The Wickford Church of England School –
School Improvement Plan 2016-17
Last year, the school focus was on “life in all its fullness” and on friendship.
At the end of the year we asked our children what they thought “life in all its fullness
meant”.
It means in all your life, having all the
Everyone is involved and part of a family!
good things you could possibly do.
Riley
Finlay
Fun and learning at the same time – like
It’s all the loveliness in the
feeding giraffes you learn things but its
world.
lots of fun and scratchy.
Rory
Melia
We remember this focus as we move into 2016/17, life in all its fullness is key for success!
1
The Wickford C of E School Improvement Plan 2016-17
Welcome to the school improvement plan 2016-17. The plan was constructed with parents’, pupils’, staff and
Governors’ contributions in mind. Information was gathered in a range of ways through:
*Pupil talk time
*staff meetings and discussions
*Parent questionnaires
*Data analysis
*Staff observations and questionnaires
*Trust feedback, thoughts and vision
*Governor meetings and questionnaires
*Informal discussions
* Local and National agendas
* During the school day on 22nd July and 1st and 2nd of September 2016
2
Main achievements and successes 2015-16
We have well behaved, happy children!
Increased safety with the access gates and car park gate improvements.
Successful evacuation and use of the red triangle in times of emergency, ensuring care and attention for all
children.
Outstanding school review outcome.
We are in the top quartile of infant schools within Essex for our standards and results!
Outstanding Year 1 phonic score was 93%.
Excellent end of FS attainment —82% GLoD, significantly above Essex and national levels.
RWM combined score of 77%
R: 91% Essex: 77% National: 74%
W: 84% Essex: 68% National: 66%
M: 86% Essex: 75% National: 73%
Excellent impact of senior leaders being out of class – impact on standards, PP and staff CPD.
Lesson study approach is embedded in the school to develop teaching and learning.
Training and mentoring for non-core subject leaders from Impetus Training.
External validation by Impetus showed 67% good and 33% outstanding subject leadership,
Successful NQT year for 2 teachers.
3
Increased investment in professional development, staff embarking on NPQML/SL courses.
Extended service for Paddington House is evolving and improving all the time, serving vulnerable children,
professionals and families across Essex. Excellent outcomes for children, all children returning to mainstream
education. Two training sessions held to cascade knowledge to local professionals and trainee teachers.
High level of collaboration across the Trust. Senior leader cross-working between Wickford CofE and Waterman
Primary for half of the year. Succession of middle leadership staff into roles showed excellent capacity. Cross
Trust sharing also working for the kitchen staff, modelling and observation.
Support and outreach given from Foundation Stage lead, indicating succession in leadership.
Continued high number of other schools visiting to observe across the school or staff visiting schools to share
practice in the home school setting.
The Schools Direct partnership continued, 1 student completed the course with the HEARTS Trust and have been
employed for September 2016! High quality teaching and support for these students, developing the role of
mentors last year.
Continued ‘Master class’ / Gifted and Talented workshops for children across Wickford and the Trust.
Continued focus on art with specialist days – Picasso and the sharing of art work within the local community.
Little Teds, the Pre – School is now full. Additional staff appointment results in three Nursery Nurses and one
Room Leader now being employed.
Successful first year for Little Teds! Outstanding parental feedback.
Retained music specialist/drumming teacher have been booked for a third year.
4
High level of interesting, inspiring school days and visits. Easter stillness day, cross Trust residential trip to
Thriftwood, Danbury country park and Westcliff Synagogue. Excellent opportunities to develop relationships and
links across the community. Colchester Zoo, pond dipping at Wat Tyler and celebrating the Queen’s 90th birthday.
Outstanding external reviews from the Diocese and Local Authority. Recognition of the significant service and
attention to the values and impact of last year’s focus: life in all its fullness! John 10.
Village Africa links are growing, this will be the charity focus for the school next year with continued cross visits
and plans for outcomes.
Highly successful sports day at the Memorial Park
Golden Table success, encouraging and teaching table manners and behaviours.
We are now embedding Stonewall as part of the whole school ethos.
A newly planned curriculum has been planned and rolled out across the Trust, it has the HEARTS values
embroidered throughout.
Trust awards night, celebrating success and the team generally!
Sustained number of green and gold attendance letters given to parents.
Attendance target of 97% was almost met — 96.6% - a slight increase!
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The Wickford C of E School Development Plan 2016 – 2019
School Development area
Development focus 2016/17
Development focus 2017/18
Development focus 2018/19
Leadership and Management
Continue the mentoring of the leadership team.
Plans and preparation for primary status.
Primary leadership structure in place.
Enhanced provision/nurture group
development. Leadership with the
employment of an additional teacher.
Ensure new staff are trained as subject leaders.
Ensure staff have a consistent approach to
subject reporting/Talk time and termly updates.
Continue to be committed to the successful
induction and training of our Governing Body.
Directors of Learning, Year group leaders and
Lead Practitioners to share skills and best
practice.
Primary status strategic planning in place
Middle leaders to take on Year Group Leader
roles to ensure effective management of each
cohort, effective teaching and CPD requirements
identified and addressed through coaching
support.
Renew Investors in People – end of the year?
Succession planning for Paddington House –
staff to be accredited.
Teaching, learning and
assessment
To ensure all lessons are good, striving towards all
being outstanding.
To embark and follow the lesson study
approach to developing practice.
Planning a Key Stage 2 curriculum.
Arts Mark assured?
Marjorie Boxall award to be reapplied
for – 2018/2019
Key Stage 2 curriculum to be in place for
year 3. Focus upon outcomes for first
year of success.
To track effectiveness of interventions, particular
focus on Pp and Boys.
Trust Focus: Boys attainment to match
6
Girls in GLD attainment and KS1 attainment.
Trust Focus: Attainment for PP children to
match non-PP.
Successful induction and completion of the
NQT year for 2 teachers.
Plan the Year 2 curriculum in light of the
changes to the National Curriculum from
2014.
Continued development of the teaching
school and its role in developing teaching
and learning across the HEARTS Trust and
Wickford schools.
Embedding of the new HEARTS curriculum
across the school, focusing on target groups
and values.
To lead the staff into outstanding
practice.
Behaviour, attendance and
safety
To improve overall attendance to 97%
Development involved with gaining primary status
Designated training updates
To enable access to main school building for
A behaviour system appropriate and adding
consistency to KS2 from KS1.
Enhancement of Paddington House
provision.
staff.
Ensuring all doors to school are secure and easy to use.
Year 2 children to be inducted as play leaders.
Careful planning and use of the school
grounds to integrate year 3 and share
space.
Develop the quality of children’s relationships
with people outside and inside of our school
community.
7
Buildings and Premises
Access to the main school to have a ramp added
to secure the safe exit of lunchtime tables. This
door to also have a key code access added.
Development involved with gaining primary status
Development/removal of out buildings
Development of Paddington House/surrounding
area.
T o repaint the kitchen.
Plans to be implemented for the Primary status
and all building improvements will be in view of
this — this covers playground/markings and
redecoration.
Primary buildings to be in use and a
phased plan to be in place if need be for
further development/management of the
growth in numbers.
Development of Trust offices completed and
being used.
Painting of internal areas of old building
To refurbish the windows on the old building.
Landscaping to the front of the school.
To investigate taps and hand driers in FS,
improve as needed.
Focus for 2016/17:
Moving on from the rich experiences and relationships to...
Ensuring that the HEARTS values are woven more fully into our children’s experience of whole
school life, we will be giving particular attention to the progress of ‘groups of children’,
ensuring progress and attainment matches all. We will ensure the learning environment, the
inside classroom and the outside classroom, support learning and act as a stimulating place to
be.
We always seek to engage, support and respond to parent feedback. Our self evaluation
process is highly valuable to us and feedback is highly regarded. We will be attempting to
improve systems this year, the ‘team approach’ to nurturing and enveloping the growth of our
children in greater partnerships.
8
Talk time timetable 2016-2017- First Tuesday of the month Format to shared
Month
Subject
Adults leading
November
International School
Annie, Bex
Our school – outside and in!
Louise
Little Teds!
Bex, Emma
Literacy
Dan, Louise
Maths
Annie,
History/Geography
Faye, Helen
February
ICT/CEOP
Hannah, Marion
March
Gym Trail/fine motor
Emma, Steve, Karen S
MFL
Marion, Karen B, Martine
April
PE
Laura, Steve
May
Paddington house and key children from Year 2
Maureen, Fiona
The Arts/Music
Sophie, Charlotte
Science/Outdoor learning
Laura, Julie
International School
Annie/Bex
Holy Space/RE
Charlotte/Laura/Emma
Thursday timetable!
Dan, Martine, Marion
December
January
June
July
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The Wickford Church of England School
Development Plan for 2016-17
Subject: Behaviour, attendance and safety
TARGET
What needs to
be done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
To improve
overall
attendance to
97%
National
average of
96.1%
Introduction of Trust
attendance officer to
school and parents.
School attendance
meetings for children
below 95%.
Implementation of new
regulations regarding
leave of absence.
Daily/weekly monitoring.
New door complete with
self-closing mechanism
and access keypad/fob to
be installed in Green Mile.
Attendance will reach
target.
Year 2 teachers to select
children to be play
leaders. Helen/Julie to
lead play leaders during
lunchtime and support
them with playing.
Children to be changed
frequently.
Last year:
96.6%
Enable access
to main school
building for
staff, whilst
ensuring all
doors to school
are secure.
Year 2 children
to be inducted
as play leaders
to support play.
ACTION
GROUP
Who is
involved?
PP
LJ
CW
TIME SCALE
Start and finish
time.
COSTS/ TIME/
RESOURCES
What will we
need to do it?
1 x induction
meeting with
parent group
from FS..
MONITORING
Who is
responsible?
Data sources?
LJ report to
Governors
EVALUATION
Who? When? And
who reported to?
Door is locked at all
times. All staff can
access main building
without disturbing other
classes/ other staff
members.
HT/Governo
rs
MM
By end of
academic Year
2016-17
£1,500 (TBC)
LJ
LJ report to
governors
Less behaviour incidents
because children engaged
in more purposeful play.
Midday Assistants to
report any incidents
needed to class teachers
at end of playtime
sessions.
Midday
Assistants,
all staff on
playground
at lunchtime
Autumn term.
This is to be
reviewed termly.
Time to lead
the children
through the
processes of
supporting
others.
LJ
LJ report to
governors
Autumn 16
Ongoing
PROGRESS CHECK
When achieved? What
else needs to be done?
Termly reports to
Governing Body.
Reports to parents
(RAG)
Attendance
recorded on the
board.
10
Raise the
profile of the
value of
relationships
within the
school
Raise the
profile of the
value of
relationships
within the
school
Develop the
quality of
children’s
relationships
with people
outside of our
school
community
To ensure a
nominated
member of
staff holds the
accreditation
for CSE.
To develop
understanding,
knowledge and
actions needed
in the
prevention and
reporting of
CSE.
Implement the new
HEARTS curriculum
Behaviour triangle idea to
have hearts values
displayed and names
moved to the value
demonstrated.
Implement the new
HEARTS curriculum
Behaviour triangle idea to
have hearts values
displayed and names
moved to the value
demonstrated.
Invite community to
school events (e.g.
Christmas play for local
senior citizens)
Children will visit a local
residential home to sing/
dance
Children to attend
sporting events with the
other HEARTS schools
DC to attend and gain the
qualification, recognised
by the LA.
Lessons and work will
demonstrate values.
Planning will identify
values being taught.
All teaching
and
teaching
assistants
Immediate start
and on-going
£0
SLT
Directors of
Learning.
LJ report to
governors
Each classroom will have
a values reward
display/system
Lessons and work will
demonstrate values.
Planning will identify
values being taught.
SA to make
resources
By October Half
Term 2016
£0 – materials
already in
school
Immediate start
and on-going
£0
SLT
Directors of
Learning.
LJ report to
governors
Each classroom will have
a values reward
display/system
SA to make
resources
By October Half
Term 2016
£0 – materials
already in
school
Attendance of seniors to
school event
DC
Autumn term –
on-going
£0
ED/ CJ
Feedback from
senior citizens
LJ report to
governors
Children will visit the
home
CJ – choir
staff
Autumn term –
on-going
£0
ED/CJ
Events will be attended
LG/sports
leaders
across trust
On-going/ dates
already set for
events
DC
Autumn term
Coach costs
TBC – use of
sports grant to
cover
Cost to be
divided between
the Trust
To ensure that a Trust
representative is fully
trained as a Child Sexual
Exploitation Champion.
To ensure the cascading
of knowledge across the
trust.
To be the main contact
for concerns and further
advice.
All teaching
and
teaching
assistants
LJ
LJ report to
governors and all
Trust Heads.
Spring Inset
11
The Wickford Church of England School
Development Plan for 2016-17
Subject: Building and premises – **All works will be carefully considered in light of the possible Primary status
TARGET
What needs to be
done?
STRATEGY
How will it be
done?
SUCCESS CRITERIA
How will we know we
have achieved the
target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and
finish time.
COSTS/
TIME/
RESOURCES
What will we
need to do it?
MONITORING
Who is
responsible?
Data sources?
EVALUATION
Who? When? And
who reported to?
Ramp access to green
mile door.
See under safety –
improvements to this
door/replacement.
External
contractors/
builders
Easy access to the green
mile will be available.
Ability to remove dining
tables without risk of
injury to staff.
JB/LJ
End of academic
year ’17.
TBC
LJ
Governors
Replace/refurbish
windows on old
building **
Builders/
Contractors to
quote price and
complete work.
Old building will have
new/refurbished
window which are
waterproof and look
aesthetically pleasing.
MM
Easter/Summer
holidays 2017
Cost of
replacing/ref
urbishing
windows. To
be advised
through
contractors.
LJ
LJ report to
governors
Builders/
Contractors to
quote price and
complete work.
Little Teds to be secure
and safe with access only
gained by admittance
from staff.
BK, BT, MM
Cost of security
locks and
installation.
BT
To change taps in
reception.
Hand dryer in reception
New taps fitted.
Electrician/
contractor to
install.
Supply options to
be investigated.
BT, JB, LJ
Spring 2016
Cost of
taps/hand
driers and
installations.
BT, LJ, JB, AB
To repaint kitchen.
Builders/
Contractors to
quote price and
complete work
Adult tap and child tap in
EYFS are not working
correctly.
Hand dryer will be
installed and used to dry
reception children hands
more hygienically.
All walls and ceiling in
kitchen will be repainted.
JB, LJ
Easter holidays.
Costs of
workmen
LJ
Security locks on door to
Little Teds Preschool.
Spring 2016
PROGRESS CHECK
When achieved? What
else needs to be done?
Health and safety
audit
LJ report to
governors
Health and safety
audit
LJ report to
governors
LJ report to
governors
Health and safety
audit
12
Small/big/old
playgrounds
refurbished, including
playground markings.
Builders/
Contractors to
quote price and
complete work
Playground is
aesthetically pleasing
with useable markings
for learning and play.
Year 1 and 2/3? to
have access to a safe
stimulating outside
environment attached
to the old building.
Instalment of
purposeful
marking and
resources.
Area looks neat and
inviting children enjoy
purposeful play
outside
Preparation and
consideration to be
made for year 3?
BT/RT/DC
Pending primary
status plans
TBC – pending
space and
primary
status
LJ
LJ report to
governors
13
The Wickford Church of England School
Development Plan for 2016-17
Subject: Teaching, learning and Assessment
TARGET
What needs to be
done?
STRATEGY
How will it be
done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and finish
time.
To ensure all lessons
are good, striving
towards all being
outstanding.
To embark and follow
the lesson study
approach to
developing practice.
Tight year group
leadership, and lead
teachers to model
and expecting
outstanding levels
of teaching and
learning.
PMR targets lifting
teaching and
learning.
Staff
accountability
increased.
NQT members on
good to outstanding
training.
Staff will work in
small groups/triads
to support the
growth of teaching
and learning.
Staff will be
involved in the
Teach Meet
opportunities.
