school development plan 2013 - 2014 - sandon jmi...

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Sandon JMI School Development Plan

2013 - 2014

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Sandon JMI School Development Plan

2013 – 2014 Contents: Co-ordinator Responsibilities Page 5 SEN Page 51 Raising Achievement Plan (RAP) Page 6 Science Page 54 Main Priorities Page 12 Staff Development Page 56 Art and D & T Page 14 Assessment Page 17 Attendance Page 20 Behaviour Page 21 Building, Repairs & Maintenance Page 22 Early Years Page 24 Equality Page 26 Extended Schools Page 27 Governors Page 29 I.C.T 2 Literacy Page 34 MFL Page 37 Music Page 39 Numeracy Page 40 P.E Page 42 PHSE/SMSC Page 44 R.E Page 46 Safeguarding Page 48

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Co-ordinators Responsibilities.

Literacy RM Numeracy ET Science MG I.C.T. MB Music Whole School PSHE RM P.E. RR MFL MG/LA R.E. MG Art EMG D & T EMG Assessment RM SENCo RM INCo/G&T ET Early Years EMG

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Sandon Primary School Plan for Raising Attainment 2012-2013

Priority 1: Raising attainment and accelerating progress Schools results July 2012: KS2 Literacy SAT - 79% level 4+ 43% level 5 KS2 Numeracy SAT - 60% level 4+ 19% level 5 14% level 6 KS1 Literacy : 90% Level 2+ (60% 2b+) (20% Level 3) KS1 Numeracy: 90% level 2+ (60% 2b+) (20% Level 3) School Targets 2013: KS2 Literacy SAT Target – 75% level 4+ (30% level 5) (Floor target 80%. Indicators in Sept tell us that it unlikely we will meet floor target this year) KS2 Numeracy SAT Target – 85% level 4+ (40% level 5) YR5 Literacy target – 85% Level 3b and above (50% level 4) YR 5 Numeracy target – 80% Level 3b and above (30% Level 4) YR 4 Literacy target – 85% Level 3 and above (35% Level 3b+) YR 4 Numeracy target –85% Level 3 and above (35% Level 3b+) YR 3 Literacy target – 70% Level 3 and above (45% Level 3b+) Yr 3 Numeracy target – 50% Level 3 and above (23% Level 3b+) KS1 SAT (YR2) Literacy target – Level 2+ 100% - Level 2b+ 75% - Level 3+ 40%

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KS1 SAT (YR2) Numeracy target – Level 2+ 100% - Level 2b+ 85% - Level 3+ 40% YR1 Literacy target – Level 1+ 95% - Level 2+ 20% YR1 Numeracy target – Level 1+ 95% - Level 2+ 30% Phonic Screening test target – 80% pass rate Review Dates (Pupil Progress meetings): Term 1 - October 2012 Term 2 – February 2013 Term 3 – June 2013 Outcomes of these Pupil Progress meetings are fed back to Curriculum Committee and at Full Staff Meeting. Whole school Action Plan: Objective Specific action

(dated) Success criteria Resource

implication Person/s

responsible

Review notes: (Review carried out following Pupil Progress meetings)

1:1 To improve the standard of writing across the school.

Whole staff training on the Big Write programme. (November 2012) Big Write programme introduced across the school to supplement literacy teaching practice by January 2013. To ensure a minimum of one piece of work from each child is assessed each half term using the APP criteria. This

Staff attendance at training event Class weekly timetables include Big Write principles and practice. Accurate up to date records of children’s progress are compiled.

Cost of course Cost shared by offering places on course to other schools. Time Table implication. One morning a week given to Big Write activity and 5 short VCOP sessions a week

MG to book All staff attend All teaching staff to implement Big Write All teaching staff to co-ordinate assessment Rmo to organise assessment moderation.

Review point 1: (29/01/13) Strengths

- Training completed Nov 12. - Big Write has been

introduced into classes as of January 2013.

- MG has carried out one literacy book scrutiny during autumn term.

Areas for continued focus - Due to concerns over KS2

results, impact of BW will be monitored more closely in class 3.

- Second Literacy Book

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assessment is moderated by pairing staff members. Literacy Scrutiny carried out once a term on all literacy books.

All books collected and Scrutiny carried out by MG and RM each term. Report compiled and fed back to all staff

Time - One staff mtg every half term. Time – RM MG t time for scrutiny. Approx one Morning a term.

MG and RM to carry out Book Scrutiny’s

Scrutiny needs to be held after half term.

- Observations of BW to be carried out after half term.

- Assessment carried out using work from start of BW and 6 weeks in to monitor impact.

Objective Specific Action (Dated)

Success criteria Resource implication

Person/s responsible

Review notes: (Review carried out following Pupil Progress Meetings)

1.2 To improve the level of reading comprehension across the school.

Introduction of the Accelerated Reading Program across the school. (Sept 2012) All ch assessed using the STAR test each half term and these results are monitored through the established pupil progress meetings.

Staff trained and using the AR scheme within class as of Sept 2012. Staff using the AR tracking systems to inform individual child target setting. Each class teacher to keep a record of children’s reading

Cost of program approx £1800yr1 then £800 each year thereafter. Staff time to label books and set out the scheme initially (Approx 50hrs TA level). Additional books purchased and old ones replaced. Mostly funded through FOSS, donations

RMo (Literacy co-ordinator to lead the project.) RMo to carry out staff training July and Sept 2012. RMo to communicate with parents about the changes to the reading scheme during the first

Review point 1: Strengths

- AR scheme successfully introduced Sept 12.

- Staff training and meeting for parents carried out first half term.

- Further books purchased for the scheme.

- Records starting to be collated of children’s progress.

Areas for continued focus - RMo to work with ET and

LA to help them read and interpret data from the AR scheme and to make

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and commissions from Puffin books and book fair. However, expected additional cost to school £250

term. LR and SW to support RMo in setting up the scheme across the school ready for Sept 2012.

adjustments in reading provision accordingly.

- Due to KS2 assessments, LR to be working with selected YR6 ch to target reading comprehention.

- RMo to work with MB to help and support her research assignment into AR and its effectiveness within the school.

Objective Specific Action (Dated)

Success Criteria Resource implication

Person/s responsible


1.3 To trial and introduce Morning Maths Meetings across the school

10 Minute Daily Morning Maths meetings (MMM) are to be trialled and then introduced across the school. Trail to start in Class 3 from September 2012 with the whole school joining the scheme by January 2013. The aim is to enhance children’s mathematical thinking and discussion by

The measure is mostly qualitative rather than quantitative. Numeracy co-ordinator launching MMM trial by Sept 2012. All teaching Staff received training on MMM by Dec 2012

Staff twilight staff meeting training sessions x2 between Sept 12 and Dec 12. Num co-ordinators time putting resources together and training staff. MMM packs to be produced in each class.

ET – Numeracy Co-ordinator for the implementation of the initiative across the school. All teaching staff attend training. All teaching staff to implement into their daily timetable of


- MMM has been piloted in Class 3 since Sept 12.

- MMM now in place within all classes from Jan 12.

Areas for continued focus - ET to carry out observations

of MMM in all classes and to feedback on their implementation.

- ET to start to monitor the impact of the MMM.

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providing a forum to explore and express ideas which works alongside and complements formal maths teaching. Numeracy Co-ordinator is running this scheme as part of her MAST course and is reviewing its impact throughout the year.

All classes running MMM 4 mornings a week by Jan 2013. This is evidenced via timetabling. Num Co-ordinator starts to gather research on the effect the MMM is having on children’s contributions in class. Sept 2012 – May 2013.

Approx cost £100 in printing and laminating. Num Co-ordinators time in observing MMM across the school during the Spring term.

teaching by Jan 2013.

Objective Specific Action Dated

Success Criteria Resource implication

Person/s Responsible


1.4 To review and record the effectiveness of interventions across the school.

All children teacher assessed during the first half term of the year. Individual targets are set for children across the school. (Oct 2012) At each Pupil Progress meeting, every child is

For all children to be making the required 2 sub levels of progress within a year. Pupil Progress meetings scheduled to be

Timetable allocation for children to receive interventions. Space in the school building for interventions

Head Teacher, Deputy/SENCo, Class Teachers to carry out Pupil Progress Meetings and identify individuals requiring


- MG to run Write Words intervention with identified children in class 3 three times a week.

