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Warren Wood Primary School

School Development Plan 2016 - 2017

Having embedded the expectations of the National Curriculum 2014 over the last two academic years, we continue to focus on improving standards throughout the curriculum. Reading, Writing and Maths remain our priorities in terms of monitoring progress and attainment throughout school. All staff know and value the importance of maintaining the high expectations in these areas and these are monitored by the HT, SLT and Subject Leaders throughout the year. This also is quality assured by learning walks with the SSIP and through the monitoring and evaluation schedule conducted by all

School Development Plan

For the Academic Year

2016 – 2017(July 2017 – Complete Review)

Warren Wood Primary School

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staff throughout the year. The main focus for these areas is at 10, 20, 36 weeks where progress and attainment are monitored for all groups of pupils and interventions identified to support school improvement.

All other subjects are taught, evaluated, re-addressed and redeveloped in a creative and cross-curricular way, taking into account the commitment and belief we have as a school in our own creative curriculum, which teaches children the skills necessary for life, learning about topics of interest that are relevant to their own life experiences, but also expand their understanding and tolerance of their community and the wider world. Subject Leaders will continue to further develop their own roles in the close monitoring and evaluation of these subjects.

We acknowledge that subject leaders are at various stages of their own development within their role and have a deep commitment to the development of teachers as leaders and managers outside of their own classrooms as Subject Leaders, Middle Leaders and Senior Leaders. Staff have a clear understanding of their own roles within the structure of school and know how vital their role is within school in terms of what they contribute to school and the impact their leadership and teaching have upon the learning that takes place, attainment and achievement. A commitment of time and resources to monitor and achieve this has been given to all staff for their own continuing professional development needs. Their development this year focuses on the further development of skills of lesson observation and professional feedback to colleagues, including newly and recently qualified teaching staff who are new to the role of subject leader.

Senior Leaders are focussed on the development of their skills in line with safeguarding procedures and professional skills of coaching others. The staff are fully committed to the shared vision of providing a high quality education in a caring and supportive learning environment following our school motto of ‘Care, Courtesy and Consideration’.

Our key priorities for the forthcoming school year are:

Reading – To develop, promote and enhance reading provision and the profile of reading throughout the school. Writing – To develop the use of ambitious vocabulary across the curriculum to improve the content of children’s writing To develop the teaching of grammar across school Maths - To ensure depth and mastery in Maths teaching.Differentiation – To ensure that differentiated activities, which are tailored to meet the individual needs of pupils, are impacting positively on the progress made by each pupil.Assessment – Focus on the use of progress data alongside attainment data in the pursuit of raising standards, including staff training in how to use data to inform their teaching and to develop how this can positively impact upon learning opportunities.Monitoring and Evaluation – Further develop the use of a monitoring and evaluation schedule to maintain and raise standards throughout the school in key areas of teaching and learning, leadership and management,, personal development and welfare and outcomes for learners.Community – To develop relationships with the school community to improve and enhance provision, communication and opportunities offered to all at Warren Wood. To achieve the Leading Parent Partnership Award.

Warren Wood Primary School School Development Plan – Curriculum

2017-18 Sept2016 Action Plan for Early Years



Key

Prio

riti

es

To raise the level of pupils with GLD. To develop early writing skills. To raise the attainment of boys. To develop an appropriate outdoor learning environment. To establish a new Reception Team and develop a moderation and monitoring cycle for Teachers and TA’s.

School Improvement Focus

Action to be Undertaken(including monitoring,

assessment and how will this improve

attainment/progress/standards)

Responsibility(Staff and Governor)

Timescale Resources Evidence of Impact(with dates)

To raise the GLD Baseline assessments. 10, 20,36 week progress meeting. Note ‘months on observations and work, using ‘Development Matters’ outcomes. Be proactive in ensuring the ‘settling in’ process runs smoothly and children feel confident when coming into school.

EYFS By July 2017 SL non-contact timeModeration meetingsStaff meetings

10 and 20 week assessment against ‘bands’- data transferred onto an ‘in house’ tracker to identify underperforming groups. Phonics tracker updated and phonics groups each day. ‘Bands’ recorded on pertinent observations/activities. Moderation of writing and CLL- 1.2.17/8.2.17 with whole team and Autumn term with Marple cluster.GLD July 2017- 70% Boys-54% and Girls-46%Areas of weakness for 2017-18 Writing, PSED- Managing feelings. CLL-Sp+L

To develop early writing skills.To raise the attainment of boys.

Early grip assessment and then development activities to strengthen and develop appropriate grip and motor control. - Funky Fingers, Dough Disco.Train new Reception Team in recognising and promoting the steps to successful early writing.Continue to promote Talk for Writing.Include ‘boy friendly’ writing themes and interests.Regular moderation meetings. Note ‘months on observations and work. Be mindful of writing opportunities and assessments in setting.

EYFS Team By July 2017 Staff MeetingsTeam MeetingsPlay dough and fine motor control resources.

Writing progression document implemented into daily activity. Topics designed to excite and interest boys- dinosaurs, space, journeys and transport. Writing opportunities in CP. High 5 self-assessment and ‘pink and green’ marking. Sentence level writing during phonic sessions for A/AA groups.Writing moderation meeting with Marple cluster- 8.3.17July 2107- 5 boys did not attain ‘2d’ at writing4 girls did not attain ‘2d’ at writing (18% of whole year group did not attain ‘2d’ at writing.( Annie Welsh has moved to ‘2d’ at end of July ‘2e’ judged at official data.General amongst year group is that phonics is strong though application of phonic knowledge into writing is weaker.

To develop an appropriate outdoor learning environment.

Visit local settings to gather ideas. Consult staff, parents and children and gather ideas for outdoor learning. Liaise with Early Excellence to gain advice. Have fund raising days and send requests to parents and the wider community for resources and ideas.

EYFS Team By July 2017 Contact EExForest SchoolSL non-contact time

Feb half term- reorganise outside area/ parental and pupil fact finding and input in resources and time/ Look into Pentagon outdoor area company. Fund raising days to pay for outdoor equipment and resources.Visit from Pentagon Play- once quote is received we will create a 5 year investment plan. Some resources we are building and sources ourselves during summer break.

To establish a new Reception Team and develop a moderation and monitoring cycle for Teachers and TA’s.

Reception Team to develop a monitoring and moderation cycle for teachers and TA’s.Value new ideas and create an atmosphere of trust and collaboration.To inform staff of EYFS updatesTo welcome a new teacher into the team during SM’s maternity leave.

EYFS Team By July 2016 EYFS Network Meetings.SMBC Moderation meetings

Induction of new member of staff- Annie Whittle to do Shona Mason- team approach. Reflective approach to changes in planning and procedures. TA observations (Ali Cowie) (Helena Hill- KS1) Joint meetings with KS1 regarding planning, stop the clock days and moderation for 2/3 GLD children and underperforming groups.Successful transition of staff during spring and summer term. TA observations showed a high standard in practice and support given to NS for phonic sessions given by Ali Cowie. Regular observations by HH shows evidence of good practice.


2016-2017



Sept2016 Action Plan for Enquiry Based Learning

Key

Prio

riti

es To embed enquiry based learning into planning and curriculum. To embed ‘Stop the Clock’ days and use them as an opportunity for staff to be facilitators and become outstanding in asking open questions, setting a

positive learning climate and embedding learning behaviours in our pupils.







To develop ‘a love of learning.’ Pupil voice questionnaireLesson observationsMonitoring evidence collecting procedures.Consolidate cross-curricular links.Develop ‘Immersion’ days to inspire and promote awe and wonder.

Helena Hill July 2017 Non-contact timeStaff meetings

Whole school STCD- Enthusiastic feedback from staff children and pupils/parents. EYFS- March-STCD Parents involvement in planning the activities with their child. Thought shower activity. Discussed with whole school and teams discussed how they can incorporate this style.Flipchart evidence in EBL folder.STCD evidence has started to be collected on flipchart. The ethos of a love of learning has been noted by Allan Beswick SMBC

To embed ‘Stop the Clock’ days and use them as an opportunity for staff to be facilitators and become outstanding in asking open questions, setting a positive learning climate and embedding learning behaviours in our pupils.

STCD observationsINSET training 17.2.17.Pupil voice questionnaires.Time during a staff meeting for staff to discuss the role of the teacher as a facilitator.

Helena Hill July 2017 Non-contact timeStaff meeting

INSET training and time to plan STCD and the role of teacher. Planning sheet presented and discussed – useful in giving structure to STCD and enquiry. Promoting the idea that allowing the control of their learning needs structure. Discussion about being flexible and steering ideas and supporting learning- more work to be done on this.Staff becoming more practised in the role as a facilitators. More work on this needed to make it become embedded in school.


