Class teachers / Year groups to identify specific areas of weakness and to devise plans to address those on a half termly basis. “At risk” groups identified and programmes put in place to address needs Raising Attainment in spelling SMT/CAB/RT Continued emphasis on correct use of LSCWC and other spelling strategies. Continued emphasis on weekly differentiated spellings to learn at home – and use of education city Sept and ongoing Monitoring of spellings set / planning LT Development of Phonics School: KC Implementation of phonics screening – year 1 Staff training - SIAS 5 – summer term 2011 Autumn 2011 Training -Summer Term 2011 Successful implementation – feedback from SIAS/DfE LT CPD- school training in phonics Sept 6th Feedback from staff on training session Implementation of knowledge gained in lessons SMT Raising profile of importance of phonics – whole school – further CPD during staff Ongoing following CPD 6.9.11 Monitoring of lessons/ group work SMT
meetings, purchase of resources eg: phonic alphabet posters Guidance to in FS/KS1/LKS2 re phonic groupings and delivery of phonic sessions (Following audit in summer term 2011) Staff meeting Sept 2011 Monitoring of lessons/group work SMT Whole school approach to literacy including use of Pie Corbett materials/ ideas CAB/RT Staff meetings to revisit and share sentence starter approaches and other resources which will contribute to the better development of fluency in sentences composition. Staff meetings – Aut/Spr Monitoring of lesson planning and by lesson observations SMT Development of use of texts to provide better resources for reading and also models for writing CAB/RT Purchase of further whole class fiction texts for years 3 and 5 / KS1 - as far as possible related to thematic curriculum Summer - Sept 2011 Monitoring of use of whole class texts through planning/ lesson observations Feedback from teachers in regard to initiative LT CPD in use of whole class fiction texts for literacy Aut Use of APP to better inform next steps and to raise standards in reading and writing See AFL action plan CAB Standardisation meeting early Aut term to ensure all staff including new staff agree levels. Sept Standards agreed LT Use of reading journals to provide ready evidence for APP. Monitoring of reading journals LT Use moderation meetings to ensure that APP continues to develop and ensure that several Monitoring of moderation meetings LT
To re-visit best practice models for AfL, as part of QFT, in classroom practice ensuring both consistency and progress across the school – including more specific and time limited individual curricular targets for maths. To ensure that AfL is evident in planning as well as in classroom practice. Success Criteria: Analysis of data on an ongoing basis by teachers as well as senior leaders will impact on learning through QFT and intervention for groups  APP will be used consistently across both KS1 and KS2 for assessment of all children and this will impact on learning and progress APP for Science will be introduced and staff will begin to record using ‘incerts’ for APP science Monitoring will indicate consistent and progressive use of AfL techniques across the school impacting on attainment and achievement AfL will be evident in planning for all subjects and in all year groups and this will impact on achievement Action points for the implementation of the initiative Who is responsible for making it happen? Strategies, Training and Staff Development Days of supply cover Timescale How are you going to monitor and evaluate the work? Who evaluates it? Analysis of data used by staff to impact on learning LT Performance of year groups analysed by staff and by subject leaders – details presented in Inset 8th July 11 Focus on attainment of specific groups particularly those just below average. QFT to ensure highly focused lessons with high level of interaction for pupils. Revision lessons used effectively and personalised for each class. Interventions used for specific pupils. July 8th 2011 followed by ongoing monitoring throughout year Feedback from staff Increased understanding of performance and issues arising Scrutiny of work and data throughout the year Lesson observations and planning Planning scrutiny Monitoring by SENco LT/Gov
