Sandon JMI School Development Plan

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Sandon JMI School Development Plan

2013 - 2014

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Sandon JMI School Development Plan

2013 – 2014 Contents:

Co-ordinator Responsibilities Page 5 SEN Page 51 Raising Achievement Plan (RAP) Page 6 Science Page 54 Main Priorities Page 12 Staff Development Page 56 Art and D & T Page 14

Assessment Page 17 Attendance Page 20 Behaviour Page 21 Building, Repairs & Maintenance Page 22 Early Years Page 24 Equality Page 26 Extended Schools Page 27 Governors Page 29 I.C.T Page 32 Literacy Page 34 MFL Page 37 Music Page 39 Numeracy Page 40 P.E Page 42 PHSE/SMSC Page 44 R.E Page 46 Safeguarding Page 48

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Co-ordinators Responsibilities.

Literacy RM Numeracy ET Science MG I.C.T. MB

Music Whole School PSHE RM

P.E. RR

MFL MG/LA

R.E. MG

Art EMG

D & T EMG

Assessment RM

SENCo RM

INCo/G&T ET

Early Years EMG

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Sandon Primary School Plan for Raising Attainment 2012-2013

Priority 1: Raising attainment and accelerating progress Schools results July 2012:

KS2 Literacy SAT - 79% level 4+ 43% level 5

KS2 Numeracy SAT - 60% level 4+ 19% level 5 14% level 6 KS1 Literacy : 90% Level 2+ (60% 2b+) (20% Level 3)

KS1 Numeracy: 90% level 2+ (60% 2b+) (20% Level 3) School Targets 2013:

KS2 Literacy SAT Target – 75% level 4+ (30% level 5)

(Floor target 80%. Indicators in Sept tell us that it unlikely we will meet floor target this year) KS2 Numeracy SAT Target – 85% level 4+ (40% level 5)

YR5 Literacy target – 85% Level 3b and above (50% level 4) YR 5 Numeracy target – 80% Level 3b and above (30% Level 4) YR 4 Literacy target – 85% Level 3 and above (35% Level 3b+) YR 4 Numeracy target –85% Level 3 and above (35% Level 3b+) YR 3 Literacy target – 70% Level 3 and above (45% Level 3b+) Yr 3 Numeracy target – 50% Level 3 and above (23% Level 3b+)

KS1 SAT (YR2) Literacy target – Level 2+ 100% - Level 2b+ 75% - Level 3+ 40%

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KS1 SAT (YR2) Numeracy target – Level 2+ 100% - Level 2b+ 85% - Level 3+ 40%

YR1 Literacy target – Level 1+ 95% - Level 2+ 20% YR1 Numeracy target – Level 1+ 95% - Level 2+ 30%

Phonic Screening test target – 80% pass rate Review Dates (Pupil Progress meetings):

Term 1 - October 2012 Term 2 – February 2013 Term 3 – June 2013

Outcomes of these Pupil Progress meetings are fed back to Curriculum Committee and at Full Staff Meeting.

Whole school Action Plan:

Objective Specific action (dated)

Success criteria Resource implication

Person/s responsible

Review notes:

(Review carried out following Pupil Progress meetings)

1:1 To improve the

standard of writing across the school.

Whole staff training on the Big Write programme.

(November 2012) Big Write programme introduced across the school to supplement literacy teaching practice by January 2013.

To ensure a minimum of one piece of work from each child is assessed each half term using the APP criteria. This

Staff attendance at training event Class weekly timetables include Big Write

principles and practice.

Accurate up to date records of children’s progress are compiled.

Cost of course Cost shared by offering places on course to other schools.

Time Table implication. One morning a week given to Big Write activity and 5 short VCOP sessions a week

MG to book All staff attend All teaching staff to implement Big Write

All teaching staff to co-ordinate assessment Rmo to organise assessment moderation.

Review point 1: (29/01/13) Strengths

- Training completed Nov 12.

- Big Write has been

introduced into classes as of January 2013.

- MG has carried out one literacy book scrutiny during autumn term.

Areas for continued focus

- Due to concerns over KS2 results, impact of BW will be monitored more closely in class 3.

- Second Literacy Book

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assessment is moderated by pairing staff members.

Literacy Scrutiny carried out once a term on all literacy books.

All books collected and Scrutiny carried out by MG and RM each term.

Report compiled and fed back to all staff

Time - One staff mtg every half term.

Time – RM MG t time for scrutiny.

Approx one Morning a term.

MG and RM to carry out Book Scrutiny’s

Scrutiny needs to be held after half term.

- Observations of BW to be carried out after half term.

- Assessment carried out using work from start of BW and 6 weeks in to monitor impact.

Objective Specific Action

(Dated) Success criteria Resource

implication Person/s

responsible Review notes:

(Review carried out following Pupil Progress Meetings) 1.2 To

improve the level of reading comprehen sion across the school.

Introduction of the Accelerated Reading Program across the school.

(Sept 2012)

All ch assessed using the STAR test each half term and these results are monitored through the established pupil progress meetings.

Staff trained and using the AR scheme within class as of Sept 2012.

Staff using the AR tracking systems to inform

individual child target setting.

Each class

teacher to keep a record of

children’s reading

Cost of program approx £1800yr1 then £800 each year thereafter.

