key priorities for the sdp january 2019 december 2019sixpennyhandleyschool.co.uk/files/sdp for...

Priority One: To develop extended writing through theme and ensure high expectations match that of English teaching.

Priority Two: To continue to develop the teaching of maths across the school to ensure pace, challenge and consistency has a positive effect on pupil progress.

Priority Three: To ensure that the best practice across the school is sustained and consistent enabling all pupils to access high quality teaching & learning.

Key Priorities for the SDP January 2019 – December 2019

Staff meetings, in the current school year, to review the SDP have been planned into the school calendar:

Tuesday 13th November 2018 @ 3.30pm to review past SDP and set new targets based on evidence. SDP given to all staff once completed and agreed by Governors in January 2019

Tuesday 15th January 2019 @ 3.15pm to monitor. Tuesday 5th March 2019 @ 3.15pm to monitor. Tuesday 23rd April 2019 @ 3.15pm to monitor. Tuesday 2nd July 2019 @ 3.15pm to monitor.

Dates for September 2019 - December 2019 will be set in the new academic year.

SDP reviewed at each Full Governors Meeting. This is recorded in the minutes.

Priorities have been developed with all stakeholders of the school following review of the previous SDP, questionnaires, pupil voice, data analysis, current school systems and the educational climate. The SDP will be reviewed half termly at full governors meetings and

during staff meetings with all members of staff. The SDP will be shared with parents through a letter and the school website and with pupils through the RRS Ambassadors, School Parliament and Eco Warriors. Regular progress will be reported via the parent

council and parental communication.

SDP Review Key

Spring Term 2019

Summer Term 2019

Autumn Term 2019

All stakeholders to use highlighting key to annotate SDP as actions

are achieved and reviewed.

Priority One: To develop extended writing through theme and ensure high

expectations match that of English teaching.

Success Criteria:

Writing across the curriculum is planned for and delivered effectively & marking is

used consistently to move learning forward.

Writing data analysis shows that there is no drop off between year groups and

progress is at least maintained or better. Any potential drop off is quickly identified

and support is put in place.

Attainment at the end of EYFS, KS1 and Year 4 is at least in line with or better than

national/Dorset averages.

Year One phonics data continues to be in line or above national.

Pupils are engaged and motivated to write across the curriculum.

Writing across the curriculum is of a high standard and reflects practice presented in

English.

Pupils are motivated and given the opportunity to challenge themselves through the

use of Must/Should/Could objectives in theme work.

Subject Leaders will have clear understanding of the coverage and progression of

skills and knowledge taught in their subject across each year group.

Children will have access to a first class curriculum that provides broad opportunity

for challenge, enrichment and preparation for life in modern Britain.

RRS

Article 12: Children have the right to say

what they think should happen, when

adults are making decisions that affect

them, and to have their opinions taken

into account.

Article 28: Children have a right to an

education.

Article 29: Education should develop

each child’s personality and talents to the

full.

Article 42: The Government should make

the convention known to parents &

children.

Ofsted

Teachers embed reading, writing and

communication and, where appropriate,

mathematics exceptionally well across the

curriculum, equipping all pupils with the

necessary skills to make progress. For

younger children in particular, phonics

teaching is highly effective in enabling

them to tackle unfamiliar words.

Throughout each year group and across

the curriculum, including in English and

mathematics, current pupils make

substantial and sustained progress,

developing excellent knowledge,

understanding and skills, considering

their different starting points.

The progress across the curriculum of

disadvantaged pupils and pupils who have

special educational needs and/or

disabilities currently on roll matches or is

improving towards that of other pupils

with the same starting points.

Teachers provide pupils with incisive

feedback, in line with the school’s

assessment policy, about what pupils can

do to improve their knowledge,

understanding and skills. The pupils use

this feedback effectively.

Actions: Date completed Lead person Outcome Resource costs Monitoring systems

Class teachers and the HT to analyse the

data termly to discuss groups and

individual pupils. Use this information to

create appropriate groups to monitor and

check throughout the year.

