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05.05.2016

Blanche Nevile School Development PlanSchool Self Review, Evaluation and

Development Priorities2015 -2016

(Includes an overview for 2015-18)

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NB: The School Self-Evaluation document (SEF) and the School Development Plan (SDP) have been combined to produce this plan to create one ongoing school development working document.

Table of Contents1 Introduction.....................................................................................................................................3

2 School Aims......................................................................................................................................3

3 School Context.................................................................................................................................4

4 Summary of Key Development Priorities Overview for 2015 – 2018..................................................6

5 School Self Evaluation and Development Priorities...........................................................................75.1 Effectiveness of Leadership and Management – Evaluation......................................................75.2 Effectiveness of Leadership and Management – Development Priorities...................................85.3 Quality of Teaching, Learning and Assessment – Evaluation....................................................145.4 Personal Development, Behaviour and Welfare – Evaluation..................................................185.5 Personal Development, Behaviour and Welfare – Development Priorities..............................195.6 Outcomes for Children and Learners – Evaluation...................................................................235.7 Outcomes for Children and Learners – Development Priorities...............................................245.8 Effectiveness of Early Years Provision – Evaluation.................................................................265.9 Effectiveness of Early Years Provision – Development Priorities..............................................27

6 SMSC Audit tool..............................................................................................................................29Curriculum Area: PSHE (Personal, Social & Health Education).............................................................43Curriculum Area: English....................................................................................................................44Curriculum Area: Primary Inclusion....................................................................................................45Curriculum Area: Maths.....................................................................................................................46Curriculum Area: Computing..............................................................................................................47

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1 Introduction

The Blanche Nevile School Plan is subdivided into the following areas specified in the new Ofsted Framework (September 2015):

Effectiveness of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for children and learners The effectiveness of the early years provision

The plan is flexible to accommodate initiatives from the DfE and the LA and is a working document, reviewed annually.

An underpinning principle in the development and progression of the SDP is that pupil participation and engagement will be sought across all areas.

Blanche Nevile School is committed to providing pupils with the best practices of a school for deaf children/young people, combined with the challenges and opportunities of mainstream education.

2 School AimsAt Blanche Nevile School the child is at the centre of our philosophy to create a safe, positive and effective learning environment in which all members of our community are respected. We have high expectations of children’s social, emotional and academic development. We believe that effective communication, praise, celebration of success and quality teaching and learning will enable each individual to reach their full potential. Developing Sign Bilingual and Bicultural Education for Deaf Children

We aim to:

Develop fluency of language (English and/or British Sign Language)

Develop Proficiency in Literacy (English)

Ensure high expectations of each pupil to enable them to reach their potential in all areas of their development

Develop a positive self-image and identity

Develop emotional understanding, resilience and awareness

Develop social communication skills with deaf and hearing peers and adults

Celebrate and value all successes

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3 School ContextAll pupils are deaf or have a hearing impairment and have a Statement of Special Educational Needs or are undergoing assessment. We are currently working on developing some EHCP’s for those children and young people where LA’s are asking for them, i.e. EYFS children, Year 11 students and some Year 9 students.

40% of our children have special needs in addition to their deafness additional needs.

Barking and Dagenham 1Barnet 4Brent 3Camden 4Enfield 9Essex 1Hackney 8Haringey 31Harrow 4Islington 4Tower Hamlets 4Waltham Forest 2Total on roll January 2016 75

Attainment on entry is well below average, due to deafness and associated delay in language and communication development. On entry into the Foundation Stage and sometimes further up the school, children have very little or no English language.

The school takes children from all over London and has a number of pupils that start school mid-year.

On entering the school, each child is assessed to provide a baseline of achievement. Their needs are assessed through our child centred Sign Bilingual approach, where BSL and English are used to develop language and to ensure access to the curriculum. Deaf Studies and Personal & Social Development, enables pupils to be part of both the Deaf and hearing communities.

In practice, Blanche Nevile School is a regional provision and approximately one third of our intake live in the Borough of Haringey, whilst the remainder come from across all London Boroughs. From Foundation Stage to Year 11, the percentage of pupils who have Free School Meals is approximately 50% (with annual variations).

The vast majority of pupils live far away from the school and travel by LA transport either until they are independent travellers or (if they live too far away), until they leave school. The majority of our pupils are from ethnic minority backgrounds. All pupils have carefully planned inclusion programmes within our mainstream partnership schools.

Special Features of Blanche Nevile SchoolBlanche Nevile School is a special school for Deaf children aged 3-19, where a child centred approach is used within our Sign Bilingual philosophy.

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We are a split site school where the Head teacher and Secondary Deputy Head teacher are based at the Secondary department and the Primary Deputy Head teacher is based at the Primary Department. Blanche Nevile School is co-located and works in partnership with two mainstream schools in Highgate and Muswell Hill. The Primary Department is co-located and works in partnership with Highgate Primary School. All children have an inclusion programme according to their individual needs. Children from the Mainstream school may be included into Blanche Nevile classes for ‘reverse inclusion’, to provide good language models, build relationships and benefit from smaller groups work.

The Secondary Department is purpose built on the grounds of Fortismere Secondary School and the two schools work in partnership. All children have an inclusion programme according to their individual needs.

British Sign Language is taught to all pupils and used to deliver the curriculum alongside English. Blanche Nevile School is therefore a sign bilingual provision and we place great emphasis teaching BSL to pupils, staff and parents, including those from our partner schools. We also provide Deaf Awareness training to our partner school staff.

Through our partnership with mainstream schools and facilities in our own provision, we are able to offer children access to enrichment activities, including after school clubs.

All teachers have either achieved or are working towards the mandatory Teacher of the Deaf qualification within three years of starting their post.

Our Home School Liaison Officer, who works across both the primary and secondary schools, is able to offer some families BSL home tuition, where there is a need and also encourages parents/carers to attend our own classes for parents and the community in school. In addition, our Home School liaison Officer works with individual families supporting them on a range of issues, including helping them access environmental aids for the child at home and helping to access Deaf friendly child centred activities for holiday periods through the National Deaf Children Society.

The school employs both deaf and hearing staff in order to address the need for positive role models for our children and young people.

Different specialist staff are employed to ensure that every pupil has appropriate levels of support, for example, Teachers of the Deaf, Communication Support Workers, an Educational Audiologist and a team of Specialist Speech and Language Therapists (SLT), Occupational Therapist and Physiotherapist.

The current Headteacher has been in post for five years. The Primary Deputy Head teacher for five years and the Secondary Department Deputy Head Teacher is now in her third year at the school. The Secondary DHT also works for three days per week in our Secondary partner school as a Senior Consultant to the Headteacher. This is further strengthening our links with the school.

The school has a stable population. However, new admissions occur throughout the school year across the school as children move into the borough or the UK, or if it becomes clear that their previous placement is no longer meeting their needs. Twenty five percent have a cochlear implant, which gives them more access to spoken language. Around 40% have special needs in addition to their deafness an additional need for which they require individual support outlined in their statement/EHCP.

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4 Summary of Key Development Priorities Overview for 2015 – 2018

Balance the budget Prepare for Life without Levels Further develop the curriculum to meet all pupil needs Develop Post-16 provision at Blanche Nevile School Develop new ways of recruiting and succession planning, making use of social media Further strengthen Safeguarding policies and practice, including the embedding of British

Values, the Prevent Strategy all within the Social Moral Spiritual and Cultural framework

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5 School Self Evaluation and Development Priorities

5.1 Effectiveness of Leadership and Management – EvaluationGrade: 2/1Strengths Governors: GB actively involved in school. E.g. Safeguarding Governor fully trained and attending fortnightly MDT meetings. Chair of Curriculum Committee linking the work of the Cttee to T&L priorities. Resources Cttee fully involved and critically supporting the school, including the management of human resources. Resources Cttee have robustly supported the huge transition to the

new financial era/funding methods. LT: Very good/collaborative working relationships/open door across the school. Both previous DHT’s left in December 2015. Currently Acting DHT’s, including job share in Primary. The team is very responsive to change, including the changing intake. E.g. asking Haringey LA for HI Team to possibly be moved to accommodate new curriculum development/new

classrooms. LT/SMT increasing capacity to meet our more complex needs, eg, INSET on VI, Deafness/Autism, Deaf CAMHS Resources Committee has worked very closely with the Head to implement the new financial changes. LT manages human resources effectively across a split site school. LT: the MER cycle is robust and understood by all staff. In addition, there is a clear link between MER and PM processes/SDP. All teaching staff actively involved in contributing to the

SDP as well as evaluating its effectiveness/ all teaching staff now involved in the PM of support staff and therefore addressing the objective to further develop and improve the deployment of support staff in the classroom.