Staff time to label books and set out the scheme initially (Approx 50hrs TA level).

Additional books purchased and old ones

replaced. Mostly funded through FOSS, donations

RMo (Literacy co-ordinator to lead the

project.) RMo to carry out staff training July and Sept 2012.

RMo to communicate with parents about the changes to the reading scheme during the first

Review point 1:

Strengths

- AR scheme successfully introduced Sept 12.

- Staff training and meeting for parents carried out first half term.

- Further books purchased for the scheme.

- Records starting to be collated of children’s progress.

Areas for continued focus - RMo to work with ET and

LA to help them read and interpret data from the AR scheme and to make

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and commissions from Puffin books and book fair.

However, expected

additional cost to school £250

term.

LR and SW to support RMo in setting up the scheme across the school ready for Sept 2012.

adjustments in reading provision accordingly.

- Due to KS2 assessments, LR to be working with selected YR6 ch to target reading comprehention.

- RMo to work with MB to help and support her research assignment into AR and its effectiveness within the school.

Objective Specific Action (Dated)

Success Criteria Resource implication

Person/s responsible

Review notes:

(Review carried out following Pupil Progress Meetings) 1.3 To trial

and introduce Morning Maths Meetings across the school

10 Minute Daily Morning Maths meetings (MMM) are to be trialled and then introduced across the school.

Trail to start in Class 3 from September 2012 with the whole school joining the scheme by January 2013.

The aim is to enhance children’s mathematical thinking and discussion by

The measure is mostly qualitative rather than

quantitative.

Numeracy co- ordinator

launching MMM trial by Sept 2012.

All teaching Staff received training on MMM by Dec 2012

Staff twilight staff meeting training sessions x2 between Sept 12 and Dec 12.

Num co-

ordinators time putting resources together and training staff.

MMM packs to be produced in each class.

ET – Numeracy Co-ordinator for the

implementation of the initiative across the school.

All teaching staff attend training.

All teaching staff to implement into their daily timetable of

Review point 1:

Strengths

- MMM has been piloted in Class 3 since Sept 12.

- MMM now in place within all classes from Jan 12.

Areas for continued focus

- ET to carry out observations of MMM in all classes and to feedback on their

implementation.

- ET to start to monitor the impact of the MMM.

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providing a forum to

explore and express ideas which works alongside and complements formal maths teaching.

Numeracy Co-ordinator is running this scheme as part of her MAST course and is reviewing its impact throughout the year.

All classes running MMM 4 mornings a week by Jan 2013. This is evidenced via timetabling.

Num Co-ordinator starts to gather research on the effect the MMM is having on

children’s contributions in class. Sept 2012 – May 2013.

Approx cost £100 in printing and laminating.

Num Co-

ordinators time in observing MMM across the school during the Spring term.

teaching by Jan 2013.

Objective Specific Action Dated

Success Criteria Resource implication

Person/s Responsible

Review notes:

(Review carried out following Pupil Progress Meetings) 1.4 To

review and record the effectivene ss of interventio ns across the school.

All children teacher assessed during the first half term of the year.

Individual targets are set for children across the school. (Oct 2012) At each Pupil Progress meeting, every child is

For all children to be making the required 2 sub levels of progress within a year.

Pupil Progress meetings

scheduled to be

Timetable allocation for children to receive interventions.

Space in the school building for interventions

Head Teacher, Deputy/SENCo, Class Teachers to carry out Pupil Progress Meetings and identify

individuals requiring

Review point 1:

Strengths

- MG to run Write Words intervention with identified children in class 3 three times a week.

- Targeted VCOP intervention to be run 3 mornings a week for target group in class 3.

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assessed in regards towards progress against individual targets.

Where children are identified as not making the required progress, interventions will be discussed with the SENCO and put in place where necessary.

Class Provision Maps to be drawn up for each class in the school following each Pupil Progress meeting to record children receiving additional support.

held 3 times a year.

Specific interventions being carried out in 6 week blocks.

These are recorded fully using the intervention record sheet.

Intervention reviewed after 6 weeks to examine impact and

decide next step.

Provision maps in place in each class.

to be carried out TA/Support staff to be trained and supported to carry out specific interventions.

Attendance external training events for specific interventions.

Approx £500 Intervention specific resources for numeracy and literacy.

Approx £200.

intervention.

Class Teachers and SENCO to work together to set up specific interventions.

SENCO, Class Teachers and Support Staff to work together to run and monitor the interventions every 6 weeks.

- Targeted numeracy teaching for specific group in class 3 2 full numeracy lessons a week and via ET once a week.

- Target group in class 3 to receive additional reading with LR 3 times a week.

Areas for continued focus - Close monitoring of all the

above interventions with clear targets, baseline and

assessment after 6 weeks of implementation.

- Provision Maps to be updated for all classes across the school highlighting intervention provision.

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Develop the provision for Main Priorities for 2013 – 2014 Lead Margaret Gilbert and Ruth Moor Targets for 2011/12

Reading Bullying

Outside Environment Impact and evaluation

The profile of reading has been raised across the school this is evident in higher reading scores and greater engagement for all pupils. Extra support time is given to targeted pupils. We now have a consistent approach in the regular updating and recording of reading in all classes.

