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2017-2019
Enable and empower all members of the school community to achieve success togetherCARRINGTON PRIMARY SCHOOL DEVELOPMENT PLAN 2019-2021
2019-2021
2019-2021
School Development Plan Carrington School 2019/21 Strapline:
Carrington Creative Aspirational Respectful Enthusiastic Successful
Vision and Values
The overriding aim of the school is for each child to achieve their potential, both socially and academically, regardless of social, economic or ethnic background. We are committed to raising standards whilst at the same time maintaining a broad and balanced curriculum, as we believe that children should both enjoy and achieve in their learning. The school has a very strong sense of community; parents are very heavily involved in its governance and with extra-curricular activities such as school socials and fundraising. PSHE and support for individual needs is at the centre of the ethos of the school.
ContextCarrington Primary is a 210 place school with a 26 place nursery.Our accommodation is small; there are few spaces for small group work and extra-curricular activities.FSM: 7.3%EAL: 32.7%Ethnic diversity: 57% (41 different nationalities)SEN: 14.3 (0.4% EHCP)LAC: 0 pupils officially designated as LAC. 10 pupils post LACMOBILITY 13 arrivals, 14 leavers 2018/19
Our intake is very diverse with a wide ethnic and social mix; reflecting our local community. We admit some pupils from an area of high economic advantage (top 60-80% IDACI ) but also from much poorer housing closer to the school (bottom 20-40% IDACI). We have a low deprivation indicator but this does not reflect the range of pupils entering the school, each class has very diverse needs.
The numbers of children with EAL have now stabilised and fewer children start school with limited English. However there are at least 20 different home languages spoken in the school which means that we are working hard to compensate for lack of vocabulary and a range of different grammatical structures.
Between 30- 50% Children enter reception from other providers or straight from home. This affects outcomes at the end of F2 because these children take longer to settle and catch up with children who have come from our nursery, although this gap is now closing.
Our pupil premium children cohorts are small and many Pupil Premium children are SEN and/or EAL, which affects achievement. 95 % pupils made progress last year, 59% were age related in one or more subjects and 22% achieved GDS in at least one subject.
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We have a reputation for supporting children with significant SEN, this has led to local authority support staff recommending the school to families of children with often complex needs. These children are inspirational to work with but they can affect data in our small school. In 2019 we had two children with very significant needs in Y6 and one receiving support from Hospital Home Education
Over the past 5 years we have successfully worked on a consistent approach to grammar work and phonics/spelling work which has led to a steady improvement in writing over the past three years. In 2016 we introduced Close reading to ensure every child receives reading input at last twice each week. In 2018 we introduced mastery maths with the support of a maths hub and the ‘Starter/Main/desert approach to support and challenge.
Assessment is still developing. We have been using SIMMS for formative assessment and NFER for summative assessment. However, this has not worked as well as we would like so we will now use NFER for a standardised score in autumn and summer, gap analysis to inform teaching in autumn in spring. Teacher assessments recorded in SIMMS so senior staff can monitor subjects. The assessment of writing is still developing; moderation is an issue in a one-form entry school, however our Year Six teacher is a writing moderator and has helped us understand expectations. Combined reading, writing, maths scores are just below national at the end of Key Stage Twodue to a challenging year group in Year Six 18/19.
KS1 to KS2 progress is low in reading and maths, this is due to inflated scores in Key Stage One. We now have a better moderation system in KS1 and this issue is less apparent from 2020 onwards.
Staff absence was an issue in 2018 with sickness and a maternity leave meaning we had temporary staff in place. The Foundation manager returned from maternity leave in September and levels are starting to rise again. She has been working with staff from a local outstanding school to improve provision in Foundation and we have recruited a new teacher into F1.
The senior leadership team is a mixture of experienced and less experienced staff, our maths coordinator moved away in the summer. Less experienced managers have received training and support from our school improvement partner. The team has worked hard to develop subject monitoring and is now becoming more independent. Over the past few years we have been working on triangulation and developing projects we have already introduced so that new teaching approaches can be consolidated.
