school development plan 2008-2010

Blandford St. Mary

Primary School

School Development Plan

2008-2010

Blandford St Mary Church of England Voluntary Aided Primary School School Development Plan - Overview

Mission What the school is seeking to achieve in its day-to-day activity:

At Blandford St Mary Primary every child is recognised as having the potential to be a competent learner who should be given theopportunity to be resilient, capable, confident and self assured. Our children can learn to be strong and independent from a base of lovingand secure relationships with parents and key people both in and out of the school environment. The environment in which our childrenlearn plays a key role in supporting and extending children’s development and learning. We realise that children learn and develop indifferent ways and at different rates and all areas of Learning and Development are equally important and inter – connected.

Aims How the school is planning to improve:

The school's improvement template encourages us to improve in all areas at all times. However, this development plan allows us to focuson:* The attainment of our able learners in writing across the school;* The development of our community cohesion - specifically the partnership between parents and school regarding the learning of ourchildren;* The development of our ICT infrastructure to reflect the needs of a 21st Century curriculum;* The consolidation of our creative curriculum to impact on achievement across the school inall areas of the curriculum.

StrategicDevelopmentPriorities

Overall priorities (i.e. across the 3 year plan) that have been identified to achieve the aims:

Curriculum development.Community Cohesion.ICT Infrastructure.Raising of standards in writing.

Blandford St Mary Church of England Voluntary Aided Primary School School Development Plan - 3-year Summary

Priority Term Year 1 Year 2 Year 3

Learning &Development(BSM 4.1-4.4) -Curriculum Development

Autumn Audit.Policy rewrite.Staff Guidance.

Spring Staff to review procedures.Curriculum content review.

Summer Curriculum structure review.ICT review.

Curriculum structure review. Curriculum structure review.

Learning &Development(BSM 4.1 - 4.4) -Raising Standards in Writing(Particularly More AbleChildren)

Autumn APP project (writing) starts.Staff identify target learners.School decides on approach toprojects.

Moderation meetings. Moderation meetings.

Spring Staff using APP during PPA time.Moderation meetings.SMT moderation of staff portfolios.Analysis of Ros Whoever materials.Genres audit & work scrutiny.

Moderation meetings. Moderation meetings.

Summer Staff using APP during PPA time.Moderation meetings.SMT moderation of staff portfolios.

Moderation meetings.SMT moderation of staff portfolios.

Moderation meetings.SMT moderation of staff portfolios.

Positive Relationships (BSM2.2) - Parent Partnerships

Autumn FS to trial home/school informationbooklet for the start of school.Parent Workshop - the School Vision.Questionnaire about provision ofchildcare.Update parent policies andhome/school agreementsThe beginning of 'Last Friday in theMonth'

Parental Workshop. Parental Workshop.

Spring Calendar of provision of parentlearning opportunities.

Parental Workshop. Parental Workshop.

Menu of leaflets available.Trial of parent use of Merlin for adultlearning.Parental Workshop.

Summer Parents Workshop.Evaluation of impact of initiatives.

Parents Workshop.Evaluation of impact of initiatives.

Parents Workshop.Evaluation of impact of initiatives.

Enabling Environments(BSM 3.3) - ICT Infrastructure& Classroom Design

Autumn Audit of classroom equipment.Audit of classroom layout.Does our current provision meet theneeds of the school ethos?

Monitoring of staff expertise andidentification of training opportunities.Monitoring of standards.


Spring Purchase and implementation of newequipment.Staff training on best use of new setup.Y6 begin to use Merlin & Moodle tosupport learning.



Summer Review of curriculum.Monitoring of writing and othercurriculum areas for evidence of risein standards.



Blandford St Mary Church of England Voluntary Aided Primary School School Development Plan

September 2008 to August 2009

SDP Project Objective Activities Due By Project Team Resources & Costs

1. Learning &Development(BSM4.1-4.4) - CurriculumDevelopment - Audit

To review our currentprovision (content)and techniques inplanning anddelivering the schoolcurriculum and createa schedule for furtheraudits.

