Strategic Plan (2016-2019) Area: Curriculum


 

 

STRATEGIC PLAN 2016-2019

AIMS

GOAL

TARGETS (2016-2017)

TARGETS (2017-2018)

TARGETS (2018-2019)

LEADERSHIP AND MANAGEMENT

Leadership Roles

To develop leadership and management for all key staff at senior and middle management levels and to empower other staff to continue to take on leadership roles for identified initiatives.

 

 

To lead learning in the NI Curriculum, raising standards and identified school priorities.

 

 

 

 

 

 

To provide support for all staff promoting wellbeing and work life balance.

To continue to develop the SLT.

 

 

To upskill a range of staff to take on continued and future leadership roles for succession training.

 


To ensure effective learning takes place in all classrooms.

 

 

 

 

 

 

 

To enable staff to manage their workload and carry out their roles.

To coach/mentor new SLT members and develop team.

 

 

To provide in school and external training for newly appointed Communication – FS/KS1 Assessment Co-ordinator.

 

To review the WAU and TLA Policy and practices.

 

 

 

To identify small team to take forward Mathletics Programme.

 

 

To provide a workshop on work life balance and wellbeing.

To continue to coach/ mentor SLT members as appropriate and continue to develop the team.

 

To embed In school and external training for newly appointed Communication – FS/KS1 Assessment Co-ordinator.

 

To embed the WAU and TLA Policy and practices.

 

 

 

To continue to develop team to lead Mathletics Programme.

 

 

To provide relaxation techniques for all staff.

 

 

To continue to embed the process and identify future areas for development.

 

To continue to embed the process and identify future areas for development.

 

 

 

To embed the WAU and TLA Policy and practices.

 

 

 

To continue to embed the process and identify future areas for development.

 

 

To continue to embed the process and identify future areas for development.

 

SDP 2016/2019

To draw up and implement the three year School Development Plan in consultation with all stake holders.

To deliver and implement an effective three year SDP which addresses the school’s priorities and meets the needs of all pupils.

To implement the SDP Action Plan with key stake holders.

To evaluate the SDP Action Plan and draw up and implement the new Action Plan with key stake holders.

To evaluate the SDP Action Plan and draw up and implement the new Action Plan with key stake holders.

LEADERSHIP AND MANAGMENT

Budget

To effectively use the available budget to support the delivery of all SDP priorities.

To provide/distribute resources effectively so that teachers can ensure that pupils reach their full potential.

Governors and Principal to draw up and evaluate financial plan linked to SDP.

 

 

Principal, SLT and co-ordinators to monitor and evaluate resource distribution and usage.

 

Governors and Principal to draw up and evaluate the financial plan linked to SDP.

 

 

Principal, SLT and co-ordinators to monitor and evaluate resource distribution and usage.

Governors and Principal to draw up and evaluate the financial plan.

 

 

Principal, SLT and co-ordinators to monitor and evaluate resource distribution and usage.

Budget

To increase school staff and pupil awareness of effective budget management linked to ECO awareness.

To reduce the amount of fuel used for heat/light by 2% and reduce wastage of resources in other identified areas.  Principal and Building supervisor to monitor and evaluate.

To reduce the amount of fuel used for heat/light by 2% and reduce wastage of resources in other identified areas.  Principal and Building supervisor to monitor and evaluate.

To reduce the amount of fuel used for heat/light by 2% and reduce wastage of resources in other identified areas.  Principal and Building supervisor to monitor and evaluate.

 

Public Relations

To continue to promote the school within the wider community using local media, the School’s Website and Facebook Page.

To further develop parent links.

To further develop links with educational partners at Primary/Post Primary levels.

To train core co-ordinators to use Website and Facebook Page.  Co-ordinators to share special events or pupils work in this way to continue to build links with primary and post primary schools.

 

Continue to develop the role of co-ordinators in using the Website and Facebook Page to promote pupils’ work in this way to continue to build links with primary and post primary schools.

To evaluate the effectiveness of this programme.

LEADERSHIP AND MANAGMENT

Building and Plant

To continue to enhance building and grounds and provide a clean, safe, inviting environment for pupils and staff.  To maintain green areas and beds within the school grounds.

To provide pupils and staff with a welcoming and well-presented learning and teaching environment.

 

Encourage pupils to take responsibility to maintain school grounds and beds.

To purchase tables/chairs and classroom furniture for an additional KS2 class.

