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ST IVES JUNIOR SCHOOL School Development Plan (SDP)
2014 to 2016
Vision: Learning Together, Free to Fly
Mission: To provide high quality learning and teaching and to improve achievement levels for all
Contents
Page 1: Contents Page 2: Glossary of terms Page 3: Summary Pages 4, 5, 6: Context and rationale Pages 7, 8: Benchmarking and target setting Pages 9, 10: Objective 1: Improve pupil outcomes by raising standards
and accelerating progress in areas of the curriculum where achievement is not yet high enough
Pages 11, 12 Objective 2: Improve the impact of teaching on learning
Pages 13, 14 Objective 3: Improve the use of summative and formative
assessment information so that progress and the proportions of pupils meeting the standard are accurately measured (summative) and so that pupils are clear as to the next steps in their learning (formative)
Pages 15, 16 Objective 4: Improve key aspects of leadership,
management and governance Page 17 Objective 5: Accelerate pupils’ social, moral, spiritual and
cultural development Page 18 Objective 6: Improve levels of parent / carer
engagement Pages 19, 20 Planned programme for monitoring and evaluation
2014 / 15 / 16
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Glossary of terms:
121 tuition
10 hours of one to one tuition, often in Maths, led by experienced
class teacher
Planning
scrutiny
Subject leaders correlate planning to outcomes for pupils. Often done
as a whole staff
5 Rs
Resilience, Resourcefulness,
Reciprocity, Reflectiveness and the
overarching Responsibility PSHE Personal, Social, Health education
Core subjects English (writing and reading) and
Maths
Pupil premium
funding
For pupils who have had free
school meals in the last 6 years, children in care, adopted children
and service children
cross phase
Across key stages: key stage 1
pupils 4-7, key stage 2 pupils 7 – 11 key stage 3 pupils 11 – 14 key
stage 4 pupils 14 - 16
SENDCo Special Educational Needs Co-
ordinator
descriptors
Expectations for a pupil in terms of
their level of attainment in a given subject at a given age
SIJS St Ives Junior School
Developmental
feedback
Teacher marking which identifies
the next steps for a pupil in their
learning SLT Senior leadership team
Formative assessment
Daily assessment: marking / wows
and nows / questions asked during the lesson
SMSC Social, Moral, Spiritual and Cultural development
Foundation
subjects Not English or Maths SPAG Spelling, Punctuation & Grammar
ICT Information Communication
Technology (the) standard
An expectation as where a child
should be at any given time in their
school journey. From 2016 pupils will be told at the end of key stage
2 that they are working towards, have met or have exceeded the
standard.
IEP Individual Education Plan Summative
assessment
A snapshot of a pupil’s learning:
testing
Ipsative
referencing Setting learning personal bests TAs Teaching Assistants
JPD Joint Practice Development working walls Displays in the classroom which
record the process of learning
Learning
scrutiny
Staff evaluate whole school
progression in a subject. Scrutinies will have a specific focus, for
example differentiation, the quality of wows and nows etc
Wows and
nows Developmental feedback
National
expectations
Comparable data against a national
data set wow words
Rich vocabulary on display in
classrooms
Moral Code
Aspirations at SIJS grouped under
the headings: Humanity and
fairness, education, voice and health
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Objectives for improvement:
Objective 1: Improve pupil outcomes by raising standards and accelerating progress in areas of the curriculum for all groups of pupils where achievement is not yet high enough
Improve pupils’ attainment in writing across the school Improve pupils’ attainment in Maths across the school
Improve the proportion of pupils attaining level 5 in writing at the end of Key Stage 2
Improve the proportion of pupils attaining level 5 in Maths at the end of Key Stage 2
Objective 2: Improve the impact of teaching on learning Ensure all teaching is at least good and a significant proportion is outstanding
Improve the proportions of pupils making accelerated progress across the school in the core subjects so that it at least in line with national averages
Improve the progress of more able pupils
Improve the impact of teacher’s planning on pupils’ learning outcomes
Objective 3: Improve the use of summative and formative assessment information so that progress and the proportions of pupils meeting the standard are accurately measured (summative) and so that pupils are clear as to the next steps in their learning (formative)
Ensure the school’s own assessment materials in writing and Maths accurately reflect pupils’ progress and attainment
Improve the assessment of reading Improve the use of summative assessment in Foundation subjects Improve the impact of teachers’ developmental marking on pupils’
understanding
Objective 4: Improve key aspects of leadership, management and governance
Improve the quality of the school’s leadership and management, including the quality of its governance
Ensure that performance management and arrangements meet current legislation
Maintain and improve the school’s infrastructure to provide a stimulating and exciting learning environment
Improve transition for pupils joining the school in year 3 and leaving the school in year 6
Objective 5: Accelerate pupils’ social, moral, spiritual and cultural development Raise pupils’ aspirations through exposure to a wide range of additional
learning experiences Maintain high levels of pupil self esteem
Raise the levels of pupil participation in out of school activities Improve pupils’ lifelong learning dispositions
Objective 6: Improve levels of parent / carer engagement
Improve the impact of the ‘Friends of SIJS’ Maintain high levels of parent / carer engagement with IEP meetings,
parental consultations, Progress Review day, Open afternoons and other school events
Improve communication with parents / carers
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Context and rationale
Ofsted, staff, governors, parents and children have been involved in the process of evaluating the school’s performance in order to identify the priorities for the coming years. The school’s vision statement and its mission statement ‘To provide high quality learning and teaching and to improve achievement levels for all’ both lie at the heart of this development plan. All stakeholders are fully committed to improving teaching and learning in order to improve the outcomes for pupils.