* Talk to teaching staff* Investigate all archives of planning onschool intranet* Monitor planning folders* Informal observations of classrooms andactivities* Familiarity with Somerset Skills* Create a schedule for further audits

30/11/2008 Harris, Sam (leader) Lavis, Paul

n/a

Success Criteria Monitoring provision for improvement (3.1.6.1) The school is systematic in monitoring both its statutory and non-statutory curriculum provision and action is taken to secure consistentprovision for all learners and groups. Monitoring continuity in the curriculum (3.1.6.2) Outcomes of curriculum monitoring ensure that action is taken to remedy identified gaps in the continuity of learning in all subjects. Monitoring for consistency in the curriculum (3.1.6.3) The consistency and appropriateness of curriculum planning is regularly monitored and reviewed and action is taken where needed. Evaluating the contribution of innovation (3.1.6.4) The school’s curriculum provision is rigorously evaluated and the school is proactive in ensuring that planned initiatives and innovationsmeet changing requirements and are leading to school improvement and higher achievement.


2. Learning &Development(BSM4.1-4.4) - CurriculumDevelopment -Policy

To rewrite theCurriculum Policy toensure it meets itsneed as both astatement of ourintentions and a guideto the user.

* Locate and read old policy* Research existing policies from excellentschools* Ensure that national, local and globalcurricula are included* Cross reference assessment and teaching &learning policies to check for a consistentmessage* Decide and communicate the planningprocess and proformas


n/a

Success Criteria Support of curriculum statement for school improvement (3.1.1.1) The school has a detailed statement of curriculum provision, which is imaginative in design, promotes high achievement and isembedded in school improvement planning. Meeting individual learning needs (3.1.1.2) Curriculum provision focuses on meeting learners individual learning needs. Extending learning opportunities (3.1.2.1) The breadth of curriculum content effectively meets all statutory requirements and is enriched by a wide range of additional and extendedlearning opportunities. The balance of the curriculum (3.1.2.2) A balanced curriculum guarantees sufficient time to meet all statutory requirements for all learners and offers additional opportunity toaddress individual aptitudes and aspirations. The inclusive curriculum (3.1.2.3) The curriculum is made inclusive by addressing and enhancing the differing and diverse learning needs of all learners, groups andcultures. Expectations of staff planning (3.1.3.1) The school has appropriate but high expectations of teacher planning and these are clear to all staff. The plans are concise, specifyingobjectives and expected learning. Assessment strategies are clearly stated in all planning. Planning for national and local curriculum developments (3.1.3.2) Planning is dynamic and responsive to national and local curriculum development. The benefits of new initiatives are evaluated and arethen appropriately incorporated into planning. Procedures for continuity (3.1.4.1)

Curriculum continuity is secured across subjects and groups by the implementation of plans and procedures, which are systematicallymonitored by senior management and subject leaders. Schemes of work (3.1.4.2) All staff follow schemes of work according to school policy and agreed practice ensuring all learners receive their full differentiatedentitlement to continuity and progression.


3. Learning &Development(BSM4.1-4.4) - CurriculumDevelopment -Sharing Resources

To update teacherplanning page toinclude all newproformas andguidance for planningprocess.

* Collect planning documents from SH* Collect guidance notes from SH* Possibly update Merlin site

01/12/2008 Lavis, Paul (leader) Harris, Sam

Planinng documents

Success Criteria Provision of appropriate resources (1.5.3.3) The school learning environment provides the most appropriate up to date teaching and learning resources. Using ICT for administration (2.5.2.3) Full use is made of a comprehensive suite of school management software in order to minimise human and other resources being usedfor school administration and operation. Expectations of staff planning (3.1.3.1) The school has appropriate but high expectations of teacher planning and these are clear to all staff. The plans are concise, specifyingobjectives and expected learning. Assessment strategies are clearly stated in all planning.


4. Learning &Development(BSM4.1-4.4) - CurriculumDevelopment - StaffMeeting onCurriculum Planning

To deliver a guidestaff meeting onclarifying the planningprocess for thecreative curriculum.

