure that the best practice across the school is sustained and consistent enabling all pupils to access high quality teaching & learning.
Key Priorities for the SDP January 2019 – December 2019
Staff meetings, in the current school year, to review the SDP have been planned into the school calendar:
Tuesday 13th November 2018 @ 3.30pm to review past SDP and set new targets based on evidence. SDP given to all staff once completed and agreed by Governors in January 2019
Tuesday 15th January 2019 @ 3.15pm to monitor. Tuesday 5th March 2019 @ 3.15pm to monitor. Tuesday 23rd April 2019 @ 3.15pm to monitor. Tuesday 2nd July 2019 @ 3.15pm to monitor.
Dates for September 2019 - December 2019 will be set in the new academic year.
SDP reviewed at each Full Governors Meeting. This is recorded in the minutes.
Priorities have been developed with all stakeholders of the school following review of the previous SDP, questionnaires, pupil voice, data analysis, current school systems and the educational climate. The SDP will be reviewed half termly at full governors meetings and
during staff meetings with all members of staff. The SDP will be shared with parents through a letter and the school website and with pupils through the RRS Ambassadors, School Parliament and Eco Warriors. Regular progress will be reported via the parent
council and parental communication.
SDP Review Key
Spring Term 2019
Summer Term 2019
Autumn Term 2019
All stakeholders to use highlighting key to annotate SDP as actions
are achieved and reviewed.
Priority One: To develop extended writing through theme and ensure high
expectations match that of English teaching.
Success Criteria:
Writing across the curriculum is planned for and delivered effectively & marking is
used consistently to move learning forward.
Writing data analysis shows that there is no drop off between year groups and
progress is at least maintained or better. Any potential drop off is quickly identified
and support is put in place.
Attainment at the end of EYFS, KS1 and Year 4 is at least in line with or better than
national/Dorset averages.
Year One phonics data continues to be in line or above national.
Pupils are engaged and motivated to write across the curriculum.
Writing across the curriculum is of a high standard and reflects practice presented in
English.
Pupils are motivated and given the opportunity to challenge themselves through the
use of Must/Should/Could objectives in theme work.
Subject Leaders will have clear understanding of the coverage and progression of
skills and knowledge taught in their subject across each year group.
Children will have access to a first class curriculum that provides broad opportunity
for challenge, enrichment and preparation for life in modern Britain.
RRS
Article 12: Children have the right to say
what they think should happen, when
adults are making decisions that affect
them, and to have their opinions taken
into account.
Article 28: Children have a right to an
education.
Article 29: Education should develop
each child’s personality and talents to the
full.
Article 42: The Government should make
the convention known to parents &
children.
Ofsted
Teachers embed reading, writing and
communication and, where appropriate,
mathematics exceptionally well across the
curriculum, equipping all pupils with the
necessary skills to make progress. For
younger children in particular, phonics
teaching is highly effective in enabling
them to tackle unfamiliar words.
Throughout each year group and across
the curriculum, including in English and
mathematics, current pupils make
substantial and sustained progress,
developing excellent knowledge,
understanding and skills, considering
their different starting points.
The progress across the curriculum of
disadvantaged pupils and pupils who have
special educational needs and/or
disabilities currently on roll matches or is
improving towards that of other pupils
with the same starting points.
Teachers provide pupils with incisive
feedback, in line with the school’s
assessment policy, about what pupils can
do to improve their knowledge,
understanding and skills. The pupils use
this feedback effectively.
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
Class teachers and the HT to analyse the
data termly to discuss groups and
individual pupils. Use this information to
create appropriate groups to monitor and
check throughout the year.
Termly tracking
meetings.
On-going progress
checks.
CH working
alongside
teachers.
Share understanding of pupil progress
and groups identified. Staff to take
ownership of the groupings and
intervention required. This is reviewed
periodically to ensure minimal drop off
and rapid catch up.
NCT for class
teachers
£200
Tracking meeting
notes/discussions.
Tracking files and data
analysis.
Drop off maps and
intervention support.