St Ives Junior School was judged to be an outstanding school in its Ofsted inspection of 2011. Systematic planning as well as the implementation and review of the school’s priorities for development have enabled the school to maintain its high standards. Continuous self-review comprising analysis of:
pupils’ progress and attainment
the quality of teaching pupils’ well-being and behaviour and the performance management of staff
forms an intrinsic part of the monitoring and evaluation schedule to ensure standards are maintained. (Appendix 1)
Information has been included from:
Recommendations from the Ofsted report of September 2011 The analysis of performance data such as RaiseOnline, the school’s own tracking
systems measuring progress against year 3 baseline assessments
Pupils’ views from the school’s Pupil Council, termly pupil conferencing and the school’s Pupil Voice questionnaire
Feedback from the governing body and staff Feedback from parents – questionnaires, Progress Review Day (March annually),
parental consultations, meet the teacher meetings, transition meetings
Work done with external agencies, most recently with an Ofsted Lead Inspector Evidence shows that schools which effectively evaluate their own performance, and respond to their findings with carefully targeted actions, are amongst the most successful. At St Ives Junior School we strive to:
Evaluate our performance against our own agreed aims and external assessment Adopt an inclusive approach involving the whole school community in our
evaluation processes
Make self-evaluation an essential driver in the process for continuous improvement in order to raise standards and improve the life chances of all children
Use self-evaluation information and findings to shape future actions, celebrate successes and ensure inclusivity
What is school self-evaluation?
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General evaluation:
A systematic study
Focuses on the quality of provision, and on the impact in terms of outcomes
Involves the collection, analysis and interpretation of evidence
Influences decisions
School self-evaluation includes all of the above features and more:
It reviews the school’s aims and values
It includes all members of the school community
It strives for continuous improvement
It shapes future actions for improvement and development
It embraces outside initiatives
Why do it? To sustain the momentum for school improvement To improve the quality of provision for all children by focusing energy and effort on the actions most likely to improve the quality of learning and teaching so that standards rise. School self-evaluation addresses a set of 4 key questions
PROGRESS – How well are we doing?
POLICY – How do we know and why does it matter?
PEOPLE – Who is responsible for what?
POINTS FOR ACTION – What do we have to do to make it happen, and who will evaluate the impact scrutinising the evidence?
Which areas of school life does school self-evaluation cover? School self-evaluation measures both qualitative and quantitative information to arrive at judgments about a school’s effectiveness. These are the questions that need to be answered and supported with evidence:
How far has the school improved since the last inspection?
How well is the school regarded by pupils and parents?
How well do all pupils achieve?
How well are pupils’ attitudes, values and other personal qualities developed?
How effective are teaching and learning?
How effective is assessment?
How well does the curriculum meet pupils’ needs?
How well do the school’s accommodation and resources meet the needs of the curriculum?
How well are pupils cared for, guided and supported?
How well does the school work in partnership with parents, other schools and the community?
How effective is the leadership of the school?
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How effective is the management of the school?
St Ives Junior aims to involve all its stakeholders in the school self-evaluation process. Members of the governing body are involved in the evaluation and review of the information obtained through the self evaluation process which includes the following:
Information about the quality of teaching and learning obtained through informal and formal observations of learning and lessons and regular joint practice development
Learning scrutinies Evidence of the quality of teaching and learning in different subjects or areas Internal and external data on pupils’ attainment and achievement Findings from governors’ visits/monitoring Evidence from performance management.
