Lyminster Primary School. School Development Plan

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1 Lyminster Primary School School Development Plan

2 Outline of Key Priorities Priority One: Improve outcomes for all pupils in Phonics in Y1 & 2. Improve progress made all pupils in maths and reading in KS2, and for diasdvantaged pupils in all subjects. Priority Two: To ensure that all leaders at different levels are involved in monitoring the quality of teaching and learning. Priority Three: To improve the quality of teaching and learning in the school to enable rapid progres to be made by all pupils. Priority Four: To improve assessment accuracy, target setting and provision mapping. Priority Five: To improve writing in boys,speech and language support in EYFS and improve transition to Year 1. 2

3 Priority 1: Improve outcomes for all pupils in Phonics in Y1 & 2. Improve progress made all pupils in maths and reading in KS2, and for diasdvantaged pupils in all subjects. Objectives All stakeholders Action Success Criteria Milestones Resources Cost Autumn Spring Summer To improve the phonics knowledge of children in Year 1 and 2 Ensure at least 20 minutes of discrete Phonics is taught every morning following Read Write Inc planning. Year 1 & Year 2 to have Phonics at the same time so adults can be pooled and assigned a group. Regular assessment. Formally record on assessment sheet at least every 6 weeks to track progress and monitor which band they are working within. Yr 2 teacher to ensure ALL chn meet the required standard in Phonics in June All staff delivering RWI to attend full two day Read Write Inc. training. Improvement in phonics provision leading to improvement in phonics screening results. An initial baseline assessment undertaken for Years 1 and 2. Year 1 and 2 streamed in ability groups of no more than 10 children. All staff delivering RWI Phonics attend a two day training course to ensure consistency of teaching. Interim Development Day provided by Nick Locke. Staff delivering 1:1s trained in 1;1 phonics teaching. 1:1 sessions and group sessions regularly monitored. At the end of the Autumn Term, a second assessment carried out. In addition, a mock Phonics Screening Check was given to provide a baseline. Following the Autumn assessment, phonics provision altered so that all Year 1, and Year 2 retake children now given regular phonic input, but the rest of Year 2 are now focussing on Reading. 1:1 children identified in both year groups, and are being given daily provision. Family Phonics sessions take place every Friday in Year 1 to improve parental extra support at home. A second mock Phonics Screening Check carried out at the end of the Spring Term to reassess which children are in particular need of 1:1 provision.alter if necessary. 87% Expected Y1 Phonics result 64% of Y2 Phonics re-sit on track to pass. Attending training? add costing 3

4 Improve progress in maths and reading throughout key stage 2 Follow the detailed action plan for reading, phonics and maths To see improvements in confidence and progress of learning in all KS2 classes Interventions set up, monitoring individual children, Lead staff meetings for phonics and maths All KS2 progress above expected apart form Year 4 in reading, all above in Maths. Lesson observation show more specific targeted teaching needed. Staff book scrutiny within school and locality, scrutinize levelling, review of marking- showing some inconsistencies in practice. Staff book scrutiny within school and locality, scrutinize levelling, review of marking- showing some inconsistencies in practice. Progress in reading and maths all above expected in all KS2 classes. Drop ins show more work is needed in the use of mini plenaries and separate inputs for groups of children a focus. Maths leader on Numicon course effective in school? Maths leader delivered problem solving resources to aid reasoning in lessons. Problem solving day organised for whole. Next step questions in maths are now consistently geared towards developing reasoning skills. Progress targets indicate SEND children as a group are on track in reading and writing, but slightly below expectation in mathematics. Individual Pupil Passports reviewed and revised in partnership with parents and pupils on a termly basis, additional provision identified and Working with LSIP, staff meeting time and training for interventions. Training day for TA s and lead teachers Support form county free Accelerate progress for SEND pupils and disadvantaged pupils through high quality intervention Set up regular intervention groups for all core areas. Use HT report and venn diagrams to track progress in line with end of KS expectations Follow action plan for SEND. Progress in line or above expected progress in all core subjects. All groups to meet expected levels of attainment at the end of the academic year. Aspirational progress targets set for individual pupil in core subjects, progress monitored on a half termly basis. Individual Pupil Passports reviewed and revised in partnership with parents and pupils on a termly basis, additional provision identified and delivered through in Training for specific areas of learning for TA s and teachers Cost of training for LSA; s and teachers. 4

