School
Development
Plan
2015 - 2016
Confidence. Aspiration. Resilience. Enjoyment
At Halwin School:
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—We actively promote our caring ethos to which everyone positively
contributes and in which self-esteem flourishes.
—We provide a welcoming, safe and happy school where everyone is
respected and listened to.
—We strive to promote positive British values by being an integral part of our
local, national and international communities.
—We value and take pride in the achievements of all individuals.
—Pupils are socially, academically and morally prepared for their next
educational steps; becoming successful learners who are not afraid to make
mistakes.
—Pupils are encouraged to be independent, self-disciplined, imaginative,
creative and fair in all aspects of school life.
School Development Plan 2015 – 2016
The ‘School Development Plan’ (SDP) forms the first year of a three year
programme, updating consistently in line with school evaluation. It is to be
used as a working document. It will set out the key priorities for this year
and will feed into a three year SDP.
The strategic objectives in the SDP are to:
1. Raise the standards achieved by all pupils in all curriculum
areas – with particular focus on English and Maths.
2. Improve the quality of the personal development of all
pupils
3. To work with our community to develop sustainable links
that will facilitate opportunities and aspirations for our
pupils.
1
Halwin School Structure and Responsibilities
Governors
Area / Responsibility
Name
Safeguarding
Cllr Loveday Jenkin
SEND
Mr Graham Vallender
Whistleblowing
Pupil Premium
Miss Rachel Bickerton
E-Safety
Mr Roger Wedlake
Health & Safety
PE
Mrs June Nisbet
Attendance
Governor Training
EYFS
Mrs Anita Street
SDP Area of Focus & Initiatives
Pupil Premium & SEN - Mrs Tamblin / Mr Vallender / Miss Bickerton
Numeracy Mrs Sanderson / Mr Wedlake / Mr Jenkin
Literacy Mrs Richards / Cllr Jenkin / Ms Acton
PE Mrs Richards / Mrs Street / Mrs Nisbet
ICT Mrs Hamilton / Mr Richards / Mr Wedlake
2
Staff
Headteacher
Senior Teacher
Mrs V Sanderson
Mrs S Richards
SENCO / Teacher
Class Teacher (Maternity Cover)
Class Teacher
Administrative Officer
Mrs Tamblin
(maternity Leave )
Mrs L Roadley
Mrs N Wood
Mrs J Nisbet
Teaching Assistant – EYFS
Teaching Assistant
Teaching Assistant / ICT Technician
Teaching Assistant - EYFS
Mrs S Jenkin
Mrs K Rossiter
Mrs K Hamilton
Mrs L Lawndon
Teaching Assistant / Afterschool provision
Lunchtime Supervisor/ Learning Mentor
/After school provision
Cleaner
Mrs C Trathen
Mrs S Bullock
Mrs D Merriman
Curriculum Co-ordinators
The staff all work together when formulating curriculum policies,
there are no specific co-ordinators but teachers have a specific
interest in the following:Numeracy / Science / Humanities /
Educational Visits & Experiences
Mrs V Sanderson
Literacy / PE / PSHE
Mrs Richards
SENCO / EYFS (Maternity Leave)
Mrs V Tamblin
EYFS (Maternity Cover)
SENCO (Maternity Cover)
Mrs L Roadley
Mr C Powley
The Arts
All staff
3
4
Key Priority 1: Attainment
To continue to raise standards and progress in Mathematics (with particular focus on Y6 Girls’ Maths)
Link Governor: Roger Wedlake/ Jinks Jenkin
Outcomes: What success will look like for children
 75% of Y6 girls on track to achieve age related expectations
 Gap closed between Y6 girls and boys – with 75% of girls on track to achieve age related expectations
 All children to know a strategy which can be used to solve calculations involving the 4 operations.
 Develop skills to ensure confident problem solving.
Target
Actions
Target
date
1.
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HT to monitor planning to ensure track back Release time
July 2015 data is informing planning.
for TAs
All children to
show consistent,
sustainable
progress and
achievement.