School self-evaluation completed by the school and verified by the School Improvement Consultant/Local Authority (LA).
Subject evaluation by the leaders of different subjects or areas. Reports and feedback from external agencies including
1. Ofsted 2. Cornwall School Improvement Team (CSIT) reports 3. Questionnaires completed by parents / carers and pupils 4. Evaluation of the last school improvement plan.
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Benchmarking
National attainment and progress (2014 data)
1. National Attainment at end of key stage 2 (year 6)
Subject In line with national expectations (L4+)
Above national expectations (L5)
Writing 85% 33%
Reading 89% 50%
Spelling Punctuation & Grammar 76% 52%
Maths 86% 42%
The national proportional attainment values at the end of year 6 can be applied to other year groups in order to validate attainment across the school to set targets. Comparison to the attainment national expectations are referred to systematically throughout the objectives.
End of year Minimum age related
expectation (in levels) Above age related
expectation (in levels)
3 2A 3C+
4 3B 3A+
5 3A 4C+
6 4B 4A+
2. National rates of Progress at end of key stage 2 (year 6)
Subject Expected progress Greater than
expected progress
Writing 93% 33%
Reading 91% 35%
Maths 89% 35%
The national proportions of pupils making expected progress or accelerated progress over the course of key stage 2 can be applied as a benchmark to validate the progress made by other year groups year on year. Expected progress over the course of Key Stage Two is 2 levels, for example from a level 2 at the end of Key Stage One to a level 4 by the end of Key Stage Two. Whole levels can be broken down in to sub-levels for example a level 4C (the lower end of a level 4), a level 4B (securely within a level 4) or a level 4A (the higher end of a level 4). All levels have a point score equivalent and progress from one sub-level to another equates to an average point score gain of 2. 2 whole levels over the course of Key Stage Two is the equivalent of an average point score gain of 12, or the equivalent of a 3 point gain for every year in Key Stage Two or a 1 point gain every term. A gain of 3 points is the equivalent in national curriculum levels to a sub-level and ‘a bit’ of progress. As a result, at SIJS, we benchmark the minimum expected average point score gain for an individual child over the course of a year as 2 points. When calculating the average point score gain for whole cohorts or particular groups of pupils rather than individuals, an increase in the average point score of three is the benchmark.
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Progress is not, however linear and pupils may make a gain of 2 or more sub levels in one year, the equivalent of an average point score gain of 4 or 6 points, having in the previous year, made a 2 point gain for example.
Comparison to the national proportions regarding rates of expected progress and greater than expected are referred to systematically throughout the objectives. The SIJS targets for progress are for proportions of pupils making expected progress and accelerated progress to be at least in line with national proportions. .
Attainment Target setting
Realistic target setting is cohort specific and reflects the level of need and ability within different year groups. There are variations in the predicted percentages at level 4+ and level 5 for different subject areas which are similar to the national trends. Nationally the proportions of pupils who achieve a level 5 in writing is lower than for any other subject, whilst the proportion of pupils achieving a level 5 in reading nationally is higher than for other subjects.