* Complete the policy* Ensure guide materials are on the website* Decide on presentation vehicle:presentation, discussion, video etc.


Curriculumdocumentation.

Success Criteria Expectations of staff planning (3.1.3.1) The school has appropriate but high expectations of teacher planning and these are clear to all staff. The plans are concise, specifyingobjectives and expected learning. Assessment strategies are clearly stated in all planning. Planning for national and local curriculum developments (3.1.3.2) Planning is dynamic and responsive to national and local curriculum development. The benefits of new initiatives are evaluated and arethen appropriately incorporated into planning. Using time effectively (3.1.3.3) The school ensures it is facilitating joint planning, enabling the most effective use of the learners and the teacher’s time.


5. Learning &Development(BSM4.1-4.4) - CurriculumDevelopment -Planning review

To amend theplanning process inthe light of any issuesarising.

* Staff meeting to discuss the first 2 months ofplanning process* Monitoring of planning by SMT


1 day supply for SH£150 Total Cost: £150.00

Success Criteria Expectations of staff planning (3.1.3.1) The school has appropriate but high expectations of teacher planning and these are clear to all staff. The plans are concise, specifyingobjectives and expected learning. Assessment strategies are clearly stated in all planning. Planning for national and local curriculum developments (3.1.3.2) Planning is dynamic and responsive to national and local curriculum development. The benefits of new initiatives are evaluated and arethen appropriately incorporated into planning. Using time effectively (3.1.3.3) The school ensures it is facilitating joint planning, enabling the most effective use of the learners and the teacher’s time.


6. Learning &Development(BSM4.1-4.4) - CurriculumDevelopment - SMTReview ofCurriculum

To ensure the pupilshave the creativeopportunities in theircurriculum.

* Questioning children* Questioning parents* Questioning teachers* Monitoring of planning and books* Lesson observations* Friday morning assemblies & blogs


2 days supply Total Cost: £300.00

Success Criteria Meeting statutory curriculum requirements (3.1.1.3) The curriculum statement defines how provision offered will ensure that the school meets all statutory requirements for both time andcontent whilst being fully responsive to local circumstances. Curriculum Provision (3.1.5.1) Curriculum provision and its delivery ensure that all identified learner groups make progress at least in line with national expectations. Meeting national requirements for progress (3.1.5.2) The school’s curriculum provision fulfils all national curriculum requirements and ensures that all learners have regularly reviewedindividual targets working towards at least national rates of progress. Religious Education (3.1.5.5) The school provides very good teaching of religious education for all learners and fully complies with the locally agreed syllabus orotherwise and parents are fully informed of their right to withdraw their children Learners taking responsibilty for progress towards targets (3.3.6.1) Learners take a large measure of responsibility for their own progress and development within the framework of an individual learningplan. They can describe their strengths and areas for development; set challenging targets for themselves; and are able to evaluate theirsuccess. Evaluation of learning by staff (3.3.6.2) Evaluation of learning by all staff is rigorous, judgements about quality and impact are made and the school is proactive in ensuring thatoutcomes are used to secure consistently high standards of learning across all subjects and extended service provision. Learners areactively involved in this process. Integrating ICT capacity in the curriculum (3.5.2.1) The school is using ICT and e-learning as an integral part of the whole curriculum. All staff contribute to the embedding of ICT across thecurriculum to raise standards in all subject areas. Programme of ICT teaching to meet the National Curriculum (3.5.2.2) The school offers a comprehensive well coordinated programme of teaching in ICT that fully conforms to National Curriculumrequirements at each key stage and in each subject.

ICT provision for different groups of learners (3.5.2.3) There is an extensive and stimulating ICT provision for supporting different groups of learners including those who have special needs,gifted and talented, or those for whom English is not their first language, which is leading to higher standards. Teachers' cross curriculum ICT knowledge (3.5.4.3) Teachers are confident in their knowledge and use of ICT across the curriculum. Its application enables differentiation with clearexplanations and presentations. Pupil’s prior learning of ICT as a subject is effectively integrated with the use of pupils’ ICT learningacross all subjects.


