st ives junior school 2014 to 2016 vision: … 1 of 19 st ives junior school school development plan...

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ST IVES JUNIOR SCHOOL School Development Plan (SDP)

2014 to 2016

Vision: Learning Together, Free to Fly

Mission: To provide high quality learning and teaching and to improve achievement levels for all

Contents

Page 1: Contents Page 2: Glossary of terms Page 3: Summary Pages 4, 5, 6: Context and rationale Pages 7, 8: Benchmarking and target setting Pages 9, 10: Objective 1: Improve pupil outcomes by raising standards

and accelerating progress in areas of the curriculum where achievement is not yet high enough

Pages 11, 12 Objective 2: Improve the impact of teaching on learning

Pages 13, 14 Objective 3: Improve the use of summative and formative

assessment information so that progress and the proportions of pupils meeting the standard are accurately measured (summative) and so that pupils are clear as to the next steps in their learning (formative)

Pages 15, 16 Objective 4: Improve key aspects of leadership,

management and governance Page 17 Objective 5: Accelerate pupils’ social, moral, spiritual and

cultural development Page 18 Objective 6: Improve levels of parent / carer

engagement Pages 19, 20 Planned programme for monitoring and evaluation

2014 / 15 / 16

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Glossary of terms:

121 tuition

10 hours of one to one tuition, often in Maths, led by experienced

class teacher

Planning

scrutiny

Subject leaders correlate planning to outcomes for pupils. Often done

as a whole staff

5 Rs

Resilience, Resourcefulness,

Reciprocity, Reflectiveness and the

overarching Responsibility PSHE Personal, Social, Health education

Core subjects English (writing and reading) and

Maths

Pupil premium

funding

For pupils who have had free

school meals in the last 6 years, children in care, adopted children

and service children

cross phase

Across key stages: key stage 1

pupils 4-7, key stage 2 pupils 7 – 11 key stage 3 pupils 11 – 14 key

stage 4 pupils 14 - 16

SENDCo Special Educational Needs Co-

ordinator

descriptors

Expectations for a pupil in terms of

their level of attainment in a given subject at a given age

SIJS St Ives Junior School

Developmental

feedback

Teacher marking which identifies

the next steps for a pupil in their

learning SLT Senior leadership team

Formative assessment

Daily assessment: marking / wows

and nows / questions asked during the lesson

SMSC Social, Moral, Spiritual and Cultural development

Foundation

subjects Not English or Maths SPAG Spelling, Punctuation & Grammar

ICT Information Communication

Technology (the) standard

An expectation as where a child

should be at any given time in their

school journey. From 2016 pupils will be told at the end of key stage

2 that they are working towards, have met or have exceeded the

standard.

IEP Individual Education Plan Summative

assessment

A snapshot of a pupil’s learning:

testing

Ipsative

referencing Setting learning personal bests TAs Teaching Assistants

JPD Joint Practice Development working walls Displays in the classroom which

record the process of learning

Learning

scrutiny

Staff evaluate whole school

progression in a subject. Scrutinies will have a specific focus, for

example differentiation, the quality of wows and nows etc

Wows and

nows Developmental feedback

National

expectations

Comparable data against a national

data set wow words

Rich vocabulary on display in

classrooms

Moral Code

Aspirations at SIJS grouped under

the headings: Humanity and

fairness, education, voice and health

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Objectives for improvement:

Objective 1: Improve pupil outcomes by raising standards and accelerating progress in areas of the curriculum for all groups of pupils where achievement is not yet high enough

Improve pupils’ attainment in writing across the school Improve pupils’ attainment in Maths across the school

Improve the proportion of pupils attaining level 5 in writing at the end of Key Stage 2

Improve the proportion of pupils attaining level 5 in Maths at the end of Key Stage 2

Objective 2: Improve the impact of teaching on learning Ensure all teaching is at least good and a significant proportion is outstanding

Improve the proportions of pupils making accelerated progress across the school in the core subjects so that it at least in line with national averages

Improve the progress of more able pupils

Improve the impact of teacher’s planning on pupils’ learning outcomes

Objective 3: Improve the use of summative and formative assessment information so that progress and the proportions of pupils meeting the standard are accurately measured (summative) and so that pupils are clear as to the next steps in their learning (formative)

Ensure the school’s own assessment materials in writing and Maths accurately reflect pupils’ progress and attainment