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School Development Plan Overview 2019-20
2020/21 2021/22
Area 1
To build the confidence of all leaders so that Carrington is lead and managed effectivelyTo lead the development of a robust and exciting curriculum which reflects our diverse communityTo ensure a culture of care, challenge and support helps staff and pupils to grow and become effective learners and teachers
Area 2
To build on our existing curriculum so that it is progressive, engaging and reflects our local communityChildren to make at least national averages for progress at the end of each key stageTo ensure teaching inspires and uses evidence-based learning approaches which build on prior learning and are appropriate for all learners
Area 3
To prepare well-motivated learners who are happy to push themselves beyond their comfort zones in order to achieve their full academic and social potential
Area 4
Pupil engagement is demonstrated through embedded learning behaviours consistently in every classPupils’ voice has impact within the schoolPlaytimes and lunchtimes are positive experiences for all pupils
Area 5
To implement the agreed shared vision from the sparkling foundations vision dayTo increase the percentage of children achieving reading, writing and maths to be at least at national levels
Area 6
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Key Current and Target Performance Indicators: Overarching Milestones for Teaching and Achievement:
Targets for teaching based on the triangulation of quality of teaching, learning and assessment with books and data milestones (% Good+)
July 2018 July 2019 July 2020
Overarching Milestones for attainment and progress - % of pupils on track
EXP + EXC EXP + EXC EXP + EXC
F1 (N2)
Reading 55% 25% 76% 16%
Writing 60% 25% 80% 12%
Maths Numbers 65% 40% 84% 56%
Maths Shape Space and Measures
70% 25% 88% 36%
F2 EYFS GLD
Literacy Reading exp+/exc 55.2% 3.3% 66.7%
Literacy Writing exp+/exc 55.2% 0% 66.3%
Maths Numbers exp+/exc 62.1% 3.3% 73.3%
Maths Shape, Space and measures exp+/exc
65.5% 70%
Year 1 Phonics 83% 80%
Reading 63.3 26.7 56.7 16.7
Reading Progress 3+ 0 80
Writing 66.7 13.3 60.7 7.1
Writing Progress 3+ 10 80
GPS
Maths 66.7 23.3 70 23.3
Maths Progress 3+ 0 73.3
Year 2 Phonics 96.4% 93.5%
Reading 76% 24% 74.2% 32.3%
Reading Progress EYFS 2+ points
79.3% 73.3%
Writing 69 3% 67.7% 25.8%
Writing Progress EYFS 2+ points
82.8% 73.3%
GPS
Maths 79% 24% 83.9% 32.3%
Maths Progress EYFS 2+ points
96.5% 76.7%
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Year 3
Reading 75.9% 44.8% 81.5 51.9
Reading Progress 3+ pts 75.9% 89.2
Writing 62.1% 20.7% 55.5 11.6
Writing Progress 3+ pts 86.2% 69.9
GPS
Maths 79.3% 20.7% 85.2 18.5
Maths Progress 3+ pts 79.3% 89.3
Year 4
Reading 66.7% 36.7% 74.1 48.2
Reading Progress 3+ pts 80% 88.9
Writing 56.7% 13.3% 63 18.5
Writing Progress 3+ pts 83.4% 74.1
GPS
Maths 3 + pts 73.3% 46.7% 81.5 40.7
Maths Progress 83.4% 88.9
Year 5
Reading 67.9% 39.3% 66.7 46.7
Reading progress 3pts+ 86.2% 80
Writing 67.9% 0% 66.7 3.3
Writing progress 86.2% 80
GPS
Maths 75% 28.6% 70 46.7
Maths progress 93.1% 83.4
Year 6
Reading 72% 38% 70 30
Reading VA -1.2 -1.06
Writing 93% 41% 87 33.3
Writing VA +1.8 +1.69
GPS 86% 48% 80 46.7
Maths 83% 28% 73.3
Maths VA -1.5 -2.15 23.3
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Absence
Persistent absence (% of pupils with 10% + absence)
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Priority Action Plans
School Development Plan
Carrington Primary School
2019-2020
Priority Area 1: Leadership and Management To build the confidence of all leaders so that Carrington is lead and managed effectively To lead the development of a robust and exciting curriculum which reflects our diverse community To ensure a culture of care, challenge and support helps staff and pupils to grow and become effective
learners and teachersObjectives:1.1 Subject leaders have good knowledge and
understanding of their subjects across school and know how to support other staff to improve teaching.
1.2 All areas of the curriculum show progression across all year groups
1.3 The curriculum reflects the cultural diversity of our community
1.4 Subject leaders have begun to develop monitoring systems for their subject area
1.5 Develop a culture of care, challenge and support
1.6 Governors have a good understanding of the strengths and weaknesses of the school
Impact: (Make these specific and if possible measurable)1.1 Evidence of strong subject knowledge is clear in
planning and subject coverage in books
1.2 knowledge and skills in all areas of the curriculum build so that pupils leave school with a broad and balanced education (work/planning analysis)
1.3 Planning, display and work in books reflects our local area and cultural diversity
1.3Children have a sense of belonging in school and make good progress across the curriculum
1.4 Staff can demonstrate clear picture of the strengths and weaknesses of their subject area
1.5&6Pupil questionnaires indicate that children feel safe and supported in school1.5Reduction in staff absence and staff questionnaires reflect staff feel supported by SLT
1.7Governors are able to feedback to stakeholders about the strength and weaknesses of the school
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Objective number Actions Timeline/
WhenLeadStaff
Resources/ Cost
Monitoring/Evaluation Who? What? When?
1:1 Develop understanding of what it means to be a subject leader and support middle leaders in their development and understanding of their subjects.
Ongoing to out the
year
Headteacher and Deputy Head
Staff Meeting
SLT Do Middle leaders
understand the
strengths and
weaknesses of their subjects
Termly, looking
for develop
ment
1:1 Access subject leader training from NST to improve subject leader knowledge and confidence
Ongoing CS NST Fee/supply costs
Govs Termly report
FGB DEC 19
1:1 CPD within school so subject leaders understand their role
Sept 19 CS Staff meeting
time
Govs Termly report
FGB
1.1 Identify how to support staff as appropriate through lesson observation and work book analysis
Ongoing SM Staff time(SLT)
SM(Monitoring)
SLT(evaluation)
Work Book Analysis /learning
walk
Termly
1.1 / 1.2 Disseminate updated PSHE progression frameworks at a staff meeting to ensure all staff are confident to deliver an engaging and relevant PSHE curriculum.
spring 1 term 20
LS staff meeting
LS evidence in
planning and PSHE scrapbook
s
ongoing
1:1 Develop subject knowledge of staff around computing by using drop in sessions for staff around different programmes which we use in school.Use this as a way to influence subject leadership across school for other subject leaders to develop their subjects.
