School Development Plan - Norbury School · School Development Plan 4 What & Why How & When Measurable Outcomes 5. Non-negotiables clear to all teaching staff regarding in class expectations

School Development Plan

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Overall aim is to increase progress across all subjects to enable pupils to have the best start in their education – educating the Whole Child.

Improving progress across

the school

Leadership

Lou

Assessment

Alex

Writing

Tania & Helen

Well Being

Tanya

LSA Development

Teri-Louise

Curriculum & Pedagogy

Nina


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Writing both attainment and progress remains a focus across the school, with pedagogy and curriculum development being at the centre.

The cost centres for this SDP are:

- John Lyon Part Funding for: HSCP (1st (Jan19. 1st of three year project)

- John Lyon Part Funding for: Parent Ambassadors (1st year of 3 year project)

- Cost Centre: Training – A188. English – B100. Maths – B110. Science – B120. Assessment – B145. IPC – B165. Art – B166. Sports Premium B216 –

Funding Step Programme, Forest Schools, Finding Futures Programme

What & Why How & When Measurable Outcomes

Our current progress data is not strong enough to narrow gaps consistently and move our outcomes towards better attainment. “Making sure learners receive a high quality, ambitious education.” Ofsted

p5. Inspection Framework

1. Be specific on our outcomes for learners & their next steps both verbally & where work is marked using Programmes of Study outcomes, White Rosa (Maths), Reading at school & reading with their children

2. Implementing clear pedagogical strategies which work across the school as well as specific to phases so that an array is used, and we know why we are teaching like this: 1. Retrieval, 2. Space Practice, 3. Interleaving: making connections, making real links, making learning hard ‘desirable difficulties’ 4. Feedback test (making corrections, going over answers, making links

3. Clear methods to check what pupils know, can do and understand so that the right work is taught/informs teaching. (as above)

4. Developing further our formative assessment techniques to incorporate better and more focused next steps, ‘live marking’,

1. Create a ‘teach at Norbury’ video where strategies, engagement & expectations can be clearly modelled for our training handbook & put on website.

2. The Teaching for Learning Policy will have clear pedagogical expectations from all teachers, phasing it through into the 6 levels of main stream teaching to be clear on expectations.

3. Planning will giving teacher’s suggestions in how to teach specific aspects of the curriculum to make sure consistency in intent.

4. Head to lead staff Induction & TRIP’s where concerns are made. Report to the governors to share how the impact of fast tracking new staff to catch-up has had an impact.

5. Induction Programme ready & being used: Autumn term 2019. 6. Half termly share of writing: writing fair across the school to

see what is in books in Marking Groups. Phase leaders & Assistant head lead the evaluation at the end: Tuesday INSETs across Autumn & Spring term

7. Timetabled meetings with SMT+ to look at pedagogical developments and which ones are having greatest impact across the school.


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5. Non-negotiables clear to all teaching staff regarding in class expectations. Part of Induction programme and knowing the culture of the class – creating a key list for staff.

6. Explore the role of regular short-tests across the week to consolidate and motivate. (see above)

7. Half Termly meetings to look at writing across the curriculum and see if the pedagogical developments have made an impact.

8. Timetable for leaders to share & demo resources that will be sued across the school for that week.


Because our curriculum has evolved throughout the last four years, using the IPC to use a more thematic approach we need to understand does the curriculum meet our pupils’ needs by the end of Year 6, what is point of our learning & how to make it effective. “Making sure learners receive a high quality, ambitious education.” Ofsted


Making our Cultural Capital clear & understood & to be

1. Further plot coverage across the school: Autumn, Spring & Summer Term, especially looking at The Arts: “has clear schemes of work and programmes of study to show an increase of knowledge, skills and understanding for arts and cultural subjects, across all phases.” Silver Arts Mark*review Arts Mark move to Gold in December if

necessary.

2. Intent: why we teach, what we teach, when & how. Part of PPA meetings, training & reviews

3. Weekly INSETs in Autumn term linked to teaching: how, what, - building on the skills of teaching key areas e.g. History, geography

4. Resource our own teaching video’s bank from Norbury-Made & others to give depth to our teaching & our subject knowledge. Making links with other schools and providers to bring in expert support where required & partnership

1. All Planning uniformly saved to prevent wasted time looking and reviewing by Autumn 1. Coverage plotted in a diagraph so all clear for long & medium term plans

2. All IPC units are discussed & plotted on the overall school planner for how this builds into the intent of the outcomes for learners.

3. Present a clear visual representation of our curriculum in the school so intent & impact can be seen: termly updated to include progress scores, other successes and next steps.

4. INSETs are building across the autumn term on a bank of skills, sharing expertise: creating Teaching Video’s. Creating links with Arts Marks Schools to share, support and develop by spring term.

5. There is a clear & coherent rationale for curriculum design. They will have a clear understanding of important concepts, such as knowledge progression & sequencing of concepts

6. Key leaders will know their resources, their gaps and their next steps


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flexible with the changes in our childrens’ lives.

working: “The setting can demonstrate that it is using arts and cultural professionals and organisations to support the delivery of quality provision. The setting is exploring opportunities to work in partnership with other settings.” Arts Mark Silver Partnerships* being clear where drama/roleplay happens across the medium term plans

5. Key Leaders to develop their specialist knowledge, share and coach creating resources & teaching packs, create ‘this is what a good one looks like’ & ‘how do we teach?’: Intention, Implementation & Impact: Stephen – Maths, Science – Lucy, Computing – Deepal, Shannon – RRSA, PSHCE, Team Norbury. Sean – RE, History & Geography, Art/DT – Lauren.

6. Key Leaders audit resources, systematically store & share & leading training & modelling.

7. Writing across the Curriculum supported e.g. Science introducing PEEL across the school – adapting from Year 1 & year 2 conclusions, & reviewing expanding PEEL in Year 5 & 6 to give greater depth.

