NCJPS Cheerful, confident learners who are proud to be Jewish

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1 NCJPS Development Plan QUALITY OF TEACHING, LEARNING & ASSESSMENT 4 1. Ensure that the majority of teaching over time, (both secular and Jewish Studies) is outstanding and never less than good. 2. Ensure that marking supports pupils in understanding how they can improve their work. 3. To ensure the new system of assessment beyond levels is fully embedded so that it impacts on teaching and learning in all areas of the curriculum. 4. Introduce personalised learning for mathematics in order to empower learners by involving them in their learning at every stage. NCJPS Cheerful, confident learners who are proud to be Jewish OUTCOMES FOR PUPILS 1. Ensure that all pupils make at least expected progress, as well as to increase the number of pupils exceeding expected progress throughout the school. 2. Improve outcomes for pupil premium, SEN and EAL pupils by closing the gap in all year groups and ensure that they make at least expected progress. 3. Increase the number of children attaining GDS at Key Stage Ensure children who attained a GDS at KS1 continue to make at minimum expected progress at KS2. EFFECTIVENESS OF LEADERSHIP & MANAGEMENT 1. Further develop the role of Phase Leaders in bringing about improved outcomes (including progress) for all children. 2. Develop the roles of subject leaders to ensure maximum impact on the quality of teaching, learning, assessment and outcomes, including progress. 3. To embed an effective coaching and mentoring model. 4. To ensure the school, including grounds, are aesthetically pleasing. PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE 1. To improve pupil attendance as well as to reduce the number of children who are persistently late to school or being collected. 2. To continue to enforce high behaviour expectations to ensure a positive break and lunchtime experience for all, as well as ensuring children move around the school in an orderly manner. 3. All stakeholders aware of the basic principles of e- safety Safeguarding. 1

2 NCJPS Mission Statement September 2016 North Cheshire Jewish Primary offers a highly motivating and academic atmosphere where children are encouraged and supported to reach their full potential. Children are confident and proud about their Judaism and have a strong identity regarding their own community and the State of Israel. Moral and ethical values are developed in order that children become good citizens and are taught to have understanding of different religions, races and ways of life. The school prides itself on its caring and inclusive policy. 2

3 Aims At North Cheshire Jewish Primary we aim to: Create a collaborative, can do, inclusive learning environment and culture, in which every member of the learning community is valued and respected, including equality of opportunity for all. Encourage all members of the school community to have high expectations of themselves, academically, morally, emotionally and socially. Be an educational centre that works with every member of the community and recognises and praises their achievements. To provide an enriched curriculum enabling pupils to gain a wide range of skills and knowledge to achieve high standards. School Values Pupils who are: Well-behaved, independent, resilient, confident, knowledgeable and positive in their attitudes towards others and themselves. A school which: Is a happy place, feels safe, encourages all and makes the school community proud. Education which: Is based on high expectations, is broad and balanced, creative and enjoyable. Brings out full potential, encourages a thirst for knowledge and promotes skills for lifelong learning. A partnership which Involves Parents / Carers in the education of their child/ren based on trust and mutual understanding, involves community and benefits all whilst promoting tolerance and respect for all. 3

4 EFFECTIVENESS OF LEADERSHIP & MANAGEMENT Milestones Objective Action Lead Resources Monitoring Success Criteria 1. Further develop the role of the Phase Leaders in bringing about improved outcomes (including progress) for all children Phase Leaders to produce an action plan, based on the SDP to tackle the areas of development - to be shared with SLT and staff. Learning walks with /D as well as book, planning and assessment scrutiny feedback to staff. D Phase Leaders Action plan to be completed by Phase Leaders by October half term and shared with staff via phase meetings. Fortnightly phase meetings to be used to address the areas that need developing based on action plan as well as to share good practice. Lesson drop ins to take place weekly from Autumn 2 by Phase Leaders and SLT. Learning walks to be arranged by Phase Leader with a specific focus based on SDP. Planning and assessment scrutiny to take place termly (led by Phase Leaders) and feedback provided to staff - to commence start of Autumn 2. Half termly impact statements to be submitted and discussed with /D starting Autumn 2. Use of MMT time as well as additional cover time to be arranged to allow Phase Leaders the time to carry out their duties. Phase Leaders to report their impact back to /D on fortnightly basis alternative weeks during SLT meeting. All staff to be aware of areas of development and priorities within their phase have copy of SDP and Phase Leader action plan. Phase Leaders liaise with /D to ensure action plan clearly states how to tackle areas of development. Phase Leaders have the autonomy and feel empowered to carry out their responsibilities. /D confident with impact of Phase Leaders. Phase Leaders have secure knowledge of children including. outcomes and barriers to learning within their phase and aware what provisions are in place for them. 4