Termly tracking

meetings.

On-going progress

checks.

CH working

alongside

teachers.

Share understanding of pupil progress

and groups identified. Staff to take

ownership of the groupings and

intervention required. This is reviewed

periodically to ensure minimal drop off

and rapid catch up.

NCT for class

teachers

£200

Tracking meeting

notes/discussions.

Tracking files and data

analysis.

Drop off maps and

intervention support.

Ensure all appropriate staff are well

trained in RWi and SPaG programme as

required. This can be achieved through

training as well as joint observations

across the school and Trust.

As and when needed RH/AH

Trained staff

All appropriate staff have a clear

understanding of how to teach RWi and

SPaG and pupil outcomes.

£300 Lesson observations.

Appraisal targets.

CPD bookings.

Ensuring RWI is taught consistently in

EY’s and Year One to secure the teaching

of phonics. This includes the pace and

coverage of skills to enable the vast

majority of pupils to have completed RWi

at the end of year one to be fully prepared

for Year Two.

On-going with termly

monitoring.

RH Shared understanding of the process and

delivery of RWI.

Consistency between the year groups

and high expectations maintained.

Pace of sessions to ensure coverage is

adequate.

Pupil progress using RWi assessments.

Pupil progress with Phonics Check

results over the year.

NCT

£200

Lesson observations.

Phonic testing timetable.

Pupil progress data.

Planning & work book

scrutiny.

Monitor the impact of RWi when writing

across the curriculum and expectations

remain high in EY’s and Year 1.

Termly book look

and scrutiny sessions.

RH & AH

All staff

RWi strategies are used independently

when writing.

Expectations are shared and high when

writing across the curriculum.

None Lesson observations.

Work scrutiny.

Book Looks.

SPaG in Year Two and KS2 is

successfully and consistently planned for

and taught.

On-going AH Pupils in Year Two and KS2 are

consistently taught SPaG skills.

These skills are evident when writing

across the curriculum.

SPaG results are in line with national.

Non contact

£200

Lesson observations.

Planning scrutiny.

Work book scrutiny.

Books Looks.

SATS and Test results.

Moderation of books across the

curriculum ensures high expectations of

writing, for example, the application of

SPaG and RWi.

Termly RH & AH Pupil work output is high and of good

quality.

Expectations are consistent across the

school and the subjects taught.

Non contact

£200

Work book scrutiny record.

Staff meeting feedback

minutes.


The schools marking policy is followed

consistently across the school in all

subjects, and this moves learning forward.

Marking policy

created with all staff:

Sept 2018.

On-going scrutiny

(formal and informal)

All staff All staff are working consistently in line

with school policy.

Marking across the school has a

significant impact on pupil progress and

moving learning forward.

Children’s books are of high quality and

reflect high expectations.

None Children’s books.

Scrutiny records.

Staff meeting minutes.

HAT Learning Walk feedback

notes.

Governors focus on the quality of writing

across the curriculum as part of their

scrutiny as a committee and subject lead.

From January 2019. HR & Standards

Governors.

Governors will have an overview of

provision and outcomes across the

school and the impact of the school

marking policy.

None Governor minutes.

Governor feedback to staff in

line with visits policy.

To ensure greater planning opportunities

for extended writing are available across

the curriculum.

On-going All staff Writing opportunities are evident across

the curriculum and pupils are keen and

excited to write.

None Classroom displays.

Work book scrutiny.

Subject lead feedback.

GoogleDrive scrutiny.

Coverage of key skills across all strands

and the year groups is secure ensuring

there are no gaps.

On-going All staff as

subject leaders

SPTO show that all skills are being

covered across the year and this is

matched across to planning and work

scrutiny.

Non contact

£100 per session

Scrutiny outcomes.

SPTO assessment.

Rigorous moderation of writing, in-house,

across the curriculum, to monitor

expectations in relation to key objectives

and pupils’ flight path.

