staple hill primaryschool development plan 2010 to 2013 · staple hill primary school development...

Staple Hill Primary School Development Plan 2010 - 2013

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To raise standards in Writing, Reading and Maths across the school.

To provide an engaging, creative curriculum which meets all pupils’ needs and interests.

To provide a curriculum which challenges, stimulates and raises the attainment of More Able pupils.

To develop a play curriculum which enhances pupils’ learning and personal development.

To develop our work in partnership with external groups to support pupil outcomes and enable them to make a positive contribution to the community.

To develop a wider range of senior and middle leadership skills.

To develop greater parental engagement with the school and support for their children’s learning.

To ensure a smooth transition to the new school due to open in 2011 and that it provides a learning and working environment suited to the current and future needs of pupils, community and staff.

To provide a curriculum which is accessible to all pupils and fully reflects their diverse circumstances and backgrounds.

To develop our use of ICT and new media to support and enhance teaching and learning, manage workloads and improve administrative efficiency.

To improve pupils’ attendance.

Staple Hill Primary School - School Development Plan -2010-2013 Key Priorities


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Target Actions Timescale & Responsibility

Resources Cost Monitoring & Reporting

Success Criteria Evaluation

1.1 Pupils achieve targets in core subjects at the end of Key Stage 1 and Key Stage 2.

Teachers analyse class profiles, identifying pupil groups and individuals vulnerable to underachievement. Teachers analyse pupil tracking data, then set challenging targets for all KS1 pupils, at least FFT “D” for all KS2 pupils and identify Focus Groups

Assessment Coord (HT) October annually

SIMS

HT

All pupils meet targets set

Pupil target-setting and progress review meetings to take place T1, T4 and T6 between assessment coordinator and class teachers

October February June

Supply cover £600 Assessment Coordinator HT

All pupils meet targets set Pupils who are off-target make accelerated progress

1.2 In writing, pupils attainment is consistently in line with or above national average for levels 2B+ and 3 (KS1) and levels 4+ and 5 (KS2) by 2012

Monitor teaching and learning in literacy. - planning scrutiny - work scrutiny

pupil conferencing Timetable regular moderation sessions during the year.

LH and JL Term 1, 3, 5 Term 1 -ongoing

Release time Staff meeting time

T1 – teaching sequence clear Talk for Writing. T3 – Guided writing T5 - TBA

Staff confident planning teaching sequence Evidence of Talk for Writing strategies in planning

Continue to develop use of APP to inform targets. Agree and formalise procedures for target setting. Embed use of APP/targets to inform guided writing. Staff meeting

LH/ AS SLT LH/ JL Term 2 [Nov 10th]

Staff Meeting

LH/AS to monitor target setting. Targets to be displayed in class by agreed date.

All pupils have writing targets. Pupils know their writing target. Evidence of targets in planning, guided writing.

KEY ISSUE 1: Improve Pupil Outcomes


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1.2 In writing, pupils attainment is consistently in line with or above national average for levels 2B+ and 3 (KS1) and levels 4+ and 5 (KS2) by 2012 contd

Use of Talk for Writing strategies Develop use of Visual stimuli/film/ICT. Staff training to be delivered. Real purpose /audience outcomes – develop writing across the curriculum through Creative theme weeks. School story with contributions from each year class. Monitor boys attainment/work scrutiny of boys’ writing

LH/JL Staff meeting – identify why boys are underachieving Staff meeting - sharing strategies to engage and motivate identified pupils Staff meeting – visual stimulii Term 3-4 2 staff to attend LA Animation network

Planning monitoring – LH/JL Term 3 LH -pupil conferencing

Clear tracking of identified boys through the year to ensure that progress is being made. Increased attainment in writing shown in end of year TA. Increased motivation and engagement evident in pupil conferencing.

LH to attend APP reading training.

LH

Attend LA training through the year

£400 LH SLT

All teachers using APP for writing confidently. Assessment information used to report TA and inform planning.



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* Review guided reading practice across school. LH/JL to carry out Guided Reading walk in Term 2 * Develop strategies for evidence collection. Review guided reading record/ planning format. * LH to trial APP for reading, to include developing evidence bank.

LH/JL Term 2 Staff meeting Term 3 [Jan 19th] LH Term 1- ongoing

Term 4/5 LH/JL observations/pupil conferencing

Staff confident delivering guided reading sessions. Guided reading sessions have clear foci informed by assessment. Range of relevant evidence available to inform assessments.