2016-2017

Sept2016 Action Plan for Reading



Key

Prio

riti

es

To monitor teaching and learning in reading and to measure how these contribute towards making a positive impact upon standards.To further develop teacher skills of assessing readingTo raise the profile of reading generating a love of reading using our new library.To review policy

School Improvement FocusAction to be Undertaken

(including monitoring, assessment and how will this improve attainment/progress/standards)


Timescale ResourcesEvidence of Impact

(Expected and Actual)(with dates)

To monitor the assessment of individual reading/guided reading using the skills checklist, ensuring that all children make consistently good progress.To monitor in light of updated reading tracking

Ensure regular guided reading sessions taking place (weekly)

To use individual target sheets for colour band tracking

Pupil progress meetings including team moderation and 10, 20, 36 week meetings

All staff

On-going- full review in July

Staff meeting and moderation time to be scheduled on timetable

Using colour banded trackers for guided reading to show targets, progress and next steps. Sept 16 Amend for year 3 and 4 July ‘17

Rising Stars, years 1-6, reading tests in place. Jan 17

Staff meeting to look at reading material from the authority- implications and expectations for all staff March 17

Test result analysis- impact on teaching and learning?- review July 17

To promote reading throughout the curriculum- developing areas in the new building and developing an accessible, resourceful and exciting new library for Teachers, Parents and children.

To promote our new library To promote reading through school , key

authors and themes linked to our creative curriculum

To invest in new guided reading books

SLTAll staff and Governors On-going- full

review in July

New library resources, furniture and books.

Child led book club takes place at lunch times in the library. Jan 17Year 6 Librarians appointed with specific roles to sort and maintain books. Sept 16Books ordered requested by pupils. Jan 17Reviewed long term planning and reading opportunities July 17

Ongoing input needed July 17

To review the English policy To write a new English policy covering reading and assessment of reading

AC and JB

Teaching Staff

By July ‘17 TimePolicy written ready to present to staff and Governors Autumn Term 2017

Warren Wood Primary SchoolSchool Development Plan – Curriculum

Sept2016 Action Plan for Writing



Key

Prio

riti

es

To raise the attainment in writing across the school.To review and develop assessment of pupil progress and attainment in writing.To raise the profile of using ambitious vocabulary


Action to be Undertaken(including monitoring, assessment and how

will this improve attainment/progress/standards)

Responsibility(Staff and Governor) Timescale Resources

Evidence of Impact(Expected and Actual)

(with dates)

To use reviewed writing criteria to assess emergent, expected and exceeding writers across KS1 and 2

Monitor the impact of planning and the progression between year groups.

Regular moderation in key stage teams. SLT to monitor writing on a termly

basis, looking at coverage, progression, marking, assessment, expectation and skills used.

Continue to track pupil progress at 10, 20 and 36 weeks showing accountability.

HT

SLT

Teaching Staff

Ongoing – review in July

Reviewed criteria

Pupil Progress meetings - HT

10 and 20 week progress highlighted to show progression so far. This highlighted skills which had not yet been taught. Impact on planning reviewed. At 20 weeks, SLT/ HT reviewed progress and attainment tracker. Significant / disadvantaged groups identified and where appropriate small group support analysed.SLT - Whole school book scrutiny, checking for coverage, attainment, progress, differentiation and cross phase approaches. Oct 16July 17- Next step to review the cycle and challenge the impact. Did it develop teaching and learning? What impact? results analysis.

To develop the use of ambitious vocabulary across the curriculum to improve the content of children’s writing

To develop the teaching of grammar across school

Vocabulary rich environment. Vocabulary dress up day

Visible, working vocabulary displays relevant to the topic.

Staff meeting training to raise the ‘ oomph’ of writing but still maintain spelling and grammar

Expectation for short focussed writing tasks alongside main skills

Specific skills training focussing on terminology and year group expectations

Teaching Staff

SLT

AC and JB

Ongoing Staff meetings

English planning

Displays across school and classroom environment vocabulary rich.

Short, focused writing tasks taking place.

Word Rescue approach delivered in CPD staff meeting.Review of expectations in reading/writing vocabulary shared with staff- Authority material used for end of KS1 and KS2. Shared the implications of whole school responsibility to develop children’s vocabulary in all year groups.Results to be analysed and gaps tackled. July 17

To review the English policy To write a new English policy covering

writing, spelling, handwriting and grammar

AC and JB

Teaching Staff

By July ‘17 TimePolicy written ready to present to staff and Governors Autumn Term 2017

2016-2017

Warren Wood Primary School School Development Plan - Curriculum



2016-17

Sept2016 Action Plan for Maths

Key

Pri

orit

ies

To raise attainment in Maths across the school, focusing on appropriate differentiation.To develop depth and mastery in Maths.To continue to ensure a focus on ‘real life’ Maths.







To ensure depth and mastery in Maths teaching

White Rose Mastery documentation shared

Assessment criteria reviewed Weekly team planning meetings Staff meeting on Mastery Links with Fairway School (scrutiny of

work and planning) Book Scrutiny course (3.5.17)

SLTMaths subject leaders

Staff meetings in Autumn 1Other items ongoing through year

White Rose maths hub/Oxford Owl documentationStaff meeting time

Staff meetings 5.10.16/12.10.16/1.3.17Mastery document handed out and discussed at staff meetingEvidence of use seen in book scrutinyEntrust Maths Grids shared and discussed to use for supporting emerging and met objectives 1.3.17Book Scrutiny (June 2017) – Result discussed at staff meeting with all staff members (Mrs Collins to work alongside Maths Co-ordinator to support Year 3/4 Team more closely)Book Scrutiny (June 2017) – Consequently the co-ordinator will work more closely with EYFS in the summer Term 2018 to ensure mastery methods are aiding transitionBook Scrutiny (June 2017 – Team teaching to support/ guide certain year groups in school (see book scrutiny doc.)Links with Fairway School to be continued in Summer term

To ensure differentiation in Maths teaching

Medium term planning reviewed Learning walks Book scrutiny in Summer Term Catch up groups TA training for maths

intervention

SLTMaths subject leadersAll staffTAs (Motivational Maths)

Catch up to start Aut 2016Learning walks Autumn termBook scrutiny Summer Term

TA training SLT book look 21.11.16Gifted and talented book look March 2017 focused on next steps to move children to exceedingStaff meeting 1.3. 17 discussed changing intervention focusYear 6 Maths streaming, in school catch-up groups and after school SATs boosters with teaching staffBook Scrutiny (June 2017) – Result discussed at staff meeting with all staff members

To continue to focus on embedding ‘real life’ maths across the school.

Stop the clock days Enquiry based learning Staff training on ‘real life’ focus

SLTMaths subject leadersAll staff

Staff meeting Autumn 1Ongoing through year

Staff meeting time

NSPCC Number Day 6.2.17 Real life problems with children from Reception to year 5. Class teaching focused on real life fun maths challengesEBL ongoingStaff meeting 12.10.16 focused on real life resources


2016-2017



Sept2016 Action Plan for Science

Key

Prio

riti

esTo conduct a school-wide book scrutinyTo identify CPD opportunities for teaching staffTo build links with other schools and organisations to enhance learningTo explore the possibility of becoming a forest school


(including monitoring, assessment and how will this improve




To achieve bronze PSQM…

…to conduct a school-wide book scrutiny

…to identify CPD opportunities for teaching staff

…to build links with other schools and outside organisations to enhance learning

Review ‘Deep Dive’ feedback

SL to monitor curriculum coverage, continuity and pupil progress

SL to audit staff areas for development to inform CPD needs

Network with necessary contacts Attend ‘hub’ meetings

D. Prior (SL)

SL

SLTeaching staff

SL

by July 2017

End of Spring term 2017

Autumn 2016

Autumn 2016

- PSQM website

- Books- SL non-contact time

- Learning Leads

- Science advisors- Subject leader meetings

PSQM hub meetings attended (17.10.16 & 31.1.17). Criteria for bronze highlighted. Self-assessment and action plan completed.PSQM application completed June 2017 – decision to be made by an external assessor in September 2017

Completed May 2017 – findings discussed with HT and team leaders - where necessary

Staff questionnaire given to target areas for staff CPD - 18.1.17 (Some staff have already completed some online CPD – 18.2.17)Staff shown ReachOut CPD, online CPD units covering all areas of science – 18.1.17INSET day input on Enquiry Based Learning, working scientifically including progression of skills – 18.2.17

Contact made with 6 other SL at PSQM hub meeting – 17.10.16Mad Science assembly and science club – 13.1.17 – 28.3.17Bill Roffey – Space Ambassador to work with Year 6 - 6.3.17Year 5 children attending Marple Hall Science Challenge – 11.7.17

To explore the necessary requirements to achieve forest school status

Explore training opportunities for the Level 3 qualification

Identify a possible forest school practitioner (member of teaching staff)

SLSLT

Autumn 2016 - Forest School Association website- SL non-contact time

Contact made to explore options available – 30.11.16Met with Kelly Francis Forest Schools practitioner to look at suitability of outside area and discuss options. Need to discuss with SLT and look at costings – 24.1.17 Decision made that the cost was too great at this point in time. Opportunities for outdoor science teaching have been highlighted and staff are planning to incorporate the outdoor area in their teaching

Warren Wood Primary School School Development Plan - Curriculum 2016-2017Sept2016 Action Plan for Computing



Key

Prio

riti

es

E-safety, especially the understanding the dangers of social network sites.