7. Learning &Development(BSM4.1 - 4.4) - RaisingStandards in Writing(Particularly MoreAble Children) -Launch of APP

For all teachers tohave anunderstanding of theAPP project andidentify the targetchildren in their class.

* Attendance of moderation meeting (RK)* Whole staff attendance of BSN meeting* Discussion at staff meeting of theexpectations and any queries* Staff to inform PL on their chosen targetchildren


n/a

Success Criteria [None]


8. Learning &Development(BSM4.1 - 4.4) - RaisingStandards in Writing(Particularly MoreAble Children) -Making Judgements

Ensure that all staffunderstand the BSMinterpretation of APP.Make sure theassessment policyreflects ourexpectations.

* Attend meeting at Spetisbury* Ensure SMT have explored APP material onthe Primary Frameworks website* Cross reference what we already do with thenew initiative* Decide on the model approach (RK piloting)


n/a

Success Criteria Assessment to infom planning (3.2.7.1) Summative and formative assessment is used continuously and rigorously in teaching to inform short, medium and long term planningand target setting and to maximise the continuity of learning during transfer and transition. Staff understanding of assessment policy (3.4.1.3) All staff involved with teaching and learning fully understand the assessment policy and how it forms the basis of informed teachingwithin the context of the principles of assessment for learning. Assessment informing teaching and learning (3.4.2.1) On-going formative assessment is a strength in the school it leads to pupils understanding learning objectives and recognising the higherstandards they are aiming towards. Ensuring accuracy in assessments (3.4.7.1) Staff work well together to ensure that assessment of pupils’ work using levels and grades is at all times accurate and reliable. Ensuring consistency in assessment (3.4.7.2) Subject portfolios with examples of work and brief guidelines for assessment have been developed to ensure a strategic and consistentapproach to assessment across the school. Monitoring at pupil level (3.4.8.1) The school has rigorous practice in place in relation to teacher assessment that allows monitoring at pupil level and secures consistentimprovement in standards. Impact of assessment on teaching and learning (3.4.8.2) Whole school assessment processes are regularly reviewed and monitored and the response ensures that this impacts on effectiveteaching and motivates learning. Impact of assessment on school improvement (3.4.8.3) All staff play an active part in ensuring that the schools assessment practice is consistent and that its evaluated to secure its impact onschool improvement.


9. Learning &Development(BSM4.1 - 4.4) - RaisingStandards in Writing(Particularly MoreAble Children) -Examining RosWilson

Staff meeting todiscuss the merits ofRos Wilson'sapproach to theteaching and learningof writing.

* SH & Languages WP to research RosWilson and her techniques* Decide how this approach fits with ourcreative approach to learning* Staff meeting delivery on how to use thetechniques to raise standards


Ros Wilson materials. Total Cost: £300.00

Success Criteria [None]


10. Learning &Development(BSM4.1 - 4.4) - RaisingStandards in Writing(Particularly MoreAble Children) -Moderation

To ensure we aremaking accuratejudgements about ourchildren's writing andto compare againstnational and localstandards.

* Moderation meetings using the APPmaterials.* Use of NC Action website to comparestandards* Work sampling to determine the profile ofeach class with regards to standards* Staff to generate areas for improvement inthe light of moderations* SMT to monitor progress towards thesetargets.