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5
Use assessments to pinpoint the areas of misconception (SATs breakdown
sheets) – teachers to uses these findings to inform planning and differentiation.
(Teachers/TAs )
All staff to use agreed calculation policy
Pacey, well planned and assessed lessons ensure that all children have high
expectations of their own learning.
Pupil conferencing to assess difficulties in girls’ maths – outcomes of which need
to be addressed in lesson planning and practise.
Parent classes to develop their understanding of how maths is taught and
how they can support their children at home
Big maths – Distance work to be completed fortnightly – assessment evidence to
be recorded on Mappix tracking.
Clear LO to be used – MAPPIX
Staggered Starts in place to ensure high expectation of higher ability children
Wow and Now marking exemplifies CLEARLY what is incorrect. Purple polishing
gives the children opportunities to self-correct these errors and set personal
challenges
99 Club to continue to develop times tables skills
Monitoring & Evaluation
Funding
July 2015 HT to monitor books to ensure that policy is
– on
being used.
going
July
Release time
HT to conference pupils to ensure that
2015 – calculation policy is being used
on going
Oct 2015 HT to monitor books and planning to ensure
July – on that strategies are being used.
Mappix @
going
£2.50 per
child +
£300.00 +
July 15 –
£200.00
on going
license
FCTC
July 15
resources
ongoing
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Individuals
(including those
with SEND) who
have historically
made less than
expected
progress to make
accelerated
progress towards
‘Catching up’.
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Gap narrowed
between Y6 girls
and boys
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TAs trained in specific interventions (FCTC and dyscalculia training)
Effective and pacey INTERVENTIONS in place at appropriate levels
Intervention trackers in place to monitor and ensure effectiveness of
intervention.
6 weekly pupil progress meetings to inform interventions.
‘Buffet Maths ‘– Y5/6 initially to promote confident and self-challenge
July 15 – HT and CTs to monitor data (half termly)
July 16
from interventions to ensure effective
intervention taking place.
Sept 15
Pupil conferencing to assess difficulties in girls’ maths – outcomes of which need July /
to be addressed in lesson planning and practise. (HT)
Oct/Mar
High quality interventions targeted and time bound in place
ch
July 15 –
July 16
on going
HT to monitor through lesson obs and
planning scrutinies
Govs to monitor through presented results
and data discussions.
HT to monitor during learning walks and
lesson observations.
Release time
for pupil
progress
meetings.
Dyscalculia
training
Buffet maths
training and
support
Release time
Dyscalculia
training
6 Weekly pupil progress meetings to assess
intervention effects.
6
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All children know
a strategy for the
4 operations
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Calculation policy in place and being used by ALL staff when modelling maths.
Visual prompts consistently used throughout the school.
Use of learning walls to exemplify 4 operations – flip chart examples to be placed
on learning walls and learning walls to be kept up to date with current learning.
July 15
on going
Sept 15
July 15 –
on going
HT to monitor planning to ensure policy
adhered to
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Children have
developed
independence
skills in order to
provide ’selfhelp’ when
problem solving.
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Wow and Now Marking ensures children are clear about next steps in
learning.
Daily take up time is given to ensure tall children respond to marking
feedback using a Purple Pen for Progress.
Weekly mental maths challenges are used to build resilience in mental maths
and to inform planning
Sept 15
Ht to monitor during learning walks and
Lesson observations
Student council feedback to HT
Release time
HT monitors through marking feedback
monitoring.
Release time
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To continue to raise standards, attainment and progress in Literacy, especially in writing
Link Governor: Jane Acton and
Loveday Jenkin
Outcomes: What success will look like for pupils
 85% of children will be on track to achieve age related EXPECTATIONS
 Children’s books will show standards of written across the curriculum is consistent.
 Children’s writing will show improved use of skills in sentence construction, structure of writing, grammar, punctuation
and spelling.
 Pupils will clearly understand and be able to articulate what they need to do to improve their own work in literacy
 Pupils’ comprehension skills will show higher level thinking.