Audit reading books for SEN pupils. Purchase more books for older less able readers to be levelled in line with school’s reading books but kept separately Y5 and 6 to use

LH/JL Term Co-ordinator release time Cost of books.

£200 LH/JL Range of books available for older SEN readers with age appropriate content.



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- Encourage parental involvement - send reading river home - supporting reading leaflet for parents. - Arrange cross key stage reading buddies. - Book swap/ recommend read within class. - Promote whole class story time. - World Book Day - Parents to come and read/tell stories from their culture.

LH JL All staff Term 2 - ongoing

Staff Meeting Increased pupil engagement. Use UKLA pupil reading survey –Term 1 and Term 6 to monitor engagement. Monitor parent involvement in reading river and pupil’s home reading diaries. (Get caught reading board?)

Look at how software can be integrated into Literacy units to support writing.

LH Term 2

Co-ordinator release

£200 Resources listed in preparation for matching to relevant literacy units and skills

Identify Year group Foci YR – letter formation Y1 – size and orientation] Y2 – teaching the 4 basic joins (in line with Penpals progression) Intervention groups to be led by TAs

September 09 – ongoing FS and KS1 staff LH – work scrutiny

FS/KS1 staff meeting

Majority of pupils achieving end of year expectations Pupils not on track receive focused intervention.

Consistent expectations.



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1.4 In EYFS the percentage of pupils achieving 6+ in CLL will show an overall improvement from 2009 to 2012

Identify issues from “on entry” assessment & set up small language groups.

Term 6 – Carolyn Hudson; Julia Dodge

PPA Time and Key Stage meeting time

EYFS Leader feed back to HT

Identified children make accelerated progress in CLL

Identify children with poor fine motor skills and target support.

YR teachers & TAs

Team meetings

Mid-Year progress reviews

Identified children make accelerated progress in CLL

Continue to develop delivery of “Letters and Sounds” in indoor and outdoor contexts.

All EYFS teachers

Team meetings

Mid-Year progress reviews

End of year LSL scores are higher by 2012 than 07-09 averages

Continue to develop parents as partners, esp. in reading

Termly newsletters Nov parent consultations Reading meeting Term 2 EYFS team

Reading diaries Updated class libraries

EYFS leader feedback to HT Term 3

Reading Diaries show dialogue between parents/school Improved FSP scores in Reading



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Staple Hill Primary School Action Plan - Numeracy 2010/11

Target Actions Timescale &

Responsibility

Resources Cost Monitoring &

Reporting Success Criteria Evaluation

To raise levels of attainment in Mathematics in KS1 and 2

Set KS curricular targets as needed. Teachers to include 4 levels. These to be displayed in class, addressed in numeracy lessons and at other times within the day.

Ongoing numeracy coordinator all staff

Non-contact On going – KS targets set. Review as needed.

Evidence in classrooms of targets up. Evidence from pupil conferencing and in pupil’s books during scrutiny.

Ensure that areas identified in SATs/ mock SATs analysis are being addressed [maths coordinator to receive SATs analysis]

Maths coordinator Head teacher Year 6 teachers

Non contact On going Evidence to see where SATs analysis has impacted on teaching and learning [planning]

Deploy adults more effectively within the maths lesson. Encourage guided maths groups.

Ongoing numeracy coordinator and all class teachers

On going Better deployment of TAs in maths lessons meaning that children are getting the support that they need. Children progress quicker and achieve more.

KEY ISSUES: o Levels of attainment in KS1 and KS2 (SIP 2) o Numeracy Areas Of Development (Mental maths , retention of calculation strategies,

place value and concept of number, problem solving) o Consistency in planning, teaching and assessment o Introduction of Maths APP.



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To provide a curriculum which challenges, stimulates and raises the attainment of More Able pupils. (SIP3)

Numeracy coordinator, class teachers, inclusion coordinator, G&T teacher teaching assistants.

Software, books, general resources

On going More able pupils stretched and catered for.


Responsibility Resources Cost Monitoring &


To improve knowledge and understanding in the following areas of maths; mental maths, retention of calculation strategies, place value and concept of number, problem solving.

To introduce counting to beginning of maths lessons [to improve place value knowledge]

Numeracy Coordinator, class teachers.

On going Counting embedded in the maths lesson.