Improve the assessment of reading Improve the use of summative assessment in Foundation subjects Improve the impact of teachers’ developmental marking on pupils’

understanding

Objective 4: Improve key aspects of leadership, management and governance

Improve the quality of the school’s leadership and management, including the quality of its governance

Ensure that performance management and arrangements meet current legislation

Maintain and improve the school’s infrastructure to provide a stimulating and exciting learning environment

Improve transition for pupils joining the school in year 3 and leaving the school in year 6

Objective 5: Accelerate pupils’ social, moral, spiritual and cultural development Raise pupils’ aspirations through exposure to a wide range of additional

learning experiences Maintain high levels of pupil self esteem

Raise the levels of pupil participation in out of school activities Improve pupils’ lifelong learning dispositions

Objective 6: Improve levels of parent / carer engagement

Improve the impact of the ‘Friends of SIJS’ Maintain high levels of parent / carer engagement with IEP meetings,

parental consultations, Progress Review day, Open afternoons and other school events

Improve communication with parents / carers

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Context and rationale

Ofsted, staff, governors, parents and children have been involved in the process of evaluating the school’s performance in order to identify the priorities for the coming years. The school’s vision statement and its mission statement ‘To provide high quality learning and teaching and to improve achievement levels for all’ both lie at the heart of this development plan. All stakeholders are fully committed to improving teaching and learning in order to improve the outcomes for pupils.

St Ives Junior School was judged to be an outstanding school in its Ofsted inspection of 2011. Systematic planning as well as the implementation and review of the school’s priorities for development have enabled the school to maintain its high standards. Continuous self-review comprising analysis of:

pupils’ progress and attainment

the quality of teaching pupils’ well-being and behaviour and the performance management of staff

forms an intrinsic part of the monitoring and evaluation schedule to ensure standards are maintained. (Appendix 1)

Information has been included from:

Recommendations from the Ofsted report of September 2011 The analysis of performance data such as RaiseOnline, the school’s own tracking

systems measuring progress against year 3 baseline assessments

Pupils’ views from the school’s Pupil Council, termly pupil conferencing and the school’s Pupil Voice questionnaire

Feedback from the governing body and staff Feedback from parents – questionnaires, Progress Review Day (March annually),

parental consultations, meet the teacher meetings, transition meetings

Work done with external agencies, most recently with an Ofsted Lead Inspector Evidence shows that schools which effectively evaluate their own performance, and respond to their findings with carefully targeted actions, are amongst the most successful. At St Ives Junior School we strive to:

Evaluate our performance against our own agreed aims and external assessment Adopt an inclusive approach involving the whole school community in our

evaluation processes

Make self-evaluation an essential driver in the process for continuous improvement in order to raise standards and improve the life chances of all children

Use self-evaluation information and findings to shape future actions, celebrate successes and ensure inclusivity

What is school self-evaluation?

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General evaluation:

A systematic study

Focuses on the quality of provision, and on the impact in terms of outcomes

Involves the collection, analysis and interpretation of evidence

Influences decisions

School self-evaluation includes all of the above features and more:

It reviews the school’s aims and values

It includes all members of the school community

It strives for continuous improvement

It shapes future actions for improvement and development

It embraces outside initiatives

Why do it? To sustain the momentum for school improvement To improve the quality of provision for all children by focusing energy and effort on the actions most likely to improve the quality of learning and teaching so that standards rise. School self-evaluation addresses a set of 4 key questions

PROGRESS – How well are we doing?

POLICY – How do we know and why does it matter?

PEOPLE – Who is responsible for what?

POINTS FOR ACTION – What do we have to do to make it happen, and who will evaluate the impact scrutinising the evidence?

Which areas of school life does school self-evaluation cover? School self-evaluation measures both qualitative and quantitative information to arrive at judgments about a school’s effectiveness. These are the questions that need to be answered and supported with evidence:

How far has the school improved since the last inspection?

How well is the school regarded by pupils and parents?

How well do all pupils achieve?

How well are pupils’ attitudes, values and other personal qualities developed?

How effective are teaching and learning?

How effective is assessment?

How well does the curriculum meet pupils’ needs?

How well do the school’s accommodation and resources meet the needs of the curriculum?

How well are pupils cared for, guided and supported?

How well does the school work in partnership with parents, other schools and the community?