LT: have embedded the culture of safeguarding our children. All staff aware of the Safeguarding policy and practice. Regular INSET provided to update skills in safeguarding.Evidence The number of lessons that have already been visited by Governors. Link Governors have now been appointed. Regular meetings between Headteacher and Heads of Highgate Primary and Fortismere and now with Governors. Good links with DHT in Fortismere and staff teams. The impact in our FGB meetings of greater knowledge about our school and therefore impacting positively on the quality of discussion. The school is getting to grips with the new financial methodology and finding more effective ways to liaise with the different LA’s funding our pupils. The Headteacher is part of the Special Heads Group in Haringey and meets regularly with the Head of Service to discuss progress against the new model. Haringey LA actively

supporting BNS in generating the funds per pupil. Appointment of whole school senior CSW and the promotion to Scale 6 of some CSW;’s across the whole school, therefore giving the SMT some flexibility in managing the cover of

classes. Genie Suite evidence/records of lesson observations. MER evaluations An appropriate and relevant curriculum is in place, which meets the needs of all learners. There is an ethos of purposefulness and people understanding their roles, which contributes to the children feeling safe (see staff survey and student survey May 2016 and SIO report

2016, Prevent INSET for whole school 27.11.205 Headteacher’s whole school INSET on Safeguarding 05.01.2016 Deaf awareness staff training delivered to both partner schools by Blanche Nevile Staff. Students and staff alike are confident about seeing the Headteacher, Deputies and SMT about issues and ideas. The SMT fosters a climate of learning. E.g. staff wanting to attend classes after school to improve their BSL skills. There is generally a low staff turnover and reflects staff enjoyment of working at the school but also recent staff changes at Primary. The majority of our pupils make good or better levels of progress. (Given that children are generally operating at levels 2/3 below the national average)

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5.2 Effectiveness of Leadership and Management – Development Priorities

PRIORITY STRATEGIES WHO? RESOURCES TIMESCALE OUTCOME MONITORING AND REVIEWOctober 2015

March 2016

July2016

Governors:1. Promoting the profile of the

school alongside the LT.

2. Develop and embed the role of Link Governor.

3. To share Governing Body effectiveness and capacity and make transparent their impact on outcomes for pupils

4. Increase the number of Governor visits to classes to get to know the school and embed the new Governor link roles.

5. Governors’ committees to strengthen their monitoring role in line with new Ofsted Framework

Implement, monitor and review, the Link Governor roles as agreed by the FGB meeting, July 2015.This will include:

Link Governor visits to both Departments on a regular basis as outlined in the Link Governor document.

LT to resource and support Link Governor roles by ensuring that timely and accurate evidence is made available.

Regular agenda items on the Curriculum and Resources Committees to ensure that Link Governor roles are being embedded.

Governors and LT

Time for meetings

September 2015-July 2016

Link Governor Roles embedded and more effective Governor challenge to the Head and LT.

LT & Governors1 Orange

2 Orange

3 Green

4 Green

5 Green

Strategic Leadership6. LT: Time to have

analytical/strategic/whole school/primary/secondary meetings.

Further develop the operational responsibilities of SMT.

Targeting cycle of senior management meetings to give LT more time to work together/ strengthen strategic leadership of the school.

Using SMT Roles and Responsibilities document to ensure accountability of the team (SMT).

LT Meeting time

September 2015-July 2016

School priorities for 2015-16 completed.

LT meetings/SEF(Heads report to FGB meeting)

6 Orange 6 Orange

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March 2016

July2016

Teaching, learning and assessment1. To maintain strategic overview

of the planning, teaching, evaluation, learning, assessment and tracking of all pupils through Monitoring, Evaluation and review (MER) programme.

Feedback and hold professional dialogue with individual staff

Feed into CPD programme leading to consistency in best practice

Involve all teachers in whole school development meetings via teacher meetings.

Involve all staff via whole school INSETs.

Continue to skill up Teachers of the Deaf via bespoke INSET and CPD to meet the needs of deaf learners.

Further develop links with other organisations to facilitate networking and the sharing of good practice (shared INSET with Frank Barnes School focus on reading 11.04.16 plus Sign Bilingual Consortium Conference Feb 2016 (Secondary DHT, Life Without Levels Training 05.01.16 whole school).

Research and opting for the most suitable pupil tracking system to support effective MER of pupil progress.

LT

Home School Links Officer

LT

LT meetings

CPD budget for 2015-2016£7000 and Software Licenses budget £1600

Meeting time for external partnership projects.

Ongoing 2015-2016

April 2016(decide which software system for pupil tracking, post NC levels).

Good or better pupil progress.(Caspa progress)

LT & Governors

1 Green 1 Green

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March 2016

July 2016

Finance1. To further embed finance

systems to ensure value for money and appropriate deployment of resources

Set and monitor budget, linked to SDP priorities

Regularly review staff deployment Review pupil premium and

disadvantaged pupil spend as well as other government funding for children and plan for new pupil premium

Complete SFVS annual audit

HT with Resources Committee of Governors meeting half-termly.Head and Business Manager (meeting weekly) and +Resources Committee half-termly

March 2016 Systems are in place, regular monitoring ensures value for money

LDP is met and budget balanced.

Full Governing Body meetings with reports from Chair of

Resources Committee & HT1 Orange 1 Orange

Performance Management1. To manage and deliver

Performance Management Cycle linked to CPD, SDP as part of continual school improvement

LT plan PM process. Hold Initial meetings, Set new

targets, Pupil Progress objectives focussed on communication

Discuss individual training needs, identify common areas.

Plan a professional development programme to address school need and identified areas.

Hold interim progress meetings Classroom observations and

professional dialogue Review targets Further develop the use of Genie

Suite to embed rigorous PM of all staff

LT Cover costs Annual cycle Individuals’ professional practice and school improvement strengthened. Individuals engaged in their own development.

HT & Governors

1 Green 1 Green

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March 2016

July2016

CPD1. To embed high quality,

relevant CPD for all staff linked to meeting pupils’ needs

2. Develop consistent understanding and delivery of outstanding teaching with opportunities for teaching staff to observe each other half termly.

Continue with excellent induction process for new staff

Ensure school vision and ethos is embedded and implemented across school

Embed whole school joint training Regular CPD with SLT team in developing

Individual Pupil Communication Profiles across the whole school

INSET days, teacher meetings Maintain spreadsheet to provide

comprehensive record of training Regular updates for all staff on

Safeguarding, including INSET from Deaf CAMHS Team.

Communication, including INSET from Speech & Language Therapy team

Annual September INSET day

CPD budget2015-2016 £7000

Pupils are well taught and supported.

All staff are well informed and confident in carrying out their jobs effectively.

HT & Governors1 Green

2 Green

1 Green

2 Green

Transition1. To ensure a smooth and

secure transition for children moving from each key phase:

EYFS-KS1KS2-3KS3-4KS4- Post16

To further develop strong partnership with parents/carers regarding each key phase transition, including home visits for EYFS, and all other key stages, photos books about ‘My School’ and information sharing with between primary and secondary teachers, including classroom observations and moderation of work.

Welcome Days for Year 6 into Year 7 children with Fortismere for potential integrators.

Option Evenings for Year 9 parents/carers and pupils to support transition to ks4.

Work Experience and college visits for all Year 10 and Y11 pupils to prepare for Post 16.

To continue the highly effective use of Home School Liaison Officer in enabling successful transitions for our pupils.

Actively plan for expansion of BN Post 16 provision.

EYFS Lead teacher

Home School Liaison Officer

KS4/5 Transition Lead

SMTLT

Curriculum Budgets as relevant.

Ongoing as relevant to each key stage.

To ensure all pupils make a successful transition and are placed on relevant learning pathways.

LT1 Green 1

Green

a)

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March 2016

July2016

Partnerships1. To build on partnership with

mainstream schools including deaf awareness

Review of inclusion practice to reflect the changing needs of pupils

Review of financial agreements and plan new policy

Continue deaf awareness sessions / inclusion weeks on all sites to inform and empower pupils in mainstream & enhance inclusion

Continue dialogue on model of partnership through strategic meetings (Headteacher and Chair of Governors met with William Dean and Chair of Highgate School 26.02.16)

To further develop the Joint School Council meetings with The Vale, and Riverside Schools.

LT

HT

Cover costs Ongoing Provision for pupils is varied and flexible to meet their needs.

HT & Governors

1 Green 1 Green

Health and Safety1. To maintain and develop Health

and Safety policy into practice.

Regularly review Health and Safety policy and practice

Liaise with Haringey Corporate H&S Executive as part of the SLA to ensure that the school is fully compliant with H&S regulations.

Introduce programme across academic year to focus on different aspects of health and safety

Liaise with partnership schools re sharing of information, etc.

Share information with governors, supporting their role.

Health & Safety Governor completed learning walks on both sites to ensure compliance

HT and Resources CommitteeFGBHaringey H&S

Meeting timeSLA costs for H&S £1080

Ongoing Updated policy, distributed and operative, ratified by governors.

Students and staff are safe.

HT, LT & Governors

1 Green 1 Green

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March 2016

July2016

Safeguarding1. Further develop work of the

MDT approach to Safeguarding to ensure that all children are effectively supported and safeguarded.