 

 

To review existing outdoor/indoor play resources.  To ensure that the building and grounds are maintained and replace furniture when necessary.

 

 

 

 

To review existing outdoor/indoor play resources.  To ensure that the building and grounds are maintained and replace furniture when necessary.

 

 

 

 

To review existing outdoor/indoor play resources.  To ensure that the building and grounds are maintained and replace furniture when necessary.

To continue to upgrade school building, replace and repaint as identified.

To enhance school environment for the benefit of all users.

To audit internal and external painting needs and begin a top up renewal programme.

To continue to audit internal and external painting needs and begin a top up renewal programme.

To continue to audit internal and external painting needs and begin a top up renewal programme.

 

To ensure high standards of cleaning to meet the health and safety needs of all pupils and staff.

To ensure all pupils and staff enjoy high standards of hygiene to meet their needs.

Ensure all cleaning staff complete daily/weekly/end of term and year cleaning tasks.

 

Monitor in consultation with the Building Supervisor.

 

Ensure all cleaning staff complete daily/weekly/end of term and year cleaning tasks.

 

To continue to monitor in consultation with the Building Supervisor.

Ensure all cleaning staff complete daily/weekly/end of term and year cleaning tasks.

 

To continue to monitor in consultation with the Building Supervisor.

 

RAISING AND MAINTAINING STANDARDS

Communication

All pupils will improve their levels of achievement in Communication.  This will be confirmed by their end of Key Stage 1 and 2 and GL test outcomes.

Focus and re-introduce end of Key Stage outcomes. Maintain and increase levels in accordance with targets set, the childrens’ ability and the school’s FSM band.

 

 

 

 

Online GL standardised tests will show year on year improvement for the individual, class, end of Key Stage and whole school.

Communication will focus on reading approaches and writing genres to affect at least 10% increase of each class achieving the next level of progression.

 

KS1 – 91% at L2

KS2 – 87% at L4.

 

To ensure at least 15% increase in GL English Comprehension outcomes.

Maintain end of Key Stage outcomes in Communication and make the 5% increase in each class achieving the next level of progression.

 

 

KS1 – 92% at L2

KS2 – 88% at L4.

 

To ensure at least 15% increase in GL English Comprehension outcomes.

Consolidate Key Stage outcomes for communication to ensure school is included in upper quartile for FSM band.

 

KS1 – 93% at L2

KS2 – 89% at L4.

 

To ensure at least 10% increase in GL English Comprehension outcomes.

 

Using Mathematics

All pupils will improve their levels of achievement in using Mathematics and this will be confirmed by the end of Key Stage 1 and 2 and GL test outcomes.

Online GL standardised tests will show year on year improvement for the individual, class, end of Key Stage and whole school.

Using Mathematics will focus on applying common approaches and language in problem solving, investigations and mental maths to affect a 10% increase in each class achieving the next level of progression.

 

 

To ensure at least 15% of pupils move up to the next stanine band.

 

KS1 – 92% at L2

KS2 – 87% at L4.

 

Maintain end of key stage outcomes in mathematics and make 5% increase in pupils achieving the next level of progression.

 

 

 

 

To ensure at least  10% of pupils move up to the next stanine band.


KS1 – 93% at L2

KS2 – 88% at L4.

Consolidate Key Stage outcomes to ensure school is in upper quartile of FMS band.

 

 



 

To ensure at least 10% of pupils move up to the next stanine band.

 

KS1 – 94% at L2

KS2 – 89% at L4.

RAISING AND MAINTAINING STANDARDS

UICT

All pupils will improve their levels of achievement in UICT and this will be confirmed by their end of Key Stage outcomes.

To upskill teachers to enable them to deliver ICT more effectively so that pupils will be able to perform better.

To ensure an  increase in UICT Assessments outcomes as outlined:

 

KS1 – 91% at L2

KS2 – 87% at L4

 

To increase by 10% pupils achieving level 5

 

To ensure an increase in UICT Assessments outcomes as outlined:


KS1 – 92% at L2

KS2 – 88% at L4

 

To increase by 5% pupils achieving level 5

 

To ensure an increase in UICT Assessments outcomes as outlined:

 

KS1 – 93% at L2

KS2 – 879 at L4

 

To increase by 5% pupils achieving level 5

 

To use GL data effectively.

Teachers will set targets to ensure pupils reach their level of attainment and full potential.