Attainment at the end of key stage 2
2015 2016* 2017*
L4+ L5 L4+ L5 L4+ L5
Writing 91% 35% 90% 37% 90% 35%
Reading 96% 55% 98% 60% 95% 57%
SPAG 85% 57% 88% 55% 88% 57%
Maths 92% 45% 90% 43% 93% 46%
*From 2016, attainment at the end of key stage 2 will be described by the government as either: Working towards the standard
Achieving the standard Working above the standard
Quality of teaching and learning at SIJS
Judgment By March 2015 By March 2016 By March 2017
Good 100% 100% 100%
Outstanding 40% 50% 60%
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Objective 1: Improve pupil outcomes by raising standards and accelerating progress in areas of the curriculum for all groups of pupils where achievement is not yet high enough
Improve pupils’ attainment in writing across the school Improve pupils’ attainment in Maths across the school Improve the proportion of pupils attaining level 5 in writing at the end of Key Stage 2 Improve the proportion of pupils attaining level 5 in Maths at the end of Key Stage 2
Objective 1: Improve pupil outcomes by raising standards and accelerating progress in areas of the curriculum where achievement is not yet high enough
Objective Specific Action Responsible Resources Time Outcomes
Improve the level of
attainment in writing across the school
Embed opportunities for writing across the
curriculum
Ensure consistent expectations in the
marking of writing across the curriculum
Ensure teacher modeling of writing in
lessons is aspirational Improve teacher subject knowledge in light
of new national curriculum expectations
with particular focus on grammar Ensure ‘Write for Life’ assessment tool
accurately reflects pupils’ attainment and
progress Moderate writing as a whole staff to
ensure accurate and consistent leveling
Identify opportunities for cross phase
professional development with secondary
school staff
Headteacher
SLT
English subject
leader Assessment co-
ordinator
All teachers
Lesson monitoring
Staff training:
sharing of best practice,
moderation and
subject knowledge development
Planning scrutiny
Learning scrutiny
Subject leader
planning support with year group
teams
Analysis of
summative assessment data
Termly lesson
observations
Termly progress
writing
Half termly
planning and learning
scrutinies Ongoing subject
leader liaison
with year group
teams
The attainment of pupils in
writing throughout the school
is at least in line with national
expectations
Improve the level of
attainment in Maths
across the school
Update the Maths curriculum to reflect
national initiatives
Implement school wide calculation policy,
shared with all stakeholders Embed the use of practical equipment in
lessons to scaffold learning for pupils
Track the impact of one to one Maths tuition
on the attainment and progress of pupils entitled to pupil premium funding
Improve teacher subject knowledge in light
of new national curriculum expectations Develop opportunities for professional
development and the sharing of best
practice with secondary school staff
Headteacher
SLT
Maths subject
leader All teachers
One to one leader
Lesson monitoring
Staff training:
sharing of best
practice,
moderation and subject knowledge
development Planning scrutiny
Learning scrutiny
Subject leader
planning support
with year group teams
Analysis of
summative
assessment data
Termly lesson
observations
Annual Maths
assessment Half termly
planning and
learning scrutinies
Ongoing subject
leader liaison with year group
teams
The attainment of pupils in
Maths throughout the school
is at least in line with national expectations
Improve the
proportion of pupils attaining level 5 in
Scrutinise planning files to identify explicitly
planned for learning tasks which stretch the most able
Headteacher
SLT
English leader
Staff training
Costs of external
training / trainers
Lesson
observations termly
Progress and attainment of
the most able is at least in line with national averages
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writing at the end of
KS2
Make the expectations for more able writers
explicit in every lesson where there is a
sustained written outcome
Ensure that the classroom environment is
rich and aspirational (wow words / working walls)
Directed adult support during lessons
regularly heightens outcomes for the more able
Subject leader and lead year 6 teacher to
attend training on extending the most able
writers and disseminate findings to staff
Able Pupils leader
Subject leaders
Assessment leader
Class teachers
and supply cover
Support staff
performance
management
Planning
scrutinies termly
Annual
performance
management of TAs and review
and for many children are
above national averages
Improve the proportion of pupils
attaining level 5 in
maths at the end of KS2
Teachers systematically plan more open
ended tasks / opportunities to apply
knowledge and skills in a range of contexts Embed opportunities for more able pupils to
explain their strategies in daily lessons
Directed adult support during lessons
regularly heightens outcomes for the more
able Systematic use of SIJS Maths levels
assessment document to make next steps
explicit for more able pupils
Headteacher
SLT
Able Pupils leader
Maths leader
Assessment leader
Class teachers
Staff training
Costs of external
training / trainers
Lesson
observations half
termly
Planning
scrutinies termly
Progress and attainment of
the most able are at least in line with national averages
and for many children are above national averages
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Objective 2: Improve the impact of teaching on learning
Ensure all teaching is at least good and a significant proportion is outstanding Improve the proportions of pupils making accelerated progress across the school in the core subjects so that it at least in line with national averages Improve the progress of more able pupils Improve the impact of teachers’ planning on pupils’ learning outcomes
Objective 2: Improve the impact of teaching on learning
Objective Specific Action Responsible Resources Time Outcomes
Ensure all teaching is