Support from SLT/
directors of
teaching and
learning to deliver
sessions to TAs
Class teachers to
have time to meet
Monitoring will reflect
high levels of teaching.
Monitoring should show
80% outstanding, striving
towards 100%
outstanding.
Teacher and TA PMR
show that targets will be
achieved.
CPD calendar/PMR
training opportunities
adjusted and informed
for the coming term
pending monitoring
results.
Staff will report
positively on
opportunities given for
improvements and
personal; development.
All staff
Year group
lead
teachers
Lead
Practioners
Directors
of learning
SLT
Pupil progress will be at
least good or outstanding
All staff
SLT
LJ
To improve
effectiveness of
interventions.
90% of intervention
targets to be met
consistently throughout
the year.
MONITORING
Who is
responsible? Data
sources?
EVALUATION
Who? When? And
who reported to?
Action
immediately –
ongoing
throughout the
year.
COSTS/
TIME/
RESOURCES
What will we
need to do it?
Staff meetings
and focused
support and
training on
pedagogy.
LJ/DR
Progress reported
to subject
governors and full
governing body.
Lesson study and
research model
outlines time
scale and
approach.
Half termly
Leadership time
DR
Progress reported
to subject
governors and full
governing body.
PROGRESS CHECK
When achieved? What
else needs to be done?
14
with TAs to discuss
planning for
boosters
Gap will be closed
Trust Focus
Boys attainment to
match Girls in GLD
attainment and KS1
attainment.
Planning tailored to
suit needs of all to
ensure delivery is
suitable and
engaging for boys.
Progress and outcomes
of boys improved
All staff
LJ
Action
immediately –
ongoing
throughout the
year.
Trust Focus
Attainment for PP
children to match
non-PP.
Planning tailored to
suit needs of all to
ensure delivery is
suitable and
engaging for boys.
Progress and outcomes
of boys improved
All staff
LJ
Action
immediately –
ongoing
throughout the
year.
NPQSL Project (LG)
To raise the
attainment of boys;
in particular those in
receipt of pupil
premium
NPQSL research
project to be
conducted.
87% of all children in
year 2 will achieve
expected/exceeding for
RWM
LG
Year 2
teachers
and TAs
Autumn – through
to July
+ assessment
window for
submission.
To raise the
effectiveness of
intervention sessions
encompassing above
target.
Research to be
used in order to
improve the quality
of interventions
Focussed teaching
strategies that aim
to engage and focus
boys.
Boys will achieve the
same standard of
attainment as girls at
end of Key Stage 1.
NPQSL course
costs and time
Time for weekly
interventions
LJ to report to the
whole governing
body
DC/LG to monitor
pupil progress as
a result of
booster
interventions and
class teaching
half-termly
100% of PP boys will
achieve at least
expected progress by
the end of KS1.
LG to report
verbally and in
written form to
governing body.
Intervention sessions will
achieve 90% achievement
of targets.
Ensuring all teaching
in good or
outstanding across
the school
EYFS is Outstanding
DC to sponsor
and monitor
progress of
NPQSL course
and work
Team Teaching
Observations
Year group support
All teaching observations
are good or outstanding
All staff
involved in
teaching
Ongoing
None
Year group
leaders and SLT
LJ/local governing
body
Cross trust support
Phase leader input
Regular training
updates
Cluster meetings
All EYFS observations
are outstanding and
pupils make outstanding
progress
All EYFS
staff
July 2016
None
BT
LJ
15
Embedding of the
new HEARTS
curriculum across the
school focusing on
target groups and
values
Develop the T&L
using new
curriculum plans
Team teaching
Cross Trust
moderation
Support from lead
practitioners
Children receive an
enriching learning
experience making
outstanding progress
All staff
Ongoing
Minimal
Year group
leaders
SLT/ LGB
16
The Wickford Church of England School
Development Plan for 2016-17
Subject: Leadership and management
TARGET
What needs to be
done?
STRATEGY
How will it be
done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
Continue the
Effective
The leadership of the
mentoring of the
modelling of
school will remain as
leadership team.
exemplary
outstanding.
SLT from
Courses and
Trust
practice from all
tiers of the
structure.
NPQML/NPQSL/
NPQH courses to
be effectively
engaged on.
PMR targets
ACTION
GROUP
Who is
involved?
DR, SLT
Ongoing
COSTS/ TIME/
RESOURCES
What will we
need to do it?
Cost of gaining
throughout the
course
governing body
year.
qualifications:
termly.
CJ, AB, FC,
BT, DC, LJ
Outside
support
July 2017
Cost of cover
for release
AB, BT, DC
LJ/ local governing
body
TBA
Trustees
Report to the
across the
TIME SCALE
Start and finish
time.
MONITORING
Who is
responsible?
Data sources?
Trustees
EVALUATION
Who? When? And
who reported to?
PROGRESS CHECK
When achieved? What
else needs to be done?
Report to the
qualifications will be
accredited.
Staff will feel supported
and led by more
experienced colleagues.
identified.
Successful induction
of NQT’s
Year groups
support
Attendance of
training sessions
School CPD
Team teaching
NQT’s pass their
induction year
Continue to be
Governors to be
All observation and
assessments are on track
for successful completion
and support in place to
facilitate this.
Governors to be
ED
Ongoing
committed to the
encouraged to
informed and ‘trained’ as
Governing
throughout the
governing body
successful induction
attend workshops
per the individual needs
body
year.
termly.
and training of our
and training
and requirement of the
Governing Body,
opportunities
running of the school.
within the CPD of
the school.
Governors to be
Governors to be
recognisable faces to the
encouraged to
17
take up ‘new
whole school community.
governor’ training
and be supported
within the
process.
New staff to be
New staff to
New subject leaders will
trained as subject
attend training
feel confident in their
leaders
with LJ.
new role, lead and inspire
their subject and report
Staff to have a
Staff meeting
consistent approach
time will address
to subject
consistency and
Subject leaders will
reporting/Talk time
content for
report directly to LJ and
and termly updates
successful
governors.
subject
improvement and
direction.
and performance.
LJ
Autumn term
NQT mentor
LJ
NQT
termly.
Impetus review
mentor
Report to the
governing body
time.
– a half day
CJ
interview
session
FM
Staff meeting
time x1.
Information to be
Feedback from
reported to Governors
analysis per
will be uniformed,
term.
consistent and
informative.
Staff will form part of
the Impetus assessment
and ensure all are at a
good or outstanding level.
Completion of
NPQML/ NPQSL/
NPQH
Support from SLT
Time out to all
complete project
write up
Year group leaders,
Lead Practitioners
and Directors to
share skills and best
practice across the
school
Primary status
strategic planning in
place to support
Team teaching
Peer observations
Cross trust
support
Cross trust
support
Work with the
AB will successfully
complete NPQML course.
LG will successfully
complete NPQSL course.
DC will commence NPQH
course.
All lessons are good or
outstanding and all staff
have an outstanding
understanding of how
children learn focusing on
key groups of children.
Plans are in place to
support the introduction
of KS2 to WCofE
AB/ LG/ DC
Summer 2017
DC/ LJ
December 2017
Class cover
costs for face
to face dates
Cost of the
course
LJ to report to
Governors
All teaching
& support
staff
Ongoing
None
Year group
leaders
DC
LJ to report to
Governors
SLT/CEO/
KS leaders
Ongoing
Unknown
LJ/DC
LJ to report to
Governors
Directors
18
Primary transition.
Wickford cluster
group
In house planning
Middle leaders to
take on Year Group
Leader roles
Support from
SLT, the LP and
DoL to ensure
effective support
is available.
PMR process to
ensure the
support available.
Support to be
given by MS to
complete all tasks
as needed.
To ensure effective
management of each
cohort, effective
teaching and CPD
requirements identified
and addressed through
coaching support.
SLT
AB
LG
BT
Ongoing
Where possible
all support will
be provided
from the
leadership
team, LP and
DoL.
LJ/DC
LJ to report to
Governors
The nurture group
accreditation to be
completed.
FG
MS
Autumn term –
ongoing.
£700
LJ
LJ to report to
Governors
MF and KB to
complete HLTA
course, case
study, portfolio of
evidence and meet
the end of course
requirements by
the visiting team.
All year groups have a
HLTA.
MF
KB
LJ
MM
DC
Autumn term and
ongoing
Approx £500
per candidate
LJ/DC
LJ to report to
Governors
To ensure all staff in
Paddington House
have gained the
nurture group
accreditation.
To ensure all year
groups have a
designated HLTA as a
lead and cover.
19
The Wickford Church of England School
Development Plan for Values for 2015-16
Reinforcing our distinctive Christian Ethos
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we
have achieved the
target?
ACTION
GROUP
Who is
involved?
TIME
SCALE
Start and
finish time.
COSTS/
TIME/
RESOURCES
What will we
need to do it?
MONITORIN
G
Who is
responsible?
Data sources?
EVALUATIO
N
Who? When?
And who
reported to?
Children have a
rich, fulfilling
experience at
school
Planning for all subjects to
include rich opportunities
experiences.
Children to be taught and
immersed in a rich HEARTS
values based curriculum!
All staff
involved in
planning
and
organising
enrichment
days.
SLT to
monitor
Planning
completed
termly
Costs included
in curriculum
action plans
LJ
Monitoring of
planning by
each SL.
Children in
talk time talk
about exciting
and fulfilling
experiences.
LJ report to
governors
Curriculum enrichment days
organised throughout the
year.
Additional enrichment
organised activities outside
curriculum subjects
Rich learning
opportunities are
included in every
subject.
Children are engaged
and excited by
learning and by wider
experiences in school
life
Activities planned are
rich and varied
Children’s confidence
increases.
Planning for all subjects
includes opportunities for
collaborative learning and
building relationships.
HEARTS curriculum.
House meetings focus on
developing relationships.
Newsletter “moments of
loveliness” includes examples
of good relationships.
Children to develop sense of
team and Trust wide
Trust relations will
develop with cross
Trust sporting
events.
Improved
relationships and
understanding of
what makes a good
relationship by the
children.
Improved House
events and
All staff
involved in
planning.
Planning
completed
termly
Costs included
in curriculum
action plans
LJ
Children in
talk time talk
about
activities that
develop
relationships
and
friendships.
LJ report to
governors
The school has a
distinctive
Christian ethos.
Raise the profile
of the value of
relationships
within the
school/s
Develop quality of
children’s
relationships.
2 curriculum
enrichment
days per
term
House
meetings
held monthly
PROGRESS
CHECK
When
achieved?
What else
needs to
be done?
20
experience.
Develop
relationships with
people outside the
school community
Build relationships with
children and staff in Tanzania
through Village Africa link
Clergy to be invited to events
and Holy Space.
Tea party organised for
children and OAPs to
interact.
Choir/singing group to be
involved in town events.
Interactive parent DOJO –
embracing parent links and
sharing the great work going
on in school.
Improved website and
communication methods.
interweaving through
the school.
Regular contact is
maintained with
Village Africa School.
Children talk about
friends in Tanzania
Children
Funds raised as our
sponsored charity.
Raised involvement in
the wider community,
reflections made my
the children and local
people to be positive.
AB/BT
Clergy/ED
CJ
RD
Beginning in
Autumn
Term
Visit from
Village
Africa link
teacher in
January.
Costs – minimal.
LJ
Monitoring of
impact of
Village Africa
links by AB
and BT in
International
Talk
Time/Music
reflections.
LJ report to
governors
Parent response to
Parent DOJo will be
seen in line with
Tapestry – linking
home and school.
The improved website
will reflect the high
TRUST standards and
also reflect, in a more
up to date way, the
daily events of the
school.
21
The Wickford Church of England School
Development Plan for EYFS 2016-17
Subject Leader: Becky Tarplett
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME
SCALE
Start and
finish
time.
Aim for at least
85% ‘GLD’ at end
of EYFS
Ensure teaching is good or outstanding
ensure all children are catered for
planning monitors and feedback given
specific children and groups of children
identified and supported as appropriate
Progress of groups is monitored, and
teachers are supported in putting in
place strategies to address any slow
progress which is identified.
A’GLD’ will be achieved by at
least 85% of the EYFS cohort
leaving reception in summer 17
ALL
STAFF
end of
summer
term
2017
Lesson observations and
observations of interventions
show that learning needs of all
children is met.
EYFS
Monitor closely progress of identified
children who require accelerated
progress from baseline to achieve GLD.
Attainment and progress is at
least good for all year groups
and all groups of pupils.
Attainment and
progress of all
groups is at least
good.
Boys’ progress at
all levels is
equivalent to Girls
To ensure 100%
of Pupil Premium
children achieve
at least good
progress and
attain the GLD.
SIP link – to
ensure that the
HEARTS values
are fully woven in
the children’s
lives and learning
TAs are trained and supported by lead
practitioner in strategies to support
children in intervention groups.
Consistent monitoring of this group to
track progress.
Interventions to be identified,
delivered and monitored.
Provision links to the values and
children are given a broad range of
opportunities in the school and wider
environment.
Staff
Data
reviewed
half
termly.
COSTS/
TIME/
RESOURCES
What will we
need to do
it?
Courses,
training
sessions and
resources
MONITORING
Who is
responsible?
Data sources?
EVALUATIO
N
Who? When?
And who
reported to?
All EYFS staff –
specifically
reception
LF, LJ
Cost of
interventions
–TAs
SL release
time for
monitoring
and support
LJ and EYFS
Phase leader,
governor.
BT Monitoring of
interventions
Half termly
assessments
analysis of data
BT report to
PROGRESS CHECK
When achieved? What
else needs to be done?
HT and
governors
All Pupil Premium will achieve
the expected progress and
attainment.
All EYFS
staff
End of
Summer
2017
Intervention
s,
Training,
Coaching
All EYFS staff –
with BT leading
LJ
Children will know and talk
about the values and link them
to their learning and life
experiences
All FS
staff
Ongoing
Cost of
resources
and trips/
visitors
BT
LJ/DC
22
To be consistently
outstanding in the
FS
Lesson observations and drop ins are
outstanding
All staff are confident using the EYFS
framework and talking about the CoL.
CoL will be imbedded in the
heart of the setting
All lessons are outstanding
Support given to reach
outstanding
All EYFS
staff
Cross trust moderation meetings,
HEARTS planning days,
Use of staff knowledge across the
Trust
The links between EYFS
settings develop and support in
spread across the Trust
To provide
induction and
support to the
new EYFS team –
NQT and new
teacher in
Reception, new
LSA in Reception
and new nursery
nurse in Little
Ted’s.
Support the
development of
the maternity
cover of room
leader in Little
Ted’s.
Weekly NQT meetings and weekly
planning meetings. Halt termly phase
meetings – more if necessary.
BT to support in Ted’s 1 session per
week.
Ensure all new
intake are settled
and an accurate
baseline is
complete in both
reception and
Nursery using the
HEARTS baseline
(*NQT to be
supported toward
good to
outstanding
practise)
To continue to
develop cross
trust links and
support network.
Summer
2017
Nil
BT/ LJ
LJ/ LGB
All EYFS
staff
employed
by
HEARTS
Ongoing
Minimal
All Staff
LF
Ll new staff members will be
inducted into the school and
the NQT will have a successful
year.
All EYFS
staff
Ongoing
Time for
support in
phase and
class cover
BT
LJ/ DC – half
termly
BT to support in Little Ted’s 1 session
per week.
Fortnightly meeting between BT & BB.
BB to be confident and happy in
their role.
BT and
Little
Ted’s
staff, LF
Ongoing
support
Nil
BT/ LJ
LJ, DR
feedback to
SLT
All staff will baseline using the
HEARTS baseline with the guidance of
BT & LF.
BT & LF to moderate baseline data WC
26/09.
baseline data will be submitted,
analysed and accurate for
cohort – targets will be set.
All EYFS
staff
baseline
data to
be
complete
and
handed in
by end of
first full
week in
school
To be
complete and
submitted by
23/9/15
All EYFS staff
LJ
Lead
practition
ers
23
23.9
drop in and formal
observations of
all staff at least
half termly
develop the
reception outdoor
space – To create
a purposeful
learning
environment in
the outdoor area
in line with
OFSTED and
EYFS
recommendations.
indoor classroom
in Little Ted’s to
be kept warm
despite
continuous access
to outdoor
classroom
All staff to have at least 1 formal
observation/ team teaching session per
term.
all lessons will be judged as
good or outstanding
staff will be given verbal feed
back and written feed back of
formal observations
All staff will contribute to a vision of
the outdoor space, creatively thinking.
The garden will be an appealing
and engaging environment to
support and motivate learning
door flaps to be purchased and fitted
at pre school doors
children will be warm inside
during winter and continuous
outdoor provision will still be
avaliable.
All staff
including
support
staff to
be
observed
observati
ons by
BT, or
members
of the
school
SLT
subject
leaders
Reception
staff
EYFS and
office
staff
ongoing
througho
ut year –
at least
termly.
release time
and cover for
observing
teachers.
BT, LF, subject
leaders
LJ, DR
Ongoing –
to be
complete
d before
the
summer
term.
Minimal –
within termly
phase budget
BT, HS, FM
LJ
Autumn 1
approx 300
per door
(approx cost
(£600)
BT, BB
LJ
24
The Wickford Church of England School
Development Plan for Mathematics 2016-17
Subject Leader: Annie Bristow
TARGET
What needs to be
done?
Achievement
Ensure high
attainment in KS1
and EYFS.
STRATEGY
How will it be done?