The ‘Big Write’ is being trialled across the school after a staff INSET in the Autumn Term

Pupils feel safe in school and are aware of positive behaviours, staff are trained and feel confident using PBs. Talk Time Tuesdays ensure all pupils have a voice.

Staff feel happier working creatively in the outside environment, when we can we schedule lessons outside.

Targets for 2013/14

• Increase progress and attainment in Writing across the school

• Review teaching of phonics in Reception and through Key Stage 1

• Develop self evaluation systems to impact more positively on standards and progress

• Improve teaching and learning across the school to maximise progress and attainment in all classes.

Tasks Personnel Resources Timescale Monitoring Process Impact

Utilise assessment manager 7 in order to keep tracking as up to date as possible and available to staff.

HT and DHT Time

Staff meetings

Ongoing Feedback to governors by way of a pupil progress report

Early intervention activities increase attainment

Review SEN interventions to assess impact on pupil progress on each one

HT DHT Time July 2013 Termly Pupil Progress meetings and feedback to governors

Greater pupil attainment

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Concentrate on key elements of effective teaching and learning to bring about improving pupils’

progress and attainment through the school

MG/RM HIP Whole Staff

£200 supply cover July 2013 Work scrutiny.

Staff meeting time and paired teaching.

Lesson observation.

Feedback at Pupil Progress meetings.

Improved attainment.

Staff are happy, feel supported and are empowered to try new initiatives.

Raise standards of more able pupils in writing and mathematics

RM ET MG

£200 New materials for new Grammar and punctuation tests.

July 2013 Continue with Whole school writing tasks. APP

Staff meetings on Numeracy Evidence of ‘Big Write’ in every classroom

New Grammar and punctuation assessment at end of Key Stage 2

Results at the end of both key stages should show

improvement

Create RAP (raising achievement plan) to sit alongside SIP

RM Time April 2013 Encourage staff to focus closely on raising achievement

Standards driven up

Ensure that NQT has support in place to develop her practice

MG/RM £500 Courses and visits

July 2013 Encourage take up of courses and networking with other NQTs. Visits to other schools to compare practice

Completion of NQT year and continuation of career at Sandon

To encourage staff and pupils to work outside as much as possible.

MG and whole staff

£200 Ongoing When staff are planning it is evident that outside areas are considered.

All pupils are happy to spend time on outside projects.

Staff feel empowered to

Plan and deliver lessons outside, and are encouraged to use our outside areas as much as possible.

Evaluation processes:

Improved results Tracking of pupils Pupil voice

Teachers planning School Council minutes APP files

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Priority: To raise the profile of Art and Design Lead: Emma McGill Targets for 2012/2013

• To review and replace dispensable resources

• Pupils’ to show an increased awareness of Art

• Art to be celebrated in school more

Evaluation

• On going

Targets for 2013/2014

• To organise an Arts week to heighten the profile of Art, Design and Music

• To review and replace resources

• To review risk assessments

• Continue to develop portfolios of work

• Develop the use of ICT within the Art curriculum

• Improve pupils’ awareness of Art

• Ensure regularly changed, high quality displays around the school Success Criteria

• Ordered appropriate resources and safe working practices

• Greater awareness and enjoyment of Art throughout the school

Tasks Personnel Resources Timescale Monitoring Process Impact

Book workshops/performers/

resources for arts week

All staff EMc to have an overview

money time

All

complete by May H/T

Feedback to staff Children will have a greater awareness of

‘The Arts’

Audit and organise resources EMc & JB time complete by Easter

Feedback to MG Resources available and easy to locate

order consumables EMc budget when

needed

Feedback from staff

Risk assessment reviews complete

by Easter

Feedback to staff Awareness of safe working practices

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Collect examples for portfolio EMc folders on-going throughout 2013/2014

Feedback to staff celebration and evaluation – a tool to show quality art

teaching and areas for development

investigate art apps for iPads and use existing Espresso resources

EMc time complete

by Easter

Feedback to staff Greater knowledge of artist, techniques and styles

Put up a display showing the work of famous artists in the main corridor

EMc time complete

by Easter

What artists have children noticed?

Greater awareness of famous and influential works of art and artists Organise a display rota for all shared

areas in the school – to ensure that all displays are changed at least termly.

EMc time first rota

complete by end of February termly

EMc to ensure staff change displays termly

High quality displays to instil a sense of

achievement in the children and to show visited our wonderful learning

Evaluation processes:

Are resources readily available to staff – ask for feedback Child and parent evaluations of Arts Week

Priority: To further develop the teaching and learning of Design

and Technology Lead: Emma McGill

• A portfolio of evidence is available

• Evidence of D & T in the creative curriculum

• Greater use of the Wild Life area

Evaluation

• On going

• D & T features in planning sessions for creative curriculum

• On going Targets for 2013/2014

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• To review and replace resources

• To review risk assessments

• Continue to develop portfolios of work

• Children to carefully evaluate their products and use evaluation to inform further designs Success Criteria

Audit and organise resources EMc & JB time complete by Easter 2013

Feedback to MG resources available and easy to locate

order consumables EMc budget when

needed

Feedback from staff

Risk assessment reviews EMc complete

by Easter 2013

Feedback to staff Awareness of safe working practices Collect examples for portfolio EMc folders on-going

throughout 2013/2014

Feedback to staff celebration and evaluation – a tool to show quality art

teaching and areas for development

Investigate advice on the hgfl to support children with evaluation of their products

EMc time complete

by May 2013

Staff meeting

Feedback from staff

children identify next steps to learning Evaluation processes:

Are resources readily available to staff – ask for feedback

Children to complete simple evaluation forms and identify their next steps

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Priority: To make better use of assessment information to ensure all children make progress 2013/2014 Lead Staff Member Ruth Moor

Impact and evaluation from previous year Targets (2011/2012):

• Continue data

collection across the school 3 times a year.