at least good and at least a significant
proportion is
outstanding (targets
set on page 6)
Film lessons to share best practice with
staff Update SIJS default practice as required
Provide teachers with individualised
feedback and clear targets following lesson
observations
Use outstanding teachers for joint practice
development Identify additional opportunities for
professional development to improve
teacher subject knowledge
Headteacher
SLT
Core subject
leaders All teachers
Lesson monitoring
& feedback
Teacher release
time for JPD Staff training
Half termly
lesson
monitoring JPD ongoing
through the year
Levels of attainment for all
identifiable groups of pupils
are at least in line with
national expectations and rates of expected progress
and accelerated progress are also in line with or above
national expectations
Improve the
proportions of pupils making expected
and accelerated
progress across the school in the core
subjects
Use assessment information forensically to
identify underperforming groups of pupils
Ensure teacher subject knowledge is secure
Ensure planning impacts directly on the skills
and understanding of all pupils
Learning is personalized and developmental
feedback heightens outcomes for pupils
Headteacher
SLT
Core subject
leaders
All teachers
Planning scrutinies
Staff training
Lesson monitoring
Learning scrutiny
Half termly
lesson
observations Termly progress
writing
Half termly
The proportions of pupils
making expected and accelerated progress are at
least in line with national expectations
Improve the progress of more
able pupils
Expectations for more able pupils made
explicit in all lessons
Learning tasks for more able pupils explicitly
planned for
Ensure teacher subject knowledge is secure
to extend more able pupils Learning tasks provide more able pupils with
an opportunity to apply knowledge and skills
in a different context Ensure more able pupils risk take and are
aspirational in their learning
Headteacher
SLT
Able Pupils leader
Subject leaders
Assessment leader
Class teachers
Planning scrutinies
Staff training
Lesson monitoring
Learning scrutiny
Half termly
lesson
observations Termly progress
writing
Half termly
planning and
learning scrutinies
Half termly
lesson monitoring
The proportions of more able
pupils making expected and
accelerated progress are at least in line with national
expectations
Improve the impact of teachers’ planning
on pupils’ learning
outcomes
Identify differentiated learning tasks to meet
the needs of all learners
Direct support staff explicitly on planning
proforma Identify pupils not making the learning gain
and record reason why
Record success criteria to be used in lesson
Headteacher
SLT
Core subject
leaders All teachers
Staff training
Learning scrutiny
Planning scrutinies
Half termly
planning and
learning scrutinies
The impact of effective
planning leads to greater proportions of pupils making
expected and accelerated
progress to be at least in line with national comparisons
and pupils’ achievement is at
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Ensure direct correlation least in line with national
expectations
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Objective 3: Improve the use of summative and formative assessment information so that progress and the proportions of pupils meeting the standard are accurately measured (summative) and so that pupils are clear as to the next steps in their learning (formative)
Ensure the school’s own assessment materials in writing and Maths accurately reflect pupils’ progress and attainment Improve the assessment of reading Improve the use of summative assessment in Foundation subjects Improve the impact of teachers’ developmental marking on pupils’ understanding
Objective 3: Improve the use of summative and formative assessment information so that progress and the proportions of pupils meeting the standard are accurately measured (summative) and so that pupils are clear as to the next steps in their learning (formative)
Objective Specific Action Responsible Resources Time Outcomes
Improve the
accuracy of tracking
pupils’ attainment and progress in
writing
Re-write ‘Write for Life’ level
descriptors in line with the new curriculum
Evaluate accuracy of ‘Write for Life’
descriptors when marking Autumn term progress writing
Headteacher
SLT
English leader
Assessment leader
Staff training
Subject leader
release time
By January
2015
Staff use accurate assessment data to
inform the next steps in learning
Resources are effectively directed towards
underperforming groups of children The attainment and progress of pupils in
writing throughout the school are at least
in line with national expectations All pupils are appropriately challenged in
their learning as a result of effective
assessment
Improve the
accuracy of tracking pupils’ attainment
and progress in reading
Create, pilot and evaluate reading descriptors in a child friendly format
which enable pupils and staff to
accurately assess pupils’ attainment against the standard and measure
pupil progress
Headteacher
SLT
English leader
Assessment leader
Staff training
Subject leader
release time
Initial
descriptors by
May 2015 Fully
implemented
by Sept 2015
Staff use accurate assessment data to
inform the next steps in learning Resources are effectively directed towards
underperforming groups of children
The attainment and progress of pupils in
reading throughout the school are at least in line with national expectations
All pupils are appropriately challenged in
their learning as a result of effective
assessment
Improve the accuracy of tracking
pupils’ attainment
against the ‘standard’ and their
progress in non-core subjects
Identify alternative assessment
models following the abolition of
national curriculum levels Pilot preferred shortlist of assessment
models and identify whole school
approach Create accurate ‘descriptors’ for the
foundation subjects
Headteacher
SLT
Assessment leader
All subject leaders
Staff training
Subject leader
release time School closure
day
Potential cost