Ensure all appropriate staff are well
trained in RWi and SPaG programme as
required. This can be achieved through
training as well as joint observations
across the school and Trust.
As and when needed RH/AH
Trained staff
All appropriate staff have a clear
understanding of how to teach RWi and
SPaG and pupil outcomes.
£300 Lesson observations.
Appraisal targets.
CPD bookings.
Ensuring RWI is taught consistently in
EY’s and Year One to secure the teaching
of phonics. This includes the pace and
coverage of skills to enable the vast
majority of pupils to have completed RWi
at the end of year one to be fully prepared
for Year Two.
On-going with termly
monitoring.
RH Shared understanding of the process and
delivery of RWI.
Consistency between the year groups
and high expectations maintained.
Pace of sessions to ensure coverage is
adequate.
Pupil progress using RWi assessments.
Pupil progress with Phonics Check
results over the year.
NCT
£200
Lesson observations.
Phonic testing timetable.
Pupil progress data.
Planning & work book
scrutiny.
Monitor the impact of RWi when writing
across the curriculum and expectations
remain high in EY’s and Year 1.
Termly book look
and scrutiny sessions.
RH & AH
All staff
RWi strategies are used independently
when writing.
Expectations are shared and high when
writing across the curriculum.
None Lesson observations.
Work scrutiny.
Book Looks.
SPaG in Year Two and KS2 is
successfully and consistently planned for
and taught.
On-going AH Pupils in Year Two and KS2 are
consistently taught SPaG skills.
These skills are evident when writing
across the curriculum.
SPaG results are in line with national.
Non contact
£200
Lesson observations.
Planning scrutiny.
Work book scrutiny.
Books Looks.
SATS and Test results.
Moderation of books across the
curriculum ensures high expectations of
writing, for example, the application of
SPaG and RWi.
Termly RH & AH Pupil work output is high and of good
quality.
Expectations are consistent across the
school and the subjects taught.
Non contact
£200
Work book scrutiny record.
Staff meeting feedback
minutes.
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
The schools marking policy is followed
consistently across the school in all
subjects, and this moves learning forward.
Marking policy
created with all staff:
Sept 2018.
On-going scrutiny
(formal and informal)
All staff All staff are working consistently in line
with school policy.
Marking across the school has a
significant impact on pupil progress and
moving learning forward.
Children’s books are of high quality and
reflect high expectations.
None Children’s books.
Scrutiny records.
Staff meeting minutes.
HAT Learning Walk feedback
notes.
Governors focus on the quality of writing
across the curriculum as part of their
scrutiny as a committee and subject lead.
From January 2019. HR & Standards
Governors.
Governors will have an overview of
provision and outcomes across the
school and the impact of the school
marking policy.
None Governor minutes.
Governor feedback to staff in
line with visits policy.
To ensure greater planning opportunities
for extended writing are available across
the curriculum.
On-going All staff Writing opportunities are evident across
the curriculum and pupils are keen and
excited to write.
None Classroom displays.
Work book scrutiny.
Subject lead feedback.
GoogleDrive scrutiny.
Coverage of key skills across all strands
and the year groups is secure ensuring
there are no gaps.
On-going All staff as
subject leaders
SPTO show that all skills are being
covered across the year and this is
matched across to planning and work
scrutiny.
Non contact
£100 per session
Scrutiny outcomes.
SPTO assessment.
Rigorous moderation of writing, in-house,
across the curriculum, to monitor
expectations in relation to key objectives
and pupils’ flight path.
Termly All staff Shared agreement of moderation across
the school using objectives for writing
and identifying next steps of learning.
None Moderation file.
Staff meeting minutes.
Staff dialogue.
Pupils are engaged to write, challenge
themselves and achievements are
celebrated.
On-going All staff Pupils are actively engaged in their
writing opportunities and know how to
make improvements.
Books have must/should/could to
support pupils to improve and challenge
themselves further.
Children know when they are doing well
and celebrate this.
None Learning qualities noted in
lesson observations.
Pupil discussions and
dialogue.
Book looks/scrutiny.
