annual sip review 2014-15

8/11/2019 Annual SIP Review 2014-15

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ANNUAL SCHOOL IMPRO!M!N" PLAN

2014#2015

SCHOOL ISION

This school is an inclusive one in which the learning and teaching, achievements, attitudes and well-being of all members of this learning community matter. It continually seeks to remove barriers tolearning, value diversity and show respect for all individuals. Through working in partnership with

parents and responding to the needs of the community, it aims to maximise the potential for all pupilsto lead safe, happy, healthy and successful lives.

The school aims to:• Help each pupil achieve the highest educational standards they possibly can by providing

outstanding provision across the whole school• nsure that all pupils are kept safe and secure and deal with all forms of bullying and

discrimination• !romote a healthy lifestyle through being a healthy school, !"H# lessons, drugs and sex

education and sporting activities• nsure good standards of punctuality and attendance• ncourage pupils to act responsibly at all times and have respect for others

• $ive all stakeholders a voice through encouraging them to be actively involved in the decisionmaking processes in school

• %evelop partnerships with the members of the wider community including developing networkopportunities with others on a global basis

• ngage and help parents to be actively involved in supporting their children&s learning and

personal development

The school's vision is based on:• the belief that each pupil in the school community is a uni(ue individual, with the ability to

Learn$n% to%ether& 'ro($n% to%ether& A$m$n% ever h$%her)



SCHOOL CON"!"

roa* an* alance* C+rr$c+l+m

The school has continued to provide a broad and rich curriculum and is currently working on therameworks in nglish and mathematics. There has been a greater emphasis on the use of I#T toenhance learning and teaching. ; recent priority was to develop cross curricular planning and seekopportunities to work more closely with the local community. The school0s vision and aims are in linewith the principles underpinning &xcellence and n*oyment0. ;ssessment for 1earning strategies areembedded in daily classroom practice and these give opportunities for pupils to think creatively andmake connections in their learning. The school is continuing to make good use of outside provision andeducational visits to further promote learning. nterprise education is

Per.onal$.e* Learn$n%

The school has a commitment to personalised learning and ensures that every pupil is encouraged tohave greater ownership of what they learn and how they learn. !upils are fully involved in theconsultation process through discussion and on-going revision of learning strategies and targets inorder to improve their performance. The school council also continues to develop and is a veryeffective vehicle for giving pupils a voice and engaging them in the decision-making processes.

!ten*e* School). Prov$.$on

The school is very extended in terms of its extra-curricular activities, family learning programmes,community use of resources and inter-agency working practices. The study support programmeincludes booster classes in maths and science, <; and drama classes. "uccessful developments havealso included the establishment of a radio station and a school maga=ine club. This year the school has *oined the children0s university of the first age.

Net(or$n% opport+n$t$e.

The school seeks every opportunity to network at local, national and international levels. The school is

participating in formal collaborations with other schools and works alongside other schools as part of>#"1 programmes. In the more recent past the school has developed links with three schools in>orway on account of its excellent practice in ;ssessment for 1earning.



The strategies include work sampling, staff discussions, teaching)learning observations, scrutiny ofteachers0 planning, data analysis and interpretation, parent and pupil (uestionnaires and forums etc inorder to gain more information about teaching and pupil learning, trends, value added data and theviews of the school stakeholders including school governors.

In a**$t$on :

• !upils are playing an even more active role in their own learning through receiving effectivefeedback and being involved in discussion about learning how to learn @ development of selfassessment, peer assessment etc

• The school is refining the use of target setting through sharing learning ob*ectives withpupils)parents and discussing how to work towards improvement

• !upil tracking is developing in order to ensure that effective monitoring of provision for allpupils in the school is taking place

• ;ll staff have been trained in the development of better systems for formative assessment

SCHOOL PRIORI"I!S 201#14

!ALUA"IONS

Act$on Plan 6o+n*at$on

Act$on Impact

• Introduction to the online tracking and learning *ourneys &ingertips0

• Children0s learning over the past year has beendocumented by staff on &ingertips0

• "taff have become more confident at recording children0developmental stages online and linking them up to the

ages and stages of development• >ext year will trial a new system called 2ag to

explore which works best in terms of tracking andrecording progress



• mphasis on writing in different areas of theclassrooms both indoors and outdoors

• %evelopment of (uestioning during review session

• %evelopment of weekly High "cope sessions to ensurethey are carried out twice a week

• 3e invited parents in to observe a maths focus High"cope session

• %evelopment of a more personalised nurtureintervention for children achieving below age relatedexpectations in personal, social and emotional

personal, social and emotional development

• Increase in boys interests in writing and a higherpercentage of children achieving the early learning goal inthis area

• #hildren are becoming confident in self and peer assessintheir learning. ;n increase in children0s personal social anemotional development in

• #hildren0s confidence has increased in to access thedifferent areas of provision in oundation which will

support their transition into +• oundation staff are getting the opportunity to share

their skills and knowledge amongst the team and suggestlearning opportunities

• + staff have become more familiar with childrenmoving up in "eptember they have also developed linkswith some of the parent volunteers

• !arents were able to observe staff modelling everydaymaths activities to their children

• !arents were able to ask (uestions and all completed a(uestionnaire which showed that the ma*ority of parentsfelt they had a better understanding of supporting theirchild0s mathematical development

• It challenged staff to look at their own knowledge andunderstanding of maths to ensure they were prepared forany (uestions parents may have

• #hildren targeted are now having less emotional outburstsin class. 3hen situations have arisen %H has had aflexible timetable and been able to deal with issues befor



Act$on Plan Narro($n% the 'ap

Act$on Impact

• The school have invested in the ;Cmag trackingsystem for monitoring data and advising school aboutthe impact of intervention. %edicated time is given to aadmin 1"; to work on data on a weekly basis

• !upil premium is a standing item on all pupil progressmeetings which also include support staff. ;t suchmeetings individual progress is discussed andad*ustments made where necessary

• The Headteacher leads on modules for pupil premiumon >!D"1. In addition, two members of staff haveaccessed these modules as part of their training andhave fed back to staff

•

In addition, pupil premium is also a standing item onthe headteacher0s report to governors and governorsare invited to discuss and challenge the Headteacheron the use of the pupil premium

• "taff training has focused significantly on spelling,grammar and punctuation. 2ost staff in E"+ haveaccessed training

• The school have invested in a scheme of grammar andpunctuation work books for all classes in E"+

• ;s a result the tracking system is more user friendly forall user staff, there is a greater awareness of pupilpremium children who can be identified and tracked

• #onse(uently in every class all staff know the needs oftheir pupil premium children and can lead on their learningon a daily basis

• ;s a result the school have learnt from the best practicecase studies as specified by 4fsted and implementedinitiatives based on the research based "utton Trust

•

;ll governors are aware of the targeted use of pupilpremium and its impact for groups and individuals. Inaddition, they clearly understand their roles andresponsibilities with regard to pupil premium spending

• "pelling, grammar and punctuation has been timetabled inthe nglish curriculum. The predictions for Fear G "!;$tests are higher than last year

• 2onitoring shows that these are in full use in mostclassrooms and are having an impact upon levels of writingin the classroom



of not achieving a level +

• In oundation an additional oundation "tage 1"; wasappointed to support the development of #11 followingthe identification of children from with poorprogress in this area

• arly support in and + was introduced for childrenwith low personal, social and emotional development asevidenced by the arly Fears profile. ; learning mentorhas worked on a one to one basis with these children ona weekly basis and has also worked alongside parents

• ;dditional support hours have been accessed for 1";;1 support in both oundation and E" to specificallywork with ;1 children and their families

• ; significant amount of funding has been used tosupport phonics development particularly in E". ;llclasses throughout school now have more thanade(uate phonics materials at all levels to help themsupport reading in the classroom

• 1earning mentor support has been provided for somechildren with social and emotional difficulties in E"+."taff have attended the 1ouise omber ;ttachment%isorder training and disseminated to other staff

•

;dditional teacher time has been provided to supportthose children at risk of not gaining level in nglishand 2aths at the end of E"+. This has taken the formof additional teacher time, after school booster

• The progress of targeted children has significantlyimproved due to this intervention

• These children have made accelerated progress in !"%and have made significant improvement on their behaviour

• The progress of this group of "2);1 pupils is thehighest in school

• ;ssessments show that the pass rate for the Fear phonics test in late Aune is likely to be significantly highethan last year

• 4f the children currently in Fear + who did not pass theirphonics test in Fear the vast ma*ority have now passed

• The vast ma*ority of children who access the support oflearning mentor say they feel well supported in school. Inaddition, !arent iew reinforces the opinion that the vastma*ority 6J7B8 of children feel safe

•

!redicted ";T results for Aune are higher than thoseset at the beginning of the year particularly in 2aths andreading. Individual children have exceeded their targetsset



Act$on Plan !n%l$.h

Act$on Impact

• Heavy investment in phonic materials across thewhole school including phonic materials purchasedfor oundation "tage

• In addition there has been an investment made inIT games and programs to support phonics

• 2any children have had the advantage of attendingintervention programmes including those involvingthe use of IT. These have included correctivereading , - before school tuition, readingrecovery etc

• very year group now has age appropriate spellingmaterials in line with the >ew #urriculum

• ;ll staff received specialist training on grammar

and punctuation

• ;n additional part time teacher was employed to

• There has been a rise in children scoring more thanthe K+ points in the E" phonic test both in Fears )

• The B of children making or exceeding expectedprogress in #11 at the end of oundation + hasincreased significantly

• Those children who did not passed the phonic test at

the end of Fear + have now done so in Fear K• !honics is embedded in E" lessons. "taff say that

their sub*ect knowledge has increased

• 2ost children in most classes are accessing phonicsupport through IT. The IT clubs are over subscribe

• %ata shows that the vast ma*ority of these have madaccelerated progress compared to their peers

• 2onitoring in terms of improved outcomes in spellingare yet to be embedded into children &s writingalthough some progress has been made

• It is anticipated that the B of level )/s will increas

when the Fear G ";Ts results return. "taff haveimproved confidence in terms of their sub*ectknowledge



clear way forward.

• ;1 #ontinuous provision.• oxes of a range of materials appropriate to home

language and interest have been resourced foreach classroom. These allow for staff and childrento en*oy learning experiences between lessons

planning from "eptember. "taff feel confident inusing these approaches to deliver the curriculum.

