with god, all things are possible. where there is love ... 2018-19 - final.pdf · with god all...

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With God, all things are possible. Where there is love, there is God.

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Academic Year 2017-2018 - Federation Page Number

Prayer and Mission Statement 5-6 Review Data and School Evaluations 7

Regina Coeli – LA School Review 8-14 St Elphege’s and Regina Coeli KS1 Outcome 2016-18 15 St Elphege’s and Regina Coeli KS2 Outcome 2016-18 16 St Elphege’s EYs Outcomes 2017-18 17 Regina Coeli EYs Outcomes 2017-18 18 St Elphege’s Infant School Pupil Premium Strategy 19-20 St Elphege’s Junior School Pupil Premium Strategy 21-22 Regina Coeli Primary School Pupil Premium Strategy 23-24

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Academic Year 2017-2018 - Federation Page Number Action Plan Review – 2017-18 25

Teaching School 26-29

Governance 30-31

Finance, Premises, HR & Safeguarding 32-33

Religious Education 34-36

English – Reading & Writing 37-38

Mathematics 39-40

EYs – St Elphege’s 41-43

EYs – Regina Coeli 44-46

Inclusion 47-50

Computing 51-52

Creative Curriculum 53-54

Personal Development, Behaviour & Wellbeing 55-57

British Values 58-59

KS1- St Elphege’s 60-61

Science 62-63

Sport & Community 64

Music 65

Physical Education 66-67

History 68-69

Geography 70-71

Art & Design Technology 72-73

Sustainability & the Environment – St Elphege’s 74

Sustainability & the Environment – Regina Coeli 75

Modern Foreign Languages 76

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Academic Year 2018-2019 - Federation Page Number

Budgets 2017-19 77

Regina Coeli Budget 78-79

St Elphege’s Infant School Budget 80-82

St Elphege’s Junior School Budget 83-84

Federation Priority Areas 2018-2019 85

Priority Areas & Action Plans 86

RE 87-88

Pastoral, Personal Development, Behaviour & Wellbeing 89-94

Personal, Social, Health and Emotional Wellbeing 95-96

English 97-99

Mathematics 100-102

Spiritual, Moral, Social & Cultural Development 103-104

Inclusion 105-107

Federation Action Plans 108

Governance 109-111

Finance, Premises, HR & Safeguarding 112-113

EYs – Regina Coeli 114-116

EYs – St Elphege’s 117-120

Computing 121-122

Science 123

Teaching School 124

Creative Curriculum 125-126

Physical Education 127-128

Sport and Community 129-130

History 131-132

Geography 133-134

Music 135

Art & Design Technology 136-137

Modern Foreign Languages 138

Sustainability – Regina Coeli 139

Sustainability – St Elphege’s 140

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This is our school

Let peace dwell here.

Let the room be full of contentment

Let love abide here.

Love of one another

Love of mankind

And love of life itself

And love of God.

Let us remember

That as many hands build a house

So many hearts make a school.

Amen

With God all things are possible… Where there is love, there is God…

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Mission Statement

With the help of God’s love, the Federation of St Elphege’s and Regina Coeli Catholic Schools will seek to develop the

whole child. Each child is uniquely created and precious to God and it is the Federation’s mission, guided by the Holy

Spirit, to nurture each child’s spiritual, moral and academic growth.

Inspired by the teachings of Christ we will…

Develop our children’s faith, spirituality and joy in the love of God

Educate our children to the highest standards thus realising their own potential

Instil in our children the knowledge, skills and confidence to succeed and take pride in their achievements

recognising we each have special gifts and talents

Encourage everyone to be more than they thought possible, in a secure and loving environment

Promote a caring community where we will all behave well. We will be dignified in our actions, demonstrating good

manners, tolerance, kindness and generosity to ourselves and others

Prepare our children today to become tomorrow’s responsible and independent individuals equipped to face life’s

challenges

Ensure our Federation is a happy, safe and welcoming place where we all enjoy learning, work hard, support one

another and do our best

Create an active partnership of love, joy and high expectations between children, parents, carers, staff, governors,

parishes and the wider community

The Federation of St Elphege’s

and Regina Coeli Catholic Schools

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A Longfield Regina Coeli – LA School Review

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R Duffy St Elphege’s EYs Outcomes 2017-2018

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D McHugh Regina Coeli EYs Outcomes 2017-2018

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Please indicate - by providing a breakdown of expenditure - how much of the grant was spent on individual Senior Leader Team staff salaries in the

2017-18 financial year. (Please provide data for the period 1 April 2017 to 31 March 2018):

Teaching School Lead: £17,964

o Planning , co-ordinating and delivering CPD

o School to school support

o Second year of Research and Development into maths mastery teaching:

Cohort 1 – Sustainability project

Cohort 2 – intro to TfM

o Collaborative work and liaison with other Teaching School Alliances:

Emmaus TSA

SPTSA

Education Commission

South East London Teaching School Alliance

London South West Teaching School Alliance

London South West Maths Hub

As part of the work with the Education Commission for the Diocese of Southwark, the five Catholic Teaching Schools have been working

collaboratively on a new Teaching School remit.

o ITT

Recruitment

NCTL bid for places

UCAS setup

Liaison with teacher training providers

Mentoring student teachers

CPD for trainee teachers in collaboration with TT providers

E Brown Teaching School

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1. Please indicate - by providing a breakdown of expenditure - much of the grant was spent on Administrative staff salary in the 2017-18 financial year.

(Please provide data for the period 1 April 2017 to 31 March 2018):

Teaching School Administrator: £11,235

Teaching School Administration:

o CPD online update and communication with course attendees

o CPD brochure to advertise CPD courses

o Facilitating training to ensure smooth running of courses

o Keeping a record of costs and outgoings (financial management)

o Training materials for CPD sessions and consumables

o Administration resources

o Co-ordinating interviews for ITT recruitment

o Taking minutes of meetings and distributing these to attendees

2. Please indicate - by providing a breakdown of expenditure - how much of the grant was spent on staff Training and Development costs in the 2017-18

financial year. (Please provide data for the period 1 April 2017 to 31 March 2018)

Total spend: £6120

- Mathematics Mastery Teacher Research Group:

o 6 morning sessions over the academic year 2017-18 for which 2 of the mathematics co-ordinators were released out of class: £180 x 12

- Courses delivered by teaching staff for NQTs:

o EAL NQT course delivery x 1

o Mathematics NQT course KS1 and KS2 x 2

o Music NQT course delivery x 1

o Computing NQT course x 1

o English Writing/Spelling NQT course KS1, Lower KS2, Upper KS2: x3

o Teaching outdoor PE for NQTs

- Courses delivered for trainee teachers:

o EYFS course delivery

o Mathematics Teaching for Mastery

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- Courses delivered by subject leads for teaching staff :

o EAL to provide appropriate support for beginner language learners for EYFS, KS1 and KS2 (3 sessions)

o RE courses to enhance subject knowledge

o Training for staff in scientific enquiry and skill development

- Providing opportunities for professional development through school visits, classroom observations and subject enhancement training sessions:

o Overseas Head teachers’ visits

o Trainee teachers from secondary schools

o Overseas pupils experiencing a working day in a British school

- RE subject leaders development conference

- Delivering Teaching for Mastery in mathematics for a local high school (alliance member) – 1 day course (2 class teachers)

3. Please indicate - by providing a breakdown of expenditure - how much of the grant was spent on Conference and Meeting costs in the 2017-18 financial

year. (Please provide data for the period 1 April 2017 to 31 March 2018)

Total spend: £1800

To provide staffing cover to enable organisation and attendance at Teaching School meetings and conferences e.g.:

Emmaus TSA

SPTSA

Education Commission

South East London Teaching School Alliance

London South West Teaching School Alliance

London South West Maths Hub

As part of the work with the Education Commission for the Diocese of Southwark, the five Catholic Teaching Schools have been working

collaboratively on a new Teaching School remit.

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4. Please indicate - by providing a breakdown of expenditure - how much of the grant was spent on Research costs in the 2017-18 financial year. (Please

provide data for the period 1 April 2017 to 31 March 2018)

Total spend: £1080

6 days out of class by the RE subject leader to:

to liaise with Catholic Schools Commission on teaching and assessment in RE

to work with the Catholic Schools primary advisor to develop an assessment system across the Diocese that enables the successful transition from a

levelled system to measure attainment and progress against age related expectations (in line with National Board of Religious Inspectors and Advisers

guidelines)

Please indicate - by providing a breakdown of expenditure - how much of the grant was spent on Travel and Subsistence costs in the 2017-18 financial

year. (Please provide data for the period 1 April 2017 to 31 March 2018)

Total spend: £500

Attending the South East and South West London Teaching School alliance meetings

Mastery Specialist Teacher delivering training sessions in various schools, local authorities

Maths Hub meetings in Wandsworth

Mastery Specialist Conferences in Birmingham

RE subject leader to travel to Education Commission meetings

RE subject leaders development conference in Kent (overnight stay)

5. Please indicate - by providing a breakdown of expenditure - how much of the grant was spent on any other expenditure in the 2017-18 financial year.

(Please provide data for the period 1 April 2017 to 31 March 2018)

Total spend: £1301

- Mentoring and monitoring of trainee teachers

All other costs in relation to this were incurred by the school.

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REVIEW Objective 2017-2018

Tasks Completed Impact on Learning

Governors and leaders communicate the values, vision, ethos and strategic direction of the school and provide a balance of challenge and support, understanding the strengths and areas of improvement of the school.

School Improvement plan is received by GB.

Review of SIP with Advisor

SLT review all areas of teaching and learning in regard to analysis of end of year data (2016-17) for all cohorts across the Federation.

Timely reports through M&E and Curriculum Committees

Performance Management cycle is undertaken and reported to GB.

GB Pay Committee review PM considerations

Weekly SLT and1/2 termly SMT meetings to review and plan for effective teaching and learning.

SLT keep GB informed and provide evidence at meetings.

Link Governors meet with subject leaders and SLT to gather knowledge, monitor and evaluate effectiveness of SIP objectives.

Governors monitor teaching and learning with subject leaders and SL&MT.

GB meetings address key priorities of SIP and Government agenda for schools.

St. Elphege’s - End of Key stage 1 and 2 pupils attainment was good but the progress in different subject areas was not as strong which impacted on combined percentages at ARE. RC – Strong progress and attainment in KS1 and KS2 Leadership of pupil progress meetings reflected on pupil attainment and progress but there needs to be a greater emphasis on teachers taking ownership of progress and accelerating pupils progress.

The GB provides support and challenge to ensure the Federation moves to a Multi Academy Trust.

Academy Working Party meets and plans accordingly and agrees staffing plans for future.

Consultation with staff and parents regarding academisation.

Support realised from DfE, Diocese, RSC and legal teams.

Link governors are fully informed.

Academy conversion is underway.

F Hawkes Governance

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To identify priorities for all school funds to ensure positive impact on outcomes for children.

To keep the 2017-18 budget plans under constant review.

The Finance Committee is fully informed regarding all aspects of the budget and agree allocations and priorities for 2017-18.

A three year budget plan is reviewed by GB to ensure the ongoing financial success of the schools

Plan for the academic year so funds are allocated to identified areas of the curriculum, premises etc

Review and plan for the allocation of the Pupils Premium and Sports Funding Grants so they target improvement in identified areas.

Plans and budgets are reviewed by GB so they know and understand how school funds are being allocated to ensure best value and promote learning.

SLT track the progress of pupils and groups and report to GB each term.

Funds are used strategically to ensure resources and provision impact on successful teaching and learning.

To promote the effectiveness of the Teaching School as a centre of excellence in teaching, learning and professional development.

To review the TS action plan.

Coordinate CPD to meet Federation needs and involve the wider community.

DHT –TS/M to work with other TS and the Maths Hubs in furthering maths across the federation and beyond.

Review TS objectives and funding on a regular basis.

Keep the GB fully informed

The TS is financially viable and improves teaching and learning across the Federation and beyond.

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2017 -2018 Objective Task Completed Impact on Learning To sustain strong financial position for all schools across the Federation

• Annual budgets were produced for each school showing

healthy carry forwards for 2018/19 • Three year budget projections were produced for each

school showing any areas of concern, so that they could be addressed.

• Monthly reporting & forecasting of budget for each school reported, signed off by SLT and sent to LA

• Financial positions of the schools were reported to Finance Committee & FGB

• The School adhered to Consistent Financial Reporting guidelines, Best Value and SFVS (Schools Financial Value Standards)

• The schools were able to maintain staffing levels and build capacity in some areas of staffing

All tasks listed above carried out within FGB, LA, Audit and DfE timescales using Consistent Financial Reporting, Best Value and Schools Financial Value Standards

The school has met the needs of the pupils through its finances in terms of resources, staffing, premises and environment which has had a positive impact on Teaching & Learning

Identify priorities for all funds in all schools across the Federation

• Budget we analysed and funds allocated which ensured

resources were available to support the curriculum • The base budget was committed to maintain and where

possible improved on aspects of schools maintenance programme, premises, safeguarding and health & safety.

Improvements to the physical environment, the increase in curriculum consumables and identified areas of procurement have enabled all pupils to have full access to the curriculum.

A Cunniffe Finance, Premises, HR & Safeguarding

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Maintaining up-to-date Single Central Record

• Enhanced DBS checks have been carried out on new staff,

Governors & volunteers and added to the SCR • “Prohibition” Certificates for all new Teaching Staff have

been added to the SCR • All updated records including Child Protection training,

Safer Recruitment Training etc… have been added to SCR • SCR is complete for audit by Safeguarding Governor

(termly), Ofsted and LA Auditors

Pupils are safe and free from harm because all aspects of Safeguarding are fully embedded in practice. Governors ensure the SCR and safeguarding follows KCSIE18. The Governors, SLT and all Staff know their responsibilities regarding safeguarding and the pupils needs are fully met

Risk assessments of Premises are carried out when necessary

• Annual generic risk assessments have been updated • Risk assessments have been carried out for all trips and

schools activities which have been checked and signed by member of SLT

• Files were available for inspection by LA H&S audit, H&S Governors

The Educational Visits Governor has carried out an Audit of the risk assessments on file and is confident that the staff implement best practice regarding pupils health, well-being & safety Corporate H&S still to review school practice – to be completed in autumn term.

3 year rolling programme of building works

• Continual improvement of maintenance on all school sites • Diocesan surveyors have been made aware of any defects

to work carried previously and rectified • LA expansion project team have been made aware of any

defects to work carried out previously and rectified • DfE have carried out condition surveys on the 3 schools

and we are awaiting the reports • EHT & FGB have identified areas of improvement &

maintenance

The physical environment meets the needs of the pupils and supports Teaching & Learning

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2017 -2018 Objective Task Completed Impact on Learning To develop children’s faith, joy and spirituality through the love of God.

Met with clergy from feeder parishes

Continued with weekly key stage liturgies

Continued with weekly mass in year groups

Whole school mass was held at the beginning and end of terms and significant liturgical dates

Staff insets began with a prayer

The Rosary was observed daily across the school

Children and staff prepared for Christ’s birth

Children and staff observed the Stations of the cross through Lent

Assemblies and lessons promoted understanding and tolerance

Training was undertaken by RE coordinator in meditation, reflection and chaplaincy

Completing all these tasks enabled the children and staff to celebrate their faith throughout the year. The development of faith and joy was mostly achieved through whole school/key stage acts of worship. Each year group was given opportunities throughout the year to celebrate their faith with “Sutton Schools Work” (a Churches Together organisation for schools). This gave the children a confidence to speak about their faith and what it means to them. Assemblies followed the Come and See scheme of work to create parity in lessons and whole school celebrations. Many ideas were implemented into the daily life of the school taken from CPD and this enabled pupils to reflect on their faith and develop their knowledge and understanding.

To foster a culture of respect and understanding for all cultures and faiths

The staff planned exciting lessons and activities for other faith week both in autumn and summer.

Assemblies (Hinduism) promoted tolerance and understanding

Nabhi from the Hindu community led assemblies and workshops. Children were able to understand that there is only one God and although there are many religions, these are just different paths to God. Children learnt and understood that all religions promote joy and peace.

To embed learning and skill development through the Learning Challenge Creative Curriculum alongside the Come and See

CPD and training sessions were undertaken for all staff in the Federation

Extra emphasis was made to work alongside NQTs

A bank of creative resources was available to all classes throughout the year

In all classes, RE work became a lot more creative. Children were able to explore their faith in every lesson by drawing on personal experience. This was very positive as class discussion and classwork were of a much higher standard than in previous years. The work was seen by the diocese and is now used for training purposes.

L Hawkes Religious Education

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All pupils make outstanding progress from their individual starting points and achieve ARE Most able pupils achieve greater depth

RE coordinator met with diocese to ensure the St Elphege’s RE assessment system was in-line with the Catholic Schools’ Commission’s expectations.

New assessment framework was embedded in all year groups

Most children are working at ARE or GD in all year groups

Children of higher ability achieved GD

Teaching was 10% of the weekly timetable

Diagnostic marking enabled children to challenge their understanding

Pupils reflected on the meaning of the scriptures

The new assessment framework enabled children to discuss their faith at a deeper level. Work was at a higher standard in all year groups and staff expressed an enjoyment for the new way of assessing pupil progress. The creative approach to RE has engaged pupils and there is a positive correlation with pupil progress.

Pupils’ work from both key stages has been seen by the diocese and is now being used as exemplars to other schools.

SIMS tracking mark sheets have been created to make analysing data easier in the future.

To continue to moderate learning across the federation and wider schools’ community to ensure parity across each phase. To develop teachers’ confidence in levelling children’s work.

Work was moderated across the federation, year groups and phases.

Re coordinator linked with other catholic schools to moderate work

All writing in RE books is well presented

All tracking systems have been moved to SIMS for year 18-19

The new assessment framework has enabled teachers to plan an assessment focus in each lesson – this has been shared with the children so they understand the main outcome of the lesson.

Teachers moderated work and used assessment of learning in PPA sessions.

RE coordinator asked to join a new moderation hub to create a diocese moderation handbook for all schools across the diocese with examples of St Elphege’s work.

Tracking systems moved to SIMS to help with data analysis to ensure pupils’ progress was consistent with expectation.

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Leadership and management of RE are effective and strengthen the faith life of the school. The Governing Body’s RE Link Governor is fully involved in school worship and learning.

CPD sessions carried out throughout the year

New ARE targets were stuck into every child’s book

Target sheets give a clear picture of a child’s ability

Practice is liturgically correct

- RE Governor makes regular visits to the federation - RE Link reports to GB through visit forms and in

curriculum meetings - Accountability through PM and pupil’s outcomes

through half yearly progress meetings

New assessment framework enabled robust planning and there were clear outcomes for pupils. Liturgical practice is correct throughout the federation.

Unfortunately the RE coordinator did not link effectively with the GB. This needs to be rectified next academic year.

Monitoring and Evaluating plan Pupil conferencing undertaken in Upper KS2

Learning walks across the federations took place

Book scrutiny across federation undertaken

Learning walks and scrutiny of planning and pupils’ work enabled the RE coordinator to have a clear view of teaching and learning across the federation and put strategies in place in certain year groups to ensure there was good to outstanding pupil progress.

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2017 -2018 Objective Task Completed Impact on Learning Writing & Grammar 1a. To make rapid progress so pupils achieve Age Related Expectation. 2c. To write effectively in a range of genres and embed writing skills across the curriculum 1e. To plan appropriate learning based on pupils assessment information. 1f. To ensure the progress of all pupil groups. 1g. To develop teachers’ pedagogical understanding & subject knowledge. 3e. To build on the strong partnerships with parents and pupils so that pupils are well supported

The writing checklist was introduced and implemented this academic year as a planning and assessment tool.

Some teachers have effectively used this document to inform their guided group teaching and identify prior learning gaps.

Writing assessments have been fine-tuned and support writing judgements in preparation for pupil progress meetings. Most teachers are more competently discussing individual targets for writing and barriers to making progress towards the age related expectation.

Curriculum Deputy Head Teachers have supported teachers in reviewing MTPs to ensure that there is coverage of all skills in relation to the writing checklist.

Curriculum Deputy Head Teachers have worked with all year groups to support teachers in developing blocked writing units to ensure that pupils apply their genre specific skills in quality writing. However, this is not refined and therefore should remain a priority for next year.

Whilst ‘Talk for Writing’ has not been a training area this year, it should remain a next step for the next academic year so that it can be used to provide purposeful, quality speaking and listening opportunities and immersion into the writing topic.

The introduction of the checklist focused the planning and teaching of skills and allowed teachers an opportunity to map out the skills taught throughout the year; this informed the medium term planning.

Assessment of writing became more effective throughout each term as the evidence was assessed against the specific criteria set out as a cohort based on the skills taught. This, however, needs to be continued next year.

Moderation meetings encouraged professional conversations and were purposeful. They allowed teachers opportunities to discuss evidence and confirm judgements and as result helped pupils to meet the age-related expectation- target setting was accurate. Because of successful moderation throughout the year (across year groups, key stages, phases, federation and boroughs), teachers had a much clearer understanding of, not only what needed to be taught within each year group, but what writing at the standard looks like. Therefore, writing assessments were more consistent.

Writing moderation was most successful when teachers across the Federation agreed on the pieces that they were going to assess allowing them an opportunity to make exact comparisons during moderation activities.

Feeding back to teachers on a 1:1 basis following planning scrutinises informed their planning and had an impact on learning and the progress of children in their class as a result of focused planning for teaching and learning.

Classes who regularly made use of the SPaG subscription, bought for the academic year, have demonstrated rapid progress and attainment. The resource was used to set independent homework as well as during class based activities and allowed for precise analysis of the gaps in children’s learning which fed directly back into planning and teaching. The grammar knowledge of the children is strong across the federation and is reflected in the high GPS results seen at the end of key stages.

C Guilmartin-Cole, M Moyles English – Reading & Writing

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Staff training was delivered in the spring term to support staff in planning spelling and grammar activities in line with the age-related expectation. Expectations around children’s knowledge and application of the essential word lists was emphasised and how planning could be adapted to incorporate opportunities to teach the word lists alongside the rules. Further work by the English Team around this objective is required next year.