5 : 2. Develop the roles of subject leaders to ensure maximum impact on the quality of teaching, learning, assessment and outcomes, including progress Subject Leaders to ensure the national curriculum is fully embedded in all subjects by viewing LTP/MTP and cross referencing. CPD opportunities used to enhance own practice and shared with staff. Assessment and tracking monitored and scrutinised. Rolling programme of management release for all staff - one Learning Walk a term per foundation subject and 2 for core subjects. D All teaching staff are responsible for a curriculum area. All subject Leaders to ensure LTP/MTP are saved on to the shared area by Friday 16 th September and cross referenced to NC. (Copy of year group plans to be kept.) All subject leaders to complete action plan, which will be standardised, based on SDP by end of October All subject leaders to arrange with to be released for a morning to undertake a Learning walk for their subject. To start Autumn 2 and one every term. Feedback shared with SLT and staff. Subject Leaders to carry out book look termly starting from Autumn 2 - to be arranged by /D. Subject Leaders to scrutinise assessment half termly starting from the end of Autumn 1 and feedback to individual staff members. Subject leader files. Arrange MMT time with cover supervisor for Learning Walk / lesson drop ins, book scrutiny/assess ment etc. Half-termly SLT agenda item. Staff meeting time allocated to subject leaders to lead priorities for their subject. Termly planning and work carousels in staff meeting time to support subject leaders with monitoring. PM target for all subject leaders to include as subject leadership target. Termly meeting with link governor TBC with AB. National Curriculum 2014 effectively embedded into the Curriculum. Subject leaders confidently leading their subjects active and engaged middle leaders impacting on quality of provision. Children will be ready for end of key stage tests Subject Leaders termly meeting with SLT and linked Governor. Book scrutiny carried out termly as well and learning walks/observations. Assessment and tracking analysed and fed back to SLT and staff. Consistency of subject leader folders. Subject action plans relate to SDP and shared with SLT. 5

6 : 3. To embed an effective coaching and mentoring model Staff Inset in September 2016 to introduce the concept of coaching and mentoring based on the GROW model. Provide opportunities for staff to practise in either meetings, lessons or through direct conversations, with the focus on areas for development learning trios. Feedback in professional practice meetings about good practice shared - crossphase. D All teaching staff to organise school training (INSET) for 2 nd September on Coaching and mentoring. By the start of Autumn 2, staff meetings (1 per term) dedicated for coaching and mentoring. /D to arrange timetable to allow for learning trios to plan lessons together as well as feedback to each other by start of Autumn 2. By November, all teachers matched up with two colleagues (/DH to arrange) and joint lesson planning and feedback underway. Coaching cards Coaching file Supply / internal cover for joint planning, teaching and feedback. Staff meeting to be allocated for coaching and modeling. Termly overview of impact. Staff questionnaire and interviews to ascertain areas for support and development. Staff feel challenged and supported by their coaches. Staff benefit form greater self- confidence, increased emotional intelligence and enhanced creativity and resourcefulness. Higher proportion of outstanding teaching. Coaches to use Prompt and Praise when developing both teachers and support staff. Support impacts positively on areas of development identified. : 4. To ensure the school is aesthetically pleasing in regards to displays, the playground and common areas All areas of school, both inside and outside to look attractive and cared for with well mounted displays, tidy corridors and classrooms, as well as the common areas such as hall and ICT suite. Children to be taught about respect for property and how this looks. D RA PTA Caretaker GB SB / D to establish check list for corridors/classroom /common areas as well as outside by end Autumn 1. In addition, to create a short, medium and long term wish list for the PTA and GB, to improve the appearance of the school. RA to provide staff with display policy as well as dates to change displays by start of Autumn 2, including who is responsible RA to follow this up on a termly basis. SB liaise with grounds maintenance team to ensure grounds are maintained regularly. Start of Autumn 2 all classroom displays to be mounted. Corridor/comm on area timetable for display changes to be given to staff by the start of Autumn 2. SLT half termly learning walk with focus on displays and appearance of school. meetings with PTA/GB to monitor work in progress and work yet to be undertaken. A three year plan in place to ensure the environment both inside and outside, t is developed. All corridor and class displays are of a high standard. Visitor feedback forms score highly for school appearance. 6

