Overview 2018-2019 Leadership and Management Code of Conduct Improved communication with parents GDPR SIAMS preparation for external check Re-structured organisation of Key Stage One Quality of Teaching and Learning Improve literacy Improve numeracy Stretch the more able esp. through homework Embed good practices from last year (marking, differentiation) Personal Development Review rewards systems Consider house system Outcomes for all Continued case-studies of key pupils Global learning development – Vianney Wow! day Communication with other schools STEM project
Leadership and Management Task Personnel Timescale Resources Monitoring Success criteria Code of Conduct Write policy (esp. dress code, time management, duty management). Ongoing review and development. SK, govs, all staff From Sept 2018 onwards SK time, gov time. Teacher PPA in school Are all staff abiding by the policy? Any concerns? Are the pupils benefiting from the policy? Feedback from govs and parents re- Code of Conduct Improved communication with parents Six contacts over the year: 1 Drop-in session, (Autumn term); 2 Parents Evenings in Autumn and Spring terms (share targets), Effort grades and targets sent home Autumn and Spring term, Written report in the Summer term. Review information sent home via the effort grades and targets GDPR Policy and audit completed, shared with staff and governors, progress monitored All teachers SK, SP, all staff and governors Oct = Nov = P.Eve. Dec = effort grades. Mar = P.Eve. May = Drop-in. July = report Inset 3 Sept 2018. Monitored at SMT meetings. Staff time SK, SP and SMT time Are parents happy with the improved communication? Do they know their child’s strengths and targets? Is the audit up to date? Are staff abiding by the key points on the displayed, laminated sheets? Do we stand by every word of all data stored in the school? Ongoing parental feedback to be sought via the newsletter, also evaluations No negative feedback from any of the school’s stakeholders
Task Personnel Timescale Resources Monitoring Success criteria Improving Literacy Discuss the Writing process and share expertise at staff-meetings. Continue with the head teacher’s weekly challenges Organise an in-house Writing competition Continue with a Writing Club Improving Numeracy All teachers – led by LP SK and all pupils All staff and pupils SK Staff From Sept 2018 From Sept 2018 To be agreed at KS2 before Christmas; Year 2 in the Spring Staff meeting time Pupils’ extra effort time. Parent support at home SK time after school Is there evidence in the books, through observations and data that pupils are making at least good progress in their Writing?Is there consistency in approach? How many pupils are entering? Does this represent a spread of abilities? Is there evidence that they are improving their writing skills? How many pupils Does the standard of entry enhance the writing profile of the pupils? How many pupils attend? Does the data suggest the pupils attending are benefiting from attendance? Ongoing data points to the success of the initiatives The quality and quantity of writing produced impacts positively on the Writing data Pupil, parent and staff pride of the quality of writing produced Data analysis of attendees provides evidence of the of the club trial
Organise a tables competition Agree a common approach to Bar Modelling Stretching the more able esp through homework Provide more challenging homework for the more able e.g. more spellings to learn Continue with the more-able group producing termly magazines Embedding good practices The pupils respond to the green marking tasks. Differentiation by S.O.R.T (Support, outcome, resource and task) All staff LP and SK. More-able pupils All staff impacting on all pupils Arranged at a staff-meeting in the early Autumn term Discussed at in the Autumn Dec/Mar/July Ongoing Staff-meeting time Staff-meeting time SK and LP time. Cost of printing magazines Staff-meeting moderation of books. Governor monitoring. Head monitoring Does the tables competition have a beneficial effect on their mastery of tables? How do we teach Bar Modelling? Are we providing more challenging home work for the more able? Are parents happy with the challenges? Do the magazines provide evidence that the are applying their skills? Do the books provide evidence of the pupils responding to appropriate tasks? Do the lessons provide evidence of differentiation by S.O.R.T? Data, observations and books provide evidence that the pupils are mastering their tables and applying the techniques Data indicates that the more able are being stretched Quality of work in the magazines Evidence in books and in lessons of good practices embedded across the school
Outcomes for all Task Personnel Timescale Resources Monitoring Success Criteria Continue case studies for vulnerable or ‘stuck’ children. PP and SEN LL and other staff Compiled over the course of the year time Do the case studies provide evidence of strategies and progress made? Data analysis as year unfolds. Global learning – organise a Vianney Wow! day plan the Wow! day, including knowledge about Burundi and about Vianney Spring term? Resources about Burundi and about Vianney Do the pupils understand the cultural differences between England and Burundi? Do the pupils understand more about Vianney? Feedback from pupils demonstrates renewed interest in knowing about and helping Vianney Consider improving communication with pupils in other schools e.g. Selwood School Council. Radio Day? Pen-pal scheme? workshops? Staff to consider at staff meeting TBA Staff time How have our pupils benefited from any cross-schools communication? Pupil and staff feedback on the success of any activities that have taken place To plan, deliver and review a S.T.E.M. project (Science, Technology, Engineering and Maths) across Berkley and other local schools Led by GB; involvement of staff from other local schools Sept 2018 –July 2019 Meeting time, esp. involving GB How have the pupils benefited from their involvement in the S.T.E.M project? Feedback from pupils and involved from across the Frome schools – evidence in the work produced