To ensure that CATs comparison analysis are used to track under achievement in Years 3, 4, 5, 6 and 7 and set measureable targets.  GL tests will be used for whole school target setting. 

 

To ensure GL diagnostic tests are used consistently for target setting for identified individual pupils in English/Mathematics.

To ensure that CATs comparison analysis are used to track under achievement in Years 3, 4, 5, 6 and 7 and set measureable targets.  GL tests will be used for whole school target setting. 

To ensure GL diagnostic tests will be used for target setting for identified individual pupils in English/Mathematics.

To ensure that CATs comparison analysis are used to track under achievement in Years 3, 4,5,6,7 and set measureable targets. GL tests will be used for whole school target setting.

To ensure GL diagnostic tests will be used for target setting for identified individual pupils in English/Mathematics.

Tracking system:

All teaching staff will implement the assessment system and will use it to monitor each child’s progress in conjunction with the GL comparison report and targets set.

 

All pupils will progress/show improvement in the targets set for English and Mathematics.

Teachers will actively engage in using tracking information for target setting, planning, teaching learning and assessment.

SLT and core co-ordinators will, in consultation with teachers, review the tracking process and give feedback.

SLT and core co-ordinators will, in consultation with teachers evaluate the 3 year tracking process.

CURRICULUM

COMMUNICATION

Reading

To develop a consistent approach to the teaching of reading within all year groups and key stages ensuring special needs pupils achieve and more able pupils are challenged.

To enable teachers to effectively use a range of strategies ensuring all pupils including special needs achieve their full potential.

 

 

 

Foundation/KS1 staff to model and share range of reading approaches including Synthetic Phonics Programme for all staff.

 

To ensure at least 15% increase in GL English Comprehension outcomes

To agree the range of approaches to be used in each Key Stage in line with school policy and implement consistently.

 

To ensure at least 10% increase in GL English Comprehension outcomes

To evaluate the agreed programme  across the school.

 

 

To ensure at least 10% increase in GL English Comprehension outcomes

Writing

To ensure that all staff are aware of the range of writing genres and authorial techniques.

To upskill teachers in the range of writing genres relevant to their Key Stage.

To provide the necessary staff development for teaching staff using First Steps Programme.

To agree the genre to be developed in each Year Group/Key Stage and implement consistently.

To evaluate the writing genre programme across the school.  To provide a whole school writing display showing levels of progression.

Talking and Listening

To improve language skills of nursery and foundation stage pupils.

To identify and address language deficit using the WellComm Programme.

To continue to seek parental support formally and informally.

 

To continue to use WellComm Programme to enhance all children’s language experiences using traffic lights system for intervention.  In addition to provide speech therapy sessions for identified pupils in school.

 

 

 

To continue to seek parental support formally and informally.

 

To continue to use WellComm Programme to enhance all children’s language experiences using traffic lights system for intervention.  In addition to provide speech therapy sessions for identified pupils in school.

 

To continue to seek parental support formally and informally.

 

To continue to use WellComm Programme to enhance all children’s language experiences using traffic lights system for intervention.  In addition to provide speech therapy sessions for identified pupils in school.

 

To evaluate effectively the Language Programme and Parental Involvement.

CURRICULUM

USING MATHEMATICS

Mathematics

To ensure consistent understanding of the Place Value process and apply common practices and approaches to the Four Rule functions.

 

To embed Mathematical processes.  To develop the application of Mathematics.

 

 

To develop all staff in Place Value and agree common approaches to be used.

 

 

 

Online GL standardised tests will show year on year improvement for the individual, class, end of key stage and whole school.

 

 

Maths Co-ordinator to provide whole staff training on this area and teaching staff to plan for and implement these approaches in planning.

 


To ensure at least 15% of pupils move up to the next stanine band.

 

 

To embed Mathematical processes in teaching and learning and ensure evidence in planners and pupils’ books.


 

To ensure at least 10% of pupils move up to the next stanine band.

 

 

To provide a whole school display of pupils’ work on the application of Mathematics. To ensure pupils’ understanding and to provide evidence of a whole school consistent approach.

 

To ensure at least 10% of pupils move up to the next stanine band.

Mental Mathematics

To increase confidence and test outcomes in Mental Mathematics

 

To raise standards in Mathematics in GL and end of Key Stage outcomes.

 

To upskill staff in Peter Patilla’s approaches and to implement this in planning and practice.

 

To continue to embed these approaches.

 

To evaluate the impact on end of Key Stage and GL outcomes.