• Scrutiny of literacy and numeracy each term.

• Teachers and SENCo to work together to plan, implement and assess interventions.

Evaluation:

• Pupil Progress meetings are now in place across the school three times a year. All key staff are aware of children’s progress and levels and work together to ensure children achieve.

• Literacy and Numeracy scrutinys and lesson observations are carried out each term by the Head teacher and the subject co-ordinators.

• Interventions are put in place on an individual class basis and are reviewed every 6-8 weeks to ensure that they are providing the necessary support for individual children and that children are moved on appropriately.

• A whole School Raising Achievement Plan has been produced to help support all areas of the school in raising the achievement of children in line with national expectations.

• Assessment Manager 7 training has been completed by the Assessment co-ordinator and they are

starting to use this program to produce accurate records of assessment and attainment. This is saving the Assessment Co-ordinator time in the production of these materials.

Target (2013/2014): To ensure that new methods of data recording are used to ensure all children are making good progress across key curriculum areas.

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Success Criteria:

• Pupil Progress Meetings are held three times a year where up to date pupil assessment details are compared against targets and a record of the next development steps is completed.

• Literacy and Numeracy Scrutinys to be continued alongside lesson observations with Planning scrutinys introduced.

• Whole School Raising Achievement Plan (RAP) is introduced to all staff and the Board of Governors. The RAP is to be reviewed at each Pupil Progress meeting to ensure progress is being made on each element.

• Assessment Manager 7 is used to compile records for the whole schools attainment at each Pupil Progress Meeting.

Pupil Progress meetings held three times a year to gather teacher assessments of children from APP judgements.

‘Next Steps’ are discussed with all teaching staff and published. These are shared with Governors.

Individual class teachers Head Teacher Assessment Co-ordinator SENCo Govs.

APP Files/Pupil Progress file AM7

RAP

Staff to be free from lessons for half a day.

Time given to Assessment Co- coordinator to collate information

Ongoing throughout 2013 / 2014

APP files updated on a half term basis.

SATs tests and end of year assessment.

Work scrutiny

Progress against school RAP.

Report to Gov’s each term.

All staff up to date with children’s progress.

Individual children targeted for interventions where needed.

Interventions arranged and introduced with regular monitoring.

Children continue to make good progress.

Govs more aware of children’s progress throughout the year.

Work Scrutinys carried out once a term for literacy and numeracy ensuring the amount of work and level of work in these areas is in line with expectations.

Planning scrutiny in place to ensure suitable and appropriate differentation is in place to ensure all children make

Individual class teachers Literacy and numeracy co-

ordinators.

Literacy and Numeracy books collected once a term for Scrutiny.

All planning (weekly and termly) for numeracy and literacy to be

All children’s books to be marked up top date using the school marking policy.

Key staff to regularly monitor planning across the school and to use the planning when observing lessons.

Work in books reflects learning in class and marked in line with school policy.

Planning impacts class teaching to ensure that areas of

development are addressed.

Effective differentiation within

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progress. Head Teacher

available in R Drive for key staff to access.

teaching enables all children to make progress in all lessons.

Use of Assessment Manager 7 (AM7) in the collation of data at the school.

Further training required for the Assessment co-coordinator to keep up to date on AM7 developments.

Further training for Assessment coordinator regarding the new EYFS and how this assessment is to be collated and interpreted.

Literacy and numeracy co-

ordinators.

Head Teacher SENCo

AM7 is currently being used to collate basic assessment details and to produce reports. Cost on time and paper.

Further training opportunities to be investigated. Cost of training approx

£500.

Obgoing throughout 2013 / 2014

AM7 reports produced by the

Assessment coordinator are collected by the Head Teacher.

AM7 reports and a presentation is produced for Governors.

AM7 used to produce up to date data for staff and governors across the school. This will ensure monitoring of progress is more robust.

Assessment coordinator to be up to date in the latest methods of recording.

Improved results Tracking of pupils Staff feedback Lesson evaluations

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Priority: Develop the provision for Improving Attendance

Target (2013/2014): To encourage higher attendance from all pupils

Success Criteria: To achieve an average attendance of 96.4% by July 2013 and to maintain that until April 2014

Work with Rosemary Jenner – Attendance Officer and provide all the necessary data

FR Time Ongoing Termly review of attendance

data Better Attendence

Letter to be sent home to all pupils saying no approval will be given for holidays, written by Network schools

MG and Network Heads

Time Jan 2013 Governors to approve at meeting in Spring Term

Improve attendance as less holidays taken

Keep a holiday record which monitors the number of days holiday taken

FR Time Ongoing Attendance Officer

recommended this procedure to other schools.