- Targeted VCOP intervention to be run 3 mornings a week for target group in class 3.

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assessed in regards towards progress against individual targets. Where children are identified as not making the required progress, interventions will be discussed with the SENCO and put in place where necessary. Class Provision Maps to be drawn up for each class in the school following each Pupil Progress meeting to record children receiving additional support.

held 3 times a year. Specific interventions being carried out in 6 week blocks. These are recorded fully using the intervention record sheet. Intervention reviewed after 6 weeks to examine impact and decide next step. Provision maps in place in each class.

to be carried out TA/Support staff to be trained and supported to carry out specific interventions. Attendance external training events for specific interventions. Approx £500 Intervention specific resources for numeracy and literacy. Approx £200.

intervention. Class Teachers and SENCO to work together to set up specific interventions. SENCO, Class Teachers and Support Staff to work together to run and monitor the interventions every 6 weeks.

- Targeted numeracy teaching for specific group in class 3 2 full numeracy lessons a week and via ET once a week.

- Target group in class 3 to receive additional reading with LR 3 times a week.

Areas for continued focus - Close monitoring of all the

above interventions with clear targets, baseline and assessment after 6 weeks of implementation.

- Provision Maps to be updated for all classes across the school highlighting intervention provision.

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Develop the provision for Main Priorities for 2013 – 2014 Lead Margaret Gilbert and Ruth Moor Targets for 2011/12 Reading Bullying Outside Environment Impact and evaluation The profile of reading has been raised across the school this is evident in higher reading scores and greater engagement for all pupils. Extra support time is given to targeted pupils. We now have a consistent approach in the regular updating and recording of reading in all classes. The ‘Big Write’ is being trialled across the school after a staff INSET in the Autumn Term Pupils feel safe in school and are aware of positive behaviours, staff are trained and feel confident using PBs. Talk Time Tuesdays ensure all pupils have a voice. Staff feel happier working creatively in the outside environment, when we can we schedule lessons outside. Targets for 2013/14

• Increase progress and attainment in Writing across the school • Review teaching of phonics in Reception and through Key Stage 1 • Develop self evaluation systems to impact more positively on standards and progress • Improve teaching and learning across the school to maximise progress and attainment in all classes.

Tasks Personnel Resources Timescale Monitoring Process Impact

Utilise assessment manager 7 in order to keep tracking as up to date as possible and available to staff.

HT and DHT Time Staff meetings

Ongoing Feedback to governors by way of a pupil progress report

Early intervention activities increase attainment

Review SEN interventions to assess impact on pupil progress on each one

HT DHT Time July 2013 Termly Pupil Progress meetings and feedback to governors

Greater pupil attainment

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Concentrate on key elements of effective teaching and learning to bring about improving pupils’ progress and attainment through the school

MG/RM HIP Whole Staff

£200 supply cover July 2013 Work scrutiny. Staff meeting time and paired teaching. Lesson observation. Feedback at Pupil Progress meetings.

Improved attainment. Staff are happy, feel supported and are empowered to try new initiatives.

Raise standards of more able pupils in writing and mathematics

RM ET MG

£200 New materials for new Grammar and punctuation tests.

July 2013 Continue with Whole school writing tasks. APP Staff meetings on Numeracy Evidence of ‘Big Write’ in every classroom New Grammar and punctuation assessment at end of Key Stage 2

Results at the end of both key stages should show improvement

Create RAP (raising achievement plan) to sit alongside SIP

RM Time April 2013 Encourage staff to focus closely on raising achievement

Standards driven up

Ensure that NQT has support in place to develop her practice

MG/RM £500 Courses and visits

July 2013 Encourage take up of courses and networking with other NQTs. Visits to other schools to compare practice

Completion of NQT year and continuation of career at Sandon

To encourage staff and pupils to work outside as much as possible.

MG and whole staff

£200 Ongoing When staff are planning it is evident that outside areas are considered.

All pupils are happy to spend time on outside projects. Staff feel empowered to Plan and deliver lessons outside, and are encouraged to use our outside areas as much as possible.

Evaluation processes: Improved results Tracking of pupils Pupil voice Teachers planning School Council minutes APP files

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Priority: To raise the profile of Art and Design Lead: Emma McGill Targets for 2012/2013

• To review and replace dispensable resources

• Pupils’ to show an increased awareness of Art

• Art to be celebrated in school more

Evaluation • On going • On going • On going

Targets for 2013/2014 • To organise an Arts week to heighten the profile of Art, Design and Music • To review and replace resources • To review risk assessments • Continue to develop portfolios of work • Develop the use of ICT within the Art curriculum • Improve pupils’ awareness of Art • Ensure regularly changed, high quality displays around the school

Success Criteria • Ordered appropriate resources and safe working practices • Greater awareness and enjoyment of Art throughout the school

Tasks Personnel Resources Timescale Monitoring Process Impact Book workshops/performers/ resources for arts week

All staff EMc to have an overview

money time

All complete by May H/T

Feedback to staff Children will have a greater awareness of ‘The Arts’

Audit and organise resources

EMc & JB time complete by Easter

Feedback to MG Resources available and easy to locate

order consumables EMc budget when needed

Feedback from staff

Risk assessment reviews complete by Easter

Feedback to staff Awareness of safe working practices

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Collect examples for portfolio EMc folders on-going throughout 2013/2014

Feedback to staff celebration and evaluation – a tool to show quality art teaching and areas for development

investigate art apps for iPads and use existing Espresso resources

EMc time complete by Easter

Feedback to staff Greater knowledge of artist, techniques and styles

Put up a display showing the work of famous artists in the main corridor

EMc time complete by Easter

What artists have children noticed?

Greater awareness of famous and influential works of art and artists

Organise a display rota for all shared areas in the school – to ensure that all displays are changed at least termly.

EMc time first rota complete by end of February termly

EMc to ensure staff change displays termly

High quality displays to instil a sense of achievement in the children and to show visited our wonderful learning

Evaluation processes: Are resources readily available to staff – ask for feedback Child and parent evaluations of Arts Week Priority: To further develop the teaching and learning of Design and Technology

Lead: Emma McGill

Targets for 2012/2013 • A portfolio of evidence is available • Evidence of D & T in the creative

curriculum • Greater use of the Wild Life area

Evaluation • On going • D & T features in planning sessions for creative curriculum • On going

Targets for 2013/2014

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• To review and replace resources • To review risk assessments • Continue to develop portfolios of work • Children to carefully evaluate their products and use evaluation to inform further designs

Success Criteria Tasks Personnel Resources Timescale Monitoring Process Impact

Audit and organise resources

EMc & JB time complete by Easter 2013

Feedback to MG resources available and easy to locate

order consumables EMc budget when needed

Feedback from staff

Risk assessment reviews EMc complete by Easter 2013

Feedback to staff Awareness of safe working practices

Collect examples for portfolio EMc folders on-going throughout 2013/2014

Feedback to staff celebration and evaluation – a tool to show quality art teaching and areas for development

Investigate advice on the hgfl to support children with evaluation of their products

EMc time complete by May 2013

Staff meeting Feedback from staff

children identify next steps to learning

Evaluation processes: Are resources readily available to staff – ask for feedback Children to complete simple evaluation forms and identify their next steps

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Priority: To make better use of assessment information to ensure all children make progress 2013/2014 Lead Staff Member Ruth Moor Impact and evaluation from previous year Targets (2011/2012):

• Continue data collection across the school 3 times a year.

• Scrutiny of literacy and numeracy each term.

• Teachers and SENCo to work together to plan, implement and assess interventions.

Evaluation:

• Pupil Progress meetings are now in place across the school three times a year. All key staff are aware of children’s progress and levels and work together to ensure children achieve.

• Literacy and Numeracy scrutinys and lesson observations are carried out each term by the Head teacher and the subject co-ordinators.

