Nutfield Church (C of E) Primary School Action Plan
2013-2015
Autumn, Spring, Summer updates (outstanding actions/next steps)
1
Nutfield Church Primary School Action Plan 2013-15 Objectives
Ofsted “Good” by December 2014
Teaching
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Improve consistency of pace, high
expectations and challenge so that at
least 80% of teaching is good or better
by July 2014/15
Provide targeted CPD to enhance
individual teacher’s confidence and
competence to teach maths
Use School Improvement and staff
meetings to share good practice both
from within the school and externally
weekly
Extend variety of practical activities in
maths that provide the appropriate
challenge.
Develop a planning format that focuses
on the three key elements of children’s
learning
Engage the children as active learners
through extending the provision of
practical activities in maths.
Achievement (Excellent Pupil Outcomes)
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All pupils achieve challenging pupil progress targets by
July 2014 in Reading, Writing and Maths
92% pupils make at least 2 levels progress in
Reading, Writing and Maths between KS1 and KS2by
July 2014
Year 6 pupils to achieve the national average by July
2014 and above by July 2015
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Expected sub level progress is: Year 1 – 3 sub levels,
Year 2 – 2-3 sub levels, Year 3, 4, 5 & 6 - 2 sub
levels in each
Mission: We promote a desire for excellence in an inclusive,
caring, Christian community within a safe, happy and friendly
environment which encourages all to achieve their full potential
through a desire for excellence, using challenging, active and
creative learning. We aim to develop independently new skills,
an enquiring mind and knowledge and to promote communal
responsibility for the local and global environment.
Values: friendship, love, respect, fairness, perseverance,
hope, forgiveness honesty,
Leadership & Management
Use performance management process to clearly define roles, objectives and tailor CPD needs throughout the school so
that all members of staff understand their role in the school’s improvement plans and achieve individual objectives by
July 2014
Senior Leadership Team to manage and rigorously monitor teaching and progress and regularly report on progress
against this plan to ensure success by December 2014
Establish School Improvement teams to focus on sharing good practice in maths and literacy and how this impacts on
pupils’ learning measured by achieving 80% good teaching by July 2014
Develop the role of Key Stage leaders to provide a clear structure of leadership measured by staff survey
Continue to allocate and target school funds, (including Pupil premium and the new initiative Sports premium)
Work with parents to raise their view of our school measured by 50% of parents completing the parentview
questionnaire
Governors’ evaluation to ensure rigorous and systematic monitoring of all aspects of school life demonstrating best
practice so that Governance continues to be recognised by Ofsted as providing a good level of challenge and support
Continue to develop the understanding and use of assessment systems in Religious Education (RE) to ensure accurate
monitoring of progress over time.
Re establish the Faith Group to provide rigour in the monitoring and evaluation of RE and Collective Worship.
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Learning
Ensure pupils apply basic mathematical skills and
practical resources to problem-solving situations to
demonstrate their understanding measured by each
child making expected progress.
Improve the teaching of literacy skills in order to
strengthen pupils’ use and application of punctuation,
spelling and grammar in their writing measured by
100% compliance in lesson observations and work
sampling and 80% achieve L4+ in KS2 spag SATS
scores
Improve the teaching of phonics in order to
strengthen KS1 pupils use and application in reading
measured by 80% achieve expected level in phonics
screening results 2014.
Ensure sufficient challenge by ensuring learners are
aware of next steps in learning measured by pupil
engagement/progress/pupil voice.
Continue breadth of spiritual, moral, social and
cultural learning in our curriculum and enrichment
activities measured by continuation of Ofsted ‘Good’
judgement by July 2014
Behaviour & Safety
1.Embed and model school values to promote
good behaviour measured by a reducing
number of reported incidents of classroom
disruption/bullying, school surveys, feedback
from peer mediation, school council
 2. Consistent and positive behaviour
management strategies used by staff promote
a positive climate for learning.
 3. Harmonious relationships throughout the
school are enhanced by the achievement of the
Anti-bulllying charter and training of peer
mediators.
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2
School Action Plan
Achievement
Ofsted, July 2013 ‘Pupils achievement in maths requires improvement as it is not yet good and does not match
reading and writing.’
Success criteria
Every child makes at least expected sub-level progress* per year in Reading, Writing and Maths by July 2014 and this is
sustained in 2015.
All pupils make at least 2 levels progress in Reading, Writing and Maths between end of KS1 and KS2 SATS by July 2015.
Level 4 and 5 SATS results in Reading, Writing and Maths are at the national average by July 2014 and above in July 2015.
Key Performance Indicators
End of KS1
Targets for
2014
Reading
Writing
Maths
L2+
90%
90%
93%
Actual
2014
L2b+
93%
93%
83%
73%
73%
73%
Actual
2014
L3
93%
72%
72%
30%
16%
30%
Actual
2014
24%
14%
28%
End of KS2 Targets
2014
Achieved
Combined English & Maths L4+
92%
81%
Combined English & Maths L5+
40%
37%
2 levels of progress English
92%
89%
2 levels of progress Maths
92%
85%
*Expected sub level progress is: Year 1 – 3 sublevels, Year 2 – 2-3 sublevels,
Years 3, 4, 5 & 6 – 2 sub levels in each year
Expected Attainment
Level at
Average
Average
Average
end of year
APS at end of Autumn term
APS at end of Spring term
APS at end of Summer term
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
1a
8
10
12
2b
12
14
15
2a/3c
15
16
18
3b
18
20
22
4c
22
24
26
4a
26
28
29
Total Progress
KS1-2
7 sublevels
14 APS
3
Maths Progress Measures from End of Key Stage 1 to Key Stage 2 – Actual 2014 v National 2013
W
1
2
3
4
5
6
Total
No
of
pupil
s
0
0
0
0
0
1
0
0
1
1
100%
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Summary
0
0
3
0
0
0
0
0
0
1
4
7
1
0
0
0
0
0
4
2
0
0
0
0
0
0
4
0
0
0
4
4
11
7
0
27
0
0
1
4
11
6
0
23
0%
0%
25%
100%
100%
86%
0%
85%
Other
or no
KS2
Result
Other/no
prior
available
KS1
leve
l
W
1
2c
2b
2a
3
4
No.
achieving
expected
progress
School
percentage
achieving
expected
progress
National
percentage
achieving
expected
progress
48%
58%
81%
70%
91%
99%
90%
89%
88%
No
achieving >
expected
progress
School
percentage
achieving >
expected
progress
National
percentage
achieving >
expected
progress
-
-
-
0
0
0
0
4
4
8
0%
0%
0%
0%
36%
67%
30%
25%
38%
7%
24%
56%
26%
31%
Reading Progress Measures from End of Key Stage 1 to Key Stage 2 – Actual 2014 v National 2013
W
1
2
3
4
5
6
Total
No
of
pupil
s
0
0
0
0
0
1
0
0
1
1
100%
3%
-
-
-
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
2
4
3
0
2
0
0
0
0
2
5
7
0
0
0
0
0
0
0
0