Target
90% of children at
expected level in
Year 1 and Year 2.

>30% of children to
be exceeding in
Year 1
>40% of children to
be exceeding in
Year 2


EYFS GloD 85%

Progress. 100% of
children make
expected progress
or above in all
classes.


Class teachers, SL and HT to
set appropriate and
challenging targets for each
child and year group. These
are reviewed termly at Pupil
progress meetings to identify
pupils who are not making
expected progress or are
below expected attainment.
SL supports teachers in
identifying barriers to
learning and devising and
implementing strategies to
address underachievement.
Standards of teaching and
learning in all classes and in
intervention groups are
monitored and support given
where necessary. (see below)
Training for new teachers and
TAs in teaching for mastery.
Teaching and learning on
mental calculation is developed
(see below)
Book Scrutiny completed and
feedback given. Feedback
leads to improvement which is
seen in the next book
scrutiny.
Focussed intervention and
booster groups are delivered
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME
SCALE
Start and
finish
time.
Teachers know expected
attainment for each child and
plan to enable children to meet
their targets.
AB, HT,
all staff
Ongoing
Targets
set in
Septemb
er and
reviewed
half
termly.
Attainment and progress is at
least good for all year groups
and all groups of pupils.
Pupils in all classes meet their
targets.
Monitoring of progress of
children in intervention groups
shows that all children make at
least expected progress and
most children make more than
expected progress.
COSTS/
TIME/
RESOURCES
What will we
need to do
it?
Cost of
interventions
–TA Booster
time
SL release
time to plan
training,
carry out
monitoring
and provide
individual
support for
teachers
MONITORING
Who is
responsible?
Data sources?
EVALUATIO
N
Who? When?
And who
reported to?
LJ and
Mathematics
governor
AB report to
HT and
governors
PROGRESS CHECK
When achieved? What
else needs to be done?
Half termly
assessment
sheets and
analysis of
assessment
sheets
Planning for intervention
groups shows clear objectives
for each session.
25
Attainment and
progress of all
groups is at least
good.
Girls’ progress at
all levels is
equivalent to boys’




Develop mastery
teaching and
learning of mental
calculation


to enable every child to make
at least satisfactory progress
and children on extended
interventions to make
accelerated progress.
Progress of groups is
monitored, and teachers are
supported in putting in place
strategies to address any slow
progress which is identified.
Monitor closely progress of 7
girls who attained GD in Year
1 and also less confident girls.
Strategies to support
progress of girls in maths are
implemented where slow
progress is identified.
Discuss additional support
which could be given to PP
children to enable them to
make accelerated progress.
TAs are trained and
supported by lead practitioner
in strategies to support
children in intervention
groups.
DTL and SL to deliver
training in strategies to
support children in fluency in
mental calculation and use of a
range of mental strategies
during staff meetings,
coaching sessions and lesson
study
DTL to support Year 2
teachers to adapt planning to
include explicit teaching of
mental calculation and ensure
that planning for number
includes a balance between
written calculation methods,
mental calculation methods,
recall of number facts,
application, problem solving
and reasoning
Lesson observations and
observations of interventions
show that learning needs of all
children in maths are met.
AB, HT,
KC , all
staff
Attainment and progress is at
least good for all year groups
and all groups of pupils.