 Narrow the gap between boys’ and girls’ achievement
Target
Actions
All children to show consistent,
sustainable progress and
attainment.
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7
Use assessments to pinpoint the areas of misconception (SATs breakdown
sheets - Reading ) – teachers to uses these findings to inform planning and
differentiation. (Teachers/TAs )
Word choices are fully embedded and consistently taught daily in every
class.
Mappix to be used to monitor and assess pupils against national
expectations.
Assessment informs planning
Big Write every 3 weeks informs assessment.
Handwriting taught at least 3x weekly
Weekly Spellings sent home and tested.
Talk for Writing is established and being used across the school –
modelling high quality texts.
Target
date
July 15
Monitoring & Evaluation
Funding
HT Monitoring and pupil progress HT
discussions.
release
July 15 –
on going
Sept 15
Literacy Coordinator to monitor
through learning walls and book
scrutinies
July 15 –
on going
HT: Book Scrutiny and pupil
conferencing
6 weekly pupil progress meetings
Literacy coordinator to monitor
through pupil conferencing and
book scrutinies.
time .
Mappix
funding
– see
maths
Children to know how to
improve their work.
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Improved attainment at L3 and
L5 in writing.
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Individuals - mostly boys
(including those with SEND)
who have historically made less
than expected progress to make
accelerated progress towards
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8
Wow and Now marking in place with clear next steps marking
Purple Pen for Progress used in daily Take Up Time – to action Wow and
Now marking.
Marking ladders used to allow self-assessment – these also inform next
steps marking.
Independent learning strategies embedded
Alan Peat Sentence openers are used to up level writing
Children are aware of what ‘good’ looks like and can up level thislearning walls are used to facilitate the raising of vocabulary expectations
Standards in presentation – as agreed in April 15 are up held and nothing
less is accepted.
July 15
Teachers planning shows effective differentiation to extend the higher
ability children
Higher expectations in content and amount are set. Children are expected
to up level their own work using thesauri and learning walls.
Sept
2014
TAs to run BRP/FFTY/PA with children who have been identified through 6
weekly pupil progress reviews.
Work scrutiny of individuals to ensure progress is being made.
Writers’ workshops – older boys modelling best practise to younger
children.
Explicit use of Alan Peats sentence openers to show children HOW to up
level their work.
Explicit use of good examples and why they are good – including how they
could be improved.
‘Boy-friendly’ text focus
Well planned practical opportunities for boys to investigate and write.
Oct 2014
Oct – July
2015
HT + Literacy coordinator : Pupil
conferencing and pupil progress
meetings.
July 15
Sept 15
March
15
HT + Literacy coordinators to
monitor planning to ensure that
Higher ability children are
appropriately challenged.
HT and CTs to monitor data (half
termly) from interventions to ensure
effective intervention taking place.
HT: Pupil progress meetings to
monitor progress with CT s.
Key Priority 2 Teaching and Learning.
To ensure to ensure that 100% of teaching is at least Good in all curriculum areas.
Link Governor:
Pay Committee
Outcomes: What success will look like for pupils
100% Teaching is consistently good, every lesson, every day
Additional government funding improves PE
Lesson planning and content develops creativity, independence and engagement and children demonstrate independent learning skills
Pupil premium funding supports the learning of those children with the most need
Target
Actions
Target date
Monitoring & Evaluation
Rigorous performance
management system is
in place and teachers
have ownership of
their targets and know
the expectations
placed upon them.
Performance management dates agreed. Teachers requested to bring examples of how
their teaching has improved the achievement in their classes. Teachers also requested
to bring 1x objectives for themselves for next year
31st oct 2015
Lesson observations take place
Feedback and target setting set – including any action plan if necessary.
Feb 2016
Pay Committee Meet to agree pay increments based on last year’s performance
management cycle.
Nov/Dec 15
Mid-year review to re-focus teachers on performance management targets.
Support Staff appraisal to review targets and set new objectives.
Under performance will not be accepted and action/ support plans will be quickly in
place with time bound end targets.
