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Warren Wood Primary School

School Development Plan 2017-18

Our key priorities for the forthcoming school year are:

Reading – Progress of Vulnerable groups

School Development Plan

For the Academic Year

2017 – 2018(September 2017 – V1)

Warren Wood Primary School

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Writing – Introduction of WAGOLL to instil consistency throughout KS2 in order to sustain progress for allMaths – Staff training focusing on explanation and challenge, identify groups through tracking procedures and practices to be developed further to show progress.Assessment – Focus on the use of progress data alongside attainment data in the pursuit of raising standards, including staff training in how to use data to inform their teaching and to develop how this can positively impact upon learning opportunities.Greater Depth – Identifying what a greater depth child looks like, provide relevant training for staff, data between EYFS and KS1 to hone in on EYFS3 pupils to GDS to improve progressChallenge at KS2- What challenge looks like, having high expectations continually, giving pupils opportunities for challenge in all areas of their work

All staff know and value the importance of maintaining the high expectations in these areas and these are monitored by the HT, SLT and Subject Leaders throughout the year. This also is quality assured by learning walks with the SSIP and through the monitoring and evaluation schedule conducted by all staff throughout the year. The main focus for these areas is at 10, 20, 36 weeks where progress and attainment are monitored for all groups of pupils and interventions identified to support school improvement.

Subject Leaders will further develop their roles this year in two key ways.

The exploration and development of potential ways of assessment their subject areas. The use of data to analyse the impact that teaching and learning is having upon progress and attainment for all pupils, relative to their starting points.

We acknowledge that subject leaders are at various stages of their own development within their role and have a deep commitment to the development of teachers as leaders and managers outside of their own classrooms as Subject Leaders, Middle Leaders and Senior Leaders. This also includes the development of support staff as leaders or facilitators of learning. Staff have a clear understanding of their own roles within the structure of school and know how vital their role is within school in terms of what they contribute to school and the impact their leadership and teaching have upon the learning that takes place, attainment and achievement. A commitment of time and resources to monitor and achieve this has been given to all staff for their own continuing professional development needs. Their development this year focuses on the further development of skills of lesson observation and professional feedback to colleagues, including newly and recently qualified teaching staff who are more recent to the role of subject leader.

Senior Leaders are focussed on the development of their skills in line with safeguarding procedures and professional skills of coaching others. The staff are fully committed to the shared vision of providing a high quality education in a caring and supportive learning environment following our school motto of ‘Care, Courtesy and Consideration’. Restorative approaches will be shared throughout the school and training is in place to develop all staff members in this area for a cohesive approach.

Warren Wood Primary School School Development Plan – Curriculum

2017-18Sept2017 Action Plan for Early Years



Key

Prio

riti

es

Sustain upward trend of GLD (70%) PSED attainment Developing lower ability readers Raising attainment in writing

School Improvement Focus

Action to be Undertaken(including monitoring,

assessment and how will this improve

attainment/progress/standards)

Responsibility(Staff and Governor)

Timescale Resources Evidence of Impact(with dates)

To increase GLD levels in line with LA and National, creating a three year upward trend.

Baseline assessments to capture an accurate picture of the cohort and identify groups. 10, 20,36 week progress meeting; highlighting groups of children who need support/ intervention or challenge. Note ‘months on observations and work at key markers in the monitoring cycle. Use ‘Development Matters’ outcomes and EYFS Exemplar Handbook to strengthen moderate. Be proactive in ensuring the ‘settling in’ process runs smoothly and children feel confident when coming into school.Assess Characteristics of Learning and make evidence in books obvious.

EYFS TEAM JULY 2018 Tapestry Online Learning JournalModeration meetings.Team meetings

Developing early reading skills and a love of reading in our identified vulnerable groups.

Reading including stay and read and story scribe/talk for writing, intervention from HLTA to nurture LA readers

EYFS team JULY 2018 Stay and ReadReading resources for home.Guided reading

To develop early writing skills.To raise the attainment of boys.

Early grip assessment and then development activities to strengthen and develop appropriate grip and motor control. - Funky Fingers, Dough Disco and Go Noodle. Monitor boys in particular during CP and Physical to ensure relevant skills are being modelled and taught to appropriate level of grip and coordination.Train new Reception Team in recognising and promoting the steps to successful early writing.Continue to promote Talk for Writing and Story Scribe.Include ‘boy friendly’ writing themes and interests.Regular moderation meetings. Note ‘months on observations and work at key markers in the monitoring cycle. Be mindful of writing opportunities and assessments in setting.

EYFS TEAM JULY 2018 GoNoodleFunky Fingers resourcesTeam meetingsModeration meetings

To raise attainment in PSED. Create strong links with families on entry. Identify groups of children with attachment issues. Ensure Home Visits are supportive in strengthening links with home and school. Introduce Restorative approaches to issues and conflicts in school. Use visual circle as a guide. Provide sharing and turn taking opportunities within setting and throughout CP. Assess Characteristics of Learning and make evidence in books obvious.

EYFS TEAM JULY 2018 Home visit timeRestorative approaches training –Staff meeting.Visual aids


2017-18



Sept2017 Action Plan for Enquiry Based Learning

Key

Prio

riti

es To develop the role of the teacher as a facilitator. To promote writing opportunities within enquiry lessons.







To develop the role of the teacher as a facilitator throughout school.