APP embedded in English and Maths CAB NQTs and new members of to have in house CPD on use of APP Autumn Monitoring of APP recording and of samples for moderation LT Standardisation meetings held in Aut term to ensure accuracy and consistency of judgements Autumn Judgements will be consistent and individuals given further guidance if necessary in order to address any problems LT Moderation meetings to take place termly for each subject area and to involve samples from all teachers termly Moderation will show increasingly better samples and accurate judgements LT External moderation meetings will be attended to ensure judgements are consistent with those nationally 6-8 days for attendance at external moderation termly Moderation meetings will indicate accuracy judgements and consistently good samples LT APP to be used to effectively plan for next in learning – Staff meeting to further address this and support given to individual teachers as necessary Nov Monitoring of APP records cross referenced with work scrutinies and planning LT
Introduction of APP in Science EK/CAB meeting to share AFs and ways to address them when planning for learning Spring Term Monitoring of lessons/ work scrutinies / planning/ APP recording LT Revisit best practice models for AfL in classroom practice ensuring both consistency and progress across the school CAB Staff meeting(s) to revisit best practice for AfL within QFT LOs and success criteria Feedback and feedforward to pupils Skilful questioning and focused dialogue Specific and time related curricular targets for maths Aut and ongoing Monitoring of lessons/ work scrutinies / planning LT Staff meeting to address use of self and peer assessment to ensure consistent use and graduated sophistication from nursery “thumbs up” to year 6 detailed analysis of difficulties/ successes Aut Monitoring of lessons/ work scrutinies LT Staff meeting to address use of hinge questions to provide AfL at specific points in lessons Aut Monitoring of lessons/ work scrutinies/ STPs LT AfL to be evident in planning and classroom practice. Advice to staff that AfL must be visible in planning. Opportunities for AfL to be indentified – pupils’ own assessments and teachers’ assessments/ learning dialogue and feedback/feed forward ongoing Monitoring of STPs lessons/ work scrutinies LT EK
Individuals and groups identified and provision decided upon Teachers Phase leaders SEN team Performance of year groups analysed by staff and by subject leaders – details presented in Inset 8th July 11 Focus on attainment of specific groups particularly those just below average. for this is in the hands of the teaching staff) Provision will be decided upon in consultation with SEN team July 8th 2011 and ongoing scrutiny of data Monitoring of provision success of provision - IEPs, group intervention etc LT New SEN team established SJD SJD to work closely with new team and ensure clear understanding of timetabling/ needs of individuals and groups. SJD to work with SEN teacher to clarify role and aspects related to agencies and paper work Aut and ongoing Monitoring of progress through data Monitoring of performance of team – reports to governors LT Implementation of high quality provision for groups Teachers, SMT SEN team LT Thorough analysis of the needs of specific individuals or groups – leading to appropriate and effective strategies employed Aut and ongoing Monitoring : - group observations/ IEPs/ data LT Resources recommended in CPD last year implemented in intervention programmes ongoing Group observations, work scrutiny, planning Staff identified if needing further support in use of materials and this addressed. LT responsibility
Decisions made about continued provision of one to one tuition Sept Decision reported to governors and provision made for this to take place if this is agreed LT Training for staff related to needs of specific children/ groups – CPD from external agencies eg SISS As necessary ongoing Feedback from staff Monitoring of groups LT Case Studies analysed and interventions implemented as appropriate JJ/SM Case studies: English Boys’ Writing and Pre-tutoring in maths – analysis of effectiveness July 2011 Reports to LT including copies of case studies submitted LT LT Decisions made about the implementation of strategies Sept Decisions reported to gov LT LT Highly effective strategies – ie undertaken in case studies in this school or others implemented appropriately Aut and ongoing Monitoring of data/ focused discussions/ feedback from class teachers LT BALSALL COMMON PRIMARY SCHOOL ACTION PLAN
