Development Plan
2013 – 2014
Contents
Page
1. Leadership and Management
Staff Structure September 2013
A) Providing clear educational direction and effective strategies for quality learning
5
B) Ensuring staff have a clear understanding of standards and priorities
6
C) Developing coaching techniques
6
D) Developing self evaluation with Senior Leaders and Subject Leaders
7
E) Develop Pupil Voice through the Pupil Parliament
7
2. Quality of Learning and Teaching
A) To raise standards in learning and teaching, focusing on teaching staff and teaching assistants
8
B) Develop teaching and learning methods, matching activities to Creative Curriculum Processes
9
3. Assessment for Learning
Embed a consistent school wide approach to the use of Assessment for Learning
9
4. Team Development Plans
Individual Needs Team
10
Communication Team
Literacy
13
French
17
History
18
Mathematics, Science and Technology Team
Mathematics
19
Science
22
Design Technology
23
Expressive Arts Team
Art
26
Physical Education
28
Music
29
Knowledge and Understanding of the World Team
Personal, Social and Health Education
31
Geography
35
Religious Education
36
School in the Community
39
Early Years Development Plan
40
Staff Organisation September 2013
Executive Headteacher Martin Clinton
Strategic Leadership & Management Senior Leadership Team
Head of School Rebecca Nicholson
Senior Leadership Team Subject Leader – PSHE
Knowledge and Understanding of the World Team Leader
Class Teachers Foundation
Jemma Neale - EY Leader, History and Geography Subject Leader Lindsey Crerie - RE Subject Leader
Phase 1 Class Teachers Years 1 & 2
Jo Hill - Maths Subject Leader Amy Collier - Art Subject Leader Michelle Kite - MFL Subject Leader
Phase 2 Class Teachers Years 3/4
Gaby Butler – Values Education, Learning Environment Steve Wellstead - School in the
Community
Jenny Allen - ICT Subject Leader Monica Clark – Music Subject Leader
Assistant Headteacher Rebecca Crow
Senior Leadership Team Communications Team Leader
Literacy Subject Leader Year 5/6 Class Teacher
Phase 3 Class Teachers Years 5/6
Vicki Warner - Science Subject Leader
Hazel Parke - SENCO Martin Daniels
Rebecca Crow
Deputy Headteacher Richard Barnes
Senior Leadership Team, Subject Leader – DT Maths, Science and Technology Team Leader
Assistant Headteacher Martin Daniels
Senior Leadership Team Expressive Arts Team Leader
PE Subject Leader Year 5/6 Class Teacher
Cross Phase Cover
Emma Donnelly - Science Subject Leader Steve Wellstead
Support Staff Organisation September 2013
Hazel Parke SENCO
Senior Leadership Team Individual Needs Team Leader
Teaching Assistants Foundation Stage
Tracy Timms Elaine Fox
Teaching Assistants
Katharine Arnold, Susanne Cann, Suzanne Hills, Sukhjit Nagra, Wendy Richard
Learning Mentor Ruth Ramsay Family Liaison Officer Jane Fullager Higher Level Teaching Assistant Helen Butlin
Administration Staff Organisation
Sue Boxall
Senior Leadership Team
Business Manager
Jill Stevens Office Manager PA to Headteacher Kevin Hartup Caretaker Karen West Receptionist Caroline Lopez Receptionist Nicola Bettey Finance AssistantLunchtime Staff Organisation
Julia Mackie
Lunchtime Team Manager
Beverley German Janet Selvey Danielle Pearson Christine Ingle Claire Costello Ruth Ramsay Lesley Pullen Anna LeWarne
Midday Meals Supervisors
Paula Potter
Cook
Lynn Burnside
Out of Hours Provision
Coral Bain
Breakfast Club Supervisor
After School Club Supervisor
Beverley German
Breakfast Club Assistant After School Club Assistant
Rupinder Sandhu
1
1. Leadership and Management
Strategic intents
Create a high expectation and success culture – promoting increased rates of progression in Years 1 - 6
Develop a culture of home - school learning
Implement accurate performance indicators linked to Teacher Standards
Strategic planning
Quality of teaching – expectation of good or better quality and increasing rates of progression in Years 1 - 6
Set high expectations, show commitment to learner’s success and structure and pace the learning experience to make it
challenging and enjoyable
Consistently develop learning skills and personal qualities
Ensure curriculum entitlement – developing creative curriculum processes
Inspire learning through a passion for the subject
Make individuals active partners in their learning through ‘assessment for learning’ strategies
Assessment and Progress
2
Ensure that staff know where children are at in their learning , what progress they need to make and what needs to be done
to achieve it
Using data to measure, monitor and compare performance
Data analysis to identify strengths and weaknesses and used to set performance targets for school improvement and
accelerated rates of progress
Comparisons between the school’s data, national and local data used to evaluate relative performance and what pupils
should be achieving in core subjects
Compare the standards and progress of different groups of pupils, planning interventions as necessary to accelerate rates of
progress
Evaluate performance across the foundation subjects – reference Ofsted Subject Specific Grade Descriptors
Evaluate attendance and the meeting of targets
Quality of curriculum, care, guidance and support and leadership and management.
The targets set for each pupil, class and year group contribute to the school’s overall targets. The process involves staff at all levels,
enabling them to recognise the contribution they can make to achieving the school’s targets and how these relate directly to
teaching and learning.
Targets that are directly related to what individual pupils can achieve should be both motivating and grounded in reality. Focus is
on areas where improvements have been sought and where intervention has been targeted.
3
Quality Learning and Teaching
Ensure that staff know what good teaching is
Audit the quality of teaching
Coaching and support for staff not meeting expectations
Rigorous management of capability
Aim for ‘good’ to become ‘outstanding’
Observing and evaluating teaching and learning
Enable the quality of education to be evaluated and through discussion provide the basis for improvement.
The purpose of observation should be to inform practice and improve its quality.
The reasons for observations need to be discussed and made clear, and staff should be able to receive developmental feedback and
talk about and reflect on their own practice.
Observation is used to identify and provide for the professional development needs of staff and to link performance management
with school self-review.