7 Start of Autumn 2, lead whole school assembly on respect for property and the school building. to liaise with Caretaker about DIY jobs that need undertaking with timescale and priorities By end Autumn 1. for each board. School looks well cared for and fit for purpose. Children interviews speak positively about the learning environment and are aware of the importance of tidiness. 7

8 Quality of Teaching, Learning and Assessment Milestones Objective Action Lead Resources Monitoring Success Criteria 1. Ensure that the majority of teaching over time, (both secular and Jewish Studies) is outstanding and never less than good - applying nonenegotiables All teachers to be provided with the latest Teacher Standards and Ofsted framework to ensure they are aware what outstanding teaching looks like. Teachers to ensure that they apply the non negotiables to every lesson. Staff and phase meetings used to focus on different aspects of non-negotiables and T+L and the sharing of good practice. D Phase Leaders Ivrit Lead JS Lead to provide staff by end of Autumn 1 copy of teacher standards and Ofsted Framework. During the first staff meeting in Autumn 2, and staff to review the NCJPS Nonnegotiables for T+L and discuss what outstanding looks like. SLT and subject Leaders to carry out lesson drop ins, and learning walks with different foci each time based on nonnegotiables as well as Ofsted framework commencing start of Autumn 2. to use staff meetings, and phase leaders to use their meetings to focus on different aspects of T+L as well as sharing good practice to start Autumn 2. Teacher standards. Ofsted Framework. NCJPS Nonnegotiables. MMT. /SLT drop-ins Visit by SIP Learning walks. Pupil interviews. By January, % of teaching is judged outstanding or has outstanding features. Any areas for improvement are supported through performance management, coaching and mentoring as well as appropriate training opportunities provided. Children making at least expected progress. 2. Ensure that marking always supports pupils in understanding how they can improve their work and pupils All teachers and cover supervisors, to adhere the school s Marking and Feedback Policy, ensuring opportunity for Fix-It time and teacher response, and that pupils make rapid gains. D Phase Leaders Class teachers Phase Leaders to ensure each teacher has a copy of the new Feedback and Marking Policy by end Autumn 1. Phase Leaders use meeting time to review policy showing examples of good practice such as Fix-It time and Book Look as well as book moderation during staff or phase meetings to ensure marking policy embedded and consistent MMT for bookscrutiny / pupil interview. Time during staff phase meetings. Weekly Book Look to be carried out by SLT and feedback provided to staff. Staff meetings used to moderate marking and share good practice. Book-Look feedback and pupil interviews show Marking and Feedback Policy is being applied consistently across year groups and phases. Pupils can articulate how marking can 8

9 responses are checked by the teacher Develop and embed the consistency of marking between classes and year groups. Opportunities are made available in all lessons for Reflection of Learning. Development of quality verbal feedback within all lessons. teacher response, Fast Forward (FF) and verbal feedback end October between classes and year groups commencing start Autumn 2. SLT and core subject leaders to monitor the use of next steps and reflective learning observations. improve their work. Pupils will initial and respond to teachers marking, developing their engagement with their next steps. All pupils consistently responding to their next steps and using reflection to further their learning. Teacher comments / codes clearly linked to the LO. 9

