Brooklands Primary School School Development Plan

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1 Brooklands Primary School School Development Plan April 2015 July 2016 (Summer Term 2015 completed, actions to be completed after completion of new headteacher s first term) 1

2 Contents School Mission Statement School Development Plan overview Self Evaluation Cycle Detailed SDP Priority Action Plans Appendix: Policy Review Schedule Pupil Premium Plan and

3 Our School Mission Statement At Brooklands Primary School everyone is valued. We work together to educate each child by developing curiosity and enthusiasm for learning through a lively, challenging and innovative curriculum. We provide a safe and caring environment helping children to develop positive attitudes and values for themselves and others By July 2016 all teaching will be at least good across the school and 70% outstanding. Our School Improvement Plan is devised on the basis of detailed self evaluation and a real desire for our mission statement to be maintained. 3

4 Brooklands Primary School Overview (4 terms) The success criteria relate to 2016 outcomes, this is due to this updated plan only being written 3 months before the end of the academic year. The success criteria will be reviewed and amended at the end of the Summer Term 2015 to reflect progress against targets and a greater understanding of the school. Interim 2015 targets are detailed within individual priorities. How will Governors know this has Priority Success Criteria by July 2016 To further improve the quality of teaching across the school, initial focus on Mindsets training and Dyslexia Friendly training All teaching is at least good and 70% is outstanding, based on teaching, pupil tracking and book scrutiny. been achieved? Termly report in headteacher report to governing body. To embed the new computing curriculum across the school. To further develop the teaching of English across the school. -Lesson observations indicate that Dyslexia Friendly principles are being used resulting in all pupils making at least expected progress and an increasing proportion making more than expected progress. -Work samples indicate that children are working at age related expectations. -100% of observed Computing lessons are at least good -90% of pupils are at age related expectations in Computing -Planning indicates that coverage is in line with the new National Curriculum -90% of pupils achieve the pass mark in the 2016 KS1 Phonics Check -100% of pupils in Year 2 pass the phonics re-check -60% of pupils achieve Level 2A+ (or equivalent) in 2016 KS 1 writing assessments -30% of pupils achieve Level 3 (or equivalent) in 2016 KS 1 writing assessments -At least 35% of 2b pupils make 3 levels of progress (or equivalent) over Key Stage2 in writing -The gap between boys and girls attainment in writing is closed -To increase the proportion of children reaching age related expectations in GPS to 96% whilst maintaining the high proportion that achieve above age related expectations Termly report in headteacher report to governing body Data submission to relevant Governing Body committee. 4

5 Self Evaluation Cycle Summer 2015 to Summer 2016 Book Scrutiny Focus on implementation of teaching and learning policy, standards and expectations and feedback/marking Summer 2015 Autumn 2015 Spring 2016 Summer 2016 Maths- Problem Maths- Calculation Solving English- Writing English- SPAG Maths Problem Solving English- Writing Maths Coverage and progression English- SPAG Science Science Science Science Creative Curriculum Computing RE Lesson observations English- writing (Mindsets and Dyslexia Friendly focus) Maths- Problem Solving Creative Curriculum writing across the curriculum Maths calculation Planning Scrutiny Planning scrutinised on a termly basis Informal ICT observations Overview of planning files Maths Creative Curriculum Maths Focus on areas not addressed through other monitoring activities Behaviour Logs Pupil Progress Meetings Behaviour Logs Pupil Progress Meetings Behaviour Logs Pupil Progress Meetings Behaviour Logs Pupil Progress Meetings 5