8. Explicit on where Home Learning is within our Intention, Implementation & Impact: Ensure there is a range of activities: craft, writing, & areas for these to display. Updated Home Learning Policy updated (Autumn 2019) shared where there is a balance of project and more formal methods of learning – extends from EYFS

7. Writing will be stronger & more complex across all classes, year groups and phases to show better progress than last year.

8. Home Learning Policy update shared with parents & pupils: September. Plotted onto the Curriculum plan: October. Be clear that if it is set – there should feedback/marking given.

9. Be clear on our Intent and Curriculum design to show the overall aims for our pupils.

10. Curriculum Outlines: clearer on outcomes & age expectations: Autumn Spring & Summer.

11. Evidence against the required standards by summer 2020: Arts Mark reviewed in Summer 2020 & second year.

12. Maths Toolkits reviewed by Maths Lead & further developments across the year through modelling.

13. Develop maths - clearly structure developed across maths teaching, especially in Key Stage Two.

14. Mastery for Maths: clear impact on how maths problem solving has given greater depth both to maths in books and outcomes in tests.

15. Clear area for reading to children at lunchtime and reviewed.


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“I can.” Home learning. Making sure that there are at least half termly Celebrations of Home Learning – ‘desirable difficulties’: “Children and young people’s art is showcased and displayed effectively, and planned arts and cultural events have a high take-up in the setting. “ Silver Arts Mark

9. Review of class text across the school: reflect the community we serve?

10. Because of parents asking for & needing better support in knowing what is being taught & the expectations Curriculum Outlines should give clearer expected outcomes.

11. Because we are evaluating our provision we are looking at the 8 aspects of Arts Mark across the next two years. Arts Mark: planning for enhancing our provision and making sure it is explicit in Medium Planning and Arts Based projects, especially for Home Learning.

12. Building on Maths Toolkits across classes for maths. Maths lead to review how they are being used & give INSETs on how to use even better as well as other strategies e.g. bar modelling, annotating key words

13. Explicitly promote maths learning & the richness across the school from EYFS – year 6 so that this explicit to parents: where it starts

14. Be clear on the overall structure in maths and be explicit about when this is happening: Fluency, Reasoning, and Problem-Solving.


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Videos show outstanding learning for each year group.

15. Building on Maths Mastery – moving into Mastery for Maths developments to see if this works for gaining greater depth in learning, across all aspects of Maths.

16. Discuss – where does reading happen? Where is reading for pleasure promoted? Do we have areas for reading at lunchtime & breaks?

17. Resources promoted across the school for – modelled and shared weekly, with teaching staff to use them and review them & add them to their toolkits. E.g. Professor Problemino, Prove it’s.


Our staff cannot work any harder, we must work SMART “Making sure learners receive a high quality, ambitious education.” Ofsted


1. Develop better working for formative assessment – 4 aspects of Culture of Pedagogy Power tools.

2. Clear methods to check what pupils know, can do and understand so that the right work is taught/informs teaching. See above.

3. Develop systems for recording on SIMS, reviewing, seeing gaps, presenting your own data from SIMs.

4. Marking Policy reviewed, updated & monitored across all teams and terms for clarity of using the agreed procedures: termly.

1. As above 2. Teachers can all input, share, create reports based on their Sims

data for both academic & pastoral factors and progress. 3. Half termly clinics will result in all teachers and those with

teaching timetables will input and have this moderated termly. 4. The Marking Policy will be updated and shared with staff,

pupils, parents & governors termly showing how the developments across the year.

5. Maths competitions at least termly organised by Maths team. 6. By having individual targets common mistakes are addressed &

targets are making a difference.


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5. Maths: Review & focus - Multiplication test in Yr4. Creating competitions in class, Maths competitions for Problem Solving & greater fluency in recall from Yr1 – onwards e.g. Timetables Rock stars, Professor Problimo

6. From our Learning Walks and Book reviews last year we know that marking needs to be sharper and common mistakes must be picked up regularly. Pupil individual writing, maths & reading targets across all subjects in agreed formats across year groups e.g. booklets.

7. IPC entrances & exits review the Knowledge Harvest & are explicit in parent galley afternoons, linked to the outcomes expected.

8. Show Norbury created video’s or create our own seminars for tips & knowledge to be shared on how to formatively assess and move learning on. (See Pedagogy)

9. Casual Admissions academic assessments & support: review, check & coach new staff to know the expectations. Have one file on TO for all resources for casuals. Review whether a daily session across all casuals is useful?

10. Casual Admissions & initial speakers – comprehensive programme of daily reading/key words almost a year group of pupils. Create a bank of resources for parents to take away on Casual Interviews: Yr1 – yr6.

11. Data: what, when and why & what does it tell us…”from this we know..” use it more explicitly

7. Because of the work of the Geography, History, RE, Art & DT leaders IPC will have greater depth seen in books, home learning displays and learning walks.

8. Teaching Video’s created for all year groups. 9. Casual Admissions File on TO for all teachers to use & find easily. 10. Casual Admissions have Wednesday pm lessons specifically

looking at rapidly narrowing language gaps, putting them on a clear plan for teachers & home to support to get the learners ready faster. Tracking of new pupils and outcomes termly.

11. Because of our use of data, as well as learning walks, teacher summaries and outcomes have improved this year.

12. Assessment and understanding learning better to get to our intentions because of how we are looking at the implementation of the curriculum. Our curriculum will be more explicit and more focused on what we want pupils to know both in the short term and in the long term. Our Cultural Capital will be clear.


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& coach others in using SIMs Programmes of Study to look further at data.

12. Evaluate assessment objectives, especially in IPC subjects, PSHCE, History, and Geography. Are they effective? Are they representing the Impact we want?