To carry out audits of children’s perception of numeracy

numeracy coordinator and all teaching staff

Prepare an audit/ pupil voice questionnaire for the children to work through.

On going Pupil voice, feedback that can be used to impact planning.

Increase amount of problem solving activities taught by introducing problem solving days, challenges across the school

Numeracy coordinator, class teachers

Problem solving games /software / resources

On going Amount of problem solving activities taught increased across the school.

To introduce a KS2 competition ‘Table Mountain’. Competition would involve children being tested by head teacher. Successful candidates to be awarded badge.

Competition to be up and running before end of Term 2. Numeracy coordinator, KS2 teachers, Headteacher.

Badges, table mountain posters.

On going Children increasing knowledge and confidence when using tables, children being tested regularly by Headteacher and being awarded badges.


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To ensure there is a consistent approach to planning, teaching and assessment across all key stages.

All planning to be uploaded to the Q: Drive at the end of every term, clearly titled.

numeracy Coordinator, all staff

Non contact time

On going All plans available to view on the Q: Drive in clearly marked folders.

Monitor assessment that occurs throughout the year

Ongoing- numeracy coordinator

Non-contact On going Evidence of monitoring taken place

To ensure all staff are confident when assessing children using APP.

To lead staff meeting, showing all staff how to complete and use APP resources.

Numeracy Coordinator. Before end of November 2010.

Staff meeting time, non-contact time.

£200 Maths APP to be completed at the end of Term 2, 4 and 6.

Teaching staff confident to use APP as an assessment tool.

To ensure staff have all necessary resources to complete Maths APP.

Numeracy Coordinator. Before middle of November 2010.

Non-contact time.

On going Staff able to locate and use resources needed to complete Maths APP.

To lead staff meeting (s) where staff have opportunities to share thoughts about APP and moderate samples of work.

Numeracy coordinator, KS1 and KS2 staff, Headteacher to allocate staff meeting time.

Staff meeting time, numeracy coordinator to attend course for moderation on December 7th 2010.

Cost of supply cover for course. £200

On going. Numeracy coordinator to feed back to staff after course, during staff meetings in Term 2 and 3.

Staff confident when moderating work, numeracy coordinator confident when leading staff meeting, APP used effectively.


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To improve the attainment and progress in English of EAL pupils

Audit EAL pupils and parents access to curriculum, school information, newsletters and school events EAL action plan to be drawn up in collaboration with EMAS

Term 3 HT Equalities leader

SLT EAL Action Plan drawn up

All teaching staff to run EAL induction programmes for newly enrolled pupils. EAL assessment scales to be used.

Ongoing CTs TAs

EAL induction packs

SLT EAL pupil induction consistent across school. EAL assessments provided to Equalities Leader

Staff Meetings to a)audit current strategies used in class for EAL pupils b) develop effective teaching & learning strategies

ongoing Equalities leader SLT EMAS

Staff Meeting time

SLT Consistent and effective teaching and learning strategies for EAL pupils evident in Learning Walks and Lesson Observations in all classes

Somali-Speaking TA link with families and provide targeted classroom interventions.

ongoing Additional LA funding

HT Somali speaking children making good progress in English. Somali families know how Reading and Writing is taught and are able to provide effective support for their children’s learning

Audit effective use of bilingual teaching and learning resources in each classroom – Learning Walk and pupil conferencing

Term 3 2011 Equalities leader

Staff Meeting

£500

SLT All classes have bilingual resources available with additional needs identified. Pupils have made use of resources. EAL pupils making good progress in English



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Raising Attainment (Writing and Maths) for children with additional needs.

Observe the Teaching Assistants whilst they are working with groups and 1:1, in class, and during intervention time. Planning Scrutiny – what are TAs being asked to do to support writing and maths for the least able and the most able? Organise a very basic TA/Pupil mentoring system with one or two pupils. Pupils to discuss their progress each week. What progress did the pupil think they had made?

Inclusion Coordinator Term 2 and 4, 6 BME/EAL Coordinator Inclusion Coordinator Term 2, and 5, BME/EAL Coordinator Inclusion Coordinator Term 2 – set up Termly review

Inclusion Coordinator Time TA time for

individual

feedback

Inclusion Coordinator Time BME/EAL Coordinator Time Inclusion Coordinator Time TA time

HT and SLT then whole staff HT and SLT then whole staff HT and SLT then whole staff

Issues/trends identified; Key actions identified; Teachers informed; Teaching & learning adapted Training needs identified Staff are more aware of teaching and learning strategies; feel enabled to support children’s learning more fully. Staff are more aware of how the children feel about their progress and other issues which hamper good learning.



