LANDKEY PRIMARY SCHOOL
DEVELOPMENT PLAN
Key Issues for the Development Plan
CONTEXT
Staff and governors have been involved throughout the process. They are fully committed to improving the quality of teaching and learning and individuals are keen to improve.
AREAS FOR IMPROVEMENT
The areas for improvement identified are:
Key Issue 1: Raise standards and achievement in those curricular areas that are below expectations
This key issue will incorporate the following points from the areas for improvement:
1.
To continue to raise the proportion of pupils making 2 levels progress between KS1 and KS2 to 100%, with at least 30% making 3 levels progress
2.
To continue to address identified gaps in attainment in Maths in particular, closing the gap between English and Maths (2 year)
3.
Ensure teaching is no less than good in English and Mathematics and that expectations are sufficiently high
4.
Ensure teaching gives enough time to different subjects for pupils to make adequate progress in each subject
5.
To improve the quality of intervention support, particularly in Mathematics
6.
To raise the proportion of pupils passing the Year 1 phonics screening tests
7.
To continue to develop spelling throughout the school in order to improve the percentage of children achieving level 4+ in the KS2 SPAG test
Key Issue 2: Improve the quality of learning in school
8.
To embed the ‘skills-based’ curriculum based on the new ‘Gove’ curriculum for 2014
9.
To ensure that the coverage of all curriculum areas is adequate and based upon principles of learning
10.
To continue to develop the skills and confidence of the staff in promoting pupil-led learning
11.
Ensure that all teaching is at least ‘good’ in the school, with the majority being ‘outstanding’
Key Issue 3: Embed outstanding provision for PE into the curriculum
This key issue will incorporate the new PE / Sport Premium funding
12.
To continue to promote quality PE as an integral and important part of the curriculum
13.
To provide more opportunities for the children to experience enhanced sports provision and extra-curricular clubs
14.
To continue to promote and develop Healthy Lifestyles in school
Key issue 4: Improve aspects of leadership, management and governance
15.
Improve the quality of the school’s leadership and management, particularly in terms of induction the new Deputy Headteacher and SENCo
16.
Ensure that the leadership of the school continues to be of high quality and is not impacted by out-reach work
17.
To use the NSS status as a vehicle for leadership CPD at all levels
KEY ISSUES - SUMMARY OF KEY ISSUES
Key Issue 1: Raise standards and achievement in those
curricular areas that are below expectations by:
i. Ensuring teaching gives enough time to different subjects for pupils to make adequate progress in each subject ii. Improve attainment and pupils’ achievements in Years3, 4 and 5, particularly in Mathematics, but in all subjects
iii. Ensuring a clear tracking system is in place to monitor progress and provide early intervention as soon as underachievement is noted iv. Improving the quality of interventions for the under-achieving groups of children in each class, particularly in Maths
v. Developing cross-curricular links so that skills are developed and applied in various contexts. vi. Continuing to improve the provision for phonics teaching in EYFS / KS1
vii. Improving the quality of spelling teaching, in line with the New Curriculum expectations in KS2
viii. Ensure that the children make good or better progress EACH year and that class teachers take responsibility for this
Key Issue 2: Improve the quality of learning in school by:
i. Embedding the skills based curriculum to ensure clear links for all topicsii. Ensuring correct coverage for each curriculum area within the ‘creative’ approach, based on the revised schools principles for learning rather than content coverage
iii. Enhancing the curriculum with essential and memorable learning experiences iv. Raising teachers’ expectations of what pupils can do.
v. Allowing pupils to take more responsibility for and to lead their own learning, allowing them to be independent learners
vi. Ensuring basic skills are taught well and pupils are given enough opportunities to practise and consolidate the things they have learnt in English, mathematics, and science in other subjects
vii. Raising teachers’ expectations of what pupils can do.