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EYFS data clearly shows that the increase in attainment across all areas of learning is being hampered by writing outcomes. Building on the Helicopter stories success last year From our book-looks & learning walks handwriting has to develop further. “Making sure learners receive a high quality, ambitious education.” Ofsted


1. Continue to explore & embed Helicopter Stories to enhance verbal stories, gradually moving into writing when ready – at least by Summer 1

2. Moving forward in three key aspects to improve writing outcomes: 1. Jolly Phonics Reception – Year 2. Phonics starting earlier. Cursive Writing developed across Reception.

3. Curriculum Review to look at how Traditional Stories can be reviewed and repeated into their mark making and stories.

4. Train & coach new staff into the Helicopter stories programme & how it has evolved & how it will be part of a toolkit of supporting in pupils mark making.

5. Continue to explore concepts, such using stimuli e.g. Pirate & Loona to engage pupils in writing - moving it explicitly into their writing when pupils are ready across the year.

6. Continue to explore how the resource can be expanded across inside & outside provision.

1. Outcomes for writing will improve because of the verbal stories and acting out their own stories in EYFS

2. Will see an improvement in writing outcomes for at least those pupils who are at expected at Baseline

3. New staff will be consistent in their pedagogy, outcomes and be successful in staying in EYFS.

4. Improved attendance at Parent Workshops. Report to Governors via LB.

5. An area/areas outside of the EYFS settings will mean that other year groups, as well as EYFS pupils benefit from this provision. Attendance at the area during lunchtime will be monitored to see increase in pupils attending.

6. Phase leaders will have set up the programme and track those pupils who are having buddies. Helen to have set up – Leaders to have knowledge of Bandings, the Outcomes required at Norbury and know baseline to outcomes journey.

7. Workshops – because key parents have been targeted and the change of timing across the year mean that more parents will attend. Trips – increase to two in Spring & Summer.


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7. Train & coach year 1 into using this provision as part of their pre-writing across the year.

8. Explore how to share workshops with parents who have not attended: esp for Reading strategies, give parents the EYFS outcomes in September meeting

9. Explore exceeding focus groups across three classes to challenge those who are ready: regular, weekly.

10. Reading Buddies from older pupils are encouraged with Yr 4 & 5 across the school. Phase leaders to set up a programme for reception & yr1. *Parent volunteers to be active – fit in a reading afternoon – promote reading stories to the whole class & reading of stories to parents – using Parent Ambassadors.

11. EYFS to share their expertise & assessment approaches to enable development across the school.

12. Review opportunities & reasons for pupils exploring beyond the school: trips – more than one in the summer? Park Trips – how many? What other experiences can we give to enable a further richness in verbalisations

13. Teacher-led science experiences in EYFS that can inspire Reading & Writing

8. Lucy to work Helen to share how ‘science’ – exploring the world can enhance their writing experiences. Share in autumn, Spring & Summer. Because of this different ways to explore the world are being used across EYFS.

9. Because of shared knowledge of EYFS subject leaders are better able to track pupils in EYFS and see how to develop other provision across the school.

10. Because of greater awareness of EYFS leaders can develop their understanding of early years.


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Our progress data is not strong enough to narrow gaps consistently and move our outcomes towards better attainment. We believe our gaps are in spelling, handwriting and extension of writing across genres. “Making sure learners receive a high quality, ambitious education.” Ofsted


1. Continue with Cold Write to start units & end with extended piece which are edited

2. Continue with teaching skills before extended write: build up the skills across the unit.

3. Use a consistent Spelling Programme weekly to focus on high frequency words, tricky words & using spelling lists for each year group. The role and purpose of spelling tests discussed at Departmentals. *possible to use VIC – breaking down: root, suffix, prefix & rules

4. SPAG books to be used across all lessons, pupils asked to refer to the rules and applications in their writing across all subjects.

5. Half Termly Workshops across the year for parents to engage with reading skills, writing & phonics.

6. Embed the Writing in Assembly ppt, one piece at least a week across all year groups

7. 1:1 conferencing across EYFS– Yr6 to up level writing across classes.

8. Handwriting Policy updated and Shared 9. Expectations explained in information to

parents at least every half term to reinforce our expectations for writing & presentation. E.g. Newsletters, PING showing parents how writing develops.

10. Writing lessons modelled and showcased across the phases to show ‘what a good one looks like’ across the different stages of writing. (see Pedagogy)

1. Every child has a spelling book, where common and themed words are written so that they can use it as a reference across the year & should prevent common & theme-specific words being spelt wrong. Spelling Programme is shared with parents at Parent Consultation.

2. Learning walks will see application of SPAG books being readily available & Spelling books being used.

3. Because we are using a consistent spelling programme spelling lists for specific year groups are being spelt right and mistakes are being corrected and spelling books are supporting those who find word-memory hard.

4. SPAG books are completely 5. Alex & Nina to present the Non-negotiables to all staff & part of

the Induction. We will know this rom evaluations, learning walks.

6. Teaching for Learning Policy updated in Autumn term to share outcome of Purple Books.

7. Up-levelling is explicit in all books from Yr1 – Yr6 8. Handwriting Policy Updated ready for September 2019 INSET.

Share with parents via PING – September. At parents evening – October.

9. Parents will be sent every half term who writing is going and what they can do at home to support. Pupils will have a writing profile with clear targets for improving their writing.

10. Because the writing team have modelled and showcased lessons across the curriculum, writing is strong in all classes across the school.

11. Clearly seen in the books and classrooms.


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11. Non-negotiables in lessons is word banks, dictionaries, and thesaurus’ & spelling books. See Non-Negotiables List: the classroom, books & planning.

12. Publishing Books (Purple Books): discussed and decision made on their value – starting with Yr4 – Yr6 using them to show the writing journey, showing a selection of published pieces that have been edited prior to the published. There needs to relevant and reverence for the purpose to be agreed. A discussion on the books by Phase Leaders, Assistant Head & Deputy. How many pieces? Yr1 – 3 in their English books – publish part Yr3. EYFS: showing mark making & then Summer 2 writing.

12. Publishing Books: by Autumn 2 there will be a decision made regarding whether to use them and how to use them to showcase writing across the school.