Objective led planning in EYFS- discuss and model to rest of staff. Trial using objective led planning during STCDs and in Foundation lessons and Science.STCDs to continue as whole school for impact.KS2 children to plan and discuss their own timetables for STCDs.Develop teacher’s awareness of ‘In the moment’ planning and use it during STCDs and enquiry lessons.

HHStaff

July 2018 Staff meetings

To promote writing opportunities within enquiry lessons.

Collect writing evidence for moderation and promote record keeping, writing skills and creative writing throughout STCDs and enquiry lessons.

StaffHH

July 2018 Staff meetingsSTCDs

To embed positive learning behaviours to build resilience.

Revisit enquiry/ science principals and find examples of this within STCDs and enquiry lessons.With the children discuss the qualities and skills needed to get the best out of an enquiry lesson.Make staff and children aware of enquiry skills, e.g. collaboration, leadership, problem solving and resilience. Promote these qualities throughout school and establish a reward system as an incentive.Encourage children to resolve differences using resolution circle.Reward those children who show resilience

StaffHH

July 2018 Staff meetingsSTCDs


2017-2018

Sept2017 Action Plan for Reading



Key

Prio

riti

es

To monitor teaching and learning in reading and to measure how these contribute towards making a positive impact upon standards.

To raise attainment and increase challenge opportunities throughout School – accelerate progress. To embed KS2 reading tracking linked to POS.

School Improvement FocusAction to be Undertaken

(including monitoring, assessment and how will this improve



Timescale ResourcesEvidence of Impact

(Expected and Actual)(with dates)

To embed the assessment of individual reading/guided reading ensuring that all children make consistently good or better progress.

Reading Content Domain tracking sheets introduced to KS1 and KS2

Pupil progress meetings including team moderation and 10, 20, 36 week meetings

Monitor GDS children through monitoring and tracking

All staff SLT

On-going- full review in July ‘18

Staff meeting and moderation time to be scheduled on timetable

Reading content domain trackers

Expected – increase % of GDS

Reading opportunities to ‘hook’ children

Specific assessment across the reading content domains

To promote reading throughout a creative and enquiring curriculumto increase % of children achievingGDS

Key authors and themes linked to our creative curriculum

Observation of the teaching of reading Track GDS children from EY through school –

intervention required? Review how em/m/gds children identified

Teachers to own progress of each group

HT and SLT On-going- full review in July ‘18

English Leaders meetings- the bigger picture in Stockport

Expected – increase % of GDS

specific identification of GDS children throughout school –tracking and intervention in place- borderlines accessed?

To monitor teaching of letters and sounds in KS1To increase number of children passing Phonic Screening KS1

Analysis of current level of phonic skills in KS1

Streaming for phonics in KS1 Small group support TA training to upskill teaching of phonics Red dot readers intervention in place

AC and JB By May ‘18 TA training Expected Rising trend of phonic screening % at

KS1 ( 73% 2017) Year 2 resits have increased pass rate

( 13 resits)

Warren Wood Primary SchoolSchool Development Plan – Curriculum

Sept2017 Action Plan for Writing



Key

Prio

riti

es

To accelerate progress and raise the attainment in writing across the school To develop the planning and assessment of writing To introduce research advice to the develop teaching and learning of writing


(including monitoring, assessment and how will this improve attainment/progress/standards)

Responsibility(Staff and Governor) Timescale Resources

Evidence of Impact(Expected and Actual)

(with dates)

To embed WW Writing Approach with the aim of increasing the % of writers at GD.

Introduce bespoke approach to writing at WW- engage with staff to hook children and have clear aims linked to POS

Regular moderation in key stage teams. SLT to monitor writing on a termly basis,

looking at coverage, progression, marking, assessment, expectation and skills used.

To analyse identified GD writers and produce tracking evidence to highlight this significant group

Who was GD last year at 10/20 week? Who was GD at FS/KS1 where are they now? Collect data and track

HT

SLT

Teaching Staff

Ongoing – review in July ‘18

Reviewed criteria

Pupil Progress meetings - HT

Expected Teaching of writing to move from good

to outstanding 10 and 20 week progress highlighted to

show progression so far. Significant advantaged groups

identified and where appropriate small group support in place GD

Whole school book scrutiny, checking for coverage, attainment, progress, differentiation and cross phase approaches

Track GD writers and near groups- How can the shift be made from met to GD

Introduce planning overview for approach to writing at WW with clear links to aims outcomes coverage and assessment.

Monitor the impact of planning and the progression between year groups.

Continue to track pupil progress at 10, 20 and 36 weeks showing accountability.

Develop creative and enquiring curriculum to engage writers

Approach to be evident in all classes Y1 to Y6- highlight accountability to raise impact

Teaching Staff

SLT

AC and JB

Ongoing Staff meetings

English planningTeam meeting time

Expected Review impact of planning teaching

and learning to the WW Writing approach

To engage with research and advice to enhance the teaching of writing and opportunities at Warren Wood.

SSIP to advise on effective practice from other schools

To trial approaches and monitor impact on teaching and learning

SLT and leaders By July ‘18 TimeExpected

Opportunities to inspire writers based upon new approaches

Rising trend of improved % of met and GD writers by 36 weeks

2017-2018

Warren Wood Primary School School Development Plan - Curriculum 2017-18



Sept2017 Action Plan for Maths

Key

Pri

orit

ies

To raise attainment in Maths, particularly at Key Stage Two.







