Sacred Heart RC Primary School
Annual Review Evening
2017
Annual Review Evening 2017
What Ofsted said September 2013
We are a good school because…
We are not outstanding yet because…
 Pupils make good progress from Reception to Year  Not enough teaching is outstanding.
6 in reading, writing and mathematics.
 Children in Reception do not do as well in early
 Teaching is mainly good, with some outstanding in
writing skills as they do in other areas of their
Years 5 and 6, particularly in mathematics.
learning.
 Pupils who speak English as an additional  In classes for younger pupils the more-able pupils
language and those from minority ethnic groups
do not always make as much progress as other
make good progress.
pupils.
 Disabled pupils and those who have a statement  Progress is not outstanding across all year groups
of special educational needs are well cared for and
and subjects. For example, while outstanding in
make good progress.
mathematics, the progress made by pupils in Years
 The school makes good use of outdoor
3 to 6 in reading and writing is typically good.
environmental study areas to provide a varied and  Leaders and managers do not routinely monitor
interesting curriculum.
the performance of additional staff who have
 Attitudes to learning are good and pupils enjoy
teaching responsibilities.
coming to school and work well together.
 Pupils feel safe in school, and it takes very careful
steps to protect them.
 Leaders and managers have made improvements
to the school, and have a good understanding of
its strengths and weaknesses.
 The governors have been effective in challenging
and supporting the school to make changes that
have improved teaching and learning.
Annual Review Evening 2017
School Development Priority
RE and Worship
Person(s) Responsible
Joe McCrossan and Governing
Body
Actions
1. Develop greater expectations of being in a Catholic school
2. Embed outstanding practice in RE
Annual Review Evening 2017
School Development Priority
RE and Worship
Person(s) Responsible
Joe McCrossan and Governing
Body
Develop greater expectations of being in a Catholic school
 Visit by Via Dei Consultancy – May 2017 (feedback in red below)
 2 Parent workshops focused on; Catholic experiences for the children, exploring other
faiths and expectations of being in a catholic school
 Implemented daily collective worship
Pupils regarded their prayer and reflection time as a positive experience. ‘Our prayer time in the
morning helps us to be calm. It sets you up for the day.’ ‘We don’t pray all day, but it is a prominent
part of the day’.
The children were respectful and reverent during the pupil led Assembly. The content linked familiar
prayers with opportunities to reflect on challenging artwork and then make links to their own lives.
The children demonstrated a clear understanding that collective worship is an important part of their
school life. (Via Dei Consultancy May 2017)
 Music assembly prepares children for Catholic seasonal events and responses in mass
Annual Review Evening 2017
School Development Priority
RE and Worship
Person(s) Responsible
Joe McCrossan and Governing
Body
Develop greater expectations of being in a Catholic school
 Links with Parish continued- Advent service and Stations of the Cross
 Proposal to deliver FHC classes at the school was approved by the Bishop and explored
but the proposal could not be justified
 Links with STJF continued-Year 5 transition project and carol concert
 Surveys and questionnaires exploring the reasons for selecting secondary schools took
place
 Proposed Entitlement document almost complete. To include visits to catholic and
other faith’s places of worship. Budget to support the entitlements has been costed
and presented for the next two years
Annual Review Evening 2017
School Development Priority
RE and Worship
Person(s) Responsible
Joe McCrossan and Governing
Body
Embed outstanding practice in RE
 Via Dei Consultancy visited the school for a day and felt the school was at least
“Good”
The pupils expressed pride in belonging to their school. ‘Everyone here looks after each other’. ‘We
value our friends from other cultures and learn about their countries… it helps us to see things from
other points of view’. The pupils clearly demonstrated that the Catholic life of the school had
significant impact on their developing faith, speaking about the hall and the chapel with respect and
reverence. They were looking forward to their upcoming pilgrimage to Walsingham. (Via Dei
Consultancy May 2017)
 SEF almost completed but will be replaced by new SEF in the autumn 2017
 Unannounced Observations/Drop In to take place in the Summer term
 A greater focus on the rosary throughout the year
Annual Review Evening 2017
School Development Priority
RE and Worship
Person(s) Responsible
Joe McCrossan and Governing
Body
Embed outstanding practice in RE
 New diocesan curriculum has been introduced and is currently being reviewed
Teachers have made effective use of the Come and See Scheme to deliver the RE Curriculum and are
confident is planning and teaching using this resource. Teachers clearly show that excellence in RE is a
priority and that maintaining quality and challenge of provision should not compromised. Teachers