5 class support or by LSAs/SENDCO. External agencies involved as appropriate. A training need for writing interventions in KS2 was identified and obtained for two LSAs. INSET training was delivered to introduce and establish Provision Mapping. A Governor monitoring visit was carried out. delivered through in class support or by LSAs/SENDCO. External agencies involved as appropriate Speech and language training for all teaching staff was completed.. Working Memory training was obtained for one LSA and the SENDCo. A Governor monitoring visit was carried out. 5

6 Priority 2: To ensure that all leaders at different levels are involved in monitoring the quality of teaching and learning. Action Success Criteria Milestones Resources Cost Autumn Spring Summer Senior leaders monitor T and L that triangulates the SDP Regular review meetings and conversations Update SPT every half term Lesson observations Work scrutiny Joint lesson observations, meetings with teachers, emphasis on progress and interventions, SLT meetings discuss any weaknesses, all staff meetings directly linked to T and L Core subject leaders lead work scrutinies. Maths staff meeting led by Maths leader Progress meetings with Sendco and teachers Senior leaders and governors working with the LSIP ( see SIA reports. Performance management targets for teachers directly linked to individual children and their expected progress Chair and Acting HT attended Raise on line training. Attendance of the Data review meeting of the chair of gov. HT report shows all analysis and action points. Policy updates discussed Individual teachers reviewing coverage and adapting topic plans Planning units of work with a book based theme to ensure writing focus being relevant and purposeful. P management review meetings using the venn diagrams Continued support form LSIP. Lessons are focused on mini plenaries, and differentiated starters. Governors understanding of the data dashboard Governors to have training in the Raise on line data led by The chair of gov. and Deputy HT To attend Ready for OFSTED training All governors to understand the strengths and weaknesses of the data and know what the school has put in place to act on weaknesses and their outcomes. Review of curriculum map for the whole school- INSET day/ staff meetings to review Curriculum managers to review coverage of curriculum and start to plan medium term plans Governors action plan in line with the outcomes of the Raise on line data. Time for meetings and training Use topic led cross curricular approach to T and L Planning books review and lesson observations showing cross curricular links Books linked to topics being used- to help improve writing skills. Resources for books ordered Library updated especially non- fiction KS2 texts Planning books audit to ensure coverage and depth of cross curricular links. Themed weeks and days eg Book week and problem solving day for maths. SLT time and teachers staff meeting time See Literacy plan with costings. 6

7 To teach values of democracy and British law and values Pupils to learn about democracy and rule of law. Celebrate multi-cultural, multifaith society. Assemblies to feature British values.and celebrate annual events from different cultures. Projects in class to focus on elements of British values. Timetable of annual celebrations allocated to KS2 assemblies. British values assemblies delivered weekly in KS2. To improve parent attendance at school events and workshops In sessions for year 1 and EYFS Parents invited to in house celebrations as a class eg museum/ presentations Parent questionnaire sent out and reviewed lined to help improve communication. Parent questionnaire complete. Many positive responses, many suggestions for further opportunities eg afterschool provision, trips and visits Ind classes have invited parents in to celebrate good work Drop ins for EYFS very successful linked to improvement in awareness of phonics Assessment, Literacy and maths evenings have been well attended. EYFS and Year 1 workshops have good attendance and verbal feedback is good, all parents feel this is very useful. KS2 in class celebrations also well attended. Cost for refreshments 7