Monitoring of planning
and work shows an
appropriate balance
between written
calculation, mental
calculation, application
and problem solving.
Work with pupils, gap
analysis and
assessments show that
pupils are making good
progress in developing
efficiency and fluency
in mental calculation.
End of year
assessments show that
pupils attain equally
highly in mental
calculation as in written
DTL, LP,
AB, KS1
teachers.
Data
reviewed
half
termly.
Data
reviewed
half
termly
Staff
meeting
termly
beginning
14.9.16.
Year 2
planning
support
fortnight
ly in
Autumn
Term
Cost of
interventions
–TAs
SL release
time for
monitoring
and support
LJ and
Mathematics
governor.
RT Monitoring of
interventions
Half termly
assessments
analysis of data
AB report to
SL release
time to
monitor
impact and
plan staff
meetings.
LJ and
Mathematics
governor.
AB report to
HT and
governors
HT and
governors
SLT and AB
monitoring
planning, work
and assessment
Feedback from
monitoring and
SL assessment
tasks.
Talk time
feedback
26
DTL, SL and Year group
leaders to support teachers in
planning and delivering lessons
including mental calculation
 Identify ongoing staff
training needs and plan
support to meet them
including team teaching and
coaching.
 Raise profile of learning of
number facts in the school.
Rewards to be given in Year 1
and Year 2.
 Include assessment of skills in
mental calculation in gap
analysis each term. Identify
strengths and weaknesses and
devise strategies to address
these with teachers.
 Focus of lesson study in KS1
to be mental calculation
Coaching for NQTs from Year
group leaders and DTL
Training for TAs in effective
ways to support learning in maths
from KC
Calculation policy shared with all
staff by AB.
Support for teachers and TAs in
planning progression and teaching
strategies for each aspect of
number by AB and RT.
Lesson study involving teachers
SL and DTL in planning and
delivering lessons. This may be
following the focus on mental
calculation or following AFD from
an observation.

Teaching and
learning in
Mathematics to be
consistently good
or outstanding in
KS1 and in
Reception








calculation
Data analysis of overall
attainment and
progress in specific
mental maths basic
skills shows good
progress for all groups
Children’s knowledge of
number facts increases
and this impacts on
overall attainment.
In talk time children
discuss mental
calculation activities
confidently.
Observations show that
teacher subject knowledge and
pedagogy is consistently good
or outstanding.
Planning and work shows clear
small step progression in all
aspects of mathematics based
on AfL.
All teachers are clear on the
progression, pedagogy and
expectations for each of the
four rules using written and
mental methods.
Teachers are confident in
teaching problem solving and
reasoning and pupils make good
progress in these areas.
Monitoring of lessons and work
shows that teaching of
experienced teachers is at
least good with 50%
outstanding
All
teachers
and TAs
K Collison
RT AB
Initial
training
in
Autumn
term for
teachers
and all
TAs
Termly
staff
meetings
Ongoing
training
to meet
needs.
SL release
time
Release time
for TAs
Cover for
teachers to
plan and
discuss
review lesson
study
LJ and
Mathematics
governor.
Feedback from
monitoring and
SL assessment
tasks.
Monitoring of
teaching and
work SLT
Half termly
assessments
analysis of data
Talk time
feedback
27
Develop accurate
assessment in KS1
to meet
requirements of
new Curriculum.





Implement Scholar Pack
assessment system; support
teachers in using the system.
Support new teachers in half
termly assessments
Moderate assessments within
school including working with
children on practical tasks to
moderate assessments and
identify gaps. Follow guidance
from Interim framework
assessments in moderating in
Year 2.
Moderate assessments with
other teachers and other schools
AB to ensure that Year 2
teachers are updated on
developments in statutory
assessments and work with Year
2 teachers to ensure that
children are prepared for the
requirements of the assessments
and tests.
Explain implications of the new
curriculum to new teachers and
TAs new to Year groups
Ensure that requirements listed
in the interim frameworks are
included in planning
Embed
expectations of
New Curriculum
into WCES Maths
curriculum
including reasoning.

To ensure that the
‘HEARTS values’
are woven more
fully into our
children’s
experience of
whole school life.
Planning to be adapted each term to
show where lessons match Hearts
values and where specific key skills
are being developed.

Moderation of assessments by
SL and peer moderation shows
that at least 90% of teacher
assessment is accurate.
AB
DTL
KS1
teachers
Teachers in all year groups are
able to discuss pupil attainment
in each aspect of maths
confidently, referring to
appropriate evidence of
learning.
Release
time for
AB to
moderate
assessme
nts and
devise
new
assessme
nt
materials
Spring Term
Maths
moderation
meeting
Planning
by start
of each
term.
SL release
time
Cost and
release for
SL training.
Spring Term
LJ and
Mathematics
governor.
DT report to
HT and
governors
Moderation
results
comparison of
SATS results to
school results
New Curriculum assessments
enable teachers to assess
learning and plan for progress
Teachers are confident in
teaching to meet the
requirements of the new
curriculum.
Lesson observations show
emphasis on mastery.
Planning meets New curriculum
requirements and includes
regular opportunities for
reasoning.
Children in all year groups
perform well in relation to new
national expectations set out in
the New Curriculum.
SL, SLT,
all staff
Planning, observations and pupil
responses show that the
curriculum focuses on content
which matches HEARTS values
RT , SL
and Year
group
leaders
Children can say how values are
shown in the lesson.
Weekly
support
for new
teachers.
Medium
term
Planning
by the
start of
each
term
LJ and
Mathematics
governor.
AB report to
HT and
governors
AB to monitor
planning
Monitoring of
planning, work
and talk time
Question to
focus on
children’s
understanding of
28
Planning shows that each term,
rich enhancement opportunities
are provided and collaborative
learning experiences are
shared to develop relationships
(from SIP)
Increase parental
involvement in
supporting
children’s learning
in maths
To give local Gifted
and talented
children enjoyable
opportunities to
extend their
learning
AB to provide workshops for parents
from each Year Group. Workshops to
explain how parents can support their
children in mathematics.
Increase parental engagement in
supporting children’s learning in
mental maths by extending reward
system
Run a Gifted and Talented day for
local schools including problem solving
at Greater Depth standard.
how values are
shown in maths
lessons
Weekly
planning
by each
Monday
Parents say they feel confident
in supporting their children.
Teachers note that parents are
supporting children effectively.
AB ,
Observations of children show
that they engage well in
challenging activities.
Teachers report that the day
engaged the children and
extended the children’s
understanding.
AB
Teachers
from
local
schools
Summer
2016
Planning time
in SL release
time.
LJ and
Mathematics
governor.
Feedback forms
from workshops
AB report to
HT and
governors
AB– planning
time in SL
release time.
LJ and
Mathematics
governor.
AB report to
HT and
governors
29
The Wickford Church of England School
Development Plan for English 2016-167
Subject Leader: Dan Chapman
TARGET
What needs to be
done?
Achievement
Ensure high
attainment in KS1
and EYFS.
STRATEGY
How will it be done?

Target Reading
88% of children at
expected level in
Year 1

93% of children at
expected level in
Year 2.
>35% of children to
be exceeding in
Year 1
>40% of children to
be exceeding in
Year 2



EYFS GloD 85%

Progress. 100% of
children make
expected progress

Class teachers, SL and HT to
set appropriate and
challenging targets for each
child and year group. These
are reviewed termly at Pupil
progress meetings to identify
pupils who are not making
expected progress or are
below expected attainment.
SL supports teachers in
identifying barriers to
learning and devising and
implementing strategies to
address underachievement.
Standards of teaching and
learning in all classes and in
intervention groups are
monitored and support given
where necessary. (see below)
Training for new teachers and
TAs in teaching for mastery.
Teaching and learning on
reading strategies is
developed
Reading Diary Scrutiny
completed and feedback given.
Feedback leads to
improvement which is seen in
the next scrutiny.
Focussed intervention and
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME
SCALE
Start and
finish
time.
COSTS/
TIME/
RESOURCES
What will we
need to do it?
MONITORING
Who is responsible?
Data sources?
EVALUATION
Who? When?
And who
reported to?
Teachers know expected
attainment for each child and
plan to enable children to meet
their targets.
DC, HT,
all staff
Ongoing
Targets
set in
Septemb
er and
reviewed
half
termly.
Cost of
interventions –
TA Booster
time
LJ and English
governor
DC report to HT
and governors
Attainment and progress is at
least good for all year groups
and all groups of pupils.
Pupils in all classes meet their
targets.
Monitoring of progress of
children in intervention groups
shows that all children make at
least expected progress and
most children make more than
expected progress.
SL release
time to plan
training, carry
out monitoring
and provide
individual
support for
teachers
PROGRESS
CHECK
When
achieved?
What else
needs to be
done?
Half termly
assessment sheets
and analysis of
assessment sheets
Planning for intervention groups
shows clear objectives for each
session.
30
or above in all
classes.
Achievement
Ensure high
attainment in KS1
and EYFS.

Target Writing
87% of children at
expected level in
Year 1

90% of children at
expected level in
Year 2.
>25% of children to
be exceeding in
Year 1
>30% of children to
be exceeding in
Year 2



EYFS GloD 85%
Progress. 100% of
children make
expected progress
or above in all
classes.
Attainment and
progress of all
groups is at least
good.



booster groups are delivered
to enable every child to make
at least satisfactory progress
and children on extended
interventions to make
accelerated progress.
Class teachers, SL and HT to
set appropriate and
challenging targets for each
child and year group. These
are reviewed termly at Pupil
progress meetings to identify
pupils who are not making
expected progress or are
below expected attainment.
SL supports teachers in
identifying barriers to
learning and devising and
implementing strategies to
address underachievement.
Standards of teaching and
learning in all classes and in
intervention groups are
monitored and support given
where necessary. (see below)
Training for new teachers and
TAs in teaching for mastery.
Teaching and learning on SPAG
and writing strategies is
developed
Book Scrutiny completed and
feedback given. Feedback
leads to improvement which is
seen in the next scrutiny.
Focussed intervention and
booster groups are delivered
to enable every child to make
at least satisfactory progress
and children on extended
interventions to make
accelerated progress.
Progress of groups is
monitored, and teachers are
supported in putting in place
strategies to address any slow
Teachers know expected
attainment for each child and
plan to enable children to meet
their targets.
DC, HT,
all staff
Attainment and progress is at
least good for all year groups
and all groups of pupils.
Ongoing
Targets
set in
Septemb
er and
reviewed
half
termly.
Pupils in all classes meet their
targets.
Monitoring of progress of
children in intervention groups
shows that all children make at
least expected progress and
most children make more than
expected progress.
Cost of
interventions –
TA Booster
time
SL release
time to plan
training, carry
out monitoring
and provide
individual
support for
teachers
LJ and English
governor
DC report to HT
and governors
Half termly
assessment sheets
and analysis of
assessment sheets
Planning for intervention groups
shows clear objectives for each
session.
Lesson observations and
observations of interventions
show that learning needs of all
children in English are met.
DC, HT,
KC , all
staff
Data
reviewed
half
Cost of
interventions –
TAs
SL release
LJ and Mathematics
governor.
DC Monitoring of
interventions
DC report to HT
and governors
31
Boy’s progress at
all levels is
equivalent to Girls
Teaching and
learning in English
including SPAG to
be consistently
good or outstanding
in KS1 and in
Reception




Develop accurate
assessment in KS1
to meet
requirements of
new Curriculum.
progress which is identified.
Monitor closely progress of
identified pupils who are
required to make accelerate
progress to achieve individual
attainment targets.
 Strategies to support
progress of boys in writing to
be implemented where slow
progress is identified.
 Discuss additional support
which could be given to PP
children to enable them to
make accelerated progress.
 TAs are trained and supported
by lead practitioner in
strategies to support children
in intervention groups.
Coaching for NQTs from Year
group leaders and DTL
Training for TAs in effective
ways to support learning in
writing, reading and SPAG from
DOL and LP.
Support for teachers and TAs in
planning progression and teaching
strategies for each aspect of
English.
Lesson study involving teachers
SL and DTL in planning and
delivering lessons. This may be
focused on the development of
SPAG.