Moderation meetings were held across the federation for each year group on a half termly basis. Judgements were agreed for tracker children and recorded. The English Team attended moderation meetings for both Croydon and Sutton which gave a clear overview of the expectations when agreeing judgements. It allowed the team to engage in professional dialogue about judging writing and standardising assessments.

NQT Training was delivered to ensure clarity of the schools’ expectations for teaching English in line with the National Curriculum. This training was also useful for developing NQT’s subject knowledge and pedagogical understanding for the teaching of English: reading and writing.

The English team carried out in depth planning scrutinises on all aspects of the English curriculum and fed back to teachers regarding strengths and areas for development which further improved the quality of teaching.

Improved subject knowledge as a result of staff training has allowed for clearer understanding of how to move children forward with their writing.

Pupils’ ability to self-assess and edit has improved and has been seen during book reviews.

End of KEY Stage results:

KS1 - Writing:

St Elphege’s Sutton Regina Coeli Croydon National

80% 83%

Judgements made at KS1 were moderated through cross-borough moderation and moderation clusters which ensured that children at the end of key stage are ready for next phase of learning. KS2- Writing


86% 88% 78%

The judgements made at the end of Key Stage 2 (St Elphege’s) have been validated through formal external moderation. All judgements were agreed as accurate. KS2- Grammar


96% 90% 78%

The high quality teaching and intervention at the end of the key stages (particularly in Regina Coeli) must be mirrored in all year groups.

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To ensure all groups of pupils achieve Age Related Expectations

All CTs are aware of vulnerable children in their class as a result of half termly progress meting and have been targeting gaps in skills and knowledge

The strategy of introducing new mathematical concepts through the concrete-pictorial-abstract approach has been reinforced throughout the year and there is evidence of it being used across all classes.

Staff meeting in summer term focussed on the use of s-planning to enable staff to plan for microscopic steps in progress. Focussing on one key concept each lesson and exploring it to a ‘greater depth level’

Booster groups have run throughout the spring term to support accelerated learning

Weekly interventions have been planned by CTs and run by TAs to provide rapid and robust support and to secure higher attainment and good progress.

Learning walks and book scrutinies have been completed focussing on microscopic steps of learning and greater depth opportunities

Target sheets have been re-introduced in line with the Programme of Study for each year group and placed in maths books. Teachers are using these to continually monitor the attainment of all pupils in line with ARE

Maths leaders have continued to take an active role in local Teacher Research Groups/ Maths Hub where new initiatives are continually developing.

Maths leaders have supported targeted year groups with planning, resourcing and delivering effective lessons this has been done through PPA and Federation TRG sessions

Teachers are making accurate level judgements using age related expectations / pupils’ work. Children are making progress in line with their individual predicted targets – this is evident in books and through assessments and child feedback Most pupils are on track to meet aspirational targets and meet (at least) age related expectations.

. Disadvantaged pupils achieve and make progress in line with all pupils nationally. Vulnerable pupils are well supported through the ethos and curriculum to ensure full inclusion in the school. Maths scores for KS2 SATs were above national average in both St Elphege’s and Regina Coeli.


77% KS1 81% 90% 78% 65% 96% KS2 83% 91% 77% 76%

N Sanders, O Johnston Mathematics

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Higher ability pupils achieve a greater depth in maths

All staff have been planning for greater depth opportunities in maths lessons where all children have been exposed to reasoning and explaining mathematically.

All staff have had high expectations of all groups of children and have provided extended opportunities for more able learners.

Children achieving GD score in maths

St Elphege’s

Sutton Regina Coeli

Croydon National

30% KS1 27% 27% 25% 22%

45% KS2 37% 47% 28% 24%

To monitor pupil progress to ensure reliable judgements and accurate assessments are made; to use this assessment information to plan appropriate teaching and learning strategies to accelerate learning for all pupils

Pupil progress meetings, which have been run by SLT, have taken place every half term to set targets and identify children who are not on track to meet these targets.

Teachers have attended Federation moderation meetings.

Teachers from year 2 and year 6 have attended Sutton and Croydon moderation meetings.

Pupils are successful learners and make at least good progress. Positive behaviour and resilience is evident in pupils’ attitudes to learning. All pupils are on track to meet ARE and vulnerable learners are well supported.

To ensure leaders, staff and governors create a culture of high expectations to challenge all groups of pupils

Maths leaders have met with governors to update them on progress in the subject, conducting learning walks and completing book looks with a focus on mastery-style teaching and greater depth opportunities for learners.

Documents have been shared with all teachers to support their planning of catering for all pupils, including the higher achievers.

Teachers set challenging work that builds on prior learning, understanding and skills.

Maths leaders have continued to take an active role in local Teacher Research Groups/ Maths Hub where new initiatives are continually developing.

Lessons are planned to engage learners through meaningful experiences that excite and challenge e.g. Maths Week autumn 2018.

Pupil conferencing has taken place to enable co-ordinators to monitor pupil views of the subject and its delivery.

The higher ability pupils master the curriculum and their achievement and progress is in-line with all MA pupils nationally. All pupils enjoy learning.

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2017 -2018 Objective

Task Completed Impact on Learning

To enrich learning opportunities so Early Years all pupils achieve a Good Level of Development.

Planning was appropriate to the needs of the learners in each setting and provided a range of highly effective learning challenges.

Changes were made to planning and provision in response to daily assessment and the children’s interests.

The learning environment was purposeful and based on learning challenges, with meaningful learning outcomes, that engaged all pupils.

The outdoor environment was stimulating and encouraged learning across all areas of the EYs curriculum.

Provision for vulnerable learners was recorded, planned and reviewed by senior and middle leaders every month to ensure pupils were in line to meet ELG. Strategies were put in place to support those children who were not on track.

Parents were engaged in their children’s learning by attending ‘Learning Journey events’.

Observations were clearly linked to areas of development and characteristics of effective learning.

Use of ‘challenge crowns’ were used to encourage children to take part in daily challenges, however they lost their ‘novelty’. New strategies were introduced to encourage the children (sticker challenge/easy peasy lemon squeezy).

Writing opportunities were evident in all areas to encourage child initiated writing.

Pupils were challenged through indoor and outdoor continuous provision, children participated in purposeful activities which developed their skills in the 17 areas of EYFS curriculum. Planning met the needs and interests of the children, and ensured that they were engaged and keen to learn.

R Duffy, E Bowling St Elphege’s – Early Years

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To identify and support pupils in EYFS who are able to exceed in the specific areas of learning.

Learning Journeys provided clear evidence of progress from child’s starting point.

Learning Journeys were up to date and recorded weekly progress and activity of pupils.

Teachers tracked pupils on progress grids, identifying those who were exceeding or had the potential to exceed.

Teachers used SIMs to track children’s attainment, identifying those who were exceeding or had the potential to exceed.

Booster sessions provided rapid and robust challenge to secure high attainment.

Class teacher’s assessment of pupils was moderated across federation with year group partners.

Progress meetings reviewed class teacher’s assessment of pupils that were moderated.

Activities provided challenge for all children especially those children who were identified with above typical skills on entry.

Observations were clearly linked to areas of development and characteristics of effective learning.

Use of ‘challenge crowns’ encouraged children to take part in daily challenges, however they lost their ‘novelty’. New strategies were introduced to encourage the children (sticker challenge/easy peasy lemon squeezy).

The majority of pupils who were exceeding in the prime areas at baseline did exceed ELG statements for the prime areas and were well challenged. Other pupils who were not exceeding in the prime areas at baseline achieved the exceeding criteria by the end of the year Achievement is high and consistent across the prime and specific areas of learning. Most children who were exceeding in the specific areas at baseline exceeded in maths and reading by the end of the year.

To provide a curriculum that develops EYFS children’s understanding, knowledge and skills

Planning of the EYs was appropriate to the needs of the learners in each setting and provided a range of highly effective learning challenges.

Classrooms promoted a language rich environment to help develop children’s Literacy skills.

Planning ensured that the children had engaging, stimulating and purposeful learning activities, which covered all areas of the curriculum.

Daily observations assessed children’s knowledge and understanding in all areas of the curriculum.

‘Mastery Maths’ teaching approach ensured children’s understanding of number was embedded.

Learning walks ensured planning and the indoor and outdoor provision provided children with appropriate and challenging learning opportunities. Although these proved to be positive they need to be more regular next year.

Introduction of colourful semantics developed Communication and language skills as well as writing skills, however will introduced earlier to the children next year.

Teaching nurtured, engaged and motivated children through careful planning and accurate assessment so that activities and experiences met pupils learning needs. Teaching in prime and specific areas of learning was effective due to precise planning across the year group so all pupils learnt and grew in knowledge and skills.

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To ensure breadth, balance, opportunity and enjoyment in all areas of the curriculum and all key stages from EYFS to Year 6.

Weekly ‘focus children’ observations ensured that a range of evidence was collected for each child every half term.

The introduction of key children in the nursery ensured that a range of evidence was collected for each child.

Planning across the year group ensured parity.

Planning ensured that the children had engaging, stimulating and purposeful learning activities, covering all areas of the curriculum.

Exciting and engaging resources allowed children to enjoy learning thus promoting good progress.

Learning walks ensured the learning environment and planning was providing children with a broad and balanced curriculum. Although these proved to be positive they need to be more regular next year.

Appropriate learning opportunities were planned to meet the pupils’ needs and planning was adapted as a result of daily assessment for learning. Pupils developed a love for learning and built the skills required to be resilient learners through carefully planned resources in response to the children’s interests.

To develop teachers’ pedagogical understanding & subject knowledge.

Staff training introduced new teaching approaches, strategies and learning programmes.

Teachers observed each other’s practise and develop their own through lesson studies.

Children experienced engaging and purposeful learning opportunities and became confident learners as a result of strong teacher subject knowledge and pedagogy. As a result of observing other teachers practise new strategies were implemented giving children new learning experiences and exposure to quality teaching.

Monitoring and Evaluating Plan

Lesson planning

Lesson observations and learning Walks.

Learning journey scrutiny

Curriculum Lead/SLT/SMT

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2017 - 2018 Objective


To enrich learning opportunities so all Early Years pupils achieve a good level of development.

Baseline completed for Reception using Early Excellence and this enabled practitioners to accurately plan to meet the needs of all the children. Children with additional needs were identified and activities planned specifically for their needs. A speech and language screening tool was used to identify children whose communication skills were below typical on entry. Activities were specifically planned for these children so that their particular needs were developed. Activities were planned to challenge those children who were identified with above typical skills on entry through 1:1 activities and small group learning. The online learning journey was successfully introduced to the parents. A questionnaire sent to the parents established that the parents found the software easy to use. All of the parents who responded found the content of the learning journey useful and enjoyed finding out what their child had been doing at school. This enabled the parents to support learning at home. Talk for Writing and the strategies from developing writing skills project promoted writing skills across the provision. Provision for vulnerable learners was recorded, planned and reviewed by senior and middle leaders every month to ensure pupils were in line to meet ELG.

All children made good or better progress in all areas of the curriculum. 94% of the children achieved the expected level or above in the Prime areas of learning (Personal, social & emotional, Physical and Communication and Language). This excellent foundation enabled 75% of children to achieve a good level of development (Prime areas of development plus Literacy and Maths) in the FSP. All children who were identified with additional needs made good to outstanding progress from their baseline assessment.

To identify and support pupils in Early Years who are able to exceed in the specific areas of learning.

The parity in planning across the year group ensured high expectations of all pupils with activities planned to provide challenge for those identified with above typical skills on entry. Intervention and booster sessions provided rapid and robust support to secure high attainment. Progress meetings reviewed class teacher’s assessment of pupils that had been moderated across federation with year group partners. Moderation occurred within the federation, local cluster groups and local authority to ensure consistency when making judgements. The early years leader moderated for the local authority which helped to validate our exceeding judgements.

The percentage of pupils exceeding the ELG were as follows, 27% in reading, 21% in writing and 25% in Maths.

D McHugh Regina Coeli – Early Years

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To develop breadth, balance, opportunity and enjoyment in all areas of the curriculum and all key stages from EYFS to Year 6.

Planning showed that staff had high expectations of all pupils in all areas of the curriculum. The learning environment was purposeful and based on learning challenges, with meaningful learning outcomes, that engaged all pupils. The outdoor area has developed into a stimulating learning environment and ensures that pupils are engaged through meaningful learning experiences. Targeted planning ensured that pupils were given a range of opportunities across the curriculum. The range of creative activities available gave the children the opportunity to share their learning whatever their learning styles. Trips to The British Wildlife Centre and the Horniman Museum developed children’s knowledge and understanding and enjoyment.

Lesson observations and learning walks commented on the stimulating environment and how it developed learning across all areas of the EYs curriculum.

To ensure pupils are engaged, enjoy and make good progress in all areas of the curriculum and develop as resilient learners.

Characteristics of effective learning were identified and tracked for each child. Opportunities were given to enable the children to explore and find things out by building concepts and testing their ideas. This supported them to make links in their learning and develop both narrative and scientific modes of thought. Children were willing to take a risk in new experiences and use their developing skills to develop their persistence and maintain concentration.

Tracking of children’s Characteristics of Effective Learning showed that this developed over the year with a move towards the more challenging areas of Making Links and Reviewing indicating that children were developing these skills and becoming more resilient learners.

“…………To ensure pupils achieve highly from their starting points.” Ofsted Report P3

The Action Plan was closely and regularly reviewed by EY Lead and progress was reported to the Governors on a regular basis.

Analysis shows that progress from the baseline against age related expectations - using “Early Excellence” was as follows:- In writing 96% children made typical progress with 49% making above typical progress. In reading 97% made typical progress with 44% making above typical progress. In number 96% made typical progress with 40% making above typical progress. (Typical progress = 12 months increase, above typical progress = 18+ months increase)

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To monitor pupil progress to ensure reliable judgements and accurate assessments.

EEXAT was successfully used to monitor progress in Reception. Learning journeys incorporated a range of both adult directed and child initiated observations. Next steps were identified for Literacy and Maths indicating that all practitioners were able to make accurate assessments of the children’s learning. Pupil progress meetings with SLT identified children who were at risk of not meeting age related expectations and intervention sessions planned. Moderation was carried out internally, with a local cluster of schools and through the local authority. Early years leader is also a moderator for the local authority which ensured that judgements were consistent and reliable.

Pupil progress was effectively assessed and tracked so that all practitioners were aware of the children on track to achieve ARE and the vulnerable learners that required extra support. Moderation ensured that judgements were reliable and accurate within the school, local cluster group and the local authority.


The environment was developed over the year and now shows parity across both classes and the outdoor area. The learning environment is purposeful and children are engaged in their learning. Planning shows that staff have high expectations of all pupils in all areas of the curriculum. The range of creative activities available gave the children the opportunity to share their learning whatever their learning styles.

The increase in children attaining GLD indicates that the learning environment and parity in planning has had a positive impact on learning.

“…………To ensure pupils achieve highly from their starting points.” Ofsted Report P3

The Action Plan was closely and regularly reviewed by EY Coordinator and progress was reported to the Governors on a regular basis.

Analysis shows that progress from the baseline was as follows:- In writing 100% children made expected progress with 89% making outstanding progress. In reading 96% made expected progress with 82% making outstanding progress. In number 98% made expected progress with 61% making outstanding progress. (Expected progress = 12 months increase, Outstanding progress = 18+ months increase)

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To provide a strategic direction for the Inclusion Team which will communicate the vision and ethos of the federation.

The school’s SEN information report reviewed and published on the school’s website (both schools)

Delivered PDM as part of the induction package for NQT’s

Reviewed health care plans across the federation for pupils with medical needs

Met regularly with the SEN governor to RAG rate action plan

Delivered training based on the profile of need across the federation

Effective communication between the Inclusion Team and teaching and support staff, through regular SEN surgeries and progress meetings, meant identified needs were provided for effectively and in a timely manner. New staff engaged with the provision mapping process and identified areas of need and barriers to learning. These were addressed through both quality first teaching and targeted intervention. NQT’s benefitted from the tailored training around supporting additional needs and were able to create inclusive environments in their class and developed a better understanding about differentiation and access for all. The pupil support folder, with all information relating to additional needs, including medical, continues to be a useful support for teachers and ensures that a rounded perspective about pupils is created. The support from the SEN governor, through regular reviews, meant that the Inclusion team could see potential issues, areas for development and take appropriate action.

To ensure the progress in all curriculum areas for vulnerable groups including, disadvantaged, SEND, EAL matches the progress of other pupils nationally with the same starting points

Maintained a SEN support register across the federation which clearly identified needs

Supported teachers with identification of need which informed choice of intervention

Regular FADE and learning walks to monitor the effectiveness of planned English and Maths intervention

Regularly monitored the progress of those pupils in receipt of behavioural and/or emotional support both in class and in groups

Both SENco’s regularly attended Pupil Progress reviews to support the evaluation and assessment of groups including pupils with SEN, EAL and those in receipt of the PPG

Held SEN surgeries to discuss pupil/staff needs

Ensured that teachers had a particular focus on More Able Disadvantaged pupils with a goal of comparing favourably with all MA pupils nationally.

Progress for vulnerable groups in KS1 was good with above National percentages in converting pupils with low prior attainment at EYFS to ARE by the end of KS1 ( based on 2016 National data) The tables below show the range of progress between the schools. Maths continues to be an area of strength for the school including more able PP pupils at RC. EAL pupils performed well at SE with progress better than ALL pupils in all subjects at exp and more than exp.

KS1 Exp Progress More than Exp Progress

R W M R W M

All

88 95 100 31 34 29

PP

71 71 100 29 29 57

SEN

66 66 66 33 33 33

EAL 89 100 94 39 33 28

KS1 Exp Progress More than Exp Progress

R W M R W M

All

95 95 93 32 28 29

PP 100 90 80 30 20 10

SEN 100 100 100 66 33 0

EAL

96 96 96 57 43 34

T Christoforou, F Herzog, V Laffin Inclusion

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Progress at KS2 was significantly above National for ALL groups at RC.

Progress Measure

KS2 R N W N M N

All 5.40 0.0 3.64 0.0 3.16 0.0

PP 5.61 1.0 2.96 0.2 3.60 0.3

SEN 6.31 -1.6 2.26 -2.6 5.47 -1.6

EAL 6.22 0.3 3.92 1.4 3.82 2.1

Progress for groups at KS2 was varied at SE. It was significantly above in Maths, above in Reading but writing progress was poor

for all groups.

Progress Measure

KS2 R N W N M N

All 0.81 0.0 -0.69 0.0 1.91 0.0

PP 1.68 1.0 -1.23 0.2 1.37 0.3

SEN 1.88 -1.6 -4.38 -2.6 4.56 -1.6

EAL 0.11 0.3 -0.28 1.4 2.51 2.1

To provide an inclusive environment where pupils are engaged, enjoy and make good progress in all areas of the curriculum

EAL coordinator developed materials specifically for teachers to

support the acquisition of Grammar Skills for EAL pupils

Organised drop-in sessions for parents with our link SALT

Supported families through the Early Help Assessment

Developed the use of Lunchtime/ after-school clubs promoting the inclusion of pupils with SEND

Worked with the federation family liaison workers to provide advice and support for families

Introduced the two new sensory rooms at St.Elphege's

Teachers reported that the training had a good impact on teaching and understanding of the problems EAL children face. As a result, early years teachers changed routines and activities that would support more effective learning. Y2- 10 children were supported in the EAL intervention group. At the end of interventions 100% children were able to use simple past tense and present perfect correctly in a variety of contexts. Y1 teachers implemented and used strategies from the training which targeted the use of past tense. Y3’s also altered planning and their approach to teaching present perfect tense which supported the children’s language and writing development. This contributed to a good achievement in reading and writing in all year groups in comparison to national average. The open-door policy at both schools has proven successful again this year. We have provided an effective support network for parents and carers. The shared use of the family liaison workers increased the number of families RC was able to support and positive outcomes were delivered in all cases. Family Learning was negotiated by Mrs Michaels and delivered by CALAT at RC and was very successful. Eight families benefitted from the free training and all reported an increased confidence in supporting their children’s learning at home. At St Elphege’s the two new sensory rooms have been very successful. The rooms have provided an essential lifeline for one child waiting until a specialist placement was found which could better suit their needs. It has also provided respite for children who sometimes find school life overwhelming. Staff have found them a valuable resource as a place to bring children who need a room to be calm, de-stress and then go back to class.

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To ensure provision for pupils in Early Years meets pupils’ individual needs so they make good to outstanding progress in the specific areas of learning (Reading, Writing, Maths).

Carried out frequent learning walks to ensure appropriate support and challenge for ALL groups

Ensured that appropriate environment for writing was provided by both the indoor and outdoor curriculum

Explored the use of Colourful Semantics to support pupils’ understanding of sentence construction-( St. Elphege’s)

Ensured that where SALT and OT care plans were in place CT’s used these to inform planning/adapt environment

Provided CPD for Teaching Assistants with a particular emphasis on building skills in SLCN

Ensured that those children identified as the priority EAL group in the Early Years have access to regular speaking and listening activities

Ensured the priority/vulnerable groups were monitored closely to review the impact of provision

The external teaching and learning review provided strong evidence that the provision and practice in the Early Years at RC is now good or better. Attainment at GLD is in line or above National for all pupil groups. Intervention proved difficult in the EY with the reduction of staff this year so re-deployment of two KS2 Teaching assistants, twice a week for 30 minutes enabled the class teachers to carry out some intervention with identified pupils.

Good Level of Development

School % National %

All (58) 75 71

Boys (25) 64 64

Girls (33) 79 78

EAL (15) 80 65

SEN (5) 0 23

15 Reception pupils involved with EAL interventions. The new EAL assessment sheet which follows progress indicates that children who arrived in the school with little or no English made excellent progress. Pupils who arrived in the school at the beginning of the year with a greater level of English language received less intervention time and as a result made less progress. In the reception classes, 100% children in the intervention group made 3 or more levels of progress and in one class some children made 4 levels of progress.

Good Level of Development

School % National %

All (89) 67 71

Boys (45) 62 64

Girls (44) 73 78

EAL (39) 66 65

SEN (1S) (2E)

0/0 23/4

To use assessment information to plan appropriate teaching and learning strategies for ALL learners.