How effective is the leadership of the school?

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How effective is the management of the school?

St Ives Junior aims to involve all its stakeholders in the school self-evaluation process. Members of the governing body are involved in the evaluation and review of the information obtained through the self evaluation process which includes the following:

Information about the quality of teaching and learning obtained through informal and formal observations of learning and lessons and regular joint practice development

Learning scrutinies Evidence of the quality of teaching and learning in different subjects or areas Internal and external data on pupils’ attainment and achievement Findings from governors’ visits/monitoring Evidence from performance management.

School self-evaluation completed by the school and verified by the School Improvement Consultant/Local Authority (LA).

Subject evaluation by the leaders of different subjects or areas. Reports and feedback from external agencies including

1. Ofsted 2. Cornwall School Improvement Team (CSIT) reports 3. Questionnaires completed by parents / carers and pupils 4. Evaluation of the last school improvement plan.

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Benchmarking

National attainment and progress (2014 data)

1. National Attainment at end of key stage 2 (year 6)

Subject In line with national expectations (L4+)

Above national expectations (L5)

Writing 85% 33%

Reading 89% 50%

Spelling Punctuation & Grammar 76% 52%

Maths 86% 42%

The national proportional attainment values at the end of year 6 can be applied to other year groups in order to validate attainment across the school to set targets. Comparison to the attainment national expectations are referred to systematically throughout the objectives.

End of year Minimum age related

expectation (in levels) Above age related

expectation (in levels)

3 2A 3C+

4 3B 3A+

5 3A 4C+

6 4B 4A+

2. National rates of Progress at end of key stage 2 (year 6)

Subject Expected progress Greater than

expected progress

Writing 93% 33%

Reading 91% 35%

Maths 89% 35%

The national proportions of pupils making expected progress or accelerated progress over the course of key stage 2 can be applied as a benchmark to validate the progress made by other year groups year on year. Expected progress over the course of Key Stage Two is 2 levels, for example from a level 2 at the end of Key Stage One to a level 4 by the end of Key Stage Two. Whole levels can be broken down in to sub-levels for example a level 4C (the lower end of a level 4), a level 4B (securely within a level 4) or a level 4A (the higher end of a level 4). All levels have a point score equivalent and progress from one sub-level to another equates to an average point score gain of 2. 2 whole levels over the course of Key Stage Two is the equivalent of an average point score gain of 12, or the equivalent of a 3 point gain for every year in Key Stage Two or a 1 point gain every term. A gain of 3 points is the equivalent in national curriculum levels to a sub-level and ‘a bit’ of progress. As a result, at SIJS, we benchmark the minimum expected average point score gain for an individual child over the course of a year as 2 points. When calculating the average point score gain for whole cohorts or particular groups of pupils rather than individuals, an increase in the average point score of three is the benchmark.

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Progress is not, however linear and pupils may make a gain of 2 or more sub levels in one year, the equivalent of an average point score gain of 4 or 6 points, having in the previous year, made a 2 point gain for example.

Comparison to the national proportions regarding rates of expected progress and greater than expected are referred to systematically throughout the objectives. The SIJS targets for progress are for proportions of pupils making expected progress and accelerated progress to be at least in line with national proportions. .

Attainment Target setting

Realistic target setting is cohort specific and reflects the level of need and ability within different year groups. There are variations in the predicted percentages at level 4+ and level 5 for different subject areas which are similar to the national trends. Nationally the proportions of pupils who achieve a level 5 in writing is lower than for any other subject, whilst the proportion of pupils achieving a level 5 in reading nationally is higher than for other subjects.

Attainment at the end of key stage 2

2015 2016* 2017*

L4+ L5 L4+ L5 L4+ L5

Writing 91% 35% 90% 37% 90% 35%

Reading 96% 55% 98% 60% 95% 57%

SPAG 85% 57% 88% 55% 88% 57%

Maths 92% 45% 90% 43% 93% 46%

*From 2016, attainment at the end of key stage 2 will be described by the government as either: Working towards the standard

Achieving the standard Working above the standard

Quality of teaching and learning at SIJS

Judgment By March 2015 By March 2016 By March 2017

Good 100% 100% 100%

Outstanding 40% 50% 60%

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Objective 1: Improve pupil outcomes by raising standards and accelerating progress in areas of the curriculum for all groups of pupils where achievement is not yet high enough