2. Ensure that the school continues to actively and effectively tackle all forms of bullying and actively tries to prevent it from occurring,

3. To embed e-Safety across the school, gaining of e-Safety accreditation via the 360 degree appraisal.

Annual review of safeguarding policy and practice by Governing Body

PREVENT/ British values to be shared with staff, governors, pupils and parent/carers

Ensure curriculum, website etc. reflects PREVENT strategy

PSD curriculum AssembliesGaining of e-Safety accreditation via the 360 degree appraisal. Boys and Girls discussion groups Partnership work with Deafinitely

Theatre, Drama consultant, etc. Work with relevant Haringey School

Improvement Partner

Safeguarding Leads for the School

LT

PSD teachers

Computing Lead teacher

Meeting time

Curriculum time (i.e. lessons)

Ongoing Safeguarding Audit completed December 2014 –evidence of high standards. Policy and practice reflect new statutory duty.Keeping pupils safe.Parent Awareness sessions to maintain and further develop the partnership between school and home.

LT & Safeguarding /E-Safety Governor

1 Green

2 Green

3 Green

1 Green

Successful Induction of all Staff4. Ensure consistency in current

practice, including the induction of new staff and volunteers

Update and add to handbook to ensure all staff are aware of procedures and policies

Update shared CPD/ INSET days, meetings

All staff to update their CPD via Genie.

Time allocation

Annually in September and ongoing.

All staff aware of procedures and policies, have access to staff handbook.

LT & Governors4 Green 4

Green

Legislation5. To keep up to date with LA

initiatives and Government legislation and ensure compliance

Follow new SEND code of practice Ensure website is up to date Review key policies Regularly update and add to the

website, ensuring statutory requirements are met and information is easily accessible and available.

LTWhole Staff

Meeting timeResearch time

Ongoing School fully compliant with national legislation.

HT & Governors5 Green 5

Green

Profile of School6. To maintain and develop further

the profile of the school in the local and wider community.

Continue to work within LA network Learning Community, including SIA

Open days yearly for Professionals

HT & Governors& SLT Team

Meeting time Ongoing School maintaining and developing profile locally and in wider community.

HT & Governors.Haringey Education Authority.6 Green 6

Green

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5.3 Quality of Teaching, Learning and Assessment – Evaluation

Grade: 2/1Strengths 10/15 teachers are qualified Teachers of the Deaf. (Those that are not yet qualified will do the training after three years as a teacher). Teachers of the Deaf who are also subject specialists and actively involved in subject networks (Secondary). Teachers are aware of curriculum changes and know how to prepare for them in classroom. Teachers know their pupils well and enjoy positive relationships with them. Teachers’ planning is thorough and matched to pupils needs. Teaching enables effective learning to take place and engages pupils. Teachers work effectively with support staff to enable progress. Teachers collaborate to learn good practice from one another in a supportive professional culture. Teachers communicate regularly with parents/carers about pupil progress. There is an enriched curriculum that benefits all pupils. This includes visitors who work with pupils at the school, Deaf Role Models annual conference and visits out of school. Very good links with curriculum areas in mainstream and very good staff relationships in both mainstream schools Excellent CSW support for teaching and learning of BN pupils in mainstream classes

Evidence Student interventions to support progress. (SAPs, IEPs in Primary and L&C profiles) Speech and Language Team work in MDTs and do specific work, eg, work experience interview skills, independent travel skills, shopping skills Language and Communication Profiles shared (some CSWs have been trained in SMILE therapy) with all staff, pupils and parents - collaboration Lesson Observations (MER cycle, SIA visits and governor visit observation forms) Teacher Meeting minutes Examples of lesson planning (MER cycle) Examples of student work (Observation files) Progress data (CASPA, EYFS data, baseline assessments, pupils’ work and marking, Teacher record books) Performance Management data Pay progression (Resources Committee of Governors minutes) Enrichment timetable and student feedback about it (pupil surveys) Newsletters to parents and carers (Orbit in EY, Coffee morning performance of children to show topic learning and progress, workshops for parents) Deaf Role Models Conference annually plus many deaf role models in school visiting, eg, London Poet Laureate Summer Term 2016 Outcome measures from Speech & Language Therapy Team. Teachers work closely with SaLT to set individual targets for pupils plus SaLT involved in parents’ consultation

meetings smiLE Therapy book (smiLE Therapy ‘Strategies & Measurable Interaction in Live English’). Developed at BNS. Speechmark Publishing, November 2015 Certificates that students receive, eg, GCSEs, ELCs, Unit Awards An enriched programme of visits to support teaching and learning, eg, London Zoo, Highgate Woods, forest school, Battlefields visit to France, Tower of London

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5.4 Quality of Teaching, Learning and Assessment – Development Priorities


March 2016

July2016

Language and Communication1. Policy and Practice embedded

MDT work with teaching staff, support staff, S&LT and Ed. Aud to ensure that pupils L&C needs are being met.

Individual Pupil Communication Profiles across the school

LTSLT Team

Meeting time Ongoing All pupils have access to communication strategies and all staff use them consistently to support them

LT1 Orange update L&C T Gp needed

1 Green

Audiology2. Effective use of Radio Aids

where needed

Train and support staff in management and use of radio aid

Plan long term upgrade of old FM receivers for working compatibility with new hearing aid technology

Plan acquisition of new FM systems for specific use with cochlear implanted children

Ed. Aud.

Ed. Aud. + HT

Ed. Aud. + HT

Meeting TimeFinancial Budget

Financial Budget

Termly

Medium & Long Term

Competent use of equipmentNew Purchase

Ed. Aud. & HT2 Orange 2

Orange

Pupil Progress1. Further develop the variety of

methods used to feedback to pupils on their progress.

2. Further develop peer review of best practice across the department.

3. Further develop evidence for small steps of progress regarding additional needs students.

4. Through M.E.R. ensure that all teachers have consistently high expectations of all pupils.

Continue Peer Review projects on teaching and learning.

Review PM process and link to CPD needs of the school.

Hold regular learning conversations with pupils about their experience of learning in the school.

Discuss at Teachers Meetings Collect MER evidence and make specific

plans for PP pupils as a result of MER. Pupils’ self-evaluate before and after

smiLE Therapy using video evidence

LT/SMTSLT Team

Meeting time Ongoing Pupils know how well they are doing and how to improve, eg, signed stamp, use of , photo evidence

LT, Teacher meetings, Curriculum Committee meetings. FGB Heads

report to Governors

1 Green

2 Green

3 Green

4 Green

1 Green2 Green

3 Green4 Green

Curriculum1. To maintain and further

develop the curriculum to meet pupils’ needs, including the creative and sensory curriculum.

Research new courses Regular curriculum forums at teachers

meetings Partnership work with relevant, creative

organisations e.g. Mahler Symphony Orchestra

LT

Curriculum Committee of FGB

Meeting timeCurriculum budgets Secondary £8550Primary £6100

Ongoing A needs led curriculum continues to be embedded and further developed.


Green

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March 2016

July2016

Consistently Good and Outstanding Teaching1. To continue to maintain and

develop good and outstanding teaching and learning across the schoolAll teachers plan effectively to ensure that challenging targets are set based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding

High quality CPD opportunities for all staff, including support staff

Opportunities to share CPD good practice via relevant meetings

Use of Genie Suite to record good practice

Regular teacher discussion and analysis of pupil progress data collected through MER

LT/SMTAll staff

CPD budget £7000

Ongoing Best practice is shared, teachers are reflective about and improve their practice.

Pupils enjoy learning and making good progress.

LT & Governors

1 Green 1 Green

Inclusion1. To continue to develop partnership

work with our mainstream /partner schools and inclusion opportunities for all pupils.

Regular meetings with Head of BNS and partner schools

Regular meetings between Deputy Head (Secondary) with LT at Fortismere

Regular meetings between Headteacher with LT at Highgate Primary

Blanche Nevile PSA

LTPSA

Meeting time Ongoing Provision for pupils is varied and flexible to meet their needsPupils experience high quality inclusion

HT & Governors1 Green 1 Green

PSD1. To ensure high quality PSD

curriculum meets the needs of all pupils

Review policies and practice within the continuous cycle of curriculum review.

Ensure British Values/Prevent Strategy as part of SMSC embedded within vision, ethos and curriculum

LT/teacher PSD Curriculum budget £250 andCPD £7000

Ongoing Pupils develop social skills and understanding of the world and how to be safe.

LT & GovernorsHaringey Prevent Strategy

Team1 Green 1 Green

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March 2016

July2016

Enriched Curriculum1. To ensure high quality enrichment

for all

Continue to embed the enrichment clubs across both departments

Broaden the extra –curricular choices such as music

Creative Futures Music Project for 3 years

LT Curriculum budgetsSecondary £8550Primary £6100

Ongoing All pupils have access to an enriched curriculum.

LT & Governors1 Orange 1

Green

Sports2.

Ensure that all pupils have access to high quality sports activities delivered by sports professionals, PE lessons and coaching

LT PE curriculum budget £200

Ongoing All pupils enjoy PE LT & Governors

2 Green 2 Green

Partnerships3. International Dimension

Further develop links with relevant international schools for the deaf

LT Meeting time Ongoing Pupils enjoy some international links with provisions for the deaf.

LT3 Orange 3

Orange

Tracking and analysis1. To continue to develop and evaluate

whole school database to track children’s progress against national data, including the use of ‘CASPA’ programme, in order to support the analysis and use of data to inform teaching and learning.

Update tracking database with end of year levels for each child.

Ensure end of year data is compared with national data and used to inform new Teachers on where each child has made progress and next steps.