Introduced the Wellcomm screening pack for EAL priority pupils at St.Elphege’s

Ensured that where SALT and OT care plans were in place CT’s used these to inform planning/adapt environment

Ensured that SEN support plans were completed and due regard paid to them in planning

Shared assessment information which ensured support staff made a significant impact on pupils’ learning

Ensured that short term targets were effective in achieving the outcomes detailed in EHC plans

Provided a range of alternative assessment resources for children with SEN for identifying areas of need, E.g. AET Progression Framework for pupils with ASD

Developed the use of ‘Tracks’ as part of the diagnostic tools available for spelling

Supported teachers in the use of individual provision maps/pupil passports

Attainment at KS2

KS2 RWM Ex NAT RWM HS NAT

All 83 61 26 9

PP 89 67 33 4

SEN 38 18 0 1

EAL 75 58 19 8

There is strong evidence to suggest the provision for pupils with additional needs is good or better. Attainment was significantly above National for all groups with strengths at higher standard for EAL and PP.

Attainment at KS2

KS2 RWM Ex NAT RWM HS NAT

All 73 61 15 9

PP 67 67 0 4

SEN 10 18 0 1

EAL 74 58 16 8

Writing continues to be an area of development for the Federation and weak writing scores have brought down the combined score. Attainment was in-line or above National for all groups except SEN with strengths in EAL.

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To identify priorities for SEN and PPG funding to ensure positive impact on outcomes for children.

Reviewed the PPG funding for RC and publish on the website

Maintained a stock of specialist resources for OT, SALT etc

Secured additional Educational Psychology sessions to meet the needs of the school

Maintained a whole school provision map to determine areas that require additional funding

Introduced ‘Philosophy for Children’ in the Juniors at RC to develop pupils meta-cognition ( supporting pupils to build strategies -think about thinking)

At Regina Coeli we explored the use of ‘Philosophy Circles’ as a way of introducing P4C in the junior classrooms. Teachers from year 4,5 and 6 had ‘surgery’ time with Tom Bigglestone from The Philosophy Man to discuss their year group curriculum topics and consider where they could introduce ‘juicy’ philosophical enquiries. Time was taken with teachers to develop their understanding of how to write a question for enquiry and to introduce the three principles of getting children moving ( voting with their feet) developing ‘Y’ questions for discussion and teachers taking a back seat. All teachers agreed they could see a benefit from introducing P4C and enjoyed their initial sessions with their classes but many struggled to include it in their timetables on a regular basis. A test for reasoning skills in reading was undertaken and it will be returned to in the Spring 2019 to see if pupils reasoning skills have increased. There have been a number of changes to staff in the junior classes for 2018-19 and we will need to re-train teachers if this is to continue and be successful. Children have benefited from the support from outside agencies. In both schools children have been assessed and strategies have been given by specialists such as Educational Psychologists, Speech and Language Therapists, Behaviour Support, Occupational and Clinical Therapists to assist children to overcome their difficulties and to support all staff in making both schools inclusive, supportive and enabling environments.

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Learning Objective 2017-2018

Tasks Completed Impact on learning

Ensure teachers’ and Teaching Assistants’ pedagogical understanding & subject knowledge are secure

CPD for expectations on planning, assessment and e-portfolios were carried out by the subject co-ordinators.

CPD E-safety, Programming – subject and curriculum knowledge, Apple Teacher – using alternative programs were also carried during the year so teachers were up-to-date with how to keep children safe whilst on-line.

Monitoring of planning, assessment and pupil interviews were completed. The monitoring and evaluation has informed future training needs planned for next academic year.

Co-ordinators attended one year group’s medium term planning session for summer to assist with the integrating of IT skills into the Creative Curriculum

Some resources have been prepared and ready to share to support LA learners.

Co-ordinators have completed Apple Teacher accreditation to support development of class teachers’ subject knowledge.

Teachers’ improved subject knowledge has enhanced the pupils’ learning (97% at ARE in Computing).

Planning and assessment protocols are in place so pupils understand how they can develop their IT knowledge and skills.

97% of pupils achieved ARE in computing

Pupils have more opportunities to use a more varied range of devices and platforms to enhance their learning as teachers are more confident practitioners.

To ensure pupils achieve ARE and the higher ability pupils achieve “Mastery” in the subjects where they excel.

CPD and monitoring of planning and assessment has taken place

Greater depth challenges have been added to Learning Challenge Curriculum planning so that teachers were able to target the higher achievers in computing lessons.

The introduction of Apple teacher this academic year children will ensure that more children will be more adept at transferring skills between platforms which is a key aspect of greater Depth.

Self-Assessment sheets have been introduced and completed.

Pupil conferencing took place this academic year which will inform next year’s curriculum planning and teaching.

97% of pupils achieved ARE in computing.

20% of pupils across the year groups were able to apply a range of computing knowledge and skills across multiple programmes and devices (GD).

Pupils are reflective learners and are able to evaluate their knowledge and skills; they know to improve based on their self-assessment and the class teachers’ feedback.

Pupils enjoy computing and have developed their knowledge skills of computing applications across the curriculum to embed their learning in a range of creative projects: podcasts and multimedia presentations.

K McKenzie, C Harding Computing

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To embed learning and skill development through the Learning Challenge Creative Curriculum.

Cross curricular planning is becoming more embedded across the school with particular strengths in Year 3 as a result of CPD and Co-ordinator support.

Current Long Term and Medium Term plans have been reviewed and will be further developed next academic year to ensure knowledge and skills are used more effectively across the whole curriculum by building on the links already made this academic year.

Subject Co-ordinators have worked cooperatively with all staff to facilitate understanding of how to create computing opportunities in other subject areas: Year 1 - arctic – e-mailing Arctic researcher to inform writing; Year 3 linked their history knowledge to create a multimedia presentation about Greece as well as using their Geography and writing lessons to create a poster to advertise Greece; Year 5 Podcasting rainforest stories and Year 6 programming volcano games.

There is more opportunity for the use of computing knowledge and skills across the curriculum e.g. use of podcasts and coding linked to other subject areas.

Pupils have reported that the use of computing has enhanced learning across the creative curriculum as pupils

Pupils have memorable and engaging learning experiences as a result of having more opportunities to explore their learning through the use of their computing knowledge and skills.


Year 5 attended Whitgift school for a week, completing computing challenges.

More pupils had the opportunity to use a range of platforms and devices to enhance learning through the use of CPD linked to planning, assessment and improved subject modules.

Pupils’ coding skills have improved as they have been given the opportunity apply knowledge across the curriculum.

Pupils are able to apply computing skills in range of projects (podcasts, multimedia presentation and coding) across the curriculum.

Pupils are able to make links between platforms and devices more readily as a result of a greater use of creative computing projects across the curriculum.

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To ensure breadth, balance, opportunity and enjoyment in all areas of the curriculum and in all classes from EYFS to Y6. To ensure pupils are engaged, enjoy and make good progress in all areas of the curriculum and develop as resilient learners;

All staff received support during PPA from the curriculum deputies. All planning where possible to considered the wider community so pupils fully understood and made links to our modern society

Teachers used opportunities to block plan subject areas to ensure depth of coverage

Exhibition lessons were held so parents know how to support their children’s learning.

Teachers set challenging and engaging work that built on prior knowledge, understanding and skills linked to assessment tools – writing check lists/Success Criteria/Maths target sheets, humanities and science skills sheets/Computing progression sheets..

NQTs attended the school training programme to ensure they acquired a full range of skills to ensure successful learners.

Teachers planned a wide range of creative opportunities for all learners both in and outside the classroom – trips school journey, visitors and engaging resources.

Curriculum deputies monitored and evaluate hooks and WOW factors that were delivered this year.

Opportunities were provided for across the curriculum to development child-centred learning: higher order questioning; self- assessment; debate and peer review.

Learning fosters a culture of respect and understanding for all cultures and faiths across the world wide community – Global learning. Lessons are engaging as well as challenging for pupils. Teaching and Learning promotes challenge, creates enjoyment and embeds skills, knowledge and understanding for all learners.

Children are confident and resilient learners.

K Jones Creative Curriculum

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To embed learning and skill development through the Learning Challenge - Creative Curriculum

Planning for writing for the creative curriculum has been included in teachers’ weekly planning with in-class differentiation and opportunities for pupil self-assessment against the success criteria across the curriculum.

Planning folders/day books have been assessed continually and progress is recorded so gaps in learning are quickly addressed on a daily basis.

Curriculum Governors visited and assessed SIP objectives by meeting with curriculum leads and deciding upon actions for each visit.

All staff used the updated marking and feedback policy to ensure parity across the Federation.

All pupils know and understand the purpose of marking and have responded to next step marking

Pupils are confident learners and deepen knowledge, skills and understanding across the curriculum. Teaching in the foundation and core subjects is very effective as a result of cohesive planning and delivery of the subject content which ensures that all pupils learn and grow in knowledge/skills.

To train, mentor and support new members of staff to enable them to become effective in their roles

Coordinators for CC subjects have been part of a rolling programme of release to ensure they have had the opportunity to fulfil their responsibilities

Coordinators reviewed knowledge and skills sheets and reviewed against evidence in children’s books, displays, photos and pupil voice – planned M & E cycle including FADEs, learning walks, pupil conferencing and book scrutiny.

NQT and student training programmes ran throughout the year and ensured subject knowledge and application of successful teaching strategies enhances learning in the classroom.

Year groups have met termly to focus solely on the planning of creative curriculum for the following term. All staff have found this beneficial and lessons have been well planned and engaging across the curriculum as a result.

All stakeholders take ownership of curriculum development and monitor and drive progress and attainment. All NQTs and students successfully complete their training year. Children have experienced exciting and engaging lessons

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REVIEW 2017 -2018 Objective


To protect all pupils by ensuring best practice in regard to Child Protection, Safeguarding, FGM, Prevent, CSE, Internet Safety To educate pupils so they keep safe and know how to use the internet and social media appropriately To ensure the safety of pupils and staff by adopting best practice To provide an inclusive environment based on the Federation’s Mission and values To provide opportunities to foster new learning by promoting health, well-being, enjoyment and safety.

Attendance

The Heads of School met with the Schools Attendance Officer ½ termly to review attendance figures in all year groups in order to target actions across the federation.

Parents of children whose attendance fell below 90% were sent letters. These letters were followed up by letters from EWO once persistent absence was identified.

The protocol for telephone calls on the first day of absence continued throughout the year and additional notes were recorded on SIMs to ensure continued poor attendance was monitored.

Attendance sheets and curriculum meetings notes were made available to parents so that they were aware of their responsibilities in regard to children coming to school

100% end of year certificates were celebrated at the end of year. Poor Attendance

To ensure the improvement of the attendance of “persistent absentees’ – follow up letters were sent by EWO however fines were not issued this academic year.

All members of staff attended CP training annually.

All Designated CP officers (DCPO) attended up to date training and cascaded information to all appropriate staff.

All Safeguarding policies are rigorous and robust. These policies have been reviewed in line with the latest government guidelines

Heads of School have reported to Governors on CP / Vulnerable children (VC) / LAC matters termly.

Annual Internet safety training for all staff and children has taken place as well as annual Internet safety workshops for parents this academic year. In addition, NSPCC have led assemblies and Y5 & Y6 workshops on internet safety and keeping themselves in and outside of school.

Medical needs booklet have been updated annually or if new children with medical needs have joined the Federation

Federation staff have received training for the use of the updated Risk Assessment Proforma

Risk assessments for school trips have been completed and checked by managers before excursions.

The federation has maintained medical records and ensured appropriate training has been accessed by staff.

Asthma/ epilepsy /diabetes /epi pen training has been accessed appropriate to need

Groups of children who attended before/after school clubs included the vulnerable children.

ELSA / social skills groups have been used to target the needs of groups of children and additional TAs have been trained to deliver ELSA sessions across the federation.

All members of staff are alert to best practice with regards to safeguarding and child protection enabling them to identify pupils in need of support and for that support to be accessed for them. Excursions, to support learning,are safe and pupil medical / dietary needs are met both in and out of school. Pupils know how to keep themselves safe online and staff know how to support them in doing so. Pupil attendance is closely monitored and action taken to ensure that pupils are attend school regularly, maximising their learning opportunities. Vulnerable pupils and families are supported effectively by the Federation Pastoral Support Service in their access to learning, external services and enrichment opportunities.

K Jones, M Jones Pastoral, Personal Development, Behaviour & Wellbeing

Curriculum

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To develop children’s faith, joy and spirituality through the love of God. To foster a culture of respect and understanding for all cultures and faiths To provide an inclusive environment based on the Federation’s Mission and values

A series of assemblies promoted faith and understanding based on the Come & See programmes of study. Assemblies were also delivered on a number of local and wider community themes: CAFOD - refugees, Harvest - Purley Food Hub and NSPCC

The launch of the school parliament supported the understanding of effective citizenship across the Federation.

The Heads of school worked alongside the sustainability coordinators to promote Eco status and children’s responsibilities for sustainability within the local and global community.

A culture of enjoyment and respect was fostered throughout the Federation through the promotion of the Gospel values; teachers ensured the Golden rules were used effectively to build good relationships within the school community

Pupils learn from modelled relationships throughout the federation which reflect care and consideration for each other and the world we live in.

To ensure pupils are engaged, enjoy and make good progress in all areas of the curriculum and develop as resilient learners

To ensure behaviour in and

around the school impacts on the learning environment To ensure leaders and staff create a culture of high - expectation, aspirations, behaviour, well-being and safety

Behaviour plans have been implemented where pupils experience difficulties in self-discipline.

Behaviour books have been used as a positive tool for children experiencing difficulty with behaviour

Incident logs have been kept by all class teachers and all staff know how to complete log.

All significant misdemeanours have been recorded in following areas - CyberBullying, Racist, SEN, Sexual Orientation, Assault, Gender, Class, Religion, Assault and reported to Governors and LA. Termly.

The Escalation of Behaviour Ladder has been shared to all staff to ensure consistency amongst staff and children’s understandings of sanctions following certain misdemeanours.

All medical records are accurately maintained and appropriate training has been delivered for medical needs.

SLT have Identified vulnerable children and groups and accessed support for children and their families.

SLT have carried out Behaviour FADEs through the usual round of M & E across the curriculum and these have been reported to the governors in the Executive Head Teacher report each term (FADEs: strengths & areas for development)

Regular School Parliament and JTA meetings have taken place and the children have enjoyed having a say with regard to the day-to-day running of the school.

House point system has been used reward good behaviour but needs to be relaunched next year to sustain its impact across the federation.

Regular Star of the Week Assemblies have taken place and successes are shared with parents/carers.

Pupils are keenly aware how good attitudes and behaviour contribute to progress, achievement and school life. All pupils make a positive contribution to the school environment and all pupils’ experiences of school life are positive.

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To foster a culture of respect and understanding for all cultures and faiths. To promote ‘fundamental British values’ and prepare children and young people for life in modern Britain

Curriculum has been planned to ensure pupils have a good understanding of the fundamental British Values and the introduction of the School Parliament and the Game of Life in Regina Coeli has further facilitated the children’s understanding of British Values.

Staff have been vigilant and know the Prevent strategy and have been trained identify FGM and CSE and are aware of their associated duties.

Assemblies and lessons across the curriculum have promoted understanding and tolerance.

The teaching of other faiths has been clearly planned and promoted across the Federation.

Pupils know the rule of law for living in multicultural Britain.

Governors and leaders communicate the vision, values and strategic direction of the schools and provide a balance of challenge and support, understanding the strengths and areas of improvement of the school.

Governors have regularly worked with SLT & SMT sharing in learning walks and observations as well as book scrutiny/pupil conferencing to evaluate the plans, progress and actions of the school.

DHT (inclusion) and governor responsible for SEN and safeguarding has monitored and had an overview of provision for vulnerable children and groups.

The school meets the needs of the pupils and progress, teaching and learning, behaviour, wellbeing, safeguarding, leadership and management are judged at least good across the Federation.

To ensure the Federation is effectively led and managed Middle leaders are confident in subject coordination and know the impact of teaching and learning on pupils’ progress and attainment.

Regular SLT and SMT meetings have been used to help formulate evidence based opinions on the impact of actions and progress towards school improvement targets

Subject coordinators regularly undertake pupil conferencing to make certain children’s views and opinions are considered

All staff have attended CPD sessions in response to monitoring of teaching and learning, the national curriculum and assessment without levels

All subject coordinators have received appropriate levels of release time to ensure school improvement plan responsibilities are fulfilled

All staff have access to relevant CPD

All aspects of the school are regularly evaluated that targets are met and to ensure children make good to outstanding progress across the federation. The strong leadership team and governing body promote school improvement by challenging all members of staff to be effective in their role in promoting pupil progress, attainment and wellbeing. SMT and SLT are able to lead and manage specific areas of school effectively to ensure high attainment and good or better progress for all pupils.

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To use a range of social skills to develop harmonious relationships and to learn how to resolve conflicts effectively.

Assemblies are tailored to different scenarios so pupils explore their attitudes and reactions.

Global community work relates to relationships within school and family communities.

To know and understand cultural traditions. May be different to our own. PSHE, RE, assemblies

Work experience, JTAs, Young Leaders projects

Pupils have developed a deeper understanding of and show respect for all within the school community. Behaviour is good and pupils are able to solve any differences in a calm, positive and purposeful manner. Where there are instances of unacceptable behaviour pupils are expected to discuss these with a member of SLT and reflect on the Golden Rules and the impact on the wider school community. Pupils understand and value rules because they recognise how rules contribute to an orderly community where all are respected and valued. The School Parliament has given the pupils in the school a stronger voice in decision making.

To understand the importance of democracy and tolerance in our society.

School elections for a school parliament.

Parliament meetings and engaging with the school community.

Visit to the House of Commons – elected members.

Debating as part of the PSHE/RE and English curriculum.

Outside speakers who present the views of World Faiths.

Role model visits.

PSHE lessons about understanding differences.

Pupils demonstrate skills and attitudes that allow them to participate fully in and contribute positively to the school community. The instances of bullying and racism are negligible but where appropriate parents are asked to attend the school so issues are discussed in light of the school’s mission statement. Pupils understand the democratic process because they have been involved in the School Parliament. Older pupils are able to debate issues and know to listen respectfully to others’ views. The younger pupils are developing their listening skills so they are able to interact with others respectfully.

F Hawkes British Values

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To participate in and respond positively to artistic, musical, sporting and cultural opportunities

Music lessons across school including whole class tuition.

Choir, band

Sporting opportunities within the curriculum and as after school provision.

Global learning challenges

Opportunities for visits to a range of venues e.g Wakehurst Place, Colourscape, Hampton Court Palace…

Pupils are more aware of how to stay healthy and appreciate the need for exercise and a sensible diet. Pupils are learning about different composers and artists and their contribution to music and art. Pupils’ cultural appreciation is developed and they understand how cultural influences have shaped our heritage.

Pupils have a knowledge and understanding of world faiths.

Other Faiths Week.

RE lessons

Humanities

PSHE

Assemblies

Pupils have a tolerance and respect for beliefs and faiths different to their own.

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To make rapid progress so pupils achieve Age Related Expectation.

Effective marking and Feedback to supported learning and provided challenge for all learners.

SMT/Class teachers ensured parity in planning, expectation and marking across year groups.

Daily Assessment For Learning (AFL) informed teachers; which enabled them to make changes to planning when necessary.

Class teachers monitored pupils learning in books and in their assessments regularly which ensured parity across year groups in Federation.

Class teachers tracked children using progress grids and SIMs.

SLT held ½ termly progress meetings with class teachers which identified vulnerable pupil groups and set tasks to ensure they made the expected progress.

Intervention sessions supported children in making progress.

Children made progress in line with their individual predicted targets – this was evident in books and through assessments and teacher/child feedback.

To challenge all pupils so they deepen their knowledge and understanding.

Teachers set challenging and engaging work that built on prior knowledge, understanding and skills.

Weekly planning used relevant documents (Medium Term Plans, English and Maths skills sheets and programmes of study and the Learning Challenge Curriculum).

Greater Depth tasks were available to all children in each lesson.

Teachers followed the ‘Mastery Maths’ approach to teaching, ensuring there was fluency, problem solving and reasoning and explaining in every lesson.

The higher ability pupils achieved greater depth in the curriculum (37% - Reading, 22% - Writing, 30% - Maths) and their achievement and progress was in-line with all MA pupils nationally. All pupils made progress to meet aspirational targets. All pupils became confident learners. All pupils enjoyed learning.

To plan appropriate learning based on pupils assessment information.

Teachers planned with year group partners, across the Federation using the relevant documents to support them.

Daily AFL allowed teachers to adapt their planning as necessary.

Teachers and teaching assistants annotated daily lesson plans which informed future planning.

Teachers ensured that there was consistency in marking of pupils work, addressing mistakes and providing children with a challenge.

Pupils were successful learners and made at least good progress.

R Duffy St Elphege’s - KS1

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To ensure the progress of all pupil groups.

Class teachers tracked children using progress grids and SIMs.

SLT held ½ termly progress meetings with class teachers which identified vulnerable pupil groups and set tasks to ensure they made the expected progress.

Intervention sessions supported children in making progress.

Effective marking and Feedback supported learning and provided challenge for all learners.

Daily AFL from teachers and teaching assistants and regular assessments using skills sheets informed teachers of pupil’s knowledge and understanding.

Pupils achieved ARE or Greater Depth because teachers made accurate level judgements using age related expectations / pupils’ work, which informed planning. All pupils made progress as a result of accurate teacher judgement, which informed planning and interventions.

To write effectively in a range of genres and embed writing skills across the curriculum

Teachers used English skills sheets to plan engaging and effective lessons in all areas of the curriculum.

Teachers instilled into the children the high expectations for quality of writing across the curriculum.

Weekly Grammar focus was part of every English lesson.

Pupils produced high quality writing in all areas of the curriculum. They showed pride in their work, as a result of an engaging curriculum.

To develop pupils’ reading stamina and reading comprehension skills

Weekly comprehension lessons taught and developed children’s reading skills and understanding.

Daily phonics sessions improved children’s phonics knowledge, which enabled them to decode and become confident readers.

Booster groups and interventions provided children with extra support or challenge with reading.

Library books were taken home each week to encourage the love of reading outside the classroom.

Daily one to one reading with vulnerable pupils took place.

Teachers and teaching assistants heard rest of class read twice a week in a one to one situation.

Teachers provided engaging reading activities.