From our Behaviour data & survey’s we know that there is an increased need in supporting staff, parents & pupils mental health. From our LBGTQ+ questionnaires we need to develop understanding of what we mean by protected characteristics.

1. Build on our HSCP work to introduce IHeart across year 6 & HSCP Parent Engagement & Involvement Award to narrow gaps with parents – using their questionnaires to narrow the gaps e.g. role of governors

2. Build on our HSCP work & increase KS1 referrals from pupils & staff by 50%. From September promote the service, role-play, create a promotional video: IMAT Team supporting staff to refer, use strategies before referrals.

3. Zones of Regulation & support for behaviour & achievement letters sent home to pupils who

1. Have started the programme by IHeart & reviewed by spring to see the impact on pupils. Less reds on PASS, pupils’ surveys’, behaviour records: look for improvements across the cohort. Report back termly. By Summer Term see a reduction in incidents compared to last year’s data.

2. Increase engagement with Jodie & Nadja across the year from staff. Increased engagement with Education Support provider.

3. Zones clear around the school: corridors, playground. Further reduction in behaviour incidents across the school on Infant and Junior School Playground.


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“Making sure learners receive a high quality, ambitious education.” Ofsted


have behaviour points & signed. All pupils have zones in their classrooms visually, visuals on the playgrounds & around the school> Ping to parents & get replies.

4. Explore & coach in behaviour and learning strategies e.g. Attention Bucket (from EYFS)

5. Specific Induction & on-going support for SMSA’s so that they continue to engage successfully with pupils both at times of calm & challenge e.g. emailing, reporting on Safeguarding or Discrimination Form, supporting SMSA’s with literacy, with all having Reading Test

6. Arts Mark: where the Arts enable some of our most vulnerable to access learning & their emotions & adding this into our Jigsaw programme & see the outcomes for pupils improve: “The setting can demonstrate the impact of arts and culture in their PSED evidence. The whole setting shows an understanding of, and commitment to, equality of opportunity to arts and cultural experiences.” Arts Mark Gold Equality & Diversity.

7. Circle Times – coaching and teaching how to run one successfully- IMAT to lead on the format and coaching.

8. Mindfulness – building on last year, explore how teachers have used it and make it a non-negotiables though allow it to look different

4. Due to behaviour and learning strategies improving behaviour, there will be a reduction in classroom and corridor behaviour incidents.

5. Due to greater expectations in online training, SMSA’s will be part of a training programme for behaviour – all new SMSA’s will have a reading test in their interview & all existing SMSA’s will have taken the test and be supporting in developing language and computing skills.

6. Arts Mark embedded to enhance the learning & this explained to staff & governors in Spring & Summer terms.

7. Because of the Pastoral team delivering Circle Times, they are now consistently planned for and have a clear agreed format.

8. Because of Well Being part of our INSET agenda’s there will be a Blog on DB sharing how staff are managing their wellbeing.

9. Because we have a specific leader for PSHCE the planning and delivery is more consistent across the school and is seen both in lessons and SIMs outcomes.

10. The House Points are consistently used, applied & are used by all staff.

11. Well Being Questionnaire created that will self-signpost staff to services both in and beyond, as well as strategies. All appraisers to review anonymously these three times a year. Should see better outcomes in staff attendance & response to questionnaires.

12. Leaflets created. Track feedback & differences noticed via questionnaires. These are


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across all classrooms e.g. could be silence & music, running outside.

9. Exploring how to engage Jigsaw into an even more cohesive scheme that meets the needs of the learners: Curriculum dynamics and addressing key themes RSE & LGBTQ

10. Behaviour Policy & House Points: embedded & reviewed to include clear consequences & be sure of how we support repeat offenders. Clear to all where the boundaries are & procedures and protocol for these. Pupil updates are used to share consequences and updates so programmes can be shared & known. Teachers to be reminded to keep all staff on timetable updated on changes especially SMSA’s the office.

11. Appraisals must include clear references to Well Being/Self-management & have strategies in order to support & Signpost

12. Behaviour Tips for parents – what is developmental-norms, what aren’t, coaching to support: building on Parent programme

13. Staff Treat/Socials across the terms. E.g. massage end of days, bring in other services to help, promoting Well Being days promoted & shared.


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Effective deployment supports learning and narrows gaps. Because of this LSA’s need to be coached & trained in seeing the gaps, making steps to address the gaps & make a difference to outcomes. Progress across the school needs to be 3pt+ & for many of our most vulnerable we need to ensure 4 – 5pts to narrow gaps where learning gaps is the only challenge. “Making sure learners receive a high quality, ambitious education.” Ofsted


1. Weekly INSETS on pedagogy & next steps – so that LSA’s have clear methods to check what pupils know, can do and understand so that the right work is taught/informs teaching.

2. Half Termly training from SMT on how pupils learn, how to extend pupils better & Half Termly reviews need to be more focused on impact and changes they have made in their approaches.

3. 5 INSETS across the year with 2.5 hours targeted time for development with external professionals: SATL, EP, HSCP

4. Targets set for pupils being supported both academically using Pre-Key Stage judgements or Key Stage judgements

5. Develop practical knowledge of: Pen pals, Omi room, Sensory room, Clicker 6, Tuesday Well Being nuggets shared, and published to help others.

6. Provision & impact reports termly to track all provision & gauge whether it is money well spent or making a difference: short term, long term.

7. Timetables updated, reviewed & time for planning built in across all, with clear expectations.

8. Training in key aspects of learning: marking, assessment

1. Increase in gaps being narrowed for pupils being supported in SEND, EAL & other vulnerable groups. Half Termly updates with Phase Leaders looking at progress & application of approaches.

2. Data from the half termly meetings with Phase Leaders will show that pupil’s gaps are being narrowed both academically & pastorally.

3. Learning Walks & lesson observations & videos created will show the strength of the interventions across Norbury: 3 videos per term e.g. STEP, how to support reading, how to support writing.

