SCHOOL SERVICES PLAN GRANGEWOOD SCHOOL SECTION

Transcription

1 SCHOOL SERVICES PLAN GRANGEWOOD SCHOOL SECTION

2 Grangewood Overarching Aims they are Supporting The Overarching Aims TARGETS (set at the Directors' Day July 3rd 2015) To improve and develop ICT for children, staff and parents To continue to develop and build upon and further strengthen our assessment methods used to track pupils' progress in all aspects of their education. Enhance PE through the use of PE Grant For children to show greater independence in all areas of their school day To embed the new English SOW in to the current curriculum 1= ICT 2 = Personal & Professional Development 3 = Building Links & Networks 2 4 = Family Engagement 5 = Business development For children working at P4 to improve their pre-number and early communication skills To coordinate theme days and activities that promote children s learning through a variety of events To build on the evaluations from previous years and encourage family engagement on these occasions. To apply for funding and grants to enhance the playground area and develop an area for the children to learn through play whilst having fun and physical exercise.. To develop robust and effective systems to support less experienced SLD teachers and to develop the professional expertise of the more experienced teachers To build a senior management team well equipped and trained to manage change, build succession planning and support new staff coming in at leadership level To extend the prior knowledge of staff and extend Bucket time sessions to show a development throughout the key stages. For Sherborne Developmental Movement to be fully embedded in classroom practice For Intensive Interaction to be fully embedded in classroom practice

3 Academy priority - ICT To improve and develop ICT for children, staff and parents For children,we will see more up to date technology more readily available for communication and other aspects of learning We will see touchscreens in class, tablets and IPADS Specialist software in class and in specialist areas will engage children at the lower P levels and PMLD children All children will have ready access to new technologies All staff will feel confident in using new technologies for children s optimum learning For adults, we will see cross academy systems which are reliable and robust, allowing for access to information and data from anywhere in the academy and at home. Parents who use technology with greater confidence and more regularly to access information and communicate with the school Staff time will be very well used and resources for children of the highest quality Staff will feel confident in using cross academy systems and there will be increased and enhanced professional dialogue as a result across the academy, sharing of information, good ideas and practice. STA at Grangewood fully involved Children's learning will be improved and motivating A largely paper/cash free environment will be created with ease of access to information by all staff/parents and updates /additional info. always current (only 1 version) Staff, parents and children will have confdence in a robust and reliable system Parents and other professionals will be accurately informed and there will be more and geniuine communication/liaison Successful appointment of Head of ICT ( I year contract) who will progress target, monitor and report on a regular baseis BoD will follow progress closely will address regularly Regular discussion/feedback at GB meetings and at SMT meetings

4 Academy Priority - Building Links and networks, Professional and Personal Development To continue to develop and build upon and further strengthen our assessment methods used to track pupils' progress in all aspects of their education. Curriculum coordinators across Academy to work together as a group to look at the current assessment format for TLOs and Staff Judgements to consider how we are ensuring uniform and consistent moderation Curriculum Cooordinator to extend and edit current procedures as needed and adapt monitoring format accordingly for Grangewood. Baseline judgements to be made with Curriculum and Assessment Coordinator. New guidance to be shared with teaching staff and to be added to Staff Curriculum Handbook. A manageable and informative assessment format which: *is clearly understood and accessed by all staff provides accurate and informed data *ensures planning and assessment of the highest quality *highlights the areas within judgements which best promote pupils' personal development. Clearer steps in development identified for teachers to plan and identify approriate targets to enhance pupils' individual development. Pupils have an increased awareness of the next step in their learning. This information is available to staff who can use it to plan for the next step in learning. All pupils are baselined against new baseline judgements in Jan 16 Parents are aware of their child's ability levels and achievements and can interpret and understand the information they are given through written reports and assessment data Core Curriculum and Assessment coordinator to attend regular meetings alongside Academy Curriculum and Assessment Cordinators. Core Curriculum and Assessment coordinator to inform teaching staff and oversee the introuction of assessing/moderating TLOs and Staff Judgements GS to attend half termly meetings to review progress of the development of guidelines. RAG ratings and termly review on website. Share updates in regular SMT meetings