Analyse data and identify achievement levels in comparison to national data, inform & develop strategies

Identify action points: school/teachers Assessments, EHCPs, Annual Reviews

feeding into future planning

LT Meeting timeLicense fee budget £1600

June

Start of Autumn Term

June/July

July/ September

Teachers aware of needs of each child and relevant issues are taken into account when planning and teaching. LT aware of levels and identified action shared.

LT1 Green 1

Green

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5.4 Personal Development, Behaviour and Welfare – Evaluation

Grade 1Strengths Staff reminded of behaviour code and staff responsibility Records of incidents maintained and analysed, leading to further action if needed (for example: going on report). Small number of repeat offences points to effectiveness of action No recorded incidents of racist/sexist/homophobic bullying Two extended period of exclusion 2012-16 leading to education off-site. Students have opportunities to regulate their own behaviour and do this very well. Students and staff report feeling safe at school. SCR well maintained and RAs robust and well documented. Governors take an active role in H&S and Safeguarding supporting robust monitoring procedures including a Health and Safety audit carried out across whole school by Health and

Safety Governor in March 2016 Attendance is good School now has an e-Safety Governor who is also our Safeguarding Governor The school has a Home School Liaison Officer who is also a Safeguarding Officer Up-to-date medical care plans completed with School Nurse Well-qualified First Aid Team Strong SMSA staff Strong PSD curriculum including workshops in mainstream and Blanche Nevile School, eg, FGM

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Evidence Behaviour Policy Logs from detention folder and Bullying folder Students’ files Parent feedback Staff feedback from trips and visits Monitoring of behaviour at break time and Lunch Ofsted Report 2012 Risk Assessment documentation including guidance H&S Report 2014 and 2015 H&S policy Minutes from Resources Committee (H&S) Minutes from MDT meetings Attendance reports (SIMs) Monthly updates on attendance The Safeguarding leads have all continued their Safeguarding training on an annual basis including the Headteacher/Safeguarding Lead who completed L4 Safeguarding training in 2014

and continues to refresh her annual training. SIMS Lesson observation notes Performance Management objectives Black History Month celebrated Blanche Nevile Bake Off April 2016 Jack Petchey Award Scheme termly The Big Draw annually Annual Year 11 Leavers Celebration Charity Events, Sports Relief, Science Week, numerous others Good risk assessments for all our trips and activities – see risk assessment folders 05.01.2016 Headteacher delivered whole school INSET on Safeguarding Policy and Practice 05.01.2016 School Nurse delivered whole school INSET on epilepsy and asthma management, gastrostomy bag ISNET for relevant staff at Primary 28.04.2016 Coffee morning at Primary on e-Safety, EYFS Coffee mornings and secondary workshops on e-Safety 07.03.2016

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5.5 Personal Development, Behaviour and Welfare – Development Priorities


March 2016

July2016

Celebration1. To continue to celebrate the

positive and supportive behaviour of pupils.

Regular award assemblies AQA Unit Award Scheme certificates

for smiLE Therapy modules achieved Continue to embed positive

behaviour strategies in class and beyond.

Jack Petchey Award Scheme in the Secondary Department

LT/SMTSLT Team

Weekly assembly time

JP money

Ongoing Pupils’ successes celebrated and shared

LT & Governors1 Green 1 Green

Behaviour support2. To review and further develop

effective strategies in supporting pupils with emotional and social difficulties

Review and update Safeguarding and Behaviour policies.

Investigate, identify and implement strategies to address challenging behaviours of specific pupils.

Provide staff training in partnership with EP where relevant

Provide relevant workshops for parents/carers

Involve Home School Liaison Officer wherever relevant

CPD opportunities for whole school staff. E,g, Deaf CAMHS INSET Deaf children and Safeguarding and Deaf children/Autism

LTHome School Liaison OfficerEPs

EP allocated timeOngoing training sessions

Regular review

Strategies and practice consistent and established, evident in amended policy and in practice.

LT2 Green 2

Green

Improved electronic time tabling1. Staff expectations: consistency

in following behaviour policy and practice

2. e-Safety accreditation project

All pupils know their timetable All staff and pupils arrive to lessons

on time See E-Safety accreditation Review sanctions and rewards for

behavior and attendance

LT Behaviour policyMeeting TimesMDT/Safeguarding Team

Ongoing Pupils safe in School and on trips and visits.Staff aware of where students are at all time.Risk assessments are all in place.

LT + EWO1 Green

2 Green

1 Green

2 Green

20

PRIORITY STRATEGIES WHO? RESOURCES TIMESCALE OUTCOME MONITORING AND REVIEW

October 2015

March 2016

July2016

Attendance1. To continue to monitor and

support regular attendance

Regular meetings with Education Welfare Officer

Embed ‘Back to school plans’ where relevant following surgery/hospital stay

Regular liaison with parents and home visits where necessary

Monthly tracking of attendance Discussion with LT Liaison with LA tutoring services

where relevant Reward attendance

LTEWO

SLA Education Welfare ServiceMeeting Time

Ongoing Maintain and improve excellent attendance

EWO visits whole school; LT & governors

1 Green 1 Green

Safety2. To continue to address pupils’

safety at school and beyond their school life.

To develop action plan for further PSD curriculum development, including e-safety, independent living skills

Ensure tolerance, respect – British values/Prevent integrated in programme

LTRelevant teaching staffMDT/Safeguarding Team

Meeting timeCurriculum TimeInset Time

Ongoing Ensuring the safety of all pupils

LT & governors2 Green 2

Green

21

PRIORITY STRATEGIES WHO? RESOURCES TIMESCALE OUTCOME MONITORING AND REVIEW

October 2015

March 2016

July2016

Safeguarding

1. To ensure continuing robust and rigorous practice in safeguarding pupils.

Review of policy, procedures and training. Nominated Safeguarding Children’s Officers

update statutory training Induction of new staff in procedures SCR updated regularly Update staff training annually Safe Recruitment practice and training Update E-safety policy CRB/DBS cycle of renewal (every 3 years)

including governors Annual meeting with Lead Governor HT contributing to LA Disabled Children’s

Policy/Practice Review Ensure all pupils have ability to show preferences

and profiles for personal care, positioning, mealtimes, activities that are used consistently in school and respite.

Continue MDT Safeguarding meetings fortnightly Review Safeguarding Policy to ensure statutory

requirements are met.

LTMDT/Safeguarding Team

Meeting Time Ongoing Maintained existing robust and rigorous safeguarding practice.

LT & Governors

1 Green 1 Green

Independence

1. To develop pupils’ understanding of the world, including developing skills for independent living

Real life experiences - local trips Continue to develop independent travel where

appropriate smiLE Therapy modules, e.g. Communicating at

work experience, when travelling independently, for college interviews, asking for directions, requesting in a shop

parent workshops are a part of smiLE Therapy intervention

Review and share best practice across the school

LTRelevant staffSLT Team

Curriculum budgetSecondary £8550Primary £6100

Ongoing Pupils regularly experience new environments and develop independence

LT & Governors

1 Green 1 Green

22


March 2016

July2016

Pupil Voice1. To further develop pupil voice

Develop Haringey Joint student council

Continue to develop and strengthen student council

HTLT

Meeting timeOngoing

Pupils will continue to have opportunities to develop their views and ideas, have an opportunity to discuss and influence key aspects of school experience.

HT & Governors1 Green 1 Green

SMSC2. To continue to ensure that pupils’

spiritual, moral, social and cultural development is addressed through the curriculum

Delivery of curriculum, ranging from mainstream partnership delivery to individually tailored programmes

Assemblies and circle time sessions Social skills development are

embedded in every smiLE Therapy group across the school

Regular parent groups as part of smiLE Therapy intervention to support appropriate social communication

Review and share best practice

Teachers,All staff

Planning timeMeeting time

Ongoing Pupils have opportunities to explore and develop their understanding and choices

LT & Governors

2 Green 2 Green

23

5.6 Outcomes for Children and Learners – Evaluation

Grade: 2/1

There are good outcomes for all pupils both in terms of attainment and also progress from their starting points

The good outcomes are evidence of the carefully planned interventions and additional support the school puts in place and also the impact of the personalised learning/individual pathways used in the Key Stage 4 Curriculum

A significant number of the Year 11 students achieved GCSEs in Humanities. The pupils who achieved the GCSEs achieved a Grade B with two having coursework graded as A* Some pupils in Year 10 have successfully taken GCSE Maths a year early At the end of Key Stage 2, 5 pupils (all boys) were in Year 6. One had significant additional needs. 3 achieved a L3 in Maths and 1 achieved a L3 in Reading, a L5 in Grammar,

Punctuation and Spelling and a L4 in Maths Attainment and progress are regularly reviewed and in the Primary department, where appropriate, opportunities for integration into the mainstream school are offered There are no NEETs amongst the Year 11 leavers. All have gone on to additional training in colleges. The school tracks all ex Year 11’s to ensure their next placements are

successful. Students have access to a range of work experience placements to ensure they have experience of work opportunities and bespoke individual planning for post-16 education. Every child in the 2015 Y11 cohort left with accreditation, including GCSEs, Unit Award, ELC All students, at whatever point of entry into BN, leave with qualifications, including children who arrived with no language

Evidence SATs, CASPA and exam results

24

5.7 Outcomes for Children and Learners – Development Priorities


March 2016

July2016

Raising Standards1. To continue current practice in

Monitoring, Evaluation and Review to ensure the continued raising of standards in teaching and learning and pupil achievement.