Develop and promote the use of computing – new laptops to be purchased to eventually replace netbooks. 4 IPADS to be purchased for EYFS for online monitoring and assessments, general observations and for children to use to support learning

Continue to develop basic word processing skills alongside coding







To develop the school’s commitment to computing, including purchase/replacement of hardware, software and peripherals.

Discuss with staff how resources are being used to access curriculum.

Purchase new equipment- laptops/IPADS Liaise with school IT technician to ensure

software/hardware are in working order and updates are in place.

Computing subject leader

All staff

HY-finance

July 2017On-going

Money

Non-contact time for subject leader

IT technicians

-All laptops/netbooks have been updated-Pupils now have individual username/password for logging on-New visualisers/digital cameras purchased-New trolley of laptops ordered (eventually to replace netbooks)-IPads ordered for EYFS-Education City/Purplemash/Twinkl all renewed

To ensure children are fully aware of e-safety issues and the new policy is being put in place.

Monitoring the use of social network sites outside school

Provide children with skills to stay safe on line.

Tanya Cross to come in and do a parents meeting.

Promote E-Safety day Ensure the school E-safety policy can be

accessed on school website Provide information for parents on website

about E-safety/safeguarding issues/priorities


All staff July 2017

Tanya Cross parents meeting.


-E-safety unit taught by all year groups(Autumn Term)-UJ staff contacted Tanya Cross to arrange visit into school (Spring 2) for an e-safety lesson-School website-links to e-safety websites and school’s e-safety policy-Information for parents about E-safety/safeguarding issues/priorities provided via school website/letters/newsletters/blog-SMART thinking and Rules for acceptable use of computers and online safety posters on display in classrooms and around school-CTs to use in lessons-How to stay safe online posters made by pupils on display around school-Unit of work focusing on cyberbullying planned and taught by subject leader-Safer internet Day- promoted by Head/class teachers

To continue to develop basic skills through cross curricular subjects.

Teaching of basic word programming skills to continue to be developed including, word processing, PowerPoint, Excel and Publisher

All staffOngoing Laptops. -Year 3-use of Photostory 3-Geog links based around Volcanoes/Music

links for composition and editing of music-Year 5/6 Coding using Purplemash and Scratch/Powerpoint about WW2/Unit of work focusing on spreadsheets and data handling using Excel- Year 3/4 researching skills using the internet/Coding using Scratch/posters using Publisher-Year 1/2 Paint packages/Publisher for word processing poetry/Purplemash for animations, data handling and emailing/Photostory 3 for sunflower slideshow

Warren Wood Primary School School Development Plan - Curriculum 2016-2017

Sept2016 Action Plan for History



Key

Prio

riti

es

To include cross curricular links with drama to engage and stimulate the children and aid their learning. To create a whole school interactive timeline to aid chronological understanding. To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.







To include cross curricular links with drama to engage and stimulate the children and aid their learning.

Staff training on drama to show appropriate strategies to use

Lesson observations Feedback of effectiveness in lessons to

staff

whole staff responsibility

By July 2017Non-contact time

March drama staff meeting planned.Observations of classes in Summer term.Coverage checked across school in staff meeting – April 17Cross curricular use of drama has been identified in lessons and assemblies (WWII – UKS2, Pompeii – LKS2 and Earnest Shackleton – KS1).

To create a whole school interactive timeline to aid chronological understanding.

Blank timeline to be put up in the hall Children from class to display history work

next to the era they learning about on the timeline

Pupil interviews to establish effectiveness of display

History subject leader and staff By July 2017

Resources to create the timeline (card/paint)

Display discussed with staff and agreed on content.Boards been ordered Feb 2017 and display in progress.Timeline created, along school hall in Summer 2 ready for use in Autumn 2017. This will be used by the whole school to plot on work from their topics in a chronological order.

To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.

Cross reference the National Curriculum with new topic planning

Identify any gaps and discuss with teachers how to cover those

Book scrutiny

History subject leader and staff By July 2017

Non-contact time

Non-contact time planned for Spring term 2.Pupil interviews and an audit done with teachers regarding coverage of knowledge and skills being taught. Assessment completed for each class, on historical skills being taught and grasped. Areas for development have been highlighted and a new tracking and assessment scheme is being developed.


2016-2017

Sept2016 Action Plan for Geography



Key

Pr

iori

ties

To include cross curricular links with PSHEE to ensure ‘Global Learning’ is being covered throughout the school. To create a whole school interactive atlas to boost geographical understanding. To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.







To develop pupils understanding of global issues, through ‘Global Learning’

Coordinator training (PSHEE and geography)

Training fed back to staff in staff meetings

Issues to be taught through a range of topics and subject areas

Review pupils understanding of global issues using GLP Assessment

Work scrutiny / pupil interviews

Geography and PSHEE coordinator and staff

By July 2017Global Learning training

Non-contact time

March drama staff meeting planned.Observations of classes in Summer term.Coverage checked across school in staff meeting – April 17Cross curricular use of drama has been identified in lessons and assemblies (WWII – UKS2, Volcanoes – LKS2 and Earnest Shackleton – KS1).

To create a whole school interactive world map to boost geographical understanding.

World map to be displayed in hall Children from class to display geography

work next to the region they learning about on the map

Pupil interviews to establish effectiveness of display

Geography subject leader and staff By July 2017

Non-contact timeDisplay discussed with staff and agreed on content.Boards been ordered Feb 2017 and display in progress.Boards arrived July 17 – awaiting them to be put up.

To continue to review planning and teaching of new NC topics to ensure coverage in the 2 year school cycle.

Cross reference the National Curriculum with new topic planning

Identify any gaps and discuss with teachers how to cover those

Book scrutiny

Geography subject leader and staff By July 2017

Non-contact timeNon-contact time planned for Spring term 2.Pupil interviews and an audit done with teachers regarding coverage of knowledge and skills being taught. Assessment completed for each class, on geographical skills being taught and grasped. Areas for development have been highlighted and a new tracking and assessment scheme is being developed.


2016-2017

Sept2016 Action Plan for Art and Design



Key

Prio

riti

es

To review the key skills being taught in line with the new curriculum to ensure consistency and continuity between year groups and progression of skills throughout school






Timescale ResourcesEvidence of Impact

(Expected and Actual)(with dates)

To oversee the development of pupils individual sketch books through KS1 to Ks2

Staff to ensure each child provided with sketch book when enters school in Early Years

Ks1-3 pieces of art per year to be evidenced in sketch books -10, 20 and 36 weeks (minimum beg/ end of year for early years) to show progression

Ks2- to use sketch book to record art work as and when appropriate in order to show progression of skills and evidence coverage. (i.e. use as a sketch book!- so more entries). An inside cover to be placed in sketch book to mark the start of KS2 at year3

Subject leader monitor use of sketch books and evidence of teaching of key skills of key skills through KS1 to KS2 via sketch books

Review and check impact on learning/quality of evidence –July 2017

Non-contact time Non-contact time booked (Spring 2) to evaluate use of Sketch books through the school

Attended Art Cluster Meeting –October 2016. Discussed and shared planning, monitoring progress and assessment methods/ideas. Assessmnet models suggested as examles. Sketch books agreed as a good method of monitoring progress but also as a working journal –to use more often e.g as Visual diary in KS2 (just keep going and use more than 1 if necessary)

Subject leader to ensure inside cover prepared and placed in year 2 books before end July for transition to KS2

Subject leader to sample sketchbooks from each year group to monitor progression-last week in July 2017-set targets for September and new SDP

To begin the process of Artsmark application Attend course outlining the Artsmark and criteria need Investigate Artsmark criteria and audit our arts provision to

asses our ability to apply and for which grade of Artsmark To identify criteria that we need to meet and to draw up

aplan of action e.g. artisits to link with school. Community opportunities, links with high schools etc

Decide timescale/which round the application will be possible

Subject leader July 2017 Non-contact time 29/9/16 attended Artsmark briefing 7/10/16 £500 fee paid for Artsmark application 30/11/16 attended Artsmark Development day with

Headteacher. Feb 2017 “Statement of Commitment” in process of

being written 1st draft complete. This identifies our Artsmark action plan.

