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2017-2019

Enable and empower all members of the school community to achieve success togetherCARRINGTON PRIMARY SCHOOL DEVELOPMENT PLAN 2019-2021

2019-2021

2019-2021

School Development Plan Carrington School 2019/21 Strapline:

Carrington Creative Aspirational Respectful Enthusiastic Successful

Vision and Values

The overriding aim of the school is for each child to achieve their potential, both socially and academically, regardless of social, economic or ethnic background. We are committed to raising standards whilst at the same time maintaining a broad and balanced curriculum, as we believe that children should both enjoy and achieve in their learning. The school has a very strong sense of community; parents are very heavily involved in its governance and with extra-curricular activities such as school socials and fundraising. PSHE and support for individual needs is at the centre of the ethos of the school.

ContextCarrington Primary is a 210 place school with a 26 place nursery.Our accommodation is small; there are few spaces for small group work and extra-curricular activities.FSM: 7.3%EAL: 32.7%Ethnic diversity: 57% (41 different nationalities)SEN: 14.3 (0.4% EHCP)LAC: 0 pupils officially designated as LAC. 10 pupils post LACMOBILITY 13 arrivals, 14 leavers 2018/19

Our intake is very diverse with a wide ethnic and social mix; reflecting our local community. We admit some pupils from an area of high economic advantage (top 60-80% IDACI ) but also from much poorer housing closer to the school (bottom 20-40% IDACI). We have a low deprivation indicator but this does not reflect the range of pupils entering the school, each class has very diverse needs.

The numbers of children with EAL have now stabilised and fewer children start school with limited English. However there are at least 20 different home languages spoken in the school which means that we are working hard to compensate for lack of vocabulary and a range of different grammatical structures.

Between 30- 50% Children enter reception from other providers or straight from home. This affects outcomes at the end of F2 because these children take longer to settle and catch up with children who have come from our nursery, although this gap is now closing.

Our pupil premium children cohorts are small and many Pupil Premium children are SEN and/or EAL, which affects achievement. 95 % pupils made progress last year, 59% were age related in one or more subjects and 22% achieved GDS in at least one subject.

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We have a reputation for supporting children with significant SEN, this has led to local authority support staff recommending the school to families of children with often complex needs. These children are inspirational to work with but they can affect data in our small school. In 2019 we had two children with very significant needs in Y6 and one receiving support from Hospital Home Education

Over the past 5 years we have successfully worked on a consistent approach to grammar work and phonics/spelling work which has led to a steady improvement in writing over the past three years. In 2016 we introduced Close reading to ensure every child receives reading input at last twice each week. In 2018 we introduced mastery maths with the support of a maths hub and the ‘Starter/Main/desert approach to support and challenge.

Assessment is still developing. We have been using SIMMS for formative assessment and NFER for summative assessment. However, this has not worked as well as we would like so we will now use NFER for a standardised score in autumn and summer, gap analysis to inform teaching in autumn in spring. Teacher assessments recorded in SIMMS so senior staff can monitor subjects. The assessment of writing is still developing; moderation is an issue in a one-form entry school, however our Year Six teacher is a writing moderator and has helped us understand expectations. Combined reading, writing, maths scores are just below national at the end of Key Stage Twodue to a challenging year group in Year Six 18/19.

KS1 to KS2 progress is low in reading and maths, this is due to inflated scores in Key Stage One. We now have a better moderation system in KS1 and this issue is less apparent from 2020 onwards.

Staff absence was an issue in 2018 with sickness and a maternity leave meaning we had temporary staff in place. The Foundation manager returned from maternity leave in September and levels are starting to rise again. She has been working with staff from a local outstanding school to improve provision in Foundation and we have recruited a new teacher into F1.

The senior leadership team is a mixture of experienced and less experienced staff, our maths coordinator moved away in the summer. Less experienced managers have received training and support from our school improvement partner. The team has worked hard to develop subject monitoring and is now becoming more independent. Over the past few years we have been working on triangulation and developing projects we have already introduced so that new teaching approaches can be consolidated.

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School Development Plan Overview 2019-20

2020/21 2021/22

Area 1

To build the confidence of all leaders so that Carrington is lead and managed effectivelyTo lead the development of a robust and exciting curriculum which reflects our diverse communityTo ensure a culture of care, challenge and support helps staff and pupils to grow and become effective learners and teachers

Area 2

To build on our existing curriculum so that it is progressive, engaging and reflects our local communityChildren to make at least national averages for progress at the end of each key stageTo ensure teaching inspires and uses evidence-based learning approaches which build on prior learning and are appropriate for all learners

Area 3

To prepare well-motivated learners who are happy to push themselves beyond their comfort zones in order to achieve their full academic and social potential

Area 4

Pupil engagement is demonstrated through embedded learning behaviours consistently in every classPupils’ voice has impact within the schoolPlaytimes and lunchtimes are positive experiences for all pupils

Area 5

To implement the agreed shared vision from the sparkling foundations vision dayTo increase the percentage of children achieving reading, writing and maths to be at least at national levels