• Interventions are put in place on an individual class basis and are reviewed every 6-8 weeks to ensure that they are providing the necessary support for individual children and that children are moved on appropriately.

• A whole School Raising Achievement Plan has been produced to help support all areas of the school in raising the achievement of children in line with national expectations.

• Assessment Manager 7 training has been completed by the Assessment co-ordinator and they are starting to use this program to produce accurate records of assessment and attainment. This is saving the Assessment Co-ordinator time in the production of these materials.

Target (2013/2014): To ensure that new methods of data recording are used to ensure all children are making good progress across key curriculum areas.

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Success Criteria: • Pupil Progress Meetings are held three times a year where up to date pupil assessment details are compared against targets and a

record of the next development steps is completed. • Literacy and Numeracy Scrutinys to be continued alongside lesson observations with Planning scrutinys introduced. • Whole School Raising Achievement Plan (RAP) is introduced to all staff and the Board of Governors. The RAP is to be reviewed at each

Pupil Progress meeting to ensure progress is being made on each element. • Assessment Manager 7 is used to compile records for the whole schools attainment at each Pupil Progress Meeting.

Tasks Personnel Resources Timescale Monitoring Process Impact Pupil Progress meetings held three times a year to gather teacher assessments of children from APP judgements. ‘Next Steps’ are discussed with all teaching staff and published. These are shared with Governors.

Individual class teachers Head Teacher Assessment Co-ordinator SENCo Govs.

APP Files/Pupil Progress file AM7 RAP Staff to be free from lessons for half a day. Time given to Assessment Co-coordinator to collate information

Ongoing throughout 2013 / 2014

Pupil Progress meetings APP files updated on a half term basis. SATs tests and end of year assessment. Work scrutiny Progress against school RAP. Report to Gov’s each term.

All staff up to date with children’s progress. Individual children targeted for interventions where needed. Interventions arranged and introduced with regular monitoring. Children continue to make good progress. Govs more aware of children’s progress throughout the year.

Work Scrutinys carried out once a term for literacy and numeracy ensuring the amount of work and level of work in these areas is in line with expectations. Planning scrutiny in place to ensure suitable and appropriate differentation is in place to ensure all children make

Individual class teachers Literacy and numeracy co-ordinators.

Literacy and Numeracy books collected once a term for Scrutiny. All planning (weekly and termly) for numeracy and literacy to be


All children’s books to be marked up top date using the school marking policy. Key staff to regularly monitor planning across the school and to use the planning when observing lessons.

Work in books reflects learning in class and marked in line with school policy. Planning impacts class teaching to ensure that areas of development are addressed. Effective differentiation within

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progress. Head Teacher

available in R Drive for key staff to access.

teaching enables all children to make progress in all lessons.

Use of Assessment Manager 7 (AM7) in the collation of data at the school. Further training required for the Assessment co-coordinator to keep up to date on AM7 developments. Further training for Assessment coordinator regarding the new EYFS and how this assessment is to be collated and interpreted.

Literacy and numeracy co-ordinators. Head Teacher SENCo

AM7 is currently being used to collate basic assessment details and to produce reports. Cost on time and paper. Further training opportunities to be investigated. Cost of training approx £500.

Obgoing throughout 2013 / 2014

AM7 reports produced by the Assessment coordinator are collected by the Head Teacher. AM7 reports and a presentation is produced for Governors.

AM7 used to produce up to date data for staff and governors across the school. This will ensure monitoring of progress is more robust. Assessment coordinator to be up to date in the latest methods of recording.

Evaluation processes: Improved results Tracking of pupils Staff feedback Lesson evaluations

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Priority: Develop the provision for Improving Attendance Target (2013/2014): To encourage higher attendance from all pupils Success Criteria: To achieve an average attendance of 96.4% by July 2013 and to maintain that until April 2014

Tasks Personnel Resources Timescale Monitoring Process Impact Work with Rosemary Jenner – Attendance Officer and provide all the necessary data

FR Time Ongoing Termly review of attendance data

Better Attendence

Letter to be sent home to all pupils saying no approval will be given for holidays, written by Network schools

MG and Network Heads

Time Jan 2013 Governors to approve at meeting in Spring Term

Improve attendance as less holidays taken

Keep a holiday record which monitors the number of days holiday taken

FR Time Ongoing Attendance Officer recommended this procedure to other schools.

Improve attendance as less holidays taken

Class of the week is the one with the best attendance. Reported in weekly newsletter.

MG Extra playtime Weekly SIMS Pupils see this as aspirational

Evaluation processes: At the end of the Summer term we will compare this year’s figures with last years. All absence letters and request for holidays are filed.

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Priority: Develop the provision for Improving Behaviour for Learning Target (2013/2014): To encourage better behaviour from all pupils Success Criteria: To have no exclusions by July 2013 To have no entries in the bullying log by July 2013 To have improved behaviour across the school

Personnel Resources Timescale Monitoring Process Impact To implement Protective Behaviours across the school

RM, LR,MG KG GMM

Training for RM,LR,MG

July 2013 All pupils to be aware of Protective Behaviours. Small group to start work with GMM and KG

All pupils aware that there is no problem so great that we can’t deal with it and that there is always someone you can talk to about anything however big or small.

To review our behaviour policy MG Time March 2013 Ongoing process All staff are aware of and understand our behaviour policy

The introduction of the hurtful incidents log to record low level bullying

MG and all staff

Time Ongoing Used to build up a picture to record patterns of behaviour.

Less low level behaviour incidents

To encourage pupil voice MG Time Weekly To initiate Talk Time Tuesdays each week to allow pupils the opportunity to talk with one another about common issues.

Pupils able to feel that there is someone to talk to

To introduce 1 hour PHSE in each class every week.

All staff Time Ongoing Pupil voice. Children will respect and be kinder to each other

Evaluation processes: At the end of the Summer term we will have no exclusions or entries in the bullying log, behaviour in general will have improved. Children will feel safe. .

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Priority: To maintain the upkeep and repair of school buildings

Lead: Margaret Gilbert

Targets for 2013 -2014: • To ensure that heating is kept at the required temperature for all • Draughts in school to be eliminated • New sheds to be provided with guttering • School server to be stored more securely • Gutters to be cleaned regularly • All metal light switches in school to be replaced • Facia cleaned and repainted • Solar reflective paint to be used on flat roof • All external wooden windows to be repainted • External walls to be free of deterioration • To ensure that the shed doors close and lock Success Criteria: • The heating will be set at the required temperature for all • Heat will be maintained in the main corridor • Water will be directed off the roofs effectively and increase the shed’s length of life • Server will be safe from accidental damage • Water will drain efficiently • Items not in constant use will be stored away • Money to be set aside each year so that when a large expenditure is needed, there are funds available to support this • No untidy or dangerous areas with exposed wires • Timbers are clean and kept in good order

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• Doors of outdoor sheds will shut correctly to protect their contents

Tasks Personnel Resources Timescale Monitoring Process Impact • To service and balance the radiators and heating system.

Bennets of Luton

April 2013

• Draught excluders to be fitted to old entrance adjacent to HT office.

SLT £50 Aril 2013

• Guttering to be added to new sheds.

SLT Spring 2014

• Server to be boxed in. SLT £200 April 2013 • To avoid the build up of debris and consequently overflowing water, gutters should be regularly cleaned out.

SLT Community Payback

Ongoing

• High level storage solutions to be investigated for ICT area.

SLT £200 April 2013

• All out dated metal light switches to be replaced with modern equivalent.

SLT TBA when budget allows

Checked at the last wiring check and was deemed to be safe

• To keep roof in excellent condition and consequently protect school buildings.

SLT Contingency fund

Ongoing

• The soffit above the long wall alongside the hall needs repainting


July 2013

• Playground to be pressure washed.


July 2013

• New light fittings to save energy FR/MG £2,600 March 2013 First payment April 2014 No cost to school as savings of over £800 per year

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Priority: Further develop Early Years Provision Lead: Emma McGill Targets for 2012/2013

• To continue the development of the outdoor learning area

• To continue to create more storage for indoor resources

Evaluation: • On going • All indoor resources audited and sorted.