n/a

Success Criteria Securing sound teacher knowledge (3.2.3.1) Teachers have a high level of knowledge, skills and command of subjects or areas of learning. They use their subject knowledgeconfidently to underpin and impact on teaching and learning strategies securing high standards and very good pupil progress. Setting learning objectives (3.2.4.2) Planning identifies clear learning objectives and outcomes, builds on prior learning, is matched to the needs of all learners, refers whereappropriate to their Individual Learning Plans (ILPs) and enables them to make very good progress. Assessment to infom planning (3.2.7.1) Summative and formative assessment is used continuously and rigorously in teaching to inform short, medium and long term planningand target setting and to maximise the continuity of learning during transfer and transition. Ensuring accuracy in assessments (3.4.7.1) Staff work well together to ensure that assessment of pupils’ work using levels and grades is at all times accurate and reliable. Ensuring consistency in assessment (3.4.7.2) Subject portfolios with examples of work and brief guidelines for assessment have been developed to ensure a strategic and consistentapproach to assessment across the school. Impact of assessment on school improvement (3.4.8.3) All staff play an active part in ensuring that the schools assessment practice is consistent and that its evaluated to secure its impact onschool improvement. Enabling pupils to work to their capacity (4.2.3.2) Almost all pupils achieve highly and where pupils do not reach national standards the school is secure that it is enabling pupils to work atall times to their capability. Teacher assessments to raise standards (4.2.3.4)

High quality teacher assessment and recording systems secure effective teacher assessment of achievement at pupil level and can showthat standards are improving.


11. Learning &Development(BSM4.1 - 4.4) - RaisingStandards in Writing(Particularly MoreAble Children) -Moderation ofPortfolios

SMT to moderateportfolios from acrossthe school.

* Collect variety of portfolios (use of T&F foridentifying pupils)* Several meetings to discuss evidence* Feedback to staff and individuals


2 days supply Total Cost: £300.00

Success Criteria Ensuring accuracy in assessments (3.4.7.1) Staff work well together to ensure that assessment of pupils’ work using levels and grades is at all times accurate and reliable. Ensuring consistency in assessment (3.4.7.2) Subject portfolios with examples of work and brief guidelines for assessment have been developed to ensure a strategic and consistentapproach to assessment across the school.


12. PositiveRelationships (BSM2.2) - ParentPartnerships - VisionLaunch &Questioning

To share the schoolvision and takeonboard parents'views to developschool vision.

* Launch evening* Questionnaire* Collect responses and report to staff andgovernors


n/a

Success Criteria Implementing the shared vision (1.1.3.1) All members of the school community are active in implementing a shared vision where all the talents of both learners and staff arerecognised and nurtured with clear opportunities for development. Roles in delivering the school vision (1.1.3.3) There is a shared understanding of the vision for the school by all staff, learners and stakeholders where clearly defined roles andresponsibilities have been established. Giving direction to the school ethos, aims and values (1.1.4.2) The aims of the school give a strong sense of direction to the ethos and values, and are integral to the leadership style, which is basedon effective and efficient communication and consultation Creating an open, respectful and safe environment (1.1.4.3) The school ethos is conducive to openness and respect. Learners feel safe in this learning environment and are able to confide in eachother and confidently share concerns with staff. They express their feelings; build their confidence and emotional resilience and thereforetheir capacity to learn. Creating a learning school (1.1.4.4) The leadership of the school engender a secure atmosphere and ethos, which creates an effective and improving school where learnersare keen and able to learn. Parents involvement with school (1.9.5.2) The school succeeds in enabling parents to feel an important part of the school's successes. They are made welcome in school, showpride in the school and recognise its achievements. Involving parents in supporting their child (1.9.5.3) Parents are kept regularly informed of their child’s successes and are engaged in working with the school in supporting their child’slearning and behaviour. Engaging parents in the life of the school (1.9.5.5) Staff and governors work to engage parents in their work and are successful in enabling them and their families to contribute to the life ofthe school.

Taking parent's views into account (1.9.6.1) Parents are consulted extensively and their views are taken into account on a wide range of issues to secure policy development andschool development. Parent governors play an active role in this process and are at all time advocates of the parents they represent.Outcomes and responses to consultations are always reported to parents. Monitoring consultation with parents (1.9.7.1) Outcomes of consultations with parents inform and ensure changes in approach and emphasis so that action can be taken for schoolimprovement. Contacts with local community (1.10.4.4) The school regularly engages with its local community, both in and out of school hours. The contribution of this to PHSCE in the schooland community can be evidenced.


13. PositiveRelationships (BSM2.2) - ParentPartnerships -Policies

Review and updateParents in SchoolPolicy andHome/SchoolAgreement Policy toreflect school ethos.

