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School Development Plan

Priorities 2018 – 2019

Priority: Reading

Current Position:

  • KS2 reading well below national for 2016 and 2017
  • 2018 data showed significant improvement. However more improvement is needed.
  • Revised structures and approaches have had a positive impact as evidenced in work in books and summative test outcomes
  • Daily ten minute sessions have had good impact in increasing pupil vocabulary
  • Teachers comment that new texts have raised expectations and increased pupil enjoyment of reading as children respond to the greater challenge
  • New reading medium term outcomes have incorporated common question stems and specific reading skills into the weekly planning, the impact of which is seen in the improved summative data
  • Senior leaders have led planning in Y4, Y5 and Y6. As a result new strategies have been embedded systematically and consistently and teaching is more focussed on comprehension skills
  • Successful external moderation in Year 2 for English, June 2018, found the school was able to strongly evidence inference from the comprehension work and reading response books and need to increase the number of children at greater depth
  • Phonics in Y1 has become more consistently good in the last three years

Outcomes:

  • Embedding of new systems and practice to secure and maintain improved reading outcomes
  • Development of a broader reading experience through the wider curriculum to continue improving vocabulary
  • Reading in KS2 reaches national in 2019

Vision:

  • Good work around reading has been completed this year and several successful strategies identified. To embed practice it is necessary to continue developing the reading medium term outcomes in terms of weekly planning and to extend the work in Y4,5 and 6 more securely into Y3 and Y2.
  • Further work around vocabulary extension and breadth of reading is needed, linking to curriculum redesign; e.g. ensuring that equally challenging texts are being used across all curriculum areas
  • The development of self-efficacy in reading is essential, so that children have both strategy and confidence to reason efficiently and secure consistently good achievement.

Evidence Base For Monitoring:

  • Planning
  • Learning Walks
  • Data evidence
  • Pupil voice
  • Staff evaluation and feedback

Wider Benefits:

  • Opportunities for research-based learning in the school to further improve practice in this area
  • Links to curriculum redevelopment and work around challenge, risk-taking and self-efficacy
  • Links to homework opportunities and increasing parental engagement

Priority: Curriculum Redesign

Current Position:

  • Curriculum last reviewed completely in 2008 when CREAM was introduced
  • Adapted for the new curriculum in 2014 to include new/changed content
  • Topic based
  • Subjects covered in blocks to enable coverage and depth
  • Whilst coverage is good, depth is less so
  • Specialist teacher for French has improved MFL provision
  • Enabling Enterprise, Bow Arts open up some new opportunities
  • Links between subjects are not secured consistently
  • Artsmark initiative has raised standards in arts subjects
  • Separate subject leaders, but Artsmark project has seen leaders working together successfully to deliver joint outcomes
  • Classroom Monitor assessment of the curriculum effective in terms of the current curriculum provision
  • Outdoor learning (garden and pond) has provided new learning opportunities
  • Planning, although adapted, lacks some cohesion, although this is partly due to new developments in some curriculum areas
  • Subject content is generally given equal weighting

Outcomes:

  • Whole school curriculum cohesion
  • Improved curriculum learning experience and outcomes
  • Genuine in-depth study of chosen aspects of the curriculum
  • Established links across all curriculum subjects
  • Staff curriculum teams

Vision:

Evidence Base For Monitoring:

  • Planning
  • Work samples
  • Learning walks
  • Pupil voice

Wider Benefits:

  • Opportunities for research-based learning in the school to trial new approaches would enable wider professional dialogue with staff around teaching and learning
  • Wider involvement of Senior Management Team to work collegiately on redesign would provide useful professional development and leadership for middle leaders
  • Reviewed curriculum principles provide a strong basis for future curriculum development as pupil needs change over time

Priority: Mental Health Programme

Current Position:

  • Currently address aspects of Social, Emotional, Mental Health through Personal, Social, Health Education provision
  • Increase in the number of children being identified with SEMH needs
  • Increase in the observed number of children needing strategies to cope with situational stress and anxiety
  • A high percentage of the Pastoral Team support is given to meeting SEMH needs
  • The school counsellor has not been replaced. Place2Be were unable to provide capacity and cuts to the school budget since would make this provision unaffordable
  • Currently reviewing the process for Vulnerable Child meetings in order to refer and tier support internally through the school
  • Audit work with Sharon Gray has been useful for leaders to access her expertise in SEMH and from those discussions, develop the main aspects of the programme
  • Whole staff training (Team Teach day, internal CPD) have increased staff knowledge and understanding of the issues and strategies needed to de-escalate situations
  • When asked, Y5 and Y6 children were unable to explain what mental health meant. In comparison, they were able to come up with plenty of information about physical health and how they should look after themselves
  • Observed that in stressful situations, children do not perform to their full potential. Some children lack the strategies to self-manage and in some cases, even with adult support, struggle to overcome the emotional impact
  • Identified need for a more specific approach, linked to the curriculum and pastoral care, to educate children about their mental health, self-care and self-management
  • Local SEMH services e.g. CAMHS have been drastically cut so there are very few services to refer externally for support

Outcomes:

  • SEMH needs are met more effectively
  • Children have a good understanding of their own mental and emotional health and can articulate their needs clearly
  • Blocks to successful achievement are reduced or removed

Vision:

  • If children’s outcomes are affected by their management of stress and anxiety in particular situations, the school has a responsibility to address these barriers to success. For some children it is symptomatic of poverty and deprivation. Examples of this barrier were clearly observed in the KS2 tests, where children who knew what to do and had taken several practice tests prior to the test, found the “real thing” very difficult to deal with emotionally.
  • Access to external services is extremely difficult and budget cuts mean that we are unable to buy in external expertise in the way we have done previously. Therefore we need to develop our in-house capacity, based on the strong work already being carried out by the Pastoral Team, and ensure all staff have the right training to respond to need appropriately.
  • Children should have an equally good understanding of their physical, emotional and mental health. The programme aims to support general knowledge and understanding of mental/emotional health, self-knowledge and the ability to recognise triggers, self-management and the development of strategies, the importance of both independence and a support network. Children will be able to articulate their needs more effectively and possess the appropriate language to do so.

Evidence Base For Monitoring:

  • Pupil voice
  • Evaluation of lessons and the programme overall

Wider Benefits:

  • Opportunities for research-based learning in the school to improve practice in this area
  • CPD will expand school capacity as all staff are better equipped to understand and meet SEMH needs
  • Links to curriculum redevelopment and work around challenge, risk-taking and self-efficacy

School Development Priorities: Timeline

MonitoringStrategic 1Strategic 2
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