On-going
HT to monitor and ensure
teachers are clear with new
systems.
Effective resources in
school to allow for
exciting learning
opportunities
ICT grant has ensured that ICT equipment is up to date and useable
Internet has been re-cabled
ICT training allows all staff to feel confident with ICT procurement that is in place.
ICT Governors and HT to
monitor impact
July 15
Sept 5
9
HT to complete appraisal
cycles
Funding
Release
time for
HT
Lesson Observation
and Pupil Progress
Meeting targets
are actioned
Actions from appraisals and observations are followed up in in order to improve
teaching.
6 Weekly pupil progress meetings allow HT and CTs to discuss children and achievement
and adjust the intervention timetable as necessary.
Independent Skills are Children are able to access learning independently and chose to learn in a variety of ways
developed further – new ICT equipment will facilitate better use for the internet for research.
Peer coaching allows children to share their ideas and create ways of solving problems
SR to lead peer coaching strategies
10
All year
HT to report to Governors
details on pupil progress
and achievement.
All year
HT to conference pupils on
independent skills.
May 15
SR to monitor impact
Release
time for
teachers
and HT
Key Priority 3: Leadership and Management
Responsibility Area: To sustain good Leadership and Management across the school
Link Governor:
Outcomes: What success will look like for pupils
Children will make at least good progress
High quality inset, support and CPD will support teaching so that it is at least good.
Children’s work will show at least good progress
Gaps for underperforming groups will significantly decrease
The learning environment will be stimulating, well organised and attractive to support teaching and learning and celebrating pupil achievement
Target
date
Termly
HT to identify own termly key actions from the SIP and the outcome of current data
All leaders to carry out book scrutiny and planning monitoring with confidence,
Half Termly –
providing written feedback and provide support and challenge where necessary
rolling
Ensuring effective planning is in place and checking it adheres to guidelines
programme
Working alongside teachers to ensure the policies and systems of the school are
being adhered to.
On going
Organising the effective deployment of support staff across the school
Running appropriate meetings with teachers and support staff supported by
clear minutes of meetings
Termly
Carrying out book scrutiny, marking moderation and assessment moderation
Carrying out appraisals for all staff
Oct / Feb
Hold teachers and support staff to account for under performance
/Nov
Celebrate when teachers and support staff have achieved well.
Governors to hold HT to account for under performance of pupils
On going
Governors to ensure the financial security of the school alongside ensuring effective
and efficient staffing ensures all pupils achieve.
New staff to be inducted through team teaching and clear induction folder allows
On going
them a point of reference. Staff mentor in place to help induction. (HT and SR)
Target
Actions
1. All children to make at
least expected progress
through sustained, good
leadership and effective
induction for staff new to
role.
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Monitoring & Evaluation
Governors to monitor and
support planning and execution of
action plans
Funding
Release
time
HT to support leaders with
monitoring of books and
planning
Governors to monitor and
feedback positive and
developmental comments.
11
Key priority 4 Behaviour, Safety and Student Support.
Responsibility Area: To sustain good behavior and safety across the school.
Link Governor: Anita Street and
Rodger Wedlake
Outcomes: What success will look like for pupils
 Reinforcement of expected behaviours at lunchtimes, using R time teaching resources, and robust reward systems are in place and consistently used.
 Lunchtime provision, particularly in the dining hall, is more closely monitored to ensure that all pupils have a good, comfortable, environment to eat in.
 ‘Play leaders’ are active in both playgrounds during all break times.
 f) Outdoor environment and playground facilities further improved to give children a greater choice of activities for break times, leading to increase in
opportunities for physical development.
 g) Safeguarding procedures are audited and updated
 h) All safeguarding policies and risk assessments reviewed and updated.
Target
Lunchtimes are a happy and
developmental time where
children can socialise with mixed
cohorts.
Pupils are well placed to support on
eachother at break and lunchtimes.
Target
Monitoring & Evaluation
Funding
date
LL,
Appoint
Schoollunchtime
Council staff to ensure consistency
Time: x1 lunchtime
of reward
staff
andmeeting
Meeting completed.