8 Priority 3: To improve the quality of teaching and learning in the school to enable rapid progres to be made by all pupils. Action Success Criteria Milestones Resources Cost Autumn Spring Summer Extend learners of all abilities with greater efficiency when their knowledge is secure- pace of learning Lesson observations Work scrutiny Drop ins Staff meetings focused on pace and rigor in the classroom. Half termly progress meetings with LSIP see reports. Rapid improvement in children s progress in lesson and over time. Drop ins by chair of governors, LSIP and deputy show more pace in learning is required. See SIP report 28 th Jan Rapid improvement in targeting individual learners through improvement of consistency in good marking practice. Time for staff meetings, monitoring meetings, visits to outstanding schools. Extend higher ability children Aspirational targets set. P management and progress meeting focusing on achieving more than expected combined RWM by the end of the year. Above expected levels of attainment in RWM for all classes based on prior KS attainment. Differentiated tasks within the classroom, more able maths group being taught by Maths specialist from local high school Split inputs in lessons, and mini plenaries to stretch the more able. Please see SIP report. Drop ins show improved child level work, more focus needed for individual coaching. Year 6 being targeted especially in maths. Work scrutiny, focused staff meetings and drop ins show accelerated progress made by all groups of children. Targeted focused groups have made an impact on disadvantaged, pupil premium and SEN Time for staff meetings and PM interim meetings Supply costs Improve the pace of learning and level of challenge in lessons. All staff meetings based on pupils learning See assessment timescales for interim meetings. Lesson obs. LSIP drop ins Moderation meetings- inhouse and with Arundel and locality. All Groups of pupils show good progress within a lesson. Feedback dialogue between pupil and teacher shows rapid progress. Entry and exit data shows finer steps in progress for Lesson observations show inconsistencies in the pace and depth of lessons especially in lower KS2. Staff meetings and SIA visits show that planning and marking show improved pace in lessons and learning accelerated. Staff meeting time 8

9 intervention groups. (SEN and target slow movers ) Marking against the success criteria Focused staff meetings with locality school, sharing good practice, book scrutiny, and lesson/ dropins. Marking standard is consistent with and efficient in the use symbols. Quality of work in books is consistently high for all learners. Staff meeting and book scrutiny by whole staff has led to improved marking strategies. Differentiated walts, choice in walts and peer marking have led to more rapid progress. Progress levels in line or above expectations in all core areas using SPT data. Self marking and peer scrutiny has improved impact of peer marking. Staff meeting time Target CPD in subject knowledge and exemplary practice to ensure good teaching is consistent Subject leaders to lead staff meetings on Maths and Literacy. New policies written and implemented. Standards of work shared with locality school- moderation. All subject area policies updated Staff sharing subject knowledge by leading staff meetings. Third year teacher leading writing staff meeting Maths leader leading maths staff meetings (see minutes) See staff meeting foci- Policies updated? SENDCO lead led staff meetings on Speech and Language Visits to outstanding school (Infant). DHT sharing practice from visit to outstanding primary. Drop ins show more training is needed in the teaching of maths. SIA drop jns with chair and deputy shows focus on mini plenaries and differentiated starters needs to be the next steps. Drop in show some classes using this with good effect. Staff meeting to focus on recommendations. INSET to moderate work and visit outstanding schools. Use mini plenaries for learning strategies Drop in sessions Planning book review Lesson observations The use of mini plenaries shows rapid progress of learners in lesson and over time. Lesson observations show inconsistency in teaching and learning levels. See SIP report. P. Management focusing on individual children s progress and attainment. Time for SLT to carry out drop ins. Time allocation and cover 9

10 Priority 4: To improve assessment accuracy, target setting and provision mapping Action Success Criteria Milestones Autumn Spring Summer Resources Cost Moderate and standardise ARE judgements Moderation meetings with locality and individual school- Arundel C of E. Use exemplifications from DFE County moderation and training Increase their understanding of ARE in the core subjects. Understand and assess the 2014 objectives as progress towards key phase ARE On track to Meet at Y2, Y4 and Y6. Ensure parents understand ARE expectations. In school moderation throughout the school in reading, writing and maths First meeting with Arundel CE all staff positive Discussions about what an achieved expected looks like. Review of the use of School Pupil tracker Review of the SPT settings and use. Moderation in writing and maths with Arundel C of E school.- Staff practice is validated and strengthened. Judgements show an agreement of levels within year groups. Moderation and assessment meetings for writing and reading attended by year 2 and 6 teachers. Exemplifications are published and sample papers used to gain some indication of SAT results at the end of KS1 and 2. Year 6 teacher working with county moderator in writing. Staff meetings Use national exemplifications to strengthen teacher judgements Use exemplifications as a guide for assessment judgements. Teachers to be confident in teacher assessments when levelling work especially in Year 2 and 6. Discussions with other schools and in house about levelling work. Gathering together work books from each class to show 3 levels of attainment within one year group. ( staff meeting) Exemplification material Rising stars tests. Cost of rising stars tests and published tests linked to the new curriculum. Cost of supply to cover teachers attending external moderations. Time Possible supply cover for teachers (1 day) Improve use of half term data to appraise and retarget groups of children making less than expected progress Link individual children s progress to teachers performance management targets SLT to run 6 week interim meetings with teachers Data directly linked to P Management targets. In response to tracking documents children retargeted according to need. PM targets set up directly to children s expected attainment levels. 6 week meetings indicate good levels of progress for most children, discussions and regrouping for those children who have not met expected mini Venn diagrams set up and used to raise questions about RWM expectations at the end of the key stage. Using % of expected based on FFT data for each class and individual child. AIS meetings with chair HT and DHT 10