Improve pupils’ attainment in writing across the school Improve pupils’ attainment in Maths across the school Improve the proportion of pupils attaining level 5 in writing at the end of Key Stage 2 Improve the proportion of pupils attaining level 5 in Maths at the end of Key Stage 2

Objective 1: Improve pupil outcomes by raising standards and accelerating progress in areas of the curriculum where achievement is not yet high enough

Objective Specific Action Responsible Resources Time Outcomes

Improve the level of

attainment in writing across the school

Embed opportunities for writing across the

curriculum

Ensure consistent expectations in the

marking of writing across the curriculum

Ensure teacher modeling of writing in

lessons is aspirational Improve teacher subject knowledge in light

of new national curriculum expectations

with particular focus on grammar Ensure ‘Write for Life’ assessment tool

accurately reflects pupils’ attainment and

progress Moderate writing as a whole staff to

ensure accurate and consistent leveling

Identify opportunities for cross phase

professional development with secondary

school staff

Headteacher

SLT

English subject

leader Assessment co-

ordinator

All teachers

Lesson monitoring

Staff training:

sharing of best practice,

moderation and

subject knowledge development

Planning scrutiny

Learning scrutiny

Subject leader

planning support with year group

teams

Analysis of

summative assessment data

Termly lesson

observations

Termly progress

writing

Half termly

planning and learning

scrutinies Ongoing subject

leader liaison

with year group

teams

The attainment of pupils in

writing throughout the school

is at least in line with national

expectations

Improve the level of

attainment in Maths

across the school

Update the Maths curriculum to reflect

national initiatives

Implement school wide calculation policy,

shared with all stakeholders Embed the use of practical equipment in

lessons to scaffold learning for pupils

Track the impact of one to one Maths tuition

on the attainment and progress of pupils entitled to pupil premium funding

Improve teacher subject knowledge in light

of new national curriculum expectations Develop opportunities for professional

development and the sharing of best

practice with secondary school staff

Headteacher

SLT

Maths subject

leader All teachers

One to one leader

Lesson monitoring

Staff training:

sharing of best

practice,

moderation and subject knowledge

development Planning scrutiny

Learning scrutiny

Subject leader

planning support

with year group teams

Analysis of

summative

assessment data

Termly lesson

observations

Annual Maths

assessment Half termly

planning and

learning scrutinies

Ongoing subject

leader liaison with year group

teams

The attainment of pupils in

Maths throughout the school

is at least in line with national expectations

Improve the

proportion of pupils attaining level 5 in

Scrutinise planning files to identify explicitly

planned for learning tasks which stretch the most able

Headteacher

SLT

English leader

Staff training

Costs of external

training / trainers

Lesson

observations termly

Progress and attainment of

the most able is at least in line with national averages

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writing at the end of

KS2

Make the expectations for more able writers

explicit in every lesson where there is a

sustained written outcome

Ensure that the classroom environment is

rich and aspirational (wow words / working walls)

Directed adult support during lessons

regularly heightens outcomes for the more able

Subject leader and lead year 6 teacher to

attend training on extending the most able

writers and disseminate findings to staff

Able Pupils leader

Subject leaders

Assessment leader

Class teachers

and supply cover

Support staff

performance

management

Planning

scrutinies termly

Annual

performance

management of TAs and review

and for many children are

above national averages

Improve the proportion of pupils

attaining level 5 in

maths at the end of KS2

Teachers systematically plan more open

ended tasks / opportunities to apply

knowledge and skills in a range of contexts Embed opportunities for more able pupils to

explain their strategies in daily lessons

Directed adult support during lessons

regularly heightens outcomes for the more

able Systematic use of SIJS Maths levels

assessment document to make next steps

explicit for more able pupils

Headteacher

SLT

Able Pupils leader

Maths leader

Assessment leader

Class teachers

Staff training

Costs of external

training / trainers

Lesson

observations half

termly

Planning

scrutinies termly

Progress and attainment of

the most able are at least in line with national averages

and for many children are above national averages

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Objective 2: Improve the impact of teaching on learning

Ensure all teaching is at least good and a significant proportion is outstanding Improve the proportions of pupils making accelerated progress across the school in the core subjects so that it at least in line with national averages Improve the progress of more able pupils Improve the impact of teachers’ planning on pupils’ learning outcomes