To better identify how different children make progress in each cohort relative to their starting point.

Analysis of data by SMT Staff to be given data and made aware of

targeted children Intervention programmes to focus on these

children Regular revision of this data and assessment

of success of intervention programmes

SLTMaths subject leadersClass teachers

Data analysis & follow up with teachers in Autumn 1Revision of data at 10 week point then half termly

SIMS dataTA/CT training for intervention packages

To develop planning to ensure teaching follows a robust, progressive sequence

Review of planning INSET training on sequence of lessons QLA of SATs papers Lesson observations Book scrutiny


Review of planning & INSET in Autumn 1Lesson obs & book scrutiny termly

New planning formatINSET materials

To ensure that challenge is consistently provided for higher ability pupils

INSET on providing challenge & pupil explanations

Resources purchased to support challenge Lesson observations Book scrutiny


INSET in Autumn 1 & Spring termLesson obs & book scrutiny termly

INSET materialsChallenge material

To ensure uniformity of approaches and presentation

INSET training Lesson observations Book scrutiny


INSET in Autumn 1Lesson obs & book scrutiny termly

INSET materials

Warren Wood Primary School School Development Plan - Curriculum

2017-2018



Sept2017 Action Plan for Science

Key

Prio

riti

es To identify relevant CPD opportunities for teaching staff To develop the outdoor areas allowing them to be used further to enhance the science curriculum To establish science ‘working walls’ in all classrooms







To embed the 5 E’s cycle throughout the teaching of science at Warren Wood to develop the working scientifically strand of the national Curriculum

Review the 5 E’s cycle with staff

SL to conduct book scrutinies focusing on the use of the 5 E’s and working scientifically

SL to conduct lesson observations to establish if the 5 E’s cycle is being incorporated into science lessons

D. Prior

D. Prior

D. Prior

September 2017

by January 2018

Autumn 2017

- 5 E’s cycle

- Books- SL non-contact time

- SL non-contact time

To develop a skills based assessment cycle for science at Warren Wood

Review and develop assessment trackers trialled in July 2017

Attendance at subject leader meetings

D. PriorAll staff

D. Prior

Autumn 2017

Autumn 2017Spring 2018

Summer 2018

- Staff meeting

- Non-contact time subject leaders

To improve the pond and surrounding area enabling it to be used as an effective outdoor learning environment

Research possible grants

Discuss with staff and children the improvements that they would like to see

D. Prior

D. PriorAll staff and children

September 2017

by October 2017

- Non-contact time

- Assembly time- Staff meeting

Warren Wood Primary School School Development Plan - Curriculum 2017-18Sept2017 Action Plan for Computing

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Key

Prio

riti

es

Review and update the school’s E-safety and Acceptable use of the internet and email policies. Continue to raise awareness of current E-safety issues.

Raise the profile of the school website. Investigate the potential for the assessment of Computing skills.






To review and update the school’s E-Safety and Acceptable use of the internet and email policies and ensure these are put in place within school.To continue to raise awareness of current E-safety issues.

Update policies and formally provide these to all staff. Discuss changes and updates.

Ensure to put policies onto the school website and make parent/carers aware of these policies.

Present policies to the governing Body. Provide children with skills, knowledge and

understanding of how to stay safe on line through Computing and PSHE lessons.

Tanya Cross to come in and do a parents meeting. Promote Safer Internet Day- 6th February 2018. Promote a partnership approach to e-safety at home

and at school with parents by providing information on website/letters about E-safety/safeguarding issues/priorities.

Lesson observations.

Computing Subject Leader

All Staff

Tanya Cross

Governing Body

July 20178 Tanya Cross parents meeting.

Non-contact time for subject leader

New updated policies

Governing body meeting

Staff meeting

To raise the profile of the school website in order to:-improve communication and collaboration links between school and parents/carers- enable pupils to contribute to the development of the website and gain an understanding of its purpose, as well as develop skills and understanding of electronic communication and collaboration (Digital Literacy Strand in the Computing Curriculum).

Ensure school website is regularly kept up to date. Provide more information for parents/carers about the

Curriculum, expectations and how they can support their child at home.

Website to be shown to pupils and opportunities given for them to explore and navigate around the school’s website.

Allow pupils to contribute their ideas on what they would like to go on the school website, particularly on the class pages.

Class teachers to introduce the advantages/ purpose of a blog.

Pupils to contribute to a class blog. Inform parents/carers pupils’ role in the development

of the school website.

Computing Co-ordinator

Office Staff

All Staff

On-going

July 2018


Training provided for team leaders

Website user booklet

School website

Laptops

Investigate the potential for the assessment of Computing skills.

Look at teacher assessment and self -assessment tools and resources.

Trial these with pupils and look at its usefulness, effectiveness and impact on teaching and learning.

Contact subject leaders from other schools for any recommendations for the assessment of Computing skills.

Computing Co-ordinator

All staff

On-going I can statements for each year group-TES

Primary Computing-end of year expectations grid

Warren Wood Primary School School Development Plan – Curriculum 2017-2018

Sept2017 Action Plan for History



Key

Prio

riti

es

To use history as a cross curricular link to enhance the profile of writing. To embed and enhance the delivery of skills lessons by class teachers. To introduce a new tracking and assessment procedure for history throughout the school.







To use history as a cross curricular link to enhance the profile of writing.