Targets for 2013/2014 • To continue to develop the outdoor learning area • Entry on to HQS and completion of first modules • Encourage home/school links and ensure that parents /carers feel involved and valued • Invite parents/carers in to school to spend time with their children looking at learning journeys and celebrating special

occasions • Provide Phonics and Mathematics sessions for parents/carers to observe

Success Criteria • Parents feel included and valued • Acceptance onto HQS • Resources are readily available and appropriate

Tasks Personnel Resources Timescale Monitoring Process Impact Audit and classify resources in sheds to ensure coverage of all areas of learning and efficient use of space and resources

EMc time end of summer term 2013

Feedback to MG wider variety of resources and learning opportunities due to organisation and ease of access

Register interest in HQS process EMc time money

Spring term 2013 or 2014

Feedback to MG Opportunity to start a formal process of evaluation and improvement

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Fulfil environmental rating criteria for acceptance on to HQS

EMc/MG/RM time £1,250

May HT 2013 or 2014

Feedback to MG/RM Assurance of high standards. Official recognition from County on completion.

Communicate clearly and consistently with parents and carers to ensure a clear picture of routines and practice in class

EMC home/school communication books

on going throughout 2013/2014

Discussions with parents

Parents will feel welcome in school and involved in the education of their children

Build partnerships with parents and carers through daily communication and invitations to join us in class.

EMc/JB Time on going throughout 2013/2014

Record of communication in message book and a record kept of attendance at events

parent understand what goes on when there child is at school

Home/School communication books set up

EMc exercise book labels

on going throughout 2013/2014

Feedback to MG Clear understanding of the teaching learning taking place in school

Work on smooth transition from Cygnets to Reception

EMc/DW/CE time on going throughout 2013/2014

Feedback to MG Anxiety free transitions

Evaluation processes: Home school books Parent questionnaire Parents comments Feedback from drop-in sessions

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Priority: Develop the provision for Equality 2013/2014 Lead Margaret Gilbert Target: The equality duties and protected characteristics of race, gender, disability, religion and belief, sexual orientation, pregnancy and maternity, gender reassignment are included as an explicit aim of all the school’s policies and key documents and underpin all we do in school. Success Criteria:

• Eliminate unlawful discrimination, harassment and victimisation • Develop a positive attitude to equal opportunity by all staff, children, parents, governors and all who participate in the life of the school. • Acknowledge the richness and diversity of British society and prepare children for their part in it.

Tasks Personnel Resources Timescale Monitoring Process Impact The school’s Equality scheme and suite of policies and procedures are regularly reviewed and their effectiveness evaluated

All staff and governors

Time Ongoing In achieving the 3 aims of equality legislation – eliminate discrimination, advance equality and foster good relations

No evidence of discrimination. Equal opportunities for all. Good relationships within the school and wider community

To promote ethnic equality involving pupils from a range of ethnic, cultural and religious backgrounds and their parents and carers.

All staff £450 July 2013 Work within the school and our partners at Hillborough and Rathenbone school. With new contacts in Guatemala Drumming Day as part of our Arts Week

Pupils interact easily with children of different cultural, ethnic and religious backgrounds.

To ensure all vulnerable groups are accessing the curriculum and have equal access to out of school activities and musical opportunities.

All Staff £250 Pupil Premium

Ongoing To ensure all staff are aware of vulnerable pupils and have access to funding arrangements to provide for them

All pupils regardless of characteristics or background can make the desired progress

Evaluation processes: Pupil premium Take up of music lessons Reviewed policies SATs results

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Priority: To ensure effective Extended Schools and Community Cohesion


Targets for 2012/2013 • To work closely with the Extended School’s Consortium to help vulnerable families • To ensure that all pupils in receipt of a CAF have access to after school activities • To broaden knowledge of multiculturalism • To run a successful breakfast and after school club Evaluation All pupils, regardless of family income have access to after school activities All pupils in receipt of a CAF have extended opportunities available to them All pupils feel comfortable with children and adults of different colours and religions Breakfast club established Tiny Wings under fives group started. Community Café now runs through every school holiday plus Summer Holiday events. Targets for 2013/2014

• To continue to provide Breakfast Club each day and establish After School Provision • To continue to forge links with Hillborough School and Rathembourne School

Success Criteria: • All pupils have available access to extended school provision

Tasks Personnel Resources Timescale Monitoring Process Impact • HT to ensure that all learners in school are not compromised by low income through access to funds for extra curricular activities.

HT Funding to be sought Pupil Premium

July 2013 – April 2014

Pupils’ attendance and access to extra curricular clubs reviewed and carefully monitored.

All pupils making the same levels of progress

• To continue to work with our extended school co-ordinator and Family Support Worker for help with vulnerable familiews

MG, LS,KG Funding pools sought Pupil Premium


Regular catch up meetings All pupils and their families are getting the most from outside agencies

• HT to seek activities out of HT Fund Account July 2013 – Personalised Commissioning All pupils with a CAF have

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school hours and during holiday periods to support children who have a CAF

April 2014 funding sought for all pupils in the CAF process

access to out of school activities

• HT to work with teachers and pupils to broaden the knowledge of multiculturalism through the close partnership with Hillborough Junior School in Luton.

All staff Transport costs School Council to visit in summer term


Impact of partnership monitored by HT.

To continue to see improvement in our multicultural relationship with other schools.

Evaluation processes: Interviews with pupils Parent and pupil questionnaires Talk Time Tuesdays

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TARGETS: Governing Body to make strong effective relationships with stakeholders whilst fully understanding the strengths and weaknesses of the school, which will enable the Governing Body rigorously to challenge, and to support senior leadership in further improving the school. There is a new chair of the FGB, and new chairs of Curriculum, Resources and Publicity.

TASKS PERSONNEL RESOURCES TIMESCALE MONITORING

PROGRESS IMPACT

(a) To become effective so as to fulfil targets.

§ 3 Chairs

§ Head

§ Deputy Head

§ HIP

§ Governance training

§ Meetings with Head and Deputy Head

§ HIP

Sept 2012 to July 2013

§ Feedback

§ 360º audit

Improved professionalism and effective running of FGB and of other committees, enabling timely monitoring and scrutiny.

(b) To develop good working relationship with Head

§ 3 Chairs

§ Head

§ Weekly meetings between Chair and Head

§ Continuous email and telephonic contact between Chair and Head

Ongoing § Feedback

§ FGB agenda, meetings and minutes

Sound working relationships, able to withstand challenge and scrutiny

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TASKS PERSONNEL RESOURCES TIMESCALE MONITORING PROGRESS

IMPACT

(c) Use of C.C. and R.C. to improve questioning and monitoring of leadership with full reporting back to FGB for action

§ C.C., R.C. and FGB

§ Agenda and minutes of C.C. and R.C.

Termly meetings:

November 2012,

February 2013 and

July 2013

§ Minutes from C.C. and R.C. circulated in advance to FGB, with subsequent written questions to Chairs for discussion

More effective discussion centered on important issues for school, and therefore more effective leadership.

(d) Governor school visits to individual staff members with whom they are linked

§ FGB

§ Staff

§ Governor visits Form

§ Training of Governors in areas of specific responsibility

Termly § Governor visit Form

§ Reports back to, and discussion at, FGB

§ Data analysis

§ Meetings to review data with staff

Promoting clear understanding of impact of initiatives being undertaken in school, enabling sound monitoring.

(e) Understanding strengths and weaknesses of school

§ FGB

§ Head

§ Deputy Head

§ School Development Plan

§ Raise – online

§ Pupil progress

§ Data analysis

§ Meetings to review data with staff

Increase specialism on Governing Body leading to full understanding of issues and informed use of data.

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TASKS PERSONNEL RESOURCES TIMESCALE MONITORING PROGRESS

IMPACT

data

(f) Improve FGB skills § FGB § Training

§ Access to data

§ Attendance by Governors at Safeguarding courses

November 2012-12-13 January 2013

§ Assess impact of training on Governors

§ Maintenance of records

Gaps in FGB highlighted, and Governing Body extended by appointment of two Governors with areas of speciality in Publicity and Accounts. Also, greater knowledge and increased ability to develop strategies to identify areas requiring improvement.