Objective 2: Improve the impact of teaching on learning


Ensure all teaching is

at least good and at least a significant

proportion is

outstanding (targets

set on page 6)

Film lessons to share best practice with

staff Update SIJS default practice as required

Provide teachers with individualised

feedback and clear targets following lesson

observations

Use outstanding teachers for joint practice

development Identify additional opportunities for

professional development to improve

teacher subject knowledge

Headteacher

SLT

Core subject

leaders All teachers

Lesson monitoring

& feedback

Teacher release

time for JPD Staff training

Half termly

lesson

monitoring JPD ongoing

through the year

Levels of attainment for all

identifiable groups of pupils

are at least in line with

national expectations and rates of expected progress

and accelerated progress are also in line with or above

national expectations

Improve the

proportions of pupils making expected

and accelerated

progress across the school in the core

subjects

Use assessment information forensically to

identify underperforming groups of pupils

Ensure teacher subject knowledge is secure

Ensure planning impacts directly on the skills

and understanding of all pupils

Learning is personalized and developmental

feedback heightens outcomes for pupils

Headteacher

SLT

Core subject

leaders

All teachers

Planning scrutinies

Staff training

Lesson monitoring

Learning scrutiny

Half termly

lesson

observations Termly progress

writing

Half termly

The proportions of pupils

making expected and accelerated progress are at

least in line with national expectations

Improve the progress of more

able pupils

Expectations for more able pupils made

explicit in all lessons

Learning tasks for more able pupils explicitly

planned for

Ensure teacher subject knowledge is secure

to extend more able pupils Learning tasks provide more able pupils with

an opportunity to apply knowledge and skills

in a different context Ensure more able pupils risk take and are

aspirational in their learning

Headteacher

SLT

Able Pupils leader

Subject leaders

Assessment leader

Class teachers

Planning scrutinies

Staff training

Lesson monitoring

Learning scrutiny

Half termly

lesson

observations Termly progress

writing

Half termly

planning and

learning scrutinies

Half termly

lesson monitoring

The proportions of more able

pupils making expected and

accelerated progress are at least in line with national

expectations

Improve the impact of teachers’ planning

on pupils’ learning

outcomes

Identify differentiated learning tasks to meet

the needs of all learners

Direct support staff explicitly on planning

proforma Identify pupils not making the learning gain

and record reason why

Record success criteria to be used in lesson

Headteacher

SLT

Core subject

leaders All teachers

Staff training

Learning scrutiny

Planning scrutinies

Half termly

planning and

learning scrutinies

The impact of effective

planning leads to greater proportions of pupils making

expected and accelerated

progress to be at least in line with national comparisons

and pupils’ achievement is at

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Ensure direct correlation least in line with national

expectations

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Ensure the school’s own assessment materials in writing and Maths accurately reflect pupils’ progress and attainment Improve the assessment of reading Improve the use of summative assessment in Foundation subjects Improve the impact of teachers’ developmental marking on pupils’ understanding



Improve the

accuracy of tracking

pupils’ attainment and progress in

writing

Re-write ‘Write for Life’ level

descriptors in line with the new curriculum

Evaluate accuracy of ‘Write for Life’

descriptors when marking Autumn term progress writing

Headteacher

SLT

English leader

Assessment leader

Staff training

Subject leader

release time

By January

2015

Staff use accurate assessment data to

inform the next steps in learning

Resources are effectively directed towards

underperforming groups of children The attainment and progress of pupils in

writing throughout the school are at least

in line with national expectations All pupils are appropriately challenged in

their learning as a result of effective

assessment

Improve the

accuracy of tracking pupils’ attainment

and progress in reading

Create, pilot and evaluate reading descriptors in a child friendly format

which enable pupils and staff to

accurately assess pupils’ attainment against the standard and measure

pupil progress

Headteacher

SLT

English leader

Assessment leader

Staff training

Subject leader

release time

Initial

descriptors by

May 2015 Fully

implemented

by Sept 2015

Staff use accurate assessment data to

inform the next steps in learning Resources are effectively directed towards

underperforming groups of children

The attainment and progress of pupils in

reading throughout the school are at least in line with national expectations

All pupils are appropriately challenged in


assessment

Improve the accuracy of tracking

pupils’ attainment

against the ‘standard’ and their

progress in non-core subjects

Identify alternative assessment

models following the abolition of

national curriculum levels Pilot preferred shortlist of assessment

models and identify whole school

approach Create accurate ‘descriptors’ for the

foundation subjects

Headteacher

SLT

Assessment leader

All subject leaders

Staff training

Subject leader

release time School closure

day

Potential cost

of external trainer

Preferred

model

identified by

March 2015 Draft

descriptors by

June 2015 Implementatio

n begins Sept

2015

Levels of attainment and pupil progress

are accurately tracked

Teachers use assessment data rigorously

to inform the next steps in pupils’ learning All pupils are appropriately challenged in