2011/2012 Raising Expectations - Behaviour Targets: To continue to: To ensure that staff have high expectations of pupil standards in all aspects of school life Kirkland Rowell Survey Feb 2011 – Action To ensure that pupils have high expectations of their own standards of work and behaviour Kirkland Rowell Survey Feb 2011 – Action To fully involve parents and carers in ensuring high expectations Success Criteria:  Pupils and teachers’ have high expectations of achievement in learning and behaviour will increase pupil achievement and attainment Progress of learners will move increasingly from good to outstanding, by raising the expectations of pupils and teachers with the full backing of parents/carers, Children are committed to succeed in all aspects of school life parents fully back the school’s drive to raise standards Action points for the implementation of the initiative Who is responsible for making it happen? Strategies, Training and Development Days of supply cover Timescale How are you going to monitor and evaluate the work? Who evaluates it? Expectations of parents’ clearly shared regarding supporting the school’s Behavioural Policy All staff Letter to parents week back at school reinforcing the behavioural procedure, the school’s commitment and expectation of parental partnership Head’s Annual Parental Update to communicate all aspects of school development this year First week back Head’s Update to Parents in September 2011 Feedback from parental letters Observation of pupil attitudes and behaviours Regular collection and monitoring of behavioural records Headteacher, LT, All staff, Governors
Reinforcement of expectations for behaviour around the school and in assemblies LT/SMT Staff meeting (Inset Sept) Remind staff of clear expectations regarding their for children’s behaviour in assemblies and in corridors etc. Autumn Term 2011 and ongoing Observations of staff interaction with children in assemblies and in corridors etc. LT Ensuring high standards of work – including presentation, spelling etc LT/SMT Staff meeting (Inset Sept) – clear expectations given for high standards of work and presentation (when applicable); Importance of sharing these standards regularly with children and parents(QFT) Importance of well differentiated homework, including spellings – and adherence to all policies eg: marking policy Autumn Term 2010 and ongoing Observations of behaviour; Lesson observations, Work scrutinies, Focused SMT Reinforcement of expectations for school uniform SMT Staff, parents/carers, pupils all made aware of clear expectations and strategies to employ should problems arise Autumn Term 2011 and ongoing Observations of uniform standards SMT Reinforcement of expectations of behaviour to others LT/SMT Continued use of SEAL materials and priority given to attitudes to others Use of SEAL materials to ensure clear understanding of the complete unacceptability of any bullying of any type. Autumn Term 2011 and ongoing Lesson observations of PSHE, Focused pupil discussions SMT
to mathematics made on all LTPs and links noted in STPs leading to impact on achievement in maths Kirkland Rowell Survey Feb 2011 – Action There will be a greater focus on social aspects of PSHE and fewer issues related to perceived “bullying” Kirkland Rowell Survey Feb 2011 – Action Views of the main stakeholders in the Kirkland Rowell questionnaire in Feb 2012 will reflect progress made Action points for the implementation of the initiative Who is responsible for making it happen? Strategies, Training and Staff Development Days of supply cover Timescale How are you going to monitor and evaluate the work? Who evaluates it? Awareness of statutory and non-statutory initiatives CAB Updates given to staff when they arise – from DfE, LA Ongoing throughout 2011/2012 Reports to governors LT/Gov Curriculum Audit ensuring coverage, continuity and progression within inspiring and engaging thematic units. CAB Audit curriculum for coverage – staff meeting for year groups to annotate LTPs for coverage and comment of issues June 2010 Work collected in and review completed LT Subject leaders to receive annotated copies of LTP and compose agendas to address issues. Meet with year groups to clarify issues and address them. Staff meeting time in lieu of meetings SummerTerm Reports from subject leaders – meetings with CAB LT Changes decided upon in meetings with CAB including new units devised if needed – including new units for some aspects of Art and Design ½ day per subject Rolling programme Aut Reports to governors LT/Gov
Ensure that with mathematics are made in every thematic unit CAB/SM Review newly revised and completed LTPs in order to establish maths links Money focused weeks linked to PSHE introduced termly Time for maths subject leader to work on this Aut 2 2011 Completed LTPs reviewed by CAB LT/Gov PSHE – higher profile given to social aspects, and issues around bullying addressed proactively in lessons LC LC to ensure that staff pay attention to social aspects of PSHE in particular, and that bullying is addressed both within lessons and during assemblies That all staff, including lunchtime supervisors, respond appropriately to issues around bullying. meetings – inset day September Lunch time supervisors meetings Aut 2011 Focused pupil discussion – termly and through monitoring of PSHE lessons LT BALSALL COMMON PRIMARY SCHOOL ACTION PLAN 2011/2012 Building Learning Power