Pupils developed a love for reading and became confident, independent readers.


The following took place to ensure effective teaching and learning was taking place; Lesson Planning scrutinies Book scrutinies Lesson observations and learning Walks. Creative Curriculum Review. Moderation meetings between year groups across the federation. Moderation meetings across the Borough (Year 2). Progress meetings.

Ensured that children were exposed to effective teaching and learning.

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Review 2017- 2018

Tasks completed Impact on Learning

To challenge all pupils so they deepen their knowledge and understanding of science.

The teaching, learning and assessment of Science were reviewed and a new consistent approach to the structure of science investigations throughout the Federation was created – by the use of age related investigation templates.

New Planning and Assessment tick sheets have been created for all year groups in KS1 and KS2 to use as: a) A planning tool to ensure that all children are being taught the

statutory requirements with additional statements added to each topic to give all children opportunities to work at greater depth in both knowledge and understanding.

b) An assessment tool for teacher’s to measure achievement in both scientific enquiry skills and knowledge of the topics taught.

From the book scrutiny in Spring Term, and the Pupil Conferencing in Summer Term, there is evidence that science investigations are being carried out regularly enabling all children to develop their scientific enquiry skills. More investigations are still need to be done is year 3, 4 and 6 where lessons remain knowledge based.

All pupils make at least good progress and learners are challenged to develop their scientific enquiry skills.

Assessment sheets have been created for year groups as a clear progression of knowledge and skills across the year groups. These are linked to the National Curriculum programmes of study and Learning Challenge Curriculum programmes of study.

One CPD session has been delivered to introduce the new assessment sheets and investigation templated for all staff.

Training, observations, book scrutiny and planning checks have been carried out to ensure all staff understands how to plan lessons effectively and assess children against the ARE.

From analysis of the tracking grids, on average, over 80% of children achieved ARE in Science across the Federation. In Years 2 and 5 children have been challenged and their learning extended through Next Step marking so that more children have the opportunity to achieve greater depth.

K Smith & M Spain Science

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To embed learning and skill development, using investigation and scientific enquiry as the key aspect of the curriculum.

The Planning and Assessment sheets been developed to facilitate staff assessing pupil’s scientific enquiry.

Pupils across the Federation were not used to working in an investigative way and it has taken regular teaching and training of working this way to develop their enquiry skills. This will continue to require development through more regular investigations.

Pupils have been given the opportunities to learn through meaningful experiences that excite, challenge and create awe and wonder.

In the year groups where investigations are carried out regularly (1, 2 and 5), pupils now understand how to plan, carry out and record results of an investigation based on age related expectations. In years 3, 4 and 6 science planning does not yet include enough opportunity for children to carry out scientific investigations. All learners have been excited by their science learning through the opportunities given in the planning.

Confident subject coordination impacts on pupils’ progress and attainment.

Professional development training has been delivered to support and further develop all teachers’ understanding of an investigation led curriculum and assessment linked to the ARE for Science.

Teachers are more confident in facilitating investigations, whilst allowing the children to lead the enquiries.

Through the planning of ‘awe and wonder’, children are engaged in their scientific learning and are able to complete enquiries independently, embedding their learning.

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2017-2018 Objective


To continue to build partnerships with parents and pupils. To engage pupils in extra-curricular activities.

Partnerships have been built with other borough schools; parents and other sports clubs to foster healthy living and lifelong participation in sports.

St Elphege’s hosted football tournaments for 5, 7, 8 and 9 a side teams under the supervision of the PE Coordinator.

The school hosted a series of mini-meetings at St Elphege’s.

The invitation to compete in sporting competitions was extended to Regina Coeli.

Pupils have had the opportunity to participate in a variety of different sports – whilst having access to clubs outside school. They have continued their sports development.

Pupils have competed against schools from across the Sutton and Croydon boroughs in sports such as: cricket, football, rugby and athletics.

The Federation partnership has been strengthened by the competition between the two schools. Furthermore, Regina Coeli has made use of St Elphege’s facilities and equipment to give opportunities to practise skills.

To continue to build partnerships with parents, pupils and the wider community.

Links were made with other subject co-ordinators to promote a sense of community by providing provision for:

Y6 djembe drummers

Music for Youth

Art competitions

Top of the form

Junior Sports leaders

Playground ambassadors PA (Parents’ Association) were supported in fundraising and social functions/events.

Pupils have accessed several areas of the curriculum using community links. Pupils participated in Top of the form, Music for Youth in addition to art competitions introduced by the school’s art coordinator. Pupils have been trained up as Sports Leaders and Playground ambassadors and have fostered a sense of purpose and opportunity to show their maturity with their peers.

To foster a culture of respect and understanding for all.

The school continued to support the wider community including Catholic and other charities/organisation – local and national interests:

CAFOD – Brighten up for harvest!

McMillan

Romanian Shoe Box Appeal

Harvest Donations

Collections/support for St Frances Learning Angels

Prince’s Trust

Adults and Pupils have participated in several fundraising events throughout the year. St Elphege’s have raised money for Pupils in Cambodia, Uganda and Ghana, in addition to charities in the UK. Pupils are growing in understanding and for those less fortunate than themselves.

C Green Sport & Community

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REVIEW 2017-2018 Tasks Completed Impact on Learning To challenge all pupils so they deepen their knowledge and understanding.

The approach to music learning this year has been increasingly multi-faceted. Children have, during class music, learned through games, songs, performance and composition.

Children have gained a deeper understanding of the Interrelated Dimensions of Music. They are better able to describe these in a variety of musical genres and are beginning to express their opinions of pieces of music studied.

To embed learning and skill development through the Learning Challenge Creative Curriculum

This was possible in Year 6 and Year 2 , but less practical in Whole Class Ensemble Tuition, where the focus has been on studying the Interrelated Dimensions of music through their chosen instrument.

Children were able to understand some of the reasons behind music production (Y6, History) and use their increased understanding of beat to aid them in their dance unit in PE (Y2).


Expectations raised, especially in Whole Class Instrumental lessons, where all lessons are now taught using the correct standard staff notation for each instrument, alongside the Kodaly Sol-Fa system. Better-structured resources adapted and created across the curriculum and from Y1 upwards, the children are now able to access some standard notation. This has been achieved through games, songs and instrumental performance.

By increasing the expectations for both behaviour and outcomes, the children have risen to these challenges and are now making good progress in Whole Class Ensemble Tuition. In WCET and general music lessons, the children are becoming increasingly aware of the relationship between the music they are learning and the notation which they see on the page. As this has been increasingly taught by games, the children are more engaged in their learning.


Assessment framework devised for the entire school, including progression targets for each year group. This is broken down into the individual aspects of the learning and makes gap analysis very clear.

The curriculum is now better structured and assessment is easier in each dimension of music. This does however, rely on consistent teaching of music across the school. In some year-groups previous year’s objectives have had to be taught before the current ones, as children’s skills were less advanced.

C Wileman Music

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REVIEW2017-2018 Tasks Completed Impact on learning

Knowledge

To support new year

group teachers with

lesson planning and

delivering.

Organised by PE Leads, PE specialists from SSSP have supported NQTs and class teachers (CTs) in planning/delivering PE in KS2, KS1 & EYFS

New Merton lesson plans have been used throughout KS1 and KS2 across the Federation

New resources and equipment provided

All year groups in St Elphege’s have been provided with Real PE lesson resources (with learning intentions) to help support PE lessons. The programme has been across the Federation.

All pupils have learnt and developed new skills

through quality taught PE sessions.

New teachers and new year group teachers have

improved their knowledge & confidence and can

deliver high quality PE lessons to pupils.

Skills

Implement and

develop pupils skills

in a broad range of

sports/activities.

Extra-curricular clubs for cheerleading, multi-skills, football, athletics, gymnastics, futsal, cricket, tag rugby, handball and tennis have been offered to children across both schools.

There have been intra-competitions across KS2 in a variety of sports. Exposing children to different sports in a competitive nature (Team points).

Some Year 5 & 6 pupils learnt new cycling skills by attending Cycle club

Some pupils, in Year 6 at Regina Coeli, completed their Bikeability level 1 & 2.

Young leaders in year 5 and 6 have taken lead on lunch time activities (supervised by PE leads).

Years 3-6 have attended swimming lessons across the Federation. Each class have had 5 x 45 minute sessions throughout the year at St Elphege’s and 5 x 1 hour sessions at Regina Coeli with exception of Y3 who had taster sessions of 3 weeks.

The Daily Mile has been promoted to all children across KS2 and actively encouraged to KS1. This has proven successful in ensuring the children are receiving an extra 30 minutes of activity in school.

Pupils acquired, developed and applied new skills in a

broad range of sports/activities and can use them in

different ways, making links between sports.

Pupils are confident and fluent in all fundamental

skills in Real PE.

Most pupils who attended the cycle club are now

confident when riding their bikes.

All pupils (who attended the course) are aware of

road safety & know how to complete a safe journey.

Most pupils are able to competently swim with

confidence over 25m at the end of KS2. Children in Y3-

5 are developing their swimming abilities. Most pupils

can use a range of strokes effectively.

E Lucas & P Jones Physical Education

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Understanding

Develop pupils

understanding on

how to evaluate and

improve their

performance.

Promote healthy

lifestyles in all

aspects of school

life.

Opportunities have been provided in lessons for children to watch their performances, give feedback to peers in lessons.

CTs have provided effective feedback and questioning throughout lessons.

There has been an increase in school links to outside clubs and community cohesion, including: Purley Sports Club, Epsom Golf Club, Premier Sports, Carshalton Athletic, Crystal Palace and SSSP clubs.

All pupils have been encouraged to look after all PE equipment and keep PE areas tidy. This has been led by the year 5 and 6 sport leaders.

Year 5 and 6 Sports Leaders have organised daily lunchtime activities to KS1 and KS2.

There has been a continued focus on healthy living in Science and PSHE lessons (as well as PE lessons)

The new Merton PE schemes of work have been used alongside Real PE. CTs have used their assessment tools to assess children’s development (using the framework).

Year 5 at St Elphege’s have trialled using the Gymrun Colours Scheme as a way of identifying the children’s fitness levels and focusing on improving them, particularly targeting some less active children. This has proved successful.

There has been a continued ‘push’ to encourage all CTs to ensure their children receive their extra active 30 minutes a day. This has helped to raise awareness of healthy lifestyle among the children.

Pupils can compare their performances with previous

ones and explain ways to improve.

Pupils can acquire and apply new skills (physical &

social) into sports and their daily life.

Pupils understand how to handle PE equipment

carefully & are responsible for its maintenance.

Pupils understand their role as sports leader and have

fulfilled this with commitment and responsibility

throughout the year.

Monitoring and

Evaluating Plan

Pupil conferencing and pupil views. Lesson Planning

Learning Walks. Creative Curriculum Review.


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To make rapid progress so pupils achieve Age Related Expectation within History

Humanities governor formed part of the M & E process. He reviewed the quality of learning through the use of creative and engaging displays; quality of learning in the books and through pupil conferencing.

Following a book scrutiny, appropriate feedback was given to ensure that the expectation for writing across the curriculum was re-enforced: learning was evidenced and progression was sustained.

Continual Profession Development ensured that all teachers were familiar with the non-negotiables of teaching history linked to assessment, presentation and expectation: next step marking when needed (challenge question); presentation of books, quality of writing, assessment of learning objectives and photo evidence.

Practitioners used photos and children’s reflections on learning as evidence from practical lessons to ensure that learning in history was not always focused on written recording – embedding more creative opportunities were supported through creative curriculum planning sessions lead by DHTs

Class teachers used skills progression sheets to target specific knowledge and understanding which built on prior learning.

Class teachers used MTPs/LTPs and cross referencing skills to ensure knowledge and skills were targeted.

90% of pupils achieved ARE (the feedback given to pupils was effective and moved their learning forwards). Pupils are confident learners and some learners have extended their knowledge, skills and understanding of history further because of the creative approaches used to teach this subject. 20% of pupils achieved GD


Themed days in History in most year groups provided hands on experience to deepen pupils

understanding of the past and present as well as helping pupils to understand the impact

history has had on their modern lives.

Visitors (children’s relatives/friends of the school) have been used as a resource to talk to

children about the recent past to inspire interest in the historical topic being taught.

Class teachers have used creative ways to assess the topics, such as inter class historical

quizzes – who knows the most about history?

Pupil conferencing by the Humanities governor and subject leads was used as a tool to review the pupils’ engagement with the topic.

Pupils have excellent opportunities to deepen their historical knowledge though trips, creative themed days, visitors and are able to make links thus have a good chronological understanding. Pupils are able to make comparisons and are able to understand the lessons the past have taught them through their experience of both living history (themed days, trips) and secondary resources used to inspire learning. 20% of pupils achieved GD in History.

N Gilbert, B Shears History

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A range of imaginative hooks have been used to link learning challenge curriculum – school trips, creative days, historical themed days; use of artefacts; role play, dressing up and the creative use of computing to promote memorable learning experiences.

Themed classrooms and doors have been used by some year groups to evoke questions at the start of the topic.

Children enjoy their learning and are therefore engaged by the creative opportunities. This in turn inspires deeper understanding of the topics taught. Pupils’ positive behaviour and resilience is evident in the pupils’ approach to the subject and is evident in their achievement (90% at ARE).

To plan appropriate learning based on pupil’s assessment information.

Skills progression sheets have been reintroduced to new members of staff and book looks have ensured that they have been used by all members of staff.

Planning scrutiny ensured all staff have assessed and targeted learning for all pupils.

Teachers planned for assessment opportunities across the curriculum to develop more application of skills.

Tracking grids were used to track pupils’ progression against the knowledge and skills taught each term.

All pupils made good progress because of the effective feedback given to pupils.


Creative teaching and assessment tools e.g. quizzes and themed days enabled pupils to have a more in-depth understanding of the knowledge and skills used to investigate the past – primary and secondary resources including photos, visitors and school trips.

Topics in history were driven by a big question which encouraged children to ask questions.

20% achieved GD


Creative curriculum lesson planning with SLT.

Lesson observations; book scrutiny; planning reviews; CPD; Pupil conferencing; progress meetings.

SLT/MLT/Governors

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To make rapid progress so pupils achieve Age Related Expectation within Humanities

Cross referenced skills sheets with National Curriculum to ensure correct coverage over each key stage.

Cross referenced skills sheet with books to ensure all skills targets were being met.

Learning walk took place to see displays and books and ensure subject being taught creatively to engage students.

Creative curriculum staff meeting held to Introduce to all new members of staff the expectation sheets that include; next step marking when needed , presentation of books, quality of writing, linked LOs, photo evidence and suggestions for celebratory creativity days.

Book trawl took place with subject coordinators and governors to check for photos and children’s reflections on learning as evidence in humanities books from practical lesson.

Book trawl carried out to check class teachers are using skills progression sheet to target specific knowledge and understanding which builds on prior learning.

All national curriculum objectives are met by children over each key stage.

All children are given opportunities to meet skills targets.

Display, hooks and activities ensure that children are engaged in their learning.

New knowledge and understanding is based on prior learning.


Followed up ideas for themed days for geography: examples of creative hooks for learning for example; Y4 India day, Y5 rainforest and Egypt, Y2 Caribbean day.

Children in KS1 have been on local walks and visits to extend their understanding of field work knowledge skills.

Maps of world are in all classrooms at St Elphege’s and most at Regina Coeli– Y4 introduced lesson to discuss where all children came from using world maps.

Use of Globes promoted to develop knowledge.

Most classrooms have an interactive Geography learning wall relating to the current topic.

Pupil conference questions were developed

Themed days engage pupils in topic work.

Children’s understanding is based on and enhanced by their own experiences/surroundings.

E Ryan, S Thomson Geography

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All year groups have had creative curriculum meetings to ensure geographical learning is celebrated imaginatively and linked to creative MTPs and whenever possible making clear links across the curriculum.

Teachers were encouraged to use more imaginative hooks to learning linked to the learning challenge curriculum – classes have been on visits and/or used of artefacts in each topic.

Teachers have been encouraged to use themed inspired classrooms and doors which evoke questions at the start of the topic.

Display, hooks and activities ensure that children are engaged in their learning.


Re-introduced updated skills progression sheets and ensured all teachers were using them effectively.

Coordinators ensured children’s work was assessed against the Humanities skills criteria and dated on skills sheets.

All national curriculum objectives are met by children over each key stage.

All children are given the opportunity to meet skills targets.

New knowledge and understanding is based on prior learning.

To foster a culture of respect and understanding of all faiths.

Through the introduction of further themed days children developed a greater depth of understanding of different cultures i.e. Hinduism and India.

Children’s understanding of other cultures and religions is celebrated in the school and is enhanced through pupils’ own experiences.


Coordinators ensured that work is a consistently high standard across the key stages through book scrutiny –reminding children of the expectation for writing across the curriculum.

Coordinators reminded teachers to use updated skills progression sheets

Pupils meet National Curriculum Objectives in each Key Stage.

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To develop breadth, balance, opportunity and enjoyment in Art & DT ensuring that knowledge and skills are developed from EYFS to Y6

Art displays around the school were displayed on a regular cycle and were of a cross curricular nature. They created a vibrant and inspiring addition to the walk around the school building.

Planning was monitored to ensure children are developing skills and knowledge through a creative Curriculum.

A portfolio of exemplars and photographic evidence is available on the network

Each term the pupils enjoyed creativity days linked to other curriculum areas

School trips and visits were used to stimulate ideas for display, knowledge and skill development. Eg “Colourscape”, Hampton Court, Farthing Down, The British Museum

Children’s individual work was displayed and celebrated through assemblies and display.

Photos and children’s reflections on learning are evidenced in humanities books from practical lessons.

The use of hard back sketch books from year 3 to year 6 is beginning to show skill progression.

Class teachers have used skills progression sheets to target specific knowledge and understanding which builds on prior learning.

There is a consistent standard of good display across the Federation.

There is a subject folder with evidence linked to objectives and tasks completed.

The improved displays serve to stimulate and reinforce thought and learning and inspire a love of Art.

Teachers plan more effectively to incorporate a progression of skills

Resources and exemplars served to provide stimuli and stimulate creativity and track progression through the Key Stages

Children take ownership of their work and are proud of their creativity.

The children are more creative and are better able to plan, develop and generate their own ideas.

Children have experienced different art forms and have developed an understanding of how it communicates and evokes mood, thoughts and ideas.

P O’Donoghue Art & Design Technology

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To develop children’s ability to communicate their learning about Art and DT by reflecting on how imagination, changing moods and ideas can influence creativity.

Pupils have used and practised their art and DT skills across a range of various subject areas.

Children can now choose different materials and tools and use them in an appropriate way.

Children have developed the use of appropriate vocabulary

They are developing their knowledge and understanding of Art & DT

The children were encouraged to take part in local and national Art initiatives and we had success in the local MP Christmas card competition. Many children entered our ‘Royal wedding Design a Tea towel Competition’. The children were able to ‘showcase’ their work throughout the school and the installations in the corridors were admired by all.

Pupil conferencing and monitoring of planning/skills progression ensured that children are able to reflect on their learning.

Children can now choose different materials and tools and use them in an appropriate way.

Children have developed the use of appropriate vocabulary

All children are inspired to become involved with national and local community projects and develop their own creative skills or work as part of a group. All children showed great interest in the art of their peers and were able to enjoy and discuss. Some children achieved the accolade and pride of being a winner.

Children are able to share their knowledge and development of skills and say what they enjoy. They can discuss their own creative ideas and are proud of their work.

To ensure pupils achieve in Art and DT and are given opportunities to excel and enhance their creative learning.

Pupils have made a positive contribution to the school learning environment and community.

Learning Walks showed children’s skills development is integrated into lessons.

The introduction of hard back sketch pads in Year 3 has been continued throughout KS2

Long term and Medium Term Year Plans continue to be developed to further ensure that there opportunities for children to: explore, investigate techniques, approaches, materials and media from a range of stimuli and starting points

The guidelines for the development of Art& DT skills have been shared throughout the key stages (EYFS, KS1 &KS2)

Children were able to communicate their thoughts and ideas through their art and showcase and discuss their art and design technology with visitors to our school.

The hardback sketch books, has given pupils pride & ownership of their work.

All children have been able to explore a variety of media and materials and have experienced many forms of Art and Design.

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Travel Plan – St Elphege’s To increase percentage of sustainable travel to school and reduce congestion around the school.

Appointed new JTA’s from Yr 6.

Coordinator and JTA’s promoted walking to school through assemblies and competitions.

JTA’s promoted car free days and road safety.

Maintained GOLD Travel Plan status.

Strive for JTA Excellence award.

Pupils are beginning to take ownership of the Travel Plan.

Pupils are becoming more aware of sustainable travel.

School has maintained GOLD status and were held up as example of excellence at Travel Plan Seminar.

Sustainability – St Elphege’s To learn about developing a sustainable lifestyle.

Classes visited Wakehurst Place for school trips, in light of INSET.

Children took part in growing plants and vegetables.

Cooking took place in many year groups.

Teachers included healthy lifestyle lessons in their curriculum.

Pupils are enjoying being outdoors and learning about the natural environment.

Pupils are becoming more able to

make informed choices to develop healthier lifestyles through knowing where food comes from.

Environment – St Elphege’s To know how to look after our world.

Staff began to implement the school energy policy throughout the school

Becoming more energy efficient by turning off lights, knowing about ‘standby mode’ etc.

Classes learnt about other world communities and promoted a global awareness of citizenship using Link to Hope Shoebox Appeal and Cafod as models. (Link to Global learning)

Pupils have a growing understanding of how their behaviour can impact upon their environment – both locally and globally.

F Sharpe St Elphege’s – Sustainability & The Environment

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Tasks completed Impact on learning

Travel Plan – Regina Coeli To increase percentage of sustainable travel to school.

Together the co-ordinator and the Junior Travel Ambassadors have continued to promote walking to school through competitions and assemblies.

Juniors – continue to take part in the ‘Walk on Wednesday’ scheme using JTA’s to record pupil journeys on I pads and reward ‘active’ journeys to school by awarding badges every month.

Infants – The ‘Walking Bear’ scheme is now established and the Regina Coeli Bears, have moved from class to class travelling home with a different child each night who records their journey with an emphasis on travelling safely. Participants are rewarded with a certificate and a badge.