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To improve the equality of access to the curriculum for all pupils

Observe the Teaching Assistants whilst they are working with groups and 1:1, in class, and during intervention time. Planning Scrutiny – what are TAs being asked to do to support writing and maths for the least able and the most able? Organise a very basic TA/Pupil mentoring system with one or two pupils. Pupils to discuss their progress each week. What progress did the pupil think they had made?

Inclusion Coordinator Term 2 and 4, 6 BME/EAL Coordinator Inclusion Coordinator Term 1, and 5, BME/EAL Coordinator Inclusion Coordinator Term 2 – set up Termly review

Inclusion Coordinator Time TA time for individual feedback Inclusion Coordinator Time BME/EAL Coordinator Time Inclusion Coordinator Time TA time

HT and SLT then whole staff HT and SLT then whole staff HT and SLT then whole staff

All staff aware of key Equalities issues Problems with access to the curriculum identified Staff are more aware of barriers to learning for some pupils. Staff are more aware of the barriers to accessing the curriculum felt by some pupils.



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To develop a wider range of school self evaluation skills within the senior leadership team.

Observe the Teaching Assistants whilst they are working with groups and 1:1, in class, and during intervention time. Review the role of the TA – are we asking too much? Inclusion Coordinator to have SIMS training by Head teacher Inclusion Coordinator to have SEN training Display of Social Skill/Behaviour Management work

Inclusion Coordinator Term 2 and 5, 6 Inclusion Coordinator Ongoing Inclusion Coordinator Ongoing Inclusion Coordinator Ongoing Inclusion Coordinator Ongoing

Inclusion Coordinator Time Inclusion Coordinator Time Staff meeting time Inclusion Coordinator Time Inclusion Coordinator Time Inclusion Coordinator Time

HT and SLT HT and SLT HT and SLT HT HT and SLT

Inclusion Coordinator Observing skills improved Staff are more aware of how much ‘out of hours’ work the TAs are doing and how it can be improved. IC able to produce more accurate data reports IC more informed about current thinking regarding our Inclusion process. Children more aware of these issues.

.



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To improve pupil attendance

Organise a TA/Pupil mini mentoring system. Pupils to discuss their progress each week. What progress did the pupil think they had made?

Inclusion Coordinator Term 2 – set up Term 6 – review

Inclusion Coordinator Time TA time

HT and SLT then whole staff

Children feel more supported in school, are therefore happier to come to school and attendance increases.

Attend HT coffee morning

Inclusion Coordinator Ongoing

Inclusion Coordinator Time

HT

More parents attend coffee mornings and are happy to discuss any barriers to learning they feel their children may have which stops them attending school.

IC to attend Attendance meeting with HT and Office

Inclusion Coordinator Ongoing

Inclusion Coordinator Time

HT and SLT then whole staff

Attendance for SEN children monitored closely.

To meet school attendance target of 94.5% each year.

Continue close monitoring of below 85% attendance and high % of broken weeks. Parents to attend meetings in school to address concerns.

Monthly meetings HT Admin Officer EWO

HT Governors

Less broken weeks.

To improve attendance of pupil’s vulnerable to underachievement (Minimum 85%)

Pupil Care Group established to monitor attendance issues relating to pupils in groups vulnerable to underachievement

Termly meetings HT Admin Officer Inclusion Leader

SIMS data on individual pupil attendance

HT Governors

Pupil attendance is equal to or above 94.5% Attendance of pupils vulnerable to underachievement improves.



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Success Criteria

Evaluation

Able and Talented children are more challenged and stimulated by their learning

Update register of Able and Talented pupils Displays of “More Able” work Group of More Able children plan and deliver presentation for assemblies Annual Easter Egg design competition Annual Eisteddfod Higher Order Thinking activities and More Able extension activities marked on teacher plans Ongoing from Term 1 More use of ICT to expend learning of more able pupils eg using Flip cameras

Inclusion Coordinator (IC) End of term 6 and beginning of term 1 Ongoing Inclusion Coordinator Class Teachers Terms 4, 5, 6 Creative Team Term 4 Creative Team Term 5 IC Ongoing from Term 1 Inclusion Coordinator Class Teachers Terms 4, 5, 6