Dropping sessions
on specific
computing areas 1 per half
term
Deputy head
teacher
Time DHT Do staff have a good
understanding of
different computing programs
which impacts
Half termly
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on the children’s learning?
1.1 Develop understanding of maths teaching across the school
Ongoing HY SLT Time
CS Book trawls and learning
walks
Half Termly
1:1 Access NST review offer to investigate reading in depth
Spring 20 CS/SM NST member
shipSupply
GovsSLT
Termly report
SLT meet
FGB Feb 20
1:2 Develop key questions in each subject to aid progression and assessment
Spring 20 CS Staff meeting
SLT SLT meet July 20
1:2 Create time table to develop progression in each subject
Spring 20 CS Staff meeting
SLT SLT meet July 20
1:2 Check MTPs for progression of computing skills across the year and across year groups
Medium term
planning to be
checked half
termly
SLT SLT time DHT Is there progression
Half termly
1:2 Continue to develop the computing curriculum and investigate Twinkle computing in order to roll it out across the school (if it is good enough)Y3 to follow the planning in Autumn 2 to investigate the depth and quality of the plans / resources
Autumn 2 DHT Subject leadership time
DHTIS
Does the computing planning provide
engaging and
sequential learning?
Autumn 2
1:2 Ensure there is progression in science knowledge and skills
Monitoring through the year
RH Staff meeting
time
SLT Monitoring reports
Termly
1.2 Implement a music progression across school using NST network resources
Autumn 20
KT NST member
shipMusic
SLT SLT MEET July 20
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resources
1.2 Improve the peripatetic music timetable, ensuring progression
Summer 20
KT Peripatetic
Resources and wider opps
SLT SLT MEET July 20
1.2 Ensure progression in science skills and knowledge across year groups, ensuring repeated knowledge is investigated in more depth
Summer 20
RH Staff meeting time
SLT SLT MEET July 20
1.3 Ensure all medium-term planning makes links to international values and demonstrates this through a systemic progression across all year groups
Ongoing and
addressed through feedback and staff meeting
SENDCODHT
SLT time DHTSENDCO
Is the cultural diversity
of Carringto
n demonstr
ated in the
learning of the
children?
Half termly
1:3 Develop international schools learning across the school in order to regain international schools status.This is a way to develop the international learning and give the children and families from different cultures a link into our learning across the school.
Autumn 1 and then ongoing across
the year
DHT SLTDHT time
HT Has he internet and plan ING for
the internatio
nal schools award
been put in place by 10th
Nov
10ty Nov and then ongoing
1.3 Establish a multicultural working party in order to autumn 219
LS CS planning, clipboard
termly
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develop activities and increase multicultural profile of our school
Friday
1:3 Find opportunities to increase the range of languages on display around school
Ongoing CS/LS/AB Leadership time
SLT SLT MEET July 20
1.3 Make inter faith links within the community to broaden representation of different faiths in our school.
autumn 2 19
LS leadership time
CS / LS increase representation in
assemblies
ongoing
1:4 Develop the use of question level analysis to raise attainment and progress in English and maths
All assessment points
CS NFER tests
SLT SLT meet July 20
1:4 Develop EYFS gap analysis Spring 20 CS/OL Leadership time
SLT SLT meet July 20
1:4 Ensure gaps already identified have been addressed
Ongoing CS NFER tests
SLT SLT MEET July 20
1:4 Create models for monitoring across the curriculum so that subject leaders understand their subject in depth
Spring 20 CS Staff meeting
SLT SLT meet July 20
1:4 Continue to develop triangulation feedback across subjects so all leaders know how to monitor using a range of different methods.
ongoing CS Leadership time
Govs Termly report
FGB
1:4 Agree the most effective methods to assess each subject area
Spring 20 CS Staff meeting
SLT SLT meet July 20
1.4 Develop an assessment system for science so that we can track pupil attainment and progress
By summer
20
RH Leadership time
SLT SLT meet Autumn 20
1:4/5 Ensure new assessment system for non-core subjects does not increase workload
Autumn 20
CS Monitoring time
SLT SLT meet Autumn 20
1.4 Create report to evidence impact of work with the RSC and SM to works towards RSC Teacher of Shakespeare certificate
Ongoing SM Staff time (SLT)
SM(Monitoring)
SLT(evaluation)
Pupil voice / observations/ work book
TBC
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analysis
1.4 Through data (DAISI /NFER and teacher assessment) and triangulation reports identify strengths and weaknesses and subsequent actions
Ongoing SM Staff time (SLT)
SM(Monitoring)
SLT(evaluation)
Central Folder TBC
1:4 Support teachers in their understanding of monitoring including Maths leader
Half termly
meetings with
maths lead to support
the understan
ding of subject
leadership.