Staff training with techniques and ideas to be provided.

History Association membership to be bought – lots of cross curricular lesson plans, ideas and links contained on the website.

These actions should help to make writing more purposeful and help to demonstrate some of the skills taught in history.

Training to be given by history coordinator.Bursar to obtain membership to History Association.Whole staff responsibility to teach in a cross curricular way.

By July 2018HA membership.

To embed and enhance the delivery of skills lessons by class teachers.

Skills based ‘I cans’, created by history coordinator, given to class teachers, relating to the skills needed to be taught by the end of each key stage.

Vocabulary lists created for each year group – to be displayed in classrooms.

These actions should ensure we are following NC guidelines for history.

Whole staff responsibilityBy July 2018

Vocabulary lists.

‘I cans’.

To introduce a new tracking and assessment procedure for history throughout the school.

‘I cans’, created by history coordinator, which detail the specific skills pupils are required to demonstrate by the end of each key stage.

These can aid teachers to keep track of skills taught and help forward planning.

This will enable the history coordinator to keep track of progress in history and to ensure full coverage of the NC guidelines.

History subject leader and staff By July 2018

‘I cans’ assessment sheet


2017-2018

Sept2017 Action Plan for Geography



Key

Pr

iori

ties

To use history as a cross curricular link to enhance the profile of writing. To embed and enhance the delivery of skills lessons by class teachers. To introduce a new tracking and assessment procedure for geography throughout the school.







To use geography as a cross curricular link to enhance the profile of writing.

Staff training with techniques and ideas to be provided.

Teaching Geography Creatively text to be purchased and distributed to staff – lots of interesting ways to teach skills creatively included in the text.

These actions should help to make writing more purposeful and help to demonstrate some of the skills taught in geography.

Training to be given by geography coordinator.Bursar to obtain Teaching Geography Creatively.Whole staff responsibility to teach in a cross curricular way.

By July 2018Teaching Geography Creatively.

To embed and enhance the delivery of skills lessons by class teachers.

Skills based ‘I cans’, created by geography coordinator, given to class teachers, relating to the skills needed to be taught by the end of each key stage.

Vocabulary lists created for each year group – to be displayed in classrooms.

These actions should ensure we are following NC guidelines for geography.

Whole staff responsibility By July 2018

Vocabulary lists.

‘I cans’.

To introduce a new tracking and assessment procedure for geography throughout the school.

‘I cans’, created geography coordinator, which detail the specific skills pupils are required to demonstrate by the end of each key stage.

These can aid teachers to keep track of skills taught and help forward planning.

This will enable the geography coordinator to keep track of progress in geography and to ensure full coverage of the NC guidelines.

Geography subject leader and staff By July 2018

‘I cans’ assessment sheet


2017-2018

Sept2017 Action Plan for Art and design



Key

Prio

riti

es

To review the key skills being taught in line with the new curriculum to ensure consistency and continuity between year groups and progression of skills throughout school






Timescale ResourcesEvidence of Impact

(Expected and Actual)(with dates)

To oversee the implementation of the Artsmark targets across the school

Subject leader to ensure staff aware of targets to be met and how they can create opportunities to meet them

Subject leader to prioritise and identify Artsmark targets to be addressed this academic year (Artsmark is 2 year process)

Subject leader to monitor progression towards meeting Artsmark targets.

Class teachers to ensure opportunities to meet Artsmark targets included in their planning.

Review targets and check impact on learning – termly

Non- contact time/observations

To review the school art and design policy and scheme of work

Subject leader to draft new policy and present to staff/governors

Subject leader to review scheme of work from Long Term Planning and to present Staff with suggested modifications if necessary in light of the New Curriculum for their agreement

Subject leader to leadStaff to agreeGovernors to agree

Feb 2018Staff meeting time

To investigate ways of assessing Art and design in the new curriculum.

Subject leader to research assessment models for art and design related to the new curriculum

Subject leader to research skills progression to link to assessment criteria

Subject leader to present to staff for their discussion and agreement

Subject leader to leadStaff to agree

July 2018 Staff meeting time


2017-2018

Sept2017 Action Plan for Design Technology



Key

Prio

riti

es

To review the key skills being taught in line with the new curriculum to ensure consistency and continuity between year groups and progression of skills throughout school







To check the coverage of key skills in New Curriculum/ new medium term planning, allowing for progression and identifying budgeting needs (costs) and equipment resources required (including food technology.

Lesson observations to see key skills taught across both Key Stages to see progression and refinement of skills.

Class teacher to ensure that medium term planning reflects new standards.

Subject leader to review planning / skills progression and present any modifications to staff for their agreement.

Subject leader to check progression of key skills through KS1 to KS2 via observations/ monitoring planning.

Class teachers to ensure coverage of new curriculum in planning.

Review and check impact on learning –summer term 2017

Non- contact time/observations/ staff meeting time

To research ways of assessing D and T in line with the new Curriculum.

Subject leader to research assessment models for D and T related to the new curriculum

Subject leader to research skills progression to link to assessment criteria

Subject leader to present to staff for their discussion and agreement

Subject leader to leadStaff to agree

July 2018 Subject leader time/Staff meeting time


2017-18Sept2017 Action Plan for Physical Education

Key

Prio

riti

es Whole school PE planning and assessment Sainsbury’s School Games Mark Purchasing new equipment




Action to be Undertaken(including monitoring, assessment and

how will this improve attainment/progress/standards)


Time scale Resources Evidence of Impact

To improve whole school planning and provision.