Arts mark Support Surgery course attended on 9/3/17 Statement of Commitment finalised and submitted.

Artsmark application successful –we are an Artsmark school and begin our journey following our Statement of commitment of 2 years , at which point we must submit our Case Study (self evaluation ) to be levelled.


2016-2017

Sept2016 Action Plan for Design Technology



Key

Prio

riti

es

To review the key skills being taught in line with the new curriculum to ensure consistency and continuity between year groups and progression of skills throughout school







To check the coverage of key skills in new curriculum / medium term planning, identifying budgeting needs(costs) and equipment resources required

Staff meeting to go through D and T planning in teams to assess the budgeting costs and resource requirements for each D and T topic.

List and timeline budget and resources

Subject leader to lead and staff to attend staff meeting

November 2017 .Staff meeting yet to be timetabled. Subject leader to book staff meeting time before end July 2017

*Update: No Staff Meeting yet completed . Staff meeting to be set for Autumn Term 2017

To audit the coverage of Food Technology in line with the new curriculum , the resources available/needed and the Healthy School ethos

Staff meeting to go through planning and new curriculum expectations to identify learning opportunities for Food Technology

Budgeting for food technology opportunities linked to planning in order to have prior permission for purchases

Resource requirements eg. Cookers –discuss/action solutions

Subject leader lead staff meeting as above.

November 2017Staff meeting yet to be timetabled. Subject leader to book staff meeting time before end July 2017

*Update: No Staff Meeting yet completed . Staff meeting to be set for Autumn Term 2017


2016-17Sept2016 Action Plan for Physical Education

Key

Pri

orit

ies

*Whole school review of PE planning and provision*Sainsbury’s School Games Mark*Developing links with local schools and sports clubs to raise the level of sports participation and competitions.


Action to be Undertaken(including monitoring, assessment and how will this

improve attainment/progress/standards)


Time scale Resources Evidence of Impact

(Last updated - July 2017)



To review whole school planning and provision

*Collect and review PE timetables and planning to ensure consistency in provision.*Review Sports Coach provision and develop assessment procedures for the coaches to add to class teachers assessments.*Sports Premium Review & School Website Update

J.Belsten

PE Co-OrdinatorSports Coaches

Autumn Term

Timetables

Planning

Lesson Obs

Long term plan has been reviewed and finalised by J.B and Cheshire primary Coaching (Jarrad Ince) to be rolled out fully from the start of the Autumn Term 2017.

New format assessment grids to be highlighted by coaches throughout the year to be introduced from the start of Autumn Term 2017.

Sports Premium budget and spending including the website breakdown need to be highlighted aa a priority for 2017/18 and a more detailed format used in anticipation of the increased budget being allocated.

Sainsburys School Games Mark Bronze/Silver Award linked to this…

Develop lunchtime/after school sports clubs in addition to those provided currently by the sports coaches.

To gain the Bronze or Silver Games Mark at the end of this academic year. Bronze requirements:ParticipationPlans in place to provide all pupils with two hours of physical education and school sport per week inclusive of extra curriculum provision;Engage at least 20% of students in extra curricular sporting activity every week.CompetitionUse the School Games formats to provide the opportunity for both boys and girls to take part in the appropriate level of competition.

Change for Life – Training Child Ambassadors to lead playtime sports and games.

J.Belsten

PE Co-OrdinatorSports Coaches

Spring&

SummerTerms

Change for Life equipment

Competition planning, letters,

staffing and transport

Cheshire Primary Coaching

UK Sports

Currently on track for the Bronze Games Mark this year.(Application deadline 28th July 2017)

Change for Life leaders and Sports Ambassadors were trained in Jan 2017 and the Change for Life lunch club is now up and running. Young leaders were used to support staff during our new format sports day.

Girls Active Team (8 girls) have been trained and after consultation meetings with J.B on what club they would like to start they have chosen Dance. Dance club has now been running for 2 half terms. First half term was free and it has now become a fully subscribed paid club run by UK Sports Coaching. This will continue next academic year.

Full weekly diary of afterschool clubs now running to make full use of the hall.Monday – Dance (UK Sports) / Tuesday – Multi Sports (CPC) / Wednesday – Boys Football (CPC) / Thursday – Free for all Club (SSSP) / Friday – Girls Football (CPC)

Stockport Schools Sports Partnership (SSSP)

Schools Competitions

*Build teams to attend SSSP Competitions & take part in the National School games programme*Development of school/community/local sports club links*Develop PE co-ordinator role through PE Conference and CPD Programme (different staff can attend so we can develop as a school)

* Review and refresh our annual school sports day format.

J.Belsten

PE Co-ordinator

AutumnSpring

Summer

Terms

PE Budget: Join SSSP

Review membership and renew for next

academic year if successful.

JOINED SSSP in January 2017. Renewed membership for 2017/18

Participation in the SSSP Competition calendar has begun this year (Spring term - Key Steps gymnastics, netball, & tri golf. Summer term – Kwik Cricket, Legacy Trail)

Free for all club running for the Spring & Summer Term led by David Fraser from SSSP team. This has allowed all children in KS2 an opportunity to put their names forward for a free club. (Netball/Basketball/Cricket/Athletics)Staff CPD has been offered and delivered according to staff’s requests/needs. Whole school Dance CPD, sign up twilight CPD opportunities open to all staff which has been attended by staff from both EYFS, KS1 and KS2.David Fraser (SSSP) has been working alongside teachers and their classes during the Spring term to offer advice in areas of the PE curriculum highlighted by individual teachers as areas of need for their own personal CPD.

Local Club Links: Golf Pro Sessions with Year 3 children in Spring Term B.

J.B has attended PE Leaders in schools network meetings in February and July 2017New format Sports day was very successful with excellent feedback.JB & pupils attended SSSP PE awards night (July 17) and won 2 awards for High Quality PE & Commitment to Leadership and Volunteering

Policy and Risk Assessments *To review school PE policy*To begin to update all PE risk assesments for lessons, clubs and competitions.

J. Belsten Spring & Summer

Term

One common template for all

sports

Policy review ongoing due to changes in operations and funding in Sept 2017.

Gymnastics & Apparatus Risk Assessment completed March 2017Competitions and PE Off Site Visit Risk Assessment completed June 2017


2016-17Sept2016 Action Plan for Music

Key

Prio

riti

es

To extend the range of extra-curricular music opportunities available in school Monitor and review new Music Express programme








To extend the range of musical opportunities available to pupils.

New clubs to be offered:GLEE/choir clubRecordersWarren Wood Brass Band

Christmas and Summer term productions

AC MC

AW/KE/STPC

All staff

Spring Term 2 2017

Summer Term 2017

On-going

GLEE club now offered to pupils in Years 3-6 and will continue to run in the new academic year.Positive feedback from pupils and staff.Recorder club to start in September 2017 for the Juniors-focus on notation/pitch/tempo/playing a tuned instrument.School’s brass band continues to thrive and attract more pupils/members.Christmas and summer term productions have been a success and have been performed to parents, pupils and staff at school.School now registered with Young Voices. Pupils to take part in the concert in February 2018.

High quality music lessons delivered by the class teachers.

*Monitor and review the Music Express Programme.*Extend with visits from outside agencies.*Team teach planning to maximise use of staffs musical talents.*CPD for staff linked to teaching Music

AW AC By July 2017 Music Express

CPD

Music scheme used by Year 1/2 3/4.Positive feedback from staff and pupils.Good coverage of music skills.Year 5/6 to implement Music in new academic year-feedback to be given from staff and pupils.Instrument stock/resources checked and new instruments ordered along with labels to develop teacher and pupil knowledge.Music packs with additional resources (links to websites/information/posters) given to staff to support teaching and learning, develop subject knowledge and ensure good overage of skills.Enquiry made to education group regarding music workshop focusing on composition using brass/percussion instruments. Discussed with staff and workshop to be booked for Juniors in the summer Term 2018.

Warren Wood Primary School School Development Plan - Curriculum 2016-17 Sept 2016 Action Plan for Modern Foreign Languages



Key

Prio

riti

es To develop a whole school plan for the teaching of MFL from year 3 to year 6.

To establish links with high schools to support teaching and provide transition data for year 6 to year 7.







To develop a whole school plan for the teaching of MFL from year 3 to year 6 based on cross curricular learning.