Area 6

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Key Current and Target Performance Indicators: Overarching Milestones for Teaching and Achievement:

Targets for teaching based on the triangulation of quality of teaching, learning and assessment with books and data milestones (% Good+)

July 2018 July 2019 July 2020

Overarching Milestones for attainment and progress - % of pupils on track

EXP + EXC EXP + EXC EXP + EXC

F1 (N2)

Reading 55% 25% 76% 16%

Writing 60% 25% 80% 12%

Maths Numbers 65% 40% 84% 56%

Maths Shape Space and Measures

70% 25% 88% 36%

F2 EYFS GLD

Literacy Reading exp+/exc 55.2% 3.3% 66.7%

Literacy Writing exp+/exc 55.2% 0% 66.3%

Maths Numbers exp+/exc 62.1% 3.3% 73.3%

Maths Shape, Space and measures exp+/exc

65.5% 70%

Year 1 Phonics 83% 80%

Reading 63.3 26.7 56.7 16.7

Reading Progress 3+ 0 80

Writing 66.7 13.3 60.7 7.1

Writing Progress 3+ 10 80

GPS

Maths 66.7 23.3 70 23.3

Maths Progress 3+ 0 73.3

Year 2 Phonics 96.4% 93.5%

Reading 76% 24% 74.2% 32.3%

Reading Progress EYFS 2+ points

79.3% 73.3%

Writing 69 3% 67.7% 25.8%

Writing Progress EYFS 2+ points

82.8% 73.3%

GPS

Maths 79% 24% 83.9% 32.3%

Maths Progress EYFS 2+ points

96.5% 76.7%

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Year 3

Reading 75.9% 44.8% 81.5 51.9

Reading Progress 3+ pts 75.9% 89.2

Writing 62.1% 20.7% 55.5 11.6

Writing Progress 3+ pts 86.2% 69.9

GPS

Maths 79.3% 20.7% 85.2 18.5

Maths Progress 3+ pts 79.3% 89.3

Year 4

Reading 66.7% 36.7% 74.1 48.2

Reading Progress 3+ pts 80% 88.9

Writing 56.7% 13.3% 63 18.5

Writing Progress 3+ pts 83.4% 74.1

GPS

Maths 3 + pts 73.3% 46.7% 81.5 40.7

Maths Progress 83.4% 88.9

Year 5

Reading 67.9% 39.3% 66.7 46.7

Reading progress 3pts+ 86.2% 80

Writing 67.9% 0% 66.7 3.3

Writing progress 86.2% 80

GPS

Maths 75% 28.6% 70 46.7

Maths progress 93.1% 83.4

Year 6

Reading 72% 38% 70 30

Reading VA -1.2 -1.06

Writing 93% 41% 87 33.3

Writing VA +1.8 +1.69

GPS 86% 48% 80 46.7

Maths 83% 28% 73.3

Maths VA -1.5 -2.15 23.3

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Absence

Persistent absence (% of pupils with 10% + absence)

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Priority Action Plans

School Development Plan

Carrington Primary School

2019-2020

Priority Area 1: Leadership and Management To build the confidence of all leaders so that Carrington is lead and managed effectively To lead the development of a robust and exciting curriculum which reflects our diverse community To ensure a culture of care, challenge and support helps staff and pupils to grow and become effective

learners and teachersObjectives:1.1 Subject leaders have good knowledge and

understanding of their subjects across school and know how to support other staff to improve teaching.

1.2 All areas of the curriculum show progression across all year groups

1.3 The curriculum reflects the cultural diversity of our community

1.4 Subject leaders have begun to develop monitoring systems for their subject area

1.5 Develop a culture of care, challenge and support

1.6 Governors have a good understanding of the strengths and weaknesses of the school

Impact: (Make these specific and if possible measurable)1.1 Evidence of strong subject knowledge is clear in

planning and subject coverage in books

1.2 knowledge and skills in all areas of the curriculum build so that pupils leave school with a broad and balanced education (work/planning analysis)

1.3 Planning, display and work in books reflects our local area and cultural diversity

1.3Children have a sense of belonging in school and make good progress across the curriculum

1.4 Staff can demonstrate clear picture of the strengths and weaknesses of their subject area

1.5&6Pupil questionnaires indicate that children feel safe and supported in school1.5Reduction in staff absence and staff questionnaires reflect staff feel supported by SLT

1.7Governors are able to feedback to stakeholders about the strength and weaknesses of the school

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Objective number Actions Timeline/

WhenLeadStaff

Resources/ Cost

Monitoring/Evaluation Who? What? When?

1:1 Develop understanding of what it means to be a subject leader and support middle leaders in their development and understanding of their subjects.