July 2015
HT and H+S
LL,govs
School Council
Living
T
reprimand.
Cost:
Reward system has been
wage
C
Continuously embed behaviour ‘rules’ across the school for lining up, replaced with
On-going
‘reward vouchers’
assembly, moving around corridors.
which are then placed into a
raffle.
Playleaders in place.
RegularlySept
monitor
2013 to
lunchtime
July 2014provision and make adjustments
KB, RH, School
as needed.
Council
Regularly monitor lunchtime provision and Sept 2013
Student council to feedback re: lunchtime behaviour
make adjustments as needed.
Audit and evaluation shows an
Lottery
Playground re-development allows for children to play in a variety of different areas.
July
improvement in the lunchtime experience.
grant
Children are able to play in different ways
2015
Actions
Work with School Council and pupils to re- establish ‘playleaders’.
Sept 15
SR to monitor training and
sustainability of play leaders.
Sept 15
HT to monitor prefects
‘Play leaders’ to be in charge of ‘Huff and Puff’ equipment and ensuring all pupils
are engaged in activities of choice.
Y6 prefect role established to act as monitors and promote positive role models
across the school. Y6 develop in independence and leadership skills
12
Ensure effective Health and Safety H+S governors to complete half termly audit of the school.
of the school
HT to action points raised
Fire action plan points to be completed
Historical RAs to be updated
Succession planning in place for cleaner’s maternity leave
School grounds to be an
appropriate, exciting, stimulating,
well kempt environment.
Sept 15 on
going
Aug 2015
Dec 15
Rolling programme of painting and decorating to be put into pace.
‘walk through Classrooms’ to be adapted to ensure all children are not disturbed by
persons travelling through.
Toliets to have doors.
April 2016
EYFS to have own dedicated toilets
Aug 2015
Re plastering of Purple and Red classes
HT to monitor impact of up
dates
Governors to monitor fiscal
appropriateness of changes.
DFC
funding
13
Key Priority 5 - EYFS
To develop EYFS provision esp boys’ writing
Outcomes
Higher than national average to attain GLD
Increased % of children achieving expected level in Literacy. To maintain the level achieving GLD in Language and Communication
Assessment package used to identify strengths and area for development within the cohort
Development of EYFS specific cloakrooms
Development of experiential areas.
Target
Actions
Date
Monitoring and evaluated by
Cost
Induct new EYFS teacher into school Vs to complete induction of Laura Roadley into school in July 2015. Induction pack July
VS AS
to be shared with non-negotiables, planning format, marking and presentation
policies, behaviour policies, calculation policy, literacy policy, timetable of the
school day etc
Continuous provision to ensure high LR to visit Julie Saxton, Michelle Bray, Louise (Landewendack) to magpie ideas re: Sept – Nov VS and AS
expectations and variety of
continuous provision
opportunities for children.
Early Excellence ‘EYFS testing’ in
place
Bench marking in pace and completed by VS / LR/ LL to give a bench mark of where Sept
children are starting school.
Develop Phonics to support writing Phonics to continue to be taught daily using Read/Write Inc.
Sept – on
going for all
Further opportunities for boys to be encouraged to listen to sounds and sound out areas
use phonetically plausible GPCs (Grapheme/phoneme correspondences)
Boys’ encouraged to write
throughout the day inc during
continuous provision.
AS/ LA moderation
£105.00
Vs/ AS
Assessment of continuous provision to aid encouragement of boys’ writing
Explicit visual learning walls encourage children (esp boys) to write.
Real life experiences planned to ensure that boys are stimulated to write – visits
and visitors as well as ‘wow’ starters
Story telling is in place – as per literacy policy.
Nov – on
going
VS/ AS
14
Children courage to be more
independent in self-care
EYFS specific cloakrooms in place
April
Children encouraged to develop a
curiosity for learning
Mud kitchen in place in the palyground
Sept
Key Priority 5: EYFS
Vs/ Premises committee
£13,00
0.00
£2,000
.00
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