* Find existing policies and review,* Update and take feedback fromstakeholders across the community.

31/12/2008 Lavis, Paul (leader) n/a

Success Criteria Policy for involving parents (1.9.1.1) The school has a policy or strategy that secures the full and active involvement of parents in their child’s education. Home school agreements (1.9.1.2) The school has a very successful Home-School Agreement policy. It has been drawn up by the governing body with the headteacher andit receives very good cooperation from parents.


14. EnablingEnvironments (BSM3.3) - ICTInfrastructure &Classroom Design -Audits

Ascertain the currenthardware andsoftware and its abilityto do the job of anembedded ICTcurriculum.

* JB to examine PCs* All damage to be noted.* All software to be accounted for - particularlythe software used to deliver schemes(Abacus Evolve & Rapid Readers)

31/12/2008 Lavis, Paul (leader) n/a

Success Criteria ICT Infrastructure (2.5.3.1) The school’s physical infrastructure consists of a well maintained single high speed network with a server and infrastructure design whichprovides all curriculum and administrative features to staff and learners whenever and wherever they require them. ICT Support and Maintenance (2.5.3.3) The school has formal contracts for support and maintenance of all hardware and software used by the school. These are regularlyreviewed, monitored and evaluated. There are formal and agreed processes in place for disaster recovery Local area network infrastructure (3.5.3.1) The school has a well maintained, high speed, local area network (LAN) infrastructure incorporating broadband access to the internetacross the school. Ratio of computers to pupils (3.5.3.2) There are sufficient computers to allow learners to take full advantage of ICT for their learning and the ratio of computers to learners isbetter than the current guidelines set by the DCSF (By 2004 1:8 Primary and 1:5 Secondary and Special). ICT software and hardware (3.5.3.3) The school uses a wide range of appropriate ICT software and hardware to enrich the learning of all learners and to meet NationalCurriculum requirements. Use of school budget and specific grants for ICT (3.5.3.4) Identified external and school budgets have a direct and sustained impact on ICT and overall standards in the school.


15. EnablingEnvironments (BSM3.3) - ICTInfrastructure &Classroom Design -The Future

Investigate possibleclassroom designs tofurther the impact ofICT.

* Lexicon Lifeline to give input.* Dorset CC (Building Schools for the Future)* Internet investigation (Devon schools)* Create classroom designs and price them

31/12/2008 Lavis, Paul (leader) Unknown - DFC tofund.

Success Criteria ICT Infrastructure (2.5.3.1) The school’s physical infrastructure consists of a well maintained single high speed network with a server and infrastructure design whichprovides all curriculum and administrative features to staff and learners whenever and wherever they require them. Integrating ICT capacity in the curriculum (3.5.2.1) The school is using ICT and e-learning as an integral part of the whole curriculum. All staff contribute to the embedding of ICT across thecurriculum to raise standards in all subject areas. ICT provision for different groups of learners (3.5.2.3) There is an extensive and stimulating ICT provision for supporting different groups of learners including those who have special needs,gifted and talented, or those for whom English is not their first language, which is leading to higher standards. Local area network infrastructure (3.5.3.1) The school has a well maintained, high speed, local area network (LAN) infrastructure incorporating broadband access to the internetacross the school Ratio of computers to pupils (3.5.3.2) There are sufficient computers to allow learners to take full advantage of ICT for their learning and the ratio of computers to learners isbetter than the current guidelines set by the DCSF (By 2004 1:8 Primary and 1:5 Secondary and Special). ICT software and hardware (3.5.3.3) The school uses a wide range of appropriate ICT software and hardware to enrich the learning of all learners and to meet NationalCurriculum requirements. Use of school budget and specific grants for ICT (3.5.3.4) Identified external and school budgets have a direct and sustained impact on ICT and overall standards in the school.

school development plan 2008-2010

Documents

school environment

moderation of staff

school vision

start of school

moderation meetings

spring staff

curriculum structure

summer staff