viii. Ensuring that resources are kept up to date in order to enhance learning. ix. Ensuring that all teaching is consistently good or better across the school
Key Issue 3: Embed outstanding provision for PE into
the curriculum by:
i. Ensuring that PE is an integral part of the curriculum and that minimum hours of PE are at least provided
ii. Using the local community events to the maximum potential to enhance PE provision in school, including hosting our own events iii. Providing more opportunities for the children to experience enhanced sports provision and extra-curricular clubs
iv. Enabling training for teachers and staff to ensure a continuing and sustainable legacy of highly trained professionals v. Developing the Healthy Lifestyles of children in school
Key Issue 4: Improve aspects of leadership, management
and governance by:
i. Improving the quality of the school’s leadership and management, particularly through inducting the new Deputy Headteacher and SENCo ii. Ensuring senior staff and co-ordinators work together so that clear systems are in place to monitor standards and learning and teaching iii. Ensuring the results of lesson observations are used effectively to raise the level of teaching to improve standards (ref teaching standards and PM) iv. Improving and developing the role of the co-ordinator so that they have good knowledge and understanding of their subject(s).
v. Developing the roles of co-ordinators and middle leaders, empowering and providing CPD via NSS work
KEY ISSUE 1: RAISE STANDARDS AND ACHIEVEMENT IN CURRICULAR AREAS BELOW EXPECTATIONS
Outcome Targets: English
Key Stage 1
% Level
2b+
% Level
3
Year 4
% Level
3b+
% Level
4
Key Stage 2
% Level
4+
% Level
5
2014
Reading 95 45 Reading 91 64 Reading 94 70Writing 95 40 Writing 97 64 Writing 94 43
English 94 57
2016
Reading 95 50 Reading 95 64 Writing 95 45 Writing 95 64 English 95 642018
Reading 100 60 Writing 100 50 English 100 55Outcome Targets: Maths
Key Stage 1
% Level
2b+
% Level
3
Year 4
% Level
3b+
% Level
4
Key Stage 2
% Level
4+
% Level
5
2014
Maths 90 40 Maths 86 50 Maths 94 39
2016
Maths 95 45 Maths 100 64
2018
Maths 100 50TO BE UPDATED UPON RECEIPT OF RAISE ONLINE 2014
In order to do this we will:
Ensure that teaching gives enough time to different subjects for pupils to make adequate
progress in each subject, particularly in phonics / spelling
Improve attainment and pupils’ achievements in Years 3, 4 and 5, particularly in
Mathematics, but in all subjects
Ensure a clear tracking system is in place to monitor progress and provide early
intervention as soon as underachievement is noted
Improve the quality of interventions for the under-achieving groups of children in each
class
Develop cross-curricular links so that skills are developed and applied in various contexts.
Continuing to improve the provision for phonics teaching in EYFS / KS1
Improving the quality of spelling teaching, in line with the New Curriculum expectations
in KS2
Ensure that the children make good or better progress EACH year and that class
teachers take responsibility for this
This means that:
1.1
the outcome targets identified above will be met
;
1.2
all children will make at least the 2 levels expected progress from KS1 to KS2 and 30%+ will
make 3 levels progress
1.3
the quality of teaching throughout the school will never be less than good and will show
steady continuous improvement over the life of this action plan (
x-ref. Key issue 2
);
1.4
tracking pupil progress will be linked to the performance management system within the
school (
x-ref. Key Issue 4
) – teachers will be responsible for ensuring each child makes good
or better progress;
1.5
tracking pupil progress will ensure that necessary interventions take place either each lesson in
class, or in groups each half term;
1.6
governors will have good knowledge and understanding of the tracking procedures and will
hold the school to account for its performance;
1.7
a common proforma will be adopted and used in each key stage so that planning is consistent
and enables teachers to deliver quality lessons which link cross-currciular
;
1.8
provision to deliver phonics and spelling effectively will be developed in terms of daily
teaching throughout the school with specific lessons and ability groupings
Target Detail
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/
Costs
Success Criteria
Monitoring
Evaluation (Impact)
1.1 All children reach
their full potential so targets are met.
Additional support will be provided for those children who are identified as underachieving, either each lesson as identified by the class teacher when planning, or via trackers on a half-termly basis through intervention groups.
Teachers will be accountable for each child making good or better progress and will be monitored by SLT each half term.