(g) To inform, listen to and engage and involve parents in school life.

§ Parent Governors

§ Chair

§ Head

§ Use weekly news to inform parents of Governor input

§ Chair’s termly letter

September 2012

January 2013

April 2013

§ Governors presence at Parent Evenings

§ Feedback letters from parents

§ Coffee mornings

Informed, engaged parents who actively promote the school by word of mouth.

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ICT DEVELOPMENT PLAN 2013 Impact and evaluation of last year.

• Purchased:- 10 Ipads (whole school). 10 laptops (year 3/4). Television purchased (Reception) to display children’s work and key dates. Television in hall successfully utilised for INSET staff training events, assemblies and film clubs.

• New creative ICT curriculum and assessment guidelines devised for all key stages and shared with staff during INSET training September 2012. • Mini guides for regularly used programs have been provided within central resource area. • October 2012 - Community event run by pupils from all key stages, for parents and the local community to find out how technology is used

throughout the school including E safety advice. • BBC visit to ICT Club resulted in two pupils being filmed illustrating the link between technology and real life contexts (due to be filmed 2013). • All year 5 & 6 children now taught how to use Scratch Animation (utilised in secondary education) in a cross curricular context. • Policies: Mobile phone policy, plus whole school internet safety assembly February 2013 (enabling children to have some understanding of safety

using a range of technology including mobile phones and gaming hardware). Target: To continue to make cutting edge technology available and usable by staff and pupils. Success Criteria: Teachers and pupils to be trained to use ICT confidently and effectively. Cutting edge technology available to all within the school and the local community Levels of achievement raised. Tasks Personnel Resources Timescale Monitoring Process Impact Smartboard INSET for all staff to share skills and resources. Sam Learning available Espresso Available Accelerated Reader available Homework club

E Taylor/all staff All staff Offered.

Training

2013 Feb 2013

To monitor and review ICT and internet safety policy including E safety where necessary.

Develop Sandon TV MB/MG 2013

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To develop website Annual technology parents and community event to be scheduled. New laptops Class 1 Hand held camers still/video

MB

X 10 @ £250 appx x 5

2013/2014 2013 (OCT) 2013/2014

Staff and pupils equipped with the skills and competencies necessary for the future.

All staff Staff Time 2013

Evaluation Processes: Resources Committee Audit.

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Priority: Develop the provision for Literacy 2013/2014 – Lead Staff Member Ruth Moor Impact and evaluation from previous year Targets (2011/2012):

• Introduce a more robust and centralised method of recording progress in reading and writing at three key stages in the academic year across the school.

• All children to make good progress in their writing and reading this academic year.

• To increase the number of children achieving level 4/5 in writing and reading at the end of KS2 SAT’s Test.

Evaluation:

• Evaluation of assessment results across the school indicates that although there is progress in writing and reading across the school, this level needs to be increased.

• Not all children made their minimum of 2 sublevels of progress last year. However, there has been a staff change and this has had an impact on some children’s progress, particularly in lower KS2.

• Not all children in YR6 SAT English SAT tests. However, 79% of children who did sit the tests received a level 4+ last year, which is a 7% percentage increase on previous years.

• A cycle of assessment and monitoring of progress is now in place across the school throughout the academic year. This takes the form of three Pupil Progress meetings a year involving all key teaching staff and the Head teacher.

• New reading and writing programs have been introduced across the school and the impact of these is being monitored over the next 12 months.

Target (2013/2014): To continue to raise standards across the school in writing and reading Success Criteria:

• To use the Pupil Progress meetings each term to initiate intervention work to ensure school wide targets are achieved.

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• All children make good progress in their writing and reading this academic year. • To increase the number of children achieving level 4/5 in writing and reading at the end of Key Stage 2 SATs tests. • To monitor impact of Accelerated Reader and the Big Write program across the school and to report back to Governors. • To ensure a minimum 75% pass rate level for KS1/YR1 Phonic Screening.

Tasks Personnel Resources Timescale Monitoring Process Impact Assessment focused tasks: APP files kept in each class and updated and reviewed a minimum of each half term. Children’s progress shared centrally 3 times a year at Pupil Progress meetings. Individual targets for children. Targets shared with parents and information on supporting their children with their targets. Lesson observations carried out a minimum of each term. Literacy scrutiny carried out twice a year feedback shared with individual teachers.

Individual class teachers Literacy co-ordinator Gov’s

APP Files Pupil Progress file Individual Literacy books Possible materials for writing tasks


Pupil Progress meetings APP files updated on a half term basis. SATs tests and end of year assessment. Target Setting Work scrutiny Raising Achievement Plan produced for the whole school

More pupils achieving higher grades. All pupils making expected levels or above. Well timed and focused interventions to be put in place and impact monitored for those children who are struggling.

Reading focused tasks: Accelerated Reader program intoduced across the school. Launch in September 2012 for the accademic year 2012-2013. Event planned to introduce new AR reading scheme to Parents and FAQ leaflet given out. Staff to use the data from the AR

Literacy co-ordinator Individual class teachers Support staff

AR program cost YR1 - £1800 approx (Ongoing each YR - £600-£800) Update and re stock of books - £500 approx FAQ leaflet produced and given

Ongoing throughout 2013 / 2014 Reading assessments each half term End of year reading

Regular reading assessments in line with APP targets Renewed focus on 1:1 reading across the school with focus given to KS2 Renewed focus on Guided Reading across KS1 and KS2. .

Raising the profile of reading across the school. To improve children’s reading comprehension across the school. Whole school focus on – Reading to Learn and not learning to read.

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scheme to help APP and assess children’s comprehension. More emphasis given to the listening of childrens’s reading on a 1:1 basis. Where parent helpers are involved, in-house training should be provided.

to all parents - £20 Staff overtime to initiate scheme - £300 approx Parent helper training – (in-house) £20

results.

To provide more opportunities for children to practice their reading skills across the school. .

Writing Focused Tasks: Introduce the BIG Write programme across the school 2012/2013 and monitor its impact. One Big Write activity run in each class each week. 10 minute VCOP activities run each day in each class. Writing APP levels to be monitored and assessed on a half term basis by all class teachers. Focus on transferring of Letters and Sounds knowledge into everyday writing within KS1. Letters and Sounds understanding assessed across KS1 on a half term basis. Opportunities for writing to be integral to all curriculum subjects.

Literacy co-ordinator Individual class teachers Support staff

Big Write Training for all staff. Display materials for all classes - £50 approx.

Ongoing throughout 2013 / 2014 APP Assessment collated and Phonic assessments completed each term.

Regular Big Write writing tasks assessed against Big Write criteria and APP statements. Observations of ‘VCOP’ and Big Write sessions each term. Observations of ‘Phonic’ sessions each term. Collation of work from cross curricular activities to be assessed alongside APP targets for writing.

To raise the profile of writing across the school. To increase the levels of writing across the school. To ensure the teaching of basic writing skills is monitored effectively. Improved amount of children passing the Phonic Screening test at the end of YR1.

Evaluation processes: Improved results Tracking of pupils Staff feedback Lesson evaluations

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Priority: Develop the provision for MFL 2013 – 2014 Lead Margaret Gilbert /Lucy Arnold Impact from last year. MFL has a better profile within the school. We must ensure that the transition from Year 6 to seven is smooth and that our children are at the same level as all other feeder schools. Target: To develop the role and skills of MFL co-ordinator, working closely with Network schools to raise achievement. Induction of new co-ordinator in Autumn Term 2013.

Success Criteria: • Increased awareness of co-ordinator requirements. Increased range of skills/knowledge to aid teaching and enjoyment, induction of

new co-ordinator • Involvement in the transition process from KS2 – KS3. Networking opportunities Assessment uniformity throughout the key stages. • Autonomy for children to own parts of their own learning in MFL • To deliver current and up to date initiatives.