Termly All staff Shared agreement of moderation across

the school using objectives for writing

and identifying next steps of learning.

None Moderation file.


Staff dialogue.

Pupils are engaged to write, challenge

themselves and achievements are

celebrated.

On-going All staff Pupils are actively engaged in their

writing opportunities and know how to

make improvements.

Books have must/should/could to

support pupils to improve and challenge

themselves further.

Children know when they are doing well

and celebrate this.

None Learning qualities noted in

lesson observations.

Pupil discussions and

dialogue.

Book looks/scrutiny.

The English governor has a secure

understanding of the strengths and areas

for development in the subject. They are

clear about the data and actions to

improve/maintain this, as appropriate.

Termly RH/AH

Governor

Governors have a clear understanding of

English across the school and the

actions in place to develop this further.

None Governor visit notes.

Governor minutes.


Displays around the school celebrate

writing across the curriculum.

On-going All staff Displays celebrate writing and this is

well presented, for example, backed and

labelled.

Displays are evident for a range of

subjects, for example, PE, Science, DT

etc.

None Environment.

Learning Walk notes and

minutes.

Governor visits.

Subject leaders to have a clear

understanding of their subject and how it

is taught & delivered across the school.

On-going All staff Regular scrutiny ensures that the subject

leader has a clear overview of their

subject.

None GoogleDrive scrutiny.

Action Plans and reviews.


Attendance at HAT English Subject Lead

meetings to share good practice and

ensure consistency across the HAT.

Termly AH English is taught in line with HAT

policy and this is evident in books and

pupil progress.

Good practice is shared amongst all six

schools.

Non-contact

£200

HAT minutes.


HAT moderation to ensure consistency

and high expectations across the Trust.

Termly All staff English is moderated accurately and

consistently across the six schools.

There is a shared understanding of

below ARE/At ARE/Above ARE.

None HAT minutes.


Moderation file.

Regular staff meetings to ensure good

practice is maintained and a common

vision across the school.

Regularly throughout

each term .

All staff English is high on the agenda and

revisited over each term to ensure that

expectations are consistent across the

school and any areas of development

have been acted on.

None Staff meeting minutes.

Strategies regularly used in lessons, from

the Chris Quigley and Claire Gadsby

materials, to motivate and engage –

participation and not passengers!

On-going All staff Pupils are on task, motivated and

engaged. They actively take part and are

keen to move their learning forward.

None Lesson observations.


Pupil discussions.

Priority Two: To continue to develop the teaching of maths across the school to ensure

pace, challenge and consistency has a positive effect on pupil progress.

Success Criteria:

Inspire Maths is delivered successfully across the school and fully understood by all

staff, in particular new members of the team.

The classroom environment reflects Inspire and displays are effective in promoting

the learning & teaching of maths.

Resources are appropriate, carefully stored and used effectively in developing skills

and mathematical understanding/concepts across the year groups.

Maths across the curriculum is planned for and delivered effectively & marking is

used consistently to move learning forward.

Maths data analysis shows a positive impact on pupil progress and rapid catch up.

Attainment at the end of EYFS, KS1 and Year 4 is at least in line with or better than

national/Dorset averages.

Pupils are engaged and motivated in maths across the curriculum and in the Inspire

lessons.

Parents/Carers fully understand the programme and are able to effectively support

the learning at home.

RRS





into account.


education.



full.



children.

Ofsted

Throughout each year group and across

the curriculum, including English and

mathematics, current pupils make

substantial and sustained progress,

developing excellent knowledge,

understanding and skills, considering

their different starting points.

Pupils are typically able to articulate

their knowledge and understanding

clearly in an age appropriate way. They

can hold thoughtful conversations about

them with each other and adults.

Teachers check pupils’ understanding

systematically and effectively in lessons,

offering directed and timely support.

Pupils love the challenge of learning and

are resilient to failure.