assessment

Improve the impact

teachers’ developmental

marking has on pupils’ understanding

Build in time during lessons for pupils

to respond to developmental feedback

Identify and share developmental

feedback best practice

Headteacher

SLT Assessment leader

All teachers

Staff training

Learning

scrutiny

Ongoing

Developmental marking enables pupils to

improve their learning outcomes, leading to pupils making greater progress and

higher attainment at least in line with

national expectations

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Evaluate the quality of pupils’

responses to developmental feedback

Make expectations when responding

to ‘wows and nows’ explicit to pupils

Improve the impact the school’s own

assessment materials

have on pupils’ learning

Embed as part of daily practice the

use of SIJS Maths levels and SIJS ‘Write for Life’ assessment tools

Teach pupils explicitly how to use the

assessment tools to identify

themselves how they can improve their own learning

Headteacher SLT

Assessment leader

Maths & English

leaders

All teachers

Lesson

monitoring

Planning

scrutinies Pupil interviews

Half termly

Pupils have realistic but challenging

learning aspirations, leading to pupils making greater progress and higher

attainment at least in line with national expectations

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Improve the quality of the school’s leadership and management, including the quality of its governance Ensure that performance management and arrangements meet current legislation Maintain and improve the school’s infrastructure to provide a stimulating and exciting learning environment Improve transition for pupils joining the school in year 3 and leaving the school in year 6



Improve governors’

understanding of the school

Invite governors to observe lessons as part

of the monitoring and evaluation schedule Enable effective liaison between subject

leaders and governors

Identify training opportunities for

governors to enable the governing body to

fulfill their statutory obligations Evaluate the governing body’s skill set and

ensure future appointments develop the

range of expertise the governing body has to offer

Headteacher

Chair of governors

Clerk to the

governors

The governing

body

Governing body

meetings

Governor time to

visit lessons

Termly

governing body meetings

Governors hold the school

effectively to account with a greater understanding of the

challenges facing the the

school and the improvements required

Enhance the roles of middle leaders i.e.

subject leaders

Improve subject leaders’ knowledge of the

curriculum area (s) they lead, with a

particular focus on assessment Involve subject leaders in the monitoring of

lessons

Develop opportunities for joint practice

development with subject leaders and outstanding teachers

Involve subject leaders in the delivery of

training at weekly staff meetings

Identify opportunities for cross-phase collaboration with feeder schools

Headteacher

SLT

Subject leaders

Staff training

Release for JPD

Cost of external

training providers

Ongoing

All middle leaders will have a

secure understanding of the

strengths and areas for development in their subject

Improved provision in subject

areas will lead to heightened outcomes for pupils

Ensure that

performance management

arrangements are fulfilled according to

legislation

Carry out performance management and

review meetings linked explicitly to the key

objectives identified in the School Development Plan

Link performance management explicitly to

the impact teaching has on learning and

pupils’ understanding

Headteacher Release time for

meetings

By October 31st

annually and

review date in March

Self-initiated professional

development opportunities

will improve provision for pupils

Clear targets link explicitly to

learning, raising outcomes for

pupils

Improve transition for pupils so that

dips in attainment

are minimalised

Identify opportunities for additional

transition opportunities at year 3 and year 6

Develop cross phase subject leader

collaboration and identify opportunities for pupils to learn in different settings