The English governor has a secure
understanding of the strengths and areas
for development in the subject. They are
clear about the data and actions to
improve/maintain this, as appropriate.
Termly RH/AH
Governor
Governors have a clear understanding of
English across the school and the
actions in place to develop this further.
None Governor visit notes.
Governor minutes.
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
Displays around the school celebrate
writing across the curriculum.
On-going All staff Displays celebrate writing and this is
well presented, for example, backed and
labelled.
Displays are evident for a range of
subjects, for example, PE, Science, DT
etc.
None Environment.
Learning Walk notes and
minutes.
Governor visits.
Subject leaders to have a clear
understanding of their subject and how it
is taught & delivered across the school.
On-going All staff Regular scrutiny ensures that the subject
leader has a clear overview of their
subject.
None GoogleDrive scrutiny.
Action Plans and reviews.
Staff meeting minutes.
Attendance at HAT English Subject Lead
meetings to share good practice and
ensure consistency across the HAT.
Termly AH English is taught in line with HAT
policy and this is evident in books and
pupil progress.
Good practice is shared amongst all six
schools.
Non-contact
£200
HAT minutes.
Staff meeting minutes.
HAT moderation to ensure consistency
and high expectations across the Trust.
Termly All staff English is moderated accurately and
consistently across the six schools.
There is a shared understanding of
below ARE/At ARE/Above ARE.
None HAT minutes.
Staff meeting minutes.
Moderation file.
Regular staff meetings to ensure good
practice is maintained and a common
vision across the school.
Regularly throughout
each term .
All staff English is high on the agenda and
revisited over each term to ensure that
expectations are consistent across the
school and any areas of development
have been acted on.
None Staff meeting minutes.
Strategies regularly used in lessons, from
the Chris Quigley and Claire Gadsby
materials, to motivate and engage –
participation and not passengers!
On-going All staff Pupils are on task, motivated and
engaged. They actively take part and are
keen to move their learning forward.
None Lesson observations.
Staff meeting minutes.
Pupil discussions.
Priority Two: To continue to develop the teaching of maths across the school to ensure
pace, challenge and consistency has a positive effect on pupil progress.
Success Criteria:
Inspire Maths is delivered successfully across the school and fully understood by all
staff, in particular new members of the team.
The classroom environment reflects Inspire and displays are effective in promoting
the learning & teaching of maths.
Resources are appropriate, carefully stored and used effectively in developing skills
and mathematical understanding/concepts across the year groups.
Maths across the curriculum is planned for and delivered effectively & marking is
used consistently to move learning forward.
Maths data analysis shows a positive impact on pupil progress and rapid catch up.
Attainment at the end of EYFS, KS1 and Year 4 is at least in line with or better than
national/Dorset averages.
Pupils are engaged and motivated in maths across the curriculum and in the Inspire
lessons.
Parents/Carers fully understand the programme and are able to effectively support
the learning at home.
RRS
Article 12: Children have the right to say
what they think should happen, when
adults are making decisions that affect
them, and to have their opinions taken
into account.
Article 28: Children have a right to an
education.
Article 29: Education should develop
each child’s personality and talents to the
full.
Article 42: The Government should make
the convention known to parents &
children.
Ofsted
Throughout each year group and across
the curriculum, including English and
mathematics, current pupils make
substantial and sustained progress,
developing excellent knowledge,
understanding and skills, considering
their different starting points.
Pupils are typically able to articulate
their knowledge and understanding
clearly in an age appropriate way. They
can hold thoughtful conversations about
them with each other and adults.
Teachers check pupils’ understanding
systematically and effectively in lessons,
offering directed and timely support.
Pupils love the challenge of learning and
are resilient to failure.
Teachers are determined that pupils
achieve well. They encourage pupils to try
hard, recognise their efforts and ensure
that pupils take pride in all aspects of
their work. Teachers’ have consistently
high expectations of all pupils’ attitudes
to learning.
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
Effective training in place for new teachers
and support staff in order to understand the
planning and delivery of Inspire maths.