Ongoing to out the

year

Headteacher and Deputy Head

Staff Meeting

SLT Do Middle leaders

understand the

strengths and

weaknesses of their subjects

Termly, looking

for develop

ment

1:1 Access subject leader training from NST to improve subject leader knowledge and confidence

Ongoing CS NST Fee/supply costs

Govs Termly report

FGB DEC 19

1:1 CPD within school so subject leaders understand their role

Sept 19 CS Staff meeting

time

Govs Termly report

FGB

1.1 Identify how to support staff as appropriate through lesson observation and work book analysis

Ongoing SM Staff time(SLT)

SM(Monitoring)

SLT(evaluation)

Work Book Analysis /learning

walk

Termly

1.1 / 1.2 Disseminate updated PSHE progression frameworks at a staff meeting to ensure all staff are confident to deliver an engaging and relevant PSHE curriculum.

spring 1 term 20

LS staff meeting

LS evidence in

planning and PSHE scrapbook

s

ongoing

1:1 Develop subject knowledge of staff around computing by using drop in sessions for staff around different programmes which we use in school.Use this as a way to influence subject leadership across school for other subject leaders to develop their subjects.

Dropping sessions

on specific

computing areas 1 per half

term

Deputy head

teacher

Time DHT Do staff have a good

understanding of

different computing programs

which impacts

Half termly

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on the children’s learning?

1.1 Develop understanding of maths teaching across the school

Ongoing HY SLT Time

CS Book trawls and learning

walks

Half Termly

1:1 Access NST review offer to investigate reading in depth

Spring 20 CS/SM NST member

shipSupply

GovsSLT

Termly report

SLT meet

FGB Feb 20

1:2 Develop key questions in each subject to aid progression and assessment

Spring 20 CS Staff meeting

SLT SLT meet July 20

1:2 Create time table to develop progression in each subject



1:2 Check MTPs for progression of computing skills across the year and across year groups

Medium term

planning to be

checked half

termly

SLT SLT time DHT Is there progression

Half termly

1:2 Continue to develop the computing curriculum and investigate Twinkle computing in order to roll it out across the school (if it is good enough)Y3 to follow the planning in Autumn 2 to investigate the depth and quality of the plans / resources

Autumn 2 DHT Subject leadership time

DHTIS

Does the computing planning provide

engaging and

sequential learning?

Autumn 2

1:2 Ensure there is progression in science knowledge and skills

Monitoring through the year

RH Staff meeting

time

SLT Monitoring reports

Termly

1.2 Implement a music progression across school using NST network resources

Autumn 20

KT NST member

shipMusic

SLT SLT MEET July 20

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resources

1.2 Improve the peripatetic music timetable, ensuring progression

Summer 20

KT Peripatetic

Resources and wider opps


1.2 Ensure progression in science skills and knowledge across year groups, ensuring repeated knowledge is investigated in more depth

Summer 20

RH Staff meeting time


1.3 Ensure all medium-term planning makes links to international values and demonstrates this through a systemic progression across all year groups

Ongoing and

addressed through feedback and staff meeting

SENDCODHT

SLT time DHTSENDCO

Is the cultural diversity

of Carringto

n demonstr

ated in the

learning of the

children?

Half termly

1:3 Develop international schools learning across the school in order to regain international schools status.This is a way to develop the international learning and give the children and families from different cultures a link into our learning across the school.

Autumn 1 and then ongoing across

the year

DHT SLTDHT time

HT Has he internet and plan ING for

the internatio

nal schools award

been put in place by 10th

Nov

10ty Nov and then ongoing

1.3 Establish a multicultural working party in order to autumn 219

LS CS planning, clipboard

termly

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develop activities and increase multicultural profile of our school

Friday

1:3 Find opportunities to increase the range of languages on display around school

Ongoing CS/LS/AB Leadership time


1.3 Make inter faith links within the community to broaden representation of different faiths in our school.

autumn 2 19

LS leadership time

CS / LS increase representation in

assemblies

ongoing

1:4 Develop the use of question level analysis to raise attainment and progress in English and maths

All assessment points

CS NFER tests


1:4 Develop EYFS gap analysis Spring 20 CS/OL Leadership time


1:4 Ensure gaps already identified have been addressed

Ongoing CS NFER tests


1:4 Create models for monitoring across the curriculum so that subject leaders understand their subject in depth



1:4 Continue to develop triangulation feedback across subjects so all leaders know how to monitor using a range of different methods.

ongoing CS Leadership time

Govs Termly report

FGB

1:4 Agree the most effective methods to assess each subject area



1.4 Develop an assessment system for science so that we can track pupil attainment and progress

By summer

20

RH Leadership time

SLT SLT meet Autumn 20

1:4/5 Ensure new assessment system for non-core subjects does not increase workload

Autumn 20

CS Monitoring time

SLT SLT meet Autumn 20

1.4 Create report to evidence impact of work with the RSC and SM to works towards RSC Teacher of Shakespeare certificate

Ongoing SM Staff time (SLT)

SM(Monitoring)

SLT(evaluation)

Pupil voice / observations/ work book

TBC

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analysis

1.4 Through data (DAISI /NFER and teacher assessment) and triangulation reports identify strengths and weaknesses and subsequent actions

Ongoing SM Staff time (SLT)

SM(Monitoring)

SLT(evaluation)

Central Folder TBC

1:4 Support teachers in their understanding of monitoring including Maths leader

Half termly

meetings with

maths lead to support

the understan

ding of subject

leadership.