*Merge staff planning and Sports coach planning.*Monitor and review the new Sports Coach assessment and develop similar for teacher assessment (dance & gymnastics)*Sports Premium Review of previous years’ spending. Use this information to ensure increased funding this year is put to best use for whole school development.*New equipment. Indoor and outdoor equipment to be kept separate and marked. Plan in place for purchase of larger equipment e.g.mats.

J.Belsten

PE Co-OrdinatorSports Coaches

Spring Term

Timetables

Planning

Lesson Obs

Sainsburys School Games Mark Bronze/Silver Award

Stockport Schools Sports Partnership (SSSP)

Schools Competitions

*To at least retain the Bronze Games Mark at the end of this academic year with an aspiration to achieve Silver in 2017/18

*To increase staff participation in competitions throughout the year.

J.Belsten

PE Co-OrdinatorSports CoachesJust Dance

AutumnSpring

&Summer

Terms

SSSP Competition

Calendar

Change for Life training & equipment

Competition planning,

letters, staffing and transport

C P CoachingUK Sports

Policy and Risk Assessments

*To review school PE policy – new to be approved by governors J. Belsten Spring & Summer

Term

PE PolicyGovernors


2017-18

Sept2017 Action Plan for Music



Key

Prio

riti

es

To continue to extend the range of musical opportunities available to children High quality music lessons delivered by the class teachers.







To continue to extend the range of musical opportunities available to children

Continuation of Glee clubRecorder clubWarren Wood Brass Band

Christmas and summer term productions

CL CPTAPC

All staff

By July 2018

Ongoing

High quality music lessons delivered by the class teachers

Monitor and evaluate use of music express scheme with a focus of the other skills on the scheme- listening to music/knowledge of composers and genresMusic to be listened to/celebrated in assembliesExtend with visits from outside agencies- workshop to be booked for summer term 2018.CPD for staff linked to teaching music.

CP By July 2018 Music ExpressCPD


2017-18

Sept 2017 Action Plan for Modern Foreign Languages



Key

Prio

riti

es To develop the teaching of MFL across Key Stage Two.






Timescale Resources Evidence of Impact

To review the teaching of MFL across KS2 in order to create a long term overview.

Review of current practicethrough planning

Discussions with staff in lower and upper key stage teams

Topic for each half term to be linked to units of MFL work

CPD for staff

All KS2 staffMFL subject leader

By Summer 2018

Warren Wood long term planning gridsNew MFL resourcesOn lineMFL materials

To provide training for KS2 staff in MFL teaching Learning leads/other agency courses

to be sourced Sharing of good practice in school with

opportunities for team teaching & movement of staff utilise talent

All KS2 staffMFL subject leader

Spring 2018 CPD training & staff cover


2017-18

Sept2017 Action Plan for Social, Moral, Spiritual & Cultural – Religious Education



Key

Pr

iori

tie

s

To ensure the Stockport Syllabus for Religious Education is being taught throughout the school and with good effect To update the schools RE policy which will include the new syllabus To implement a new assessment framework for RE To promote British values, modern day Britain and a sense of community with our local area







To update the RE policy to include the new syllabus and changes to the curriculum.

Attend subject leader meetings Liaise with local schools and RE subject

leaders Staff meetings to introduce the new policy

and implement

Rebecca McCabeShona Mason(Subject Leaders)

January 2018 New RE syllabus

Subject leader meetings

To monitor the teaching and learning of the new syllabus.

To promote British values, community and modern day Britain.

Observe teaching throughout the key stages

Pupil interviews on their experiences of RE Collect samples of work and photographs Meeting with staff to discuss RE resources

and the teaching of the new syllabus To buy resources for the teaching of

British values – and for assembles Work with the local community and

promote world religion


(on going) -New RE syllabus-staff meeting-pupil interviews-samples of work

To implement a new assessment framework for RE.

Attend subject leader meetings Liaise with local schools and RE subject

leaders Staff meetings to introduce the new

assessment framework


June 2018 Subject leader meetings

Staff meeting


2017-18

Sept2017 Action Plan for Social, Moral, Spiritual & Cultural – P.H.S.E



Key

Prio

riti

es

To ensure that PSHE is being taught across the school To ensure that the school ethos of ‘care, courtesy and consideration’ is embedded in everything the children do To promote British values, modern day Britain and a sense of community with our local area To ensure every child feels safe and secure in and outside of school






To monitor the teaching and learning of PSHE

To develop the teaching of relationships throughout the school

Observe teaching throughout the key stages

Pupil interviews on their experiences of PSHE

Collect samples of work and photographs Meeting with staff to discuss resources,

schemes of work and the teachings of PSHE

To buy resources for the teaching of British values and PSHE

Attend PSHE meetings Liaise with other schools about the

teaching of relationships and feed back to staff and governors.


on going -subject leader meetings-staff meeting-pupil interviews-samples of worknon-contact time

To take part in global events relating to PSHE

To work with outside agency

School awareness of events for PSHE and Global learning – staff meetings and staff room

Off timetable opportunities Attend PSHE subject leader meetings


on going

To provide training for parents on e-safety

Contact the NSPCC or Tanya Cross about training for parents

Upload useful documents to the school website for parents


January 2018 contact with outside agencies

Warren Wood Primary School School Development Plan – Curriculum 2017-18

Sept2017 Action Plan for Drama

Key

Pr

iori

ties

To enhance the profile of writing and make it purposeful Obtain Arts mark









To enhance the profile of writing and make it purposeful

Ensure that drama techniques are being used in order to stimulate ideas and improve writing. Drama to be used to give writing a purpose.To use the Warren Wood way for planning writing and providing opportunities in this planning for drama.Arrange workshops with outside agencies in order to create memorable experiences and CPD opportunities for staff.