Through tracking of pupil progress the school will set challenging but achievable targets. SLT Numeracy / Literacy Co-ordinators S R E Sep 14 Termly Jul 15 And then on-going
The outcome targets identified above are, at least, met.
Half-Termly: Relevant SLT to:
Review progress towards the outcome targets for each year group with the HT.
Half-Termly:
Scrutinise the tracking data to evaluate the quality of the data collected and future actions identified, including intervention groups. Report to GB committee at next meeting.
If it looks as if targets will not be met what action is being taken to improve the situation?
1.2 All children will make at least 2 levels progress (12 points) between KS1 and KS2 30%+ will make at least 3 levels progress 1.3 The quality of teaching throughout the school will never be less than good and will show steady continuous improvement over the life of this development plan
A rigorous programme of monitoring the quality of teaching and learning and a process of
self-evaluation will continue. Training will be provided where identified. Staff will have the opportunity for per support and mentoring, including through work as a NSS HT S R E Jan 14 Termly Jul 15 And then on-going £2000 for training costs.
By Jan 15 all teaching and learning is judged to be good with at least 75% outstanding. By July 15 all teaching and learning is judged to be at least good with at least 90% outstanding.
Judgements made using Ofsted criteria
Termly:
Close monitoring of the quality of teaching, action taken quickly where the quality is not being met.
Termly HT to:
check lesson observation reports to determine if the quality of teaching is improving.
make a judgement on the impact of the monitoring programme on teaching and learning.
report to the GB – including a school ‘ofsted’ grade profile
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/
Costs
Success Criteria
Monitoring
Evaluation (Impact)
1.4 Tracking pupil
progress will be linked to the performance management system within the school (x-ref. Key Issue 3 & 4)
Performance management discussions will take place with all teaching staff in the Autumn Term 2014 and then review discussions throughout the year – linked to pay policy and progression. Pupil progress, the setting and monitoring of appropriate and challenging pupil targets will be central to all discussions. HT S R E Oct 14 Termly Jul 15 And then on-going £1000 to provide release time for discussions to take place.
By July 15 at least 90% of the individual targets set for the pupils are met in each class.
Half-Termly:
Literacy and Numeracy Co-ordinators and SENCo monitor and track whole school pupil progress and report to HT.
The Governors Strategic Committee(RC) ensures that the performance management discussions have taken place.
Termly:
Strategic Committee reports to full GB.
1.5 Tracking pupil
progress will ensure that necessary interventions take place.
Individual teachers will assess pupil progress at the end of each lesson (APP) and adapt future planning accordingly, taking account of any interventions necessary. As a result, interventions and guided groups will be fluid and adapted to needs. Literacy and Numeracy Co-ordinators and SENCo will track and monitor pupil progress at the end of each half term and plan the following terms intervention groups.
Monitoring of intervention programmes will take place on a half-termly basis and effectiveness discussed. Pupil progress will be discussed each term by the full governing body. There will be a standing agenda item to discuss the issues to ensure all governors have sound knowledge and understanding of the process. Chair of RC S R E Sep. 14 Termly Jul 15
N/A Interventions make impact on pupil progress and all children progress at an expected or better rate (4 points per year)
Relevant Co-ordinators are aware of all children who are achieving below expectations and work with staff to plan necessary interventions. All Governors have sound understanding of the tracking process.
There is evidence through scrutiny of the governing body minutes that challenging and appropriate questions are being asked in order to hold the school to account.
Relevant Co-ordinators report to HT on half termly basis.
Termly:
Chair of GB ensures the GB receives a report from the Chair of the Standards Comittee and the issues raised are fully discussed.
Jul 15
HT reports to GB on what percentages of children reached their respective targets in each class.
1.6 Governors will have
good knowledge and understanding of the tracking procedures and will hold the school to account for it’s performance.
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/Costs Success Criteria
Monitoring
Evaluation (Impact)
1.7 Adopt a common
planning proforma for sequences in English and Maths so that planning is consistent and enables teachers to deliver quality lessons.