6 Link to SEF - TEACHING AND ACHIEVEMENT SCHOOL TARGET 1 To further improve the quality of teaching and learning across the school OFSTED ACTION PLAN PRIORITY No (Dyslexia Friendly yes) START: April 2015 FINISH: July 2015 TO BE LED BY SLT PSHE Leader WHY THIS NEEDS TO BE ADDRESSED. Teaching continues to be of a high quality, as evidenced by lesson observations and pupil outcomes. The focus of this target is to develop the children s ability to discuss and debate in class, promoting even greater engagement in lessons. Children will also be given opportunities to consider their preferred learning style and present work in a variety of formats in order to accelerate progress. The Dyslexia Friendly training will ensure that all children make expected progress and an increasing proportion make better than expected progress. Overall Success Criteria 2015 July 2015 Attainment: FS targets - Good Level of Development 85% KS 1 targets - Level 2+ Reading 94%, Writing 92%, Maths 97% Level 2b+ Reading 84%, Writing 78%, Maths 87% Level 3 Reading 44%, Writing 20%, Maths 33% KS 2 targets - Level 4+ Reading 100%, Writing 100%, Maths 99%, L4 Combined 99% Level 5 Reading 67%, Writing 51%, Maths 66%, L5 Combined 51% criteria- All teaching is at least good and 70% is outstanding. Lesson observations indicate that Dyslexia Friendly principles are being used resulting in all pupils making at least expected progress and an increasing proportion making more than expected progress. 6

7 WHAT NEEDS TO BE DONE Mindsets training analysis of impact: Pupil Interviews Pupil interviews to identify children s understanding of learning styles and how this has impacted on their learning. To probe the children s understanding of respecting the views of others. Date: Summer Term 1 Responsible- PSHE Lead with Junior Inspectors Lesson Observations Lesson observations in Summer Term indicate that children are being challenged and are involved in high quality group discussion. Date: Summer 1/2 Responsible- Headteacher/Deputy Headteacher Book Scrutiny Book Scrutiny indicates increased challenge for all pupils with more pupils demonstrating understanding above age related expectations Date: Summer 1 Responsible- SLT Pupil Data Pupil Progress data analysed to demonstrate that progress and attainment across the school has increased. Date: Summer 1 Responsible- DHT Summer RAG evaluation SUCCESS CRITERIA July 2015 Children are able to clearly explain their preferred learning style and how this has helped them with their learning. Lesson observations coupled with book scrutiny and tracking data indicates that all teaching is at least good and at least 50% is outstanding. Book Scrutiny indicates increased expectations and pupil outcomes. Book Scrutiny indicates all teaching at least good and 50% outstanding. Average National Curriculum points progress across the school is at least 3.5 in each year. MONITORING PSHE Lead HT/DHT to feedback outcomes to full Governing Body. SLT to feedback to governing body Pupil Progress data to be shared with governing body Autumn Term 2015 by Key Stage Leaders 7

8 WHAT NEEDS TO BE DONE Dyslexia Friendly Status Lesson observations Dyslexia Friendly practice will be reviewed as part of lesson observations in Summer Term Evidence in observations of development of resource packs. Responsible- Head/Deputy Date: Summer 1/2 Policies -Policies due for refresh during Summer Term 2015 are in line with Dyslexia Friendly principles. -KL to provide training to governing body on DF principles. Responsible- All Subject Leads Date: Summer Term Communication analysis To monitor parental awareness of DFS initiative. Website updated with DFS information. Responsible- Deputy Head Date: Summer Term Summer RAG evaluation SUCCESS CRITERIA- July 2015 All staff have completed new training and this is evidenced in classroom practice. All lessons at least good and 50% outstanding. All policies due for refresh demonstrate Dyslexia Friendly principles. Parents are aware of DFS initiative as demonstrated through discussions at Parent/Teacher meetings. MONITORING Lesson observation outcomes to be shared with governing body. Governing Body will ensure that policies are following DF principles. Deputy Head to feedback to HT outcomes of conversations. HT to check website. 8