‘Pupil trail’ monitoring, evaluation and review of planning, assessment, scrutiny of work: Autumn and Spring Terms

Develop range of recording of pupil work across school.

Observation schedule of teaching, including peer observations: Autumn Teacher observations, Spring Teacher peer observations and Support staff observations, Summer teacher observations linked to Performance management

LTTeachersAnd relevant support staff

Schedule across the year

Staff will receive feedback & implement action points, enter into professional dialogue on strengths and action points and take action.Record on Genie Suite where relevant

LT & Governors1 Green 1 Green

Team approach1. To continue to ensure

continuity and clear shared aims

Regular meetings between key staff E.g. sharing of plans, assessment data,

targets etc. Teachers to share pupil trails with support

staff where relevant Support staff involved in planning and

evaluations where relevant Regular meetings with SLT team and class

team to develop individual communication strategies through Communication Profiles

Regular parent/carer groups as part of smiLE Therapy modules to ensure continuity of communication and social skills aims

Class Teachers, and support staff& SLT team

Ongoing All relevant staff aware of development priorities and working towards same goals.

HT & Governors1 Green 1

Green

Moderation of assessment1. To embed moderation and

exemplification and use pupil tracking to ensure targets are challenging.

Continue to carry out assessment moderation within phase teaching team and across the school.

Implement Moderation and Exemplification in collaboration with the LA and other special schools, where relevant including P

Identify next steps for future planning – pupil progress meetings.

LTTeachers

LT meetings,Teacher INSET meetings

Accurate and consistent judgements made on levels. Robust pupil tracking. Analysis of data to target resources.

LT & governors1 Green FBSLit INSETLit review

1 Green

25


March 2016

July2016

Informed use of Assessment1. To ensure teachers are informed

and supported to meet pupil achievement targets

Embed assessment and tracking schedule to include: pupil progress meetings, tracking

pupils each term to see if they are on target, strategies needed

termly submission of levels updates on CASPA data moderation of levels end of year levels into CASPA Outcomes embedded into future

planning Outcome measures are obtained

for each smiLE Therapy module

LT/SMT Input from consultant

Annual MER schedule

All teachers have a firm understanding of their pupils’ achievement and how they are going to meet their targets


Green

Curriculum Development1. To continue to review and update

the curriculum to ensure that it meets pupils’ needs

See teaching, learning and assessment section

LT, Teaching teamCurriculum Committee

Termly Pupils are challenged and supported to meet their targets and develop their learning


Green

26

5.8 Effectiveness of Early Years Provision – Evaluation

Grade: 2/11. The high quality of provision in the Foundation Stage has been sustained and improved over time. The baseline assessments, multidisciplinary strategies, early intervention, the use of

specialist resources and innovative curriculum, combined with close collaboration and communication with parents facilitate the very good progress secured by pupils in the Foundation Stage.

2. Inclusion links with mainstream partnership school provide the pupils with excellent opportunities for personal and social interactions. Assessment, intervention and interdisciplinary work maximise pupils’ personal development.

3. A carefully planned induction for new pupils and parents is well established. Liaison and collaboration with parents/carers is of a high quality and transition is tailored to each individual child and family. Visits to home and current provision include multidisciplinary planning meetings. Once the child is at school, a close and continued collaboration with parents ensures that children settle happily, staff know the child really well and parents build up trust and feel happy to leave their child in our care.

4. Detailed and comprehensive planning and assessment procedures are in place, based on the early years Foundation Stage curriculum and tailored to the needs, likes/dislikes and interests of every child ensuring that they make progress.

Evidence Baseline data submitted to EEBA Data for al EY children submitted to Haringey LA Meetings with S&LT, EP’s, staff and parents and OT to develop individual programs for children to create EHCP’s Weekly inclusion sessions between BN and Highgate staff in EY, evident in planning EY Lead takes part in moderation visits Home visits completed for all new children Transition into EY agreed with parents/carers All About Me and BN books, created for each child, to help transition Regular contact with parents via phone calls and emails and face to face Orbit is used to share photos of children at school and at home Planning formats have been developed to meet the needs of individual children and discussed with the Advisory Teacher for Haringey. EY Team discuss individual children, progress challenges and next steps Tracking and assessment formats used are part of the Haringey EY profile Classroom displays and special books, that are child-centred and show a full range of evidence

27

5.9 Effectiveness of Early Years Provision – Development Priorities


March 2016

July2016

Moderation of AssessmentTo embed moderation and exemplification and use pupil tracking to ensure targets are challenging.

Continue to baseline pupils and moderate across both sites

Exemplification of levels with photographs

Outcome measures are obtained for attention groups run jointly by SLT & class team in Foundation Stage

FS Teacher& SLT team

Accurate and consistent judgements made on levels. Robust pupil tracking. Analysis of data to target resources.

Primary DHT/HT1 Green 1 Green

PartnershipsTo continue to work with partner schools, children centres and Early Years forum

Continue to work in partnership with mainstream schools

Continue to input into ‘Positive Futures’ for prospective parents of pupils with SEND

Build on working relationships with children’s centres

Review and regularly update the EYFS prospectus.

FS Teacher Wide range of provision for pupils ensures that they access learning in different ways.

Primary DHT/HT

1 Green 1 Green

To gather and submit baseline assessment data to Early Excellence Baseline Assessment (EExBA),

Liaise with team about expectations Observation time once children are

settled Submit data electronically

FS Teacher Eve

FS team

Eve/Clare

Time in class to carry out assessmentOctober 2015Time out of class to discuss findings

EY team feel confident in carrying out assessment

Data gets submitted once all children have settled

Primary DHT/HT

1 Green 1 Green

28


March 2016

July2016

To establish secure assessment procedures in line with EYFS profile and to ensure that small steps of progress are clearly represented.

Liaise with Haringey EY team to ensure assessment methods are current

Discuss with other deaf EY provisions to share ideas

Assess children in Dec, April and June.

FS Teacher Eve – to be shared with DHT and HT

Eve

FS team

Time to attend EY Co-ordinator, and cross-school meetings

December 2015

Time out of class to attend training

Assessment documents show even small steps of progress.Evidence of progress kept through work samples, sticker observations, Special Books, parent comments and EYFSP.


To moderate work with other schools and provisions for deaf children

Liaise with EY teams in other school to discuss key times to meet

Meet 2-3 times throughout the year to moderate work

Keep record of these meetings

July 2016 Eve

FS team all welcome

Time after school/during INSET days to meet

Evidence of moderated work in files.Notes kept on outcomes of moderation and any trends noticed

Primary DHT/HT1 Orange

1 Orange

To continue to work closely with mainstream colleagues to ensure that indoor and outdoor provision is inclusive and engaging and for all children.

Regular meetings with HPS FS team to discuss individual children’s and planning

Select appropriate resources for meeting all children’s needs and curriculum requirements.

July 2015 FS Coordinators and teams (BN and HPS)

Liaison time

BN budget

Children have access to indoor and outdoor areas that are shared with Highgate Primary School


29

6 SMSC Audit toolAction Evidence |(P = Primary only, S = Secondary only) Area for further development

1. Enable pupils to develop their self-knowledge, self-esteem and self-confidence

Curriculum (SoW) PSD (S) Drama (S) Art KS4 ( Unit on Self-identity) (S) Humanities SEAL curriculum (P) Deaf Studies through BSL curriculum Circle Time (P) Vertical Tutoring (S) Safe Program (P) Tutor Time (S) Inclusion opportunities e.g. learning opportunities,

joint assemblies and social timeEnrichment curriculum

Trips and Visits e.g. horse riding Jack Petchey (S) Student Council (S) Student presentations in assemblies Deaf Role Models e.g Conference and regular visits Kaos Choir (weekly sessions)(P) Deafinitely Theatre visits to the school Forest Schools (P)

Other Oral Health Programme School Nurse visits S&LT programmes per student Play time buddies Physio and OH programmes for individual students Audiology support from Ed Aud. In school RAD 1:1 Mentoring Scheme (S) Play therapy (P)

Culture and Ethos Behaviour Policy e.g. celebration assemblies and

reward systems

2. Enable pupils to distinguish right from wrong and to respect the

PSD curriculum (S)(e.g. role play around consequences)

Increase the number of external visitors to talk to pupils.E.g. police/ community police

30

civil and criminal law Assemblies (e.g. anti-bullying) Humanities curriculum Boys and Girls groups (S) Circle Time (P) Adult modelling Behaviour policy/ school rules/ consistent

enforcement Student Council (S) Trips and Visits: e.g. Parliament and WW1

Commemoration, visits from the police3. Encourage pupils to accept

responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely

Work Experience programme (S) Development of joint Student Council meetings with

the other Haringey Special Schools Jack Petchey programme (S) Local trips across London and the local area, including

local shops Charity fund raising events e.g. Red Nose Day and

Jeans for Genes day, Harvest Festival (P), raise money for a local arts’ studio (P), auction of promises (P)

Local allotment (P) Forest Schools (P) Assembly themes Work with external community agencies such as

Remark Home School Links Officer and her work with our

families Annual Art Show

Continue to develop the Haringey Special Schools Joint Council

Principles are promoted which:4. provide pupils with a broad

general knowledge of public institutions and services in England

PSD curriculum (S) Humanities curriculum Trips and visits Our students use a range of NHS services including visitors

who come in Arsenal Community project with the school to promote

Enterprise (S) Visits from MPs to the school Remark partnership RAD partnership NDCS partnership Work Experience and college visits

Increase the number of deaf role model visitors to the school so that pupils can meet a range of people with different occupations who can tell the story of how they progressed their careers.