DHT SLT time SLT SLT meet July 20
1.4 Develop monitoring system to identify strengths and weaknesses across school
Termly HY SLT Time
CS Work with school
improvement officer
Half Termly
1.5 deliver a whole staff INSET day on Wellbeing, resulting in practical support systems in place
autumn 1 term 19
LS outside agencies
CS / LS reduction in staff absence
ongoing
1:5 Follow up with a Staff questionnaire about wellbeing and support
Spring 20 CS Staff meeting
Govs Termly report
FGB
1:5 Action plan around wellbeing and support
Spring 20 CS Staff meeting
Govs Termly report
FGB
1:5 Continue to use the self observation staff meeting model in order to develop teaching and learning across School.
Head teacher
HTDHT
Staff Meeting
X 3
DHTHT
Is the self observati
on on questioning having
impact on the
questioning skills of teachers
Termly
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in lesson times
1.6 Governor update focusing on English (overview by English coordinator and learning walk by governors).
TBC SM Staff time(SLT)
Govs Report TBC
1.6 Governor update focussing on maths Summer 20
HY Leadership time
Govs Monitoring report
Summer 20
1.6 meet with SEND governor to share data and school SEN profile
autumn 2term 19
LS leadership time
LS / GM meeting minutes, Gov able
to feedback
annually
1:6 Encourage governor’s to attend monitoring visits
Ongong CS/EH Gov meeting
time
OFSTED Inspection ?
1:6 Identify governors for curriculum and data
Autumn 19
CS/EH Gov meeting
time
Govs FGB July 20
1:6 Develop governor knowledge about finance
Autumn 19
CS/EH Gov meeting
time
OFSTED/AUDIT
Report ?
Review and Next Steps:Evaluation – end of Autumn Term Further Action for Spring Term
Evaluation – end of Spring Term Further action for Summer Term
End of year evaluation Actions for 20/21
School Development Plan
Carrington Primary School
2019-2020
Area 2: Quality of Education13 | P a g e
Curriculum development- To build on our existing curriculum so that it is progressive, engaging and
reflects our local community Data target –
- Children to make at least national averages for progress at the end of each key stage
Quality of teaching- To ensure teaching inspires and uses evidence-based learning approaches
which build on prior learning and are appropriate for all learners
2.1All subjects areas show skills and knowledge development across year groups2.2Curriculum reflects the diversity of our local community2.3Staff use effective hooks, visits and visitors to engage pupils in their learning2.4Progress and attainment reach at least national averages in all statutory tests2.5Teaching approaches reflect current understanding of effective teaching.
1:1 long term planning formats clearly show progression in all subject areas by September 20211:1 Work analysis shows progression in learning across the curriculum by September 20211:2 A walk round school shows work which ensure all pupils feel a part of our school community because topics reflect their cultural backgrounds.1:3 Monitoring evidence shows that children in all classes have had the opportunity to experience a rich and challenging curriculum1.4Data collection indicates that end of year data shows GLD/Phonics/KS1/Multiplication and KS2 data is at least national average by the end of the year.1.5 Observation shows that children have been given the
opportunity to retrieve information in different ways.
ObjectiveSpecific Actions/ strategies
Timeline/
WhenLeadStaff
Resources/ Cost
Monitoring/Evaluation Who? What? When?
2:1 Ensure that all areas of learning in long, medium and short term planning show progression of knowledge and skills
Rolling program over next 3 years
DHTAll subject leaders
Staff meeting / inset
DHT Is there progression of learning across the school?
Ongoing
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2.1 Access subject leader resources from NST Termly ongoin
g
CS NST members
hip
Governor
Gov report
termly
2:1 Develop key questions/concepts to develop through time to aid progression in skills and knowledge
Spring 20
CS Inset SLT SLT MEET July 20
2.1 Reintroduce Real PE across school, train staff on Inset. Real PE clearly sets out skills and knowledge development across year groups. Baseline all children in order to assess improvements at fixed dates in the year.
Staff Inset Jan
2020
SM Inset day /
£2154 and cost of new
equipment
SM Lesson observati
ons / baseline
assessments
ongoing
2.1 Improve knowledge of music notation so staff can teach effectively
Spring 20
KT Staff meeting
time
SLT Meeting July 20
2.1 Use technology to implement part of the music curriculum
Autumn 20
KT Staff meeting
time
SLT Meeting July 20
2.1 Improve access to shared music resources Autumn20
KT Staff meeting
time
SLT Meeting July 20
1.2 Implement a music progression across school using NST network resources
Autumn 20
KT NST members
hipMusic
resources
SLT SLT MEET July 20
1.2 Improve the peripatetic music timetable, ensuring progression
Summer 20
KT Peripatetic
Resources and wider opps
SLT SLT MEET July 20
1.2 Develop progression and multicultural links in art and DT
20/21 KT/OL? NST network
and subject budgets
SLT SLT MEET July 21
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1.2 Ensure progression in science skills and knowledge across year groups, ensuring repeated knowledge is investigated in more depth
Summer 20
RH Staff meeting
time
SLT SLT MEET July 20
2:2 Identify opportunities with non-core subjects to reflect our local community.
Ongoing
CS/LSWorking group
Resources and
leadership time
SLT Monitoring report
July 20
2:3 Continue to develop the medium term planning curriculum toolbox format to ensure that learning is engagingDo staff questionnaire find out whether the curriculum tool boxes have an impact on their planning.