Implement Scholar Pack
assessment system; support
teachers in using the system.
Support new teachers in half
termly assessments
Moderate assessments within
school including working with
Attainment and progress is at
least good for all year groups
and all groups of pupils.
Observations show that
teacher subject knowledge and
pedagogy is consistently good
or outstanding.
Planning and work shows clear
progression in all aspects of
English based on AfL.
All teachers are clear on the
progression, pedagogy and
expectations for SPAG within
writing
Teachers are confident in
teaching SPAG solving and
reasoning and pupils make good
progress in these areas.
Monitoring of lessons and work
shows that teaching of
experienced teachers is at
least good with 50%
outstanding
Moderation of assessments by
SL and peer moderation shows
that at least 90% of teacher
assessment is accurate.
Teachers in all year groups are
able to discuss pupil attainment
All
teachers
and TAs
DOLs
LPs
DC
termly.
time for
monitoring and
support
Half termly
assessments analysis
of data
Initial
training
in
Autumn
term for
teachers
and all
TAs
SL release
time
Release time
for TAs
LJ and English
governor.
Termly
staff
meetings
Cover for
teachers to
plan and
discuss review
lesson study
Ongoing
training
to meet
needs.
DC
DOLs
KS1
teachers
Release
time for
DC to
moderate
assessme
nts and
devise
Feedback from
monitoring and SL
assessment tasks.
Monitoring of
teaching and work
SLT
Half termly
assessments analysis
of data
Talk time feedback
Spring Term
English
moderation
meeting
Spring Term
LJ and English
governor.
DT report to HT
and governors
Moderation results
comparison of SATS
results to school
32


children on practical tasks to
moderate assessments where
appropriate and identify gaps.
Follow guidance from Interim
framework assessments in
moderating in Year 2.
Moderate assessments with other
teachers and other schools
DC to ensure that Year 2
teachers are updated on
developments in statutory
assessments and work with Year
2 teachers to ensure that
children are prepared for the
requirements of the assessments
and tests.
Explain implications of the new
curriculum to new teachers and
TAs new to Year groups
Ensure that requirements listed
in the interim frameworks are
included in planning
Embed
expectations of
New Curriculum
into WCES English
curriculum including
reasoning.

To ensure that the
‘HEARTS values’
are woven more
fully into our
children’s
experience of
whole school life.
Planning to be adapted each term to
show where lessons match Hearts
values and where specific key skills
are being developed.