Identify feasibility of ‘advanced’ transition for

all year groups for a month before the

Headteacher

Headteachers of

cluster group

Subject leaders

ECM St Ives

Meetings Ivy League

meetings

Analysis of

baseline data

Ongoing

The transition experience is

positive for pupils and families

Attainment at the start of

years 3 and 7 is more closely aligned with attainment at the

end of years 2 and 6

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summer holiday

Improve the fabric of

the school to provide an inspirational

learning environment for pupils fit for the

21st century

Redesign the school library to create a

welcoming and stimulating learning

environment Replace classroom doors and dark storage

units in classrooms to create a lighter, more

welcoming learning environment

Replace carpets throughout the school

Improve the ventilation in the school kitchen

in line with legislative requirements Update the fire alarm and emergency

lighting throughout the school

Replace the plastic guttering and downpipes

Repave areas around the outside of the

school

Headteacher

Governing Body

Premises manager

Financial cost of

different projects Ongoing

Pupils’ love of reading is

nurtured and achievement

and progress in reading improves

Pupils are safe in the school

building

Pupils enjoy learning in a

well-cared for environment which promotes learning,

leading to better outcomes.

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Objective 5: Accelerate pupils’ social, moral, spiritual and cultural development

Raise pupils aspirations through exposure to a wide range of additional learning experiences Maintain high levels of pupil self esteem Raise the levels of pupil participation in out of school activities Improve pupils skills to be effective learners

Objective 5: To accelerate pupils’ social, moral, spiritual and cultural development


Improve pupils’ understanding of

Rights Respecting behaviours linked

to the school’s Moral Code

Link learning to the Rights Respecting behaviours at

every opportunity, including displays Revisit Rights and Respects regularly in assemblies

Raise the profile of Rights Respecting behaviours across

the school

Headteacher

SLT

PSHE leader All class

teachers

Assemblies

Whole class lessons

On-going

Incidents (fallings out between pupils,

minor injuries) at playtime and lunchtime decrease and pupils are

ready to learn Pupils’ tolerance and understanding of

each other and others improves

Pupils have a language with which to

describe their feelings and the choices they make

Improve pupils’ understanding and

application of the lifelong learning

dispositions (the 5 Rs)

Pupils explicitly taught about the 5 Rs

References systematically made to the dispositions

during lessons Icons for the dispositions included in teachers’ Smart

pages

Share understanding of the 5 Rs with parents and

carers in newsletter

Headteacher

SLT All class

teachers

Assemblies

Lesson

monitoring

Planning scrutinies

Pupil Interviews

Feedback from

parents / carers

Ongoing

Half termly Termly pupil

conferencing

Pupils’ behaviour for learning is

exemplary

Pupils have an effective skillset to

facilitate transition to secondary education

Pupils are resourceful, risk taking,

aspirational and collaborative

Develop pupils’

understanding of ipsative

referencing

Pupil progress valued by all staff

Pupils taught the meta language to be able to describe

how well they are doing

Targets set for pupils against prior attainment

Headteacher

SLT

All class

teachers

Assemblies

Lesson monitoring

Planning

scrutinies

Ongoing

Half termly

Termly pupil

conferencing

Pupils’ self-esteem is high and their attitude towards learning is positive

and aspirational, regardless of ability

Identify

opportunities to build cultural

capital for pupils

Plan exciting enrichment week activities

Inspiring visits planned for, linking to classroom learning

Promote after school clubs

Establish links with external providers, including the secondary school

Celebrate pupils’ achievements outside of school

Headteacher

SLT

All class teachers

Assemblies

Teachers after

school

Ongoing

The number of pupils attending after

school club increases Pupils are inspired to continue with

activities following input at school

Pupils aspirations are raised

of 19

Objective 6: Improve levels of parent and carer engagement

Improve the impact of the ‘Friends of SIJS’ Maintain high levels of parent / carer engagement with IEP meetings, parental consultations, Progress Review day, Open afternoons and other

whole school events

Improve communication with parents / carers

Objective 6: Improve parent / carer levels of engagement Objective Specific Action Responsible Resources Time Outcomes

Develop the level of parent / carer

engagement with Friends of SIJS

Publicise and raise awareness Friends of SIJS

Recruit parents / carers to the Friends of SIJS

Headteacher

Governing

body

Newsletters

Website page Ongoing

Greater proportions of

parents/carers have additional

involvement with school

Increase fund raising

opportunities to improve provision

for pupils

Friends of SIJS identifies opportunities for fund raising

activities across the school year

Friends of SIJS identifies specific fund raising projects to

improve provision for pupils across the school

Friends of

SIJS

committee Headteacher

Pupil Council

Friends of SIJS

meeting Ongoing

The parent / carer body are aware of

the aims of the Friends of SIJS

Provision is improved for pupils

following successful project initiatives

Parents / carers

work together

with school to ensure the most

effective provision for their child

Rigorous process of invite, remind and rearrange

Systematic audit of the uptake of parent / carer

attendance to learning and progress meetings

Importance of parent / teacher meetings made explicit

in newsletters Parents / carers regularly reminded of opportunity to

communicate with teachers before the start of the

school day and at the end of the day Parents / carers made explicitly aware of how they can