Spring Term 2019 MR
Inspire Course
All new teaching and support staff have
successfully undergone the training and
have a clear understanding of the
principles underlying Inspire maths
teaching.
NCT
£50
Course fees
Staff Meetings
Lesson Observations
Professional dialogue
Appraisal targets, where
appropriate
To ensure there is consistency in the
delivery of Inspire across the school.
On-going MR/CH All teachers will be using the
appropriate vocabulary, strategies and
concepts of lesson structure across the
school.
NCT
£200
Lesson Observations
Planning scrutiny
To ensure there is a shared understanding of
Greater Depth and how this is implemented
within Inspire so children are given
opportunities to work within this level.
HAT training
On-going
HAT
MR/CH
All staff fully understand how to plan
and deliver GD opportunities and these
are evident within lessons.
-
Observations
Planning scrutiny
Workbooks
Data analysis
M/C/S developed in maths across the school
to enable pupils to push to challenges,
where appropriate.
Spring Term 2019 MR Children have the opportunity to
challenge themselves and do so with
greater independence.
-
Observations
Workbooks
Maths journals
Moderating the coverage of maths
objectives to ensure there are no gaps in
children’s learning.
On-going MR/CH
All staff
Books are completed in line with the
Inspire programme and there are no
gaps.
-
Workbooks
SPTO
Staff meeting minutes
Inspire is taught, in line with the school
timetable, across the school from Years 1-4.
Early Years start to teach using Inspire in
the summer term 2018.
From September
2018.
From Summer
Term 2019.
Teaching staff
RH/GL
Shared understanding of the process and
delivery of Inspire Maths.
-
Lesson observations
Class environment
Consolidation of key skills through the use
of simmering skills activities.
On-going MR
All staff
Children have the opportunity to
practice key skills throughout the year
using the simmering skills, or other
activities, as appropriate.
Children confidently demonstrate basic
skills in maths.
-
Staff meeting notes
Observations
Maths journals
Pupil discussions
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
Class displays linked effectively to Inspire
Maths and to share strategies and
vocabulary.
From January 2019 All staff To ensure the classroom environment
supports learning.
Children use the displays to support
their learning.
-
Lesson observations
Class environment
Informal class visits
Pupil discussions
Parent/Carer Workshop to ensure strategies
are shared and understood by the school
community.
Governors understand the new programme
and underlying principles.
29.1.19 MR and attended
by all staff and
maths lead
Governor
To allow an opportunity for
parents/carers & Governors to
understand and ask questions about
Inspire.
To provide a range of support materials
for families to take home and use to
support the teaching in school.
-
Workshop attendance
Workshop evaluation
Support materials
Governor minutes and training
programme
Continue to develop the website to offer
support to parents with Inspire maths
teaching strategies.
On-going MR To create a resource for parents to
access to support their child’s learning
at home.
Non-contact as
and when
needed.
Website
Parental feedback, formally
and informally
Developing the use of planned creative
maths opportunities across the school, to
incorporate applying wider maths skills.
On-going All staff To allow opportunities for pupils to use
their maths skills across the curriculum.
-
Books
Scrutiny
Pupil discussion
HR & Standards Governors to focus on the
impact of the Inspire maths programme.
To ensure Governors are kept abreast of
data analysis, changes in practice and any
action plans, if required.
From January 2019
to July 2019.
Termly
HR & Standards
Govs incl key
Maths Governor
Governors to have an overview of
provision and outcomes across the
school and the impact of Inspire.
-
Governor minutes
Governor feedback to staff in
line with visits policy
To develop the role of the key Governor
role with maths as a focus.
From January 2019 HG
MR
Termly meetings are carried out to share
progress with Action Plan and SDP.
Governor role it to challenge and
support to ensure a clear focus on
progress in maths.
-
Governor visit notes.
Governor Minutes.
Action Plan.
To ensure any pupil progress concerns are
addressed rapidly through the use of drop
off provision maps.
From November
2018.
Termly tracking
meetings.
All staff Pupils are carefully tracked and any
concerns/drop off is identified early and
provision put in place.