Parents information evening Spring Term Questionnaires to parents Further development of BLP – capacities developed at deeper level CAB Staff meetings to ensure deeper understanding of the capacities and how to develop them with the children – techniques, progression, development of capacities as follows on from lead assemblies. Nov/ Feb Through planning, work scrutinies, focused pupil discussions, lesson observations LT/Gov Lead assemblies throughout the year – one per half term – developing different capacities eg: noticing - this to be followed by activities in the week which help to develop the capacity. Each half term Through planning, work scrutinies, focused pupil discussions, lesson observations LT/Gov Resources purchased and shared with staff Sept /Nov Questionnaires to staff re usefulness LT “Learners group established with children to promote use of BLP and evaluate it’s use through eg updated handout for parents written by children. Oct onwards Through focused pupil discussions LT CAB CAB to attend all learning network events (termly) and to support developments – termly Reports to governors LT/Gov
Opportunities for coaching Workload of teaching staff LT day Sept 5th staff to discuss where issues regarding workload lie and how this can be addressed Sept 5th for reducing workload will have been considered and implemented where possible LT Development of Admin Staff GTB GTB to mentor admin staff in dealing with the perceptions of pupils/parents/visitors GTB to ensure that procedures are clarified in regard to children left in main reception for collection – they must be supervised Autumn term and ongoing Feedback from pupils/parents/visitors – Kirkland Rowell Survey 2012 LT Development of Subject leaders CAB/LT CPD through external agencies or SIAS Meetings with CAB to ensure any issues within subjects are addressed Continued development of the curriculum (ref: Curriculum Action Plan) Ongoing Through monitoring of individual subjects, subject leaders reports to governors, conversations with CAB LT Development of Middle Leaders LT Attendance at SIAS conference: “Teaching and Learning in the Spotlight” 4 Oct 6th Feedback from members of SMT – eventual impact on teaching and learning in their phases LT
SJD Training of lunchtime supervisors in dealing with children with particular needs eg: ASD As necessary - ongoing Lunchtime supervisors feedback on appropriate information/training in regard to specific individuals Observations from SMT Feedback from pupils/parents in reviews etc LT Lunch times to run smoothly and pupils to perceive that they are fairly treated LC/SJD/GTB Rotas for lunchtimes to be fair – ensuring that classes are rotated appropriately and consistently Aut and ongoing Feedback from pupils (focused pupil discussions) Feedback from parents Rowell Survey 2012 LT SMT Pupils to be respectful to lunchtime supervisors – this expectation to be made clear to pupils in classes / assemblies etc Aut and ongoing Feedback from lunchtime supervisors and observations by SMT LT LC/SJD/GTB Lunchtime supervisors to address children in an appropriate manner. Aut and ongoing Feedback from children (FPDs) and observations of SMT LT Cutlery to be clean Mrs S Jones Ensure that all cutlery is Aut and ongoing Observations by SMT and feedback from pupils – Kirkland Rowell 2012 LT
BALSALL COMMON PRIMARY SCHOOL ACTION PLAN 2011/2012 RSE (Relationships and Sex Education) Targets: To develop a whole school approach to RSE which meets the needs of learners and includes a review of policy and practice within the whole school community. Success Criteria:  Policy for RSE updated and approved by governors. Appropriate provision of RSE for each year group in place and this will have impacted positively on children’s knowledge, understanding and emotional development Parents and staff feel supported and confident about talking to children about RSE. Action points for the implementation of the initiative Who is responsible for making it happen? Strategies, Training and Staff Development Days of supply Timescale How are you to monitor and evaluate the work? Who evaluates it? Input to governors re RSE Linda Chesshire supported by Natasha Chamberlain. Interactive presentation as part of a governors’ meeting. None First half of the Autumn term. Feed back from governors. School.