support their child at home

Headteacher

SENDCo

Class teachers

Meetings with

parents / carers Parent / carer

questionnaire

Ongoing

Parent / carer

questionnaire

100% attendance to all parent/carer

teacher meetings Families enabled to support children

at home more effectively

Parents / carers feel staff are both

accessible and approachable

Improve the

delivery of information to

parents / carers

Evaluate possible use of additional platforms to

communicate with parents / carers, including the use of social media

Headteacher

ICT technician SLT

Liaison with

other schools Parent / carer

questionnaire

By February

2015 Parent / carer

questionnaire

School able to communicate

effectively with greater proportion of parents / carers

of 19

Appendix 1: St Ives Junior School Planned programme for monitoring and evaluation 2014 / 15 / 16

September October November December

Headteacher Responsibility

Teaching & Learning: lesson observations, book trawls, planning scrutiny, marking scrutiny

NQT induction Intervention programmes identified with SENDCO including 121 tuition IEP meetings Parent meetings Policies updated

Teacher Performance Management: by 31/10 SEND Annual Reviews Analysis of RaiseOnline Data and planning of actions CSIT Autumn term visit

Subject Leader SEFs and Timelines by mid November Year 6 Mock SATs Pupil Conferencing Parental Consultations Performance Management for support staff

Governor focus

Governor Visits: lesson observation, discussions with subject leaders, pupil interviews

Annual whole school review SEND & IEPs Assessment

Full Governors meeting: Safeguarding and Children in care Raiseonline Health & Safety Audit

Headteacher review and performance management Subject SEFs

PE & Outdoor learning Art Target setting Able Pupils audit

Curriculum focus, subject leader reports with named governors

Assessment: (MA: Gov: JH) Attainment and progress end of year assessments. Year 3 baseline assessments SEND (ST: Gov: LF)

English (ST: Gov: JK) Maths (AW: Gov: TH) Progress Writing

Science (LR: Gov: BB) Computing: (LW: Gov: MH) PSHE / RRS (LH: Gov: JH)

Whole school production Able Pupils (ST: Gov: JH) Art: (KS: Gov: LF) PE & Outdoor Learning (DG: Gov: BB)

January February March April



Evaluation of intervention programmes with Leadership team IEP meetings

Performance Management Review for teachers

Pupil Conferencing Progress Review Day

Evaluation of intervention programmes with Leadership team

Governor focus


RE Music SEN & IEPs

Full Governors meeting: Finance Committee meeting Health & Safety / Premises Group

Analysis of parent/carer questionnaire following Progress Review Day

Primary Languages


SEND (ST: Gov: LF) Music: (EB: Gov: JK) RE: (SL: Gov: TH)

English (ST: Gov: JK) Maths (AW: Gov: TH) Progress Writing

Geography: (JH: Gov: MH) Design Technology: (SL: Gov: BB)

Primary Languages (AMc: Gov: TH)

May June July August



Performance Management Review for support staff Key Stage 2 SATs Summative assessments years 3-5 (Reading, Writing & Maths) Year 6 residential

Performance Management Review for teaching staff Pupil Conferencing Year 4 and 5 residential visits

Pupil Voice With leadership team analyse assessment data and effectiveness of intervention programmes CSIT summer term visit Reports out to parents / carers

Health & Safety: full audit Govs meeting in October

Governor focus


English & Maths SEN & IEPs Governor Finance Committee Meeting: budget set Best Value review Safeguarding & Children in Care

Full Governors meeting: History and Science

Assessment Able Pupils KS2 results: progress and attainment: analysis and action


SEND (ST: Gov: LF) Progress writing English (ST: Gov: JK) Maths (AW: Gov: TH)

History: (JH: Gov: MH) Science: (LR: Gov: BB)

Assessment: synopsis of summative assessment data Sports day

st ives junior school 2014 to 2016 vision: … 1 of 19 st ives junior school school development plan...

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