Review of current practicethrough planning

Staff meeting for KS2 to link to investigate links to topics

All KS2 staffMFL subject leader

By Summer 2017

Scheme of work – Kathryn CheaterNiveau Bleu packageLanguages networkmaterials

Complete overview of MFL planning for KS2

To establish teaching of MFL by outside staff

Meet with HT/Subject leader Price use of outside agency for MFL

teaching Contact companies offering service and

meet Set up timetable

Headteacher

School Business Manger

MFL subject leader

KS2 staff

Spring 2016 Budget implications

Teaching by specialist staff


2016-17Sept2016 Action Plan for Social, Moral, Spiritual & Cultural – Religious Education



Key

Pr

iori

ties

To ensure the teaching and learning of RE is good or outstanding throughout the school.To implement the new syllabus into teaching







To implement the new syllabus into the teaching of RE

Staff meeting to induce new syllabus

Collection of medium term plans

Attended subject leader meetings

Liaise with staff about changes and expectations

Rebecca McCabeShona Mason (subject leaders)

December 2016

New RE syllabus

Staff meeting

New syllabus share with staff to trial it and roll out in September 2017

New scheme purchased from RE today with suggested lessons which follow the Stockport agreed syllabus in a progressive format

To promote world religion and celebrate community

Multicultural market organised by the ethnic diversity services

Stop the clock day to coincide with multicultural market

Liaise with appropriate contacts

Staff meeting/brief discussion to organise the event


June 2017 Ethnic diversity services

Staff meeting

To be continued next academic year due to time and funding


2016-17

Sept2016 Action Plan for Social, Moral, Spiritual & Cultural – P.H.S.E



Key

Prio

riti

es To ensure that PSHE is being taught across the schoolTo ensure that PSHE remains as an integral part of the foundations to the ethos of the school- Care, Courtesy, Consideration







Teachers to implement the new PSHE scheme of work

Observations of class teaching Pupil interviews Collection of medium term

plans that are in line with the new scheme

Collection of evidence of work Attended PSHE subject leader

meetings


June 2017 Non-contact time

Scheme of work has been rolled out across the school and is being taught more regularly.

Nurse visited year 6 children and delivered a session on sex education.

For the school to partake in global PSHE events

School awareness of events PSHE and Global learning

calendar to be given to staff Off time table opportunities Liaise with other schools Attended PSHE subject leader

meetings


June 2017 Road safety week- children and parents made aware of road safety around the school.

School participation of Den Day a global learning event June 2017

NSPCC awareness assembly and workshop for the upper juniors July 2017


2016-17Sept2016 Action Plan for Global Learning



Key

Prio

riti

es

To develop pupils understanding of global issues. Teachers use a range of teaching approaches to support pupils skills and values development.







To develop pupils understanding of global issues.

Issues to be taught through a range of topics and subject areas

Review pupils understanding of global issues using GLP Assessment.

Sample of pupils work and lesson plans

Subject Leader – Rebecca McCabe

Dec 2016

Global Learning Website

Termly Global Learning meetings and training

Key stage appropriate lesson taught through the school in cross curricular

Photo evidence of lessons taught and pupils work collected.

School participation of Den Day a global learning event June 2017

Teachers use a range of teaching approaches to support pupils skills and values development.

Teachers to look at the Global Dimension website

Staff Meeting in Autumn 2 to discuss practise and share ideas

Subject Leader – Rebecca McCabe

Dec 2016

Global Learning Website

Termly Global Learning meetings and training

Staff meet to remind staff of resources available

Calendar given to staff with key events


Sept2016 Action Plan for Drama

Key

Pr

iori

ties

- To use drama as a stimulus to aid creative writing.- To enrich the curriculum in a cross curricular way and provide links to other subjects eg. history and MFL- To liaise with other ‘Arts’ Co-ordinators in order to obtain Arts Mark Award.







Timescale Resources

Evidence of Impact(with dates)

Stimulus for creative writing- To use drama to hook the children in

and to aid the generation of ideas.

Provide cross- curricular links- Use drama throughout the curriculum to

ensure engagement and as an aid to learning.

Obtain Arts Mark- To work alongside other co-ordinators

to research criteria and ensure coverage and delivery of what is required to obtain the reward.

- Embed drama as a hook in lessons.- To use Stop the Clock Day as an opportunity to explore

drama as a stimulus.- Observe taught lessons and feedback to teachers to show

the effectiveness of drama in lessons.- To lead a staff meeting on drama strategies for staff to use

in lessons.

- Develop children’s learning through enquiry based learning eg. Stop the Clock Day.

- Observe taught lessons.- Possible after school club (Rebecca McCabe)- To lead a staff meeting on drama strategies for staff to use

in lessons.

- Possible after school club (Rebecca McCabe)- Liaise with arts co-ordinators to ensure coverage of what is

required.- Research the criteria for the mark.- Feedback to staff on what is required to obtain the mark.

Megan Cope (subject leader)

Megan Cope (subject leader)

Megan Cope (subject leader)Arts co-ordinators

July 2017

July 2017

Ongoing/ until achieved.

Subject leader time

Subject leader time

Subject leader time

10/10/16 Stop the Clock week. Lessons observed in which an alien landed as a hook for ‘Space Week’. Children generated ideas for creative writing. Across the school children engaged in enquiry based learning with drama as a hook.

Commencing March 2017, further observations across school will be undertaken.

‘Revving Up Drama’ course attended (11/11/16) Two further sessions to be attended.

Staff meeting arranged for 29/03/17. Coverage will be checked across the school and drama strategies to be discussed.

Teaching staff from Marple Hall to arrange a drama workshop with Year 5 and 6.

Staff meeting completed in April 2017 to offer resources and strategies to staff. (updated July 2017)

Revving up Drama part 2 attended in March 2017. (updated July 2017)

Observations of Year 5 classes in summer term Use of drama to perform poetry. (updated July 2017)

Observation of reception class- role play. (updated July 2017) Next year- workshops? Drama observed across all key stages in class assemblies. Drama

has been used to explore different themes such as Ernest Shackleton, World War II, Roald Dahl and Volcanoes. (Autumn and Spring term)

Across the school children engaged in enquiry based learning, in Stop the Clock days, with drama as a hook for different cross curricular lessons.

Commencing March 2017, further observations across school will be undertaken.

Staff meeting arranged for 29/03/17. Coverage will be checked across the school and drama strategies to be discussed.

Observations of classes in Summer term (updated July 2017) Coverage checked across school in staff meeting Cross curricular

use of drama has been identified. (updated July 2017) Artsmark audit completed. Coverage of drama to be checked

across the school to ensure that what is required is being covered. Teaching staff from Marple Hall to arrange a drama workshop with

Year 5 and 6. This helps with the criteria required for the artsmark. Artsmark submitted- evidence of areas required by teaching staff

2016-17


2016-2017 Sept2016 Action Plan for Assessment

Key

Prio

riti

es

To review the updated assessment criteria procedures maintaining a consistent approach between classes and key stages.To monitor 10/20/36 week review meetings in light of new assessment criteria.To analyse the new RAISE online and data pack and monitor the impact on teaching and learning








To update the assessment criteria processes for reading and writing(emergent, expected, exceeded)

Staff team moderation meetings Criteria evident in team planning and individual

monitoring 10/20/36 week review meetings Use new specific outcomes to determine met/not

met for writing To use guided reading tracking and targets (see

English SDP)

HT and Assessment lead

All staff

On-going week by week with 10/20/36 weekreview

Updated criteria breakdowns for

maths and writing

Using colour banded trackers for guided reading to show targets, progress and next steps. September ‘1610 and 20 week progress highlighted to show progression so far. This highlighted skills which had not yet been taught. Impact on planning reviewed. At 20 weeks, SLT/ HT reviewed progress and attainment tracker. Significant / disadvantaged groups identified and where appropriate small group support analysed.SLT - Whole school book scrutiny, checking for coverage, attainment, progress, differentiation and cross phase approaches.AC, ER and HH attended SIMs training to address development of tracking of attainment and progress in school June 17Summer Term book scrutiny taken place with SIP. Results fed back to staff and planning teaching and learning reviewed by teams.July 17

To update the assessment criteria processes for maths(emergent, expected, exceeded)

Staff team moderation meetings Criteria evident in team planning and individual

monitoring 10/20/36 week review meetings Use new specific outcomes to determine met/not

met for and maths

HT and Assessment lead

All staff

On-going week by week with 10/20/36 week review

Staff trainingNew guidance materialsAuthority Training

INSET training on White Rose and NCETM for mastery of maths and developing reasoning skills. October ‘16SLT - Whole school book scrutiny, checking for coverage, attainment, progress, differentiation and cross phase approaches. October ’16- and June ’17 with SIPTeaching and learning review. Expectations and training under scrutiny to develop staff CDP and experience.Improved results in Maths for KS1. Teaching and learning evidenced in book scrutiny and external moderation June ‘17

To analyse the new RAISE online and data pack and monitor the impact on teaching and learning

Review new data Analyse impact – What next? Review small group support and extension

(G and T)

SLTGovernors

DecemberIf available

Meeting timeSIP inputSEF

SLT analysed Sept ’16 PAG tracking and links to the SEF.