Four Bikeability courses have been run in years 5 and 6. In addition all reception children undertook balance bike training and all children in year 1 and 2 had scooter training.

We have maintained our gold TFL Stars award.

These initiatives have continued to promote healthier, sustainable travel, encouraging the use of public transport By promoting ‘Walk on Wednesday’ and the Walking Bears’ children have become more aware of the need for safer travel on their journeys to and from school.

Sustainability – Regina Coeli To learn about developing a sustainable lifestyle.

The garden Club ( open to years 1 to 6)has grown and harvested produce throughout the year. This has been shared with members, staff and the school community.

Parents have maintained the pond area to facilitate outside learning.

The Co-ordinator has continued to play an active role in the Croydon Food Network promoting ‘seed to plate’ initiatives.

Pupils are more aware of where their food comes from, and are able to make informed choices to develop healthier lifestyles. Pupils have a growing knowledge of the natural world and enjoy learning outside of the classroom.

Environment – Regina Coeli To know how to look after our world.

Eco Warriors have promoted sustainable issues through assembles and debates.

Eco Warriors have become ‘Litter Pickers’ on a rota around our school.

The school has worked to become more energy efficient by turning off lights and using ‘standby’ mode.

Pupils recognise and build their ownership and respect for the environment, understanding each of us has a responsibly and a role to play in dealing with the problems facing our earth.

E Curtis Regina Coeli – Sustainability & the Environment

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To ensure that MFL across the Federation is effectively led and managed

Regina Coeli and St Elphege’s have planned and shared resources and ideas together in order to ensure continuity.

Termly meetings took place between MFL teachers across the federation to share resources and good practice.

MFL teachers are able to plan more effectively for progression of skills. Pupils have a deeper knowledge and understanding of French. They are more readily able to apply their knowledge of MFL in a variety of situations.


The ‘transfer pack’ for John Fisher continues and a visit is currently being arranged for Y6 pupils.

Links have been made with other primary schools during the MFL teachers meeting however close links with other feeder primary schools to secondary schools was not established. Closer links with John Fisher have been established.

Higher expectations of learning outcome means that pupils are well prepared for the transfer to secondary school. Pupils are more confident both in their language ability and because John Fisher pupils have been given the opportunity to meet their secondary school language teachers .

To ensure breadth, balance, opportunity and enjoyment in the MFL curriculum in KS1 and KS2.

John Fisher were invited into school to teach French in the after school club “Arsenal Double club” whereby Y4 students were selected to participate in 30 mins of French and 30 mins of football. Children then visited the Emirates football stadium for a ‘behind the scenes’ language day tour. Feedback from parents and children was very positive.

Targeted pupils have grown in confidence and demonstrated greater involvement within their French lessons. They now see themselves as ‘language learners’ and have been inspired to continue to learn a second language.

To provide a curriculum that develops children’s understanding, knowledge and skills.

The programmes of study were designed to reflect the needs of learners – children learnt through drama, songs and speaking/listening:

Pupils across the federation were taught to understand basic grammar appropriate to the language studied including; feminine, masculine and the conjugation of high frequency verbs.

Pupils were taught key features and patterns of the language, how to apply these, for instance, to build sentences.

Pupils were taught to understand silent letters and basic patterns of language when they are reading aloud or using familiar words and phrases.

Pupil conferencing from French was positive. They expressed their enjoyment of French lessons and explained how they learnt best when given plenty of opportunities to repeat language alongside the written word.

Assessment tools for each year group have been developed by breaking down the learning objectives into small steps, so that there are age related expectations for each year group.

Pupils have a deeper knowledge about how the language is constructed. They are therefore more able to independently construct their own or new sentences and phrases that they can apply to different situations. Pupils demonstrate that they enjoy their MFL lessons, particularly the games and have a greater understanding about how to approach language learning. Children make better progress across KS2 as planned progression is ambitious. Good progress is made due to a spiralling curriculum which allows children to review and build upon prior language skills.

J Elliot, V Laffin Modern Foreign Languages - French

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A Cunniffe Budgets

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To develop pupils’ use of language and vocabulary so they are able to access a wide range of texts and write in a variety of genres. To enable pupils to make wise choices in regard to learning, keeping safe and social interaction by developing their self-confidence and resilience.

To ensure pupils are able to use their mathematical knowledge and reasoning skills to solve contextual problems and become confident mathematicians.

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Tasks Timescale Success Criteria

To develop children’s faith, joy and spirituality through the love of God.

Parent curriculum meetings and workshops to start with a prayer

‘FAITH’ values taught and celebrated in all classes

All assemblies focus on an area of scripture

Chaplaincy group to meet regularly

Collective worship in both key stages to continue throughout the year

Focus on Mission Statement in all classes for reward systems and sanctions

Mediation to be used in all classes for reflection times

Throughout the year Half Termly Weekly October Weekly Daily Weekly

Collective worship to be regarded as integral to creating a cohesive school community FAITH Value assemblies each half term enable pupils to explore and deepen their understanding of school life. Star of the week celebrates pupils’ commitment to living our school values. Mission statement is lived out throughout the school by all members of the community. Mediation training gives pupils time for reflection.

To foster a culture of respect and understanding for all cultures and faiths

Focused ‘Other Faiths’ assemblies e.g. ‘Hinduism at home’.

Excursions to places of faith to be a forefront of the RE curriculum e.g. mosques, synagogues, temples

Call upon our multicultural community to lead assemblies/workshops

September, November and June

Pupils develop a growing understanding and knowledge of World religions and cultural practices.

Collective worship to be in line with the teachings of the Adoremus Congress

Music to be an integral element of collective worship – liturgies, masses, reflection, class prayer

Work with the church (John Hickey) to train altar servers at St. Elphege’s

Children learn about Benediction and have time for silent reflection.

P4C – Philosophy for Children to run through the RE/PSHE scheme of work

Daily Throughout the year 2019 Weekly

Music is an integral element of children’s liturgy. More pupils take an active role in liturgy, Mass and worship. Pupils grow in the love and faith in regard to the Blessed Sacrament. Pupils are thoughtful and reflective in regard to choices they make.

Religious Education M Moyles

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Assessment to fall in-line with that of other subjects

Teachers to use SIMS tracking mark sheets to input pupil progress against topics

Assessment focus in all RE lessons to ensure successful outcomes

Three times a term Each topic

Children grow in knowledge and understanding and learning is built on knowledge and skills.

All pupils make outstanding progress from their individual starting points and achieve ARE

Progress meetings to analyse previous years’ data and monitor pupil progress and attainment

Accountability through PM and pupil’s outcomes through progress meetings

CPD for all staff to extend subject knowledge

Regular planning scrutiny to take place to ensure lessons are of a high standard

NQT and new staff training sessions

NQT training on Fridays

Attend regular meetings

Attend regular meetings

Continue to attend diocesan meetings to ensure our teaching and assessment is the same as that of the diocese

Moderate with local schools

Join the diocesan moderation team

Termly Termly Throughout the year Half termly Throughout the year Throughout the year Throughout the year

All classes have access to RE/AHT so they learn and grow in their faith. Pupils’ knowledge, understanding and skills are developed and grow building on strong foundations.

The Governing Body’s RE Link Governor is fully involved in school worship and learning.

RE Governor makes regular visits to the federation

Governor to feedback to GB

RE Link reports to GB through visit forms and in curriculum meetings

Termly Termly

Celebration of faith is an integral element of the school.


Pupil conferencing and pupil views. Lesson Planning Lesson observations and learning Walks. Pupil books. Creative Curriculum Review.

Curriculum Lead/SLT/SMT/LG

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Safeguarding To protect all pupils by ensuring best practice in regard to Child Protection, Safeguarding, FGM, Prevent, CSE, Internet Safety To implement changes to KCSIE and WTTSG 2018 through staff training and policy and procedural revisions. To educate pupils so they keep safe and know how to use the internet and social media appropriately To ensure the safety of pupils and staff by adopting best practice To ensure leaders and staff create a culture of high - expectation, aspirations, behaviour, well-being and safety

All staff to attend CP training annually.

All Designated CP officers (DCPO) to attend up to date training and cascade information to all appropriate staff.

All Safeguarding policies to be rigorous and robust. These are reviewed annually or sooner where new information is received by Government agencies to ensure up to date best practice by all staff.

Report to Governors on CP / Vulnerable children (VC) / LAC matters termly.

Annual Internet safety training for all staff and children. Annual Internet safety workshops for Parents

Medical needs booklet to be updated annually or if new children with medical needs join the Federation

Maintain medical records and ensure appropriate training is accessed by staff (eg. asthma/ epilepsy /diabetes / epipen)

Risk assessments for school trips are completed and checked by managers before excursions.

Ensure groups of children who attend before/after school clubs include the vulnerable.

Use of ELSA / social skills / family support groups to be considered and training accessed (EARLY HELP)

Prepare age-appropriate lessons and assemblies so that pupils of all ages know how to keep themselves safe.

Governors to be regularly informed of all areas of safeguarding, child protection, admissions and staffing

HoS to attend appropriate GB meetings and report to GB on salient local and national issues relating to safeguarding.

Identify vulnerable children and groups and access support for children and their families.

Through training, staff will continue to be vigilant and know the Prevent strategy, to identify FGM and CSE and are aware of their associated duties.

Autumn 1 Autumn 1 On-going Termly Spring 1 On-going On-going On-going On-going On-going On-going Termly On-going On-going On-going

Pupils are safe, attend school regularly, have their personal, social emotional needs met and are therefore able to thrive. Staff are proficient in exercising their professional duties in relation to safeguarding children.

Pastoral, Personal Development, Behaviour & Wellbeing K Jones, M Jones

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Attendance

Meet regularly with the Schools Attendance Officer (every month / 6 weeks, as per low support schools) to review attendance figures in all year groups.

Parents of children whose attendance fall below 90% to be sent letters and if absence continues to arrange meetings with the HoS / DHT, CT and/or EWO to establish reasons for absence.

First day of absence- School to call to ascertain reason for absence. Medical notes to be sought if required.

Attendance sheets and curriculum meetings to make parents aware of their responsibilities in regard to children coming to school.

100% end of year certificates to be issued at the end of the academic year.

Weekly attendance assemblies celebrating good attendance – target 97% for each class.

Weekly attendance shared in the newsletters. Poor Attendance

To ensure the improvement of the attendance of “persistent absentees’

Fines for persistent absentees to be considered and applied if necessary

To raise children’s awareness of the importance of attendance and punctuality

Pupils are informed regarding their curriculum targets so they are aware of the effects of poor attendance. These are shared at Parent consultation meetings.

Half-termly On-going On-going Termly Summer 2 On-going As necessary On-going On-going & Termly

Pupils attend school regularly, maximising their learning opportunities.

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Curriculum & Values To develop children’s faith, joy and spirituality through the love of God. To foster a culture of respect and understanding for all cultures and faiths To provide an inclusive environment based on the Federation’s Mission and values To provide opportunities to foster new learning by promoting health, well-being, enjoyment and safety To raise pupils’ awareness of Personal Relationships and equality To promote ‘fundamental British values’ and prepare children and young people for life in modern Britain To foster a culture of respect and understanding for all cultures and faiths.

Curriculum

To teach all pupils to understand and respect themselves and others. To make pupils aware of their rights and responsibilities.

HoS and AHT for Religion, Spirituality and Worship to support class teachers to teach ‘Journey in Love’

Through liaison with AHT for Religious, Spirituality and Worship and the PSHE Coordinator, ensure the RE and PSHE curriculum is well planned across the Federation by class teachers.

A series of assemblies promotes faith and understanding based on the Come & See, PSHE, British Values and Federation Mission and Values.

School Parliament Elections to support children’s understanding of the UK Political System

Organise visitors to support the curriculum and values of the school

Work alongside Sustainability coordinators to promote Eco status and children’s responsibilities for sustainability within the local and global community.

A culture of enjoyment and respect is fostered throughout the Federation through the promotion of the Gospel values

Refine and develop a robust PSHE curriculum which links to Come and See, British Values, P4C and the Federation Values.

The teaching of other faiths is clearly planned and promoted across the Federation. Extra-Curricular Learning

A variety of extra-curricular activities will continue to be offered to meet the interest of all pupils

Pupil voice conferencing will be held to ensure activities are meeting the interests of pupils

On-going On-going On-going On-going Autumn 1 On-going On-going On-going On-going Termly On-going On-going

Children grow in their faith, social and moral understanding which is reflected in the relationships they form, their consideration for each other and the world we live in. Children are resilient and understand how to look after themselves and each other.

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Personal development, wellbeing and behaviour To ensure pupils are engaged, enjoy and make good progress in all areas of the curriculum and develop as resilient learners

To ensure behaviour in and around the school impacts on the learning environment

Teachers ensure the Golden rules are used effectively to build good relationships within the school community

AHTs to hold pupil conferencing through the School Parliament sessions surround the use of the golden rules and other school-wide issues.

Children to support the community and their environment by devising ways to make positive contributions to society.

Refine and develop a robust PSHE curriculum which links to Come and See, British Values, P4C and the Federation Values.

Behaviour plans are implemented and internal / external support accessed where pupils experience difficulties in self-discipline.

Behaviour books to be used as a positive tool for children experiencing difficulty with behaviour.

Incident logs continue to be kept by all class teachers and all staff know how to complete log.

Maintain records significant misdemeanours in following areas - CyberBullying, Racism, SEN, Homophobic Bullying, Assault, Gender, Class, Religion and report to Governors termly along with a general FADE report on behaviour / Achievement.

Implementation of School Captains to lead ‘Houses’ House point system to be used reward good behaviour to be

extended to include the infant school.

Regular Star of the Week Assemblies to celebrate achievement and progress towards our termly Value.

On-going At least Half-Termly On-going On-going On-going As necessary On-going On-going & Termly Autumn 1 Weekly Weekly

Pupils are keenly aware of how good attitudes and behaviour contribute to progress, achievement and school life. As such, pupils make a positive contribution to the school environment and all pupils’ experience of school life is positive.

93

Governance and Leadership Governors and leaders communicate the vision, values and strategic direction of the schools and provide a balance of challenge and support, understanding the strengths and areas of improvement of the school. To ensure the Federation is effectively led and managed Middle leaders are confident in subject coordination and know the impact of teaching and learning on pupils’ progress and attainment To train, mentor and support new members of staff to enable them to become effective in their roles To support the RE Link Governor engagement in the faith life of the school To effectively manage school resources to ensure high outcomes for children

Meet regularly with governors for learning walks and observations to evaluate the plans, progress and actions of the school.

Meet with DHT (inclusion) / SENDCo and governor responsible for SEN and safeguarding to monitor overview of provision for vulnerable children and groups. Meet with governor responsible for behaviour

Attend SLT and SMT meeting to discuss the impact of actions and progress towards school improvement targets

Subject coordinators to regularly undertake pupil conferencing to make certain children’s views and opinions are considered

All staff attend CPD sessions in response to monitoring of teaching and learning, the national curriculum and assessment without levels

All subject coordinators receive appropriate levels of release time to ensure school improvement plan responsibilities are fulfilled

All staff to have access to relevant CPD

Induction training for all new staff to ensure staff are aware of school procedures

All new staff to attend PDMs to support training needs.

AHT for Religion, Spirituality and Worship to meet with RE governor to ensure RE and worship provision underpins the Catholic ethos of the Federation

Ensure RE governor has access to diary of worship and RE events

Regular review/analysis of data throughout the school.

Ensure class teachers are aware of children’s progress based on their ability and prior data.

Supporting SMT to ensure teachers are using effective feedback to improve pupils’ progress and attainment by providing challenge for learners of all abilities.

Supporting SMT to ensure pupils attain at least ARE and opportunities for greater depth learning are understood and planned for by all staff

Provide support and training to ensure teaching is good or better throughout the Federation

Liaise with the curriculum deputy to ensure that all support staff receive relevant curriculum training

At least termly Termly Weekly Termly At least fortnightly As necessary As necessary On appointment As necessary Termly As necessary On-going On-going On-going On-going On-going On-going

Pupil progress, attainment, school improvement and the faith life and ethos of the Federation is driven by competent and informed governors and school leaders who support and challenge staff at all levels to ensure the best outcomes for all are achieved.

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Community and Family Learning To build on the strong partnerships with parents and pupils so that pupils are well supported

Parent Information meetings, workshops and showcase lessons for parents are promoted and evaluated.

Attend parent consultations evenings to meet with parents and to support staff

Hos / Sports and Community AHT to attend PTA/PAF meetings and regularly report back to governors

Ensure PSHE lessons provide children with skills for resilience in learning and building relationships

To ensure staff continue to be available for parents to discuss pastoral needs of their children.

To further develop the family learning programme in cooperation with Sutton College.

Termly Termly As necessary On-going On-going

Pupil development is positively impacted by all members of the school community, striving to support children’s learning, social and moral development.

Progress and Attainment To challenge all pupils so they deepen their knowledge and understanding. To ensure pupils make rapid progress, achieving at least Age Related Expectations.

Ensure that revised structure for intervention across the school is effective and that staff have the resources, guidance and support required to maximise impact on pupil learning.

Support and assistance for vulnerable children through provision of specialist practitioners

Analysis of pupils’ needs, regular evaluation and assessment of progress of groups, intervention supports in-class learning, including the more able.

To engage parents to support children’s learning through the family learning partnership, workshops, showcase lessons and curriculum meetings.

To ensure that more able are challenged through differentiation and adaptation of the Learning Challenge Curriculum.

Autumn 1 & On-going As necessary On-going On-going On-going

All pupils, including those with SEND and disadvantaged, make rapid and sustained progress from their starting point. Pupils in the medium prior attainment band achieve at least ARE, with a high proportion making accelerated progress and converting to GDS. A high proportion of pupils in the low prior attainment band achieve at least ARE.

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To provide a broad and balanced curriculum with three core strands: -Health and wellbeing -Relationships -Living in the wider world

The Federation RE coordinator to map out what PSHE coverage comes from the RE curriculum.

The PSHE coordinators will map out the strands and consider where each strand is best placed for each year group’s learning challenge curriculum.

PSHE coordinators to find opportunities to weave in the FAITH values and opportunities to teach and explore them under the umbrella of PSHE.

PSHE coordinators to work on an assessment framework for each year group, which includes the FAITH values.

Coordinators will implement a survey to indicate pupils’ wellbeing and analyse and look for trends. This work will support the coordinators in developing a tailored curriculum that meets the needs of the cohort.

To work with outside agencies and develop children’s knowledge with regards to keeping safe and healthy, road safety, bike ability and bullying.

Explore the schools’ healthy mark status.

Autumn ½ Term Autumn 2 Ongoing Ongoing Spring Term Ongoing Autumn Term

Pupils’ spiritual, moral, social and cultural development needs are met through quality first teaching in a drive for continuous improvement in social and mental well-being. Pupils know and demonstrate respect for themselves and others. They understand and show mutual respect. Pupils contribute to a positive school climate. They understand their role in a social setting and are well prepared for the next stage of their education.

To explore opportunities for cross-curricular connections which widen the pupils’ knowledge and embed further skills.

PSHE coordinators to explore cross-curricular opportunities for each year group per term, e.g. Rainforest Year 5 paired with Living in the wider world or the Creation Story in Year 2 paired with Living in the wider world.

Curriculum Deputy and coordinators to work together to map out progression of skills across all of the year groups to ensure PSHE matches each topic and builds knowledge.

Coordinators and Curriculum Deputy to map skills and coverage with year groups during creative curriculum planning meetings, which are held termly.

Coordinators to support teachers in finding appropriate opportunities for embedding P4C within their LCC.

Inclusion Deputy and coordinators to work on a termly plan to consider how P4C will be spread through the phases within the federation.

To explore links with other schools that use P4C, including Cranmer Primary School where the practice is embedded and they have a Silver Award.

Extend the celebration book idea to include PSHE and P4C learning activities.

To consider the monitoring and evaluation of PSHE teaching and learning.

Ongoing Spring Term Termly Ongoing Termly Autumn Term Ongoing Autumn Term

Personal, Social, Health & Emotional Wellbeing P Narenthiran & M Spain

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To develop pupils’ strategies, with a particular focus on resilience, to protect their own mental health.

Zippy’s Friends and Apple’s friends resilience programme for Year 2 and 5 across the federation.

To explore a range of approaches to support pupils’ in building resilience in other year groups (Early Years, Year 1, 3, 4 & 6).

Whole school staff training on mental health first aid to support staff in recognising the early indicators for individual support, developing staff awareness and improving staff knowledge in relation to making referrals.

PSHE coordinators to explore the concept of pupil voice through enrichment activities.

Autumn Term Ongoing Spring Spring

To educate pupils in peer relationships.

Relationship education to continue to be taught through the Religion curriculum using The Journey in Love scheme of work.

To review the EPR policy and circulate to parents.

Engage with parents through sharing Sex and Relationship education lesson content with parents/carers prior to the lessons, in aim to support parents engaging in conversation with their children about this topic.

PSHE coordinators to work in collaboration with the ICT coordinator and develop whole school resources to support teachers, pupils and parents/carers.

To maintain external links in order to develop pupil awareness of internet related concerns and keeping themselves safe, for example the community support officer.

Ongoing Autumn term – 1st half. Summer Term Autumn Term Ongoing

Pupils know how to make healthy and safe choices. They engage and maintain positive relationships with others. They know how to keep safe in social interactions and using electronic devices.

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2017 -2018 Objective Tasks Time Scale Success Criteria Reading: To develop pupils’ reading stamina and reading comprehension skills To ensure breadth, balance, opportunity and enjoyment in all areas of the curriculum and all key stages from EYFS to Year 6. To foster a love of reading and encourage reading for pleasure.

To ensure there are age-appropriate extended reading tasks during weekly comprehension lessons to challenge pupils, which build stamina for reading and reading for meaning.

Through staff training, teachers to fully understand the underlying pedagogy and reasons for teaching comprehension lessons in different ways based on the skills being taught. Teaching comprehension skills through modelling and guided group practices.

Comprehension lessons should not merely focus on retrieval questions activity, but also include prediction, inference and deduction and activities such as hot seating, to immerse pupils in a text and support their inference skills.

To create a standardised approach to reading tracking and assessment across the federation, to support progress meetings and moderation

To support the planning of reading objectives, the English Team will further break down the descriptors from the Programmes of Study and share with teachers.