Further develop small group discussion on what pupils believe and link to British values framework.

31

Independent travel training Visits from the Police e.g. presentation on Knives and

Gangs from PC Paracha (Firearms Unit-Met)5. assist pupils to acquire an

appreciation of and respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions

PSD curriculum (S) Circle Time (P) SEAL (P) Humanities curriculum Life Skills curriculum and cooking (S) Celebration of Chinese New Year (P) Assemblies Deaf role models Film Club (S) Assemblies ( covering a wide range of cultural and

religious issues) Deaf awareness training with students and staff Deaf awareness training for partners e.g. Transport and

partner schools BSL classes for parents and the wider community Trips and visits e.g. parents visiting to demonstrate

aspects of own culture Blanche Nevile has Culture Evening Displays on various topics Black History Month celebrations Holocaust Memorial Day

6. encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

RE curriculum and visits to places of worship Trips and Visits Guest speakers E.g. Police, MP’s, Charities, Kick Racism

out of Football Student Council Voting for Jack Petchey winners Boys and Girls discussion groups Behaviour policy and practice Parent workshops e.g. E-Safety, Sex and Relationships Celebration of different faiths e.g. Eid and Diwali Classroom Rules Golden Rules (Whole School) & Class Rules (created my

children in class) (P)7. preclude the promotion of

partisan political views in the teaching of any subject in the

Implementation of Teaching Standards into the Performance management process+ monitoring Performance Management

32

school Student Council PM of support staff via NoC standards Humanities curriculum PSD curriculum

8. Take such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils—

(i) while they are in attendance at the school;

(ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school; or

(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere;

Students are offered a balanced presentation of opposing views.

Staff closely monitor individual students and take action as necessary to address specific concerns

Additional assemblies as and when needed. E.g. to address E-Safety

Topic based assemblies-E.g. Tsunami, WW1 Commemoration,

Trip to Parliament

9. Opportunities for spiritual development

RE curriculum Assemblies often provide an opportunity for

communal reflection. E.g. Holocaust Memorial Assembly, WW1 Centenary and trip to Tower of London WW1installation

Trips to places of worship Valentine Day celebration (Thinking about

friendships) (S) Art Topics-War PSD Topics-Child Labour and Animal Cruelty

33

Year 11 Leavers Event-self awareness Science topic-Genetics and Evolution

Subject: Art & DesignTeacher: L ChristianTarget Steps to be taken Person/s

ResponsibleResources /Financial Implication

Success criteria Monitoring and review

To complete pilot of GCSE Graphic Communication through A&D endorsement

-LC to plan and teach year 2 of pilot.LC to attend AQA standardisation-LC to research and prepare exam paper materials.-1st cohort of students to complete year 11 and summative exam summer 2016

LCDL

Exam entry fee.

Course attendance.

Planning time.

Course to meet GCSE A& D criteria

Students to achieve predicated/potential grades

Exam materials Feb 2016

Summative assessment May 2016

Final grades Aug 2016

Keyword lists to be devised for KS3 and 4 Graphic Communication key topics

-LC to research key signs, words and images needed for each project.-LC to prepare and present accessible and useful words to student groups.

LC PPA time Increased understanding of keywords and concepts by students

Increased usage of appropriate subject specific vocabulary by students

ongoing

Devise and provide am enrichment event for BNS secondary dept ‘The little Big Draw’

-LC to devise suitable activity.-LC to liaise with staff to support the activity event.-The event to take place 24/10/15

LC

LC +volunteer staff team

VH/DL

Planning time

Event time

Small snack budget?

A suitable event to take place on the last Friday of October ½ term

All secondary students to be able to participate and enjoy the event

November 2015

GCSE A&D dept booster holiday sessions to be available to year 11 A&D and year 11 GC students

-LC to liaise with Head and students / families re suitable dates October / February and Easter holidays.-LC to run the sessions.

LCDL

Permission needed from Head to run sessions.

Good take up of attendance Raised achievement in

summative assessments

August 2016

All available year 9 and 10 students to be submitted for ELC Graphic Products assessment Summer 16

-LC to teach and make work ready for assessment for group 9/1, 9/2, Unit Award 10, ELC 10 at level ELC 1,2 or 3.-Year 10 to polish up final project during 2 x Tutor Time sessions prior

LCDL

Exam entry fee

Graphic Design equipment and resources

All students to achieve predicted potential grade ELC 1,2 or 3 before the course ends in May 2016

August 2016

34

to Dec 15

35

To investigate a suitable replacement course for ELC Graphic Products

-LC and JDa to discuss possibilities / opportunities for learning at ELC type level and possibilities of a cross curricular Art, Textiles, Craft course POS.-LC and JDa to research course options.-LC and JDa to devise / modify / devise appropriate units of work.-LC and JDa to plan and resource each unit.

LCJDa

Allocated time needed initially to liaise and research with JDa.

A course identified that will meet the needs of BNS learners and match the staff skill set.

Potentially a course that will encompass Art, Craft and Design

Course materials planned and ready for pilot Autumn 2016

July 2016

To pilot Unit Award Scheme A&D units for year 10 students

-LC to devise / modify / devise appropriate units of work.-LC to plan and resource each unit.-LC to teach and revise ongoing units to suit needs of individual learners.

LC Time needed to plan and resource

Course to meet Unit Award A& D criteria

Students to achieve participation / enjoyment / learning and acknowledgement of experiences and developments.

Ongoing – July 2016

Raise GCSE Graphic Com students skills and achievement in CAD

-LC to liaise with SHAPE to research and set up a project-LC to support facilitation of 4x sessions-LC to ensure project meets specific needs of learners

LC+ liaison with SHAPE

Time to plan and liaise

Budget to pay for designer

Project to meet GCSE A& D criteria

Students to achieve predicated/potential grades

December 2015

August 2016

36

Subject: EnglishTeacher: W Roberts / T Willis / H Moon

Target Steps to be taken Date Person/sResponsible

Resources /Financial Implication


Review KS3 and KS4 curriculum for lower achieving additional needs students

Review current SOW

Adapt or renew SOW

April 2016

WR / TW / JDvy Time / coverResources?

Challenging, interesting and relevant English curriculum in place with clear progress pathways

Ensure all staff continue to share responsibility for Literacy across the Curriculum

Further training on student reading and writing targets

Literacy walks to monitor and support

Termly WR Cover All staff actively promoting Literacy in lessons and able to support students to make improvements in Literacy

Appoint new FS and UAS Co-ordinator/s

Explain rolesAppoint co-ordinator/s

Jan 2016 WR / SMT None New Co-ordinators in place

*Raise parental involvement of supporting student reading at home

Parents to attend “Reading Together” workshop

? WR / TW / JDy Time to plan

Additional appropriate age and interest level books purchased

Parents more confident and able to support child at home

Student reading levels improving

37

Subject: Personal and Social Development Teacher: L Worthington Target Steps to be taken Date Person/s



Review KS3 and KS4 curriculum for PSD

Updating / Writing planning documents

April 2016

LW Time / coverResources?

Challenging, interesting and relevant PSD curriculum in place

Write baseline targets / assessment guide tick sheets for each Semester

Setting learning targets / objectives for each class

Review lesson / learning objectives – break down into know and can do statements

Updating / Writing objective outline documents

Dec 2015

Sept 2016

LW Time / cover All documents writtenInitially for Autumn and Spring.

Summer after xmas break

Create differentiated learning activities/resources for students with additional needs

Review lesson / learning objectives – break down into know and can do statements

Create worksheets/activities reflective of the lesson objectives – visual prompts / communication in print

Sept 2016

LW Time / coverCIP needs to be workingResources?

Differentiated resources for each main topic in PSD

PERSONALIncrease knowledge of teaching strategies for students who are deaf

Watch other teachers at BN

Go to Professional Development

Increase BSL practise / certificate level achievements

Sept 2016

LW Organise during spare lessons

Look for PD opportunities

Training who pays?

Range of new techniques observed that can then implemented into my own lesson planning

Obtaining further BSL qualifications

Familarise myself with UK curriculum and BN policy/procedures

Read curriculum documents

Write PSD Curriculum

Sept 2016

LW Time / coverResources?