9 Link to SEF TEACHING AND ACHIEVEMENT SCHOOL TARGET 2 To embed the new computing curriculum across the school OFSTED ACTION PLAN PRIORITY - No WHY THIS NEEDS TO BE ADDRESSED. To ensure that the school meets the requirements of the new Computing Curriculum Overall Success Criteria Work samples indicate that children are working at age related expectations. -100% of observed Computing lessons are at least good -Planning indicates that coverage is in line with the new National Curriculum BUDGET IMPLICATIONS: Wave 2 Computing budget- xxx Supply costs for lesson observations and monitoring of planning START: April 2015 FINISH: July 2015 TO BE LED BY H Dean WHAT NEEDS TO BE DONE Planning Monitor planning and work to check for key skills and progression. Date: Responsible: Computing Lead Date: Summer Term 2 Lesson observations Lesson observations to monitor impact of new curriculum. Responsible: Computing Lead Date: Summer Term 2 Hardware To identify Wave 2 of hardware purchases. Responsible: Computing Lead Summer 2015-RAG evaluation SUCCESS CRITERIA- July 2015 Planning indicates appropriate coverage of new Computing Curriculum. Clear evidence of progression across the school. Lesson observations indicate teaching and outcomes as at least good across the school. Wave 2 hardware purchase ensures that the Computing curriculum MONITORING Computing Lead to provide report highlighting outcomes. Computing Lead to provide report highlighting outcomes ICT Lead expenditure plan agreed with Wave 2 purchases. 9

10 Date: Summer Term 1 can be effectively delivered across the school. 10

11 Link to SEF TEACHING AND ACHIEVEMENT SCHOOL TARGET 3 To further develop the teaching of writing across the school and Phonics across Foundation Stage and Key Stage 1 START: April 2015 FINISH: July 2015 TO BE LED BY Literacy Lead Headteacher OFSTED ACTION PLAN PRIORITY - No WHY THIS NEEDS TO BE ADDRESSED. Although standards in Reading and Writing are above national average at the end of Key Stage 2, outcomes in the Phonics Check at Key Stage 1 and KS 1 writing at 2a+ and Level 3can be further improved. Overall Success Criteria By July 2016: -90% of pupils achieve the pass mark in the 2016 KS1 Phonics Check -100% of pupils in Year 2 pass the phonics re-check -55% of pupils achieve Level 2A+ (or equivalent) in 2016 KS 1 writing assessments -30% of pupils achieve Level 3 (or equivalent) in 2016 KS 1 writing assessments -The gap between boys and girls attainment in writing is closed -To increase the proportion of children reaching age related expectations in GPS to 96% whilst maintaining the high proportion that achieve above age related expectations BUDGET IMPLICATIONS: Phonics scheme and Home/School work books WHAT NEEDS TO BE DONE To further develop the teaching of Phonics across the school -New phonics scheme purchased and training provided - Y2 intervention to take place three times a week for each child who did not achieve the pass mark in Termly Phonics progress meeting to be undertaken Responsible: Phonics Lead and KS 1 Lead Date: Summer 1 and 2 Summer 2015 RAG evaluation SUCCESS CRITERIA- July 2015 MONITORING Interim success criteria 82% of Year 1 pupils achieve the pass mark in June 2015 Interim success criteria 100% of non-sen Year 2 pupils pass the phonics re-check KS 1 Lead and Phonics Lead to provide summary of impact of re-check intervention on outcomes. EYFS Lead to update SMT re phonic tracking, groups and resources. KS 1 Lead and Phonics Lead to provide summary of 2015 Year 1 outcomes and identified issues. 11

12 To further develop Writing standards across the school -Termly writing moderation across the school -To develop the use of Literacy Shed as a writing stimulus Staff Meeting Summer Term -To implement the use of Alan Peat sentence types to improve the style and quality of writing across the school Staff Meeting Summer Term -To analyse writing to determine why girls are writing more effectively than boys. Responsible: Headteacher and Literacy Leads Dates: Staff Meetings Summer Term Moderation Meetings- Summer Term To further develop Key Stage 2 Grammar, Punctuation and Spelling -To review the support systems put in place for KS 2 pupils not making sufficient progress. -To informally observe grammar sessions to identify strengths and areas for development. Dates: Summer 1 and 2 Responsible: Literacy Lead Interim success criteria -52% of pupils achieve Level 2A+ in KS 1 -Interim success criteria -20% of pupils achieve Level 3 in KS1 -At least 30% of 2b pupils make more than expected progress over Key Stage 2-92% of Year 6 pupils achieve Level 4 in 2015, at least 80% of pupils achieve Level 5. Outcomes in 2015 are shared with the governing body in early Sept Outcomes in 2015 are shared with the governing body in early Sept 2015 Strengths and areas for development shared with Key Stage 2 team. 12

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