Teacher Assessments CAT tests Display materials and TA time Art consumables Prizes, badges, certificates Training for TAs

£350 £200 £300 Inset

IC feedback to HT IC IC SLT SLT Planning scrutiny by IC IC and SLT

Register shows those children currently identified as being “Able and Talented”. Display put up. Presentations take place. Pupils feel it was a valuable experience and plan further presentations. Wide range of entries including many of a high standard Wide range of entries including many of a high standard All lesson plans show differentiated activities for Able and Talented pupils Children inspired by use of technology



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Success Criteria

Evaluation

To develop a more engaging, creative curriculum. To increase the range and amount of high quality creative learning across the school.

1. Planning scrutiny – monitor the use of the TIP, MTP and topic overview to ensure use of WOW start and end Applause of the topics.

2. Work scrutiny – to monitor the cross-curricular work and experiential writing.

3. To timetable staff meeting time each term for teams to work together and look ahead for each new topic.

4. Look for resources, websites and trips to support teachers in delivering cross-curricular lessons.

1. Nov 2010, April 2010 and July 2010.

2. Nov 2010,

April 2010 and July 2010.

3. T1- 29.9.10, T2- 1.12.10, T3-

4. During Team

meetings.

Staff meeting time Team meeting time

GK to feedback to PFC.

CCC and new HT identify strengths and areas for development in current practice. Adaptations to current curriculum reflect pupil’s views and learning needs High quality work produced; pupils respond positively to their experiences.

To establish the mechanisms for monitoring the creative learning that chn are doing.

1. To carry out a work scrutiny, focusing on where links are made within the learning and looking for creative activities.

2. To carry out pupil

conferences, focusing on learning they have enjoyed and the types of learning they have been involved in.

3. Lead a staff meeting (with AS?) to guide curricular teams to how to support and monitor the new curriculum.

1. June 2010 2. July 2010 3. Term 2 2010

time with AS to look at achievements and next steps. £100

GK to feedback to PFC

For staff to feel confident in recognizing Creative planning, teaching and learning. CCC and new HT identify strengths and areas for development in current practice. High quality work produced; pupils respond positively to their experiences

KEY ISSUE 2: Provide a Curriculum which meets children’s needs and interests.


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1.To set up playrangers to support play at lunch time

Advertise posts of Super Play rangers to KS2 children

Term 1 Term 2 Wendy O’Donnell to train Super Play Rangers to play a range of games Create a timetable for the super play rangers Coordinator Wendy O’Donnell LBS – Mrs Evans Super play rangers

Play ranger hats

£30

Discuss progress of playrangers with LBS’s Have regular meetings with playrangers to discuss issues/concerns & further develop play training Pupil conferencing of KS1 children

Quality of lunchtime play will be improved with wider range of games being played. Children will begin to play the games taught by the playrangers independently organizing their own learning

2. To ensure the playground equipment is used by both key stages at playtimes.

Remind staff of the range of play equipment available and the fact it is the responsibility of the teacher on duty to ensure the equipment is put away tidily (along with the support of the Super Play Rangers) Consult with the staff & the School Council

Term 2 KS 1 Play shed to be used every playtime by whole key stage. KS 2 Equipment for use by the year groups NOT timetabled for the large equipment. Sandpit to be uncovered for the majority of the time.

Toys for sand pit. storage box

£60

VK will monitor impact of zones and use of equipment through consultations with staff and pupil conferencing

Lunchtimes & playtimes will be more structured and engaging for the children. They will support the curriculum and develop social skills. Behaviour will be improved.



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3.To develop the area for Imaginative Play using material & junk

Play ranger to run KS 2 lunchtime session on Fridays. Play ranger to work with specific children on Friday afternoon. Play ranger to run an after school club. junk materials Play Ranger will ensure the play pod is well resourced from scrap store. KS 1 to continue to timetable themselves a play pod slot as and when required.

Play ranger Staff

Scrapstore card

VK will monitor impact of Imaginative play area through consultation with the LBS’s & staff and pupil conferencing

Children will have opportunities to develop imaginative and creative play with a wide range of resources. Behaviour will be improved.

4. To continue discussions with the landscape designer about the outside space in the new school and develop a fantastic play space which will meet everyone’s needs.