Autumn 2 onwards once staff have had time to get used to curriculum toolbox
DHT DHT time
2:3 Continue to develop the work with the RSC so children are accessing and using drama as part of broad and balanced education
Half termly
SM Staff time (SLT)
SM(Monitoring
)SLT
(evaluation)
Data Termly
2.3 Work with the RSC and associate schools programme to bring practitioners and performances in to school and to engage children in their learning through drama, art and music
Ongoing
SM Cost of associate
school members
hip
SM Report 2019-2020
2.3 ensure SEN children have equal access to broad and balanced curriculum through
monitoring of differentiation, scaffolding and timetabling of intervention
termly and
ongoing
LS leadership time
LS monitoring, pupil
questionnaire, pupil
voice in SEN
reviews
termly monitoring, annual questionn
aire
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2:3 Provide funding for visits and visitors Spring budget
20
CS £2000 GovsSLT
Termly report
SLT meet
FGB Feb 20
2.4 Develop teaching and learning across school in order to increase the amount of teaching which is good or betterContinue to develop
- Mastery- Metacognition- High expectations for all
Ongoing
DHT Staff meetings
DHThT
Quality of teaching learning to be assessed on learning walks and during observations
Ongoing
2:4 Improve the use of gap analysis in English and maths to move children on by ensuring sheets are discussed during pupil progress meetings
Every assessment point
CS NFER tests
SLT SLT MEET July 20
2:4 Ensure data feedback is useful to staff Spring 20
CS SIMMS SLT SLT MEET July 20
2:4 Continue to work on moderation between year groups
Spring 20
CS Staff meeting
time
SLT SLT MEET July 20
2:4/5 Develop staff expertise so they can make rounded judgements about levels
Ongoing
CS Staff meeting
SLT SLT MEET July 20
2:4 Use NST review to identify next steps in developing reading
Spring 20
CS NST GovsSLT
Termly report
SLT meet
FGB Feb 20
2:4 Review phonics provision, do we meet OFSTED expectations?
Spring 20
OL NST SLT SLT MEET July 20
2.4 Improve word count in phonics at the end of Y1 Spring 20
OL/KT Leadership time
GovsSLT
Termly report
SLT meet
FGB Feb 20
2.4 Implement a ‘Topic Day’ and monitor implementation Y1 – Y6
Autumn Term
HY SLT Time CS Book Scrutiny
Half Termly
2.4 Develop the teaching of times tables from Y2 to ensure secure by end of year 4
multiplication check
Ongoing
HY SLT Time Staff
meeting Budget
CS TT Rockstar scores
Feedback
Half Termly
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(TT Rockstar)
2:4 Build confidence for girls in maths Summer 20
HY Leadership time
SLT SLT MEET July 20
2:4 Punctuation to be a focus of writing across the school in order to rapidly impact on writing levels (a no excuses culture for punctuation)
Ongoing
AB/SM SLT meetingsStaff meetingLesson observationTriangulation of
2:4 Identify factors affecting the progress of boys in English
SLT SLT MEET July 20
2.4 Use reading volunteers and NFFC support to engage children (who need extra support) in their reading
Ongoing
SM Cost of NFFC
contract / reading
volunteers
SM Progress of
supported
children
Ongoing
2.4 Use NFER data to track attainment and implement interventions if target areas are identified
Termly SM Staff time (SLT)
SM(Monitor
ing)SLT
(evaluation)
Data Termly
2:4 Investigate barriers for other white pupils LS SLT SLT MEET July 202:5 Develop teaching and learning across school in
order to increase the amount of teaching which is good or betterContinue to develop
- Mastery- Metacognition- High expectations for all
Ongoing
DHT Staff meetings
DHThT
Quality of teaching learning to be assessed on learning walks and during observations
Ongoing
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2:5 Continue to develop learning behaviours across school
Autumn 2
DHT Staff MeetingLesson observation
DHTHT
Are learning behaviours up to the standard that we expect as a school a Ross all classes
Ongoing learning walks and lesson observation
2:5 Identify areas for staff to focus on when doing video analysis to improve individual teaching skills
Across the year
CS IPADS SLT SLT MEET July 20
2:5 Use observation to encourage staff to trial new approaches.
Spring 20
CS None SLT SLT MEET July 20
2:5 Develop new homework system which encourages retrieval and explanation of concepts
Autumn 19
CS None GovsSLT
Termly report
SLT meet
FGB Feb 20
2:5 Attend further workshops looking at research based teaching (NoU)
Ongong CS Meeting time
Govs Termly report
FGB
2.5 Introduce new way of teaching spelling across KS2 in order to improve spelling scores and give children a new way to approach spelling of words
Staff meetin
g 13.11.1
9
SM / LS Staff time SM Spelling scores
Ongoing
2.5 Introduce 5 Plagues of Reading + One to staff so that planning shows children in each year are exposed to range of text types so by Year 6 children are well equipped to comprehend any they come across
Staff meetin
g 13.11.1
9
SM Staff time SM Work in books /
planning
Ongoing
2.5 Share content domains so all question types are used when staff are planning CLOSE reading. By Year 6 children will have regularly experienced and be skilled in answering range of question types
Staff meetin
g 13.11.1
9
SM Staff time SM Work in books /
planning
Ongoing
2.5 Maintain and ensure consistent school environment. (e.g. Delivery as agreed e.g. x2 per week for Close Reading, x3 for handwriting, Working walls up to date).