of external trainer
Preferred
model
identified by
March 2015 Draft
descriptors by
June 2015 Implementatio
n begins Sept
2015
Levels of attainment and pupil progress
are accurately tracked
Teachers use assessment data rigorously
to inform the next steps in pupils’ learning All pupils are appropriately challenged in
their learning as a result of effective
assessment
Improve the impact
teachers’ developmental
marking has on pupils’ understanding
Build in time during lessons for pupils
to respond to developmental feedback
Identify and share developmental
feedback best practice
Headteacher
SLT Assessment leader
All teachers
Staff training
Learning
scrutiny
Ongoing
Developmental marking enables pupils to
improve their learning outcomes, leading to pupils making greater progress and
higher attainment at least in line with
national expectations
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Evaluate the quality of pupils’
responses to developmental feedback
Make expectations when responding
to ‘wows and nows’ explicit to pupils
Improve the impact the school’s own
assessment materials
have on pupils’ learning
Embed as part of daily practice the
use of SIJS Maths levels and SIJS ‘Write for Life’ assessment tools
Teach pupils explicitly how to use the
assessment tools to identify
themselves how they can improve their own learning
Headteacher SLT
Assessment leader
Maths & English
leaders
All teachers
Lesson
monitoring
Planning
scrutinies Pupil interviews
Half termly
Pupils have realistic but challenging
learning aspirations, leading to pupils making greater progress and higher
attainment at least in line with national expectations
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Objective 4: Improve key aspects of leadership, management and governance
Improve the quality of the school’s leadership and management, including the quality of its governance Ensure that performance management and arrangements meet current legislation Maintain and improve the school’s infrastructure to provide a stimulating and exciting learning environment Improve transition for pupils joining the school in year 3 and leaving the school in year 6
Objective 4: Improve key aspects of leadership, management and governance
Objective Specific Action Responsible Resources Time Outcomes
Improve governors’
understanding of the school
Invite governors to observe lessons as part
of the monitoring and evaluation schedule Enable effective liaison between subject
leaders and governors
Identify training opportunities for
governors to enable the governing body to
fulfill their statutory obligations Evaluate the governing body’s skill set and
ensure future appointments develop the
range of expertise the governing body has to offer
Headteacher
Chair of governors
Clerk to the
governors
The governing
body
Governing body
meetings
Governor time to
visit lessons
Termly
governing body meetings
Governors hold the school
effectively to account with a greater understanding of the
challenges facing the the
school and the improvements required
Enhance the roles of middle leaders i.e.
subject leaders
Improve subject leaders’ knowledge of the
curriculum area (s) they lead, with a
particular focus on assessment Involve subject leaders in the monitoring of
lessons
Develop opportunities for joint practice
development with subject leaders and outstanding teachers
Involve subject leaders in the delivery of
training at weekly staff meetings
Identify opportunities for cross-phase collaboration with feeder schools
Headteacher
SLT
Subject leaders
Staff training
Release for JPD
Cost of external
training providers
Ongoing
All middle leaders will have a
secure understanding of the
strengths and areas for development in their subject
Improved provision in subject
areas will lead to heightened outcomes for pupils
Ensure that
performance management
arrangements are fulfilled according to
legislation
Carry out performance management and
review meetings linked explicitly to the key
objectives identified in the School Development Plan
Link performance management explicitly to
the impact teaching has on learning and
pupils’ understanding
Headteacher Release time for
meetings
By October 31st
annually and
review date in March
Self-initiated professional
development opportunities
will improve provision for pupils
Clear targets link explicitly to
learning, raising outcomes for
pupils
Improve transition for pupils so that
dips in attainment
are minimalised
Identify opportunities for additional
transition opportunities at year 3 and year 6
Develop cross phase subject leader
collaboration and identify opportunities for pupils to learn in different settings
Identify feasibility of ‘advanced’ transition for
all year groups for a month before the
Headteacher
Headteachers of
cluster group
Subject leaders
ECM St Ives
Meetings Ivy League
meetings
Analysis of
baseline data
Ongoing
The transition experience is
positive for pupils and families
Attainment at the start of
years 3 and 7 is more closely aligned with attainment at the
end of years 2 and 6
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summer holiday
Improve the fabric of
the school to provide an inspirational
learning environment for pupils fit for the
21st century
Redesign the school library to create a
welcoming and stimulating learning
environment Replace classroom doors and dark storage
units in classrooms to create a lighter, more
welcoming learning environment
Replace carpets throughout the school
Improve the ventilation in the school kitchen
in line with legislative requirements Update the fire alarm and emergency
lighting throughout the school
Replace the plastic guttering and downpipes
Repave areas around the outside of the
school
Headteacher
Governing Body
Premises manager
Financial cost of
different projects Ongoing
Pupils’ love of reading is
nurtured and achievement
and progress in reading improves
Pupils are safe in the school
building
Pupils enjoy learning in a
well-cared for environment which promotes learning,
leading to better outcomes.