Tasks Personnel Resources Timescale Monitoring Process Impact To attend training and continue to keep up to date with materials available to buy. To attend cluster meetings to establish a co-operative environment for the benefit of all children and aid the smooth transition between Primary and Secondary school transition

MG/LA Purchase scheme that KTS have recommended all feeder schools to buy. Ensure that basic skills (Given by KTS) are tested before the end of the school year.

July 2013 Materials in place Work with Network Schools and KTS

Pupils and staff feel happy and confident Pupils have the same language background and knowledge as other Year 7 pupils

To encourage French speaking in our Infant class.

LA Time Ongoing Pupils need to be able to speak the words before learning how to write them .

Better knowledge of French when they start to learn to write it

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To introduce French/ English dictionaries

MG £80 2013 Summer

Widespread use of dictionaries in classrooms.

Better understanding of words and phrases are able to check independently.

To up skill Key Stage 2 staff in the teaching and assessment of MFL

MG Time/ Course fees/ Supply cover

Staff are confident Pupils have a greater knowledge of French

Evaluation processes: Pupil Voice, Assessment, Staff meetings

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Priority: Develop the provision for Music 2013-2014 Target: Maintaining high standards in Music provision and take up by pupils. Success Criteria:

• Continue range of instrumental tuition • Vary enrichment activities, performances and projects. • Strengths and aspects for development in music teaching are clarified

Tasks Personnel Resources Timescale Monitoring Process Impact All junior children have an experience of learning an instrument and how to read music

TW/MG £500 From April 2013 to April 2014

Buying into the ‘Wider Opportunities Scheme for the next year for Years 3 and 4

All pupils regardless of economic background have equal access to trombones.

Encourage take up of instrumental tuition through concerts, open evenings Increase the range and variety of music clubs for KS1 and KS2. Safe storage for instruments Teachers provide regular composing activities in class using percussion instruments

MG

Busking Day No cost £100

Jan 2013 Termly 2013

Liaise with staff and co-ordinate events. Search for funding for vulnerable pupils. Monitor drop out rate liaise with instrumental staff Space available for small group work

All pupils regardless of economic background have equal access to instruments.

Musical play areas created outside Whole Staff £100 Spring/Summer 2014

Additional resources identified Children are able to access music through play

Whole school enjoyment of music within our Arts Week

EMG/MG £500 Summer Term 1.7.13 -5.7.13

Performance by pupils and artists African Drumming booked for 1.7.13

Greater confidence in music and more take up of instruments

Links with community and Secondary School developed

MG/ET Time Spring Term 2013

Music Festival at KTS Pupils have positive enjoyable musical experiences with their peers

Evaluation processes: Pupil voice, lesson observations, greater take up of tuition

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DEVELOPMENT PLAN 2013 – NUMERACY Lead Teacher Emma Taylor

Review of 2012 targets: To monitor the progress and attainment of children through the use of APP. Across both KS1 and KS2 children are assessed every half term through APP. From these assessments teachers know the gaps in children’s learning so teaching can be personalised and targeted. Results from these assessments are shared through pupil progress meetings. Children are given specific numeracy targets based on these assessments in parent / child targeting setting evenings.

To target children’s individual needs and put in support accordingly. Short-term interventions are in place supporting children with personalised targets. Children who are not making the expected progress are supported alongside a HA year 4 pupil working in the year 5/6 class. These interventions are reviewed at pupil progress meetings and changed according to the needs of the pupils at that time.

To monitor and improve the use of questioning to support and enhance learning in the classroom. A Morning Maths Meeting that promotes the use of open questioning and mathematical thinking has been trialled for a term in the year 5/6 class. Following a noticeable improvement in the children’s responses, confidence and reasoning this project has been implemented across the school. Class teachers have been supported to do this through staff meetings, observations and resources.

Target 2013: To raise the number of children reaching their own INDIVIDUAL potential.

TASKS PERSONNEL REOURCES TIMESCALE MONITORING PROCESS IMPACT To monitor and assess the impact the Morning Maths Meeting has on the children’s confidence and mathematical thinking.

ET Observation time and staff meetings for feedback.

July 2013 Half termly visits to classes and discussions with class teachers.

Children to be more confident to discuss mathematical concepts and to reason verbally.

To update and implement a consistent approach to

ET / MG Planning time / staff

2013 Once the calculation policy has been updated, a termly

To maintain a consistent and fluid

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the teaching of written calculations.

meetings. work scrutiny to monitor the calculation methods used.

approach to calculations across the school.

To continue to monitor the progress and attainment of children through the use of APP.

All staff Assessment time.

2013 Assessment every half term, pupil progress meetings. Plans / target sheets.

Continued personalised learning and targeting.

Evaluation process: APP, work scrutiny, lesson observations, results June 2013

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Priority: Develop the provision for PE 2013/14 Lead Teacher Ruth Reynolds Target: To continue to widen and extend the curriculum and extra curricular opportunities and involvement with the Sports Partnership. Impact and Evaluation of last year’s targets: Valuable links to KTS Promoting the importance of P.E. Increasing Self Esteem Good numbers of after school clubs Increased hands on participation in lessons.

Success Criteria: • Increased levels of participation • Effective delivery of PE scheme with high quality work produced

Tasks Personnel Resources Timescale Monitoring Process Impact To continue to attend local festivals and tournaments with both Key Stages Change the swimming awards scheme To continue to invite outside coaches/agencies into school to widen opportunities Introduction of the Olympic/Paralympics legacy trophy.

RR/MG RR All staff

Time Supply for cover when necessary Cost of awards at end of year usually met by parents Trophy bought by FOSS

Ongoing July 2013 Weekly

Safe practices 2012 ordered Pupils to attend G&T events RR will ensure that staff are conversant with this document via staff meetings. All adults involved in lessons are up-skilled and are able to operate safely. Legacy of the Olympics continues to have a positive effect. Sporting person of the week is shared with all via the weekly newsletter

All pupils have access to participation in many different sporting activities. Increased self esteem

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Alter timings of curriculum time for Key Stage 1 indoor PE Swimmer of the week award introduced To participate in KS1 multi skills challenge. To promote young leaders To encourage pupils to attend transition clubs To provide routes into PE for pupils with additional needs

RR/RM/TW/JB RR/MG

May need to employ a further TA None

Summer Term 2013 Weekly

Numbers of infants increasing and therefore class groups need to change Swimming person of the week is shared with all via the weekly newsletter

Contine to check organisation and condition of current equipment and purchase as necessary

RR Mr Greenhill

£100 ongoing Monitor equipment and storage New items bought to replace old and broken equipment. Regular (yearly) checks of large PE equipment.

Equipment is safe to use at all times

Evaluation processes: Pupil voice, Greater uptake, good results

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Priority: Develop the provision for PSHE/SMCS (Spiritual, Moral, Social and Cultural) 2013/14 Target: For all children to be able to see themselves as valued individuals within the community and contribute to shaping a welcoming, safe and fair learning community for all. Impact and evaluation from last year; Increased student voice via school council Increased awareness of wider community PHSE is integrated rather than an isolated subject. Target for 2013/14 All pupils to feel safe and valued, not only in the school community, but also the wider community no matter what their cultural heritage.

Success Criteria: • Children feel more involved with the decision making at school • Everyone has the right to feel safe all of the time. • Children understand there is no problem however big or small that they can’t share. • Children know they will be respected and listened to

Tasks Personnel Resources Timescale Monitoring Process Impact Regular School council meetings

MG £100 Ongoing Meetings now held fortnightly. Date of next meeting on board

Meetings are minuted Joint school council meetings with Hillborough School School Councils meet from local Network Schools

Pupils have more say in decision making within the school including interviewing members of staff

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SMSC is taught as part of the curriculum through lessons, assemblies and the extended curriculum.

All staff

Time Ongoing Oversee and monitor Lesson observations Talk Time Tuesdays

Protective Behaviours All staff MG

Time Ongoing 3 staff trained to Level 1 INSET for the rest of the staff Protective behaviours board in prominent position in school. Working with Family Support Worker and small groups of pupils Parent workshop with support worker

Everyone in school will feel safe all the time.