0
2
5
5
5
9
0
0
2
4
5
5
7
0
0%
100%
80%
100%
100%
78%
0%
67%
81%
78%
92%
98%
87%
12%
0
2
0
2
5
0
-
0%
100%
0%
40%
100%
0%
-
31%
54%
15%
29%
56%
1%
-
27
24
89%
88%
4
33%
30%
Other or
no KS2
Result
Other/no
prior
KS1
leve
l
W
1
2c
2b
2a
3
4
Summary
No.
achieving
expected
progress
School
percentage
achieving
expected
progress
National
percentage
achieving
expected
progress
No
achieving >
expected
progress
School
percentage
achieving >
expected
progress
National
percentage
achieving >
expected
progress
4
Writing Progress Measures from End of Key Stage 1 to Key Stage 2 – Actual 2014 v National 2013
Other or
no KS2
Result
Other/no
prior
available
KS1
level
W
1
2c
2b
2a
3
4
Total
No
of
pupils
No.
achieving
expected
progress
School
percentage
achieving
expected
progress
National
percentage
achieving
expected
progress
No
achieving >
expected
progress
School
percentage
achieving
>expected
progress
National
percentage
achieving >
expected
progress
W
1
2
3
4
5
6
0
0
0
0
0
1
0
0
1
1
100%
10%
-
-
-
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
Summary
0
3
1
0
0
0
0
0
1
3
4
1
0
0
0
0
1
4
5
2
0
0
0
0
0
0
0
0
0
5
5
8
6
2
0
27
0
4
4
8
6
2
0
25
80%
80%
100%
100%
100%
0%
93%
72%
92%
84%
97%
99%
89%
61%
91%
0
1
1
4
5
0
11
20%
20%
50%
83%
0%
41%
42%
48%
7%
25%
58%
9%
30%
Evaluation
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A summary report and dashboard to be produced half termly and shared with governors and class teachers. This will include analysis of data, report on
pupil progress meetings, lesson observations, learning walks, parent forums, maths and literacy evaluations and monitoring.
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Governors evaluate half termly summary report within 1 working week. Observations shared with FGB by email.
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Termly evaluation of summary reports at FGB meeting, minutes reflect evaluation, evidence and actions.
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Termly evaluation by Learning Partner (with governor and SDBE Primary Advisor in attendance).
Achieveme
Objective
Actions
Milestones - Review Comments
5
1
Early identification of
pupils who are not on
target to achieve
expected progress
Half termly pupil progress meetings held one week after
data period with a focus on pupils not making progress.
Subject leaders to attend meetings from March onwards
to support, challenge and give advice.
Targeted children identified and support in place
immediately
Supervision meetings with Key Stage leaders to monitor
progress of these children
Performance management to focus on low attainment band
for progress
By Autumn 2013 half-term provision in place to support identified children. Revisit provision half termly
and adapt according to needs and staffing.
Pupil progress meetings are held half termly and children who are not making progress are
identified and discussed with interventions put in place as appropriate.
80% underachievers make accelerated progress of 1 sublevel by December and 2 sublevels by July. (see
Provision mapping)
All class teachers have been given class report on progress from end of KS1 to present to
identify underachievers and make a note of their progress. SEN pupils tracking progress grids
shows that they are making better than non-SEN pupils in all year groups except Years 4 and 5
(Year 4 – 1 pupil out of 2 is not making progress and interventions have been adjusted; Year 5 – 8
pupils –highest level of SEN pupils and interventions are in place.
Classed based intervention programmes have shown the following progress to Spring ELS year 1-above expected reading progress for 50% of pupils, expected progress for the other
50% of pupils.
Write from the start Year 2-above expected progress for 100% of pupils APS +5.5
SNAP maths pupils made expected progress in years 2, 3 and 4.
Springboard pupils made expected progress in Year 3 and 5.
EYFS social skills, fine motor and extra reading groups for identified pupils that are making
slower progress has impacted on pupil’s development levels with 83% of these pupils making
expected progress in PSED – Making Relationships, 80% making expected progress for Writing and
66% for reading.
TA observations on interventions have been carried out Spring term. Inhouse training and peer
observations for TAs has impacted on the teaching of interventions with 75% being good or above.
Year 5 SNAP will be discontinued and reviewed in summer 14. Numeracy Advisor has suggested
creating own intervention based on gaps in learning. Use of Springboard in Year 4 to be reviewed.
Project X code has begun with a set of 5 pupils (3 SEN) in year 4. Progress to be reviewed in
Summer 14. Impact on motivation evident as reluctant pupil keen to participate and starting to
use phonemes for reading.
Maths analysis from optional tests has been analysed for Years 1-6 and gaps in learning identified
and inform planning. Y5 class teacher and TA attending Success at Arithmetic, 4 day course for
upper key stage 2. Project X in-house training for TAs in Years 2, 3 planned for this term.
2
Revisit use of AfL in
school, ensuring
consistency and
involvement of all
staff
Review effective strategies
Good T&L checklist to include AfL- talking partners, steps
to success, pupil use of target cards and working walls,
strategies for peer and self assessment by pupils.
T&L observation form to include AfL
CPD staff meeting – effective feedback and marking
delivered by SDBE primary advisor – Autumn; revisit
effective strategies – Spring; all staff aware of AfL
ethos - Summer
Lesson observations show AfL being used consistently and effectively in lessons:60% end Autumn term – 61% in the Autumn term. 75% end Spring term – 75%
80% end Summer term – 100% - all now using steps 2 success, talk partners
Traffic light cups assessment adopted in Year 2 which makes children more responsible for their
learning and is developing persistence and ownership of learning. Talking partners embedded across the
school and introduced now in EYFS. Steps to success is used by some teachers but not teachers new to
the school and is an action for next term.
Working walls used well and acknowledged by HMI on monitoring visit. Writing target system in place in
EYFS and KS1 with maths being developed in the summer. Moving away from group targets so that
pupils know their individual targets and next steps. Effective marking strategies adopted including
learning intention related stamps to feedback to pupils about their progress.
Traffic light cups assessment to be adopted in EYFS and Year 1 in Summer Term.
Observations show that staff are using talk partners (71%) and success criteria (86%)
6
3
Pupils and parents are
aware of current
levels and
expectations for next
steps in learning.
Parent forum to consult on how progress is communicated
over the year – 18.11.13.
Weekly learning objectives for maths and literacy shared
with parents via learning platform from October 2013.
Parent information/workshop on the use of APP grids to
assess progress and set next steps – Spring 2013.
Review annual report to parents and revise format in
response to consultation with parents.
4
Embed and sustain
good practice in
mathematics through
rigorous and robust
monitoring and
evaluation
Disseminate good practice from visiting other settings
and peer observations