4. LSA’s part of data chats & outcomes shared at teacher INSETs & end of term summaries for Governors.

5. Numbers trained, outcomes and evaluation shared at SMT+ half termly to see improvement

6. CPD training and improved outcomes for pupils will show how the training programme has worked across the school.

7. FFT Wave 3 provision for reading having at least 5 LSA’s trained to deliver across the school.


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There are new teams across the school, crucial that these teams are ready from 2nd September to meet the needs & make a difference. “Making sure learners receive a high quality, ambitious education.” Ofsted


1. Senior leaders check implementation of the curriculum & pupils access the curriculum well, especially in Computing, Art/DT, History, Geography and Science and SEND provision: tracked and reviewed “A senior leader drives and develops arts and cultural provision across all phases to establish and maintain good practice. Leadership makes sure all staff take responsibility for this and can provide evidence of the whole setting’s planning for arts and culture.” Arts Mark Silver Leadership Gold

2. CPD tracked & impact measured – using SIMS “The setting can provide evidence of regular in-house opportunities for sharing and developing good practice in educators’ knowledge, skills and understanding of arts and cultural education.” Silver Arts Mark Continued Professional Development

3. Manage spikes across the year & mitigate impact where possible & known.

4. Pastoral & The Arts provision: impact tracked against cost & difference: “The setting

can provide evidence of established arts and cultural provision that makes sure all children and young people have opportunities to perform, see live performances, and to create and evaluate artworks in a range of Media” Arts Mark Gold Range of Offer

5. Enable new leaders to have training termly both as part of IOE external & internal best practice.

1. Key groups are tracked termly, discussed via Data Chats & gaps are being challenged & narrowed.

2. CPD – reviewed after each session & termly, using the Teacher Summaries as the spring board into more development.

3. Impact of the all the Pastoral provisions are tracked & reported on to SMT+ & governors so we can see value for money & outcome. Case Studies will be part of this.

4. Because there is support both internally and externally in school fewer staff take long term absences across the year.

5. Because Leaders are ambitious for their areas and outcomes, pupils progress at least at 3pts across the year.

6. Because leaders are ambitious and thorough, pastoral provision and other provision is tracked with clear outcomes shared. Cost & difference.

7. National Curriculum standards and SIMs have made assessment easier and clearly show the depth and intent.

8. Because of the INSETs across the terms, subject leaders have better knowledge of their subjects and have shared this with teaching teams.

9. Because the Headteacher and other leaders report back to Governors and rigorous questions are asked, expertise, knowledge and quality of the curriculum will be an improved standard.

10. Because interventions are timely and enhance learners the outcomes across the school are seen in progress being at least 3pt.

11. End of every half term report on CPD & the impact of this CPD both internal & external.


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6. Leaders to be at least as ambitious as the standards set by the National Curriculum.

7. Subject leaders at all levels have clear roles & responsibilities to carry out their roles in curriculum design & delivery

8. Subject leaders have the knowledge, expertise and practical skill to design and implement a curriculum.

9. Leaders at all levels, including governors, regularly review and quality assure the subject to ensure that it is implemented sufficiently well

10. Leaders ensure that interventions are appropriately delivered to enhance pupils’ capacity to access the full curriculum.

11. CPD mapped across the school, so that new knowledge can be shared, logged and gaps seen,

The autumn term is the hardest and most important of all the terms. We expect the pupils to know the standards for outcomes, standards for behaviour

and standards for success. To be effective teachers, we will have:

- Lesson observations

- Video good practitioners

- Reviewing books weekly

- Reviewing whole school marking groups half termly

PODS

Curriculum: Ms Kadirgamar

Pedagogy: Ms Kadirgamar


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Assessment: Ms Petrella

Well Being: Ms Mathiason

Leadership: Ms Browning

LSA: Ms O’Brien

Writing: Ms Keighley and Ms Black (EYFS focus)

Possible awards

Preparation for RRSA – check on changes to criteria

Arts Mark

IQM Flag Ship

Primary Science Quality Mark

Quick Fixes

What Whom? Completion

Letters sent out to parents or info shared as soon as known, so parents can plan time e.g. Winter production, Parents Evenings, Workshops, Booster classes (from parents as well as staff)

All staff Esp. Ginette & Nicky

Initial list sent out in September for the year – updated where required.

Technology fixed – Smart Boards & old computers updated. Some do not work 4P

Mehul & Laura & Finance Team Autumn – Phase 1. Phase 2 across the rest of the year looking at how we can upgrade across the school in stages.

Stock Books to be used. Not in the book – not given

Ginnette to action this. Reminder at starts & ends of terms. Part of Induction Information.

Watching Wednesday Themes to be shared Nina & Alex

More school events to raise money e.g. Film Nights in Autumn Term, Disco’s Spring & Summer.

Team Norbury & Julie & Michelle Overview of planned events by end of September.


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Create an Events Timetable for Theme Days, Mufti, Discos, Film-Nights, refreshments on the Playground

Create on website books & links for parents based on supporting their children in learning & behaviour.

IMAT & Pastoral team Autumn & Spring term. Show at parent’s evenings.

Dance to be introduced across the curriculum Michelle & Nina & PE team Starting in September – already planned.

After School Dance Clubs Performing Arts already in place - Monday Already at school.

Explore different Sports – attending HOAC as a year group

PE Team to consider Autumn Term

More awareness of re-cycling opportunities across the school

Julie, Cora, TEAM Norbury & Site team Start in Autumn Term – report back to Premises termly.

Air Con Units in all rooms requiring them – especially in Old Building.

Julie, Michelle & Site Team Plan for the year shared at premises & Finance.

Workshops for parents & part of Induction on: Pay Parent, PING.

Office Team 1st Week in September & for all Casual admissions. Workshops at parent’s evenings with the office letting us know the parents who are not reading their Pings.