new
assessme
nt
materials
DC to provide workshops for parents
from Year 2. AB to deliver for Year 1.
BT to deliver for EYFS. Workshops to
results
New Curriculum assessments
enable teachers to assess
learning and plan for progress
Teachers are confident in
teaching to meet the
requirements of the new
curriculum.
Planning meets New curriculum
requirements and includes
regular opportunities for
reasoning.
Children in all year groups
perform well in relation to new
national expectations set out in
the New Curriculum.
SL, SLT,
all staff
Planning, observations and pupil
responses show that the
curriculum focuses on content
which matches HEARTS values
DC and
Year
group
leaders
Parents say they feel confident
in supporting their children.
Teachers note that parents are
Planning
by start
of each
term.
Weekly
support
for new
teachers.
Children can say how values are
shown in the lesson.
Planning shows that each term,
rich enhancement opportunities
are provided and collaborative
learning experiences are shared
to develop relationships
(from SIP)
Increase parental
involvement in
supporting
in each aspect of maths
confidently, referring to
appropriate evidence of
learning.
SL release
time
Cost and
release for SL
training.
Medium
term
Planning
by the
start of
each
term
DC report to HT
and governors
DC to monitor
planning
Monitoring of
planning, work and
talk time
Question to focus on
children’s
understanding of
how values are
shown in maths
lessons
Weekly
planning
by each
Monday
AB , BT,
DC
LJ and English
governor.
Planning time in
SL release
time.
LJ and English
governor.
Feedback forms
DC report to HT
and governors
33
children’s learning
in Writing
explain how parents can support their
children in reading and writing.
supporting children effectively.
To give local Gifted
and talented
children enjoyable
opportunities to
extend their
learning
Run a Gifted and Talented day for
local schools at Greater Depth
standard.
Observations of children show
that they engage well in
challenging activities.
Teachers report that the day
engaged the children and
extended the children’s
understanding.
from workshops
DC
Teachers
from
local
schools
Summer
2016
DC– planning
time in SL
release time.
LJ and English
governor.
DC report to HT
and governors
34
The Wickford Church of England School
Development Plan for Science 2016-2017
Subject Leader: Laura Glover
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and
finish time.
COSTS/ TIME/
RESOURCES
What will we need
to do it?
MONITORING
Who is responsible?
Data sources?
EVALUATION
Who? When?
And who
reported to?
Achievement: To
Observations and feedback
There will be more G&T
All staff
Ongoing.
Cost of G&T day
LG/LJ
All staff to
identify and provide
from class teachers,
children identified in the
Review and
discuss and
support for G&T
analysis of data termly
school.
analyse
feedback to co-
termly.
ordinator. SL
children across the
40% of Year 2 children will
phases
PROGRESS
CHECK
When
achieved?
What else
needs to be
done?
feedback to
be identified as Greater
Governors
depth by the end of the
academic year.
To ensure
Team planning sessions.
Books, planning and
LG, LJ, and
Ongoing.
Monitoring with
Head Teacher, LG,
Report to
consistency with
Strong leadership to ensure
Tapestry will be monitored,
whole
Review and
books, planning.
team leader .
governor.
planning, teaching
consistency.
LG and LJ
teaching
analyse
Governor to
staff
termly.
observe and
and learning across
key stage 1 and FS.
A range of recording
Science skills and content
methods
knowledge of unit will be
HEARTS curriculum
report back to
Gov body.
assessed each half term by
all teachers.
To monitor
LG to confidently analyse
Clear evidence of
Ongoing.
Ongoing NC time
Results of
LG to report to
outcomes of
and present data.
attainment across the
Review and
and staff meeting
monitoring to be fed
LJ.
children’s learning
school and outcomes at the
analyse
reflection.
back to HT and
across key stage 1.
end of KS1.
termly.
LG
staff.
35
To take part in a
subject talk time
Children to discuss in class
their theme for talk time.
To monitor LOTC
folders and outdoor
learning in line with
the Bronze LOTC
award established.
Research sustainable
learning and things we can
do in the school
To ensure that the
HEARTS values are
woven more fully
into our children’s
experience of whole
school life.
To develop a curriculum to
focus on content, one that
best matches our HEARTS
values and is used as a
focus to teach them.
To ensure that each term,
rich enhancement
opportunities are provided
and collaborative learning
experiences are shared to
develop relationships.
100% of pupil
premium to achieve
at least expected
expectations by the
end of the year.
PP pupils identified within
planning and supported as
required in lessons.
Science club to be used
later in the year if any PP
chn in year 2 at risk of not
achieving expected KS1
expectations.
Boys to achieve
In-line with girls
across all year
groups.
Boys to be planned for
appropriately in order to
engage and motivate them
within lessons.
Children’s views will be
shared and looked at to
further develop the science
curriculum.
LG
teachers
The school will celebrate
and maintain the bronze
LOTC award.
Outdoor areas will be used
frequently to enhance
learning across the
curriculum.
Talking to children, planning
will show that values have
been planned for and met.
LG, all staff
Year 2 to conduct 1
experiment per half term.
Year 1 to conduct 1
experiment per term.
FS to ensure that science
play is purposeful and
resources are available.
100% PP will achieve the
expected expectations for
their year group by the end
of the year
Boys and girls achievement
will be on-par.
LG, all staff
All teaching
staff
All teaching
staff
Spring term
2017
Time out of class
for Subject leader
to discuss with
children selected
from each class.
LJ and LG
Ongoing.
Review and
analyse
termly.
Ongoing
LJ, and LG
Ongoing.
Review and
analyse
termly.
Cost of experiments
Ongoing.
Review and
analyse
termly.
-
Ongoing.
Review and
analyse
termly.
-
LG to report to
parents,
teachers and
governors
Governors/DR/L
J
LJ, and LG
LG to report to
governors and
teachers
LJ, and LG
LG to report to
governors and
teachers
LJ, and LG
LG to report to
governors and
teachers
LG to start NPQSL
research into boys’
36
engagement. Strategies to
be utilised across of year
groups.
37
The Wickford Church of England School
Development Plan for RE and Collective Worship 2016 -2017
Subject Leader: Laura Glover
Charlotte Johnson
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME
SCALE
Start and
finish time.
Maintain high
quality teaching
and learning so
that attainment in
RE is equivalent to,
or above
attainment in
English.
This will be in
both AT1 (learning
about religion) and
AT2 (learning from
religion) .
Hearts Curriculum Planning
to be created by the RE
curriculum group termly.
RT and ED to attend three
days training on the
“Understanding
Christianity” course to
support this.
Attainment is in line with or
above attainment in Reading
in all aspects of RE in all
Year groups.
Target for AT1 and AT2:
90% at expected level, 45%
exceeding.
All teachers
and ED to
suggest
activities for
Godly Play
sessions.
SL to discuss
with
teachers
termly.
SL, RT and year group
leaders to support
teachers in using the New
Curriculum planning.
ED and teachers to
prepare the activities and
resources for Godly play
sessions.
SL to monitor planning and
outcomes.
Clergy lead discussion
groups in Holy Space
sessions.
Ensure that there
is regular and
Monitor quality of
recorded work in Year 1
and 2.
Observe quality of play
and learning in FS during
RE/ Godly play
SL and year group leaders
to agree on number of
Boys’ and girls’ attainment is
broadly equal.
There is a broad and varied
range of provision reflecting
the needs of different
learners.
All children engage
purposefully in Godly Play
sessions. This will be seen in
SL, ED and the class
teachers’ monitoring of
engagement of different
groups of children in lessons.
SL to discuss this with
teachers termly
There is improvement in the
quality of creative and
recorded work showing clear
progress throughout the
year.
High quality evidence of
learning in each unit and each
Children to
suggest
additional
activities.
SL and ED to
monitor
Hearts RE
curriculum
planning
group led by
RT
All staff
SL and Year
Monitoring
of recorded
work each
term.
Lesson drop
ins in Spring
Term.
SMSC - Spiritual and moral development throughout,
respecting work, ideas and beliefs of others, sharing ideas and
resources, nurturing particular gifts, cultural development in
exploring other people’s values and beliefs, exploring
emotional and spiritual responses to texts
COSTS/ TIME/
RESOURCES
What will we need
to do it?
MONITORING
Who is
responsible? Data
sources?
EVALUATION
Who? When?
And who
reported to?
Time for SL to
discuss provision
with teachers each
term.
LJ and RE governor
SL report to
governors and
HT termly.
Time for SL to
monitor work and
lessons each term
Diocese
“Understanding
Christianity” course
£230.
“Understandi
ng
Christianity”
course 10.10,
16.1, 5.6.
SL to
discuss
Time for SL to
Analysis of end of
term assessment
data for AT1 and
AT2.
PROGRESS
CHECK
When achieved?
What else needs
to be done?
Talk time in
January. Questions
to follow up on
ideas to develop
provision.
Monitoring of
recorded work and
lessons.
LJ and RE governor
SL
Report to
38
consistent
evidence of
learning and
progress in all
children’s books in
KS1.
pieces of evidence
expected in each unit and
assessments and discuss
these with teachers to
ensure consistency
Responses to discussion
questions and children’s
reflections are recorded
in pupils’ Holy Space books
as a record of AT1 and
AT2.
ED to support teachers in
gathering and collating
evidence of learning from
creative response and
discussion.
Written work to be
marked showing where it
has met the objective.
Assessment pieces for
each unit to be used in
books to show progress.
Brief individual responses
to the “big question” to be
included at the end of
units to show progress.
Ensure new
members of staff
are familiar with
the school’s
approach to
teaching and
learning in RE and
Godly Play and
assessing RE.
LG, ED , DC and Year group
leaders to support new
teachers in planning,
teaching and assessing RE.
NQTs to attend additional
training from the diocese.
Training session for new
staff in use of the Big
Question format and Godly
Play structure .
Year group leaders and SL
to moderate termly
assessments and SL to
address any issues
identified in assessments.
Year group is seen in all Holy
Space books. This will include
written work, assessment
pieces, records of
discussions on the big
question, annotated drawings
and creative responses
group
leaders
monitoring
of Holy
Space books
with
teachers
termly.
Progress in learning is clearly
evidenced in books over each
unit, over the year and over
the key stage.
discuss provision
with teachers
ED – I hour for
preparation and
support to collate
evidence.
Time for SL to
monitor work
SL sets clear expectations
for content of Holy Space
books at the start of the
year and consistency in books
shows that teachers
understand these
expectations
Teaching and learning in RE
and Godly Play sessions in all
classes to be a least good
with a least 50% outstanding.
Monitoring of assessments
show that teachers are
confident in assessing AT1
and AT2 and there is a good
level of consistency.
SL, ED , DC
and Year
group
leaders
Diocese
NQT
training
NQT training £80
per teacher
Talk time in
January. Questions
to follow up on
ideas to develop
provision.
governors and
HT
Monitoring of Holy
Space books and
moderation of
assessments by
Year group leaders
and SL
LJ and RE governor
Talk time in
January. Questions
to follow up on
ideas to develop
provision.
SL report to
governors and
HT termly.
Monitoring of
lessons. SLT
39
To ensure that the
‘HEARTS values’
are woven more
fully into our
children’s
experience of
whole school life.
(from SIP)
SLT to observe RE lesson
in Spring Term and SL to
address any issues
identified.
Planning to be adapted
each term to show where
lessons match Hearts
values and where specific
key skills are being
developed.
Training session for new
staff in use of the Big
Question format and Godly
Play structure .
ensure that teaching and
learning in RE match the
three requirements of the
New Hearts Curriculum
commission in focusing on
values, key skills and
creativity
Assemblies to include
focus on values.
Planning, observations and
pupil responses show that
the curriculum focuses on
content which matches
HEARTS values
RT, SL and
Year group
leaders
planning
Medium term
Planning by
the start of
each term
Monitoring of
planning, work and
talk time
Talk time in
January. Question
to focus on
children’s
understanding of
how values are
shown in RE.
Weekly
planning by
each Monday
Values are clearly described
in planning and teachers
refer to them in each lesson
Children can say how values
SL report to
governors and
HT termly.
Monitoring of Holy
Space books and
moderation
are shown in the lesson.
Planning shows that each
term, rich enhancement
Evaluation of
assembly timetable.
Observations of
assemblies.
opportunities are provided
and collaborative learning
experiences are shared to
develop relationships
Assembly plans show
opportunities for the school
community to reflect on
values
Collective worship
Ensure that
collective worship
is engaging,
reflective and
relevant and
includes pupil
involvement.
SMSC spiritual
and social
development in
fostering sense of
community,
Termly plan for assemblies
to be shared with leaders.
New Subject leaders to be
supported in planning and
managing delivery of
assemblies by RT .
Leaders of assemblies to
explore use of different
stimuli e.g. visual images,
music, objects, stories,
role play, children leading.
SL to involve children in
There is a warm and
reflective atmosphere in the
assembly.
A range of stimuli are used in
assemblies.
Observations show that
children engage well with the
topics in assemblies.
LJ, ED,
LG,DC clergy
All staff and
children
attending.
Beginning in
September
then weekly.
Time for RE
governor to monitor
assemblies
LJ and RE governor
Notes from talk
time in January.
SL
Report to
governors and
HT
Observations of
assemblies.
Talk time comments from
children and comments from
teachers and TAs about the
whole school assemblies are
40
Providing for the
needs of different
learners.
helping to lead worship e.g
leading prayers and
singing, helping with input
and preparation of audio
visual stimuli.
SL, LJ and RE governor
to observe and monitor
assemblies.
Stillness Day to be
organised to allow
additional time for
reflection and creative
response.
positive.
Children are involved in
leading worship and prayers.
New subject leaders are
confident in planning and
organising assemblies.
.
Children, staff , clergy and
parents say that they find
the day helpful and that it
supported them in reflecting.
RT. SL and
teachers
who wish to
support in
preparing
the day
£40 materials for
stillness day.
Clergy, children and
staff asked to give
response to
Stillness day.
41
The Wickford Church of England School
Development Plan for COMPUTING 2016 - 2017
COMPUTING Subject Leader: Hannah Spalding
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
Whole School
Focus: To ensure
the HEARTS
values are woven
more in children’s
life.
To raise
attainment of
computing
throughout the
school.
Attainment and
progress of all
groups is at least
good.
Boys’ progress at
all levels is
equivalent to Girls
as is attainment
HS will devise a yearly
computing to start in FS
plan linking the hearts
values into computer skills.
There will be a new exciting
skills based computing
curriculum to follow and
children will be able explain
how the Hearts values link to
their newly acquired skills.
To monitor and assess
assessment provided by
teacher to ensure 92%+
children are falling in the
MA+ category.
Lesson observations and
observations of interventions