Following staff discussions we will ensure an agreement is reached whereby a standard, refined planning pro forma will be used at each key stage in order to ensure thematic and cross-curricular links based on the revised 2014 curriculum requirements. DHT S R E Sept 14 Half termly Jul 15 £500
For staff training needs (new Deputy, from out of county)
All staff use the planning proforma from September 2014. Planning meets success criteria in 1.6.
Sept 14 and half termly thereafter: DHT monitors planning, ensures all staff are using the proforma and judges the quality of what is seen. Report to HT
Termly:
HT provides report to GB on the quality and consistency of planning and what impact this is having on pupil progress.
1.8 Improve the quality of phonics and spelling teaching across the school
Train all staff in using new spelling requirements for the new curriculum.
Introduce daily spelling teaching in KS2, following a similar format to that in KS1 phonics teaching
Children to be grouped according to ability across the school Spelling lists and homework to be revised in light of the new curriculum Co-ord. S R E Sep 14 Dec 14 Jul 15 £500 Training for English Co-ordinator
85% of children pass the phonics screening test in Year 1 and 100% by the end of Year 2
90% of children achieve Level 4 for KS2 SPAG tests
Jan 15
Co-ord. reports progress of spelling and phonics groups to HT and Govs Jul 15
Co-ord. Evaluates impact of phonics and spellings teaching and presents to HT and Governors.
Termly:
HT reports to Governors through termly report
1.9 Improve the quality of interventions for the under-achieving groups of children in each class
Systems will be developed to:
Deliver quality first teaching in class
Support class teaching with in-class intervention strategies, adapted the needs of each individual pupil
Ensure quality out of class interventions take place and are monitored half termly
Introduce new ‘Counting to Calculate’ in maths interventions HT S R E Sep 14 Termly Jul 15 £1000 to allow staff to liaise / train / monitor By Sept 14
All interventions to be planned and rigorously and regularly carried out
By Jul 15
Under-achieving children will be closing the gap and attaining in line with their peers / at least be on target to make expected or better progress.
Half-Termly:
Monitoring and evaluation of impact will take place on at least a half-termy basis and data will be analysed.
Annually:
Standing agenda item for Governing Body re: Quality of Intervention support
KEY ISSUE 2: IMPROVE THE QUALITY OF LEARNING
Outcome Targets
By Sept 2014 the curriculum will be refined to be cross-curricular with thematic links between all areas of learning
By July 2015 at least 90% of teaching will be judged as outstanding and all at least good
By July 2015 the staff will be confident in promoting pupil-led learning as part of their classroom practice
In order to achieve this we will:
Eliminate unsatisfactory teaching wherever it exists in the school;
Ensure that curriculum coverage is adequate for all areas of learning and in line with the
new curriculum, based on the school’s new principles for learning rather than content coverage;
Link Literacy sequences and Numeracy wherever possible to the thematic approach;
Raise teachers’ expectations of what pupils can do;
Ensure basic skills are taught well and pupils are given enough opportunities to practice and
consolidate the things they have learnt in English, mathematics, and science in other subjects
Ensure teachers make best use of ICT around the school to improve learning;
Plan quest based activities each term, with an end of project outcome, to share with the
parents and community;
Allow children to lead their own learning, thinking of questions and challenges they would like
to investigate as part of the theme, encouraging them to become independent learners;
Ensure that resources are kept up to date in order to enhance learning.
This means that:
2.1
training will be provided for staff where areas for development are identified through the
Cycle of Monitoring and Self-evaluation;
2.2
the curriculum will be reviewed to provide sufficient time and coverage for all subjects and
with additional support to promote quest based and pupil-led learning, whilst incorporating the
new school principles and the content of the 2014 curriculum;
2.3
use of ICT will be reviewed so that best use is made of it in all areas of the curriculum;
2.4
Regular monitoring, coaching and per support will encourage expectations of children to be
sufficiently high, along with the half-termly pupil tracking data completed and reviewed for
each class;
2.5
a rolling programme of resource renewal will be implemented linked with the issues outlined in
this Action Plan and the School Development Plan.