• urther training planned.• xternal 1; 2oderation supported all teacher levels

for Fear G. !rogress in moderation in school is good.

• ;1 children more settled coming into school, happyand engaged between lessons and more independent ithe classroom. !arents, dropping off their children,can engage in learning activities as do other parents.

Act$on Plan Math.

Act$on Impact

• !rovided year groups with refresher training on>umicon

• %elivered training to staff to enable access to2y2aths

• Inset provided to demonstrate the methods used incalculation across the year groups. 3e have ensuredthat all staff have accessed this and can model thestrategies

• The use of I#T has been developed and net books havebeen used in classrooms as a teaching tool

• #onse(uently every class has had access to >umicon andthose children re(uiring additional support have been ableto benefit from practical experience

• ;s a result children throughout school have accessed2y2aths , used this in the class, in after school clubs andat home to improve their en*oyment of mathematical skill

• ;s a result the calculation policy was revised andmonitoring demonstrated that staff could model theappropriate strategy in numeracy lessons

• !upils are gaining in confidence in numeracy through theuse of I#T



marking in 2aths

• ;dditional teacher time has been provided to supportthose children at risk of not gaining level in 2aths atthe end of E"+. This has taken the form of additionalteacher time, after school booster classes, one to onesupport and more able children received support fromsecondary school staff

• 2ore able pupils were identified in Fear + and have twosessions a week in Fear to extend their knowledgeand understanding, specifically in number

• The school have invested in the ;Cmag trackingsystem for monitoring data and advising school aboutthe impact of intervention

consistent approach to marking with progression evident

• ;s a result predicted ";T results for Aune are higherthan those set at the beginning of the year. Individualchildren have exceeded their targets set

• ;s a result all of those children have gained a level K innumeracy in the end of E" test

• ;s a result the tracking system is more user friendly forall staff, there is a greater awareness of pupil premiumchildren who can be identified and tracked

Act$on Plan Sc$ence

Act$on Impact

• %eveloped outdoor science area

• "cience portfolio of work created for E" and E"+

• "cience week organised across school

• ;s a result staff are using area during specified times.ollowing Inset session staff have implemented new ideasin medium term planning

• 3ork demonstrates progression of skills throughoutschool 6F-FG8 against national curriculum levels

• #onse(uently raised profile of science throughout school• 5aised environmental awareness• Increased pupil en*oyment in science activities particularl

;TI investigations



• -"afety scheme of work researched, drafted andagreed

• "oftware training for staff

• TT show attended

• >ew curriculum training

• "afer Internet %ay

• >ew resources researched and purchased

• nsures ob*ectives from the new computing curriculum arcovered

• !upils e-safety awareness raised• #omplies with 4fsted re(uirements

• "taff now using software across the curriculum asevidenced by planning documentation

• >ew cutting edge technology purchased to enhance pupillearning and support new computing curriculum

• "taff are aware of new computing curriculum and how to

deliver it

• nsure ob*ectives from the new computing curriculum arecovered

• !upils e-safety awareness raised

• <sed to support the delivery of the new computingcurriculum

Act$on Plan Art 7 3e.$%n

Act$on Impact

• #reated a portfolio of work from oundation "tage toFear G

• >ew art and design policy adopted

• "hows progression through school• Highlights any gaps that we have in the curriculum e.g.

variety of mixed media

• !rovided a consistent approach with art and designthrough

• !rovides guidance for new staff

• $ives staff a starting point for the new curriculum



create active lunchtimes through the !layground1eader scheme

• !artnership with alby #arr "ports #ollege to widenopportunities for active sports at lunchtimes

• "chool sports kit purchased

• Healthy lifestyles have been promoted throughout the year @ cross curricular planning, water and fruit in

school

• The school have invested in / extra-curricular sportsclubs set up since "eptember +K

• The whole school were involved in a walk to school week

• 4rganisation of a whole school sports week

• unding through "ports !remium was accessed topurchase the #yber #oach %ance programme 6 @ FG8

organisational skills and improved self-esteem

• 2onitoring shows that pupil participation rates havefluctuated according to the activity on offer. However,more pupils are actively engaged

• This has led to raised self-esteem and a more coherentteam spirit

• ;s a result there has been raised pupil awareness of theimportance of eating a healthy diet, walking to school and

taking regular exercise

• This has created wider opportunities for pupilparticipation in games and co-operation between yeargroupsImproved cohesion throughout school"chool registers show that attendance rates in the clubshave increased

• The vast ma*ority of pupils and parents awareness ofhealthy lifestyles was enhanced and developed throughthis scheme

• eedback from pupils, staff and parents has been positivwith the traditional sports games being well attended byparents. >ew and exciting ways of exercising and keepinghealthy have been explored

• 2onitoring shows that this programme has supported pupiparticipation in all year groups and led to raised self-esteem and attainment



• 5TI conference focused on raising attainment-examining the progress of vulnerable pupils

• "everal staff have received mentor training

• %5;s have received regular training including trainingon ;nti-bullying strategies to enable a wider range ofstrategies

•

The designated officers have received training forsafeguarding

• There is a constant focus on improving teaching andlearning through weekly inset-

• There has been a strong focus on phonic training,

particularly for key stage + staff

• "taff have received training on ;1 provision

• 5 has been the focus for staff Inset including areview with a nominated governor

•

"everal staff attended the TT show to research upto date IT technology

• There has been a strong focus on moderating

reductions in terms of !;

• 2ore effective tracking of intervention groups

• ;s a result all trainees and >DTs say that they are wellsupported in terms of their development

• Incidents of extreme poor behaviour is rare at lunchtimewith no lunchtime exclusions this year

•

The "1T are well informed of the current legislation whichas led to the review of policies and practices. The schoolreceived an outstanding *udgement in their Health and"afety ;udit in 2arch +.

• 1esson observations show that teaching and learning isgood to outstanding across all key stages

• There is an increase in staff confidence in the use of

phonic material

• ;1 tracking shows that this group of pupils are makingaccelerated progress

• ;ll 5e provision has been revised and updated in line withthe %oncaster 5 syllabus

•

This has fed into our provision for next year and informsthe new build re(uirements

• This has been a good (uality assurance exercise and



• "taff have accessed training through !artners in1earning and >#T1 on leadership competencies andhave also engaged in 2asters studies

• The effective use of support staff was a focus for allstaff with regard to outstanding teaching and learning

• >ominated members of staff have attended IT Think< Enow training

• "uccession planning is strong in school and the school is ina good position for challenge of increase of numbers onroll together with a change of headteacher. ;ll pro*ectsare linked to school improvement priorities and these havincluded phonics, outdoor learning, pupil premium and ;1

• ;ction plans are in place to promote the use of moreeffective support staff in the ;utumn term

• -safety information is made explicit to all pupils, staffand parents

Act$on Plan S!N3

Act$on Impact

• Inclusion team attended training on ">% reforms andbill. eedback to staff

• %elivery of training to "chools %irect students on

">% issues

• 1etters given to parents of statemented pupils

• >etworking with pyramid ">#4s)">#4 networkdays

• 2ore staff trained on delivering 5eading 5ecovery and

provision issues

• Two learning mentors trained to deliver 1ouise omber

• "taff aware of the changes to ">% and financialimplications)need for more rigorous target setting

• Increased professional development, team cohesion and

own knowledge

• !arents of statemented pupils made more aware ofchanges

• "hared good practice e.g. provision mapping• Increased awareness of current issues

• Increased pupil confidence and enthusiasm• 5aised attainment of specific pupils some of whom are no

no longer on ">% register for reading

• !upils needs are more accurately met



• The geography and history co-ordinator has alsocollected the views of pupils in each year group aboutgeography and history through discussion and(uestionnaires.

insight into what the children think about history andgeography. 4verall their view is that they en*oy historyand geography especially practical and pupil led activities.They would prefer more activities like this in their topicsas well as outdoor learning

Act$on Plan PSH!

Act$on Impact

• "ampled #ircle Time planning across key stages

• #reate a portfolio of "2"# opportunities across the year at our school

• #o-ordinator has attended training on "2"# bestpractice and how schools can track this more

systematically. ;lso is a member of !"H ;ssociation

• 4rganised ;nti-ullying week +

• "chool #ouncil continues to develop as a tool for pupilvoice

• "chool #ouncil have worked on ;nti-ullying #harter

• ;s a result we are confident that #ircle Time follows the";1s curriculum and is taught consistently in every year

group

• 3e have a good overview of the broad rangingopportunities offered to all children in their "2"#learning

• 5esults in co-ordinator having up to date knowledge of!"H changes in curriculum and can disseminate to staff

• "taff had access to a wide range of useful resources toassist their planning. !upils and parents had a raisedawareness of anti-bullying theme and issues

• !upils see the positive benefits of having a "chool #ouncil"chool #ouncil feel they make a positive difference

• "chool #ouncil have begun to develop a child friendlyversion of the ;nti-ullying !olicy for all Hexthorpe!rimary "chool pupils



• >etwork meetings attended

• Termly meetings with ather "tephen

• aster week @ cross curricular themed week culminatingin a E" and E"+ performance at "t Aude0s

•

2onitoring of assessment schedules

• %eveloped links with community @ arrange visits to$urdwara and 2ethodist #hurch

• %eveloped links with community. olunteer for #hristian;id @ #harles "cott to work with Fear , retelling storiesusing $odley play approach

• 5esources purchased to encourage $odley play approachto religious stories

• 1esson observations)drop ins

• Hexthorpe 6A18 led the meeting. The focus was &linkswith the community0. %eveloped more links with otherschools

• very year group has accessed visits from ather"tephen and "t Aude0s #hurch on a termly basis

• E" and E"+ children en*oyed celebrations in "t Aude0s#hurch. !arent participation was excellent and wellreceived

•

;ll staff completing schedules every half term. Duickand easy to complete. ;dd to ;!! folders

• %ifficult to organise visits to $urdwara. There has beenchanges in key people to contact

• #harles enhanced curriculum, Fear loved retellingparables and improved listening and discussion skills.