WORLD AROUND US

Science

To ensure children experience a balanced Science curriculum and participate in the process and decision making within the Eco-Schools Action Plan.

To continue to increase and develop the knowledge and skills of the teaching staff in the area of Science and the Eco-Schools Programme.

Year group teams to identify topics for the Science Curriculum for 2016/17. Co- Plan and deliver selected Science topics in partnership with STEM consultants using a range of resources purchased in 2015/16.

 

Teacher and staff to complete new Action Plan and evaluation and set new targets to be addressed each year.

To review and evaluate effectiveness of the STEM training and the Science Curriculum Overview for the three Key Stages.  To continue to develop the Science Curriculum.

 

To review previous action plan and targets and set new appropriate ones to maintain programme.

 

To evaluate and revise existing Science Programme to meet the needs of all children.

To maintain ‘green flag’ award.

CURRICULUM

UICT

To continue to develop UICT Curriculum.

 

To provide appropriate staff training to equip teachers to deliver the UICT programme.

 

To provide training in Coding and using Scratch.

To provide training for all staff in iMovie Making and Green Screen (August 2016).

 

To integrate this with relevant curriculum topics.

 

To review online E Safety Policy in line with DENI and EA Guidelines (Nov 2016). 

 

To review UICT Policy and scheme (Spring 2017).

 

To introduce Nursery children to computers in Term 2.  Slot in suite.

 

To embed use of iMovie Making, Green Screen and Scratch/Coding.  Evidence in planners and in pupils’ work.  To research and identify appropriate apps to support areas of the Curriculum and Key Stages.

 


To embed in school and with parents at assembly.

 

 

To embed the UICT Policy and scheme in school.

 

To embed the use of computers for Nursery children.

 

To review and evaluate effectiveness of existing policy and schemes and training programme including evidence in pupils’ work.  To provide a whole school display on levelled work.

 


To review and evaluate the effectiveness of the E Safety Policy.

 

To review and evaluate the effectiveness of the UICT Policy.

 

To review and evaluate the use of computers for Nursery children.

 

To develop use of sound and digital music using Garage Board for radio adverts and music composition.

 

History/Geography

To enhance pupils’ experiences in the areas of History and Geography.

 

To implement WAU Policy and Year Schemes using resources appropriately.

 

To identify and purchase key resources for KS2.

 

To review WAU Policy and Year Schemes and implement consistently.

 

To embed policy and scheme and to extend resources.

To evaluate this process.

 

CURRICULUM

CREATIVE AND EXPRESSIVE

Art/Design

To develop and implement Art and Design Policy,   Year Schemes and practices.

 

 

 

To extend and develop the children’s experience in their environment.

To encourage teachers to provide a broad range of Art/Design experiences for pupils and promote a cross-curricular approach.

 

 

 

 

To make use of local resources, eg  KS3 links with final exam GCSE exhibitions , experiences and competition opportunities to enhance learning.

To review Art/Design Policy/Practices and identify areas for training/development.

 

 

 

 

 

To identify local opportunities in line with NI Curriculum for Art and Design.

To provide training using the existing talents/skills of teaching staff.  To implement the policy and year schemes – targetting for specific areas.  To link Art/Design with natural environment using recycled materials.

 

To continue to identify local opportunities in line with NI Curriculum for Art and Design.

To promote an exhibition of pupils work from Years 1-7 including pieces of work made from recycled materials.

 

 

 

 

To continue to identify local opportunities in line with NI Curriculum for Art and Design.

 

PE/HE

To develop staff confidence in the delivery of gymnastics within the PE Curriculum and continue to promote a healthy lifestyle.

 

 

 

 

 

To upskill staff and build confidence in delivering gymnastics to their class and encourage a healthy lifestyle.

 

To raise awareness of all PE equipment/resources available to provide healthy lifestyle opportunities within the curriculum.

 

To provide additional training in gymnastics (PE co-ordinator).

 


To implement learning by using new equipment.

 

To dedicate a display board to Healthy Lifestyle and have a year group to be responsible for it each month.

To review games module and provide support for teachers in the delivery of games.

 

 

To embed the development of gymnastics in all year groups by ensuring delivery of planned PE activities.

 

 



To review Healthy Eating Programme.

To look at athletics module and resources providing support for teachers in delivery of athletics.

 

 

To embed the development of games in all year groups.

 

 

To implement revised Healthy Eating Programme.

 

To review and evaluate effectiveness of this programme.