Pupils make gains to address gaps and
continue expected or better progress.
Non contact for
tracking
meetings
£400
SPTO data analysis
Drop off provision maps
Tracking meeting evidence
Governor meetings minutes
Subject Lead data analysis
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
To regularly analyse data to monitor the
progress and coverage of maths skills across
the school.
To ensure that this information is shared and
discussed at Full Governors meetings to
allow in depth monitoring of Inspire and the
progress of pupils.
On-going
Termly tracking
meetings.
Termly FGB
meetings.
MR/CH
All staff
MR
The impact of Inspire is regularly
monitored in tracking meetings and this
information is shared with staff and
Governors.
Progress of all pupils is tracked and
monitored to ensure the impact of
Inspire is positive and teaching is
effective.
-
SPTO data analysis
Coveragre analysis
Predictions and actual data
FGB minutes
Rigorous moderation of maths in line with
SPTO objectives.
At least half termly CH/MR
All staff
HAT
Shared agreement of moderation across
the school using objectives for maths
and identifying next steps of learning.
-
Moderation file
Staff meeting minutes
Staff dialogue
Rigorous scrutiny of planning, work and
pupil discussion.
Termly MR/AH/RH Planning is of a high standard and good
quality showing support and challenge
where appropriate.
Marking moves children’s learning on
and is consistent across the school in
line with policy & expectations.
-
Scrutiny notes
Planning
Books
Pupil dialogue
To continue to prepare and make
arrangements for the Year 4 multiplication
tests that will be taken in 2020.
Lesson observations to take this into
consideration.
Spring Term 2019 MR/AH/SW Children have access to multiplication
lessons/teaching.
They take part in regular activities/tests
to prepare them for the proposed tests.
Children have a secure knowledge of
their multiplication facts.
Children are well prepared for their
transition to middle school.
Consistency between classes in the
delivery of multiplication teaching.
Possible
resources to
support?
£500
Lesson observations
Planning
Tests results
Lesson Observations are rigorous and
regular, across the school, to ensure that
practice is at least ‘good’.
Termly from
September 2018
CH/MR/AH Pupils are on task, motivated and
engaged. They actively take part and are
keen to move their learning forward.
Lesson observations are consistent
across the school.
Non-contact
£200
Lesson observations
Staff meeting minutes
Pupil discussions
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
Attendance at HAT Maths Subject Lead
meetings to share good practice and ensure
consistency across the HAT.
Termly MR Maths is taught in line with HAT policy
and this is evident in books and pupil
progress.
Good practice is shared amongst all six
schools.
Non-contact
£200
HAT minutes.
Staff meeting minutes.
HAT moderation to ensure consistency and
high expectations across the Trust.
Termly All staff Maths is moderated accurately and
consistently across the six schools.
There is a shared understanding of
below ARE/At ARE/Above ARE.
-
HAT minutes.
Staff meeting minutes.
Moderation file.
Regular staff meetings to ensure good
practice is maintained and a common vision
across the school.
Regularly
throughout each
term .
All staff Maths is high on the agenda and
revisited over each term to ensure that
expectations are consistent across the
school and any areas of development
have been acted on.
-
Staff meeting minutes.
Good practice is shared across the HAT
through Phase meetings and visits to other
schools, as appropriate.
On-going All staff Positive developments with practice in
SHFS.
Shared understanding of the
implementation of the Inspire
programme. Consistency of the teaching
of maths across the HAT. Pupil progress
is positive and drop off minimal.
Non-contact as
and when
required
£500
CPD log
Lesson observations
Staff meeting minutes
Phase meeting minutes
To consider advice and feedback from the
external challenge partner review to develop
practice further.
Autumn and Spring
Term review
All staff and
Governors
To continue to develop practice within
the school following advice from the
HAT challenge partner.
-
Challenge partner feedback
report
Staff meeting minutes
Governor minutes
Priority Three: To ensure that the best practice across the school is sustained and
consistent enabling all pupils to access high quality teaching & learning.