DHT SLT time SLT SLT meet July 20

1.4 Develop monitoring system to identify strengths and weaknesses across school

Termly HY SLT Time

CS Work with school

improvement officer

Half Termly

1.5 deliver a whole staff INSET day on Wellbeing, resulting in practical support systems in place

autumn 1 term 19

LS outside agencies

CS / LS reduction in staff absence

ongoing

1:5 Follow up with a Staff questionnaire about wellbeing and support


Govs Termly report

FGB

1:5 Action plan around wellbeing and support


Govs Termly report

FGB

1:5 Continue to use the self observation staff meeting model in order to develop teaching and learning across School.

Head teacher

HTDHT

Staff Meeting

X 3

DHTHT

Is the self observati

on on questioning having

impact on the

questioning skills of teachers

Termly

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in lesson times

1.6 Governor update focusing on English (overview by English coordinator and learning walk by governors).

TBC SM Staff time(SLT)

Govs Report TBC

1.6 Governor update focussing on maths Summer 20

HY Leadership time

Govs Monitoring report

Summer 20

1.6 meet with SEND governor to share data and school SEN profile

autumn 2term 19

LS leadership time

LS / GM meeting minutes, Gov able

to feedback

annually

1:6 Encourage governor’s to attend monitoring visits

Ongong CS/EH Gov meeting

time

OFSTED Inspection ?

1:6 Identify governors for curriculum and data

Autumn 19

CS/EH Gov meeting

time

Govs FGB July 20

1:6 Develop governor knowledge about finance

Autumn 19

CS/EH Gov meeting

time

OFSTED/AUDIT

Report ?

Review and Next Steps:Evaluation – end of Autumn Term Further Action for Spring Term

Evaluation – end of Spring Term Further action for Summer Term

End of year evaluation Actions for 20/21



2019-2020

Area 2: Quality of Education13 | P a g e

Curriculum development- To build on our existing curriculum so that it is progressive, engaging and

reflects our local community Data target –

- Children to make at least national averages for progress at the end of each key stage

Quality of teaching- To ensure teaching inspires and uses evidence-based learning approaches

which build on prior learning and are appropriate for all learners

2.1All subjects areas show skills and knowledge development across year groups2.2Curriculum reflects the diversity of our local community2.3Staff use effective hooks, visits and visitors to engage pupils in their learning2.4Progress and attainment reach at least national averages in all statutory tests2.5Teaching approaches reflect current understanding of effective teaching.

1:1 long term planning formats clearly show progression in all subject areas by September 20211:1 Work analysis shows progression in learning across the curriculum by September 20211:2 A walk round school shows work which ensure all pupils feel a part of our school community because topics reflect their cultural backgrounds.1:3 Monitoring evidence shows that children in all classes have had the opportunity to experience a rich and challenging curriculum1.4Data collection indicates that end of year data shows GLD/Phonics/KS1/Multiplication and KS2 data is at least national average by the end of the year.1.5 Observation shows that children have been given the

opportunity to retrieve information in different ways.

ObjectiveSpecific Actions/ strategies

Timeline/

WhenLeadStaff

Resources/ Cost


2:1 Ensure that all areas of learning in long, medium and short term planning show progression of knowledge and skills

Rolling program over next 3 years

DHTAll subject leaders

Staff meeting / inset

DHT Is there progression of learning across the school?

Ongoing

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2.1 Access subject leader resources from NST Termly ongoin

g

CS NST members

hip

Governor

Gov report

termly

2:1 Develop key questions/concepts to develop through time to aid progression in skills and knowledge

Spring 20

CS Inset SLT SLT MEET July 20

2.1 Reintroduce Real PE across school, train staff on Inset. Real PE clearly sets out skills and knowledge development across year groups. Baseline all children in order to assess improvements at fixed dates in the year.

Staff Inset Jan

2020

SM Inset day /

£2154 and cost of new

equipment

SM Lesson observati

ons / baseline

assessments

ongoing

2.1 Improve knowledge of music notation so staff can teach effectively

Spring 20

KT Staff meeting

time

SLT Meeting July 20

2.1 Use technology to implement part of the music curriculum

Autumn 20

KT Staff meeting

time

SLT Meeting July 20

2.1 Improve access to shared music resources Autumn20

KT Staff meeting

time

SLT Meeting July 20

1.2 Implement a music progression across school using NST network resources

Autumn 20

KT NST members

hipMusic

resources


1.2 Improve the peripatetic music timetable, ensuring progression

Summer 20

KT Peripatetic

Resources and wider opps


1.2 Develop progression and multicultural links in art and DT

20/21 KT/OL? NST network

and subject budgets


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1.2 Ensure progression in science skills and knowledge across year groups, ensuring repeated knowledge is investigated in more depth

Summer 20

RH Staff meeting

time


2:2 Identify opportunities with non-core subjects to reflect our local community.

Ongoing

CS/LSWorking group

Resources and

leadership time

SLT Monitoring report

July 20

2:3 Continue to develop the medium term planning curriculum toolbox format to ensure that learning is engagingDo staff questionnaire find out whether the curriculum tool boxes have an impact on their planning.