Teachers to use a range of assessment resources (Rising stars, SATs papers, NFER) to ensure children are assessed half termly against an extended reading task.

To research opportunities for poetry recital competition for pupils to attend (including opportunities within the Borough)

To research and plan an engaging timetable of activities in Book Week, to stimulate children’s love for reading and stories

To ensure all children read daily, one to one or within guided reading sessions

To ensure phonics teaching is embedded in all reading tasks in KS1. Learning to be supported with independent phonics tasks in the same lesson.

TAs and NQTs to receive training for the use of phonics flashcards and phonics play.

Throughout the year Autumn 1 Autumn 2 Autumn 2 Throughout the year Autumn 2

Spring 1

Throughout the year Spring Autumn

All pupils are able to read and enjoy extended texts with confidence and answer related questions with increasing accuracy. Pupils are immersed in a wider range of books, including poetry. Lesson planning evidences progressive structure to build pupils’ comprehension skills Guided group teaching used to ensure all learners achieve All pupils reach ARE in reading as a result of improved teaching, feedback and assessment.

English K Dall, E Lucas, A Abbasi

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In Year 3, plan interventions for children who failed the screening check in 2017-18 in Y2 now, and also for those who failed in Y2 (Y3 now).

To ensure reading not only focuses on English proficiency but also focuses on content related learning, where appropriate, making cross-curricular links. English coordinators to support CTs in planning sessions.

Autumn

Autumn

Vocabulary To develop teachers’ pedagogical understanding & subject knowledge. To broaden and develop pupils vocabulary. To develop pupils application of vocabulary with regard to reading and writing.

English coordinators to provide resources for teachers to use in lessons and interventions to develop pupils’ vocabulary.

To ensure children find strategies to apply new vocabulary they have learnt through extended reading, in to the correct context in their own writing.

Tasks should be specific and measurable

All classes to have a ‘Word of the day’ and RESCUE a word- to understand and to use the word in its correct context, throughout the week, across the curriculum. Also, all classes to display a Synonym Circle.

New vocabulary produced from shared writing to be displayed on working walls.

To ensure that dictionaries and thesauruses are used in guided reading sessions, as well as writing sessions, to support children’s vocabulary knowledge.

Spelling lessons to be taught using word investigation and spelling pattern investigation – so pupils can discover patterns in words independently.

A vocabulary based activity to be planned as part of the guided reading carousel in KS2.

Teachers in all classes YN –Y6 use a broad range of vocabulary and ensure pupils are able to use these words in context in their daily speech.

Autumn Autumn Throughout the year Weekly, throughout the year (to be implemented in Autumn 1) Weekly, throughout the year Taught weekly, monitored half-termly

Teachers are using a wider variety of strategies to teach and embed vocabulary, in both reading and writing All pupils to achieve ARE in their application of their vocabulary. Scrutiny of guided reading folders and children’s independent writing work, to ensure that vocabulary is being taught and planned for.

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Writing & Grammar To make rapid progress so pupils achieve Age Related Expectation. To write effectively in a range of genres and embed writing skills across the curriculum To develop teachers’ pedagogical understanding & subject knowledge.

English coordinators to ensure teachers are confident with the shared writing process, through different strategies to be shared within staff training, including additional NQT training. Training will reiterate the importance of having a focus, have pace, an effective plan generated using ideas from the children, include ‘Talk for Writing’ techniques, model editing and improving.

To embed spelling and grammar within short, sharp lesson starters, to ensure the that children fully understand the grammar focus within context and can use accurately

English coordinators to ensure grammar resources are provided and accessible for all staff

Grammar skills to continue to be taught across the curriculum, including within RE and Humanities subjects

To deepen staff understanding of different genres of writing by providing information and to ensure writing is planned in blocks so pupils are immersed in a particular genre

Regular marking and assessment moves the children’s learning forward and pupils are actively engaging with their target areas weekly, through effective diagnostic marking and next steps.

All KS2 children to use spag.com weekly.

Pupil focused “success criteria” that scaffolds pupils’ independent writing.

Year 6 to pilot the No-Nonsense spelling scheme of work. If successful, roll out across Year 2 to Year 6.

English coordinators to provide spelling display posters for all year groups, which can be displayed on working walls.

Autumn Spring Spring Autumn

Throughout the year Fortnightly, throughout the year

Weekly, throughout the year

Autumn 1

All teachers confidently using a shared writing approach, supporting the children’s learning. Grammar skills being taught in daily English lessons, to ensure children are using the age related grammar skills Pupils make rapid progress to achieve through improved teaching strategies, feedback and assessment. All pupils reach ARE in writing as a result of improved teaching, feedback and assessment.

Monitoring and Evaluating plan

Pupil conferencing, book looks, lesson planning, lesson observations, pupil outcomes

Every half term English coordinators and SLT

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To ensure all groups of pupils achieve Age Related Expectations

All CTs are aware of vulnerable children in their class and can begin targeting gaps in skills and knowledge

To reinforce the strategy of introducing new mathematical concepts through the concrete-pictorial-abstract approach for new staff.

To reinforce the use of s-planning to enable staff to plan for microscopic steps in progress. Focussing on one key concept each lesson and exploring it to a ‘greater depth level’

Booster groups to take place to support accelerated learning

Weekly interventions to be planned by CTs and run by TAs to provide rapid and robust support and to secure higher attainment and good progress.

A new maths team to monitor implementations of the SIP across all phases.

Learning walks and book scrutinies have been completed focussing on microscopic steps of learning and greater depth opportunities

To reinforce the effective use of target sheets in line with the Programme of Study to continually monitor the attainment of all pupils in line with ARE

Maths leaders continue to take an active role in local Teacher Research Groups/ Maths Hub where new initiatives are continually developing. These practices are then shared with all staff across The Federation.

Where areas of support are identified across the federation maths leaders to support the planning, rand delivery of effective lessons and assessment. (Tea teaching, coaching, supporting and marking)

Whole school, phase and year group ‘Lesson studies’ to be carried out to support the development of teacher knowledge and skills for ‘Teaching for Mastery’

September 2018 NQT/New Staff training -Summer 17/18 Autumn Term Spring Term Weekly Begin in September 2018 - ongoing Termly Autumn Term Begin in September 2018 - ongoing Begin in September 2018 - ongoing Termly

Teachers are making accurate level judgements using age related expectations / pupils’ work. Children are making progress in line with their individual predicted targets – this is evident in books and through assessments and child feedback All pupils are on track to meet aspirational targets and meet (at least) age related expectations. All groups of pupils meet their predicted targets.

. Disadvantaged pupils achieve and make progress in line with all pupils nationally. Vulnerable pupils are well supported through the ethos and curriculum to ensure full inclusion in the school. The Family Support Team meet the needs of identified pupils and families and report weekly to Pastoral DHTs.

Mathematics N Sanders, O Johnston

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Higher ability pupils achieve a greater depth in maths

To ensure all staff are continuing to plan for greater depth opportunities in maths lessons where all children have been exposed to reasoning and explaining mathematically.

To ensure all staff have high expectations of all groups of children and provide extended opportunities for more able learners

To build a bank of greater depth resources across key stages and provide examples to support planning

To introduce greater depth investigation lessons where children can explore a concept across a range of contexts.

Daily Daily Start September 2018 – ongoing

The higher ability pupils master the curriculum and their achievement and progress is in-line with all MA pupils nationally.

To monitor pupil progress to ensure reliable judgements and accurate assessments are made; to use this assessment information to plan appropriate teaching and learning strategies to accelerate learning for all pupils

Pupil progress meetings to take place every six weeks run by SLT and maths leaders. These will set targets and identify children who are not on track to meet these targets regularly.

Teachers to attend maths moderation meetings (Croydon and Sutton). Maths leaders to organise and run year group moderation meetings across the Federation.

Half-termly

Pupils are successful learners and make at least good progress. Positive behaviour and resilience is evident in all pupils’ attitudes to learning. All pupils are on track to meet ARE and vulnerable learners are well supported.

102

To ensure leaders, staff and governors create a culture of high expectations to challenge all groups of pupils

Regular meetings with maths leaders to discuss impact of actions and progress towards school improvement.

Maths leaders to meet with governors to update them on progress in

the subject, conducting learning walks and completing book looks with

a focus on mastery-style teaching and greater depth opportunities for

learners.

Documents shared with all teachers to support their planning of

catering for all pupils, including the higher achievers.

Teachers set challenging work that builds on prior learning,

understanding and skills: NCETM documents.

Maths leaders to continued to take an active role in local Teacher

Research Groups/ Maths Hub where new initiatives are continually

developing. These practices will then be shared with staff across the

Federation.

To ensure lessons are planned to engage learners through meaningful

experiences that excite and challenge e.g. Maths Week autumn 2018

and throughout the year.

Pupil conferencing to continue to take place to enable co-ordinators to monitor pupil views of the subject and its delivery.

Termly Termly Begin in September 2018 - ongoing Daily Half-termly Daily Termly

All staff have high expectations of pupils and provide opportunities for all to apply mathematical knowledge to problems within a range of contexts. Learning environments encourage challenge, curiosity and discovery as children learn. Pupils are confident and resilient learners that enjoy challenge



Each half term Curriculum Lead/SLT/SMT

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To develop pupils’ understanding of the Federation Values so they develop their sense of rights and responsibilities.

Assemblies are tailored to different scenarios so pupils explore the school values.

The game of life is embedded.

Pupils who promote the values are recognised in celebration assembles.

Class teaching centres on the values:- family, aspiration, inclusiveness, tolerance and harmony

Global community work relates to relationships within school and family communities.

To know and understand that cultural traditions may be different to our own. PSHE, RE, assemblies

Work experience, JTAs, Young Leaders projects

Weekly assemblies 1 value explored each half term

Pupils demonstrate in their work, play and relationships their understanding and embracing of the Federation values. Pupils understand and show respect for all within the school community. Behaviour is good and pupils are able to solve any differences in a calm, positive and purposeful manner. Pupils understand and value rules because they recognise how rules contribute to an orderly community where all are respected and valued.

To educate children to use their free will and intellect to make good choices in relationships and behaviour.

Link PSHE/ RE/ EPF

To teach internet safety

Develop P4C across the school

Interweave “Game of Life” and school values in the learning Challenge Curriculum

Medium and short term planning

Pupils are able to make good choices and develop and demonstrate skills and attitudes that allow them to contribute positively to the school, local and wider community.

Spiritual, Moral, Social and Cultural Development F Hawkes

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To understand the importance of democracy and tolerance in our society.

School elections for a school parliament.

Parliament meetings and engaging with the school community.

Debating as part of the PSHE/RE and English curriculum.

Outside speakers who present the views of World Faiths.

Role model visits.

PSHE lessons about understanding differences.

Elections in autumn 1 ½ termly parliament meetings Feedback to classes Medium term planning

Pupils demonstrate skills and attitudes that allow them to participate fully in and contribute positively to the school community. Pupils understand the democratic process. Pupils can debate issues and know to listen respectfully to others’ views.

To participate in and respond positively to artistic, musical, sporting and cultural opportunities

Music lessons across school including whole class tuition.

Choir, band

Sporting opportunities within the curriculum and as after school provision.

Global learning challenges

Opportunities for visits to a range of venues e.g Wakehurst Place, Colourscape, Hampton Court Palace…

Weekly Global weeks Creative days Planning links

Pupils are able to enjoy healthy lifestyles Pupils develop discernment and appreciation of music and art. Pupils’ cultural appreciation is developed and they understand how cultural influences have shaped our heritage.

To grow in knowledge and understanding of world faiths.

Other Faiths Week.

RE lessons

Humanities

PSHE/EPR

Assemblies

Autumn and summer terms Throughout academic year.

Pupils have a tolerance and respect for beliefs and faiths different to their own.



Each half term. Curriculum Lead/SLT/SMT

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Objective 2018-2019


To provide a strategic direction for the Inclusion Team which will communicate the vision and ethos of the federation.

Review the school’s SEN information report and publish on the school’s website

Inclusion Leader to support the SENco and EAL coordinator in their roles through regular review meetings held at least once each half-term

Support the completion of the National Award in SEN coordination by Flo Herzog and Vannesa Laffin

Hold SEN surgeries to discuss pupil/staff needs

Deliver PDM on supporting pupils with additional needs as part of the induction package for NQT’s

Deliver PDM on supporting pupils with EAL as part of the induction package for NQT’s

Regular meeting with the governor with responsibility for SEN /safeguarding

Use the CPD audit tool/PM development points to determine the training needs of all staff

Deliver a programme of training based on the profile of need across the federation

Autumn 1-2018 Autumn 1&2 2018

The school meets the needs of the pupils in terms of progress, teaching and learning, behaviour, well-being and safeguarding. Effective induction and ongoing training enables staff to fulfil their responsibilities.

To ensure the progress in all curriculum areas for vulnerable groups including, disadvantaged, SEND, EAL matches the progress of other pupils nationally with the same starting points

Maintain a SEN support register across the federation which clearly identifies needs and provision through both the delivery of QFT and effective interventions

Regularly monitor the progress of those pupils in receipt of behavioural and/or emotional support both in class and in groups

Use learning walks to review the impact of intervention with a focus on St Elphege’s

Attend Pupil Progress reviews

Support the development of the ‘Literacy Hub’ to ensure identified pupils can access specialist intervention for Phonics, Reading and Writing

Secure specialist training for the Hub teachers to ensure provision is high quality

A particular focus on More Able Disadvantaged pupils to ensure they compare favourably with all MA pupils nationally.

Ongoing Termly Ongoing

Disadvantaged pupils achieve and make progress in line with their classmates. The percentage of accelerated progress increases in each year group. Vulnerable pupils are well supported through the ethos and curriculum to ensure full inclusion in the school.

Inclusion T Christoforou, F Herzog, V Laffin

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To provide an inclusive environment where pupils are engaged, enjoy and make good progress in all areas of the curriculum

Support the development of a whole-school approach to supporting pupils mental-health and emotional well-being through the introduction of Mental- Health First- Aid training for ALL staff

Introduce the Zippy’s Friends Programme to year 2 at RC and Apple’s Friends to year 5 across the Federation, with a focus on resilience, to support pupil’s well-being

Embed the use of ELSA across the Federation with opportunities for pupils to self-refer in the Nurture lunchtime club at St. Elphege’s or Lunchtime games club at RC

Develop pupils’ understanding of their own mental-health and well-being through assemblies and introduce the self-referral route

Develop the teacher well-being project on resilience across the federation

Work with the administrative team to review health care plans across federation for pupils with medical needs

Regular evaluation and assessment of progress of groups including pupils with SEN, EAL and those in receipt of the PPG

To develop materials specifically for teachers to support the acquisition of Grammar

Skills for EAL and SEN pupils at KS2

Develop the use of Lunchtime/ after-school clubs promoting the inclusion of pupils with SEND

Deliver PDM’s for Teaching Assistants who run clubs/interventions with an emphasis on building skills in SLCN

Spring 2019 Autumn 2018 Autumn 2018 Spring 2019

Pupils develop good strategies to cope with stress, change and loss. Pupils develop strategies to resist peer-pressure to make unhealthy or unsafe choices. Pupils are keenly aware how good attitudes and behaviour contribute to progress, achievement and school life.

To ensure provision for pupils in Early Years meets pupils’ individual needs so they make good to outstanding progress in the specific areas of learning (Reading, Writing, Maths).

Organise drop-in sessions for parents with our link SALT

Ensure that where SALT and OT care plans are in place CT’s are using these to inform planning/adapt environment

Carry out frequent learning walks to ensure there is appropriate support and challenge for ALL groups

Ensure that appropriate environment for writing is provided by both the indoor and outdoor curriculum

Support the introduction of (trained)reading volunteers

Continue to use the materials from the WELLCOMM pack to support pupils’ language development

Ensure that those children identified as the priority EAL group in the Early Years have access to regular speaking and listening activities

Ensure the priority/vulnerable groups are monitored closely to review the impact of provision

Ongoing Autumn 2018 Ongoing Baseline review Oct 2018

Achievement is high and consistent across the prime areas AND specific areas of literacy and maths. The number of pupils exceeding the writing early learning goal will increase to AT LEAST National

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To use assessment information to plan appropriate teaching and learning strategies for ALL learners.

Organise drop-in sessions for parents with our link SALT

Use learning walks to determine where SALT and OT care plans are in place CT’s are using these to inform planning/adapt environment

Ensure that SEN support plans are completed and due regard paid to them in planning

Ensure that short term targets are effective in achieving the outcomes detailed in EHC plans

Provide a range of alternative assessment resources for children with SEN for identifying areas of need, E.g. AET Progression Framework for pupils with ASD

Develop the use of ‘Tracks’ as part of the diagnostic tools available for spelling

Termly Termly

ALL Pupils are successful learners and make at least expected standard. Vulnerable pupils, including those with low prior attainment, are well supported and have positive outcomes in line with their peers both in school and Nationally

To identify priorities for SEN and PPG funding to ensure positive impact on outcomes for children.

Explore the role of ‘Philosophy for Children’ in developing pupils reasoning skills

Explore the use of P4C in supporting the PSHE curriculum across the Federation

Introduce P4C pioneers to champion its use and provide support for teachers in its implementation

Create links with Cranmer Primary to provide opportunities to observe P4C in action

Use the MITA materials to ensure support staff make a significant impact on pupils’ learning

Review the PPG funding for RC and publish on the website

Maintain a stock of specialist resources for OT, SALT etc

To secure additional Educational Psychology sessions to meet the needs of the school

Maintain a whole school provision map to determine areas that require additional funding

Introduce the LEXIA programme to St.Elphege’s Junior School

Collaborate with the English Team to develop a whole-school approach to supporting writing for pupils with SEND with a focus on: spelling, vocabulary development and handwriting

Host the CALAT Family Learning Project at RC

Autumn 2018

Positive impact on pupils’ acquisition of reasoning skills Pupils’ reasoning skills in Maths and Reading will improve

Identified pupils are on track to make rapid progress

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109



Governors and leaders communicate the values, vision, ethos and strategic direction of the school and provide a balance of challenge and support, understanding the strengths and areas of improvement of the school.

School Improvement plan is received by GB.

Review of SIP with Advisor

SLT review all areas of teaching and learning in regard to analysis of end of year data (2017-18) for all cohorts across the Federation.

Timely reports through M&E and Curriculum Committees

Performance Management cycle is undertaken and reported to GB.

GB Pay Committee review PM considerations

Weekly SLT and ½ termly SMT meetings to review and plan for effective teaching and learning.

SLT keep GB informed and provide evidence at meetings.

Link Governors meet with subject leaders and SLT to gather knowledge, monitor and evaluate effectiveness of SIP objectives.

Governors monitor teaching and learning with subject leaders and SL&MT.

GB meetings address key priorities of SIP and Government agenda for schools.

October 2018

September 2018

Termly

October

November

Throughout year

Each term or ½ term as required

Half termly

Half Termly Termly and ½ termly meetings

All pupils make good progress from starting points and reach ARE. More Able pupils (including Disadvantaged groups) achieve Greater Depth. Leadership is effective in raising standards and ensuring good progress for all learners.

The GB assesses best practice for the Federation in deciding on conversion to Multi Academy Trust.

Response from Diocese – Catholic Schools’ Director

Academy Working Party meets and plans accordingly and agrees staffing plans for future.

Consultation with staff and parents regarding academisation.

Support realised from DfE, Diocese, RSC and legal teams.

Link governors are fully informed.

ASAP in autumn term

Monthly

Termly /as required

Academy Status is achieved.

Governance F Hawkes

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The Finance Committee is fully informed regarding all aspects of the budget, reviews and agrees allocations and priorities for 2018-19.

The three year budget plan is reviewed by GB to ensure the ongoing financial success of the schools





Budget meetings as set

March

September

Termly

Termly

Ongoing


To promote the Catholicity, ethos, values and mission of the Federation.

To experience the prayer life of the school.

The Link governor monitors the teaching of RE and engage with RE/AHT to scrutinise RE books.

LG/RE keeps GB fully informed and is conversant with RE action plans and reviews.

Throughout academic year Termly meeting of GB

The Catholicity of the school is evident in policy and practice.




DHT –TS/J develop TS role and liaise with GB



Termly

Throughout year and identified April/May

Throughout year

Ongoing


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The Finance Committee is fully informed regarding all aspects of the budget and agree allocations and priorities for 2017-18.

A three year budget plan is reviewed by GB to ensure the ongoing financial success of the schools





Budget meetings as set

March

September

Termly

Termly

Ongoing





DHT –TS/M to work with other TS and the Maths Hubs in furthering maths across the federation and beyond.



Termly

Throughout year and identified April/May

Throughout year

Ongoing


Monitoring and Evaluating Plan Pupil conferencing and pupil views. Lesson Planning Lesson observations and learning Walks. Pupil books. Creative Curriculum Review.


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Objective 2017-2020


To sustain strong financial position for all schools across the Federation

Annual budgets produced for each school

Produce three year budget projection for each school with positive carry forward for next financial year

Monthly reporting & forecasting of budget

Reporting to Finance Committee & FGB of financial position of schools

School adheres to Consistent Financial Reporting guidelines, Best Value and SFVS (Schools Financial Value Standards)

To maintain and where possible build capacity within the schools in the area of staff

May 2018 (signed off by FGB) Monthly Half Termly In line with DfE timescales SFVS before end of March

Finances and resources meet the needs of the pupils and have a positive impact on Teaching & Learning

Identify priorities for all funds in all schools across the Federation

Budget is analysed and funds allocated to ensure resources are available support the curriculum

All aspects of schools maintenance, premises, safeguarding and health & safety are considered when building base budget

Throughout academic year

Positive impact on pupil outcomes

Maintaining up-to-date Single Central Record

Carrying out Enhanced DBS checks on staff, Governors & volunteers

Drawing down “Prohibition” Certificates for all Teaching Staff

Keeping all records including Disqualification by Association Certificates, Child Protection training, Safer Recruitment Training etc…

Ensuring SCR is complete for audit by Safeguarding Governor, Ofsted and LA Auditors

Ongoing When new staff recruited On-going On-going

Pupils are safe and free from harm. Safeguarding of pupils is a high priority and the GB are fully informed.