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Objective 5: Accelerate pupils’ social, moral, spiritual and cultural development
Raise pupils aspirations through exposure to a wide range of additional learning experiences Maintain high levels of pupil self esteem Raise the levels of pupil participation in out of school activities Improve pupils skills to be effective learners
Objective 5: To accelerate pupils’ social, moral, spiritual and cultural development
Objective Specific Action Responsible Resources Time Outcomes
Improve pupils’ understanding of
Rights Respecting behaviours linked
to the school’s Moral Code
Link learning to the Rights Respecting behaviours at
every opportunity, including displays Revisit Rights and Respects regularly in assemblies
Raise the profile of Rights Respecting behaviours across
the school
Headteacher
SLT
PSHE leader All class
teachers
Assemblies
Whole class lessons
On-going
Incidents (fallings out between pupils,
minor injuries) at playtime and lunchtime decrease and pupils are
ready to learn Pupils’ tolerance and understanding of
each other and others improves
Pupils have a language with which to
describe their feelings and the choices they make
Improve pupils’ understanding and
application of the lifelong learning
dispositions (the 5 Rs)
Pupils explicitly taught about the 5 Rs
References systematically made to the dispositions
during lessons Icons for the dispositions included in teachers’ Smart
pages
Share understanding of the 5 Rs with parents and
carers in newsletter
Headteacher
SLT All class
teachers
Assemblies
Lesson
monitoring
Planning scrutinies
Pupil Interviews
Feedback from
parents / carers
Ongoing
Half termly Termly pupil
conferencing
Pupils’ behaviour for learning is
exemplary
Pupils have an effective skillset to
facilitate transition to secondary education
Pupils are resourceful, risk taking,
aspirational and collaborative
Develop pupils’
understanding of ipsative
referencing
Pupil progress valued by all staff
Pupils taught the meta language to be able to describe
how well they are doing
Targets set for pupils against prior attainment
Headteacher
SLT
All class
teachers
Assemblies
Lesson monitoring
Planning
scrutinies
Ongoing
Half termly
Termly pupil
conferencing
Pupils’ self-esteem is high and their attitude towards learning is positive
and aspirational, regardless of ability
Identify
opportunities to build cultural
capital for pupils
Plan exciting enrichment week activities
Inspiring visits planned for, linking to classroom learning
Promote after school clubs
Establish links with external providers, including the secondary school
Celebrate pupils’ achievements outside of school
Headteacher
SLT
All class teachers
Assemblies
Teachers after
school
Ongoing
The number of pupils attending after
school club increases Pupils are inspired to continue with
activities following input at school
Pupils aspirations are raised
Page 18 of 19
Objective 6: Improve levels of parent and carer engagement
Improve the impact of the ‘Friends of SIJS’ Maintain high levels of parent / carer engagement with IEP meetings, parental consultations, Progress Review day, Open afternoons and other
whole school events
Improve communication with parents / carers
Objective 6: Improve parent / carer levels of engagement Objective Specific Action Responsible Resources Time Outcomes
Develop the level of parent / carer
engagement with Friends of SIJS
Publicise and raise awareness Friends of SIJS
Recruit parents / carers to the Friends of SIJS
Headteacher
Governing
body
Newsletters
Website page Ongoing
Greater proportions of
parents/carers have additional
involvement with school
Increase fund raising
opportunities to improve provision
for pupils
Friends of SIJS identifies opportunities for fund raising
activities across the school year
Friends of SIJS identifies specific fund raising projects to
improve provision for pupils across the school
Friends of
SIJS
committee Headteacher
Pupil Council
Friends of SIJS
meeting Ongoing
The parent / carer body are aware of
the aims of the Friends of SIJS
Provision is improved for pupils
following successful project initiatives
Parents / carers
work together
with school to ensure the most
effective provision for their child
Rigorous process of invite, remind and rearrange
Systematic audit of the uptake of parent / carer
attendance to learning and progress meetings
Importance of parent / teacher meetings made explicit