Ongoing SM Staff time(SLT)
SM(Monitoring
)SLT
Work Book Analysis /learning
walk
Termly
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(evaluation)2.5 CPD staff meeting for teachers on mastery
teaching of GeometrySpring Term
HY Staff meeting Budget
SLT Staff meeting
Spring Term
Evaluation – end of Autumn Term Further Action for Spring Term
Evaluation – end of Spring Term Further action for Summer Term
End of year evaluation Actions for 20/21
School Development Plan
Carrington Primary School
2019-2020
Area 3: Personal DevelopmentTo prepare well-motivated learners who are happy to push themselves beyond their comfort zones in order to achieve their full academic and social potential
Objectives: Impact: (Make these specific and if possible measurable)
1.1 High quality pastoral support to ensure all children are successful
1.1Work analysis and observation (e.g. PE/residential) shows that children are confident learners who are prepared to accept challenge.
1.2Children are knowledgeable about a range of different cultural and 20 | P a g e
because they believe they can be1.2 Pupils respect difference in the world
and know how to engage with views, beliefs and opinions which are different to their own
1.3 Pupils know how to develop healthy relationships
1.4 PSHE is a golden thread running through the curriculum
1.5 Staff understand the needs of individual pupils
religious communities1.2PSHE folders and observation indicates that children are given opportunities to debate and discuss issues and ideas.1.3 Pupils are respectful towards others and resolve conflicts calmly and quietly1.4 Evidence of PSHE work can be seen around school, in books and through pupil interview1.5 Support packages, pupil passports and classwork matches individual need
ObjectiveSpecific Actions/ strategies
Timeline/
WhenLeadStaff
Resources/ Cost
Monitoring/Evaluation Who? What? When?
3.1 Real PE gives children opportunity to achieve success and challenge themselves to be all that they can be
Ongoing
SM Staff time SM Lesson Observati
ons
Ongoing
3.1 All children given opportunity to represent school at football should they wish to
Ongoing
SM Staff time SM Participation in school
football matches
Ongoing
3.1 Look for opportunities to challenge pupils in all areas of the curriculum so they become more resilient e.g. speaking in assembly, playing an instrument in public, abseiling, maths challenges.
Ongoing
CS/AB/LS
Instrument tuition,
subsidy for trips and
visits
SLT SLT Meeting
July 20
3.1 Create an atmosphere in classes where mistakes are part of the learning cycle
Ongoing
CS/AB/LS
No cost SLT SLT Meeting
July 20
3.1 Ensure individual needs are met so children grow in confidence
Ongong
LS SEN time SLT SLT Meeting
July 20
3.2 deliver staff training on Philosophy for Children in order to skill staff to develop children’s skills and confidence to engage and debate different
spring 2 20
LS staff meeting
LS P4c blob trees, PSHE
termly
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viewpoints scrapbooks
3.2 Use of assemblies to develop the culture of the school
Weekly
ongoing
HTDHT
No cost SENDCO
3:2 Continue to develop international inks with Japan in order to develop the children’s understanding of different languages, cultures and countries.
Autumn 2
onwards
DHTiS
No cost DHT Are links made and
are we able to
complete 3 joint
projects with
Japanese school for internatio
nal schools status
Ongoing
Attempt to develop links with German school Autumn 2
onwards
DHT No cost DHT Are links made and
are we able to
complete 3 joint
projects with
Japanese school for internatio
nal schools status
Autumn 2 onwards
3.3/4 Run workshops for parents to ensure they are well informed about SRE
Autumn 19
CS/LS Leadership Govs Report Aut19/Spr20
3.3/4 Introduce new SRE curriculum to staff Spring 20
LS Leadership SLT Meeting July 20
3.3 monitor delivery and impact of healthy relationships objectives in PSHE framework
spring 2
LS leadership time
LS planning, number
ongoing
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20 of incidents reduced,
pupil survey
3:4 Work with LS on the community values and links – continue to develop links with Carrington
values to Star assemblies on Fridays.
Autumn 2
onwards
DHTSEND
CO
No cost Are community values
being demonstrated and known by staff and children across school.
Are there less red cards
3.4 Work with LS to continue to develop Carrington values in all aspects of school life and learning
throughout the school, the local community and all stakeholders
Autumn
onwards
DHTSEND
CO
No cost DHThT
Governors
As above including
all stakehold
ers3.4 promote and monitor evidence of PSHE work
around school, in books and through pupil interview to reflect our golden thread
autumn 2 19
LS leadership time
LS learning walks, pupil
interviews
termly
3.5 Coordinate Team Around the School meetings to ensure appropriate outside agency support is
given where necessary
autumn 1 19
LS leadership time
LS meeting minutes, IPMs and
pupil passports
termly
3.5 Continue to use R2I to identify social and emotional needs of pupils
Ongoing
LS SEN time SLT Meeting July 20
3.5 Support new staff so they are able to identify and support individual need
Ongoing
AB/LS SEN time/studen
t support finance
Student and NQT reports
NQT/Student moderati
on
Autun/spring/summer
Evaluation – end of Spring Term Further action for Summer Term23 | P a g e
End of year evaluation Actions for 20/21
School Development Plan
Carrington Primary School
2019-2020
Area 4: Behaviour and AttitudesPupil engagement is demonstrated through embedded learning behaviours consistently in every classPupils’ voice has impact within the schoolPlaytimes and lunchtimes are positive experiences for all pupils
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Objectives:4.1Learning behaviours are embedded and consistent in every class and in shared spaces4.2 Pupil engagement is demonstrated
through Carrington values4.3Pupils’ voice has impact within the school4.4. Pupils are engage with each other in a positive way during playtime and lunchtime.