Autumn 2 onwards once staff have had time to get used to curriculum toolbox

DHT DHT time

2:3 Continue to develop the work with the RSC so children are accessing and using drama as part of broad and balanced education

Half termly

SM Staff time (SLT)

SM(Monitoring

)SLT

(evaluation)

Data Termly

2.3 Work with the RSC and associate schools programme to bring practitioners and performances in to school and to engage children in their learning through drama, art and music

Ongoing

SM Cost of associate

school members

hip

SM Report 2019-2020

2.3 ensure SEN children have equal access to broad and balanced curriculum through

monitoring of differentiation, scaffolding and timetabling of intervention

termly and

ongoing

LS leadership time

LS monitoring, pupil

questionnaire, pupil

voice in SEN

reviews

termly monitoring, annual questionn

aire

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2:3 Provide funding for visits and visitors Spring budget

20

CS £2000 GovsSLT

Termly report

SLT meet

FGB Feb 20

2.4 Develop teaching and learning across school in order to increase the amount of teaching which is good or betterContinue to develop

- Mastery- Metacognition- High expectations for all

Ongoing

DHT Staff meetings

DHThT

Quality of teaching learning to be assessed on learning walks and during observations

Ongoing

2:4 Improve the use of gap analysis in English and maths to move children on by ensuring sheets are discussed during pupil progress meetings

Every assessment point

CS NFER tests


2:4 Ensure data feedback is useful to staff Spring 20

CS SIMMS SLT SLT MEET July 20

2:4 Continue to work on moderation between year groups

Spring 20

CS Staff meeting

time


2:4/5 Develop staff expertise so they can make rounded judgements about levels

Ongoing

CS Staff meeting


2:4 Use NST review to identify next steps in developing reading

Spring 20

CS NST GovsSLT

Termly report

SLT meet

FGB Feb 20

2:4 Review phonics provision, do we meet OFSTED expectations?

Spring 20

OL NST SLT SLT MEET July 20

2.4 Improve word count in phonics at the end of Y1 Spring 20

OL/KT Leadership time

GovsSLT

Termly report

SLT meet

FGB Feb 20

2.4 Implement a ‘Topic Day’ and monitor implementation Y1 – Y6

Autumn Term

HY SLT Time CS Book Scrutiny

Half Termly

2.4 Develop the teaching of times tables from Y2 to ensure secure by end of year 4

multiplication check

Ongoing

HY SLT Time Staff

meeting Budget

CS TT Rockstar scores

Feedback

Half Termly

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(TT Rockstar)

2:4 Build confidence for girls in maths Summer 20

HY Leadership time


2:4 Punctuation to be a focus of writing across the school in order to rapidly impact on writing levels (a no excuses culture for punctuation)

Ongoing

AB/SM SLT meetingsStaff meetingLesson observationTriangulation of

2:4 Identify factors affecting the progress of boys in English


2.4 Use reading volunteers and NFFC support to engage children (who need extra support) in their reading

Ongoing

SM Cost of NFFC

contract / reading

volunteers

SM Progress of

supported

children

Ongoing

2.4 Use NFER data to track attainment and implement interventions if target areas are identified

Termly SM Staff time (SLT)

SM(Monitor

ing)SLT

(evaluation)

Data Termly

2:4 Investigate barriers for other white pupils LS SLT SLT MEET July 202:5 Develop teaching and learning across school in

order to increase the amount of teaching which is good or betterContinue to develop

- Mastery- Metacognition- High expectations for all

Ongoing

DHT Staff meetings

DHThT

Quality of teaching learning to be assessed on learning walks and during observations

Ongoing

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2:5 Continue to develop learning behaviours across school

Autumn 2

DHT Staff MeetingLesson observation

DHTHT

Are learning behaviours up to the standard that we expect as a school a Ross all classes

Ongoing learning walks and lesson observation

2:5 Identify areas for staff to focus on when doing video analysis to improve individual teaching skills

Across the year

CS IPADS SLT SLT MEET July 20

2:5 Use observation to encourage staff to trial new approaches.

Spring 20

CS None SLT SLT MEET July 20

2:5 Develop new homework system which encourages retrieval and explanation of concepts

Autumn 19

CS None GovsSLT

Termly report

SLT meet

FGB Feb 20

2:5 Attend further workshops looking at research based teaching (NoU)

Ongong CS Meeting time

Govs Termly report

FGB

2.5 Introduce new way of teaching spelling across KS2 in order to improve spelling scores and give children a new way to approach spelling of words

Staff meetin

g 13.11.1

9

SM / LS Staff time SM Spelling scores

Ongoing

2.5 Introduce 5 Plagues of Reading + One to staff so that planning shows children in each year are exposed to range of text types so by Year 6 children are well equipped to comprehend any they come across

Staff meetin

g 13.11.1

9

SM Staff time SM Work in books /

planning

Ongoing

2.5 Share content domains so all question types are used when staff are planning CLOSE reading. By Year 6 children will have regularly experienced and be skilled in answering range of question types

Staff meetin

g 13.11.1

9

SM Staff time SM Work in books /

planning

Ongoing

2.5 Maintain and ensure consistent school environment. (e.g. Delivery as agreed e.g. x2 per week for Close Reading, x3 for handwriting, Working walls up to date).