Improve attendance as less holidays taken

Class of the week is the one with the best attendance. Reported in weekly newsletter.

MG Extra playtime Weekly SIMS Pupils see this as

aspirational Evaluation processes:

At the end of the Summer term we will compare this year’s figures with last years.

All absence letters and request for holidays are filed.

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Priority: Develop the provision for Improving Behaviour for Learning Target (2013/2014): To encourage better behaviour from all pupils

Success Criteria: To have no exclusions by July 2013

To have no entries in the bullying log by July 2013 To have improved behaviour across the school

Personnel Resources Timescale Monitoring Process Impact

To implement Protective Behaviours across the school

RM, LR,MG KG GMM

Training for RM,LR,MG

July 2013 All pupils to be aware of Protective Behaviours.

Small group to start work with GMM and KG

All pupils aware that there is no problem so great that we can’t deal with it and that there is always someone you can talk to about anything however big or small.

To review our behaviour policy MG Time March 2013 Ongoing process All staff are aware of and

understand our behaviour policy

The introduction of the hurtful incidents log to record low level bullying

MG and all staff

Time Ongoing Used to build up a picture to record patterns of behaviour.

Less low level behaviour incidents

To encourage pupil voice MG Time Weekly To initiate Talk Time Tuesdays each

week to allow pupils the opportunity to talk with one another about common issues.

Pupils able to feel that there is someone to talk to

To introduce 1 hour PHSE in each class every week.

All staff Time Ongoing Pupil voice. Children will respect and be

kinder to each other Evaluation processes:

At the end of the Summer term we will have no exclusions or entries in the bullying log, behaviour in general will have improved. Children will feel safe.

.

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Priority: To maintain the upkeep and repair of school buildings Lead: Margaret Gilbert

Targets for 2013 -2014:

• To ensure that heating is kept at the required temperature for all

• Draughts in school to be eliminated

• New sheds to be provided with guttering

• School server to be stored more securely

• Gutters to be cleaned regularly

• All metal light switches in school to be replaced

• Facia cleaned and repainted

• Solar reflective paint to be used on flat roof

• All external wooden windows to be repainted

• External walls to be free of deterioration

• To ensure that the shed doors close and lock

• The heating will be set at the required temperature for all

• Heat will be maintained in the main corridor

• Water will be directed off the roofs effectively and increase the shed’s length of life

• Server will be safe from accidental damage

• Water will drain efficiently

• Items not in constant use will be stored away

• Money to be set aside each year so that when a large expenditure is needed, there are funds available to support this

• No untidy or dangerous areas with exposed wires

• Timbers are clean and kept in good order

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• Doors of outdoor sheds will shut correctly to protect their contents

• To service and balance the radiators and heating system.

Bennets of Luton

April 2013

• Draught excluders to be fitted to old entrance adjacent to HT office.

SLT £50 Aril 2013

• Guttering to be added to new sheds.

SLT Spring 2014

• Server to be boxed in. SLT £200 April 2013

• To avoid the build up of debris and consequently overflowing water, gutters should be regularly cleaned out.

SLT Community

Payback

Ongoing

• High level storage solutions to be investigated for ICT area.

SLT £200 April 2013

• All out dated metal light switches to be replaced with modern equivalent.

SLT TBA when

budget allows

Checked at the last wiring check and was deemed to be safe

• To keep roof in excellent condition and consequently protect school buildings.

SLT Contingency

fund

Ongoing

• The soffit above the long wall alongside the hall needs repainting

SLT Community

Payback

July 2013

• Playground to be pressure washed.

SLT Community

Payback

July 2013

• New light fittings to save energy FR/MG £2,600 March 2013 First payment April 2014 No cost to school as savings of over £800 per year

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Priority: Further develop Early Years Provision Lead: Emma McGill Targets for 2012/2013

• To continue the development of the outdoor learning area

• To continue to create more storage for indoor resources

Evaluation:

• On going

• All indoor resources audited and sorted.

• To continue to develop the outdoor learning area

• Entry on to HQS and completion of first modules

• Encourage home/school links and ensure that parents /carers feel involved and valued

• Invite parents/carers in to school to spend time with their children looking at learning journeys and celebrating special occasions

• Provide Phonics and Mathematics sessions for parents/carers to observe Success Criteria

• Parents feel included and valued

• Acceptance onto HQS

• Resources are readily available and appropriate

Audit and classify resources in sheds to ensure coverage of all areas of learning and efficient use of space and resources

EMc time end of

summer term 2013

Feedback to MG wider variety of

resources and learning opportunities due to organisation and ease of access

Register interest in HQS process EMc time money

Spring term 2013 or 2014

Feedback to MG Opportunity to start a formal process of evaluation and improvement

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Fulfil environmental rating criteria for acceptance on to HQS

EMc/MG/RM time

£1,250

May HT 2013 or 2014

Feedback to MG/RM Assurance of high standards. Official recognition from County on completion.

Communicate clearly and consistently with parents and carers to ensure a clear picture of routines and practice in class

EMC home/school

communication books

on going throughout 2013/2014

Discussions with

parents Parents will feel

welcome in school and involved in the

education of their children

Build partnerships with parents and carers through daily

communication and invitations to join us in class.