Data used to track progress from EYFS to end of KS1 to end of KS2. Results analysis to take place.Whole school progress measures under scrutiny following KS2 SAT results and dip in results.PAG scores analysed by HTCohort evidence collected to show enhanced reasons July 17 Questions raised-What is the picture for current Year5?Impact further down the school?

Training booked for Oct 17 for ASP/ FFT (Raiseonline replacement) training

Warren Wood Primary School School Development Plan - Inclusion 2016-2017

Sept2016 Action Plan for SEND (Special Educational Needs and Disabilities)

Key

Pr

iori

ties

Update of SEND policyStaff training*catch-up groups started 2nd week in September, monitoring to take place by SENDCo*Staff training specific to Restorative Approaches, mental well-being and disabilities









Catch-up groups for identified children based upon data from 2015-16.

Catch-up groups startedMonitoring to take placeEvaluation of impactTA training in Motivational MathsCourses attended relating to specific needs of children already in place with a named TA

Class TeachersSENDCo and class teachersTAs

September 2016 onwards

SENDCoLSS training

coursesPsychology

Service

Progress and attainment made in all intervention groups. Data collected and evaluated, supported next set of catch-up work.(December 2016)Motivational Maths attended –Mrs Wallis (October 2016)ASD understanding, managing the Included Child - Mrs Kershaw, Mrs Dawson, Mrs Unsworth , (October 2016.)SENDCo attended LA update meeting, (January 2017), information disseminated to staff.Catch-up data gathered and disseminated to staff. Catch-up groups organised for September 2017.

TA training with regard to SEND children

Courses attended relating to specific needs of children already in place with a named TAMeetings with TAs on regular basis regarding SEND

TAs who work 1:1SENDCoClass teachersBSS

ongoing LSSBSS

TA meeting – lead by Ms Entwistle , implementation of assessment sheet for catch-up groups. (September 2016)Staff meeting – Healthy Minds (September 2016)Staff meeting – Dyslexia ( January 2017.)ASD understanding, Mrs Kershaw, Mrs Dawson, Mrs Unsworth (October 2016.)BSS – Marie France – Discussion with class teachers on how to support children , information sheet handed out.Seeing the Autism course attended by Ms Entwistle and Rachel Kershaw with regard to moving children on and giving them more independence.

Begin work on gathering of evidence for Inclusion Mark

Staff meetingGathering of data and evidence

SENDCoAll staff

ongoing Stockport LEASEND teamOther school

Information gathered and staff meeting informed staff. (January 2017)Team selected to implement evidence gathering . ( January 2017) Lead – Ms Entwistle, Mrs Byers, Mrs Brealey, and Governor.

Warren Wood Primary SchoolSchool Development Plan - Inclusion

2016 - 17Sept2016 Action Plan for Able, Gifted and Talented

Key

Prio

riti

es

+ To track/check the progress of the current cohort of AGT (exceeding) children with their new class teachers (just prior to the end of the first half-term).+ To raise the profile of Warren Wood as a Gifted / Talented centre, hosting events at school (through the Authors’ Abroad network).+ To check that differentiation of class materials (by all teachers) still nurtures AGT learners.








Tracking childrenSubject leader to speak to each staff member to see how previous exceeding children are meeting demands of the new curriculum

* Subject leader to liaise with all staff members to check progress and identify next steps to support learning (including liaising with previous teachers where necessary).

Subject leader – Philip Boardman

OngoingTracking

gridA,G&T pupil list updated from 20wk tracking

data

Children tracked in accordance with school policy (10, 20, 36wks). Making judgements of A, G&T becoming more difficult with teaching based upon bredth rather than acceleration through objectives. Therefore it would be better to align progress with subjects next year.

WW as AGT centreSubject leader to network with ‘Author’s Abroad’ and similar services to allow WW to host AGT events, inviting local schools (in all year groups)

* Subject leader to establish links with specialist AGT providers who could use WW as a base to provide events for all ages of children, allowing our children to work with like-minded children from other school (raising their attainment).

Subject leader – Philip Boardman

All the time (ongoing all

year)

AGT events providers

like ‘Author’s Abroad’

After the success of the ‘Number Day’ on 6.2.17 and embedding of Maths mastery, I hoped to host projects will link local schools and possible expert speakers (where funding would allow). Children (of all ages) took part in different enrichment days at a cluster host school but unfortunately other companies similar to Author’s Abroad (who hosted the days) are not well established enough to lead within WW.

DifferentiationTeachers to use a range of teaching approaches to support pupils accelerated learning

* Staff Meeting x2 in Autumn 1 to discuss the role of the NCETM booklet for each year group to identify what ‘mastery’ (met) and ‘mastery to greater depth’ (exceeding) looks like and how to create those learning opportunities.

* Book scrutiny by SLT throughout the year.

Class Teachers

SLT

All the time (ongoing all

year)

E.g. Mastery to greater

depth class materials (maths)

White Rose mastery documentation disseminated in the staff meeting (Oct 16) is now being used by all staff. Staff meeting in March and book scrutiny in July identified strengths and weaknesses in Maths. Something similar will occur for English in the last week of term.SLT book scrutiny (21.11.16) supports this view. Children being sufficiently challenged /supported within class differentiation and enrichment opportunities to work with likeminded children.

A,G & T Enrichment Opportunities:* Author’s Abroad Events at Romiley Primary School All Year Groups Ongoing all year * National Young Mathematician Award 4x Year 5 and 6 at Stockport Grammar School* Primary Maths Challenge Year 5 and 6 November 2017

Warren Wood Primary School School Development Plan – Resources

2016-17Sept2016 Action Plan for Continuing Professional Development



Key

Prio

riti

es

To ensure that all subject leaders share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.To train all staff in areas of specialist provision to maximise impact upon learning throughout school.To continue to provide, deliver and access high quality INSET training to support the completion of awards for excellence for school.






To share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.

Subject leaders to observe one another and provide constructive feedback on the quality of teaching and learning according to new Ofsted guidelines

Reform clusters to allow staff to share expertise with other colleagues, working alongside each other in learning trios as part of the Outstanding Teaching and Learning Project

SLT to form own cluster to share outstanding practice amongst one another.

HT

SLT

SSIP

Oct – SSIP to work with HT

Nov- set datesSpring/Summer observations/

feedback

Non- contact time

Senior Leadership time for school improvement work

February 2017/July2017Outstanding practice always the focus when staff training is delivered.All lessons observed according to the OFSTED Framework expectations for outstanding and good teaching.Subject leaders using this framework for own observations of colleagues.SLT members to work between themselves in pairs (LKS2+UKS2/EYFS+KS1) to gain a wider understanding of transitional issues between teams.Feedback offered to GB via HT report and informal visits from key members of the GB when they visit and observe in school.

To train all staff in areas of specialist provision to maximise impact upon learning throughout school.

Specialist training offered to all teachers and teaching assistants in the support of specific needs for all learners

Teaching Assistants to be skilled up in areas of need of tailored support such as ‘Motivational Maths’

Team Teach

HT

SSIP

SENDCO

Outside Provider - BSS

On-going until July 2017

October 31st 2016

Non- contact time

INSET Training

Team Teach training completed by all staff in October 2016.Safeguarding Training all updates in January 2017. New staff members (MDA) given new training too in February 2017.Motivational Maths course attended by TA’s in KS1 and KS2.July 2017New assessment procedures identified as necessary. Training identified and attended by HT/AHT/Assessment lead to support. To be rolled out to staff in September 2017.

To continue to provide, deliver and access high quality INSET training to support the completion of awards for excellence for school.

Primary Science Quality Mark – Training to be attended by Subject leader, support given to staff and follow up work and requirements outlined

Arts Mark training to be accessed by subject leader, support given to staff and follow up work and requirements outlined

Science Subject Leader

Art Subject Leader

Application made – September 2016

Training – September 2016

Ongoing work towards award

Non- contact time

INSET Training

PSQM (Primary Science Quality Mark) hub training attended by Subject Leader.Arts Mark Training attended by HT and Subject Leader.Training rolled out to class teachers throughout the year.INSET training led by subject leaders and fed back to staff.Arts Mark application submitted and now school are classes as ‘Working towards Arts Mark’ – an accredited school.PSQM submitted until June 2017. Awaiting decision.