Observations can be kept at a manageable level and the outcomes used to evaluate staff needs, as well as individual staff
performance.
Consulting parents, pupils, staff and the school’s partners
Consultation with key stakeholders is an important element. The views of staff, parents and partner agencies can be usefully
incorporated into development planning.
4
The pupil council is a vehicle that successfully gauges pupils’ views and perceptions, taking care to collect the views, ideas and
concerns of the most vulnerable groups.
Assessment for learning helps staff to evaluate pupils’ progress. They can target their questioning and encourage pupils to talk
about and evaluate their learning. They might also want to discuss samples of pupils’ work with them. Leaders and managers need
to be sure that staff are confident about judging accurately the quality of different aspects of the learning of pupils and in
identifying the action needed to improve its quality.
5
A) Providing clear educational direction and effective strategies for quality learning
ACTION TO BE
TAKEN
Date(s)
PERSON(S)
LEAD
IMPACT on LEARNING
MONITORING
RESOURCES
Leadership Team to
develop and
communicate a shared
educational vision.
June 2013 EHT and HoS
All staff have a clear
understanding of
educational vision.
Governors through
consultation.
Training
Staff meetings
Introduce National
Curriculum review.
June 2013 EHT
Leadership Team
Subject Leaders
Curriculum focus on
process and impacting on
standards of literacy and
numeracy.
Governors through termly
report by EHT.
Development Days
Staff meetings
Governors
Introduce review of
Literacy, Numeracy
and SEN provision..
June 2013 EHT
Leadership Team
IR and MCA
Subject Leaders
Focus on process and
impacting on standards of
literacy and numeracy.
Governors through termly
report by EHT.
Staff meeting / report
writing time
Implement detailed
action plan in full
consultation with staff.
Sep 2013
EHT
Leadership Team
Team Leaders
All staff take and shape
responsibility of
appropriate areas of
development, ensuring
progression and continuity.
Progress monitored by
EHT and Leadership Team
on a termly basis.
Report to governors on
impact of actions.
All staff
Governors
Develop collegiate
links with Meopham
Subject Leaders and
Rural Consortium.
June 2013 EHT
Leadership Team
Team Leaders
Develop support network
for training and
development opportunities
to improve quality of
learning.
EHT
1:1 SL Meetings x 3 per
year.
Staff meetings
Rural Consortium SL
meetings
6
B) Ensure staff have a clear understanding of standards in terms of results, targets and priorities
ACTION TO BE
TAKEN
Date(s)
LEAD PERSON(S)
LEARNING
IMPACT on
MONITORING
RESOURCES
i. Provision/analysis of
data.
Term 6
EHT
HoS
IN Team Leader
SLT identify future
actions to raise
achievement.
Through SATs
Staff Meetings
Release time
C) Develop coaching techniques in support of the Appraisal process
ACTION TO BE
TAKEN
Date(s)
LEAD PERSON(S)
IMPACT on
LEARNING
MONITORING
RESOURCES
Review Appraisal and
performance related
pay processes,
clarifying line
management structure
and proforma.
June 2013
EHT and HoS
Leadership Team
Improved Appraisal
process impacting
positively on standards.
Report to Governors on
impact of actions.
Meeting time
Identify candidates for
Appraisal training to
appraise teachers.
June 2013
EHT and HoS
Leadership Teams
Improved quality of
teaching / learning and
leadership /
management –
improving standards.
Report to Governors on
impact of actions.
Provision of training.
Release time for
trainees.
7
D) Develop Self Evaluation with Senior Leaders and Subject Leaders
ACTION TO BE TAKEN
Date(s)
PERSON(S)
LEAD
IMPACT on LEARNING
MONITORING
RESOURCES
Leadership Team and Team
Leaders to complete
identified self evaluation
tasks.
At the
end of
each
term.
HoS
Leadership
Team
All aspects of Self Evaluation
completed and validated by
HoS and Leadership Team
Report to governors on
impact of actions
Staff meetings
ii. Leadership Team and Team
Leaders update School Self
Evaluation.
iii.
End of
Terms 2
and 4.
HoS
Leadership
Team
All members of Leadership
Team and Team Leaders
have identified
responsibilities within
context of Self Evaluation.
Progress monitored by HoS
and Leadership Team.
Report to governors on
impact of actions
Time
E) Develop Pupil Voice through the Pupil Parliament
ACTION TO BE TAKEN
Date(s)
PERSON(S)
LEAD
IMPACT on LEARNING
MONITORING
RESOURCES
Continue to develop the role
of the Pupil Parliament within
school, identifying the
importance of pupil voice.
June
2013
HoS
To enable pupils to discuss
issues with their school
councillors and actively
participate with making
improvements to their school
environment.
Pupils actively involved in
consultation and decision
making.
Varied dependent
on the needs of
the pupils.
Meeting time.
8
2. Quality of Learning and Teaching
A) Raise standards in learning and teaching, focusing on teaching staff and teaching assistants
ACTION TO BE TAKEN
Date(s)
LEAD
PERSON(S)
IMPACT on LEARNING
MONITORING
RESOURCES
Regular monitoring of
teaching and learning quality
by Senior, Team and Subject
Leaders.
Senior, Team and Subject
Leaders check plans are
complete termly.
Subject Leaders monitor
quality of learning in subjects.
June
2013
SLT
A monitoring culture
develops. Teachers respond
positively to feedback and
standards improve.
Quality of Teaching and
Learning targets met – 100%
Good or Outstanding.
Key Stage SATs targets met.
Senior Leaders monitor
records
Release time for
monitoring
Establish good practice
coaching to action monitoring
outcomes
All teaching and teacher
support staff engage in
observation of peers/senior
staff
Subject Leaders support
identified needs
On-going
SLT
Targets resulting from
monitoring are met.
Good practice identified in
observation dissipated to
appropriate staff by
observation and
implementation process.
Senior Leaders monitor
9
B) Develop teaching and learning methods, matching activities to Creative Curriculum Processes
ACTION TO BE TAKEN
Date(s)
PERSON(S)
LEAD
IMPACT on LEARNING
MONITORING
RESOURCES
Review Curriculum Processes
Implement Teaching and
Learning policy
Jan 2014 SLT
HoS
Clear understanding of
current teaching strategies
informing developments of
curriculum processes
reflected in planned
activities.