Target Detail
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/
Costs
Success Criteria
Monitoring
Evaluation (Impact)
2.1 To improve the
quality of teaching to no less than good and in the majority of cases outstanding
Regular learning walks and half-termly formal observations linked to new teaching standards and PM targets / pay progression will take place.
Targets for future development will be set and CPD provided for areas needing development. CPD will, in the majority of cases, take the form of peer support and observations of other classes in the school and as part of our NSS work. A rigorous programme of monitoring the quality of teaching and learning and a process of self-evaluation will continue. Training will be provided where identified. Staff will have the opportunity for peer support and mentoring, including through work as a NSS HT DHT S R E Sep 14 Termly Jul 15 Release time from classes for peer support and observation £1000 NSS support work from NCSL £6000 grant
By Jan 15 all teaching and learning is judged to be good with at least 80% outstanding. By July 15 all teaching and learning is judged to be at least good with at least 90% outstanding.
Judgements made using Ofsted criteria
Half-Termly:
Close monitoring of the quality of teaching, action taken quickly where the quality is not being met.
Termly HT to:
check lesson observation reports to determine if the quality of teaching is improving.
make a judgement on the impact of the monitoring programme on teaching and learning.
report to the GB – including a school ‘ofsted’ grade profile
2.2 To ensure
curriculum coverage and cross-curricular links for all areas of learning and in line with the new curriculum, based on the school’s new principles for learning rather than content coverage
Leaders for specific areas of learning will audit the curriculum and ensure coverage of all key skills and content Leaders will also monitor adequate curriculum balance within each theme, in order to provide in-depth studies. Children will investigate a ‘quest’ / key question for each topic and will work towards an end-goal / project which will be presented to parents each half term. Literacy sequences will be monitored for links to topic areas and suitable texts will be selected.
Subject Leaders Literacy Co-ord S R E Sept 14 Termly Jul 15 None Reviews in Staff Meeting time
By July 2015 a complete cycle of topics has been completed with good coverage of key skill, content and balance of areas of learning achieved.
Quests enthuse the children and engage them better in learning, providing memorable experiences. End of topic outcomes and presentations engage parents and are well received, so giving children a context and end-goal to strive towards.
Half-Termly: Close monitoring of the curriculum coverage and end of term outcomes.
Leaders to report to HT on curriculum coverage for each area of learning.
HT to report to Governors on the impact of the ‘outcomes’ at the end of each theme, with focus on the engagement of children and subsequent improvement in standards.
Target Detail
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/
Costs
Success Criteria
Monitoring
Evaluation (Impact)
2.3 To review ICT in
order that best use is made in all areas of the curriculum Incorporate the new ‘computing’ curriculum into the old ICT sessions
Review of current ICT planning, in order that best links are made with the thematic approach Ensure that ICT contributes to and enhances the outcome for the quests each term. Ensure that ICT is used to improve standards, particularly in Numeracy Replenish and replace laptops on the trolley as necessary. Ensure that the new ‘computing’ elements of the curriculum are taught effectively, following review with the ICT Technician and Co-ord HT DHT S R E Sep 14 Termly Jul 15 As laptops need replacing Cost to purchase i-pad minis (see above)
ICT is incorporated into each area of the curriculum.
One ICT lesson per week is focussed on topic work.
Laptops are used in class topic work sessions.
i-pads support learning and enthuse children in the core areas of Numeracy and Literacy, allowing them to practise basic skills
Jan 14
Co-ord. reports progress of using ICT in Topic lessons and new computing curriculum to HT
Jul 15
Co-ord. Evaluates impact of ICT in Topic and computing curriculum and presents to HT and Governors.
Termly:
HT reports to Governors through termly report 2.4 To ensure that expectations of all pupils are sufficiently high and appropriate to the year group
Initial learning walk to establish the expectation in each year group, particularly as so many staff have changed year groups. Set targets appropriate to development points.
Each class teacher to observe the year group above, in order that they can gauge where the children need to be at the end of the year.
In addition, staff to observe staff from supported school and in turn be observed by them as part of NSS work.