Reading for pleasure areas on the playground. Pupils can read anywhere – have the trollies updated with mixed genre, have an area where quiet reading can happen. (Parents & Staff)

Infants; under the shelter Juniors; Gazebo Alex & Cora.

From September

Phonics Interventions for all Casuals 7 across KS2 Already in place – Nina & Teri-Louise to explore further

Autumn Term

Whole Class readers for the ends of days Nina & Alex set up Across the year.

Create a school library (staff & parents)

Developed by Nina & Shannon On-going across the year.


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Continue with Watching Wednesday – though have a member of SMT & other staff with the groups to talk through the learning, what they are seeing & how this can be used at home. (Parent & Staff)

Lou & Natasha & SMT to create a renewed format building on last years’ developments.

September

Marking Parties for staff to get together, mark, share and support

Phase Leaders Across the year – create a timetable to plot need.

Year Five/Six Fund Raiser to pay for Residential to reduce costs for all (Parents)

In discussion with Julie & Yr5 & 6 team to see if this is possible

All lists for pupils or certificates have pupils full names on, for whatever reason to support all staff, especially the office.

All staff Immediately

Continue with all classes having local library membership

Nina & Shannon Autumn Term

Continue with Lunchtime Reading Clubs LSA’s to organise clubs Autumn term

Stop, Drop & read on certain times across weeks Review whether we want this reintroduced – what is the impact of this?

School events are booked and shared with office at least 3 weeks before, with progressing to Finals or unexpected events being the exception

All staff Immediately.

Car Park Access – create a protocol, as valuable learning time wasted moving cars.

Julie & Site team to consider the possible solutions.

Autumn Term

Share book review with classes (parents)

Teachers – where appropriate to the outcomes of the learning

More Tables & benches for outside, especially in Infant Playground

LB wrote bid & was successful Autumn Term.

Continue with Games & paper/chalk/bean bags/hoops/ skipping ropes on the playground

Pastoral team & PE team On-Going


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Look at Infant Playground to set-up a small football pitch

Julie & Site team & Lou Immediately

No class assemblies from end of October – December to support SPIKES.

Lou & Natasha Immediately

Maths Toolkits in Nursery & Reception Stephen to liaise with Helen Autumn Term

Timetables for rooms on the system, outside the room & updated. Rooms booked out via Michelle if not a regular timetable slot.

Parent Consultation – parents are given a slip that needs to be stamped by all the areas being shared e.g. teacher interview, E-safety, Spelling Strategies,

Lou & Natasha – will let parents know they need to leave space an hour for other parts of their pupils’ learning.

Lunch Menu Termly reviewed Julie & Cora Termly

VCOP pyramid in all classrooms to support writing

Writing lead to consider and order September 2019

UNICEF Productions Planned for & written by end of October, timetable ready for Autumn 2

Alex, Tania & Stephen, Ann & Natasha October 2019

Order more playground chalks to engage pupils in fine motor skills & writing.

Office to order for September and make sure Cora & her team know,

September 2019

Leaders to support in EYFS once a half term to share in the learning.

Nina to set up list and times across Autumn & Spring

September 2019``

Volunteers for Reading support (parents)

Encourage more parents to community to volunteer. Natasha & Lou to set up a programme of advertising for this

September – ongoing.

Reassess the start of Nursery & reception in autumn.

Discussion with EYFS regarding our transition. September: Lou, Helen, Stav, Nina, Alex, Kirsty

School Trips – what are they and why? Be clear on the outcomes & where they fit into the curriculum. Review of what they are and how they are supported.

SMT+ & Leadership team – September & October


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Clearer to parents regarding daily reading, the books-colours & how embedding & gaining greater depth is essential. (parent )

Pedagogy & Curriculum teams share reading at key times across the year.

From September

Reading Diaries checked and signed – make sure it is happening. (parents)

Part of the non-negotiables: Phase Leaders On-going

Add Dream Lunch Box to Pastoral tab so parents can see what is popular and what is recommended for lunch boxes

Pastoral team & Cora’s team September.

A different variety of after school clubs. (parent)

Office to plot what we have and when. SMT to review what could be offered beyond the 28 we do already and why we should.

September – October 2019

Feedback given to parents who supported the SDP writing workshop (Parents)

As I did last year – thanked the parents in an email & outlined some of the actions because of their comments.

September - Lou

Home Learning – to be a mixture of craft and other OR have the theme & pupils can answer the challenge in a variety of ways which might include construction, writing etc. (parent)

Nina & Stephen to update Home Learning Policy September - Nina & Stephen

Home Learning – more home learning for all subjects in KS2. (Parent)

No

Can we have a polite notice on the door to alert people to pull the door?

Julie & Site staff Immediately


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Theme Days across the year

Macmillan Breakfast/Coffee Morning -because…

Film Night Autumn Term

Tree Dressing - because …

Xmas Jumpers – upcycle - because …

Film Night Spring Term

School Disco

Norbury Day - because …

World Book Day - because …

School Disco

Mufti Day for School Resources - because

Data Outcomes 2018-19

GLD 2015 2016 2017 2018 2019

63% 69% 62% 64% 64%

H – 74%

N – 71%


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Boys V Girls – did better.

Boys v Girls GLD National Harrow Norbury

Boys 65% 68% 67%

Girls 78% 80% 62%

Early Learning Goals – 2018


Target to Achieve 75% in each ELG

Communication and Language

Listening and Attention – 70.1%

Aim 5% increase

Understanding – 71.3%

Aim 4% increase

Speaking 74.5%

Aim 1% increase

Literacy

Reading – 59.8%

Aim 16% increase

Communication and Language

Listening and Attention – 80%

Actual Increase from 2018 - 9.9%

Understanding – 76.5%


Speaking – 77.8%


Literacy

Reading – 66.7%

Actual Increase from 2018 – 6.9%


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Target to Achieve 75% in each ELG

Writing – 63.2%

Aim 12% increase

Expressive Arts and Design

Exploring and using media and Materials – 73.5%

Aim 2% increase

Being Imaginative 67.8%

Aim 8% increase

Writing – 64.4%


Expressive Arts and Design

Exploring and using media and Materials – 80%


Being Imaginative – 76.7%


Phonics: Prediction: Yr1 – 71%. Yr2: 67% - exceeded predictions, despite mobile pupil numbers.