in newsletters Parents / carers regularly reminded of opportunity to
communicate with teachers before the start of the
school day and at the end of the day Parents / carers made explicitly aware of how they can
support their child at home
Headteacher
SENDCo
Class teachers
Meetings with
parents / carers Parent / carer
questionnaire
Ongoing
Parent / carer
questionnaire
100% attendance to all parent/carer
teacher meetings Families enabled to support children
at home more effectively
Parents / carers feel staff are both
accessible and approachable
Improve the
delivery of information to
parents / carers
Evaluate possible use of additional platforms to
communicate with parents / carers, including the use of social media
Headteacher
ICT technician SLT
Liaison with
other schools Parent / carer
questionnaire
By February
2015 Parent / carer
questionnaire
School able to communicate
effectively with greater proportion of parents / carers
Page 19 of 19
Appendix 1: St Ives Junior School Planned programme for monitoring and evaluation 2014 / 15 / 16
September October November December
Headteacher Responsibility
Teaching & Learning: lesson observations, book trawls, planning scrutiny, marking scrutiny
NQT induction Intervention programmes identified with SENDCO including 121 tuition IEP meetings Parent meetings Policies updated
Teacher Performance Management: by 31/10 SEND Annual Reviews Analysis of RaiseOnline Data and planning of actions CSIT Autumn term visit
Subject Leader SEFs and Timelines by mid November Year 6 Mock SATs Pupil Conferencing Parental Consultations Performance Management for support staff
Governor focus
Governor Visits: lesson observation, discussions with subject leaders, pupil interviews
Annual whole school review SEND & IEPs Assessment
Full Governors meeting: Safeguarding and Children in care Raiseonline Health & Safety Audit
Headteacher review and performance management Subject SEFs
PE & Outdoor learning Art Target setting Able Pupils audit
Curriculum focus, subject leader reports with named governors
Assessment: (MA: Gov: JH) Attainment and progress end of year assessments. Year 3 baseline assessments SEND (ST: Gov: LF)
English (ST: Gov: JK) Maths (AW: Gov: TH) Progress Writing
Science (LR: Gov: BB) Computing: (LW: Gov: MH) PSHE / RRS (LH: Gov: JH)
Whole school production Able Pupils (ST: Gov: JH) Art: (KS: Gov: LF) PE & Outdoor Learning (DG: Gov: BB)
January February March April
Headteacher Responsibility
Teaching & Learning: lesson observations, book trawls, planning scrutiny, marking scrutiny
Evaluation of intervention programmes with Leadership team IEP meetings
Performance Management Review for teachers
Pupil Conferencing Progress Review Day
Evaluation of intervention programmes with Leadership team
Governor focus
Governor Visits: lesson observation, discussions with subject leaders, pupil interviews
RE Music SEN & IEPs
Full Governors meeting: Finance Committee meeting Health & Safety / Premises Group
Analysis of parent/carer questionnaire following Progress Review Day
Primary Languages
Curriculum focus, subject leader reports with named governors
SEND (ST: Gov: LF) Music: (EB: Gov: JK) RE: (SL: Gov: TH)
English (ST: Gov: JK) Maths (AW: Gov: TH) Progress Writing
Geography: (JH: Gov: MH) Design Technology: (SL: Gov: BB)
Primary Languages (AMc: Gov: TH)
May June July August
Headteacher Responsibility
Teaching & Learning: lesson observations, book trawls, planning scrutiny, marking scrutiny
Performance Management Review for support staff Key Stage 2 SATs Summative assessments years 3-5 (Reading, Writing & Maths) Year 6 residential
Performance Management Review for teaching staff Pupil Conferencing Year 4 and 5 residential visits
Pupil Voice With leadership team analyse assessment data and effectiveness of intervention programmes CSIT summer term visit Reports out to parents / carers
Health & Safety: full audit Govs meeting in October
Governor focus
Governor Visits: lesson observation, discussions with subject leaders, pupil interviews
English & Maths SEN & IEPs Governor Finance Committee Meeting: budget set Best Value review Safeguarding & Children in Care
Full Governors meeting: History and Science
Assessment Able Pupils KS2 results: progress and attainment: analysis and action
Curriculum focus, subject leader reports with named governors
SEND (ST: Gov: LF) Progress writing English (ST: Gov: JK) Maths (AW: Gov: TH)
History: (JH: Gov: MH) Science: (LR: Gov: BB)
Assessment: synopsis of summative assessment data Sports day