Monitor closely data tracking and APP and ensure all staff are aware for the expected levels and points progress for each year group in the school.
SLT S R E Sep 14 Termly Jul 15
None By July 2015 all teaching is at
least good, with 90% being outstanding.
At the end of the year, all children have made at least expected or better progress in each year group and 90% of the class are achieving in-line with or above age related expectations.
Half-Termly:
Close monitoring of the quality of teaching and expectations in each year group.
Close monitoring of pupil tracking data for expected standards and progress.
Termly:
HT reports to Governors through termly report
2.5 To ensure that all resources are adequate in order to enhance learning
Subject leaders will audit resources for their area of learning and match them to the quests and outcomes for each topic.
Where resources are lacking or need replacing, they will prioritise and cost, submitting ‘wish lists’ to SLT, if budgets do not allow for immediate purchase. Subject Leaders S R E Sep 14 Termly Jul 15 As per area of learning budgets
Each area of the curriculum and each topic is well resourced, in order to enhance the learning experiences for the children.
Termly:
Monitoring of the resources needed and the budget expenditure for each area of learning.
Termly:
HT reports to Governors through termly report and finance reporting
KEY ISSUE 3: EMBED OUTSTANDING PROVISION OF PE INTO THE CURRICULUM
Outcome Targets
To provide more opportunities for the children to live active and healthy lifestyles through quality PE and enhanced sports provision
PE / Sports Premium 2014-15
The current funding stands at £8000 per school + £5 per pupil = £8,845 – this is expected to be similar until 2020
The 3 outcomes to addressed through this funding are : the quality of PE; enhanced sports provision; healthy lifestyles.
The 3 challenges are : progress – how do we secure the progress of all children?; participation level – for ALL children in extra-curricular activities; intervention strategies – for the least able /
vulnerable in terms of PE and healthy lifestyles.
It expected that schools report on the effectiveness of the funding, how it is used and the impact upon the children.
Governors must take a lead role in deciding how funding will be best used in school.
In order to achieve this we will:
Ensuring that PE is an integral part of the curriculum and that minimum hours of PE
are at least provided
Using the local community events to the maximum potential to enhance PE provision in
school
Develop our own inter and intra school events
Providing more opportunities for the children to experience enhanced sports provision and
extra-curricular clubs
Enabling training for teachers and staff to ensure a continuing and sustainable legacy
of highly trained professionals
Developing the Healthy Lifestyles of children in school
This means that:
3.1
opportunities for children to experience good quality PE will be planned and staff will be
supported with monitoring progression in PE;
3.2
the children, particularly the less active, are given the opportunity to further develop their
skills, fitness and confidence in sport within outside and internal events and extra-curricular
clubs;
3.3
the Sports Premium funding will have a positive impact on ALL of the children in school;
3.4
the legacy provided will ensure that children lead sustainable active and healthy lifestyles in
Target Detail
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/
Costs
Success Criteria
Monitoring
Evaluation (Impact)
3.1 + 3.3 To develop opportunities for staff training ensuring good quality PE takes place To ensure the spending of Sports Premium is sustainable for the future and that a lasting legacy of trained staff is created.
Provide staff with Assessment methods, including assessing against Physical Development skills. Ensure that teachers are confident with how to move learning forward, setting high expectations, based on the needs of the learners.
Audit the staff on where current skills lie and areas for future development / CPD.
Ensure that all staff receive CPD either in house or from other professionals, eg. Coaches, PEDPASS, PLTs in order that confidence and skills will have a lasting impact on the healthy lifestyles of the children and the legacy. PE Co-ordinator S R R E Sep 14 Jan 15 Apr 15 Jul 15 £250 PLT / Babcock Park SSCO £1600 £1700 PEDPASS £1800 SUPPLY cover for CPD X12
Staff are confident in the delivery of the PE and Healthy Lifestyles curriculum. PE lessons and activities are specifically tailored to the needs of the children.
The school has a highly trained staff, leaving a sustainable legacy if funding is withdrawn.
