school improvement plan2016-19 - whitchurch primary · school improvement plan (2016-2019)...
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SchoolImprovementPlan(2016-2019)
OverarchingAim–Tobeanoutstandingschooltowhichallstaffandpupilsareproudtobelong
Key:RAGRatingGreen=OutcomesSecure Completedorontracktobecompletedasplanned
Amber=OutcomesSecure Norisktocompletionbutamendedinsomewaytoensureoutcomes
achievedRed=OutcomesatRisk Risktooutcomesbeingachievedandthereforecontingencyplanswill
needtobeimplemented
ContextThisSchoolImprovementPlan(SIP)isaworkingdocumentusedtosetprioritiesandmonitorprogressthroughouttheyear.Itiswritteninthecontextofournewlyamalgamatedschool(WhitchurchPrimarySchool&Nursery).Weareanambitiousschoolandwehavehighexpectationsforallourchildrenandstaff.Wewishtobeoutstandinginallaspectsofourwork.ThisdocumentsetsoutthestrategicprioritiesagreedbytheGoverningBody,HeadteacherandSeniorLeaders.Itisinformedbytheschool’srigorousself-evaluationsystem,themostrecentOfstedreport(WJS:January2013)andbytheSchool’sVision.Thisplanisunderpinnedbydetailedplansforeachsubject/curriculumarea.
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ToberevisitedafterthestafftrainingdayinApril2016
TheSchoolVisionWhitchurchPrimarySchool&Nurseryisalearningfocussedcommunitywherehappinessisderivedfromachievementandpositiveself-esteem.Itisaplacewhereindividualsdeveloptheconfidenceinthemselvesandtheunderstandingofothersaroundthemtobeactivecontributorstosociety.Theinnovativeandindividuallytargetedcurriculum,allowsallpupilstosucceedintheirownareasofstrength;theschoolhousesystemandinnovativemusicdepartmentgiveseveryonethechancetoshineoutsidetheclassroom;andinallareasindividualenterpriseandendeavourarebothexpectedandrewarded,soensuringthatpupilsandstaffattheschoolfulfiltheirpotential.
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STRAND1 LeadershipandManagement:
Providingstrategicdirectionforimprovingstandardsanddrivingimprovementsacrossournewlyamalgamatedschool
Context:Theamalgamationofbothschools(WhitchurchInfant&WhitchurchJunior)haspresentedchallengesforleadersatalllevels.Therolesandresponsibilitiesofallleaderswhomayormaynotbenewtotheirrolesand/orphases,willbere-structured,developedandalignedtoachieveequityinknowledgeandskillsspecifictothatrole.
Objective Actions KeyDates Person
ResponsibleOutcome RAG
Status1.1Buildleadershipcapacityatalllevels,includinggovernance,sothatallleaderscandeliver,monitorandevaluatehighqualityprovisionthatallowsallpupilstoexcel.
SeniorandSubjectleaders,will…
• Participateinappropriateleadershiptraining,peermentoringandcollaborationtodeveloptheirrole,andtomaximisetheimpactonpupilachievementacrossallphases(EYFSandKeyStages1&2).
• ImplementanInductionprogrammefornewgovernorsandensuretheyareclearabouttheirrolesandresponsibilities.
• Governorsparticipateintrainingthatisappropriatetotheircontext/role(Raiseonline,ChildProtection&Safeguarding/H&S,SENDetc)
• Integratesystemsfrombothschoolstoimproveeffectivenessintermsoftime
AutumnTerm&on-goingthereafter
Middleandseniorleaders&GovernorsPS(Gov)
• Leadersandgovernorsareambitiousandhavehighexpectationsofpupilsandstaff.
• Leadersandgovernorshaveaclearunderstandingofthestrengthsoftheschoolandtheareasforimprovement–SIPmonitoring
• PerformanceManagementisusedtoencourage,challengeandsupportteachers’improvementandfacilitatehighqualityprofessionaldevelopment
• Thecurriculumisbroadandbalanced,appropriatetotheschool’scontextandinspirespupilstolearn.
• Governorsusetheirtrainingtomakevaluablecontributionsandinterventionsthatsecureandsustainimprovements.
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andresources.
1.2Improvethequalityofteachingsothatlearningoutcomesandpupil’sattitudetolearningareconsistentlygoodtooutstanding.