• PK on resources given out to E" and E"+. 2oreinteractive approach to 5 lessons

• >o formal 5 lesson observations but drop-ins for allclasses during cross curricular approach. aster week -all classes promoting interactive lessons

Act$on Plan A..e..ment

Act$on Impact



evidence of effective (uestioning

Act$on Plan ehav$o+r

Act$on Impact

• arly intervention in oundation "tage. !upils targetedfor interventions focusing on self-esteem, confidenceand !"H themes

• E"+ @ 52)" identified pupils with behaviour issues orthose re(uiring support in social)emotional literacy 6one

to one keyworker8

• 52)%H carried out training on 1ouise omber initiatives

• Training dedicated to lunchtime supervisors @restorative practice

• ehaviour books monitored

• "taff feedback in Inset on behaviour)reward systems

• ;s a result, as pupils move up to Fear they are lesslikely to be disruptive and more likely to engage in theirlearning

• !upils are clear who to talk to if they feel they need to.Teachers know who to direct pupils to in class time.

!arents feel there is consistency in their child0s support

• "taff are more aware of techni(ues successful in helpinvulnerable children and supporting them in a morenurturing capacity

• ;ll adults working in school are trained in how to resolveconflict without raised voicesL allowing pupils to reflect

on their behaviour• !laytimes have few issues of poor behaviour

• #onsistent use of behaviour management system.3orking well for teachers and pupils

• "taff were able to share good practice, checkconsistency across whole school and support >DTs

• !lanning informed so that we all have time to complete a

class charter, use rewards, postcards, sun, cloud andrainbow, listening medals etc

Act$on Plan 'lo8al C$t$9en.h$p



Act$on Impact

• ;ttended network meetings

• Talk for ;1 2aths @ training attended and planningimplemented

• ;1 focused I>"T

• 5esearch visit to !hilimore !rimary "chool, "heffield

• %evelopment of >;""; step data

• %evelopment of &1anguage 1earning ox0 continuousprovision boxes in each class

• Talking books and talking pads in each class

• Increased #; hours

• "hared practice disseminated to staff. !rofessionaldevelopment of all staff

• Intervention groups identified for next year• 5esources prepared• urther training planned

• !rofessional development of staff• ;1 children better integrated• 1ess &removal0 of ;1 children from lessons• $reater progression of ;1 children• etter understanding of differentiation for ;1 children

• etter understanding of focus groups for new ;1children

• 5esources and connections ready should we decide toadopt this strategy

• 2ore regular and more consistent use of >;""; stepassessment, beyond baselines, children assessed very ter

• %evelopment of speaking and listening for ;1 children• Independence and integration of ;1 children increased

• Increased prominence of other languages• n*oyment of reading

• Talking pads impact in nglish, 2aths and other sub*ects

• 2ore time spent with targeted ;1 pupils

• $reater communication with parents• !ositive impact on progression



SCHOOLPRIORI"I!S

2014 2015



5aise attainmentof vulnerablegroups

3iden capacity inschool fornurture activities

. ;dditional hours given to learning mentors for work with children with emotional difficulties6 "H )%H8+. "ports coach to work on sports activitiesK. "econdment of senior 1"; to act as parent support advisor in "pring ) ;utumn term . unding made to Hexikids for 1;# children childcare )meetings etc

P 7 6 ")%H8

P/ P+ 6H"8

PG

"otal Co.t <2=2 >00



H!"HORP! PRIMAR: SCHOOL

AC"ION PLAN

S"A66 PRO6!SSIONAL L!ARNIN' ? 2014/2015

+*%et Allocat$on

P,O+tcome./Impact

• 5aised attainment• "taff secure in delivery of curriculum• 5aised staff confidence• Inclusive approach to staff development

A$m Act$on to 8e "aen @ho @hen Co.t Mon$tor$n%To continue to build aninclusive climatetowards whole schoolstaff professionallearning includinggovernors

• ;ssistant Head teacher to work in partnershipwith the Head teacher for the analysis of staffappraisal documentation and staff appraisaldocumentation and school improvementevaluations in order to plan for the professionallearning needs of all staff

3holeschool staff

"1T $overning

body

2ay -"ummerterm /

"eebudgetnotes

• !upil progress meetings with identifiedprofessional development needs.

• "taff discussion at team meetings.• Intervention group monitoring

To improve the teachingand learning in keyfocus areas

• To plan and undertake specific trainingprogramme- including inset, conferences andnetworking to improve the teaching and learningin specific areas:

• The >ew #urriculum, especially writing• ; basic skills programme in >umeracy 6 ig

2aths8, and dyscalculia• Talk for 3riting• ehaviour for 1earning

3holeschool staff

"1T $overning

body

Auly -;utumnterm /

• !articipation in professional developmentmeetings

• !lanning for lessons• 1earning walks• 2onitoring of lessons to observe skills in

these areas of the curriculum• 2onitor raise in attainment

To analyse pupilprogress +)/ andidentify whole schoolprofessional learningneeds for schoolimprovement +

•

!upil progress meetings. ;nalyse individual)group progress• Identify year group curricular targets and

weekly Inset sessions• 2eet with T15 >arrowing the $ap to establish

monitoring role• !lan for intervention strategies. .g. training

needs for talk for maths, precision teaching andnurture groups

3holeschool staff"1T

$overningbody

2ay -"ummerterm /

Trainingday•

!upil progress meetings with identifiedprofessional development needs.• "taff discussion at team meetings.• Intervention group monitoring

To develop the specificskills of individuals

• ;nalyse the data the from performancemanagement meetings- examine staff0s personal

3holeschool staff

"eptember+

5eleasetime

• !erformance management meetings withidentified professional development needs.



professional targets "1T $overning

body

Training#osts

• "taff discussion at team meetings.• Intervention group monitoring

To use the monitoringof the provision ofsupport staff to action

plan training needs

• Training on supporting staff to use andunderstand the learning ob*ectives and successcriteria to evaluate the pupils0 learning

•

To give training to support staff onunderstanding the levels of assessmentsthroughout the new curriculum and assess pupils0knowledge, skills and understanding- ensuringthat the children0s0 previous learning is recordedand that achievements are passed on

• To provide staff training on how to use newtechnologies

• To provide training on successful modellingstrategies

"H"upport

staff

Aune +onwards

5eleasetime andtraining

costs

• !articipation in professional developmentmeetings

• !lanning for lessons•

1earning 3alks• 2onitoring of lessons to observe skills in

these areas of the curriculum• To monitor a raise in attainment

To develop "enior

1eadership and 2iddlemanagementprogrammes forteaching and supportstaff

• ;ccess >!D21 courses for staff•

;ccess ? ;spirant 1eadership ? programmesthrough 1; networks !articipate in networkinggroups e.g. ;f1 network

• #ontinue to support staff on 2astersprogrammes through action research linked toschool improvement

• !articipation in ;chievement for ;ll

"chool

"taff

Auly +

onwards

5elease

time6accessPJ

sponsorship funding8

• 5eview meetings•

!erformance management interviews• eedback from staff• !rofessional learning reviews

To provide an effectivetraining package tosupport the >DTsthroughout their first

year

• <ndertake the career entry profile at an initialmeeting with >DT0s

• !rovide a targeted training package for the>DT0s based on their needs-e.g. network groups

on effective feedback in marking

"H Auly +onwards

5eleasetime

• 5eview meetings• !erformance management interviews• eedback from staff• >DT evidence files

To continue to developstrategies to measureimpact of professionallearning

• Investigate methods of measuring impact• Include feedback from staff training on Inset

agenda• $ather best practice through networking and

research• %evise manageable recording format

"H Auly +;utumn

term- on-going

>il • !articipation in professional learning.• "taff feedback at Inset sessions.• "taff discussion.• Impact pro forma.

To further developmentor training andcoaching skills fortraining teachers

• #ontinue to expand mentor training through ITT institutions

• %evelop staff knowledge of "#ITT)"chools%irect

"H 4n-going 5eleasetime

• eedback from mentor training• eedback from mentors)trainees• 5egular review meetings• eedback from liaison tutors



including"#ITT)"chools %irect

• ngage nominated staff on training for mentors

To develop networkswith other schools toaccess professionallearning through

Teaching ;lliance

• !articipate in >#T1 pro*ect re Hallcross recoaching and mentoring 4pportunity to linkswith develop own leadership team)middlemanagement

•

#ontinue links with pyramid cluster

• "elf-analysis from staff• "elf-evaluation of leadership skills @

baseline assessments• %ocumentation from >#"1 @ skills analysis•

;ttendance at !yramid #luster $roup




AC"ION PLAN

"!ACHIN' AN3 L!ARNIN' ? 2014/2015

+*%et allocat$on

1inked to other action

plans

O+tcome./Impact

• The vast ma*ority 6above OB8 of lessons to be good to outstanding•

The new national curriculum to be embedded• #ontinued pupil progress year on year above expectations- with specific focus on pupil premium children• "taff confidence and sub*ect knowledge to be high

A$m Act$on to 8e "aen @ho @hen Co.t Mon$tor$n%

To review thecurrent curriculumin line with thenew curriculuminitiatives

To continue tohave an exciting anengagingcurriculum whichmotivates childrento learn

• %isseminate new curriculum information to staff• Hold year group meetings to facilitate year group changes• %evelop annual and termly plans with cross curriculum links

made explicit• 2ake all stakeholders aware of the changes through the

website, curriculum newsletters and governors0 meetings• 2ake roles and responsibilities of the curriculum leaders

explicit• 5eview planning formats• ;dditional funding to be made available to enhance the

(uality of the curriculum and bought in services

3holestaff

;utumnterm @ongoing

P7 • !lanning ;udits and sampling• 1esson observations• ;nnual plans• 1earning 3alks• #urriculum sub*ect audits- half termly audits

To review with allstaff thecharacteristics ofgood behavioursfor learning acrossall key stages andsee this as afeature of goodpractice in alllessons

• 2eet with ehaviour for learning team and review trainingaccessed in +K- #ommunity of n(uiry pro*ect

• %evise school action plan• %isseminate to all staff on "eptember training day• ngage children in looking at their own mindsets through

(uestionnaires etc.• 1ink behaviours for learning characteristics with award

systems in school- make explicit• %evelop learning environment re behaviours for learning

2##!