are open to trialling the Diocesan Curriculum and are keen to explore new resources and approaches
in practice. (Via Dei Consultancy May 2017)
 A book scrutiny of work showed there was sufficient quantity of work and that the
tasks showed a great variety of pedagogy
Children’s work in their workbooks showed an extensive coverage of the themes taught and it was
clear that they took pride in their work. (Via Dei Consultancy May 2017)
Annual Review Evening 2017
School Development Priority
Leadership and Management
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Governing Body
Actions
1. To monitor the standard of attainment, classroom practice and feedback through
implementing a robust monitoring calendar
2. Implement ‘Pupil Profile Tracker’ system for tracking children’s attainment
3. Implement the Cornerstones Curriculum from Reception to YR6
4. Develop the level of challenge the governing body provide
5. Ensure succession planning for governors and staff
Annual Review Evening 2017
School Development Priority
Leadership and Management
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Governing
Body
To monitor the standard of attainment, classroom practice and feedback through implementing a
robust monitoring calendar
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Bi-monthly monitoring of books and work, with feedback offered the same day
Unannounced drop-in style observations of all staff who teach, including PPA
Moderation of reading, writing and mathematics achievement throughout the school termly
Termly impact reports for Key Stages, Eng, Maths, RE, SEN, PPG and Curriculum. All reports
summarised for all staff to see key priorities for the next term.
 Six ‘data’ points in the year for pupil markbooks to be updated and reviewed.
 External moderation of this process in March 2017 by SIA “The current, offered calendar is
carefully devised and designed. Leaders have carefully taken account of the need to pilot staff
awareness and usage and their initial QA has focused on this. They have followed up with a suite
of evaluative themes which are clearly communicated to staff and which involve well-established
school improvement cycle themes such as, writing moderation, pitch and expectation in work and
the use of homework and assessments related to it”
Annual Review Evening 2017
School Development Priority
Leadership and Management
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Governing
Body
Implement ‘Pupil Profile Tracker’ system for tracking children’s attainment
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All staff using the system since September with weekly updates made to sho children’s attainment
Half-day release each half term to update pupil markbooks.
Close scrutiny of attainment and progress half termly.
Termly pupil progress meetings using gaps.
Review of the system in February 2017 with a focus on greater depth. Minor changes made for
2017-2018 markbooks.
Pupil markbooks distributed to families every 6-8 weeks to inform them of progress, attainment
and gaps in learning.
Termly moderation of markbooks to validate teacher assessment against the work produced.
External moderation of our assessment process in March 2017 by SIA “The assessment profile is
one of the best and most consistent I have seen across a school in a long time. It is clear that the
regular checks and support offered by teachers are paying off.”
Overall, a very informative and comprehensive system which has been well used at all levels to
look at children’s attainment and gaps in learning.
Annual Review Evening 2017
School Development Priority
Leadership and Management
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Governing
Body
Implement the Cornerstones Curriculum from Reception to YR6
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‘Cornerstones Curriculum’ purchased
In September we started using the curriculum across KS1 and KS2.
Successful innovate stages held across key stages
Collaboration in planning continues
To fit with monitoring cycle, Curriculum, Art & DT and science were monitored (see
individual reports)
Cornerstones working well and having a positive impact on the learning at Sacred
Heart. Staff embraced it positively and feedback is good
Qualitative data has shown that the children and staff are pleased with the purchase of
Cornerstones
Staff meetings held
Presentation to governors to justify the spending and show impact so far
Annual Review Evening 2017
School Development Priority
Leadership and Management
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Governing
Body
Develop the level of challenge the governing body provide
Ensure succession planning for governors and staff
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Current structure
Skills audit
Visits and visibility
Succession planning - Appointment of Head and Deputy
LA training for all looking at challenge and asking the right questions
Annual Review Evening 2017
School Development Priority
Quality of teaching, learning and
assessment
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Sarah Curtis, Sally
Robertshaw and Governing Body
Actions
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4.