Arrange to be involved in a meeting with the landscape designer and head teacher to discuss plans, particularly with regard to the reception outdoor play space which is essential to their “free flow” system.

Term 2 Head teacher V.K. plus other interested parties. Landscape designer

Ongoing A fantastic play space is created.



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Responsibility



To re-establish the use of a central portfolio of assessed ICT work.

1. Gain personal knowledge in the portfolio.

2. Hold a staff meeting to train staff.

Term 1 Term 1 – 20.10.10

Staff meeting time

GK to feedback to PFC and Terry.

At end of year there is evidence of chns annotated work and a shared understanding of ICT levels of achievement.

1. Achieved – have given staff assessment forms and website links to assessed work examples.

2. Held staff meeting – dissent from staff. Will attempt to appease through giving staff meeting time to do the work.

To get the hardware and software ready for the move to the new school

1. To choose and order laptops.

2. To audit software used by teachers.

3. To list and categorise software needs and availability.

Term 1/2 Term 1 – achieved. Term 2 – 24.11.10

Time with Terry. GK/Terry to feedback to PFC.

That there is a range of software for all areas of the curriculum. That cross-curricular learning needs are met by the software and hardware.

1. Achieved – Notebook spec given to Anne.

2. Audit from staff completed.

To create a school Virtual Learning Environment.

1. To work with Downend technicians on the possibilities.

2. Talk to Clare about the links with the website.

3. To set up space on the Q;drive to use of this purpose.

4. Use the Sdrive to organize class orientated desktops for chn.

5.

Leadership time GK/Terry to feedback to PFC.

Children and teachers are able to access important information centrally.



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Responsibility



To promote the training and importance of E-Safety across the school and wider community.

1. To hold an open afternoon for parents’ to come in and see ICT being used in the classrooms.

GK Term 4

Staff meeting time

GK to feedback to AS and PFC.

Parents are more confident in helping their chn use the internet safely.

To look to develop the teaching, planning and assessment of ICT.

1. To be part of the South Glos Network meetings on the Progression planning system.

2. To look at alternative ways to assess ICT.

PFC to put GK forward to be part of the network. Staff meeting time.

To be part of the South Progression Network group in 2010/11. Staff meeting Non-contact time.

£100 GK to PFC To have an overview of what teachers are planning. To evaluate the skills which each year group are being taught. To evaluate how the progression fits in and would enhance the teaching in the school.

1. Not part of the network.

2. Have given staff alternative assessment forms to evaluate (Oct 10).



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BME and EAL pupils cultural identity is reflected in the curriculum and learning environment

Monitor provision in school policies and across Creative Curric topics with regards to positive images, stereotypes and prejudice. Evaluate multicultural dimension of Literacy units.

Equalities Leader Term3 2011

Leadership time SLT All pupils learn about their own and each others culture from stimulating cross-curricular topics.

Equality and diversity training programme for all teaching staff and LBS. Rolling programme of INSET to broaden staff awareness of key issues, establish consistent commitment to core equality values; establish consistent practice throughout the staff team.

HT & Equalities Leader 2009 SLT 2010 - 2012

INSET day Staff Meeting Leadership time

SLT SLT

All teaching staff and LBS aware of equalities issues. All children fell equally valued. All children achieve according to their potential.

Staff INSET Equalities Auditing range and percentage of ethnicities and languages. Class teachers and TAs plan how to embed community languages in the curricululum.

HT & Equalities Leader January 2011

INSET time SLT Professional development needs identified. Community languages evident in displays and used, as appropriate, in classrooms and assemblies

Continue to plan and deliver multi-cultural projects through Creative Curriculum topics.

Equalities Leader & Creative Curriculum Leader

Posters Artefacts Books Software Internet

Creative team SLT

All pupils learn about their own and each others culture from stimulating cross-curricular topics.



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BME and EAL pupils cultural identity is reflected in the curriculum and learning environment

Black History Month events will be held

SLT Each October

BHM resources box

£200 SLT All pupils are aware of and value achievements of men and women from their own and other cultures

Audit EAL pupils and parents access to: curriculum, school information, newsletters and school events Action Planning to arise from key issues identified. Questionnaires to identify barriers to close involvement with the school; focus group meetings

Terms 2 - 3 2011 HT Equalities Leader Barnardos Parent Support Advisor

Leadership time SLT SDP includes action points to improve parental access to information and engagement with school life. School development priorities are reflective of BME & EAL parent’s views. More EAL parents attend informal and formal meetings and events. EAL parents express satisfaction with level of communication from school. BME & EAL Parents are aware of school’s vision, values and priorities for school improvement; School is aware of BME & EAL parental views and priorities.