CPAll staff

July 2018 Workshops

Obtain Arts mark Liaise with Arts coordinator to ensure coverage of what is required.Provide evidence for the areas required.Drama workshops to help with criteria required for the mark.Glee Club

TA CP

All staff

CP CL

Ongoing/until achieved

Subject leader time


2017-2018 Sept2017 Action Plan for Assessment

Key

Prio

riti

es

To accelerate progress and attainment overtime To follow assessment criteria procedures maintaining a consistent approach between classes and key stages To adopt the SIMs Assessment management system To monitor and act upon findings from the 10/20/36 week review meetings To analyse the ASP and data pack and monitor the impact on teaching and learning








To action outcomes from National Assessment Review

Staff team moderation meetings Criteria evident in team planning and

individual monitoring 10/20/36 week review meetings

HT and Assessment lead

All staff

Autumn Term Staff training

New guidance materials

Authority Training

Expected Assessment Review transferred into

school INSET to give whole school approach to

assessment

To introduce SIMs assessment manager

Staff INSET to demonstrate and trouble shoot

Use at 10/20/36 week review meetingsHT and Assessment lead

All staff

On-going with 10/20/36 week review

Staff trainingNew guidance materialsAuthority Training

Expected Time saving to record data and monitor

outcomes and impact All staff to input SIMs data at 10/20/36

weeks HT/SLT to scrutinise significant groups

termly

To analyse ASP and data pack and monitor the impact on teaching and learning

Whole school progress measures under scrutiny following KS2 SAT results and dip in results. Review and action new data

Training booked for Oct 17 for ASP/ FFT (Raiseonline replacement)

Analyse impact – What next? Review small group support and

extension (G and T- GDS)

SLTGovernors Autumn Term

Meeting timeSIP inputSEF

Expected HT/SLT to analyse Sept ’17 PAG tracking

and links to the SEF. Data used to track progress from EYFS to

end of KS1 to end of KS2. Results analysis to take place.

Key priorities acted upon

To introduce assessment criteria in Science, History and Geography

Show the three levels of outcome I can statements introduced Investigate the skills element

Science LeadHistory leadGeography leadAssessment lead

On going – July 2018

Team meetingsAssessment advice from Leader meetings in the authority

Expected All staff to use assessment tracking in

Science/History/Geography by July ‘18

Warren Wood Primary School School Development Plan - Inclusion 2017-2018

Sept2017 Action Plan for SEND (Special Educational Needs and Disabilities)

Key

Pr

iori

ties

Update of SEND policy Staff training *catch-up groups started 2nd week in September, monitoring to take place by SENDCo *Inclusion Mark Action Plan to be devised









Catch-up groups for identified children based upon data from 2016-17 leading to identification of children who may need SEND Support Plan. Monitoring of outcomes to inform future sessions.

Catch-up groups startedMonitoring to take placeEvaluation of impactTA training in Motivational MathsCourses attended relating to specific needs of children already in place with a named TA

Class TeachersSENDCo and class teachersTAs

September 2017 onwards

SENDCoLSS

Psychology Service

BSS

Begin work on gathering of evidence for Inclusion Mark

Arrangement of termly collection of evidence to be agreed uponGathering of data and evidence

SENDCo Ms EntwistleMrs ByersMrs HillMrs BrealeyAll teachers

September 2017

onwards

Psychology service

SIP

Warren Wood Primary School School Development Plan – Teaching, Learning and Assessment

2017-18

Sept2017 Action Plan for Continuing Professional Development

Key

Prio

riti

es

To develop the role of the teacher as a facilitator throughout school. To monitor teaching of letters and sounds in KS1/To increase number of children passing Phonic Screening KS1. To introduce Restorative Approaches throughout school.








To develop the role of the teacher as a facilitator throughout school.

Objective led planning in EYFS- discuss and model to rest of staff. Trial using objective led planning during STCDs and in Foundation lessons and Science.

STCDs to continue as whole school for impact. KS2 children to plan and discuss their own

timetables for STCDs. Develop teacher’s awareness of ‘In the moment’

planning and use it during STCDs and enquiry lessons.

Support/training offered t staff throughout the school year.

HHStaff

July 2018 Staff meetings

To monitor teaching of letters and sounds in KS1To increase number of children passing Phonic Screening KS1

Analysis of current level of phonic skills in KS1

Streaming for phonics in KS1 Small group support TA training to upskill teaching of phonics Red dot readers intervention in place

AC and JB By May ‘18 TA training

To introduce Restorative Approaches throughout school.

Restorative Approaches training to be given as INSET training in October and in twilight sessions throughout the year.

Staff at all levels to engage and employ restorative techniques through their daily practise.

Behaviour audits, lunchtime and playtime observations and Pupil Voice interviews to take place to monitor progress towards impact upon behaviour across school.