Dec 15 and end of each term:
Audit of current PE provision and the impact of spending Apr:
HT reports to GB. July:
Impact of Sports Provision Funding on curriculum enhancement and engagement and impact seen on standards in PE
Weekly:
Staff meeting minutes reflect emphasis on sharing good practice in PE / Sports Provsion.
Termly:
Planning monitored to ensure PE is being delivered and opportunities considered.
July 15:
HT and PE Co-ordinator evaluate the progress being made by all pupils and the impact the system is having in enthusing children in PE and Healthy Lifestyles.
Written report to GB as part of termly monitoring report.
Report on Sports Provision Funding published on Web-site
3.2 To ensure that all children, particularly the less active are given the opportunity to further develop their skills, fitness and confidence within outside and internal events and extra-curricular clubs
PE Co-ordinator to attend PLT meetings and ensure attendance at as many events as possible, providing all children the opportunity to participate in inter and intra school events. Clubs within school target the less active children.
PE Co-ordinator S R E Sep 14 Jan 15 Jul 15 As above + £250 for specialist coach – KS1 Multi-skills club to teach alongside staff
A range of clubs are offered to the children, targeting the less active / less able.
A high proportion of the school community participate in clubs. Most inter-school and community events are attended by Landkey Landkey organise own inter and external school events
Half-Termly:
Monitoring of the children attending clubs, the range of clubs and the impact on the less active children in school Monitoring the events attended and the success rate
Termly
Co-ordinator to prepare a report to the GB
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/Costs Success Criteria
Monitoring
Evaluation (Impact)
3.4 To ensure that the
Sports Premium funding has a positive impact on the healthy and active lifestyles of all the children in school.
PE Co-ordinator will attend regular meetings to ensure Sports Premium funding is well spent. The impact of the funding on the children will be monitored A range of ICT equipment will be used to evaluate children’s performance / the extent to which children lead healthy lifestyles – progress will be tracked.
ICT equipment will be purchased to aid evaluation and tracking.
PE Co-ordinator HT S R R E Sep 14 Jan 15 Apr 15 Jul 15
Children at Landkey become more:
Fit
Aware of the effect
of exercise on their bodies
Skilful in PE Positive about sports
and exercise Aware of a wider range of sports Confident in sporting activities Aware of leading a healthy lifestyle Termly
PE Co-ordinator monitors the impact on healthy and active lifestyles
Jul 15
Report to Governing Body and parents re: impact of Sports Premium funding
KEY ISSUE 4: IMPROVE ASPECTS OF LEADERSHIP, MANAGEMENT AND GOVERNANCE
Outcome Targets
Improve the quality of the school’s leadership and management, particularly through inducting the new Deputy Headteacher and SENCo
Ensure that the leadership of the school continues to be of high quality during out-reach work and the leadership contingency plans are in place
In order to achieve this we will:
Improve the quality of the school’s leadership and management, particularly that of middle
leaders and leaders of areas of learning;
Develop a detailed cycle of monitoring and self-evaluation;
Ensure senior staff and co-ordinators work together so that clear systems are in place to
monitor standards and teaching ;
Ensure that performance management arrangements are fulfilled according to legislation;
Improve the role of the co-ordinator so that they have good knowledge and understanding of
their subject(s);
Use NSS work to empower and develop the leadership of all staff in school
Ensure that progression planning and leadership models are well established to allow for
leaders to support other schools.
This means that:
4.1.
All stakeholders assess the development of the school and write and review action plans for
areas of learning which will be used to inform the school development plan;
4.2
The termly cycle will be implemented and monitored by the HT and Governing Body;
4.3
Performance management, and areas for development, will be linked to the quality of
teaching observed, the quality of work in evidence through work scrutiny and ensuring the
progress targets set for a class are met – performance pay progression will also be linked to
these areas;
4.4
Training and coaching will be provided for co-ordinators to enable them to fulfil their roles,
including those of leadership successfully;
Target Detail
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/
Costs
Success Criteria
Monitoring
Evaluation (Impact)
4.1 / 4.2
All stakeholders will assess the development of the school and write and review action plans for areas of learning – these will be used to inform the School Development Plan
The school will:
create and implement a schedule of monitoring to include: planning scrutiny; lesson observation; work scrutiny; Performance Management; evaluation of test results; evaluation of standards; agreement trials; pupil & parent
surveys; effectiveness of
governors; assessment of
training needs. The above, as applicable to their area of learning, will inform middle leaders when deciding the areas for develop for the future.
feed schedule back to governors; . HT S R E Sep 14 Termly Jul 15
Time Schedule in place by agreed
time.