Actions:
RRS
Article 12: Children have the right to say
what they think should happen, when
adults are making decisions that affect
them, and to have their opinions taken
into account.
Article 28: Children have a right to an
education.
Article 29: Education should develop
each child’s personality and talents to the
full.
Article 42: The Government should make
the convention known to parents &
children.
Ofsted
Teachers are determined that pupils
achieve well. They encourage pupils to try
hard, recognise their efforts and ensure
that pupils take pride in all aspects of
their work. Teachers have consistently
high expectations of all pupils’ attitudes
to learning.
Pupils love the challenge of learning and
are resilient to failure. They are curious,
interested learners who seek out and use
new information to develop, consolidate
and deepen their knowledge,
understanding and skills. They thrive in
lessons and also regularly take up
opportunities to learn through extra-
curricular activities.
Staff reflect on and debate the way they
teach. They feel deeply involved in their
own professional development. Leaders
have created a climate in which teachers
are motivated and trusted to take risks
and innovate in ways that are right for
their pupils.
The broad and balanced curriculum
inspires pupils to learn. The range of
subjects and courses helps pupils acquire
knowledge, understanding and skills in all
aspects of their education, including the
humanities and linguistic, mathematical,
scientific, technical, social, physical and
artistic learning.
Actions Date Completed Lead Person Outcome Resource Costs Monitoring System
Staff to work together to identify key
features of good and outstanding teaching
and recognise what this will look like in
different lessons.
Staff to become familiar and confident with
the Ofsted criteria and recognise next steps
in developing their own teaching skills.
Spring 2019 All staff A shared understanding of grading
criteria and what a good /outstanding
lesson looks like.
Reflective practitioners and able to
improve own practice through
knowledge of next steps.
-
Lesson Observations
Staff meetings
Staff to work together to review and identify
effective lesson planning and assessment
techniques in line with Ofsted criteria.
On-going All staff All staff to have a shared understanding
of an effective lesson and how to use
assessment to move learning on within a
lesson.
On-going assessment procedures.
-
Regular planning monitoring
and dialogue amongst staff.
Google Drive expectations monitored by all
staff to ensure planning is completed in line
with school policy.
Weekly rota All staff A shared understanding and expectation
across the school.
Concerns are recognised rapidly and
support put into place.
-
GoogleDrive monitor record
The classroom environment is appealing
and supports and celebrates learning.
Classrooms are kept tidy and clutter free to
ensure safety of pupils. This is consistent
across the school.
On-going
Learning Walk staff
meetings – termly
All staff The school environment promotes high
expectations and supports learning for
all children.
-
School environment
Staff learning walks
HAT learning walks
Governor learning walks
Health and Safety expectations are
understood and staff take ownership of this.
On-going All staff All policies and procedures are read and
adhered to.
Risk assessments are written and
concerns raised with the HT and/or
office staff.
-
Risk Assessments
Policies and procedures on the
shared drive
School environment
Health & safety Governor
walk round notes
Sparkly Starters and Fabulous Finishes are
well planned and effective in engaging
children and celebrating learning.
At least termly All Staff Children are actively engaged in their
learning and are inspired to learn.
Class budget
costs
Planning
Topic sheets
Pupil & parent annual
questionnaires
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
Regular lesson observations linked to the
SDP by key members of staff.
At least termly Subject Leaders
CH
Regular observations will enable staff to
identify success and share with
colleagues. Areas for development will
be evident and next steps identified.
Non contact for
subject leaders
£300
Lesson observations
Pupil progress
Work/planning scrutiny
Pupil discussions
Regular book looks of all books take place
to ensure that practice is consistent across
the school and standards & expectations
remain high.
Half termly All staff All books are consistent across the
school and high expectations are placed
on work output, content and neatness –
regardless of the subject.
-
Staff meeting minutes
Books
Regular sharing of good practice and school
assessment systems to continue to develop
and enhance in-house policies/procedures.
Half termly All staff An open and honest relationship
amongst colleagues to share practice
and develop own areas of learning.