10 3. To ensure the new system of assessment beyond levels is fully embedded so that it impacts on teaching and learning in all areas of the curriculum. Data to be collected termly from O Track for all subjects including foundation subjects. Data to be analysed termly in all subjects to look at % at ARE and also for trends/patterns. Termly staff meetings to moderate reading, writing and mathematics. Pupil Progress meetings to be undertaken on a termly basis to target support effectively, based on progress data. D Subject Leaders G+T Staff are all reminded of the NCJPS alternative to levels and what is expected progress. MW by stat Autumn 2. From the start of Autumn term 1, teachers to be continually formative assessing children in all subjects and uploading to class tracker. Subject Leaders and Phase Leaders to analyse data termly in and feedback to individual teachers and SLT so that interventions can be set up. Staff meetings used by subject leaders for assessment moderation. End of Key Stage data. Termly pupil progress data. Assessment Policy. All year groups are effectively assessing using the school assessment process across all subjects. Termly moderation ensures that all judgments are accurate. 90% of pupils make 3 steps progress over and at least 30% make 4 steps progress. Data is used to effectively to target support and areas of relative weakness The old NC levels are no longer referred to but replaced with the school s assessment system. Subject leaders feel confident that they have a firm understanding of areas of strength and weaknesses in their area. Assessment data used confidently to track children on course to meet ARE and support in place for those underachieving. 4. Introduce personalised learning in Mathematics in order to empower learners by involving them in their learning at every stage Personalised learning to be trialed in maths across KS2. The benefits of PL to be shared with all stakeholders. Children to take responsibility for their learning. D CP Summative assessments x3 a year. D/CP run staff meeting on Moving forward with Maths December 2016, in order to roll out in January Benefits of PL to be shared with staff and GB by end of At start of Spring term 1, all classes to be experimenting with elements of personalised learning. Summer term - coaching trios to plan ways to move personalised learning forward in 2017/18 MMT. Visit other schools e.g. Park Road. Planning scrutiny Learning walks/drop ins. Pupil feedback. Teacher feedback. Learners become key drivers in their learning so that it becomes meaningful, valuable and personal to them. More able children make at least expected progress. Focus groups/ pupil interviews speak positively about PL. Successful collaboration 10

11 Autumn 2 JD/CP. with parents / governors via meetings. Improved outcomes and rapid progress in maths. 11

12 Outcomes for Pupils Objective Action Lead Milestones Resources Monitoring Success Criteria 1. Ensure that all pupils make at least expected progress, as well as to increase the number of pupils exceeding expected progress throughout the school Termly work and planning scrutinies to ensure necessary pitch and challenge in all year groups to enable progress. Termly summative assessment analysed by class teachers and SLT to identify children not making progress and under achieving - Pupil Progress Meetings. Teachers to refer children whose progress is causing concern to SENCO and work with them to determine any barriers to learning through early identification, advice and support for wave 1 teaching and/or wave 2 and 3 intervention. SLT SENCO G+T Phase Leaders Subject leaders Staff to be made aware what is expected progress at NCJPS 1 point a year as well as what is exceeding 4 points a year. Also all staff to have a copy of the Monitoring Policy Autumn term 1. Termly pupil progress meetings, starting Autumn 2, between /D/Senco/ class teachers to scrutinise every child to ensure they are on target to meet their expected targets at the end of the year and identify groups of pupils whose progress is lower than expected - intervention is put in place. Children with a barrier to learning to have interventions/ support. End of Autumn term data is analysed and progress is measured against previous data sets. Interventions used are assessed for effectiveness in Dec 2016, using progress tests as measures of improvement as well as book scrutinies and pupil progress meetings. This is repeated half termly. Termly meetings from Autumn term 2. NCJPS Assessment Policy. O Track. Pupil Progress Meeting template. Summative data put on O Track. Termly Pupil Progress meetings and reviews. SENCO to monitor wave 2 and wave 3 intervention each term looking at outcomes. Planning /work scrutiny. Moderation internally and externally to monitor age related expectations. At least 90% of children will meet age related expectations in Reading, Writing and Maths by the end of the year. Wave 2 and 3 interventions in place to support children with making expected levels of progress. SLT and core subject leaders to monitor regular and support class teachers with putting in place strategies for children as required. Coaching and mentoring developed to share good practice within the school. SPLD teacher provides appropriate support for pupils as well as teacher. Those children, who are identified as underachieving, to be supported in order to 12