HTJayne ByersAlison CowieTeaching staffTeaching AssistantsMidday Assistants

September 2017-July 2018

INSETBSS support

teachers

Warren Wood Primary School School Development Plan – Leadership and Management

2017-18

Sept2017 Action Plan for Leadership and Management

K

eyPr

iori

ties

To develop the role of subject leader in relation to monitoring and evaluation of the subject area. To develop the role of middle leaders in coaching and support of newly qualified staff.









To develop the role of subject leader in relation to monitoring and evaluation of the subject area.

Subject Leaders to explore the possibilities of assessment within their subject areas.

Subject Leaders of priority areas to have release time to support their development of the subject.

Subject Leaders of priority areasHT

September 2017-

July 2018

Release time for Subject Leaders

To develop the role of middle leaders in coaching and support of newly qualified staff.

Jayne Byers to take on the role of NQT mentor.

Jayne Byers to support Louise Edwards throughout her NQT year through lesson observations, shared discussions and feedback, working alongside HT to ensure that Louise meets NQT standards to pass the NQT year expectations.

Jayne ByersHTLouise Edwards

September 2017-

July 2018

Release time for mentor and NQT

To develop school leaders, including governors in the use of data and assessment to measure impact upon outcomes.

HT to work with SSIP on leadership of teaching and learning

HT/SSIP to work with SLT on the analysis of data to measure impact.

HT to share data, analysis and discussion with governors regarding impact

HT

SLT

SSIP

GB

September 2017 SSIP to work with

HT and SLT on Deep dives,

monitoring and work scrutiniesOctober 2017 – SSIP and HT –

Lesson Observations

Non- contact time

Senior Leadership time for school improvement

work

Warren Wood Primary School School Development Plan – Teaching, Learning and Assessment

2017-18

Sept2017 Action Plan for Teaching and Learning

Key

Prio

riti

es

To engage with research and advice to enhance the teaching of writing and opportunities at Warren Wood. To develop planning to ensure teaching follows a robust, progressive sequence. To ensure that challenge is consistently provided for higher ability pupils.









To engage with research and advice to enhance the teaching of writing and opportunities at Warren Wood.

SSIP to advise on effective practice from other schools

To trial approaches and monitor impact on teaching and learning

SLT and leaders By July ‘18 Time

To develop planning to ensure teaching follows a robust, progressive sequence.

Review of planning INSET training on sequence of lessons QLA of SATs papers Lesson observations Book scrutiny


Review of planning & INSET in Autumn 1Lesson obs & book scrutiny termly

New planning formatINSET materials

To ensure that challenge is consistently provided for higher ability pupils.

INSET on providing challenge & pupil explanations

Resources purchased to support challenge Lesson observations Book scrutiny


INSET in Autumn 1 & Spring termLesson obs & book scrutiny termly

INSET materialsChallenge material

Warren Wood Primary School School Development Plan – Personal Development, Behaviour and Welfare

2017-18

Sept2017 Action Plan for Personal Development, Behaviour and Welfare

Key

Prio

riti

es

To introduce Restorative Approaches throughout school. To review and update the school’s E-Safety and Acceptable use of the internet and email policies and ensure these are put in place within school.

To continue to raise awareness of current E-safety issues.








To introduce Restorative Approaches throughout school.

Restorative Approaches training to be given as INSET training in October and in twilight sessions throughout the year.

Staff at all levels to engage and employ restorative techniques through their daily practise.

Behaviour audits, lunchtime and playtime observations and Pupil Voice interviews to take place to monitor progress towards impact upon behaviour across school.

HTJayne ByersAlison CowieTeaching staffTeaching AssistantsMidday Assistants


INSETBSS support

teachers

To review and update the school’s E-Safety and Acceptable use of the internet and email policies and ensure these are put in place within school.To continue to raise awareness of current E-safety issues.

Update policies and formally provide these to all staff. Discuss changes and updates.

Ensure to put policies onto the school website and make parent/carers aware of these policies.

Present policies to the governing Body. Provide children with skills, knowledge and

understanding of how to stay safe on line through Computing and PSHE lessons.

Tanya Cross to come in and do a parents meeting.

Promote Safer Internet Day- 6th February 2018. Promote a partnership approach to e-safety at

home and at school with parents by providing information on website/letters about E-safety/safeguarding issues/priorities.

Lesson observations.

Computing Subject Leader

All Staff

Tanya Cross

Governing Body

July 20178 Tanya Cross parents meeting.


New updated policies

Governing body meeting

Staff meeting

Warren Wood Primary School School Development Plan – Outcomes

2017-18

Sept2017 Action Plan for Progress and Attainment

Key

Prio

riti

es

To accelerate rates of progress and improve attainment scores across Key Stage 2. To increase the number of pupils attaining at GD in Reading, Writing and Maths. To increase GLD levels in line with LA and National, creating a three year upward trend.


(including monitoring, assessment and how will this improve attainment/progress/standards)

Responsibility(Staff and Governor) Timescale Resources Evidence of Impact

(with dates)



To accelerate rates of progress and improve attainment scores across Key Stage 2.

Assessment – Focus on the use of progress data alongside attainment data in the pursuit of raising standards.

Improve progress and raise attainment at KS2 through the appropriate Intervention groups to support accelerated progress over time.

Staff training in how to use data to inform their teaching and to develop how this can positively impact upon learning opportunities.

Challenge at KS2- What challenge looks like, having high expectations continually, giving pupils opportunities for challenge in all areas of their work.