"1T

;utumnterm @ongoing

P/ • "taff discussion• 1earning walks• !upil (uestionnaires• 1esson observations

To review 2athslesson delivery toenable a strongerfocus on mentalskills

• #ross reference with 2aths action plan• Implementation of ig 2aths strategy on "eptember

training day for all key stages• "trong focus on delivery of ig 2aths throughout Inset• !lanning format to be introduced to support the

"H%"

;utumnterm @ongoing

P/ • "taff discussion• 1earning walks• !upil (uestionnaires• 1esson observations



implementation of ig 2aths• !rovide staff with the resources- handbooks, I#T

resources to support the implementation• %evelop learning environment re #1I# approach

To continue tomake effective

support of supportstaff in all lessonsin order tomaximiseopportunities forlearning

• 5eview support staff training evaluations from the"ummer term and highlighting areas for support staff

training• !lan programme of training needs for the ;utumn term-

scaffolding, guided reading, "!a$ audit of needs• !lan a robust induction programme for new support staff

to develop skills- see professional learning programme• valuate support staff performance management reviews

"HH"

;utumnterm @

ongoing

• "taff discussion• "upport staff performance management

documentation• Fear group meetings• eedback from induction programmes• 1esson 4bservations

To continue tofocus on theeffective learningenvironmentacross the whole

school

• Training %ay- what does an effective learning environmentlook like

• To develop consistently high approaches to the learningenvironment- reading areas, access to e(uipment,independent learners, strategies to facilitate independent

and collaborative learning- both inside and out

"H ;utumnterm @ongoing

• 1earning walks• 1essons observations



curriculum the calculation strategies adapted in school and thechanges to the new curriculum

To review theassessmentprocedure in line withthe new government

reforms

• To research new methods of assessment• 1ink with other schools and ;uthorities to research best

practices

"H%"E#A1

;utumn 5eleasetime

• ffective methods in place to monitorthe progression in maths

To develop staff0ssub*ect knowledge innumeracy in mentalmaths strategies,;1 provision and">% provision

• To give staff training in &ig 2aths0 strategies• To e(uip oundation "tage + staff with successful

strategies through &1ittle ig 2aths0 training• To give whole school staff training and dyscalculia to

enhance "> provision for numeracy• To give whole school staff training on Talking 2aths• To provide >DT sub*ects specific for new staff

"H%"E#A1

;utumn 5eleasetime

• eedback from lesson observations• 2onitoring of &Talking 2aths0

interventions• 2onitoring of ">% intervention

strategies• >DTs meeting teaching standards

To raise attainmentof ">% pupils and;1 pupils

• To provide staff with pupils attainment and progressparticularly those with ">%

• To provide staff with training on dyscalculia)Talking

2aths• To provide specific intervention programmes using

strategies for ">%);1 pupils• 2onitoring of interventions to measure impact

"HE#%"

A1

"ept P • eedback from lesson observations• Tracking of pupil data to show progress• 2onitoring of tracking

To improve standardsin 2athematicsthrough rigoroustracking of pupilprogress

• <se end of year data to track pupil progress in line withschool and national expectations

• ;nalyse end of year for specific groups including;1)">)1;#)$RT

• ;nalyse any gender differences or trends

%"E#A1

;ll staff

+)/Termlynd of year

;ssessmentmaterials

• #ollect completed end of year trackinggrids and analysis

• valuations collected and reviewed

To raise attainmentin specific yeargroups showing lessthan K pointsprogress

• ;nalyse end of year results to select pupils forintervention groups

• 1iaise with >5)5 regarding narrowing the gap and pupilpremium

• 1iaise with staff to review current pupils practice tosupport target

%"E#A1>55

;utumn 4n-going

;ssessmentmaterials

nd of yearanalysis

• 2onitor progress in the given yeargroups on a half termly basis

• !upil discussions)(uestionnairesregarding likes)dislikes of 2athematics

• 2onitor planning and use ofdifferentiated groups)materials on ahalf termly basis




AC"ION PLAN

!N'LISH ? 2014/2015

+*%et allocat$on

P,O+tcome./Impact

• "ecure implementation of &spelling strategies0• "ecure progression in teaching and learning of $rammar and !unctuation using new resources

• Improved writing outcomes through the use of &Talk for 3riting0, &#onstructive eedback0, self and peer assessment against"uccess #riteria

• #ontinued focus on phonics @ oundation "tage and E"• xtended opportunities for reading for en*oyment for all pupils in order for reading to become a strength of the school, focusing

on non-fiction texts this year• ;ll staff to be confident and knowledgeable of >ew #urriculum and begin to implement changes

A$m Act$on. to 8e "aen @ho @hen Co.t Mon$tor$n%

To improveprogression andattainment in

grammar,punctuation andspelling year on yearfor all pupils.

• #onsult with staff and ensure new approachesand existing good practice is shared, planned anddelivered

• nsure that new and existing resources arebeing used effectively i.e. #ollins materials

• nsure consistent use of &!honics ox0 materials,especially E"+

• nsure a rich learning environment is used tosupport spelling throughout school

• %isseminate training by K key stage + staff• Implement dedicated spelling lessons for

planning and delivery

"1T !arent orumnglish #ore

$roupTeacherssupportstaff

"eptember+ onwards

>on-fictiontexts

• !lanning scrutiny with focus on spelling• "crutiny of pupils0 spelling work• eedback from staff and pupils

• 1esson observations• 1earning walks• Improving test results E"+• !upil progress meetings

To improveattainment in

writing for all pupilsbased onconstructivefeedback

• !rior I>"T @good practice to be embraced andvalued by all staff as a powerful and

constructive method to enhance pupils0 outcomes• 5egular monitoring to be made explicit• !lanned tutorials to take place for new staff and

>DTs• #ontinued staff training 6including support staff8

and input to achieve enhanced outcomes forindividual pupils based on feedback

nglish #ore

$roup3hole staff

includingsupportstaff

"eptemberonwards

• #ommon errors evidenced in writing to betargeted whole class @ nglish

planning)arly ird activity.• Time allowed for pupils to respond to

individual feedback on areas forimprovement @ evidenced in writing books.

• "uccess #riteria embedded practicefacilitating peer and self-assessment.

• !rofessional dialogue re impact withevidence of progress over time.

• !upil conversations and feedback onimprovements as a result of constructivefeedback



• 1esson observations• !upil progress meetings• ;ssessed writing results improved on class

trackers

Improve handwritingthroughout school

• I>"T to ensure consistent approachthroughout school including support staff

•

est practice celebrated through learningenvironment 6e.g. central display8• nsure dedicated handwriting lessons are

planned and implemented for all groups ofchildren

#A3hole school

• !lanning and work scrutiny, looking atprogression

•

2onitor use of line guides throughout school• 2onitor learning environment 6learning

walks8

To ensure thatreading foren*oyment becomesa strength of theschool.

• #ontinue to access "chools0 1ibrary provision fornon-fiction topic related books.

• <pgrade and re-structure non-fiction library• #ontinue and embed library borrowing system.• !urchase kindles for use with groups of children

@ to be piloted in Fear G initially.•

Implementing the continued involvement with%oncaster ook ;wards.

!"#!

#ore group

"eptemberonwards

• 2onitor $uided 5eading groups and haveconversations with children regarding theirreading choices.

• Improved test results.• !upil voice: are children en*oying reading• ;udit current non-fiction books, purchase

new as appropriate

To ensure staff areimplementing thenew curriculum

• I>"T on >ew #urriculum in nglish.• ;ccess to document on Teacher %rive• Fear groups implement the new curriculum into

planning• Training &Talk for 3riting0 introduced ;utumn

term • nsure new curriculum involved real purpose,

using &Talk for 3riting0

!arent orum

nglish #ore$roup

Teachers"upport

staff

"eptemberonwards

• "taff have made themselves familiar withnew documentation and are aware of thechanges for their year group.

• >ew guidance evidenced in planning.• "taff seek support, where necessary, from

sub*ect leaders evidenced in professionaldialogues.

• "taff are confident in implementing the newcurriculum for the new academic year

To reviewassessmentprocedure in linewith governmentreforms

•

5esearch new methods of assessment throughpartnership work with !artners in 1earning• stablish clear expectations of new assessment

methods• 1ink with other schools and authorities to

research best practice• I>"T for all staff

%")"Hnglish coregroup

"eptemberonwards•

1iaison with assessment coordinator• vidence of implementation• !rofessional conversations re

implementation of new assessment• !upil progress meetings




AC"ION PLAN

SCI!NC! ? 2014/2015

+*%et allocat$on

PK,O+tcome./Impact

• 5aised attainment)en*oyment• <se of outside learning environment• 5aise profile of "cience throughout the school• Improve learning and understanding through self-assessment


To monitor usage ofoutside learningarea

• #ross reference medium term plans• "taff to review usage through (uestionnaire• valuation of available resources• 1iaise with outdoor learning team

#ore team41 team

Termly - • Duestionnaires• !upil feedback• !hotographs• !lanning

To reviewcurriculum planningin line with new

framework

• 1earning walk @ focus on classroom displays• %iscuss curriculum changes at Inset session @ units of

study and progression•

%isseminate planning @ annual plan based on newframework• 1iaise with oundation to look at content @ 3hat does

"cience look likeM• 1iaise with oundation and Fear to discuss transition

progression

#ore team ;utumn 4n-going

- • !hotographs• #ross ref planning• 2inutes from Inset

To monitorob*ectives in linewith new curriculum

• #ollate long)medium term planning to ensure coverageof new curriculum

• eedback to staff at Inset• 2onitoring)work scrutiny

#ore team "eptember

- • !ortfolio• 3ork scrutiny• #ross ref planning• eedback to staff

To develop

effectivemarking)feedbackstrategies

• !upil (uestionnaires•

3ork scrutiny• "kills based target setting)feedback

#ore team ;utumn - • 3ork scrutiny•

eedback to staff

To maintain "cienceprofile through"cience week

• "ee previous plan• 2arch Kth @ ++nd

• 1iaise with !yramid schools @ 3averley and dlington• 1ook into specialists educational visits)outside

agencies

;ll staff "pring term/

P+, • !hotographs• 3ebsite• Duestionnaires• %isplay board to celebrate

To assess work withregards to newassessment

• 5esearch best practice in line with !yramid schools• 5esearch best practice in 1ocal ;uthority and others• 1iaise with assessment co-ordinator

#ore team 4n-going"tart in

"eptember

P/ • #!% related to "cience assessment• eedback to staff• 2eetings with head)"1T)governors



guidelines • %evelop model for discussion

To monitorcurriculum coveragein Fear G to ensureit meets newstatutory

re(uirements

• To meet with Tina 2etcalfe 6alby #arr8 to discusschanges to new curriculum

• %iscuss planning and evaluations• 1iaise with Tina 2etcalfe to ensure "cience provision

for Fear G will continue

"cience#o-

ordinator

;utumn - • 2eet with Tina• eedback to Fear G

To look at provisionfor more able in"cience

• ind out when national "T2 week is• Identify more able pupils in each year group• 1ook into the possibility of a "cience club

#ore team 4n-goingtarget

- • 2ore able challenges in "cience week• 3ork scrutiny @ differentiation• !lanning for more able• "cience based homework tasks




AC"ION PLAN ? I" 2014/2015

+*%et allocat$onP+,

O+tcome./Impact5aised attainment in I#T Improved staff knowledge$reater emphasis on cross curricular use of I#T

; bright and interactive learning environment

A$m Act$on to 8e "aen @ho @hen Co.t Re.o+rce. Mon$tor$n%To raise attainment inmaths and nglishthrough the use of IT

!urchase additional tablets)netbooks

Increase use of mobile devices inclass

"taff to ensure relevant programsare used to enable children to meettheir needs

;ll staff 4ngoing P+ Tablets>etbooks

1earning walk

"ample of planning

eedback from staff

To monitor assessment

procedures

• ;ssessment sampling• Track progression between year

groups

IT #ore

group

4n-going >il ;ssessment files ;ssessment file sampling

To continue to developstaff skills in newtechnologies.