Embed revised marking and feedback policy
To improve the quality of teaching and learning in Computing
Implement a whole school times tables system
Implement a teaching/learning cycle for writing composition in Years 1-6
Annual Review Evening 2017
School Development Priority
Quality of teaching, learning and
assessment
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Sarah Curtis, Sally
Robertshaw and Governing Body
Embed revised marking and feedback policy
 Monitoring of the policy has form a core part of the monitoring cycle.
 Refresher training for staff including TAs and HLTAs
 Review visit from SIA •
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There were no significant weaknesses found and in my experience, this policy has made a
commendable difference to pupils’ learning
Across the range of work seen, it was possible to gauge progress even from the very positive
improvements made to presentation and appearance, as well as the quality of handwriting
in all books.
The revised assessment policy is a fulsome success. Staff are united in their commitment to
applying it and they do so with frequency and regularity.
Pupils are clearly aware of how the policy works and how to respond to what their teachers
do and advise them about when their books are assessed. Consequently, their work
improves but more importantly, they are securely developing their skills and linking their
knowledge and understanding owing to the feedback they receive.
Annual Review Evening 2017
School Development Priority
Quality of teaching, learning and
assessment
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Sarah Curtis, Sally
Robertshaw and Governing Body
To improve the quality of teaching and learning in Computing
 Drop-in observation of a coding lesson by Mr McCrossan
 15 laptops purchased to support the teaching of the Computing curriculum, including
coding
 Scratch-based activities taught from Year 4 to Year 6
 Weekly coding club
 New resources purchased to support the planning for the coding part of curriculum
 New long-term plan written for children from Year 3 to Year 6
 Meetings between subject leader and Mrs Sidebottom to discuss and amend the
long-term plan and teaching approaches for the coding part of the curriculum
 Focus on a wider range of open-ended tasks introduced throughout KS2 for coding
Annual Review Evening 2017
School Development Priority
Quality of teaching, learning and
assessment
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Sarah Curtis, Sally
Robertshaw and Governing Body
Implement a whole school times tables system
 This was set as a action in light of the proposed national times tables assessments for
Yr6. However, this assessment was removed/postponed therefore not seen as a key
action currently.
 Time tables progression can be seen in arithmetic attainment.
Annual Review Evening 2017
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School Development Priority
Quality of teaching, learning and
assessment
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Corinne Hayes, Sarah Curtis, Sally
Robertshaw and Governing Body
Implement a teaching/learning cycle for writing composition in Years 1-6
Teachers Years 1-6 planning thematic –based writing opportunities following the cycle:
‘Cold Task’/Teaching of required grammatical structures/features and punctuation/
‘Hot Task’
Introduction of revised planning format for English writing- merging of grammatical
and compositional elements of teaching
Introduction of English Writing books- for all writing activities including compositional
Regular book/work scrutinies for writing outcomes conducted by SLT. Outcomes
‘good’ overall. Lesson observations – writing lessons. At least ‘good’ outcomes
Staff meeting- Internal moderation of children’s writing/writing assessment mark
books
Review visit by SIA
Depth of writing. The pupils are completing relatively fewer pieces of work than I normally see but
the quality it much higher and this is because of the painstaking effort their teachers take to help
them gain mastery of the writing process from start to finish with good formative comments and the
development of their editorial skills.
Annual Review Evening 2017
School Development Priority
Personal development, behaviour
and welfare
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Caroline Sidebottom, Emma
Monk and Governing Body
Actions
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4.
To achieve Unicef RRSA level 1 award
Achieve an attendance target of 97%
Develop the role of a lead behaviour adult
Implement a ‘Health and wellbeing project’ through using the Sports Premium Grant
Annual Review Evening 2017
School Development Priority
Personal development, behaviour
and welfare
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Caroline Sidebottom, Emma Monk
and Governing Body
To achieve Unicef RRSA level 1 award
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Staff training
Regular Steering Group meetings
RRS website area regularly updated
Class Charters and Whole School Charter displayed
Various Fundraising projects have taken place
Staff becoming more confident at using Rights Respecting language
Pupil and Staff questionnaires sent out one year on, showing improvement in all areas
Staff now routinely look for Article links in their lesson planning, and make reference
to this in class
 Regular whole school assemblies being held
Annual Review Evening 2017
School Development Priority
Personal development, behaviour
and welfare
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Caroline Sidebottom, Emma Monk
and Governing Body
Achieve an attendance target of 97%
 Currently 96.6% (9-6-17)
 Weekly discussion and analysis of attendance including groups and individuals
 Revised policy implemented in light of ‘Isle of Wight’ case – penalty notice removed
and 30 day monitoring post leave of absence. This has seen no increase in leave of
absence requests.