Finance, Premises, HR & safeguarding A Cunniffe

F Hawkes

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Risk assessments of Premises are carried out when necessary

Generic risk assessments are carried out annually

Risk assessments for trips and schools activities are carried out when necessary

Files are available for inspection by LA H&S audit, H&S Governors

Training and resources to support staff awareness of best practice regarding pupils health, well-being and safety

Annually/ongoing when risk identified Pupils are able to take part in school

activities, excursions and trips to deepen their knowledge and experience because risks are assessed and controls put in place to ensure the safety of all.

3 year rolling programme of building works

Identify with EHT & FGB areas of improvement & maintenance on the school sites

Bids for funding to enhance the schools environment

On-going Pupils take a pride in their environment The physical environment meets the needs of the pupil and supports Teaching & Learning

Monitoring and Evaluating Plan SLT/ GB/ Audit Monthly

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To enrich learning opportunities so all Early Years pupils achieve a Good Level of Development.

Accurate baseline assessments using EEXAT tracking ensures that planning is appropriate to the needs of the learners.

Staff use observations and assessments to ensure all pupils are making expected progress & adapt planning/provision where needed.

Observations are recorded on EEXAT and clearly linked to areas of development and characteristics of effective learning.

The learning environment is purposeful and based on learning challenges, with meaningful learning outcomes, that engage all pupils.

The outdoor environment is stimulating and encourages learning across all areas of the EYs curriculum.

Use Talk for Writing and strategies from developing writing skills project to promote writing throughout the setting.

Provide writing opportunities in the indoor and outdoor provision.

Children’s communication skills to be assessed using Wellcomm speech and language screener and specific activities planned twice a week.

Participate in the Early Chatter Matters project to develop strong early language skills that will greatly enhance the children’s ability to learn to read and write as they go through school

Weekly focus children observations ensure that a range of evidence is collected for each child every half term.

Parents are able to access children’s learning through the EEXAT learning journey and contribute learning from home.

Provision for vulnerable learners is recorded, planned and reviewed by senior and middle leaders to ensure pupils are in line to meet ELG.

Use of signing to support all children, especially EAL SEN and SALT children.

Autumn term Daily Daily Daily Daily

Weekly Daily Weekly

Weekly Weekly Weekly ½ Termly Daily

Achievement is high and consistent across the prime areas and specific areas. Appropriate learning is planned to meet the pupils’ needs. GLD is better than National average GLD

percentage and 5% increase on last year.

Progress is good or better (minimum of 3

steps) for all pupils.

Regina Coeli - Early Years D McHugh

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To identify and support pupils in EYFS who are able to exceed in the specific areas of learning.

Observations are clearly linked to next step targets for literacy and maths. Gaps are identified through tracking.

Parents to be informed of the next steps at the learning journey events and PAR meetings

EEXAT Learning Journeys record weekly progress and activity of pupils.

Teachers track pupils on EEXAT, identifying those who are exceeding or have the potential to exceed.

Targeted planning provides rapid and robust challenge to secure high attainment.

Progress meetings review class teacher’s assessment of pupils that has been moderated across federation with year group partners.

Activities provide challenge for all children especially those children who are identified with above typical skills on entry.

Moderation with year 1 to identify and agree exceeding and goal pupils.

Weekly Half termly Daily/Weekly

Weekly Weekly Termly Daily Summer Term

Identified pupils are on track to exceed ELG and are well challenged. Achievement is high and consistent across the prime and specific areas of learning.


Planning in the EYs is appropriate to the needs of the learners and provides a range of highly effective learning challenges.

The indoor and outdoor environments are stimulating and encourage learning across all areas of the EYs curriculum.

The learning environment is purposeful and based on learning challenges, with meaningful learning outcomes, that engage all pupils.

Tracking children through observations to identify gaps in teaching and learning and adapt planning as necessary.

Weekly Daily Daily Weekly

Teaching nurtures, engages and motivates children and is based on accurate assessment so that activities and experiences meet pupils learning needs. Teaching in prime and specific areas of learning are highly effective and cohesively planned and implemented so all pupils learn and grow in knowledge and skills.

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Exciting and engaging resources allow children to enjoy learning thus promoting good progress.

Learning walks ensure the learning environment and planning provides children with a broad and balanced curriculum.

Trips are planned to further develop children’s knowledge and understanding and enjoyment.

Daily Weekly/ Half termly Termly Half termly

Appropriate learning is planned to meet the pupils’ needs. Pupils develop a love for learning and build the skills required to be resilient learners.


Teacher Research Groups within year groups.

Teacher Research Groups within infants.

Teacher Research Groups whole school.

Observation training.

Autumn, Spring & Summer Spring & Summer Term Summer Term Ongoing

Children experience engaging and purposeful learning opportunities as a result of strong teacher subject knowledge and pedagogy.


Pupil conferencing and pupil views. Lesson Planning. Lesson observations and learning walks. Pupil learning journeys and writing book. Curriculum planning across Early Years Learning journey and planning folders scrutiny. Progress meetings Vulnerable groups meetings

Half termly Half termly Half termly Half termly Autumn and Summer terms Half termly Termly Termly


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To enrich learning opportunities so all Early Years children achieve a Good Level of Development.

Accurate baseline assessments ensure that planning is appropriate to the needs of the learners in each setting and provides a range of highly effective learning challenges.

Staff use observations and assessments to ensure all children are making

expected progress & adapt planning/provision where needed.

The learning environment is purposeful and based on learning challenges, with meaningful learning outcomes, that engage all children.

The outdoor environment is stimulating and encourages learning across all areas of the EYs curriculum.

Provision for vulnerable learners is recorded, planned and reviewed by senior and middle leaders every month to ensure children are in line to meet ELG

Parents are engaged in their children’s learning by attending ‘Learning Journey events’.

Observations are clearly linked to areas of development and characteristics of effective learning.

Use of challenge incentives to encourage children to engage with provision and enhance learning.

Provide writing opportunities in the indoor and outdoor provision through the use of lunch boxes or tool kits.

Provide electronic aids to support learning (maths games, ABC joined up, mark making on interactive whiteboard).

EAL support program to run twice a week in Nursery and Reception led by Vanessa Laffin.

Implement new strategies and ideas from the Reggio Emilia nursery settings.

Resource both nurseries with “real” objects to stimulate wonder and enrich learning opportunities.

Colourful semantics to be introduced to the whole class to support speaking and listening and sentence structure.

Introduce colourful semantics into story telling.

Use of signing to support all children, especially EAL SEN and SALT children.

Weekly

Daily

Daily

Daily/weekly/monthly

Termly Half termly Daily Daily Weekly Twice weekly Ongoing beginning in Autumn 2. Ongoing Autumn term Autumn term Daily

Achievement is high and consistent across the prime areas and specific areas. Appropriate learning is planned to meet the children’ needs. GLD is better than National average GLD percentage and 5% increase on last year. Progress is good or better (minimum of 3 steps).

St Elphege’s - Early Years R Duffy, E Bowling

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To identify and support children in EYFS who are able to exceed in the specific areas of learning.

Learning Journeys are clearly linked to Next Step Targets for literacy and maths (Reception) prime areas (Nursery or Reception). Gaps are identified through tracking.

Parents to be informed of the next steps at the learning journey events and PAR meetings

Learning Journeys are up to date and record weekly progress and activity of children.

Teachers track children on progress grids, identifying those who are exceeding or have the potential to exceed.

Teachers use SIMs to track children’s attainment, identifying those who are exceeding or have the potential to exceed.

Targeted planning provides rapid and robust challenge to secure high attainment.

Progress meetings review class teacher’s assessment of children that has been moderated across federation with year group partners.

Activities in the continuous provision provide challenge for all children especially those children who are identified with above typical skills on entry.

Weekly focus children or key children observations ensure that a range of evidence is collected for each child every half term.

Observations are clearly linked to areas of development and characteristics of effective learning.

Moderation with year 1 to identify and agree exceeding and goal children.

Moderation with Nursery to identify 30-50s and 40-60e judgements.

Half termly Half termly Daily/Weekly Half termly Termly Weekly Termly Daily Weekly Daily Spring and Summer Term Summer Term

Targeted children are on track to exceed ELG and are well challenged. Progress is good and achievement is high and consistent across the prime and specific areas of learning.

119


Planning of the EYs is appropriate to the needs of the learners in each setting and provides a range of highly effective learning challenges.

Colourful semantics to begin in the autumn term.

Planning across the year group.

The indoor and outdoor environments are stimulating and encourage learning across all areas of the EYs curriculum.

The learning environment is purposeful and based on learning challenges, with meaningful learning outcomes, that engage all children.

Resource both nurseries with “real” objects to stimulate wonder and enrich learning opportunities.

Tracking children through observations to identify gaps in teaching and learning and adapt planning as necessary.

Weekly Autumn 2 Term onwards Weekly Daily Daily Ongoing Ongoing

Teaching nurtures, engages and motivates children and is based on accurate assessment so that activities and experiences meet children learning needs. Teaching in prime and specific areas of learning are highly effective and cohesively planned and implemented so all children learn and grow in knowledge and skills.


Exciting and engaging resources allow children to enjoy learning thus promoting good progress.

Weekly focus children (Reception) or half termly key children (Nursery) observations ensure that a range of evidence is collected for each child.

Learning walks ensure the learning environment and planning provides children with a broad and balanced curriculum.

Learning journey and planning folders scrutiny.

Trips are planned to further develop children’s knowledge and understanding and enjoyment.

Daily Weekly/ Half termly Half termly Half termly

Appropriate learning is planned to meet the children’ needs. Children develop a love for learning and build the skills required to be resilient learners.

To prepare children for transition to the next stage of their learning.

Phonics assessment to be carried out on all children at the end of Nursery and again in Reception. These results must be passed on to the next teacher.

Reception – children to join KS1 on the playground a few times a week for playtime and lunchtime.

Nursery – children to use Reception outdoor area.

Story times with new teachers in the children’s own setting and in their new classrooms.

Classroom environment to be set up to support children in transition to new class.

Learning journeys to be passed up to new class. Children to spend time sharing and celebrating their achievements.

Summer 2 Summer 2 Summer 2 Summer 2 Summer 2 Summer 2

Children are well prepared for their next stage of learning.

120

To ensure all children learn in a safe, secure and happy environment.

All staff to attend child protection training.

All staff to have a copy of keeping children safe in education and understand their duties for safeguarding others.

Children are taught age appropriate ways to keep themselves safe (PANTS rules, e-safety) through the curriculum.

Risk assessments are completed by staff and all staff are made aware of these.

Regular checks to the grounds and resources are made by staff and the site manager, as specified in the risk assessment.

Intimate care policy is reviewed and updated when necessary. All staff are aware of this policy and adhere to it.

The Early Years Policy is reviewed and updated in accordance with the changes to the Early Years Foundation Stage Profile 2018 Handbook. All Early Years staff are aware of the policy and adhere to it.

All Early Years staff have read and understand the Ofsted guidance: Safeguarding in Early Years.

Annually Autumn 1 Ongoing Daily/Weekly/Half Termly Daily/Weekly/Half Termly Annually Annually Autumn 1

Children become confident and happy learners as a result of the positive and safe Early Years’ environment.


Teacher Research Groups within year groups.

Teacher Research Groups within infants.

Teacher Research Groups whole school.

Visits to Reggio Emilia settings in Italy.

Visits to other Early Years settings.

Observation training.

Autumn, Spring & Summer Spring & Summer Term Summer Term Autumn 2 Term Ongoing Autumn term

Children experience engaging and purposeful learning opportunities as a result of strong teacher subject knowledge and pedagogy.


Pupil conferencing and pupil views. Lesson Planning. Lesson observations and learning walks. Pupil learning journeys and writing book. Curriculum planning across Early Years Learning journey and planning folders scrutiny. Progress meetings Vulnerable groups meetings

Half termly Half termly Half termly Half termly Autumn and Summer terms Half termly Termly Termly


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To ensure all children achieve ARE in computing. CPD for new staff re: planning, assessment, Apple Teacher and

computing procedures.

Promote and monitor regular use of the computer suite across all year groups and classes – learning walks

CPD to share strategies on how to differentiate - focused on supporting children who are not as able in computing.

Support staff in utilising Computer suite and iPad time allocation effectively – timetabling, managing ‘blocking’

Monitor planning and conduct pupil interviews to identify potential barriers to learning and address them quickly and effectively via feedback and CPD as appropriate.

Monitor assessment and evaluate its impact on planning as well as teaching and learning. Feedback and build on outcomes via CPD

Learning walks to identify areas of strength and development. Feedback and provide training as appropriate.

Shared teach (where appropriate) and plan with year groups and teachers across the federation to model and support the delivery of high quality teaching and learning provision within Computing curriculum.

Purchase datalogging hard/software to enable full access to the curriculum

Autumn 1

Termly learning walks

Autumn 2

Autumn 1 (changed throughout year to ensure year groups have fair opportunities in suite.) Half termly monitoring

Half termly monitoring

Termly learning walks

1 year group per quarter term

Autumn 1

100% of pupils achieve at least ARE

Computing K McKenzie, C Harding

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To ensure children who are more able in computing achieve Greater Depth in the subject.

Definition and examples of what GD is for teachers.

CPD to share strategies on how to differentiate -focused on challenging / providing opportunities for the more able children in computing to develop, refine and evidence their skills.

work alongside teachers in Medium Term Planning and during Friday afternoon training (timetabled year group slots) to ensure effective and creative cross-curricular use of computing skills.

Autumn 2

Autumn 2

Termly MTP meetings; Rolling program of shared planning on Fridays.

30%of pupils achieving Greater Depth

To ensure effective cross-curricular links to develop computing knowledge and skills.

Reinforce expectations on Apple Teacher for existing staff

Provide Drop in sessions for teachers and TA to support Apple Teacher.

Introduce new staff to Apple Teacher and set up expectation – during CPD for new staff/NQTs.

Work with Teachers in medium term planning meetings across year groups to plan effective use of Computing and ICT in the wider curriculum.

Timetabled year group CPD on Friday afternoons to ensure effective and creative cross-curricular use of computing skills.

Autumn 1

Throughout year – weekly basis.

Autumn 1

Termly

Rolling program of shared planning on Fridays

Children have more opportunities for wider use of computing and ICT skills across the curriculum. Children are more engaged, motivated and independent in their application of computing knowledge and skills to enhance leaning in other subjects.

To increase the teacher and teaching assistant subject knowledge in programming, datalogging and Apple software so children have access to high quality teaching and learning.

CPD on Programming and Datalogging as these are areas with weaker teacher subject knowledge.

Hold Apple Teacher drop in training.

Share and celebrate Apple Teacher certificates.

Spring 1

Weekly from Autumn 1

Teachers have better subject knowledge and are more confident to teach and plan effectively so pupils have high quality teaching and learning.




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2018 - 2019 Objective


To challenge all pupils so they deepen their knowledge and understanding of science.

To review and improve the teaching, learning and assessment of Science.

To develop a consistent approach to the structure of science investigations throughout the Federation.

To develop pupil’s ability to carry out scientific investigations.

To ensure planning for all year groups meets the statutory requirements and gives children opportunities to work at greater depth.

Autumn 1 – assessment system Autumn 2 - Staff training and M&E Spring - Book scrutiny & Monitor planning

Pupils are confident learners and have opportunities to achieve deeper knowledge and understanding.

All pupils make at least good progress and learners are challenged to develop their scientific enquiry skills.

To ensure there is a clear progression of knowledge and skills across the year groups - use new assessment sheets linked to the National Curriculum programmes of study and Learning Challenge Curriculum programmes of study.

CPD session – assessment and investigation for all staff.

To ensure all staff understand how to assess children against the ARE and that this is consistent across the Federation through moderation, training and book scrutiny.

Autumn 1 –skills sheet review FH grids Autumn 2 - staff training Spring - monitor data and book scrutiny Summer - assessment documents and data check

All children achieve ARE in Science. All groups of children are challenged and learning is extended so that the more able achieve greater depth.

To embed learning and skill development, using investigation and scientific enquiry as the key aspect of the curriculum.

To develop a system that allows all staff to effectively assess pupil’s scientific enquiry through training; setting up a bank of resources; lesson studies and lesson observation to develop skills across the federation.

To ensure investigation is taught throughout the year and linked to each topic, providing children with the opportunities to develop their scientific enquiry.

To engage learners through meaningful experiences that excite, challenge and create awe and wonder.

Autumn 1 Assessment review Autumn 2 M&E Spring Book scrutiny Monitor planning Science week

Pupils understand how to plan, carry out and record results of an investigation based on age related expectations.

Confident subject coordination impacts on pupils’ progress and attainment.

To provide professional development training to support and further develop all staff understanding of an investigation led curriculum.

To provide professional development training to support and further develop all staff understanding of assessment linked to the ARE for Science.

Autumn 2 Staff training and M&E

All learners are excited by their science learning and all children make progress and achieve standards in-line with high expectations.

Science K Smith, M Spain

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To train and develop staff in the Federation and beyond.

CPD courses delivered in conjunction with Avenue TS and Cognas.

NQT within Federation receive training in all areas to enable them to complete their NQT year successfully.

Accredited NPQML course successfully delivered in conjunction with SSAT.

Throughout academic year 2018-19 (in brochure) Fortnightly training sessions throughout academic year. January – July 2019

Teachers and middle leaders make a positive impact on pupils’ outcomes.

To provide school-to-school support in leadership and management and the curriculum.

Work with Southwark Catholic School Commission to support schools needing help

SLE and NLE deployments

Interact with Sutton LA to support schools where possible.

Autumn 2018 Throughout 2018-19

Pupils are successful learners.

To mentor and coach, SD trainee teachers, teachers and leaders.

SD mentors trained through E-Q mentoring programme.

Regular meetings and reviews for NQTs and their attached mentors

Training programme through TS for SD, teachers and leaders.

Autumn Fortnightly mentoring meetings. Throughout academic year.

Teachers are successful in promoting successful learning and classroom environments encourage and stimulate learning and engagement.

To ensure accountability in regard to TS actions and finances.

Support for new TS Lead.

Manage UCAS and other DfE sites to support TS

Teaching school return evaluation and collaborative fund

Meetings to establish forward planning for Alliance members

Self-evaluation of TS by ExHT, Hof S and DHT and DOFo and TS Governor

TS Peer Review

Autumn term Throughout year Summer 2019 Termly Spring Late spring

Teaching School impacts positively on teaching and learning.

Teaching School F Hawkes, L Hawkes

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To provide a strategic overview that ensures strong curriculum links.

Deputy Head responsible for curriculum, alongside subject leads to provide support during PPA.

Curriculum Deputy to revise planning with teachers so that a prime learning challenge for each term or half term is established.

Class teachers will receive additional planning time termly as a Federation year group team, alongside the Curriculum Deputy, to evaluate last terms plan and map out the next terms topic or theme.

A new streamlined template to be introduced for medium term planning so that it is user-friendly and makes explicit connections between subjects and learning challenge questions.

Class teachers and subject leaders to evaluate each year group’s planning to ensure that there is coverage and skill development in line with the Programmes of Study.

Class teachers to revise planning so that challenges are expressed as a question, followed by a series of subsidiary challenges, which are also expressed as a question.

Some existing plans will be adapted to ensure that the subsidiary learning challenges encourage enquiry and are within the pupils’ immediate understanding.

Curriculum Deputy to meet with the subject leaders to regularly update them with the year groups needs for planning so that in their release time they are able to provide effective and informed support for particular year groups.

Bi-weekly PPA for each

year group

Termly evaluative

Creative Curriculum Planning sessions

End of autumn term

Weekly

Weekly

Every half term

Lessons are engaging and develop pupils’ knowledge so that they make good progress in all subjects. Strong connections between subjects ensure that the cross—curricular learning environment embeds knowledge and skills.

Creative Curriculum C Guilmartin-Cole

126

To provide a broad and balanced curriculum that stimulates curiosity, prepares children for everyday situations and encourages reflection and evaluation.

Curriculum Deputy to support teachers in planning WOW moments as hooks to ignite children’s curiosity, and at the end of a unit provide opportunities for reflection and evaluation through a planned celebration activity.

Teachers to plan themed days to allow children to demonstrate their learning in a different way.

Opportunities for visitors and trips within the local area to be mapped out within medium term plans to add to the pupils’ learning journey.

Currciulum Deputy to support teachers in planning for assessment opportunities within topics. This will support pupils being evaluative and reflective with their learning as well as support teachers in making secure mid-topic assessments.

Introduce the Game of Life across the Federation as a creative project that celebrates the different cultures, opinions and beliefs that make our community the place it is.

Curriculum Deputy and AHTs will support teachers in weaving in opportunities to teach, share and celebrate the FAITH values throughout the curriculum.

To schedule regular visits with the Curriculum Governors to monitor progress towards the SIP objectives.

Throughout the year

Pupils experience lessons that make learning vivid, real and meaningful.

Pupils are confident learners who have a deepened knowledge and understanding across the curriculum and subjects. Pupils enjoy learning because the creative curriculum will be a dynamic and collaborative learning process through which we explore our FAITH values.

To train, mentor and support new members of staff.

To provide regular NQT/new staff training sessions throughout the year, which are planned to develop teachers’ subject knowledge, teaching and learning strategies and understanding of assessment.

Year group teams to plan together across the Federation so that the Curriculum Deputy and the Junior Deputy can share their expertise and develop planning with the teachers.

Subject leaders to be released on a rolling programme to ensure they have the opportunity to fulfil their responsibilities.

Middle Leadership Team meetings will be scheduled to ensure that action plans are reviewed and communication of priorities is shared between the coordinators and the leadership team.

Bi-weekly training

sessions

Weekly

Pupils progress in all subject areas because of quality first teaching.




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Learning Objective

2018-2019


Knowledge

To support new year

group teachers with

lesson planning and

delivery.

SSSP and CSP PE specialists to support NQT and class teachers (CTs) in planning/delivering PE in KS2, KS1 & EYFS

PE Lead to ensure that all CTS are provided with lesson plans and schemes of work (with Learning Intentions) for all years.

A review of equipment and resources to be carried out by PE Lead, to ensure all resources needed are available

All CTs to be made aware of the STEPs differentiation tool to ensure all children are included and make good progress in PE lessons

PE lead to attend coordinator meetings in the borough and PE conferences, to keep up to date with new practices, policies and teaching strategies. New information to be passed onto staff in staff meetings.