Governors
Staff meeting
time
3. Assessment for Learning
Embed a consistent school wide approach to the use of Assessment for Learning
ACTION TO BE TAKEN
Date(s)
PERSON(S)
LEAD
IMPACT on LEARNING
MONITORING
RESOURCES
Implement Provision Mapping
calendar.
June
2013
HoS and
SENCO
Progress is tracked
throughout the year.
Identification of under
performing children.
Staff moderation. A range of
contextual information is
used to review progress of
individuals.
Assessment
calendar.
Develop the assessment of
Foundation Subjects.
Sep 2013 Subject Leaders
HoS
Progress is tracked
throughout the year.
Identification of under
performing children and
Gifted and Talented children.
Teachers are identifying
children’s attainment in
Foundation Subjects in terms
of levels attained.
National
Curriculum level
descriptors.
Foundation
subject
assessment
sheets.
10
4. Team Development Plans
Individual Needs Team Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Train TAs in Target Setting Term 2 Susan Cochrane Hazel Parke
Children will have needs met more effectively.
Provision Maps. TA meeting time
Liaison with other schools
Create job descriptions for all support staff.
Term 2 Susan Cochrane Hazel Parke
Children will have targeted and more specific support. Support staff clearly aware of their role.
SATs Analysis. Time.
Revise the use of setting up Provision Maps on Pupil Tracker. Consider the use of Whole School Provision Mapping and Individual Provision Maps for children who have statements.
October 2013
Hazel Parke Children working towards more relevant and specific targets.
SATs Analysis.
Teacher and TA assessments. Staff and parent feedback.
Time.
Replace system of class SEN files with Pupil Diaries on Pupil Tracker.
Ongoing Hazel Parke All SEN children’s needs are identified by all staff and children receive appropriate support.
Feedback from all staff including MDSs, TAs and Learning
Mentor.
Time to update diaries.
TA with responsibility for managing Accelerated Reading Programme to be put in place to begin work on this in September.
Ongoing Hazel Parke Appropriate programmes of learning set up.
Children make expected progress.
Time to meet and exchange
information. General training for the SENCO. Ongoing
from Sept 2013
Hazel Parke Children’s needs are identified and met. SENCO has skills and knowledge in order to fulfil role confidently. Children make expected/accelerated progress. Susan Cochrane’s time. Funding for SENCO National Training.
11
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
BEAM training for TAs in Year R. When
available Hazel Parke Improve fine and gross motor skills and gain full access to KS1 curriculum
Year R teachers include in PE
lesson planning. Beam done in Year R PE time. Speech Link and Language Link
training for some staff.
When available
Hazel Parke Needs identified and
appropriate programme set up Children have improved access to curriculum. Provision Maps. TA assessments. SATs results. Purchase Language Link for KS2. TA allocation to SAL.
Introduce Mainstream Minimum Standards and provide training on areas of AEN.
Ongoing Susan Cochrane Hazel Parke
Children will have needs met more effectively and will make expected progress.
SATs and teacher assessment. Minutes from Pupil Progress meetings.
Provision maps
In House SEN screening print outs.
Staff meeting time and TA meeting time.
Liaison time with SENCO.
Devise a behaviour management system that keeps parents, staff and children informed.
Dec 2013 Susan Cochrane Hazel Parke Becky Nicholson
All mentioned parties are informed of the behaviour management strategies in place across the school . Children’s learning is not disrupted by behaviour incidents.
Class Behaviour record books. IBPs.
LIFT meeting notes.
CAF and TAF information if appropriate.
Time for staff to meet to set this up and to monitor. Revise current SEN policy when
new Children and Families Act comes into being during 2014.
When
available Hazel Parke Targeted support for children. School’s responsibilities identified and strategies put in place. Governors to approve policy.
Governors minutes.
Visits by SENCO. Set up monitoring system to track
progress of SEN pupils and provide relevant support.
Oct 2013 Hazel Parke Susan Cochrane Becky Nicholson
Children working towards more relevant and effective targets.
Staff and parent feedback. TA assessments.
Teacher assessments. SATs results.
Progress Meeting minutes.
Time for staff to set up, meet and discuss
12
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Plan/ deliver rolling programme of Inset for staff to support teaching pupils with SEN.
Ongoing Hazel Parke Children’s needs are met and make expected or accelerated progress.
TA observations. SATs results.
Minutes from Progress Meetings.
Provision Map notes.
TA and staff meeting time.
13
Communication Team Development Plan
Literacy Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Using Bristol guidelines to level writing assessment.
Whole school writing assessments for Years 1-6 in fiction and non-fiction text types
December March May
Rebecca Crow Tracking of progress allows staff and children to identify next steps in learning throughout the year. Assessments used for individual target setting. Children clearly aware of their next steps in learning. Children have experience of writing for sustained period of time. Identification of
underperforming
groups/children through analysis of data - Pupil Progress Meetings to suggest strategies to overcome barriers to learning.
Writing moderation sessions in staff meeting time. Book monitoring for target setting. Results analysed – children to progress 2 sub levels across the year. Hazel Parke to use information for pupil
interventions. Pupil Progress Meetings.
Writing genre plan for each phase. Bristol Guidelines for levelling.
Moderation of writing assessments across the school.
December March May
Rebecca Crow All staff confident levelling writing and are accurate in levelling, using data to inform teaching and learning.
Monitoring and levelling moderation is accurate.
Bristol Guidelines Staff meeting. Writing assessments.
14
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Use of QCA optional SATs for summative assessments of reading 2x per year Years 3, 4, 5 and past KS1/2 SATs papers for Years 2 and 6.
December
May Rebecca Crow Identification of specific AFs that need greater focus, through gap analysis by teachers allows for immediate action for next steps in learning. Identification of underperforming
groups/children through analysis of data – Pupil Progress Meetings to suggest strategies to overcome barriers to learning.