Ongoing SM Staff time(SLT)

SM(Monitoring

)SLT

Work Book Analysis /learning

walk

Termly

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(evaluation)2.5 CPD staff meeting for teachers on mastery

teaching of GeometrySpring Term

HY Staff meeting Budget

SLT Staff meeting

Spring Term

Evaluation – end of Autumn Term Further Action for Spring Term





2019-2020

Area 3: Personal DevelopmentTo prepare well-motivated learners who are happy to push themselves beyond their comfort zones in order to achieve their full academic and social potential

Objectives: Impact: (Make these specific and if possible measurable)

1.1 High quality pastoral support to ensure all children are successful

1.1Work analysis and observation (e.g. PE/residential) shows that children are confident learners who are prepared to accept challenge.

1.2Children are knowledgeable about a range of different cultural and 20 | P a g e

because they believe they can be1.2 Pupils respect difference in the world

and know how to engage with views, beliefs and opinions which are different to their own

1.3 Pupils know how to develop healthy relationships

1.4 PSHE is a golden thread running through the curriculum

1.5 Staff understand the needs of individual pupils

religious communities1.2PSHE folders and observation indicates that children are given opportunities to debate and discuss issues and ideas.1.3 Pupils are respectful towards others and resolve conflicts calmly and quietly1.4 Evidence of PSHE work can be seen around school, in books and through pupil interview1.5 Support packages, pupil passports and classwork matches individual need


Timeline/

WhenLeadStaff

Resources/ Cost


3.1 Real PE gives children opportunity to achieve success and challenge themselves to be all that they can be

Ongoing

SM Staff time SM Lesson Observati

ons

Ongoing

3.1 All children given opportunity to represent school at football should they wish to

Ongoing

SM Staff time SM Participation in school

football matches

Ongoing

3.1 Look for opportunities to challenge pupils in all areas of the curriculum so they become more resilient e.g. speaking in assembly, playing an instrument in public, abseiling, maths challenges.

Ongoing

CS/AB/LS

Instrument tuition,

subsidy for trips and

visits

SLT SLT Meeting

July 20

3.1 Create an atmosphere in classes where mistakes are part of the learning cycle

Ongoing

CS/AB/LS

No cost SLT SLT Meeting

July 20

3.1 Ensure individual needs are met so children grow in confidence

Ongong

LS SEN time SLT SLT Meeting

July 20

3.2 deliver staff training on Philosophy for Children in order to skill staff to develop children’s skills and confidence to engage and debate different

spring 2 20

LS staff meeting

LS P4c blob trees, PSHE

termly

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viewpoints scrapbooks

3.2 Use of assemblies to develop the culture of the school

Weekly

ongoing

HTDHT

No cost SENDCO

3:2 Continue to develop international inks with Japan in order to develop the children’s understanding of different languages, cultures and countries.

Autumn 2

onwards

DHTiS

No cost DHT Are links made and

are we able to

complete 3 joint

projects with

Japanese school for internatio

nal schools status

Ongoing

Attempt to develop links with German school Autumn 2

onwards

DHT No cost DHT Are links made and

are we able to

complete 3 joint

projects with

Japanese school for internatio

nal schools status

Autumn 2 onwards

3.3/4 Run workshops for parents to ensure they are well informed about SRE

Autumn 19

CS/LS Leadership Govs Report Aut19/Spr20

3.3/4 Introduce new SRE curriculum to staff Spring 20

LS Leadership SLT Meeting July 20

3.3 monitor delivery and impact of healthy relationships objectives in PSHE framework

spring 2

LS leadership time

LS planning, number

ongoing

22 | P a g e

20 of incidents reduced,

pupil survey

3:4 Work with LS on the community values and links – continue to develop links with Carrington

values to Star assemblies on Fridays.

Autumn 2

onwards

DHTSEND

CO

No cost Are community values

being demonstrated and known by staff and children across school.

Are there less red cards

3.4 Work with LS to continue to develop Carrington values in all aspects of school life and learning

throughout the school, the local community and all stakeholders

Autumn

onwards

DHTSEND

CO

No cost DHThT

Governors

As above including

all stakehold

ers3.4 promote and monitor evidence of PSHE work

around school, in books and through pupil interview to reflect our golden thread

autumn 2 19

LS leadership time

LS learning walks, pupil

interviews

termly

3.5 Coordinate Team Around the School meetings to ensure appropriate outside agency support is

given where necessary

autumn 1 19

LS leadership time

LS meeting minutes, IPMs and

pupil passports

termly

3.5 Continue to use R2I to identify social and emotional needs of pupils

Ongoing

LS SEN time SLT Meeting July 20

3.5 Support new staff so they are able to identify and support individual need

Ongoing

AB/LS SEN time/studen

t support finance

Student and NQT reports

NQT/Student moderati

on

Autun/spring/summer

Evaluation – end of Spring Term Further action for Summer Term23 | P a g e




2019-2020

Area 4: Behaviour and AttitudesPupil engagement is demonstrated through embedded learning behaviours consistently in every classPupils’ voice has impact within the schoolPlaytimes and lunchtimes are positive experiences for all pupils

24 | P a g e

Objectives:4.1Learning behaviours are embedded and consistent in every class and in shared spaces4.2 Pupil engagement is demonstrated

through Carrington values4.3Pupils’ voice has impact within the school4.4. Pupils are engage with each other in a positive way during playtime and lunchtime.