• ;udit staff needs• I>"T session on 5aising oys

attainment in writing using IT• "taff training as re(uired• Tablet training• >ew software)hardware training

2 ;utumn Term >il Handouts eedback from staff

1esson planning

1esson observations

To increase number ofanimation cameras

• !urchase additional web cams• <pgrade animation software

%# "ummer P ;nimationcameras

eedback from staff

"ample of planning

To ensure that a crosscurricular approach toI#T is being applied.

• 4bserve lesson)classroom planning• "ample planning• I>"T session on cross curricular

planning

IT #oregroup

4n-going >il !lanning books2edium term

plans3eekly plans

1esson observations

"ampling of planning

#urriculum stroll

To extend wirelessbroadband tocommunity)staff room

• 4btain (uotes• ;rrange installation• "taff training

%# "eptember tba >etworkinge(uipment

nsure best value (uotes areobtained

valuate installation to ensure that a



high standard has been met

To achieve IT 2ark • #omplete >;;# I#T 2arkframework

IT #oregroup

"ummer +/ P/ Time ;ssessment by >;;# assessor

To achieve -safety2ark

• #omplete KG degree diagnostic• "et up a portfolio of work• 2onitor -safety in terms of

teaching and learning• "afer Internet %ay• #ontinue to hold parent workshops

IT #oregroup R

>5

4n going P/ Time !ortfolio of work

;ssessment and award granted

To develop staff skills in+ with regards todelivering the newcomputing curriculum

• !lan I>"T and further trainingsessions

• ;ccess #!% for IT #ore group• %evelop &drop-in0 sessions with %#

to develop staff sub*ect knowledge

IT #oregroup

4n going >il >ational#urriculum

TimeTraining session

eedback from staff

1esson observations

1earning 3alks

1esson planning




S!N3 AC"ION PLAN 2014 # 2015

+*%et allocat$on

PK+,GGOO+tcome./Impact

• Improve results for ">% pupils• >ew systems R documentation in place to match the new #ode of !ractice• 5aised attainment

A$m Act$on to 8e "aen @ho @hen Co.t Re.o+rce. Mon$tor$n%To ensure systems areset up in light of new">% legislation.

• ">% register to be reviewed tounite ";)";Q under the oneheading.

• >ew classroom ">% folders)dividers ordered

• ">% folders set up• #hanges made to school provision

map to reflect ">% changes.• Initiate single page profiles for

pupils with statements and anacknowledged disability.

• ">% policy reviewed, agreed Rupdated

• eedback to support staff through1"; meetings

H"

#A Qlearningmentors

$overnors Qstaff

">% team

Auly

"ept

"ept @ %ec

4ct

PG olders Rdividers

"ingle pageprofile template

R folder per pupil

• olders set up for classes, reviewedtermly

• !rovision map updated termly Rdetails shared with each year group

• !upil conferencing.• eedback to "1T R 1"; meeting• !olicy monitored by governors

To ensure all pupils whore(uire additionalsupport to evacuate thebuilding do so safely.

• 1iaison with 5E• !upils identified• >ew !! drawn up• 5elevant support staff notified• !!" updated, signed by all

parties and displayed• !! reviewed on a termly basis

#A5E

!arents ofidentified

pupils"upportstaff as

appropriate

Auly Aan /Auly /

>il 2eeting time!! format

• eedback to 1"; meeting Rgovernors meeting.

• Termly monitoring sheet completedwith 5E

To be up to date withthe implementation ofnew ">% legislation

• #ross pyramid liaison• ;ttendance at 1; ">#o network

days• 4wn research on Ha# plans)

thresholds etc

#AH"

>ov Q +furtherdates

PK K days per year • eedback to all staff in Insetsessions



To add a new section tothe school websitecontaining ">%information

• "chool local offer written and onwebsite after researching otherschool websites.

• 1inks made to %oncaster 1;website information.

• 5esearch into other ">% areasthat parents)carers may finduseful R links)contact details puton website

#A#H"

y "ept >il • !arental feedback through !arents0forum group R individual parentalconferencing.

To identify groups ofpupils who are identifiedas having a specialeducational need ordisability for targetedintervention

• <se ;Cmag tracking and dyslexiainformation to identify pupilsre(uiring intervention from "ept

• ;ssessment of E"+ pupils whoappear to have dyslexic tendencies6see %yslexia ;ction plan8

• 1iaison with learning mentors) classteachers to identify pupils withbehaviour )emotional difficulties.

• 1iaison with behaviour core team ona S termly basis to assess progress

• #lear programmes planned forindividuals and time appropriatelyallocated. 5esources updated asnecessary.

• #onsider purchase of systems suchas !;""

">% team"12%H

Auly @ "ept then

reviewedtermly

>il ;Cmag trackingsystem

%yslexia analysisdisc

hr per pupil tocarry out testing! level documentabout behaviours

• %iscussion with class teachers

• Teacher assessment) discussion

• 2inutes from meetings• #ontext of monitoring sheets

To monitor progress of">% pupils R theeffectiveness)value ofinterventions

• Termly monitoring of pupil ;!"through use of ;Cmag programme

• 1iaison to take place with #losingthe $ap co-ordinators R supportstaff leading on interventionstrategies

H"#

#A5> Q"HM

;utumnterm Rongoing

>il • %iscussion with class teacher Rother relevant people.

• %ocument scrutiny

To ensure school caaccount for individualprovision for ">% anda wider range of pupils

• #osted provision map updated on atermly basis

• 1iaison with $RT R ;1 R pupilpremium leaders to ensure

!"2H"#A

Auly Rongoing on atermly basis

4ct

>il %edicatedmeeting time on a

termly basis

• eedback to ">% governor



provision for a wider range ofpupils is in place and ">% team isaware of how much this is costing

• %edicated meeting time put intoplace

Aan /Aune /

To ensure staff are ableto meet the needs ofpupils with specificdifficulties in maths

•

3hole school training on dyscalculia• #lass teachers to identify pupil who

seem to fit the profile• Investigate appropriate additional

resources• >etworking with other pyramid

schools• ;dditional provision for pupils with

dyscalculia noted on planning

;ll staff "eptember P

P/

Training day time •

erbal feedback from staff• !lanning scrutiny

To improve theavailability of resources

for ">% pupils

• !resent resources audited• ">% team research•

#onferencing with ";Q)" pupils Rdiscussion with class teachers Rthose leading interventionstrategies

#">% team

Auly "ept R

ongoing

PJ "et of booksneeded for 1<

• valuation proforma for staff• ">% team to create list of pupils

who potentially need furthersupport• !upil conferencing on resources

available

To ensure cleardifferentiation for all">% pupils

• !lanning should pupils with ">%are specifically planned for in theclassroom

">% team 4ngoing >il • !lanning scrutiny• #urriculum stroll to focus on people

with a disability• eedback to ">% governor• %ata analysis




3:SL!IA AC"ION PLAN # 2014/2015

A$m Act$on to 8e "aen @ho @hen Co.t Re.o+rce. Mon$tor$n%To monitor the currentprovision for childrenidentified to havedyslexic tendencies ineach class.

• %evelop the class weeklyrecording sheet for childrenidentified to have dyslexictendencies

• %iscuss with all staff in each yeargroup how they can be supported

further

##

H"

;utumn+

# <pdated weeklyrecording sheets

• "taff conferencing at theI>"T)1"; meeting

• !upil conferencing

To develop new staffand update previousstaff knowledge andunderstanding ofdyslexia and dyslexictendencies.

• %eliver an I>"T for all staff ondyslexia and dyslexic tendencies.

• $ive all new members of staffdyslexia checklists detailingdyslexic tendencies children maydemonstrate in each year group

• "how examples of resources andactivities used to target specificareas such as visual memory,auditory memory, phonics, spellingor reading

• %iscuss the updated weeklyrecording sheet for E"+ tocomplete on a weekly basis

#

%$

#)#A)H"

;utumn+

;utumn 1";meeting

# %yslexiachecklists

;ctivityresources

<pdated weeklyrecording sheets

• "taff conferencing at theI>"T)1"; meeting

• 3eekly collection of the updatedrecording sheet for E"+

To have screened allchildren in E"+ fordyslexic tendencies.

• Teachers and support staff in FKand F to identify any children intheir class who may have dyslexictendencies

• Teachers and support staff inother year groups to identify anynew children who may have

#;utumn

+#

1;"" O-#omputerprogramme

• <pdate the %yslexic Tendenciesfolder showing reports of all newlyscreened children

• #ollection of weekly recording sheetsand pupil discussion

• #hildren with dyslexic tendencies tobe grouped on ;C-2ag

+*%et allocat$on

1inked to nglishO+tcome./Impact

• "taff secure in delivery of curriculum for children0s identified to have dyslexic tendencies• Increased knowledge and raised staff confidence through staff development

• 5aised attainment of children0s identified to have dyslexic tendencies.



dyslexic tendencies.• ;ll identified children to be

screened for dyslexic tendenciesusing 1;"" O- computerprogramme

• 3rite a report for parents andstaff showing strength and areasfor each child to develop

%$

#4ngoing

or all childrenidentified to havedyslexic tendencies inE"+ to be screened forcoloured overlays.