13 make rapid progress and be at ARE. 2. Improve outcomes for pupil premium, SEN and EAL pupils by closing the gap in all year groups and ensure that they make at least expected progress Continued development of effective pupil progress meeting each term. Pupil focused observations, work scrutiny and interviews conducted for children identified in PPM meetings and those in vulnerable groups. All observations of teachers and support staff to comment on progress of vulnerable pupils in lessons. Wave 2 and 3 interventions for Maths to be investigated and developed. EAL interventions to be developed through CPD, mentoring, team planning-team teaching-observationreview cycle. D SENCO PP Lead to ensure each teacher completes new class context sheet, which includes barriers for learning and their impact for SEN children - by Friday 30 th September. Teachers of the 8 PPG to complete half termly case studies which outlines provisions and impacts from Autumn 1 and ongoing. to meet half termly with PP Lead and Senco to monitor these cohorts and ensure interventions/ support is having positive impact on closing the gap and that children are making expected progress Autumn 2 and ongoing. SLT and PP Lead /Senco to carry out lesson observations / drop ins / book look, focusing on progress of their cohort Autumn 2 and ongoing half termly. MMT. Class context sheet. O Track. Summative data put on O Track. Termly Pupil Progress meetings. Lesson obs /learning walks to always make reference to PP and SEN children in class and their progress and attainment. SENCO / PP Lead to regularly meet with class teachers to ensue children making expected progress. A greater proportion of SEN, EAL and PP children will make expected progress 90%. Pupil Premium funding strategically planned for 13

14 3. To increase the number of children attaining a GDS at KS1 4. Ensure children who attained a GDS at KS1 continue to make at minimum expected progress at KS2. Reception and YR1 teachers to scrutinize EYFSP to see which statements (40-60) have not been achieved. Analyse those pupils who achieved a 2 at the end of EYFS to ascertain whether it was just/ secure/firm, in order to close the gap. Pupil progress meetings to identify those not on track, in KS1, and strategies put in place. Ensure KS1 adequately resourced by carrying out audit. Pupil progress meetings to identify those not on track and strategies put in place boosters Staff meeting / phase meetings on challenging LO. G+T liaise with staff to support learning opportunities for HA. KS2 resource audit to KS1 Phase Leader EYFS Phase Leader Yr 1 staff Yr 2 staff G+T Leader KS2 Phase Leader KS2 teachers D G+T Leader By Autumn 2, pupils who did not achieve a 2 in R/W/M, or those who just made a GLD, are identified and support put in place Year 1 staff and /D. AL to carry out KS1 audit of resources by Autumn 2. By Autumn 2, this group of children (Level are identified through pupil progress meetings. Year 6 staff, together with /D to plan appropriate interventions including By Spring 1, resources are prioritized and are in place in KS1 classrooms. By Spring 1, pupil progress meetings have been carried out and this group of children are monitored carefully. Intervention report of Autumn term are evaluated and progress tests results measured against expectations. By the end of Autumn 2, pupil progress meetings for specific groups of children getting support. By Spring 2, a percentage target is worked out for which children are on track to read GDS. Children just below this target are then targeted for specific intervention to raise progress and attainment. Introduction of personalised learning in maths trialed by JD.CP and impact monitored by Spring 2/ Year 2 maths evening with parents (November.) Class audits. MMT. O Track data. Termly progress meetings. Phase Leader feedback on monitoring. Resource audit by phase leader/ct/sub ject leaders Termly progress meetings. Analysis of data from O Track. Phase Leader feedback on monitoring. to carry out regular monitoring Increase in number of pupils achieving GDS, especially those who achieved exceeding at end of EYFS. Interventions / support in place to narrow the gap as well as booster groups set up. KS1 well resourced. Summer transition meetings going forward analyse EYFS data more deeply to ensure Yr 1 teachers know gaps in children s learning. Increase in number of pupils working at a greater depth at the end of KS2.(<110) especially those who achieved GDS at the end of KS1 Interventions / support in place to ensure targets met. KS2 adequately resourced to meet the demands on the NC. 14