SeniorandSubjectleaders,will…
• Regularlymonitorandevaluateteachingacrosstheschoolespeciallyfortheirspecificsubjects/Yeargroups.
• Tracktheprogressofgroupsofpupilstoensurethatnonefallsbehindandunderachieve
Termly SeniorleadersHT/DHTs
• Atleast90%oflessonsobservedaregoodoroutstanding,andwherelessonsdonotmeetthisstandard,arigorousprogrammeofsupportisimplementedtoensurerapidandsustainedprogress.
• Theschool’sactionshavesecuredsubstantialimprovementsinpupil’sprogress,especiallyfordisadvantagedpupilsandspecificunderachievinggroups.
1.3Monitoringsystemsarequalityassuredsothattheyaresufficientlyrobusttochallengeperformanceandraisestandards
• Improvethequalityofdata,itsanalysisandusetoinformstrategicplanning.
• Usepupilprogressmeetingsandmonitoringsystemstoimproveeffectivenessofstaffatalllevelssuchasadministrative,subjectleadership,yeargroup.
• EscalationofperformancedatafromCTstoYLstoHT/DHT
• Governorstoverifyescalationprocessandensureappropriateactionsareinplace
Termly Allleaders Theuseofdataiseffectiveindrivingimprovements:• Systemsaremonitoredandevaluatedfor
theireffectiveness,reviewedandadaptedwherenecessary
• Allstaffareconfidentinusingdataefficientlyandeffectivelythroughouttheschooltoinformtheirplanningandassessment.
• Governorshaveaclearunderstandingofthedatacollected,itsanalysisandhowitisusedtodriveimprovements.
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• 1.4.Governors:Challengeseniorleadersonhowstaffandresourcesaredeployedtosecureexcellence.
• Governorsusefocused,strategicquestioning,minutedatGB/committeemeetings,tochallengetheperformanceoftheschool
Spring2016andreviewedannually
PS-governor • Governorsinformtheirevaluationoftheschool’sperformancebyseekingtheviewsofallstakeholdersandusethesetosecureimprovements.
• Governors’contributionsandinterventions
ensuretheyprovideoutstandingstrategicguidanceandsupport.
1.5 Governorsconsidertheviewsofpupils,parentsandstaffwhenmonitoringandevaluatingtheimpactoftheiractionsonschoolimprovement.
STRAND2 Leadership&Management:Leading,developingandimplementingtheMathematicsCurriculum
Context:• Inrecentyears,ourdatahashighlightedanincreasingdeclineinmathsattainmentattheendofKS1.(Seeinternaldata)• Internalmonitoringhasidentified:
I. Alackofsecureknowledgeinnumberskillsincludingplacevalue,numberbondsandwrittenmethodsforcalculations.II. InconsistencyinteachingmethodsIII. Inconsistencyinteachers’subjectknowledgeinteachingnumberskills.
• ImplementationofthenewCurriculum(2014)includingassessment,haspresentedchallengesintheareasofArithmetic(number&calculations).
Objective Actions KeyDates PersonResponsible
Outcome RAGStatus
2.1Teaching,learningandAssessment:AllaspectsoftheNewCurriculumarefully
• Monitorbooksforwrittenexamplesoftheschool’spolicyregardingtheteachingofnumberandcalculation.
December2015March2016
SeniorLeadersandGB
Termlymonitoringreports(worksampling&lessonobservations)demonstrate:• Abalanceofconceptualunderstandingwith
writtenproficiency
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implemented. • Monitorbooksforimpactofevaluativeanddiagnosticmarkingonpupils’progressovertime.
• Identify,throughobservations,whethernumberskillsaretaughtexplicitlyandrevisitedasisappropriateforthatgroup/Year
• Implementatwo-booksystem,oneforMathsSkills(Numberandplacevalue)andtheotherfortopics(fractions,decimalsandpercentages).
July2016Sept2015
• Useofdialoguetopromoteconceptualunderstanding,highlightingtheimportanceofgoodquestioningandflexibleplanning.