EMc/JB Time on going

Record of

communication in message book and a record kept of

attendance at events

parent understand what goes on when there child is at school

Home/School communication

books set up EMc exercise book

labels on going

Feedback to MG Clear understanding of the teaching learning taking place in school Work on smooth transition from

Cygnets to Reception EMc/DW/CE time on going

Feedback to MG Anxiety free transitions

Evaluation processes:

Home school books Parent questionnaire Parents comments

Feedback from drop-in sessions

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Priority: Develop the provision for Equality 2013/2014 Lead Margaret Gilbert

Target: The equality duties and protected characteristics of race, gender, disability, religion and belief, sexual orientation, pregnancy and maternity, gender reassignment are included as an explicit aim of all the school’s policies and key documents and underpin all we do in school.

• Eliminate unlawful discrimination, harassment and victimisation

• Develop a positive attitude to equal opportunity by all staff, children, parents, governors and all who participate in the life of the school.

• Acknowledge the richness and diversity of British society and prepare children for their part in it.

The school’s Equality scheme and suite of policies and procedures are regularly reviewed and their

effectiveness evaluated

All staff and governors

Time Ongoing In achieving the 3 aims of equality legislation – eliminate discrimination, advance equality and foster good relations

No evidence of discrimination.

Equal opportunities for all.

Good relationships within the school and wider community To promote ethnic equality involving

pupils from a range of ethnic, cultural and religious backgrounds and their parents and carers.

All staff £450 July 2013 Work within the school and our partners at Hillborough and Rathenbone school. With new contacts in Guatemala

Drumming Day as part of our Arts Week

Pupils interact easily with children of different cultural, ethnic and religious

backgrounds.

To ensure all vulnerable groups are accessing the curriculum and have equal access to out of school activities and musical opportunities.

All Staff £250

Pupil Premium

Ongoing To ensure all staff are aware of vulnerable pupils and have access to funding arrangements to provide for them

All pupils regardless of characteristics or background can make the desired progress

Pupil premium

Take up of music lessons Reviewed policies SATs results

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Priority: To ensure effective Extended Schools and Community Cohesion Lead: Margaret Gilbert Targets for 2012/2013

• To work closely with the Extended School’s Consortium to help vulnerable families

• To ensure that all pupils in receipt of a CAF have access to after school activities

• To broaden knowledge of multiculturalism

• To run a successful breakfast and after school club

Evaluation All pupils, regardless of family income have access to after school activities All pupils in receipt of a CAF have extended opportunities available to them

All pupils feel comfortable with children and adults of different colours and religions Breakfast club established

Tiny Wings under fives group started.

Community Café now runs through every school holiday plus Summer Holiday events.

Targets for 2013/2014

• To continue to provide Breakfast Club each day and establish After School Provision

• To continue to forge links with Hillborough School and Rathembourne School Success Criteria:

• All pupils have available access to extended school provision

• HT to ensure that all learners in school are not compromised by low income through access to funds for extra curricular activities.

HT Funding to be

sought Pupil Premium

July 2013 – April 2014

Pupils’ attendance and access to extra curricular clubs

reviewed and carefully monitored.

All pupils making the same levels of progress

• To continue to work with our extended school co-ordinator and Family Support Worker for help with vulnerable familiews

MG, LS,KG Funding pools sought

Pupil Premium

July 2013 –

April 2014 Regular catch up meetings All pupils and their families are getting the most from outside agencies

• HT to seek activities out of HT Fund Account July 2013 – Personalised Commissioning All pupils with a CAF have

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school hours and during holiday periods to support children who have a CAF

April 2014 funding sought for all pupils in the CAF process

access to out of school activities

• HT to work with teachers and pupils to broaden the knowledge of multiculturalism through the close partnership with Hillborough Junior School in Luton.

All staff Transport costs School Council to visit in summer term

July 2013 – April 2014

Impact of partnership monitored by HT.

To continue to see improvement in our

multicultural relationship with other schools.

Interviews with pupils

Parent and pupil questionnaires Talk Time Tuesdays

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TARGETS: Governing Body to make strong effective relationships with stakeholders whilst fully understanding the strengths and weaknesses of the school, which will enable the Governing Body rigorously to challenge, and to support senior leadership in further improving the school.

There is a new chair of the FGB, and new chairs of Curriculum, Resources and Publicity.

TASKS PERSONNEL RESOURCES TIMESCALE MONITORING

PROGRESS

IMPACT

(a) To become effective so as to fulfil targets.

§ 3 Chairs

§ Head

§ Deputy Head

§ HIP

§ Governance training

§ Meetings with Head and Deputy Head

§ HIP

Sept 2012 to July 2013

§ Feedback

§ 360º audit

Improved professionalism and effective running of FGB and of other committees, enabling timely monitoring and scrutiny.

(b) To develop good working relationship with Head

§ 3 Chairs

§ Head

§ Weekly meetings between Chair and Head

§ Continuous email and telephonic contact

between Chair and Head

Ongoing § Feedback

§ FGB agenda, meetings and minutes

Sound working relationships, able to withstand challenge and scrutiny

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TASKS PERSONNEL RESOURCES TIMESCALE MONITORING PROGRESS

IMPACT

(c) Use of C.C. and R.C. to improve questioning and monitoring of leadership with full reporting back to FGB for action

§ C.C., R.C.

and FGB

§ Agenda and minutes of C.C. and R.C.