Young Carers to be identified MG + Family Support Worker

Assembly Time Ongoing Children to be identified and then work can start on assessing their needs

Young carers have the support they need.

Nurture Groups to be set up RM/EMG Time Ongoing Early identification of pupils who fit the criteria of needing to be part of this group

Each child has equal access.

Evaluation processes: Pupil voice, School council Minutes, lesson observations, Talk Time Tuesday

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Priority: Develop the provision for RE 2013/14 – Lead Staff Member Margaret Gilbert Impact and evaluation from previous year Targets (2011/2012): To continue to develop assessment for RE. To continue to monitor effective teaching and learning of RE

Evaluation:

Work still in it’s infancy in developing the assessment grid to show progress throughout the school. Teachers make sure there are opportunities for extended writing within RE and PHSE Use of Philosophy in discussions to encourage higher order thinking and questioning. Regular whole school visits to Sandon Church during the year. Some school productions related to festivals and collective worship.

Target (2013/2014): To ensure we meet the statutory requirement of the Agreed Syllabus. Success Criteria:

• Pupils’ knowledge and understanding are increased • Opportunities are provided for reflection in key areas:-

o Beliefs and teachings o Religious practices and lifestyles

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o Ways of expressing meaning o Human identity, personality and experience o Questions of meaning and purpose o Values and commitments

Tasks Personnel Resources Timescale Monitoring Process Impact Pupils will learn about and from Christianity at each key stage

Individual class teachers RE co-ordinator

Time for observations. (Supply)

Ongoing throughout 2013/14

Lesson observations to ensure good questioning and thinking. All staff familiar with the new schemes of work and the new syllabus.

Larger amount of writing to evaluate. Improved learning The children are questioning their own beliefs and thoughts and are developed though questioning.

Pupils will learn about the six principal religions through the EYFS and Key Stage 1 and 2

Whole Staff New books and artefacts as and when they are produced

Ongoing Work scrutiny Levelling work tasks

Allow assessment focus tasks using extended writing within RE

Audit of resources and artefacts to support the new scheme of work

MG New books and artefacts as and when they are produced

April 2013 List of resources and location to be available

Improved teaching and learning

Using the new agreed syllabus we are able to affect assessment and levelling of pupils’ work

Whole Staff By December 2013

Staff meeting on assessment for subjects other than Literacy and Numeracy.

Better knowledge of where children are in their understanding and knowledge of RE.

Evaluation processes: Teachers plans Children’s work. Children’s verbal discussions. Decision on a way of assessment. Displays Harvest, Assemblies, Easter service and Carol concert

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Priority: Safeguarding - To ensure rigid safeguarding procedures are in place and robust 2013/2014


Targets for 2012/2013: • To ensure a safe working environment for all at Sandon School • To keep safeguarding procedures of paramount importance • All records and procedures are kept in a safe place • All policies are regularly reviewed and updated • New governor and DSP to undertake relevant training. Evaluation of last year’s targets:- Policy review is always ongoing and staff are more aware of safeguarding issues. Safeguarding file established and all staff report records of concern to HT. Deputy DSP has left the school and training has been organised for Ruth Moor to become DSP in the new year. Overhaul of Risk Assessments has taken place. Staff and Governors equipped with sufficient knowledge to keep themselves and pupils safe All staff, including midday supervisors, are familiar with the relevant procedures and requirements SENCo attended Integrated Practice training. Induction of new staff includes the safeguarding induction sheet. Gates are padlocked all day Targets for 2013/2014

• To continue to provide a safe environment for all stakeholders • Regular review of policies and practice • Training for staff and governors to be up to date. • New Safeguarding governor to be fully aware of role.

Success Criteria • Staff and governors equipped with sufficient knowledge to keep themselves and pupils safe

Tasks Personnel Resources Timescale Monitoring Process Impact • Job descriptions will include HT Ongoing Safeguarding processes Staff have a thorough

49

reference to CPD in Safeguarding. reviewed thoroughly. Job descriptions adapted.

understanding of the importance of safeguarding

• Safeguarding induction for all staff

MG Time Ongoing All new staff read and sign our CP and Safeguarding policies. They have a handout to keep which summarises these.

Everyone who comes into contact with children in school has read and understood the policies and has a responsibility.

• School Council to undertake a termly walk round the school to audit areas

School Council SHJ/MG

Time Termly School Council to feedback to governors and MG of findings

Pupils feel safe in school

• All staff and Governors to attend a refresher course run by Herts County Council. • HT to work closely with SHJ (New Governor responsible for Child Protection) • Class teachers to attend Protective Behaviours training.

All staff and Governors Child Liaison Officer to undertake an audit

Staff meeting time

Nov 2013 Impact of training reviewed. Refresher for all staff took place in January 2013

Staff and governors aware of their responsibilities

• E Safety to be part of ICT lessons. • Road Safety education to be prioritized in the Summer Term. HT has attended a course and will cascade to staff and parents in preparation for this.

MB CT HT CT

£50

Ongoing July 2013

E Safety day assembly and poster competition Children cross roads safely and consider other road users. Safe cycling to take place for years5 and 6 in preparation for secondary school.

Parents and pupils aware of the dangers of Internet as well as the benefits

• Safeguarding Statement is included on our website and read by all visitors to our school prior to entering the school

MB Time July 2013 To show all visitors that we take safeguarding of our pupils very seriously

All stake holders are aware of the importance of safeguarding

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• New Camera and Mobile Phone policy in place

MG Staff Meeting time

Jan 2013 governors to adopt in March 2013

No sign of mobile phones in classrooms when pupils are working there.

Pupils feel safe and adults understand the danger they can put themselves in by having a mobile phone in class.

• All reviewed policies to be read and signed by staff. This will provide evidence that they understand their responsibilities regarding safeguarding procedures.

HT, all staff Time Ongoing

Review of policies. Staff are aware and knowledgeable of all new policies

Evaluation processes: Feedback from training and courses Policy review PHSE

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Priority: Develop the provision for Special Educational Needs 2013/2014 – Lead Staff Member Ruth Moor Impact and evaluation from previous year Targets (2011/2012):

• To establish Quality First Teaching and enabling all classes to be inclusive.

• To ensure that the monitoring and assessment processes of interventions are robust.

• Development of Social Skills group. • Staff training and development to enable

further support for children with Specific difficulties.

• Raise the awareness at Board of Governors level of SEN issues within the School..

Evaluation:

• Some lesson observations have been carried out to help staff work towards fully inclusive classrooms establishing Quality First Teaching.

• Some monitoring and recording of achievement within interventions is being carried out across all areas of the school. This still requires further development.

• A specific social skills group has not been put in place. However, where there has been a need to target one or two specific children there has been a pilot scheme of lunchtime sessions ran by the SENCo. The impact of these is still being assessed.

• Staff have taken part in specific training including Autism Awareness and teaching strategies, Hearing Impairment and teaching strategies and in house work on dealing with challenging behaviour. Agencies such as the SPLd Base have trained individual staff in a variety of initiatives to help with basic numeracy and literacy skills.

• A SEN report was produced by the SENCo for each Board of Governors meeting. This is to be re-introduced and continued following a discussion between the SENCo and the Governor responsible for SEN.

Targets (2013/2014):

• To review the production of class provision map and to empower teaching staff to become more responsible for the production of these alongside the SENCo.

• To audit staff training and development needs and offer teaching staff more training and development on dealing with specific learning difficulties.

• To put in place alongside whole School PSHE, the principles of Protective Behaviours with a view of improving Social Skills within the

52

school. • To implement the criteria (in the form of measurable boundaries) for a child to be considered as either G&T or high achieving.

Success Criteria:

• Provision Maps to be produced for each class in partnership between the class teacher and the SENCo • More staff to receive targeted training to help them with the planning, teaching and delivery of the curriculum for children with SEN in

their classes. • Review of the pilot scheme of Protective Behaviours within individual classes with a view of developing a whole school plan specifically

on the teaching and deliver of the programme. Tasks Personnel Resources Timescale Monitoring Process Impact

Provision Maps to be produced for each class in partnership with the teacher and SENCo Following each Pupil Progress meeting each term, Class Teacher and SENCo work together to produce a Provision Map ensuring the learning needs of all the children are met in the class.