Observe outstanding maths practitioners in other settings
and good maths practitioners in our setting
Use lesson study model in Years 2,3 4 and then work in
pairs in other year groups to disseminate good practice.
Change cpd evaluation form for one thing you will
change/use and add to Top tips posters in staffroom.
effectively. Marking policy has been revisited and good practice from Y4 highlighted and now
being introduced throughout KS2 with children being given time to respond to feedback and
correct errors. Next – embed steps 2 success; consistency in effective marking
Working walls and target cards established in all year groups and children talked about the impact
of these and how they use these during governor monitoring visit on achievement (see minutes) and
in Leadership Review, pupil voice.
Draft on new process shared in January 2014 with parents and governors.
Only 8 pupils have accessed our learning platform in the last 10 days.
Homework set to encourage children to use learning platform and highlighted in newsletter.
Parent forum held and suggestions incorporated in new format. Positive comments were received
February 2014 with further suggestions.
From 14.02.14-24.02.14 February half term 73 pupils from years 1-6 logged onto the learning
platform. 74% of pupils in Years 4-6 accessed the learning platform.
Maths target cards (KS2) and Writing target cards (KS1) were given to parents at parent
consultations in the Spring term and parents encouraged to contribute to the learning process with
impact evaluated in the Summer term through a questionnaire and data analysis.
Securing a level documents were distributed to Year 2,4 and 6 teachers to ensure robust
assessment in mathematics. To be used to ensure accurate assessment of 1a/2c pupils end KS1
Whole school survey Summer 2014 shows 58% satisfaction regarding communication about children’s
progress and achievement.
Spring survey – 38 families responded – 89% agreed that received valuable information about progress
and 95% agreed their child made good progress.
50% parents have attended a parent forum and/or workshop by the end of the year. 36% of parents
have attended spelling workshops in the Autumn term.
Spring – reading workshop for Year R – a further 9% = 45% overall. 9 parents attended parent
forum 26/2/14 – double last forum.
New annual report format adopted for Summer 14 – evaluate Autumn 14 – positive comment from
Y6 parent – a report that shows you really know my child – elaborating on pastoral element has
promoted this approach.
All staff will contribute to the Top Tips posters in the staffroom within one week of any cpd activity.
Teachers are being encouraged to contribute. This will become an integral part of staff meetings
By end of December all staff will have trialled and made at least one change to their practice to
improve teaching in maths. – All staff can articulate a change they have made in their practice
Jan – in pupil progress meetings all teachers evaluate how changes in maths have impacted on teaching
and learning. New planning has been implemented and an initial trial reviewed. KS1 & 2 are now
planning from this. Feb – in mid year appraisal meetings teachers evaluate how targeted maths cpd
activities have impacted on outcomes for pupils through improved teaching and learning As part of mid
year review teachers have articulated how maths cpd has impacted on their teaching and
children’s learning and talked about new strategies/approached they have trialled and observations
show teachers are providing more challenge, increased pace, use of practical resources for maths
and activities matched to learning.
April – observations show teachers are on track to achieve 80% good for teaching and learning in maths
75% overall for whole school observations. Targeted CPD to continue for NQTs (changes in staffing
have impacted on teaching and learning target ) and identified teachers from more experienced
teaching staff. Maths subject leader has modelled good practice for class teachers through planning,
7
5
Formalised and
rigorous schedule of
in-school and crossschools moderation
for maths and English
Regular agreed moderation of levels within school (maths
and literacy teams) and across schools (lit)
Increase teachers’ expertise at articulating their
assessment. Teacher’s assess work consistently
Cross schools moderation planned for Spring term with
St. Catherines for all year groups.
teaching, marking and responding to feedback, working walls, presentation and use of practical
resources. An experienced teacher going on maternity leave and being replaced with an NQT has
impacted on the percentage to achieve good teaching and learning in maths. (See t&l section for
actions put in place)
May – pupils talk about heightened enjoyment of maths.
Pupil voice shows that pupils are more confident of strategies to access help and support in
maths, e.g. working walls and using practical resources, such as numicon. The children talk about
how they use target cards for next steps and to challenge themselves. Teacher are more familiar
with planning and using numicon for maths in EYFS and KS1
July – pupils have attained expectations for progress in maths.
See data for progress and attainment – not achieved in all year groups, ongoing
Termly bank of moderated work kept for reference. A termly bank of moderated work for core
subjects has been developed.
At supervision meetings levelled literacy and maths work is presented – supervision includes looking at
assessed work and discussions. The need for teachers to keep copies of assessed work and pass
on to subject leaders highlighted through monitoring of assessment folders.
Schedule of dates in appendix will be updated termly – termly schedule is ongoing
Spring term – cross school moderation with three other schools took place. Good practice was
shared, with other schools requesting copies of the self assessment checklists used by Nutfield.
Impact – teacher’s confidence in their judgements, continued use of levelled checklists for Maths
and Literacy to aid judgements and identify next steps in learning.
Action – pass levelled work to subject leaders with comments on moderation
Further cross-school moderation carried out in June with 7 schools. Network meetings led by 4S
attended by YR, 2, 3 and 6 teachers. Literacy and Maths subject leaders have completed work
scrutinies and been involved in the observation cycle for maths. Literacy action plan includes
monitoring cycle for next year.
Teaching and Learning
Ofsted July 2013: “ensure there is a faster pace of teaching and learning, and that lesson introduction and
explanations are not too long, so pupils get more time to work on their own and find things out for themselves ……
teachers have consistently high expectations of what pupils can achieve across the school …... there are more
lessons that provide pupils with active, practical tasks.
Success Criteria
80% of teaching is consistently good or better by July 2014 and sustained in 2015.
8
Key Performance Indicators
Good or better teaching evidenced in Teaching and
Achievement report – lesson observations/drops ins,
pupil progress, work scrutiny, pupil awareness of their
learning, learning walks
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
50%
60%
70%
75%
80%
80%+
Evaluation