Termly meetings:

November 2012,

February 2013 and

July 2013

§ Minutes from C.C.

and R.C. circulated in advance to FGB, with subsequent written questions to Chairs for

discussion

More effective discussion centered on important issues for school, and therefore more effective leadership.

(d) Governor school visits to individual staff members with whom they are linked

§ FGB

§ Staff

§ Governor visits Form

§ Training of Governors in areas of specific responsibility

Termly ^§ Governor visit Form

§ Reports back to, and discussion at, FGB

§ Data analysis

§ Meetings to review data with staff

Promoting clear

understanding of impact of initiatives being undertaken in school, enabling sound

monitoring.

(e) Understanding strengths and weaknesses of school

§ FGB

§ Head

§ Deputy Head

§ School Development Plan

§ Raise – online

§ Pupil progress

§ Data analysis

§ Meetings to review data with staff

Increase specialism on Governing Body leading to full understanding of issues and informed use of data.

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TASKS PERSONNEL RESOURCES TIMESCALE MONITORING PROGRESS

IMPACT data

(f) Improve FGB skills § FGB § Training

§ Access to data

§ Attendance by Governors at Safeguarding courses

November 2012-12-13 January 2013

§ Assess impact of training on Governors

§ Maintenance of records

Gaps in FGB highlighted, and Governing Body extended by appointment of two

Governors with areas of speciality in Publicity and Accounts. Also, greater knowledge and increased ability to develop strategies to identify areas requiring improvement.

(g) To inform, listen to and engage and involve parents in school life.

§ Parent Governor s

§ Chair

§ Head

§ Use weekly news to inform parents of Governor input

§ Chair’s termly letter

September 2012 January 2013 April 2013

§ Governors presence at Parent Evenings

§ Feedback letters from parents

§ Coffee mornings

Informed, engaged parents who actively promote the school by word of mouth.

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ICT DEVELOPMENT PLAN 2013

Impact and evaluation of last year.

• Purchased:- 10 Ipads (whole school). 10 laptops (year 3/4). Television purchased (Reception) to display children’s work and key dates. Television in hall successfully utilised for INSET staff training events, assemblies and film clubs.

• New creative ICT curriculum and assessment guidelines devised for all key stages and shared with staff during INSET training September 2012.

• Mini guides for regularly used programs have been provided within central resource area.

• October 2012 - Community event run by pupils from all key stages, for parents and the local community to find out how technology is used throughout the school including E safety advice.

• BBC visit to ICT Club resulted in two pupils being filmed illustrating the link between technology and real life contexts (due to be filmed 2013).

• All year 5 & 6 children now taught how to use Scratch Animation (utilised in secondary education) in a cross curricular context.

• Policies: Mobile phone policy, plus whole school internet safety assembly February 2013 (enabling children to have some understanding of safety using a range of technology including mobile phones and gaming hardware).

Target: To continue to make cutting edge technology available and usable by staff and pupils.

Success Criteria: Teachers and pupils to be trained to use ICT confidently and effectively.

Cutting edge technology available to all within the school and the local community Levels of achievement raised.

Smartboard INSET for all staff to share skills and resources.

Sam Learning available Espresso Available

Accelerated Reader available Homework club

E Taylor/all staff

All staff

Offered.

Training

2013

Feb 2013

To monitor and review ICT and internet safety policy including E safety where necessary.

Develop Sandon TV MB/MG 2013

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To develop website

Annual technology parents and community event to be scheduled.

New laptops Class 1

Hand held camers still/video

MB

X 10 @ £250 appx x 5

2013/2014 2013 (OCT) 2013/2014

Staff and pupils equipped with the skills and competencies necessary for the future.

All staff Staff Time 2013

Evaluation Processes: Resources Committee Audit.

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Priority: Develop the provision for Literacy 2013/2014 – Lead Staff Member Ruth Moor Impact and evaluation from previous year

Targets (2011/2012):

• Introduce a more robust and centralised method of recording progress in reading and writing at three key stages in the academic year across the school.

• All children to make good progress in their writing and reading this academic year.

• To increase the number of children achieving level 4/5 in writing and reading at the end of KS2 SAT’s Test.

Evaluation:

• Evaluation of assessment results across the school indicates that although there is progress in writing and reading across the school, this level needs to be increased.

• Not all children made their minimum of 2 sublevels of progress last year. However, there has been a staff change and this has had an impact on some children’s progress, particularly in lower KS2.

• Not all children in YR6 SAT English SAT tests. However, 79% of children who did sit the tests received a level 4+ last year, which is a 7% percentage increase on

previous years.

• A cycle of assessment and monitoring of progress is now in place across the school throughout the academic year. This takes the form of three Pupil Progress meetings a year involving all key teaching staff and the Head teacher.

• New reading and writing programs have been introduced across the school and the impact of these is being monitored over the next 12 months.

Target (2013/2014): To continue to raise standards across the school in writing and reading Success Criteria:

• To use the Pupil Progress meetings each term to initiate intervention work to ensure school wide targets are achieved.

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• All children make good progress in their writing and reading this academic year.

• To increase the number of children achieving level 4/5 in writing and reading at the end of Key Stage 2 SATs tests.