Teachers to use information for interventions. Gap analysis of reading reported to Rebecca Crow for whole school overview. Results analysed – children to progress 2 sub levels across the year. Hazel Parke to use information for pupil interventions. Pupil Progress Meetings.
QCA papers.
Introduction of Accelerated Reader, KS2 to use Accelerated Reader to track reading. Accelerated Reader training for new staff and Teaching Assistants. Train an Accelerated Reader Admin.
September Rebecca Crow Suzanne Hill
KS2 to track reading and identify next steps in learning. Teachers able to monitor children’s reading progress accurately using reports generated by Accelerated Reader. Teaching Assistants able to support children with quizzing and use reports to support intervention work. Children motivated to read and are reading regularly. Children demonstrate skills in
comprehension.
Weekly reports viewed by Suzanne Hill. Accelerated Reader website. Release time for Accelerated Reader training.
A whole-school marking policy, in which progression is clear e.g. KS1 marking (perhaps more visual) may progress to support children in transition to KS2 marking.
September Rebecca Crow and
SLT Children understand next steps and are involved in the AfL process through marking for improvement. Comments reflect success criteria and pupils respond to comments.
15
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
‘Support for Spelling’ resources shared – Power Points, activities and resources based on the government’s ‘Support for Spelling’ document. Consider introduction of formal spelling lessons.
September Rebecca Crow Consistent approach to teaching spelling within the school.
Staff confident with how to teach spelling and children’s spelling levels increase.
Planning, lesson observations. Planning and time for monitoring.
Use a ‘whole-text teaching
approach’ to teach Literacy. September Rebecca Crow Children experience quality teaching through the use of Literacy lessons planned and delivered from whole texts.
Planning, book scrutiny and
lesson observations. Planning and time for monitoring. Monitor planning format.
Use of framework objectives and progression papers.
Ongoing Rebecca Crow Consistent approach to planning and standards of Literacy learning across the school. Identify where staff need support, therefore
improve the quality of teaching and subsequently children’s learning.
Notes and informal discussions. Training sessions. Feedback to staff.
Release time for monitoring and training.
National Phonics Screening Check for Year 1, including providing information to parents. Ensure teachers trained in delivering the screening checks.
June Rebecca Crow
SLT Identification of phonic knowledge to focus teaching. Results reported to STA for publication on Raise Online Results analysed in school.
Phonics Screening Check resources. Information letter to parents. Y1 practice phonics test for Year 1s
and Year 2s that did not pass. January Rebecca Crow Phase 1 teachers Identify which sounds children are struggling with for future phonics planning.
Results used used to inform teaching and learning of phonics.
Past phonics test 2013.
Progression in Grammar
document to be introduced so that teachers are clear of objectives and can identify gaps in
grammar/punctuation learning.
Term 1 Rebecca Crow Support for planning, for children to progress with clear objectives. Development of children’s grammar and punctuation.
Monitored through planning Progress ion in Grammar documents.
16
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Use next Book Fair (Travelling and Scholastic) commission/allocate some literacy budget to update fiction books in classrooms. Develop library areas and update with more appealing books.
October March
Rebecca Crow Support reading in classrooms – children enjoy a range of current popular titles to encourage enjoyment of reading. Reading and phonics learning is enhanced through use of up-to-date resources.
Resources audit.
Record of takings at each fair, and commission received by the school.
Time after school to hold Book Fair. Assemblies to introduce Book Fairs.
Order some other Guided Reading
resources for different levels. September Rebecca Crow Support for Guided Reading sessions – children receive quality sessions.
Guided Reading monitoring of
planning and sessions. Literacy budget. Develop a bank of resources to
support teachers with teaching of literacy with key documents.
Ongoing Rebecca Crow Ensure children are receiving high standard teaching through use of resources.
Monitored through planning. Literacy budget. New Literacy Leader to familiarise
self with interventions through discussion with SENCo and observation of intervention sessions. Organisation of Literacy interventions through analysis of assessment data. Term 1 Term 3 Term 5 Rebecca Crow HazelParke
Children have targeted and focused interventions to bridge gaps in learning and build confidence. Good progress by children receiving intervention. More progress in
reading/writing compared to previous year.
Notes and informal discussions. Assessment data relating to interventions – provision maps.
Release time.
Introduction of 2014 English Curriculum.
Term 1 Rebecca Crow Clear structure for learning in areas of reading and writing, including a focus on teaching and learning of grammar, spelling and punctuation.
Monitoring of planning and teaching through observation of teaching and learning.
Staff meeting time.
Subject Leader to attend Literacy Leader courses and Rural Network meetings.
Ongoing Rebecca Crow New ideas/initiatives impact on specific areas of literacy learning.
Meeting minutes. Release time to attend meetings. Monitoring of Literacy learning
through ‘Book Looks’, monitoring of planning, pupil conferencing and observation of teaching.
Ongoing Rebecca Crow
SLT Ensure children are receiving high standards of teaching and assessment to move learning forward.
Monitoring fed back to staff. Release time for monitoring.
17
French Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Review MFL policy. Term 1 Michelle Kite More effective teaching of the subject, leading to improved learning.
Governors – policy approved and in place.
SL time. Review Tout le Monde scheme
and write long term curriculum plan for MFL using elements of this.
Term 1 Michelle Kite Helen Butlin
Clear progression from year to year.
Subject leader to check coverage and progression.
SL time. Develop provision for SEN and
EAL learners by ensuring that all MFL lessons are differentiated appropriately.
Term 1 Ongoing
Michelle Kite Helen Butlin
SEN and EAL children will be more engaged with the learning and make better progress.
Lesson observations. Pupil interviews.
Planning time for HLTA.
Increase provision for more able children and children working at a higher level in French by
developing the subject knowledge of HLTA teaching the subject, and finding out if any new staff have subject knowledge.
Term 1
Ongoing Michelle Kite More able children make better progress and are challenged at a higher level.
Pupil interviews. Training for HLTA.
Look into the possibility of having a language assistant (Gravesend Girls’ Grammar School)
Term 2 Michelle Kite Support for key groups of pupils in class.