• "taff in Fear K or other yeargroups with new pupils to identifychildren who they think may havedyslexic tendencies 6as above8

• Identified children to be screenedfor coloured overlays

• !urchase any additional colouredoverlays

;ll E"+staff

#

!urchase ofadditionalcolouredoverlays

coloured overlays

• <pdate the overlay screening folder.• 1earning walks to ensure children are

using their coloured overlays

or all children with a

coloured overlay to havethe correct coloursuited to them.

• #hildren with an overlay to be

retested to see if they need tochange the colour or shade oftheir overlay.

• !urchase any additional colouredoverlays

#

%$ 4ngoing

!urchase of

additionalcolouredoverlays

#oloured overlays

• "crutiny of overlay recording sheets

and overlay folder

To monitor the availableresources for childrenwith dyslexic tendencies

• ;udit current resources in school• %iscuss with staff any resources

they my need.• !urchase additional resources.

# ;utumn+

!urchase ofadditionalresources

• ;udit of resources• %iscussion between support staff

and teachers.




AC"ION PLAN

+*%et allocat$on

P/,O+tcome./Impact

• 5aised staff awareness• Increased capacity through the use of support staff• Increased independence of pupils• etter (uestioning in classrooms

ASS!SSM!N" R!COR3IN' AN3 R!POR"IN' # 2014/2015

A$m Act$on to 8e "aen @ho @hen Co.t Mon$tor$n%To consult staffregarding ways oftracking pupilprogress in line withnew curriculum

• Inset sessions to be organised to support staff withthe new tracking system

• ;dditional sessions throughout the year updating staffon how to use assessments and moderation meetings

%"2"H

3holestaff

Throughout the year

PK • Tracking folders• "taff feedback• !arental feedback at 54;s

To continue todevelop staffawareness oftracking pupilprogress 6newperformance to beused8

• ;dditional sessions throughout the year updating staffon how to use the new tracking system

%"2"H

3holestaff

Throughout the year

- • Tracking folders• "taff feedback• !arental feedback at 54;s

To continue todevelop the use of;1 strategieswithin the classroom

• Inset to share and discuss strategies already beingused

• amiliarise new staff with ways to use strategies inthe classroom

;llstaff

Throughout the year

- • 1esson observations• !lanning scrutiny• "taff feedback• !upil feedback

• #lassroom auditsTo revisit andresearch the use of(uestioning

• "taff awareness @ difference between high order andlow order (uestioning

• "taff make explicit in classroom• %evelop classroom practice• Duestioning to be reflected with the learning

environment• "taff to develop pupils (uestioning skills

%"5

"eptember 4n-going

- • 1esson observations• !lanning scrutiny• "taff feedback• !upil feedback• #lassroom audits

To develop staffunderstanding of

• Inset to give staff information on background researchand developmental marking

"H%"

"eptember 4n-going

- • 1esson observations• !lanning scrutiny




AC"ION PLAN

!AL PROISION 2014/15

+*%et allocat$onP/,

S+cce.. Cr$ter$a/Impact• "taff, pupil and parental raised awareness• Improved resources for ;1• Increased participation in extended services• Improved attainment for ;1 pupils in core sub*ects• Improved attendance of ;1 pupils 6cross referenced with attendance action plan8


To monitoreffective systemsin school for

monitoring theprogress of ;1pupils in coresub*ects

• 2onitor use of baseline assessments on entry to schoolfor ;1 pupils

• 2onitor progression on the >;""; steps until the pupil

is securely on ># levels• 5emind all staff of use of >;""; steps• #ontinue use of &Hexi"teps0 to monitor early progression

in maths, monitor this as a pilot scheme• ollow up research of use of >;""; steps on ;Cmag

tracking system

!"3holeschool

staff

4ngoing • 2onitoring of lessons• eedback from staff• eedback from #;s• 2onitoring of participation in extended

school activities

To ensure 2T;"staff are used tobest value

• ;rrange #; hours and organise timetable on termly basis• 5eview practice with 2T;" on a termly basis by holding

team meetings• $ather feedback from school staff on a regular basis• 2onitor attendance of #;s• Informal observation of #;s in classrooms

!"2T;"staff

;utumnTermand

ongoing

• eedback from #; meetings• eedback from staff)pupils• 2onitoring of lessons• ;ttendance records of #;s

To maximise thesupport of ;1parents and todevelop a moreinformedunderstanding ofthe curriculum

• Hold termly meetings for ;1 parents with #; support• Have translated letters available for ;1 parents or

ensure #; inform parents verbally• acilitate translation service within school through

timetabling of school #;s• 2eet with #;s in school to look at homework

arrangements for ;1 pupils

2T;"staff

!"

4ngoing • !arents evaluation sheet)feedback• Translations used for key documentation

in school i.e. homework, trip letters etc• Timetabling of translations built into

weekly timetable

To ensure ;1resources are

• ;udit use of ;1 teaching resources• Identify gaps in provision @ order new material

!"3hole

4ngoing • ;udit)catalogue of resources• eedback from staff)pupils




AC"ION PLAN

A""!N3ANC! ? 2014/2015

+*%et allocat$onP+, O+tcome./Impact• Increased attendance of all children and better punctuality• Increased attendance of targeted vulnerable groups especially ;1 pupils• 5aised awareness of importance of attendance for all stakeholders• 5aised awareness of policies and procedures regarding attendance• 5educed holiday leave


To continue toreview allprocedures

regardingattendance in linewith 1; policy

• 5eview current procedures with 1; ;ttendanceofficer

• #heck against 1; guidelines•

<pdate documentation on a regular basis• <pdate documentation to parents through

newsletters and website• ;rrange for translation of documents in various

languages• Hold regular core group meetings with nominated

governor for attendance

"Ha%!

34

""

veryhalfterm

>il • 5egular meetings on termly basis as arranged• eedback from staff and 34• eedback to governors via HT0s report•

;mendments made to school policy

To make theimportance of goodattendance explicitto all stakeholders

• 5eview reward systems and update. #onsultationwith "chool #ouncil and !arents0 orum

• 5egular weekly update on web site• 5egular updates on parents newsletters•

5egular weekly awards in #3• "taff to make it a feature of circle time• 5eview school environment as to making

attendance more explicit• Highlight in oundation - consult with staff re

reward systems

3holestaff

4n going PK/2edals)

giftvouches)

pri=es

• 5egister checks• 54; traffic light system• nd of year reports• #ore group attendance meetings

To improve theattendance levelsof targeted groupsand individuals

• Identify children from + with attendancebelow J/B including authorised)unauthorised

• ;ccess strategy support from 34 e.g. %eep%ive

• Implement more stringent daily and weekly

%!

3holeschool

4n going >il • "ims data base• eedback from !1s• %ata analysis of attainment linked to attendance



procedures with targeted families• 5esearch best practice

To reduce the levelof unauthorisedabsences andextended leave

• ;gree procedures with core team forunauthorised absence with particular regard toholidays in term time

• 2ake explicit to parents via documentation andwebsite 1; policy including fixed penalty notices

• xplore best practice

%!

4n going >il • 5egular checks of holiday)leave re(uests• nsure holiday)leave re(uests are backed by relevant

evidential documentation




AC"ION PLAN

6OUN3A"ION ? 2014/2015

+*%et allocat$onPK,7

O+tcome./Impact• #ontinue to improve attainment against the new F" in the !rime ;reas of 1earning with rapid progress• #ontinue to improve attainment against the new F" in the "pecific ;reas of 1earning in 1iteracy and

2athematics with rapid progress


To audit maths planningand resources alongsidewhole school action plan.

• H% masters and middle leadership training willfocus on developing mathematical skills in youngchildren

• H% to deliver training on 2athematical developmentin the early years

• To audit maths resources in the oundation unit• To purchase new maths resources• ;ll staff to attend the training day focusing on &ig

maths little maths.0• To invite parents in to observe and participate in

maths activities with their children

H%

;ll oundationstaff

;utumn ;)4ngoing

"pring ;

PO • 2onitoring planning• 2onitor participation and use of

e(uipment on a daily basis• ;udit of resources• eedback form staff after training

%H to continue todevelop her nurturework with the mostvulnerable pupils asidentified in the

data. ;s well assupporting new childrenwho enter into .

• Identify %H training gaps• Identify children achieving well below in !"% on

baseline to • To monitor progress of children through I!s and

I!s

• H% to monitor %H planning and tracking• %H to work with support staff and students to

share skills and knowledge on supporting children

H%)>2)53)%H

;utumn ;+)F5

;utumn

4ngoing

- • ;uditing 1etters and "ounds)phonicsprogramme

• 1#)53)H% to monitor sustained andrapid progress

To develop and improvethe provision for!hysical %evelopment in @ $ross motor and

• "pecific targeted and planned physical activitiesonce a week with the continuing use of theoutdoors.