2016-17Sept2016 Action Plan for Achievement and Attainment

Key

Prio

riti

es

To ensure that pupils make progress in reading, writing and maths that is consistently good if not better, relative to their starting points. To ensure consistency of progress, relative to the starting point of each pupil, is consistent to age related expectations in reading, writing and maths. To ensure that the progress of all named groups of children (disadvantaged/FSM/EAL/SEN is at least in line with that of their peers, relative to their

starting points.




(including monitoring, assessment and how will this improve attainment/progress/standards)

Responsibility(Staff and Governor) Timescale Resources Evidence of Impact

(with dates)To ensure that pupils make progress in reading, writing and maths that is consistently good if not better, relative to their starting points.

To deliver this through tailored and differentiated support in class.

Track the progress of all children at 10, 20, 36 weeks using the new bespoke assessment system.

Monitor that the progress all children make. Monitor underperformance and track key groups of pupils,

identifying areas of support to aid performance Intervention/catch ups identified prior to September 2016 in

order to initiate work immediately to avoid gaps in learning Differentiation in class work to be monitored through lesson

observations/appraisal process. Introduce the monitoring and evaluation schedule through the

yearly calendar in school.

HT

Class teachers

Governors to raise questions with HT/SLT about rates of progress of all pupils

Autumn 2(10 weeks)

Spring 1(20 weeks)

Summer 2(36 weeks)

School assessment system

February 201720 week data for progress and attainment show that pupils are making progress but mainly in line with expectation. There are pockets of progress where pupils are making more than expected progress relative to their starting points, such as Y4 reading and dips where progress is slow, such as across Y5.Differentiation in lessons is being monitored by lesson observations and by the appraisal process.Tailored intervention packages are also in place.July 2017SAT’s results show a dip in school performance in spite of all of these things being put into place. Further monitoring, tracking of specific data and identified pupils to be addressed to ensure this is a one off and not a trend beginning

To provide high quality teaching and learning opportunities to all pupils as part of the monitoring and evaluation schedule for school and for this to positively impact upon the outcomes for learners.

Highlight focus for each key area every month. Act upon feedback and feed forward to staff in order to have positive impact upon teaching and learning opportunities offered in school.

All staff

HT to monitor

Half termly review or focal point for

monitoring

Book Scrutiny

Cross school/phase moderation

Monitoring and Evaluation Schedule created as a transparent method for all staff to see what training, observation, scrutiny or visits are taking place throughout the year.This has evolved and been responsive and flexible to change throughout the year.July 2017Deep dive for writing took place with subject leaders, HT and SSIP. Impact measured and feedback given to staff. Maths and reading monitoring to follow to measure impact of teaching, support and interventions.

To ensure consistency of progress, relative to the starting point of each pupil, is consistent to age related expectations in reading, writing and maths.

Track progress in reading, writing and maths for all pupils, relative to their own starting points and in line with age related expectations according to the new curriculum

Lesson observations to ensure quality of teaching and learning opportunities

HTClass teachersGovernors to raise questions with HT/SLT about rates of progress of all pupils and the new assessment system.

Autumn 2(10 weeks)

Spring 1(20 weeks)

Summer 2(36 weeks)

Non-Contact Time for staff to observe

Bespoke tracking procedures are in places that monitor pupils attainment and progress relative to their own starting points.This has been amended and reflected upon throughout the year and SIMS tracking data is being researched and employed. Training for staff has been identified – some attended and some yet to attend to have this in place for September 2017.July 2017PAG scores tracked for all pupils in KS2 to monitor where pupils were and are expected to be next academic year. Impact to be measured and monitored at 10/20/36 week marker points.

To ensure that the progress of all named groups of children (disadvantaged/FSM/EAL/SEN is at least in line with that of their peers, relative to their starting points.

Monitor groups of children to ensure that progress is at least in line with that of their peers

Differentiation to support the needs of all learners Intervention groups to support the learning of pupils

who fall below the necessary rate of progress

HT

Class teachers

Governors to raise questions with HT/SLT about rates of progress of all pupils

Autumn 2(10 weeks)

Spring 1(20 weeks)

Summer 2(36 weeks)

New school assessment system

All groups of pupils are tracked according to the progress they have made and their attainment at 10, 20 and 36 weeks.Pupils who are named as underachieving are identified and placed in specialist support groups to boost their learning in key areas where appropriate. No child in named groups significantly underperforms compared to their peers without being in at least one other significant group ( ie, boys/FSM). Support is tailored to their needs and these pupils are included in interventions to support learning.July 2017Pupils achieved generally in line with peers.


2016-17Sept2016 Action Plan for Teaching and Learning

Key

Pri

orit

ies To share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children in Reading, Writing and Maths.To deliver tailored high quality support and challenge to children of all abilities through the delivery of appropriately differentiated support in class.To provide high quality teaching and learning opportunities to all pupils as part of the monitoring and evaluation schedule for school.









To share good and outstanding teaching practice in school to raise standards further through the delivery of the ‘Outstanding Teaching and Learning Project’.

Subject leaders to observe one another and provide constructive feedback on the quality of teaching and learning according to new Ofsted guidelines

Reform clusters to allow staff to share expertise with other colleagues, working alongside each other in learning trios as part of the Outstanding Teaching and Learning Project

SLT to form own cluster to share outstanding practice amongst one another.

HT

SLT

SSIP



feedback

Non- contact time


February 2017 /July 2017Outstanding practice always the focus when staff training is delivered.All lessons observed according to the OFSTED Framework expectations for outstanding and good teaching.Subject leaders using this framework for own observations of colleagues.SLT members to work between themselves in pairs (LKS2+UKS2/EYFS+KS1) to gain a wider understanding of transitional issues between teams.Feedback offered to GB via HT report and informal visits from key members of the GB when they visit and observe in school.

To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children in Reading, Writing and Maths.

HT to work with SSIP on leadership of teaching and learning

HT/SSIP to work with SLT on observations and impact upon teaching and learning

HT

SLT

SSIP



feedback

Non- contact time


All lessons observed according to the OFSTED Framework expectations for outstanding and good teaching.Subject leaders using this framework for own observations of colleagues.Teaching Assistant Appraisal led by SLT and fed back to HT.Training for Motivational Maths and SEN based specific training has been attended.Data to measure progress provided by SENDCO demonstrates progress in pupils reading ages and attainment within the area of support offered.July 2017SENDCO monitored impact of Catch up groups to measure progress in all named pupils.

To deliver tailored high quality support and challenge to children of all abilities through the delivery of appropriately differentiated support in class.

Differentiation in class work to be monitored through lesson observations/appraisal process.

Whole school staff training/moderation of work to look at differentiation for all year groups.

HT

SLT Ongoing INSET training

Teaching Assistant timetables were adapted this year to address issues of support – tailored intervention packages were offered to the children’s needs and delivered in the afternoons, away from timetabled time for curricular maths and English.Differentiated support and work has been monitored through lesson observations and book scrutinies.Differentiation is offered more through challenging and supportive questioning and activities than previous ‘levels of work’ type approach.

To provide high quality teaching and learning opportunities to all pupils as part of the monitoring and evaluation schedule for school.

Introduce the monitoring and evaluation schedule through the yearly calendar in school.

Highlight focus for each key area every month. Act upon feedback and feed forward to staff in order to have positive impact upon teaching and learning opportunities offered in school.

All staff

HT to monitor

Half termly review or focal point for

monitoring

Book Scrutiny

Cross school/phase moderation

Monitoring and Evaluation Schedule created as a transparent method for all staff to see what training, observation, scrutiny or visits are taking place throughout the year.This has evolved and been responsive and flexible to change throughout the year.July 2017Monitoring and Evaluation to include deep dives and closer scrutiny of books next year to demonstrate impact.


2016-17Sept2016 Action Plan for Personal Development, Behaviour and Welfare

Key

Prio

riti

es

To monitor the personal development, behaviour and welfare of all pupils as part of the monitoring and evaluation schedule for school.To positively contribute to the personal development, behaviour, welfare, mental and emotional well- being of all pupils through the Relax Kids programme.To ensure children are fully aware of e-safety issues and that the new policy is being put in place.








To monitor the personal development, behaviour and welfare of all pupils as part of the monitoring and evaluation schedule for school.


Highlight focus for each key area every month. Act upon feedback and feed forward to staff (teaching, support, midday) in order to have positive impact upon behaviour and welfare in and around school.

All staff

HT to monitor

Half termly review or focal

point for monitoring

Pupil Voice Interviews

Pupil voice interviews undertaken regarding playtime/lunchtime behaviour with HT and MDS. This information is fed back to MDS and MDA and staff.Subject Leaders have undertaken pupil voice interviews during Autumn Term and fed back to all staff.July 2017Y6 pupils conducted verbal/feedback interviews with younger pupils regarding behaviour at playtimes/lunchtimes. Feedback delivered to pupils through whole school assemblies and circle time expectations with class teacher/classes

To positively contribute to the personal development, behaviour, welfare, mental and emotional well- being of all pupils through the Relax Kids programme.