Subject Leader. Possible financial implications. Carry out an audit of MFL
resources, create a central list and find ways to fill the gaps.
Term 2 Michelle Kite Wide range of resources
ensuring children are engaged. Subject Leader. MFL resources – various. Review home learning for children
in French. Look into other options now that Tout le Monde is no longer available to children at home.
Term 2 Michelle Kite Children able to learn at home and develop skills
independently.
Subject Leader. Pupil interviews Parent questionnaire
18
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Develop links with a school in France e.g. penpals, video conferencing.
Term 4 Michelle Kite Children given a purpose for their learning.
Subject Leader to monitor letters Postage costs.
History Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD
PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Review policy and ensure it is updated and relevant.
Term 1 Jemma Neale Subject Leader and teachers are aware of the policy.
Review policy and share/agree with governing body.
Copy of current policy.
Find out from teachers the topics
that they are covering. Term 1 Jemma Neale This will ensure that there is no repetition across key stages and that children are learning about key historical periods.
Staff to submit plans so that they can be collected in the History subject folder as evidence of topic coverage.
Medium term plans from each phase.
Assess the planning of History and ensure that all skills are being taught across the key stages.
Ongoing Jemma Neale Children will be learning the key skills as appropriate to their age group
Termly plans filed in History folder.
Lesson observations
Planning from each phase. Investigate and check resources to
find out if any need to be updated or replaced.
Look into libraries and museums that may lend out resources, possible trips etc…
Ongoing Jemma Neale Children and teachers will have access to high quality, interesting resources to motivate learning
Audit resources and organise storage
Staff feedback on the usefulness and relevance of resources
History resources throughout the school. Time. Budget .
19
Mathematics, Science and Technology Team
Mathematics Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
New Curriculum
To prepare for the introduction of the new Maths Curriculum in September 2014
1. Attend course to highlight changes to the curriculum in maths.
2. Ensure teachers are aware of the progression of the teaching objectives and aware of the changes, through INSET. 3. Ensure teachers have the required resources to teach the new curriculum, through an audit of resources.
Ongoing Jo Hill Teachers are aware of the expectations of the new curriculum.
Children are being exposed to the new objectives introduced but at the same time ensuring that their foundations are still strong (gaps in learning do not occur).
Evaluation of staff confidence Changes
Teaching new curriculum Planning
Carry out the teaching and learning cycle based on changes/new expectations.
Staff meeting time - INSET Term 6 Time and funding for external CPD.
Identify Training Needs of Staff Audit staff to identify training needs – with a particular focus on challenge and differentiation. Audit to identify particular areas of strength and weaknesses within the teaching of maths. Research appropriate CPD to develop areas identified for individual teachers.
Sep 2013 Jo Hill Teachers will be more confident to deliver maths lessons. Quality Wave 1 teaching evident.
Evaluation of staff confidence. Application of weak areas within teaching and progress for individual teachers.
Training schedules. Cost of supply for possible training.
20
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Monitoring – Planning, Teaching and Assessing.
Focus on new staff to ensure in line with school formats and procedures – focus on challenge and differentiation in planning, lessons and marking.
Book scrutiny to monitor marking and assessment questions and pitch of maths teaching.
Planning scrutiny with a focus on challenge and differentiation.
Ongoing Jo Hill Discussions with new staff to outline formats for planning – use of Shotton when planning to pitch and assess maths teaching/lessons. This will ensure children are challenged during maths lessons.
Children aware of next steps through effective marking. Planning ensures children receive quality teaching of maths.
Children challenged in lessons, appropriate pitch of maths lessons.
Evidence in levels and progress of children.
Time for meetings and monitoring for Maths Subject Leader.
Assessment
Teachers to complete summative assessment at the end of Term 1 (using previous SATs paper – for direct comparison - for Year 3 – 5; Year 2 (only able children) and Year 6, a previous SATs paper. Mid Year Review – Teachers to complete summative assessment in January.
Term 1
Term 3 Jo Hill Teachers to identify the children’s strengths and weaknesses. Gap Analysis - teachers to look at progress and identify children to focus on and those that need
intervention. Staff fully aware what areas need more focus for children. Teachers aware of levels and of gaps in children’s learning and what they still need to cover.
Mid year SATs for Years 3, 4, 5 and 6
Years 1 and 2 – Teacher Assessments.
SATs papers and SATs analysis grids.
21
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Assessment End of Year
Gap Analysis of Yr2 – Yr5. Identification of top five strengths and bottom five weaknesses – feedback to staff.
Review ‘RaiseOnline’.
Term 5/6 Jo Hill All Teachers
Staff have clear understanding of strengths and weaknesses at the beginning of the following year.
Staff fully aware what areas need more focus – link with individual targets. Pupils receive support in areas of weakness.
Focus on weakness areas in planning and teaching.
SAT’s analysis grids.
Children’s papers. ‘Raise Online’.
AEN
Identify children for Interventions across KS1 and KS2
Possible interventions include: Mathletics (Y4-6), Spring board (Y5), Numicon (Y6), Rising Stars – Shine L3 (Y4), Rising Stars – Shine L4 (Y5), Dyscalculia (Y3),
Numicon - intervention for Y1. Discussions with New SENCO to confirm interventions.
Termly Jo Hill Hazel Parke
Interventions for individual children in specific area of maths identified in gap analysis and assessments.
Appropriate interventions identified for years 1-6
Identified children supported – bridge gaps
Spring board/ Mathletics and Numicon. Teachers/TAs to look at analysis of the children at the beginning, set objectives and then at the end of the
intervention. CT & TA to monitor children’s progress – met objectives.
Jo Hill and SENCO to meet to discuss pupil progress in maths, and identify children that would benefit from interventions.
Laptops. TA support time. Resources.
Consistency of using progress/target ladders throughout the school.
Use progress ladders to identify next steps of learning in maths introduced by Martin Daniels.
Ongoing Jo Hill
Martin Daniels All Teachers
Use next steps target ladders throughout the school and ensure consistency.
Children to know their targets and next steps to learning in the area of maths currently being taught.
Meet with Martin Daniels to discuss the implementation and use of progress ladders in maths lessons – share ladders already produced.