HTSLTSSIPGBTeaching staff

OngoingTracking at 10,20,30,36

weeks

SIMS TrackerPAG trackersStaff Training

To increase the number of pupils attaining at GD in Reading, Writing and Maths.

Identifying what a greater depth child looks like,. Provide relevant training for staff, data between EYFS

and KS1 to hone in on EYFS3 pupils to GDS to improve progress.

Reading – Tracking of progress made by named pupils in vulnerable groups, QLA, Reading Content Domain tracking, Phonics streaming, staff training

Writing – Introduction of WAGOLL to instil consistency throughout KS2 in order to sustain progress for all

Maths – Staff training focusing on explanation and challenge, identify groups through tracking procedures and practices to be developed further to show progress.

Increase the number of pupils attaining at GD in R/W/M at KS1 and providing challenge at KS2

HTSLTSSIPGBTeaching staff

OngoingTracking at 10,20,30,36

weeks

SIMS TrackerPAG trackersStaff Training

To increase GLD levels in line with LA and National, creating a three year upward trend.

Baseline assessments to capture an accurate picture of the cohort and identify groups. 10, 20,36 week progress meeting; highlighting groups of children who need support/ intervention or challenge. Note ‘months on observations and work at key markers in the monitoring cycle.

Use ‘Development Matters’ outcomes and EYFS Exemplar Handbook to strengthen moderate. Be proactive in ensuring the ‘settling in’ process runs smoothly and children feel confident when coming into school.

Assess Characteristics of Learning and make evidence in books obvious.

EYFS TEAM JULY 2018 Tapestry Online Learning JournalModeration meetings.Team meetings

Warren Wood Primary School School Development Plan – Personal Development, Behaviour and Welfare

2017-18

Sept2017 Action Plan for Community

Key

P

rior

itie

s

To broaden the school community with the further development of the new Parent and Teacher Association – Friends of Warren Wood.









To broaden the school community with the further development of the new Parent and Teacher Association – Friends of Warren Wood.

Establishing a committee Fundraising calendar planned for the year Generating and raising further interest for

new members Building a culture of mutual support for

the good of the school Raising the reputation of the school within

the context of the local community through local events and press opportunities.

HTStaffParentsLocal CommunityLocal Press

September 2017 – set calendar of events

October – July – Events to take place

Meetings to be held at school

Planning time with PTA to organise events and resources

Access to funds

To raise the profile of the school within the Marple and Offerton area to enhance the potential for increased pupil numbers.

Involve local press Social media connections Events of great interest to be shared with

local organisations to raise profile of the school.

HTStaffParents

Ongoing


Time

Social Media

Warren Wood Primary School School Development Plan – Premises 2017-18

Sept2017 Action Plan for Buildings and Maintenance

Key

Pri

orit

ies

To continue to create a scheme of work for the future. To act on essential and emergency maintenance.









To continue to complete a schedule of works to be done once the defects in school are complete.

Review SLA contracts for new building

Create a clear schedule of work where needed now main works are complete.

Prioritise works to be carried out. Scrutinise the SLA’s and review

what is still needed. All new contracts needed and compare to other providers

Health and Safety Governor

HT

Caretaker

School Business Manger

All staff

September 2017 –

August 2018Physical materials

connected to the jobs to be

completed

Warren Wood Primary School School Development Plan – Resources

2017-18

Sept 2017 Action Plan for Budget and Finance

Key

Prio

riti

es

To monitor and control the budget effectively throughout expansion of classes within school, supporting the need for tight financial constraint and prudent budgeting.

To achieve SFVS (Schools Financial Value Standard) in 2018.









To monitor and control the budget effectively., supporting the need for tight financial constraint and prudent budgeting in preparation of the FFF in 2019-20

Half termly monitoring reports Resources Committee – GB to be

reported to termly Money saving purchases and best

value purchases/costings to be sought

To take advise from the schools FO.

HT

School Business Manager

Resources Committee – Governing Body

On-Going

Termly GB committee meetings

SBM/HT time and governor meetings.

To achieve SFVS (Schools Financial Value Standard) in 2018.

Documented evidence and return to be submitted

HT

School Business Manager

Resources Committee – Governing Body

To be submitted by 31st March 2018

SBM/HT time and governor meetings.

Warren Wood Primary School School Development Plan – Premises

2017-18Sept2017 Action Plan for Health and Safety

Key

Prio

riti

es

To safely manage the whole school site, running checks for new systems :fire alarm, school alarm, water, Velux windows etc

To ensure the safety of the school community in the building by continuing to establish routines.

To implement new Health and Safety paperwork throughout the school

To implement new training for the Caretaker and any other relevant staff.









To safely manage the school site, running checks for new systems :fire alarm, school alarm, water, Velux windows etc

To ensure the safety of the school community in the building by establishing routines.

To complete and embed new H & S paperwork with all staff.

To source and complete COSHH/caretaker refresher training.

Staff training for the relevant staff members on the use of the fire alarm (for safety checks), the new water/boilers, Velux windows etc.

Whole school to practise fire drills according to safety points#

To review and act on H & S report from March 2017

To review and complete H & S policy and risk assessments for the whole school.

To source and complete any relevant training for the caretaker and any other relevant staff.

HT

SBM

Caretaker

Ongoing

September 2017 onwards

Training from SMBC

SBM/HT time to review all

paperwork

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