• ThetransitionprocessbetweenKeyStagesaddressesanygaps
• Schemesofwork(SOW)reflecttheschool’scontextandidentifiesthebiggerpicturebyencouragingpupilstolinkskillsandconceptsfromdifferentareasofmaths
• AnincreasedemphasisontheteachingofnumberskillsinKS1&2andbalancingconceptualunderstandingwithhighlevelsofproficiencyinarithmetic
2.2Raiseattainmentacrossallphases,particularlyintheareasofnumberandarithmetic
• Implementsecondcycleofmonitoring(worksampling&observations)
• Analysedatatoinformteachingandcurriculumplanning
• Implementassessmentmethodsthatareconsistentwithlocalandnationalexpectations
March2016
Allteachers
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STRAND3 Leadership&Management:Leading,developingandimplementingtheEnglishCurriculum
Context:TheintroductionoftheNewCurriculumposessomechallengesforourpupils,especiallyforthosewithEAL.Internalmonitoringhasidentified:
• Grammar,phonicsandreadingaregenerallyinlinewith,orhigherthan,Nationalexpectations.• WritingcontinuestobeourweakestareaofliteracyatKeysStages1&2.
Underachievinggroupsare:
• KS1SATs:thenumberofgirlsachievinglevel3inreading(28%/37%)andwriting(11%/23%)wassignificantlybelowthenationalaverage.• EALpupils-significantgapfromtherestoftheircohortandtheNationalaverage.ThelargestgroupwithinEALwasRomanian.• EthnicGroups-BlackAfricanandCaribbeanpupilsperformingsignificantlybelowtheircohortandtheNationalaverageinbothreadingandwriting.• IntheKS2SATs,2pupilswerenotcountedinstatisticsduetoarrivaldateinthecountry.Thereareseveralhighlightstomentioninreadingandgrammar.Weachievedall
greenboxesinbothofthesesubjects,manywithsignificantlyhigherAPSscoresthanthenationalaverage.Thisincludesmanykeygroupswhichweretargetedtoavoidunderachievement.Writingisstilltheweakestareaofallstreamsofliteracy.Areasofconcernincludethehighestbandofgirls(relativetotheirKS1results),astheydidnotachieveexpectedprogressinwritingbytheendofKS2.Althoughtheyachievedahigherstandardthannationalaverage,theydidnotmakeitintothetoppossibleassessmentbandforKS2.Yrs.3-5
• BlackCaribbeanandAfricanpupils(boysinyears3,4andbothgendersin5)andRomanianspupils(inYears3,4,5)presentaslowerthanschooldatafromtheendofthelastacademicyear.
Objective Actions KeyDates Person
ResponsibleOutcome RAG
Status3.1 Teaching,Learning
andAssessment:AllaspectsoftheNewCurriculumarefullyimplementedandsupportedwithhighqualityresources.
• EnsurethatallyeargroupshavenewandappropriateresourcestoenhancetheSchemesofWork(SoW).
• Implementnewcurriculumplansandassessmentmaterials
• EvaluatetheimpactofnewresourcesandSoWonpupils’progress.
• EvaluatenewsystemsforGuided
December2015,March2016July2016
HT/DHT/YearGroupLeaders/EnglishLeader
SothatbyJuly2016…• Allpupilsaremeetingand/orexceedingnational
expectationsinallaspectsofliteracywithnounderperforminggroups.
• Pupilsdemonstratehighlevelsofliteracyby:ü Readingandwritingwithconfidence,fluency
andunderstandingü Havinganinterestinbooks,readingwith
enjoymentandevaluatingandjustifyingtheir
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ReadingandHandwriting• Identifynecessarystafftraining
preferences.ü Havingknowledgeandunderstandingofa
rangeofgenresinfictionandpoetry,andanunderstandingandfamiliaritywithsomeofthewaysthatnarrativesarestructured.
ü Understandingandusingarangeofnon-fictiontexts.
ü Applyingafullrangeofreadingcues(phonic,graphic,syntactic,contextual)tomonitorandself-correcttheirownreading.
ü Planning,drafting,revisingandselfeditingtheirownwriting
ü Demonstratinganinterestinwordsandwordmeaningsandindevelopingtheirvocabulary
ü Understandingthesoundandspellingsystemandusingthistoreadandspellaccurately.
ü Writingfluentlyandlegibly.ü Presentingtheirworktoahighstandard.
3.2Monitoringsystemsareusedtomeasuretheimpactoftraininganddeploymentofresourcesonpupils’progress.