Review EAL induction with all class teachers.

Equalities Leader Term 1 each year

Staff meeting time

SLT EAL pupils confident and secure within new class. EAL pupils language acquisition assessed consistently across the school.

Assemblies plan to include key faith festivals; year groups responsible for hall display; whole school assemblies led by HT/DH; faith groups to come off timetable to help prepare assemblies with HT/DH

HT/DH All CTs ongoing

Posters Artefacts Music Children’s own artefacts

£300 SLT All main faith festivals celebrated. Children from all faiths feel their cultural experiences are valued equally



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Parents are more involved with the school

Welcome Coffee Mornings hosted by year group teams to explain routines, curriculum and set expectations

Term 1 Year group teams

refreshments £20 SLT

Parents are more aware of teaching and learning strategies; feel enabled to support children’s learning

Headteacher Coffee Mornings held once a term. (Also hosted by Inclusion Leader)

Termly HT Inclusion Leader

refreshments £20 SLT Parents are aware of schools vision, values and priorities for school improvement; School is aware of parental views and priorities. School improvement priorities are reflective of parent’s views.

Outreach to BME & EAL parents & carers:

SLT

Termly newsletters

KS Leaders Wk 2 each term

Photocopying

£25

HT

Each family receives termly newsletter from Class teacher

Parent Consultations

SLT Oct; February

Photocopying

£5

PIC feedback to SLT and whole staff

Parents are informed of children’s academic progress and pastoral issues; staff aware of parental concerns




Parents are more involved with the school contd.

Parent Link role to be developed by trained Teaching Assistant to encourage and facilitate

Parental Involvement Coordinator (PIC)

INSET for T.A. PIC feedback to SLT and whole staff

Parents are more aware of teaching and learning strategies; feel

KEY ISSUE 3: Parental Involvement and Community Cohesion



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greater engagement by “hard to reach” parents: informal and formal contacts with identified parents; drop-in sessions; supporting Family Learning activities. Role to evolve in consultation with HT and PIC

Term 2 onwards 2010 to 2011

enabled to support children’s learning Barriers to parental involvement identified. Action plan drawn up for 2011 to 2013

“Stay and Read” sessions to support parent and carer involvement in their children’s reading.

Term 2 onwards PIC Parent Link

Parent Questionnaires

Parental Involvement Coordinator Term 1

Photocopying Leadership Time

£5

PIC feedback to SLT and whole staff

Staff aware of parental views; Actions planned

Audit parent helpers; canvas for ideas on increasing parental involvement

PIC Term 3

PIC feedback to SLT

Key actions identified for 2010 - 2011

Family Learning courses run in school

PIC Term 3 -4

ICT Suite Canteen

PIC feedback to SLT Parents participate in sessions; future sessions planned.

Parents/Carers Curriculum meetings on: 1. ICT - How to support your child’s learning

ICT Coordinator Term 4 2010

Translators (Somali parent volunteers and Barnardos Parent Support Adviosr), range of classroom resources; refreshments Leadership Time

£20

SLT

Parents are more aware of teaching and learning strategies; feel enabled to support children’s learning


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Pupils from groups vulnerable to underachievement are enabled to achieve to their full potential

Staff analyse attainment and progress of pupils from groups vulnerable to underachievement, set challenging targets and target interventions.

Term 1 annually Assessment coord

Assessment Coordinator SLT

Children from groups vulnerable to underachievement make good progress.

Pyramid Club to work with children from Year 3 and 4 who are lacking in confidence and vulnerable to underachievement

Term 2 annually HT Inclusion Leader

Resource Room £200 SLT Children from groups vulnerable to underachievement make good progress

Breakthrough Project learning mentor to continue to support Y6 and Y2 pupils at risk of exclusion

ongoing HT Inclusion Leader

£600 SLT Children at risk of exclusion show improved behaviour and make good progress in their learning

Barnardo’s PSA worker to support families in need. CTs and HT identify need or respond to parental request.

ongoing HT Inclusion Leader

SLT Children vulnerable to underachievement due to family circumstances make good progress against identified targets.



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staple hill primaryschool development plan 2010 to 2013 · staple hill primary school development...

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