show that learning needs of
all children is met.
Trust Focus: To
raise attainment
of Pupil Premium
children within
computing
Focusing on children who
are falling in to the LA
category. To ensure this
category does not reach
above 8% of a class/ cohort.
Progress and attainment of
groups is monitored, and
teachers are supported in
putting in place strategies
to address any slow
progress which is identified.
Monitor closely progress of
identified children who
require accelerated
progress from baseline to
achieve Expected in
Computing
TAs are trained and
supported by lead
practitioner in strategies to
support children in
intervention groups.
Focusing on Pupil Premium
children and working
together to support other
staff to ensure 100% of PP
children in each cohort are
ACTION
GROUP
Who is
involved?
All staff
TIME SCALE
Start and
finish time.
All Staff
All Staff
Within
academic year
COSTS/ TIME/
RESOURCES
What will we need
to do it?
Ongoing/Leadershi
p time
MONITORING
Who is
responsible?
Data sources?
HS
All FS staff
EVALUATION
Who? When?
And who
reported to?
Feedback to
staff
LJ and SLT
Ongoing
Leadership time
HS
LJ and SLT
Cost of
interventions –TAs
SL release time
for monitoring and
support
DC, subject
governor.
DC report to HT
Leadership time
HS
Data reviewed
termly.
Attainment and progress is at
least good for all year groups
and all groups of pupils.
To monitor and assess
assessment provided by
teachers to ensure 100% of
pupil premium children are
falling in MA+ category.
All staff
Within
academic year
PROGRESS CHECK
When achieved?
What else needs
to be done?
and governors
Termly
assessments
analysis of data
LJ and SLT
42
To continue to
promote and
monitor the
increased daily
use of iPads and
laptops
throughout whole
school
To develop a new
Computing policy
to include change
to the new
curriculum in KS1
To continue to
ensure the
increased use of
iPads by support
staff in class and
through
interventions
To increase the
engagement with
espresso to a
weekly basis
minimum
To ensure
computing is used
in collaboration
with outdoor
learning recording of
evidence
achieving Expected or
Exceeding.
Teachers to plan for a
computing activities related
to chosen CCL area on a
daily basis.
Group of children in each
class engaging with computing
equipment daily.
All Staff
HS to work collaboratively
with DC to write a new
policy
New policy written including
focus on e-safety.
TA’s and staff running
intervention groups to use
iPads within sessions.
All classes will use their
snack time before play on
Monday (so all are doing at
the same time) to engage
with the News Bites and
Quiz section of espresso.
Teachers to include the use
of espresso at least once on
a CCL plan.
Children will be using
cameras to take pictures of
their work outside
independently and with
adult support.
Autumn 1 ongoing
Sharing of
computing
resources
HS
HS
Autumn
Leadership time
HS/DC
SLT Governors
Children will be engaging with
iPads during booster sessions
when appropriate.
Teachers
TA’s
Autumn 1 ongoing
Sharing of iPads
with other users.
Teachers
DC
Espresso will be used twice
weekly minimum by all classes.
Teachers and
all staff.
Autumn 1 ongoing
Annual renewal
cost of espresso
TBC
HS
LJ and DC
All staff
Autumn 1 –
ongoing
HS
DC/ Geography
lead
All children will be engaging
with the espresso news
To feed back to
staff and LJ.
STP will indicate where
espresso is being used.
Evidence of outdoor learning
will be available in outdoor
folders – pictures will have
been taken by children.
43
CEOP
ambassadors to
provide e safety
presentation
workshop for new
parents through
'Flying Start'
series
CEOP
ambassadors to
provide e safety
training for all
staff to make
them all capable
of delivering
safety to a high
standard
To ensure all
teachers in key
stage 1 are
engaging with
classes through
virtual learning
environment on
weekly basis.
To ensure all
teachers in key
stage R are
engaging with
classes through
virtual learning
environment on
weekly basis from
January 2015
To ensure RM
maths is used by
all children 4
times a week
DC and MM to run session.
New parents will be aware of
how to keep their children
safe when using electronic
devices.
DC and MM
Parents
Autumn 1
Class cover if
required
DC, MM
LJ
DC and MM to run session.
Staff will be aware of how to
keep children safe when using
electronic devices, internet
and the school policies.
DC and MM
All Staff
from Briscoe
and C of E
Autumn 1
Class cover if
required
DC, MM
LJ
Teachers to ensure
activities and homework are
made available on VLE.
All children will be engaging
with the VLE on a weekly
basis.
DC and MM
All Staff
KS1 - ongoing.
Cost of
webanywhere
£1500 2 years.
HS
LJ and DC
Governors
All children will be engaging
with the VLE on a weekly
basis.
DC and MM
Staff
R – Spring 1 ongoing
Cost of
webanywhere -
DC
LJ and DC
Governors
HS, MM
All Staff
Autumn 1 –
ongoing
n/a
All Teachers
AB and SLT
Any New staff to
be provide with
iPads and linked
with the school
diary
Alll teaching staff to be
provide with an iPad for use
within school to support
learning, interventions and
general class activities
All children will be accessing
RM maths daily and raising
attainment in maths and
improving basic navigation and
typing skills on computing.
All staff will have their own
iPad where they can explore
apps, create activities and
use a s photo evidence ( all to
be taken off the iPad before
HS
Autumn 1
TBC
HS
SLT
Teachers to ensure points
are awarded to children
using the system.
Teachers to ensure
activities are made available
on VLE.
Teachers to ensure points
are awarded to children
using the system.
Marion Merrington to set up
children’s log in.
Teachers to ensure children
are engaging with RM daily.
44
taken home)
45
The Wickford Church of England School
Development Plan for PE 2015-16
Subject Leader: Laura Glover
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
Development of PE as a
subject and developing
the profile of physical
activity within the
school.
Higher adult/child
ratio in lessons
continuing with SA
supporting class
lessons and working
with ‘groups of
children’.
Planned competitive
sports across the
school/ Trust.
Talk time/Year 2
brainstorming will be held to
gather children’s views and
ideas.
SA being up skilled
and learning alongside
teaching staff.
Planning, assessing and
reporting as necessary
will be shared and
talked through with
SA.
Young members of
staff to gain
confidence and
knowledge through
attending courses.
LG to lead staff
meetings to deliver
new scheme, model
lessons and monitor
learning.
Staff feedback/positive
PMR.
To improve staff
development.
ACTION
GROUP
Who is
involved?
LG
SA
Whole staff
TIME SCALE
Start and
finish time.
LG
SA
Whole staff
Autumn –
through to
July
Autumn –
through to
July
Improved support for
differentiation.
COSTS/ TIME/
RESOURCES
What will we need
to do it?
Sports grant to
support with
supporting costs
with competitive
sports.
£39 – Compete to
learn resource.
MONITORING
Who is
responsible?
Data sources?
PE governor to
monitor
EVALUATION
Who? When?
And who
reported to?
LJ to report to
the whole
governing body
£300 for the cost
of the complete
scheme of
work/DVD
resource bank
PE governor to
monitor
LJ to report to
the whole
governing body
PROGRESS CHECK
When achieved?
What else needs
to be done?
Competitive sports to happen.
As part of sports grant
evaluation – we will evaluate
the impact of training.
NQTS to have completed
basic gymnastics course. LG
to support staff in the
delivery of new scheme
lessons where necessary.
New scheme to be
implemented and delivered.
High quality of lessons and
teaching: higher attainment
and better recognition of GT
skills.
46
To develop the
provision for GT
children across the
school.
To ensure lessons are
focuses and clear
progression is evident.
GT supported by SA.
To increase the
attainment of GT
children.
100% of pupil premium
to achieve at least
expected progress and
attainment.
Boys to achieve in line
with girls – with
particular focus on year
1 cohort.
Provide learning
opportunities that are
enriching experiences.
(SIP “Fullness of life”
target
To continue to improve
and develop (introduce
nonswimmers) swimming
skills and techniques.
Pupils to be identified
within planning and
supported with the
appropriate
differentiation within
lessons.
SA to focus on pupils
during Thursday PPA
and EYFS gross motor
sessions.
PE sessions to be
engaging for boys
using themes that are
appropriate.
SA to focus on PP boys
during PPA sessions.
LG and SA support
teachers with planning
rich experiences
within each unit.
Monitor planning to
ensure there are rich
experiences within
each term.
Free lessons at
Wickford Pool.
Coach paid for by the
school.
Careful tracking on a half
termly basis of their
progress.
Improved recognition of what
is ‘GT in PE’.
To increase the number of
children recognised as being
GT.
Observations and comments
made as appropriate.
Feedback as needed to
parents and SLT.
Children will achieve their
year group expectations by
the end of the year.
LG
SA
Autumn –
through to
July
Staff meetings x
2
Inset day time
LJ
DR
PE governor to
monitor
Full Governors
Spring/Summer
LG
SA
All teaching
staff
Autumn –
through to
July
Cost of PPA
coaching
LG/SA/LJ
Full Governors
Summer
Boys will achieve in-line with
girls each term.
LG
SA
All teaching
staff
Autumn –
Cost of PPA
coaching
LG/SA/LJ
Full Governors
Summer
LG
SA
Whole staff
Autumn –
through to
July
New PE resources
as mentioned
above.
LG/SA
Full Governors
Summer
LG
SA
Office staff
Summer term
Use of Sports
Grant funds.
Coach £800
approx
LJ
DR
Full Governors
Summer
Children will be able to recall
experiences/lessons in PE
that they have enjoyed.
Observations show children
are engaged and motivated
within the lesson.
Staff make use of the
interactive/DVD features of
the new scheme of work.
Children will attend lessons
for the duration of the term.
Parental feedback.
through to
July
47
The Wickford Church of England School
Development Plan for Geography/History 2016-2017
Subject Leader: Chloe Scammell/ Faye Mesher
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and
finish time.
COSTS/ TIME/
RESOURCES
What will we need
to do it?
MONITORING
Who is
responsible?
Data sources?
EVALUATION
Who? When?
And who
reported to?
To monitor and
analyse class data
and raise attainment
outlined in analysis.
Class data will be given by
teachers at the end of
every term. This will then
be shared with all
teachers in staff meeting
and any action that is
required will be planned
for.
AB wrote new policy. Will
share with FM who will
help share with all staff.
Children have a good
understanding of the topics
taught in geography and enjoy
learning about the topics
throughout the curriculum.
90% or above working at
expected level.
Teachers
FM to
monitor data
Throughout
the year
Leadership time
termly
Teachers and
FM
Staff meeting
Governor
All staff will be aware of and
adhere to new policy.
AB/ FM
All year
NA
FM
SLT Governors
Organise special
geography day with range
of activities to provide
pupils with an enriching
learning opportunity.
Observations show children
are engaged and enthusiastic.
Children and staff engage
enthusiastically in the
geography day. .
FM, all staff
In Autumn
term –
November
Resources and
visitors
(geography day)
FM subject leader
time to organise
Geography day.
FM, discuss with
all teachers,
report to LJ
FM
Focusing on children who
are falling in to the LA
category. To ensure this
category does not reach
above 10% of a class/
cohort.
To monitor and assess
assessment provided by
teacher to ensure 90%+
children are falling in the
MA+ category.
All Staff
n/a
CS and FM
To share new
geography policy
with new staff.
To plan a Geography
day for KS1.
To monitor and
analyse class data
and raise attainment
outlined in analysis.
Ongoing
.
PROGRESS CHECK
When achieved?
What else needs
to be done?
.
Report to
governors and
HT
SLT, Governors
48
Subject leader to be
confident leading
new subject in line
with new curriculum.
Subject leader training
to be identified
Subject leader to
familiarise with new
documentation and action
plan
Read and familiarise self
Subject leader will be
confident in leading the
subject throughout the
school.
CS
Ongoing.
Review and
analyse termly.
PPA time and staff
meeting
reflection.
All staff
Ongoing
PPA
Results of
monitoring to be
fed back to HT,
staff and
governors.
Leadership
Staff meetings
Subject leader
New aspects of the
curriculum will be taught by
all year groups.
with new curriculum
To respond to talk
time findings and
research
Theatre groups/visitors etc
will be booked and invited
into school
To ensure that the
HEARTS values are
embedded in the
subject throughout
the year (whole
school focus)
All teachers to follow
MTPs written across the
trust.
Look at weekly plans to see
HEARTS trust
focus
All staff to be aware of
PP children in their class.
100% of pupil
premium children to
achieve expected or
above.
PP children to be a focus
to ensure good progress.
HEARTS trust
focus
Ensure girls and boys
engage with all topics
throughout the year.
achieve on par
throughout the year.
time as
Report findings
necessary
to governor and
LJ
MTPs will be looked at.
Research will then be
carried out to identify
what would be available
and relevant to topics
Boys and girls
Report for
committee
meeting –
termly. Report
to Emma Doe–
Governor.
Leadership
time as
necessary
CS
Varied cost of
theatre
companies/visitors
All staff
how this has been
implemented.
CS
FM
Subject leader
All staff
Ongoing
PPA time
CS
FM
All staff
CS
FM
SLT and all staff
when reflecting
on SIP in July
2017.
All staff
To ensure that each term,
rich enhancement
opportunities are
provided and collaborative
learning experiences are
shared to develop
relationships.
In data analysis (termly)
All staff
July 2017
PPA time
All staff
July 2017
FM
FM
To monitor and assess
assessment provided by
teacher to ensure girls and
boys are achieving on par
generally.
CS
FM
All staff
SLT and
governing body.
Lessons resources
Ongoing.
Review and
analyse termly.
Leadership
time as
necessary
PPA
Staff meetings
Engaging
resources which
engage both girls
and boys
CS and FM
SLT, Governors
49
The Wickford Church of England School
Development Plan for The Arts 2016-2017
Subject Leader: Charlotte Johnson
(Music is the key focus within this academic year, Art/DT to be sustained this year and a focus next year)
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and
finish time.
COSTS/ TIME/
RESOURCES
What will we need
to do it?
MONITORING
Who is
responsible?
Data sources?
EVALUATION
Who? When?
And who
reported to?
To improve skills
and attainment in
the pitch and singing
elements of music.
Employed Ruth
Dorrington to work as
musical specialist.
LJ
CJ
Ruth
Dorrington
(Essex music
services
specialist)
Singing
workshops for
the 1st half of
each term over
the year.
Cost of music
specialist
LJ, Music
governor
CJ report to HT
and Music
Governor.
Support Ruth Dorrington
in assessing the children’s
musical skills.
Analysis of end of term
assessments and discussions
with Ruth Dorrington shows
that attainment in music is
higher than last year’s
attainment including
attainment in the pitch
elements (Spring term units).
Target: 90% at expected
levels, 50% above expected
levels in line with core
subjects.
Children to develop
African Drumming
Regular performances from
Drumming
Second half of
Cost of drumming
their skills in playing
teacher booked for
the children in assemblies
teacher.
each term.
teacher
a percussion
second half of each term.
show development of skills
instrument.
Each class to have four
and enjoyment.
SMSC – cultural,
social
Observe and monitor
Ruth Dorrington in
teaching the pitch and
singing elements of music.
sessions and then
perform. GT group
SMSC – cultural,
social
selected from each class
for extra session
CJ to liaise with the
drumming teacher and
monitor to ensure that
skills are developed each
CJ and drumming teacher
monitor improvement in skills
in each term by observing