• Monitorbooksforevidenceofpupilsprogressovertime
• Observeandevaluateteachingtoidentifygapsinsubjectknowledgeandaddressteacherlapses.
• Monitortheimpactoftrainingonteachingespeciallytheexplicitteachingofwritingthroughmodelling.
• Facilitatetrainingwherenecessary/peercollaboration
• Implementrobustmoderatingpracticesforqualityassurance.
• Trackdatatoidentifyunderachievers
• Implementinterventions
Dec2015March2016
HT/DHT/YearGroupLeaders/EnglishLeader
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STRAND4 Teaching,Learning&AssessmentEmbeddinghighqualityteachingandlearninginallphasesandsubjectstochallengeandsustainhighqualityachievementforallpupils.
Context:Asarecentlyamalgamatedschoolweneedtoensurethenewcurriculumisfullyimplementedandembeddedinallphasesandacrossallsubjects;thatpupilsmakeprogressintheiracquisitionofknowledgeandskills;thatprogressisexplicitinplanning,assessmentandreporting;underpinnedbyrobustmonitoringsystemsthatareregularandefficient.TheremovalofNationalcurriculumlevelsmeansthatwe,asaschool,arenowresponsiblefordesigningandimplementinganassessmentsystemthatshowclearco-relationbetweenperformanceindicatorsinYears1,3,4,and5andthoseattheendofKeyStages1&2.
Objective Actions KeyDates Person
ResponsibleOutcome RAG
Status4.1EmbeddingtheNewCurriculum
Subjectleadersto:
• ParticipateinappropriateleadershiptrainingsotheyareconfidentinimplementingtheNewCurriculumfortheirsubject.
• FacilitateandsupportteachersinimplementingandembeddingtheNewCurriculum.
• MonitortheimplementationoftheNewCurriculumandidentifynextsteps.
December2015,March2016July2016
SLT/Subjectleaders
SothatbyJuly2016…
Monitoringsystemsforplanning,assessmentandreportingarerigorousandevaluatedtermly:
• Leadersevaluationofteachinganditsimpactonlearningisrobustandsecuresimprovements.
• Teachersmakeeffectiveuseofdatato
establishpupils’startingpoints(baseline)andmodifyteachingsothatallpupils’achievetheirpotentialbytheendoftheyearorkeystage.
• Teachingishighlyeffectiveacrosstheschool:ü Staffcanreflectonanddebatetheway
theyteach.ü Staffaredeeplyinvolvedintheirown
professionaldevelopment.ü Staffareandconfidantandmotivated
totakerisksandinnovateinwaysthat
4.2Aneffectiveassessmentsystemisinplace.
Allleadersandstaffto:• Investigateanumberof
assessmentoptions• Agreeonanassessment
SLT/Subjectleaders
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systemthatidentifiesexplicitprogressinknowledgeandskillsforKeyStages1&2.
• StaffarefamiliarwiththeperformanceindicatorsfortheirYeargroupincoreandfoundationsubjects
areappropriatefortheirpupils.
4.3Improvethequalityofdatamanagementsystems,analysisandstrategicplanning
Allstaffto:• Participateinappropriate
trainingopportunitiestoensurethatdatageneratedisusedsensiblyandiseffectiveindrivingimprovements.
• Ensurethatdataissufficientlyrobusttoinformplanningforallpupilsatallstagesandissuitablyflexibletomeettheneedsofgroupsandindividuals.
Allstaff
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STRAND5 EYFSProvision:FollowingareviewbytheLocalAuthorityinNovember2015thesethreemainareaswillremainafocusforimprovement
Context:Duringtheinterimperiod,beforeamalgamation,whentheformerJuniorSchoolwasaskedtosupporttheformerInfantSchool,EYFSprovisionwasidentifiedasanarearequiringimmediateimprovement.Alotofsupporthasbeenprovidedsince:
• StafftrainingfromEYFSexperts• Resourcesincludingnewandadditionalstaff• LAintervention• Visitstoschoolswithoutstandingprovision• Improvementstothelearningenvironment
Thesehaveallhadpositiveimpacton:• Staffmorale• Developingknowledgeandskillsspecifictotheearlyyears• Provisionforbothindoorandoutdoorlearningandassessment• Pupilsoutcomes• Parentengagementandsatisfaction.