A summary report and dashboard to be produced half termly and shared with governors and class teachers. This will include lesson observations, learning
walks, pupil voice, work scrutiny, monitoring of planning, visits to other settings, CPD evaluation.

Governors evaluate half termly summary report within 1 working week. Observations shared with FGB by email.

Termly evaluation of summary reports at FGB meeting, minutes reflect evaluation, evidence and actions.

Termly evaluation by Learning Partner (with governor and SDBE Primary Advisor in attendance).
Teaching and Learning
6
Objective
Actions
Milestones - Review Comments
Improve lesson
planning and delivery
Review planning and structure of lesson to ensure pace,
practical activities (and using and applying for maths) are
integral to the lesson and there is differentiated challenge for
all pupils.
By December 50% of focus groups articulate how they apply their learning in maths and literacy
through pupil voice and work scrutiny and by March 75% and July 100%. 66% of pupils in focus
groups are able to articulate what they are learning, how they use practical resources to
learn and enjoyment. At October 2013 50% of teaching is good - development observations with
learning partner
By end of autumn term 2013 60% of teaching is consistently good or better- 59% good achieved
By February 2014 70% of teaching is consistently good or better – joint observations with SDBE
Primary Consultant and our Learning Partner for teachers– 68.5% achieved good. Pace, challenge
and use of practical resources all observed. Next steps – higher expectations for presentation in
KS2
By April 2014 75% of teaching is consistently good or better – 75% good across the school,
including TAs.
Plan for opportunites to use the maths skills learned in
foundation subjects.
Teaching observations of good practitioners in school and off
site (Class Teachers and TAs). Schedule of observations
reflects needs
9
Lesson observations to focus on children’s practical application
of skills in their learning, faster pace, raising teacher’s
expectations, challenge, differentiation
Feature of staff and school improvement team meetings teachers share good practice
By July 2014 80% of lessons are consistently good or better with
1. a pace that is appropriate to the task that is taking place.
2. raised expectations with children taking risks and rising to challenges in their learning.
3. showing understanding by applying taught skills in literacy and maths across the curriculum.
4. pupils using practical apparatus in maths where appropriate.
SWOT analysis for support staff to identify required training
and set objectives for performance management.
Buddy system to share good practice for support staff.
Support staff to observe good practitioners in school and
accompany CT on cpd visits.
Impact - Summer observations (first half) show good pace and use of apparatus in maths.
Expectations are not always high enough in some classes and this is a developmental point for
some teachers this term. Applying taught skills across the curriculum is embedded in literacy
but needs further development in maths (a focus on INSET day for new curriculum
development). Using and applying maths is integral to the new planning introduced by the
Maths Advisor and this is embedded in Years 1 – 5. Year 6 cross-curricular projects e.g.
Lunar Theme park, Cookie project planned for after end KS2 tests. Pupil voice shows that Y6
pupils are very enthusiastic about this project ‘ I was desperate to do more the next day.’
Use resources of County Maths, literacy and Early years
Advisors:- Maths – using and applying; Literacy – writing and
spelling in KS2; Early years – provision.
One day with Learning Partner carrying out paired observing to
agree identified need for Performance management and to
tailor CPD to individual need.
One day working with Key Stage 1 leader to develop
observational skills across the key stages (SDBE course 10/10)
Visits to outstanding practitioners
25/9 – Y6 team to All Saints
30/9 – Y1 team to Limpsfield Infants
3/10 – Y2 team to Limpsfield (Leading maths teacher)
Y5 – St. Marys School (Autumn term)
20/10 – YR team to Limpsfield and Kingswood – 27/11
13/12 – Y4 to Shinewater School
13/1/14 – visit by leading maths teacher – KS1, target setting and self assessment
25/2/14 – visit to Reigate Parish, Y1 teacher- phonics
Impact – changes in practice e.g. setting challenges, self assessment, use of practical
resources-numicom, new ideas and strategies for teaching of maths, early years enabling
environment, confidence in teaching phonics.
4/14 NQTs visited Reigate Priory and observed Y 3 and 5
5/6 NQTs visiting Kingswood Primary and observing Y3 and 4
Autumn term – peer observations – teachers have observed good positive behaviour
management and practical maths. TAs – identified needs and some training booked for new
interventions. Positive behaviour management training delivered by BST. In school
observations of phonics, snap.
Impact – since 2013 - 2 pupils have been ‘signed off’ from the behaviour support team with
only 1 further referral in place.
Spring term – Grammar training for all staff; Maths subject knowledge audit undertaken and
staff meetings planned based on the results; planning and team teaching with Maths subject
leader implemented second half of Spring term. Impact-teachers have added comments to
‘Top Tips’ poster indicating a better understanding of progression, how to use split inputs and
practical activities for older pupils.
Numicon training by Maths Advisor-teaching assistants attended twilight alongside teaching
staff. TA observations in Spring term – 82% achieved good or above. Further Numicom to be
purchased from new budget to support training.
Training planned for TAs next term – guided reading, using maths resources effectively
handwriting, spelling and phonics, analysing cues for Benchmarking assessment for support
10
staff. Success at Arithmetics – a new intervention for Y5 TA and CT.
7
Develop the new
curriculum
Subject leaders investigating/researching changes in order to
map the new curriculum
Lead on subjects to facilitate changes in long term planning
(start with History topics)
Subject leaders to cascade expertise to develop crosscurricular links for using and applying literacy and maths in new
curriculum
By spring 2014 subject leaders will have identified and shared changes in their curriculum area
20/1 – began to map new curriculum and subject leader time being used to lead session during
inset on their subject and we plan further.
By Summer 2014 a long term plan and medium term planning will be in place for the next academic
year
RM and ET to lead INSET – 2 year rolling programme to support planning
By Autumn 2014 teacher will be confident planning for the new curriculum
8
RM
to
updat
e
Narrow the gap for
SEN, pupil premium
and low attaining
pupils in maths so
that they make the
expected progress
within the school
year
Inform Surrey of our provision for SEN pupils following
Provision Management 2.0 training.
Observations of maths class based interventions.
Half termly review of assessment data.