CURRICULUM

RE

To raise staff awareness of the Grow in Love RE Programme.

 

To implement the programme from Years 1 – 7.

 

To embed programme in Year 1 and Year 2 and introduce to Year 3 and 4.

 

To embed programme in Years 3 and 4 and introduce to Years 5 and 6.

 

To embed programme in Year 5 and 6 and introduce Year 7.

 

MUSIC

To increase staff skills knowledge of the Music Curriculum

To teach music more effectively in all classes using percussion instruments (rhythm and beat).

To upskill teachers in use of percussion instruments to enhance singing through co-teaching with the music teacher.

To embed the process in all classes using percussion instruments (rhythm and beat).

All children to perform in assemblies and other public forums using instruments.

 

To review and evaluate the process.

DRAMA

To encourage the use of drama linking with Communication and Circle Time.

 

To encourage the use of drama to enhance the curriculum and pupils development and confidence.

 

To identify and develop drama opportunities in the planners for all Key Stages.

 

To continue to develop the use of drama in foundation/KS1 and KS2.

 

To continue to develop drama in FS/KS1/KS2 through assemblies and other public opportunities (parents/community).

ADDITIONAL NEEDS

To review the Additional Needs Policy and Practices (Aug 2016).

 

To promote a more coherent team approach to assessment and follow up practices for identified children.

 


SENCO to lead, monitor and motivate the overall cohesion and effectiveness of the support programme.

 

To upskill staff to deliver appropriate reading approaches for special needs pupils (Linked to Reading in Communication).

 

To embed approaches and strategies in the teaching of identified pupils within the context of their IEP’s and to ensure all contributors are working closely in partnership.

 

To provide relevant training in numeracy skills for identified special needs pupils.

 

 

To embed numeracy approaches and strategies in teaching, identified pupils within the context of their IEP’s and to ensure all contributors are working closely in partnership.

 

To review and evaluate effectiveness of the Policy, practices and programme.

CURRICULUM

ADDITIONAL NEEDS

continued

 

To ensure that all able children are challenged within context of their classroom experiences.

 

SENCO and Literacy Support Teacher to become competent in Educational Testing (CCET) – online training provided by EA.

To review the progress of the most able children and identify future areas for development.

To continue to review the progress of the most able children and identify future areas for development.

NURTURE EDUCATION

Mainstream

To develop emotional and social skills of identified pupils.

To enable pupils to integrate effectively into their mainstream class and to reach their full potential socially, emotionally and academically. 

To involve parents in this programme as appropriate.

To use the Boxhall Profile to identify pupils within each class/key stage for inclusion in the Nurture Programme and involve parents.

To continue the programme subject to finance.

To continue the programme subject to finance.

NURTURE EDUCATION

Nursery

To develop emotional and social skills for identified pupils at the beginning of their formal education.

 

To enable pupils to cope with emotional and social interaction in the Nursery setting. 

 

To involve parents in the programme.

To use Boxhall Profile to identify pupils for this programme and to involve parents for support.

Dependent on school budget.

Dependent on school budget.

Special Units

To continue to develop inclusion opportunities in mainstream classes for these pupils.

To equip pupils to achieve their potential and build confidence and to integrate into the life of the school.

To continue to embed existing practices within the classes and school to enhance the educational/social opportunities for these pupils.

To provide a range of opportunities for these pupils to lead planned activities in FS (ie reading to younger pupils).

To provide a range of opportunities for these pupils to lead planned activities in FS (ie Circle Time/Drama).

TEACHING LEARNING AND ASSESSMENT

To review Teaching, Learning and Assessment Policy (Aug 2016).

To ensure that each child achieves his/her full potential taking cognisance of different learning styles, a wide variety of teaching strategies and using assessment effectively (Formative/Summative).

To reintroduce end of Key Stage Levels and use effectively linked to Standardised Tests.

 

To use knowledge gained from Assessment Manager Training and GL comparison report to track their class.

 

To analyse GL Data using Comparison Report to identify under achievement and over achievement.

 

To set targets, identifying pupils who require additional support/more challenging activities.

 

 

To ensure consistent use of mid-term assessments across the school in the core subjects of English/Mathematics.

 

To develop teaching strategies to support a variety of learning styles through sharing good practice.

To reintroduce end of Key Stage Levels and use effectively linked to Standardised Tests.

 

To embed the tracking process using Assessment Manager/GL Comparison Report.