Thefocus,thisyearwillbeonembeddingexcellentpracticeanddevelopingthosethatarehighlightedbelow.Objective Actions KeyDates Person
ResponsibleOutcome RAG
Status5.1HaveaseparateEYFSSEFtosetcontext,reflectonjourney,identifyimprovementsandmeasureimpact
Implementarobustmonitoringsystemthatevaluatesprovisionandmeasurestheimpactonpupils’progress.
Springhalfterm
EYFSleader/HT/DHT
TheSEFisinplacebyspringhalfterm(March2016),measuringtheimpactofthefollowingonpupiloutcomes:
• Curriculum• Assessmentsystem• Dataanalysis• Transition• Stafftraining/development/Performance
Management
5.2ImproveprovisionintheNurserysothattheplaybased
• Developsensoryactivities• Usecorridorareaandoutdoors
toextendspacesinceindoor
AutumnTerm EYFSLeader/staff
Progressisvisiblebythespringhalfterm:• Abalanceofadultinitiated/ledandself-
initiatedactivelearningacrossallareasof
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learningbetterreflectsthecharacteristicsofeffectivelearningasidentifiedintheframework,bothindoorsandoutdoors
spaceislimited.• Maximisetheuseofcorridor
spacebyconductingriskassessmentsandexploringopportunitiesforfurtheractivities
learning• Childrenarefocusedonlearninginoutdoor
aswellasindooractivities• Sufficientopportunitiesforindependent
learning• Adultsfacilitatelearninginameaningful
manner,questioningchildren,modellinglanguageandinterveningwhenappropriatetomaximiselearningopportunities
5.3RespondtothegrowingneedsandchangingdemographicoftheschoolbyimprovingprovisionforEALlearners.
• Providemoreresources(handsonandvisualsupport)whichhelpstomakelearningmoretonewarrivalsandthosewhospeakEnglishasanadditionallanguage,sothattheysettlemorequickly.
Springhalfterm
EYFSLeader/Staff
Planning:• MakesprovisionforEALchildrenat
differentstagesintheirunderstandingofEnglish
• ResourcesareusedtosupportlearningofEALchildren
• LearningObjectivesareclearwithrelatedactivitiesreflectedinbothindoorandoutdoorareas
STRAND6 PersonalDevelopment,BehaviourandWelfare
IntroducingandembeddingnewaspectsofSMSCincludingHumanValuesprogramme.
Context:InlinewiththenewcurriculumforSMSC,theschoolpreparespupilspositivelyforlifeinmodernBritainandpromotesthefundamentalBritishvaluesofdemocracy,theruleoflaw,individuallibertyandmutualrespectforandtoleranceofthosewithdifferentfaithsandbeliefsandforthosewithoutfaith.Theschool’sstrengthsarein:
• Safeguarding• Promotingallformsofequalityandinfosteringgreaterunderstandingofandrespectofdiversity• Keepingpupilssafeandprovidingadditionalsupportforthosewhoarevulnerable• Curriculum
Objective Actions KeyDates PersonResponsible
Outcome RAGStatus
6.1 ToensureSMSCisdeliveredas
SubjectleaderstoidentifyopportunitiesforimplementingSMSC
January2016 Yearleaders/PSHE
Theschoolactivelypromotes:• Thevaluesofdemocracyinlessonsandinwider
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awhole-schoolapproachwithcross-curricularlinkstodifferentsubjects.
intheirsubjects.
Leaders schoollife• Theimportanceofidentifyingandcombatingdiscrimination
Inhistory/PSHE/REpupilsaretaughtabout:• Thedemocraticprocessandthedifferencebetweentheexecutiveandjudiciarysystems
• Thedifferencebetweenthelawofthelandandreligiouslaw
• PupilsactivelychallengeopinionsorbehavioursthatarecontrarytofundamentalBritishvaluesthroughdiscussionsanddebates,showingrespectforothers’ideasandpointsofview.
6.2ToimplementanannualSMSCcalendarwhichwillincludeculturalfestivalsandthemedweeks,suchasanti-bullyingweek.