Teachers are determined that pupils

achieve well. They encourage pupils to try

hard, recognise their efforts and ensure

that pupils take pride in all aspects of

their work. Teachers’ have consistently

high expectations of all pupils’ attitudes

to learning.


Effective training in place for new teachers

and support staff in order to understand the

planning and delivery of Inspire maths.

Spring Term 2019 MR

Inspire Course

All new teaching and support staff have

successfully undergone the training and

have a clear understanding of the

principles underlying Inspire maths

teaching.

NCT

£50

Course fees

Staff Meetings

Lesson Observations

Professional dialogue

Appraisal targets, where

appropriate

To ensure there is consistency in the

delivery of Inspire across the school.

On-going MR/CH All teachers will be using the

appropriate vocabulary, strategies and

concepts of lesson structure across the

school.

NCT

£200

Lesson Observations

Planning scrutiny

To ensure there is a shared understanding of

Greater Depth and how this is implemented

within Inspire so children are given

opportunities to work within this level.

HAT training

On-going

HAT

MR/CH

All staff fully understand how to plan

and deliver GD opportunities and these

are evident within lessons.

-

Observations

Planning scrutiny

Workbooks

Data analysis

M/C/S developed in maths across the school

to enable pupils to push to challenges,

where appropriate.

Spring Term 2019 MR Children have the opportunity to

challenge themselves and do so with

greater independence.

-

Observations

Workbooks

Maths journals

Moderating the coverage of maths

objectives to ensure there are no gaps in

children’s learning.

On-going MR/CH

All staff

Books are completed in line with the

Inspire programme and there are no

gaps.

-

Workbooks

SPTO

Staff meeting minutes

Inspire is taught, in line with the school

timetable, across the school from Years 1-4.

Early Years start to teach using Inspire in

the summer term 2018.

From September

2018.

From Summer

Term 2019.

Teaching staff

RH/GL

Shared understanding of the process and

delivery of Inspire Maths.

-

Lesson observations

Class environment

Consolidation of key skills through the use

of simmering skills activities.

On-going MR

All staff

Children have the opportunity to

practice key skills throughout the year

using the simmering skills, or other

activities, as appropriate.

Children confidently demonstrate basic

skills in maths.

-

Staff meeting notes

Observations

Maths journals

Pupil discussions


Class displays linked effectively to Inspire

Maths and to share strategies and

vocabulary.

From January 2019 All staff To ensure the classroom environment

supports learning.

Children use the displays to support

their learning.

-

Lesson observations

Class environment

Informal class visits

Pupil discussions

Parent/Carer Workshop to ensure strategies

are shared and understood by the school

community.

Governors understand the new programme

and underlying principles.

29.1.19 MR and attended

by all staff and

maths lead

Governor

To allow an opportunity for

parents/carers & Governors to

understand and ask questions about

Inspire.

To provide a range of support materials

for families to take home and use to

support the teaching in school.

-

Workshop attendance

Workshop evaluation

Support materials

Governor minutes and training

programme

Continue to develop the website to offer

support to parents with Inspire maths

teaching strategies.

On-going MR To create a resource for parents to

access to support their child’s learning

at home.

Non-contact as

and when

needed.

Website

Parental feedback, formally

and informally

Developing the use of planned creative

maths opportunities across the school, to

incorporate applying wider maths skills.

On-going All staff To allow opportunities for pupils to use

their maths skills across the curriculum.

-

Books

Scrutiny

Pupil discussion

HR & Standards Governors to focus on the

impact of the Inspire maths programme.

To ensure Governors are kept abreast of

data analysis, changes in practice and any

action plans, if required.

From January 2019

to July 2019.

Termly

HR & Standards

Govs incl key

Maths Governor

Governors to have an overview of

provision and outcomes across the

school and the impact of Inspire.

-

Governor minutes

Governor feedback to staff in

line with visits policy

To develop the role of the key Governor

role with maths as a focus.

From January 2019 HG

MR

Termly meetings are carried out to share

progress with Action Plan and SDP.