5 will the target be worked on? or parents? How will the outcomes change the way children, staff or parents think or behave? Academy Priority - 2. Professional and personal development Enhance PE through the use of PE Grant Summer Active culture established and in place, which encourages all children to participate in and enjoy exciting and challenging activities, meeting the needs of children with a diverse range of physical abilities enhanced through the use of the PE Grant. Workshops will have been delivered to bring this about (NW) Audit of equipment will have taken place, equipment for sport and dance replaced and replenished as appropriate to support the PE curriculum plans and schemes of work. Liaison with teaching staff to identify CPD and provisions required for classes Enhanced high quality Sport and physical activity provision which covers the breadth of our scheme of work by providing opportunities to access and experience things that are normally unavailable such as : visiting different sporting stablishments and hiring outside agencies to support activities Effective delivery and improved teaching of PE across the school Staff will be trained both by NW and sports professionals and will feel confident to deliver high quality lessons Pupils will experience a wide range of activities and experiences encouraging increased participation in PE Ethos of PE in school promotes the undertaking of exercise that can be continued in to adulthood as part of a healthy lifestyle Parents are involved in enhanced PE activities which encourage and promote PE outside of the school day TLR Curriculum Assessment coordinator to plan and attend regular meetings to decide on and manage how grant will be spent. Action plan statement to be completed by Oct 2015 which is reported on the website. Report directly to Head of School. Regular meetings between AHOS and NW to revise spending RAG rating and termly reports on the websites New guidance for teaching staff will be added to Staff Curriculum Handbook.

6 Academy Priority: Family Engagement For children to show greater independence in all areas of their school day Strategies will be in place to address this target for individual children, classes and departments Targets will have been written, evaluated and developed in children's curriculum folders Children observed expecting to do more for themselves in self-help activities Children display more confidence when tackling work activities RAG ratings half termly, shared and discussed with Directors and LGB, termly report on website, discussion at SMT meetings Project groups will have been assigned to this target and will have chosen areas of independence to focus on with classes Parents will have been engaged in increasing their child's independence and supported to do so Staff judgement data will indicate better performance in this area compared to last year Children have greater self-confidence and selfesteem as a result of their independence Parents (and other adults) have greater awareness of what it is reasonable to expect their child to do for themselves

7 Academy Priority - 2. Professional and Personal development To embed the new English SOW in to the current curriculum We will produce an adapted curriculum providing stimulating and appropriate themes and strands of English across P-levels, which promote outstanding outcomes for all pupils. A core group of teaching staff including Speech and Language Therapy Team and Literacy Coordinator to meet to discuss the implementation. New guidelines to be shared with teaching team. Full discussion about strands/content and support with implementaion given by appropriate members of team. New guidance for teaching staff to be shared and added to Staff Curriculum Handbook. A review and update of current planning system. An updated English Curriculum following current guidelines. Teaching staff will have a renewed understanding of teaching English across the strands, with well informed discussions about guidelines to ensure full breadth of the curriculum is included promoting exciting teaching. Increased interest in shared learning of language and literacy at home, to encourage and increase enjoyment and motivation. New planning system rolled out for use in class by Jan Training for staff and implementation during Nov 15 Core Curriculum Assessment coordinator to plan and attend regular meetings with core meeting groups to review progress and ensure planning deadlines are meet. Guidelines shared with teachers in regular teachers' meetings throughout Autumn 2015 RAG ratings and half termly reviews on the website and termly report Academy Lead for Curriculum and Assessment (ALCA) to attend half termly meetings to review progress of the development of guidelines.

8 Academy Priority: Personal and Professional Development For children working at P4 to improve their prenumber and early communication skills Teacher's planning will match children's needs in these areas Relevant training sessions will have taken place, including those linked to the new English curriculum Children will display greater confidence and ability when communicating Children will demonstrate greater understanding of early number concepts RAG ratings half termly, shared and discussed with Directors and LGB,termly report on website, discussion at SMT meetings Input from other professionals will have taken place (e.g. SALT team) Project groups will have been assigned to this target and will have worked on a specific area for development Evidence that curriculum work begun in 2014/15 has developed further in 2015/16 - i.e. discussions around Peter Imray INSET Day, Practical Maths Project group Assessment data at the end of the year will show improvement in these two areas Teachers (and teaching assistants) will feel greater confidence at delivering Maths activities in a way that will be meaningful to the children Children will be observed to be actively engaged in lessons

9 Academy Priority -Family Engagement To coordinate theme days and activities that promote children s learning through a variety of events To build on the evaluations from previous years and encourage family engagement on these occasions. Children will have new opportunities to experience learning in different ways. Rugby World Cup activities during Week beginning 19th Oct 2015 Visit to the church Christingle Expressive week Week beginning 25th May 2016 Other events throughout the year. Pupils will have the opportunity to repeat skills and opportunities from previous years and learn new skills relating to the enhancement opportunities this year. Staff will have the opportunity to learn new skill sets to support and enhanced curriculum and engage the children in their learning. SMT discussions Termly report on website RAG ratings half termly, shared with directors and LGB