15 be carried out. looking at end of KS1 sats in depth (gap analysis) to determine skills not yet firmly embedded. Lesson dropins ensure work is challenging. Resource audit by phase leader/ct/sub ject leaders. Positive lesson observation. 15

16 PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Objective Action Lead Milestones Resources Monitoring Success Criteria 1. Continue to improve pupil attendance as well as to reduce the number of children who are persistently absent or late to school or being collected. 2. To continue to enforce high behaviour expectations to ensure a positive break and lunchtime experience for all, as well as ensuring children move around the school in an orderly manner A copy of the Attendance Policy to be sent to each parent. Absence requests not authorised if the reason falls outside the extraordinary circumstance. Attendance log to be monitored bi-weekly and parents contacted if attendance falls below 95% Effective monitoring of behaviour and achievement. Continued Lunchtime Staff training on Positive Playtimes. Member of SLT to be regularly present during play times and lunch times. Rota established. Continued follow up in whole school and key to send Business Attendance Manager Policy to all parents together with article in newsletter stressing importance of not taking time off during term time and lateness September SLT Class teachers Attendance log (SIMS) to share with children via assembly the 6 Golden Rules as well as the school s expectations moving around the school and at break including on the astro. This to be reinforced by the class teacher. Business Manager and to monitor attendance and lateness via Sims Autumn term 1 and ongoing biweekly meeting. Spring 1 - Midday staff to have training on positive playtimes. Whole staff to investigate current house point with a view to re-launch with points awarded for conduct and behavior. to contact parents who are regularly late firstly via letter then in person. Similarly, contact parent if attendance falls below 95% - Autumn 1 and ongoing. If need, involve EWO. Teachers to praise children for keeping Golden Rules and for overall behavior Autumn and ongoing including Award, Merit in newsletter, house points etc. SIMS Attendance Policy Behavior log. Astoturf rules on display. 6 Golden Rules on display. Attendance to be monitored weekly. EWO monthly visit. Class teacher inform if child regularly absent or late. Behaviour log to be monitored weekly by phase leaders. Attendance increases to 97%+ No pupil/groups of pupil are consistently absent. Reduction in the number of absence request forms. No pupil consistently late for school or being collected late. Visitor feedback forms comment positively on behaviour. Reduction of the number of incidences on the Behaviour log, Positive response from pupil interviews and questionnaires. Children move around the building quietly and respectfully. 16

17 stage assemblies. Staff to follow up links with Playtimes within PSHE lessons. (Autumn 1) Increase in number of children being rewarded for behavior and conduct. Development of a playground and around school positive reward system. Embed the use of Play Leaders at lunch and playtime. Reinforce behaviour expectations. 1. To promote e- safety and warn of the dangers of cyber bullying and inappropriate online behavior safeguarding SMBC to run staff meeting. School website updated with e-safety guides and tips. Internet Safety Day in February and workshops ran by Streetwise. Arrange visit of local community police officer. ICT Lead PSHE Lead TJ to organise Tanya Cross to provide staff training on e- safety early October to organise parent workshop of e- safety for Autumn 2. /AL to ensure school website includes up to date guidance on e-safety including guides for parents on the latest apps such as Snap Chat -Start of Autumn 2. Promote via assembly, PSHE lessons the importance of e- Safety and dangers inc cyber bullying. AL/TJ to plan whole school Internet Safety Day February AL to ensure e- Safety Policy as well as firewalls are all up to date. Parent app guides. Think u Know. School website. Children interviews. Planning scrutiny. ICT and SLT learning walks / drop ins. Children feel safe and confident when going online pupil questionnaire and interviews. Children able to explain how to keep private information private and how to use privacy settings Children aware how to report any concerns Parents aware of E- Safety issues and how to deal with them. No reported incidents of cyber bullying or inappropriate behaviour online. 17

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