Governor role it to challenge and

support to ensure a clear focus on

progress in maths.

-

Governor visit notes.

Governor Minutes.

Action Plan.

To ensure any pupil progress concerns are

addressed rapidly through the use of drop

off provision maps.

From November

2018.

Termly tracking

meetings.

All staff Pupils are carefully tracked and any

concerns/drop off is identified early and

provision put in place.

Pupils make gains to address gaps and

continue expected or better progress.

Non contact for

tracking

meetings

£400

SPTO data analysis

Drop off provision maps

Tracking meeting evidence

Governor meetings minutes

Subject Lead data analysis


To regularly analyse data to monitor the

progress and coverage of maths skills across

the school.

To ensure that this information is shared and

discussed at Full Governors meetings to

allow in depth monitoring of Inspire and the

progress of pupils.

On-going

Termly tracking

meetings.

Termly FGB

meetings.

MR/CH

All staff

MR

The impact of Inspire is regularly

monitored in tracking meetings and this

information is shared with staff and

Governors.

Progress of all pupils is tracked and

monitored to ensure the impact of

Inspire is positive and teaching is

effective.

-

SPTO data analysis

Coveragre analysis

Predictions and actual data

FGB minutes

Rigorous moderation of maths in line with

SPTO objectives.

At least half termly CH/MR

All staff

HAT

Shared agreement of moderation across

the school using objectives for maths

and identifying next steps of learning.

-

Moderation file


Staff dialogue

Rigorous scrutiny of planning, work and

pupil discussion.

Termly MR/AH/RH Planning is of a high standard and good

quality showing support and challenge

where appropriate.

Marking moves children’s learning on

and is consistent across the school in

line with policy & expectations.

-

Scrutiny notes

Planning

Books

Pupil dialogue

To continue to prepare and make

arrangements for the Year 4 multiplication

tests that will be taken in 2020.

Lesson observations to take this into

consideration.

Spring Term 2019 MR/AH/SW Children have access to multiplication

lessons/teaching.

They take part in regular activities/tests

to prepare them for the proposed tests.

Children have a secure knowledge of

their multiplication facts.

Children are well prepared for their

transition to middle school.

Consistency between classes in the

delivery of multiplication teaching.

Possible

resources to

support?

£500

Lesson observations

Planning

Tests results

Lesson Observations are rigorous and

regular, across the school, to ensure that

practice is at least ‘good’.

Termly from

September 2018

CH/MR/AH Pupils are on task, motivated and

engaged. They actively take part and are

keen to move their learning forward.

Lesson observations are consistent

across the school.

Non-contact

£200

Lesson observations


Pupil discussions


Attendance at HAT Maths Subject Lead

meetings to share good practice and ensure

consistency across the HAT.

Termly MR Maths is taught in line with HAT policy

and this is evident in books and pupil

progress.

Good practice is shared amongst all six

schools.

Non-contact

£200

HAT minutes.


HAT moderation to ensure consistency and

high expectations across the Trust.

Termly All staff Maths is moderated accurately and

consistently across the six schools.

There is a shared understanding of

below ARE/At ARE/Above ARE.

-

HAT minutes.


Moderation file.

Regular staff meetings to ensure good

practice is maintained and a common vision

across the school.

Regularly

throughout each

term .

All staff Maths is high on the agenda and

revisited over each term to ensure that

expectations are consistent across the

school and any areas of development

have been acted on.

-


Good practice is shared across the HAT

through Phase meetings and visits to other

schools, as appropriate.

On-going All staff Positive developments with practice in

SHFS.

Shared understanding of the

implementation of the Inspire

programme. Consistency of the teaching

of maths across the HAT. Pupil progress

is positive and drop off minimal.

Non-contact as

and when

required

£500

CPD log

Lesson observations


Phase meeting minutes

To consider advice and feedback from the

external challenge partner review to develop

practice further.

Autumn and Spring

Term review

All staff and

Governors

To continue to develop practice within

the school following advice from the

HAT challenge partner.