Inclusion Leader to attend pupil progress meetings in an
advisory capacity.
Use SEN TAs to support the TA delivery of interventions.
By December 13- 80% of SEN and l/a pupils have made at least 1 sublevel of progress
By December 13, 60% of SEN pupils from years 2-6 had made 1 or more sublevels progress in
maths. L/A 50% had made 1 sublevels in Year 3
By Spring 14 -50% have made at least 2 sublevels of progress l
By Spring 2014 85% of SEN pupils made expected progress in maths with 15% of SEN pupils
exceeding expectations.
Year 3 – 100% had made expected progress
Year 4 – 2 pupils (one undergoing tests for Sotos syndrome) have made no progress – other
pupil made 3 sublevels in Y3.
Year 5 – 100% had made expected progress
Year 6 – 75% made 1 sublevel, 25% made 2 sublevels
By Summer 14- 80% pupils have made at least 2 sublevels of progress in maths
By summer 2014 67% of SEN pupils made at least 2 sublevels progress in maths with 20% of SEN
pupils exceeding expectaions.
In year 1 100% of SEN pupils made expected progress, 33% exceeded.
In year 2 100% of SEN pupils made expected progress, 33% exceeded.
In year 3 40 % of SEN pupils made expected progress,
In Year 4 100% of SEN pupils made expected progress.
In year 5 38% of SEN pupils made expected progress, 25% exceeded.
In Year 6 75% of SEN pupils made expected progress, 25% exceeded.
Local offer SEND 14
The school’s local offer has been submitted to Surrey and has been posted on the school’s website.
Observation of class based maths interventions.
Of the interventions observed by the maths leader 66% were graded good and 33% outstanding
9
Ensure challenge for
more able pupils so
that they make at
least expected
progress and some
exceed this.
Half termly pupil progress meetings held one week after data
period with a focus on pupils making at least good progress and
some exceeding this. Subject leaders to attend meetings from
March onwards to support, challenge and give advice.
Children making good progress and potential to exceed this
identified.
By December 2013 challenge in place to support identified children – used within working wall and
pitch of lesson. Action - introduce using and applying challenge emanating from weekly topic in
maths.
Revisit provision half termly and adapt according to needs and staffing.
Half termly progress meetings are established. All groups focused on at beginning of term with
tailored workshops, focus on using practical resources to underpin concepts and children using
11
Challenge activities are part of daily lessons and growth mindset numberlines in Y3, working with Numeracy subject leader on planning to challenge/support children
is encouraged.
in Y5 and booster sessions for Y6 planned to impact on progress.
Supervision meetings with Key Stage leaders to monitor
By end of Spring 50% more able pupils make expected progress of 2sublevels
progress of these children in the Spring term.
Maths – Y2 – 83%, Y3 – 10%, Y4 – 44%, Y5 – 11%, Y6 - 29% (2 pupils assessed at L5a end of Y)
Reading – Y1 – 100%, Y2 – 78%, Y3 – 22%, Y4 – 75%, Y5 – 33%, Y6 – 22%
Writing – Y2 – 86%, Y3-0, Y4 – 33%, Y5 – 25%, Y6 – 100%
By end of Summer term, 25% exceed by at least 3 sublevels .
Maths – Y2 – 38%, Y3 – 0, Y4 – 44%, Y5 – 11%. Y6 – 29%
Reading- Y1 – 0, Y2 – 11%, Y3 – 0, Y4 – 8%, Y5 – 11%, Y6-0
Writing – Y2 – 29%, Y3 – 0, Y4 - , Y5 – 25%, Y6 - 0
10
RM
to
updat
e
Skilled management
and use of TAs and
SENTAs to make a
positive impact on
children’s learning
and progress.
Positive behaviour management training – 5.9.13
Provide focussed training for support staff to match needs of
children they work with.
Environment and sessions are planned and timetabled
Ensure performance management objectives take account of
training needs and tailored to personal needs
CPD – Hands On Maths 27.9.13 Y6 BG
TAs to feedback on identified criteria during main teaching
input.
Tracking of interventions from entry to exit points for maths and literacy show 80% of pupils
achieve targeted progress. – 65% achieved Autumn term 2 2013
Structured intervention programmes summer 2014
ELS in Year 1 83% of pupils made 2 or more sublevels progress in writing.
SNAP in Years 1-4. 72% of pupils made 2 sublevels progress in maths. In year 5 only 1 of 4 pupils
on the SNAP programme made progress in maths this year. These pupils may benefit from a new
intervention success@ arithmetic.
Springboard Year 3-5 33% of pupils in Year 3 made 2 sublevels progress, 75% in year 4 and 33% in
Year 5. Springboard appears not to be an effective intervention and will be discontinued in year 3
and 5.
Beat dyslexia Year 4-6. 80% of pupils made at least 2 sublevels in reading and 80% made at least 2
sublevels in writing.
Project X code was started at the beginning of the summer term with a group of year 4 pupils. In
the summer term 80% of these pupils made progress in reading.
11
Develop teachers’
confidence in their
teaching
Staff fully aware that children’s progress is central to all work
at the school and that progress within a lesson must be
evidenced
Staff to evaluate next professional steps based on regular
analysis of teaching standards, job profiles, current cohort and
reflecting SDP priorities
Ensure all feedback of teaching emphasises positive aspects and
Spring term – TA training - Write Away, Project X – two new literacy interventions for targeted
children. Performance management takes account of training needs. Training feedback is part of
TA meetings and liaison meetings with class teacher. Some TAs responsible for updating working
walls on Friday which impacts on their understanding of topic for following week and use of
mathematical language. Maths Advisor training on numicon carried out Spring 2 and 6 TAs
attended twilight. Grammar training by Literacy Consultant and maths subject knowledge audit in
Spring 1. Maths staff meetings will be tailored to need s identified from NCETM audits completed.
Training from Learning Support Team took place for TAs in June for use of appropriate
resources for maths and guided reading.
Lesson study is developed as a tool for coaching by teachers of years 2,3 and 4 – Work with Maths
Advisor in Spring term. Maths analysis Summer term shows that place value is a whole school issue
and lesson study to focus on this.
By end of spring term 2014 follow up observations show teachers have taken measures and can talk
about how it has improved their practice from previous lesson observations.
New ideas and strategies from cpd activities have been observed in learning walks and formal
observations and are discussed in feedback and next steps planned for next observation. Impact
12
12
Provide
opportunities for
pupils to apply skills
in mathematics to
real-life problemsolving across the
curriculum
next steps to develop weaker areas
Ensure next observations follow up from previous observation
findings
Where less than good observations are observed provide
immediate support through tailored CPD
Regular good practice discussions in staff meetings with all
teachers contributing
Training Tandridge confederation – Accelerating pupil progress at KS2,
4.5 days training + 6 x 2 hour twilights- Maths Subject leader
and Year 2 teacher to attend
4S