Year Groups 2015-16 2016-17 2017-18 Predictions 2018-19

Year 1 68% 86% 78% 71% 83%

Year 2 81% 50% 24% 67% 66%

Yr1: 2 (cohort of 87) were nearly there – 28 & 30. Yr2: (cohort of 35)10/12 new to English & Schooling & Norbury in the last 6 months

*Key groups breakdown.


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KS1: Attainment (22 arrivals. 8 leavers)

Predicted EXS GDS

Reading 55% 57% 16%

Writing 49% 45% 11%

Maths 49% 61% 19%

Science 66% 66% -

Matched data (in a school for EYFS): (65/88)

Reading: 85%. Writing: 78% Maths: 83%

Progress from EYFS (18 new from end of September) 26 pupils have no EYFS data.

EYFS Band & Cohort size Reading Writing Maths

EYFS 1 (28 R) (29 W) (28 M) 28% - EXS 8/28

0% - GDS

17% - EXS 5/29

0% - GDS

32% - EXS 9/28

EYFS 2 (32 R) (38 W) (33 – M) 91% - EXS 29/32

22% - GDS 7/32

76% EXS 29/38

21% GDS 8/38

88% - EXS 29/33

27% - GDS 9/33

EYFS 3 (7 R) (0 W) (6-M) 100% - EXS 7/7

71% - GDS 5/7

100% - EXS 6/6

83% - GDS 5/6

No EYFS Data KS1


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No EYFS data KS1 Reading Writing Maths

(R 23) (29 W) 26% - EXS 8/23

9% - GDS 2/23

22% - EXS 7/23

9% - GDS 2/23

35% - EXS 11/23

13% - GDS 3/23

From this data we know that progress is strong despite mobility & know we need a targeted programme for Yr 3 to aid the catch-up of those new to UK &

specific programmes for those from EYFS that are not making expected progress.

Multiplication Check Yr4 Pilot

15 correct answers was our average (18 is the average across schools who have shared their results unofficially). 8 got 100%.

Yr. 6 KS2: Reading. Writing. Maths. Science

(8 arrivals. 5 leavers) 2017-18 data in brackets

Attainment Reading Writing Maths GPS

2018-19 84% (82%) 72% (75%) 90% (89%) 85% (83%)

3 year trend KS2

Attainment

Reading Writing Maths

2017 85% 87% 91%

2018 82% 75% 89%

2019 84% 72% 90%


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Rolling average 83.6% 78% 90%

KS2 Progress. 42 had matched data

2018-19 Reading Writing Maths

All Pupils

(brackets last year)

95% (78%) 86% (81%) 90% (82%)

This data should put us in the top 10% for progress for Reading & Maths for all pupils & in the top 10% for disadvantaged prior attainers: Low & High

Three Year Trend on Progress

3 year trend KS2 Progress Reading Writing Maths

2017 90% 96% 87%

2018 78% 81% 82%

2019 95% 86% 90%

Year 1 Targets & Outcomes *didn’t make predictions. Why? 2/3 classes strong teachers. Leavers – strong, arrivals – not. New team next year.

(13 arrived. 16 left)

Reading: Prediction – 65%. Writing: Prediction – 65%. Maths - Prediction 81%. Science – Prediction 66%


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Reading Writing Maths Science

EXS GDS EXS GDS EXS GDS EXS GDS

Attainment 59% 12% 50% 5% 62% 10% 59% 6%

Progress 3 3 3 3

Year 3 Targets & Outcomes * Predictions were near for reading, exceeded for science, maths & writing down.

(10 arrivals.10 leavers)




Attainment 79% 24% 63% 15% 71% 20% 97% 15%

Progress 3 3 3 3

Year 4 Targets & Outcomes *couple of pupils off predictions

(17 arrivals. 16 leavers)



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Attainment 65% 27% 60% 21% 67% 28% 71% 28%

Progress 3 3 3 3

Year 5 Targets & Outcomes * Challenging year group, strong teachers (including an NQT), less mobility than other year groups

(9 arrivals 9 leavers)




Attainment 70% 18% 61% 15% 72% 14% 73% 10%

Progress 3 3 3 3

Year 6 Internal data *challenge Yr group on 0% GDS for science!



Attainment 80% 24% 72% 8% 77% 32% 75% 0%

Progress 4 3 3 3


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When comparing last year’s outcomes with this years’ year-groups you can see the impact in some year groups of the mobility:

Attainment Reading Yr1 (25)

Yr2 (28)

Yr3 (31)

Yr4 (34)

Yr5 (37)

Yr6 (40)

All 59.5% 50.56% (24)(24.19%)

51 % (28)

79.5% (30.56)

60.23% (32.8)

70% (36.42)

80.6% (38.9)

BA 24 28 30.7 34 36.76 40


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Attainment Reading Yr1 (25)

Yr2 (28)

Yr3 (31)

Yr4 (34)

Yr5 (37)

Yr6 (40)

Boys 24 26.9 30.4 32.71 36 39

Girls 24 26.5 30.7 32.71 36 38.8

FSM 23.7 25 30.6 31.47 36.56 35.8

PP 24 25 30.7 32.63 36.68 38.81

SEND 22 26.13 29.9 31.96 34.95 38.51

Progress

All 3.41 2.81 3 3.2 3.2 3.7

BA 4 3 2.75 4 3 3.4

Boys 3.46 3 3 3 3.25 3.4

Girls 3.36 2 3 3.5 3.18 4.13

FSM 4.3 2.67 3.13 2.85 3.2 3.2

PP 4.3 2.93 3.13 3 3.1 3.2

SEND 5.19 2.64 3.13 3.32 3.47 5.2

Attainment Writing Yr1 (25)