Impact: (Make these specific and if possible measurable)4.1 Observation and walk rounds indicate that school is calm and focussed4.2?4.3 School council minutes indicate that children are listened to and ideas they suggest are followed through4.4. The numbers of red cards reduce by 10% 4.4 Lunchtime in the dining hall is a pleasant experience

Objective Specific Actions/ strategies Timeline/ When

LeadStaff

Resources/ Cost


4.1 Introduce and reinforce lunch hall rules Autumn 19

CS 0 Govs Reduction of lunch hall incidents

Spring term

report4.1 Obtain funding for and run a post LAC support

group to help parents manage behaviour needs of this group

Autumn 19

CS Post LAC

funding

Govs Progress for this group of

children

Summer report

4.1 Revisit learning behaviours with staff in a staff meeting and expectations

Autumn 2 DHTHT

Staff Meeting

HTDHT

Do learning walks suggest

that expectations of behaviour are

consistent across the

school? Is this having an impact on

learning across the school?

Ongoing learning

walks across

the year

Develop learning behaviours more towards metacognitive practices

Autumn 2 onwards

DHT SLT timeStaff

meeting

DHT Do children understand

what

Autumn 2

onwards25 | P a g e

metacognitive processes are

and is this impacting on

their learning?Use of learning walks to continue to develop teaching and learning across the schoolUse of house points to develop and maintain high levels / expectations of behaviours in shared spaces at all times during the school day.

Ongoing All Staff

Cost of house

prize for winners

To continue to support CE and IS with their behaviour management

Ongoing weekly

meetings

DHTMentor

DHT time DHTHT

SENDCO

FS1 and Y3 behaviours are consistent with those across

the rest of the school

Ongoing

4.2 Continue to raise the profile of the Carrington values through assembly and PSHE sessions

4.2 Promote Carrington Values in whole school - display board in hall promotes Carrington Values, Carrington values are displayed and referred to in classes

autumn 1 term

19

LS CS clipboard Friday,

assembly records

ongoing

4.3 Use of pupil voice in triangulation of moderation of different aspects of school life

Termly triangulat

ion

SLT SLT meetings

SLT What do pupils think of different

aspects of school and

does this link with staffs findings?

Termly

4.3 Raise profile of School Council, representatives to feed back to school and SLT on a half termly

basis and to class on weekly basis

autumn 2 19

EH assembly time

once per week

CS minutes, assembly records

ongoing

4.3 Develop the role of ‘Shakespeare ambassadors’ both in school and out in the community

Over the 2 years of

the project

SM Cost of RSC

project

SLT Meeting Jul 20

26 | P a g e

4.4 Lunchtime sports provision is matched to the needs of the children

Ongoing CS/SM Cost of Premier

CS/SM Lunchtime behaviour / number of incidents

2019 -2020 -

ongoing

4.4 Identify the needs of YR3/4 boys and develop a program to address them

Ongoing LS/AB/CS

R2I time?

SLT Lunchtime behaviour / number of incidents

July 20






2019-2020

27 | P a g e

Area 5: Early Years To implement the agreed shared

vision from the sparkling foundations vision day

To increase the percentage of children achieving reading, writing and maths to be at least at national levels

5.1 Create a sense of unity in the Foundation unit5.2High quality provision developed inside and out5.3 Children are confident readers, writers and mathematicians so that the numbers of children reaching GLD are at national levels or above5.4 Ensure that parents know how to support their children to make progress

Impact: (Make these specific and if possible measurable)5.1 Adults and pupils access learning in all parts of the unit (observation)5.2 Walkrounds, records and planning show evidence of high quality activities5.2Children are engaged and focussed on learning activities5.3 data and work analysis indicates that at least 76% pupils are at national average5.4 Reading diaries show parents read regularly with pupils, progress in phonics