-

Challenge partner feedback

report


Governor minutes

Priority Three: To ensure that the best practice across the school is sustained and

consistent enabling all pupils to access high quality teaching & learning.

Actions:

RRS





into account.


education.



full.



children.

Ofsted

Teachers are determined that pupils

achieve well. They encourage pupils to try

hard, recognise their efforts and ensure

that pupils take pride in all aspects of

their work. Teachers have consistently

high expectations of all pupils’ attitudes

to learning.

Pupils love the challenge of learning and

are resilient to failure. They are curious,

interested learners who seek out and use

new information to develop, consolidate

and deepen their knowledge,

understanding and skills. They thrive in

lessons and also regularly take up

opportunities to learn through extra-

curricular activities.

Staff reflect on and debate the way they

teach. They feel deeply involved in their

own professional development. Leaders

have created a climate in which teachers

are motivated and trusted to take risks

and innovate in ways that are right for

their pupils.

The broad and balanced curriculum

inspires pupils to learn. The range of

subjects and courses helps pupils acquire

knowledge, understanding and skills in all

aspects of their education, including the

humanities and linguistic, mathematical,

scientific, technical, social, physical and

artistic learning.

Actions Date Completed Lead Person Outcome Resource Costs Monitoring System

Staff to work together to identify key

features of good and outstanding teaching

and recognise what this will look like in

different lessons.

Staff to become familiar and confident with

the Ofsted criteria and recognise next steps

in developing their own teaching skills.

Spring 2019 All staff A shared understanding of grading

criteria and what a good /outstanding

lesson looks like.

Reflective practitioners and able to

improve own practice through

knowledge of next steps.

-

Lesson Observations

Staff meetings

Staff to work together to review and identify

effective lesson planning and assessment

techniques in line with Ofsted criteria.

On-going All staff All staff to have a shared understanding

of an effective lesson and how to use

assessment to move learning on within a

lesson.

On-going assessment procedures.

-

Regular planning monitoring

and dialogue amongst staff.

Google Drive expectations monitored by all

staff to ensure planning is completed in line

with school policy.

Weekly rota All staff A shared understanding and expectation

across the school.

Concerns are recognised rapidly and

support put into place.

-

GoogleDrive monitor record

The classroom environment is appealing

and supports and celebrates learning.

Classrooms are kept tidy and clutter free to

ensure safety of pupils. This is consistent

across the school.

On-going

Learning Walk staff

meetings – termly

All staff The school environment promotes high

expectations and supports learning for

all children.

-

School environment

Staff learning walks

HAT learning walks

Governor learning walks

Health and Safety expectations are

understood and staff take ownership of this.

On-going All staff All policies and procedures are read and

adhered to.

Risk assessments are written and

concerns raised with the HT and/or

office staff.

-

Risk Assessments

Policies and procedures on the

shared drive

School environment

Health & safety Governor

walk round notes

Sparkly Starters and Fabulous Finishes are

well planned and effective in engaging

children and celebrating learning.

At least termly All Staff Children are actively engaged in their

learning and are inspired to learn.

Class budget

costs

Planning

Topic sheets

Pupil & parent annual

questionnaires


Regular lesson observations linked to the

SDP by key members of staff.

At least termly Subject Leaders

CH

Regular observations will enable staff to

identify success and share with

colleagues. Areas for development will

be evident and next steps identified.

Non contact for

subject leaders

£300

Lesson observations

Pupil progress

Work/planning scrutiny

Pupil discussions

Regular book looks of all books take place

to ensure that practice is consistent across

the school and standards & expectations

remain high.

Half termly All staff All books are consistent across the

school and high expectations are placed

on work output, content and neatness –

regardless of the subject.

-


Books

Regular sharing of good practice and school

assessment systems to continue to develop

and enhance in-house policies/procedures.

Half termly All staff An open and honest relationship

amongst colleagues to share practice

and develop own areas of learning.