Use of ladders in lesson observations and children’s books.
Children are able to identify their next steps in learning in maths.
Resource of ladders.
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ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Update Maths policy and Calculations policy
Review and update policies. Ensure the maths policies are being followed by all staff.
Sep 2013 Jo Hill Teachers are following new policy and strategies. Consistency in learning for children.
Consistency across the school. Discussions with teachers.
Time to update policies and discuss any changes.
Science Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD
PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Review and update science policy. October Vicki Warner Emma Donnelly
Ensure that the quality of teaching and learning within science teaching reflects good current practise.
Share with SLT, class teachers and governors.
Shared with staff and governors. Review the science resources
currently available in school. October Vicki Warner Emma Donnelly Class teachers
Resources are used to enhance teaching and learning
Resources are readily available to use.
Audits completed three times a
year. Central storage place to be decided.
SL time to organise Review coverage of science topics
within each phase over the 2 year cycle (detailed for 13/14, with the intention of introducing the new curriculum in Sept 2014).
October Vicki Warner Emma Donnelly
Clear progression through phases and through the school to ensure high levels of progression.
Science to be more engaging. Coverage of curriculum is clear Expectations of teaching and learning is clear.
Planning scrutiny. Time to write plans. Possibly new resources.
Review and develop assessment
in science. January Vicki Warner Emma Donnelly Accurate assessment of gaps, more effective planning and delivery of science.
Recorded data.
Planning. Meet with other schools’ subject leaders
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ACTION TO BE TAKEN DATE(S) LEAD
PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Incorporate the new curriculum across the phases
July Vicki Warner Emma Donnelly
Clear progression through phases and through the school to ensure high levels of progression.
Science to be more engaging.
Planning scrutiny. Book scrutiny. Pupil conferences. Subject leaders to meet. Staff meeting. Develop assessment procedures in
line with the new curriculum and expectations set.
July Vicki Warner Emma Donnelly
Accurate assessment of gaps, more effective planning and delivery of science.
Recorded data. Planning.
Subject leaders to meet.
Ensure that SCI1 skills are taught throughout topics.
January Vicki Warner Emma Donnelly
Enrichment and enjoyment within lessons Contextual learning Planning scrutiny. Book scrutiny. Pupil conferences. Staff meeting to show ideas. Possible need for buying new resources.
Design Technology Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD
PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Support new members of staff and less confident teachers with planning DT. Create and send out a questionnaire to see how people feel about teaching DT (their confidence in teaching the subject etc…)
Term 1 Richard Barnes Improve the standards of
teaching and learning. Term 1 – monitoring, planning. Ensure new a staff member knows how to access the resources and check to see if more needs to be ordered.
Topic plans, websites, catalogues.
Check through all the resources in the DT cupboard in KS1 building to ‘stock take’ so we order more resources.
Term 1 Ongoing
Richard Barnes Enough resources for each class to have practical DT lessons.
Check through current resources and send round a ‘wish list’ of resources staff would like for upcoming DT projects.
24
ACTION TO BE TAKEN DATE(S) LEAD
PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Update Health and Safety
guidelines for the safe use of tools.
September Richard Barnes Ensure that teachers and pupils know how to keep safe in DT lessons.
Give revised safety guidelines to all staff.
Set of guidelines on A4 sheet for each classroom. Observe DT lessons to see how
many the children are enjoying the activity, ensure it is safe and that the teacher has gained confidence in teaching DT.
Terms 2/3 Term 5
Richard Barnes Improve the standards of teaching and learning. To ensure progression in DT throughout the school.
Lesson observations, pupil reviews/discussions/ surveys for staff and pupils
Lesson observation feedback.
The DT/Curriculum governor to come and observe lessons.
At different stages throughout the year.
Link governor So the governor can be kept informed and up to date with the teaching and learning in their areas of responsibility.
Governor to report back in meetings.
Governor record of visit.
Create a DT project folder with a range of activities teachers have trialled and have been successful from previous years to help motivate teachers that struggle with ideas for this area.
Term1 Ongoing
Richard Barnes Class Teachers
To develop more teaching ideas across the school.
Keep adding ideas to the folder. Folder
A lesson plan/idea template form
25
Information Control Technology Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES New scheme of work to be
purchased and used by staff.
July 2013-September 2014
Jenny Allen Children will be taught better skills as teachers will have the support and confidence to teach a variety of ICT skills through the use of different software.
Jenny to train staff on how to use new scheme of work. Lesson observations in each phase to be carried out and monitoring of lesson plans and work.
New scheme of work: Rising Stars £900
New student laptops to be purchased and used within classes.
September
2013 Sue Boxall Jenny Allen Children will have access to newer and faster systems. Each class to be timetabled to have a one hour ICT session each week.
New laptops. E-Safety curriculum Once a
term Jenny Allen Becky Nicholson Children’s awareness of E-safety matters to be developed
Teachers to plan for E -safety in every unit of work and to make it clear on lessons plan. Jenny to collect evidence of children’s learning to go in to an e-safety folder.
E Safety scheme of work.
Training for staff to effectively use IWB software: Smart notebook and Senteo assessment
software/hardware.
Term 1 Jenny Allen Sue Boxall
Staff will be able to use the IWB software more to enhance the learning environment.
Jenny to carry out informal learning walks to see how staff are using the software to
enhance the quality of teaching.
Sue to arrange for trainer to come in. Training for staff to use new
website
Term 1 Sue Boxall with Jenny Allen supporting where appropriate.
Children will be able to access learning from home.
Children to use the safe Google search on the home page.
Sue, Jenny and Jill Stevens to be trained as administrators for the website. Staff to keep their pages update.
Website. Training.
26
Expressive Arts Team
Art Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
To find a space for Art resources – General Art Resources for whole school use.
Term 1 Amy Collier Resources will be available to all classes. This will ensure Art lessons are able to be of a high standard with a good quality of resources and techniques used.
Subject leader to ensure art resources are ordered and staff are aware of what is available to be used.
Art budget to buy resources
Space for resources To ensure display boards are up to
date regularly. Come up with termly dates to ensure hall and corridor display boards are up to date by. Ensure everyone is aware of what display boards they are in charge of.