Written curriculum documents and lessons plans that align to education standards in the UK

38

Subject: Science & senior responsibilitiesTeacher: Ms J Allen

Target Steps to be taken Person/sResponsible

Resources /Financial Implication


Plan for post single science GCSE – Cambridge Nationals level 1/2

Get to grips with new course:Planning, implement teaching,assessment , students portfolios, new vocab dictionary

JA TimeNew text books

Course under way – for final examination in summer 2018

Year 7 incorporate more ks2 materials

Look at new ks2 curriculum JA Time A more differentiated ks3 year 7 course

Timetable to be completed during academic year

Curriculum review – number of lessons, staffing available, ks4 blocks planned

JA TimeNova T training

Timetable issued to staff before summer holidays

39

Subject: HumanitiesTeacher: Helena MoonTarget Steps to be taken Person/s



From SDP: ‘further develop the variety of methods used to feedback to pupils on their progress’.

Visit BN primary school to observe how ‘dialogue marking’ works there, and put it into practice in Humanities lessons. Continue to make use of feedback stamps, including the new ‘signed feedback’ stamp which will be used throughout the school.

HM A visit to primary school (possibly requiring cover).

Students with a wide range of abilities will have appropriate feedback which they are able to act on to make progress.

Performance management, marking and assessment scrutiny by senior leadership team.

From SDP: ‘PREVENT/British values to be shared… with pupils’.

Through appropriate Humanities topics (eg British history/religious communities in Britain) to have open discussions with pupils about British values and their relevance in today’s society, to all ethnic and religious communities.

To help pupils find answers to questions they may have about global events, terrorism, and local issues.

To be alert to the dangers faced by young people and to pass on any concerns I may have about pupils’ safety to the appropriate member of the leadership team (VH).

HM (and whole school team).

If there is CPD training available for teachers of Humanities/Citizenship on the PREVENT strategy, it would be useful for me to attend.

Students are safe from outside influences which promote terrorism and racism.

Students feel comfortable talking and asking questions about these topics, if they want to.

Performance management.

To support Hafsah through a Humanities GCSE course in 9 months.

Hafsah has all of the usual lessons of GCSE Hums (only 5 hours a fortnight, should be 6) with the Year 10 group. She has also been given extra time with HM and with CC to learn Year 11 topics and do coursework.

HM, CC (support) Hafsah will need her own copy of the GCSE textbook to learn from in free time/at home.

Hafsah will pass (at least grade D) the GCSE Humanities exam in summer 2016.

Hafsah’s progress will be monitored by HM, and any issues / concerns will be discussed with JDv (line manager and head of curriculum).

40

Subject: Textiles, SEN Science, Careers and Work Experience

Teacher: J DalyTarget

(with reference to whole school targets and department self- evaluation)

Steps to be taken Target date Person/s

Responsible

Resources /

Financial Implication

Success criteria/evidence of impact

Monitoring and review

Careers Education To continue networking colleges and post 16 provision for our students

More guest speakers into school eg REMARKCity Lit workshop for Year 11 trialled Summer 2015

July 2016 J Daly Time is needed for me to visit colleges/teams. Cover needed.

Evidence of further links eg 2014 developed links with Uxbridge College.

July 2016

Work Experience Continual networking of more deaf organisations and placements for SEN students

June 2016 J Daly Time to visit and network placements alongside those provided by HEBP

I was unable to do this 2014/15.

Successful work placements eg NDCS and Action For Kids only 2 improved links, but already established.

September 2016

SEN Science Extend Unit Award Science as an addition to ELC to support the SEN students

July 2016 J Daly and J Allen Time for JDa and JA to meet/assess work and an opportunity for training of Unit Award AQA

Course free just cover implications.

Based on students achieving certificates in Units submitted/success in their learning/teacher evaluation of year.

Students already gained first certificate.

Review in Summer 2016

Textiles Technology Unit Award Scheme already established

J Daly C Christian Training and research This will link in with January 2016

41

2014/15.

As ELC Textiles Technology will be removed by 2016 J Daly and C Christian need to explore KS4 courses for SEN students but of a level higher than Unit Award

time KS4 options.

Whole school Supporting reading programme in VT

Would like to develop type of reading resources for SEN students

Need to consult W Roberts first and only if time given to do this. I have already made some reading resources but it can be very time consuming.

Time only and printing/laminating/book binding

42

Subject: Computing Teacher: Jeffery Drew & Samir GathaniTarget Steps to be taken Person/s



KS4 Plan and develop a SOW Cambridge Nationals ICT Level 1/2

Familiar with the new course, plan, assessment, steps of level of achievement. Possible attend the training seminar

JD TimeCost not yet

account possible of £260

Ready to teach at the beginning of September 2016 for year 10

Progression target Develop progression target steps for each topic link with the STP.

JD Timeand

ongoing

Ready-made progression sheet for each topic and carry on add if necessary.

Work sheet bank Collect and develop new worksheets and information for each topic for the shared area and also make different depend on the ability.

JD Timeand

ongoing

Ready-made work sheet for each topic and carry on add if necessary.

Check and update E-safety

Collect the evidences to meet the 360 E –safety for it to be accredited.Link primary school to ensure teacher are updated etc.

JD Time School to get the accredited award

KS4 Plan and develop SOW Creative IMedia Level 2

Familiar with the new course, plan, assessment, steps of level of achievement. Possible attend the training seminar

SG Time Ongoing

Pass on all the Computing resources to JD

Give all the SOW, planning, levels of achievement to JD

SG Time Nearly complete

43

Subject: Maths Teacher: Ms Antoniewicz Target Steps to be taken Person/s

ResponsibleResources /Finances


Get the best system for recording small steps of progress in KS3 and ELC groups without levels. Student progress and preparation for Life without Levels

Continue with B Squared and keep up to date on the latest systems for Life without levels.

JAZ TimeContinue the excellent recording of small steps and when a new system is chosen without levels then ensure a smooth adjustment in the department

GCSE SOW written and All GCSE teaching staff to know which subjects they are teaching for the year.

Write SOW for both Year 11 GCSE groups. JAZ Time

SOW written and given to staff by 21.9.2015

Pupils to achieve highest grade possible in GCSE exam in June.

A new GCSE Key Facts booklet to be written and given to students GCSE pupils to memorise key facts by Easter.

JAZ TimeGCCE pupils have memorised all Key Facts by the end of the Easter and achieved as close to their target grade as possible.

To effectively performance manage all teaching staff members of the maths team.

Observe lessons, monitor planning folders and assessments of small steps of progress. Learning updates monitored.

JAZ Cover for lesson

observations and feedback.

All teaching staff have excellent planning , assessment and recording of small steps of progress.

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Curriculum Area: PSHE (Personal, Social & Health Education)Lead: Lauren Millar


March 2016

July2016

To track and measure children’s social and emotional progress

Introduce tool to all Primary staff

Monitor use of tool at regular intervals throughout the academic year

LF

LM

Time

Time

02.15

n/a

All staff familiar with tool

Most staff involved in tracking and measuring progress

LT & Governors

To create overview of different schemes for teaching of PSHE (including SRE)

Teachers’ meeting to discuss current practice

LM to lead Time 02.15 Overview of current schemes used

LT & Governors

To know what resources we have to teach the curriculum

Teachers’ meeting where we look at / discuss all available resources

Conduct audit of current resources

LM to lead Time End of Spring 2

Audit completedLT & Governors

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Curriculum Area: English Lead: tbc


March 2016

July2016

Create SoW for VP Phase 2 Collate and assess any VP planning and develop KS2 SoW from this.

tbc Time July 2016 Scheme of work for VP KS2 created and shared with teachers

LT & Governors

Further develop Buddy Reading at Blanche Nevile

Classes to develop / create their own story sacks based on favourite books

Discussion with staff re: ways to develop the sessions

Discussion with children re: ways to develop the sessions

tbc Time

Resources for new story sacks£100

End of Summer 2

5 new story sacks created.

Relaunch of Buddy Reading, ready for September 2016

LT & Governors

LT & Governors

LT & Governors

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Curriculum Area: Primary Inclusion


March 2016

July2016

To identify an Inclusion Lead in HPS (ideally member f

Initial discussion with WD EG/LF Time End of January 2016

Identified lead for Inclusion in HPS

LT & Governors

To create a joint inclusion development plan

Set up meeting with Inclusion leads and SLT from both schools.

EG/LF Time End of Spring 1

Joint plan developedLT & Governors

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Curriculum Area: MathsLead: Kathryn McCarthy


March 2016

July2016

To conduct an audit of current resources and order new ones

Conduct audit Organise Teachers’ meeting to

discuss what resources are needed and prioritise, considering budget restrictions

LMAll teachers

Time

£300 (estimate)

By end of Spring 2

All staff aware of what resources are available.New resources purchased

LT & Governors

To embed the use of Numicon @ Primary

To research resources / ideas Organise Teachers’ meeting to share

and discuss ways of using the resource Order more Numicon if needed

LMAll teachers

Time£100

By end of Spring 2

All classes using Numicon regularly

LT & Governors

To develop / agree a Calculations Policy

Source policies from HPS and other schools for the deaf

Organise Teachers’ meeting to discuss current practice and agree calculations

LT & Governors

LT & governors

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Curriculum Area: Computing


March 2016

July2016

For all Teachers to be delivering the new Computing Curriculum

Liaison with Jeff Drew @ Secondary Organise teachers’ PDMs (how to

teach new aspects of the curriculum) Teachers to attend relevant training at

PDC Liaison with HPS Computing lead Rising Stars resource

LF Time End of January 2016

All teachers delivering new Computing Curriculum

LT & Governors

To identify what new resources are needed to teach the new Curriculum

To complete an audit of current resources and software. To map Rising Stars SoW against resources

Liaise with Secondary re: resources. Order necessary resources

LF Time£500 (approx.)