Whole school training on Relax Kids objectives and aims

All infant pupils to be provided with Relax Kids sessions during PPA provision

KS2 pupils to be offered extra-curricular Relax kids to help develop strategies which promote emotional well-being

Tanya Cross parents meeting.


Weekly sessions for all - ongoing

Pupil Voice Interviews

Monitoring and Evaluation schedule

Relax Kids programme has seen all EYFS and KS1 pupils taught alongside their curriculum during PPA time.Parent and Pupil sessions run alongside Parents Evening in order for parents and children to share the techniques together.Pupil voice interviews and parental feedback positively report the value of this and how pupils use techniques to calm themselves in anxious situations.July 2017Parental feedback on reports states that Relax Kids has had a positive impact upon children’s well-being.

To ensure children are fully aware of e-safety issues and that the new policy is being put in place.

Monitoring the use of social network sites outside school

Provide children with skills to stay safe on line. Tanya Cross to come in and do a parents

meeting. Promote E-Safety day Ensure the school E-safety policy can be

accessed on school website Provide information for parents on website

about E-safety/safeguarding issues/priorities


All staff

January 2017

July 2017

Advisory team for PHSE/E safety

INSET/staff training

HT proactively promotes the need for e safety in newsletters, targeted letters and one to ones with parents after specific situations occur.Safer Internet Day (Feb2017) was a way for all school to work together to raise awareness and keep one another safe.Computer subject leader has worked with Reception, Y2 and Y6 pupils to ensure message of safety are instilled.Safety posters have been created by pupils and placed around school.E Safety posters regarding internet use are placed in all pupil bathrooms for messages to be discussed informally between pupils.


2016-17Sept2016 Action Plan for Leadership and Management

K

eyPr

iori

ties

To promote the skills of leadership as part of the monitoring and evaluation schedule for school.To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children throughout the curriculum.To further develop the role of governors as partners in the process of raising standards for all in school.









To promote the skills of leadership for senior leaders and subject leaders as part of the monitoring and evaluation schedule for school.


Highlight focus for each key area every month.

Share feedback to individual teachers based on Ofsted expectations for teaching, learning and outcomes for learners

All staff

HT to monitor

Half termly review or focal

point for monitoring

SLT release time each week for

monitoring and evaluation and strategic school improvement

issues

Monitoring and Evaluation Schedule created as a transparent method for all staff to see what training, observation, scrutiny or visits are taking place throughout the year.This has evolved and been responsive and flexible to change throughout the year.Subject Leaders are playing a key part in the monitoring process by performing pupil voice interviews, cluster moderation of reading, writing and maths and book and planning scrutinies.

To develop school leaders skills in observation, in order to have a positive impact upon teaching and in turn the progress made by children throughout the curriculum.

HT to work with SSIP on leadership of teaching and learning

HT/SSIP to work with SLT on observations and impact upon teaching and learning

HT

SLT

SSIP

Oct – SSIP to work with HTNov- set dates

Spring/Summer observations/

feedback

Non- contact time

Senior Leadership time for school improvement

work

Subject leaders have been given the opportunity to observe one another teach in order to refine their skills of observation and feedback. This has also supported them in seeing how their subject is taught throughout school how teaching and learning is adapted throughout key stages.

To further develop the role of governors as partners in the process of raising standards for all in school.

Governors involvement beyond that of GB meetings, including support from SSIP

Class Governors assigned to each class/key stage and to visit/liaise with classes when possible

Governors to feedback to GB on training that will impact positively upon school improvement issues.

GB

SSIP

HT

Ongoing GB Training

GOVAS Training

Governors have been proactive n supporting school in meeting with GB to discuss teaching and learning standards in governors meetings.GB have met with SSIP as part of the HT appraisal process to reflect on teaching and learning initiatives.

Warren Wood Primary School School Development Plan – Premises

2016-17

Sept2016 Action Plan for Buildings and Maintenance

Key

Pri

orit

ies To manage and ensure the safe completion of defects from the school rebuild and remodel project and to create a

scheme of work for the future.









To work and manage closely the defects on the school build

To create a schedule of works to be done once the defects in school are complete.

Work alongside contractors, Carillion, governors and school staff to maintain safety at all times during repairs.

Create a clear schedule of work where needed now main works are complete.

Prioritise works to be carried out.

Health and Safety Governor

HT

Caretaker

School Business Manger

All staff

Contractors

Council

September 2016 –

August 2016Physical materials

connected to the jobs to be

completed

Snagging and defects list is continually reviewed by outside agencies (Carillion) and reported back to contractors (Whitfield and Brown) to complete on a rolling programme over 12 months after each phase of the build is complete.

Warren Wood Primary School School Development Plan – Resources

2016-17

Sept 2016 Action Plan for Budget and Finance

Key

Prio

riti

es

To monitor and control the budget effectively throughout expansion of classes within school, supporting the need for tight financial constraint and prudent budgeting.

To achieve SFVS (Schools Financial Value Standard) in 2017.









To monitor and control the budget effectively throughout the building and expansion work, supporting the need for tight financial constraint and prudent budgeting.

Half termly monitoring reports Resources Committee – GB to be

reported to termly Money saving purchases and best

value purchases/costings to be sought

HT

School Business Manager

Resources Committee – Governing Body

On-Going

Termly GB committee meetings

SBM/HT time and governor meetings.

Prudent financial management continues to be exercised due to external budgetary cuts likely to be imposed by the government. National Funding Formula (NFF) will continue to be fought as the projection for school currently are, over the next 2 years, to lose up to £127,500, which would mean staff reductions.

To achieve SFVS (Schools Financial Value Standard) in 2017.

Documented evidence and return to be submitted

HT

School Business Manager

Resources Committee – Governing Body

To be submitted by 31st March 2017

SBM/HT time and governor meetings.

Submitted and returned


2016-17Sept2016 Action Plan for Community

Key

P

rior

itie

s

To develop relationships with the school community to improve and enhance provision, communication and opportunities offered to all at Warren Wood.

To work towards the achievement of the Leading Parent Partnership Award.









To develop relationships with the school community to improve and enhance provision, communication and opportunities offered to all at Warren Wood.

Community events in the new school building, including coffee mornings, HT meet and greets with parents, PTA events

Parental questionnaire to gain ideas of areas of strength in school and areas in need of further development or action

Establish new core group for the PTA

HT

GB

PTA

Staff

Ongoing – events

throughout the year

Funding for events

PTA support

Events have begun to take place in the new school – a successful Christmas Fair raised £900 to pay for a defibrillator, coffee morning for Macmillan raise £500+Reception parents questionnaire sent out to glean ideas of how to improve links between home and school.New PTA established.Summer Fair took place and raised in excess of £2,700. New outdoor equipment is being sourced for whole school benefit.

To work towards the achievement of the Leading Parent Partnership Award.

Research information on the LPPA Source schools who have already achieved

the award, use case studies and find ways of supporting areas in need of development.

HT

GB

Staff

Parents

Ongoing

December 2016 - onwards

LPPA Registration fee

LPPA contacted for further information. Establishing links with other schools who have achieved this.July 2017Plans amended and adapted due to high cost of this award. It has been decided that engaging parents for school based activities is essential but the award is not and therefore parental engagement remains top of the list of priorities as we move forward.


2016-17Sept2016 Action Plan for Health and Safety

Key

Prio

riti

es To safely manage the new school site, running checks for new systems :fire alarm, school alarm, water, Velux windows etc

To ensure the safety of the school community in the new building by establishing new routines.









To safely manage the new school site, running checks for new systems :fire alarm, school alarm, water, Velux windows etc

To ensure the safety of the school community in the new building by establishing new routines.

To safely complete outstanding snagging and defects from the rebuild project.

Staff training for the relevant staff members on the use of the fire alarm (for safety checks), the new water/boilers, Velux windows etc.

Whole school to practise fire drills according to new safety points

Act upon and adapt to snagging/default issues as they arise for the safety of all members of the school community.

HT

SBM

Caretaker

Ongoing

September 2016 onwards

Training from Whitfield and

Brown re manuals for handover

Contractors to complete snags

and defects

Full health and Safety Audit carried out in March 2017. Passed with some recommendations for future practice to be addressed.Training identified for caretaker on up to date practises.

Manuals provided for all new build operations.

Snagging and defects list being reviewed as each phase meets its’ twelve month end point. This is carried out by Carillion.

web viewteaching of basic word programming skills to continue ... scheme of work has been rolled out...

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