10 Academy priority - Business Development and Building Links and Networks To apply for funding and grants to enhance the playground area and develop an area for the children to learn through play whilst having fun and physical exercise.. Phase 1 - Swings and a movement area fenced off for the children to use. Phase 2 - Re-develop the large equipment and add to existing equipment making the playground fun, challenging and exciting. Pupils and staff will have valuable teaching opportunities with a variety of equipment to support the children's physical development. Half termly RAG rating,shared fwith Directors and LGB Regular discussion/feedback at GB meeting Termly report on website Discussion at SMT meetings

11 Academy priority - Professional and Personal Development and Building Links and Networks To develop robust and effective systems to support less experienced SLD teachers and to develop the professional expertise of the more experienced teachers Teaching staff will develop a coaching style to support and develop each other professionally Teaching buddies will be provided in departments with time given at teachers' meetings to develop and support each other SDP Skills Development Programme for less experienced teachers created over the year,led by GS Student teachers mentored by SP Eden Academy training modules accessed by a wider range of staff External courses actively sought and feedback given Visits to other schools within the academy and beyond Enhanced teaching and learning, as evidenced by end of year data, classroom observations, observations from learning walks Confident and skilled staff Confident children Parents who are confident in the school and its staff Coaching more embedded as an approach across the school More experienced staff feel empowered to develop and share their own skills Feedback from teachers Feedback following attendance at courses Termly report on website RAG ratings half termly Learning walks Classroom observations

12 Academy priority - Professional and Personal Development To build a senior management team well equipped and trained to manage change, build succession planning and support new staff coming in at leadership level Two senior leaders ( AHOS) will have successfully completed the middle management training course in the year (CPD) Other SMT members will be signed up and keen to complete the following year Coaching in the school will be embedded more Induction programme for KC noticeably Discussion at SMT The handover from HM to KC will be smooth Feedback following attendance at KC will have confidence in AHOS and they will courses have increased confidence in themselves as Termly report on website leaders and managers RAG ratings half termly KC will have confidence in SMT and they will have increased confidence in themselves as leaders and managers There will be no loss of stability in the school and none will be felt by staff pupils or parents School will feel stable and committed to managing change effectively

13 Academy priority - Professional and Personal development To extend the prior knowledge of staff and extend Bucket time sessions to show a development throughout the key stages. A clear understanding of Bucket time principles Bucket time being used across the school. A wide range of resources in the resource room to keep it fresh and exciting. An online document with ideas and websites to support bucket time sessions. Links with other schools within the borough to support with ideas. Training to staff on principles and extension to part 4 of bucket time. The school approach will support pupils and focus on developing attention and listening skills and on giving the children an irresistible invitation to learn. Staff will have a library of ideas that can be used by all. New staff will be trained in bucket time, with an extension to stage 4 promoting the children s independence. RAG ratings half termly, shared and discussed with Directors and LGB,termly report on website, discussion at SMT meetings

14 Academy Priority: Personal and Professional Development For Sherborne Developmental Movement to be fully embedded in classroom practice In her new role, Veronica Shaw will have worked alongside every class to co-ordinate this development A number of staff will have been trained in S.D.M. techniques Children in every class will have had access to these sessions Teachers will have timetabled these sessions into their daily plans Children have greater awareness of their own bodies and how this relates to the people around them Children are enjoying more positive interactions with adults and children Adults are confident delivering sessions and see value of working in this way Children are more settled in other activities as a result Sherborne Developmental Movement is not seen as 'additional to' but rather 'part of' the curriculum RAG ratings half termly, shared and discussed with Directors and LGB, termly report on website, discussion at SMT meetings

15 Academy Priority: Personal and Professional Development For Intensive Interaction to be fully embedded in classroom practice In her new role, Veronica Shaw will have worked alongside every class to co-ordinate this development A number of staff will have been trained in I.I. techniques Children in every class will have had access to these sessions Teachers will have timetabled these sessions into their daily plans Children are more ready to respond to interactions from those around them Children are beginning to initiate interactions with those around them Adults are confident delivering sessions and see value of working in this way Children are more settled in other activities as a result Intensive Interaction is not seen as 'additional to' but rather 'part of' the curriculum RAG ratings half termly, shared and discussed with Directors and LGB, termly report on website, discussion at SMT meetings