Impact: (Make these specific and if possible measurable)4.1 Observation and walk rounds indicate that school is calm and focussed4.2?4.3 School council minutes indicate that children are listened to and ideas they suggest are followed through4.4. The numbers of red cards reduce by 10% 4.4 Lunchtime in the dining hall is a pleasant experience
Objective Specific Actions/ strategies Timeline/ When
LeadStaff
Resources/ Cost
Monitoring/Evaluation Who? What? When?
4.1 Introduce and reinforce lunch hall rules Autumn 19
CS 0 Govs Reduction of lunch hall incidents
Spring term
report4.1 Obtain funding for and run a post LAC support
group to help parents manage behaviour needs of this group
Autumn 19
CS Post LAC
funding
Govs Progress for this group of
children
Summer report
4.1 Revisit learning behaviours with staff in a staff meeting and expectations
Autumn 2 DHTHT
Staff Meeting
HTDHT
Do learning walks suggest
that expectations of behaviour are
consistent across the
school? Is this having an impact on
learning across the school?
Ongoing learning
walks across
the year
Develop learning behaviours more towards metacognitive practices
Autumn 2 onwards
DHT SLT timeStaff
meeting
DHT Do children understand
what
Autumn 2
onwards25 | P a g e
metacognitive processes are
and is this impacting on
their learning?Use of learning walks to continue to develop teaching and learning across the schoolUse of house points to develop and maintain high levels / expectations of behaviours in shared spaces at all times during the school day.
Ongoing All Staff
Cost of house
prize for winners
To continue to support CE and IS with their behaviour management
Ongoing weekly
meetings
DHTMentor
DHT time DHTHT
SENDCO
FS1 and Y3 behaviours are consistent with those across
the rest of the school
Ongoing
4.2 Continue to raise the profile of the Carrington values through assembly and PSHE sessions
4.2 Promote Carrington Values in whole school - display board in hall promotes Carrington Values, Carrington values are displayed and referred to in classes
autumn 1 term
19
LS CS clipboard Friday,
assembly records
ongoing
4.3 Use of pupil voice in triangulation of moderation of different aspects of school life
Termly triangulat
ion
SLT SLT meetings
SLT What do pupils think of different
aspects of school and
does this link with staffs findings?
Termly
4.3 Raise profile of School Council, representatives to feed back to school and SLT on a half termly
basis and to class on weekly basis
autumn 2 19
EH assembly time
once per week
CS minutes, assembly records
ongoing
4.3 Develop the role of ‘Shakespeare ambassadors’ both in school and out in the community
Over the 2 years of
the project
SM Cost of RSC
project
SLT Meeting Jul 20
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4.4 Lunchtime sports provision is matched to the needs of the children
Ongoing CS/SM Cost of Premier
CS/SM Lunchtime behaviour / number of incidents
2019 -2020 -
ongoing
4.4 Identify the needs of YR3/4 boys and develop a program to address them
Ongoing LS/AB/CS
R2I time?
SLT Lunchtime behaviour / number of incidents
July 20
Review and Next Steps:Evaluation – end of Autumn Term Further Action for Spring Term
Evaluation – end of Spring Term Further action for Summer Term
End of year evaluation Actions for 20/21
School Development Plan
Carrington Primary School
2019-2020
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Area 5: Early Years To implement the agreed shared
vision from the sparkling foundations vision day
To increase the percentage of children achieving reading, writing and maths to be at least at national levels
5.1 Create a sense of unity in the Foundation unit5.2High quality provision developed inside and out5.3 Children are confident readers, writers and mathematicians so that the numbers of children reaching GLD are at national levels or above5.4 Ensure that parents know how to support their children to make progress
Impact: (Make these specific and if possible measurable)5.1 Adults and pupils access learning in all parts of the unit (observation)5.2 Walkrounds, records and planning show evidence of high quality activities5.2Children are engaged and focussed on learning activities5.3 data and work analysis indicates that at least 76% pupils are at national average5.4 Reading diaries show parents read regularly with pupils, progress in phonics
ObjectiveSpecific Actions/ strategies
Timeline/
When
Lead
Staff
Resources/ Cost
Monitoring/Evaluation Who? What? When?