 

To analyse GL Data using Comparison Report to identify under achievement and over achievement.

 

To set targets, identifying pupils who require additional support/more challenging activities.

 

 

To embed the half-term assessments across the school.

 

 

To review the planning process  in line with range of teaching strategies – evidenced in half term planners.

To reintroduce end of Key Stage Levels and use effectively linked to Standardised Tests.

 

To review and evaluate the Assessment Manager/GL Comparison Report usage.

 

 

To analyse GL Data using Comparison Report to identify under achievement and over achievement.

 

To set targets, identifying pupils who require additional support/more challenging activities.

 

 

To review and evaluate half-term assessments and their effectiveness.

 

To review and evaluate the effectiveness of the TLA policy and practices.

PASTORAL CARE

Resilience Education

To promote and develop resilience skills within the whole school community.

 

To equip pupils/staff with the skills to deal with adverse situations and to build confidence.

 

To raise awareness of and provide opportunities to plan the use of the Bounce Back Programme and  accompanying resources in year teams. 

 

To implement planned lessons during Circle Time/Class Time.

 

To continue to plan for and develop the Bounce Back Programme.

 

To continue to plan for and develop the Bounce Back Programme.

 

 

 

To begin to review and evaluate.

To use the GL PASS survey to identify pupils’ attitude to school.

To identify areas for review teaching, learning, assessment and pastoral care.

To use survey in September with Yr4-Yr7.  Analyse results.  Revisit in March and identify any changes/ developments.

Continue to use PASS Survey and identify areas requiring attention.

To review and evaluate the outcomes of this process.

Relationships and Sex Education

To raise governor/staff awareness of the Primary School  Relationships and Sex Education Prog.

 

To agree a programme with governors, staff and parents.

 

To provide training workshop for staff and governors.

Provide time for year teams to review programme appropriate to their year.

 

To draw up an appropriate programme agreed with governors, staff, and parents. 

 

To implement the planned programme.

Community Links

Organise Grandparents’ Days.

 

 

 






Attendance

To raise pupil and parent's awareness of the importance of full attendance.

To promote family and recognise the important role they play in lives of the children.

 

 

 

 

 




To promote increased attendance through reward system and encouraging parental focus through EWO interaction

To invite them to one social event followed by refreshments in Assembly Hall (to be agreed with staff).

 

 

 

 

 

 



Presentation of rewards and EWO. increased contact for parents from school. increase EWO interaction in school

Select another event and repeat the opportunity for Grandparents’ Day.

 

To invite grandparents to join classes for agreed areas of interest to enhance the curriculum or pastoral care.

 

 




Embed this programme

Select a different event and repeat the opportunity for Grandparents’ Day.

 

To invite grandparents to join classes for agreed areas of interest to enhance the curriculum on pastoral care.

 

To evaluate the programme.

 



To evaluate the programme

PASTORAL CARE

Extended Schools

To provide children with a range of extra-curricular activities and experiences and to develop links with the community.

To provide enjoyable, worthwhile experiences for our children.

Continue to make links with community by using RSD staff/resources and family members.

Continue to make links with community by using RSD staff/resources and family members.

Continue to make links with community by using RSD staff/resources and family members.

To continue to develop links with the community through Bedtime Read, Christmas/Easter festivities.

 

To engage with a wider range of community groups.

 

To continue to use RSD facilities for Extended Schools.  To use Leafair Mens’ Group for ECO Programme.

To continue to use RSD facilities for Extended Schools.  To use Leafair Mens’ Group for ECO Programme.

Evaluate the programme.

School Council

To further develop the role of our School Council, using the class council as the foundation.

 

To ensure pupils’ voice is heard.

 

Provide opportunities for pupils to influence school life and contribute to SDP.

100metre sprint track.

 

School Council to identify an area for improvement.

Whole school PE uniform.

 

School Council to identify an area for improvement.

School show/drama performance.

Paired Reading

To extend reading opportunities and enhance reading skills.

 

To foster a love of reading.

 

To set up either/or a pupil/adult partnership for paired reading  eg  KS2 group reading to either Yr2/Yr3 pupils once per half term.

 

To embed this process and invite parents to participate in the programme.

 

To monitor/evaluate the programme.

Review of policies linked to Pastoral Care

 

   

 

 

 

 

 

 

PDMU (Spring 20)

Positive Behaviour (Summer 20).

Safe Handling Policy (Summer 20).

Attendance (Summer 2017). 