 Monthly attendance letters sent according to the attendance policy
 Attendance promotion to key groups – SEN and PPG – impact seen with increase in
group attendance %
 Attendance meetings held if no improvement seen.
 Two large bouts of S&D in school which saw significant impact on attendance. Two
high level cleans took place and attendance increased as a result.
Annual Review Evening 2017
School Development Priority
Personal development, behaviour
and welfare
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Caroline Sidebottom, Emma Monk
and Governing Body
Develop the role of a lead behaviour adult
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No action take with lead behaviour adult –September 2017
Increase in monitoring and recording of behaviour incidents.
Termly reporting to governors.
Daily SLT intervention if necessary.
Behaviour plan put in place during Spring term – significant improvement seen.
All behaviour discussions logged and revisited.
Focus on upskilling children on knowledge and understanding of bullying – Spring and
Summer term.
 Monthly e-safety updates for children and parents – social media, apps etc
Annual Review Evening 2017
School Development Priority
Personal development, behaviour
and welfare
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Caroline Sidebottom, Emma Monk
and Governing Body
Implement a ‘Health and wellbeing project’ through using the Sports Premium Grant
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Part of Jack Hunt’s PE cluster – includes competitions/ health and well being days
Health and well-being project
Increased after school clubs – archery
Increased numbers in after school clubs and competitions
Sports week – mile run and house competitions
Kayaking and raft building at Rutland water
New PE equipment
KS2 swimming – increased from 8 weeks to 10 weeks for each class
Real PE training for one member of staff
Appointment of PE Teaching Assistant from September 2017
Annual Review Evening 2017
School Development Priority
Outcomes for pupils
Person(s) Responsible
Joe McCrossan, Megan Cutter,
Mark Cooper, Corinne Hayes,
Gemma Nash, Sally Robertshaw
and Governing Body
Actions
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6.
Reception - 60% to meet GLD
Yr1 Phonics - 70%+ to pass phonics check
Yr2 – 80%+ combined EXP and 15% GRD
Yr6 – 80%+ combined EXP and 15% GRD
Embed ‘I CAN’ assessments grids for assessing and planning writing and reading
Narrow the gap between the achievement of the pupil premium children and that of
non pupil premium children.
Annual Review Evening 2017
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School Development Priority
Outcomes for pupils
Person(s) Responsible
Joe McCrossan, Megan Cutter,
Mark Cooper, Corinne Hayes,
Gemma Nash, Sally Robertshaw
and Governing Body
Reception - 60% to meet GLD
Close monitoring against development matters statements and progression matrices introduced
Introduction of Talkboost in Reception for PP and children whose EAL is affecting their
understanding
Fine motor skills group at the start of the year to give extra support to children with a view to
improve their handwriting
Speech and language therapist employed by the school to work with children with severe speech
sound issues
TA time given for follow up in class with these children and those supported by NHS speech
therapist
Cornerstones curriculum introduced
Children provided with interesting and relevant experiences outside school to encourage their
writing and understanding of the world e.g. walking to the shop and post office and trips to the
farm and safari park
External and internal moderation of children’s work completed
Maths leader planned and delivered sessions to secure ELG in the Summer term
CPD attended by teacher and TA
Annual Review Evening 2017
School Development Priority
Outcomes for pupils
Person(s) Responsible
Joe McCrossan, Megan Cutter,
Mark Cooper, Corinne Hayes,
Gemma Nash, Sally Robertshaw
and Governing Body
Yr1 Phonics - 70%+ to pass phonics check
 Intensive programme of phonics teaching in place
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Mock tests every half term
parent workshops held and well attended
Parent helper supporting weekly
New phonics homework books introduced
Regular testing/ regrouping of known phonemes etc
Phonics revision week
Annual Review Evening 2017
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School Development Priority
Outcomes for pupils
Person(s) Responsible
Joe McCrossan, Megan Cutter,
Mark Cooper, Corinne Hayes,
Gemma Nash, Sally Robertshaw
and Governing Body
Yr2 – 80%+ combined EXP and 15% GRD
Increased guided reading sessions to twice a week and then daily for the spring term.