End of January 2016

Clear idea of what resources we have and what we need

LT & Governors

EYFS

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Target Steps to be taken Target date Person/sResponsible

Resources/FinancialImplications

Success Criteria Completed(Y/N)

To gather and submit baseline assessment data to Early Excellence Baseline Assessment (EExBA),

- Liaise with team about expectations- Observation time once children are settled- Submit data electronically

October 2015 Eve

FS team

Eve/Clare

Time in class to carry out assessment

Time out of class to discuss findings

EY team feel confident in carrying out assessment

Data gets submitted once all children have settled

To establish secure assessment procedures in line with EYFS profile and to ensure that small steps of progress are clearly represented.

- Liaise with Haringey EY team to ensure assessment methods are current- Discuss with other deaf EY provisions to share ideas- Assess children in Dec, April and June.

December 2015 Eve – to be shared with DHT and HT

Eve

FS team

Time to attend EY Co-odinator, and cross-school meetings

Time out of class to attend training

Assessment documents show even small steps of progress.

Evidence of progress kept through work samples, sticker observations, Special Books, parent comments and EYFSP.

To moderate work with other schools and provisions for deaf children

- Liaise with EY teams in other school to discuss key times to meet- Meet 2-3 times throughout the year to moderate work- Keep record of these meetings

July 2016 Eve

FS team all welcome

Time after school/during INSET days to meet

Evidence of moderated work in files

Notes kept on outcomes of moderation and any trends noticed

To continue to work closely with mainstream colleagues to ensure that indoor and outdoor provision is inclusive and engaging and for all children.

- Regular meetings with HPS FS team to discuss individual children’s and planning- Select appropriate resources for meeting all children’s needs and curriculum requirements.

July 2015 FS Coordinators and teams (BN and HPS)

Liaison time

BN budget

Children have access to indoor and outdoor areas that are

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Updates to SDP – February 2016

Strategic Leadership (Primary)LT: Time to have analytical/strategic/whole school/primary/secondary meetings.

Weekly meeting held between Acting DHT and VH either at primary of secondary.

Regular whole school meetings attended by at least one member of primary SLT.

Fortnightly MDT meetings attended by Eve.

Weekly primary teacher meetings to discuss strategy, policies, action plans, curriculum leadership etc.

Teaching, learning and assessmentTo maintain strategic overview of the planning, teaching, evaluation, learning, assessment and tracking of all pupils through Monitoring, Evaluation and review (MER) programme.

MER timetable set to cover regular monitoring and assessment of pupil and teacher work.

Science observations occurring with VH and LF/EG this week.

Staff team book look re: marking policy set for Teacher Meeting on 2.2.16.

CPD overview handed out to all staff.

Staff members involved in Assessment and Outdoor Learning training courses.

All primary staff involved in the January INSET training re: medical interventions, Prevent Duty and Life Without Levels.

Two teachers booked on to ToD training course starting in September 2016

Visits from CSWs at Hendon Autism Unit and Roding Primary School (set for 10.2.16)

Involvement in Music is Special program with 51

Frank Barnes and other specialist provisions in the area

Trialling of Solar Assessment and Tracking package in process

Performance ManagementTo manage and deliver Performance Management Cycle linked to CPD, SDP as part of continual school improvement

All staff have completed Performance Management review of previous targets and setting of new targets

Individual staff members involve in CPD training related to assessment and EYFS

Genie Suite update session to be held soon for staff members

CPDTo embed high quality, relevant CPD for all staff linked to meeting pupils’ needs

Develop consistent understanding and delivery of outstanding teaching with opportunities for teaching staff to observe each other half termly.

Please see above for comments on CPD

Induction given to all staff, visitors and work experience placements on Child Protection, Confidentiality and Fire Regulations.

To do: arrange time for peer observation in Spring 2

TransitionTo ensure a smooth and secure transition for children moving from each key phase:

EYFS-KS1KS2-3

Annual Reviews held for all students.

EHCP in place or being set for new or younger pupils.

Home visits done for new pupils, with Welcome to Blanche Nevile booklets created and sent home

EYFS: home school contact via home-school book, emails, phone calls, Orbit, Learning Journals and Coffee Mornings.

KS2 classes taking part in cookery sessions etc. at secondary to help familiarise pupils with

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secondary site.Partnerships Attendance at partnership meetings

Teaching of BSL to mainstream classes and also lunch clubs

Health and Safety Primary have just completed a recent health and safety audit by completing classroom risk assessments. As a result, a new smoke detector was installed and all the electrical appliances were PAT tested.

Safeguarding A recent audit of SMSC has highlighted the implementation of the new Prevent Duty responsibilities.Assemblies have been organised to include e-safety and a coffee morning is planned to invite parents

Successful Induction of all Staff CPD opportunities are shared with staff.Staff are attending courses.

Profile of School There has been a recent professional day just before Christmas. We have had two visits by communication workers this half term.

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Strategic Leadership - SecondaryLT: Time to have analytical/strategic/whole school/primary/secondary meetings.

Weekly meeting held between Headteacher and Acting DHT

Regular whole school meetings attended by all members of SLT, including the Senior CSW.

VH leads fortnightly MDT meetings.

Weekly secondary teacher meetings to discuss strategy, policies, action plans, curriculum leadership etc.

Daily staff briefings to highlight key issues.Teaching, learning and assessmentTo maintain strategic overview of the planning, teaching, evaluation, learning, assessment and tracking of all pupils through Monitoring, Evaluation and review (MER) programme.

MER timetable set to cover regular monitoring and assessment of pupil and teacher work.

Teacher meetings regularly share evaluation of marking and assessment and scrutiny of pupil progress.

CPD overview handed out to all staff.

Staff members accessing CPD as appropriate. See Genie Suite.

All secondary staff involved in the January INSET training re: medical interventions, Prevent Duty and Life Without Levels.

One secondary teacher is completing her ToD training this year.

Three-year music project with Creative Futures currently running in first year.

Trialling of Solar Assessment and Tracking 54

package in process. This free trial has been extended to end of February 2016. The Pupil Progress Data manager will be visiting Riverside Special School in Feb 2016 to see Solar in practice.

All teaching staff involved in a programme to develop answers to the question of how to develop Life without Levels at BNS

Performance ManagementTo manage and deliver Performance Management Cycle linked to CPD, SDP as part of continual school improvement

All staff have completed Performance Management review of previous targets and setting of new targets

Individual staff members involve in CPD training related to assessment.

Headteacher and senior teacher from Primary attended summit on Life without Levels January 2016

Genie Suite update session are held to help staff update their records

CPDTo embed high quality, relevant CPD for all staff linked to meeting pupils’ needs

Develop consistent understanding and delivery of outstanding teaching with opportunities for teaching staff to observe each other half termly.

Please see above for comments on CPD

Induction given to all staff, visitors and work experience placements on Child Protection, Confidentiality and Fire Regulations.

To do: arrange time for peer observation in Spring 2

TransitionTo ensure a smooth and secure transition for children moving from each key phase:

KS2-3KS3-4KS4-5

Annual Reviews held for all students.

EHCP in place or being set on a rolling programme

Close liaison between Primary and Secondary departments to facilitate Year 6 transition to

55

Year 7

Family visit arranged as required to visit the school.

Year 9 Options Evening for all Year 9 parents/carers and pupils plus bespoke curriculum pathways for each Y9 pupil going into Year 10.

Specialist careers lead Jane Daly leading on work experience and college transition with every Year 11 student and their families

Partnerships Teaching of BSL in mainstream school.

Attendance at Fortismere meetings, eg, parents evening per student as required

Headteacher meets with both Fortismere and Highgate Primary Headteachers regularly

Partnership with Deaf CAMHS embedded

Partnership with Speech and Language Team (NHS) embedded

Remark community mentoring

RAD partnershipHealth and Safety Secondary Department received an excellent

report from H&S Corporate Executive in July 2015. We now have an H&S Link Governor completing her fist H&S learning walk in February 2016.

The Headteacher receives minutes of H&S meetings at Highgate Primary and attends where

56

possible. Primary Deputies attend too.Safeguarding A recent audit of SMSC has highlighted the

implementation of the new Prevent Duty responsibilities.Assemblies have been organised to include e-safety and a coffee morning is planned to invite parents

HSLO (Safeguarding Officer) starting her maternity leave February 2016 half-term.

Headteacher remains lead Safeguarding Officer and is building new capacity to facilitate other safeguarding officers that will take the place of the HSLO and the previous Primary Deputy who left in December. This is a work in progress. Our safeguarding governor continues to attend fortnightly MDT meetings and also has responsibility for e-Safety.

Successful Induction of all Staff CPD opportunities are shared with staff.Staff are attending courses.

Profile of School Open Day for Professionals November 2015 and we hosted a visit from Hong Kong Teachers of the Deaf July 2015.

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