H%)C#)F ;utumn ongoing

throughout year

- • ;uditing !% progress against F"• To monitor sustained and rapid progress

in !%• 2onitor use of e(uipment



fine manipulative focus

;s !hysical developmentwas an area thatchildren in made theleast steps progress,when they enter + thiswill become a focus

• &ive a day0 will be planned into the timetable beforechildren begin their working day to encourage themto be physically active

• 3eekly dance and drama sessions introduced to linkto the topics and themes being carried out in theunit and linking to children0s interests

>2)53 4ngoingthought-out

the year

- • ;uditing !% progress against F"• To monitor sustained and rapid progress

in !%

to trail mag datasystem throughout the

year

• "taff training for only initially H% to lead ;utumn ;ongoing

throughout year

Initialcost of

• To look at the impact of trackingchildren0s progress

• To record individual children0s progress

53 to deliver a readingworkshop to all new +parents

• 53 has already created a fantastic !ower!ointpresentation to deliver to parents to encourage andsupport them in developing their child0s earlyreading skills

53)>2 ;utumn ongoing

throughout year

- • 1etters to parents• ook hall• #reate (uestionnaire to record parents

feedback• To monitor sustained and rapid progress

in reading

To continue to build onand develop parentvolunteers as readers inthe oundation <nit @extend into toencourage sharingstories

• olunteer letter to be sent out to parentsre(uesting their support

• Timetable of volunteer support created

53 ;utumn - • 1etters to parents• Timetable parents volunteers• To monitor sustained and rapid progress

in reading

To develop High "copeto focus on K specificareas in oundationindoors, outdoors and

creative and for areasto have a more specificlearning focus with theopportunity for childrento access enhancedprovision. This will berenamed &!lan, 1earn,5eview0

• Initial planning time with H%)>2)53• !lanning and tracking sheets to be created to

record children0s learning Training provided for therest of the oundation team by H%)>2)53

;ll staff "pring ; - • 2onitor planning• "taff feedback• Track progress of children monitor

areas of provision they are accessing

through planning sheets




To continue to developresources and learning

environment and newtopics

• ;udit of resources• "et up role play topic boxes•

nsure that all resources are correctlylabelled and are freely accessible by pupils• "taff training to revisit the characteristics of

learning

;ll staff 4ngoingthroughout

the year

;utumn ;

P • !arental feedback and (uestionnaires

To introduce usythings and continue touse ducation #ity forhome learningopportunities for )+

• "et up passwords for all children• !arent information leaflets

H%)53 y #hristmas

- • !arental feedback)comments atrecord of achievement

To continue to developplanning to ensure a

balance of adult andchild initiated learningopportunities usingassessmentobservations ofchildren0s interests

• ollowing evaluation of lesson, ensure >ext"teps for 1earning are included on all plans

•

<se these to plan the proceeding lesson

>2)53)H% 4ngoingthroughout

the year

- • 2onitoring of planning folders bypeers and "1T

To develop moreopportunities topromote children0sspeaking and listening

skills throughoutfoundation

• Introduction of weekly show and tell sessionto encourage children to talk about somethingwhich is of interest to them.

• ; picture of the day)week for children to talk

about with their peers)grown-ups• #onversation corners to be created in all

oundation classrooms including a(uiet)sensory area in currently thecloakroom

- •

#onsistent use ofoutdoor classroomacross +

• 2onitoring planning for outdoor provision• "et up daily timetable for staffing and use of

+ outdoor classroom

;lloundation

staff

;utumn ;ongoing

P/ • !arental feedback and (uestionnaires• !articipation rates




AC"ION PLAN

!HAIOUR 2014/2015

+*%et allocat$on1inked to others

O+tcome./Impact• Improved levels of behaviour around school• Increase monitoring in the planning and teaching of !"H#• Improved staff knowledge of factors affecting behaviour• #ontinued consistency of classroom behaviour strategies and challenging behaviour strategies


To review thedocumentationregardingbehaviour given

out to parents andpupils

5eview effectiveness of home school agreement

5eview behaviour policy with !arents0 orum

#larity of behaviour sanctions made explicit toparents through newsletter

2 - web3hole"chool>5 )

4ngoing

>il

eedback from !arents0 orum

eedback from parents at 54; meetings

eedback from staff

!arents0 (uestionnaires

To improvefacilities for playat lunchtimes andbreak times

5eview procedures for break

Introduce more training of lunchtime supervisors

5eview behaviour procedures and sanctions atlunchtimes

nlist training for playground leaders

!roduce cards for use in challenging situations

E#))>5

%5; team

%H)52

;utumn term+

"taff feedback

eedback from %5;s

"chool #ouncil discussion

Incident records

To review wholeschool nurture

group provision

5eview)adapt and use audit tool as a baseline

Identify children in all key stages who would

benefit from nurture groups. #onsult with parents Identify key staff. 5eview timetables

Teachingstaff

%H)52)

;utumn +>il

;udit documentation

"taff feedback

To review of wholeschool use ofcircle time

• ;udit planning Introduce more fre(uent, shorter &feelings0

circles as well as Thursday ";1s Introduce new planning pro-forma for circle time

#ollate a selection of games)activities suitablefor use in #ircle Time E" R E"+

Introduce staff #ircle time

3hole staffat Training

day

52)%H

;utumn @"pring terms

>il

2onitoring fre(uency through planning

"taff feedback

"chool #ouncil discussion

To organise and 5esearch resources available and disseminate. >5 ) >ovember P/ eedback (uestionnaires



review ;nti-ullying 3eek+.

$ather feedback on the week from stakeholders 3hole staff %isplays ) photos

older evidence

!upil (uestionnaires

To develop moreconsistentapproaches todealing withchallengingbehaviours

• 5establish role of behaviour books with all staff• 5eminders about procedures for dealing with

behaviour incidents @ all staff• Inset behaviour thresholds• 5evisit behaviour expectations with all external

providers• ehaviour expectations made explicit to parents

)#A )E# Training day @"eptember

#onsistency across school

2ore pupil awareness of sanctions of poorbehaviour

!arental awareness of behaviourexpectations

2ore effective use of learning mentor time




AC"ION PLAN

!HAIOUR 6OR L!ARNIN' 2014/2015

+*%et allocat$on

P/ training costsO+tcome./Impact

• #hildren have an understanding of characteristics of learning in their own and others learning and how this impacts onprogress they make across all areas of the curriculum


To givechildren thevocabularyandcapacities toimprovetheirlearning

• Introduce to staff the philosophy of learning whichunderpins uilding 1earning !ower

• Introduce the four characters for learning that willsupport their understanding of how they learn andstrategies they can use to support their learning

o 5esourcefulnesso 5esilienceo 5eflectivenesso #ollaboration

• ach classroom to have a display of the fourcharacters

• ach riday worship to have a learning capacityfocus

;ll staff)#! to

lead

"eptember+

xistingresources

!hotocopying#!% budget

• # and • 1earning walk• vidence of children being recognised

for using learning capacities• !upil interviews• Talk about learning capacities• !upils speak clearly in #3 about their

learning

To provideopportunitiesfor childrento uselearningcapacities

• !lan learning opportunities across the curriculum inwhich there is a focus on a learning capacity

• Half term plans evidence the focus and theopportunities where this can take place

;ll staff)#!)"H

;utumn term

"taffmeeting!lanningmeeting

• #urriculum leaders and #R• !upils work scrutiny• %isplays evidence independence• !lanning scrutiny




AC"ION PLAN

P! ? 2014/2015

+*%et allocat$onP/,GG7

O+tcome./Impact• $reater participation in all physical activities• Increased staff confidence• 3ider opportunities for ! to be accessed by all pupils• $reater pupil participation and en*oyment


To ensure clearly labelledand organised resourceseasily accessible for all.

• ;udit current resources for !.• 5e-organise ! store and e(uipment in line

with health R safety• 1abel new resources from "ainsbury0s

voucher scheme

6;ll staff8"ports#oach

E#

"ept + • 3eekly checking of theorganisation and storage ofe(uipment in the ! store by 22

To review the school !policy.

• 5e-draft the policy in line with the newschool sport initiative.

E# "ept)4ct+

1eadershiptime

• #ompleted policy

To effectively utilise !and "chool "portspremium.

• %iscuss ideas for delivering high (uality !and sport. "hare plans with whole schoolstaff

• "et up code on budget system for funding

"ports#oach

"HE#

"ept + • Inform whole school staff duringI>"T session about fundingavailable for ! and how this will beused in school

• 2onitor through budget

To make school sport and! high profilethroughout school.

• nsure staff confidence in the delivery of allareas of !. Identify professional learningopportunities to support staff

#A"H

"ept + I>"T time • eedback to staff from courses orsupport given for !

To continue to developopportunities for activeplaytimes.To build confidence andencourage leadership viaplayground leaders.

• !upils to be trained in organising anddelivering lunchtime physical activities

• %5; to be involved in the delivery ofsessions

E4>5E#

F /)G

;utumn +- ongoing

Throughsports

premium

• %iscussions with playground leadersand pupils on a half termly basis

• eedback from %5;0s• Duestionnaire completed




R! AC"ION PLAN 2014 # 2015

+*%et allocat$on

P,O+tcome./Impact

• 5aised staff• Increased visits to places of worship• 1ink with spiritual moral cultural dimension of curriculum• #larity and consistency across school


To integrate 5.curriculum with the;rts to make a

cross-curricularapproach to teaching5..

• Fear groups given 5. curriculum to plancross-curricular approach on planning days.

;ll staff. Auly + on year group

planning days.

>); • ;nnual planning sheets given to 5. co-ordinator.

To support new staffin teaching 5..

• Half termly support given to new members ofstaff by 1; 6E"+8 and A1 6E"8.

>ew membersof staff.

;ll year halfterm planning.

>); • 5eview planning

To make communitylinks with ather"tephen) "t Aude0s.

• 5egular meetings with ather "tephen.• ;rrange termly visit to "t Aude0s for each

year group

A1ather

"tephen

"ept +Aan +/

2arch +/

>); • valuations sheet from each yeargroup after visits.

• !upil consultation sheets.•

3ork "crutiny.To monitor 5.assessment schedule.

• ormat the &I can0 statements into anassessment schedule for the whole classfor each half term after completion ofeach unit of work.

• 2atch every year groups0 unit of work tothe attainment targets, ready forassessment.

A11;5I

an 2015 N/A • ;ll teachers given assessmentschedules and given instructions by5. co-ordinator.

• ;ssessment schedules to be takenin "pring + to monitor progress ineach class.

To monitorprogression through

• #heck programme of study.• 3ork sampling.

A1 "erml, N/A • 3ork sampling.• 1esson observations- drop ins over



school. split breaks.

"o en.+re the +n$t.

o- (orB a. a%ree*

($th the p,ram$*

are 8e$n% covere* $n

accor*ance ($th the

ne( c+rr$c+l+m&

• 5egular meetings with 5ichard Iball tomatch the 5. curriculum for #hristianity,"ikhism and Islam with our school units ofwork.

A11;5I

Nov# 2014# an

2015

N/A • %iscussed units of work with each year group to ensure secure sub*ectknowledge.




'!O'RAPH: AN3 HIS"OR: AC"ION PLAN 2014#2015

A$m Act$on to 8e "aen @ho @hen Co.t Re.o+rce. Mon$tor$n%To develop long andshort term planning inregard to the new

>ational #urriculumre(uirements and theprogression of skills&

• %iscuss at an I>"T with allstaff, the new >ational #urriculumstatutory re(uirements for both

history and geography.• %evelop the whole school history

plan and whole school geographyplan to include the new >ational#urriculum statutory re(uirementsand new topic areas for each yeargroup.