performances and lessons.
Analysis of end of term
assessments relating to
rhythm elements of music
show high attainment levels.
Notes from
lesson
observations by
CJ and talk time
notes.
PROGRESS CHECK
When achieved?
What else needs
to be done?
Termly data
analysis
Class
teachers
CJ
LJ, Music
governor
CJ report to HT
and Governors.
Notes from
lesson
observations by
CJ and talk time
notes.
Termly data
analysis
50
term.
To ensure that the
HEARTS values are
woven more fully
into our children’s
experience of whole
school life.
To give the
Reception and Year
1 boys the
opportunity to
excel.
To achieve 100%
attainment for pupil
premium children.
To liaise with RD and SC
to ensure lessons promote
the values
To take part in a talk
time with children to
make sure they are happy
with lessons.
Discussion with teachers
to ensure values are met.
Encourage both boys and
girls to join choir club,
allowing children to learn
important musical skills.
To take part in a talk
time with children to
make sure they are happy
with lessons.
CJ to start music club in
autumn term.
CJ to lead talk time with
children
All year.
LJ
CJ
Ruth
Dorrington
(Essex music
services
specialist)
Choir club
every
Thursday
morning.
LJ
CJ
Ruth
Dorrington
(Essex music
services
specialist)
Choir club
every
Thursday
morning.
Cost of music
specialists,
CJ to ensure
values are
included in
lessons.
Reported to
governors.
CJ to report to
Cost of music
specialist every
other half term.
LJ, Music
governor
CJ to report to
Cost of music
specialist every
other half term.
LJ, Music
governor
Music club each
week.
CJ to take part in
environment walks
throughout the term.
Analysis of end of term
assessments and discussions
with Ruth Dorrington shows
that attainment in music is
higher than last year’s
attainment.
CJ to lead talk time with
children
Ensure that the lessons
are engaging for both
boys and girls.
CJ to take part in
environment walks
throughout the term.
Encouraging children
from all backgrounds to
join choir club.
CJ to lead talk time with
children
To take part in a talk
time with children to
make sure they are happy
with lessons.
CJ
RD
SC
LJ
CJ to take part in
environment walks
throughout the term.
Termly data
analysis
Termly data
analysis
LJ and
governors.
LJ and
governors.
CJ to report to
LJ and
governors.
To ensure that all lessons
are accessible for all
children.
51
The Wickford Church of England School
Development Plan for PSHE 2016-17
Subject Leader: Dan Chapman
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and
finish time.
COSTS/ TIME/
RESOURCES
What will we need
to do it?
MONITORING
Who is
responsible?
Data sources?
EVALUATION
Who? When?
And who
reported to?
To raise attainment
of PSHE
throughout the
school.
Focusing on children who
are falling in to the LA
category. To ensure this
category does not reach
above 8% of a class/
cohort.
To monitor and assess
assessment provided by
teacher to ensure 92%+
children are falling in the
MA+ category.
All Staff
Ongoing
Leadership time
DC
LJ and SLT
Trust Focus: To
raise attainment of
Pupil Premium
children within
PSHE
Focusing on Pupil Premium
children and working
together to support other
staff to ensure 100% of PP
children in each cohort are
achieving Expected or
Exceeding.
Progress and attainment of
groups is monitored, and
teachers are supported in
putting in place strategies
to address any slow
progress which is
identified.
To monitor and assess
assessment provided by
teachers to ensure 100% of
pupil premium children are
falling in MA+ category.
All staff
Within
academic year
Leadership time
DC
LJ and SLT
Lesson observations and
observations of interventions
show that learning needs of
all children is met.
All Staff
Cost of
interventions –TAs
SL release time
for monitoring and
support
DC, subject
governor.
DC report to HT
Attainment and
progress of all
groups is at least
good.
Boys’ progress at
all levels is
equivalent to Girls
as is attainment
Monitor closely progress
of identified children who
require accelerated
progress from baseline to
achieve Expected in PSHE
Attainment and progress is at
least good for all year groups
and all groups of pupils.
Data reviewed
termly.
PROGRESS CHECK
When achieved?
What else needs
to be done?
and governors
Termly
assessments
analysis of data
TAs are trained and
supported by lead
practitioner in strategies
to support children in
intervention groups.
52
Teaching of PSHE
is at least good
across the school
with a minimum of
50% Outstanding.
SL to observe PSHE across
all year groups
To ensure that the
‘HEARTS values’
are woven more
fully into our
children’s
experience of
whole school life.
Planning to be adapted
each term to show where
lessons match HEARTS
values and where specific
key skills are being
developed.
(from SIP)
Training session for new
staff in use the HEARTS
curriculum.
Ensure that teaching and
learning in PSHE match the
three requirements of the
New Hearts Curriculum
commission in focusing on
values, key skills and
creativity
Assemblies to include
focus on values.
Subject leader will have a
sound knowledge of how
PSHE lessons are taught
Subject leader will know the
attainment of pupils in PSHE
in all year groups and have
ideas on how to improve this
attainment in the following
year.
Planning, observations and
pupil responses show that the
curriculum focuses on content
which matches HEARTS
values
Values are clearly described
in planning and teachers
refer to them in each lesson
Children can say how values
are shown in the lesson.
Planning shows that each
term, rich enhancement
opportunities are provided
and collaborative learning
experiences are shared to
DC
Throughout
academic year
2016-17
PPA time and staff
meeting
reflection.
Results of
monitoring to be
fed back to HT,
staff and
governors.
Report for
committee
meeting –
termly. Report
to Alan Boswell –
Governor.
Medium term
Planning by the
start of each
term
Monitoring of
planning, work
and talk time
Talk time
DC report to
governors and
HT.
Weekly
planning by
each Monday
Question to
focus on
children’s
understanding of
how values are
shown in PSHE.
Cover time for _
to observe.
DC and Year
group
leaders
planning
Monitoring of
PSHE work in
books and
moderation
Observations of
assemblies.
develop relationships
Assembly plans show
opportunities for the school
community to reflect on
values
53
To look into the
requirements of
achieving Healthy
Schools renewal
award.
CEOP ambassadors
to provide e safety
presentation
workshop for new
parents through
'Flying Start'
series
CEOP ambassadors
to provide e safety
training for all
staff to make them
all capable of
delivering safety to
a high standard
To look at requirements
and implement
requirements where
missing.
All staff to assist in
beginning to collect
evidence etc.
DC and MM to run session.
DC and MM to run session.
School will be ready to apply
for enhanced status
DC, Emma D,
JB
All Staff
Throughout
academic year
2016-17
Minimal cost
LJ
Gov
New parents will be aware of
how to keep their children
safe when using electronic
devices.
DC and MM
Parents
Autumn 1
Class cover if
required
DC, MM
LJ
Staff will be aware of how to
keep children safe when using
electronic devices, internet
and the school policies.
DC and MM
All Staff
from Briscoe
and C of E
Autumn 1
Class cover if
required
DC, MM
LJ
54
The Wickford Church of England School
Development Plan for Paddington House 2016-17
Subject Leader: Maureen Sanders, Fiona Gray
TARGET
What needs to be done?
STRATEGY
How will it be
done?
SUCCESS CRITERIA
How will we know we have
achieved the target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and finish
time.
To ensure all staff in
Paddington House have
gained the nurture group
accreditation.
Support to be
given by MS to
complete all tasks
as needed.
Visits and support
planned across
the Trust to
develop practice.
The nurture group
team to work
closely with the
home schools to
complete the
Boxall profiles
regularly/monitori
ng progress.
The nurture group
to track academic
baseline and
progress to
support their case
studies.
The nurture group
accreditation to be
completed.
FG
MS
KW
Autumn term –
ongoing.
MS
FG
KW
Home
schools
To ensure all children
make diagnostic and
developmental progress
in line with personal
targets/nurture Group
network guidelines.
To ensure nurture
supports academic
attainment and progress.
Paddington House team
to cascade knowledge to
other professionals and
agencies.
Paddington House
team to plan and
lead training
sessions at the
For all children to be
supported in developing
their social and emotional
needs, for this to be
tracked on the Boxall
Profile as successful
developmental and
diagnostic improvement
and ultimately for this to
also have impact on their
academic attainment and
progress.
To ensure the progress
and attainment of PP and
Boys to be in line with
that of the whole group.
Courses will be
completed and feedback
will be positive.
NQTs across
To ensure staff will be
able to seek support
An alarm to be in
place.
Staff will be able to
confidently remain with
Tracking of PP/Boys
children to be rigorous.
COSTS/
TIME/
RESOURCES
What will we
need to do it?
£700
MONITORING
Who is
responsible?
Data sources?
EVALUATION
Who? When? And
who reported to?
LJ
LJ to report to
Governors
Autumn term –
ongoing.
Regular meeting
and liaison with
home schools.
MS
LJ to report to
Governors
Monitored with HT
report and half
termly data
gathering.
KW
MS
FG
LJ
Cross Trust
Autumn term –
planning
Spring term –
delivery
1 whole day
split into
chunks of time
to plan, make
power
LJ
Report to Governing
MS
FG
Autumn term
1 hour to
explore current
LJ
PROGRESS CHECK
When achieved? What
else needs to be done?
Body/SEN Governor.
Report to Governing
55
when needed.
the group while support
is on the way.
DC
arrangement
and investigate
alternative
solution if
needed.
Body/SEN Governor.
56
The Wickford Church of England School
Development Plan for SEN 2016-17
Subject Leader: Louise Johnson
TARGET
What needs to be
done?
STRATEGY
How will it be done?
SUCCESS CRITERIA
How will we know we
have achieved the
target?
ACTION
GROUP
Who is
involved?
TIME SCALE
Start and
finish time.
COSTS/ TIME/
RESOURCES
What will we need
to do it?
MONITORING
Who is
responsible?
Data sources?
EVALUATION
Who? When?
And who
reported to?
Tracking of
Half termly/termly tracking
Early intervention
All staff
Ongoing
PMR related
Report to
Monitored
PP/Boys children
of achievement. Children
support for FS
throughout
performance
Governing
with HT
to be rigorous.
needing support highlighted
children, commencing
the year –
for T and TA
Body.
report and
for booster support, aiming
October half term.
half termly
staff.
towards individual and year
Careful tracking by
meetings
group/whole school targets.
BT for end of year
with year
goal.
group
Rapid intervention
given from
October half
term.
Progress to be
monitored
throughout the
school
Focus training and support
where needed for new staff.
Children to be
Support from DoL/LP and
achieving more than
staff non class based.
the expected,
SLT to plan targets,
All TA
staff.
PROGRESS
CHECK
When
achieved?
What else
needs to be
done?
half termly
data
Half termly
gathering.
meetings.
leaders and
data
scrutiny.
progress.
highlighting groups and gender
PP/Boys to close the
targets and interventions.
gap – particularly in
FS.
PMR to reflect
targets.
To improve
Class Dojo to be explored as a
Class Dojo to be in
engagement
means of communicating with
place and effective
systems this year,
parents, sharing work and
means of
the ‘team
achievements.
communicating with
HS
All staff
Autumn
term –
reviewed
December
Free!
Staff time to
SLT
Report to
governors
set up, share
ideas and
57
approach’ to
Parent group to be set up to
nurturing and
review and evaluate the
enveloping the
system.
growth of our
parents.
upload examples
of work.
Parent, staff and
child feedback to be
reflective and
children in greater
positive.
partnerships.
To improve the
Specialist will visit and guide
Children to make
provision of
DC through the requirements
progress and be
speech and
of the key children. DC to
discharged
language support
receive training as necessary.
successfully from the
within the school.
2016
Children to have weekly
support.
speech and language
team
DC
Specialist
Autumn
Initial meeting
2016
with AG – 1
LJ
Report to
governors.
hour.
for speech
and
Follow up visits
language
from AG and
time for
DC to meet with
release if after
parents to share ideas
autumn half
and feedback on work
term.
in school.
Weekly 30
minute session.
SENCo to have
LJ to register on
The school will have a
necessary
initiative/completing the
SENCo who holds the
accreditation –
training course and be
necessary
Nationally
awarded the highly recognised
certificates and
recognised.
accreditation.
accreditation.
LJ
DR
July 2016
£1500
DR
Report to
governors.
58
LGB Agendas 2016/17
Every meeting will include:
 Trust update: News from the Trust to include policy adaptations. Governors will be presented with a key changes paper
 Finance: One-page cost centre budget report
 Safeguarding: General brief update
 Risk register: Update by headteacher on any key changes
 Topic: A topic, subject or theme focus
Once per term:
 Health and Safety walkthrough
 Written headteacher report
 Pupil Premium update (either a visit, update or topic report)
 Governor training – reports from governors on training taken
September
 SIP
 SIP summary
 Child Protection policy
 Nominate Child Protection (to include Prevent) Director and Governor
 End of year budget
 Pupil Premium action plan and impact review on last year
 Governor skills audit
October
 Health, Safety and Wellbeing policy
 Nominate Health and Safety governor – walkthroughs to take place once per term and one to be booked after this meeting
 TOPIC: Literacy, numeracy and FS with update
 Share targets for the year and data review from previous year
 Share action plan based on last year’s data
59
 Governor to book a Humanities visit
 Pay Policy
 Appoint pupil premium governor and book visit
November / December
 Data update – English and Maths on track and targets. Phonics and EY GLD / on track
 Group data update
 Humanities governor visit report and subject champion to attend
 Discipline and Grievance policy
 Review Accessibility Plan
 Sports Premium review and plan, incorporating P.E
 CP and Prevent update
 TOPIC: Safeguarding
 Leadership and management update and PMR’s
 Written Headteacher report to include data as above
 Book Literacy, Maths, Art and DT visits to be carried out in Spring 1
 Pupil premium governor update
 Governor training – reports from governors on training taken
January / February
 Health and Safety Update
 Literacy and numeracy, Art and DT visit reports and subject champions to attend
 Book EY Little Ted’s / Orchard / Nursery visits and Science visit
 Outdoor learning / international studies update
 Book health and safety walkthrough
 SEF update and summary to governors
 TOPIC: Boys and pupil premium update by Directors of Learning
60
March
 SEN and G&T update
 TOPIC: G&T
 Health and Safety visit report
 Book FS visit and computing visit
 Modern Foreign Language subject champion to attend
 Impact and review of new curriculum
 EY and Science visit reports and visits from subject champions
 Written headteacher report to include data and monitoring of quality of teaching, targets and process / outcomes.
 Catering budget review
 Review agendas
 Governor training – reports from governors on training taken
May
 TOPIC: Nurture group, invite practitioners or written report
 Computing and FS visit reports and subject champions to attend
 Trigger a check by office managers on website compliance
 OFSTED expectations
July
 Written headteacher report on outcomes, phonics, GLD, KS1 and KS2
 Agree budget
 TOPIC: Curriculum content
 Website compliancy results
 Pupil premium and sports premium update
 Governor training – reports from governors on training taken
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