Autumn term

Throughout the

year

Pupils learn and develop new skills

through quality taught PE sessions.

New year group teachers improve

their knowledge & confidence and

deliver high quality PE lessons to

pupils.

Skills

Implement and

develop pupils’ skills

in a broad range of

sports/activities.

Extra-curricular clubs for cheerleading, multi-skills, football, athletics, gymnastics, badminton, basketball, cricket, tag rugby, handball and tennis to be offered to children across the schools.

Intra-competitions across KS2 in a variety of sports. Exposing children to different sports in a competitive nature (Team points).

Inter-competitions across KS2 in a variety of sports, exposing children to competition with children from other schools.

‘Less active’ children in KS1 and KS2 to take part in a range of school sports festival within the borough, to ensure all children have access to a range of sports/activities.

Year 5 & 6 to learn new cycling skills by attending Cycle club & completing their Bikeability level 1 & 2, year 6 in Regina Coeli.

Young leaders to take lead on lunch time activities. PE lead to supervise the children and young leaders.

Years 3-6 to attend swimming lessons across the Federation. Each class will have 5 x 45 minute sessions throughout the year. The Daily Mile and other activities to continue to be promoted, so all children receive an extra 30 minutes of activity a day.

Throughout the

year

Throughout the

year

Throughout the

year

Spring term

Lunchtimes

throughout year

Throughout the

year

Throughout the

year

Pupils implement and develop new

skills in a broad range of

sports/activities and can use them in

different ways, making links

between sports.

Pupils are confident and fluent in all

fundamental skills in Real PE.

Pupils are confident when riding

their bikes. Pupils are aware of road

safety & know how to complete a

safe journey.

Pupils are able to competently swim

with confidence over 25m by end of

KS2. Pupils acquire and develop a

range of strokes effectively.

Physical Education E Lucas, P Jones

128

Understanding

Develop pupils

understanding on

how to evaluate and

improve their

performance.

Promote healthy

lifestyles in all

aspects of school

life.

CTs to provide opportunities for children to watch their performances, give feedback to peers in lessons.

CTs ensure children are aware of STEP tool and Real PE challenge cards, so they can self-assess their own skills.

CTs to provide effective feedback and questioning throughout lessons.

Promote school links to outside clubs and community cohesion, especially to local Athletic clubs. ‘More able’ children in PE and extra-curricular clubs to have clear signposts to outside clubs.

Encourage all CTs and pupils to look after all PE equipment and keep PE areas tidy. There should be clear signs for where equipment needs to be kept.

Year 5 and 6 Sports Leaders to promote more active lunchtimes by providing activities to KS1 and KS2.

Continued links with Science and PSHE lessons on the importance of healthy living.

Continued use of Merton PE schemes of work and Real PE. CTs to follow and assess children’s development using the frameworks provided.

Raise awareness of other sports/opportunities that will promote health and fitness/healthy lifestyle, including extra active 30 minute activities in school.

Gymrun Colours scheme to be rolled out across KS2 in both schools, to be used as a way of identifying the children’s fitness levels. CTs and children should aim to build on this and achieve a new ‘colour’.

Throughout the

year

Once in Autumn,

Spring and Summer

term.

Pupils compare their performances

with previous ones and explain ways

to improve.

Pupils acquire and apply new skills

(physical & social) into sports and

their daily life.

Pupils understand how to handle PE

equipment carefully & are

responsible for its maintenance.

Pupils understand their role as

sports leader and fulfil this with

commitment and responsibility

throughout the year.

Pupils should be aware that they

should be active for an hour

everyday (30 minutes in school, 30

minutes out of school).

Monitoring and

Evaluating Plan

Pupil conferencing and pupil views. Lesson Planning

Learning Walks. Photographs. Creative Curriculum Review. Each half term. Curriculum Lead/SLT/SMT

129



To maintain and further strengthen partnerships with parents and pupils. To engage pupils in extra-curricular activities.

To continue to build partnerships with other borough schools; parents and other sports clubs to foster healthy living and lifelong participation in sports.

A side teams under the supervision of the PE Coordinator.

To support the annual Borough athletics Championships at the Arena.

To host a series of mini-meetings at St Elphege’s.

To support, train, mentor and coach new and existing club leaders across the Federation to provide engaging extra-curricular activities to promote, well-being, enjoyment and foster new learning.

Train up year 5 children across the Federation to become ‘Junior Sports Leaders’

On-going throughout the school year. Autumn 2018-Spring 2019 Spring/Summer 2019 Autumn 2018 onwards Autumn 2018 onwards

Pupils enjoy healthy lifestyles, are fit and active. More children take up activities. Pupils have the opportunity to compete in friendly competitions in a variety of sports. Pupils can play and experience a number of sports. (Extended provision for the different extra-curricular sports across the Borough.) Federation pupils take on responsibilities as young leaders.

To continue to build partnerships with parents, pupils and the wider community.

To make links with other subject co-ordinators to promote a sense of community by providing provision for:

Y6 djembe drummers

Music for Youth

Art competitions

Top of the form

Junior Sports leaders

Playground ambassadors To support PA (Parents’ Association) funding raising and social functions/events.

Throughout the year

All children have a positive experience of school life and are actively engaged in a wide variety of learning beyond the classroom. Pupils understand, demonstrate and live the school values.

Sport and Community C Green

130

To foster a culture of respect and understanding for all.

To continue to support the wider community including Catholic and other charities/organisation – local and national interests:

CAFOD – Brighten up for harvest!

McMillan

Romanian Shoe Box Appeal

Harvest Donations

Collections/support for St Frances Learning Angels

Prince’s Trust

Throughout the year

All children have a wider understanding of the world in which they live. Children develop mutual respect for other cultures and faiths. Pupils make good choices based on understanding and knowledge of school values.

Monitoring and Evaluating Plan Pupil conferencing and pupil views. Lesson Planning Lesson observations and learning Walks. Creative Curriculum Review.


131



To promote outstanding progress & attainment for learners in history by creating clear but creative links to Learning Challenge Curriculum – use of ‘Big Questions’; child centred learning.

To review skills sheets to ensure knowledge and skills are being addressed.

Report findings using FADE documentation as part of monitoring and evaluating curriculum areas (support DHT curriculum) and provide feedback to staff.

Update celebrations of learning timetable of events – highlight and reference to history teaching.

Continue to share and celebrate good practice by completing a Learning walk – Learning challenge displays, engaging displays, practical lessons, evidence of Big Questions being used; post-its of children’s questions – photo portfolios in both schools.

Book scrutiny – remind staff of writing expectations across all areas of the curriculum – completed by governor and co-ordinator.

Introduce new staff to expectations, next step marking using challenge questions, presentation, clear LO’s variety of teaching to engage children, photo evidence.

Class teachers to have celebrations of learning at the end of the topic.

Class teachers to use skills progression sheet to target specific knowledge and understanding which builds on prior learning

Create a subject folder – photos, evidence of displays linked to objectives and tasks completed.

Class teachers use MTPs/LTPs and cross reference skills progression to ensure knowledge and skills are being addressed.

Autumn term

Spring term

termly

termly

Throughout the year Autumn term

Throughout the year Throughout the year

Feedback to pupils is effective and all pupils make at least good progress 90%+ Pupils at ARE 30+Pupils at GD Positive behaviour and resilience is evident in all pupils’ attitudes to learning. Pupils are confident learners and deepen knowledge, skills and understanding in history.

History B Shears, F Acheampong

132

To develop children’s ability to communicate their learning about how the past events and actions, and knowledge of the world have shaped life today

Introduce updated skills sheets which link to the skills progression sheets introduced last academic year – continual assessment model.

Reflective next steps linked to the updated marking and feedback policy.

Provide opportunities for cross curricular debate about

historical themes.

Themed days to provide direct comparison to now and then:

Victorian day, Tudor feast, Greek lunch.

Inter class historical quizzes – who knows the most about

history? End of each topic as an assessment tool.

Invite in grandparents/relatives to talk about the recent past.

Developing children’s ability to questioning through the use of higher order questioning – Learning wall.

Timeline – sharing children’s historical learning centrally displayed in the classes.

Pupil conferencing to measure knowledge and understanding of history – creative approach.

Autumn term

Throughout the year

Throughout the year

Throughout the year

Throughout the year TBC

Pupils have excellent opportunities to develop their historical knowledge and understanding, including their chronological understanding, through learning about important aspects of local, national and world events and the histories of cultures other than their own.

Rigorous curriculum planning ensures that the subject makes an outstanding contribution to pupils’ social, moral, spiritual and cultural development.

To ensure pupils are engaged, enjoy and make good progress in History which both develops pupils' learning resilience whilst creating memorable experiences and enrichment opportunities – the curriculum inspires learning.

Historical learning is celebrated imaginatively linked to creative MTPs and whenever possible making clear links across the curriculum.

Be even more imaginative with hooks to learning linked to the learning challenge curriculum – visits; use of artefacts; theatre visits – start of every topic.

Themed inspired classrooms and doors which evoke questions at the start of the topic – creative curriculum / MTP learning question.

Throughout the year Throughout the year Throughout the year

The History curriculum is distinctive, highly imaginative and underpinned by a clear and coherent rationale. As a result, all groups of pupils enjoy the subject and are committed to doing their best. 90+% at ARE 30+% at GD



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To make rapid progress so pupils achieve Age Related Expectation within Humanities

To continue to monitor MTPs/LTPs and cross reference to skills progression to ensure knowledge and skills are being addressed.

Learning walk – Learning challenge displays, engaging displays, maps and globes in all classrooms.

Report findings using FADE documentation as part of monitoring and evaluating curriculum areas and provide feedback to staff (staff meetings).

Introduce to all new members of staff, expectation sheets that include; next step marking when needed (this could be challenge question or printed), presentation of books, quality of writing, linked LOs, photo evidence.

Book scrutiny to ensure use of photos and children’s reflections on learning as evidence in humanities’ books from practical lessons

Class teachers use skills progression sheet to target specific knowledge and understanding which builds on prior learning

Termly Termly Autumn Autumn Throughout the year Throughout the year

Feedback to pupils is effective and all pupils make at least good progress ensuring ARE is met.

Pupils are confident learners and deepen knowledge, skills and understanding in humanities


Resources audit and review to ensure suitable provision is available so all children have opportunities to develop geographical skills.

Follow up idea pack for themed days for geography: Y5. Y4 & Y1 examples of creative hooks for learning

Children use local walks and visits to extend their understanding of field work knowledge skills – maps in action; changes to the local area and contrasting localities. What’s changed and why?

Maps of world in the classroom – where do you come from? Use of pins

Globes to develop knowledge.

Whole school world map – central area; interactive learning with questions.

Developing children’s ability of questioning through the use of higher order questioning – Learning wall.

Pupil conferencing to measure knowledge and understanding of geography– creative approach.

Autumn

Throughout the year

Throughout the year

Autumn Autumn Autumn Throughout the year Throughout the year

Pupils have excellent opportunities to develop their historical knowledge and understanding, including their chronological understanding, through learning about important aspects of local, national and world events and the histories of cultures other than their own.

Geography P White

134


Geographical learning is celebrated imaginatively linked to creative MTPs and whenever possible making clear links across the curriculum.

Be even more imaginative with hooks to learning linked to the learning challenge curriculum – visits; use of artefacts; theatre visits – start of every topic.

Themed inspired classrooms and doors which evoke questions at the start of the topic

Throughout the year

Throughout the year

Throughout the year

Positive behaviour and resilience is evident in all pupils’ attitudes to learning


To continue the monitoring of skills progression sheets and ensure all teachers are using them.

Ensure children’s work is assessed against the Humanities skills criteria.

Autumn – Termly Termly

Feedback to pupils is effective and all pupils make at least good progress ensuring ARE is met.

To foster a culture of respect and understanding of all faiths.

To introduce further themed days where children can develop a greater depth of understanding of different cultures.

Throughout the year

Rigorous curriculum planning ensures that the subject makes an outstanding contribution to pupils’ social, moral, spiritual and cultural development. Children should develop a greater understanding and respect for other cultures.


To ensure that work is a consistently high standard across the key stages - reminding children of the expectation for writing across the curriculum.

To continue the monitoring of skills progression sheets and ensure all teachers are using them.

Throughout the year

Autumn –

All pupils make at least good progress ensuring ARE is met.



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To ensure that all children have high expectations of themselves in music lessons. To ask children frequently how their performances can be improved, whilst praising good practice.

Throughout the year.

Children will be suitably challenged by the music curriculum. They will rise to the challenges presented, not be afraid to ‘have a go’ and understand the demands of performance.


To incorporate other ways in which children can respond to the music that they listen to, e.g. Art, Movement, Language, etc.

Throughout the year. Children will be able to respond to music in a wider range of ways. It will allow children to show their emotional responses to the music that they listen to which they often find challenging.


The music curriculum will continue to offer examples of music from all genres-not just the classical canon. The children will be taught the features of each genre, its influences and how it has influenced other genres. Expectations will be high in all lessons and children will be challenged to compose and improvise pieces frequently.

Throughout the year. Children will have the opportunity to work with their peers to compose their own work. This, in turn, encourages performance, as they have ownership of the piece that they are playing. With increased ownership, comes a greater sense of achievement and pride in their production.



Music C Wileman

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To develop breadth, balance, opportunity and enjoyment in Art & DT ensuring that knowledge and skills are developed from EYFS to Y6

To engage learners through meaningful experiences that excite and challenge by ensuring art and DT skills are displayed around the school.

Monitor planning to ensure children are developing skills and knowledge – Creative Curriculum.

To timetable opportunities for pupils to showcase their creativity – exhibition; photos and sharing work on school websites regularly.

To continue to build on the portfolio of exemplars and photographic evidence on the network

Both schools to create exemplar digital folders which showcase the children’s skill development and creativity: maths week; book week; science and RE days.

Timetable each term creativity days linked to other curriculum areas working with other subject leads and DHT curriculum.

School trips and visits to be used to stimulate ideas for display, knowledge and skill development.

Use of photos and children’s reflections on learning as evidence in humanities books from practical lessons.

To develop a link with a local secondary school to share and develop an enjoyment of Art.

Class teachers use skills progression sheets to target specific knowledge and understanding which builds on prior learning

Create subject folder with evidence linked to objectives and tasks completed.

Curriculum team meetings to review actions and next steps

To ensure the consistent standard of display across the Federation – labelling of work; interactive objectives

½ termly release ½ termly release Throughout the year as subject leaders ½ termly ½ termly Throughout the year Throughout the year Throughout the year Rolling programme throughout the year

Teaching in Art & DT subjects is highly effective and cohesively planned and implemented across the Federation so all pupils learn and grow in knowledge and skills as well as enjoyment of the creative arts. Teaching and Learning of the creative subjects promotes challenge, creates enjoyment and embeds skills, knowledge and understanding for all learners. All pupils achieve ARE/GLD

St Elphege’s - Art and Design Technology P O’Donoghue

137

To develop children’s ability to communicate their learning about Art and DT by reflecting on how imagination, changing moods and ideas can influence creativity.

Pupils use and practise their art and DT skills across a range of subject areas – history, geography and computing.

Pupils are able to talk about their learning and understanding of how they are developing their knowledge and understanding of Art & DT – visits; exhibitions, visits from artist, taking part in competitions in the wider community, links with other schools.

Pupil conferencing and monitoring of planning/skills progression so ensuring that children are able to reflect on their learning.

Throughout the year Termly Alternate terms

Teaching in the creative subjects of Art & DT is highly effective and cohesively planned and implemented across the schools so all pupils learn and grow in knowledge and skills. Pupils are confident, inspired and creative learners.

To ensure pupils achieve in Art and DT and are given opportunities to excel and enhance their creative learning.

Pupils make a positive contribution to the school learning environment and community.

Through pupil conferencing and learning walks children are able to discuss and exhibit how their learning has progressed.

Long term and Medium Term Plans to be developed to further ensure that there opportunities for all children to: explore, investigate techniques, approaches, materials and media from a range of stimuli and starting points ensuring that all children gained experience in a variety of media and materials.

Children’s work to be celebrated through use of an ‘Art Gallery’ in a corridor.

Continue to develop and share guidelines for the development of Art and DT skills throughout the key stages (EYFS, KS1 &KS2)

Monitored throughout the year ½ termly Year-on-year Throughout the year

All pupils make a positive contribution to the school environment and all pupils’ experiences of school life are positive. Pupils are able to excel in their creative learning and enjoy using the imagination as well as being proud of the achievements.




138



To ensure that MFL across the Federation is effectively led and managed

Continue to develop continuity between Regina Coeli and St Elphege’s through shared planning and assessment.

One set of TRG lessons (across the federation) to be planned, taught and reviewed together.

Termly meetings with MFL teachers to continue across the federation to share resources and good practice.

Ongoing

Greater consistency of the teaching and learning of languages across the federation with best practice shared. Teaching and learning is improved, through reflective practice, across the federation. All children are reaching AREs by the end of the year.


Continue to use the ‘transfer pack’ for John Fisher and invite MFL coordinator to visit Y6 pupils

Continue to build on the established professional working partnership with John Fisher. Seek to work collaboratively on TRG lesson project (see above).

Summer term Ongoing

Improved teaching and learning with an amelioration of transition to secondary feeder schools.

To ensure breadth, balance, opportunity and enjoyment in the MFL curriculum in KS1 and KS2. To ensure the progress of all pupil groups.

Parents and members of staff invited to read stories, share songs and poems in target language.

John Fisher teachers to work in collaboration with MFL co-ordinator to build on the Arsenal Double Club programme, targeting disengaged children.

Pupil conferencing – enjoyment and learning of MFL.

Spring/summer term

Pupils have an enjoyable first -hand experience of the target language in a variety of contexts.

To continue to modify and improve the curriculum with a view to ensuring rapid pupil progress across all groups.

Pupils should be able to understand basic grammar appropriate to the language studied including; feminine, masculine and the conjugation of high frequency verbs.

Pupils should be taught key features and patterns of the language and how to apply these, with a focus on writing independently with the support of writing frames.

Use assessment tools (FH Grid) effectively to plan for each year group by adapting the curriculum according to AfL.

Ongoing Teaching of MFL in the juniors is effective and well planned. Children’s knowledge and skills are developed in the target language. Children have a positive attitude to learning and are engaged in their learning of French across the curriculum.

To embed learning and skill development through the MFL curriculum.

Revise and further embed the use of prayers/register into the daily routine of the classroom, in the respective target languages.

Target language to be used within the routine of the classroom more regularly, with the use of prompt cards.

Autumn 2 Children have more opportunities throughout the week to develop, practise and acquire greater understanding and application of their language skills.




Modern Foreign Languages V Laffin

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Travel Plan – Regina Coeli To increase percentage of sustainable travel to school. 2e,3g

Co-ordinator and JTA’s to continue to promote walking to school through competitions and assemblies.

Appoint JTA’s from all classes in the juniors.

Juniors – to actively take part in the ‘Walk on Wednesday’ scheme using the JTA’s to record pupil journeys.

Infants – to continue the ‘Walking Bear’ to promote walking to school safely.

To continue with the ‘Bikeability’ ‘scooter’ and ‘Balance Bike’ initiatives.

To encourage more school trips to be by public transport

To maintain Gold ‘STARS’ award.

Throughout the year September Throughout the year Ongoing throughout the year moving from class to class Throughout the year Throughout the year Throughout the year

Pupils where possible walk to school. Children become more aware of healthier, active travel to school. Children promote safer travel to school. More school trips by public transport School maintains Gold Star status

Sustainability – Regina Coeli To learn about developing a sustainable lifestyle. 2e,3j

Children take part in the gardening club, growing vegetables, and further developing the school garden.

To attend the Croydon Schools Market.

To take part in the Croydon Food Network promoting ‘seed to plate’ initiatives.

To encourage all year groups to use the new allotment area.

To take part in the ‘Healthy Eagles’ programme provided by Croydon council promoting children’s well being and health

Autumn, Spring 2 and summer terms Summer Term Half Termly throughout the year 10 week programme – awaiting start date

Pupils know where their food comes from, and are able to make informed choices to develop healthier lifestyles. Pupils have a growing understanding of the natural world and enjoy learning outside the classroom.

Environment – Regina Coeli To know how to look after our world. 2e,3g

To become more energy efficient through turning lights off, knowing about ‘standby mode’ etc.

To raise awareness of our role in the sustainable issues facing the planet.

To continue the litter picking rota around our school.

To increase the amount of composting in the school.

To increase the amount of recycling in the school.

Throughout the year.

Pupils become responsible for sustainability in their environment.


Pupil conferencing and pupil views. Lesson Planning Learning Walks. Pupil books. Creative Curriculum Review.


Regina Coeli - Sustainability E Curtis

140



Travel Plan – St Elphege’s To increase percentage of sustainable travel to school and reduce congestion around the school.

Appoint new JTA’s from Yr 6.

Coordinator and JTA’s to promote walking to school through assemblies and competitions.

Take part in Road Safety Week

Classes to use Travel Tracker to complete travel charts.

JTA’s to promote car free days and road safety.

Maintain GOLD Travel Plan status.

Autumn term Throughout the year

Pupils take ownership of the school travel plan. Pupils are more aware of safe and sustainable travel methods. School maintains GOLD status

Sustainability – St Elphege’s To learn about developing a sustainable lifestyle.

Children to take part in growing plants and vegetables.

Cooking to take place in all year groups.

Teachers to include healthy lifestyle lessons in their curriculum.

Take part in Outside Classroom Day

Throughout the year Spring term

Pupils enjoy learning outside and become more aware of the natural world

Environment – St Elphege’s To know how to look after our world. To develop an awareness of global environments and how to sustain resources for a better and fairer world.

To continue to implement the school energy policy throughout the school

To become more energy efficient by turning off lights, knowing about ‘standby mode’ etc.

Learn about other world communities and promote a global awareness of citizenship using Link to Hope Shoebox Appeal and Cafod as models. (Link to Global learning)

Nursery to take part in the Early Years Global Postcard Exchange

Throughout the year Autumn Term

Pupils will have an understanding of how their behaviour can impact upon their environment – both locally and globally.




St Elphege’s - Sustainability F Sharpe