Using and Applying Maths, 31.1.14 – 2 class teachers to
attend

Improving Boy’s Writing, 15.11.13– Year 5

Developing Spelling in KS2 , 22.10.13

Assessment at end KS2, 4.10.14

Primary English SL Mtgs/New to English SL 4.10.13
Minimum of one formal lesson observation by HT per half term
plus drop ins
Fortnightly supervision meetings include review of sample of
children’s work books to monitor standards of work, effective
marking.
Discussions with children about their learning and outcomes
passed on to teachers
shown in pace, use of practical resources, using and applying activities, some cross-curricular links
and challenge . Pupil voice shows children are using more resources, target cards for next steps and
working walls to support learning.
By July 2014 all teachers accept the positive aspects of lesson observations and have adapted to
advice.
By July 2014 80% of lessons are consistently good or better.
CPD feedback is an integral part of staff meetings and TA meetings- all staff meetings begin with
feedback from CPD
Teacher are leading staff meetings following on from attending courses
3.2.14 – ST and CH led using and applying maths staff meeting following on from training-Impact
teachers observed by Maths subject leader using new Using and applying ideas from training
feedback in their lessons.
ET – spelling-impact KS2 teachers met to discuss and resource new spelling initiative. KS2 leader
met with literacy consultant for advice on planning for spelling. Ideas disseminated to other KS2
teachers.
ST - Developing Middle Leaders – observation and feedback training cascaded to staff.
BB + CH – Observations of outstanding teachers in other schools.
Literacy subject leader observed by NQTs modelling outstanding practice.
Team teaching planned for NQTs second half summer term. Teacher returning on maternity leave
has been supporting Y3 NQT with planning and team teaching modelling good practice.
Observations show increased confidence for NQTs with Learning partner commenting on
confidence of Y3 NQT.
Children talked confidently about their learning and the impact of teaching was evident during
Leadership Review in June.
Identify opportunities for using maths in foundation subjects
and align Medium Term Planning accordingly
Planning to incorporate using and applying activities in maths
throughout the week
Incorporate maths using and applying scenarios in roleplay
Identify real-life opportunities in the school year to apply
mathematical learning e.g. fund-raising – cake sales, selling fair
trade snacks
By end January 2014 opportunities for using and applying mathematical skills across the curriculum
are identified and evident in planning, lesson observations and assessments – new planning has
U&A threaded through it and staff are seeking ways to further develop this in their weekly
plans.
January – using and applying course shared during staff meeting. Impact teachers observed by
Maths subject leader using new Using and applying ideas from training feedback in their lessons.
Class teachers link learning to the real world of maths in their input which impacts on attitude to
learning. Year 6 run the school shop and sold geobars – they are currently running a promotion to
sell less popular bars which they instigated. KS2 children have been involved in handling money for
cake sales.
By July 2014, 75% pupils confidently articulate their understanding of using taught skills across
the curriculum. All pupils talked confidently about their learning during the pupil voice, Leadership
Review. Y6 pupil voice in school showed how motivational the children find cross curricular topics.
Needs building on for next year in 2 year rolling programme, new curriculum.
13
13
Use ICT to raise
attainment in
mathematics
14
Motivational
activities are
planned to encourage
a positive attitude to
learning
15
Timely data analysis
External audits of infrastructure by 4s/SDBE/independent
company to ascertain expenditure and options to ensure ICT
operates across the curriculum
Upgrade ICT facilities to ensure all staff and pupils are able to
use ICT for teaching and learning
Develop challenge page on learning platform with children
setting new challenges
Set homework using espresso and Education City via learning
platform
Weekly maths games using ICT to motivate reluctant learners
Identify reluctant learners, target and track progress focusing
on these pupils in Supervision and pupil progress meetings
At Medium term planning stage, pupil voice is invited to promote
ownership of learning
Identified parents meet with the class teacher and work with
the school to improve their child’s attitude to learning.
Pupil Progress meetings held within one week of data period
Targeted children identified and support in place immediately
for less able and more able
Review impact of support half termly at SLT level
Adjust individual support as necessary to maintain progress
By September 2014, analysis of maths papers shows pupils applying taught skills to solve multi-step
problems and next steps identified and add to our action plan for 2015.
By March 2014 one additional maths session per week is planned- New ICT infrastructure is
planned for April and this will be delayed until Summer term
By July 2014 all staff are able to plan ICT activities for teaching and learning.
May – new infrastructure in place and wireless laptops in constant use. A weekly timetable
has been established. Pupils highly motivated by laptops.
By July 2015 ICT facilities have been upgraded.
By December 2014 75% KS2 pupils have logged onto maths challenge room
From autumn 2013 half term, progress of reluctant learners are carefully monitored through
supervision meetings involving scrutiny of work and planning. Support from external agencies for
motivating pupils. Reluctant learners have been tracked over the Autumn term through
Supervision meetings and are part of the pupil progress meetings.
Reluctant writers are being targeted and working with SEN TA following advice from Learning
Support external team which has impacted on the quality and quantity of writing by these
pupils.
Each term pupils contribute to MTP. Pupils are invited to contribute to MTP and their ideas
included in learning for new topic. Home school projects are personalised as children choose how to
represent their learning which impacts on attitude to learning and pupil engagement.
Motivational writing delivered by SENTA in years 5 and 6 with targeted pupils now impacting on
confidence in writing and pupils understanding how to plan and use this to generate ideas and write
different genres.
By July 2014 lesson observations show high pupil engagement with all pupils focused on their
learning. Termly homework linked to topics with pupil generated questions ensures pupils are
motivated and engaged in learning. In YR mindmaps are used to generate ideas that will engage
pupils. Lesson observations show increase in motivational starting points and outstanding behaviour
for learning was noted by SDBE primary link advisor in Year 2 – June 14
Half termly meetings are held and actions implemented from this and impact followed up at the
next meeting
Half termly pupil progress meetings are held with AHT and IL. All pupils and groups are
discussed and interventions adapted accordingly. TAs are carrying out interventions in class as
opposed to SENTAs withdrawing pupils. Observations of TAs showed that 82% and above
deliver good teaching in maths.
Data shows that progress in Years 3 and 5 is not good enough. Teacher returning from
maternity leave will team teach and plan in Year 3. In Year 5, Year 6 CT and HLTA will
deliver/support 2 lessons in maths and literacy per week (excluding residential weeks) including
team teaching and planning.
By July 2014 all children making expected or better progress as outlined in the Achievement
section, expected progress. See data reports and progress measures at beginning of this plan,
14
Behaviour & Safety
Ofsted July 2013: “The behaviour and safety of pupils is not outstanding because occasionally, some pupils become distracted when
activities in lessons are not pitched at the right level to fully challenge or engage them.
Vision: To develop a culture of learning
Success Criteria
Achieve Ofsted “Outstanding” grade for Behaviour & Safety by July 2015.
Key Performance Indicators
50% of parents complete parent view
School survey of parents summer 2014 shows 70% agreement to “This school ensures the pupils are well behaved”.
School survey of parents summer 2014 shows 75% agreement to “This school responds well to any concerns I raise”.
Lesson observations reflect 90% pupils are fully engaged in learning by July 2014.
60%+
70%+
75%
90%
Evaluation

A summary report and dashboard to be produced half termly and shared with governors and class teachers. This will include lesson observations and learning
walks focusing on pupil engagement, pupil voice, analysis of behaviour logs, monitoring of minutes from school council, healthy schools, CPD evaluation.

Governors evaluate half termly summary report within 1 working week. Observations shared with FGB by email.

Termly evaluation of summary reports at FGB meeting, minutes reflect evaluation, evidence and actions.

Termly evaluation by Learning Partner (with governor and SDBE Primary Advisor in attendance).