Yr2 (28)

Yr3 (31)

Yr4 (34)

Yr5 (37)

Yr6 (40)

All Black ink 2018

50% 50.56% (24.11%) (24)

45% 64.7% (26.48) (27.39)

63.6% 51.16% (30.24) (30)

60.23% 49.4% (32.8) (32.87)

61.1% 71.19% (36.26) (35.97)

72.5% 73.5% (38.57) (38.93)

BA 24 24 28 27.5 30.75 30 34 33 36.64 36.6 39.5 39.21

Boys 24.4 24.36 26.6 27.19 30 29.97 32.71 36.08 36.64 36.08 38.86 38.34

Girls 23.9 23.90 26.3 27.7 30.56 30 36.14 35.83 36.39 35.83 38.27 39.77

FSM 23.75 23.75 24.8 27.38 30.2 29.74 36.11 35.40 36.11 35.40 35.75 39.56

PP 24 24 24.29 27.55 30.3 30.2 36.51 36.32 36.51 36.32 38.87 39.56

SEND 22.35 23 25.5 28.97 29.38 28.97 34.74 33.92 34.74 33.92 37.42 36.09

Progress

All 3.14 3.14 2.53 2.72 2.97 3.06 3.2 2.68 3.23 3.19 3.41 3.25

BA 4 4 3 3.33 3.25 3 4 2.63 3.25 3.17 3 3.44


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Attainment Writing Yr1 (25)

Yr2 (28)

Yr3 (31)

Yr4 (34)

Yr5 (37)

Yr6 (40)

Boys 3.2 3.2 2.62 2.58 2.98 3 3 2.86 3.73 3.21 3.3 3.26

Girls 3.09 3 2.39 2.96 2.97 3.13 3.15 2.51 3.27 3.17 3.5 3.25

FSM 3 3 3 2.63 3 3.17 2.86 2.71 3 3.5 3.6 3.25

PP 3 3 1.50 2.82 3 3.14 3 2.64 3.24 3.33 3.21 3.41

SEND 4.50 4.5 2.05 2.43 2.83 3 3.32 2.29 3.53 3.20 3.9 3.15

From this Writing data and by comparing it with 2018 data, we can see there has been some progress, however, writing is below Reading & Maths

outcomes. Year 1 looks like no progress gains, Year 2 & Year 3 have made inconsistent gains, from Year 4 – 6 progress is stronger, though there needs to be

better progress margins, with more groups in 4+pts next year for writing to be deemed to be consistently improving.

Attainment Maths Yr1 (25)

Yr2 (28)

Yr3 (31)

Yr4 (34)

Yr5 (37)

Yr6 (40)

All 62.92 (24.29)

62.22 (26.94)

71.59 (30.54)

67.05 (28.41)

72.2 (36.59)

72.42 (38.89)

BA 24 28 30.5 33 36.51 39.71

Boys 24.57 28 30.54 33.2 36.79 39.16

Girls 24.57 27.15 30.53 33.21 36.41 38.59

FSM 24 25 30.7 32.13 36 35.88

PP 24.33 25 30.74 33.02 36.39 38.88

SEND 22.82 26.25 30.08 32.33 35.84 38.34

Progress

All 3.75 2.89 2.86 3.08 3.32 3

BA 4 3 2.75 2.67 3.25 3

Boys 3.17 3.o5 2.92 3.03 3.28 3.11

Girls 3.14 2.64 2.76 3.15 3.36 2.88

FSM 4.33 3.5 2.9 3 3.33 3

PP 4.33 2.5 2.93 2.94 3.29 2.93

SEND 4.81 2.52 2.78 3.04 3.68 3


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Attainment Science Yr1 (25)

Yr2 (28)

Yr3 (31)

Yr4 (34)

Yr5 (37)

Yr6 (40)

All 59.5 (24.26) 55.56 (26.9) 97.73 (30.72)

71.59 (33.63)

73.33 (36.70) 75.81 (38.92)

BA 24 28 30.75 33.70 36.64 39.71

Boys 24.56 27.09 30.74 33.62 36.81 39.25

Girls 24.03 26.76 30.7 33.66 36.60 38.57

FSM 24.25 25.6 30.8 33.15 36.56 35.63

PP 24.67 25.29 30.87 33.58 36.73 38.87

SEND 27.47 26.54 30.50 32.30 36.16 39

Progress

All 3.23 3.05 3.24 3.16 3.33

BA 3 3 3 3.13 3.14

Boys 3.52 3.08 3.11 3.11 3.26

Girls 2.82 3.08 3.38 3.20 3.42

FSM 3.5 3.20 3.14 3.11 3

PP 2 3.13 3.06 3.12 3

SEND 2.71 3.04 3.32 3.26 3.70

Strengths Weaknesses Reading attainment KS2 Maths attainment KS2 Reading, Writing and Maths Progress KS1 – 2. Reading, Writing and Maths progress EYFS – KS1 SEND progress Disadvantaged groups progress & attainment PE Outcomes Music Outcomes Safeguarding outcomes Working across the borough & beyond our key message.

EYFS GLD outcomes Reading & Writing attainment KS1 Multiplication Tests – Yr 4 Progress across school in reading, writing & maths SEND attainment Consistency of teaching and outcomes across the school


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Cultural Capital Our Definition

Making our curriculum both within and beyond relevant to our community

Our intent is what are the needs of our community – we need our curriculum to be language rich, be good readers, have in depth world knowledge,

being able to be safe in adversity, knowledge of computing, coding and development of technologies, confident speakers and listeners

This cultural capital is embodied in our RRSA & being a Norburian: an exchange culture

Documents

School Development Plan - Norbury School · School Development Plan 4 What & Why How & When Measurable Outcomes 5. Non-negotiables clear to all teaching staff regarding in class expectations