-
Staff meeting minutes
Polices & procedures
To ensure scrutiny of key subjects are
undertaken as a joint procedure to verify
and agree expectations. This will also allow
challenge of each others work including
teachers own.
AT least termly Key subject
leader staff
Scrutiny is rigorous and expectations are
set high with staff being challenged
about their own practice.
Non-contact
£300
Scrutiny feedback records
Staff meeting minutes
Professional dialogue
Peer observations in place to work together
proactively to develop own practice
alongside colleagues.
Termly All staff Open dialogue and reflective
practitioners who are able to develop
their own practice and also support
others where appropriate.
Non-contact
£300
Lesson observations
Staff meetings
NQT support
Appraisal objectives, where
appropriate
Subject leaders to regularly monitor
planning and audit the teaching of their
subject to ensure high quality lessons are
being delivered.
Termly (or in line
with own action
plan)
All subject
leaders
Pupil voice
Enhanced accountability of subject
leaders.
Ensuing full coverage and progression
of key subjects across the curriculum.
NCT for
monitoring
Subject leader files
Scrutiny of planning, books
and pupil discussions
Governor responsibilities are clear and this
is shared with staff.
Staff and governors develop positive
relationships through meetings, learning
walks and opportunities to spend time
observing in class.
At least termly Staff
Governors
Governors and staff work together
proactively to develop practice and
systems in school.
Governors and staff have a clear view of
the school strengths and areas for
development.
-
Governor minutes and visit
reports.
Governor Terms of Reference
Governor training
Governor responsibilities
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
To ensure that Home Learning is consistent
across the school and marked according to
school policy.
From Spring 2019 Staff Home Learning will be carefully
matched to pupil needs which will be
reflected in pupil outcomes and
progress.
Home Learning will be inspiring and
therefore completed to a high standard.
-
Home Learning books
Parent Council minutes
Staff meeting minutes
Home Learning policy
Questionnaires
Pupil Voice
Behaviour strategies and expectations are
consistent across the school in line with
school policy.
From January 2019
On-going
Staff
Pupils
Parents/Carers
Clear behaviour policy in place that is
followed by all staff with a clear
understanding of strategies and
expectations.
School is a calm and productive learning
environment.
-
School environment
Pupil and Parent/Carer annual
questionnaire
The use of the school Learning Qualities are
consistent and effective across the school.
On-going Staff
Pupils
Parents/Carers
Governors
Language and expectations are
consistent and this is used to celebrate
learning and reinforce qualities to be
successful.
Classroom environments reflect the
LQ’s and are used to aid learning
opportunities.
-
Classroom environment
Learning Walks
Observations
Pupil dialogue
Questionnaire results
The implementation of the new Resilience
Jigsaw programme across the school, whilst
complimenting the school LQ’s.
From Summer 2019 RH
All staff
REST is used consistency across the
school to develop pupil resilience.
£350 for the
programme.
Lesson observations/assembly
Class displays
Pupil discussions
Use of shared drive to ensure all policies
and procedures are read and followed
diligently.
From January 2019 All staff All staff are aware of key policies.
These are read and understood to ensure
a shared understanding across the school
and that strategies are implemented
successfully by all.
-
Shared drive
Staff meeting minutes
Business minutes
School strategies
Staff are reflective practitioners and keen to
develop their own skills and those of others.
On-going All staff Staff work together to ensure
expectations remain high.
Staff are keen to develop further and can
successful reflect on their own practice.
-
Appraisal targets
Staff meeting minutes
Shared understanding of key tests across the
school, delivery and expectations.
Spring Term 2019 All staff All staff have read and understood the
NCA guidance. This is followed
diligently when children are undergoing
key tests within the school.
-
Staff meeting minutes
Testing procedures
Actions: Date completed Lead person Outcome Resource costs Monitoring systems
In school procedures when testing for
example, signing in/out tests and marking
with a colleague.
Summer Term 2019 All staff Testing is rigorous and in line with
expectations.
Testing is fair and marked diligently to
avoid error.
-
Testing procedures in school
Tests and marking schemes