Termly evaluation of Safety (premises) at L&M meeting. L&M minutes reflect evaluation, evidence and actions.
15
Behaviour and safety
Objective
Actions
Milestones - Review Comments
17
Consistent
communication
about behaviour.
Positive behaviour management training by Behaviour and Support
Review the behaviour policy and reduce the number of rules to
ensure all members of our school community are aware of
behaviour expectations and sanctions - “everyone knowing the
same thing.
Display simplified rules and sanctions around the school and
playground and include in newsletter.
Explain behaviour policy to individuals as necessary
Communicate structure for parents to express concerns to
school via parent forum in Spring 2014
Develop an induction pack for new parents with signposting to
behaviour policy, etc.
18
Making school
values higher
profile.
Reminders of behaviour and school rules once per term in Parents’ Newsletter from autumn 2013 –
reminders are included termly in newsletters. More posters displayed around school following on
from request from School Council. Children all know the simplified school rules and values.
Termly analysis of behaviour logs show reduced number of incidents of poor behaviour throughout
school - analysis shows reduction of incidents referred to leadership team A more precise method
for logging now set up. Pastoral meetings used to disseminate parental information about
behaviour if relevant.
Spring term – Sims to be used by SLT to monitor behaviour incidents. Behaviour staff meeting
looking at new ofsted criteria and updating our policy. Classroom tracking for behaviour and
rewards to be analysed by HT. Parents are sent letters about their child’s behaviour if
referred to leadership team. Next steps – a culture of a consistency regarding behaviour to be
adopted; home-school agreement to be adapted re new ofsted criteria for behaviour.
By summer parent questionnaire shows 75% agreement that concerns about behaviour are well
managed. Questionnaire shows that 85% of parents agreed pupils are well-behaved
By Autumn 2014 an induction pack is given to all new parents which includes simplified school rules
and informal feedback shows they appreciate this. Home School Agreement has been simplified and
school rules added, June 2014
School council feedback on impact from values – what they have noticed in change of behaviour
related to value.
Minutes from School Council meeting on 6.3.14 show impact of values
Year 1 class assembly linked to value of honesty. School council meeting focused on raising the
profile of our values and suggestions from classes will be discussed.
19
Giving older
children more
responsibility and
embedding
restorative
approach
20
Plan active,
Use a different school value theme each term
Incorporate values into school assemblies
Use the display in the foyer and corridor to playground to make
children aware and responsive to themes.
Parents to be made aware of the value in newsletter and what
we expect to see in school
Children are rewarded for displaying good examples of “value”
Display in foyer of current value changed termly
One certificate from each class presented for good examples of
behaviour modelling the school’s values.
Peer mediator system established with children trained in
mediation and negotiation tasks to achieve healthy schools
enhanced status.
Restorative approach is part of induction process for all
new staff with restorative champion modelling approach
to new staff.
Revise logs to include pupil enagement in restorative
approach.
Identify opportunities for applying skills to ensure lessons
Termly comparison of Learning Mentor logs shows that pupils are more confident of resolving
friendship and bullying issues with their peers – meeting arranged Inclusion leader and Learning
mentor. Peer mediation introduced January 2014 and training of pupils commenced.
By April 2014 observations of playtimes show peer mediators at work in the playground. – Training
has been delivered.
By July 2014 the younger children talk about how peer mediation has helped them.
Peer mediation in place in the playground and quotes from children are being added to the
display. In Monday’s Collective Worship peer mediators on duty are identified and how they
can help reinforced.
By July 2014 enhanced healthy schools status achieved – applying July 14
Termly comparison with previous year shows reduced number of incidents in classroom and
playground as restorative approach is embedded.
By end January, cross-curricular links and opportunities for practical, active learning
16
practical lessons
that fully engage
and challenge pupils
are active and practical
Make links across the curriculum using subject leader
expertise
Find out interests of reluctant learners and incorporate
into planning
Prior to Medium term planning introduce topic and include
children’s interests
Include problem-solving challenges in maths lessons,
roleplay, outdoors classroom, homework and enrichment
days
Develop challenge page on learning platform
Set homework using espresso and Education City via learning
platform
Weekly maths games using ICT to motivate reluctant learners
have been identified and included in planning.
Observations and planning show cross-curricular links with practical, active learning in
maths e.g. Y2 measuring linked to making fire engines; Y6 maths in area and capacity
linked to WWII/chocolate; Y3 Superhero word problems; Y4 data handling in geography;
EYFS Physical Development – Health and self-care and Understanding the World – World
linked in drawing maps of journeys to school and how to stay safe.
By July 2014 pupils are solving challenges for maths using fronter – delayed due to
infrastructure update.
By July pupil questionnaire shows that children have opportunities to have their interests
included in learning.
17
Leadership & Management
Ofsted July 2013: “Leadership and management require improvement because too many temporary changes in leadership have
impeded momentum and progress on pupils’ achievement
Vision: All members of the school community have the skills and opportunities to be leaders.
Success Criteria - Achieve Ofsted “Good” grade for Leadership and Management by July 2015.
Key Performance Indicators
Dashboard report shows impact of monitoring and effective use of performance management process so that the school is on track for KPIs for
Achievement, Teaching & Learning and Behaviour & Safety and/or clear actions are in place as required.
School survey of staff in spring 2013 shows >90% agreement to “I have clear objectives and understand what is expected of me in my day
to day role”.
School survey of parents in summer 2014 shows >70% agreement to “The school is well led and managed”. (44% of 56 responses in 2013).
90%+
School survey of parents in summer 2014 shows >75% agreement to “I am kept well informed about my child’s progress and I receive
valuable information about this”. (54% of 56 responses in 2013).
75%+
Pupil survey in spring 2014 shows >80% agreement to “I am happy at school”.
80%+
NOR above 200.
200+
70%+
Governance continues to be recognised as a strength by HMI and at next Ofsted inspection.
Evaluation

A summary report and dashboard to be produced half termly and shared with governors and class teachers. This will include lesson observations and learning
walks focusing on pupil engagement, pupil voice, analysis of behaviour logs, monitoring of minutes from school council, healthy schools, CPD evaluation.

Governors evaluate half termly summary report within 1 working week. Observations shared with FGB by email.

Termly evaluation of summary reports at FGB meeting, minutes reflect evaluation, evidence and actions.

Termly evaluation by Learning Partner (with governor and SDBE Primary Advisor in attendance).