Ongoing Amy Collier Worked displayed will all be of a high standard and represent the standard expected in school. To show consistency throughout the whole school.
Walk around the school to look at the standard of display boards carried out by Art subject leader.
Resources to ensure display boards are of a high standard,
Time to do a walk around.
Make staff aware of the standards of display boards. Give each member of staff a set of these standards.
Term 1 Amy Collier To show consistency
throughout the whole school. To ensure staff are aware of the expectation at Istead Rise.
Monitor display boards to see if standards have been
implemented.
Time to do a walk around.
To set up an after school Art club Term 2 Amy Collier To develop Art techniques and understanding of different artist. To develop art knowledge in a different context to develop Art skills.
Use work from Art club to add to children’s sketch books and monitor progression of their work.
Resources to run Art club (a donation from parents for these resources).
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ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Monitor planning to identify range of media used
July 2014 Amy Collier Teachers will be asked to name the media they are using on their sketch books to aid monitoring. In doing so children in each Year group will be given progressive and varied opportunities to develop their artistic skills through a range of different media.
Monitor sketch books to ensure each year group provides opportunities for children to develop their skills using a range of media. Time to conduct pupil consultations to identify the range of media they have experienced. Introduce sketch books – that go
with children from Year 1 through until Year 6.
Term 1 Amy Collier To be able to evidence the progression of skills over the course of a child’s time at Istead Rise. To have evidence of different techniques and Artist that children have learnt about to ensure an even coverage of the curriculum.
Subject leader to monitor sketch books and provide feedback to teachers.
Art sketch books. Time to feedback to staff.
28
Physical Education Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Review and update PE Policy. Oct 13 Martin Daniels Ensure teaching covers all curriculum areas.
Commitment to successful development of skills needed to take part in a range of sports and physical activities. Focus to shift to healthy competition and teamwork.
Check staff are familiar with policy, understand the aims and are equipped to teach in line with the policy.
Current policy
Identify schemes of work and resources to aid planning and teaching of PE.
Rules of sports and games to be available for teachers.
Oct 13 Martin Daniels Improved teacher knowledge of the skills required to be successful in the planned activity / sport. Planning and teaching to identify and focus on skills needed to lead to pupil attainment in PE.
Planning scrutiny. Lesson observation.
PE schemes of work.
Premier Sport to deliver lessons in a range of sports. Teachers to support delivery to learn rules of sports, skills needed and how to teach it.
July 14 Martin Daniels Teachers more confident on teaching a range of sports to a high standard.
Improved standard of PE teaching.
Lesson observations. Discussions with teachers. Pupil voice.
Premier Sport coaches. Effective assessment of the quality
of teaching of PE.
Teachers to have an opportunity to request support / ask questions to improve their teaching.
Term 2 Martin Daniels Areas of development identified and support given according to need.
Lesson observations. Staff support request form.
Support record forms.
Improve resources / equipment for teaching athletics: Long jump pit, high jump, hurdles and track lines.
From May 14
Martin Daniels Athletics taught in school. Children engaged in
competitive athletics (all years).
Monitoring of athletics activities. Lesson observations.
29
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Competitive sports included in school sports day.
July 14 Martin Daniels Summer term – children have the opportunity to be taught athletics and compete at sports day.
Sports Day. High jump mat, long jump pit, hurdles. Track lines. Set up sports clubs for children.
After school clubs.
Staff and/or Premier Sport.
October 13
Martin Daniels Increased numbers of children engaged in sports.
Club timetables / club registers – monitor attendance.
Registers.
Join Kent leagues and compete against other schools at local sport festivals.
Easter term
Martin Daniels Children engaged with sport. Incentive for some children to remain engaged with the academic curriculum.
Attendance at sports events. Contact network.
Music Subject Development Plan
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES Subject Leader become familiar
with music (observations) and music policy within the school.
By Dec
2013 Monica Clark Will allow Monica to feel more confident and ensured in her new music co-ordinator role. Children’s learning within music can be enhanced through confidence of Subject Leader.
Observations in foundation, Year 1&2, 3&4 and 5&6. Gaz Annable – guitar Lori Norris – Violin
30
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Subject Leader to make contact with current music specialists, teachers, soundhub etc… through email/phone calls etc…
By Oct 2013
Monica Clark Form relationships with outside agencies to ensure current music practices and meetings are up to date and attended.
List compiled of contacts and contact made.
Email address of contacts.
Research successful music schemes of work and introduce it into school OR work out a way a music specialist teacher can teach music across the whole school. Staff meeting.
By Dec 2013
Monica Clark All staff will have a clear expectation and scheme of work to use in their classroom. Children will clearly progress through the music skills and achieve.
Scheme of work decided on OR music specialist employed.
PPA time to research. Liaising with strong music schools. Liase with Catherine Vaughn to
introduce weekly singing assemblies (whole school).
By Jan 2014
Monica Clark Whole school weekly singing assemblies will take place where a repertoire of songs will be taught along side good posture and singing habits.
Weekly singing assemblies show a clear range of singing abilities across all age groups.
Meeting with Catherine Vaughn in PPA
Choir to participate in ‘Young Voices 2014’.
Jan 2014 Monica Clark Children have the opportunity to sing in one of the world’s largest choirs.
Feedback from pupils taking part.
Young Voices information pack. Choir rehearsals.
31
Knowledge and Understanding of the World Team
Personal, Social and Health Education
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Review PSHE policy and update to include Values Education.
Term 1 Richard Barnes Gaby Butler Becky Nicholson
Up to date policy will enable staff to teach PSHE effectively.
Regular review of policy and revisions made in consultation with staff.
Policy. Adapt Values Programme of
Study and Progression of Skills to include provision for SEN and EAL children and to address Health and Safety/Equality of Opportunity issues.
Term 1 Richard Barnes Gaby Butler Becky Nicholson
SEN and EAL children will have learning adapted for them in class according to the
programme of study.
Monitor effectiveness of provision for SEN and EAL children.
Values Education.