• To monitor impact of Accelerated Reader and the Big Write program across the school and to report back to Governors.

• To ensure a minimum 75% pass rate level for KS1/YR1 Phonic Screening.

Assessment focused tasks:

APP files kept in each class and updated and reviewed a minimum of each half term.

Children’s progress shared centrally 3 times a year at Pupil Progress

meetings.

Individual targets for children.

Targets shared with parents and information on supporting their children with their targets.

Lesson observations carried out a minimum of each term.

Literacy scrutiny carried out twice a year feedback shared with individual teachers.

Individual class teachers Literacy co- ordinator Gov’s

APP Files

Pupil Progress file Individual Literacy books

Possible materials for writing tasks

APP files updated on a half term basis.

SATs tests and end of year assessment.

Target Setting

Work scrutiny

Raising Achievement Plan produced for the whole school

More pupils achieving higher grades.

All pupils making expected levels or above.

Well timed and focused interventions to be put in place and impact monitored for those children who are struggling.

Reading focused tasks:

Accelerated Reader program intoduced across the school. Launch in

September 2012 for the accademic year 2012-2013.

Event planned to introduce new AR reading scheme to Parents and FAQ leaflet given out.

Staff to use the data from the AR

Literacy co- ordinator Individual class teachers Support staff

AR program cost YR1 - £1800 approx (Ongoing each YR -

£600-£800)

Update and re stock of books - £500 approx

FAQ leaflet

produced and given

Ongoing throughout 2013 / 2014 Reading assessments each half term End of year reading

Regular reading assessments in line with APP targets

Renewed focus on 1:1 reading across the school with focus given to KS2 Renewed focus on Guided Reading across KS1 and KS2.

.

Raising the profile of reading across the school.

To improve children’s reading comprehension across the school.

Whole school focus on – Reading to Learn and not learning to read.

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scheme to help APP and assess children’s comprehension.

More emphasis given to the listening of childrens’s reading on a 1:1 basis.

Where parent helpers are involved, in- house training should be provided.

to all parents - £20 Staff overtime to initiate scheme -

£300 approx Parent helper training – (in-house)

£20

results. To provide more opportunities for

children to practice their reading skills across the school.

.

Writing Focused Tasks:

Introduce the BIG Write programme across the school 2012/2013 and monitor its impact.

One Big Write activity run in each class each week.

10 minute VCOP activities run each day in each class.

Writing APP levels to be monitored and assessed on a half term basis by all class teachers.

Focus on transferring of Letters and Sounds knowledge into everyday writing within KS1.

Letters and Sounds understanding assessed across KS1 on a half term basis.

Opportunities for writing to be integral to all curriculum subjects.

Literacy co- ordinator Individual class teachers Support staff

Big Write Training for all staff.

Display materials for all classes - £50 approx.

Ongoing throughout 2013 / 2014 APP

Assessment collated and Phonic assessments completed each term.

Regular Big Write writing tasks assessed against Big Write criteria and APP statements.

Observations of ‘VCOP’ and Big Write sessions each term.

Observations of ‘Phonic’ sessions each term.

Collation of work from cross curricular activities to be assessed alongside APP targets for writing.

To raise the profile of writing across the school.

To increase the levels of writing across the school.

To ensure the teaching of basic writing skills is monitored effectively.

Improved amount of children passing the Phonic Screening test at the end of YR1.

Improved results Tracking of pupils Staff feedback Lesson evaluations

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Priority: Develop the provision for MFL 2013 – 2014 Lead Margaret Gilbert /Lucy Arnold

Impact from last year. MFL has a better profile within the school. We must ensure that the transition from Year 6 to seven is smooth and that our children are at the same level as all other feeder schools.

Target: To develop the role and skills of MFL co-ordinator, working closely with Network schools to raise achievement. Induction of new co-ordinator in Autumn Term 2013.

• Increased awareness of co-ordinator requirements. Increased range of skills/knowledge to aid teaching and enjoyment, induction of new co-ordinator

• Involvement in the transition process from KS2 – KS3. Networking opportunities Assessment uniformity throughout the key stages.

• Autonomy for children to own parts of their own learning in MFL

• To deliver current and up to date initiatives.

To attend training and continue to keep up to date with materials available to buy.

To attend cluster meetings to establish a co-operative environment for the benefit of all children and aid the smooth transition between Primary and Secondary school transition

MG/LA Purchase scheme that KTS have recommended all feeder schools to buy.

Ensure that basic skills (Given by KTS) are tested before the end of the school year.

July 2013 Materials in place

Work with Network Schools and KTS

Pupils and staff feel happy and confident

Pupils have the same language background and knowledge as other Year 7 pupils

To encourage French speaking in our Infant class.

LA Time Ongoing Pupils need to be able to speak the

words before learning how to write them .

Better knowledge of French when they start to learn to write it

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To introduce French/ English dictionaries

MG £80 2013

Summer

Widespread use of dictionaries in classrooms.

Better understanding of words and phrases are able to check independently.

To up skill Key Stage 2 staff in the teaching and assessment of MFL

MG Time/ Course fees/

Supply cover

Staff are confident Pupils have a greater knowledge of French

Pupil Voice, Assessment, Staff meetings