Supplementing the school’s reading scheme with a selection of Year 2 books
recommended by the local authority.
Targeted booster sessions to support learners progress in English- spelling, SPAG and
writing.
Use of school’s English policy to support progress through the cold and hot write
process.
Greater depth booster groups from the Spring term with Mark Cooper and Gemma
Nash.
Planning has carefully considered the Year Two interim statements to ensure that all
children succeed in Year Two. This is especially important for greater depth children
who have additional learning objectives to secure apart from those provided within
the national curriculum.
Annual Review Evening 2017
School Development Priority
Outcomes for pupils
Person(s) Responsible
Joe McCrossan, Megan Cutter,
Mark Cooper, Corinne Hayes,
Gemma Nash, Sally Robertshaw
and Governing Body
Yr6 – 80%+ combined EXP and 15% GRD
 Early identification of ‘target’ group in mathematics- MC to teach for daily maths
lesson. Flexible groupings according to maths topics
 ‘Front load’ maths teaching in autumn term- 4 operations and arithmetic
 SAT papers- October 2016: identification of ‘key marginal’ children/gaps in learning for
the cohort
 HLTA classroom support
 Introduction of PIXL materials – whole class
 Mock SATs week
 Reading Booster sessions (SR)- ‘key marginals’ and ‘greater depth
 MC- Maths Booster group- ‘Greater Depth’
Annual Review Evening 2017
School Development Priority
Outcomes for pupils
Person(s) Responsible
Joe McCrossan, Megan Cutter,
Mark Cooper, Corinne Hayes,
Gemma Nash, Sally Robertshaw
and Governing Body
Embed ‘I CAN’ assessments grids for assessing and planning writing and reading
 Introduction of English Writing books- for all writing activities including compositional
 After each piece of writing, children, teachers and where appropriate peers evaluate
the success of the writing against the age appropriate success steps (I CANs)
 1:1, guided and whole class teaching assessment is against the age appropriate I CAN’s
 By using the I CAN’s for daily assessment this allows staff to input this information
straight into the PPT markbooks.
 External moderation of our assessment process in March 2017 by SIA “The assessment
profile is one of the best and most consistent I have seen across a school in a long time.
It is clear that the regular checks and support offered by teachers are paying off.”
Annual Review Evening 2017
School Development Priority
Outcomes for pupils
Person(s) Responsible
Joe McCrossan, Megan Cutter,
Mark Cooper, Corinne Hayes,
Gemma Nash, Sally Robertshaw
and Governing Body
Narrow the gap between the achievement of the pupil premium children and that of
non pupil premium children.
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Bespoke pupil premium plans developed looking at each child’s individual need
PCDs held for each PP child
PP TA worked with EYFS- Year 6 over the year
Talk Boost programme with EYFS + Year 1
One to One tuition for targeted children
Extra PP TA employed one afternoon per week to work on targeted issues identified by
class teachers
Annual Review Evening 2017
School Development Priority
Effectiveness of the early years
provision
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Megan Cutter and Governing
Body
Actions
1. To ensure the provision for Foundation Stage is at least “good”
Annual Review Evening 2017
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School Development Priority
Effectiveness of the early years
provision
Person(s) Responsible
Joe McCrossan, Mark Cooper,
Megan Cutter and Governing
Body
To ensure the provision for Foundation Stage is at least “good”
The importance of early intervention has been discussed with the SLT and moves have
been made to support this
Interventions including Talkboost and a fine motor skills group have been run
Staff meeting carried out to better educate the staff on the place of Early Years in the
school and raise its profile
Speech and language therapist employed by the school to work targeted children
External and internal moderation of children’s work completed, teacher judgements
shown to be accurate by the city council
CPD attended by teacher and TA
Termly parent workshops held and well attended
Tapestry continued to be used to encourage good communication and team work
between home and school
Annual Review Evening 2017
School Development Priority
Notable Achievements/Actions
Person(s) Responsible
Gemma Nash, Laura Spaven,
Sarah Curtis, Nicola Ward and
Mark Cooper
Actions
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4.