Set up a ‘Happy and Helpful’ book at playtimes and lunchtimes for staff to record evidence of children showing any of the values.
Sep 2013 Gaby Butler Recognition of values will lead to improved behaviour at playtimes and lunchtimes so that children are ready to learn when they come back into class.
Check the ‘Happy and Helpful’ book regularly. Monitor if it is being used effectively and not forgotten about.
‘Happy and Helpful’ book.
Give weekly awards to children for showing any value in addition to the monthly values awards (aim for 2 children per class every week).
Sep 2013 Gaby Butler Children are recognised for having values that enable them to be better learners in the classroom.
Keep a record of which children have received values awards.
Certificates/badges. Assembly time. Hold a weekly whole school
values assembly (led by a Senior Leader) or class assembly (to which parents are invited) led by classes on a rota. Include reflection time in the assembly.
Sep 2013 Gaby Butler Children are recognised for having values that enable them to be better learners in the classroom.
Keep a record of class assemblies
(photos/video/PowerPoints) as evidence for School Values Award
32
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Create a bank of Values resources for teachers to use in class (e.g. bank of trays with 1 tray per value) including fiction books relating to that value (with the value being demonstrated clearly labelled on the cover of the book).
Ongoing Richard Barnes Gaby Butler
Teachers will be able to use the resources to deliver high quality values lessons in the classroom.
Observations of values lessons. Discussions with staff about resources and any gaps.
Fiction Books Trays
Various
Continue to develop Values display in entrance area so that it shows all the values, quotes from children, staff, parents and members of the community and work from children in class
Ongoing Richard Barnes
Gaby Butler High priority to values and inclusion of parents, staff and the community will lead to a school ethos where children are ready to learn.
Photos of displays in entrance hall to be kept as evidence. Parent values survey to montor impact of values education outside the school.
Display materials.
Ensure every classroom has an attractive and prominent Values Display and that there is effective communication with staff by developing and updating regularly the Staffroom Values Display.
Ongoing Richard Barnes Gaby Butler
High priority to values and clear messages to children and staff will lead to a school ethos where children are ready to learn.
Monitoring of Values Displays (keep photos as evidence) and sharing of good practice.
Display materials
Create Staff Values Handbook, outlining all of the values and how the staff of the school will model these values.
Sep 2013 Richard Barnes Children will see staff
modelling values and be more likely to show values
themselves. This will make them better learners in the classroom and minimise disruption and behaviour issues.
Discussions with staff in staff meetings about values. Staff/Pupil questionnaires.
Copies of Values handbook. Staff meeting time to discuss values.
Staff training to ensure that Values Education is embedded
throughout the school and that Values Education is a core component of the curriculum.
Sep 2013 Richard Barnes All staff will teach and model values effectively leading to improved attitudes to learning from children.
Evaluate staff understanding of Values Education and how well it is incorporated into their everyday teaching.
Staff Development Time.
33
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Set up a Google Plus group for staff to collate Values information e.g. nominated children.
Oct 2013 Richard Barnes Gaby Butler
Raised awareness of values so that children learn more about them.
Review termly. Staff Development Time.
Create and maintain links with the local community (e.g. church, community centre), finding opportunities for children to demonstrate values outside school.
Ongoing Richard Barnes Steve Wellstead Gaby Butler
Children will demonstrate values beyond the school environment, impacting on their self-esteem and confidence.
Keep evidence of any events e.g. photos, video.
Visitors.
Ensure that values education is an explicit part of the curriculum, that values lessons are planned and taught and that children have time for reflection.
Jan 2013
Ongoing Richard Barnes Gaby Butler Children will see values as a core part of their school life and this will enable them to be better learners and reduce behaviour issues.
Monitoring of Values planning. Observation of lessons.
Pupil interviews.
Staff meeting time to discuss values education and planning. Organise Anti-Bullying Week, to
include appointment of an Anti-Bullying Ambassador for each class, Pupil survey about bullying, Anti-Bullying campaign – posters, information.
18-22 Nov
2013 Becky Nicholson Gaby Butler A school ethos where children feel safe and valued will lead to children more able to learn in the classroom.
Parent/Pupil Questionnaires.
Pupil interviews. Various e.g. Ambassador badges, posters, resources. Ensure that core parts of the PSHE
curriculum are planned for and taught effectively e.g. Anti-Bullying, Drugs Education, Healthy Living, SRE, Citizenship
Sep 2013 Ongoing
Becky Nicholson Improvement in the teaching of core areas of PSHE.
Monitoring of planning. Lesson observations.
Staff training e.g. Anti-Bullying Continue to develop and improve
links and channels of
communication between School Parliament members and the rest of the children in the school
Sep 2013 Ongoing
School Parliament Link Teacher
Children will feel more involved in the school and decisions being made and so will take better ownership of their learning.
School Parliament minutes. Pupil questionnaires.
Meeting time. Assemblies.
34
ACTION TO BE TAKEN DATE(S) LEAD PERSON(S) IMPACT ON LEARNING MONITORING RESOURCES
Launch Family Values Scheme and send out packs to parents, giving awards as detailed in the scheme.
Sep 2013 Ongoing
Gaby Butler Children will learn about values at home as well as at school.
Monitor parental involvement and uptake of resources.
Family Values Scheme and related duplication costs. Feedback to Governors about
effectiveness of Values Education. Suggest the selection of a
Governor to oversee Values Education.
Sep 2013
Ongoing Gaby Butler Governors will have an input into improving the learning of children relating to Values
Governors monitor effectiveness
of Values Education. Governor time. Plan and implement ‘Class Menus
Choice Days’ –themed school dinner menus designed and produced by the children, linked to learning topics.
Termly Becky Nicholson Children are aware of a balanced healthy diet and are able to plan a nutritional menu. Children able to make links with food and their learning topics.
Each class has designed a menu that is cooked during the academic year. Class Menu Choice Days are spread throughout the year.
Class time to design menus. Ingredients – ensure catering staff to ensure orders placed. Review Sex and Relationships
Education policy and content of sessions.
Sep 2013 Becky Nicholson Children have adequate information related to sex and Relationships Education.