Timeline/

When

Lead

Staff

Resources/ Cost


5.1 F1 and F2 staff work in all areas of the Foundation unit

Aut 1 ongoi

ng

OL N/A OL/CS Learning walks

ongoing

5.1, 5.2 Weekly meeting to talk about observations and plan together

Aut 1 ongoi

OL Meeting time

OL/CS Planning/learning

ongoing

28 | P a g e

ng walks 5.2 Contact B & Q about community re-use

Contact E.on through parents and Experian about volunteer teams

Aut 1/2

ongoing

OL/AB

Leadership time

OL/CS Outdoor environmen

t

Spring 1

5.2 Set up planters around the mud kitchen Aut 2 OL £400-500 plus cost of plants

OL/CS Learning walks

Spring 1

5.2, 5.3 Section off outdoor area to provide quiet area for guided work

Spring 1

OL Cost of fencing

OL/CS Learning walks

Spring 2

5.2 Work with the rest of school to develop the field as an outdoor learning space

20/21 OL/CS

5.3 Monitor borderline children and provide booster work

Aut 1 ongoi

ng

OL Leadership time/PPA

OL/CS Planning ongoing

5.3 Maximise opportunities for outdoor writing and maths

Aut 1 ongoi

ng

OL Time to work with EYFS team

OL/CS Planning Learning

walks Photo

evidence

Autumn 2

ongoing

5.3 Implement NCETM mastery work Aut 2ongoi

ng

OL/HY

Time to feedback to EYFS

team

OL/CS PlanningPhoto

evidence

Aut 2ongoing

5.3 Plan practical, independent writing activities (in addition to weekly guided writing)

Aut 1 ongoi

ng

OL N/A OL/CS PlanningLearning

walksF2 Writing

books

Aut 2ongoing

5.3 Develop sentence writing Ongoing

OL N/A OL SLT July 20

5.3 Cover reading and writing daily in F2 Phonics sessions

Aut 1 ongoi

ng

OL N/A OL/CS Planning Aut 1 ongoing

5.3 Raise standards in phonics so that children are well prepared for Year One

Ongoing

OL Phonics training

SLT Data July 20

5.3 Identify ways to engage boys in writing ongoing

OL Cost of resources

SLT Data July 20

5.4 Reading/Phonics information sessions for F1 & F2 parents

F2-Aut 1

OL Leadership time

OL/CS Parent surveys

Spring 1

29 | P a g e

F1-Spr 1

5.4 Give out information about Phonics in Foundation at parents’ evenings

Aut 1 OL N/A OL/CS Parent surveys

Spring 1

5.4 Provide information for parents about Maths Mastery

Aut 2/Spring 1

OL Leadership/PPA time

OL/CS Parent surveys

Spring 1

5.4 Share next steps from long observations with parents

Aut 2 ongoi

ng

OL N/A OL/CS Parent surveys

Spring 1

5.2 AB support Caitlin Edwards through her NQT year observing lessons and providing feedback to help

Caitlin develop her teaching and learning

Weekly NQT meetings to develop learning and support Caitlin with any aspect of learning which

she is not sure about.

Ongoing

Weekly

meetings

DHTEYFS

lead

DHT time DHT Termly NQT report to

ensure that Caitlin is achieving all NQT

standards

Termly

5.3 Monitor reading support in F2 (F1 from Spring) both at home (reading diaries) and in school

Termly

SM Staff time SM Learning walk /

analysis of reading diaries

Termly

5.3 Liaise with Foundation regarding writing standards (use of resources) and writing opportunities

Termly

SM Staff time SM / OL

Learning walk

Termly

5.3 Liaise with Foundation regarding phonics standards (use of resources)

Termly

SM Staff time SM / OL

Learning walk

Termly

5.3 Develop the mastery teaching of mathematics in foundation through NCETM work group

Ongoing

HY Cover for CPD

events

CS Development portfolio

Ongoing




30 | P a g e



2019-2020

Area 6: Additional Aspects

Objectives:

Impact: (Make these specific and if possible measurable)

Objective Specific Actions/ strategies Timeline/ When

LeadStaff

Resources/ Cost


Enable new teaching staff to reach their full

potential

Support to continue for IS to help her to develop as a good / outstanding teacher during the course of her teach First programme.Deputy head teachers continue to work in close proximity to the year three class in order to ensure that progress is good.

Ongoing throughout the year and into next year

DHTSENDCO

Significant cost of deputy headteachers time running to approximately £13,000Additional cost of SENDCO's time due to her mentorin

Mentor,University tutorsDHTHead teacher

Lesson observationTriangulation

Ongoing

31 | P a g e

g ISProvide pastoral

support for younger staff

Continue to support IS and CE to provide high quality pastoral support

Ongoing DHTSEND

CO

DHT times

Provide support for Teach First

Trainee

support Teach First trainee to obtain QTS through mentor support, and attending mentor

CPD

19/20 – 20/21

LS leadership time,

directed hours,

LS weekly meetings

, CPD from Teach First,

monthly meetings

with tutor

ongoing




32 | P a g e

SDP on a page (A child’s view)

All children to feel safe at lunchtime and enjoy the activities.

We want to make sure that all pupils make excellent progress across the curriculum

33 | P a g e

What are we doing to improve our school

this year?

We would like. Improve our curriculum so knowledge and

skills build and you learn better.

In writing we would like everyone to spell well from Foundation to Year Six

In reading we want to Understand the text we are reading so

we meet national averages

In Maths we want Improve our application of shape and ratios so we meet national

averages in tests

Your teachers in the Foundation Stage want you to enjoy

learning and improve your sentence writing.

· web viewour intake is very diverse with a wide ethnic and social mix; reflecting our local...

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