5.1 F1 and F2 staff work in all areas of the Foundation unit
Aut 1 ongoi
ng
OL N/A OL/CS Learning walks
ongoing
5.1, 5.2 Weekly meeting to talk about observations and plan together
Aut 1 ongoi
OL Meeting time
OL/CS Planning/learning
ongoing
28 | P a g e
ng walks 5.2 Contact B & Q about community re-use
Contact E.on through parents and Experian about volunteer teams
Aut 1/2
ongoing
OL/AB
Leadership time
OL/CS Outdoor environmen
t
Spring 1
5.2 Set up planters around the mud kitchen Aut 2 OL £400-500 plus cost of plants
OL/CS Learning walks
Spring 1
5.2, 5.3 Section off outdoor area to provide quiet area for guided work
Spring 1
OL Cost of fencing
OL/CS Learning walks
Spring 2
5.2 Work with the rest of school to develop the field as an outdoor learning space
20/21 OL/CS
5.3 Monitor borderline children and provide booster work
Aut 1 ongoi
ng
OL Leadership time/PPA
OL/CS Planning ongoing
5.3 Maximise opportunities for outdoor writing and maths
Aut 1 ongoi
ng
OL Time to work with EYFS team
OL/CS Planning Learning
walks Photo
evidence
Autumn 2
ongoing
5.3 Implement NCETM mastery work Aut 2ongoi
ng
OL/HY
Time to feedback to EYFS
team
OL/CS PlanningPhoto
evidence
Aut 2ongoing
5.3 Plan practical, independent writing activities (in addition to weekly guided writing)
Aut 1 ongoi
ng
OL N/A OL/CS PlanningLearning
walksF2 Writing
books
Aut 2ongoing
5.3 Develop sentence writing Ongoing
OL N/A OL SLT July 20
5.3 Cover reading and writing daily in F2 Phonics sessions
Aut 1 ongoi
ng
OL N/A OL/CS Planning Aut 1 ongoing
5.3 Raise standards in phonics so that children are well prepared for Year One
Ongoing
OL Phonics training
SLT Data July 20
5.3 Identify ways to engage boys in writing ongoing
OL Cost of resources
SLT Data July 20
5.4 Reading/Phonics information sessions for F1 & F2 parents
F2-Aut 1
OL Leadership time
OL/CS Parent surveys
Spring 1
29 | P a g e
F1-Spr 1
5.4 Give out information about Phonics in Foundation at parents’ evenings
Aut 1 OL N/A OL/CS Parent surveys
Spring 1
5.4 Provide information for parents about Maths Mastery
Aut 2/Spring 1
OL Leadership/PPA time
OL/CS Parent surveys
Spring 1
5.4 Share next steps from long observations with parents
Aut 2 ongoi
ng
OL N/A OL/CS Parent surveys
Spring 1
5.2 AB support Caitlin Edwards through her NQT year observing lessons and providing feedback to help
Caitlin develop her teaching and learning
Weekly NQT meetings to develop learning and support Caitlin with any aspect of learning which
she is not sure about.
Ongoing
Weekly
meetings
DHTEYFS
lead
DHT time DHT Termly NQT report to
ensure that Caitlin is achieving all NQT
standards
Termly
5.3 Monitor reading support in F2 (F1 from Spring) both at home (reading diaries) and in school
Termly
SM Staff time SM Learning walk /
analysis of reading diaries
Termly
5.3 Liaise with Foundation regarding writing standards (use of resources) and writing opportunities
Termly
SM Staff time SM / OL
Learning walk
Termly
5.3 Liaise with Foundation regarding phonics standards (use of resources)
Termly
SM Staff time SM / OL
Learning walk
Termly
5.3 Develop the mastery teaching of mathematics in foundation through NCETM work group
Ongoing
HY Cover for CPD
events
CS Development portfolio
Ongoing
Review and Next Steps:Evaluation – end of Autumn Term Further Action for Spring Term
Evaluation – end of Spring Term Further action for Summer Term
End of year evaluation Actions for 21/22
30 | P a g e
School Development Plan
Carrington Primary School
2019-2020
Area 6: Additional Aspects
Objectives:
Impact: (Make these specific and if possible measurable)
Objective Specific Actions/ strategies Timeline/ When
LeadStaff
Resources/ Cost
Monitoring/Evaluation Who? What? When?
Enable new teaching staff to reach their full
potential
Support to continue for IS to help her to develop as a good / outstanding teacher during the course of her teach First programme.Deputy head teachers continue to work in close proximity to the year three class in order to ensure that progress is good.
Ongoing throughout the year and into next year
DHTSENDCO
Significant cost of deputy headteachers time running to approximately £13,000Additional cost of SENDCO's time due to her mentorin
Mentor,University tutorsDHTHead teacher
Lesson observationTriangulation
Ongoing
31 | P a g e
g ISProvide pastoral
support for younger staff
Continue to support IS and CE to provide high quality pastoral support
Ongoing DHTSEND
CO
DHT times
Provide support for Teach First
Trainee
support Teach First trainee to obtain QTS through mentor support, and attending mentor
CPD
19/20 – 20/21
LS leadership time,
directed hours,
LS weekly meetings
, CPD from Teach First,
monthly meetings
with tutor
ongoing
Review and Next Steps:Evaluation – end of Autumn Term Further Action for Spring Term
Evaluation – end of Spring Term Further action for Summer Term
End of year evaluation Actions for 19/20
32 | P a g e
SDP on a page (A child’s view)
All children to feel safe at lunchtime and enjoy the activities.
We want to make sure that all pupils make excellent progress across the curriculum
33 | P a g e
What are we doing to improve our school
this year?
We would like. Improve our curriculum so knowledge and
skills build and you learn better.
In writing we would like everyone to spell well from Foundation to Year Six
In reading we want to Understand the text we are reading so
we meet national averages
In Maths we want Improve our application of shape and ratios so we meet national
averages in tests
Your teachers in the Foundation Stage want you to enjoy
learning and improve your sentence writing.
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