To further develop Music teaching
To further develop SEN provision
To achieve the EAL quality mark
To achieve the Science quality mark
Annual Review Evening 2017
School Development Priority
Notable Achievements/Actions
Person(s) Responsible
Gemma Nash, Laura Spaven,
Sarah Curtis, Nicola Ward, Elaine
McEvoy and Mark Cooper
To further develop Music teaching
Recorder
 Foundation begin recorder in the summer term
 Majority of Year 1 can play B, A, G, C and top D.
 Year 2 are beginning to use their right hand with playing.
 Key Stage 2 are looking at the ABRSM exam structure Prep Test/ Grade 1.
 The provision now fulfils ambition that all children are taught a musical instrument and
can develop in performance and theory.
Mass Group
 Fantastic collaboration between staff and children
 New Mass setting by CJM music has been introduced.
 Children have enjoyed singing new hymns
 Good to have “live” music at Mass.
Annual Review Evening 2017
School Development Priority
Notable Achievements/Actions
Person(s) Responsible
Gemma Nash, Laura Spaven,
Sarah Curtis, Nicola Ward, Elaine
McEvoy and Mark Cooper
To further develop Music teaching
Choir
 Choir continues to be very popular with around 50 members this year.
 Events have been successful with children singing at an increased number of events
 Trip for the choir to see “Matilda” in the West End. Great opportunity for children to
see musicians at work and to enhance their cultural experiences.
Instrumental lessons
 As well as all children accessing the recorder. Children have the opportunity to take
lessons in violin, flute, piano, guitar and clarinet.
 Children entered and competed at the Peterborough Music festival this year in violin,
piano and clarinet. We continue to strive to promote a high standard for our school
within Peterborough.
Annual Review Evening 2017
School Development Priority
Notable Achievements/Actions
Person(s) Responsible
Gemma Nash, Laura Spaven,
Sarah Curtis, Nicola Ward and
Mark Cooper
Further develop SEN provision
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developed & communicated clear system of identification of additional needs
whole staff awareness of additional needs
smooth transition to secondary school
involvement of parents & pupils in termly reviews
involvement of external specialists in meetings
focused targets with TA/teacher measuring progress
focused out of class interventions based on pupil need
generalising skills learnt in intervention in class
private speech therapist working with FS pupils
Annual Review Evening 2017
School Development Priority
Notable Achievements/Actions
Person(s) Responsible
Gemma Nash, Laura Spaven,
Sarah Curtis, Nicola Ward and
Mark Cooper
To achieve the EAL quality mark
 Silver EAL quality award mark achieved.
 Race into English groups established to support EAL learners in both key stages.
 Training provided for support staff to increase awareness of additional needs learners
may have.
 Further training opportunities sought with a view to achieving the gold award within
18 months- EAL and Sen and supporting EAL learners within the classroom
 Moving forward planning for how to meet the needs of an increased level of EAL
learners within foundation stage and throughout their learning journey at Sacred
Heart- visit to ST Thomas Moore planned, meeting held with head teacher, action plan
in the process of being prepared.
Annual Review Evening 2017
School Development Priority
Notable Achievements/Actions
Person(s) Responsible
Gemma Nash, Laura Spaven,
Sarah Curtis, Nicola Ward and
Mark Cooper
To achieve the Science quality mark
 Aiming towards the Silver Award
 SC and LS attended one-day PSQM training (May 2017)
 Completed a self-assessment of the school’s current position against the PSQM
standards (GAP analysis)
 Completed an action plan to achieve the Silver Award
 Begun completing the key documents linked to the award (calendar of events, subject
leader log, CPD log)
 New termly assessment document used
 Profile of the subject raised throughout the school with dedicated Science days
 Purchased Cornerstones ‘Love to Investigate’ materials
 Resources audited and new resources purchased
Annual Review Evening 2017
School Development Priority
Notable Achievements/Actions
Person(s) Responsible
Gemma Nash, Laura Spaven,
Sarah Curtis, Nicola Ward and
Mark Cooper
To achieve the Science quality mark
 Aiming towards the Silver Award
 SC and LS attended one-day PSQM training (May 2017)
 Completed a self-assessment of the school’s current position against the PSQM
standards (GAP analysis)
 Completed an action plan to achieve the Silver Award
 Begun completing the key documents linked to the award (calendar of events, subject
leader log, CPD log)
 New termly assessment document used
 Profile of the subject raised throughout the school with dedicated Science days
 Purchased Cornerstones ‘Love to Investigate’ materials
 Resources audited and new resources purchased