Anti-Bullying (Spring 2017).

 

 

Pastoral Care/Child Protection (Aug 18)

Health and Safety (Summer 2018). 

Health Education (Summer 2018). 

First Aid (Summer 2018). 

Complaints Policy (Spring 2019).

STAFF DEVELOPMENT

Staff Development Policy to be reviewed in Autumn 2017.

 

To improve and extend professional development of all staff. 

 

To develop staff at all levels and to build distributed leadership.

To induct new staff and newly promoted staff and those leading initiatives.

To induct new staff and newly promoted staff.

 

To continue to develop SLT and co-ordinators.

To evaluate the programme.

To implement the reviewed Teaching, Learning and Assessment Policy.

To ensure understanding and implement a broader range of teaching, learning and assessment approaches.

To link the Teaching, Learning and Assessment Policy with the curriculum priorities identified.

To continue to link the Teaching, Learning and Assessment Policy with the curriculum priorities identified.

To monitor/evaluate the whole process.

COMMUNICATION

To enable staff to deliver identified Communication priorities.

 

 

To provide appropriate, relevant experiences for staff to enhance educational opportunities for all pupils in reading/writing genres.

To provide training on reading approaches for each year group (0.5) day x 2.

To provide training on first Steps Programme for all pupils (0.5) day x 2.

To review policy and year schemes.  Continue to develop reading/writing.

Sharing good practice across all three Key Stages for writing, reading, school displays.

 

To evaluate the programme.

Using Mathematics

To increase confidence and competence in place and Mental Mathematics.

To enable staff to provide a wide range of Mathematical experiences for all pupils.

To provide two workshops – Peter Patilles strategies for Mental Mathematics and Place Value.

 

To review Mathematics Policy and year schemes.

To implement reviewed policy and effectiveness of training and included in planners and include in classroom practice and revised approaches.

To provide a display of work and sharing good practice for all three Key Stages.

 

 

Evaluate the programme.

UICT

To enhance teaching, learning and increase the effective use of ICT across the curriculum.

To upskill staff to provide pupils with effective relevant learning experiences.

To provide two workshops – Scratch/Coding, iMovie/Green Screen (2 x 0.5) day x 2.

 

To review ICT policy. 

To embed use of Scratch, Coding, iMovie, Green Screen across the curriculum.  Implement and embed revised policy and year schemes.

 

Continue to implement new technologies.

 

To develop sound.

 

To evaluate the programme and outcomes.

STAFF DEVELOPMENT

SCIENCE

To continue to upskill teachers to deliver the Science Curriculum.

To provide a broader range of Science experiences for the pupils.

 

To develop teachers’ knowledge, skills and their application of the Science curriculum.

STEM staff to co-plan with WAU Co-ordinator and staff to develop, teach and evaluate agreed Science topics in all three Key Stages using PDR model.

 

 

To review and evaluate programme and outcomes.

 

 

To provide a whole school exhibition of Science learning.

To identify further individual training needs and provide for these.

RE

To implement ‘Grow and Love’ programme based on training.

Grow and Love gives pupils a structured child friendly RE experience and prepare them for the Sacraments.

 

Embed in Year 1 and Year 2 and introduce to Years 3 and 4.

Embed in Year 3 and Year 4 and introduce to Year 5 and Year 6.

Embed in Year 5 and Year 6 and introduce to Year 7.

MUSIC

To upskill teachers to provide a greater range of experience for children.

Class teachers working in partnership with music teacher to provide opportunities in the  classrooms.

A whole staff workshop on percussion instruments followed by a co – planned and delivered music lesson once a month.

To deliver a co-planned lesson and delivered once fortnightly.

To review and evaluate the process and outcomes.

PE/HE

Gymnastics

To upskill teachers to deliver an essential part of the PE Curriculum.

 

To encourage and foster a healthy lifestyle.

To provide a greater range of physical education experiences for all pupils.

 

 

 

To provide experiences and opportunities for children to enhance their understanding.

Every class to have experienced 2 gymnastics lessons this year. 

 

To review PE Policy.

 

Every year team to plan one lesson every half term linked to HE Policy.

 

 

 

Every class to have experienced 3 Gymnastics lessons.

 

 

 

Every year team to plan one lesson every half term linked to HE Policy.

 

Monitor and evaluate effectiveness of process.

 

 

 

 

Every year team to plan one lesson every half term linked to HE Policy.

 

Review and evaluate the process and outcomes.