-


Polices & procedures

To ensure scrutiny of key subjects are

undertaken as a joint procedure to verify

and agree expectations. This will also allow

challenge of each others work including

teachers own.

AT least termly Key subject

leader staff

Scrutiny is rigorous and expectations are

set high with staff being challenged

about their own practice.

Non-contact

£300

Scrutiny feedback records


Professional dialogue

Peer observations in place to work together

proactively to develop own practice

alongside colleagues.

Termly All staff Open dialogue and reflective

practitioners who are able to develop

their own practice and also support

others where appropriate.

Non-contact

£300

Lesson observations

Staff meetings

NQT support

Appraisal objectives, where

appropriate

Subject leaders to regularly monitor

planning and audit the teaching of their

subject to ensure high quality lessons are

being delivered.

Termly (or in line

with own action

plan)

All subject

leaders

Pupil voice

Enhanced accountability of subject

leaders.

Ensuing full coverage and progression

of key subjects across the curriculum.

NCT for

monitoring

Subject leader files

Scrutiny of planning, books

and pupil discussions

Governor responsibilities are clear and this

is shared with staff.

Staff and governors develop positive

relationships through meetings, learning

walks and opportunities to spend time

observing in class.

At least termly Staff

Governors

Governors and staff work together

proactively to develop practice and

systems in school.

Governors and staff have a clear view of

the school strengths and areas for

development.

-

Governor minutes and visit

reports.

Governor Terms of Reference

Governor training

Governor responsibilities


To ensure that Home Learning is consistent

across the school and marked according to

school policy.

From Spring 2019 Staff Home Learning will be carefully

matched to pupil needs which will be

reflected in pupil outcomes and

progress.

Home Learning will be inspiring and

therefore completed to a high standard.

-

Home Learning books

Parent Council minutes


Home Learning policy

Questionnaires

Pupil Voice

Behaviour strategies and expectations are

consistent across the school in line with

school policy.

From January 2019

On-going

Staff

Pupils

Parents/Carers

Clear behaviour policy in place that is

followed by all staff with a clear

understanding of strategies and

expectations.

School is a calm and productive learning

environment.

-

School environment

Pupil and Parent/Carer annual

questionnaire

The use of the school Learning Qualities are

consistent and effective across the school.

On-going Staff

Pupils

Parents/Carers

Governors

Language and expectations are

consistent and this is used to celebrate

learning and reinforce qualities to be

successful.

Classroom environments reflect the

LQ’s and are used to aid learning

opportunities.

-

Classroom environment

Learning Walks

Observations

Pupil dialogue

Questionnaire results

The implementation of the new Resilience

Jigsaw programme across the school, whilst

complimenting the school LQ’s.

From Summer 2019 RH

All staff

REST is used consistency across the

school to develop pupil resilience.

£350 for the

programme.

Lesson observations/assembly

Class displays

Pupil discussions

Use of shared drive to ensure all policies

and procedures are read and followed

diligently.

From January 2019 All staff All staff are aware of key policies.

These are read and understood to ensure

a shared understanding across the school

and that strategies are implemented

successfully by all.

-

Shared drive


Business minutes

School strategies

Staff are reflective practitioners and keen to

develop their own skills and those of others.

On-going All staff Staff work together to ensure

expectations remain high.

Staff are keen to develop further and can

successful reflect on their own practice.

-

Appraisal targets


Shared understanding of key tests across the

school, delivery and expectations.

Spring Term 2019 All staff All staff have read and understood the

NCA guidance. This is followed

diligently when children are undergoing

key tests within the school.

-


Testing procedures


In school procedures when testing for

example, signing in/out tests and marking

with a colleague.

Summer Term 2019 All staff Testing is rigorous and in line with

expectations.

Testing is fair and marked diligently to

avoid error.

-

Testing procedures in school

Tests and marking schemes

key priorities for the sdp january 2019 december 2019sixpennyhandleyschool.co.uk/files/sdp for...

Documents