SENCo Class Teachers

Release time from class approx half day for each teacher. Specific resources to be used in class to support inclusive teaching strategies. £50

Within 2 weeks of each pupil progress meeting. Ongoing throughout 2013/2014

Provision Maps produced for each class each term and a copy of these in each class teaching file. Provision Maps referred to in all lesson plans and in all observations of classes.

Class Teachers more aware of the strategies to implement to support individual children. Support staff time planned more and more efficiently. Children with SEN making good progress in all areas of learning.

Audit of staff training needs within completion of courses where relevant. All staff to complete a questionnaire / audit of there training needs in regards to SEN. To review the results of this audit with the Head Teacher in line with CPD budget requests and priorities’.

Class Teachers SENCo Support Staff Head

Where needed, staff are to complete relevant training and development in specific areas of SEN. Some of the training may be in house some external. Approx cost £1000


Audit / questionnaire to be compiled by the SENCo and results discussed with Head Teacher and Governor with responsibility for SEN. Individual staff needs are discussed and relevant training is offered. Staff undertaking training are responsible for feeding back key learning areas to SENCo and other

Following completion of audit of training needs, the Head teacher and SENCo are more aware of the training needs of staff and how to address them. Staff are more aware of the needs and teaching strategies for individual children in their classes.

53

Teacher. Staff through staff meetings and share good practice where applicable.

Through sharing areas of learning from specific training courses, more staff can take advantage of the information.

Implementation of Protective Behaviours with a view to improving Social Skills across the school. A Pilot of 6 Protective behaviour sessions to be run within PSHE lessons. Feedback from these sessions to be discussed with the SENCO at a staff meeting. Further training and lesson ideas to be given to teaching staff in the form on in house training.

SENCo Class Teachers

Further training in house for all teaching staff on PSHE lessons with Protective Behaviour Principles underpinning the learning. Cost – Staff Meeting time. Resources to support staff - £200 approx.

Ongoing throughout 2013 / 2014 .

Re introduce the recording process for hurtful incidences on the playground, with an aim of reducing these. Set a bench mark against further incidences of hurtful behaviour so that they can be judged against of the amount of incidences can be recorded. Specific small group social skills groups run at lunchtime for those children finding it too difficult to play alongside others in a respectful way.

For specific children to be able to deal with a range of social interactions and difficulties more effectively. Less problems between children during unstructured times.

To formulate an action plan to put G &T provision in place in line with current (FEB2013) data.

All teachers Release time Using Feb 2013 data

Pupil progress to monitor effectiveness

Higher achievement for our more able pupils.

Evaluation processes: Feedback from staff Feedback from children Evidence in Children’s Learning Diaries showing use of outdoor area.

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Priority: Develop the provision for Science 2013/2014 – Lead Staff Member Margaret Gilbert Impact and evaluation from previous year Targets (2012/2013): To raise achievement in Science for more able pupils and girls

Evaluation: • Co-ordinator (EW) has left. MG to take on Science (Oct 2012). No folder had been

produced. • Assessments tracked half termly. Some teachers are using APP as assessment but

not all. This needs to become consistent and an agreed method of assessment to be adopted.

• Identify More able pupils. More able pupils have been identified within classes and a list of these have been made.

• Interventions for children with SEN – Science interventions have not taken place yet as we need to discuss staffing and needs.

• Children achieving level 3 in Yr2 achieve Level 4 in Year 4. This needs consistent monitoring and APP is essential in this. Some form of formal assessment at the end of each Topic needs to be produced.

• Investigation proforma used consistently throughout the school. So far this has not been created.

Target (2013/2014): To develop assessment for Science across the school. Success Criteria:

• New Scheme of work to be introduced, monitored and evaluated. • Introduce the use APP consistently throughout the school. • To introduce an assessment grid to show progress of Science throughout the school for each child. • To make a Science folder with examples of work, planning and assessment. • To ensure GT pupils are extended and questioned.

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• Extended writing tasks in Science to show and explain understanding. Tasks Personnel Resources Timescale Monitoring Process Impact

Assessment focused tasks: Implemant New Science scheme of work Though discussion with staff, to introduce an effective assessment grid and levelling system. Make sure every pupil is assessed to the APP standards throughout the school. Lesson observations to ensure good questioning and thinking for GT pupils

MG Individual class teachers Sciebnce co-ordinator

Staff meeting time Time for observations. (Supply)

New scheme in place Ongoing throughout 2013 / 2014

Staff meeting on assessment for subjects other than Literacy and Numeracy. Work scrutiny Levelling work tasks Lesson observations.

Staff aware of new scheme. Better knowledge of where children are in their understanding and knowledge of Science. Larger amount of extended writing to evaluate understanding within Science.. Good quality thinking due to a high standard of questioning thus extending GT pupils.

Co-ordinator to produce file which shows assessment, moderation and development throughout the school.

Science co-ordinator.

File Time


A file Clear and effective assessment of pupils progression throughout the school.

To increase staff confidence in assessment and levelling pupils’ science work.

Class teachers

Staff meeting time Autumn Term 2013

Staff meeting time to work with Network schools on moderating pupils work

Clear and effective moderation to enable staff to feel confident in levelling pupils’ work

Organise a Science Week in Autumn term with a possible inclusion of a Science based school trip. This is to include recorded written evidence.

All

Coach (£300) Materials (£50)

Autumn Term 2013

Raise the profile of Science within the school.

Children to take part in a variety of Scientific investigations to enhance their learning experience.

Evaluation processes: Teachers plans Children’s work. Children’s verbal discussions. Decision on a way of assessment.

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Priority: To ensure that all staff are developed effectively and the correct appraisal procedures are in place. 2013/2014


Targets for 2011/2012 • Performance Management targets and reviews are completed termly • Teaching and learning to be monitored regularly • To continue to develop ICT skills for all staff to enable them to efficiently use the Learning Platform • To ensure that strategies for self evaluation are in place • Teaching staff routinely monitor and review the progress of all learners • To ensure all staff are proficient in dealing with sick and injured children Evaluation of these Targets More regular monitoring of staff including TAs. Learning Platform no longer in use but staff have undergone extensive training in Espresso. Review of injury procedure and staffing at break times to deal with accidents. Pupils use ICT throughout the curriculum Staff show increasing confidence in their use of ICT Staff are provided with opportunities to contribute their views regarding the management of school Pupils’ progress is assessed efficiently and accurately Children are well cared for and staff are knowledgeable in first aid procedures Staff were consulted on their views via a questionnaire Sept 2011 APP is working very well for ALL pupils. Training has taken place in Epilepsy and Epi-Pen Targets for 2013/2014

• All staff to be comfortable observing and being observed more regularly. • Staff individual specialist areas to be developed. • Whole staff planning to ensure progression and an understanding of different stages. • New Appraisal systems to be in place using the new teachers Standards and regularly reviewed

Success Criteria: • Subject leaders will have an understanding of how that subject is taught across the school • Staff will feel valued working in their specialist areas. • Improved outcomes for all pupils

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Job Description to include reference to CP and Safeguarding Tasks Personnel Resources Timescale Monitoring

Process Impact

• HT to review targets set for teachers and support staff and set further relevant objectives using the new Teachers Standards and Appraisal procedures • A new policy for staff development will be implemented.

HT, all teachers and support staff

Supply cost Ongoing

Governors ratified the new procedures in June 2012 Targets to be reviewed and closely monitored.

Staff have a greater understanding of their roles and responsibilities and feel a fairness in the progression through the salary scale.

• All staff to monitor lessons and planning and provide feedback to staff and governors.

HT, class teachers

Supply costs Ongoing Lesson feedback.

All staff are happy with the ‘drop in’ type of lesson observation and learn from each

• Individual specialist areas TA and CT Staff attend courses for Autism and Protective Behaviours and CP

• Job Description to include reference to CP and Safeguarding

MG July 2013

Evaluation processes: SEF APP Files Lesson observation records

school development plan 2013 - 2014 - sandon jmi...

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