Staff development around Christopher Winter resources. Linda Chesshire supported by Natasha Chamberlain. meeting to allow all staff to experience activities from each year group. None Autumn term. Evaluation sheet for all staff to help gauge levels of confidence and views on appropriateness of activities. Linda Chesshire and LT. Set up a working party to include parents, governors, staff and possibly a school nurse. Linda Chesshire Meeting to take place to look at questionnaire and other strategies for finding out base line knowledge and understanding. Letter to be sent home to all parents re the developments and review of practice, including pupil questionnaire. Possibly last hour of school day. Autumn term Feedback from group. LT Gathering of evidence of children’s knowledge and understanding around RSE using questionnaire and draw and write strategies. Class teachers. Discussion around implementation of questionnaire in staff meeting. None Spring term. Staff to analyse responses to questionnaires during staff meeting. LC to produced powerpoint to show to parental workshop. Staff Parent workshop Chesshire and support Evening workshop of around two hours to explore context for RSE nationally and locally, Half a day supply cover to prepare Spring Parents to fill in an evaluation sheet. LT.
Targets: To ensure that all development areas raised by parents, pupils and staff in the Kirkland Rowell Survey Feb 2011 are successfully addressed Success Criteria:  Issues raised will have been addressed and stakeholders will be aware of the school’s responses Kirkland Rowell Survey 2012 will indicate that these issues have been further developed/resolved by the school Action points for the implementation of the initiative Who is responsible for making it happen? Strategies, Training and Staff Development Days of supply cover Timescale How are you going to monitor and evaluate the work? Who evaluates it? Developing Potential (Key priority parents and staff) LT/Gov Ref: Action Plans – Raising Standards in Writing (including spelling); Raising Standards in Maths; Curriculum; Staff Development; SEN; AfL; BLP Beginning Sept 2011 and ongoing Ref: Action plans as listed. LT/Gov Development of Site MS/GTB/Gov Improvements to Nursery environment Toilets in nursery and school - addressed in Head’s Parental Update Sept Feedback from parents LT/Gov Tidiness of school – external – MS (site manager) to remedy Internal – to raise profile of importance of tidiness – cloakrooms etc Sept and ongoing Observations of SMT LT/Gov
Development of swimming pool – in hand – Head’s Parental update Sept Feedback from parents LT/Gov Bell required for entrance now increased security sees door locked over lunchtimes – MS (Site manager) to fit Sept GTB to observe LT/Gov Developing greater consistency in teaching and learning – across school and within year groups LT Ref: Action Plans – Staff Development; Raising Standards in Writing; Raising Standards in Maths; Curriculum; AfL; BLP; SEN Beginning Sept 2011 and ongoing Ref: Action plans as listed LT Homework – greater refinement and differentiation amount LT Ref: Action Plans – Staff Development; Raising Standards in Writing Head’s Parental Update Aut 2011 Sept 2011 Ref: Action plans as listed. Feedback from meeting LT Development of Administration Staff in providing welcoming and helpful interface with pupils/parents/visitors (including supervision of children left in reception for collection) LT Ref: Action Plan – Staff Development Aut and ongoing Ref: Action Plan Staff Development LT/Gov
Training of Lunchtime Supervisors LC/SJD/GTB Ref: Action Plan – Training of Lunchtime Supervisors Aut and ongoing Ref: Action Plan Training of Lunchtime Supervisors LT Punctuality of bell at start of day in KS1 playground LT All staff informed that bell must be rung promptly at 8.55 am Summer 2011 By observation LT LT Golden Time GTB Xbox used for golden time – head’s parental update Sept Feedback from meeting LT Golden time to be at one hour – head’s parental update Other issues related to teaching and learning LT “Joined up hand writing established too early in FS 1” – explanation in head’s parental update “Setting in maths but not in English “– explanation in head’s parental update “Class sizes too big” – explanation in head’s parental update Reading Books – quantity and tidiness of shelves – explanation in head’s parental update “Mr Burgess more strict than Mr Davies” – explanation in head’s parental update