• Pupilsunderstandthatthefreedomtochooseandholdotherfaithsandbeliefsisprotectedinlaw.• Wepromotetolerancebetweendifferentculturaltraditionsbyenablingstudentstoacquireanappreciationoftheirownandothercultures
6.3TodevelopSMSCcontentinconjunctionwithpupils,parentsandthewiderschoolcommunitytomakeitfullyinclusive.
Maintainanddevelopcurrentpractice • WeconsultwithallstakeholderswhenplanningthecontentandresourcesforthedeliveryofSMSC.
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STRAND7 Thecommunityisenabledtoaccesstheschoolanditsresourcestojointlycontributetowardsabetterinformed,healthierandmoreconnectedcommunity.
Context:Datashowsthatourschooldemographicsarechanging,ourpupilsandtheirfamiliesarecomingfrommoresociallyandeconomicallydeprivedbackgrounds.IncreasingnumbersofpupilsarefromfamilieswithverylittleEnglishandwhoareinsufficientlyknowledgeabletoaccessthehelpandsupporttheyneedinareasofeducationandhealth.Nationally,Harrowhasthehighestpercentageofdiabetesinthecountry(14%);dentalhealthandasthmaaretwootherareaswhereHarrowchildrencomparenegativelytonationalfigures.Domesticviolenceisagrowingconcern,asaretheissuesrelatingtomentalhealthandchildhoodobesity.
Objective Actions KeyDates PersonResponsible
Outcome RAGStatus
7.1Toleadastepchangeinpreventingillhealthandsupportingourwidercommunitytolivehealthierlives.
Extendtheschool’shealthylivingprogrammetoincludethewidercommunityby:• Providingopportunitiesforthe
widercommunitytoparticipateininitiativesthatwouldhelptoimproveandpromotehealthierlifestyles.
• Buildingpartnershipswithexistinglocalgroupsandexpertstohelpfacilitateappropriateactivities
Atleastonecommunityeventaterm
JD Theschoolactsas‘CommunityHealthAmbassadors”,providingvaluablelearningopportunities,involvingpreventionandearlyinterventionactivities,thatcontributetoamoreinformedandhealthiercommunity.Workshops/talksareorganisedwiththecommunitytoaddresshealthareasidentified.Usesurveystoidentifyandengage
7.2ToprovideopportunitiesforparentsandcarerstounderstandtheBritishsystemofeducationandtheNCrequirementssotheyarebetterabletosupporttheir
• Providecurriculumtalksandresourcesforparents
• OrganiseEnglish-speakingclassesforthoseparents&carerswhowouldliketohavetheopportunitytoimprovetheirlanguageskills.
• Provideinterpreterstosupportmeetingsinvolvingnon-Englishspeakingparents
TheschoolactsasasupportnetworkforparentstoimprovetheirunderstandingoftheNationalCurriculumandschoolsystemssotheyarebetterinformedaboutthedecisionstheymakeabouttheirchild’seducation.
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child/children
• Enablemultilingualsupportviawebsite
Toprovideopportunitiesforgreatersocialinteractionamongstcommunitygroups
• Formlinkswithalocalcarehomesothatchildrencanparticipateinactivitiessuchasreadinggroups,penfriendsandothersocialactivities
SpringTerm Yr.3(KC)&4(LM)Leaders
Theschoolenrichesitscommunitybybeinginvolvedinactivitiesthatsupportssocialinteractionandaddsvaluetothefabricofthecommunity.
KEYAG&T ABLE,GIFTED&TALENTEDCCG ClinicalCommissioningGroupCT CLASSTEACHERSDHT DEPUTYHEADTEACHEREAL ENGLISHASANADDITIONALLANGUAGEEYFS EARLYYEARSFOUNDATIONSTAGEGB GOVERNINGBODYHPPN HarrowPatients’ParticipationNetworkHT HEADTEACHERJD JoDaswaniKS KEYSTAGE(KS1:YEARS1-2;KS2:YEARS3-6)KC KerryCroninLM LauraMcfaddenNC NATIONALCURRICULUMPS PrashantSanghaniSENCO SPECIALEDUCATIONALNEEDSCO-ORDINATORSEND SPECIALEDUCATIONNEED&DISABILITYSL SUBJECTLEADER/SENIORLEADERSLT SENIORLEADERSHIPTEAMSMSC SPIRITUALMORALSOCIALCULTURALVALUES