Schedule is manageable and comprehensive.
Governors have greater understanding and insight into the school through quality of feedback provided by HT.
Middle leaders have far more ownership and are accountable for the development of their areas for learning – they are empowered to drive
improvement.
Jul 15
HT reviews proposed schedule with SLT and makes
recommendations. Termly:
HT reports progress of monitoring to relevant committees at scheduled meetings.
Termly:
HT reports to governors the impact the monitoring has had on teaching & learning.
Have teaching skills and techniques improved due to the monitoring that has taken place?
Ref.
Target(s)
Action
Lead
Person
Start/Rev./
End
Resources/
Costs
Success Criteria
Monitoring
Evaluation (Impact)
4.3 To ensure that performance management duties are fulfilled according to legislation The performance management policy will be reviewed in light of the revised teaching standards and legislation.
Performance management, and areas for development, will be linked to the quality of teaching observed, the quality of work in evidence through work scrutiny and ensuring the progress targets set for a class are met. Pay progression will be related to performance in accordance with the new pay policy Middle leaders will contribute to the PM of others through their own monitoring procedures according to their areas of learning – the whole approach will be more as a school. HT S R E Sep 14 Termly Jul 15
Time Performance management
procedures are clear and transparent and have real impact upon the development of staff, their practice and whole school improvement.
Jul 15
HT reviews PM process and discusses with GB. Termly:
HT reports progress of monitoring and PM to relevant committees at scheduled meetings.
Termly:
HT reports to governors the impact the PM has had on staff and standards of teaching and learning.
4.4 To develop middle
and new senior leaders into leaders for the future
Training and coaching provided for senior and middle leaders in order for them to develop as leaders and perform their roles at a whole school level, having maximum impact on standards, particularly those of teaching and learning. CPD opportunities and peer working to be provided in school, during mentoring and via NSS work – staff to work alongside staff from supported school, sharing practice and ideas for improvement. SLT S R E Sep 14 Termly Jul 15 Release Time £500 NSS release from NCSL Grant £6000
Senior and Middle leaders are empowered and drive forward whole school improvement, impacting on the standards of teaching and learning.
Termly:
Monitoring of action plans Jul 15
Review of action plans and impact
Termly:
HT reports to governors the impact the work of leaders has had on standards of teaching and learning.
APPENDIX 1
SUMMARY OF RESOURCE COSTS IN ACTION PLAN
Resource
Action Plan
Reference
Action Summary
(see Action Plan for success criteria and evaluation)
School Delegated
Budget
2014-2015
School Delegated
Budget
2014-15
Training costs 1.3 Training to improve the quality of teaching £1000 £2000
Release time 1.4 Tracking pupil progress linking to performance management £150 £1000
Release time 1.7 Develop a revised, common planning pro-forma £500
Training costs 1.8 Improve the provision of phonics and spelling £500
Release time / Liaison time 1.9 Develop systems to ensure quality interventions £500
Release time / CPD 2.1 Improve the quality of teaching via peer support £250 £750 (+£6000
NCSL)
Grounds maintenance 3.2 Develop and maintain PE provision £8,845
Forest School Classroom 3.4 Ensure correct learning environment for forest school to take place in all weathers
£2500
Release time 4.4 Develop the leadership skills of senior and middle leaders £150 £500
TOTAL COSTS IN ACTION PLAN FROM SCHOOL BUDGET
£1,550
£5,750
TOTAL OF ALL COSTS IN ACTION PLAN (INCL NCSL,
PTA and Sports Premium)
£1,550
£23, 090