• nsure all teaching staff have acopy of the >ational #urriculumdocuments and are aware of thenew statutory re(uirements

# Aune + # -• "crutinise planning to ensure that

the new statutory ># re(uirementsare being covered as well as the

skills and learning ob*ectives foreach key stage.

• $ive staff (uestionnaires tocomplete for history and geographyto see if they need further supportor resources to develop theirplanning.

To continue to developthe use of investigationsand key (uestionen(uiries in geographyand history.

•

$ive an inset to showexamples of key (uestionen(uiries for history andgeography.

• $ive staff an example of a historyand geography key (uestionen(uiry as a model.

# Aune +

Auly +

# xamples of key(uestionen(uiries

•

2onitor 2T! and short termplanning from ;utumn +-+/ tocheck that it includes either anexample of an investigation or key(uestion en(uiries in all year groups&

O+tcome./Impact• To increase the staff knowledge and understanding of the changes to the history and geography >ational #urriculum.• To increase en*oyment and attainment across the curriculum through the use of new topics, en(uiry (uestions and resources.

+*%et allocat$onPK,



AC"ION PLAN

'LOAL CI"I!NSHIP ? 2014/2015

+*%et allocat$on

P/O+tcome./Impact

• Increased capacity to develop global citi=enship in school• 5aised awareness for staff, children and community• %evelopment of IT skills for communication links


To ensure pupils areaware of the cultural,religious and spiritualfestivals)events anddifferencescelebrated in school

• 5esearch festivals throughout the year• %isseminate information to staff about the various

festivals)events• Inform staff of resources available• 1ook at planning and displays• #ollect feedback from staff and pupils

!" 4n-going >I1 • 5eview of #3 planning @ balance of diversity• 2onitoring of #3• !upil)staff feedback from cultural events• #urriculum strolls

To strengthencommunication and

partnerships withglobal link schools

• ;udit curriculum planning to ensure all year groups aremaintaining links with global link schools

• !romote global links on school website and through IT • 5esearch and apply for relevant grants with potential

for visits between link schools

!" 4n-going >I1 • #urriculum planning• "chool displays• 3ebsite• eedback from staff and children




OU"3OOR L!ARNIN' AC"ION PLAN 2014#2015

+*%et allocat$on

P7,O+tcome./Impact

• To increase the use of outdoor learning across the whole school• To increase en*oyment and attainment across the curriculum through the use of outdoor learning opportunities

A$m Act$on to 8e "aen @ho @hen Co.t Re.o+rce. Mon$tor$n%

To make outdoorlearning anintegral aspect ofevery child0slearning.

• %evelop other members of staff with regards tooutdoor learning, build upon expertise already inschool.

• "taff to commit to outdoor learning linked to thecore sub*ects.

• "taff meetings to share good practice.• ;udit)order outdoor learning resources.• uild up a bank of lesson ideas and outdoor learning

opportunities.• "taff to take ownership of the pro*ect within each

Eey "tage @ developing outdoor learning resources.

4utdoorlearning

team 65, ;H,

1;, 53, 18

3holeschool

y%ecember

+

#ost ofoutdoorlearning

resources

4utdoorlearningresource inshed

• 5egular meetings with themembers of staff involved.

• 2onitoring of planning• "taff to self-evaluate the impact

of outdoor learning to informnext steps in learning

To increase H1T;and 1";participation insupportingchildren0s learningoutside.

• Teachers to share planning and intentions withsupport staff.

• "upport staff invited to staff meetings.• 4pportunities made available for support staff to

visit other settings in order to see outdoor learningin practise.

3holeschool

yebruary

+/

#over forvisits

ank ofideas madeavailableand sharedwith supportstaff.

• %iscussion between support staffand teachers to share feedback.

To continue todevelop the use ofthe outdoor"cience area.

• 2onitor use of "cience area 6based on timetable8• co-warriors to become involved in the upkeep of the

outdoor areas

5, ;H, 1;,53, 1

4ngoing #ost ofcompost,bird feed

etc

!lantingmaterials

• 2onitor use of the "cience areaand address any issues.

• ;H to monitor upkeep of sciencearea.

To have afocussed &outdoorlearning andnature0 week.

• "taff to plan for a full week of activities using theoutdoor environment and local area in the summerterm.

3holeschool

y Auly+/

>il 4utdoorlearningresources.

• !upil, staff and parent(uestionnaires at the end of theweek to evaluate impact anden*oyment.




AR"B 3!SI'N AN3 "!CHNOLO': AC"ION PLAN 2014#2015

+*%et allocat$on

P+,/O+tcome./Impact

• To embed new art, design and technology curriculum into school practice.• To ensure the attainment of art, design and technology is high

;im ;ction to be Taken 3ho 3hen #ost 5esources 2onitoring

To increase attainmentand en*oyment in art anddesign

• 4rganise arts week for ;utumn + 12 ;utumn ; Time andresourcesre(uired

!otentialvisiting artists

%epending on topicschosen, variety of art

supplies

#ost of visiting artiststo work with children.

• 4bservations during artsweek

• !upil interviews• 3ork scrutiny

To increase H1T; and1"; participation insupporting children0s art,design and technology

• Teachers to share planning and intentions withsupport staff.

• "upport staff invited to staff meetings.• ;udit of skills within support staff

y%ecember

+

Duestionnaire forsupport staff

• %iscussion betweensupport staff andteachers to sharefeedback.

To ensure the newcurriculum is embedded indelivery of art and design

• %iscussions with staff about skills being taught• Timetable drawn up of when different classes

are teaching the art skills to create a formallong term overview across school

• 2onitoring of planning and lessons throughoutthe year

• 4rganise training for anyone that is strugglingwith the teaching of the skills

4ngoing Time Time • !lanning scrutiny• 3ork scrutiny• !upil interviews• "taff interviews

To ensure challenge andprogression for gifted andtalented pupils in art,design and technology

• "taff to highlight $RT pupils in art and design• 3ork with local feeder schools and alby #arr

to find out what they can offer

2 Q y Auly+/

Time Time • 2onitor progress ofselected pupils

To continue to showprogression of art anddesign throughout school

• "taff to pass on good examples of work that usethe different skills in art and design.

• #ontinue the art and design portfolio

4ngoing Time Time • !upil portfolio to showprogression

To work with otheragencies to promote art,design and technologythroughout school

• #ontinue the links with %;5T" and organisemore parent workshops

• stablish links with other artists ) organisationsin the community

4ngoing Time Time • 4bservations• %iscussions with parents

and pupils• !arent (uestionnaires




AC"ION PLAN

M6L # 2014/2015

+*%et allocat$on

P+,O+tcome./Impact

• "taff confidence in this sub*ect area• #onsistency of approach• ;wareness of other languages


To develop staffconfidence and sub*ectknowledge in this area ofthe curriculum

• #lass teachers in Eey "tage + to develop their confidenceand sub*ect knowledge through working alongside a oreign1anguage ;ssistant

1;"H

"eptember

1;funding

• %iscussions with staff• 1esson observations

To develop awareness ofother languages byplanning a celebration forthe uropean %ay of

1anguages 6+G

th

"eptember8

• ;ll teachers carry out activities linked to uropean %ay1anguages within their classrooms to raise the profile of21

• %iscuss with kitchen staff re: ;round the world dinner

theme to celebrate the day• #reate a uropean %ay of 1anguages display to raise the

profile and promote that day

"H!";ll

staff

Eitchenstaff

"eptember

#overresources

• Teacher and pupil evaluations• %iscussions with staff and pupils• photographs

To monitor E"+ planningfor languages

• #ollate E"+ medium term planning, which show renchob*ectives

• #ompare planning and ensure that staff are using thescheme 61a Aolie 5onde8 and using correct term0s ob*ective

"H "eptember

2arch /

#over • #ollect photographic evidence ofdisplays throughout school

• 2onitor use of resources• planning and pupil work shows

progression in ob*ectives

To research the newprogramme of study for21 under the new

primary framework

• #larify timescales for change and implementation• !lan for the new programmes of study• #onsider the latest information from the %f•

;ccess any #!% opportunities during the academic year

"H Aanuary @2arch /

>il#ost of

#!%

• %iscuss changes in new curriculumwith staff

• eedback from staff attending #!%




MUSIC AC"ION PLAN 2014#2015

+*%et allocat$onP+,/

O+tcome./Impact• To increase staff confidence in teaching music• $reater participation in music activities• 2ore pupil en*oyment• Introduce new music scheme - #haranga

;im ;ction to be Taken 3ho 3hen #ost 5esources 2onitoringTo introduce #harangaas a music scheme inschool which showsclear progression inmusic skills.

• ;ttend training highlighted by the music servicehighlighted by The Hub

• Identify gaps in provision• !urchase of scheme if suitable• egin to roll the programme out in FK initially• 1ead Inset session on #haranga

A1#A

A1

"ummer R ;utumn ;;utumn ;

>o cost

P/

#haranga programme#haranga programme

• erbalL feedback fromstaff

To increase H1T; and1"; participation in

supporting children0smusic

• In house Inset for H1T; ) 1"; to increase skillsand confidence in supporting music

A1

#A

;utumn ; R

on going

>o cost 5esource pack for

H1T;)1";

• "taff feedback• 1esson 4bservations

To ensure the newcurriculum isembedded in deliveryof music

• %iscussions with staff about skills being taught• Timetable drawn up of when different classes are

teaching the music skills to create a formal longterm overview across school

• 2onitoring of planning and lessons throughout the year

A1 ;utumn R ongoing

>o cost "taff planning to beavailable

• !lanning scrutiny• 3ork scrutiny• !upil interviews• "taff interviews

To ensure challengeand progression forgifted and talented

pupils in music

• Introduce extra curricular activities• "et up small musical ensemble• isit other schools to access best practice•

!erformances in whole school)Eey "tage assembly

A1 4n $oing #ost of buyingsuitable music.

5ange of instrumentsfor workshops"heet

music)arrangements

• !upil feedback

To work with otheragencies to promotemusic

• #ontinue the links with %;5T" and organise parentworkshops

• 5esearch additional providers for school workshops• !rovide concerts for school by visiting musicians @

Eey "tage appropriate @ eg nsemble KG!rofessional musicians providing different genresof music

A1 ;utumn ;;utumn ; R;utumn "pring "ummer

#ost ofexternalproviders

!ossible ;rts#ouncil grants

"uitable space

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