11 targets. Add value for more pupils in KS2 in reading, writing and maths Identify slow moving pupils from each class. Target them alongside SEND / disadvantaged pupils, and provide mapped interventions for them. Monitor Closing the gap in attainment and progress for all vulnerable groups. Accelerated learning for more able children Set up Venn diagrams with tracked interventions, discussions with teachers about end of KS expected outcomes. Venn diagrams for each teacher used as tool for p. management discussions targeting individual children. Progress seen in all KS2 classes for amount of children reaching expected by the end of the key stage. Provision mapping shows good levels of progress for targeted children and gaps are closing. Iime to set up interventions, training for read write in for all staff, Resources in library improved Cost of reorganising staff. Use of TA for extra interventions. Improve use of provision mapping for targeted pupils SENDCO set up provision mapping tool for targeted children Outcomes of provision mapping are measured every 6 weeks at least- SENDCO to manage LSA s to regulate ind. need. Provision mapping set up for targeted children Parents are informed of provision provided and ways to help the pupil at home. Time to set up provision mapping tools Time for meetings with teachers, LSA s and parents. Supply cover where necessary. 11

12 Priority 5: EYFS: To improve writing in boys,speech and language support in EYFS and improve transition to Year 1 Action Success Criteria Milestones Autumn Spring Summer Resources Cost Improve writing in boys Writing action plan shared with staff Work scrutiny Drop ins More sessions outside to ensure writing in different settings especially linked to boys interests and learning. To implement initiatives to address PSE and boys writing earlier. To undertake home school visits so that school provision can be better targeted in meeting individual needs EY leader to set provisions to target boys writing and PSE, and is currently looking into provision for home visits. EY & Phonics leads to visit Hassocks Teaching School Alliance Staff are more aware of the signs of S and L problems in children and how to provide strategies for improvement.? Outcomes of work scrutiny shared in staff meeting. Writing moderation with Arundel C of e school Visit to Hassocks Infant School for most staff Shared ideas in staff meeting- expanding independent learning outside and inside for all of KS1? Improve speech and language support S and L therapist to lead whole school staff meetings. SENDCO to audit need in school Audit provision Give advice to individual teachers on a daily basis Setup S and L training S and L therapist to led whole school staff meetings.( 2 sessions) Staff meeting time Suggested list of good resources from course run by county. Improve transition into Year 1 Teacher in year 1 embed practice Visit outstanding schools Observe practice in year R Team leader to share good practice with KS1 team. Teacher in year 1 feels confident in providing a similar provision as EYFS especially at the beg of term, especially with the use of the outdoors. Both TA and teacher feels confident in provision provided. Parents feel confident in the transition New teacher and TA are beginning to know the new curriculum, working well with the EYFS teacher. The Year 1 teacher and EYFS have observed each other in the classroom. Parent meetings completed Year 1 parent workshops show parents are more aware of expectations of the new curriculum and are supporting their children at home in line with the expectations. 12

13 Improve parent involvement Run learning mornings for parents to attend with their child. Good attendance at workshops. Parents find sessions useful and enjoyable. EYFS workshops are well attended 6 weeks in questionnaire shows positive responses EYFS and Year 1 workshops are well attended 13

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