Red letters – “inconsistent and regarding trivial matters “– explanation in head’s parental update Better and more frequent use of the school’s field during free time and better and more frequent use of sports equipment – Ref: Action Plan Staff Development Inset Sept 5th Ref: Action Plan Staff Development LT
SUMMER 2012 Ensure inclusion of practical science in teaching Ensure pupils in KS2 are being given opportunities to make peer assessments, supported by SC1 child speak targets Ensure use of Rising Stars Assessment materials and scrutinise data To be proactive in ensuring school up to date with movements in science nationally Monitor APP Review of curriculum units To scrutinise the planning of all year groups to ensure that the children are receiving opportunities to sc1 in a wide of contexts. Workbook scrutiny of selection of pupils from KS2 looking for use of peer assessment To monitor use of Rising Star Assessments to ensure common practice. To review data arising and address issues it may highlight. Continued attendance at all LA science/assessment meetings – on line research. Monitoring to staff familiarisation with AFs for science and develop ways to collect evidence Continue to evaluate existing curriculum to ensure advice from QCDA based on Rose Report is implemented appropriately. Change LTP/MTPs accordingly with support of SMT EK to lead -Feedback to SMT EK to lead -Feedback to SMT EK to lead -Feedback to SMT SJD to book courses EK to lead, staff meetings EK to lead, discussion with SMT BALSALL COMMON PRIMARY SCHOOL CURRICULUM PRIORITIES OVERVIEW SUBJECT: Design and Technology Subject Leader(s): Judith Holmes OVERVIEW OF PREVIOUS YEAR STRENGTHS FOR DEVELOPMENT and achieve-Features highly on children’s most favoured lessons. Control technology has improved and continues to develop. Quality products. Cross-curricular links. Designing. Presentation. Planning. Evaluation. PRIORITIES FOR NEXT ACADEMIC YEAR Target(s): To improve the quality and quantity of written parts of the D.M.A. To improve on expectation and progression as the children progress through the key stages. To improve on assessment. PRIORITIES ACTIONS RESOURCES
AUTUMN 2010 Audit and manage resources. Audit medium term plans and bring in line with any changes of contexts. Update portfolios. Raise the profile of assessment. expectations of presentation. Order for units of work. Re-write units that are out of date or obsolete. Collect samples of work for moderation and use levelled samples for portfolio. Re-introduce the assessment grids and show how they can support inserts. Show samples of good practice. Re-introduce booklets. P.T.A funding and budget. Time. Time. Ten minutes staff meeting time. Ten minutes of meeting time. SPRING 2011 Audit and manage resources. Audit medium term plans and bring in line with any changes of contexts. Update portfolios. Raise the profile of assessment. Raise expectations of presentation. Order for units of work. Re-write units that are out of date or obsolete. Collect samples of work for moderation and use levelled samples for portfolio. Work scrutinies and feed back to staff P.T.A funding and budget. Time. Time. Time SUMMER 2011 Audit and manage resources. medium term plans and bring in line with any changes of contexts. Update portfolios. the profile of assessment. Raise expectations of presentation. To take part in national D & T week. Order for units of work. Re-write units that are out of date or obsolete. Collect samples of work for moderation and use levelled samples for portfolio. Work scrutinies and feed back to staff. Organise events for the D & t week in June P.T.A funding and budget. Time. Time. Time Funding for resources/outside speakers, visits.