Termly evaluation of Faith group by RE subject leader
18

HMI feedback
Leadership & Management
Objective
Actions
Milestones - Review Comments
24
25
Stable leadership
Provide rigour in the
monitoring and evaluation
of RE and Collective
Worship.
Governors appoint a substantive head teacher
Re establish the Faith Group
Meet termly to evaluate data
Work scrutiny and monitor planning
Monitoring collective worship by RE subject
leader and including pupil voice
Contribute to SIAMS self evaluation
26
To continue to develop
the understanding and
use of assessment
systems in Religious
Education (RE) to ensure
accurate monitoring of
progress over time.
Embed assessment of both AT1 and AT2
Strands each term across all year groups.
Compare data from each AT and analyse
differences.
Audit training needs of staff based on
analysis of AT1 and 2
By Autumn 2014 a head teacher has been appointed
By end of December Faith Group has met and evaluated planning and how it links to the schemes of work Faith
group has reviewed data analysis of how teaching is impacting on both the AT1 and AT2 assessment strands,.
Governor’s RE monitoring visit will include scrutiny of planning and pupil’s work, linked to the schemes of work –
postponed due to Subject leader’s absence
By April teachers can deliver confident RE specific lessons
Absence of RE subject leader has impacted on this target. A focus for Autumn 2014
By July pupils have began to contribute to the delivery of Collection Worship
One year group completes a questionnaire about the week’s collective worship at the end of each week on a rota
system to elicit their understanding, interpretation and views of the week’s worship.
To evaluate the questionnaires to create actions towards pupil’s delivery of Collective Worship.
Ongoing – evaluate one section of SIAMS every meeting
By July trends from each term will be used to identify next steps in teaching and learning of RE across the school.
RE Subject Leader has analysed three term’s assessment data of the AT1 and AT2 strands, how these are being
taught and pupil’s progress. The results show that pupil’s learning and understanding of the AT2 strand of teaching
is strengthening 14% Spring 2013 to 43% of year groups showing higher results in the AT2 strand in Autumn 2013.
27
Clearly define roles and
objectives
Use the performance management process to
clearly define role and set objectives
Put in place development plans that are
tailored to individual needs and review termly
LT to use supervision meetings fortnightly to
support teachers to achieve their objective
28
Empower staff to drive
school improvement and
develop the
Through performance management teachers
will be asked to lead on aspects of their
subjects or school improvement at staff
By December every member of staff understands their role in the school’s improvement plans and can articulate
their key objectives when asked
By March, during the mid-year review appraisal meeting, every member of staff demonstrates that they are
carrying out their responsibilities as linked to job description. Staff show a good understanding of their roles and
responsibilities, however, there have been 2 changes which has impacted on subject leadership.
Core subject leaders and KS leaders have taken responsibility for raising standards within their key stages through
supervision meetings and Key Stage meetings. They often meet at other times to work on key stage issues e.g.
implementing the new approach to spelling in Y2-6 and YR-2 on outdoors learning and developing targets which
impacts on continuity and progress across key stages
By July 2014 80% teachers achieve good as defined in this action plan and maintain for inspection by December
2014.
2 x NQTs assessed under NQT standards.
71% of all other teachers have achieved good as overall grade for teaching
Termly performance management reviews highlight the actions of teachers that contribute to improving teaching
and learning throughout the school – targets set October, mid-year review February. Mid-Year Reviews have
been carried out with teachers who have been here since September. Action plans show the contribution
19
effectiveness of the
Senior Leadership Team
meetings and inset days
Redistribute tasks so that all staff
have the opportunity to develop
leaderships skills.
Subject leaders given time to investigate and
plan steps needed to integrate/deliver the
new curriculum
Maths and Literacy training and visits to
other settings to be fedback to staff and
good practice cascaded throughout the
school
Literacy and Numeracy teams to lead
improvements in the learning and
teaching of their subject with
delegated tasks to enable succession
planning.
Work with LA Advisory teachers to
focus on Literacy and Numeracy action
plans.
29
Targeting school funds to
SDP priorities
From Autumn half term, SLT holds half
termly review meetings based on staff
recommendations and implements any agreed
changes.
SLT meetings will alternate:
an individual supervision meeting
with staff focusing on monitoring
pupil progress and mentoring staff
to achieve performance
management targets
SLT meeting monitoring, agreeing changes
and reviewing the learning experiences for
pupils
School budget, pupil premium and sports
premium to be allocated to maximise the
success of this plan
subject leaders have made to school improvement.
From autumn 2013 staff meetings and inset days show subject leaders acting as conduit for good practice following
on from cpd activities as scheduled – Subject leaders are leading inset and staff meetings and sharing good
practice from Advisors and visits.
At the beginning of staff meetings feedback from courses and/or visits is shared
December – spelling led by ET
January – using and applying maths led by ST and CH
February – maths subject knowledge led by RM
May – NQTs sharing good practice from visits to other settings
June – ST cascading from Developing Middle Leadership on observations
By spring term 2014, when questioned, all staff know how well their pupils are performing against County and
National figures for maths and literacy using tracker from Learning Partner.
We have further developed assessment and purchased some new tracking sheets from Hertfordshire which link to
Sims. All staff have data from this which shows groups and termly progress and also shows progress from end of
KS1. The aps tracker from Babcock4S is termly and we track progress half termly so a new tracker has been
developed in-house and will be shared with staff. End of key stages have county and national figures and all other
year group national figures.
May – APS tracker shared with all staff.
By summer term 2014 staff have played their part in improving teaching and learning across the school (80% and
results of data from Raise –on line and pupil tracking.)
71% overall good. Data reports as appendix.
From autumn half term 2013 SLT minutes and actions show impact on learning outcomes and best practice. –
monitoring and evaluation schedule now embedded termly. Actions and implications/whole school considerations
focus on learning outcomes, best practice and next steps.
From autumn half term 2013, all SLT members know how well the school is performing and what strategies are in
place to make improvements. Data has been shared and all SLT are aware of strategies that are in place.
Half termly SLT meeting focuses on progress and attainment data and actions needed to continue
improvement. SAP updated by the SLT and all members are encouraged to contribute. Next steps:
governors, support staff and office staff to contribute to school development through planned day.
By end of spring term school has investigated best value for money for sports premium.
This has not been a priority but we are focusing on developing our ideas in Spring 2.
We have purchased some resources for sport, YR teacher is booked on a course for early years physical
development; £750 paid to Oxted School for service level agreement for working in partnership on sports
events/competitions. Shared PE lead has introduced new clubs, such as dodgeball, and teams have been entered
into more competitions and tournaments.
Summer term audit showed that teachers lack confidence in dance and felt resources to teach gym were limited.
Dance specialist teaching Years 3 and 4 one afternoon a week with class teacher (Y3)
Games specialist teaching Years 1 and 2 multi skills with class teacher – bronze achievement award aimed for.
PE lead to analyse number of children participating in tournament and new clubs (handball, dodgeball etc) this
academic year. 67% of KS2 children have participated in sports events/clubs this year.
20
30
Effective communication
with key stakeholders
Invite stakeholders to participate in
formulating this plan autumn Term
A “child friendly” version to be shared with
the School Council and children to be invited
to make comments and suggestions
Share this plan widely by presenting it at
meetings (all staff and parents) and making it
available on the school website and learning
platform
New gymn equipment delivered. Governor to train staff on use – Autumn 2014
Achieve Ofsted “Good” rating by December 2014
Whole school survey spring 2014 shows an improvement in satisfaction regarding current leadership of the school
During parent evening a questionnaire that mirrors the Ofsted Parentview was handed out to as many parents as
possible. This was completed by 38 families. 88% agreed the school was well led and managed.
Governor Monitoring and Evaluation
Achievement
Teaching
Teaching nominated Governor to evaluate all monitoring
of teaching half termly and report to termly T&L
meeting.
HT to report half termly (Dashboard) to FGB.
Chair of T&LC to review progress data half termly and
FGB to review data termly.
HT to highlight and report on specific groups of children
whose progress in reading, writing or maths is not as
expected in Dashboard report.
School leaders to present progress data at FGB
meetings.
Learning partner to lead on data interpretation.
HT to report half termly Dashboard to FGB.
Head’s Performance Management Panel responsible for
effectiveness of Head’s Performance Management.
L&MC to evaluate effectiveness of recruitment process.
Chair of Governors to monitor Governance section of SDP and
report termly at every FGB.
L&MC Finance committee to review NOR (numbers on roll) and
financial management to ensure appropriate allocation of funds
to support SDP.
L&MC to evaluate promotion of the school.
Literacy nominated governor to evaluate monitoring
report half termly. Termly FGB to review report by
nominated governor or member of Literacy team to
present at FGB.
Numeracy nominated governor to evaluate monitoring
report half termly. Termly FGB to review report by
nominated governor or member of Numeracy Leader to
present at FGB.
HT to report half termly (Dashboard) to FGB.
Leadership & Management
L&MC to evaluate effectiveness of Performance Management
process.
Learning
Governor learning walks each half term to monitor a
particular aspect of learning
Mission: We promote a desire for excellence in an
inclusive, caring, Christian community within a safe,
happy and friendly environment which encourages all to
achieve their full potential through a desire for
excellence, using challenging, active and creative
learning. We aim to develop independently new skills,
an enquiring mind and knowledge and to promote
communal responsibility for the local and global
environment.
Values: friendship, love, respect, fairness,
perseverance, hope, forgiveness honesty,
Behaviour & Safety
Nominated Behaviour & Safety governor to evaluate
monitoring report each half term. L&MC to review 21
termly.
Governor to attend one school council meeting per term.